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Topic: Electrochemistry (Oxidation-Reduction Reactions)
Outline
1. In all chemical reactions there is a conservation of mass, energy, and charge.
2. An oxidation-reduction (redox) reaction involves the transfer of electrons (e-).
3. Reduction is the gain of electrons.
A half-reaction can be written to represent reduction.
For example:
Cl
2
+ 2 e
-
2 Cl
1-
4. Oxidation is the loss of electrons.
A half-reaction can be written to represent oxidation.
For example:
Na
Na
+
+ 1 e
-
5. Oxidation numbers (states) can be assigned to atoms and ions. Changes in oxidation numbers indicate that oxidation and reduction have occurred.
Be able to use an activity series (Reference Table J) to determine whether a redox reaction is spontaneous.
6. In a redox reaction the number of electrons lost is equal to the number of electrons gained.
This supports the fact that charge is always conserved!
7. An electrochemical cell can be either voltaic or electrolytic. In an electrochemical cell, oxidation occurs at the anode and reduction at the cathode.
Be able to compare and contrast voltaic and electrolytic cells.
8. A voltaic cell spontaneously converts chemical energy to electrical energy.
Identify and label the parts of a voltaic cell (cathode, anode, salt bridge) and direction of electron flow, given the reaction equation.
Since this reaction is spontaneous, use Ref. Table J to help you determine what is the anode (oxidation) and the cathode (reduction). The most reactive metal will oxidize, the most reactive non-metal will reduce.
9. An electrolytic cell requires electrical energy to produce a chemical change. This process is known as electrolysis.
Identify and label the parts of an electrolytic cell (cathode, anode) and direction of electron flow, given the reaction equation
Since this reaction is non-spontaneous, use Ref. Table J to help you determine what is the anode (oxidation) and the cathode (reduction). The most reactive metal will reduce, the most reactive non-metal will oxidize. (NOTE: This is the opposite of what metals/non-metals want to do!)
Electrochemistry Practice Questions
1. Given the equation:
l
Ca 2+ (aq
) + PO 4 3- ( aq ) Ca 3 (PO 4 ) 2 ( s
)
When the equation is correctly balanced, the sum of the total charge of the reactants is
(1) 0
(3) -3
(2) +2
(4) +6
2. The net ionic equation:
Fe(s) + Pb 2+ (aq) Fe 2+ (aq) + Pb(s) illustrates conservation of
(1) mass and charge
(2) charge but not mass
(3) mass but not charge
(4) neither mass nor charge
3. As an atom of nitrogen gains electrons, its oxidation number
(1) decreases
(2) increases
(3) remains the same
4. When a neutral atom undergoes oxidation, the atom’s oxidation state
(1) decreases as it gains electrons
(2) decreases as it loses electrons
(3) increases as it gains electrons
(4) increases as it loses electrons
5. In which substance does hydrogen have an oxidation number of zero?
(1) LiH
(3) H2S
(2) H2O
(4) H2
6. What is the oxidation number of chlorine in HClO4?
(1) +1
(3) +3
(2) +5
(4) +7
(1) Cl2
(3) AlCl3
(2) Cl2O
(4) HClO2
8. What is the oxidation number of chromium in K2Cr2O7?
(1) +12
(3) +3
(2) +2
(4) +6
9. Oxygen has an oxidation number of -2 in
(1) O2
(3) Na2O2
(2) NO2
(4) OF2
10. In which compound does chlorine have the highest oxidation number?
(1) NaClO
(3) NaClO3
(2) NaClO2
(4) NaClO4
11. In which compound does carbon have an oxidation state of -4?
(1) CO
(3) CCl4
(2) CO
2
(4) CH4
12. What is the oxidation number of carbon in NaHCO3?
(1) +6
(3) -4
(2) +2
(4) +4
13. Given the reaction:
Cu(s) + 4HNO
3
(aq) Cu(NO
3
)
2
(aq) + 2NO
3
(g) + 2H
2
O(
As the reaction occurs, what happens to copper?
(1) It undergoes reduction and its oxidation number decreases.
(2) It undergoes reduction and its oxidation number increases.
(3) It undergoes oxidation and its oxidation number decreases.
7. In which substance is the oxidation number of Cl equal to +1?
(4) It undergoes oxidation and its oxidation number increases.
2
)
14. Which component of a voltaic cell is correctly paired with its function?
(1) external conductor — allows the solutions to mix
(3) salt bridge — allows the solutions to mix
(2) external conductor — permits the migration of ions
(4) salt bridge — permits the migration of ions
15. The diagram represents a chemical cell at 298 K.
When the switch is closed, electrons flow from
(2) Ni(s) to Al(s)
(1) Al(s) to Ni(s)
(3) Al 3+ (aq) to Ni 2+ (aq)
(4) Ni 2+ (aq) to Al 3+ (aq)
Which redox equation is correctly balanced?
(2) Al 3+ + K Al + K +
(1) Cr 3+ + Mg Cr + Mg 2+
16.
(3) Sn 4+ + H2 Sn + 2H +
(4) Br2 + Hg Hg 2+ + 2Br -
17. Which statement best describes how a salt bridge maintains electrical neutrality in the half-cells of a voltaic cell?
(1) It prevents the migration of electrons.
(3) It permits the two solutions to mix completely.
(2) It permits the migration of ions.
(4) It prevents the reaction from occuring spontaneously.
3
18. Given the reaction:
When the equation is completely balanced using the smallest whole-number coefficients, the coefficient of Hg will be
(1) 1
(3) 3
(2) 2
(4) 4
19. The diagram shows a voltaic cell. The reaction occurs at 1 atmosphere and 298 K.
When the switch is closed, what occurs?
(1) Pb is oxidized and electrons flow to the Zn electrode.
(3) Zn is oxidized and electrons flow to the Pb electrode.
(2) Pb is reduced and electrons flow to the Zn electrode.
(4) Zn is reduced and electrons flow to the Pb electrode.
20. Which metal can replace Cr in Cr2O3?
(1) nickel
(2) lead
(3) copper
(4) aluminum
21. Given the reaction:
When the reaction is correctly balanced using the smallest whole numbers, the coefficient of Sn 2+ (aq) is
(1) 1 (3) 3
(2) 2
(4) 4
22. An electrochemical cell that generates electricity contains half-cells that produce
(1) oxidation half-reactions, only
(3) spontaneous redox reactions
(2) reduction half-reactions, only
(4) nonspontaneous redox reactions
23. Given the reaction:
)
As the reaction takes place, the Cl2(g) will
(3) gain protons
(1) gain electrons
(2) lose electrons
(4) lose protons
24. In the reaction Cu + 2Ag + Cu 2+ + 2Ag, the oxidizing agent is
(1) Cu
(3) Ag
+
(2) Cu 2+
(4) Ag
25. Which procedure requires the use of an external electric current to force a redox reaction to occur?
(1) polymerization
(3) electrolysis
(2) distillation
(4) saponification
4
26. An electrolytic cell is different from a voltaic cell because in an electrolytic cell
(1) a redox reaction occurs
(3) an electric current is produced
(2) a spontaneous reaction occurs
(4) an electric current causes a chemical reaction
27. The diagram shows an electrolytic cell in which the electrodes are tin and copper.
When the switch is closed, what will happen to the two electrodes?
(1) B will dissolve and A will become coated with tin.
(3) B will dissolve and A will become coated with copper.
(2) A will dissolve and B will become coated with tin.
(4) A will dissolve and B will become coated with copper.
28. Which statement best describes the reaction represented by the equation below?
2NaCl + 2H2O + electricity Cl2 + H2 + 2NaOH
(1) The reaction occurs in a voltaic cell and releases energy.
(3) The reaction occurs in an electrolytic cell and releases energy.
(2) The reaction occurs in a voltaic cell and absorbs energy.
(4) The reaction occurs in an electrolytic cell and absorbs energy.
29. What is the oxidation state of nitrogen in the compound NH4Br?
(1) –1
(3) –3
(2) +2
(4) +4
30. Given the unbalanced ionic equation:
When this equation is balanced, both Fe 3+ and Fe have a coefficient of
(1) 1, because a total of 6 electrons is transferred
(3) 1, because a total of 3 electrons is transferred
(2) 2, because a total of 6 electrons is transferred
(4) 2, because a total of 3 electrons is transferred
31. A student collects the materials and equipment below to construct a voltaic cell.
* two 250-mL beakers
* one strip of magnesium
* wire and a switch
* one strip of copper
* 125 mL of 0.20 M Cu(NO3)2(aq)
* 125 mL of 0.20 M Mg(NO3)2(aq)
Which additional item is required for the construction of the voltaic cell?
(1) an anode
(3) a cathode
(2) a battery
(4) a salt bridge
5
32. The diagram below represents an operating electrochemical cell and the balanced ionic equation for the reaction occurring in the cell.
Which statement identifies the part of the cell that conducts electrons and describes the direction of electron flow as the cell operates?
(1) Electrons flow through the salt bridge from the Ni(s) to the Zn(s).
(3) Electrons flow through the wire from the Ni(s) to the Zn(s).
(2) Electrons flow through the salt bridge from the Zn(s) to the Ni(s).
(4) Electrons flow through the wire from the Zn(s) to the Ni(s).
Base your answers to questions 33 through 35 on the information below.
In a laboratory investigation, magnesium reacts with hydrochloric acid to produce hydrogen gas and magnesium chloride. This reaction is represented by the unbalanced equation below.
Mg(s) + HCl(aq)
H2(g) +
MgCl
2
(aq)
33. State, in terms of the relative activity of elements, why this reaction is spontaneous. [1]
34. Balance the equation above, using the smallest whole-number coefficients. [1]
35. Write a balanced half-reaction equation for the oxidation that occurs. [1]
Base your answers to questions 36 through 37 on the information below.
The diagram below shows a system in which water is being decomposed into oxygen gas and hydrogen gas. Litmus is used as an indicator in the water. The litmus turns red in test tube 1 and blue in test tube 2.
The oxidation and reduction occurring in the test tubes are represented by the balanced equations below.
36. Identify the information in the diagram that indicates this system is an electrolytic cell. [1]
37. Determine the change in oxidation number of oxygen during the reaction in test tube 1. [1]
Base your answers to questions 38 through 40 on the diagram below.
The diagram shows a voltaic cell with copper and aluminum electrodes immediately after the external circuit is completed.
38. Balance the redox equation below using the smallest whole-number coefficients. [1]
39. As this voltaic cell operates, the mass of the Al(s) electrode decreases. Explain, in terms of particles, why this decrease in mass occurs. [1]
40. Explain the function of the salt bridge. [1]
Base your answers to questions 41 through 44 on the information below.
In a laboratory investigation, a student constructs a voltaic cell with iron and copper electrodes. Another student constructs a voltaic cell with zinc and iron electrodes. Testing the cells during operation enables the students to write the balanced ionic equations below.
$$Cell with iron and copper electrodes: Cu 2+ (aq) + Fe(s) Cu(s) + Fe 2+ (aq) Cell with zinc and iron electrodes: Fe 2+ (aq) + Zn(s) Fe(s) + Zn 2+ (aq)$$
41. State evidence from the balanced equation for the cell with iron and copper electrodes that indicates the reaction in the cell is an oxidation-reduction reaction. [1]
42. Identify the particles transferred between Fe 2+ and Zn during the reaction in the cell with zinc and iron electrodes. [1]
43. Write a balanced half-reaction equation for the reduction that takes place in the cell with zinc and iron electrodes. [1]
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Solve each problem.
1) A movie theater needed eight hundred eighty-six popcorn buckets. If each package has four buckets in it, how many packages will they need to buy?
Answer Key
Answers
886÷4 = 221 r2
1.
222
1-10 90 80 70 60 50 40 30 20 10
2) There are six hundred thirty-nine students going to a trivia competition. If each school van can hold two students, how many vans will they need?
639÷2 = 319 r1
3) A cafeteria was putting milk cartons into stacks. They had seven hundred ninety-nine cartons and were putting them into stacks with two cartons in each stack. How many full stacks could they make?
799÷2 = 399 r1
4) A store owner had five employees and bought six hundred seventy-two uniforms for them. If he wanted to give each employee the same number of uniforms, how many more should he buy so he doesn't have any extra?
672÷5 = 134 r2
5) Frank wanted to give each of his seven friends an equal amount of candy. At the store he bought four hundred ninety-nine pieces total to give to them. He many more pieces should he have bought so he didn't have any extra?
499÷7 = 71 r2
6) Rachel is making bead necklaces. She wants to use seven hundred forty-nine beads to make four necklaces. If she wants each necklace to have the same number of beads, how many beads will she have left over?
749÷4 = 187 r1
7) An industrial machine can make nine hundred twenty-seven crayons a day. If each box of crayons has four crayons in it, how many full boxes does the machine make a day?
927÷4 = 231 r3
8) Adam had four hundred forty-two baseball cards he's putting into a binder with nine on each page. How many cards will he have on the page that isn't full?
442÷9 = 49 r1
9) A baker had nine boxes for donuts. He ended up making five hundred thirty-eight donuts and splitting them evenly between the boxes. How many extra donuts did he end up with?
538÷9 = 59 r7
10) A school had six hundred seventy-seven students sign up for the trivia teams. If they wanted to have five team, with the same number of students on each team, how many more students would need to sign up?
677÷5 = 135 r2
2.
320
3.
399
4.
3
5.
5
6.
1
7.
231
8.
1
9.
7
10.
3
Math www.CommonCoreSheets.com
Name:
0
Solve each problem.
Answers
1) A movie theater needed eight hundred eighty-six popcorn buckets.
If each package has four buckets in it, how many packages will
2)
3)
4)
5)
6)
7)
8)
9)
10)
222
Math www.CommonCoreSheets.com
Name:
886÷4 = 221 r2
1.
0
Solve each problem.
3
3
1
320
222
399
5
Name:
231
7
1
1.
Answer Key
Answers
222
Modified
1) A movie theater needed 886 popcorn buckets. If each package has 4 buckets in it, how many packages will they need to buy?
886÷4 = 221 r2
2) There are 639 students going to a trivia competition. If each school van can hold 2 students, how many vans will they need?
639÷2 = 319 r1
3) A cafeteria was putting milk cartons into stacks. They had 799 cartons and were putting them into stacks with 2 cartons in each stack. How many full stacks could they make?
799÷2 = 399 r1
4) A store owner had 5 employees and bought 672 uniforms for them. If he wanted to give each employee the same number of uniforms, how many more should he buy so he doesn't have any extra?
672÷5 = 134 r2
5) Frank wanted to give each of his 7 friends an equal amount of candy. At the store he bought 499 pieces total to give to them. He many more pieces should he have bought so he didn't have any extra?
499÷7 = 71 r2
6) Rachel is making bead necklaces. She wants to use 749 beads to make 4 necklaces. If she wants each necklace to have the same number of beads, how many beads will she have left over?
749÷4 = 187 r1
7) An industrial machine can make 927 crayons a day. If each box of crayons has 4 crayons in it, how many full boxes does the machine make a day?
927÷4 = 231 r3
8) Adam had 442 baseball cards he's putting into a binder with 9 on each page. How many cards will he have on the page that isn't full?
442÷9 = 49 r1
9) A baker had 9 boxes for donuts. He ended up making 538 donuts and splitting them evenly between the boxes. How many extra donuts did he end up with?
538÷9 = 59 r7
10) A school had 677 students sign up for the trivia teams. If they wanted to have 5 team, with the same number of students on each team, how many more students would need to sign up?
677÷5 = 135 r2
2.
320
3.
399
4.
3
5.
5
6.
1
7.
231
8.
1
9.
7
10.
3
1-10 90 80 70 60 50 40 30 20 10
Math www.CommonCoreSheets.com
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Deepwater Sculpin Fact Sheet
More information from this division:
Fish, Wildlife and Marine Resources Endangered Species Program
Deepwater Sculpin Myoxocephalus thompsoni
New York Status: Endangered
Description
The deepwater sculpin, New York's largest sculpin, ranges from 2 to 4.7 inches in length; however, one Lake Ontario specimen measured 9.2 inches. The fish has a long, tapered body, a blunt snout and a flat head. Unlike other sculpin species, the deepwater has four preopercular (cheekbone) spines, with the upper two spines close enough to appear as one large spine. Gill membranes join at a sharp angle and are
free from the isthmus (or breast). There are two widely separated dorsal (back) fins. The second dorsal fin has a long base and long fin rays and is often enlarged on males. The caudal (tail) fin is square, the pelvic (bottom rear) fins are shaped like paddles and the pectoral (front side) fins are shaped like fans. The body has no scales, but is prickled on top. It is generally grey-brown in color with a lighter underside. The back and sides are speckled and there are thin, dark saddle-like marks on the back.
Life History
The deepwater sculpin spawns year round and is usually found in cold water - 40 degrees F. or less. It spawns during the winter in Lake Michigan and during the summer and early fall in Canada. In Lake Huron, scientists determined that hatching occurs after ice breakup. The fish feeds on small crustaceans (primarily Mysis and Pontoporeia) and aquatic insects that live on the bottom.
Distribution and Habitat
The deepwater sculpin is found in deep, cool waters of mainland lakes in northern North America, from the Great Bear Lake in Canada to the Great Lakes. In New York State, the fish has been found in Lakes Ontario and Erie.
Population Status
The deepwater sculpin, abundant in Lake Ontario until 1980, was considered extirpated from this lake until caught in waters in 1996, 1998 and 1999. They were caught in Lake Erie as recently as 1995. The cause of the sculpins' population decline is unknown. However, scientists theorize that alewives and rainbow smelt may have contributed to the decline because they eat sculpin eggs and larvae. In addition, alewives and rainbow smelt compete with deepwater sculpins for food.
Management/Research Needs
The Department of Environmental Conservation will continue to track and report on observations of http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/dpwtscul.html (1 of 2)04/03/2006 1:53:59 PM
deepwater sculpins in New York waters.
To view other articles in the Endangered Species series, click on one of the following:
Shortnose Sturgeon Bluebreast Darter Silver Chub Pugnose Shiner Gilt Darter Spoonhead Sculpin Round Whitefish
Back to top of page http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/dpwtscul.html (2 of 2)04/03/2006 1:53:59 PM | <urn:uuid:255e2734-031e-4dc9-8046-4ca93d5db4c2> | CC-MAIN-2024-30 | https://www.nrc.gov/docs/ML0609/ML060940166.pdf | 2024-07-17T09:47:26+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00039.warc.gz | 808,510,075 | 714 | eng_Latn | eng_Latn | 0.937986 | eng_Latn | 0.993748 | [
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Saving the Critically Endangered spotted tree frog following the 2019–20 bushfires
NESP Threatened Species Recovery Hub Project 1.4.1
KEY MESSAGES
* Spotted tree frogs have suffered major declines, are now Critically Endangered in Victoria and New South Wales, and will become extinct unless we take action.
* Before the 2019–20 bushfires remaining populations were rare and had low resilience, particularly due to predation by non-native fish and disease caused by chytrid fungus.
* Spotted tree frogs can be killed during bushfire events, and their eggs and tadpoles can also be killed after fire if rainfall washes ash, sediment and debris into mountain streams, causing a black water event where this frog species breeds.
* The 2019–20 bushfires burnt 50% of sites used by spotted tree frogs, and high rainfall caused flooding and blackwater events after the fires.
* While the bushfire, post-fire flooding and blackwater events likely directly killed many frogs, eggs and tadpoles, a high proportion of frogs were also found to be infected by chytrid fungus during post-fire surveys.
* These post-fire surveys found that spotted tree frog populations were reduced to critically low numbers at severely burnt sites.
* The number of frogs at some sites were so low that researchers decided to salvage remaining individuals.
* Spotted tree frogs were collected from these sites, and neighbouring populations, to establish a captive conservation breeding and insurance population at Zoos Victoria.
* The frogs collected were mostly juveniles and from multiple sites to reduce the potential impact on the remaining wild populations and to maximise the genetic diversity of the captive founder population.
* Captive-bred spotted tree frogs will eventually be released back to help increase the resilience of wild populations to existing threats like chytrid fungus, and future fire events.
A spotted tree frog nestled between
burnt logs after the Black Summer Fires.
Image: Matt West
Understanding the problem
The spotted tree frog is found in freshwater streams in northern-eastern Victoria and southern New South Wales. This Critically Endangered species has disappeared from 50% of its known former sites, is rare at all these remaining sites, and is expected to become extinct unless we intervene.
Non-native fish and chytrid fungus are the two key threats to its persistence.
* Non-native fish (brown trout, rainbow trout, European carp and redfin perch) eat spotted tree frog tadpoles. The native fish species (blackfish) rarely eat the tadpoles.
* Chytrid fungus causes a disease called chytridiomycosis that kills adult frogs, and frogs at earlier life stages.
Bushfires can have devastating impacts on wildlife populations. Spotted tree frogs often use vegetation on the banks of mountain streams as shelter sites. If the frogs are sheltering in vegetation during bushfires, they can be killed when the vegetation burns, but they may also be killed by radiant heat if using other shallow shelter sites. Post-fire rain can wash ash, debris and sediment into mountain streams after fire events. When this material reduces dissolved oxygen in the water it is known as a blackwater event.
SAVING OUR SPECIES
Understanding the problem (continued)
Spotted tree frogs breed only in mountain streams, and if the postfire flooding causes a blackwater event when eggs and tadpoles are in the streams then an entire generation can be killed.
Given that spotted tree frog populations are small, isolated and face multiple threats, they are unlikely to cope with severe bushfire events. This is because spotted tree frog populations are very unlikely to naturally recover if any event further reduces their recruitment rates. Furthermore, spotted tree frogs cannot recolonise sites, as the distance between all remaining populations is greater than the distance they can naturally disperse. Even lowto moderate-intensity bushfires may accelerate population declines of spotted tree frogs if fires reduce the survival of frogs and disrupt their breeding.
The impact of the 2019–20 bushfires on wildlife
Severe drought up to spring 2019 led to an extreme fire season in southern and eastern Australia. The 2019–20 bushfires burnt over 104,000 km2, including approximately 20% of the forest biomes, much of it severely. Aquatic habitats within and downstream of burnt areas were also heavily impacted.
Three billion reptiles, mammals, birds and frogs are estimated to have been impacted by the bushfires, and many were killed during the fires. Animals that survived the initial fire event may have later died from lack of resources (food, water, shelter), heavy sedimentation and water quality deterioration in aquatic environments, and increased exposure to predation, competition and disease.
Thirty-eight frog species, including the spotted tree frog, had 25% or more of their habitat burnt by the fires. Experts have predicted that in the absence of conservation action, the immediate and subsequent effects of the bushfire will drive a further 35-62% reduction in remaining spotted tree frog populations over the next 10 years (or three generations). While the spotted tree frog is recognised as Critically Endangered in both Victoria and New South Wales, the recent fire event further supports recommendations that the national conservation status of spotted tree frogs (Endangered) also be up listed to Critically Endangered.
Who is involved?
* Department of Agriculture, Water and the Environment
* Victorian Government Department of Land, Water and Planning
* Forest Fire Management Victoria
* Parks Victoria
* The University of Melbourne
* Zoos Victoria
* Cadbury Freddo
* New South Wales Office of Environment, Energy and Science Saving Our Species Program
A high percentage of spotted tree frogs were found to be infected with chytrid fungus
after the Black Summer Fires. Image: Matt West
About chytrid
Chytrid fungus is found at the sites of all the remaining spotted tree frog populations.
The fungus originated in southeast Asia and spread around the world, likely arriving in Australia in the 1970s.
Globally, chytrid has affected 700 species of amphibian, with at least 500 of those suffering declines as a consequence.
microscopic and can persist in the environment. Not all frog species are equally affected by chytrid. Frog species that are less susceptible to infection and developing disease can carry and spread chytrid to the detriment of other, more susceptible, frog species.
Chytrid has a free-swimming zoospore life stage that is
While we can treat individual frogs for chytrid infection in captive situations, we can't yet eliminate chytrid from wild populations.
The spotted tree frog is highly susceptible to developing disease caused by chytrid fungus. Image: Matt West
Emergency salvage and establishing a captive conservation breeding colony
Captive insurance and conservation breeding programs can help protect species when their wild populations reach critically low numbers and their threats cannot be eliminated. Researchers from The University of Melbourne and Victorian Government Department of Land Water and Planning collected 27 spotted tree frogs to establish a captive insurance and conservation breeding program at Zoos Victoria. The frogs were collected from four different sites to maximise the genetic diversity of the founders for the new breeding program. Three of these four populations had been affected by bushfire to differing degrees. At one site, researchers may have collected the last remaining individuals.
In addition, these juvenile frogs are expected to have a better chance of surviving to the adult stage in captivity than they do in the wild. Under current conditions, in the wild only around 0.4% of eggs produced by female spotted tree frogs survive to become adult frogs. Given that females produce around 500 eggs per year, this means that only around two of these will reach the adult breeding life stage. A key reason for the low survival of the eggs and tadpoles in the wild is because they are eaten by non-native fish. Furthermore, to contribute to the next generation, the adult frogs must also survive, avoid succumbing to chytrid infection, and then breed.
New, specialised captive-breeding facilities are being constructed at Healesville Sanctuary and Melbourne Zoo thanks to the Australian Government's Bushfire Recovery for Wildlife and their Habitats grant funding and donations received from the community after the fires and a special funding campaign by Freddo Frog. Once the captive frogs mature, the breeding program will help to produce frogs for future reintroduction and translocation trials at key wild release sites. Ultimately, we hope this will increase the resilience of spotted tree frogs to future fire events.
Mostly juvenile frogs were collected, as this was considered to have the least impact on the remaining wild populations.
The collected spotted tree frogs will undergo a strict quarantine period at Zoos Victoria's Healesville Sanctuary to ensure they are all chytrid-free before entering the captive-breeding program.
Reference
West, M. & Johnson, G. (2021) BBRR Theme 1: Immediate reconnaissance – Activity AG1.1: Threatened reptiles and frogs. Post-fire assessment report: Spotted Tree Frog & Booroolong Frog. Bushfire Biodiversity Response and Early Recovery Program, Department of Environment, Land, Water and Planning, Hume Region, NE Victoria & University of Melbourne.
What else are we doing? And how can you help?
We will continue to monitor the fire-affected spotted tree frog populations to determine how they respond after the fires and to the other ongoing threats, and so that we can be ready if they need our help.
To increase the resilience of spotted tree frog populations to future fire events we are also working to reduce the key threats. This includes reducing the numbers of non-native fish at one important site for the spotted tree frog. Changes in the spotted tree frog population will be assessed in response to non-native fish removal as part of a five-year (2021 to 2026) management trial . The trial is being conducted at a site of relative low value to anglers but high value to recovery of the spotted tree frog.
Spotted tree frogs need urgent help to protect them from disease caused by chytrid fungus. We are trying to find some frogs that can survive chytrid infections, and undertaking research to discover the genetic mechanisms that help them survive.
If we can identify these frogs, then we can selectively breed them in the new captive conservation breeding colony at Zoos Victoria. We plan to release spotted tree frogs back into the wild that can fight chytrid infections. Populations that can deal with chytrid are expected to be more resilient to future bushfire events. To achieve this, we need additional funding support.
If you would like to help this critical research, please contact the spotted tree frog research team.
Severe bush fire, post-fire floods and disease appear to be accelerating spotted tree frog declines. Image: Matt West
More information
We encourage your feedback. Contact the research team: email@example.com
Cite this publication as West, M, 2021. Saving the Critically Endangered spotted tree frog following the 2019–20 bushfires. Project 1.4.1 community factsheet. NESP Threatened Species Recovery Hub, Brisbane.
This research project was funded through the Australian Government's Bushfire Recovery package for wildlife and their habitat, the Victorian Government’s Bushfire Biodiversity Response and Recovery program (Phase 1), Zoos Victoria and
the Threatened Species Recovery Hub of the Australian Government's National Environmental Science Program. | <urn:uuid:06628f01-77c1-4fdf-ac38-81ccd6cfc386> | CC-MAIN-2024-30 | https://www.nespthreatenedspecies.edu.au/media/4egiuzmx/1-4-1-saving-the-critically-endangered-spotted-tree-frog-following-the-2019-20-bushfires-community-factsheet_v4.pdf | 2024-07-17T09:33:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00038.warc.gz | 793,510,175 | 2,335 | eng_Latn | eng_Latn | 0.997834 | eng_Latn | 0.998141 | [
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Smart Living Activity Sheets
WASTE ACTIVITY 1: Household hazardous waste audit (page 15)
Go around your house noting down any of the above hazardous materials. Turn to Practical Steps on page 24 of the Smart Living Handbook to explore what alternatives you could replace these with when you next go shopping. The garage and kitchen where you store cleaning chemicals is a good place to start.
| Hazardous material | Alternative |
|---|---|
| e.g. drain cleaner | baking soda and white vinegar |
WASTE ACTIVITY 2: Household waste audit
Take a week during which you look at the products that you usually throw away and see what products can be recycled or composted. Keep all the recyclable/ compostable products to one side and measure this at the end of the week to determine the volume per type of product. Find your closest recycle centre where these products can be dropped off and see if you can make a compost heap at home.
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 1: Households using mainly electricity (pages 45 – 47)
This exercise will help you understand where you use electricity in your home and where savings could be made.
Step 1: Collecting the data
- In Column 1 of the Table, list the appliances you have in your home.
- In Column 2 note the electricity power (W) of each appliance. Appliance power is usually given on the appliance itself. However, this often indicates maximum power use, which can be much higher than average power use. Refer to the 'Typical Home Appliance Electricity Consumption' table on page 47, which provides estimates for common appliances.
- In Column 3 record (in hours) how long each appliance is used per day (consider differences in weekday and weekend use, summer and winter use, and work out an average for yourself).
Note: Some appliances switch on intermittently, such as fridges and hot water cylinders. Again, in these instances the table 'Typical Home Appliance Electricity Consumption' may be used to estimate the consumption.
- If you have more than one of any appliance, such as light bulbs, write this in Column 4.
Step 2: Doing the calculations
- To find out your daily electricity consumption by using this simple formula:
(Watt x hours used per day)/1000 = daily consumption.
Note: 1 kilowatt (kW) = 1 000 watt.
What you are doing here is multiplying Column 2 by Column 3 and then by Column 4 (more than one appliance). This final figure is then divided by 1 000 in order to convert from watt hours to kilowatt hours. Fill in this total in Column 5.
- To get your monthly consumption figure multiply your total daily figure by 30 days and fill this in Column 6.
- Add up your total kWh usage for all appliances to reach your grand total electricity consumption.
Step 3: Identify priority action areas and potential for savings
Examine your results. Which areas of the home use most electricity? Identifying this and taking simple, effective and cost-saving actions will help you to reduce your electricity consumption.
Global Change - Green Audit Toolkit
| 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|
| Appliance | Power use (Watt) | Hours/day in use | Number of appliances | Average kWh per day (Watt x hours x no/1000) | Average kWh per month |
| e.g. light bulb Incandescent | 60W | 4 hours | 7 lights | 60x4x7=1680/1000 =1,68 kWh per day | x30=5,04 kWh/month |
| Electricity consumption total | | | | | |
Note: Typical mid-income electrified homes use around 774 kWh/month (around R250/month) electricity. The majority of this – up to 60% – is used in heating water in the geyser. Lighting is often the second largest consumer of electricity. Solar Water Heaters and switching to compact fluorescent light bulbs (CFL's) provide opportunities to make a substantial
saving in household energy. Page 47 of the Smart Living Handbook provides a list of electricity consumption of typical home appliances, indicating the power use (Watt) and average hours used in a day.
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 2: Households using a mixture of fuels (page 48)
This exercise will look at the amount of money spent on fuel, rather than total energy consumed. Understanding what uses most energy (and money) will help you to identify where you could make savings.
Step 1: Collecting the data
- In Column 1 of the Table, list the fuels you use, such as paraffin, gas, batteries, electricity and wood.
- In Column 2 note the different services for which you use each fuel, such as cooking, lighting, music, heating, fridge or ironing.
- In Column 3 write down how much of each fuel you use in a week.
- In Column 4 write down the price of that fuel for each unit, such as a litre, or kilogram of fuel.
Step 2: Doing the calculations
To find out the cost of each fuel per week and multiply the amount you use (Column 3) by the cost per unit (Column 4). Write down the result in Column 5. If you wish to get a monthly figure, then multiply this again by four weeks.
Step 3: Identify priority action areas and potential for savings
Think about where you spend the most money on fuel every week. Explore this chapter for helpful advice on better energy choices you could be making. Also look at the Safety section at the end of this chapter to see if you can improve your safety in the home.
| Household energy cost per week | | | | |
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 |
| Fuel type | Service | Amount per week (litres, kg, number) | Cost per unit (litres/kg/number) | Fuel cost/week (amount x cost per unit) |
| Paraffin | Cooking | 1 litre | R3,55 | R10,60 |
Global Change - Green Audit Toolkit
ENERGY ACTIVITY 3: Estimate your family's household carbon emissions (page 49)
Different fuels have different carbon dioxide emission levels. Electricity generation from coal in South Africa emits a substantial amount of carbon dioxide as it is derived from the burning of fairly low-grade coal. For a quick estimate of your energy consumption and related carbon emissions follow the steps below. Note: This does not include transport fuel.
Step 1: Using the audits you have completed, or a record of your electricity and/or fuel bills, fill in the amount of fuel you use each month in Column 1 according to the type of fuel (electricity, LP Gas, paraffin).
Step 2: Multiply this by the ratio provided in Column 2 (e.g. for electricity this is 1,08). This will give you your kilograms of carbon dioxide emitted per month. Write this into Column 3.
Step 3: For your annual carbon dioxide emission, multiply by 12 months (Column 4) and calculate a total for all fuels. To determine your emissions in tonnes instead of kilograms you need to divide the amount by 1000. Note: 1000kg is one tonne.
| | 1 | 2 | 3 |
|---|---|---|---|
| | Amount of fuel | Ratio | Kg CO /month 2 |
| If electricity (kWh) | | x 1,08 kg CO per 2 kWh | |
| If LP Gas (kg) | | x 3,09 kg CO per 2 kg | |
| If paraffin (litre) | | x 2,58 kg CO per 2 litre | |
| Total energy related household emission from your home per month and per year in kg | | | |
| Total energy related household emission from your home per month and per year in tonnes | | | |
Compare your household's carbon emissions with typical annual CO2 emissions from Cape Town homes (note that this excludes transport).
Global Change - Green Audit Toolkit
5
ENERGY ACTIVITY 4: Home safety quiz (page 64)
Answer the questions below with a YES or NO.
| Electric wires in our home are kept far from any sources of heat, such as fires and stoves or candles. |
|---|
| All wires are well insulated with no copper wiring exposed. |
| Our electric wires do not run under carpets in our home. |
| There are never more than three appliances in one plug socket at one time. |
| We do not have electrical appliances in our bathroom or near wa- ter. |
| All members of our household know that they must never pull a plug out from the socket while it is still switched on, or pull on the electric cord. |
| All members of our household know that the appliance must be removed from the plug socket (with the socket switched off) be- fore fixing an appliance. |
| We always switch off the light before changing a light bulb. |
| TOTAL SCORE |
If you answered NO to some of the questions, you need to consider the following actions:
- Move wires away from heat as they could burn and cause a fire.
- Remove cords running under carpets as damaged and exposed wires can start a fire.
- Buy insulation tape and cover any exposed copper wires by winding the tape around the wires a couple of times.
- If you have too many appliances using one socket, pull out some of the plugs and only plug in when you are actually using that appliance. Try and make sure you are never using more than three appliances from one plug at a time.
- Water conducts electricity and using electricity in the bathroom or near water may result in an electric shock.
- Always switch off an appliance before removing a plug from the socket and always switch a light off before replacing the bulb.
- Never put bare wires or fingers into sockets. Touching the wires of an appliance that is still plugged into a socket can give you an electric shock.
Global Change - Green Audit Toolkit
| Paraffin | YES | NO |
|---|---|---|
| Our paraffin stove and lamps are clean and burn clearly. | | |
| Paraffin in our home is stored safely in a cupboard or in a plastic packet on a hook high enough to be out of the reach of children. | | |
| Our paraffin bottles are clearly labelled and not kept in cooldrink or milk bottles that could confuse children. | | |
| We use a funnel (or the top of a cooldrink bottle) and not a cup to pour paraffin into the lamps and stove. | | |
| Our paraffin stove and lamps are always on level, sturdy surfaces and out of the way of children. | | |
| Our paraffin lamps are always covered with a glass lamp shade and never burn with an open flame. | | |
| Our paraffin is kept in a clean container and we never mix it with other fuels, such as meths, oil or petrol. | | |
| TOTAL SCORE | | |
If you answered NO to some of the questions, you need to consider the following actions:
- Keep your appliances clean at all times. Dirty or faulty appliances will burn with a lot of smoke that can cause asthma, bronchitis, coughing or pneumonia for members of your household.
- Always store paraffin in a safe place out of the reach of children. Containers need to be clearly marked so that children will know not to drink it. Funnels used to pour paraffin into stoves and lamps should be stored with the paraffin. Do not use a mug or cup that someone may drink from by mistake.
- A level and sturdy surface will prevent a stove or lamp from falling over and starting a fire. Also make sure appliances are out of the way of children who may knock them over by accident.
- A large pot on a small stove may also cause a stove to be unstable and fall over causing a fire.
- Making sure the flame in the lamp is protected will prevent fires and burns.
- Always use a clean container for paraffin. Dirty paraffin causes dirty, harmful smoke.
- NEVER be tempted to mix paraffin with any other fuels, such as oil and methylated spirits (meths). Mixing fuels can be very dangerous and cause explosions. Petrol mixed in with paraffin can be particularly dangerous. Sometimes paraffin is accidentally mixed with a bit of petrol that may be left at the bottom of a transport tank. Smell your paraffin to check that it does not have petrol in it. If it has a pinkish colour immediately return it to the place where you bought it and get them to contact their suppliers. Petrol burns even more quickly than paraffin and a mix of the fuels can cause explosions.
- Fuel gel provides a far safer option and should be considered. Although more expensive than paraffin, as it is a gel it cannot be drunk and will not spill, reducing the chances of poisoning and fires.
Global Change - Green Audit Toolkit
| Candles, coal and wood | YES |
|---|---|
| Candles in my home stand securely in candlesticks at all times. | |
| Candles are placed well away from open windows and curtains. | |
| When we make a fire indoors we have a chimney for the smoke from our fire to travel out of. | |
| We always use dry wood for fires and/or low-smoke coal. | |
| When making a fire outdoors we make sure it is well sheltered and that the fire is extinguished before we leave it unattended. | |
| TOTAL SCORE | |
If you answered NO to some of the questions, you need to consider the following actions:
- Buy or make secure candlesticks for burning candles rather than standing them up in their own wax on a plate or directly on the table where they may easily fall over.
- Place candles in safe places. Window sills are bad places for candles as the wind may blow the candles over. The flame may also cause curtains to catch alight.
- Smoke from fires can be very dangerous – many people die every year from indoor air pollution, particularly young children. Always make sure there is a chimney for smoke to travel out of the house. Burn dry wood or make sure you ask for low-smoke coal for your coal dealer.
- Make sure the house is well ventilated if you are using an mbawula (coal stove) indoors. Always light the mbawula outside and bring it indoors once the coals are red. An upside -down fire – putting the coals at the bottom and paper and wood on top – makes less smoke.
- A shelter will prevent a fire from getting out of control.
Global Change - Green Audit Toolkit
| Gas | YES |
|---|---|
| When lighting our gas stove or lamps I always light the match first before turning on the gas. | |
| Our gas cylinders are stored far from any direct source of heat, such as a fire, lamp, heater or stove. | |
| We buy our gas from a supplier that has a safety rating. | |
| We check our gas appliances with our gas dealer if we are worried about them. | |
| We regularly check the connecting pipes, rubber seals (washers), bottles and appliances for breaks or leaks and replace or fix the appliance when we detect a leak. | |
| The gas bottle ‘key’ is kept safely away from children. | |
If you answered NO to some of the questions, you need to consider the following actions:
- Make sure your gas cylinder and connections are in good condition by checking for leaks and replace or fix immediately if leaks are detected.
- Do not use a gas cylinder that has been involved in a fire. If you are ever uncertain about your cylinder or appliances, check these with your gas dealer before using.
- Always buy gas from a registered supplier with a safety rating. This should be shown on the outside of the supply centre.
Global Change - Green Audit Toolkit
WATER ACTIVITY 1: Conduct a mini audit of water use in your home (page 84)
How much water is your household using? Where do you use the most water in your home? Are there areas where you could make water savings? Increase your knowledge and awareness of water use in your home through the exercise below.
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
| Activity | Average litres of water used per activity (litres) | Number of times activ- ity is done each day | Total water used by a person each day (litres) | Number of people in the house- hold |
| Example: Wash hands and face | 1.5 litres | 3 times a day | 1.5 litres x 3 times a day = 4.5 | 4 people |
| Wash hands and face | 1-3 | | | |
| Bath | 80 – 150 | | | |
| 5-minute shower | 80 | | | |
| Teeth cleaning (tap on) | 4 | | | |
| Toilet flushes | 6-21 | | | |
| Drinking (cup) | 0.25 | | | |
| Washing dishes (hand) | 18 single basin 36 double basin | | | |
| Dishwasher | 17-45 | | | |
| Washing machine (one 3 kg load) | 80 | | | |
| Hand washing (1 tub load) | 40 | | | |
| Leaking/dripping tap (1 drop/ second each day) | 30-60 | | | |
| Food garden (per m2 per day) | 4 | | | |
| Cooking (meal for 5 people) | 3 | | | |
| Using the garden hose for an hour | 600 | | | |
Global Change - Green Audit Toolkit
Step 1: Collecting the data
- In Column 1 of the Table, different activities are indicated, with the estimated water consumption indicated in Column 2.
- In Column 3 write down how often these activities are done by each person living in the house.
- In Column 5 write down the number of people in the household per activity. Some people might generally bath, while other shower.
Step 2: Doing the calculations
To find out the estimated amount of water used for each activity per day you need to multiply the amount of water used per activity (Column 2) by the number of times the activity is done each day (Column 3) by the number of people in the household (Column 5). Write down the result in Column 6. If you wish to get a monthly figure, then multiply this again by 30 days.
Step 3: Identify priority action areas and potential for savings
Think about where you use the most water every day. Explore this chapter for helpful advice on better water choices you could be making.
Work out what your consumption breakdown looks like. This will make you see where your biggest areas of water use are and will help you to make choices about where water efficiency improvements can be made in your home. Often as much as 35 percent to 50 percent of household water is used for non-essential purposes, such as watering gardens.
For a more detailed water audit, do the fun and interactive Household Audit Challenge that can be found on www.capetown.gov.za/water
Global Change - Green Audit Toolkit
BIODIVERSITY ACTIVITY 1: How biodiversity-friendly are you? (page 110)
Answer YES or NO to the following questions:
| Question | Yes | No |
|---|---|---|
| Do you always make sure that a burning cigarette is never thrown out of your car window? | | |
| Do you always take your rubble or garden refuse to an established dump and not leave it in the veld? | | |
| Do you always make sure that oil and other chemical products are disposed of in established dumps and not thrown on the veld or into your water drains? | | |
| Do you have a variety of local indigenous plants in your garden and/or neighbourhood? | | |
| Do you have local indigenous birds visiting your garden regularly? | | |
| Do you have lizards, frogs or local indigenous insects such as praying mantis or moths in your garden and/or neighbourhood? | | |
| Have you removed all invasive alien weeds, notably Rooikrans, Port Jackson, Kikuyu, Fountain Grass, Lantana and Chromolaena, from your garden? | | |
| Does your cat have a collar or bell to alert and thus protect local indigenous small animals? | | |
| Do you avoid using harsh pesticides or herbicides on your garden? | | |
| Do you support local initiatives to conserve the natural areas in your area or ’green’ your local spaces? | | |
If you answered YES to three or more of these questions you are on the way to having a healthy amount of 'backyard' biodiversity! If not, there are many suggestions in Practical Steps on page 111 of the Smart Living Handbook will help you get started.
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ROCKS AND SOILS
Rocks
* The earth's crust (Lithosphere) is composed of rocks. An aggregate of minerals on the Earth's crust is called 'rock'. It may be hard and compact like 'granite' or soft as 'clay' or loose as 'sand'.
* The scientific study of rocks is called petrology.
* Based on formation, rocks are classified as:
o Igneous
o Sedimentary o M etamorphic
Igneous Rocks
* The igneous rocks are formed by the solidification of molten magma. These rocks are also called as the 'Primary Rocks' or 'Parent Rocks' as all other rocks are formed from these rocks.
* They do not contain fossils.
* They are associated with the volcanic activities.
* These rocks are useful for construction work.
* Granite, pegmatite, basalt, etc are some of the examples of igneous rocks
Sedimentary Rocks
* It is formed due to the aggregation and compaction of sediments derived from the older rocks, plants, animals and contain fossils of plants.
* The bodies of plants and animals that fall on the deposits get embedded in the layers and form Fossils. Sandstone, limestone, chalk, gypsum, coal and conglomerate are examples of sedimentary rocks.
Metamorphic Rocks
* These are changed form of igneous and sedimentary rocks.
* When Igneous or sedimentary rocks are subjected to extreme heat and pressure, they undergo a complete change in their form and character.
* Rocks are useful for making – Cement, Writing chalk, Fire, Building materials, Bath scrub, Kerb stone, Ornament, Roofing materials, Decorative materials.
* Rocks are valuable source of minerals such as gold, diamond, sapphire etc.
Soils
* Soil is a mixture of organic matter, minerals, gases, liquids and organisms that together support life. It is known as the 'skin of the earth'.
* Soils are produced from rocks (parent material) through the processes of weathering and natural erosion.
* World Soil Day is observed on 5th December.
* The basic components of soil are mineral, organic matter, water and air. It consists of about 45% mineral, 5% organic matter, 25% of water and 25% air.
* Soils are classified on the basis of their formation, colour, physical and chemical properties.
* Based on these, soil is classified into six major types. They are: Alluvial soil, Black soil, Red soil, Laterite soil, Mountain soil, Desert soil.
Alluvial Soil
* Alluvial soils are found in the regions of river valleys, flood plains and coastal regions.
* These are formed by the deposition of silt by the running water. It is the most productive of all soils.
* It is suitable for the cultivation of sugarcane, jute, rice, wheat and other food crops.
Black Soil
* These soils are formed by weathering of igneous rocks.
* Black soil is clayey in nature. It is retensive of moisture.
* It is ideal for growing cotton.
Red Soil
* These soils are formed by weathering of metamorphic rocks and crystalline rocks.
* The presence of iron oxide makes this soil brown to red in colour.
* It is suitable for millet cultivation.
Laterite Soil
* These are the typical soils of tropical regions. These soils are found in the regions which experienced alternate wet and dry condition.
* It is suitable for plantation crops of tea and coffee.
Mountain Soil
* Mountain soils are found over the slopes of mountain.
Desert Soils
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PSHE and Citizenship | KS1 | Planning Overview
Living in the Wider World Diverse Britain
About the Topic
Assessment Statements
This unit is inspired by the idea that individuals can have a positive impact on groups and communities to which they belong. It aims to enable the children to identify that they belong to various groups and communities and ways in which they contribute positively to these. In this unit, children learn about community, being good neighbours and looking after the environment. They will also learn about Britain, what it means to be British, about diversity and the importance of celebrating and being respectful of our differences.
Home Learning
Helping My Community: In this activity, the children draw a picture of a community to which they belong and write a sentence to describe how they can help this community.
Living in the British Isles: In this activity, the children draw or stick pictures that show how they feel about being British and living in Britain.
Wider Learning:
Why not arrange a 'Celebrating Differences Week' in school? This could include sharing favourite recipes, wearing traditional dress and inviting people from various community groups to come into school.
All children will be able to…
* identify groups and communities that they belong to;
* explain how to be a good neighbour;
* pick out things that harm and things that help a neighbourhood;
* describe what it is like to live in Britain;
* identify similarities and differences between British people;
* talk about what makes them feel proud of being British.
Most children will be able to…
* describe how they can help groups and communities they belong to;
* recognise choices can have negative and positive consequences;
* explain some consequences of negative and positive choices;
* talk about why helping their neighbourhood is important;
* describe different aspects of living in Britain;
* give reasons why it is important to have differences;
* identify famous British people, places and events;
* explain what famous British people, places and events tell them about being British.
Some children will be able to…
* talk about the benefits of helping a community;
* describe how other people are affected by choices they make;
* give more detailed reasons why it is important to help their neighbourhood;
* describe how they can make all people feel happy and welcome;
* begin to understand the idea of respect;
* identify that people have different opinions.
.
Lesson Breakdown
1. My School
L1. about what rules are, why they are needed, and why different rules are needed for different situations
L4. about the different groups they belong to
I can describe ways that I can help my school community.
2. My Community
R21. about what is kind and unkind behaviour, and how this can affect others
L4. about the different groups they belong to
L5. about the different roles and responsibilities people have in their community
I can describe ways that I can be a good neighbour.
3. My Neighbourhood
L2. how people and other living things have different needs; about the responsibilities of caring for them
L3. about things they can do to help look after their environment
I can identify things that help and harm my neighbourhood.
4. My Country
R25. how to talk about and share their opinions on things that matter to them
L6. to recognise the ways they are the same as, and different to, other people
I can describe what it is like to live in the British Isles.
5. British People
R23. to recognise the ways in which they are the same and different to others
L2. how people and other living things have different needs; about the responsibilities of caring for them
L6. to recognise the ways they are the same as, and different to, other people
I can explore how people living in the British Isles can be different and how they are the same.
6. What Makes Me Proud of Britain?
R25. how to talk about and share their opinions on things that matter to them
L4. about the different groups they belong to
Resources
* Coloured pens and pencils
* Glue
* Scissors
* 'Dinosaurs and All That Rubbish' by Michael Foreman
* Large sheets of paper
* Coloured pens or pencils
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
I can talk about being British and living in the British Isles.
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Bridges Charter will provide students in grades 7 with a Comprehensive Sexual Health
program and HIV/AIDS Prevention Education as outlined by the state under the California Healthy Youth Act to include 5 primary purposes:
- Provide pupils with the knowledge and skills necessary to protect their sexual and reproductive health from HIV and other sexually transmitted infections and from unintended pregnancy;
- Provide pupils with the knowledge and skills they need to develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family;
- Promote understanding of sexuality as a normal part of human development;
- Ensure pupils receive integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention instruction and provide educators with clear tools and guidance to accomplish that end;
- Provide pupils with the knowledge and skills necessary to have healthy, positive, and safe relationships and behaviors.
Furthermore Bridges Charter shall align with the following mandate:
- The law prohibits active consent for any part of comprehensive sexual health education or HIV prevention education. Passive (not active) parent/guardian notification is required for comprehensive sexual health education and HIV prevention education, either at the beginning of the school year or at least 14 days prior to instruction. Bridges will send a letter 14 days prior to the curriculum being present in the class which will include a link to materials in which parents can preview.
- Comprehensive sexual health and HIV prevention education are both mandated instruction and shall occur once in middle school and once in high school. The EC defines comprehensive sexual health education as "education regarding human development and sexuality, including education on pregnancy, contraception, and STIs" and HIV prevention education as "instruction on the nature of HIV and acquired immune deficiency syndrome (AIDS), methods of transmission, strategies to reduce the risk of HIV infection, and social and public health issues related to HIV and AIDS."
- Abstinence may not be discussed in isolation. The EC requires that instruction and materials include information that abstinence is the only certain way to prevent HIV, other STIs, and unintended pregnancy. However, it also states: "Instruction shall provide information about the value of delaying sexual activity while also providing medically accurate information on other methods of preventing HIV and other STIs and pregnancy." "Abstinence-only" sex education, which offers abstinence as the only option for preventing STIs and unintended pregnancy, is not permitted in California public schools.
- All instruction and materials must support and align with the purposes of the California Healthy Youth Act and with each other. Instruction and materials may not be in conflict with or undermine each other or any of the purposes of the law. For example, schools may not use materials that, in promoting abstinence, focus exclusively on the failure rates or perceived disadvantages of condoms or contraception.
In response to AB 1227 Bridges Charter School is required to teach California's school-age population how to avoid becoming victims of exploitation, help them understand the problem of human exploitation and learn ways to address the problem through service initiatives. At least once in middle school, 7 th grade being the target group, we will provide instruction to students on human trafficking including:
- The prevalence, nature, and strategies to reduce the risk of human trafficking
- Techniques to set healthy boundaries
- How to safely seek assistance
The curriculum used will be from the PROTECT Program http://protectnow.org/our-program-2/
The middle school curriculum (appropriate for ages 11-14) used will be based on:
Protecting a Masterpiece
This lesson builds upon the concept of the inner voice, introducing the establishment of boundaries though use of words, body language, time, and physical space. It includes the importance of emotional pauses and an emphasis on responding to their gut feeling.
The students are taught about the many forms that child abuse can take (physical, emotional, neglect, sexual), and that there are also different types of human trafficking, such as forced labor or commercial sexual exploitation.
Optional Components for Elementary grade (ages 4-11) are:
Safe People, Safe Places, Safe Choices
This lesson establishes foundational concepts critical to ending human trafficking, focusing on equipping students with tools to develop personal boundaries that will help keep them physically and emotionally safe, both online and in-person.
Health Education Resources:
Human Relations Media
- Human Reproduction and Childbirth
- You, Your body and Puberty
- Understanding HIV and AIDS
- Sexually Transmitted Diseases
- STD's Just the Facts
- Abstinence Choosing to Wait
- The Harrassment Worksheet
Marsh Media
- Just Around the Corner
- Let's Just Talk
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TULARE JOINT UNION HIGH SCHOOL DISTRICT
2017‐2018
Course Catalog
Quality Schools Preparing Exceptional Students
TJUHSD 2017‐2018 COURSE CATALOG: TABLE OF Contents
TJUHSD CONTACT INFORMATION
Board of Trustees
Frank Fernandes Craig Hamilton Cathy Mederos Laura Fonseca Kelley Nicholson
TJUHSD
426 N. Blackstone, Tulare CA 93274 * 559‐688‐2021*www.tjuhsd.k12.ca.us
Superintendent
Sarah Koligian, Ed D
Associate Superintendent of Educational Services – Tony Rodriguez
Assistant Superintendent of Human Resources – Barbara Orisio
Assistant Superintendent of Technology, Assessment, & Accountability – Lucy VanScyoc
Director of College & Career Readiness – Marie Pinto
Director of Special Education: Jason Edwards
Director of Technology: Donny Trimm
Director of Facilities: Chris Stevens
Business Manager: Vivian Hamilton
Tulare Union High School
755 E. Tulare Ave, Tulare CA 93274 * 559‐686‐4761
Principal: Michelle Nunley Head Counselor: Terry Langlie
Tulare Western High School
832 W. Maple, Tulare CA 93274 * 559‐686‐8751
Principal: Kevin Covert Assistant Principal/counseling: Leandra Garcia
Mission Oak High School
3442 E Bardsley, Tulare CA 93274 * 559‐687‐7308
Principal: Michele Borges Assistant Principal/Counseling: Edward Kotoian
Tulare Tech Prep/Countryside
737 W. Bardsley, Tulare CA 93274 * 559‐687‐7400
Principal: Steve Ramirez Counselor: Liz Rocha
Sierra Vista Independent School Charter
351 N K Street, Tulare CA 93274 * 559‐687‐7384
Principal: Tammy Aldaco Counselor: Veronica Covert
Accelerated Charter High School
Principal: Wendi Powell Counselor: Abel Loza
Tulare Adult School
575 W. Maple, Tulare CA 93274 * 559‐686‐0225
Director: Larriann Torrez Counselor: Rosa Elena Vargas
INTRODUCTION
Welcome to the 2017‐2018 school year. This handbook is designed to provide students and parents an overview of the schools and the courses offered within the District along with academic information related to graduation and college admissions.
DISTRICT PRIORITIES
Tulare Joint Union High School District Board Priorities:
- Improve Student Outcomes and Performance
- Maintain the Fiscal Integrity of the District and Fund the Board's Priorities
- Manage Facilities and Student Growth
- Staff the TJUHSD with Qualified Personnel and Maintain a Positive Work Environment
- Continue to Strengthen Internal and External Communication Systems
- Maintain Safe Schools
LCAP GOALS
Tulare Joint Union High School District LCAP Goals:
1. All students will graduate college and career ready.
2. All English Learners will improve their English language acquisition and achievement.
3. All students will be part of a positive learning environment where they feel welcomed, valued, safe, and engaged as part of a greater community.
TJUHSD GRADUATION REQUIREMENTS
TJUHSD has established graduation requirements students must complete to get a high school diploma. The counselor staff will work with each student to develop a plan that best fits the student's needs, goals, and abilities. Counselors will review and revise each student plan at least once a year to ensure that the student is on track to complete their goals and graduate.
To earn a comprehensive high school diploma from TJUHSD, students must earn a minimum of 220 credits in the follow areas:
EARNING A HIGH SCHOOL DIPLOMA REQUIRES:
The following are the minimum required subjects that must be successfully completed to earn a diploma:
| SUBJECT | LENGTH OF TIME |
|---|---|
| English | 8 semesters (4 years) |
| United States History | 2 semesters (1 year) |
| World History | 2 semesters (1 year) |
| Civics / American Government | 1 semester (1/2 year) |
| Economics | 1 semester (1/2 year) |
| Laboratory Science (one year each of Life science and physical science) | 4 semesters (2 years) |
| Physical Education | 4 semesters (2 years) |
| Mathematics (including one year of Algebra 1) | 4 semesters (2 years) |
| Visual or Performing Arts / or Foreign Language | 2 semesters (1 year) |
| Elective Courses | |
| | TOTAL |
The successful completion of at least 220 credits, which are accumulated at the rate of 30 per semester, 60 per school year in grades 9, 10, 11 and 12;
UNIVERSITY OF CALIFORNIA (UC)
AND
CALIFORNIA STATE UNIVERSITY (CSU) SUBJECT REQUIREMENTS
(GRADES OF "C" OR BETTER REQUIRED)
To satisfy the subject requirements for the UC and CSU systems, students must complete high school courses listed below. These are also known as the "a - g" subject requirements.
A. HISTORY / SOCIAL SCIENCE (2 years required)
Two years, including one year of world history, cultures and historical geography and one year of U.S. History, or one-half year of U.S. history and one-half year of American government or civics.
B. ENGLISH (4 years required)
Four years of college-preparatory English that include integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking.
C. MATHEMATICS (3 years required; four recommended)
Three years of college-preparatory math, including or integrating the topics covered in elementary and advance algebra and two- and three-dimensional geometry.
D. LABORATORY SCIENCE (2 years required; 3 recommended)
Two years of laboratory science providing fundamental knowledge in at least two of the three disciplines of biology, chemistry, and physics
E. LANGUAGE OTHER THAN ENGLISH (2 years of the same language required; 3 recommended) Two years of the same language other than English or equivalent to the second level of high school instruction..
F. VISUAL AND PERFORMING ARTS (1 year required)
One year chosen from dance, music, theater, or the visual arts.
G. COLLEGE PREPARATORY ELECTIVE (1 year required)
One year chosen from the "1-f" courses beyond those used to satisfy the requirements above, or courses that have been approved solely in the elective area.
*Grades earned in the required subjects in grades 10-12 are used in the GPA calculation.
Sample Four Year Plan
Name_____________________________________ Counselor______________________
Post-secondary goals:
4-year college 2-year college Technical school Military
Occupational Goal_____________________________________________________________
| SUBJECT | TEACHER | 1ST |
|---|---|---|
| 1. English I | | |
| 2. Freshman Studies | | |
| 3. Physical Education | | |
| 4. Math | | |
| 5. | | |
| 6. | | |
| | GPA | |
| Extracurricular Activities: | | |
| 10TH GRADE | | | |
|---|---|---|---|
| SUBJECT | TEACHER | 1ST | 2ND |
| 1. English II | | | |
| 2. World History | | | |
| 3. Physical Education | | | |
| 4. Math | | | |
| 5. Science | | | |
| 6. | | | |
| | GPA | | |
| Extracurricular Activities: | | | |
| 11TH GRADE | | | |
|---|---|---|---|
| SUBJECT | TEACHER | 1ST | 2ND |
| 1. English III | | | |
| 2. US History | | | |
| 3. Science | | | |
| 4. | | | |
| 5. | | | |
| 6. | | | |
| | GPA | | |
| Extracurricular Activities: | | | |
| 12TH GRADE | | | |
|---|---|---|---|
| SUBJECT | TEACHER | 1ST | 2ND |
| 1. English IV | | | |
| 2. Government/Economics | | | |
| 3. | | | |
| 4. | | | |
| 5. | | | |
| 6. | | | |
| | GPA | | |
| Extracurricular Activities: | | | |
AGRICULTURE
AG 1 - INTRODUCTION TO AGRICULTURE
(Year) (6010) Schools: TW, MO, TU
Grade Level: 9 Prerequisite: None
Agriculture I introduces students to a wide range of agricultural areas. Major subject topics involve careers in agriculture, Future Farmers of America, plant science, and animal science.
Students have the opportunity for hands-on learning and exploration of agriculture-related skills. Application of practical skills is conducted at the high school farm facilities.
Grade Level: 10-12 Prerequisite: AG I or teacher recommendation / Algebra I or concurrent
AG INTEGRATED BIOLOGY (Year) (6160) Schools: TU, TW, MO
Integrated Agriculture Biology is a one-year laboratory science course designed for the college-bound student with career interests in agriculture. Principles, concepts and interrelationships of plant and animal growth, reproduction, cell biology, genetics, taxonomy, evolution, behavior, nutrition, health, diseases, ecology, and similarities between animals and humans are explored. The course is centered on the laboratory component linking life and biological science with agriculture applications. Earth, physical and general science principles will be used to link these applications. Written and oral reporting skills are emphasized.
AG INTEGRATED BIOLOGY - HONORS (Year) (6165)
Grade Level: 10 – 12 Prerequisite: Ag. I & teacher permission, 2) Algebra I completed or concurrent.
Honors Agriculture Biology is a one-year laboratory science course, designed for the college-bound student with career interests in agriculture. Principles, concepts and interrelationships of: plant and animal growth, reproduction, cell biology, genetics, taxonomy, evolution, behavior, nutrition, health, diseases and ecology, similarities between animals and humans are explored. The course is centered on the laboratory component linking life and biological science with agriculture applications. Earth, physical and general science principals will be used to link these applications. Written and oral reporting skills will be emphasized through the incorporation of a semester long AgriScience Fair Project. This Agri-Science Fair Project will emphasize investigation and experimentation skills of the student.
AG II - PLANT AND ANIMAL SCIENCE (Year) (6011)
Schools: TW, MO, TU
Grade Level: 10 Prerequisite: None
This course meets the life science graduation requirement and emphasizes a study of the structure and function of plant and animal systems in relation to agriculture. Instruction includes various plant and animal systems, nutrition, disease and genetics. The importance of the environment and ecological issues is stressed.
DAIRY SKILLS
(Year)(6090) Schools: TW, MO,TU
Grade Level: 11-12 Prerequisite: AG II or teacher recommendation
This course is designed for students who are interested in working with dairy cattle as a manager, herdsman, dairy worker or milker. Students acquire knowledge of basic skills and the theoretical basis for major areas of study including herd health, nutrition, reproduction, artificial insemination, record keeping, fitting and showing.
Ornamental Horticulture (Year) (6140) Schools: TU, TW, MO Grade Level: 11-12 Prerequisite: None
Nursery Technology students are presented with an opportunity to gain knowledge and understanding of the horticultural industry. Horticulture is a vital and growing industry in California, one that offers many career opportunities. Course study includes such areas as modern nursery production operations, retail sales, landscape design and construction, landscape maintenance, and pest control. Students make use of greenhouses, shade houses, garden, orchard, and landscape areas.
LIVESTOCK PRODUCTION AND MANAGEMENT (Year) (6130) Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: AG II or teacher recommendation
Students are provided with an opportunity to explore various segments of the total livestock industry and learn basic managerial skills involved in the raising of those breeds of sheep, swine, and beef important to the industry. Significant areas of study include feeding practices, basic veterinary skills, systems of breeding and various animal systems.
INTRODUCTION TO VETERINARY SCIENCE (Year) (7840)
Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Ag Bio, Algebra 1
This class is designed to teach students advanced skills used in animal health and care, focusing primarily on the nutrition, behavior, psychology, handling of and identification of small animal species along with livestock species, prepare students for the animal health field as it relates to veterinary medicine, auxiliary animal health services and products. Students will learn to handle and safely restrain various animals, collect various lab samples, and do simple laboratory tests. Office procedures and records will be stressed as well as oral and written communication.
AG - BUSINESS MANAGEMENT (Semester) (6020)
Schools: TW, MO, TU
Grade Level: 11-12 Prerequisite: AG I or teacher recommendation
Agribusiness Management focuses on all phases of agricultural business found in the region. Agribusiness is a diverse field and this course is designed for students who are interested in a career in management or want a solid background in business, economics, and finance. The Internet and textbooks, together with simulation problems, are utilized to demonstrate agribusiness concepts commonly used in the area.
AG MECHANICS I (Year) (6100)
Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: None
This course will prepare students for careers related to the construction, operation, and maintenance of equipment used by the agriculture industry. Topics include technology, physical science principles, construction, mechanics and welding. Students also learn safety principles, electrical wiring, hydraulic technology, and farm power and equipment operation.
AG MECHANICS II (Year) (6105) Grade Level: 10-12 Prerequisite: Agriculture Mechanics I with a grade "C" or higher or teacher approval
This course is designed to take over where Agriculture Mechanics I left off. In this course, students will develop the skills needed to weld a variety of materials with several processes of welding such as Oxy-fuel, Arc, TIG, and MIG.
AG MECHANICS III & WELDING CONSTRUCTION (Year) (6100) Schools: TU, TW, MO Grade Level: 11-12 Prerequisite: AG I and AG II or teacher recommendation
This course includes the study of arc, oxy-acetylene, TIG and MIG welding. Arc welding instruction emphasizes safety procedures, rod identification and stresses of metals. Students become familiar with and develop a sufficient level of skill to weld different metals and alloys and pass a basic industry welding test. Other skills, such as cutting, brazing, fusion welding, hard surfacing, vertical welding, and cutting thick and thin metals are applied to actual project work such as trailers, loading chutes, and other agricultural equipment. This course prepares the student for specialized work on large farming operations or repair and fabrication work on the home farm.
AG MECHANICS IV –Advanced Welding construction & fabrication (Year)(6075) Schools: TU,
Grade Level: 12 Prerequisite: Ag Mechanics I, II, and III, or permission of instructor
TW, MO
This course includes the study SMAW (Shield Metal Arc Welding), GMAW (Gas Metal Arc Welding) and GTAW (Gas Tungsten Arc Welding). In SMAW , safety procedures, rod identification and stress of metals are emphasized, plus the student develops a sufficient level of skills to pass a basic industry welding test. The student becomes familiar with and able to weld different metals and alloys. Other skill, such as cutting, brazing, fusion welding, hard surfacing, vertical welding, cutting thick and thin metals, are applied to actual work projects, such as trailers, loading chutes, and other agricultural equipment. This course prepares the student for a job in industry for specialize work on large farming operations, or for repair and fabrication on the home farm.
SMALL ENGINES AND POWER SYSTEMS (Year) (6170)
Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: AG II or teacher recommendation
Farm Power and Machinery instructs students in the care and use of agriculture equipment commonly used in farming with special emphasis placed on tractor maintenance and operation. Other areas of study include farm safety, small engines, outdoor power equipment, hydraulics, electricity, fuel, cooling and exhaust systems, drive trains, repair and modification of commonly used farm equipment.
Grade Level: 11-12 Prerequisite: AG Mechanics I/small engines
DIESEL Mechanics (Year) (6175) Schools: TW, MO,TU
The purpose of this course is to teach the fundamentals of diesel engines, their components that make them run and how to troubleshoot for problems within those systems.
AG WORK EXPERIENCE (Year) (6080)
Schools: TW, MO, TU
Grade Level: 11-12 Prerequisite: None
Agriculture Work Experience provides students with an opportunity for on-the-job experience. Students are placed in agribusiness jobs and complete related instruction assignments. They receive individualized instruction associated with the job and develop proper job habits and attitudes. School credit is based on evaluations of the work experience supervisor and employer.
Floriculture (Year) (6110)
Grade Level: 11-12 Prerequisite: None
Schools: TU, TW, MO
This class is designed to allow students to apply an artistic approach to floral design. Students will explore elements and principles of design, two or three dimensional designs, history or floral art, arrangement styles and techniques, seasonal, holiday and occasional designs. Students will achieve this through creating, designing, identifying, explaining and evaluating all topics of study. In addition, all students will learn various types of cut and potted foliage, potted flowering plants, fresh flowers, tools, materials, display techniques, and cut flower care. Students will learn to recognize balance and harmony within an arrangement, along with scale, color, and historical design principles. The historical and cultural past of the floral industry will be discussed as it relates to modern floral design and tradition. This class is articulated with COS OH 111. At the completion of this class the student is eligible to receive a certificate of completion from TCOVE.
AVID
AVID 1 (Year) (8010)
Schools: TU, TW, MO
Grade Level: 9 Prerequisite: Teacher and parent recommendation, application and interview, student is college bound
This academic elective course has an overall goal to prepare and encourage students to be proactive in preparation for 4-year college or university eligibility. AVID students are typically those who are often underserved, underrepresented, or the first potential college student in their family. AVID offers a rigorous, college-preparatory curriculum to meet and exceed the A-G university eligibility requirements. The course provides support for the attainment of this goal through writing instruction, rhetorical reading, analytical writing, collaborative discussion strategies, reinforcement of study skills, time management techniques, tutoring and motivational activities. AVID students gain confidence in their own abilities while learning to work cooperatively as a support system for their peers, thus forming a trusted core of dedicated students to rely upon.
AVID 2 (Year) (8020)
Schools: TU, TW, MO
Grade Level: 10 Prerequisite: Teacher and parent recommendation, previous enrollment in AVID or strong desire to enter the AVID program, currently enrolled in college prep classes meeting A-G requirements.
This course continues to fine tune the skills learned as an AVID freshman. Students explore new methods and continue to build upon previous AVID strategies to further prepare them for future success. There is an emphasis on learning processes, refining oral and written communication skills, developing higher level thinking and practical reasoning skills. Students participate in reflective and analytical writing, continue to improve their study and test-taking skills, conduct research, and prepare for college exams and admissions. They demonstrate and integrate the processes of note-taking, thinking, communication, time-management, leadership and management in order to apply academic knowledge and skills.
AVID 3 (Year) (8030)
Schools: TU, TW, MO
Grade Level : 11 Prerequisite: All Prerequisite: Teacher and parent recommendation, previous enrollment in
AVID
As AVID juniors, students participate in a 2-year sequential interdisciplinary course that will prepare them with the skills and concepts for a rigorous college or university education. They engage in higher levels of critical reading, writing, inquiry, research, collaboration and reading strategies than experienced in prior years of AVID. They continue to learn how to communicate effectively, develop critical thinking skills, participate in their community and behave responsibly. Students complete in-depth investigations into great leaders and their contributions, begin to research colleges and universities and prepare for their entrance and placement exams, and begin the work required to produce a culminating research project at the end of the senior year.
AVID 4 (Year) (8040)
Schools: TU, TW, MO
Grade Level: 12 Prerequisite: All Prerequisite: Teacher and parent recommendation, and AVID 3
AVID 4 is the culmination of a student's years in the AVID program. The skills developed as an AVID junior prepare the senior student to conduct a required final research project on a particular leader in society whose life and accomplishments are in relation to their own possible career goals and aspirations. They read extensively about this leader: essays, speeches, articles, letters, as well as at least one full-length work by or about their chosen leader. Students also develop critical questions based on their reading and writings, write analytical essays, and participate in collaborative discussion groups such as Socratic Seminar. Students develop a portfolio representing their years of work in the AVID program. The AVID Coordinator/Teacher serves as their liaison to the colleges and universities and students receive assistance in completing their college applications and researching financial aid and housing.
BUSINESS
ACCOUNTING I (Year) (6260)
Schools: TW
Grade Level: 10–12 Prerequisite: Algebra or Pre-Algebra /reading at grade level
Accounting I is a competency-based course where students discover their interests, capabilities, and vocational opportunities in the accounting field. Generally acceptable, accounting principles and concepts are emphasized.
ADVANCED ACCOUNTING (Year) (6270)
Schools: TW
Grade Level: 11-12 Prerequisite: Grade C or better in Accounting I or teacher recommendation
This course helps students develop a working knowledge of advanced accounting and better prepares them for college study or employment in the field of accounting. Students receive advanced instruction and practical application in the areas of payroll, journals and ledgers as used in corporate and partnership areas of accounting.
Grade Level: 10-12 Prerequisite: Keyboarding /Introduction to Business Computers or teacher recommendation
ADVANCED COMPUTER APPLICATIONS (Year) (6290) Schools: TU, TW
Advanced Business Computers is a high-level course designed to teach the most commonly used business application software. Major components of instruction include advanced word processing, database creation and management, spreadsheet development and charting, development of professional computerized presentations and delivery skills, desktop publishing, and hands-on Internet experience with E-mail, web browsers and research. The course culminates with a small group project, researched totally on the Internet and developed into a report in the form of a computer presentation. Utilizing desktop publishing skills, students advertise and deliver their presentation to the class. This course also prepares students for the following Future Business Leaders of America (FBLA) events: computer applications, computer concepts, word processing, and desktop publishing.
Beginning Web Design (2 semesters) (6470)
Schools: TU
Grade Level: 10-12 Prerequisite: Grade C or Better in Keyboarding and Beginning Computer Applications, teacher recommendation
In today's business world, a working knowledge of computers is key to success. Individuals with an above average understanding of computers will be more valuable to employers and will have an added edge against the competition for jobs. This course provides students with a working knowledge of several high-end programs used by professionals both in web design and other computer related business settings. Real world applications increase the ability of a student to develop a skill thus, the course is designed to operate similar to the courses in journalism and yearbook. Students develop basic and advanced skills in Adobe Dreamweaver & Flash software, and design and prepare information into a format that is uploaded and compliments the school website.
COMPUTER PROGRAMMING AND GAME DESIGN (Year) (3520)
Grade Level: 9 Prerequisite: Algebra 1
Students will be introduced to Computer programming (the fastest growing job field). They will use software Created by STEMfuse to create several video games while also integrating all facets of STEM (science, technology, engineering, and math).
A valuable course to offer that fills a need for a large group of students who have interest in this growing field.
COMPUTER SCIENCE AP (Year) (7965) Schools: TU
Grade Level: 11-12 Prerequisite: None
AP ® Computer Science Principles introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking and inviting students to understand how computing changes the world. The rigorous course promotes deep learning of computational content, develops computational thinking skills, and engages students in the creative aspects of the field.
