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Cavendish Close Infant and Nursery School
A rich, relevant, broad and balanced curriculum contributes to outstanding learning and achievement, significant growth in pupils' knowledge, and excellent attitudes to learning
Subject area: Religious Education
End of Early Years Foundation Stage expectation
National Curriculum End of Key Stage 1 expectation
Children in the Early Years Foundation Stage will:
- Study at least one other religion – Hinduism.
- Study the main stories of Christianity.
- Study any other religions of interest to pupils.
ELG – Children talk about past and present events in their own lives and in the lives of their family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families and traditions.
Exceeded
- Knows the differences between past and present events in their own lives and some reasons why people's lives were different in the past.
- Knows that other children have different likes and dislikes and that they may be good at different things.
- Understands that different people have different beliefs, attitudes, customs and traditions and why it is important to treat them with respect.
Children in Key Stage 1 will:
- Study at least one other religion – Hinduism (Year 1) and Sikhism (Year 2).
- Study the main stories of Christianity.
- Study any other religions of interest to pupils.
Incorporate the importance of British Values, through RE By making us become responsible, active citizens who participate in democracy and public life with respect for diversity and a commitment to working towards greater community cohesion. Personal, Social, Health Education and Citizenship (PSHE&C) is at the heart, which emphasises the difference between right and wrong and respecting & tolerating differences in a very diverse and modern Britain.
The Religious Education curriculum should ensure children have:
- An outstanding level of religious understanding and knowledge.
- A thorough engagement with a range of ultimate questions about the meaning and significance of existence.
- The ability to ask highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
- Exceptional independence; the ability to think for themselves and take initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.
- A strong understanding of how the beliefs, values, practices and ways of life cohere together.
- Significant levels of originality, imagination or creativity, which are shown in their learning of R.E.
- A wide knowledge and deep understanding across a range of religions and beliefs.
- The ability to link the study of religion and belief to personal reflections on meaning and purpose.
| EYFS 1 (30-50 months) | EYFS 2 (40-60 months) | Year 1 |
|---|---|---|
| Shows interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experience. Recognises and describes special times or events for family and friends. Shows interest in different occupations and ways of life. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends and family. | Enjoys joining in with family customs and routines. Identifies and talks about events in their own life and in the lives of family members, e.g. birthday, visit to grandparent. Begins to differentiate between past and present. Shows interest in the lives of people familiar to them. Notices that other children don’t always show the same interests. Notices that others have different special days, e.g. birthdays. | To understand beliefs and teachings: Describe some of the teachings of a religion. Describe the main festivals or celebrations of a religion. To understand practices and lifestyles: Recognise, name and describe some religious artefacts, places and practices. To understand how beliefs are conveyed: Name some religious symbols. Explain the meaning of some religious symbols. To reflect: Identify the things that are important in their own lives and compare these to religious beliefs. Relate emotions to some of the experiences of religious figures studied. Ask questions about puzzling aspects of life. To understand values: Identify how they have to make their own choices in life. Explain how actions affect others. Show an understanding of the |
term 'morals'.
behaviour.
- Describe how some of the values held by communities or individuals affect behaviour and actions.
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RECOMMENDED FOR
Upper primary (ages 9–11)
CONTENTS
4
KEY CURRICULUM AREAS
- Learning areas: English, Humanities and Social Sciences
- General capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding
- Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia
TEACHERS' RESOURCES
PREPARED BY
Penguin Random House Australia, Susan La Marca & Pam Macintyre
PUBLICATION DETAILS
ISBN: 9780143565314 (paperback);
9781742535715 (ebook)
These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale.
Visit penguin.com.au/teachers to find out how our fantastic Penguin Random House Australia books can be used in the classroom, sign up to the teachers' newsletter and follow us on @penguinteachers.
Copyright © Penguin Random House Australia 2018
Things a Map Won't Show You Edited by Susan La Marca & Pam Macintyre
PLOT SUMMARY
An unforgettable collection of short fiction, poetry and comic art from Australia and beyond . . .
A boy who tries to fly, a cricket game in a refugee centre, a government guide to kissing, the perils of hunting goannas, an arranged marriage, an awkward blind date, a girl who stands on her head, an imprisoned king and a cursed Maori stone . . .
Including: James Roy, Tanveer Ahmed, Michael Pryor, Ursula Dubosarsky, Sonya Hartnett, Doug MacLeod, Oliver Phommavanh, Brenton McKenna, Tara June Winch, Sudha Murty & Oodgeroo
ABOUT THE EDITORS
Dr Susan La Marca is a consultant in the areas of children's and young adult literature and school libraries. She is currently Head of Library and Information Services at Genazzano FCJ College in Melbourne, and also an adjunct lecturer in the School of Information Studies at Charles Sturt University.
Susan is the editor of Synergy, the research journal of the School Library Association of Victoria and the Regional Director for Oceania of the International Association of School Librarianship. She is also the coauthor of Knowing Readers: Unlocking the Pleasures of Reading and the author of Designing the Learning Environment.
Dr Pam Macintyre teaches language and literacy and children's and young adult literature at RMIT University. She has been a judge for the Victorian Premier's Literary Awards, Aurealis Awards and the Children's Book Council of Australia Book of the Year Awards, and is the co-author of Knowing Readers: Unlocking the Pleasures of Reading.
Pam has been a recipient of the Dromkeen Librarian Award for Services to Children's Literature and the Leila St John Award for Distinguished Services to Children's Literature.
Together, they have co-edited two collections: Things a Map Won't Show You, for middle grade readers, and Where the Shoreline Used to Be, for senior high school students.
INTRODUCTION
Those of us who have encountered the short story in all its power, such as in the works of Guy de Maupassant, HG Wells, Edgar Allan Poe, Roald Dahl, Alice Munro and more recently Paul Jennings and Margo Lanagan, will appreciate our desire to bring this literary form to young readers. The short story is perhaps undervalued in the classroom, yet it has strong appeal. Short stories, despite, or because of, their brevity can stretch and challenge readers. We value short stories for their appeal to year seven and eight readers, and the opportunities they provide for rich encounters and explorations in the classroom.
We invited Australian writers from various cultural backgrounds and interests to write specifically for the collection. Apart from the criterion of appealing to the age group, authors were offered free range to choose genre, location or form. We aimed for a challenging range of interpretations of the short story genre, particularly to allow creators the opportunities to showcase the appeal and power of illustrated versions, as in Tohby Riddle's Stark's Statues. We hope that the variety of poetic and graphic, as well as prose forms, will open up possibilities for varied responses in the classroom.
STRUCTURE
With thirty pieces included in this book, we anticipate that readers with varying interests and tastes will find stories that will resonate with their experiences and imaginations. There are stories with historical settings like Alison Lloyd's The Price of a Sword and Peta Freestone's Milford Sound; those set in created worlds – The Year King by Michael Pryor, as well as those set in contemporary society. Some, such as Yinti's Kitten by Pat Lowe and Brenton McKenna's The Art of Hunting, both about Indigenous Australian childhood events, will challenge perceptions of the world and behaviour. Others like Chris Wheat's parody of officialdom and cultural norms A Guide to Better Kissing will provoke laughter and recognition. Yet others deal with pivotal moments in the shifts between childhood and the adult world, such as Sonya Harnett's The Second-Last Baby Tooth, James Roy's Out of the Yellow, and Sofie Laguna's Learning to Fly.
The implied sources of inspiration for each story provide for stimulus for students' own writing: personal experiences can be the impetus, as in Tanveer's Ahmed's Exotic Rissole, Tara June Winch's Cloud Busting, Tim Sinclair's Ice-cream Headache and perhaps Ursula Dubosarsky's Australia Day, while contemporary issues such as the status of refugees inspire Ruth Starke's Only a Game. Each of these stories provides glimpses into the varied experiences of living in Australia.
The stories in this collection were chosen with the directions of the Australian Curriculum in mind, such as Aboriginal and Torres Strait Islander culture and literature, and literature from the Asia Pacific region. So we cast our search for published stories and poems across these regions and cultures. We selected existing stories and poems that spoke to ideas of culture, identity, the individual's place in the world and ways of being Australian.
The poetry included in the collection provides an opportunity to compare work of different styles and forms. The diversity includes those which are outwardly simple, and others that are complex despite their brief nature. Some tell humorous stories through rhyme, such as Doug MacLeod's Smiley and Smarty and Jane Godwin's The True Story of Mary which can be looked at in terms of tone and voice, and compared with the free verse narrative of Tim Sinclair's Ice-Cream Headache. Such variations can be used for writing opportunities in the classroom offering models of style that could be explored and replicated.
Each poem and story could be explored individually, but there are opportunities to compare one with another,
Things a Map Won't Show You Edited by Susan La Marca & Pam Macintyre
such as the Jack Davis and Ooodgeroo poems, or traditional stories such as Samson Tavat's The Legend of Lungalunga and Obed Raggett's The Two Little Round Stones.
The inclusions are varied, offering views of the past and the present in narrative, verse and illustration. The third dot point in this sub section states:
The collection concludes with a story, Sudha Murty's How I taught my Grandmother to Read, and a poem, Oodgeroo's All One Race that exemplify, fundamentally, what the collection is about: the former, a tribute to the power of reading, and the latter to an inclusive Australia. We hope that our aim of providing readers with pleasure and enjoyment in the reading experience will support such experiences in the classroom and beyond.
THE AUSTRALIAN CURRICULUM
This collection of stories offers young people engaging reading experiences within the overarching framework of supporting engagement with the Australian Curriculum.
Within the English curriculum itself we were mindful of the three interrelated strands around which the curriculum has been constructed: Language, Literature and Literacy.
Specifically, we focussed on the elements that encourage creativity and the use of a variety of formats, genres and approaches in both the texts studied and the ways we ask students to respond to text. These directives have driven the choices of the varied formats that make up the collection. We have also been mindful of including stories and poems, and particularly illustrated work, which will spark creative responses, and encourage teachers and students to explore form, content and language.
The collection works as an integral component of an English program that responds to the Australian Curriculum outline for English. Beyond this our main aim was to create a collection that supported two of the cross curriculum priorities outlined in the Australian curriculum: Aboriginal and Torres Strait Islander histories and cultures and Asia and Australia's engagement with Asia.
Aboriginal and Torres Strait islander histories and cultures
The collection contains a range of stories that have indigenous origins:
- The Two Little Round Stones by Obed Raggett
- Cloud Busting by Tara June Winch
- Integration by Jack Davis
- Yinti's Kitten by Pat Lowe and Jimmy Pike
- The Art of Hunting by Brenton McKenna
- All One Race by Oodgeroo
Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Investigating the listed stories in the collection for evidence in the text of the spiritual connection between the Aboriginal and Torres Strait Islander peoples and the land, sea, sky and waterways reveals a range of insights and examples that can be further explored to enable readers to construct a complex picture of what country and place mean and represent to Australia's indigenous people. For example:
- In The Two Little Round Stones (p. 27) the boys throw little stones that grow into caves to shelter them from the rain. What form of relationship with the land does this hint at? When they exchange the little stones for new 'better looking' (p. 28) stones they can no longer make the caves appear when they need to. What does this tell us about the connection to the land of the people? What is the story trying to tell us about living well?
- It may seem harsh that at the end of the story the boys are killed when the rain comes and they no longer have their cave creating little stones (p. 28). What does this tell us about the people's relationship to the land?
- Consider the lyrical way in which Tara June Winch describes her and her brother Billy's relationship with the beach (p. 17-18). Re-read and consider the significance of the final paragraph (p. 23) where 'Samuel was someone who she wanted to be around, like a blue sky.' This powerful story has strong and relevant links to land and sky despite its country town setting.
- What does The Art of Hunting by Brenton McKenna (p. 243) show us about the 'spiritual connections' between people and the land? What do McKenna's illustrations add?
Culture
In collecting these stories and poems we have tried to be culturally sensitive, to include stories with strong, distinct voices that present ways of looking at the world that may, or may not be, different from other Australians. We wanted authentic voices: both old and new, city and country. All of the stories tell us something about culture, for example:
- Stylistically the stories that read as oral tales – Two Little Round Stones and Yinti's Kitten are quite different – this could be discussed and analysed in the classroom. What gives the story its style, its tone?
Things a Map Won't Show You Edited by Susan La Marca & Pam Macintyre
Can you hear a voice telling you the story? How can students use this knowledge in their own writing? Using these particular stories in the classroom hopefully will enable readers to empathise, to note differences and similarities.
another culture. In reading them, discussing and exploring the varied places and experiences they offer, young readers are given a view of the lives of others beyond our shores – the undoubted aim of the cross curricular focus on the Asia pacific region.
- Two of the stories, Yinti's Kitten and The Art of Hunting, include violence that might be distasteful to some western readings. This is also worth exploring in the classroom, and could be used as a basis for a discussion of the differences in culture and values that inform behaviour. Students at year seven and eight could bring a range of examples to this discussion from their own experience and other reading or viewing. This age is the beginning of a young person's exploration of the world beyond themselves, and a time when they begin to understand the needs of others. Reading about, and discussing, a different way of living and seeing the world can assist young readers to begin to understand that the world is made up of a range of different views and experiences.
People
Two of the poems in the collection explore the connections between Aboriginal people and the wider world both strongly championing reconciliation, these poems are:
- Integration by Jack Davis
- All One Race by Oodgeroo
In an analysis of the contribution of Aboriginal and Torres Strait Islander people, their societies, diversity, family structures and contributions to the wider world, these two poems would provide an excellent springboard from which to explore these areas.
Asia and Australia's engagement with Asia
In collecting contributions from the Asia Pacific region we have attempted to include a range of stories and poems from a variety regions, the collection includes:
- Milford Sound by Peta Freestone (New Zealand)
- The Price of a Sword by Alison Lloyd (China)
- Ice-Cream Headache by Tim Sinclair (Japan)
- Sea Scene – Horiguchi Daigaku (Japan)
- Snow Falls on the Subway by Yooh Zelim (Korea)
- The Legend of Lungalunga by Samson Tavat (Papua New Guinea)
- Chewing Gum by Anon (Japan)
- How I Taught My Grandmother to Read by Sudha Murty (India)
Exploring these stories with year seven and eight students can help students to view different cultures, allowing them to examine the differences and similarities between life experiences. Each short piece is only a small offering but each could also spark an interest that could be enlarged through further reading and research into other work by that author or into other works on the particular culture.
MAKING CONNECTIONS
The craft of the short story
In the section 'examining literature' from the English curriculum at year seven, students are encouraged to explore the purpose and appeal of different approaches through: 'analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language' (ACARA).
The short story is an appealing, economical form which has found varied expression in this collection.
Before sharing the stories, the scene can be set by talking about the following quotes:
- 'A good [short story] would take me out of myself and then stuff me back in, outsized, now, and uneasy with the fit.' David Sedaris
- 'A short story must have a single mood and every sentence must build towards it.' Edgar Allan Poe
- 'A short story is a love affair, a novel is a marriage. A short story is a photograph; a novel is a film'. Lorrie Moore
- 'Short fiction seems more targeted – hand grenades of ideas, if you will. When they work, they hit, they explode, and you never forget them. Long fiction feels more like atmosphere: it's a lot smokier and less defined.' Paolo Bacigalupi
- 'For me, the short story is not a character sketch, a mouse trap, an epiphany, a slice of suburban life. It is the flowering of a symbol center. It is a poem grafted onto sturdier stock.' William H. Gass
Some of these stories were written by Australians about experiences in another country; others are by natives from that country; some are about our world now, and others are set in the past. All of the stories were chosen because of their authentic voices and their insights into
After reading selected short stories, invite students – using these quotes as inspiration, to consider why their favorite stories are powerful. Do any of the definitions in the quotations ring true?
Do the students agree that there is a particular power in the form of the short story? Why/why not?
Things a Map Won't Show You Edited by Susan La Marca & Pam Macintyre
First Lines
A short story wastes little time in extended scene setting and character introductions. It moves the reader quickly into its frame. All-important are the opening lines that invite the reader into the world of the story, build immediate expectation of, or questions around what is to follow, and insist that reader keeps reading.
Consider the following examples and discuss with readers:
James Roy. Out of the Yellow
'The thought comes to you: are little sisters born irritating, or do they take a special course?' (p. 3).
- Who is telling this story?
- Why do readers think that?
- What are the expectations about what type of story this might be from this opening?
Tara June Winch. Cloud Busting
'We go cloud busting, Billy and me, down at the beach, belly up to the big sky. We make rainbows that pour out from our heads, squinting our eyes into the gathering' (p. 17).
- What is the tone of this story?
- What sort of person is telling this story?
Peta Freestone. Milford Sound
'Within reach of Milford Sound, a solitary hut crouched beneath the cliffs and mist. A stocky pony, shaggy in her winter coat, stood tethered to the lean-to stable, twitching her ears as dusk smothered the valley' (p. 31).
- What is the mood of this story?
- Do you get a sense of when it might be set?
Tanveer Ahmed. The Exotic Rissole
'I love everything about my best friend Daryl. I also called him Lynchy, performing the Australian practice of elongating someone's name with a 'o' or 'y'. I admired his crewcut and was riveted by the idea of a rat's tail, which he sported with great confidence' (p. 77).
- What clues are in these sentences to tell us who might be telling the story?
- What sort of story do readers think it will be?
- How do they know?
Such openings provide rich models for student writing. They illustrate the significance of an invitational opening sentence to build anticipation of what is to follow.
Have students share opening lines from their own writing, invite class members predict how the story might proceed, and identify what mood or tone they think the story will have: will it be funny, serious, realistic, fantastical, futuristic, historical etc?
Language choices by writers indicate all these things.
Poetry
Poems, like stories, can take many different forms and compress language in surprising and engaging ways. Poetry has been part of literature from its earliest beginnings, but perhaps, currently in classrooms it does not get the attention it deserves.
Included in the collection are poems that tell stories, those that suggest narrative possibilities, verses that paint vivid word pictures, ones that make us laugh, poems written in rhyme and others written in free verse.
Talk about the word pictures that are created in these two line Japanese poems –
Sea Scene by Horiguchi Daigaku (p117).
A seagull practices pothooks On the slate of the sky. The sea is a grey meadow With white waves like flocks of sheep. A steamer is going for a stroll Puffing away at a pipe. A steamer is going for a stroll And giving a whistle from time to time.
Look at the effective use of analogy, personification, metaphor, alliteration. Then invite students to 'see' similar images in their minds and write them as two line poems, in this form, using the literary devices identified above.
There are potential stories in each image and the poems themselves could be used a creative writing impetus.
Chewing Gum (pp. 239-241)
This first person poem of appeal, deals with the anguish of making a wrong moral choice, perhaps because the girl thought she would not be found out, and ends with a question. Have the students be the teacher to whom the poem is addressed, and share responses about what they think she should do. This can be based on what we know about her, about her family and the society, from the poem. Students can write the response in the same poetic form.
It is a poem full of emotion carried in the language which, though simple and direct, uses clever poetic devices such as strong words like 'scold', 'stole', 'dreadful look', similes such as 'shaking like a clockwork toy' and 'bowed as flat as a fish' and repetitions such as 'I have never seen such a dreadful look/As the one she gave them then./I have never seen such a mournful look
/As the one she gave me then.' Talk about what a dreadful and a mournful look might mean and what it tells us about the relationship between the mother and the daughter.
Innovative text types
Engaging with different formats is a focus of both the language and literature strands of English in the Australian Curriculum. There are three particularly unusual formats that we have included in Things a Map Won't Show You that could be used very effectively to explore format, they are the stories:
- Starke's Statues by Tohby Riddle
- The Art of Hunting by Brenton McKenna
- A Guide to Better Kissing by Chris Wheat
Brenton McKenna's illustrated graphic style story, The Art of Hunting, offers us an example of a different style of storytelling. How does the comic format add to or detract from the story? With fewer words the reader has to work harder to interpret parts of the story from the illustrations. Does this work for all readers? The format is dialogue driven – how does this affect what the creator can do with the story? How does the lack of vibrant colours affect your reading of the illustrations? What does the colour pallet contribute to mood and tone?
Students could use McKenna's story as a spring board for their own exploration of the comic book format, creating their own either hand drawn or using the software Comic Life or Strip Design available for the computer and as iPad apps.
Starke's Statues and A Guide to Better Kissing are both information texts, or at least they purport to be. Tohby Riddle's is a spookily illustrated text that pretends to be a report on the work of a photographer called Willard Stark. The photographs are all weirdly wonderful and the story intriguing. It offers up a creative example to students of how to drag a reader in, how to entertain with words and illustration. Riddle's work is a delicious puzzle.
Chris Wheat, in A Guide to Better Kissing, also uses an information text to entertain, his is a wonderful example of humour that demonstrates a delight in words. His work is a guide to kissing for international students and recent arrivals. It is laugh out loud funny and wonderfully presented by the Penguin design team as a folded handout on the page.
Voice
- First person
- Second person
- Third person
An advantage of a short story collection is the analysis of the different choices writers make in bringing their narrative to the reader. One of the first choices a writer must make is the voice of narrator, not only in terms of age, gender, personality, but in terms of which person will best suit the telling. If it is in first person then we know we have a limited view of events and other characters. Do we trust the narrator? Are there indications that their interpretation of events might be open to question, or limited in some fashion. For instance in The Second-Last Baby Tooth by Sonya Hartnett, events are seen through a child's understanding of the world, which for older readers provides the humour and the recognition of that understanding as no longer being adequate to deal with the world.
In Only a Game by Ruth Starke the voice is in limited third person, because it is primarily Lan who is telling us the story. We get his thoughts and the workings of his mind, but the others come to us only through dialogue and as observed by Lan. However, the third person allows the author to comment on and describe things not directly observed by Lan.
By contrast James Roy's story, Out of the Yellow, is an example of a less common voice than first or third person. The narrator addresses us in the second person. Talk about why James Roy might have chosen this for this particular story.
In terms of reading: these different voice choices allow readers to see how the reader is positioned in stories told from particular perspectives.
In terms of writing: This has clear connections to student writing as well. It can be valuable to have students change the voice from first to third, for example, and see the effect on a story. This can be valuable modeling for writers to experiment with different voices in their pieces, seeing how perspective and point of view change.
Leaving Childhood
Both Wheat and Riddle offer us examples of the short story that are unusual – examples of experimentation that could inspire students to attempt in their own writing, examples that will challenge them, make them think, in particular, about how the authors have created tone and mood through careful use of language and image.
Another group of stories for the age group are those concerned with the act of leaving childhood. The stories can be focused on and looked at together, not only in terms of form and language but in terms of common ideas and preoccupations. While their surface subject matter is different, Sonya Hartnett's The Second-Last Baby Tooth, Ursula Dubosarsky's Australia Day, James Roy's Out of the Yellow, Sofie Laguna's Learning to Fly and Alison Lloyd's The Price of a Sword each in its own way deals with a moment of recognition of the end of
childhood and awareness of the adult world that awaits. For instance:
Hartnett:
'Sitting on the floor of my bedroom, tears dropping out of my eyes, I suddenly saw something I had never seen clearly before. I saw that I was just a kid, and that a kid's world is small and simple. But there is a world that kids don't see, and things are different there. That other world is big and complicated: nonetheless, I wanted to live there, where everything was sensible, where there were answers to all the mysteries. I wanted to be a smart and proper person, I wanted to know everything, I wanted to stop making mistakes' (p. 198).
Dubosarsky:
'No, I would not die today. As the smoke and shattering flames burst above me, I saw the years of my life suddenly laid out in the night sky. I saw them stretching off into the extraordinary distance, constantly moving forward, like a long line of diligent, determined ants. And here I was, perched on the rim of a vast and incorrigible world, whatever it might turn out to be. All I had to do was wait, and then tumble headlong into it' (p. 113).
Roy:
'You walk right down to the damp sand, your feet sinking into it. So this is it. This where Australia ends and the rest of the world begins. This is what the black wiggly line means – this very spot is somewhere on it. One more step and you're off the edge of the map, out of the yellow and into the pale blue.
Another wave comes in, a bigger one. The frothy stuff washes up over your shoes, but you don't even care. You're on the very edge of the country. At this moment, no one is more On The Edge than you are' (p. 13).
Lloyd:
'I didn't hear what anybody said during the meal. At the end, the boy didn't even know to lift the veil, and Silk had to lift it for him. We could all see her face. It was white as purest jade. The glow had gone out in her eyes. As if the house had really fallen on her . . . I've got a place in a better school, where the sons of the rich are my friends. I might live in a house with a hundred bronze lanterns one day. But they will never have the shine of Crimson-Silk.
She was the price of our dreams – and we paid ' (p.62).
Talk about what each story says about what marks the shift from childhood – what new understandings about the world, about the characters themselves, and what imagery is used to portray the shift.
Considering this group of stories from such a perspective offers another way of using the stories beyond organizing them according to format, genre or overt subject matter. Careful consideration of the collection will throw up different links and connections, amongst these might be the perfect group of stories to link to another area of study, a particular subject focus, or a topical issue of relevance. Some possible groupings as example:
The Power of Words
- The Year King by Michael Pryor
- How I Taught My Grandmother to Read by Sudha Murty
- Ice-Cream Headache by Tim Sinclair
Spirituality
- Milford Sound by Peta Freestone
- The Art of Hunting by Brenton McKenna
Siblings
- Out of the Yellow by James Roy
- Cloud Busting by Tara June Winch
Challenging Childhood
- The True Story of Mary by Jane Godwin
- Smiley by Doug Macleod
- The Second Last Baby Tooth by Sonya Hartnett
- Chewing Gum by Anon
Individual Stories
Stories can be read and analysed individually as a separate, unique literary experience and enjoyed for the worlds they create.
Australia Day by Ursula Dubosarsky (p105).
This story is a rich one to explore because it is open to interpretation on various levels, including the most basic one of who is telling the story – boy or girl? Readers will have different opinions perhaps hotly defended, based on assumptions and evidence from the text. It has the high drama of a childish imagination.
The other major question for interpretation is when is it set? What are the clues that it is set in the past?
- Why would the protagonist sit on a fruit box? What does this tell us about the family? The father is a 'pious man'.
- What about the visitor Mrs Banks herself: 'We are born, we grow, we spawn and we die. That sums it up.' She believes Shakespeare wrote the Bible. Does someone like her still exist today, or is she purely a product of her time?
- The doctor comes to the house in a car; he smokes a pipe.
Things a Map Won't Show You Edited by Susan La Marca & Pam Macintyre
- The protagonist is left alone at home while the family goes to the fireworks display.
- Australia Day associations – Joseph Banks, Governor Phillip, Captain Cook and the Endeavour.
- My grandmother, Krishtakka, never went to school, so she could not read.' (p. 280) 'In those days people never considered education essential for girls' (p. 281)
- References to history: Roman emperor, Titanic, Vikings, wars.
- The story also has much symbolism for those who would like to pursue it: consider references to the moon, stars; the Southern Cross; the fireworks in the night sky.
- Religious references: Jehovah; warning from God; Valhalla.
- Language: the story is tightly written with a vocabulary that also hints at its historical location. Students might identify the rich vocabulary: 'ominous', 'commiserate', 'malicious', 'patriotic', 'epic ambitions', 'scholars', 'stretcher', 'civic-minded', 'consolation', 'ventured, 'diligent. Why is the world 'incorrigible'?
How I Taught My Grandmother to Read by Sudha Murty (p. 277)
Sudha Murty is an Indian author and business woman whose initial studies were in computer science and engineering. Murty is best known for her short stories in the world of fiction and her social work, education and philanthropy in the worlds of business and public life. Her book How I Taught My Grandmother to Read and Other Stories, from which this story is reprinted, has been translated into over 15 languages. The stories are based on her own childhood experiences growing up in northern India.
In reading this story students will be struck by the insights into another culture that this brief five page story is able to convey. For example:
- At the outset Murty describes a serial story in a magazine that she read to her grandmother, which was written in the local Kannada language (p. 279). How many languages are spoken in India?
- The story that Murty is reading to her grandmother includes a character who wants 'to go to Kashi or Varanasi' (p. 279) This is an important aspect of the Hindu worship of Lord Vishweshwara – 'the ultimate punya' (p. 279).
- What is Punya?
- Are there similar forms of worship in other religious practices?
- 'I got married very young' (p. 281)
- Life for Indian girls in Murty's grandmother's generation was obviously restrictive. Was it the same in Australia at the same time (Murty was 12 in 1962)?
- What other cultures have the students experienced?
- When Murty is away her grandmother receives the magazine as usual but cannot read it herself, despite her real need to know what happens in the story. She tells Murty:
'I saw the picture that accompanies the story of Kasi Yatze and I could not understand anything that was written. Many times I rubbed my hands over the pages wishing they could understand what was written . . . I could have asked someone in the village but I was too embarrassed to do so. I felt so very dependent and helpless' (p. 282-3)
- Consider what it might be like to not be able to read at all. Reading is an important life skill that allows us access to information and a world of wonder and adventure, if we so choose.
- Is reading something we take for granted?
- Is illiteracy common today? In our country? In others?
- What does the ability to read bring to Murty's grandmother?
- At the end of the story, as part of her acknowledgement of Murty, and as a sign of thanks and respect Murty's grandmother touches Murty's feet. This surprises Murty:
'Elders never touch the feet of youngsters. We have always touched the feet of God, elders and teachers. We consider that as a mark of respect.' (p. 284)
- Why does Murty's grandmother do this?
- Why do you think this small gesture holds such significance?
- Discuss with the students other similar gestures of respect and the differences that may be found across various cultures.
- The magazine story tells of 'a young orphan girl who falls in love but there was no money for the wedding' (p. 280).Why is this so serious?
- Murty's story highlights the power that can be found in the relationship between student and teacher. Discuss.
ORDER FORM
| TITLE | AUTHOR | | | SCHOOL | | QTY | |
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| | | ISBN | | | RRP | | TOTAL |
| | | | | YEAR | | | |
| Things a Map Won’t Show You | Edited by Susan La Marca & Pam Macintyre | 9780143565314 | 3–6 | | $24.99 | | |
| Where The Shoreline Used to Be | Edited by Susan La Marca & Pam Macintyre | 9780143573227 | 7+ | | $24.99 | | |
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The Kathmandu Valley: Three Cities in One May 2010 Scott Coates Take 1 For Agoda.com
Few cities on earth are as accessible, while totally unique, and a world unto their own like Kathmandu and its greater valley. Steeped in rich history, mixing Buddhism, Hinduism and other beliefs with traditional yet friendly culture, an incredible array of food, and stunning sites, all this is bundled into one supreme destination. And it's reachable from most Southeast and South Asian countries in just a few hours by plane. This area really is one valley with three distinct cities.
Modern Nepal was formed in 1768 by Prithvi Narayan Shah who united varied and unforgiving territory, and a wide range of peoples, under what is now more less modern day Nepal. Prior to this the Kathmandu Valley had three city-states: Kathmandu, Patan and Bhaktapur. Each had their own sitting kings and elaborate Durbars (Royal palaces), which today are UNESCO World Heritage Sites and serve as the centerpieces to each city. Not only do these Durbars rank as must-see during a visit but the cities and their residents are very unique, holding stories and allure around every corner.
Kathmandu has always been the trading point between India and Tibet, with people converging to trade their goods and while doing so meet friends, have a drink, mix and mingle. As a result it's always been more open and tolerant, with a vibrant mix of people and food. Over the centuries many people have moved here and the old structure of societies have eroded. Its old buildings have and are being replaced with new ones, a sign that people don't traditionally value these items as much and are looking for progress. People from all over Nepal come to live in the modern day capital, with older settlers moving a bit further afield to municipalities like Swayabunath, famous for the 'Monkey Temple' as it's known to most visitors, and renting out their houses in Kathmandu proper.
Patan is the city of artisans, and as such is rich in heritage preservation, not only because foreign aid dollars have been thrown at it, locals also see the value in preserving old ways, designs, and keeping crafts alive. These items are not only beautiful but often useful in their culture, religion and of course for selling as a source of income too! The city holds a nice mix of old and new and they've not gone overboard with tearing down old structures in favor of new ones. A good balance has been struck, with many residents renovating and upgrading existing structures, showcasing their beauty for feature generations. It's a closely-knit society here: Patan people live in Patan.
Bhaktapur has always had a slower heartbeat and is the city of farmers. Its residents have never had the same financial means as those in the other cities; it's not been as open to foreigners and has remained a rather closed society over the centuries. As they don't have much financial means, it's still much the way it was hundreds if not thousands of years ago.
Non-governmental-organizations have seized this city-stuck-in-time over the last couple decades and have been restoring its structures, helping to keep it much as it's always been. It remains very conservative and its UNESCO World Heritage Status means can't change its current make-up very much, ensuring it will likely remain a celebration of a time almost gone by. | <urn:uuid:3a039109-e4a3-4425-8d49-3ca92183bac5> | CC-MAIN-2019-09 | http://smcoates.com/wp-content/uploads/2013/12/smcoates-Agoda-KathmanduThreeCities-2013.pdf | 2019-02-17T01:37:31Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00128.warc.gz | 234,708,343 | 707 | eng_Latn | eng_Latn | 0.999364 | eng_Latn | 0.999373 | [
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Atrazine and drinking water
What is atrazine and where does it come from?
Atrazine is used on a wide variety of agricultural crops as an herbicide to control broadleaf and grassy weeds. 1,2 It can enter drinking water supplies through run off from agricultural fields where it has been applied. 1
How can atrazine affect my health?
Atrazine is a health hazard. Children and the elderly are particularly susceptible to the health effects of atrazine. Consuming water with high levels of atrazine over a long time can cause health effects such as:
1
* Cardiovascular system problems
* Reproductive problems 3
When does atrazine in drinking water become a health concern?
Atrazine is measured in parts per billion (ppb). The federal government has established the safe drinking water standard (also called maximum contaminant level) for atrazine as 3 ppb. 1
What can I still use my water for if it is contaminated with atrazine?
Water for drinking, beverage-making or food preparation can be obtained from a known safe source and used on a temporary basis. Other uses of water pose much less hazard, but are not entirely safe if atrazine levels are significantly above the drinking water limit.
Can I wash my food with atrazine-contaminated water?
If atrazine levels in your water are above 3 ppb, you should use bottled water or water from a safe source to wash, prepare and cook your food.
Can I irrigate or water my garden with atrazine-contaminated water?
Atrazine can be taken up by plants 2 and can accumulate in soils, 3 therefore water above 3 ppb should not be used for irrigating or watering. Because atrazine is an herbicide, using atrazinecontaminated water to irrigate plants could slow or stop their growth.
What about bathing and showering?
A small amount of atrazine may enter the body through the skin, so bathing, swimming and showering with atrazine is not recommended. 3
What about washing dishes, utensils and food preparation areas?
Only a very small amount of water clings to smooth surfaces, such as dishes. Water contaminated with atrazine can be safely used to wash and sanitize dishes, tables and eating utensils.
1
What about general cleaning and laundry?
Very little water remains on washed surfaces and in laundered fabrics. Water contaminated with atrazine can be safely used for general cleaning and washing of clothing, bedding and linens.
What about my pets?
Animals should not drink water with atrazine levels above 3 ppb.
Learning about atrazine levels in your drinking water
For people on public water systems:
Public drinking water providers must monitor for atrazine and ensure levels remain below the drinking water standard of 3 ppb. Public water system monitoring results are available on the Oregon Drinking Water Services Data Online website. If your water comes from a community water system (you pay a water bill) your drinking water provider must provide a Consumer Confidence Report to its customers every year. This report contains the most recent atrazine test results if detected. Contact your drinking water provider to request a copy of the most recent consumer confidence report.
For private well owners:
If your drinking water comes from your own well, you will have to find an accredited laboratory that does water testing for private property owners. These labs can provide information and instructions for getting your well water tested. For a list of accredited laboratories for drinking water in Oregon, refer to the following link.
Removing atrazine from drinking water
Don't boil the water!
There is no evidence that boiling removes atrazine.
For operators of public drinking water systems:
Atrazine can be reduced below 3 ppb in drinking water using granular activated carbon filtration. Work with a professional engineer to determine the best treatment for your system. Not all kinds of treatment are effective, and no single treatment method can remove all contaminants from water. Alternatives to treatment include developing a different water source or connecting to another safe water source in the area. Atrazine contamination can be prevented by avoiding source water that contains agricultural runoff. Treatment has limitations and disadvantages. Before deciding on treatment equipment, contact Oregon Drinking Water Services for regulatory requirements for public water systems.
Private well treatment options:
Treatment options are available to remove atrazine from well water. The most commonly used is
2
called granular activated carbon filtration. Options include central treatment (at the well or entry to home) or a point-of-use device (kitchen sink filter).
Check to be sure any treatment system used is certified by a recognized, third-party testing organization that meets strict testing procedures established by the American National Standards Institute (ANSI) and the National Sanitation Foundation (NSF) International. Proof of certification should be available through your manufacturer. Alternatively, NSF certification for various treatment units may be verified through NSF, or the Water Quality Association.
Treatment equipment must be carefully maintained to work properly and might not be effective if atrazine levels are very high. It is recommended that treated water be tested at least once a year. Untreated water should be tested at least every three years.
For more information
* Private well owners with health-related questions and concerns about atrazine in their water can call 971-673-0440 or email firstname.lastname@example.org.
* For questions about treatment options for your domestic well, contact the drinking water specialist at your local or county health department. Here is a list of local and county health departments in Oregon with their contact information.
* U.S. Environmental Protection Agency – Basic information about atrazine in drinking water
References
1. USEPA. Basic Information about Atrazine in Drinking Water.2013 http://water.epa.gov/drink/contaminants/basicinformation/atrazine.cfm
2. OEHHA. Atrazine 1999. http://oehha.ca.gov/water/phg/pdf/atraz_f.pdf
3. ATSDR. Toxic Substances Portal Atrazine. 2011. www.atsdr.cdc.gov/toxfaqs/TF.asp?id=854&tid=59
PUBLIC HEALTH DIVISION
This document can be provided upon request in an alternate format for individuals with disabilities or in a language other than English for people with limited English skills. To request this publication in another format or language, contact Drinking Water Services (DWS) at 971-673-0405 or 711 for TTY.
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Starting with Lucy Terry of the early 18th century and finishing with poet laureate Rita Dove, this anthology edited by Catherine Clinton captures the talent and passion of black poets. Powerful and diverse, I, Too, Sing America is a forum for voices baring their souls, speaking their minds, tracing their roots, and proclaiming their dreams. Each of the 25 poets is introduced with a brief biography and poetry notes to help the listener place his or her work in context. Included in the anthology is: I, Too, Sing America by Langston Hughes Bars Fight by Lucy Terry Liberty and Peace by Phillis Wheatley On Liberty and Slavery by George Moses Horton Yes! Strike Again That Sounding String by James M. Whitfield Bury Me in a Free Land by Frances Ellen Watkins Harper The Song of the Smoke by W. E. B. Du Bois Lift Evry Voice and Sing by James Weldon Johnson We Wear the Mask by Paul Laurence Dunbar The Black Finger by Angelina Weld Grimke Your World and Interracial by Georgia Douglas Johnson Children of the Sun by Fenton Johnson If We Must Die and The White House by Claude McKay Beehive by Jean Toomer Heritage and To a Dark Girl by Gwendolyn Bennett A Black Man Talks of Reaping by Arna Bontemps Harlem, The Negro Speaks of Rivers, Merry-Go-Round, and Cross by Langston Hughes Tableau, Saturdays Child, and Incident by Countee Cullen Sorrow Home by Margaret Walker Martin Luther King Jr., Malcolm X, and We Real Cool by Gwendolyn Brooks Still I Rise by Maya Angelou Rites of Passage by Audre Lorde In the Year by Amiri Baraka The Funeral of Martin Luther King, Jr. by Nikki Giovanni Women by Alice Walker Primer by Rita Dove
I, Too, Sing America: Three Centuries of African American Poetry I, Too, Sing America: Three Centuries of African American Poetry reflect the African-American struggle for equality from the early 1800s to the present. I, Too, Sing America: Three Centuries Of African American Poetry by Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, I, Too, Sing America: Three Centuries Of African American Poetry From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, TOO, SING AMERICA captures the enormous talent and passion of I, Too, Sing America: Three Centuries of African American Poetry [PDF] I Too Sing America: Three Centuries of African American Synopsis: From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, TOO, SING AMERICA captures the enormous talent and I, Too, Sing America : Three Centuries of African American Poetry by : I, Too, Sing America: Three Centuries of African American Poetry (9781883332570) by Professor Catherine Clinton and a great selection of I, Too, Sing America: Three Centuries of African American Poetry Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, I, Too, Sing America: Three Centuries of African American Poetry by Powerful and diverse, this unique collection of African American poetry spans three centuries of writing in America. Poets bare their souls, speak their minds, [PDF] I Too Sing America: Three Centuries of African American From the first known African American poet, Lucy Terry, to recent poet laureate Rita Dove, I, Too, Sing America captures the enormous talent Download I Too Sing America: Three Centuries of African American I, Too, Sing America: Three Centuries of African American Poetry. Catherine Clinton, Author, Stephen Alcorn, Author, Stephen Alcorn, Illustrator Houghton Mifflin I, Too, Sing America: Three Centuries of African American Poetry - 6 secWatch [PDF] I Too Sing America: Three Centuries of African American Poetry Download Full
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Lesson 16 Remember When? Remember When?
((((Reviewing Children's 201, Lessons 11 Reviewing Children's 201, Lessons 11 Reviewing Children's 201, Lessons 11----15 15 15))))
Lesson Objective:
To review the last five lessons in Children's 201 as we learn how to dig deeper in God's Word on this "Journey to Discover My Spiritual Growth." Your students should have a greater understanding of the Bible's specific structure and appreciate how God uses the Bible to instruct and teach His children.
Prayer as Prayer as YYYYou Prepare: ou Prepare:
Lord, help us continue to strive to learn more about You and Your Word. Reveal Your purpose and plans through our Bible study. Help us to commit the Bible's structure to memory so that we can use it as a powerful tool to help others. Thank You for Your Word. Help us respect and revere it as we know we should. Amen.
In the classroom
Begin the J Begin the Journey: ourney:
Encourage your students to think back on the last five weeks and pick one lesson that really stood out to them. Maybe it was a lesson that helped them see something in an entirely new light, a lesson that was a good reminder of a truth they have known or a lesson that encouraged them in some way. Have your students summarize this lesson in their own words. For a reminder of the last five lessons see below:
Lesson 11—The Bible is So Big, Where Do I Start? (Understanding How the Bible is Structured)
Lesson 12—How Can I Love the Bible? (Learning Respect for the God's Word)
Lesson 13—What is a Covenant? (The Bible: Part 1)
Lesson 14—What is the New Covenant? (The Bible: Part 2)
Lesson 15—What Is "Harmony of the Gospels"? (Understanding the First Four Books of the New Testament)
Activity Page: CROSSWORD REVIEW
Encourage your students to sit down and work on this week's handout without sharing answers. Tell them to avoid using their notebooks, but rather use their memory as they recall the answers to the questions from the last five lessons.
On the other side of the handout will be the five Quiet Time Check-in review questions for John 3:1–4:54.
What's the Point What's the Point????
Personalize things by sharing an example of how the Bible spoke to you, how God told you how to live because of His great love. Your students will learn from your real life examples and life application.
Object Lesson : INSTRUCTION MANUAL
We often refer to the Bible as God's instruction manual for our lives. Check out the instruction manual in your classroom—how are all the pieces supposed to work together? What is the purpose of each piece? If you were missing a piece or put it in the wrong place, what might happen? Just like this instruction manual, when we carefully read and follow the Bible's instructions we can live life to the full potential that God created for us.
Seek the Treasure:
Students will choose their favorite verse from the last five lessons and write it down. Encourage your students to memorize the verses weekly! Here are the five verses, in case you do not recall them:
Lesson 11—"All your words are true; all your righteous laws are eternal." (Psalm 119:160)
Lesson 12—"Do your best to present yourself to God as one approved, a workman who does not need to be ashamed and who correctly handles the word of truth." (2 Timothy 2:15)
Lesson 13—"Know therefore that the Lord your God is God; He is the faithful God, keeping His covenant of love to a thousand generations of those who love Him and keep His commands." (Deuteronomy 7:9)
Lesson 14—"For this reason Christ is the mediator of a new covenant, that those who are called may receive the promised eternal inheritance—now that He has died as a ransom to set them free from the sins committed under the first covenant." (Hebrews 9:15)
Lesson 15—"But these are written that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in His name." (John 20:31)
Do You Remember Do You Remember????
Take time to breakdown and really talk through the bookcase illustration to help your students learn more about the Bible's structure. It will elicit some interesting discussion and prove to be extremely helpful in your students' spiritual growth and familiarity with the Bible.
Leviticus Law Ruth History Proverbs Poetry Malachi
Minor Prophets
Luke Gospels Acts History Galatians Letters of Paul 2 Peter General Letters
Find the Purpose: Find the Purpose: Find the Purpose: Find the Purpose:
Listen to your students' personal growth experiences with the Bible, particularly with the final question. Your students will be able to learn from one another.
* Why is the Bible divided into so many different books? Answers will vary. God used multiple people to write His Word, so with that He needed multiple books. It makes for greater ease in reading too.
* Why is it important to understand the different styles of writing that each book uses? Answers will vary. If we understand the different styles, we can better understand why each book focuses differently on the story of Jesus and on God's story. It helps us to better understand context, style and the point of each book.
* Why is it important to respect the Bible?
The Bible is God's Word, and we should respect His Word because we love Him. If we do not respect the Bible, we are basically communicating a message of disrespect towards God and all that He stands for.
* How has understanding more about the Bible helped you this past month? Answers will vary. Hopefully some life application lessons were learned. For one thing, as your students better understand the Bible and how to use it, they will not take any verse and apply it to their lives. Rather they will be able to read Scripture and then see how it fits into their lives today. Also, the hope is they will be able to more readily share God's Word with others whether it is to evangelize or to offer hope to a friend in need. Either way, God's Word is filled with wisdom and healing powers.
GAME: REVIEW CARDS
Objective—To review the last five lessons with a fast-paced, FUN trivia game.
Materials—Review cards
Instructions—You will have a set of review cards in your rooms with a question on one side and the answer on the other. The questions will cover Lessons 11–15. This is where your creativity kicks in. Feel free to use the review cards however you deem fit. For example, you can create a Jeopardy board and divide the questions into categories. Or you play a fast-paced trivia game with boys versus girls as they search out the answers from the Bible. The sky is the limit for how you can use the review cards in a FUN, interactive way.
NOTE:
* Remember that the answers are on the back, so do not show this side to your students if you are doing rapid-fire questions or fast-paced trivia.
Discussion
1. How can we keep each other accountable in our deeper exploration of the Bible?
2. Check in with your students as to where they are at with practicing their spiritual disciplines in relation to the "Explore the Possibilities at HOME" section (prayer, quiet time, and Scripture memorization). Are they faithfully spending time with God?
3. How do your students memorize each week's Scripture? Share clever ways to help your students grow in their scripture memorization as they "Seek the Treasure" at home.
Follow-up:
Now is a great time to do another family check-in. Inform your students' parents of their progress and upcoming events or lessons in Kids Small Groups.
Do not forget to make weekly (or every other week) phone calls a priority. You have no idea just how much your students value and look forward to your checking in, chatting and encouraging them in their walk with Christ. This encouragement is particularly important as they are working towards memorizing the 66 books of the Bible. | <urn:uuid:5d2b405c-ead2-41d6-b000-c257c6b7e1c4> | CC-MAIN-2019-09 | http://2e5c56655e875dafe37d-48a52a64848943a9d3cbdaeb9a4ec05f.r35.cf2.rackcdn.com/uploaded/2/0e7034356_1519659405_201-lg-lesson-16-review.pdf | 2019-02-17T02:43:39Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00129.warc.gz | 1,125,905 | 1,689 | eng_Latn | eng_Latn | 0.995433 | eng_Latn | 0.996278 | [
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OBJECTIVES FOR THIS WORKSHOP
* To inform you about the requirements for the English Language Paper 2 exam.
* To equip you with an understanding of how you can help your child at home.
* To provide you with additional resources which you and your child can use at home.
LANGUAGE PAPER 2
* Worth 50% of the language GCSE.
* 1 hour and 45 minutes
* Will consist of 5 questions testing both reading and writing skills.
* Uses two non-fiction texts (one from the 19 th Century) for students to make comparisons between.
FOR THIS SESSION EACH PAIR WILL NEED:
* An enlarged copy of the unseen text (smaller one if you prefer).
* A variety of highlighters, markers and pens.
* A terminology sheet.
* Your child!
QUESTION 1:
* For this question, your child will be asked to read a few lines and tick four answers which are true.
* Worth 4 marks
* Spend a maximum of 5 minutes.
Pupil tip:
Make sure you tick 4 boxes.
Some answers may not be obvious.
Parent tip:
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 answer true or false questions about the piece!
QUESTION 1:
* Read the first two paragraphs.
* Worth 4 marks
* Spend a maximum of 5 minutes.
A David Mitchell sees people who dislike Christmas as his enemies.
B David Mitchell strongly dislikes Christmas.
C David Mitchell thinks other festivals are now more celebrated than Christmas.
D Some people believe that Christmas is too commercial.
E David Mitchell particularly enjoys eating lots of food and lazing about.
F David Mitchell feels the same way about Christmas now as he did as a child.
G David Mitchell suggests his liking for Christmas is so he can avoid the idea that it is actually not true, and embrace the magic of the season.
H David Mitchell describes Christmas as a "living hell".
QUESTION 2
For this question your child will be asked to compare the two sources for either similarities or differences.
Point
Evidence
Explain
Say what you see!
QUESTION 2
This is always worth 8 marks and your child should spend 8 minutes on it.
You need to refer to source A and source B for this question:
The two writers describe very different Christmas scenes, and different ideas about the meaning of Christmas.
Use details from both sources to write a summary of the differences.
Pupil tip:
[8 marks]
Parent tip:
Remember to compare both sources.
Always use evidence.
This can be practised at home.
You can play spot the difference.
Ask your child to read two articles and explain why they are similar or different.
PLAN AN ANSWER WITH YOUR CHILD
| 1 Point | 2 Evidence | 3 Explain |
|---|---|---|
| In source A the writer loves Christmas. | ‘It is a happy and magical time’ | The writer believes that this is a time when Christmas miracles can happen. |
Parent tip:
Your child can practise this at home.
QUESTION 3
Language Devices:
Verbs/adjectives/nouns/adverbs Metaphor/Personification/Simile/ Pathetic Fallacy/Alliteration
You now need to refer only to source b, Charles Dickens's description of a traditional Victorian Christmas dinner.
How does Dickens use language to show the excitement and enjoyment at the dinner?
[12 marks]
Parent tip:
Pupil tip:
Your child can reuse a quote from question 2. Always use terminology. Always comment on explicit and implicit detail.
This can be practised at home.
Ask students to identify the writer's choice of language in a paragraph.
Ask what the effect of the sentence is.
Parents:
Using the summary plan for question 2 – mindmap inferences for each quote.
QUESTION 4
For this question, you need to refer to the whole of source A together with the whole of source B.
Compare how the writers have conveyed their views about Christmas and its meaning your answer, you could:
* Compare their different views and experiences
* Compare the methods used to convey those views and experiences
* Support your ideas with quotations from both texts.
[16 marks]
Pupil tip:
Remember this is a combination of question 2 & 3!
The most important word as it asks students to write about the effects of language and structure through the techniques used by the writer.
Parents & Students:
Draw the additional columns
Parents & Students:
Complete the plan with your child.
| source A loves ristmas. | ‘It is a happy and magical time’ | The writer believes that like Christmas is a time when Christmas miracles can happen. | The use of the adjective ‘magical’ | Creates a sense of childlike enthusiasm, as well as expressing a hope for the future. |
|---|---|---|---|---|
| source B the iter loves ristmas. | ‘As to the dinner it is perfectly delightful’ | The writer is looking forward to his Christmas Dinner. | The adjective ‘delightful’ | Suggests pleasure and excitement. ‘Delightful’ also has connotations of heaven, goodness and happiness. |
This is an extended writing question – students will be asked to adapt their writing to fit a variety of purposes and genres.
Persuade Argue Inform Review
Leaflet Article Speech Letter
Parent Tip
You can ask your child to recreate this at home. Perhaps they can write you a letter, or write a review of a film that they have recently watched!
With your child, please create a slow writing formula that they could use in their exam.
Write a letter persuading Mr Harper to treat the year 11s to a trip to Disney Land!
Sentence types:
Techniques:
Minor, simple, compound, complex, list
Fact, opinion, alliteration, question, repetition, triple
Slow Writing Help – Paper 2 Q 5
At home your child can write argumentatively/persuasively/informatively. They can follow the slow writing framework (below). Again, this can be added to.
* Rhetorical question with a personal pronoun
* Facts and statistics and brackets
* Minor exclamatory sentence
* Opinion
* Discourse marker, colon and a list (triple)
* Compound sentence with emotive language
To prepare for the extended writing question, ask your child to write a description or a short story from one of your holiday photos! They could describe the garden or their bedroom. They can write about anything!
* 1 sentence paragraph
* New paragraph anaphora (rhetorical question)
* Superlatives
* Complex with alliteration
* Begins with a verb
* Quotations/speech with speech marks
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The General Assembly of the United Nations (UNGA)
What is the United Nations General Assembly?
The United Nations General Assembly is the main deliberative body of the UN. It is one of six organs of the UN, and makes decisions on important questions concerning peace and security.
The UNGA was established in 1945 under the Charter of the United Nations, and comprises all 193 members of the UN.
The UNGA is also made up of various boards, commissions, committees, councils, panels and working groups. The subject of these sub-bodies focuses on both the running of the General Assembly and discussion of priorities and issues.
Who is the President of the General Assembly?
Ahead of each session of the GA, a new President is elected. The President of the 73rd General Assembly is María Fernanda Espinosa, former Minister of Foreign Affairs of Ecuador. Out of 73 Presidents, she's only the fourth woman and the first Latin American woman ever to hold the office. Learn more about the women who have held that position with UN News's photo story.
What is the General Debate?
Every year the representatives from each member state - often the head of state - take turns to address the assembly in a General Debate lasting five days.
Each speech is allotted 15 minutes, although they can overrun. The longest speech in UN General Assembly history was made by Cuba's then-Prime Minister, Fidel Castro lasting for more than four hours.
In 2006, Venezuela's President, Hugo Chavez, labelled the then-US President, George W. Bush as "the devil," saying the podium still "smells of sulphur" from Mr. Bush's speech the day before.
In 2009, Libya's Muammar Qaddafi, reading from a sheet of handwritten notes, exceeded his allotted time by 85 minutes, speaking for more than an hour and a half, in a furious rant against the Security Council.
According to Guinness World Records, the longest statement made at the UN (not the General Assembly) was given by V.K. Krishna Menon of India. His statement to the Security Council was given during three meetings on 23 and 24 January 1957. According to the times listed on the meeting records, the meetings lasted more than 8 hours.
What was the theme of the UN General Assembly General Debate 2018?
Each year the General debate is given a theme for discussion. The 2018 theme was "Making the United Nations relevant to all people: global leadership and shared responsibilities for peaceful, equitable and sustainable societies." It was announced by this year's president as a part of her key aims.
Who speaks first at the General Debate?
The general debate, is not actually a debate. Member States take turns delivering speeches and are given a right of reply when required. Since the early years of the GA, the first country to speak has been Brazil because, according to the UN Protocol and Liaison Services, no one seemed to want to be the first to speak, and Brazil went first on several occasions, which then became a tradition.
The second spot goes to the host country (the US), and then the order of speakers follows a complex algorithm reflecting level of representation, geographical balance, the order in which the request to speak was recorded, and other considerations.
When does the UNGA meet?
The UNGA meets from September to December each year, and then from January to August as required. Although there is great fanfare around the big gathering of nations each September, the discussions that begin at the main general assembly continue throughout the year within six committees. The UNGA allocates items to the committees by subject, from disarmament to climate change and everything in between. Once the committees have met, smaller working groups are formed to hammer out details.
Where is the UNGA?
The UNGA takes place in the UN's permanent headquarters in New York, where it has been held since October 1952.
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STATE PARK
Welcome!
Snow Canyon's rolling petrified dunes, red and white sandstone cliffs, and stark-black lava flows make a stunning landscape. Scramble across slick rock, run over sand dunes, descend into lava tubes, and enjoy well-maintained trails. Climbers, hikers, bikers, horseback riders, and nature lovers will all find something to enjoy.
Watch for wildlife, like roadrunners and kit foxes, that wander across the sand dunes. Peregrine falcons and white-throated swifts soar and dive from the cliffs. Tortoises and Gila monsters venture out from their deep burrows.
Snow Canyon is an amazing outdoor classroom and playground. Trail signs can introduce you to the Colorado Plateau, Mojave and Great Basin Deserts that meet at Snow Canyon and the diverse geology, habitat, and wildlife, like the federally protected desert tortoise and Red Cliffs Desert Reserve.
For Your Safety
Water – Each person in your group should carry and drink a minimum of 1-liter of water per hour.
Heat – Avoid hiking between 11a.m. and 6p.m. when temperatures are over 95 (F).
Cell Service – Cell phone service is unreliable. If you become lost, stay in one location and wait for help.
Hike Together –It can be unsafe to hike alone.
someone of your plans.
Take a friend or family member along, or tell
Stay on Trails – Stay to marked, designated trails; pay attention to your surroundings and frequently refer to your map.
Scrambling and Climbing Safety –
Scrambling and rock climbing are dangerous and permitted in designated areas only. Each year inexperienced visitors are seriously injured climbing on steep, loose, rock. Know the scrambling areas and only attempt technical climbs with proper equipment and training.
Recreate in Designated Areas
Hike – Mapped trails.
Scrambling Areas –Galoot Hill,
Petrified Dunes, and Whiterocks area.
Technical Climb – More than 170 designated sport routes.
Canyoneer – Online permits required for Arch Canyon and Island in the Sky traverse.
Bike – West Canyon Road, the Whiptail Trail, and all Paradise Canyon trails.
Equestrian – Ask for a map of designated horse trails.
Camp –In designated campground.
Seasonal Closures – Some park areas are closed seasonally. Please obey all posted closures.
Visitor Center
Let us guide you to your next adventure!
Be Prepared – Wear a hat, sunscreen, and sturdy shoes. Bring your trail map, water, snacks, first aid kit, flashlight and safety whistle.
If you are looking for more information, please stop by the visitor center to view exhibits, pick up informational handouts and talk with staff about how you can make your visit more special.
Your park fees provide for the care, protection and enhancement of this park. Park Location:
Snow Canyon State Park
The park is located eight miles north of St. George on State Route 18.
Drive Slow Watch for Tortoises
Operating Hours:
The park is open 6 a.m. to 10 p.m. year-round.
No holiday closures.
Address Inquiries To:
Snow Canyon State Park
Ivins, UT 84738
1002 Snow Canyon Dr.
(435) 628–2255
or firstname.lastname@example.org
Utah State Parks
Salt Lake City, UT 84114-6001
P.O. Box 146001 (801) 538-7220 stateparks.utah.gov
For Campground Reservations:
Phone: (800) 322-3770
Online: utahstateparks.reserveamerica.com
Utah State Parks Mission:
To enhance the quality of life by preserving and providing natural, cultural and recreational resources for the enjoyment, education and inspiration of this and future generations.
Visit Us Online:
stateparks.utah.gov/snow-canyon
Follow Us On Instagram: snowcanyonstatepark
Information contained in this brochure was accurate at the time of printing. Policies, facilities, fees, hours and regulations, etc., change as mandated. For updated information, please contact the park.
One Hour Visit
Only one hour to visit? Soak in the desert scenery and contrasting colors of ancient rock formations with a drive through the park. Overlook: Stop at the Snow Canyon Scenic Overlook off Highway 18 for sweeping vistas. Followed by a short hike: Petrified Dunes, Tortoise Walk, or Jenny's Canyon.
Petrified Dunes
Tortoise Walk
Jenny's Canyon image courtesy of Don Hite.
Every year hundreds of animals are hit and killed on the park roadway— including threatened Mojave desert tortoises. So relax, enjoy the drive, and keep your eyes on the road.
When to Move a Tortoise
It is unlawful to harass or collect tortoises but if you see one crossing the road and can safely move it out of harm's way, please follow these steps:
1. Stop your car in a safe place.
2. Slowly approach the tortoise, noting the direction of travel.
3. Pick it up using both hands and hold it in its normal walking position, level to the ground.
4. Carefully carry it across the road in the same direction, taking it at least 50 feet from the roadway.
5. Report your observations to park staff.
Image courtesy of Don Hite.
Updated 02/2023
Half-Day Hike
Paradise Canyon Loop
Trailhead: Chuckwalla Trailhead.
Route: Chuckwalla to Beck Hill to Paradise Rim,
then Halfway Wash back to Chuckwalla.
Details: 4.7-miles. Moderate.
Multiple use route.
Highlights: Observe technical climbers along Chuckwalla Wall. Take in long views from Beck Hill including basalt capped cliffs that were once valley bottoms. Enjoy amazing panoramas of St. George and Ivins from the craggy rim. Excellent opportunities for springtime wildlife and wildflower viewing.
Utah State Parks
Half-Day Exploration
Main Canyon Loop
Trailhead: Hidden Pinyon Trailhead.
Route: Hidden Pinyon to Whiptail to scramble over the Petrified Dunes to Butterfly to Lava Flow (bring a flashlight to explore inside the lava tubes), to West Canyon Road to Red Sands to Hidden Pinyon.
Details: 4-miles of trail plus Petrified Dunes scrambling and lava tube exploration. Moderate. Hiking only route.
Highlights: The best of the best in Snow Canyon. Slick rock, lava tubes, contrasting red and white sands, winding rock passages, and chances to view raptors, reptiles, and other canyon wildlife.
Distances are roundtrip.
Berm
Butterfly
Cinder Cone panoramic scenery.
Gila
Hidden Pinyon native plants of the park.
Jenny's Canyon
Johnson Canyon spanning 200 feet.
Lava Flow
Padre Canyon
Petrified Dunes dunes frozen in time.
Pioneer Names dating back to 1881.
Red Sands
Sand Dunes children of all ages.
Amphitheater
Key
Entrance Station
Visitor Center
18
Parking
Restroom
Whiterocks
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Lucy School
9117 Frostown Road Middletown, MD 21769 301-293-1163
www.lucyschool.com
Preschool and Primary School Member since September 2009
Management and Leadership
Environmental Team
The school's environmental committee consists of school personnel, parents and community members. It monitors and advises on issues related to improving and expanding sustainable practices at the school and organizes community outreach and education activities, such as seminars, workshops, visits and tours (see website).
Environmental Policy Statement
The school's primary focus is on the children enrolled in its programs: their emotional, social and intellectual development, their safety and their health. Creating a safe and sustainable community and teaching them to be active stewards of their environment is a central component of the school's work. Renovation, new construction and repairs of school facilities shall be guided by these principles.
Our future goals include the expansion of our solar panel assembly, the installation of a second geothermal system, perhaps using the pond, and incremental changes in landscaping to further reduce the need for irrigation.
Environmentally Preferable Procurement
We are heavily committed to sustainability – food served at the school is primarily from local, organic farms (some of it grown at school and school-related gardens); cleaning products (approved by the Maryland Department of Education) are free of toxins and harmful chemicals; and energy efficiency and recyclable content are primary considerations in the purchase of equipment.
More than 86% of construction waste for our new building was recycled or otherwise diverted from the landfill. All beams, decking and trim in the new building, and trim, siding and most interior walls in an older building is reused material. Other construction material has been selected for its high recycled content.
Environmental Restoration or Community Environmental Projects
The school property (about 17 acres) includes (1) about 3.5 acres of woods that have been placed in forest preservation and includes trails where plants and animal habitats are identified and protected; (2) wetlands, protected with appropriate plantings (about 200 trees have been planted); (3) farmland, some farmed organically the rest planted in wildflowers; and (4) a spring-fed pond. These are integrated in our environmental curriculum and are the primary focus of outdoor student activities and projects to observe nature, identify and preserve habitats, recognize beneficial insects and track animal paths and feeding patterns.
The construction of a new classroom building school provided an educational opportunity for our school and community on green building practices. We recruited a team of experts to design a building aspiring to high LEED certification. We then organized trainings for the architects, engineers and contractors that worked on the project, and sponsored community information and education events on the subject. Students were involved in every step of this process.
Waste
Solid Waste/Material Use Reduction and Reuse
The school produces very little solid waste – about 10-12 cu.ft. per school week. Students bring lunches in reusable containers, office products are shipped in recyclable containers, and all organic waste is composted. Much of everything else is recycled.
Recycling
Paper, most plastics, glass and metal are the primary material being recycled at the school. Organic matter is composted and all waste that can be recycled is segregated and recycled. On the average, more than 80% of waste is recycled, reused or composted, including our construction waste. Children learn early on to participate in this process and families are asked to minimize the use of non-recyclable material.
Hazardous Waste/Toxic Use Reduction
Hazardous and toxic material is not allowed at the school. Indeed, the school has successfully advocated the replacement of harmful cleaning products, such as bleach, by more environmentally friendly alternatives.
Energy
Energy Efficiency
All classroom buildings have a mostly southern orientation taking advantage of passive solar gains, and double and triple-pane windows provide further savings. All lighting in our new building is LED, while solar tubes bring in daylight. The walls are heavily insulated with recycled newspaper and denim.
Renewable Energy
All of the school's electricity is from wind power. At the same time, sixty (60) solar panels produce enough electricity to reduce the school's electricity needs by 42%. The HVAC system is also geothermal, contributing significantly to energy savings.
Transportation
Employee Commute
The school is in a rural area with no public transportation nearby. Staff and parents are encouraged to carpool and utilize fuel efficient vehicles. Parking spaces are being reserved for carpools and high efficiency vehicles. A bicycle path and bike racks have been installed.
Water
Water Conservation
Rainwater from the building roof is collected in a cistern and then used to flush toilets. Toilets are dual-flush and urinals are waterless. Graywater is used for irrigation in the forested area and landscaping requires minimal or no irrigation. Sinks are motion activated.
Stormwater Management and Site Design
Eight rain gardens and a roof garden collect most run-off. What escapes is directed to a wildflower-planted bio-retention area that uses natural filters to remove sediment and then directs the water to the pond.
Green Building
LEED Platinum
The school recently completed the construction of a new classroom building which received a LEED for Schools Platinum certification by the U.S. Green Building Council. The design and construction of the building was guided by a team of school personnel, community members and construction professionals. A similar team of individuals continues to meet to plan future projects.
The school has also invested in an environmental Phase I study, air quality and mold testing of building interiors, and commissioning of its major equipment performance. Pollutants, including CO2 levels, are constantly monitored and HVAC equipment is wired to correct unhealthy levels automatically.
Environmental Certification Programs, Awards, and Other Activities
2012: State nominated and nationally recognized as a Green Ribbon School 2011 and 2012: Governor's Tree Planting School Challenge: In consecutive years planted more trees than any other school in Maryland.
2011: US Green Building Council: LEED Platinum for Schools certification
American Concrete Institute MD Chapter Environmental Award
Our future goals include the expansion of our solar panel assembly, the installation of a second geothermal system, perhaps using the pond, and incremental changes in landscaping to further reduce the need for irrigation.
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E-Safety Guide for Staff
Weatherhead High School has appointed the e-Learning Co-ordinator as the e-Safety Coordinator.
This guidance is supported by our Acceptable Use Policy for staff and a separate version suitable for students; the Policy on the Use of Social Networking Websites; and the Policy on the Use of Photography/Film.
This e-safety guidance and our Acceptable Use Policies are agreed by the Board of Governors and reviewed annually. This policy will next be reviewed in July 2024.
Why is internet use important?
New technologies have become integral to the lives of children and young people in today's society, both within school and in their lives outside school. It is an essential element in 21st century life for education, business and social interaction. The internet and other digital information and communications technologies are powerful tools, which open up new opportunities for everyone. These technologies can stimulate discussion, promote creativity and stimulate awareness of context to promote effective learning. Internet use is part of the curriculum and a necessary tool for learning. It can raise educational standards, promote student achievement, support the professional work of staff and enhance the school's management information and administration systems. It also brings opportunities for staff to be more creative and productive in their work.
All users, who show a responsible and mature approach to its use, should have an entitlement to safe internet access at all times.
Students will use the internet outside school and will need to learn how to evaluate internet information and to take care of their own safety and security. Guidance on this is provided during assemblies, form time activities, ICT and PSHCE lessons and many other curriculum activities.
How does internet use benefit education?
Benefits of using the internet in education include:-
* Access to learning wherever and whenever convenient.
* Access to world-wide educational resources including museums and art galleries.
* Educational and cultural exchanges between students world-wide.
* Access to experts in many fields for students and staff.
* Professional development for staff through access to national developments, educational materials and effective curriculum practice.
* Collaboration across support services and professional associations.
* Improved access to technical support including remote management of networks and automatic system updates.
* Exchange of curriculum and administration data with the Local Authority and DfE.
How can internet use enhance learning?
* The school internet access is designed expressly for student use and includes filtering appropriate to the age of students.
* Students will be taught what internet use is acceptable and what is not and will be given clear objectives for internet use.
* Internet access will be planned to enrich and extend learning activities.
* Staff will guide students in on-line activities that will support learning outcomes planned for the students' age and maturity.
* Students will be educated in the effective use of the internet in research, including the skills of knowledge location, retrieval and evaluation.
Authorised Internet Access
* The school will maintain a current record of all staff and students who are granted internet access.
* All staff must read and sign the Acceptable Use Policy (AUP) before using any school ICT resource.
* The Acceptable Use Policy extends to the use of school devices/platforms used off site and personal devices used to access the school network or for school related activities off-site.
* Parents/carers will be informed that students will be provided with supervised internet access.
* Students must apply for internet access individually by agreeing to comply with the AUP.
* KS3/4 parents/carers and all students will be asked to sign and return a consent form for student access.
* Use of the internet and facilities such as e-mail are intended for educational purposes only. Any view communicated over the internet may be deemed to be a view of the school akin to formal correspondence issued by post. Personal views about the school in an electronic communication should not be given or must be endorsed by the Headteacher or a member of the Senior Leadership Team.
The Internet
* If staff or students discover unsuitable sites, the URL (address), time and content must be reported to the e-Learning Co-ordinator and recorded in the e-safety log.
* Wherever possible, the school will ensure that the use of internet derived materials by students and staff complies with copyright law.
* Students should be taught to be critically aware of the materials they are shown and how to validate information before accepting its accuracy. Whenever possible, staff should always check the online content they are intending to use with students in the classroom beforehand to see if the site is accessible and to check the appropriateness of the content and surrounding content.
Online Learning
* Staff and students must sign the school's AUP for access to the school's learning platforms.
Email
* The email system is for professional business purposes only, and not for any personal requests.
* Staff and students may only use approved web based e-mail accounts on the school system.
* Whenever e-mail is sent, the sender's name, job title, e-mail address and the school's name must be included.
* When sending e-mails, please be mindful of your intended audience to avoid colleagues receiving unnecessary information.
* On occasion staff may receive e-mails out of school hours. Where this occurs there is no expectation for staff to respond or action until the following working day.
* Every user is responsible for all mail originating from their user ID (e-mail address).
* Forgery or attempted forgery of electronic mail is prohibited.
* Attempts to read, delete, copy or modify the e-mail of other users are prohibited.
* Attempts to send junk mail and chain letters are prohibited.
* Staff must immediately tell a member of the SLT if they receive an offensive e-mail.
* Staff must not reveal personal details of themselves or others in e-mail communications.
* Access in school to external personal e-mail accounts may be blocked at certain times of the day.
* Only departmental e-mail addresses should be used in communications with parents and carers e.g. email@example.com. Under no circumstances should staff communicate with parents/carers or students using their own personal e-mail address.
Password Protection
* Staff and students are encouraged to use a strong password.
* The school issues passwords.
* No use of generic passwords.
* Staff and students are educated on what constitutes a strong password.
* Passwords must not be disclosed to staff or students.
Social Networking
* The school blocks/filters access to social networking sites and newsgroups unless a specific use is approved and logged in the e-safety log.
* Students are advised never to give out personal details of any kind which may identify them or their location.
* Students are advised not to place personal photos on any social network space that would identify their school or where they live.
* Students are advised on security and encouraged to set passwords, deny access to unknown individuals and are instructed on how to block unwanted communications.
* Students should be encouraged to invite known friends only and deny access to others.
* Assemblies and up-to-date presentations are presented throughout the school year and with the introduction of emerging technologies.
* Staff are not to have students, parents/carers as contacts on their personal social networking profiles.
* Staff are not to converse about school related issues or students on social networking sites.
* Staff and students are to ensure they understand the platforms they use and the privacy functions within.
* Staff at Weatherhead are to adhere to the locally agreed Social Networking Policy.
Filtering & Monitoring
* All student computers are monitored using Securus to help identify harmful content and misuse in online and offline applications.
* The school will work in partnership with Hi-Impact to ensure filtering systems are as effective as possible.
Cyberbullying
* Bullying in any form will not be tolerated at Weatherhead. Cyberbullying will be dealt with in line with the school's Anti-bullying Policy.
Video Conferencing
* Students should ask permission from the supervising teacher before making or answering a video conference call.
* Video conferencing will be appropriately supervised for the students' age.
USB memory sticks and other Portable Data Storage Devices
* Staff are not to have any unprotected sensitive student data stored on USB or external hard-drive devices that go off site. If in doubt as to appropriateness, advice can be sought from the e-Learning Co-ordinator.
* Sensitive data should be encrypted; advice on how to do this can be obtained from the ICT Technicians and e-Learning Co-ordinator.
Portable Devices (e.g. laptops or tablets)
* If you have information about learners on your laptop or tablet (e.g. data or registers), you should ensure that no unauthorised person uses your device. You are responsible for ensuring password protection for the data on your device.
* The AUP applies to school equipment/software made available to you for use at home and in school.
Digital Cameras
* Staff are to only use school equipment to photograph students.
* Staff must not use personal equipment to photograph students unless permission has been granted to upload images to one of the school's social networking sites directly from personal equipment e.g. a smartphone. This will be of particular relevance to trips abroad.
* Storage cards are to be cleared when the camera is returned.
Storage of Photographs
* Photographs must be stored in a secure area within the school network on the staff shared area: S:\Admin\School Photo Archives
* Photographs are to remain on school premises when practicable. Images taken offsite, for example on a school trip, should only be downloaded onto the school network.
* Photographs are to be deleted when no longer required.
* The school's policy on 'Use of Photography/Film' must be adhered to regarding photographing and publishing images of children.
Smartphones and other Hand Held/Communication Devices
* Smartphones and other hand held communication devices should not be used for personal use in the lesson or formal school time (students and staff).
* Smartphones – Bluetooth should be turned off at all times.
Published Content, the School Website and Social Networks
* The contact details on the website will be the school address, e-mail and telephone number. Staff or students' personal information will not be published.
* A designated member of the SLT, assigned by the Headteacher, will take overall editorial responsibility and ensure that content is accurate and appropriate.
Guidelines for Using Departmental Social Media Accounts
* Social media platforms are a public space and school accounts should be used in line with the school's e-safety guidance and Acceptable Use Policy.
* Social media accounts should be approved by the department SLT Mentor prior to activation. Please inform the e-Learning Co-ordinator so accounts can be monitored and promoted.
* Accounts should be linked to a departmental email address, e.g. firstname.lastname@example.org and the password known to key members of departmental staff.
* Use a strong password; keep passwords secure.
* Curriculum accounts should be used to follow industry experts, professional bodies and educators; this may include the professional accounts of Weatherhead staff and curriculum accounts.
* Professional language should be applied at all times; avoid slang/text style language.
* Do not follow student accounts or the personal accounts of Weatherhead staff.
* Encourage students to 'protect' their accounts using the platform's privacy settings.
* Do not send private/direct messages (DM) to students.
* Check hashtags before including them in posts; some hashtags may bring up inappropriate results as part of the search.
* Accounts must be monitored regularly by the Curriculum Leader or Head of Department; curriculum accounts will be monitored by the e-Learning Co-ordinator.
* Please be aware that not all students will have regular access to the internet; important messages and notices must be available in an alternative location for those students and be issued with enough advanced notice.
Publishing Students' Images and Work
* The school's policy on 'Use of Photography/Film' must be adhered to regarding photographing and publishing images of children.
* Photographs that include students will be selected carefully and will be appropriate for the context.
* Students' full names will not be used anywhere on the website, VLE or the school's Social Networks, particularly in association with photographs.
* Students listed on the Photo Non-Consent list MUST NOT be used in any digital or printed publication unless permission has been sought from the parent or guardian. Always refer to the current Photo Non-Consent located on the staff shared area:
S:\Admin\Photo Consent
Information System Security
* School ICT systems' capacity and security will be reviewed regularly.
* Virus protection will be installed and updated regularly.
* See also 'USB memory sticks and other Portable Data Storage Devices'.
Cyber Crime and Cyber Security
Cyber crime may involve malicious attacks on computer software, including:
Email hacking
Email hackers try to gain access to email accounts by tricking people:
* to open and respond to spam emails
* to open emails with a virus
* to open phishing emails
Phishing
Phishing messages look authentic with corporate logos and a similar format to official emails. Unlike official communications, phishing email ask for verification of personal information such as account numbers, passwords or date of birth. Unsuspecting victims who respond may suffer stolen accounts, financial loss and identity theft.
Malvertising
Malvertising can compromise computers by downloading malicious code when people hover on or click on what looks like an advert. Some will even download malicious code to your computer, while the website is still loading in the background. Cybercriminals use advertisements as a way to hack into computers.
Ransomware
Ransomware is malicious software which could be delivered to devices in a number of ways. One of the common ways is via emails and email attachments. This malicious software is designed to deny access to your systems / records and charge a fee to reinstate access, or sometimes the intent may simply be to gain unauthorised access to data you hold.
Denial of Service Attacks
Denial-of-service attacks are a cyber-attack in which the perpetrator seeks to make a machine or network unavailable. The majority of the time this is simply to cause a nuisance, but on other occasions it may be used to disguise a network intrusion and compromise of data.
Staff MUST ensure that they:
* check the sender of an email is genuine before, for example, sending payment, data or passwords or opening an attachment.
* make direct contact with the sender (without using the reply function) where the email requests a payment.
* understands the risks of using public wifi.
* understand the risks of not following payment checks and measures.
* never enter or share personal information e.g. account details, passwords.
* remain vigilant.
This is not an exhaustive list.
Protecting Personal Data
Personal data will be recorded, processed, transferred and made available according to the General Data Protection Regulations 2018.
Assessing Risks
The school will take all reasonable precautions to prevent access to inappropriate material. However, due to the international scale and nature of linked internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. The school cannot accept liability for the material accessed, or any consequences of internet access.
The school will audit ICT use to establish if the e-safety policy is adequate and that the implementation of the e-safety policy is appropriate every 12 months.
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Functional Skills Support Programme
Developing functional skills in history
Functional Skills Support Programme
Developing functional skills in history
First published in 2010
Ref: 00069-2010BKT-EN
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
The National Strategies
Developing functional skills in history
Functional Skills Support Programme
Contents
© Crown copyright 2010
00069-2010BKT-EN
1
Key to references
This booklet contains three contexts that highlight opportunities for pupils to develop and apply functional skills (FS), and personal, learning and thinking skills (PLTS). Coloured boxes indicate which specific skills are being developed. Within the boxes the following references have been used:
| Reference | Explanation |
|---|---|
| FS.Eng.L1/SLC | Functional English level 1 – Speaking, listening and communication |
| FS.Eng.L1/R | Functional English level 1 – Reading |
| FS.Eng.L1/W | Functional English level 1 – Writing |
| FS.Ma. L1/ | Functional mathematics level 1 followed by reference to one of the three interrelated process skills: representing, analysing and interpreting |
| FS.ICT.L1/UsingICT | Functional ICT level 1 – Using ICT |
| FS.ICT.L1/F&S | Functional ICT level 1 – Finding and selecting information |
| FS.ICT.L1/DP&CI | Functional ICT level 1 – Developing, presenting and communicating information |
| PLTS | Personal learning and thinking skills followed by reference to one of the six groups of skills |
Developing functional skills in history
What are functional skills?
'History prepares pupils for the future, equipping them with the knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society.'
The importance of history, National Curriculum 2007 1
Functional skills underpin and complement many of the key processes in history. They are the core elements of English, mathematics and ICT that enable pupils independently to:
* solve problems in familiar and unfamiliar situations
* apply and adapt their knowledge and understanding to a range of contexts
* gather, interpret and communicate information effectively and confidently.
Each of the three skills has a set of performance statements based on three key areas:
| Functional English | Functional mathematics |
|---|---|
| • Speaking, listening and communication • Reading • Writing | • Representing – selecting the mathematics and information required to model a situation • Analysing – processing and using mathematics • Interpreting and communicating the results of the analysis |
The skills are embedded through the programmes of study in the new secondary curriculum at both Key Stage 3 and Key Stage 4 and form an essential part of GCSE and new Diploma courses. Alongside the new Framework for personal, learning and thinking skills, functional skills are fundamental to learning across the curriculum and are key to success for pupils, both now and in their future.
For further information about the functional skills visit: www.ofqual.gov.uk/2578.aspx and www.qcda.gov.uk/6062.aspx
'Functional skills provide opportunities for learners to link skills development in one subject area to other studies, and life beyond school. In history functional skills support the key processes, providing an opportunity for learners to develop their expertise in history and garner some life skills making their transition to further study or the world of work smoother.'
Subject leader
1 The importance of history, National Curriculum 2007 KS3 Programme of Study. © Qualifications and Curriculum Authority. Used with kind permission.
© Crown copyright 2010
00069-2010BKT-EN
4 The National Strategies
Functional Skills Support Programme Developing functional skills in history
The curriculum opportunities in the programmes of study for all subjects, combined with many of the key processes, have been designed to ensure that pupils have planned opportunities to transfer the functional skills they are developing to as many varied and relevant situations as possible.
For more information relating to the role of functional skills in Foundation Learning, GCSEs, Diplomas and apprenticeships visit: www.dcsf.gov.uk/14-19/
What does this mean for learners?
Pupils who are able to apply functional skills effectively will make better progress in history and in the rest of their studies. They will not only engage in the content of what is being taught but will become more actively involved in the learning process. They will understand the purpose of the English, mathematics and ICT skills they are transferring and securing and will take greater responsibility for furthering their own progress.
What does this mean for me as a history teacher?
The diagram on page 8 captures the learning process that you will need to support in order to ensure that pupils secure their functional skills. This process is not linear but cyclical and should respond to the needs of the learners and inform their future learning.
Effective teaching will enhance the development of skills. Pupils need planned opportunities to 'have a go' – to select from and experiment with the skills they have learnt elsewhere in the curriculum, applying them with an increasing degree of independence to new and varied contexts. These should have both relevance to the learner and a real purpose in relation to the subject.
Through peer- and self-assessment and teacher feedback, pupils then need to reflect on the progress they are making and to identify particular aspects of their skills development that need further reinforcement.
What functional skills can be developed and applied to history?
Historical contexts and problems provide a rich opportunity for pupils to draw from and apply a range of functional skills. The increased emphasis on historical enquiry means that history teachers will naturally be providing more open-ended, problem-solving tasks that require pupils to take greater ownership of their learning and to:
* plan and carry out investigations
* devise and refine their own hypotheses
* select and deploy evidence to reach and justify their conclusions.
Pupils develop competence and confidence in using functional skills in an interrelated way. Their functionality develops over time as they learn to select and apply the skills needed to tackle particular tasks. Subject teachers can support this process by ensuring that pupils have access to the full range of skills. The following tables contain a few examples of ways in which functional skills can be deployed in history.
00069-2010BKT-EN
Functional English
Learning through discussion from text and through writing is integral to functional English and to the activities that you will ask your pupils to complete as part of your history syllabus. However, pupils will also need to deploy functional English skills such as those captured in the table below.
Functional mathematics
Mathematical skills of representing, analysing and interpreting can be used and developed in a wide range of ways in history. For example:
Functional ICT
History provides a rich vein of opportunity for pupils to use, apply and secure ICT skills in new contexts.
© Crown copyright 2010
00069-2010BKT-EN
Functional Skills Support Programme
Developing functional skills in history
How can I secure the development of functional skills within my lessons?
As a history teacher you can support a cohesive and planned approach to the skills development of your pupils by:
* talking to your colleagues, for example those in the English, mathematics and ICT departments, about how and when certain functional skills are being taught
* familiarising yourself with the functional skills criteria (see reference on page 3)
* making clear from the beginning of a teaching sequence both the subject learning objectives that will need to be achieved and the functional skills that will be developed and applied
* designing problem-based activities, both within history and, where possible, in conjunction with other subject areas, that provide pupils with the opportunity to make choices about which functional skills they will use, individually and in combination, to seek solutions to challenges that are real, relevant and purposeful
* referring at regular intervals in lessons to the objectives and to the functional skills that are being used, in order to encourage pupils to assess their progress and to inform where they need to focus next
* encouraging pupils to reflect on their learning, using probing questions that ask them to identify how they have used their functional skills and how they can transfer and apply these skills to other contexts within and beyond history and the school.
What's in this booklet?
Three teaching sequences
The booklet contains three worked examples of teaching sequences that support how an organisation might embed and support the development of functional skills within history as follows:
1. Key Stage 3 teaching sequence: Investigating the industrial revolution
2. Key Stage 3 teaching sequence: The suffragette movement
3. Key Stage 4 teaching sequence: Medicine in the ancient world
Each teaching sequence exemplifies three key principles:
* Real, purposeful and relevant contexts are essential for engagement and applied learning.
* Problem-solving needs to be at the core of planning for functional skills.
* Supporting pupils to progress and use functional skills independently is the ultimate goal.
Functional skills focus
The teaching sequences support the development of a range of functional skills, for example speaking and listening as well as reading and writing. In mathematics pupils will usually deploy the skills of representing, analysing and interpreting in an integrated way to solve problems. Similarly, the functional skills of using ICT systems, finding and selecting information, developing, presenting and communicating information will also be used together.
However, within each sequence particular functional English, mathematics and ICT skills have been highlighted within the learning focus to show how they can be explicitly developed and applied. History teachers would need to consider how, over a period of time, teaching sequences support the development and application of a broad skills set.
00069-2010BKT-EN
Functional skills progression
In line with the English, mathematics and ICT programmes of study, functional skills have been mapped at level 1 to the Key Stage 3 examples and at level 2 to the Key Stage 4 example. However, it is important to note that these are target levels to be achieved at the end of each of these key stages and that some learners will be working towards securing their functional skills at lower levels, and some at higher. The teaching sequences can be tailored to the needs of your learners as appropriate.
A learner's level of performance in functional skills and the level of demand of a task depend on the interplay of four factors which are critical to success:
* the technical demand of the content that might be applied in these contexts
* the complexity of tasks and problems and the contexts in which they are embedded
* a learner's level of familiarity with the type of task or problem and context
* the level of independence required of the learner.
The need for problem-solving underpins all of them. The four factors are a key to reflection on progress in functional skills. For more detail see the diagram on page 8 and visit the Functional skills qualifications criteria on the Ofqual website.
Personal, learning and thinking skills
Functional skills and personal, learning and thinking skills work together to build independent, confident and successful learners. Therefore, references to opportunities to develop specific personal, learning and thinking skills have also been provided.
For more information relating to personal, learning and thinking skills visit: http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/plts/
How can I use this booklet?
You can use the examples that follow, plus the additional information contained within this booklet, to:
* open a dialogue with teachers in your school who have the primary responsibility for delivering functional skills to find out more
* provide ideas that will inform your own planning (see planning tool on page 18)
* begin a discussion with other colleagues within your department about how to enhance functional skills development within history lessons
* raise challenges and opportunities concerning working within and between subjects in your organisation.
For the key to the functional skills references that have been used in each context please see the grid on page 2.
© Crown copyright 2010
00069-2010BKT-EN
The National Strategies
Developing functional skills in history
Functional Skills Support Programme
Builds specific aspects of their functional skills
within English, mathematics and ICT and in other
subjects.
Practises and applies functional skills with
increasing complexity to a range of purposeful
contexts across the curriculum.
Demonstrates that they can independently select
and apply the appropriate functional skills to
tackle problems in a variety of contexts including
those that are unfamiliar.
For more information relating to the teaching and learning of functional skills visit: www.standards.dcsf.gov.uk/nationalstrategies/ and
choose Secondary and then select functional skills.
The history
teacher
Becomes familiar with the functional skills
standards.
Where appropriate, liaises with the English,
mathematics and ICT departments to understand
how and when functional skills are being taught.
Provides purposeful and engaging contexts for
pupils to apply their functional skills to problem-
based activities.
Makes explicit the skills applied through the
learning sequence.
Offers opportunities for learners to work
independently, selecting and applying the
appropriate functional skills to solve a range of
problems.
Building
functional
skills
Securing
Practising
and applying
Formative assessment and feedback on skills progression are provided to pupils at each stage.
Progression is determined by pupils applying skills with increasing
independence
to more
complex
and
less familiar
situations which consequently need higher levels of
technical demand.
00069-2010BKT-EN
Context 1: Key Stage 3 – Investigating the industrial revolution
Aims and overview
This module will enable learners to draw on selected functional skills to study themes and concepts as part of an historical study. Transferable functional skills will be used to analyse, make sense of, and respond to information exploring the key concept of changes and continuity in the context of British industrial history. This module is often taught in Year 8 and will build on basic historical skills that the learners have already encountered.
The big question
Why did industry and employment change between 1750 and 1900?
Learning focus – history
Pupils should be able to:
* identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment
* identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses
* evaluate the sources used in order to reach reasoned conclusions
* present and organise accounts and explanations about the past that are coherent, structured and substantiated, using chronological conventions and historical vocabulary.
Learning focus – functional skills target: level 1
This teaching sequence supports the development of a range of functional skills. However, particular functional English, mathematics and ICT skills have been highlighted and annotated below to model for illustrative purposes how they can be explicitly developed and applied.
English
Mathematics
ICT
Speaking, listening and communication, reading and writing
Speaking, listening and communication: Take full part in formal/informal discussions and exchanges that include unfamiliar subjects.
© Crown copyright 2010
Representing, analysing and interpreting
Representing: Identify and obtain necessary information to tackle the problem.
Using ICT, finding and selecting information, developing, presenting and communicating information
Developing, presenting and communicating information: Use appropriate software to meet the requirements of a straightforward data handling task.
00069-2010BKT-EN
10 The National Strategies
Functional Skills Support Programme Developing functional skills in history
Stage and focus
Stage 1 – The context
Introduce the 'big question' – Why did industry and employment change between 1750 and 1900? Ask pupils to discuss, in groups, the meaning of the terms 'industry' and 'employment'; what they think the physical signs of them are; and what effects they have on landscape and environment. Relate ideas to businesses and industries in their area or region. Then feed back responses, using concept-mapping software, if available, to record and share their views.
Stage 2 – Research and exploration
Ask pupils which focuses could be explored to answer the question, Britain 1750–1900: what changed? Elicit from them ideas such as: trade and markets; scientific development; people movement; the work of inventors and entrepreneurs. Then draw out the need to look at specific factors or trends, and what evidence might be obtained. For example:
* What written data or sources could help (e.g. public records, personal histories, newspaper articles)?
* How could numerical/mathematical data be used (e.g. changes in population over time, trend in numbers of people employed in cities)?
* In each case, what format is this data likely to be presented in and where might we find it? What problems might the data present?
Pupils work in groups or individually, as appropriate, to organise their enquiries and conduct research. Here pupils have an opportunity to access electronic databases (such as archives, census materials, etc.) to support their enquiry.
Pupils feed back through an interim plenary, so will need to decide how best to present both statistical and other data (e.g. through verbal explanation and/or graphically, using mathematical representations such as line graphs, bar charts or pie charts) to highlight the significant features they wish to explain. They should explain the different types of sources, texts and data they have accessed, and describe what they have concluded from their initial research.
Stage 3 – Deploying ideas and information
The industrial revolution would not have been possible without scientific innovation.
Ask pupils to select key industries that have been affected by scientific development. Drawing on previous investigations, focus research around specific inventors. Following that, pupils could:
* discuss in a debate scenario (e.g. balloon debate) the effects of selected key inventors on society
* role-play a situation based on character and fact cards in which selected inventors present their respective innovations to a suitable audience (e.g. industrialists)
PLTS Reflective learners
FS.ICT.L1/DP&CI Use field names and data types to organise information.
FS.Ma.L1/ Representing Choose to extract information from and interpret tables, diagrams, charts, etc.
FS.Eng.L1/SLC
formal discussion
Contribute to of ideas and
opinions.
FS.ICT .L1/ DP&CI Combine information within a publication for a familiar audience and purpose.
* create a class record to present their findings and provide navigation to the different inventors.
In all cases, pupils should consider both what arguments would be used to persuade the audience and what arguments might be used against the technical developments.
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Learning outcomes
Pupils clarify through discussion what they understand by 'history today'.
Pupils explain views through effective software use.
Pupils explain the different evidence they need.
Pupils recognise that data from the past takes a variety of forms and that this may pose problems (e.g. isolated statistics without comparators).
Pupils recognise that ICT systems can support rapid access and effective filtering to find relevant material. Functionality is demonstrated by the ability to select and accurately construct appropriate representations.
Pupils recognise the innovations and perspectives of the inventors and adopt a suitably formal presentation style.
Pupils demonstrate that they can combine and refine different forms of information to develop and present their ideas in different ways for different audiences.
Functional Skills Support Programme
Developing functional skills in history
Extending
* Encourage pupils to relate the findings to the area or region they live in. Create a record that presents the changes from 1750 to 1900 and then continues into the twentieth century and up to today.
* Pupils could produce further reports, written in their 'role' as an inventor and drawing on both emotive/ persuasive language and factual data, to persuade a business or government department (of the time) to invest.
* Consider appropriate ways of representing key data from the past and present in mathematical graphical charts, tables, grids, etc., perhaps as part of a presentation to an unfamiliar audience or group of people, explaining historical change. Reflect on how functional skills learned in a mathematical context can be transferred or applied in historical study. Clarify and articulate pupils' choices with regard to data decisions.
* Create a data bank of information about current industry and past industries that could be used by a presenter preparing an analysis of the industrial revolution's effect on society and equivalent industrial change today. Information should be sorted into folders, sub-folders, spreadsheets, documents, etc. as appropriate; talk about how this information may be accessed by a real user.
Useful resources
www.spartacus.schoolnet.co.uk Click on 'Industrial revolution' for information on inventors and industrial background.
www.nationalarchives.gov.uk Click on 'Education' and then 'Empire and industry 1750–1850' to find information about the industrial revolution.
www.schoolhistory.co.uk Click on 'Lessons' for resources to support the topic.
© Crown copyright 2010
00069-2010BKT-EN
FS.Eng.L1/SLC Present information/ points of view clearly and in appropriate language.
FS.ICT.L1/DP&CI Apply simple editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numbers, charts, graphs and other digital content.
PLTS Reflective learners
12 The National Strategies
Functional Skills Support Programme Developing functional skills in history
Context 2: Key Stage 3 – The suffragette movement
Aims and overview
This module will enable learners to investigate an historical topic whilst utilising selected functional skills to support the study. The functional skills will assist with the development of some of the key historical processes that pupils should be familiar with towards the end of their Key Stage 3 learning. Pupils will analyse, make sense of, and respond to information and source material about the development of women's rights and democracy in the early twentieth century. It is particularly suitable for Year 9.
The big question
Did the suffragette movement bring full democracy to women and men in the UK?
Learning focus – history
Pupils should be able to:
* understand the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world
* build a chronological framework of periods and use this to place new knowledge in its historical context
* consider the significance of events, people and developments in their historical context and in the present day
* evaluate the sources used in order to reach reasoned conclusions
* understand how historians and others form interpretations; understand why historians and others have interpreted events, people and situations in different ways through a range of media
* reflect critically on historical questions or issues
* communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary.
Learning focus – functional skills target: level 1
This teaching sequence supports the development of a range of functional skills. However, particular functional English, mathematics and ICT skills have been highlighted and annotated below to model for illustrative purposes how they can be explicitly developed and applied.
English
Mathematics
ICT
Speaking, listening and communication, reading and writing
Writing: Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience.
00069-2010BKT-EN
Representing, analysing and interpreting
Representing: Identify and obtain necessary information to tackle the problem.
Using ICT, finding and selecting information, developing, presenting and communicating information
Finding and selecting information: Select information from a variety of ICT sources for a straightforward task.
Stage and focus
Stage 1 – The context
Introduce the 'big question' – Did the suffragette movement bring full democracy to women and men in the UK? – then ask pupils:
* What do you know about current voting rights/systems in the UK and elsewhere? (see website link in 'Useful resources')
* Why should we look at the development of different groups, such as women, and their impact on the past?
Explore the terminology used and discuss the issues and context (e.g. what do pupils understand by the terms 'democracy', 'suffrage' , 'equal rights', 'universal franchise', etc?).
Ask students to analyse a range of sources (e.g. websites, texts, etc.) and locate key information which tells them what proportion of the population could vote in 1913 and what the qualifiers for voting were. Ask pupils to consider how they can make valid comparisons between now and then (e.g. ratios). Having done this, they should explain what had changed:
* over the decades that followed.
* by the end of the war but before women's suffrage
Stage 2 – Research and exploration
Working individually or within groups, pupils consider the concept of a 'citizen' and rights in a democracy. They analyse a variety of sources, including conducting online research, in relation to the suffragette movement and other campaigns for rights for women. They can investigate the following questions, making notes in a comparison grid:
* What can they tell us about society and attitudes at the time?
* What do the sources tell us about the views of those who produced them? (Pupils should identify the main ideas, such as what the movements were trying to achieve, what methods they used, how popular the different views they held were, and whether they conflicted with others' ideas.)
* Why have these sources been preserved?
* Do they present 'factual' information, or opinion – or both?
Conclusions can then be written up in a longer response as a clear, logical analysis of the source material, or be presented either orally or via other media using appropriate ICT skills.
Stage 3 – Deploying ideas and information
Pupils make appropriate notes on particular key figures and actions of the suffragette movement, and link findings with the key events of the time (e.g. social change, the First World War) and previous attempts to widen the franchise. As part of this, pupils should:
* examine the suffragette movement in the wider context of political campaigns and changes in the voting and rights system in the UK during the nineteenth century and early twentieth century
* assess any new sources used and what they reveal; how do they help answer the 'big question'?
* consider the importance of key individuals and events on the development of the rights of women.
© Crown copyright 2010
Learning outcomes
Pupils understand some key political terminology and how it developed.
Pupils compare and explain past/ present historical contexts through use of a range of data measures.
Pupils demonstrate consistent approaches to source materials, by eliciting the generic skills they are developing.
Pupils draw reasoned conclusions and make historical points clearly in writing, using paragraphs to build towards an informed conclusion.
FS.Ma.L1/ Representing Solve simple problems involving ratio, where one number is a multiple of the other.
PLTS Independent enquirers
FS.ICT.L1/F&S Recognise and take account of currency, relevance, bias and copyright when selecting and using information.
Pupils draw further conclusions from new material and sources.
FS.Eng.L1/W Present information in a logical sequence.
00069-2010BKT-EN
PLTS Reflective learners
FS.Eng.L1/W Use language, format and structure suitable for purpose and audience.
The National Strategies
Functional Skills Support Programme Developing functional skills in history
Stage and focus
Stage 4 – Consolidating and reflecting
Pupils reflect on how the study they have done has affected their thinking about democracy and their own right to vote. What do they think about the importance of voting and the universal franchise for democracy? Ask them to reflect in groups on the impact the campaigns had on other groups in society and on different types of women. They should also consider whether the methods the suffragettes used were legitimate, and how such actions by groups would be viewed today.
Finally, pupils write a leaflet or campaign article aimed at a particular audience on the impact of the suffragettes on British democracy.
Learning outcomes
Pupils show how a range of facts and figures, and a suitable format/ structure, can convey the suffragette viewpoint or the importance of the universal franchise in democracy.
Extending (target functional skills level 2)
* Pupils examine the use of petitions in political lobbying in the past (e.g. how data was interpreted and presented). Why was the use of petitions so important? Did they influence decision-makers?
* Pupils explore which of the actions of the suffragettes could be used in a lobbying campaign today.
* Pupils plan a radio programme, website commemoration, or other media product/emission which details the achievements of the suffragettes and focuses on similar struggles for women's rights – discuss whether this could have relevance for women today in other parts of the world.
Useful resources
* www.spartacus.schoolnet.co.uk Follow the link to 'Emancipation of Women'.
* www.idea.int Go to 'Areas of expertise' and select 'electoral processes' for voting facts and data.
* www.schoolhistory.co.uk Click on 'Lessons' for resources to support the topic.
* www.nationalarchives.gov.uk Click on 'Education' and then 'Early 20th century 1901–1918' to find information about suffragettes.
00069-2010BKT-EN
Context 3: Key Stage 4 – Medicine in the ancient world
Aims and overview
Pupils will investigate a topic from a particular place and time and assess its impact. They will select from a range of functional skills to help them analyse, make sense of, and respond to information and source material about the developing approaches to medicine in the ancient world, considering the extent to which 'supernatural' approaches were replaced by natural ones.
The big question
Did Egyptian methods and ideas change medicine in the ancient world?
Learning focus – history
Pupils should be able to:
* indicate an understanding of how past events are represented, interpreted and accorded significance for different reasons and purposes
* develop skills of historical enquiry using a range of sources
* develop as effective, independent, critical and reflective thinkers
* arrange and organise their historical knowledge in ways that support their arguments and demonstrate creativity when communicating understanding to others
* demonstrate knowledge and coherent understanding of selected periods, societies and aspects of history
* recognise that their historical knowledge, understanding and skills assist with understanding of current events, enabling them to reflect on their role as responsible citizens
* develop skills for future historical studies.
Learning focus – functional skills target: level 2
This teaching sequence supports the development of a range of functional skills. However, particular functional English, mathematics and ICT skills have been highlighted and annotated below to model for illustrative purposes how they can be explicitly developed and applied.
English
Mathematics
ICT
Speaking, listening and communication, reading and writing
Reading: Select, read and understand and compare texts and use them to gather information, ideas, arguments and opinions.
© Crown copyright 2010
Representing, analysing and interpreting
Analysing: Apply a range of mathematics to find solutions.
Using ICT, finding and selecting information, developing, presenting and communicating information
Using ICT: Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts.
00069-2010BKT-EN
FS.Ma.L2/
Analysing Understand, use and calculate ratio and proportion, including problems involving scale.
FS.ICT.L2/ Using ICT Select and folders and other media storage to use software applications to meet needs and solve complex problems. Manage files, enable efficient information retrieval.
PLTS Creative thinkers
16 The National Strategies
Functional Skills Support Programme Developing functional skills in history
Stage and focus
Stage 1 – The context
Ask pupils to consider how they can gain a perspective of 'ancient Egypt', 'prehistory', etc., in terms of the span of civilisations and rulers across the ancient world. Consider how constructing a time line could assist analysis. Pupils should discuss the following in groups:
* What would be the most appropriate scale, divisions and so on for the time line? To what extent does it need to be accurately set out to serve the purpose of the task?
* What would be the most useful form of timeline? For example, how well might it work as an interactive tool using ICT with hyperlinks to texts, sources, and so on, relevant to the topic?
Ask pupils to discuss and review their existing understanding of medicine and belief in the ancient world. What well-known sources of evidence of medical practice or belief could be added to the time line?
Now introduce the 'big question' – Did Egyptian methods and ideas change medicine in the ancient world? – and ask pupils whether the time line would tell us the answer, or is more needed?
Stage 2 – Research and exploration
Present students with a number of further sources from the ancient world. After analysis in groups, ask them to consider:
* how they will record their findings/discussion; what will indicate that they have explored a range of angles and reached conclusions?
* how they might best set out to answer the 'big question' using these sources; are there gaps in the information or knowledge?
FS.Eng.L2/R Select and use different types of text to obtain and utilise relevant information.
Pupils should agree their course of action as a group, and write up individually a logical sequence from analysis to conclusion explaining what the sources tell them and how they contribute to the enquiry.
As individuals, pupils should write a series of short, possibly timed, responses to the sources. Model for students how to use clear, coherent sentences in which supporting conjunctions (so, but, etc.) and connectives (however, nevertheless, moreover, etc.) are used, and how historical understanding is expressed and argued through their usage.
00069-2010BKT-EN
Learning outcomes
Pupils clarify through the use of the time line as an ongoing tool what they learn about changes in medical knowledge.
Pupils demonstrate through reflection how sources can help – or hinder – our view of a theme or topic's development.
Pupils reflect on and explain how sourceanalysis skills transfer to other curriculum contexts.
Pupils recognise when information or knowledge is missing.
Pupils show that key information has been selected through notetaking.
Pupils convey clear historical arguments using clear language style, conjunctions and connectives to express ideas.
Stage and focus
Stage 3 – Deploying ideas and information
Pupils now consider a more focused question: How do other time periods or societies compare with that of the Egyptians (in this area)?
Re-using the sources, they work in pairs or small groups to create a presentation for a selected group or audience (e.g. a local history group or tour group travelling to modern Egypt), explaining what they have learned from the sources.
Drawing on a range of presentational devices, speaking skills and approaches, pupils consider and plan the best way to present and communicate the historical information, argument and conclusions in an engaging and appropriate way. They might consider how presentation, story-boarding or sequencing software might assist them.
Pupils then present their presentation to an audience (e.g. to a live audience as indicated, or via a podcast or other digital delivery).
Stage 4 – Consolidating and reflecting
Pupils reflect on their own and others' work through use of response/evaluation sheets which they complete during presentations. Sheets should be designed to assess three elements:
* the language and terminology used (in terms of relevance, clarity and suitability for the audience)
* the historical content and analysis conveyed
* the general presentation of the material (the deployment of appropriate devices – ICT, other supporting resources, etc.).
Extending
* Prompted by probing questions, pupils r efl e ct on how particular skills developed in this context could be applied in other contexts. What did they do that was specific to history? Were there any particular challenges in presenting sources and artefacts from the past?
* Pupils re-cast their presentation as an extended essay, providing in-depth and logical analysis of the question and reaching a considered conclusion.
Useful resources
www.history.org.uk Go the 'Secondary' area, click on 'Resources for Teachers' and then search for 'medicine' to find a range of resources related to the topic, including ICT resources for GCSE history teachers.
© Crown copyright 2010
00069-2010BKT-EN
Learning outcomes
Pupils show through a logical presentation how evidence will be used for arguments and why it is suitable for the target audience.
Pupils demonstrate their own knowledge of key concepts and their ability to convey them through presentation to an unfamiliar audience.
FS.Eng.L2/R Detect point of view, implicit meaning or bias.
FS.ICT.L2/Using ICT Select and use software applications to meet needs and solve complex problems.
PLTS Reflective learners
PLTS Reflective learners
Functional skills in history: A planning process
The planning diagram below provides a structure for planning a history activity or topic that integrates functional skills (FS). Note that it starts from the history activity or topic and that the functional skills are an integral part in the successful completion of the activity. It is a mistake to distort a history activity simply to ensure that it includes functional skills; however, the inclusion of functional skills may well allow for a greater degree of independent learning and skills application. A cross-curricular model would look different insofar as the focus would be on more than one subject area.
The general context and focus
Key stage or year
KS3 or KS4; or
bridging unit?
Activity/context
The particular historical context or
topic; the key question or problem
to be solved or explored
Functional skills
target level
Probably level 1
or level 2
Approaches, skills and evidence
requirements
Evidence
requirements
Criteria or statements from
the programmes of study,
GCSE specification, or other
subject-based curriculum
document or standards
Teaching and learning
approaches
Use of PLTS, guided and shared
learning, group/individual work,
class organisation, etc.
Functional skills
English
(select ‘skills’)
ICT
(select ‘skills’)
Mathematics
(select ‘skills’)
The key detail, learning sequence
and outcomes
Assessment
opportunities
and
outcomes
Sequence, stages,
number of lessons/ hours,
what taught
and when
How and which
history
and functional skills
are
being developed
and
applied
and at what stage
How, where and what
teaching approaches
built in
Planning for and evidence
of
progression
(how tracked, marked, etc.)
How unit
personalised
for pupils
Include more
detailed
references to specific
functional skills,
e.g.
drawn from the ‘coverage
and range’ columns of the
functional skills standards
document
Resources
and other
support
00069-2010BKT-EN
Resources
Literacy and learning in history DfES 0670-2004G
The purpose of this booklet is to help history teachers support the development of:
* learning from text
* learning through talk
* learning through writing.
Leading in learning: Exemplification in history DfES 0056-2005 G
The purpose of the booklet is to demonstrate how history teachers can contribute to the development of pupils' learning and thinking skills. It provides examples of the 10 teaching strategies contained in the Leading in learning teachers' handbooks for Key Stage 3 Ref: DfES 0035-2005 G and Key Stage 4 Ref: 2111-2006DWO-EN, which are the main source of guidance for Leading in learning.
ICT across the curriculum: ICT in history DfES 0192-2004G
The ICT across the curriculum (ICTAC) pack is a set of materials designed to promote the use of ICT across all subjects in schools. The ICT in history guide is designed to raise awareness of how ICT can be applied and developed in history, analyse the opportunities that exist in history for developing and applying ICT and consider how ICT can enhance the teaching and learning of history.
Pedagogy and practice: Teaching and learning in secondary schools DfES 0423-2004G
The Pedagogy and practice materials consist of a suite of 20 study guides supported by a series of video sequences on DVD. All the guides are helpful in the development of functional skills and independence, but those with particular relevance include: Teaching models; Group work; Guided learning; Active engagement techniques; Developing reading; Developing writing; Using ICT to enhance learning; Developing effective learners.
All of the materials listed are available for download from the National Strategies web area, along with the 10 other subject booklets in this series and a suite of e-learning modules.
Visit: www.standards.dcsf.gov.uk/nationalstrategies
A dedicated website for the Functional Skills Support Programme (FSSP) provides a first point of contact for all functional skills support. It includes the Learning and Skills Improvement Service (LSIS) training modules for functional skills for the post-16 sector and a series of booklets to support teaching functional skills in diplomas. The FSSP website can be accessed at: www.fssupport.org
For case studies and further guidance about planning for functional skills, visit: http://curriculum.qcda. gov.uk/key-stages-3-and-4/skills and select functional skills.
Acknowledgement
The importance of history, National Curriculum 2007 KS3 Programme of Study. © Qualifications and Curriculum Authority. Used with kind permission.
© Crown copyright 2010
00069-2010BKT-EN
Audience: Subject teachers in secondary schools
Date of issue: 02-2010
Ref: 00069-2010BKT-EN
Copies of this publication may be available from:
www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60
© Crown copyright 2010 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
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Weekly Reading Tasks
* Ask your child to read a chapter from their reading book or library book.
* What mood has been created by the author? This can be quite difficult to do and may need you to sit and look closely at the words that the author has used in the text.
* Ask your child to choose a 'mood', for example, happy. What could a character say or do that would show happiness? Can they think of words and phrases that would show happiness? Ask them to create a mind map of their ideas.
* Ask your child to read a biography of their favourite celebrity. What can they learn about this person?
Weekly Spelling Tasks
* Encourage your child to practise some more of the spellings from the Year 5/ 6 Spelling List. This can be found in your child's Reading Record.
* Practise our weekly spellings using Spelling Shed.
The spelling lists change weekly, each Wednesday.
* Add more words to their vocabulary bank, adding new words they discover in their reading books, when completing any other work or following conversations at home.
* In a game of Scrabble, each letter is worth a certain number of points. Ask your child to write their spelling words and then add the total of the letters. Which of their spelling words has the highest total value?
Weekly Maths Tasks
* Your child can log in to Times Table Rockstars.
* Get your child to write down everything they know about area and perimeter. This could include diagrams, calculations or written descriptions.
* Get your child to log on to MyMaths and work through the area and perimeter lessons. They can also work through other activities on MyMaths to reinforce prior learning.
* Get your child to log on to PurpleMash and work through the area and perimeter activities in Maths, Measures.
* Work through the BBC bitesize lessons on area and perimeter.
https://www.bbc.co.uk/bitesize/articles/zh9brj6 https://www.bbc.co.uk/bitesize/articles/zfhkd6f
Weekly Writing Tasks
- Ask your child to write a poem about our senses. This could be an acrostic poem, a humorous poem, or one which considers the wonders of our senses and how we can enjoy the world through them.
- Children should have a minimum of 2 hours exercise each week at school.
Ask your child to consider both sides of this argument. Make a table with arguments for and against the statement. Using this information, write a balanced argument, considering the pros and cons and conclude with their decision, after carefully considering both sides of the argument.
- Send your favourite teacher or teaching assistant a postcard! Tell them briefly what you have been doing, draw a picture to show where you have been staying during lockdown then send it to school (via email or the post!)
Learning project for this week:
The project this week aims to provide opportunities for your child to learn more about the human body. The human body is fascinating and has many functions. Your child will have learnt in previous years at school about the digestive system.
Circulatory system: what is the circulatory system and what does it do? How does it help us? Ask your child to find out all the parts of the circulatory system and make a mini fact file on each (heart, lungs, blood vessels etc). Your child could even draw and label each part, making a scientific full colour diagram.
Blood travel: how does the blood travel around the body? Ask your child to find out the direction of blood flow around the body, and colour this on a map of vessels. They could also act out the flow of blood around the body by placing a heart, lungs and body station in the garden. They can pick up a red item from the lungs, run to the heart and then the body, where they swap it for a blue item. They can then walk to the heart and jog to the lungs to retrieve another red item.
What is the blood made of: ask your child to find out about platelets, plasma, red blood cells and white blood cells. What is the job of each part of the blood? Your child can make their own 'blood' using red food colouring, water, marshmallows for white blood cells, Cheerios for red blood cells and pom poms for the platelets.
Exercise and the heart: ask your child to carry out an experiment to find out how exercise affects their heart beat. They can learn how to take their pulse and then carry out an activity for thirty seconds at a time to work out what happens to their heart beat each time. They could record this in a table and even draw a graph to show their findings.
Healthy heart: ask your child to find out what keeps the heart healthy. They could write a fact file advising other people in the community how they could protect against their heart. This could involve smoking, exercise, diet etc. | <urn:uuid:dd32c10c-d490-428f-ae9c-5193f6507c47> | CC-MAIN-2024-18 | https://lingfieldprimaryschool.co.uk/wp-content/uploads/2020/06/Year-5-Summer-2-Week-4.pdf | 2024-04-20T09:38:35+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00502.warc.gz | 319,888,728 | 1,001 | eng_Latn | eng_Latn | 0.997444 | eng_Latn | 0.998237 | [
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TIME IN CLASS
Hours taking part in classes and workshops.
STUDY AND SCHOOL WORK
Hours doing homework, studying, working on school projects, team meetings, etc.
PAID WORK
Hours spent at your job.
COMMUTE AND TRANSPORTATION
Hours spent in transportation (school, activities, job, etc.)
SPORTS AND ENTERTAINMENT
Hours of sports, entertainment and social activities.
MEALS AND DAILY LIFE
Hours spent preparing and eating meals, shopping, handling your personal care or doing chores.
SLEEP
Hours spent sleeping (including naps).
FAMILY MANAGEMENT
Hours dedicated to a dependent child or adult.
168 HOURS
TOTAL HOURS USED
TOTAL HOURS LEFT
Managing your time spent studying or doing school work also helps in reducing your stress level!
TIPS AND TRICKS for Studies and school work:
You want to be more efficient?
* Your school agenda will be your best friend, because it is stressful to learn that you only have two days left to study for your ministry exam!
* Make a list of your homework and school projects, and establish a priority list.
*
Split a big project into smaller parts so it's more encouraging!
Most importantly, learn to use time to your advantage instead of seeing it as an enemy. Use the Pomodoro technique! 1 [ToDoist] ↗
Studying isn't the most exciting activity. Here are tips and tricks to help you in your study sessions:
2 [ American Psychological Association] ↗
A job helps your school, personal and professional developments.
TIPS AND TRICKS for School-work balance:
Keep a healthy balance between school and your work to stay on track and manage your stress!
* Speak with your boss about your needs regarding your work schedule.
* Ask them in advance to reduce your hours during exam periods.
* You have the right to say "No" if your expressed needs are not respected.
You work for over 15 hours per week? Work for a number of hours that lets you keep a healthy balance with everything else in your life.
Above all, pay attention to how you feel and talk about it with your boss. Work overload, declining morale and rising anxiety are all good reasons to want to discuss!
3 [Choose My Employer] ↗
"STOP. TAKE 5 DEEP BREATHS."
1.
3.
Eating is a source of fun AND energy, so it should be pleasant! Really take the time to enjoy your spaghetti and meatballs!
TIPS AND TRICKS for Meals:
* Eat at regular hours, and have a snack when you feel hungry.
* Have a good breakfast (the most important meal to have a good day).
* Always have water with you (carry a water bottle, fill a pitcher at home).
*
Take the time to eat and appreciate what you eat.
* Starting in late afternoon, stop taking food and drinks with caffeine (tea, chocolate, soft drinks, energy drinks).
4 [Food guide Canada ] ↗
Sleep is an ally on your road to success! You have a hard time falling asleep? The lack of sleep can be bad for your mental, physical, and social wellbeing.
TIPS AND TRICKS for Sleep:
* Stop using your cellphone 1 hour before going to bed (that won't be an easy one...)
* Do a relaxing activity in the evening (read, write, draw, listen to calm music, talk, etc.)
* When it's dark outside, put your cellphone in "Night Shift" mode (blue light filtering)
* Try going to bed and getting up at regular hours (your brain will create a sleeping routine)
* Avoid sleeping in to recover (it will affect your routine)
* Your eyelids are heavy? You can't concentrate anymore? You're yawning a lot? Listen to your body and "go to bed!"
5
[Sleep on it Canada]↗
No need to be an athlete to be active! Moving at all will let your body produce endorphins, a natural antistress chemical!
TIPS AND TRICKS for Sports and entertainment:
* Plan some "chill time" in your week! (Sing, go outside, listen to your favourite music, write, read, go for a walk, draw, breathe, meditate, have a good laugh, etc.)
* Look away from your screen once in a while: 6 [Pause ton écran] ↗
* Discover new areas close to your home! 7 [Tourisme Côte-Nord] ↗ 8 [Sentiers de la Côte]
↗
* Do your favourite sport.
* Focus on what your body can do instead of what it looks like! 9 [Mayo Clinic] ↗
"LETTING GO IS A WAY OF BEING IN CONTROL."
4.
5.
168 HOURS
TOTAL HOURS USED
TOTAL HOURS LEFT
NOW YOU KNOW HOW YOUR TIME IS SPENT IN A WEEK!
This tool will be your best friend to help reduce your stress level.
I WANT TO REVIEW MY BALANCE…
No matter the result, YOU have control over YOUR time. If you had to review your balance, what area(s) would you work on? What would you do?
AREA(S)
(For example: Sleep)
HOW?
(For example: From now on, 1 hour before going to sleep, I put my cellphone aside.)
WHERE TO BEGIN…
Motivate yourself by setting realistic means for action! Start by one and see how things improve.
MEANS FOR ACTION
(For example: From now on, 1 hour before going to sleep, I set an alarm reminding me to replace my cellphone by a good book.)
"YOU'RE FEELING STRESSED? THAT'S TOTALLY NORMAL!"
Made possible by:
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Reverse Mean
Challenge Side - GREEN
1. The mean of 4 numbers is 5. If one of the numbers is 5, what is the mean of the other 3 numbers?
2. The mean of 6 numbers is 5. If one of the numbers is 10, what is the mean of the other 5 numbers?
3. The mean of 8 numbers is 9. If one of the numbers is 16, what is the mean of the other 7 numbers?
4. The mean of 7 numbers is 9. If one of the numbers is 15, what is the mean of the other 6 numbers?
5. The mean of 6 numbers is 8. If the sum of two of the numbers is 20, what is the mean of the remaining numbers?
6. The mean of 7 numbers is 11. If the sum of two of the numbers is 12, what is the mean of the remaining numbers?
7. The mean of 9 numbers is 7. If the product of two of the numbers is 13, what is the mean of the remaining numbers?
www.accessmaths.co.uk
Reverse Mean
Help & Hints Side - RED
1. The mean of 4 numbers is 5. If one of the numbers is 5, what is the mean of the other 3 numbers?
2. The mean of 6 numbers is 5. If one of the numbers is 10, what is the mean of the other 5 numbers?
3. The mean of 8 numbers is 9. If one of the numbers is 16, what is the mean of the other 7 numbers?
If the mean of 4 numbers is 5. Then the total of those numbers will be:
‘4 x 5 = ______’ ‘______ ÷ 4 = ______’
There are 4 numbers left. Take 5 away from your total and find the new mean.
If the mean of 6 numbers is 5. Then the total of those numbers will be: There are 5 numbers left. Take 10 away from your total and find the new mean.
'____ x ____ = ______'
'______ ÷ 5 = ______'
If the mean of 8 numbers is 9. Then the total of those numbers will be:
There are 7 numbers left. What do you need to take away from the total?
'____ x ____ = ______'
4. The mean of 7 numbers is 9. If one of the numbers is 15, what is the mean of the other 6 numbers?
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Japan to make crater on asteroid to get underground samples
March 18 2019, by Mari Yamaguchi
1/4
agency says its Hayabusa2 spacecraft will follow up last month's touchdown on a distant asteroid with another risky mission—to drop an explosive to make a crater and collect underground samples to get possible clues to the origin of the solar system. (JAXA via AP, File)
Japan's space agency said Monday that its Hayabusa2 spacecraft will follow up last month's touchdown on a distant asteroid with another risky mission—dropping an explosive on the asteroid to make a crater and then collect underground samples for possible clues to the origin of the solar system.
Hayabusa2 made history on Feb. 22 when it successfully touched down on the boulder-strewn asteroid and collected some surface fragments.
The Japan Aerospace Exploration Agency said Hayabusa2 will drop an impactor the size of a baseball weighing 2 kilograms (4.4 pounds) on the asteroid on April 5 to collect samples from deeper underground that have not been exposed to the sun or space rays.
The mission will require the spacecraft to move quickly to the other side of the asteroid so it won't get hit by flying shards from the blast, JAXA project engineer Takanao Saeki said. "It will be very challenging."
While moving away, Hayabusa2 will leave a camera to capture the outcome. The spacecraft is to wait a few weeks before returning to the area above the crater for observations.
The mission will allow JAXA scientists to analyze details of the crater to determine the history of the asteroid, said Koji Wada, who is in charge of the project.
2/4
A day before the mission, Hayabusa2 will start descending to the asteroid from its home position of 20 kilometers (12 miles) away. It will drop a cone-shaped piece of equipment containing explosives that will blast off a copper plate on its bottom. That will turn into a ball and slam into the asteroid at 2 kilometers (1.2 miles) per second.
JAXA projects it will create a crater of up to 10 meters (32 feet) in diameter with a depth of 1 meter (3.3 feet) if the underground structure is soft. A crater created on a rock-like structure would be smaller.
During its February touchdown, Hayabusa2 extended a sampler pipe and shot a pinball-like bullet into the asteroid surface to collect dust and tiny fragments.
JAXA plans to have Hayabusa2 briefly land in the crater, but agency researcher Takashi Kubota said they may prioritize safety for the spacecraft and not do so. If it is successful, it would be the first time for a spacecraft to take materials from underground, Kubota said.
Hayabusa2 is scheduled to leave the asteroid at the end of 2019 and bring surface fragments and underground samples back to Earth in late 2020 for analysis.
In a 2005 "deep impact" mission to a comet, NASA observed fragments after blasting the surface but did not collect them.
The asteroid, named Ryugu after an undersea palace in a Japanese folktale, is about 900 meters (3,000 feet) in diameter and about 300 million kilometers (180 million miles) from Earth.
© 2019 The Associated Press. All rights reserved.
Citation: Japan to make crater on asteroid to get underground samples (2019, March 18)
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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| | Length of unit: 2 weeks | Week beg: | Year: 2 |
|---|---|---|---|
| Prior Learning: Check that children can already • count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number • count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens • given a number, identify one more and one less • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least • read and write numbers from 1 to 20 in numerals and words • compare, describe and solve practical problems for: • lengths and heights [for example, long / short, longer / shorter, tall / short, double / half] • mass or weight [for example, heavy / light, heavier than, lighter than] • capacity / volume [for example, full / empty, more than, less than, half, half full, quarter] • time [for example, quicker, slower, earlier, later] • recognise and use language relating to dates, including days of the week, weeks, months and years • sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] • recognise and know the value of different denominations of coins and notes • measure and begin to record the following: • lengths and heights • mass / weight • capacity and volume • time (hours, minutes, seconds) | | | |
Guidance
Pupils record, interpret, collate, organise and compare information (for example using many-to-one correspondence in pictograms with simple ratios – 2, 5, 10)
Also see guidance from 2.1.
Learning objectives
Pupils should be taught to:
Number and place value
* count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward
Multiplication and division
* recognise odd and even numbers
Statistics
* ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
* interpret and construct simple pictograms, tally charts, block diagrams and simple tables
Pupil outcomes:
I can use my counting in twos to help me draw a pictogram to show flowers with different numbers of petals growing in the school grounds, using one picture to represent two flowers.
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SUBJECT Geography -KS3
| | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 7 | Area of Study: What is Geographer? | | Area of Study: Is the Earth running out of natural resources? | | Area of Study: What is an economy? | | Area of Study: What is weather and climate? | | Area of Study: What is it like to live in an extreme environment? | | |
| | Content: • Being a geographer • Asking geographical questions • Conducting geographical enquiries • How to use geographical data including maps | | Content: • The different elements that make up our planet and how they interact • How rocks and soils form and their importance to life | | Content: • Economic activities and what they are like at different scales, from local to global • The range of jobs people do and how jobs have changed over time | | Content: • The concepts of weather and climate. • The elements that make up the weather and climate. • How the weather is measured. | | Content: • The different opportunities and challenges of living in an extreme environment. • Understanding the difference between human and physical factors/influences. | | |
Support at home
Maps that changed the World
BBC Planet Oils
How a steel box changed the World
10 weather evens that shook Britain
Assessments:
Careers in the Curriculum:
Cartographer, Climate Change Analyst, Climatologist, Emergency Management Specialist, Geomorphologist, Geospatial analyst, GIS specialist, Hydrologist.
End of Topic Assessment at the end of each half term AP1, AP2 and AP3 assessment points will review progress up until that point.
| | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 8 | Area of Study: Why are rivers important? | | Area of Study: What is Development? | | Area of Study: How are populations changing? Focus on population | | Area of Study: What happens where the land meets the sea? | | Area of Study: How is Asia being transformed? | | |
Support at home
Assessments
| Year 9 | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Area of Study: Can we ever know enough about earthquakes and volcanoes to live safely? | | Area of Study: What are the challenges and opportunities in Africa? | | Area of Study: How does ice change the world? | | Area of Study: Why is the Middle East an important world region | | Area of Study: Climate change and the Earth’s future | | Area of Study: 21st Century Skills Project – EPQ style mini-investigation | |
| | Content • The theory of plate tectonics. • How volcanoes and earthquakes are linked to plate tectonics. The hazards for people associated with these events. | | Content • The physical and human geography of Africa • Africa’s colonial history • Some of the challenges and opportunities facing the continent | | Content • How ice changes the world. • How erosion and transportation create glacial landforms. How the distribution of ice around the world changes through time | | Content • locate the Middle East and its countries • identify key features of the Middle East’s physical landscape, climate, environments, population distribution and economy. | | Content • That climate change is a controversial issue affecting the future of the planet. • About the evidence of climate change. The causes and consequences of climate change. | | Content • How to structure a geographical investigation • How to plan and carry out date collection • How to present and analyse data How to conclude and evaluate findings and overall investigation. | |
Support at home
Assessments:
Assessments:
End of Topic Assessment at the end of each half term AP1, AP2 and AP3 assessment points will review progress up until that point.
Careers in the Curriculum:
Construction manager, Landscape architect, Market researcher, Nature conservation officer, Political risk analyst, Sustainability consultant and Transport planner
SUBJECT Geography -KS4
| | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 11 | Area of Study: The Challenge of Resource Management | | Area of Study: The Challenge of Resource Management/Physical Landscapes in the UK - Coasts | | Area of Study: The Challenge of Natural Hazards/The Living World | | Area of Study: Revision/Issue Evaluation | | Area of Study: Revision | | |
| | Content: • Food, water and energy are fundamental to human development. • The changing demand and provision of resources in the UK create opportunities and challenges. | | Content: • The UK has a range of diverse landscapes. • Distinctive coastal landforms are the result of rock type, structure and physical processes. | | Content: • Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. • Tropical rainforest ecosystems. Hot desert ecosystems. | | Content • This element contributes a critical thinking and problem- solving element to the assessment structure. • A resource booklet will be available twelve weeks before the date of the exam. | | Content • Sumer examination support and preparation | | |
Support at home
Assessments
SUBJECT Geography -KS5
| | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 12 | Area of Study: Changing Places | | Area of Study: Water and Carbon | | Area of Study: Population and the Environment | | Area of Study: Hazards | | Area of Study: Population and the Environment/Hazards Recap of AUT1 and AUT2 | | |
| | Content: • The nature and importance of places • Changing places – relationships, connectives, meaning and representation • Relationships and connections • Meaning and Representation • Quantitative and qualitative skill • Place studies | | Content: • The Water Cycle • The Carbon Cycle • Water, Carbon and life on earth • Quantitative and qualitative skill • Case studies | | Content: • Food production and food security • Global Health • Malaria • Asthma • Population changes • Migration change • Global population, the future | | Content: • The concept of hazards in a geographical context • Plate Tectonics • Volcanic hazards • Seismic hazards • Storm hazards • Fires in nature | | Content: • Case studies - Population changes in Iran - Relationships between place and health | | |
| World economic forum videos | Royal Geographical Society Youtube | iPlayer Stacey Dooley on BBC Three | Cool Geography - Advanced Tab | Don't Panic – Hans Gosling | What's happening to the plates? |
|---|---|---|---|---|---|
| Assessments: Baseline – feedback w/b – 16.10.23 AP1 feedback– w/b – 11.12.23 AP2 feedback – w/b – 22.03.24 AP3 (Mock) feedback – w/b – 15.07.24 | | | | | |
Support at home
| | | Autumn 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Year 13 | Area of Study: NEA | | Area of Study: NEA submission/ Coastal Systems and Landscapes | | Area of Study: Global Systems and Governance | | Area of Study: Coastal Systems/ Global Systems and Governance continues | | Area of Study: Revision/Revisiting Year 12 Topics | | |
| | Content • Independent investigation | | Content • Coasts as a natural system • Systems and processes • Coastal landscape development | | Content • Globalisation • Global systems • International trade and acces to markets • Geographical Conflicts | | Content • Coastal management • Quantitative and qualitative skills • Case studies | | Content • The ‘global commons’ • Antarctica as a global common • Globalisation critique • Quantitative and qualitative skills | | |
Support at home
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This Month's Book Nook Topic Is…
By Antoinette Portis
Why We Chose This Book
There's something wonderful about the possibilities of an empty box. In this book, we meet a rabbit who turns an empty box into a number of fun and imaginative props such as a race car, a robot and a hot air balloon. This simple and relatable story draws on children's imagination and experience with pretend play and offers many opportunities to pause and invite the child to share their knowledge and ideas.
Turn Book Reading into a Conversation with Not a Box
Children benefit when adults read with them, rather than to them. What's the distinction? Reading with a child means that they are actively engaged in a conversation throughout – giving them more opportunities to practice their language and literacy skills. When you turn bookreading into a conversation, children are more likely to:
* Understand the story
* Talk about their interests
* Connect what happens in the book to their own life.
` `
Get the Conversation Started
The first step in turning book-reading into a conversation is to Observe, Wait and Listen (OWL™). This means finding times to wait, without talking, while you observe the child to see what interests them about the story. They may smile, point or say something about the story. This is an important strategy because it helps you find out what the child is interested in, making it easier to encourage conversation. Some good times to wait during book reading are:
* Before or after you turn the page
* After you make a comment about the story
* After you point to and comment on an illustration
* When something exciting happens in the book
* After you ask a question
Once the child has shown you what interests them, Follow the Child's Lead by making a comment about what they noticed or communicated. For example, read the title and then wait before you open the book. If the child repeats the word "box", you could say, "Yes, that is a box! I wonder why this book title says it's not a box." After you comment, wait again to see what the child says or does next.
Keep the Conversation Going
Try to keep the conversation going back and forth by using a balance of comments and questions related to the child's interests. Ideally, you'll be able to keep the conversation going until you've each taken two or three turns. There are many different directions the conversation could take, but here are a few examples of what you could talk about while reading Not a Box.
Make Predictions
Making predictions about what might happen is a great way to build back and forth conversations and encourage children to draw on their knowledge, experience and reasoning skills to deepen their understanding of a story.
After the child has seen the first couple of pages in this book, pause before turning a page and ask a question like, "What do you think the rabbit will turn the box into next?" Wait to give the child a chance to continue the conversation. After the child responds, you can make a prediction of your own, like, "I think the rabbit will turn the box into a bathtub! Let's see what he does next."
Talk About the Child's Experiences
Relating what's happening in the book to a child's existing knowledge and experiences is a great way to build the child's understanding of the story and keep the conversation going.
With this book, you could ask the child, "Have you ever played with an empty box before? What did you do with it?" Listen to the child's experiences and share some of your own! Keep the conversation going for several turns by commenting and asking questions that invite the child to contribute. Remember to wait after making a comment or asking a question. Waiting gives the child time to think and respond with a comment of their own.
`
Continue the Conversation Beyond the Book
After reading Not a Box, children may want to play with some empty boxes to re-enact what happened in the story or to imagine new ways to play with a box. Keep the conversation going by continuing to talk about their interests.
For example, if the child turns their box into a robot, ask, "What does your robot like to do?" Wait for the child to respond and then make a related comment. If the child says their robot likes to play games, you could say, "Having a robot that likes to play games would be really fun because you'd always have someone to play with!"
Children are likely to enjoy hearing and talking about this story again and again. Revisiting the same book encourages children to contribute to the conversation in new ways with every reading!
Happy rhyming and reading!
About The Hanen Centre
The Hanen Centre is a Canadian not-for-profit charitable organization committed to supporting all the important adults in young children's lives to build the best possible social, language and literacy skills. This includes children with or at risk of language delays/disorders, autistic children, and children who may benefit from social communication support.
Visit www.hanen.org for more information.
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[PR]
C nstruction of C on Cthe Tunnel C C in Perth C
Digging through the sides of mountains too high to climb, building paths through the seabed to link islands — tunnels connect geographically isolated places. In both Japan and Australia, tunnels are an important part of the national infrastructure, one example of which is Perth City centre's Mandurah Line tunnel, which was opened to traffi c in 2007.
Japan is an archipelago and, as at least half of the country is mountainous, there are many tunnels built to ensure the convenience of communication and transportation. Among these, the Seikan tunnel, at 53.85km, stands as the longest railway tunnel in the world. The Seikan tunnel runs beneath the Tsugaru Strait seabed, connecting Aomori Prefecture, at the northern edge of Japan's main island, and Hokkaido. Work began on the Seikan tunnel in 1972, and was completed in 1985. The section of the tunnel that is underwater is slightly less than half of the total length, at 23.3km, and runs 100m below the 140m deep seabed. Kumagai Gumi Joint Venture performed the Seikan tunnel's entire construction, including the seabed portion. Kumagai Gumi is one of Japan's major construction companies, currently working with the use of cutting-edge technology in civil engineering for such things as bridges and tunnels, architecture for offi ce buildings and community facilities, environmental decontamination and afforestation of areas affected by soil pollution, as well as urban redevelopment. The construction of the Seikan tunnel earned Kumagai Gumi the 1983 Outstanding Civil Engineering Achievement Award in Japan for its record length, evacuation of soil from the seabed, and exhaust system. In addition, joint enterprises with overseas companies have to date produced such engineering feats as the Sydney Harbour Tunnel, Hong Kong, Singapore, Delhi, Bangkok's Metro, and Taipei's skyscraper Taipei 101.
As a part of the New MetroRail City Project, Kumagai Gumi and
Traversing the Seikan Tunnel – the train connecting Hokkaido to Aomori Prefecture. It became possible to transport both people and freight without concern for the weather, which had previously caused accidents that cost a number of lives.
Australia's Leighton Contractors organised a joint venture, called Leighton Kumagai Joint Venture (LKJV), for the construction of t h e M a n d u r a h R a i l w ay Line, which was opened in December 2007. In order to link the Mandurah Line with other pre-existing surface lines operated by Transperth, LKJV took charge of the tunnel running
A large hole is bored at the position of the present Esplanade Station. From there the components of the Tunnel Boring Machine are brought in.
north-south from the city centre. Having previously constructed many domestic and overseas tunnels by Kumagai Gumi, LKJV judged the method of construction known as the Earth Pressure Balanced Shield to be the most appropriate, based on such things as soil quality, scale of equipment required, and environmental impact. From the east of the Perth Convention Exhibition Centre, to the west point of the Perth station, known as Perth Yard, construction of some 1.1km of tunnel began in February 2004, starting from the present Esplanade Station, judiciously verifying changes in environment such as soil quality, as it progressed. Excavation and construction of what would become tunnel walls progressed at a rate of several metres a day, with two tunnels dug, one for each direction of traffi c. The entire tunnel was completed in September 2007.
Kumagai Gumi project manager, Mr. Kiyohiko Akabane, took great pride in the completion of the project, stating, "the tunnel which we constructed is now in use, and especially when I see the train running from the Narrow Bridge towards the Convention Exhibition Centre, I feel a sense of achievement; it really is a delight. Regarding the opening of the Mandurah Line, seeing things like the atmosphere in the city, and the change in people's lifestyles, it makes you aware of how environmental consciousness, seen in things like the Park 'n' Ride, has increased."
For the people of Perth, the Mandurah Line has already become a part of their lives. Behind that construction lies Japanese tunnel construction technology, which is of an internationally competitive standard of excellence.
Information and Photos:
KUMAGAI GUMI CO., LTD www.kumagaigumi.co.jp/english/
The Perth Express
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Single-Variable Calculus I Section 11
Math 1231 Spring 2024 Mastery Quiz 1 Due Tuesday, January 23
This week's mastery quiz has one topic. Please do your best on that topic. Don't worry if you make a minor error, but try to demonstrate your mastery of the underlying material. Feel free to consult your notes, but please don't discuss the actual quiz questions with other students in the course.
Remember that you are trying to demonstrate that you understand the concepts involved. For all these problems, justify your answers and explain how you reached them. Do not just write "yes" or "no" or give a single number.
Please turn this quiz in class on Thursday. You may print this document out and write on it, or you may submit your work on separate paper; in either case make sure your name and recitation section are clearly on it. If you absolutely cannot turn it in in person, you can submit it electronically but this should be a last resort.
Topics on This Quiz
ˆ Secondary Topic 1: Estimation
Name:
Recitation Section:
Secondary Topic 1: Estimation
(a) Suppose f(x) = x 2 + 3x, and we want an output of approximately 10. What input a should we aim for if we want a > 0? Find a δ so that if our input is a ± δ then our output will be 10 ± 1. Justify your answer.
Solution: We want an input of about a = 2. Our output error will be |x 2 +3x−10| = |x + 5| · |x − 2|. We know that x + 5 ≈ 7 < 8, so we have
so we need |x − 2| < 1/8. So we can take δ = 1/8.
(b) We want to amplify an electrical signal. Our amplifier will multiply the voltage by a factor of six, and we want an output signal of 24 ± ε volts. Find a formula for δ in terms of ε, so that if the input error is less than δ then the error in the output is less than ε. Make sure your formula gives the largest δ possible, and justify your answer.
Solution: Our output error is |6x − 24| = 6|x − 4|, and we want this to be less than ε. So we get
So if we take δ = ε/6, then whenever the error in our input voltage |x − 4| < δ then the error in our output voltage should be less than ε. | <urn:uuid:02110e1a-7ba2-4cb1-aa97-b04ab054e5b1> | CC-MAIN-2024-18 | https://jaydaigle.net/assets/courses/2024-spring/1231/week1-quiz-1231-11_solutions.pdf | 2024-04-20T10:43:42+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00511.warc.gz | 296,976,534 | 543 | eng_Latn | eng_Latn | 0.997575 | eng_Latn | 0.998227 | [
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Format Guidelines: How To Articles
General Guidelines
Explain the essential information a reader would need to accomplish a task in roughly 400 to 500 words.
Be specific. If you are writing an article called "How to Dance the Samba," provide exclusive information that applies to the samba dance as opposed to writing general dance instructions.
Research your articles thoroughly. Never write off the top of your head, even if you have expertise in the field your subject covers.
The content within your article, regardless of the format, must be particular to the title. For example, 75 percent of the article "How to Open a Small Business in Memphis, Tennessee" must provide information particular to Memphis. If you can substitute the name of another city throughout the piece, it's too generic and will not be accepted.
Provide detail. If you're writing a "How to Make" article, detail at which points the construction takes place and describe whatever tools the reader needs to complete the task.
Never send readers on general Internet searches, and don't refer them to common resources, such as the Yellow Pages.
Rate the Difficulty of Your How to Article (REQUIRED)
Rate the difficulty of completing the task according to the following criteria:
Easy: Anyone can do it.
Moderately Easy: Just about anyone can do it.
Moderate: Activity requires some concentration and preparation.
Moderately Challenging: Activity may require multiple attempts before it is executed
properly.
Challenging: Activity requires a certain amount of expertise or physical fitness.
Write a Brief Introduction (REQUIRED)
All articles must be actionable, informative and successfully explain the subject put forth in the title in a logical, cohesive flow. Do not add words to meet a minimum word count.
The introduction should ideally contain 75 to 100 words.
This opening paragraph summarizes the general information everyone should know about the topic. The Introduction/Overview is the best place to provide background info and explain why the topic is important.
Do not refer to the article you're introducing in an obvious manner. For example, don't include phrases such as "This article will teach you" or "In the following article you will learn."
Keep the Introduction section informative, but avoid introducing or overlapping information that will appear in the body of your article.
Things You'll Need (REQUIRED)
List all the ingredients, tools, gear, supplies or materials needed to complete the specified task. Be sure to list only each item—and not how it will be used—in the order it is mentioned in the steps.
Do not include intangibles, such as "time to complete the task," "an open mind" or "patience."
Capitalize the first letter in the first word of each item, and don't use articles, such as "a," "the" and "an," to introduce items. See examples below:
RIGHT:
o Ice bucket
o Spoon
o ½ cup flour
WRONG:
o An Ice Bucket
o Spoon to stir the liquid
o A Half Cup of Flour
o Cooking Experience
Add Article Steps (REQUIRED)
Complete at least three steps (but ideally include five to seven) in chronological or logical order. Clearly outline the actions a reader must take to complete the stated objective.
Start each step with an actionable verb, and tell readers precisely what they need to do, without generalizing. For example, write "Insert the tube of caulk into the caulking gun with the tube nozzle pointing away from the trigger," instead of "Fill caulking gun with caulk."
Each step should be short and concise—containing about two sentences. It can be longer if information essential to completing the step must be provided.
Refrain from stating the obvious. For an article entitled "How to Attach a New Cable Box to a TV," don't start with "Open the box and remove the cable box from it. Unwrap the packaging around the cable box." Instead, go directly to the task.
Do not refer to the order of the tasks within the steps. For example, don't write "The first thing you must do is … " in Step 1. The reader knows it's the first thing: Step 1 was the clue. Do not refer to the action in previous step, unless you must do so to clarify an instruction.
RIGHT:
Step 1: Split the wire in two. Firmly grip the two sides in each hand, and gently pull apart until you separate an inch of wire.
Step 2: Attach the ends to the coaxial cable.
WRONG:
Step 1: Split the wire in two. Firmly grip the two sides in each hand, and gently pull apart until you separate an inch of wire.
Step 2: Now that you've split the wire in two, attach the ends to the coaxial cable.
Add Tips to Your Article
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|---|---|---|
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| articlebase.com | fixya.com | lovetoknow.com |
| associatedcontent.co m | graspr.com | mahalo.com |
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How to Buy Clams
Clams come in a variey of sizes
Clams are the underrated relative of oysters, and many people shy away from them. This is unfortunate because they come in many shapes and sizes, and they are flavorful enough to appeal to virtually anyone who enjoys shellfish. Whether eating them raw, in a stew or as an addition to a pasta sauce, clams are an interesting addition to any meal. If you know a few things about these delicacies, you can buy and eat them with confidence.
Instructions
Difficulty: Moderate
Things You'll Need:
Step 1:
Know what kind of clam you are looking for. There are many different types of clams available all over the world, but soft-shell clams and hard-shell clams compose the two basic groups. How you plan to use the clams will determine which type you should purchase. Despite their description, soft-shell clams do not have an especially soft shell, but their flavor and shape is different from hard-shell clams. They tend to be more oblong than the rounded, darker hard-shell variety. Soft-shell clams make better steamers and can be eaten raw, although most "raw bars" serve hard-shell clams. Hard-shells are preferred for stews and chowders.
Step 2:
Pick closed clams when purchasing soft-shells. If you find one that isn't closed, tap it gently and watch for 30 seconds to a minute. If the shell doesn't close, discard it; the clam is dead and inedible. Many soft-shell clams also have protrusions, or tails, sticking out from inside the shells. They are safe to use.
Step 3:
Look for Cherrystone or Little Neck clams if you plan to eat your hard-shell clams raw. To cook them in a soup, use a larger chowder clam like the Longneck clam. Calculate about 450 grams per person when buying clams because the shells weigh much more than the meat.
Step 4:
Buy clams at your local fish market. If there isn't a fish market in your area, try purchasing clams a grocery store. The average price per pound will be somewhere around $4 to $10, depending on the variety. You can also order clams online (see Resources), but there's never any guarantee of what you will get.
Step 5:
If you buy frozen clams, keep them on hand for up to three months. These clams have been shucked, which means they no longer have their shells. Frozen clams may be fresher than socalled "fresh" clams because the frozen versions are often put on ice the same day they're caught to lock in freshness. With "fresh" clams, you have no guarantee how long they've been out of the ocean.
Step 6:
Try cockles. This small member of the clam family has a distinctive heart shape and you can tell if the cockles are alive the same way you would any clam. The shell should be closed when you buy them and they should open up after being steamed; otherwise they are dead. Cockles taste wonderful in an Italian clam sauce. Clean cockles as you would a hard-shell clam, and sauté them with olive oil, shallots and a cup of white wine over medium heat. Cover the pan and let them steam for five minutes. Toss with pasta. You can finish the dish with a handful of flat-leaf parsley and a dab of butter. Include a good crusty bread to soak up the cockle juice.
Tips & Warnings
Soft-shell clams often carry more sand than hard-shells, so rinse them thoroughly. Afterward, soak the clams in a bucket of saltwater for one hour to clean off any additional sand.
A quick rinse before preparing usually is enough to clean a hard-shell clam.
Clams should be eaten within one day of purchase to ensure they are still fresh.
Summer clams are susceptible to bacteria, so winter clams rate as the healthier choice. It's harder to dig for clams during the winter though, so that makes them more expensive.
Never eat clams you find on a beach. These bivalves can be highly toxic and potentially deadly in the worst case scenario.
If you harvest your own clams, beware of Paralytic Shellfish Poisoning (PSP), which you will get if you eat a clam that has ingested marine biotoxin.
When buying clams, the canned version is also an option, but it may contain lower quality clams. As with all canned products, check the product date. Do not buy anything that is open, rusty, cracked, dented or swollen.
References
Recognizing Inedible Clams
Soft Shell Vs. Hard Shell Clams
Cooking With Clams and Cockles
Resources
Buy Clams Online
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Curriculum Overview Year 8
Dear Parents/Carers,
At Hurworth it is our aim to provide a broad, balanced and challenging curriculum that ignites students' love of learning and successfully unlocks the true potential of each individual. We believe that students are empowered by what they know and that, if immersed in a knowledge-rich curriculum, they are more likely to become the best versions of themselves.
In this letter, you will find an overview of the work that your child will be studying during this half term. We've included key details on what they will be looking at in each subject, homework tasks, how they'll be assessed, as well as opportunities for you to support your child's education by doing additional research on new topics or using departmental Read and Watch lists to further encourage their curiosity and enthusiasm to learn. The aim is for this to make it easier for you to work with the school supporting your child with their work.
All lessons last for one hour. In Year 8, students study the following subjects: English, Maths, Science, Spanish, Design and Technology, History, Geography, Religious Studies, Music, Art, Computing, Physical Education and PSHCE.
The information for each subject is categorised as follows:
Topics taught: This is an overview of the topics Year 8 will be covering this half term.
Learning Outcomes: This explains what areas students will be looking at, and the skills they will be developing during the half term.
Homework: This provides an outline of when students will be receiving Independent Learning Tasks for each subject.
Assessment: This explains how students will be assessed on their understanding of this topic.
How I can support my child: This gives suggestions of how you can offer your child support, as well as ways students can explore this area in more detail if they wish.
Further information for all subjects can be found on our school website, including our yearly learning journeys and links to departmental Read and Watch lists.
Computing
Design Technology
Students will study Dt & Engineering for half the year and Food Technology for the other.
English
Geography
History
| Topics Taught: | How did Tudor rule affect people’s lives? Reformation to Spanish Armada. When and why did Kings lose and regain power? The English Civil War |
|---|---|
| Learning Outcomes: | Make increasingly confident use of sources and use those sources to answer questions about levels of change over arches of time. Develop skills of source analysis with particular focus on evaluating historical interpretations. Further develop skills of extended writing with focus on using more detailed evidence to support a line of argument and reach clear substantiated judgements. Apply greater detailed knowledge and key language when answering questions which relate to second order concepts such as cause and consequence, change and continuity, as well as developing analytical skills in terms of positive and negative impact across the short and longer arches of time. |
| Homework: | Research, Key words, The key paragraphs. |
| Assessment: | Quiz, interpretation question (Was Oliver Cromwell a hero or a villain?) |
| How I can support my child: | Check and test key word spellings, encourage use of read and watch list. |
Maths
Music
Physical Education
Promote physical activity at home.
Participate in physical activities with your child.
PSHCE
| What is PSHCE? | PSHCE stands for Personal, Social, Health and Citizenship Education. Our PSHCE curriculum aims to develop skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking whilst giving students opportunities to develop their understanding of democracy and justice, rights and responsibilities and identities and diversity. To embrace the challenges of creating a happy and successful adult life, students need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Students can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. PSHCE can support young people to develop resilience, to know how and when to ask for help, and to know where to access support. |
|---|---|
| Learning Outcomes: | We use a spiral curriculum in PSHCE. This means that students revisit the same key themes of Being Me, Relationships, Risk, Health, Diversity and the Wider World in an age and stage appropriate way each year. This half term students will be looking at the theme ‘Being Me’. You can find out more about our PSHCE curriculum learning journey on the school website. |
| Assessment: | Students complete a baseline assessment at the start of each topic. This shows the teacher what their current understanding of an issue is. At the end of the topic, the students revisit this baseline and demonstrate what they have learnt and more importantly explain how they can use what they have learnt. |
| How I can support my child: | We know it can be difficult to have conversations about PSHCE topics with your child. To support you, we have Safe Media lists on our school website. These lists are suggestions of clips you could watch with your child to prompt discussion. We also signpost a range of services and organisations which can help. If you need any further support or have any questions, then please get in touch with your child’s Head of Year. |
Religious Studies
Science
| | How can we determine the energy in our food? How does our digestive system work? |
|---|---|
| Homework: | Steps to Science Success: Lab licence Lab safety poster Educake retrieval tasks Steps to Science Success: Cells |
| Assessment: | Science introduction assessment Food and Nutrition end of unit assessment |
Spanish
Important Dates
As Year 8 students continue their journey with us at Hurworth School, we felt it would be of benefit to parents/carers to be aware of important dates that have been scheduled into our school calendar. This includes dates of exams and progress review dates, when parents/carers should expect information to be published regarding their child's progress and progress review evenings, which are an opportunity for parents/carers to meet class teachers and discuss the progress of their child.
Please note: your child's Head of Year will be in contact with you throughout the academic year should this be necessary. Please do not hesitate to contact them should you have any queries or concerns with regard to your child. | <urn:uuid:3ac5e604-1e41-481f-8de7-649f04f35c51> | CC-MAIN-2024-18 | https://hurworth.inicioacademies.org.uk/wp-content/uploads/2024/03/26.09.23-REE-Curriculum-Letter-Year-8.pdf | 2024-04-20T10:27:10+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00510.warc.gz | 286,821,263 | 1,335 | eng_Latn | eng_Latn | 0.992596 | eng_Latn | 0.998062 | [
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36
the number of stars in the sky.
MG: Have you counted them?
Abraham: No, there’s too many.
Sarah: We can’t believe it ourselves. Having a baby at our age?
MG: Who told you you were going to have a baby? Was it a doctor?
Abraham: Not quite, it was actually God.
Sarah: And we are going to call the baby Isaac.
MG: How do you know it’s actually going to happen, then?
Abraham: I guess we just have to believe.
Sarah: And have faith. If this is God’s plan, then God will help us through it.
Song
Hints are everywhere we look as we investigate this book We must search to see if we can find the truths With a magnifying glass, and the right amount of sass We will be a group of modern supersleuths
Abraham and Sarah were quite old They could not have any children, they'd been told Ishmael did no wrong but then Isaac came along Who's the hero, who's the villain in this song?
Interviewing the detectives MG asks questions of the detectives, or holds a quiz to find out what they've learned and what conclusions they've come to.
Closing prayer
God called Abram and Sarai (come here gesture).
They listened (hand cupped by ear)
And they wandered far (march movement):
Up mountains (hands steepled),
Down valleys (invert steeple),
Over rivers (arms undulate in river motion),
To follow God (point upwards).
They met kings (put hand above head with fingertips down like a crown)
And pharaohs (hand pointing out with back of hand on forehead like a snake)
But it was God (point upwards)
That they trusted (hands crossed on chest).
And God (point upwards) gave them new names:
Abraham (Make the sign for 'dad' by using the index and middle fingers of one hand to tap twice across the index and middle fingers of the other hand)
and Sarah (To make the sign for mum, use three fingers of one hand to tap twice across the palm of the other hand).
God (point up) promised them that their children and their children and their children's children (make cradle with arms and rock)
would be as many as the stars (hands raised with fingers wriggling).
Thank you (Sign 'thank you' by straightening your hand, bringing your fingers to your chin, and then pulling them away) for Abraham (dad sign) and Sarah (mum sign).
Amen.
Appendix 1: engaging toddlers and under fives
These toddler activities are designed for pre-school children who may be attending because another family member is involved.
Many younger children will want to join in the whole-group activities, the singing and story, but at other times, providing something that can engage them is useful. Many of these activities are also good for children who have additional needs, as they are very sensory.
Ongoing activities
Investigating hidden objects in a sensory tray or treasure box. You could also have available a sand tray, rice jars, play dough or Duplo.
Create a space with cushions and books where the children can be quiet – this is something that could be up all week.
Ruth
Suitcase treasure box. This is a 'what's in the box' type of activity, with items relating to the story (travelling from home, loving each other). Let the toddlers play with the items, and explore what they think about them.
Mary and Martha
Create a cooking corner with pots, pans and play food. Be busy like Martha. Encourage children to use the quiet space, and be still and quiet like Mary.
Timothy
Today we are cheering people on, like we did when we cheered for the NHS. You can bang pots and pans, or use musical instruments.
You may want some quieter cheering activities, too. You could make a non-noisy party blower. Make a cardboard straw and cut a strip of
wrapping paper, and make it into a tube (make sure there are no leaks), join the two parts, and curl the wrapping paper up. Put it to your mouth and blow – you may need to roll it up after each blow. Or you could make some cheering pompoms.
Abraham and Sarah
Abraham and Sarah were told they would have more descendent than the number of stars in the sky, so explore things which that get more and more and more in number. Bubble fun - have a basin of soapy bubbles and lots of objects to create fun with; alternatively, you could create some 'find the stars' activities.
Esther
Make some linking hearts by cutting heart shapes out of card, and play with them by linking them all together. Alternatively, play with balancing or linking toys you may already have.
Create mystery images using a mud tray, or disappearing pictures in water painting.
38
Appendix 2: Going deeper - for young people aged 11 to 14
Often, the stories we are told as younger children have clear-cut heroes and villains. In these stories, it is easy to spot who is good and who is evil. But as we get older, we might start to see that things are not always as clearly defined. This section contains ideas to help young people explore the meaning of the terms 'hero' and 'villain'. It includes suggested discussion topics, and links to resources relating to the Bible stories covered in the 'Super Sleuths' holiday club materials.
What do we mean by 'hero' and 'villain'?
Have a group discussion about what makes a hero and a villain. Here are some suggested discussion questions:
* What characters or people come to mind when you think of the terms hero & villain?
* What makes a hero?
* What makes a villain?
* How would you define each of the terms?
* What are the key differences between the terms?
Heroes and villains in the Bible
Split into groups, and challenge participants to create a list of heroes and a list of villains from the Bible. Ask each group to share their lists, and reflect on any similarities and differences between groups.
Use the URC Youth Trialogue episode on the theme of heroes and villains – bit.ly/tri-heroes-villains
Watch clips from the episode, and ask participants to share their own thoughts on the questions raised. What other questions do participants have on the theme of Heroes and Villains?
* Which biblical characters come to mind when you think about the terms hero and villain. Why?
* Who is your personal hero? Why?
* Who do you find difficult to categorise as a hero or villain? Why?
Take a look at the Bible stories covered in the holiday club, and think about which characters in the stories might be heroes and villains. Here are some suggested discussion themes and resources for each Bible story:
Ruth
Resources:
* Trialogue episode on 'Refugees"' which looks at the story of Ruth bit.ly/tri-refugees
* JPIT Hostile Environment Youth Resource, focusing on welcoming the stranger bit.ly/jpit-hostile-environment
* Wherever you will go, Charlene Soraia bit.ly/wherever-you-will-go
Listen to the song and reflect on the words. How do they relate to the story of Ruth? Ruth 1:16
Ruth had to make a decision: Go home to safety, or stay and look after her mother-in-law. She chose to stay.
According to The Children's Society, an estimated 800,000 children and young people are classed as 'young carers'.
A young carer is a person under 18 who regularly provides emotional and/or practical support and assistance for a family member who is disabled, physically or mentally unwell or who misuses substances, or who looks after somebody because the primary carer is unable to do so (maybe because of work commitments).
They can miss out on a lot of the things other people take for granted – days out with their
friends, holidays, sometimes even school, in order to look after an elderly or infirm relative. They are, usually, not just responsible for caring for another person, but for the household duties as well, like vacuuming, cooking and washing up.
* Do you know anybody who is a young carer?
* What things would you have to give up in order to look after someone you loved?
* Can you find out about what support is available for young carers?
Mary and Martha
Resources:
* Trialogue episode 'Taking time out' bit.ly/tri-time-out
* Swedish Bible Study Method – Use the tool at www.theresource.org.uk to explore the Bible story together theresource.org.uk/wp-content/ uploads/2019/11/Swedish_Bible_Study.pdf
Anyone who has a brother or sister will get angry with them at some time. If we want to have friends round to our house, or guests are coming to visit, we will often be told to help tidy up, and not everyone helps as much!
It was the same with Mary and Martha. They knew that Jesus, a friend of theirs, was visiting, and Martha got upset with her sister, and with Jesus, that while Mary sat and listened to what Jesus was saying, Martha was having to do all the work to make sure that their guest was comfortable.
It was all about priorities, really. What mattered more: making Jesus comfortable, or listening to what he had to say?
The advert for Mars Bars used to say 'A Mars a day helps you work, rest and play'. Which do you think is the most important?
Sometimes the work we do goes unnoticed, unrewarded and unappreciated. But that doesn't mean we shouldn't do it.
* Organise a litter-pick around your church or
40
local area. Not everyone will notice' but some people will – and it will make a big difference.
* How can you make sure you get a good balance in life and in your faith between the busy times and the quiet times?
Timothy
Resources:
* Trialogue episode 'Hope in the darkness' bit.ly/tri-hope
* Random acts of kindness randomactsofkindness.org/kindness-ideas
Sometimes, Timothy must have been overwhelmed by what he was being asked to do, and what was expected of him. He was only young, after all.
But Paul encouraged and supported his young friend all the time, and that was really important to Timothy.
When was the last time you encouraged someone? Who are the people who encourage you?
A 'thank you', a cheer or a quiet word can make a real difference to someone who is struggling, or who thinks they can't do what is being asked of them.
Set yourself a challenge to be more encouraging and supportive today.
And then do it again tomorrow, and the day after that. And the day after that…
* As a young person, do you feel called by God like Timothy was?
* How can you share your faith to encourage others?
Esther
Resources:
* Bible Project Esther Overview video bibleproject.com/explore/video/esther
* URC Youth Heroes and Villains urc.org.uk/heroes-and-villains
A bible study on Esther is available on page 49 of the resource.
* Trialogue episode on Activism & Advocacy bit.ly/tri-activism
* Theory of Change video from URC Youth Advocacy month bit.ly/theory-of-change-urc
Esther had to be honest about who she was. Her husband, King Xerxes, didn't know that she was a Jew, and had agreed with his advisor to kill all the Jews in his kingdom. She risked her life by telling Xerxes that she, too, was a Jew, and begged him to stop persecuting people who were like her.
Have you ever been told a secret? Did you keep it?
Esther was told a secret and she knew that, if she kept it, the king would be killed. She decided it was not right to keep the secret, and the king's life was saved.
Sometimes we hear secrets. Sometimes those secrets are about other people being hurt. Every church has a Good Practice policy which explains what we should do when we hear, or suspect, someone is being hurt.
Ask someone in your church to show you the Good Practice policy, and learn what you should do if you hear that sort of secret.
It takes great courage to stand up for what is right sometimes. There are always people who are bigger or stronger than us. But it is important that we let our views be known when there is injustice.
* Make a list of the things that you know about, and where you wish you could make a difference. It could be the environment, poorer countries not having enough food and medicine, or it could simply be something like there not being a pedestrian crossing near the school.
* Ask someone at church to help you to do something about it – writing a letter to your local MP or starting a petition.
Abraham and Sarah
* Table talk www.table-talk.org
Table talk is a conversational game which creates space for the big (and not so big) questions of life. Invite some participants from across different generations to take part in the activity. What wisdom can you learn from the different generations? What questions would the different generations like to ask each other?
* Trialogue episode on "Big Questions' bit.ly/tri-big-questions
Abraham and Sarah lived in a tent. They went from place to place with a group of other people in their tribe because God had told them to live in a new land, and had promised Abraham he would have a son. Abraham was the tribe's leader.
Abraham and Sarah wanted a child, but Sarah was too old, so Abraham had a child, Ishmael, by another woman, and Sarah loved him.
But because they were faithful people, God granted them their wish and, despite being very old, Sarah gave birth to Abraham's son, whom they called Isaac.
Isaac was Ishmael's half-brother.
Nowadays, we would call Abraham, Sarah, Ishmael and Isaac a blended family, but it must have been a real shock to Ishmael to see that Abraham and Sarah now had a son, and that they seemed to love Isaac more than they loved him.
42
* How do you think Ishmael felt? How do you think Sarah felt?
* Has God ever asked you to trust and stay faithful when it's difficult to believe?
* How do you decide what is true?
Summary
All of these characters are being investigated by our detective teams. What evidence is there that they belong to the infamous gang of disciples? Choose some other Bible characters, such as Peter, David or Moses. Investigate them in the same way, and build up a case file. Then roleplay a trial, with two teams giving evidence for and against each about whether they are true disciples – whether they are heroes or villains.
Prayer
Almighty God,
As we search and investigate the world around us, help us to be a magnifying glass for your love;
Bringing focus to injustices and inequality in our society;
Questioning when things are not right; interrogating those in power, and holding them to account.
Help us to find the evidence of your truth and clues of your presence in the world, As we discover and share the wonder of all that you are with all those around us. Amen.
Appendix 3: Holiday at Home
Holiday sessions for older people, and those living with dementia
dietary requirements and a next of kin contact in case of emergencies should all be planned for.
Getting started
There is a great delight in working with and serving people in their later life, and yet for many churches it is incidental and historical, rather than intentional and dynamic. If you are planning to adapt the holiday club material for your older people and those living with dementia, you, and they, will be richly blessed.
Taking time to consider the adaptations that will be needed is valuable. Considering the practicalities alongside the spiritual needs is essential to ensure smooth running, spiritual nourishment and everyone's wellbeing.
In this appendix, you will find a mixture of practical hints to help in your planning. This list is not exhaustive, merely a starting point for your planning. There are also suggested additions of memory/sensory tables and adaptations of crafts for each day for the theme. At the end is a resources list of where additional information can be found, and resources shared.
In reality, the needs of your people will govern your choices and planning. Have ready ears to hear what they share about personal interests and needs. Have open eyes to see where joy is found, or struggles shared. Have open hearts to God's leading in this vibrant, meaningful and rewarding area of ministry, that blesses participants and planners, hosts and visitors alike.
Practical hints – in no particular order
Space. Ramps, access and facilities all need clear signage and volunteers to ensure safety. Trip hazards need identifying, as well as ensuring passageways are free of mobility aids. A full risk assessment for your access and space for use by older people is required, along with a safeguarding assessment for vulnerable adults. Appropriate signing in and out, security on external doors,
Volunteers. Specific people with specific roles ensures the smooth running of a session. Clear roles dividing responsibilities, plus 'listeners' and 'chatters' to mingle, are beneficial. Some older people may wish to be volunteers, too, and recognising that some cross the participant/ helper boundary is a blessing, as long as the essential ratios are already covered.
Story snapshot
Bert first attended a Messy Vintage session on the insistence of his daughter. He had rarely left the house since his wife passed away, and was feeling that he had nothing to offer. Already experiencing the effects of declining health and memory loss himself, he was unsure what he would make of the session. Bert can now be found supplying participants with tea to their tables, and then assisting at the buffet table. He occasionally engages in the activities, but feels most comfortable helping as he can.
Time. Older people move at a different pace. Be prepared to slow the pace, have people joining mid activity and retain an attitude of 'no rush, take your time, we're just glad you made it'. Taking time to chat, listen, hear and tease out a story is a blessing and a delight.
Dexterity. Make no assumptions about people's abilities and manual dexterity. Some may require help, and others would be offended by the offer. Visual impairments, cognitive ability, fine motor skills and co-ordination are all affected by age and dementia. Asking, watching, gently offering and listening to responses enable a happy balance and encouragement when needed.
Story snapshot
Alfred was an engineer, and has been living with dementia for a number of years. When presented with the large pinecone, small pompoms and felt decorations needed to make an owl, he immediately responded with precision and care. His owl was beautifully precise, and he enjoyed helping others with their owl features. He was able to contribute, as well as responding to the activities that day, and a photograph of his smile captured the moment beautifully.
Achievement. People are people, and a sense of achievement at a task completed may feature strongly for some. Enabling participation and taking the time, if they wish, to complete a task while the programme moves on is important. Taking things home as well as having things that can be passed on to others can be valuable.
Movement. During the session, consider whether it is best to encourage participants to move, or to bring activities to tables where they remain seated. A combination of the two may be appropriate, depending on your participants' abilities and wishes.
A quiet room. If the event is an intergenerational one rather than just for older people, a quieter space, or room, may enable anyone feeling overwhelmed by sights and sounds to find a moment of calm. A memory box could be placed there, or some gentle music might be playing.
Gender stereotypical activities. Be mindful of the activities offered, and whether they appear typically to appeal to one gender, or cross the boundaries. Providing a balance and variety ensures all will find a point of access and relatability.
Worship. Consider where you will gather for worship. How do you plan to seat people to ensure
44
they can participate as they wish? Familiar hymns, readings and prayers may be appropriate to share. Some people may enjoy singing in parts, and will do so automatically. Consider loop systems for hearing, font size for any printed words, and how anything projected can be participated in as fully as possible. Inviting people to choose hymns, and share their stories and recollections of specific events such as harvest, Easter and Christmas, can be enlightening and refreshing.
Story snapshot
Many older people will have a historical attachment to an experience of church, even if they have not attended church actively for many years. Singing together, hearing familiar stories and praying evoke emotions and memories long forgotten. Shirley was one such lady who had drifted from the Church many years earlier. As she sang the old harvest hymns and listened to Colin share tales of harvest as a young boy, she was moved to tears, remembering harvest festivals of her youth, her home and friends. 'What lovely memories,' was her comment before tucking into her harvest tea.
Refreshments Many older people will eat alone every day. Fellowship over afternoon tea, light buffet or soup and roll may be a highlight for them. Some may need practical help, others may wish to contribute, giving them a reason to bake. As you consider your participants and volunteers, be aware of dietary requirements, serving practicalities and the time you will need to allow if it is not to be rushed. Treats to take home are often appreciated.
Adapting Heroes and Villains Holiday Club
Many of the story-telling methods and suggestions can be adapted for older people or intergenerational sessions. The suggestions below are specifically focused on engaging those in later life, and those living with dementia.
Activities for the whole week Familiarity and comfort helps ensure people feel at ease. These activities could remain present through the week for those who wish to visit and enjoy them. Consider leaving the tables/stations physically in the same place to aid this familiarity. Volunteers could encourage those who struggle to participate to engage in a one-to-one card game as a way to gain more interaction and involvement.
* Props/pictures table – where things are added and taken away each day to prompt recollections and discussion – representing different detectives and crimes shows through the ages. These could include a pipe for Sherlock Holmes, moustache for Poirot, helmet for Dixon of Dock Green, raincoat for Columbo, lollipop for Kojak, handbag for Miss Marple, typewriter for Murder She Wrote. These could have a quiz element.
* Jigsaw table – either a linked picture, or simply a jigsaw space to chat and be.
* Games table – vintage games like dominos, snakes and ladders, Cluedo, Scrabble etc.
* Paper activities – each day printed pages of word searches, mazes, code cracking, colouring, linked to the characters and theme of the day. These are readily available searching online, and can provide a talking point, if needed.
Daily activities These are specific to each day of the theme, and change each day. Using tables placed in the same place each day ensures familiarity, and can encourage confidence in moving between tables.
Ruth – Loving and supporting
Memory/sensory table Suitcase (new or vintage) with holiday packing items for discussion and debate. Older items as well as new technology and fashions will get people talking.
Craft/activity 3D heart craft, as suggested, but made into a card that could be shared with a neighbour or friend.
Marth and Mary – Praying and serving Memory/sensory table Aids to prayer: praying hands, holding crosses, prayer shawls, old prayer books and hymn books, stones, electric candles, printed encouragement verses that are familiar such as Psalm 23, Psalm 121, Corinthians 13, the Lord's prayer, the Beatitudes, and a place to write their own prayer for friends, family or self.
Craft/activity Mindfulness colouring of familiar biblical verses and images.
Timothy – Companionship and encouragement
Memory/sensory table Images of superheroes (and villains) that have stood the test of time. Images of the original Superman, Batman, Spiderman and The Joker can prompt discussion and debate about changing images, storylines and the modern look of recent years.
Craft/activity Painting using fingertips and hands only to recreate a rainbow image within an outline that says 'God's promise to love'.
Abraham and Sarah – Faith and believing
Memory/sensory table Find an image of Abraham and Sarah entertaining their visitor from God delivering God's message, and print this onto large card/paper. Cut it into pieces that can then be re-formed by small groups. The table will need a host who then disassembles the picture to engage the next participants as they tell the story. Alternatively, find different images from around the world, different eras and styles of the same story, and encourage a discussion of which people like/dislike and why.
Craft/activity Decorating star biscuits with icing, hundreds and thousands, etc. Making a few each enables people to take them home at the end.
Esther – Stand up for the oppressed
Memory/sensory table Gather leaflets and stories from local charities and international aid agencies such as Christian Aid, Tearfund and
Cafod that tell good news stories about places where communities are being supported in face of oppression today. Current newspapers could be added and ripped apart looking for oppression and prejudice in society today, and added to a prayer wall. People may share their stories of working in different countries, or for agencies supporting the oppressed.
Craft/activity Using salt dough or clay, form, paint and decorate a small pot that can hold an electric tealight that can be taken home and used to focus thoughts and prayers for those who face challenges today. A prayer card could be created to accompany the tealight takeaway craft.
All together activities led from the front, or round tables in smaller groups
Getting to know you Bingo – finding out about each other's work, families, skills, interests.
Table based quizzes on hero themes, both biblical and fictional. Good-humoured competition works at all ages, and volunteers can be hands on to encourage and support as needed.
Resources
Liveability – Dementia Inclusive church guide: travelling together www.livability.org.uk
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Bible Reading Fellowship's Messy Vintage – 52 sessions to share Christ-centred fun with the older generation by Katie Norman and Jill Phipps www.messychurch.org.uk/messy-vintage
Lichfield Diocese - Diocese of Lichfield, Dementia-Friendly Church (anglican.org)
Anna Chaplaincy Anna Chaplaincy – The Bible Reading Fellowship (brf.org.uk)
Pinterest/Messy Vintage – for specific resources www.pinterest.co.uk/ MessyChurchBRF/messy-vintage
Appendix 4: Developing an intergenerational approach
Here are some ideas which may help you to adapt or augment the holiday club material with an intergenerational group. Some of the five-to-11s material may need adjusting to fit a wider age range without excluding anyone.
Introduction
Expect more chaos, and embrace the randomness of who chooses to do what with whom. Expect things to take longer, as people have to translate across the generations and negotiate more with each other. The benefit is the relationships being developed and the co-learning and forming of community.
'Intergenerational' is a growing way of approaching all areas of church life, including ministry and mission. Intergenerational, or IG for short, is more than all ages being together in the same place and doing the same thing (great though that can be!). IG is about fostering interaction between the generations, enabling relationships to blossom that enrich everyone. Building friendships with people of different ages and at different stages to ourselves helps us to see the world from some very different perspectives. Sharing experiences, interests, skills and stories helps us grow each other up as we grow closer to each other. Being together binds us together. And having fun is one of the easiest places to start this habit!
'As a church community we must learn to do only those things in separate age groups which we cannot in all conscience do together', according to the URC Charter for Children in the Church, 1990.
People are now used to the idea of a household bubble, a support bubble (for childcare or those living on their own), and joining bubbles together. You could draw on this idea. However, some people have spent too much time with their own household, and will want to be with others. Think about how to create diverse and safe groups for everyone, within the bounds of current restrictions for your locality, as necessary.
It is OK to have some time in age/peer groups, but make this the exception rather than the norm.
An Intergenerational Holiday Club
This could be offered as a 'fun day', a weekly get together (early evening – bring your picnic tea) or a holiday club over a few days.
Principles
The aim is to enable people to build relationships with those of other ages and generations. To do this they need opportunities to spend time together doing things together and talking together.
Groups: organise into small groups that mix up the generations! Difference is an asset. You give groups things that not everyone in that group can do, but they can share out the tasks between them – like reading instructions, running to find things, drawing on previous knowledge, accessing new information, creating things from junk. Help them be a team – give points for how many different things each person contributes to.
Include things that draw on everyone's knowledge – eg a quiz that includes current culture, kids TV shows, history, Bible knowledge, local information, your church etc. Picture rounds are good, too.
Give specific tasks to the oldest, youngest, tallest, shortest, sportiest, most stylish, silliest, wisest member.
Pairs – challenge people to find a partner at least 15 years older or younger for a listening exercise, or to each share something about themselves (eg favourite thing to eat/place
to go/person to travel with/thing to wear/ way to be brave etc – link to the story)
Response styles – organise people by their preferred activity (rather than age) – construction, art/craft, discussion, drama – and ask each multigenerational group to prepare something to share with everyone else linked to the character/story. When you get to the sharing time, encourage people of all ages to share/present their group's work, and to give feedback on the other groups.
Immerse in the story – grill the character. Invite people of different ages to play the character, and sit in the hot seat and be asked three questions about themselves, ensuring questions come from different ages. Don't worry about biblical accuracy in the answers – the aim is for people to experience the stories from the inside imaginatively, to play with being the characters. Swap around to give a few people ago for each story, or even different characters in the same story.
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Crafts – encourage different ages to work together and help each other, sharing skills.
Games/songs – invite different ages to choose, and say briefly why they like their choice.
Prayers – invite different ages to work together to create and lead prayers.
Things to do together – telling the stories, watching videos etc; eating and drinking; playing games (keeping score or being the referee are key roles for less mobile); collective art projects; singing and dancing.
Team time topic talks – these may be particularly useful for stimulating conversation among the adults and young people while the children are engaging in something more suitable for younger ones alone.
The United Reformed Church Children's and Youth Work 86 Tavistock Place, London WC1H 9RT 020 7916 8637 www.urc.org.uk
Follow us on Facebook: www.facebook.com/URCchildren.and.youth Visit our YouTube channel: URC Children's and Youth Work: www.bit.ly/CYWyoutube Sign up to our bi-monthly newsletter here: www.bit.ly/CYWnewsletter
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Contemporary Ukrainian Literature
1 How much do you know about literature? Take the test to find out! Decide if the name refers to a male or a female. Then, decide if that's the writer's real name or a pseudonym. Write the writer's real name, if you know it.
A New Period in Ukrainian Writing
| | Writer | M/F | Real/ Pseudonym |
|---|---|---|---|
| 1 | Marko Vovchok | | |
| 2 | Lesia Ukrainka | | |
| 3 | Marie-Henri Beyle | | |
| 4 | Janka Kupala | | |
| 5 | Maks Fry | | |
| 6 | George Eliot | | |
| 7 | Robert Galbraith | | |
| 8 | Erich Maria Remarque | | |
| 9 | George Sand | | |
| 10 | Liuko Dashvar | | |
Reading
2 What would you like to know about modern Ukrainian literature? Write down three questions. Read the text to see if your questions are answered.
!
pseudonym, literary, independence, identity, censorship, contemporary, work, movement, genre, theme, recognition, deserve
Although Ukraine has a long and rich literary history, it is only since its independence in 1991 that Ukrainian literature has truly come into its own and found its identity. After the censorship that limited the ways writers expressed themselves ended, Ukrainian literature has developed successfully as new writers found their own voices. Such writers include Oksana Zabuzhko, Yurii Andrukhovych, Liuko Dashvar,
Mariia Matios and several others. A lot of contemporary Ukrainian writers have had their works translated into several languages so that people from other countries can enjoy their writing. Writers from Ukraine have received international literary awards. Among the most famous of these writers is Andrii Kurkov. His books appear in 37 languages and 65 countries around the world.
The new Ukrainian literature has developed with more freedom and has been influenced by literary movements from outside Ukraine, such as postmodernism and a variety of different genres. The types of themes that writers deal with have also changed. There is now more emphasis on social problems and the less pleasant side of everyday life. Contemporary writers also use a more varied range of language than ever before.
The new face of Ukrainian literature has attracted a huge number of readers. Youth literary clubs such as Litstage in Kyiv and Magnum Opus in Poltava give young readers the chance to meet regularly and discuss works by their favourite modern writers.
It's not just local book clubs that celebrate modern Ukrainian literature, though. For over ten years, the BBC has made the best Ukrainian literary works known to the general public through the BBC Book of the Year Awards.
There are also events such as the annual Lviv International Book Fair and Literature Festival. There, readers are not only offered the chance to meet and talk to their favourite writers from Ukraine and other countries but also learn things about the world of writing. This festival and other similar events show that modern Ukrainian literature is achieving the international recognition it deserves.
3 Read the text again and choose the correct way to complete each sentence.
1 The end of censorship in Ukraine resulted in a the appearance of a lot of new writers.
b older writers losing their literary identity.
2 Andrii Kurkov is an example of a writer
a who has never won a literary award.
b whose works are read in different languages and countries around the world.
3 The writing style of contemporary Ukrainian writers
a is influenced by older writers from Ukraine.
b shows influences from across the world.
4 Youth literary clubs such as Litstage and Magnum Opus show that
a young people in Ukraine are becoming more interested in modern Ukrainian literature.
b more and more young people are interested in becoming writers.
5 The Lviv International Book Fair and Literature Festival
a has taken place for more than ten years.
b is an event where you can meet writers from Ukraine and abroad.
Vocabulary
4 Fill in: themes, recognition, censorship, independence, works, movement.
1 Postmodernism is a late 20th century ................................ that we see in literature, art and architecture.
2 It was difficult for writers and artists to express themselves freely during the years of ................................ .
3 Andrii Kurkov is a Ukrainian writer who has gained international ................................ .
4 After Ukraine gained its ................................ in 1991, a whole new generation of writers appeared.
5 The ................................ of many modern Ukrainian writers are translated into several different languages.
6 Social issues and everyday life are common ................................ in modern Ukrainian literature.
Speaking & Writing
5 Imagine you attended the Lviv International Book Fair and Literature Festival and heard a talk on contemporary Ukrainian literature. Use the information in the text to tell the class what you learned.
6 Do some online research and complete the fact file about a contemporary Ukrainian writer. Use the information to write a short paragraph about the writer. Read your paragraph to the class. ICT
| Name: |
|---|
| Date & place of birth: |
| Education: |
| Started writing in: |
| Genre/Themes: |
| Most popular works: |
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Parsha terumah
february 1 st 2014 adar i 1 st 5774
Publication of Hevrat pinto
Under the Direction of Rabbi David Hanania Pinto Shlita
CHevrat pinto
207 West 78th Street
New York - NY 10024
Tel: 1 212 721 0230
www.hevratpinto.org firstname.lastname@example.org
Editor-in-Chief:
Hanania Soussan
The Path to Follow
Offerings for the Sanctuary and Their Connection to G-d
Rabbi David Pinto Chlita
It is written, "Let them take an offering for Me" (Shemot 25:2).
This week's parsha, which deals with offerings for the Sanctuary, comes after Parshiot Yitro and Mishpatim, which deal primarily with the giving of the Torah to the Jewish people on Mount Sinai, and continue with the laws and mitzvot that were also given on Mount Sinai.
We need to understand why the verse says, "Let them take an offering for Me." What does "for Me" signify? True, Rashi explains it by citing the Midrash: "For Me – for My Name." However we still need to understand why G-d's Name is mentioned when it comes to giving an offering. There is a well-known question, one that we have already mentioned, namely why Hashem asked the Jewish people for an offering to build the Sanctuary. Do silver and gold not belong to Him, and does He not have the ability and power to do all that He wants?
We also need to understand the reason for the seemingly redundant expression in this verse: "Let them take an offering for Me – from every man whose heart motivates him, you shall take My offering." The first part of this verse ("Let them take an offering for Me") seems unnecessary, for all the Torah needed to say was, "From every man…."
In regards to the connection of Parshiot Yitro and Mishpatim with Parsha Terumah, we find the following commentary: "Since the Children of Israel joyfully took upon themselves the yoke of the kingdom of Heaven, and they said: 'All that Hashem has said, we shall do and we shall hear,' G-d immediately said to Moshe: 'Speak to the Children of Israel, and let them take an offering for Me' " (Tanna D'vei Eliyahu Rabba 7). This requires an explanation, for what connection is there between the yoke of the kingdom of Heaven, we shall do and we shall hear, and offerings for the Sanctuary?
We know that the goal of the Sanctuary was to make the Shechinah dwell among earthly beings, and to create a connection between G-d and Israel, a permanent connection effected by means of the Sanctuary and the rituals that took place in it, as the Ramban states in his commentary at the start of the parsha. This is the meaning of, "I will dwell among them" (Shemot 25:8), this being the goal of the Sanctuary.
Connecting to G-d by means of the Sanctuary was only possible when the Jewish people were able to completely annul themselves and their essence vis-à-vis Hashem. At that point, when they annulled their will and their thoughts before those of the Creator – when the Children of Israel said, "we shall do and we shall hear" – they were able to be united and connected to G-d, for the Shechinah would dwell among them on earth in a permanent and clear way. In fact it is not possible to be mutually connected and united when there are two different powers and personalities. Having two masters runs contrary to the concept of unity, and unity is only possible when one among the two is annulled and fused into the other.
At Mount Sinai, the Jewish people not only received the Torah, nor did they only agree to fulfill all 613 mitzvot. Above all, they annulled their personalities and will before that of G-d, this being expressed by the statement: "We shall do and we shall hear." There is no reason to weigh different opinions and to think, for there is no other intelligence or will besides G-d's. Hence we shall do and then we shall hear. Thus the entire Jewish people achieved perfect unity with G-d by accepting the Torah with the words, "We shall do and we shall hear." This is the meaning behind the expression, "The Holy One, blessed be He, the Torah, and Israel are one."
Since the Children of Israel reached this level, they became worthy for the Shechinah to dwell among them, the result of achieving perfect unity with Hashem. He came to dwell among them, so to speak, in a permanent and clear way. As Rashi explains on the verse, "It was on the day that Moshe kalot [finished] erecting the Sanctuary" (Bamidbar 7:1): "On the day that the Sanctuary was erected, the Israelites were like a kalah, a bride coming beneath the chuppah." Like bride and groom, like two spouses, two bodies that form one, one spouse being like the other's own body, likewise the Holy One, blessed be He, and Israel were connected and united like a married couple with a single body on the day of the inauguration of the Sanctuary, when the Shechinah came to dwell among them. We have already explained that this is why the Torah separated the account of the giving of the Torah from the detailed laws that follow it with the commandment: "You shall not ascend My altar on steps" (Shemot 20:23). Steps allude to pride, which is the opposite of humility and self-annulment. Pride prevents unity between Hashem and Israel by means of the Torah. Hence this warns us not to lose the "we shall do and we shall hear" on account of pride, commanding us not to ascend the altar, which alludes to humility, by means of steps.
This was how the Children of Israel received the Torah. Through humility and by completely annulling themselves before G-d, they reached the level at which "the Holy One, blessed be He, the Torah, and Israel are one," and thus they were joined with their Creator. This is what Hashem said to them before asking that they build the Sanctuary: "Let them take an offering for Me." The foundation of the Sanctuary and the prerequisite for the dwelling of the Shechinah is that you take from yourselves an offering for Hashem. It is only when you continue to strengthen yourselves in the area of "we shall do and we shall hear" – by taking from yourselves an offering for Me, by devoting your entire being to Me, and by annulling yourselves before Hashem – that there is reason to continue by saying: "From every man whose heart motivates him, you shall take My offering." At that point, you will be worthy for the Shechinah to truly dwell among you, and you will be able to connect with G-d and become one with Him. Taking this offering means an acquisition, to be taken and completely acquired by the Holy One, blessed be He, like an offering that is consecrated to Hashem.
This self-annulment expresses itself by accepting the Torah through the statement, "We shall do and we shall hear," meaning that we have renounced our own opinions. The Torah continues with Hashem's request to the Children of Israel: "Let them take an offering for Me" – by annulling themselves in regards to the Holy Torah. This is how the Midrash explains it: "Let them take an offering for Me. It is written, 'For I have given you lekach tov [a good teaching]; do not forsake My Torah' [Mishlei 4:2]" (Shemot Rabba 33:1). The Torah and the Sanctuary are connected to one another. In fact the fusion of the Jewish people with their Creator began at the giving of the Torah through "we shall do and we shall hear," and it ended with the lekicha (literally "taking") of the Jewish people, a term used for the kiddushin. The Jewish people will therefore be acquired by their Creator through ve'yikchu ("let them take an offering for Me"), through the power of lekach tov, a good teaching, meaning through the Torah which they accepted.
We can now fully understand the verse, "Let them take an offering for Me” – which our Sages have interpreted to mean:
"For Me – for My Name." When the Jewish people are united with their Creator, they truly carry His Name, for they are one. As we know, the entire Torah is composed of the Names of the Holy One, blessed be He. Furthermore, the Jewish people are also alluded to in the words of the Torah. In fact the term Yisrael ("Israel") is an acronym for Yesh Shishim Ribo Otiyot Latorah ("There are 600,000 letters in the Torah" – this corresponding to the number of the Children of Israel). The letters of the Torah are the Names of the Holy One, blessed be He. Now it is written, "Then all the peoples of the earth will see that the Name of Hashem is proclaimed over you, and they will fear you" (Devarim 28:10). When the Children of Israel do the will of G-d by annulling themselves before Him and by cleaving to Him, His Name dwells upon them. Hence "they will fear you" – when non-Jews see the Jewish people, they will see, as it were, the Holy One, blessed be He, in person. This is what constitutes, "For Me – for My Name," meaning that when you take yourself for Me and for My Name, you are "taken" (consecrated) at the same time, becoming part of the Name of the Holy One, blessed be He.
When the Jewish people reach this level – the level of "we shall do and we shall hear," making themselves into a complete acquisition of Hashem in order to become a holy offering for Him – He then says, "I will dwell among them" – literally in them: I will descend and become one with them so that we reside together, like a married couple that forms a single body. First comes an awakening below by means of, "Let them take
Real Life Stories
The Yeshiva that was Rebuilt in a Day
When he grew into adulthood, Rabbi Yitzchak Meir married the daughter of the wealthy Rabbi Moshe Chalfan Lipschitz of Warsaw, quickly becoming known as the "Ilui [genius] of Warsaw." After a few years, he opened a yeshiva for extremely gifted students. His classes were known as being understandable only by those with exceptionally intelligent and sharp minds.
The Rebbe Rabbi Yitzchak Meir, the author of Chiddushei HaRim and founder of the Gerer dynasty, was the son of Rabbi Israel Rotenberg, the Rav of Magnishov and Ger. His father was among the disciples of Rabbi Levi Yitzchak of Berditchev, as well as being close to the Maggid of Koznitz. When he went to Koznitz, Rabbi Israel would usually bring his son with him. The Maggid loved to exchange words of Torah with this extremely bright boy.
Over time, Rabbi Yitzchak Meir received offers to serve as the Rav of prestigious communities. However he rejected them all. Even after his father-in-law lost his entire fortune and the family experienced difficult times, he obstinately refused to accept a position in the rabbinate. He continued to learn and teach Torah while selling holy books, which earned him a very meager income.
More and more people came to study there each day, all of them exceptional students, squeezing their way into the small space. When it became impossible to fit anything more inside, people began to use the windows as a place to write. One day, when the situation became completely unbearable, Rabbi Yitzchak Meir said: "If only someone could start and finish the renovation work in a single day! It would give me great satisfaction." However such a request seemed impossible to fulfill.
Over time, the place which housed Rabbi Yitzchak Meir's yeshiva became too small. He therefore had to make it larger so that learning would be bearable, and also to allow new students who came knocking at the door to join. However Rabbi Yitzchak Meir was afraid that moving to a temporary location during the renovation work would detract from their Torah learning and result in a loss of study time. Hence he adamantly refused every plan to renovate and expand the yeshiva.
Word of this reached the ears of the chassid Reb Yankel. He racked his head to find a solution to this problem. All of a sudden, he had a brilliant idea.
This contractor, who had heard of the "Ilui of Warsaw," was not particularly moved by the plight of the yeshiva and its students. He therefore offered to do the work for a considerable sum of money, and he awaited Reb Yankel's response. "We'll speak about money later," he answered him. "However the amount of time that you've estimated for the renovation work isn't feasible."
an offering for Me," by belonging to G-d, and then comes an awakening above: "I will dwell among them."
We find an allusion to this idea in the last letters of the expression Ve'yikchu li terumah ("Let them take an offering for Me"), which has the same numerical value as the Name E-yeh, the Name of G-d that contains the Jewish people. As we know, this Name demonstrates the unity and connection of the Jewish people with Hashem, "I will be with them" (Shemot 3:14; see Ohr HaChaim ad loc.). The Name E-yeh is also alluded to in the initials of Abraham, Isaac, and Jacob, the Patriarchs of the nation, men through whom the connection of the Jewish people with Hashem began, and who were completely connected to Him and annulled themselves before Him.
When the Jewish people reach the level of, "Let them take an offering for Me," meaning complete self-annulment before G-d, their offering for the Sanctuary will be with true generosity. In fact since they will feel united with G-d, when they give for the Sanctuary they will feel that they are giving for themselves. This is the gift of a willing heart, the greatest gift possible. When a man gives to his son, he is happy to give and does so with all his heart. How much more when he gives to himself. Likewise when a Jew is united with G-d, it is truly himself that he is giving through his offering to Hashem. This is true generosity, to be of one heart with Hashem. It results in a gift that comes from the very root of life, meaning the heart, with the greatest sense of connection, a
Reb Yankel was not about to lower his head out of embarrassment. On the contrary, he stared at the contractor with a penetrating gaze. "Let me ask you a personal question: How many years have you been married?"
"Do you have any children?" continued Reb Yankel as he delved into the contractor's personal life.
Despite his astonishment at such an unexpected question, and although he couldn't understand where Reb Yankel was going with this, he told him how many years he had been married.
"Regrettably, I still don't have any," he replied sadly.
In the days that followed, plans for renovating the yeshiva were completed, and all the construction material was brought to the site. This great building contractor, who employed numerous workers, prepared a group of highly skilled workers for the given day. When everything was ready, Reb Yankel told Rabbi Yitzchak Meir that on the following day the renovation work would take place, exactly as he wanted, in a single day.
"Very well," Reb Yankel said with enthusiasm. "Here is what I'm offering you: Do the renovation work in a single day, and as a reward the Rebbe will give you a blessing to have children!" Needless to say, Reb Yankel had not discussed this with Rabbi Yitzchak Meir beforehand. A glimmer of hope appeared in the eyes of the contractor. He weighed Reb Yankel's every word, and then agreed to his proposal.
On the following day, Rabbi Yitzchak Meir's classes were given in a different place, as a great upheaval began within the walls of the yeshiva. Metal, bricks, various materials and numerous workers were all on the move, with our friend the contractor supervising everything.
When Rabbi Yitzchak Meir arrived at the yeshiva, he had difficulty believing his eyes. In a single day, the place had become unrecognizable! His eyes shined, and he was filled with joy and satisfaction. "Wonder of wonders! Marvel of marvels," he murmured.
The work continued for the entire day, the following night, and even into the early morning hours of the next day. Only a short time before the normal opening of the yeshiva, the windows were installed. What had been a small, dingy place on the day before was now a spacious hall. Several workers were still finishing the last details as the yeshiva was about to open.
At that point, Reb Yankel realized that the moment was right. He therefore approached Rabbi Yitzchak Meir and said, "All of this is very good, but the price is quite expensive. I promised in your name a son for the contractor!"
"Meaning that the renovations have to begin and end in a single day."
A very wealthy building contractor lived in Warsaw, though he was not a chassid or an observant Jew. Reb Yankel went to find him and explained how difficult it was to study in Rabbi Yitzchak Meir's yeshiva.
"Meaning what?" asked the contractor with surprise.
All of a sudden, the smile on Rabbi Yitzchak Meir's face turned into a serious expression. For a moment, he was completely immersed in thought. "May Hashem help him," he eventually said, and then he went inside to begin his daily classes.
The contractor looked at him as if he had completely lost his mind. "Nobody will be able to do this work for you in less time than I've said!" he declared.
A year later, Rabbi Yitzchak Meir was asked to be the sandak at the circumcision of the contractor's son.
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At the Source
Intentions
It is written, "Let them take an offering for Me" (Shemot 25:2).
In commenting on Rashi's explanation ("For Me – for My Name"), Rabbi Gedaliah of Lintz, a disciple of the Baal Shem Tov, cited Rabbi Shmuel of Kaminka in stating:
"We have a tradition that giving tzeddakah is always useful, even when given with selfish intentions, since the poor will benefit from it in any case.
"This is why," he added, "in this verse Rashi underlines 'For Me – for My Name.' "
This also explains why the verse says, "Let them take an offering for Me" rather than, "Let them give an offering to Me." It is because giving tzeddakah is permissible even when done with selfish intentions, which is not the case for someone who receives tzeddakah. The latter must have unselfish intentions, thereby allowing him to serve G-d, and not to benefit from unnecessary things.
It is written, "They shall make an Ark of acacia wood" (Shemot 25:10). Why acacia wood?
An Example
G-d set an example for all time, that when a man is about to build his house from a fruit-bearing tree, he must be reminded: Since the supreme King of kings, when He commanded the Temple to be built, instructed that only non-fruit bearing trees must be used, although all things belong to Him, how much more should this apply in your case!
The Symbol of Man
– Shemot Rabba 35:2
It is written, "You shall cover it with pure gold; inside and outside shall you cover it" (Shemot 25:11).
This gold layer "inside and outside" for the Ark of acacia wood requires an explanation, for if gold was required for the beauty and radiance of the Ark, a single outside layer would have sufficed! Why was gold necessary for the inside as well?
A marvelous idea is mentioned by Rabbi Chanan Levi Shlita in his Torah book Imrei Chanan:
The Ark symbolizes man, who is endowed with a good inclination (symbolized by gold), and an evil inclination (symbolized by wood).
The good inclination requires man to perfect his character traits and for his words to agree with his thoughts, just as the Ark was covered with gold inside and out. On the other hand, he must remove the evil inclination from sight and bring it under control of the good inclination from both sides, so that he does not carry out the thoughts of the evil inclination.
It is written, "You shall make a Menorah of pure gold" (Shemot 25:31). Based on what the Arizal said, meaning that the gold Menorah alludes to the holy Torah, the Ridbaz wrote that the "six branches [which] emerge from its sides" (v.32) allude to the six orders of the Mishnah that emerge from the central light, which alludes to the written Torah. The "four cups, engraved like almonds" (v.34) allude to the four parts of the Torah: Pshat, Remez, Drash, and Sod. The Menorah's "knobs and its flowers" (ibid.) correspond to the study of Torah through pilpul, which decorates and beautifies it.
The Symbol of Torah
As a Whole
gold – not only the main body of the Menorah, but also its bowls, knobs, and flowers. In fact the Holy One, blessed be He, had to show Moshe a Menorah of fire in order to explain it to him.
As Rabbi Eliyahu Murciano says in his book Az Amarti, this specific commandment applies to the holy Torah, for the Menorah symbolizes the Torah, which was given to us as a whole along with its bowls, knobs, and flowers, meaning the teachings of Aggadah and Halachah. Whoever says anything false about the Torah, it is as if he has denied the Torah in its entirety; he is a true unbeliever!
In the Light of the Parsha
Heaven Decrees According to their Words
It is written, "Let them make a Sanctuary for Me, and I will dwell among them" (Shemot 25:8).
In the Midrash our Sages say, "It is written, 'For I have given you a good teaching; do not forsake My Torah' [Mishlei 4:2]. … Can you imagine a sale in which the seller is sold along with his goods? However G-d said to Israel, 'I sold you My Torah. Yet with it, so to speak, I have also been sold,' as it says: 'Let them take an offering for Me' [Shemot 25:2]. This may be compared to the only daughter of a king, whom another king married. When he wished to return to his country and take his wife with him, he [the father] said to him: 'My daughter, whose hand I have given you, is my only child. I cannot part with her, neither can I say to you: "Do not take her," for she is now your wife. Yet I would request this favor from you: Wherever you go live, have a room prepared for me, that I may dwell with you, for I cannot leave my daughter.' Thus G-d said to Israel, 'I have given you a Torah from which I cannot part, but I also cannot tell you not to take it. Yet this I do request: Wherever you go, make for Me a house where I may dwell.' Thus it says, 'Let them make a Sanctuary for Me, and I will dwell among them' " (Shemot Rabba 33:1).
The explanation of this Midrash is that the Holy One, blessed be He, made the Shechinah dwell in the Temple so as to be near the Torah, for the Temple is the root and origin of the Torah, as it is written: "If a matter of judgment is hidden from you…you shall rise up and ascend to the place that Hashem your G-d will choose. You shall come to the Kohanim, the Leviim, and to the judge who will be in those days. You shall inquire, and they will tell you the word of judgment" (Devarim 17:8-9). We also read: "For the Torah will go forth from Zion and the word of Hashem from Jerusalem" (Isaiah 2:3). In fact that is when the great Sanhedrin will reconvene. This is precisely what happened, since G-d made the Shechinah dwell next to the Torah, for it is found in the Holy of Holies, the place of the Holy Ark.
We must point out that before the giving of the Torah, the Holy One, blessed be He, rejoiced in it, as it is written: "I was then His delight every day" (Mishlei 8:30). Now that He gave the Torah to the Children of Israel, He can no longer rejoice in it, so to speak. Therefore what use was there in making the Shechinah dwell next to the Torah, since it was no longer possible to rejoice in it?
It is written, "Hammered out shall the Menorah be made" (Shemot 25:31). A special commandment was given in regards to the Menorah, one that we find in regards to no other vessel of the Sanctuary: "Hammered out shall the Menorah be made." Everything had to be made from a single block of
It seems to me that in reality, the Holy One, blessed be He, studies Torah and rejoices in it as He did before giving it to the Children of Israel, as we read in the Gemara: "Rav Yehudah said in the name of Rav, 'The day consists of twelve hours. During the first three hours, the Holy One, blessed be He, occupies Himself with Torah' " (Avodah Zarah 3b). And yet He gave the Torah to Israel! Hence from the Midrash, it follows that the Torah is no longer with the Holy One, blessed be He. However since everything that the Sages of Israel say in regards to Torah is enacted in Heaven, all the satisfaction that the Holy One, blessed be He, derives from Torah pertains to the novel explanations brought by the Children of Israel, as mentioned in several places in the Gemara (see Chagigah 14b).
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A Torah of Life
The Journeys of the Sanctuary
When G-d said to Moshe, "Let them make a Sanctuary for Me" (Shemot 25:8), he replied: "It is written, 'Behold, heavens and the highest heavens cannot contain You' [I Kings 8:27], and yet You say to me: 'Let them make a Sanctuary for Me'?" G-d said to him, "Moshe, it is not as you think! I only ask of you twenty cubits to the south, twenty to the north, and eight to the west. Thus I will descend and concentrate My Presence below."
The Sanctuary accompanied the Children of Israel for 480 years, starting from the second year of their departure from Egypt. They made 42 journeys in the desert, and each time they traveled, the Sanctuary was disassembled and then reassembled in their new encampment. When they entered the promised land, the Sanctuary was set up in Gilgal, where it remained while they conquered the land. Next, it was set up at Shiloh, where it remained for 369 years.
The town of Shiloh is located in a part of country belonging to the tribe of Ephraim, south of Samaria. In the year 2503, 24 years after the tribes of Israel entered the land (meaning when the conquest of the land was complete), all the people gathered together in order to construct a permanent Sanctuary for the Ark of the Covenant, and to establish a place reserved for the offering of sacrifices.
The structure which they built was made of stone and covered with curtains; it was not made of wooden beams like the Sanctuary in the desert. Placed inside were the Ark of the Covenant and the sacred vessels.
After the inauguration and consecration of the Sanctuary, Joshua convened the Sanhedrin composed of 70 elders. At the same time, lots were drawn in order to distribute the land among the tribes, which had not yet received their share.
The Sanctuary was moved after the destruction of Shiloh, first to Nob, the city of the Kohanim, and then to Gibeon after the destruction of Nob. The time during which it was firmly established in Nob and Gibeon totaled 57 years, until King Solomon undertook the construction of the Temple in all its splendor in Jerusalem, the holy city.
Let us return to Shiloh, which merited to shelter the Sanctuary and its vessels. Although not a permanent situation, it still lasted long enough, a period of 369 years. The importance of Shiloh reached its peak during the time of Eli the Kohen Gadol. Indeed, Shiloh was a pilgrimage center, for people normally came and brought offerings to the Sanctuary wherever it was located, as it is written: "This man would ascend from his city from year to year to prostrate himself and to bring offerings to Hashem, Master of Legions, in Shiloh" (I Samuel 1:3). It was in Shiloh that the young Samuel was brought to learn with Eli the Kohen Gadol.
After Eli the Kohen Gadol grew old, his sons Hophi and Pinchas did not follow his ways, and their actions aroused G-d's anger. During the war between Israel and the Philistines, Hophi and Pinchas went out to battle at Aphek along with the Ark. The Children of Israel suffered serious losses during the battle, the Ark was captured, and Hophi and Pinchas were killed. A man from the tribe of Benjamin ran from the battlefield to Shiloh to announce the disastrous news. Upon hearing it, Eli fell from his chair and died as well. The Philistines then destroyed and burned Shiloh.
After the ensuing destruction, people called this former place of the Sanctuary Taanath Shiloh [Mourning for Shiloh], since whoever passed it would mourn over its destruction (Zevachim 118b). We have no knowledge of a continued Jewish presence in this area, which is also what Rabbi Ishtori HaParchi mentions when he arrived in the region and discovered Shiloh destroyed.
The Surprising Find
in many places. … Near the summit of the tell [hill], we found an Iron Age I installation with several collar-rim jars inside. Fourteen Iron Age silos, each about five feet in diameter were found in the northwest part of the hill…in two of these silos we discovered huge quantities of carbonized wheat."
Archeologists seeking to accurately determine the location of the Sanctuary at Shiloh discovered evidence on the flat and spacious expanse to the north of the hill. According to them, the topography corresponds to the location of the Sanctuary. Rabbi Yoel Bin Nun undertook an analysis of the terrain with the help of archeologists, and they found jagged markings in the rocks of the hill that made the terrain suitable for establishing the Sanctuary. What happened next was a surprise: The dimensions of the area were 50 by 100 cubits, which corresponds to the description of the Sanctuary given in Parsha Terumah.
More archeological evidence appeared to researchers: On the western hillside they found a pit that contained a large quantity of animal bones and pottery fragment that dated to the period of the Judges. The most likely hypothesis is that these fragments belonged to the Sanctuary in one way or another.
Evidence was also found at the hill that rises at Shiloh, where the remains of dwellings were discovered, as well as an ancient winepress that in all likelihood was used for making wine for the Sanctuary service. Discovered there as well were numerous caves, grottos containing tombs, and wells.
A Spiritual Experience
Following the archeological excavations that occurred in the region where the Sanctuary once stood (and possibly because of them), a Jewish presence was eventually established some time later on the vestiges of this ancient village of Israel. The Jewish town of Shiloh has grown in recent years, and today over a thousand people live there. May they increase even more!
In the local synagogue, which was built with a great deal of effort and an impressive and unique architectural design based on the appearance of the Sanctuary, we find numerous motifs that bring the Sanctuary to mind. It seems that those who built this synagogue wanted to feel that they were praying in a kind of "miniature Sanctuary."
The design of the synagogue was based entirely on the model of the Sanctuary and its vessels. Its walls are made of stone on the outside and wood on the inside, as was the case with the Sanctuary at Shiloh. The number of "beams" is identical to those of the Sanctuary, namely 20. There is no fabric curtain at the entrance of the synagogue, as there was in the Sanctuary, but rather five pillars made of stone, not wood.
Twenty stone bases serve as the foundation of the synagogue, and the passageway leading to the woman's section consists of a ramp that resembles the one leading up to the Altar in the Sanctuary. The wash-basin at the entrance of the synagogue was based on the design of the kiyor, which was located in the courtyard of the Sanctuary, although it now serves all the synagogue's faithful, not just the Leviim.
The ark was designed after the model of the Ark of the Covenant, meaning with Cherubim above and poles on its sides. The rostrum in the middle of the synagogue is built very much like the Altar. It is a spiritual experience in and of itself!
Guard Your Tongue
It Often Leads to Resentment
About three decades ago, archeological excavations began in this region, where remnants from the time of Eli and Samuel were found. The following account was given by archeologist Israel Finkelstein, who described what he saw: "Carbonized raisins were found in a pile on the floor of one room. These buildings were destroyed in a fierce conflagration. Burnt floors were found all over. Collapsed burnt bricks accumulated on these floors to a height of more than three feet. Some of the bricks had been baked by the blaze that had raged here. Roof collapse was discernible
It seems to me that a person must be careful not to praise Reuven in the presence of his business partner Shimon (or a wife in the presence of her husband, or a husband in the presence of his wife) for having done him the favor of lending him money, or for having given him tzeddakah, or for paying him a good salary and the like.
In fact this often leads to resentment in Shimon's heart towards his business partner Reuven, and sometimes it can even result in a loss or dispute, for the other will think that he has spent his money uselessly.
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Year 3
Autumn 2023
3F
Class Teacher: Miss Ford
Support Staff: Ms Bryan
Class Teacher: Miss Ali
Support Staff: Miss Mason
3A
English
Writing
The children will be learning about how to write for different purposes and audiences, completing work inspired by key texts. Writing outcomes this half term will be based around the classic novel 'Stig of the Dump' by Clive King, which links to our humanities topic: The Stone Age. The children will be producing descriptive, informative and persuasive texts relating to the text whilst also developing their speaking and listening skills in class discussions, storytelling and debates. Next half term, they will be reading 'The Iron Man' by Ted Hughes and writing outcomes will be inspired by this story. The children will continue to develop their handwriting, spelling, punctuation and grammar skills daily.
Reading
The daily reading session begins with 'Word of the Day' – a daily starter during which children encounter a new word. They learn and discuss its meaning, word class and spelling as well as using it in oral/written sentences. A different text is modelled and explored each week, and used for children to practise reading aloud to improve fluency as well as developing the different skills needed to read for meaning with confidence. Through directed tasks linked to the text, the children focus on applying skills related to the six domains (vocabulary, inference, prediction, explanation, retrieval and summarising).
Maths
The children will consolidate their strategies for solving problems using the four operations and develop new strategies such as using jottings or a number line. They will be improving their knowledge of the 2,3,4,5,8 and 10 times tables and will be beginning to learn the related division facts. The children will continue to complete their times table passports, working towards their times table visa. During maths lessons, they will be practising various written methods for addition, subtraction, multiplication and division, which are vital foundations for other maths learning later in the year.
Science
Rocks
The children will be learning about different types of rocks and soils. They will be investigating how and why various types of rocks are used for different purposes – making observations regarding the different characteristics of rocks and soils. The children will also explore how fossils are formed and learn how to make predictions and how to plan, record and evaluate experiments.
Animals including humans
The children will learn about the importance of food for all animals and the individual diets of a range of animals. They will also investigate the necessity of skeletons and muscles and learn how these enable, support and move the body. The children will continue to develop their scientific enquiry through practical investigations.
French
Bonjour! French will be taught by classroom teachers. The focus will be on recognising the sounds and patterns of the French language, producing simple sentences and answering familiar questions.
Humanities
The children will learn about the early days of humans. They will discover what life was like as a hunter-gatherer as well as looking at the different ways early humans communicated. They will also understand how we learn about ancient civilisations through archaeological investigations. Later in the topic, they will be investigating the changes that have occurred locally from the Stone Age to the Iron Age and how this impacted life today.
Computing
The children will create presentations based on their aspirations and their humanities learning. They will develop their computer literacy skills by creating their presentation on MS PowerPoint and deliver it to their class using taught skills on how to present to an audience. They will also build and program mechanical systems with Lego WeDo.
Art & Design and DT
During art lessons, the children will be creating their own cave paintings to accompany the humanities topic. After half term, the focus will be on DT: designing and creating a model of an Iron Age hut looking closely at structures.
RE
How did the world begin?
The children will be looking at creation stories from different major religions and making comparisons between them.
Buddhism The children will be learning about the teachings of the Buddha and the four noble truths.
PE
PE will take place on Tuesdays and Fridays. It is important to note that all children must wear shorts (¾ length) or jogging bottoms; tops must be plain blue or white T-shirts (covering the shoulders due to health and safety requirements). On the first day of term, the children should bring their PE kit in a drawstring bag.
Indoor PE is taught by the class teacher. Lessons will be focused on key gymnastics skills and athletics.
Outdoor PE is taught by Mr Flynn – our sports coach. The children will practice skills associated with handball and netball.
Music
Music is taught by Miss Armson and our peripatetic music teachers. The children will have the opportunity to play a variety of instruments, working towards a class performance.
Useful information
Reading at home
At Sherington, all children are encouraged to read with an adult at home. The children will choose a book to loan from the class library which, once finished can be returned to the book drop box in the classroom. Book swaps will be completed by Miss Bryan and Miss Mason every Friday.
Homework
The children will receive weekly spellings to learn at home taken from the National Curriculum spelling list for Year 3. Spelling tests will take place every Friday.
Uniform
School Uniform is compulsory for children from Reception to year 6.
The uniform consists of:
* yellow or navy blue sweatshirt/cardigan/jumper
* yellow, navy or white shirt/t-shirt/polo-shirt
* navy, grey or black trousers/skirts/pinafores
* practical school shoes (i.e. not open toes, strappy sandals or heels)
In summer, in addition to the above, children can wear:
* navy, grey or black shorts
* blue or yellow summer dresses
Jewellery (other than small stud earrings) should not be worn to school.
Water
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- Ready Nutrition - http://readynutrition.com -
Are You Ready Series: Using Mental Preparedness to Survive
Posted By Tess Pennington On December 27, 2009 @ 10:15 pm Category: Are You Ready ReadyNutrition.com
Having the right frame of mind to handle the stresses before and after a disaster is a key component to surviving the event. Mental preparation is usually the last item one prepare's for. Without mental preparedness for a given situation, many succumb to the traumatic event, due to distress, shock, indecision or panic. When it comes to survival techniques, there are many who feel confidant with their knowledge and skills, but without the will to overcome a given situation, panic will set in and mistakes will be made.
The Mental Game
Fear can strike at the heart of anyone that allows it to, thus causing them unwanted stress and anxiety. Mental preparation for a given situation can create a resilience in them that can keep a person moving on. Maintaining a positive attitude and using seeds of hope in the wake of a disaster, can literally keep a person alive, and keep them putting one foot in front of the other. When a person begins to lose their sense of self, and begin to doubt they will see another tomorrow, they need to cling to their higher hope.
There are many ways of maintaining and keeping the right mind frame. For many, there own stubbornness can see them through the disaster. For others, they will need to use other methods.
Maintain the will to live, no matter what. •
Adapt to the situation and use ingenuity. •
There is more than one solution to the problem. All one needs to do is to find it. •
Be proactive and find anything that can alleviate the situation. •
Having a goal (survival plan, see loved ones again, revenge). •
Go with the flow. And make the best of it. •
Refusing to give into negative core beliefs (not smart enough, not good enough, unlovable, defective, powerless, not safe, etc). •
If a person is in a situation where they feel powerless, there are two scenarios that could play out. They will either imagine themselves as a hero and figuring a way out, or imagine themselves as a victim. When playing stories out in one's head, the mind does not know if the story is real or not real, it just plays the story out as it unfolds. If a person imagines themselves being decisive and controlling their fears and acting rational, then the mind will only know to act this way in the future. If the person imagines themselves hiding and afraid, then they will train their mind to act in this manner.
These fears can break a person's resolve, thus causing indecision. In the popular series, Band of Brothers a young leader for the soldiers suddenly freezes up when he is confronted with enemy combatants. He cannot face the situation he is in and cannot make a rational decision, all the while leaving his young soldiers in a vulnerable and precarious position. Failing to anticipate the stresses that a person may be under and not preparing for them can cause panic, indecision and possibly death.
Focus on What Can Be Controlled
Focusing on things way beyond one's control is allowing negative core beliefs to come into the mind. Finding ways to stay busy and focused on the task at hand can help a person get http://readynutrition.com/resources/are-you-ready-series-using-mental-preparedness-to-su...
10/21/2012
the right frame of mind back. For example, if a person found themselves alone in the wilderness and are beginning to feel helpless, they could regain some confidence by physically putting out their items in their 72 hour bag [1] to see if there are enough survival items there to keep them alive. Additionally, the person would be able to create a decisive plan with these survival items. The survival plan is the goal, and the seed of hope that will get the person out of danger and on their journey back to their family.
Reactions to Survival
For many, the immense amount of disruption from a disaster situation will create trauma and distress for them. Some go into shock and do not know how to deal and interact with their environment. The acknowledgment of fear can create emotions that many disaster victims are subjected to. Emotions such as fear, disbelief, disorientation, and difficulty making decisions. In a survival situation, a person feels these emotions for a reason, and those emotions are there to keep the person alive. Remember that using these feelings to a person's advantage is making good use of the situation as well as the energy that those emotion's are exerting.
Using our Emotions to our Advantage
Stress, fear and anxiety are all associated as negative and destructive emotions. However, these could make a person more alert of the situation, stimulate and motivate a person to perform at their very best levels. The emotions will not only to take advantage of a person's strengths, but to work on one's weaknesses and the face their fears. Using these emotions as an advantage requires great concentration and control, because too much of these stresses can cause distress and even paralyzing fear. A person must confront and manage these emotions head on in order to keep up their momentum and to not go into panic mode.
In Les Stroud's book, Survive! Essential Skills And Tactics To Get You Out Of Anywhere – Alive [2] , Stroud advises anyone in a disaster situation to stay focused on how a person can improve their situation in order to find the strength to go on. Stroud goes on to say that "Finding ways to relieve fear through knowledge by assessing the situation and environment, and understanding the specifics of the emergency, a person should be able to begin formulating a decisive plan of action."
Nature can be a cruel and unforgiving place to be in when a person is facing it on their own. Depression and loneliness can set in and the act of giving up hope only approaches that much faster. The focus shifts from surviving and maintaining health in order to get out alive, to being convinced there is no way out. There is always a way out. There are always a multitude of solutions that someone can find. Focusing on what is important in a person's lives and clinging to that thought with all of their might will help lead them out of danger.
Article printed from Ready Nutrition: http://readynutrition.com
URL to article: mental - using - series - ready - you - http://readynutrition.com/resources/are -preparedness-to-survive_27122009/
URLs in this post:
[1] 72 hour bag : - hour - 72 - series - ready - you - http://readynutrition.com/resources/are kits_04122009/
[2] Survive! Essential Skills And Tactics To Get You Out Of Anywhere – Alive:
http://www.amazon.com/Survive-Essential-Skills-Tactics-Anywhere/dp/0061373516
Copyright © 2010 Ready Nutrition. All rights reserved.
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Via Brevis
John O'Gorman
9th April 2017
This aims at being the short route to learning to read Latin for enjoyment. It attempts to pick out the minimum you need to know in order to get the drift of Latin writing. To write Latin, you need to know a lot more than outlined here.
Latin was mainly a spoken language. Vergil's Aeneid was recited to audiences who understood it as it was recited. Ignore advice to "Look for the subject, then the verb, then the object" which will limit you to decoding rather than understanding. Only as a last resort when you cannot understand the sentence as written should you start hunting for subject, then verb, then object.
Read Latin aloud to yourself first - to get the rhythm and any poetic quality. Then reread the sentences while trying to identify the meanings of word endings as you read each word in order. If you have ever listened to the UN simultaneous translaters rendering Russian into English, you will get the idea - "waiting for the verb" - blah blah - "waiting for the verb".
To read any language, you need to know the vocabulary. With Latin this is easy because nearly all key words have cognates in English. There are a few false friends but not many. The hardest words are the short connectives: e.g.: sed, enim, ut, nam, etc. Get a good vocabulary book and learn them.
1 Declensions
Nouns and adjectives have so-called case endings which distinguish the grammatical function of words in a sentence. The tables of different endings are called declensions. Traditionally Latin teachers taught their pupils to learn them offby heart in order. e.g. dominus, domine, dominum, domini, domino, domino. The idea was that, on reading say domino, you would rattle down the list until you encountered the match. This method of learning is a conspicuous failure. To enjoy reading the language you need instant comprehension of the -o ending.
The 3 important cases to learn are the subject, the object, and the with forms (or nominative, accusative, ablative as they are labeled in traditional grammars). The ablative should really have been labeled instrumental.
Learn:
* singular: -s, -m, -¯v for subject, object, with. ¯v means long vowel.
* plural: -i or ¯vs, ¯vs, ¯ is or -bus for subject, object, with
Traditional Latin grammars define 5 declensions numbered 1 to 5 (or I to V). This is not very useful. Instead think of them as vowel based: -a, -o, -e or i or φ, u, and finally e. The vowel is the last part of the stem.
| I | II | III | IIII | V |
|---|---|---|---|---|
| -a | -o | -e,-i,φ | -u | -¯e |
| puella | servus | civis | spiritus | dies |
1.1 Remarks
* The -a types are nearly all feminine (exceptions are men's jobs: poeta, agricola, etc). Exceptional in that they lost the -s for subject (puellas -> puella). But Aeneas keeps his -s!
* In -o types the o weakens to u (servos -> servus) where o is in a final closed syllable. This makes them largely indistinguishable from the u-types but it doesn't matter except for of-singular where spiritus (meaning:of breath) looks like a subject. In books it will have a macron over the ¯u. The o-types (and the a-types) have their counterparts in Greek syntax but without the weakening of o to u. Note that the -o has reasserted itelf in Spanish, Portuguese, Italian, and other Romance languages (but not in French).
* The -e, -i, φ have a weak or non-existent vowel. e.g. (rex is based on the stem: reg-).
– φ represents no vowel. There are words whose stems don't end in a vowel. e.g. reg-, duc-, etc meaning king, leader.
– -e words have their stems ending in short e (-˘e)
– -i words have their stems ending in -i (e.g. civis citizen)
* The -u type is rare and in later Latin got absorbed into the -o declension (e.g. spritus breath).
* The -e type is extremely rare: e.g. res, dies, requies (thing, day, rest)
Some phonetic evolution in Latin:
1. Intervocalic -s- (s between vowels) becomes r. e.g. bodies: corposa -> corpora
2. -˘os becomes -us. e.g. corpos -> corpus, servos -> servus. But note that is for short vowels only. obj plural serv¯os remains serv¯os
3. -im weakens to -em (except for adverbs e.g. interim, verbatim).
4. -ai -> -ae and oi -> -i. servois -> serv ¯ is, servoi -> serv ¯ i, puellai -> puellae
2 Cases
Traditional Latin grammars identify the following cases with names like genitive, dative, etc. Again these labels are not useful. Instead use the following:
| | | singular | plural | | |
|---|---|---|---|---|---|
| nominative | subject | -s | -i or -v¯s | | |
| vocative | | | | | |
| accusative | object | -m | long vowel -s | | |
| genitive | of | -i | -s | -rum | -um |
| dative | for | -i | | | |
| ablative | with | -v¯ or - ˘e | is | bus | |
* Neuter words are exceptional
– Subject and Object have the same form
∗ plurals end in -a (e.g. corpora, vira,)
∗ singular -o types end in -um ( .... )
∗ no -a type neuters
* -o types have no for-case. They use the with-case instead. To disambiguate words like servo
– If it is a person, it means for (e.g. serv¯o = for the slave, serv ¯ is = for the slaves)
latin.lyx
– If it is a thing, it means with (e.g. gladio = with a sword, gladi ¯ is = with swords)
* The with-case is also used for other meanings (like from, at, in, etc ) but, if so, will always have a preposition before it: (e.g. in, e(x), cum, a(b), etc). The so-called ablative (=take-away) was one of 3 earlier cases: ablative, locative, instrumental (take-away, where, with) which collapsed into one case. I believe that Russian still has all 3.
* The -o and -a types when they add an -i, suffer phenetic changes
– -ai -> ae (pronounced as just -e rhyming with say)
– -oi -> i
* Don't bother learning the vocative case. It only survived in the -o type singular and later disappeared altogether. It ends in -e (Domine, Marce, etc). The vocative was restricted to names and titles. (e.g.
– Domine non sum dignus
– but
– Agnus Dei, ... dona nobis pacem (not Agne Dei ...).
* Concentrate on learning just subject, object, and with-cases.
– The of-case (genitive) is rarer. It disappeared later and was replaced by de + with-case. e.g. Sancta Maria de Angelis (rather than Sancta Maria Angelorum). Also 2 famous classical works: de Bello Gallico by J Caesar and de Rerum Natura by Lucretius
– There is no for-case (dative) in plurals or o-type singulars, so just remember the - ¯ i ending for singular.
| singular | | -a | -o | -e,-i,-zero | -u | -e |
|---|---|---|---|---|---|---|
| subj | -s | - | os->us | -s | -s | -s |
| obj | -m | -m | om->um | -(e)m | -m | -m |
| with | long vowel | -a | -o | -e | -u | -e |
| for | -i | ai->ae | | -i | -i | -i |
| of | -i or -s | ai->ae | or->i | -is | -s | -i |
| plural | | -a | -o | -e,-i,-zero | -u | -e |
|---|---|---|---|---|---|---|
| subj | -i or -v¯s | -ai -> -ae | -oi -> -i | -¯es | -u¯s | -¯es |
| obj | -v¯s | -¯as | -¯os | -¯es | -u¯s | -¯es |
| with | -¯is or -bus | -is | -is | -(i)bus | -bus | -bus |
| for | | | | | | |
| of | -rum | arum | orum | -(i)um | -um | rum |
Examples
| singular | | -a | -o | -e,-i,zero | -u | -e |
|---|---|---|---|---|---|---|
| subj | | puella | servus | civis | spiritus | dies |
| obj | -m | puellam | servum | civem | spiritum | diem |
| with | v¯ | puell¯a | serv¯o | civ˘e | spiritu¯ | di¯e |
| for | -i | puellae | | civi | spiritui | diei |
| of | -i or -s | puellae | servi | civis | spiritus | diei |
| subj | -i or v¯s | puellae | servi | civ¯es | spiritu¯s | di¯es |
|---|---|---|---|---|---|---|
| obj | v¯s | puell¯as | serv¯os | civ¯es | spiritu¯s | di¯es |
| with | -is or -bus | puell¯is | serv¯is | civibus | spiritibus | diebus |
| for | | | | | | |
| of | -rum or -um | puellarum | servorum | civium | spirituum | dierum |
latin.lyx
3 Adjectives
Adjectives have the same pattern as nouns but have fewer forms, just -a (feminine), -o (masculine), e,i,φ (either). Adjectives must match the nouns they go with in gender and case. e.g. bonus poeta, bonum poetam, etc. The -a types are used with feminine nouns, the -o types with masculine or neuter nouns, and the -e,-i,-φ types for all three genders.
4 Word order
Word order is not arbitrary in Latin. In general the most important elements of a sentence are placed first and most importantly last.
The expected order is: subject object .... verb. Any variation from this order places emphasis on the displaced word.
For example
```
miles hostem gladio necavit. The soldier killed his enemy with a sword gladio miles hostem necavit. It was a sword that the soldier used to kill his enemy miles gladio necavit hostem. It was his enemy that the soldier killed with a sword hostem gladio necavit miles. It was the soldier who killed the enemy with a sword.
```
5 Pronunciation
Latin is pronounced mostly as it is written. But be aware that
* c and g have a hard and soft pronunciation.
– Hard before back vowels (a, o, u). cadit is pronounced /kadit/. gaudet is pronounced /gaudet/.
– Soft before front vowels (i, e). cedit is pronounced /chaydit/. gestus /djestus/.
– Remember -ae is pronounced e and is therefore a front vowel. Caesar is pronounced /chaysar/.
* v is pronounced v (and not w). Caesar said veni, vidi, vici as in the song (not wayny, weedy, weaky).
* -gn- is pronounced /ny/ rather than -gn. dignus=worthy is pronounced /deenyoos/
* -tio in words like oratione = with speech is pronounced /tsio/.
* s is alway hissed (not buzzed)
Despite what the books say, by the time Rome had established provinces in Iberia and Gallia (modern Portugal, Spain, and France) these were the norm. All the Romance languages soften the c and g before front vowels as do English borrowings from Latin. e.g. Zaragossa is the Spanish for CaesarAugustus.
The reason for the change is physiological. Front vowels drag the point of articulation toward the teeth.
The evolution of, for example, ci, was ki -> kyi -> tyi -> tj- or tsi. Similarly gi became gyi, dyi, dji.
6 Prefixes
Latin was a highly successful language lasting more than 2000 years and surviving through great leaps forward in science, engineering and the arts partly because of its ability to create new words by prefixing root words. e.g. servare and conservare (keep and keep together). It pays to learn the prefixes. They are used very consistently (in contrast to Greek say):
latin.lyx
| Prefix | Meaning | Example |
|---|---|---|
| a(b(s))- | away | aberrat = wanders away |
| ad- | near | adventus=coming near |
| circum- | around | circumstant=stand around |
| com- | together | conflatus=blown together |
| de- | down | deflatus=blown down |
| dis- | apart | dissectus=cut apart |
| e(x)- | out | efflatus=blown out |
| in- | in(to) or not | injectus=thrown in, insanus=not healthy |
| ob- | against | objectus=thrown against |
| prae- or pre- | in front, before | praedictus=said before |
| pro- | forward | projectus=thrown forward |
| re- | back | rejectus=thrown back |
| sub- | up | sufflatus=blown up, |
| trans- | across | transportat=carries across |
Note that closed syllables often alliterate. e.g.
* com+locare -> collocare=to place together, com+ductus -> conductus
* ex+fluit -> effluit=flows out
* sub+flare=sufflare=to blow up (Fr souffler).
Note that sub- means up, not under. (Submarine is not a Latin word!). As a preposition, sub does mean below e.g. sub rosa=below the rose. Why the difference? Think of the prefix as implying movement from under (hence: up).
7 Verbs
Traditional grammars tabulate verbs into
* 4 conjugations (for stems ending in -a, -e, -e,i,φ or i)
* 3 persons singular (I, you, he) and 3 persons plural(we,you,they),
* 3 tenses (present, past, and future),
* 3 moods (indicative, subjunctive, imperative),
* 2 aspects(perfect, imperfect)
* 2 voices (active, passive)
making 864 separate endings to learn! Don't bother.
Get by with the following:
* -t (singular) and -nt (plural). This is for 3rd person (he or they)e.g. miles currit, milites currunt. Caesar wrote the whole on his Gallic war about his own exploits in the 3rd person. Caesar pontem trans Rhodanum jecit. (Caesar threw a bridge across the Rhone).
* -bat(singular) and bant (plural). Imperfact = was ...ing, were ...ing
* -bit (singular) or -bunt (plural). Future = will ...
* -verat (singular or -verant (plural) = Had ...ed
* -verit (singular) or -verunt (plural) = Will have ...ed
* -tur (singular) and -ntur (plural) passive is ...ed, are ...ed
Pretty simple eh? But there are three flies in the ointment: perfect aspect, subjunctive mood, and future. You can't avoid the perfect; Caesar threw his bridges across the Rhine using the perfect aspect quid vide.
latin.lyx
7.1 Perfect Aspect
The Perfect aspect originally meant completed e.g. aedificavit (has built). There had also been a simple past tense (called preterite) . The distinction was lost early in Latin's development and aedificavit now serves ambiguously as either has built or built. To make matters worse, there is no reliable systematic pattern for the stem of the verb. Mostly a -u- or -v- is inserted before the ending, but many verbs use an -s- (from the extinct preterite form) instead, and others change the vowel. Examples:
* amat = he loves, amavit = he has loved or he loved
* debet = he owes, debuit = he has owed, or he owed
* regit = he rules, rexit = he has ruled or he ruled
* audit = he hears, audivit = he has heard or he heard
* jacit=he throws, jecit=he has thrown. (Frequently done by Caesar to bridges across rivers)
When reading, assume the simple past meaning (rexit=he ruled) rather than the perfect (he has ruled) unless the context implies otherwise. The confusion caused by all of the above resulted in Latin adopting the periphrastic construction habet aedificatum to mean has built. This is form now used by all the Romance languages. You will see it occasionally in classical Latin.
7.2 Subjunctive
Subjunctive literally means joined-up and was used for subordinate clauses e.g. mihi dixit qui esset dives = He told me who was the rich one. Expect a subjunctive whenever you see a clause introduced by ut, qui, quod, ubi, cum, etc. If a subjunctive occurs anywhere else assume it means may (present) or might (past) (traditionally expressing wish, command, doubt, or denial).
Recognise the following as subjunctive:
* -ret or -rent = may ... The infinitive + verb ending. Note esset and essent = might be.
* -a(vi)sset or a(vi)ssent = might have. fuisset and fuissent (might have been)
The present subjunctive is conjugated as follows:
* -a type verbs replace the -a with -e. e.g. amat -> amet (may he love, or he may love)
* The others acquire -a. e.g. debet -> debeat (let him owe), regit -> regat (may he rule, or he may rule), audit -> audiat (let him hear).
7.3 Persons
For the record, the complete set of person endings is (Note the perfect aspect has different endings).
| 1: I | -o or -m | -or | |
|---|---|---|---|
| 2: You | -s | -ris | remove the -s |
| 3: He | -t | -tur | |
| 1:We | -mus | -mur | |
| 2:You | -tis | -mini | -te |
| 3:They | -nt | -ntur | |
latin.lyx
7.4 Future
The simple future tense has 2 forms:
* -a and -e types have -bit and -bunt, e.g. amabit=he will love and debebit=he will owe
* -e,-i,φ and -i types have -et and -ent, e.g. reget=he will rule and audiet=he will hear. (but ego regam and ego audiam).
In common speech a new periphrastic construction of -re (infinitive) followed by the appropriate form for habere=have. e.g. amare habet = he will love (cf French aimera) was used for the future tense. You may see this in later Latin texts.
7.5 Exceptions
All languages have irregular verbs (verbs which do not conform to normal patterns). They survive usually because they are very frequently used. Words such as be, go, have, etc.
You need to learn the verbs esse = to be and ire=to go in all their guises.
| esse | be | est, sunt | ero, erunt | erat, erant | fuit, fuerunt |
|---|---|---|---|---|---|
| ire | go | it, eunt | ibit, ibunt | iebat, iebant | i(v)it, i(v)erunt |
| ferre | bear | fert, ferunt | fer | ferrebat, ferrebant | tulit, tulerunt |
7.6 Participles
Verb stems have endings which mean -ing. They can be adjectives or nouns (gerunds). Participles are sparse (not all tenses and voices have them). For example there is
* ...ing but no being ...ed
* about to ... but no about to be ...ed
* having been ...ed but no having ...ed
| Tense | Ending | Meaning | Example |
|---|---|---|---|
| present | -ens, -entem, -ente, etc | ...-ing | luna fulgente,= with the moon shining, |
| | -endus, -endum, -endo, etc | needing to be ...ex | haec legenda=these things needing to be read |
| future | -tur- | about to ... | morituri Caesarem salutant= about to die they salute Caesar |
| past | -tus, -tum, -to, etc | having been...ed | his dictis=with these things having been said |
7.7 Verbal Nouns
Gerunds are -ing nouns and are neuter. They have the form -endum, -endum, -endo. You cannot distinguish them from gerundives which are ing adjectives except by context. The infinitive form is also a verbal noun. Examples
| Verbal Noun | Meaning |
|---|---|
| legendum | reading |
| laborare | to work |
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More than carbon storage - The role of forests in climate change
February 21st, 2017
The role of trees in relation to climate change extends far beyond carbon storage. Forests regulate climate at local, regional and continental scales, by producing atmospheric moisture and rainfall, and controlling temperature. In fact, scientists argue that these hydrologic and climate-cooling effects should be recognized as the principal contribution of trees to climate change mitigation and adaptation. Carbon storage is a co-benefit, they state.
Forests provide multiple water and climate-related services, including precipitation recycling, cooling, water purification, infiltration and groundwater recharge. These services may be far more important, and are often underrated, when compared with traditional benefits such as food, fuel and fiber, and carbon storage. In addition, these services benefit and impact people well beyond the local or catchment scale, often far from where actual decisions on tree planting or removal are made.
Forests are intimately linked to rainfall and water availability
Forests contribute to atmospheric moisture and rainfall patterns over land through evapotranspiration: evaporation from soil and plant surfaces and transpiration of water by plants. On average, at least 40% of rainfall over land originates from evapotranspiration. The resulting atmospheric moisture is circulated by winds across the Earth's continents and oceans. This cross-continental production and transport of atmospheric moisture, called "precipitation recycling", can promote and intensify the redistribution of water across terrestrial surfaces.
Forest loss and degradation reduce evapotranspiration, with important implications for rainfall thousands of kilometres downwind. In addition, forests affect the Earth's surface albedo, temperature, and surface roughness, and thus also alter moisture and heat fluxes between terrestrial surfaces and the atmosphere. Large-scale deforestation may reduce rainfall in some regions by as much as 30%. Trees and forests also lead to more intense rainfall through the biological particles they release into the atmosphere. Satellite observations suggest European forests are a major influence on cloud formation.
The impact of deforestation on altered rainfall patterns can lead to feedback effects on remaining vegetation, reduced biomass accumulation, drought, die-off and fires.
Forests transport water locally and globally
Large, continuous areas of forest drive the atmospheric circulation that brings rainfall to continental interiors, according to the so-called "biotic pump theory". It explains that, through transpiration and condensation, forests actively create low pressure regions that draw in moist air from the oceans, thereby generating prevailing winds capable of carrying moisture and sustaining rainfall far within continents. Reforestation may re-activate such pumps, returning rainfall to continental interiors.
Forests cool locally and globally
Forests influence local and global temperatures and the flow of heat. Individual trees can transpire hundreds of litres of water per day. Every 100-liter of water transpired equals a cooling power equivalent to two average household central air-conditioning units per day. Additional regional and global cooling derives from the fact that forests can increase lowlevel cloud cover and raise reflectivity.
On the other hand, forests may contribute to warming. They may stimulate the formation of clouds that trap long wave radiation beneath. Under more cloud-free skies (at high latitudes and particularly in winter) they reduce the earth's albedo and thus contribute to local warming.
Tropical and, to a lesser extent, temperate forests very likely provide net regional/global climate cooling. At higher latitudes, forests may warm regional and global climate.
Forests regulate water supplies
Forests regulate water supplies in many ways. High altitude forests can intercept fog and cloud droplets, which may account for up to 75% of total catchment runoff. Where such forests have been removed, the atmospheric moisture present in clouds may move on to other locations. This could represent an important loss to local, downstream water supply. Forest clearing may have several, sometimes opposing, effects on water supply, however. Less trees means less water is being evaporated and more groundwater feeds as stream flow into water supplies downstream. Loss of tree cover promotes soil degradation that reduces soil infiltration and water retention capacity, and in turn reduces groundwater reserves that maintain dry season base flows.
For all the reasons noted above, transpiration, interception, evaporation, infiltration and groundwater recharge, tree cover can either store or recycle substantial amounts of water downwind, providing a positive impact on (and protection of) the local catchment, thereby moderating floods.
Mixed species forests are more effective in regulating water supplies and moderating floods than monocultures. Through variation in rooting depth, strength and pattern, different species may aid each other through water uptake, water infiltration and erosion control.
Source: Ellison et al., 2017. Global Environmental Change 43: 51-61
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Coronavirus Disease 2019 (COVID-19)
Frequently Asked Questions
Updated Nov. 20, 2020 Print
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Basics
What is a novel coronavirus?
A novel coronavirus is a new coronavirus that has not been previously identified. The virus causing coronavirus disease 2019 (COVID-19), is not the same as the coronaviruses that commonly circulate among humans and cause mild illness, like the common cold.
Why is the disease being called coronavirus disease 2019, COVID-19?
On February 11, 2020 the World Health Organization announced an official name for the disease that is causing the 2019 novel coronavirus outbreak, first identified in Wuhan China. The new name of this disease is coronavirus disease 2019, abbreviated as COVID-19. In COVID-19, 'CO' stands for 'corona,' 'VI' for 'virus,' and 'D' for disease. Formerly, this disease was referred to as "2019 novel coronavirus" or "2019-nCoV".
There are many types of human coronaviruses including some that commonly cause mild upper-respiratory tract illnesses. COVID-19 is a new disease, caused by a novel (or new) coronavirus that has not previously been seen in humans.
Spread
The virus that causes COVID-19 most commonly spreads between people who are in close contact with one another (within about 6 feet, or 2 arm lengths).
It spreads through respiratory droplets or small particles, such as those in droplets or small particles, such as those in aerosols, produced when an infected person coughs, sneezes, sings, talks, or breathes talks, or breathes.
These particles can be inhaled particles can be inhaled into the nose, mouth, airways, and lungs and cause infection. This is thought to be the main way the virus This is thought to be the main way the virus spreads.
Droplets can also land on surfaces and objects and be transferred by touch. A person may get COVID-19 by touching the surface or object that has touching the surface or object that has the virus on it the virus on it and then touching their own mouth, nose, or eyes. Spread from touching surfaces is not thought to be the main way the virus spreads.
It is possible that COVID-19 may spread through the droplets and COVID-19 may spread through the droplets and airborne particles that are formed when a person who has COVID-19 coughs, sneezes, sings, talks, or breathes. coughs, sneezes, sings, talks, or breathes. There is growing evidence that droplets and airborne particles can remain suspended in the air and be breathed in by others, and travel distances beyond 6 feet (for example, during choir practice, in restaurants, or in fitness classes). In general, indoor environments without good ventilation increase this risk.
COVID-19 seems to be spreading easily and sustainably in the community ("community spread") in many affected geographic areas. Community spread means people have been infected with the virus in an area, including some who are not sure how or where they became infected.
Will warm weather stop the outbreak of COVID-19?
It is not yet known whether weather and temperature affect the spread of COVID19. Some other viruses, like those that cause the common cold and flu, spread more during cold weather months but that does not mean it is impossible to become sick with these viruses during other months. There is much more to learn about the transmissibility, severity, and other features associated with COVID-19 and investigations are ongoing.
What is community spread?
Community spread means people have been infected with the virus in an area, including some who are not sure how or where they became infected. Each health department determines community spread differently based on local conditions. For information on community spread in your area, please visit your health department's website.
Can mosquitoes or ticks spread the virus that causes COVID-19?
At this time, CDC has no data to suggest that this new coronavirus or other similar coronaviruses are spread by mosquitoes or ticks. The main way that COVID-19 spreads is from person to person. See How Coronavirus Spreads for more information.
Prevention
How can I protect myself?
Visit the How to Protect Yourself & Others page to learn about how to protect yourself from respiratory illnesses, like COVID-19.
Does CDC recommend the use of masks to prevent COVID-19?
Wear masks in public settings when around people not living in your household and particularly where other social distancing measures are difficult to maintain, such as grocery stores, pharmacies, and gas stations. Masks may slow the spread of the virus and help people who may have the virus and do not know it from transmitting it to others.
COVID-19 can be spread by people who do not have symptoms and do not know that they are infected. That's why it's important for everyone to practice social distancing (staying at least 6 feet away from other people) and wear masks in public settings. Masks provide an extra layer to help prevent the respiratory droplets from traveling in the air and onto other people.
The masks recommended are not surgical masks or N-95 respirators. Those are critical supplies that must continue to be reserved for healthcare workers and other medical first responders, as recommended by current CDC guidance.
More information about masks can be found on our masks site.
How to Wear
How to Wash
How to Make
Is it safe to get care for my other medical conditions during this time?
It is important to continue taking care of your health and wellness It is important to continue taking care of your health and wellness.
Continue your medications, Continue your medications, and do not change your treatment plan without talking to your healthcare provider.
Continue to manage your disease Continue to manage your disease the way your healthcare provider has told you.
Have at least a 2-week supply Have at least a 2-week supply of all prescription and non-prescription medications.
Talk to your healthcare provider about whether your vaccinations are
up-to-date.
Call your healthcare provider
if you have any concerns if you have any concerns about your medical conditions, or if you get sick.
to find out about different ways you can connect with your healthcare provider for chronic disease healthcare provider for chronic disease management or other conditions.
Do not delay getting emergency care for your health problems or or any any health condition that requires immediate attention. health condition that requires immediate attention.
If you need emergency help, call 911.
Emergency departments have infection prevention plans to protect you from getting COVID-19 if you need care for your medical condition.
Continue Continue to practice everyday prevention. Wash your hands often, avoid close contact, wear a mask, cover coughs and sneezes, and clean and disinfect frequently touched surfaces often.
For more information, see Groups at Higher Risk for Severe Illness.
Am I at risk for COVID-19 from mail, packages, or products?
There is still a lot that is unknown about COVID-19 and how it spreads. Coronaviruses are thought to be spread most often by respiratory droplets. Although the virus can survive for a short period on some surfaces, it is unlikely to be spread from domestic or international mail, products or packaging. However, it may be possible that people can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes, but this is not thought to be the main way the virus spreads.
Learn more about safe handling of deliveries and mail.
Is it okay for me to donate blood?
In healthcare settings across the United States, donated blood is a lifesaving, essential part of caring for patients. The need for donated blood is constant, and blood centers are open and in urgent need of donations. CDC encourages people who are well to continue to donate blood if they are able, even if they are practicing social distancing because of COVID-19. CDC is supporting blood centers by providing recommendations that will keep donors and staff safe. Examples of these recommendations include spacing donor chairs 6 feet apart, thoroughly adhering to environmental cleaning practices, and encouraging donors to make donation appointments ahead of time.
Should contact lens wearers take special precautions to prevent COVID-19?
Currently there is no evidence to suggest contact lens wearers are more at risk for acquiring COVID-19 than eyeglass wearers.
Contact lens wearers should continue to practice safe contact lens wear and care hygiene habits to help prevent against transmission of any contact lensrelated infections, such as always washing hands with soap and water before handling lenses.
People who are healthy can continue to wear and care for their contact lenses as prescribed by their eye care professional.
Find more information about how coronavirus spreads and how to protect yourself.
Visit CDC's contact lens website for more information on healthy contact lens wear and care.
Is contact lens disinfecting solution effective against COVID-19?
Hydrogen peroxide-based systems for cleaning, disinfecting, and storing contact lenses should be effective against the virus that causes COVID-19.
For other disinfection methods, such as multipurpose solution and ultrasonic cleaners, there is currently not enough scientific evidence to determine efficacy against the virus.
Always use solution to disinfect your contact lenses and case to kill germs that may be present.
Handle your lenses over a surface that has been cleaned and disinfected.
Find more information about how coronavirus spreads and how to protect yourself.
Visit CDC's contact lens website for more information on healthy contact lens wear and care.
Should I use soap and water or hand sanitizer to protect against COVID-19?
Handwashing is one of the best ways to protect yourself and your family from getting sick. Wash your hands often with soap and water for at least 20 seconds, especially after blowing your nose, coughing, or sneezing; going to the bathroom; and before eating or preparing food. If soap and water are not readily available, use an alcohol-based hand sanitizer with at least 60% alcohol.
What cleaning products should I use to protect against COVID-19?
Clean and disinfect frequently touched surfaces such as tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, and sinks. If surfaces are dirty, clean them using detergent or soap and water prior to disinfection. To disinfect, most common EPA-registered household disinfectants will work. See CDC's recommendations for household cleaning and disinfection.
If You or Someone You Know is Sick or Had Contact with Someone who Has COVID-19
What should I do if I get sick or someone in my house gets sick?
Most people who get COVID-19 will be able to recover at home. CDC has directions for people who are recovering at home and their caregivers, including:
Stay home when you are sick, except to get medical care.
Use a separate room and bathroom for sick household members (if possible).
Wash your hands often with soap and water for at least 20 seconds, especially after blowing your nose, coughing, or sneezing; going to the bathroom; and before eating or preparing food.
If soap and water are not readily available, use an alcohol-based hand sanitizer with at least 60% alcohol. Always wash hands with soap and water if hands are visibly dirty.
Provide your sick household member with clean disposable facemasks to wear at home, if available, to help prevent spreading COVID-19 to others.
Clean the sick room and bathroom, as needed, to avoid unnecessary contact with the sick person.
However, some people may need emergency medical attention. Watch for symptoms and learn when to seek emergency medical attention.
When to Seek Emergency Medical Attention
Look for emergency warning signs* emergency warning signs* for COVID-19. If someone is showing any of these signs, seek emergency medical care seek emergency medical care immediately immediately
Trouble breathing
Persistent pain or pressure in the chest
New confusion
Inability to wake or stay awake
Bluish lips or face
*This list is not all possible symptoms. Please call your medical provider for any other symptoms that are severe or concerning to you.
Call 911 or call ahead to your local emergency facility: Call 911 or call ahead to your local emergency facility: Notify the operator that you are seeking care for someone who has or may have COVID-19.
What should I do if I have had close contact with someone who has COVID-19?
Stay home for 14 days after your last contact with a person who has COVID-19.
Be alert for symptoms. Watch for fever, cough, shortness of breath, or other symptoms of COVID-19.
If possible, stay away from others, especially people who are at higher risk for getting very sick from COVID-19.
Children
What is the risk of my child becoming sick with COVID-19?
Children can be infected with the virus that causes COVID-19 and can get sick with COVID-19. Most children with COVID-19 have mild symptoms or they may have no symptoms at all ("asymptomatic"). Fewer children have been sick with COVID-19 compared to adults. However, children with certain underlying medical conditions and infants (less than 1 year old) might be at increased risk for severe illness from COVID-19. Some children have developed a rare but serious disease that is linked to COVID-19 called multisystem inflammatory syndrome (MIS-C).
For more information for parents or caregivers of children, see Children and Teens and the COVID-19 Parental Resources Kit.
For more information about how people get sick with the virus that causes COVID19, see How COVID-19 Spreads.
Should children wear masks?
In general, children 2 years and older should wear a mask. However, CDC recognizes that wearing masks may not be possible in every situation or for some people. Appropriate and consistent use of masks may be challenging for some children, such as children with certain disabilities, including cognitive, intellectual, developmental, sensory and behavioral disorders. Learn more about what you should do if your child or you cannot wear masks in certain situations.
What is multisystem inflammatory syndrome in children (MIS-C)?
Multisystem inflammatory syndrome in children (MIS-C) is a serious condition associated with COVID-19 where different body parts can become inflamed, including the heart, lungs, kidneys, brain, skin, eyes, or gastrointestinal organs. For information, see MIS-C.
Can my child hang out with their friends during the pandemic?
The more people your child interacts with, and the longer that interaction, the higher the risk of COVID-19 spread. While your child may spend time with other people when they return to childcare or school settings, reducing the number of people your child interacts with outside people within your household, childcare facility or school can reduce the risk of getting and spreading the virus that causes COVID-19. CDC recommends children 2 years of age and older wear a mask in public settings or when around people who do not live in their household, especially when it is difficult to stay at least 6 feet from others. However, masks should not be a substitute for other preventive measures such as frequent hand washing and staying at least 6 feet away from others.
For more information, see Help Stop the Spread of COVID-19 in Children and considerations for Daily Activities.
Can my child spend time with older adults and people with chronic medical conditions?
Older adults and people who have certain underlying medical conditions are at increased risk for getting severely ill from COVID-19.
If you live with people at increased risk for severe illness from COVID-19, consider separating your child from them if your child has frequent interactions with those outside the household (like at schools or other settings).
Consider postponing visits or trips to see grandparents, older family members, or family members with underlying medical conditions while there are high levels of transmission (or high number of COVID-19 cases) in your community.
If your child does visit someone who is older or has an underlying medical condition that puts that them at risk of severe illness, your child should stay at least 6 feet away from that person. If your child is 2 years or older, he or she should also wear a mask.
Take steps to help protect your child from COVID-19 in order to reduce the risk of your child spreading the virus that causes COVID-19 to others especially people at increased risk of severe illness.
My child has an underlying medical condition. What additional steps should my family take?
People of any age who have certain underlying medical conditions might be at increased risk for severe illness from COVID-19. In addition to following the recommendations to prevent getting sick, families can take steps recommended for children with underlying conditions.
Consider identifying potential alternative caregivers, in case you or other regular caregivers become sick and are unable to care for your child. If possible, these alternative caregivers should not be at increased risk for severe illness from COVID-19 For more information, see Sick Parents and Caregivers. Make sure these caregivers take extra precautions if your child has a disability.
If your child receives any support care services in the home, such as services from personal care attendants, direct support professionals, or therapists, make plans for what you will do if your child's direct care providers or anyone in your family gets sick. You can review CDC's recommendations for Direct Service Providers.
For more information, see Children and Teens and Others who Need Extra Precautions.
Preparing for an Outbreak
How can I prepare for an outbreak in my area?
Create a household plan of action to help protect your health and the health of those you care about in the event of an outbreak of COVID-19 in your community:
Talk with the people who need to be included in your plan, and discuss what to do if a COVID-19 outbreak occurs in your community.
Plan ways to care for those who might be at greater risk for serious complications.
Make sure they have access to 2 weeks of medications and supplies in case you need to stay home for prolonged periods of time.
Get to know your neighbors and find out if your neighborhood has a website or social media page to stay connected.
Create a list of local organizations that you and your household can contact in the event you need access to information, healthcare services, support, and resources.
Create an emergency contact list of family, friends, neighbors, carpool drivers, health care providers, teachers, employers, the local public health department, and other community resources.
How can I prepare for COVID-19 at work?
Plan for potential changes at your workplace. Talk to your employer about their emergency operations plan, including sick-leave policies and telework options. Learn how businesses and employers can plan for and respond to COVID-19.
Should I make my own hand sanitizer if I can't find it in the stores?
CDC does not encourage the production and use of homemade hand sanitizer products because of concerns over the correct use of the ingredients and the need to work under sterile conditions to make the product. Local industries that are looking into producing hand sanitizer to fill in for commercial shortages can refer to the World Health Organization guidance. Organizations should revert to the use of commercially produced, FDA-approved product once such supplies again become available. " # "
To be effective against killing some types of germs, hand sanitizers need to have a strength of at least 60% alcohol and be used when hands are not visibly dirty or greasy.
Do not rely on "Do It Yourself" or "DIY" recipes based solely on essential oils or formulated without correct compounding practices.
Do not use hand sanitizer to disinfect frequently touched surfaces and objects. See CDC's information for cleaning and sanitizing your home.
Symptoms & Emergency Warning Signs
What are the symptoms and complications that COVID-19 can cause?
People with COVID-19 have reported a wide range of symptoms – from mild symptoms to severe illness. Symptoms may appear 2-14 days after exposure to 2-14 days after exposure to the virus the virus. If you have fever, cough, or other symptoms, you might have COVID-19.
When should I seek emergency care if I have COVID-19?
Look for emergency warning signs emergency warning signs* for COVID-19. If someone is showing any of these signs, seek emergency medical care immediately seek emergency medical care immediately
Trouble breathing
Persistent pain or pressure in the chest
New confusion
Inability to wake or stay awake
Bluish lips or face
*This list is not all possible symptoms. Please call your medical provider for any other symptoms that are severe or concerning to you.
Call 911 or call ahead to your local emergency facility: Call 911 or call ahead to your local emergency facility: Notify the operator that you are seeking care for someone who has or may have COVID-19.
Is it possible to have the flu and COVID-19 at the same time?
Yes. It is possible to test positive for flu (as well as other respiratory infections) and COVID-19 at the same time. Because some of the symptoms of flu and COVID-19 are similar, it may be hard to tell the difference between them based on symptoms alone. Testing may be needed to help confirm a diagnosis.
The best way to prevent seasonal flu is to get vaccinated every year. Flu vaccines will not prevent COVID-19, but they will reduce your chances of getting flu. See Prevent Seasonal Flu for more information.
Should I be tested for a current infection?
Maybe; not everyone needs to be tested for COVID-19.
If you have symptoms of COVID-19 and want to get tested, call your healthcare provider first. Most people will have mild illness and can recover at home without medical care and may not need to be tested.
CDC has guidance for who should be tested, but decisions about testing are made by state and local health departments and healthcare providers.
You can also visit your state or local health department's website to look for the latest local information on testing.
How can I get tested for a current infection (viral test) and what does my test mean?
Decisions about testing are made by state and local health departments or healthcare providers. If you have symptoms of COVID-19 and are not tested, it is important to stay home. What to do if you are sick. "
COVID-19 testing differs by location. If you have symptoms of COVID-19 and want to get tested, call your healthcare provider first. You can also visit your state or local health department's website to look for the latest local information on testing. The U.S. Food and Drug Administration (FDA) has authorized viral tests that let you collect either a nasal swab or a saliva sample at home. However, you will still need to send your sample to a laboratory for analysis. " " "
If you test positive for COVID-19 If you test positive for COVID-19, know what protective steps to take if you are sick or caring for someone.
If you test negative for COVID-19 If you test negative for COVID-19, you probably were not infected at the time your sample was collected. However, that does not mean you will not get sick. The test result only means that you did not have COVID-19 at the time of testing. You might test negative if the sample was collected early in your infection and test positive later during your illness. You could also be exposed to COVID-19 after the test and get infected then. This means you could still spread the virus. If you develop symptoms later, you might need another test to determine if you are infected with the virus that causes COVID-19.
For more information about viral tests, please visit Test for Current Infection.
How can I get tested for a past infection (antibody test) and what does my test mean?
Antibody tests for COVID-19 are available through healthcare providers and laboratories. Check with your healthcare provider to see if they offer antibody tests and whether you should get one.
A positive test result shows you might have antibodies from an infection with the virus that causes COVID-19. However, there is a chance a positive result means that you have antibodies from an infection with a virus from the same family of viruses (called coronaviruses), such as the one that causes the common cold.
Having antibodies to the virus that causes COVID-19 might provide some protection from getting infected with the virus again. If it does, we do not know how much protection the antibodies might provide or how long this protection might last. Confirmed and suspected cases of reinfection have been reported, but remain rare.
You should continue to protect yourself and others since you could get infected with the virus again.
If you test negative, you might not have ever had COVID-19. Talk with your healthcare provider about your test result and the type of test you took to understand what your result means.
Regardless of whether you test positive or negative, the results do not confirm whether or not you are able to spread the virus that causes COVID-19. Until we know more, continue to take steps to protect yourself and others.
If you want more information about antibody tests, see Test for Past Infection.
Can someone test negative and later test positive on a viral test for COVID-19?
Yes, it is possible. You may test negative if the sample was collected early in your infection and test positive later during this illness. You could also be exposed to COVID-19 after the test and get infected then. Even if you test negative, you still should take steps to protect yourself and others. See Testing for Current Infection for more information.
People at Higher Risk for Severe Illness
Who is at increased risk for developing severe illness from COVID-19?
People at increased risk include:
Older adults
People of all ages with certain underlying medical conditions
Pregnant people might also be at increased risk of severe illness from COVID-19.
Long-standing systemic health and social inequities have put many people from racial and ethnic minority groups at increased risk of getting sick and dying from COVID-19.
In addition to those at increased risk, there are certain groups of people who require extra precautions during the pandemic.
Are there any medications I should avoid taking if I have COVID-19?
Currently, there is no evidence to suggest that taking any specific medications, like blood pressure medication or ibuprofen, leads to more severe illness from COVID19.
Continue to take your medications and to follow your treatment plan as prescribed by your healthcare provider. Any changes to your medications should only be made after talking with your healthcare provider.
Contact your healthcare provider if you have questions or concerns.
For more information, see People with Underlying Medical Conditions.
Are people with disabilities at higher risk?
Adults with disabilities are more likely to have an underlying medical condition that may put them at increased risk of severe illness from COVID-19 including, but not limited to, heart disease, stroke, diabetes, chronic kidney disease, cancer, high blood pressure, and obesity. In addition, having a disability may make it harder to practice social distancing, wear a mask, and practice hand hygiene.
For more information, see People with Disabilities and People who May Need Extra Precautions.
People with Seasonal Allergies
What is the difference between COVID-19 and seasonal allergies?
COVID-19 is a contagious respiratory illness caused by infection with a new coronavirus (called SARS-CoV-2, the virus that causes COVID-19). Seasonal allergies triggered by airborne pollen can lead to seasonal allergic rhinitis, which affects the nose and sinuses, and seasonal allergic conjunctivitis, which affects the eyes.
COVID-19 and seasonal allergies share many symptoms, but there are some key differences between the two. For example, COVID-19 can cause fever, which is not a common symptom of seasonal allergies. The image below compares symptoms caused by allergies and COVID-19.
Because some of the symptoms of COVID-19 and seasonal allergies are similar, it may be difficult to tell the difference between them, and you may need to get a test to confirm your diagnosis
508 version
*Seasonal allergies do not usually cause shortness of breath or difficulty breathing, unless a person has a respiratory condition such as asthma that can be triggered by exposure to pollen.
This is not a complete list of all possible symptoms of COVID-19 or seasonal allergies. Symptoms vary from person to person and range from mild to severe. You can have symptoms of both COVID-19 and seasonal allergies at the same time.
If you think you have COVID-19, follow CDC's guidance on "What to do if you are sick." If you have If you have an emergency warning sign (including trouble breathing), seek emergency medical care immediately.
Does having seasonal allergies increase my risk of contracting COVID19 or having more severe symptoms if I do contract COVID-19?
There is not enough scientific information at this time to know whether having seasonal allergies puts you at higher risk of contracting COVID-19 or having more severe symptoms if you do contract COVID-19. We do know that older adults and people who have severe underlying medical conditions like obesity, diabetes, or heart or lung disease are at higher risk for developing more serious complications when they have COVID-19. Get more information on people at high risk for severe COVID-19.
Will I be protected from seasonal allergies if I wear a mask?
CDC recommends wearing masks to slow the spread of COVID-19. Everyone should wear a mask covering unless they are under 2 years of age, have breathing problems, or are unconscious or incapacitated and would need assistance removing a mask. Masks also offer some protection against seasonal allergies because they can prevent some larger particles from being inhaled. However, if you have seasonal allergies, masks should not be your only protection against pollen exposure because smaller particles can still get through the covering and be inhaled.
Wash your masks after each use, particularly if you suffer from seasonal allergies, because the covering may carry particles such as pollen. See information on how to wash masks.
How can I protect myself from seasonal allergies?
The best way to protect yourself against seasonal allergies is to reduce your exposure to pollen. During high pollen days:
Limit your time outdoors and seek indoor spaces with clean air.
Create a cleaner air space at home to protect yourself from outdoor air irritants during the COVID-19 pandemic. Use a portable air cleaner in one or more rooms. Portable air cleaners work best when run continuously with doors and windows closed. Do-it-yourself box fan filtration units are a low-cost filtration alternative, but they should never be left unattended.
Keep your cleaner air space a comfortable temperature by using air conditioners, heat pumps, fans, and window shades.
If you have a forced air system in your home, consult a qualified heating, ventilation, and air conditioning (HVAC) professional about different filters (HEPA or MERV-13 or higher) and settings ("Recirculate" and "On" rather than "Auto") that can be used to reduce indoor air irritants.
If outdoors, avoid activities that stir up pollen, such as mowing lawns or raking leaves. When you return indoors, take a shower and change your clothes.
The EPA website on indoor air and COVID-19 and the EPA Guide to Air Cleaners in the Home provide additional information on improving indoor air quality. You can also find out the daily pollen levels in your area by checking local weather forecasts and pollen counting stations . Learn more about reducing your exposure to respiratory triggers. " # " "
Contact Tracing
What is contact tracing?
Contact tracing has been used for decades by state and local health departments to slow or stop the spread of infectious diseases.
Contact tracing slows the spread of COVID-19 by
Letting people know they may have been exposed to COVID-19 and should monitor their health for signs and symptoms of COVID-19
Helping people who may have been exposed to COVID-19 get tested
Asking people to self-isolate if they have COVID-19 or self-quarantine if they are a close contact of someone with COVID-19
During contact tracing, the health department staff will not will not ask you for
Money
Social Security number
Bank account information
Salary information
Credit card numbers
What will happen with my personal information during contact tracing?
Discussions with health department staff are confidential. This means that your personal and medical information will be kept private and only shared with those who may need to know, like your health care provider.
If you have been diagnosed with COVID-19, your name will not be shared with those you came in contact with. The health department will only notify people you were in close contact with that they might have been exposed to COVID-19. Each state and jurisdiction use their own method for collecting and protecting health information. To learn more, contact your state or local health department.
You may also be interested in: If I participate contact tracing for COVID-19 If I participate contact tracing for COVID-19 using a digital tool, is my personal health information secure?
Who is considered a close contact to someone with COVID-19?
For COVID-19, a close contact is anyone who was within 6 feet of an infected person for a total of 15 minutes or more. An infected person can spread COVID-19 starting 48 hours (or 2 days) before the person has any symptoms or tests positive for COVID-19.
Am I considered a close contact if I was wearing a mask?
Yes, you are still considered a close contact even if you were wearing a mask while you were around someone with COVID-19. Masks are meant to protect other people in case you are infected, and not to protect you from becoming infected.
If I am a close contact, will I be tested for COVID-19?
If you have been in close contact with someone who has COVID-19, you should be tested, even if you do not have symptoms of COVID-19. The health department may be able to provide resources for testing in your area.
While you are waiting for your COVID-19 test result, stay home away from others (self-quarantine) and monitor your health for symptoms of COVID-19 to protect your friends, family, and others from possibly getting COVID-19.
If your test is positive test is positive, you should continue to stay home and self-isolate away from others and monitor your health. If you have symptoms of COVID-19 and they worsen or become severe, you should seek emergency medical care. Severe symptoms include trouble breathing, persistent pain or pressure in the chest, confusion, inability to wake or stay awake, or bluish lips or face. Someone from the health department may call you to
Check on your health,
Discuss who you have been around, and
Ask where you have spent time while you may have been able to spread COVID-19 to others.
If your test is negative test is negative and you don't have symptoms, don't have symptoms, you should continue to stay home and self-quarantine away from others for 14 days after your last exposure to COVID-19 and follow all recommendations from the health department. This is important because symptoms can appear up to 14 days after you've been exposed and are infected. A negative result before the end of your quarantine period does not rule out possible infection. Additionally, you do not need a repeat test unless you develop symptoms, or if you require a test to return to work.
If your test is negative test is negative and you have symptoms, have symptoms, you should continue to selfquarantine away from others for 14 days after your last exposure to COVID-19 and follow all recommendations from the health department. Additional medical consultation and a second test may be needed if your symptoms do not improve.
What will happen during contact tracing if I am diagnosed with COVID19?
If you are diagnosed with COVID-19, someone from the health department may call you to check on your health, discuss who you have been around, and ask where you spent time while you may have been able to spread COVID-19 to others. You will also be asked to continue to stay at home and self-isolate, away from others.
Your name will not will not be shared with those you came in contact with.
The health department staff will not will not ask you for
Money
Social Security number
Bank account information
Salary information, or
Credit card numbers
Self-isolation means staying at home in a specific room away from other people and pets, and using a separate bathroom, if possible.
Self-isolation helps slow the spread of COVID-19 and can help protect the health of your family, friends, neighbors, and others you may come in contact.
If you need support or assistance while in self-isolation, your health department or community organizations may be able to provide assistance.
Watch for or monitor your symptoms of COVID-19. If your symptoms worsen or become severe, you should seek medical care.
What will happen during contact tracing if I have been around someone with COVID-19?
If you were around someone who has been diagnosed with COVID-19, someone from the health department may call you to let you know that you may have been exposed to COVID-19.
Stay home away from others for 14 days (self-quarantine) after your last contact with that person. Health department staff will help identify the dates for your selfquarantine. Health department staff can also provide resources for COVID-19 testing in your area.
Self-quarantine means staying home away from others and monitoring your health.
If you need to be around other people or animals in or outside of the home, wear a mask. This will help protect the people around you.
If you need support or assistance while in self-quarantine, your health department or community organizations may be able to provide assistance.
Monitor your health and watch for symptoms of COVID-19. Remember, symptoms may appear 2-14 days after you were exposed to COVID-19. Tell the health department if you develop any symptoms. Tell people you were around recently if you become ill, so they can monitor their health. If your symptoms worsen or become severe, seek medical care. Severe symptoms include trouble breathing, persistent pain or pressure in the chest, new confusion, inability to wake or stay awake, or bluish lips or face.
The health department staff will not will not ask you for
Money
Social Security number
Bank account information
Salary information, or
Credit card numbers
I was around someone who has COVID-19, and my COVID-19 test came back negative. Do I still need to quarantine for 14 days after I was last exposed?
Yes. Yes. You should still self-quarantine for 14 days since your last exposure. It can take up to 14 days after exposure to the virus for a person to develop COVID-19 symptoms. A negative result before end of the 14-day quarantine period does not rule out possible infection. By self-quarantining for 14 days, you lower the chance of possibly exposing others to COVID-19.
I was recently around someone who has COVID-19, but I feel fine. Why should I stay at home?
People with COVID-19 can still spread the virus even if they don't have any symptoms. If you were around someone who had COVID-19, it is critical that you stay home and away from others for 14 days from the last day that you were around that person. Staying home and away from others at all times helps your health department in the fight against COVID-19 and helps protect you, your family, and your community.
What if I have been around someone who was identified as a close contact?
If you have been around someone who was identified as a close contact to a person with COVID-19, closely monitor yourself for any symptoms of COVID-19. You do not need to self-quarantine unless you develop symptoms or if the person identified as a close contact develops COVID-19.
Will there be a national app for contact tracing?
No No, there will not be a national app for contact tracing. There are many options available now, and it is up to each state and individual to decide which tools best fit their needs.
If I participate in contact tracing for COVID-19 using a digital tool, is my personal health information secure?
Yes, if you agree to participate in contact tracing for COVID-19 with the health department, your information is secure.
Discussions with health department staff are confidential. This means that your personal and medical information will be kept private and only shared with those who may need to know, like your health care provider. Your name will not be shared with those you came in contact with. If you have been diagnosed with COVID-19, the health department will only notify people you were in close contact with that they might have been exposed to COVID-19.
Health departments may use case management tools to help make the contact tracing process more efficient. If you choose to provide information through one of these tools, your information is secure and stored with the health department. These tools also help health departments quickly receive and analyze information about COVID-19. Case management tools are under the same laws and regulations for all sensitive health information use (e.g. HIPPA). You must provide consent for the health department to collect information using a case management tool. Just like traditional contact tracing, digital tools will not collect information regarding money, Social Security numbers, bank account information, salary information, or credit card numbers.
Exposure notification tools may be an app that you can download on your personal cell phone. If you choose to download an exposure notification app for COVID-19, your information is secure. Exposure notification apps are developed in collaboration with or endorsed by health departments. These apps undergo rigorous testing to determine their trustworthiness, security, and ability to protect people's privacy. Until you give consent to share information with your local health department, any information you have entered into the app is stored only on your personal phone. Your information is stored only on your own phone and is not sent to the health department or any other third party. The app and your The app and your information can be deleted any time information can be deleted any time. When you consent to share your information with the local health department, your information is secure.
Will I be required to download a contact tracing app for COVID-19 on my phone?
No No, you are not required to download an app to give information for contact tracing for COVID-19. Health departments commonly use case management tools to make the contact tracing process more efficient. These types of tools are not downloaded on personal cell phones.
If you choose to give information to your local or state health department for contact tracing for COVID-19, you do not need to download an app on your cell phone. The health department staff may call you to
Check on your health,
Discuss who you have been around, and
Ask where you have spent time while you may have been able to spread COVID19 to others.
It is up to you to decide if you download an exposure notification app for COVID-19.
Funerals
Am I at risk if I go to a funeral or visitation service for someone who died of COVID-19?
There is currently no known risk associated with being in the same room at a funeral or visitation service with the body of someone who died of COVID-19. However, you may be at risk of getting COVID-19 if you attend a funeral where there are multiple people congregating. For more information about what you can do to help protect yourself and others from COVID-19 during these services, and to help cope with the loss of a loved one, see Funeral Guidance.
What should loved ones know about handling belongings and the body of someone who died from COVID-19?
The virus that causes COVID-19 is thought to spread from close contact (i.e., within about 6 feet) with a person who is infected with the virus. The virus spreads primarily through respiratory droplets produced when an infected person coughs, sneezes, or talks.
This type of spread is not a concern after death. It may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes, but this is not thought to be the main way the virus spreads. If the deceased person had confirmed or suspected COVID-19, avoid kissing, washing, or shrouding the body before, during, and after the body has been prepared, if possible. For more information on recommended precautions while handling the belongings and the body of someone who died from COVID-19, see Funeral Guidance.
Cleaning and Disinfection
Do car seats and booster seats need extra cleaning and disinfection to prevent spread of COVID-19? If so, how should car seats and booster seats be cleaned and disinfected?
It may be possible that people can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes, but this isn't thought to be the main way the virus spreads. CDC recommends cleaning and disinfection of frequently touched surfaces and frequent handwashing or the use of hand sanitizer with at least 60% alcohol as best practice measures for prevention of COVID-19 and other viral respiratory illnesses.
Some cleaning and disinfection products are not recommended for use on car seats and booster seats. Owners should follow the manufacturer's cleaning instructions for their car seats and booster seats. "
Motor vehicle crashes are a leading cause of death for children in the United States. Always buckle children in age- and size-appropriate car seats, booster seats, and seat belts when riding in a vehicle.
What is the difference between cleaning and disinfecting?
Cleaning with soap and water or a detergent removes germs, dirt, and impurities from surfaces. It lowers the risk of spreading infection. Disinfecting with a household disinfectant on List N: Disinfectants for use against SARs-CoV-2 kills germs on the surface. By disinfecting or killing germs on a surface after after cleaning the surface, it can further lower the risk of spreading infection. For more information review cleaning and disinfection recommendations for facilities and homes. "
Is it safe to vacuum in a school, business, or community facility after someone with COVID-19 was there?
The risk of spreading SARS-CoV-2, the virus that causes COVID-19, during vacuuming is unknown. At this time, there are no reported cases of COVID-19 associated with vacuuming.
Consider removing area rugs completely, if possible, to reduce the need for cleaning, disinfection, and vacuuming.
If vacuuming is necessary or required,
First, follow the CDC recommendations for Cleaning and Disinfection for Community Facilities.
Close off areas visited by the ill persons. Open outside doors and windows and use ventilating fans to increase air circulation in the area. Wait 24 hours or as long as practical before beginning cleaning and disinfection.
After cleaning and disinfection, the following recommendations may help reduce the risk to workers and other individuals when vacuuming:
Use a vacuum equipped with a high-efficiency particulate air (HEPA) filter, if available.
Do not vacuum a room or space that has people in it. Wait until the room or space is empty to vacuum, such as at night, for common spaces, or during the day for private rooms.
Temporarily turn off in-room, window-mounted, or on-wall recirculation
HVAC to avoid contamination of the HVAC units.
Do NOT deactivate central HVAC systems. These systems tend to provide better filtration capabilities and introduce outdoor air into the areas that they serve.
What is routine cleaning? How frequently should facilities be cleaned to reduce the potential spread of COVID-19?
Routine cleaning is everyday cleaning practices that businesses and communities normally do to maintain a healthy environment.
Surfaces frequently touched by multiple people, such as door handles, bathroom surfaces, and handrails, should be cleaned and disinfected with soap and water or detergent. These surfaces should be cleaned at least daily when facilities are in use.
More frequent cleaning and disinfection may be required based on level of use. For example, certain surfaces and objects in public spaces, such as shopping carts and point of sale keypads, should be cleaned and disinfected before each use.
Who should clean and disinfect facilities?
Regular cleaning staff can clean and disinfect facilities. Cleaning staff should be trained on appropriate use of cleaning and disinfection chemicals and provided with, and wear, masks and the personal protective equipment (PPE) required for all of the chemicals used.
How effective are alternative disinfection methods, such as ultrasonic waves, high intensity UV radiation, and LED blue light?
The efficacy of these disinfection methods against the virus that causes COVID-19 is not known. EPA only recommends use of the surface disinfectants identified on List N against the virus that causes COVID-19. EPA does not routinely review the safety or efficacy of pesticidal devices, such as UV lights, LED lights, or ultrasonic devices. However, CDC is producing guidance on use of Germicidal ultraviolet as an alternative disinfection method. Therefore, EPA cannot confirm whether, or under what circumstances, such products might be effective against the spread of COVID19. For more information on CDC's recommendations for primary surface disinfection in occupied environments please visit the CDC/EPA guidance for surface disinfection. "
Can sanitizing tunnels be used at facility entrances or exits to prevent the spread of COVID-19?