GENERAL WORK EXPERIENCE (Year) (6450)
Schools: TU, TW, MO
Grade Level: 11–12 Prerequisite: None
Through supervised part-time paid employment, students acquire desirable work habits and attitudes in real jobs. Students complete written assignments that focus on assisting them with problems and concerns associated with securing and holding a job.
TECHNOLOGY CORE - Keyboarding (Year) (6360)
Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: None
Students will develop a mastery of the keyboard through touch-typing and develop a typing speed of 40 words per minute. Create business documents using all applications of Microsoft Office 2013. Other areas of study will comprise word processing in the form of desktop publishing, formatting business letters, resumes, cover letters and envelopes, and how to format MLA style research papers. Further applications include creating spreadsheets, database, and slide presentations using PowerPoint. Students will be exposed to Internet Research and Written works preparing for the Common core Standards to be adopted in 2014. Students will gather job acquisition skills. Some opportunities for technological competitions in the Fall & Spring.
Grade Level: 9-12 Prerequisite: None
INTRO TO MARKETING (Year) (6275) Schools: TU
This course is designed to introduce students to marketing and the development of the personal skills necessary for success on the job. Units of study include marketing, work ethics, labor laws, communications technology, and human relations as it pertains to the ever evolving global society.
MERCHANDISING (Year) (6310)
Schools: TU, MO
Grade Level: 11-12 Prerequisite: Teacher recommendation
Merchandising introduces students to the skills required for operating and managing a business with an emphasis placed on the development of attitudes, skills, and knowledge necessary to marketing and merchandising. Students apply what they learn by becoming involved in managing and promoting the student store and job shadowing local retailers.
OFFICE CO-OP (Year) (6400)
Schools: TU, TW, MO
Grade Level: 12 Prerequisite: Keyboarding / Introduction to Business Computers / Word Processing (previously taken or currently taking), and Business Skills or Advanced Business Computers
Office Co-op is a great way for students to utilize skills learned in their business classes and obtain work experience in paid positions at real job sites.
ENGLISH LANGUAGE DEVELOPMENT(ELD)
ELD 1(Year) (8411-8414) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: CELDT no higher than “early intermediate”. No more than 24 months of English language in the U.S.
This course is for the new learner of the English language and is currently being offered at Mission Oak High School. This class meets two hours daily for intense English study. ELD 1 will focus on reading and writing skills as well as developing vocabulary, listening, and speaking skills. Successful completion of this course meets the English requirement for graduation.
Grade Level: 9-12 Prerequisite: "C" or better in ELD 1. CELDT score of no less than "Early Intermediate"
ELD 2 (Year) (8421-8424) Schools: TU, TW, MO
This course is for students who are beginning their second year of English language learning or the equivalent. Students will become acquainted with different forms of literature. Students will also participate in activities that will facilitate reading comprehension and vocabulary development. Students will participate in grammar activities and write sentences as well as well-organized paragraphs. Successful completion of this course meets the English requirement for graduation.
Grade Level: 9-12 Prerequisite: Students are placed in this class based on CELDT scores, academic progress, and teacher recommendation.
ELD 3 (Year) (8431-8434) Schools: TU, TW, MO
English Language Development 3 Support (ELD 3) provides a systematic and focused approach to acquiring the English Language, using rigorous and coherent instruction that motivates students with relevant, readable literature and strategic skill instruction. Instruction focuses on the 9-10th and 11-12th grade English Language Arts Common Core Standards. ELD 3 is a supportive class that is standard based and designed to develop skill in reading, concepts and vocabulary literary analysis, writing, and grammar.
ENGLISH
ENGLISH lA
(Year) (1120) Schools: TU, TW, MO
Grade Level: 9 Prerequisite: None
English IA is an freshman introductory course that emphasizes the study of literature in a variety of genres based on selections from the state model curriculum standards. It guides students through the process of literary analysis, vocabulary development and critical thinking. Independent reading is fulfilled within the Reading Renaissance program. Education in writing stresses the writing process (prewriting, drafting, repose/revising, editing, publishing) in both narrative and literary response formats. Oral language instruction offers students experiences in a variety of speaking and listening activities.
ENGLISH 1A INTERVENTION (Year) (1150) Schools: TW, MO
Grade Level: 9 Prerequisite: Recommended for students reading two or more grade levels below their grade level
English 1 A Intervention-Edge is a core Reading/Language Arts program designed for students reading two or more grades below grade level. The Edge curriculum prepares freshmen students for a successful transition into mainstream English. The class meets for two hours each school day to ensure each student is offered additional support. With a strong focus on early assessment of reading difficulties, the goal of the class is to increase student's reading engagement, fluency, comprehension, vocabulary, strategy use and writing abilities. Reading helps prepare students to pass the California High School Exit Exam and meet the school district's minimum skills competencies for state testing. The course curriculum is aligned to foundational state standards, as students are exposed to many genres of narrative and expository texts thematically connected to and supportive of the English 1 A curriculum. The Reading Renaissance program is an integral part of this English Intervention course.
ENGLISH 1B INTERVENTION
(Year) (1160) Schools: TU, TW, MO
Grade Level: 10 Prerequisite: Recommended for students reading two or more grade levels below their grade level
This course is designed for students reading two or more grades below grade level. The Edge B Curriculum is a UC approved course that prepares freshman students for a successful transition into mainstream English. The class meets for two hours each school day to ensure each student is offered additional support. With a strong focus on early assessment of reading difficulties, the goal of the class is to increase student's reading engagement, fluency, comprehension, vocabulary, strategy use and writing abilities. Reading helps prepare students to pass the California High School Exit Exam and meet the school district's minimum skills competencies for state testing. The course curriculum is aligned to foundational state standards, as students are exposed to many genres of narrative and expository texts thematically connected to and supportive of the English 1 A curriculum. The Reading Renaissance program is an integral part of this course.
ENGLISH I HONORS
(Year) (1110) Schools: TU, TW, MO
Grade Level: 9 Prerequisite:
Teacher recommendation / grade level or above on standardized assessment writing sample
English 1 Honors is designed to challenge students who have exhibited outstanding abilities and achievements in language arts. The state English-Language Arts content standards are the foundation for determining curriculum. This course is an intense literature-based program in both independent reading (Reading Renaissance) and core literature. Active reading strategies will be employed as students analyze and interpret literature from a variety of genres. The writing process will be emphasized in conjunction with thesis-oriented and research writing. The oral language program offers students experiences in a variety of speaking and listening activities.
ENGLISH llA
(Year) (1220) Schools: TU, TW, MO
Grade Level: 10 Prerequisite: English I
Students acquire knowledge about the English language and historically relevant literature. Basic learning skills of reading, writing, speaking, listening, and critical thinking are improved. Curriculum is developed around themes that students encounter in the World History course.
English II B – Intervention (1260)
Schools: TW, MO
Grade Level: 10 Prerequisite: Recommended for students reading two or more grade levels below their grade level
This course is designed for sophomore students reading two or more grades below grade level and prepares them for a successful transition into mainstream English. The class meets for two hours each school day to ensure each student is offered additional support. With a strong focus on early assessment of reading difficulties, the goal of the class is to increase student's reading engagement, fluency, comprehension, vocabulary, strategy use and writing abilities. Reading helps prepare students to pass the California High School Exit Exam and meet the school district's minimum skills competencies for state testing. The course curriculum is aligned to foundational state standards, as students will be exposed to many genres of narrative and expository texts thematically connected to and supportive of the English 2 A curriculum. The Reading Renaissance program is an integral part of this course.
English II C – Intervention (1250)
Schools: TU
Grade Level: 10 Prerequisite: Recommended for students reading two or more grade levels below their grade level
This course is designed for sophomore students reading two or more grades below grade level. The Edge C Curriculum prepares students for a successful transition into mainstream English. The class meets for two hours each school day to ensure each student is offered additional support. With a strong focus on early assessment of reading difficulties, the goal of the class is to increase student's reading engagement, fluency, comprehension, vocabulary, strategy use and writing abilities. Reading helps prepare students to pass the California High School Exit Exam and meet the school district's minimum skills competencies for state testing. The course curriculum is aligned to foundational state standards, as students will be exposed to many genres of narrative and expository texts thematically connected to and supportive of the English 2 A curriculum. The Reading Renaissance program is an integral part of this course.
ENGLISH ll HONORS
(Year) (1210) Schools: TU, TW, MO
Grade Level: 10 Prerequisite: Teacher recommendation / grade level or above on standardized assessment writing sample
English II Honors is a challenging course for the most able language arts students. It is designed to improve a student's ability to develop and express well-reasoned interpretations of classical literature and provide them with the skills and background necessary for Senior English IV Advanced Placement. Due to a heavy workload, students must be independent, motivated, and actively involved in their own learning.
ENGLISH lllA (Year) (1320)
Schools: TU, TW, MO
Grade Level: 11 Prerequisite: English I and English II
English IIIA is a literature-based course that emphasizes the study of American literature derived from selections suggested by the state model curriculum standards. Students are guided through the process of literary analysis, vocabulary development, and critical thinking. The writing program emphasizes the writing process (prewriting, drafting, repose/revising, editing) in conjunction with a research paper. Students will analyze, evaluate, and reflect upon literature through writing. Oral language instruction offers students experiences in a variety of speaking and listening activities.
ENGLISH lll ADVANCED PLACEMENT
(Year) (1315) Schools: TU, TW, MO
Grade Level: 11 Prerequisite: Teacher recommendation / grade level or above on standardized assessment writing sample
The purpose of this course is to provide students with the skills necessary to communicate in writing with maximum effectiveness. Students work to further improve their abilities in paragraphs, moving to longer analytical essays and a welldocumented research paper. Students also practice various aspects of creative writing: dialogue, development of characters, description of scenes and people, figures of speech and poetry. Students are prepared to take the Advanced Placement Examination
ENGLISH IV ADVANCED PLACEMENT (Year) (1410)
Schools: TU, TW, MO
Grade Level: 12 Prerequisite: Teacher recommendation / grade level or above on standardized assessment writing sample
This course involves a study of literature characteristically used in Advanced Placement classes and continued practice of writing at an advanced college preparation level. Students are prepared to take the CLEP or Advanced Placement examinations.
ERWC
(Year) (1540) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: None
This rhetoric-based course was designed by the California State University and the California Community Colleges and fulfills the district's senior year English graduation requirement. The goal of ERWC is to develop advanced critical and analytical thinking skills through argumentative reading and writing. Throughout the course, students will engage with texts that deal with controversial, contemporary issues. Students will evaluate various authors' claims and writing styles, and then participate in thoughtful, text-based discussions in order to formulate their own opinions. Students will defend their viewpoints in numerous argumentative essays that will require multiple drafts. Successful completion of this course meets the English requirement for graduation and one year of the English ('b') requirement for CSU/UC.
JOURNALISM/NEWSPAPER (Year)
(1660) Schools: TW, MO
Grade Level: 9-12 Prerequisite: Grade of "B" or better in previous English course or Grade of "C" with a teacher recommendation.
This course is designed to provide the student with a general knowledge of journalism writing, an understanding of the legal and ethical issues of journalism, and an opportunity to have his or her work published regularly in the school newspaper.
JOURNALISM/YEARBOOK
(Year) (1650) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Teacher recommendation
This course presents students with real-world publishing experience in producing the Eyas yearbook. The Eyas is a large, hard cover book published annually chronicling school history for more than a century. Class members learn and practice all areas of publishing, including photojournalism, writing, editing, design, advertising, layout and distribution. Students are taught how to use professional quality cameras, computers and software in a cooperative effort to create and publish the yearbook.
CHILDREN'S LITERATURE OF THE FANTASTIC (Year) (1625) Schools: MO
Grade Level: 11-12 Prerequisite: None
This course is designed to address the standards for 11th and 12th grade college prep English through the study of children's literature. This course offers a survey of classical and contemporary children's literature. It provides the historical background of children's literature as well as modern application of the literature. This course is taught as a literature course, using essential questions to provide an opportunity for students to read, analyze, Synthesize, and understand quality children's literature.
CREATIVE WRITING (Year) (1595) Schools:
MO
Grade Level: 11-12 Prerequisite: None
This one-year creative writing course is for all students interested in the pursuit of becoming a better writer, reader and thinker by exploring the use of human imagination. The student will investigate writing from the past and present to discover how he or she may improve his or her own writing. The creative writing student is also expected to adopt the persona of an artist working in and with a community of fellow artists
Grade Level: 9 Prerequisite: None
CRITICAL THINKING THROUGH CHESS 1(Year) (1670) Schools: MO
Chess, the World's most difficult game, is recognized as one of the most effective tools for developing the skills necessary for success in the 21st Century. In research studies, chess has been shown to improve Critical thinking and creative problem solving skills, impacting both academic and social aspects of the learner's life. By learning and applying the rules, concepts, and strategies of chess, students will develop their critical thinking skills in a fun and engaging Way. b. Statement of Purpose: Chess has been referred to as "the perfect teaching tool" and it has a long history and a global appeal as an intellectual pursuit in society. Importantly in Tulare County, chess is a universal game that has no language, religious, or socioeconomic boundaries. Everyone is equal on the chessboard. Along with developing the mind, chess develops the soul of those that play, breaking down barriers and fostering a positive sense of self and of control over decisions and their consequences. Chess is for every student, and a thriving chess Culture on campus can be a unifying, intellectual, and positive force.
Grade Level: 10-12 Prerequisite: None
CRITICAL THINKING THROUGH CHESS 2 (Semester) (1672) Schools: MO
Critical Thinking through Chess 2 builds on the concepts learned in CTTC 1, exploring deeper the strategies and tactics that shape the three phases of the game: the opening, middlegame, and endgame. For each of the three units, students will study master games, analyzing the strategies used, and applying them in games to assess their effectiveness, understanding their logic, and folding them into their personal repertoire. Students will will also work collaboratively to host and participate in a school wide (District wide? County wide?) chess tournament. Statement of Purpose: Deep study of any topic is beneficial. Chess, a life-long intellectual pursuit, is perfectly suited to further develop the Concepts of Critical thinking, Creative problem solving, planning, and risk/benefit analysis. No activity is better designed as a metaphor for the challenges of life-the parallels and available stories are everywhere. CTTC 2 is a Critical piece in establishing a larger, campus-wide chess Culture, one that promotes civility, unity, and intellectualism while eliminating any racial, religious, economic, or other perceived borders.
Grade Level: 11-12 Prerequisite: None
FILM AS LITERATURE (Year) (1680) Schools: MO
Film as Literature is designed to introduce student to the media of film as an art form. Students participate in the analysis of films, and acquire a working Vocabulary of terms that describe the film industry and the analysis of films. Students will participate in interpersonal and group activities that develop firm concepts of genre.
Students enrolled in this class study film both as a visual art form and as a form of visual literature. Although the average American view "moving images" for hours each day, most watch uncritically and passively, rarely analyzing how the film Works to create meaning or shape images. This course will promote "cineliteracy', an understanding of how film communicates, by analyzing the complex network of language systems that film employs through the application of the techniques students have already been taught for analyzing and reviewing literary communication.
Each class is organized primarily around a systematic look at literature, expository reading and writing, and the following film genres: drama; comedy (romantic, 'screwball, slapstick, satire, parody); documentary; western (and archetypal western hero); war & propaganda; Science-fiction; mystery and Suspense (particularly the art of Alfred Hitchcock); film noir (and the private detective as an extension of western hero); foreign; and action adventure. Discussion focuses closely on the dramatic, literary and cinematic aspects of each film viewed and work read.
MOCK TRIAL (Year) (1682) Schools: MO Grade Level: 9-12 Prerequisite: None
Students will receive a comprehensive education concerning the judicial branch of the government and the legal system of the United States, Students Will learn, practice, and perform courtroom procedure for both civil and criminal cases, develop character, write and perform direct examination, cross examination, opening statements, closing arguments, and explore an exhaustive variety of of constitutional issues. Students will develop their own trial strategies and compete in small groups against other schools. Finally, students will learn the California Evidence code and practice objections in various courtroom situations.
SPEECH(
Year) (1570) Schools: TU, TW, MO
Grade Level: 9—12 Prerequisite: None
Speech gives students an opportunity to understand and practice communication skills in both small group discussions and activities and in formal and informal individual presentations before the entire class. Speech students develop poise and self-confidence when speaking before audience.
SPORTS WRITING AND LITERATURE (Year) (1685) Schools: MO
Grade Level: 11-12 Prerequisite: None
Sports Writing and Literature is a writing-intensive class that teaches journalistic approaches to writing. Students will also write formal essays on sports-themed topics that are contemporary and worth analysis. As a class, we will also be reading a variety of expository texts that we will analyze for style, theme and rhetoric. Our class will also be reading and analyzing core literature. Students will be expected to attend at least five sports outings a semester and be able to report, using the correct format. Sports topics and themes will change as the sports seasons change. Also, some sports topics will arise as the headlines arrive. Sports is an entity that changes and the class' topics will reflect as such. The arranged topics and themes for the class are included in the key assignments, text and supplemental instructional materials portion of the application.
Grade Level: 10-12 Prerequisites: None
STAGE TECHNOLOGY/DESIGN (Year) (6750) Schools: MO
Students enrolled in this one-year stage technology/design course will have a hands on experience with all technical aspects of theatre. Instructional emphasis will be placed on the creation, evaluation, adaptation, interpretation, and critiquing of the technical aspects of theatre. Students will learn the functions of the creative team, production staff, technicians and stage crew. With the use of production facilities available to them, students will learn the basic elements of scenic construction and design concepts, theatrical lighting, sound technologies, costume (sewing and costume concepts), theatrical makeup and design. Students will also gain hands-on experience as directors, stage management and the business aspects of theater. The students will be working closely with our local community theater as well as our own school productions.
HOME ECONOMICS
CAREERS WITH CHILDREN
(Year) (7645) Schools: MO
Grade Level: 11-12 Prerequisite: Child Development
Careers with Children is designed for the high school student who wishes to enter the field of child care and child development and to further their studies in the field of early childhood education, childhood development, child psychology, and pediatrics.
Grade Level: 10-12 Prerequisite: None
INTRODUCTORY FOODS AND NUTRITION (Semester)(7040) Schools: TU, TW, MO
Explore the variety of foods available today and learn how food and nutrition impacts daily life. This course covers the topics of nutrition and health, food safety and sanitation, meal management, food purchasing and preparation, food and culture, food science and nutrition, food costs, production and technology. Students discover how this knowledge can assist them in everyday life and the advantages of a career in the field of food science, hospitality or food technology.
ADVANCED FOODS II
(Year) (7010) Schools: TU, MO
Grade Level 10-12 Prerequisite: Intro to Foods/ Advanced foods I
Advanced Foods 2 is a course designed to train students for career opportunities in the food service/culinary arts industry. Topics include Breakfast Food and Sandwiches, Nutrition, Cost Control, Salads and Garnishing, Purchasing and Inventory, Meat, Poultry and Seafood, Marketing, Desserts and Baked Goods and Sustainability in the Restaurant and Foodservice Industry. Students will learn about the importance of running a restaurant as well as examining the various styles of plating including; minimalism, architectural, contemporary, naturalism, and classic design. Students will receive instruction on various knife techniques to manipulate food for artistic purposes along with spoon and sauce techniques used to "paint the plate." Each individual student will create and present a food demo whereby demonstrating how food can be used to create visual art through use of line, shape, form, texture, and color.
FASHION 1
(Year) (7810) Schools: TW
Grade Level: 10-12 Prerequisite: Life Management 1
Students in this course learn about the exciting world of fashion, textiles, and apparel as well as get a great head start in the pursuit of a career in the fashion industry. They explore the elements and principles of design, how to choose clothing and accessories, history of fashion, current trends, wardrobe planning and creating custom apparel. Instruction includes clothing construction skills from selecting a pattern to the finished product. At the end of the course, students have the opportunity to earn 2 units of College of the Sequoias credit if they pass the class with a Grade C or better.
FASHION 2
(Year) (7811) Schools: TW
Grade Level: 11-12 Prerequisite: Grade C or better in Fashion 1
Upon successful completion of this course, students will have enhanced the basic skills mastered in Fashion I. They will apply intermediate construction apparel principles, techniques and skills in the production of various garments. Through lecture, technology, demonstration and hands-on experience, a focus is placed on creativity, planning and construction of more complex designs.
LIFE MANAGEMENT
(Year) )7080) Schools:
Grade Level: 9-12 Prerequisite: None
This course is designed to prepare students with the skills to live independently. Students are introduced to "real life lessons" as they learn to manage their needs in the areas of interpersonal relationships with family and friends. They gain confidence to face the future as they develop critical skills and knowledge in nutrition and food, family living and parenting, child development, clothing and fashion, consumer education, individual and family health, and housing and furnishings. Students learn to look their best, be their best, and have a better future.
INDUSTRIAL TECHNOLOGY
Grade Level: 11-12 Prerequisite: Grade C or better in Introduction to Industrial Technology
AUTOMOTIVE ENGINE TECHNOLOGY 1 (Year) (7530) Schools: TU
This class builds on general information studied in Introduction to Industrial Technology and Advanced Automotive and provides more specific instruction about the engine and its components. Students diagnose problems, learn how to disassemble and reassemble an engine, and test engines for proper operation following repair. They become acquainted with the business aspects of an automotive repair shop and learn how to write work orders, calculate billing, and conduct themselves in a business setting. It is a goal of this course for students to achieve proper work ethics to be successful in the job market.
AUTOMOTIVE 1 & 2 (Year) (7510-7520)
Schools: TU
Grade Level: 10-12 Prerequisite: Grade C or better in Introduction to Industrial Technology
Advanced Automotive is a hands-on course that takes the fundamentals and theories learned in Introduction to Industrial Technology and puts them into practice in an automotive repair shop setting. Students are instructed in the proper use of tools required for particular jobs and receive guidance in the use of diagnostic machines available in the shop. Using computers, they tap into information on the Internet and All Data software, which provides specifications of different automobile makes and models. The goal of this course is to train a student to become a skilled, problem-solving mechanic, who can either repair his own automobile or is prepared for the job market.
ARCHITECTURAL DRAFTING AIDE (Year) (7760)
Schools: TU
Grade Level: 11-12 Prerequisite: Drafting I and II
Drafting Aide students learn about architectural drawing and work with the tools and materials architects use today as they execute architectural lettering, house planning and design. In the first semester, students learn to create and design a residential house using up-to-date techniques, as well as complete a full set of house plans. In the second semester, students utilize Auto CAD computer software to design a second set of house plans. Instruction includes presentation plans, a scale model, and field trips to residential house sites. Selected computer drawings are plotted for student evaluation.
DRAFTING I (Year) (7740)
Schools: TU
Grade Level: 9—12 Prerequisite None
Students will learn practical concepts and techniques for manual mechanical drawing. Many practical examples of common tasks performed by draftsman in both architectural and mechanical drawing are provided. The class is designed for students who have very little or no knowledge of drafting technology. Students will use drafting equipment and other tools associated with the trades, such as T-squares metric and standards scales, compasses templates, and different hardness pencils. In second semester students are introduced to CAD fundamentals and techniques by using auto CADLT software.
CONSTRUCTION TECHNOLOGY
(Year)(7720) Schools: TU, TW
Grade Level: 11-12 Prerequisite: Age 16 years or older
Students in this course receive instruction through lecture, technology, demonstration and handson, project-based experience in the knowledge and skills necessary to succeed in the cabinet and construction industry. With safety procedures emphasized, as well as technical and aesthetic aspects, students study and practice traditional woodworking joinery techniques, hand-tool methods, machine tool techniques, the elements of design, cabinet layout, casework, and incorporation into individual and group projects. Project design, drawings, construction and installation procedures, as well as functional mathematical concepts will be presented, along with other subject areas that fit within the scope of construction technology.
Wood I(Year) ( 7550) Schools: TW
Grade Level: 9-12 Prerequisite: None
This course will provide the student with the basic knowledge and skills used to construct articles out of wood. Basic use and care of both hand machine tools will be included. To aid the student in an intelligent selection of an occupation, a study of the various branches of woodworking is also included. On completion of this course the student will have a basic knowledge of woodworking and will be prepared to move on to more advanced woodworking skills which are offered in Wood II.
ADVANCED WOOD
(Year) (7560) Schools: TW
Grade Level: 10-12 Prerequisite: Wood I with a C or better
Advanced Wood is a woodworking course that is a follow-up course from Beginning Wood. It is designed to further meet the growing needs of students in the industry and technology programs and intended to include students with basic woodworking backgrounds who wish to prepare for further study in this area and to fit within the scope of the California Industry and Technology Education Framework. As most shop courses, it is designed with a hands-on approach, and the projects chosen are more complex and detailed to further develop problem solving skills and manual abilities. The functional aspect of math and technical writing are of prime importance, with emphasis given to their practical use in the woodworking industry. This course will contain demonstrations of various hand and power tools used by professionals in the manufacturing and construction industries. Practical problems, immediately followed by solutions are presented throughout the course. Students should have completed Wood or the previous Advanced Wood class with a C or better to enter into this next level of woodworking.
WOOD SCULPTURE (Year) (7580)
Schools: TU
Grade Level: 10-12 Prerequisite: None
As wood may be used as an art medium and/or for functional purpose, students in this course are introduced to a variety of fabrication methods, wood carving and finishing techniques for wood sculpture. Hands-on experiences, where safety practices and protocols are emphasized, enhance learning applications as students demonstrate understanding in the identification, and use of specific hand and machine tools, vocabulary, carving techniques, and design elements. Personal portfolios are created to highlight products produced through the duration of this course, and students are required to complete a final exam project at semester end. This course meets a fine arts graduation requirement.
MATHEMATICS
SUCCESS LAB
(Year) (3020) Schools: MO, TW
Grade Level: 9 Prerequisite: Students with low standardized test scores
Success Lab provides Algebra IA students with the assistance and opportunity to receive additional small group, supervised instruction to ensure success in current and future math courses.
ALGEBRA I
(Year) (3120) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Algebra readiness exam score of 25 or better or teacher recommendation
This course meets the California content standards for Algebra I and covers linear and quadratic equations, inequalities and functions, as well as an introduction to probability and statistics. Students are prepared to take the High School Exit Exam and Golden State examination in algebra.
ALGEBRA 1 HONORS(Year) (3110)
Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Teacher recommendation
This course is the fundamental course for any student on an advanced Science, Technology, Engineering or Mathematics pathway in high school. Topics range from evaluating and solving equations and inequalities, evaluating and graphing linear and non-linear functions and relations, as well as an introduction to sequences and series. Real world applications are presented throughout the course content which focuses on the 4 different representations of numerical relationships: tables, equations, graphs, and situations. The curriculum used incorporates problem-based lessons, collaborative student study teams and spaced practice with course concepts. The learning strategies are consistent with the Common Core State Standards for Mathematical Practices.
COMPUTER SCIENCE PRINICPALS AP (Year) (7965) Schools: TU
Grade Level: 10-12 Prerequisite: None
AP ® Computer Science Principles introduces students to the central ideas of computer science, instilling the ideas and practices of computational thinking and inviting students to understand how computing changes the world. The rigorous course promotes deep learning of computational content, develops computational thinking skills, and engages students in the creative aspects of the field.
The course is unique in its focus on fostering students to be creative. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using simulations to explore questions that interest them. Rather than teaching a particular programming language or tool, the course focuses on using technology and programming as a means to solve computational problems and create exciting and personally relevant artifacts. Students design and implement innovative solutions using an iterative process similar to what artists, writers, computer scientists, and engineers use to bring ideas to life."
GEOMETRY
(Year) (3220) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Grade C or better in Algebra I
This course meets the California content standards for geometry and covers proofs, basic theorems, area, perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. Students find, use and prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles. They also use and prove the Pythagorean theorem, perform basic constructions with straightedge and compass, study coordinate geometry and basic trigonometric functions and prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles and inscribed and circumscribed polygons of circles. Students are prepared to take the Golden State examination in geometry.
GEOMETRY HONORS
(Year) (3210) Schools: TU,TW,MO
Grade Level: 9-12 Prerequisite: Grade B or better in Algebra I, teacher recommendation, and a Geometry readiness exam score above 70%
This course meets the California content standards for geometry and covers proofs, basic theorems of geometry, area, perimeter, circumference, area, volume, lateral area, and surface area of common geometric figures. Students find, use and prove relationships between angles in polygons using properties of complementary, supplementary, vertical, and exterior angles. They also use and prove the Pythagorean theorem, perform basic constructions with straightedge and compass, study coordinate geometry and basic trigonometric functions, prove and solve problems regarding relationships among chords, secants, tangents, inscribed angles, and inscribed and circumscribed polygons of circles. Higher order thinking processes and technology are used daily. Students are prepared to take the Golden State examination in geometry.
INTEGRATED MATH 1 (Year) (3200)
Schools: TW, MO
Grade Level:10-12 Prerequisite: Intended for sophomores who struggled in Algebra 1 as freshman, but passed with a D.
This course is designed to meet the second year mathematics requirement for students moderately successful in Algebra 1. It will provide those students further opportunity to study additional mathematical topics, without the rigor of the geometric proof process. Students will be instructed in the use of Geometer's Sketchpad as a way of investigating geometric properties. Successful completion of this course meets the Mathematics requirement for graduation.
ALGEBRA II
(Year) (3320) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Grade C or better in Algebra I and Geometry
This course meets the California content standards for Algebra II and expands on the mathematical content of Algebra 1 and Geometry with an emphasis placed on abstract thinking skills, function concept, and algebraic solution of problems in various content areas. Specific topics include absolute value and inequalities, complex numbers, polynomials and rational expressions, quadratic functions, logarithms, arithmetic and geometric series, and the binomial theorem.
ALGEBRA II HONORS
(Year) (3310) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Grade B or better in Algebra I and Geometry, teacher recommendation, and an Algebra II readiness exam score above 70%
This course meets the California content standards for Algebra II and Trigonometry and expands on the mathematical content of Algebra 1 and Geometry with an emphasis placed on abstract thinking skills, function concept, and algebraic solution of problems in various content areas. Specific topics include absolute value and inequalities, complex numbers, polynomials and rational expressions, quadratic functions, logarithms, arithmetic and geometric series, and the binomial theorem. Students are acquainted with a more algebraic viewpoint toward the trigonometric functions.
PRE-CALCULUS
(Year) (3400) Schools: TU, TW, MO
Grade Level: 10-12 Program Major(s): All Prerequisite: Grade C or better in Algebra II or Algebra II Honors
This course meets the California content standards for Trigonometry and math analysis. Students are acquainted with a more algebraic viewpoint toward the trigonometric functions, as well as mathematical induction, roots of polynomials, conic sections and limits. Students are prepared to take the Golden State examination in high school mathematics.
PRE-CALCULUS HONORS
(Year) (3405) Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite: Grade A in Algebra II, Grade C or better in Algebra II Honors, teacher recommendations, and a Pre-Calculus readiness exam score above 70%
This course meets the California content standards for trigonometry and math analysis and part of the Calculus A/B standards. Students are acquainted with a more algebraic viewpoint toward the trigonometric functions, as well as mathematical induction, roots of polynomials, conic sections and limits. The calculus topic of derivatives is studied. First semester instruction focuses on trigonometry and math analysis; while second semester instruction focuses on calculus topics. Students are prepared to take the Golden State examination in high school mathematics.
STATISTICS
(Year) (3555) Schools: TU, MO
Grade Level: 12 Prerequisites: None
Students will receive a comprehensive education concerning statistical ideas and their relevance to public policy, business, and the social, health, and physical sciences; focus on critical approach to statistical evidence with quantitative or formal reasoning. Statistics provides tools for describing variability in data and for making informed decisions that take it into account.
STATISTICS ADVANCED PLACEMENT (Year)(3560) Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite: Grade C or better in Algebra II
This college-level course meets the Advanced Placement standards for statistics and is designed to be a technical and indepth extension of probability and statistics. Topics include planning studies, hypothesis testing, probability, conditional probability, discrete random variables, continuous random variables, variance of a discrete random variable, standard distributions, standard deviation, central limit theorem, least squares regression, correlation coefficient of two variables, data organization, confidence intervals, P-value and chi-square distribution and test. Students are prepared to take the Advanced Placement examination. College credit is awarded based on test performance.
TECHNICAL MATH
(Year) (3590) Schools: TU, TW, MO
Grade Level: 12 Prerequisites: None
This course is designed for seniors who have not met the two-year mathematics requirement for graduation. It does not replace the Algebra 1 requirement for graduation.
Grade Level: 10-12 Prerequisite: Grade C or better in Pre-Calculus or Pre-Calculus Honors, Grade A in Algebra II Honors, teacher recommendations, and a Calculus readiness exam score above 70%
CALCULUS A/B ADVANCED PLACEMENT (Year) (3410) Schools: TU, TW, MO
This college-level course meets the Advanced Placement standards for Calculus A/B. Topics include analysis of graphs, limits of functions (including one-sided limits), asymptotic and unbounded behavior, continuity as a property of functions, concept of a derivative, derivative at a point, derivative as a function, second derivatives, applications of derivatives, computation of derivatives, interpretations and properties of definite integrals, applications of integrals, fundamental theorem of calculus, techniques of anti-differentiation, applications of anti-differentiation, numerical approximations to definite integrals. Students are prepared to take the Calculus A/B Advanced Placement examination. College credit of one semester of calculus is awarded based on test performance.
Grade Level: 11-12Prerequisite: Grade C or better in AP Calculus AB or Grade B or better in Pre-Calculus Honors
CALCULUS B/C ADVANCED PLACEMENT (Year) (3420) Schools: TU, TW, MO
This college-level course meets the Advanced Placement standards for Calculus B/C. Instruction includes all calculus A/B topics, parametric, polar and vector functions, slope fields, numerical solution of differential equations using Euler's method, L'Hopital's Rule, convergence of improper integrals and series, derivatives of parametric, polar, and vector functions, antiderivatives by substitution of variables, improper integrals, logistic differential equations, concept of series, series of constants, and Taylor series. Students are prepared to take the Calculus B/C Advanced Placement examination. College credit of up to two semesters of calculus is awarded based on test performance.
PHYSICAL EDUCATION
ALTERNATIVE PHYSICAL EDUCATION (Year) (7920) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Parent and physician recommendation
This course consists of an individualized program of modified exercises and activities for improving a student's limiting condition. Emphasis is placed on weight training, swimming, and individual sports participation. Course difficulty ranges from mild to moderate dependent upon the student's physical challenge.
PHYSICAL EDUCATION I
(Year) (7260) Schools: TU, TW, MO
Grade Level: 9 Prerequisite: None
This course is designed to educate students how to be fit. Instruction through lecture, laboratory, fitness and leisure time activities teaches aspects that make a person fit. Testing monitors fitness improvement. Each student is expected to show a willingness to participate in team, small group and individual games. Regular attendance and active participation are required to pass this course.
PHYSICAL EDUCATION II
(Year) (7270) Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite:
None
Students are expected to participate in team, small group and individual activities. Self and teacher evaluation monitor student improvement in social and motor skills, as well as achievement of a level of personal fitness. Regular attendance and active participation are required to pass this course.
PHYSICAL EDUCATION A
(Year) (7390) Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Successful completion of four semesters of P.E./Grade c or better in PE 1&2
This course consists of an individualized program of various movements, modified exercises and adapted physical activities for improving a student's limiting condition. Each individualized program is designed to provide students with disabilities the opportunity for exercise and activities that will improve cardio-respiratory endurance, flexibility, and muscular coordination and endurance. Activities can include walking, jogging, dance, rhythm activities, exercises for joint mobility and relaxation. Course difficulty ranges from mild to moderate dependent upon the student's physical challenge.
PHYSICAL EDUCATION B
(Year) (7400) Schools: MO
Grade Level: 10-11 Prerequisite: Successful completion of four semestersof P.E. / Grade C or better in PE 1 and 2
This course is designed to help students obtain optimum results in muscular strength, fitness, and coordination. Students will acquire an enhanced physical condition by using a weight and functional strength program. Each student will find his/her maximum strength in four core lifts. Subsequent lifting is based upon a percentage of each student's maximum lift. The two-fold purpose of the functional strength program is to increase aerobic conditions and overall foot speed and quickness. Regular attendance and active participation are required to pass this course.
PHYSICAL EDUCATION (Medical) (Year) (7340) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Physician's medical release from P.E. class
A physician's medical release submitted to the school health aide's office will excuse a student from participation in P.E. as prescribed by their doctor. An exemption from P.E. for more than 2 weeks, requires that the student report to the Library Media/Center during his/her assigned P.E. class period for written assignments of a physical education nature.
Grade Level: 11-12 Prerequisite: Successful completion PE 2 / Teacher recommendation
SPORTS RELATED OCCUPATIONS (Year) (7410) Schools: MO
This course is designed for students interested in pursuing a career in sports related occupations. Instruction includes body conditioning and training, sports pedagogy, CPR and first aid, sports science, sports medicine, athletic training, injury prevention and sports therapy, sports management, personal training, officiating and scorekeeping. In addition to classroom curriculum, students may also participate in worksite experiences.
WEIGHT TRAINING
(Year) (7310) Schools: TU, TW
Grade Level: 10-12 Prerequisite: Successful completion of two semesters of Physical Education I and passage of the PE testing requirement
This course is designed to help students obtain optimum results in muscular strength and greater physical condition based on a weight and functional strength program. Each student finds his/her maximum lift in four core lifts. Subsequent lifting is based upon a percentage of each student's maximum lift. The functional strength program's two-fold purpose is to increase aerobic conditioning and increase overall foot speed and quickness. Regular attendance and active participation are required to pass this course.
INTRODUCTION TO DANCE (Year) (6835) Schools: MO
Grade Level: 9 -12 Prerequisites: None This course meets the Fine Art Requirement for colleges (F).
An introduction course to dance. It will include beginning level terminology and execution of basic skills in hip hop, jazz, ballet and modern dance. Students will develop creative expression through choreography and performance. They will also study historical contributions and the influence of culture on dance. Through the study of stage and screen productions, students will develop an aesthetic valuing of dance. Discussion of career opportunities in dance will also be included in the course. All students will be required to participate in the Spring Dance Performance. Students will also be required to run and do a daily work out.
FITNESS AND HEALTH (Y
ear) (7370) Schools: TU
Grades: 10, 11, 12 Prerequisites: Must have passed one year of PE
This course is designed for students who are very motivated about strength training and cardiovascular fitness. Students will engage in weight training, toning, and aerobic activities. Students will also learn about issues relating to health and proper nutrition. Benchmark exams and fitness tests will follow guidelines outlined in State Physical Education Framework. Students will be responsible for two final projects and essays.
SCIENCE
BIOLOGY
(Year) (4230) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Reading at grade level
Biology is aligned with the California content standards and is designed to prepare students for college-level biology courses. Instruction emphasizes cell biology, genetics, ecology, evolution and human physiology.
BIOLOGY HONORS
(Year) (4220) Schools: TU, TW, MO
Grade Level: 10 Prerequisite: Successfully completed English 1 with grade B or better, one year of Algebra 1 with grade B or better, and currently enrolled in Geometry/Teacher recommendation
This accelerated and enriched biology course is designed for tenth grade students who anticipate taking one or more AP Sciences, Human Biology or Physics. This is an advanced college preparatory lab science course that will provide instruction in the concepts and principles of biology. Students will develop a conceptual framework for modern biology and recognize unifying themes that integrate the major topics of biology. Students will learn bout the scientific process, molecules and cells, cellular reproduction and genetics, evolution, ecology, and the form and function of animals and plants. Laboratory activities stress the development of important skills such as detailed observation, accurate recording, experimental design, and data interpretation and analysis. Students will develop critical thinking skills through research and discussions about issues relating to current advancements in Biology.
BIOLOGY ADVANCED PLACEMENT (Year) (4210) Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Grade B or better in Biology and Chemistry or teacher recommendation
This course is designed to be the equivalent of a college-level introductory biology course generally taken by biology majors. Instruction differs significantly from high school biology with respect to the textbook used, range and depth of topics covered, laboratory work accomplished, and time and effort. Students are prepared to take the Advanced Placement examination.
CHEMISTRY
(Year) (4330) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Reading at grade level
Chemistry is a body of systematized knowledge gained from observation, study and experimentation that leads to an understanding of the nature of materials, their composition, structure and changes they undergo. This is a survey course designed to be a foundation for further studies in college.
CHEMISTRY HONORS
(Year) (4320) Schools: MO
Grade Level: 11-12 Prerequisite:
Chemistry is the study of material, their composition and structure, and the changes they undergo. It is a body of systemized knowledge gained from observation, study and experimentation that leads to an understanding of the nature of the materials around you and those changes they undergo. This is a survey course designed to be a foundation for further studies in college or as a terminal course in hopes of stimulating interest.
Grade Level: 11-12
Prerequisite: Grade B or better in Biology and Chemistry or teacher recommendation
CHEMISTRY - ADVANCED PLACEMENT (Year) (4310) Schools: MO
The purpose of the Advanced Placement Chemistry is to provide a college level course in chemistry and to prepare the student to seek credit and/or appropriate placement in college chemistry courses. It provides Advanced Preparation in chemistry for students who wish to pursue science careers.
Grade Level: 11—12 Prerequisite: Teacher recommendation
ENVIRONMENTAL SCIENCE AP (Year) (4550) Schools: TU
The course content includes the fundamental principles and concepts of environmental science, the interdependence of Earth's ecosystems and man's effect on those systems.
FORENSIC SCIENCE
Grade Level: 9-12 Prerequisite: None
(Year) (4750) Schools: MO
The Forensic Science course will survey key topics in forensic science including the application of the scientific process and principles of crime investigation, physical and trace evidence, and the law and courtroom procedures from the perspective of the forensic scientist.
HUMAN BIOLOGY
(Year) (4580) Schools: TU,TW, MO
Grade Level: 11-12
Prerequisite: Grade B or better Biology or teacher recommendation
Human Biology is a year-long course geared for students with an interest in one of the following careers: nursing, medical assistant, lab technologist, hygienist, pre-medical or pre-dental. Instruction concentrates on unified concepts and data that contribute to a basic understanding of the structure and function of the human body.
Grade Level: 9-12 Prerequisite: None
INTRO TO PHYSICAL SCIENCE (Year) (4620) Schools: TU, TW, MO
This college preparation science class is intended for students with an interest in going to college. It covers the California State Standards or Earth Science with physics and chemistry concepts interwoven throughout the course. Engineering and Scientific Experimentation group projects are completed.
PHYSICS
(Year) (4430) Schools: TU,TW,MO
Grade Level: 11-12 Prerequisite: Algebra II or teacher recommendation
Physics is the study of matter and energy and interactions between the two. Students are provided with an understanding and knowledge of the science of physics and an opportunity to further develop skills in the investigative procedures and methods of science. Physics is a survey course designed to be a foundation for further studies in college.
Grade Level: 11-1 Prerequisite: Teacher recommendation
PHYSICS - ADVANCED PLACEMENT (Year) (4410) Schools: TU, MO
The Advanced placement Physics B course is an algebra-based general Physics course equivalent to the introductory algebra-based university level Physics course. This course will be covered in two semester. The emphasis in the course is on understanding of the concepts and skills at using the concepts and formulae to solve problems. Laboratory work will be covered as an integral part of this course. Major units will be: Mechanics, Fluid Mechanics and Thermal Physics, Electricity and Magnetism, Waves and Optics, Atomic and Nuclear Physics.
Grade Level: 10 Prerequisite: Pre-Med Academy enrollment
PRE-MED BIOTECHNOLOGY (Year) (7843) Schools: TW
Biotechnology is a lab course designed to introduce students to the scope of biotech research and product development across many fields. Students learn proper lab techniques and recordkeeping with a scientific notebook. They learn the methods of gel electrophoresis and restriction enzyme digestion. Students explore the ethical issues in applied biotech, as well as the rights and responsibilities of the stakeholders involved in the development, production, and use of biotechnology products. For the culminating project, students research and propose production protocols for a new biotechnology product.
Grade Level: 9 Prerequisite: Enrolled in Pre-Med Academy
MEDICAL BIOLOGY - Honors (Year) (7844) Schools: TW
Honors Medical Biology is a two semester course designed to provide students with a basic understandingof life processes in animals and plants. This class is designed to be rigorous, laboratory science class for college prep students. Emphasis will be on interrelationships between all living things, and how thse living things interact with humans. Students will be expected to master basic biological concepts through class discussion, lab investigations, and their own research from textbook and other resources.
SOCIAL STUDIES
WORLD HISTORY
(Year) (2320) Schools: TU, TW, MO
Grade Level: 10 Prerequisite: None
Students examine major turning points in shaping the modern world from the late eighteenth century to the present. Instruction begins with a review of past learning with an emphasis placed on the growth of democratic process. Further units of study include the Revolutionary period, Industrial Revolution, Imperialism, World War I, Russian Revolution, rise of dictators, World War II, Cold War, third world, and Post-War issues. The purpose of this course is to give students the knowledge and skills necessary to assume the rights and responsibilities of citizenship.
Grade Level: 10 Prerequisite: Teacher recommendation
WORLD HISTORY HONORS (Year) (2310) Schools: TU, TW, MO
Students examine major turning points in shaping the modern world from the late eighteenth century to the present. Instruction begins with a review of past learning with an emphasis placed on the growth of democratic process. Further units of study include the Revolutionary period, Industrial Revolution, Imperialism, World War I, Russian Revolution, rise of dictators, World War II, Cold War, third world, and Post-War issues. The purpose of this course is to give students the knowledge and skills necessary to assume the rights and responsibilities of citizenship, as well as to prepare them for admission into the US History Advanced Placement course.
US HISTORY(Year) (2220) Schools: TU, TW, MO
Grade Level: 11 Prerequisite: None
US History presents instruction from the Progressive Era with a primary focus on the late 20th century. Students are made aware of how American ideals, institutions, trends, developments and changes have impacted their lives. An emphasis is placed on the importance of the individual to the development of America. Students are encouraged to appreciate the necessity of assuming the rights and responsibilities of American citizenship.
US HISTORY AP
(Year) (2210) Schools: TU, TW, MO
Grade Level: 11 Prerequisite: Teacher recommendation
US History AP is a survey class with college-level instruction emphasizing the development of writing and critical thinking skills to help ensure success in college. Students are made aware of how American ideals, institutions, trends, developments and changes have impacted their lives. The importance of the individual to the development of America is stressed and students are encouraged to appreciate the necessity of assuming the rights and responsibilities of American citizenship. Students are prepared to take the Advanced Placement examination.
Grade Level: 12 Prerequisite: None
AMERICAN GOVERNMENT (Semester) (2420) Schools: TU, TW, MO
Students pursue a deeper understanding of the institutions of American government, drawing on their studies of US history and other societies to compare different systems of government in the world today. Students are instructed with regard to the goals, structure, and function of the American governmental system including the role of individual citizens in the workings of government at the national, state, and local levels.
AMERICAN GOVERNMENT - AP
(Semester) (2410) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: Teacher / counselor recommendation
This course offers college level instruction and meets the American government graduation requirements. It differs from mainstream high school curriculum both in quality and quantity of expectations and is taught in conjunction with the Economics Honors course. Students are prepared to take the Advanced Placement examination.
AMERICAN GOVERNMENT HONORS
(Year) (2415) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: World History, US History
The purpose of offering an Government Honors course is to offer a rigorous, relevant, and accelerated class that goes beyond regular government. Government Honors covers the foundations of American government, different government systems, the three branches of government, the election process, civil rights and liberties, and public policy. Students will learn through readings and experiential learning methods. Students will connect what they learn to current events on a regular basis through academic discussion, research, and a culminating project. Government Honors is more rigorous than a regular government class because it is taught in 12 weeks instead of a semester; because students must not only manage the course work, but must stay updated on current events; because students work on a culminating project that connects what they learn and the current political climate throughout the 12 weeks
ECONOMICS
(Semester) (2460) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: None
Economics is the study of how finite resources are used to satisfy individual wants and needs. Most economic problems arise from the fact that there is a limited amount of a desired resource. Economists study the production and distribution of goods and services demanded. Diverse economic systems are evaluated in this course.
ECONOMICS HONORS (Semester)
(2450) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: Teacher / counselor recommendation
The purpose of this course is to give students an understanding of the basic principles of economics and, specifically, those that apply to an economic system as a whole. A particular emphasis is placed on the study of national income and price determination. This course develops students' familiarity with economic performance measures, economic growth, and international economics.
AP MACRO-ECONOMICS
(2490) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: "A" or "B" in previous Social Science classes preferred.
AP Economics is a fast paced college-level course that focuses on the decision making of individuals, businesses, and the government. Students will study a variety of economic theories and analyze their practical application in the real world. This yearlong course will cover both microeconomics and macroeconomics. Micro focuses on the supply and demand for products, the labor markets, and the role competition plays in a free market system. Macro focuses on the economy as a whole, including economic measures, economic growth, fiscal policy, monetary policy, and international economics. Students are expected to take both AP exams in May. This class will prepare you for college and potentially allow you to earn 6 university credits upon passing both AP exams. Extensive math skills are not required; however, the ability to analyze graphs and charts is essential.
CULTURAL US HISTORY (Year)
(2540) Schools: TU, MO
Grade Level: 11-12 Prerequisite: None
This class will explore our nation's history from the perspective of various cultural and immigrant groups as well as the history of women. Specifically, the class will examine the struggles and contributions of African Americans, Mexican Americans (Latinos), Native Americans, Asian American, Women and other immigrant groups represented in out community. There will be an emphasis on vocabulary development, reading and writing proficiency to prepare you for college and the professional working world. Cultural history will be learned through reading of novels, research assignments, various documentaries, interviews with family and community members, and a self-history project.
EUROPEAN HISTORY - ADVANCED PLACEMENT (Year) (2260) Schools: TU
Grade Level: 10-12 Prerequisite: Teacher Recommendation
This course covers both the California Content Standards for World Hisotry and the AP European history requirements set forth by the college board. After examining the beginnings of Western Civilization and democratic ideas which began in the ancient world, the course's focus turns to examining European history from approx. 1450 A.D. to the present. It introduces students to key people, events, concepts, and trends while focusing on the broad cultural, intellectual, economic, political, diplomatic and social development that played a fundamental role in shaping modern Europe. Emphasis is also placed on Europe's interaction with the rest of the world, giving the course a global aspect. Additionally, students will learn how to analyze and interpret primary source documents, and develop essay writing skills.
WORLD LANGUAGES
Grade Level: 9-12
SPANISH I or PORTUGUESE I (Year) (5010, 5130)
Schools: TU, TW, MO
Prerequisite: None
These beginning language courses, conducted almost exclusively in the target language, are instructed in accordance with the state framework and emphasize listening comprehension, speaking, reading, and writing. Students speak, read, and write about school, family, friends, careers, travel, sports, pastimes, shopping and other themes. They learn to communicate their likes and dislikes and discuss things they do now or will do in future. The student who successfully completes this course is able to comprehend and respond to Spanish or Portuguese at an elementary level and capable of handling everyday cultural activities.
SPANISH II or PORTUGUESE II (Year) (5020, 5140)
Schools: TU, TW, MO
Grade Level: 9-12
Prerequisite: Grade C or better in Spanish I or Portuguese I
Students in either of these courses participate in basic and routine communication tasks such as everyday conversation, typical reading situations, and writing simple messages, letters and summaries. Their vocabulary continues to expand as they learn to discuss things in the past and present. Students who successfully complete this course are able to comprehend and speak about a variety of topics in both the present and past tense and are capable of handling more complex cultural situations. These courses are conducted almost exclusively in the target language.
Grade Level: 9-12
SPANISH III or PORTUGUESE III (Year) (5030, 5150)
Schools: TU, TW, MO
Prerequisite: Grade C or better in Spanish II or Portuguese II
Students in their third year of language study continue to expand and strengthen their vocabulary and oral and written communication skills as they present information, comprehend concepts, and develop ideas related to real life situations. They pursue the exploration of literary works, poetry, narrative, and drama, and improve their perspective of the culture and languages studied. The student who successfully completes this course has an intermediate level of reading, comprehension, writing, and speaking the target language in past, present, and future tenses. These courses are conducted almost exclusively in the target language.
PORTUGUESE IV HONORS (Year) (5160) Schools: TU
Grade Level: 11-12
Prerequisite: Grade B or better in Portuguese III or teacher recommendation
Students in this course acquire the necessary skills for oral and written communication in the Portuguese language at an advanced level. A focus is placed on the practical aspects of the target language in real life situations and penetrating the idiosyncrasies of the language and culture through literature, music, film, history, and community involvement. The student who successfully completes this course is able to communicate in Portuguese about a variety of topics with created and planned language. This course is conducted exclusively in Portuguese.
Grade Level: 12 Prerequisite: Grade B or better in Portuguese 4 Honors
PORTUGUESE V – Independent Studies (Year)(5170) Schools: TU
All students in this course have a background in the Portuguese language. They read independently, read and interpret literary texts, read historical data, perform translations, carry out advance dialogues, and assist other students enrolled in the lower language levels. Through independent study, Portuguese 5 students develop more knowledge of the Lusophonic countries and cultures; nations with people who are culturally and linguistically linked to Portugal, either historically or by choice. Students in this course will guide and participate in the learning process of the traditional Azorean dances.
PORTUGUESE V – HONORS
(Year)(5171) Schools: TU
Grade Level: 12 Prerequisite: Portuguese IV
Portuguese V-Honors is designed for students who want to further develop their skills in the Portuguese language and the cultures of the Portuguese speaking countries throughout the world. Students will expand on the knowledge acquired in the lower level classes and will expand into the realm of literature, short stories, cinema, the arts and everyday speech. Students will participate in the Azorean Folklore experience, performing at schools and community venues. Students will further develop their skills in reading and interpreting journalistic and literary texts. Students will maintain a six-week page on the statewide Portuguese language Newspaper, Portuguese Tribune, focusing on the PortugueseAmerican experience in Tulare County and participate in online opportunities to practice the language with near native and native speakers. Students will be able to learn translations at a literary level, through poems and short stories.
SPANISH IV
(Year) (5040) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Grade C or better in Spanish III, teacher recommendation, or Spanish as a primary or home language
Spanish IV students refine their oral and written communication skills at an advanced level. Students demonstrate their competency through numerous writing assignments, skits, and class presentations. Cultural identity is developed through literature and history. The student who successfully completes this course is able to communicate effectively about many topics, formulate opinions, make arguments, and write a complete five-paragraph essay. This course is conducted exclusively in Spanish.
SPANISH LANUAGE V (Year)(5050)
Schools: TU, MO
Grade Level: 10-12
Prerequisite: Grade C or better in Spanish III or IV
This course is designed to survey the history, literature, grammar, world and is able to communicate in the 14 verb tenses. This course is conducted exclusively in Spanish.
SPANISH LANGUGE V HONORS (Year)(5060)
Schools: TU, MO
Grade Level: 10, 11, 12
Prerequisites: Spanish 4 with a "C" or its equivalent
This course offers study in ten Literary genres. Among these are fables, short stories, novels, poetry essays, etc. It serves as a bridge between Advanced Spanish language AP and Spanish Literature AP. Students learn the characteristics of each genre and its contribution to the evolution of Hispanic thought and expression. Students who have not previously taken the Spanish Language AP Exam.
ADVANCED SPANISH LANGUAGE - AP (Year)(5070)
Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite: Grade A in Spanish III or Spanish IV, or Grade B or better in Spanish V Honors, and teacher recommendation
This course, conducted exclusively in Spanish, is the equivalent of a third-year college course in advanced Spanish language and provides a rigorous curriculum encompassing listening and oral skills, reading comprehension, grammar, and composition. Students refine, perfect, and enhance their proficiency in speaking, writing, reading, and comprehending the target language. Students study key Hispanic authors in preparation for the Spanish VII Literature Advanced Placement course and are prepared to take the Advanced Placement examination.
SPANISH VII LITERATURE –AP (Year) (5080) Schools: TU, TW
Grade Level: 11-12
Prerequisite: Grade B or better Spanish V Honors or Spanish VI AP and teacher
recommendation
This course, conducted exclusively in Spanish, focuses on Spanish and Spanish-American literature as students study and provide written and oral analysis of various literary works including short stories, novels, poetry and dramas. The historical, political, social and economic backgrounds that helped shape Spanish and Spanish-American literature are examined. The student who successfully completes this course is prepared with the knowledge and understanding of the five main authors recognized on the Spanish Literature Advanced Placement examination.
VISUAL AND PERFORMING ARTS
ADVANCED BAND
(Year) (6510) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Audition by teacher / ability commensurate with level of group to which student is assigned
Advanced Band is a one-year course divided into two-semester parts: marching band and concert band. The marching session involves learning music for parades, half-time shows, pep rallies, and band reviews. Concert band members play music literature from different eras written for concert, symphonic, and wind ensemble musical groups. Small ensemble groups (woodwind, brass, percussion) are initiated for community events and participation in solo and small ensemble county festivals. Advanced Band students belong to a performing organization that provides opportunities and experiences permitting them to participate and progress to their fullest potential. Instruction includes general music education in the areas of major/minor scales, chord construction, and sight-reading difficult rhythm patterns.
All band members are required to practice outside the school day. Periodic individual auditions are scheduled to validate this procedure and rate results into a section seating order. Students have the opportunity to listen to audio band music recordings and watch videos of musical groups in marching and concert band performance. Required listening includes classical, contemporary, baroque, and other music styles. Records of student assignments and audition scores are kept by the teacher for quarter and semester grading purposes.
STEEL DRUMS (6560)
Grade Level: 9-12 Prerequisite: Consultation with Music Teacher, no audition necessary Instructor permission
Steel Drum Ensemble is designed to introduce students to the culture/music of the Islands of Trinidad and Tobago. Students also develop their knowledge of other musical cultures. The band rehearses for concerts/community performances throughout the year.
STAGE/JAZZ BAND
(Year) (6550) School: TU, TW, MO
Grade Level: 9-12 Prerequisite: Audition by teacher / ability commensurate with level of group to which student is assigned
Stage Band is designed for the band student who would like to broaden his/her knowledge of the field of jazz. Instruction includes improvisational reading and playing techniques, as well as general music education in the areas of major/minor scales, simple chord construction, sight-reading difficult jazz rhythms, articulation styles of jazz, seventh and ninth chord identifying, and performing ear-training concepts. Music material consists of music charts from the Big-Band era to modern day jazz. Students perform at various school functions, community events, and attend jazz clinics and festivals. Stage Band students belong to a performing organization that provides opportunities and experiences permitting them to participate and progress to their fullest potential. Students are taught to become as proficient on their instrument as time and ability allows.
All band members are required to practice outside the school day. Periodic individual auditions are scheduled to validate this procedure and rate results for possible placement into county and state jazz honor groups. Students have the opportunity to listen to audio jazz band music recordings and watch video cassettes of musical groups in stage/jazz band performance. Required listening includes ragtime, rhythm and blues, big-band, modern jazz, and other styles. Records of student assignments, participation, and audition scores are kept by the teacher for quarter and semester grading purposes.
Grade Level: 9-12 Prerequisite: Audition and Teacher recommendation
Band – Auxiliary (6520)
Schools: TU, TW, MO
This year-long course in marching concepts, halftime show and in-door pageantry is offered to letter carriers, majorettes, rifle team members, and tall flag corps. Members participate in all home varsity football games and state-wide band reviews and competitions, parades and theme park concerts.
Grade Level: 9-12 Prerequisite: Audition by teacher / ability commensurate with level of group to which student is assigned
Band – Intermediate (6570)
Schools: TU, TW, MO
This course is designed for the non-beginner and non-advanced student who has a few years' experience, but requires further instruction in order to play advanced band literature. Instruction includes rhythm pattern exercises, major, minor, and chromatic scales, teacher-selected music, basic harmony, theory, ear-training, note/rest value and identification, time and key signature, instrument history, transposition, and general music education in the areas of major/minor scales, chord construction, and sight-reading rhythm patterns. Students are taught to become as proficient on their instrument as time and ability allows. Students in this course are required to practice outside the school day. Periodic individual auditions are scheduled to validate this procedure and rate results for possible placement into the advanced band program. They have the opportunity to listen to audio band music recordings and watch videos of musical groups in marching and concert band performance. Required listening includes classical, contemporary, baroque, and other music styles. Records of student assignments and audition scores are kept by the teacher for quarter and semester grading purposes.
CHAMBER CHOIR (Year
Schools: TW
) (6640)
Grade Level: 9-12 Prerequisite: Audition and selection by teacher (This course is repeatable)
Chamber choir students are instructed in music theory and ear-training exercises and become acquainted with higher-level sacred and secular choral music. Selections cover many different styles from various periods of musical history. Language studies are incorporated into course instruction. The Chamber choir participates in the Tulare-Kings County Honors Choir and performs entire programs for other specific organizations and groups.
Grade Level: 9, 10, 11, 12 Prerequisite: Audition and selection by the instructor
CONCERT CHOIR (Year) (6650) Schools: TW
This group has a mandatory performance that will be coordinated with the chamber choir. Students will study music theory, ear training, breathing, posture, vocal diction, and vowel clarity. Selections of music will cover many different styles from many cultures and many periods of music history. Successful completion of this course meets the A-G requirement for UC/CSU systems
ORCHESTRA (Year) (6580)
Schools: TU, TW, MO
Grade Level: 9-12 Prerequiste: Audition by teacher / ability commensurate with level of group to which student is assigned
Orchestra is designed for the non-beginner student who has experience on a string instrument (violin, viola, cello and upright bass). Students play music literature from different eras written for string ensembles. Small ensemble groups (2 violins, 1 viola, 1 cello) are initiated for community events and participation in solo and small ensemble festivals. Orchestra students belong to a performing organization that provides opportunities and experiences permitting them to participate and progress to their fullest potential. Instruction includes general music education in the areas of major/minor scales, chord construction, and sight-reading difficult rhythm patterns. All Orchestra members are required to practice outside the school day. Periodic individual auditions are scheduled to validate this procedure and rate results into a section seating order. Students have the opportunity to listen to audio orchestra music recordings and watch videos of musical groups in orchestra performance. Required listening includes classical, baroque, contemporary and other music styles. Records of student assignments and audition scores are kept by the teacher for quarter and semester grading purposes.
DRAMA I
(Year) (6800) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: None
Drama 1 enhances communication through acting, direction, media, design or production. Students build their communication skills with pantomime, improvisation, vocal work, design and formal acting.
DRAMA II/III
(Year) (6810) Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite: Teacher recommendation
Drama II/III is for advanced students selected through an audition with the instructor. This course enhances communication through acting, direction, media, design and production. Advanced drama students continue to build their communication skills with formal acting and the responsibilities associated with production.
Grade Level: 10-12 Prerequisite: Drama 1 preferred but not required
CHILDREN'S THEATRE (6825)
Schools: TW
Children's Theatre is open to all students in grades 10-12. Students with a year of Drama 1 and students interested in primary education or childcare fields are encouraged to enroll in the class. Children's Theatre will concentrate on all aspects of creative dramatics, performance for children, and concept acquisition/values clarification through different styles of theater like puppetry, role play, story theatre, readers theatre, as well as a formal performance in a children's theatre play. Successful completion of this course meets the Visual and Performing Arts /World Language requirement for graduation and the Visual and Performing Arts ('f') requirement for the CSU/UC system.
ART CONCEPTS (Year
Schools: TU, TW, MO
) (6670)
Grade Level: 9-12 Prerequisite: None
Art Concepts is a beginning art class introducing students to basic concepts of artistic expression through a variety of mediums used by artists in creations of both two and three dimensions. The purpose of this course is to increase and expand upon existing artistic skills and perceptions in art, increase knowledge of the historical and cultural content of art, foster creative expression, and teach the student how to analyze and respond to artwork.
ADVANCED ART CONCEPTS (6660)
Schools: TW, MO
Grade Level: 10-12 Prerequisite: Completion of both semesters of Beginning Art Concepts with a grade of "A" or instructor approval.
This course is an advanced, two-dimensional art class with an emphasis on drawing. Student will use their knowledge and skills from the beginning Art Concepts class to review and improve their skills while further developing their understanding of the principles of design. Students will be introduced to strategies to develop creativity and will be encouraged to produce unique and original works through different creative thinking processes. Students who complete this class successfully will have produced a finished body of works that they have critically analyzed in a finished portfolio. Successful completion of this course meets the Visual and Performing Arts /World Language requirement for graduation and the Visual and Performing Arts ('f') requirement for the CSU/UC system.
THREE-DIMINSIONAL ART (Year) (6700) Schools: TU, MO
Grade Level: 9-12 Prerequisite: None
Students are introduced to the four basic components of art education: production, criticism, history and aesthetics. By utilizing several mediums, students begin to develop and then expand their aesthetic perception and visual arts knowledge and skills, as well as begin to develop a personal, visual concentration with their own work. The instructor leads students through a variety of techniques for working in each medium covered. Students are exposed to and gain knowledge of threedimensional art in history and cultural developments related to art. They begin to develop a base for making informed aesthetic judgments: how to analyze, interpret, theorize and judge art works and the nature of art.
AVANCED THREE-DIMINSIONAL ART (Year) (6710) Schools: TU, MO
Grade Level: 10-12 Prerequisite: Three-dimensional art
Students in this course continue to be exposed to uses of a wide range of media, along with multiple uses and combinations, as they develop a personal, visual concentration with their own work. They increase and expand upon existing artistic perceptions, knowledge of three-dimensional art in history and culture, foster creative expression, and develop an understanding of how to analyze and respond to three-dimensional art. Analytical skills develop related to form and subject matter while students explore art works created by contemporary and professional artists. The development of original ideas and communicating them visually in three-dimensional form is emphasized.
ART HISTORY - AP (Year
) (6680)
Schools: TU
Grade Level: 11-12 Prerequisite: Teacher / counselor recommendation
Art History focuses on the visual arts: painting, sculpture and architecture. Connections are made to other art and subject areas such as music, literature, drama, economics and history. Students are prepared to take the Advanced Placement exam.
DRAWING AND SKETCHING
(Year) (6760) Schools: TU
Grade Level: 10-12 Prerequisite: Art Concepts and Design
This course increases and expands upon existing drawing skills and artistic perceptions of drawing in art, increase knowledge of the historical and cultural content in drawings, foster creative expression through drawing, and teach the student how to analyze and respond to drawings as artwork. Students are exposed to a comprehensive study of the drawing media including a history of artists, historical drawing techniques, and fundamental techniques of drawing using a variety of wet and dry drawing media. Students acquire the knowledge and ability to create, complete, and critically evaluate drawings.
CERAMICS 1
(Year) (6850) Schools: TW, MO
Grade Level: 10, 11, 12 Prerequisite: None
This is an introductory art course. Students learn different construction methods and glaze techniques. Students will learn studio etiquette and proper use of the equipment. They are expected to master all areas in order to express themselves in a safe and creative manner. Ceramic artists, both past and present, are covered as well as important ceramic objects throughout history are reviewed and studied. Successful completion of this class meets the A-G requirement for UC/CSU systems.
CERAMICS 2
(Year) (6860) Schools: TW, MO
Grade Level: 10-12 Prerequisite: Grade of C or better in Ceramics or teacher recommendation.
Ceramics 2 is an advanced art course. Students learn different construction methods and glaze techniques. Students will learn studio etiquette and proper use of the equipment. They are expected to be able master all these areas in order to express themselves in a safe and creative manner. Ceramic artists, both past and present, are covered as well as important ceramic objects throughout history are viewed and studied. Successful completion of this course meets the Visual and Performing Arts /World Language requirement for graduation and the Visual and Performing Arts ('f') requirement for the CSU/UC system.
PHOTOGRAPHY
(Year) (6720) Schools: TU, TW
Grade Level: 9-12 Prerequisite: None
This course introduces students to the basic elements of photography which include technical skills of camera operations, pictorial composition, lighting, developing, printing, digital imaging, mounting, and display. By utilizing photography as an art medium, students develop and expand their artistic expression, aesthetic perception, visual arts knowledge and skills, knowledge of historical and cultural developments related to photography, and a base for making informed aesthetic judgments. Photography techniques teach discipline and organization, and the awareness of visual communication. Students learn vocational skills that can help prepare them for careers in studio photography, industrial photography, photojournalism and other photo-related occupations. It is not required that students own a camera.
DIGITAL DESIGN (6480)
Schools: TW
Grade Level: 10-12 Prerequisite: Some computer skills, Interest in digital video and photography
This course is designed to provide students with knowledge, appreciation and skill levels in art by using contemporary tools and dealing with projects that have real-world application in contemporary society. Students chiefly will use computer-based art and design tools. However, this is not a class to teach students how to use computers. Today's students are computer users. Rather, it is using computers and related equipment as tools to help students achieve artistic and visual communication goals and levels. Digital Design will teach students how to use powerful graphic design tools such as Adobe Photoshop along with teaching design basics and strategies. In this class we will be creating posters, word art, brochures, web sites, folders, and many more fun, exciting, and practical projects, many of which you will see used around our campus.
FILM/VIDEO ARTS
(Year) (7680) Schools: TU
Grade Level: 10-12 Prerequisite: Application, teacher recommendation
This course introduces students to the art, language and history of film and to the basics of film/ video production. Students research and report on the film/television industry and its role in society, including studying, analyzing, and critiquing films and film/television clips, as well as directors. Students are introduced to moviemaking techniques, including scriptwriting, story-boarding, cinematography, editing and production. Students apply that knowledge by planning, directing, filming and editing videos in a series of projects both in groups and on their own. At the end of the year, students author their own DVD featuring their collected work.
OIL PAINTING (Year) (6780) Schools: TU
Grade Level: 9-12 Prerequisite: None
In this comprehensive study of oil painting media, students explore different approaches to oil painting and techniques with an emphasis placed on the elements of art and design, color and composition. They experience a history of oil painting artists, historical and contemporary painting, accompanied by the fundamental techniques of oil painting. They acquire the knowledge and skills to create, complete, and critically evaluate oil paintings. The purpose of this course is to introduce and expand upon existing skills, foster communication, creative expression and personal style through painting, and increase the student's ability to analyze, respond and critique oil paintings.
MISCELLANEOUS COURSES
CERTIFIED NURSE ASSISTANT (CNA) (230 Hours) (7900)
Schools: TW
Grade Level: 11-12
Prerequisite: Reading comprehension test /current physical exam / fingerprinted
This course places an emphasis on the skills used in acute and long-term care hospitals. In the classroom, students study principles of anatomy and physiology, human growth and development, and principles of nutrition. They explore hygiene, infection prevention, and body mechanics. In their clinical experiences, students care for adults in a geriatric setting under the supervision of the instructor. Students learn how to make hospital beds, give personal care, record vital signs and observe patient behavior. Upon completion, the graduate will be prepared with the necessary competencies to obtain certification and employment within the health care setting.
COMMUNITY SERVICE/INTERNSHIP (Semester/Year) (8240)
Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Counselor and parent recommendation
Community service in the form of volunteerism has long been a worthwhile and important aspect of our society. Encouraging young people to participate in the improvement of their community through volunteerism has the full support of the Board of Education and is in concert with district goals and objectives.
Accordingly, student volunteers in community service projects beyond those associated with their regular school coursework, are encouraged. Students may earn up to 5 units of elective credit. The assistant principal for pupil personnel services is responsible for program operation and direction.
COMPUTER INTEGRATED MANUFACTURING (Year) (7995) Schools: MO
Grade Level: 10-12 Prerequisite: Grade level math
In Computer Integrated Manufacturing (CIM) is the Study of manufacturing planning, integration, and implementation of automation. The course explores manufacturing history, individual processes, systems, and Careers. In addition to technical concepts, the course incorporates finance, ethics, and engineering design. This reflects an integrated approach that leading manufacturers have adopted to improve Safety, quality, and efficiency. Utilizing the activity-project-problembased (APPB) teaching and learning pedagogy, Students will analyze, design, and build manufacturing systems. While implementing these designs, Students will continually hone their interpersonal skills, Creative abilities, and understanding of the design process. Students apply knowledge gained throughout the Course in a final Open-ended problem to build a manufacturing System. CIM is one of the specialization courses in the Project Lead The Way high School engineering program. The course applies and concurrently develops secondary-level knowledge and skills in mathematics, Science, and technology.
DIGITAL ELECTRONICS
(Year) (7970) Schools: MO
Grade Level: 9-11 Prerequisite: 8th grade Algebra with a C or better
The purpose of this course is to introduce the students to electrical engineering, electronics and circuit design. Through computer simulation and hands-on projects students apply engineering principles and document their work. Students use industry standard electronics design and simulation software to solve proposed problems and then build working prototype breadboard circuits. Students document their work using an engineer's notebook and communicate solutions to peers and member of the professional community.
INTRODUCTION TO ELECTRIAN TRAINING (Semester) (7795) COS dual enrollment, SchoolACHS
Grade Level 11-12 Prerequisite: None
This is the first course in a series of state-approved Electrician Training classes. Topics include basic safety, math, tools, blueprints, and rigging. NCCER Modules 1-16.
ELECTRICIAN TRAINING 1 – (Semester) (7792) COS dual enrollment School: ACHS Grade Level: 11-12 Prerequisite: Introduction to Electrician Training
This is an electrical course in a series of state-approved Electrician Training classes. Topics include electrical theory, introduction of NEC codes, electrical blue prints, hand bending, fasteners, anchors, test equipment, raceways, boxes, fittings, and residential wiring. NCCER Modules 17-25.
Grade Level: 12 Prerequisite: Engineering Pathway students or has Instructors consent. Successful completion of IED and POE.
ENGINEERING DESIGN & DEVELOPMENT – Engineering Academy Schools: MO ( Year)(7990)
This course is an engineering research course in which students work in teams to design and develop an original solution to a valid open-ended technical problem by applying the engineering design process. This course will apply and concurrently develop secondary level knowledge and skills in mathematics, science and technology. This course utilized the activity-project-problem-based teaching and learning pedagogy. Students will perform research to choose, validate, and justify a technical problem. After defining the problem, teams of students will design, build and test their solution. Student teams will then present and defend their original solution to an outside panel of industry partners and professionals. While progressing through the engineering design process, students will work with a community mentor and experts to work on their organizational, communication and interpersonal skills, their creative problem solving abilities, and their understanding of the design process.
HEALTH OCCUPATIONS (Year) (7850)
Schools: TW
Grade Level: 11-12
Prerequisite: None
Students receive training to prepare for such entry-level positions as nurse aide, geriatric aide, orderly, laboratory aide, emergency room secretary or clerk, central supply technician or aide, physical therapy aide, resident care aide, and pharmacy clerk. This course also prepares students for transition to the CNA program. In the classroom, students study principles of anatomy and physiology, human growth and development, and principles of nutrition. In their clinical experiences, students obtain hands-on experience in various settings under the supervision of the instructor.
Grade Level: 10
Prerequisites: Sophomore interested in Health Careers
HEALTH CAREERS EXPLORATION AND LEADERSHIP (Year) (7842) Schools: TW Pre-Med academy
Students will receive and introduction and orientation to the basic concepts and employment options in the health care field. Opportunities for career exploration may include: hospital tours, short periods of job shadowing and or being mentored, development and implementation of community projects, volunteer service with community health organizations and working with both youth and elderly populations.