CDC does not recommend the use of sanitizing tunnels. There is no evidence that they are effective in reducing the spread of COVID-19. In addition, chemicals used in sanitizing tunnels could cause skin, eye, or respiratory irritation or damage.
Should sidewalks, roads, and other outdoor spaces be disinfected to prevent the spread of COVID-19?
CDC does not recommend disinfection of sidewalks, roads, or most other outdoor spaces. Spraying disinfectant on sidewalks, roads, and other outdoor spaces is not an efficient use of disinfectant supplies and has not been proven to reduce the risk of COVID-19 to the public. The risk of spreading the virus that causes COVID-19 from these surfaces is very low and disinfection is not effective on these surfaces.
Pets and Animals
Can I get COVID-19 from my pets or other animals?
Based on the limited information available to date, the risk of animals spreading COVID-19 to people is considered to be low. See If You Have Pets for more information about pets and COVID-19.
However, since animals can spread other diseases to people, it's always a good idea to practice healthy habits around pets and other animals, such as washing your hands and maintaining good hygiene. For more information on the many benefits of pet ownership, as well as staying safe and healthy around animals including pets, livestock, and wildlife, visit CDC's Healthy Pets, Healthy People website.
Can animals carry the virus that causes COVID-19 on their skin or fur?
Although we know certain bacteria and fungi can be carried on fur and hair, there is no evidence that viruses, including the virus that causes COVID-19, can spread to people from the skin, fur, or hair of pets.
However, because animals can sometimes carry other germs that can make people sick, it's always a good idea to practice healthy habits around pets and other animals, including washing hands before and after interacting with them.
Can I use hand sanitizer on pets?
Do not wipe or bathe your pet with chemical disinfectants, alcohol, hydrogen peroxide, or other products, such as hand sanitizer, counter-cleaning wipes, or other industrial or surface cleaners. If you have questions about appropriate products for bathing or cleaning your pet, talk to your veterinarian. If your pet gets hand sanitizer on their skin or fur, rinse or wipe down your pet with water immediately. If your pet ingests hand sanitizer (such as by chewing the bottle) or is showing signs of illness after use, contact your veterinarian or pet poison control immediately.
Can I take my dog to a dog park?
Dog parks provide socialization and exercise for dogs, which is an important part of their wellbeing. Because there is a risk that people with COVID-19 could spread it to animals, CDC recommends that you do not let pets interact with people outside of your household, especially in places with community spread of COVID-19. Therefore, you should consider avoiding dog parks or other places where large numbers of people and dogs gather.
Some areas are allowing dog parks to open. If you choose to go to a dog park, follow local guidelines. There are ways to reduce the risk of you or your dog getting infected with COVID-19 if you go to a dog park.
Do not take your dog to a dog park if you are sick or if you have recently been in close contact with a person with COVID-19.
Do not take your dog to a dog park if your dog is sick. Signs of sickness in dogs may include fever, coughing, difficulty breathing or shortness of breath, lethargy, sneezing, discharge from the nose or eyes, vomiting, or diarrhea.
If your dog has tested positive for the virus that causes COVID-19, talk to your veterinarian about when it is appropriate for your pet to go back to normal activities.
Try to limit your dog's interaction with other people outside of your household while at the dog park.
As much as possible, avoid touching common items in the dog park like water bowls. Wash your hands or use hand sanitizer after touching items from the park. To make sure your dog has fresh water, consider bringing your own portable water bowl.
Limit other pet items brought to the dog park, such as toys. Clean and disinfect anything taken to the park and returned home (leashes, toys, water bowls).
Do not wipe or bathe your dog with chemical disinfectants, alcohol, hydrogen peroxide, or other products, such as hand sanitizer, counter-cleaning wipes, or other industrial or surface cleaners. If you have questions about appropriate products for bathing or cleaning your pet, talk to your veterinarian.
See more information on pets and COVID-19 and recommendations for how to help keep your pet safe.
Can I take my dog to daycare or a groomer?
Until we know more about how this virus affects animals, CDC encourages pet owners to treat pets as you would other human family members to protect them from possible infection. This means limiting contact between your pets and people outside your household as much as possible and avoiding places where large numbers of people gather.
Some areas are allowing groomers and boarding facilities such as dog daycares to open. If you must take your pet to a groomer or boarding facility, follow any protocols put into place at the facility, such as wearing a mask and maintaining at least 6 feet of space between yourself and others if possible.
Limit pet items brought from home to the groomer or boarding facility, and disinfect any objects that are taken into a facility and returned home (such as leashes, bowls, and toys). Use an EPA-registered disinfectant to clean items and rinse thoroughly with clean water afterwards. Do not Do not wipe or bathe your pet with chemical disinfectants, alcohol, hydrogen peroxide, or other products, such as hand sanitizer, counter-cleaning wipes, or other industrial or surface cleaners. If you have questions about appropriate products for bathing or cleaning your pet, talk to your veterinarian. "
Do not put masks on pets, and do not take a sick pet to a groomer or boarding facility. Signs of sickness in dogs may include fever, coughing, difficulty breathing or shortness of breath, lethargy, sneezing, discharge from the nose or eyes, vomiting, or diarrhea. If you think your pet is sick, call your veterinarian. Some veterinarians may offer telemedicine consultations or other plans for seeing sick pets. Your veterinarian can evaluate your pet and determine the next steps for your pet's treatment and care.
See more information on pets and COVID-19 and recommendations for how to help keep your pet safe.
What should I do if my pet gets sick and I think it's COVID-19?
Most pets that have gotten sick from the virus that causes COVID-19 were infected after close contact with a person with COVID-19. Talk to your veterinarian about any health concerns you have about your pets.
If your pet gets sick after contact with a person with COVID-19, call your veterinarian and let them know the pet was around a person with COVID-19. If you are sick with COVID-19, do not take your pet to the veterinary clinic yourself. Some veterinarians may offer telemedicine consultations or other plans for seeing sick pets. Your veterinarian can evaluate your pet and determine the next steps for your pet's treatment and care. Routine testing of animals for COVID-19 is not recommended at this time.
What should I do if there are pets at my long-term care facility or assisted living facility?
Based on the limited information available to date, the risk of animals spreading COVID-19 to people is considered to be low. However, it appears that the virus that causes COVID-19 can spread from people to animals after close contact with people with COVID-19.
Until we learn more about how this virus affects animals, use similar precautions for pets and other animals in your facility as you would for other people in your facility. This will help protect both people and pets in your facility from COVID-19.
Do not let pets in the facility interact with sick people.
Pets or other animals should not be allowed to roam freely around the facility.
Residents should avoid letting their pets interact with people as much as possible.
Dogs should be walked on a leash at least 6 feet (2 meters) away from others.
People sick with COVID-19 should avoid contact with pets and other avoid contact with pets and other animals animals.
Do not allow pets into common areas of the facility such as cafeterias and social areas.
Cats should be kept indoors to prevent them from interacting with other animals or people outside of the facility.
Talk to a veterinarian if a pet in your facility gets sick or if you have any concerns about the health of any pets in the facility. If you think a pet in the facility was exposed to or is showing signs consistent with COVID-19, contact your state health official to discuss guidance on testing pets or other animals for the virus that causes COVID-19.
People who are at higher risk for severe illness from COVID-19 should avoid providing care for sick pets, if possible.
For more information, visit CDC's If You Have Pets webpage.
Are imported animals or animal products safe?
CDC does not have any evidence to suggest that imported animals or animal products pose a risk for spreading COVID-19 in the United States. This is a rapidly evolving situation and information will be updated as it becomes available. CDC, the U. S. Department of Agriculture (USDA), and the U.S. Fish and Wildlife Service (FWS) play distinct but complementary roles in regulating the importation of live animals and animal products into the United States.
CDC regulates animals and animal products that pose a threat to human health,
USDA regulates animals and animal products that pose a threat to agriculture; and "
FWS regulates importation of endangered species and wildlife that can harm the health and welfare of humans, the interests of agriculture, horticulture, or forestry, and the welfare and survival of wildlife resources. "
Can I travel to the United States with dogs or import dogs into the United States during the COVID-19 outbreak?
Please refer to CDC's requirements for bringing a dog to the United States. The current requirements for rabies vaccination apply to dogs imported from high-risk countries for rabies.
What precautions should be taken for animals that have recently been imported from outside the United States (for example, by shelters, rescues, or as personal pets)?
Imported animals will need to meet CDC and USDA's requirements for entering the United States. At this time, there is no evidence that companion animals, including pets and service animals, can spread the virus that causes COVID-19. As with any animal introduced to a new environment, animals recently imported should be observed daily for signs of illness. If an animal becomes ill, the animal should be examined by a veterinarian. Call your local veterinary clinic before before bringing the animal into the clinic and let them know that the animal was recently imported from another country. "
This is a rapidly evolving situation and information will be updated as it becomes available.
Can wild animals spread the virus that causes COVID-19 to people or pets?
Currently, there is no evidence to suggest the virus that causes COVID-19 is circulating in free-living wildlife in the United States, or that wildlife might be a source of infection for people in the United States.
If a wild animal were to become infected with the virus, we don't know whether the infection could then spread among wildlife or if it could spread to other animals, including pets. Further studies are needed to understand if and how different animals, including wildlife, could be affected by COVID-19. Because wildlife can carry other diseases, even without looking sick, it is always important to enjoy wildlife from a distance.
Take steps to prevent getting sick from wildlife in the United States:
Keep your family, including pets, a safe distance away from wildlife.
Do not feed wildlife or touch wildlife droppings.
Always wash your hands and supervise children washing their hands after working or playing outside.
Leave orphaned animals alone. Often, the parents are close by and will return for their young.
Consult your state wildlife agency's guidance if you are preparing or consuming legally harvested game meat.
Do not approach or touch a sick or dead animal – contact your state wildlife agency instead.
See COVID-19 and Animals for more information.
Can bats in United States get the virus that causes COVID-19, and can they spread it back to people?
Other coronaviruses have been found in North American bats in the past, but there is currently no evidence that the virus that causes COVID-19 is present in any freeliving wildlife in the United States, including bats. In general, coronaviruses do not cause illness or death in bats, but we don't yet know if this new coronavirus would make North American species of bats sick. Bats are an important part of natural ecosystems, and their populations are already declining in the United States. Bat populations could be further threatened by the disease itself or by harm inflicted on bats resulting from a misconception that bats are spreading COVID-19. However, there is no evidence that bats in the United States are a source of the virus that causes COVID-19 for people. Further studies are needed to understand if and how bats could be affected by COVID-19.
Is hunter-harvested game meat safe to eat during the COVID-19 pandemic?
Currently, there is no evidence that you can get infected with the virus that causes COVID-19 by eating food, including wild hunted game meat. However, hunters can get infected with other diseases when processing or eating game. Hunters should always practice good hygiene when processing animals by following these food safety recommendations:
Do not harvest animals that appear sick or are found dead.
Keep game meat clean and cool the meat down as soon as possible after harvesting the animal.
Avoid cutting through the backbone and spinal tissues and do not eat the brains of any wild animal.
When handling and cleaning game:
Wear rubber or disposable gloves.
Do not eat, drink, or smoke.
When finished handling and cleaning game:
Wash your hands thoroughly with soap and water.
Clean knives, equipment, and surfaces that were in contact with game meat with soap and water and then disinfect them. While these recommendations apply to general food safety practices, if you are concerned about COVID-19, you may use a product on the EPA list of disinfectants for use against the COVID-19 virus . "
Cook all game meat thoroughly (to an internal temperature of 165°F or higher).
Check with your state wildlife agency regarding any testing requirements for other diseases and for any specific instructions regarding preparing, transporting, and consuming game meat.
How can I safely run my equestrian facility?
You should follow your state and/or local jurisdictional guidance regarding continuing operations at your facility. There have not been any reports of There have not been any reports of horses testing positive for the virus that causes COVID-19. horses testing positive for the virus that causes COVID-19. Based on the limited information available to date, the risk of animals spreading the virus that causes COVID-19 to people is considered to be low. COVID-19 is primarily spread from person to person, so steps should be taken to reduce the risks for people visiting your facility.
Encourage employees and other visitors, including boarders, owners, farriers, veterinarians, and those taking lessons, not to enter the facility if they are sick. if they are sick. Employees should not return to work until the criteria to discontinue home isolation are met, after talking with their doctor. Implement
sick leave policies that are flexible, nonpunitive, and consistent with public health guidance, allowing employees to stay home if they have symptoms of respiratory infection.
Consider conducting daily health checks (e.g., symptom and/or temperature screening) of employees and others visiting the facility before they enter the premises. before they enter the premises. People with a fever of 100.4 (38.0 C) or above or other signs of illness should not be admitted to the premises. If implementing health checks, conduct them safely and respectfully. See General Business FAQs for more information. 0 0
Employees or visitors who appear to have symptoms upon arrival or who become sick during their visit should immediately be separated from other employees and visitors and sent home.
Limit the number of people entering the facility. Limit the number of people entering the facility. Consider staggering lesson and visiting times to limit the number of people in the facility and potential for person-to-person contact. If possible, you can also take steps to decrease high-traffic areas by limiting areas open to visitors/owners or staggering use of common areas like grooming or wash stalls and tack rooms.
Increase distance and limit duration of contact between employees and visitors in the facility visitors in the facility. Whenever possible, people should maintain at least 6 feet of distance between each other at the facility, including instructors teaching lessons. Allow for social distancing and avoid large numbers of people within the facility, including in employee-only areas.
Visitors and employees should wear Visitors and employees should wear masks masks to protect others especially where social distancing measures are difficult to maintain. Wearing a mask does NOT replace the need to practice social distancing.
Set up hand hygiene stations Set up hand hygiene stations at the entrance and within the facility, so that employees and people entering can clean their hands before they enter. Employees should wash hands regularly with soap and water for at least 20 seconds. An alcohol-based hand sanitizer containing at least 60% alcohol can be used, but if hands are visibly dirty, they should be washed with soap and water before using an alcohol-based hand sanitizer. Examples of hand hygiene stations may be a hose and soap located at entrances to allow for handwashing before entry.
Clean and disinfect frequently touched surfaces Clean and disinfect frequently touched surfaces such as grooming tools, halters, lead ropes, shared tack and equipment, and door handles/gates (including those to stall doors and pasture/turn out areas) on a routine basis. To disinfect, use products that meet EPA's criteria for use against the virus that causes COVID-19 and are appropriate for the surface, diluted household bleach solutions prepared according to the manufacturer's label for disinfection, or alcohol solutions with at least 70% alcohol. Follow manufacturer's directions for use, especially regarding product contact time and protections from chemical hazards posed by cleaners and disinfectants. "
Follow local guidance Follow local guidance on shelter in place and travel recommendations when traveling for showing, training, or trail riding.
If traveling to a new facility, limit contact between people, horses, tack, limit contact between people, horses, tack, equipment, and other supplies equipment, and other supplies from different facilities, and maintain a distance of at least 6 feet between horses and riders.
Follow state and local guidance on travel. People who are sick should not
travel to other facilities.
People visiting other facilities should follow the same precautions as they would normally, including maintaining at least 6 feet of distance between each other, wearing a mask to protect others, and washing hands frequently with soap and water.
If other animals, such as barn cats, are present at the facility, be aware that a small number of pets have been reported to be infected with the virus that causes COVID-19, mostly after contact with people with COVID-19.
For more information, see Guidance on Preparing Workplaces for COVID-19 and Interim Guidance for Businesses and Employers to Plan and Respond to Coronavirus Disease 2019 (COVID-19). # "
Can the virus that causes COVID-19 get back into the environment from wastewater and infect wildlife?
SARS-CoV-2 (the virus that causes COVID-19) can be shed in the feces of people with COVID-19. Genetic material from SARS-CoV-2 has been found in untreated wastewater. However, while data are limited, there is little evidence of infectious virus in wastewater, and no information to date that anyone has become sick with COVID-19 because of exposure to wastewater. It is possible that wildlife could become infected with SARS-CoV-2 from contact with untreated wastewater, but evidence from studies of virus infectivity in feces and survival in wastewater suggests that this transmission route is unlikely to occur.
See also: Pets and Other Animals
Community Mitigation
What is community mitigation?
Community mitigation is a set of actions that people and communities can take to slow the spread of infectious diseases like COVID-19. The goal of community mitigation in areas with local COVID-19 transmission is to slow its spread and to protect all individuals, especially those at increased risk for severe illness, while minimizing the negative impacts of these strategies. For more information, see Community Mitigation Framework.
What are community mitigation actions for COVID-19?
There are several actions that individuals and communities can take to help reduce the chance that they, their families and friends, and their communities get COVID19. In general, the more cases spreading in your community, the more likely it will spread to you or your family. Also, the more people an individual interacts with, and the longer each interaction lasts, the higher the risk of viral spread. Location can be a factor, too, with outdoor activities generally being less risky than indoor activities.
Individuals can take the following community mitigation actions:
Wear a mask (with some exceptions) when in public settings or around others not living in the same household
Follow healthy hygiene practices, such as frequent hand washing
Practice social distancing
Stay home when sick
Clean and disinfect frequently touched surfaces daily
Communities can take the following actions:
Promote behaviors that prevent spread
Maintain healthy environments
Ensure institutions in the community are practicing appropriate precautions
Prepare for when someone gets sick
Close businesses and schools, and limit other services
For more information, see Community Guidance, Community Mitigation, and Community Mitigation Framework.
Food and Water
Can I get COVID-19 from food (including restaurant take-out, produce, refrigerated, or packaged food) or drinking water?
Currently there is no evidence that people can get COVID-19 by eating or handling food.
It may be possible that people can get COVID-19 by touching a surface or object, such as a food package or dining ware that has the virus on it and then touching their own mouth, nose, or possibly their eyes. However, this is not thought to be the main way the virus spreads. Follow food safety guidelines when handling and cleaning fresh produce. Do not wash produce with soap, bleach, sanitizer, alcohol, disinfectant or any other chemical.
There is also no current evidence that people can get COVID-19 by drinking water. The COVID-19 virus has not been detected in drinking water. Conventional water treatment methods that use filtration and disinfection, such as those in most municipal drinking water systems, should remove or kill the virus that causes COVID-19. Learn more about food and COVID-19.
Can the virus that causes COVID-19 spread through treated drinking water?
The virus that causes COVID-19 has not been detected in treated drinking water. Water treatment plants use filters and disinfectants to remove or kill germs, like the virus that causes COVID-19. The Environmental Protection Agency regulates water treatment plants to ensure that treated water is safe to drink.
Currently, there is no evidence that the virus that causes COVID-19 can be spread to people by drinking treated water. COVID-19 is spread mainly through close contact from person-to-person. You can continue to use and drink water from your tap as usual.
Is the virus that causes COVID-19 found in feces (stool)?
The virus that causes COVID-19 has been found in the feces of some patients diagnosed with COVID-19. However, it is unclear whether the virus found in feces may be capable of causing COVID-19. There has not been any confirmed report of the virus spreading from feces to a person. Scientists also do not know how much risk there is that the virus could be spread from the feces of an infected person to another person. However, they think this risk is low based on data from previous outbreaks of diseases caused by related coronaviruses, such as severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS).
Can the COVID-19 virus spread through wastewater systems?
SARS-CoV-2 (the virus that causes COVID-19) can be shed in the feces of individuals with COVID-19. Genetic material from SARS-CoV-2 has been found in untreated wastewater. However, while data are limited, there is little evidence of infectious virus in wastewater, and no information to date that anyone has become sick with COVID-19 because of exposure to wastewater. Wastewater treatment plants use chemical and other disinfection processes to remove and degrade many viruses and bacteria. SARS-CoV-2 is inactivated by the disinfection methods used in wastewater treatment. At this time, the risk of transmission of the virus that causes COVID-19 through properly designed and maintained wastewater systems is thought to be low.
Should wastewater workers take extra precautions to protect themselves from the virus that causes COVID-19?
Recently, ribonucleic acid (RNA) from the virus that causes COVID-19 has been found in untreated wastewater. While data are limited, there is little evidence of infectious virus in wastewater, and no information to date that anyone has become sick with COVID-19 because of exposure to wastewater.
Standard practices associated with wastewater treatment plant operations should be sufficient to protect wastewater workers from the virus that causes COVID-19. These standard practices can include engineering and administrative controls, hygiene precautions, specific safe work practices, and personal protective equipment (PPE) normally required when handling untreated wastewater. No additional COVID-19–specific protections are recommended for workers involved in wastewater management, including those at wastewater treatment facilities.
See Information for Wastewater and Sanitation System Workers on COVID-19 for additional information.
If my utility has issued a Boil Water Advisory, can I still use tap water to wash my hands?
In most cases, it is safe to wash your hands with soap and tap water during a Boil Water Advisory. Follow the guidance from your local public health officials. If soap and water are not available, use an alcohol-based hand sanitizer containing at least 60% alcohol.
Can the virus that causes COVID-19 spread to people through floodwater?
There is no evidence that COVID-19 can spread to people through water, including floodwater.
Sometimes floodwater can mix with wastewater. CDC is not aware of any scientific reports of the virus being spread by swallowing or coming in contact with water contaminated by feces from an infected person. Stay out of floodwater to avoid hazards and illnesses from contaminants that are not associated with COVID-19. To learn more about COVID-19 and wastewater, see question, "Can the COVID-19 virus spread through sewerage systems?"
Pools, Hot Tubs, and Water Playgrounds
Can the virus that causes COVID-19 spread to people through the water in pools, hot tubs, or water playgrounds?
CDC is not aware of any scientific reports of the virus that causes COVID-19 spreading to people through the water in pools, hot tubs, or water playgrounds. Plus, proper operation of public pools, hot tubs, and water playgrounds (such as at an apartment complex or owned by a community) and disinfection of the water (with chlorine or bromine) should inactivate the virus.
The virus mainly spreads when respiratory droplets from infected people land in the mouths or noses of others or possibly when inhaled into the lungs by others. If a public pool, hot tub, or water playground is open, it is important for all visitors and staff to take steps to slow the spread of the virus:
Stay home if you are infected or might be infected with the virus that causes COVID-19.
Stay at least 6 feet apart (in and out of the water) from people you don't live with.
Wear cloth masks when not in water.
Cover coughs and sneezes with a tissue (or use the inside of your elbow), throw used tissues in the trash, and wash hands.
Wash your hands often with soap and water for at least 20 seconds. Use hand sanitizer with at least 60% alcohol if soap and water are not readily available.
See Considerations for Public Pools, Hot Tubs, and Water Playgrounds for more information.
Can the virus that causes COVID-19 spread to people through the water in saltwater pools?
CDC is not aware of any scientific reports of the virus that causes COVID-19 spreading to people through the water in pools, including saltwater pools. Plus, proper operation of public pools (such as at an apartment complex or owned by a community) and disinfection of the water (with chlorine or bromine) should inactivate the virus. Saltwater pools are chlorinated pools.
In traditional pools, chlorine products (such as granules or liquid bleach) are added to the water to disinfect it. In saltwater pools, table salt (made up of sodium and chloride) is added to the water, and an electrical current is then run through the water with dissolved salt. This creates the same disinfecting form of chlorine that is created when chlorine products are added to the water in traditional pools.
Can the virus that causes COVID-19 spread to people through the water in lakes, oceans, or rivers?
CDC is not aware of any scientific reports of the virus that causes COVID-19 spreading to people through the water in lakes, oceans, rivers, or other natural bodies of water.
The virus mainly spreads when respiratory droplets from infected people land in the mouths or noses of others or possibly when inhaled into the lungs by others. If a public beach or other swim area in a natural body of water is open, it is important for all visitors and staff to take steps to slow the spread of the virus:
Stay home if you are infected or might be infected with the virus that causes COVID-19.
Stay at least 6 feet apart (in and out of the water) from people you don't live with.
Wear cloth masks when not in water.
Cover coughs and sneezes with a tissue (or use the inside of your elbow), throw used tissues in the trash, and wash hands.
Wash your hands often with soap and water for at least 20 seconds. Use hand sanitizer with at least 60% alcohol if soap and water are not readily available.
See Considerations for Public Beaches for more information.
RNA of the virus that causes COVID-19 has been found in untreated wastewater, which can come from combined sewer overflows (rainwater runoff, domestic sewage, and industrial wastewater) and other sources (such as, leaking septic tanks or animal waste from farms nearby) and enter swim areas. While data are limited, there is little evidence of infectious virus in wastewater. Plus, CDC is not aware of any scientific reports of the virus being spread by swallowing or coming in contact with water contaminated by feces (poop) from an infected person. " " "
At lakes, oceans, and rivers with routine water quality monitoring programs, staff look for changes in fecal (poop) contamination of the water. Water quality advisories and beach closures alert the public to avoid getting in or on the water because of increased fecal contamination. Learn more about healthy swimming in natural bodies of water and access water quality information by state.
No, do NOT NOT wear a cloth mask in the water. It can be difficult to breathe through a cloth mask when it is wet. Plus, wet cloth masks don't slow the spread of the virus that causes COVID-19 as well as dry cloth masks. All of this means it is particularly important to stay at least 6 feet apart in the water from people you don't live with.
In case cloth masks do get wet by mistake, bring a second (or extra) cloth mask for everyone heading out to the public pool or beach.
Can Lycra (Spandex or elastane), the cloth used to make swimsuits, be used to make cloth masks?
CDC does not yet have evidence on the effectiveness of different types of cloth materials.
Wearing cloth masks can help prevent people infected with the virus that causes COVID-19 from spreading the virus. Make sure your cloth mask:
fits snugly but comfortably against the side of the face,
completely covers the nose and mouth,
is secured with ties or ear loops,
includes multiple layers of fabric,
allows for breathing without restriction, and
can be laundered and machine dried without damage or change to shape.
Cloth masks should NOT NOT be worn by children less than 2 years old or anyone who has trouble breathing or is unconscious, incapacitated, or otherwise unable to remove the mask without assistance. Learn more about how to wear, take off, and wash your cloth masks.
How many people, visitors and staff, can be in and around a public pool, hot tub, or water playground (such as at an apartment complex or owned by a community) at the same time?
The design of the public pool, hot tub, or water playground and surrounding deck and if visitors live together or not will affect how many people can stay at least 6 feet apart from those they don't live with.
CDC recommends operators of public pools, hot tubs, and water playgrounds:
comply with local, state, territorial, federal, and tribal regulatory agency policies and requirements on gathering (so the number of swimmers in the water isn't more than the maximum allowed) and
teach and reinforce social (physical) distancing among visitors and staff.
Operators might want to limit the number of people in and around the water so if the water needs to be evacuated (because of lightning or other health or safety threat) social distancing can be maintained on the deck. Otherwise, if the water is evacuated and social distancing cannot be maintained on the deck, close the deck to visitors. There is no standard formula to determine how many people can maintain social distancing in the water and on the surrounding deck.
See Considerations for Public Pools, Hot Tubs, and Water Playgrounds for more information.
Can I use pool, hot tub, or water playground water to disinfect surfaces or shared objects?
No. Only List N disinfectants approved by the U.S. Environmental Protection Agency should be used to disinfect surfaces (such as handrails and in bathrooms) and shared objects (such as kickboards and pool noodles). "
The list includes hundreds of disinfectants. Operators of public pools, hot tubs, or water playgrounds (such as at an apartment complex or owned by a community) should consult with the design company or engineer to determine which disinfectants are best suited for surfaces and with manufacturers to determine which disinfectants are best suited for shared objects.
Remember to clean surfaces and shared objects before before disinfecting them and to follow directions on labels of cleaning products and disinfectants.
Can the sun's ultraviolet (UV) light disinfect surfaces and shared objects?
We don't know yet. Early scientific data suggest that SARS-CoV-2, the virus that causes COVID-19, can be inactivated by the sun's UV light. However, the ability of the sun's UV light to inactivate the virus on surfaces (such as handrails and in bathrooms) and shared objects (such as kickboards and pool noodles) needs more research. Factors — such as cloudiness, latitude (distance from equator), time of day, and amount of time exposed to the sun's UV light — will determine how effectively the virus is inactivated.
Remember to clean surfaces and shared objects before before disinfecting them and to follow directions on labels of cleaning products and disinfectants . "
How often do surfaces (such as handrails and in bathrooms) at public pools, hot tubs, or water playgrounds (such as at an apartment complex or owned by a community) need to be cleaned and disinfected?
The more frequently a surface is touched by multiple people, the more frequently it should be cleaned and then disinfected with a List N disinfectant approved by the U.S. Environmental Protection Agency . Frequently touched surfaces should be cleaned and disinfected at least daily. "
Remember to clean surfaces and shared objects before before disinfecting them and to follow directions on labels of cleaning products and disinfectants.
Do procedures for responding to formed fecal (poop) or diarrheal incidents in public pools, hot tubs, or water playgrounds (such as at an apartment complex or owned by a community) need to change during the COVID-19 pandemic?
No. RNA of the virus that causes COVID-19 has been found in feces (poop). While data are limited, there is little evidence of infectious virus in feces. Plus, CDC is not aware of any scientific reports of the virus being spread by swallowing or coming in contact with water contaminated by feces from an infected person. As a result, CDC has not changed its fecal incident response recommendations. Remember, do NOT NOT vacuum feces out of the water. "
Can lifeguards monitor how visitors socially distance (stay at least 6 feet apart from people you don't live with), wear cloth masks, or wash hands?
Not when lifeguards are actively lifeguarding. Lifeguards actively lifeguarding should not be doing other tasks that could distract them. Drowning deaths have resulted, at least in part, from lifeguards being distracted.
Drowning can occur quickly and quietly. Learn and take steps to prevent drowning.
How can the spread of the virus that causes COVID-19 be slowed during lifeguard training?
Lifeguard trainers can consider the following steps to slow the spread of the virus that causes COVID-19:
Have the virus? Stay home to save lives.
Educate instructors, lifeguard students, and others about when they should stay home to isolate (if they have symptoms of COVID-19 or tested positive for COVID-19) or quarantine (if they have been in close contact with someone who has COVID-19) and when they can return or reschedule training.
Conduct daily health checks (see frequently asked question on screening) or ask instructors, students, and others to conduct self-checks (such as temperature screening or symptom checking), if possible.
Conduct health checks safely and respectfully and in accordance with any applicable local, state, territorial, federal, and tribal privacy and confidentiality laws, rules, and regulations.
Be smart, stay at least 6 feet apart
Conduct knowledge training virtually or online, when possible, to limit contact among instructors, students, and others.
Teach and reinforce social (physical) distancing during in-person skills training in and out of the water — maintaining at least 6 feet between people who don't live together.
Provide physical cues or guides (such as lane lines in the water or chairs and tables on the deck) and visual cues (such as posted signs or tape on the deck).
Limit close contact, particularly face-to-face interactions, between people who don't live together, as recommended by the lifeguarding-certifying organization. Such as
Aquatic rescue
For practice rescues
Have each student practice rescues on his or her household member instead of another student.
For actual rescues
Stress the need to keep the number of people involved in rescue and resuscitation to the minimum number needed to provide proper care.
Stress the need to 1) perform rescues from the deck (using an extending or throwing device) if conditions allow and 2) if possible, have people on the deck wear cloth masks, when removing victim from the water because social distancing cannot be maintained. If an in-water rescue is needed, minimize exposure to the distressed swimmer's face without protection, if possible approaching him or her from behind.
Cardiopulmonary Resuscitation (CPR)
For practice resuscitation
Limit student-to-manikin ratio and student-to-automated external defibrillator (AED) training device ratio to 1:1. Have each student use his or her own breathing barrier when doing rescue breathing on a manikin.
For actual resuscitation
Stress the need for and train with personal protective equipment (PPE) during resuscitation, as recommended by the CPR-certifying organization (such as the American Red Cross ), and use a bag-valve mask (BVM) with a highefficiency particulate air (HEPA) filter. BVM ventilation is best delivered with two rescuers. "
Wear a mask. Save lives.
Teach and reinforce use of cloth masks in public settings when around people you don't live with, particularly when it is difficult to maintain social distancing.
Advise people wearing masks to not wear them in the water. Cloth masks can be difficult to breathe through when they're wet. This means it is particularly important to maintain social distancing in the water. Plus, wet cloth masks don't slow the spread of the virus that causes COVID-19 as well as dry cloth masks.
Cover coughs and sneezes
Teach and reinforce covering coughs and sneezes with a tissue (or use the inside of elbow), throw used tissues in the trash, and wash hands.
Wash hands often
Teach and reinforce handwashing with soap and water for at least 20 seconds, particularly after being in a public place or after blowing your nose, coughing, or sneezing.
Use hand sanitizer with at least 60% alcohol, if soap and water are not readily available.
Clean and then disinfect
Clean and then disinfect surfaces frequently touched by multiple people (such as door handles, light switches, and tables). Use cleaning product and a List N disinfectant approved by the U.S. Environmental Protection Agency as per label instructions. "
Clean and then disinfect all shared equipment that is not disposable (such as manikins and rescue tubes) between users. Use cleaning product and a List N disinfectant approved by the U.S. Environmental Protection Agency as per label instructions. Consult with manufacturers to decide which List N disinfectants are best for equipment. "
CDC has more COVID-19–related considerations for public pools and public beaches and non-COVID-19–related healthy and safe swimming resources.
Other Frequently Asked Questions and Answers About:
Travel
Healthcare Professionals
Healthcare Infection
Laboratory Viral Panels
Laboratory Biosafety
General Business
Personal Protective Equipment
K-12 Schools and Child Care Program Administrators
Retirement Communities and Independent Living Facilities
Correctional and Detention Facilities
Event Organizers & Individuals
Funeral Home Workers
HIV
Help control the spread of rumors and be aware of fraud schemes.
Coronavirus Rumor Control (FEMA) "
COVID-19 Fraud Alert (Office of the Inspector General) "
Last Updated Nov. 20, 2020
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NATIONAL UNIVERSITY OF LESOTHO
COMMUNICATION AND STUDY SKILLS UNIT
ELG1316: ACADEMIC AND PROFESSIONAL COMMUNICATION FOR SOCIAL SCIENCES (B)
MAY 2023
MARKS: 100
TIME: 3 HOURS
INSTRUCTIONS:
- Answer ALL questions
- Write legibly.
- Marks will be awarded for grammar and style.
.
QUESTION 1
Write the correct form of the verb in Brackets in the following sentences. Write only the answers against the alphabets.
(a) Across the river (were/was) so many buffaloes.
(b) Ronaldo and Messi (are/is) the greatest football players of the 21 st century.
(c) Everything (works/work) fine when it's done correctly.
(d) Neither my parents nor I (was/were) aware of the incident.
(e) Here (lies/lie) the tomb of Moshoeshoe I.
(f) Either she or her friends (are/is) responsible for this accident.
(g) A pack of lions (was/were) approaching the camp.
(h) The jury (were/was) not convinced.
(i) Thabo, together with his wife, (greet/greets) the guest of the party.
(j) To cry (are/is) never the solution to any problems.
[10]
QUESTION 2
The management committee of your Programme Association is almost ending and there will be an election of a new committee soon. You are a fourth-year student and you wish to run for president of the Association. To achieve this, you have to write and submit a manifesto detailing why you should be elected as president. Write one paragraph that may appear in your manifesto on this topic.
The order of the sentences in your paragraph should be as follows:
a) Simple sentence
b) Compound sentence
c) Complex sentence
d) Complex sentence
e)
Simple sentence
QUESTION 3
Attempt either A or B in this question.
(a) You are employed at a youth empowerment organisation where you work in teams. As a team leader, you have been assigned a task to prepare an oral presentation for a substance abuse awareness campaign, targeting the youth in Maseru district. Discuss any five aspects that you should consider when preparing for the presentation.
(b) Read the following text carefully and then attempt the question below.
The University of Edinburgh, unlike other Scottish universities, is composed of Colleges. There are three of them: Science and Engineering, Humanities and Social Science, and Medicine and Veterinary Medicine. Each College covers both undergraduate and graduate programmes of study. Although students are generally admitted to one college only, they may have the opportunity to study subjects of another. Undergraduate programmes generally last three years (or four for honours). There is an extensive variety of postgraduate programmes of study, including a 9-month diploma, a 12-month master's and doctoral research programmes lasting at least 36 months.
In not more than 55 words, summarise the programme structures of the University of Edinburgh. [25]
QUESTION 4
MALUTI Youth Initiative is looking for a suitably qualified full-time Youth Specialist who will oversee the day-to-day operations of the house and make sure that individual needs of the youth residents are cared for.
Duties and responsibilities:
- Teaching, modelling, and assisting youth in learning and practising independent living skills such as budget shopping, cooking, cleaning, doing laundry, resolving conflicts etc.
- Assisting youth as may be required with dressing, homework, hygiene, health and medication, and any other basic needs.
Educational qualifications:
- Bachelor of Arts in Sociology or an equivalent
Interested candidates should apply and mail their cover letters and CVs to the Human Resources Manager, MALUTI Youth Initiative, Maseru 100, by the 15 th May 2023. [50]
[15]
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Mcgraw Hill Language Arts Grade 5 Answers
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Mcgraw Hill Language Arts Grade 5 Answers
2022-02-18
TYLER LAYLAH
MMH2865 G2 Ret T001-032 AK - Macmillan/McGraw-Hill Mcgraw Hill Language Arts GradeWelcome Students! Click your book cover. Note to Teachers and Parents: Please read this important information before continuing.Macmillan/McGraw-Hill: Language ArtsGrade 3 Language Arts book with a green cover and a picture of a train on the front. McGraw-Hill Language Arts Grade 3: McGraw-Hill Education: 9780022446529: Amazon.com: Books Skip to main contentMcGraw-Hill Language Arts Grade 3: McGraw-Hill Education ...McGraw-Hill Language Arts Pupil Edition Grade 1 [LANGUAGEAR] on Amazon.com. *FREE* shipping on qualifying offers. Soft cover McGRAW-HILL Grade 1 Language Arts student book.McGraw-Hill Language Arts Pupil Edition Grade 1 ...Macmillan/McGraw-Hill Language Arts Grade Levels: K-6 Language Arts provides a balanced approach to grammar and writing! 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McGraw-Hill Language Arts Grade K, Unit 1, Concepts of Print and Readiness, page 19 17.PRACTICE, Grade K Macmillan/McGraw-HillLanguage Arts Web links Workbooks Teacher Writing Professional Resources Writing Lesson Plans Writing Assessment and Rubrics Teacher Forum - Language Arts ... Composition Reteaching, Grade 12; Grammar and Language Workbook Grammar and Language Workbook, Grade 6; Grammar and Language Workbook, Grade 7 ; Grammar and Language Workbook, Grade 8 ...Language Arts - Glencoe/McGraw-HillMcGrawHill Language Arts Grade 4, Unit 1, Mixed Review, pages 26–27 13. Name Date Practice 13 • The complete subject includes all the words in the subject. All kinds of dogs are at the dog show. • The complete predicate includes all the words in the predicate.Sentences - Macmillan/McGrawHillMcGraw-Hill Language Arts Grade 6, Unit 1, Sentences, pages 6–7 3. Name Date Practice 3 •Acompound sentence is made up of two or more simple sentences joined together by a comma and a conjunction. Most farm children have a variety of animals as pets, and the pets live outdoors. McGraw-Hill Language Arts Grade 4, Unit 1, Mixed Review, pages 26–27 13. Name Date Practice 13 • The complete subject includes all the words in the subject. All kinds of dogs are at the dog show. • The complete predicate includes all the words in the predicate. McGraw-Hill Language Arts Pupil Edition Grade 1 [LANGUAGEAR] on Amazon.com. *FREE* shipping on qualifying offers. Soft cover McGRAW-HILL Grade 1 Language Arts student book. Macmillan/McGraw-Hill: Language Arts Language arts programs from McGraw-Hill empower students to develop a foundational understanding of language arts at an early age through conceptual learning and fun activities. Language Arts Curriculum & Programs (PreK–12)
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McGraw-Hill Language Arts, Grade 4, Practice Workbook (OLDER ELEMENTARY LANGUAGE ARTS) by McGraw-Hill Paperback $17.43 In stock. Ships from and sold by tabletopart.
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McGraw-Hill Language Arts Grade 4, Unit 1, Sentences, pages 14–15 7. Name Date Reteach 7 • The complete subject includes all the words in the subject that tell whom or what the sentence is about. • The complete predicate includes all the words in the predicate that tell what the subject does or is.
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McGraw-Hill Language Arts Grade 1, Unit 1, Personal Narrative, pages 35–36 13b. Name Date Practice 13b. •A personal narrativetells about something you did or you saw. • Use the words I, me,and myin your story to show that the story is about you. • Tell how you felt when you did or saw something.
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McGraw-Hill Language Arts Grade 6, Unit 1, Sentences, pages 6–7 3. Name Date Practice 3 •Acompound sentence is made up of two or more simple sentences joined together by a comma and a conjunction. Most farm children have a variety of animals as pets, and the pets live outdoors.
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McGraw-Hill School Division CATEGORIES Circle all the things that belong in each room. 5 At Home: Draw four things that belong in your kitchen at home. McGraw-Hill Language Arts Grade K, Unit 1, Concepts of Print and Readiness, page 19 17.
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McGraw-Hill Language Arts Grade 3, Unit 1, Sentences, pages 6–7 3 Name Date Practice 3 •A command tells or asks someone to do something. It ends with a period. You should try scuba diving • An exclamation shows strong feeling. It ends with an exclamation mark. It is so much fun!. REMEMBER THE RULES
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McGraw-Hill Language Arts Grade 6, Unit 1, Sentences, pages 6–7 3. Name Date Practice 3 •Acompound sentence is made up of two or more simple sentences joined together by a comma and a conjunction. Most farm children have a variety of animals as pets, and the pets live outdoors. McGraw-Hill Language Arts Pupil Edition Grade 1 ...
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Check for any run-on sentences and correct them. McGraw-Hill Language Arts Grade 5, Unit 1, Sentences, 12 pages 24–25 A. Find the sentences that are joined in each run-on sentence. Draw one line under the first sentence, and draw two lines under the second sentence.
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Macmillan/McGraw-Hill Language Arts Grade Levels: K-6 Language Arts provides a balanced approach to grammar and writing! Combining language
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Bringing back glass into the primary classroom – common misconceptions and background science
In this booklet, some common misconceptions that may become apparent when undertaking activities suggested in the 'Bringing back glass into the primary science classroom' resource are outlined.
Providing children with an opportunity to reflect on their own ideas is important. Understanding is shaped by experiences. Careful questioning that encourages children's talk and justification of their ideas, and providing further activities that challenge initial ideas, helps children to move forward in their understanding.
Some background science is included here to support educators. It is not intended to represent the knowledge and understanding required by the children.
As there is some overlap between activities in the concepts explored, the activities have been grouped into themes:
| Materials: | |
|---|---|
| | Soil Profiling |
* Fire fighters
Heating and Cooling (Make Your Own Thermometer, Investigating Windows, Water Cycle in a Jar, Arctic Ice)
How does the home-made thermometer work?
When temperature increases, liquids expand. As the bottle used to create the thermometer is sealed, it is much easier for the liquid to push away the air from the open straw than to compress air trapped in the bottle. So the liquid expands up the glass straw. The hotter the temperature, the greater the expansion and the higher up the straw the liquid travels. Conversely, as the liquid cools, it contracts, takes up less space in the bottle and the level in the glass straw falls.
There is often confusion between the use of the terms heat and temperature.
Encourage children to use the term temperature when measuring how hot or cold something is. We typically use the Celsius scale for temperature (although some might have heard of other temperature scales, such as the Fahrenheit scale). Heat is a term that should be used when talking about energy – whenever there is a temperature difference, heat energy is transferred from the hotter to the cooler place. When heat energy is absorbed by an object, its internal energy increases.
Another common misconception is believing that 'heat' and 'cold' are different substances.
The connection of the terms hot and cold to temperature should be made clear. As temperature increases, an object becomes hotter. As temperature decreases, an object becomes colder.
Why is double glazing more effective at retaining heat than single glazing?
Double glazed windows have two panes of glass close together. There is a glass pane on the outside, a glass pane on the inside, and a small space between the glass panes known as an air gap or tight air pocket, which is now more commonly filled with argon, krypton or xenon gases as these are all very poor conductors of heat.
People often say, "Close the door – don't let the cold in!" This leads to a misconception that 'cold' can somehow 'move'.
Try to develop an understanding that a space becomes colder because heat energy always flows from a hotter to a colder area – the hotter area cools down and the colder area warms up.
Heat energy is transferred from hot spaces to cold spaces in different ways. Heat energy travels from particle to particle in a process called conduction, and this is the main way heat travels through solids such as glass. Materials that allow heat to travel through them easily are called good conductors. Those that are poor conductors (or reduce the rate of heat flow) are called insulators. Glass is an insulator. Heat transfer due to the movement of liquids and gases (e.g. air) is called convection. The trapped gas in between glass panels in double glazing cannot circulate, so this reduces heat flow by convection too, reducing the rate of heat loss from inside a building. The reduction in heat loss due to the trapped gas is the main reason that double glazing is more efficient than single glazing. With less heat able to leave the room through the windowpane, the room stays warmer.
Children often have the idea that covering objects with further materials provides heat. This is because of their experiences with putting on a coat or getting under a blanket.
The idea of reflecting radiant heat (sunlight) can be discussed with reference to their experiences of wearing black compared to white clothing when it is sunny. The idea of heat travelling (conducting) through materials can be compared to electricity travelling (conducting) through circuits.
How can the water cycle be recreated in a jar?
As it warms, water evaporates, turns into a gas, and rises (through the air). As the water vapour cools, the gas turns back into liquid water through a process known as condensation and collects as small droplets at the top of the jar (as clouds would form in the air). As more condensation occurs, the droplets increase in size and when the water droplets become heavy enough, the liquid water falls back to the bottom of the jar, just as rain would fall back to earth.
Evaporation is the process of changing the state of matter from the liquid phase into the gas phase. Condensation is the process of changing the state of matter from the gas phase into the liquid phase.
Children may think that water only evaporates from oceans or lakes, when it can evaporate from plants, animals, puddles, and the ground, for example.
Provide plenty of opportunities for children to investigate and discuss these ideas – they could monitor the amount of water in a puddle over time.
A very common misconception is that steam (water vapour) can be seen, because people often talk about 'steam coming from a kettle'.
Similarly, it is a common misconception that clouds are formed from water as a gas, rather than formed from water droplets or ice.
Children may think that condensation occurs when air turns into a liquid, rather than the water vapour that is present in air that is condensing.
Water vapour, the gaseous form of water, is invisible. Water vapour may be produced at a range of temperatures, but when it is produced at or above 100 o C, it is often called steam. Misconceptions arise as steam cools and condenses in the surrounding air, turning into tiny water droplets that are visible. These are tricky concepts, as it is not easy for children to explore them practically (hence the common misconception) – explanations should be given where appropriate to the children and educators should take care to use the correct terms to reinforce ideas.
Teachers may find this article from Issue 6 of our Why&How Magazine helpful for exploring misconceptions related to understanding states of matter.
Why is melting Arctic ice a problem?
The Arctic is warming more than twice as fast as the rest of the planet. It is normal for some ice to melt during Arctic summers (with minimum ice levels in September) and then it reforms during Arctic winters. However, NASA has found that September Arctic sea ice is declining by 13% every decade. This is means we have less and less 'old' ice (older than one year) which is the thickest, most dazzling white and most reflective type of ice. In fact, whilst 'young' ice (less than a year old) reflects 30% of the sunlight (both radiant heat and visible light); 'old' ice reflects 80%. Unfortunately, this creates a positive feedback loop: global warming increases temperatures so more of the 'old' ice melts. Then as more 'old' ice melts, there is less reflection of the sunlight and temperature goes up further.
Glass is a thermal insulator and tiny hollow glass beads are highly reflective. When a thin layer of them is spread on the surface of the 'young' ice, the reflectivity increases from 30% to 45%, less ice melts in the summer and so it has more chance of becoming 'old' ice.
Living Things (Make a Model Lung, Feed the Birds, Plant Germination and Growth)
How does smoking affect the lungs?
Lungs are part of our respiratory system, and their function is to take in fresh air (during inhalation), extract the oxygen which our bodies need. The oxygen is then carried by the blood stream to cells throughout the body. Cells in our bodies need oxygen to react with glucose from our food to provide energy. The reaction produces water and another gas, carbon dioxide, that is transported back to the lungs through the blood stream and expelled (during exhalation). Other gases inhaled (such as those naturally present in the air) may be harmless or harmful to the lungs and the wider body systems.
The nicotine and other chemicals in tobacco can contribute to diseases and problems with the heart and lungs. The tar can form a sticky layer inside the lungs reducing their function and smoke can cause mucus to build up in the small airways in the lungs, making it more difficult for the smoker to breathe. Nicotine will also narrow blood vessels which, in turn, will reduce the number of red blood cells which carry oxygen to the heart.
Some pupils do not realise that what they inhale through their noses and mouths goes into their lungs.
Providing opportunities for children to see the structure of the respiratory system and to discuss how air and other substances can be inhaled the body will help them to understand that both good and bad substances may enter.
Should humans provide food for birds?
There is quite a lot of discussion around whether birds should only have food provided by humans in autumn and winter and left to forage naturally in spring and summer.
Sadly, with decreasing habitats in many areas, birds rely on the additional food provided by humans. The consensus is that feeding birds all year round provides them with much-needed nutrition and gives humans the opportunity to engage with nature in an easily accessible way. Ideally, food provided for birds should be put out regularly, to avoid birds expending too much energy flying to a site where food is no longer available and feeding stations should be cleaned to prevent the spread of diseases in the bird populations.
During his voyage around the world on HMS Beagle, the famous scientist Charles Darwin noticed that on each of the Galapagos Islands the finches had different shaped beaks. The beak shape is an important adaptation enabling a bird to eat specific types of food. Animal adaptations can be thought of as any body shape, process or behaviour that allows an organism to survive in its environment. Animal populations naturally change over time in response to changes in the environment. Those better equipped to survive any environmental change, due to their own favourable adaptations, are more likely to reproduce and pass their genes and these adaptations to their offspring, the next generation – this is the process of natural selection. Birds have different shaped beaks depending on what they eat and available food sources. Birds may get their food from many different sources, e.g. mud, water, fruits, seeds, wood, or they may catch it in the air. The different shapes of beaks allow access to various food supplies.
Teachers may find this article from Issue 3 of our Why&How Magazine helpful for exploring concepts related to understanding evolution.
What conditions are needed for plant germination and growth?
Seeds needs water and warmth to germinate. Some seeds also need some light to germinate. Covering a jar may increase the warmth surrounding seedlings to aid germination, but for most seeds, the colour or transparency of the container will not affect the germination process.
During germination, a seed's stored energy provides nutrients for growth, until the first primitive leaves are formed, at which point it will begin to produce its own food, through a process called photosynthesis. This mainly happens in the green leaves of the plant.
After germination, seedlings will grow best with good sunlight, water and air, so the leaves can make their own food. If a glass jar is used to cover seedlings (rather like a greenhouse), its transparency enables plenty of light to reach the plant and it will also trap heat, making it very suitable for growing seeds. Of course, heat can cause evaporation and dry the soil, which would not be good for the plant. If a covering glass jar is opaque, no light will pass through it, so the leaves will yellow and eventually the plant will die. If a glass jar is translucent, some light will pass through. The seedlings may be long and leggy as they search for the light and may become yellow if they don't have enough light for photosynthesis.
A common misconception is that light is always needed for germination.
Many seeds germinate best in total darkness. However, there are some that need light and will remain dormant until they have sufficient light to trigger germination. These include poppies, petunias and busy lizzies.
Light and Sound (Glitter Discovery Jar, Mirror Images, Make Your Own Microscope, Making Music)
How do light sources and reflective surfaces differ?
Light sources are those materials or devices that produce visible light (this could be natural or artificial). When light strikes a surface, the light may be reflected, absorbed by the material or may be able to pass through it.
All materials reflect light – this is why we can see them. A 'mirror reflection' is only produced when the surface is smooth. 'Bumpy' surfaces reflect light in all directions so an image cannot form (as it would in a mirror), but some of the light that is reflected travels to the eye and the object can be seen.
A common misconception is that reflective surfaces (such as mirrors, shiny, or brightly coloured materials) emit light. It is also common to think of only shiny surfaces or water as being reflective.
Children rarely experience true darkness, so are often able to see objects that don't emit light when they believe it is dark. It is important to provide opportunities for children to discover that only light sources emit light.
Another common misconception is that opaque, coloured surfaces 'give out colour or darkness'.
Coloured surfaces absorb some of the spectrum and reflect others. A white surface reflects all colours whilst a black surface absorbs all colours of the spectrum.
Why do we see shadows from the glitter jar?
A shadow is formed whenever an opaque object is placed in the path of a ray of light, the light cannot pass through the object and only rays at the edges of the object can pass, outlining the shadow.
A s the objects in the glitter discovery jar move around in the water, the torch light is blocked by opaque and, to a lesser degree, translucent materials, leading to the creation of shadows. Increasing the light available, by introducing a torch, makes shinier objects even brighter, so they are more visible in the liquid, and this increases the contrast so that shadows become more apparent.
A common misconception is that vision is an active human process, 'I am looking at something, which is why I can see it', or that eyes give out a form of light to enable us to see.
Children need to know that that we see things because light travels in straight lines from light sources to objects and then (is reflected) to our eyes.
When making a microscope, we can ensure that our pupils understand the path of the light: from the light source, light travels in a straight line to the foil, where it is reflected in a straight line to the sample. The light is reflected from the sample and travels towards the water lens in parallel lines. The water droplet is a rounded convex shape which causes the light to be refracted so that the light rays converge (come together). By changing the direction that the light is travelling, the lens can 'trick' our eye and allow us to see enlarged images.
Teachers may find this article from Issue 1 of our Why&How Magazine helpful for exploring misconceptions related to understanding light.
What is the difference between the volume and pitch of a sound?
Sounds are caused by vibrations. When a vibration is created, its energy travels outwards from the source in all directions. The energy is passed on through surrounding solids, liquids and gases (e.g. the air). We hear sounds because the air in our ear causes the eardrum to vibrate. Hitting a glass tumbler causes it to vibrate, along with the water inside and this makes a sound that we can hear. An empty glass, or glass with a small amount of water, has more air in and around it, so the glass vibrates quickly which makes a high-pitched sound. When the glass has more water in it, the glass vibrates more slowly, and the sounds produced are at a lower pitch. The longer the column of water vibrating, the lower the pitch produced.
Children often confuse volume and pitch.
Try to encourage the use of the terms 'high' and 'low' when referring to pitch, which is due to the frequency of the sound wave (i.e. how quickly the object vibrates). 'Loud' and 'soft'/'quiet' are terms relating to volume, which is a measure of the amount of energy of a sound, or the size of the vibration.
They make think that by hitting a jar harder, that it will change the pitch.
They should be shown that this just makes the noise louder. When investigating, encourage the children to try to strike the glass with the same amount of force so they are not changing the volume.
Teachers may find this article from Issue 11 of our Why&How Magazine helpful for exploring misconceptions related to understanding sound.
Materials (Soil Profiling, Fire fighters)
Are soil and compost the same?
Compost is a made from rotted organic matter. Soil is the thin layer of material covering the earth's surface and is formed from the weathering of rocks. It is made up of mineral particles, organic materials, air, water and living organisms. Different soils have different properties depending on their composition. There are lots of different types of soil – sand, clay, silt, chalk and many more.
Organic material is broken down by microorganisms and other creatures in the soil. The broken-down material becomes nutrients for plants. Soil is important for all life on Earth.
Sandy soil is coarse textured, pale coloured and has large particles. These create lots of small air gaps. Water drains through them easily so it usually feels dry.
Silt soil is smaller than sand particles but larger than clay particles. Silt particles are slippery when wet and powdery when dry. If the soil feels smooth like talcum powder, it is silty. Silty soils are dense and do not drain well. They are more fertile than either sandy or clay soils.
Clay soil is usually sticky and has small particles. They contain very few air gaps and water does not drain through it easily.
Chalky soil is a light brown soil. Water drains through it quickly.
It is often thought that soil and compost are the same thing. Children may think that all soils are the same.
Providing opportunity to explore different types of soil and compost will help develop children's appreciation for these materials and their importance in supporting life.
How is fire created and extinguished?
All fires require 3 things: a source of heat, a fuel (flammable material) and a source of oxygen. If any of these is taken away, the flame will be extinguished.
Children often believe that the only way to put out a fire is to cool it down, or to pour water on it.
It is important for children to understand that it is not always safe to put water on a fire, for example if caused by an electrical fault, or if oil is present. Where possible, arrange for local firefighters to talk to the children about fire safety and ensure they understand that they should never attempt to put start or put out a fire themselves.
In this demonstration, the oxygen in the air is displaced by carbon dioxide, extinguishing a flame.
When an acid such as vinegar mixes with an alkali/base such as bicarbonate of soda, a chemical reaction occurs, and new materials are created. In this reaction, a salt called sodium acetate is made and this dissolves in the water also present in the vinegar, more water is produced, and the gas carbon dioxide is also produced and bubbles up through the liquid. Carbon dioxide is heavier than air and so remains close to the bottom of the jug, above the liquid. When the jug is tipped, the carbon dioxide is poured out and sinks further, smothering the flame. As it does not support combustion, carbon dioxide can be used in fire extinguishers.
To create heat resistant glass, certain chemicals can be specifically used in its production, such as soda lime or silica, and glass may also be tempered to increase its strength. | <urn:uuid:19ed9528-65f1-42d3-a3ab-c120b57c8524> | CC-MAIN-2024-10 | https://pstt.org.uk/download/1018/?tmstv=1676470318 | 2024-02-27T10:25:12+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00523.warc.gz | 479,154,654 | 4,179 | eng_Latn | eng_Latn | 0.998793 | eng_Latn | 0.999121 | [
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Mechanisms
Here are some useful resources related to mechanisms including pulleys, levers and gears. Please note we cannot control the content of external websites.
Curriculum links
Science – Year 5
* Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect
Design Technology
* KS1 – Explore and use mechanism [for example, levers, sliders, wheels and axles] in their products
* KS2 – Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
Useful videos
* OK Go – This too shall pass – Why not see how many simple machines your students can spot in this video? https://www.youtube.com/watch?v=qybUFnY7Y8w
* How bike gears work https://www.youtube.com/watch?v=YhOT5GYUZJw
Historical links
There are lots of different ways that simple machines could link with your history topics. You could look at technology in different time periods and see if any simple machines were used. For example:
* the use of pulleys, levers and gears in mining
* the use of levers in signal boxes and the development of the railways
* the Archimedes screw if studying the Greeks (this machine also has local links to Cragside in Northumberland)
* the use of mechanisms in farming, for example in horse gins https://www.locallocalhistory.co.uk/brit-land/power/page03.htm
Lesson plans/ classroom activities
Primary Science Teaching Trust
A full series of lesson plans on Forces (Year 5) is leading to them creating a chain reaction machine in the last lesson. There is also a comprehensive booklet and matrix available to download. The lesson plan document available to download also includes a page of links to useful websites.
https://pstt.org.uk/resources/curriculum-materials/chain-reaction
Practical action
Squashed tomato challenge. Challenge your students to create a system to get tomatoes safely up and down a mountain!
https://practicalaction.org/schools/squashed-tomato-challenge/
Ogden Trust
Physics related activities on their website aimed at schools.
Timeline of simple machines activity https://www.ogdentrust.com/assets/general/till-rolltimeline-simple-machines.pdf
Making gears classroom activity https://www.ogdentrust.com/resources/resources?type=&age=&series=phizzi-practicals
NUSTEM
Our project partners at Northumbria University have a helpful page of links for teachers https://nustem.uk/activity/levers-pulleys-and-gears-key-stages-1-2/#activities
Teach Engineering
What are gears and what do they do?
https://www.teachengineering.org/lessons/view/umo_challenges_lesson02
Inventors of tomorrow – Lesson ideas and links to simple machine activities https://inventorsoftomorrow.com/2016/10/26/simple-machines-engineering-for-kids https://inventorsoftomorrow.com/2016/09/26/pulleys-2/ | <urn:uuid:564fd372-9efa-4111-93a8-60881ac7a290> | CC-MAIN-2024-10 | https://museumsnorthumberland.org.uk/wp-content/uploads/2021/07/Pulleys-levers-and-gears-resource-links-OPYF.pdf | 2024-02-27T09:57:16+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00523.warc.gz | 411,260,032 | 653 | eng_Latn | eng_Latn | 0.992752 | eng_Latn | 0.992752 | [
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Cenchrus macrourus
COMMON NAME
African feather grass
SYNONYMS
Pennisetum macrourum Trin.
FAMILY
Poaceae
AUTHORITY
Cenchrus macrourus (Trin.) Morrone
FLORA CATEGORY
Vascular – Exotic
STRUCTURAL CLASS
Grasses
CONSERVATION STATUS
Not applicable
HABITAT
Terrestrial. A plant that likes damp situations such as swamps and the borders of streams, but can also tolerate drought and establish on dry shady banks. A plant that prefers light sandy soil. In New Zealand this plant has shown no preference for soil types or locality. A plant that grows in pastures, roadsides, urban areas, wasteland and roadsides, swamps and streambanks. The plant has been found growing in grazing land, cemeteries and private sections and amenity areas.
DETAILED DESCRIPTION
Perennial, clump-forming grass to 2 m. Roots deep, fibrous. Rhizomes 7 mm diam, up to 2 m long, forming new aerial shoots and roots. Leaves light green, strongly ribbed, darker green underneath, 13 mm × 1.2 m, tough and harsh. Stems erect, round, up to 2 m tall, purplish-white; with many fine hairs, which break off when touched, causing skin irritations. Flowerhead narrow, cylindrical, spike-like, 10–30 cm long, 10–20 mm diam; containing many seeds, each with 10 mm bristles.
SIMILAR TAXA
African feather grass is easily identified by the 20–40 cm spike-like inflorescence on 2m tall clumps. C. purpureus is a similar or even larger plant, but has panicles only to about 14 cm.
LIFE CYCLE
Perennial. The seeds germinate in autumn (some in spring) forming large numbers of new plants. A young plant starts to develop at about 7 months and by 32 months can have produced a clump of new shoots up to 1.5 metres in diameter. New colonies will arise from moved or broken rhizomes. A plant with a vigourous creeping root system. New roots and shoots develop from nodes on the rhizomes, which grow rapidly in spring and summer. Large numbers of seeds are produced. A prolific seeder. 88% of the seeds are viable. Barbed bristles on the seed husk assists dispersal of the seed, by wind and in animal hair. The seed is also dispersed by water. Wind dispersal is only local.
YEAR NATURALISED
1940
ORIGIN
Tropical and southern Africa.
Cenchrus macrourus. Photographer: Auckland Regional Council, Licence: Public domain.
Cenchrus macrourus; spike. Photographer: Auckland Regional Council, Licence: Public domain.
REASON FOR INTRODUCTION
Ornamental.
TOLERANCES
Established plants are tolerant to drought.
ETYMOLOGY
cenchrus: From the Greek cenchros which means millet
NATIONAL PEST PLANT ACCORD SPECIES
This plant is listed in the 2020 National Pest Plant Accord. The National Pest Plant Accord (NPPA) is an agreement to prevent the sale and/or distribution of specified pest plants where either formal or casual horticultural trade is the most significant way of spreading the plant in New Zealand. For up to date information and an electronic copy of the 2020 Pest Plant Accord manual (including plant information and images) visit the MPI website.
MORE INFORMATION
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Developments in Business Simulation & Experiential Learning, Volume 27, 2000 THE BALL POINT PEN ASSEMBLY COMPANY
Kushwant K. S. Pittenger, Ph.D., Ashland University Beverly A. Heimann, Ph.D., Ashland University
ABSTRACT
The ball point pen assembly exercise is a management simulation that can be used to experientially teach multiple concepts in the areas of management theory and related business disciplines. Its primary goal is to teach quality management, process and work redesign, and re-engineering, but the exercise easily lends itself to the demonstration of learning organization and empowerment. The exercise is most effective with 16-30 participants but it can easily be adapted for smaller or larger classes. It takes approximately an hour to complete and debrief. Complete details about this exercise are provided in this paper.
through the traditional methods. They often lack significant real-world experience to comprehend application of many management concepts. Experiential exercises bring theory and issues to life for them (Marsick and O'Neil, 1999).
INTRODUCTION
Global competition has created the need for organizations to constantly reinvent themselves in search of greater efficiencies while maintaining high quality standards (Malone, Crowson, Lee, Pentland, et al., 1999). Work redesign and re-engineering are commonly used tools today, and for some organizations they are almost a way of life (Bernstein, Jackson, Byrne, 1997). The gains of such techniques can be sustained only if organizations learn to gain insights from their own and others' practices for continuous improvement (Sia, Tan, Teo, Wei, 1997).
The challenge for business educators is to prepare students to be managers and leaders in such continuously evolving and improving organizations. While readings, cases and lectures bring to students' attention these issues, we believe it is difficult for undergraduate students to grasp the significance of them
It is not surprising that most business textbooks in general and management books in particular have incorporated experiential pedagogy to some extent. Even businesses are using this pedagogy with greater frequency for employee development (Brotherton, 1999). Despite the increasing usage of this pedagogy, it is still difficult to find inexpensive, user-friendly but worthwhile exercises for many complex ideas that are common in many management books. We believe this to be the case for work redesign and re-engineering. Textbooks in the areas of management theory, organizational behavior, operations management, organizational development, and human resource management often incorporate concepts of work-redesign, re-engineering and their influence on productivity and work quality. But experiential exercises related to these concepts are still limited and sometimes not very user-friendly. As a result, we have designed an exercise primarily to give undergraduate students a firsthand demonstration in the application of work redesign and re-engineering and their correlation with productivity and empowerment.
The Ball Point Pen Assembly Company
Materials Needed:
*At least 30 ball point pens that can be assembled and disassembled. We use the kind that you push in and out and have a spring in them.
Developments in Business Simulation & Experiential Learning, Volume 27, 2000
* At least four plastic containers of different sizes and shapes in which unassembled components can be stored. We often use empty yogurt containers of various sizes.
* A notebook to test the quality of the final assembled pens.
* A watch/stop-watch to time the teams.
* A board or flip chart to keep the scores of the teams.
Preparation for the exercise: (5-10 minutes)
*Put unassembled components of the same kind in one container each.
*Arrange the containers in no particular order on
a long table in front of the classroom.
*Divide the class into four to five teams of four or five members each.
1. Assign the order in which the teams will be going for the assembly.
2. Put on the board in front of the class a table for record keeping as shown in Appendix 1.
Instructions to the participants/students: (5-10 minutes)
*Each team represents a company that is in the business of manufacturing ball point pens.
*You are competing with each other for an order from a very important retailer that demands that its suppliers meet rigid deadlines. The retailer will take as many pens as you can produce, but they must be of good quality.
*Good quality means that each pen must look properly assembled, can be pushed in and out (does not jam), and can write.
*Both cost and quality are important to this retailer. Each team member is paid one dollar a minute, and each pen that does not meet quality standards costs an additional one dollar to the company for repairs. (The reader may note that costing this way allows teams with different numbers of members to compete on equal footing.)
*You have two minutes to assemble the pens. (Reader may want to note that this short
period is given for many different reasons. First, it creates pressure to work fast; second, it saves on materials the instructor needs for the exercise; and third, it allows completion of the exercise in a one-hour time frame. As a variation, longer time periods can be substituted if there are enough time and materials.)
*You have five minutes to organize your team.
*During the team's five-minute period, one member may walk up to the table to take a look at the components required for the assembly.
(Variation: The instructor may allow the observer to assemble one pen to see how the components fit together. The spring is the trickiest part to fit. If the teams figure out in advance how it fits, often there is less chaos during the assembly. Otherwise, some teams have to deal with malfunctions during the assembly which creates very interesting dynamics and, hence, opportunities for other teachings.)
Mechanics of the Exercise: (20 minutes)
Once the participants have been organized and instructed, they are asked to go to the front of the room and start the assembly when the instructor says, "go". The instructor times each team and tells the team when to stop. While one team is working, the other teams act as observants. The instructor tests the quality of each assembled pen and uses observants' help on questionable pens. The team stays in front and helps with disassembly and replacement of parts back into the containers while the instructor tests the pen and writes the score on the board/flip chart for everyone to see.
Once all the teams have had their turn, the instructor gives at least the first team a second chance to repeat the task. If time permits, all teams can be given a second chance.
Debriefing: (20 minutes)
The reader should note that this exercise is more effective after the participants have been
Developments in Business Simulation & Experiential Learning, Volume 27, 2000
exposed to the concepts of structure, strategy, total quality management, learning organizations, and motivational techniques such as empowerment, participative management, and team-work. Here are the questions that can be used to facilitate discussion and demonstrate to the students the use of various management concepts:
*What organizational structures were used by the teams and what was each structure's impact on productivity?
students mention factors such as learning from their first round and making adjustments in factors such as structure, placement of containers and positioning of team members. At this point, we talk about re-engineering – its meaning and significance and its relationship with productivity and how it can lead to lay offs and resentment by organized labor. Giving examples of companies that have used reengineering for significant savings serves well here.
The reader should note that some teams organize themselves into an assembly line with assigned specific and narrowly defined roles for each member while others choose to work as a team – each member completing all the steps. Students easily identify the two structures with organic versus mechanistic structure. In addition, the issues of job specialization, job scope and job enrichment can be brought forth.
*Did your team make conscious decisions about what strategy to use?
Please note that some teams consciously decide to work slowly to avoid producing any scrap/malfunctioning pens. It presents a good opportunity for the instructor to talk about "doing things right the first time " and "quality is free."
*What factors impacted your productivity?
It should be noted that students invariably mention the size, shape, and location of containers. They complain about some containers being too deep to get parts out quickly or tall containers that tumble. They complain about the containers being too close to each other and members bumping each other. All these concerns can be used to talk about reengineering.
*What contributed to productivity gains?
During the simulation, the first group is allowed to repeat the task, and invariably their productivity is higher the second time. When asked why the improvements took place,
Students often also mention improving productivity by learning from the successes and failures of other teams. We use this opportunity to talk about learning organizations and also bench marking. Discussion here includes companies that are modeled by others.
*What other factors could have enhanced your productivity?
Students often mention springs that don't work well and often tease about the need to buy a new kit. This is a good opportunity to talk about the quality of raw materials and the relationship with suppliers in line with total quality management
*What did the observer note and how did the team use these observations?
This question and aspect of the exercise is primarily created to demonstrate the learning organization concepts. Teams where the observer notices the various components and their sequencing and brings his/her insights back to the team that listens and acts on these observations, usually does better than teams where the team is just too busy discussing structure and other issues, either to send an observer or to listen to him/her upon his/her return. The concepts of depth, width, and speed of organizational learning are appropriate to discuss here.
*How do you feel about being charged a cost for the non-working pens?
Developments in Business Simulation & Experiential Learning, Volume 27, 2000
This question helps bring out aspects related to Total Quality Management. There have been times when a team would significantly outproduce the other teams but still not have the lowest cost per pen because of the cost associated with the non-working pens produced by the team.
CONCLUSION
It is a very versatile exercise that can be used in multiple business disciplines to demonstrate concepts that are commonly used in business curricula today. It is grounded in theory that supports coordinated efforts for process redesign (Crowston, 1997). In addition, it is simple to use and cheap to design. The primary materials needed for the exercise are inexpensive and readily available. Once the materials are secured, the exercise requires almost no prior preparation, especially in repeated use. It can be adjusted to fit different size classes and can be used in 50-minute class periods. Management trainers can use the exercise as part of their workshops on quality management, organizational re-structuring and re-engineering. Groups with varied interests can find value in this exercise.
APPENDIX 1
| Group ID | Total Pens Assembled | | Total Working Pens | | Total Labor Cost | | Total Scrap Cost | | Cost Per Working Pen | |
|---|---|---|---|---|---|---|---|---|---|---|
| | 1st round | 2nd round | 1st round | 2nd round | 1st round | 2nd round | 1st round | 2nd round | 1st round | 2nd round |
REFERENCES
Bernstein, A., Jackson, S., Byrne, J. (1997). Jack cracks the whip again. Business Week, Dec. 15, 34-35.
Marsick, V., O Neil, J. (1999). The many faces of action learning. Management Learning, 30 (2), 159-176.
Brotherton, P. (1999). Let the games begin. American Gas, 81, (3), 19-20.
Crowston, K. (1997). A coordination theory approach to organizational process design. Organizational Science 8, (2), 157-175.
Malone, T., Crowston, K., Lee, J., Pentland, B. et al. (1999). Tools for inventing organizations: Toward a handbook of organizational processes. Management Science 45, (3), 425-443.
Sia, C., Tan, B., Teo, H., Wei, K. (1997). Applying total quality concepts to continuous process redesign. International Journal of Information Management, 17, (2), 83-93. | <urn:uuid:0e4ede98-2f70-40e4-9d17-d819546bd686> | CC-MAIN-2024-10 | https://absel-ojs-ttu.tdl.org/absel/article/download/906/875 | 2024-02-27T09:33:55+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00521.warc.gz | 78,619,851 | 2,597 | eng_Latn | eng_Latn | 0.99498 | eng_Latn | 0.998128 | [
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National University of Lesotho Faculty of Education
Department of Educational Foundations
EFE 2303: Educational Psychology
____________________________________________________
1 st Semester Examinations 2023-24
Time: 3HRS
Marks: 100
____________________________________________________
INSTRUCTIONS TO CANDIDATES
i. This paper consists of sections A and B.
ii. Sections A is compulsory
iii. Choose any two (2) questions from section B
SECTION A
Answer all multiple choice questions in this section
1. The primary aim of educational psychology is to ______
a. contribute to an understanding of sound educational practices.
b. provide the teacher with a greater appreciation of his role in the education of a child.
c. provide the academic background essential for effective teaching.
d. provide a theoretical framework for educational research.
2. Educational psychology is concerned with _______
a. the learner.
b. the learning process.
c. the learning situation.
d. all the above.
3. The content of educational psychology includes: ____
a. special items concerning teaching and learning.
b. wide ranging of items concerning human motivation and learning.
c. special items concerning processes of education in particular.
d. All of these.
4. Which of the following is not a function of educational psychology?
a. To discover techniques by means of which educational goals can be attained effectively
b. To define the goals for which education is to strive for
c. To promote a greater understanding of the learning processes
d. To promote a greater understanding of the learner.
5. Educational psychology should provide prospective teachers with_____
a. insight into the various aspects of modern education.
b. principles, insights and attitudes as points of departure for effective teaching.
c. research procedures by means of which to evaluate correct teaching procedures.
d. validate procedures to use in their teachings.
6. The primary task of the teacher is ______
a. to teach the prescribed curriculum.
b. to stimulate and guide student learning.
d. unconscious/conscious
11. Mr. Thoboloko decides to give students the opportunity to earn homework passes that allow them to skip doing homework for one night. Assuming that not doing homework increases student performance, not doing homework would be considered
a. negative reinforcement
b. primary reinforcement
c. positive reinforcement
d. intermittent reinforcement
12. A teacher who attempts to facilitate learning by adapting a presentation to the way a student tries to facilitate his or her own learning is employing
a. extinction
b. advanced organizers
c. mediation d. constructivism
c. to promote habits of conformity to adults’ demands and expectations.
d. to provide diagnostic and remedial aid wherever indicated.
7. Changes in behaviour in human development result from ______
a. learning alone.
b. maturation alone.
c. learning and maturation, both in important amounts.
d. none of the above.
8. When an infant sucks her thumb this is, according to Piaget, an example of:
a. primary circular reaction
b. secondary circular reaction
c. tertiary circular reaction
d. co-ordination of secondary circular reactions
9. Another term for reinforcement is:
a. stimulus
b. reward
c. response
d. condition
10. Nature is to ________ as nurture is to ________.
a. environment/genes
b. conscious/unconscious
c. genes/environment
13. Why are schemas important in cognitive development according to Piaget?
a. They improve our intelligence
b. They help us make important decisions
c. They help us make sense of all the information in the world
d. They help us develop a photographic memory
14. A sensory registrar:
a. holds information about a stimulus permanently
b. keeps information about a stimulus for a fraction of a second
c. is analogous to the hard drive on a computer
d. transfers memory from perception to long-term memory
15. What is the normal capacity of the short-term memory according to the Information Processing Model?
a. three to five items
b. five to nine items
c. seven to ten items
d. eight to twelve items
16. Why is the microsystem the most influential environmental level in a person's life?
a. Because it is the system where a person has the most direct contact with factors influencing development.
b. Because it involves a person's cultural environment.
c. Because it takes into account the time in which the person grew up.
d. Because it includes the decisions that affected their life, even if they didn't make those decisions personally.
d. Life vs. Death
23. Generativity is best described as
a. part of Erikson's later adulthood stage
b. a desire to help others
c. the ability to make general observations
d. both a and b
24. According to Piaget, children can reason about hypothetical entities in the ________ stage.
a. preoperational
b. sensory-motor
c. formal operational
d. concrete operational
25. According Piaget the basic unit with which the cognitive structure is built up is …
a. schema
b. mind map
c. equilibrium
d. assimilation
17. Knowing that someone grew up before COVID-19 existed is an example of understanding someone based on their _____.
a. mesosystem
b. macrosystem
c. exosystem
d. chronosystem
18. Erik Erikson was founder of …
a. psychosocial theory of development
b. sociological theory of development
c. psychological theory of development
d. both A & B
19. Which of the following does not describe stagnation in Erickson’s stage 7?
a. People who cannot form real friendships with others
b. People who are self-centred
c. Young parents who cannot take care of their children
d. People who are afraid of death
20. Piaget's developmental sequences follow in which order?
a. pre-operational, sensory-motor, concrete operational, formal operational
b. sensory-motor, operational, concrete operational, formal operational
c. sensory-motor, preoperational, formal operational, concrete operational
d. sensory-motor, pre-operational, concrete operational, formal operational
21. At what time of life does Erikson stage Industry vs. Inferiority occur?
a. old age
b. adolescence
c. infancy
d. school age
22. Which of the following is NOT one of the Erikson’s stages of psychosocial development?
a. Industry vs. Inferiority
b. Intimacy vs. Isolation
c. Trust vs. Mistrust
SECTION B
Answer any two (2) question in this section
Question 1
Lineo is a sixteen (16) year- old girl who is in Grade 10. She lives with both parents and her paternal grandfather. Lineo's parents work very hard for their daughter's fees at an English Medium school. They leave the house very early in the morning and come back very late. They do not even have time to talk with their daughter or to do household chores. As a result, Lineo has to do most of the household work. Her grandfather who is at home most of the time does not help much because he believes that household work is done by women.
Lineo's class teacher has recently realized that her school work has deteriorated. Lineo is always late to school and her homework is sometimes submitted incomplete. Sometimes she does not even come to school. Her morale is very low and she does not value schooling any more. She thinks schooling is not meant for her. Her class teacher feels that there is nothing she can do to help Lineo because Lineo seems to have lost interest in her studies. Fortunately, the school has one of the teachers working as a counsellor and Lineo will start to attend counselling sessions on Monday.
According to Bronfenbrenner's theory, people are influenced by a number of systems within which they live. Describe any five (5) systems of the theory that affect Lineo focusing on both positive and negative influences in this scenario.
[25]
Question 2
Some researchers suggest that students' emotional reactions resulting from their experiences in schools are among the most important outcomes of schooling. Educators use different strategies to control classroom environment in order to encourage their students to learn and to keep order in the classroom.
Use appropriate examples to describe how you, as a teacher, can use the following principles to motivate and to manage your students' behaviour in the classroom
i. Positive reinforcement
ii. Negative reinforcement
iii. Punishment
iv. Observation
v. Extinction
[25]
Question 3
Junior loves his parents very much but is so committed to playing soccer that he transferred from his original school to a school that performs very well in ball games against their wishes. At his new school, every time after a soccer competition with other schools, students who have performed outstandingly are awarded for their performance. The new school's soccer coach is well known for his ability to develop players to reach their full potential. Junior practices and watches soccer matches with a group of talented students. He aspires to a life as a professional soccer player.
i. Use the four processes of social learning theory to describe how Junior could learn new soccer tricks from observing professional soccer players on TV.
(16)
ii. According to the Information Processing Model, learners process information into three (3) store houses. Draw a diagram to show the three store houses and processes involved in the Information Processing Model
(9)
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Article 13
Domestic Violence and Children
Laurie Vargas, Jason Cataldo, and Shannon Dickson
Domestic violence has historically been seen as a private issue between couples. Over the past decade, domestic violence has become recognized as a societal issue, affecting not only the couple but also the children living in the home environment. Although community agencies concentrate on educating and offering support to both the victim and the abuser, little support is currently offered to children (National Clearinghouse on Child Abuse and Neglect Information [NCCANI], 2003). As a result, community groups and government agencies are beginning to look more closely at the causes of violence within the home and its effects on children. With this realization, the counseling field is in a position to effect real change through the use of effective assessment measures and counseling strategies.
neglected and physically and/or sexually abused (Beeman, Hagemeister, & Edleson, 1999; Carlson, 2000), and often suffer from severe stress. Children may not always witness the episodes of abuse; however, they are affected by what they hear. The children are able to feel the tension in the air just as the victim does; however, they do not understand the cycle of violence and can easily internalize their feelings about the situation. This internalization can manifest itself in the following ways: academic problems, aggression, insomnia, irritability, distractibility, and truancy (Newton, 2001). Additionally, data suggest that children who come from homes in which violence takes place are more likely to become the abuser or victim in their intimate relationships (Newton, 2001).
To better understand the effects of domestic violence on children, it is important to understand the cycle of violence. According to Lenore Walker (1979), domestic violence can be separated into three stages: First is the tension-building phase when the victim begins to feel the abuser's increasing tension. The tension-building phase ends with an explosion of violence. Second is the explosion phase which begins with an incident, also known as the trigger that can be set off by anything, everything, or nothing at all, and includes physical, emotional, sexual, financial, and spiritual abuses. Third is the loving reconciliation phase, better known as the honeymoon phase, which may include apologies or gifts from the abuser and may begin within minutes of the explosion or even several days following the incident.
Lenore Walker began the study of the cycle of violence between partners; recent studies are beginning to demonstrate the effects of domestic violence on children. Studies have shown that school-age children who witness violence exhibit a range of problem behaviors including depression, anxiety, and violence toward peers (Family Violence Prevention Fund, n.d.). Although it is difficult to determine how many children are affected by domestic violence, what is known is that they are 1,500 times more likely to be abused (Bureau of Justice Assistance, 1993). Youth are victimized in domestic violence homes by being
An essential component of counseling children who are victims of domestic violence is the use of assessment measures. In assessing these children, using an ecological approach allows for viewing children within a context that includes their interaction among
Children who live in homes where violence occurs cope in various ways. Some children might attempt to keep the peace at home or become high achievers in school. An older sibling might try to become the caregiver to younger siblings or might attempt to care for the adult victim, and others might attempt to become combative with the abuser in order to protect the victim. Some children might become aggressive with peers, siblings, and even the adults in the cycle, or emotionally withdraw inside the home and at school. Ways other children cope with the violence in their home include self-injurious behaviors such as cutting, drug and alcohol use, and unsafe sexual activity. Additionally, children of abused mothers are six times more likely to abuse drugs and/or alcohol, and are at a higher risk of running away (Turning Point, n.d.). Data suggest that living in homes where domestic violence occurs affects males and females differently (Turning Point, n.d.). Boys who have witnessed abuse of their mothers are 10 times more likely to abuse their female partners as adults whereas females who grow up in a home where the father assaults the mother are 651% more likely to be sexually abused than girls in non-abusive homes (Turning Point, n.d.).
multiple systems (e.g., home, school, peers) (Bronfenbrener, 1979). Furthermore, it is important to create a therapeutic environment so that children will feel safe and comfortable. The use of toys, stuffed animals, games, and mutual storytelling can be powerful tools in assisting children to feel relaxed and be open to talking with an adult.
The clinical interview is a nonstandardized measure that is often used in a variety of settings and is an effective way to gather information (Smith, 2004; Sue & Sue, 2003; Suzuki et al., 1996). The clinical interview with the child and the caregiver should incorporate a biopsychosocial component addressing the following areas: (a) mental status exam (MSE); (b) behavioral problems including onset, frequency, duration and intensity; (c) child's medical history; (d) school history; (e) developmental history; (f) parenting style; (g) how discipline is managed; and (h) family history of violence. It is valuable to include a parent-child observation to assess the quality of the parent-child relationship such as the Dyadic ParentChild Interaction Observation. Furthermore, assessing the child's and caregiver's level of acculturation, cultural attitudes, values, and beliefs can provide valuable information regarding family interactions.
The selection of assessment measures should be both culturally and developmentally appropriate (Suzuki, Meller, & Ponterotto, 1996). It is important to note that many of the standardized measures of assessment are culturally biased and must be interpreted with caution (Suzuki et al.,1996). Therefore, it is suggested that both standardized (objective) and nonstandardized (subjective) measures be used (Smith, 2004; Sue & Sue, 2003).
Objective measures that are important to include in assessing children living in homes where violence occurs are (a) behavioral measures (e.g., Child Behavior Checklist, Eyberg Child Behavior Inventory) that contain a child, parent, and teacher version; (b) the Child Abuse Potential Inventory assesses the caregiver's potential to physically abuse a child; (c) the Parenting Stress Index identifies parent-child dyads that may be experiencing stress; and (d) the Trauma Symptom Checklist-Children, designed to assess the child's current psychological symptoms patterns.
Upon completion of the assessment process, children have been readily identified for intervention and prevention strategies. Intervention allows the
Comprehensive assessment is a necessary component in working with children living in domestic violence situations because it informs treatment decisions as well as provides important information for future intervention and prevention programs (NCCANI, 2003).
children to express their feelings whereas prevention helps children understand that they can make different choices for themselves in future relationships. Group counseling for children who have witnessed domestic violence can be a powerful form of treatment as it allows children to empower themselves to be able to problem solve in a nonviolent manner.
As a counselor, it is important to ensure children's safety and confidentiality during the counseling process. The counselor should allow the children to determine group rules that emphasize the importance of confidentiality among each other. Providing activities for each session allows the children to become involved in the counseling process in a nonthreatening manner. The purpose of the initial sessions is to focus on intervention, which includes discussing feelings about their situation, providing psychoeducational information about the cycle of violence, safety planning, and developing healthy coping strategies. Counseling techniques include the use of puppets that allow children to tell stories of how fighting happens in their homes, use of art to express emotions, and use of play to act out aggressive behaviors.
Age appropriate groups allow children to be with peers, know that they are not alone, and process their experiences in an accepting and nonjudgmental environment. Most importantly, they learn that they are not responsible for the violence. Typically, time limited groups work more effectively when they are closed. These groups help children feel safe and provide them with opportunities to build trusting relationships with their peers. Furthermore, youth can experience sharing common problems and concerns with one another. Process groups can be effective with adolescents because this format allows youth the opportunity to explore their feelings in depth as well as learn problem solving-skills.
Discussion of the cycle of violence is important because children often feel confused as to why their family fights and why it seems to never end. Showing children how families cycle through the violence can begin to put into perspective what the cycle looks like in their family. At this time, it is important to allow children to discuss their thoughts, actions, and feelings regarding what they see and hear in each stage of the cycle.
When children have discussed their experience with domestic violence, future sessions must include safety planning, allowing children to state what they can do to feel safe. Children devise their own safety plans that include where they can hide and whom they can call, including law enforcement. Depending on the child's age and home experiences, some topics may require more time.
Once the group demonstrates knowledge of intervention strategies, the group then shifts its focus to prevention. Discussing anger is important to help children understand that their feelings of anger are appropriate; however, acting out in an aggressive manner is not acceptable. Children learn how important it is to express their anger and learn new ways of expressing their emotions through anger management activities. Children learn from each other how assertive communication allows them to express their feelings and desires in a certain situation. With adolescent groups, discussing gender socialization allows adolescents to question what society may tell them is appropriate behavior for males and females. It also allows them to discuss their own attitudes, values, and beliefs about what it is to be male and female. The discussion culminates in their discovery of how they might want to think or act differently.
It is just recently that society has begun to accept the number of domestic violence victims in the United States and the harsh realities behind those numbers. What society has failed to realize and our profession is now starting to recognize are the silent victims of domestic violence, the children. Although no concrete statistic exists on the number of children suffering from the effects of domestic violence (Bureau of Justice Assistance, 1993), what does exist are the counseling strategies to allow the healing process to begin. Through sound assessment measures, and empowering intervention and prevention strategies, children are able to overcome the obstacles in their lives and break the cycle of violence.
At the conclusion of group counseling, children may have feelings of excitement as well as apprehension toward the group ending. It is the counselor's role to acknowledge each child's growth as well as review each child's safety plan. The termination process also allows children to discuss what changes they have experienced in their lives as well as what they have learned from their peers.
References
Beeman, S. K., Hagemeister, A. K., & Edleson, J. L. (1999). Child protection and battered women services: From conflict to collaboration. Child Maltreatment, 4(2), 116 -126.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Bureau of Justice Assistance. (1993). Family violence: Interventions for the justice system. Washington, DC: U.S. Department of Justice.
Carlson, B. E. (2000). Children exposed to intimate partner violence: Research findings and implications for intervention. Trauma, Violence, and Abuse, 1(4), 321-340.
Family Violence Prevention Fund. (n.d.). Promoting family and community safety. Retrieved September 23, 2004, from http://endabuse.org/programs/ children
National Clearinghouse on Child Abuse and Neglect Information. (2003, August). Children and domestic violence: A bulletin for professionals. Retrieved September 23, 2004, from http://nccanch.acf.hhs. gov/pubs/factsheets/ domesticviolence.cfm
Newton, C. J. (2001, February). Domestic Violence: An Overview. Retrieved December 8, 2004, from http:/ /www.therapistfinder.net/Domestic-Violence/
Smith, T. B. (2004). Practicing multiculturalism: Affirming diversity in counseling and psychology. Upper Saddle River, NJ: Pearson Education, Inc.
Sue, D. W., & Sue, D. (2003). Counseling the culturally diverse: Theory and practice (4 th ed.). New York: Wiley.
Suzuki, L. A., Meller, P. J, & Ponterotto, J. G. (Eds.). (1996). Handbook of multicultural assessment: Clinical, psychological, and educational applications. San Francisco: Jossey-Bass Publishers.
Turning Point. (n.d.). How domestic violence affects children. Retrieved September 23, 2004, from http:/ /www.dbtech.net/turningpoint/children.htm
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EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
EDUCATION – THE CHALLENGE OF THE LATER YEARS
Project Number: 2014-1-PL01-KA204-003408
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
CONTENTS
12
ANNEX
A: An Introduction to Emotional Intelligence – Course Material
B: Further Reading
EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
Introduction
The intention of this short course for teachers is to raise awareness of the relationship between Emotional Intelligence and the Elderly. It is assumed that
teachers and lecturers have some knowledge of the impact of Emotional Intelligence
(EI) on cultural, social and educational relationships. The histories associated with the development of EI are well-known but often seem only to be applied to the
workplace. This course aims to focus on how EI can have a profound influence on how older people and their communities are perceived. Additionally, it also
considers how individual lifestyle, choices and relationships can benefit from raising awareness of EI in the Elderly.
--ooOOoo—
What is Emotional Intelligence?
" … the ability to understand ourselves and other people, and in particular to be aware of, understand and use information about the emotional states of
ourselves and others with competence. It includes the ability to understand, express and manage our own emotions, and respond to the emotions of
others, in ways that are helpful to ourselves and others… "
Katherine Weare's definition of emotional literacy (2004)
Emotional Intelligence: A brief history
In 1966, a German psychiatrist named Leuner wrote an article called 'Emotional
Intelligence and emancipation' in which he hypothesised that the reason some women wilfully rejected the social roles and responsibilities that were expected of
them was because of their 'low Emotional Intelligence'. As a cure, he prescribed a combination of LSD-induced hallucinatory ‘trips’ and psychotherapy.
In 1983, Harvard developmental psychologist Howard Gardner published a book called Frames of Mind in which he argued that the dominant forms of intelligence associated with linguistic, logical and mathematical ability should be supplemented by five (later seven) others.
The new intelligences included (as well as musical, spatial and kinaesthetic intelligences), interpersonal and intrapersonal intelligence.
Interpersonal intelligence was defined as:
" …the ability to understand people, what motivates them, how they work, how to work cooperatively with them .."while intrapersonal intelligence involved 'access to one's own feeling life', and 'the capacity to form an accurate, veridical model of oneself, and to be able to use that model to operate effectively in life'. By picking out human abilities like emotional selfawareness, empathy and social skills, placing them alongside the traditional virtues of literacy and numeracy, and giving them the high-status designation of 'intelligences', Gardner legitimised their claim on teachers' time and attention…"
In 1990, researchers Jack Mayer, Peter Salovey and their colleagues published two articles that introduced the term 'Emotional Intelligence' itself into mainstream American psychology. And then, in 1995, came psychology journalist Daniel Goleman's best seller Emotional Intelligence. Goleman brought together the existing body of Emotional Intelligence research with an introduction to how emotion works in the brain, and added some practical examples of how 'Emotional Intelligence' was being cultivated in schools and workplaces around the USA. In this 1995 version, Goleman cherry-picked bits of both Gardner's and Mayer and Salovey's definitions to put together his own version of Emotional Intelligence, comprising knowing one's emotions, managing one's emotions, motivating oneself, recognising emotions in others, and handling relationships skilfully.
By 1998, however, in the follow-up Working with Emotional Intelligence, Goleman had decided to go for the kitchen-sink approach. Now Emotional Intelligence expanded to include, amongst many other things, 'self-confidence', 'trustworthiness', 'initiative', 'optimism' 'political awareness', 'leadership' and 'influence and negotiation skills'.
Almost everything we might possible want in, to use Goleman's phrase, a 'successful person' is there, in other words – except the traditional educational concerns of literacy, numeracy, analytical thinking and knowledge about the world.
Given many educators' dissatisfaction with the extent to which schools were in thrall to these latter concerns, it is easy to see why ‘Emotional Intelligence’ struck such a
chord. On the one hand the phrase offered a tantalising and eye-catching oxymoron.
'Emotional' pointed at some of the human qualities most conspicuously missing from the mainstream curriculum, while ‘intelligence’ seemed to borrow the credibility of
earlier, apparently scientifically-based, uses of the word.
No longer was a concern with 'feelings' something rather suspect, marginal or 'touchy-feely'; it now had an air of intellectual legitimacy, and scientific clout, of its own. 'Emotional Intelligence' sounded simultaneously respectable, subversive and intriguing. It was a winner.
Primarily, the applied themes of Emotional Intelligence and the Elderly are as follows:
1. Understanding Emotional Intelligence will contribute to reducing isolation and loneliness in the Elderly through the development of group activities
within learning and social communities.
2. Emotional Intelligence may improve quality of life and contribute to improved mental and physical health.
3. By knowing your own emotional strengths and weaknesses, an emotionally intelligent individual is more likely to make a positive contribution to their community.
4. Emotional Intelligence creates opportunities to evaluate how people interact with others.
5. The continued development of Emotional Intelligence will enhance individual perception of the aging process and how the Elderly may adapt to changing circumstances.
Current research indicates that some competencies should be developed through training leading to an increased awareness of how older people can contribute to the
emotional management of their lives. But how do you teach Emotional Intelligence?
Emotional Intelligence provides the opportunity to engage with and change the ways in which the Elderly cope with decreased mobility and increased leisure time while
continuing to make a valuable contribution to their community. These are the issues that inform and contribute to the development of the relationship between teaching
and learning. Following discussions with experienced practitioners and extensive research, this course will emphasise the interactive nature of blended learning to
support teachers and the elderly in various aspects of Emotional Intelligence.
Emotional Intelligence and the Elderly
There are many assumptions about emotional intelligence and age. Popular literature and "common sense" asset that older people are more aware, wise, and restrained. Is it true? Are older people more self aware, better at self management,
EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
and/or do they make more principled decisions? This study finds that some parts of emotional intelligence (EQ) do increase with age, though the effect is slight; in
addition there are elements of EQ that do not increase with age indicating some competencies must be developed through training.
1
This statement suggests that some competencies should be developed through training leading to an increased awareness of how older people can contribute to the
emotional management of their lives.
Learning in your older years keeps your brain active, and discussing ideas and socialising is an important part of the university experience. Studying is an
effective way for the over 60s to tackle the spectre of isolation, loneliness and depression.
2
How do you 'teach' Emotional Intelligence?
EI departs from traditional conceptions of intelligence in two ways.
First it values
different ways of being bright. It asserts that understanding someone else's point of view, or knowing how to deal with stress, are forms of intelligence, just as useful –
indeed, quite possibly more so – than being able to solve logical brainteasers fast under pressure.
The second
difference is just as important. Where many versions of IQ theory focus on its fixed, even inherited, character, EI focuses on the extent to which emotional
competence can be developed. EI is of interest to so many teachers because they believe they can do something to help
There follows just a selection of techniques that are being used, some general and some quite specific, to illustrate the approach
3.
1 Lorenzo Fariselli, Massimiliano Ghini, Joshua Freedman, Age and Emotional Intelligence White Paper, Jan 8 2008 revised,
2
3
ATL – An intelligent look at emotional intelligence, ALT, London 2005 p25
11 March 2013 The Guardian
Professor David Latchman, Birkbeck College, University of London –
- Circle Time, in which people are able to share emotionally charged issues that concern them, and are coached in positive ways of listening and responding to each other.
- Explicit lessons on 'social, emotional and behavioural skills', for example, making use of role play and other techniques.
- Training some people in 'negotiation' or 'conflict resolution' skills, which they make use of in dealing with disputes.
- Setting quizzes that encourage emotional reflection and self-knowledge.
- Teaching explicit techniques such as 'calming' or 'stilling' that enable elderly people to stop and think in the heat of the moment and so avoid inflaming situations.
A number of organisations including Age UK and the Association of Teachers and Lecturers (ATL) continue to support the development of innovative approaches to age related education and the emotional well-being of older people. It is apparent that work completed within the field of Emotional Intelligence and, more specifically, may be applied to supporting teaching and learning:
In a provocative report -An intelligent look at emotional intelligence
- ATL consider the various elements that influence the institutional and individual capacity to
understand and relate EI to the learning process. Seeking to define the difference between intelligence and stupidity the report comments:
Intelligence depends on choosing the right mode for the moment. Stupidity is trying to investigate something that is about to eat you, dithering as your object of desire slips away, or getting angry with the one you love. 4
A form of emotional stupidity is being inflexible – staying angry long after your misunderstanding has been revealed, and so on. It is the fundamental
job of the brain to keep weighing up the options and deciding whether to stick or shift. And it does so, much of the time, without troubling reasoning, or
4 ATL – An intelligent look at emotional intelligence, ALT, London 2005 p25
even conscious awareness, with the intricacies of the decision-making process.
5
So, is Emotional Intelligence merely a question of becoming emotionally flexible? In other words, rather than becoming increasingly isolated, angry and insensitive to the
feelings of others, Emotional Intelligence provides the opportunity to engage with and change the ways in which the Elderly cope with decreased mobility and
increased leisure time.
It's all about Money
Most advice seems to concentrate on financial security. Search engines rarely consider the emotional cost of not working. In practical terms, the elderly need financial security but, in reality, adjusting to not working is just as important, especially if the elderly person has always worked for someone else. And yet, with so much importance attached to financial security, it is often forgotten that the emotional well-being of the individual is equally important. It needs nurturing just as much as the pension plans and financial investments.
A Change of Pace
This change of pace requires self-management. How do you become emotionally self-sufficient when your former working life has been driven by someone else? This
may equally apply to a non-working partner who suddenly finds that their "home- space” is taken up by their now retired husband, wife or partner.
5 ATL – An intelligent look at emotional intelligence, ALT, London 2005 p25
Decision making and not dwelling on the past
The ability to re-evaluate and to reflect on what may have been is not necessarily a positive approach to managing post-working life. Retirement does not have to signal a slow journey towards inactivity and isolation. But plans for the elderly are very rarely created by writers from an elderly age group. The inter-generational gap may become an issue if organisations and projects fail to recognise the importance of engaging older professionals to contribute to or write the materials. This should be considered when working with older generations and, as far as possible, these materials have been written by, or in association with, writers who reflect this overall concern.
What are loneliness and social isolation?
The terms 'isolation' and 'loneliness' are often used interchangeably, but they refer to two distinct concepts. Isolation refers to separation from social or familial contact, community involvement, or access to services. Loneliness, by contrast, can be understood as an individual's personal, subjective sense of lacking these things to the extent that they are wanted or needed. It is therefore possible to be isolated without being lonely, and to be lonely without being isolated. 6
Definitions related to loneliness and isolation are important and may be used to encourage the development of strategies to counteract them through the application of training in emotional intelligence. The means by which this is done should involve elderly participants:
Group activities are particularly useful in helping older people out of loneliness and isolation. However, if schemes to target loneliness in older
Age UK, 'Loneliness and social isolation review', 2009
6
EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
people are to be effective, they must involve older people at every stage, including planning, development, delivery and assessment. 7
The intention of encouraging an understanding of EI within older generations is to raise awareness of how it is just as important to recognise that there is more to living longer than ensuring a healthy and physically active lifestyle. Yes, these are important but it is equally important to recognise that the psychological, mental and emotional health of each individual will impact on their quality of life and longevity. The need to engage with, and understand, community groups, villages and rural communities often provide an emotional life-line for what may be considered an aging population.
Assessment Strategies
The development of an appropriate course makes it difficult to assess progress as any assessment in EI relies on advice, guidance and self-assessment to ensure that individuals remain motivated. A variety of strategies may be adopted that reflect organisational best practice in each partner country. Primarily, the need for formal recognition of progress depends upon what is commonly expected. By considering a range and variety of approaches to assessing progress and to remain focused on the interactive elements associated with teaching and learning this course encourages a degree of interactivity and a common approach to each section.
Emotional Intelligence and the Elderly - Themes
The main themes of the issues raised in the topic Emotional Intelligence are as follows:
7 Age UK, Later Life in Rural England, 2015.
EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
1. Understanding Emotional Intelligence will contribute to reducing isolation and loneliness in the Elderly through the development of group activities within learning and social communities.
Self Assessment
Activities
Bright Ideas
Through discussion, introduction and surveys
Completing and discussing results leading to Group Activities
Further links and ideas to promote interaction
2. Emotional Intelligence may improve quality of life and contribute to improved mental and physical health.
Self Assessment
Activities
Bright Ideas
Completion of Group and Individual Tasks
Community based suggestions reflecting individual and community needs
Ideas for further exploration
3. By knowing your own emotional strengths and weaknesses, an emotionally intelligent individual is more likely to make a positive contribution to their community.
Self Assessment
Activities
Bright Ideas
Paper based and discussion based assessment
Let's talk about it – the art of living an emotional life
Establishing community based projects.
EMOTIONAL INTELLIGENCE AND THE ELDERLY: AN INTRODUCTION FOR TEACHERS
4. Emotional Intelligence creates opportunities to evaluate how people interact with others.
Self Assessment
Activities
Bright Ideas
Through discussion, observation and selfevaluation
Talking and walking, listening and remembering
The Soul of Walking
5. The continued development of Emotional Intelligence will enhance individual perception of the aging process and how the Elderly may adapt to changing circumstances.
Self Assessment
Activities
Further Links
Through interaction with others and observation
Opportunities to create and maintain local groups
Ideas, Links and Developments
In additional to this structured approach, this course also makes full use of materials supplied within its structure – such as Research Reports and self-assessment forms, exercises and opportunities for further discussion and exploration. Just how each group is organised and the materials used remains an individual choice.
Teaching Emotional Intelligence - Checklist
- Being 'emotionally intelligent' is completely different from having a sunny disposition. Emotional Intelligence, if it is worth anything, does not point towards a bland, feel good world of pleasantness and success. It helps people
get ready to cope well with the full rainbow of emotions that inevitable accompany the latter stages of life.
- Being emotionally literate – able to talk fluently about emotions – is very different from being emotionally sensitive and adept in one's spontaneous life. The former does not guarantees the latter.
- By all means offer opportunities for people to explore their feelings, but always allow them to decline. They have just as much right to their privacy as you do. Many cultures do not see it as a good thing for a person to disclose their inner life, especially to people they do not know extremely well.
- How you deal with your own emotions in front of a group, and how open you are about your emotional ups and downs, probably have greater impact (for good or ill) on elderly people than set-piece discussions and activities. A teacher who announces cheerfully 'I'm in a bad mood today, so you'd better watch out…', and models a kind of semi-playful grumpiness, may be being a better Emotional Intelligence educator than one who insists on an earnest discussion, packed with unacknowledged moralising messages.
- As far as possible, respond to people's emotions in a way that acknowledges them without being emotionally reactive. And remember that everyone has their limits of tolerance, even you.
- When anyone in a sharp suit is inviting you to accept some simple slogan about 'feel good, learn good' or 'foster self-esteem', remember how much more rich, interesting and complicated your own emotional life is than any slogan. Don't lose your critical common sense.
- Do not lightly assume you understand people's emotions or problems. They are infinitely more complicated than you think. Show some humility and learn always to check any assumptions or interpretations you might be making about why they are as they are.
- People's feelings and moods are triggered by their perception of events – the interpretations and values that their brains create. That's what you have to work with. It may well not work simply to try to persuade them they're wrong.
There's a cartoon that says 'Be reasonable – see it my way'. It's funny (a) because we all fall into the trap of assuming that our way is the 'reasonable' way, and (b) because we know you can't just change someone's mind like that.
- Changing emotional habits is possible, and it is somewhere between quite challenging and very hard, depending on how deep-rooted the habit is; remember the people struggling for months or years in counselling or psychotherapy. Remember how hard it might have been to give up smoking or lose weight. Do not fall for the idea that a well-designed worksheet and a quick discussion will achieve very much. It may be a start, but no more than that.
- Where possible, do your Emotional Intelligence education through the rich resources of the arts and humanities – and even in science or maths, through a continual acknowledgement of the role of emotion in people's lives, careers and stories.
- It may be worth trying to surface some of the common beliefs that people may have at the backs of their minds that link learning, emotions and 'selfesteem' in counterproductive ways. For example: success means you are 'bright' (so failure means you are stupid, so don't attempt what you might fail at – in other words, don't take risks)
Teaching Methodologies and Sample Materials: In order to evaluate and establish just how you could approach teaching EI ANNEX A is devoted to providing samplematerials that teachers can use with a group of elderly learners.
ANNEX A
An Introduction to Emotional Intelligence
Course Material
An Introduction to Emotional Intelligence
Introduction:
Emotional Intelligence is a skill you are born with or trained in, which influences everybody's daily life activities, including, family/friends relationship, work, and how you view yourself. It involves perceiving emotions, using emotions, understanding emotions and managing emotions.
What Will I Learn?
1. What is Emotional Intelligence?
3. How to become Emotionally Intelligent and how to use it in your daily life.
2. Benefits of being Emotionally Intelligent.
Introduction to Emotional Intelligence (EI)
EI describes the ability, capacity or skill to identify, assess, and control the emotions of one's self, of others, and of groups. Emotions whether we realise it or not, regulate and guide our daily life. By identifying emotions you will be able to determine how they influence your work and life, in a positive or negative way. If negative emotions guide your life, it might be time for you to change them. Become Emotionally Intelligent and improve your work and quality of life!
"Emotion is the language of a person's internal state of being, normally based in or tied to their internal (physical) and external (social) sensory feeling". EI gives us the tools to identify and change those emotions, feelings, and thoughts, in order to take advantage of them. Not every person is emotionally intelligent, but it is possible to develop, nurture and improve those skills.
Things to Remember:
Things to Remember:
Emotions influence your daily life activities!
By being aware of your emotions you can change them
Our emotions do not only influence ourselves, they also influence others, as we are also influenced by other's feelings. By understanding emotions you will be able to use them to influence others. Emotions have the ability of being appealed to, when hoping to get another person to see our point of view. Emotions also affect your health, and the health of the people around you. By being emotionally intelligent you will be able to transmit to others, positive things, emotions and thinking.
Perceiving your emotions
Things to Remember:
Positive thinking attracts positive things while negative thinking attracts negative things!
Emotions are not rational and therefore there are not good or bad emotions. Sometimes they lead to behaviour that may be constructive or destructive. Rational thoughts help us choose our actions, and with this choice, we lead our feelings. You can learn how to lead with them, living peacefully with them, releasing them, and manage them. Some methods to identify what you are really feeling about a person, place, situation or thing, are given below. Try them!
i. There are different options to perceive emotions, such as paying attention to our thoughts and daydreams;
ii. Record, for a period of time, what makes you feel strong; Identify things, people, places, that provide you with good vibrations;
iii. Identify negative thinking to be able to turn it into positive;
iv. Write down your feelings to easily recognise them; etc. Identify your positive thinking, and keep it that way, you will see positive results!
Things to Remember:
Emotions are reliable indicators of what is really going on inside of us.
Emotions control your thinking, behaviour and actions.
With a small effort you can improve your:
Self-awareness: the ability to recognise your emotions
Self-regulation: the ability to control your emotions
Motivation: the ability to motivate yourself and others
Empathy: the ability to identify with and understand the wants, needs, and viewpoints of others
Social Skills: the ability to communicate well and to have good personal relationships
Benefits of being emotionally intelligent
By identifying emotions and using them to obtain positive results you will become more emotionally intelligent. You will be aware of what makes you feel good and/or bad and be able to modify the way you confront those feelings or the situations that create them. So, the same situations will be viewed from a different perspective and different solutions may be found.
By identifying your own feelings you will be able to determine whether you are "full" of positive or negative thinking/behaviour; recognising the things that make you feel well and happy. Using your positive feelings at work will help you to improve your relationship with others including family, friends and carers.
Things to Remember:
Things to Remember:
A small effort in identifying your emotions will provide great benefits!
Understanding your ability to change things will have a positive impact on your life
How to become emotionally intelligent and how to use its advantages on daily life activities
The training provided in the following sections will help you to develop your Emotional Intelligence Skills. Go through the different sections to learn and improve the skills necessary to be Emotionally Intelligent in your workplace and improve your work, work quality, and the relationships with your colleagues, your boss and your clients and your patients.
An easy start for becoming emotionally intelligent is smiling, it changes our mood, releases stress, is contagious, lowers the blood pressure, releases endorphins, natural pain killers and serotonin.
Things to Remember:
A smile will help you and the people around you to feel better and to improve your life
Emotional Intelligence helps you to see things from a different perspective, helping to find different solutions, reached thanks to more rational thinking, and not derived from an emotional situation.
It is easy to learn to be more emotionally intelligent by doing small exercises. Nothing difficult – just an opportunity to think about yourself and how you are best suited to life beyond 60.
START BECOMING EMOTIONALLY INTELLIGENT SIMPLY BY GOING ONTO THE NEXT SECTION!
Self-Assessment
This simple questionnaire has been created to help you to assess your how you cope with particular situations. Each question raises issues that are more fully covered in another part of the course, with follow up information when you've answered them all!
9 Quick Questions to help you think
Please answer the following questions as honestly as you can.
1) How would you describe your health?
a) Good – no serious problems
b) Mostly good – occasional colds
c) I seem to catch everything going and feel tired all the time
d) I live with one or more chronic illness and am often in pain
Select an option:
Option a Option b Option c Option d
2) Which of the following best describes what you do when you feel stressed?
a) I get irritable and angry and shout at people
b) I talk to a close friend about it
c) I don't let it worry me, I know it will pass
d) I seek out sources of information like books or tapes to help me cope better
Select an option:
Option a Option b Option c Option
3) How do you spend your spare time?
a) I read books, newspapers or magazines
b) I do something like an evening class or go for a walk
c) I sit and watch television or listen to the radio
d) I don't have the energy to do much
Select an option:
Option a Option b
Option c
Option d
4) How would you describe your friendships?
a) I have a lot of acquaintances but no close friends
b) My really close friends live some distance away, and while we talk on the phone I don’t see them much
c) I have good friends whom I see on a regular basis
d) I have lots of friends but never seem to find time to spend with them
Select an option:
Option a Option b
Option c
Option d
5) Which statement best describes your attitude to retirement?
a) I enjoy being retired and find it rewarding
b) I miss the structure of going to work
c) I regret not having retired earlier
d) I would like to continue to work or volunteer part-time
Select an option:
Option a Option b Option c Option d
6) How often and where do you laugh?
a) I hardly ever laugh
b) I have a good laugh with my friends when I go out
c) I try to see the funny side to most things
d) I rarely see the funny side to most things
Select an option:
Option a Option b
Option c
Option
7) In a crisis situation what best describes your behaviour
a) I feel that sorting it out is my responsibility and take complete control
b) I walk away and pretend there is no crisis
c) I ask others to help me
d) I blame it on someone else
Select an option:
Option a Option b
Option c
Option d
8) How would you rate your level of concentration and alertness
a) I'm always forgetting things
c) I'm alert most of the time
b) I sometimes lose concentration
d) I can't seem to remember as much as I could
Select an option:
Option a Option b
Option c
Option d
9) How often do you indulge yourself in something that gives you real pleasure or joy
a) Never
b) Once a week
c) Once a month
d) Once a year
Select an option:
Option a Option b
Option c
Option d
NEXT!
Once you've answered all the questions you may like discus them with the rest of your group or in pairs. There are no wrong answers! Becoming emotionally intelligent is all about knowing your strengths – both emotional and physically – and sharing them with others. Of course, you may like to talk about any answers that surprised you or, indeed, seem to suggest that you live your life differently from others. But it is not a competition – you are in charge of your own destiny even if you don't always believe it!
Activity
1. Look back over your answers – is there anything that surprised you? Share your thoughts with others.
2. Discuss similarities with other people in your group.
3. Take time to listen to what other people say. Sharing is a two-way activity.
.
EI and Retirement: Newly retired or ready for retirement? Read ON!
Emotional Intelligence and Managing your Retirement
Based on a variety of good practices these techniques may help you to manage the physical and emotional aspects of reaching retirement. If they seem right for you, try them and you can always take part in a short self-assessment exercise if it helps you to identify whether they work well for you or not.
Things to Remember: if you find that a particular technique works for you it’s good to make a note because you never know when you might need to use it again!
Self-Assessment Exercise: A Good Idea? If you find that that something works for you please tick the Y (YES) box. And if something doesn’t work for you tick the N (No) box.
Exercising is good for you
1 Regular exercise helps you to relax but for many people exercise conjures up images of working out in the gym, playing soccer or running. However, it doesn’t have to be like that and if you want to keep fit it may be better to:
1. Walk regularly each day
2. Use the stairs rather than the lift
3. Walk rather than use the bus or Metro
4. Get off a metro or bus stop early and walk the last part of your journey.
5. Regularly walk the dog or take your grandchildren to the park at weekends
A Good Idea?
Y N
Comments:
Managing My Anger
2 Anger Management : If you f ind i t difficult to manage your anger levels it’s worth:
1. Recognising that some people are easier to relate to with than others and that there will be situations that arise because you may find each other difficult to relate to.
2. Avoiding situations that are beyond your experience, expertise or ability. In this way you may avoid any misunderstandings.
3. Understanding that we get mad with our families because we know that we can. We feel secure and confident enough to be able to predict the reaction. But it’s different in a community or neighbour relationship where your anger may cause further difficulties
A Good Idea?
Y N
Comments:
Reducing Isolation
3 If you worry about becoming isolated or lonely in retirement, it may be worth:
- Taking Yoga or relaxation classes
- Ensuring that you get enough sleep to keep you healthy!
- Exploring your creativity by taking music, painting or ceramics classes
- Taking the time to eat and drink food that will help you to keep well.
- Using meditation techniques to create a moment of calm in your busy life.
A Good Idea?
Y N
Comments:
Keeping a Diary
1. Remember key moments and events over a period of time
4 Managing your life can become very complicated! It is worth thinking about keeping a Retirement Diary. This can help you to:
2. Create a daily routine that will contribute to keeping track of your emotions and how you relate to others.
3. Provide an interesting way to record the small but important things in life including weather, visits to friends, unusual wild-life: in fact anything that is of interest to YOU!
A Good Idea?
Y N
Comments:
Managing a Busy Life
The first step is to review a typical week in your life! You can do this by:
5 Some people handle retirement better than others. In fact, some experts suggest that people thrive on the stress and order associated with working and miss it when they retire. This may not be you! But how do you spend your time? Many artists and writers maintain that it is important to record what you do so that you can see how busy you really are!
1. Keeping a log for seven days recording everything you do.
3. Reviewing each day before going to bed and falling asleep.
2. Drawing up a timetable that includes ALL your daily activities.
And remember: used in association with keeping a Retirement Diary you may recognise that you live a very busy life and that we all need to take time out to recuperate.
A Good Idea?
Y N
Comments:
These are just 5 examples of Managing the Emotions associated with being retired. For more detailed information please see the resources section of this learning programme.
ANNEX B
Further Reading
Emotional Intelligence: Perspectives from Educational and Positive Psychology by Jerrell C. Cassady, Mourad Ali Eissa, 2008
Emotional Intelligence: Key Readings on the Mayer and Salovey Model By Peter Salovey, Marc A. Brackett, John D. Mayer, 2007
50 Activities for Developing Emotional Intelligence by Adele B. Lynn, 2000
Antonio Damasio, Descartes' Error, Putnam: New York, 1994.
Joseph LeDoux, The Emotional Brain, Weidenfeld and Nicholson: London, 1998.
Jaak Panksepp, Affective Neuroscience, Oxford University Press: Oxford, 1998.
Katherine Weare, Developing the Emotionally Literate School, Paul Chapman: London, 2004.
UK Department for Education and Skills/Department of Health booklet Promoting Emotional Health and Well-Being, available from The Health Development Agency, www.wiredforhealth.gov.uk
Virginia Axline, Dibs: In Search of Self, Penguin: Harmondsworth, 1990.
Keith Oatley and Jennifer Jenkins, Understanding Emotions, Blackwell: Oxford, 1996.
R. Plutchik and H. Kellerman (eds), Emotion: Theory, Research and Experience, Academic Press: San Diego, 1980.
Gerald Matthews, Moshe Zeidner and Richard Roberts, Emotional Intelligence: Science and Myth, Bradford Books: Cambridge, MA, 2002.
Joseph Ciarrocchi, Joseph Forgas and John Mayer (eds), Emotional Intelligence in Everyday Life: A Scientific Inquiry, Psychology Press: Philadelphia, 2001. | <urn:uuid:88a8dde2-49b3-4691-937b-b335650300d4> | CC-MAIN-2024-10 | http://ids.pt/pdfs/module_2.pdf | 2024-02-27T10:21:35+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00529.warc.gz | 19,468,660 | 7,478 | eng_Latn | eng_Latn | 0.978677 | eng_Latn | 0.997775 | [
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Busy Bees, Busy Blooms
Activity Overview:
Guide: Adapted from Project WILD K-12 Curriculum & Activity Guide (4th edition)
Suggested Grade: Lower Elementary, Upper Elementary
Setting: Indoors
Theme: Pollination, Adaptation, Ecological Relationships
Subject Areas: Science, Environmental Education
Adaptation Time: 50 minutes
Recommendations for Using this Activity:
* Online Project WILD Professional Development for Educators: Conduct synchronously using an online meeting platform with breakout rooms function.
* Online Instruction for Students: Conduct synchronously using an online meeting platform with breakout room function. Depending on the age of the students, it may be beneficial to include more detailed information within the educator Google Slides about flower structure, pollination, and pollinators. If using this activity with lower elementary students the pollination simulation can be done as a teacher-led whole group activity instead of dividing into small groups.
Additional Modified Use:
* Completed Independently Asynchronously with Students: If students are completing this activity asynchronously slides 1-4 may need to be adapted or added to, to include more information about pollinators and pollination so that students may review this on their own. The educator would share the instructions and Google Slides with students and have them complete the pollination simulation independently and submit their Busy Bees Flowers, Busy Bees Chart, and Busy Bees Reflection Questions to the educator.
Getting Ready:
Review the activity background material from the Project WILD Activity Guide.
Technology tools, set up and tutorials:
* Make a copy of the Busy Bees, Busy Blooms Google Slides. See Using Google Docs, Sheets, and Slides Tutorial for instructions on how to make a copy.
Participant Materials: Participants will need the link to the educator's copy of the Busy Bee, Busy Blooms Google Slides with the link setting set to "Anyone with the link can edit."
Doing the Activity:
1. Introduction (estimated 10 minutes): In a live virtual setting with the students, complete steps 1 through 4 as written in the "Busy Bees, Busy Blooms" activity in Project WILD K-12 Curriculum & Activity Guide (4th edition) using slides 1-4 in the Google Slides. (Estimated 10 Minutes)
3. Pollinator Journey (Estimated 20 Minutes): After demonstrating the busy bees pollination simulation with students divide them into small groups and share with them a link to the copy of the Busy Bee, Busy Blooms Google Slides. Let students know that they will need to select one person to share their screen and map out their pollinator's journey, one student to spin the spinner and roll the die and one student to record their pollination in the Busy Bees Chart. Also remind students that they will only have 10 minutes to do the pollination activity, so they will want one of their group members to be a timekeeper. Then put each group into their own breakout room. The small groups can now begin the busy bees pollination simulation by following the instructions on the Google Slides. Visit the breakout rooms to make sure that everyone is doing a job and also to remind the groups that once they have completed their pollinator journey, they should work together to answer the reflection questions for their group.
2. Becoming a Pollinator (Estimated 10 Minutes): Tell students they are going to become pollinators. Referring to the directions on Google Slides 6-7, demonstrate for students how to become a pollinator, how they will pollinate and record their journey using Google Slides 8-9.
4. Wrapping Up (Estimated 10 Minutes) : Bring the whole group back together and discuss the small group reflection questions and any key takeaways they would like to share from their group discussion.
Getting Outdoors
Head outside to observe flowers and pollinator visitors. Have students draw and label pictures of what they see.
Keep safety in mind and follow guidelines for #ResponsibleRecreation. See https://www.fishwildlife.org/responsible-recreation.
Assessment: Use the small groups' completed Google Slides for assessment.
Additional Options:
Virtual Field Trip: Students can view live pollinator/wildlife cams example: Live Honey Bee Cam https://explore.org/livecams/honey-bees/honey-bee-landing-zone-cam
Photograph Attributions:
Click here
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Horizons Specialist Academy Trust E-Safety Policy
Reviewed by Finance & General Purposes Committee: 14 June 2022
Date of Review: Summer 2023
Responsible officer: IT Manager
Statement of intent
At Horizons Specialist Academy Trust (HSAT), we take our responsibility towards the safety of staff, visitors and pupils very seriously.
The purpose of this policy is to manage and mitigate risks to the ICT systems and users at Horizons Specialist Academy Trust (HSAT). It ensures that;
* We comply with the UK GDPR
* We secure the ICT systems in line with latest government and police guidance.
* We reassure those users of the ICT system that we secure and protect them.
Horizons Specialist Academy Trust has carefully considered and analysed the impact of this policy on equality and the possible implications for pupils, parents and staff with protected characteristics, as part of our commitment to meet the Public Sector Equality Duty (PSED) requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations.
Introduction
In today's society, children, young people and adults interact with technologies such as smart phones, games consoles, tablets and the internet on a daily basis and experience a wide range of opportunities, attitudes and situations. The exchange of information, ideas, social interaction and learning opportunities involved are greatly beneficial to all, but occasionally place children, young people and adults in danger.
The e-safety policy covers issues relating to children and young people as well as adults and their safe use of the internet, mobile phones, smart watches and other electronic communications technologies, both in and out of school. It includes education for all members of the Trust community on risks and responsibilities and is part of the "duty of care" which applies to everyone working with children and young people.
The e-safety policy is supported by the Trust's Acceptable Use Agreement for staff, Trustees, visitors, pupils and students and the Trust's Child Protection Policy.
The Chief Executive and Board of Trustees have a legal responsibility to safeguard children and young people and this includes online activity.
Teaching and Learning
A number of studies that have been carried out have identified the educational benefits to be gained through the appropriate use of the internet; e-safety is an integral part of this. We believe it is essential for e-safety guidance to be given to the pupils and students on a regular and meaningful basis. E-safety is embedded within the curriculum and we continually look for new opportunities to promote e-safety across the curriculum for example:
* Access to worldwide educational resources including museums and art galleries.
* Inclusion in the National Education Network which connects all UK schools.
* Educational and cultural visits both at home and abroad.
* Vocational, social and leisure use in libraries, clubs and at home.
* Access to experts in many fields for pupils, students and staff.
* Professional development for staff with access to national developments, educational materials and effective curriculum practise.
* Access to learning wherever and whenever convenient.
Within the Trust community internet use is part of the curriculum and is a necessary tool for learning and the Trust has a duty to provide pupils and students with quality internet access as part of their learning experience. Internet use is an entitlement for all pupils and students who use the internet widely outside school and need to learn how to evaluate information they receive and take care of their own safety and security.
It is a necessary part of the Trust's teaching and learning to support children and young people to evaluate the quality of information they receive via the media in all forms and develop critical skills. Specifically, information received via the internet, email or text message requires even better information handling and digital literacy skills not least because it may be difficult to determine origin, intent and accuracy therefore a whole curriculum approach is required.
* Pupils and students will be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
* Pupils and students will use age appropriate tools to research internet content.
* The evaluation of online materials is a part of teaching and learning in every subject and will be viewed as a whole-Trust requirement across the curriculum.
* Pupils and students will be made aware of the impact of Cyber bullying and know how to seek help if they are affected by any form of inline bullying.
* Pupils and students will be made aware of where to seek advice and/or help if they experience problems when using the internet.
* Pupils and students will be made aware of the use of the CEOP button and how to get in touch with organisations such as ChildLine.
Managing Information Systems
It is important to regularly review the security of the whole ICT and Communication system adopted across the Trust. Therefore the following procedures will be followed:
* Virus protection will be updated regularly.
* The security of the Trust information systems and users will be reviewed regularly.
* The transfer of any work related data to any personal device is banned
* The Network Manager will review system capacity regularly.
* Passwords to access the Trust network must be changed regularly and meet the designated complexity rules.
Emails
Emails are an essential means of communication for both staff, pupils and students. Directed email use can bring significant educational benefits. However it is essential that systems are in place to ensure we are safeguarded against spam, phishing and virus attachments as well as data protection.
The following applies to the Trust:
* Pupils and students may only use approved email accounts for school purposes.
* Pupils and students must immediately tell a designated member of staff if they receive an offensive email.
* Pupils and students must not reveal personal information about themselves or others (including staff) in email communication.
* If staff need to communicate with pupils, students or parents and carers they will only do so via use of official Trust provided email accounts.
* The forwarding of chain messages is not permitted.
* Staff will password protect all personal data attached to external email and provide the password in another email.
Management of Published Content
The Trust has a website which can be used to celebrate pupil's and student's work, promote the academies within the Trust and publish resources and reports to keep all key stakeholders informed of all that we do and the following procedures apply:
* Staff, pupils and students personal details will not be published on the website.
* Principals and the CEO will take overall editorial responsibility for online content published by the Trust and will ensure that content published is accurate and appropriate.
* The website will comply with the Trust's guidelines for publications including respect for intellectual property rights, privacy policies and copyright.
The use of digital images of children and young people and will be handled with due care and diligence.
* Pupils and students full names will never be published.
* Pupils and students in the care of the Local Authority will never have their images published for public information.
* Written consent will be sought by pupils and students, and parents and carers on admission and can be withdrawn at any time.
Social Networking, Social Media and personal publishing
The internet has constantly evolving online spaces and social networks which allow individuals to publish unmediated content. Social networking sites can connect people with similar or very different interests. Users can be invited to view personal spaces and leave comments, over which there may be limited control.
Pupils and students will be encouraged through the curriculum to think about the ease of uploading personal information, the associated dangers and the difficulty in removing an inappropriate image or information once published.
Similarly through Professional Learning all staff will be made aware of the potential risks in using social networking sites of personal publishing either professionally with pupils and students or personally. They will also be aware of the importance of considering the material they post, ensuring profiles are secured and how publishing unsuitable material may affect their professional status.
* Staff are not allowed to be "friends" with any children, young people or families they work with on social networking sites. (see HSAT Social Networking Guidance) The Trust will control access to social media and social networking sites.
* Pupils and students will be advised never to give out personal information which may identify them or their location.
* All social media and associated tools are currently banned however if staff wish to use social media tools with pupils and students as part of the curriculum they will need to risk asses the sites before use and check the sites terms and conditions to ensure the site is age appropriate. Permission will then need to be sought from the Principal of the Academy and a request made to the ICT Network Manager to allow access to a particular site.
* Pupils and students will be advised on security and privacy online and will be encouraged to set passwords, deny access to unknown individuals and to block unwanted communications.
* All members of the Trust community are advised not to publish specific and detailed private thoughts, especially those that may be considered threatening, hurtful or defamatory.
* Concerns regarding pupil and students use of social networking, media and personal publishing sites (in and out of school) will be raised with their parents or carers, particularly with the use of 18+ sites.
* Staff personal use of social networking, social media and personal publishing sites will be discussed as part of staff induction and safe and professional behaviour will be outlined in the school's Acceptable Use Agreement.
Filtering
Access controls commonly described as filtering are managed by the Trust's ICT Team. The Smoothwall Filtering Solution employs a category based filtering system which will for example block gaming unless it is educational. There is dynamic
filtering on all email accounts, Office 365 has multiple layers of spam and virus protection, NOD also integrates with outlook for attachments scanning. If members of the Trust community happen upon an inappropriate site or receive an email with malicious content that has managed to get through the filtering system then it must be reported to the ICT team immediately.
Managing Internet Access
The Trust will allocate internet access to staff, pupils and students on the basis of educational need. In general terms all staff, pupils and students will have access to the internet unless there are circumstances which may require a suspension of access or access under restricted supervision.
* All staff will read and sign the Acceptable Use Agreement.
.
* Parents and carers will be asked to read the Acceptable Use Agreement for Pupils and Students and discuss it with their child or young person where appropriate.
* All visitors to any of the academies who require access to the Trust's network or internet will be asked to read and sign the Acceptable Use Agreement.
Managing Incidents of Concern
Internet technologies and electronic communications provide children and young people with exciting opportunities to broaden their learning experiences and develop creativity in and out of school. However it is important to consider risks associated with the way these technologies can be used. The Trust seeks to develop the skills that children and young people need when communicating and using technologies enabling them to keep safe and secure and act with respect for others. Incidents of concern may include unconsidered jokes and comments, inappropriate actions and illegal activity, the Trust will take the following steps to minimise risk:
* All staff will be made aware of internet breaches by children and young people.
* Appropriate sanctions will be imposed and staff informed of this.
* The Designated Safeguarding lead on each site will be informed of any e-safety breaches involving Child Protection concerns, which will then be escalated appropriately.
* Parents and carers will be informed of any incidents of concern as and when necessary and appropriate to do so.
Managing E-Safety Complaints
Parents, carers, children and young people and staff should all be aware of the Trust's complaints procedure therefore complaints about internet misuse will be dealt with under the complaints procedure. Any complaint about staff misuse will be reported to the E-safety Co-ordinator or Chief Executive.
* Parents, carers, pupils and students will need to work in partnership with the Trust to resolve issues.
* Any issues will be dealt with according to the Trust's behaviour policy and Child protection procedures.
Managing Cyber bullying
When children and young people are the target of bullying via mobile phones, smart watches, gaming or the internet they can often feel very alone, particularly if the adults around then, do not understand cyber bullying and its effects. A once previously safe and enjoyable environment or activity can become threatening, harmful, humiliating and a source of anxiety. It is essential that the whole Trust community, parents and carers understand how cyber bullying is different from other forms of bullying, how it can affect people and how to respond to combat the issue.
While bullying in itself is not a specific criminal offence in the UK, it is important to bear in mind that some types of harassing or threatening behaviour or communications could be a criminal offence.
If the Trust believes that an offence has been committed the Safeguarding and EHA Support Officer will seek advice from CEOP or the local Police.
Other Trust procedures are set out in the Trust's Anti-Bullying Guidance.
PREVENT: The Issue of Radicalisation
The Counter-Terrorism and Security Act 2015, places a legal responsibility on Academies and Trusts to take every effort to protect members of their community from the threat of political radicalisation. The Trust understands its legal responsibility to take every effort to prevent individuals from being drawn into terrorism through the internet or by other means, and to challenge extremist ideas propagated by terrorist organisations.
The Trust approaches this issue in four ways:
Providing a safe online environment
The Trust has strong filters in place to block pupil access to violent or otherwise inappropriate materials. Pupils and students are required to sign up to an Acceptable Use agreement that specifically prohibits them from seeking to access such sites. Internet usage is monitored and disciplinary responses may follow if a pupil's usage breaches our rules or raises concerns. The Trust will also seek to block specific sites and search terms too if they appear to pose a risk to our pupils and students. Furthermore, pupils and students receive advice and instruction from teaching and pastoral staff on safe internet usage.
Assessment of Pupil and Student Behaviours
The pastoral monitoring by staff within the Trust has a vital role to play in preventing radicalisation of pupils and students. All pupils and students are monitored closely by teachers and support staff with any issues of concern discussed with staff responsible for Safeguarding. Where necessary an intervention or even counselling may be provided. The Trust will also seek advice and support from the local authority and/or the police when concerns regarding pupil or student radicalisation arise.
Staff Training and Information
The Trust recognises that it has a responsibility to provide training to staff on the issue of radicalisation to ensure that they remain vigilant and informed on the issue. It will also ensure staff are aware of how to respond appropriately if concerned about the possible radicalisation of a pupil or student.
Promoting Fundamental Values
The Trust will vigorously promote fundamental British values such as fairness, democracy, tolerance and the rule of law through its PSHE lessons, tutor times, curriculum and all other daily interactions between pupils, students and staff.
Contacts and Resources
Government advice to Trusts on this issue can be accessed here: https://www.gov.uk/government/publications/preventing-extremism-in-schoolsandchildrens-services
The Government also provides contact details for alerting authorities to suspected terrorist activity. These include the DfE dedicated telephone helpline and mailbox for non-emergency advice for staff and governors: 020 7340 7264 and email@example.com in addition to the local police and 101.
Sexting in schools and colleges: Responding to incidents and safeguarding young people
This is advice that covers the sharing of sexual imagery by young people. Creating and sharing sexual photographs and videos of anyone under 18 is illegal. Many professionals consider sexting to be the sending and posting of sexual suggestive images, including nude or semi-nude photographs, via mobiles or over the internet. Young people however are more likely to interpret it as writing and sharing explicit messages with people they know. Parents and carers may think of it as flirty or sexual text messages rather than images. It is therefore important that we educate not only children and young people, but adults across the Trust and parents and carers.
Although the production of such imagery described above is likely to take place outside of an academy, the issues that follow on from this are likely to manifest themselves in our academies therefore we need to be able to respond swiftly and confidently to ensure that children and young people are safeguarded, supported and educated.
The guidance aims to support academies in developing procedures to respond to incidents involving youth produced sexual imagery. It also signposts to resources and support.
The procedures outlined in the guidance should be part of the Trusts Child Protection arrangements and all incidents of youth produced sexual imagery should be dealt with as safeguarding concerns.
Sexual harassment, online sexual abuse, sexual violence
Sexual violence and sexual harassment can occur between two children of any age and sex from primary through to secondary stage and into colleges. It can occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Sexual violence and sexual harassment exist on a continuum and may overlap; they can occur online and face to face (both physically and verbally) and are never acceptable. As set out in Part one of Keeping children safe in education (KCSIE), all staff working with children are advised to maintain an attitude of 'it could happen here'. Any incidents of online sexual abuse will be dealt with in accordance to the Trust's Child Protection Policy and Part 5 of Keeping Children Safe in Education.
Resources and support
* In addition to the Local Safeguarding Partner resources, additional advice can be sought via https://www.gov.uk/government/publications/sexting-in-schools-andcolleges.
The following resources can be used to support parents and carers and children and young people with youth produced sexual imagery:
Helplines and reporting
* Children and young people can talk to a ChildLine counsellor 24 hours a day about anything that is worrying them by ringing 0800 11 11 or in an online chat at http://www.childline.org.uk/Talk/Chat/Pages/OnlineChat.aspx
* If parents or carers are concerned that their child or young person is being contacted by adults as a result of having shared sexual imagery they should report to NCA-CEOP at www.ceop.police.uk/safety-centre
* ChildLine and the Internet Watch Foundation have partnered to help children and young people get sexual or naked images removed from the internet. More information is available at http://www.childline.org.uk/explore/onlinesafety/ pages/sexting.aspx
* If parents and carers are concerned about their child or young person, they can contact the NSPCC Helpline by ringing 0808 800 5000, by emailing firstname.lastname@example.org, or by texting 88858. They can also ring the Online Safety Helpline by ringing 0808 800 5002.
Advice and information for parents and carers
* The NSPCC has information and advice about sexting available on its website: https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/sexting/1
* NCA-CEOP has produced a film resource for parents and carers to help them prevent their children coming to harm through sharing sexual imagery: https://www.thinkuknow.co.uk/parents/articles/Nude-selfies-a-parentsguide/.
* Childnet have information and advice about sexting available on its website: http://www.childnet.com/parentsand-carers/hot-topics/sexting
Managing the use of Mobile Phones, Smart Watches and other devices
Mobile phones and smart watches are considered to be an everyday item in today's society. They can be used in a variety of ways to communicate through texting, photography and internet accesses.
However, mobile phones and smart watches can present a number of problems when not used appropriately:
* They are valuable items which may be stolen or damaged.