Students will have a basic understanding of essential information regarding safety, Standard Precautions, confidentiality, body structure and function, as well as legal and ethical responsibilities associated with the health care industry.
Grades: 12
NURSING ESSENTIALS (YEAR) (7852)
Schools: TW
Prerequisites: None
his course will have an emphasis on the Pre-LVN requisites. This course will provide students with tools to research and opportunity for hands on experiences or extensive job shadowing in therapeutic services within the health care field. Students who have successfully completed this course have acquired skills to compete for employment, adapt to changing roles, and posses knowledge necessary for upward mobility in careers and education in the health care arena. Units of instruction will include career awareness, ethics and legal issues, patient rights, standard precautions, medical terminology (75 hrs), environmental, personal and patient safety, vital signs, nutrition (50 hrs), anatomy (75 hrs), physiology, medical math (75 hrs), study skills (25 hrs), communication, body mechanics, first aid/CPR, observation/documentation, growth/development, and specific job training skills. After proper orientation, students in Essentials of Nursing will be assigned duties that involve hands on experiences in health care settings they have shown an interest in pursuing. Their placement in clinical settings will provide an opportunity for them to participate in extensive job shadowing or community classroom service activities.
NURSE ASSISTANT TRAINING PROGRAM (NATP): (7900) After school Schools: TW Grade Level: 12 Prerequisite: Health Occupations
The Nurse Assistant performs routine tasks in the general care of hospital, clinic, and nursing home patients/clients. The Certified Nursing Assistant is an important member of the healthcare team, who works under the direction of licensed nursing/medical staff, providing patient centered nursing care. The Nursing Assistant Training Program at Tulare Western is a pre-certification training program. The model curriculum used is Nurse Assistant Training and Assessment Program (NATAP), developed and published under contract with the State of California, Chancellor's Office, this course prepares the student for the National Nurse Aide Assessment Written/Oral Examination which upon passing both written and skills will provide certification to become Certified Nursing Assistant.
FOUNDATIONS OF MEDICAL ASSISTANT, BILLING AND CODING - (Year)(7854)School: TW Grades: 11, 12 Prerequisites: None
Administrative Medical Assistants perform routine administrative tasks to keep the offices and clinics of physicians, podiatrists, chiropractors, and optometrists running smoothly. They are also utilized within the hospitals as Registrars, Patient Advocates, and/or Unit Secretaries. This course consists of two components, Theory and Community Classroom. In theory, students will learn Medical Terminology, Safety, Screening and Appointments, Computers, Medical Office Emergencies and CPR, Introduction to Medical Insurance, ICD-9 and CPT Billing/Coding, Performance Improvement, Medical Office Receptionist, Medical Office Records, Medical Office Finances, Medical Office Management and will also participate in a series of Job Readiness Workshops. In the second component, Community Classroom, students will be placed in an internship within the medical community where they will receive on-the-job training for up to 120 hours. At the conclusion of this program, students will have obtained knowledge and experience in the specific area and will now be prepared for entry level positions and/or enroll in a post-secondary education.
LEADERSHIP (Year) (8320)
Schools: TU, TW, MO
Grade Level: 10-12 Prerequisite: Student body election of Executive Council /interviews conducted by Executive Council / application approved by Leadership advisor
This course provides students with hands-on experience in student government as they acquire leadership skills that can be applied to any group setting. Students are continuously involved in a wide variety of extra-curricular activities.
LIBRARY SCIENCE (Semester) (6380)
Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Interview with library media teacher
This course offers general knowledge of and training in library science. Its scope involves library media management; information skills instruction; familiarity with print, media, and electronic resources; materials preparation; customer service and promotion of the library media program. Students contribute to the maintenance, instruction, and development of the library media center.
LINK CREW
(Year) (8250) Schools: TU, TW, MO
Grade Level : 10 Prerequisite: Minimum 2.5 GPA, Petition Packet, Approval from Parent, Assistant Principal, and Activities Director, Interview, teacher recommendation
Link Crew is designed to provide students with a hands-on experience in student activities. At the same time, students will learn leadership skills that can be applied to any group setting. The students are continuously involved in a wide variety of extracurricular activities.
Grade Level: 11-12 Prerequisite: Academic Success, School Involvement, and teacher recommendations are all considered by Link Crew Advisors when choosing tutors
LINK CREW TUTOR (Year) (8245)
Schools: TU, TW, MO
Link Crew is a structured, school community-building program in which students learn to make real connections with each other. Built on the belief that students can help students succeed, Link Crew trains members of the junior and senior class to be Link Leaders. Leaders must have a 2.0 GPA in academics and citizenship to be qualified. As positive role models, Link Leaders are motivators, leaders and teachers who guide freshmen, and new students, to discover what it takes to be successful in high school. Every freshman English class of 20 students will have a Link Tutor placed in that classroom to provide additional support and encouragement. These tutors make a commitment to students before school, during lunch and after school for any freshman that needs additional academic support.
Grade Level: 10 Prerequisite: Determined by administration
MUSTANG ACADEMY SUPPORT PERIOD (Year) (8330) School: TW
Mustang Academy is a support system for at-risk sophomores who need additional tutoring and encouragement in order to succeed. This course teaches study skills and organization skills, as well as provides tutors and mentors to support students who struggle in school. Students sign behavior and academic contracts and are rewarded when they reach their goals. Students will work through The Seven Habits of Highly Effective Teens, as well as, The Toughest Decisions Teens Make. Students are required to do routine binder and academic progress sheets, as well as communicate more with parents as to their performance in grades and attendance. Grades are based on attendance, binder checks, progress report signatures, behavior checks, tardy and referral avoidance and attitude.
MUSTANG MENTOR
(Year) (8330) School: TW
Grade Level: 11-12 Prerequisite: GPA of 2.8 or higher, No D's or F's, Excellent attendance
Seniors must be meeting all graduation requirements.
An Academic Mentor is a high school junior/senior with a desire to help academically "at- risk" students at Tulare Western High School. Students who are accepted into this program as Academic Mentors will be enrolled in a Mustang Academy class, earning 5 elective credits each semester. In this class, Academic Mentors work on a daily basis with students doing the following: assisting with homework assignments, completing projects, preparing for tests, developing organizational/study skills, and providing leadership though example.
OFFICE AIDE (Year)(6390-6394)
Schools: TU, TW, MO
Teacher recommendation
Grade Level: 11-12 Prerequisite: 2.0 GPA, great attendance, Counselor recommendation and
This course provides entry level experience to students interested in an office support position. Students increase their clerical and technical proficiencies, as well as verbal and written communication and public relations skills. While learning to be service-oriented, students perform office tasks such as answering phones, greeting the public upon entrance to the office, keyboarding, data entry, sorting and filing, recordkeeping, copying, and duties or errands as directed by the administrator or secretarial supervisor. Students are expected to have a positive and helpful attitude, be reliable, punctual, efficient, independent and confidential with sensitive issues that arise.
Grade Level: 10, 11, 12
Prerequisite: Counselor recommendation
PEER COUNSELING TRAINING (Semester)(8225) Schools: TU
Peer Counseling is designed to teach the process of helping another person through peer assistance leadership. Through active participation in the classroom, students master skills dealing with personality fitness, the development of self-esteem and self-worth, listening skills, self-help skills and conflict mediation. It is the goal of the course for students to actively engage in one-toone helping relationships. Students will take on leadership roles in peer mediation, conflict resolution, team building and outreach, as well as other inter-personal roles to advise, tutor, and create a positive environment on campus.
Grade Level: 9-12 Prerequisite: None
PERSONAL HEALTH (7120)
Schools: TW
The purpose of this class is to help students understand how important it is to care for themselves properly. In this course, students will learn about personal hygiene, stress management, nutrition, physical fitness, substance abuse, diseases (and prevention) and First AID/CPR. Emphasis on proper-decision-making will be given to the student throughout the course in order for him/her to be informed about the consequences of high-risk behavior.
POLICE SCIENCE
Grade Level: 11-12 Prerequisite: None
(Year) (7910) Schools: TU
This course will acquaint high school students with all aspects of our criminal justice system, as well as the various law enforcement roles and career opportunities in contract and private security services. Course curriculum includes, but is not limited to, history, criminal law, process, theories, report writing, evidence collection and preservation, search and seizure, interrogation, custody, traffic enforcement and investigation, juvenile law, the welfare and institution code, patrol tactics, and public relations. The six pillars of character will be emphasized through different classroom assignments, as they relate to the moral, legal and ethical use of law enforcement. Students learn to work collaboratively in small groups to develop a unified solution to problems using critical thinking, communication and, both verbal and non-verbal and conflict management skills. The student who successfully completes this course has a better understanding of the role of law enforcement in society and the duties and responsibilities of a peace officer.
Grade Level: 10-12 Prerequisite: Algebra I and Geometry and/or currently enrolled in Algebra II or has Instructors consent. Physics or currently enrolled in or has Instructors consent.
PRINCIPLES OF ENGINEERING (Year) (7985) Schools: MO
The purpose of this course is to expose student to some of the major concepts they will encounter in a post-secondary engineering course of study. Students will have an opportunity to investigate engineering and high tech careers. It gives students the opportunity to develop skills and understanding of course concepts through activity, project and problem based learning. Students will use a combination of teaming approaches and learning challenges to continually refine their interpersonal skills, creative abilities and problem solving skills based on engineering concepts. Students will employ engineering and scientific concepts in the solution of engineering design problems. They will develop problem-solving skills and apply their knowledge of research and design to communicate their solutions to their peers and members of the professional community.
PYSCHOLOGY
Grade Level: 12 Prerequisite: None
(Year) ( 2510) Schools: TW
Psychology is the study of individual behavior and human mental processes. How individuals perceive, learn, are motivated and relate to each other and to themselves are major aspects of Psychology.
A clearer and more complete understanding of the field of Psychology and expanding awareness that the student of himself, his feelings, his needs and his real reasons for doing or not doing things will be the goals of this course.
PYSCHOLOGY – AP
(Year) (2525) Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: None
AP psychology is a college level introduction to psychology course. This course covers 14 topics all of which will be tested on the AP exam. Students are expected to read the textbook, write, study for exams, participate in class discussions, and conduct several types of research throughout the year. This class utilizes technology and students will be expected to work in groups doing project based learning. Students should expect to spend at least three to four hours a week studying for this course. Students are expected to take the AP exam at the end of the year.
RECONNECTING YOUTH (RY) (8255)
Schools: TU, TW, MO
Grade Level: 9 Prerequisite: Minimum 2.0 or below GPA, Approval from parent, Assistant Principal, and Activities Director Interview, and Teacher recommendation
Reconnecting Youth is designed to provide students with the tools and skills to improve academically, socially, behaviorally, and emotionally. Students are continuously involved in goal setting and personal improvement activities
STUDENT SUCCESS (Semester) (8285) COS dual enrollment School: ACHS Grade Level: 11-12 Prerequisite: None
This course will provide the student with an opportunity to learn and adopt techniques, tool, and methods that will enhance his/her success in college. In addition, this course will highlight key strategies for improving a student's understanding of personal responsibility and self-management.
TEACHER'S AIDE
(Year) (8300) Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: 2.0 GPA, great attendance, Counselor recommendation and Teacher recommendation
This course is designed to prepare students for career options in education. Students develop entry level skills as they interact and carry out classroom responsibilities with teachers and students. Observation of classroom management, lesson plan deployment, different learning styles, and participation in instructional strategies, as well as performing routine clerical and technical tasks will develop their interest and ability to work in education. Students perform tasks as assigned by the instructor including keyboarding, data entry, sorting and filing, recordkeeping, copying and other duties or errands necessary to accomplish the daily goals for the class.
OFFICE WORK EXPERIENCE(6390-6394)
Schools: TW
Grade Level: 11-12 Prerequisite: Previous business class, Minimum G.P.A. of 2.0, andGood attendance
Office Co-op/Work experience worker is a paid position working in a school office from after lunchtime to 4:30 pm daily. This position requires the student to learn clerical, computer, and filing skills (taking computer and business classes is a plus). They are trained to work in a school office setting. All students must follow school rules and confidentiality is a must. They must have a good attendance and discipline record. The purpose of this job is to prepare them for office job after graduation.
RESOURCE (Sp Ed)
Grade Level: 9
Prerequisite: Enrollment in Special Education Classes
PRACTICAL ALGREBRA 1A (Year)(9396)
Schools: TU, TW, MO
This class is designed for the resource student that requires more instruction in mathematics before entering a regular algebra program. This class reviews basic arithmetic concepts while introducing algebra concepts in a step-by-step approach.
PRACTICAL ALGEBRA IB
(Year)(9397) Schools: TU, TW, MO
Grade Level: 10
Prerequisite: Enrollment in Special Education Classes
This class is designed for students who requires more instruction in mathematics before entering a regular algebra program. This is the second year of instruction in Mathematics for the Resource Program (Resource). This class teaches students basic algebra concepts in a step-by-step approach to help students grasp the new concepts.
PRACTICAL MATH
(Year)(9390) Schools: TU, TW, MO
Grade Level: 9 Prerequisite: Enrollment in the Special Education program
This course is for RSP high school students that require more instruction in mathematics before entering a regular algebra program. This class reviews basic arithmetic concepts while introducing algebra concepts in a step-by-step approach. The purpose of this course is to provide students with special needs with a curriculum and activity level that meets their needs. This class is set up as a Pre-Algebra class, helping prepare students for Algebra. Successful completion of this course meets one year of the Mathematics requirement for graduation.
PRACTICAL AMERICAN GOVERNMENT (Semester)(9370) Schools: TU, TW, MO
Grade Level: 12 Prerequisite: None
This one-semester course provides an alternate means to achieve an American Government course credit, using content area materials to target reading and/or writing IEP goals and objectives. Students will focus on understanding the functions of the U.S. government through individualized pacing and group instruction. They will be exposed to various events, time frames, and concepts pertaining to American federal, state and local government, as well as other world governments beginning with the "Enlightenment Period" up to present day. They will learn how our government is organized and how past events, policies, political parties, and philosophies impact today's America. Students have the opportunity to develop skills in research, note-taking, organization, critical thinking, and public speaking.
PRACTICAL ART
Grade Level: 9-12 Prerequisite: None
(Year)(9430) Schools: TU, TW, MO
This course provides an alternate means to achieve a Fine Art course credit. Instruction is provided in basic art principles and techniques. Students will learn color theory, develop skills in drawing, painting, composition and 2 & 3 dimensional design. They will create a variety of art projects using step-by-step instruction during each 6-week grading period, as well as complete a vocabulary notebook and an artist biography notebook. This course promotes fine motor development and encourages creativity. Students learn to appreciate art and enjoy art as a leisure activity.
PRACTICAL ECONOMICS
Grade Level: 12 Prerequisite: None
(Year)(9380) Schools: TU, TW, MO
This one-semester course provides an alternate means to achieve an Economics course credit, using content area materials to target reading and/or writing IEP goals and objectives. The course instructs students in understanding the basic principles and concepts of, as well as the vocabulary associated with, our economic system. They will study how economics incorporates into American government, and the governments of other countries to better understand global economics. The curriculum further encourages students to gain knowledge of economic principles for use in their everyday lives. Specific units are production, supply and demand, the stock market, credit, banking, personal income, the government and its economy, and major economic problems in the United States.
PRACTICAL ENGLISH SERIES (1-4):
(Year)(9305-9341) Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: None
These courses provide an alternate means to achieve course credit in English, using content area materials to target reading and/or writing IEP goals and objectives. All Practical English courses are designed to prepare students for the California High School Exit Exam, and to improve basic reading and writing skills. The classes include a systematic focus on active reading strategies, reading comprehension, writing, grammar and an appreciation of literature. The teacher utilizes a variety of instructional materials and students are exposed to many genres of narrative and expository texts. They read short stories, class novels, self-selected books, drama, poetry, functional texts and vocational content area textbooks.
Grade Level: 10-12
Prerequisite: None
PRACTICAL SCIENCE (Year)(9400, 9410) Schools: TU, TW, MO
Practical Science focuses on general concepts and includes one year of life science and one year of physical science. This course meets the science graduation requirements and is aligned according to SAT9 standards and California frameworks.
PRACTICAL SOCIAL STUDIES (Year)(9350, 9360)
Schools: TU, TW, MO
Grade Level: 9-12
Prerequisite: None
Practical Social Studies offers a four-year curriculum that includes geography, world history, US history, government and economics. Specific emphasis is placed on research skills, oral reports, written reports, and study skills. The course is aligned to the California state standards and meets graduation requirements
Grade Level: 9-12 Prerequisite: None
PRACTICAL STUDY SKILLS (Year)(9420)
Schools: TU, TW, MO
This course focuses on IEP goals in organization, behavior, social skills, executive functioning as well as addressing post-secondary goals through guidance to develop work skills for career planning. Students receive individualized assistance to facilitate completion of their general education assignments and life skills (attendance, punctuality, organization, responsibility, attitude, and effort) are addressed. Students learn to improve study skills such as time management, goal-setting, self-monitoring, communication, note-taking, test-taking, textbook usage, writing and editing.
PRACTICAL VOCATIONAL ED. (9440)
Schools: TU, TW, MO
Grade Level: 9-12 Prerequisite: Enrollment in Special Education
The students who are enrolled in this class will work in Tulare Western High School's Student Store. The store is located on campus in the 600 building. The students in this class are responsible for the management and maintenance of the store. The class is part of the Resource Department's Practical classes. Tulare Western High School's Resource Department utilizes this class to enhance employability and independent of their students
Educational Plan's Transitional Goal.
with special needs. Students will also work on completing applications. The students will also work on their Individualized
PRACTICAL WORK EXPERIENCE (9450)
Schools: TU, TW, MO
Grade Level: 11-12 Prerequisite: Student must have a job in order to enroll in this class Enrollment in the Special Education program
Juniors and Seniors may enroll in this class if they meet the following criteria: (1) they are part of the RSP program; (2) they are employed; and (3) there is room in their schedule for 2 periods of elective credit. In this course, there is no classroom component, as students earn credit for the skills they are acquiring on the job. Job performance is monitored by the teacher and vocational specialist, and grades are given by the employer, based on job performance.
LINKED LEARNING CAREER PATHWAYS
- Small Learning Communities
- College Preparation
- Career-Theme Focus
- Academic Rigor Blended with Technical Relevance
- Project-Based/Hands-On Learning:
In partnership with
Academy of Engineering (AOE)
If you love math and science, the Academy of Engineering is for you!
Students in the Engineering pathway will begin building their understanding of the fundamental laws of engineering through cutting-edge design and hands-on, computergenerated prototypes that lead to the development of fully functional products.
AOE electives include:
Introduction to Engineering Design
Digital Electronics
Principals of engineering
Computer Integrated Manufacturing
Biotechnical Engineering
Civil Engineering and Architecture
Engineering Design and Development.
Pre-Med Academy (PMA)
Do you dream of being a doctor or helping people? This is where you belong!
The Pre-Med Academy is the premier health sciences pathways that allows students to explore the many professional careers in the medical field. The Pre-Med pathway incorporates Honors and Advanced Placement math and science courses, as well as electives that include:
Health Careers Exploration
Biotechnology
Principles of IT (Information Technology) in health Careers, and
An on-site internship at a local health care facility.
Academy of Art (AOA)
Are you an aspiring arts or future filmmaker? Welcome to the world of art!
Students in the Academy of Arts prepare for college and career through projects and presentations highlighting student's love of visual art, performing art, and computer generated art. Students are given educational opportunities through museums, plays, college mentors, and business partnerships from the community.
AOA courses include:
3D Art, Drama
Digital Design
Film and Video
Web Design
Technical Core
Media Technology
Photography
Advanced Photography
Oil Painting
Drawing/Sketching
AP Art History
Art Concepts
Orchestra and Choir.
Tulare Joint Union High School Career Academy Sequence of Courses
Art, Media & Entertainment Academy
| | 9th Grade | 10th Grade | 11th Grade | 12th Grade |
|---|---|---|---|---|
| CTE Course | 3D Art | Drama/Music Theory | Digital Design/Film Arts | Senior Project |
| English | English 1 | English 2 | English 3 | English 4 |
| Social Studies | Science | World History | U.S. History | Econ/Govt’ |
Pre‐Med Academy
| CTE Course | Exploration of Health Occupations | Biotechnology | Anatomy/Physiology |
|---|---|---|---|
| English | Honors English 1 | Honors English 2 | AP English 3 |
| Math | Algebra | Geometry | |
| Science | Honors Biology | Chemistry | Physics |
Engineering Academy
| | 9th Grade | 10th Grade | 11th Grade |
|---|---|---|---|
| CTE Course | Introduction to Engineering Design | Digital Electronics | Principles of Engineering |
| English | English 1 | English 2 | AP English 3 or AP English Comp |
| Math | Honors Algebra 1 | Honors Geometry | Honors Algebra 2 |
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THE BASIS SCOTTSDALE
GAZETTE
MASTER SOCIETY—THE BASIS
SCOTTSDALE CONGRESS?
BY GINA RYU
Joining the multitude of athletic, academic, and artistic extracurricular activities at BASIS Scottsdale, the Master Society was formed this year as an umbrella organization encompassing our school's clubs and societies. The Master Society was created with the purpose of promoting school pride, spirit, and service by essentially forming a BASIS Scottsdale "Congress" to which individual clubs or societies send delegates. Clubs and societies with 20 or more active members are required to have a representative attend each monthly meeting of Master Society, regardless of whether they are hosting any events that month or the next; conversely, clubs and societies with fewer than 20 active members do not have to send a representative to the monthly Master Society meeting unless they are hosting an event that month or the next, or want to add an event to the Master Calendar. To choose representatives, each organization has its own selection method.
In addition to the delegates, Master Society comprises three committees—Communications, Competition, and Tech. The Communications Committee is responsible for advertising events to the student body, coordinating with the Bulldog Blast, and updating school personnel to ensure uniform advertising. If a club or society lacks a full Public Relations (PR) Committee or PR representative, then the Master Society Communications Committee would step in and assist with advertising and planning for that organization's events.
FEATURED
Unlike the Communications Committee, which has similar counterparts in existing organizations, the Competition Committee is a completely new development, involving building support for any competitions BASIS students participate in, ensuring a common image when representing BASIS Scottsdale, and recognizing individual student achievements. Members of the Communications and Competition Committees are chosen by a staff panel from a pool of applicants of students active in a school club or society with a GPA higher than 3.0.
CONTINUED ON PAGE 2
SAVE THE DATE
December 3:
November 25:
Thanksgiving
Break Begins
November 30:
Thanksgiving Break Ends
Community Book Conversation
December 21:
Winter Break
Begins
CONTINUED FROM PAGE 1
The Tech Committee, modeled after the Tri-M Music Honor Society's Tech Committee, 'owns' and manages any equipment used by societies/clubs for their events. Members of the Tech Committee are chosen by a staff panel from a pool of interested Upper School applicants. As Tech Committee members operate all equipment during events, members supporting an event gain free admission to those events that they work. Within all three committees, there is a chairperson, directly elected by the committee members. Like delegates, the chairperson of each committee is required to attend the monthly Master Society meeting to represent his or her committee.
or society would fill out an Activity Request Form for their club/society advisor to send to the Head of School or Auxiliary Program Coordinator to approve. After, the advisor would tell their Master Society representative, who would then take it to the Master Society monthly meeting to be put on the Master Calendar.
In addition to monthly meetings, the Master Society creates a Master Calendar to ensure no overlap between school events. By keeping information for events streamlined, the Master Society hopes to facilitate an environment conducive to school spirit and enthusiasm for events. Therefore, when planning an event, students in a
While Master Society is a new addition to BASIS Scottsdale's extracurricular catalog, it hopes to leave a lasting impact, allowing students across grade levels, interests, and clubs to work together in a positive environment. In the future, the Society hopes to boost collaborative efforts by allowing smaller clubs, which are normally unable to host events, to work together to be able to host new school events. As a fledgling organization, Master Society seeks to unite the BASIS Scottsdale student body to promote greater student participation and foster school pride—an ambitious goal, but one easily achievable at BASIS Scottsdale.
PREVENTING BOREDOM WITH PANDEMIC PASTIMES
BY DERRICK KANG
Due to the COVID-19 pandemic, many students have taken up new hobbies or spent time pursuing new activities. Whether to alleviate the stress associated with school or to learn something new, various students have enjoyed new hobbies that would have not been possible without the time given from quarantine. As different people have different ideas of how to pass this difficult time, I decided to interview three students, Sophie Li (10), Kunal Pawar (11), and Andrew Zhang (10), to understand how students have been entertaining themselves.
Kunal: some of my hobbies during quarantine were reading, playing video games, and playing backyard sports such as badminton and soccer. I also started reading a lot more since I had less to do; mystery novels such as Sherlock Holmes appeal to me more, even though they are pretty old.
To start off, how have you been feeling during quarantine?
Sophie: It's been alright. It's been kind of hard not seeing all my friends or being able to talk to them. Even though we have social media and video chatting sites, it's just not the same. I've been trying to get some motivation to do things outside of school, but that motivation is really hard to come by. I've had a few mental breakdowns partially due to the frustration of this pandemic situation and partially due to being stuck inside for so long.
Kunal: I've been fine in quarantine. There haven't been many issues for me, though being forced to stay at home with parents for a long time can be a bit nerve-wracking, and not going outside is also very difficult. Mostly, I just miss my friends who I would normally hang out with, even though there are ways to connect over FaceTime.
Andrew: I have been holding up quite nice actually. I seem to have some more free time despite the rigors of the BASIS curriculum. I have been getting some exercise in.
What hobbies or activities have you been pursuing during quarantine?
Sophie: I recently started Photoshop—I'm kind of an amateur as of now, but it's been fun to play around with the colors and change what you don't like. I've also been cooking a lot more, whether it be baking or just normal meals. Over the summer, when I had more free time, I'd try to prepare more time-intensive foods like beef bourguignon or bread. I also started trying to look for jobs that were socially distanced or easy to do over online meetings so that I could earn some money to start saving up for college. No sum is too little!
Andrew: During quarantine, I am trying to volunteer more. I always had an interest in volunteering, but I never really had the time or my parents couldn't drive me. Either way, it is something that I have been striving to do more. However, it is now hard to find opportunities with the threat of COVID-19.
Seeing as there may be students who are unsure of what hobbies or activities to pursue, do you have any recommendations for them?
Sophie: My biggest recommendation would probably be going outside, even just for ten minutes. Go out and do something active like taking a walk or going to a park. It really improves the mindset. Maybe try doing some form of art since it is said to be therapeutic—I think we could all use some sort of stress-reliever during these times.
Kunal: I would honestly recommend the activities that I have done like sports and reading. But I would also recommend some online games that you can play with friends—those can be very fun and allow you to interact with others, even during quarantine.
Andrew: I would tell people to go take a walk, get some fresh air, or do any activity that is outside of the house. Everyone is so scared of going outside, but in open areas such as parks, the risk of COVID-19 is much lower. Just do not gather with a lot of people, but perhaps bring a friend and play some basketball.
Do you have any advice for people who are starting to pursue new hobbies during quarantine?
Sophie: It's usually not that hard to get away from all the noise. The easiest habits to pick up would probably be taking a walk in your neighborhood or closing your eyes and meditating for 5 minutes (just let your mind wander
CONTINUED ON PAGE 4
3
CONTINUED FROM PAGE 3
away). If you're trying to let go of frustration or anger, do something more physical like working out. If you're trying to find peace of mind, do something that takes more attention like drawing or preparing a meal. Let your mind wander from school or troubles.
Kunal: When trying to pursue a hobby, keep an open mind. For example, I started to read and write some of the languages from my home country, India, such as Marathi and Hindi. This was really hard, but it was a good way to pass time when I didn't have much else to do.
Andrew: If you want to try something new out, do not be afraid. This is an uncertain time, so ease up and go with the flow. Everything right now is unusual and somewhat unprecedented, so think of what is happening as a mystery book that you are reading—a new chapter in your life. Once it has passed, you can reflect back on it as an exhilarating experience.
Though quarantine and online schooling can make having fun difficult, it's important to take time for oneself and pursue personal hobbies or interests. While school and extracurriculars may be a priority on one's mind, it's important to remember that having fun is just as important as studying hard.
MAKE-A-WISH: A REAL-LIFE GENIE FOR CHILDREN WITH ILLNESSES BY CALISTA WILK
If you could have one wish, what would it be? Maybe it's to travel the world, or maybe it's to become TikTok famous. For Hollie Costello, Vice President of PR and Marketing at Make-A-Wish Arizona, it's to meet Madonna. No matter what your wish may be, its impact is what's most important because it can promote strength, inspire hope, and unite communities. These qualities are essential in comforting and empowering people during this unprecedented pandemic. Organizations like Make-A-Wish are ensuring this security for communities throughout the United States. Founded and headquartered in Phoenix, Make-A-Wish has been granting wishes for children with critical illnesses since 1980, continually providing them with support and love.
at children's homes to avoid physical contact, allowing the parents "choose how to bring it into their homes, depending on the care of their child." Although many changes have been made to Make-A-Wish Arizona's operations, their perseverance is recognized by all the children that they have helped.
At the Arizona chapter of Make-A-Wish, services are specifically tailored to each child to help him or her feel cared for and supported. As soon as a wish is received by the organization, two to three volunteers get to know and work with the child. During a period that can last up to nine months, the volunteers learn about the child's personality and "try to get to the heart of what the wish could be for [each] child," according to Ms. Costello. From the wish itself to the style in which the wish is delivered, every step in the process is crafted to match each child's unique preferences. This love is crucial in the development of children with critical illnesses, as it inspires hope and strength in children.
This determination is inspired by a key characteristic of Make-A-Wish Arizona: their culture. Having been a part of Make-A-Wish Arizona for eight years, Ms. Costello said that what she enjoys most is its "amazing culture." Everyone who works at Make-A-Wish has a strong commitment "to the mission...to their fellow coworkers...to the volunteers...to making sure that each wish is individualized." By persevering together, the staff members are able not only to motivate and support each other but also to uplift and empower children.
Even during today's difficult pandemic, Make-AWish Arizona is committed to helping these children. In order to comply with COVID-19 safety regulations, meetings with the children have become virtual calls on platforms such as Zoom and Microsoft Teams. Staff members are also working from home to protect health in the office and drop off wishes
For forty years, Make-A-Wish Arizona has been promoting strength and ambition in children with critical illnesses, as well as bringing staff members, families, and communities together. The impact of Make-A-Wish Arizona is especially important now during the COVID-19 pandemic. Because their operations are completely funded by donations from the community, a great way to support them is to donate at their website wish.org/arizona. Although people under the age of 21 cannot volunteer, you can still stay involved in the community and help their organization by hosting fundraisers as a part of their Kids for Wish Kids program by contacting Whitney Cohen at 602-544-2544 or email@example.com. Any way you can help Make-AWish Arizona makes a big difference in the community because helping grant a wish is helping change a life.
A group of students helping during a Kids for Wish Kids fundraiser (source: wish.org/arizona/ways-help-us)
5
SPORTS AT SCOTTSDALE: THE RETURN OF BASIS ATHLETICS BY SAHIL SUD
The COVID-19 pandemic has dominated our lives for many months, forcing quarantines slowing down life as a whole. We are all familiar with ways it has impacted our lives and day-to-day activities. However, sports globally have been affected and forced to shift schedules. For example, the Olympics were postponed to the summer of 2021, and the NBA season took a 6-month hiatus, returning to a bubble environment. Locally, BASIS Scottsdale has been forced to adjust the way it handles sports as well, which will have an impact on not only student-athletes, but the school as a whole.
there will be an adjustment phase for the players. He says that players will be "feeling their way through" the season as it begins, as they adjust to playing regularly after a long summer off. But Arun is optimistic. "Open gym was really great," he said. "I think we are going to have a great season." Moorthy says that even with changes, such as the lack of a crowd, the Bulldogs will do well and succeed during the season.
Due to the rapidly increasing number of COVID-19 cases, both the officials at sporting events and the participants must follow safety guidelines, such as wearing masks and social distancing. In order to combat the spread of COVID-19, Mr. Wells, the cross-country coach, and other teachers have implemented safety protocols, including a mask mandate, where runners are expected to wear a mask at all times possible, even when running. In order to enforce this, there is a week-long suspension for any violation. However, this may result in a decrease in performance capabilities and deflated times due to the difficulty of running with a mask. As a result, the only sport included in the Fall Extracurricular Brochure was cross country.
Additionally, BASIS has begun the preliminary opening of the basketball season. Student-athletes have been playing miscellaneous scrimmages to hone their skills. Over the past few weeks, there have been open gyms for both varsity and junior varsity. At these open gyms, coaches have assessed how players have progressed through the extended summer, as well as evaluated what they need to work on. At practices, masks have been mandated to try to reduce the spread of COVID-19. Players are also expected to follow social distancing guidelines during breaks, and to try to stay as far apart as they can. Unfortunately, it is unlikely that games during the season will have crowds because the games are indoors, and spectators would be tightly packed together. In the second week of the month, on November 9 and November 10, tryouts for junior varsity and varsity were held for team selection, with the mask mandate in place.
Games will be different this year, as players and coaches adapt to the new accommodations like social distancing. Student-athlete Arun Moorthy (10) believes that
As this unique season begins, we should appreciate safety measures put in place by staff, and cheer on our athletes. We will have to adjust and change the way we think about conducting games, perhaps for the foreseeable future. We'll have to change the way we celebrate, or even watch games, but the one thing that won't diminish is our school spirit.
RECAPPING THE ELECTION AFTERMATH
BY ALEX
ZOU
Election Day took place almost three weeks ago. However, questions still remain as to how events will progress even after Joe Biden was selected as the PresidentElect. To ascertain just how events will unfold, one must first return back to the week of Election Day.
From November 1st to November 3rd (Election Day), the deadlines for both early in-person voting and mail-in ballots were reached in almost all of the fifty states. On November 3rd, regular voting began in all 50 states from 6:00 a.m. to 12:00 p.m. As initial ballots were counted, several states exhibited "blue" or "red" mirages in which a state seems at first to be heavily in favor of one candidate or another, particularly in several key battleground states.
By November 16th, many of Trump's previous legal challenges had either been dropped or denied through legal channels. According to The New York Times, "his campaign lost in courts in Michigan and Pennsylvania and dropped a challenge in Arizona. On Monday, four cases in those two states and also Georgia and Wisconsin … were also dropped." In addition, all states but Georgia had been called for either candidate.
By November 4th, most states had been called for one candidate or the other. Notably, Arizona was marked as a flipped state for Biden, marking the first time that Arizona has cast its electoral votes for the Democratic Party candidate since 1996. At this point, with most states leaning Republican, President Trump called for the counting of votes to be ended by both the Supreme Court and individual states. Several hours later, many states started to count mail-in ballots. Because mail-in ballots heavily favored the Democratic Party candidates, the Trump campaign filed lawsuits in several key battleground states. These lawsuits included calls to stop the counting of votes entirely in Michigan, a recount in Wisconsin, and several lawsuits involving how far away a poll watcher could stand. By the end of the day, both Michigan and Wisconsin were called for Biden. Both key states had previously cast their electoral votes for Trump in the 2016 election.
On November 5th, several of Trump's previous legal challenges were rejected in Michigan and in Georgia. In Pennsylvania, however, Trump lawsuits succeeded in obtaining permission from a Pennsylvania state judge to view ballot counting from outside 6 feet—the only legal victory for the Trump campaign so far. The very next day, on November 6th, Biden was first projected to win Pennsylvania, which would have delivered him the victory. Trump, however, opined that Biden could not claim the office of President since "legal proceedings are just now beginning." On November 7th, events became heated as major news networks projected that Biden had won the election with the confirmation of Pennsylvania. Biden supporters celebrated across the United States. However, Trump refused to concede the election and instead doubled down on rhetoric proclaiming that "legal challenges...could determine the ultimate victor."
As of current writing, the state of Georgia has just been called for Biden. As such, major news networks are putting down a 306 - 232 split as the final electoral vote count. As Biden crossed the 270 electoral vote threshold required to win the Presidency, he delivered a victory speech in which he "pledge[d] to be a president who seeks not to divide but unify" and that "it's the honor of [Biden's] lifetime that so many millions of Americans have voted for that vision." However, Trump continues to dispute the results of the election, arguing that he "won the election" because of "voter fraud all over the country." Though he hasn't offered any substantial proof of election fraud, Trump has still refused to concede the election.
Overall, according to Bloomberg, the total number of final votes will range from "157.1 million to 165.0 million" votes cast, accounting for "68.6%–72.1% of the citizen voting-age population." In fact, more Americans voted in this election than in any other election in U.S. history, and the final voter turnout is likely to become the highest "since 1908" according to Foreign Policy. Looking at the results, it is obvious that this election was unusual in the amount of enthusiasm and willingness to vote that gripped the American public. There is little doubt that for better or worse, both Biden and Trump energized the American public to go out and make their opinions heard through voting in this year's presidential election.
7
MONTHLY MUNCHIES
THANKSGIVING SWEET POTATO
BY DYLAN SOSINSKY
CASSEROLE AND JONAH MARWIL
Do you like sweet food? Do you like savory food? Look no further, for this recipe below is a mix of the two flavors and one of my favorite things to eat on Thanksgiving. Who knows—it may even become yours too!
Ingredients:
3 pounds of sweet potatoes ½ cup of brown of sugar
⅓ cup of butter
½ teaspoon of vanilla extract
¼ teaspoon of cinnamon
A pinch of salt and pepper
2 cups of miniature marshmallows
Instructions:
1. Preheat the oven to 375 degrees F. Grease a 9 x 13 pan.
2. Place the sweet potatoes in a pot of boiling water. Simmer for 15 minutes or until fork tender. Drain.
3. In a large bowl, mash the sweet potatoes with brown sugar, butter, cinnamon, vanilla, salt, and pepper.
Source: Dinner at the Zoo
YOU CHOOSE!
4. Add the marshmallows to the top of the mash.
5. Bake for 25 minutes or until both marshmallows are golden brown or the potatoes are heated to your satisfaction.
TASTE TEST
This month I will have my partner, Jonah Marwil and his family try this recipe:
Jeremy Marwil
Pro: liked the sweet potato
Con: he likes the recipe he makes more
We surveyed 4 students and 1 teacher within the BASIS community, asking them to rank six different foods traditionally eaten on Thanksgiving. The results of this survey are shown in the box on the next page.
The food with the worst rating is cranberry, at a meager 3.8/10. Riyan (8B) says that cranberry has a bad aftertaste and Mr. Klugman (8th-grade World History) says that cranberry is gross and everybody who likes it is insane. Sohum (8N) says that cranberry has a disgusting texture. The best-rated Thanksgiving food on this chart is mashed potatoes. David (8F) says that mashed potatoes are very creamy and soft and Ashton (8F) says that mashed potatoes are one of the best foods to have on Thanksgiving.
CONTINUED ON PAGE 9
MONTHLY MUNCHIES
CONTINUED FROM PAGE 8
Best-Rated Food – Mashed Potatoes (Source: FlavCity)
Worst-Rated Food – Mashed Potatoes (Source: Foodal)
Regardless of what this survey says, you have the freedom to eat any food you want. You can even eat spaghetti on Thanksgiving if that is what pleases you. Just because a food is ruled as a 'Thanksgiving food,' it doesn't mean you need to eat it on Thanksgiving. One interesting point Mr. Klugman argues is that "we should eat chicken on Thanksgiving. It is better tasting—you don't see turkey fingers at Popeye's!" Have a great time this Thanksgiving and make sure to eat foods you enjoy!
9
MATH MINDBENDERS
BY KISHORE RAJESH
Algebra: If (x+1/x)=3, what is x^2+1/x^2? What about (x^3+1/x^3)? (Hint: You don't need to solve for x)
Pre-Calculus: If sin(x)^3=cos(x)^2, find sin^2(x)+sin(x)-csc(x).
Calculus: It is impossible to find an integral for e^(-x^2). That said, what is the integral of e^(-x^2) from -infinity to infinity?
Multivariable Calculus: Prove Fubini's Theorem:
Let X × Y be an interval in ℝ m+n , which is the direct product of intervals X⊂ℝ m and Y⊂ℝ n . If the function f: X × Y→ ℝ is integrable over X × Y, then all 3 of the integrals below are equal:
Discrete Mathematics: Let S be the set of all sets which do not contain themselves. Does S contain itself?
History of Mathematics: Can you find an easy algorithm for converting a number written in Babylonian to roman numerals?
KISHORE'S PUZZLE PAGE
BY KISHORE RAJESH
Crossword: Each entry is a November Holiday.
COMIC O' THE MONTH
BY TRISTAN CLARKE
Solutions to Crossword on Page 10:
BASIS GAZETTE STAFF
JOURNALISTS: DERRICK KANG, JONAH MARWIL, KISHORE RAJESH, GINA RYU, DYLAN SOSINSKY, SAHIL SUD, CALISTA WILK, ALEX ZOU
COMIC ARTIST/ILLUSTRATOR: TRISTAN CLARKE
CO-EDITORS: VIRAJ MEHTA AND TANAY VEDARTHAM
FACULTY ADVISOR: MR. WITZ
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7 Year Curriculum Plan
Philosophical Exploration of faith and belief and its impact on attitudes and behaviour.
Philosophical arguments for creation
The influence of myths and tribal culture.
Living World Religions:
Christianity
Hinduism
Sikhism
Assessment:
AFL
DIRT Activities Low stakes testing Presentations Display Work End of Year Exam
Reading with Metacognition:
Introduction to subject specific vocabulary, e.g. agnostic, theist, atheist
Introduction to wider reading for each topic
Introduction to the importance of questioning wider reading
Year 7
Skills:
Memory Expression Enquiry Reflection
Understanding Evaluation
Ethics and Religion with reference to medical ethics Non-religious ethical theories/beliefs with reference to Utilitarianism and Humanism
Religion in Society - peace and conflict Living World Religions
Islam
Judaism
Buddhism
Assessment:
AFL
DIRT Activities Low stakes testing Presentations Display Work End of Year Exam
Reading with Metacognition:
Increasing the range and use of subject specific vocabulary, for example, Ethical terms - Hedonic Calculus etc.
Increasing the use of wider reading and integrating wider reading into written and verbal responses Developing student confidence in questioning and analysis of wider reading
Year 8
Skills:
Memory Expression Enquiry Reflection Understanding Evaluation Application Analysis
GCSE Paper Two -
Religion, Peace and Conflict through Christianity
Crime and Punishment
Christian Beliefs
Christian and non-religious responses to peace and conflict
Exploration of Situation Ethics and Utilitarian responses to social issues
Assessment:
AFL
Unit Tests
DIRT Activities
Low stakes testing
AO1 and AO2 assessment criteria
Introduction to student review sheet, whereby students assess their current attainment and plan for future progress.
Reading with Metacognition:
Students can use a range of terms accurately and continue to increase their subject specific vocabulary
Developing the use of Oracy to improve reading, this is achieved via:
Reasoning with evidence
Improving expression in written and oral work
Developing a critical response to wider reading
Organization/ Prioritisation of knowledge based on reading
Year 9
Skills:
Memory Understanding Evaluation Application Analysis
Living the Christian Life
Introduction to GCSE Paper One Religion and Ethics through Islam
Muslim Belief
Marriage and the Family
Assessment:
AFL
Unit Tests
Mid-terms
DIRT Activities
Low stakes testing
Reading with Metacognition:
Accurate use of a wide range of subject terminology supports an enhanced vocabulary
Increased use of Oracy to support enhanced reading skills
Assessing student confidence in answering AO1 and AO2 questions Increasing the use of student review and planning sheets
Wider reading used regularly in classwork to extend and enrich knowledge
Year 10
Skills:
Memory Understanding Evaluation Application Analysis
Living the Muslim Life Matters of Life and Death in Islam Career Aspirations using RS
Assessment:
AFL
Unit Tests
Mocks
DIRT Activities
Aiming for excellence in students AO1 and AO2 responses
Reading with Metacognition:
Extensive vocabulary demonstrated by students
Expert level of oracy used in lessons by students
Reading is extensive and evidenced in written and oral work
Data analysis and use in future planning
Students have confidence in questioning their reading
Year 11
Skills:
Memory Understanding Evaluation Application Analysis Exam Skills
Hagiographical and mythological accounts of the life of the Buddha and the four sights.
Buddha's awakening.
The nature of ultimate reality and key Buddhist concepts.
Key Buddhists practices, e.g. meditation.
Philosophical arguments (deductive and inductive) arguments for the existence of God.
The philosophical problem of evil and challenges to religious belief.
A philosophical analysis of religious experience and miracles.
Deontological and Consequentialist ethical theories, (Utilitarianism, Situation Ethics and Natural Law.
Career aspirations using RS
Assessment:
Students demonstrate thorough, accurate and extensive knowledge and understanding of religious belief.
Their responses demonstrate extensive depth and breadth with insightful connections made underpinned by an extensive range of views, scholarly reference and use of sacred texts.
They are confident in critical analysis and show perceptive analysis of the views/issues covered.
DIRT activities.
Independent research.
Effective questioning
Timed essays in class along with analysis of internal exams.
Year 12
Reading with Metacognition:
Introduction to effective use of wider vocabulary and subject-specific terminology.
Extensive application of wider reading incorporated within essays.
Expert level of oracy demonstrates improved memory and critical analysis of wider reading.
Skills:
Transition to A Level strategies support ability to apply wider reading, note scholarly opinion and increase vocabulary.
Use of timed essays in class support long-term memory.
Confidence in analysing the value of different arguments.
Developing skills of completing essays to a high standard within timed conditions
Significant historical and social developments in Buddhism, Japanese Buddhism, secularisation, science and feminism.
Analysis of sacred texts within Buddhism.
Philosophical analysis of religious language, including logical positivist, cognitive and noncognitive responses to meaning.
An analysis of meta ethical approaches to ethical thought, including Naturalism, Intuitionism, cognitive and non-cognitive approaches.
An analysis of determinism and free will.
Career aspirations using RS
Assessment:
Students demonstrate thorough, accurate and extensive knowledge and understanding of religious belief.
Their responses demonstrate extensive depth and breadth with insightful connections made underpinned by an extensive range of views, scholarly reference and use of sacred texts.
They are confident in critical analysis and show perceptive analysis of the views/issues covered.
DIRT activities.
Independent research.
Effective questioning
Timed essays in class along with analysis of internal exams.
Year 13
Reading with
Metacognition:
Effective use of wider vocabulary and subjectspecific terminology.
Extensive application of wider reading incorporated within essays.
Expert level of oracy demonstrates improved memory and critical analysis of wider reading.
Skills:
Expert application of wider reading, scholarly opinion and vocabulary.
Use of timed essays in class support long-term memory.
Confidence in analysing the value of different arguments.
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Statutory Inspection of Anglican and Methodist Schools (SIAMS) Report
The Haven Church of England Methodist Primary School
Address Atlantic Drive, Eastbourne, BN23 5SW
School vision
'Let Your Light Shine' (Matthew 5:16) All children can aspire, flourish, and achieve.
We provide a haven; somewhere to anchor in calm seas. We nurture community and curiosity;
helping every child reach their God-given potential, letting their light shine in the world.
Our school's vision is theologically rooted and lived out through our Christian values. We believe that
God created all and every life is precious to Him (Genesis 1:27). With this we feel we can grow, learn and flourish (John 10:10). We encourage children to embrace challenge and show this in all aspects
of learning (Proverb 16:16). Our rich and broad curriculum nourishes our children's spirituality and allows them to shine in their own way and as a community.
School strengths
* The school has a distinct Christian vision that is well understood, it is at the heart of daily life and drives improvements. As a result, there is a warm inclusive culture where all feel valued and special.
* The Christian vision inspires staff to identify new approaches that effectively address the diverse needs of pupils. This raises pupils' aspirations and self-belief so they can flourish.
* Collective worship is the pulse of daily life. It brings the community together, deepening understanding of the relevance of the vision and Christian values. These shape lives and attitudes.
* The Christian vision shapes a range of significant partnerships which enhance the school's provision. The Diocese of Chichester Academy Trust (DCAT), the Methodist Academies and Schools Trust (MAST), the Diocese and local churches enriches learning and collective worship.
* Leaders, at all levels, are ambitious and enthusiastic, leading by example. They have created a staff team who live out the vision, which motivates the school community to 'let your light shine'.
Areas for development
* Ensure that experiences for pupils' spiritual flourishing are an intrinsic part of the curriculum. This is to enable pupils to express their thinking, so the impact of these experiences is clear.
* Provide opportunities for all pupils to become confident, independent agents for change. In this way they can make a greater difference to the lives of others.
* Create plans for religious education (RE) which allow pupils to progressively develop a good understanding of key religious vocabulary. This understanding can be used to respond to 'big' questions and think at a deeper level.
Inspection findings
Leaders have reviewed the Christian vision ensuring it effectively addresses the needs of the community. This re-emphasised the vision's position at the heart of the school, guiding its strategic direction. Pupils link the vision with their logo of a lighthouse and the safe 'haven' the school offers. They articulate how it inspires them to be the best they can be. Pupils realise their talents, such as in the arts, music or sport and enthuse others to do the same. The vision shapes relationships encouraging the care of one another, reflecting the Anglican and Methodist traditions. As a result, the school has an inclusive, welcoming and equitable culture. Pupils treat one another with a high degree of dignity and respect. Together with staff, they use a language which comes from the associated Christian values. Pupils use these values to live out the vision and thrive. Staff weave the importance of the Christian vision and values throughout learning. This enables pupils to appreciate their significance in a wide variety of contexts. The vision drives improvements. This stands out in new strategies to support pupils. At the centre of these initiatives have been the school's Christian values. Alongside this the nurture of pupils' behaviour focuses on positive relationships ensuring that individual needs are met. Leaders are enthusiastic and ambitious, leading by example. Staff feel valued and see their role as living out the vision, showing how it changes attitudes and actions. In this way it enables pupils and staff to 'let your light shine'. Governors are diligent in their support. The ethos committee routinely evaluate the impact the vision makes on being a Church school. They gather feedback from pupils, which leads to improvements. These include the decision to join the Diocese of Chichester Academy Trust (DCAT) and fund smaller classes to address identified issues.
Leaders take the view that all are special to God, wonderfully made and deserve the best education. This is so they can fulfil their God-given potential. Staff follow Jesus' example of being a servant, enabling pupils to thrive. Pupils are nurtured to recognise their emotions and articulate these. They are supported to develop individualised strategies that help them to be calm. In conjunction with DCAT, a range of approaches remove barriers to learning for some pupils. This enables them to access the curriculum more easily. For instance, using symbols and pictures linked to new vocabulary enhance pupils' understanding. At other times the beginning of prepared sentences helps pupils to organise their thinking and develop their communication skills. Staff knowledge for addressing diverse needs leads to well focused provision to be put in place. Working alongside parents, strategies for mental health and wellbeing ensure an effective range of personalised tools and approaches are used. An integral part of the vision is raising pupils' aspirations. Trusting relationships with staff encourage them to believe in their own ability. The language of 'letting your light shine' is widespread, developing self-belief and high expectations. Spirituality has a growing importance. Staff are aware of some occasions where pupils can flourish spiritually, such as in forest school. However, these opportunities are not an intrinsic part of the curriculum.
The vision drives partnerships that enrich the school's provision. MAST, DCAT and the Diocese enhance the rigour of evaluations, leading to ongoing improvements. These include deepening awareness of Methodist principles. These partnerships offer well focused support and the sharing of new initiatives. For example, lessons on Global Christianity, extend an understanding of diversity. DCAT nurtures leaders at all levels, enabling subject leaders to share best practice, so they feel supported. Local churches offer a wide variety of styles of worship that is valued. The contribution churches make to governance is significant. Their expertise provides positive challenge, as well as offering enthusiasm and support. Pupils share in projects run by local churches, thus understanding the contribution they make to communities, such as the food bank. Some older pupils seek to initiate actions which raise awareness of others' needs locally. These include challenging their Member of Parliament about the closure of facilities for disabled people and supporting the lifeboat appeal. However, this culture of becoming independent agents for change is not fully established across the school.
The Christian vision shines out in collective worship, allowing pupils and adults to see its significance for them in daily life. Worship provides experiences that enable pupils and adults to flourish spiritually. These include opportunities to reflect on big questions, to which there may be no definite answer. There is also time to consider relationships, enjoy music, pause and consider personal wellbeing. This is enhanced by a range of ministers who bring a variety of styles to worship. Dedicated times each day promote thoughtfulness, where pupils can respond spontaneously in prayer. 'Pop up' reflection spaces and 'forest' school are enjoyed, inspiring further times of contemplation. Dedicated class areas provide space to pause. These are shaped by class worship leaders who have listened and responded to their peers by making these thought provoking. Pupil worship leaders evaluate collective worship, provide feedback to adults and increasingly shape planning. Their role is influential and growing. For example, they design class leaflets on the termly Christian value, with a challenge for peers. Worship is invitational, inclusive and enables pupils to contribute with integrity. It often is inspirational and challenges pupils to reflect on their beliefs or take action to care for God's world. Pupils of all faiths recognise how Christian values inform actions and help them to see what the vision looks like. Partnerships enrich provision, such as visiting a school in the MAST, and introducing different songs for worship. Themes discussed in class allow pupils to consider their relevance to daily life. Planning is detailed with clear intentions and outcomes, supporting staff in class worship well.
The teaching of RE is at least good, with examples of best practice. New approaches are effectively woven into teaching, engaging pupils, providing support so that they can access learning readily. This enables pupils, particularly those who are disadvantaged, to thrive. Assessments are accurate and effectively moderated. These are used to refine planning, enabling pupils to deepen their understanding. Subject leaders are enthusiastic, confidently initiating new approaches. These include exploring Global Christianity, so pupils understand differences around the world and respect others. Introductory pages for each unit allow pupils to show what they already know, ensuring new learning extends their knowledge. Through support from DCAT, a unit on humanism is enriching awareness of a range of worldviews. DCAT facilitates the effective sharing of good practice between schools. However, planning does not ensure that knowledge of key vocabulary is progressively developed. Specific lessons enrich pupils' understanding of Methodist principles and the life of John Wesley, well supported by the Methodist minister. 'Big' questions nurture pupils to think at a deeper level, refine ideas and shape opinions. This leads to pupils recognising the importance of the subject, which the majority enjoy. Pupils talk thoughtfully of worldviews, making insightful comparisons, enabling them to see how faith shapes actions.
The inspection findings indicate that The Haven Church of England Methodist Primary is living up to its foundation as a Church school.
| Inspection date | 24 June 2024 | URN | |
|---|---|---|---|
| VC/VA/Academy | Academy | Pupils on roll | |
| Diocese | | | |
| MAT/Federation | | | |
| Headteacher | | | |
| Chair | | | |
| Inspector | David Hatrey | | No. |
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AP CHEMISTRY SYLLABUS
2023-2024
COURSE DESCRIPTION
10 Credits (#24013), Grades 11 + 12, Lab-based
After a review and enrichment of major concepts from first year chemistry, this second year Chemistry course provides an intensive study of selected topics in chemistry. Included among these are: nuclear chemistry and organic chemistry; reaction kinetics, acid/base equilibrium; thermodynamics; and electrochemistry. The student must be self-motivated and industrious. There are extensive homework assignments and frequent laboratory reports to write that will require 1-2 hours of work each day. Much of class time will be spent in the lab with time allotted for answering questions. This is a full year course. Students will be required to complete chemistry work over the summer prior to the beginning of the school year.
Prerequisite: Successful performance in Honors Chemistry
REQUIRED TEXTS
Chemistry, A Molecular Approach 4 th edition, by Nivaldo J. Tro
COURSE GOALS and STUDENT LEARNING OUTCOMES:
By the end of the course, students will be able to incorporate mathematical skills in the solution of chemistry problems, both through the use of textbook problems and laboratory activities. Students will be required to do extensive writing, and to keep a thorough and accurate ongoing laboratory notebook.
COURSE STANDARDS
https://apstudents.collegeboard.org/courses/ap-chemistry
PERSONS WITH DISABILITIES
Chelmsford High School is committed to supporting the success and well-being of all students, regardless of varying abilities and levels of adaptive skills. The Special Education office provides services and resources to empower each student to attain their highest level of academic success and learning independence.
ACADEMIC INTEGRITY
At Chelmsford High School, students are expected to maintain high moral and ethical standards, as exemplified by the final sentence of our mission statement: "A spirit of respect is fostered, as members take responsibility for their actions and acknowledge the rights and differences of others." (CHS Mission Statement)
Students should respect themselves, other students, staff members and the school. The acts of cheating and plagiarism violate expectations that students will exhibit respectful, ethical behavior.
The Academic Honor Code exists to address the issues of cheating and plagiarism.
GRADING POLICIES
Please connect with individual teachers for specific information regarding grading. Students will be able to monitor academic progress biweekly through X2/ASPEN.
Students are strongly encouraged to take advantage of the academic support programs and services (such as PRIDE Block, after-school help, etc.) available to them to help ensure and support success. Information about these services can be provided by your teacher, guidance counselor, or administration.
COURSE SKILLS
The following skills are addressed in this course:
* Designing experiments and procedures to test a prediction or theory
* Creating graphs, diagrams, and models that represent chemical phenomena
* Explaining how the microscopic structure of a substance determines its chemical properties
* Balancing a chemical equation
* Making a scientific claim and supporting it with evidence
COURSE OUTLINE
AP Chemistry is divided into 9 units:
Unit 1: Atomic Structure and Properties
* Students will learn about the composition of atoms and ways scientists measure and categorize these molecular building blocks.
Unit 2: Molecular and Ionic Compound Structure and Properties
* Students will discover the range of chemical bonds and how their structure can affect the properties of the molecules created.
Unit 3: Intermolecular Forces and Properties
* Students will explore how atoms come together to create solids, liquids, and gases, and how subatomic forces govern the properties of everything around you.
Unit 4: Chemical Reactions
* Students will learn how to differentiate physical and chemical processes, and how to measure and express chemical reactions via chemical equations.
Unit 5: Kinetics
* Students will explore various methods to observe the changes that occur during a chemical reaction and the effects of a series of reactions.
Unit 6: Thermodynamics
* You'll learn about energy changes in chemical reactions and how a transfer of energy can change a substance's physical qualities.
Unit 7: Equilibrium
* Students will chart how chemical reactions change over time, what causes substances to reach
2
equilibrium, and how systems react when that equilibrium is disturbed.
Unit 8: Acids and Bases
* Students will learn more about pH, the qualities and properties of acids and bases, and how they interact in chemical reactions.
Unit 9: Applications of Thermodynamics
* Students will be introduced to the concept of "thermodynamic favorability" for reactions, meaning how likely they are to occur given energy changes and environmental factors.
This syllabus and course outline are subject to change as Chelmsford High School seeks to continually improve the learning experiences for all students.
"We foster PRIDE* in our pursuit of excellence."
PRIDE refers to our five core values – Perseverance, Respect, Integrity, Dedication, and Empathy. These five pillars represent our points of emphasis in supporting the development of quality students and quality citizens.
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THE MAIN QUESTIONS THAT ALICE WANTS TO ADDRESS ARE:
1. How can people be motivated to become aware of the holistic negative impacts of current animal use on animals, humans and the environment?
2. How can people be motivated to change their behaviour accordingly, and what possibilities for change are conceivable?
3. If we want to live in a society based on fairness and solidarity, is it ethical to draw the dividing line for rights of dignity and integrity between species?
4. What are the effects of animal use, not only for the individual in question, but also on the earth, its various ecosystems, its climate and thus also on us – humans?
PROJECT OBJECTIVES:
- The topics of animal protection and animal rights find their way into classrooms to a greater extent.
- Teachers use the materials created by experts to help them learn more about the political, legal, ethical and economic conditions for animal suffering and climate change.
- Teachers help their pupils think critically about the project topics, reflect on their own lifeworld approach and discuss with each other.
- Teachers learn how to show their pupils ways to get involved in school, society and politics.
- Pupils are involved in the production of the project results and experience their own self-efficacy.
PROJECT RESULTS:
RESULT 1: GRAPHIC NOVEL
In order to show that (farmed) animals have a personality, feelings, empathy and intelligence, the project consortium develops comics that focus on exactly these characteristics of animals. People are thus sensitised and encouraged to view (farmed) animals as individuals instead of mass-produced goods.
RESULT 2: PODCASTS
In order to enter into a discourse, to present areas of tension and to make it possible to view the topic holistically, podcasts are conceived for teachers and pupils.
Above all, the topics of animal suffering and climate change as well as the possibilities of minimising these as an individual and society will be addressed.
RESULT 3: BLENDED LEARNING TRAINING
This project result consists of modules for teachers for further training, the corresponding curriculum as well as teaching and learning units with which teachers can subsequently design their own lessons. The content of the modules deals in particular with animal husbandry and global interrelationships, legal principles, ethical issues as well as the teacher's own attitude.
RESULT 4: LEARNING VIDEOS
The learning videos, which work with the latest findings from animal intelligence and behavioural research, are intended to further deepen the corresponding knowledge of teachers and to encourage them to find a solid way of dealing with ethical areas of tension. Teachers should be enabled to teach the relevant content in such a way that their pupils can come to their own judgements. | <urn:uuid:893b1ddb-6ae0-4488-aacf-4d18dbc2c2f4> | CC-MAIN-2024-30 | https://www.idd.uni-hannover.de/fileadmin/idd/Projekte/Alice/Promotion_Material/Englisch/Flyer/AliceFlyer_english.pdf | 2024-07-17T10:34:14+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00044.warc.gz | 711,979,019 | 541 | eng_Latn | eng_Latn | 0.996036 | eng_Latn | 0.996038 | [
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SAMPLE PAPER QUESTION (2021-22)
TERM – II
CHEMISTRY THEORY (043)
MM:35 Time: 2 Hours
GENERAL INSTRUCTIONS:
Read the following instructions carefully.
1. There are 12 questions in this question paper with internal choice.
2. SECTION A - Q. No. 1 to 3 are very short answer questions carrying 2 marks each.
3. SECTION B - Q. No. 4 to 11 are short answer questions carrying 3 marks each.
4. SECTION C- Q. No. 12 is case based question carrying 5 marks.
5. All questions are compulsory.
6. Use of log tables and calculators is not allowed
SECTION A
1. Arrange the following in the increasing order of their property indicated (any 2):
a. Benzoic acid, Phenol, Picric acid, Salicylic acid (pka values).
b. Acetaldehyde, Acetone, Methyl tert butyl ketone (reactivity towards NH2OH).
c.
ethanol, ethanoic acid, benzoic acid (boiling point) (1x2=2)
2. Solutions of two electrolytes 'A' and 'B' are diluted. The Λm of 'B' increases 1.5 times while that of A increases 25 times. Which of the two is a strong electrolyte? Justify your answer. Graphically show the behavior of 'A' and 'B'. (2)
3. Give reasons to support the answer:
a. Presence of Alpha hydrogen in aldehydes and ketones is essential for aldol condensation.
b. 3 –Hydroxy pentan-2-one shows positive Tollen's test. (1x2=2)
SECTION B
4. Account for the following:
a. Aniline cannot be prepared by the ammonolysis of chlorobenzene under normal conditions.
b. N-ethylethanamine boils at 329.3K and butanamine boils at 350.8K, although both are isomeric in nature.
c.
Acylation of aniline is carried out in the presence of pyridine. (1x3=3)
4. Convert the following:
a. Phenol to N-phenylethanamide.
b. Chloroethane to methanamine.
c. Propanenitrile to ethanol. (1x3=3)
5. Answer the following questions:
a. [Ni(H2O)6 ] 2+ (aq) is green in colour whereas [Ni(H2O)4 (en)] 2+ (aq)is blue in colour , give reason in support of your answer .
b. Write the formula and hybridization of the following compound:
tris(ethane-1,2–diamine) cobalt(III) sulphate
(1+2)
OR
1
5. In a coordination entity, the electronic configuration of the central metal ion is t2g 3 eg
a. Is the coordination compound a high spin or low spin complex?
b. Draw the crystal field splitting diagram for the above complex. (1+2)
6. Account for the following:
a. Ti(IV) is more stable than the Ti (II) or Ti(III).
b. In case of transition elements, ions of the same charge in a given series show progressive decrease in radius with increasing atomic number.
c. Zinc is a comparatively a soft metal, iron and chromium are typically hard. (1x3=3)
7. An alkene 'A' (Mol. formula C5H10) on ozonolysis gives a mixture of two compounds 'B' and 'C'. Compound 'B' gives positive Fehling's test and also forms iodoform on treatment with I2 and NaOH. Compound 'C' does not give Fehling's test but forms iodoform. Identify the compounds A, B and C. Write the reaction for ozonolysis and formation of iodoform from B and C. (3)
8. Observe the figure given below and answer the questions that follow:
a. Which process is represented in the figure?
b. What is the application of this process?
c. Can the same process occur without applying electric field? Why is the electric field applied?
9. What happens when reactions:
a. N-ethylethanamine reacts with benzenesulphonyl chloride.
b. Benzylchloride is treated with ammonia followed by the reaction with Chloromethane.
c. Aniline reacts with chloroform in the presence of alcoholic potassium hydroxide. (1x3=3)
OR
9. a. Write the IUPAC name for the following organic compound:
3
b.Complete the following:
10. Represent the cell in which the following reaction takes place.The value of E˚ for the cell is 1.260 V. What is the value of Ecell ?
11. a. Why are fluorides of transition metals more stable in their higher oxidation state as compared to the lower oxidation state?
b. Which one of the following would feel attraction when placed in magnetic field: Co 2+ , Ag + ,Ti 4+ , Zn 2+
c. It has been observed that first ionization energy of 5 d series of transition elements are higher than that of 3d and 4d series, explain why? (1x3=3)
OR
11. On the basis of the figure given below, answer the following questions:
a. Why Manganese has lower melting point
than Chromium?
b. Why do transition metals of 3d series have lower melting points as compared to 4d series?
c. In the third transition series, identify and name the metal with the highest melting point.
(1x3=3)
SECTION C
12. Read the passage given below and answer the questions that follow.
Are there nuclear reactions going on in our bodies?
There are nuclear reactions constantly occurring in our bodies, but there are very few of them compared to the chemical reactions, and they do not affect our bodies much. All of the physical processes that take place to keep a human body running are chemical processes. Nuclear reactions can lead to chemical damage, which the body may notice and try to fix. The nuclear reaction occurring in our bodies is radioactive decay. This is the change of a less stable nucleus to a more stable nucleus. Every atom has either a stable nucleus or an unstable nucleus, depending on how big it is and on the ratio of protons to neutrons. The ratio of neutrons to protons in a stable nucleus is thus around 1:1 for small nuclei (Z < 20). Nuclei with too many neutrons, too few neutrons, or that are simply too big are unstable. They eventually transform to a stable form through radioactive decay. Wherever there are atoms with unstable nuclei (radioactive atoms), there are nuclear reactions occurring naturally. The interesting thing is that there are small amounts of radioactive atoms everywhere: in your chair, in the ground, in the food you eat, and yes, in your body.
The most common natural radioactive isotopes in humans are carbon-14 and potassium-40. Chemically, these isotopes behave exactly like stable carbon and potassium. For this reason, the body uses carbon-14 and potassium-40 just like it does normal carbon and potassium; building them into the different parts of the cells, without knowing that they are radioactive. In time, carbon-14 atoms decay to stable nitrogen atoms and potassium-40 atoms decay to stable calcium atoms. Chemicals in the body that relied on having a carbon-14 atom or potassium-40 atom in a certain spot will suddenly have a nitrogen or calcium atom. Such a change damages the chemical. Normally, such changes are so rare, that the body can repair the damage or filter away the damaged chemicals.
The natural occurrence of carbon-14 decay in the body is the core principle behind carbon dating. As long as a person is alive and still eating, every carbon-14 atom that decays into a nitrogen atom is replaced on average with a new carbon-14 atom. But once a person dies, he stops replacing the decaying carbon-14 atoms. Slowly the carbon-14 atoms decay to nitrogen without being replaced, so that there is less and less carbon-14 in a dead body. The rate at which carbon-14 decays is constant and follows first order kinetics. It has a half - life of nearly 6000 years, so by measuring the relative amount of carbon-14 in a bone, archeologists can calculate when the person died. All living organisms consume carbon, so carbon dating can be used to date any living organism, and any object made from a living organism. Bones, wood, leather, and even paper can be accurately dated, as long as they first existed within the last 60,000 years. This is all because of the fact that nuclear reactions naturally occur in living organisms.
(source: The textbook Chemistry: The Practical Science by Paul B. Kelter, Michael D. Mosher and Andrew Scott states)
a. Why is Carbon -14 radioactive while Carbon -12 not? (Atomic number of Carbon: 6)
b. Researchers have uncovered the youngest known dinosaur bone, dating around 65 million years ago. How was the age of this fossil estimated?
c. Which are the two most common radioactive decays happening in human body?
d. Suppose an organism has 20 g of Carbon -14 at its time of death. Approximately how much Carbon -14 remains after 10,320 years? (Given antilog 0.517 = 3.289)
OR
d. Approximately how old is a fossil with 12 g of Carbon -14 if it initially possessed 32 g of Carbon -14? (Given log 2.667 = 0.4260) (1+1+1+2) | <urn:uuid:1b48ef18-08c8-4668-8bb8-0904f16119a6> | CC-MAIN-2024-30 | https://bms.rsgr.in/rsadmin/storage/app/SbsupportAsset/61e913e6c2410_CBSE_Class_12_Chemistry_Sample_Paper_-_Term_2_(043)_Free_Download_(2021_-_22_).pdf | 2024-07-17T11:00:06+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00048.warc.gz | 119,833,522 | 2,066 | eng_Latn | eng_Latn | 0.991842 | eng_Latn | 0.994957 | [
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The 2012 'State of the City' address
22 March 2012
State of the City Address by the Executive Mayor of the City of Johannesburg, Councillor Mpho Parks Tau, Council Chamber, Metro Centre, Braamfontein – Johannesburg.
Theme for 2012: Committing to a promising future: A City that is resilient, sustainable and livable
Madam Speaker – Cllr Constance Bapela
MECs and Members of the Provincial Legislature
Executive Mayors
Chief Whip of Council: Cllr Prema Naidoo
Members of the Mayoral Committee
Members of the Diplomatic Corps
Leaders of all Political Parties
All Chairpersons of Council Committees
Fellow Councillors
City Manager: Mr Trevor Fowler
Managers and Officials of Council
Distinguished Guests
Civil Society Organisations
The Media
Fellow Citizens
Ladies and Gentlemen
Introduction
Madam Speaker, we all have fond memories and great experiences of this city. We call it by many names, and it represents different things to us.
Originally, tens of thousands of years ago Johannesburg was inhabited by indigenous people. They lived in the Johannesburg area until about AD 1060 when the Tswana speaking people migrated to the area. These early settlements were vulnerable to changes in climate, and population would have waxed and waned over the years. The earlier settlements died out, and it was only in the 1700s that these groups re-established themselves in the
Klipriviersberg Nature Reserve. Officially the settlement was declared by Paul Kruger on the 4th October 1886 after the discovery of gold mine deposits.
The City has grown from a small prospecting settlement with people coming from all over South and Southern Africa and the world. Johannesburg is the largest city in South Africa, with a current population of 3.8 million; the city's households are projected to increase from 1.3 to 1.5 million and its population to 4.1 million by 2015. All over the world, songs and poems have been written about Johannesburg. Many of these capture historical moments, joys and sadness about our city. They also celebrate its beauty and its people. An outstanding musician of our time Hugh Masekela in his song "Stimela" describes the experiences of some of those who came to Johannesburg:
There is a train that comes from Namibia and Malawi there is a train that comes from Zambia and Zimbabwe There is a train that comes from Angola and Mozambique, from Lesotho, from Botswana, from Swaziland, from all the hinterland of Southern and Central Africa This train carries young and old, African men, who are conscripted to come and work on contract in the golden mineral mines of Johannesburg and its surrounding metropolis, sixteen hours or more a day for almost no pay Deep, deep, deep down in the belly of the earth when they are digging and drilling that shiny mighty evasive stone, or when they dish that mish mesh mush food into their iron plates with the iron shank. Or when they sit in their stinking, funky, filthy, flea-ridden barracks and hostels They think about their loved ones they may never see again Because they might have already been forcibly removed from where they last left them
This song about coal trains symbolizes dislocation, forced removals, the leaving of loved ones, insecurity and upheaval.
The late Sol Plaatjie said; "Awaking Friday on 20 of June, 1913, the South African native found himself, not actually a slave, but a pariah in the land of his birth"...On the plight and status of the Native South Africans, Plaatjie went on to write that "The 4 500 000 black South Africans are domiciled as follows: one and three-quarter in locations and reserves, over half a million within the municipalities or in urban areas, and nearly a million as squatters on farms owned by Europeans.
The remainder are employed either on the public roads or railway lines, or as servants by European farmers, qualifying, that is, by hard work and saving to start farming on their own account".
They came from a variety of countries, as part of a cohort of Cape Malay slaves in which the Dutch East India Company traded in 1658. They came as labourers to work on the sugar cane plantations of Natal Colony and later migrated to Transvaal to work in the mines, growing vegetables consumed by the white population. They came to Transvaal in ox- wagon and on horseback as part of the Great Trek that established independent Boer republics.
They came as farmers; they came to mine gold and to trade, mostly young African men. Some of them came in order to earn money to pay lobola. Others came hoping to find jobs so that they could pay their taxes, or buy guns or tools like horses and ploughs for their land. For many years most labourers did not come to stay. They went home as soon as they had earned enough money.
They walked, rode on horseback or came by ox-wagon. Ships from Europe were no longer passing South Africa to Australia and New Zealand; instead boatloads of men arrived at ports and hurried to catch the next coach to the Transvaal hoping to find the riches of their dream. Others came to make money from the needs of the people who mined the gold. The sellers of land, lawyers, traders, shopkeepers, ox-wagon drivers, barbers, and hawkers.
Madam Speaker, when the history of this great city is told, we do not celebrate the fact that Melville Koppies was home to prehistoric people as long ago as 100 000 years. Gold was not new to the Transvaal. Africans had mined gold hundreds of years earlier. In most cases this gold ran out, forcing small towns to close down. The evidence of dry stone walling at the Koppies suggests permanent settlements in the area. The same walling can be seen at the 600-hectare Klipriviersberg Nature
Reserve, just south of the city. This is indeed an indication that Johannesburg has a rich history far older than colonialism and the gold rush would have us believe. The evidence of these early settlements can be seen in the artefacts of iron-smelting debris - fragments of charcoal, slag raw iron and broken blowpipes on the floor of the furnaces in Klipriviersberg Nature Reserve. The difference is that the gold discovered in 1886 ran for miles underground, almost endlessly.
It must be poignant Madam Speaker that the untold history of this city is found hidden in its Nature Reserves. That part of our past in tucked in the middle of these reserves that continue to preserve the biodiversity that nature offers us. These treasures of nature are home to Namaqua Rock Mouse , African Civet, Lesser Spotted Genet, Slender Mongoose, Blackheaded Heron, Purple Heron, Little Egret, Cattle Egret, African Sacred Ibis, BushveldBunkenveld vegetation type and others.They are about our collective heritage we share with the animal species including the Rhino (Tshukudu) in our country. May I add Madam Speaker that it is correct that we should fight for the preservation of our collective heritage including the Rhino, which is under threat of extinction.
Eighteen years into our democracy, it is therefore appropriate to indicate that as we gather here today, this occasion is taking place at an important time in the history of our country, as we celebrate 100 years of selfless struggle by the people of South Africa in pursuit of freedom, democracy and unity. In January this year, the oldest liberation movement on our continent celebrated its centenary. Yesterday we celebrated Human Rights Day.
The significance of Human Rights Day has resulted in the United Nations designating March 21st as the International Day for the elimination of racism and racial discrimination.
Therefore, to us these celebrations:
- are a product of the labour and sweat of South African men and women from all walks of life;
- should serve as a collective memory that together we fought against injustice and repression of the apartheid government; and
- should serve as a reminder that we are capable of tackling the challenges of poverty, inequality, exclusion and underdevelopment.
Human Rights Day emphasizes that the rights contained in our constitution has come at a great cost in lives and misery. These human rights, therefore, comes with great responsibility to protect our democracy by never violating the rights of others, never destroying our hard won gains by damaging the people's property and always ensure our voices are heard through peaceful means.
Madam Speaker, we speak here of our past so that we can understand the present. We consider the present to enable us to chart our future. Speaking in 1978 in Canada, former President Thabo Mbeki said: "If the saying 'Out of nothing nothing comes' is true, then it must follow that the future is formed and derives its first impulse in the womb of the present. All societies therefore bear the imprint, the birthmarks of their own past".
Ours is a history rooted in the creation of life, in the birth of humanity, rich biodiversity, rich mineral wealth, but sadly, it is also a history of racism, racial discrimination, separate development and sexism. It is a history of separate and own affairs authorities. Ours is a past of separate local authorities. It is also a history of struggle for a single tax base and integrated local authorities. It is about the historic moments of negotiating in the local government chamber to building integrated metropolitan areas, finally realized during the local government elections in the year 2000.
Madam Speaker, our history has and continues to be a significant sign post for the City of Johannesburg as we look to improve the lives of our residents. Ours is also a future of hope. A future of prosperity, of non-racialism, non-sexism and democracy. It is a vision to build a society fundamentally different from the one we have inherited – a society where your ability to achieve, your talent, potential and skill is not inhibited by race, gender or class.
As we commit to a promising future, we take lesson in the Reconstruction and Development Programme we adopted just after we became a democracy, where we committed "to mobilise all our people and our country's resources towards the final eradication of apartheid and the building of a democratic, non-racial and non-sexist future".
We made this declaration because we believe that "our people, with their aspirations and collective determination, are our most important resource". It is therefore in our ability to mobilise the collective energies and efforts of the people of Joburg that we can overcome the obstacles that lay ahead with respect to our transformation agenda.
Building on a solid foundation
Madam Speaker, while the new democratic South Africa has ensured political participation, created access to economic participation and enabled the freedom of movement of people, the transformation has not been equally beneficial for all. This is mirrored within the City. Thus, while Johannesburg has changed politically, transformation from a spatial, socioeconomic perspective, remains a dream to be fulfilled.
In his closing remarks at his last state of the city address in this chamber, our former Mayor - Amos Masondo, who led this City from 2000 to 2011 said: "We have indeed established a solid foundation and challenge those who come after us to set even higher standards ..." Madam speaker, if we are to rise to this challenge, it is necessary for us to reflect on this foundation.
Institutional Development
We inherited a City that was deeply divided along racial lines. People were excluded from amenities, from basic services and from participation in the mainstream of economic and social activities based on the colour of their skin. The city of Johannesburg now exists as a single metropolitan municipality. The establishment of the uni-city after the 2000 election was a key milestone of the transformation process that began in the early nineties.
The city's transformation plan was aimed at enhanced and cost-effective service delivery through reduced fragmentation, the elimination of duplication, improved accountability, increased focus on human resource development and the provision of incentives for performance. From an organisational perspective it sought to put in place 'sensible' structures that could deliver services at greater levels of efficiency. These structures included the establishment of municipal entities, as well as the creation of a central uni-city administration and administrative regions.
Financial sustainability
From the broke and financially dependent Black Local Authorities and the financial crisis of 1997, we boast a municipality with stable finances which has been described as exemplary. The City of Johannesburg was the first municipality to tap into the South African Capital Markets. Today we can say with much confidence that our institution and entities are much stronger and our financial position is sound. This is demonstrated aptly by the five municipal bonds that we have issued. In fact, the City is a pioneer in the capital market funding of municipalities in our country.
Urban Regeneration
The Inner City of Johannesburg faced, what one can describe, as accelerated degeneration from the early 1990's and today we can celebrate the turn-around as demonstrated by Newtown, Brickfields, Marshalltown and the Art on Main in Doornfontein. Reflecting on what the new developments mean to this city, renowned philosopher and political scientist Archille Mbembe wrote: "The meanings of the Nelson Mandela Bridge lies in the city's transformation (transmogrification) from a racist society to a future motivated by the celebration of freedom and prosperity under the banner of democracy ..."
It is important to note that part of our legacy is constituted of the following: Joburg is South Africa's largest and wealthiest City; it accounts for 16% of the country's GDP; and it is the headquarters to and hosts the nation's largest corporations, financial institutions, media houses, law firms, the Johannesburg Securities Exchange and many other organisations.
Headquarters of some of our biggest companies remain in central Johannesburg. These include: Standard Bank, ABSA (Barclays), First National Bank, Transnet, Anglo American, Billiton, The Star newspaper, the Chamber of Mines, and Credit Suisse.
The significance of the Inner City to the economy and position of Johannesburg is demonstrated by the fact that the real estate investors have been showing a healthy appetite for buildings in central Johannesburg, which some people say nobody wants to occupy because of crime. Many buildings are entirely occupied and functional. These range from the Carlton Centre, which is more than 95% fully utilised by Transnet, SARS and others, to many other smaller office blocks.
Together with our partners we have made significant strides in revitalising the Inner City, attracting new investment, significantly reducing crime levels and taking strong action against urban grime and decay. Madam Speaker, the Inner City continues to grow from strength to strength as the economic core. Madam Speaker: Let me make the point: the character of the CBD is changing from being exclusive and conservative to an inclusive, vibrant, multi-cultural African city centre.
Housing
Some of our model housing developments are evident in the development of Cosmo City, Pennyville, Tsutsumani and more. We speak of Brickfields, Lehae and now Fleurhof and Lufhereng. The housing provision is of better quality, providing more options and is located closer to work. These are just typical housing projects but demonstrate our continued commitment to building sustainable human settlements and creating a better life for all. This has gone a long way to change the landscape of Joburg.
During the elections, I went to all the corners of our City. Through our direct contact with the people – in townships, in suburbs, in the informal settlements, in churches, in schools as well as business communities, we received feedback on the progress and the message was consistent: "We appreciate the work you doing, but we want faster change". Madam Speaker, I received a letter from a resident in Lehae. I would have liked her to be here but we heard that there is a death of a close relative. We like to take this moment to pass on our condolences to her and the family of the deceased.
Services
Madam Speaker, more people than ever before now have access to basic services; water and sanitation, electricity and waste removal. Over 30 000 households in the informal settlements have been provided access to basic water in the form of communal standpipes and over 30 000 households were provided access to basic sanitation.
We have also increased the City's coverage to 98% for basic water and 91% for basic sanitation. Most households in the City now have access to electricity. The City has also been able to deliver free basic services to the poor and indigent communities. This includes 10 kilo litres of water and 100 kilo watts per hour of electricity per month, as well as the related rebate on sanitation and rates.
Transportation and the Rea Vaya BRT
Rea Vaya has indeed not just been an ordinary transport intervention. It is about the use of alternative energy, connecting communities across the City and helping to integrate the transport system. It also provides quality, cheap, reliable, fast, safe and clean transport. It is also about the broad-based black economic empowerment in a modern transport system which has empowered Taxi operators to be integrated in bus transport business. Finally, it is also about modernising our transport system. Madam Speaker: Let me a tribute to the taxi operators and passengers who paid the ultimate price – their lives – in taking this bold step to modernise our transport system.
Rea Vaya, is one of the City of Johannesburg's legacy projects that truly represents a new chapter in the history of public transport. The journey that led us to this has been one of tireless commitment and determination by the City, our partners and the residents of Johannesburg.
Health and Social Development
Madam Speaker, in our commitment to fight the HIV and AIDS pandemic and increase awareness about the disease, Johannesburg operates 50 clinics where people can access ARV treatment, testing and counselling.
We recognise that promoting social inclusion is more than just providing a social safety net. It is also about the creative industries and the role of arts, culture and heritage in building better communities. It is also critical in ensuring that inequality and social exclusion are fundamentally addressed.
Expanded Social Package
Madam Speaker, structural poverty remains a challenge, with a large proportion of the City's population still living in material income deprivation. The extremely high levels of income inequality are indeed a cause for concern.
In this regard the city recognises that the multi-faceted and complex nature of poverty alleviation needs a far more coordinated approach where community development, personal growth and social mobility are enhanced. Our partnership with provincial and national government departments, civil society and business will continue as we scale up our poverty alleviation programmes.
Soweto
The redevelopment of Soweto probably is the microcosm of the work undertaken in this period. It cannot just be described by the number of kilometres of roads. It is also about what these developments represent. They boast the now world recognised Rea Vaya Bus Rapid Transit system anchored in Soweto and the Inner City.
We boast of World Class facilities, like the Orlando Stadium. Soweto has been host to the FIFA concert that featured the likes of Shakira and Freshly Ground. Two weekends ago Soweto hosted the world famous singer Usher. It is in this same stadium that the Bulls played against the Crusaders on 23 May 2010, in what was the first ever foray by first class rugby into historically black townships and, if I may say, the Super 14 nogal. The experiences of the many rugby followers and the hosts - the residents of Soweto - will go down as one the important moments in our transitional history.
Madam Speaker, we have hosted in Soweto World Class tennis events and will in the next few weeks be host to the Davis Cup tie between South Africa and Slovenia. I acknowledge the role played by Councillor Zondi and his colleagues in the SA Tennis Association in bringing this tournament to Soweto. This will go a long way in opening up opportunities for our children to take part in sport, and in the fight against crime, drug abuse, obesity and lack of exercise.
Soweto is a township that has world class Olympic size swimming pools, as well as standard heated swimming pool in Pimville. In the next few weeks, we will be launching a state of the art theatre in Soweto.
Sowetans today do not have to leave for the suburbs on their wedding day to find a picturesque spot for wedding photos, as they have well established parks like Dorothy Nyembe and Thokoza Park in their own area.
Soweto is now a melting pot of South African cultures and has developed its own subcultures - especially for the young. It is now also the place to be when you want to wine, dine, be entertained and participate in sport. It is now a welcoming place where people mingle and interact in the streets. These developments have spurred community pride in Soweto, increased value in their community – Soweto is the place to be – it has status!
We like former President Nelson Mandela note that "Every summit that we climb leads to a realisation that there are many more summits yet to ascend". As we celebrate the progress we have made, we should not become complacent. Our Progress should instead inspire us to lift the bar and become even more diligent and focused in addressing the complex challenges that face us.
Madam Speaker, I suppose that the most important lessons we have to learn from the challenges presented to us by former Mayor Masondo was aptly reflected in a recent report published by Kevin Allan and Karen Heese from Municipal IQ which attributes the progress in Johannesburg - despite challenges - to political will, an ambitious focus on finance and innovation.
2011 Local Government: Agenda Setting
The people of Johannesburg, during the election campaign articulated to us quite clearly that they need value for their money. We must therefore lift the bar. They also indicated that they want us to:
- lead a municipality that is functional and responsive to the needs of our citizens;
- provide quality services and address the basics;
- Continue with the agenda for transformation;
- communicate and engage citizens on the developmental agenda for the City; and
- Partner with them in tackling developmental challenges.
Accelerated Service Delivery Programme
Madam Speaker, we also said fundamental transformation of the city cannot happen if we continue to operate in a sub-optimal service environment. Hence, early in this term of office, we focussed on improving service delivery provision. Based on the challenges we are facing, we collectively developed a comprehensive and integrated approach to service delivery.
Although a number of gains have been recorded around service delivery, we remain extremely concerned about some of the on-going challenges that impact on the quality of services that our residents are experiencing on a daily basis.
Madam speaker: We acknowledge the billing and customer services remain source of frustration for many of our valued customers. We share their concerns. Therefore, billing and customer services remain one of our top focus areas in ensuring that we regain the trust and confidence of our residents. It is not acceptable for people to wait long periods of time to have calls answered, or have calls dropped when they eventually get through.
The announced roadmap is designed to bring about a 'step-change' in Johannesburg's billing and revenue collection system and to improve the quality of the customers' interaction with the City. Madam Speaker, we are making steady progress in improving customer interface, in strengthening our revenue collection service and restoring confidence in the integrity of our billing system.
Institutional Renewal
Madam Speaker: This council approved a high level institutional design to give effect to the Joburg 2040. Since then we have appointed the city manager and senior management which will enhance the City's financial health and sustainability, administration processes and accountability as well as the delivery of services. We are also finalizing the appointment of the remainder of senior management and the Board Members of the Municipal Entities.
We will ensure that all employees in our city serve the people of Johannesburg with honesty and diligence and that they work even harder to ensure that we improve service delivery so as to pave the way for the long-term realisation of Joburg 2040. The Cornerstone of our Developmental Trajectory: "Joburg 2040: 3 Decades of Change".
We committed at the acceptance speech to initiate a process of review of the Growth and Development Strategy. This process was preceded by extensive research which laid the basis for the discussions that ensued and ultimately the actual Joburg 2040 as adopted.
Madam Speaker, our research confirmed that the poor continue to eat "Mish Mash Mush" food as eloquently stated by Bra Hugh Masekela in his song – Stimela. Sometimes it is all they have to eat. A study conducted by the Independent Development Trust (IDT) indicates that about 42% of the poor people in Johannesburg are food insecure – they don't have a meal three to four days in a month.
The following are some of the challenges facing the city currently:
Migration
Madam Speaker, the City of Johannesburg is characterised by rapid population growth, both through migration and natural increase. Currently the City has a population of about 3.8 million people.
Migration is mainly the result of social and political upheaval, poverty, war and colonialism. As people moved to the cities they brought with them their culture, their mannerisms and their longing for a better life.
The majority of the migrants are poor, unskilled and young, and come from other provinces in search of employment opportunities. Others come to Johannesburg in search of economic opportunities or due to instability and political unrest, persecution, intimidation, torture, and human rights abuses in their countries.
Although these migrants do not all live, as in Masekela's song, in "stinking, funky, filthy, flea-ridden barracks and hostels", the majority of them are forced to live in squalid conditions, high-jacked inner city buildings and in informal settlements.
All of these come with their own set of challenges, including the need to expand the provision of services. These residents have competing aspirations and make different claims to the City. In Johannesburg, we acknowledge the migrants bring cultural, political and social plurality to our City.
Aging infrastructure
Madam Speaker, the growth in our population implies an increasing urgency for us to develop and expand our socio-economic infrastructure. The Acid Mine Drainage (AMD) is a grim legacy, as in Masekela's song, of "the digging and drilling of the shiny, mighty evasive stone" from porous dolomite along the 75 km 'ridge of white waters' in and around Johannesburg.
There is an urgent need for investment in the upgrading of water reticulation systems, storm water, electricity substations, the road infrastructure network and waste treatment plans in order for us to facilitate local economic activity and create an enabling environment for economic growth.
To this end, it is estimated that over the next 10 years the City will need to invest over R100 billion on infrastructure development and upgrading.
Inequality and poverty
In his State of the Nation Address earlier this year, President Zuma stated the following: "I would like to appeal to all our people to join hands as they always do, as we deal decisively with the triple challenges of unemployment, poverty and inequality. Nobody will do this for us, it is in our hands. And we are all equal to the task."
In the last 10 years (2000-2010), the City of Johannesburg has made huge investments in infrastructure and housing development; however poverty remains and inequality has been increasing steadily.
High unemployment contributes to high inequality levels, evident in the City's gap in income between the rich and the poor – a Gini coefficient of 0.63 in 2009 – one of the highest in the world. An important point to note is that poverty in the City of Johannesburg is geographically concentrated. This follows the pattern of residential segregation enforced during the apartheid period.
Madam Speaker, our socio-economic reality mirrors that of South Africa - one that consists of two separate economies; an advanced, increasingly globally integrated first economy and an informal, marginalised second economy, with a structural disconnection between the two.
Climate change and environment
Climate change has emerged as a significant factor in city management globally. High temperature variability and unpredictability have led to disasters which in 2009 claimed thousands of lives globally and led to economic losses of USD billions.
Madam Speaker, the impact of global warming is already visible in Johannesburg.
We have all witnessed the changing rainfall patterns and the devastating floods, impacting heavily on especially the poor, as well as on the City's infrastructure. Despite the heavy rains, we sometimes forget that part of the water in Joburg comes all the way from the Lesotho Highlands Scheme. We need to use it wisely and focus on both the demand and supply mechanisms to protect it.
Therefore, the impact of climate change requires adaptive capacity and skills in the city, especially regarding our infrastructure system, but most importantly empowering communities with knowledge and the necessary skills in responding to these unpredictable weather patterns.
We also argue that the appreciation as well as a collective understanding of what the now presents (in terms of challenges) creates an opportunity to advance the common goals of socio-economic prosperity, advancement and inclusion.
Central to this is our ability to develop the knowledge and skills to adapt and plan for change and future uncertainties in an increasingly inter-connected, unpredictable and globalised world.
Fellow residents, with these in mind, we recognise the need to achieve a balance between the social and governance focus of management and adopting a business approach to the operational aspects of managing the City. Like any public sector business, the City needs to allocate and utilise its resources in the most efficient manner possible to achieve its strategic objectives as well as fulfill the requirements of transparency and accountability. This requires consensus on how to realize this vision.
As with the first GDS, we articulated a paradigm for developmental local government which was broadly agreed by all stakeholders. We have agreed on a common vision for the future. Our collective vision is about:
"Johannesburg - a World Class African City of the Future – a vibrant, equitable African city, strengthened through its diversity; a city that provides real quality of life; a city that provides sustainability for all its citizens; a resilient and adaptive society."
Joburg. My City – Our Future!
Madam Speaker, to us Joburg 2040 is about achieving resilience, sustainability and liveability:
Resilience: is about our ability to work together and support each other in times of need. It is also about our ability to adapt to difficult situations by recognizing the strengths and assets and by having the capacity to mobilize them in times of need.
Sustainability: is about getting rid of inequalities and poverty as well as the creation of better life for all. It is about striving for a healthy and good lifestyle. It also about acknowledging that the City must continue, therefore we must harness natural resources that can be sustained into the future; and
Liveability: it is about an environment that promotes civic engagement and a sense of place through safe, sustainable choices of socio-economic opportunities. It is about having access to an adequate, affordable and environmentally sustainable and coordinated transportation system, as well as housing and economic opportunities.
The pillars to achieve this goal is Human and Social Development, Environment and sustainable services, inclusive economic growth and good governance. The executive system is organised by cluster in response to the Joburg 2040 pillars. As former President Mbeki said: "...the future is formed and derives its first impulse in the womb of the present". Therefore, we must act now to ensure Johannesburg, in 2040, will be a World Class African City that is resilient, sustainable and liveable.
The vision has been developed by capturing the important values, aspirations and ideals that various stakeholders expressed throughout the GDS outreach process.
Real quality of life requires that everyone enjoys easy access to a range of services that improves their quality of life and enhances their sense of belonging and patriotism. We will partner with the people of this city to constantly find new ways of expressing and celebrating our diversity.
Equally we commit ourselves to embracing the important position of our City on the African continent; that we are a city that embraces its African identity and represents the spontaneity and vibrancy of our diverse cities across this continent.
We will be a sustainable, liveable and resilient society by 2040. To achieve all of this, we need a strong partnership across all spheres of government, a partnership with organisations of civil society, with business and local communities.
To be sustainable we will ensure that the collective citizen's needs of the future are not compromised by the actions of individuals. We will be a society that acts in unison as a collective and places the needs of the collective before the needs of individuals.
Madam Speaker, the time has come for the City to build on the foundation that I have outlined to "change the City's course." Changing the City's course for us is about:
- Redirecting and reorienting our collective energies to a new service delivery approach;
- Reprioritising our expenditure to address revenue maximisation, infrastructure development underdevelopment;
- Improving stakeholder relations and enhancing the quality of interaction with residents and clients in the spirit of Batho Pele; and
- Implementing short to medium term flagship initiatives so as to pave the way for the long-term realisation of Joburg 2040.
Our approach to implementation
We have adopted an integrated planning and budgeting process that ensures we develop and adopt a series of plans that will contribute towards meeting Joburg 2040 outcomes. The detail will be engaged next week with the tabling of the IDP's and business plans. We have agreed that these programmes should be:
- Transformative: address issues of poverty, empowerment women, youth and people with disabilities, of redress, urban spatial re-engineering
- Ensure continuity and change: capitalise on economies of scale and reduce the cost of delivering services
- Integrative and cross-cutting: inter-cluster and multi-sectoral in nature to maximise impact
- Build capacity for inclusion: recognition of the need to ensure stakeholder and community partnerships.
- Enable development state capacity: this includes political leadership, human capital, institutional, technical, administrative capacity and resources to deliver on selected interventions
- Risk assessment: ensure that the related programmes address issues of sustainability (environment, social and economic)
Institutionalising the Joburg 2040 Strategy
Madam Speaker, borrowing again from Bra Hugh's song, Johannesburg is the product, not only of the people of the city, but of South Africa and the entire "hinterland of Southern Africa", Africa and the world.
A solid foundation has been laid upon which the executive, in partnership with key stakeholders, needs to take the necessary steps in realising our strategic objectives of building an inclusive and prosperous City.
In this regard, as part of institutionalising the Joburg 2040 strategy in the organisation, we met with all senior management including municipal entities and boards to ascertain the levels of development across the city. It was interesting to note that there are exciting things we are doing as the city.
We are currently finalising the institutional review and part of this work is to ensure that efficiencies become an integral part our work, but most importantly we want to build a high performing metropolitan government that is responsive and accountable to its residents.
The municipal entities and departments will sign Service Level Agreements (SLA's) by end June 2012 committing senior management and the boards of municipal entities to service standards and clear targets. In the event of service levels or turnaround times not being met, we will act against any individual implicated or involved and them to account.
Madam Speaker, we are also developing a baseline for all the interventions we putting forward. We will also streamline the performance evaluation of employees, operations of services depots and resources allocation. We will also ensure that we progressively cascade the performance management in the entire organisation and also set a baseline of all the interventions in order to assist us in evaluating the performance of all the employees.
In taking these next steps, we need to build credibility with our stakeholders and demonstrate that we care about their needs. The City has the responsibility to focus on "lifting the bar" and taking service delivery to the next level and improve operational efficiencies.
All of this will be done within the context of fiscal responsibility and according to the highest standards of prudent financial management on the road to developmental local government, while changing the spatial structure of a divided city of the past.
2011/16 Programme of action: Key IDP flagship projects
Fellow residents, you will recall that when we embarked on an inclusive strategy formulation process and future agenda setting we asked some difficult questions about our ability to fulfil our agenda of socio-economic transformation and dismantling of the apartheid city.
Emerging from this process we collectively agreed that the future sustainable development of the City requires a concerted effort from all who have a vested interest in the future of the City of Johannesburg.
Madam Speaker, these flagship programmes are an indication of what Joburg residents are going to experience as we begin the implementation of the Joburg 2040 strategy and the imperatives of changing the City's course.
We have detailed the strategy by identifying a set of flagship programmes to anchor the Joburg 2040 implementation in partnership with communities.
Sustainable Services
Shift to Low Carbon Infrastructure
About three years ago, load-shedding was a common occurrence in various parts of the City. We will foster integrated and environmentally appropriate development with regard to retrofits, infrastructure development and ecosystem maintenance.
The drive to green the South African economy represents a critical lever for bringing about the structural transformation needed for a more equitable and inclusive economy. This will drive the diversification of our energy mix, and implement energy efficiency measures and investments in new and cleaner technologies and industries.
In the short term, we will implement measures to ensure the efficient and effective utilisation of energy as well as reduction of usage and shift towards diversification of energy sources which will also contribute to our revenue optimisation, greater service delivery and reduced carbon emissions. We will also implement electricity demand side management measures as well as smart metering across the City. The introduction of new technology in households as well as time of use management will be rolled out across the City in the medium term.
The City will be retrofitting all of its buildings with energy-saving measures setting an example towards a more efficient economy.
Integrated Waste Management
The City of Johannesburg remains committed to the Polokwane Declaration of zero waste to landfill sites. The City will take leadership, but the public needs to be part of the solution. In this regard we will implement separation at source projects across the City. We are convinced that if we mobilise communities to sort waste at a household level, this will go a long way in waste reduction and the creation of a clean city.
As we do so, we work with those who eke out a living by selling waste and create sustainable opportunities for them. In this regard, we will explore all legal avenues to ensure that we manage waste differently but most importantly we want communities to drive this initiative.
Then they may earn themselves a food voucher or income to put bread on the table. Various education and awareness campaigns as well as recycling initiatives will be intensified to get each and every citizen involved in this initiative.
Green Ways and Mobility
As you are all aware, and indeed have experienced, the legacy of apartheid spatial planning meant the poor were forced to live in areas far from their workplace, with very little historical investment made in public transport infrastructure. Our people have to deal with the quality of life issues created by this legacy on a daily basis – heavy congestion, long travel times, difficult transfers - particularly in the Inner City – and a substantial portion of income spent on transport. Our main intention is to reduce the proportion of income spent on transport by the poor, to reduce traffic congestion by investing in new and efficient transport options for our city's residents and also an enhanced urban environment.
The green ways and mobility programme has a number of focus areas in the short term. They include continuing to focus on quality service delivery of the Rea Vaya BRT system as well as the building of pedestrian bridges for Alex and Ivory Park. Resealing of roads to prevent continued deterioration, a complete street approach to the upgrading of gravel roads will be rolled out. We will continue with programmes to promote behavioural change towards road safety and public transport usage.
From Informal Settlements to Sustainable Human Settlements The spatial shape of a city plays an important role in creating liveability, the design of the city, streets, and buildings. Liveability means different things to different people as their day-to-day experiences will differ according to their circumstances. We define liveability in terms of giving citizens access and connectivity to a range of cultural and social services and facilities. Therefore, our main focus is to transform deprived spaces in our City by creating efficient liveable and safe neighbourhoods.
We will also continue with our programme of building social housing and revitalisation of rental housing stock on well located land and to support Transit Orientated Development. The proximity of the Marlboro Gautrain station to Alexandra has not led to an integration with the surrounding neighbourhood nor has it yielded the benefits as seen with other stations. In this year as we celebrate the 100th anniversary of the establishment of Alexandra, our approach to the Alex Renewal Programme must be to the benefit and integration of the surrounding areas and the ability for people to prosper. Alex must yield benefits from its close proximity to one of the wealthiest suburbs in South Africa which has world class infrastructure. Through the Alex Renewal Project (ARP) we will also focus on the provision of basic services towards the people of Alexandra and surrounding informal settlements.
Madam Speaker: This flagship programme will also focus on the provision of basic services to vulnerable households. In addition, this programme will focus on the upgrading of marginalised areas/ areas of high deprivation (e.g. public hostels) as well in-situ upgrading.
Urban Water Management
In South Africa, water scarcity is a reality and water security in Johannesburg will come at a huge cost. Therefore, water management will be a key area of focus going into the future.
Also, the quality of available water due to the contamination of water sources through factors such as acid mine drainage is a worry. We welcome the Minister of Finance's budget allocations and intervention on the acid mine draining challenge. In tackling these challenges, we will engage with industry to implement demand side measures. These engagements will includes among others issues, water conservation and preservation measures. We will also assist large industry water users, as well as property owners on how to implement demand side management programmes.
We will also focus on the repair and maintenance of the water network to reduce water losses as well as repair and maintain dams that play a critical role in storm water management and public safety such as New Canada Dam in relation to Klipvalley.
Madam Speaker, to ensure that we effectively protect and manage our environment; we will scale up demand side management, ensure waste minimisation and redirect our operations to support a green economy. We need to "Act Now".
Economic Growth
Madam Speaker, until we have confronted levels of poverty, underdevelopment and disease, we have not attained what we struggled for: freedom and prosperity. We want to build a City that is fundamentally different from what it was before.
Delivering his 2012 State of the Nation Address, President Zuma said: "For the year 2012 and beyond, we invite the nation to join government in a massive infrastructure development drive...The massive investment in infrastructure must leave more than just power stations, rail-lines, dams and roads. It must industrialise the country, generate skills and boost much needed job creation".
Madam Speaker, we have identified key trade, manufacturing, construction, transport and tourism areas as engines for growths and we will be targeting labour-absorbing activities as well as promote innovation through "green economy" initiatives. We will, over the next 10 year, invest over R100 billion in economic and social infrastructure. We will do all of this in consultation and in collaboration with the private sector and other stakeholders.
We have the northwest quadrant of our city including Ruimsig, Cosmocity, Sunninghill and Diepsloot for expansion and growth. To guide investments and development in these regions, we have developed regional economic development plans. In this regard, Madam Speaker, in partnership with relevant stakeholders, we will commence with development of a regional economic node in Lanseria which will be anchored by hotels, a conference centre, a research and development park, an agri-hub, a shopping mall, aerospace innovation and a training hub, a medical precinct as well as the upgrading of the existing run-ways. Working in partnership with the private sector ad communities, the City will kick-off the R1.2 billion Oasis in Soweto initiative.
This project which is located in Soweto is focused on offices, townhouse apartments, the Oasis Heroes Bridge, a boutique hotel, retail opportunities, residential developments, a convention centre and Khumalo street upgrading in Rockville.
Greater Alexandra will benefit from a new multimillion rand retail development, the Alexandra Shopping Mall at Vincent Tshabalala Road.
Both the Greater Alexandra and Greater Ivory Park (Region E and A respectively) will benefit from new automotive industrial node developments. These initiatives are already supported by the City and the National Treasury and capitalise on the national automotive industry development programme. In partnership with the private sector and the community. The Poortjie Economic Activity Node (Neighbourhood Level Shopping Centre) will be developed so that basic retail services can be readily accessible to the Poortjie community.
We will accelerate the implementation of Skills Hub to address the issues of skills mismatch between the supply and demand.
Another important initiative is the rolling out of the municipal broadband capabilities under the Joburg Broadband Network project. This project is intended to reduce the high telecommunication costs and stimulate the SMMEs sector which creates jobs.
Importantly, it will create an affordable and far more conducive environment for faster information flow. It will also give the City an opportunity to provide access to disadvantaged youth and adults who must become familiar with and use Information Communications and Technology (ICT) in order to be more competitive for jobs.
Human and social Development
We will build a safe, secure and resilient City that protects, serves, and empowers communities.
Madam Speaker, we will create safer communities. In partnership with communities and various stakeholders, we want to reclaim our streets, parks and squares. We will ensure that our children are safe on the streets.
Through the JMPD we will deploy at least 10 Police Officers per ward throughout the City. They will work with community policing forums, street patrollers, neighbourhood watches and all security sector people based at ward level including security companies contracted to households. This is to ensure crime prevention is achieved and to develop creative ways of taking back the streets in our City. We will continue to partner with the South African Police Services.
Testimony to this commitment is the partnership between the City and IBM who have assisted us in developing a smart city safety strategy through their global corporate social investment programmes.
New insights into crime prevention by way of urban design and management will be investigated and finalised for implementation.
Intergovernmental relations and integration with other role players that contribute to safer environments will also be addressed.
The City's Expanded Social Package, the first of its kind in South Africa, is an ambitious programme for integrating and delivering social services to the poor and vulnerable citizens living in the City. Our City Social Package Programme is also linked to a number of NGO's that work in communities throughout the City. The City will continue to support those in the informal economy to integrate into the formal economy. Systematic help for people to access jobs is a pathway out of poverty.
The City is working with national and provincial government, the Independent Development Trust (IDT) and the Global Coalition for Health and other partners to address poverty and health.
Governance
Financial Sustainability
We have set ourselves ambitious programmes and targets towards a high performing metropolitan muncipality. We call upon all residents to contribute towards building a solid financial base. We call on all residents in the city, including areas where people were previously not paying, to pay timeously for their rates and service charges. As we have done before, we place great focus on fiscal responsibility and develop high standards of prudent financial management demonstrated by our R2.3 bn redemption fund – in other words, cash in the bank.
The gains achieved in the revenue step change process, collection from alternative revenue streams and the implementation of integrated financial management systems has already demonstrated an improved revenue collection of R486 million over budget in the 2012-13 half yearly results.
Citizen Participation and Empowerment
The fundamental principles of good governance, as reflected in the Constitution of the Republic of South Africa, include the rule of law, accountability transparency, predictability, and responsiveness to people's needs. Good governance therefore underpins everything the City does.
With this flagship programme we will ensure that we manage our administrative processes of planning and budgeting in a manner that gives priority to the basic needs of the community, and to promote the social and economic development of our communities.
In the next year, the City will develop its community based planning and budgeting approach for implementation in the medium term. The City also intends to focus on reviving 1-stop Centres (People's Centres) and education of City employees on its services, to enable staff to offer a positive service experience to citizens. Targeted citizen partnerships and engagements will also be continued.
Strategic communications and marketing In order for us to implement Joburg 2040, we have to communicate better with our residents, engender a culture shift and change behaviour. As part of this programme, we will develop and implement an integrated communication and marketing strategy as a means to mobilise external and internal stakeholders around the flagship programmes.
Human Capital Development and Management
Madam Speaker, we are committed to building a high performance organisation and improve the culture of performance management and accountability. As part of this flagship programme, we will embark on a skills audit to identify skills requirements within the City needed to support the implementation of Joburg 2040.
There will also be a City wide roll-out of standard efficiency and productivity assessment, monitoring procedures and practices as well as a comprehensive change management programme which will be implemented across the City. This flagship programme will also align talent management in support of the City's imperatives by developing, retaining and acquiring the appropriate skills.
We commit to enhance the agenda for a developmental state but will look to enhance this by ensuring political leadership, human capital, institutional, technical, administrative capacity and resources to deliver on the agreed interventions.
Collaborative relationship and partnerships working with communities Madam Speaker, the real work towards Joburg 2040 starts now. We have a collective responsibility to make choices and the future sustainable development of the City requires a concerted effort from all, through social partnerships between residents, communities, businesses, organised civil society and other spheres of government.
A number of lives were lost during the struggle for democracy and freedom; we therefore have a collective responsibility to contribute to the development of a City which is inclusive and creates opportunities for all.
Conclusion
Madam Speaker, we were inspired by our forbears who in the face of repression and oppression, recognised the need for unity of all the people of South Africa. We have accepted a collective responsibility to make the choices we are called upon to make. We are committed to ensuring that mechanisms are put in place to implement and continuously evaluate our work. We have a clear roadmap for delivery – both in the immediate, short term, as well as the long term.
Madam Speaker, you will also agree with me that the City of Johannesburg holds the hopes, potential and aspirations of all its people. We would like to see the commitment, made during the outreach process by both the public and private sector, to continue contributing to the realisation of the 2040 vision.
We can now all look forward to a day when the sound of a Gautrain and Rea Vaya BRT obscures the curse of the "Choo-Choo coal train". We can look forward to a day where we will all celebrate the Joburg landscape that is truly home to the diversity of cultures, languages, and economic and social activities that make us a truly World Class African City.
In 2040 we will be listening to new songs praising our new urban landscape and celebrating citizens' daily experiences as they interact with the Constitution Hill, Mandela Bridge,
Ghandi Square, Soweto Theatre, Soccer City, Mary Fitzgerald Square, Pennyville, Soweto, Cosmo City, Maponya Mall, Melrose Arch and others.
Furthermore, we will celebrate our new urban nodes such as Midrand, Wilgehuewel, Ruimsig, Honeydew, Sandton, Fourways, Greater Randburg, Strijdom Park as part of a truly growing metro region. The benefits of the Gautrain and Rea Vaya BRT, connecting us with the Aerotropolis in Ekurhuleni and Tshwane - the capital city, will contribute to integrating the entire Gauteng City Region.
As former president Thabo Mbeki said, ". the future is formed and derives its first impulse in the womb of the present." Therefore let us all roll up our sleeves today and work together to build the future – resilient, sustainable and liveable communities.
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UNIVERSITY OF ALASKA FAIRBANKS
Don’t Plant a Problem
Invasive Garden Species
Sometimes garden plants jump the fence and invade natural areas. Plants become invasive when they threaten wild areas by displacing native vegetation and destroying wildlife habitat. Many of the major problems caused by invasives in other states have not yet been experienced in Alaska. By not planting known invasive species, gardeners can help stop them from spreading in Alaska.
To help guide gardeners in making decisions about what to grow in the garden, the Cooperative Extension Service has developed the following "DON'T Plant in Alaska" list. Plants have been put on the list for a num ber of reasons. Some have escaped in other states and are known to grow well in parts of Alaska. Some are classified as noxious weeds. Some have a reputation for being aggressive in the garden. Others may belong to a genus of notoriously problematic plants.
Some plants are weedy but don't survive outside of cultivation. An invasive plant goes beyond aggres siveness in the garden. These plants have the ability to strong-arm other species into surrendering their place in the wild. The term 'noxious' can be used to describe some of these species, but noxious is also a legal term. States have noxious weed laws, to protect agriculture and the public interest. Alaska has 12 species on its noxious weed list and another eight that are considered restricted noxious weeds.
Because of Alaska's broad climatological differences, plants that are invasive in one part of the state may not be troublesome elsewhere. In addition to those species that Extension suggests not planting in Alaska, an ad ditional five have been added to the "DON'T Plant in Southeast Alaska" list. As our understanding grows, this list may change.
DON'T Plant in Alaska
Rampion bellflower (Chimney bells), Campanula rapunculoides
Becoming extremely aggressive wherever it is planted, rampion bellflower is known by some gardeners as the "purple monster." It produces a large number of seeds and also spreads by creeping rootstocks. It escapes into lawns and can persist with frequent mowing. Removal by digging is usually not successful because plants resprout from any small pieces left in the ground.
There are many non-invasive species of Campanula which can be planted as alterna tives. Campanula persicifolia, the peach-leaved bellflower and C. lactiflora, the milky bellflower are two which don't spread to unwanted locations. The milky bellflower is not as winter hardy as peach-leaved bellflower. Campanula rapunculoides should not be confused with Adenophera, although both are often called ladybells.
Creeping Charlie (Ground ivy), Glechoma hederacea
In many parts of United States creeping Charlie is considered a weed and is not of fered for sale by nurseries. In Alaska, it is most commonly sold in hanging baskets because of its long, trailing stems. As a groundcover, creeping Charlie roots at every node and quickly takes over. It has escaped or naturalized in 46 states including Alaska where it can be found spreading in wooded areas in Southcentral.
It is difficult to suggest an alternative groundcover to creeping Charlie because all groundcovers spread and could potentially get out of hand. A couple of less invasive ideas include bugleweed, Ajuga reptans, which is not always hardy in Southcentral and yellow archangel, Lamiastrum galeobdolon 'Hermann's Pride.'
DON'T Plant in Alaska (continued)
Orange hawkweed, Hieracium aurantiacum
A small clump of orange hawkweed quickly becomes a large, solid mat of hairy leaves crowding out other plants. Don't be tempted by its bright, orange flowers. This species is not garden worthy. Areas near Homer and other parts of the state are covered in orange hawkweed and chemical eradication programs have been undertaken in the Kodiak Na tional Wildlife Refuge. Orange varieties of dwarf strawflower, Helichrysum bracteatum, can provide the same bright color as orange hawkweed in the garden. For more detailed information, contact Cooperative Extension for a copy of the "Orange Hawkweed" brochure published by the U.S. Forest Service or our publication on "Control of Orange Hawkweed". Don't be responsible for spreading this plant in your neighborhood or into the wild.
Butter and eggs (Toadflax), Linaria vulgaris
Butter and eggs looks non-threatening with its dainty, snapdragon-like flowers. It has been planted by unsuspecting gardeners, but if you've ever tried to eliminate butter and eggs from an area, you know how tenacious it can be. Plants can be seen growing from cracks in sidewalks and parking lots and along the railroad tracks in Willow. There are other species of annual and perennial Linaria, some more aggres sive than others, but in Alaska none have spread to areas outside the garden like Linaria vulgaris. A close relative, dalmation toadflax is also a weed and should not be planted. Annual snapdragons can be used as an alternative to butter and eggs.
Purple loosestrife, Lythrum salicaria, L. virgatum
Nationwide, purple loosestrife is considered extremely invasive, especially in wet areas where the plant completely displaces other species and destroys wildlife habitat. Sale of the plant has been banned in 34 states, including Alaska, and many nurseries refuse to sell the plant even if it isn't banned in their location.
In Alaska, purple loosestrife was first documented as escaping into the wild in Octo ber 2005. Numerous plants were pulled from an island in Chester Creek near West chester Lagoon in Anchorage. The flower color of purple loosestrife is similar to fireweed which blooms earlier in the season. One plant that could be used as a sub stitute for purple loosestrife is Liatris spicata, commonly known as blazing star or prairie gayfeather. Its stiff spikes of purple or white flowers open from the top down. Plants grow 1½–3 feet tall depending on cultivar and are hardy in Southcentral Alaska. Other alternatives include blue or violet Salvia, Delphinium and native lupines.
Ornamental ribbongrass, Phalaris arundinaceae 'Picta'
Non-variegated Phalaris arundinaceae is more commonly known as reed canarygrass, an aggressive, mat-forming grass that is difficult to eliminate once it becomes established. Reed canarygrass has escaped and/or naturalized in 43 states, including Alaska, and in many Canadian provinces. According to Selected Invasive Plants of Alaska it is found along roadsides, ditches, wetlands, riparian areas, beaches and growing into lakes.
Variegated ribbongrass, Phalaris arundinaceae 'Picta' is likewise invasive and, as many gardeners can attest, is difficult to control. A better-behaved grass to use as an alterna tive is Miscanthus sinensis 'Variegatus', Japanese silver grass. Although websites and catalogs list it as a Zone 5 perennial, a nice clump labeled Miscanthus has been growing at the Palmer Visitor's Center (Zone 3) for many years and the cultivar 'Purple Flame' proved hardy at the Alaska Botanical Garden until it was removed.
DON'T Plant in Alaska (continued)
Japanese knotweed, Polygonum cuspidatum (Reynoutria japonica, Fallopia japonica), Bohemian knotweed (Polygonum x bohemicum)
Photo by Britt Slattery, U.S. Fish and Wildlife Service, www.forestryimages.org
Problematic in the Pacific Northwest, Japanese knotweed, and its cousins giant knotweed (P. sachalinense), and a hybrid between the two, Bohemian knotweed, are troublesome in Alaska. Local names for these plants include Chinese or Japanese bamboo because of the plant's hollow stems. Many countries have been involved in research to try and eradicate this species where it has taken over. A brochure on Japanese knotweed published by the U.S. Forest Service in Alaska describes the impacts it has on native vegetation and wildlife. Rutgers Cooperative Exten sion claims Japanese knotweed is one of the most difficult to control species in the home landscape. In Southeast Alaska, large stands exist where plants have escaped cultivation. Plants can also be propagated inadvertently, when pieces of roots or stems are discarded in natural areas or waste places such as gravel pits. To find out more about this invasive species contact Cooperative Extension for a copy of the U.S. Forest Service brochure and for information on how to control existing stands.
Common tansy, Tanacetum vulgare
This species can be found planted in both flower gardens and herb gardens. Garden ers try to control its spread by digging out unwanted rhizomes. Unfortunately, common tansy also spreads by seed and can be found growing in vacant lots and along the edges of woods and trails in Anchorage parks. Plants have also been found growing along roads in the Kenai Mountains. Common tansy is winter hardy and spreads aggressively in Fairbanks. Perhaps it's still possible to prevent our roadsides from becoming covered with tansy by not planting this species in gardens. The plant can be a skin irritant and gloves should be worn when removing tansy from the garden or from places to which it has escaped.
Common mullein, Verbascum thapsus
The Verbascums are a group of very popular garden flowers because of their un usual, tall spikes of flowers. Verbascum thapsus is a common roadside weed in other parts of the country. This biennial has been recorded as growing in open areas in Southcentral Alaska. The flowers of Verbascum thapsus are not showy like
many of its cousins. The wooly leaved Verbascum bom byciferum is much more ornamental. Like common mullein, it is a biennial. Verbascum chaxii is a reliably winter hardy perennial in Southcentral Alaska. Although not as tall or large-flowered as V. bomyciferum, it has many flowering stems per plant. Other yellow flowered mulleins may be winter hardy depending on which part of the state you are located.
DON'T Plant in Alaska (continued)
Ornamental Jewelweed, Impatiens glandulifera
The most commonly used local name for this species is Washington orchid. This plant may have been passed along to Alaska by gardeners from Washington, but this quick growing annual certainly isn't an orchid. The plant is huge, often grow ing to eight feet tall. It seeds prolifically and has been documented growing in a large area along the beach in Haines. Ornamental jewelweed is known to thrive in riparian areas and can easily send seeds downstream. Its quick growth and abil ity to form dense stands allows it to out-compete other vegetation. As with other members of this genus, ripe seed pods explode when touched, ejecting seeds for many feet. Impatiens glandulifera may also be found listed as policeman's helmet and Himalayan balsam. Impatiens noli-tangere is a much shorter, yellow-flowered wildflower native to Alaska, though it can also be an aggressive plant in the garden.
Scotch broom, Cytisus scoparius
Scotch broom is a woody member of the pea family which has become wide spread on southern Vancouver Island and in many parts of the United States. It is considered a noxious weed in California, Hawaii, Idaho, Oregon and Washington. Scotch broom is already quite common in Ketchikan and has been planted in Sitka, Hoonah and Petersburg. Because it has overrun large areas in other parts of the country there is concern that it may do the same in Southeast Alaska. Scotch broom requires 150 frost-free days to produce seed.
Foxglove, Digitalis purpurea
Photo by Eric Coombs, Oregon Dept. of Agriculture, Invasive.org
Although many gardeners are disappointed that this biennial does not usually survive the winter in Southcentral and Interior Alaska, foxglove has escaped cul tivation in Southeast. It is very common in Sitka gardens. Gardeners in Juneau have reported its escape in their community. The flower is usually seen growing in ditches and it can form dense areas in disturbed sites. It is possible this species could threaten native plant communities. There are many other species of Digitalis that don't have the reputation of escaping into the wild.
Sweet rocket (Dame's rocket), Hesperis matronalis
Often a component of non-native wildflower mixes, sweet rocket has also been planted by gardeners for its fragrance. Unfortunately, plants have escaped in 40 states, including Alaska where it is common in downtown Juneau, Kodiak and Sitka. Plants reproduce by seed and although usually listed as a biennial, can also be perennial.
DON'T Plant in Alaska (continued)
St. John's wort, Hypericum perforatum
St. John's wort is planted because of its pharmaceutical properties although for this use it would be much safer to purchase from health food stores. Known as an extremely aggressive weed in the Pacific Northwest, St. John's wort has escaped and/or naturalized in 44 states. It is a perennial that reproduces both by seed and vegetatively. Plants have been found growing in Hoonah, Sitka and Prince of Wales Island. Do not plant St. John's wort in Southeast Alaska and monitor it carefully in Southcentral.
Creeping buttercup, Ranunculus repens
Gardeners are well aware of creeping buttercup's aggressive tendencies. The species has escaped in 41 states and in many Alaska locations including Denali National Park, Girdwood, Seward, Homer, Juneau and Kodiak, where gardeners wage war against it on an annual basis. Plants can withstand low mowing when mixed in a lawn. When growing among taller species creeping buttercup grows to two feet. It thrives in moist locations but plants are not fussy. Gardeners in Southeast Alaska should not plant this species and gardeners in other parts of the state should think twice before planting what could become a problem.
Prunus virginiana
Chokecherry species, Prunus padus and
Not all chokecherry species are invasive, but at least two (Prunus padus and Prunus virginiana) have proven highly invasive in all areas of Alaska south of the Arctic Circle. P. padus and P. virginiana are commonly known as chokecherry, European bird cherry, and May Day tree. They have spread to natural areas all over the state where planted, and communities with older infestations are taking note of how dense and prolific the species grow. Prunus species are cyanogenic, which has caused poisoning and death of moose in Anchorage. Prunus padus has formed dense stands in Anchorage, Hope and Talkeetna, Alaska, where it is able to shade out native veg etation. P. mackii is not known to spread as readily and may serve as an alternative. However, various forms of more edible cherries, including Nanking (P. tomentosa) and pie cherries, are successfully grown in Alaska and do not spread.
Siberian peashrub, Caragana arborescens
Siberian peashrub is an aggressive, spreading shrub in the pea family. The yellow flowers and fast growth have made it a popular ornamental hedge in Southcentral and Interior Alaska. It has spread to forested areas in Fairbanks, particularly around the University of Alaska campus. Southcentral has seen fewer escaped popula tions; however, it is thriving where it is growing in Anchorage and other areas.
Not all species that are aggressive in the garden will escape into Alaska's wild lands and become problematic. The following compilation of species are garden flowers, trees and shrubs that should be watched to keep them from spreading. As we learn more about how these species behave in Alaska, our list of invasive garden species not to plant will likely change.
Invasive Garden Species to Watch
Not all species that are aggressive in the garden will escape into Alaska's wildlands and become problematic. The following compilation of species are garden flowers, trees and shrubs that should be watched to keep them from spreading. As we learn more about how these species behave in Alaska, our list of invasive garden species not to plant will likely change.
Oxeye daisy, Leucanthemum vulgare, is often used in non-native wild flower seed mixes and has been planted along roadsides. It is a gangly white daisy, that spreads from areas where it was originally planted in Southcentral Alaska. It is also hardy in the Interior. There are many cul tivars of the more ornamental Shasta daisy, Leucanthemum X supurbum, which can be grown. They are not as winter hardy as the oxeye daisy but much better behaved. Another alternative is the native arctic daisy, Dendranthema arcticum.
Another aggressive spreader is sneezeweed, a relative of yarrow. Its sci entific name is Achillea ptarmica. On the Kenai peninsula it is known as Russian daisy. In the garden, this white flower spreads readily by seed. It has escaped and/or become naturalized in 18 states, including Alaska.
Oxeye daisy
Two commonly used groundcovers that have reputations as being weedy Outside include bishop's goutweed, Aegopodium podagraria and spotted deadnettle, Lamium maculatum. Many Alaskan gardeners are raising a red flag about bishop's goutweed, too. It spreads from flower gardens into the lawn and is difficult to eradicate once you decide you don't want it. Spotted dead nettle is more often called by its genus name, Lamium. Many new cultivars have been developed in recent years, even though it is a spreader. Both of these species should be watched to make sure they don't escape cultivation.
Bishop's goutweed
Growing tight to the ground, creeping Veronica, Veronica repens, can show up in places where it is not wanted. This species of Veronica was once banned from beds at the Alaska Botanical Garden but can still be found growing in the lower perennial garden. If it gets into your lawn, you'll be sorry. Another Veronica, V. grandiflora, the Aleutian speedwell, is an Alaskan native, but taken from the Aleutian Islands and brought into the garden, this little Ve ronica can really spread.
Garden flowers that spread themselves around by seed include maiden pink, Dianthus deltoides, and the non-native forget-me-nots. Spreading outside the garden, maiden pink has escaped and/or become naturalized in at least 23 states. Forget-me-nots are commonly planted because gardeners think they are planting the Alaska state flower. Our native forget-me-not is Myosotis alpestris subspecies asiatica. It doesn't have the tendency to spread like the non-native species. Often, seed packets don't even mention the species of Myosotis they contain. Other times they are mislabeled.
Many Anemones are indigenous to Alaska. The snowdrop windflower, Anemone sylvestris is not and should be watched because of its strong tendency to spread by rhizomes. The large yellow flag iris, Iris psuedacorus, grows more prolifically in wet locations than typical garden soil. Gardeners should keep an eye on it, especially in Southeast.
Invasive Garden Species to Watch (continued)
While Campanula rapunculoides has the reputation of being the most invasive Campanula, there are others that should be watched. The clustered bellflower, Campanula glomerata has escaped and/or naturalized in 12 states including Alaska. Korean bellflower, Campanula takesimana has also proven to be a strong spreader in Southcentral Alaska and gardeners should take care to see that it does not escape. Suggested alternatives for these species are listed under Campanula rapunculoides on page 1.
The genus Centaurea includes many bad weeds so it makes sense that related garden flowers should be planted with caution. The annual bachelor's buttons or corn flower has escaped in 48 states and is often included in non-native wildflower seed mixes in Alaska. Globe centaurea, Centaurea macrocephala, is designated as a "Class A Noxious Weed" in Oregon and Washington. Perennial bachelor's buttons have escaped and/or naturalized in other states and is known to spread itself around in Alaskan gardens.
In addition to St. John's wort, which should not be planted in Southeast, there are a number of herbs which should be watched. Chives, Allium schoenoprasum, seed
prolifically if spent flowers are not removed. While many varieties of mint, Mentha sp. are not winter hardy in Southcentral Alaska and areas that are colder, some species are known to be very invasive. Catnip, Nepeta cataria, is a weed in many parts of the country. Gardeners growing it should make sure to pull out unwanted seedlings. Comfrey, Symphytum officinale, has been banned from more than one garden because of its aggressive tendencies.
Not all garden species to keep an eye on are herba ceous. There are trees and shrubs which have started spreading beyond the home/commercial landscape. Tatarian honeysuckle, Lonicera tatarica, has com pletely degraded woodland composition in parts of the Midwest and should be watched to make sure that it does not become established in the wild in Alaska. European mountain ash, Sorbus aucuparia, has escaped cultivation in Anchorage and Southeast Alaska where native species of mountain ash exist.
Chokecherry tree in the understory along Chester Creek, Anchorage
As gardeners, what can you do?
* Don't plant flowers, trees and shrubs which are known to be invasive.
* Watch species that have the potential to become troublesome and help share information.
* Order from reputable nurseries that are not likely to mislabel plants or sell weedy seed mixes.
* Don't share potential problems with other gardeners.
* When you purchase new plants, watch to make sure you don't introduce weeds hitchhiking in pots or root balls.
* Make sure you don't introduce problems by planting nonnative wildflower seed mixes which contain invasive species or weed seeds.
Human actions are the primary means of invasive species introductions. Gardeners can be part of the solution. Don't plant invasive species intentionally.
Publications:
"Selected Invasive Plants of Alaska," USDA Forest Service R10-TP-130B, 2007
"Invasive Plants of Alaska," 2005. AKEPIC – Alaska Exotic Plants Information Clearinghouse, Alaska Association of Conservation Districts Publication, Anchorage, Alaska
"Control of Bird Vetch (Vicia cracca)," UAF Cooperative Extension Service publication PMC-00341
"Control of Orange Hawkweed (Hieracium aurantiacum)," UAF Cooperative Extension Service publication PMC-00343
"Best Management Practices: Controlling the Spread of Invasive Plants During Road Maintenance," UAF Coop erative Extension Service publication PMC-00342
"Invasive Plant Issues: Control of Invasive Chokecherry Trees," UAF Cooperative Extension Service publication PMC-00345
Websites:
UAA Natural Heritage Program, Plant Invasiveness Ranking Project: http://akweeds.uaa.alaska.edu/akweeds_ ranking_page.htm
U.S. Forest Service, Forest Health Protection, Alaska Region website, where many of the above publications can be found: http://www.fs.fed.us/r10/spf/fhp/
Gino Graziano, Extension Invasive Plants Instructor. Originally written by Julie Riley, Agriculture and Horticulture Agent, and Jamie Snyder, former Invasive Plants Program Instructor. | <urn:uuid:faaf8534-15c4-4bff-b29e-b9519ce5c963> | CC-MAIN-2024-30 | https://kenaiinvasives.org/wp-content/uploads/gravity_forms/3-2cb8e5dbe3e34c933a71aba9ddcc3948/2022/03/FGV-00146-Dont-Plant-Problem.pdf | 2024-07-17T10:01:18+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00045.warc.gz | 303,254,384 | 5,062 | eng_Latn | eng_Latn | 0.993293 | eng_Latn | 0.997556 | [
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Summer Learning Institute Program Course Outline
Laser Camp
Lasers can be found all throughout our modern world, from medical technologies to cutting-edge astronomical research, to playing your favorite movie in your home DVD or Blu-ray player, or even the source of light in a laser show at a planetarium. We will explore how lasers have shaped our lives in this hands-on class where students have a unique opportunity to create, design, and orchestrate their own music laser show. The students will become their own "Laserists," as they mix lights and sound together to create a fun and dazzling show that will be displayed on our Lohman Planetarium dome. Throughout the class, these young "Laserists" will learn the fundamentals and physics of light, laser safety, and digital editing skills, that will allow them to create an entertaining show that will premiere at the end of the camp.
All program classes are organized to address the following aspects:
* STEM/STEAM Education.
* Cultivate an interest in Art, Science, and History.
* Develop interpersonal skills such as teamwork and problem solving.
* Continued knowledge and comprehension regarding Volusia County School Standards.
* Foster curiosity and imagination of the world around us.
Pre-requisites: None
Software/Materials/Books/Media: Handouts and materials provided in class.
Exhibits/Galleries that correspond with camp:
* Lohman Planetarium
Course Objectives:
Students will:
* Learn about the physics of light and lasers.
* Understand laser safety.
* Learn how to storyboard.
* Learn how to develop, create, and edit laser animations.
* Learn how to sync music and lasers together.
* Debut their laser show creations to their families in the Lohman Planetarium.
LASER CAMP| Museum of Arts & Sciences/ Summer Learning Institute/2024
5 Day Course Outline Example:
Schedules must consider, lunch time, snack time, free play, and lessons in the gallery. All movies/shows must be approved by MOAS staff prior to viewing.
* Day One:
o Introduction
o Discuss the physics of light: perform light demonstrations with filters and prisms
o What is a laser? Work with lasers and play with mirrors and other objects to understand laser physics
o Watch a laser show in the Lohman Planetarium
o Discussion on laser safety and protocol
o Brief introduction to the laser editing software
* Day Two:
o Discussion on storyboarding and show development
o Hands-on time with the laser editing software and classroom laser projector
o Form groups and begin laser song development (song/music choice, storyboard, planning visuals)
o Watch a laser show in the Lohman Planetarium
* Day Three:
o Allow groups to continue their laser song development and creation
o Watch a laser show in the Lohman Planetarium
* Day Four:
o Continuation of laser song projects
o Editing and begin testing of laser songs in the Lohman Planetarium
o Watch a laser show in the Lohman Planetarium
* Day Five:
o Finalize laser song projects and assemble full show
o Test student created show in the Lohman Planetarium
o Watch a laser show in the Lohman Planetarium
o Present full student created laser show to their families
* Day Six: (Optional)
o Present full student created laser show on the Saturday night after class for friends and families
Assessment:
Student's ability to demonstrate the following:
1= Below Expected Outcome
3= Meets Expected Outcome
5=Exceeds Expected Outcome
| The Student Has: | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Demonstrated ability to use simple laser technology. | | | | |
| Demonstrated ability to put together their own show. | | | | |
| Demonstrated an efofrt for teamwork and communication. | | | | |
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Anti-Bullying Policy
Statement of Intent
At Rougemont School, our community is based upon respect, good manners and fair play. We are committed to providing a safe and caring environment that is free from disruption, violence and any form of harassment so that every one of our pupils can develop his/her full potential. We expect our pupils to treat members of staff with courtesy and co-operation so that they can learn in a relaxed, but orderly, atmosphere. All pupils should care for and support each other. Rougemont School prides itself on its respect and mutual tolerance. Ours is a diverse community, with pupils from a variety of cultural, religious and ethnic backgrounds. Some pupils require additional support and help. Parents/guardians have an important role in supporting Rougemont School in maintaining high standards of behaviour. It is essential that school and homes have consistent expectations of behaviour and that they cooperate closely together. Acceptance of this policy forms part of our standard terms and conditions. Bullying, harassment and victimisation and discrimination will not be tolerated. We treat all our pupils and their parents fairly and with consideration and we expect them to reciprocate towards each other, the staff and the school. Any kind of bullying is unacceptable. Where necessary, we will apply the sanctions described in our Behaviour Policy for behaviour that constitutes bullying or harassment of any kind.
What is Bullying?
"Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs or disabilities, or because a child is adopted, in care or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences." - DfE Preventing and tackling bullying (July 2017)
Bullying often focuses on individual differences. In this respect it undermines the School's work in promoting tolerance and understanding in the community. Bullying may seize upon aspects of physical shape or appearance, or focus on parental, cultural or ethnically-based lifestyles. It may dwell upon race, religion or nationality. Sexual bullying may involve misogyny or homophobia, or focus on alleged sexual attractiveness or lack of it.
Research suggests that a large number of incidents of intimidating behaviour such as name-calling or 'dirty looks' actually take place in classrooms when the teacher is present. This emphasises the need for constant awareness and vigilance by staff.
Signs of bullying may include changes in behaviour such as: becoming shy and nervous, taking unusual absences or clinging to adults, anxiousness about coming to school or fear of lessons; a request to change study, dormitory or class; deterioration of academic work; books, clothes or other possessions missing, damaged or destroyed, unexplained physical injuries; sitting or eating alone; being late for school; a refusal to say what is wrong.
Cyberbullying is a 'method' of bullying, rather than a 'type' of bullying. It includes bullying via text message, via instant-messenger services and social networking sites, via email, and via images or videos posted on the Internet or spread via mobile phone. It can take the form of any of the previously discussed types of bullying, i.e. technology can be used to bully for reasons of race, religion, sexuality, disability, etc.
Verbal and cyberbullying may involve name calling or 'banter', make use of written notes, e-mails, mobile telephone messages or postings on social networking websites and may include threats of physical violence.
Physical bullying often consists of deliberate jostling, bumping, pushing or shoving. Those responsible often maintain that it is accidental when it first comes to light. It is a criminal offence where it involves assault, actual bodily harm, or wounding. It may involve theft or damage to property, accompanied by the threat of violence or by the abuse of power.
Manipulative bullying manipulates social networks with the intention of insulting, excluding, ostracising or marginalising individuals from their friends and normal relationships. It may involve the spreading of rumours or malicious accusations.
In accordance with the School's Code of Conduct, staff are asked to set an example of respect, kindness and courtesy, to ensure that proper discipline is maintained and to help to monitor all areas of the school. Staff should be vigilant about the location and the geography of bullying and aim to promote an open and honest anti-bullying ethos across the school at all times. Reported incidents should be dealt with promptly, with relevant staff being informed, as applicable. We ask parents to support this policy and to assist by reporting incidents or bringing their concerns to us at an early stage.
Child on Child Abuse (Including Sexual Violence and Sexual Harassment between children)
It is very important for all staff to recognise that children are capable of abusing their peers (including online). Rougemont School has a zero-tolerance approach to abuse. It should never be passed off as 'banter', 'just having a laugh' or 'part of growing up' as this can lead to a culture of unacceptable behaviours and an unsafe environment for children.
The conduct of pupils towards each other will, in most instances, be covered by the School's Behaviour Policy and appendices. However, some behaviour by a pupil towards another may be of such a nature that safeguarding concerns are raised.
Child on child abuse rarely takes place in isolation and can often indicate wider safeguarding concerns that are linked to other things that are happening in a child's life and/or the spaces in which they spend their time. This is known as extra familial harm, which simply means that assessments of children should consider whether wider environmental factors are present in a child's life that may be a threat to their safety and/or welfare. All staff, but especially the DSP and Deputies should be considering the context within which such incidents and/or behaviours occur. Research has also shown that many children who present with harmful behaviour towards others, in the context of child on child abuse, are themselves vulnerable and may have been victimised by peers, parents or adults in the community prior to their abuse of peers. Appropriate referrals should be made to allow any assessment process to consider all the available evidence and the full context of any abuse.
Child on child abuse is any form of physical, sexual, emotional and financial abuse, and coercive control, exercised between children and within children's relationships (both intimate and non-intimate). child on child abuse can take various forms, including (but not limited to):
- bullying (including cyberbullying, prejudice-based and discriminatory bullying);
- abuse in intimate personal relationships between peers;
- physical abuse which can include hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
- sexual violence and sexual harassment
- Consensual and non-consensual sharing of nudes and semi-nude images and/or videos (also known as sexting or youth produced sexual imagery) - see section below;
- causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party;
- upskirting (which is a criminal offence), which typically involves taking a picture under a person's clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress, or alarm; and
- initiation/hazing type violence and rituals.
All staff should be alert to the well-being of pupils and to signs of abuse, and should engage with these signs, as appropriate, to determine whether they are caused by child on child abuse. Signs that a child may be suffering from child on child abuse can also overlap with those indicating other forms of abuse (see the School's Safeguarding Policy for further details on the indicators of abuse). Any child can be vulnerable to child on child abuse due to the strength of peer influence during adolescence.
Sexual violence and sexual harassment between children
The School has a zero-tolerance approach to sexual violence and sexual harassment. It is never acceptable and will not be tolerated. Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur through a group of children sexually assaulting or sexually harassing a single child or group of children. Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment. Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal) and are never acceptable. All reports and concerns, including those outside the School or online will be taken seriously by the School and those affected will be offered appropriate support. All victims will be reassured that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report. Staff should be aware that some groups of individuals are potentially more at risk of child on child sexual violence – for example evidence shows that girls, children with SEND and LGBTQ+ children are at greater risk.
Harmful Sexual Behaviour
Harmful sexual behaviour is an umbrella term that includes sexual violence and sexual harassment. Children's sexual behaviour exists on a wide continuum, from normal and developmentally expected to inappropriate, problematic, abusive and violent. Problematic, abusive and violent sexual behaviour is developmentally inappropriate and may cause developmental damage. A useful umbrella term is 'harmful sexual behaviour' (HSB). When considering HSB, ages and the stages of development of the children are critical factors. Sexual behaviour between children can be considered harmful if one of the children is much older, particularly if there is more than two years' difference or if one of the children is pre-pubescent and the other is not. However, a younger child can abuse an older child, particularly if they have power over them, for example, if the older child is disabled or smaller in stature. HSB can, in some cases, progress on a continuum. Addressing inappropriate behaviour can be an important intervention that
helps prevent problematic, abusive and/or violent behaviour in the future. Children displaying HSB have often experienced their own abuse and trauma and should be offered appropriate support.
Harmful sexual behaviour, like all child on child abuse, is never acceptable and will be taken seriously.
Sexual Harassment
Sexual harassment refers to 'unwanted conduct of a sexual nature' that can occur online and offline and both inside and outside of school. Child on child sexual harassment is likely to: violate a child's dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment.
Whilst not intended to be an exhaustive list, sexual harassment can include:
- sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names;
- sexual jokes or taunting;
- physical behaviour, such as: deliberately brushing against someone, interfering with someone's clothes (this may also constitute sexual violence) and displaying pictures, photos or drawings of a sexual nature; and
- online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence. This may include:
o consensual and non-consensual sharing of nude and semi-nude images and videos - see section below;
o sharing of unwanted explicit content - see section below;
o upskirting; o sexualised online bullying;
o unwanted sexual comments and messages, including, on social media;
o sexual exploitation; coercion and threats.
All cases of sexual harassment must be challenged. If not challenged, inappropriate behaviours can be normalised and provide an environment that may lead to sexual violence.
Sexual violence
References to sexual violence are references to sexual offences under the Sexual Offences Act 2003, specifically:
- Rape;
- Assault by Penetration;
- Sexual Assault; and
- Causing someone to engage in sexual activity without consent.
Prejudice-Based Bullying
Bullying behaviour may be a result of prejudice that relates to perceived or actual differences.
This can lead to prejudice and discriminatory language or behaviour, including racism, sexism, homophobia, biphobia or transphobia.
Respect for All states: 'Prejudice-based bullying is when bullying behaviour is motivated by prejudice based on an individual's actual or perceived identity; it can be based on characteristics unique to a child or young person's identity or circumstance.'
Research shows that anti-bullying work that clearly addresses the particular needs of vulnerable or minority groups is more effective. There is a need to address the root cause of prejudice as well as effectively responding to incidents as they arise. At Rougemont School we strive to create an environment where diversity is celebrated and name calling and comments based on prejudice are challenged. Some personal characteristics are protected within the law, to address the years of unfavourable treatment experienced by some groups. The Equality Act 2010 makes it unlawful to discriminate against people with a 'protected characteristic'. These are:
- Age
- Disability
- Gender reassignment
- Pregnancy and maternity
- Marriage and civil partnership
- Race
- Sex
- Religion or belief
- Sexual orientation
Cyberbullying
Visual evidence after cyberbullying has taken place should be retained and pupils should be encouraged to pass the evidence to a member of staff or their parents. In some cases, it will be necessary to contact mobile phone companies, Internet service providers or social networking sites. Members of the IT staff can help in this regard.
The Education Act 2011 amended the power in the Education Act 1996 to provide that when an electronic device, such as a mobile phone, has been seized by a member of staff who has been formally authorised by the Head, that staff member can examine data or files, and delete these, where there is good reason to do so. This power applies to all schools and there is no need to have parental consent to search through a young person's mobile phone.
The following advice should be given to those experiencing cyberbullying:
- Not to retaliate or reply but retain the evidence.
- To block or remove offenders from buddy lists.
- To review the information given out.
- To make sure to tell a trusted adult.
- To keep calm and not to let the bully see a reaction.
If the person responsible for the bullying is identified, sanctions will be applied under the School's Behaviour Policy and appendices.
In addition to the sanctions outlined in the above, the following additional sanctions might be implemented, depending upon the nature and severity of the bullying:
- Confiscating equipment such as mobile phones.
- Withdrawing access to the Internet for a set period of time.
- Limiting use of the Internet for a set period of time.
- Contacting the police, CEOP.
- Where the cyberbullying is sufficiently severe, informing external agencies such as social networking or email member sites.
Support will be provided for the victim. This may include meeting the bully to discuss what has happened and agreeing a way forward. It is important that all children and staff recognise that when an incident of 'cyberbullying' takes place it is dealt with swiftly.
Emailing and Instant Messaging
Pupils should never reply to unpleasant or unwanted emails and should not open files from people they do not know. They should also not open files which have been sent to them in error and in these circumstances they should contact their Head of Year, a member of the ICT Department or a member of SMT/SLT to report the incident. When writing e-mails or instant messages, pupils are taught to think carefully about the content. Pupils are taught that when angry or distressed, they might send something likely to cause further anguish; on these occasions they should leave the computer and discuss the issue with someone else.
Consensual and Non-Consensual Sharing of Nudes and Semi-Nude Images and/or Videos (also known as 'Sexting' or Youth Produced Sexual Imagery)
This policy uses the term 'sharing nudes and semi-nudes' to mean the sending or posting of nude or semi-nude images, videos or live streams by young people under the age of 18 online. This could be via social media, gaming platforms, chat apps or forums. It could also involve sharing between devices via services like Apple's AirDrop which works offline.
The term 'nudes' is used as it is most commonly recognised by young people and more appropriately covers all types of image sharing incidents. Alternative terms used by children and young people may include 'dick pics' or 'pics'.
Many professionals may refer to 'nudes and semi-nudes' as:
- youth produced sexual imagery or 'youth involved' sexual imagery indecent imagery. This is the legal term used to define nude or semi-nude images and videos of children and young people under the age of 18;
- 'sexting'. Many adults may use this term, however some young people interpret sexting as 'writing and sharing explicit messages with people they know' rather than sharing images;
- image-based sexual abuse. This term may be used when referring to the non-consensual sharing of nudes and semi-nudes
- Terms such as 'revenge porn' and 'upskirting' are also used to refer to specific incidents of nudes and semi-nudes being shared.
Staff should be aware of the dangers posed to children and young people in relation to sharing nudes and seminude images and videos. The School treats all such incidents as safeguarding matters to be actioned in accordance with this policy. Members of staff should not view any youth produced sexual imagery which is reported to them, or copy, print or share the images under any circumstances. In referring to any incident of sharing nudes and semi-nude images and videos, members of staff should describe the content of the images as reported to them.
Staff should report any concerns regarding sharing nudes and semi-nude images and videos immediately to the DSP and /or Deputies. Consensual image sharing, especially between older children of the same age, may require a different response. It might not be abusive – but children still need to know it is illegal- whilst non-consensual is illegal and abusive.
The DSP and /or Deputiesmay, in exceptional circumstances, view images with the prior approval of the Head of School and only where:
- it is the only way to make a decision about whether to involve other agencies because it is not possible to establish the facts from any child or young person involved;
- it is necessary to report it to a website, app or suitable reporting agency to have it taken down, or to support the child or young person or parent or carer in making a report;
- it is unavoidable because a child or young person has presented it directly to a staff member or nudes or semi-nudes have been found on an education setting's device or network.
If it is necessary to view the imagery, then the DSP and /or Deputies should:
- never copy, print, share, store or save them; this is illegal. If this has already happened, please contact your local police for advice and to explain the circumstances;
- discuss the decision with the Head of School;
- make sure the viewing takes place with another member of the safeguarding team; This staff member does not need to view the images.
- wherever possible, make sure viewing takes place on the premises of the education setting, ideally in a member of the senior leadership team's office;
- make sure wherever possible that they are viewed by a staff member of the same sex as the child or young person in the images;
- record how and why the decision was made to view the imagery in the safeguarding or child protection records, including who was present, why the nudes or semi-nudes were viewed and any subsequent actions. Ensure this is
signed and dated and meets any appropriate wider standards e.g. such as those set out in statutory safeguarding guidance and local authority policies and procedures;
Any member of staff who views an indecent image should be given appropriate support. If any devices need to be taken and passed onto the police, the device(s) should be confiscated and the police should be called. The device should be disconnected from Wi-Fi and data, and turned off immediately to avoid imagery being removed from the device remotely through a cloud storage service. The device should be placed in a secure place, for example in a locked cupboard or safe until the police are able to come and collect it.
If the school has decided that other agencies do not need to be involved, then consideration should be given to deleting nudes and semi-nudes from devices and online services to limit any further sharing.
In most cases, children and young people should be asked to delete the imagery and to confirm that they have deleted them. They should be given a deadline for deletion across all devices, online storage or social media sites. They should be reminded that possession of nudes and semi-nudes is illegal. They should be informed that if they refuse or it is later discovered they did not delete the imagery, they are continuing to commit a criminal offence and the police may become involved.