* Their use can render pupils, students or staff subject to cyberbullying.
* Internet access on phones and personal devices can allow pupils to bypass security settings and filtering.
* They can undermine classroom discipline as they can be used on silent mode.
* Mobile phones with integrated cameras could lead to child protection, bullying and data protection issues with regard to inappropriate capture, use or distribution of images of pupils, students or staff.
It is therefore the Trust's policy to advise that all children and young people under 16 leave their mobile phones and smart watches at home and the students who attend the 6 th Form at Abbey Hill Academy and them in at reception at the beginning of the day. Failure to comply with this rule will be dealt with through the Trust's behaviour policy.
* The sending of abusive or inappropriate messages or content via mobile phones and smart watches is forbidden by any member of the Trust community and any breaches will be dealt with via the Trust's Behaviour Policy.
* Staff's use of mobile phones and smart watches will not be permitted during any lesson with children and young people.
* Staff are not permitted to contact children, young people and families with their own personal mobile phone or smart watch.
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WATER TOPICS IN OUR COMMUNITY: DROUGHT
QUICK FACTS
Potential drought storage:
Up to 36,000 acre-feet in upstream reservoirs plus additional groundwater storage. (One acre-foot is 325,851 gallons, which is approximately the annual amount needed to serve two single family residences.)
Use of Truckee River:
TMWA customers use only three percent of the water in the Truckee River in a non-drought year and eight percent in a drought year.
TMWA's Drought Management Plan Visit www.tmwa.com in the "Your Water" section.
Recharge Program:
One billion gallons of water are pumped into the aquifer in the winter.
TMWA PROTECTS COMMUNITY AGAINST DROUGHT
What is a drought?
A drought is a weather pattern with less than average precipitation over a prolonged period of time, ranging from one to many years. During the past one hundred years, there have been multiple droughts in this area, with the longest one lasting eight years. During drought years, the level of Lake Tahoe and other reservoirs along with the Truckee River decline significantly. It is during these times that Truckee Meadows Water Authority (TMWA) must use its drought reserves. Throughout the 1987 – 1994 drought, reserves were used in several different years to meet the community's water needs.
How does TMWA plan for a drought?
Planning for dry year water supplies has always been a high priority at TMWA. The extensive and detailed 2010-2030 Water Resource Plan adopted by the Board in 2009, compares the projected demands of the RenoSparks community to the worst drought on record, 1987-1994. The conclusion reached is that TMWA's mix of water supplies is able to meet the demands of its customers through a repeat of this drought plus an additional year if needed – that's one year longer than this region's worst drought on record. Download the complete Water Resource Plan at www.tmwa.com/water_system/2030wrp.
What key elements are in TMWA's drought plan?
Drought planning for the Truckee Meadows is complex because water for our customers comes from many sources: including Lake Tahoe, upstream reservoirs, the Truckee River and tributaries, and wells. Drought planning also includes treating surface water in order to pump it back into the Truckee Meadows aquifer during the winter. TMWA's drought plan was created from research and knowledge of how these different sources of water are affected by drought and how they can be used to provide dependable water during a drought cycle.
TMWA's watering day schedule is an element of TMWA's water management and conservation plans. It helps to manage water demand in both drought and non-drought years. It promotes the development of healthy landscapes that are able to withstand droughts or other water emergencies. This conservation program has also been successful in managing peak water use during summer months, thereby delaying the need for increased water treatment capacity.
:
* Converting all water customers to meters. This encourages customers to use water efficiently and provides a valuable tool to reduce water use during droughts.
Actions in the drought plan include
* An agreement called "The Negotiated Settlement" allows up to 14,000 acre-feet of storage in federallyoperated reservoirs for use during extended droughts.
* Changing water system operations so that well use is maximized during months of June through October, thereby delaying the use of surface water held in upstream reservoirs.
* Pumping more than one billion gallons of water during the winter months into the aquifer for drought storage.
* Operating our water treatment plants to use as much Truckee River water as possible.
How much of the Truckee River water does the community use?
TMWA customers use a small percentage of the water in the Truckee River. In a non-drought year, we only use three percent of all the water flowing in the Truckee River. During a drought year, TMWA customers might only use eight percent of the water in the Truckee. The remainder flows to other downstream users including the Truckee-Carson Irrigation District, other irrigation users, and Pyramid Lake.
Truckee Meadows Water Authority | 1355 Capital Blvd. | Reno, NV 89502 | 775.834.8080 | www.tmwa.com
About TMWA:
Truckee Meadows Water Authority (TMWA) is a not-forprofit water utility, overseen by elected officials from Reno, Sparks and Washoe County. TMWA employs a highly skilled team who ensure the treatment, delivery and availability of high-quality drinking water around the clock for more than 385,000 residents of the Truckee Meadows.
About this series:
Water Topics in Our Community is a series of papers designed to provide the citizens of the Truckee Meadows information about key water topics in this region.
To access all of the papers, go to www.tmwa.com/topics.
About TMWA's Board of Directors:
The TMWA Board welcomes you to attend and comment at any board meeting. Meeting schedules are posted at www.tmwa.com/meetings.
To send a question to the Board, visit us online at www.tmwa.com/comment.
Questions or feedback?
We'd like to hear from you. Please call our Community Communications line with any remaining questions you have on this topic or other water topics. The number is (775) 834-8290.
Mailing address:
P.O. Box 30013
Reno, NV 89520-3013
Main line: (775) 834-8080
www.tmwa.com
Document date:
1/1/15
Is the water homeowners conserve every day used for growth to build more houses or businesses?
No. Some people mistakenly believe that when our customers use less water through conservation, the water saved is then used for growth. That is not the case. The unused water is retained for drought reserves, flows downstream to other users, or released to benefit river system health. In the future, as required by the Negotiated Settlement, TMWA will be able to store additional conserved water in upstream reservoirs in the event of a drought.
Is TMWA considering other conservation methods, such as paying for grass removal?
TMWA is always investigating new water-saving technologies and conservation programs. Any technology or program requires funding. Some communities may have developers pay for programs, and others may increase customer rates to cover program costs. Thus, a funding mechanism would be needed to pay for any program, including grass removal. | <urn:uuid:b04c4e1f-b724-4a13-a937-f8815ba21965> | CC-MAIN-2017-13 | http://tmwa.com/wp-content/uploads/docs/your_water/topics/topics_drought_20150101.pdf | 2017-03-27T00:38:00Z | crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00077-ip-10-233-31-227.ec2.internal.warc.gz | 352,928,398 | 1,329 | eng_Latn | eng_Latn | 0.997961 | eng_Latn | 0.998025 | [
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COMPREHENSION QUESTIONS ANS ANSWERS MODEL 1962021647
atikaschool.org/kcse-english-grammer/comprehension-questions-ans-answers-model-1962021647
Read the following comprehension and answer the questions that follow in the spaces given below. (20mks)
COMPREHENSION
Hare, Elephant and Hippo
One day Hare, popularly known as Ogila Nyakarondo, met Elephant on his way to the forest. As Hare is a cunning and clever animal, he wanted to fool Elephant on some issue. He started talking to Elephant; ' Elephant my brother, good morning. What is the matter? Why are you walking alone like that my friend? Why don't you ask me to walk along with you through the forest?
After they had walked together for some time Hare said, 'Elephant my brother, I want to go on a rope- pulling contest with you. I know that I can defeat you miserably, for I am stronger than you.' Elephant replied, 'iii! Ogila Nyakarondo, you are too small to contest with me. You are playing about, my brother. Think twice.
They then planned to go on a contest the next day in the forest, but Elephant went laughing, thinking that Ogila could do nothing to him.
The same day, Ogila met with Hippo and started talking to him saying, ' Hippo my brother, I want you to contest with me one of these days. We shall pull a rope across the forest and see who will be the winner.' Hippo said, ' Don't play with me , Hare my brother, you are just too small to contest with me.' He made the same plan, just as he had planned with Elephant to pull the rope in the contest across the forest.
The next morning, Hippo and Elephant went to each side of the forest thinking that they were going to contest with Hare. They started pulling the rope. Meanwhile Hare was sitting on a high hill looking at what was happening below. He sang a song to taunt Elephant and Hippo. As he sang, Hippo and Elephant pulled even harder. They pulled and pulled and got very tired. At dusk, they almost fainted and stopped pulling.
Hare immediately ran to Elephant and asked,' am I not great?' elephant told Hare, ' Oh Hare my brother, I have agreed that you are really great. I have had it tough the whole day.'
Hare then ran to Hippo and told him the same thing he had told Elephant. Hippo wondered at the strength of the Hare and said, ' Hare my brother, I have just realized that you are very strong. In fact you should be made the king of the jungle.' Hare went away merrily playing his guitar.
(Adapted from African Oral Literature for schools by Jane Nandwa and Austin Bukenya, Longman Kenya.)
1/2
(i) Classify the above narrative. (2 marks)
(ii) How was hare popularly known? (1 marks)
(iii) Why was elephant so sure that the hare could not beat him in the contest?(2 marks)
(iv) Why did hare sing when the Elephant and Hippo were pulling the rope? (2 marks)
(v) At what time and why did the elephant and the hippo stop pulling? (2marks)
(vi)What is the moral lesson in this story? (1marks)
(vii)Identify and illustrate any two features of oral narratives in the story. (4marks)
(vi) Discuss the character of:
a. Hare. (2marks)
b. Elephant. (2marks)
(vii) Explain the meaning of the following words as used in the passage. (2marks)
a. Contest……………………………………………………………………………………..
b. Merrily……………………………………………………………………………………..
COMPREHENSION(20MARKS)
i. Trickster narrative.(1mark).The hare fooled Hippo and elephant in believing they were competing with him.(1 mark)
ii. Ogila Nyakarondo
iii. He knew that he was stronger than hare.(1mark).Hare was also of small size. (1mark)
iv. To taunt Elephant and Hippo.(2marks)
v. At dusk.(1mark).because they got very tired and were almost fainting.(1mrk)
vi.
we should not be arrogant and proud
To be clever and witty (Any relevant-1mark)
Opening formula(1mark)-One day(1marks)
-Timelessness (1mark)-One day (1mark)
-Personification (1mark)-Hare, Elephant and Hippo talking-Hare plays the guitar
-Element of Fantasy (1mark)-Animals talking-Hare plays the guitar (Any two illustrated points)
-witty,clever,cunning(1mark)Illustration(1mark)
-foolish,arrogant,proud(1mark)Illustration(1mark)
Contest-competition(1mark)
merrily-happily(1mark)
vii.
viii.
ix.
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ENTREPRENEURSHIP
Know how. Know now.
ECAP (ENTREPRENEURIAL COMMUNITY ACTIVATION PROCESS)
A holistic approach to help communities support innovation and entrepreneurship by understanding their unique characteristics, community assets and potential opportunities.
By engaging in the ECAP program, communities embrace visionary thinking, endorse entrepreneurial leadership, build synergy, and are able to leverage resources to attract and retain a working-age population, which will empower community economic growth.
Communities that become aware of and embrace concepts from the following eight Entrepreneurial Community Characteristics will move toward positive change.
E-SHIP
TEAM
Research
Individuals
Communities
Businesses
Extension
Teaching
Communities with a strong vision must have clearly identified and articulated goals if the vision is to become reality. A vibrant strategic plan provides focus and moves the community on a pathway to success.
COMMUNITIES WITH VISION ARE CHARACTERIZED BY:
* A strong sense of purpose and of identity.
* Knowing who they are, who they want to be and having a strong commitment to the future.
* Rather than being tied to the past, the community's history serves as a launch pad for the future.
* Open communication channels are inclusive of all members of the community.
* Opportunities exist for all residents to be included.
* Embracing the ever-changing strategic planning process.
* Supporting innovation and embracing new enterprises in the community.
* Sustainability of the community is a part of the vision and plan.
Entrepreneurial communities will market their advantages and opportunities to potential new residents, creating marketing strategies that are connected to a community's longterm vision. They must welcome population diversity -- recognizing the positive aspect of new ideas, creativity and innovation provided by new residents. Introducing youth to entrepreneurship is another essential means of creating a ready supply of entrepreneurs for the community. A successful entrepreneurial community will also create strategies to retain current residents and include them in the community vision and plan.
CULTURE OF CHANGE
Culture of change and community vision are closely connected. Communities with a strong culture of change are those that can see value in creating a community vision and a strategic plan to accomplish it. There is a strong determination to succeed in a culture of change and everyone within the community has an opportunity to be involved.
Communities with a strong culture of change support innovation and embrace new enterprises. In a true culture of change, risk takers are valued and many within the community have a passionate commitment to the community's future.
COMMUNITIES WITH A STRONG CULTURE OF CHANGE ARE THOSE THAT:
* Are open to new ideas and opinions.
* Exhibit a willingness to change.
* Have leaders who see the value of creating a community vision.
* Know that their strategic plan is ever-changing.
* Have a strong commitment to the future.
* Value innovation.
* Embrace new enterprises and innovation in the community without ostracizing those who fail.
LEADERSHIP
The leadership environment in entrepreneurial communities is described as open and creative. Leaders are motivated to improve the economic and social well-being in the community. This focus will be seen in the community and organizational visions as elected officials, government employees, business leaders, educational institutions, community organizations and others work together to address challenges and establish goals. Engaging the community in the process will identify resources and talents to achieve the goals. More importantly, by working collaboratively, trust will be established and that trust is essential for a community to grow and develop.
Each entrepreneurial community will develop its own approach to leadership, building on the unique assets and strengths of the community.
EXAMPLES OF ELEMENTS THAT MAY OCCUR WHEN ENTREPRENEURIAL LEADERSHIP IS PRESENT:
* Resources available to entrepreneurs:
◊ Networking opportunities to connect entrepreneurs to resources.
◊ Coaching/mentoring the entrepreneur at all life stages of the business from start-up to business transition.
* Collaborative efforts to address and move forward the economic and social well-being in the community.
* Value leadership development for both youth and adults.
◊ Potential leaders are Identified, developed and nurtured.
◊ Leadership programs incorporate innovation and entrepreneurial discussions in the training.
◊ Leaders will understand how to build upon the strengths and talents within the community.
◊ Leaders emerge to accomplish the community vision and goals.
* Public policies and guidelines to encourage an "entrepreneur friendly"atmosphere.
◊ Create local policies supportive of entrepreneurial development.
◊ Access to local economic development incentives.
◊ Favorable tax structure, public policy and regulations for growth.
INFRASTRUCTURE
Typically infrastructure refers to roads, water supply, sewers, electrical grids and telecommunications. In order to be competitive globally, entrepreneurial communities must include systems and services to help businesses expand their markets. If the services are utilized to the fullest extent possible, entrepreneurs and entrepreneurial businesses in the community will benefit.
Distribution of goods and services to markets is the main purpose of a community's infrastructure. These basic structures are needed for social services, schools, hospitals, etc. In order for a community's economy to function, these technical structures must be in place.
BASIC INFRASTRUCTURE NEEDS:
* Public sewer system and water system
* Utilities -- dependable, affordable, up-to-date power supplies, etc.
* Medical and emergency services
* Transportation – roads, proximity to major highways or by-ways
* Distribution mechanisms and resources, access to airports, rail public and private distribution resources
* Public services such as post office, government, schools, libraries, etc
* Housing - Affordable housing and adequate transitional housing
* Economic Development -- available lots and/or storefronts for business development or expansion
* Telecommunications -- Internet, broadband connectivity and reliable cellular phone service
DIGITALLY CONNECTED
Entrepreneurial communities understand the importance of creating a vision that includes increasing broadband adoption, usage and connectivity.
SUCCESSFUL ENTREPRENEURIAL COMMUNITIES WILL INCORPORATE BROADBAND IN SECTORS INCLUDING:
* Leadership and support
* Economic development and e-commerce
* Telecommunications infrastructure
* Technology literacy and access
* Advanced technology training
* Community services and information
* Health care
* Agriculture
* Social capital
* Quality of life
Internet connectivity is necessary for many political, economic and social transactions — in everything from contacting elected representatives, to filing insurance papers, to taking classes offered at the local community center.
Broadband is expected — by employers, job seekers and businesses looking to bring goods to markets. It is fundamental to economic development in the most complete, long-term sense. For libraries, schools, health clinics, businesses and hospitals, broadband is a basic need.
ENTREPRENEURIAL SUPPORT SYSTEMS
Creating effective support structures within an entrepreneurial community will generate benefits for local business owners and aspiring entrepreneurs. It can stimulate a transformation for economic development by promoting collaboration, improved productivity and program effectiveness, while generating improved out-comes in terms of jobs, existing businesses, new business development and overall quality of life.
Support services are designed to provide a range of support to entrepreneurs of all types when they need it and in the way that is most useful for them.
THIS INCLUDES NETWORKING WITH PEERS AND MENTORS THROUGH SERVICES:
* Economic development entities
* Chamber of commerce
* Local community foundation
* Banking and financial support
* Business incubation services
* Individual mentoring, coaching and champions
* Youth entrepreneurship education
* Adult entrepreneurship education and networks
A COMPREHENSIVE ENTREPRENEURIAL SUPPORT SYSTEM INCLUDES:
* Access to capital
◊ Banks and financial organizations open to entrepreneurial ventures
◊ Matching funds through local economic development district or other entities
◊ Angel investors or local foundations
◊ Legislative financing opportunities such as LB840 and others
◊ Local knowledge and support for grant writing, workshops, contracts etc.
* Access to support structures
◊ Opportunities to network with peers such as entrepreneurship and leadership groups
◊ Mentoring/coaching for start-up, growing businesses and businesses in transition
◊ Strategic alliances within the community
* Entrepreneurial Culture
◊ Community supports and embraces entrepreneurs and entrepreneurial vision
◊ Media support
◊ Business and local culture that celebrates new business development
◊ Willingness to think regionally
◊ Willingness to accept new residents with new ideas
◊ Support for youth entrepreneurship
◊ Marketing plan and support for entrepreneurs within the community or region
* Favorable Public Policy
◊ Economic development incentives for expansion and support of existing businesses
◊ Local entrepreneurial friendly tax structure, regulations and zoning ordinances
According to the National Trust for Historic Preservation, "sense of place" encompasses "those things that add up to a feeling that a community is a special place, distinct from anywhere else." In the context of entrepreneurial communities, it would include characteristics that make a place special and unique, and that creates an identity; a bond of pride; and a sense of history and belonging among residents of the community.
QUALITY OF LIFE, ON THE OTHER HAND, IS A BROADER TERM THAT INCLUDES SATISFACTION OF BOTH TANGIBLE AND INTANGIBLE ASPECTS OF LIFE INCLUDING SERVICES, BUSINESSES AND AMENITIES SUCH AS:
* Employment opportunities
* Adequate health care
* Good schools
* Bonding places -- coffee shops, community center, etc.
* A safe place to live and operate a business
* Efficient and effective government
* Availability of parks, recreation facilities, etc.
A job opportunity may encourage potential new residents to consider a new community. By looking at the community as a "product," an entrepreneurial community understands that it can create environments to attract and retain new residents.
LEADERSHIP
CULTURE OF CHANGE
COMMUNITY VISION
ENTREPRENEURIAL COMMUNITY CHARACTERISTICS
ENTREPRENEURIAL SUPPORT SYSTEMS
EDUCATION/ WORKFORCE IQ
In today's knowledge-based economy, a well-educated workforce is vital. Entrepreneurial communities are able to utilize the creative capital of their residents to foster innovation and entrepreneurship. A strong inflow of talented individuals provides the workforce for growing companies as well as new ideas.
EDUCATIONAL OPPORTUNITIES IN THE COMMUNITY FOR ALL RESIDENTS ENCOMPASS:
* Entrepreneurship education -- The introduction of entrepreneurship concepts and skills needed for selfemployment can be provided via formal and non-formal instruction. Youth entrepreneurship education is necessary to develop a steady supply of entrepreneurs in the community.
* Workforce education – A community must have a talented and educated workforce available to staff entrepreneurial companies. Future workers as well as current employees must keep up-to-date with basic and advanced skills in order to maximize creativity, productivity and entrepreneurial initiatives.
* Business transfer/transition education is needed to help business owners develop strategies for successful transition of their businesses.
For more information:
SENSE OF PLACE
INFRASTRUCTURE
DIGITALLY CONNECTED
EXTENSION.UNL.EDU/ENTREPRENEURSHIP
E-SHIP
TEAM
Research
Individuals
Communities
Businesses
Extension
Teaching
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Dilations with Matrices
ID: 11481
Time Required 15 minutes
Activity Overview
In this activity, students will use matrices to perform dilations centered at the origins of triangles. Students will explore the effect of the scale factor on the size relationship between the preimage and image of a polygon.
Topic: Dilations
- Matrix multiplication
Teacher Preparation and Notes
- The extension at the end of this activity is a continuation of the extension problem from the activity Triangle in the Matrix (11401). Download and review the activity, if needed, to complete the problem before using the extension in this activity.
- To download the student worksheet, go to education.ti.com/exchange and enter "11481" in the keyword search box.
Associated Materials
- DilationsWithMatrices_Student.doc
Suggested Related Activities
To download any activity listed, go to Ueducation.ti.com/exchangeU and enter the number in the keyword search box.
- Dilations (TI-Nspire Technology) — 8487
- Scale Factor (TI-Nspire Technology) — 8299
- Transformations with Lists (TI-84 Plus family) — 10277
Problem 1 – Dilation Example
In Problem 1, students will examine the coordinates of the preimage and image of a triangle and recall properties of vertices under dilation. Students will use matrix multiplication to find the image vertices.
Discussion Questions:
- Why is the dilation matrix second in the multiplication process?
- Why do we use zero instead of one in the dilation matrix?
- What happens if we switch the position of the scale factor and zeroes in the dilation matrix?
If using Mathprint OS:
Students can create matrix A by pressing ƒ `, highlight 3 for ROW and 2 for COL. Then press Í on OK. Enter the coefficients using the right arrow key.
Repeat for creating matrix B, selecting 2 for ROW and 2 for COL.
Problem 2 – Scaling Up or Down
Students will use matrix multiplication to determine values of the scale factor that make the image of the dilation larger or smaller than the preimage.
Students will write their own matrix multiplication and give the coordinates of their new images.
U
Discussion Questions:
- For what values of the scale factor is the image larger than the preimage? Smaller? Equal?
- What happens if the scale factor becomes negative?
If using Mathprint OS:
To save time, modify a previous entry of matrix multiplication. Press the up arrow key, }, highlight the appropriate entry and press Í. Then change the numbers as needed and press Í again.
Extension – Fencing a Garden, Part II
Students are asked to find coordinates of the fence posts of a new garden. Students should be reminded that the scale factor is not equal to the ratio of the garden areas, but it is equal to the square root of this ratio (square root of this number because we need to know the scale for each axis in order to dilate the
multiplication to dilate the triangle.
Student Solutions
1. Sample answer: image coordinates are half of the value of the preimage coordinates
3. Sample answer: if the scale factor > 1, the image is larger than the preimage. If the scale factor < 1, the image is smaller than the preimage
4. Sample answer:
5. Sample answer:
7. Sample answer: (25.35, 84.51), (33.81, 0), (0, 42.25)
94
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Breaking Up is Not Hard to Do
Problem 1 – Introduction
Press o and enter the two functions
Also, for the second expression, move the cursor to the left of Y2 = and press Í until a circle appears. This will place a large circle in front of the graph as it is graphed on the handheld.
To view the graphs, press q and select ZStandard.
Name ___________________________
Class ___________________________
1. How do the graphs of the two given equations compare?
2. What do the graphic results tell us about the two functions?
Functions can often be expressed in several different ways. The second representation splits the initial rational function into fractional parts and is referred to as the sum of partial fractions.
3. How are the denominators in 3 4 3 3 x x , the partial fractions, related to the denominator of the original expression 2 7 3 9 x x ?
So, to begin understanding how these partial fractions are developed, begin by writing two fractions using the factors of the denominator of Y1. Let A and B represent the numerators yet to be determined.
Breaking Up is Not Hard to Do
4. What is the LCD (least common denominator) for 2 7 3 3 3 9 x A B x x x ?
5. What is the result of multiplying both sides of 2 7 3 3 3 9 x A B x x x by the LCD?
6. Substitute in a convenient number for x and solve for A. What value did you obtain for A?
7. Similarly substitute in a convenient number for x and solve for B. What value did you obtain for B?
8. Now substitute the values you found for both A and B into the equation shown in Question 4 to show the equivalent rational function and sum of partial fractions.
9. How do your results for Question 8 support your answer to the Question 2 regarding what the graphs of the functions Y1 and Y2 tell us about the two functions?
Problem 2 – Practice
10. Express the rational function, 2 7 4 ( ) 6 x f x x x , as a sum of partial fractions.
11. Graph the initial function and your sum of partial fractions using the graphing calculator as outlined in Problem 1. How does this verify your results? Explain your reasoning.
Problem 3 – The Next Level
12. Express the rational function, 2 5 7 ( ) 4 8 12 x f x x x , as a sum of partial fractions.
13. Graph the initial function and your sum of partial fractions using the graphing calculator. How does this verify your results? Explain you reasoning.
Breaking Up is Not Hard to Do
Additional Practice Problems
Represent each of the following rational functions as a sum of partial fractions. Verify your results graphically.
Breaking Up is Not Hard to Do
ID: 11934
Precalculus
Time Required 20 minutes
Activity Overview
In this activity, students will split rational functions into sums of partial fractions. Graphing is utilized to verify accuracy of results and to support the understanding of functions being represented in multiple ways.
Topic: Rational Functions & Equations
- Least common denominator
- Sum of partial fractions
- Equivalent functions
Teacher Preparation and Notes
- Problems 1-3 should be done in class as guided practice or small group work. Several problems are provided on the student worksheet for additional practice.
- As an extension, the teacher could include a discussion of the placement of vertical asymptotes.
- Before beginning the activity, make sure that all plots have been turned off and all equations have been cleared from the Y= screen.
- To download the student worksheet, go to education.ti.com/exchange and enter "11934" in the keyword search box.
Associated Materials
- BreakingUp_Student.doc
Suggested Related Activities
To download any activity listed, go to education.ti.com/exchange and enter the number in the keyword search box.
- Exploring Rational Functions (TI-Nspire technology) — 8968
Problem 1 – Introduction
This part of the activity involves an exploration of equivalent ways to express a rational function. Students will generate function graphs from which they will learn that a rational function can be represented as the sum of individual fractions, known as partial fractions.
To make it clear to students that the graphs of Y1 and Y2 are identical, show students how to place the tracing circle in front of Y2= by using the arrows to move to the left of Y2= and pressing Í until the tracing circle appears.
Students will answer questions regarding their observations of the graphs of the given equations. They are also asked to observe the denominators of the two functions.
If using Mathprint OS:
Students can display the functions as fractions in the o screen. To do this, to the right of Y1= press ƒ ^ and select n/d. Then enter the value of the denominator and press Í.
Note: The parentheses are not needed around the numerator or the denominator.
Press † to move from the numerator to the denominator. Press ~ to exit out of the fraction.
The denominators of the fractions in Y2 are the factors of the denominator in Y1.
Since the graphic results show that the two functions are equivalent, they are set equal to each other and a framework is established for finding the numerators of the partial fractions of a rational function. Directions are provided to help students through the process.
Students proceed to solve for A and B by substituting in values for x that will simplify the work to be done. For example, substituting –3 for x will eliminate the B term and simplify the process of solving for A. Similarly, substituting 3 for x will simplify solving for B.
Discuss with students why it might be helpful to decompose a rational expression into a sum of partial fractions. Students may note that the partial fractions, being less complex, will be easier to work with for certain mathematical applications.
Problem 2 – Practice
Students apply what was learned in Problem 1 to find a sum of partial fractions equivalent to a given rational function.
Once the algebraic work is completed, students can verify the equivalence of their solution to the original function via graphing the two functions. Remind students to use the show/hide feature to the left in the function entry bar of the graph page to be certain that the graphs of the two functions are identical.
Problem 3 – The Next Level
Students again apply what has been learned, but the challenge level increases.
In this situation, the denominator has a constant factor in addition to two binomial factors. A hint is given to prompt students to use the algebraic binomial factors as denominators for the partial fractions to be determined.
When students solve for A and B, they will find that the value for B is a fraction, which will result in a need for simplification of the partial fractions obtained.
Solutions – student worksheet
1. The graphs are the same.
2. The functions appear to be equal.
3. The denominators of f2 are factors of the denominator of f1.
4. x 2 –9 or (x–3)(x+3)
6. 3
7. 4
9. The results verify algebraically that the two functions are equivalent.
11. Yes; Same graph result verifies equivalent algebraic result.
13. Yes; Same graph result verifies equivalent algebraic result.
Density Curves
Name ___________________________
Class ___________________________
With a large number of observations, the overall pattern of the data may be so regular that is can be described by a smooth curve. A smooth curve describes an idealized situation and ignores irregularities as well as outliers.
A density curve is a special smooth curve which has two properties.
a. Always on or above the horizontal axis.
b. The area underneath it is 1.
1. Sketch a density curve that fit each of these histograms.
2. For each distribution above, put your pencil on the horizontal axis where you estimate the mean is. Draw and label a vertical line at this point.
3. For each distribution above, put your pencil on the horizontal axis where you estimate the median is. Draw and label a dotted vertical line at this point.
Press S e and then enter the data at the right into lists L1 – L5.
Density Curves
Adjust the window settings as shown below. Graph each of the four histograms by setting each Xlist as L1 and then Freq as L2 through L5, respectively.
For each histogram, find and plot the mean and median using these commands:
Press ` p, and select ClrDraw after finding the mean and median for a distribution.
4. Compare the mean and the median in the distributions. Write a sentence describing where these values lie for each type of distribution.
Symmetric:
Skewed right:
Skewed left:
Density Curves
ID: 11069
Statistics
Time required 15 minutes
Activity Overview
In this activity, students will be introduced to density curves as a simple analysis of a data set. They will also investigate where the median and mean lie on symmetric or skewed graphs.
Topic: One-Variable Distributions
* Density curves
* Mean, median, and skewness
Teacher Preparation and Notes
* Students will need the student worksheet before the activity.
* Useful terms for this activity:
o Uniform distribution: The height of each bar in the histogram is approximately the same.
o Symmetric distribution: Single peak with both sides approximately the same.
o Skewed right: Tall extends to the right side.
o Skewed left: Tall extends to the left side.
* To download the student worksheet, go to education.ti.com/exchange and enter "11069" in the quick search box.
Associated Materials
* StatWeek03_Density_worksheet_TI-84
Drawing Density Curves
Discuss with students the shape, center, and spread of the four graphs. Remind them, if necessary, of the concepts of symmetry, skewness and uniform distributions.
The first two are symmetric whereas the third is skewed left and the fourth is skewed right. The centers of the first two are in the middle of the distributions, whereas it is on the left of the third graph. The first histogram is mound shaped with the data mostly in the middle. The data in the second histogram is more evenly spread out. The spread in the third distribution is less than that of the second.
Students are to sketch the density curve for each distribution on the worksheet. You may need to show them an example.
When students are estimating the mean and median, remind them that the mean is the point that balances the data and the median is the point that divides the data in two equal groups.
Mean and Medians in Histograms
Students are to use Plot1 to graph the first histogram, using L1 and L2, and then find the mean and median.
The mean and median commands can be entered by pressing ` S, arrow right to the MATH menu and then select the command.
The Vertical command can be entered by pressing ` p and selecting Vertical.
After selecting ClrDraw from the DRAW menu, students can change Plot1 to graph the second histogram, L1 and L3, and then find the mean and median.
The third histogram uses L1 and L4. The fourth histogram uses L1 and L5.
The top two histograms are symmetric and therefore their means and medians are essentially the same. The second two histograms are skewed. Their mean of a distribution that is skewed right is to the right of its median – and vice versa.
TI Connect™Quick- Sta r t G u i d e
Concepts
* Working with TI Connect™ software
Materials
* Computer
* TI-Connectivity Cable USB (or serial cables, if necessary)
* TI Connect™ software
* TI Graphing Calculator (TI-73 Explorer™, TI-84 Plus, TI-89, TI-92 Plus, TI Voyager™ plt)
* Recommended: Internet connection (for device OS updates, Flash™ application updates, and online shopping)
Overview
This activity outlines the use of TI Connect™ computer software. Important: When installing TI Connect™ in a secure computer lab, make sure that both the software and the USB cable are installed and configured properly. If a "network administrator" is responsible for software installation, tell him/her to be sure the OS recognizes the USB cable after the software has been installed. The alternative is to use a serial cable instead.
Introduction
1. We'll start by assuming that TI Connect™ is installed and that all of your hardware (TI device, cable, and computer's communication) is working.
2. TI Connect™ works with all three of the TI-GRAPH LINK cables: black, gray, and silver (USB). If you are having trouble, read the USB cable warning section of this document. Whenever possible, use the USB cable because it is usually faster.
TI Connect™
1. The TI Connect™ Home Screen is shown in Figure 1.
2. The green buttons across the top of the screen take you to other "pages" of TI Connect™ and the blue buttons take you online to shop or to search for TI device OS or APPS updates.
3. The application icons in the center of the screen, like DeviceExplorer, run other TI Connect™ programs on your computer.
4. Near the bottom of the screen, the "Options" button lets you set default folders and communications settings. The "Help" button displays the Help file for TI Connect™.
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DeviceExplorer
1. Start DeviceExplorer to display the contents of your connected TI device. See Figure 2.
2. Your DeviceExplorer tree will look different, depending on the type of device you are viewing. Navigate the tree (click a "+" to expand a branch, "-" to collapse it) to see individual files in the device.
* Be sure to explore the entire tree: in a TI-89 device, Applications (APPS) are located under the main folder.
* On a TI-84 Plus, you may find variables under the RAM area (the device name at the top) or under the Flash/Archive area if the variables are archived.
* However, note that a single variable can be stored only in the RAM area or in the Flash/Archive area, but not both.
3. To transfer a file from the connected TI device to the computer, use the "drag-n-drop" principle: click on a file and, holding the mouse button down, drag the file to another window (like Windows® Explorer) on your screen (or to the Desktop).
4. To transfer a file from the computer to the connected TI device, drag the file from the computer window to the DeviceExplorer window. You can drop files into different "parts" of the device: at the end of the "drop" action, make sure the appropriate section of the device's memory is chosen.
* The TI-84 Plus has RAM (the device name at the top of the tree), or Flash/Archive. The TI-89 has folders: be sure to choose a folder.
* Some files, like APPS, and Groups, can only be put into the Flash/Archive area of a TI-84 Plus. TI Connect™ "knows" where to place these files. Some files have folder information embedded in the file, so, if the folder does not exist, the transfer process will create it.
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5. At the top of the Explorer tree is an item called "Screen Image."
* Dragging this image to your computer takes a screenshot and lets you save it as a "pic" file on your computer. This file can be opened with the TI Connect™ ScreenCapture program or IVIEW, a picture-editing program. You can also double-click the "Screen Image" branch to get a screenshot.
6. To select multiple devices, use Ctrl+clicks to select individual files or a click followed by Shift+click to select a continuous list of files in the DeviceExplorer window.
ScreenCapture
1. The ScreenCapture program takes a screen image of the connected TI device when it starts. You can take multiple screenshots. See Figure 3.
2. To take more screen images, prepare the device screen, and then click the 'camera' button on the toolbar (or press Ctrl+G, or use the menu Actions>Get Screen).
3. The individual screenshots can be saved as photo (*.jpg) or bitmap (*.bmp) image files or as device picture files, which can be transferred to the device using DeviceExplorer.
4. You can use a screenshot taken in TI-Navigator in other applications as well (like a word processor). Make the screenshot in Navigator the "active window" by clicking on it (Figure 3). Then use Edit>Copy (or press Ctrl+C, or click the "Copy" button on the toolbar). Switch to the other application, and use Edit>Paste (or Ctrl+V).
Backup
1. Click the Backup button on the TI Connect™ Home Screen to back up your device to your computer. See Figure 4.
* It's always a good idea to perform an occasional backup of your device files. Backup does not back up Flash applications or Groups. Backup does copy all individual files (programs, lists, etc.) regardless of their location in RAM or ARCHIVE.
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2. TI Connect™ may display a "Detecting Device" message, then the "Save As" window.
3. Navigate to the location on your computer where you want to store the backup file. Enter a backup file name.
4. Click Save. The files in the device that can be backed up are stored in a single group file on the computer.
Restore
1. To restore backed up files to your device:
* On the TI Connect™ Home screen, click the Restore button.
* TI Connect™ displays the "Open" window.
* Navigate to the location on your computer where you stored the backup (group) file.
* Click the backup file to select it.
* Click the Open button.
DataEditor
1. DataEditor consists of three Editors: a Number Editor, a List Editor, and a Matrix Editor. See Figure 5.
2. It supports "drag-n-drop" from a computer or device file and supports importing of text data from other sources.
Operating System and Flash APPS Updates
1. TI Connect™ is configured by default to search the Internet for updates and upgrades to your device's operating system (OS).
2. To disable this feature:
* Click the TI Connect™ Home Screen's Options button (or use any of its programs' Tools>Options menu items).
* Change the "Update device software from Web" option to "Do not automatically check for new software."
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3. When the search feature is enabled, TI Connect™ will check the connected TI device for any updates to the OS or the purchased applications.
* If the device needs a new OS, a displayed update notification message will permit you to download and store the files on your computer, or, if preferred, download and send the files directly to the device.
To Check for Updated Flash Files (OS or APPS)
1. On the TI Connect™ Home Screen, click "Updates."
2. Select either or both of these checkboxes: "Check for a newer version of operating system" and "Check for new versions of my installed Flash applications."
3. Click Continue.
* TI Connect™ displays the "Updates Status" window. It then establishes a connection to the TI Online Store and compares the material on your device with the latest material available.
* If you have the latest versions, TI Connect™ displays the "Newest software installed" window indicating that an upgrade is not required.
* If a newer software is available, TI Connect™ displays the latest versions in the TI Connect™ "Updates" window.
To Update Your Device's Software (OS or APPS)
1. Click the blue "Updates" button on the TI Connect™ Home screen. See Figure 6. In the "Updates" window, click the displayed item(s). To select multiple files, press Ctrl on your keyboard, and click each upgrade you want.
* If you want to download the software to the connected device, click "Download software to my device".
* If you want to download the software to your computer, click "Download software to my computer at" and enter a download location, or click "Browse" to select a download location.
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* Select both options to download the software to both your computer and the connected device.
* To download the software now, click "Continue." To download the software later, click "Remind me later". If you click "Continue," TI Connect™ displays the Online Store Information window.
* Follow the login and registration instructions (if necessary) provided by the TI Online Store registration process.
2. In the process of upgrading the Operating System, TI Connect™ will:
* Back up your files.
* Install the new OS.
* Restore your files.
* DO NOT INTERRUPT THIS PROCESS!
Communication Settings
1. TI Connect™ communicates with a TI calculator using any of three cables:
* The gray serial cable has a 25-pin "serial" connector and may come with adapters for a 9-pin serial port and an Apple ® Macintosh ® serial port.
* The black serial cable has a 9-pin connector for Windows ® only.
* The silver cable has a USB connector for both Windows ® and the Apple ® Macintosh ® .
2. TI Connect™ attempts to automatically detect the connected device. To configure the communication settings by hand:
* Click the blue Options button on the TI Connect™ Home Screen (or select Tools>Options from any TI Connect™ application's menu).
* At the bottom of the options dialog box, click the "Communication Settings" button.
* Select the device, cable type, and communications port from the drop-down lists, and click the [OK] button.
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3. Alternatively, you can let TI Connect™ determine your settings if there is a device attached to the computer. Just click the Find button on the Communication Settings dialog box.
Options
1. Click the Options button on the TI Connect™ home screen, or select the Tools>Options menu item on any of the TI Connect™ programs. See Figure 7.
2. Default Application:
* Select an application to start when you click any TI Connect™ shortcut. Note that there are also shortcuts for each of the programs in TI Connect™ in your Start>Programs menu.
3. Default Folders:
* You can tell TI Connect™ where you want your files stored on your computer by default. The default locations are inside C:\MyTIData, a folder that gets created as part of the install process.
* There are three user-selectable file locations, one for your data (individual or group files that come from your device), one for downloads from the Online Store, and one for backups.
* On the Options dialog, use the browse button (labeled […] to the right of each folder address) to select another "favorite location" for these files.
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Memory Managementon the TI-84 Plus
Concepts
* Managing memory on the TI-84 Plus
Overview
Materials
* TI-84 Plus
This activity features how memory can be managed on the TI-84 Plus. This will include working with memory in RAM and archive memory. Participants will also learn about grouping files, lists, and variables for later retrieval.
Introduction
The TI-84 Plus graphing calculator is equipped with FLASH memory: special hardware that allows you to upgrade the operating system, install special software called APPS, and utilize additional memory features. This extends the use life of the device and expands its functionality.
This document explains two ways in which you can use the memory of the calculator for backing up your work: Archiving and Grouping.
The memory of the TI-84 Plus is divided into two sections:
1. RAM (an acronym for Random Access Memory) is the "working memory" for most of the things that you do on the calculator: programs, lists, matrices, functions, and other data are kept in RAM. Each of these "things" that you work with in RAM is called a variable. Each variable has three properties: a name, a type, and a value.
2. ARCHIVE memory is a separate, but connected, portion of memory used for APPS, GROUPS, and "safe" storage (archiving) of your RAM variables.
Memory management is important because you may need to "free up" RAM to make room for other data or programs.
Notes: Archiving protects your files from intentional or inadvertent resets.
Grouping allows you to make copies of files, such as one student's Lists, so that another student can use the calculator for the same activity.
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Procedure
1. Press y L (on the à key) to access the MEMORY menu shown in Figure 1.
2. Select 2:Mem Mgmt/Del. With this option, you can delete variables or move variables between the RAM and Archive areas of memory. See Figure 2.
* When a variable is in RAM, it is "usable". The variable is available for general use as a "normal" variable.
Archiving
1. When the variable is in Archive memory, it is not available for use.
* Why put a variable in archive? The main reason is to free up RAM for something else without deleting any variables.
* You will usually put programs and lists into archive because these variables take up the most memory.
2. To archive, press y L. Then select 2:Mem Mgmt/Del (see Figure 2 again).
3. Next, select 1:All to see all of the variables in the TI-84 Plus (Figure 3).
The variable list screen in Figure 3 contains a lot of information.
* The two numbers at the top, RAM FREE and ARC FREE, are the numbers of bytes available in each portion of memory, RAM and Archive.
* On the left side of the screen is the "selection pointer" pointing to a particular variable. Move the selection pointer down or up with the arrow keys, † and }.
* The second column (just to the left of the variable names) is the indicator that tells you whether a variable is in RAM or Archive. A blank space indicates that it is in RAM, and an asterisk (*) indicates that it is in Archive.
* The number on the right of the screen is the size of the variable in bytes.
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Memory Management Keystroke Summary
Archive/Unarchive:
* y L, 2:Mem Mgmt/Del
* 1:All (or choose your variable sub-type)
* † } to point to a variable
* Í to move a variable (note the * toggle)
Group:
* L, 8:Group, 1:CreateNew
* Enter a group name
* † } Í to select multiple variables (note the squares)
* ~ to DONE
* Í to execute the grouping
Ungroup
* y L, 8:Group, ~ to UNGROUP
* † } to point to the desired group file
* Í to execute the ungrouping
Deleting Variables
* y L, 2:Mem Mgmt/Del
* 1:All (or choose your variable sub-type)
* † } to point to a variable
* {, possibly "Are You Sure?" will appear
One Final Note …
On the y L menu, there are two menu items, 5:Archive and 6:UnArchive. These are used in programs so that the program can manipulate specific variables' locations.
For example, a program may contain the statement 'Archive L1, L2, L3, L4, L5, L6' which will move these six lists from RAM to Archive. You do not need to use these two commands unless you are programming.
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Children's Mental Health Week: 1 – 7 th February 2021
Andrea Davis, Mental Health Lead, St Mark's Primary
MONDAY 1 st FEBRUARY – HOPE
In St Mark's, we picked 'Hope' as one our values because as well as being a positive life skill it is also one of our Christian Values to be forward looking.
The Dictionary definition of the word 'Hope' is to "want something to happen or to be true".
For pupils that have hope for good things to happen, it can become inspirational and encourage them to seek creative solutions. These children often have a more positive outlook on life and a greater sense of self-esteem.
We can all think about some personal hopes we have for 2021.
ACTIVITY:
Hope is everywhere we look in nature. From a tiny tree sapling stretching up into the sky hoping to find sunlight, to a squirrel scurrying around the woods always hopeful that he finds some nuts.
For today's activity please take a local walk outdoors in an area of beauty. Perhaps at Weston Woods, follow a cycle path or visit the Worle Nature Reserve. Take time to look for some new plants growing and see if you can spot any wildlife along the way. When you find a suitable spot, ask your adult to help you clear an area on the floor. Use leaves, flowers, sticks and rocks to make a nature picture to show something you may hope for in 2021. Frame it if you can with natural items. It could be a picture of a new pet you may hope to own, or you playing with a new friend you may hope to make once school is back to normal. Alternatively, you can spend time creating a pattern or shape with the natural resources. See if you can spot the hope for better weather on the photos at the bottom of this section.
Send your creative artwork into the Let Your Light Shine email address to be shared on the school website; firstname.lastname@example.org
WHY WILL THIS ACTIVITY HELP SUPPORT CHILDREN'S MENTAL HEALTH?
Being outdoors in natural surroundings improves well-being and lifts moods. It can stimulate learning about the environment whilst giving children's brains a break from paper and pencil or online learning. Having some good quality family time together outside in your safety bubbles can be a bonding experience and help create some lovely memories. It can also relieve boredom by having a change of scene from the same four walls and use up all that excess energy! We are very lucky to be able to explore a range of 'green' areas a safe, socially distanced manner right on our doorstep.
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February 2017
The Urban Chalkboard
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
| | | | | | | 1 3:30 Sensory Gym | | 2 9:30 Story Time with Dr. Jessica 10:30 BrainDance© 3:30 Bricks4Kidz | | 3 10:30 Mr. Daniel Live! | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | 5 | | 6 | | 7 | | 8 | | 9 | | 10 |
| | | Grandparents Day! 10:30 Sensory Gym | Grandparents Day! | 9:30-1:00 Art with Esther 9:30 Babies Play Music 10:15 Toddlers Play Music | 9:30-1:00 Art with | Multiples Day! 3:30 Sensory Gym 3:00-6:00 MHNS&K Fundraiser | Multiples Day! | 9:30 Story Time with Ms. Holly 10:30 BrainDance© 3:30 Bricks4Kidz | 9:30 Story Time with | 10:30 Mr. Daniel Live! | 10:30 Mr. Daniel Live! |
| | | | | | Esther | | | | Ms. Holly | | |
| | | | 10:30 Sensory Gym | | | | 3:30 Sensory Gym | | | | |
| | | | | | 9:30 Babies Play Music | | | | 10:30 BrainDance© | | |
| | | | | | | | 3:00-6:00 MHNS&K | | | | |
| | | | | | 10:15 Toddlers Play Music | | Fundraiser | | 3:30 Bricks4Kidz | | |
| 12 | | 13 10:30 Sensory Gym | | 14 9:30-1:00 Art with Esther 9:30 Babies Play Music 10:15 Toddlers Play Music | | 15 3:30 Sensory Gym 5:30-7:30 Chalkboard After Dark: CPR Training | | 16 9:30 Story Time with Dr. Jessica 10:30 BrainDance© 3:30 Bricks4Kidz | | 17 10:30 Mr. Daniel Live! 4:00 Kid Open Mic | |
| | 19 | | 20 | | 21 | | 22 | | 23 | | 24 |
| | | 10:30 Mr. Daniel Live! 1:00 NinjaZone Demo (ages 3-5) 2:00 NinjaZone Demo (ages 6-11) | 10:30 Mr. Daniel Live! | 9:30-1:00 Art with Esther 9:30 Babies Play Music 10:15 Toddlers Play Music | 9:30-1:00 Art with | 3:30 Sensory Gym | 3:30 Sensory Gym | | 9:30 Story Time with | 10:30 Mrs. Ashley’s Music 4:00 Baby Rave | 10:30 Mrs. Ashley’s Music |
| | | | | | Esther | | | | Dr. Jessica | | |
| | | | 1:00 NinjaZone Demo | | | | | | | | 4:00 Baby Rave |
| | | | (ages 3-5) | | 9:30 Babies Play Music | | | | 10:30 BrainDance© | | |
| | | | 2:00 NinjaZone Demo | | 10:15 Toddlers Play Music | | | | 1:30-2:30 Bricks4Kidz | | |
| | | | (ages 6-11) | | | | | | Preschool | | |
| | | | | | | | | | 3:30-4:45 Bricks4Kidz | | |
| | | | | | | | | | After School | | |
| 26 | | 27 10:00 Cat In The Hat with Civic Theatre | | 28 9:30-1:00 Art with Esther 9:30 Babies Play Music 10:15 Toddlers Play Music | | | | | | | |
4
11
18
25
Sensory Gym: We turn our studio into a sensory playground for children of all ages. Babies will roll and shake sensory tubes and Noggin Sticks. Toddlers and preschoolers will move their bodies, follow directions and cooperate with friends during parachute games and tunnel crawls. Hands on exploration at the sensory table and light table will spark interest and curiosity. This program is for children of all ages and their caregivers and is facilitated by your favorite Chalkboard staff. {ages birth - 4}
Babies Play Music: Children birth to 18 months will explore the guitar, piano, and percussion instruments. Prepare to revisit your favorite childhood songs, learn a few new ones, and experience lasting and loving memories with your baby through music. Some parents say the best part of this class is making great friends with the incredible parents and children. Others say it's watching their babies become budding rockstars. Who will have more fun, your baby or you? Class led by Tonya BergesonDana and Jessica Beer, Co-Founders. {birth - 18 months}
BrainDance©: In this one of a kind class for walkers and up children will be guided through eight developmental movement patterns that healthy human beings naturally move through in the first year of life. As babies, we did these movements on our tummies, sides, and back on the floor. However, cycling through these patterns at any age, daily or weekly while sitting or standing, has been found to be beneficial in reorganizing our central nervous system. Repeating these patterns over time may help us fill in any missing gaps in our neurological system. Expect lots of movement. Sounds cool, huh?! {all ages}
Mr. Daniel LIVE!: Jam out with Mr. Daniel every Friday. Make sure you get here early to get a spot since we hit capacity quickly whenever he's here! {all ages}
Urban Beats: Singing, shaking, and dancing to your favorite songs with Ms. Dana. We'll use rhythm sticks, bells, shaker eggs, and other percussive toys to discover our singing voices and express our own unique Beat. {all ages}
Kid Open Mic: Do you have a budding performer who just needs a microphone in hand at all times? An aspiring musician ready to try out that new tune on his favorite instrument? A little one who loves to entertain and be the star of the show? The studio will come equipped with a mic, assorted instruments, a/v feeds and a whole lotta fun!!! {all ages}
Chalkboard After Dark - CPR Training: Join Capt. Tony Colins of the Carmel Fire Department & get CPR Certified. Cost is $45 per person due upon arrival. This class will provide you with documentation from the American Heart Association and will include the following: Basic Lifesaving Skills - CPR, Airway Obstruction, & AED Use. This is an adult-only event. Childcare will not be provided during the class. {ages 13 & over}
Art with Esther: Art with Esther is a series of short art activities for children o all ages. Each activity teaches a specific technique and helps the child improve his/her fine motor skills through use of art supplies such as scissors, glue, tape, paper, paint brushes, etc. The class is process oriented and adaptable for children new to art. Esther will adjust the crafts to be appropriate for toddlers or preschoolers. You will receive a take-home instruction sheet each week so you can extend the activity at home. Our goal is to make art fun, approachable, and affordable for all families. Brought to you by The Avid Crafter. {all ages}
Story Time: Story Time will be led by Dr. Jessica! Join along as we explore peopl and things, animals and art, feelings and color, occupations and life lessons, all through stories, books, puppets, characters, and art. This program is for children o all ages and their caregivers. Story time will repeat each Tuesday with new theme beginning on the first and third weeks of the month. {ages birth - 4}
Toddlers Play Music: If you know toddlers, you know they can't sit still. In Toddlers Play Music, caregivers and toddlers will direct this energy into singing songs with finger play, imitation, body movements, and playing instruments during musical games. Children just learning to communicate will enjoy songs that combine sign and voice and lots of repetition. In addition to loud and soft, fast and slow, an high and low, we will also practice one-step directions and listening skills. Expect the unexpected. Class led by Tonya Bergeson-Dana and Jessica Beer, Co-Founders. {ages 18 months-36 months}
Broadway Beginnings: HEY, BROADWAY BABY! Jr. Civic brings its theatre-based curriculum to the Urban Chalkboard! This fun and interactive MUSICAL THEATRE CLASS is for mommy (or daddy, grandma or caregiver!) and your little ones! Utilizin musical theatre as a platform for early-childhood development, the class includes hands-on activities and group exercises that will make your little stars shine. {ages 18 months-36 months}
Baby Rave: Bring your babies {or big kids} and dance to kid-friendly dance favorites with Mr. Zach! The last Friday of every month our Play Studio is transformed into a dance hall for the littles. It is soooooo much fun to boogie oogie oogie 'til closing time. We provide glow sticks and you provide the moves! {all ages}
Cat In The Hat: Booth Tarkington Civic Theatre is bringing the Cat In The Hat t The Urban Chalkboard before the Dr. Seuss classic debuts on stage February 22nd March 2nd!!! Join the Cat for a book reading, meet & greet with a photo opportunity. All guests will be treated to a morning of fun, frolic & surprises. Children $10, no passes or coupons {all ages} | <urn:uuid:d53577bf-b43f-40ec-bb9c-e954e7857a6b> | CC-MAIN-2017-13 | http://www.theurbanchalkboard.com/wp-content/uploads/2017/02/February-17-Calendar.pdf | 2017-03-27T00:34:39Z | crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00082-ip-10-233-31-227.ec2.internal.warc.gz | 728,221,123 | 2,347 | eng_Latn | eng_Latn | 0.998666 | eng_Latn | 0.998727 | [
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Center for Environmental Sciences and Engineering
University of Connecticut
Protecting Children's Health
Preventing Lead Poisoning from Contaminated Soil in Community Gardens
Community gardens are public spaces where local residents can grow fresh, inexpensive, and healthful fruits and vegetables. In addition, these gardens often provide other benefits: they can connect neighbors, foster community self-reliance, provide opportunities for recreation and exercise, and reclaim neglected parcels of land. Dozens of Connecticut towns and cities now offer low-cost garden plots to their residents.
may breathe in contaminated soil dust, eat garden produce contaminated with soil particles that contain lead, and eat plants that have taken up lead from the soil.
The University of Connecticut's Soil Nutrient Analysis Laboratory, the Connecticut Agricultural Experiment Station in New Haven, and the Connecticut Community Gardening Association are addressing the concerns of community gardeners about lead and other heavy metals. These agencies are working together to assess soil and plant contamination in Connecticut's community gardens, to educate community gardeners about potential hazards, to develop guidelines for acceptable levels of heavy metals in garden soil, and to help gardeners find alternatives to contaminated soils.
Sample analyses have shown that some community garden soils exceed the U.S. Environmental Protection Agency's lead level of concern (400 parts per million).The Soil Nutrient Analysis Laboratory now routinely screens for lead when it assesses soil nutrients, flagging high levels for further analysis. The lab also distributes outreach materials to educate clients about the lead results.
UConn faculty: Dawn Pettinelli, Department of Plant Science and Cooperative Extension
Collaborators: David Stilwell and Thomas Bott
2007
But community gardeners—in urban, rural, and suburban areas—are increasingly concerned with possible soil contaminants, such as lead. Lead is a toxic metal that can damage every system of the body. Although lead affects people of all ages, it is especially dangerous to fetuses and young children. It can harm their developing nervous systems and cause lifelong learning, behavior, and physical problems.
In Connecticut, the most common sources of lead in the soil are dust and chips from lead-based paints, exhaust from leaded gasoline, and lead arsenate in pesticides. Although all of these leaded products were banned by the 1980s, their toxic legacy remains. Once lead enters the soil, it stays there.
Gardeners and their families may be exposed to lead in soil through several pathways. Young children may be exposed by touching contaminated soil or plants and engaging in normal childhood behavior—putting their hands in their mouths. Both children and adults
Web: www.cese.uconn.edu Email: email@example.com | <urn:uuid:a8f26c9d-6aaf-4362-9284-e226c488951b> | CC-MAIN-2017-13 | http://www.cese.uconn.edu/pdf/community%20gardens.pdf | 2017-03-27T00:35:23Z | crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00087-ip-10-233-31-227.ec2.internal.warc.gz | 464,981,543 | 530 | eng_Latn | eng_Latn | 0.994936 | eng_Latn | 0.994936 | [
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10
making a difference
Global Wildlife Conservation (GWC)
An Interview with Cindy Sechrest, GWC Plant Conservation Officer and Travis Heights Resident, and GWC Founder/CEO, Wes Sechrest
Mission Statement
Global Wildlife Conservation protects endangered species and habitats through science-based field action. GWC envisions a world with diverse and abundant wildlife and is dedicated to ensuring that species on the verge of extinction are not lost. The global organization brings together scientists, conservationists, policymakers and industry leaders to ensure a truly collaborative approach to species conservation. Learn more at www. globalwildlife.org
[Wes] Early on, I think all of us are entrusted with a love of nature, which E.O. Wilson defines as "Biophilia." This connection with nature is something that people tend to lose as they grow into adults and become more conditioned by modern society. For me, having a biologist for a mother who took me out to the mangroves in southern Florida and educated me in the forests of New England afforded me the opportunity to sustain a love and appreciation for
"Biophillia." From a young age, I understood nature to be the place where humans evolved. I understood incredible
plants, animals, and their habits, but I also began to understand the destruction of those habitats,
which is what inspired me to action.
We've reached a critical time in our planet's history. It's not just about studying nature; it's about taking action to preserve life on this planet.
"We've reached a critical time in our planet's history. It's not just about studying nature; it's about taking action to preserve life on this planet."
Tell me about the work your organization does and the results you strive to achieve.
[Cindy] GWC is an Austin-based organization that works to save endangered species and their habitats around the world, using the best science and working with local in-country partners.
[Wes] We view biodiversity as the core environmental issue of our time. Our focus is protecting the fabric of life, which is species biodiversity, but conserving species and their habitat.
How did you become involved with this organization?
[Cindy] My son, Wes. In 2007 Wes said he wanted to start a non-profit, and I told him not to do it because I knew what it took. But he was committed.
I was GWC's accountant and CFO through 2016. Now I'm planning biological plant initiatives – concentrating on animal/plant interactions. Plants are the foundation of all life on Earth.
Life in Travis Heights•July 2016
What differentiates you from other non-profit organizations?
[Cindy] A lot of the non-profits in the conservation area are very heavy in administration or on the money side. GWC has made a mission to be "boots on the ground," and that is exactly what GWC does all around the world.
GWC looks for areas in the world that have a large concentration of really unique species that could easily become extinct. We work to conserve those areas by purchasing them, protecting them, and working with local in-country partners to secure them for the future.
Tell us about GWC's largest or most recent achievements.
In recent years, Global Wildlife Conservation has created new
wildlife sanctuaries from Colombia to Congo, Borneo to Brazil, and is currently building the first network of private wildlife sanctuaries in Haiti. Most recently GWC has activated a new ranger corps in Nicaragua to combat illegal activity as part of GWC's anti-poaching efforts. GWC is working with Devil Ark in Australia to reintroduce Tasmanian Devils to the mainland, and is working to protect and recover the Sumatran Rhino with local in-country partners. GWC is also working with the Saola Working Group to conserve the elusive and majestic "Asian unicorn" in the Annamite Mountains of Vietnam and Laos.
How can someone get involved with this organization?
There are a number of ways Austin residents can make a difference for global wildlife. If they're interested in volunteering in some capacity for the organization, they should send an e-mail to firstname.lastname@example.org. On Earth Day this year we hosted an event called Wild Night for Wildlife in Austin and all of the proceeds raised at that event go straight to conservation. Individuals can help by funding one of our many unique projects, from helping us find the "Asian Unicorn," to paying the veterinary bill for Tasmanian Devils. You can fund a need here: http://globalwildlife. org/wildnightfundaneed
Contact information:
Global Wildlife Conservation PO Box 129 Austin, TX 78767 USA 512- 593- 1883 email@example.com
Saola conservation program coordinator Bill Robichaud with Saola horns (Photo by Bill Robichaud)
learn music, love learning
Early Childhood Music in Travis Heights
Open 7 days a week in Westlake
Lessons in a variety of musical styles
MUS
I
C
for all ages
& skill levels
July 2016•Life in Travis Heights
11 | <urn:uuid:b2d93344-af0f-4c14-b3bc-5cad2a22c3c5> | CC-MAIN-2017-13 | https://www.globalwildlife.org/wp-content/uploads/2016/07/GWC-in-Life-in-Travis-Heights_Jul2016.pdf | 2017-03-27T00:43:45Z | crawl-data/CC-MAIN-2017-13/segments/1490218189316.33/warc/CC-MAIN-20170322212949-00084-ip-10-233-31-227.ec2.internal.warc.gz | 898,426,005 | 1,036 | eng_Latn | eng_Latn | 0.998002 | eng_Latn | 0.998002 | [
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APPENDIX G
Specific Management Recommendations for Mule Deer
Mule deer are one of the most valued game animals in the Trans-Pecos region of Texas. Whether it's their limited distribution, low numbers, or their unique appearance and behavior, most landowners view mule deer as a precious resource. Many landowners have recognized mule deer as a financial asset and have capitalized on this value through lease hunting.
Other landowners choose not to lease and some do not allow hunting, and yet almost all closely protect this resource.
Mule deer differ from white-tailed deer in many respects. Because of the tremendous amount of information available concerning white-tailed deer management, many landowners have applied these management techniques to mule deer herds with inconsistent results. Therefore, it is important to implement management practices that are specific to mule deer.
One of the most important factors influencing the health and productivity of a mule deer herd is the quantity, quality, and variety of food plants produced by the habitat or range. Food availability can be improved by : (1) harvesting deer, including does where applicable, to maintain total deer numbers at or below the capacity of the habitat, (2) preventing competition with exotic big game (eg., Aoudad sheep) for forage by eliminating them or reducing their numbers, (3) using compatible kinds/classes of livestock (i.e., cattle) at light or moderate stock densities, (4) using a deferred-rotation grazing system, (5) and controlling invading woody vegetation (e.g., cedar and mesquite) where densities exceed optimum cover requirements for mule deer.
HABITAT REQUIREMENTS
Deer Foods and Deer Diets
Whether a mule deer herd is managed for quality antler production or high deer numbers, nutrition is the most important factor to consider. Deer require a diet of approximately 16% protein along with carbohydrates, fats, vitamins, and a variety of trace minerals. No single forage provides adequate levels of all these requirements, which emphasizes the importance of managing for a wide variety of foods. The TransPecos has a tremendous diversity of vegetation types that can provide excellent nutrition for mule deer, especially when rainfall is adequate.
Deer are extremely selective feeders, eating a wide variety of the most nutritious foods available during each season of the year. Food plants can be classified as shrubs/succulents, forbs and grasses. The leaves, twigs, buds, and blooms of woody plants eaten by deer are called browse. Succulents like cactus, lechuguilla, and cholla are often included in this category. Water obtained from these succulents is important, perhaps critical, especially if free water is not available in semi-arid and arid areas.
The bulk of mule deer diets (70%) consists of browse. Key browse plants in the TransPecos include kidneywood, acacias, netleaf and sugar hackberry, oaks, littleleaf sumac, skunkbush sumac, four-wing saltbush, mountain mahogany, Apache plume, bernardia, foresteria, mesquite, littleleaf lead tree, sotol, and juniper. Mast (fruits) of woody species can be seasonally important, and they generally are good sources of energy.
Forbs are annual or perennial broadleaf plants and are highly preferred by deer when available. Although their availability is highly variable and largely dependent on environmental conditions, forbs average about 25% of a mule deer's diet. Annual forbs are seasonal; therefore, perennial forbs provide a more reliable source of forage, and should be present on properly managed ranges. Some of the more important perennial forbs used by mule deer include menodora, golden eye, long stalk greenthread, bluets, bladder-pod, Engelmann daisy, and spiderwort.
Abundant throughout the Trans-Pecos, native grasses are not a preferred mule deer food and usually represent no more than 5% of most mule deer diets. Although not important on an annual basis, tender grass shoots may be very important on a seasonal basis during brief periods when other forage is unavailable.
Deer nutrition, as it relates to reproduction, is important to the land manager. Successful breeding depends largely upon the doe's health during the rut. The ovulation rate is strongly affected by the doe's level of nutrition and physical condition just prior to and during the rutting period. The doe's nutritional condition during gestation has an effect upon the size and survival of fawns at birth.
Cover
Woody plants are important to mule deer in providing shelter from weather extremes, escape from predators and hunters, and security cover. They are also a key food source; however, woody cover can become too dense for optimum mule deer habitat, can reduce forage production, and create livestock management problems. Brush management can be beneficial or detrimental to mule deer, depending on how it influences food and cover.
In many areas where the height and density of brush is increasing, the habitat is becoming more suitable for white-tailed deer and less desirable for mule deer. Research indicates that mule deer prefer a brush canopy cover of 40% or less, while white-tailed deer showed positive population responses with brush canopies exceeding 50%. Brush density and canopy are important considerations when managing mule deer habitat.
Water
Water is a critical component of mule deer habitat in the Trans-Pecos. Studies of mule deer water requirements indicate that their home range is closely associated with permanent water sources. Research has shown that mule deer numbers increased significantly in habitats where permanent water was developed. In areas where water sources deteriorated, a concurrent reduction in deer numbers occurred.
The tendency for mule deer and livestock to congregate around permanent water sources often results in excessive use of forage plants in the surrounding area while other areas receive little use. This can be corrected by distributing water sources throughout the deer herd's range. Permanent water sources should be no greater than 2.5 - 3 miles apart.
POPULATION MANAGEMENT
Mule deer management is sometimes viewed as two separate phases: Habitat management and population management. Habitat management primarily involves the manipulation of food, water, and cover to improve deer nutrition and survival. Population management manipulates deer numbers, sex ratio, age structure, and genetics. In reality the two "phases" are inseparable. The habitat quality has a direct influence on deer numbers just as excessive deer numbers can impact habitat quality.
Population management is similar to conducting a business. You must first inventory the product (census), then sell the product (harvest), and keep records (age, weight, antler measurements) to evaluate management decisions. This process allows the manager to determine the deer herd status at a given point in time, as well as evaluate the herd trend over a period of years.
Deer Surveys
A deer survey provides an estimate of the number of deer occupying a range, but more importantly, it provides an indication of trend in deer numbers over a period of years.
The most commonly used technique for surveying mule deer is the spotlight survey. After an appropriate route is determined, the route is driven after dark and deer are counted with the aid of spotlights. Visibility estimates are taken to calculate the area observed during the survey. Based on the area observed and the number of deer observed, a density estimate can be produced (acres per deer). Because it is critical to proportionately sample all available habitat types, this technique may not be applicable on ranches with limited road systems.
Helicopters can be used to conduct a partial or total ranch survey for mule deer. This technique allows the manager to estimate deer density, herd composition, and buck quality in a relatively short period of time. However, research has shown that only 35 85 % of the deer on a ranch are actually observed from a helicopter, depending on terrain and canopy cover.
No survey method is 100 percent accurate; however, either of the two methods described can provide valuable information on deer numbers and herd composition trends. The manager must choose the most appropriate survey method by considering ranch size, vegetation, terrain, finances, management objectives, available manpower, and time constraints. Refer to Appendix I for a more detailed discussion of deer survey methods.
Harvest Management
A basic tool in the management of a mule deer herd is a regulated harvest during the hunting season. The appropriate harvest level and resulting age-class distribution in the herd depend largely on the manager's objective. Mule deer tend to be more susceptible to hunter harvest than white-tailed deer because mule deer inhabit more open terrain and are more hesitant to flee than whitetails. This vulnerability to harvest, combined with lower reproductive rates and periodic drought-related die-offs, result in the potential for over harvest of a mule deer herd. This is especially true in areas where fawn recruitment is low.
Except in very limited areas of the Trans-Pecos, mule deer hunting is for bucks only. The harvest of doe mule deer is carefully regulated through the issuance of antlerless deer permits. Protection of the doe segment of the herd is often necessary to offset low fawn recruitment rates.
With the relatively low harvest rate of bucks and the control maintained by most landowners, hunting is rarely detrimental to mule deer populations. However, the suppression of mule deer populations through harvest has been documented in areas where many small land tracts exist. The best alternative in this situation is to form a landowner cooperative and manage the deer herd in a group effort, with strict enforcement of harvest limits.
Improving antler size of mule deer bucks requires a harvest strategy which allows them to reach maturity (5 1/2 to 7 1/2 years of age). This can generally be accomplished by restricting the harvest to 10-15% of the estimated buck population.
The appropriate buck:doe ratio for mule deer depends on overall herd numbers, relative to the carrying capacity of the habitat, and fawn survival rates. A 1:3 buck:doe ratio is desirable for mule deer when fawn production and survival is relatively low. In areas where natural mortality is high and deer densities are low, a higher number of does may be needed to maintain or increase the population. Doe harvest is appropriate when a herd has exceeded the carrying capacity of the habitat, but doe harvest should not be used to improve a skewed buck:doe ratio (e.g., 1:4, 1:5, or greater).
Harvest Records
Harvested deer provide an excellent opportunity to collect biological information as well as valuable answers concerning harvest strategies, harvest rates, nutrition, and management decisions. Information collected should include age, field-dressed weight, antler measurements, and body condition. This information, when combined with annual survey information, can be used to guide habitat management decisions and adjust harvest rates.
SUMMARY
The key to mule deer management is habitat management. Successful managers are aware of deer requirements for food, cover, water, and understand how management practices impact these requirements. Providing adequate food for mule deer means balancing the forage supply with animal numbers, which includes both deer and livestock. Because of the generally low fawn recruitment rates, providing adequate hiding cover for fawns can be the difference between success and failure in a management program. The primary tools available to the manager for enhancing mule deer habitat are grazing management, brush management (including prescribed fire), and water development.
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FOCUSED COMPLIANCE AND EDUCATIONAL QUALITY INSPECTION REPORTS FOR SCHOOLS WITH RESIDENTIAL PROVISION
BRAMBLETYE SCHOOL
MARCH 2018
CONTENTS
2
SCHOOL'S DETAILS
1. BACKGROUND INFORMATION
About the school
1.1 Brambletye School is an independent day and boarding school for boys and girls aged from 2½ to 13. Originally founded in 1919 as a boarding school for boys, the school relocated to its present 140-acre site in 1933 and first admitted girls in 2000. The school buildings have developed round a Victorian house that provides accommodation for up to 105 boarders. A flexible model runs in Years 3 to 6, where pupils can board for 1 to 3 nights a week; in Years 7 and 8, the model is either weekly or full boarding. The school operates as an educational trust overseen by a governing body.
1.2 Since the previous inspection, the school has developed its sporting facilities to include an all-weather pitch, and the senior management team has been developed to include a deputy head pastoral and a deputy head academic. The current headmaster was appointed in 2015.
What the school seeks to do
1.3 The school aims to develop a happy, confident and well-adjusted child, who works hard and enjoys art, drama, games and music, plays a part in some of the numerous societies and hobbies and takes a full share in the corporate life of the school; to combine the best traditions of a prep school within a true community of learners, pupils who are prepared to strive to fulfil their full potential and who are equipped for life in a 'global village'.
About the pupils
1.4 Pupils come from a range of professional and business backgrounds, mostly from the local area with an appreciable number coming from south London. Of the 92 boarders, a quarter come from overseas and from a range of ethnic backgrounds. Nationally standardised test data provided by the school indicate that the ability of the pupils is above average. The school has identified 33 pupils as having special educational needs and/or disabilities (SEND) which include dyslexia and dyspraxia; 31 of these receive additional specialist help. Also, 1 pupil in the school has an education, health and care plan. English is an additional language (EAL) for 29 pupils, 10 of whom receive support from a specialist teacher. Data used by the school have identified 61 pupils as being the most able in the school's population, and the curriculum is modified for them and for 52 other pupils because of their special talents in sport, music, drama and art.
2. REGULATORY COMPLIANCE INSPECTION
Preface
The registration authority for independent schools is the Department for Education (DfE), which directs inspection according to a specified frequency or at any time where the DfE has particular concerns about a school. The Independent Schools Inspectorate (ISI) is the body approved by the Secretary of State for the purpose of inspecting schools which are, or whose heads are, in membership of the associations which form the Independent Schools Council (ISC) and reporting on the extent to which they meet the Independent School Standards ('the standards') in the Schedule to the Education (Independent School Standards) Regulations 2014. Accordingly, inspection records whether the school meets each of these standards, which are arranged in eight Parts, each of which is divided into separate paragraphs. The inspection of schools that have early years settings not requiring registration similarly records whether the school complies with key provisions of the Early Years Foundation Stage statutory framework, and for registered settings the full range of the Early Years Foundation Stage provisions is considered. Additionally, the inspection reports on the school's accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment under section 548 of the Education Act 1996. It comments on the progress made by the school in meeting the compliance action points set out in the school's most recent statutory inspection.
This inspection also contains specific judgements on the National Minimum Standards for Boarding Schools ('boarding NMS'). It also comments on the progress made by the school in meeting the compliance action points set out in the most recent statutory boarding inspection and it judges the extent to which the school currently meets the boarding NMS. It identifies any standards which the school does not meet and requires action to meet them. Findings are distributed across sections relating to the eight Parts of the standards.
All association independent schools will have an inspection within three years from April 2016, in accordance with the Framework and DfE requirements. The inspection may be of COMPLIANCE ONLY or a combined inspection of EDUCATIONAL QUALITY AND COMPLIANCE depending on a number of factors, including findings from their most recent inspection. Schools judged not to meet the standards, including the boarding NMS, may also be subject to a progress monitoring visit before their next routine inspection. The progress monitoring visit will judge whether the school has taken the necessary action to meet any un-met standards identified at their previous inspection.
The inspection was also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.
This is a FOCUSED COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL QUALITY, the report of which appears later in this document. The COMPLIANCE inspection reports only on the school's compliance with the standards, including the boarding NMS. The standards represent minimum requirements and judgements are given either as met or as not met. All schools are required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report and the school is required to take the actions specified. In this focused compliance inspection, key regulations and standards have been inspected in detail. These are the regulations on safeguarding; measures to guard against bullying; arrangements for pupils' health and safety, arrangements to check the suitability of staff; the provision of information to parents; the handling of parents' complaints; and other related aspects of leadership and management, together with the NMS covering the same areas. The remaining standards and requirements are deemed to continue to be met unless evidence to the contrary has been found.
Inspections do not include matters that are outside of the regulatory framework described above, such as: an exhaustive health and safety audit; compliance with data protection requirements; an in-depth examination of the structural condition of the school, its services or other physical features; contractual arrangements with parents; an investigation of the financial viability of the school or its accounting procedures.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to specifically in published reports in this document but will have been considered by the team in reaching its judgements.
Links to the full regulations and requirements can be found here: The Education (Independent School Standards) Regulations 2014, National Minimum Standards for Boarding Schools, Early Years Foundation Stage Statutory Framework.
Key findings
2.1 The school meets the standards in the schedule to the Education (Independent School Standards) Regulations 2014, the National Minimum Standards for Boarding Schools 2015, and relevant requirements of the statutory framework for the Early Years Foundation Stage, and associated requirements, and no further action is required as a result of this inspection.
PART 1 – Quality of education provided
2.2 The school uses its own framework to determine attainment, instead of the national framework.
2.3 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils and covers the required breadth of material. The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources. A suitable framework for the assessment of pupils' performance is in place.
2.4 The standards relating to the quality of education [paragraphs 1–4] are met.
PART 2 – Spiritual, moral, social and cultural development of pupils
2.5 Principles and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, law-abiding citizens. Boarders' views are actively encouraged and their opinions and concerns are appropriately considered by staff. Any prefect system operating in the school is suitably managed.
2.6 The standard relating to spiritual, moral, social and cultural development [paragraph 5] and NMS 17 and 19 are met.
PART 3 – Welfare, health and safety of pupils
2.7 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably practicable; health and safety requirements are met, including those relating to fire safety; provision is made for first aid. Pupils are properly supervised; admission and attendance registers are maintained, as required, and there is a strategic approach to risk assessment. A disability access plan is in place.
2.8 An appropriate induction process for pupils new to boarding is implemented, and suitable provision is made for boarders' medical and health care, their food and drink and for managing boarders' laundry and possessions. Boarders have suitable contact with friends and family and access to a programme of activities. Boarding staff are appropriately trained and deployed.
2.9 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule 10 of the Equality Act 2010, and the ban on corporal punishment under section 548 of the Education Act 1996, and NMS 2–4, 6–12, 15 and 16 are met.
PART 4 – Suitability of staff, supply staff, and proprietors
2.10 The school makes appropriate checks to ensure the suitability of staff, supply staff, and proprietors and a register is kept as required. Visitors to boarding accommodation are appropriately supervised and the school's arrangements for guardianship are suitably managed.
2.11 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] and NMS 14 are met.
PART 5 – Premises of and accommodation at schools
2.12 Suitable toilet, changing and showering facilities for pupils and appropriate accommodation for their medical and therapy needs are provided. The premises are maintained to a standard commensurate with health and safety; acoustics and lighting are appropriate; water provision is adequate. Suitable outdoor space is provided for physical education and outdoor play. Boarding accommodation is adequate for the needs of all boarders, and safeguards and promotes their welfare.
2.13 The standards relating to the premises and accommodation [paragraphs 22–31] and NMS 5 are met.
PART 6 – Provision of information
2.14 A range of information is variously published, provided or made available to parents, inspectors and the Department for Education. These include details about the proprietor, the ethos of the school and the curriculum, and of the school's arrangements for admission, behaviour and exclusions, bullying, health and safety, first aid, details of the complaints procedure, and the number of complaints registered under the formal procedure during the preceding school year, and the provision for those with education, health and care plans or English as an additional language. They also include particulars of the school's academic performance during the preceding school year, and its results in public examinations, inspection reports and (for parents only) a report at least annually of their own child's progress. The safeguarding policy is posted on the school's website. A suitable statement of boarding principles and practice is published by the school.
2.15 The standards relating to the provision of information [paragraph 32] and statement of boarding principles [NMS 1] are met.
PART 7 – Manner in which complaints are handled
2.16 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear time scales, and at the third stage the panel can make findings and recommendations which are communicated to the complainant. Records are kept appropriately, including of any action taken, whether or not a complaint is successful, and identifying those relating to the boarding provision.
2.17 The standards relating to the handling of complaints [paragraph 33] and NMS 18 are met.
PART 8 – Quality of leadership in and management of schools
2.18 The proprietor ensures that the leadership and management demonstrate good skills and knowledge, and fulfil their responsibilities effectively, so that the other standards are consistently met and they actively promote the well-being of the pupils. Appropriate leadership and management of boarding ensure that the required policies and records are maintained and effectively monitored.
2.19 The standards relating to leadership and management of the school [paragraph 34] and NMS 13 are met.
3. EDUCATIONAL QUALITY INSPECTION
Preface
The EDUCATIONAL QUALITY inspection reports on the quality of the school's work. It focuses on the two key outcomes:
- The achievement of the pupils, including their academic development, and
- The personal development of the pupils.
Since the school was last inspected, the framework for inspection has changed. The current inspection framework uses different criteria and arrangements for grading from those used in previous inspection frameworks. The judgements made on this inspection are, therefore, not directly comparable to judgements made on previous inspections.
All independent schools are required to meet the requirements of the Independent School Standards. However, different inspectorates apply different frameworks that are suited to the different types of schools they inspect. The ISI terminology reflects quality judgements that are at least equivalent to those used by the national inspectorate, Ofsted. ISI reports do not provide a single overarching judgement for the school but instead give a clear judgement about key outcomes for pupils and information on the quality of the school's work.
The headline judgements must include one of the ISI descriptors 'excellent', 'good', 'sound' or 'unsatisfactory'.
Where necessary, National Curriculum nomenclature is used to refer to year groups in the school.
© Independent Schools Inspectorate 2018
9
Key findings
3.1 The quality of the pupils' academic and other achievements is good.
- Pupils' attainment and progress are good. School leavers regularly achieve scholarships across a broad range of subjects.
- Pupils with SEND or EAL make rapid progress as a result of the well-structured programmes of learning and excellent specialist support they receive.
- All pupils make at least good progress in their learning, but there is sometimes a lack of opportunity and constructive feedback to develop their higher-level thinking.
- Pupils develop their individual talents as a result of the wide-ranging opportunities available to them, successfully fulfilling the school's aims.
3.2 The quality of the pupils' personal development is excellent.
- All pupils, both day and boarding, demonstrate exceptionally strong levels of self-awareness and self-confidence owing to the school's strong pastoral support programme.
- Pupils undertake conscientiously and eagerly the many opportunities they are given for responsibility contributing towards the well-being of others.
- Pupils' behaviour is excellent; they understand and respect the school's rules, and relationships with each other are warm and positive.
- Pupils have a strong aesthetic and cultural awareness, and appreciate the world around them.
Recommendations
3.3 The school is advised to make the following improvements:
- Implement fully the academic development plan for Years 3 to 8, ensuring that marking improves the quality of pupils' achievement across the school.
- Develop pupils' skills in the use of information and communication technology (ICT) through increased opportunities across the curriculum.
THE QUALITY OF PUPILS' ACADEMIC AND OTHER ACHIEVEMENTS
3.4 The quality of pupils' academic and other achievements is good.
3.5 Children in the Early Years Foundation Stage (EYFS) make rapid progress from their various starting points so that they reach the expected levels of development for their age, and a large majority exceed them. In Years 1 and 2 this rapid progress is continued enabling pupils to achieve excellent standards. School leavers regularly achieve places and scholarships in academically selective and competitive senior schools. The school does not take part in National Curriculum tests but evidence from lesson observations, scrutiny of pupils' books and the school's own assessment data shows attainment to be above average in relation to national age-related expectations. Pupils with SEND or EAL make rapid progress due to leaders' and teachers' accurate interpretation of assessment results indicating their particular needs. This leads to highly effective interventions and support for pupils. The new academic leadership, determined to improve the progress of all pupils, has developed effective systems to support improvement in pupils' achievement. Boarders reported that their structured boarding routine helps to improve their academic performance because of the support they receive. Almost all pupils and parents who responded to the pre-inspection questionnaires agreed that the school enables pupils to learn and make good progress.
3.6 Pupils reach good and sometimes excellent standards in a broad range of subjects and activities in response to careful monitoring of their learning, identification of necessary next steps for improvement and excellent liaison between staff. The school has responded well to the recommendation of the previous inspection to develop a greater consistency of format for schemes of work and subject handbooks. Pupils benefit considerably when they have the opportunity to think critically and creatively. Children in the EYFS were observed enthusiastically 'managing' a garden centre, planting and arranging flowers, pricing and selling them and running a very efficient 'office'. They happily explained that plants need water, sun and soil to grow. Strong skills in core subjects are established in the pre-prep and as pupils progress through the school, they display well-developed skills and knowledge in subjects such as French, Latin, music and art. Pupils are highly articulate, applying their speaking skills well when performing to an audience. Year 6 pupils were able to develop their speaking skills whilst reading a play script which they had written, helped by effective teaching. Pupils' excellent communication skills enhance their achievement. Year 8 pupils improved their French, confidently reciting paragraphs, because their voices were recorded so that they could hear themselves. In their pre-inspection questionnaire responses, almost all parents who responded indicated that they are happy with the range of subjects offered. An overwhelming majority of pupils said that teachers are supportive and helpful when addressing any problems in their work.
3.7 Throughout the school, pupils achieve good standards in mathematics. In the pre-prep, pupils demonstrate growing confidence in their number work in a variety of contexts. Year 1 pupils using an interactive whiteboard quickly understood how to show numbers of ice creams following skilful questioning, giving an effective introduction of the concept of tally charts. All Year 5 pupils in a mathematics lesson understood how to work out the mode of eight numbers through the support provided for pupils, including those with SEND. Older pupils achieve above the expected level for their age and are proud of their excellent performance and success in national mathematics competitions. Pupils make particularly good progress in their numerical knowledge and understanding when teaching is carefully planned to meet individual needs, and expectations are high. In some teaching, inconsistent marking and target-setting hinders the progress of some pupils. Some pupils expressed in their questionnaire responses that they are unsure how well they are doing in their work. In reviewing pupils' work, it was apparent that not all feedback is consistent in providing next steps for improvement. The school has not, as yet, fully met the recommendation made in the previous inspection to ensure that clear guidance for marking is developed and implemented consistently. The new academic management is aware of this and has begun to promote new rigour in the curriculum.
3.8 Pupils are competent users of ICT. In the EYFS, children use computers as part of their daily activities and demonstrate good control. Pupils are introduced to touch-typing at an early stage and confidently use tablets. Those with SEND further their literacy and numeracy skills through confident use of software which addresses their individual learning needs. Older pupils use a variety of ICT applications outside the classroom, for example to film and edit major school events. Pupils' rapid development of ICT skills, through the excellent use of ICT enabled in imaginative and inspirational teaching in some areas, is not replicated throughout the curriculum.
3.9 Pupils are confident learners, relish challenge and have well-developed study skills that help them to make good progress in response to high expectations. From the EYFS onward, pupils are encouraged to use their critical thinking skills. Year 2 pupils worked collaboratively, applying logical thought to preparing tableaux representing the arrival of Jesus into Jerusalem. They responded well to the challenging task set which combined religious education (RE) with drama. Pupils with SEND or EAL evaluate their own success using the school's 'passport' system and plan next steps in their learning with their teachers. Year 6 pupils were totally focused when hypothesising and analysing the reasons for and consequences of the Peasants' Revolt, in response to teaching which inspired and encouraged them. Year 7 and 8 pupils have responded well to a discrete study skills programme, using the techniques covered to help them to study independently, using bespoke folders for each subject and reinforcing work covered in lessons.
3.10 Pupils flourish beyond the classroom, achieving high standards in sports, music and the arts in response to the provision of a broad curriculum and a wide range of extra-curricular activities. They benefit from the wealth of opportunities provided by the school. Significant team and individual successes are achieved in cricket, athletics, netball and sailing. Pupils participate in many musical and dramatic performances during their time at the school. From Year 3 up, every pupil is involved in major drama productions, either acting or producing, operating the lights and sound, or filming. A high proportion of pupils learn to play musical instruments and are involved in speech and drama examinations, which all pass, including with a high proportion of distinctions. Many pupils of all ages are involved in the various choirs and ensembles. Questionnaire responses from both parents and pupils indicate their overwhelming satisfaction with the extensive programme of extra-curricular activities.
3.11 Pupils, including boarders and children in the EYFS, have excellent attitudes to learning. Responding to positive encouragement from teachers, they are productive working both individually and collaboratively. Year 6 pupils in Latin involved themselves enthusiastically in setting up and re-enacting a Roman banquet, dressed in togas and enjoying the food.
THE QUALITY OF PUPILS' PERSONAL DEVELOPMENT
3.12 The quality of the pupils' personal development is excellent.
3.13 Pupils of all ages demonstrate exceptional levels of self-confidence and resilience. Boarders overcome any initial uncertainties with strong support from the boarding staff, older pupils and the school community. Pupils are confident, friendly and willing to share ideas within the harmonious atmosphere promoted significantly by the school ethos. They are respectful of each other in response to the school motto 'work hard, play hard and be kind', and know their strengths and weaknesses. Pupils show high levels of perseverance, particularly demonstrated in the pre-prep pupils' determination to hone the school hakka to perfection, led by their enthusiastic teachers, for the opening of the all-weather pitch. Pupils, including those with SEND or EAL, show considerable selfdiscipline as they apply themselves to achieving personal goals and deciding their next steps, supported by teachers and tutors. Relationships between teachers and pupils are calm and positive, creating an atmosphere described by the younger pupils as one where it is acceptable to make mistakes because they help you to learn. An overwhelming majority of parents in the responses to questionnaires agreed that the school promotes an environment which supports their children's personal needs and meets their children's pastoral and welfare needs effectively. In the pupils' questionnaire responses a large majority said that boarding helps them become more confident.
3.14 The capacity for decision-making is well established in the EYFS where children confidently choose their activities, supported by well-organised resources which reflect their interests and by gentle encouragement from staff. Throughout the school, pupils use the many opportunities to decide on projects and activities productively, encouraged by key staff and teachers. From Year 3, pupils can choose when to board and on how many nights. In interviews, pupils spoke enthusiastically about making choices about their boarding activities, how to decorate their personal space, and suggesting ideas for evening and weekend activities. The school council is involved in choosing the school charities, which are then put to other pupils for a vote. Pupils with SEND are enabled to decide on their individual targets for themselves, in consultation with teachers and parents. In interviews, senior pupils showed their understanding of how important it was for them to choose the right school for the next stage in their education. Pupils know that the decisions they make can be instrumental in determining their own well-being.
3.15 Pupils demonstrate strong spiritual awareness through the many opportunities provided to appreciate the world around them. Their reflections, as seen in the RE and personal, health and social education (PSHE) books, show a deep appreciation of spiritual considerations and non-material aspects of life. Pupils of all ages appreciate the school grounds and the opportunities these offer for quiet, reflective times. They are able to articulate their ideas about spirituality and religion, and the importance of these. This is due to the school ethos promoting respect and appreciation of different religions, and because teachers enable pupils to explore ideas about different faiths. Excellent displays of pupils' art and poetry work around the school illustrate their developing sense of the serene and beautiful. In a Year 6 science lesson, pupils shown examples of density, using different objects dropped in syrup, water and cooking oil displayed their awe at the results as well as a palpable understanding of what was happening.
3.16 Pupils have a mature understanding of right and wrong. They learn to become considerate of others and are well-behaved and courteous, understanding and respecting the simple rules which are first taught in the EYFS and remain unchanged throughout the school. Pupils' exemplary manners are evident in lunch and around the school. They appreciate that incidents have consequences and readily respond to the positive, supportive guidance of staff. Pupils' behaviour throughout the school is excellent and sanctions are rarely required. An overwhelming majority of parents and pupils, in questionnaire responses indicated that they believe good behaviour is promoted and sanctions understood. Pupils said they learn from their mistakes, responding to constant reinforcement of the positive message from leaders and staff. In interviews, boarders said that they believe the behaviour and conduct in the school is good because everyone believes in it. Younger pupils were keen to show that the school motto is on nearly every wall in the school. Pupils accept the need for rules. They understand that this is also important at national level, speaking knowledgeably about the importance of the rule of the law and democracy with a perceptive awareness of British society, public institutions and services.
3.17 From the EYFS, pupils show strong awareness of the importance of gaining social skills. They learn to take turns and share toys, receiving focused praise for co-operative behaviour. Pupils are proud of their school community and there is a strong ethos of collaborative teamwork in games and in rehearsing for school productions. All pupils participate enthusiastically in their houses and enjoy working as part of a team. Boarders have a strong sense of community and belonging, and there are highly effective arrangements for new pupils and boarders to shadow existing ones to help them to settle in. Pupils respond well to staff as strong role models and to high expectations of appropriate behaviour, which contribute significantly to the success of the pupils' social understanding.
3.18 Older pupils demonstrate excellent qualities of leadership, taking positions of responsibility, including in boarding, exercising them conscientiously and with great success. Prefects, dormitory leaders and officers enhance the boarding experience for the pupils and are highly respected. The school ensures that, from the very youngest, pupils are given opportunities to take responsibility. Pupils are keen to contribute to the local community; the school holds an annual Christmas event for older members of the community where pupils and visitors talk over tea and enjoy carols. Invitations are extended across the community to school events such as plays and concerts, and pupils meet regularly with local junior school pupils in competitions at the school which include football, cross-country and chess. Notice boards around the school show the range of charity work carried out by pupils, alternating between local and international charities, the most recent being a project which is raising funds for a school in Kenya, for which the school raised a substantial sum. Pupils enjoy following the success of these ventures.
3.19 Pupils have a positive approach to diversity, whether of cultural background or ability, evident in warm relationships in class and around school, in their empathetic attitudes expressed in interviews, and displays which acknowledge and celebrate differences. Their understanding of diversity is deepened by events such as international week, when boarders spoke to pre-prep pupils about what it is like to live in another country and come to school in England. When asked the type of pupil which does well at the school, older pupils were clear that anyone can do well because pupils are treated as individuals. The whole-school ethos contributes to pupils' sound understanding of Christian values and appreciation of other religions. Cultural and religious festivals of other countries are celebrated in whole-school events and themed meals from different countries such as Spanish tapas. Pupils also demonstrate an appreciation of diversity of disability. In an ICT lesson, older pupils discussed the illness of Stephen Hawking and discussed his fame. All pupils and almost all parents who responded to the questionnaire agreed that the school actively promotes values of democracy, respect and tolerance of those with different faiths and beliefs.
3.20 Pupils, including those who board and those in the EYFS, have an excellent grasp of what constitutes a healthy lifestyle, gained from topics in science, PSHE, sports and visiting speakers. They know what constitutes a balanced diet and make sensible choices at meal times. Pupils appreciate and make good use of the frequent opportunities provided for exercise in the school day and in sport and activities, appreciating the importance to their physical and emotional health. They have a strong understanding of how to keep safe when using the internet as a result of regular guidance given by teachers and visiting speakers. Pupils demonstrated in interviews that they understand what to do in common emergency situations, due to the strong systems in place and regular talks from staff about staying safe and healthy. As a result of outstanding pastoral care and advice within the curriculum, pupils leave the school with well-rounded and resilient personalities which enable them to meet the challenge of the next stage of their education.
4. INSPECTION EVIDENCE
4.1 The inspectors observed lessons, conducted formal interviews with pupils and examined samples of pupils' work. They held discussions with members of staff and with the chair of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended house meetings, assemblies and chapel. Inspectors visited boarding houses and the facilities for the youngest pupils, together with the learning support and educational resource areas. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined curriculum and other documentation made available by the school.
Inspectors
Mrs Loraine Cavanagh
Reporting inspector
Miss Kate Mitchell
Team inspector (Head, GSA school)
Mr Nigel Helliwell
Team Inspector (Head, IAPS school)
Mr David Pafford
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How to Inventory and Check-Out Sheet Music
Sheet Music / Musical Scores with all the instrument parts can easily be inventoried and checked out to students and performers.
Steps to create Inventory:
1) Create a record for each score (piece of music). The record can include the title, composer, publisher, date of printing, ISBN number and more details. Be sure to include the title you want on the label (Label Abbrev). It could be your school/band name or the name of the music.
2) Create a record for each instrument/choir part (Trumpet, Oboe, Percussion, etc.) (The list of instrument parts can be updated on the Scores Utilities menu.)
1) Enter the Due Date when the music is to be returned.
3) Enter the number of copies you have all together.
2) Enter the Starting number for the barcode.
4) Click on "Create Checkout Copies" button
3) Print Inventory Labels from the Reports menu with the title (ab
breviated) and a barcode and ID. The labels are designed to be printed on Avery Label # 5195 (2/3" x 1 3/4" labels) that are available from most office supply stores.
Steps to Check-out music to students / performers:
1) Create a record for each student / performer in the Students section of the database. Enter as much or as little contact information as you want. Once their record is created and they have checked out music you can see a list of what they have on their record.
2) Select a student name from the drop down list on the Sheet Music / Check out Music to Students form.
3) Print out a list of the Check-out records from the Report Menu.
Steps to Check-in music from students/performers:
With a Barcode Scanner:
1) Go to the sheet music record you are checking in.
2) Click on Quick Check-in.
3) With the cursor in the Enter/Scan box - scan the barcode on the sheet music. The Student name and Part Description will appear in the "Checked In" list.
From the Sheet Music Screen:
Find the student's record and look for the "Date Checked In" field. There are 3 ways to enter the date:
a) Click in the "Date Checked In" field. Type in the date b) Move the mouse to the calendar icon and click. Select the date off the calendar
c) Double click in the "Date Checked In" field
Reports
The Reports screen will let you print a variety of reports for this piece of music or all music in the collection. The reports include Check-out Lists, Music Still Checked out and Music Checked out by Student Name, and more.
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Hurstpierpoint Pre-School
Inspection report for early years provision
113538
Unique Reference Number
27 February 2008
Inspection date
Christine Clint
Inspector
Village Centre, Trinity Road, Hurstpierpoint, West Sussex, BN6 9UU
Setting Address
07961 269123
Telephone number
E-mail
Hurstpierpoint Pre-School
Registered person
Integrated
Type of inspection
Full day care
Type of care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT SORT OF SETTING IS IT?
Hurstpierpoint Pre-school was registered to provide sessional day care in 1967 and is a registered charity run by a committee of parents. The pre-school operates in the new wing of the village centre in Hurstpierpoint.
The setting is registered to care for 26 children aged two to five years and is open from 09:00 to 11:45, Monday to Friday, term time only. A lunch club is available until 12:45 every day. Afternoon sessions are available from Monday to Thursday from 12.45 - 15.30. There are currently 63 children on roll, of whom 32 are in funded educational places. The setting supports children with learning difficulties or disabilities and offers support to children with English as an additional language.
The accommodation is a large room with adjoining kitchen. The outdoor area provides a secure hard surface play area and a further secure garden with permanent apparatus. The pre-school has sole use of the premises during opening hours.
There are eight members of staff, six of whom are qualified in child care and education. The pre-school is supported by the local early years network and is a member of the Pre-school Learning Alliance. At the time of the inspection 19 children were attending.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good.
Children are cared for in very clean and well maintained premises. They are able to be fully responsible for washing their hands after craft and messy play activities, because they have a mobile hand washing unit which is placed next to this area. They are learning about their own personal hygiene because they follow regular routines to wash hands and there are pictorial displays above the wash basins. Children are also reminded to find tissues for wiping their noses when needed. Nappy changing and toilet training routines are individually organised with parents and staff manage these according to children's needs; they have all facilities available.
Children have previously learned about looking after their teeth when the pre-school borrowed a dental information box. They learn about healthy bodies when staff include the 'all about me' topic and staff always promote hand washing when the mobile farm visits and children have opportunities to touch the animals.
Children's health is thoroughly managed because there are detailed records of all accidents and treatment given; these are signed by parents. A first aid kit is immediately available and staff have current certificates in first aid training. Any specific health needs or dietary requirements for individual children are clearly noted and a laminated list is displayed in the kitchen, as a reminder to all staff. There are thorough procedures for administering any medication and for ensuring that medicine is labelled and stored safely; all regulatory requirements are in place. The nursery has developed sound routines to cover all health, emergency and sickness requirements and these are all available for parents.
Children are very keen to have the prepared fruit and raisins at snack time. The pre-school organise parents to send fruit daily and they add to this when needed. Children eagerly collect their bowls and know the routines for helping themselves; they often ask for more and can have bread sticks after eating the fruit. Children competently pour their own milk or water at the table and staff are ready to assist individual children. Children are encouraged to manage their own lunch boxes at the optional lunch club and staff often sit to eat with them; they all enjoy this social time.
Children have daily opportunities for outside play and they use a variety of different apparatus. They ride bikes with competence and proudly show staff how they have learned to balance on one leg whilst using the scooter. Children also practise balancing when using the stepping stone equipment. They can run and enjoy the fresh air.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
Children are safe and secure because they mostly remain in one large room, which is open and airy with ample light and ventilation. There is easy access to the outside play area and staff effectively use mobile barriers during the session as extra safety precautions. All outside areas are well fenced and the main entrance to the building is locked for most of the session. There are well organised routines to ensure that children are safe at collection time. Children have access to a wide range of play provision which is fully available and organised in different areas of the room. Staff have rotas for the responsibility of each activity area and they monitor this during the session. Children are able to freely access resources from low cupboards during their play.
Children's ongoing safety is highly prioritised; staff complete a daily risk assessment and they clearly note any areas of concern. There is a high ratio of adults to children and staff respond immediately to remind children not to run inside the premises. Fire equipment is in place and regularly maintained, fire drills are frequently carried out and recorded. The pre-school always includes two fire drills in one week, to ensure that all staff and children practise. Full policies and procedures to maintain safety are in place, including how lost or uncollected children will be managed. A current certificate of insurance is also displayed.
Children's welfare is fully supported because staff have experience and understanding of the routines for safeguarding children. Most staff have attended child protection training, and this is prioritised when new staff commence. All staff know that any concerns are raised with the manager. Parents are provided with information to explain the responsibilities of the pre-school and any injuries that children have on arrival are usually discussed and recorded. There are thorough written procedures for following any child protection concerns and these include full details of how any allegations against staff will be managed.
Helping children achieve well and enjoy what they do
The provision is outstanding.
Younger children are encouraged to increase their confidence when they first attend because staff continually interact with them and include them in small tasks to give them a sense of belonging. Children are happy and become settled because they are valued and acknowledged. Their individual needs are thoughtfully included and this encourages children to increase their confidence in making decisions about play, movement between activities and forming relationships. There is very close liaison with parents when children are settling and observant reports show that staff are aware of younger children's progress. Smaller children move freely for most of the session and play alongside others; as they grow and develop they seek out each other and take part in role play activities. They competently dress and undress to wear different outfits for role play and noise levels increase at times, especially when children laugh and show excitement. Children also show concentration and perseverance when completing puzzles, writing their names and carrying out their own craft activities.
Children follow the regular pre-school routines well and they fully respond because staff are very caring. They are reminded to be polite, especially at snack time and they are learning to share and take turns. There is a welcoming environment for children and their parents; this establishes strong links from the start and ensures that children have trust and feel totally secure in the setting. Younger children's development is successfully monitored because staff use the Birth to three matters framework to record their progress.
Nursery education
Older children show confidence and ability in choosing activities and carrying these out. They are forming friendships and instigating play at times; they learn each other's names through following routines and they socialise at snack and lunch time. Children are developing the ability to manage their own personal care and to know and follow the pre-school routines. They show interest and provide information, they are eager to communicate and can concentrate well when making their trains and show determination to complete puzzles. Children are developing their communication, language and literacy because they are recognising their own names when they self register. This is repeated at snack time when letter sounds are also recognised. They have regular opportunities for mark making and use emergent writing; older children can confidently write their names. Children can recognise and use the letters on a key board to type their own name. They listen well to stories and learn new words from the context of the story because staff ask them appropriate questions to confirm their understanding of new words. Children are constantly involved in dialogue with each other and with staff.
Children learn to recognise and name number symbols during stories and songs, they are encouraged to use their fingers and this helps them to gauge sequence and quantity. Their development profiles also show that children can count and recognise numbers during games. Children show confidence when introducing lower numbers into conversation and they talk about making an engine with four wheels and two drivers. They understand positional language because children carry out actions and line up behind each other. Children's creative development is regularly encouraged through songs with actions and rhyming stories. They play their own imaginary games in the role play area and with the train track; they make birthday cakes for pretend puppies at the play dough table. Children make steam engine models with cardboard and tubes, using different items to represent parts of their model. Children are encouraged to recognise colours and feel textures and they have opportunities to practise with different musical instruments.
Children learn about the wider world and other cultures through themes and topics. They also learn about different animals from books, because staff ask them to name animals and to identify and copy the sounds they make. Children can look at bugs through magnified lenses; they show interest in technology and use the pre-school computer, and also have a programmable roaming toy. Children build houses with duplo, join the train track and play circle games. Children recognise what happens around them and they talk about the weather when they are going outside. Children have very regular opportunities for fresh air and exercise. They use the hard surface area in winter for bikes, scooters and wheeled toys. They have a more rural garden area for summer activities in the shade, where they have tunnels and they can dig in the sand. Children learn about their hearts beating faster during physical activities and when they follow the activity tapes; they also carry out yoga stretches and learn to feel their bodies slowing down after exercise.
The quality of teaching and learning is good. Staff plan and provide a wide variety of resources and organise activities in different areas of the room to enable children to identify and make choices. Qualified staff have a clear knowledge of the Foundation Stage curriculum and all staff are involved in the planning, which is clearly available. However, the plans in place and the activities being carried out do not fully show any challenge for older more able children. Staff respond very well to children and show interest and involvement, they include children in conversation, question them to encourage their thinking and learning, praise their achievements and value their comments. Observations of individual children's development are available and these are transferred to their profiles. Staff are currently compiling information from parents to help them plan future activities to link with children's development.
Helping children make a positive contribution
The provision is good.
Children have a variety of resources which are regularly available in the pre-school to reflect the diversity within society. They also celebrate festivals from other cultures and have recently included Chinese New Year celebrations by tasting foods in their role play restaurant. Children who speak English as an additional language are supported and staff show that they have well organised systems in place to link with other professionals when children have any learning difficulties or disabilities. They work with parents to include all children.
Children behave well and they learn to follow the pre-school's golden rules, which are displayed. Older children are encouraged to know and understand these rules and they all respond very well to staff. They are happy because they have ample resources and the regular involvement of staff in their play. Children's spiritual, moral, social and cultural development is fostered. Children are praised frequently for effort and achievement; they show progress in their development folders of learning to share and show care and concern for each other.
The partnership with parents and carers is good. Children are very happy and settled in the nursery because their parents are welcomed and regularly informed about all aspects of care and about the planned educational activities. Parents are very supportive and fully appreciate the quality of the pre-school; they form the committee annually to manage the provision. There are effective systems in place to ensure regular communication with all parents: they receive newsletters and a white board in the entrance area informs them about daily activities or special events. The detailed registration forms provide parents with opportunities to give very individual information. Parents are clearly aware of their children's achievements and progress because they attend planned consultation meetings to discuss their children's development profiles and they are asked to record areas of interest to help with the future planning of activities.
Organisation
The organisation is good.
Children's care and the daily management of the pre-school is fully planned and organised. There are comprehensive systems in place to show that any new staff are thoroughly checked as suitable to work with children and there are efficient systems to share the registration responsibilities and inform Ofsted of any changes.
The pre-school has developed clear routines to form an operational plan and these are linked with staff meetings, committee meetings and clearly planned rotas. The committee and staff show high levels of team work and support for each other and the full range of policies and procedures are currently being reviewed. The registration certificate is displayed and children's attendance is recorded at each session, with a separate register for the lunch club. However, children are not always instantly marked out when they leave the premises. Staff seek and attend relevant training to ensure their knowledge is up to date and any training attended is shared with all staff.
The leadership and management is good. There is a clear vision for the pre-school in providing care and education for a growing community. Staff work together to evaluate the daily activities and the use of resources, and use this evaluation to inform the development plans for future provision. There are formal arrangements in place for staff appraisals and these take place annually with smaller meetings every half year. The pre-school has developed close links with the local school to ensure the smooth transfer of children and with the early years service to update and maintain information. The setting meets the needs of the range of children for whom it provides.
Improvements since the last inspection
At the last inspection the providers where asked to increase the children's access to play equipment. An action plan is in place following the last inspection and all activity areas have a designated staff member who is responsible. There are trolleys with an ample choice of resources and these are available throughout the sessions for children to access. This enables children to have full freedom to choose and enhances their experiences and learning.
At the last educational inspection the providers were asked to review the planning to link with the early learning goals and to ensure that observations of children are used to inform the plans. The pre-school has introduced new systems of planning with broader aspects to ensure that all activities are linked to the early learning goals. Staff have also introduced forms for parents to list children's interests and achievements to help them to form future plans. These methods provide more scope for children to follow their individual patterns of learning and enable staff to provide more opportunities during every day play.
Complaints since the last inspection
Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* ensure that the register shows when children leave the premises
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* extend activity plans to include challenge for more able children.
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:076e85f8-3243-4c0b-a099-3ed05ba9f17f> | CC-MAIN-2024-38 | https://files.ofsted.gov.uk/v1/file/1161145 | 2024-09-16T19:31:11+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651710.86/warc/CC-MAIN-20240916180320-20240916210320-00447.warc.gz | 223,776,808 | 3,768 | eng_Latn | eng_Latn | 0.940076 | eng_Latn | 0.998727 | [
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FROM PRACTICE ROOMS TO PRACTICE PROBLEMS: EXPLORING THE COGNITIVE ADVANTAGES OF MUSICAL TRAINING
By
Sruthi Sudalaimuthu
____________________
A Thesis Submitted to The W.A. Franke Honors College In Partial Fulfillment of the Bachelor's Degree With Honors in Physiology and Medical Sciences
THE UNIVERSITY OF ARIZONA M A Y 2 0 2 4
Approved by:
Molly Gebrian, DMA Fred Fox School of Music
Abstract
Music is a powerful tool for learning and enhancing cognitive abilities. Researchers studying neuroplasticity in the brain have taken special interest in this field of study, specifically which cognitive enhancements can be seen with musical education. This paper reviews relevant literature in understanding the connection between musical training and increased cognitive performance. In particular, it evaluates how training in music affects visual attention, auditory processing, memory, and emotional recognition. The paper also recognizes how musical training can result in far-transfer effects that are not directly related to learning music. Important findings from the review include: increased brain matter in certain regions and better performance in a variety of cognitive tests ranging from reaction time to facial recognition.
The report discusses the importance of musical training in schools using the example of the Harmony Project, a partnership between music education programs and schools to promote musical learning and general cognitive enhancement. These programs can catalyze cognitive enhancement and holistic development in students. Through giving underprivileged communities access to music education, the program develops critical thinking abilities that are vital for both academic achievement and lifetime learning. Through the allocation of resources from educational institutions and policymakers, these programs should be extended, especially in areas with adolescents who are at-risk, to ensure that youth and adults in all communities have the chance to enhance their cognitive abilities.
I. Introduction
Like musical instruments, the brain can be 'tuned' to enhance neural development and cognitive abilities. These skills develop over time, often starting from a young age for many musicians. Training as a musician involves numerous components of the brain: the sensory and cognitive domains, auditory cortex, kinesthetic control, visual perception, pattern recognition, and memory. 1 This has become a topic of interest for researchers studying neuroplasticity in the brain, specifically which cognitive enhancements can be seen with education in this field. Musical training directly enhances the skills that are used in practicing music (eg. improved listening and sensorimotor skills), but can also be involved in far-transfer effects. 2 Far transfer refers to the improvement of skills that are not directly related to the activity of interest, or in this case, musical training. Though the specific causal relationship between practicing music and general cognition are still being investigated, there are observable differences in the anatomy of musicians when compared to non-musicians. This includes increased gray matter tissue in areas of the brain that involve the mentioned regions, larger cerebellar volume, and higher motor efficiency. Despite there being documented evidence for these variations between musicians and non-musicians, there have still been reports claiming that the differences are due to ordinary biological diversity, and that there is not an established connection between musical training and cognition.
While specific causal relationships are still under clinical investigation, this report will outline the various correlations that have been shown between training in music and developing cognitive skills beyond the scope of music alone. It will look at how musical training affects cognition, or the forms of knowing and awareness which include perceiving, conceiving, remembering, reasoning, judging, imagining, and problem-solving. 3 To answer this question, the report will review the findings of relevant literature in understanding the connection between musical training and increased cognitive performance, specifically how it affects visual attention, auditory processing, memory, and emotional recognition. Finally, the report will discuss the importance of musical training in schools using the example of the Harmony Project, an existing partnership between musical training programs and schools.
II. Overview of the Brain
A. Anatomical Description
The brain is part of the central nervous system, which is responsible for decision making, regulating major processes like motor skills, vision, and breathing, and monitoring various bodily signals like hunger and thirst. It is composed of gray matter, the darker and outer layer, and white matter, the lighter and inner layer. Gray matter houses the cell bodies of neurons which interpret signals, whereas white matter is made up of axons, or the signal-transmitting component of neurons. The brain is split into three main sections, the cerebrum, cerebellum, and the brainstem.
The brainstem contains three structures: the midbrain, pons, and medulla. The midbrain is critical in the facilitation of hearing and movement, response to environmental changes, and maintaining coordination of different parts of the body. 4 The pons serves as an origin point for several cranial nerves, and conducts activities like focusing vision, balance, and facial expressions. It also connects the midbrain with the medulla, which regulates processes important for survival such as heart rhythm and breathing. The cerebellum, meaning 'little brain' is significant in controlling posture and balance. 5 It is also involved in a variety of other functions
from learning new skills to depth perception and developing a sense of musical timing. It can also play a role in decision-making and emotional processing.
The cerebrum is the largest section of the brain and is instrumental in most bodily processes. It manages the five senses, produces and understands language, maintains working memory, governs behavior and personality, supervises movement, and oversees logic and reasoning. 5 This is the region that often changes with the development of new knowledge, skills, and lessons learned from mistakes or injuries. The cerebrum is further divided into two hemispheres, connected by a white matter structure known as the corpus callosum. 6 It refines motor and cognitive skills, and transfers information between the right and left hemispheres; its fibers have also been shown to relay a variety of sensory information coming in from all of the different regions of the cerebrum, known as lobes. Each cerebral hemisphere contains four lobes: frontal, parietal, temporal, occipital. 7 The frontal lobe handles processes related to thinking, like planning, organizing, problem-solving, short-term memory, and movement. In the left frontal lobe, Broca's area serves as an important speech production center for the brain. The parietal lobe interprets signals from sensory nerves, as seen with textural, temperature, odor, and taste cues. Transmission and processing of images from the eyes occurs in the occipital lobe, where it can be used for a variety of skills from memory to pattern recognition. The temporal lobe is important in storing memories as well as interpreting signals relating to olfactory, gustatory, and auditory signals. This lobe also houses Wernicke's area, a critical center in language comprehension.
B. Cognitive Skills
Cognitive skills are those "involved in performing the tasks associated with perception, learning, memory, understanding, awareness, reasoning, judgment, intuition, and language." 8 These skills are used in most every day decision making processes, and are practiced using input from the body's sensorimotor system. Musical cognition is comprised of the cognitive activities that are involved in the mentioned processes relating to the learning and practicing of musical training. Examples of these skills, as discussed in this report, are: visual attention, auditory processing, memory capacity, and logical reasoning. Musical training has the capacity to hone in certain skills through repeated and consistent practice.
The cerebrum, cerebellum, and the brainstem, despite having specialized functions, are all involved in governing both cognitive and motor functions. Movement is not triggered solely through external stimuli (ie. reflexes); motor actions involve a series of mental processes and recall of memories associated with the action to be planned. 9 Additionally, motor actions are planned with a specific outcome in mind: when playing an instrument, this may be reading a line on a score, playing a melody, or listening for accuracy while playing a piece. In any of these scenarios, complex integration of various inputs is needed to continue planning actions.
Oftentimes, all three of these actions are occuring at once, engaging various centers in the brain. The first step, reading the score, involves first identifying information about the overall piece (eg. tempo, dynamics, key signature), and then identifying each note in a given duration of the piece. After this information has been processed, the brain must transmit the information from the occipital lobe to the frontal lobe, where planning how the body will play those notes on the instrument will occur. Once the brain has planned the action, it will send signals to the limbs to execute a series of movements. During the action of playing, the body will receive many
7
signals about the length and position of movement, texture of the instrument, and most importantly, the sound resulting from each movement. This information will then be transmitted once again to the frontal lobes through the temporal, occipital, and parietal lobes so that the brain can make further decisions about the accuracy of the movement and whether to continue playing or to stop and restart.
This back-and-forth exchange between the brain and the body can strengthen certain connections, known as synapses, in the brain, demonstrating neuroplasticity. A popular phrase in neuroscience, "neurons that fire together, wire together" can be used to describe this phenomenon. As certain neurons in the brain, such as those involved in reading a score while planning movement during the sight reading process, continually transmit signals at the same time, their connection with one another strengthens and eventually results in observable structural changes. 10 During the early stages of musical training especially when new techniques or styles are introduced, the brain develops multiple paths of signal circuitry that are used exploratively until the most efficient path is determined with practice. This path stabilizes over time and the change becomes a more permanent part of the cortical circuit structure. 10 Though the specific neurobiological models of how musical training leads to certain anatomical changes in the brain are yet to be fully developed, many correlations highlighting the impact of long-term musical training have already been reviewed.
III. Musical Training and Cognitive Skills
A. Visual Attention
Musicians experience enhanced visual processing in comparison to non-musician groups. Rapid Automatized Naming (RAN) is a test that assesses how quickly an individual is able to
name objects, colors, letters, and numbers. As sight reading relies heavily on quickly identifying notes and how to play them on an instrument in the given tempo and key parameters, it has been an area of interest for researchers to investigate how eye movements and visual cue processing times relate to musician ability to transfer skills to general information processing. A study on expert sight readers, non-expert sight readers, and non-musicians investigated the link between sight reading capacity and WordRAN. 11 Results showed that musicians have a higher RAN capacity, with expert sight-readers having a significantly higher RAN capacity compared to non-experts and non-musicians.
Musical reading has been demonstrated to exhibit a higher level of structural organization compared to reading text, particularly in terms of the complexity and richness of processing involved, filled with cues for pitch, duration, timing, and dynamics of notes. Due to this increase in information, there is more variation in how the eyes move suggesting that reading music thus becomes less mechanical and more cognitive. 12 The measure of saccadic eye movements tracks how rapidly the eyes move and intake sensory information. When reading music, new saccades (movements) do not occur until the information from the previous saccade has been processed. Research comparing these saccades in musicians and non-musicians found that musicians comparatively used their oculomotor senses with extreme efficiency. 13 This was marked by shorter saccade reaction times, higher saccade velocities, and shorter anticipatory delays in movement.
To test reaction times in particular, a study performed a perceptual and mental imagery task involving reporting where a target dot was located in reference to lines that were retained during the reporting period in some trials and taken away in other trials. This same study also conducted a second experiment that reflected a more basic reaction time task (ie. clicking a key when a given stimulus appeared on a screen). Musicians outperformed non-musicians in both experiments, further highlighting their ability to efficiently process visual information. 14 This research uncovers intriguing insights into the interplay between sensory processing, attentional mechanisms, and cognitive performance.
B. Auditory Processing
Undoubtedly, a large component of musical training relies on paying close attention to the intricacies of sounds, such as pitch, timing, and timbre. 15 Pitch refers to the perception of certain frequencies in sound, ranging from low to high. Timing is defined as the specific moments in time in which a sound starts and stops. Timbre is an attribute relating to the quality and color of the sound. These aspects are all critical in many forms of music, whether it is tuning an instrument such as the viola (pitch), maintaining the rhythm of a piece as a conductor (timing), or enhancing emotions through the tones of an instrument (timbre). Increased consideration towards these aspects of sound enhances auditory processing in musicians, as observed in several studies.
Brain imagery of musicians with different levels of expertise (ie. professional, amateur) and non-musicians found that regions in the auditory cortex had larger gray matter volume, specifically Heschl's gyri which house the primary auditory cortex. 16 Another study, one conducted on pianists, found that, in comparison to non-musicians, those who were trained in piano had a 25% increase in brain response to keyboard notes. 17 Additionally, these results were positively correlated with the age at which the musician had begun training, meaning that an increased number in years of study was associated with a higher level of neural response to the sound. Another study investigated the ability of musicians and non-musicians to generate a
mismatch negativity response, the brain's response to the violation of a rule. 18 The rule in this scenario was a deviance from a five-note ascending melody played in various keys; the deviance was a change in the last note by a whole tone. Once again, musicians had a significantly higher response compared to non-musicians in recognizing the deviant melody.
To test the ongoing effects of musical training, several longitudinal studies have been conducted. One such investigation consisted of putting a group of children through fifteen months of instrumental training, and compared their brain and behavioral differences to a control group. 19 The results found that the children who practiced instrumental music experienced more growth in their Heschl's gyrus in the auditory cortex and greater improvements in melodic and rhythmic discrimination skills compared to the children in the control group. Another longitudinal analysis of children training in music found that six months of musical training improved pitch processing in music as well as in speech. 20 The findings of these studies contradict claims that anatomical changes seen in musicians are due to innate differences between study participants trained in music and those who are not.
Far transfer effects for musical training in auditory enhancement primarily involve speech processing, as understanding music and speech both involve pitch, timing, and timbre cues. In addition to these physical aspects, both also require the use of memory and attention to distinguish between intricate differences in syntax and acoustics. 21 Musical phrasing follows similar patterns seen in linguistic phrase structures; the Tonal Pitch Space Theory outlines how changes like increases in tension followed by relaxations and chord patterns in reference to a tonic note mimic the tones of speech inflections. Musical expertise has been demonstrated to improve pitch processing in music as well as speech. An inquiry about the ability of musicians and non-musicians to recognize speech and musical sound onset also concluded that musicians
had an earlier and increased frequency encoding in the auditory brainstem in response to speech onset, and that the response was correlated with the age at which they began playing. 22
Transfer effects from musical training are not only useful in recognizing speech patterns, but also better understanding the emotions encoded in alternating pitches during speech. Musicians have been found to better detect minute changes in pitch, specifically at the ends of words and sentences, compared to non-musicians. 23 This can be important in identifying whether a sentence is a statement or a question, and can even be transferred to situations where the musician does not understand the speech. This was measured through the frequency-following response (FFR), which determines whether participants produce stronger and more consistent responses to changes in pitch. Studies have revealed musicians' abilities to better process pitch even in foreign languages compared to non-musicians. 24
This is all possible through the encoding of sounds into meaning in the brain. When musicians read from a score, for example, they use multi-sensory incorporation to process the tactile quality of the instrument's surface, visual representation of the notes they play, and the movement of their hands to play those notes. This information, along with the ability to distinguish between competing sounds in their vicinity, is all collected and transmitted to various regions of the brain. Sound travels from the cochlea (signal-transmitting organ of the ear) to the auditory cortex through the brainstem, where top-down processing (ie. decisions made from higher level processes in the brain influence lower level regions) strengthens the connection between the cortex and the brainstem. 25 During musical practice, musicians focus more effort towards encoding certain sounds with different meanings, whether that is visually in the form of notes, kinesthetically through movement, or emotionally with the overall sentiment of a piece.
The increased connectivity between these regions contributes to greater subcortical encoding of sounds, as seen in the results of studies where musicians had stronger responses to certain tones.
In a pragmatic sense, this knowledge is valuable for musicians to understand how their practice can improve not only their music, but also other aspects of their learning. Possessing a strong ability to discriminate between and memorize pitches as well as quickly process tonal and temporal qualities of sounds has profound effects in literacy skills: it manifests in enhanced reading ability, better vocabulary, and verbal fluency. 26 Understanding how to extract certain tonal clues in music can also translate into better performance in auditory selective attention (known as stream segregation), and in voice tagging, which is the ability to focus on one particular auditory stimulus in a cacophonous environment. 27 Examining the relationship between auditory perception, cognitive processing, and musical expertise allows for insights into how musicians' heightened sensory acuity extends into broader cognitive domains.
C. Memory
The body continually faces an abundance of varying auditory, tactile, and visual cues. Its ability to pay selective attention to one of those components and identify it involves the capacity to retrieve the cue from working memory. This is so that attention can be diverted to the "input of highest interest" while maintaining awareness of changes in the surrounding for a stimulus that may need to be immediately attended to. 27 Thus memory is a critical aspect of auditory processing, not just for general use but especially in musical training.
To understand the impact of musical experience in memory, it is important to distinguish between the different types of memory: long-term, short-term, and working. Short-term memory has a limited capacity to hold information and is the most temporary of the three, but holds
information in the most accessible manner. 28 These memories are not always in conscious awareness, and are thus more easily forgotten. For musicians, short term memory may be active in the first sight read of a certain piece where the goal is to listen to how the piece sounds rather than learn the notes and commit them to memory. Here, the musician will likely be able to recall a few bars from memory immediately after playing them, but may not recall specific notes from the beginning after completing a page.
Working memory makes use of short-term memory to plan and carry out actions. 28 It is a more conscious action, meaning that both storage and processing of the memory take place concurrently and is dependent on the ability to focus attention to particular stimuli. Using the previous example, while short-term memory is used in a simple preview of the notes in a piece, working memory can use that knowledge to then focus on other dimensions of sound. A working memory process could include playing two bars, noting the musicality associated with that section (in terms of tempo and dynamics), and then practicing that section until the desired musicality is achieved. The pattern that is held in memory during this practice is called a phonological loop. 29 Working memory specifically is an important cognitive enhancement that is improved with musical training.
Long-term memory consists of a vast array of knowledge and memories from past experiences, and greatly shapes how individuals develop unique thought processes and worldviews. This memory has a greater lifespan in that, once encoded, does not have to be frequently revisited to be able to recall (though this recall may contain some flaws). In musical training, a musician may practice a certain piece numerous times over a span of months in preparation for a recital, and very rarely revisit the song after the recital is over. However, even after many months, they may be able to play the song with few errors due to its encoding in long-term memory. 30
Research suggests that the enhancement of memory capacity takes place in the cerebellum, which makes predictions about what consequences will result from an action based on past experiences. The past experiences serve as patterns to draw from and recognize in other situations, and musical training improves the cerebellum's capacity to function by providing the brain with new patterns to learn from. 31 Other observable effects are larger volumes of gray matter found in the hippocampus of musicians, an area highly associated with memory encoding activity. 32 This finding is further supported by other studies that determine the specific aspects of training that alter memory capacities in musicians. For instance, musical notation represents certain spatial cues and practice with the translation between these two concepts allows them to retain better visuospatial memory. 33
An analysis of study results for the effects of musical training on memory classified memory tasks based on whether they involved delayed recall (long-term memory), tasks with temporary retainment of knowledge (short-term memory), or recall tasks with a secondary recall task (working memory). Overall, musicians seemed to outperform non-musicians in all three categories. 34 Examples of how this is tested in study participants include N-back, reading span, and operation span assessments. 35 The N-back task involves presenting a sequence of visual and auditory stimuli and asking the participant to decide whether each stimulus matches the stimulus that was displayed in N letters before. When this exam was conducted on musicians, they performed better than non-musicians, and produced greater brain activity in response to more difficult memory tasks. Specific regions where higher activity was observed were the lateral prefrontal cortex and anterior cingulate cortex, where control, attention, and error prediction
skills are linked. 36 High scores on the other assessments further show the increased capacity of musicians' working memory. For tasks pertaining to tonal discrimination, musicians had increased memory capacity and duration compared to non-musicians. For atonal tasks, musicians did not display increased duration, but still outperformed in working memory capacity. 35
Moreover, the influence of musical training on memory extends beyond working memory, encompassing short-term enhancements in facial recognition and improved verbal memory in both the short and long term. In an investigation into whether musicians can retain memory of faces better than non-musicians, results showed that training in musical rhythm could enhance facial memory by encouraging activity in the parietal lobe, thereby aiding the encoding and retention of memories. 37 Studies have also shown that musicians with extensive musical training at a young age, in comparison to non-musicians, have better verbal memory in both the working and long-term periods. 38 It is important to note that these results were primarily observed in children and adult populations, and that the effect of memory decline in older adults is still under investigation with regards to musical training. Exploring the dynamic relationship between memory and musical proficiency unveils new understandings of how musical training enriches diverse memory systems.
D. Emotional Recognition
Music holds incredible power in humans to convey and elicit emotions. This has been documented in several different means of altering emotions: a caregiver's speech and singing to infants, adolescent and adult listening to music to regulate emotions, and the promotion of social behavior through dancing or other group musical activities. 39 Music also transcends niche cultural and regional values, and can be universally recognized under three basic emotions:
happy, sad, and scared or fearful. 40 It has also shown to alter the activity of important brain processes that control emotion particularly in the amygdala, nucleus accumbens, and the hippocampus. 41 The amygdala, a critical driver in fear response, is very sensitive to both joyful and unpleasant or sad music; music evokes a strong response in the region of the amygdala that is responsible for processing auditory information, and places an emotional reward value on music. Activation of the nucleus accumbens during rewarding musical experiences is associated with increased dopamine availability. The hippocampus is one of the regulators in the hypothalamus-pituitary-adrenal axis-mediated stress response, and also exhibits changes in activity levels in response to music.
As such, musical practice has been newly theorized as connected to emotional recognition. A study manipulating attributes that are open to the interpretation of the performer, like timing and volume, surveyed pianists indicated their emotional sensitivity to certain alterations that were intended to elicit a more emotional response. In every experiment conducted, musical experience was closely correlated with an increased sensitivity to alterations. 42 Another study asking musician and non-musician participants to identify emotional prosodies based on the tone with which semantically neutral sentences were conveyed found that musically trained adults had higher performance in accurately identifying emotions. 43 This study also conducted another experiment where children were randomly assigned to be part of a control group or participate in musical training lessons (eg. keyboard, vocals, drama), and noted that once again, participants who received musical training were more likely to accurately identify emotions.
Furthermore, the emotional recognition skills gained do not apply only to music. An investigation was conducted on the ability of musically trained and untrained adults to recognize emotional prosody in sentences expressing varied emotions (anger, disgust, fear, happiness, sadness, surprise). It found that musicians had a higher accuracy rate in identifying the emotion in comparison to the control group. 44 Another interesting benefit of musical training is an increased ability to display feelings of empathy. One analysis of looking at this ability in children randomly assigned participants to groups where they would participate in empathy-promoting activities, though one group also had a musical element. The results revealed that the children in the group with musical activities had notably higher empathy scores compared to the other group. 45 The dynamic relationship between music and the brain's emotional processing regions highlights music's remarkable ability to evoke, convey, and enhance emotional experiences across diverse contexts and stages of life.
IV. Musical Training Implementation in Schools- The Harmony Project
The mentioned improvement of cognition in visual attention, auditory processing, memory, and emotional recognition all provide compelling arguments for adoption of musical training in schools. Many of the studies conducted on these topics used children as their population demographic, highlighting the importance of music education at a young age for a variety of cognitive benefits that build on one another as time goes on. Nina Kraus, a neuroscientist and advocate of increasing musical education in schools, offers three arguments for the implementation of such programs: indirect, incentive, and intangible. 46
The indirect argument contends that investing in music education will indirectly facilitate success in school; this can be seen through increased attention even in distracting environments. This argument would also expand potential for research to conduct longitudinal studies that further the understanding of causal relationships in the discovered correlations. The incentive
argument posits that music education can, in the long run, lead to increases in standardized testing scores, grade point averages, and college matriculation rates. The Harmony Project is a current initiative focused on raising these statistics for under-resourced families, and boasts a 97% college admittance rate for students involved in the program. 47 Lastly the intangible argument views the effects of musical training as difficult to quantify, but still useful in long-term academic success. Such benefits include increased social relationships from connections in musical programs, discipline resulting from years of practice, and confidence from regular stage performances.
The Harmony Program is structured to include after school, school partnership, in-school, and online programs where all participants receive an instrument, are given opportunities to perform locally and globally, regular music lessons from professionals with assessments, and college scholarship opportunities. A research query followed a specific age cohort (ages 7-10) of children and measured their neural responses to speech before and after training. Results after one year of program participation saw faster neural coding of consonants, robust encoding of high frequency spectral speech content, and strengthened auditory processing. 48 Authors note that further study will be conducted on these populations to standardize variables such as sex differences, the specific musical activities that participants completed (ie. making music versus studying music), and how learning changes between age groups.
The Harmony Project serves as an excellent foundation for schools to implement music education programs that both enhance cognitive skills and foster holistic development in students. It empowers students who are from lower socioeconomic backgrounds or deemed 'at-risk' to explore their musical interests as well as improve their cognitive skills. As schools seek to enrich their educational offerings and support the diverse needs of students, musical
education programs provide a compelling model for integrating music into academic curricula and promoting academic success, social-emotional growth, and lifelong learning.
V. Conclusion
The evidence presented in this report highlights the correlations between musical practice and enhancements in visual attention, auditory processing, memory, and emotional recognition. These findings not only shed light on the neuroplasticity of the brain but also offer valuable insights into the broader implications of musical training beyond the realm of music itself. The literature reviewed in this report document correlations between musical training and cognitive skills and underscore the transformative power of music training on the human brain.
Notably, studies suggest that musicians display superior auditory processing skills, with enhanced neural responses to musical stimuli and improved speech processing, indicating the transfer effects of musical training to broader auditory tasks. Research findings also illustrate that musical training correlates with improved visual attention, evidenced by enhanced rapid automatized naming (RAN) and increased efficiency in oculomotor senses. Furthermore, musical training has been linked to enhancements in memory, with musicians showing improved short-term, working, and long-term memory capacities. Musicians have also been shown to exhibit heightened emotional recognition skills, better detecting subtle emotional cues in music and speech.
The Harmony Project exemplifies how music education programs can serve as a catalyst for cognitive enhancement and holistic development in students. By providing access to musical training for under-resourced communities, the program fosters essential cognitive skills that are invaluable for academic success and lifelong learning. These programs should be expanded,
particularly in communities with at-risk youth, through the allocation of resources from educational institutions and policymakers so that youth and adults in all communities have the opportunity to improve their cognition through musical education.
Many of the benefits associated with musical training have been correlated with four determinants in terms of their influence on neuroplasticity: the age of onset for musical training, the number of years with continued training, the amount of practice during training, and aptitude for music learning. 15 Strong indicators that musicians' enhanced cognitive abilities are due to their training and not regular biological variation come from a plethora of evidence showing that performance on research examinations are closely correlated with years of experience and consistency of practice. However, to better understand the connection between training and skill transfer, there is still research that must be conducted to discover more specific neural pathways. This research should extend beyond simply identifying enhanced brain regions and instead determine the causal, rather than correlative, mechanisms underlying the effects of musical training on cognitive abilities.
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43. Thompson WF, Schellenberg EG, Husain G. Decoding speech prosody: do music lessons help?. Emotion. 2004;4(1):46-64. doi:10.1037/1528-35188.8.131.52
44. Lima CF, Castro SL. Speaking to the trained ear: musical expertise enhances the recognition of emotions in speech prosody. Emotion. 2011;11(5):1021-1031. doi:10.1037/a0024521
45. Rabinowitch T-C, Cross I, Burnard P. Long-term musical group interaction has a positive influence on empathy in children. Psychology of Music. 2012;41(4):484-498. doi:10.1177/0305735612440609
46. Kraus N, White-Schwoch T. The Argument for Music Education. Am Sci. 2020;108(4):210-213.
https://ezproxy.library.arizona.edu/login?url=https://www.proquest.com/scholarly-journal s/argument-music-education/docview/2432561787/se-2
47. Harmony project. Harmony Project. Accessed April 28, 2024. https://www.harmony-project.org/.
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What names did angels call Jesus by?
1. There are two types of angels: those who obey God known as good (unfallen from heaven) and those who disobey God known as evil (fallen from heaven). Both groups of angels recognize Jesus and know Him by various names. What do you learn from them?
Good Unfallen Angels
But while he thought about these things, behold, an angel of the Lord appeared to him in a dream, saying, “Joseph, son of David, do not be afraid to take to you Mary your wife, for that which is conceived in her is of the Holy Spirit. And she will bring forth a Son, and you shall call His name Jesus, for He will save His people from their sins.” (Matt 1:20- 21, NKJV)
He will be great, and will be called the Son of the Highest; and the Lord God will give Him the throne of His father David. And He will reign over the house of Jacob forever, and of His kingdom there will be no end.” (Luke 1:32-33, NKJV)
Then the angel said to them, “Do not be afraid, for behold, I bring you good tidings of great joy which will be to all people. For there is born to you this day in the city of David a Savior, who is Christ the Lord. (Luke 2:10-11, NKJV)
Evil Fallen Angels
Now there was a man in their synagogue with an unclean spirit. And he cried out, saying, “Let us alone! What have we to do with You, Jesus of Nazareth? Did You come to destroy us? I know who You are—the Holy One of God!” (Mark 1:23-24, NKJV)
2. Do you observe a difference between the names good and evil angels use for Jesus?
What names did angels call Jesus by? Teacher Notes
1. There are two types of angels: those who obey God known as good (unfallen from heaven) and those who disobey God known as evil (fallen from heaven). Both groups of angels recognize Jesus and know Him by various names. What do you learn from them?
Read each passage to the student or write them on a white board so that the class can read this together. Circle or underline key words to help the student with his observation. The objective here is to raise the student's awareness that there are different types of angels and their view of Jesus are not the same.
Good Unfallen Angels
But while he thought about these things, behold, an angel of the Lord appeared to him in a dream, saying, "Joseph, son of David, do not be afraid to take to you Mary your wife, for that which is conceived in her is of the Holy Spirit. And she will bring forth a Son, and you shall call His name Jesus, for He will save His people from their sins." (Matt 1:2021, NKJV)
Ask the student: what does the name Jesus mean? Does the biblical text give you a clue?
While the name of Jesus is known, many do not know the meaning of His name. Jesus is the Greek translation of the Hebrew name Yēšua' which means "Yahweh is salvation." This is the name God gave to Jesus.
He will be great, and will be called the Son of the Highest; and the Lord God will give Him the throne of His father David. And He will reign over the house of Jacob forever, and of His kingdom there will be no end." (Luke 1:32-33, NKJV)
Ask the student: what name for Jesus do you notice?
Son of the Highest. Ask the student: highest of what?
Then the angel said to them, "Do not be afraid, for behold, I bring you good tidings of great joy which will be to all people. For there is born to you this day in the city of David a Savior, who is Christ the Lord. (Luke 2:10-11, NKJV)
Ask the student: what name for Jesus do you notice?
Savior and Christ the Lord. Ask the student: what does "christ" mean?
Christ means "anointed one" in Greek. In Hebrew, this word is translated as "Messiah."
Evil Fallen Angels
Now there was a man in their synagogue with an unclean spirit. And he cried out, saying, "Let us alone! What have we to do with You, Jesus of Nazareth? Did You come to destroy us? I know who You are—the Holy One of God!" (Mark 1:23-24, NKJV)
Ask the student: what name for Jesus do you notice?