If images have been shared online and cannot now be deleted by the person who shared them, the School should consider reporting the images to the relevant web host or service provider (if an option is provided), or contacting the Internet Watch Foundation or ChildLine (if the website does not provide this option).
Any decision to search a child or young person's device and delete imagery should be based on the professional judgement of the DSP and /or Deputies (or equivalent) and should always comply with the safeguarding policy and procedures of the education setting. All of these decisions need to be recorded, including times, dates and reasons for decisions made and logged in the safeguarding records. Parents and carers should also be informed unless this presents a further risk to any child or the young person.
Where a pupil receives unwanted images, the School should advise the pupil and their parents of options that may be available to block the sender or to change the pupil's mobile phone number or email address.
For further information of support agencies and further information on how to respond to incidents, staff can refer to UKCIS and Department for Digital, Culture, Media and Sport guidance, sharing nudes and semi-nude advice for education settings working with child (2020)
Minimising the Risk of child on child Abuse
Rougemont School actively seeks to raise awareness of and prevent all forms of child on child abuse by:
- training staff on how to; recognise signs of child on child abuse, manage disclosures and report such incidents in accordance with this policy and its procedures
- educating children about the nature and prevalence of child on child abuse via PSHE and the wider curriculum;
- having robust anti-bullying procedures in place (see also the School's Safeguarding Policy) and pupils are taught at all stages of the School about acceptable behaviour and how to keep themselves safe;
- encouraging staff and volunteers that all child on child abuse issues are reported as safeguarding concerns in accordance with the procedures in this policy to enable the DSP and / or Deputies to identify and address any concerning trends and identify pupils who may need additional support;
- challenging the attitudes that underlie such abuse (both inside and outside the classroom);
- working with members of the School Council, Senior Leadership Team, all staff and volunteers, pupils and parents to address equality issues, to promote positive values, and to encourage a culture of tolerance and respect amongst all members of the School;
- creating conditions in which pupils can aspire to and realise safe and healthy relationships;
- creating a culture in which pupils feel able to share their concerns openly, in a non-judgmental environment, and have them listened to;
- responding to cases of child on child abuse promptly and appropriately.
Prevention
Listening: Students are provided with many avenues from which they can seek support.
Feedback: Periodically, we seek feedback from pupils, using the PASS survey, running questionnaires or meeting with pupils in groups.
Counselling: Counselling can play an important part in supporting both the victim and the perpetrator of bullying. The School uses the services of a trained counsellor who is independent.
Education: Use of curriculum opportunities, such as the School's PSHE programme, to discuss issues related to Human Rights, moral responsibility and for drawing out anti-bullying messages. Weekly assemblies and tutor/mentor groups provide further reinforcement and opportunities for discussion. In addition, both the Preparatory and Upper School may deliver age-related initiatives that aim to address specific issues.
Training: Members of staff receive regular updates on Safeguarding.
Dealing with Incidents
The outcome that is sought is understanding and a change of behaviour. Immediate action will be taken where there is clear evidence that bullying has taken place; sanctions may or may not be appropriate, depending on the circumstances. Investigation will usually start with the Head of Year/SLT/FT (at Infant level it may be appropriate for a member of staff who has the trust of the child to initiate the investigation), who will talk to individuals and/or groups. Pupils will always be allowed to state their opinions and feelings.
If a search is required, then the policy and guidance on searching and confiscation should be followed.
A written record is kept and written statements should be taken from those involved. These will be reported on our MIS to the HoY/SLT/DSP and other linked staff.
If there is evidence that the incident is sufficiently serious to require discipline at a School level, parents will be informed and investigation may continue with a member of the SLT.
Any sanction that is applied will depend on the severity and history of the incident(s) and might involve any of the range of measures which are available.
How Allegations of child on child Abuse Are Recorded, Investigated and Dealt With
It is essential that all concerns/allegations of child on child abuse, including sexual violence or sexual harassment between children, are handled sensitively, appropriately and promptly. If a member of staff thinks, for whatever reason, that a child may be at risk of abuse by their peer(s), they should discuss their concerns with the DSP and Deputies without delay so that a course of action can be agreed.
The DSP and Deputies will, where necessary, take immediate steps to ensure the safety of the child/children affected. The DSP and Deputies will use their professional judgement to determine whether it is appropriate for the alleged behaviour to be dealt with internally, or whether any external specialist support is required.
Where there is an allegation or a concern of child on child abuse, the School will carry out a robust risk and needs assessment in respect of each child affected by the abuse. This may range from an unwritten 'dynamic' assessment to a detailed written assessment depending on the severity of the case.
In cases where the DSP and Deputies deem it appropriate to make a referral, they will discuss the allegations/concerns with them and agree on a course of action, which may include:
- managing the incident internally with help from external specialists where appropriate and possible;
- undertaking/contributing to an inter-agency early help assessment, with targeted early help services provided to address the assessed needs of a child/children and their family;
- referring the child/children to Children's Social Care for assessment;
- reporting alleged criminal behaviour to the Police.
All concerns/allegations of child on child abuse will be assessed on a case by case basis and taking into consideration DfE guidance on contextualised safeguarding.
Staff involved with cases of child on child abuse should ensure that they keep accurate records of all related conversations, meetings, communications, discussions, decisions and outcomes on the MIS.
Bystanders
The issue of being a bystander or accessory is addressed with all pupils. Pupils are encouraged to respect one another and this includes when they are using electronic devices.
Following up Incidents
This is likely to involve communication between staff: the Head, SLT and other linked staff.
It will often be appropriate to speak to the pupils involved, either individually or in groups and to bring perpetrators and victims together in an atmosphere of trust so that they can discuss their feelings openly.
Normally contact will be made by the respective HoY/SLT with the parents/guardians of both the victim and the perpetrator.
Thereafter vigilance and monitoring will be important to ensure that there is no repetition or unpleasant consequences and that the victims feel safe.
If a pupil is found to have made a malicious allegation against a member of staff, then appropriate disciplinary action will be taken in consultation with the HoY / SLT and might involve any of a range of measures that are available.
Support for Those Affected by Child-on-Child Abuse
All staff should be able to reassure victims that they are being taken seriously and that they will be supported and kept safe. A victim should never be given the impression that they are creating a problem by reporting abuse, sexual violence or sexual harassment. Nor should a victim ever be made to feel ashamed for making a report.
Support for those involved in cases of child on child abuse will consider their age, the nature of the allegations and the risk of further abuse. The School must ensure that all those involved are safeguarded, providing pupils with education and support as necessary. The views of the child/children affected should also be taken into account.
Unless it is unsafe to do so (for example where a referral needs to be made immediately), the DSP and / or Deputies should discuss proposed action with the child/children involved and their parents, as well as obtaining consent to any referral before it is made. The School should manage the child/children's expectations about information sharing, and keep them and their parents informed of developments, where appropriate and safe to do so.
If it is necessary for a pupil to be interviewed by the Police in relation to allegations of abuse, the School will ensure that, when appropriate, the pupil's parents are informed as soon as possible and the pupil is supported during the interview by an appropriate adult. In the case of pupils whose parents are abroad, their guardian will be requested to provide support and to accommodate the pupil should it be necessary during the investigation.
Normally the DSP and / or Deputies will try to discuss any concerns about a child's welfare with the family, and where possible seek their agreement to make a referral. However, in accordance with DfE guidance, this will only be done when this will not place the child at increased risk. The child's views will also be taken into account. Where there are doubts or reservations about involving the child's family, the DSP and / or Deputies should clarify with the Police whether, and if so when and by whom, the parents should be told about the referral. This is important in cases where the Police may need to conduct a criminal investigation.
It is important for Rougemont School to ensure that any pupils involved with an allegation of child on child abuse remain protected, especially from bullying or harassment. Rougemont School will support all pupils involved in accordance with the advice of the relevant agencies.
Safeguarding Children and Young People
When there is 'reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm' a bullying incident should be addressed as a child protection concern under the Children Act 1989. Where this is the case, the school staff should discuss with the school's DSP and / or Deputies to report their concerns.
Bullying Which Occurs Outside School Premises
School staff members have the power to discipline pupils for misbehaving outside the school premises both in term time and in the holidays. Sections 90 and 91 of the Education and Inspections Act 2006 say that a school's disciplinary powers can be used to address pupils' conduct when they are not on school premises and are not under the lawful control or charge of a member of school staff, but only if it would be reasonable for the school to regulate pupils' Anti-Bullying Policy / Rougemont School / Published April 2024 / Reviewed April 2025
behaviour in those circumstances. This may include bullying incidents occurring anywhere off the school premises, such as on school or public transport, outside the local shops, or in a town or village centre.
Where bullying outside school is reported to school staff, it should be investigated and acted on. The Head should also consider whether it is appropriate to notify the police or anti-social behaviour coordinator in their local authority of the action taken against a pupil. If the misbehaviour could be criminal or poses a serious threat to a member of the public, the police should always be informed.
While school staff members have the power to discipline pupils for bullying that occurs outside school, they can only impose the disciplinary sanction and implement that sanction on the school premises or when the pupil is under the lawful control of school staff, for instance on a school trip.
Equal Opportunities Statement
Rougemont School maintains an equal opportunities policy in all areas of school life. The aim of this policy is to ensure that no pupil receives less favourable treatment than any other on grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation. The School is committed to making this policy fully effective for all who study and work in the institution. | <urn:uuid:2842f369-bd73-4d86-acc2-8bb194235139> | CC-MAIN-2024-30 | https://www.rougemontschool.co.uk/wp-content/uploads/2024/04/Anti-Bullying-Policy-2024.pdf | 2024-07-17T09:20:26+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00044.warc.gz | 836,724,578 | 6,865 | eng_Latn | eng_Latn | 0.99814 | eng_Latn | 0.998472 | [
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This Public Health Statement is the summary chapter from the Toxicological Profile for Fluorides, Hydrogen Fluoride, and Fluorine. It is one in a series of Public Health Statements about hazardous substances and their health effects. A shorter version, the ToxFAQs TM is also available. This information is important because this substance may harm you. The effects of exposure to any hazardous substance depend on the dose, the duration, how you are exposed, personal traits and habits, and whether other chemicals are present. For more information, call the ATSDR Information Center at 1-888-422-8737.
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This public health statement tells you about fluorides, hydrogen fluoride, and fluorine and the effects of exposure presented in the toxicological profile. These profiles were specifically prepared by ATSDR for hazardous substances which are most commonly found at facilities on the CERCLA National Priorities List (Superfund sites) and are intended to describe the effects of exposure from chemicals at these sites.
exposure to these substances may harm you and because these sites may be sources of exposure.
When a substance is released from a large area, such as an industrial plant, or from a container, such as a drum or bottle, it enters the environment. This release does not always lead to exposure. You are exposed to a substance only when you come in contact with it. You may be exposed by breathing, eating, or drinking the substance, or by skin contact.
If you are exposed to fluorides, hydrogen fluoride, and fluorine, many factors determine whether you'll be harmed. These factors include the dose (how much), the duration (how long), and how you come in contact with it/them. You must also consider the other chemicals you're exposed to and your age, sex, diet, family traits, lifestyle, and state of health.
1.1 WHAT ARE FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES?
The Environmental Protection Agency (EPA) identifies the most serious hazardous waste sites in the nation. These sites make up the National Priorities List (NPL) and are the sites targeted for long-term federal cleanup activities. Fluorides, hydrogen fluoride, and fluorine have been found in at least 188 of the 1,636 current or former NPL sites. However, the total number of NPL sites evaluated for these substances is not known. As more sites are evaluated, the sites at which fluorides, hydrogen fluoride, and fluorine is found may increase. This information is important because
Fluorides are properly defined as binary compounds or salts of fluorine and another element. Examples of fluorides include sodium fluoride and calcium fluoride. Both are white solids. Sodium fluoride readily dissolves in water, but calcium fluoride does not. Sodium fluoride is often added to drinking water supplies and to a variety of dental products, including toothpastes and mouth rinses to prevent dental cavities. Other fluoride compounds that are commonly used for water fluoridation are fluorosilicic acid and sodium fluorosilicate. Calcium fluoride is the compound in the common minerals fluorite and fluorspar. Fluorspar is the mineral from which hydrogen fluoride is produced. It is also used in the production of glass and enamel
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and in the steel industry. In this profile, we will often use the term "fluoride" to include substances that contain the element fluorine. The reason for this is that we generally measure the amount of fluorine in a substance rather than the amount of a particular fluorine compound.
1.2 WHAT HAPPENS TO FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES WHEN THEY ENTER THE ENVIRONMENT?
Fluorine is a naturally occurring, widely distributed element and a member of the halogen family, which includes chlorine, bromine, and iodine. However, the elemental form of fluorine, a pale yellow-green, irritating gas with a sharp odor, is so chemically reactive that it rarely occurs naturally in the elemental state. Fluorine occurs in ionic forms, or combined with other chemicals in minerals like fluorspar, fluorapatite, and cryolite, and other compounds. (Ions are atoms, collections of atoms, or molecules containing a positive or negative electric charge.) Fluorine gas reacts with most organic and inorganic substances; with metals, it forms fluorides and with water, it forms hydrofluoric acid. Fluorine gas is primarily used to make certain chemical compounds, the most important of which is uranium hexafluoride, used in separating isotopes of uranium for use in nuclear reactors and nuclear weapons.
Fluorides occur naturally in the earth's crust where they are found in rocks, coal, clay, and soil. They are released into the air in wind-blown soil. Hydrogen fluoride is released to the air from fluoride-containing substances, including coal, minerals, and clays, when they are heated to high temperatures. This may occur in coal-fired power plants; aluminum smelters; phosphate fertilizer plants; glass, brick, and tile works; and plastics factories. These facilities may also release fluorides attached to particles. The biggest natural source of hydrogen fluoride and other fluorides released to the air is volcanic eruptions.
Hydrogen fluoride is a colorless, corrosive gas or liquid (it boils at 19.5 °C) that is made up of a hydrogen atom and a fluorine atom. It fumes strongly, readily dissolves in water, and both the liquid and vapor will cause severe burns upon contact. The dissolved form is called hydrofluoric acid. It is known for its ability to etch glass. Commercially, hydrogen fluoride is the most important fluorine compound. Its largest use is in the manufacture of fluorocarbons, which are used as refrigerants, solvents, and aerosols.
Fluorine cannot be destroyed in the environment; it can only change its form. Fluorides released into the atmosphere from volcanoes, power plants, and other high temperature processes are usually hydrogen fluoride gas or attached to very small particles. Fluorides contained in wind-blown soil are generally found in larger particles. These particles settle to the ground or are washed out of the air by rain. Fluorides that are attached to very small particles may stay in the air for many days. Hydrogen fluoride gas will be absorbed by rain and into clouds and fog to form aqueous hydrofluoric acid, which will fall to the ground mainly in precipitation. The fluorides released into air will eventually fall on land or water.
In water, fluorides associate with various elements present in the water, mainly with aluminum in freshwater and calcium and magnesium in seawater,
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and settle into the sediment where they are strongly attached to sediment particles. When deposited on land, fluorides are strongly retained by soil, forming strong associations with soil components. Leaching removes only a small amount of fluorides from soils. Fluorides may be taken up from soil and accumulate in plants, or they may be deposited on the upper parts of the plants in dust. The amount of fluoride taken up by plants depends on the type of plant, the nature of the soil, and the amount and form of fluoride in the soil. Tea plants are known to accumulate fluoride in their leaves. Animals that eat fluoride-containing plants may accumulate fluoride. However, the fluoride accumulates primarily in the bones or shell rather than in edible meat.
1.3 HOW MIGHT I BE EXPOSED TO FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES?
Fluoride is a natural component of the earth's crust and soil. Small amounts of fluorides are present in water, air, plants, and animals. You may be exposed to small amounts of fluoride by breathing air, drinking water, and eating food. In particular, fluorides are frequently added to drinking water supplies at approximately 1 part of fluoride per million parts of water (ppm) and to toothpaste and mouth rinses to prevent dental decay. Analytical methods used by scientists to determine the levels of fluoride in the environment generally do not determine the specific form of fluoride present. Therefore, we do not always know the form of fluoride that a person may be exposed to. Similarly, we do not know what forms of fluoride are present at hazardous waste sites. Some forms of fluoride may be insoluble or so tightly attached to particles or embedded in minerals that they are not taken up by plants or animals.
Fluorides are normally found in very small amounts in the air. Levels measured in areas around cities are usually less than 1 microgram (one millionth of a gram) of fluoride per cubic meter (µg/m³) of air. Rural areas have even lower levels. The amount of fluoride that you breathe in a day is much less than what you consume in food and water. You may breathe in higher levels of fluoride in areas near coal-fired power plants or fluoride-related industries (e.g., aluminum smelters, phosphorus fertilizer plants) or near hazardous waste sites.
Levels of fluorides in surface water average about 0.2 parts of fluoride per million parts of water (ppm). Levels of fluorides in well water generally range from 0.02 to 1.5 ppm, but often exceed 1.5 ppm in parts of the southwest United States. Many communities fluoridate their water supplies; the recommended level of fluoride is around 1 ppm. In the United States, approximately 15,000 water systems serving about 162 million people are fluoridated in the optimal range of 0.7-1.2 ppm, either occurring naturally or through adjustment. Persons living in non-fluoridated areas may receive water exposure through beverages and foods processed in fluoridated areas. You will be exposed to fluorides in the water that you drink or in beverages prepared with fluoridated water.
The concentration of fluorides in soils is usually between 200 and 300 ppm. However, levels may be higher in areas containing fluoride-containing mineral deposits. Higher levels may also occur where phosphate fertilizers are used, where coalfired power plants or fluoride-releasing industries
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are located, or in the vicinity of hazardous waste sites. You may be exposed to fluorides through dermal contact with these soils.
You may also be exposed to fluorides in your diet. While food generally contains low levels of fluoride, food grown in areas where soils have high amounts of fluorides or where phosphate fertilizers are used may have higher levels of fluorides. Tea and some seafoods have been found to have high levels of fluorides. The average daily fluoride intake by adults from food and water is estimated to be 1 milligram (mg) if you live in a community with <0.7 ppm in your water, and about 2.7 mg if you have fluoridated water. You can contact your local water system to determine the level of fluoride in your drinking water or refer to the annual Consumer Confidence Report furnished by your water system operators. You may also be exposed to fluoride in dental products, such as toothpastes, fluoride gels, and fluoride rinses. Dental products used in the home such as toothpastes, rinses, and topically applied gels contain high concentrations of fluoride (range 230-12,300 ppm) and are not intended to be ingested. The most commonly used dental products, toothpastes, contain 900-1,100 ppm fluoride (ca. 0.10%), most often as sodium fluoride. If you swallow these products, you will be exposed to higher levels of fluoride. Swallowing toothpaste can account for a large percentage of the fluoride to which a child <8 years of age might be exposed The Food and Drug Administration requires that toothpaste tubes be labeled with instructions to minimize ingestion of fluoride by children including the use of a "pea-sized" amount of paste and parental supervision of brushing.
You may also be exposed to higher levels of fluoride if you work in industries where fluoridecontaining substances are used, most notably in the electronics industry where hydrogen fluoride may be used to etch glass in TV picture tubes or to clean silicon chips and in aluminum and phosphate fertilizer plants. Exposure will primarily result from breathing in hydrogen fluoride or fluoridecontaining dust. Exposure will be reduced if exhaust systems or protective masks are used in the workplace.
1.4 HOW CAN FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES ENTER AND LEAVE MY BODY?
Generally, most of the fluoride in food or water that you swallow enters your bloodstream quickly through the digestive tract. However, the amount that enters your bloodstream also depends on factors such as how much of the fluoride you swallowed, how well the fluoride dissolves in water, whether you ate or drank recently, and what you ate or drank. Factors such as age and health status affect what happens to the fluoride ion once it is in your body. After entering your body, about half of the fluoride leaves the body quickly in urine, usually within 24 hours unless large amounts (20 mg or more, which is the amount in 20 or more liters of optimally fluoridated water) are ingested. Most of the fluoride ion that stays in your body is stored in your bones and teeth.
When you breathe in air containing hydrogen fluoride or fluoride dusts, it enters your bloodstream quickly through your lungs. When hydrofluoric acid touches skin, most of it can quickly pass through the skin into the blood. How much of it enters your
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bloodstream depends on how concentrated the hydrofluoric acid is and how long it stays on your skin. Almost all of the fluoride that enters the body in these ways is quickly removed from the body in the urine, but some is stored in your bones and teeth.
Fluorides. Several medicines that contain fluoride are used for treating skin diseases (e.g., flucytosine, an antifungal) and some cancers (e.g., fluorouracil, an antimetabolite).
When you breathe in air containing fluorine, fluoride can enter your bloodstream through your lungs, but it is not known how quickly this happens. Much of the fluoride leaves your body in urine, but some is stored in your bones and teeth. Exposure to fluorine gas is uncommon, except in industrial settings.
1.5 HOW CAN FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES AFFECT MY HEALTH?
To protect the public from the harmful effects of toxic chemicals and to find ways to treat people who have been harmed, scientists use many tests.
One way to see if a chemical will hurt people is to learn how the chemical is absorbed, used, and released by the body; for some chemicals, animal testing may be necessary. Animal testing may also be used to identify health effects such as cancer or birth defects. Without laboratory animals, scientists would lose a basic method to get information needed to make wise decisions to protect public health. Scientists have the responsibility to treat research animals with care and compassion. Laws today protect the welfare of research animals, and scientists must comply with strict animal care guidelines and must be recertified regularly with training in updated and new guidelines.
Small amounts of fluoride are added to toothpaste or drinking water to help prevent dental decay. However, exposure to higher levels of fluoride may harm your health. Skeletal fluorosis can be caused by eating, drinking, or breathing very large amounts of fluorides. This disease only occurs after longterm exposures and can cause denser bones, joint pain, and a limited range of joint movement. In the most severe cases, the spine is completely rigid. Skeletal fluorosis is extremely rare in the United States; it has occurred in some people consuming greater than 30 times the amount of fluoride typically found in fluoridated water. It is more common in places where people do not get proper nutrition. At fluoride levels 5 times greater than levels typically found in fluoridated water, fluoride can result in denser bones. However, these bones are often more brittle or fragile than normal bone and there is an increased risk of older men and women breaking a bone. Some studies have also found a higher risk of bone fractures in older men and women at fluoride levels typically found in fluoridated water. However, other studies have not found an effect at this fluoride dose. If you eat large amounts of sodium fluoride at one time, it can cause stomachaches, vomiting, and diarrhea. Extremely large amounts can cause death by affecting your heart.
We do not know if eating, drinking, or breathing fluoride can cause reproductive effects in humans. Reproductive effects, such as decreased fertility and sperm and testes damage, have been seen in
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laboratory animals at extremely high doses (more than 100 times higher than levels found in fluoridated water). However, other studies have not found any reproductive effects in laboratory animals.
A number of studies have been done to assess whether there is an association between fluoride and cancer in people who live in areas with fluoridated water or naturally high levels of fluoride in drinking water, or people who work in jobs where they may be exposed to fluorides. Most studies have not found any association between fluoride and cancer in people. A study in rats and mice found that a small number of male rats developed bone cancer after drinking water with high levels of fluoride in it throughout their lives. This was considered equivocal evidence that fluoride causes cancer in male rats. Fluoride did not cause cancer in mice or female rats. Another study found no evidence that even higher doses of fluoride caused cancer in rats. Both animal studies had problems that limited their usefulness in showing whether fluoride can cause cancer in humans. The International Agency for Research on Cancer (IARC) has determined that the carcinogenicity of fluoride to humans is not classifiable.
Hydrofluoric acid is dangerous to humans because it can burn the eyes and skin. The initial exposure to hydrofluoric acid may not look like a typical acid burn. Skin may only appear red and may not be painful at first. Damage to skin may happen over several hours or days, and deep, painful wounds may develop. When not treated properly, serious skin damage and tissue loss can occur. In the worst cases, getting a large amount of hydrofluoric acid on your skin can lead to death caused by the fluoride affecting your lungs or heart.
Fluorine. Fluorine gas is very irritating and very dangerous to the eyes, skin, and lungs. Fluorine gas at low concentrations makes your eyes and nose hurt. At higher concentrations, it becomes hard to breathe. Exposure to high concentrations of fluorine can cause death due to lung damage.
1.6 HOW CAN FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES AFFECT CHILDREN?
This section discusses potential health effects from exposures during the period from conception to maturity at 18 years of age in humans.
Hydrogen Fluoride. Hydrogen fluoride is also a very irritating gas. Hydrogen fluoride is not as dangerous as fluorine, but large amounts of it can also cause death. People breathing hydrogen fluoride have complained of eye, nose, and skin irritation. Breathing in a large amount of hydrogen fluoride with air can also harm the lungs and heart. Kidney and testes damage have been observed in animals breathing hydrogen fluoride.
When used appropriately, fluoride is effective in preventing and controlling dental caries. Drinking or eating excessive fluoride during the time teeth are being formed can cause visible changes in teeth. The condition is called dental fluorosis. The changes increase in severity with increasing levels of fluoride. Dental fluorosis develops only while the teeth are forming in the jaw and before they erupt into the mouth (age <8 years). After the teeth have developed and erupted, they cannot become fluorosed. Most enamel fluorosis seen today is of
__________________________________________________________________________________________
the mildest form, in which there are a few almost invisible white spots on the teeth. In moderate cases, there are large white spots on the teeth (mottled teeth), and some brown spots. In severe cases, the teeth are pitted and are fragile, and sometimes the teeth can break. The appearance of affected teeth is not identical for all children exposed to the same level of fluoride in the drinking water. Exposure to fluoride from other sources, such as fluoride tablets or rinses, may account for these differences. In general, some children who drink water with 1 ppm fluoride may get a few small spots or slight discolorations on their teeth. Some children who drink water with 4 ppm fluoride in it for long periods before their permanent teeth are in place may develop a more severe form of dental fluorosis.
and fluorine, ask whether your children might also be exposed. Your doctor might need to ask your state health department to investigate.
Fluoride can cross the placenta from the mother's blood to the developing fetus. Only a very small portion of fluoride ingested by women is transferred to a child through breast milk. Several human studies found an increase in birth defects or lower IQ scores in children living in areas with very high levels of fluoride in the drinking water. Those studies did not adequately access other factors that could have contributed to the effects. Another study did not find birth defects in children living in areas with low levels of fluoride. Birth defects have not been found in most studies of laboratory animals.
1.7 HOW CAN FAMILIES REDUCE THE RISK OF EXPOSURE TO FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES?
It is unlikely that the general population would be exposed to fluorine gas or hydrogen fluoride. Because fluorides are found naturally in the environment, we cannot avoid being exposed to them. Some areas of the United States, such as the Southwest, naturally have high levels of fluorides in well water. There has been an increase in the cosmetic condition of tooth enamel fluorosis in children in both fluoridated and non-fluoridated communities. Ask your health department whether your area has naturally high levels of fluorides in the drinking water. If you live in such an area, you should use bottled drinking water and consult your dentist for guidance on the need for appropriate alternative fluoride supplements.
These areas may also contain high levels of fluorides in soil. A few hazardous waste sites may contain high levels of fluorides in soil. By limiting your contact with such soil (for example, reducing recreational activities that raise dust), you would reduce your family's exposure to fluoride. Some children eat a lot of dirt. You should prevent your children from eating dirt. You should discourage your children from putting their hands or objects in their mouths or engaging in other hand-to-mouth activity. Make sure they wash their hands frequently and always before eating.
If your doctor finds that you have been exposed to significant amounts of fluorides, hydrogen fluoride,
If you work in a phosphate fertilizer plant or other industry that uses minerals high in fluorides, it is sometimes possible to carry fluorides home from work on your clothing, skin, hair, tools, or other objects removed from the workplace. You may
__________________________________________________________________________________________
www.atsdr.cdc.gov/
contaminate your car, home, or other locations outside work where children might be exposed to fluoride-containing dust. Your occupational health and safety officer at work can and should tell you whether the chemicals that you work with are likely to be carried home on your clothes, body, or tools as well as whether you should be showering and changing clothes before you leave work, storing your street clothes in a separate area of the workplace, or laundering your work clothes at home separately from other clothes.
Children may be exposed to high levels of fluorides if they swallow dental products containing fluoridated toothpaste, gels, or rinses. Swallowing toothpaste can account for a large percentage of the fluoride to which a small child might be exposed. You should teach your children not to swallow these products. For children under age 8, parents should supervise brushing and place, at most, a small pea size dab of toothpaste on the brush.
1.8 IS THERE A MEDICAL TEST TO DETERMINE WHETHER I HAVE BEEN EXPOSED TO FLUORINE, HYDROGEN FLUORIDE, AND FLUORIDES?
can be done at most laboratories that test for chemical exposure. Bone sampling can be done in special cases to measure long-term exposure to fluorides. Because fluorides, hydrogen fluoride, and fluorine all enter the body as fluoride, these tests cannot distinguish among exposure to these different chemicals.
1.9 WHAT RECOMMENDATIONS HAS THE FEDERAL GOVERNMENT MADE TO PROTECT HUMAN HEALTH?
The federal government develops regulations and recommendations to protect public health. Regulations can be enforced by law. Federal agencies that develop regulations for toxic substances include the Environmental Protection Agency (EPA), the Occupational Safety and Health Administration (OSHA), and the Food and Drug Administration (FDA). Recommendations provide valuable guidelines to protect public health but cannot be enforced by law. Federal organizations that develop recommendations for toxic substances include the Agency for Toxic Substances and Disease Registry (ATSDR) and the National Institute for Occupational Safety and Health (NIOSH).
Urine and blood samples can be analyzed to find out if you have been exposed to fluorides. The fluoride level in the sample is compared with the level of fluoride usually found in urine or blood. This will show if a person has been exposed recently to higher-than-normal levels of fluorides. However, this test cannot be used to predict any specific health effects that may occur after fluoride exposure. The test must be performed soon after exposure because fluoride that is not stored in the bones leaves the body within a few days. This test
Regulations and recommendations can be expressed in not-to-exceed levels in air, water, soil, or food that are usually based on levels that affect animals; then they are adjusted to help protect people. Sometimes these not-to-exceed levels differ among federal organizations because of different exposure times (an 8-hour workday or a 24-hour day), the use of different animal studies, or other factors.
__________________________________________________________________________________________
Recommendations and regulations are also periodically updated as more information becomes available. For the most current information, check with the federal agency or organization that provides it. Some regulations and recommendations for fluorides, hydrogen fluoride, and fluorine include the following:
Sodium fluoride, hydrogen fluoride, and fluorine have been named hazardous substances by the EPA. The federal government has set regulatory standards and guidelines to protect workers from the possible health effects of fluorides, hydrogen fluoride, and fluorine in air. OSHA has set a legally enforceable limit of 0.2 milligrams per cubic meter (mg/m³) for fluorine, 2.0 mg/m³ for hydrogen fluoride, and 2.5 mg/m³ for fluoride in workroom air to protect workers during an 8-hour shift over a 40-hour work week. NIOSH recommends air levels of 0.2 mg/m³ for fluorine, 2.5 mg/m³ for hydrogen fluoride, and 2.5 mg/m³ for sodium fluoride in workroom air to protect workers during an 8-hour shift over a 40hour work week.
The federal government has also set regulatory standards and guidelines to protect the public from the possible health effects of fluoride in drinking water. EPA determined that the maximum amount of fluoride allowed in drinking water is 4.0 milligrams per liter (mg/L).
government agencies conducted an extensive examination of the worldwide biomedical literature on the public health risks and benefits of fluoride in 1991. The PHS report stated that fluoride in the drinking water substantially reduces tooth decay.
1.10 WHERE CAN I GET MORE INFORMATION?
If you have any more questions or concerns, please contact your community or state health or environmental quality department or:
Agency for Toxic Substances and Disease Registry Division of Toxicology 1600 Clifton Road NE, Mailstop F-32 Atlanta, GA 30333
Information line and technical assistance:
Phone: 888-422-8737
FAX: (770)-488-4178
ATSDR can also tell you the location of occupational and environmental health clinics. These clinics specialize in recognizing, evaluating, and treating illnesses resulting from exposure to hazardous substances.
To order toxicological profiles, contact:
For the prevention of dental decay, the Public Health Service (PHS) has, since 1962, recommended that public water supplies contain fluoride at concentrations between 0.7 and 1.2 mg/L. PHS scientists representing the National Institutes of Health, the Centers for Disease Control and Prevention, the FDA, ATSDR, and other
National Technical Information Service 5285 Port Royal Road Springfield, VA 22161
Phone: 800-553-6847 or 703-605-6000
__________________________________________________________________________________________
Reference
Agency for Toxic Substances and Disease Registry (ATSDR). 2003. Toxicological profile for fluorides, hydrogen fluoride, and fluorine. Atlanta, GA: U.S. Department of Health and Human Services, Public Health Service.
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Recruitment - Tyneside Irish 24 th , 25th, 26th and 27th Service Battalions of the Northumberland Fusiliers. Private James WALLACE was a member of the 27 th Tyneside Irish Service Battalion. This was a 'Pals' regiment of the Northumberland Fusiliers, raised in the North East at the end of 1914. Enrolment was slow and a meeting was arranged for the 31 st of October to shame those who had not enrolled. Over 100 men enrolled at the meeting and by November 2 nd the Battalion was over 900. On the 4 th of November the Battalion was full (1,737).
By the 10 th of November a second battalion (1,547) was officially sanctioned and within two days, the battalion was almost full. The War Office sanctioned a third battalion (1,487) and then a fourth battalion (1,560) creating a Tyneside Irish Brigade. In 96 days the Tyneside Irish had managed to recruit 5,331soldiers.
Battle of the Somme
The plan was for the British forces to attack on a fourteen-mile front after an intense weeklong artillery bombardment of the German positions. Over 1.6 million shells were fired, 70 for every one metre of front, the idea being to decimate the German Front Line. The British shells increased just prior to zero-hour and merged with 19 mine explosions. The troops went over the top at 7.30am and advanced in lines at a slow, steady pace across the expanse of No Man's Land.
Objective 9 – La Boisselle – The Somme See Fig. 1 Attack on La Boisselle
Private James WALLACE and the Tyneside Irish were assigned Objective 9, an attack on the village of La Boisselle. The village of La Boisselle was of huge strategic importance as it would open up the road to Bapaume. This would allow the Allies to attack Poziers, the next town further up the road then from there, Thiepval.
The Germans held the best positions overlooking the two valleys – one to the left-hand side of Lochnagar Crater- this was nicknamed 'Sausage Valley' by the British as it usually had an airship above it on reconnaissance. The other valley, on the other side of the road, was nicknamed 'Mash Valley'. This was the largest piece of No Man's Land on the whole Somme battlefront (700m wide) Rather than try a head-on attack at the village of La Boisselle the Allies decide to attack either side. As part of this offensive they set off two huge mines, one near the road at the side of the village (18,000kgs) and one at Lochnagar, the biggest set off that day 28,000kgs. The shelling stopped and the mines were blown at 7.28am. At 7.30am the soldiers went over the top.
The debris from the Lochnagar mine rose over twice the height of the Eiffel Tower. Limbs were broken 250m away with the shock waves. The debris came down in seconds – so the extra time allowed for the debris to settle actually gave the Germans more time to prepare. The Allied troops advanced down the Tara, Usna hills opposite La Boisselle and Lochnagar. The German machine gunners took up their positions in their trenches and redoubts and waited. Once the Allies were far enough down the hillside to prevent a retreat, the guns opened fire. The machine guns ran along the lines and the advancing soldiers fell row by row.
Final Action - 15 th Royal Scots, 16 th Royal Scots and 27 th Tyneside Irish
The 27th Tyneside Irish provided the third wave of attack in Sausage Valley behind the 15 th and 16 th Royal Scots. The 15 th Royal Scots had advanced in the night across No Man's land to within 200m of the German Lines in order to reduce the amount of ground they had to cross in Sausage Valley. This still left them in a valley 600m wide and open to fire from all directions. The battalions on the left of Sausage Valley had retreated to the second line and waited an extra 5 minutes in their trenches to allow for the debris of Lochnagar Crater to fall. This meant that the Royal Scots had no support to their left.
The weight of machine gun fire from Sausage Redoubt and from their left, in the direction of La Boisselle meant the 15 th and 16 th Royal Scots bunched together and veered towards the right ending, up at Birch Tree and Shelter Woods. The 16 th Battalion re-grouped with the part of 27 th Tyneside Irish and the 11 th Suffolks and successfully captured Scots Redoubt. The result of veering to the right however, meant they did not manage to attack Sausage Redoubt, which dominated the surrounding area for the rest of the day.
The remaining 27 th Irish merged with the 24 th Irish and pushed forward past Scots Redoubt towards the outskirts of Contalmaison. This would be the greatest distance covered by any battalions on the day, over 2½ miles from where they started.
Outcome of the battle Very little gain on the day – The Lincolns captured ground up to the crater and the Royal Scots, Suffolks and 27 th Tyneside Irish managed to take Scots Redoubt, in almost undamaged condition. This was one of the few successes on the day. The casualties on the day for the 27 th Tyneside Irish totalled 539 including 159 killed.
Casualties for La Boisselle: The highest casualty rate of the day with over 6,380 officers and men either killed or wounded. Of these 2,267 were dead. James WALLACE was one of these soldiers. Eighty-five per cent of the soldiers who died on this battlefield, 1,927, are unknown soldiers. James WALLACE died at La Boisselle and has no known grave.
Commemorated at: Thiepval Memorial – Pier and face 10B, 11B and 12B
Additional information:
The record of Private James WALLACE has been compiled as part of the World War 1 Centenary and James WALLACE who is an unknown soldier, is now known by Adam Hall, Wolfreton School, Dec 2017.
References: The historical information used in this document has been abridged from the following sources:
Tyneside Irish – John Sheen
One Day On The Somme – 1 st July 1916 – Barry Cuttell
La Boisselle - Somme – Michael Stedman
Map La Boisselle – Dr J.P. Normington | <urn:uuid:263e0682-6507-4486-a633-403890091ef7> | CC-MAIN-2024-30 | https://www.lochnagarcrater.org/docs/27/wallace-27-772.pdf | 2024-07-17T09:13:45+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00044.warc.gz | 754,020,839 | 1,449 | eng_Latn | eng_Latn | 0.998788 | eng_Latn | 0.998911 | [
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(Model Sample Paper)
EDUCATION (class XI)
Time: 3 Hours
Maximum Marks: 100
Section- A
Note: - Question No. in Section – A has 20 Parts (i-xx) based on Objective Type Questions carrying 1 mark each. You are expected to answer them as directed:
1. Multiple Choice Questions :
(a) A score
(i) The Median is
(b) A mid-point
(d) Upper limit of class interval
(c) Point of class interval
(ii) What is the origin of word Education '?
(a) E and Catum
(b) Edu and Catum
(c) Word Education
(d) None of these
(a) Systemic
(iii) Education without aim is:
(b) Useful
(d) Useless
(c) Short lived
(iv) The isolated individual is a figment of imagination says :
(b) Tagore
(a) Ross
(c) Gandhiji
(v) The term 'school' is originated from:
(d) Raymond
(a) Latin word
(c) German word
(b) Greek word
(d) French word
(A) Friends
(vi) Which of the following is first school for Child's Education?
(B) Society
(C) Family
(D) School
(A) Financial implications
(vii) Pre-Primary Education cannot be made free due to huge:
(B) Political implications
(D) Social implications
(C) Religious implications
(viii) Pre-School Period is highly:
(B) Plastic
(A) Unsatisfactory
(C) Satisfactory
(ix) Education raises the competence of an average worker and helps to fight :
(D) Baseless
(A) Poverty
(B) Corruption
(C) Ignorance
(D) None of these
(c) N+1
(d) N-1/2
(x) Which of the following is associated with primary education in India ?
(a) Free
(b) Universal
(c) Compulsory
(d) All of these
(xi) Who is the father of experimental psychology?
(a) Freud
(b) Watson
(c) Hull
(d) Wundt
(xii) The word Psychology was first used by Rudolf Gockel in :
(A) 1590
(B) 1690
(C) 1790
(D) 1890
(xiii) Instincts should never be
(a) Modified
(b) Channelized
(c) Suppressed
(d) Sublimated
(xiv) Emotional experiences are:
(a) Subjective
(b) Objective
(c) Impersonal
(d) None of these
(xv) Value is defined as positive term which signifies virtue and :
(a) Qualities
(b) Qualification
(c) Religion
(d) Liabilities
(xvi) Inculcation of basic human value was stressed by National Policy of Education in
(a) 1980
(b) 1986
(c) 1990
(d) None of these
(xvii) Important social values are
(a) Tolerance
(b) Cooperation
(c) Live and Let live
(d) All of these
(xviii) Various democratic qualities are
(a) Equality
(b) Fraternity
(c) Justice
(d) All of these
(xix) The formula of Median for underground data when N is even is :
(a) 2/N
(b) N+1/2
(xx) Which of the following statements is correct?
(b) Education is a Science.
(a) Education is an Art.
(c) It is neither Art nor Science.
(d) To some extent it is Art and to some extent it is Science.
Section B
Note; - Question No's 2 and 3 in Section –B are passage based questions carrying 5 marks each.
2. Read the passage and answer the following questions:
Environmental education in general means educating masses through media, clubs and NGOs to help in creating awareness. The environmentalists are the people who feel for the improvement and protection of the environment based upon Philosophy of conservation This is required for fulfilling needs of the society with positive attitude for future also. Basic principles involved are recycling of wastes, tapping of alternate source and resources and reduction of losses at various levels. Environment is aggregate of all the external conditions influencing the life and development of man and all other living organisms.
Questions:
(a) What is the general meaning of Environmental Education?
(b) What means are used to provide Environmental Education?
(d) Define the term Environment.
(c) Who are the Environmentalists?
3. Read the passage carefully and answer the following questions:
The main cause of Air Pollution is smoke which is produced by the burning of coal and other fuels and mixes with air to pollute it with carbon dioxide, carbon monoxide and soot. Smoke goes into air from kitchens, factories. automobiles, tranning and cigarette smoking. Radioactive-dust and ionising radiations are produced during the Nuclear and Atom bomb explosions pollen grains from flowers, fungal spores and suspended fine dust particles are responsible for causing various allergic reactions.
Questions
(a) What do you think is the main cause of pollution in Air ?
(b) Name the various sources of smoke that pollute air ?
(d) Name the different unwanted things that are responsible for different allergic reaction
(c) What kind of gasses render air unfit for inhaling ?
Section c
Note: - Question No's 4-12 in Section-C are very Short Answer Type Questions carrying 2 marks each. Answer to each question should not exceed 25 words.
4. Write down the names any three Modern Indian Educationists.
5. What do you understand by the meaning of Aim?
6 Give two merits of spiritual aim of education.
7 Write down some limitations of Radio as an agency of education.
8. What do you mean by the term Press?
9. Make mention of two aims of pre- primary education.
10 Write down full form of ECCE and UEE.
11. Write down two important features of Educational Psychology.
12. Explain the term Cumulative Frequency Curve.
Section D
Note: - Question Nos 13-19 in Section-D are Short Answer Type Questions carrying 4 marks each. Answer to each question should not exceed 100 words
13. Discuss the necessity and importance of aims in Education.
14. Describe the informal agencies of Education.
15. Discuss the objectives of Pre-primary Education.
16 Write down the causes of wastage and stagnation.
17. Describe briefly the term universalisation of retention in the field of elementary education.
18. Write down the various methods used for training of Emotions.
19. Discuss the importance of Emotions in life.
Section E
Note ;- Question No.s 20-23 in Section-E are Long Answer Type Questions With internal choice carrying 6 marks each. Answer to each question should not exceed 150 words
20. Discuss the various characteristics of Education.
Or
Explain need and importance of Education.
21. What do you understand by Observation Method? Write down the important steps involved in observation method.
Or
Explain the importance of Educational Psychology.
22. Discuss briefly the sharp influence of modernity on human values.
Or
Discuss Erosion of human values with regard to political, social and economic values.
23. Calculate Mean of the following grouped date by long method
Or
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Social and Behavioural Sciences EpSBS
www.europeanproceedings.com
e-ISSN: 2357-1330
DOI: 10.15405/epsbs.2021.09.02.136
ICEST 2021
II International Conference on Economic and Social Trends for Sustainability of Modern Society
THE EFFECTIVENESS OF LINGUOCULTURAL DESIGN IN THE EDUCATIONAL PROCESS OF SECONDARY SCHOOL
N. V. Chernikova (a)*, A. A. Podolskaya (b), A. N. Fedotov (c), I. V. Sidorova (d) *Corresponding author
(a) Department of Social and Humanitarian Disciplines, Michurinsk State Agrarian University, st. Internatsionalnaya, 101, Michurinsk, Russia, firstname.lastname@example.org
(c) Department of Foreign Languages and Methods of Their Teaching, Michurinsk State Agrarian University, Michurinsk, Russia, email@example.com
(b) Vocational educational institution "Shchelkovsky College", Shchelkovo, Russia, firstname.lastname@example.org
(d) Department of Social and Humanitarian Disciplines, Michurinsk State Agrarian University, Michurinsk, Russia, email@example.com
Abstract
One of the most important tasks of school philological education is noted, that is, fostering a respectful attitude towards the native language and understanding it as a national treasure, a component of national culture, concentration of culturally significant information. The definition of linguocultural competence is formulated, which provides for the presence of systemic knowledge about the culture of the people, embodied in the national language; the ability to identify and analyze the relationship between the language, history and culture of the people; possession of the skills of linguocultural analysis of linguistic material (words, text) with national and cultural specifics. Fragments of the work program developed by the authors of the elective course "Lessons of one word: linguocultural design" for pupils in grades 10–11 are presented. The introduction of this training course into the educational process of secondary school will contribute to the formation of students' skills to conduct research work, develop a linguocultural project. When developing an elective course, the technology of linguocultural analysis of linguistic material (lexical units, texts) was used, which includes the following stages: structural and semantic analysis of key words with national and cultural specifics; linguistic and cultural analysis of texts and their fragments; author's interpretation of information obtained as a result of various types of analysis; design – development of a linguocultural project. When developing the elective course, the technology of linguocultural analysis of linguistic material (lexical units, texts) was used, which includes several stages.
2357-1330 © 2021 Published by European Publisher.
Keywords: Language, culture, linguocultural competence, linguocultural project, elective course
Selection and peer-review under responsibility of the Organizing Committee of the conference
Corresponding Author: N. V. Chernikova eISSN: 2357-1330
1. Introduction
Cultural linguistics, being one of the young and extremely promising areas in modern science, was formed as a result of the interaction of two areas of knowledge – cultural studies and linguistics. The subject
of research in cultural linguistics is the national language as an accumulator and translator of cultural information, culture of the people, its spiritual and mental code. The study of language in its inseparable
connection with culture is presented in the works of modern researchers (Alefirenko, 2020; Kaisarova,
2015; Vorkachev, 2014)
The analysis of language units and categories in the context of culture has led to the formulation of a number of new problems not only in linguistics, but also in the teaching methods of a number of
humanitarian disciplines (Chernikova et al., 2020; Mishatina, 2019). In the educational process of secondary school, this applies primarily to philological disciplines – the Russian language and literature
(Mishatina, 2018). One of the promising directions for improving the content of school philological education consists in solving the problem of fostering a respectful attitude to the native language and
understanding it as a national treasure, as a component of national culture, concentration of culturally significant information (Dobrotina, 2017). The need to study linguistic material (words, grammatical
categories, text) through the prism of cultural values is indicated by Chernikova (2017), Mishatina (2018,
2019), Mishatina and Tsybulko (2016), Tokareva (2017), etc.
2. Problem Statement
Among the complex of tasks that at the present stage should be solved by school philological education, one of the most important is the formation of linguocultural competence of students. This is
emphasized by Dobrotina (2017), Smulakovskaya and Ivanova (2018), and others. Linguocultural competence should be understood as:
[x]
availability of systemic knowledge about the culture of the people, embodied in the national language;
ability to identify and analyze the relationship between the language, history and culture of the people;
possession of the skills of linguocultural analysis of linguistic material (words, text) with national and cultural specifics;
readiness for the value interpretation of linguistic knowledge and skills in the dialogue of
[x]
[x]
[x]
cultures.
It is possible to form the linguocultural competence of schoolchildren by various means and methods, including in the process of organizing project activity, which is considered as “a means of
forming, firstly, a positive and projective perception of life and one's creative capabilities, secondly, the spiritual and moral potential of an individual, thirdly, cognitive independence, and fourthly, systematic
thinking" (Podrugina & Ilyicheva, 2017, p. 42).
1226
Corresponding Author: N. V. Chernikova
In the educational and methodical literature, various types of projects are distinguished: informational, role-based, practice-oriented, creative, research, etc. (Bobrova, 2020; Podrugina & Ilyicheva, 2017; Smulakovskaya & Ivanova, 2018; Sokolova, 2008). A type of research project is a linguistic and cultural project. Its goals are to form students' understanding of how the history of the people, their worldview, character, material and spiritual values are reflected in the national language. The native word stores the knowledge and experience of the people, their culture, traditions and customs.
A linguocultural project can be dedicated to one word with national and cultural specifics. Novikova (2012) introduced the concept of "Lessons of one word" into methodical science, which is understood as one of the innovative forms of conducting Russian language lessons.
3. Research Questions
Based on the methodological concept of Novikova (2012), we have developed a work program for the elective course "Lessons of one word: linguocultural design" for pupils in grades 10–11. When developing the content of the course, we took into account the competence-based, personality-oriented and communicative-cognitive approaches to learning. The relevance of the elective course is determined by the need to develop the skills of conducting research work, skills in developing linguocultural projects in senior pupils, which will contribute to the formation of linguocultural competence of them, will help prepare 11th grade graduates for passing the Unified State Exam in the Russian language.
4. Purpose of the Study
The purpose of the work is to describe the content of the work program of the elective course "Lessons of one word: linguocultural design" as an effective technology for the formation of linguocultural competence of pupils.
5. Research Methods
When developing an elective course, we used the technology of linguoculturological analysis of language material (lexical units, texts), which includes the following stages:
[x] structural and semantic analysis of key words with national and cultural specifics;
[x] linguocultural analysis of texts or their fragments;
[x] author's interpretation of information obtained as a result of various types of analysis;
[x] design – development of a linguocultural project.
The elective course "Lessons of one word: linguocultural design" developed by us for pupils of grades 10–11 is designed for 35 hours, including 14 hours – lectures, 19 hours – practical classes, 2 hours – defense of projects (test).
The purpose of the course is to develop skills in working with the word as a unit not only of the national language, but also of the national culture, which accumulates culturally significant information.
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Corresponding Author: N. V. Chernikova
The tasks of the elective course:
[x] to deepen the knowledge of students about the relationship between language and culture, about the native language as part of the national culture;
[x] to form an idea of the word as a spiritual and moral phenomenon, a carrier of culturally significant information;
[x] to systematize and summarize the available knowledge on lexicology, phraseology, word formation, morphology and syntax;
[x] to develop the skills and abilities of working with dictionaries and other sources of linguistic and cultural information;
[x] to foster interest, respect and love for the national language, native word, national culture.
Terminological apparatus of the course: cultural linguistics, national culture, language, word, lexicographic portrait of a word, linguocultural project, keywords, dictionary, semantic structure of the word, etymology of the word, word-formation nest, morphological paradigm of the word, Russian folklore, phraseological combinations, proverbs, sayings, thematic group, cultural background of a word.
The curriculum for the elective course is presented in Table 1.
Table 1. The curriculum of the elective course
Lectures (lectures-conversations) involve the study of 10 topics. The lecture topics are presented in Table 2.
Table 2. The lecture topics
№
Topics of lectures
Number
Corresponding Author: N. V. Chernikova eISSN: 2357-1330
6. Findings
Here are examples of questions and assignments offered to prepare for practical classes and their conduct.
6.1. Topic 1. Semantic structure of the word
1. Give a definition to the notions of "word", "semantic structure of the word".
2. What are the main functions of the word?
3. Give definitions to the notions of "monosemy", "polysemy", "homonymy", "synonymy".
4. What does lexicography study? What are the explanatory and aspect dictionaries of the Russian language known to you?
5. (Work in groups.) With the help of S. I. Ozhegov and V. I. Dahl explanatory dictionaries, reveal the lexical meaning of the keywords – carriers of Russian culture (at the choice of students). Compare lexicographic information in these two dictionaries, find similarities and differences in the description of meanings of words.
Words for analysis: Motherland, Russian, home, family, hospitality, conscience, honor, mercy, goodness.
Indicate whether these words are monosemantic or polysemantic. If possible, choose synonyms for them.
6. Read the statement of the famous German linguist Wilhelm von Humboldt (1767–1835). Do you agree with the words of this scientist? Please comment on this statement.
The language of the people is always closely connected with the national spirit(W. Humboldt).
6.2. Topic 2. Etymology of the word
1. Give a definition to the term "etymology".
2. What information about the word can be obtained in the etymological dictionary?
3. (Work in groups.) With the help of etymological dictionaries (for example, the dictionaries of M.
Vasmer, N. M. Shansky, A. K. Shaposhnikov) find out the origin of the keywords – carriers of Russian culture with which you began to work in the previous classes. Compare the materials of these etymological dictionaries. Find out if there has been a historical change in the morphemic structure of these words.
6.3. Topic 3. Derivational nest of the word
1. Give a definition of the terms "word-building nest", "the top of the word-building nest".
2. What types of word-formation nests exist in the Russian language?
3. Study the preface to the "Word-Formation Dictionary of the Russian Language" by A. N. Tikhonov.
Corresponding Author: N. V. Chernikova
Selection and peer-review under responsibility of the Organizing Committee of the conference
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4. (Work in groups.) From the explanatory dictionaries of S. I. Ozhegov and V. I. Dahl, write out the words that have the same root as the keywords – carriers of Russian culture, with which you began to work in previous classes.
5. (Work in groups.) Study the word-formation nests, which these words include in the "Wordformation dictionary of the Russian language" by A. N. Tikhonov. Compare their composition with the words that you wrote out from explanatory dictionaries.
Determine which word-formation nest is characteristic for each word – strongly expanded or weakly expanded.
6. On the basis of the conducted word-formation analysis, draw a conclusion about the significance of these words in the Russian language and Russian culture.
6.4. Topic 4. The grammatical meaning of the word
1. Give a definition to the term "morphological paradigm of the word". Name and describe the varieties of morphological paradigms in Russian.
2. (Work in groups.) Indicate the grammatical meanings of those keywords with which you work in class. Build their morphological paradigms. Determine the variety of paradigms for each lexical unit.
3. Study the preface to the "Dictionary of the Collocation of Russian Words" edited by P. N. Denisova, V. V. Morkovkin. What are the tasks of the dictionary?
Using this dictionary, determine the combinability of keywords.
6.5. Topic 5. The use of lexical units in Russian folklore
1. Give a definition to the notions of "phraseological unit", "proverb", "saying".
2. What is the function of phraseological units, proverbs, sayings in oral and written speech?
3. (Work in groups.) From the phraseological dictionaries of the Russian language, write out phraseological units that include the keywords with which you work in the classroom. Indicate the meaning of these phraseological units.
4. (Work in groups.) From dictionaries of Russian proverbs and sayings (for example, V. I. Dahl, V. P. Zhukov and others) write out stable sayings, which include the keywords you are working with. Indicate the meaning of the proverbs and sayings you wrote out.
Group the set expressions that you have written out according to thematic criteria, reflecting in them the understanding of the key words by the Russian people.
5. Draw a conclusion about the semantic significance of these words in Russian culture, reflected in the Russian folklore.
6.6. Topic 6. Keywords of national culture in the works of Russian literature
1. (Work in groups.) From works of fiction of the nineteenth century ("The Captain's Daughter", "Eugene Onegin" by A. S. Pushkin, "War and Peace" by L. N. Tolstoy, "Dead Souls" by N. V. Gogol and others) write out the keywords with which you work in the classroom, and the lexical
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units associated with them. Determine the frequency of the use of these words. Indicate in what meanings the words are used in a literary text. Compare the contextual meanings of them with their dictionary meaning.
2. (Work in groups.) From works of fiction of the 19–20 centuries (M. A. Sholokhov, A. T. Tvardovsky, V. P. Astafiev, V. S. Vysotsky, A. D. Dementyev, etc.) write out the keywords with which you work in the classroom, and the lexical units associated with them. Determine the frequency of the use of them. Indicate in what meanings words are used in a literary text. Compare the contextual meanings of them with their dictionary meaning.
3. (Work in groups.) From the journalistic work of D. S. Likhachev "Letters about the good and the beautiful" write out the keywords with which you work in the classroom, and the lexical units associated with them. Determine the frequency of the use of them. Indicate in what meanings the words are used in the text. Compare the contextual meanings of them with their dictionary meaning.
4. Draw a conclusion about the importance of these words in Russian culture, reflected in Russian fiction and journalistic literature.
6.7. Topic 7. The role of the word in the history and culture of the people
1. What is meant by the cultural background of the word?
2. (Work in groups.) What is the meaning of the keywords with which you work in the classroom in the history of the Russian people? Did the meaning and culturological significance of these words change in different historical periods of the life of the Russian people? Based on what sources can you answer these questions?
3. (Work in groups.) Find reproductions of paintings by Russian artists, which reflect the concepts named by these words.
6.8. Topic 8. The technology for the development of a linguocultural project
1. (Work in groups.) Systematizing the material you have collected about keywords, develop a linguistic and cultural project, which should include the following "pages": lexical, etymological, word-formation, phraseological, literary, art history, cultural, creative.
2. (Work in groups.) Prepare a presentation, including the most memorable language and cultural facts about the key word – the carrier of the national culture. Make your presentation visual, choose a musical accompaniment that is adequate to the information presented.
7. Conclusion
In this work, we have shown the possibility of using the linguocultural approach in the process of teaching schoolchildren project activities, which is one of the innovative forms of organizing the educational process. Such work contributes to the improvement of the quality of education, the effective use of new approaches in pedagogical activity. One of the innovative forms of conducting Russian language lessons is "One Word Lessons". The implementation of the elective course "Lessons of one word:
eISSN: 2357-1330
linguocultural design" into the educational process of secondary schools of general education will contribute to the formation of linguocultural competence of students, improve the ability to analyze the structure of a word, define its lexical meaning, carry out etymological and derivational analysis, identify the cultural and national information.
References
Alefirenko, N. F. (2020). Linguoculture value-semantic space of language. Flinta.
Chernikova, N. V. (2017). Linguocultural aspects of working with the word (Materials for literature lessons). Russian language at school, 4, 17-21.
Bobrova, M. V. (2020). Project activities of students based on nicknames. Russian language at school, 81(6), 14–22. https://doi.org/10.30515 / 0131-6141-2020-81-6-14-22
Chernikova, N. V., Sidorova, I. V., & Shvetsova, V. M. (2020). Linguo-conceptual analysis as an effective technology for organizing scientific and educational activities. First International Scientific Conference, ASEDU-2020: Advances in Science, Engineering and Digital Education. Journal of Physics: Conference Series, 1691, 12192. https://doi.org/ 10.1088/1742-6596/1691/1/012192
Kaisarova, S. N. (2015). Dominant features of the national character in the grammar of the Russian language. Lambert Academic Publishing.
Dobrotina, I. N. (2017). Formation of linguocultural competence of students in the system of modern school language education. Russian language at school, 8, 3-8.
Mishatina, N. L. (2018). Methodical linguoconceptology: current state and vector of development. Actual problems of philology and pedagogical linguistics, 3(31), 16-25. https://doi.org/ 10.29025 / 20796021-2018-3 (31) -16-25
Mishatina, N. L., & Tsybulko, I. P. (2016). Anthropological linguistic methods: in search of meaning, content and evaluation. National Education.
Mishatina, N. L. (2019). Transdisciplinary vector of methodical linguoconceptology. Prospects for Science and Education, 3(39), 240-254. https://doi.org/10.32744 / pse.2019.3.18
Novikova, T. F. (2012). One word lesson: the path from meaning to meanings. Russian language at school, 1, 10-15.
Smulakovskaya, R. L., & Ivanova, E. M. (2018). Design and research activities of students in the Russian language. Russian language at school, 79(7), 3-6. https://doi.org/ 10.30515 / 0131-6141-2018-796-3-6
Podrugina, I. A., & Ilyicheva, I. V. (2017). Design and research activities: the development of giftedness. Moscow State Pedagogical University.
Sokolova, Yu. A. (2008). Educational project and the possibility of its implementation in the lessons of the Russian language. Russian language at school, 6, 3-7.
Vorkachev, S. G. (2014). Linguocultural conceptology and its terminology. Political Linguistics, 3(49), 1220.
Tokareva, I. Yu. (2017). Application of conceptual analysis of the keywords of culture in preparation for the final essay. Russian language at school, 11, 3-5. | <urn:uuid:2b4d7f69-6782-4005-b95d-304ee2ecff13> | CC-MAIN-2024-30 | https://www.europeanproceedings.com/pdf/article/10.15405/epsbs.2021.09.02.136 | 2024-07-17T10:58:36+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514759.39/warc/CC-MAIN-20240717090242-20240717120242-00049.warc.gz | 666,558,535 | 4,787 | eng_Latn | eng_Latn | 0.963587 | eng_Latn | 0.988763 | [
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Bangladesh tears down brick kilns to fight toxic smog
December 8 2019, by Shafiqul Alam
Authorities say tearing down the brick kilns will make Dhaka's air more breathable but thousands of workers have been left without a job
Excavators flanked by Bangladesh riot police are at work demolishing illegal soot-belching brick kilns around the smog-choked capital Dhaka,
forcing migrant labourers out of work and back to their villages.
Every autumn, following the monsoon rains, Dhaka's brick kilns—which use coal and wood to fire bricks from clay—start up again, adding to the emissions pumped out by other heavy industries and the thousands of vehicles on the streets of the capital.
On November 25, an independent air quality monitor pegged Dhaka's air as the most polluted in the world. The next day, the High Court ordered the hundreds of illegal brick factories that surround the city to be closed within two weeks.
Many were built in the past five years as heavy industry and construction fuelled a booming economy.
While authorities say tearing them down will make Dhaka's air more breathable, thousands of kiln workers—who hail from poor rural regions or coastal areas hit by climate change—have been left without a job.
Standing beside an excavator as its metal teeth bit into a tall kiln chimney at Saturia, west of the city, magistrate Kazi Tamzid Ahmed ordered police to keep the workers at bay.
"It (the brick kiln) flouted environmental regulations... It is also set up near a school," he told AFP.
After his kiln was closed, the owner said some 300 workers were now without a job and would have to head home to their villages
The kiln's owner Nazrul Islam Nabin pleaded tearfully for the excavator to be stopped, but to no avail. Some 300 workers were now without a job and would have to head home to their villages on the south coast, he said.
"We sought 15 more days from the authorities, saying we'll pay off the dues of the workers by selling bricks. But they didn't heed our call," he said.
Most workers travel to urban brick kilns during the winter months, where they earn between 300-800 Taka ($3.5 - $9.5) per day, shovelling coal into furnaces or laying brick out to dry in the sun. The money they
save keeps them and their families afloat for the rest of the year.
Almost half of the 7,000 kilns across the country are illegal, Bangladesh Brickfield Owners Association secretary Abu Bakar told AFP, employing almost one million people.
Almost half of the 7,000 kilns across the country are illegal, according to a national brickfield owners association
So far at least 25 illegal kilns have been closed, Bangladesh's environment department said
The campaign so far has closed at least 25 illegal kilns, Rubina Ferdowshy, the environment department's director told AFP.
The demolitions have "improved Dhaka's air quality," she said. "We now rank much below among the worst polluted cities."
By early December Dhaka's air had improved, coming in at 23rd worst among major world cities according to the same monitor.
But for Bishwanath Mallick, who used to work at the Saturia kiln, the improved ranking has come at a price.
Powered by TCPDF (www.tcpdf.org)
"Now, where will I find work? There are only shrimp farms in my village, but they don't need many workers," he told AFP.
© 2019 AFP
Citation: Bangladesh tears down brick kilns to fight toxic smog (2019, December 8) retrieved 17 July 2024 from https://phys.org/news/2019-12-bangladesh-brick-kilns-toxic-smog.html
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2024-25 Special Educational Needs & Disabilities
(SEND) INFORMATION REPORT
Lowfield Primary School London Road Sheffield S2 4NJ
Tel: 0114 2552501
E-mail: email@example.com
Headteacher: Christopher Holder
SEN Governor:
SENCos: Jen Robins (Monday,Tuesday & Wednesday)
Amy Winwood (Wednesday, Thursday & Friday a.m.)
SEN Support Co-ordinator: Kelly Townsend
SEN Teaching Assistants: Tom Goddard
Leander Revill
Amanda Stacey
Safeguarding Liaison Officer/Learning Mentor: Jo Quinlen
Local Offer/Support Services for Parents
The Local Offer provides parents and young people with information about special educational needs and disabilities services available in Sheffield. It shows families what they can expect from a range of local agencies including:
- education
- health and social care
- activities and leisure
- clubs and groups
- advice and support
- preparing for adulthood
Lowfield Primary School's contribution to the Local Offer can be found at www.sheffielddirectory.org.uk
SEND Types/Categories
All types of SEND are provided for within our mainstream setting. We support children with Cognition & Learning needs, Communication and Interaction difficulties, Sensory and/or Physical Needs and Social, Emotional Mental Health Difficulties.
Identification of Pupils with SEND (includes Typical Pathway at Lowfield)
Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child's previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment. For example, where a child needs to make additional progress with their emotional regulation. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
Once the class teacher has identified a child's area/s of need, their progress is monitored closely for 4-6 weeks using Quality First Teaching strategies and ongoing, formative assessment in the first instance. This is the initial step of the typical SEND pathway at Lowfield.
If after 4-6 weeks a child has still not made progress, class teachers in consultation with parents, will complete a designated 'Initial Concerns' form. This is known as Stage 1 of the typical SEND pathway at Lowfield. At this point, the Initial Concerns form is submitted to the SENCos who add the child to the Initial Concerns register. The child's progress will then be monitored for a further 6-8 week block.
Assessing Pupils' Needs
During the Stage 1 period, the Inclusion team may carry out observations or a range of assessments to gain a greater understanding of a child's needs. For example, we may use the 'Renfrew Action Picture Test', which gives an indication of a child's language skills, or the 'York Assessment of Reading for Comprehension', which provides a detailed analysis of a child's reading skills. Contact with an external specialist e.g. Educational Psychologist or Speech and Language therapist may be sought if required.
If progress is not sufficient after 6-8 weeks of further support and monitoring, it may be deemed necessary to place the child on the SEND Support register. Parents would be notified via letter of this decision and invited to discuss their child's needs with the SENCos and class teacher.
Parental Consultation including arrangements for Assessing and Reviewing children's progress
Parents' evenings are held twice a year where members of the Inclusion Team are available to support teachers where necessary.
SEND reviews are undertaken on a termly basis for all pupils receiving SEND support. Reviews are also conducted for those children with Extended Support Plans (previously called My Plans) and Education, Health and Care Plans (EHCPs). Pupils in their final term of Year 6 are not offered a formal review unless requested by parents. Transition reviews with secondary settings take place during this term.
SEND reviews provide an invaluable forum in which to evaluate the effectiveness of a pupil's current SEND provision and to ensure that future provision is planned carefully. Parents/carers are invited to attend reviews in order to fully contribute to their child's outcomes. Lowfield has an EAL team comprising of two staff members who are able to communicate in Punjabi/Urdu, Somali and Arabic with families whose first language is not English. We also broker services for translation support where necessary. Where parents are unable to attend their child's review, a copy of the review is provided as a record of the meeting.
Individual Support Plans (ISPs) are written by class teachers following reviews, to detail a child's targets and to outline any class-based provision that is necessary to facilitate progress. Parents can request a copy of their child's Individual Support Plan for the forthcoming term from the class teacher. At Lowfield, SENCos write Support Plans for those children with Extended Support Plans or EHCPs.
Arrangements for Consulting Pupils with SEND
Children with Extended Support Plans or Education, Health & Care Plans contribute to their reviews by being part of a person-centred discussion. Children are invited to share their views regarding the support they receive in school and within their local community. These discussions may take place separately to the review meeting, as appropriate. Younger children and/or children with complex needs may require alternative ways of offering their views using pictures and symbols. An advocate for the child may also be sought if necessary.
Individual Support Plans are discussed with pupils following reviews, in order to share targets/outcomes and for pupils to take greater ownership of their learning.
Approach to Teaching Pupils with SEND/Learning Environment of SEND Pupils
The class teacher is responsible for meeting the needs of all learners in their class. High quality teaching is our first step in responding to pupils who have SEND and therefore lessons are carefully adapted to meet the needs of all children. Class teachers display visual timetables and use Communicate: In Print (a desktop
publishing program for creating symbol-supported resources) to support all children in their class, but particularly to facilitate those with SEND.
There are times where children with SEND may benefit from a specific intervention facilitated by a Teaching Assistant or via a member of the Inclusion team. Interventions usually take place away from the main classroom and are planned carefully to make classroom learning more accessible and to support childrens' learning across the curriculum. Interventions take place in school on a 1:1 basis or within a group setting and mostly take place on a daily, twice-weekly or weekly basis.
Examples of frequently delivered interventions include:
| INTERVENTION | INTENTION/AIMS | FACILITATORS |
|---|---|---|
| LEAP (Language Enrichment Activity Programme) | To support key vocabulary and sentence building centred around core topics e.g. food, clothes etc. | Kelly Townsend Kalthum Ahmed Nasim Khan |
| VIP (Vocabulary Improvement Programme) | To develop children’s oral language skills. | Kalthum Ahmed Kelly Townsend |
| Attention Autism | The programme focuses on teaching and developing attention, communication and social interaction skills. | Amanda Stacey Kelly Townsend |
Curriculum Adaptations/Securing Equipment and Facilities to support SEND Pupils
There are times where adaptations are made to the curriculum or learning environment in order to meet the needs of a child with SEND.
For example, we may:
- Adapt our curriculum to ensure all pupils are able to access it by:
GROUPING
RESOURCES
- Learning partners
TEACHING & LEARNING METHODS
- Flexible grouping
- Individual work
TIME
- Reducing teacher talk/carpet time
- Giving longer processing times
- Explicit instruction
- Cognitive and metacognitive (learning to learn) strategies
- Pre-teaching of key vocabulary
OUTCOMES
- Verbal output – sharing understanding through talking
- Scribing – adult writes for child
- Repetition, repetition, repetition!
- Reducing written output – prepared writing frame or cloze methods (filling the gaps)
- Visuals e.g. photographs or personalised timetables
- Technology e.g. Clicker 8
- Concrete apparatus e.g. Numicon
- Fidget aids
SUPPORT
- Classroom Teaching Assistants
- SEN Teaching Assistants – in and out of the classroom
- Peer support
- Specialist equipment such as radio-aids for hearing impaired pupils and splitter-screens or low vision aids for pupils with a vision impairment are organised by Local Authority Support Services. Additional resources to support SEND pupils may be purchased using the school's Notional or High Needs funding for SEND, as and when required.
Staff Training/Expertise
Jen Robins has 10 years' SENCo experience and prior to this taught for 14 years as a Classroom Teacher. Amy Winwood joined the Inclusion team as SENCo in January 2021 and prior to this taught for 8 years as a Classroom Teacher. Both SENCos have achieved the National Award for Special Educational Needs Coordination (NASENCO) from The University of Wolverhampton and are currently studying to be Specialist Teachers of Dyslexia (PGCert SpLD) via Liverpool Hope University.
The Inclusion team at Lowfield is committed to continuing their professional development in order to meet the individual needs of pupils with SEND. Staff regularly access a variety of in-house and external training in order to develop their skills and knowledge. Recent training has included:
Teachers/Teaching Assistants
Dyslexia
Dyscalculia
LEAP
VIP
ADHD overview & classroom strategies
Birmingham Toolkit training
Clicker 8
Graduated Response/Typical SEN Pathway at Lowfield
Provision Map
Making Sense of Autism
Developmental Language Disorder (DLD)
SENCos
Birmingham Toolkit training
Annual Review training
Engagement Model training
SCERTS framework
SEND Network briefings
Extended Support Plans (previously My Plans)
Attachment training
We work closely with the Autism Social Communication Education and Training Service (ASCETS), Educational Psychology, Speech and Language Therapy Service and a range of other support services as and when required, in order to access specialist advice, support and bespoke training.
Additional Support for Learning including External Agencies/Support Services
The SEND Support Co-coordinator and designated Teaching Assistants for SEND work with identified children in order to support their individual needs. The Safeguarding Liaison Officer provides pastoral support and works closely with families to ensure that all needs are being met.
We work closely with the following agencies to provide support for pupils with SEND:
Speech and Language Therapy Service – Laura Murphy, Speech and Language therapist, works in school on a weekly basis to assess, monitor and provide direct therapy for our children with a range of speech, language and communication needs
Educational Psychology – Abi Barragry, Educational Psychologist and Integrative Therapist, works in school on a fortnightly basis to support our children in fulfilling their potential and overcoming barriers
Other, key agencies that support our pupils with SEND include:
- Service for Deaf and Hearing-Impaired Children
- Vision Support Service
- Autism Social Communication Education and Training Service (ASCETS)
Evaluating the Effectiveness of SEND Provision
We evaluate the effectiveness of provision for pupils with SEND by:
Reviewing pupils' progress against their individual targets each term, including for those pupils who have Extended Support Plans and Education, Health & Care Plans. We also hold Annual Reviews for pupils with EHCPs.
Reviewing the impact of interventions by collating pre/post data e.g. LEAP assessments etc. We subscribe to 'Provision Map' by Edukey, which enables staff to track and evaluate the impact of interventions managed by the Inclusion team.
Reviewing Inclusion timetables regularly (every 3 weeks) to ensure that SEND provision is appropriate to pupils' needs.
A half-termly cycle of lesson observations, learning walks and work scrutiny undertaken by the Senior Leadership Team.
Observations/Drop-ins by the SENCos.
Pupil discussion - During 2024-25, the SENCos will be introducing 'Pupil Conferencing' to further support the evaluation of SEND provision.
Enabling SEND pupils to engage in activities available to those pupils without SEND
- We expect all pupils to be able to attend all off-site educational visits. There may be occasions where parents are invited to accompany their child on a class trip. This would be discussed with the parent and planned in advance to ensure that all their child's needs are appropriately met
- All extra-curricular activities are available to all pupils, irrespective of need
Pastoral Support/Emotional and Social Development
The social and emotional well-being of our children is very important to us. Social and emotional skills are the skills that help children and young people develop their resilience and manage their thoughts, feelings and behaviour. They are important life skills that support a child's ability to cope with and negotiate their way through difficult situations, as well as build positive relationships with their peers and adults. These skills can improve academic attainment and enhance pupils' motivation, as well as promote well-being and help prevent mental health difficulties from developing. Schools can play a pivotal role in building the strong emotional foundations that all of us need in order to thrive and be mentally healthy.
Lowfield staff use a range of strategies to support vulnerable learners and to improve their emotional and social development. These include a Buddy system for New Arrivals, Young Leaders/playground helpers, lunchtime support/clubs, Life Skills groups, Nurture groups etc.
Since September 2021, we have welcomed Abi Barragry, Educational Psychologist and Integrative Therapist to our staff team. Abi works in school on a fortnightly basis, alongside the Inclusion team, to support our children in fulfilling their potential and overcoming barriers.
During 2021-22, Jo Quinlen, Lowfield's Safeguarding Liaison Officer received training and achieved Practitioner status via 'Trauma Informed Schools UK'. Trauma Informed Schools is an organisation committed to improving the health, well-being and ability to learn of the most vulnerable school children in the UK.
Transition Arrangements (within school)
Transition events take place across the school during the Summer term. Children spend time during the final week of the school year in their new classes. However, additional transition dates/events are arranged to meet the individual needs of SEND pupils where appropriate. Bespoke resources such as Transition booklets are also prepared by the SEN Support Co-ordinator and SEN Teaching Assistants where required.
There is a comprehensive Transition programme for our new F2 pupils that include a series of school visits, nursery visits and home visits. SENCos or another member of the Inclusion team will also attend transition review meetings at nurseries and liaise with the Nursery SENCo about the needs of children transferring to Lowfield.
During the Summer term, our final SEND review allows for a smooth handover by inviting the current class teacher and the new class teacher for the forthcoming year to the meeting. SENCos will also invite outside professionals where appropriate.
Supporting Pupils moving between Phases
We will share information with the school or other setting the pupil is moving to. This includes liaising closely with secondary schools to ensure that Y6 pupils with SEND are given additional opportunities to meet key staff, visit their new school and ensure that their transition to secondary is as smooth as possible.
Complaints Procedure
In the unfortunate event that any parent/carer of a child with SEND is dissatisfied with the provision made at school and wishes to make a complaint, they should refer to the class teacher in the first instance. If this discussion fails to resolve the difficulty they should refer to the Head Teacher.
If the difficulty is still not resolved then a formal, written complaint should be made to the Governing Body. If this too proves unsatisfactory, then a formal complaint should be made to the Local Authority. | <urn:uuid:125d016b-6375-4692-b14f-f5a324176a15> | CC-MAIN-2024-51 | https://www.lowfield-primary-school.com/_files/ugd/385ac1_b34e05778ba0484f854efe3adcf4a944.pdf | 2024-12-02T11:05:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00415.warc.gz | 818,878,016 | 3,387 | eng_Latn | eng_Latn | 0.991728 | eng_Latn | 0.996878 | [
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Listen carefully, my child, to the master's instructions… attend to them with the ear of your heart. … the advice from a father who loves you; welcome it, and faithfully put it into practice. First words of the Rule of our holy father St Benedict, instructions given out of love for us.
St Gregory was a descendant of St Benedict, a spiritual son who lived by his holy father's rule. Many of us possess a copy of the Rule of St Benedict. It's purpose? To show us how to live as a Christian community, so that in all things God may be glorified, and so that the entire community lives peacefully.
If you think St Gregory was Great, think again. I can explain. I mean to say that for St Gregory there were others whom he considered far greater than himself. Others, such as St Benedict. Everything we know about the life of today's saint was written down by you know who. St Gregory was a follower of St Benedict, not the other way around. When St Benedict died at a grand old age in the year 547 on the 21 st March, Gregory was only 7 years old. In his young life, our patron came to learn about Benedict, the father of western monasticism. It changed his life, as he committed himself to St Benedict's way of living and loving the Lord. We often talk of service at this School – more than we speak of prayer – but the service of both saints was rooted in prayer, that blessed their service, and made sure the service was done for Jesus ultimately. First Benedict, then Gregory, they placed their trust in God on a daily basis, and sat or stood with him in prayer several times a day. That's how the Benedictine community prayed here at Downside until their move two years ago. They were never too busy for God. They were never too busy to serve the community. It's about priorities. If you wish to honour St Benedict, pray, work, serve your community and offer it up to the Lord. Ora et labora. Benedict's rule isn't for everyone, but in a Benedictine School, he guides our way.
In a Venn diagram of greatness, Gregory is a mere subset of St Benedict, a patron saint of Europe. You might think of Benedict as an old, wise man. Indeed he was old, about 60, when he wrote the rule. Indeed he was wise, having lived his whole adult life doing the work of God, and learning how to instruct others in the way of ora et labora – prayer and work. But Benedict was very young when he left his studies in Rome. He left behind the privilege he had been born into, and became a hermit in the mountains, living in a cave. Aged about 20, almost the same age as those in the upper
Sixth who have recently turned 19. Benedict was about your age when he began his journey first as a hermit, then as monk and gained a following that is alive and well 1500 years later.
Monks such as Ambrose Barlow or John Roberts, or indeed Philip Powell or Philip de Caverel, followed the rule of St Benedict. We honour these sons of St Benedict by mentioning them every day. But how many times do we mention St Benedict? That's why we have a second Mass together as a whole School in the space of 10 days. Without Benedict, Gregory would not be Great, and we would never have heard of Roberts or Barlow. Today we venerate St Benedict. We think about what he means to us on this day above all. And we offer thanksgiving at the Lord's table for all his spiritual legacy teaches us. Benedict's name means blessing. Belonging to Benedict, in our Benedictine bubble, is a blessing. In the first reading, The Lord says to Abraham: I will bless those who bless you. May we bless the name of Benedict today, and may we each be blessed.
In the second reading, St Paul says: if there is anything you need, pray for it, asking God for it with prayer and thanksgiving, and that peace of God, which is so much greater than we can understand, will guard your hearts and your thoughts, in Christ Jesus. St Benedict prayed for that peace that the world cannot give; the peace of God that surpasses all understanding. He brought order and peace to his spiritual sons and daughters, including St Gregory, who passed on the Benedictine genius to the whole Church. Benedict even helped bring peace in a world finding its feet following the fall of the Roman empire.
Often in Benedictine monasteries, the word pax is seen above the doorway. The Latin pax, meaning peace, is printed on some of the bosses adorning the vaulted ceiling junctions in the Old Chapel. Peace is what all of us long for; peace in the world; peace in our lives; peace in our hearts; the peace and quiet of the School holidays. Something for everyone, and St Benedict offers a recipe for peace. Does peace mean freedom for everyone? Freedom is a word we've heard a lot about recently in school, freedom of speech, freedom of choice. Freedom is good, right and just. But true freedom is also a discipline that imposes goodness and order upon us. For example we need rules in our world about when to move on from traffic lights to avoid traffic jams and collisions. Traffic lights make us free. We need rules about queuing up for lunch, so that everyone sits to eat. Yes, the long lunch line sets us free. We need rules to determine when and how to pray. A free-for-all is a free-for-no-one. Our own freedom may not be at the expense of another's freedom. Make this your rule. St Benedict knew this. To be truly free does not mean doing entirely as we please. Sometimes we make choices in so-called freedom that create a prison for ourselves, St Benedict knew that and offered an order to daily life that makes God, the source of freedom and truth, the centre of all our activity. For St Benedict, love for Christ was in first place. That's why our school holds firm that Christ is at the Centre. Because St Benedict wrote: prefer absolutely nothing to the love of Christ.
So what does Jesus Christ have to say to us on St Benedict's feast day? The gospel can help us:
* May they be one. St Benedict promoted peaceful and prayerful community life. By living in unity we live out Jesus' hope for us. May we be a closeknit community modelled on the mutual and fruitful love of Father, Son and Holy Spirit.
* And Jesus is emphatic about unity: may they be so completely one that the world will realise that it was you who sent me and that I have loved them as much as you loved me. Benedictine communities witness to the love of Jesus. They are bright lights around the world and provide havens of peace. They witness to the love of Christ with guests, who are generously welcomed.
Dear brothers on sisters, on this St Benedict's day, may we conclude as Jesus concludes our gospel: I have made your name known to them and will continue to make it known, so that the love with which you loved me may be in them, and so that I may be in them. May each of us do honour to blessed Benedict through how we love one another. May we make known the love of Christ through prayer and service. May we continue, with the help of our prayers to bless Benedict. Sancte Benedícte – ora pro nobis. | <urn:uuid:e20f64f7-81ec-415b-9cf0-50712cf14ae5> | CC-MAIN-2024-51 | https://www.downside.co.uk/wp-content/uploads/2024/03/HOMILY-ST-BENEDICT-2024.pdf | 2024-12-02T10:40:07+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00415.warc.gz | 703,982,464 | 1,555 | eng_Latn | eng_Latn | 0.998971 | eng_Latn | 0.998966 | [
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They Were a Great Generation of Americans
It was a great generation, certainly—and largely because great leaders enabled it to be so.
by Conrad Black
The 78th anniversary of the Japanese attack on Pearl Harbor on Saturday was widely observed and brought back to public discussion the achievements of what has been called "The Greatest Generation." This was the term popularized, I believe, by NBC newscaster Tom Brokaw to describe the generation of Americans that came through the Great Depression, World War II, and the comparative peace and prosperity that followed for 20 years. It should be remembered that the reason this generation was so successful was largely because of the outstanding leadership that conducted it to such immense accomplishments.
President Franklin D. Roosevelt took office on March 4, 1933, near the bottom of the most horrible economic catastrophe in modern world history. Unemployment numbers were not then compiled by the Department of Labor and not all states could report them accurately. But historians of the era agree that unemployment was between 25 and 33 percent or approximately 17 million jobless people in a population of 125 million. There was no federal direct assistance for them.
On Inauguration Day, when the new president said, "The only thing we have to fear is fear itself," there were machine-gun emplacements at the corners of the great federal buildings in Washington for the first time since the Civil War. All stock and commodity exchanges had been closed for some time, sine die. Banks were closed in 46 states and withdrawals were severely restricted in the two states where banks were still open.
Roosevelt raised the minimum wage, reduced the working week, replenished the money supply, re-opened the banks by lending money to those in need of it and sponsoring mergers where appropriate, through the Federal Reserve and the Reconstruction and Finance Corporation, and by guaranteeing bank deposits. It wasn't flawless economics but it was genius disaster avoidance, and industry began to reemploy the unemployed.
To hasten the process, Roosevelt devised a great many imaginative workfare programs mainly devoted to what today would be called infrastructure and environment. As many as 7 million Americans each year were enrolled in programs as varied as writing stage plays, saving the whooping crane, building the Tennessee Valley Authority, the state capitol in Montana, the Triborough Bridge, the Lincoln Tunnel, part of Chicago's waterfront, hundreds of national parks and airports and thousands of miles of roads.
It is one of the unjust anomalies of most histories of that era, that those employed in these programs were deemed to be unemployed while the vast masses of people conscripted into the armed forces and defense production industries of Europe and Japan in the 1930s were judged by economists to be employed, and the employment record of the Roosevelt Administration suffered comparatively.
Challenging Times, Bold Measures
As war loomed in Europe and Asia, and unemployment even by normal measurement steadily declined in the United States, Roosevelt launched the largest naval construction and air construction programs in world history. This enabled him to assist Britain, Canada, and Australia to carry on the war on behalf of the democracies after the fall of France in June 1940.
To this end, he brought in the first peacetime conscription in American history, loaned Great Britain 50 destroyers in the middle of his unprecedented campaign for a third term as president, and in February 1941 passed the Lend-Lease Act, which effectively gave Britain and Canada all they wanted to conduct the war and they could pay for it when circumstances allowed.
When war came to America at Pearl Harbor, the country was already commissioning new warships and had already increased military aircraft production to nearly 50,000 aircraft a year—five times the production of Germany. It was the only time in American history that there was near-absolute unanimity in support of a war that had been so brutally forced on it.
The generation that Roosevelt had saved from a hopeless, jobless future by putting it to work in useful public projects at bargain cost to the taxpayers was now fully absorbed by the immense military effort. The United States Army rose from five to more than 140 divisions, the Army Air Corps (as it was then called) grew from a few hundred to 125,000 aircraft, a completely unheard of scale of air operations, and the United States Navy became the greatest fleet in the history of the world. When the whole Pacific Fleet sailed in the last months of the Pacific war, led by 25 battleships and 100 aircraft carriers, it carried 400,000 men to sea.
It was a war that not only enjoyed essentially universal popular support, it was the ultimate just war, where our enemies were the hideous genocidal Nazi regime of Germany and the treacherous and bloodthirsty imperialists of Japan.
Roosevelt promoted to supreme command a peerless group of senior officers. The principal military coordinator was General George C. Marshall, one of the great military figures and statesmen of American history. The American theater commanders, Generals Dwight D. Eisenhower and Douglas MacArthur, and Admiral Chester W. Nimitz, and the Air Corps commander, General H.H. Arnold, were all regarded then and since as representative of the highest possible level of military leadership in supreme command positions. Though the death toll for the Armed Forces of the United States was about 416,000, and each one was an individual tragedy, it was a relatively low casualty rate in an armed forces of 14 million men engaged in intense combat across Europe and the vast Pacific.
This was the generation that emerged from World War II and enjoyed Roosevelt's final installment of his New Deal: the G.I. Bill of Rights (also called Servicemen's Readjustment Act), which gave all veterans one year free tuition in an American university for each year he had served in the Armed Forces, and provided almost interest-free loans for the acquisition of small businesses or farms.
The generation of the Great Depression and World War II was now educated and funded to enjoy the peace and prosperity that they as warriors and their leaders as commanders and statesmen had wrought. That generation has known economic fear and deliverance, the virtues of work, the strength of comradeship in a just war, and had seen sacrifice, tragedy, triumph, and adventure, and were well-launched into a newly normal world.
No generation of any nationality has had such a thorough preparation to be great and they made the most of it.
That Great Generation's Legacy Endures
The Cold War which followed began advantageously. Where in 1940, Germany, France, Italy, Japan, and the USSR were all dictatorships hostile to the British and Americans, in 1945 all except the Soviet Union were liberated or occupied by the British and Americans and on their way to becoming flourishing democratic allies. And 90 percent of the casualties and 95 percent of the physical damage, as between the big three Allied powers (the United States, the USSR, and the British Commonwealth), had been absorbed by the Russians. It was masterly statesmanship as well as combat command genius, producing a more favorable outcome for the West than could have been imagined in 1940.
And as the Great Generation aged, they had the satisfaction of seeing Roosevelt's strategic team, (Truman, Marshall, Eisenhower, MacArthur in new roles, along with Dean Acheson, George Kennan, Charles Bohlen and others), execute the strategy of containment, continued by the junior officers of those leaders, such as John F. Kennedy, Richard Nixon, Henry Kissinger, Ronald Reagan, and George H.W. Bush. They were all graduates of the Great Generation. The Soviet Union disintegrated and international Communism evaporated, without the Great Powers exchanging fire against each other.
It was a great generation, certainly, and largely because great leaders enabled it to be so. (And some of America's allies, such as Winston Churchill, Konrad Adenauer, Charles de Gaulle, and Margaret Thatcher, were pretty distinguished, too.)
In President Roosevelt's war message to Congress 78 years ago Sunday, he said: "We will make very certain that this form of treachery never again endangers us." No nation since that time has dared to attack the United States directly. The closest America's enemies have been able to come has been cowardly terrorist attacks officially unsponsored by any other country. They are terrible and tragic and rarely occur, but they are the desperate acts of forces so evil and aberrant they can't get hold of a real government and skulk between hiding places until they are caught and exterminated like Osama bin Laden and Abu Bakr al-Baghdadi.
They are, in their macabre way, a testament to the success of the Greatest Generation and its leaders.
First published in | <urn:uuid:a809c84b-0a48-424e-a1e3-cbe9e02144be> | CC-MAIN-2024-51 | https://www.newenglishreview.org/they-were-a-great-generation-of-americans/?print=pdf | 2024-12-02T11:47:53+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00413.warc.gz | 854,583,775 | 2,123 | eng_Latn | eng_Latn | 0.99859 | eng_Latn | 0.998854 | [
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AFRICAN INSTITUTE FOR MATHEMATICAL SCIENCES
SCHOOLS ENRICHMENT CENTRE (AIMSSEC)
AIMING HIGH
THE GAME OF PIG Inclusion and Home Learning Guide is part of a Learning Pack downloadable from the AIMING HIGH website https://aiminghigh.aimssec.ac.za/years-5-10-gam e-ofp i g/
It provides related activities for home learning for all ages and learning stages from pre-school to school-leaving, together with guidance for home-learning and also for inclusion in school lessons, all on the Common Theme: PROBABILITY
Guidance for school lessons is given in the separate Notes for Teachers document.
Choose what seems suitable for the age or attainment level of your learners.
PIG
You will need 2 dice, or you can throw one die twice, or instead make your own spinner.
PLAY
Both players start with zero points and take turns to throw the dice as many times as they like, adding to their running total at each throw as long as they don't throw a one. See the rules on the left.
LEARN AND WIN
If you throw a double one, is your chance of throwing a double one at the next throw, the same, more likely or less likely?
On each throw, which of the following 3 options is most likely and which is least likely? How do you know?
(A) 1 and some other number
(B) A double 1
(C) Two numbers other than 1.
Can you work out a strategy so that you can win more often than you lose?
You will need a pair of dice or a spinner for each pair of learners.
To make your own spinner as shown in the picture you will need a paper clip and a pin. Straighten out one end of the paper clip, cut out the template and then pin the paper clip and the hexagon on a flat surface so that the spinner spins freely. Now you are ready to play the game.
NEXT
The game described on page 1 is sometimes called Piggy Ones and there is a Piggy Sixes version of the game. Would it make much difference to the game if the number 1 was the same as the numbers 2, 3, 4 and 5 and instead, throwing a double six would take the score down to zero and throwing a six and another number would end the turn without adding anything to the total score?
Throw two dice 50 times and record the results. What percentage of the throws gave a double one, what percentage one and another number, and what percentage two numbers other than one?
Compare your experimental probability with the theoretical probabilities of 28% for one and another number, 3% for a double one and 69% for two numbers neither of which is a one.
Why are these two sorts of probability different?
INCLUSION AND HOME LEARNING GUIDE THEME: PROBABILITY
Early Years and Lower Primary
PIGGY ONE DIE
Take turns to throw the die and keep the score adding 3, 4, 5 or 6 when those numbers come up on the die. You can throw as many times as you like when it's your turn, but you go back to zero if you throw a 1 and you lose the score for that turn if you throw a 2.
The first player to get to 20 points or more is the winner.
Upper Primary
Just play the game with 2 dice as described on page 1. Play for fun at first then discuss the answers to some of these Key Questions:
* Does a double 1 come up more often or less often than a single 1?
* Which is more likely - a double 1 or a single 1?
* Is it worth the risk of throwing again?
* Are you winning at the moment?
* Why would you want to go on and throw again?
* Why would you want to stop now?
Lower Secondary Years 7 - 10
Make a spinner if you don't have dice available. Play the game a few times so that everyone learns the rules. If you are working with a group, divide them in two teams and have a representative from each team take turns to throw the dice or spin the spinner. With one die or a spinner they will need to throw or spin twice at each throw. Each time the teams have to decide whether to stop or to throw again. Write the scores on a board or large sheet of paper so everyone can see.
Then get learners to play the game in pairs as many times as they want to do so, and to come back to the game again on another day.
Ask the learners if they want to know a good way of increasing their chances of winning.
If they say yes, then ask the question: "On each throw, which of the following 3 options is most likely and which is least likely? How do you know?
(A)
1 and some other number (B) Double 1 (C) Two numbers other than 1.
Ask: should their decision to throw again depend on whether they are ahead or behind? Suggest they think of a strategy and play a few games to see what happens.
Misconceptions about a 'run of good or bad luck' are common. Learners should understand that, whatever has happened in the past, all the probabilities are the same on the next throw.
An essential and fundamental idea in probability is counting the number of possibilities that make up the sample space.
With a younger class it is enough to understand that 'there are more ways of getting a single one than there are of getting a double one, so a single one is more likely than a double one. And similarly, there are more ways of getting other scores than throwing 1 or 2 ones, so getting a positive score is more likely than scoring zero.
Older learners can go on to listing and counting the 36 possibilities and working out the probabilities.
For older learners only: You may like to use the Diagnostic Quiz to assess the learning at the end of the session.
Key questions
* Does a double 1 come up more often or less often than a single 1?
* Which is more likely - a double 1 or a single 1?
* Does a double 1 come up more often or less often than a pair of numbers without a 1?
* Which is more likely - a double 1 or a pair of numbers without a 1?
* Are you winning at the moment?
* Is it worth the risk of throwing again?
* Why would you want to go on and throw again?
* Why would you want to stop now?
Upper Secondary
Study the analysis of this game and the strategies for giving yourself a better chance of winning. Explain some of the ideas to your classmates and try out the strategies.
http://www.durangobill. com/Pig. html
Why do this activity?
This activity provides an enjoyable introduction to probability for younger learners. For other learners it provides a context in which to review some of the basic concepts of probability. Because they will want to win the game, learners can be motivated to understand what will give them the best chance and to do this they will be interested in counting all the possible outcomes (members of the sample space). To count the number of outcomes which lead to a particular event is both fundamental to probability, and to understanding how to find probabilities. The activity can also provide a context in which to introduce 2-way tables.
SOLUTION
The table below, called a two-way table, shows all the possible outcomes when 2 dice are thrown. The columns, labelled at the top in green, relate to all possible throws of one die.
The rows, labelled at the left in blue, relate to all possible throws of the second die. The 36 possible outcomes from the combined scores on the two dice, according to the Piggy-Ones rules, are shown in the white cells.
Secondary age learners meet two-way tables in school by Year 8, or earlier in many countries. This game provides a good way to gain a better understanding of how to use two-way tables.
Younger learners, especially those age 10 and up, could be introduced to this table, but it is important to avoid doing so until they have played the game many times and only after they have talked about strategies for winning and how likely it is to lose all their score by throwing a double 1.
| Table showing scores for all possible throws. | | | | | | |
|---|---|---|---|---|---|---|
| | 1 | 2 | 3 | 4 | 5 | 6 |
| 1 | | 0 | 0 | 0 | 0 | 0 |
| 2 | 0 | 4 | 5 | 6 | 7 | 8 |
| 3 | 0 | 5 | 6 | 7 | 8 | 9 |
| 4 | 0 | 6 | 7 | 8 | 9 | 10 |
| 5 | 0 | 7 | 8 | 9 | 10 | 11 |
A good strategy is only to throw once if you are ahead. That way you are most likely to stay ahead and avoid the disaster of throwing a double 1.
For a detailed analysis of the game and more about winning strategies, see Durango Bill's website http://www.durangobill.com/
Learning objectives
In doing this activity students will have an opportunity:
Primary:
* to learn and appreciate the meaning of the concepts of 'most likely', 'least likely' and 'equal chances'.
Lower secondary:
* to practise counting all the possible outcomes (members of the sample space) and counting the number of outcomes which lead to a particular event;
* to review of the basic concepts of probability;
* to learn to how to use, and practise using, two-way tables.
Generic competences
In doing this activity students will have an opportunity to:
* to play a game in a thoughtful way with consideration for others.
* think flexibly, be creative and innovative and apply knowledge and skills;
Suggestions for teaching
Diagnostic Assessment This should take about 5–10 minutes.
1. Write the question on the board, say to the class:
"Put up 1 finger if you think the answer is A, 2 fingers for B, 3 fingers for C and 4 fingers for D".
2. Notice how the learners responded. Ask a learner who gave answer A to explain why he or she gave that answer and DO NOT say whether it is right or wrong but simply thank the learner for giving the answer.
3. It is important for learners to explain the reason for their answer to develop their oral communication skill and because putting ideas into words encourages mathematical thinking.
4. Then do the same for answers B, C and D. Try to make sure that learners listen to these reasons and try to decide if their own answer was right or wrong.
5. Ask the class again to vote for the right answer by putting up 1, 2, 3 or 4 fingers. Notice if there is a change and who gave right and wrong answers.
6. If learners get the wrong answer, explain the right answer or give a remedial task.
The correct answer is D because there are 3 events out of 16 that give a score of 4. https://diagnosticquestions.com
Follow up
For more ideas see: https://en.wikipedia.org/wiki/Pig_(dice_game)
Go to the AIMSSEC AIMING HIGH website for lesson ideas, solutions and curriculum links: http://aiminghigh.aimssec.ac.za
Subscribe to theMATHS TOYSYouTube Channel
https://www.youtube.com/c/mathstoys
Download the whole AIMSSEC collection of resources to use offline with the AIMSSEC App see https://aimssec.app Find the App on Google Play.
Note: The Grades or School Years specified on the AIMING HIGH Website correspond to Grades 4 to 12 in South Africa and the USA, to Years 4 to 12 in the UK and school years up to Secondary 5 in East Africa. New material will be added for Secondary 6.
| | Lower Primary Approx. Age 5 to 8 | Upper Primary Age 8 to 11 | Lower Secondary Age 11 to 15 |
|---|---|---|---|
| South Africa | Grades R and 1 to 3 | Grades 4 to 6 | Grades 7 to 9 |
| East Africa | Nursery and Primary 1 to 3 | Primary 4 to 6 | Secondary 1 to 3 |
| USA | Kindergarten and G1 to 3 | Grades 4 to 6 | Grades 7 to 9 |
| UK | Reception and Years 1 to 3 | Years 4 to 6 | Years 7 to 9 |
For resources for teaching A level mathematics (Years 12 and 13) see https://nrich.maths.org/12339 Mathematics taught in Year 13 (UK) & Secondary 6 (East Africa) is beyond the SA CAPS curriculum for Grade 12 | <urn:uuid:7b34722e-ba83-473d-82f1-2b3e4c9999d1> | CC-MAIN-2024-51 | https://aiminghigh.aimssec.ac.za/wp-content/uploads/2020/06/GAME-OF-PIG-Inclusion-and-Home-Learning-Guide.pdf | 2024-12-02T11:25:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00415.warc.gz | 68,388,135 | 2,742 | eng_Latn | eng_Latn | 0.99833 | eng_Latn | 0.998943 | [
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When do the 12 Days of Christmas begin?
The 12 Days of Christmas are now most famous as a song about someone receiving lots of presents from their 'true love'. While historically, the 12 Days have been celebrated in Europe since before the Middle Ages, few people really have the answer to: "When do the 12 Days of Christmas begin?"
The 12 Days of Christmas start on Christmas Day and last until the evening of the 5th January also known as Twelfth Night.
The 12 Days each traditionally celebrate a feast day for a Saint and/or have different celebrations:
Day 1 (25th of December): Christmas Day - celebrating the Birth of Jesus, the Christ.
Day 2 (26th of December also known as Boxing Day in England): Feast of St Stephen. He was the first Christian martyr.
Day 3 (27th of December): Feast of St John the Apostle and Evangelist.
Day 4 (28th of December): The Feast of the Holy Innocents – commemorating the Jewish male children slain by King Herod (two years older and under) in Bethlehem and its vicinity; after he had been told by the Magi of the birth of a king of the Jews. (Matthew 2)
Day 5 (29th of December): The Memorial of St. Thomas Becket; Archbishop of Canterbury who was murdered on 29th December 1170, for challenging the King Henry II's authority over the Church.
Day 6 (30th of December): Within the Octave of the Nativity.
Day 7 (31st of December): Within the Octave of the Nativity; sometimes celebrated as the Feast of the Holy Family of Jesus, Joseph and Mary (usually the Sunday immediately following Christmas Day).
Day 8 (1st of January): 1st January – The Solemnity of the Blessed Virgin Mary, the Mother of Jesus.
Day 9 (2 nd of January): The Memorial of St. Basil the Great and St. Gregory Nazianzen, bishops and doctors of the Church; considered great teachers, writers and scholars in the early 4 th century Church.
Day 10 (3rd of January): The Memorial of the Holy Name of Jesus. This remembers when Jesus was officially 'named' in the Jewish Temple.
Day 11 (4th of January): The Memorial of St. Elizabeth Ann Seton, the first American saint, who lived in the 18th and 19th centuries and founded the first congregation for women religious in the U.S., the Sisters of Charity.
Day 12 (5th of January): The Memorial of St. John Neumann who was the first Bishop in American in the 19th century.
(NB: The Solemnity of the Epiphany of the Lord is generally celebrated on the next Sunday.)
Twelfth Night
Twelfth Night was a big time of celebration with people holding large parties. During these parties, often the roles in society were reversed with the servants being served by the rich people.
At the start of Twelfth Night the Twelfth Night cake was eaten. This was a rich cake made with eggs and butter, fruit, nuts and spices. The modern Italian Panettone is the cake, we currently have that's most like the old Twelfth Night cake.
A dried pea or bean was cooked in the cake. Whoever found it was the Lord (or Lady) of Misrule for night. The Lord of Misrule led the celebrations and was dressed like a King (or Queen). This tradition goes back to the Roman celebrations of Saturnalia. In later times, from about the Georgian period onwards, to make the Twelfth Night 'gentile', two tokens were put in the cake (one for a man and one for a women) and whoever found them became the 'King' and 'Queen' of the Twelfth Night party.
During the Twelfth Night, it was traditional for different types of pipes to be played, especially bagpipes. Lots of games were played including ones with eggs. These included tossing an egg between two people moving further apart during each throw - drop it and you lose; and passing an egg around on spoons.!
The first Monday after the Christmas feast has finished was known as 'Plough Monday' as this was when farming work would all begin again!
Twelfth Night is also known as Epiphany Eve. In many countries, (following the recorded scriptural writings of Christmas) it's traditional to then place the figures of the Wise Men or Three Kings into the Nativity Scene on Epiphany Eve ready to celebrate Epiphany on the 6th of January. [Remember, the Wiseman did not arrive until after Jesus' birth – they saw and followed the Star until it came to rest over the crèche where they found the Christ child.]
It's also traditional to take your Christmas decorations down following Twelfth Night [in other words, after the Epiphany. Additionally, in many Eastern Rites to this day, (again following the recorded scriptural writings of Christmas) gifts are not exchanged between people until the day the Epiphany is celebrated.] | <urn:uuid:40d99e34-a325-4481-acfd-c5bc8ab0bef7> | CC-MAIN-2024-51 | https://saintmichaelcalhan.diocs.org/LinkClick.aspx?fileticket=EhY4yUnYtdE%3D&portalid=1 | 2024-12-02T11:46:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00419.warc.gz | 474,782,367 | 1,052 | eng_Latn | eng_Latn | 0.997169 | eng_Latn | 0.99865 | [
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ORNITHOLOGY
LESSON PLAN
Meets the following 5 th Grade Science Standards:
Life Science:
2a: Students know many multicellular organisms have specialized structures to support the transport of materials.
2c: Students know the sequential steps of digestion and roles of teeth and the mouth, esophagus, and stomach
Investigation and Experimentation:
6a: Classify objects
6b: Develop a testable question
6f: Use tools and make observations
6g: Record data
6h: Draw conclusions and indicate if more evidence is needed
Meets the following 6 th Grade Science Standards:
Ecology:
5a: Students know energy enters the ecosystems as sunlight by producers into chemical energy through photosynthesis and then from organism to organism through food webs. 5b:
ORIENTEERING
TEACHER'S NOTES
Scripture References:
Proverbs 16:9 – "The heart of man plans his way, but the Lord establishes his steps."
I. Directions and Degrees
A. An understanding of directions and degrees is an essential foundation to a student's development in basic navigation.
B. The four basic directions can be easily remembered with a mnemonic phrase "Never Eat Soggy Waffles" (North East South West).
1. Have students share other mnemonic phrases they may have been taught, and then have them record at least one of those phrases in their notebooks; make sure they are appropriate.
C. These directions always remain the same relative to each other, which means if you find one direction, you can find the other three directions.
1. As a result, students can use the sun to help them figure out directions. The sun rises in the East and Sets in the west. When it is later in the day, they can find the position of the sun, know that they are looking west, and thus find North, South, and East as well. This basic understanding can equip them to succeed if/when they are lost.
D. Every direction can also be represented by a degree. Degrees help us to be more precise in navigating.
1. There are 360 degrees in a circle.
2. North = 0 or 360 degrees.
3. North East = 45 degrees.
4. East = 90 degrees
5. South East = 135 degrees.
6. South = 180 degrees
7. South West = 225 degrees.
8. West = 270 degrees.
9. North West = 315 degrees.
10. Have students record these degrees in their curriculum.
II. The Parts of a Base Plate Compass
A. Base plate: The base plate holds all of the compass parts. The base plate must be held level and horizontal for the compass to work. The base plate has inches on one side and millimeters on the other so that you can use it with your map to determine the length of your trip. You do this by measuring the distance and using the map scale to convert the inches or millimeters to miles.
B. Compass Housing with Degree Dial: This circle contains the magnetic needle. The dial has degree numbers on it as well as directions. You turn the dial to find and follow directions. This dial can be moved. The model shown above only shows degrees in 10 –degree intervals; other compass models may show 2-degree intervals or more than 10-degree intervals.
C. Magnetic Needle: This is painted red and is on a rotating pivot. It always points to magnetic north UNLESS there is something interfering (such as a large metal object).
D. Index Lines: This is a stationary white line that identifies your bearing, which is the degree you are trying to follow or find.
E. Orienting Arrow: This is the red outlined arrow on the bottom of the compass housing. It can be moved with the compass housing so that you can orient or point yourself in the right direction. We call this "the shed". We put Fred (the magnetic needle) in the shed and then follow "Mr. Dot" which allows us to take or follow that bearing.
F. Mr. Dot/ Direction of Travel Arrow: This arrow will point straight in front of you and point in the direction you should travel. By following "Mr. Dot" after you have put "Red Fred" in the "Shed," you will travel in the correct direction.
G. Depending on the model, compasses may also have a lanyard hook, east and west declination points, extensions for straight-edge work, whistles, or other features.
III. How to Use a Base-Plate Compass
A. To use a compass, it must be level and horizontal. It also must not be near any iron or steel objects (or magnets). Stay away from pocket knives, belt buckles, railroad tracks, trucks, electrical lines, etc. when using a compass in the field. It is also a good idea, if you are depending on a compass for navigation, to carry an extra one with you in case the first one gets broken.
B. To make compass use simple, we call the magnetic needle Red Fred. Have students identify Red Fred. We call the red outlined orienting arrow "the Shed." Have students identify "the shed". We call the direction of travel arrow "Mr. Dot". Mr. Dot should always be pointed in the direction you want to go (away from your body).
C. Taking a Bearing (Degree)
1. Point Mr. Dot at the direction or object you want to go
2. Put Fred in the shed by rotating the compass housing.
3. Read the bearing at the index line/the degree at Mr. Dot.
D. Following a Bearing (Degree)
1. Set the degree you want to face at the index line/Mr. Dot.
2. Put Fred in the shed by slowing rotating your whole body.
3. Find an object that lines up with Mr. Dot and walk directly to that object, counting your paces. YOU DO NOT look at the compass as you walk. (This is because you could walk sideways and still keep Fred in the shed.
E. Optional Student Challenge: Point to several objects in the distance, and have students take a bearing to that object. The angles will all be different, so answers will also be different.
IV. Paces
A. The origin of the word "pace" comes from Roman soldiers who used 1,000 paces (double steps) to go 5,000 feet…almost a mile. "Mille passus" is Latin for 1,000 paces and that is where word mile comes from.
B. A pace when defined as two steps is about five feet. Because of the ambiguity of the definition and length, paces are either defined clearly or not used in orienteering or letterboxing sports. We define a pace as a double step and will teach students how many of their paces equal smaller set distances in feet.
C. We will set up four distances to test a student's pace. The distances will be 10 feet, 25 feet, 50 feet, and 100 feet.
D. Have students walk and count their paces for each distance three times. They should record their average number of paces for each distance in their handbook.
V. Scavenger Hunt with Compass
A. Allot 30 minutes for students to use their newfound skills in a scavenger hunt. The instructions are on the last page of the Orienteering section.
B. Split them into groups. Have them record their answers and award the winning team(s) a prize.
VI. Extra Resources
A. Suggested spiritual applications:
1. If we don't know where we are going, then we obviously cannot plan a route to get there.
2. In order to navigate, we must have a point of stable reference (magnetic
north). In order to navigate life, we must have Christ as a point of reference.
3. The Bible is a spiritual map. It tells us boundaries as well as the "contour" of the land. With the Holy Spirit as the compass pointing to Christ, the "true north", we can reach our destination of Heaven.
4. If we are lost, we need to take inventory to determine what we need to survive. What do lost people and unsaved people have in common? What do unsaved people need to do to get what they need in order to survive (live forever)?
B. Magnetic Declination
1. Because of fluctuations in the Earth's inner and outer core, magnetic north is in flux. Maps are oriented to True North as it is too expensive to make a new map every time the magnetic north changes. The difference between true north and magnetic north is called magnetic declination or just declination. Declination not only changes yearly; it changes depending where you are. In general, the Mississippi River in the U.S. is at 0 declination. As you travel east or west of this, the declination increases or decreases. Maps have the declination for their area for THE YEAR THE MAP WAS PRINTED. In order to find the CURRENT declination, you can contact gdc.noaa.gov/
2. From the map above, you can see that the magnetic declination (sometimes called variation) for Angeles Crest is about 12 East according to current declination maps.
3. At the lower left-hand corner of topographical maps there is a symbol called the magnetic declination. The symbol is used in conjunction with a compass for navigational purposes. The center line with the star above represents the direction of true geographic north. The line coming off to the right represents the direction of magnetic north. When using a compass, the needle always points to magnetic north. The symbol tells you that for the area this map covers, the magnetic compass needle will always point 13.5 degrees to the east of true geographic north. To the left of the true north line is the grid north line. This tells you how much the UTM grid and zone lines are offset from true north.
4. The difference between magnetic north and true north varies with location (where you are) and is called magnetic declination. Most maps are oriented to True North (the axis on which the Earth turns) so you must correct the compass bearing to get an accurate direction. Maps will indicate what this correction is for the year the map was printed.
5. To make the correction, you adjust the orienting arrow on the compass to whatever the declination is. If you can't adjust the arrow, then you SUBTRACT east declinations and ADD west declinations. {To remember this, think East is Least and West is Best (or more)}.
6. Angeles Crest declination is 12 degrees east. Therefore, if you have a 90degree bearing, you go 78 degrees (subtracting 12 degrees from 90). True = Magnetic + Declination. If you use the magnetic north arrow on a map, then adjust your orienting arrow on your compass; this automatically takes the declination into account.
C. Using a Compass with a Map
1. Maps are aligned with true north (the North Pole). Compass needles, however, point not to true north but to magnetic north. (See explanation which follows). If you are using the compass and a map to find your way, then you will have to adapt to the difference in magnetic and true north (assuming there is a difference). Some parts of the U.S. do not have a difference. In general, the farther away you are from the Mississippi River; the more difference (called declination) you will have between true and magnetic north. True north does not change; magnetic north, because of fluctuations in the Earth's core, is in constant flux. (As a side note, some scientists believe the magnetic poles will reverse in the near future. The rate of change in magnetic north has increased in the last 10 years).
2. To use a compass with a map you must: Lay your map on the ground or a level surface.
3. Set the compass to North by putting N at 0 degrees.
4. Find the compass rose (see below) or direction indicator on the map and line up the long edge of the compass with the magnetic north line with Mr. Dot pointing to magnetic north. Make sure the dial is still set to north. If the map has a magnetic north arrow, use it…not the true north arrow as this automatically compensates for the declination.
5. If the map does not have a magnetic north arrow, then you need to know the declination and adjust the compass accordingly. Declination for ACCC is 12 East so you subtract 12 degrees from your bearing.
6. With the compass lined up with magnetic north, turn the MAP (not the compass) so that Fred is in the shed. This aligns the compass with real direction.
7. DO NOT move your map as it is now oriented to true direction. Find where you are on the map….and where you want to go. Draw a faint, straight line between the two, using the long edge of the compass.
8. Lay the compass down so the straight right-side lines up with the line you have drawn on the map. Mr. Dot should line up with the direction you want to travel.
9. Put Fred in the Shed by moving the compass housing. DO NOT move the compass itself or the map.
10. Read the bearing (degree) that is lined up with Mr. Dot. This is the bearing you will follow.
11. Now, put the map away. To follow the bearing, you……find an object at that degree angle and walk towards it, holding the compass in your hand horizontally. Look at the object, not the compass.
12. When you get to that object, check your bearing. Find another object at that degree setting, and walk to it as in #9. Continue this until you reach your intended destination.
13. Congratulations! You did it!
D. How to Make a Home-Made Compass
1. Magnets come in a variety of shapes, such as horseshoe and rectangular. All magnets have north and south poles. If you have a rectangular magnet, tie a thin thread to the center of the magnet and tie the opposite end of the thread to any stationary object (chair, tree limb, etc.). Adjust the string on the center of the magnet until it is evenly balanced and then wait for the magnet to stop moving. It will be aligned to the north and south poles of the Earth. If you know which direction is north, then you can mark the north end of the magnet for future reference. However, remember that opposites attract. The south end of the magnet will be pointing to the North Pole. The north end of the magnet will be pointing to the South Pole.
2. If you have a magnet and a sewing needle (this works with a metal paper clip or a small nail, too), then stroke the north end of the magnet along the surface of the sewing from its eye to its point. Remove the magnet from the point of the needle, lift it up, and put in on the eye of the needle again. Stroke the needle 30 times from its eye to its point, always in the same direction. Then put a small cork or a piece of wood or Styrofoam in a bowl of still water. Put the needle on top of the cork, wood, or Styrofoam. Wait until the needle stops moving and the head of the needle will be pointing north. (Make sure there are no large objects nearby or the needle will point to them instead). If you use a paper clip, mark one end so you will know which is the "top" (where the eye of the needle would be). | <urn:uuid:014c32d8-9518-4b01-9a76-c75b0d67b7e5> | CC-MAIN-2024-51 | https://angelescrest.com/wp-content/uploads/2024/10/Ornithology-AC3.pdf | 2024-12-02T11:14:45+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00418.warc.gz | 83,437,357 | 3,275 | eng_Latn | eng_Latn | 0.99583 | eng_Latn | 0.998777 | [
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The European Immigrants, an Archeological View
by Potluri Rao In Seattle ©2018 (CC BY 4.0)
Much of the current Indian history was written by people who were ignorant of geology and geography of India. Archeological evidence contradicts the current history.
The above map is a computer simulation of the landscape at the time of the Ice Age when much of the world was covered with glaciers. The North-West of India was impregnable. The path from Bactria to Kashmir was discovered only recently by the Europeans less than 4,000 years ago. It was the only port of entry.
India consisted of two different worlds bifurcated by the Yamuna river that runs from Punjab to the Bay of Bengal. Contrary to popular myth, the Yamuna is a rainwater river that originated at the Mt. Trikuta of the Vindhyas, see The Yamuna river .
The area to the south of the Yamuna is serviced by rainwater rivers that originated at the Trikuta. Let us call this area the Peninsular India. The area to the north of the Yamuna is serviced by the snowmelt water rivers of the Himalayas. Let us call this area the Himalayan ridge.
The Peninsular India was occupied by Hindu (DNA F) of African origin for 60,000 years. The Himalayan ridge was occupied by the Europeans (DNA R1), the recent immigrants, for 4,000 years.
There was no population in the Himalayan ridge before the R1 moved in from Bactria, after the global drought of the 2,200 BCE. The R1 moved from Bactria to Kashmir, and from Kashmir to Gandhara and beyond. Gandhara is the Indus and its tributaries that originated in the Himalayas. It was snowmelt water, not rainwater.
Hindu (F) never lived in the Himalayan ridge. There were no other people. The F learned their lesson the hard way 60,000 years ago, see the Indus. The Himalayan rivers carry gravel and rocks along with silt. The rocks accumulate to form dams. The rivers were unstable, flood prone, and constantly changed course. Sediment layers revealed that on an average, once in a century, the floods break the rock dams to destroy everything in their path. As recently as in 2010, the entire Indus river area, from Kashmir to the Arabian Sea, was buried under ten feet of water for two months with no dry place in sight. It was a human tragedy of biblical proportions. Hindu avoided the Himalayas and its rivers like the plague. They learned their lesson the hard way. They were drowned once too many times.
The Europeans (R1) evolved only recently, after the glacial melt, from the Stone Age culture. They evolved in the Russian Steppe, a giant swamp with scarce food and melting glaciers. They were forced to move south during the global drought of 2,200 BCE that lasted for almost two hundred years. To them, the snowmelt water of the Himalayas was godsend. They worshiped the Himalayas as the abode of gods and the rivers as a sacred gift. To them, the Himalayan ridge was the paradise.
All the stories that venerated the Himalayas reflected the European (R1) culture. They had nothing to do with the Hindu (F) culture. In the fictional stories, the R1 falsely promoted themselves as Hindu.
Europeans (R1) were constantly at war to rob each other. It was their culture, acquired in the Steppe of scarce food. War and god were trademarks of the R1 culture. Getting rich by robbing other people was their political philosophy.
Hindu (F) never had a war or god in 60,000 years. They were compassionate peace loving people. Peace and prosperity with fair trade was their political philosophy.
Europeans (R1) and Hindu (F) were the exact opposite cultures. They were unaware of each other until the Greeks occupied both sides of the Yamuna.
The peninsular India was occupied by Hindu (F) for over 60,000 years. They lived in the Tigris, the current Persian Gulf, for 40,000 years before they moved to the Yamuna. They painted the caves in Sunda of animals they hunted for food, 50,000 years ago. They were the Asia Clade of the Africa Homo Sapiens who voluntarily left Africa 100,000 years ago in search of dependable perennial rainwater resources. They lived only in the tropical zone, around the Equator, warm and toasty. They never heard of Ice Age or Stone Age. They avoided the Himalayas and Indus like the plague.
The current Indian history was written by the R1, from their perspective. The R1 falsely claimed to be Hindu. It was the history of the R1 of kings, wars, and gods. They were the Europe Clade of the Africa Homo Sapiens who lived only in the Glacial Zone. They were the Ice Age and Stone Age people. They followed a different path to move from Africa to Europe.
The Europe Homo Sapiens (R1) of the Glacial Zone had nothing to do with the Asia Homo Sapiens (F) of the Tropical Zone. The Asia and Europe Homo Sapiens evolved as independent subspecies of the Africa Homo Sapiens (A, B).
The history of Hindu (F), the tropical Homo Sapiens to the east of the Red Sea, was never recorded. The archeological evidence has a fascinating story to tell.
Reading material
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WHY IS INCENSE USED IN THE CATHOLIC CHURCH DURING THE ORDER OF THE MASS?
This fragrant element of our Catholic liturgy and heritage dates to the millennia before Christ.
For many Catholics, there is something about the odor of freshly burned incense filling the church, which is spiritually uplifting. Many a person entering the Catholic Church (via the Rite of Christian Initiation of Adults (RCIA) process) from another religion, comment about how the "smells and bells" of the Mass were spiritually memorable and holy for them. So, where did incense come from and why do we use it in the Sabbath Mass; at funerals; church dedications; etc.?
The use of incense in religious worship began more than 2,000 years ago and before Christianity even began to exist. The use of incense in China is documented before 2,000 BCE. Trade in incense and spices was a major economic practice between the east and west; when caravans traveled the Middle Eastern Incense Route from Yemen through Saudi Arabia [much like the Magi from the east; who visited Jesus in Bethlehem for the Epiphany]. The route ended in Israel, and it was here that it was introduced to the Roman Empire.
Religions in the western world have long used incense in their liturgical ceremonies. Incense is noted in the Jewish Talmud* and is mentioned 170 times in the Bible. (e.g., Exodus 30:1, et al):
"For burning incense, you shall make an altar of acacia wood …"
(* The Hebrew term, Talmud ("study" or "learning") commonly refers to a compilation of ancient rabbinical teachings regarded as sacred and normative by Jews; from the time it was compiled until modern times and is still so regarded by traditional religious Jews today.)
The use of incense in Jewish worship continued long after the beginning of Christianity and was a definite influence in the Catholic Church's use of it in liturgical celebrations. The Church sees the burning of incense as an image of the prayers of the faithful rising-up to heaven. The symbolism is mentioned in Psalm 141:2:
"Let my prayer be incense before you; my uplifted hands an evening offering."
There is no specific period recorded to let us know precisely when incense was introduced into the religious services of the Church. No evidence is available to show its use during the first four centuries of the Church. However, there are references of it being used in the New Testament. Luke, in the beginning of his Gospel, speaking about the birth of John the Baptist, writes:
"Then, when the whole assembly of people were praying outside at the hour of the incense offering, the angel of the Lord appeared to him standing at the right of the altar of incense. Zechariah was troubled by what he saw, and fear came upon him."
Incense is a sacramental*, used to sanctify, bless and venerate. The smoke from the incense is symbolic of the mystery of God Himself. As it rises upward, the imagery and smell convey the sweetness of Our Lord's presence and it reinforces how the Mass is linked to Heaven and Earth, ending in the very presence of God.
(* Sacramentals "are sacred signs which bear a resemblance to the sacraments. They signify effects, particularly of a spiritual nature, which are obtained through the intercession of the Church. By them, people are disposed to receive the chief effect of the sacraments, and various occasions in life are rendered holy" (Catechism of the Catholic Church, 1667).
The smoke also symbolizes the intense faith that should fill us, and the fragrance is representative of Christian virtue.
The General Instruction of the Roman Missal (GIRM) permits the use of incense at several times during the Mass. When something like the sacrificial offerings of the Mass are incensed, the censer (thurible) is swung three times, which represents the Three Persons of the Blessed Trinity.
There are various times during the Mass when incense may be used:
* During the entrance procession;
* Before the Gospel reading; and
* At the beginning of Mass to incense the altar and the Cross;
* After the paten of bread and the chalice of wine are placed on the altar to incense the assembly's offerings to God, the Cross, the altar, the priest, and finally the people.
Additionally, incense is also used on Holy Thursday (as the Blessed Sacrament is relocated, from the main tabernacle to an alternate location of repose, until the Easter Vigil liturgy). Also, during the Easter Vigil, five grains of incense* are placed into the Paschal [Easter] Candle.
(* 5 grains of incense (often red in color) are embedded or encased in wax "nails" that are placed in the Paschal Candle at the beginning of the Easter Vigil liturgy to represent the glorious wounds on Jesus, the Christ's crucified body.
In closing, let us go to the Book of Revelation 8:3-4:
"Another angel came and stood at the altar, holding a gold censer (thurible). He was given a great quantity of incense to offer, along with the prayers of all the holy ones on the gold altar, which was before the throne. The smoke of the incense, along with the prayers of the holy ones, went up before God from the hand of the angel."
Indeed, the use of incense is deeply rooted in our Catholic heritage and worship practices.
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Implementation and Impact
Music Intent
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
" Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything ." Plato
Intent
We intend that every child shall enjoy their opportunities to learn about music in all its forms – to enjoy the opportunity to make music, listen to and appreciate it and understand the specialist aspects of it – its language, its patterns and its notation.
We want our children to enjoy performing together, and to see the links between music and performance across the Arts.
We intend through teaching of the National Curriculum for music to ensure that all pupils:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Implementation
Our curriculum is centred around 'Charanga', a musicbased scheme, in which the children learn to sing and play instruments. The scheme of work covers the National Curriculum. Children will have the opportunity to develop an understanding of pulse, rhythm and notation. The programme incorporates the use of technologies such as 'Garage Band', enabling the children to compose their own pieces. The curriculum is delivered by class teachers using a clearly planned and rich syllabus. This will be further enhanced through additional musical study and appreciation during performance and concerts.
Each unit follows a sequence of learning: listen and appraise, interrelated dimensions of music, singing, playing Instruments, improvisation, composition, perform and share. This approach ensures the children get a rich learning experience covering all aspects of music.
Music is taught throughout the school, establishing cross curricular links where possible –in English, Early Years, Maths, RE, Physical and Creative development.
Choirs and Music groups are formed to meet the school needs e.g. for school and the community seasonal events. Monksdown prides itself on the superb productions delivered to parents. Children have the opportunity to shine in these spectacular events.
Impact
As a result of our curriculum, children at Monksdown will:
* have opportunities to listen to, engage with and develop an appreciation for music
* develop an understanding of a wide range of musical genres through engagement
* learn to play tuned and un-tuned instruments and have opportunities to further interests through extra-curricular music activities
* have opportunities to listen to live music through our specialist teachers and other experiences such as workshops and concerts
Children learn musically, both independently and as part of a group, ensuring skills of resilience and teamwork are promoted in this subject. Children are enthused and engaged in a wide variety of music activities. Opportunities to perform outside of school and within our local environment ensure our children understand the significance and place of music within the wider world. Children are excited and inspired to participate in Christmas and end of year 'Monksdown' performances. | <urn:uuid:8c14cbc1-ab06-45a6-aad4-0b5be2dc9267> | CC-MAIN-2024-51 | https://monksdownprimary.co.uk/wp-content/uploads/2022/01/Music-Intent-Implementation-and-Impact.pdf | 2024-12-02T10:56:22+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00425.warc.gz | 383,576,089 | 703 | eng_Latn | eng_Latn | 0.997136 | eng_Latn | 0.997566 | [
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The Way of the Cross, also known as the Stations of the Cross, are a way to pray and meditate on Christ's sacrifice for us. It is divided into fourteen stations; from the time Jesus was condemned to his burial and resurrection. This has been long encouraged by the Church and is especially useful during Lent and Good Friday.
The objective of the stations is to help the Christian faithful to make a spiritual pilgrimage through contemplation of the Passion of Christ. It has become one of the most popular devotions and can be found in many Western Christian churches, including the Anglican, Lutheran, Methodist, and Roman Catholic.
This devotion, highly recommended by the Church, was developed during the Crusades when the knights and pilgrims began to follow the route of Christ's way to Calvary. This devotion spread throughout Europe and was promulgated by the Franciscan friars in the 14th and 15th centuries.
Eventually, the Stations of the Cross became an important catechetical tool, and the popularity of this devotion inspired some of the greatest examples of medieval Christian art. Some scholars believe that medieval miracle plays, which were essentially tableaux of Christ's life, developed from the sculptured representations of the Stations of the Cross in the great Churches. These scenes from the Way of the Cross have provided inspiration for many of the world's greatest works of visual art.
During Lent or Holy Week Catholic parish churches schedule a service for Stations of the Cross every Friday or at least once for the faithful to participate.
The Fourteen Stations:
First Station - Jesus is condemned to Death
Second Station - Jesus is made to bear His Cross
Third Station - Jesus falls the first time under His Cross
Fourth Station - Jesus meets His Mother
Fifth Station - Simon the Cyrene helps Jesus carry His Cross
Sixth Station - Veronica wipes the face of Jesus
Seventh Station - Jesus falls the second time
Eighth Station - Jesus speaks to the daughters of Jerusalem
Ninth Station - Jesus falls the third time
Tenth Station - Jesus is stripped of His garments
Eleventh Station - Jesus is nailed to the Cross
Twelfth Station - Jesus dies on the Cross
Thirteenth Station - Jesus is taken down from the Cross
Fourteenth Station - Jesus is buried in the tomb
After announcing each station, genuflect and say:
Guide:
We adore you O Christ and we praise you.
All:
Because by your holy Cross you have redeemed the world.
Following a scriptural narrative for each station, then all recite an Our Father, Hail Mary, and a Glory be to the Father. | <urn:uuid:a3b7ea26-0aca-4dda-b395-74a3ec581041> | CC-MAIN-2024-51 | https://saintmichaelcalhan.diocs.org/LinkClick.aspx?fileticket=Tu-ynFot4t4%3D&portalid=1 | 2024-12-02T11:09:27+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00421.warc.gz | 472,727,124 | 532 | eng_Latn | eng_Latn | 0.997039 | eng_Latn | 0.997039 | [
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Daniel Pink's Story Suggestions
* Write a mini-saga (extremely short stories, just fifty words long).
* Enlist in StoryCorps (record your own with a family member or friend).
* Whip out a tape recorder.
* Visit a storytelling festival.
* Experiment with digital storytelling.
* Read great stories.
Daniel Pink's book, A Whole New Mind: Moving from the Information Age to the Conceptual Age, can be ordered online at www.davisart.com.
"Story is just as integral to the human experience as design." —Daniel Pink
My life has always been full of stories. When I was a child, the bookmobile stopped in front of my house every other week and my siblings and I always checked out the limit of books. The only time I have been able to stay up all night was to finish reading a book because I couldn't wait until the next day to find out how the story ended. Fiction is still my favorite escape, and I am especially drawn to artwork that tells stories. My elementary students are always eager to tell me stories about their artworks, stories that deepen my understanding of them.
"Story represents a pathway to understanding that doesn't run through the left side of the brain." —Daniel Pink
In A Whole New Mind: Moving from the Information Age to the Conceptual Age, author Daniel Pink considers story as one of six essential right-brain-directed senses or aptitudes that are needed for success in our contemporary world, a time he calls the "Conceptual Age." Pink believes that now that
4 SchoolArts October 2007
facts and information are immediately available online, the ability to place these facts in context and to deliver them with emotional impact is more important. In other words, the ability to tell "an emotionally compelling narrative has become an essential aptitude." How better to do so than through art? This month we offer many forms of storytelling through art and invite you and your students to enter our first digital storytelling contest.
StoryCorps
Before we bought our own Airstream trailer, I had noticed that StoryCorps, a national project to inspire and help people to record their own personal stories, was using an Airstream as a portable recording booth. For these stories, two people record their conversation, often answering questions or remembering a special time.
ary StoryBooths in New York City and two traveling Airstreams, called MobileBooths. You can make an appointment at a StoryCorps near you or check out StoryCorps at www.storycorps.net and listen for ideas you can use for recording your own students' stories (about art) on podcasts and digital movies. (Daniel Pink's book also recommends StoryCorps.) A simple do-it-yourself guide (www.storycorps.net/participate/doit-yourself_guide/) is very helpful for making podcasts with your students.
Please keep sharing your students' stories of art. We will all be richer for it.
StoryCorps stories are broadcast on National Public Radio and archived at the American Folklife Center at the Library of Congress. There are two station- | <urn:uuid:ada17fa1-d08a-4f58-9ef5-a3cc41295136> | CC-MAIN-2024-51 | https://catalog.davisart.com/Promotions/SchoolArts/PDF/EC10_07.pdf | 2024-12-02T10:11:01+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00421.warc.gz | 137,840,028 | 634 | eng_Latn | eng_Latn | 0.998426 | eng_Latn | 0.998426 | [
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The Intent, implementation and Impact of our Curriculum – Computing.
Intent
When planning and teaching computing at St John's, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone's daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of 'Computational Thinking' in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
Implementation
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting half termly units. In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Impact
After the implementation of this robust computing curriculum, children at St John's will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature. | <urn:uuid:a3ee474c-af32-4c2a-8cd1-ac3c7ce55293> | CC-MAIN-2024-51 | https://www.digswell.herts.sch.uk/goto/11144?slug=computing | 2024-12-02T11:19:54+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00423.warc.gz | 694,768,701 | 734 | eng_Latn | eng_Latn | 0.998579 | eng_Latn | 0.998314 | [
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Stamford Green Primary School and Nursery
Geography Compendium
0
"The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together."
Barack Obama
What is the vision for Geography at Stamford Green?
It is our vision that our children:
* See themselves as geographers demonstrating the knowledge about diverse places, people, resources and natural and human environments
* Have a curiosity and fascination about the natural world and relate to their own experiences
* Think about their own place in the world and how this impacts their rights and responsibilities to others and the environment
* Use practical resources to ask and answer questions through investigations and field studies
* Develop a range of practical fieldwork skills that they can apply within other areas of the curriculum and their lives
Our Geography curriculum is brought to life by our seven commitments:
HAPPINESS
We want our children to be happy and enjoy their geography lessons as we know that happy children learn well. Our carefully planned curriculum intends to inspire the children to have an awe, wonder, appreciation and enjoyment for the world we live in, through their deepening understanding of knowledge and skills. We ensure that the children learn and develop fieldwork skills, alongside their deepening knowledge to enable children to use the skills in context for their learning. Our curriculum ensures that carefully planned activities and experiences bring the subject alive to allow the children to have a love of learning the subject.
INSPIRING
Geography helps to provoke and provide answers to questions about the natural and physical aspects of the world. Through our carefully planned curriculum, we intend to inspire the children to have a curiosity and fascination about the world we live in. We want the children to ask questions and have the skills and knowledge to investigate further, through learning about places, people and natural and physical processes. We also inspire the children to want to make a difference and to respect and look after our environment through the role of Eco Warriors. These children are elected by their peers and meet regularly to discuss school wide issues and are also responsible for the school's recycling initiatives.
LEARNING
Our geography curriculum allows the children to develop a wide range of geography skills and knowledge which can be utilised together for the children to become geographers. Our curriculum is built around three enquiry questions per year, where the children build the skills and
1
knowledge throughout the term to be able to answer those questions. We ensure that the children have a secure locational and place knowledge to articulate their understanding of the world. Children develop an understanding of their own locality and learn to contrast and compare it with places around the world. Children gain a solid understanding of physical processes, such as volcanoes and the water cycle and can confidently use associated vocabulary when discussing these processes.
TOGETHERNESS
Throughout our curriculum, children work together to develop their fieldwork skills. They learn to make observations, measurements and record information about their locality. We aspire for our children to see themselves as citizens of the world and to know that the part they play in looking after our world is an important one. They will know that it is not the actions of an individual but together they can make a difference. As part of our Pupil Leadership Team, children are elected to be an Eco Warrior for their class, working together as team focusing on sustainability and reducing the carbon footprint across the school.
VALUES
In our geography lessons, the school's twenty two values will be evident across the school. Children will be caring, respectful and take responsibility for looking after and making a difference to the environment. Children will be resilient and show co-operation when working together and using maps within the local areas. Children will be empathetic, respectful and aspirational when learning about and discussing important issues such as climate change, deforestation and other cultures.
AMBITION
We have high aspirations for the children and through our geography curriculum, it is our intention that the children see themselves as geographers through the key skills and knowledge that we have equipped them with. We are ambitious for the children to talk like a geographer and as such, we have planned the vocabulary that the children will use, that will build from the EYFS to Year 6. We are ambitious that the children will challenge misconceptions and ask questions about why things happen. We are not only ambitious for the children, but the teaching staff too and as such ensure that the geography subject leader keeps staff up to date with their subject knowledge.
ACHIEVEMENT
We will ensure that our children achieve well and develop their geographical skills and knowledge to an accomplished standard. Our milestones clearly set out the expectations for each year group recording what the children will be able to demonstrate. Our approach to the children working towards answering the termly enquiry question allows the children to feel a sense of achievement, when collectively, they have worked together to be able to communicate to others in a variety of different ways.
Aims for National Curriculum
The National Curriculum for geography aims to ensure that all pupils:
* Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
* Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
* Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
2
By the end of Year 6 at Stamford Green, our children will…
3
Long Term Plan
4
Long Term Plan: Early Years Foundation Stage
Milestones – By the end of the EYFS, children will demonstrate…
* I can talk about the weather and talk about seasonal changes
* I know the information that a map can show
* I can draw a map of familiar places or from familiar stories
* I can talk about where I live and familiar places to me
* I can talk about some of the features of our country, such as the weather
* I know the names of some countries around the world
According to the Statutory Framework, children in Nursery and Reception should be taught:
* Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children's personal experiences increase their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society
* Listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world
* As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children's vocabulary will support later reading comprehension
| Tier 1 | Tier 2 |
|---|---|
| | same, different, change, season |
| | country, world, same, different, nature |
| school, areas, season | natural, care, seasonal, record |
| draw | map, plan, forest |
| season, country, world, plants, animals | spring, summer, autumn, winter, weather |
| | In Nursery, the skills the children will be taught: | |
|---|---|---|
| | Learning Focus | Progression of skills |
| Personal Experiences | Personal Experiences | • Show interest in leaves/conkers etc making collections and |
| | | bringing them into the setting |
| | | • Confidently explore the forest school areas at Forest School |
| | | • Notice changes in the weather in different seasons |
| Explore and Respond | | • Show respect for living creatures when finding bugs at Forest |
| | | School and in the outdoor area |
| | | • Know that there are different countries in the world and some of |
| | | the similarities and differences |
| | In Reception, the skills the children will be taught: | |
|---|---|---|
| | Learning Focus | Progression of skills |
| The World of Stamford Green | The World of Stamford | • Know about the different areas of the school and what they are |
| | Green | for |
| | | • Talk about and draw the natural environment of the school |
5
| | • Know that it is important to take care of the environment where |
|---|---|
| | we learn and ways to do this |
| | • Observe and talk about seasonal changes and record these |
| | ideas |
| How the World Works | • Find out information from a simple map |
| | • Draw maps and plans of familiar places and stories |
| The Whole Wide World! | • Observe and talk about seasonal changes |
| | • Be familiar with the name of Epsom and other places important to |
| | them |
| | • Know the names of some other countries and the animals that live |
| | there |
| | • Be able to talk about features of our country – weather, plants, |
| | animals etc |
| | • Talk about countries that they are familiar with and share details |
| | that they know |
6
6
* I can name and locate the 4 countries of the United Kingdom
* I can name the capital cities in England, Northern Ireland, Scotland and Wales
* I know what a map is and how to use it to locate countries in the United Kingdom
* I know what is meant by the terminology human and physical features
* I can make observations about what I see
* I can name some human and physical features
According to the National Curriculum, children should be taught:
* Name and locate the world's seven continents and five oceans
* Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to:
i. Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
ii. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
* Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
| Tier 1 | Tier 2 |
|---|---|
| country | city, capital city, England, Ireland, Scotland, Wales, United Kingdom, Epsom |
| country, sea | continent, ocean |
| houses, forest, sea, coast, season, weather | town, city, mountain, ocean, beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, castle |
| map, weather | landmarks, globe |
7
In Year 1, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
In Year 1, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
What is it like where I live?
Focus: UK study
What is it like to be child living in Peru?
Focus: NonEuropean country study
Would our school field be a good place to build a castle?
Focus: Land use
* Use maps of the United Kingdom to identify its countries and capital cities
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Use world maps and globes to identify South America, Peru, Atlantic and Pacific Ocean
* Describe similarities and differences and patterns e.g. comparing the lives of people living in different locations
* Observe and describe daily weather patterns
* Express their views on the features of their environment
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features if its surrounding environment
* Devise a simple map
8
* I can name world's seven oceans and five continents and locate them on a map
* I can use simple compass directions
* I can describe the location of features and routes on a map
* I can use a map to locate countries around the world
* I can discuss different weather patterns and can draw on similarities between the UK and other countries
* I can make comparisons between two places
* I can ask and answer simple geographical questions
According to the National Curriculum, children should be taught:
* Name and locate the world's seven continents and five oceans
* Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and physical geography
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to:
i. Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
ii. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
* Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
| Tier 1 | Tier 2 |
|---|---|
| country, ocean, globe | continent, Europe, North America, South America, Africa, Asia, Antarctica, Oceania, Pacific Ocean, Atlantic Ocean |
| coast, weather, temperature, hot, cold, map, globe | Atlas, coastal region, equator, pole, North Pole, South Pole, climate, Arctic Circle, Antarctica |
| beach, coast, cliff, forest, river, town, path, field, city | desert, village, countryside |
| weather, season | compass, directions, north, south, east, west, routes |
9
In Year 2, the knowledge the children will be taught:
Substantive Knowledge:
Locational Knowledge, Place Knowledge, Human & Physical Geography
What is our world made up of? Focus: Continents & Oceans
* Know about compass directions
* Name the world's seven continents and five oceans
* Compare and contrast the human and physical geography of the Isle of Coll and Maui
* Use basic geographical vocabulary to refer to key physical features (e.g. beach, coast)
* Use basic geographical vocabulary to refer to key human features (e.g. town, harbour)
* Name and locate surrounding seas of the United Kingdom
* Describe the human and physical features of coastal regions and make comparisons with Epsom
* Use basic geographical vocabulary to refer to key physical features (e.g. beach, coast)
* Use basic geographical vocabulary to refer to key human features (e.g. town, harbour)
* Name and locate the world's seven continents
* Name and locate the world's five oceans
* Name and locate the hot and cold areas of the world in relation to the equator and the North and South Poles
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relations to the Equator and the North and South Poles
* Use basic geographical vocabulary to refer to key physical features (e.g. desert, polar)
In Year 2, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
What is our world made up of? Focus: Continents & Oceans
How is are coastal regions geographically different to Epsom?
Focus: Human and physical features
Could a polar bear live in the desert?
Focus: Hot & cold areas
* Use world maps, atlases and globes to identify the United Kingdom and the continents and oceans
* Use simple compass directions (North, South, East, West) and describe the location of features and routes on a map
* Devise a simple map; use and construct basic symbols in a key
* Use simple fieldwork and observational skills to study the key human and physical features of its surrounding environment
* Make observations about what Epsom is like
* Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
* Develop simple fieldwork and observational skills when studying the geography of the local environment of the school
* Use a range of sources such as maps, globes, atlases and aerial photographs to identify features and places as well as to follow routes
* Use simple compass directions and locational and directional language when describing features and routes
* Use world maps, atlases and globes to identify the United Kingdom and the continents and oceans Identify seasonal and daily weather patterns
10
How are coastal regions geographically different to Epsom?
Focus: Human and physical features
Could a polar bear live in the desert? Focus: Hot & cold areas
* Ask and answer simple geographical questions when investigating different places and environments
* Express views about the environment
* I can identify and explain the causes and effects of natural disasters, such as earthquakes and volcanoes
* I can describe and compare different types of landforms, such as mountains, hills, valleys, and plains
* I can discuss where different types of food are grown and/or originate from and can discuss the concept of import and export
* I can identify and describe different types of weather conditions, such as rain, snow, wind, and sunshine and make comparisons between different countries
* I can identify and describe the characteristics of rural, urban, and suburban areas.
* I can understand and explain the concept of natural resources and their importance to humans.
* I can analyse and interpret population data, such as birth rates, death rates, and population density, to understand population patterns and trends
* I can recognise and describe the different types of settlements, such as rural villages, towns, and cities
* I can explain how plate tectonics and volcanic activity shape the Earth's surface, and identify areas prone to earthquakes and volcanic eruptions.
According to the National Curriculum, children should be taught:
* Locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities
* Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land use patterns; and understand how some of these aspects have changed over time
* Identify the position of significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region with North or South America
* Describe and understand key aspects of physical geography, including climate, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
* Describe and understand key aspects of human geography including types of settlement and land use, economic activity, including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technology
| Tier 1 | Tier 2 |
|---|---|
| equator, map, continents, oceans | latitude, longitude, prime meridian, hemisphere, scale, map key, |
| capital city, coast | region, landmark, coastline, natural resources including energy, food, minerals and water |
|---|---|
| plate, town, city, countryside, weather, land, sea, coast | volcano, earthquake, population, density, urban, rural, migration, settlement patterns, land use, trade, culture, heritage, climate |
| observe, measure, map | observation, data, survey, measurement, map skills, compass |
13
14
* I can discuss how the city of London has changed over time
* I can discuss the water cycle and know how rivers are formed
* I can use latitude and longitude coordinates to locate specific places on a map
* I can analyse and interpret different types of maps, such as topographic maps, political maps, and thematic maps
* I can understand and explain the concept of migration and its impact on both the source and destination regions
* I can identify and explain the factors that contribute to the distribution of population in different areas
* I can recognize and explain the importance of water bodies, such as rivers, lakes, and oceans.
* I can describe and compare the economic activities, such as agriculture, industry, and tourism, in different regions
* I can identify and describe the characteristics of urbanisation, including the growth and development of cities
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey Maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, prime meridian, hemisphere, | coordinates, compass rose, scale |
| Place knowledge | continent, country, region, landmark, capital city, mountain range, river, lake, desert, forest | |
|---|---|---|
| Human and physical geography | urban, rural, trade, weather, rain, river, grid, symbol | population, distribution urbanisation, migration, culture, economy, settlement, landforms, climate, weathering, erosion, natural hazards, water cycle, biodegradable, conservation, basin, delta, erosion, estuary, grid references |
| Geographic skills and fieldwork | observe, measure | observation, data, survey, measurement, field notebook, compass, field sketch, field trip, analysis |
16
In Year 4, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
How does the UK compare to Greece?
Focus: Region in an European Country
Who lives in Antarctica? Focus: Land use
What are rivers and how are they used?
Focus: River study & the water cycle
* Use atlases and globes to locate countries and describe features studied
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
* Use the eight points of a compass, four and six figure grid references
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps and plans
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies
* Use the eight points of a compass
* Use a range of sources such as maps, globes, atlases and aerial photographs to identify features and places as well as to follow routes
* I can explain how natural processes, such as weathering and erosion, shape the Earth's surface
* I can identify and explain the causes and effects of natural disasters, such as tsunamis, hurricanes, and floods
* I can describe the characteristics and major features of different biomes, such as rainforests, grasslands and tundras
* I can analyse and interpret climate graphs and charts to understand weather patterns and climate variations
* I can use latitude and longitude coordinates to determine the precise location of a place on Earth
* I can analyse and discuss the causes and consequences of environmental issues, such as deforestation, pollution, and climate change
* I can recognize and discuss the importance of sustainable practices and conservation efforts to protect the environment
* I can recognize and explain the concept of globalisation and its impact on the interconnectedness of people and places
* I can describe and compare the characteristics of different climate zones and their impact on human activities and natural environments
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey Maps) to build their knowledge of the United Kingdom and the wider world
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
The new vocabulary the Year 5 children will use will include:
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, prime meridian, coordinates, hemisphere, | geographical grid, time zones |
| continent, country, capital city, landmark, mountain range, river, desert | rainforest, archipelago, coastline, grassland |
| population, migration, settlement, urbanisation, culture, economy, trade, landforms, climate, ecosystem, biome, weathering, erosion, conservation, water cycle | infrastructure, tourism, globalization, natural hazards, plate tectonics, four and six- figure grid references, Ordnance Survey symbols |
| | observation, data, survey, measurement, field notebook, compass, field sketch, sampling analysis |
In Year 5, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
| How does the weather vary across the world? Focus: Climate zones and biomes | • Use atlases and globes to locate countries and describe features |
|---|---|
| | studied |
| | Use the eight points of a compass, four and six figure grid references, |
| | symbols and a key (that uses standard Ordnance Survey symbols) to |
| | communicate knowledge of the UK and the world |
| Our we damaging our world? Focus: Climate change | |
| How was the land use at Box Hill changed over time? Focus: Land use changes over time | |
20
* I can analyse and interpret different types of maps, including physical maps, political maps, and thematic maps
* I can analyse and interpret population distribution and demographic data to understand patterns and trends
* I can explain the causes and consequences of environmental issues, such as deforestation, desertification, and water scarcity
* I can analyse and evaluate the impact of human activities on the environment, such as pollution, habitat destruction, and resource depletion
* I can explain the concept of globalization and its effects on trade, culture, and the movement of people
* I can analyse and interpret data on economic indicators, such as GDP, employment rates, and income levels, to understand regional and global disparities
* I can investigate and analyse the challenges and opportunities of urbanization, including issues related to infrastructure, housing, and social inequalities
* I can use geographic skills, such as fieldwork, map reading, and data analysis, to investigate and solve real-world problems
According to the National Curriculum, children should be taught:
* Locate the world's countries on maps focusing on Europe and North and South America, concentrating on environmental regions, key physical and human characteristics, countries and major cities
* Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time
* Identify the position and significance of latitude and longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
* Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
* Describe and understand key aspects of:
i. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
ii. Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
* Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans ad graphs, and digital technologies
| Tier 1 | Tier 2 |
|---|---|
| latitude, longitude, equator, coordinates, hemisphere, map | global positioning system (GPS), geographic information system (GIS), topographic map, geographical coordinates |
| Place knowledge | climate, landform, river volcano, desert, rainforest | river system, glacier, terrain, mountain range |
|---|---|---|
| Human and physical geography | population, migration, settlement, urbanization, culture, economy, trade, infrastructure, globalization, governance, landforms, climate, biome, weathering, erosion, natural hazards, plate tectonics, water cycle, soil | biodiversity, ecosystem, emergent, canopy, understory, forest floor |
| Geographic skills and fieldwork | | observation, data, survey, measurement, field notebook, sampling, equipment, data analysis, conclusion |
In Year 6, the knowledge the children will be taught:
Substantive Knowledge: Locational Knowledge, Place Knowledge, Human & Physical Geography
Where does our energy come from?