Holy One of God. Ask the student: what does holy mean?
Holy means to be set apart for God like something special you keep separate just for God.
2. Do you observe a difference between the names good and evil angels use for Jesus?
Review the different names. Do you see a difference?
Good unfallen angels use names for Jesus that reflect some reverence to God's position or role in God's plan.
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Revision Notes
Class – 10 Science
Chapter 15 - Our Environment
1. What happens to the environment when we add waste to it.
The environment of an organism refers to the physical and biological conditions in which the organism lives. The physical conditions consist of various factors like soil, temperature, light, etc. Whereas the biological conditions include the plants, animals, and microorganisms around it. A slight change in any of these conditions can affect the organism.
When the waste generated is added to the environment it disturbs the ecological balance. The wastes are broadly classified into two categories:-
Substances that can be broken down by biological processes are known as biodegradable. On the other hand, substances that can not be broken down by biological processes are known as non-biodegradable. These substances can be inert and remain in the environment for a very long time causing harm to the various members of the ecosystem.
2. What are the components of the ecosystem?
All organisms including plants, animals, microorganisms, and human beings interact with the physical surroundings as well as with each other to maintain balance in our environment.
An ecosystem is a community of organisms with their physical environment interacting with each other as an ecological unit, leading to the flow of energy. An ecosystem is made up of biotic components which include living organisms and abiotic components which include physical factors like temperature, rainfall, wind, soil, and minerals.
An ecosystem can be of two types:
Natural :- Ponds, forests, and lakes are natural ecosystems
1
Artificial:- garden and crop fields are man-made
In both of the above ecosystems, all living organisms interact with each other and their growth, reproduction, and some of the other activities are affected by the abiotic components of the ecosystem.
Organisms present in the ecosystem can be further categorized into producers, consumers, and decomposers in accordance with the manner in which they obtain their nutrition from the environment.
Producers are organisms that are capable of producing their own food without the help of any other organism. They are also called autotrophs. They synthesize their food from inorganic substances by a process called photosynthesis. Autotrophs are the green plants, phytoplankton, and blue-green algae.
Consumers are the organisms that do not produce food but depend directly or indirectly on producers for their food needs. These are called heterotrophs. Consumers can be further classified into herbivores, carnivores, omnivores, and parasites. For example Humans, snakes. Decomposers are the organisms that feed on dead and decaying matter and break down the complex organic substances into the simple inorganic substances. These simpler substances go into the soil and are used up again by the plants. Eg: Bacteria and fungi.
2.1 Food chains and Webs:
The series of organisms that are taking part at various biotic levels constitute a food chain. Food chains signify the feeding relationship between the organisms in an ecosystem. In the food chain, the flow of energy from one species to another occurs. Every food chain always begins with producers.
The successive levels present in the food chains of a community are known as trophic levels. From autotrophs, the energy is passed to the heterotrophs and decomposers. When this energy is transferred from one level to the other level, some of the energy is lost to the environment in forms that cannot be used again. A common example of food chains are:-
Plants → Deer → Lion
2
The food chain consists of up to three or four trophic levels. Since the loss of energy at every step is so huge that a very small amount of usable energy remains when it reaches the fourth trophic level. The number of individuals at the lower trophic levels of an ecosystem is generally more therefore the largest number is of the producers.
The length and complexity of food chains differ. Every organism is in general eaten by two or more other kinds of organisms which in turn are eaten by several other organisms belonging to a higher level. This relationship between organisms can be shown by a series of branching lines known as food web. Many cross-linked food chains constitute the food web.
The flow of energy between the trophic levels in any ecosystem is unidirectional. The energy that is captured by the autotrophs is passed to the higher trophic levels and energy does not revert back to the lower level. Some of the harmful chemicals enter our bodies through the food chain. For example use of several pesticides and other chemicals to protect the crops from diseases and pests runoff with water in the field which are taken up by the fishes entering in the food chain.
Biological magnification is a phenomenon by which harmful substances or chemicals accumulate from the lower trophic level to a higher one. As human beings are at the top level in any food chain, so the maximum concentration of these harmful chemicals gets accumulated in the body which can cause death of the person.
3. How does the environment affect our activities?
3.1 Ozone layer and its depletion.
Ozone molecule consists of three oxygen atoms. The ozone layer is present in the upper layer of the atmosphere i.e. stratosphere. It is a very deadly poison. It is responsible for causing skin cancer in human beings. Whereas, at the higher levels of the atmosphere, it protects us from harmful UV radiations of the sun which is dangerous to living organisms. Ozone depletion is the marked reduction of ozone molecules in the stratosphere due to chlorofluorocarbons (CFCs) used in refrigerants and other coolants. Oxygen in the presence of ultraviolet rays gets broken down to nascent oxygen molecules. This nascent oxygen further reacts with the oxygen present in the atmosphere and forms ozone molecule.
3
In order to limit the damage to the ozone layer the release of CFC s into the atmosphere needs to be reduced instead alternatives should be used.
3.2 Managing the garbage produced:
Improvements in the lifestyle have to lead to greater amounts of waste material generation. Changes in the packaging of items have resulted in huge amount of waste becoming non-biodegradable. Increased use of non-biodegradable items has left the environment polluted with them. In order to manage this waste we can do following:-
1. Use of concept of 3R's (reduce, reuse and recycle).
2. Seperation of biodegradable and non-biodegradable waste.
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KING RICHARD III & THE RISE OF THE HOUSE OF TUDOR
In June 1944 a spirited debate took place between His Royal Highness, King George VI, and the Prime Minister, Sir Winston Churchill. The reluctant inheritor of the throne insisted he should be in the vanguard of the forces about to invade the Continent; that he should be—and be seen to be—the leader of his army in battle. Fearful that the King might be killed, and so soon after the abdication crisis, Churchill had the greatest difficulty in dissuading him.
The last king to have performed such a service for his people and die in battle for them was King Richard III, 460 years before in the Battle of Bosworth, as he strove to resist the usurper, Henry Tudor. That he was overcome there was not due to want of courage or of consideration for his troops or for the English people, but to the treachery of those in whom he had placed his trust.
In September, 2012, researchers employing excavators in a city centre car park in Leicester discovered skeletal remains within the site of the former Greyfriars Friary Church destroyed by Henry Tudor's son in his revolt against the Catholic Church. The remains, remarkably well preserved, proved to be those of the late King. Evidence of lumbar scoliosis associated with King Richard's known bodily deformity supported by DNA analysis confirmed their identity.
Archeologists were amazed at the speed at which hardly-hoped-for objectives were achieved and the success that attended the enterprise. Archeologist Richard Buckley had told Philipa Langley who commissioned the excavation that the odds were "fifty-fifty at best for [finding] the church and nine-to-one against for finding the grave". The Wikipedia entry notes:
"[T]he excavators found the remains in the first location in which they dug at the car park. Coincidentally, they lay almost directly under a roughly painted 'R' on the tarmac. This had existed since the early 2000s to signify a reserved parking space."
*
*
King Edward III (1327-1377) had had five sons and the disputes between the descendants of these sons over the succession to the kingdom—aided and abetted by their wives, mistresses and hangers-on—from 1399 to the Battle of Bosworth are known to history from the emblems marking the claims of descendents of the third and fourth sons as the Wars of the Roses. 1
Simplified family tree of Edward III courtesy https://thehistoryofengland.co.uk/resource/wars-of-the-roses-family-trees/
_____________________________________________
Edward III's eldest son, Edward, the Black Prince, predeceased his father but left an heir who was crowned Richard II (1377-1399). Only 10 years old when he succeeded his grandfather, Richard fell under the control of others, notably his uncle the Duke of Lancaster. His reign was not helped by a series of difficulties—war with France, border conflicts with Scotland, economic enervation resulting from the Black Death (1349-1351) and landlords' demands that ignored the sufferings of their tenants and led to the Peasants' Revolt in 1381. In 1387 control was wrested from the King by a
1 John of Gaunt, the third son, Duke of Lancaster. His emblem was a red rose. The emblem of the fourth son, Edmund, Duke of York, was a white rose.
group of aristocrats but by 1389 he had resumed command and the eight years that followed were relatively harmonious. In 1397, however, he had his revenge and executed, or exiled, many of them.
In 1398 John of Gaunt died and the King disinherited his son, Henry Bolingbroke, previously exiled from the kingdom. But in June 1399 Henry returned with a force and quickly found supporters. He deposed Richard and had himself crowned as Henry IV (1399-1413). Richard died in captivity shortly after.
Henry IV was succeeded by a son, Henry V (1413-1422), the soldier-king who defeated the French at Agincourt. His son by his wife, Katherine de Valois, became Henry VI (1422-1461) on his father's early death. He suffered periodic insanity inherited apparently from his mother, which in his later years, left his kingdom in the hands of his French wife, Margaret of Anjou.
Now, the fourth son of Edward III, Edmund, Duke of York, (†1402) had left two sons, one of whom was the sire of Richard, the third Duke of York (†1460), who produced four sons the eldest of whom, Edward, bested Henry VI in the Battle of Towton and became Edward IV (1461-1483). Richard's second son, Edmund, was killed in 1460. Those that remained were George, Duke of Clarence and Richard, Duke of Gloucester. These married sisters, respectively, Isabel and Anne Neville, descended from John of Gaunt's extra-marital indulgence with Katherine Swynford, whom (his two previous wives having died) he later married. Clarence was an unstable character whose loyalty to his eldest brother vacillated under the influence of his father in law, the Earl of Warwick ('the Kingmaker'). Clarence was eventually attainted for treason, at the instance it is suggested, of the family of King Edward's wife, Elizabeth Woodville, and executed in 1478.
Richard and Anne assumed the care of Clarence's orphaned children, Margaret, Countess of Salisbury (born 1473), and Edward, Earl of Warwick (born 1475), whose right to the succession had been barred by of the King's attainting of their father. Richard sent them to Yorkshire to Sheriff Hutton Castle with their cousin John de la Pole, Earl of Lincoln (son of his elder sister Elizabeth), in charge.
* *
Edward IV died, of his excesses it is said, at the early age of 40. Richard had supported him faithfully in the course of his reign, had accompanied him when he was forced into exile in Holland and, at eighteen, had distinguished himself in battle at Tewkesbury in 1471. Moved by this fidelity, he appointed Richard the sole guardian of his children and Protector of the Realm during the minority of his son Edward. He directed that neither Elizabeth, his wife, nor her family was to have any part in the governance of the kingdom. Historian Hugh Ross Williamson comments—
"It was as if, freed at last from her influence, [Edward] had made what amends he could from beyond the grave. Richard was in York when the news of his brother's death reached him. He called together the nobility of the district, made them swear allegiance to the twelve-year-old Edward V and, with six hundred followers, all attired in mourning,
set out for London, intending on the way to meet his nephew at Northampton and conduct him in state to the capital." 2
The members of the Woodville camp moved quickly to secure power. The young Edward was in Ludlow in the custody of Elizabeth Woodville's eldest brother, Lord Rivers, of her younger son, Sir Richard Grey, and of her nephew, Sir Robert Haute. Elizabeth's other son, the Marquess of Dorset, commanded the Tower. Richard soon discovered what was afoot and acted with his customary despatch. Rivers and Grey had sent the young King to London while they sought to delay Richard's progress in Northampton but he arrested them, intercepted the King and brought him back to Northampton. The Marquess of Dorset, meanwhile, had seized the arms and treasure of the Tower to fund a naval force to command the Channel. The Woodvilles, it seemed, intended to kill Richard but he was too fly for them. He consigned the conspirators to prison and, in due course, had them executed. Elizabeth fled to sanctuary in Westminster.
On May 4 th , Richard entered London in state with Edward V and sent him to stay at the Bishop of London's palace. He, himself, went to stay with his mother, Cicely, Duchess of York. He fixed the coronation for 22 nd June and arranged for parliament to be summoned on 25 th June. But, between 4 th May and 22 nd June something intervened to change all he had proposed.
On 8 th June the Bishop of Bath and Wells, Robert Stillington (1420-1491), revealed to the Council, a matter to the secrecy of which Edward IV had compelled him, namely, that the King had been secretly married by 'troth-plight', a binding engagement recognised as lawful marriage by the Church, to the Lady Eleanor Butler before his secret and unpopular marriage to Elizabeth Woodville in 1464. This meant that the seven children of his union with Elizabeth, including the young Edward V, were illegitimate.
"Questioned before the Three Estates, Bishop Stillington further stated that… he had been sworn to silence by the late King. It was known that he had for a short time actually been imprisoned for 'uttering words prejudicial to the King and his state' and had only been released on his giving his solemn promise not to repeat the offence. It is worthy of note here that the Duke of Clarence had been charged with a similar offence… hence the hostility between Clarence and the Woodvilles, who were universally blamed for his death. It is thus possible… that it was fear of revenge for Clarence's death which caused the Woodvilles to plot against Richard as Protector." 3
According to Williamson, this was the issue that had led to Clarence's death.
2 Hugh Ross Williamson, Who Was The Man In The Iron Mask? and Other Historical Enigmas, Penguin, 2002, p. 49; ); originally published sub tit. Historical Whodunnits, Phoenix House, 1955. Cited hereafter as 'Historical Enigmas'.
3 D. M. Kleyn, Richard of England, Oxford, 1990, p. 10. Hugh Ross Williamson adds this: "[T]he French chronicler, Philippe de Commines, says that Robert Stillington… who drew up the contract and witnessed the troth-plight, told him that he afterwards actually married Edward and the Lady Eleanor. Whether or not this was true, it did not affect the legal situation, since the betrothal alone was sufficient to invalidate the subsequent Woodville marriage…" (Historical Enigmas, p. 47)
"The apparent charges [against Clarence] are so obviously not the real charges. On them alone even his uxorious thralldom to Elizabeth Woodville would not have made Edward actually kill his brother. And those writers are surely correct who see in the action the king's fear that Clarence, in his hatred of the queen and in the headiness of his increasing popularity, would play as his trump card the Butler pre-contract. No sooner was Clarence secretly done to death in the Tower of London… than Stillington was arrested and sent to the Tower on the vague charge of 'uttering words prejudicial to the King and his state'. The coincidence is, at least, remarkable. But the Bishop of Bath and Wells had no desire to share Clarence's fate. He gave the necessary assurances and was released after three months imprisonment. For the rest of Edward's reign, the dangerous matter remained a secret." 4
His illegitimacy declared, it was impossible for young Edward to be crowned King. There was no one with title to the Crown prior to Richard. It remained, therefore, that he must claim the Crown for the English people. For this logical act, history, driven by Tudor propaganda, has vilified him ever since. Diana Kleyn remarks:
"Gloucester had proved himself in war and in the peace that followed, a brave and brilliant general in war, and a just and honourable viceroy in the North, whose people loved him and trusted his equitable judgments. Whether he wanted it or no, he was arguably the best man for the job." 5
Richard reigned a little over two years, parrying a number of attempts to overthrow him. The first, promoted by the Woodville-Beaufort forces with the Duke of Buckingham (at the instigation of John Morton, Bishop of Ely) as its nominal head, failed and Buckingham was attainted and executed. Richard endeavoured by diplomatic means to counter the threat posed by Henry Tudor in Brittany (to whom Morton fled thereafter) but was unsuccessful. He bestowed Buckingham's estates on Lord Thomas Stanley and rightly expected his fealty and support.
Henry attempted to invade in October 1484 but his efforts were disrupted by a storm. His mother, Margaret Beaufort who had married Stanley, advised Henry that he could rely on Stanley and his brother, Sir William. Henry's second attempt involved a landing at Milford Haven on 7 th August, 1485 but he could muster little support among the Welsh. Richard met Henry's forces with a force of his own at Bosworth. Adopting his customary despatch, he sought to attack Henry directly to limit the bloodshed, and he might have succeeded but for the treachery of the Stanley forces. And so Henry Tudor became King.
"The first weeks were spent in rewarding his followers for their treachery to Richard; appointing suitable men to administrative posts and making preparations for his Coronation and for his first Parliament. One of his first acts was a typical one: he decreed that his reign was to be dated from the day before Bosworth, so that he could indict King Richard and most of his followers of treasonable rebellion against their lawful Sovereign, thus neatly bringing a vast number of estates and honours into the Royal exchequer by attainder. 'O God!' recorded the Croyland Chronicler, 'What security shall our kings have henceforth, that in the day of battle they may not be deserted by their subjects?'" 6
4 Hugh Ross Williamson, 'Historical Enigmas', p. 48.
6 Richard of England, op. cit., pp. 31-2.
5 Richard of England, op. cit., p. 11.
Whatever else may be said against Henry Tudor in the pursuit of his interests, his recourse to this lying device was utterly dishonourable.
* *
Let us, then, weigh Henry Tudor's provenance and his claim to the Crown. His father, Edmund, was the illegitimate son of Katherine de Valois (wife of the late King Henry V) by Owen Tydder, the Clerk of her Wardrobe. 7 There is no Lancaster blood in this line. His mother, Margaret, was the granddaughter of the illegitimate John Beaufort, Earl of Somerset, son of John of Gaunt, Duke of Lancaster, the third son of Edward III, by Katherine Swynford, his mistress. Henry's claim, as Diana Kleyn rightly remarks, was grounded in a double adultery.
Shakespeare's play, Richard III, is a Tudor justification exercise, fine drama but defective history. The assertion, for instance, that its subject connives at the death of Clarence, his brother, is nonsense. Williamson remarks how Richard rushed back from the North where he was keeping the Marches to remonstrate with Edward against his contemplated act of fratricide but the King was adamant.
Shakespeare portrays the Duke of Gloucester as devious, his bodily disfigurement, featuring a withered arm, a sign of a defective character, so possessed by venality and the desire for power that on the King's death he took to himself the title that belonged by right to Edward's eldest son, just twelve years old; that to secure his position he contrived the murder of the boy and of his nine year old brother in the Tower; that he ruled in a fashion which reflected the disturbance of his conscience and, after two years, that he was bested and killed by a better man, Henry Tudor, at the Battle of Bosworth.
The play is based on an unfinished narrative of Sir Thomas More written in the early part of the sixteenth century. Those familiar with the life of the man martyred by Henry VIII, St Thomas More, by E. E. Reynolds (The Field Is Won, 1968) will recall the author's description of the early, and abiding, influence on the young man of John Morton (c.1420-1500), Archbishop of Canterbury, quondam Bishop of Ely. At the age of twelve More had been placed by his father as page in the Archbishop's household and he spent two years there. Reynolds quotes More's description of Morton—
"[A] man of great natural wit, very well learned, and honourable in behaviour lacking in no wise to win favour… thus living many days in as much honour as one man might well wish, ended them so godly at his death, with God's mercy, well changed his life". 8 The Archbishop, recognizing the boy's potential, had nominated him for a place at Oxford University.
7 "Whether any marriage took place between them… is a somewhat academic question (the College of Arms has no record of any such marriage), for in 1427-8 Parliament passed an Act making it illegal for any man to espouse the widow of a King of England… Queen Katherine died in 1427, and only after her death did her 'marriage' with Owen Tudor come to light." D. M. Kleyn, Richard of England, op. cit., p. 2. 8 E. E. Reynolds, The Field Is Won, Bruce Publishing Co., Milwaukee, 1968, p. 22, quoting More in his Richard III.
Born in February 1477 or 1478, More was seven or eight years old at the time of the Battle of Bosworth. Hence Morton is his authority for what occurred.
"[W]hether Morton dictated it or whether More 'worked up' Morton's memoirs as a literary exercise—the work bears little relation to any kind of historical truth. A third of it consists of conversations and speeches which have no source but the author's imagination. Its relationship to ascertainable facts may be gauged from its first statement that 'Edward IV lived fifty and three years, seven months and six days' when in point of fact he lived forty years, eleven months, and twelve days. Its tone is so blatantly tendentious that even Professor Pollard 9 refers to it as 'that flaming piece of Tudor propaganda' and Sir James Ramsey dismisses it as 'as a mere historical romance'." 10
Accordingly, the character of the man who became John Cardinal Morton is crucial to the issue of the truth or otherwise of what More had written.
Morton had supported the Lancastrian cause in the struggle between the two houses. History is at odds with Thomas More's benign assessment of him.
"A lawyer who took priest's orders for financial reasons, John Morton became one of the greatest pluralists known to ecclesiastical records under Henry VI. After the defeat of the Lancastrians, he quickly changed sides and offered his services to Edward IV, who made him Master of the Rolls and Bishop of Ely, and employed him on a diplomatic mission in the course of which he accepted a bribe of 2,000 crowns a year from the King of France. On his return he attached himself to the Woodville faction, whose 'brains' he became. At Ludlow on Edward's death, he was the architect of their plan to seize power. It was he, again, who inspired the second rebellion and the overture to Henry Tudor. Though he was one of Richard's deadliest enemies, Richard forgave him the first time—after a short imprisonment—and on the second occasion Morton managed to escape to the Continent where he attached himself to Henry Tudor and intrigued on his behalf for the rest of Richard's reign. After Bosworth his services were rewarded. He was made in rapid succession, Lord Chancellor, Archbishop of Canterbury, and (through Henry's petition to the Pope, Alexander Borgia) Cardinal. In his lifetime he was hated and feared by all classes, both because of his 'avaricious and grasping' conduct and because he so disgraced the priesthood that he did not scruple to reveal to Henry 'the confessions of as many lords as His Grace listed'; and, for posterity, he is enshrined in history as the inventor of 'Morton's fork'—the argument that those who spend little must have saved much and those who spend much must have much. On his word rests the effective charge that Richard had murdered his nephews." 11
Henry's device of pre-dating his reign has the smell of the lawyer about it and one may reasonably suspect Morton, especially when the consequences of its inherent dishonesty are appreciated, the forfeiture of the estates and honours of those who had supported their lawful King. Francis Bacon said of Morton that he had 'an inveterate malice against the House of York'. 12 Better for Morton, it seemed, a bastard Lancastrian than a legitimate York.
9 Albert Frederick Pollard, Professor of Constitutional History, University College, London, who wrote a political history of the Tudors.
11 Williamson, Historical Enigmas, p. 51.
10 Historical Enigmas', p. 44.
12 Quoted to that effect in D. M. Kleyn, Richard of England, op. cit. p. 163
That whoever killed the princes (if indeed, they were killed) it was not Richard is established, ironically, as a consequence of Henry's device.
"[T]here is one piece of evidence against it which is as conclusive as anything can be in such a matter. In the Act of Attainder which Henry drew up after his victory, King Richard is reviled for every kind of cruelty and tyranny. No slander is omitted which might help to justify Henry's usurpation. But there is no mention in it of the murder of the princes. As the Tower was in the new king's possession in less than a week after Bosworth, it is surely a legitimate deduction that this startling omission was due to Henry's knowledge that they were still there, alive and unharmed." 13 (emphasis added)
Diana Kleyn exposes a further aspect of Richard's character that militates against the assertion he killed the princes.
"… Elizabeth Woodville, for so long incarcerated in her self-inflicted sanctuary at Westminster, was finally persuaded to come out and to release her five daughters into Richard's care; he received them at court and took an oath on March 1 st 1484 to treat them honourably and to provide suitable husbands for them. 'Dame Elizabeth Grey', the former Queen-Mother, went further: she not only accepted from Richard a pension for herself, but she wrote to her elder son by her first marriage, the Marquess of Dorset (who had fled to France to join Henry Tudor), advising him to come home, and assuring him that Richard would treat him well. He evidently preferred Richard's word to the more doubtful promises of Henry, for he attempted to escape to England, but was intercepted by Henry's furious emissaries who 'persuaded' him to return to Henry's little court. There can surely be only one conclusion to all this: that Elizabeth Woodville had received the news she most wished to hear—that her sons, or one of them, were alive and in hiding abroad. Henry certainly never forgot that she had trusted Richard with her daughters; he was later to make it the excuse for sending her to a nunnery and confiscating all her goods. Greedy and ambitious she certainly was, but to pretend that she could come to terms, and so soon, with the man she believed had murdered her two sons, is surely straining credulity beyond even the most partisan limits…" 14
Cui Bono?
Only one man stood to profit by the death of the princes: Henry Tudor. He intended to marry Anne, the eldest of Edward IV's children, in an endeavour to legitimise his claim and he strove throughout his reign to suppress the truth that Edward's heirs were not entitled to the Crown.
"One of Henry's first acts was to order that the original act proclaiming the illegitimacy of Edward IV's children should be removed from the Rolls and burnt and that, on pain of imprisonment during his pleasure, every copy of it was to be surrendered. Stillington was imprisoned and, though he was pardoned, he was rearrested later, and never emerged from his captivity. Richard's illegitimate son, John of Gloucester, was similarly imprisoned and—if not actually murdered—left to die. Clarence's son, Warwick (whose attainder Richard had reversed and who was therefore, after the princes in the Tower, indisputably Edward IV's heir), was arrested, imprisoned in the Tower, and eventually executed… [I]n the February of 1487 Elizabeth Woodville had all her lands and possessions confiscated and was immured in a nunnery for the rest of her life. Even Bacon, the great apologist for the Tudors, comments on this action of Henry's that it was 'probable there was some greater matter against her which King, upon reason of policy,
13 Williamson, Historical Enigmas, p. 52.
14 Richard of England, op. cit., p. 26.
would not publish'. The reason for this treatment of her which, even at the time, was 'taxed as rigorous and undue' may have been that she realised that Henry had killed her sons." 15
Perhaps. But there are other possibilities which the reader may plumb in Diana Kleyn's Richard of England. 16 Eight years after Henry seized the throne a young man who had been living in Flanders appeared to challenge him. He claimed he was the second of the two princes, Richard Duke of York, born in 1473. The name he went by, Perkin Warbeck (Pierrechon Werbecque), derived from that of his foster parents in Tournai to whose care he said he had been commended. He wrote to Isabella, Queen of Spain, in Latin in August 1493, a letter whose preamble sufficiently sets the ground of his claim:
"…Whereas the Prince of Wales, eldest son of Edward formerly King of England, of pious memory, my dearest lord and father, was miserably put to death and I myself, then about nine years old, was also delivered to a certain lord to be killed, it pleased the Divine Clemency that that lord, having compassion on my innocence, preserved me alive and in safety, first, however, causing me to swear on the Holy Sacrament, that to no-one should I disclose my name, origin or family, until a certain number of years had passed…"
A sketch of Warbeck's features shows remarkable resemblance to those of Edward IV. He enjoyed the patronage of his putative aunt, Margaret (1446-1503), sister to Edward IV and Richard III, who had married Charles the Bold, Duke of Burgundy, killed in battle in January 1477. The Dowager Duchess funded an attempt by Warbeck to garner support in England. He endeavoured to do so, first landing in England in September 1496, and again in 1497, but inadequate organisation brought about his capture by Henry VII's forces. He was held in custody and later endeavoured to escape with Warwick, Clarence's son. Either that or, which seems more likely, 'an escape' was facilitated by agents of the King to provide an excuse for punitive action. In any event the two were recaptured. On 23 rd November, 1499, after a written confession had been exacted from him admitting that he was an impostor, Warbeck was hung. Warwick was executed five days later.
The body of Warwick was interred with his ancestors in Bisham Abbey in Berkshire, while that of Warbeck was placed in the Church of the Austin Friars in Old Broad Street in the City of London under the name 'Perkin Warbeck'. 17 Their severed heads had been placed on London Bridge. One can only wonder whether they were interred with their respective bodies.
There is enthusiasm among those critical of the Tudor mythology to analyse Warbeck's remains. Should they be positively identified, the miracles of modern scientific analysis may add to our knowledge of the lengths to which Henry, and those who supported him, had gone to hide the illegitimacy of the Tudor claim.
15 Williamson, Historical Enigmas, p. 52.
17 D. M. Kleyn, Richard of England, op. cit., p. 157.
16 D. M. Kleyn, Richard of England, Oxford, 1990. The eponymous subject of her study is not Richard III but Edward's allegedly surviving second son.
* *
The passage through parliament by King Richard of the Titulus Regius Act had given posited legal force to the reality of the moral law, that the sons of Edward IV were illegitimate. It formalised the protocol accepted by the mores of the time that they had no title to the Crown. Henry's action of removing the statute 'legitimised' his future wife but it 'legitimised', also, the two princes whose title to the Crown was substantially better than his own. In removing the Act from the statute books, Henry thought he could remove the force of the moral law. Here, in seed, we see the Tudor principle, the principle which was to ground the Protestant Revolt in England forty years later, that moral truth is not determined by reality, but by what the king says it is. The subjectivism that followed underpins the intellectual chaos that has afflicted the world ever since, a chaos reaching its apotheosis in our own age when moral evils such as contraception, abortion and homosexual conduct are legitimised on no other ground than that the (ruling) majority says they are acceptable.
There was no passage of arms, as Shakespeare portrays, between Henry and the King at the Battle of Bosworth.
"Henry's participation in the [battle] was restricted to observation, surrounded by a posse of faithful knights including the gigantic Sir John Cheyney and Sir William Brandon, who bore in consummate defiance of his true Sovereign the Royal Standard. King Richard's call for volunteers to ride with him down Ambien Hill to attack Tudor himself and thus avoid vast numbers of casualties, was answered by nearly a hundred knights and squires; the Stanley brothers and their armies were poised on either side of the opposing main forces, ready to throw their weight on whichever side it became safest to support. (Caroline Halsted, Richard III, 1844, vol. II, pp. 439-475) Northumberland, slightly to Richard's rear, returned an equivocal answer to Richard's request for support, and he and his army remained inactive. The gallant band of heroes led by their Sovereign thundered down the hill and clashed with Tudor's posse. Down went the huge Cheyney, unhorsed by the small, slight King. Down went Brandon, the Royal Standard soaked in his blood. It was a horrifying moment for Henry: local legend says he wheeled his horse about in the breathing space Richard's attack on Brandon had given him, and rode off to the south-east towards Stoke Golding. But fate had decreed that he should be King; three thousand men under Sir William Stanley to the right of Richard, rode to Tudor's rescue and crashed into Richard's small band, literally hacking them to pieces, together with their King. (Paul Murray Kendall, Richard III, 1955, p. 369)… King Richard's golden circlet, which he had worn upon his helmet, was retrieved from a bush where it had fallen in the conflict…" 18
Nor did Richard utter a cry such as "My kingdom for a horse", as Shakespeare avers. What he cried as he was beset by those whom he trusted was "Treason! Treason!"
After the bones in the Leicester car park were proven to be those of King Richard, specialists performed an analysis of the injuries he had suffered and compared them with those manifest on the skeletons of soldiers known to have fallen in the Battle of Towton (29 th March, 1461). The injuries support the assertion of treachery.
18 D. M. Kleyn, Richard of England, op. cit., pp. 30-1.
"In just about every detail, the wounds are different from those on the Towton soldiers. [Richard] was attacked from behind, not the front…" 19
There was, incidentally, no evidence in the bones that he had had a withered arm.
It is the victors in a war who write the history. Henry's assertion that Richard was a traitor was the very reverse of the truth. It was Henry Tudor, aided and abetted by Bishop John Morton, who was the traitor. One hundred years later Sir John Harington summarised the issues in a couplet:
Treason doth never prosper, what's the reason? For if it prosper, none dare call it treason.
* *
One final matter deserves our consideration. The betrayals of Catholic and moral principle by prelates such as Cardinal Wolsey and the last (nominally) Catholic Archbishop of Canterbury, Thomas Cranmer, that disposed and facilitated the Protestant Revolt in England in the sixteenth century, had their source in the betrayal of his oath by the bishop who became John Cardinal Morton. A good argument can be mounted that Morton bears a greater responsibility for the disaster than them.
Michael Baker 7 th March 2018—St Thomas Aquinas (in the Extraordinary Rite) (Revised shortly 7 th March 2019)
19 Mike Pitts, Digging For Richard III, How Archeology Found The King, London (Thames & Hudson), 2014, p. 165. | <urn:uuid:dfa5824d-3ecb-4614-86f6-0c6dc4697788> | CC-MAIN-2024-38 | https://superflumina.org/PDF_files/king-richardiii-rise-house-tudor.pdf | 2024-09-16T20:42:10+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651710.86/warc/CC-MAIN-20240916180320-20240916210320-00461.warc.gz | 499,249,418 | 7,160 | eng_Latn | eng_Latn | 0.998714 | eng_Latn | 0.998997 | [
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A DETAILED GUIDE TO PET
Paper 1: Reading and Writing
newspapers and magazines; simplified encyclopedias; brochures and leaflets; websites.
Answering
Paper Format
The Reading component contains 5 parts. The Writing component contains 3 parts.
Number of questions
Reading has 35 questions; Writing has 7 questions.
Task Types
Matching, multiple choice, true/false, transformational sentences, guided writing and extended writing.
Sources
Authentic and adapted-authentic real world notices;
Candidates indicate answers by shading lozenges (Reading), or writing answers (Writing) on an answer sheet.
Timing
1 hour 30 minutes.
Marks
Reading: Each of the 35 questions carry one mark. This is weighted so that this comprises 25% of total marks for the whole examination.
Writing: Questions 1–5 carry one mark each. Question 6 is marked out of 5; and question 7/8 is marked out of 15. This gives a total of 25 which represents 25% of total marks for the whole examination.
| Part | Task Type and Format | Task Focus |
|---|---|---|
| 1 | Three-option multiple choice. Five very short discrete texts: signs and messages, postcards, notes, e-mails, labels etc., plus one example. | Reading real-world notices and other short texts for the main message. |
| 2 | Matching. Five items in the form of descriptions of people to match to eight short adapted-authentic texts. | Reading multiple texts for specific information and detailed comprehension. |
| 3 | True/False. Ten items with an adapted-authentic long text. | Processing a factual text. Scanning for specific information while disregarding redundant material. |
| 4 | Four-option multiple choice. Five items with an adapted-authentic long text. | Reading for detailed comprehension; understanding attitude, opinion and writer purpose. Reading for gist, inference and global meaning. |
| 5 | Four-option multiple-choice cloze. Ten items, plus an integrated example, with an adapted-authentic text drawn from a variety of sources. The text is of a factual or narrative nature. | Understanding of vocabulary and grammar in a short text, and understanding the lexico-structural patterns in the text. |
Preparing for the Reading Component
Introduction
groups. Each exam task is pretested on large numbers of students before going live, to monitor its suitability and level.
Paper 1 lasts one and a half hours and contains two components, Reading and Writing. The Reading component consists of 35 questions, with five separate reading tasks in all, Parts 1–5. Together, these parts are designed to test a broad range of reading skills. Texts are drawn wherever possible from the real world and are adapted as necessary to the level of the PET examination. To this end, item writers work with a grammatical syllabus and a vocabulary list, which is updated annually to reflect common usage.
The topics of the texts fall within the list of topics given on page 8. Every effort is made to ensure that all texts used in PET are accessible worldwide and of interest to different age
To prepare for the Reading component, students should be exposed to a variety of authentic texts, drawn from newspapers and magazines, non-fiction books, and other sources of factual material, such as leaflets, brochures and websites. It is also recommended that students practise reading (and writing) short communicative messages, including notes, cards and e-mails.
As the Reading component places some emphasis on skimming and scanning skills, it is important for students to be given practice in these skills, working with texts of different lengths to obtain specific information. It should be stressed to students that they do not need to process every
Page 9
word of the text: they may read an article on history purely to find particular dates or a brochure to check on different locations.
It is essential that candidates familiarise themselves with the instructions on the front page of the question paper and read the individual instructions for each part very carefully. Where an example is given, it is advisable to study it before embarking on the task. Candidates should also know how to mark their answers on the separate answer sheet, so that in the examination they can do this quickly and accurately. No extra time is allowed for the transfer of answers on Paper 1 and candidates may prefer to transfer their answers at the end of each part.
When doing final preparation for the examination, it is helpful to discuss timing with students and to get them to consider how to divide up the time between the various parts of the paper. Broadly speaking, it is envisaged that candidates will spend approximately 50 minutes on the Reading component and 40 minutes on the Writing component.
Part 1
Part 1 tests the candidate's understanding of various kinds of short texts: authentic notices and signs, packaging information (for example, instructions on a food package or a label on a medicine bottle), and communicative messages (notes, e-mails, cards and postcards). Accompanying the text is one multiple-choice question with three options, A, B and C.
When candidates attempt a question in this part, they should first read the text carefully and think about the situation in which it would appear. A text is often accompanied by visual information as to its context, for example showing its location, and this may also help candidates to guess the purpose of the text. After thinking about the general meaning in this way, candidates should read all three options and compare each one with the text before choosing their answer. As a final check, candidates should re-read both text and their choice of answer, to decide whether the chosen option is really 'what the text says'.
Part 2
Part 2 tests the candidate's detailed comprehension of factual material. Candidates are presented with five short descriptions of people and have to match this content to five of eight short texts on a particular topic. The topic is usually to do with goods and services of some kind, for example purchasing books, visiting museums, staying in hotels or choosing holidays. Candidates should begin Part 2 by reading through the five descriptions of the people. They should then read through all eight texts carefully, underlining any matches within them. In order to choose the correct text, candidates will need to check that all the requirements given in the description are met by it. Candidates should be warned against 'wordspotting' – that is, they should avoid making quick matches at word level and instead read each
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text carefully, thinking about alternative ways of saying the same thing, i.e. paraphrasing.
Part 3
Part 3 tests the ability to work with a longer, factual text, looking for precise information. The information to be found is usually practical in nature, resembling the type of task with which people are often confronted in real life. Frequently, these texts take the form of brochure extracts, advertisements in magazines and website information.
There are ten questions, which are single-sentence statements about the text. The task is made more authentic by putting these questions before the text, in order to encourage candidates to read them first and then scan the text to find each answer. The information given in the text follows the same order as the content of the questions.
In this part, candidates may well meet some unfamiliar vocabulary. However, they will not be required to understand such vocabulary in order to answer a question correctly. When they meet an unfamiliar word or phrase, therefore, they should not be put off, and should concentrate on obtaining the specific information required from the text.
Part 4
Part 4 presents candidates with a text which goes beyond the provision of factual information, and expresses an opinion or attitude. There are five multiple-choice questions with four options, A, B, C and D. In answering these questions, candidates will demonstrate whether they have understood the writer's purpose, the writer's attitude or opinion, or an opinion quoted by the writer, and both the detailed and global meaning of the text.
This part requires candidates to read the text very carefully indeed. After a first fairly quick reading, to find out the topic and general meaning of the text, candidates should think about the writer's purpose and the meaning of the text as a whole. Having established this, candidates should read the text once again, this time much more carefully. After this second reading of the text, candidates should deal with the questions one by one, checking their choice of answer each time with the text. It may be more practical for candidates to consider the first and last questions together, in that the first focuses on writer purpose and the last on global meaning. The other three questions follow the order of information given in the text and one of the three will focus on attitude or opinion.
Part 5
In Part 5, candidates read a short text containing ten numbered spaces and an example. There is a four-option multiple-choice question for each numbered space, given after the text. The spaces are designed to test mainly vocabulary, but also grammatical points such as pronouns, modal verbs, connectives and prepositions.
Before attempting to answer the ten questions, candidates should read through the whole text to establish its topic and general meaning. After this, they should go back to the beginning of the text and consider the example. Then they should work through the ten questions, trying to select the correct word to fit in each space. It may often be necessary to read a complete sentence before settling on their choice of answer. Once candidates have decided on an answer, they should check that the remaining three options do not fit in the space. Having completed all ten questions, candidates should read the whole text again with their answers, to check that it makes sense.
| Writi | ng | |
|---|---|---|
| Part | Task Type and Format | Task Focus |
| 1 | Sentence transformations. Five items, plus an integrated example, that are theme-related. Candidates are given sentences and then asked to complete similar sentences using a different structural pattern so that the sentence still has the same meaning. | Control and understanding of Threshold/PET grammatical structures. Rephrasing and reformulating information. |
| 2 | Short communicative message. Candidates are prompted to write a short message in the form of a postcard, note, e-mail etc. The prompt takes the form of a rubric to respond to. | A short piece of writing of 35–45 words focusing on communication of specific messages. |
Preparing for the Writing Component
of the message they produce; minor, non-impeding errors are not penalised.
Part 1
Part 1 focuses on grammatical precision and requires candidates to complete five sentences, all sharing a common theme or topic. There is an example, showing exactly what the task involves. For each question, candidates are given a complete sentence, together with a 'gapped' sentence below it. Candidates should write between one and three words to fill this gap. The second sentence, when complete, must mean the same as the first sentence. Both sentences are written within the range of grammar and structures listed on pages 7–8. There may be more than one correct answer in some cases.
As stated above, it is essential for candidates to spell correctly and no marks will be given if a word is misspelled. Candidates will also lose the mark if they produce an answer of more than three words, even if their writing includes the correct answer.
Part 2
Part 2 is a new task, introduced in March 2004 to replace the previous form-filling task. Candidates are asked to produce a short communicative message of between 35 and 45 words in length. They are told who they are writing to and why, and must include three content points, which are laid out with bullets in the question. To gain top marks, all three points must be present in the candidate's answer, so it is important that candidates read the question carefully and plan what they will include. Candidates are also assessed on the clarity
Candidates will need practice in writing to the word length required. They will lose marks if their answers fall outside the limits: a short answer is likely to be missing at least one content point, an overlong one will lack clarity, by containing superfluous information. Practice should be given in class, with students comparing answers with each other and redrafting what they have written as a result. The General Mark Scheme below is used in conjunction with a Task Specific Mark Scheme (see pages 28 and 29).
General Mark Scheme for Writing Part 2
| 5 | All content elements covered Message clearly communicat | appropriately. ed to reader. |
|---|---|---|
| 4 | All content elements adequa Message communicated succ | tely dealt with. essfully, on the whole. |
| 3 | All content elements attempt Message requires some effort or One content element omitte communicated. | ed. by the reader. d but others clearly |
| 2 | Two content elements omitte Message only partly commu or Script may be slightly short ( | d, or unsuccessfully dealt with. nicated to reader. 20–25 words) |
| 1 | Little relevant content and/or effort by the reader, or short | message requires excessive (10–19 words). |
| 0 | Totally irrelevant or totally in (under 10 words). | comprehensible or too short |
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Part 3
Part 3 now offers candidates a choice of task: either a story or an informal letter may be written. Both tasks require an answer of about 100 words. For answers that are below length (fewer than 80 words), the examiner adjusts the maximum mark and the mark given proportionately. Longer answers are not automatically penalised, but may contain some irrelevant material. Candidates should be advised to keep to the task set, rather than include 'pre-learned' text, which may well not fit as part of their answer.
For the story, candidates are given either a short title or the first sentence. The answer must be recognisably linked in content to the question and candidates should pay particular attention to any names or pronouns given in the title or sentence. If, for example, the sentence is written in the third person, the candidate will need to construct his or her story accordingly.
To gain practice and confidence in story-writing, candidates should be encouraged to write short pieces for homework on a regular basis. They will also benefit from reading simplified readers in English, which will give them ideas for how to develop and end a story.
For the informal letter, candidates are given an extract of a letter from a friend of theirs, which provides the topic they must write about: for example, a couple of questions may be included, to focus their ideas. Candidates must keep to the topic or they will lose marks.
To practise their letter-writing, candidates should be encouraged to write to penfriends or 'e-pals' on a regular basis. In addition, they should have opportunities in class to think about the language and organisation of such a letter, with examples of appropriate opening and closing formulae provided, as well as useful phrases of greeting and leavetaking.
As already stressed, it is important for candidates to show ambition. They could gain top marks by including a range of tenses, appropriate expressions and different vocabulary, even if their answer is not flawless. Non-impeding errors, whether in spelling, grammar or punctuation, will not
Page 12
necessarily affect a candidate's mark, whereas errors which interfere with communication or cause a breakdown in communication are treated more seriously.
In order to help teachers to assess the standards required, there are several sample answers to the Writing Part 3 questions on pages 30–33, with marks and examiner comments. Marks for Part 3 are given according to the Mark Scheme below. The band score is translated to a mark out of 15.
| Band | Criteria | |
|---|---|---|
| 5 | Very good attempt: • Confident and ambitious u • Wide range of structures a set • Well organised and coher linking devices • Errors are minor, due to a Requires no effort by the rea | se of language nd vocabulary within the task ent, through use of simple mbition and non-impeding der. |
| 4 | Good attempt: • Fairly ambitious use of lan • More than adequate range within the task set • Evidence of organisation a • Some errors, generally non Requires only a little effort b | guage of structures and vocabulary nd some linking of sentences -impeding y the reader. |
| 3 | Adequate attempt: • Language is unambitious, • Adequate range of structur • Some attempt at organisati always maintained • A number of errors may b impeding Requires some effort by the r | or if ambitious, flawed es and vocabulary on; linking of sentences not e present, but are mostly non- eader. |
| 2 | Inadequate attempt: • Language is simplistic/limi • Inadequate range of struct • Some incoherence; erratic • Numerous errors, which s communication Requires considerable effort | ted/repetitive ures and vocabulary punctuation ometimes impede by the reader. |
| 1 | Poor attempt: • Severely restricted comma • No evidence of range of st • Seriously incoherent; abse • Very poor control; difficult Requires excessive effort by t | nd of language ructures and vocabulary nce of punctuation to understand he reader. | | <urn:uuid:6ca02ed5-4ad7-4416-87c0-5bb9450e7fdf> | CC-MAIN-2017-26 | http://englishservice.cz/download/pet_detailed_guide.pdf | 2017-06-28T12:17:47Z | crawl-data/CC-MAIN-2017-26/segments/1498128323680.18/warc/CC-MAIN-20170628120308-20170628140308-00120.warc.gz | 132,208,814 | 3,632 | eng_Latn | eng_Latn | 0.998924 | eng_Latn | 0.999078 | [
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Population and Exponential Growth
For 90,000 years, our species (Homo sapiens) lived as nomadic hunter-gatherers. In spite of the potential to increase rapidly, population was limited by the delicate balance between sporadic, food supplies, climate, and personal energy available to forage.
About 10,000 years ago, superior intellect, helped by the additional energy of draft animals, began the food production of grains and animal protein. On this basis, population continued to increase but still at very low levels as limited by arable land availability, crop failure, tribal conflicts, disease, and the usual vagaries of climate. In addition, although not readily obvious, any non-sustainable interference with, or efforts to maximize, the delicate productivity of the land invariably resulted in a cut-back in output and localized or widespread famine. Still, there was enough additional food supply through agriculture to allow a higher population level, culture, trading, exploration, cities, organized religion, and, of course, warfare as dissimilar societies interacted at their boundaries.
In 1798, Thomas Malthus proposed that human population, like any biological species, tends to increase exponentially until checked by "misery" caused by finite food and fuel resources. Any successful attempt to mitigate this inherent limitation only allowed additional population to re-establish the same misery at a slightly higher level. The cruel practice of harnessing human labor by slavery also allowed a few to flourish as others were suppressed.
Then, unanticipated by Malthus, the Industrial Age began based on discoveries which utilized vast quantities of previously stored fossil energy. As would be expected, world population then exploded six-fold as the new energy sources as well as concurrent new technology provided increased food supplies and longer life expectancy. Unchecked population has continued to grow exponentially for the last 150 years as the fossil energy has been available in surplus. This is about to change because it is not possible for 7 billion people to survive on this planet without the temporary fossil energy base for food production. There is clearly not enough incoming annual solar energy to make up for the diminishing fossil energy and crop land lost to eco-devastation. The consensus among population experts (see page 8) is a comfortable, sustainable carrying capacity of a non-fossil-fueled world be limited to about two billion people.
These and many other respected authors have been warning of imminent "peak population". Few would listen as there has been enough excess food to keep the party going until now ... except for about half of the world, which has already slid over the cliff of diminishing food, ravaged resources, and localized climate change.
The Survival Plan
The first half of this booklet described a critical mass of three crises facing civilization. The second half, starting with education and resource conservation, offers legitimate solutions for survival from a personal to a national level.
Most Americans have yet to comprehend or even believe the urgency and magnitude of our dilemma, but the long time span required is such that we must begin to vigorously implement corrective action long before the combined crises become overwhelming.
Some of the actions defined are logical no-brainers. Others are totally contrary to human nature where short-term comfort and profit are far more enticing than long-term survival. Smoking and obesity kill nearly one million Americans a year, yet the obvious corrective actions are less acceptable than the pleasure of the moment. These may be "someone else's problems" whereas the triple-crisis of fossil-energy depletion, population, and eco-devastation will bring us all down collectively ... you, us, our kids,..everyone. The Titanic has already hit the (peak) iceberg, and we're all in the same lifeboat ... right or left, rich or poor.
The following solutions constitute a collection of concepts available in the references listed on pages 3 and 8. Also included on page 12 is a short summary of the many mirages or erroneous answers that only give false hope and waste valuable time. They are either technically wrong, or at cross-purposes; for instance, using valuable food bioenergy for frivolous transportation.
The proposed solutions just might work only if they become a mass movement of Americans, and hopefully, world citizens. This might be called a "save-civilization movement". The implication of such a movement is already infiltrating part of the religious community, for instance:
* The book, Sustainability and Spirituality, listed on page 8 defines the synergism of these two concepts combined to become a doctrine of ecology and ethics.
* A critical and religiously oriented assessment of the threats posed by climate change was given by Sir John Houghton to the National Association of Evangelicals in March 2005. (www.creationcare.org). His book is also listed on page 8.
* The Cry of Creation is an interfaith study guide on global warming prepared by the Earth Ministry (www.protectingcreation.org)
In sync with population growth and fossil energy consumption is the directly related destruction of almost every natural eco-system on the planet. Environmentalism has been of growing concern by itself signaling a spreading collapse of interrelated world systems. History is replete with localized ecological disasters, but now, with the globalization of resource depletion made possible by fossil fuels, there are no longer isolated areas unscathed by expanding human presence and environmental destruction. Examples:
* Unsustainable, intensive agriculture leads to top soil loss, erosion, desertification, and lower water tables. The result is decreased per-capita food availability even with increases of fertilizers, irrigation, pesticides, herbicides, and genetically-modified crops designed for mono-culture. All of these are made possible with fossil fuels.
* Over hunting, over grazing, over fishing. Large parts of the ocean are becoming dead zones. Mass extinction of species is accelerating.
* Extensive deforestation of all parts of the world. For instance, the Brazilian rain forest is being reduced by 10,000 square miles per year. The resultant burning contributes to over 20 % of atmospheric CO 2 . In the world, 121,000 square miles are deforested each year.
In the last 100 years, the consumption of fossil fuels has introduced so much CO 2 into the atmosphere that climate change (specifically global warming) is now an accepted fact. Thirteen billion tons of CO 2 are released into the atmosphere each year. Recent studies show the Arctic ice cap open, Greenland ice is breaking up, and Antarctica is diminishing in size and ice volume. The world may have passed the time for corrective action against possible scenarios:
* Drastic ocean level increases of up to 10 feet, whereas only a few inches is already causing flooding in densely populated areas.
* Imminent shut-down of the Atlantic conveyor belt that relies on cold saltwater density to bring a habitable climate to N. Europe.
* Increased water temperature in hurricane-path waters like the Gulf of Mexico, which in some areas is still above 80 degrees in the winter of 2006. The number of hurricanes and intensity is definately increasing.
* Heat waves and drought are more common every year.
* Glaciers the world over are disappearing.
Humankind, led by the U.S., is only repeating, in a very short period and on a global basis, the sins which caused the crumbling of many ancient but more localized civilizations.
Delusions That Will Not Save Us
(but waste valuable time and dollars while we chase them down)
With the onset of peak oil and higher energy prices, there is a flurry of new and, in many cases, revived old panaceas. Some have a touch of legitimacy. Some are pure snake oil, some are only a way to profit either from selling books or from ill-directed research grants and tax incentives. Not necessarily in order:
* Hydrogen-Hype: Now quieting down. Most people understand it has to come from fossil fuels, or if from renewables, is a terribly inefficient way to use precious non-fossil-sourced electricity. In addition, it is very dangerous and technically difficult to handle and store in compressed or cryogenic form.
* Biofuels (exclusive of wood): Sunlight is very dilute and sporadic. Expecting the annual solar energy to replace the millions of years of concentrated solar energy in fossil fuels is impossible. As the fossil fuel base (nitrogen fertilizer, diesel fuel, irrigation- energy, etc.) for our food supply winds down, we will need ALL the biomass energy we can find just to feed ourselves. Also, biofuel production (esp. ethanol from corn) requires about as much fossil energy input as the resultant energy yield. The energy returned on energy invested (EROEI) is too close to unity to be worthwhile. Finally the intensive monoculture of crop land is not sustainable.
* Wood: Somewhere between dilute annual sunlight-energy and concentrated fossil fuels is wonderful wood. But, it takes 50 to 100 years to grow a reasonable tree. Harvest at a quicker rate only depletes the forest, soils, and ecological balance. This signals the end of a civilization and is happening the world over and exacerbated; by increasing population and fossil-fuel powered harvesting equipment. (See Strangely Like War on Page 8.)
* There's Plenty Left: We are now using about 6 barrels of oil (at one billion barrels, worldwide, every 12 days) for every single new barrel discovered. Natural gas is not far behind and can't be shipped overseas except as liquid natural gas (LNG). Coal and tar sands are more plentiful but contribute heavily to eco-devastation and will soon approach an EROEI of unity, especially as oil runs down and the harder-to-reach, dirtier sources are mined.
* Efficiency Will Save Us: Only if we concurrently reduce consumption (reverse growth and population). In most cases improved efficiency increases consumption due to increased value and numbers of consumers. ("Jevon's Paradox") In the long run, we must survive with no fossil energy at all.
* Other Sources: Nuclear, hydro, geothermal, solar, and wind are all legitimate. But, except for solar and wind, all are limited by site availability or in the case of nuclear, finite fuel and waste problems. Total energy will be much less without fossil-fuels.
* "Pie In The Sky": Abiotic oil, nuclear fusion, methyl hydrates, shale oil, perpetual motion machines, etc. None are proved.
(This and the following page are a summary of the many books and web sites listed on page 3.)
Convenient and high energy content oil has infiltrated into every corner of modern life. In the U.S., with onetwentieth of the world's population, we presently consume 20 million barrels every day, which is about one-fourth of the total world production. Of this, one-half (400 million gallons per day) is used for gasoline alone. Oil runs our whole economy. It makes and transports the food we eat. It puts our planes into the air and moves our military. It is the source for plastics, chemicals, rubber, asphalt for our roads, and thousands of other products we take for granted and have come to depend on in the last 100 years.
What will we do as the short 150-year Oil Age runs down? Each gallon, equals the energy of three strong people working for a week yet today we use it with no regard for the inevitable shortfall or our children's future. What will run our snow plows or power our trains, our 18-wheelers, and fuel our race cars a few years from now? How will we heat our homes next winter as the price of heating oil climbs above $3.00 per gallon? Clearly we are confronted by a dilemma of unprecedented magnitude.
To make matters more urgent, parts of the developing world (China and India) are scrambling to catch a piece of the fleeting Oil Age. Because of their lower labor costs, we send our dollars for their products, which allows them to outbid us in the world oil market. This imbalance of payments is exacerbated by the direct flow of dollars to oil-producing countries of which many don't like their dependency on us as their dominant customer. Most oil-producing countries are experiencing a decrease in annual production. Should they sell now at a low but very profitable price or save proven reserves as they run low and prices skyrocket even higher? The record profits recorded by shareholder and nationalized oil companies are more an indication of dwindling supply than greed. Just as with increased demand for real estate, or any finite commodity, prices soar and the owner benefits. The economists still argue that the higher price will encourage exploration. Prices will then drop assuming more is found. But, 2005 was a year of record-low discovery in spite of continued drilling efforts. As the old saying goes, " You can't get blood out of a turnip."
Non-fossil Energy Sources
The total U.S. energy consumption in 2004 can be broken down as follows:
The Three fossil fuels represent a non-renewable "bank account" being drawn down at an annual rate leading to complete depletion or the point of negative energy return on investment (EROEI) in less than one lifetime. This prediction can be challenged but more optimism will, in no way, change the obvious threat of the "Triple-Crisis." New unexpected discoveries might provide extra time and a better chance to effect a transition protocol to less population and a much lower-energy future. However, the desparate consumption of additional fossil fuels will only exacerbate the global warming component. A sustainable future can only come from sustainable, clean energy.
Nuclear
The best bet for continued, clean electricity on a large scale. But, sources of finite, fissionable uranium must be found and ultimately mined without cheap fossil energy. This scenario also assumes that acceptable waste disposal and protection from terrorism can be assured. Also, nuclear, like all other non-fossil energy sources except biofuels, produces only direct electricity. No matter what energy sources we use we will need a complete rethinking of our transportation system.
Hydro
Limited to acceptable sites nearly all of which have been used. Global warming has reduced water flow and electrical output in the last decade. Considerable fossil energy is required to replace dams, which ultimately fill with silt. Reversible pumped hydro at 85% efficiency (as well as nuclear) can be used to smooth the sporadic output of solar and wind.
Biofuels
Only for absolutely essential needs as liquid fuels, lubricants, etc. and with full understanding of the required energy input and the deleterious effect on crop land and food supply. See pages 7 and 12 for more details. Waste products will decline as a source of fuel because the original energy sources are finite and depleting.
Energy - Bibliography and Web Sites
Following are a few of the contemporary works, which explain energy and expand and validate the concept of Peak Oil. This theory was proposed in the 1950's by the late M.K. Hubbert, hence the term "Hubbert's Peak" for the apex of the oil production curve.
(all available on Amazon.com and in bookstores)
Books:
Campbell, C.J., The Coming Oil Crisis, Multi-Science, 1997 - This is the basic original book defining the peak oil crisis. Campbell, C.J., The Essence of the Oil and Gas Depletion, 2003 Deffeyes, K., Hubbert's Peak, Princeton University Press,2001 Deffeyes, K., Beyond Oil, Hill and Wang, 2005 Heinberg, R., The Party's Over, New Society Publishers, 2003 Heinberg, R., Powerdown, New Society Publishers, 2004 Howe, J.G., The End of Fossil Energy, McIntire Publishing, 2005 Simmons, M., Twilight in the Desert, Wiley and Sons, 2005 Savinar, M., The Oil Age is Over, Morris Publishing, 2005 Pfeiffer, D.A., The End of the Oil Age, self-published, 2004 Darley, J., High Noon for Natural Gas, Chelsea Green, 2004 Kunstler, J.H., The Long Emergency, Atlantic Monthly, 2005 Cooke, R., Oil, Jihad and Destiny, wizwire.com, 2004
Web Sites: (Start at the top and link ad infinitum)
321energy.com – hourly market price of energies plus editorials energybulletin.net – same as above theoildrum.com – the daily beat by concerned experts peakoil.net and peakoil.ie – basic UK sites peakoilcrisis.com – another excellent starting point asponews.org – Association for the Study of Peak Oil and Gas aspo-usa.org - U.S. branch of ASPO odac-info.org – UK source of world activity postcarbon.org – comprehensive US site oilcrash.com – the same concerns in New Zealand bartlett.house.gov – Congressman Bartlett's site for peak oil action greatchange.org – an original site dieoff.com – the pessimistic view of the Oil Age oilcrisis.com – very comprehensive long- standing site lifeaftertheoilcrash.net – a young lawyer's realistic assessment powerswitch.org.uk – dedicated to raising awareness wolfatthedoor.org.uk – more UK concerns drydipstick.com – a peak oil mega-directory peakoilaction.org – working to raise awareness oilcrashmovie.com – new for 2006 with audio globalpublicmedia.com – public broadcasting of peak oil petropeak.com – straight talk on all petro-issues survivingpeakoil.com – delivers as promised financialsense.com – recent business viewpoint about oil
Action on a National Level (cont.)
2. Immediate rationing of all fossil energy. We have already entered the zone of inflationary energy prices as the shortfall of energy production can no longer keep pace with continued growth. By stretching out the fossil energy that is left in the world, we can buy time to transition to a sustainable modern economy while decreasing consumption and controlling cost on a predictable basis (a Depletion Protocol or Five Percent Per Year Reduction Plan as some have suggested).
3. Implement massive education at all levels to raise public awareness of the seriousness and perils of our coming crisis and the need for urgency to act BEFORE it is too late. The signs are everywhere. We need as much time as possible if there is any hope for mitigation and a soft landing. A convincing argument is especially urgently needed for the marketing of a one-child per couple policy.
4. Subsidize development and transition to truly sustainable or renewable energy LONG BEFORE it can compete economically on an even footing with residual fossil energy.Focus on legitimate long-range goals such as solar-panel and battery manufacturing instead of last ditch efforts to find and confiscate the last remaining fossil fuels...our children's inheretence.
5. Define and support population relocation from unsustainable, energydependent, food deficient megalopolis centers to self-sufficient low-energy communities as defined in page 17.
6. Subsidize revitalization of the family-farm system so that it can supply all citizens as the fossil-energy, artificial-support system winds down. These family farms will be an integral part of the low-energy community.
7. Begin the definition and long transition of our transportation system from an immensely wasteful, petroleum-based "petro-insanity" to a veryefficient, short-distance, sustainable network. Ultimately, our transportation needswill have to be fueled by renewable electricity sources like solar-powered cars... long distance by electric trains
8. Re-establish our national security effort at our borders. Control immigration to insure negative population growth (page 13). This will become more critical if we, as a nation, are successful on a survival path and the rest of the world does not follow.
Gradually we must reduce our military presence throughout the world as we mend our fences and set an example for national survival with much lower energy and reduced globalization. These hot-button issues are the toughest challenges of all. The best way to answer the arguments is to consider our future bargaining power without fossil energy. Whether we like it or not, we will no longer be able to support military activity throughout the world. We have to draw the line somewhere, better at our borders than trying to defend our states, communities, or homes.
Index
Personal Action
Hopefully you have read this far and can appreciate the seriousness, magnitude, and complexity of the "Triple-Crisis." Obviously, our only chance is to enact massive change on a national level. But, national redirection only happens as a response to a ground swell of combined personal action ... a protest movement or a revolution. Nothing will happen if individuals do not take their fate into their own hands. In addition, there are many things individuals should do to be ready for the coming crises whether they be power shutdowns, food shortages, or climatecaused catastrophes. Remember, don't plan on calling someone on your cell phone to come and save you. Everyone will be too busy saving themselves. Below are actions you can take immediately:
1. Continue to educate yourself about energy, population, and ecology. Don't be misled into complacency by the delusions (page 12). Tell others what you're learning.
2. Drastically decrease your personal gasoline consumption. (One-eighth of the world's petroleum goes to American motoring). This will save money as prices steadily rise. If you can't afford a hybrid, buy one of the many cars that gets 35 mpg and drive half as far. This is the easiest first step.
3. Plan to heat only a core area of your home (kitchen, bathroom, laundry, living area) to less than 65 degrees f for the winter months. Wear much warmer clothes. Three hundred square feet per person would be luxurious for 99% of the world. Rearrange water pipes and insulation accordingly. In hot climates, rearrange living area into a cooler zone (cellar, breezy area) to minimize air conditioning. When the weather cooperates, you can expand back into the rest of your home. All of the above will require only a minimal expenditure, not rebuilding.
4. Grow a garden. Dig up the lawn, fertilize and build up the soil. NOW! It takes a few years to get up to speed. Remember one acre could be a commercial farm in China. You'll be healthier and happier than riding the lawn mower. Learn where food comes from and how to store it. A good part of suburbia is built on good farm land. Buy a copy of Mother Earth News.
5. Get the kids involved and start your own solar photovoltaic system. A couple 150 watt panels, charge controller, batteries, and 1000 watt 120-volt inverter costs about $3000. Don't worry about intertieing with the grid. This will be your educational and emergency back-up system. Check state incentives.
Finally, and most importantly, keep this movement expanding by reproducing this survival handbook ... by ones, hundreds, thousands. Mail them out or leave them everywhere. Add your comments or opinions. This is an anonymous work-in-progress that must reach great numbers of Americans in a very short time. Thanks for becoming proactive.
WORLD POPULATION (BILLIONS)
U.S. OIL CONSUMPTION (BIL. BARRELS)
The Low-Energy Community
The key component for a low-energy sustainable future is a community center with the following objectives:
1. Strive for a balance between peripheral AGRICULTURAL land, which can sustainably supply food for the farmers and community center inhabitants. This food supply will ultimately rely ONLY on manual or draft animal power, solar-powered tractor power or biofuels made locally, IN LIEU of food. Fossil-fuel based fertilizer, herbicides, pesticides, and irrigation will diminish.
2. Transportation energy will become unavailable except for electric or muscle power. Therefore the furthest distance to a community center would be a radius of about 20 miles. Present U.S. arable land of about 300 million acres will not be able to provide for 300 million inhabitants at today's rate of 10 energy units of fossil fuel input for each single energy unity of food output. Ideally a 20 mile radius (800,000 acres) with one-half (400,000 acres) perfectly arable land could support 250,000 people with approximately 200,000 in non-agricultural roles. The others 50,000 would live on 10,000 farms, each with approximately 80 acres with one-half tillable. The other half of the land would be forest, green space, and recreation area. On this basis, a downsized U.S. population of 250 million people could live on 1,000 such community centers utilizing 800 million acres or about one third of the total U.S. land area.
3. The community center will provide the energy -mixing hub for surrounding self-generating residential energy services as well as centralized energy sources. It would also be a community center and transportation hub for intra-city electric-rail travel and shipping, which may also connect to traditional water travel routes.
The above model is only an idealized form. Obviously our present urban and rural structure WILL HAVE to gravitate in this direction as any other arrangement has to be compromised by the available food supply and limited by local and long-distance travel requirements. Food production and travel (movement of people and/or commerce) will be the greatest challenges of the future. Domestic heating and power are a little less serous but still very difficult. Reduced population (see page 13) is essential to implementing a 50-year plan based on relocalized community living. Traditional walkable urban centers are obviously a key part of the low-energy community concept.
Introduction
Dear Reader, May 2006
This document attempts to address the complex, interwoven, imminent crisis of civilization.
With a better understanding of the urgency of diverse but interrelated issues of energy, population, and ecological concerns, hopefully, realistic solutions can be implemented in time for survival. Many disparate (desperate) voices are telling us that we are, in many ways, at a tipping-point in history. When combined, the facts, synergism, and conclusions are undeniable.
Modern civilization is already slipping over a cliff. The information presented herein is accepted math, science, and history. The ONLY hope for a successful outcome is for individuals to readily understand the seriousness of our situation and to disseminate this message as quickly and widely as possible. Action on a personal and national level is urgently needed.
This 20-page summary is an attempt to subsume the vast information sources included books, web sites, news articles, and public media. By combining everything into an easily reproducible form, hopefully, a large enough number of concerned readers will extend and expand the chain of communication into a ground swell of public activism ... especially considering the short time available to affect the outcome.
PLEASE GET INVOLVED. This movement is non-religious and non-political. It is our only hope.
There is no explicit author for this booklet. There is no copyright or ISBN number. You, as an integral link in a rapidly growing chain of communication, must provide the reproduction and distribution functions (marketing is everything!). If each recipient were to reach just five additional new active readers and conveyors of this document each month, after twelve months 470 million people will be aware of the crisis and a survival plan. This booklet can be reproduced for about 25 cents. It can be mailed with a tape closure (not stapled) for 39 cents. It can be left in a convenience store or public place like any free "mini tab"
All are site specific and cannot be scaled up to be of importance.
Wind
A true, clean source that can be scaled up extensively especially while fossil fuels are still available for manufacture and installation. Sporadic electrical output could be smoothed by working in concert with solar PV and other available sources.
Solar PV (photovoltaic)
The best modern technology providing direct electricity on a local or centralized basis. Very dilute and sporadic but infinitely scalable and especially applicable to residential use as well as direct solar-powered tractors and cars. In all cases, the weak output needs to be coupled with battery storage and/or other sources. This is our best bet for a long, clean future including agricultural power and transportation. Small urban and suburban farms could use approximately 100 volt tractors with integral solar-panel arrays and large battery-packs. Huge commercial farms might better use a large portable separate array of 4 to 8 kilowatts peak power (300 to 600 square feet). With a 200 ft. #8 cable, this concept would allow working up to 3 acres almost on a one to one energy basis as long as there is direct sunlight. The portable central array could be moved to a new location or brought to the farm buildings in off-season.
The high cost and availability of PV will require a 50 year scale-up from present minuscule levels. We need massive investment in solar PV and lead/acid battery recycling facilities.
Action on a National Level
This page is a synopsis of a survival plan for the United States. It is a logical synthesis of the separate voices listed on pages 3 & 8.
The personal actions suggested on page 18 can only help our national survival if they are integrated into a national, master plan and all citizens contribute equitably to the common goal. This concept is contrary to the tradition of individual freedom and genetically-hardwired human tendency for acquisition, population growth, personal pleasure, competitive or economic success, and resource consumption (regardless of long-term consequences or negative effects on others). We need leadership that reflects the long term interests of the general population. No earlier failed civilization accomplished this feat otherwise they would be here now.
1. Commit all possible resources. Our national survival in the next decades (not centuries) is MORE IMPORTANT than terrorism, epedemics, social security, health care, space exploration, military spending, or any other national program. In most of these cases, these other issues are interactive with fossil-energy depletion (peak oil), population growth, and ecological devastation. We need a "Manhattan Project" to design and implement a plan that works and is clearly sold to the American public.
The Short Fossil Energy Age
The Industrialized World is just concluding a 150 year party provisioned by a seemingly unlimited supply of finite fossil energy; oil, natural gas, and coal. As with any living species with a surplus of food-producing resources, population increased exponentially in lock-step with consumption as well as the concurrent devastation of nearly all other world ecosystems.
By 2005, it became obvious that world oil production could not continue to satisfy rapidly increasing demand. About 85 million barrels per day (one billion barrels every 12 days) has not been exceeded into 2006. The term "Peak Oil", long predicted by oil geologists, now appears to be fact and no longer theory. Rapidly rising oil and gasoline prices have sparked public concern and made energy a mainstream topic. This, in spite of attempts by Exxon-Mobil and the Nigerian oil minister (who is also the head of OPEC) to convince us that we still have two trillion barrels of conventional oil left but with one trillion yet to be found. We are now consuming over six barrels of oil for every new barrel discovered.
Closely following the depletion of oil (40% of our total energy) are natural gas (23%) and coal (23%). Natural gas reserves are isolated and limited. Precarious pipelines and complex LNG shipping further impede smooth world market supply lines, all leading to steadily higher and locally-spiking prices. Coal is more plentiful but incurs a high cost in energy and ecological impact to mine. In addition, because of the long carbon backbone in the solid coal molecule, huge amounts of CO 2 as well as other pollutants are released during burning or conversion into "clean" coal or synthetic liquid fuels. Together, the consumption of the three fossil fuels releases most of the 13 billion tons of CO 2 added to the atmosphere each year.
Clearly, the handwriting is on the wall. Our short, high-energy Industrialized Age, made possible by fossil energy, is stretched to the limit and will clearly take modern civilization down with it as it runs out unless we take drastic action immediately. ( See the back cover for a visual summary.)
Page 3 lists just a few of the rapidly expanding number of books and web sites dealing with fossil energy. Peak Oil is the publically visible tipping point, which sheds light on the other two intertwined parts of the triple-crisis of civilization: population and eco-devastation.
Population growth cannot continue. This is the most critical and toughest challenge to face humankind as a species out of control while ravaging the earth's remaining resources. No other living creatures consciously ponder their future survival ... hence a difficult life of misery (per Malthus) as maximized numbers always stretch the limits of finite and food sources. Are we up to the task of controlling our future? We will never get another chance on this planet because the artificial resource peak of fossil energy is being depleted forever.
The respected population experts (page 9) tell us that even 1.5 children per couple will not start population downward until long after fossil energy declines and our environment is irreversibly destroyed. Only one child per couple will buy the time (50 Years) to mitigate a transition to sustainability. How can this be done?
1. Again, as delineated on page 16, we need a massive national commitment, including rationing, education, and effective economic incentives for things that work, not extra tax credits for additional children. Who would bring a child into a future doomed without negative population growth? Respect the math and science. Less new babies is the only hope for today's children.
2. Hopefully, with the cooperation of all religious and ethnic communities, as well as peer pressure, all methods of contraception will be encouraged. A vasectomy after one child might be much more acceptable than undependable and/or unacceptable birth control. China's unsuccessful attempt at one child per couple led to a large plurality of male children. This obvious infanticide has been documented throughout history even through the Victorian Era.
3. Like any living species, humans gravitate toward resources. "We want what you have." Immigration (legal and illegal) is a huge problem throughout the affluent western world. The first Europeans were (usually unwelcome) immigrants to the American continents. They multiplied and prospered, in many areas on the backs of slave labor, while fossil energy and vast natural resources expanded the party.
If the U.S. were successful in implementing a long-term national survival plan based on population reduction, obviously we need very rigid immigration laws. Illegal immigrants will ultimately have to be rejected or become law abiding American citizens.(See item 8 on page 16.)
Our Addiction To Oil (cont.)
By 2005, the first indications of peak oil awareness (headlined by the title of this page from President Bush and his 2006 State of the Union Address), started appearing from Washington. On Dec. 8, 2005, the House Energy and Commerce Subcommittee on energy held its first full-scale congressional hearing on peak oil. A bipartisan caucus co-chaired by Rep. Roscoe Bartlett (R-Maryland) and Rep. Tom Udall (D-New Mexico) along with 16 other congressmen prepared resolution 507 beginning with the following paragraph:
Expressing the sense of the House of Representatives that the United States, in collaboration with other international allies, should establish an energy project with the magnitude, creativity, and sense of urgency that was incorporated in the 'Man on the Moon' project to address the inevitable challenges of 'Peak Oil'. (See www.energycommerce.house.gov/108hearing for complete transcript.)
Each time the price of oil and gas ratchets a little higher, the mainstream media gives sporadic attention. Unfortunately, the message the public hears is a blend of obfuscation and short-term excuses such as inadequate refinery capacity or terrorist activity in producer countries. (See "We Were Warned" on CNN, March 18 and 19.) As usual, media coverage is "balanced" by conflicting optimism. See page 12 for the usual delusions. Very rarely is the concept mentioned that the world just might be running out ... forever! Very few, big business, the media or most elected leaders can fathom or admit that the oil party is over. We're now faced with a giant hangover.
As with any addiction or terminal-illness prognosis, the first reaction is denial. How can this be? Our entire economy (and our personal plans) are built on neverending growth fueled primarily by oil. As reality sets in and logic rears its ugly head, the next response will be ... depression, "gloom and doom". Next, we obviously must begin the weaning process without substitution of hopeless quackery. Finally, a proactive search for honest answers and solutions brings back some optimism even if the best first hope is to encourage others, to join a mass movement of public awareness. Remember, our addiction to oil is only a visible part of the other interrelated problems of excess population and ecological devastation.
Education
Civilization has reached a confluence of terminal illnesses. There are already serious symptoms which need attention. The earlier the correct diagnosis, the better hope for success of treatment. As stated before, population growth and eco-devastation, as exacerbated by cheap, plentiful energy, have been with us for years, but so far have been problems "somewhere-else" on the planet. Now that peak oil, signaling fossil-energy depletion, is out of the closet, we need a precise understanding of our dilemma.
The human psyche tends to externalize or ignore facts which are remote, unpleasant or economically impossible to estimate. Although history, math, and science tell us we are traveling an unsustainable path, we continue blindly along oblivious to our direction and fate.
We need an honest diagnosis of our collective, synergistic ills and a prognosis which prompts us to action. The respected references offered on pages 3 and 9 form the basis for this short summary and are the best sources for further research. Every individual, parent, teacher, political leader, theologian, and media member needs to understand the details and magnitude of our pending decline and potential collapse as a civilization. Once the seriousness sinks in, each should strive to teach as many others as possible even if it means only passing along this document. First, we must know, before we can begin action including personal planning for survival.
Conservation
Once we understand that our life-supporting resources, especially as related to fossil energy, are fast depleting or being destroyed, the first thing we should do, obviously, is conserve what we have left. This is the most difficult pill to swallow as it signals the demise of the fossil-fuel based consumption party we've been on for longer than any living human memory.
Initial conservation would actually be easy for us Americans since we presently waste so much. Even the most luxurious other industrialized nations like Japan or western Europe use half as much energy per capita as the U.S. But, in the long run, nothing will save us if we don't reduce population on a parallel path as fossil energy winds down. Growth, as we know it, will reverse.
We need strong leadership to guide us equitably on the journey to a new lowenergy, sustainable civilization starting with the honest facts of why we need to ration our precious, remaining, non-renewable, fossil fuels ... we need to end our "addiction to oil". Read on for the treatment program. Get involved. Make a difference.
Population, Bibliography
Since Malthus 200 years ago, these voices have been telling us that population growth (which in effect drives consumption growth) cannot continue indefinitely, especially exponentially. It always hurts when the ceiling of food (energy) is breached. Are humans smarter than yeast which multiply, overshoot their food supply, and then collapse?
Malthus, TA., On The Principle of Population, Oxford, 1798
Ehrlich, P., The Population Bomb, Ballantine Books, 1968
Ehrlich, P., The Stork and The Plow, Yale Press, 1995
Bartlett, A., The Essential Exponential, U. Of Nebraska, 2004
Grant, L., Too Many People, Seven Locks, 2000
Grant, L., The Collapsing Bubble, Seven Locks, 2005
Cohen, J.,How Many People Can The Earth Support?,Norton, 1995
Meadows, D., Limits of Growth: The 30 Year Update, Chelsea Green, 2004
Stanton, W., The Rapid Growth of Human Populations, 1750-2000, Multi-Science, 2003
Bergstrom, G., The Hungry Planet, MacMillan, 1972
Ecological Devastation, Bibliography
These are just a few of the respected authors warning about human devastation of all parts of the delicate earth eco-system. Is anyone listening?
Brown, L., Plan B, Norton, 2003
Youngquist, W., GeoDestinies, National Book, 1997
Ponting, C., A Green History of the World, Penguin, 1991
Pimentel, D., Food, Energy, Society, University of Colorado, 1996
Diamond, J., Collapse, Viking, 2005
Gelbspan, R., Boiling Point, Perseus, 2004
Hartmann, T., The Last Hours of Ancient Sunlight, Three Rivers, 2004
Linden, E., The Winds of Change, Simon and Schuster, 2006
Laszio, E. and Seidel P., Global Survival, Select Books, 2006
Wilson, E.O., The Future of Life, Knoff, 2003
Jensen and Draffan, Strangely Like War, Chelsea Green, 2003
Houghton, J., Global Warming: Complete Briefing, Cambridge, 2004
Carroll, J., Sustainability and Spirituality, New York Press, 2004
Kolbert, E., Field Notes From A Catastrophe, Bloomsbury, 2006
Gore, A., The Earth in Balance, Houghton, 1992
Flannery, T., The Weathermakers, Grove/Atlantic, 2006
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In EYES FOR ME, You can..
BE WHO YOU ARE
LEARN WHO YOU ARE
SHARE WITH OTHERS WHO YOU ARE
The tipi was used as a shelter, but also as a teaching tool to pass on traditional teachings to the young
Our message that we want to share with youth is to learn your language, culture and be proud of who you are; also to continue to be positive and follow your dreams.
Knowledge is power; never stop learning and growing. Youth are the leaders of today and we are depending on you to pass on our traditions and be our storytellers.
'Each one reach one, each one teach one, each one bring one into the sun.' -- A motto from a youth program in New York city, that every youth has a place and it is up to each and every person to bring young people into a circle that makes a young person's own personal light shine, meaning the best of youths gifts and talents are being spotlighted, supported, nurtured and encouraged in the best way possible.
EMPOWERING YOUTH ENGAGING SPIRITS FOR MOTHER EARTH
EYES for ME
Ji-zhaabwiing
800 ADELE ave
Winnipeg, Manitoba
R3E 0K6
Phone: 204-772-9900
Fax: 204-786-1362
EYES FOR ME
Your Culture, Your Identity, Your World
EMPOWERING YOUTH ENGAGING SPIRITS FOR MOTHER EARTH
Phone: 204-772-9900
WELCOME, TO EYES FOR ME.
We are glad you are interested in finding out more about this exciting project.
OUR PROJECT
Empowering Youth Engaging Spirits for Mother Earth (EYES for ME) is a project developed by the Southern First Nations Network of Care. The EYES for ME project seeks to en-
Through a series of modules and teaching sessions, the project provides cultural repatriation, a sense of identity, and Aboriginal history, to youth who have not had the opportunity to experience otherwise. Several traditional and healthy living activities will take place such as: ceremonies, pipe teachings, Sweat Lodge, Sundance, drumming, medicine gathering, traditional skill building, historical analysis and perspectives, resi-
To this day most indigenous people refer to North America as Turtle Island dential school impacts, urban awareness such as gangs, suicide, healthy sexuality, and learning sessions on topics such as tribal histories, identity, clans and treaties.
gage willing Aboriginal youth currently in care and at risk youth within the City of Winnipeg who are between the ages of 10 – 24 years old.
OUR STAFF
Raena Baker
The Medicine Wheel represents harmony and connections.
Is a proud Ojibway woman born and raised in the Winnipeg area. She has recently, in these past few years, started exploring her Aboriginal identity and putting both feet forward to becoming a positive role model to our youth;
who are our leaders of today and tomorrow.
Lawrence Angeconeb
An Anishnabe from Red Lake, Ontario region, who grew up and was raised in the North End, graduated from Children of the Earth High School, has been involved with numerous youth initiatives in Winnipeg.
WHERE DO YOU FIND US?
Our program primarily operates out of the Ji-zhaabwiing cultural room located on 800 Adele Avenue. We run program in the evenings and sometimes upon request during the day. Feel free to contact us as we are open to coming to your location to do
presentations.
Also if you would like a Calendar of our months activities either phone us or email one of the youth coordinators.
The Thunderbird is a powerful creature in our stories that watches over us and protects us.
Please note evening program requires youth attend- ing to be supervised and have their own transportation. We look forward to your inquiries and interest.
We may be contacted through phone or via email:
email@example.com
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Depression: It has many faces...and is treatable!
By Liza Szpylka, VP Behavioral Services, Putnam Family & Community Services
According to the Center of Disease Control, it is estimated that only about 17% of adults in the U.S. are "considered to be in a state of optimal mental health" in that they can "realize their own abilities, can cope with normal stressors of life, can work productively, and can make contributions to their community". This means that the rest of the adult population has a diagnosable mental disorder or health condition that impacts their ability to function in some way. The CDC goes on to say that depression is the most common diagnosis, affecting more than 26% of the U.S. adult population.
At Putnam Family and Community Services, we see many situations where depression has significantly impacted lives. Clara is a 69 year old woman, who for the most part, led a happy and productive life. She was employed and raised two children who went on to have successful careers and families of their own. She had periods of intense sadness, particularly when she was divorced after 15 years of marriage, but these were short lived and she was still able to do what was needed with minimal disruption. Then she was diagnosed with a chronic health condition. Though her health remained relatively stable over the past 2 years, she reported persistent feelings of pessimism and hopelessness. She found herself sleeping more but was always tired. Her appetite decreased and she was losing weight; she even stopped socializing with her friends, an activity she had always enjoyed.
John is a 19 year old male who recently completed his first semester of college. Though he was a good student in High School, he really struggled with his classes and the social environment of college. He became increasingly irritable and would often have outbursts of anger over things his dorm mates described as being very minor. As a result, he began avoiding social situations. He began to snack frequently which led to his gaining weight and lowering his self-esteem further. He had difficulty concentrating in class and his grades suffered.
Though some of their symptoms are different, both were diagnosed with a form of depression. Let's look at Clara. Since she described feeling symptoms for over 2 years, she was diagnosed with persistent depressive disorder. Her emotional symptoms were feelings of hopelessness and a loss of interest in activities. Her physical symptoms include sleeping too much and loss of appetite. John, on the other hand, had the emotional symptoms of irritability and difficulty managing his anger. His physical
Depression: It has many faces….and is treatable!
Liza Szpylka, VP Behavioral Services, PFCS
symptoms were increased appetite, weight gain, and difficulty concentrating. Since John's symptoms persisted well over 2 weeks but significantly less than 2 years, he was diagnosed with having an episode of major depression. A person can just experience one episode of depression in a lifetime, but it is more common to experience multiple episodes. Though these two examples exhibited different symptoms of depression, what they had in common was the significant impact the symptoms had on their ability to function productively.
The examples illustrate two forms of depression, persistent depression and major depression, but there are other forms as well. Postpartum depression is estimated to affect 10-15 percent of women after giving birth. Seasonal Affective Disorder (SAD) is characterized by the onset of depression during the winter months when there is less natural sunlight. Psychotic depression occurs when a person experiences severe depression plus a form of psychosis with delusions or fixed false beliefs and/or hallucinations such as seeing or hearing things that others do not. Not as common as Major Depression or Persistent Depression, bipolar disorder, once called manic depression, is characterized by mood shifts from severe lows (depression) to severe highs (mania) or mild highs (hypomania). It should be noted that women are more likely to experience depression than men and the percentage of young adults between the ages of 18-22 who report an episode of major Depression is on the rise.
There is no single cause for depression. Although depressive illness is considered a disorder of the brain, it is usually a combination of biological, environmental, and psychological factors. All too often each one of us could describe someone in our lives, whether it be a family member or an acquaintance, who suffers from depressive symptoms. We might know some risk factors such as a traumatic event, a loved one passing away, substance abuse, a chronic medical condition, or they were involved in a stressful situation. Other times, there may be no obvious trigger. However, once depression is diagnosed, it can be effectively treated, even in the most severe cases.
A person with depression can be treated in several ways, with the most common being medication and talk therapy. There are several different types of antidepressant medications. The most common and probably most well-known are Prozac, Zoloft, Lexapro and Cymbalta. It is important to note that it can take at least 4-6 weeks before the person feels the full effect of the medication. This can be a vulnerable time for a person starting medication as it is often the expectation that positive effects will be felt immediately. In the case of Clara, she received extra support from her therapist during her introduction to the medication. Unfortunately, the first medication did not make her feel better, but through discussions with her psychiatrist her medication was switched and the new medication had positive effects. Given the severity of her depression, she will most likely need to remain on the medication indefinitely. However, she consistently discusses her options with her therapist and psychiatrist.
Similar to most medications, antidepressants, though relatively safe, can have unintentional side effects, especially among adolescents and young adults. Possible side effects include a worsening of depression, suicidal thinking or behavior, or any unusual changes in behavior. When taking any medication, it is
Depression: It has many faces….and is treatable! Liza Szpylka, VP Behavioral Services, PFCS
always important to be aware of the potential risks and the benefits. John and his family had numerous discussions with his primary physician and his psychiatrist before deciding to try a course of medication. He also had a full range of social supports in place to help monitor his behavior and raise alerts if needed.
In addition to medication, both Clara and John engaged in individual psychotherapy. Cognitive Behavioral Therapy (CBT) is a type of psychotherapy that focuses on assisting individuals to restructure their negative thought patterns. This technique assists people in interpreting their environment in a more positive and realistic way as well recognizing the things that may be contributing to the depression. For example, John was able to recognize how overwhelmed he felt with the social aspects of living on a college campus and what he could do to potentially change that. At present, he feels much more prepared and optimistic about returning to school, and fully anticipates continuing his treatment at least through the next semester. The critical message in these real life scenarios is that treatment is essential in combating depression. Treatment, whatever form that may take, does allow for someone with depression to have the opportunity to live a full and productive life. Untreated depression can have devastating effects that can lead to substance abuse, chronic aches and pains, disruptions in school, work, and relationships, and the ultimate price, death by suicide.
If you think either yourself or someone you know may be suffering from a form of depression, seek information and help. Living with a diagnosis of depression may not always be easy and there are adjustments that might need to be made but it is a treatable illness. You will be glad you did.
On line Sources:
The Center for Disease Control and Prevention http://www.cdc.gov/mentalhealth/basics/mental-illness/depression.htm
National Institute of Mental Health https://www.nimh.nih.gov/health/topics/depression/index.shtml
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Probability Distributions:
Geometric Distribution
Imagine a binomial distribution, but you're only allowed one success (P), and then you have to stop.
J. Boulton
If you fail your G2 twice, and then pass...
If you hit your snooze button 8 times, and then finally wake up...
If you call your ex-girlfriend 16 times, and she finally answers her cell...
If you ask Mr. Gallant or Mr. Boulton 32 times for extra marks, and we finally agree....
Then you have participated in a geometric distribution.
P
1. Which of the following situations is modeled by a geometric distribution? Explain your reasoning.
a) rolling a die until a 6 shows
b) counting the number of hearts when 13 cards are dealt from a deck
c) predicting the waiting time when standing in line at a bank
d) calculating the probability of a prize being won within the first 3 tries
e) predicting the number of successful launches of satellites this year
2. For a 12 sided die,
a) what is the probability that the first 10 will be on the third roll?
b) what is the expected waiting time until a 1 is rolled?
3. To finish a board game, Sarah needed to land on the last square by rolling a sum of 2 with two dice. She was dismayed that it took her eight tries. Should she have been surprised? Explain.
4. A teacher provides a pizza for his class if they earn an A-average on any test. The probability of the class getting an A-average on one of his tests is 8%. a) What is the probability that the class will earn a pizza on the fifth test?
b) What is the probability that the class will not earn a pizza for the first seven tests?
c) What is the expected waiting time before the class gets a pizza?
7. In repeated rolling of a pair of dice,
a) What is the probability that the first roll of doubles occurs on the third roll?
b) What is the expected waiting time (number of rolls) before you roll doubles?
8. In a gambling game, Simon tosses a coin until a head is uppermost. He then receives $2n, where n is the number of tosses.
a) What is the probability that Simon receives $8.00 in one play of the game?
b) If the player must pay $5.00 to play, what is the win/loss per game?
J. Boulton
5. Minh has a summer job selling replacement windows by telephone. Of the people he calls, nine out of ten hang up before he can give a sales pitch.
a) What is the probability that, on a given day, Minh's first sales pitch is on his 12 th call? b) What is the expected number of hangups before Minh can do a sales pitch?
6. Despite its name, Zippy Pizza delivers only 40% of its pizzas on time. a) What is the probability that its first four deliveries will be late on any given day? b) What is the expected number of pizza deliveries before one is on time?
Answer Clues
1a) yes b) no - binomial probability
c) yes d) no - binomial probability
e) no - binomial expected value
2a) 7%
b) 11 rolls
3) no; 35 is most likely.
4a) 5.7% b) 4.5% c) over 11 tests
5a) 3.1% b) 9 hang ups
6a) 5.2%
b) one and a half
7a) 11.6%
b) 5
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_____________________________________________________________________________________________________
17
Tips for trainers saboteur r
Alan Margolis
* Purpose
* Comments
* To show how communication and group work can be easily disrupted;
* As an energiser and equalizer.
* To create a group norm about sabotage and strategies to deal with it; and,
* Time
15 minutes or longer, depending on the length of feedback.
* Materials
Groups of three chairs.
* Steps to follow
The participants are divided into groups of three. Each sub-group is divided into three roles: the speaker, the listener and the saboteur. The speaker and listener face each other to talk, while the saboteur can move. The speaker is asked to talk on any topic, possibly a problem, to the listener. The saboteur is asked to try to sabotage (i.e. disrupt) this conversation in any non-violent manner. Roaming saboteurs can move between groups; these may include the trainer plus any others who did not join groups when the full group was divided. After two minutes ask participants to change roles, and again after two more minutes, as it is essential for all participants to have the opportunity to play all three roles. Everybody should know what it feels like to be a saboteur and to be sabotaged.
Discussion after this exercise is essential. To establish a group norm, it is necessary to get participants to reflect on how they felt.
"What was it like to be a saboteur or be sabotaged?"
"Did you find it easy or difficult to disrupt the conversation?"
Then ask everyone to call out the different types of saboteur and put these on a flipchart sheet. Examples include: interruptions with answers/questions, joking, rudeness, silent, taking over with enthusiasm and physical distraction by fidgeting.
Then ask the participants to reflect on ways to deal with such sabotage, i.e. sabotaging the saboteurs.
"How have you or could you deal with saboteurs?"
"What are the ways groups can deal with saboteur individuals (outsiders or team members)?"
Write these strategies on another sheet. Examples include:
* Ignore politely;
* Definite stopping of the interview;
* Polite/clear interruption;
* Talk it out (publicly or personally);
* Divert attention (form subgroups or set task);
* Acknowledge and postpone;
* Use saboteur for debate;
* Simply allow it.
* Ask others for help; and,
____________________________________________________________________________________________________________
_____________________________________________________________________________________________________
These can be stuck to the wall for all to see and can be referred to during the rest of the workshop.
This exercise and discussion may be particularly useful if there are particularly disruptive group members. Such an exercise may be an opportunity for them to reflect on their behaviour and for the group to develop ways of dealing with the disruption. It can also prepare the group well for potentially difficult interviewing situations in the field.
More important, though, it introduces the notion of sabotage to the whole group, as well as focuses on strategies to deal with it. During the rest of the workshop, the trainer can guarantee that participants will self-regulate without any trainer input needed. Any group interruption will be greeted by calls of 'Sabotage!'.
* Alan Margolis , Hampstead Training.
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Friendship
The Practical Guide to Living on the Wrong Planet
Dr. N. Giesbrecht, Ph.D., Registered Psychologist
Produced with funding by
Key Concepts -
- Aspies can be confident and expressive in social interactions and find success in building relationships.
- It is important to know what types of activities you enjoy or in which you might want to participate in order to provide the right opportunities to meet others with similar interests.
- Friendship and social interaction is easier and comes more naturally for an Aspie when there is an effective person-environment or person-activity fit.
- It is important to know what your positive qualities are in order to best be able to use them to attract the friendship of others.
Life is often happier and more successful when we have other beings in our lives that care about us. All human beings desire friendships with people who care about them and respect them.
In a Neurotypical world, friendships are usually based on skills such as:
- recognizing and responding to non-verbal cues in a conversation
- discussing and analyzing of feelings.
- intuitively understanding the unwritten rules or expectations in a social setting
These skills, particularly when they are expected in a group setting or an activity that is unstructured or spontaneous (e.g., "What do you feel like doing tonight?"), make it more difficult for an Aspie to make friends. This can lead to a misconception that Aspies do not want friends or can not "do" friendships or social interaction without detailed instruction, skills practice, and intensive support.
However, in situations where there are well-defined social roles (e.g., teacher-student, expert-learner), shared common interests, clear goals and rules (e.g., political debate), concrete physical cues (e.g., caring for rescue animals), or social justice issues, Aspies are often confident and remarkably expressive in their social interactions.
A key finding in leadership research is that there is no single "ideal" leadership profile. A good leader is one whose skills and characteristics are a good match for a specific situation. For example, emergency life-threatening situations (e.g., paramedic, UN peacekeeping) may require an autocratic leader; problem-solving in emotionally-charged situations (e.g., family mediation) may require a collaborative leadership style.
In the same way, friendship and social interaction is easier and more natural for an Aspie when there is an effective person-environment or person-activity fit.
1
We will use the following worksheet in our workshop presentation.
Finding social settings that are a good fit with what I like to do
These are examples. Please list your own interests in the blank rows. We will brainstorm possible social settings.
Making Friends: Approach, Meet, and Attract Strategies
'Approach' friendship strategy
Neurotypicals tend to have a general concept or expectation that the key to making friends is to approach other people. When Neurotypicals provide advice on making friends, they often offer advice such as:
- "initiate a conversation"
- "invite them to join you in doing something they like"
- "show you are interested in the other person"
One of the reasons this "approach" strategy appeals to Neurotypicals is that it fits with the Neurotypical desire of being socially and emotionally valued. Neurotypicals understand that when we approach another Neurotypical and show interest in them (especially their feelings) and adapt ourselves to their interests and activities, we are sending them a non-verbal message that elevates their social status. The non-verbal message is that the other person is important, we want to be accepted as a friend or join their group, and they have the social power to decide if we should be accepted.
This "approach" strategy is usually not a comfortable fit for an Aspie. Because it is a strategy that requires the Aspie to adapt, it usually requires a lot of instruction and practice, creates anxiety, and has a low success rate that leads to discouragement.
There are two alternative friendship strategies that are more effective for Aspies:
`Meet` friendship strategy
The first alternative is to identify a comfortable person-environment or person-activity fit, and a social setting where individuals who share a common interest to "meet".
This allows the Aspie to express their natural aptitude for learning, teaching, discussing, debating, or doing and "meet" others who share this same interest and whose goal is also to learn, discuss, debate, or do this activity.
Usually, these shared common interest groups or activities have some structured rules or common expectations about social interaction that everyone knows and understands.
For example, individuals may be free to debate and disagree with one another and no one is concerned about reading non-verbal cues or not hurting someone else's feelings.
In fact, friendships can be made or strengthened by learning new information and correcting inaccurate facts through feedback from others, and individuals who are knowledgeable or skilled are socially respected.
3
When individuals in the common interest group are engaged in doing or building something, it is often structured as a parallel activity. Each person works on their own task alongside others who are engaged in the same activity. Each person is able to make decisions about their own activity independently of others.
Verbal communication during parallel activity is a supplement and not a requirement. That is, verbal communication is not necessarily required to accomplish an activity (because it is done individually and independently), but verbal communication can provide useful information that supplements or adds to someone's knowledge.
Since an Aspie will usually appreciate information that helps them understand or accomplish a task more effectively (or perfectly), this also strengthens friendships.
Participants are also free to concentrate solely on their activity without engaging in conversation, and this choice will be respected rather than viewed as `non-social`. If someone concentrates solely on their activity and this results in a well-designed or well-built product or outcome, this expertise will trigger respect and lead to social interaction and conversation as others want to learn how to replicate this outcome.
The activities you identified on the worksheet as an area of interest or something you are willing to try also list possible social settings where you could use a "meet" strategy to explore friendship options.
"Attract" friendship strategy
Most Aspies have wonderful personal qualities that can enhance and enrich the lives of people who become their friends.
Since Aspies do not tend to fixate on social status and emotions in the same way as Neurotypicals, Aspies are often freer to simply "be" rather than feeling the need to "be someone". It is usually the Neurotypical and not the Aspie who creates a mental story that maintains a grudge or resentment, based on inaccurate or incomplete "theory of mind" assumptions about what motivated another person to act in a particular way.
The Aspie tendency to think in "black-and-white" categories and do what logically makes sense can lead to:
- a commitment to social justice and equality,
- do the extra work needed to accomplish a group goal.
- a willingness to help others when asked, and
A unique sense of humour, the ability to find unique and creative solutions to a problem, loyalty and trustworthiness, and the freedom to express an opinion or idea without self-censorship are characteristics that many Aspies bring to a friendship.
4
Parents, relatives, spouses, or an understanding teacher may recognize and appreciate these Aspie characteristics, and wish that other people saw the person they know – rather than simply the social difficulties or behaviors that others may find disconcerting.
Neurotypicals are able to use "theory of mind" skills to identify and take advantage of opportunities to share information about their positive personal qualities in a way that will attract other people. This self-disclosure attracts the interest of others and prompts others to initiate conversations and potential friendships.
Aspies can use this "attract" strategy if it is implemented in a more structured and concrete literal way. This approach is usually most effective when you are able to work together with a Neurotypical ally who can help you:
- identify your strengths and positive qualities,
- provide information on how others may think about or respond to this concept (e.g. who will be attracted to that quality).
- summarize these in a general concept (Neurotypicals find it easier to think and talk in terms of generalized "personality traits"), and
Useful activity
Ask some of the people who know you best (e.g. parents, siblings) what they think are some of your positive qualities. Make a list of these qualities.
5
Below is an example from a friend on what she sees as some of her positive qualities, specifically in relation to the unique characteristics Asperger's lends to who she is as a person:
- I value truth, honesty and integrity. There is no game playing or hidden agenda in my relationships.
- I can be very objective - In a situation where NT's may tell themselves a negative social story, I go away and analyze it and apply logic. When I consider the situation again I can now be more objective about it and not harbour resentment or ill feelings towards the other person.
- People value my unique perspective and advice on various situations and seek it out.
- I am a loyal, true friend who really cares for those I love.
- I am not as emotional at NT's, I operate more from logic, so I can keep a clear head under stressful situations, especially when I have been trained in how to respond e.g. emergency situations.
- I am a deep thinker and I have a need to take the time to reflect and analyze.
- I have the ability to focus intently to the exclusion of all else – this helps me in my work.
- I don't ever feel that I am ever an expert on a subject; I am always aware that there is something more that can be learned or investigated on a subject.
- I show others that it's OK to be silent with someone; I don't always feel the need to fill a silence.
- I demonstrate that it can be OK to be alone; not having someone to do something with doesn't stop me from pursuing an interest or going to an activity; I'm comfortable with my own company.
- I notice and appreciate details and I can help others see and appreciate these details – I do this through my work, appreciation for nature, writing, art, etc.
- I often ask questions others may not have thought of (or are afraid to ask).
- My motivation in a task/project comes from the satisfaction of a job well done. It is not for the awards/recognition/accolades/career advancements that might motivate NT's, they're nice to have but not my goal.
- As long as the job is well done, I don't care who takes the credit for it. I'm quite sincerely happy to give recognition to others.
- Socially, I enjoy a really good discussion/conversation, witty repartee - one on one or in a small group situation.
Written by Laura Bettcher. Used by permission.
Once you have identified your positive characteristics, you will need to provide this information to others – communicating this information is essential to attracting others.
Some ways to communicate your positive qualities and use the "attract" strategy
Facebook makeover
Since many Aspies find the internet to be a comfortable person-environment fit, it is often helpful to do a "Facebook makeover" as part of your "attract" strategy.
Here are some suggestions for an effective Facebook makeover:
- Ask an NT ally to review your Facebook profile and identify:
(a) information that presents a good description of your strengths
(b) information that is confusing, difficult to understand, or could be interpreted in a negative way
(c) what type of people will likely be attracted to the information on your profile.
- Collect pictures that show you doing the things that interest you. Rather than posting a picture of only scenery, your picture will have more attraction power if it shows you hiking in that scenic location. That shows that you are someone who does things and not someone who just looks at things.
- Together with your NT ally, make a list of all the positive qualities about you that you want to list on your profile. This could include your areas of interest, things you have accomplished, social justice concerns, hobbies or extra-curricular activities, music you enjoy, things you find humorous, etc
- Provide a brief description or some information about what is happening in the picture. For example, a picture of you hiking could include a statement such as "We hiked for 5 hours to reach this mountain peak".
- Include a picture or some information that is humorous. Most people like to laugh and want to be with people who have a sense of humour. Not everyone has the same sense of humour, so use your NT ally to ensure that your humorous post will not be considered offensive or immature by some viewers.
- Include pictures that show you doing things together with other people. Because friends do things together, showing pictures of you doing things with others lets the viewer see that you can be (and are) a good friend.
- Post something that lets the viewer think and respond. For example, post something about a social justice cause or important issue (e.g., a news item, an opinion, a question) since this can start a discussion.
- Avoid posting information that should be kept private and could be used to take advantage of you or get you in trouble. This includes details about where you live, comments related to sex or finances, pictures or statements about activities that are illegal, and threats or negative comments about others.
Personal appearance makeover
Many Aspies wear clothes that are comfortable and they are not concerned about what others might think of their appearance. However, you can also use what you wear or how you look to give others information about your interests and personal values.
Purchasing t-shirts that show your interests and values will provide others with information and attract them to ask you questions or discuss the issue. This is most effective when you have a political, social justice or environmental interest. Other people who share your strong commitment will see you as part of the same social group, and will evaluate you and want to be your friend based on your ideas and values rather than superficial external things (e.g., appearance). The conversation is likely to be thoughtful discussion or a debate rather than Neurotypical "small talk", so you will end up in a person-activity situation that fits with your natural Aspie preferences.
Think about ways that you might be able to communicate or give clues to others about your interests and who you are through your appearance.
Acknowledgements
The presenters of this material would like to thank the following:
Dr. Norman D. Giesbrecht, Ph.D. , Registered Psychologist Insight & Growth Psychological Services For writing the original material, developing the original workshop series, but most of all for encouraging the acceptance of people with Asperger's Syndrome.
The Staff and Board of Directors of Autism Calgary Association
For supporting and hosting the workshops
MindWings Concepts, Inc.
For developing the story script and for granting permission for its use as a supplementary hand-out to the Friendship workshop module.
Autism Speaks
For providing funding for the development of these workshops
Dr. G's Neuro-Diverse Empowerment Arrangers:
Laura Bettcher, nurse and IT assistant
For supplementary material and healing presence
Adam Glendon, iron chef
For baking and all-around niceness
Ennien Ashbrook, Finance assistant and bellydancer Her blog can be found at http://snakedance.tumblr.com
Suzy Quendack, Teacher Assistant and dance instructor For rays of sunshine on cloudy days
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* Escape Velocity - the speed required for any object (an atom, a baseball, or a spaceship) to escape forever from the body's gravitational pull
* Earth -11.2km/s • Moon 2.4km/s
* ~25,000 miles per hour
* 1 km=.62 miles
* MPH of moon EV?
Units of Chapter 5
Earth and the Moon in Bulk
The Tides
Atmospheres
Interiors
Surface Activity on Earth
The Surface of the Moon
Magnetospheres
History of the Earth-Moon System
Earth and Moon
* Density - Mass per unit volume – On Average Earth is more dense, why?
* Gravity - Moon has less mass and thus less gravity - .17 earths gravity
* A person that weighed 100lbs. On earth would weigh 17 ponds on the moon.
Reflects radio waves in the AM range, but transparent to FM and TV
Ozone layer is between ionosphere and mesosphere; absorbs ultraviolet radiation
5.3 Atmospheres
Surface Heating:
* Sunlight that is not reflected is absorbed by Earth's surface, warming it
* Surface re-radiates as infrared thermal radiation
* Atmosphere absorbs some infrared, causing further heating
5.3 Atmospheres
Ionosphere is ionized by solar radiation, and is good conductor
Discovery 5-2: The Greenhouse Effect and Global Warming
There is extremely strong evidence that the Earth is getting warmer. The cause of this warming is a subject of intense debate; many scientists believe it is related to the corresponding i n creas e in atmospheric carbon dioxide.
5.4 Interiors
Seismic waves:
* Earthquakes produce both pressure and shear waves
* Pressure waves will travel through both liquids and solids
* Shear waves will not travel through liquid, as liquids do not resist shear forces
* Wave speed depends on density of material
5.4 Interiors
use pattern of
reflections
from
earthquakes to
deduce
interior
structure
of Earth
Seismic eruptions
5.4 Interiors
Mantle is much less dense than core
Mantle is rocky; core is metallic – iron and nickel
Outer core is liquid; inner core is solid, due to pressure
Volcanic lava comes from mantle, allows analysis of composition
5.5 Surface Activity on Earth
Continental drift:
Entire Earth’s surface is covered
with crustal plates, which can move independently
At plate boundaries, get
earthquakes
and
volcanoes:
5.6 The Surface of the Moon
Crater formation:
Meteoroid
strikes Moon,
ejecting material;
explosion
ejects more material,
leaving
crater
5.6 The Surface of the Moon
* Craters are typically about 10 times as wide as the meteoroid creating them, and twice as deep.
* Rock is pulverized to a much greater depth.
* Most lunar craters date to at least 3.9 billion years ago; much less bombardment since then.
5.7 Magnetospheres
These charged particles are trapped in areas called the Van Allen belts , where they spiral around the magnetic field lines:
5.7 Magnetospheres
The magnetosphere is the region around the Earth where charged particles from the solar wind are trapped:
5.8 History of the Earth-Moon System
4 billion years ago, the Moon had many craters but no maria. By 3 billion years ago, the maria had formed. Now, they also are covered with craters.
Summary of Chapter 5
* Study interior by studying seismic waves
* Crust is made of plates that move independently
* Movement at plate boundaries can cause earthquakes, volcanic activity, mountain ranges, and rifts
* New crust formed at rifts shows evidence of magnetic field reversals
* Earth's magnetic field traps charged particles from solar wind
5.8 History of the Earth-Moon System
Current theory of Moon's origin: glancing impact of Mars-sized body on the still-liquid Earth caused enough material, mostly from the mantle, to be ejected to form the Moon.
Computer model:
Summary of Chapter 5
* Earth's structure, from inside out:
Core, mantle, crust, hydrosphere, atmosphere, magnetosphere
*Tides are caused by gravitational effects of Moon and Sun
* Atmosphere is mostly nitrogen and oxygen; thins rapidly with increasing altitude
* Greenhouse effect keeps Earth warmer than it would otherwise be
Summary of Chapter 5
* Main surface features on Moon: maria, highlands
* Heavily cratered
* No atmosphere and large day–night temperature excursions
* Tidal interactions responsible for synchronicity of Moon's orbit
Summary of Chapter 5
* Moon's surface has both rocky and dusty material
* Evidence for volcanic activity
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Richmond/Grand River Richmond/Grand River Watershed Committee Watershed Committee News News News Volume 1, 2004 Volume 1, 2004
Are you a mother, father, a grandparent. When you were young, did you spend your time outside? Did you have walks through the woods, go canoeing, sailing, swimming, fishing, hunting, and digging for clams with your parents, grandparents, neighbors or with other children. Have you sat back recently and thought about how much the environment has changed since you were a young one? Do your ever wonder what it will be like when your children, grandchildren get to be your age? Will they enjoy clean drinking water as we do? The future of our environment will depend on decisions that Islanders make today. Photo courtesy of John Sylvester
WHO ARE WE?
The Richmond/Grand River Watershed Committee is the result of a group of individuals recognizing the importance of restoring Little Trout River and surrounding areas.
* Little Trout River shown in blue.
* Confederation trail shown in green dashes.
flushed out of the stream; however when a stream such as Little Trout River becomes highly overloaded with silt it becomes a problem for the fish when this silt is deposited on their spawning grounds and rearing habitat. Also, silt can suffocate fish eggs and kill insects that serve as fish food. When silt gets carried into the water, it often carries bacteria, chemicals, and fertilizers with it that could also have a huge impact on our commercial fishery in the Grand River area, which contains a number of species; oysters, clams, smelts, eels, lobster etc.
Little Trout River is especially unique because it is the last remaining stream which flows into Malpeque Bay (via Grand River) that still has a wild Atlantic salmon run. It also has a sea run trout population. However due to deterioration of the stream there is a decrease in fish abundance. The stream has many blockages and high levels of silt build up which has decreased the speed of water flow causing many particles to settle on the bottom of the streambeds. All streams do consist of some sediment that are picked up in high stream flow conditions and
Many, many years of new technology- highway construction, building construction, agriculture, food processing plants, human waste and garbage sites have all contributed to the conditions of our waterways today. Decisions were made not knowing the consequences of our actions. It's not too late. For a number of years now, individuals, communities, farmers, forestry, government, etc. have been making decisions and taken action to improve our environment. For example, some important steps taken is the Waste Watch program, which enable us to effectively reduce the amount of waste being buried in landfills, which will help preserve our drinking water. Farmers have seen great impact to their land where valuable topsoil is lost in a run of a year. Some have replanted or left hedge rows to trap this soil from the rain, wind and snow melt. Crop rotation and buffer zones are helping to protect water quality. Highway construction has demonstrated new techniques to reduce soil erosion.
So, here we are, the Richmond/Grand River Watershed Committee taking action to improve water quality, to protect fish, wildlife and plants and to improve the habitat in which they live. We know that by taking these steps not only the surrounding environment will benefit but we, and the following generations will be able to continue to enjoy our traditional activities, and hopefully not have to worry about water pollution or contamination. For not only our recreational activities can be affected, but also our drinking water, commercial fishing industry, agricultural, wildlife, tourism, etc.
UPDATES
place) downstream and upstream. These brushmats will trap and stabilize sediments and will restore natural stream meander. To help increase the fish population of Little Trout River, 1100 brook trout, supplied by the O'Leary Wildlife Federation were released in the fall of 2004. In the next year we intend to place native trees and shrubs along the rivers length, this will reduce the amount of riverbank erosion and runoff from entering the river.
Two public meetings (including land owners and local residence) were held at the Richmond Community Center to discuss the benefits of a watershed program. A watershed survey was started to help pinpoint problem areas that will require work. Many blockages were removed between the tidal water and the # 2 highway that were holding large amounts of silt and also causing access problems for fish. To reduce this amount of silt we placed down brushmats (made up of conifer trees or brush tied together and staked in
OUR GOALS
* Improve and protect water quality.
* Maintain Little Trout River as a wilderness area.
* Improve and protect fish and wildlife habitat.
* Provide recreational opportunities.
* Develop a larger stake-holder management plan.
* Support the development of a larger watershed organization.
* To increase levels of environmental awareness.
before after
The Richmond/Grand River Watershed Committee would like to give thanks to all land owners in granting access to their properties, and for the volunteers for giving their time in helping us on the restoration of Little Trout River.
The Richmond/Grand River Watershed Committee would also like to thank the cooperate supporters that helped make this years project.
Upcoming Meetings will be posted. Everyone who is interested in taking part is welcome. If you would like more information, or wish to contribute or volunteer to this project please contact:
Cyril Penton, President Wendall Bridges, Vice President Kevin Arsenault, Treasurer | <urn:uuid:61ea08fc-ba45-44ff-b680-9b029233f391> | CC-MAIN-2017-43 | http://rbwa.ca/News/2004%20Watershed%20Newsletter%20Volume%201.pdf | 2017-10-18T21:59:31Z | crawl-data/CC-MAIN-2017-43/segments/1508187823153.58/warc/CC-MAIN-20171018214541-20171018234541-00847.warc.gz | 285,247,441 | 1,136 | eng_Latn | eng_Latn | 0.997704 | eng_Latn | 0.997942 | [
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SCHOOL PROFILE
Thoreau Elementary
Address: 3870 Nakoma Rd | Phone: 608-204-6940 | E-mail: email@example.com
Thoreau is a school with a diverse student population of 450 students with 22 home languages spoken by our families. We take a multilingual approach to learn world languages by using each of the languages to create project based learning. This multilingual approach is a great way to learn about each other's culture, language and this learning helps us understand about our wonderful differences. We continue to work hard making Thoreau School a school where everyone feels like they belong! Students at Thoreau spend 120 minutes each day in a literacy block using the workshop model as their template. Infused into this literacy learning is the study of academic language in order for
School Principal: Kathy Costello
students to learn what words mean to make sense of their reading. Grade level teachers, special education teachers and ESL teachers combine to form our grade level teams which will drive our study of math and literacy. We will spend professional learning time working with each other to learn these practices.
Equity Vision
At Thoreau School, we want all students to feel that they belong and see themselves as scholars. Everything we do at Thoreau has this equity vision at the forefront.
Strengths
The strengths at Thoreau include the diversity of our families and our work to ensure that all feel a sense of belonging at Thoreau. For the past two years, Thoreau has the highest percentage of African American students who feel they belong at Thoreau. During REACH, each week students will create multilingual projects and learn about the similarities and differences we all have and celebrate these areas. The initiative is to draw upon the cultural and linguistic resources of students to publish original work, to build a strong school community, and to create a space where all students and families feel a sense of belonging. Scholar Circles were created this year and consist of groups of 10 students that has as their facilitator a member of the staff. Each and every staff person facilitates a Scholar Circle and that group stays with that facilitator their entire career at Thoreau. Scholar Circles meet once a month on a Monday. We want all students to have an adult that they know cares about them and will help them if needed.
Progress
Instituting the district's newly adopted math curriculum, Bridges, went well this year as evidenced by the end of year data. All classrooms continued to use a writer's workshop where they integrate reading and writing. We have seen growth in writing at every grade level. Teachers worked together creating common bodies of evidence to demonstrate learning with writing.
Area for Growth
We will work on developing systems to support all scholars using a multi-tiered system of support (MTSS). Identifying students in need of support and developing systems to provide these students with scaffolds and supports that bolster their success will be critical to our MTSS work. We will also be having walk throughs to obtain evidence on our practices and make any revisions necessary. Teachers will work collegially as grade level teams to improve student learning.
Vision Connection
Thoreau School supports MMSD's vision that all students acquire the skills and abilities needed to be successful, including a mastery of content areas, growth mindset, self-knowledge, creativity, wellness, interpersonal skills, confidence, cultural competence, and community connection. Through these skills and abilities, our students will graduate college, career, and community ready.
Thoreau Elementary
2016-2017 Data Profi l e
3870 Nakoma Rd (608)204-6940
Kathy Costello
Yes
No
Demographics
Af ri can Ameri can
Asi an
Hi spani
c/Lati no
Mul ti
raci al
Whi te
English Language Learner29%
Low-income46%
Students with disabilities13%
Strategic Framework Goal #1 Milestones: On-Track to Graduate
Each bar shows the percent of students meeti ng the rel evant metri c overal l and f or the f ocus group the school sel ected on thei r School I mprovement Pl an (SI P) when appl i cabl e.
Strategic Framework Goal #2 Milestones: Challenging and Well-Rounded Education
Parti ci pati on rates are based on transcri pted courses.
When no goal f or the measure has been set "No Goal " wi l be di spl ayed i n the bar.
Strategic Framework Goal #3 Milestones: Positive Climate
Each bar shows the percent of responses wi ti hi n each di mensi on that were posi ti ve overal l . When no goal f or the measure has been set "No Goal " wi l be di spl ayed i n the bar.
Built by Kristian Chavira, MMSD Research & Program Evaluation Office firstname.lastname@example.org
No
Yes
No
93.9%
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UU Summer Reading List for Kids
*Books organized by UU Principle
The First Principle - We believe that each and every person is important.
*Five Chinese Brothers by Claire Bishop & Kurt Wiese
*Amos and Boris by William Steig
*The One in the Middle is a Green Kangaroo by Judy Blume
*Arthur's Nose by Marc Brown
*Now One Foot, Now the Other by Tomie dePaola
*The Bedspread by Sylvia Fair
*On the Day You Were Born by Debra Frasier
*Horton Hears a Who by Dr. Seuss
*Yertle the Turtle by Dr. Seuss
*The Giving Tree by Shel Silverstein
*Cornrows by Camille Yarborough
*Crow Boy by Tara Yashima
*Little Blue and Little Yellow by Leo Lionni
The Second Principle - We believe that all people should be treated fairly and kindly.
.
*Black is Brown is Tan by Arnold Adoff
*The Color of His Own by Leo Lionni
*The Pain and the Great One by Judy Blume *That's Not Fair by Jan Sarnoff & Reynold Ruffins
*The Stories Julian Tells by Ann Cameron
*Horton Hears a Who by Dr. Seuss
*Wilfrid Gordon MacDonald Partridge by Mem Fox
*How My Parents Learned to Eat by I. Friedman
*Jamaica's Find by Juanita Havill
*The Sneeches by Dr. Seuss
*Yertle the Turtle by Dr. Seuss
*Stuart Little (Chapter XII) by EB White
*Sarah's Bear by Marta Koci
*Crow Boy by Tara Yashima
The Third Principle -We believe that we should accept one another and keep on learning together.
*The Two of Them by Aliki
*Please Don't Say Hello by Phyllis Gold
*It's So Nice to Have a Wolf Around the House by Harry Allard *The Very Little Boy by Phyllis Krasilovsky
*Old Henry by JoAnn W. Bios
*The Story of Ferdinand by Munro Leaf
*Daniel's Duck by Clyde Bulla
*Frederick by Leo Lionni
*Emily by Barbara Cooney
*Annie and the Old One by Miska Miles
*Oliver Button is a Sissy by Tomie dePaola
*Love You Forever by Robert Munsch
*Watch Out for Chicken Feet in Your Soup by Tomie dePaola *The Sneetches by Dr. Seuss
*Dandelion by Don Freeman
The Fourth Principle - We believe that each person must be free to search for what is true and right in life.
*Emperor's New Clothes by Hans Christian Anderson
* Wilfrid Gordon McDonald Partridge by Mem Fox
*Gwinna by Barbara Helen Berger
*Nicholas, Where Have you Been? by Leo Lionni
*Miss Rumphius by Barbara Cooney *Oh the Thinks You Can Think by Dr. Seuss
*What Do You See? by Juanita Domanska *Owly by Mike Thaler
*I Stood Upon a Mountain by Aileen Fisher *Everyone Knows What a Dragon Looks Like by Jay Williams
The Fifth Principle - We believe that all persons should have a vote about the things that concern them.
*Nadia the Willful by Sue Alexander
*Gordon, the Goat by Munro Leaf
*Faces by Barbara Brenner
*Barbara Jordan, the Great Lady from Texas by Maurice Roberts
*The Owl Who Loved Sunshine by Mary Carey
*King Looie Katz by Dr. Seuss
*The Minpins by Ronald Dahl *What Are We Going to do About Andrew? by Marjorie Weinman Sharmat
*The Island of the Skog by Steven Kellogg
*The Missing Piece by Shel Silverstein
*Just Like You by Leonore Klein
The Sixth Principle - We believe in working for a peaceful, fair, and free world.
*On Wings of Love by Marie Agostinelli
*The Old Ladies Who Liked Cats by Carol Greene
*The Way to Start a Day by Byrd Baylor
* All In A Day by Mitsumasa Anna
*Potatoes, Potatoes by Ania Lobel
*Martin Luther King Jr, A Picture Story by Margaret Boone-Jones *What Was I Scared Of? by Dr. Seuss
*The Knight and the Dragon by Tomie dePaola
*The Butter Battle Book by Dr. Seuss
*Sadako & the Thousand Paper Cranes by Eleanor Coerr
*Dance Away by Geroge Shannon
*Uncle Willie and The Soup Kitchen by Dyanne DiSalvo-Ryan *The Quarreling Book by Charlotte Zolotow
*The Hating Book by Charlotte Zolotow
*The Big Book for Peace edited by Ann Durrell
The Seventh Principle -We believe in caring for our planet Earth, the home we share with all living things.
*Bring the Rain to Kapiti Plain by Verna Aardema *Once There Was a Tree by Natalie Romanova
*Hawk, I'm Your Brother by Byrd Baylor *The Lorax by Dr. Seuss
*Everybody Needs a Rock by Byrd Baylor *Every Living Thing by Cynthia Rylant (older kids)
*Fireflies by Julie Brinkloe
*Sea Gifts by George Shannon
*Miss Rumphius by Barabara Cooney *The Legend of the Whale by Ian Stansfield (older kids)
*All Around Us by Eric Carle
*Who Speaks For Wolf? by Paula Underwood Spencer
*Brother Eagle, Sister Sky by Susan Jeffers
*The Mitten by Alvin Tressel
*Time of Wonder by Robert McCloskey *The Man Who Planted Trees by Jean Giono Wood
*Make Way for Ducklings by Robert McCloskey
*A Tree Is Nice by Janice May Udry
*The Mountain that Loved a Bird by Alice McLerran *The Village Tree by Tako Yashima
*The Wump World by Bill Peet
*The Lady and the Spider by Faith McNulty
*Owl Moon by Jane Yolan
*Seven Principles are from the Unitarian Universalist Principles in Children's Language (Source: Tapestry of Faith, UUA website)
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Did you know?
More than jam and Jerusalem
The Women's Institute is an organisation known for its jammaking and its unofficial anthem Jerusalem, but it is more than that – it campaigns, educates and supports. And on 15 September the UK Women's Institute is going to celebrate its 100th birthday.
With over 200,000 members, the Women's Institute (or WI as it is commonly known) is the largest women's voluntary organisation in the UK. Members meet monthly in one of the 6,600 branches throughout the country and are mainly involved in activities concerning the domestic sphere, particularly crafts, food and cooking. But arts, sports, leisure and science are also actively supported. Many of the branches hold competitions where members can impress each other with their talents for particular crafts – for example jam making, embroidery, painting and cake-baking.
As Tony Blair learnt to his cost, you don't mess with the WI. In September 2000 he made a speech at the national conference in Wembley, before an audience of 10,000 women. He was heckled, jeered and booed – because he didn't take the time to understand that while the WI is political (with a small 'p') it most certainly is not Political (with a big 'P'). It has taken an active role in many campaigns: parents being able to stay overnight with children in hospital, and anti-litter campaigns in the 1950s; better rural transport in the 1960s; better provision of nursery education and free family planning in the 1970s; better information about HIV and AIDS in the 1980s; concern about genetically modified food in the 1990s; and in this century, the WI has campaigned to protect rural post offices and family run farms. And it was on farms where the story began over 100 years ago.
The Women's Institute was founded in 1897 in Stoney Creek Ontario, Canada and was an organization run for the wives of the members of the local Farmers' Institute. The movement brought women together from isolated communities and offered training in areas of particular importance for them: childcare, home economics and small poultry keeping. WIs quickly spread throughout Ontario and by 1905 there were 130 branches.
The notion of the WI was brought to the UK during the First World War to encourage women to revitalize rural communities and more importantly, to encourage women to become more actively involved in food production.
Did you know?
However it wasn't long before the WI got political: it supported the building of state-aided housing; in the 1920s it encouraged the government to pass the Bastardy Bill, to provide help for children born outside of marriage; it urged the government to fund more health education to prevent the spread of venereal disease.
It was also in the early days of the WI that the song Jerusalem with words by William Blake became its unofficial anthem. Jerusalem had been strongly associated with the suffragist movement and the WI wanted a song which would represent the organization. As Grace Hadow, the WI Vice Chairman wrote in 1924: Both words and music are simple and dignified and easy to learn.
Have you seen the film Calendar Girls? It is based on the true story of Angela Baker and other members of Rylestone and District WI in Yorkshire. In order to raise money for leukaemia after the early death of Angela's husband, the group of women published a calendar of themselves involved in usual WI activities, knitting, baking, playing the piano for example, but all in the nude. The calendar was an immediate success and has since raised over three million pounds for charity.
Over the 100 years of the Women's Institute, thousands of women, mainly in rural areas, have been involved in one way or another in the WI. Throughout 2015 there have been many celebrations and centenary projects in branches throughout the UK. And despite updated advice from the Food Standards Agency on re-using jam jars, you can bet that WI members will still be making delicious jam and singing Jerusalem for many years to come.
If you would like to know more about the WI, then click here.
If you would like to watch the official trailer for Calendar Girls, then click here (but ignore the voiceover that talks about a women's club - he means the Women's Institute!).
And would you like to listen to the wonderful Jerusalem? Then just click here to watch the Hurst Green WI singing!
And do you remember the Did you know? of the NTC May edition featuring the Glastonbury music festival? Well, here is the Women's Institute at Glastonbury!
If you would like to use the Women's Institute as a topic in your lesson, we have provided you with two activities at A2 level. You'll find them in the following Teacher's notes and on the Worksheet.
Network Now
Did you know?
Teacher's notes
Activity 1: Crafty collocations (level A2, 10 mins)
- On the board write Women's Institute and explain that the organisation is celebrating its 100 th birthday in England and Wales. Explain that the WI has over 200,000 women members and 6,600 branches in England and Wales. Ask students if they have seen the film Calendar Girls (Kalender Girls in German) and tell them that the main characters are members of the local WI.
- Explain that the WI is famous for crafts, cooking and food.
- Read out the following list. After each word ask students to make a sentence using the correct collocation and call it out: a quiche (bake, make); a blanket (crochet, embroider, knit, make, sew); a cake (bake); jam (make); vegetables (cook); a mosaic (make); a hat (crochet, embroider, knit, make, sew); a jumper (knit); a tablecloth (embroider, sew); marmalade (make); meat (cook); a pair of socks (knit).
- On the board write bake, cook, crochet, embroider, knit, make, sew. Explain any unknown words.
- Ask students to think of their own ideas of words used in collocations and to call them out for other students to complete a short sentence.
Activity 2: Delicious jam (level A2, 10 mins)
You could use this activity with another recipe on Making Scones yummy!
–
- Make a copy of Delicious jam (see Worksheet) - one for each pair of students - and cut it up into strips. Make sure you keep one copy uncut as the key.
- Ask if anyone makes jam or if anyone likes eating jam.
- On the board write dissolved, increase, mixture, simmer and explain their meaning.
- Explain that students are going to read a recipe for raspberry jam.
- Give each pair of students a set of the cut up Delicious jam recipe and explain they should put the recipe into the correct order.
- When everyone has finished, check the right order of the recipe's steps together in class. Ask if anyone else has a jam recipe.
- For students who finish quickly, ask them to write down other fruit names.
- If some students have written down fruit names, check them together.
Network Now
Seite 3
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1: Calculate Doses of Oral and Parenteral Liquid Medications | Clinical Gate
Calculating Oral Liquid Medications Using Ratio and Proportion. As you learned in Chapter 7, when using the ratio and proportion method of drug calculation, the dose available (DA) and the dosage form (DF) must be one ratio, and the dose ordered (DO) and dose to be given (DG) must be the other ratio in the proportion. With liquids, DF and DG will be in volume, whereas DA and DO will be in strength or weight of drug.
Proper fractions are less than 1 and improper fractions are more than one 1. Fractions are written as: Both proper and improper fractions can be reduced to their lowest common denominator. Reducing fractions make them more understandable and easier to work with. You have to determine which number can be divided evenly into both the numerator and the denominator to reduce fractions. A fraction cannot be reduced when there is no number that can be divided evenly into both. To reduce this fraction you would divide 24 by 8 which is 3 and you would then divide the 56 by 8 which is which is 7. This calculation is performed as seen below. You have to convert all mixed numbers into improper fractions before you can perform calculations using them. The procedure for converting mixed numbers into improper fractions is: Multiple the denominator of the fraction by the whole number Add the numerator of the fraction to this number Place this number over the denominator of the fraction The calculation below shows how you how you convert a mixed number into a fraction. All decimals are based on our system of tens; in fact the "dec" of the word decimal means The first place after the decimal point is tenths; the second place after the decimal point is hundredths; the third place after the decimal point is referred to as thousandths; the fourth place after the decimal point is ten thousandths, and so on. When the decimal point is preceded with a 0, the number is less than 1; and when there is a whole number before the decimal point, the decimal number is more than 1. For example, if your answer to an intravenous flow rate is When you have to round off a number like If the number in the tenths place is 5 or more, you would round up the 67 to 68 drops. Similarly, if you have to round off the number Here are some decimal numbers rounded off to the nearest whole: In this case, you will have to mathematically convert the gr into mg. The table below shows conversion equivalents among the metric, apothecary and household measurement systems.
2: Dosage & Calculation and Safe Medical Administration - For Students | ATI
This calculator determines the liquid or solution volume to be injected by syringe into the patient. The label on the medicine bottle states the concentration of the medicine. The concentration is the mass of medicine contained in a volume of liquid. The mass is the have dose. The volume is the quantity.
It is also important to note that you should never use an oral syringe to give injectable medication, because oral syringes are not sterile. Parenteral Medications Routes of Administering Parenteral Medications Parenteral medications are any medications given by injection. Injection is usually given in one of three different ways: A subcutaneous injection is one that is given in the fatty layer of tissue under the skin. The maximum amount of fluid an adult can safely be given subcutaneously is 1 mL. Sometimes you may see this abbreviated as s. An intramuscular injection is one that is given in the muscle. The maximum amount of fluid an adult can safely be given intramuscularly is 3 mL; for a child, the maximum is 1 mL. An intravenous injection is one that is given directly into the vein. Note the abbreviations for subcutaneously, intramuscularly, and intravenously: We will wait until later lectures to learn in depth about IV medication; for the moment, we will give subQ, IM, and IV medications using syringes only. Types of Syringes Used for Parenteral Medication There are several different sizes of syringes that might be used for medication. You should always use the smallest possible syringe in which the dosage will fit, because the smaller the syringe, the more accurately you can measure the dosage: This is the most commonly used syringe. Every tenth of a mL is marked on the syringe, and every half mL is labeled; this means that any dosage we plan to measure using a 3 mL syringe should be rounded to the nearest tenth. Dosages between mL should always be measured in a 3 mL syringe. Some 3 mL syringes have the mL scale to the right and a minim scale to the left; be careful not to measure mL on the minim scale, as this will result in an incorrect dosage! A tuberculin syringe is used to measure small doses, so it is often used to dose small children and infants. There are two different sizes of tuberculin syringes which you might encounter: Any dose smaller than 0. Because a tuberculin syringe has every hundredth of a mL marked whereas the 3 mL syringe has only every tenth of a mL marked, it is possible to measure doses with more accuracy in a tuberculin syringe. When an IV dose requires a syringe that can hold more than 3 mL, a 5, 6, 10, or 12 mL syringe can be used. On each of these size syringes, every 0. Dosages between mL should be measured using one of these syringes; always choose the smallest possible syringe in which the dose will fit to ensure the highest level of accuracy. Occasionally it is necessary to use even larger syringes to measure IV fluids. In this case there are syringes that can measure a maximum of 20 mL or more; these syringes only have every mL marked. Any dosage above 12 mL must be measured using a 20 mL syringe or larger. These are special pre-filled cartridges produced by two specific companies that can be dropped into a plastic injector with a plunger for injection. The ones we will encounter in this class will have markings every tenth of a mL and will contain up to 2. Tubex cartridge Carpuject cartridge Measuring Dosages in a Syringe To measure a dosage in a syringe, we must line up the top of the black rubber plunger exactly with the line that marks the dosage we want to administer. If we look closely, we can see that this syringe has the top of the black rubber stopper lined up with the third mark past the 2. Since this is a 3 mL syringe and has every tenth of a mL marked, that means that we are three tenths past 2, which is a total of 2. Since this is a 3 mL syringe and has every tenth of a mL marked, that means that we are one tenth past 2. If we look closely, we can see that this syringe has the top of the black rubber stopper lined up with the third mark past the 4. Since this is a 6 mL syringe and has every 0. If we look closely, we can see that this syringe has the top of the black rubber stopper lined up with the second mark past the Since this is a 12 mL syringe and has every 0. Since this is a 20 mL syringe and has every whole mL marked, that means that we are two whole mL past 10, which is a total of 12 mL. If we look closely, we can see that this syringe has the top of the black rubber stopper lined up with the third mark past the. Since this is a tuerculin syringe and has every hundredth of a mL marked, that means that we are three hundredths of a mL past 0. Reading Medication Labels and Calculating Dosages Reading Medication Labels Before we can even begin to calculate how much medicine to give a patient, we must be able to read a medication label correctly. There are several important pieces of
information we should look for whenever we look at a medication label: Name of the medication There are actually at least two names on every medication label: The trade name is the name assigned to the drug by the manufacturer and it varies from one company to another. A single drug may have many different trade names if it is manufactured and sold by many different companies. The trade name of a drug is usually capitalized. For example, you may be familiar with the over-the-counter pain relievers Advil and Motrin. These are actually two different brand names for the same drug that is manufactured by two different companies. The generic name is the name assigned to the drug officially in the United States. The generic name of a drug is generally written in lower case letters. So, Motrin and Advil are trade names that each refer to the same drug, and its offical generic name is ibuprofen. If you look closely at a bottle of Advil or Motrin, you will see that the labels on each bottle state that they contain ibuprofen. A drug may be ordered by its brand name or by its generic name, so it is very important to pay attention to both kinds of drug names so that you can identify a drug by either one when it is ordered. The most common dosage units are milligrams, grams, micrograms, grains, Units and milliequivalents. Administration units These are units which are used to measure the drug for actual administration to the patient. The most common administration units are tablets, capsules, teaspoons, tablespoons, ounces, drops, liters, and milliliters. Concentration or Dosage strength This tells us what the relationship is between the dosage units and the administration units. Because almost all drugs are ordered in dosage units but administered in administration units, we must have a way to convert from one set of units to the other; this is what the concentration of a drug allows us to do. Total amount of the drug contained in the package This is exactly what it sounds like: Expiration date All drugs have an expiration date on them, usually prefaced by the abbreviation EXP.
3: DavisPlus - Calculating Drug Dosages : A Patient-Safe Approach to Nursing and Math
2. Now, write down the strength and amount of medication you have available: Dose On Hand: mg ml 5. The 5 ml will have to be the numerator of the fraction so that the mg will cancel out. 3. Now solve the problem: ml mg mg ml 5 5 1 ×. The mg cancels out leaving only the ml label, which is desired in the answer.