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
Focus: Distribution of natural resources
Why should the rainforest be important to us all? Focus: Study of a region in South America
Does tourism have a positive impact on Mount Everest?
Focus: Mountains
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
* Understand geographical similarities and differences through the study of human and physical geography between the UK and a region in Europe
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
* Understand geographical similarities and differences through the study of human and physical geography between the UK and a region in South America
* Locate the worlds countries using maps, concentrating on key physical and human characteristics and major cities
* Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn
In Year 6, the geographical skills the children will be taught:
Disciplinary Knowledge Geographical skills and fieldwork
Where does our energy come from?
Focus: Distribution of natural resources
Why should the rainforest be important to us all?
Focus: Study of a region in South America
Does tourism have a positive impact on Mount Everest?
Focus: Mountains
* Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity and the distribution of natural resources
* Use atlases and globes to locate countries and describe features studied
Use four and six-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the UK
* Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity and the distribution of natural resources
Describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts
* Use atlases and globes to locate countries and describe features studied
* Create maps of locations, identifying patterns such as land use, climate zones, population densities
* Describe and understand key aspects of physical geography, including mountains
* Describe and understand the key aspects of human geography including economic activity Recognise patterns in human and physical features and understand some of the conditions, processes or changes which influence these patterns
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Pine Newsletter Autumn 2 Term 2023-24
Upcoming Diary Dates:
General Class News:
Children in Need
November 17th
Christmas Light Walk December 7th
Cromer Church Carol Service 18th December
Christmas Dinner Day 19th December
Welcome back to school—we hope you've had a good break and you're feeling refreshed. There is lots to look forward to this half term staring with our trip to Gressenhall on November 14th to help us understand more of our topic on the Victorians. We'll also be enjoying preparations for Christmas!
Maths
In maths we will be starting to look at subtraction both mental strategies and written column subtraction. We will move on to look at multiplication and division including sharing and grouping, arrays and times table and division facts. We will be practising our timetables. A good resource for this is :
https://www.turtlediary.com
English
Pine are looking at Fantasy this half term and exploring books by Philip Pullman, Kasu Kibuishi and Anthony Horowitz. We will be examining characters and character development as well as improving our persuasive writing.
All students have a log on for our learning platform IXL ( ht ps://uk.ixl.com ) which can be used to consolidate and to extend their learning.
RSHE
We will carry on with our work identifying prejudice and discrimination as well as considering responsibilities, treating others equally and thinking about how to prepare for adult life by learning about finance and jobs.
Science
In science we are going to be learning and practising different techniques for separating mixtures. We will learn about filtration, distillation chromatography and other methods to separate mixtures depending on their properties.
PE
During this half term lessons will be moving into the gym where students will learn the basic skills of Basketball. We will be looking at dribbling, passing and shooting techniques. We will then look to put all these skills together and play a mini game following the rules. The other PE lesson students receive will be Circuit training and learning some Boxing skills.
Other subjects:
In Music and Drama we will be exploring different games and techniques such as mime, character portrayal and role-play. In Topic we will be continuing with our work on the Victorians and how it was in this time that many of the Christmas traditions we enjoy today became popular. In RE we will continue to think about how religion peace and conflict are linked. These are always thought provoking lessons. In Outdoor Learning the children will be enjoying some seasonal activities and in art pupils will look at African art, particularly mark making and textiles.
Any other useful information
Thanks for supporting your young person with their learning out of school. We always encourage children to read books of their choice and will reward home reading with house points! Time spent practising times tables is also helpful. The following website has some helpful content.
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NABA International Butterfly Park:
Since its dedication in the fall of 2004, NABA's Butterfly Park in South Texas has matured into an attractive destination for butterfliers and nature enthusiasts, as well as for local families. Although the park is not yet fully developed, butterfly enthusiasts from across North America, and as far away as England and Australia, are finding their way to this butterfly oasis on the Rio Grande.
broad diversity of native plants in the gardens. To enhance this diversity, the plants are cut back after flowering to force denser growth and maintain the desired shape and size. They are also irrigated during periods of drought to encourage more flowers and an abundant nectar supply. The native plants that thrive in the gardens at the Butterfly Park are treated like prized plants at a botanical garden.
A typical day of butterflying at the Butterfly Park will often yield as many as 60 to 70 species, with a recorded high of 96 species for a single day. The major reason for the diversity of butterflies at the Park, is the New butterflies continue to be found at the Park!
Butterfliers who arrive at the Butterfly Park are invariably rewarded with large numbers of butterfly species. And it is not unusual for several of these species to be lifers. Recent sightings include Two-barred Flashers, Guava Skipper, Silver Emperor, Banded Peacock, Crimson Patch, Manybanded Daggerwing, Rudy Daggerwing, Ornythion Swallowtail, Red-bordered Pixie, and Common Banner. Gil Quintanilla's recent sightings and photographs of a Dingy Purplewing (June 30, 2007) and a Tiny Checkerspot (July 7, 2007) bring the Park's list of butterflies to 172 species.
The rich diversity of butterflies that can be found in the Rio Grande Valley ensures the success of the Butterfly Park, and has helped garner nationwide publicity for NABA's
The Butterfly Park staff continues to enhance the Park's biodiversity by visiting sites throughout the Lower Rio Grande Valley and identifying and then propagating additional native plant species that have potential as butterfly gardening plants. The Park's new native plant nursery was made possible through a grant from the Stanley Smith Horticultural Trust. Javier de Leon, until recently the Park's naturalist, is managing the project with the help of Carol Goolsby, the Park's Education Coordinator, and the volunteer assistance of Ann Vacek, the former Restoration Ecologist. Rio Grande Valley plant species, which are not found in cultivation, are grown, tested, and introduced into the Butterfly Park. Those that prove to be easy to cultivate, valuable as garden plants and as butterfly host and/or nectar plants, will be propagated for distribution to the public (see article about the Park nursery on page 50 of this issue).
A Dingy Purplewing (right) on June 20, 2007
and a Tiny Checkerspot (below) on July 7, 2007 brought the total number of butterfly species seen at the Park to 172.
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___________________________________________________________________________________
SSAT Reading Comprehension Practice Test 1
Reading Comprehension 1
Directions: Read each passage and answer the questions that follow it.
If you are asked the color of the sky on a fair day in summer, your answer will most probably be "blue." This answer is only partially correct. Blue sky near the horizon is not the same kind of blue as it is straight overhead. Look at the sky some fine day and you will find that the blue sky near the horizon is slightly greenish. As your eye moves upward toward the zenith, you will find that the blue changes into pure blue, and finally shades into a violet-blue overhead.
Have you heard the story of a farmer who objected to the color of the distant hills in the artist's picture? He said to the artist, "Why do you make those hills blue? They are green, I've been over there and I know!"
The artist asked him to do a little experiment. "Bend over and look at the hills between your legs." As the farmer did this, the artist asked, "Now what color are the hills?"
The farmer looked again, then he stood up and looked. "By gosh, they turned blue!" he said.
It is quite possible that you have looked at many colors that you did not really recognize. Sky is not just blue; it is many kinds of blue. Grass is not plain green; it may be one of several varieties of green. A red-brick wall frequently is not pure red. It may vary from yellow-orange to violet-red in color, but to the unseeing eye it is just red brick.
Q1. Which title best expresses the ideas of this passage?
* (A) "The Summer Sky"
*
(B) "Artists vs. Farmers"
* (C) "Recognizing Colors"
* (D) "Blue Hills"
Answer: __
Q2. At the zenith, the sky is usually
* (A) violet-blue.
* (B) violet-red.
* (C) greenish-blue.
* (D) yellow-orange.
Answer: __
Q3. The author suggests that
* (A) farmers are color-blind.
* (B) perceived color varies.
For more Question Answers Visit: www.gotestprep.com
___________________________________________________________________________________
* (C) brick walls should be painted pure red.
* (D) some artists use poor color combinations.
Answer: __
Q4. The word zenith in the first paragraph probably refers to
* (A) a color.
* (B) a point directly overhead.
* (C) a point on the horizon.
* (D) the hills.
Answer: __
Reading Comprehension 2
While the Europeans were still creeping cautiously along their coasts, Polynesians were making trips between Hawaii and New Zealand, a distance of 3,800 miles, in frail canoes. These fearless sailors of the Pacific explored every island in their vast domain without even the simplest of navigational tools.
In the daytime, the Polynesians guided their craft by the position of the sun, the trend of the waves and wind, and the flight of seabirds.
Stars were used during long trips between island groups. Youths studying navigation were taught to view the heavens as a cylinder on which the highways of navigation were marked. An invisible line bisected the sky from the North Star to the Southern Cross.
In addition to single canoes, the Polynesians often used twin canoes for transpacific voyages. The two boats were fastened together by canopied platforms that shielded passengers from sun and rain. Such crafts were remarkably seaworthy and could accommodate 60 to 80 people, in addition to water, food, and domestic animals. Some of these vessels had as many as three masts.
These Pacific mariners used paddles to propel and steer their canoes. The steering paddle was so important that it was always given a personal name. Polynesian legends not only recite the names of the canoe and the hero who discovered a new island but also the name of the steering paddle he used.
Q5. Which title is best for this selection?
* (A) "European Sailors"
* (B) "The History of the Pacific Ocean"
* (C) "The Study of Navigation"
* (D) "Early Polynesian Navigation"
Answer: __
Q6. The Polynesians made trips to
*
(A) New Zealand.
* (B) the Atlantic.
* (C) the Southern Cross.
Category: SSAT Practice Test
Subject: ReadingPracticeTest
___________________________________________________________________________________
* (D) Europe.
Answer: __
Q7. The word mariner means
* (A) propeller.
* (B) seaman.
* (C) paddle.
* (D) navigation.
Answer: __
Q8. This passage suggests that the Polynesians
* (A) trained seabirds to guide their canoes.
* (B) had seen a line in the sky that was invisible to others.
* (C) used a primitive telescope to view the heavens.
* (D) were astronomers as well as explorers.
Answer: __
Reading Comprehension 3
The seasonal comings and goings of birds have excited the attention and wonder of all sorts of people in all ages and places. The oracles of Greece and the augurs of Rome wove them into ancient mythology. They are spoken of in the Books of Job and Jeremiah.
Nevertheless, it has been difficult for many to believe that small birds, especially, are capable of migratory journeys. Aristotle was convinced that the birds that wintered in Greece were not new arrivals, but merely Greece's summer birds in winter dress. According to a belief persisting in some parts of the world to this day, swallows and swifts do not migrate, but spend the winter in hibernation. (Swifts and swallows do migrate, just as most other Northern Hemisphere birds do.) Another old and charming, but untrue, legend enlists the aid of the stork in getting small birds to and from winter quarters: Small birds are said to hitch rides on theEuropean stork's back.
It is clear why Northern Hemisphere birds fly south in the fall; they go to assure themselves of food and a more favorable climate for the winter months. It is also clear where most of the migrants come from and where they go. Years of birdbanding have disclosed the routes of the main migratory species.
But there are other aspects of migration that remain, for all our powers of scientific investigation, as puzzling and mysterious to modern man as to the ancients. Why do migrant birds come north each spring? Why don't they simply stay in the warm tropics the whole twelve months of the year? What determines the moment of departure for north or south? Above all, how do birds—especially species like the remarkable golden plover, which flies huge distances directly across trackless ocean wastes—find their way?
Q9. Which of the following is the best title for this selection?
* (A) "The Solution of an Ancient Problem"
For more Question Answers Visit: www.gotestprep.com
Category: SSAT Practice Test
Subject: Reading Practice Test
___________________________________________________________________________________
* (B) "Mysterious Migrations"
* (C) "The Secret of the Plover"
* (D) "Aristotle's Theory"
Answer: __
Q10. Bird-banding has revealed
* (A) the kind of food birds eat.
* (B) why the birds prefer the tropics in the summer.
* (C) why birds leave at a certain time.
*
(D) the routes taken by different types of birds.
Answer: __
Q11. Swallows and swifts
* (A) remain in Greece all year.
* (B) change their plumage in winter.
* (C) hibernate during the winter.
* (D) fly south for the winter.
Answer: __
Q12. The article proves that
* (A) nature still has secrets that man has not fathomed.
* (B) the solutions of Aristotle are accepted by modern science.
* (C) we live in an age that has lost all interest in bird lore.
* (D) man has no means of solving the problems of bird migration.
Answer: __
Using new tools and techniques, scientists, almost unnoticed, are remaking the world of plants. They have already remodeled sixty-five sorts of flowers, fruits, vegetables, and trees, giving us among other things tobacco that resists disease, cantaloupes that are immune to the blight, and lettuce with crisper leaves. The chief new tool they are using is colchicine, a poisonous drug, which has astounding effects upon growth and upon heredity. It creates new varieties with astonishing frequency, whereas such mutations occur but rarely in nature. Colchicine has thrown new light on the fascinating jobs of the plant hunters. The Department of Agriculture sends agents all over the world to find plants native to other lands that can be grown here and are superior to those already here. Scientists have crossed these foreign plants with those at home, thereby adding to our farm crops many desirable characteristics. The colchicine technique has enormously facilitated their work, because hybrids so often can be made fertile and because it takes so few generations of plants now to build a new variety with the qualities desired.
Q13. Which title best expresses the ideas of the paragraph?
* (A) "Plant Growth and Heredity"
* (B) "New Plants for Old"
* (C) "Remodeling Plant Life"
* (D) "A More Abundant World "
For more Question Answers Visit: www.gotestprep.com
Category: SSAT Practice Test
Subject:
___________________________________________________________________________________
Answer: __
Q14. Mutation in plant life results in
* (A) diseased plants.
* (B) hybrids.
* (C) new varieties.
* (D) fertility.
Answer: __
Q15. Colchicine speeds the improvement of plant species because it
* (A) makes possible the use of foreign plants.
* (B) makes use of natural mutations.
* (C) creates new varieties very quickly.
* (D) can be used with sixty-five different vegetables, fruits, and flowers.
Answer: __
Q16. According to the passage, colchicine is a
* (A) poisonous drug.
* (B) blight.
* (C) kind of plant hunter.
* (D) hybrid plant.
Answer: __
About the year 1812, two steam ferryboats were built under the direction of Robert Fulton for crossing the Hudson River, and one of the same description was built for service on the East River. These boats were what are known as twin boats, each of them having two complete hulls united by a deck or bridge. Because these boats were pointed at both ends and moved equally well with either end foremost, they crossed and re-crossed the river without losing any time in turning about. Fulton also contrived, with great ingenuity, floating docks for the reception of the ferryboats and a means by which they were brought to the docks without a shock. These boats were the first of a fleet that has since carried hundreds of millions of passengers to and from New York.
Q17. Which title best expresses the main idea of this selection?
* (A) "Crossing the Hudson River by Boat"
* (B) "Transportation of Passengers"
* (C) "The Invention of Floating Docks"
* (D) "The Beginning of Steam Ferryboat Service"
Answer: __
Q18. The steam ferryboats were known as twin boats because
* (A) they had two complete hulls united by a bridge.
5 |P a g e
___________________________________________________________________________________
* (B) they could move as easily forward as backward.
* (C) each ferryboat had two captains.
* (D) two boats were put into service at the same time.
Answer: __
Q19. Which statement is true according to the selection?
* (A) Boats built under Fulton's direction are still in use.
* (B) Fulton planned a reception to celebrate the first ferryboat.
* (C) Fulton piloted the first steam ferryboats across the Hudson.
* (D) Fulton developed a satisfactory way of docking the ferryboats.
Answer: __
Q20. Robert Fulton worked in the
* (A) seventeenth century.
* (B) eighteenth century.
* (C) nineteenth century.
* (D) twentieth century.
Answer: __
Q21. In line 8, the word shock is used to mean an
* (A) unpleasant surprise.
* (B) impact.
* (C) illness following an accident.
* (D) electrical impulse.
Answer: __
Q22. The first steam ferryboats were built to
* (A) cross the Erie Canal.
* (B) cross the Hudson River.
* (C) carry passengers to Massachusetts.
* (D) travel down the Delaware River.
Answer: __
Answer Keys Link
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Immigration and Universal Suffrage
Grade 4 and beyond
Curriculum Connections: Visual Literacy, Immigration, Suffrage
This activity is a way to provide a lesson on visual literacy within a history curriculum, as well as an introduction to or exploration of political cartoons. If your students are unfamiliar with political cartoons, you may want to begin with the Skills Lesson: Political Cartoons.
Display the image. Give students time to generate and answer questions about the object and write notes. Use the background material at the end of this activity whenever you think it will encourage students to ask more questions and think more about how to engage with the portraits.
Click here for a high-resolution version of this image.
Potential Questions
* What is this object?
* When was it published?
* Where is it from?
* What do you know about that period in the United States?
* What is it showing?
* What was the cartoon's purpose?
Potential Questions
* Examine the image using the grid system and write down details from each grid. What do those details communicate?
* What do the words in the two lower corners mean in this context?
* How many ethnicities can you identify in this image?
* What kind of information does this source give you about the period after the Civil War?
* What questions do you have about this image as a result of examining it? Where might you be able to get more information about this image or answers to your questions?
* What background knowledge do you bring to your understanding of this image?
Background
The cartoon was created in support of the Fifteenth Amendment. The amendment was passed by Congress in February 1869 and, when this cartoon was published, it was being debated in state legislatures. New York at first ratified the amendment, but when a Democratic majority won in the fall of 1869 that vote was reversed. By March 1870, enough states had ratified the amendment for it to be added to the Constitution.
The image shows Uncle Sam (carving the turkey on the far-right) and Columbia (farleft), a symbol of the United States and of Liberty. Columbia sits between Black and Chinese families. This reflects the artist's (Thomas Nast's) support for both groups against the violence and prejudice they experienced. Some of the other ethnicities and races pictured include German, French, Arab, British, Italian, Spanish, Chinese, and Irish. In the upper right is a picture of Castle Garden, which was the main entry point for European immigrants before Ellis Island was established in 1890.
Extension Activity
As an exploration of the U. S. Constitution, give students the text of the Fourteenth Amendment: "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."
Explain to them that, although the amendment was written to guarantee the right to vote of Black men, many people, including suffragist Susan B. Anthony, believed that it guaranteed the right to vote to women, since they were citizens. Then discuss what being a citizen in the U. S. means.
Additional Resources
* Collection Essay "Immigration and Citizenship in the United States, 1865-1924"
* "Uncle Sam's Thanksgiving Dinner—Two Coasts, Two Perspectives" in Illustrating Chinese Exclusion, ThomasNastCartoons.com
* "Uncle Sam's Thanksgiving Dinner" in Applied Social Sciences Magazine at Encyclopedia.com
* "Uncle Sam's Thanksgiving Dinner" in On this Day, HarpWeek (archived) | <urn:uuid:46dbf533-06ca-48e6-a2fc-22e4b7dd095d> | CC-MAIN-2024-51 | https://dcc.newberry.org/wp-content/uploads/2022/04/UncleSam_Activity_Download.pdf | 2024-12-02T10:01:24+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00429.warc.gz | 175,626,741 | 789 | eng_Latn | eng_Latn | 0.998333 | eng_Latn | 0.998392 | [
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Class team
Miss Vance
School Day
* Pupils arrive at school
* Good Morning Routine/Greetings
* All pupils participate in individual OT circuits
* OT Walk
* Snack time
* Lesson 1&2 - Teacher lead input – work based activities – Teacch Baskets (intensive interactions)- Indoor and outdoor continuous provision.
* Break time
* Lunch time
* Lesson 3
* Break time
* Lesson 4&5 - Teacher lead input – work based activities – Teacch Baskets (intensive interactions)- Indoor and outdoor continuous provision.
* OT Walk
* Snack Time
* Home Time
Enhancements
* We have PE on a Tuesday afternoon taught by Warrington Wolves
* Swimming – This usually takes place in the Spring 2 Term
* Forest School – we will be having our sessions on a Tuesday afternoon during the second half of the Spring Term.
* This year we are going to introduce story massage into our weekly timetable.
* We have slots in the Sensory Room twice a week.
* We have an Attention Autism lesson everyday.
* We aim to go shopping as often as we can.
* Taiko Drumming in the Spring term
* We have music with Mr Higham on a Friday afternoon.
The Engagement Model
Engagement Model: 5 Areas
The 5 areas are not hierarchical, so there is no expectation that pupils need to demonstrate progress in all 5 areas. Instead, each of the areas represent what is necessary for pupils to fully engage in their learning and reach their full potential. The areas also provide the scaffolding to enable pupils to become independent in learning a new skill or concept.
Exploration
activity, for example, whether they display more than an involuntary or startled the stimulus or activity, for example, they may notice it or reach out to it. Exploration becomes more established when the pupil is still responsive to the same stimulus or activity when it is presented in different contexts or environments, for example, a different time of day, a different place or with different people. Exploration is important in identifying which stimuli or activities interest the pupil and motivate them to pay attention and investigate them further, so that they can develop new knowledge and skills.
This shows whether a pupil can build on their initial reaction to a new stimulus or reaction to the activity. Additionally, the pupil may be interested in and curious about
The Engagement Model
Realisation
Realisation becomes more established when the pupil uses the newly developed skills or knowledge in new ways and in different contexts or environments. This is important as it can keep the pupil excited in their learning and prevents an activity from becoming routine.
This shows how the pupil interacts with a new stimulus or activity or discovers a new aspect of a familiar stimulus or activity. They will display behaviours that show they want more control of the stimulus or activity, for example by stopping it or trying to make changes to it. The pupil will often show what familiar adults consider to be 'surprise', 'excitement', 'delight', 'amazement' or 'fear'.
Anticipation
Anticipation becomes more established when the pupil shows awareness that a familiar activity is about to start or finish, even when cues and prompts are reduced. Anticipation is important in measuring the pupil's understanding of cause and effect, for example if they do this, then something will happen. This prepares the brain for learning and helps with the pupil's memory and sequencing.
This shows how much the pupil predicts, expects or associates a stimulus or activity with an event. They may anticipate that a familiar activity is about to start or finish by interpreting cues or prompts such as auditory (what they hear), tactile (what they feel) and visual (what they see).
The Engagement Model
Persistence
Persistence is important so that the pupil maintains an activity long enough to develop and reinforce learning. It also helps the pupil apply their skills or knowledge so they can achieve their desired outcome.
This shows whether the pupil can sustain their attention in a stimulus or activity for long enough that they can actively try to find out more and interact with it. Persistence becomes more established when the pupil shows a determined effort to interact with the stimulus or activity. They will do this by showing intentional changes such as changes in their gaze, posture and hand movement.
Initiation
This shows how much, and the different ways, a pupil investigates a stimulus or activity in order to bring about a desired outcome. The pupil will act spontaneously and independently during a familiar activity without waiting for direction. Initiation becomes more established when the pupil shows they understand how to create an impact on their environment in order to achieve a desired outcome. Initiation is important to establish how well the pupil is developing independence, which is required for more advanced learning.
IEPs
We now link our IEP Targets with individual EHCP plans.
SCERTS
The first SCERTS clinic will be held during parents evening
OT
Shine therapy are our new OT.
They are here twice a week to advise and write new OT plans for the children.
EFL
If you don't know your log in details please Let school know so you can access EFL.
Homework
Sent out half termly with SCERTS targets and ideas to help.
Loading photos to EFL will be really helpful.
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'Let' imperative
Exercise 4.
Complete the dialogues with "let" and the words in brackets. ____________
Example:
A: Is it a good idea to visit them?
A: John, you can't travel alone.
B: No, it isn't. Let's not go there. (go)
B: Mum, please, let me do it. (do)
A: When do you think we should start?
B: ................... it right now. (do)
A: Where shall Susan meet you?
B: ................................ for me in the arrivals hall. (wait)
A: Oh, no! I left my driving licence at home.
B: Call your brother. ..................................... it to you. (bring)
A: I'm sorry, I didn't listen to you.
B: All right. ............................................ it once more. (repeat)
A: ......................................... the rock. (climb)
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B: .................................... a photo of it then. (take)
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? ........................................................ (wash up)
A: Have you ever seen this picture?
B: No, I haven't. ........................................ a look. (have)
A: What did you say about my parents, Miss?
B: ...................................................... to school. I want to talk with them. (come)
A: Is Sheila faster than Mary?
B: Definitely. .............................................. the emails. (type)
Answer key
______________________________________________
A: When do you think we should start?
B: Let's do it right now.
A: Where shall Susan meet you?
B:
Let her wait for me in the arrivals hall.
A: Oh, no! I left my driving licence at home.
B: Call your brother.
Let him bring it to you.
A: I'm sorry, I didn't listen to you.
B: All right.
Let me repeat it once more.
A: Let's not climb the rock.
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B:
Let's take a photo of it then.
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? Let him wash up.
A: Have you ever seen this picture?
B: No, I haven't. Let me have a look.
A: What did you say about my parents, Miss?
B: Let your parents come | Let them come to school. I want to talk with them.
A: Is Sheila faster than Mary?
B: Definitely.
Let Sheila type the emails.
Our tip: www.e-grammar.org/pdf-books/ All PDF exercises + grammar rules in one place. | <urn:uuid:e6fcf90e-ba0b-45a7-8513-5743ef49d411> | CC-MAIN-2024-51 | https://www.e-grammar.org/download/first-third-person-imperative-exercise-4.pdf | 2024-12-02T10:37:52+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066127466.39/warc/CC-MAIN-20241202094452-20241202124452-00425.warc.gz | 709,631,860 | 603 | eng_Latn | eng_Latn | 0.9958 | eng_Latn | 0.998814 | [
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Two Miracles
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
On September 6 we read Mark 5:1-20, which recounts one of the most dramatic of Jesus' healing miracles. Also on this day, we remember the miracle of the Archangel Michael at Colossae.
The story of the Archangel's miracle begins with the gratitude of a pagan father. This man's daughter, previously mute, was enabled to speak when she drank waters from a healing spring located near the city of Hierapolis. The father, desperate to find a cure for his daughter, had taken her to the spring after being told to do so by the Archangel Michael in a dream.
Overwhelmed with thankfulness, the father and his family members were all baptized. Then the father oversaw the building of a church dedicated to the Archangel. As the miracle became widely known, people with illnesses and disabilities began coming to the spring for healing. Some were Christians, some were pagans and idol worshippers, and it made no difference—the spring's waters were effective for everyone.
Many pagans who found healing at the spring followed the example of the mute girl's father, accepting baptism into the Christian faith. They were encouraged by the example of a believer named Archippus, who lived at the church and served as its sacristan for
decades. His unassuming manner, combined with sincere faith, made Christianity attractive to people who met him.
But some pagans feared the growing influence of the church that so strongly symbolized Christ's healing power, and decided to destroy it. They diverted a powerful mountain stream so that it would begin rushing toward the church and inundate it.
Saint Michael intervened by opening a fissure in the mountain, so that the stream's water plunged into it, bypassing the church. Since that time the place of the miracle has been called "Chonae" which means "plunging."
The account of the healing miracle in Mark's Gospel presents us with a man most people would hope to avoid. He lives "among the tombs" and is so violent that "he had often been bound with fetters and chains, but the chains he wrenched apart, and the fetters he broke in pieces; and no one had the strength to subdue him." He is clearly miserable, for he "was always crying out, and bruising himself with stones."
Such a man panics people; the only way they can think of to deal with him is with more and more chains. Jesus, by contrast, deals with him calmly, fearlessly and lovingly. Instead of binding the man, Jesus frees him; He drives the demons out of him, and before long the people see that he is "clothed and in his right mind."
The healing doesn't make people happy; in fact they are "afraid" and ask Jesus to go away. Perhaps even something as terrible as demon possession had become familiar, and frightened them less than having to see God's love and power right before them in the Person of Christ.
Troparion - Tone 4
Michael, commander of the heavenly hosts, we who are unworthy beseech you, by your prayers encompass us beneath the wings of your immaterial glory, and faithfully preserve us who fall down and cry out to you: "Deliver us from all harm, for you are the commander of the powers on high!"
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The Nature and Meaning of Information in Biology, Psychology, Culture, and Physics
3. The Nature and Meaning of Information in Biology, Psychology, and Culture
3.1 DNA and the Genetic Code
DNA and the genetic code are the foundation of life and are classic examples of symbolic information. The medium for storing symbols is DNA, which consists of long sequences of certain chemical compounds called nucleotides that can be of four types: A, C, G, and U (Pollard & Earnshaw, 2008; Yockey, 2005). Each sequential group of three nucleotides is a symbol for an amino acid. This is essentially digital information similar to the sequence of binary electronic states used to store data in computers. Three nucleotides with four possible types for each can code 64 different items. However, there are only 20 amino acids to be coded and some are coded redundantly. For example, CGG, CGC, CGU, and CGA all code arginine, and only UGG codes for tryptophan (Pollard & Earnshaw, 2008; Yockey, 2005). Proteins constructed from amino acids in the sequences specified by DNA are the basis for life as we know it.
The interpretational infrastructure for the symbols in DNA consists of a complicated, integrated network of biochemical processes for storing and duplicating DNA, determining which sections of DNA should be utilized at a particular point in time, reading the sequences, constructing the corresponding proteins, and making error corrections (Pollard & Earnshaw, 2008). Each new generation must have the same interpretation of the symbols in the DNA. This applies to the reproduction of individual cells as well as the reproduction of an organism. As Harold noted "… sequences are just strings of symbols without intrinsic significance. At the end of the day, the object of the genetic exercise is to specify the shape of a protein that performs a biological function" (Harold, 2001, p. 50).
As expected, this interpretational infrastructure involves many other layers of information processing. Control mechanisms and error handling are particularly important.
"Living cells are dynamic, constantly undergoing changes in composition or activity in response to external stimuli, nutrient availability, and internal signals. … The supply of each of thousands of proteins is controlled by a hierarchy of mechanisms. … Molecular feedback loops regulate all of these processes to ensure the proper level of each cellular constituent" (Pollard & Earnshaw, 2008, pp. 9-10). "The use of multiple, unrelated, and redundant regulatory devices is quite typical … Control circuits … are more elaborate than the processes which are regulated" (Harold, 2001, p. 53).
Reproduction of a living cell occurs when a cell divides into two cells. Both cells include a copy of the DNA and a copy of the surrounding components of the cell that are part of the interpretational infrastructure for the DNA. The interpretational infrastructure also includes environmental factors that influence the development of an organism and that cause natural selection for evolution. The variations and adaptations that underlie evolution occur when the symbols in DNA are altered through sexual reproduction or through other mechanisms. "Openended evolution" results from genetic symbolic information processing (Pattee, 2007) and is a manifestation of creativity in living systems.
All known living cells, from bacteria to the cells in humans, use essentially the same genetic code for mapping DNA to amino acids (Pollard & Earnshaw, 2008). At the same time, this mapping appears to be arbitrary like the meanings assigned to symbols in other types of information (e.g., CGG could have been used equally well for tryptophan as for arginine). These findings are generally taken as evidence that all life on earth evolved from one ancestor. If life spontaneously originated at different times, different genetic codes for constructing proteins would be expected, much like the different spoken (and computer) languages that have emerged.
3.2 Perception for Single Cells
A single living cell is the basic unit of life. Each cell has a membrane that defines its boundaries and separates it from the environment. The cell takes in nutrients, releases waste products, and reproduces.
Individual cells perceive and respond to environmental factors. "Free-living organisms, such as yeast and bacteria, respond to changes in temperature, osmotic stress, and nutrients by synthesizing the proteins that are required to optimize their survival. Motile cells respond to chemicals by migrating toward attractants and away from repellants" (Pollard & Earnshaw, 2008, p. 425).
Cells have receptors that respond to specific environmental factors by releasing certain chemicals inside the cell. The chemicals released inside the cell represent or signify the environmental conditions and affect various processes within the cell. "This transduction step converts one type of signal (stimulus) into another signal (messenger) and commonly amplifies the signal. … Signaling pathways regulate virtually all cellular processes" (Pollard & Earnshaw, 2008, p. 426). The receptors can be either on the outside surface of a cell or inside the cell to respond to internal conditions. The signaling pathways are very complicated, typically branching and converging multiple times with positive and negative feedback loops and with interactions with other signaling pathways.
The signaling pathways within a cell appear to involve a merging of and transition between symbolic information processes and directly causal processes. Aspects of the pathways appear to be symbolic in nature with arbitrary signal processes. However, many other aspects of the pathways are directly causal chemical processes that are not arbitrary in nature (Pollard & Earnshaw, 2008, pp. 425-512). These complex signaling pathways control cell behavior and are the interpretational infrastructure for responding to environmental conditions.
Multi-cellular organisms have many cells functioning together in a highly coordinated, interconnected manner. Different types and groups of cells provide different functions for the living organism. Communication among cells is required for coordination and regulation of the functioning of the organism.
Most cells communicate by releasing certain chemicals into the fluids around the cells, and these chemicals are detected by receptors on other cells (Bruni, 2007; Pollard & Earnshaw, 2008; Reading, 2011). The use of receptors is basically the same process as a single-cell organism responding to the environment—except the environment for a cell now includes the other cells that are part of the organism. The chemicals used for communication can be categorized into groups with different properties, such as hormones and neurotransmitters. However, such categories are not relevant for the basic principles of information processing discussed here.
"At any time, hundreds of different chemical signals may be present in the environment surrounding the cell. Each cell responds only to certain signals, however, and ignores the rest, like a person following the conversation of one or two individuals in a noisy, crowded room" (Mason, Losos, and Singer, 2011, p. 169).
This communication between cells has the properties of symbolic information processing. The fluids around cells are the media. The specific chemicals are symbols that represent conditions that require responses by other cells. The symbols are placed in the media by living systems specifically for purposes of communication. The responses to the symbols are determined by the interpretational infrastructures of recipient cells, which include sources of energy and matter that can respond disproportionately to the energy and matter of the symbols and media.
As expected for symbolic information, the meaning or function of the symbols appears to have a high degree of arbitrariness. The fact that a specific chemical can have very different effects in different cells is evidence for the arbitrary nature of the signaling chemicals. For example, epinephrine is a chemical signal that means "increased physical activity is expected." Many different effects occur in response to epinephrine, including relaxation of the smooth muscle in the air passageways in the lungs and contraction of the smooth muscle in blood vessels in the intestines. In general, "One cannot predict the type of receptor, signal transduction mechanism, or nature of the response from the chemical nature of a stimulus" (Pollard &
Earnshaw, 2008, p. 427). This variability indicates symbolic processes rather than processes that include only directly causal chemistry.
A complex organism such as an animal has a staggering amount of communication among cells. For a simple example, muscles are specialized cells that can contract to move the body. Groups of muscle cells must work together and respond to signals from the central nervous system. The muscle cells require energy and oxygen, and give off waste products including carbon dioxide. Respiration and blood circulation must be coordinated with the activity of the muscles. Most movements of the body are also coordinated with perceptions of the environment and purposeful goals for the animal. All of these interacting processes are based on communication among cells.
3.3 Perception for Multi-Cellular Organisms
With evolution, environmental receptors have become more sophisticated and the processing of signals from receptors has become much more complex. In human vision, about 130 million individual receptor cells in the eye respond to light of certain colors and intensities. The signals from these receptors are sent to several regions of the brain that detect features such as specific edges, lines, and angles, and perform integration functions, such as facial recognition or tracking movement of objects. "As you look at someone, the visual information is sent to your brain as millions of neural impulses, then constructed into its component features, and finally, in some as yet mysterious way, composed into a meaningful perceived image, which is then compared with previously stored images and recognized" (Meyers, 2005, p. 152). Extensive parallel processing and hierarchical integration are utilized in achieving this result. Again we find many layers of information processing.
The senses of hearing, smell, taste, touch, and body position are similarly based on receptors that generate signals that are processed and integrated in the brain (Meyers, 2005).
3.4 Learning
Developing the capability to learn was a very important step in evolution. The behavior of a simple living organism is determined by genetic programming of automatic responses to environmental conditions. For these organisms, adaptation to environmental changes occurs at the species level through genetic mutations and diversity in the species. When environmental changes occur, many or most individuals may die while a few with favorable genetic mutations survive and reproduce. Of course, if the environmental changes are outside the range of species diversity, the species will become extinct—as has happened for over 99 percent of the species
that have existed on earth (Guttman, 2002). The ability to learn allows individual organisms to adapt to environmental changes during their lifetimes. Learning is based on identifying associations between events and/or on imitation after direct observation of others.
An implied requirement for learning is that an organism can generate variability in responses or behavior. Behavior is not limited to genetically programmed automatic responses to certain environmental stimuli. Neural mechanisms that provide variations in behavior have become increasingly sophisticated with evolution. This variability emerges from symbolic information processing.
Another implied requirement for learning is that an organism can identify and remember associations among the signals from receptors. Identifying these associations creates symbolic information and requires an interpretational infrastructure that is dynamic, as well as having memory. Similar to the processing of perceptions, learning can utilize groups or patterns of symbols to form high-level integrated symbols, such as recognizing an animal and anticipating its movements.
Self-awareness results from receptor signals from internal processes rather than from environmental conditions. This self-monitoring makes an organism able to coordinate and guide different parts of its body, and to be sensitive to changing conditions—and therefore more able to adapt.
3.5 Language
The evolution of language in humans is a pinnacle of information processing and learning (Deacon, 1997; Donald, 2001). Language allows people to share knowledge with others and across generations, as well as to negotiate and work cooperatively. In a communicating group, the effective memory and learning capacity can be much greater than for any individual. Language abilities required the evolution of special information processing capabilities in the brain, enhanced perceptual capabilities, and structures in the throat for speaking (Deacon, 1997).
For spoken words, the information medium is sound waves and the symbols are the words. The interpretational infrastructure for spoken words consists of many other layers of information processing, including the receptors for the sense of hearing, as well as the subsequent processing and integration in the brain. Another important component of the interpretational infrastructure is the ability to learn and remember the meaning of words as used in the culture.
Humans are born with a natural capability for language, but must learn the specific language used by a cultural group. The human mind and human culture appear to have co-evolved with the mind creating culture and culture influencing the evolution of mental capabilities (Deacon,
1997; Donald, 2001). As previously noted, the symbols and the interpretational infrastructure must emerge together.
The human brain became extremely plastic in order to adapt to culture (Donald, 2001). The "superplasticity" of the brain allows people to live in diverse and changing environments, but also makes them very dependent on culture for survival. "We are a culturally bound species, and live in symbiosis with our collective creation. We seek culture, as birds seek air. In return, culture shapes our minds, as a sculptor shapes clay" (Donald, 2001, p.300). Human childhood is a period of prolonged dependence on others for survival while learning culture.
Culture is based upon the storage and exchange of information. Donald (2001) argued that the innate seeking of culture results in a natural attraction to belief systems such as myths and religion. Science is a relatively structured learning process for developing symbolic representations that can be used to make predictions, build useful technology, and control nature.
3.6 Imagination and Creativity
The evolutionary trend toward increased information processing has culminated in consciousness with imagination. The media, symbols, and interpretational infrastructure for imagination initially reside within a brain. The symbols represent abstract ideas or concepts that are largely self-generated. Imagination allows manipulation of symbols in a way that can result in greatly enhanced problem solving.
Imagination introduces the ability to create new conditions in the world. Planning based on hypothetical futures is a key result of the evolution of the human mind (Donald, 2001). Problems can be solved by creative brainstorming that generates a list of different hypothetical actions, and then selects an optimal option.
The imagined potential futures can include individual or group activities, or new technology ranging from primitive tools to the complex electronic systems of modern society. Imagination also allows inspirational and entertaining fiction, art, and fantasy.
Creativity such as inventing new technology typically involves developing new symbols and/or meanings that must be incorporated into the interpretational infrastructure. The cultural interpretational infrastructure needs to be sufficiently adaptable to learn and distribute new symbols and meanings.
Creativity and learning are limited more by the properties of the interpretational infrastructure than by the properties of the media and symbols. Consistency of meaning is essential for information, yet the structures that maintain consistency must be balanced against the need for adaptations, learning, and creativity.
Imagination of potential or hypothetical futures is information about possibilities rather than about tangible reality. It is more abstract and creative than the facts, data, and knowledge that are typically the focus of definitions of information. Likewise, imagination and creativity do not fit within the concepts of physical and quantitative information. A broad concept of symbolic information is required.
The ability to learn was a major evolutionary step beyond genetic instincts. Similarly, the ability to imagine was a major evolutionary step beyond associative and observational learning.
3.7 Hierarchies of Symbols
Hierarchies of symbols have an important role in human thought, communication, and learning. Certain characteristics can be identified with one high-level symbol or name. For example, the identification of a particular person or animal has been an important ability for humans. The person or animal is typically identified by name in a unitary manner rather than by listing component features. Learning often involves forming new high-level symbols that make memory and communication more efficient. Similarly, incrementally learned actions such as talking and walking become high-level automatic behaviors with associated high-level information processing.
High-level symbols are particularly important for developing and working with technology. We speak of a TV or computer without itemizing or even knowing all the individual components of the technology. Of course, the various engineers who developed the technology have relevant names for the entire hierarchy of the component parts, which ultimately can extend down to the level of the molecules and atoms for transistors.
3.8 The Origin of Life
The origin of life remains a profound mystery because the DNA medium, the genetic code for the symbols, and the complex interpretational infrastructure all must have originated together. It is difficult to imagine how the complex interdependent information processing systems that are the foundation of life could have spontaneously appeared. The usual scientific speculations about the origin of life assume that evolutionary adaptations somehow spontaneously occurred in nonliving material—even though such processes have never been observed.
However, others argue that evolution is a result of life, not the initial cause of life. Symbolic information processing with genes is required for evolution (Pattee, 2007). The principles of evolution cannot account for the origin of life because genetics and evolution as currently understood cannot occur without all the information processing components functioning in an
integrated manner. Evolution is applicable once the genetic information processing is in place in living organisms that behave as if they have a motivation to survive and reproduce. Without the genetic information processing and underlying motivation, evolutionary processes as currently understood are not applicable. After a career of research and teaching in biochemistry and molecular biology, Harold commented that "The origin of life appears to me as incomprehensible as ever, a matter for wonder but not for explication" and suggested that "there is much more to this mystery than is dreamt of in molecular philosophy" (Harold, 2001, p. 251).
There is increasing recognition that living organisms have synergistic, emergent properties that cannot be predicted or understood by applying scientific determinism and reductionism to the component parts. "From the chemistry of macromolecules and the reactions that they catalyze, little can be inferred regarding their articulation into physiological functions at the cellular level, and nothing whatever can be said regarding the form or development of those cells" (Harold, 2001, p. 5). "The belief of mechanist-reductionists that the chemical processes in living matter do not differ in principle from those in dead matter is incorrect. … If genetic processes were just complicated biochemistry, the laws of mass action and thermodynamics [rather than DNA] would govern the placement of amino acids in protein sequences" (Yockey, 2005, p. 5). Kauffman (2008) provides many examples and arguments from chemistry, biology, and physics that reductionism is not an appropriate strategy for many key areas of science.
The origin of symbolic information processing systems appears to be outside of the usual scientific strategy of deterministic reductionism. The arbitrary assignment of meaning to symbols, the co-evolved interpretational infrastructure, the disproportionate influences on the distribution and flow of matter and energy, and the capability for creativity all contribute to effects that cannot be predicted or understood with pure determinism and reductionism. "Therefore, the interpretation or function of any such semiotic or informational sequence is literally metaphysical (beyond physics)" (Pattee, 2007, p. 126). The currently established principles of physics can be used to describe and design information-processing systems, but offer no forces that would cause such systems to be initially created in the absence of living systems.
3.9 Conclusions about Information and Living Systems
Livings systems have layer upon layer of interacting symbolic information processing, including within and among genetics, communication between cells, perception, behavior, memory, learning, communication between organisms, imagination, creativity, and culture. The purposeful nature of living creatures is based on information processing. The interpretational infrastructure actually consists of other layers of symbolic information processing. The information processing is parallel as well as sequential, and often with hierarchical integration.
Symbolic information processing is a defining property of life and provides the capability for creative adaptations.
Conceptually distinguishing symbols, media, and interpretational infrastructure may clarify the dilemma that our self-aware consciousness feels like it is separate from matter, yet appears to emerge from and depend on the matter in the brain. This dilemma is the source of much debate and controversy in science and philosophy. The media for information is matter and energy, but the symbols and meaning are separate from the media.
The physical brain serves as media for symbols, but the symbols have meaning beyond the media function of the physical brain. The basic nature and value of information is that it provides meaning beyond the physical properties of the media. The many layers of awareness and information processing in humans amplify this effect. A type of dualism between meaning and media is implied. This is true for information in general, and for imagination in particular. The impression that our thoughts are more than the matter in the brain and are beyond matter is correct. At the same time, if the media are damaged, information processing is also damaged.
The ability to symbolically represent hypothetical possibilities as well as to represent manifest reality is pivotal. Ultimately, most information of interest to living beings pertains to manifest reality. However, the ability to think about abstract possibilities provides the power to cause or create the actual manifestation of hypothetical possibilities. This ability emerges from many layers of information processing.
Generating the ability for creativity in living systems is clearly a major result of symbolic information. One could reasonably argue that generating creativity is the primary purpose of symbolic information.
The origin of life remains a profound mystery that becomes more mysterious with increasing understanding of symbolic information. This mystery may indicate that important scientific principles remain to be discovered.
References
Bruni, Lus Emilio (2007). Cellular Semiotics and Signal Transduction. In Marcello Barbieri (ed.) Introduction to Biosemiotics, pp. 365-407. Dordrecht, The Netherlands: Springer.
Deacon, T.W. (1997). The Symbolic Species: The Co-evolution of Language and the Brain. New York: W.W. Norton.
Donald, M. (2001).
A Mind So Rare: The Evolution of Human Consciousness
. New York: Norton.
Guttman, B. (2002). Evolution. In S. Brenner & J.H. Miller (Eds.) Encyclopedia of Genetics (pp. 663-666). New York: Academic Press.
Harold, F.M. (2001). The Way of the Cell: Molecules, Organisms, and the Order of Life. New York: Oxford University Press.
Kauffman, S.A. (2008). Reinventing the Sacred. New York: Basic Books.
Mason, Kenneth A., Losos, Jonathan B., & Singer, Susan R. (2011). Biology (9 th edition). New York: McGraw-Hill.
Myers, D.G., (2005). Exploring Psychology (6 th edition). New York: Worth.
Pattee, H.H., (2007). The Necessity of Biosemiotics: Matter-Symbol Complementarity. In Marcello Barbieri (ed.), Introduction to Biosemiotics, pp. 115-132. Dordrecht, The Netherlands: Springer.
Pollard, Thomas D., & Earnshaw, William C., (2008). Cell Biology, Second Edition. Philadelphia, PA: Saunders Elsevier.
Reading, Anthony, (2011). Meaningful Information: The Bridge between Biology, Brain, and Behavior. New York: Springer.
Yockey, H.P. (2005). Information Theory, Evolution, and the Origin of Life. New York: Cambridge University Press.
Next Section: 4. The Nature and Meaning of Information in Quantum Physics
Previous Section: 2. What is Information?
© 2012 James E. Kennedy
[Version of 9/5/2014]
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Characteristics of Highly Effective Teaching and Learning in Social Studies
Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted
Teacher Characteristics:
A- Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. The teacher:
1) creates, questions, shares, discusses, reasons, and analyzes the processes involved in civic engagement, social studies inquiry and historical thinking.
2) promotes respect for various viewpoints, well-supported positions, and a sensitivity to cultural differences and similarities.
B- Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. The teacher:
1) motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion, mutual respect, tolerance of ambiguity and courage
2) promotes the demonstration and advocacy of civic dispositions such as individual responsibility, self-discipline/self-governance, civility, respect for rights of others, honesty, respect for law, openmindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism
C- Teacher cultivates cross cultural understandings and the value of diversity.
D- Teacher encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students.
E- Teacher displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors. The teacher:
1) facilitates cooperative groups, project-based tasks, authentic work, dialogue/debate/discussion, service learning, and student presentations.
2) encourages students to function as members of a learning community
F- Teacher provides students equitable access to technology, space, tools and time.
G- Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. The teacher:
1) promotes social interaction, historical thinking, and civic engagement.
2) fosters lifelong learning, inquiry, civic participation, democratic principles and processes.
H- Teacher designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning.
I- Teacher creates an environment where student work is valued, appreciated and used as a learning tool. The teacher:
1) knows each student individually, responds to each one insightfully, and builds a constructive relationship with every student.
Student Characteristics:
A- Student accepts responsibility for his/her own learning.
B- Student actively participates and is authentically engaged.
C- Student collaborates/teams with other students. The student:
1) demonstrates and advocates civic dispositions such as individual responsibility to the group, selfdiscipline/governance, civility, respect for rights of other individuals, honesty, and respect for law, open-mindedness, critical mindedness, persistence, compassion, civic mindedness, patriotism, negotiation and compromise.
2) exhibits mutual respect for differing perspectives and points of view.
3) makes informed and reasoned decisions for the common good as citizens of a culturally diverse, democratic society in an interdependent world.
D- Student exhibits a sense of accomplishment and confidence. The student:
1) expresses and defends personal points of view and positions within the school and/or community.
2) thinks critically and makes value-based decisions.
E- Student takes educational risks in class. The student:
1) refutes, defends, and supports his/her beliefs and opinions on controversial issues.
F- Student practices and engages in safe, responsible and ethical use of technology.
Classroom Assessment and Reflection: the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction
Teacher Characteristics:
A- Teacher uses multiple methods to systematically gather data about student understanding and ability. The teacher:
1) uses multiple methods to systematically gather data about student understanding and ability including service learning, authentic and performance assessments (scored discussions and criteria scored debates).
B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice. The teacher:
1) uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve social studies teaching practice.
2) monitors progress in knowledge, skills and civic dispositions (individual responsibility, selfdiscipline, self-governance, civility, respect for rights of others, honesty, respect for law, openmindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism).
C- Teacher revises instructional strategies based upon student achievement data.
D- Teacher uncovers students' prior understanding of the concepts to be addressed and addresses students' misconceptions/incomplete conceptions. The teacher:
1) uncovers students' prior understanding of the knowledge, skills, concepts and civic dispositions to be addressed in social studies and addresses students' misconceptions/incomplete conceptions.
E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance. The teacher:
1) co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for performance such as the criteria in debates, discussions, writing assignments and responses, cooperative group work, inquiry based investigations, and presentations.
F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies.
G- Teacher provides regular and timely feedback to students and parents that moves learners forward.
H- Teacher allows students to use feedback to improve their work before a grade is assigned.
I- Teacher facilitates students in self- and peer-assessment.
J- Teacher reflects on instruction and makes adjustments as student learning occurs.
Student Characteristics:
A- Student recognizes what proficient work looks like and determines steps necessary for improving his/her work.
B- Student monitors progress toward reaching learning targets.
C- Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers.
D- Student uses teacher and peer feedback to improve his/her work.
E- Student reflects on work and makes adjustments as learning occurs.
Instructional Rigor and Student Engagement: a teacher supports and encourages a student's commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving
Teacher Characteristics:
A - Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students.
B – Teacher scaffolds instruction to help students reason and develop problem-solving strategies. The teacher:
1) develops historical inquiry.
2) focuses topics on authentic real world issues and public policy regarding cultures and societies, economics, geography, historical perspective, government & civics.
C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. The teacher:
1) facilitates lively classroom debates and written learning tasks where students are expected to defend their responses with facts, opinions, ideas and points of view.
D -Teacher provides meaningful learning opportunities for students. The teacher:
1) connects social studies concepts across time (past, present, future) and place, sub-domains, and content areas.
E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. The teacher:
1) challenges students to think innovatively, critically, creatively, socially, civically and ethically about problems faced by citizens and leaders and encourages/models a variety of approaches to conflicting perspectives on controversial issues and public policy.
F -Teacher integrates a variety of learning resources with classroom instruction to increase learning options. The teacher:
1) provides authentic, creative and problem solving opportunities for all students using a variety of resources (e.g., newspapers, multimedia presentations, speakers, monuments, artifacts, literature, music, and artwork) into classroom instruction to maximize larning options and authentic creative and problem solving opportunities for all students.
G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.
H -Teacher integrates the application of inquiry skills into learning experiences. The teacher:
1) integrates the application of historical inquiry, value based decision making on controversial issues, examination and evaluation of public policy, critical analysis of conflicting sources of information, cause effect, problem solution, interpretive analysis of historical artifacts, and primary and secondary source documents into learning experiences.
I -Teacher clarifies and shares with students learning intentions/targets and criteria for success.
Student Characteristics:
A -Student articulates and understands learning intentions/targets and criteria for success.
B - Student reads with understanding a variety of texts. The student:
1) synthesizes information from a variety of primary and secondary source documents and multiple viewpoints.
C -Student applies and refines inquiry skills. The student:
1) analyzes the credibility of historical data, proposes and advocates for solutions to real-world issues, through dialogue, debate, discussion, speech writing, and other modes of communication.
2) initiates leadership and mediation strategies in collaborative projects, class discussions, dialogue and debates.
Instructional Relevance: a teacher's ability to facilitate learning experiences that are meaningful to students and prepare them for their futures.
Teacher Characteristics:
A- Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning.
B- Teacher links concepts and key ideas to students' prior experiences and understandings, uses multiple representations, examples and explanations.
C- Teacher incorporates student experiences, interests and real-life situations in instruction. The teacher:
1) implements lessons that include students and teachers local and personal histories.
2) stimulates students to investigate and respond to human condition in the contemporary world.
3) encourages students to consider multiple perspectives and share their point of view, values and beliefs.
4) offers student choice in the formulation of goals, selection of activities, materials, instructional strategies and assessment of Social Studies curricular outcomes.
5) considers the age, maturity, and concerns of all students in connecting social studies content and pervasive social issues to their lives.
6) builds student background knowledge through various learning experiences (e.g., field trips, multimedia presentations, historical fiction, technology, community resource people).
D- Teacher selects and utilizes a variety of technology that support student learning.
E- Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges. The teacher:
1) connects student learning to the world of work through the exploration of careers and the application of essential social studies skills into their lives.
2) encourages students to consider multiple perspectives and share their point of view, values and beliefs.
F- Teacher works with other teachers to make connections between and among disciplines.
G- Teacher makes lesson connections to community, society, and current events. The teacher:
1) encourages students to be involved in service learning projects.
2) utilizes the experience and expertise of a variety of community resource people.
3) connects learning to community, society, current events, multiple points of view and global perspectives.
4) encourages students to develop a commitment to social responsibility, justice, action, citizenship, civic values and reflective concern for the common good.
Student Characteristics:
A- Student poses and responds to meaningful questions. The student:
1) demonstrates and advocates for their values, beliefs, personal perspectives and points of view through debate, dialogue, and writing.
B- Student uses appropriate tools and techniques to gather, analyze, and interpret quantitative and qualitative data.
C- Student develops descriptions, explanation, predictions, and models using evidence.
D- Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. The student:
1) demonstrates and advocates for collaboration, compromise, and cooperation.
2) demonstrates respect and accountable talk when participating in interactive activities, group work, debates and classroom discussions.
E- Student communicates knowledge and understanding in a variety of real-world forms. The student:
1) understands that social studies is important to future success (e.g., citizenship, civic engagement, career, education).
2) utilizes their personal experience to make connections to the past, present and future.
3) utilizes their personal experiences, historical data, and research to make connections and form value-based opinions on social, political, geographical, and economic issues.
F- Student communicates knowledge and understanding for a variety of purposes. The student:
1) reflects the importance of citizenship and civic values in our global society through classroom discussions, written assignments, community involvement and/or service projects.
Knowledge of Content: a teacher's understanding and application of the current theories, principles, concepts and skills of a discipline.
Teacher Characteristics:
A- Teacher demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students. The teacher:
1) demonstrates an in-depth understanding of the social studies content (U.S. History, World History, Kentucky History, Economics, Geography, Cultures and Societies, Government and Civics) in the grades and courses assigned.
2) imparts to the students the social studies content knowledge, skills and dispositions essential for understanding, appreciation and real world application and communication
3) provides intensive and recurring cross cultural study of groups.
4) provides a clear and accurate examination of the past, present and future social world (its flaws, strengths, dangers, conditions, problems and promise) and human achievement and failures.
B- Teacher maintains on-going knowledge and awareness of current content developments. The teacher:
1) keeps abreast of current developments and research in the field of social studies and participates in professional learning (e.g., curriculum advisory committees, higher education, professional organizations, community affairs, professional magazines, study, and travel).
2) participates and contributes to professional learning communities.
C- Teacher designs and implements standards-based courses/lessons/units using state and national social studies standards.
D- Teacher uses and promotes the understanding of appropriate social studies content vocabulary. The teacher:
1) uses a variety of content vocabulary literacy strategies (e.g., verbal and visual word association, Frayer Model).
E- Teacher provides essential supports for students who are struggling with the social studies content. The teacher:
1) provides appropriate interventions and modifications (e.g., self assessments, study sheets, break down content into manageable chunks, graphic organizers, peer tutor) while utilizing each students multiple intelligences and learning styles.
F- Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. The teacher:
1) demonstrates an understanding of the conceptual nature of social studies content, and interconnects knowledge, skills, beliefs, values, perspectives, and attitudes within multiple sub-domains and content areas.
2) provides learning experiences that develop civic minded, responsible citizens by integrating and engaging students in the culture, economics, civics, geography and history of the past, present and future.
3) utilizes challenging resources (artifacts, primary and secondary sources), and implements them appropriately according to the particular learning needs of his/her students and aligns them with the cognitive demand of the social studies content.
4) demonstrates proficiency in the use of tools and technology related to social studies (e.g., maps, charts, graphs, GPS) and other techniques to gather and manage, analyze, and interpret historical data.
Student Characteristics:
A- Student demonstrates growth in social studies content knowledge. The student:
1) demonstrates an understanding of content knowledge through authentic presentations, written and oral expressions.
B- Student uses and seeks to expand appropriate social studies vocabulary.
C- Student connects ideas across content areas. The student:
1) makes connections between sub-domains of social studies (Government and Civics, Cultures and
Societies, Economics, Geography and Historical Perspective)
2) makes connections to the other content areas (e.g., Math, Science, Humanities, Language Arts, World Languages)
D-Student uses ideas in realistic problem solving situations. The student:
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Responsible Tourism
Onguma Game Reserve
Okahirongo Collection
Originally part of the greater Etosha Game Reserve, Onguma Game Reserve boasts over thirty different animal species. Plains game roam freely on the Reserve and are common residents of the area. Lions are frequently seen and often heard. There is a healthy black rhino and leopard population and hyenas are also often seen.
Black Rhino Research Drive
During the last century, the black rhino has suffered the most drastic decline in total numbers of all rhino species. The emphasis of this 2 ½ hour afternoon drive is to expose guests to Black Rhino conservation in Namibia and the research projects conducted on the Onguma Reserve.
The Namutoni Hai||kom Trust
The San, a small ethnic group, numbering about 40,000 people in Namibia, are more commonly known as "Bushmen". They are incredibly poor and it is nearly impossible for them to improve their situation by themselves. In order to assist in a way that will maintain their dignity as a people; and with the stress on selfhelp without hand-outs a Trust, called The Namutoni Hai||om Trust was set up.
Community Outreach Program
Onguma Private Game Reserve is proud to launch their community outreach program from Onguma into the neighbouring community of Oshivelo. The first phase of this project is to establish a bond and provide support to the needs of the local secondary school.
Onguma Environmental Education Lessons
One of our guides, Vialli, recently began the first of six Onguma Environmental Education Lessons that Onguma will be conducting with the Uukumwe Combined School this year. Nine learners and a teacher from Uukumwe Combined School will be collected and hosted for the day on an outing into Etosha and on the Onguma Reserve.
Community:
The relationship between us and the community of Puros and the Himba tribes living in more remote areas is very important to us and in Puros we are involved with school project to help better the way education is delivered to the kids. As we are the only operator in this area we have an agreement to offer growth in the form of training staff in different departments of hospitality and this way we offer jobs to community members and assist them to learn more. Offering empowerment to the community. The relationship is very important to us as we would like our guests to learn about the Himba people, without making the Himba community feel uncomfortable at any time. Thus we make sure that they grow financially from a yearly company contribution. We also assist with water deliveries to further afield villages as Namibia is a dry country and very hot.
Okahirongo River Camp is situated in the Marienfluss. The community is more spread out over the area but we also have a fantastic relationship with. We assist in giving school supplies to the nearby school as it is important for the kids to be educated. With the Himba visits we arrange for guests, we include ration deliveries to remote villages which typically includes Maize Meal, Sugar, Cooking Oil, Coffee, Tea and Tobacco and deliveries of water.
The company also offers a financial contribution to the communities and this goes toward community projects to clean up the area and preserve the ecological area of the pristine Marienfluss.
Solar Power
Both our camps run on Solar power. Our generators and batteries run on invertors
No Air-conditioning
Although the area is hot, we have built our rooms and lodge to take advantage of the breezes and to remain cool without the invasive use of air conditioners. Fans are provided for additional air movement
Responsible Tourism
Mowani Mountain Camp & Camp Kipwe
Recycling and re using:
All our refuse is recycled and sent to Windhoek which is more than 400km from the lodge.
Staff upliftment:
Mowani currently has an assistant manager and head guide who started working at the lodge 13 years ago as builders and waiters. Recently, we have empowered 8 staff to supervisor level and have brought in experts to train kitchen staff as well as front office staff.
Sustainable vegetable garden:
Mowani has started their own herb garden which is maintained by the chefs. This garden is being expanded to grow a variety of vegetables as well. We do however not want to expand too much as we are also supporting a community based vegetable garden in the conservancy.
Local suppliers:
Mowani purchases vegetables from Dimab, a community based vegetable garden and assists with empowering the locals to manage the project successfully.
Solar power:
Mowani does not make use of solar power. We do however make use of gas geysers and use energy saving bulbs. The lodge was designed with a high roof and ventilation ducts which results in a temperature change from inside and outside of no more than 5 degrees on hot days.
Swakopmund Guesthouse
From its inception the Swakopmund Guesthouse has used solar geysers for hot water, which is the main consumption of electricity. The stove in the kitchen is gas operated.
By the end of 2013 we will be almost completely selfsufficient as far as electricity is concerned. We are installing a grid feeding solar electricity system that will make us virtually independent of the municipalities electricity supply – in fact we will be feeding surplus electricity back into the grid.
All the artwork in the rooms as well as lounge and breakfast room have been purchased locally to support Namibian artists. All our staff are Namibians, we source and buy all our consumables locally and go on annual educationals with all our staff to ensure a better knowledge and understanding of the industry we operate in.
Sustainable eco-tourism and community upliftment is of the utmost importance at Mowani.
Conservation:
- We have recently established a working relationship with IRDNC (Integrated Rural Development and Nature Conservation), AfriCat, EHRA (Elephant Human Relations Aid) and the Uibasen (Twyfelfontein) Conservancy to increase our conservation footprint in Damaraland.
- A meeting was held with Garth Owen Smith to continue our current support of the desert lion project whereby Mowani and Kipwe pay the salary of one of the two game rangers (even though it is outside our conservancy)
- We have planted a variety of local indigenous plants which are harvested and replanted around the lodge and water hole.
- The waterhole has been expanded to provide a local elephant herd of 18 (including 2 calves under 6 months old) with enough water when they visit the lodge.
Community:
Projects include;
- Winter Knights and the Medic Rush where the elders and children received blankets and where doctors and nurses are transported into Damaraland by Round Tablers to provide medical support to the community.
- A quarterly soccer tournament, where the threats of alcohol abuse are discussed.
- We supply neighbouring farms with vegetable off cuts for their pigs.
- Mowani assists local farms by fixing waterholes damaged by elephants.
- We prefer employing from within our own conservancy first.
- We also assists the local community based vegetable garden by developing skills to manage the project. This includes budgeting, sustainability and crop rotation.
Responsible Tourism
Wolwedans
Since its inception 15 years ago, Wolwedans has been guided by an approach where people, nature and business were all equally important. Right from the start the commercial aim of the business has been to ensure the NamibRand Nature Reserve's financial viability, assuring the conservation of the Pro-Namib for future generations. Wolwedans strives to set an example in eco-friendly and sustainable tourism, our lodges and camps being designed to minimalize environmental impact.
Wolwedans has adopted the 4C's sustainability platform, developed by the Zeitz Foundation, moulding our efforts into a comprehensive strategy.
Commerce
- High quality low impact tourism
- Sustainable strategy
- Standard operating procedures
Community
- Namibia institute of culinary education
- Desert academy
- Official inauguration of the Staff / Volunteer accommodation, NaDEET
Conservation
- Tangible results in biodiversity conservation
- 21 cheetahs and 2 leopards have
successfully been released on the Reserve
-
A flourishing ecosystem re-established
- Symbiosis of conservation and commerce
- Support conservation initiatives by adopting a fairy circle
- Wolwedans a faithful supporter of Namib Desert Environmental Education Trust
- Ecofriendly building style ensures low footprint
Culture / Sport
- Wolwedans introduces Soccer Cup
- NamibRand boasts significant archaeological sites
'Long Run Destination' - Global Ecosphere Retreat® One of our big successes of 2012 is the completion of our sustainability strategy and becoming a 'Long Run Destination' - Global Ecosphere Retreat® certified on 16 November 2011. The Long Run Initiative is the flagship programme of the Zeitz Foundation, recognizing leaders in sustainable development, that work on sustainable, mostly tourism-driven enterprises, whilst fostering community development and cultural stewardship. (http://www.zeitzfoundation.org).
Solar
Wolwedans has further launched its state of the art solar hybrid system in early 2012, which is set to reduce fossil fuel consumption for power generation by 65%, setting a bold example to the local hospitality industry in Namibia.
We cater for visitors who become increasingly sensitized to the need for protecting the natural habitat and are conscious of this fact when deciding on their holiday destination. 'To us, luxury is not golden taps or marble bathtubs but rather the liberating experience of space." Thus we incur tremendous costs to the visitor without him/her being aware of it.
Sustainability Tour
As of 2012 Wolwedans has introduced a guided 'sustainability tour' taking guests through our 70-strong staff village – the heart of the Wolwedans operation. This serves to engage and educate guests about various sustainability aspects such as our organic garden, grey water system, recyclable and organic waste management, new state-of-the-art 27 kWA solar farm, The Wolwedans Desert Academy vocational training school as well as other social upliftment initiatives.
Tourism for Tomorrow awards
Wolwedans has been nominated as one of three finalists under the conservation banner for the 2012 Tourism for Tomorrow awards. Every year the World Travel & Tourism Council (WTTC) recognizes the very best in sustainable tourism. This achievement speaks volumes about the sustainability efforts the Wolwedans operation has been pursuing since its inception.
We are proud to be offering our guests the privilege of enjoying the 1 guest per 1000 hectares of private conservation land ratio.
Responsible Tourism
Dark Sky Reserve
Wolwedans Collection of Camps is very proud to expand its conservation role to include preserving the star-filled nighttime skies. In 2012 the International Dark-Sky Association has announced that NamibRand Nature Reserve is the world's newest International Dark Sky Reserve.
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Western Kentucky University TopSCHOLAR®
DLPS Faculty Publications
9-8-2008
Chinese Fireworks
Haiwang Yuan Western Kentucky University Libraries, email@example.com
Follow this and additional works at: http://digitalcommons.wku.edu/dlps_fac_pub Part of the Marketing Commons, Other Education Commons, and the Other Social and Behavioral Sciences Commons
Recommended Repository Citation
Yuan, Haiwang, "Chinese Fireworks" (2008). DLPS Faculty Publications. Paper 19. http://digitalcommons.wku.edu/dlps_fac_pub/19
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Firecrackers and Fireworks
The general Chinese term for firecrackers and fireworks is huapao, which is a portmanteau of yanhua and paozhu. Yanhua (smoke and flowers) or yanhuo (smoke and fire, or colorful fire when yan is pronounced in a different tone) refers to fireworks. Paozhu (cannon bamboo) or paozhang (cannon stick) stands for firecrackers, which used to be called baozhu (exploding bamboo).
Origin
Wang Anshi (1021－1086), a great thinker and man of letters of the Song Dynasty, once wrote in a poem: "baozhu sheng zhong yi sui chu; chunfeng song nuan ru tusu," meaning:
"Amidst the crackling of exploding bamboo a year is gone; In the warmth of a spring breeze we drink the wine of tusu."
This well-known couplet vividly described how people of his time celebrated the Spring Festival, or Chinese New Year. What stands out in the line is baozhui. In fact, the tradition of burning bamboo to create loud noises as part of Chinese New Year celebrations goes far back in history. Written in the late Western Zhou Dynasty (1046 BC-771 BC), a verse from the classic Shi jing, or Book of Songs, reads, "Ye ru he qi? Ye wei yang, tingliao zhi guang (How goes the night? It's not yet midnight, but tingliao is already blazing)." Here tingliao, according to historians, refers to a kind of torch made of bamboo, and as it burns, it makes crackling noises.
Why did the Chinese celebrate their New Year with crackling bamboo? Scholars from the Western Han (206 BC -AD 8) through the Southern Song (1127-1279) dynasties all recounted a popular belief that the noises could expel or scare away a mountain demon.
How did the tradition start? According to a legend, on every Chinese New Year's Eve, a monster nian would come out of the mountains to prey on humans. A god in the guise of a beggar scared the monster away with the crackling of burning bamboo. Humans then followed his example. Shen yi jing (Book of Gods and Spirits), a classic of the Han Dynasty (202 BC-AD 220), seems to have given a more practical answer: In ancient times, when camping deep in the mountains, people used bonfires to cook and to keep themselves warm. A strange animal called shansao, however, often harassed them despite the fire. It carried a disease that could cause chills and fever. The campers then used bamboo as the firewood. As it crackled while burning, it kept the frightened animal away from them.
History
While burning bamboo was still prevalent during the Southern Song period, people had already begun to stuff saltpeter (potassium nitrate) into bamboo sticks to get more exciting effects as they burned. The discovery of this compound was attributed to alchemists in the 7 th or 8 th century, who used it along with sulfur and charcoal to produce dan, or "pills of immortality."
But with the right ratio of the three components (61.54%, 30.77%, and 7.6%), they chanced to create gunpowder. The lucky person was said to be Sun Simiao (AD 541 or 581-682). Alchemist as well as a pharmacist, he was regarded as the father of gunpowder in China.
Another step was made at the same time when bamboo was used to make paper. Until then, paper, though invented in or even before the 2 nd century, had not been affordable to the average Chinese. The Song people rolled sheets of paper into small tubes, stuffed gunpowder into them, fixed a fuse into each, and the first modern-day baozhu, or firecrackers, came into existence. They then strung and fused smaller baozhu crackers together so they could be set off one by one in close sequence to create continuous explosions. They called this type of clusters bian (whip) or bianpao (whip cannon). By the time, the military had already employed rockets in battles, and the technology led to the invention of ertijiao (kicking twice) or liangxiang (sound twice), both referring to cannon crackers. It could be set on the ground or held gingerly in the hand, with the ignition of the fuse, its lower section exploded and produced from its bottom a powerful jet that catapulted the top part into the sky where it exploded again with a loud report that could spread far and wide.
Yanhua, or fireworks, did not become popular until the Qing Dynasty (1644-1911) although there are claims that it had been invented a few hundred years earlier. Some historians ascribe the birth of modern fireworks to Yongzheng Emperor (1678-1735). It was said that in the first year of his reign (1723), he ordered that huapao of novelty be made for the coming Lantern Festival celebration. The burden fell on the shoulders of Li Tai, a huapao specialist. The stressed Li Tai was relieved when he chanced on the colorful sparks shot out of beaten irons in a blacksmith's. He got the idea of mixing different sizes of iron particles with gunpowder to create the fireworks and propelling them into the sky with saltpeter.
Types
By 1930s-40s, there had been a great variety of fancy fireworks, such as "ground mouse," "swan with eggs," "drops of gold," "turnip flower," "big-leaf orchid," "big-leaf chrysanthemum," "double plum blossoms," "three layers in a row," and "double dragons playing with a pearl."
Fireworks fall into the big categories of shengkong (rising into sky), tuzhu (spitting pearls), penhua (throwing out flowers), shizhuan (turning and spiraling), and xianxiang (ignited while hanging). And they are subdivided into over a thousand different types. Take the shengkong category for an example. There are fireworks that can rise to different heights and those mixed with firecrackers or equipped with parachutes.
Production
Fireworks consist of combustibles (powders of aluminum and iron), flash and sound compositions, and glue (usually natural resin and dextrin). The compositions are rich in potassium chlorate, antinomy sulphide, potassium perchlorate, and potassium benzoate. The production of fireworks involves a complex process of composition grinding, sifting, drying, purifying, mixing, granulating, and pressing.
Early in the mid 18 th century, Liuyang County of Hunan Province had become a center of huapao (firecrackers and fireworks) production, with the capacity of producing 140,000 cartons a year. Today, there are over 7,000 factories in the business with about 1,000,000 employees. They are mostly in the provinces of Hunan and Jiangxi.
Market
Not only is China a birthplace of huapao, but it's also the largest producer and exporter since 1860s. Statistics show that in 2005, China sold 13 billion RMB yuan (over 1.8 billion U.S. dollars), a third of which from exports to over a hundred countries. That amounts to 90% of world's production of, and 80% of world trade in, firecrackers and fireworks.