How to calculate drug dosage The dosage calculator finds what dose of a medication is appropriate for your weight. Read on to learn what is the drug dosage calculation formula and how to use it. With our text, you will learn more about various kinds of dosing which you may meet while using different medications. You will also find out what are advantages of adjusting the dose to the patient. Are you looking for a healthy antypyretic medication dose for kids? Make sure to take a look at the ibuprofen dosage calculator and paracetamol dosage calculator! Dosage forms Depending on the route of administration, dosage forms come in several types. You may take drugs through different methods. The most popular one is oral. However, in some medical situations this route is unavailable, ineffective or associated with a high number of adverse reactions. That is why patients may receive drugs also through parenteral way this includes: Moreover, some drugs are only given topically, directly on the skin, to the eye, rectum, vagina or as an inhalation. You should know that the route of administration of the drug dramatically influences the dosage and efficacy, thus always check if you administer appropriate drug to the appropriate person, through the appropriate route in the appropriate dose! What is an appropriate dose? When treating a patient or just taking yourself any medication we always need to wonder what exact dose of the drug should we choose. And the truth is that we dose or should dose nearly everything in our life, from cooking dinner, to taking medications! One dosage Drugs with one fix dosage are the easiest in use, you just take it and forget about all the stuff. Blood concentration-dependent dosage of the drug This is a relatively small group of drugs. The doses are different regarding the serum concentration of the active substance of the drug. Vitamin K antagonists, lithium 5. It means, that two patients with the same disease may receive a different amount of the same drug! Our dosage calculator will help you calculate appropriate doses of this kind of drugs! Why do we need to calculate doses? Living in the sixteenth-century Swiss scientist Paracelsus said: The right dose differentiates a poison and a remedy. We know that every substance, especially every drug may be toxic if given in an inappropriate dose. This is why we should perform our dosage calculations with carefulness and accuracy. It is critical in the management of children, as a slight mistake in the dose of the drug may cause a significant change in the effect of its action. The usage of pediatric dose calculator seems to be a responsible choice that reduces the risk of a mistake! Contemporary scientists are also looking at the issue of drug dosage. There are plenty of on-going clinical trials, in which different doses of the drugs are being compared. Moreover, there are more and more scientific data suggesting that individually performed dosage calculations not only in pediatric patients improve patient survival when compared with standard treatment with fix doses. For instance, in a group of scientists from France published an article in Journal of Clinical Oncology in which they summarized the results of their trial performed on the patients treated due to metastatic colorectal cancer cancer of large bowel in the IV stage of the disease - with metastases. The group of them, which was treated with individually adjusted dose of fluorouracil antimetabolite drug used in the treatment of many cancers, including colon cancer had better response to the therapy, higher survival rate and lower grade of toxicity, than those treated with standard doses. Dosage calculation formulas If you want to calculate the dose of a medication, you need to use the following equation: Dosage is the prescribed amount of drug in mg per kg of body weight. You can usually find this number on the medicament box or the prescription. Dose is the total amount of medication you need to take. The situation gets more complicated if your medicament is liquid. After all, how are you supposed to know how many ml of your drug contain, for example, 50 mg of active substance? Our dosage calculator can help you with this as well. All you have to do is use the following formula: It can be expressed in mg per ml. This function of our dosage calculator is especially useful when giving fluid drugs e. Conversion from mg to ml is essential in situations like these! How to calculate drug dosage If you want to find what is the appropriate dosage of a drug for your body weight, you need to follow these steps: Determine the dosage of
the medication. Multiply these two values to get the dose of medication in mg: You need to take mg of active substance. What if your medication is liquid? Type the concentration into the proper box. Divide the dose by medicine concentration to obtain the liquid dose: Make sure to take a look at our drug conversion calculators, such as steroid and opioid conversion calculators! Dosage Calculator can be embedded on your website to enrich the content you wrote and make it easier for your visitors to understand your message. It is free, awesome and will keep people coming back! Get the HTML code.
4: Omni Calculator logo
Learn dosage calculations with free interactive flashcards. Choose from different sets of dosage calculations flashcards on Quizlet.
In fact, medication errors are the cause of 1. These errors are due to the wrong drug, dose, timing, or route of administration. Dosage and timing For all medications, you should only give the dosage described in the prescription label or other instructions. Dosage is carefully determined by your doctor and can be affected by your age, weight, kidney and liver health, and other health conditions. For some medications, dosage must be determined by trial and error. For these drugs, your healthcare provider would need to monitor you when you first start treatment. For instance, if your doctor prescribes thyroid medications or blood thinners, you would likely need to have several blood tests over time to show if the dosage is too high or too low. To be effective, many medications need to reach a certain level in your bloodstream. They need to be given at specific times, such as every morning, to keep that amount of drug in your system. Taking a dose too soon could lead to drug levels that are too high, and missing a dose or waiting too long between doses could lower the amount of drug in your body and keep it from working properly. Potential problems Adverse events, or unwanted and negative effects, can occur with any drug. A drug with high risk of adverse effects may be administered only by a healthcare provider. And in some uncommon cases, your healthcare provider may keep you in their facility so they can observe how the drug affects you. If you notice any problems, be sure to let your doctor know. Talk with your doctor Be sure to take your medications correctly to get the most out them and to reduce your risk of side effects and other problems. Make sure that you understand everything about taking your medication. If you have any questions, talk to your doctor. Some questions you might ask include: Can you explain your instructions more clearly? My nurse gives me my medication now. Can I be trained to give it to myself? Can a family member or healthcare provider give it to me instead? Are there any side effects I should watch for? What time of day should I take this drug? Or does it matter? Am I taking any medications that this drug could interact with? Why do I have to be so careful? Why would it matter if I took too little or too much medication? It might matter a lot. You have to take every dose on time, and you must take all of it until the prescription is gone. For instance, opioid pain medications, such as oxycodone or codeine, are dangerous if you take more than prescribed. You could become addicted to the drug or you could overdose and die. Healthline Medical Team Answers represent the opinions of our medical experts. All content is strictly informational and should not be considered medical advice.
5: Calculations used in intravenous preparations | Basicmedical Key
Reconstituting parenteral medications in powdered form, calculating doses in liquid form.
6: Online Drug Calculations - Los Angeles Career College
How to calculate drug dosage accurately: advice for nurses 1 September, The lack of basic maths skills can be a major problem when it comes to nurses administering drugs to patients.
7: Dosage Calculation of Parenteral Medications
Dosage Calculation and Safe Medication Administration. Used as a compliment to Pharmacology Made Easy, this easy-to-use online study program includes tutorials, case studies and interactive drills, allowing you to learn pharmaceutical math skills at your own pace.
8: Lecture 3: Reading Medication Labels and Basic Dosage Calculations
Parenteral Dosage of Drugs. Parenteral •Most medications prepared in liquid form and -Calculate to determine exact amount.
9: www.enganchecubano.com - Helping Nursing Students Learn Dosage Calculations
Dosage Calculation and Safe Medication Administration is an interactive, media-rich, online tutorial that is designed to provide curricular support for faculty and help students learn the basics of safe medication.
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Zoo Central
Including:
Is It Alive?
A Part of Me
Our Senses
Senses Two
Where Do I Belong?
Moving
To Your Health!
Can't Live Without It!
Grow! Grow! Grow!
Change, Change, Change
Survivor!
Survivor Two!
Zoo Central
An Integrated Unit for Grade 1/2
Written by:
The Curriculum Review Team 2005
Length of Unit: approximately: 20 hours
August 2005
Acknowledgements
The developers are appreciative of the suggestions and comments from colleagues involved through the internal and external review process.
Participating Lead Public School Boards: Mathematics, Grades 1-8 Grand Erie District School Board Kawartha Pine Ridge District School Board Renfrew District School Board
Science and Technology, Grades 1-8 Lakehead District School Board Thames Valley District School Board York Region District School Board
Social Studies, History and Geography, Grade 1-8 Renfrew District School Board Thames Valley District School Board York Region District School Board
The following organizations have supported the elementary curriculum unit project through team building and leadership:
The Council of Ontario Directors of Education The Ontario Curriculum Centre The Ministry of Education, Curriculum and Assessment Policy Branch
An Integrated Unit for Grade 1/2 Written by:
The Curriculum Review Team 2005
CAPB
(416) 325-0000 EDU
Based on a unit by:
Lorna Evans, Janis Nixon, Carol Ohlgren, Marie Clarke (Project Leader) Victoria Park Education Centre (807)625-5100 Lakehead District School Board email@example.com
This unit was written using the Curriculum Unit Planner, 1999-2002, which was developed in the province of Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units to help implement the Ontario curriculum. This unit reflects the views of the developers of the unit and is not necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit to particular commercial resources, learning materials, equipment, or technology does not reflect any official endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
Unit Context
Zoos encourage children's interest in the natural world and introduce them to many fascinating forms of life. The students in this Grade 1/2 combined grade class will develop an understanding of the characteristics and needs of living things (Grade 1) and growth and changes in animals (Grade 2).
"The study of life systems in Grade 1 focuses on an investigation of the characteristics and basic needs of living things. Students will explore aspects of movement and behaviour in humans and other animals, and will learn about their nutritional requirements. Students will also explore some basic aspects of growth in animals and plants. In all their investigations, students will continually refine their ability to observe, using all five senses, and will attempt to describe their observations as accurately as possible." (The Ontario Curriculum, Grades 1-8: Science and Technology, p. 15)
"The study of animals in Grade 2 focuses on patterns of growth and change. Since children are interested in the changes that take place in different types of animals, observing these changes can be a powerful learning experience for them. In their exploration of growth, students will also compare patterns of growth in different animals with their own growth, and they will learn about the conditions needed to support healthy development in an animal." (The Ontario Curriculum, Grades 1-8: Science and Technology, p. 17)
Unit Summary
During this unit, the Grade 1 students will be learning the basic needs of living things using their senses, while the Grade 2 students will be learning about the life cycle of animals and the adaptations they have made to survive. Assuming the roles of zookeeper and zoo researcher, the students will build a model environment and include in that environment plants and an animal that suit that environment. The Grade 1 students, as zookeepers, will show, through their model and a conference, how the animal's needs are met by the environment. The Grade 2 researchers will design an animal in its natural habitat and show it during its stages of life.
Key Concepts
Grade 1
Major parts of the human body have specific functions.
Observable characteristics of living things can be described using the five senses.
Humans and other living things have basic needs and are dependent on their environment to meet these basic needs.
Humans change as they grow.
Animals adapt their movement to suit their needs.
Grade 2
Animals can be classified using observable characteristics.
Animals have basic needs.
Growth and change in an animal can be observed.
Life cycles of animals can be compared in order to understand their similarities and differences.
Animals adapt to their environment in order to survive.
Humans can affect animals.
Culminating Task Assessment
Key Concepts Grade 1
Plants and animals have basic needs for food, air, and water.
Animals and plants have identifiable characteristics.
Animals and plants depend on their environment to meet their needs.
Grade 2
There are similarities and differences among types of animals and the ways that animals adapt to their environment.
Growth patterns in different types of animals have similarities and differences.
Humans affect animals in both helpful and harmful ways.
The Culminating Activity
Using information gathered from the subtasks, students will take on the role of caring for animals in a zoo setting. The zoo setting should be appropriate to the situation and the interests of the students. It might be a petting zoo, a local habitat zoo, or a large urban zoo with animals from all over the world. The students will design and create an environment for a new zoo animal. This environment must provide for the basic needs of the plants and animals that will be living in it (Grade 1) and show the different stages of the life cycle, how the animal adapts to its environment, and how humans affect animals (Grade 2).
Links to Prior Knowledge
Students in Grade 1 will have some knowledge of the natural world, the difference between living and non-living things, patterns, and seasonal changes.
Students in Grade 2 will build on their prior knowledge of their senses, patterns, seasonal changes, and the characteristics and needs of living things. They will also continue to develop their skills in inquiry, design, and communication.
Considerations
Notes to Teacher
While it has been attempted to have all students in the class participate in the same activity, occasionally the expectations of the individual strands call for the two grade levels to perform separate tasks with a common theme. In these situations, one grade level task is designed to be worked on independently (perhaps at an activity centre), while the teacher devotes more time to the other grade's task.
Each subtask is designed to address one or more of the Key Concepts outlined in the Task Summary. These key concepts are a cluster of the expectations from The Ontario Curriculum, Grades 1-8: Science and Technology. By acquiring these concepts, students will be well prepared to complete the Culminating Performance Task, as an authentic assessment of what the students have learned throughout the unit.
Throughout the unit, students will keep learning logs to document their learning from each subtask. The learning log can be a source of information for the student to use when doing the culminating task.
Zoo Central
An Integrated Unit for Grade 1/2
Learning Styles
Teachers should keep in mind at all times that students learn in different ways. We need to be aware of each student's learning style and vary ways of presenting lessons. Teachers need to encourage a variety of ways for children to communicate their learning.
Activity Centres
During this unit, some subtasks, such as our Senses, lend themselves to learning centres. Expectations must be clearly stated regarding behaviour and routines and must be consistently reinforced. "As with any new skill, routines take time, modelling, and practice before they are understood and consolidated; be patient, consistent and positive." ( Explorations in Science, Level 1, Wortzman) These centres could be organised around the five senses and students of both grades invited to discover or review the location and function of each sense organ. As students work on these discoveries, they will begin to become aware of how we perceive and process information about the world around us. It is strongly recommended that learning centres be used in conjunction with many subtasks.
Seasonal Patterns
It is recommended that this topic be visited at different times throughout the year or be part of ongoing classroom discussions (e.g., keeping a weather chart, changes in seasons mean changes in clothing). However, students' achievement should only be reported upon at one of the reporting periods. Outdoor activities could be built into each subtask to allow students to observe and experience nature and its cycles and see animals in their natural habitat. A collection of pictures of animals throughout the seasons would be an asset.
Animals in the Classroom
During this unit, you may want to have an animal as a class pet or an animal to observe (e.g., life cycle of a mealworm). Check your Board's policies concerning animals in the classroom and consider any allergies before making this commitment. If it is not possible to have an animal in the classroom, then many visuals will be needed throughout the unit. A selection of animal pictures representing the six animal groups (mammals, birds, fish, insects, reptiles, and amphibians) is recommended.
Co-operative Learning
Co-operative learning activities are an excellent strategy for building community and bridging the differences between the Grade 1 and 2 students. Many of the subtasks lend themselves to working together to extend learning.
Zoo Central An Integrated Unit for Grade 1/2
Is It Alive? 1
Key Concepts
Grade 1
Differences exist between living and non-living things
Grade 2
Characteristics and needs of living things can be classified
This subtask will help the teacher assess the students' level of previous knowledge. Using a set of pictures depicting living and non-living things, students will sort the pictures into two groups based on their prior knowledge. They will develop criteria for classifying living and non-living things (Grade 1) and identify the characteristics and needs of living things (Grade 2).
A Part of Me Key Concepts 2
Grade 1
Bodies of living things can be grouped by different parts based on their function (e.g., lungs for breathing, heart for circulation, legs and arms for movement) by using appropriate vocabulary and tools.
Grade 2
Human body parts can be compared and contrasted with animal body parts using appropriate vocabulary and tools.
Through the use of hands-on activities, games, songs, picture books, and creative movement, students will understand and be able to explain orally that human body parts have a specific function (Grade 1). Using pictures, written language, and concrete materials, they will explain that similarities and differences exist between human and animal body parts (Grade 2).
Our Senses Key Concepts 3
Grade 1
Each of our sense organs has a unique function and location.
Grade 2
The location and function of sense organs in humans and animals can be compared
Through the use of whole class discussion, a video, and exploration centres, the students will be able to locate and describe the functions of each sense organ (Grade 1) and compare these functions between humans and animals (Grade 2).
Senses Two 4
Key Concepts
Grade 1
Senses can protect and mislead us.
Senses help us learn about our world.
People adapt to a loss or limitation of a sense by developing a stronger ability in another sense or the use of aids, such as hearing aids, glasses, and wheelchairs
Grade 2
Animals use their senses to help them adapt to their environment.
Using questioning skills and investigative tasks, students will learn about how humans use their senses (Grade 1) and how animals use their senses in their environment (Grade 2).
Where Do I Belong? 5
Key Concepts
Grade 1
Using the senses, plants and animals can be classified.
Grade 2
Animals can be classified into a variety of groups using observable characteristics.
Using real plants, experiments, and hands-on activities, students will come to understand that there is a difference between animals and plants (Grade 1) and that animals can be classified into sub-groups based on observable characteristics (Grade 2)
Moving 6
Key Concepts
Grade 1
Animals move in different ways to meet their needs
Grade 2
Animals respond and adapt to their environment to meet their needs
Students will understand, through a brainstorming activity, the various movements different body parts can make. They will first discuss body parts that humans use for movement and then move on to animals. The Grade 1 and 2 students will participate together for the first part of the activity. The Grade 2 students will then extend their learning about animal body parts and how they help the animal respond and adapt to their environment.
Zoo Central An Integrated Unit for Grade 1/2
To Your Health! Key Concepts 7
Grade 1
The Canada Food guide is made of four food groups.
Making food choices from the four food groups helps you grow and stay healthy.
Some food comes from natural sources.
Grade 2
Humans produce food by raising livestock.
Using copies of Canada's Food Guide, students will graph the contents of teacher-provided lunch bags to plan a healthy meal or snack (Grade 1). Through games, reading, viewing, or taking a class trip to a grocery store, farm, or dairy, students will learn where their food comes from (Grade 2).
Can't Live Without It! 8
Key Concepts
Grade 1
Living things have basic needs: food, air, water, light.
Grade 2
Animals have four common needs: air, water, food , shelter.
Through planned investigations, using real plants and hands-on activities, the students will begin to investigate basic needs and how the basic needs of humans compare with other living things (Grade 1) and how to care for and meet the needs of an animal (Grade 2).
Grow! Grow! Grow! 9
Key Concepts
Grade 1
Patterns occur in nature.
Humans change as they grow.
Changes in humans can be compared with changes in other living things.
Grade 2
Patterns occur in nature.
Animals change as they grow.
Through observation and pictures, students will understand that humans change as they grow, changes in humans may differ from other living things (Grade 1), and animals change as they grow (Grade 2).
Change, Change, Change 10
Key Concepts
Grade 1
Plants change as they grow.
Grade 2
Animals' appearance and behaviours change with the seasons.
Animals' appearance and behaviours change during a life cycle.
Animals have similar and different life cycles.
After planned investigations, students will record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (Grade 1) and observe changes to animals through the seasons and their life cycles (Grade 2)
Survivor! 11
Key Concepts
Grade 1
Maintaining a healthy environment for humans and other living things is important.
Grade 2
Animals are dependent upon their environment.
Humans can help or harm living things.
The students will learn the importance of maintaining a healthy environment (Grade 1) and how humans can help or harm other living things (Grade 2).
Survivor Two! 12
Key Concepts
Grade 1
Animals move in different ways to meet their needs.
Grade 2
Animals are dependent upon their environment.
Animals eat food, move, and use their environment to meet their needs.
Animals adapt and respond to their environment.
Students will review the basic needs of animals, how movement helps animals meet their needs (Grade 1), and how adaptations have helped animals survive (Grade 2).
Zoo Central 13
Key Concepts
Grade 1
Plants and animals have basic needs for food, air, and water.
Animals and plants have identifiable characteristics.
Animals and plants depend on their environment to meet their needs.
Grade 2
There are similarities and differences among types of animals and the ways that animals adapt to their environment.
Growth patterns in different types of animals have similarities and differences.
Humans affect animals in both helpful and harmful ways.
The Culminating Activity
Using information gathered from the subtasks, students will take on the role of caring for animals in a zoo setting. The zoo setting should be appropriate to the situation and the interests of the students. It might be a petting zoo, a local habitat zoo, or a large urban zoo with animals from all over the world. The students will design and create an environment for a new zoo animal. This environment must provide for the basic needs of the plants and animals that will be living in it (Grade 1) and show the different stages of the life cycle, how the animal adapts to its environment, and how humans affect animals (Grade 2).
Zoo CentralAn Integrated Unit for Grade 1/2
Description Key Concepts
Grade 1
Differences exist between living and non-living things
Grade 2
Characteristics and needs of living things can be classified
This subtask will help the teacher assess the students' level of previous knowledge. Using a set of pictures depicting living and non-living things, students will sort the pictures into two groups based on their prior knowledge. They will develop criteria for classifying living and non-living things (Grade 1) and identify the characteristics and needs of living things (Grade 2).
Expectations
1s1
* demonstrate an understanding of the basic needs of animals and plants (e.g., the need for food, air, and water);
1s2
* investigate the characteristics and needs of animals and plants;
Groupings
Students Working As A Whole Class Students Working Individually
Teaching / Learning Strategies
Review Anticipation Guide Discussion
Assessment
The teacher will conference with the students individually while the others are engaged in the drawing activity. The teacher will assess the students' ability to select two living and two non-living things from a group of pictures and the Grade 2 students will support their choice with an explanation of why it is a living or non-living thing. They should refer to the fact that living things have basic needs. If the students are uncertain of the concept of living and non-living, then more practice and time spent sorting and talking is suggested. The teacher may want to use the conferencing record from Getting Assessment Right: Science and Technology.
Assessment Strategies
Conference
~ 40 mins
Teaching / Learning
Discussion
The teacher will show the class a few pictures of living and non-living things. Ask the students to discuss how the objects in the pictures are similar and different. List some of the students' responses in separate columns without writing the subtitles living and non-living things.
Review
Read the lists and ask the class if they know the terms used to describe these two categories. If the students are unable to give the terms living and non-living, tell the class.
Add the subtitles living and non-living above the columns previously given during the class discussion. Ask students if they know other criteria that can be used to describe living or non-living objects. If the students do not suggest that living things have needs, the teacher will provide the explanation. (e.g., the need for food, water, air).
Anticipation Guide
Choose a picture from your collection . Ask the students to help you determine which heading the picture belongs under.
Show the class a picture and state "This is a living thing" or "This is a non-living thing."
The students must state whether they agree or disagree with the statement given and give a reason to support their choice, such as the living thing needs food.
The teacher then mounts the picture under the correct heading.
The students will use the blackline master (Living and Non-Living Things) provided to draw two pictures of living and non-living things under the appropriate headings.
The students must draw different pictures than the pictures used in the previous class activity.
Adaptations
Resources
Living and Non-Living Things
What keeps you alive?
1_living.cwk
~ 40 mins
Assessment Recording Devices
Anecdotal Record
Zoo Central An Integrated Unit for Grade 1/2
Sleepyheads
What's the Biggest Living Thing?
The Tree
Places Where Animals and Plants Live
Learning about living things
Kit
Notes to Teacher
Teachers are encouraged to find and use pictures from magazines, papers, flyers, old calendars, websites, and other available resources. The use of real-life objects is another effective way to enhance the learning experience.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 40 mins
Description
Key Concepts
Grade 1
Bodies of living things can be grouped by different parts based on their function (e.g., lungs for breathing, heart for circulation, legs and arms for movement) by using appropriate vocabulary and tools.
Grade 2
Human body parts can be compared and contrasted with animal body parts using appropriate vocabulary and tools.
Through the use of hands-on activities, games, songs, picture books, and creative movement, students will understand and be able to explain orally that human body parts have a specific function (Grade 1). Using pictures, written language, and concrete materials, they will explain that similarities and differences exist between human and animal body parts (Grade 2).
Expectations
Teaching / Learning
Day 1
Direct Teaching
Groupings
Students Working Individually Students Working As A Whole Class Students Working In Pairs
Teaching / Learning Strategies
Direct Teaching Word Wall Classifying
Assessment
This subtask does not have any formal assessment.
Assessment Strategies
Assessment Recording Devices
~ 80 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 80 mins
Sing "Head and shoulders knees and toes" with the class while touching the appropriate body parts.
Post a large picture of a body outline on the board.
Ask the class to help you name the parts of the body. Point to a part of your body and ask "Who can tell me what this is?" "Do you know why we need it?"
Label the poster with the body parts labels provided (Body Parts) as the children respond.
Encourage the children to explain what each body part is used for when they give an answer and tell the class the function it serves if they do not know.
Invite students to point at or move the body part being referred to each time a new body part is mentioned.
Day 2
Word Wall
Begin the class by playing "Simon Says."
Show the class pictures of various body parts (if pictures are not available, the teacher can point to a part of his/her body) and ask students to orally call out the names of the the body parts shown.
Explain to the children that there are other body parts inside the body that we cannot see and invite them to share the name and location of any that they may know.
Introduce the function of the brain, lungs, and heart by reading or showing a film.
Display the pre-written list of the new vocabulary words and tape the picture of the body parts beside the appropriate word on the list.
Mount the words in an area where the students will be able to easily view the words for future reference.
Play Body Parts Bingo
(copies of the Bingo cards are found at http://www.oecta.on.ca/curriculum/curriculumintro.htm: Subtask 1: My Beautiful Body)
The teacher will explain that the object of the game is to correctly identify each body part called and cover five spaces in a vertical or horizontal line.
The teacher will provide each pair of students with a Body Parts Bingo Card and a handful of tokens.
The teacher will call the name of a body part and the student will place a token on the correct space.
Classifying
The teacher will provide pictures of animals to pairs of students and ask the pairs to sort them into groups that have similar characteristics.
Working in partners, the Grade 2 students will sort animal pictures into the following three groups: mammals, insects, and reptiles. The pairs will share their classification rules for grouping with the whole class. This introduces the Grade 2 students to characteristics of animals.
Adaptations
Teachers need to be sensitive to the needs of physically challenged students when singing songs and playing games about the various body parts.
Zoo CentralAn Integrated Unit for Grade 1/2
Resources
Body Parts Labels
How it grows
OECTA Teacher Resources
Zoom Animals
Discovery School
bingo tokens
2_bodyparts.cwk
16
Notes to Teacher
The game Body Parts Bingo is adapted from the OECTA Unit Science and Technology, Life Systems, Grade 1, SubTask 1: My Beautiful Body.
Teachers need to mount and cut up the bingo sheet blackline master in advance.
Teachers are encouraged to find and use pictures from magazines, papers, flyers, old calendars, websites, and other available resources. The use of real-life objects is also another effective way to enhance the learning experience.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 80 mins
Description
Key Concepts
Grade 1
Each of our sense organs has a unique function and location.
Grade 2
The location and function of sense organs in humans and animals can be compared
Through the use of whole class discussion, a video, and exploration centres, the students will be able to locate and describe the functions of each sense organ (Grade 1) and compare these functions between humans and animals (Grade 2).
Expectations
1s5 A
– identify the location and function of each sense organ;
1s18 – compare ways in which humans and other animals
use their senses to meet their needs (e.g., use of the
senses of sight and smell in finding food);
2s15
– use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use the words egg, caterpillar, larva, chrysalis, and adult in describing the metamorphosis of a butterfly);
Teaching / Learning
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Learning Centres Learning Log/ Journal Discussion
Assessment
The teacher will use the learning log to make anecdotal records along with observations of the student's learning at the centres. The teacher should note language being used by the student, completeness of the log, and any difficulties the student is encountering in recording or completing the tasks. If the student has little written or drawn information in the learning log, then a mini-conference may be in order to orally discover if the concepts are understood.
Assessment Strategies
Learning Log
Assessment Recording Devices
Anecdotal Record
~ 120 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 120 mins
Day 1 -3 Discussion
The teacher leads discussion, saying, "We have explored different body parts and today we will begin to discover our senses. We have five senses. One of them is smell. Can anyone name another sense we have?" The teacher records on separate chart paper each of the five senses.
The children will view a video on the five senses, looking for the location and function of each sense organ.
After viewing, discuss and record the location and function on each chart.
The teacher will introduce the learning log to the students. The teacher will need to set up centres prior to the lesson. Centres should stay in place over a 2 to 3-day period, to allow all children to explore. Grade 2 students may explore centres to review previous learning.
The students will then explore centres after discussion of safety rules relating to tasting food. (Taste only food for which the teacher has given permission.) The teacher will introduce centres to the whole group. Centres will have explicit instructions in simple language and/or pictures showing expectations.
1. SMELL
Materials: empty 35 mm film containers, cotton balls, various scents - vanilla, lemon, vinegar, perfume, cinnamon, baby powder.
Fill each film container with scented cotton balls.
Students will smell each container and record on blackline master, The Nose Knows, which can be included in learning log.
2. HEAR
Materials: a variety of recycled containers (e.g., margarine or yoghurt containers, soft drink cans, empty water bottles, lids), scissors, construction paper or plastic, masking tape, a variety of shaker contents, such as small gravel, lentils, buttons, sand, beads or beans.
Students will create a shaker that will make a sound. Students will draw their shaker and describe the sounds that their shaker makes (e.g., loud or soft sounds).
3. TASTE
Materials: samples of sweet, sour, salty, and bitter foods, (e.g., miniature marshmallows, lemon slices, pretzels, unsweetened chocolate). Be aware of students with food allergies. Be especially vigilant to ensure
that none of the food has been in contact with nuts. Do not force students to taste the food.
Students will taste each type of food and record their reactions in learning logs. They will also draw their favourite food and tell why they like it using terms like salty, sweet, or sour.
4. TOUCH
Materials: numbered shoe boxes, with a hole large enough for a child's hand, or paper bags and small objects of various textures (e.g., marbles, cotton balls, pieces of sponge, pieces of corduroy, chalk, pine cones).
Students will record their observations of the mystery objects and try to identify them using only their sense of touch. Students need to consider the following questions: "What does the surface of the object feel like? What shape is the object? What does it feel like?"
5. SIGHT
Materials: kaleidoscope, viewmaster, magnifying glass, binoculars, simple microscope, various materials to observe (e.g., feathers, keys, chalk).
Students will explore what they can see using the various tools provided. They will record their observations using the following questions: "What is the largest thing you have ever seen? smallest, prettiest, ugliest?
After all students have explored each centre, they will share their observations, using their learning logs to help them remember.
Grade 2
The students will compare the location and function of the five senses in humans to the five senses in animals using a T-chart (a T-chart is a two-column chart in the shape of a T; Write the word Animals at the top of one column and Humans at the top of the other column) in their learning logs. Students might respond
Zoo Central An Integrated Unit for Grade 1/2
~ 120 mins with dogs can smell food, humans can smell food; cats see well at night, humans don't see as well at night.
Adaptations
Resources
Brown Bear, Brown Bear, What do you see? Bill Martin
Polar Bear, Polar Bear, What do you hear? Bill Martin
King Midas and The Golden Touch
Freya Littledale
I Spy: A book of picture riddles
Jean Marzollo
Sense Suspense, A Guessing Game for the Five Senses
Bruce MacMillan
My Five Senses
Aliki
Sniffing and Smelling
Henry Pluckrose
The Fabulous Five: Our Senses
Our Five Senses
Getting the Message
Learning to use your senses
Notes to Teacher
Please read the note about Activity Centres found in the Unit Overview.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
Description
Key Concepts
Grade 1
Senses can protect and mislead us.
Senses help us learn about our world.
People adapt to a loss or limitation of a sense by developing a stronger ability in another sense or the use of aids, such as hearing aids, glasses, and wheelchairs
Grade 2
Animals use their senses to help them adapt to their environment.
Using questioning skills and investigative tasks, students will learn about how humans use their senses (Grade 1) and how animals use their senses in their environment (Grade 2).
Expectations
Groupings
Students Working Individually
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Role Playing Open-ended Questions Brainstorming
Assessment
The conferences will be informal and may be done while the students are drawing their pictures from the brainstorming activity. The teacher will ask students to give an example of how our senses protect and mislead us (Grade 1) and how animals have adapted to their environment (Grade 2).
Assessment Strategies
Conference
Assessment Recording Devices
Anecdotal Record
~ 80 mins
Teaching / Learning Day 1
Open-Ended Questions
The teacher will review the location and function of the five senses by singing an appropriate song or reading a book.
The teacher will engage the entire class in a discussion about why the senses are important. Ask questions, such as "What do we need our senses for?" and "How do our senses help us?"
Record the responses on chart paper. If necessary, give prompts.
Role Playing
Learning Centre 1
The teacher will provide blindfolds for each student (an old sheet can be cut up to make blindfolds), pencils, paper, boxes, pre-cut papers for wrapping, and tape at a learning centre.
In pairs, the students will put on the blindfold and attempt the following tasks:
a) Tie a shoe with laces.
b) Write their name on paper.
c) Wrap a box in paper (pre-cut paper so no scissors will be used).
Learning Centre 2
The teacher will provide masking tape, pencils, papers, paper clips, and sealed letters.
Working in pairs, one student uses masking tape to tape their partner's thumb to the palm of the partner's hand.
They will then try to do the following tasks with their thumbs taped down (or mittens may be used instead of taping thumbs):
a) Tear a paper in half.
b) Write your name.
c) Open the letter.
d) Fold a paper in half.
e) Put a paper clip on a paper.
After the students have visited the learning centres, the teacher will ask the children to share how they were able to wrap the box without seeing it, tear the paper without the use of their thumbs, and complete some of the other tasks. "If you lost the use of one of your senses, how would your life change?" "Imagine that you cannot see; how would this change the way you live?"
Day 2
Brainstorming
The teacher will brainstorm with the class ways in which people cope with the loss or limitation of one of their senses.
List the five senses on the board vertically and write the subtitles Protect and Mislead horizontally across the board.
The teacher will ask the students to think of ways that the senses protect us.
Challenge the students to think about ways that the senses might mislead people. Students might respond with, "when you have a cold and cannot smell properly".
Record the students' responses under the correct column.
The teacher will ask the Grade 1 students to draw a picture of a person who has lost one of their senses and how they deal with the loss. Give examples, such as using a hearing aid or a white cane. If the students
~ 80 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 80 mins suggest the loss of an eye or limb, give examples of eye patches or artificial limbs. Be sensitive to the needs of students and direct the conversation away from the sensational. Ask the students to write a sentence explaining their picture.
View the film On Animal Adaptations with the class.
The teacher will ask the students to share what they have learned from the film.
Grade 2 students will draw a picture of an animal, showing how they have used their senses to help them adapt to their environment. Students may draw a bat using radar to avoid objects in flight, wolves howling, or camouflaged animals. Grade 1 students will be completing their picture of a person who has lost one of their senses.
Adaptations
Resources
Brown Bear, Brown Bear, What do you see? Bill Martin
Polar Bear, Polar Bear, What do you hear? Bill Martin
Animal Adaptations: why do zebras have stripes?
Why do cats have whiskers?
Notes to Teacher
The teacher will need to keep safety precautions in mind and handle equipment and materials with care. If possible, the teacher might ask for adult volunteers for Day 1 activities.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
Description
Key Concepts
Grade 1
Using the senses, plants and animals can be classified.
Grade 2
Animals can be classified into a variety of groups using observable characteristics.
Using real plants, experiments, and hands-on activities, students will come to understand that there is a difference between animals and plants (Grade 1) and that animals can be classified into sub-groups based on observable characteristics (Grade 2).
Expectations
2s6
– classify a variety of animals using observable characteristics (e.g., size, body covering, teeth);
2s16 – record relevant observations, findings, and
measurements, using written language, drawings, and concrete materials (e.g., make accurately labelled drawings showing the life cycle of an animal);
1s15 – record relevant observations, findings, and
measurements, using written language, drawings,
charts, and concrete materials (e.g., make a drawing of
an insect, observing with the unaided eye, and a drawing of the same insect while using a magnifying
glass);
1s2
* investigate the characteristics and needs of animals
and plants;
2s4
– identify and describe the major physical
characteristics of different types of animals (e.g.,
mammals, reptiles, insects);
Teaching / Learning Day 1
Groupings
Students Working As A Whole Class Students Working In Small Groups Students Working Individually
Teaching / Learning Strategies
Experimenting Classifying Demonstration
Assessment
Use a Group Skills Checklist to observe how the students are working in groups. Use learning logs to check for completeness of students' observations on the growth of their plants. Use a Checklist to see if the student is able to classify animals using an observable characteristic.
Assessment Strategies
Observation Learning Log
Assessment Recording Devices
Checklist
~ 120 mins
Zoo Central
An Integrated Unit for Grade 1/2
The teacher organises the Grade 1 and 2 students into small groups and gives each group a container with a variety of seeds. Let the students examine the seeds and share their observations. Using the following questions, guide their investigation. "How are the seeds the same? How are they different? What kind of plants do you think will grow from these seeds? What seeds will give you the biggest plant? What seeds will give you the smallest plant?"
Bring the class together and discuss why the seeds are not growing. How can we start them growing. (Activate any prior experience with planting seeds.)
Depending on availability of equipment, the students may work in small groups or individually.
Students will need one kidney bean seed soaked overnight, and one dry kidney bean seed and a magnifying glass.
Students will compare how the seeds are the same and how they are different. Ask the children to speculate why the soaked bean seed is different from the dry. Demonstrate how to remove the outer coating of the soaked bean seed and break it into two halves using only your fingers. Have the children do the same and use the magnifying glass to examine the insides of the seed. Discuss how the plant gets its food from the seed before it grows roots.
Demonstrate how to plant the bean seeds.
1. Crumble up one or two paper towels and place them in a clear container (glass jar or plastic cup).
2. Place about three of the soaked beans between the paper towels and the sides of the container.
3. Add water to the container to wet the paper towels, making sure the water does not cover the seeds. Cover the container with the jar lid or plastic wrap.
Have the students plant their beans as you demonstrated. Talk about why you use more than one seed. Some seeds may not grow at all, others will not grow as quickly.
Students will need to check paper towels daily to ensure they remain moist.
Students will record the growth of their seeds in their learning logs over a period of days. The Grade 1 students will record growth using pictures and non-standard units (e.g., paper clips, erasers) for measurement of growth. The Grade 2 students will record growth using both pictures and words and accurate measurements with centicubes or rulers.
Day 2
Note: Having a classroom pet or having the children bring in their pets would be an excellent idea as it would allow the students to observe animals first hand. (See Unit Notes.)
Grade 1 and 2 students will choose a picture from a bag and keep it hidden. The teacher has placed four large signs around the room listing the observable characteristics. (NO LEGS, TWO LEGS, FOUR LEGS, MORE THAN FOUR LEGS).
Students will look at their picture and decide which sign to stand under and move to that group. When all children have moved to their group, they share their pictures and check to see if they all agree they are in the right group. Each group pastes their pictures around the sign and shares their observations ("All of these animals have no legs.") with the other groups.
After the discussion, provide each student with the whole sheet of the same pictures which they can colour, cut and glue into the correct categories.
Day 3
Read a Book about mammals to begin a discussion of what a mammal is.
Zoo Central An Integrated Unit for Grade 1/2
~ 120 mins
You may want to have the students sort the same sheet of animals from Day 2 using different categories, such as mammal and not a mammal.
The teacher will introduce the Culminating Activity after this subtask.
The teacher will need to make sure the students understand the concept of a zoo. What it is? What lives in the zoo? How are zoo animals kept? Who works in the zoo?
The teacher will do an activity to establish prior knowledge. Before reading a book about a zoo or zoo animals, ask the children to tell you what they already know about a zoo. List their ideas on a Before and After Reading chart. To make the chart, take a piece of chart paper and divide it in half. On the top of one side, write the words "Before Reading" and on the other half "After Reading". List their ideas on the before side of the chart. Now, read a selection about zoos. Record any new information the students have learned from the reading about the zoo on the After side of the chart.
The teacher will explain that at the end of the unit the class will be working independently on a model of an animal's environment. This task will demonstrate his/her learning throughout the unit. The learning log will be a source of information to be used to complete the culminating task. The teacher will briefly review the learning to this point (i.e., the Key Concepts) and explain that the class will learn more information in the following weeks that will help them complete the culminating activity.
Adaptations
Resources
Anno's Magic Seeds
Mitsumasa Anno
Broad Bean
Christine Back & Barrie Watts
Zoo
Gail Gibbons
A Children's Zoo
Tana Hoban
Zoo Babies
Donna K. Grosvenor
How do plants grow?
Let's Explore Plants
San Diego Zoo
variety of seeds
20
Zoo Central
An Integrated Unit for Grade 1/2
Notes to Teacher
The teacher needs to soak dried kidney beans overnight before beginning this subtask. Four per student. The teacher needs to collect a variety of seeds to give to each small group of students.
Students will need time over the next several days to record the growth of their plants. They will return to this activity in subtask 9.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
Description
Key Concepts
Grade 1
Animals move in different ways to meet their needs
Grade 2
Animals respond and adapt to their environment to meet their needs
Students will understand, through a brainstorming activity, the various movements different body parts can make. They will first discuss body parts that humans use for movement and then move on to animals. The Grade 1 and 2 students will participate together for the first part of the activity. The Grade 2 students will then extend their learning about animal body parts and how they help the animal respond and adapt to their environment.
Expectations
Groupings
Students Working As A Whole Class Students Working Individually
Teaching / Learning Strategies
Direct Teaching Learning Log/ Journal Brainstorming
Assessment
The teacher will observe student drawings for the following information: Can the child identify the appropriate movement for their chosen animal? (Grades 1 and 2) and is the child able to explain how an animal's body part helps it move (Grade 2).
Assessment Strategies
Performance Task
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
~ 80 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 80 mins
Day 1
To show animal movement, the teacher needs to decide whether having a live animal (earthworms, mealworms, caterpillars, fish, etc.) is feasible for his/her classroom environment. Alternatives to a live animal are showing a movie or using a CD-ROM or picture books to show animal movement, life cycle, or changes in appearance, such as camouflage. You may also want to use the schoolyard or nearby parkland to observe animals in their natural habitats. See Resources.
Students in Grade 2 will participate in the first part of this activity in order to review and synthesize information.
Students will understand, through a brainstorming activity, the various movements different body parts can make. The teacher will record a body part in a word web on chart paper and the students will brainstorm the actions that body part is capable of, such as leg - dance, run, skip, jog, hop, kick, walk.
The students will then pick a body part and record in picture form a movement that part can do and describe with a sentence how that body part helps us move and do our daily activities. An extension would be to talk about how someone with a disability would compensate for the loss of that body function.
The teacher will discuss the meaning of adaptation, using examples of how humans who have lost the use of a sense or body part have made adaptations to help them in their daily routines. The teacher will then discuss animal movements and how they are similar and different from human movements.
The Grade 1 students will make a picture in their learning logs of an animal and describe how it moves.
The Grade 2 students will extend their learning about animal body parts and how they help the animal respond and adapt to their environment.
They will look at pictures of animals (see Resources for website address) like the kangaroo, grasshopper, birds, and fish. They should use a variety of pictures to help them get an overall view of the similarities and differences between species. They will pick an animal and answer two questions in their learning logs (the picture can accompany the questions):
1. What kind of movement is this animal good at?
2. What part of its body does it use to move?
The Grade 2 students will look at the pictures in small groups to discuss other features, such as body covering (e.g., fur, feathers, scales), teeth, claws, and wings, that help the animal survive in its environment. The teacher will give a small set of pictures to each group and assign the group a characteristic to observe and tell about to the other groups. The groups will report orally to other groups.
Day 2
Begin the class by reading a poem or singing a song about animals and movement. (e.g., "Five Little Speckled Frogs", or "Jump or Jiggle" by Evelyn Beyer) with the class to introduce the next activity.
The teacher will write the following words on the board:
SWIMMERS, HOPPERS, RUNNERS, CRAWLERS, FLYERS.
Ask the children to choose one of the movements and draw an animal they think is good at that movement. The students need to place their picture under the appropriate heading on the board. The children will identify the animal they drew (Grade 1) and the (Grade 2) will explain how its body helps it to move.
Adaptations
Resources
Hidden Animals
David Drew
Animal Movie
Animals hide and seek: camouflage for beginners
Animals in autumn and winter
Animals move...from here to there
How animals move
Assessment of Science and Technology
Notes to Teacher
The teacher selects pictures of animals from his/her own collection or uses the website provided to ensure a variety of types of animals. The teacher may want to ask the children to bring in their own pictures or books of animals.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 80 mins
Zoo CentralAn Integrated Unit for Grade 1/2
Description Key Concepts
Grade 1
The Canada Food guide is made of four food groups.
Making food choices from the four food groups helps you grow and stay healthy. Some food comes from natural sources.
Grade 2
Humans produce food by raising livestock.
Using copies of Canada's Food Guide, students will graph the contents of teacher-provided lunch bags to plan a healthy meal or snack (Grade 1). Through games, reading, viewing, or taking a class trip to a grocery store, farm, or dairy, students will learn where their food comes from (Grade 2).
Expectations
1s22
– describe a balanced diet using the four basic food groups outlined in Canada’s Food Guide to Healthy Eating, and demonstrate awareness of the natural sources of items in the food groups (e.g., bread is made from plant products; meat and milk come from animals);
2s24
– describe how humans produce food by raising livestock (e.g., pigs, chickens, cattle).
Groupings
Students Working As A Whole Class
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Homework
Prompts
Mini-lesson
Assessment
The teacher will conference with the students upon completion of their healthy pizzas. Be sensitive to cultural and dietary restrictions. (e.g., vegetarian). You may want to ask for adult volunteers during conference times or use time when students are engaged in individual tasks. This is a formal conference where the students meet with the teacher in a designated location.
The teacher will ask the students to name the toppings on their pizza, explain what food group the toppings are part of, and tell where each food comes from.
The teacher will record this information, using anecdotal notes or checklist, stating "child knows the four food groups or child experiences difficulty naming the four food groups." Use this information to assess the
~ 120 mins
Teaching / Learning
Day 1 Prompts
Invite the class to sit in a circle with lunch kits provided by the teacher. The teacher may choose to use real or plastic food.
The teacher asks the class the following questions; "Why do we eat food?" "Why is healthy food important?" The teacher explains to the class that one of the needs of humans is to have a healthy body.
Ask the class "What types of food can a lunch contain that help our bodies grow ?"
Encourage the children to only name healthy foods.
If junk food is given as a response, discuss with the students why it is not on the chart and not healthy to have too much candy, fat, etc. in our diet.
List some of the responses given by the students, using symbols, pictures, and words on four blank chart papers previously mounted on the board. If the student gives an example of a food that is a combination of many food groups, such as pizza or a sandwich, then talk about what goes into each of these foods and list the ingredients under the appropriate food group. Record these answers, keeping the food separated by the four food groups without putting subtitles above these charts. The four blank charts will be appropriately labelled with the correct name of the food group as generated by the children at the end of the activity. Read the responses listed on one of the charts and ask the children if they notice any similarities between the items listed. Give them prompts, such as" How are oranges and apples alike?" "Why do you think I have listed bread and buns under the same list?"
Write the names of the appropriate food group (Bread and Cereals, Fruits and Vegetables, Dairy Products, Meats and Alternatives) on the top of the chart. Repeat this process for the remaining three charts. Ask the children to read together the names of the four food groups.
Display a poster of
Canada's Food Guide and distribute a copy to each student.
Ask the children why they think there are different servings for different people.
Briefly discuss that food comes from various sources.
Engage the children in an oral discussion about types of foods that come from plants and that come from animals.
~ 120 mins child's acquisition of knowledge about the food groups and possible need for remediation or reteaching.
Assessment Strategies
Quizzes, Tests, Examinations Learning Log Conference
Assessment Recording Devices
Rubric
Anecdotal Record
Zoo Central An Integrated Unit for Grade 1/2
~ 120 mins
Before the lesson, the teacher will need to draw on the bristol board and divide it into four equal sections, to represent the four food groups. The students work in groups of four and cut healthy foods from various magazines to put together a display on the bristol board, classifying and labelling the food into the four food groups. Each group member looks for one food group and puts his/her picture in the appropriate area of the grid. Groups include a title and the names of group members on their displays.
Homework
Where does our food come from? Using the blackline master (Homework) provided, the students ask for help at home to name examples of foods that come from plants and animals.
Day 2
Review the homework and share examples of foods. Celebrate the differences in cultural foods. Discuss that different cultures will name foods that not everyone may be familiar with. Foods that are now commonplace, such as Mexican or East Indian dishes, were once unavailable. Different cultures have enriched our diet.
Mini-Lesson
If the teacher is able to arrange a class trip to a grocery store, farm, or dairy, the students will have a real-life learning experience, which enables them to learn where their food comes from (Grade 1) and how humans produce food by raising livestock (Grade 2). An alternative to a field trip would be to invite a guest speaker from a 4H Club, or local farmer, to share information with the students.
Day 3
The students will work on their own to make a healthy pizza with toppings from the four food guide groups. Have students draw a large circle on a piece of paper. Draw pictures of the toppings on their pizza. For each topping state in what food group the topping is placed and tell where each type of food comes from. They will draw pictures of the toppings and write where each type of food comes from.
Adaptations
Resources
Homework - Grade 1
Health Canada
Dairy Board of Canada
7_homework.cwk
Zoo CentralAn Integrated Unit for Grade 1/2
Local farmer
Local grocery store
Notes to Teacher
The teacher is encouraged to obtain copies of Canada's Food Guide from the appropriate government agency.
The teacher may want to have the students prepare real pizza for a snack.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 120 mins
Description
Key Concepts
Grade 1
Living things have basic needs: food, air, water, light.
Grade 2
Animals have four common needs: air, water, food , shelter.
Through planned investigations, using real plants and hands-on activities, the students will begin to investigate basic needs and how the basic needs of humans compare with other living things (Grade 1) and how to care for and meet the needs of an animal (Grade 2).
Expectations
Groupings
Students Working In Small Groups Students Working In Pairs
Teaching / Learning Strategies
Fair Test Think / Pair / Share Research
Assessment
Using a rubric, the teacher will evaluate the Grade 1 students' recording of the changes in their plants and the Grade 2 students' short research paper.
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
~ 40 mins
Life Systems Zoo Central An Integrated Unit for Grade 1/2
measurements, using written language, drawings, charts, and concrete materials (e.g., make a drawing of an insect, observing with the unaided eye, and a drawing of the same insect while using a magnifying glass);
1s16
– communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., demonstrate how a bird builds a nest).
2s17 A
– communicate the procedures and results of investigations for specific purposes, using drawings, demonstrations, and oral and written descriptions (e.g., explain how a caterpillar feeds, using a model constructed of modelling clay and a tree branch).
Teaching / Learning Think/Pair/Share
In pairs, have the whole class discuss what they think plants and animals need to survive. The students will share their ideas and the teacher records student responses on chart paper. The teacher needs to save the chart for use at the end of this subtask. Both plants and animals need water, food, light, and air to survive; these items should be listed. Ask the students how they know that plants and animals need these things to survive. Help the students make connections between all living things.
Fair Test
The Grade 1 students will use their bean plants from subtask 5. (The plants will have had to grow sufficiently or you will have to use other plants.)
The students will work in small groups and choose one test to perform on their growing plants. The choices are growing plants without light, water, air, or soil.
Each group needs two plants. (The teacher may want to grow extra plants for use in the following experiments.)
Light Test:
Place one plant on a sunny windowsill and another in a dark cupboard or cardboard box.
Water Test:
Water one plant as needed and leave the other plant dry. (Make sure they label the dry one and the one to be watered to avoid confusion.)
Air Test:
Seal one plant in a plastic bag, or use petroleum jelly to coat the leaves, and leave the other one in the air.
Use a straw and a funnel to water the plant without removing the bag.
Soil Test:
Plant one plant in soil and the other in cotton batting or shredded paper towel.
~ 40 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 40 mins
Students will record changes in plants in their learning log over the next one or two weeks.
Grade 2
After a discussion about the characteristics of a mammal, the teacher will ask the Grade 2 students to bring in a picture of a mammal. It might be a picture of their own pet, a picture from a magazine, or a hand drawing. At this time, the teacher will model with the whole class, using the blackline master Mammals Are Our Friends, how to complete the task, using input from the students. Encourage the students to ask questions related to each category on the blackline master. You may need to repeat this activity more than once depending on the students' understanding of the task.
Using the picture of a self-chosen mammal, the students will research the food the animal eats, where it sleeps, and its needs. They may use books, ask questions of other adults (e.g., parents), or the teacher may want to bookmark some simple websites for the students to find answers to their questions. Students will record their answers on Blackline Master - Mammals Are Our Friends. Students will begin their initial research in class, however, the research can be completed at home. The blackline master must be completed during class time.
Day 2
The class will share the results of their investigations orally with the whole class and then by posting it to a bulletin board.
The teacher records, on the same chart paper from the beginning of the subtask, what students now know about both plant and animal needs.
All students will need to record the needs of plants and animals in their learning logs to use for the culminating activity.
Adaptations
Resources
Fair Test of Our Plants
Mammals
Mammals Are Our Friends
Zoom Animals
8_mammals.cwk
Zoo Central
An Integrated Unit for Grade 1/2
Notes to Teacher
The teacher will need to provide opportunities for the students to observe and record changes to their plants. If this is the first time the students are exposed to research, the teacher will need to ensure they have the prior knowledge of conducting research.
The teacher may want to ask the Grade 2 students to bring in a picture of a mammal. It might be their own pet or a picture from a magazine.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
Description
Key Concepts
Grade 1
Patterns occur in nature.
Humans change as they grow.
Changes in humans can be compared with changes in other living things.
Grade 2
Patterns occur in nature.
Animals change as they grow.
Through observation and pictures, students will understand that humans change as they grow, changes in humans may differ from other living things (Grade 1), and animals change as they grow (Grade 2).
Expectations
Groupings
Students Working In Small Groups
Students Working Individually
Students Working In Pairs
Teaching / Learning Strategies
Collaborative/cooperative Learning Mini-lesson
Assessment
The student will bring his/her learning log to a designated conferencing area. The teacher may use a checklist and/or anecdotal notes to assess the student's progress.
Grade 1
The teacher will use the following as a guide.
"Tell me how you have changed since you were a baby."
(The child may refer to their learning log to remind them of some changes. Possible responses may include size of arms, legs, body, number of teeth, what they can do now.)
Grade 2
The teacher will use the following
~ 80 mins
Zoo Central An Integrated Unit for Grade 1/2
Teaching / Learning
Day 1
The students will observe and identify patterns in nature.
Cooperative Learning
In a small group, have the students from both Grades 1 and 2 make a pattern to share with the class. Using natural objects, such as rocks, shells, feathers, pine cones or dried flowers, the students will describe an observed pattern or make a pattern using the objects. The children will do a Gallery Walk to see the patterns the other groups have made. (A Gallery Walk is a walk around the classroom to observe other students' work. The children are instructed not to touch other students' work but to talk about what they are seeing.) Then they discuss as a whole group the patterns they observed during the Gallery Walk. They may respond with repeated shape, texture, similar size, or similar colours.
Next, use pictures of animals with obvious markings on their fur and display only a portion of the animal's covering. For example, show only the stripes of a skunk, tiger, or zebra. Ask the children to name the animal. Encourage the children to explain how they know it is that animal. Draw connections to the pattern on the fur if the students do not use it in their explanations.
Finally, give each group a picture of a part of a living thing (possibly from the natural objects that they have previously seen), such as a feather from a bird, a leaf from a tree, or the feet of an elephant, and have the group identify it and then share with the class. ( Chickadee Magazine is a possible resource for this activity.)
Day 2 Mini-Lesson
~ 80 mins questions as a guide.
"Tell me what is the same about a kitten and a cat or any other animal." They may respond with the constant traits (eye colour, sex, shape of eyes, face) and the changing traits (size, number of teeth, hair colour).
The teacher needs to keep in mind that this is only an idea of what the students can do and further conferencing may be needed to gain a full picture of the students' understanding.
Assessment Strategies
Learning Log Conference
Assessment Recording Devices
Checklist
Zoo Central An Integrated Unit for Grade 1/2
~ 80 mins
The teacher provides a picture(s) of an infant for the class to observe. The class will brainstorm the things that have changed about them since they were infants. The teacher will record their observations on chart paper. The teacher will direct the students so they include changes in hair, eye colour, growth, teeth, weight, and physical abilities.
Following this discussion, the teacher will ask, "What has stayed the same about you since you were born?" Students may respond with, "My hair is still curly (or straight). My eye colour is the same. My birth mark is still the same. I have the same number of fingers and toes."
The Grade 1 students will record in their logs one change and one thing that has stayed the same since they were born. They may illustrate it if they wish.
The class will view a video or look at books showing animal mothers and babies (see Resources list in subtask 5 for books and videos). The teacher will assign an animal to each Grade 2 student and ask the child to draw a picture of the adult animal and the baby animal. The pages will be collected to create a class booklet.
Adaptations
Resources
The Reasons for Seasons
WHY Do Seasons Change?
Growing, growing
That's My Baby
Mammal Mothers and Babies
Mammals and Their Young various materials for patterning
Gail Gibbons
Scholastic
Zoo Central An Integrated Unit for Grade 1/2
Notes to Teacher
The teacher may want to introduce patterning in math at the same time students are discussing patterns in nature. The teacher will need to gather a collection of natural objects before teaching this lesson. The teacher needs to be aware that all children may not have baby pictures and pictures will need to be provided.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
Description
Key Concepts
Grade 1
Plants change as they grow.
Grade 2
Animals' appearance and behaviours change with the seasons.
Animals' appearance and behaviours change during a life cycle.
Animals have similar and different life cycles.
After planned investigations, students will record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (Grade 1) and observe changes to animals through the seasons and their life cycles (Grade 2).
Expectations
Groupings
Students Working In Small Groups Students Working Individually
Teaching / Learning Strategies
Learning Centres
Assessment
The teacher will collect the Label a Bird worksheets and see if the students are putting the labels in the correct place.
The teacher will collect the Life Cycle of a Butterfly worksheets to see if the students are correctly sequencing the stages.
The learning logs should also be checked periodically for completeness and understanding of the activities.
Assessment Strategies
Performance Task
Assessment Recording Devices
Anecdotal Record
~ 80 mins
Teaching / Learning
Day 1
The teacher will set up the learning centres
~ 80 mins
(Nest Making & Bird Feeders) prior to the lesson.
Learning Centres
The teacher will display a picture of a bird and discuss the parts of a bird and its needs. Ensure that the students understand that the bird needs a nest for its shelter and food. The teacher will ask what happens to birds through the seasons. Prompt the children to discuss how birds survive in the winter. Some birds fly away; some birds stay, but food is difficult to find. Then ask how humans can help the birds get food in the winter. Explain to the class that they will be going to centres to make a bird feeder and a nest. The class will discuss various types of bird nests and bird feeders and how they are constructed. Pictures or real-life examples of nests would be helpful.
The teacher will introduce the expectations for the two centres for both grades. The students will work in small groups, which include both Grade 1 and 2 students.
Nest Centre
Using various art materials, such as modelling clay, straw, hay or string, and paper, the students will create a small bird's nest.
Bird Feeder Centre
Using materials provided, the students will make a bird feeder. The feeder can be put in the schoolyard to attract birds.
Provide each student with a diagram of a bird. When not involved in the centres, students should label the diagram (crown, bill, breast, foot, wing, back, tail, eye, leg).
Day 2 Viewing
The Grade 1 and Grade 2 students will observe the changes that occur in animals through their life cycles, using videos, books, or live animals (e.g., mealworms or painted lady caterpillars).
Read a book, or show a video to start a discussion on the various life cycles of animals. The teacher will need to discuss complete and incomplete life cycles. A selection of books describing various life cycles of animals would be helpful.
The teacher will have pictures of different animals' life cycles for the whole class to sequence. The teacher can obtain pictures of animals life cycles (including insects) from a website. Ensure that a diagram of the butterfly life cycle is included.
After viewing and completing the butterfly life cycle, the whole class can compare two other animals' life cycles and discuss
- where they live;
- what they eat;
- whether they go through distinct stages;
- how they resemble or are different from the parent animal;
- how they change as they grow;
- the extent to which the parent animals are involved in the care of their young.
In their learning logs, the Grade 2 students will choose two animal life cycles and compare the differences and
Zoo Central An Integrated Unit for Grade 1/2
similarities.
The Grade 1 students make observations about their plants and record their findings.
Adaptations
Resources
Monarch Butterfly
Gail Gibbons
From Tadpole to Frog
Wendy Pfeffer
Growing Frogs
Vivian French
Life Cycle of a Rabbit
John Williams
Little Wonders: Animal Babies and Their
Families
Marilyn Baillie
Dragonfly
Don't: the metamorphosis of the monarch butterfly
modelling clay
straw
string
paper
clay
egg cartons
1
bird seed hole punch
1
pine cones
Change, Change, Change
Subtask 10 ~ 80 mins
Zoo CentralAn Integrated Unit for Grade 1/2
lard
Mammals of Ontario
Notes to Teacher
The teacher may want to complete or return to this activity when working on the Structures Unit. The questions about comparing life cycles have been adapted from Science Everywhere 2 (Teacher's Guide).
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 80 mins
Description
Key Concepts
Grade 1
Maintaining a healthy environment for humans and other living things is important.
Grade 2
Animals are dependent upon their environment.
Humans can help or harm living things.
The students will learn the importance of maintaining a healthy environment (Grade 1) and how humans can help or harm other living things (Grade 2).
Expectations
1s23 A
– identify ways in which individuals can maintain a healthy environment for themselves and for other living things (e.g., practise cleanliness to reduce the spreading of germs; ensure that materials such as toy balloons are not left outdoors since they are harmful to birds if they are ingested).
2s3
* identify ways in which humans can affect other
animals.
2s20 A – describe ways in which humans can help or harm
other living things (e.g., protecting endangered species);
1s1
* demonstrate an understanding of the basic needs of animals and plants (e.g., the need for food, air, and water);
Teaching / Learning
Day 1
Take a walk outside in the schoolyard, neighbourhood or local park (depending on what is accessible to your school).
The students will observe and record the living and non-living things (blackline master Living/Non-Living from
Groupings
Students Working As A Whole Class Students Working In Pairs
Teaching / Learning Strategies
Brainstorming Discussion
Assessment
The teacher will assess the final activity of the poster with a rubric and formal conference with the students about their poster's message. Students will be expected to discuss ways in which people can help maintain a healthy environment for themselves and other living things (Grade 1) and describe ways that can help or harm other living things (Grade 2).
Assessment Strategies
Performance Task
Assessment Recording Devices
~ 80 mins
Zoo Central An Integrated Unit for Grade 1/2
~ 80 mins subtask 1) they see on a sheet to be put into their learning logs. (The teacher will instruct the students to record what they see, including examples of garbage.)
Discussion
As a whole class, the students will share observations. The teacher will direct the students to think in pairs and share their observations in terms of plants, animals, and helpful or harmful objects, giving students examples to follow. Example: Helpful: garbage can, rock as habitat for insects; Harmful: litter, broken glass. After a brief discussion in pairs, the students share their observations with the class. The teacher will record these observations under the Helpful or Harmful categories on chart paper.
Brainstorming
The teacher will brainstorm ideas with the whole class about ways they can make the environment friendlier for plants and animals. (Review basic needs of plants and animals if necessary.) Record this information on chart paper to be saved for the next day.
The teacher may want to introduce the idea of Reduce, Reuse, and Recycle and promote it in the classroom.
Day 2
Review ideas from the chart paper and add any new ideas the students may have for helping the environment.
The students will complete a poster to promote awareness of how humans can help the environment. The poster may include messages, such as Stop Littering, Plant a Tree, or Save Trees - Use Both Sides of a Piece of Paper.
The teacher will collect the completed posters and display them in classroom or school. An art period may be used to complete the poster or for sharing the posters with the class.
Adaptations
Resources
Time To Eat: Animals Who Hide and Save
Their Food
Marilyn Baillie
Wild Talk: How Animals Talk to Each Other Marilyn Baillie
Animals in Winter
Henrietta Bancroft & Richard G. Van Gelder
Secrets of Animal Survival
Where Animals Live
Where did they go?
Zoo CentralAn Integrated Unit for Grade 1/2
Notes to Teacher
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 80 mins
Description Key Concepts
Grade 1
Animals move in different ways to meet their needs.
Grade 2
Animals are dependent upon their environment.
Animals eat food, move, and use their environment to meet their needs.
Animals adapt and respond to their environment.
Students will review the basic needs of animals, how movement helps animals meet their needs (Grade 1), and how adaptations have helped animals survive (Grade 2).
Expectations
Groupings
Students Working In Pairs Students Working As A Whole Class
Teaching / Learning Strategies
Role Playing Learning Centres Field Trip
Assessment
This subtask does not have any formal assessment.
Assessment Strategies
Assessment Recording Devices
Teaching / Learning
Day 1
Role Playing
Begin the class by playing a game of animal charades. Emphasize the importance of representing the true characteristics and habits of animals, such as the way a grasshopper hops, whale swims, and worm wiggles. (Prior learning for this activity was done in subtask 6.)
After playing the game, the teacher will lead a discussion on how animal movement helps the animal to meet its needs. The children may respond with: "The animal moves to catch or find its food and to protect itself by running away from enemies."
The teacher will then tell the students that movement is one way animals survive and meet their needs. What are some other ways? After giving some time for a Think/Pair/Share, ask the following questions to guide the
~ 120 mins
Zoo Central An Integrated Unit for Grade 1/2
discussion:
Why do animals and insects need to hide?
How could their colour help them go undetected?
What colours might make an animal well camouflaged on the grass? on a tree?
Do you think it would be easy to see a white rabbit in the snow? A brown one in a field?
Read Hidden Animals by David Drew
The Grade 1 students will use their learning logs to draw a picture of an animal and how it moves. Encourage the students to write a sentence or two describing how its movements help it to find food. The teacher could model an example "The cat pounces on a mouse." The teacher and students could brainstorm a list of movement words together.
The Grade 2 students will use their learning logs to draw a picture of an animal hiding in its environment. They might draw an insect on a leaf or a rabbit in a field.
Day 2
The teacher will take the students outdoors to demonstrate how animals adapt to their environment and use their environment to meet their needs.
Field Trip
The teacher will go on a short trip outdoors with the class. Prior to going outdoors, the teacher should review the safety rules for field trips and outdoor activities. (Refer to the Subtask Notes to prepare for the activity.) The students will search for and collect, in bags provided, the coloured materials. The teacher will define the area and give about 10 minutes to find the pasta. After returning indoors, they will count and sort how many of each colour they found. They should easily find the red and blue but may need to search more closely to find the brown and green. The teacher will discuss the following questions:
"Which colours are difficult to see? Which are easy to see? Why is there a difference? What colours are easy to see on green grass? The pavement? The dirt?
If these colours represent animal colours which ones would be easy to find? hard to find?
If the animal was moving, would they be easier or more difficult to see?"
Remind the students, if needed, that animals use camouflage to hide from their enemies. This is a survival technique.
The students can make a graph together with the pasta. This activity will demonstrate that the bright colours are easier to see; therefore, a bright coloured animal might be easily caught by its enemy.
Day 3
Discussion
The Grade 1 students and Grade 2 students will review the importance of food and water for an animal's survival and how its mouth, teeth, and claws, feet, or hands help it meet these needs.
The teacher will provide pictures of different birds' beaks and feet. Pictures can be obtained from a picture collection or the website Zoom Animals listed in Resources. The class will discuss the differences among the types of beaks and feet (e.g., webbed, clawed, sharp, large). The teacher may need to teach some new vocabulary before the students are able to complete their work (i.e., definitions of probing, perching, preying, and ground feeding). The teacher will ask why there are differences in birds' beaks and feet and prompt the students for habitat and food source. "Why does a duck have webbed feet?" (e.g., a duck swims and eats plants; woodpeckers climb trees and dig for insects).
Students will invent a bird with a certain type of beak and feet that is suited to its habitat. Students will draw a picture of their bird in their learning logs and describe how the bird is suited to its habitat.
Adaptations
~ 120 mins
Resources
Hidden Animals
David Drew
Sun, Snow, Stars, Sky
Catherine and Laurence Anbolt
In the Snow: Who's Been Here?
Lindsay Barrett George
Around the Pond: Who's Been Here?
Lindsay Barrett George
Have you seen my duckling?
Nancy Tafuri
Zoom Animals
pasta
food colouring
Notes to Teacher
The charades game is based on the OECTA document Science and Technology: Life Systems, Grade 1 Before taking the class outdoors, the teacher will have prepared pasta in the following colours: brown, red, blue, green. The teacher may want to spread the materials in an area before taking the students outside or can do it on the walk.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 120 mins
Zoo CentralAn Integrated Unit for Grade 1/2
Description
Key Concepts
Grade 1
Plants and animals have basic needs for food, air, and water.
Animals and plants have identifiable characteristics.
Animals and plants depend on their environment to meet their needs.
Grade 2
There are similarities and differences among types of animals and the ways that animals adapt to their environment.
Growth patterns in different types of animals have similarities and differences.
Humans affect animals in both helpful and harmful ways.
The Culminating Activity
Using information gathered from the subtasks, students will take on the role of caring for animals in a zoo setting. The zoo setting should be appropriate to the situation and the interests of the students. It might be a petting zoo, a local habitat zoo, or a large urban zoo with animals from all over the world. The students will design and create an environment for a new zoo animal. This environment must provide for the basic needs of the plants and animals that will be living in it (Grade 1) and show the different stages of the life cycle, how the animal adapts to its environment, and how humans affect animals (Grade 2).
Expectations
Groupings
Students Working In Small Groups
Students Working Individually Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Model Making
Oral Explanation
Assessment
The teacher will evaluate the diorama using the rubric.
The teacher will have a formal conference with each student to find out what they know.
The conferencing will be organised such that several students can be seen each day. The other children need to be engaged in other activities, such as art, writing, or computers, so that 5-7 minutes can be spent talking to the student with minimal interruption. It is a good idea to have key questions ready to ask the child. Record the child's responses and send
~ 120 mins
Teaching / Learning Day 1
Brainstorming
The teacher will describe the chosen zoo to the class. The students will then brainstorm a list of animals for the zoo, which the teacher records on chart paper for later reference. The teacher may want to add or delete animals from the list.
~ 120 mins him/her back to the larger group activity.
Conference Questions for Culminating
Task:
Grade 1
Using your senses, describe your animal and its environment.
Point to and name three of your animal's body parts.
Tell me how the environment meets the needs of the animal?
How can humans help or harm your animal?
Grade 2
Describe the life cycle of your illustrated animal.
How do the different parts of the environment help your animal meet its needs?
How has your animal adapted to its environment?
How can humans help or harm your animal and its environment?
Assessment Strategies
Performance Task Classroom Presentation
Assessment Recording Devices
Rubric
Zoo Central An Integrated Unit for Grade 1/2
~ 120 mins
In small groups, the students will discuss what should be included in the animal's environment to support the healthy living and growth of that animal.
The teacher will meet with each Grade group to discuss specific expectations as listed below for the diorama that will be made of the environment.
The teacher will share the expectations from the rubric with the students.
Days 2 and 3
Model Making
Each student will choose an animal from the list brainstormed earlier. They will use the Planning Sheet (Blackline Master) to plan what they need to include in the environment they will create. Each student will make a diorama of the environment for the animal they have chosen (see materials list).
The Grade 1 students will need to include the basic needs of food, water, and shelter for their animals. The animals should be in their natural habitat (e.g., a duck in water, a deer in the forest).
The Grade 2 students will need to include the animal's life cycle (both the early life form and the adult life form and any in between stages) and label each stage. The students can choose to make the animals from modelling clay or other art materials or draw the stages of the life cycle on paper and cut them out (e.g., butterfly: the eggs and caterpillar on a plant, the chrysalis hanging from a twig, the adult butterfly on a plant). They should include more than one type of animal in their environment. They need to show a complete or incomplete life cycle for an animal other than a mammal. For example; if they choose frog and butterfly, they could illustrate either animal, but if they choose a deer and flies, they need to illustrate the fly's life cycle.
Oral Explanation
The students will each explain their diorama to their own class or invite another class in and do a walkabout.
For Grade 1 students, the oral explanation needs to include how the animal meets its needs in its environment and how humans can help or harm the animal.
For Grade 2 students, the oral explanation needs to include how the different parts of the environment help the animal meet its needs, how the animal is adapted to its environment, and how humans can affect the animal.
Adaptations
Resources
Zoo Central An Integrated Unit for Grade 1/2
Culminating Activity: Grade 1
Culminating Activity: Grade 2
Planning Sheet
13_Planning Sheet.cwk
A Children's Zoo
Tana Hoban
Zoo Babies
Donna K. Grosvenor
Zoo
Gail Gibbons
shoe box
1
modelling clay construction paper
paint
natural materials
Notes to Teacher
The zoo setting should be appropriate to the situation and the interests of the students. It might be a petting zoo, a local habitat zoo, or a large urban zoo with animals from all over the world.
The teacher will need to obtain shoe boxes for dioramas; various art materials, such as modelling clay, construction paper, paint, glue, markers, and scissors; and possible natural materials, such as grass, leaves, and twigs.
Teacher Reflections
Outline potential changes/improvements you would make to the subtask, or raise questions/concerns for future thought.
Record decisions you wish to pass on in the Subtask Notes; contents of this field are not passed along in the published unit.
~ 120 mins
Appendices
Life Systems
Zoo Central
Resource List:
Blackline Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Unit Analysis:
Zoo Central An Integrated Unit for Grade 1/2
Rubric
Culminating Activity: Grade 1
3
ST 13
Culminating Activity: Grade 2
3
ST 13
Fair Test of Our Plants
2
ST 8
Mammals
2
ST 8
Blackline Master / File
Body Parts Labels
2_bodyparts.cwk
ST 2
Homework - Grade 1
7_homework.cwk
ST 7
Living and Non-Living Things
1_living.cwk
ST 1
Mammals Are Our Friends
8_mammals.cwk
ST 8
Planning Sheet
13_Planning Sheet.cwk
ST 13
Print
A Children's Zoo
Tana Hoban
Book contains large photographs of zoo animals along with descriptive words.
0-688-05202-9
ST 5
A Children's Zoo
Tana Hoban
Book contains large photographs of zoo animals along with descriptive words.
0-688-05202-9
ST 13
Animals in Winter
Henrietta Bancroft & Richard G. Van Gelder
0-06-445165-8
ST 11
Anno's Magic Seeds
Mitsumasa Anno
ST 5
Around the Pond: Who's Been Here?
Lindsay Barrett George 0-688-14376-8
ST 12
Bats
Nancy J. Shaw
Part of the Let's Investigate Science "Wildlife" Series.
0-88682-958-5
Unit
Broad Bean
Christine Back & Barrie Watts
Stopwatch Books - Watch a broad bean grow.
0-7136-2427-2
ST 5
Brown Bear, Brown Bear, What do you see?
Bill Martin
ST 3
Brown Bear, Brown Bear, What do you see?
Bill Martin
ST 4
Bug Book Series
Jill Bailey
Deals with life cycle, excellent pictures, easy informational read aloud.
Other titles include Ant, Bee, Ladybug, Snail, Worm.
1-57572-459-6
Unit
Butterfly House
Eve Bunting
0-59084884-4
Unit
Early Explorations in Mathematics and Science
L. Harcourt/ R. Wortzman
Teacher's Guide
0-201-55501-8
Unit
Explorations in Science: Level 1
R. Wortzman
Teacher's Guide
0-201-55502-6
Unit
Zoo Central An Integrated Unit for Grade 1/2
From Tadpole to Frog
Wendy Pfeffer
A selection from the series Let's Read and Find Out
Science.
0-06-023117-3
ST 10
Growing Frogs
Vivian French
0-7636-0317-1
ST 10
Hands-On Science: Level 2
J. Lawson et al.
Teacher's Guide
1-894110-40-4
Unit
Have you seen my duckling?
Nancy Tafuri
0-590-44385-2
ST 12
Hidden Animals
David Drew
Informazing Series from Ginn Publishing
0-17-007297-5
ST 6
Hidden Animals
David Drew
0 17 007297 5
ST 12
I Spy: A book of picture riddles
Jean Marzollo
ST 3
In the Snow: Who's Been Here?
Lindsay Barrett George
0-688-17056-0
ST 12
King Midas and The Golden Touch
Freya Littledale
ST 3
Life Cycle of a Rabbit
John Williams
Part of a series. Other titles include Ant, Butterfly,
Sunflower, Tree.
1-85210-306-X
ST 10
Life Systems: Animals
Olivero/Jacobson/Onady
Teacher's Guide from GTK Press for Science and
Technology Activities Resource
1-894318-39-0
Unit
Life Systems: Animals
Olivero, Jacobson, Onody
Student Journal
1-894318-40-4
Unit
Little Wonders: Animal Babies and Their
Families
Marilyn Baillie
1-895688-31-0
ST 10
Monarch Butterfly
Gail Gibbons
Metamorphosis of a butterfly
0-82340773-X
ST 10
My Five Senses
Aliki
ST 3
Polar Bear, Polar Bear, What do you hear?
Bill Martin
ST 3
Polar Bear, Polar Bear, What do you hear?
Bill Martin
ST 4
Science Everywhere 1
Asselstine/Peturson
Teacher's Guide
0-7747-0561-2
Unit
Science Everywhere 2
Asselstine/Peturson
Teacher's Guide
0-7747-0562-0
Unit
Science Everywhere 2
Asselstine/Peturson
Student Book
0-7747-0555-8
Unit
Sense Suspense, A Guessing Game for the Five
Senses
Bruce MacMillan
ST 3
Sniffing and Smelling
Henry Pluckrose
ST 3
Stellaluna
Janell Cannon
0-15-280217-7
Unit
Sun, Snow, Stars, Sky
Catherine and Laurence Anbolt
0-7497-2291-6
ST 12
The Reasons for Seasons
Gail Gibbons
0-8234-1174-5
ST 9
Time To Eat: Animals Who Hide and Save Their
Food
Marilyn Baillie
1-895688-30-2
ST 11
WHY Do Seasons Change?
Scholastic
0-590-24985-1
ST 9
Wild Talk: How Animals Talk to Each Other
Marilyn Baillie
1-895688-55-8
ST 11
Zoo
Gail Gibbons
Readers are taken on a lively tour behind the scenes at the
zoo.
0-690-04631-6
ST 5
Zoo
Gail Gibbons
Readers are taken on a lively tour behind the scenes at the
zoo.
0-690-04631-6
ST 13
Zoo Central An Integrated Unit for Grade 1/2
Zoo Babies
Donna K. Grosvenor 0-87044-262-7
ST 5
Zoo Babies
Donna K. Grosvenor 0-87044-262-7
ST 13
Media
Animal Adaptations: why do zebras have
stripes?
V009308A
ST 4
Animal Movie
An animated cartoon showing how animals move as they do.
V000585A
ST 6
Animals hide and seek: camouflage for
beginners
V007281A
ST 6
Animals in autumn and winter
F0000001
ST 6
Animals move...from here to there
Animals move in variety of ways.
V004397A
ST 6
Don't: the metamorphosis of the monarch
butterfly
The life cycle of the monarch butterfly
V007716A
ST 10
Dragonfly
The life cycle of the dragonfly
V003459A
ST 10
Getting the Message
V000149A
ST 3
Growing, growing
Experiences related to plants and their growth.
F0000913
ST 9
How animals move
F0004355
ST 6
How do plants grow?
V007953C
ST 5
How it grows
how our bodies grow and change
V007906A
ST 2
Learning to use your senses
Experience of a birthday party teaches children about their
five senses.
V010027A
ST 3
Let's Explore Plants
How do air, light, and water help plants grow.
V010730A
ST 5
Mammal Mothers and Babies
V010456A
ST 9
Mammals and Their Young
F0003221
ST 9
Our Five Senses
How our senses help us stay out of danger, identify flavours, enjoy life. What it would be like to function without one of the senses.
V012261A
ST 3
Places Where Animals and Plants Live
K0002392
ST 1
San Diego Zoo
F0004371
ST 5
Secrets of Animal Survival
Film reveals techniques and ways animals protect themselves.
F0003277
ST 11
Sleepyheads
Animals need plenty of nourishing food and sleep to stay healthy.
V010142A
ST 1
That's My Baby
V011579A
ST 9
The Fabulous Five: Our Senses
Our five senses tell us about the world around us and about ourselves.
V004204A
ST 3
The Tree
Living things depend on each other.
F0000837
ST 1
What keeps you alive?
What children need to keep them alive, well, and growing.
V000150B
ST 1
What's the Biggest Living Thing?
V007371A
ST 1
Where Animals Live
Animals live in many environments.
F0003538
ST 11
Where did they go?
Video studies camouflage and other adaptations used for hiding.
V009225A
ST 11
Why do cats have whiskers?
The senses of animals
V007373A
ST 4
Zoo Central An Integrated Unit for Grade 1/2
Zoo Central An Integrated Unit for Grade 1/2
Equipment / Manipulative
Magnifying Glasses
1
per person
Other
Learning about living things
Kit
K0003142
A kit including activity cards, audio cassettes, filmstrips, teacher's guide. Introduces students to the basics of scientific classification by showing them how to distinguish between two major groupings...living and non-living things, plants and animals
Mammals of Ontario
ST 10
K0003420
ROM kit for classification, life cycles, and adaptation of mammals that live in Ontario.
Parent Community
Local farmer
Local grocery store
ST 5
ST 1
ST 7
ST 7
Living and Non-Living Things
Name: ______________________
Living Things
Non-Living Things
BODY PARTS LABELS
| head | eye | neck |
|---|---|---|
| arm | hair | |
| leg | elbow | |
| thumb | ear | |
| fingers | heel | |
| toes | tongue | |
| knee | chest | |
| foot | ankle | |
Name: _____________________
Date: _____________________
1. Where does our food come from?
2. Will you help me name three food items that come from:
Plants: __________________, __________________,
__________________
Animals: __________________, __________________,
__________________
Homework
Mammals Are Our Friends
Name: __________________
The mammal I have chosen is
____________________________ Here is a drawing of my mammal. I labelled the parts of its body.
Here is the food it eats.
Something else my mammal has that helps it meet its needs ...
_____________________________________________________
Here is where it lives.
Name: _______________________
What will my diorama look like?
What do I need in my diorama?
Planning Sheet
| Level 1 | Level 2 | Level 3 |
|---|---|---|
| – shows limited awareness of the safety procedures – uses tools, equipment, and materials correctly only with assistance | – shows some awareness of safety procedures – uses tools, equipment, and materials correctly with some assistance | – usually shows awareness of safety procedures – uses tools, equipment, and materials correctly with only occasional assistance |
| – shows understanding of few of the needs of plants – gives explanations showing limited understanding of the concepts | – shows understanding of some of the needs of plants – gives partial explanations | – shows understanding of most of the needs of plants – usually gives complete or nearly complete explanations |
| – communicates with limited clarity and precision – rarely uses appropriate science and technology terminology and units of measurement | – communicates with some clarity and precision – sometimes uses appropriate science and technology terminology and units of measurement | – generally communicates with clarity and precision – usually uses appropriate science and technology terminology and units of measurement |
| Level 1 | Level 2 | Level 3 |
|---|---|---|
| – shows understanding of one of the needs of a mammal | – shows understanding of two of the needs of a mammal | – shows understanding of all of the needs of a mammal |
| – with assistance labels few body parts | – with some assistance labels some required body parts | – independently labels all required body parts with accuracy |
| Level 1 | Level 2 | Level 3 |
|---|---|---|
| – one way to meet the basic needs of the animal is shown in the model – few of the characteristics related to the animal's environment are shown in the model | – two ways to meet the basic needs of the animal are shown in the model – some of the characteristics related to the animal's environment are shown in the model | – most of the ways to meet the basic needs of the animal are shown in the model – many characteristics related to the animal's environment are shown in the model |
| – is able to state few of the basic needs of the animal – with assistance is able to describe ways humans help or harm the animal's environment | – is able to state some of the basic needs of the animal (what it eats, where it sleeps, etc.) – with some assistance is able to describe some ways humans help or harm the animal's environment | – is able to state many of the basic needs of the animal (what it eats, where it sleeps, etc.) – independently provides detailed descriptions of ways humans help or harm the animal's environment |
| – plans and builds zoo habitat with teacher assistance | – plans and builds zoo habitat with some teacher support | – plans and builds zoo habitat with little teacher support |
| Level 1 | Level 2 | Level 3 |
|---|---|---|
| – shows understanding of few of the basic concepts – shows few of the stages of complete or incomplete life cycle for one animal (e.g., butterfly or frog) – shows one of the needs of the animal being met in the environment | – shows understanding of some of the basic concepts – shows some of the stages of a complete or incomplete life cycle for one animal (e.g., butterfly or frog) – shows two needs of the animal being met in the environment | – shows understanding of most of the basic concepts – shows complete or incomplete life cycle for one animal (e.g., butterfly or frog) – shows a source of food, water, and shelter for one animal |
| – communicates with limited clarity the life cycle of the animal and how its needs are met in the environment – seldom uses appropriate science and technology terminology | – communicates with some clarity and precision the life cycle of an animal and how its needs are met in the environment – sometimes uses appropriate science and technology terminology | – generally communicates with clarity and precision the life cycle of an animal and how its needs are met in the environment – usually uses appropriate science and technology terminology |
Zoo Central An Integrated Unit for Grade 1/2
Selected Assessed
Mathematics---Patterning and Algebra
– identify, describe, and extend, through investigation, geometric repeating patterns involving one attribute (e.g., colour, size, shape, thickness, orientation); 1 1m60
Science and Technology---Life Systems
* demonstrate an understanding of the basic needs of animals and plants (e.g., the need for food, air, and water); 2
1
1s1
* investigate the characteristics and needs of animals and plants; 1s2
2 1
* demonstrate awareness that animals and plants depend on their environment to meet their basic needs, and describe the
requirements for good health for humans.
1
1s3
– identify major parts of the human body and describe their functions (e.g., arms and legs for movement; lungs and nose for breathing); 2
1s4
– identify the location and function of each sense organ; 1s5
1 1
– classify characteristics of animals and plants by using the senses (e.g., texture, colour, size, sounds);
1
1s6
– describe the different ways in which animals move (e.g., moles burrow with their large, strong front limbs; fish undulate their bodies) to meet their needs;
2
1s7
– identify and describe common characteristics of humans and other animals that they have observed, and identify variations in these characteristics (e.g., eye and hair colour); 2
1s8
– describe some basic changes in humans as they grow (e.g., growth of feet, hands, arms; loss of baby teeth), and compare changes in humans with changes in other living things; 1
1s9
– describe patterns that they have observed in living things (e.g., sunflower, pine cone, turtle’s shell). 1
1s10
– select and use appropriate tools to increase their capacity to observe (e.g., magnifying glass, stethoscope);
1 1
1s11
– ask questions about and identify some needs of living things, and explore possible answers to these questions and ways of meeting these needs (e.g., predict how an animal will move on the basis of two or more characteristics that they have observed); 1
1s12
– plan investigations to answer some of these questions or find ways of meeting these needs;
1
1s13
– use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use body, legs, wings, and feelers in describing an insect); 1
1s14
– record relevant observations, findings, and measurements, using written language, drawings, charts, and concrete materials (e.g., make a drawing of an insect, observing with the unaided eye, and a drawing of the same insect while using a magnifying glass); 2 1
1s15
– communicate the procedures and results of investigations for specific purposes, using demonstrations, drawings, and oral and written descriptions (e.g., demonstrate how a bird builds a nest). 1 1
1s16
– compare the basic needs of humans with the needs of other living things (e.g., the need for food, air, water, light);
1
1s17
– compare ways in which humans and other animals use their senses to meet their needs (e.g., use of the senses of sight and smell in finding food); 1
1s18
– describe ways in which people adapt to the loss or limitation of sensory or physical ability (e.g., blind people develop more acute hearing; people who cannot walk may use a wheel chair); 1
1s19
– identify a familiar animal or plant from seeing only a part of it (e.g., a feather of a bird, a leaf of a tree);
1
1s20
– describe ways in which the senses can both protect and mislead (e.g., seeing enables us to avoid walking into an obstacle; the sense of smell is not reliable when we have a cold); 1
1s21
– describe a balanced diet using the four basic food groups outlined in Canada’s Food Guide to Healthy Eating, and demonstrate awareness of the natural sources of items in the food groups (e.g., bread is made from plant products; meat and milk come from animals); 1
1s22
– identify ways in which individuals can maintain a healthy environment for themselves and for other living things (e.g., practise cleanliness to reduce the spreading of germs; ensure that materials such as toy balloons are not left outdoors since they are harmful to birds if they are ingested).
1 1
1s23
Health and Physical Education---Healthy Living
– describe simple life cycles of plants and animals, including humans;
1
1p8
Mathematics---Patterning and Algebra
– identify repeating, growing, and shrinking patterns found in real-life contexts (e.g., a geometric pattern on wallpaper, a rhythm pattern in music, a number pattern when counting dimes);
1
2m63
Science and Technology---Life Systems
* investigate physical and behavioural characteristics and the process of growth of different types of animals;
1
2s2
* identify ways in which humans can affect other animals.
2
2s3
Life Systems Zoo Central An Integrated Unit for Grade 1/2
Selected Assessed
– identify and describe the major physical characteristics of different types of animals (e.g., mammals, reptiles, insects);
2
2s4
– identify and describe behavioural characteristics that enable animals to survive (e.g., migration, dormancy, hibernation);
1
2s5
– classify a variety of animals using observable characteristics (e.g., size, body covering, teeth);
1
2s6
– compare ways in which animals eat their food (e.g., tear flesh, crack shells), move, and use their environment to meet their needs (e.g., gather grass and twigs to build nests); 2
2s7
– describe changes in the appearance and activity of an animal as it goes through a complete life cycle (e.g., mealworm); 1
2s8
– compare the life cycles of some animals that have similar life cycles (e.g., bee and butterfly) and some that have different life cycles (e.g., gerbil and butterfly);
1
2s9
– identify constant traits (e.g., number of legs) and changing traits (e.g., weight) in animals as they grow, and compare the appearance of young and mature animals of the same species; 1
2s10
– describe ways in which animals respond and adapt to their environment (e.g., weasels change colour for camouflage in summer and winter; mammals living in colder climates have longer fur); 3
2s11
– compare ways in which different animals care for their young (e.g., bears, alligators, sea turtles).
1
2s12
– ask questions about and identify some needs of different animals with which they are familiar, and explore possible answers to these questions and ways of meeting these needs (e.g., examine different kinds of teeth and explain how their shape enables an animal to bite, tear, or grind its food);
1
2s13
– plan investigations to answer some of these questions or find ways of meeting these needs, and describe the steps involved; 1
2s14
– use appropriate vocabulary in describing their investigations, explorations, and observations (e.g., use the words egg, caterpillar, larva, chrysalis, and adult in describing the metamorphosis of a butterfly); 2 1
2s15
– record relevant observations, findings, and measurements, using written language, drawings, and concrete materials (e.g., make accurately labelled drawings showing the life cycle of an animal); 1
2s16
– communicate the procedures and results of investigations for specific purposes, using drawings, demonstrations, and oral and written descriptions (e.g., explain how a caterpillar feeds, using a model constructed of modelling clay and a tree branch). 2
2s17
– describe features of the environment that support the growth of familiar animals (e.g., water and insects in a frog’s environment); 1
2s18
– identify and compare the effects of the seasons on animals (e.g., some animals grow a thicker coat in cold weather); 1
2s19
– describe ways in which humans can help or harm other living things (e.g., protecting endangered species);
1
2s20
– demonstrate an understanding of the requirements of small animals for survival (e.g., by maintaining an aquarium or a terrarium); 1
2s21
– demonstrate awareness of ways of caring for animals properly (e.g., avoid handling them too much; research nutritional requirements); 1
2s23
– describe how humans produce food by raising livestock (e.g., pigs, chickens, cattle).
1
2s24
Life Systems Zoo Central An Integrated Unit for Grade 1/2
Expectation Summary
Selected
Assessed
| 1s1 2 1 1s2 2 1 1s3 1s11 1 1 1s12 1 1s13 1s21 1s22 1 1s23 1 | 1 |
|---|---|
| | 1 |
| | 1 |
1a61
Zoo Central
Expectation Summary
Selected
Assessed
An Integrated Unit for Grade 1/2
Analysis Of Unit Components
13 Subtasks
69 Expectations
123 Resources
95 Strategies & Groupings
-- Unique Expectations --
2 Mathematics Expectations
45 Science And Tech Expectations
1 Health & Physical Education
Groupings
10 Students Working As A Whole Class
5 Students Working In Pairs
8 Students Working In Small Groups
10 Students Working Individually
Teaching / Learning Strategies
1 Anticipation Guide
4 Brainstorming
2 Classifying
1 Collaborative/cooperative Learning
1 Demonstration
2 Direct Teaching
3 Discussion
1 Experimenting
1 Fair Test
1 Field Trip
1 Homework
3 Learning Centres
2 Learning Log/ Journal
2 Mini-lesson
1 Model Making
1 Open-ended Questions
1 Oral Explanation
1
Prompts
1 Research
1 Review
Resource Types
4 Rubrics
5 Blackline Masters
0 Licensed Software
45 Print Resources
29 Media Resources
12 Websites
23 Material Resources
1 Equipment / Manipulatives
0 Sample Graphics
2 Other Resources
2 Parent / Community
0 Companion Bookmarks
Assessment Recording Devices
6 Anecdotal Record
2 Checklist
3 Rubric
Assessment Strategies
1 Classroom Presentation
4 Conference
4 Learning Log
1 Observation
5 Performance Task
1 Quizzes, Tests, Examinations
Zoo Central An Integrated Unit for Grade 1/2
2 Role Playing
1 Think / Pair / Share
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Class agenda:
1. Introduction & agenda
2. Signing into Google Drive
3. Layout
4. Creating documents
5. Uploading files
6. Managing files
7. Sharing and collaborating
8. Practice and questions
In order to keep computer literacy programs running in the future, we must demonstrate its positive impact on our community. We would be extremely grateful if you would share with us the experiences you have had attending our training sessions and how our program has impacted your life. Please send your responses via e-mail or regular mail. Responses may be used to promote the Utica Public Library and Mid York Library System as part of grant reporting.
E-mail: email@example.com
Mailing Address: Sarah Schultz, Utica Public Library, 303 Genesee St., Utica, NY 13501
Learning objectives
Attendees will be able to:
- Access their Google Drive account independently
- Understand the different types of documents that can be created
- Create new documents
-
Upload files
- Share documents
What is Google Drive?
Google Drive is a cloud file storage service provided by Google that allows you to store files online and access them on any internet enabled device. It's one of the most popular cloud storage services available. You get 15GB of free memory to create and store documents. If you have a Gmail account then you already have Google Drive available!
If you do not have a Gmail account, go to gmail.com to create am google account then follow the steps below.
Signing into Google Drive
There are two primary ways to access Google Drive. The first step is to sign into your Google account.
- Enter drive.google.com into the address bar of your internet browser.
- If you are not already signed into your Google account, it will ask you to sign-in. You will need your gmail username and password.
Different way to access Google Drive: If you are on your gmail account and see the apps symbol, click on it to view Google apps – including Google Drive.
Layout
Folders and files saved to your Google Drive
Create a new document or folder,
or upload an existing file
Display files that other users have
shared with you
Click here to show your files
chronologically starting with the
most recent
Show only your starred files
(right-click files to star)
Removed/deleted files will be stored in
the trash. You can restore or delete
forever by right clicking on a file that’s in
the trash.
Types of documents to create
Clicking the blue NEW button will show you different types of documents that can be created right on Google Drive or give you the option to upload an existing file or folder.
Create a folder to organize Google Drive files
Create a word processing document
Create a slideshow
presentation like
PowerPoint
Create a spreadsheet like Excel
Create a questionnaire – perhaps for a survey or application
Create a diagram or chart
Save an existing file or folder to Drive
Save a map with driving instructions
Opening saved documents
1. Double-click the document's title to preview.
2. A preview screen will appear. To open the file and continue editing, click on the blue Open button.
Open with Drive or software
the file was originally created
(in this example Word)
Share
Download
Add a star, rename, or
report abuse
Zoom
Information
about the
file’s history
View in
new tab
Close preview
window
Print
File Preview Screen
Viewing problems
Not all documents that are uploaded to Drive can be previewed and edited online. For example, files created in Microsoft Publisher with the extension ".pub" cannot be previewed or edited through Google Drive. These documents must be downloaded and opened with MS Publisher then resaved/uploaded to Drive. If a document is created originally on Drive, then previewing and opening it is never a problem.
You may also notice formatting differences between Google Drive and other applications like Word or Excel. What was a one page document in Word may be a two page document in Drive. Don't worry if you upload a document to Drive and it appears differently. It can always be downloaded and opened with the program it was originally created and look exactly the same as when it was last saved.
Sharing documents
Google Drive is great to share and collaborate on projects with others. The people you share with do not need to have a gmail account to access the document.
1. Click a document on Google Drive.
2. Once a document is selected, a share button will appear above.
3. Click on . A new dialog box will appear asking details of how you would like to share the document.
4. How public or private you want the document is up to you. If you want the more public settings, click on "Advanced." If you only want to invite a few people to view or edit the document (you have control whether or not they can edit), then simply add their email addresses where it says "Enter names or email addresses."
5. When you are done changing the privacy settings and who has access to edit/view the document, click on Done.
Another way to Share
You can also share your document WHILE you are editing it. If you have a document open in Google Drive, there is a blue Share button with a padlock. Click on this button and the same dialog box described above will appear.
Collaborating
- When someone else is editing or viewing a shared document, you can check in the upper-right hand corner to see who they are and how many people are viewing or editing the same document.
- Each user is color coded.
- You can chat or add comments for collaborators to avoid confusion.
Tutorials on Google Drive
GCFLearnFree's tutorial: http://www.gcflearnfree.org/googledriveanddocs
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Article published Dec 29, 2010
New water machine at Spaulding High will save green — and blue
ROCHESTER — When Spaulding High School science teacher Jerry Lachance went to a green conference in Boston at the end of August, he found out about a water machine that might just help the school reduce its carbon footprint.
Taking the idea of this machine to his honors environmental science class, they decided to make it a reality at the school and after a semester-long effort, the machine was installed Dec. 22 right outside the cafeteria.
The water machine, created by Pura Vida H2O out of Massachusetts, will allow students to fill up a water bottle or canteen at around 25 to 50 cents for a 16- to 24-ounce serving of cold, purified water. The honors class hopes that the machine will reduce the consumption of plastic bottles at the school. Lachance said that there are approximately seven to 10 large recycling bins of plastic recyclables taken from the school every day.
"There is no other machine like this in a school in New Hampshire," Lachance said.
The machine was installed free of cost with the company receiving a percentage of the profits. The rest of the money made will go back to the students and be put into a student activity account.
The machine will be installed with a 90-day trial run and, if it is successful, will remain. Lachance said that the company is looking at eight servings an hour being a good success rate.
"If it all works out maybe we'll get a second one," he said with a smile.
All maintenance, including weekly filter changes, will be taken care of by Lachance's honors class.
The class has been working on the project since September and say they are excited to see it become a reality. Many didn't realize all the effort it took to get something like it in the school.
"It's a long process," senior Andrew Bosco said. "It wasn't as easy as someone just putting it together."
This process included creating a contract and marketing, and many of Lachance's students were amazed to find they had to involve a district lawyer to make sure everything was done properly.
The students even put together a survey to find out whether the machine would be useful at the school. The survey, produced in late October, was sent to the entire student body and received responses from a third of the population. From it, students learned that only around 7 percent of the students at Spaulding use the water fountains and that of the kids who purchase water from vending machines, 51 percent do not reuse the bottle.
"That just puts that many more bottles in recycling," senior Shannon Douglas said.
In addition, the students also found out that the water machine will actually conserve water. Senior Lincoln Date explained that it takes seven times as much water to make a plastic bottle than what is actually in it. Since the machine refills canteens and water bottles, it eliminates the need to create more plastic bottles.
It also saves more water than a water fountain. When taking a drink, not all the water goes into the person's mouth and many people just leave the water running. With the machine, there is a spigot so the water is poured directly into the bottle with no excess water being wasted.
Lachance said the most challenging task for his class now is to convince the rest of the student body to use the machine. The class is working with the school store to sell 100 canteens donated by Pura Vida H20. The canteens will be sold for around $5 each and Douglas said they are working to have them personalized.
In addition, Lachance said they're marketing the machine as a New Year's resolution, giving students the chance to make their lives more eco-friendly, but the students in his class don't seem to think convincing students to use the machine will be a problem.
Douglas said she has had many students come up to her and ask her about the bulletin board advertising the machine.
"When I explain they think it's cool," she said. "... A lot of kids are really excited about going green."
Senior Mary Nelson said she has been receiving similar responses.
"A lot of people said they'd rather (use the machine) than drink from a plastic bottle," she said.
Even Principal Rob Seaward said he is eager to use the machine.
"The water is pure if not purer than the bottled water," he said. "I personally would feel better getting clean water from the machine then the water fountain. From the plant to the school it has to go through lots of pipes. I would always wonder what's in whatever I'm drinking."
The students are now patiently waiting to see whether all their hard work will pay off.
"We had to wait a long time and now it's right around the corner and we can use the machine," Nelson said. "It's exciting. A lot of work, but worth it in the end." | <urn:uuid:7372871a-f022-4181-bab6-8c21f801c449> | CC-MAIN-2019-13 | https://pronto-core-cdn.prontomarketing.com/2/wp-content/uploads/sites/1485/2016/02/spauldingHighSchoolarticle.pdf | 2019-03-22T06:21:36Z | crawl-data/CC-MAIN-2019-13/segments/1552912202635.43/warc/CC-MAIN-20190322054710-20190322080710-00222.warc.gz | 595,214,760 | 1,021 | eng_Latn | eng_Latn | 0.999847 | eng_Latn | 0.999852 | [
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1: My Coin Guides â€" United States Coin Collecting Guides
Coin collectors have many different avenues for embarking on the hobby, including building a collection from the coins they find in their pocket change or at the bank, buying coins from coin dealers and at auctions, and searching for coins through metal detecting and other forms of treasure hunting.
Links Coin Collecting Guide For Beginners Coin Collecting Guide For Beginners is dedicated to helping the beginner learn all about the fun, fascinating and rewarding hobby of collecting coins. If you are looking for information about collecting coins, you have come to the right place. Most people think that collecting coins is only for the rich, but believe me, you will find collectors from all genders, nationalities, ages and income groups.. Yes, it is true that Collecting Coins is known as the "Hobby of Kings"!. There have been many rich and famous coin collectors throughout history, including kings and several United States Presidents. But for every rich and famous person in this world who collects coins there are many more everyday folks just like you and me who are also collectors. Let us be your Coin Collecting Guide as you begin your historical journey through the world of beautiful and interesting coins. All it takes is the willingness to learn new things. I got started collecting coins like lots of folks, I imagine. Almost everyone has a "special" coin that they hold on to for some reason or another. Maybe it is an old Buffalo Nickel or a silver dollar that your grandparents gave you. These "keepsakes" can be a great start on your coin collection. You see, there is no right or wrong way to collect coins. You can collect whatever coins you like or find interesting! It simply means that you should learn all you can about a coin that you are interested in before you jump in and spend your hard-earned money. Even though most people intend to keep their coins for years, it is still nice to see an increase in your investment. To give you the information you need to know to make your new hobby fun and "stress free". Getting Started The best way to get started is by going to the section called Starting a Coin Collection. You can reach it by this link or by clicking on Getting Started in the menu to your left. In this step-by-step tutorial you will learn how to start your own coin collection. You will also find information about:
2: Coin Collecting for Beginners (Guide) - Silver Coins
Coin Collecting Guide For Beginners is dedicated to helping the beginner learn all about the fun, fascinating and rewarding hobby of collecting coins.. If you are looking for information about collecting coins, you have come to the right place.
Grant Benjamin Franklin was famous as a scientist, an inventor, a statesman, a printer, a philosopher, a musician, and an economist. Although he was born in Boston, the city of Philadelphia is remembered as the home of Ben Franklin. Legal Tender Notes are intended for "all debts public and private. Unlike earlier demand notes, they are not redeemable in gold or silver of equivalent face value. Currency and coin put into circulation to meet seasonal demand is eventually returned to the institutions by merchants and other business owners. So to reduce the excess currency and coin held in their vaults, banks typically return cash to the Reserve Bank, where it is credited to their accounts. The process is reversed when the institutions need to replenish or increase their supply of currency and coin. Demonstrate to your counselor that you know how to use two U. Read a numismatic magazine or newspaper and tell your counselor about what you learned. Books are resources in the areas of interest. All have pricing information and illustrations to assist in proper identification. They are different, they are available at libraries or news stands. Describe the 50 state quarter program. Collect and show your counselor five different state quarters you have acquired from circulation. A scout who has a foundation in mints, how they are made, grading, preservation and information, gets to show the coins he has collected! The 50 state quarter program seems to have been popular with the general non-collecting public, and it has made folks look at their coins again. Collecting five different and knowing about the program is easy. Collect from circulation a set of currently circulating U. Collect a circulating type set; simple for the Cent thru Quarter, a bit more difficult for the Half and Dollar it may require a visit to the bank. This requirement makes the scout look at the design elements, and use information learned in Requirement 1 about the Mints and mintmarks. You may need some magnification to clearly see them. The Roosevelt Dime was designed by John R. Gilroy Roberts, former Chief Engraver of the U. Mint designed the head of Kennedy on the Half Dollar. His initials are located at the base of the neck. The beautiful reverse with the presidential coat of arms was designed by Frank Gasparro. Do one of the following: Collect and identify 50 foreign coins from at least 10 different countries. Collect and identify 20 bank notes from at least 5 different countries. Collect and identify 15 different tokens or medals. Collect a date set of a single type since the year of your birth. This requirement gives a scout exposure to other areas of the hobby; world coins and paper money are often brought back from trips by relatives. Tokens and medals are often encountered by a scout at arcades, or with school awards. The date set gives a scout the opportunity to explore circulating change, and gives exposure to a popular way of collecting, that of the series date set. They help you learn about history, geography, economics, etc. Buy or borrow a copy of the Standard Catalog of World Coins Krause Publications You can purchase world coins by the pound from some dealers. Keep an inventory of your collection. You might want to include: Country, location, denomination, date, material, purchase price, date of purchase, interesting facts, etc. There are lots of ways to collect including: Token are sometimes referred to as "Good Fors" because they may be "Good For" or exchangeable for a particular item like one glass of soda or service like one hair cut. Some can be traded for actual money, most cannot. Tokens can advertise a particular merchant or product and can be very interesting and fun to collect. A medal is a coin-like object that is struck for award, celebration or commemoration. Unlike a token or coin, they have no stated value. Medals can be beautiful, elaborate pieces of art and are highly collectible. They have an excellent journal. Any mint is acceptable. All coins must be of the same denomination. Mint facility, the Bureau of Engraving and Printing, or a Federal Reserve Bank and describe what you learned to your counselor. Mint or a coin dealer, and report on what you learned. Give a talk about coin collecting to your troop or class at school. Do drawings of five colonial-era U. This requirement allows those who travel visiting Philadelphia, Denver or Washington DC or live in larger metropolitan areas to take advantage of a special trip to the Mint or Fed banks. If one is not is a big city, then those familiar with the Web can visit many different sites of dealers or
museums. If a scout is comfortable speaking before a group, then the school talk option may be good. If a scout is not comfortable, then he can learn more about colonial coins by drawing some, and trust me, some of those drawings could be close but rough.
3: Coin Collecting Guide For Beginners
i agree with scott. as collectors we have state of the art grading equipment,books,internet info, and years of wasted nites going through s of mostly worthless coins. other than that i do have.
Coins featuring eagles A few common themes are often combined into a collection goal: Many enthusiasts focus their collection on only a single countryâ€"often their own. In contrast, some collectors attempt to obtain a sample from every country that has issued a coin. Rather than being satisfied with a single specimen of a type, a great many collectors collect type by year; for example, one Memorial Lincoln Cent for every year from the year it was first minted to the last year it was minted. This is perhaps one of the most practical ways to collect a national currency since probably the majority of coin reference books and coin albums catalogue in the same manner. Many collectors consider different mint marks significant enough to justify representation in their collection. When collecting coins by year, this multiplies the number of specimens needed to complete a collection. Some mint marks are more common than others. Because mints generally issue thousands or millions of any given coin, they use multiple sets of coin dies to produce the same coin. Occasionally these dies have slight differences. This was more common on older coins because the coin dies were hand carved. But differencesâ€"intentional or accidentalâ€"still exist on coins today. Generally this is in a very small detail, such as the number of leaves on the ear of corn on the recent US Wisconsin state quarter File: Often a collection consists of an examples of major design variants for a period of time in one country or region. For example, United States coinage type set , Euro coins carry a "common side" that shows the denomination and a "national side" that varies in design from state to state within the Eurozone. Likewise, a type collection might focus on an unusual design feature such as coins with a hole in the middle, coins that are not circular in shape or coins with brockage. For some, the metallurgical composition of the coin itself is of interest. For example, a collector might collect only bimetallic coins. Precious metals like gold, silver, copper and platinum are of frequent interest to collectors, but enthusiasts also pursue historically significant pieces like the steel cent or the aluminum cent. Government considers private ownership of the aluminum cent illegal. Collectors with an interest in a certain theme or subject such as, ships or eagles may collect only coins depicting that interest. Collectors may restrict themselves to coins of the 18th or 19th century, while others collect ancient and medieval coins. Coins of Roman , Byzantine , Greek origin are amongst the more popular ancient coins collected. Collectors may also take interest in money issued during the administration of a historically significant bureaucrat such as a central bank governor, treasurer or finance secretary. A currency collection might be modeled around the theme of a specific printed value, for example, the number 1. This collection might include specimens of the US 1 dollar coin , the Canadian Loonie , the Euro , 1 Indian rupee and 1 Singapore dollar. Collectors may have an interest in acquiring large volumes of a particular coins e. These usually are not high-value coins, but the interest is in collecting a large volume of them either for the sake of the challenge, as a store of value, or in the hope that the intrinsic metal value will increase. With the head of Benito Mussolini on the obverse, this is an obvious copy. Some collectors enjoy acquiring copies of coins, sometimes to complement the authentic coins in their collections. Some individuals enjoy collecting coins from various nations which were once united by one dominant Geo-political force or movement. Examples include communist states such as the PRC China and the Soviet Union and satellite or constituent nations which shared similar iconography. Such collections can be broken down into geographical regions, such as British territories in Europe, from Africa, from Asia, the Americas, or from the Pacific, and even the smaller region of Oceania. Collectors of coins from empires have a wide time-span to choose from as there have been various forms of empire for thousands of years, with different regions changing hands between them. Some collections consist of coins which could fit into the other categories, and on coin grading may be graded poorly due to not conforming to their systems. These collections are made up of coins which are pleasing to the owner and to others not due to perfect condition, but rather due to the uniqueness of the coin based on several factors. These can include patinas which form from being exposed to acidic or basic environments such as soil, when coins are excavated , and warping or wearing which come from use in circulation. Very
interesting patinas and patterns can form on coins which have been naturally expose to environments which can affect the contents of the coin. Examples include naturally blackened Victorian pennies, which have only the most raised surface showing the underlying copper, meaning that the head is clearly presented. One of the issues with this category is that the coins can be seen to have less perceived value to speculators and appraisers. Secondly the coins may be produced artificially, that is coins can be exposed to substances which can create effects similar to those sought for aesthetic collections. This means that coins which may be worth more to historians, numismatists and collectors for their purposes will be destroyed by the process. Grade and value[ edit ] In coin collecting, the condition of a coin its grade is paramount to its value; a high-quality example is often worth many times more than a poor example. Collectors have created systems to describe the overall condition of coins. In the early days of coin collectingâ€"before the development of a large international coin marketâ€"extremely precise grades were not needed. Coins were described using only three adjectives: By the mid 20th century, with the growing market for rare coins, the American Numismatic Association helps identify most coins in North America. It uses a 1â€"70 numbering scale, where 70 represents a perfect specimen and 1 represents a barely identifiable coin. Descriptions and numeric grades for coins from highest to lowest is as follows: Mint State MS 60â€" These are specimens struck from polished dies and are often packaged and sold by mints. This is frequently done for Commemorative coins , though annual proof sets of circulating coinage may be issued as well. Unless mishandled, they will stay in Mint State. Collectors often desire both the proof and regular "business strike" issues of a coin, though the difference in price between the two may be significant. Additionally, proof coins follow the same grading scale as business strike coins, though they use the PR or PF prefix. Coin experts in Europe and elsewhere often shun the numerical system, preferring to rate specimens on a purely descriptive, or adjectival , scale. Nevertheless, most grading systems use similar terminology and values and remain mutually intelligible.
4: Coin Collecting Merit Badge Requirements | American Numismatic Association
Collecting Coins Discover everything you wanted to know about coins including values, prices, collecting and much more.
Older US coins differ. Portrait â€" Probably the defining item of the coin is the portrait on the Obverse side. Relief â€" This refers to any part of a coin that is raised and not the field. Rim â€" The outer edge that is slightly raised making coins easier to stack and serves as protection for the face of the coin. Tools of the Trade As you get more and more serious about coin collecting, you will eventually want to invest in some coin collecting supplies and tools to assemble your collection. While not an exhaustive list, the items below will serve you well in becoming a more efficient and thorough coin collector: These are essential for identifying the value of a coin, detecting flaws, faults, checking for error coins, as well as spotting counterfeits. Most collectors prefer between 10x â€" 20x magnification. I highly suggest you buy a pair of soft cotton gloves to use when holding a coin. Also, always hold the coin around the edges and not on the face, especially if you are not using gloves. The dirt and oil from the skin can be destructive to the coin. Apart from that book, most of the information you will need can easily be found online. Even the Red Book is outdated once it goes to press, and sites such as PCGS will have all the pricing needs you are looking. For storage you can use albums, folders, display boxes, coin binders, coin flips, coin tubes, as well as coin slabs. Below are some sample coins on a variety of grades for the Washington quarter. Images courtesy of ha. Below that is a table that shows the grading scale, abbreviations, and description of each state. Sheldon Coin Grading Scale At the heart of finding quality coins and getting a good deal is understanding how to grade coins. Half science half art, the skill of grading coins can be learned with time and use. The only way to get better at this is to practice, practice, practice. Take your loupe and magnifier and go and visit coin shows and shops to see examples of how different coins are graded. When trying to determine the value of a coin try to see multiple coins in the same grade and rarity you are after. Especially before you make a big purchase you will want to see many different grades of that same coin to ensure you are getting what you paid for. Rarity Scale Following in the footsteps of the coin grading scale, there is also a Universal Rarity Scale that was developed in by Q. David Bowers , a famous numismatist. This was to better assess the rarity of a coin quickly and accurately. Strikes are usually placed in several categories such as weak, average, above average, and full strike. A full strike is the highest and sharpest strike. It is a combination of sheen, contrast, brilliance, and cartwheel, or the rotating windmill effect on the surface. This can include any and all marks, hairlines, bagmarks, general mishandling, and any other marks made during minting. Location and severity of the mark will determine how much it will impact the grade. For example, a deep scratch on the reverse side of the coin off to the side is not as severe than a deep scratch on the main portrait on the obverse. This is because one person may find the coin below very attractive and appealing while another may not like it at all. You will find tones are much more important and strong in copper and silver coins than in gold coins. While it may seem subjective, eye appeal to the experienced collector comes naturally with time and experience. They are amazing, positive, above average, neutral, below average, negative, and ugly. For some sample images of the above grades you can visit PCGS. Eye appeal can vastly differentiate the price on two coins with the same technical grade. For example, 2 Morgan silver dollars graded as XF can yield different sell prices based on the toning or colors that the coins display. Knowing this beyond the grade can be extremely useful in appraising a coin. This goes along well with the tip to specialize and focus to know the nuisances of that group of coins. Where to Buy or Find Coins for your Collection To find and buy coins for your collection there are many different places you can look. You can treasure hunt by going to local banks, convenient stores, or credit unions and asking for coin rolls. Another way you can treasure hunt is to go to your local flea markets and garage sales. At flea markets you can find anything and everything, possibly someone who came upon a coin collection and is looking to get rid of it. The same with garage sales, people looking to raise some money many times will offer their old coin collections they started long ago or was passed down from family to family. You can find garage sales in your area by using gsalr. Their mission and vision statement is to make the hobby safe for collectors and hobbyists.
To find a local PNG Dealer just use their online directory here. You can trust these guys, to be a member you have to have the following criteria met: Another great way to browse coins and collections is through coin shows. You can find most any and every type of coin at these events as well as sharpen your coin grading skills. Local coin shops are another avenue to find and browse coins to possibly add to your collection. Finally, in this day in age, buying coins online is commonplace. All About Coin Care Safe handling of your coins will guarantee the quality and value of your coin collection for many years to come. Taking the time to study, research, and invest in coins only to mishandle or damage them is not something you want to happen. Below are some simple coin care tips that you can follow to protect your coins from damage. Attempting to clean your coins will many times do more damage than good, especially if they are uncirculated. Cleaning coins even with just soap and a small cloth can cause micro abrasions and strip the coin of its tone and luster ultimately lowering the technical grade. The only exception to this rule is freshly dug up coins from the ground or through metal detecting. Handling Coins When handling coins, you should never touch the face of the coin and should hold the coin by its edges between the thumb and forefinger. Using cotton gloves or tongs can also help in minimizing the possibility of damaging your coin. Other Tips Other tips on proper care for you coin collection is to never talk over or spit on your coins. Holding a coin in front of you while talking can allow tiny parts of saliva to land on your coin unknowingly and cause small spots or blemishes that are hard to remove. Many a mint coin has been ruined in this way.
5: Coin collecting - Wikipedia
Coin collecting for beginners is simple, all you have to do is just collect the coins you receive from change, already in circulation. Also, if you read some of the coin facts above, you will know that over $10 billion in coins sit idle in houses across the US.
Year set Collecting A year set is a popular method of collecting coins from a specific year. This is especially popular when buying proof sets. Popular Types of Coins for Beginners There are also several types of coins that are the most popular to collect. Lincoln cents These are the coin most commonly encountered in circulation - including all date and mintmark combinations, there are hundreds of different Lincoln cents. As of this writing, the reverse of the Washington quarter is the canvas for new America the Beautiful designs honoring different national parks and landmarks from around the United States. Kennedy half dollars First made in , the Kennedy half dollar honors the 35th president of the United States, John F. Kennedy, who was assassinated in Though no longer struck for circulation, the Kennedy half dollar is legal tender and remains a popular collectible coin that is still minted for certain collector sets. Morgan silver dollars One of the most popular silver coins of all time, this large dollar coin features the head of Miss Liberty on the obverse and an eagle on the reverse. Morgan designed this coin, which was minted from through Gold coins The United States Mint has struck gold coins since Until , United States gold coins were produced for circulation and were used at face value. These days, gold coins are produced mainly as commemorative issues or bullion issues. Commemorative Coins A commemorative coin that is issued for a limited period of time and is designed to honor a specific person, place, or event. In the case of United States coinage, commemorative coins are considered legal tender. Commemorative coins may be made as proofs, specimen strikes, or business strikes circulation quality , and they are graded in the same manner as other coins. Error Coins An error coin contains some type of minting mistake and are usually much more valuable than ordinary coins due to their rarity. Such pieces are graded in the same fashion as non-error coins. There are many types of error coins. Just some of these include the following: Broadstrike coins are thinner and wider than normal coins and usually show a wider-than-ordinary margin around the design. These die breaks usually look like raised lines or blobs. A hub is a piece of equipment that imprints a design on the working dies. The percentage of design that may remain can range from 1 to 99 percent. Coins with only a tiny portion of their design are extremely rare, and off-center coins missing most of their design yet also still exhibit their date are highly desirable. If the die was used for more than one year, engravers carved the new date into the die, creating a type of error or variety known as an overdate. A popular example of a mule is a dated U. Indeed, mules are extremely rare and valuable! Wrong planchet errors are rare and valuable. Ways To Find Coins Building your coin collection is something that may take many years and is a process that is never really complete if you make coin collecting a lifelong pursuit. There are many avenues for finding the coins you want for your collection. Here are some of the most common methods for acquiring coins: Looking through your pocket change is a great way to find common, circulated coins. Bank rolls are obtainable for face value and are widely available, though rolls of half dollars and dollar coins may require a special order request. Metal Detecting Some collectors prefer looking for coins with a metal detector. Many valuable coin hoards have been found this way. Check out our complete guide to metal detecting here. For a collector who wants old, rare, and valuable coins, a coin dealer is a good source of collecting material that is not normally available in circulation. However, beware of counterfeit coins, as they commonly turn up in garage sales and flea markets. Some folks really do get lucky and score an authentic rare coin for a low price, but for the most part, rare coins that are dirt cheap are either counterfeit coins or genuine common coins that were altered to look like a particular rare coin. Collecting Coins for Money Vs. Enjoyment There are many people who collect coins for the sole purpose of making money. But is that all there is to collecting coins? What about all those TV ads that tell you the price of gold increased almost 1, percent between and ? History and art come to mind. Imagine the joy of finding all of the quarters necessary for completing the 50 States quarter set or finishing a complete set of Morgan dollars. Foreign coins expose you to a whole new world of art, history, and culture. What coins do you like? The
possibilities are virtually unlimited. What Makes A Coin Valuable? This is a complex question, and it comes with a multifaceted answer. There are several factors that go into determining what a coin is worth, including:
6: A Beginner’s Guide to Coin Collecting - FREE Read eBooks
Collectors Universe, its principals and representatives do not guarantee a profit or guarantee against a loss for any coin you buy or sell based on the information contained in this Price Guide or any Collectors Universe website.
7: Guide to Coin Collecting: StartLocal® - Australian Business Directory & Business Search Engine
Many coin collectors begin their coin collecting journey by collecting Lincoln pennies. Given its scarcity, the S VDB is the "Holy Grail" of Lincoln pennies. This is usually the last coin Lincoln penny collectors will add to their collection.
8: Coin Collecting - The Ultimate Beginners Guide to U.S Coin Collecting
Coin Price Guide for Beginners (View the U.S. Currency Pricing Guide). How much is my coin worth? Looking for a place to find coin values or current coin prices? This is our basic coin price guide for people who are unfamiliar with coins but want to find out about old coin values.
9: Official Red Book Online - Coin Price Guide | Coin Values
The NGC Coin Price Guide is a complete catalog of coin values for US and World coins from to date, compiled from a variety of numismatic sources.
Book that changed my life State, market, and social regulation Identifying theme worksheets for middle school Understanding and Paying Less Property Tax For Dummies Nasa: Visions of Space Review of the North American chrysomeline leaf beetles (Coleoptera: Chrysomelidae) The power of the subconscious mind book Guitar pro 5 manual español The speaking voice Inevitable probabilities : two fascinating mathematical results Read About Ancient Egyptians The Bond Street carolers by Mary Bologh Something like summer full book Pt. C. Enzyme structure CRC Handbook of Chemistry and Physics, 87th Edition (Crc Handbook of Chemistry and Physics) Teaching without stress Philosophy and politics in later Stuart Scotland Aqa physics revision guide Nogbad and the elephants Advances in Clinical Child Psychology (Volume 12 (Advances in Clinical Child Psychology) One Period or Three Parcels of Unknown Acreage How Do I Grow? (Now You Know Series) Understanding your needs Womens Gymnastics (Ep Sport) My favorite intermissions Oxford Food an Anthology Mental maths worksheets for grade 6 The role of the photograph in selected works of art Potomac chronicle Hormones and Sexual Factors in Human Cancer Aetiology (International congress series) Nemesis by anna banks Child safety protection I Become City Editor Dragon Ball Z, Volume 18 (Dragon Ball Z) Insiders and favorites Understanding the trauma of childhood psycho-sexual abuse The lamentable tragedie of Titus Andronicus Conte Galeazzo Ciano diaries and related material Caribbean New York Women get the vote
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How to Feed a Picky Toddler / Child
1. Your child will eat when she is hungry. If she does not eat her meal then she is either not hungry and should not be forced to eat, or being picky and should not be indulged with snack foods to just make her eat something. It is not uncommon for a toddler (or adult!) to sometimes skip a meal. Standing over your child and forcing her to eat will let your child know you are stressed about it. She would sense that and try to manipulate your emotions. Just make the mealtime pleasant and stress free. She is in control of whether she will eat; you are in control of what she will eat.
3. If your child refuses to eat your foods, do not offer other foods. Even when not hungry, most people will be happy to eat a snack food that they really like. By providing your child with only foods he likes, you can encourage pickiness and can stimulate overeating. Try to avoid this. This will mean there are times when your child will eat nothing for a meal, and when parental guilt could set in. Remind yourself that a normal child will eat when he really needs to. Studies have shown that it takes introducing a food up to thirty times for a toddler to eat it. So be persistent and keep trying.
2. Feed your child only the healthy well-balanced foods that you eat. If he is a "typical" picky toddler that only wants macaroni and cheese and chicken fingers, he should only be given that for dinner if that is what the whole family is eating. Remember the nutritional value of fresh fruits and vegetables.
4. If your child skips her meal, she is not to be rewarded with a snack later. If she refuses lunch, for example, offer lunch again later. If she skips lunch just hang in there and be ready to offer a good healthy dinner. A healthy snack after a meal is appropriate if the meal is eaten well. However don't use the snack as a bribe. If you find that she eats a particular meal well followed by enjoying a snack and then consistently skips the following meal then consider cutting that snack out.
6. Avoid too big of a breakfast. Many breakfast foods tend to be high in protein and fat while others are high in sugar and low in vitamins and fiber. Some kids will just eat a large breakfast and nothing else for the day. If you see this happening you might try controlling the breakfast portion to improve the variety of foods eaten.
5. Control liquid intake. Some kids will drink so much they won't eat. Kids should drink 3 cups of milk and about 2 cups of water per day. Distribute the liquids throughout the day.
7. If you find that your child is now eating at each meal but still refusing healthy vegetables, then you could consider stepping up your mealtime rules. Try offering food in courses, serving the vegetable first. Let her see you eat your dinner in that order also. A good rule of thumb as you are introducing vegetables or any other food your child is refusing is this: one bite per age in years. Example: a two year old eats two green beans, etc. Allow her any dip she chooses for the vegetable. Let her pick which vegetable will be eaten (fresh is always best). Let her help you prepare it also. Increase your vegetable servings as your child realizes she needs to eat them.
9. If you follow these recommendations, almost all kids will eat better, but probably not without some disapproval. Your child will "buck" the system. Expect pickiness and sometimes tantrums to escalate as you introduce this. Stick to your guns. Remember the value of eating healthy in this age of epidemic proportions of child and adult obesity. However, if you are worried your child is getting dehydrated or losing weight, please make an appointment.
8. You must be a role model. If you were picky growing up, let your child know that you overcame this because you knew how important it was to eat healthy. Let him know how you overcame pickiness. If you are still picky, let your child see you willingly eat healthy foods.
*To see what types of healthy foods your child should be eating, refer to the Food Guide Pyramid at: //kidshealth.org/kid/stay_healthy/food/pyramid.html *A good resource you might find helpful is How to get your child to eat but not too much by Ellyn Satter. | <urn:uuid:f28c3de0-1d34-4a3d-8224-c9e68f24238b> | CC-MAIN-2019-13 | https://carithersgroup.com/wp-content/uploads/2018/12/How-to-Feed-a-Picky-Toddler-Child.pdf | 2019-03-22T06:58:16Z | crawl-data/CC-MAIN-2019-13/segments/1552912202635.43/warc/CC-MAIN-20190322054710-20190322080710-00229.warc.gz | 437,213,833 | 915 | eng_Latn | eng_Latn | 0.9993 | eng_Latn | 0.9993 | [
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The Outside Story
Tapestry of Light
By: Susie Spikol
I've taken to wandering the night lately – one of the pleasures of having a puppy. Willow, my pup, and I walk at all hours, from twilight to midnight and into the shadowy early morning. Some nights we walk under the cover of stars and moonlight, and other nights the world is so dark my black dog disappears and I wonder what exactly is on the end of my leash.
Void of visual stimulus, any earthbound glimmer of light is noteworthy. One night I saw the glow of two small eyes, like gold coins caught in the arc of my headlamp. I watched the weasel – a long small body, and bold shimmering eyes – disappear down the crevice of a stonewall. Since then I've become obsessed with eyeshine.
Eyeshine in animals is produced by a special membrane, called the tapetum lucidum ("tapestry of light"), a reflective surface that is located directly behind the retina. When the small rays of light found in the night, like starlight or moonlight, enter the eye, they bounce off the membrane, giving the eye a second chance to use the light. For animals that have this membrane, it is like having a built in flashlight that lights a path from the inside out.
The tapetum lucidum, coupled with big eyes and lots of light-sensing rod cells, allow nocturnal mammals to see well in dark or dim conditions. But eyeshine isn't limited to mammals. Once, while at the edge of a pond listening to the midnight chorus of frogs, my flashlight caught the glimmering, emerald-green eyes of a huge bullfrog. And in my obsession over eyeshine, I am eagerly looking forward to the summer, when I will be searching the forest floor for the ruby red glow of a wolf spider's eyes. I only wish that my eyes would glow, a fierce sapphire blue in the darkest of night, but although humans have many interesting adaptations, good night vision is not one of them. Our abundance of cones and lack of rods mean we see more colors than most other animals, but we can't see in the dark. And we don't have a tapetum lucidum – when our eyes appear red in photographs, it's a reflection of the camera's flash off the red blood cells of the choroid, which is a vascular layer behind the retina.
Eyeshine color varies by species, from the amber glow of a bobcat to the red glint of a black bear. The different colors are produced by the mineral content and the structure of the tapetum lucidum, as well as varying pigments in the retina. There does seem to be some overlap of colors, like bobcat and raccoon having yellow/amber eyeshine.
So is it at all possible to identify an animal by eyeshine color alone? According to ecologist and long-time tracker Dr. Rick van de Poll, eyeshine is somewhat variable so that even within the same species the color can look a bit different. Factors that influence individual eyeshine color, according to van de Poll, include the age and individual chemistry of the animal, as well as seasonal variation and the angle and intensity of the light hitting the eye. But this doesn't deter van de Poll from using eyeshine as a clue to identifying mammals. "It's part of the information" he said, "but you have to also be paying attention to the animal's behavior, the shape and placement of the eyes, and how the animal moves away from the light, or if it even moves away from the light at all."
As we head out into the night, my headlamp strapped on above my eyes, I catch Willow's red glowing eyes looking up at me. Out in front of us is a field, and we watch a set of green/white eyes lift up and turn towards us. These eyes are high and wide. There is a stamp and a snort and the eyes are gone – starlight on the move. My light catches the flash of a white tail as the deer disappears into the night.
This article is reprinted with the permission of the Center For Northern Woodlands Education. A not for profit organization, Northern Woodlands seeks to advance a culture of forest stewardship in the northeast by increasing understanding of and appreciation for the natural wonders, economic productivity and ecological integrity of the region's forests. Subscribe or donate at www.northernwoodlands.org.
Susie Spikol is Community Program Director for the Harris Center for Conservation Education in Hancock, New Hampshire. The illustration for this column was drawn by Adelaide Tyrol. The Outside Story is assigned and edited by Northern Woodlands magazine (northernwoodlands.org) and sponsored by the Wellborn Ecology Fund of the New Hampshire Charitable Foundation (email@example.com). | <urn:uuid:e63a1fc7-9f3b-4162-8696-2b70dd4304e8> | CC-MAIN-2019-13 | https://northernwoodlands.org/assets/article-pdf/TOS_Eye_Shine.pdf | 2019-03-22T06:10:40Z | crawl-data/CC-MAIN-2019-13/segments/1552912202635.43/warc/CC-MAIN-20190322054710-20190322080710-00228.warc.gz | 577,700,415 | 1,006 | eng_Latn | eng_Latn | 0.998414 | eng_Latn | 0.998596 | [
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Grade 9
FSA ELA Writing
Practice Test
The purpose of these practice test materials is to orient teachers and students to the types of passages and prompts on FSA tests. Each spring, students in grades 4–10 are administered one text-based writing prompt for the FSA English Language Arts test. Students will respond to either an informative/explanatory prompt or to an opinion/argumentation prompt. An example of a text-based writing prompt for each grade is available for practice. To familiarize students with the response formats, teachers may encourage students to practice with each type of prompt within a grade band.
The following FSA ELA Writing Practice Tests are available on the FSA portal as shown below:
Elementary Grade Band
Grade 4 - Informative/Explanatory
Grade 5 - Opinion
Middle Grade Band
Grade 6 - Informative/Explanatory
Grade 7 - Argumentation
Grade 8 - Informative/Explanatory
High School Grade Band
Grade 9 - Argumentation
Grade 10 - Informative/Explanatory
The practice test is not intended to guide classroom instruction.
To offer students a variety of texts on the FSA ELA Writing tests, authentic and copyrighted stories, poems, and articles appear as they were originally published, as requested by the publisher and/or author. While these real-world examples do not always adhere to strict style conventions and/or grammar rules, inconsistencies among passages should not detract from students' ability to understand and answer questions about the texts.
All trademarks and trade names found in this publication are the property of their respective owners and are not associated with the publishers of this publication.
Every effort has been made to trace the ownership of all copyrighted material and to secure the necessary permissions to reprint selections.
Some items are reproduced with permission from the American Institutes for Research as copyright holder or under license from third parties.
BLANK PAGE
Read the "Should Musicians Change Their Tune?" passage set.
Should Musicians Change Their Tune?
Source 1: The Changing Landscape of the Music Business
by Jacob Carter
The music industry is in the midst of a large upheaval. In decades past, artists made money through physical sales of records, CDs, and cassettes. However, those forms of media are quickly fading away. And while downloading songs from services such as Amazon or iTunes has become the most common way for people to purchase music in recent years, the whole idea of buying music to own may be falling by the wayside. To take its place are Internet services that stream music directly to listeners on their smartphones, tablets, or computers. These apps are typically available either as ad-supported free versions or ad-free monthly subscription services. And while this is great for fans, who now have access to millions of songs at the flick of a touchscreen, it has shattered the traditional model of how an artist manages his or her career. 1
With music lovers increasingly moving away from making one-time purchases towards an all-you-can-listen-to service, what is a hardworking artist to do? The main problem facing many musicians is that payments-per-stream of a song are much lower than what an artist would receive from a download. According to data journalist David McCandless, a signed solo artist would need about 5,478 iTunes downloads of a song per month versus 4,200,000 YouTube streams per month just to make the U.S. minimum wage. Some big-name artists have called attention to the issue. In November of 2014, awardwinning musician Taylor Swift pulled her entire music catalog from Spotify, a popular streaming app, claiming that their business model suggests that music does not hold much worth. 2
3
Others have embraced the idea of streaming music, claiming that it offers smaller artists a chance for their music to get heard by a wider audience. Zoë Keating, a cellist who describes herself as established but non-mainstream, suggests that these services should be viewed as a way for musicians to get their music out there and not as an income
4
5
source. Brian Message, manager of the band Radiohead, has come out in support of streaming services. He sees them as a way for musicians and fans to interact.
Regardless of what artists may think about this shift in the music industry, there's no arguing that they need to adapt in order to make money. While touring and selling merchandise have always been tried-and-true revenue streams, one major shift in recent years has been the growth in partnership between artists and businesses. Corporate sponsorship can be a risky option for musicians. A band can make hundreds of thousands of dollars by agreeing to promote a product or license its music for use in advertisements, but there are many ways that this can backfire. Alex Scally, instrumentalist for the indie-pop duo Beach House, notes that when bands take on corporate sponsors they may lose the image they have worked to create. However, Scally does assert that the rules could be different for smaller bands just starting out.
It's clear that for artists big or small, trying to maintain credibility while struggling to sustain a career is certainly tricky. Artists must develop an image that appeals to their fans in order to remain unique and authentic, or they risk striking the wrong chord, which could leave them struggling to sustain careers in this new business landscape.
"The Changing Landscape of the Music Business" by Jacob Carter. Written for educational purposes.
Source 2: Selling Out Not Worth the Risk
by Darrius Johnson
6
With so much hype about how difficult it is to make it in the music business these days, it's understandable why artists would turn to large corporations to help bring them a bigger audience and, most importantly, a bigger paycheck. But is this really a good idea in the long run?
Artists considering an endorsement deal need to remember that their sponsors are out to benefit as well. As soon as a musician signs on the dotted line of a corporate partnership, he or she has a responsibility to represent the company and help it sell its products. This can be tremendously stressful for artists who are just starting to build their careers, as they need to spend energy creating good music and a unique image that appeals to fans. Endorsement deals can keep 7
8
9
10
a musician afloat, but can also take the focus away from what really matters—the music.
Sometimes popular, well-established artists who seemingly have little to gain from these deals end up having the most to lose. Take U2 for example—one of the world's most popular rock bands who, after landing a deal with Apple that had their 2014 album Songs of Innocence installed into 500 million iTunes subscribers' libraries for free, faced a storm of negative feedback from fans and critics alike. People resented the idea that an album they didn't ask for was forced on them, likening the album to "musical spam," and the reputations of both U2 and Apple were damaged. Over-exposure is a huge risk for popular bands who license out their music as well; people often tire of hearing the same music every time they turn on the radio, watch television, or go to the movies. When the electronic artist Moby released his critically acclaimed album Play in 1999, he licensed out each one of the album's 18 tracks. Fans simply lost interest because they heard his music everywhere they went, and the artist himself has suffered the stigma of going a bit too far in licensing his songs.
Many songs are written with specific intentions and meanings; they express an artist's values and beliefs about the world. In many situations, a record label owns the rights to an artist's music, and if they license a song to a company or other party the artist has no control over how the song can be used. Neil Young, an artist known for his politically charged lyrics, expressed disappointment when his music was used by a U.S. presidential candidate without his permission, saying that he would not have allowed the candidate to use the song had he been asked. If a band has already created an image of itself as being somewhat rebellious or part of the counter-culture, selling its music to a corporation can leave fans feeling betrayed. Robert Schneider, member of the band Apples in Stereo and a Beach Boys fan, tells of the days he heard the song "Good Vibrations" in a soft drink ad, noting that it took him a while to stop associating the song with the commercial.
The music business is just that—a business. It exists to make money, and artists need to make money in order to continue making music. But when outside interests enter the mix, they can replace the passion in an artist's music and turn the art into just another tool for corporations.
"Selling Out Not Worth the Risk" by Darrius Johnson. Written for educational purposes.
Source 3: The New Necessity in the Music Business
by Stacia Coates
Years ago, when people still bought full albums and artists were paid a decent percentage of the sales, the idea of "selling out" by accepting corporate sponsorships or licensing out songs was seen as a sure-fire way to lose credibility and respect in the eyes of fans. "How could they?!" fans would cry, at the shock of hearing their once-loved underground indie band in a commercial for a family-sized sedan. But these days, thanks to the rise of online music streaming and cheap digital downloads, what once was taboo has now become the norm. It is now accepted, and even necessary, for bands to put their music in commercials or promote products for sponsors in order to sustain a career in the music business. 11
Some argue that any loss in album sales can be offset by touring and selling merchandise. But with rising costs and other factors, even this is not enough. Booking agents and tour managers must be paid, gas and food must be bought, t-shirts and posters must be manufactured—all of these costs add up. A post on social media by Shane Blay, a member of the metal band Oh, Sleeper, details the bite these costs can take out of a band's touring revenue. Out of the $600 of gross income per night that a mid-level touring band such as his typically makes, they will be left with only $78.75 of net income after deductions for all their other costs. This doesn't even include hotel costs, which are usually $50–$60 per night. By the end of the tour, his band may even end up losing more money than it makes. 12
13
A corporation paying for these costs can make the difference between artists growing their careers, or completely giving up on the music business altogether. The Shins, a relatively unknown indie-rock band, grew massively in popularity after getting their single "New Slang" in a McDonald's commercial, as well as a few other movies and TV shows. And while the sums of these deals aren't disclosed, a band can earn anywhere from $10,000 to $150,000—plenty of money for equipment, touring, and living expenses.
14
Some bands have thoroughly embraced branding and see it more as an opportunity rather than a necessity. For example, the massively successful pop group, the Black Eyed Peas, focuses on exposure before
15
a paycheck. For years, they've allowed corporations to use their music in advertisements for cars, electronics, and jeans, among many other goods. In 2001, the trio did a 30-second commercial for Dr. Pepper soda. They made those 30 seconds a priority, even as they were preparing material for their next album. Then, in 2003, when Apple unveiled its iTunes store, the Black Eyed Peas' song "Hey Mama" was the first of the now-famous ad campaigns for the store. For the Peas, this business model has more than paid off. Now a household name, the group discovered that the more invested they became in marketing and branding, the more successful they became with fans.
For artists serious about their careers, turning down any form of corporate sponsorship or licensing agreements could be a mistake. At times, it's not only necessary, but a smart way to make it in today's music business.
"The New Necessity in the Music Business" by Stacia Coates. Written for educational purposes.
1019
Writing Prompt
You have been asked to write an argumentative essay for your school's blog in which you support or oppose the use of an artist's music in advertising. Use information from the "Should Musicians Change Their Tune?" passage set in your essay.
Manage your time carefully so that you can
* read the passages;
* plan your response;
* write your response; and
* revise and edit your response.
Be sure to
* include a claim;
* address counterclaims;
* use evidence from multiple sources; and
* avoid overly relying on one source.
Your response should be in the form of a multiparagraph essay. Write your response in the space provided.
15076
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BLANK PAGE
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Here are two examples of tailored training course timetables for a day's course in oral history interviewing and audio recording and interviewing and video recording. They can be adapted to any group's particular needs.
ORAL HISTORY INTERVIEWING & AUDIO RECORDING TRAINING SESSION
The aim of the training session is to give practical skills to enable volunteers to fully participate as interviewers in the project. The tasks might seem ambitious, but you do not need to be Michael Parkinson to take part! The aim of the day is very much to demystify, to show you just how easy it is to do an interview and get a good quality sound. There will also be time to show how you can 'digitise' and edit that sound on a computer. There will also be plenty of chances to 'have a go' yourself and overcome any fears you may have.
As you can see it's very much fitting a quart into a pint pot in the time allowed! There will be a need to spend more time later as a group preparing the questions to be asked and more time individually becoming totally at ease with the technology of the recording equipment.
.
10.00am INTRODUCTIONS
Who are we and why are we here? Brief intro from Roger Kitchen about the programme for the day.
10.15am AN INTRODUCTION TO ORAL HISTORY
Its origins and history, its principles, its importance. Understanding Memory – pitfalls and limitations – an illustrated talk
10.45am WHO IS A GOOD INTERVIEWER AND WHY?
(JOINT EXERCISE - list on board)
11.00am THE FOUR GOLDEN RULES OF INTERVIEWING
You only get what you ask for
Be interested
Listen
Respect
10.05am THE QUESTIONS
You only get what you ask for
What do you want to find out
Preparing a list of questions
The role of a list of questions
COFFEE BREAK
THE INTERVIEW
Questions that work - open V closed
- simple, one at a time
Being interested - body language, eye contact, non-verbal encouragement.
Listening - not interrupting - the leg bitten off by a shark example
- picking up clues from speech
- questions as a guide
11.30am
11.45am
(JOINT EXERCISE - My first day at school)
Respect - why there and talking to them?
- hiding your own knowledge
- the man on the moon, the restricted code, asking for explanations.
- using your knowledge
12.15pm CONDUCTING THE INTERVIEW
Checking your equipment before you start Conducting the interview - sitting comfortably
- extraneous noises
- setting up equipment, setting the level
- getting going - the first questions
- using the list of questions
- the end - playing back last few seconds as check What can go wrong?
- (Responding to their questions) - emotions
- not wanting it on tape
- talking after the tape has gone off
12.30pm AFTER THE INTERVIEW
Ending the interview
- the end - playing back last few seconds as check
- Clearance form and Copyright
- not running away
- thanking
- leaving the door open
- any others who can help.
12.45pmLUNCH
1.15pm SETTING UP FOR INTERVIEWS
Checking equipment ready for arrival of interviewees
1.30pm INTERVIEW PRACTICE
People working in pairs, each interviewing a local person with questions prepared earlier in day
2.30pm FEEDBACK & TEA
Reaction of interviewees and interviewers. Playback. Thank yous and farewell to interviewees.
3.00pm DIGITISING AND ARCHIVING
Digisation and digital sound editing introduction; archivin
3.30pm USING THE RECORDINGS CREATIVELY
A look at using oral history recordings on the web and in digital stories
3.50pm FEEDBACK ON THE SESSION
Reactions, questions, queries, filling in feedback form 4.00pm SESSION OVER
Roger Kitchen
firstname.lastname@example.org www.rogerkitchen.co.uk
ORAL HISTORY INTERVIEWING & VIDEO RECORDING TRAINING SESSION.
10.00am INTRODUCTIONS
Who are we and why are we here? Brief intro from Roger Kitchen about the programme for the day.
10.15am AN INTRODUCTION TO ORAL HISTORY
Its origins and history, its principles, its importance.
Understanding Memory – pitfalls and limitations– an illustrated talk
10.45am WHO IS A GOOD INTERVIEWER AND WHY?
(JOINT EXERCISE - list on board)
11.00am THE FOUR GOLDEN RULES OF INTERVIEWING
You only get what you ask for
Be interested
Listen
Respect
10.05am THE QUESTIONS
You only get what you ask for
What do you want to find out
Preparing a list of questions
The role of a list of questions
11.30am COFFEE BREAK
11.45am THE INTERVIEW
Questions that work - open V closed
- simple, one at a time
Being interested - body language, eye contact, non-verbal encouragement.
Listening - not interrupting - the leg bitten off by a shark example
- picking up clues from speech
- questions as a guide
(JOINT EXERCISE - My first day at school)
Respect - why there and talking to them?
- hiding your own knowledge
- the man on the moon, the restricted code, asking for explanations.
- using your knowledge
12.15pm CONDUCTING THE INTERVIEW
Checking your equipment before you start
Conducting the interview - sitting comfortably
- extraneous noises
- setting up equipment, setting the level
-
getting going - the first questions
- using the list of questions
- the end - playing back last few seconds as check What can go wrong?
- (Responding to their questions) - emotions
- not wanting it on tape
- talking after the tape has gone off
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WORKSHOP
"Mission Possible: Owls in Education"
Marcia J. Wilson 1
Abstract.—A panel of four experts in the fields of envir onmental education, r ehabilitation and r esearch assembled for a 1-3/4 hour workshop chair ed by a moderator. Each panelist r eflected upon their experiences using live owls in their own envir onmental education and/or research pr ograms. Per manently disabled or imprinted owls can live long, useful lives as ambassadors fr om the world of wildlife. Given proper handling, training and car e, these owls provide a compelling connection to the natural world for both childr en and adults. Likewise, an up-close and personal encounter with a wild owl can open minds of any age to the br oader issues of conservation. Discussion of the agenda topics among the panelists, moderator and 74 workshop attendees was lively and stimulating. Attendees commented and asked questions. Discussion topics included pr ogram descriptions, teaching and handling techniques, ethics, cosmetics of non-r eleaseable owls, communication between educators and r esearchers, the virtues of owl pellets as teaching tools and issues regarding their sour ces, travel techniques, and use of the Inter net among educators, students and r esearchers. A live Gr eat Horned Owl (Bubo virginianus) was present to help illustrate topics discussed during the workshop.
Moderator Mar cia Wilson (Ms. W ilson) opened the workshop by r eading from the jour nal of naturalist Henry David Thor eau:
the friend per haps daily and the owl but a few times in our lives. It is a sound which the wood or the horizon makes." (Cruickshank 1964).
"Jan. 7. [1854] P.M. - T o Ministerial Swamp. I went to these woods partly to hear an owl, but did not; but now that I have left them nearly a mile behind, I hear one distinctly, hoorer hoo [imitates Great Horned Owl call]. Strange that we should hear this sound so often, loud and far,—a voice which we call the owl,— and yet so rarely see the bird. Oftenest at twilight. It has a singular prominence as a sound; is louder than the voice of a dear friend. Yet we see
1 Marcia J. Wilson, Workshop Moderator and Director of Eyes On Owls live owl pr ograms, P.O. Box 220, Dunstable, Massachusetts, 01827-0220, U.S.A.
This passage embodies most people's experience with owls, as they are more often heard than seen. People r emember their experiences with owls in great detail and regard the bir ds as rare, special, and even magical.
Ms. Wilson intr oduced herself and each of the panelists by reading biographical sketches (see below). Before the panelists pr esented their own opening statements, Ms. W ilson acknowledged the assistance and inspiration of Dr . Bob Nero, educator, biologist and a key member of the Owl Symposium Committee; Dr . Jim Duncan, chair man of the Owl Symposium Committee; Ms. Kay McKeever , director of The Owl Foundation; Mr . Mark Wilson, wildlife photographer, writer, and Ms. Wilson's husband; and Mr. Denver Holt, wildlife biologist and president of the Owl Research Institute,
Missoula, Montana. Ms. W ilson also intr oduced Lisa Braun (Ms. Braun) of the r ehabilitation staff at the Manitoba W ildlife Rehabilitation Or ganization (MWRO) in Glenlea, Manitoba. Ms. Braun kindly br ought a live Great Horned Owl from MWRO and positioned the owl on a free-standing per ch to the left of the panelists. Ms. Kim Middleton, a volunteer at MWRO, accompanied Ms. Braun and assisted with transport and set-up of the owl.
PANELISTS
1. Shawna Wiebe (Ms. Wiebe), Rehabilitation Director (for merly), Manitoba W ildlife Rehabilitation Or ganization (MWRO, Box 49, Glenlea, Manitoba, R0G 0S0) 137 Le Maire Street, Winnipeg, MB, R3V 1E1; (204) 883-2122 MWRO; (204) 261-8395, fax (204) 883-2582. As Rehabilitation Dir ector, Ms. Wiebe ran MWRO's wildlife hospital until 1 February 1997, working closely with the education pr ogram, coor dinating volunteers and training, and overseeing media coverage. She also trains dogs in obedience and search and rescue. She holds bachelor's degrees in both science and education.
2. Rick Smith (Mr . R. Smith), Elementary School T eacher, Queenston School, 245 Queenston Str eet, Winnipeg, Manitoba, R3N 0W6; (204) 489-3423, fax (204) 4886639. Experienced at teaching various grade levels, Mr. Smith has focused for the past 6 years on actively involving elementary school childr en in science, often using live animals. He has a passion for sixth graders. Lady Grayl, Dr. Robert Ner o's captive Great Gray Owl (Strix nebulosa), is no stranger to his classr oom. He uses science fairs and clubs to generate inter est among students. Under Mr . Smith's guidance, students raised money for the Manitoba Wildlife Rehabilitation Or ganization. He holds a bachelor's degr ee in education.
3. Katy Duffy (Ms. Duf fy), Assistant District Naturalist at Grand T eton National Park, Moose, Wyoming, USA 83012; (307) 7393593, and Owl Researcher at Cape May, New Jersey. Using mounted bir ds, study skins and parts (feet, wings, tails, skulls, pellets), Ms. Duf fy has presented programs
on owls and hawks for general park visitors, special adult gr oups and childr en for the past 14 years. She is a Saw-whet Owl (Aegolius acadicus) researcher and bir d bander. Ms. Duf fy has conducted an owl banding project each fall since 1980 at Cape May, New Jersey. She does demonstrations with live owls and other bir ds during her banding studies and has encouraged public participation in her r esearch pr ojects. She holds an under graduate degree in biology and a master's degree in ecology.
4. Norman Smith (Mr . N. Smith), Dir ector, Educator and Owl Researcher at Blue Hills Trailside Museum and Chickatawbut Education Center , 1904 Canton A venue, Milton, Massachusetts, USA, 02186; (617) 333-0690, fax (617) 333-0814. Mr . Smith brings 27 years of raptor study to his educational pr ograms presented both at the museum and in metr opolitan Boston schools. His experience with hawks and owls includes 20 years of rehabilitation and bird banding. A self-taught naturalist, he has worked for the Massachusetts Audubon Society (MAS) for 23 years, curr ently serving as natural history museum dir ector. Mr. Smith studies wintering Snowy Owls (Nyctea scandiaca) at Boston's Logan Airport thr ough a long-ter m color -marking, banding and relocation pr oject. He and his two children are featured in "Owls Up Close", and "Hawks Up Close", videos produced for the National Audubon Society by the Natur e Science Network.
5. Marcia J. Wilson, Workshop Moderator and Director of Eyes On Owls live owl pr ograms, P.O. Box 220, Dunstable, Massachusetts, USA, 01827; (508) 649-3779, fax (508) 6497377. With over 30 years of experience in biology, field ornithology and envir onmental education, Ms. W ilson pr esents live owl programs to schools and adult gr oups throughout easter n Massachusetts and souther n New Hampshire. Her presentations featur e owl photos taken by her husband, wildlife photographer Mark Wilson. Bor n to bir ding parents, she had the good fortune to gr ow up with owls as her mother pr esented live owl programs to schools. Ms. W ilson now devotes her time to teaching about owls. Ms. W ilson holds a bachelor's degree in biology.
AGENDA
1. Educational Pr ograms: What works? What doesn't? Panelists share innovative tips and techniques for outr each. Education is more than just an owl on a fist.
2. Owls Up Close: How are owls presented to the public? Panelists discuss ethics of anthromorphism, handling techniques and cosmetics. Can an owl's disabilities detract from the educational message?
3. Teaching the T eachers: How do educators and rehabilitators keep abr east of curr ent research on owls? Newsletters, scientific jour nals, magazines, cyberspace, confer ences: are these the best sour ces for information?
4. A Pellet Primer : Do commer cial supply companies impact wild owl populations as they fill bulk or ders for pellets for schools? Are there alternative sources?
5. Owls on the Road: What special challenges do the bir ds face during time away from their accustomed enclosur es? Issues of stress, dehydration, feather wear, travel techniques, r est, and feeding will be explored.
6. Owls on Line: How are teachers, students, and researchers interacting thr ough the Inter net? How do we inspire kids to look beyond their computer scr eens and explore the natural world?
PANELISTS' INTRODUCTOR Y REMARKS
Ms. Wiebe: As former rehabilitation dir ector of MWRO, Ms. W iebe described taking educational pr ograms on the r oad to classrooms and mixed age events with childr en and adults. Her programs focused on interactions of people with the natural envir onment, str essing conservation and pr eservation of natural habitats and wildlife. She also explained how some well-intentioned human interactions at times, in fact, cr eated non-r eleasable birds.
Mr. R. Smith: As one who has taught a wide range of students in W innipeg's public schools, Smith spoke of embracing the study of owls in his curriculum. After an intensive period where students lear n about owls' biology, life cycles, and habitat needs, Mr . R. Smith uses a live owl presentation, often by Dr . Nero with his captive Great Gray Owl, "Lady Grayl", as well as field trips to r ound out their lear ning about owls. He uses these interactive experiences to get students inter ested in science.
Ms. Duf fy: In speaking of her natural history presentations and field trips at Grand T eton National Park, and during her Saw-whet Owl banding research at Cape May, New Jersey each fall, Ms. Duf fy emphasized the impact of sensory and tactile impr essions on all who participate in her pr ograms. She strives to involve everybody with owls through her own solid knowledge and an infectious enthusiasm for her work. Ms. Duf fy has observed that people will only protect what they know and love.
Mr. N. Smith: Painting a scene of his own childhood experiences with owls, Mr . N. Smith described how many of his friends thought he was "really wierd." His parents' friends expressed reservations when he ventur ed with their sons to a nearby coastal barrier beach with the family car to look for Snowy Owls. The Smiths explained that, "no, their sons weren't going out for a few drinks, but r eally were out looking for owls ." Shortly after that, Mr. N. Smith began working for the Massachusetts Audubon Society doing envir onmental education pr ograms which now, some 25 years later, reach 400,000 people near a major metropolitan city, Boston. He spoke of the heartening experience of opening the eyes of inner city childr en to the world of wildlife, forests, and whole ecosystems, as a contrast to their daily lives where single trees, asphalt, gangs, and violence are the mainstays of their environment. MAS's T railside Museum now operates hawk and owl banding stations at two locations, in addition to Mr . N. Smith's Snowy Owl project, where students are incorporated into various r esearch pr ojects.
After Mr. N. Smith began involving his own two children, to whom he r eferred as his "assistants", with his Snowy Owl research at Logan Airport in Boston, he r ealized the critical value of involving childr en in hands-on envir onmental education and r esearch pr ojects. "One day at last light", he r elated, "one of my assistants, then aged 7, insisted we try to trap a Snowy Owl perched in a tr ee about 2 miles away. Even with 50-power binoculars, we wer en't even sure it was an owl. After explaining to her that I was the researcher who had read 117 research papers on Snowy Owls, that owls' vision had no magnification ability, and that trying to trap the bir d was really a waste of time, she looked up and said, 'Dad, I think you're making a big mistake because this may be a bird that you may've caught in the past,
and this could be a r eal interesting situation.' So I said, 'OK. T o show my assistant how wrong you are, we will take this trap, put it out on the edge of a runway, with br own grass. We will put a starling in the trap and wait 5 minutes. It's getting late, downtown Boston traf fic is horr endous, we told Mom we'd be home at 6 o'clock, it's 5:30 now, she's going to be r eally upset, but we'll give it 5 minutes.' So we put the trap out, and just to show her how wr ong she was, within about 2 minutes we saw this big white thing coming in, flying acr oss the water, and landing on that starling. So she looks up at me and says, 'So, Dad. Y ou know how well Snowy Owls can see.' And from that point on, I r ealized maybe we don't know as much as we think we know about these cr eatures. By stimulating and inspiring young children who have a lot of ideas, and don't get shut of f or put of f by these things because they think someone knows, in fact, maybe it's r eally right."
In an aside, Mr. N. Smith shar ed some highlights of his Snowy Owl banding work at Logan Airport, Boston. When he first began 15 years ago, researchers believed Snowy Owls were coming to Massachusetts in the winter starving to death due to low food r esources in the North. In fact, during big flight years, he found most owls were in excellent condition. Ninety per cent of them wer e young bir ds. They had very few parasites. Their plumage was perfect. In non-flight years when ther e were few Snowy Owls, he found they were mostly adult bir ds, emaciated, had poor feather condition, and were loaded with parasites. Corr elating this with what was happening in the Ar ctic tundra, he found that in years when ther e were plenty of lemmings, lots of young Snowy Owls wer e produced. So, ther e were lots of healthy bir ds to disperse southward. Researchers had also believed that these owls never r etur ned to the Arctic. Mr . N. Smith has captur ed 10 banded Snowy Owls that have retur ned to Logan Airport, and thinks other banded owls r etur n that he's unable to captur e. Two weeks before the symposium, he caught an owl he'd banded 10 years ago. So he believes some of these birds do retur n. He said researchers still have no idea exactly where they go to or wher e they come from.
In closing, Mr . N. Smith af firmed a belief common to all four panelists: "T o me, it's a lifelong mission to instill education in people,
because even everyone in this r oom, even the little you think you know, can be r eally impor tant to somebody else."
Ms. Braun gave a brief backgr ound on the Great Horned Owl present at the workshop. A farmer found a dead adult Gr eat Horned in barbed wire not far from the nest. After waiting a couple of days, he cut the tr ee down to get the young owls. This owl suf fered from head trauma and its sibling died. The far mer kept the owl another 2 weeks, during which time the trauma was set and the bir d became imprinted on people at this critical young age. After it was brought to MWRO, the owl was found to be blind in its left eye and deaf in its left ear , rendering it non-r eleaseable. The owl, a cosmetically beautiful, light-plumaged female, is now used for educational pr ograms by MWRO.
DISCUSSION
Since each of the panelists had alr eady touched on agenda question #1 about individual approaches and techniques in their own educational pr ograms, Ms. W ilson continued with a formal discussion of the agenda. She asked them to comment on ethical questions, such as how the bir d is being handled and presented, and what the group's perception is. She posed, "Is it being tr eated as a pet? Is it being regarded as a wild bird? I'm sure we've all in this r oom seen live animal pr ograms that are presented in a fashion that the animal's really being treated as a house pet, even though it might be a wild species. So let's reflect a little bit on that issue. I know that Norman, you have some views on that with regards to your pr esentations at the museum, so that certain per ceptions ar e upheld. Per haps you could r eflect on that for us."
Mr. N. Smith: Non-r eleaseable live owls, other birds and animals are utilized at Blue Hills Trailside Museum. Historically, it has been a real drawing card to offer people the chance to see a wild animal up close, because it attracts their attention and gives educators a chance to hopefully get an educational message acr oss to them. T o illustrate how pr esentation techniques have evolved at the Museum, Mr . N. Smith gave an example of how years ago a striped skunk, "Sandy the skunk", was held in front of a group and pr esented as a wild animal, all the while being petted by the wellmeaning teacher -naturalist. Although the
message was that people shouldn't keep skunks as pets, Mr . N. Smith str essed, "as we all know, particularly young kids don't hear with their ears, they hear with their eyes. When they see Sandy the skunk being petted, they think, 'Ya. I would like to have a pet skunk myself.' Why not?'' The childr en all lined up after the pr ogram to touch the skunk. Some time later , a mother called the museum to say her daughter was really thrilled to meet Sandy the skunk, but while on a family picnic, the little girl mistook a "tame" skunk with distemper and tried to pet it. Now, Mr . N. Smith explained, the museum does not give its birds or animals names, he pr esents them on perches, tables, or natural exhibits, and instead of petting the animal, people get to hold wings, bones or pr eserved specimens. He firmly believes there are valuable benefits to being able to see wild animals, such as the Great Horned Owl at the workshop, up close and be able to learn about their important features.
Ms. Wilson: Mr . R. Smith, having worked directly with many different ages of childr en as a public school teacher , was asked, "How do you instill a r espect for a wild animal in your students and what are some of their r eactions when, specifically, live owls are brought in?"
Mr. R. Smith: W orking with grades 4, 5, and 6, he finds that most students have never seen a wild owl up close. His students sponsor ed Dr. Bob Nero's program where he brings Lady Grayl, an imprinted Gr eat Gray Owl, into the classroom. He's found that some childr en are timid or shy ar ound the owl because it is wild, and adults will react this way, too. On the other end of the spectrum, he's seen childr en and adults who really want to touch the owl. His students donated money raised for Dr . Nero's Lady Grayl Fund to MWRO. Although MWRO is not nor mally open for gr oup visits, Mr. R. Smith's students wer e allowed to visit the facility. Ther e were some bir ds they were not allowed to see up close to pr event imprinting, and that concept was a lesson of its own to the students. He said, "Live animals ar e always a nice hook or a nice pr ompt for kids. I never have any problem getting my kids inter ested in research or in owls."
Mr. R. Smith showed some poster displays about owls his students had made. Two of his students had spotted and corr ectly identified a
Great Gray Owl earlier this winter and had photographed it in River Heights, within Winnipeg city limits. "I think that's the part of the impact of education that you can't r eally measure. Who's to know that these guys wer e ever to see an owl again and recognize it?"
Ms. Wilson: "Now Katy, when you're handling all of those Saw-whets in New Jersey, and you have all those little kids ar ound you, what do you do? Do you allow the kids to touch the birds?"
Ms. Duf fy: "I do let people touch the owl. I show them that I'm handling them gently, but firmly, and explain why. To me the supr eme honor if you'r e a visitor to my owl banding project is for me to let you r elease a Saw-whet Owl. We go outside, shut of f all the lights, and release the owl at my usual spot. I'm a fir m believer that a bir d in the hand is best." At this very moment, the live Gr eat Horned Owl gives a full 4-note hoot. "So, is that appr oval?" (Everyone laughs) Ms. Duf fy discourages petting the owls, yet allows the group to feel how soft the feathers are, how large the skull is, etc. while handling the bir d gently. She explains that the owl is perfectly capable of scratching and biting if not handled car efully, and added that people are thrilled with the experience.
Ms. Wilson: "Now that's a really fun example of how she's using bird banding to allow people to touch the bir d, because they all want to touch the bir d. My parents are bird banders, and as a child, I can't tell you how thrilling it was to be able to hold and r elease a bird." She explained that legally in the U.S. educators ar e discour aged from letting people touch the bir d from a liability standpoint and to pr otect the bir ds. Yet, by letting someone r elease a banded bird, a researcher can pr ovide a lasting memory for a child or adult. She next asked how Ms. W iebe responds to the question fr om childr en, "I want to have an owl when I get older. Where do I buy an owl?"
Ms. Wiebe: Ms. Wiebe tends to get questions like this mor e often when the owl is displayed on the fist than on a stationary per ch. People tend to associate the bir d's behavior with its handler, and often r emark that the owl seems to "like" the person. She explains that the birds are wild animals and don't show affection. The bir ds cannot survive on their own in the wild because of their disabilities. She
emphasizes respect when questions like, "Can I pet it? Can you pet it?" come up, adding that the owls are not pets like budgies. The wild owl has its space and they try not to invade that space. She uses the concept of pr edatorprey relationships to explain why touching the owls is uncomfortable for the bir d. The bir ds instinctively r egard humans as pr edators. Since pr edators would not nor mally touch or pet their pr ey other than trying to kill it, a wild bird's natural reaction is to avoid being touched or to defend itself when appr oached.
Ms. Wiebe touched on cosmetics of education birds. MWRO tries to accurately r epresent the birds as they appear in the wild, avoiding disfiguring disabilities, such as sever e head injuries or amputations. This helps inspir e respect for the natural beauty of the bir d instead of pity. When people ask about keeping the owls as pets, she gets into quality of life issues for the bir d. She talks about their specialized diets, housing r equirements, and how difficult it is to secur e a steady supply of rats or mice, adding these items ar e not r eadily available at the local pet shop. She uses the example of how a Great Horned Owl can sink its talons thr ough a hand without even blinking to illustrate how danger ous some bir ds can be, pointing out the heavy gloves r equired when handling the owl.
Ms. Wilson opened the discussion up to the audience for comments or questions.
Randy Love, Alberta Educational Association: Mr. Love's experience at the Calgary Zoo using amputee owls in educational pr ograms is that often times people don't notice the bir d's injury. Ms. Wilson concurr ed, and when she has her students guess the bir d's disability, her own Eastern Scr eech-owl's amputation goes unnoticed until the bir d flaps its wing.
Lorraine Andrusiak, (Ms. Andrusiak), r esearcher, ecological consultant and associated with a British Columbia wildlife r ehabilitation organization: In British Columbia, r eleaseable and physically deformed owls are not allowed to be used in educational pr ograms or displays.
Ms. Wilson: The panel was asked to r eflect briefly on how the r egulations vary from pr ovince to pr ovince and in the U.S.
Ms. Wiebe: In Manitoba, since ther e is really only one or ganization doing r ehabilitation,
regulations are in the pr ocess of being for mulated, for which MWRO strives to set the standard now in the early stages.
Ms. Wilson: "During many of my pr ograms, there's always a kid who asks, 'When are you going to let the owl fly ar ound the r oom?' My U.S. state and federal per mits do not allow that. The owl could potentially hurt itself or an audience member ." Ms. Wilson next asked the panelists to touch on the question of liability when using live bir ds close to people.
Mr. N. Smith: He said, no, he does not let his birds fly around and explained that his facility, owned by the Massachusetts (state) District Commission and operated by the (private, nonprofit) Massachusetts Audubon Society, is in fact required to carry $10 million in liability insurance coverage because of the potential risk of injury. Mr . N. Smith noted that Massachusetts has a history of high monetary claims. Since facilities don't "own" their nonreleaseable wildlife, the fate of non-r eleaseable birds rests with the state's director of nongame species. His office determines where various individual non-r eleaseable birds are placed. For example, an endanger ed Peregrine Falcon is mor e likely to go to a facility such as Blue Hills' that r eaches 400,000 visitors per year and has the liability coverage than a smaller operation that r eaches several hundred people. Mr. N. Smith doesn't let visitors get too close to the animals. He added, "Liability certainly is an issue we think about all the time, and something I never thought about in the past until we started paying these insur ance premiums. Now we think about it all the time."
Ms. Wilson: "Well, thanks to you, Nor man, now we're paying insurance pr emiums, too!" Ms. Wilson motioned to the cr owd of people, including several childr en, standing in the doorway to please come in.
Dr. Bob Ner o: "I haven't heard much about the preparatory work yet, and Rick (Smith) will vouch for this. I r equire the class, or the entir e school, to study owls in considerable depth. By and large, I practically demand that all the people in the school have the opportunity to see one or mor e educational films, slide sets or whatever, on Gr eat Gray Owls, because that happens to be my particular topic. Invariably, they study owls of many different kinds." For the half minute, the Gr eat Horned Owl has
been preening on its per ch, and now rouses its feathers with a great shake. Mor e eyes are on the owl than Dr . Bob. "I can't compete with that bir d!" he huffs lightheartedly. "The second requirement for my pr ogram is the kids have to become involved, to the extent that's feasible and permissible, in fund raising in support of endangered species. The owl (Lady Grayl, Dr. Nero's tame Great Gray Owl) and I come to the school as a reward for the har d work that the students and teachers have done. I think that makes our pr esentation that much mor e effective."
Dr. Nero offered two examples to illustrate the extent to which this works. "At an inner city school her e in Winnipeg, as I walked into the school with the tame Gr eat Gray Owl on my glove, with the kids in the hallways leaning back against the wall saying, 'Gosh! It's alive!', I heard a grade 5 Vietnamese boy point to the owl as we went by and say, 'Nictitating membrane!'. I thought, 'This is going to work.' One more example: In a grade 4 class, each student had studied a different species of owl. One student asked, 'Could you tell me please the clutch size for Blakiston's Fish-owl ( Ketupa blakistoni)?' I said, 'Sure! If you can tell me the scientific name.' The kid knew it!"
Ms. Wilson: "Well, that's a great lead in to talk about the pr eparation that the kids do with the teachers. Many of the teachers ar e also doing research." Ms. W ilson mentioned the teacher's kit she sends to the head teacher once a pr ogram is booked that consists of a list of owl books, videos and audio tapes, a sour ce for owl pellets and field trip ideas to see owls in captivity and where to look for them in the wild. Teachers can work the infor mation into their curriculum and become mor e knowledgeable themselves. She asked Mr. R. Smith to r eflect on some of the pr eparatory work that he does with his students befor e a visit from the "Grand Master" (Dr. Nero).
Mr. R. Smith: "In this day and age, with the spending cuts in schools, it's very dif ficult sometimes to get the r esources we need. I try to do my homework. Between September , when I first contacted Dr . Nero about an owl program, and Mar ch, when we finally met, Dr . Bob had lots of r esources for me and lots of time. We were able to show some videos to all the students in the school. I don't want to just bring an owl in and it's just a one shot deal. I want to make some r eal life connections and some connections in curriculum." Mr . R. Smith worked closely with the school's computer teacher , set up a r esearch pr oject where the students studied a particular owl, and focused on owls in Canada, especially the endangered ones. He found this tied in well at the grades 4-5-6 level, beginning with study of habitats, and on to adaptations, wild communities and populations, envir onmental awareness, reclamation pr ojects, sustainable develeopment, and so on.
Ms. Wilson: "Think about what you wer e learning in sixth grade. W ere you doing it at that level? I know I wasn't." Ms. Wilson said teachers are using owl study in their curriculum at a pr etty complex level. Students ar e eager to study a particular owl species on their own. She next moved to discuss use of owl pellets in the classr oom to illustrate food chains and the web of life. Middle school students get hooked on studying owl pellets. She asked the panel to r eflect on their use of owl pellets, sour ces of owl pellets, and whether they use pellets from their own r esearch.
Mr. N. Smith: "During my Snowy Owl pr oject, my two assistants collected over 5,000 pellets. We've utilized some of these pellets in school programs and have kids take them apart, and have them try to analyze what the owl has eaten." Mr. N. Smith r ecalled a rainy day when his son had a friend visit. His 4-year -old son asked his friend, "How many pellets do you have in your collection?" Because his son had grown up with this, he assumed that everyone in the world had a pellet collection. While the pellets collected fr om wild birds were better than those fr om his captive bir ds, it made no difference to the student dissecting a pellet, hunting for the prized skull it contained.
Mr. N. Smith described an inner city class that came to his museum as a follow-up after a live owl program and session of pellet dissection. "As the childr en got off the bus, they were screened for weapons. These kids are real tough kids. By the time those kids left at the end of the day, those kids were the friendliest kids we'd ever met, and they said, 'when can we come back?' The only things they have at home are drugs, fights on the str eets, and nothing fun or exciting to do. These kids wer e thrilled to get an opportunity to have a day to come out exploring and dissect a pellet. So it can actually change somebody's life—a little, old, regurgitated pellet."
Ms. Duf fy: "The pellets I've used are either ones I've collected myself or have come fr om rehabilitators I know. Sometimes I pass around a bag with a pellet in it. That way, I can reuse it. I teach them how to sear ch for pellets on their own."
Ms. Wilson: "We're constantly encouraging the kids to look for owl sign as clues to owls' presence. We use the pellets as one of those clues as well as learning about whitewash and owls' calls to teach them how to observe owls without disturbing them. So, the pellet r eally works into all dif ferent levels of owl study." Ms. Wilson next asked the panel and attendees to discuss the sour ces for owl pellet, stating that teachers can or der large quantities of owl pellets from large biological supply houses, paying a few dollars per pellet. Where do these pellets come fr om and how are they collected? She's been approached over the years by researchers and educators concer ned about possible impacts on wild owl populations, particularly during the nesting season.
Mr. R. Smith: He was anxious to use owl pellets as an educational tool, and his first instinct was that if pellets wer e being sold commer cially by big supply houses and had been fumigated as advertised, they must be legitimate. Then, after Dr . Bob Ner o mentioned possible disturbance factors and instead offered some of Lady Grayl's pellets, Mr. Smith approached his administrator with the idea. They found they'd stepped into a gray area of questions about possible health risks like allergy and sanitation concer ns with bringing unfumigated owl pellets into the classr oom, creating a dilemma. At this time, in the city of Winnipeg and acr oss Canada, he explained, elementary schools can no longer dissect dead animals. Realizing they were entering uncharted territory and wer e concer ned about buying from a big company, unfortunately they opted not to do it. They thought about sending home a parental consent letter , but, Mr . R. Smith concluded, "Do you want to get into that political hotbed of having that all happen? W e live in a fairly volatile community and wouldn't want anything to happen. It wouldn't take long for some people to bring char ges. He realized he was breaking a bit of gr ound as a grade 6 teacher. "All of a sudden, you're saying, 'Whoa! I don't need all this extra hassle'. All I wanted to do was dissect some owl pellets and have the kids learn a little bit mor e, so in the end, we opted out of it. I kind of feel my kids got cheated out of a valuable lear ning experience because there didn't seem to be any clear -cut school policy on it. Hopefully, next time we can go in a bit mor e educated about it."
Ms. Wilson: Ms. W ilson allowed that ther e were many unanswered and perhaps unanswerable questions about health hazar ds to students and disturbance pr oblems to wild owl populations.
Ms. Wiebe: "The kids claim that they ar e Barn Owl (Tyto alba) pellets."
Ms. Wilson: Her understanding is that most are Barn Owl pellets that have been fumigated. The only company that she curr ently recommends in her teacher's kit is a small operation on the west coast on which she had gotten a good recommendation fr om an owl researcher.
Pat LeClaire (Ms. LeClair e), school teacher , Winnipeg: "I'm her e with Dolly Chisick, we're disciples of Dr. Nero, and we've been honored with having him visit 2 years during my 9 years here. We've used pellets successfully and get them fr om Pellets, Incorporated in W ashington. They are perfectly healthy. The kids come with rubber gloves, but by the end of the hour , the gloves are off, and they are just so involved in it. I can just see their participation and excitement. It is the hot topic in grade 5 and has grown in reputation at our school."
Ms. Wilson: "Yes, and it's the disgusting aspect of it that makes it all that much mor e attractive to these kids. We need to think of the tradeoffs coming into play her e."
Ms. Andrusiak: Ms. Andrusiak conducts Bar n Owl research and has run into numer ous problems with pellet collectors. For instance, she had an opportunity to band Bar n Owls at a nest study site, located on a private far m. When she arrived to ask if the owners would allow her to band the owlets, she was abruptly told, "I'm sorry, but this guy comes up fr om Washington to collect pellets and has asked us to not let any other owl people in with the owls." So, she was not allowed in to band the owls, posing a problem for her work. She said the barn owners seemed happy that this man comes, he tells them they'r e for educational purposes, and don't r ealize that he's selling them. As far as she knew, the pr operty owners do not get a financial cut fr om the operation, but Ms. Andrusiak's main concer n was that the birds were being disturbed.
Ms. Wilson: Ms. W ilson added concer ns she had heard from East Coast r esearchers about Barn Owl populations being disturbed by pellet collectors, and admitted that ther e were no clear cut answers yet to this conflict. Ideally the activity should not be conflicting with research or annual nesting and/or r oosting cycles of any owl species. She suggested pellets might be collected fr om for mer r oost sites after the bir ds have gone.
Michelle Kading (Ms. Kading), Dir ector of Interpr etive Programs, Oak Hammock Marsh Interpr etive Center, north of W innipeg: About 1,300 childr en visited Ms. Kading's facility in 1996 and participated in owl pellet dissection, with 3-4 students per pellet. She pur chases fumigated pellets fr om Pellets, Inc. in W ashington. "We're probably one of the bigger pellet consumers in the pr ovince." She also buys pellets from Educom in T oronto, but they sometimes have tr ouble keeping up with Oak Hammock's demand. She, too, was concer ned with health issues, and called the companies and made sure the pellets were fumigated. "They're not as expensive as you might think, about $2.25 per pellet, and come wrapped in foil. The kids call them 'baked potatoes.'" Last year, Ms. Kading got a call fr om a public health nurse because a school child was about to come dissect pellets, and the par ent was concer ned about pellets transmitting the Hanta virus. The mother knew the virus was found in mice, that owls eat mice, her child was going to touch the owl pellet, and was afraid the child would get Hanta virus. Both companies confirmed to Ms. Kading that Hanta is contained in the blood system and with fumigated pellets there was no danger.
Ms. Wilson: She clarified that fumigating pellets means they've been heated, or autoclaved, at high enough temperatur es to kill any bacteria or virus, and pr esumably make them safe to handle with usual safety precautions.
Ms. Kading: "We strongly suggest that people do not collect their own pellets, because an untrained person, or , even one of my own staff who was very keen on owl pellets, came back with what he thought wer e real owl pellets that were in fact coyote dr oppings. Both handling coyote droppings and inhaling near wolf dr oppings can be very har mful to people." She feels it's very dangerous if you don't know what you're looking for, except for a trained expert.
Ms. Wilson: "Here's an example where the school gr oups are coming to you, and you can suggest that the teachers and students do their preparatory work beforehand to learn the differences in size, shape, and composition between owl pellets and animal scats or feces. There is a fine line ther e where you still may not want the kids to be picking up owl pellets on their own, but just use them in the wild as a sign that owls are present."
Rick Ger hardt, Or egon: "The Centers for Disease Control (CDC) in Atlanta (Geor gia) has a disease control packet available free specifically addressing Hanta virus. Also, I do have one aquaintance making his living in Or egon collecting pellets, selling them to Car olina Biological Supply which pays him $.50 per pellet. He spends most of his time driving around collecting Bar n Owl pellets." Mr. Gerhardt said collecting does not have to be an invasive activity if done in the right season, and this aquaintance seemed sensitive to distur bance, adding it's not a goldmine, either . He thought he might be making $20,000 per year , but it's a full-time job.
Mr. Chester, Medicine Hat: Mr . Chester oper ates a nature store that sells pellets and has one partially dissected on display. His supplier is Edu-fund in New Y ork. Some pellets ar e bought by schools, but many ar e bought by adults with childr en, and he finds the adults are often mor e interested than the kids. He is in the position of teaching the adults at the counter about owls and the food chain, and he feels there is a real need to incr ease educational pr ograms directed toward adults, too.
Ms. Wilson: "Oh, yes! The adults ar e fair game. We do lots of adult pr ograms."
Ms. Kading: Oak Hammock Marsh got a request to buy owl pellets fr om the Rockwood Institute, a corr ectional facility, next to Stony Mountain penitentary. They thought this would be a wonderful thing to do with their adult residents.
Dr. Nero: "Good use of pellets for jailbir ds!"
Ken Bevis (Mr. Bevis), for merly with the U.S. Forest Service contributing to the CDC's r esearch into Hanta virus, W ashington: "The Hanta virus is a very fragile virus. It has a lipid coat and they don't think it r eally has a very
long life span outside the actual fecal matter or urine of the actual r odents themselves. So, it's unlikely, at least fr om what I've read, that the virus would be transmitted thr ough a pellet due to time and pr obably the digestive action of the bir d. As an aside, we've been doing a whale of an experiment with everybody handling pellets, so if it was a problem, we'd probably know by now!"
Ms. LeClair e: "It hasn't bother ed me for 9 years. I'm still her e."
Mr. Bevis: Ms. Wilson confir med with him that the Hanta virus is transmitted thr ough the feces and the urine, rather than thr ough the digestive system of the owl. Mr. Bevis added, "From what I've read, CDC really doesn't know, because it's a rather mysterious virus, but it's probably not a pr oblem in pellets. That's the feeling that I got."
Ms. Wilson: "Now, Dr. Bob (Ner o), maybe you'd reflect on how pellets taste. I know you've tasted pellets. You didn't get sick fr om that, did you?" she asked lightheartedly.
Dr. Nero: "No, the mucus coating is sweet. The interior is rather unpleasant."
Ms. Wilson: "But you'r e here to tell the story! This is some gr eat information and it makes me want to encourage a general awareness of how you, as researchers, if you're out collecting pellets, can r ecycle them. I mean if you have trash barrels full of them, per haps if after you're done getting weights and analyzing them, etc., if they'r e intact, rather than just disposing of them, autoclave them to take car e of the sanitation pr oblems and donate them to some local schools for educational use. They really are the nut in using owls in education and getting kids to r eally think about the whole food chain, and boy, it's just like a little prize when they pull that skull out! It's a r eal game for them." Ms. W ilson went on to tell of a photo sequence in her pr ogram showing a Great Gray Owl coughing up an owl pellet. The last slide shows the pellet in the bir d's bill. Using the sequence, she teaches the students how to "hock up an owl pellet." At the pr odding of the audience, she pr oceeded to go thr ough the motions, with some animation, while explaining the pr ocess. "With the final slide, I tell them the pellet is still steaming by the time I pick it up and pull the skull out of it. So, we r eally get the kids excited and they love it."
Ms. Wilson gave a brief overview of how owls are transported to and fr om pr ograms. Some owls, like Lady Grayl, travel on per ches. Others, such as her own, travel in ventilated, wood carriers with astr otur f perches and removable astrotur f floor mats. Ms. W ilson sets up a fan behind the boxes for added cir culation. Mr . William Dove, a British Columbia educator , travels with his owls and other raptors on the road for a month at a time acr oss the pr ovince. "Obviously, people such as ourselves who car e about owls as much as we do make sur e the owls are as comfortable as possible on the road. We get the kids to thinking about how the bir ds can overheat and become dehydrated in hot, dry buildings, and often cool down the room ahead of time. But, everyone always wants to know, 'Do they live in this box all of the time?'" She asked Ms. W iebe to hold up the Gr eat Horned Owl's carrier.
Ms. Wiebe: She explained this new type of softsided, lightweight traveling box that MWRO is trying. It has a wood frame, and a nylon, breathable, removeable cover that stays dark inside, yet goes into the washing machine.
Ms. Wilson: "Let's end up with owls on line and a discussion about how infor mation is being dispersed and how all of us can communicate a little better . Clearly, one r eason we educators, and some of us ar e researchers as well, are here at this symposium is to r echarge our batteries, gather infor mation as fodder for our pr ograms, and keep abreast of research work that's being done on dif ferent species or various aspects of owl biology. Our challenge is to interpr et this infor mation into ter ms that can be understood by dif ferent age groups. How is the Inter net being used to disperse information both to you on the panel and to kids in the classr oom? Do you have your own home page, Nor man?"
Mr. N. Smith: Although Massachusetts Audubon does have a home page, he confessed he is not a computer person. His staf f takes care of it. "To be honest with you, right now, I'm just looking at these figur es here. I figur e with 5,000 pellets at $2 per pellet, I owe my assistants about $10,000!"
Ms. Wiebe: "We are on line at the center (MWRO) thr ough member's home computers. I get downloaded articles dropped off to me written by other r ehabers. I can also have my own questions posted on the computer bulletin
boards and get responses back fairly quickly, so it's working really well with us."
Ms. Wilson: "Rick, how do you get those kids away from their computer scr eens?"
Mr. R. Smith: "W e're really fortunate to have a computer library with 18 computers available to the students. I work closely with my computer librarian, my best friend, and she bookmarks anything r elating to the pr ojects she knows I'm working on. The Inter net is really big with kids."
Ms. Wilson: "So, what I want to know is, do the kids take it to the next step? Does it get them out observing wildlife outdoors, or do they search mor e in the r eal world? I know a lot of us as educators ar e concer ned that kids ar e growing up with a perception of wildlife as viewed on a TV screen or computer monitor , and not actually experiencing the hooting of a Great Horned Owl in the wild, or the magic of a Great Gray Owl hunting, or a Hawk Owl plunge-diving, or some of the things that r eally excite all of us as bir ders and researchers—the stuff that all of us see.
Mr. R. Smith: As a pr etty progressive, small school, he feels fortunate to be able to involve his students in some field r esearch pr ojects. Last year, a fellow teacher involved students with Fort Whyte Envir onmental Education Center and studied Canada Geese migration and staging behavior. This is an 8-week hands-on pr ogram. He wants to involve his grade 6 students mor e in outdoor experiences, and has written a grant pr oposal for $20,000 to involve them in a sustainable development project. If the grant comes thr ough, they plan to develop a CD-ROM which could be shar ed with other schools.
Ms. Duf fy: As an interpr etive naturalist, Ms. Duffy, while computer literate, believes virtual reality can't match r eal reality. When asked if the childr en who go out on her natur e walks at Grand Teton National Park in W yoming recognize wildlife and know something about it already, she responded, "I live in Wyoming where there are Bald Eagles and coyotes and Great Gray Owls and all kinds of amazing wildlife. I ask the kids, 'Do you r ealize how lucky you are because of where you live? Other kids only see this on television.' One thir d grader said, 'Yes, my parents remind me every day!' I try to show them that the Inter net is a tool they can use to lear n about wildlife."
Ms. Wilson: "So, you can just feel her level of excitement. It's as if she has a kids' gr oup right her e with her, but that's how educators who are also researchers or ar e aware of research can get excited with kids and adults and make them want to get out and experience what's left on this planet."
Ms. Scottie Dayton (Ms. Dayton), Editor , Owls Magazine: Ms. Dayton told of a Micr osoft commer cial that was supposed to be run during the Superbowl depicting a whimsical scene of a girl clutching an injur ed Great Horned Owl. The father explains she doesn't know anything about how to help it, but she goes to her CD-ROM and lear ns how to tr eat it herself in her home. The ad ends with a scene of a healthy owl. The ad gave inaccurate information and made no mention of pr ofessional rehabilitation facilities.
Mr. Don Middleton (Mr . Middleton), Educator , MWRO: Mr . Middleton said ther e are about 850 rehabers that talk thr ough e-mail. Due to objections to the ad by r ehabilitators and their ability to mount a massive campaign to r emove the ad using the Inter net, the ad was not shown during the Superbowl. "The Inter net has the potential to mobilize r esearchers and those who care about wildlife in a way that we never could befor e. There was mention of people who grow up never seeing a tree. Those people can still car e. The way that we're going to educate people is going to be thr ough every device that we have."
Ms. Dayton: "T uesday, the commer cial Micr osoft ran in its original for m again."
Mr. Middleton: "So, we need to go back again."
Mr. Tom Spr out, raptor r esearcher and educator, Ohio: Mr . Sprout attributed his work with raptor r ehabilitation and r esearch to the inter est that certain people took in educating him about wildlife at a very young age. He stressed the need to integrate education and r esearch more at a grassroots level. He often involves the whole community in a pr oject. "They won't preserve it, they won't save it, if they don't understand it. A lot of the r esearchers I know say, 'I don't have time to bring lay people into my research. These same r esearchers won't give me money to do my r esearch and these grants are getting cut. The public won't support our r esearch if the public isn't awar e of
what we do." Mr. Sprout added a success story where two chur ches donated time, labor and lumber to build nest boxes for his r esearch. He now has 30 new boxes with which to begin his spring research because the young people came and experienced the Barr ed Owls in his research pr oject.
Ms. Wilson: "And you got them all the visibility in the community, a lot of goodwill, and you got your boxes. So, everyone comes out a winner on that one!"
Mr. Brian Linkhart, Flammulated Owl biologist and high school teacher , Colorado: Mr . Linkhart uses his r esearch, owl pellets, and hands-on activities to tur n kids on to the natural world and science. "It's an opportunity that kids never for get. We all see the world through our experiences. These kids have had profound envir onmentally oriented impacts made upon them by experiences in the field."
Ms. Wilson: "I'm sur e a lot of you can sympathize with the extra ef fort it takes to take a group of kids out or that extra mile that you do have to go to have the patience with both children and adults, and the development of your own interpr etive communication skills in order to teach about a subject that you know so well, but that they r eally know nothing about. So, it is r eally worth going that extra mile."
Ms. Duf fy: Ms. Duf fy offered a handout she had prepared, "Involving the Public—T ips for Researchers", that pr ovides researchers with ways to integrate education into their work. "Think about what's in it for you. Do involve the public. Y ou'll love it, too!"
Ms. Wilson concluded the workshop by r eading a passage from Dr. Nero's book, Lady Grayl (Nero 1994). Speaking to the mysteries of owls, she sets the scene—"It is 5 January 1989, midnight,—12 ˚C; Dr. Nero is in the owl's outdoor pen and the owl is facing southeast very intently"—and reads:
"When she tur ns around, finally, she looks at me only briefly, lar ge pupils giving her a gentle, benign look. But my poking and prying bother her little and she keeps looking ar ound, at times swinging her head suddenly as if a sharp noise compelled her . When the dog, running happily loose in the snow
in the night, comes running by, she tur ns and looks down at him, but without any alarm, then r etur ns to her vigil. I am awed by her attentiveness, puzzled by the forces that drive her, impressed by her seeming spirit of wildness. Is this what the wild owls are doing at this very moment, I wonder? Perhaps the well-fed ones? I should stay out here all night to r ecord what she does, but I'm tir ed, so I call the dog and go off to bed."
When I r etur n in the mor ning at 7:15 AM, she is sitting in the same place, facing the same dir ection, appar ently still doing the same thing. I am stunned by the awesome thought that this bir d can do this thr ough the night. What incr edible attentiveness. She is never bored. Every little movement, each little sound, patter ns of branches against the night sky, the sound of the wind, these realities and presumably many others beyond our scope excite and interest her."
When I think of the long-distance movements of some of our radio-marked owls, as much as 800 km in less than 3 months, I think that these bir ds have capacities we are just beginning to glimpse. And this tame bir d, no less, still has inherited patter ns of response, feels things, has inner compulsions. I am witness to a spirit. I r ealize what little ther e is beneath this feather ed form—a small body, long legs, not a great deal of mass, the brain—no, what we have here is the spirit."
In closing, Ms. W ilson asked Ms. Braun to walk with the live Gr eat Horned Owl down the center aisle of the room, giving the audience a chance to see the owl up close, ask questions, and to ponder the yet undiscover ed mysteries of owls. Just as this beautiful, pale Gr eat Horned Owl starts down the aisle, she hoots, delighting all present, and leaving her own mark on this inspiring workshop.
ACKNOWLEDGEMENTS
In addition to those individuals acknowledged during the Intr oduction segment of the workshop, the moderator wishes to thank Ms. Sherry Wurtz, college student, for taking notes
during the workshop and Ms. Scottie Dayton, Editor of Owls Magazine for providing a tape recording of the workshop. This detailed transcript of the workshop would have been impossible without their valuable documentation. Warm thanks go also to Jean Scriven and staff of the Manitoba W ildlife Rehabilitation Organization for their participation in the workshop and their gr owing educational efforts.
LITERA TURE CITED
Cruickshank, H. 1964. Thor eau on bir ds. New York, NY: McGraw-Hill Book Co. 331 p.
Nero, R.W. 1994. Lady Grayl.: owl with a mission T oronto, Ontario. Natural Heritage Books. 176 p. | <urn:uuid:536e6a84-d353-4066-8f8b-972f0440ca3e> | CC-MAIN-2019-13 | https://www.nrs.fs.fed.us/pubs/gtr/gtr_nc190/gtr_nc190_620.pdf | 2019-03-22T05:57:25Z | crawl-data/CC-MAIN-2019-13/segments/1552912202635.43/warc/CC-MAIN-20190322054710-20190322080710-00230.warc.gz | 868,906,610 | 13,358 | eng_Latn | eng_Latn | 0.996651 | eng_Latn | 0.998662 | [
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Construct 3D Model
STRAND: Measurement and Geometry
STRAND CONCEPT: Plane (2D) and Solid Figures (3D) –Compare, Contrast, and Construct
SOL 8.8
Remediation Plan Summary
Students construct a three-dimensional model, given the front, side, and top views.
Common Misconceptions
Students have a difficult time understanding how a solid figure can be drawn on a flat surface. They can't translate the 2D drawing into a 3D shape.
Materials
- Cubes (linking or non-linking)
- Isometric dot paper
- Copies of the attached "Orthogonal Views: 2-D to 3-D" worksheet
Introductory Activity
Discuss the meaning of the work orthogonal in preface to having students practice drawing orthogonal views. Distribute isometric dot paper to students, and ask them to explain how this paper is different from regular graph paper. Have students practice drawing single cubes, and discuss sketching strategies. One method is to draw a Y in the center and circumscribe a hexagon around it. A method for sketching a cube on plain paper is to draw two squares and connect corresponding vertices of the squares. Have them label the vertices of one cube with different capital letters. Then, have students use their cube sketch as a reference to name the following:
- a pair of parallel lines
- a pair of perpendicular lines
- a pair of skew lines
- a square
- a right angle
- a face diagonal
- a diagonal of the cube
Plan for Instruction
1. Before class, use eight cubes to create a 3-D model, draw the top view of it on the board, showing how many blocks are in each stack, and hide the model away.
2. Give each student eight cubes, and ask them to use their cubes to build a model of the object shown in your drawing, as seen from the top view.
3. Next, ask students to draw the top, side, and front views of their model.
AR Remediation Plan – Plane (2D) and Solid Figures (3D)-Compare, Contrast, and Construct
4. Bring out your 3-D model, and check student models and sketches for accuracy. Discuss the term "perspective" and how the various views represent the same object from various perspectives. For students who have trouble visualizing, have them look at the model at eye level and at close range, focusing only on one view at a time. Ask students what the volume of the object would be in cubic units.
5. Distribute additional cubes and copies of the "Orthogonal Views: 2-D to 3-D" worksheet. Have students build the 3-D models from the orthogonal views and complete the worksheet. Have each student explain one model to the class.
Pulling It All Together (Reflection)
Think-Pair-Share: Have student pairs discuss which model was most difficult to construct from the views, explaining their reasoning and identifying the strategy that helped most in building the model. Have pairs join a second pair to share strategies for building their most challenging model. Have groups report strategies to the class. List these on the board, and have students record effective strategies in their math logs to use in future constructions.
Note: The following pages are intended for classroom use for students as a visual aid to learning.
Name:
Orthogonal Views: 2-D to 3-D
For each of the following questions, use the three orthogonal views to build each figure with cubes. Record the total number of cubes used for each figure and the volume of each cube.
Top View
Front View
Right Side View
1.
Total number of cubes: ______ Volume in cubic units: ____________
2.
Total number of cubes: ______ Volume in cubic units: ____________
3.
Total number of cubes: ______ Volume in cubic units: ____________
4.
Total number of cubes: ______ Volume in cubic units: ____________
5.
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Time limit: 120 minutes Maximum score: 100
Внимание! Обязательно перенесите ответы в бланк ответов. Жюри проверяет только бланк ответов.
LISTENING (20 points)
Task 1
You will listen to two texts. Decide (A) what was mentioned only in Text One, (B) what was mentioned only in Text Two, (C) what was mentioned in both texts, and (D) what was not mentioned at all. For each statement there is only one possible answer. If you choose more than one option, this answer will not be scored. Transfer your answers onto the answer sheet.
| Statement | Text 1 (A) | Text 2 (B) | Both (C) |
|---|---|---|---|
| 1. All of us will benefit from more effective teaching. | | | |
| 2. Using technology in the classroom too often may interfere with the learning process. | | | |
| 3. Educational process should be structured and predictable. | | | |
| 4. Asking challenging questions can motivate both students and teachers. | | | |
| 5. In China younger teachers watch master teachers at work. | | | |
| 6. More experienced teachers can also learn a lot from their younger colleagues. | | | |
| 7. The doctor’s instructions have inspired a speaker to create three rules that helped him teach. | | | |
| 8. The speaker’s foundation has been working with teachers across the country on a project called Measures of Effecting Teaching. | | | |
| 8. The speaker’s foundation has been working with | | | |
| teachers across the country on a project called Measures of | | | |
| Effecting Teaching. | | | |
Task 2
Listen to the texts again. Complete the sentences below. Write no more than one word. Sentence 9 is related to Text One, sentence 10 is related to Text Two. Transfer your answers onto the answer sheet.
9. One of the keys to Shanghai's __________ success is the way they help teachers keep improving.
10. Can we be the__________ of our classrooms? As if what we are doing, one day will save lives.
VOCABULARY (Vocabulary+Grammar - 30 points)
Task: In the table below there are ten sentences. Five sentences are correct and five sentences have errors. Read through each sentence. If the sentence is correct, write OK in the right column. If there is an error in the sentence, write the correct version. Transfer your answers onto the answer sheet.
| | Statement |
|---|---|
| 1 | John is proud of winning a medal. |
| 2 | You can always contact your tutor for advice and support. |
| 3 | The first one who resorts to violence is usually the one who has missed the argument. |
| 4 | I think you own me an explanation. |
| 5 | It would be a sensible decision to take an umbrella. |
| 6 | He gave her a fast glance to see if she was OK. |
| 7 | He did an impression on his new friends. |
| 8 | We spoke in a low voice to avoid waking up the baby. |
| 9 | She has already achieved the reputation of a talented dancer. |
GRAMMAR
Task: Complete the following text with the correct form of the word in the right column. Transfer your answers onto the answer sheet.
The recorded history of Russian theater starts in 1622, but it was during the reign of Peter the Great (1682-1725) that the theatre, like so many other Western (1) ______________, first entered Russian life. Though the first (2) ____________ companies in the country were foreign, it was not long before native performers emerged. The theater became so popular among the upper classes of Russia, that many landowners began to set up theaters in their own estates, using their serfs as actors. The serf theater, which reached its climax in the first half of the 19th century, became the major feature of Russian (3) _____________ life and produced a number of distinguished actors and actresses. Some of them later gained their freedom and became stars
of the Petersburg stage.
At first all the plays produced in Russia were foreign, but the country was not slow to produce its own dramatists: A. Sumarokov, D. Donvizin, A. Griboedov, A. Pushkin, M. Lermontov, A. Gogol, A. Ostrovsky, and many others. Their plays depicted and satirized contemporary life of different social classes. The
INSTITUTE THEATER
PROVINCE
dialogues were often authentic, drawn (4) _________________ from real life. No wonder their memorable characters, witty remarks and saying are still alive. They have become an (5)_______________ part of modern Russian idiomatic language.
CHANGE
SEPARATE
CREATIVE WRITING (50 points)
Imagine that you are a journalist who is writing an illustrated article for the magazine "Get up, Stand up" on one of the topics below.
1. Research has shown that people who volunteer live longer.
2. Eating well is a form of self-respect.
3. A day in a summer camp.
You need to use 6 pictures for your article (you can choose any 6 pictures from the table below).
Please do not forget to:
- write an introduction (you do not need a picture for the introduction);
- choose 6 pictures for your illustrated article, put them in the right order and write 2-4 sentences commenting on every picture;
- write a conclusion (you do not need a picture for the conclusion).
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ANTHROPOLOGY (.5 credit)
Grade: 9-12
The aim of anthropology is to use a broad approach to gain an understanding of our past, present and future, and in addition address the problems humans face in biological, social and cultural life. This course will explore the evolution, similarity and diversity of humankind through time.
ARCHAEOLOGY (.5 credit) Grade: 9-12
The field of archeology helps us to better understand the events and societies of the past that have helped to shape our modern world. This course focuses on this techniques, methods, and theories that guide the study of the past. You will learn how archaeological research is conducted and interpreted, as well as how artifacts are located and preserved.
ASTRONOMY (.5 credit) Grade: 9-12
Why do stars twinkle? Is it possible to fall into a black hole? Will the sun ever stop shining? Since the first glimpse of the night sky, humans have been fascinated with the stars, planets, and universe that surrounds us. This course will introduce students to the study of astronomy, including its history and development, basic scientific laws of motion and gravity, the concepts of modern astronomy, and the methods used by astronomers to learn more about the universe. Additional topics include the solar system, the Milky Way and other galaxies, and the sun and stars. Using online tools, students will examine the life cycle of stars, the properties of planets, and the exploration of space.
BUSINESS LAW (.5 credit) Grade: 9-12
This course is designed to provide students with the knowledge of some of the vital legal concepts that affect commerce and trade, after first gaining some familiarity with how laws are created and interpreted. Students will then be introduced to the types of businesses that can be created to engage in commerce as well as the contractual and liability considerations that can impact a business. Laws that affect how a business is regulated will also be reviewed, particularly the impact of administrative rules and regulations on a business. Global commerce and international agreements, treaties, organizations, and courts that can affect business will be discussed to get a better sense of what it means to "go global" with a business.
Consumer and environmental protections will be explained as well as bankruptcy options, should a business go insolvent. Lastly, no business exists without experiencing some kind of dispute or another, and so we will review the options that exist for dispute resolution and alternative dispute resolution to provide a better understanding of how best to deal with such matters.
CREATIVE WRITING (.5 credit each)
Grade: 9-12
For many hundreds of years, literature has been one of the most important human art forms. It allows us to give voice to our emotions, create imaginary worlds, express ideas, and escape the confines of material reality. Through creative writing, we can come to understand ourselves and our world a little bit better. This course provides students with a solid grounding in the writing process, from finding inspiration to building a basic story to using complicated literary techniques and creating strange hybrid forms of poetic prose and prose poetry. By the end of this course, students will learn how to discover their creative thoughts and turn those ideas into fully realized pieces of creative writing.
DIGITAL PHOTOGRAPHY (.5 credit) Grade: 9-12
Have you ever wondered how photographers take such great pictures? Have you tried to take photographs and wondered why they didn't seem to capture that moment that you saw with your eyes? The Digital Photography I course focuses on the basics of photography, including building an understanding of aperture, shutter speed, lighting, and composition. Students will be introduced to the history of photography and basic camera functions. Students will use the basic techniques of composition and camera functions to build a portfolio of images, capturing people, landscapes, close-up, and action photographs. Required Materials: digital camera of 2 megapixels or more with a minimum 3x zoom lens. Digital zooms are permitted but not recommended. Various props for staging photographs. Student must have access to a computer in order to download the photo editing software.
ECONOMICS (.5 credit)
Grade: 12
Economic decisions affect us every day of our lives. Understanding economics means thinking about how scarcity, or limited resources, requires us to make choices and evaluate one option against others. In this course, you will recognize examples of economics in your daily life. You will see how the economic choices of larger groups, like businesses and governments, affect you and others. As you progress through the course, you will recognize that the costs and benefits of choices connect individuals and groups around the world. The purpose of this course is to help you become a smart consumer who understands the flow of an economy between individuals, businesses, governments, and the rest of the world.
ENGLISH 12 (1 credit)
Grade: 12
Build your analytical and critical thinking skills through close readings of a variety of literature and informational texts. Master the writing process with relevant, real-world research activities, and integrate your findings in the completion of argumentative and informational essays. This interactive course presents multiple opportunities to apply your learning in creative and expressive ways.
ESSENTIALS OF BUSINESS (.5 credit)
Grade: 9-12
This semester-long course is an introduction to the goals, processes, and operations of business enterprises for students. The main focus is on the functions that a company – whether a multinational corporation or a corner grocery store – must manage effectively to be successful. These include accounting, finance, human resource management, marketing, operations management, and strategic planning. Attention is also given to the legal environment in which businesses operate, and the importance of business ethics and corporate citizenship.
FASHION & INTERIOR DESIGN (.5 credit) Grade: 9-12
In this course, you'll explore what it is like to work in the industry by exploring career possibilities and the background that you need to pursue them. Get ready to try your hand at designing as you learn the basics of color and design then test your skills through hands-on projects.
Requirement: Students must have access to a working sewing machine as they will use it to create an item. A sewing machine will NOT be provided by BOCES or student's district.
FIRE AND EMERGENCY SERVICES (.5 credit)
Grade: 9-12
Emergency and fire-management services are essential infrastructure components of a community. They provide a resource for dealing with numerous types of emergencies, including fires, motor vehicle, and industrial accidents, and medical emergencies. In addition, these services provide fire prevention and community-outreach programs.
This course provides students with the basic structure of these organizations as well as the rules and guidelines that govern pre-employment education requirements. The vehicles, equipment, and emergency-mitigations strategies that are commonly used in the emergency- and fire-management field are also explored. Students will understand the goals of an emergency-management service and how they are implemented and managed, including personnel, budget, and labor-management challenges in the organization.
Finally, the course also provides students with an overview of large-scale emergency incidents that overwhelm local agencies. Various preparedness plans are discussed. In the end, students will have been exposed to the typical characteristics and framework of modern emergency- and fire-management organizations and will have a better understanding of a career in this field.
FORENSICS: Using Science to Solve a Mystery (.5 credit)
Grade: 10-12
This course is the overview of modern-day forensic science careers at work using science concepts to collect and analyze evidence and link evidence to the crime and suspects in order to present admissible evidence in courts of law. Modern-day forensic science practices have come into being thanks to the contribution of science and legal professions seeking ways to study crime scenes and criminal activities in an effort to stop
crime. Of particular interest in this course are the various applications of medicine in the field of forensic science. This course identifies science concepts and critical thinking in the area of forensic science. Following the presentation of the concepts, students are encouraged to conduct online research exploring examples and applying the concepts just learned. Links to case studies and interactive learning tools are supplied along with highquality research sites. Projects are assigned throughout the course that allow students to actively apply the information just learned. These projects include simulated crime-scene investigation, actual DNA separation, development of a cyber-security plan, and the identification of specific forensic skills used during the course of a very large murder case.
The focus of this course is to assist students in making career choices. Secondary school students who complete this course will have gained an awareness of the diversity of careers available in the forensic field. In addition, attention is drawn to many similar careers in medicine and computer science. Included in this overview of careers is the consideration of job descriptions and availability, educational and training requirements, licensing and certification, and typical annual salaries. Students who take this class will become equipped to make more informed career choices in regards to the forensic and medical science fields. At the same time, students will survey the history and scope of present-day forensic science work.
GOVERNMENT (.5 credit)
Responsible citizenship, including civil and political participation is essential to maintain a representative government that truly represents the people of the United States. In this course, students learn about the structure of government and how it shares power at the local, state and federal levels. This course also explores founding principles that inspired the Constitution and Bill of Rights, preserving the freedoms that students experience daily. Students will examine the processes of each branch of government, the election process, and how citizens can impact public policy. The media, interest groups and influential citizens provide examples of how the government can be effected by informed and active participants. Students will examine the U.S. Court system, and become a part of the process by
Grade: 12
participating in the judicial decision making process. They will also discover ways the United States interacts with countries around the world, through domestic policy, foreign policy and human rights policy. Completion of this course will allow you to act as an informed citizen who is ready to participate in the American democracy!
HEALTH (.5 credit) Grade: 9-12
This Health course will help you develop the knowledge and skills you need to make healthy decisions that allow you to stay active, safe and informed. The lessons, discussions, research, and writing activities are designed to introduce students to important aspects of the main types of health: emotional and mental, social and consumer, and physical. Students will explore nutrition, understanding and avoiding disease, first aid and CPR, and human sexuality. You will find out about the components of a healthy lifestyle and ways to approach making healthy choices and decisions.
NOTE: This course does not fulfill NYSED CPR and Automated External Defibrillators instructional requirement. This requirement must be fulfilled by the student's individual school district.
HISTORY OF THE HOLOCAUST (.5 credit) Grade: 9-12
Holocaust education requires a comprehensive study of not only times, dates, and places, but also the motivation and ideology that allowed these events. In this course, students will study the history of anti-Semitism; the rise of the Nazi party; and the Holocaust, from its beginnings through liberation and the aftermath of the tragedy. The study of the Holocaust is a multi-disciplinary one, integrating world history, geography, American history, and civics. Through this in-depth, semester-long study of the Holocaust, high school students will gain an understanding of the ramifications of prejudice and indifference, the potential for government-supported terror, and they will get glimpses of kindness and humanity in the worst of times.
INTRODUCTION TO NEUROSCIENCE (.5 credit) Grade: 10-12
Have you ever wondered what happens when you think about things? This course is an online, introductory, half year course in neuroscience that covers topics in: the
structure and chemistry of the brain; how our senses work and how our brain directs our movements; how the brain influences behavior and how behavior influences the brain; and lastly, the ever changing, growing and healing brain. This course is designed to be foundational for students interested in biology, neuroscience, biochemistry, psychology, psychiatry, social work and/or counseling.
Textbook Provided: Neuroscience, Exploring the Brain, 3rd Edition, Mark F. Bear, Barry W. Connors, Michael A. Paradiso; Lippincott Williams & Wilkins, 2007. Individual school districts purchase textbook.
Pre-requisite: Successful completion of Biology
HUMAN GEOGRAPHY (.5 credit)
Grade: 9-12
You will explore the diverse ways in which people affect the world around them and how they are affected by their surroundings. You will discover how ideas spread and cultures form, and learn how beliefs and architecture are part of a larger culture complex.
INTRODUCTION TO CAREERS IN FINANCE (.5 credit) Grade: 9-12
Introduction to Careers in Finance course provides the fundamentals of the financial services industry in the United States and explores the jobs and career opportunities that the industry offers.
Unit 1: Finance Overview and Financial Services: Unit 1 introduces the financial services industry and the financial systems that operate in the US and internationally.
Unit 2: Securities Analysis and Investments: Unit 2 examines securities markets and investment companies, looks at how companies evaluate and mitigate risk, and discusses the valuation of stocks and bonds.
Unit 3: Principles of Corporate Finance: Unit 3 discusses the roles and responsibilities of corporate finance and accounting, analysis of financial statements, capital budgeting, and capital structure.
Unit 4: Banking Services: Unit 4 focuses on banking services, including how the industry is organized and regulated and how risks are managed.
Unit 5: Risk Management and Insurance: Unit 5 looks at the insurance industry, including how it is organized and regulated, how it addresses risks, and the career opportunities it offers.
INTRODUCTION TO CAREERS IN MARKETING (.5 credit)
Grade: 9-12
After completing this course, students will have a fundamental understanding of the principles of marketing. They will be able to explain the marketing process, marketing strategic planning, the marketing environment, and the trends, opportunities, and challenges in the marketing world today.
Overview of Marketing: Students will explore the role of marketing in an organization and evaluate the ways in which marketing creates value for a product or service. They will be able to evaluate how marketers understand and segment their markets, identify the steps of the marketing research process, and describe various data collection techniques.
Marketing Strategic Planning: This unit focuses on the importance of strategic planning and the five steps of the strategic planning process.
The Marketing Environment and Consumer Behavior: This unit focuses on the marketing microenvironment and macroenvironment, as well as why consumers behave the way they do.
The Marketing Mix: This unit focuses on the Four P's of the marketing mix: product, price, place, and promotion.
Marketing Today: This unit focuses on how technology has impacted every area of marketing, and the world of global marketing.
INTRODUCTION TO OFFICE APPLICATIONS I (.5 credit)
Grade: 9-12
Office Applications I is a semester-length, high school elective that explores the use of application skills in Microsoft® Word®, Publisher®, and PowerPoint®. Students will use these applications to design, develop, create, edit, and share business documents, publications, and presentations. This course provides key knowledge and skills in the following Microsoft Office® applications: Microsoft Word, Publisher, and PowerPoint. Required Materials: A computer with 2013 Microsoft Word, Publisher and PowerPoint is required.
INTRODUCTION TO OFFICE APPLICATIONS II (.5 credit)
Grade: 9-12
Office Applications II is a semester-length, high school elective course that explores the use of application skills in Microsoft® Excel® and Microsoft® Access®. Students will use these applications to design, develop, create, edit, and share business spreadsheet and database documents. This course provides key knowledge and skills in the following areas: Microsoft Excel and Access. Required Materials: A computer with 2013 Microsoft Excel and Access is required.
INTRODUCTION TO HOSPITALITY AND TOURISM SYSTEMS (.5 credit)
Grade: 9-12
Travel and tourism is now the largest industry in the world: In the United States alone, over 7.5 million people work in this industry, and in 2010, 60 million international visitors came to the United States, spending $134 billion. All of the sectors of the travel and tourism industry work together to serve this growing market of visitors, who have a significant impact on the U.S. economy. This course establishes a foundation for the concept of tourism, travel, and hospitality as a system. Students will learn about the various segments of the travel and tourism industry and how they are interrelated and integral to international and domestic travel and tourism. This discussion will include travel agencies, tour companies, the airlines and other transportation sectors, lodging facilities, cruise lines, and marketing companies.
JOURNALISM (.5 credit) Grade: 11-12
Understanding the role of the free press in America helps us to be better informed and more able to analyze media. In this course, you will explore the history of journalism in the United States from its inception in the colonies and its key role in the first amendment, all the way up to present day issues regarding "right to know" and the changing landscape of journalistic media in the 21st century. You will acquire the skills and information needed to actively participate in the consumption, analysis, and creation of news media and will have the opportunity to investigate the constantly evolving career opportunities within the field of journalism.
KEYBOARDING AND APPLICATIONS (.5 credit) Grade: 9-12
Keyboarding and Applications is a semester-long elective that teaches students keyboarding skills, technical skills, effective communication skills, and productive work habits. In this course, students will learn about proper keyboarding technique. Once students have been introduced to keyboarding skill, lessons will include daily practice of those skills. Students will gain an understanding of computer hardware, operating systems, file management, and the Internet. In addition, they will apply their keyboarding skills and create a variety of business documents, including word processing documents and electronic presentations. Required Materials: Windows operating system, word processing software, and electronic presentation software.
MARKETING & SALES FOR TOURISM AND HOSPITALITY (.5 credit)
Grade: 9-12
This course is designed as an introduction to the study of tourism and hospitality marketing and sales. Students will be introduced to marketing theory and application of the basic principles of marketing as applied in hospitality and tourism. The relationship between marketing and other functions such as advertising, sales techniques, and public relations in order to maximize profits in a hospitality organization is addressed. Students will have an opportunity to explore this multi-faceted world, identifying multiple career paths and opportunities.
Pre-requisite: Students must have taken Introductory to Hospitality and Tourism Systems prior to this course.
MEDICAL TERMINOLOGY: A Short Course (.5 credit) Grade: 10-12
Would you like to speak the same language as the medical professionals? This is a course for students who are pursuing a medical career where they will learn the foundation of medical terms in the field. Students will master the basics of medical terminology and begin speaking and writing medical terms. Students will build a working medical vocabulary of the most frequently encountered suffixes, prefixes, and word roots in context to the human anatomy and physiology.
MEDIEVAL HISTORY (.5 credit)
Grade: 10-12
Medieval History covers the history and civilization of Europe and the Mediterranean area from ca. 500 to ca. 1500, a period spanning from the collapse of the Roman Empire through the dawn of the Italian Renaissance. Topics covered in this course include the transition from the Roman to the early medieval world; the formation of Byzantine and Islamic societies; the emergence of Barbarian kingdoms; Viking invasions; feudalism; European expansion; late-medieval government; the disasters of the late Middle Ages; religious thought and practice; women's roles in medieval society; the highlights of medieval and Renaissance culture; and the legacy of the Middle Ages.
Pre-requisite: Students should either have completed or be enrolled in Global Studies.
MUSIC APPRECIATION (.5 credit) Grade: 9-12
This one semester course introduces students to the elements, instrumentation, and historical periods of music. Students will learn the significance of surroundings and time periods and how they both influenced the music of the day. Students will listen to and evaluate several types of music, and will be assessed through projects, presentations, and exams on the knowledge and understanding of music.
MUSIC THEORY (.5 credit)
Grade: 9-12
The course requires no prior instrumental, vocal, or music theory study. Using the piano keyboard as a visual basis for comprehension, the course materials explore the nature of music, integrating these concepts:
- rhythm and meter
- the structure of various scale types
- written music notation
- interval qualities
- the building of chords
- melody and harmony
- transposition
Throughout the series of assignments, ear training exercises are interspersed with the bones of composition technique, building in students the ability not only to hear and appreciate music, but step-by-step, to create it in written form as well. This highly interactive course culminates in the students producing original compositions, which while based on standard notation, demonstrate facets of personal expression. As the students' ability to perform increases in the future, they will better understand music and therefore better demonstrate its intrinsic communication of emotion and ideas.
MYTHOLOGY & FOLKLORE (.5 credit)
Grade: 9-12
Beginning with an overview of mythology and different kinds of folklore, you will journey with ancient heroes as they slay dragons and outwit gods, follow fearless warrior women into battle, and watch as clever monsters outwit those stronger than themselves. You will explore the universality and social significance of myths and folklore, and see how these are still used to shape society today.
PALEONTOLOGY (.5 credit)
Grade: 9-12
From Godzilla to Jurassic Park, dinosaurs continue to captivate us. In this course, students will learn about the fascinating creatures both large and small that roamed the earth before modern man. Watch interesting videos from experts at The Royal Tyrrell Museum, a leading paleontology research facility, and discover how the field of paleontology continues to provide amazing insight into early life on earth.
PERSONAL FINANCIAL LITERACY (.5 credit) Grade: 9-12
Personal Financial Literacy is a semester-length elective designed to help high school students prepare for success in making financial decisions throughout their lives. Topics in the course address the advantages of making sound financial decisions in both the short and long term, income planning, money management, saving and investing, and consumer rights and responsibilities. Upon completion of Personal Financial Literacy, students should possess the knowledge and skills needed to do the following:
* Find and evaluate financial information from a variety of sources when making personal financial decisions.
* Understand the role of income, taxes, and research in developing and planning a career path.
* Develop systems for managing money (including saving and investing) tied to personal financial goals.
* Recognize and understand consumers' rights and responsibilities in a complex world market.
PERSONAL PSYCHOLOGY I (.5 credit each) Grade: 9-12
Self-knowledge is the key to self-improvement. Sample topics include the study of infancy, childhood, adolescence, perception and states of consciousness. Amazing online psychology experiments dealing with our own personal behavior are featured within this course.
PERSONAL PSYCHOLOGY II (.5 credit each)
Grade: 9-12
Enrich the quality of your life by learning to understand the actions of others! Topics include the study of memory, intelligence, emotion, health, stress and personality. This course features exciting online psychology experiments involving the world around us.
PRINCIPLES OF BUSINESS AND FINANCE (.5 credit) Grade: 9-12
This course will introduce students to the fundamental structure of the American economy, the complexities of the global economy, and the principles, practices, and strategies associated with starting, managing, or simply working for a business. Through a combination of lessons and projects, students will trace a trajectory of their potential role in the American economy as consumers, laborers, and executives. With lessons on everything from marketing to writing formal business correspondence, from the basic structures and legal definitions of business to the operations and importance of financial institutions, students will emerge from this course with a thorough introductory understanding of the business world. Students will perform research, conduct interviews, and write papers on various topics designed to enrich their understanding of the American business environment. They will also navigate an interactive and creative project that spans the length of the course and asks students to engage their learning, imaginations and individual career motivation with the course material.
PHYSICAL EDUCATION (.5 credit) Grade: 9-12
Physical Education is a semester-long elective designed for high school students. The course focuses on performance of individual and team sports, with explanations of proper technique, rules of the game, and preparation. Team sports introduced include soccer, basketball, football, baseball, and volleyball. An introduction to fitness, strength, endurance, and nutrition is also included. Students will have the opportunity to perform each sport on their own time, while keeping a log of activity. The goal is incorporation of activity into their daily lives and the gain of lifelong healthy fitness habits. Throughout the course, students may be asked to answer questions or to reflect on what they've read in their notes. The notes are not graded. Rather, they are a way for students to extend their thinking about the lesson content. Students may keep handwritten or typed notes. Upon completion of Physical Education, students should possess the knowledge and skills needed to do the following:
* Define physical fitness and describe the components of being physically fit
* Evaluate their fitness level
* Apply physical fitness, nutrition-related, and weight-management skills to their lives
* Understand and apply safe exercise rules
* Describe the history and rules of sports such as basketball, baseball, football, soccer, volleyball, and gymnastics
* Describe and apply skills needed for a variety of sports
PROGRAMMING WITH ALICE (.5 credit)
Grade: 9-12
Alice is an innovative 3D programming environment that makes it easy to create an animation for telling a story, playing an interactive game, or a video to share on the web. Alice is a free software tool designed to be your first exposure to object-oriented programming. It allows you to learn fundamental programming concepts in the context of creating animated movies and simple video games. In Alice, 3-D objects (e.g., people, animals, and vehicles) populate a virtual world and you create a program to animate the objects.
PROGRAMMING WITH SCRATCH (.5 credit) Grade: 9-12
Learn to program with the visual computer programming language Scratch. Scratch was developed at MIT's Lifelong Kindergarten Group. It allows users to explore basic programming concepts while creating multimedia programs, games and simulations. This course will help users to learn basic programming concepts and problem solving skills and take a deeper dive into more complex concepts including variables, loops, string processing and lists.
Requirement: Students under age 13 require parental/guardian permission and email address. A computer is required; tablets and Chromebooks can't be used. Students must be able to download files to be used with the web-based programming in Scratch.
PSYCHOLOGY (.5 credit)
Grade: 10-12
Where do thoughts and memories come from? What are emotions? Why do we behave the way we do? This course will help you to begin to understand the human mind by exploring the research and theories of some of the most brilliant psychologists throughout history. In addition, learn psychological tips that you can use every day, like how to cope and reduce stress.
PUBLIC HEALTH: THE BIG PICTURE IN HEALTH CARE (.5 credit)
Grade: 9-12
In this course, we discuss the multiple definitions of public health and the ways that these definitions are put into practice. We explore the five core disciplines and the ways that they interact to reduce disease, injury and death in populations. By understanding the roles of public health, we are able to gain a greater appreciation for its importance and the various occupations that one could pursue within the field of public health. Unit 1 introduces the definition of public health and provides a description that allows you to differentiate public health from other health care fields. The five core disciplines and the interactions between local, state, and federal organizations are also discussed. The history of public health concludes the introductory unit. Unit 2 focuses on specific information regarding the core disciplines of behavioral science and emergency preparedness and response. Unit 3 takes a detailed look at epidemiology and biostatistics. Unit 4 relates to environmental and occupational health issues. Finally, Unit 5 describes global health and the future of public health.
RENEWABLE ENERGY (.5 credit)
Grade: 9-12
The earth's population is growing rapidly, and we need to find new, innovative ways to ensure that we are able to provide for our global energy needs. Students will look at the reasons why sustainability is important, take a balanced and evidence-based look at climate change, and learn new ways that we can harness renewable resources.
SOCIAL MEDIA (.5 credit)
Grade: 9-12
In this course, you will learn that the world of Social Media revolves around you—your actions, decisions, and interests. You will examine how Social Media has evolved and how your digital footprint makes a bigger impression than your physical one.
SOCIOLOGY I: The Study of Human Relationships (.5 credit)
You will examine social problems in our increasingly connected world, and learn how human relationships can strongly influence and impact our lives. Exciting online video journeys to an array of areas in the sociological world are an important component of this relevant and engaging courses.
Grade: 9-12
SOCIOLOGY II: Your Social Life (.5 credit)
Grade: 9-12
Sociology is the study of people, social life and society. By developing a "sociological imagination" you will be able to examine how society itself shapes human action and beliefs, and how in turn these factors re-shape society itself! Fascinating online videos journeys will not only inform you, but motivate you to still seek more knowledge on your own.
SPECIAL EVENTS AND MEETING PLANNER (.5 credit)
Grade: 9-12
Welcome to Planning Meetings and Special Events. Being a meetings and special events planner is an important job that's both demanding and rewarding. The Bureau of Labor Statistics projects this profession will grow by 43.7 percent between 2010 and 2020. It's not all fun and parties, though. In 2012, CareerCast ranked being an event planner as the sixth most stressful job, with soldiers and firefighters holding the top two positions. That's because a meeting coordinator is responsible for every detail of an event. Planners have to know how to communicate, be empathetic, and think of their clients. It's crucial to remember that in some instances the event will be a once-in-a-lifetime occasion, so it's important to get it right. Being a meetings and events planner can be an interesting career, one that you can be sure won't ever be boring.
SPORTS & ENTERTAINMENT MARKETING (.5 credit) Grade: 9-12
You'll have the opportunity to explore basic marketing principles and delve deeper into the multi-billion dollar sports and entertainment marketing industry. You'll learn about how professional athletes, sports teams, and wellknown entertainers are marketed as commodities and how some of them become billionaires as a result.
VIETNAM ERA (.5 credit)
Grade: 10-12
What comes to mind when you think about the Vietnam Era? For many, that period represents a difficult time in U.S. history. It is defined by an unpopular war that claimed the lives of 58,000 Americans and some 3 million Vietnamese. In this course, you'll look at the history of the Vietnam War. The roots of the conflict stretch further back than you might know. You'll examine why the United States got involved in the conflict and why the United States failed to achieve its objectives.
WEB DESIGN (.5 credit)
Grade: 9-12
In this course, students will learn how to design a beautiful and functional website. Students will learn how to take their design and translate it into a live website using Hypertext Markup Language (HTML) and
Cascading Style Sheets (CSS) programing languages. HTML5 and CSS3 will be the standard versions used in the class. Students will understand design components of websites, including the use of color, layout and when to use different techniques, typography rules, and the importance of imagery. At the conclusion of the course, students will present a website to the class. Upon completion of this course, each student will have handson experience creating a fully functioning website. Requirements: Student will be required to create a free account with Neocities.org and use it throughout this course.
WORLD RELIGION (.5 credit)
Grade: 9-12
This course focuses on the major religions that have played a role in human history, including Buddhism, Christianity, Confucianism, Hinduism Islam, Judaism, Shintoism, and Taoism. You will trace the major developments in these religions and explore their relationships with social institutions and culture.
CONTACT INFORMATION
Margaret Colella eLearning Specialist
Cayuga-Onondaga BOCES 1879 W. Genesee Street Road Auburn, NY 13021
email@example.com
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Year 6
| Assessment points: Write from point of view in first person – wk6 | write a balanced discussion report – wk 4 | reports – wk6 |
|---|---|---|
Mathemati cs
Straits International School. Year 6 Long Term Plan
Unit 1 – The Number System (1)
Skills covered:
Understand place value including 2 decimal places. Rounding numbers. Find factors and multiples. Recognise properties of odd, even and prime numbers. Use mental strategies for multiplication and division. Add decimal numbers. Explore number sequences.
Unit 2 – Measures
Measure length accurately. Convert measures between standard units. Use analogue, digital and 24-hour time. Use timetables and calendars to solve problems. Calculate area and perimeter of rectilinear shapes.
Assessment points: Short test at the end of each unit.
Homework project –
Skills covered: Recognise properties of 2D and 3D shape (polygons). Investigate crosssections of 3D shapes (nets). Calculate angles in a triangle. Describe translations, reflections and rotations on a grid.
Unit 4 - The Number System (2) Skills covered: Identify numbers on a number line. Investigate and research historical number systems
Assessment points:
Short test at the end of each unit
Homework project – present a historical number system
Unit 3 - Geometry Unit 4 (cont) - The
Unit 5 - Measures (2)
Number System (2)
Skills covered: Consider place value of decimals. Add, subtract, double and halve decimals mentally. Apply decimals to 'real life' situations, including money. Extend knowledge of positive and negative numbers. Find differences between positive and negative numbers and between two negative numbers. Find common multiples. Develop and refine mental strategies for addition and subtraction. Explore divisibility rules. Use formal methods of multiplication and division. Explore more complex number sequences.
Assessment points: Short test at the end
Skills covered: Use standard metric units for mass and capacity. Interpret measurement scales. Convert time into different units. Understand different time zones and calculate time differences. Find areas of compound, rectilinear shapes.
Unit 6 - Handling Data
Skills covered: Draw and interpret tables and line graphs. Interpret pie charts. Find the mean, median and mode from a set of data. Explore how statistics are used. Use the language of probability appropriately.
Assessment points:
Short test at the end of each unit.
Group Assessment
Unit 7 - The Number System (3)
Skills covered:
Explore number systems from other cultures. Refine mental strategies for addition, subtraction, multiplication and division using decimals. Refine and extend knowledge of addition and subtraction. Understand different strategies for multiplication. Understand the relationship between fractions and division. Recognise equivalent fractions. Simplify fractions and convert between mixed numbers and improper fractions. Recognise the relationship between fractions, decimals and percentages. Calculate ratio and proportion.
Assessment points: Short test at the end of each unit.
Unit 8 - Measures (3)
Skills covered
Learn vocabulary of imperial units. Convert imperial to metric equivalents. Use timetables, the 24hour clock and knowledge of time zones to solve problems. Investigate calendars. Use formulas to calculate area and perimeter.
Unit 9 - Geometry (2) Skills covered: Extend knowledge of the properties of 2D and 3D shapes. Transform polygons on co-ordinate grids. Draw acute and obtuse angles accurately and use a protractor to measure. Investigate angles in a triangle and around a point.
Assessment points:
Short test at the end of each unit.
Profit and loss group
| show how different time methods are used in differing situations | Homework project – use translations, reflections, rotations for design purposes | of each unit. Homework research project – Fibonacci sequence (illustrate and explain) | points: based on collection and interpretation of data. | Homework project – research a number system from a different modern culture |
|---|---|---|---|---|
| | Unit 1: Humans & Animals Skills covered: Can identify the positions and functions of different organs in our body (circulatory, gaseous exchange, excretion; digestion; nervous system) Assessment points: Quiz on scientific terms and application; Test at the end of every unit Experiments: 1. Make a lung model 2. Make a digestive system model Unit 2: Living things in the environment Skills covered: Knows that a green plant needs light and water to grow well; know how animals are suited to the conditions of their habitat; know that feeding relationships in food chains begin with a | Unit 3: Material Changes Skills covered: Know that some solids dissolve in water and others do not, undissolved solids can be separated from liquids by filtering and identify factors that can affect dissolving. Can classify changes as reversible or irreversible; know that irreversible changes often make new and useful materials Assessment points: Quiz on scientific terms and application; Test at the end of every unit Experiments: 1. Dissolving solutes and carrying out separating | Unit 4: Forces and motion Skills covered: Can identify that weight is a force and is measured in Newtons; know the difference between mass and weight; know that there is more than one force acting on an object; know how to use a forcemeter to accurately measure forces Assessment points: Quiz on scientific terms; Predict and test an investigation on forces; Test at the end of unit Experiments: 1. Learning how to use a forcemeter and measure different items using a forcemeter 2. Water upthrust experiment | Additional topic: Body Changes and Reproduction Skills covered: Know that during puberty the body changes from a child into a young adult. Understand why the body changes in puberty. Identify some basic facts about pregnancy Assessment points: Describe the changes in boys and girls because of puberty. | Additional topic: Talking about Puberty Skills covered: Can explain the main physical and emotional changes that happen during puberty. Ask questions about puberty with confidence. Know that each person experiences puberty differently. Assessment points: Quiz on the main stages of the human life cycle. How people’s emotions change at that time and how to deal with their feelings towards themselves, their families and others in a positive way? Enquiry in Context Skills covered: Know how to prepare an investigation plan; know how to record results; know how to |
|---|---|---|---|---|---|
| Science | | | | | |
green plant and used keys to identify animals and plants; learn how to care for the environment
Assessment points:
Quiz on scientific terms; To construct a food web (mini poster); Test at the end of unit methods (decanting, sieving, filtering) 2. Carrying out reversible and irreversible reactions (sugar+water, vinegar+baking soda, etc.)
Experiments:
None
Unit 5: Electrical conductors and insulators
Skills covered:
Can suggest ways of changing the brightness of a bulb in a circuit; can draw circuit diagrams and construct circuits from diagrams using conventional symbols.
Assessment points:
Quiz on scientific terms; Test at the end of every unit
Experiments:
1. Identifying materials as electrical conductors or insulators.
2. Testing factors that affect brightness of light (length of wire, number of cells, number of bulbs, etc.)
present results.
Assessment points:
Write a full report on a simple experiment
Humanities
Straits International School. Year 6 Long Term Plan
Geography: How are Antarctica and Arctic different?
History: Why were Victorians victorious?
History: What was it like to be a child in WW2? (1939-1945)
Skills covered: Use maps and an atlas Identify poles, latitude, longitude, equator, northern and southern hemisphere, tropics of cancer and Capricorn, time zones? Understand ecosystems. Understand how the icy landscape was formed and how global warming may affect it. Identify what is needed for survival? How is it different to the arctic (arctic and Antarctic circle)?
Assessment points: Diary entry W3 Persuasive letter w5 Mastery model w6
Skills covered: Explore the life of Queen Victoria Understand the difference between laws then and now. Identify different jobs that children did.
Recognise differences in dress, and lifestyles between then and now.
Write about Victorian inventions.
Assessment points:
Biography about Queen Victoria w3 Mastery Model w6
Skills covered: Identify when the war started and which countries were involved. Suggest reasons why the war started. Recognise the significance of the Battle of Britain on future events. Explain how people on the homefront supported the war efforts. Identify the main forms of entertainment during the war and suggest why this was important. Evaluate the importance of commemorative events.
Assessment points: Newspaper report w3 Mastery model w6
Geography: Extreme
Earth (Volcanoes and earthquakes)
Skills covered: Name and describe the properties of the Earth's layers. Explain how a volcano is formed. Describe what happens when a volcano erupts. Categorise volcanoes as extinct, dormant or active. Explain why earthquakes occur Compare the strength of earthquakes. Understand how, why and where volcanoes and earthquakes occur.
Assessment points:
Explanation text w3 Weather report Mastery model w5
History: What was it like to live in the 'Swinging Sixties'?
Skills covered: Identify who Martin Luther King was and what he did. Recognise how fashion changed. Identify what life was like for women. Understand how and why young people were different to their parents. Explore music and identify the impact the Beatles had. Explore Pop Art
Assessment points: Non-Chronological Report w3 Mastery Model w6
Geography: Ultimate USA (South America or North America)
Skills covered: Explain that a continent is a large land mass. Use an atlas to identify some countries in North America and some in South America. Describe the physical features Identify and describe the weather and climate. Compare and contrast the human and physical features of North and South America
Assessment points:
Persuasive leaflet/travel brochure w3 Mastery Models
Computer Science
| | Managing Conflict and Bullying Skills covered: Talk about their own feelings and reactions. Manage a range of emotions such as excitement, anger, jealousy. Negotiate and resolve conflict peacefully. Understand reasons why bullying happens. Plan an action if bullying occurs. | Personal Hygiene and Taking Responsibility Skills covered: Self-care and basic hygiene routine, including washing and use of deodorant. Be able to express themselves positively. Take responsibility for their bodies and behaviour. Knowing who to ask for support and how to find out more. | Risks and pressures Skills covered: Identify decisions they may need to make. Develop a positive approach and self- motivation. Strategies to manage stress and pressures. Learn to be assertive, especially in face of pressure from others | Rights, responsibilities and the law Skills covered: Demonstrate their reasoning for choices and decisions is informed and considered. Be informed of laws that affect children of their age and abide by them. Use varied and appropriate language to express their ideas. Be able to manage money, budgeting and accounting | My country Skills covered: Helping those who are in need in their country. Appreciate the sacrifices made by the heroes of our country. Being responsible, fair, hardworking, respectful, honesty and polite in their country. Caring for the environment and ensure peace and harmony in the country. Being cooperative and working together for the good of their country. To practice tolerance of differences in their country. |
|---|---|---|---|---|---|
| PSHE/ Moral | | | | | |
| | Pillar Of Iman Belief in God's predestination. Skills covered: Thinking, reading, writing, listening, speaking Assessment points: End of the unit assessment | Angel (Malaikat) in Islam Name & Responsibilities of 10 Angels in Islam Skills covered: Thinking, reading, writing, listening, speaking Assessment | Muhammad Becomes a Prophet The Sunnah of the Prophet Muhammad SAW, Skills covered: Thinking, reading, writing, listening, speaking Assessment points: | I love Solah Niah for solah Isya’ and how to perform the solah Skills covered: Thinking, reading, writing, listening, speaking Assessment points: End of the unit assessment | Eid Mubarak Sunnah during Eid Mubarak The last Sunnah is leaving the place where you had ‘Eid prayers. When Prophet Muhammad wanted to go home after ‘Eid prayers, he actually took a different route. However he went to the place |
| Islamic Studies | | | | | |
| | | points: End of the unit assessment | End of the unit assessment | | where he had the prayers, he would take a different route back home. Skills covered: Thinking, reading, writing, listening, speaking Assessment points: End of the unit assessment |
|---|---|---|---|---|---|
| | Special Talent Skills covered: Listening, speaking, reading, writing and presentation Skills covered Assessment points: Grammar –Verb and complete sentence writing based on the pictures | Special Talent Skills covered: Listening, speaking, reading, writing and presentation Skills covered Assessment points: Grammar- Kata Perintah and its function. | Effective communication Skills covered: Listening, speaking, reading, writing Assessment points: Grammar – Affix and types of affix | Effective communication Skills covered: Listening, speaking, reading, writing and role play skills covered Assessment points: Grammar-penjodoh bilangan and story writing | My homeland Skills covered: Listening, speaking, reading, writing and presentation Skills covered Assessment points: Grammar – Kata ganda and Write a story based on the pictures |
| Bahasa Malaysia | | | | | |
| | Famous personalities in Malaysia Skills covered Listening, speaking, reading, writing and presentation Skills covered | Famous personalities in Malaysia Skills covered Listening, speaking, reading, writing and presentation Skills covered | Geography of Malaysia Skills covered Listening, speaking, reading, writing and presentation Skills covered | History of Malaysia (Formation) Skills covered Listening, speaking, reading, writing and presentation Skills covered | Development of Malaysia (Then – Now) Skills covered Listening, speaking, reading, writing and presentation Skills covered Assessment points: |
| Sejarah | | | | | |
| | Assessment points: Group work Presentation ‘Malaysian Famous Leaders’ | Assessment points: Individual work Presentation ‘My Favourite Personality’ | Assessment points: Individual project ‘Malaysia Map’ (Part 1) | Assessment points: Individual project ‘Malaysia Map’ (Part 2) | Written Assessment points: |
|---|---|---|---|---|---|
| | Charity Skills covered: Listening: Listen and choose the correct answer Speaking: Sharing the hiding meaning of word Reading: Understand the notice Writing: Answer the question completely Assessment points: Week 3: Comprehension Poem Listening: Listen and choose the correct answer Speaking: Recite the poem Reading: Write the outline of story Writing: Create a poem Assessment points: Week 7: Create a | Famous scientists Skills covered: Listening: Spelling Speaking: Sharing interested information Reading: Analysis the structure of story Writing: Write the structure of article Assessment points: Week 3: Comprehension Fairy tales Listening: Spelling Speaking: Summary the story Reading: Drama Writing: Change the ending of story Assessment points: Week 7: Create an ending | Jokes Skills covered: Listening: Spelling Speaking: Storytelling Reading: Role play Writing: Write an impression Assessment points: Week 3: Role play Week 7: Write an impression | School life Skills covered: Listening: Spelling Speaking: Sharing the origin of any activities Reading: Drama Writing: Draw a timetable Assessment points: Week 3: Role play Week 7: Descriptive essay about school life | Travel Skills covered: Listening: Spelling Speaking: Introduce your travel experience Reading: Analysis the main event of travel note Writing: Write a travel note Assessment points: Week 3: Create a poster Week 7: Write a travel note |
| Advanced Mandarin | | | | | |
| charity event poster |
|---|
| | Country Seasons Sickness Skills covered: Speaking Listening Reading Writing Presenting Assessment points: PT1: Oral Assessment points: on introductory of one’s country and favourite season PT2: Listening Assessment points: (response to the sickness and translate) MT: Read the short phrase and translate | School Facilities and Classroom Language Skills covered: Speaking Listening Reading Writing Role Play Assessment points: PT1: Match the vocabulary according to the pictures given. PT2: Oral and listening (role play on site) MT: Translate the English terms to Mandarin | Animals and Hobbies Skills covered: Speaking Listening Reading Writing Drama Assessment points: PT1: Role play the animals (listening Assessment points:) PT2: Label the hobby’s keywords to Mandarin MT: State the animals and hobby in phrase | Job & Place Skills covered: Speaking Listening Reading Writing Assessment points: PT1: Label the Jobs PT2: Match the places and give Pin Yin MT: Read the short text of the keywords (reading skill assessed) | Food: Fruits and Vegetables Skills covered: Speaking Listening Reading Writing Presenting Assessment points: PT1: Match the vocabulary according to the pictures given. PT2: Oral and listening (role play on site) MT: Translate the English terms to Mandarin |
|---|---|---|---|---|---|
| Intermediat e Mandarin | | | | | |
| | Are you coming to the party? Skills covered: Discuss about different homes around the world and their unique characteristics, discover new words for things you find in a kitchen/rooms, present continuous, skim and scan for information (The Tree House Man) Assessment points: Underline the key words, spelling test for new vocabulary | I’m hungry! Skills covered: Countable and uncountable nouns, be familiar with the format of a letter, Listening activities (how much/many/a few/ a little/a lot), exchange useful information with one another (cake making) Assessment points: Write an invitation to a friend | You look great! Skills covered: present continuous and present simple, clothes and accessories, adjectives to describe clothes, differentiate between too/enough, question words (ask suitable questions to get more information about a fashion show) Assessment points: write about my favourite superhero - use adjectives | She’s the winner Skills covered: Read and transfer the information given (summer sports classes), comparatives and superlatives, prepositions of time, suffixes for different nationalities Assessment points: Information transfer (advertisement/email) | I have to do my homework Skills covered: Use ‘have to’ to make sentences, vocabulary related to school subjects and classroom objects, object pronouns, form questions by using the answers given as clues. Assessment points: Multiple choice questions about three different school experiences | Let’s go to the mountains Skills covered: Past simple, use past simple to give directions, group the phrases under the correct heading, use past simple to conduct a survey Assessment points: Change the verbs into their past simple forms |
|---|---|---|---|---|---|---|
| EAL | | | | | | |
| PE | | | | | | |
improve attacking and defending.
rules to play games that improve attacking and defending.
correct technique for breast stroke with a focus on legs and arms.
Begin to understand and apply basic strategic and tactical principles for attacking and defending.
Assessment points:
Perform skills with control in a game, adapting them to meet the needs of the situation and perform them with greater speed
Use a variety of tactics to keep the ball, e.g. changing direction, moving into a space.
Know the difference between attacking skills and defending skills.
To choose, combine and perform skills more fluently and effectively in games
Begin to understand and apply basic strategic and tactical principles for attacking and defending.
Assessment points:
Perform skills with control in a game, adapting them to meet the needs of the situation and perform them with greater speed
Use a variety of tactics to keep the ball, e.g. changing direction, moving into a space.
Know the difference between attacking skills and defending skills.
To choose, combine and perform skills more fluently and effectively in games
Aquatics
Assessment points: Understand that different running distance require different techniques/strategies.
Throw a range of equipment into a target area with accuracy and consistency
Demonstrate different jumps showing power, control and consistency at takeoff and landing
Develop the basic principles of relay take-overs
Net / Wall Games
Badminton / Volleyball
Skills covered:
Introduction / Development of competition for: Perform strike more fluently and effectively in modified games.
Begin to understand and apply basic strategic and tactical principles in singles and doubles.
Shot placement.
Assessment points: Use correct technique to perform a serve
Perform skills with control in a game, adapting them to meet the needs of the situation and perform them with greater speed.
demonstrate improvement to achieve their personal best.
Assessment points: To perform basic actions with increased control, co-ordination, fluency and accuracy.
To copy, refine, and repeat dance phrases and dances.
Begin to critically evaluate own performances.
batting and fielding
To choose and use a range of tactics and strategies when batting fielding
Assessment points:
To use and adapt rules to play games that improve batting, bowling and fielding skills
Bowl and bat accurately effectively in a game situation.
Field with increased accuracy, returning the ball quickly, to help their team when fielding
Include tactics such as batting the ball away from fielders and gauge when to run, to help their team when batting.
| | | | Skills covered: Competitive stroke breakdown: Freestyle with breathing technique recap. Seated dive. Backstroke techniques. Assessment points: Be able to swim different strokes unaided. Demonstrate correct technique for Freestyle. Perform a seated dive. Understand how to finish a race. | Shot placement. Demonstrate increased levels of speed and agility when moving around the court. To choose, combine and perform skills more fluently and effectively in games | |
|---|---|---|---|---|---|
| | World Music Skills covered: Recognise different instruments that used in different music genre and appreciate historical perspectives of music. | The Class orchestra Skills covered: Identify melodic phrases and play them by ear and recognise how music can reflect different intentions | Songwriters Skills covered: identify how repetition can make the words and melody easier to remember | Journey Into Space Skills covered: Identify contrasting moods and sensations and explore different textures using untuned sounds | Cyclic Patterns (Rehearsal) Skills covered: identify and control different ways percussion instruments make sounds |
| Music | | | | | |
| | Assessment points: Short essay about different music genre. | Assessment points: Perform in different ways, exploring the way the performers are a musical resource. | Assessment points: Compose own lyrics based on headlines and common phrases. | Assessment points: create different sound effects using combinations of pitched sounds | Assessment points: create and develop ideas using timbre and duration and by rearranging the rhythmic material |
|---|---|---|---|---|---|
| Drama | | | | | |
| | Figure in action (drawing) Skills covered: Figure drawing Skills covered, movement and rendering process Assessment points: They will provide action drawing bases on sport that they learn in school. | Creating composition ( painting ) Skills covered: Painting Skills covered, arrangement and composition. Idea development during process Assessment points: They will provide abstract composition painting. | Self Portrait (drawing) Skills covered: Portraits drawing Skills covered, balance and space drawing. Assessment points: They will finish their portraits drawing on paper. | Self Portrait (painting ) Skills covered: Portraits drawing and painting. Skills covered: tone and value, colour mixing. Assessment points: They will finish their portraits painting on paper | Designing a motif for a pattern (printing) Skills covered: Motif and pattern design, drawing techniques and idea development. Assessment points: They will finish their motif and pattern drawing on wood plank |
|---|---|---|---|---|---|
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Scientific Reasoning
Scientific reasoning is the foundation supporting the entire structure of logic underpinning scientific research.
It is impossible to explore the entire process, in any detail, because the exact nature varies between the various scientific disciplines.
Despite these differences, there are four basic foundations that underlie the idea, pulling together the cycle of scientific reasoning.
Observation
Most research has real world observation as its initial foundation. Looking at natural phenomena is what leads a researcher to question what is going on, and begin to formulate scientific questions [1] and hypotheses [2].
Any theory, and prediction, will need to be tested against observable data.
Theories and Hypotheses
This is where the scientist proposes the possible reasons behind the phenomenon, the laws of nature governing the behavior.
Scientific research uses various scientific reasoning processes to arrive at a viable research problem [1] and hypothesis. A theory is generally broken down into individual hypotheses, or problems, and tested gradually.
Predictions
A good researcher has to predict the results of their research, stating their idea about the outcome of the experiment, often in the form of an alternative hypothesis [2].
Scientists usually test the predictions of a theory or hypothesis, rather than the theory itself. If the predictions are found to be incorrect, then the theory is incorrect, or in need of refinement.
Data
Data is the applied part of science, and the results [3] of real world observations are tested against the predictions.
If the observations match the predictions, the theory is strengthened. If not, the theory needs to be changed. A range of statistical tests is used to test predictions, although many observation based scientific disciplines cannot use statistics [4].
The Virtuous Cycle
This process is cyclical: as experimental results accept or refute hypotheses, these are applied to the real world observations, and future scientists can build upon these observations to generate further theories.
Differences
Whilst the scientific reasoning process [5] is a solid foundation to the scientific method [6], there are variations between various disciplines.
For example, social science, with its reliance on case studies [7], tends to emphasis the observation phase, using this to define research problems [1] and questions.
Physical sciences, on the other hand, tend to start at the theory stage, building on previous studies, and observation is probably the least important stage of the cycle.
Many theoretical physicists spend their entire career building theories, without leaving their office. Observation is, however, always used as the final proof.
Source URL: https://explorable.com/scientific-reasoning
Links:
https://explorable.com/statistically-significant-results, [4] https://explorable.com/statistics-tutorial, [5]
[1] https://explorable.com/defining-a-research-problem, [2] https://explorable.com/research-hypothesis, [3]
http://philosophy.hku.hk/think/sci/hd.php, [6] https://explorable.com/what-is-the-scientific-method, [7]
https://explorable.com/scientific-reasoning https://explorable.com/case-study-research-design, [8] https://explorable.com/users/martyn, [9] | <urn:uuid:2fca330d-1cff-4636-9e4a-3034c4ab11a9> | CC-MAIN-2019-13 | https://explorable.com/printpdf/scientific-reasoning?gid=1598 | 2019-03-22T07:10:44Z | crawl-data/CC-MAIN-2019-13/segments/1552912202635.43/warc/CC-MAIN-20190322054710-20190322080710-00233.warc.gz | 492,556,115 | 659 | eng_Latn | eng_Latn | 0.996284 | eng_Latn | 0.996256 | [
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Aoju Chen* and Barbara Höhle
Four- to five-year-olds' use of word order and prosody in focus marking in Dutch
https://doi.org/10.1515/lingvan-2016-0101 Received November 21, 2016; accepted December 12, 2017
Abstract: This study investigated Dutch-speaking four- to five-year-olds' use of word order and prosody in distinguishing focus types (broad focus, narrow focus, and contrastive narrow focus) via an interactive answer-reconstruction game. We have found an overall preference for the unmarked word order SVO and no evidence for the use of OVS to distinguish focus types. But the children used pitch and duration in the subject-nouns to distinguish focus types in SVO sentences. These findings show that Dutch-speaking four- to five-year-olds differ from their German- and Finnish-speaking peers, who show evidence of varying choice of word order to mark specific focus types, and use prosody to distinguish focus types in subject and object nouns in both SVO and OVS sentences. These comparisons suggest that typological differences in the relative importance between word order and prosody can lead to differences in children's use of word order and prosody in unmarked and marked word orders. A more equal role of word order and prosody in the ambient language can stimulate more extensive use of prosody in the marked word order, whereas a more limited role of word order can restrict the use of prosody in the unmarked word order.
Keywords: information structure; Dutch-speaking children; word order; prosody; focus.
1 Introduction
The linguistic realisation of focus in Dutch-speaking children has received substantial attention in recent years. Focus is an information structural category that signals the presence of alternatives in the discourse context and typically contains new information to the receiver (Lambrecht 1994; Vallduví and Engdahl 1996). Existing work is primarily concerned with children's use of phonological and phonetic means in realising narrow focus (i.e. focus on a single content word of a syntactic phrase) in different sentence-positions in SVO sentences, compared to non-focus (e.g. Chen 2009, Chen 2010, Chen 2011a, Chen 2011b; Romøren and Chen 2014). Phonological means are defined as coarse-grained prosodic changes, including accent placement - accenting or not accenting a word, and choice of accent type, e.g., accenting a word with a falling pitch accent or a high-level pitch accent. Phonological means are crucial to the distinction between narrow focus and post-focus, i.e. non-focal constituents following the focal constituent. Phonetic means are defined as fine-grained prosodic changes within a phonological category, also known as phonetic implementation of a phonological category, e.g. changes in pitch span (i.e. the difference between the highest and lowest pitch) of a pitch accent. They are crucial to the distinction between narrow focus and pre-focus, i.e. non-focal constituents preceding the focal constituent. It has been found that Dutch-speaking children become largely adult-like in the use of phonological means to distinguish narrow focus from non-focus by the age of seven or eight but still develop their use of phonetic means at this age. For example, Chen (2009) showed that although both children and adults accent the subject nouns with a falling accent regardless of focus conditions, adults realise the falling accent with a larger pitch span and longer duration in narrow focus than in pre-focus and children only use pitch span in an adult-like way at seven or eight, but not duration.
However, narrow focus is only one type of focus. The focus constituent can also be a complete syntactic constituent (e.g. a phrase, a clause, a sentence) as in (1). This type of focus is known as broad focus (Ladd
*Corresponding author: Aoju Chen, Utrecht University, Utrecht Institute of Linguistics, Trans 10, Utrecht 3512 JK, The Netherlands, E-mail: firstname.lastname@example.org
Barbara Höhle: Universität Potsdam, Linguistics Department, Karl-Liebknechtstr. 24-25, Potsdam 14467, Brandenburg,
Germany
1980). Focus can also contain contrastive information, e.g. a correction or an alternative to what has been introduced previously. It can be either "broad" or "narrow" in terms of the size of the focal constituent, as in (1) and (2). Different types of focus are distinguished mainly via phonetic uses of prosody but can be distinguished in some cases via word order in Dutch. Regarding prosody, Hanssen et al. (2008) found that sentence-medial focused words in declarative sentences were spoken with a longer stressed syllable, an earlier peak, and a steeper fall in contrastive narrow focus (hereafter contrastive focus) and narrow focus than in broad focus. But no clear difference was found in the realisation of contrastive focus and narrow focus. Regarding word order, a focal constituent can be moved to the position immediately preceding the finite verb (i.e. the prefield), regardless of whether it is contrastive or not. The OVS word order can thus be used when the object is in narrow focus or contrastive focus. Further, a non-subject contrastive topic can also occur in the prefield (Bouma 2008). This suggests that OVS can be used when the object is a contrastive topic. However, fronting an object to the prefield is not common in Dutch. For example, Bouma (2008) examined V2-clauses (N = 71,934) available in the Spoken Dutch Corpus (Oostdijk 2000) and found that among the 70,458 prefield occupants distributed over 69,917 V2-clauses, 70% of them are subjects, 14.3% direct objects, and 4.5% indirect objects. For all the three grammar categories, the most common linguistic form is nominal phrases (>90%). In order to obtain a more comprehensive picture of children's focus marking in Dutch, we have examined for the first time how Dutch-speaking four- to five-year-olds use word order and prosody in the marking of focus types.
(1) Speaker A: What happened?
Speaker B: [Uncle Paul rented a boat]. (broad focus)
Speaker C: No. [Aunt Mary bought a horse]. (contrastive broad focus)
(2) Speaker A: Did Uncle Paul rent a car?
Speaker B: (No.) Uncle Paul rented [a boat]. (contrastive narrow focus on object)
Recently, Sauermann et al. (2011) and Arnhold et al. (2016) have addressed similar questions in Germanand Finnish-speaking children. Like Dutch, German uses prosody, and to a lesser degree, word order to distinguish focus types (Féry 2006; Baumann et al. 2007). The prefield can be filled by both a contrastive focal object and an object in broad focus in OVS sentences in German; fronting a focal object to the prefield is relatively common in German (Féry 2006; Frey 2006). Word order plays a much bigger role in focus marking in Finnish than in Dutch and German (Vilkuna 1995). The constituent in the prefield conveys topical information; the constituent preceding the prefield conveys contrastive topical or focal information. Non-contrastive focal information appears in sentence-final position. For example, while unmarked SVO can occur in different focus conditions, OVS is felicitous only if the subject is in non-contrastive narrow focus. Prosody is used for focus-marking in tandem with word order in Finnish. For example, a broad-focus sentence is typically spoken with a fall-rise pitch accent in all content words but finite verbs. But a focal word is spoken with a larger pitch span, a longer duration, and higher intensity in narrow focus than in broad focus. Typologically, Dutch, German and Finnish form a continuum of relative importance between word order and prosody in focus marking: Dutch (word order << prosody), German (word order < prosody), Finnish (word order ≈prosody). Findings from German- and Finnish-speaking children may thus be predictive of Dutch children's use of word order and prosody in distinguishing different focus types.
Sauermann et al. (2011) and Arnhold et al. (2016) used an answer-reconstruction game to elicit, from fourto five-year-olds, SVO and OVS sentences in different focus conditions: broad focus (BF), narrow focus (NF) on subject and object, and contrastive focus (CF) on subject and object. In the game, children watched a robot answering the experimenter's questions on a number of pictures. The robot's answers lacked sentence-level prosody and had either SVO or OVS word order, which might or might not be contextually appropriate. Children were asked to reconstruct the robot's answers in a way that they found acceptable in order to show the robot how to speak properly. It has been found that in both German and Finnish, the children almost always retained SVO regardless of focus conditions when SVO was used in the robot's speech, indicating a strong preference for SVO, but they varied their choice of word order in different focus conditions when OVS was used in the robot's speech (Table 1). The German-speaking children were more likely to use OVS than SVO in
| 3
Table 1: German- and Finnish-speaking four- to five-year-olds' use of word order in different focus conditions (broad focus – BF, narrow focus – NF, contrastive focus – CF) as reported in Sauermann et al. (2011) and Arnhold et al. (2016) respectively.
The '<' and '>' signs mean 'smaller or bigger than' respectively regarding the likelihood of OVS. The abbreviations 'sub' and 'obj' stand for 'subject' and 'object' respectively. For example, 'NF/CF-sub' refers to the focus conditions NF-subject and CF-subject.
BF than in CF and NF, in CF than in NF, and in focus-object than in focus-subject; the Finnish-speaking children were more likely to use OVS than SVO in BF than in CF-object. The German-speaking children's frequent use of OVS in BF and more frequent use of OVS in CF than in NF and in object-focus than in subject-focus largely conforms to the fact that the prefield can be filled by both a contrastive focal object and an object as part of broad focus in German. The Finnish-speaking children's more frequent switch from OVS to SVO in the CF-object condition would seem to suggest that they have not acquired the use of the sentence-initial position for marking contrast at first sight. But OVS is infelicitous in the CF-object condition, because the non-focal subject should appear in the prefield. Changing OVS to SVO, which is felicitous in all the focus conditions thus made the word order in the CF-object condition felicitous again (Arnhold et al. 2016). The Finnish-speaking children thus showed rather sophisticated knowledge of the use of word order in focus marking.
Regarding the use of prosody (Table 2), the German-speaking children did not use duration but used pitch in the subject nouns in both SVO and OVS sentences to distinguish focus types. They realised a subject noun with a higher pitch-maximum and larger pitch span in NF-subject and CF-subject than in BF in SVO sentences and with a larger pitch span in NF-subject than in BF in OVS sentences (Table 2: row 3, columns 2 & 4 respectively). The Finnish-speaking children appeared to use prosody more extensively than the German-speaking children. In both SVO and OVS sentences, they realised an object noun with a shorter mean syllable duration in NF-subject and CF-subject than in BF (Table 2: row 4, columns 3 & 5). In OVS sentences, they realised a subject noun with a larger pitch span in CF-subject than in NF-subject and BF and an object noun with a larger pitch span in CF-object than in NF-object and BF (Table 2: row 5, columns 4 & 5).
The above-reviewed findings suggest that a more equal role of word order and prosody in focus marking in the ambient language can stimulate more extensive use of word order variation and prosody when children
Table 2: German- and Finnish-speaking four- to five-year-olds' use of prosody in different focus conditions (broad focus – BF, narrow focus – NF, contrastive focus – CF) as reported in Sauermann et al. (2011) and Arnhold et al. (2016) respectively.
The '<' and '>' signs mean 'smaller or bigger than' respectively regarding the prosodic measurement in the same cell. The abbreviations 'sub' and 'obj' stand for 'subject' and 'object'. For example, 'NF/CF-sub' refers to the focus conditions NF-subject and CF-subject.
4 |
are presented with both SVO and OVS sentences. Considering that Dutch uses word order to a lesser degree than German and Finnish and relies primarily on prosody, we hypothesize that Dutch-speaking children should use word order variation and prosody in marked word order more restrictedly than German-speaking children, and even more so than Finnish-speaking children. The predictions stemming from this hypothesis are as follows: (1) Dutch-speaking children's choice of word order is independent of focus conditions; (2) they do not use prosody to distinguish focus types, similar to their peers in Chen (2009), but may vary pitch to distinguish contrastive focus from broad focus only in sentence-initial subjects in SVO sentences, similar to English-speaking three- to four-year olds reported in Wonnacott and Watson (2008).
2 Method
We have adopted the answer-reconstruction game used in Sauermann et al. (2011) and Arnhold et al. (2016) to elicit from four- to five-year-olds SVO and OVS sentences in five focus conditions: BF, NF-subject, NF-object, CF-subject and CF-object.
2.1 Materials
The target words in the robot's answer sentences were either the noun of the subject NP or the noun of the object NP. All NPs were definite NPs. There were four target subject-nouns (animate nouns) and four target object-nouns (inanimate nouns). Each target noun occurred in each word order and in each focus type. Forty-eight question-answer dialogues were composed to accommodate all tokens of the target nouns (4 subject-nouns × 2 word orders × 3 focus types + 4 object-nouns × 2 word orders × 3 focus types). Each combination of a target noun and a non-target noun occurred only once during the experiment. Table 3 illustrates the six dialogues composed for the target subject noun meisje 'girl'.
The robot's sentences did not contain sentence-level prosodic properties. They were concatenated from isolated words, which were recorded in a randomized word list by a female native speaker of Dutch. The original pitch pattern of the words was erased and the pitch level was set at 200 Hz using Praat (Boersma 2001). The words belonging to the same sentence were then spliced together with a 200 ms pause in between to form the sentence.
2.2 Participants
Fourteen monolingual Dutch-speaking children (mean age: 5;1, range: 4;4–5;5, 7 boys & 7 girls) participated in the experiment. None of the children had indications of delay or impairment in language development.
Table 3: Dialogues composed for the target subject-noun meisje 'girl'.
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2.3 Procedure
The children were tested individually in a quiet room at their school by an experimenter, who was a female native speaker of Dutch. Each session was recorded digitally with a sampling rate of 48 kHz and a resolution of 16-bit. Prior to the game, the child was told that Robby, a robot, was learning to speak Dutch, and she sounded a bit odd and sometimes ordered the words in a weird way. The child was asked to help Robby to learn Dutch by showing her how to speak properly. On each trial, the child was first shown a picture with part of it or most of it covered by a shape. The experimenter then talked a bit about the visible part of the picture with the child and Robby, and asked Robby a question about the occluded part of the picture. The questions and preceding contextual sentences were different in different focus conditions, as illustrated in English in (3). The occluded part of the picture was made available 0.5 seconds before the robot answered the question in either SVO or OVS word order. The experimenter repeated the question to the child and the child then reconstructed the robot's answer in a way that he reckoned acceptable in Dutch in the corresponding context.
(3) a. Broad focus
Experimenter: Look! The picture is completely covered. Robby, what is happening?
Robby: The girl is sweeping the street.
b. Narrow focus – subject
Experimenter: Look! It seems that someone is baking a cake. Robby, who is baking the cake?
Robby: The girl is baking the cake.
c. Contrastive focus - subject
Experimenter: Look! It seems that someone is building a wall here. Robby, is the grandma building the wall?
Robby: The girl is building the wall.
2.4 Data annotation
The recording from each child was first segmented and orthographically transcribed at the trial level using Praat (Boersma 2001). The data from three children (2 boys and 1 girl) were considered unusable because of poor recording quality. The usable full-sentence responses (N = 446) from the remaining children were included for word-order analysis. A subset of these responses (N = 228) were included for phonetic analysis. In the selected responses, the robot's word order was retained such that any prosodic differences found could be attributed to the effect of focus type. Further, they were spoken as one intonational phrase without disfluency or any kind of speech errors. These sentences were then segmented at the word level and the target words (subject and object nouns) were annotated for pitch-maximum, pitch-minimum and word duration, following standard procedures.
3 Analysis and results
3.1 Word order
We used the mixed-effect (binary) logistic regression model in SPSS (IBM SPSS version 22) to statistically assess the effect of focus type and the robot's word order on the children's choice of word order. The outcome variable of the model was word order produced (by the children), including two categories (SVO, OVS). The predictor variables included three main effects, i.e. focus type, including three categories (BF, CF, and NF), word order received (from the robot), including two categories (SVO, OVS), and locus of focus, including two categories (subject, object), and three two-way interactions, i.e. focus type × word order received, focus type × locus of focus, locus of focus × word order received, and one three-way interaction,
Table 4: Summary of the results of the mixed-effect (binary) logistic regression model on the prediction that OVS was used by children.
The reference category was SVO for the outcome variable, CF for the fixed factor focus type, OVS for the fixed factor word order – received and object for the fixed factor locus of focus. Significant p-values are in bold.
focus type × word order received × locus of focus. In addition, one random variable was added to the model, i.e. participant.¹ As can be seen in Table 4, only the variables focus type and word order received had a significant effect on choice of word order in children's production. Specifically, the children were significantly more likely to use OVS in the BF condition than in the CF and NF conditions, regardless of the locus of focus and the robot's word order, whereas there was no significant difference in the likelihood of using OVS between the NF and CF conditions, as illustrated in Figure 1 (left panel). Furthermore, the children were significantly less likely to use OVS than SVO when the robot used SVO and almost always used SVO when the robot used SVO, as shown in Figure 1 (right panel).
1 The variable item, referring to the sentences produced by the children, was not included as a random factor because of the small sample size of our data.
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3.2 Prosody
We conducted mixed-effect modelling (with only random intercepts) in R on each of the prosodic parameters (i.e. pitch-maximum, pitch-minimum, pitch span, and word duration) for the subject and object nouns separately in the SVO and OVS sentences (59 subject nouns and 70 object nouns in SVO sentences, 56 subject nouns and 43 object nouns in OVS sentences).² In total, four analyses were conducted for each prosodic parameter. In these analyses, the predictor variable was focus type (BF, NF, CF); the variables participant and item were treated as random factors.
We did not find a main effect of focus type in the OVS responses. Regarding the SVO responses, we found a significant main effect of focus type on the pitch-maximum and duration, but not on the pitchminimum and pitch-span. However, the effect of focus type was restricted to the subject nouns. The subject nouns were spoken with a significantly higher pitch-maximum (p = 0.026) and longer duration (p = 0.011) in the CF-subject condition than in the BF condition and a significantly higher pitch-maximum (p = 0.047) in the CF-subject condition than in the NF-subject condition, as shown in Figure 2. The difference in duration between BF and NF-subject (p = 0.38) and between NF-subject and CF-subject (p = 0.131) did not reach significance.
4 Discussion and conclusions
We have examined Dutch-speaking four- to five-year-olds' use of word order and prosody in distinguishing focus types via an interactive answer-reconstruction game. Our results show interesting differences between Dutch-speaking four- to five-year-olds and their German- and Finnish-speaking peers.
First, Dutch-speaking four- to five-year-olds almost always retain SVO when receiving SVO, and are more likely to use OVS than SVO in BF than in NF and CF when receiving OVS (possibly due to the memory load involved in reconstructing all-new sentences), largely similar to German- and Finnish-speaking four- to fiveyear-olds. But they show no evidence of varying the choice of word order between the focus conditions which license the use of OVS, i.e. NF-object and CF-object, and the focus conditions that may not license the use of OVS, i.e. NF-subject, CF-subject and BF. Dutch-speaking children's use of word order is thus independent of focus conditions, as predicted, and different from German- and Finnish-speaking children, whose choice
2 The variable locus of focus was not included as a predictor variable into the model. Instead, we modelled the prosodic variation for subject nouns and object nouns separately, because differences in pitch or duration between focal-subject nouns and focal object nouns are confounded by a difference in their positions in a sentence (e.g. sentence-final nouns are longer than non-sentence-final nouns, everything else being equal), thus not necessarily reflecting a child's ability to use prosody for focus-marking purposes.
7
of word order reflects the use of word order in marking focus types in their ambient language. Furthermore, Dutch-speaking children vary prosody in the subject nouns to distinguish focus types only in SVO sentences, different from German- and Finnish-speaking children, who use prosody in subject and object nouns in both SVO and OVS sentences. Dutch-speaking children realise subject nouns with a higher pitch-maximum and longer duration in CF-subject and NF-subject than in BF, resembling English-speaking three- to four-year-olds reported in Wonnacott and Watson (2008). This result is partially unexpected, given that Dutch-speaking four- to five-year-olds in Chen (2009) use neither pitch nor duration to distinguish narrow focus from nonfocus in subject nouns in SVO sentences. It may imply that the use of phonetic means is acquired at different rates for different focus marking purposes.
The differences between Dutch-speaking children and German- and Finnish-speaking children suggest that typological differences in the relative importance between word order and prosody can lead to differences in children's use of word order and prosody in unmarked and marked word orders. A more common use of word order next to prosody can encourage more extensive use of prosody in the marked word order (e.g. Finnish, and to a lesser degree German), whereas a more limited role of word order can restrict the use of prosody in the unmarked word order (e.g. Dutch). Together with the studies of German- and Finnishspeaking children, our study contributes to a better understanding of how typological differences in prosodic focus marking affect acquisition of prosodic focus marking across languages.
A limitation of our study is that its sample size is relatively small, even though the case to variable ratio was reasonable in the analyses reported in Section 3.³ Because of individual variation in children's use of prosody in this age range (Chen 2011a), using the production from a small number of children can undermine the generalisablity of our findings. Future replication studies are needed to find out whether our findings hold for other Dutch-speaking four- to five-year-olds.
References
Arnhold, Anja, Aoju Chen & Juhani Järvikivi. 2016. Acquiring complex focus-marking: Finnish four- to five-year-olds use prosody and word order in interaction. Frontiers in Psychology 7. 1886. Doi: 10.3389/fpsyg.2016.01886.
Baumann, Stefan, Johannes Becker & Martine Grice & Doris Mücke. 2007. Tonal and articulatory marking of focus in German. In Jürgen Trouvain & William J. Barry (eds.), Proceedings of the 16th International Congress of Phonetic Sciences, 1029–1032. Saarbrücken: University of Saarland.
Boersma, Paul. 2001. Praat, a system for doing phonetics by computer. Glot International 5(9/10). 341–345.
Bouma, G. 2008. Starting a sentence in Dutch: A corpus study of subject- and object-fronting. Groningen Dissertations in Linguistics 66, University of Groningen. https://pdfs.semanticscholar.org/0aa6/73b3deee0d381552f316f8212462f4c616a1. pdf?_ga=2.135318198.6646024.1498499486-1658732288.1498499486.
Chen, Aoju. 2009. The phonetics of sentence-initial topic and focus in adult and child Dutch. In Marina Vigário, Sónia Frota & Maria Freitas (eds.), Phonetics and phonology: Interactions and interrelations, 91–106. Amsterdam: John Benjamins Publishing.
Chen, Aoju. 2010. Is there really an asymmetry in the acquisition of the focus-to-accentuation mapping. Lingua 120. 1926–1939.
Chen, Aoju. 2011a. Tuning information packaging: intonational realization of topic and focus in child Dutch. Journal of Child Language 38(5). 1055–1083.
Chen, Aoju. 2011b. The developmental path to phonological encoding of focus in Dutch. In Sónia Frota, Gorka Elordieta & Pilar Prieto (eds.), Prosodic production, perception and comprehension, 93–109. Heidelberg, London & New York: Springer Netherlands.
Féry, Caroline. 2006. Wide Focus Object Fronting. Interdisciplinary Studies on Information Structure (Vol. 8). Retrieved from http://pub.sffi632.uni-potsdam.de/publications/A1/A1_Fery_2007a.pdf.
Frey, Werner. 2006. Contrast and movement to the German prefield. In Valéria Molnár & Susanne Winkler (eds.), The Architecture of Focus, 235–264. Berlin & New York: De Gruyter.
3 The case to variable ratio was 64 to 1 in the mixed-effect logistic regression model and varied between 43 to 70 in the mixed-effect modals in our study. Whereas there is no consensus on the minimal case to variable ratio in mixed models, the preferred case to variable ratio for multinomial logistic regression analysis is 20 to 1 (Schwab 2006). We might infer from this recommendation that the case to variable ratios were reasonable in our study.
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Hanssen, Judith, Jörg Peters & Carlos Gussenhoven. 2008. Prosodic effects of focus in Dutch declaratives. In Plinio Almeida Barbosa, Sandra Madureira & Cesar Reis (eds.), Proceedings of the 4th Conference on Speech Prosody, 609–612. Campinas, Brazil: Editora RG/CNPq.
Ladd, D. Robert. 1980. The structure of intonational meaning. Bloomington: Indiana University Press.
Lambrecht, Knud. 1994. Information structure and sentence form: Topic, focus, and the mental representations of discourse referents. Cambridge: Cambridge University Press.
Oostdijk, Nelleke. 2000. The Spoken Dutch Corpus. Outline and first evaluation. In Proceedings of the 2nd International Conference on Language Resources and Evaluation, Vol. 2, 887–894.
Romøren, Anna-Sara & Aoju Chen. 2014. Accentuation, pitch and pausing as cues to focus in child Dutch. In Will Orman & Matthew James Valleau (eds.), Online Proceedings Supplement of the 38th Boston University Conference on Language Development, 1–12. Somerville, MA: Cascadilla Press.
Sauermann, Antje, Barbara Höhle, Aoju Chen & Juhani Järvikivi. 2011. Intonational marking of focus in different word orders in German children. In Mary Byram Washburn, Katherine McKinney-Bock, Erika Varis, Ann Sawyer & Barbara Tomaszewicz (eds.), Proceedings of the 28th West Coast Conference on Formal Linguistics, 313–322. Somerville, MA: Cascadilla Press.
Schwab J. A. 2006. Multinomial logistic regression: Basic relationships and complete problems. Retrieved in 2006 from https://www.scribd.com/presentation/130345922/Multinomial-Logistic-Regression-Basic-Relationships.
Vallduví, Enric & Elisabet Engdahl. 1996. The linguistic realization of information packaging. Linguistics 34(3). 459–519.
Vilkuna, Maria. 1995. Discourse configurationality in Finnish. In Katalin É. Kiss (ed.),Discourse configurational languages
244–268. New York & Oxford: Oxford University Press.
Wonnacott, Elizabeth & Duane G. Watson. 2008. Acoustic emphasis in four year olds. Cognition 107(3). 1093–1101. doi:10.1016/j.cognition.2007.10.005.
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March 2020
March 2020
Wellness Plan
Table of Contents
Purpose
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3
4
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Bishop O'Gorman Catholic Schools Wellness Plan
Purpose
In accordance with the Healthy, Hunger-Free Kids Act of 2010 and the Alliance for a Healthier Generation Model Wellness Policy updated in 2016, Bishop O'Gorman Catholic Schools developed and implemented the Wellness Plan. (Reference Bishop O'Gorman Wellness Policy STU:406)
Preamble
Bishop O'Gorman Catholic Schools is committed to the optimal development of every student. The System believes that for students to have the opportunity to achieve personal, academic, developmental, and social success, we need to create positive, safe, and health-promoting learning environments at every level, in every setting, throughout the school year.
Research shows that two components, good nutrition and physical activity before, during, and after the school day, are strongly correlated with positive student outcomes. Conversely, less-than-adequate consumption of specific foods including fruits, vegetables, and dairy products, is associated with lower grades among students. In addition, students who are physically active through active transport to and from school, recess, physical activity breaks, high-quality physical education, and extracurricular activities - do better academically. Finally, there is evidence that adequate hydration is associated with better cognitive performance.
This policy outlines the System's approach to ensuring environments and opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day while minimizing commercial distractions. Specifically, this policy establishes goals and procedures to ensure that:
* Students in the System have access to healthy foods throughout the school day - both through reimbursable school meals and other foods available throughout the school campus - in accordance with Federal and state nutrition standards;
* Students receive quality health education that helps them develop lifelong healthy eating behaviors;
* Students have opportunities to be physically active;
* Schools engage in nutrition and physical activity promotion and other activities that promote student wellness;
* School staff are encouraged and supported to practice healthy nutrition and physical activity behaviors in and out of school;
* The community is engaged in supporting the work of the System in creating continuity between school and other settings for students and staff to practice lifelong healthy habits;
* The System establishes and maintains an infrastructure for management, oversight, implementation, communication about and monitoring of the policy and its established goals and objectives.
This policy applies to all students, staff, and schools in the System. Specific measurable goals and outcomes are identified within each section below.
I. School Wellness Committee
Committee Role and Membership
The Bishop O'Gorman Catholic Schools Wellness Policy was developed through the efforts and work of a wellness committee. This group included a food service representative, administrators, classroom teachers, nurse, students, school board member, parents, medical professional, and local business representatives. The wellness policy is comprehensive in nature but by no means exhaustive in scope of the goals and expectations.
Leadership
The President or designee(s) will convene the local wellness committee and facilitate development of and updates to the wellness policy and will ensure each school's compliance with the policy. The designated official for oversight is Director of Instruction and Programs.
Table of membership:
| Name | Title/Relationship to the School or System |
|---|---|
| Christopher Uttecht | Director of Instruction & Programs |
| Brian Wright | Food Service Director |
| Mary T Grogan | Physical Education |
| Kelly Jones | Counselor/Parent |
| Jenni Struck | Admissions Coordinator/Parent |
| Lana White | Physical Education/Parent |
| Ryan Beier | Physical Education |
| Julie Kolbeck | Principal/Administrator |
| Emily Glatt | School Nurse |
| Denise Richards | Physical Education |
II. Wellness Policy Implementation, Monitoring, Accountability, and Community Engagement
Recordkeeping
The System will retain records to document compliance with the requirements of the wellness policy at the System's Central Office and on an electronic drive for three years past the current year.
Annual Notification of Plan
The System will actively inform families and the public each year of basic information about this policy, including its content, any updates to the policy, and implementation status. The System will make this information available via the system website and/or system-wide communications. The System will provide as much information as possible about the school nutrition environment. Annually, the System will also publicize the name and contact information of the System/school officials leading and coordinating the committee, as well as information on how the public can get involved with the school wellness committee.
Triennial Progress Assessments
At least once every three years, the System will evaluate compliance with the wellness policy to assess the implementation of the policy and include:
* The extent to which schools under the jurisdiction of the System are in compliance with the wellness policy;
* A description of the progress made in attaining the goals of the System's wellness policy.
The position/person responsible for managing the triennial assessment and contact information is the Director of Instruction and Programs.
Revisions and Updating the Policy
The local wellness committee will update or modify the wellness policy based on the results of the triennial assessments and/or as System priorities change; community needs change; wellness goals are met; new health science, information, and technology emerges; and new Federal or state guidance or standards are issued. The wellness policy will be assessed and updated as indicated at least every three years.
Community Involvement, Outreach, and Communications
The System is committed to being responsive to community input, which begins with awareness of the wellness policy. The System will inform parents of the improvements that have been made to school meals and compliance with school meal standards, availability of child nutrition programs and how to apply, and a description of and compliance with Smart Snacks in School nutrition standards. The System will use electronic mechanisms, such as email or displaying notices on the system's website, as well as non-electronic mechanisms, such as newsletters, presentations to parents, or sending information home to parents, to ensure that all families are actively notified of the content of, implementation of, and updates to the wellness policy, as well as how to get involved and support the policy.
III. Plan
The wellness plan formalizes the role that the Bishop O'Gorman Catholic Schools play in improving and sustaining the health and well-being of children. Living a healthy lifestyle and maintaining a healthy weight requires a combination of healthy food choices, knowledge of nutrition, and appropriate amounts of physical activity. The Bishop O'Gorman Catholic Schools, along with our parents and the community, are working together to insure that coordinated efforts are sustained for optimal success.
The Bishop O ' Gorman Catholic Schools Wellness Plan addresses four key components:
1. Nutrition
2. Physical activity
3. Mental Health
4. Other activities that promote student wellness
IV. Nutrition
School Meals
Our school system is committed to serving healthy meals to children, with plenty of fruit, vegetables, whole grains, and fat-free and low-fat milk; that are moderate in sodium, low in saturated fat, and have zero grams trans-fat per serving (nutrition label or manufacturer's specification); and to meeting the nutrition needs of school children within their calorie requirements. The school meal programs aim to improve the diet and health of school children, help mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns and support healthy choices while accommodating cultural food preferences and special dietary needs.
All schools within the System participate in USDA child nutrition programs, including the National School Lunch Program (NSLP). All schools within the System are committed to offering school meals through the NSLP that:
* Are accessible to all students;
* Are appealing and attractive to children;
* Are served in clean and pleasant settings;
* Meet or exceed current nutrition requirements established by local, state, and Federal statutes and regulations. (The System offers reimbursable school meals that meet USDA nutrition standards.)
* Promote healthy food and beverage choices, such as one or more of the following:
- Whole fruit options.
- Sliced or cut fruit is available daily.
- Daily fruit options are displayed in a location in the line of sight and reach of students.
- All available vegetable options have been given creative or descriptive names.
* All staff members, especially those serving, have been trained to politely prompt students to select and consume the daily vegetable options with their meal.
* Student surveys and taste testing opportunities are used to inform menu development, dining space decor, and promotional ideas.
* Menus are posted to inform students meal options.
Staff Qualification and Professional Development
All school nutrition program directors, managers, and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA professional standards for child nutrition professionals.
Water
To promote hydration, free, safe, unflavored drinking water will be available to all students throughout the school day* and throughout every school campus* ("school campus" and "school day" are defined in the glossary). The System will make drinking water available where school meals are served during mealtimes.
Competitive Foods and Beverages
The System is committed to ensuring that all foods and beverages sold to students on the school campus* during the school day* support healthy eating. The foods and beverages sold and served outside of the school meal programs (e.g., "competitive" foods and beverages) will meet the USDA Smart Snacks in School nutrition standards, at a minimum. Smart Snacks aim to improve student health and well-being, increase consumption of healthful foods during the school day, and create an environment that reinforces the development of healthy eating habits. A summary of the standards and information, as well as a Guide to Smart Snacks in Schools are available at: http://www.fns.usda.gov/healthierschoolday/tools-schools-smart-snacks.
To support healthy food choices and improve student health and well-being, all foods and beverages outside the reimbursable school meal programs that are sold to students on the school campus* during the school day* will meet or exceed the USDA Smart Snacks nutrition standards. These standards will apply in all locations and through all services where foods and beverages are sold, which may include, but are not limited to, à la carte options in cafeterias, vending machines, school stores, and snack or food carts.
USDA Smart Snacks in School - "All Foods Sold in Schools" Standards
The Healthy Hunger-Free Kids Act of 2010 directed the USDA to establish science-based nutrition standards for all foods and beverages sold to students in school during the school day. The new Smart Snacks in School nutrition standards will help schools to make the healthy choice the easy choice by offering students more of the foods and beverages we should be encouraging - whole grains, fruit and vegetables, leaner protein, low-fat dairy, while limiting foods with too much sugar, fat and salt.
Nutrition Guidelines
Any food sold in schools must:
* Be a "whole grain-rich" grain product; or
* Have as the first ingredient a fruit, a vegetable, a dairy product, or a protein food; or
* Be a combination food that contains at least ¼ cup of fruit and/or vegetable; or
* Contain 10% of the Daily Value (DV) of one of the nutrients of public health concern in the 2010 Dietary Guidelines for Americans (calcium, potassium, vitamin D, or dietary fiber). *
Foods must also meet several nutrient requirements:
* Calorie limits:
* Total fat: ≤ 35% of calories
o Snack items: ≤ 200 calories
o Entree items: ≤ 350 calories
* Sodium limits:
o Snack items: ≤ 230 mg**
o Entree items: ≤ 480 mg
o Saturated fat: < 10% of calories
o Trans fat: zero grams
* Sugar limit:
o ≤ 35% of weight from total sugars in foods
*On July 1, 2016, foods may not qualify using the 10% DV criteria.
**On July 1, 2016, snack items must contain ≤ 200 mg sodium per item
Nutrition Standards for Beverages
All schools may sell:
* Plain water (with or without carbonation)
* Unflavored low-fat milk
* Unflavored or flavored fat free milk and milk alternatives permitted by the National School Lunch Program (NSLP)
* 100% fruit or vegetable juice
* 100% fruit or vegetable juice diluted with water (with or without carbonation), and no added sweeteners.
Elementary schools may sell up to 8-ounce portions, while middle schools and high schools may sell up to 12-ounce portions of milk and juice. There is no portion size limit for plain water.
Beyond this, the standards allow additional "no calorie" and "lower calorie" beverage options for high school students.
* No more than 20-ounce portions of
o Calorie-free, flavored water (with or without carbonation);
o Other flavored and/or carbonated beverages that are labeled to contain < 5 calories per 8 fluid ounces or < 10 calories per 20 fluid ounces.
* No more than 12-ounce portions of
o Beverages with < calories per 8 fluid ounces, or < 60 calories per 12 fluid ounces
Fundraising
* Foods and beverages that meet or exceed the USDA Smart Snacks in Schools nutrition standards may be sold through fundraisers on the school campus* during the school day*. See Appendix for a list of fundraising ideas.
* The sale of food items that meet nutrition requirements at fundraisers are not limited in any way under the standards
* The standards do not apply during non-school hours, on weekends and at off-campus fundraising events
* The standards provide a special exemption for infrequent fundraisers that do not meet the nutrition standards. State agencies may determine the frequency with which fundraising activities take place that allow the sale of food and beverage items that do not meet the nutrition standards.
Nutrition Promotion
Nutrition promotion and education positively influence lifelong eating behaviors by using evidence-based techniques and nutrition messages, and by creating food environments that encourage healthy nutrition choices and encourage participation in school meal programs.
The System will promote healthy food and beverage choices for all students throughout the school campus, as well as encourage participation in school meal programs. This promotion will occur through at least:
* Implementing healthy food promotion techniques through the school meal programs
* Ensuring 100% of foods and beverages sold to students meet the USDA Smart Snacks in School nutrition standards.
Celebrations and Rewards
1. Classroom snacks brought by parents should align with Smart Snack nutrition guidelines. The System will provide to parents a list of foods and beverages that meet Smart Snacks nutrition standards (see appendix)
2. Foods and beverages will not be used as a reward, or withheld as punishment for any reason, such as for performance or behavior. Suggestions for non-food rewards and incentives:
* Choose a prize, such as pencils, erasers, stickers, books, raffle for a bigger prize, or earn tokens towards a prize.
* Get moving by holding a special event such as a soccer game or kite flying party, provide extra time outside, turn on music and throw a dance party, or let children choose and lead an activity.
* Shake up your routine by providing a few minutes of extra free time, allow children to select a special book during story time, let a child go first for every activity one day, or host a special dress day.
* Show thanks by giving out a certificate or ribbon to celebrate an accomplishment, post recognition signs around the school or on a bulletin board, give a shout-out in the morning announcements, or call or send a letter home to a parent.
Food and Beverage Marketing in Schools
The System is committed to providing a school environment that ensures opportunities for all students to practice healthy eating and physical activity behaviors throughout the school day* while minimizing commercial distractions. The System strives to teach students how to make informed choices about nutrition, health, and physical activity. It is the intent of the System to protect and promote student's health by permitting advertising and marketing for only those foods and beverages that are permitted to be sold on the school campus, consistent with the System's wellness policy.
Any foods and beverages sold to students on the school campus* during the school day* will meet or exceed the USDA Smart Snacks in School nutrition standards such that only those foods that comply with or exceed those nutrition standards are permitted to be sold or promoted to students.
Food and beverage marketing is defined as advertising and other promotions in schools. Food and beverage marketing often includes an oral, written, or graphic statements made for the purpose of promoting the sale of a food or beverage product made by the producer, manufacturer, seller, or any other entity with a commercial interest in the product. This term includes, but is not limited to the following:
* Brand names, trademarks, logos, or tags, except when placed on a physically present food or beverage product or its container.
* Displays, such as on vending machine exteriors.
* Corporate brand, logo, name, or trademark on school equipment, such as marquees, message boards, scoreboards, or backboards (Note: immediate replacement of these items are not required; however, systems will replace or update scoreboards or other durable equipment when existing contracts are up for renewal or to the extent that is in financially possible over time so that items are in compliance with the marketing policy.)
* Corporate brand, logo, name, or trademark on cups used for beverage dispensing, menu boards, coolers, trash cans, and other food service equipment; as well as on posters, book covers, pupil assignment books, or school supplies displayed, distributed, offered, or sold by the System.
* Advertisements in school publications or school mailings.
* Free product samples, taste tests or coupons of a product, or free samples displaying advertising of a product.
Nutrition Education
The System will teach, model, encourage, and support healthy eating.
* Promote fruits, vegetables, whole-grain products, low-fat and fat-free dairy products, and healthy food preparation.
* Emphasizes caloric balance between food intake and energy expenditure (promotes physical activity/exercise);
* Link to school meal programs, cafeteria nutrition promotion activities, other school foods and nutritionrelated community services.
V. Physical Activity
Children and adolescents should participate in 15 - 60 minutes of physical activity a day. A substantial percentage of student's physical activity can be provided through a school physical activity program. This reflects strong coordination and synergy across all of the components: quality physical education as the foundation; physical activity before, during and after school; staff involvement and family and community engagement and the system is committed to providing these opportunities. School will ensure that these varied physical activity opportunities are in addition to, and not as a substitute for, physical education.
Physical activity during the school day (including but not limited to recess, classroom physical activity breaks or physical education) will not be used for or withheld as behavior punishment. Infrequent exceptions may be permitted on a case-by-case basis. The guideline does not include participation on sports teams that have specific academic requirements. After school, summer and enrichment programs will encourage periods of physical activity for all participants.
To the extent practicable, the System will ensure that its grounds and facilities are safe, and that equipment is available to student to be active. The System will conduct necessary inspections and repairs.
Physical Education
The System will provide students with physical education, using an age-appropriate, sequential physical education curriculum consistent with national and state standards for physical education. The physical education curriculum will promote the benefits of a physically active lifestyle and will help students develop skills to engage in lifelong healthy habits, as well as incorporate essential health education concepts. The curriculum will support the essential components of physical education.
All students will be provided equal opportunity to participate in physical education classes. All System elementary students grade K-6 will receive physical education for at least 60 minutes per week throughout the school year. 50-60% of the time will be spent doing moderate to vigorous physical activity.
All junior high students are required to take ½ unit per academic year. High school are required to take the equivalent of one academic semester of physical education.
The Physical Education Curriculum aligns with SD Physical Education Standards and be taught by highly qualified physical education teachers.
Recess (Elementary)
All elementary schools offer at least 15 - 35 minutes of recess on all days during the school year (this policy may be waived on early dismissals or late arrival days). If recess is offered before lunch, schools will have the appropriate hand-washing facilities and /or hand-sanitizing mechanisms located just inside/outside the cafeteria to ensure proper hygiene prior to eating and students are encouraged to use these mechanisms before eating.
Outdoor recess is offered when weather is feasible for outdoor play. Students will be allowed outside for recess except when outdoor temperature is below zero air temp or wind-chill, during storms with lightening or thunder, or at the discretion of the building administrator based on his/her best judgment of safety conditions.
Recess will complement, not substitute, physical education class. Recess monitors or teachers will encourage students to be active.
Classroom Physical Activity Breaks (Elementary and Secondary) - Optional
The System recognizes that students are more attentive and ready to learn if provided with periodic breaks when they can be physically active or stretch. Thus, students will be offered periodic opportunities to be active or to stretch throughout the day on all or most days during a typical school week. Schools recommend teachers provide short (3-5 minute) physical activity breaks to students during and between classroom time. These physical activity breaks will complement, not substitute, for physical education class, recess, and class transition periods.
Active Academics - Optional
Teachers will incorporate movement and kinesthetic learning approaches into "core" subject instruction when possible (science, math, language arts, social studies and others) and do their part to limit sedentary behavior during the school day.
Teachers will serve as role models by being physically active alongside the students whenever feasible.
Before and After School Activities - Optional
The System offers opportunities for students to participate in physical activity either before and/or after the school day (or both) by offering physical activity in before and after school care, and interscholastic sports.
Active Transport
The System will support active transport to and from school, by encouraging behaviors such as walking or biking and engaging in the activities below.
* Encourage activities such as participation in International Walk to School Week, National Walk and Bike to School Week
* Secure storage facilities for bicycles and helmets
* Instruction on walking/bicycling safety provided to students
* Promote safe routes program to students, staff, and parents via newsletters, websites, local newspaper
* Use crossing guards
* Use crosswalks on streets leading to schools
VI. Mental Health
Bishop O'Gorman Catholic Schools believes in promoting positive mental health and self-care for all students and staff. We are committed to providing support to students and staff through a variety of means outlined below.
Students
Staff Qualifications and Professional Development
All School Counselors will be certified with the state as a School Counselor having met the minimum requirements of licensure as defined by the state of South Dakota. All school counselors will adhere to the code of ethics as defined by the American School Counselor Association.
Large Group Setting
* All students will have access to a certified School Counselor in their building.
* In each elementary school students will have classroom guidance sessions twice a month for 40 minutes that are specifically designed to promote mental health.
* The junior high school offers an annual Courage retreat for all 7th grade students, and an annual spiritual retreat for all 8th grade students. Speakers invited for relevant topics as the need arises.
* The high school will utilize lunch forum speakers four times a year that will address topics of mental health, positive self-care and overall wellness. The high school also uses Awareness Day to address mental health topics.
Outside providers are brought on site when needed. The system maintains a partnership with Catholic Family Services and Lutheran Social Services.
Individual
All students in the school system have access to individual counseling by the school counselor as needed. All counseling sessions are confidential and will follow the Ethical Standards of the American School Counselor Association. Counseling taking place in the school setting is meant to be brief, not long-term therapy. Counselors work with families for community referrals when long-term services are needed.
Staff
* Staff are awarded one mental health day per year as outlined in the staff handbook.
* Staff also have the opportunity to participate in self-care opportunities that will be designed by the wellness committee.
VII. Other Activities that Promote Student Wellness
The System will integrate wellness activities across the entire school setting, not just in the cafeteria, other food and beverage venues, and physical activity facilities.
All school-sponsored events will adhere to the wellness policy guidelines. All school-sponsored wellness events will include physical activity and healthy eating opportunities when appropriate.
Community Partnerships
The system will continue relationships with community partners (e.g., hospitals, universities/colleges, local businesses, etc.) in support of this wellness policy's implementation.
Existing and new community partnerships and sponsorships will be evaluated to ensure that they are consistent with the wellness policy and its goals.
Community Health Promotion and Family Engagement
The System will promote to parents/caregivers, families, and the general community the benefits of and approaches for healthy eating and physical activity throughout the school year. Families will be informed and invited to participate in school-sponsored activities and will receive information about health promotion efforts.
As described in the "Community Involvement, Outreach, and Communications" subsection, the System will use electronic mechanisms (e.g., email or displaying notices on the system's website), as well as non-electronic mechanisms (e.g., newsletters, presentations to parents, or sending information home to parents), to ensure that all families are actively notified of opportunities to participate in school-sponsored activities and receive information about health promotion efforts.
Schools are encouraged to provide community access to the school's physical activity facilities outside of the normal school day and/or form city-school partnerships to institute recreation programs utilizing school facilities.
Staff Wellness and Health Promotion
The local wellness committee will focus on staff wellness issues, identifies and disseminates wellness resources, and performs other functions that support staff wellness in coordination with human resources staff.
Schools in the System will implement strategies to support staff in actively promoting and modeling healthy eating and physical activity behaviors. Examples of strategies schools will use, as well as specific actions staff members can take. The System promotes staff member participation in health promotion programs and will support programs for staff members on healthy eating/weight management/mental health that are accessible and free or low cost.
School spaces and facilities will be available to students and staff before, during, and after the school day on weekends and school vacations. All faculty have access to the OGHS track and training room unless practices are being held.
Professional Learning
When feasible, the System will offer annual professional learning opportunities and resources for staff to increase knowledge and skills about promoting healthy behaviors in the classroom and school (e.g., increasing the use of kinesthetic teaching approaches or incorporating nutrition lessons into math class). Professional learning will help System staff understand the connections between academics and health and the ways in which health and wellness are integrated into ongoing system reform or academic improvement plans/efforts.
Glossary
Extended School Day - the time during, before, and after school that includes activities such as clubs, intramural sports, band and choir practice, drama rehearsals, and more.
School Campus - areas that are owned or leased by the school and used at any time for school-related activities, including on the outside of the school building, school buses or other vehicles used to transport students, athletic fields and stadiums (e.g., on scoreboards, coolers, cups, and water bottles), or parking lots.
School Day - the time between midnight the night before to 30 minutes after the end of the instructional day. Triennial - recurring every three years.
Appendix A
Healthy Fundraising Ideas
There are many examples of creative fundraisers that support your school or afterschool program while also supporting a healthy environment for kids. Here are a few of our favorites:
Get Kids Moving
* Host a walk-, run-, bike-, dance-, skate-a-thon or a 5k color run
* Organize a Zumba, dance or yoga night
* Visit an ice-skating rink
* Hold a jump rope or hula hoop competition
* Create a team sports tournament for youth and their families
* Hold a field day at school and encourage youth and families to form teams and compete
Spark Creativity
* Host a talent show
* Hold a yard sale or auction where youth, staff and parents donate items ● Ask local businesses to donate:
- A portion of sales of healthy menu items
- Products or services to an auction
- Event tickets to a raffle
* Sell school-branded promotional items such as t-shirts or water bottles
* Organize a student art or craft fair
* Hold a coin drive competition between classrooms
Support Healthy Eating
* Hold a "Taste of Your Town" event and invite local chefs to donate healthy dishes
* Sell cookbooks with healthy recipes donated from parents, students, and staff
* Host a healthy cooking class and ask a local chef to donate his/her time
* Sell healthy snacks and made by youth after school
* Create a healthy family night and invite parents to attend and enjoy a healthy meal with their children and school or program staff
* Hold a youth healthy cooking competition and ask local grocery stores to donate food to keep costs down
Appendix B - Snack List
Hunger can have physical and psychological effects on students that can make learning difficult. Students in grades K-8 are provided a snack break.
* Please select only from the items listed below in portion sizes indicated and have them ready for distribution.
* Snacks will be distributed and eaten while instruction/learning is occurring.
* Please do not send beverages.
Bishop O'Gorman Catholic Schools Recommended Snack List (Portion Size Per Child)
Baby Carrots - 3-4 Pieces
Apple Slices - ½ Apple (Pre-Cut)
Banana - 1
Seedless Grapes - A Small Handful (Separated)
Graham Crackers - 1 Whole Cracker
Club or Ritz Crackers - 4 Crackers
Ritz Bits - 4 Crackers
Saltines - 2-4 Crackers
Animal Crackers - 1 oz (About 10)
Pretzels - 1 oz
Go-Gurts/Yogurts - 1 Serving
String Cheese - 1 Serving
Beef Sticks - 1 oz.
Beef Jerky - 1 oz.
Flavored Rice Cake - 1 Large or 4 Small (No Nuts)
Whole Grain Cereal - (e.g. Cheerios) ½ Cup
Pre-Popped Low-Fat Popcorn - 1 Cup
Goldfish Crackers - 1 oz
Homemade Low-Fat Granola (No Nuts) - ¼ Cup
Flavored Mini-Bagel (Without Cream Cheese) - 1
Fruit Snacks - 1
Dried Fruit/Raisins - ½ Cup
Sugar-Free Jello Cubes - ¼ Cup
Cut-Up Celery - Two 3 Inch Pieces
* Birthdays are very special, and we welcome your child to bring a special treat. If you choose to provide a birthday treat, we ask that it is not too elaborate and is ready to pass out (e.g. cut or bagged).
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Long Term Curriculum Overview Year Nursery
Autumn
Spring
Summer
Handwriting
Writing
Reading
Maths - number
Maths –
numerical patterns
Maths – Shape, space &
measure
| Can use large threading equipment with support. | | | | Copies over circle and spirals with increasing accuracy. | | | Copies over lines and diagonals with | Copies over wobbly (jellies) and zig-zag lines. | |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | increasing accuracy. | | |
| Preliterate Stage Scribbles but might start at any point on the page. Enjoys drawing freely. | | | Makes marks on their picture to stand | Scribbles but makes marks moving from left to right on the page. Tells an adult about what they have drawn or painted. Audio storytelling Tells an adult simple facts about a story | Scribbles but makes marks moving from left to right on the page. | | | | Emergent Stage |
| | | | for their name (or something specific). | | Tells an adult about what they have drawn or painted. | | | | Writes some of their name correctly. |
| | | | Adds some marks to their drawings, | | Audio storytelling | | | | Writes some letters correctly |
| | | | which they give meaning to. | | Tells an adult simple facts about a story | | | | Says an appropriate word to complete |
| | | | | | | | | | a sentence that is said aloud |
| Have favourite books and seeks them out, to share with an adult, with another child, or to look at alone. Identifies environmental sounds and can copy/repeat some. Joins in with songs and rhymes, copying sounds, rhythms, tunes and tempo. | | Pays attention and responds to the pictures or the words. Fills in missing words from well- known rhymes. Identifies instrumental sounds and can copy/repeat some. Says some of the words in songs and rhymes. | Pays attention and responds to the | Understands the names of the different parts of a book, Understands that print has meaning Explores different ways of making sounds with their bodies and repeats patterns. Sings songs and says rhymes independently | | | Understands that print can have | | Understands that we read English text |
| | | | pictures or the words. | | | | different purposes. | | from left to right and from top to |
| | | | Fills in missing words from well- known | | | | Notices some print, such as the first | | bottom. |
| | | | rhymes. | | | | letter(s) of their name, door number | | Is beginning to identify the main |
| | | | Identifies instrumental sounds and can | | | | or a logo. | | character and a key event in a story |
| | | | copy/repeat some. | | | | Recognises their first name. | | that they know well (with support). |
| | | | Says some of the words in songs and | | | | Identifies and suggests rhymes. | | Recognises their full name. |
| | | | rhymes. | | | | Uses alliteration phrases in their play | | Creates or copies voice sounds, |
| | | | | | | | Copies alliteration tongue twisters | | Count or clap syllables in a word. |
| Displays counting- like behaviour, such as making sounds, pointing or saying some numbers in sequence. Reacts to changes of amount in a group of up to three items. Points in sequence to a number of objects. | | Recites some number names in sequence (not necessarily understanding at this stage). Mark make and ascribe some concept of number to the marks (attempts at digits from the environment, making dots, lines etc). Explores using a range of their own marks and signs to which they ascribe mathematical meanings. Explores placing objects in different groups and combining these groups. Starts to use some number names and starts to ascribe names to objects in a rhythmical way. | | Brings one or two objects when an adult requests. Can identify 1 and 2 objects | | Beginning to recognise that each counting number is one more than the one before. Shows ‘finger numbers’ up to 5. Subitises one, two and three objects (without counting). Says when two small groups have the same number of objects. Subitises and count to 3. | Beginning to recognise that each | Counts up to five items, recognising that the last number said represents the total counted so far (cardinal principle). Solves real- world mathematical problems with numbers up to 5. Counts up to five starting to understand cardinal principle. | Counts up to five items, recognising |
| | | | | | | | counting number is one more than the | | that the last number said represents |
| | | | | | | | one before. | | the total counted so far (cardinal |
| | | | | | | | Shows ‘finger numbers’ up to 5. | | principle). |
| | | | | | | | Subitises one, two and three objects | | Solves real- world mathematical |
| | | | | | | | (without counting). | | problems with numbers up to 5. |
| | | | | | | | Says when two small groups have the | | Counts up to five starting to |
| | | | | | | | same number of objects. | | understand cardinal principle. |
| | | | | | | | Subitises and count to 3. | | |
| Counts in everyday contexts, sometimes skipping numbers. Compares amounts Completes inset puzzles. | | Takes part in finger rhymes with numbers. Compares amounts using words, e.g., “lots” or “same”. Notices patterns and arranges things in patterns. | | May enjoy counting verbally as far as they can go. Sorts objects using one simple criteria | | Uses some number names and number language within play, and may show fascination with large numbers. Recites numbers past 5. Says one number for each item in order: 1, 2, 3, 4, 5. Shows an understanding of simple comparisons like ‘more’. Joins in with simple patterns in sounds, objects, games and stories dance and movement, predicting what comes next. | | Links numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. Compares quantities using language: “more than”. Explores and adds to simple linear patterns of two or three repeating items, e.g., stick, leaf (AB) or stick, leaf, stone (ABC). | |
| | Builds with a range of resources. | Talks about what they build and what they have used. Investigates different measures and notices differences. | | Shows awareness of shape similarities and differences between objects. Can sort using simple criteria. | | Enjoys partitioning and combining shapes to make new shapes with 2D and 3D shapes. Selects shapes appropriately: flat surfaces for building a triangular prism for a roof etc. | | Attempts to create arches and enclosures when building, using trial and improvement to select blocks. Makes comparisons between objects relating to size, length, weight and capacity. | |
| | Compares sizes, weights etc. using | | | | | | | | |
| | gesture and language, e.g., bigger, | | | | | | | | |
| | little, smaller, high, low, tall, heavy. | | | | | | | | |
one number for each item, using the stable
Begins to describe a sequence of
Recalls a sequence of events in everyday
Personal, Social
& Emotional
Development –
Self Regulation
Personal, Social
& Emotional
Development –
Managing Self
Personal, Social
& Emotional
Development –
Building
Relationships
Communication and Language -
Speaking
Communication and Language -
Understanding
| Knows there are boundaries in school. Becoming more aware of themselves as an individual Becomes aware of other people around them (provision) Explores new toys and environments but ‘checks in’ regularly with a familiar adult as and when needed. (provision) Beginning to be aware of the range of activities and exploring those available. (provision) | | Follows a simple instruction. Demonstrates a sense of self as an individual May flit between several different play activities without staying at one for any length of time. Seeks comfort from familiar adults, when needed. | | Follows the routine of the setting with some support. Finds ways to calm themselves, through being calmed and comforted by a familiar adult. Selects and uses resources with support. Joins in a range of activities that interest them for a longer period of time. | | Follows the routine of the setting with little support. Recognises emotional outbursts although cannot yet fully control them. Laughs with other pupils. Selects and uses activities and resources, with help when needed. Will talk to other pupils when playing together. | | Able to show a small amount of control Will ask adults for help. Notices when another child is upset. Selects and uses activities and Resources independently Confident to talk to other pupils when playing together and will communicate freely about what they are doing. | |
|---|---|---|---|---|---|---|---|---|---|
| Separates from their main carer with support and encouragement from a familiar adult. (provision) Uses a familiar toy or object to seek comfort. (Provision) Be aware that there are rules in the classroom. | | Distracted by familiar adults when upset. Begins to follow the rules of a classroom but with reminders from adults. | | Will ask adults for help. Distracted by their peers when upset. Has a simple understanding why we have rules, e.g., only three people are allowed in the role-play corner. Selects and uses activities and resources, with help when needed. | | Shows confidence in social situations. Follows the rules of the setting with occasional reminders from adults. | | | Usually adapts behaviour to different |
| | | | | | | | | | events, social situations and changes in |
| | | | | | | | | | routine. |
| | | | | | | | | | Have a growing ability to distract |
| | | | | | | | | | oneself when upset |
| | | | | | | | | | Does not always need an adult to |
| | | | | | | | | | remind them of a rule. |
| | | | | | | | | | Begins to accept the needs of others |
| | | | | | | | | | and can take turns and share |
| | | | | | | | | | resources, sometimes with support |
| | | | | | | | | | from others. |
| Uses a familiar adult as a secure base from which to explore independently in new environments, (provision) Will sometimes parallel play alongside others (perhaps with support from a familiar adult). Can explore their emotions beyond their normal range through play and stories. Is becoming aware of the surrounding environment. Identifies a familiar adult to respond to. | | Plays with a familiar adult, e.g., rolling a ball back and forth. Plays alongside others. Shows affection and concern for people who are special to me. Knows to go to a familiar adult when they feel emotions for reassurance. Is beginning to be aware of emotions displayed by an adult, e.g., change of voice tone and non-verbal cues | | | Plays with others with a familiar adult | Play may be led by others, e.g., going to an activity with more pupils rather than one of interest. Plays with one other child. Starts to engage in pretend play with toys. Will seek out others to share experiences. Starts to be able to identify their own emotions. Is aware of other pupils in the setting. | | Will initiate play, offering cues to peers to join in. Plays with one or more other pupils, extending and elaborating play ideas. Keeps play going offering cues to peers to join in. Is aware of how to display friendly/ positive behaviour. Is aware of the emotions of other pupils in the setting. | Will initiate play, offering cues to peers |
| | | | | | present. | | | | to join in. |
| | | | | | Interested in others’ play and starts to join | | | | Plays with one or more other pupils, |
| | | | | | in, play might be repetitive with basic | | | | extending and elaborating play ideas. |
| | | | | | language. | | | | Keeps play going offering cues to peers |
| | | | | | May form a special friendship with | | | | to join in. |
| | | | | | another child. | | | | Is aware of how to display friendly/ |
| | | | | | Becomes aware of simple emotions | | | | positive behaviour. |
| | | | | | following the process below: | | | | Is aware of the emotions of other |
| | | | | | Adult recognises the emotion. | | | | pupils in the setting. |
| | | | | | Adult names the emotion for the child. | | | | |
| | | | | | Adult provides some comfort. | | | | |
| | | | | | Adult offers solution. | | | | |
| | | | | | Is able to respond to the emotions of | | | | |
| | | | | | adults in the setting. | | | | |
| | Continues to make some errors in language (e.g. runned) and will absorb and use | | | | Uses talk in pretending that objects stand for something else in play, e.g. This box is | | | | |
| | language they hear around them in their community and culture | | | | my castle | | | | |
| | Questions why things happen and gives explanations. Asks e.g. who, what, | | | | Uses talk to explain what is happening and anticipate what might happen next | | | | |
| | when, how | | | | Able to use language in recalling past experiences | | | | |
| | Beginning to use a range of tenses (e.g. play, playing, will play, played) | | | | Can retell a simple past event in correct order (e.g. went down slide, hurt finger) | | | | |
| Understands simple questions with 1 or 2 information carrying words, e.g., ‘Where is teddy?’ Responds to very simple requests especially when shown first by an adult. Matches objects to names and will bring a favourite toy when asked. | Understands simple questions with 1 | Joins in with rhymes and songs by making sounds and by moving body. Responds to adults making sounds or moving their bodies, e.g., clapping to stop activities. Understands and acts on longer sentences like ‘make teddy jump’ or ‘find your coat’. | Joins in with rhymes and songs by | Understands very simple questions about ‘who’, ‘what’ and ‘where’ (but generally not ‘why’). Will respond to name and will change activity when encouraged by adults. | Understands very simple questions about | | In simple terms, is beginning to use | Can join in with familiar rhymes and stories. Has increased vocabulary to match their language-rich environment. | |
| | or 2 information carrying words, e.g., | | making sounds and by moving body. | | ‘who’, ‘what’ and ‘where’ (but generally | | characters and actions from stories | | |
| | ‘Where is teddy?’ | | Responds to adults making sounds or | | not ‘why’). | | and rhymes in their play | | |
| | Responds to very simple requests | | moving their bodies, e.g., clapping to | | Will respond to name and will change | | Understands questions that may be | | |
| | especially when shown first by an | | stop activities. | | activity when encouraged by adults. | | more abstract. E.g., ‘Where is the bear | | |
| | adult. | | Understands and acts on longer | | | | going?’ | | |
| | Matches objects to names and will | | sentences like ‘make teddy jump’ or | | | | Responds to two requests with space | | |
| | bring a favourite toy when asked. | | ‘find your coat’. | | | | | | |
| | | | | | | | in between them. | | |
Talks about their feelings using words like have chosen, or one which is suggested to
relationships with peers and other familiar
Understands a question or instruction that has two parts, such as: “Get your coat and
Communication and Language –
Listening &
Listens to other people with interest, but can easily be distracted by other
things.
Concentrates for a longer period of time, e.g., 3 minutes.
Focuses on the person who is talking in a calm environment, e.g., small group
Focuses on adults as they read or sing, responding with sounds and
Listens to and follows simple directions.
Is able to turn their head and focus on adults and friends as they speak and play,
Listens to simple stories and activity.
Can follow a story with props and responding to comments.
Attention movements.
Switches attention when given a clear
Physical
Development –
Gross motor skills
Physical
Development –
Fine motor skills
Physical
Development –
Health & Self
Care
Understanding the World –
Past & Present
Understanding the World –
People, Culture and
Communities
| Matches their developing physical skills to tasks and activities in the setting. Developing hand–eye coordination by starting to show a preference fora dominant hand when eating and can accurately aim for the mouth. Shows some balance and control on a secure tool, for example on a tricycle. | | Can stop confidently when moving around the environment. Developing hand– eye coordination by, for example, kicking a large ball into an open space. Chooses and uses the right resources to carry out their own plan. For example, choosing a spade when digging. | | Begins to use large- muscle movements in | Understands how to jump up and down and move in different ways. Increasing balance and control by, for example, squatting on two feet and holding a pose when playing games. Collaborates with others to manage large items, such as moving a long plank safely. | Understands how to adjust speed or direction when playing games. Shows increasing balance and control by, for example, climbing up apparatus, using alternate feet. |
|---|---|---|---|---|---|---|
| | | | | their play, e.g., waving a flag. | | |
| | | | | Beginning to understand how directions | | |
| | | | | like “over” and “under” | | |
| | | | | affect their movement. | | |
| | | | | Uses hand–eye coordination to be | | |
| | | | | Increasingly independent in meeting their | | |
| | | | | own needs, e.g. putting on their own coat. | | |
| | | | | Shows balance and control on two feet | | |
| | | | | and when controlling the body, for | | |
| | | | | example, understands how to walk | | |
| | | | | upstairs or downstairs. | | |
| Picks up resources using whole hand grasp. Understands that wrist movement is needed when using crayons, brushes, or chalks. Cylindrical Grasp Pupils understand that a grasp is needed to hold resources. Shows a preference for a dominant hand. | | Applies marks to large pieces of paper. This might be lines or circular movements from left to right, up and down. Begins to understand how to manipulate objects by rolling or squeezing them. For example, using playdough. Can manipulate a range of materials or textures. | | Begins to apply meaning to marks they | Begins to use directional and symbolic mark marking when drawing. Be increasing independent when getting themselves dressed. | Puts coat on and does up zips with some help. Usually manages to wash and dry hands. Starts to eat independently and learning how to use a knife and fork. |
| | | | | make with prompts from adults. | | |
| | | | | Digital Grasp | | |
| | | | | Pupils begin to use a digital grasp when | | |
| | | | | making marks. This might involve using all | | |
| | | | | five fingers. | | |
| | | | | Can manipulate, roll and change | | |
| | | | | materials– using playdough. | | |
| | Gains more bowel and bladder control and can attend to toileting needs most of | | Willing to try a range of different textures and tastes and expresses a preference Takes practical action to reduce risk, showing their understanding that equipment and tools can be used safely Can name and identify different parts of the body | Willing to try a range of different textures and tastes and expresses a preference | | |
| | the time themselves. | | | Takes practical action to reduce risk, showing their understanding that equipment | | |
| | Working towards a consistent, daily pattern in relation to eating, toileting and | | | and tools can be used safely | | |
| | sleeping routines and understands why this is important | | | Can name and identify different parts of the body | | |
| | Can wash and can dry hands effectively and understands why this is important | | | | | |
| | Can tell adults when hungry, full up or tired or when they want to rest, sleep or | | | | | |
| | play | | | | | |
| | History: Chronology & sequencing | | History: Chronology & sequencing Talks about their immediate family. Shows interest in the lives of people who are familiar to them. Enjoys joining in with family customs and routines. Remembers and talks about significant events in their own experience. Similarities & Differences Makes connections between the features of their family and other families. Historical Enquiry Can recognise pictures in non-fiction books applying new knowledge and vocabulary. | | | |
| | Beginning to make sense of their own life-story and family’s history. | | | | | |
| | Shows curiosity about people. | | | | | |
| | Shows interest in stories about themselves and their family. | | | | | |
| | Enjoys pictures and stories about themselves, family and other people. | | | | | |
| | Historical Enquiry | | | | | |
| | Takes an interest in unknown objects, exploring their; textures, mass, moving | | | | | |
| | parts etc. | | | | | |
| | Similarities & Differences | | | | | |
| | Takes an interest in the different roles of people who support their community | | | | | |
| | and makes observations of their role, uniforms, transport. | | | | | |
| | RE: What makes people special? & What is Christmas? | | | RE: How do people celebrate? & What is Easter? | | |
| | Knows some of the things that make them unique, and can talk about some of | | | Recognises and describes special times or events for family or friends. | | |
| | the similarities and differences in relation to friends or family. | | | Recognises that people have different beliefs and celebrate special times in different | | |
| | Shows interest in different occupations and ways of life indoors and outdoors. | | | ways | | |
| | Geography: Locational | | | Understands that not everyone celebrates the same festival. | | |
| | Talks about their home and the places they go to in their immediate | | | Geography: Locational | | |
| | environment. | | | Draws own plans/maps of immediate environment. | | |
| | Recalls where objects belong. | | | Draws information from a simple map | | |
Watches someone's face as they talk.
understands what is happening, with pictures.
Shows an interest in others and events.
successfully, adjusting speed or direction
Understanding the World – The Natural World
Expressive Arts – Being Imaginative & Expressive
Expressive Arts
– Creating with Materials
Geography: Geographical knowledge
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Geography: Similarities/Differences
Show interest in different occupations.
Notices differences and similarit ie
s between people.
Working Scientifically
Shows curiosity in the environment
Uses all their senses in hands-on exploration of natural materials.
Similarities & Differences/Changes
Explores collections of materials with similar and/or different properties
Talks about what they see, using a wide vocabulary.
Explores and talks about different forces they can feel.
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Imagination & Creativity
Imaginative play is based around toys that closely represent the real item. Imaginative play is based on familiar scenarios,
Music: Hearing & listening
Shows an interest in the way musical instruments sound.
Music: Singing
Sings to and with toys, props, resources.
Repeats phrases of songs.
Sings and chants with and to others.
Music: moving & dancing
Moves in response to rhythms heard played on instruments, e.g., a drum. This could be small movements, e.g., moving fingers or large movements such as jumping.
Music: exploring & playing
Knows that we interact with an instrument to create sounds (cause and effect) by banging, shaking, tapping, or blowing.
Art Drawing
Begins to enter the pre-schematic stage of drawing, gaining control over the marks being made.
Develops a bank of motions to produce marks.
Uses the arm, wrist, and finger muscles.
Painting
Experiments with blocks of colours and marks.
Paints the entire page to cover the background.
Colour
Has an interest in objects that are their favourite colour
Multimedia
Explores how objects feel.
DT
Make:
Building blocks
Stage 2: Stacking, Rows and Towers or Repetition
Lines up blocks.
Stacks blocks one on top of the other for a vertical tower.
Lays them on the floor in rows.
Repetitions in their "building" determines the next step in block play.
Makes snips in paper while moving the scissors forward across the paper (about 6 inches long).
Technical knowledge:
Geography: Geographical knowledge
Knows that there are different countries in the world and talks about the differences they have experienced or seen in photos.
Geography: Similarities/Differences
Looks closely at similarities, differences, patterns and change.
Working Scientifically
Explores how things work
Plants seeds and cares for growing plants.
Understands the key features of the life cycle of a plant and an animal.
Similarities & Differences/Changes
Talks about why things happen and how things work.
Developing an understanding of growth, decay and changes over time.
Shows care and concern for living things and the environment.
Understands that some animals have similar features.
Imagination & Creativity
Takes part in simple pretend play, using an object to represent something else Imaginative play is based and driven by objects.
Beginning to develop stories using small-world equipment like animal sets and dolls' houses.
Imitates peers' imaginative play. Play is based on associate play (not much interaction between children but activity similar to that of others)
Music: Hearing & listening
Listens with increased attention to sounds.
Describes the sound of instruments, for example, scratchy sound, soft sound, loud sound.
Responds to what they have heard, expressing their thoughts and feelings.
Music: Singing
Remembers and sings an entire song or nursery rhyme from school or home. Has strong preferences for songs he or she likes to sing and/or listen to.
Music: moving & dancing
Moves body rhythmically.
Imitates movements in response to music
Music: exploring & playing
Experiments with ways of playing instruments, e.g., loud/quiet, fast/slow
Explores and is beginning to understand that adjusting our movements adjusts the sounds we produce with instruments.
Art
Drawing
Begins to use representation to communicate, e.g., Drawing a line and saying, "That's me" and the meaning remains consistent when asked.
Drawings are symbolic and created with purpose and intent.
Restricts the use of a page to produce "an image".
Painting
Experiments with applying paint with a brush using different movements, e.g., dabs, splodges, sweeps.
Colour
Beginning to name and collect objects by colour.
The use of colour is more emotional than logical.
Multimedia
Enjoys experiencing different textures and sensory activities.
Shows interest in and describes (simple vocabulary) the texture of objects.
DT
Make:
Building blocks
Stage 3: Bridges and Passageways
Experiments with creating bridges, with two blocks supporting.
Experiments how to balance blocks.
Uses imagination in construction, for example, props such as cars and trucks turn blocks in roads.
Can use key vocabulary; trees, rivers, beaches etc in the correct context.
Geography: Similarities/Differences
Uses knowledge or experiences to compare buildings, foods, weather, animals and landscape.
Working Scientifically
Selects equipment to help them follow their own enquiry of interest.
Begins to understand the need to respect and care for the natural environment and all living things.
Similarities & Differences/Changes
Begins to understand the effect their behaviour can have on the environment. Recognises some environments that are different to the one in which they live. Listens to and talks about non-fiction books, applying new knowledge and vocabulary.
Says what they can hear, see, and feel whilst outside.
Imagination & Creativity
Develops preference for forms of expression.
Creates movement in response to music.
Sings to themselves and makes up own songs.
Engages in imaginative role-play based on own first-hand experiences that includes roles and a simple narrative, for example, having dinner together, going to the shops,
Music: Hearing & listening
Identifies and matches an instrumental sound, for example, hears a shaker and indicates that they understand it is a shaker.
Music: Singing
Sings a few familiar songs.
Creates sounds in vocal sound games.
Music: moving & dancing
Knows that we interact with an instrument to create sounds (cause and effect) by banging, shaking, tapping, or blowing.
Music: exploring & playing
Plays instruments with control to play loud/quiet (dynamics), fast/slow (tempo). Shows control to hold and play instruments to produce musical sound, e.g., holding a triangle in the air by the string with one hand and playing it with a beater with the other.
Art
Drawing
Understands that they can use lines to enclose a space and begins to use these shapes to represent objects.
Drawings show what the child perceives as most important about the subject.
Gives meaning to marks they make.
Marks recognisably represent an object for example people with head, arms and legs.
Drawings include squares, rectangles and circles.
Painting
Uses large and medium brushes to add colour to add lines in sweeping movements to make simple representations.
Colour
Explores colour and how colours can be changed.
Distinguishes between colours and names them.
Multimedia
Explores texture and describes orally
Imitates marks and textures in clay/dough
DT
Design:
Creates items of personal interest.
Uses the environment/images to support the decision of what to create
Make:
Building blocks Stage 4: Enclosures | <urn:uuid:4d5d5286-e5cc-4ec7-8ccb-f3bc8448a2ae> | CC-MAIN-2024-38 | https://rainbowforgeacademy.co.uk/wp-content/uploads/2022/10/Nursery-long-term-overview.pdf | 2024-09-08T21:56:53+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651035.2/warc/CC-MAIN-20240908213138-20240909003138-00390.warc.gz | 471,799,684 | 7,540 | eng_Latn | eng_Latn | 0.989952 | eng_Latn | 0.996354 | [
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This term our theme is 'Settlements, trade and travel' We will be learning all about life in the Stone Age period including the Palaeolithic period, Glacial period, Mesolithic and Neolithic periods. We will be looking at what humans need in order to survive and we will be creating wonderful stone age inspired art.
As historians, the children will be ordering events in history and interpreting historical sources to build an overview of world history in the Prehistoric times.
As scientists, we will be covering;
Settlements, trade and travel
They will be learning about the Stone Age including the Palaeolithic, Glacial, Mesolithic and Neolithic periods as well as using evidence to investigate and interpret the Prehistoric monument of Stonehenge.
As artists, we will be exploring Stone Age Art by observing different cave paintings in order to create our own Stone Age picture using a variety of techniques and textures. We will be experimenting with different grades of pencils to sketch animals from the Stone Age period.
In RE we will be learning about:
Living as a Muslim -
The children will be learning about the religion of Islam and the Muslim festival of Ramadan. They will be learning about where and how Muslims pray and about their beliefs.
.
As geographers, we will be continuing to use our map skills to locate countries where some of our food comes from and to learn about how it is transported. We will be investigating the cycle of foods from producer to consumer and learning about fair trade.
Amazing Bodies – The children will be delving deeper into the anatomy of the human body and animal bodies. They will be learning all about the functions of bones and muscles. They will also be learning about what makes a healthy diet and what we need in order to survive.
Forces and Magnets – We will be learning about different forces and exploring how a force is used to make something move. We will also be exploring which materials are magnetic and carrying out investigations.
As design technologists, we will be using our knowledge of the different food groups to carry out a taste test survey in order to design, evaluate and make a healthy lunchtime menu.
In our daily Maths lessons we will be focussing on becoming masters of our curriculum by:
- Using mental and written strategies to complete calculations using +, -, x and ÷
- Developing our ability to solve worded problems and investigating problems in real life
- Continue learning multiplication tables 2, 5, 10, 3, 4 and 8.
- Recognising and writing fractions, comparing and ordering fractions, adding and subtracting fractions and using numbers, words and diagrams to demonstrate fractions.
- Understanding the difference between volume and capacity and applying this knowledge to practical problems.
- Adding and subtracting amounts of money to give change.
- Telling the time to the nearest minute and comparing the duration of events
- Measuring and comparing lengths (m, cm,mm) mass (kg,g) and volume/capacity (l, ml)
In P.E we will be building on skills already learnt and learning a range of new skills through the use of games, problem solving activities and new equipment.
Dance – We will be responding to different stimuli to add drama and emotion to a 'weather' dance.
Games – We will be introducing new skills through games such as Tennis and Netball.
In PSHE, we will be learning about keeping ourselves safe which includes aspects of internet safety, identifying people to help us if a situation is unsafe, the risks of 'drugs' in terms of cigarettes, alcohol and medicines. We will also be learning about Rights and Responsibilities in terms of looking after our environment and understanding the terms 'income' , 'saving' and 'spending'.
This term you can help your child at home by –
- Providing a range of books or resources from the internet that support our theme
- Encouraging your child to be responsible for organising their belongings to support their learning
- Completing everyday maths activities such as telling the time, paying for items in a shop, weighing ingredients when cooking and estimating quantities
- Reading regularly at home in order to develop fluency, expression and the enthusiasm for reading
- Allowing your child to 'navigate' on journeys, giving them access to maps and encouraging the use of landmarks and directional language.
In our daily English lessons we will be focussing on becoming masters of our curriculum by:
- Spelling with increasing accuracy
- Learning patterns within words, spelling rules and some exceptions to these
- The correct use of punctuation such as ., ? ! … : ; ""
- Developing and applying adventurous vocabulary and sentence openers
- Varying sentence structure with the use of conjunctions, adverbs and prepositions
- Writing for a given purpose relating to the theme: e.g. , instructional writing; creative story writing; diary entries, explanation texts, playscripts and persuasive letters
- Considering the narrative, setting, and purpose of our writing in order to engage the reader
In Computing, our topics will be 'We Are Presenters' where the children will have the opportunity to work with video cameras to shoot and review videos and 'We are Vloggers' where they will be planning and presenting a presentation.
In Music, we will be listening to a range of different music genres which include 'Three little birds' by Bob Marley and 'The Dragon Song' by Joanna Mangona and Pete Readman | <urn:uuid:5a237c86-455a-46e8-ab3b-3d8d849a6a62> | CC-MAIN-2024-38 | https://www.ashmoleprimary.org/attachments/download.asp?file=1664&type=pdf | 2024-09-08T22:53:28+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651035.2/warc/CC-MAIN-20240908213138-20240909003138-00400.warc.gz | 641,942,075 | 1,095 | eng_Latn | eng_Latn | 0.997913 | eng_Latn | 0.998009 | [
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Period Poetry Competition
Background
Period poverty is an issue that affects millions of women and girls throughout the world, and it has been receiving an increasing amount of attention over the last few years. In the UK organisations like Bloody Good Period and The Red Box Project have done amazing work to not only highlight the need for free period products but also to raise the profile of period poverty in the UK. Other organisations like City to Sea have also been working hard to encourage people to think about the environmental impact of disposable period products and encouraging women to look at reusable options instead, whilst also promoting a good understanding of periods and menstruation in general. Charities have also increasingly started fundraising to support women and girls affected by period poverty, and it's not uncommon to see an advert on the back of a toilet door at a service station encouraging donations towards alleviating period poverty.
In 2013 WASH United arranged the first Menstrual Hygiene Day, a day that has become an annual "global platform that brings together non-profits, government agencies, individuals, the private sector and the media to catalyze advocacy and action towards a world where women and girls are no longer limited because of their periods." 1 To mark MH Day in 2019, Women and Girls started a poetry competition for young people and we are excited to be running the competition again this year.
Some of the schools that took part in the competition in 2019 told us that they built a scheme of learning around the competition to help their students understand more about the issue.
This is a topic that has relevance for a wide range of school subjects. For example:
* English: comprehension, vocabulary, inference and other associated reading skills plus creative writing
* Humanities: the specific issues surrounding menstruation based on social and physical geography, religious and cultural beliefs and the role of women in history and society
* Science: biology and the reproductive system, the environmental challenges of disposable products v. the hygienic maintenance of reusable products
* PSHEE/Citizenship: lessons around puberty and menstruation and the sociological dimensions of period poverty
The enclosed resources have been produced to support teachers in providing a learning framework for the Women and Girls period poetry competition. The competition and these resources are free to use and access, and they can be amended to suit the age and ability of your students. However, we would ask that when using these resources both teachers and students are aware that they have been produced by Women and Girls, a charity that provides reusable, hygienic sanitary protection to women and girls in India which lasts for at least 2 years and costs just £5 per pack.
1 https://menstrualhygieneday.org/about/about-mhday/
Tasks
In addition to the period poetry competition, this resource pack includes the following activities:
1. Period Poverty in India: Facts and Stats, a worksheet including analysis and evaluation.
4. Numeracy:
2. Comprehension questions based on "My Period":
1. Describe what Sushila does for a job.
2. How old do you think Sushila is? Why do you think this?
3. In what ways is Sushila's life different during her period?
4. What do you think happens to Sushila's sister during her period?
5. Sushila never says "period". What is the phrase she uses instead? What does this tell you about attitudes towards periods in India?
6. At the beginning of her story, Sushila says they take in rubbish from the rag pickers. Find out what a rag picker is in India and what their life is like. How do you think a rag picker would manage their period?
3. Creative:
1. Women and Girls only provides reusable products and these products have been made so they can be washed in dirty water but still remain clean, safe and hygienic to use. Design a poster to promote Women and Girls to someone in the UK who wants to support a charity. You can use the Women and Girls website (womenandgirls.org.uk) and social media channels to find further information about the charity and pictures for your poster.
2. Part of Women and Girls's work is to encourage women and girls to be #periodproud – being comfortable and confident in talking about periods. Create a piece of artwork to express this message.
3. Watch https://www.youtube.com/ watch?v=DKHIEQyvd7k and write your own script for this short film to explain what is happening.
1. If a woman were to use tampons, she might change her tampon every 6 hours. If her period lasts for 5 days and she always changes her tampon every 6 hours, how many tampons will she using during her period?
2. A disposable sanitary pad can contain the same amount of plastic as 4 supermarket carrier bags. If a woman uses 32 pads for each period and has 500 periods during her lifetime, how many carrier bags of plastic has she used?
3. 88% of women in India use homemade alternatives to sanitary protection and there are an estimated 350 million women in India. How many women are using homemade alternatives to sanitary protection?
4. If a girl in India misses 5 days of school every time she has a period, and she has 13 periods a year, how far behind the boys in her class could she be by the end of the year?
5. If a woman earns 7,000 rupees a month and buying disposable pads for one period will cost her at least 400 rupees, what percentage of her monthly salary would she spend on pads?
5. MH Day Themes: examples of themes with a task for students.
6. Essay questions:
1. "Menstrual Health Day" is a better term than "Menstrual Hygiene Day". Discuss.
2. Menstrual education is pointless if it's only the girls and not the boys who receive it. Discuss.
3. Period poverty will stop a woman or girl fulfilling her potential. Discuss.
4. A reusable, hygienic sanitary product is the best solution for those living in poverty in India. Discuss. | <urn:uuid:d4b9919d-acd3-4f49-860f-0181e7069d1f> | CC-MAIN-2024-38 | https://www.womenandgirls.org.uk/assets/Period%20Poetry%20Competition%20Resources%20for%20Teachers.pdf | 2024-09-08T22:54:43+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651035.2/warc/CC-MAIN-20240908213138-20240909003138-00397.warc.gz | 1,041,295,412 | 1,252 | eng_Latn | eng_Latn | 0.998502 | eng_Latn | 0.998623 | [
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The Japanese Model: Quest for National Identity in Two Colonial Bengali Women's Travel Writings
Madhurima Mukhopadhyay *
Abstract: This article seeks to look at how Bengali women travellers during the early twentieth century looked at and idealized Japan as a model for Bengal/India under colonial British rule. As women they were most influenced by their Japanese counterparts and their role in society both in the domestic and the public space. The two travel writings by Hariprabha Takeda and Sarojnalini Dutt in comparative and complementary ways bring out the reasons why Bengal/India should not emulate the West but rather look at Japan as an Asian model to consolidate their national identity when resisting colonial rule.
Keywords: travel writing, women's writing, colonial Bengal, women's education, Japan, Asia
INTRODUCTION
Secular travel along with traditional tirtha (religious travel) became a part of Bengali cultural milieu since the latter half of the nineteenth century. Crossing the Kalapani 1 or the 'black waters', a Hindu religious prohibition was absolved in 1894. Travel for higher education, pursuit of career, trade and experience became common among the Bengali Hindu elite and Brahmos 2 . Like the grand tour 3 of
*
Madhurima Mukhopadhyay ()
Amity
Institute of
English
Amity University Kolkata, West Bengal, India e-mail: firstname.lastname@example.org
AGATHOS, Volume 13, Issue 1 (24): 73-84 © www.agathos-international-review.com CC BY NC 2022
1 In 1894, the provincial conference of Bengal ultimately passed a resolution sanctioning sea voyage of Hindus taking into consideration, the changed political and economic scenario. The travellers before this period who crossed the blackwaters were severely ostracized in society and had to undergo the suddhikaran process (rites performed to do away with the sins committed by crossing the blackwaters) to get back to the acceptable social life in Bengal.
2 Romesh Chandra Dutta (1848-1909) was one of the earliest travellers to England, His Three Years in Europe, 1868-71 was published in 1896, which also included an account of his second visit in 1886. Trailokyanath Mukherjee (1847-1919) visited Europe in 1886, his Visit to Europe was published in 1902. Besides the two early
Studies and
Research,
the English to visit continental Europe, the commonly sought destination for the Bengali elite was Europe and England. Besides England and other places of Europe, travel within Asia was also not uncommon. The reason for the increase in importance of Asian countries such as China and Japan was because of Germany's rise in power over England and the opening up of the new horizons for exploration with the rapidly increasing pan-Asiatic sentiments and the idea of 'Greater India' (Sen 2010, 94). Bengalis in late nineteenth and early twentieth century frequented places like Myanmar, Singapore, China, Japan and other Asian countries. It is commonly known that Rabindranath Tagore was the first to travel to Japan from Bengal and a series of letters 4 written during the visit were published in the Bengali journal Sabuj Patra (Mukhopadhyay 1937). A compilation of these letters was later published as Japan Jatri in 1919.
Hariprabha Mullick (Takeda), a Bengali woman married to Uemon Takeda, a Japanese migrant who had joined a soap factory in Dhaka, had travelled to Japan four years prior to Tagore in 1912. She published her travel account in 1915 as Bangomahilar Japan Jatra (A Bengali Lady's Journey to Japan) from Sahitya Prakash, Dhaka 5 . Though Takeda does not have an illustrious family legacy like the Tagore's, her writing is historically quite significant. She is the first Asian woman to publish a book on Japan. British writer Isabella Bird 6
travellers, figures like Girish Chandra Basu, Brahmabandhav Upadhyay, Protap Chandra Mazoomdar, Shibnath Shastri also travelled to Europe and England between 1860 and 1900.
4 On his way to Japan and during his stay there, he wrote a number of letters to various people. The list includes names like Nepal Chandra Roy, Surendranath Thakur, Gaganendranath Thakur, Mira Devi, Pramatha Chowdhury, Dinendranath Thakur and Nagendranath Gangopadhyay.
3 The Grand Tour as a means of education was never better understood inspite of rudimentary means of locomotion, than by the upper classes of Elizabethan England. Throughout the century young Englishmen of good family invariably completed their education in foreign travel and by attendance at a foreign university. The Renaissance spirit to know had formalized this process as a necessary means of completion of education. For Details see Mead, William Edward. The Grand Tour in the Eighteenth Century, Houghton and Mifflin Co., Boston and New York, 1914.
5 It was reprinted in February, 1999 by Sahitya Prakash with an Introduction titled Hariprabha Takeda r Japan by Monzurul Haq and a concluding essay titled Hariprabhar dakha Japan by Kajuhiro Watanabe.
6 Isabella Bird (1831-1904) was an English travel writer. As a medicine for her illhealth, she was prescribed travel and therefore we have some very interesting tales from her. Her writings include, The English woman in America (1856), Six Months in
published her travel account of Japan in 1878 as Unbeaten Tracks of Japan and Takeda is not very far from her in this regard. Apart from Takeda, another Bengali woman who had travelled to Japan during almost the same time was Sarojnalini Dutt, wife of Gurusaday Dutt 7 , civil servant and founder of the Bengal Bratachari Society 8 . Sarojnalini went to Japan in 1920. Sarojnalini's travel account was published posthumously as Japan e Banganari (A Bengali Lady in the Sandwich Islands (1875), A Lady's Life in the Rocky Mountains (1879), Unbeaten Tracks in Japan (1880), The Golden Chersonese and the Way Thither (1883), Journeys in Persia and Kurdistan (1891), and The Yangtze Valley and Beyond: An Account of Journeys in China (1899).
8 Gurusaday Dutt was introduced to the fabulous heritage of his motherland by his wife Saroj Nalini Dutt. After the demise of Saroj Nalini Dutt, Gurusaday Dutt formed the Saroj Nalini Dutt Memorial Association in 1925. It was meant to uplift the condition of Bengali destitute widows and other poor women of Bengal and also to enlighten the womenfolk of Bengal towards the rich heritage. Gurusaday Dutt established the 'Palli Sampad Raksha Samity' literally meaning association for protecting the local heritage in the year 1931, during his tenure as the District Magistrate of Birbhum for collection, preservation and nourishment through the practices of rural folk art and craft of undivided Bengal. However, the Samity was converted to Bengal Bratachari Society in 1935. Gurusaday Dutt – introduced the word 'Bratachari' (where the Bengali word - Brata meaning taking vows as the objective and 'chari' - meaning the practice), a folk movement taken up by the youth at the same level of sincerity, honesty and zeal with which the womenfolk of Bengal practiced their religious rites i.e., Bratas for the betterment of the family members. Later, he incorporated this term in 1935, when he established the 'Bengal Bratachari Society'. The aims & objectives of the 'Bengal Bratachari Society' is to popularise the spirit of National consciousness for becoming a good citizen by means of educative training of physical, mental and universal fraternity through the practice of the traditional folk songs and dances of Bengal.
7 Gurusaday Dutt (1882-1941) was the son of the Ramakrishna Dutt Chaudhuri and Anandamayee Debi. His father was the zamindar of Birasri village of Sylhet. He stood 1st in the F.A. examination (prior to Graduate studies) from Presidency College, Calcutta in 1901 and was awarded the Scindia Gold Medal. He went on a Scholarship from the Sylhet Union to Emmanuel College, Cambridge, UK and then took the Indian Civil Service (ICS) examination. He is the first Indian to have stood first in the ICS examination. He also passed the Bar examination with a First Class, and was called to the Bar by the Honourable Society of Gray's Inn. In 1905, he returned to India and started work as an ICS officer. As he served in high administrative posts in various districts of Bengal, he was actively involved in various kinds of social work and activities, the foremost among them being the establishment of the 'Palli Sampad Raksha Samity' literally meaning association for protecting the local heritage in the year 1931, during his tenure as the District Magistrate of Birbhum. The Samity was converted to Bengal Bratachari Society in 1935.
Japan) in 1929. Prior to its publication as a book, it was serialized in a Bengali periodical Bangalakkhi between 1928 and 1929. These travellers played a crucial role in bringing the Japanese experience closer to Bengal. The Bengali 'self' always tried to complement and compare itself with the Japanese 'other'. This article will attempt a comparative and complementary thematic analysis of the travel accounts by the two Bengali women who went to Japan over a gap of eight years. It will focus on the areas of women and their education along with themes of domesticity and social space.
THE CONTEXT OF THE TRAVEL AND WRITINGS
Hariprabha was born to the philanthropic couple Sasibhushan Mullick and Nagendrabala in 1894 in erstwhile Dhaka district of undivided Bengal. Both her parents ran the Dhaka Rescue Home which provided shelter to the destitutes. However, not much is known about the circumstances which led to the marriage of Hariprabha with a foreign national. Hariprabha's sojourn to Japan was in search of her sasurbari or in-law's place. Though she was a Brahmo and literate according to the standards of her time, her own self-image was that of a dutiful Bengali wife. Her heart pined to see her in-laws' and acquire their blessings. What was significant about her was the desire to document 9 what she witnessed in a foreign household, an essentially modern desire, when seen through effects and tools of printing press and women's education in Bengal.
Dutt's Japan-e-Banganari (A Bengali Lady in Japan) (1929) gives an account of her visit to Japan in 1920 with her husband Gurusaday Dutt. The travelogue written in the form of journal entries with dates traces the journey from the sailing of her ship from the port of Calcutta on 17 April, 1920 and ends with the return journey when the ship nears Hong Kong harbour on 1 August, 1920. Although Dutt travelled to Japan as a companion to her husband, her writing minutely observed and documented the nuances of Japanese life and culture across various social and cultural spaces. It includes her observations on the economic constitution of Japan, technological advancement, national
9 There has been a lot of speculation regarding why Hariprabha wanted to document her experiences of visit to Japan. Muntasir Mamun in his article on Hariprabha published in the journal Aitihasik states that it was probably to acquire funds for Dhaka Uddhar Ashram (Rescue Home) of which Hariprabha's natal-family was the founder. The proceeds of the sale would go to the Uddhar Ashram which was a shelter for destitute women.
consciousness, discipline and importantly enough for her own cause– progress in women's education– all of which were exemplary of a 'modern' Japan to her. Dutt had upheld Japan as the Asian alternative and model that should be followed by India. Receiving no formal education, Dutt was tutored at her own residence in Bandel, in the district of Hooghly. Reminiscences of her life written by her husband, Gurusaday Dutt in A Woman of India: Being the Life of Sarojnalini Dutt 10 portrays her as deeply patriotic and devoted to the cause of the country. Dutt founded the Women's Institute Movement in India and was the first to set up a network of Mahila Samity or women's organizations since 1913. She was conferred the MBE by King George V for her versatile contributions and social welfare works. She had accompanied her husband in his transferable jobs. Japan-e-Banganari was the result of her visit to Japan with her husband. All through the narrative, she emphasized on Japanese nationalism and their national character, discipline, women and their education. These can be found as leitmotif in her narrative. Her travelogue is not simply a record of her daily activities but her engaging comparative mind makes Japan-eBanganari an important example of women's writing from Bengal at the moment of growing nationalist charge in the Indian subcontinent.
BHADRAMAHILA(S) FREE FROM FETTERS
The colonial period in Bengal saw many changes, both rapid and slow in its social conditions. The 'woman question' was central to early nationalism in Bengal in the nineteenth century following from socialreform movements in the region. However, with the discursive shaping of the bhadramahila in Bengal in the latter half of the nineteenth century, the social roles of women were split into the binary as Chatterjee (1993) has shown by the ghar/bahir, (home/world) distinction. The 'world' as the external, domain of the material and confrontational politics and negotiations with the colonial state should not affect the inner domain of the home which represented the 'inner spiritual self, one's true identity' (Ibid, 120) harboured in the body and the mind of the woman indoors. As an ideal help for her husband, the Bengali woman was supposed to be a carrier of the national tradition. She was modeled on as Borthwick observes, "An attempt to synthesize the virtues of the new and the old, based on traditional Hindu womanly qualities mixed with modern features derived from the Victorian image
10 The first Indian edition of this book was made available in 1998.
of the 'perfect lady'. The ideal Victorian lady embodied many of the characteristic virtues of a Hindu wife, combining moral goodness with a basic education and social presence." (Borthwick 1984, 56) Formal education was one of the primary ways in which women were reformed. Education became logically associated with abolition of issues such as purdah. The 'new woman' (nabina) produced were suited to meet the demands of the changing times. The bhadralok increasingly moved out from the world of trade and commerce to pursue chakri (salaried jobs) or in pursuit of independent professional careers. The changing economic base of the Bengali upper castes resulting in the consolidation of urbanized professional elite in the late nineteenth century created new social conditions for a redefinition of the role of women.
Takeda and Dutt were the nabina. One a Brahmo married to a foreigner (Japanese national) and another from a Brahmo household married into another progressive Vaishnav household. Both of them as befitting companions to their husbands, travelled with them. As companionate travel started gaining currency among the Bengalis during the early twentieth century, these two women represent the earliest travellers to a foreign land from Bengal. In most of the travel accounts by Bengali women the first recorded reaction of undertaking a journey outside home is that of unbounded joy. First, it signified being free from the strict boundaries of the antahpur or the inner quarters of the household and second, a release from the stricter regimes of the household. In Takeda, this joy is first expressed when she writes, "We walked across the bazaar for the first time like mems, to purchase articles" (Takeda 1999 [1915], 24) This sentence expresses the reaction of a simple householder about the new found freedom during the course of her visit to a foreign land. However, for Takeda, visiting Japan was visiting her in-laws abode and the intense desire to see them is expressed at the beginning of her narrative.
For Dutt, journey to Japan was one of her many journeys accompanying her husband. She was actively involved in a public life. The pattern of social reform which began in the middle decades of the nineteenth century changed slowly in the late nineteenth century with the establishments of rudimentary women's associations in India, dealing with women's issues. Sakhi Samity was set up by Swarnakumari Devi in Calcutta in 1882 followed by Bharat Stri Mahamandal in 1910 in Allahabad by Swarnakumari Devi's daughter, Saraladevi Chaudhurani. Both these organizations had female education as a major agenda. Later, 1913 onwards, Saroj Nalini Dutt setup a network of Mahila Samitis or women's organizations. Dutt herself had taken up the cause of women's education and women's economic independence to a great extent. The notes which she took on her visit to Japan and later to the United Kingdom were used by her after she returned to India. She was influenced by the women's organizations of the United Kingdom and modeled her Mahila Samitis on them.
COMPARING INDIAN AND JAPANESE WOMEN, DOMESTICITY AND SOCIAL HABITS
Takeda describes people and places, she captures with eloquence, the minute details of a Japanese household, the domestic life. On social aspects, her description of Japan is quite lively and elaborate. Japanese homes, their decoration, food habits, culinary art, social behavior, Japanese kimono, hair styles of women, all such details were given much attention by Takeda. She had seen and experienced it as a part of the Japanese domestic which makes her document a lived reality. In Takeda's writing we find obvious portrayals of Japanese women and get accustomed to their way of work and life. This comparison between domestic habits of women of Bengal and Japan reveals that women as a part of the society contributed to its upliftment through devoting time and energy in educating children and spending time with them, while for Bengali women most of the time was spent in domestic chores, the time for which could easily be curtailed.
Dutt also writes in detail on the domestic characteristics of women, their habits of dressing, hair-styles, marriage and education. Dutt's first interaction with Japanese women was while attending a concert in Kobe. She also highlighted with great importance the Japanese national character of being the caring affectionate woman fulfilling their duty as the 'wise mother'. Dutt was inspired by the cultural ethos of nationalism from the like of Gandhi and Tagore. (Majumdar 2002) Due to her interest and involvement in many mahila samiti one of the first things that caught her attention was the discipline and restraint followed by Japanese women. As mothers they imparted perfect training to their children. This was one of the ways in which Japanese mothers fulfilled their responsibility towards building a strong national character among the young breed.
Another major observation made on marriage by both Dutt and Takeda would be worth mentioning here. Since marriage was the most important part of a woman's life in Bengal during this period, there were obvious comparisons between the two countries. Both the authors critically observed the practice of child-marriage, a rampant social evil in India, which had caused unparalleled harm to the progress of Indian women and India as a nation. Takeda wrote an elaborate article on the marriage practices in Japan published in Bharatbarsha much later. 11
Both women travellers narrate the roles women take up in public life in Japan besides being the complying domestic. Women worked in markets, shops, stations, post-offices, places of entertainment and in supervisory roles. Dutt appreciates their quality of diligence and labour in women that reflected a strong national character. Attires, hair styles, ways of dressing and social habits of Japanese women attracted the attention of both the travellers. Tagore (1974) too mentioned that Japanese women were a "delight to the mind and the eye". He was greatly attracted by their beauty, aesthetic sense and work efficiency. Takeda observed that women took great care of their hair and it was difficult to find women with such long, black and lustrous hair anywhere else. Dutt observed that it was amazing to see the various hair styles of Japanese women. Both the travellers discuss in great details, the costume of Japanese men and women and its similarities and dissimilarities. Dutt was greatly overwhelmed by Japanese cleanliness. As a woman from Bengal, suchi/asuchi (qualities roughly corresponding to cleanliness and purity) occupied her mind. These for her were not only domestic habits read in manuals for tutoring the bhadramahila but also emblematic of the national character.
EDUCATION AND PROGRESS OF THE JAPANESE
Both the travellers were greatly attracted by the education system and they posited Japan as an ideal to be followed by India. Takeda's very practical observations were based on her visit to a girl's school where the system of education would help one lead a better life in a household and also be an ideal human being. In the schools girls had advanced subjects such as chemistry, botany, geology, common physiology and also cookery, washer man's work, cleaning houses, gardening, stitching, music, art work, drawing, moral science. She
11 An article titled "Japaner Nari" was originally published in Bharatbarsha, Phalgun, 1356 (1949). A translation of "Japaner Nari" by Hariprabha Takeda in the Comparative Literature Association of India Web Journal, Sahitya, Vol. 2 (online): http://www.clai.in/13madhurima-translation.pdf was done by Madhurima Mukhopadhyay.
admired the fact that children were not taught via rote-learning as in Bengal but they received hands-on training on every possible subject. She further observes that it is because of this system of learning that there were hardly any illiterate men and women in Japan. The Government ensured education for all above 8 years.
Dutt noted her experience of the Japanese primary and middle schools for girls, visited women's organizations and compared it to that of Bengal. She lamented how the Indians lagged behind due to the social attitudes and problems of being colonized. Her writings mark the obvious differences in the condition of women between the two countries, education being an important aspect of their social constitution. Japan was chosen as a model for India for many reasons. In the early twentieth century, the concept of nation in India was based not merely on territorial extent of its sovereignty. Cultural nationalistic sentiments and expression encompassed that India's 'ancient history' and 'golden past', had been the birthplace of the Indus Valley and Vedic civilisations, as well as given birth to four major world religions namely Hinduism, Buddhism, Jainism and Sikhism. Indian nationalists envisioned India stretching along these lines across the subcontinent. Rabindranath Tagore in his essay Nationalism in Japan (1917) wrote,
…those days when the whole of Eastern Asia from Burma to Japan was united with India in the closest tie of friendship, the only natural tie which can exist between nations. (Das 1996, 439)
Japan became the preferred Asian example largely because of its modern outlook. Tagore shared such admiration for Japan for demonstrating the ability of an Asian nation to rival the West in industrial development and economic progress.
Like other socio-cultural areas of indigenous intervention, Dutt envisioned India as a 'modern' nation at the beginning of twentieth century. However, she never suggested a complete eschewing of tradition and heritage. Rather like her contemporary time, she imagines India as a colonial modern nation. Dutt speaks about women's education and enhancing women's role in society for the uplift of the nation. She explains that Japan had progressed mainly because women there had progressed in the same pace as men. However, education didn't change the traditional modes of the Japanese society. Japanese women had a different history from that of women in contemporary Bengal. Changes in monarchies beset the Japanese 'modern' path with changes in social policies to which women were subjected. The Meiji restoration 12 in the year 1868 marked the escalating pace of Japan towards modernization. Importantly, in 1872, the implementation of the universal compulsory education for men and women and conscription altered the gender roles during Meiji period. Prior to this period, the Christian missionaries were instrumental in establishing High school for girls. (Kimi 1995, 99) Conscription militarized men and universal education provided alternatives to agricultural work for young girls who could develop their intellectual skills. The schools imparted curricula where moral values were inculcated. Culturally approved qualities such as diligence, filial piety, love for country, reverence and obedience to the emperor were encouraged and were expected to be followed. 'Good Wife, Wise Mother' (ryōsai kenbo) was the motto of moulding the new Japanese woman.
Both the travellers, Dutt and Takeda, travelled to Japan during the Taisho period 13 . During that time there fermented in Japan a school of thought which was democratic and liberal. There was also an appearance during this time of many women's organizations that upheld causes of women which included socialism, political rights, abolition of prostitution, as well as development of new schools of educational thought. In India, English was introduced in the curriculum as a means to further colonial rule and cultural supremacy. Following from the Wood's Despatch 14 of 1854 on education, the British in India
12 The Meiji Restoration also known as the Meiji Ishin, Revolution, Reform or Renewal, was a chain of events that restored imperial rule to Japan in 1868. The period extends from 1868 to 1912. The Restoration led to enormous changes in Japan's political and social structure, and spanned both the late Edo period (often called Late Tokugawa shogunate) and the beginning of the Meiji period.
14 Wood's Despatch on education in 1854 laid the foundation on which the educational system had developed in colonial India. As the President of the Board of Control, Wood in 1854 sent a despatch to Lord Dalhousie, the then GovernorGeneral of India. It was recommended therein that: 1.An education department was to be set in every province. 2.Universities on the model of the London university be established in big cities such as Bombay, Calcutta and Madras. 3.At least one government school be opened in every district. 4.Affiliated private schools should be given grant in aid. 5.The Indian natives should be given training in their mother tongue also. In accordance with Wood's Despatch, Education Departments were
13 The Taisho period followed the Meiji period, extending from 1912 to 1926. It represented a continuation of Japan's rise in the international scene and liberalism at home, known as the Taisho democracy in Japan; it is usually distinguished from the preceding chaotic Meiji period and the following militarism-driven first part of the Showa period.
evolved educational schemes that set out to create a middle class serving as an agent of the imperialist economy and administration and envisaged that through it a social change would be initiated. In the context of Japan, both the travellers have generally opined that the Japanese have strengthened their education and language to fight foreign forces and therefore their language became a source of their national consolidation.
Dutt narrates in every detail what she saw regarding girl's schools in Japan. She punctuates her experiences in Japan with the illustrations from Bengal as she was associated with the causes for women in the region. Both the travellers thought it a great disadvantage that rotelearning was the only method of imparting education in India. Practical ways of education had greater advantages and made the process of acquiring knowledge more enjoyable and easy. She constantly pleaded to the parents in Bengal, for educating their boy and girl alike.
CONCLUSION
The thematic study of certain aspects of the two travelogues show how these travel narratives serve the purpose of being books of information and helpful guides to the fellow countrymen. It served the purpose of narrating aspects of the Japanese experience crucial for India, fighting colonial rule and re-casting its identity as a nation. Women, their education and their cultural roles became the critical areas of intervention, debates and analysis. In the genre of travelogue 'self' and 'other' comparisons naturally, almost unconsciously emanates in the writer. The process of travel writing necessarily heightens the writer's own understanding of self; when continually faced with the other. Korte (2010, 110) mentions, "women travel not only as representatives of their gender, but also as members of their particular society and culture." Takeda was eager to inform women of her country about the country of her in-laws and in the process bring to the forefront some of the aspects of Japanese life which would be perfect examples for India. Being a woman herself, what could be more striking for her than the condition of her contemporaries in Japan? So, she very meticulously pens down her experiences. Dutt's major agenda was to take lessons from the Japanese model of women's education on which she would typecast her mahila samiti. Her belief was that these samitis would help women assemble together and invest time in some 'good work'.
These women's associations were training grounds for women allowing them access to education and to work collectively for the upliftment of their own sex. She was critical about her contemporary Bengali women's way of life and emphasized on improvement. The only way she saw was through education. However as mentioned before, though education was a major agenda, it was never by shunning the traditional roles of women as emphasized by the associations too. So this was a model for the colonial modern subject, trying to emulate modernity in rebuilding the Indian nation. Both the writers highlighted the ideal in Japan which India could follow in its contestations with the colonial state towards becoming an independent nation.
REFERENCES:
Borthwick, Meredith. 1984. The Changing Role of Women in Bengal 1849-1905. New Jersey: Princeton University Press.
Chatterjee, Partha. 1993. "The Nation and Its Fragments". In The Partha Chattejee Omnibus. New Delhi: Oxford University Press.
Das, Sisir Kumar. 1996. "Nationalism in Japan". In The English Writings of Rabindranath Tagore, Vol. 2. New Delhi: Sahitya Akademi.
Dutt, Gurusaday. 1929. A Woman of India, Being the Life of Sarojnalini Dutt. Founder of the Women's Institute Movement in India. London: Leonard and Virginia Woolf.
Dutt, Sarojnalini. Japane Banganari. 2010 [1928]. In Simonti Sen (Ed.), Indumadhaber Chin Bhraman.Sarojnalinir Japane Banganari. Kolkata: Chhatim Books.
Fujimura-Fanselow, Kumiko, and Atsuko Kameda. 1995. Japanese Women: New Feminist Perspectives on the Past, Present, and Future. New York: The Feminist Press.
Korte, Barbara. 2000. "Women's Travel Writing". In English Travel Writing from Pilgrimages to Postcolonial Explorations. Translated by Catherine Matthias. New York: Macmillan Press.
Majumdar, Rochona. 2002. "'Self-Sacrifice' versus 'Self-Interest': A Non-Historicist Reading of the History of Women's Rights in India". In Comparative Studies of South Asia, Africa and the Middle East, XXII, 1&2.
Mamun, Muntasir. 2007. Hariprabha Takedar Khoj e (In search of Hariprabha Takeda). In Aitihasik, Magh 1413, pp.137-159.
Mukhopadhyay, Prabhatkumar. 1937. Rabindrajibani o Rabindra Sahitya Probeshak. Kolkata: Bisshobharati Granthabibhag.
Sen, Simonti. 2010. "Rabindranath Tagore and Hariprabha Takeda: Two Tales of Japan". In Somdutta Mondale (Ed.), Indian Travel Narratives. New Delhi: Rawat. Tagore, Rabindranath. 1974. "Bissho Jatri Rabindranath – Japan Jatri". Calcutta:
Grantha Parichay.
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Biblical Name Meanings
1. Meaning of the name: Gabriel
messenger of the Lord
mercy
faithful
man of God
Christ is God
2. Meaning of the word: Genesis
origin
fall
sufferings
travels
3. Meaning of the word: gentiles
the spreading peoples
many waters
the nations
pagans
4. Meaning of the name: Gideon
I will deliver
hewer down
I will remember the Lord
the great harvester
5. Meaning of the name: Golgotha
a wine press
house of olives
a skull
millstone
6. Meaning of the name: Hagar (wife of Abraham and mother of Ishamel)
flight
God hears me
maiden of the Lord
bondage
7. Meaning of the word: hallelujah/allelujah
sing praise to Him
praise ye the Lord
it is good
gloria to God
8. Meaning of the name: Ham (son of Noah)
hot
hairy
angry
red
9. Meaning of the name: Hannah
grace
compassion
charity
10. Meaning of the word: hosanna
save now
I am the Lord
praise to the Lord
God is love
God will be glorified
11. Meaning of the name: Immanuel/Emmanuel
God save us
son of God
master
God with us
12. Meaning of the name: Isaac
heir of righteousness
son of the covenant
he laugheth
God praises
13. Meaning of the name: Isaiah
the Lord is salvation
I will praise Him forever
God is my savior
God is my tongue
14. Meaning of the name: Ishmael
God saveth
God speaketh
God heareth
God loveth
15. Meaning of the name: Israel
Lord of the nations
one who prevails with God
God is the father
father of all
16. Meaning of the name: Jacob
supplanter
God will protect
the bargainer
shelterer
17. Meaning of the name: Jeshua (a form of Joshua)
the Lord watches
the Lord quickens
the Lord saveth
the Lord heareth
18. Meaning of the name: Jesus
God is help
prince of peace
Messiah
19. Meaning of the name: Lazarus
helped of God
He healeth me
God is my strength
He raiseth me
20. Meaning of the name: Leah
princess
exalted
daugter of God
weary
21. Meaning of the name: Levi
allowed
divided
joined
withheld
22. Meaning of the name: Lot
a covering
a tree
a tower
a cartwheel
23. Meaning of the name: Lucifer
serpent
father of lies
the shining one
exalted son
24. Meaning of the name: Malachi
good teacher
healer of men
my servant
my messenger
25. Meaning of the name: Manasseh
remembering
forgetting
keeping
sharing
26. Meaning of the name: Manna
meat from God
"Whose is this?"
"What is it?"
bread of heaven
27. Meaning of the name: Matthew
gift of God
God's mouth
God's teacher
right hand of God
28. Meaning of the name: Matthias
the Lord is my strength
gift of Jehovah
the Lord is my arm
he follows Jehovah
29. Meaning of the name: Melchizedek
king of righteousness
leader of all
great teacher
son of the morning
30. Meaning of the name: Michael
who speaks with God
who is like God
who walks with God
who follows God
31. EGYPTIAN meaning of the name: Moses
to find a treasure
to rear a leader
to beget a child
to build a stronghold
32. HEBREW meaning of the name: Moses
to lead on
to send forth
to draw out
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rful
MEDIA
Subject:Exploring the Peculiar Chav Culture
I. True or false.
a. Stereotypical chavs are known to like sportswear.
b. The term chav gained popularity in the 70s.
c. The term chav comes from the Middle Ages and has ties to the word chivalry.
d. The chav trend took off in 2020 on YouTube.
e. Redneck is the word used to describe the poor and naïve citizens of the rural parts of the United States.
II. Match the idioms and expressions with their meanings.
a. to sweep under the rug
b. to work one's hand to the bone
c. at one's expense
d. a big break
e. to pigeonhole
1. to work very hard
2. to ignore a problem
3. an opportunity that leads to success, i.e. in professional life
4. to categorise somebody or something
5. paid for by someone
englishmatters.pl 104/2024
rful
MEDIA
III. Match the words with their synonyms.
a. kitschy
b. amusement
c. come off
d. let down
e. wealth
1. enjoyment
2. gaudy
3. appear
4. riches
5. disappoint
IV. Match the words to form collocations and phrasal verbs found in the article.
a. working
b. get
c. take
d. make
e. gain
1. the memo
2. momentum
3. class
4. the crown
5. ends meet
V. Complete the sentences with the correct words.
scrutiny•gather•harm•resemble•equivalent
1. I get stressed when my superiors watch me work. I guess I can't work under…
2. The mayor apologised and assured he meant no … with his recent remark.
3. Many people say I look just like my Mum, I always though I … my Dad more.
4. Elevator is the American … of the word lift.
5. He was let off the hook, as the police failed to … sufficient evidence.
VI. Answer the questions.
1. Since when is the word chavvy used?
a. 2003
b. 1975
c. 1860s
d. 1960s
2. Knock-off clothing of which brand is stereotypically associated with the chav subculture?
a. Gucci
b. Louis Vuitton
c. Burberry
d. Versace
3. Which years mark the peak popularity of the TikTok chav trend?
a. 2017 and 2018
b. 2019 and 2020
c. 2020 and 2021
d. 2021 and 2022
rful
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OXLEY PRIMARY SCHOOL
Child Safety Code of Conduct
Purpose
Our Child Safety Code of Conduct sets out the expected behaviour of adults with children and young people in our school.
All Oxley Primary School staff, volunteers, contractors, service providers, school council members and any other adult involved in child-connected work must follow the Child Safety Code of Conduct.
The Child Safety Code of Conduct applies to all physical and online environments used by students. It also applies during or outside of school hours and in other locations provided by the school for student use (for example, a school camp).
Acceptable behaviours
As Oxley Primary School, staff, volunteers, contractors, and any other member of our school community involved in child-connected work, we are responsible for supporting and promoting the safety of children by:
* upholding our Oxley Primary School commitment to child safety at all times and adhering to our Child Safety and Wellbeing Policy
* treating students and families in our school community with respect in our school environment and outside our school environment as part of normal social and community activities
* listening and responding to the views and concerns of students, particularly if they disclose that they or another child or student has been abused or are worried about their safety or the safety of another child or student
* promoting the cultural safety, participation and empowerment of Aboriginal students, students with culturally and/or linguistically diverse backgrounds, students with a disability, international students, students who are unable to live at home and lesbian, gay, bisexual, transgender and intersex (LQBTIQ+) students
* ensuring, as far as practicable, that adults are not alone with a student – one-to-one interactions between an adult and a student are to be in an open space or in line of sight of another adult.
* reporting any allegations of child abuse or other child safety concerns to the Principal.
* understanding and complying with all reporting and disclosure obligations (including mandatory reporting) in line with our child safety responding and reporting policy and procedures and the PROTECT Four Critical Actions.
* if child abuse is suspected, ensuring as quickly as possible that the student(s) are safe and protected from harm.
Unacceptable behaviours
As Oxley Primary School, staff, volunteers, contractors and member of our school community involved in child-connected work we must not:
* ignore or disregard any concerns, suspicions or disclosures of child abuse or harm
* develop a relationship with any student that could be seen as favouritism or amount to 'grooming' behaviour (for example, by offering gifts)
* display behaviours or engage with students in ways that are not justified by the educational or professional context
* ignore an adult's overly familiar or inappropriate behaviour towards a student
* discuss intimate topics or use sexualised language, except when needed to deliver the school curriculum or professional guidance
* treat a child or student 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 schoolwork or extra-curricular activities or where there is a safety concern or other urgent matter
* photograph or video a child or student in a school environment except in accordance with the Photographing, Filming and Recording Students policy or where required for duty of care purposes
* consume alcohol against school policy or take illicit drugs in the school environment or at school events where students are present
* have contact with any student outside of school hours except when needed to deliver the school curriculum or professional guidance and parental permission has been sought.
Breaches to the Child Safety Code of Conduct
All Oxley Primary School staff, volunteers, contractors and any other member of the school community involved in child-connected work who breach this Child Safety Code of Conduct may be subject to disciplinary procedures in accordance with their employment agreement or relevant industrial instrument, professional code or terms of engagement.
In instances where a reportable allegation has been made, the matter will be managed in accordance with the Department of Education and Training Reportable Conduct Scheme Policy and may be subject to referral to Victoria Police.
All breaches and suspected breaches of the Oxley Primary School Child Safety Code of Conduct must be reported to the principal.
If the breach or suspected breach relates to the principal, contact MHWL.
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Score Point 4
Score Point 3
Score Point 2
Score Point 1
Language
Mechanics
*Only assessed at grades 7 & 8
The Writing:
with meaning or confuse the reader.
interfere with meaning or confuse the reader.
Production of Writing: NM-MSSA Narrative Writing Rubric (Grades 6–8) Score Point 4 Score Point 3 Score Point 2 Score Point 1 The Writing: Presents a narrative that develops real or imagined experiences or events that consistently address the task. Uses consistently effective and varied narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters. Substantially develops the narrative using consistently relevant descriptive details. Presents a narrative that develops real or imagined experiences or events that generally address the task. Uses generally effective and somewhat varied narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters. Generally develops the narrative using mostly relevant descriptive details. Presents a narrative that develops real or imagined experiences or events that partially address the task. Uses partially effective and/or varied narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters. Partially develops the narrative using some relevant descriptive details. minimally address the task. characters. Engages and effectively orients the reader by clearly establishing a context and point of view*and clearly introducing a narrator and/or character(s). Establishes and consistently maintains an event sequence that unfolds naturally and logically. Provides a conclusion that clearly follows from and reflects on the narrated experiences or events. Consistently demonstrates effective use of a wide variety of transition words, phrases, and clauses to convey sequence and signal shifts in time frame or setting. Adequately engages and orients the reader by generally establishing a context and point of view* and adequately introducing a narrator and/or character(s). Establishes and generally maintains an event sequence that unfolds naturally and logically. Provides a conclusion that generally follows from and reflects on the narrated experiences or events. Generally demonstrates effective use of a variety of transition words, phrases, and clauses to convey sequence and signal shifts in time frame or setting. Attempts to engage and orient the reader but does not clearly establish a context and point of view* and/or clearly introduce a narrator and/or character(s). Attempts to establish and partially maintains an event sequence that unfolds naturally and logically. Provides a conclusion that partially follows from and reflects on the narrated experiences of events. Sometimes demonstrates varied and effective use of transition words, phrases, and/or clauses to convey sequence and signal shifts in time frame or setting. narrator and/or character(s). naturally and logically. from them. Rarely demonstrates/does not time frame or setting. Consistently uses precise words and phrases, vivid descriptive details, and sensory language to capture the action and convey experiences and events. Includes language choices that establish and consistently maintain a style and tone appropriate to the task. Often uses precise words and phrases, vivid descriptive details, and sensory language to capture the action and convey experiences and events. Includes language choices that generally contribute to a style and tone appropriate to the task. Sometimes uses precise words and phrases, vivid descriptive details, and/ or sensory language to capture the action and convey experiences and events. Includes language choices that sometimes contribute to a style and tone appropriate to the task. Use of Conventions: NM-MSSA Conventions Rubric (Grades 3–8) Score Point 3 Score Point 2 Score Point 1 The Writing: Demonstrates general command of standard English grammar and usage. Demonstrates partial command of standard English grammar and usage. grammar and usage. Demonstrates general command of standard English conventions relative to the length and complexity of the text. May have minor or infrequent errors that do not interfere with meaning or confuse the reader. Demonstrates partial command of standard English conventions relative to the length and complexity of the text. May have errors or patterns of errors that somewhat interfere with meaning or confuse the reader. the text. the reader. | <urn:uuid:af3e7e83-4598-4ac6-b659-98c2432fcffd> | CC-MAIN-2024-38 | https://newmexico.onlinehelp.cognia.org/wp-content/uploads/sites/10/2020/11/NM-MSSA_NAR_Rubric_6-8.pdf | 2024-09-08T22:42:10+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651035.2/warc/CC-MAIN-20240908213138-20240909003138-00403.warc.gz | 399,062,527 | 997 | eng_Latn | eng_Latn | 0.993238 | eng_Latn | 0.993238 | [
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Chapter Service Project Display
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Chapter Service Project Display, a team event, recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools, and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need. Participants must prepare a display and an oral presentation.
Project Connections
Top 5 Skills Students Report Learning Through Participation
Leadership
Awareness of Community or World
Public Speaking
Teamwork
Responsibility and Time Management
Career Clusters
National Family and Consumer Sciences Standards
Reasoning for Action Comprehensive Standard
1.0 Career, Community and Family Connections
2.0 Consumer and Family Resources
3.0 Consumer Services
4.0 Education and Early Childhood
7.0 Family and Human Services
Common Career Technical Core/Career Ready Practices
1.0 Act as a responsible and contributing citizen and employee.
2.0 Apply appropriate academic and technical skills.
4.0 Communicate clearly, effectively, and with reason.
5.0 Consider the environmental, social and economic impacts of decisions.
6.0 Demonstrate creativity and innovation.
7.0 Employ valid and reliable research strategies.
11.0 Housing and Interior Design
12.0 Human Development
13.0 Interpersonal Communications
14.0 Nutrition and Wellness
15.0 Parenting
8.0 Utilize critical thinking to make sense of problems and persevere in solving them.
9.0 Model integrity, ethical leadership and effective management.
10.0 Plan education and career path aligned to personal goals.
11.0 Use technology to enhance productivity.
12.0 Work productively in teams while using cultural/global competence.
FCCLA Programs
Projects may qualify to compete at the annual National Leadership Conference.
Turn this page over to see examples of projects from across the nation and participation data.
For information on participation in your state, contact your state adviser.
Chapter Service Project Display
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Examples of Chapter Service Project Display Projects:
"Our service project consisted of raising money for the Wounded Warrior program. We participated in a Veterans Day program, and held a penny drive among other fundraisers for our cause. We raised $850.00 for this cause and raised awareness in our community about this issue." Louisiana FCCLA Member
"We started with an idea of helping children and then built that idea to find our cause. We wanted to brighten the day of children in the hospital so we came up with an idea of 'Happy Baskets'. After that, we formed a plan to bring 50 'happy baskets' to Nemours Children's Hospital. We started off by asking people in the neighborhoods and businesses to donate money to the children. We accumulated $471 from the community and used that money to produce 48 baskets." Delaware FCCLA Member
"In this project, we are reviewing our Wellness Committee. This team works during the school year with the use of Student Body to advocate and implement wellness practices. These practices include changes to school policy, new activities, and new wellness equipment in our school and community. Through the Wellness Committee, we encourage students, parents, and teachers to be fit and eat right. We have had many projects this year as a part of this team. A few of these were a Halloween Walk-A-Thon for the elementary, a glow day for the high school, and an upcoming 'Amazing Hike' for the high school. This committee has created huge changes in the school and community in wellness." Colorado FCCLA Member
"For our project, we partnered with a local organization in our community to provide for physical needs and to promote the resources B.A.B.E. provides. We have conducted both a book drive, along with the help of a local business, and a diaper drive through our school. We further plan to have an Easter party and Baby Wash drive with the partnership of Circle of Friends." Indiana FCCLA Member
Chapter Service Project Display By the Numbers: 2016-2017
Participants Nationwide: 578 teams, 1250 participants
Categories: Junior, Senior, Occupational
Type of Event: Leadership
Nationwide Impact: 964,062 people
91% of Chapter Service Project Display participants indicated this event is extremely or very useful to their future. 32% of Chapter Service Project Display participants indicated they would pursue higher education related to the career chosen in their project.
To learn more about FCCLA STAR Events or how to get involved visit the FCCLA website, www.fcclainc.org, or email email@example.com. | <urn:uuid:b0463c73-a94d-4215-9826-fe86d40e493d> | CC-MAIN-2018-17 | http://fcclainc.org/programs/documents/ChapterServiceProjectDisplay_000.pdf | 2018-04-25T10:42:14Z | crawl-data/CC-MAIN-2018-17/segments/1524125947795.46/warc/CC-MAIN-20180425100306-20180425120306-00120.warc.gz | 104,501,525 | 943 | eng_Latn | eng_Latn | 0.983918 | eng_Latn | 0.994429 | [
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Feeding Toddlers and Preschoolers
Children need less food than adults. What may seem like a small amount to an adult may be the right amount for a child. Most children are capable of "listening" to their body cues and will stop eating when they are full if you allow them. Not paying attention to hunger and fullness cues can lead to overeating or turn children off to foods they should be eating.
What counts as one serving?
In general, a toddler-size portion is ¼ to ½ an adult size portion. A preschoolersize portion is close to or the same size as an adults. For example, a one-year-old child would start with a one-quarter serving, while a 3-year-old would start with a half. NOTE: this refers to serving sizes recommended by the 2010 Dietary Guidelines and MyPlate, not portions served in many restaurants.
General Guidelines
For each type of food offered, serve:
1) about 1 tablespoon per year of age, OR
2) a portion the size of the child's palm.
Always start by offering one serving of each food and then let the child decide how much to eat.
The table below offers more specific measurements:*
If he or she is still hungry, they can ask for more food.
*These are general guidelines to give you an idea of how much food to offer young children at meal time; children may eat much more or less than what is listed here. Pay attention to children's hunger and fullness cues; if you are concerned about your child's weight or eating habits, consult their pediatrician.
**For reference, 3 oz of cooked meat is about the size of a deck of cards.
Tip:
Not sure what a tablespoon or a ¼ cup of food looks like? Use measuring spoons and cups to portion out foods for a few days until you learn what the appropriate portion size looks like on your plates and bowls.
Tip:
Offering two or three types of fruits and vegetables at each meal will help children meet the daily recommendations.
How do I know if a child who can't talk yet is full?
Watch for these signs:
pulling away from the spoon
turning away/become distracted
no longer opening mouth for food
pushing food or spoon back out of the mouth
throwing the food on the floor/playing
shaking head "no"
Children's appetites change from day to day. It is okay if your child does not eat a whole serving or asks for more food. Children tend to eat just the amount they need over several days.
DON'T force more food or stop your hungry child from eating. DO provide meals and snacks at the same time every day and offer a variety of foods in child-size servings.
Trust your child to eat the amount that is right for him or her.
Resources: 1) eatright.org - American Dietetic Association 2) www.extension.org - University of Maine Cooperative Extension
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T
he Houses of the Oireachtas hosted two special visitors when the 9th Duke of Leinster returned to his ancestral seat with his Duchess in 2011. Leinster House, originally called Kildare House, was built by the Duke's ancestor, James FitzGerald, around 1747 when he was 20th Earl of Kildare. After centuries of the earls running Ireland on behalf of England's monarchs, in 1766 James was elevated to 1st Duke of Leinster by George III, making him the Premier Duke, Marquess and Earl in the Peerage of Ireland. As well as the renamed Leinster House, the family enjoyed medieval Kilkea Castle and Carton House in County Kildare.
became Duke of Cambridge, Catherine his Duchess, and there is no reason to suppose the practice will not continue.
Giving the title of'duchess' to someone as young and modern as Kate was to make it fresh, even desirable again.With her glossy hair and common touch, she not only breathed new life into the British monarchy, she renewed awareness of Britain's other duchesses, the non-royals. For non-royal dukedoms the future is not bright.They are dukedoms created by monarchs over the centuries for noblemen outside the royal family, for exemplary personal service. Of all non-royal titles, these were the highest accolade, so there were always very few of them.The greatest number to exist at one time was 40, at the end of George I's reign in 1727. By 1930 that number was down to 31 and now 24.
Time changes things, of course.When Edward FitzGerald, rebel son of James and his Duchess Emily, died in 1798 in the fight for a Republic, he could never have dreamed that one day his family's home would house the Irish Parliament. But although the property and power of the Dukes of Leinster have long gone, today's title holders, Maurice and Fiona FitzGerald, remain part
So who are the rare non-royal duchesses today? Many never speak publically, and if they do, it is rarely about personal matters. Of the ten who feature in my book, some are known by the stately homes they still occupy and which visitors from all over the world enjoy — which is fortunate because, given their cripplingly expensive upkeep, such houses rely increasingly on the fascination of the world with Britain's heritage.
The Duchess of St.Albans, whose duke is a descendant of Charles II and his mistress, Nell Gwyn, says that sons can be "a disappointment", while women can be "so responsible"
of a rare species: the non-royal duke and duchess.
The recent deaths of Debo,the Dowager Duchess of Devonshire, and the 11th Duke of Marlborough, serve as a reminder of this increasingly-endangered species. Their ancestral seats — Chatsworth House in Derbyshire and Blenheim Palace, Oxfordshire — are among Britain's best-known stately homes. Yet of over 800 hereditary titles in Britain today, there are only 24 non-royal dukes and, for reasons of death or divorce, fewer duchesses.
The non-royal dukes sit with their duchesses just one branch down from royalty on the aristocratic tree.There are those who hold much older titles, such as earls and barons, but dukes are the only ones entitled to be addressed by the monarch as "right trusty and entirely beloved cousins".To everyone else they are "Your Grace".
There is the Duchess of Northumberland at Alnwick Castle, popularly known these days as a location for the Harry Potter films; the Duchess of Bedford at Woburn Abbey, with its much-loved Safari Park; Rutland at Belvoir Castle, Buccleuch at Boughton House, Northamptonshire; in Scotland, Argyll at Inveraray Castle. Like Leinster, not all the duchesses still enjoy such houses. Those who do work phenomenally hard in maintaining them; those who do not are fully involved with other commitments, especially charities. The duchesses differ greatly in age, background and circumstances. However, they have in common a pride in being married into families which helped shape Britain's history.
The highest-ranking duke is always royal and always the heir apparent: the sovereign's eldest son, who inherits the title of Duke of Cornwall.That was the first English dukedom, created in 1337 by Edward III for his eldest son,the Black Prince.Today's holder is Prince Charles, who is also the Duke of Rothesay, the secondary title of the sovereign's heir apparent in Scotland. The latest ducal title to be conveyed by the Queen to a member of her family was in 2011, when her grandson Prince William
Before the titles by which they are identified become no more than a quaint reminder of Britain's past, it seemed right to record them, for it is unlikely that any more non-royal dukedoms will be created.The last was Fife, created by QueenVictoria for the Earl of Fife,twice:first in 1889,when he married her granddaughter, Princess Louise, eldest daughter of the Prince and Princess of Wales.When it looked as though there would be no male heir to continue the dukedom,Victoria created the title again in 1900, allowing the dukedom to pass to Fife's daughters in default of a son, and then to the male heirs of those daughters.
Generally, though, history has shown how rare it is for a duchess to inherit in her own right. Usually the title is achieved only by marriage, although in Scotland slightly more women have held the title themselves. They include Anne, 3rd Duchess of Hamilton, who at 19 inherited the title from her uncle during the Civil War; and Alexandra, Duchess of Fife, on the death of her father the 1st Duke, in 1912.
and between 1834 and 1858 she had fourteen children. James's appointments meant he and Louisa spent much time in Ireland. In 1844 he was appointed Lord Lieutenant of Donegal, a post he held until his death, and in 1866 became Lord Lieutenant of Ireland.With their younger children, the youngest of whom was eight, they moved to Dublin, living for most of the year in the Viceregal Lodge, Phoenix Park (now Áras an Uachtaráin), and from January to March at Dublin Castle.
Today's non-royal dukedoms are more likely to die out than be created.The (royal) Duchess of Cambridge may have caused the rules of succession to the throne to be changed to allow a girl to inherit, but the non-royal duchesses are still subject to the same pressure as they were centuries ago: to produce a male heir.The title of duke, like all hereditary titles, is granted with a'remainder', or instructions as to whom the title must pass — usually a male.The most recent non-royal dukedom to become
The Queen offered a dukedom to Winston Churchill after he retired as Prime Minister in 1955, but after giving it careful consideration he declined, as the Parliament Act 1911 would have prevented his spending his last days in the House of Commons as he wanted to do.
It was a difficult period. However, Queen Victoria recognised the efforts of her Lord Lieutenant and in 1868 made James 1st Duke of Abercorn. Even though four of their children did not survive, when the widowed Duchess died in 1905, age 92, she left 169 direct living descendants.Among them were two dukes and two future dukes, and two of her daughters married dukes. Even Princes William and Harry are connected to her. The Duchess is known as the 'Golden Link' that connected around 50 families in the United Kingdom, and at least two of today's dukedoms continue from her.
The 1st Duke's ancestors had owned land in Ireland since 1610, when, as part of the Plantation, they were granted land in Co. Tyrone, including the estate of Baronscourt. Today, another
As females cannot inherit titles in most cases, it means that some have either died out or passed to a distant relative. Sometimes that person has had little or no interest
extinct was Portland in 1990, with the death of the 9th Duke; his only son had predeceased him. (However, the title Earl of Portland continues and is currently held by actor Timothy Bentnick, the 12th Earl, who plays David Archer in BBC Radio 4's drama series, The Archers.)
One of the duchesses who agreed to be interviewed had three daughters before the requisite 'heir and a spare'. She was delighted with her bundles of joy — only to receive commiserations from 'well-wishers' advising her on how to have a boy.The late 9th Duke of Buccleuch, on hearing that his daughter-in-law, the future duchess, had had a girl, immediately cancelled the planned celebrations.Another duchess was told by the family historian at the start of her marriage that it was down to her to ensure the continuation of the dukedom, as there were no more males.
James Hamilton, the 5th Duke — the only nobleman to hold titles in the peerages of Ireland, Scotland and Great Britain — still lives there with his wife. In 2006 Sacha Abercorn received the Princess Grace Humanitarian Award of the Ireland Fund of Monaco for her work on trauma following the Omagh bombing. This was followed in 2008 by the OBE for her work with the Pushkin Trust, which she founded to help children in the Republic and in Northern Ireland. As far as her own children are concerned, today's Duchess has been more moderate than her predecessor, with two sons and a daughter. Continuity is assured, at least for now.
Each of today's duchesses in the book also chooses a favourite predecessor in the role. Some duchesses did more than their fair share to ensure continuation of the dukedom. The first Duchess of Abercorn, chosen by today's Duchess, is a prime example. In 1832 Lady Louisa Jane Russell was 20 when she married Scottish-born James Hamilton, then 2nd Marquess of Abercorn. Louisa was part of the early evangelical movement in England that believed large families were pleasing to God,
As females cannot inherit titles in most cases, it means that some have either died out or passed to a distant relative. Sometimes that person has had little or no interest and, as property usually passes with a title, the situation has seen estates neglected or sold out of the family forever.Protests from families threatened by the absence of male heirs, despite having willing and capable daughters, has led to new laws being proposed. In May 2013, Lord Lucas introduced his Equalities (Titles) Bill — known as the Downton Abbey Bill because of that programme's storyline — to the House of Lords. However, the Bill has not progressed since December 2013. Since then, the Succession to
Peerages Bill 2014-15 has been introduced by Lord Trefgarne and had its first reading in June 2014.The Bill makes it possible for females to inherit under certain conditions, as well as making provision for peerages that became extinct on or after 6 February 1952, the date of the Queen's accession. If this Bill becomes law, perhaps it could help not only the extinct Portland dukedom but also Leeds (which became extinct in 1964) and Newcastle (1988).
Given the pressure on them to produce a male heir, it might be supposed that today's duchesses would be pleased that such legislation has been proposed. However, perhaps because they managed to fulfil the expectations upon them, some of those duchesses who feature are surprisingly against the idea of females inheriting. Fear of losing the family name upon a daughter's marriage is one reason. Unwanted pressure on daughters is another. The Duchess of Rutland says she thinks her eldest daughter would not want the responsibility of running the vast Belvoir estate. From a farming background herself, and having brothers, she never expected to inherit the family farm.
That is the way farming goes, she says; boys need a livelihood. However, her eldest son would have to 'cut his teeth' elsewhere first and prove he was capable of running the estate, a view that some other duchesses expressed about their heir. On the other hand, the Duchess of St. Albans, whose duke is a descendant of Charles II and his mistress, Nell Gwyn, says that sons can be "a disappointment", while women can be "so responsible".
One thing is certain. At present, Britain's non-royal dukes and their duchesses are an endangered species. It is time to discover who they are.
Duchesses: Living in 21st Century Britain, by Jane Dismore, is published by Blink Publishing, £16.59, Amazon.co.uk
FACING PAGE:
Top left: Interior of Barons Court, home of the Duchess of Abercorn Top right: Interior of Luton Hoo estate in Bedfordshire Bottom: The Duchess of Bedford and her family
THIS PAGE:
Top left:
The Duchess of Somerset
Top centre:
The Duke and Duchess of Abercorn
Top right:
Duchess of St. Albans' lounge
Bottom left:
Inveraray Castle, ancestral home of the Duke of Argyll
Bottom right:
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Early Childhood Education
FCCLA STAR Events Information
(Students Taking Action with Recognition)
An individual event, Early Childhood Education recognizes participants who demonstrate their ability to use knowledge and skills gained from their enrollment in an occupational early childhood program. Participants must prepare a portfolio and a resource container. On site, participants must plan and present to evaluators an activity related to the theme in response to a case study provided during the event and an oral presentation describing the activity. Event is offered to members in the following category: Occupational (grades 10-12), Postsecondary
Project Connections
Top 5 Skills Students Report Learning Through Participation
Creativity
Leadership
Responsibility and Time Management Self-Confidence
Public Speaking
Career Clusters
National Family and Consumer Sciences Standards
Reasoning for Action Comprehensive Standard
1.0 Career, Community and Family Connections
4.0 Education and Early Childhood
6.0 Family
Common Career Technical Core/Career Ready Practices
1.0 Act as a responsible and contributing citizen and employee.
2.0 Apply appropriate academic and technical skills.
4.0 Communicate clearly, effectively, and with reason.
6.0 Demonstration creativity and innovation.
FCCLA Programs
Projects may qualify to compete at the annual National Leadership Conference.
Turn this page over to see examples of projects from across the nation and participation data.
For information on state participation, contact your state adviser.
12.0 Human Development
13.0 Interpersonal Communications
15.0 Parenting
8.0 Utilize critical thinking to make sense of problems and persevere in solving them.
9.0 Model integrity, ethical leadership and effective management.
10.0 Plan education and career path aligned to personal goals.
11.0 Use technology to enhance productivity.
Early Childhood Education
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Examples of Early Childhood Education Projects:
This event utilizes a yearly theme. The 2016-2017 Theme Was "The Five Senses"
"Keeping in mind the diversity of children, I created a lesson plan that includes math, language arts and science standards. The lesson will be able to be adapted to all early childhood age levels." Arizona FCCLA Member
"My portfolio is based upon my knowledge of what I learned in my Early Childhood Education class and my internship experience. My lesson is designed for ages 4-5 and incorporates each of the five senses." Colorado FCCLA Member
"What about students with a visual or hearing impairment? Through adaptations such as using Braille and Sign Language, I developed a lesson for students to learn how those with disabilities learn through their senses." Georgia FCCLA Member
"My project consisted of developing a "texture hand" to educate children on types of textures. Teaching children to recognize texture will help them increase their perception skills. This project helped me increase my leadership skills and creativity when it comes to lesson planning." North Carolina FCCLA Member
"This project made me realize the importance of time management, and how to communicate more effectively. My portfolio contains my work in the lab school and my lesson planning skills." New Hampshire FCCLA Member
Early Childhood Education By the Numbers: 2016-2017
Participants Nationwide: 186
Categories: Occupational, Postsecondary
Type of Event: Career Focused
Nationwide Impact: 6,728 people
93% of Early Childhood Education participants indicated this event is extremely or very useful to their future. 78% of Early Childhood Education participants indicated they would pursue higher education related to the career chosen in their project.
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Lancaster RA Guide for Walkers
V2a.January 2018
Lancaster RA Guide for Walkers
1. Introduction
Welcome to the Lancaster RA Walkers Guide, version 2a, Jan 2018. It is designed to draw together information useful to walkers and should be especially useful for new members. Some of the information is taken from the national RA website
(http://www.ramblers.org.uk), policy, advice and volunteer sections and existing documents pertaining to Lancaster ramblers. The website is useful for additional information. The pack is complemented by the small pocket leaflet "Walkers Check List / First Aid Guide", copies of which are also available within the Group.
Much of the document may already be familiar to you but new members should find plenty of interest to them.
Much of the information is general. The RA run Volunteer courses on many topics in various parts of the country – see the RA website for further details or speak to a member of the committee.
2. Lancaster RA Walks - Before the Walk
General Information
There are several points to consider when deciding to join a walk.
- How long is the walk, how many miles?
The length of the walk is intimately connected with the amount of climbing, time available and the terrain.
- How fast is the walk?
Lancaster Wednesday day walks / evening walks and afternoon walks typically average around 2 – 2.5 mph walking speed, excluding pauses at stiles, gates etc. and coffee, lunch and other planned stops, and around 1.5 – 2 mph including these stops. Saturday walks are at a similar walking pace but the conditions are typically rougher.
- How long is the walk? How many hours?
See table on next page.
- What time of the year the walk is to be undertaken?
The same walk on a nice summer's day is very different to it on a wet, windy and cold winter's day.
- In which area is the walk?
This will determine the terrain and type of path – fields, moorland, mountain, woodland, farm tracks, narrow lanes, likelihood of muddy conditions, etc.
Specifics for Lancaster Ramblers
With reference to Lancaster RA walks, the following details are important:
```
- Mileage and Time, the following is typical: Mid-week full day walks – 6-8 miles (4 – 5 hours) Weekend, full day walks – 7-12 miles (5 - 7 hours) Sunday, afternoon walks – 4-5 miles (2-3 hours) Evening Walks – 3-4 miles (1.5 – 2.5 hours)
```
- As shown in the Lancaster RA walk programme, climbing grades are as follows;
- Degrees of terrain difficulty are as follows:
A – Very strenuous walking, including scrambling or very rough moorland
B – Strenuous walking, possibly steep or rough moorland
C – Moderate walking, possibly including some climbing
D – Easy walk (with respect to terrain)
- For the range of walks we do, combined with the mileage, the following grades pertain to the walks as follows:
- Areas:- LD – Lake District; L – Local; B – Bowland; YD – Yorkshire Dales HENP – Howgills, Eden, North Pennines; RV – Ribble Valley
- We welcome Ramblers members from outside our area. Also, non-members may join us on 2/3 walks as guests but are expected to join if they wish to continue coming out with us.
- Everyone under 18 must be accompanied by an adult with parental responsibility. In all cases leaders must be satisfied that the person under 18 and the responsible adult fulfil the other requirements for suitability to walk. Young children should only be allowed on the walk if it is suitable for them.
- People with special needs must be accompanied by someone responsible for their direct care (who needn't be a Ramblers member).
- We regret that only registered assistance dogs are allowed on the walks.
- Smoking is not permitted on Lancaster RA walks in any form.
1 – 2000/3000 ft.; 2 – 1500/2000 ft.; 3 – 1000/1500 ft.
4 – 500/1000 ft.; 5 < 500 ft; 6 – fairly flat.
```
Mid-week full day walks – 6-8 miles, grades – C4 to D6 typically (up to C3) Weekend, full day walks – 7-12 miles – A1 to C4 typically Sunday, afternoon walks – 4-5 miles – D5 to D6 typically Evening Walks – 3-4 miles – D5 to D6 typically
```
- The minimum number of walkers on an official Lancaster RA walk is 3 fit, adult persons. To be covered by Ramblers Insurance, a walk must be a recognised Ramblers activity, i.e. in the Walks Programme or on the web site
- Note that as an official Ramblers Activity, the walk is advertised nationally, on-line.
- Ensure that you are sufficiently fit and equipped for the particular walk to be undertaken – check mileage, grade and weather forecast. If unsure, try an easier walk first and contact the leader in advance, his/her telephone number is given in the Walks Programme.
- If you have any underlying medical condition, please inform the walk's leader. All walkers come at their own risk.
- Lancaster RA walkers currently meet at Kingsway Retail Park (Pizza Hut etc) (the departure time is given in the programme, please meet at least 10 minutes prior to this time) and depart at the designated time using the minimum number of cars. Normally this means leading a circular walk. Use of public transport, entirely or in part, is occasionally made.
- Since free, all-day parking is not possible at the Kingsway Retail Park, car drivers not using their cars need to park elsewhere. The location will be suggested by the leader but typically for trips north we use the Aqueduct car park, trips east we use the Aqueduct or Bull Beck Picnic site near Caton and for trips south we use Barton Road.
- If you have one, don't forget to bring your bus pass or rail card. If travelling by car please take a change of shoes and a bag for muddy boots at the end of the walk as a courtesy to the driver.
- It is necessary to wear walking boots and rucksack, to bring sufficient food and water for the days walk and waterproof clothing and spare clothing commensurate with the time of year, weather forecast and walk area.
- Check the weather for the day for the locality of the walk.
- The leader is in charge and is responsible for the safety and enjoyment of the party.
- Your regular car insurance is not compromised by accepting donations as long as it is not for profit. The suggested donation complies with this ruling.
- Depending on the details of the walk, consider taking the following items:-
Map, compass, flashlight, mobile phone, GPS (if available) and whistle.
If you require further information on specific walks, please contact the walk leader (their phone number is given in the programme. For information on the walks in general, please phone David Johnson on 01524 811366 or e-mail email@example.com.
3. Lancaster RA Walks
During the Walk
- We are encouraging all of our walkers to carry a laminated tag, or equivalent, which gives information for an emergency; contact telephone number, address and any critical medical conditions. Any new group members should collect a tag from the leader or a committee member.
- Those with mobile phones are encouraged to use the ICE (In Case of Emergency) facility.
- If you are driving make sure you know the start location and the route to the start.
- Anyone wishing to go directly to the start of the walk should contact the leader in advance. You are warned that the party may not set out so you go at your own risk. Give your mobile number so that you may be contacted.
- Note that groups of people in general, and walkers are no exception, feel safe in a group and are often less safety conscious, especially with regard to road traffic. Everyone is responsible for acting in a safe manner.
- Do not walk ahead of the leader as a general rule.
- Do not leave the group to find your own route. You may not meet up where you expect to and this will cause many problems. This may be relaxed in the case of medical problems and the alternative route is wholly along a road or obvious track. The walk leader will advise.
- If you use a stick and it is not in active use, please do not hold it horizontally with the sharp end pointing backward! Make sure it is pointing downwards or put safely away with the rubber ferrule on the pointed end.
- If you stop on a path please step to one side to allow others to pass.
- If you are experiencing any problems, let the leader know as soon as possible.
- Everyone should behave responsibly – leave gates as found (usually shut), single file through crops, climb gates (only if you have to) at the hinge end. Do not allow anyone to climb walls and stick to the Public Rights of Way (PRoWs).
- No radios should be played on the walk or during breaks.
- Mobile phones – except on Footpath check walks – should be left on silent and social calls of a non RA nature should not be taken or made on the walk (unless made discretely, away from the group, typically, at breaks) or when travelling to or from the walk. If calls are necessary, they should be made discreetly.
- Emergencies – see later. The leader will phone 999 or preferably, from a mobile, 112. Police / Mountain rescue.
After the Walk
- Settle up the travel donation with the car drivers.
- On mid-week walks, we typically stop at a tea room after the walk and before returning to Lancaster. It is not mandatory of course but if your driver stops, so do you in most cases!
- If you or anyone on your walk enjoys taking photographs you can send some (showing walkers plus scenery) to firstname.lastname@example.org for publication on our web site and social media.
- Report any footpath defects to the Footpath Secretary (2017/8: Neil Herbert).
- We would like to get reports of our activities into the Lancaster Guardian 'Social Scene'. These are only short items of 100 words or so. If you, or someone on your walk, can draft a suitable interesting description of your walk please send it to the Press Officer (2017/8: Joy Greenwood) There is a Tuesday deadline for the Thursday paper.
4. The Role of the Leader
The role of the leader may be summed up as sharing their enthusiasm and passion for walking by leading people on group walks in a welcoming, safe, responsible and enjoyable way.
If you would like additional information about the suitability of a specific walk, please contact the leader, whose contact number is given on the Walks programme, in advance. Further information on leading walks may be found in the Lancaster RA Group Leaders Guide, available on the group website.
5. Public Rights of Way
In England and Wales we have over 140,000 miles of public rights of way, providing the ability to walk recreationally and to get from one place to another on foot, sometimes by using paths which have been walked for thousands of years. These public rights of way should be maintained by your local Highway Authority and are recorded on official maps (called definitive maps) in England and Wales. Public rights of way are not just footpaths there are bridleways and byways which the public has a right to use. Unfortunately not all public rights of way are recorded on definitive maps or shown on the Ordnance Survey, and neither are other paths which are open by permission or under other arrangements. The Ramblers work to protect public rights of way and their Lost Ways project works to return these paths to the public domain.
Rights of way and cattle
The RA works to ensure that walkers are not exposed to unnecessary risks caused by cattle kept on land to which the public has access.
Farmers are allowed to keep cattle in fields with public access, but legislation bans the keeping of bulls in fields crossed by rights of way, unless they are less than 10 months old, or not of a recognized dairy breed. Beef bulls in such fields must be accompanied by cows or heifers
Whilst the law on bulls is specific, incidents in which members of the public are chased or injured by cattle are far more likely to involve cows with calves.
Walking near livestock
The countryside is an inspiring place to walk but it can also be little daunting when cows and bulls are grazing near your path.
However, the countryside is a working environment and it's important to be mindful and respectful of farms and farm animals, particularly during spring when cattle are rearing their young.
Dogs are a major annoyance to livestock. Although our Group walks do not allow dogs, be aware of other dogs nearby.
Here's some advice from the RA experts on what do when walking near cattle:
Do
- Stop, look and listen on entering a field. Look out for any animals and watch how they are behaving, particularly bulls or cows with calves.
- Avoid getting between cows and their calves.
- Be prepared for cattle to react to your presence.
- Move quickly, calmly and quietly, keep together and if possible walk around the herd.
-
If they try to get too close, clap your hands loudly.
- Remember to close gates behind you when walking through fields containing livestock.
- Report any frightening incidents or attacks to the landowner, the highway authority, the Health & Safety Executive (HSE), and also the police if it's of a serious nature, typically via the leader of the walk.
- Keep the Lancaster RA committee informed of any problems you experience.
Don't
- Don't put yourself at risk by walking close to cattle.
- Don't startle them.
- Don't panic or run – most cattle will stop before they reach you; if they follow just walk on quietly.
- Don't try to stroke or feed them, they are not pets.
- Don't stop to rest in the field with cattle, especially bullocks, who can be very inquisitive.
6. Reporting path and access problems
Can't walk where your map says you should be able to walk? When you're out walking you'll sometimes come across a broken stile or overgrown hedge obstructing a footpath. Or occasionally you might be blocked from walking on access land. By reporting these types of problems you'll be helping out the next walker that comes along.
Report the problem to the Footpath secretary at email@example.com or 'phone the current footpath secretary (2017/8: Neil Herbert 01524 822553). Please state the following:-
a. Accurate grid reference for the problem
b. Location – to where is the problem close, eg farm, road etc
c. Nature of the problem
d. Photo of the problem if possible. This is very useful.
The footpath secretary will typically add parish and footpath number to the report and send it to the local authority. Report problems in and out of our area. For problems outside the area, the issue will be sent to the local RA footpath secretary.
Typically these details will be taken on the walk by the footpath secretary, the walk leader or any of the walkers.
7. Navigation
Map Reading
Maps are simply an accurate picture of the ground as seen from above, scaled down from life size, and with symbols to show particular features and landmarks.
For more information see Section 7 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
Types of maps
Ordnance Survey maps
The best and most comprehensive maps of Britain for walkers are Ordnance Survey (OS) Explorer maps at a scale of 1:25 000. These are divided into sheets covering the whole of Great Britain. See www.ordnancesurvey.co.uk.
They give a clear depiction of the physical landscape, detailing a range of geographical features, landmarks, field boundaries, valley contours, summit heights, rivers, roads, railways, villages and towns.
Most importantly, they also show public rights of way and open access land in England and Wales, 'core paths' in Scotland, many long-distance trails and off-road cycle ways.
Digital maps
Ordnance Survey Explorer and Landranger maps, and some Harvey maps, are now available in digital form. There are also a number of websites which offer map extracts online. In our area the following are useful:
MARIO for Lancashire: http://mario.lancashire.gov.uk/agsmario/ Cumbria Definitive Map: Cumbria/Yorkshire Dales: http://www.cumbria.gov.uk/roadstransport/public-transport-road-safety/countrysideaccess/Definitive_Map/Definitive_Map.asp
Using a compass
Learning how to use a compass is a skill that everyone who enjoys the outdoors will find useful and can be essential if you walk in isolated areas or in more challenging conditions.
To navigate successfully you will need to use your compass alongside a map – so first make sure you are comfortable with reading maps first. In urban areas and lowland countryside in good visibility, good map readers can navigate well without using a compass.
For walking an orienteering compass is recommended, eg Silva, with a rectangular base, which is marked with km/m scales that can be seen even in poor light.
For more information see Section 7 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
Using a GPS device
A GPS (Global Positioning System) device is a hand-held receiver that picks up signals from satellites circling the earth, enabling you to locate your current position to an accuracy of 10-20m. Most modern GPS devices can then show that position on a map and, if you have stored a pre-programmed route, help you navigate along it. For more information see Section 7 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
Walking guidebooks
Guidebooks have been around in some shape or form since antiquity. There are several guide books available from Lancaster booksellers detailing walks in our areas including some devised by Lancaster Ramblers. Contact the Lancaster RA Secretary for details.
8. Types of paths in England and Wales
A right of way in England and Wales is a path that anyone has the legal right to use on foot, and sometimes using other modes of transport. Legally, a public right of way is part of the Queen's highway and subject to the same protection in law as all other highways, including trunk roads.
For more information see Section 8 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
9. Countryside Code for the public
Content reproduced from RA by permission of Natural England.
- Respect other people
- Protect the natural environment
- Enjoy the outdoors
Respect other people
Consider the local community and other people enjoying the outdoors
- Respect the needs of local people and visitors alike – for example, don't block gateways, driveways or other paths with your vehicle.
- When riding a bike or driving a vehicle, slow down or stop for horses, walkers and farm animals and give them plenty of room. By law, cyclists must give way to walkers and horse– riders on bridleways.
- Co–operate with people at work in the countryside. For example, keep out of the way when farm animals are being gathered or moved and follow directions from the farmer.
- Leave gates and property as you find them.
- A farmer will normally close gates to keep farm animals in, but may sometimes leave them open so the animals can reach food and water. Leave gates as you find them or follow instructions on signs. When in a group, make sure the last person knows how to leave the gates.
- Follow paths unless wider access is available, such as in open country or registered common land (known as "Open Access" land). See the RA guide, www.ramblers.org.uk/accessguide.
- If you think a sign is illegal or misleading such as a 'Private – No Entry' sign on a public path, contact the Footpath Secretary.
- Leave machinery and farm animals alone – don't interfere with animals even if you think they're in distress. Try to alert the farmer instead.
- Use gates, stiles or gaps in field boundaries if you can – climbing over walls, hedges and fences can damage them and increase the risk of farm animals escaping.
- Our heritage matters to all of us – be careful not to disturb ruins and historic sites.
Protect the natural environment
Leave no trace of your visit and take your litter home
- Protecting the natural environment means taking special care not to damage, destroy or remove features such as rocks, plants and trees. They provide homes and food for wildlife, and add to everybody's enjoyment of the countryside.
- Litter and leftover food doesn't just spoil the beauty of the countryside, it can be dangerous to wildlife and farm animals – so take your litter home with you. Dropping litter and dumping rubbish are criminal offences.
- Fires can be as devastating to wildlife and habitats as they are to people and property – so be careful with naked flames at any time of the year. Smoking is not permitted on Lancaster RA walks. Sometimes, controlled fires are used to manage vegetation, particularly on heaths and moors between 1st October and 15th April, but if a fire appears to be unattended then report it by calling 999 / 112. Some areas can be closed to the public if there is an extreme fire risk.
Enjoy the outdoors
Plan ahead and be prepared
- Although the Leader is in overall charge of the walk, you're responsible for your own safety and for others in your personal care – especially children – so be prepared for natural hazards, changes in weather and other events. Wild animals, farm animals and horses can behave unpredictably if you get too close, especially if they're with their young – so give them plenty of space.
- Check weather forecasts before you leave. Conditions can change rapidly especially on mountains and along the coast, so ensure you have the right clothing and equipment.
- Part of the appeal of the countryside is that you can get away from it all. You may not see anyone for hours, and there are many places without clear mobile phone signals, so let someone else know where you're going and when you expect to return. This is most applicable to lone, rather than group, walking of course.
Highway Code for walkers
As well as the Countryside Code, parts of the Highway Code – which applies to road users in England, Scotland and Wales – are also relevant for walkers.
Pedestrians are the most vulnerable road users along with cyclists, motorcyclists and horse riders. It is as important for walkers to be familiar with the rules of the Highway Code, and therefore not put themselves at unnecessary risk, as it is for vehicle drivers to be considerate of those on foot.
Except for motorways and slip roads (which should only be used in an emergency), all public roads are open to walkers. Even if you plan on walking off-road though, many walking routes will include at least some road walking if only to link between footpaths or areas of open access so it's important to take care, especially on country roads with no pavements where traffic could be moving very fast.
Key points to remember:
- Use the pavement (including any path along the side of the road) where there is one
- Cross together and use safe crossings, where possible, and follow the Green Cross Code. Cross at a place with good visibility and take care that all cross safely with minimum risk to all road users.
- Use reflective materials at night such as armbands, sashes or jackets.
- When there is no pavement available, groups should keep to the right-hand side of the road so you can see oncoming traffic. Keep close to the side of the road and be prepared to walk in single file. If you come across a sharp right-hand bend it may be safer to cross to the lefthand side of the road and cross back after the bend.
Level Crossings
If walking in a group, don't just follow the person in front. Ensure the person in front of you has cleared the crossing area and is over any stiles or through gates at the crossing before you start to cross. The leader will manage the group by acting as, or delegating, a watcher who looks and listens for trains and ensures that all individual walkers cross and leave the railway safely. Everyone is responsible for their own safety and should always stop, look and listen before crossing. No one should ever stop on a crossing.
10. Personal safety
General Safety Rules
Walking isn't without risk, but statistics show it's safer walking in the countryside than on a city street. Always take care however.
Mobile phones
It's always a good idea to carry a mobile with you, which you should fully charge before setting out. If you have to call the emergency services, make sure you keep your mobile on, so they can call you back. However remember that there may be no coverage in some hilly and remote areas.
Group walking
When you walk in a group, don't just follow the person in front - try to look around you and be aware of what's going on. It's important to take responsibility for your own safety.
Food and drink
Keeping your energy levels up
It's important to take plenty of food and water with you when out walking to keep hydrated and keep your energy levels up, especially on longer walks.
Being prepared will help make your walk more enjoyable so here are few handy tips:
- Carbohydrate-rich foods, fats, and healthy sugars are a good source of energy and will help you keep the pace and prevent exhaustion from setting in.
- Go for foods that provide long-lasting energy, rather than a short-term sugar-rush. A Trail mix, which combines nuts and dried fruits, or energy bars are an excellent, high energy snack.
- Fresh fruit also has a high water content so can help to keep you hydrated. Bananas are high in potassium and natural sugars and harder fruit like apples and pears are compact and easy to pack. Pack softer fruit with care at the top of your rucksack to avoid it getting squashed and take plastic bags to avoid anything leaking into your kit. Chocolate gives you a good boost of energy so it's always handy to keep a couple of bars on you.
- If you're going on a longer walk, it's better to snack on small amounts throughout the day rather than eating one big meal. This will help you keep your blood sugar levels up and avoid painful cramps.
- Adapt to suit any personal medical issues.
It's important to remember to take all your litter away with you – including fruit peels, skins and cores - to avoid spoiling the beauty of the countryside, and causing unnecessary harm to wildlife and farm animals.
Staying hydrated
Staying hydrated is one of the most important things to do when going walking. Dehydration can lead to tiredness, cramps and headaches and could be dangerous, so take plenty of water with you, particularly if you're going on a long walk or are walking in remote areas.
A few helpful tips:
- The Department of Health recommends that we should drink about 1.2 litres of fluids a day. If you're exercising you may need more, particularly in warm weather. Don't wait until you're thirsty to drink, as this is one of the first signs of dehydration. Rather take regular sips as you go along.
- Plain tap or still mineral water is your best option. Fizzy drinks are not good for quenching thirst as they are difficult to drink quickly. Fruit juice and non-diet soft drinks contain sugar which will boost your energy but aren't as effective as water at keeping you hydrated.
- Isotonic and sports drinks are formulated to improve the rate at which water is absorbed, but water is still the healthiest option and best way to rehydrate.
- Avoid drinking unboiled or unpurified water from streams. Bring plenty of water with you.
Thunder and Lightning
Thunder and lightning shouldn't be taken lightly when walking outdoors. Always check the weather forecast before starting your walk. If you do find yourself in a thunder and lightning storm whilst outdoors, try to follow these safety tips.
- If you hear thunder, see lightning or if your hair stands on end, postpone activities even if the sky looks blue and clear. Lightning will strike as far as 10 miles (15kms) away from any rainfall.
- Lighting can strike the same place repeatedly, especially tall, pointed, isolated objects, so avoid being the tallest point.
- Seek shelter inside a completely enclosed building or a hard-topped all-metal vehicle. Avoid fences or exposed metal sheds.
- Abandon exposed pointed metal items like umbrellas, tools, walking sticks or rucksacks.
- If there is no shelter you should keep moving. If you become the tallest object, crouch in the open twice as far away from the nearest pointed object as it is tall. Make yourself as small as possible, stay on your toes and keep your heels together as it will allow electricity to go up one foot, through the heels and back into the ground through the other.
- Avoid standing in water, even if wearing rubber boots (they offer no protection).
- If in a group move several yards away from each other.
- It is safe to touch someone who has been struck by lightning and provide them with CPR and First Aid.
- The standard lightning safety guide is the 30-30 rule. The first 30 represents 30 seconds. If the time between when you see the flash and hear the thunder is 30 seconds or less, the lightning is close enough to hit you. After the last flash of lightning, wait 30 minutes (the second 30) before leaving your shelter.
Insects
For more information see Section 10 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
Emergencies and First Aid
If an emergency occurs, the international distress signal is six loud blasts of a whistle, or flashes of a torch, to be repeated at one minute intervals.
Summoning help: This will be co-ordinated by the Leader of the walk. Call 999 / 112 and ask for the Police, letting them know your location. They will contact mountain rescue and ambulance services for you as appropriate. The ambulance service usually uses post codes and will not go off-road so only ask for Ambulance if you are on, or very close to, a road. Send others (two recommended) for help if there is no mobile signal. Remember, even if your mobile phone has no signal make the call to the emergency services as other networks may transmit the call. Post watchers at suitable points and make yourself visible for the rescue party.
When calling the emergency services remember: Stay calm; Describe the nature of the emergency; State the location accurately, preferably with a grid reference; Answer any questions clearly; be patient – your call will be prioritized and handled as quickly as possible When the situation is under control ensure the casualty is kept warm, dry and comfortable as far as practical.
All members of the group should keep dry. In an emergency situation the victim and all the rest of the group will be stopped and not generating heat so wet weather and warm gear may be necessary.
For more information and what to do in specific situations see Section 10 of the Guide for Leaders on the Lancaster RA website (http://www.lancasterramblers.org.uk).
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"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
48,
80,
2005,
4130,
6657,
9277,
11419,
13511,
14815,
16244,
17548,
19284,
21765,
23917,
25663,
28076,
30343,
30722
] | [
0.9453125,
2.765625
] | 3 | 0 |
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