For safety reasons, most Chinese cities banned firecrackers and fireworks in the 1990s. With the rise of national pride amidst economic success, the mounting cry for respecting traditions lifted or partly lifted the ban in nearly all the cities, thereby reopening up a large domestic market. To promote more international trade, Liuyang, a stronghold of China's huapao industry has held the Liuyang International Huapao Festival every other year since 1990.
Challenges and Possible Solutions
The Chinese huapao industry still faces a number of challenges, such as poor management, small-scale production, substandard technology, deficient training mechanism, and weak pollution control. As a result, fatal accidents occur frequently. From October to November in 2007 alone, 86 people died in 12 accidents. The fire that reduced a huge storage hub in Foshan City, Guangdong Province, on February 14, 2008 proved devastating to the industry throughout the country.
Efforts are being made to build better storages and plans are being developed to produce smokeless, nontoxic, pollution-free, low-noise, non-combustible products that will be both safe and entertaining. | <urn:uuid:1e6bd814-2b43-4393-9884-8f949197bd0d> | CC-MAIN-2018-05 | https://digitalcommons.wku.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1018&context=dlps_fac_pub | 2018-01-18T21:20:49Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 677,029,434 | 2,019 | eng_Latn | eng_Latn | 0.965059 | eng_Latn | 0.997932 | [
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Mark 1, Mark 2, Mark 4, Luke 7
Web site "nathanolsen.com"
Next Weeks Lesson: "The Sermon on the Mount" (Matthew 5)
Today's Lesson: "[He] Took Our Infirmities, and Bare Our Sickness"
(Mark 1-2; 4:35-41; Luke 7:11-17)
1. He that loveth father or mother more than me is not worthy of me (Matthew 10:35-38)
A. How are verses 35 and 36 sometimes fulfilled when a person joins the Church?
B. Knowing that the Lord wants our families to be peaceful and united, why do you think he made these statements?
C. To whom should our first and strongest loyalty go?
2. A discussion on Miracles. (Bible Dictionary pg 732-733
)
A. What is one of the Savior's miracles that you would like to have witnessed? Why?
B. What is the danger of miracles?
3. Jesus travels through Galilee teaching the gospel and performing miracles.
(
Mark 1:14–15, 21–45
)
A. As Jesus traveled throughout Galilee teaching the gospel, he performed many miracles, including healing the sick and casting out devils (Mark 1:34, 39). Why did Jesus perform these and other miracles during his ministry?
B. Why were the people in the synagogue in Capernaum amazed at Jesus' teachings and his ability to cast out unclean spirits? (See Mark 1:22, 27)
C. By what authority did Jesus teach and perform miracles?
D. How do we have access to this power and authority today?
E. According to Mark 1:41, what was one reason Jesus healed the leper?
F. Jesus performed many miracles that directly blessed just one person. What do these incidents
demonstrate about how Jesus feels about us individually?
G. How has he shown love and compassion for you?
H. How can we show Christlike love and compassion for those around us?
4. Jesus forgives a man's sins and heals the man of palsy. (Mark 2:1–12)
A. By the time the Savior healed the man with palsy, he had performed many miracles. Because of the great faith of those who lowered the man through the roof, Christ decided to teach those assembled in the home a higher eternal principle. Instead of merely healing the man and sending him on his way, he responded by saying "Son, thy sins be forgiven thee." What eternal principle is he attempting to teach with this response?
B. How did the scribes respond?
C. Who are the scribes? (Bible Dictionary pg 770)
D. Christ's ability to read the minds of those around him allowed a distinct advantage to many of his discussions. Why?
E. The people in the congregation are really sure who this "miracle worker" is. Christ is attempting to reveal his God ship once more to them.
F. Levels of men on earth.
(1) Ordinary Human being.
(2) Ordinary Human being with the priesthood.
(3) Priesthood holder with special authority due to his additional duties. (General Authorities, Stake Presidents, Bishops etc)
(4) A Prophet.
(5) A God on earth.
5. Jesus calms the sea, casts out devils, and raises the son of the widow of Nain from the dead. (Mark 4:35–41; 5:1–20 and Luke 7:11–17)
A. The physical aspects of the Savior's miracles often
symbolized spiritual truths. What spiritual truths can we learn from the following miracles?
(1) Mark 4:35–41. Jesus calmed the sea.
(2) Mark 5:1–20. Jesus cast out a legion of devils.
(3) Luke 7:11–17. Jesus raised a young man from the dead.
B. Of all the miracles that the Savior performed, which one has spiritually strengthened you? Why?
6. Jesus heals a woman with an issue of blood and raises Jairus's daughter from the dead. (Mark 5:21–43)
A. How did the woman with an issue of blood show her faith? (Mark 5:25– 29)
B. What was the cause of her healing? (Mark 5:34)
C. How did Jairus show his faith in the Savior? (See Mark 5:22–23) What did Jesus say to strengthen Jairus's faith when Jairus heard that his daughter was dead? (Mark 5:36)
D. How can you apply these words in your life?
E. Why do you think faith must precede miracles? (Ether 12:12, 18; Moroni 7:37)
F. Why don't miracles alone provide a firm foundation for faith?
G. Brigham Young said: "Miracles, or these extraordinary manifestations of the power of God, are not
for the unbeliever; they are to console the Saints, and to strengthen and confirm the faith of those who love, fear, and serve God" (Discourses of Brigham Young, sel. John A. Widtsoe [1941], 341). | <urn:uuid:a70c57c0-a43f-411b-9774-9e5f2948be99> | CC-MAIN-2018-05 | http://www.nathanolsen.com/gd/nt/20030302.pdf | 2018-01-18T22:02:32Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00730.warc.gz | 521,235,605 | 1,107 | eng_Latn | eng_Latn | 0.995497 | eng_Latn | 0.995902 | [
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UNIT 10 Mathematical content
The literal facts
In this unit, students analyse international statistical data on population, literacy and education. They also reflect upon their own educational experience and contrast it with that of others around the world.
Using this unit
The unit is designed primarily for students at the Foundation/ Intermediate Tier of GCSE and should last for about 3 hours.
It is intended that the unit be used to consolidate students' knowledge and understanding of Number and Data Handling work rather than to introduce new work.
It looks at 9 different countries from around the world. Students use and analyse information on population, literacy, primary and secondary school enrolment and average national income. Students are encouraged to think about their own situation and to compare it to countries that may be "worse off".
The students are encouraged to consider their own educational opportunities contrasting these with children in the other countries covered. This should provoke reflection and discussion, which are both important elements of the unit.
In parts of the unit, what it means for someone to be illiterate is addressed. Consequently, if the class contains students with learning difficulties or particularly poor reading skills then extra sensitivity may be required.
Students will require a ruler, calculator and graph paper (task 3). A world atlas would also be helpful.
Number (AT2)
Ordering numbers, showing an understanding of
place value
Working with large numbers
(millions/billions)
Rounding numbers to the nearest whole
number
Finding and expressing
approximate proportions using
simple fractions and percentages
Expressing one number as a
percentage of another
Handling Data (AT4)
Extracting and interpreting
information from tables
Interpreting pie charts and bar charts and drawing
conclusions
Introduction to correlation
Spiritual and moral development
The aim of this unit is to help students to appreciate
the value of the education they receive. They are also
encouraged to imagine what life must be like for
other children around the world.
NOTES
TEACHER'S
Background
UNICEF was founded in 1946 in the aftermath of the Second World War as the United Nations International Children's Emergency Fund. Each year it publishes a report on 'The State Of The World's Children' which contains many statistics and also analysis and comment. The figures used in this unit come from the 1996 report.
In 1990 the United Nations organised the World Summit for Children at which almost all the world's governments agreed goals for achievement in 1995 and 2000. These cover infant mortality, disease, sanitation and malnutrition as well as the educational goal featured in the unit.
Additional sources
1. The state of the world's children published for UNICEF by Oxford University Press is available from UNICEF, Unit 1, Rignals Lane, Chelmsford, Essex, CM2 8TU. (01245) 476315 2. Summing Up the world published by Development Education in Dorset, available from DEED, Kingsleigh School, Hadow Road, Bournemouth, BH10 5HS. (01202) 532484
Notes on the activities
Throughout the unit there are places where students are encouraged to stop and reflect. When planning the lessons, it is important that time is allowed for class or group discussion. Students can then be encouraged to talk about their thoughts and be ready to listen to others who may well have different opinions.
It is suggested that the International Data sheet is copied onto a separate sheet of paper to help the students to make use of it in the various sections.
Literacy
Task 1 would be best done as a weekend homework prior to starting the unit properly.
Before working on the countries' data, it may be worthwhile for the students to find out where in the world the countries are. Some students may have trouble interpreting the table of data and so it is recommended that each of the categories be explained at an early stage.
Class discussion
The section on literacy raises a large number of issues that could be the basis for class discussion. It is important to build on the work students have been doing and so it is worth while discussing:
u how different their weekends were without any reading or writing;
u whether they were surprised by the amount of illiteracy in some countries;
u the alternative forms of communication used by people.
Going to school
This section examines the proportion of children, boys and girls, that attend school in different countries. The data used here is called the enrolment ratio - the number of children engaged in schooling at that level expressed as a percentage of the total number of children of the relevant ages.
In this section, students should be encouraged to reflect on the significant differences between countries. In thinking about what else children may be doing, the students might offer answers such as working to help support their families or even involvement in war.
School children
This section examines the proportions of the different countries' populations that are children of school age. It also encourages the students to examine links between these proportion figures and literacy rates.
Class discussion
After the sections on going to school and school children the class could discuss:
u
whether they were surprised by the variation in
school attendance around the world; u the different opportunities for boys and girls; u what children are doing if they are not at school.
Measuring success
This section examines the average national income in each of the countries. It also encourages students to consider what the best measure of the success of a country might be. Students might suggest education, literacy, infant mortality, crime rate.
Conclusion
In this final section students are encouraged to see how progress can be made and is being made in education in some parts of the world.
Class discussion
It would be good for the unit to conclude with a final discussion
summarising and drawing together the issues raised. The students could discuss:
Extension activity
Students could be asked to do research into other information about the 9 countries (e.g. life expectancy, infant mortality, debt, health facilities). Some more extensive work on correlation could then follow.
Alternatively, students could pick a country of their own choice (maybe a country with which they have some sort of an association) and find out its comparable figures. They could then compare their findings.
Answers
Task 2:
1. a) 5,760,000,000. b) 1,100,000,000.
c) Approximately 1 /5. d) Approximately 1 in 5 people in the world cannot read or write a simple sentence.
2. a) Niger (12%), Burkina Faso (17%), Ethiopia (31%), Haiti (41%), India (48%), Rwanda (55%), Philippines (94%), UK (97%), USA (99%).
b) 8th (or the 2nd highest country).
c) 88%. d) 88 people. e) 3%. f) 3 people.
Task 3:
1.
Secondary school
how realistic the goal set by the World Summit for Children is;
whether the goal is too limited and a higher target should be set;
what governments should be doing to work towards the goal;
how what they have learnt in the unit affects their views about their own education.
India
Niger
USA
Haiti
Rwanda
UK
Burkina Faso Ethiopia
Country
a) UK and USA; high literacy.
b) Niger and Burkina Faso; low literacy.
c) Boys; variety of answers.
d) India.
Philippines
0
NOTES
TEACHER'S
Task 4:
1. Rwanda 2,400,000; India 227,900,000; UK 8,100,000; Niger 2,700,000; Burkina Faso 2,900,000; USA 40,700,000; Ethiopia 15,600,000; Haiti 1,900,000; Philippines 17,800,000.
2. Rwanda 31%, India 25%, UK 14%, Niger 30%, Burkina Faso 29%, USA 16%, Ethiopia 29%, Haiti 27%, Philippines 27%.
3. a) Rwanda and Niger.
b) UK and USA.
c) High literacy.
d) Low literacy.
e) Countries with higher percentages aged between 5 and 16 are often poorer, so there is less finance for education and more pressure on girls to have children early.
Task 5:
1. a) UK and USA; high GNP.
b) Niger and Burkina Faso; low GNP.
c) (i) £1008.33.
(ii)
£232.69.
(iii)
£33.15.
d) (i) £15 (Niger); £16.67 (Burkina Faso). (ii) £3.46 (Niger); £3.85 (Burkina Faso). (iii)£0.49 (Niger); £0.55 (Burkina Faso). e) 5 to 6 days.
The literal facts
We all go to school in this country because we have no choice! However, we can sometimes take it for granted that we are able to go to school. In this unit we will be looking at how many people in various countries are literate as well as at how many have the opportunity to go to school. You will be using information about 9 countries given in the table of international data provided.
Literacy
Copyright image removed.
Most of us learned to read and write a long time ago. However, there are many people in the world who are less fortunate than us.
For many children there is little or no opportunity to learn to read and write.
2. What jobs could you do if you did not know how to read or write?
1. Imagine you do not know how to read or write. Think how this would affect a weekend at home. Consider, and write down, all the things that you would not be able to do, things that normally you would take for granted.
1. a) The population of the whole world is estimated to be 5.76 billion. Write this number out in full in figures (1 billion is equal to 1000 million).
b) It is estimated that there are 1.1 billion people in the world who are illiterate (that is, they cannot read and write even a simple sentence). Write this number out in full.
c) Using the pie chart to help you, estimate what fraction of the world cannot read and write a simple sentence.
2. a) Using the adult literacy figures for 1990 from the International Data table, rank the countries in order starting with the country with the lowest adult literacy rate (that is the smallest percentage of people aged 15 or over who can read and write).
b) Where does the UK come in the list?
c) The country with the lowest adult literacy rate in the world is Niger with 12%. This means that only 12% of the adult population of Niger can read and write a simple sentence. What percentage of Niger's adult population is illiterate?
d) Copy and complete this sentence (remember % means "out of 100"): In Niger, about ____ adults in every 100 cannot read and write a simple sentence.
e) What percentage of the adult population of Britain are illiterate?
f) Copy and complete this sentence:
In Britain, about ____ adults in every 100 cannot read and write a simple sentence.
World literacy
literate
illiterate
d) Using your previous answer, copy and complete the following sentence. Approximately 1 in ___ people in the world cannot read and write a simple sentence.
Does it surprise you that such a large proportion of the world's population cannot read and write?
What other ways do you think people use to communicate?
Going to school
Most people learn how to read and write when they are at school. In countries like Britain, almost everyone goes to a primary and a secondary school. There are, however, many countries where the story is very different.
3
This bar chart shows the percentage of boys and girls at secondary school for each country. Copy and complete the bar chart using the figures given in the main table. Use a scale of 1 cm for every 10% on the vertical axis.
Secondary school
Country
2. Use the bar chart to help you to answer the following questions:
a) Write down the names of the 2 countries with the highest secondary school figures. Do these countries generally have high or low literacy rates?
b) Write down the names of the 2 countries with the lowest secondary school figures. What do you notice about the literacy rates of these countries?
c) In most countries, do more of the boys or more of the girls go to secondary school? Does this surprise you? What do you think might be the reasons for this?
d) For which countries is the difference between boys and girls largest?
3. Copy and complete this table to show the percentage of boys and girls who do not go to a secondary school. The first country has been done for you.
% not at secondary school
In some countries many children are not at school. What do you think they are doing instead?
Copyright image removed.
School children
When we think of school children, we normally think of those aged between 5 and 16. Some countries have a large proportion of their population within this age group. For other countries the proportion is quite small. We are going to work out, for each of the countries, the percentage of the population aged between 5 and 16 years old.
4
1. Use the information on population to copy and complete the table on the right. To work out how many children there are in each country aged between 5 and 16, you have to subtract the number of children under 5 from the number of children under 16. The first one has been done for you.
3.8 million - 1.4 million =
2.4 million = 2,400,000
2. We are now going to work out, for each country, the percentage of the total population that is aged between 5 and 16. You need to do the following calculation for each country:
Number of children aged between 5 and 16 x 100 Total population
Copy and complete the table below rounding off your answer to the nearest whole number.
Using your calculator, check that you agree with the answer for Rwanda.
2.4
7.8
x 100 = 31% (to nearest whole number)
a) Write down the names of the 2 countries with the
largest percentage of their population aged
between 5 and 16.
b) Write down the names of the 2 countries with the smallest percentage of their population aged between 5 and 16.
c) Do countries with a small percentage of their population aged between 5 and 16 generally have high or low literacy rates?
d) Do countries with a large percentage of their population aged between 5 and 16 generally have high or low literacy rates?
e) Why do you think the above is generally true? You may wish to discuss these findings with your teacher.
3.
Measuring success
The GNP (Gross National Product) of a country is a way of measuring the wealth of that country. It is often used to determine how successful a country is.
Are there other things apart from wealth that could be used to show how successful a country is?
5
1. a) Find the 2 countries with the highest adult literacy rate. What do you notice about the GNP of these 2 countries compared with other countries?
b) Find the 2 countries with the lowest adult literacy rate. What do you notice about the GNP of these 2 countries?
c) The GNP figure tells you the income of an average person in a year. The GNP figure for the UK is £12,100.
(i) Calculate the average monthly income of a person in the UK.
(ii) Calculate the average weekly income of a person in the UK. (There are 52 weeks in a year.)
(iii)Calculate the average daily income of a person in the UK. (There are 365 days in a year.)
d) Choose one of the countries you mentioned in part b). Calculate the average income for a person in that country for:
(i) a month
(ii) a week
(iii) a day.
e) Roughly how many days would you have to work in the UK in order to earn the same as someone earns in a whole year in the country you chose in part d)?
Conclusion
There has been much work done over the last fifty years to promote the needs of children around the world. Organisations such as UNICEF are working hard to bring about better opportunities for children.
For example, in 1970 in most countries, less than 40% of girls had access to any real sort of education. Now nearly 70% of girls around the world can receive some sort of an education.
In 1990, the World Summit for Children took place. A number of goals to be achieved by the year 2000 were agreed by almost all of the world's governments. One of the goals was to provide:
"Basic education for all children and completion of primary education by at least 80% of children - girls as well as boys."
Coyright image removed.
Living in this country we all have the opportunity to go to school and have a decent education. Yet we can so often take this for granted. Many children around the world do not have even the most basic education. There are other things that we are also fortunate to have compared to others, whose lives are full of insecurity. For example, many children around the world have limited health care, little in the way of food and live under the constant threat of war.
Using the information on primary school completion found in the main table, do you think this is a realistic target?
How do you think governments and countries, including our own, can help to achieve this goal?
How has this unit changed your views about the education you receive?
Adult literacy rate: The percentage of people aged 15 or over who can read and write. Primary school completion: The percentage of children who complete primary school. Secondary
school: The percentage of boys (B) and girls (G) of secondary school age who go to school.
GNP/capita: Average annual income per person.
Copyright material removed.
3,204,000
918.6
344.5
116.6
33
48
62
60
37
200
Rwanda Country
(square km)
(%) 1993 school
1993
(millions)
(millions)
(%)
(%)
1993
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LEVERAGING TECHNOLOGY FOR CRITICAL THINKING
BY DR RIK BAIR AND DR BETH TEAGARDEN BAIR
|
Current Critical Thinking Dilemma
After reviewing the 2013-2016 College Learning Assessment Plus (CLA+) standardised test results from dozens of public colleges and universities, The Wall Street Journal reported that many students did not improve their critical thinking skills over their four years of secondary education. One would surmise that the top academic universities delivered the best results; however, their students on average produced little or no growth in critical thinking. For employers looking for a workforce that can quickly solve problems, this is a disappointing statistic that does not bode well for the future. As parents of these students witness the rising costs of tuition and student loans, they struggle to justify sending children into the higher education realm.
The CLA+ test was administered to undergraduate students, who take very few, if any, fully online courses at most universities. If we assume that most of these students are being taught in a face-to-face environment, then we can also relate the results of this article to learners in the K-12 realm. Critical thinking and reasoning skills should be a part of every course at every level to encourage learners to either seek out information on their own or at the very least, ask the right questions. With the growing list of technology tools, avenues to allow learners to pursue knowledge are readily available to make face-toface environments become a blended or flipped classroom design.
Learner Forensics
Have you been an instructor in a classroom that has just finished discussing the directions for an assignment and turned the learners loose only to now find a line of students at your desk asking for help? It makes you wonder why you even bothered to give directions! The instructional goal is not to enable learners, but to train them to evaluate the process, contemplate possible resources, consider alternatives, and ask probing personal questions to problem solve. Otherwise these learners fall into the trap of developing poor learning habits.
Although using technology does not mean the learners will automatically become critical thinkers, it provides a familiar environment for today's learners. Students are already using technology daily with social media and entertainment at a higher rate than they are for learning. This premise indicates that students may not know how to learn effectively when using technology in an educational environment. The key is to combine the use of digital technology and the student's mindset to apply critical thinking skills.
Instructional Forensics
To leverage the power of technology, the instructional design needs a framework that provides avenues of informationseeking methods. This design incorporates technology with a learning purpose to develop disciplined thinkers who attack problems. For instance, the instructor divides the students into groups of three and gives them a real-life situational problem, such as facing an incoming category five hurricane with no other help available. They will not be able to relocate, so they must plan how they will survive in their home. The instructor frames this assignment with the technology tools he/she wants the students to use as part of the research and development, and then the final presentation of their plan. A planned practice session may be necessary for students using the chosen technology tools for the first time, and the instructor should keep it simple to cover the basics.
To begin the project, instruct the students to use a Mindmap software to brainstorm the various challenges they need to consider, like loss of power, loss of water or food, storm surge, and wind damage. This organizer will initiate the beginning steps for students to ask the right questions, such as "If I lose power, what will I eat?" Learners must
immediately address the three prongs of critical thinking: creativity, reflection, and adaptability (MACAT, 2016). As the learners brainstorm and complete a Mindmap, they will find creative and workable solutions while working through relevant and flawed ideas. The Mindmap is important for students to include in their final presentation, and it provides the framework for considering alternatives. By grading their initial thought process, the instructor motivates them to put effort into the brainstorming aspects.
Next the instructor frames the research process and provides directions for the students to gather and organise their data. The students can make educated guesses about how they will handle some of the problems they will face, but the instructor's design includes using the Internet to research prior hurricanedamaged areas to investigate the conditions that people faced and how they survived different aspects. As the students place themselves in another's shoes, they address the critical thinking stages of evaluating what was effective and what could have been improved, as well as articulating opinions, solving problems, and developing solutions (MACAT, 2016). For this part of the project, the instructor can include a game of rewarding bonus points for the most creative solutions for each problem. Perhaps the instructor could incorporate a budget, where the students must face the choice of buying, wiring and fueling a generator versus obtaining supplies like candles. They should also consider what happens when they run out of fuel.
Now that the students have acquired and assessed this content, they can use a technology tool to organize and spread the knowledge to others. In this crucial final stage of critical thinking, the learners take a stand for their decisions, based on their research and problem solving. By creating a tool that could in turn teach others, the critical thinking students reach the highest level of Bloom's revised taxonomy: create
(Anderson et al., 2001). As they teach others, the learners obtain an even stronger grasp of the content and skill development. WebQuest tools such as Zunal.com are easy to use and a great choice for compiling and organising content into a learning environment. WebQuests are structured, studentcentered technology tools, so they allow for the learners to go at their own pace to analyse and synthesise the content.
As a final project, the students can pretend they are members of a World Disaster Response Team, who are going to reach out to people on an island that are about to suffer from a direct hurricane hit. The students can present their content as a WebQuest that will instruct the audience to consider their options for each potential aspect of the hurricane they will be facing. The instructor can challenge the students to engage their audience by adding media, such as video clips or images of storm surge and 320km per hour wind damage.
In this example, the Instructional Designer has integrated key aspects in a range of critical thinking and processing skills with various technology tools. Using a rubric, he/she can grade the learners on communication, collaboration, creativity, problem solving, and innovation. Because the students are already versed in social media tools, they can easily communicate and work outside of the normal classroom parameters. If instructors can employ such pedagogical methods in lesson planning, they can better prepare this generation for the workforce and reinforce the journey to disciplined thinking as well as the envisioned results.
References
Anderson, LW, Krathwohl, DR, Airasian, PW, Cruikshank, KA, Mayer, RE, Pintrich, PR, Raths, J, and Wittrock, MC 2001, A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Belkin, D (2017, June 06). Exclusive test data: Many colleges fail to improve critical-thinking skills. The Wall Street Journal Eastern Edition. Retrieved from https://miami-primo.hosted. exlibrisgroup.com:443/uml:Everything:TN_gale_ ofa494485264
Gurung, B. and Rutledge, D 2014, 'Digital Learners and the Overlapping of their Personal and Educational Digital Engagement', Computers & Education, Vol. 77, pp. 91–100.
MACAT (2016, March 16) What is critical thinking? A definition for real-life. Retrieved from https://blog.macat.com/what-is-critical-thinking/
Porter, WW, Graham, CR, Spring, KA and Welch, KR, 2014, 'Blended Learning in Higher Education: Institutional Adoption and Implementation', Computers & Education, Vol. 75, pp. 185–195.
Dr Richard Bair is the Director of the Distance Learning Institute for the University of Miami in Coral Gables, Florida. Contact via email@example.com
Dr Beth Teagarden Bair is the National Service Coordinator at Frostburg State University in Frostburg, Maryland. Contact via firstname.lastname@example.org
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MISSION TO PLANET EARTH ON-LINE EARTH SYSTEMS SCIENCE COURSE
Craig Blurton, Ph.D. NASA Classroom Of The Future 316 Washington Avenue Wheeling, WV 26003
Telephone: 304/243-2388
FAX: 304/243-2497
Steven McGee, Ph.D. NASA Classroom Of The Future 316 Washington Avenue Wheeling, WV 26003
Telephone: 304/243-2388
FAX: 304/243-2497
ABSTRACT
The National Aeronautics and Space Administration (NASA) has a leadership role in Earth Systems Science research for the United States with the Mission to Planet Earth (MTPE) program, which, making use of satellite technology, remote sensing, and image processing, is altering our understanding of our planet.
In order to provide middle school educators from across the United States with the skills, knowledge, and materials necessary to teach their students about Earth Systems Science and NASA's MTPE research efforts, the NASA Classroom of the Future will design, develop, field test, and disseminate an on-line course making use of World Wide Web and Virtual Reality Mark-up Language (VRML) technologies.
Although significant effort is going into the MTPE program, and although the implications of this research will have widespread impact on environmental, scientific, social, political, economic, and health policies worldwide, few teachers and far fewer students are aware of these efforts, or have the skills and knowledge necessary to understand them. Typically, students and teachers do not have experience with analyzing problems on an ecosystem or biosphere scale. But MTPE's scientific studies hold great potential to enhance, enrich, and extend the K-12 science and mathematics curricula. Many curriculum materials have been developed for this purpose by MTPE, Project Globe, and others.
The development of the on-line inservice course will be a collaborative effort involving classroom teachers, education personnel and scientists from NASA's Mission to Planet Earth (MTPE), the Classroom of the Future (COTF), and Space Grant Consortia members.
INTRODUCTION
The Earth as a system and the impact of human beings on that system have become the focus of extensive national and international research efforts. For example, the International Council of Scientific Unions' (ICSU) International Geosphere-Biosphere Programme (IGBP), the United States Global Change Research Program, and the National Research Council have focused on global change as a major part of their research agenda.
The National Aeronautics and Space Administration (NASA) has taken a leadership role in this research for the United States with the Mission to Planet Earth (MTPE) program, which makes use of satellite technology, remote imaging, and image processing, and is altering our understanding of the Earth as a system.
The NASA Classroom of the Future at Wheeling Jesuit College, in cooperation with NASA Headquarters Education and MTPE program personnel, is planning and field testing a World Wide Web-based teacher training program to provide middle school teachers from across the United States with the skills, knowledge, and materials necessary to understand and teach their students about Earth Systems Science and NASA's MTPE research efforts.
Although significant effort is going into the MTPE program, and although the implications of this research will have widespread impact on environmental, scientific, social, political, economic, and health policies worldwide, few teachers and far fewer students are aware of these efforts, or have the skills and knowledge necessary to understand them. Typically, students and teachers do not have experience analyzing problems on an ecosystem or biosphere scale. MTPE's scientific studies hold great potential to enhance, enrich, and extend the K12 science and mathematics curricula.
This effort includes course development, development of a WWW-based VRML interface, field testing of these materials, and dissemination to NASA-funded Space Grant Consortium for regional implementation. If successful, it is anticipated that the COTF will, in subsequent years, develop similar on-line courses for elementary and high school teachers.
Dr. Robert Tinker and Dr. Sarah Haavind, in a recent paper [1], describe the results of a study of the current state of the art in on-line course development. In the paper, they identify "common elements" of such courses:
The use of VRML and the World Wide Web, will place this project at the forefront of on-line teacher training initiatives.
The majority of netcourses studied utilized conferencing software or bulletin boards for the instructional part of the course. Some required up to four face-to-face meetings with the whole class so participants can "know" who their on-line colleagues are, other courses are marketed nationally, even internationally, and face-to-face meetings are not possible, with the exception of occasional subgroups who sign up together and build in local meetings. Some courses are augmented by a media package of materials up-front that include such resources as videotapes, software, or information on disk, as well as the traditional photocopied set of readings. The courses we reviewed varied widely in the level of structure, but all synchronized student activity by having topics that changed weekly. (p. 16)
We will use WWW technology for the Earth Systems Science course under development, but to go a step further than that under current consideration by developers. We propose to use Virtual Reality Mark-up Language (VRML) to build an interactive learning environment for use by class members and instructors. (For more information about VRML, see the Chronicle of Higher Education, February 23, 1996, p. A21 or visit the San Diego Supercomputer Center's WWW site at http://www.sdsc.edu/vrml/.) Such an environment will allow participants to explore virtual settings and interact with embedded tools and resources.
After exploring the strengths and weakness of current efforts in this area, they noted that current implementations were technically limited for a variety of reasons and concluded, "The World Wide Web will become the technology of choice for netcourses because of its universality and openness" (p. 30).
Curriculum Development
This project will develop the on-line materials for teacher training but will not develop K-12 classroom curriculum materials. Instead, the project will identify and incorporate existing K-12 classroom Earth System Science curriculum materials. NASA personnel have developed MTPE materials that can be used in teacher training and by teachers in their classrooms. Many other federally-funded programs are developing Earth Systems Science materials for use in K-12 classrooms. For example, Project GLOBE has developed a nationwide program to prepare teachers to teach Earth Systems Science and a special opportunity exists to collaborate with the NASA HPCC-funded "Exploring the Environment" (ETE) project at the COTF. ETE is developing a WWW site that contains Earth System Science investigations which can be incorporated into the MTPE curriculum (http://www.cotf.edu/ETE/).
Planning Team
This spring, the COTF is bringing together a course development team consisting of representatives from NASA Headquarters (MTPE and Education Division), COTF, Space Grant Consortia, a VRML software developer Earth System scientists, and middle school science teachers. The group will meet at the COTF for three days to develop the outline for the course, supporting materials and the virtual environment. Once this meeting is completed, development will continue with the participants collaborating using the Internet as the medium for communications. The materials will be ready for field testing in the winter of 1996-97.
COURSE DESCRIPTION
The content of the class will be Earth Systems Science, appropriate for middle school teachers and students, as well as an introduction to curriculum materials developed by NASA and other federal agencies for use in middle school science classes. The class will be delivered on-line, making use of WWW technology, including VRML to enable multimedia and virtual environments to be part of the educational experience. The project will do preliminary work developing interactive environments that enable participants to "enter" a virtual environment and interact with other participants as well as embedded tools and resources.
The class will be taught by an Earth System scientist and middle school science teacher, both of whom will help in its development. The class will be held on-line, with group problem solving, discussion, and peer support central to the activities. Original videotape in support of the curriculum will be developed as well.
Each participant in the class will receive a class "kit" that will contain materials such as print media, software, manipulatives, videotape, and curriculum materials from MTPE, GLOBE, and other federally-funded Earth System Science projects.
The on-line course materials will be field tested by 40 middle school science teachers across the country during the winter '96-'97. Participants in the field test will receive the course, course kit of materials, and two continuing education credits for participation. In addition, these individuals will attend a two-day workshop at the COTF during the fall of 1996 to receive instruction related to data collection and materials use during the field test.
This approach--regional dissemination and delivery-may seem counterintuitive due to the Internet's ability to deliver the course anywhere. However, such an approach will help address two critical issues--scalability (How does one mentor 50,000 teachers on-line?) and degree bearing credit (each participating institution will award credit to its participants). It is also anticipated that because of this approach, participating institutions will also be able to modify the course to meet local needs, integrating it into existing efforts.
COTF will make the class available to Space Grant Consortia colleges and universities to install on local Internet servers. By doing so, it will be possible for participating Space Grant Consortia members to offer it to teachers in their geographic region.
RESEARCH AND EVALUATION
Both formative and summative evaluation will be an integral part of the project, with a formal research agenda developed as part of the program that will further the COTF's research mission. Dr. Steven McGee, COTF Educational Research, will be part of the development team from the inception of the project.
Each participants' interactions with the course materials on the Web site and with the instructors and each other will be monitored and analyzed. Participants in the field test will be required to participate in an ongoing dialog about the effectiveness of both the on-line course materials and discussions as well as the classroom science activities and materials implemented as part of the course requisites.
As mentioned earlier, the on-line course will be piloted in the fall of 1996 with 40 teachers across the country being recruited to participate in the field test and being awarded 2 CEUs for their efforts.
COTF DEVELOPMENT TEAM
Craig Blurton, Ph.D.
Dr. Blurton, Associate Director of the NASA Classroom of the Future, will serve as principal investigator for this project. Dr. Blurton's duties will include coordinating the work of the various participants, arranging and facilitating meetings, managing the field test of the on-line course, and as science education advisor to the development team.
Stuart Ullman, Ph.D.
Dr. Ullman will serve as co-principal investigator and computer scientist on the project, responsible for the development of the Virtual Reality Mark-up Language (VRML) environment which will be created for use on the COTF web site. Dr. Ullman's current position at Carderock Division, Naval Surface Warfare Center in Maryland is as computer scientist and operations research analyst for the Methodology and Computation Branch, Operations Research Department..
Dr. Steven McGee
Dr. Steven McGee, COTF Educational Research, will serve as program evaluator and researcher. Dr. McGee will be responsible for developing the project's research design. Dr. McGee's work will capture lessons learned both during the development process and the field test
Mr. Bruce Rosen
Mr. Bruce Rosen, Computer Support Analyst at the COTF, will serve as "Webmaster" for the duration of the project, assisting in the development of the VRML interface, installing and testing software, and maintaining the system during the field test. Mr. Rosen has a Bachelors of Science in Computer Science with a minor in mathematics and currently is developing the COTF web site and manages the COTF Internet server.
Other Team Members
As of this writing, other members of the development team can only be identified by role. Specific individuals will be selected to fill these positions in consultation with NASA Headquarters personnel from Education, MTPE, and Space Grant.
Earth System Scientists– These individuals will provide the content expertise to the group. One of these individuals will serve as the on-line course instructor during the field test of the course materials.
Middle School Earth Science Teachers– These individuals, selected because of leadership in the field of Earth Science as well as exemplary teaching skills and an understanding of the National Science Education Standards, will assist with the development of the on-line instructional content and serve as on-line mentors during the field test of the course materials.
NASA Headquarters Personnel – At least one NASA Headquarters staff from MTPE, Education, and Space Grant will be invited to participate in the development process. Staff participation will ensure that the project developed meets NASA's education goals and is well connected to NASA human and material resources.
Space Grant Consortium Representatives – One or two representatives from colleges and universities that are members of NASA Space Grant Consortium will participate in the development process. Their inclusion will ensure that the project staff are informed about existing Space Grant resources and activities related to teacher training in Earth System Science and that the materials developed will be such that they can be integrated into Space Grant Consortium activities once development and field testing are completed.
CONCLUSION
Making use of high performance computing and communications technologies, the COTF, in collaboration with NASA personnel, is designing, producing, and delivering a high quality on-line Earth System Science course to educators across the United States making use of cutting edge technologies in support of NASA's Mission to Planet Earth.
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THEME: DETECTING ACCOUNTING ERRORS
By John W. Day, MBA
ACCOUNTING TERM: Transposition Error
A transposition error occurs when two or more numbers are reversed or transposed for each other. For example, if the number 48 is written as 84.
FEATURE ARTICLE: Detecting Accounting Errors
Anybody who works with accounting knows that errors are made by everyone. That means even the brightest and the best succumb to making errors from time to time. It's just a fact of life. The axiom that is drilled into the heads of accountants is to always "prove your work". This is usually learned the hard way until it is demonstrated clearly that proving your work is the shortest path to reaching the goal. The pain of having to redo hours of work because of sloppy habits gets burned deeply into the nervous system.
Okay, so you are proving your work as you go. What happens when you find that an account doesn't balance? Or, that a balance simply can't be right? At this point, it's time to don a detective's hat and start an investigation. There is a culprit or two lurking in those books and it's your job to "smoke em out". How to proceed? Where to begin? It seems like the error or errors could be hiding anywhere. The first thing to do is to start looking for clues. Before you get started, it helps to know the face of your adversaries for there are a number of them. The following is a list of the main types of errors with some examples:
1. Errors of principle - When a transaction is recorded against the fundamental principles of accounting.
- Purchase of a fixed asset that should be capitalized gets expensed instead.
- Recording a personal expense as a business expense.
- Recording a capital contribution as a loan when there is no intention to treat it that way.
2. Errors of omission – A transaction is either wholly or partially not recorded in the books.
- Forgetting to record the depreciation for a given period.
- Failing to record some out-of pocket expenses.
- Not recording a required adjustment to inventory.
3. Errors of commission – An entry is incorrectly recorded when posting.
- Original entry error: When an incorrect figure is entered in the records and posted to the correct account. For example, if recording $1,000 rent payment to Rent Expense as $100. Or, the number 9 is read as a number 4, etc.
- Calculation error: When recording a journal entry from a calculator tape that has an error in it.
- Reversal of entries: The amount is correct, the accounts used are correct, but the account that should have been debited is credited and vice versa.
- Transposition error: Two numbers have inadvertently reversed, such as 27 is written as 72, or 84 as 48.
- Compensating errors: Two equal and opposite errors leave the books in balance. This type of error is rare, and can be because a deliberate second error has been made to force the balancing of the records or to conceal a fraud.
This list offers a profile that describes the nature of each error. That's all well and good but how do you go about finding clues? The first order of business is to make sure to use good technique and organization in the initial preparation of financial statements.
For instance, the material required to prepare financial statements usually consists of current bank statements, a check register, payroll reports, a sales or cash deposit journal, and any notes regarding transactions that may require a general journal entry. This material should be scanned by you to make sure it is complete. This is an important step because the information from the scan is recorded in your brain for further reference if needed. A small bit of this information can provide an important clue to a mystery you are trying to solve.
The next step is to prepare the bank reconciliation. I recommend this be done manually because in the doing of the bank reconciliation your mind continues to gather information details related to deposits and expenses.
After a set of financial statements has been prepared, the first thing to do is prove that the cash account balance ties to the reconciled bank balance. If it doesn't then it is time to pull out your most important error finding tool. It's called the Detail of the General Ledger (GL) report. This report shows every debit and credit entry made to a specific GL account. Simply go to the Cash account, look at the total increases and decreases and compare them to the bank reconciliation balance. The error has to be there.
You may be wondering why I haven't mentioned running a Trial Balance. In the old days when we had to manually post to the GL we would run a Trial Balance. A trial balance was a list of all the credit and debit entries in the GL. If the total credits did not equal the total debits we would know there was an error. This was helpful because we could catch an error before preparing the financial statements. Nowadays a trial balance isn't necessary because, if after posting any group of entries the credits don't equal the debits, the computer will let you know.
This means that when the computer generates financial statements they "will" be in balance. However, just because they are in balance does not mean that each individual GL account balance is correct. Therefore, the next thing to be done is to prove what GL balances you can with other computer reports. For the rest of the accounts, apply the "test of reasonableness". What is the "test of reasonableness"? If rent expense is $1,000 per month and the profit and loss report shows a zero balance, then that doesn't make sense. Most likely the $1,000 got posted to the wrong account. How do you find out where it got posted? Usually the computer will print a transaction register that shows exactly what was entered into the computer. Find the rent check on the transaction register to see where it got posted.
What balances can be easily proved with comparative reports? Cash will be the most important by comparing it to the bank reconciliation. Accounts receivable is compared to the Accounts Receivable detail report; Accounts Payable is compared to the Accounts Payable detail report; Payroll taxes and wages can be compared to the payroll reports; Notes Payable to amortization schedules; Sales to a sales journal if you have one; etc. All others should be carefully looked at to see if they make sense using the test of reasonableness.
This proving process can take less than a half an hour and should be done for each financial statement that is prepared. It's wise to keep in mind here Murphy's Law, because the month the balances are not proved will be the month that has the big, glaring error.
QUESTION: How Are Accounting Errors Corrected?
How errors are corrected depends of course on the type of error. For instance, a really fascinating feature of transposition errors is they are divisible by nine. Try it and see. Take 96 and subtract 69. It equals 27. Divided by 9 it equals 3. Try another such as 12 and 21. The difference is 9. How about a large number such as 756 and 657? The difference is 99. Weird isn't it? So the first thing to look for if you are out of balance on something is to see if it divides by nine. If it does, most often it will be a transposition error. What then? All that can be done is to scan your numbers and look for possibilities. If you are working with a column or a tape, have someone read them back to you. For instance, if you have run a
calculator tape on your check register have someone read the amounts on the check register to you while you compare them to what is on the tape.
Another approach, when calculating a column of debits and a column of credits that don't equal, is to divide the difference by two. Take that number and run down the column of numbers to see if that same number is there. If so, this would mean a number was simply posted to the wrong column.
For instance, if $1,000 was put in the wrong column, that column would be overstated by $1,000. The other column would be understated by $1,000, thereby rendering the difference to be $2,000. Divide $2,000 by 2 to arrive at $1,000. Scan the columns for $1,000 and determine if that amount was posted to the right column.
Most of the time when working with computerized accounting systems you should write a general journal entry to correct an error. This way, you have a audit trail of what happened. I caution you against simply making the change directly into the system "after" you have posted. Quickbooks is the only system I know of where you can do this. Yes, sometimes you can get away with it. But, on there are those occasions where the only way you can figure out what happened, (perhaps months later) is by tracing back each transaction. It can be very frustrating to find there is no information to refer back to.
Sometimes when writing a journal entry to correct an error it is easy to mix up the debit and the credit. For instance, let's say there is a $5.00 debit in the Employee Payroll Tax liability account. It should have been a debit to the Employer Payroll Tax expense account. The correcting journal entry required is a debit to Employer Payroll Tax and a credit to Employee Payroll Tax for $5.00. Instead, the end result turns out to be a $10.00 debit in Employee Payroll Tax instead of $0.00. This calls for another correcting journal entry for $10.00. Sad to say this still happens to me after 27 years in the business.
Another thing to keep in mind is to use the Miscellaneous Suspense account when an error can't be found right away. More specifically, if you are trying to clear an account and there is still a balance in it and the financials need to be completed, reclassify the amount into the Suspense account and finish what you are working on. The figure will remain in the Suspense account until the answer is found.
Also, let's say there is an error in some expense account. It is not material, meaning that the size of the error will make no difference at all to the readers of the financial statements. You simply cannot find it. It is obvious that it got posted to some other unknown expense account. Leave it alone. The bottom line profit or loss will not be affected. All that is wrong is two of the expense accounts are slightly off. The time it takes to find a small error like that is not worth the benefit of finding it.
Lastly, what if there is some amount left over in an account and you have no idea where it came from or where to put it. If it is not material, take the leap and post it to Miscellaneous Expense. If you feel inspired, add a note to why this entry is being made. It's not a capital crime. Sometimes "stuff" happens. Use common sense. Get rid of it and move on.
TIP: Finding And Fixing Bank Reconciliation Errors
First, look at this list of the types of the most common bank reconciliation errors you might run into:
Book Side:
1. Beginning balance is incorrect
2. Deposit totals are incorrect.
3. Check register total is incorrect.
4. Some bank charges on the bank statement were unaccounted for.
5. A transposition error occurred.
6. There was an addition or subtraction error.
Bank Side:
7. The bank's beginning balance was not recorded correctly.
8. A last month's deposit-in-transit was not included.
9. This month's deposit-in-transit was not included.
10. An outstanding check is not actually outstanding.
11. A check that is outstanding is not recorded as outstanding.
Next, here are ten tips on finding errors in a bank reconciliation that come directly from my Real Life Accounting for Non-Accountants online course:
1. Determine the amount you are off between the Book and Bank balance. Is the Book balance higher or lower than the Bank?
2. Does the amount seem familiar? Scan your lists of deposits, checks and outstanding checks. Scan the bank statement.
3. If you do find the exact number you will have to think out how that number could be causing the problem.
4. If you don't find the number then you need to determine whether your problem is related to increases or decreases on the Book side.
A KEY Point - Analysis Techniques that Work
Find the summary credit amount on the bank statement and the summary amount of deposits on the Book side. Go back to the summary amount of credits from the bank statement. Begin with that figure in your calculator. Subtract any deposits-in-transit from last month and add any new deposits-in-transit. Subtract any deposit adjustments on the bank statement that are not included in your Book deposits. If your new number is different from your summary Book deposit number then either your entire problem is in the deposit section or part of it is. If it is the exact amount you are off then you know you are in the home stretch. If it comes out equal, your problem is in the decreases section.
Use the same process to find out how far you are off in the decreases section. Add all your Book decreases which will include checks, bank charges, and any other deductions to the bank balance that occurred during the month. Establish that total. Then find the total debits on the bank statement. Subtract last month's outstanding checks and add this month's outstanding checks. Add or subtract any other bank deductions that are not included on your Book side decreases. Compare the two totals. If it is not the exact amount you are off, but it is off, then combine the amount your are off in the deposit section and see if that combination is not the same as the original difference between Bank and Book .
5. If you determine that you are off in the decreases section then compare your check register tape against the bank checks. This has to be done check by check. Do not compare your check register that you checked off against the bank. If you do, you may miss the error again. Use the tape. This is a secret accounting technique. Most errors are found here. For instance, a 10 was taken as 100, or a 4 looked like a 9, or 3 like an 8. A number might have been skipped entirely, you just didn't see it. Another common error is adding a check that was voided. Voided checks should have a line drawn through them to make sure you don't add them in.
6. Part of Step Five is to also reestablish the new outstanding check list. Often an error shows up here. A check may have cleared but did not get taken off last month's list.
7. If no luck, so far, you need to systematically recheck every deduction that is listed on the bank statement. Sometimes, on the very last page a deduction may be listed and you didn't see it.
8. If you are still searching having rechecked all your lists including deposits, checks, all debit and credit memos and are still having no success then it is probably something stupid. At this point, check your beginning balance. Is it the same as last month's ending balance. Did you pick up the right Bank ending balance as the starting balance on your reconciliation's Bank side? Is your addition correct?
9. If you can't find the error by now your only recourse is to do it all over again. Go slowly, leave no stone unturned. It is there! If you have been thorough and careful to make sure you have accounted for every item on your Book side that occurred on the Bank side then the error has to be there.
10. Use the Stop and Rest technique if you are getting tired. You will be amazed how quickly you can find the error the next day.
John W. Day, MBA is the author of two courses in accounting basics: Real Life Accounting for NonAccountants (20-hr online) and The HEART of Accounting (4-hr PDF). Visit his website at http://www.reallifeaccounting.com to download his FREE e-book pertaining to small business accounting and his monthly newsletter on accounting issues. Ask John questions directly on his Accounting for NonAccountants blog. | <urn:uuid:3c19edff-2bba-4208-916e-f5450e3af292> | CC-MAIN-2018-05 | http://reallifeaccounting.com/pubs/Article_Theme_Detecting_Accounting_Errors.pdf | 2018-01-18T21:36:28Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 280,264,586 | 3,461 | eng_Latn | eng_Latn | 0.999443 | eng_Latn | 0.999547 | [
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How Batteries Work
by Marshall Brain
Batteries are all over the place -- in our cars, our PCs, laptops, portable MP3 players and cell phones. A battery is essentially a can full of chemicals that produce electrons. Chemical reactions that produce electrons are called electrochemical reactions.
In this article, you'll learn all about batteries -- from the basic concept at work to the actual chemistry going on inside a battery to what the future holds for batteries and possible power sources that could replace them!
Battery Basics
If you look at any battery, you'll notice that it has two terminals. One terminal is marked (+), or positive, while the other is marked (-), or negative. In an AA, C or D cell (normal flashlight batteries), the ends of the battery are the terminals. In a large car battery, there are two heavy lead posts that act as the terminals.
Electrons collect on the negative terminal of the battery. If you connect a wire between the negative and positive terminals, the electrons will flow from the negative to the positive terminal as fast as they can (and wear out the battery very quickly -- this also tends to be dangerous, especially with large batteries, so it is not something you want to be doing). Normally, you connect some type of load to the battery using the wire. The load might be something like a light bulb, a motor or an electronic circuit like a radio.
Inside the battery itself, a chemical reaction produces the electrons. The speed of electron production by this chemical reaction (the battery's internal resistance) controls how many electrons can flow between the terminals. Electrons flow from the battery into a wire,
and must travel from the negative to the positive terminal for the chemical reaction to take place. That is why a battery can sit on a shelf for a year and still have plenty of power -- unless electrons are flowing from the negative to the positive terminal, the chemical reaction does not take place. Once you connect a wire, the reaction starts.
Battery Chemistry: Voltaic Pile
The first battery was created by Alessandro Volta in 1800. To create his battery, he made a stack by alternating layers of zinc, blotting paper soaked in salt water, and silver, like this:
This arrangement was known as a voltaic pile. The top and bottom layers of the pile must be different metals, as shown. If you attach a wire to the top and bottom of the pile, you can measure a voltage and a current from the pile. The pile can be stacked as high as you like, and each layer will increase the voltage by a fixed amount.
Battery Chemistry: Daniell Cell
In the 1800s, before the invention of the electrical generator (the generator was not invented and perfected until the 1870s), the Daniell cell (which is also known by three other names -- the "Crowfoot cell" because of the typical shape of the zinc electrode, the "gravity cell" because gravity keeps the two sulfates separated, and a "wet cell," as opposed to the modern "dry cell," because it uses liquids for the electrolytes), was extremely common for operating telegraphs and doorbells. The Daniell cell is a wet cell consisting of copper and zinc plates and copper and zinc sulphates.
To make the Daniell cell, the copper plate is placed at the bottom of a glass jar. Copper sulfate solution is poured over the plate to half-fill the jar. Then a zinc plate is hung in the jar as shown and a zinc sulfate solution poured very carefully into the jar. Copper sulfate is denser than zinc sulfate, so the zinc sulfate "floats" on top of the copper sulfate. Obviously, this arrangement does not work very well in a flashlight, but it works fine for stationary applications. If you have access to zinc sulfate and copper sulfate, you can try making your own Daniell cell.
Experiments: Voltaic Pile
If you want to learn about the electrochemical reactions used to create batteries, it is easy to do experiments at home to try out different combinations. To do these experiments accurately, you will want to purchase an inexpensive ($10 to $20) volt-ohm meter at the local electronics or hardware store. Make sure that the meter can read low voltages (in the 1-volt range) and low currents (in the 5to 10-milliamp range). This way, you will be able to see exactly what your battery is doing.
You can create your own voltaic pile using coins and paper towels. Mix salt with water (as much salt as the water will hold) and soak the paper towel in this brine. Then create a pile by alternating pennies and nickles. See what kind of voltage and current the pile produces. Try a different number of layers and see what effect it has on voltage. Then try alternating pennies and dimes and see what happens. Also try dimes and nickels. Other metals to try include aluminum foil and steel. Each metallic combination should produce a slightly different voltage.
Another simple experiment you can try involves a baby food jar (if you don't have a baby around the house, just purchase a few jars of baby food at the market and empty them out), a dilute acid, wire and nails. Fill the jar with lemon juice or vinegar (dilute acids) and place a nail and a piece of copper wire in the jar so that they are not touching. Try zinc-coated (galvanized) nails and plain iron nails. Then measure the voltage and current by attaching your volt meter to the two pieces of metal. Replace the lemon juice with salt water, and try different coins and metals as well to see the effect on voltage and current.
Battery Reactions
Probably the simplest battery you can create is called a zinc/carbon battery. By understanding the chemical reaction going on inside this battery, you can understand how batteries work in general.
Imagine that you have a jar of sulfuric acid (H2SO4). Stick a zinc rod in it, and the acid will immediately start to eat away at the zinc. You will see hydrogen gas bubbles forming on the zinc, and the rod and acid will start to heat up. Here's what is happening:
! The acid molecules break up into three ions: two H + ions and one SO4 -ion.
! The zinc atoms on the surface of the zinc rod lose two electrons (2e ) to become Zn ++ ions.
! The Zn ++ ions combine with the SO4 -ion to create ZnSO4, which dissolves in the acid.
! The electrons from the zinc atoms combine with the hydrogen ions in the acid to create H2 molecules (hydrogen gas). We see the hydrogen gas as bubbles forming on the zinc rod.
If you now stick a carbon rod in the acid, the acid does nothing to it. But if you connect a wire between the zinc rod and the carbon rod, two things change:
! The electrons flow through the wire and combine with hydrogen on the carbon rod, so hydrogen gas begins bubbling off the carbon rod.
! There is less heat. You can power a light bulb or similar load using the electrons flowing through the wire, and you can measure a voltage and current in the wire. Some of the heat energy is turned into electron motion.
The electrons go to the trouble to move to the carbon rod because they find it easier to combine with hydrogen there. There is a characteristic voltage in the cell of 0.76 volts. Eventually, the zinc rod dissolves completely or the hydrogen ions in the acid get used up and the battery "dies."
Voltage
In any battery, the same sort of electrochemical reaction occurs so that electrons move from one pole to the other. The actual metals and electrolytes used control the voltage of the battery -- each different reaction has a characteristic voltage. For example, here's what happens in one cell of a car's lead-acid battery:
! The cell has one plate made of lead and another plate made of lead dioxide, with a strong sulfuric acid electrolyte in which the plates are immersed.
! Lead combines with SO4 to create PbSO4
plus one electron.
! Lead dioxide, hydrogen ions and SO4 ions, plus electrons from the lead plate, create PbSO4 and water on the lead dioxide plate.
! As the battery discharges, both plates build up PbSO4 (lead sulfate), and water builds up in the acid. The characteristic voltage is about 2 volts per cell, so by combining six cells you get a 12volt battery.
A lead-acid battery has a nice feature -- the reaction is completely reversible. If you apply current to the battery at the right voltage, lead and lead dioxide form again on the plates so you can reuse the battery over and over. In a zinc-carbon battery, there is no easy way to reverse the reaction because there is no easy way to get hydrogen gas back into the electrolyte.
Modern Battery Chemicals
Modern batteries use a variety of chemicals to power their reactions. Typical battery chemistries include:
! Zinc-carbon battery - Also known as a standard carbon battery, zinc-carbon chemistry is used in all inexpensive AA, C and D dry-cell batteries. The electrodes are zinc and carbon, with an acidic paste between them that serves as the electrolyte.
! Alkaline battery - Used in common Duracell and Energizer batteries, the electrodes are zinc and manganese-oxide, with an alkaline electrolyte.
! Lithium photo battery - Lithium, lithium-iodide and lead-iodide are used in cameras because of their ability to supply power surges.
! Lead-acid battery - Used in automobiles, the electrodes are made of lead and lead-oxide with a strong acidic electrolyte (rechargeable).
! Nickel-cadmium battery - The electrodes are nickel-hydroxide and cadmium, with potassiumhydroxide as the electrolyte (rechargeable).
! Nickel-metal hydride battery - This battery is rapidly replacing nickel-cadmium because it does not suffer from the memory effect that nickel-cadmiums do (rechargeable).
! Lithium-ion battery - With a very good power-to-weight ratio, this is often found in high-end laptop computers and cell phones (rechargeable).
! Zinc-air battery - This battery is lightweight and rechargeable.
! Zinc-mercury oxide battery - This is often used in hearing-aids.
! Silver-zinc battery - This is used in aeronautical applications because the power-to-weight ratio is good.
! Metal-chloride battery - This is used in electric vehicles.
Battery Arrangements
In almost any device that uses batteries, you do not use just one cell at a time. You normally group them together serially to form higher voltages, or in parallel to form higher currents. In a serial arrangement, the voltages add up. In a parallel arrangement, the currents add up. The following diagram shows these two arrangements:
The upper arrangement is called a parallel arrangement. If you assume that each cell produces 1.5 volts, then four batteries in parallel will also produce 1.5 volts, but the current supplied will be four times that of a single cell. The lower arrangement is called a serial arrangement. The four voltages add together to produce 6 volts.
Battery Power
Normally, when you buy a pack of batteries, the package will tell you the voltage and current rating for the battery. For example, my digital camera uses four nickel-cadmium batteries that are rated at 1.25 volts and 500 milliamp-hours for each cell. The milliamp-hour rating means, theoretically, that the cell can produce 500 milliamps for one hour. You can slice and dice the milliamp-hour rating in lots of different ways. A 500 milliamp-hour battery could produce 5 milliamps for 100 hours, or 10 milliamps for 50 hours, or 25 milliamps for 20 hours, or (theoretically) 500 milliamps for 1 hour, or even 1,000 milliamps for 30 minutes.
However, batteries are not quite that linear. For one thing, all batteries have a maximum current they can produce -- a 500 milliamp-hour battery cannot produce 30,000 milliamps for 1 second, because there is no way for the battery's chemical reactions to happen that quickly. And at higher current levels, batteries can produce a lot of heat, which wastes some of their power. Also, many battery chemistries have longer or shorter than expected lives at very low current levels. But milliamp-hour ratings are somewhat linear over a normal range of use. Using the amp-hour rating, you can roughly estimate how long the battery will last under a given load.
If you arrange four of these 1.25-volt, 500 milliamp-hour batteries in a serial arrangement, you get 5 volts (1.25 x 4) at 500 milliamp-hours. If you arrange them in parallel, you get 1.25 volts at 2,000 (500 x 4) milliamp-hours. | <urn:uuid:a5823d34-e22e-4138-b7dd-b4bc9154d211> | CC-MAIN-2018-05 | http://skol.ca/wp-content/uploads/2012/09/battery.pdf | 2018-01-18T21:40:51Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 309,940,150 | 2,683 | eng_Latn | eng_Latn | 0.990307 | eng_Latn | 0.998604 | [
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DeSoto County High School
2017-2018
Program of Studies
Home of the Bulldogs
1710 East Gibson Street Arcadia, FL 34266 (863) 494-3434
2017-2018 DeSoto County High School Program of Studies pg. 1
Table of Contents
2017-2018 DeSoto County High School Program of Studies pg. 2
Course Selection Procedures
As a student enrolled in DeSoto County High School, you are given the opportunity each spring to select courses for the following year. It is important that you involve your parents in course selection, make certain you have taken the proper prerequisites, and keep high school graduation requirements and career objectives in mind.
The course selection process will be completed with all DHS students over the course of 2 weeks: Monday, January 9, 2017, through Friday, January 20, 2017.
You will meet individually with your guidance counselor to select courses for the coming year based on graduation requirements, to complete the course selection form, and to learn how to request schedule changes. State test scores and district progress monitoring scores will be additional resources used to place students in Math, Science, Social Studies, English and Reading
This guide is designed to aid you in making appropriate choices by providing brief program and course descriptions, prerequisites, and other information pertinent to this process. Take your possible course selections to your teachers as well as your parents to discuss the correct course placement. Write down any questions you have. Use the following as a checklist for completing the course selection form.
______ 1. Review your graduation requirements with your counselor to determine what courses you will need to take next year. Consider courses that need to be repeated because of unearned credit.
______ 2. Discuss your course selection with your teachers in each subject area. If you are interested in taking Honors or AP courses please review the requirements.
______ 3. Select a total of seven (7) credits.
______ 4. List at least four (4) alternative elective credits on your course selection form.
All information regarding course and graduation requirements is subject to change, pending legislation, state mandate, and district policy. Some courses listed in this guide may not be offered due to budgetary demands.
Schedule Change Policy
Any change in course selection requests for the 2017 - 2018 school year must be made by May 5, 2017. Once the school year starts, changes to course selections are made only for the following reasons:
Approved Changes:
- Senior needing course for graduation
- Course credit already earned
- Course prerequisites not met
- Student dismissed from course for which prior approval is needed.
- Student needs remedial course for grad assessments
Graduation Information
Diploma Options
Standard Diploma: Awarded to students who meet all requirements for graduation (18 credit ACCEL option or 24 credit option, 2.0 unweighted GPA, passing score on the FSA ELA and Algebra 1 EOC).
Certificate of Completion: Awarded to students who earn the required 24 credits and are unable to meet the 2.0 GPA and/or testing requirements (Algebra 1 EOC and FSA ELA or Florida State Assessment).
Grading Practices
Achievement will be measured according to the following grading scale: A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 59 – 0
2017-2018 DeSoto County High School Program of Studies pg. 3
Weighted Grades
The cumulative GPA will be increased by 0.02 for each semester that a student passes of any honors level course.
The cumulative GPA will be increased by 0.04 for each semester that a student passes of Advanced Placement or Dual Enrollment courses. These courses are in the list of course offerings.
Grade Forgiveness Policy and Averaging
A student may repeat a course to improve the grade point average subject to State Board rules and the following restrictions:
1. The student may receive graduation credit, required or elective, for a course only one time. The original course and grade will appear on the student's academic history but will not be counted towards graduation requirements or be used in calculating the district or state grade point average.
2. Only a grade of D or F can be replaced with a C or higher.
3. Eighth grade students making a C/D/F in high school courses taught at the middle school may retake it at the high school for grade forgiveness.
Grade Point Average for Extra-Curricular Activities
Students wishing to participate in extra-curricular activities must comply with the requirements of Florida Statute 232.2463 and the Florida High School Activities Association. A student shall be eligible during the first semester of his or her ninth grade year provided that it is the student's first entry into the ninth grade, and he or she was regularly promoted from the eighth grade the immediate preceding year. A student must have a cumulative unweighted high school grade point average of 2.0 or above on a 4.0 scale (or its equivalent) in all courses taken that are required by Florida Statute 232.246(1) at the conclusion of a semester, or s/he shall not be eligible during the following semester.
Students wishing to play sports in postsecondary schools should contact their coaches for NCAA rules.
See the NCAA freshman eligibility standards in Appendix A.
Course Substitutions
Agriscience Foundations may be used in lieu of science (except Biology) unless counted for the Agriscience track.
In addition to the Fine Arts courses listed in the Fine Arts section, the following courses will also meet the Fine Arts requirement for graduation:
*Digital Information Technology
*TV Production 1 & 2
*Digital Design 1, 2, & 3
*Culinary Arts 2 & 3
Academic Letter Requirements
1. Academic Requirements: To be eligible to receive an Academic Letter, a student must have received a weighted academic average of 3.5 or higher (no rounding) at the end of the year of grades 9, 10, 11, or at the end of the first semester of the senior year for 12 th grade students. In order for a 12 th grade student to be eligible for an academic letter, he/she must be enrolled in two core courses.
2. Citizenship Requirements: A review committee will be established to consider the citizenship of all academically qualified applicants.
Class Ranking
For class ranking purposes, GPA will be calculated at the end of the first semester of the senior year. To be named first (Valedictorian) or second (Salutatorian) in the graduating class, a student must have attended DeSoto County High School for a minimum of three consecutive semesters by the end of the first semester of the senior year.
Talented Twenty Program
The Talented Twenty program is part of the Governor's Equity in Education Plan. The purpose is to guarantee admission to students who succeed in their respective K-12 public schools, and to encourage students to strive for better grades and pursue rigorous academic courses.
2017-2018 DeSoto County High School Program of Studies pg. 4
*JROTC – 2 years
Students eligible for Talented Twenty:
- Are guaranteed admission to one state university (after being denied admission at three state universities).
- Are given priority for the awarding of funds from the Florida Student Assistance Grant.
- Must be enrolled in a Florida public high school.
- Must complete 18 preparatory academic units.
- Must place in the top 20% of their graduating class as determined by cumulative state GPA.
State University Entrance Requirements
The following are minimal admission requirements for freshmen entering Florida public universities. Each student has the responsibility of checking with the college of his or her choice to determine that school's requirement.
ACADEMIC CORE COURSES:
o English
4 credits (three with substantial writing)
o Math
4 credits (Algebra I, Geometry, and higher)
o Science 3 credits (two with substantial lab experience)
o Social Science
3 credits (World History, U.S. History, Economics/Government)
o Foreign Language
2 credits in the same language
Bright Futures Scholarship Requirements for 2018 Graduates
Testing
GRADUATION/STATE REQUIREMENTS:
- FSA/EOC Assessments
o Algebra I EOC: passing score is required to graduate.
o Algebra II EOC: test is 30% of the final grade.
o Geometry, Biology, and U.S. History EOCs: completing the test is required for graduation.
[x] EOC courses listed above: score counts as 30% of the final grade in the class.
o FSA ELA Assessment: all 9 th , and 10 th graders must take. A passing score in 10 th grade is required for graduation
[x] This test includes the FSA Writing Component.
o Semester Exams: no exemptions; required for course credit
[x] These are required for every course taught on the DCHS campus. Some are created in district, some are not.
COLLEGE ENTRANCE:
- The American College Testing Battery (ACT) and the Scholastic Aptitude Test (SAT) provides information that is used as a partial indicator of how well students will perform in college. More information on these tests can be obtained from the guidance office or online at www.collegeboard.org for the SAT or www.actstudent.org for the
2017-2018 DeSoto County High School Program of Studies pg. 5
ACT. Fee waivers for these exams are available for students that qualify for the DeSoto School District's free or reduced lunch program. Please see your Guidance Counselor for more information.
- Armed Services Vocational Aptitude Battery (ASVAB): The ASVAB is a test offered by the U.S. Army at no cost to students. It measures aptitude in five separate career field areas and provides an indication of general academic aptitude as well.
Assignment of Students to Classes
For all courses:
- Counselors and academic coaches will meet with students and discuss recommendations regarding course selection.
- Information concerning all courses offered will be made available to all students to aid in course selections
For remedial courses:
- Any student who does not pass the Algebra I EOC, and does not obtain the credit for the Algebra I class may be placed into Liberal Arts Mathematics the following year.
- Any student taking the FSA ELA Retake, who scores at a Level 1 or Level 2 may be placed into Intensive Reading for a full year. They can be removed at specific times throughout the year by obtaining concordant scores in reading on the ACT or SAT, or receiving a Level 3 on the FSA ELA Retake in the fall.
- Any junior who has not passed the Algebra I EOC may be placed in Intensive Math (based on availability).
o Students are strongly encouraged to request Intensive Math if they have not met this math graduation requirement.
For honors courses:
- Honors courses are based upon a rigorous curriculum which includes advanced skills and knowledge. The following specific entry criteria should be carefully considered before enrolling:
o Unweighted GPA of 3.0 or higher
o A grade of B or higher in the pre-requisite course, and grades of "C" or higher in all other core courses.
o FSA ELA scores of a Level 4 or higher (for certain content areas)
o Teacher recommendation
o Discipline and attendance will be reviewed as part of the process.
For Advanced Placement (AP) courses:
- Enrollment in AP courses requires a signed contract. Classes may NOT be dropped without approval from the administrative appeals committee which meets once quarterly- see appendix B
- Students enrolled in AP courses will be required to take the exam, which is given in the spring.
Final acceptance in Honors and AP courses is subject to administrative approval.
For Dual Enrollment courses:
- In order to participate in the dual enrollment classes through South Florida State College (DeSoto County School District pays for the classes), students must meet the following criteria:
- Students must fill out an application at SFSC
- Students must meet any prerequisite requirements for DE classes
- Students must have taken the PERT/ACT/ SAT for academic classes and have the required scores, or have taken the TABE (cut scores are not required for entry) for vocational classes
- Guidance/Administrative permission
- Students are solely responsible for registration in courses outside the DHS curriculum
o DE registration requirements must follow the order listed above.
[x] See guidance for a College Course Approval Form
[x] The student must personally register at SFSC
[x] Students must turn in a copy of their DE registration sheet to guidance
- Following the Memorandum of Understanding with SFSC, any student who makes a grade of W, D, or F in a dual enrollment course is not eligible for DE the following semester. If the student wishes to re-enroll in a course following receipt of a W, D, or F, s/he is then responsible for payment of the course.
- Dual Enrollment credits are not awarded until the completion of the course.
It is in student's best interest to enroll in dual enrollment courses that are directly related to student's future course of study. All dual enrollment hours are calculated when students transfer to a university. A student should enroll only in courses that will be required for acceptance into his or her future program of study at a university. For information about Florida university program requirements, visit FACTS.ORG.
- Go to www.FACTS.org
- Choose the "counselors and educators" tab
2017-2018 DeSoto County High School Program of Studies pg. 6
- Choose the "Advising Manuals" link
- Choose the "Common Prerequisite Manual" link
Dual Enrollment classes listed in this curriculum guide are subject to change based on faculty availability and number of student requests. Current Dual Enrollment courses offered on campus are:
ENC1101
Freshman English Comp 1
ENC1102
Freshman English Comp 2
2017-2018 DeSoto County High School Program of Studies pg. 7
ENGLISH/LANGUAGE ARTS
GR Will meet graduation requirements
SE State created exam/assessment is attached to this course
BF Will meet Bright Futures Scholarship Program requirements for English
HN
Honors course
DE Dual Enrollment course
FA
Fine Arts credit
ENGLISH I (GR, SE, BF)
Credit: 1.0
Grade 9
1001310
The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
ENGLISH HONORS I (GR, SE, BF, HN)
Credit: 1.0
Grade 9
1001320
Students planning to enroll in DE English in the future should take this course.
The purpose of this course is to provide grade 9 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
ENGLISH II (GR, SE, BF)
Credit: 1.0
Grade 10
1001340
The purpose of this course is to provide grade 10 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
ENGLISH HONORS II (GR, SE, BF, HN)
Credit: 1.0
Grade 10
1001350
Students planning to enroll in DE English in the future should take this course.
The purpose of this course is to provide grade 10 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language in preparation for college and career readiness.
ENGLISH III (GR, SE, BF)
Credit: 1.0
Grade 11
1001370
The purpose of this course is to provide grade 11 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
ENGLISH HONORS III (GR, SE, BF, HN)
Credit: 1.0
Grade 11
1001380
The purpose of this course is to provide grade 11 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language in preparation for college and career readiness.
ENGLISH IV FLORIDA COLLEGE PREP (GR, BF)
Credit: 1.0
Grade 12
1001405
This course incorporates reading and writing study through writing a variety of informative texts using grade-level writing craft and through the in-depth reading and analysis of informational selections in order to develop critical reading and writing skills necessary for success in college courses. This course prepares students for successful completion of Florida college English courses. The benchmarks reflect the Florida Postsecondary Readiness Competencies necessary for entry-level college courses and are also related to the College and Career Readiness (CCR) anchor standards, the exit standards of Florida's K-12 Florida Standards. Academic coaches will place students in ECR based on their test scores.
ENGLISH IV (GR, SE, BF)
Credit: 1.0
Grade 12
1001400
The purpose of this course is to provide grade 12 students, using text of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
ENGLISH IV HONORS (GR, BF, HN)
Credit: 1.0
Grade 12
1001410
The purpose of this course is to provide grade 12 students, using texts of high complexity, advanced integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness.
FRESHMAN ENGLISH I (GR, BF, HN, DE)
Credit 1.0, Fall Semester
Grade 11-12
ENC1101
Prerequisite: 3.0 GPA; 106 on PERT Reading and 103 on PERT writing; 114 on PERT math or qualifying ACT/SAT scores A study of the forms of discourse, as illustrated in contemporary essays, designed to train you in methods of forceful expression, logical thinking, and intelligent reading. The course includes intensive study and practice in the mechanics of composition including a research paper. Prerequisite: Acceptable scores on placement test. Writing and computation course requirements are college-level writing in multiple assignments.
2017-2018 DeSoto County High School Program of Studies pg. 8
ENGLISH/LANGUAGE ARTS
FRESHMAN ENGLISH II (GR, BF, HN, DE)
Credit 1.0, Spring Semester
Grade 11-12
ENC1102
Prerequisite: 3.0 GPA; 106 on PERT Reading and103 on PERT writing; 114 on PERT math or qualifying ACT/SAT scores; Successful completion of ENC 1101 with a grade of "C" or better.
This course is designed to develop your ability to read literature critically and to improve your ability to write effectively. Emphasis is on style; exposure to various literary genres; and planning, writing, and documenting short research papers and critical essays.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
ELECTIVES
Prerequisite: Application to and approval of newspaper sponsor. Only highly motivated students with a dedication to adhere to strict deadlines should apply to this course.
NEWSPAPER: Students will use management and organizational skills related to journalism, use skills in writing in various journalistic styles, graphic design and/or photography, and perform tasks related to journalistic production and produce the school newspaper. Only highly motivated students with a dedication to adhere to strict deadlines should apply to this course.
YEARBOOK: a production class which operates on a budget and has strict deadlines. Students must possess social and speaking skills in order to solicit advertisements needed to fund the book. Attendance and marketing/sales as well as writing skills and layout design compose the grade for this course. Only highly motivated students with a dedication to complete a project based on strict deadlines should apply to this course.
Newspaper I (FA)
Credit: 1.0
Grades 9-12
1006300
Yearbook I (FA)
Credit: 1.0
Grades 9-12
1006300Y
The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.
Newspaper II
Credit: 1.0
Grades 10-12
1006310
Yearbook II
Credit: 1.0
Grades 10-12
1006310Y
The purpose of this course is to enable students to extend fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop further knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.
Newspaper III
Credit: 1.0
Grades 11-12
1006320
Yearbook III
Credit: 1.0
Grades 11-12
1006320Y
The purpose of this course is to enable students to perform grade level skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to continue to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.
Newspaper IV
Yearbook IV
Credit: 1.0
Grade 12
1006330Y
Credit: 1.0
Grade 12
1006330
Credit: 1.0
Grade 12
1006330Y
The purpose of this course is to enable students to perform skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to extend further knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media.
SPEECH
Credit: 1.0
Grades 10-12
1007300
The purpose of this course is to develop students beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings.
2017-2018 DeSoto County High School Program of Studies pg. 9
MATHEMATICS
GR Will meet graduation requirements
SE State created exam/assessment is attached to this course
BF Will meet Bright Futures Scholarship Program requirements for Mathematics
HN
Honors course
DE
Dual Enrollment course
FA
Fine Arts credit
ALGEBRA 1-A (GR, BF)
Credit: 1.0
Grade 9
1200370
The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
This course, in addition to Algebra 1B, completes the Algebra 1 Credit required for graduation.
Students will be required to take the Florida Standards Assessment End of Course Exam (FSA EOC) for Algebra 1 at the completion of Algebra 1B.
ALGEBRA 1-B (GR, SE, BF)
Credit: 1.0
Grade 10
1200380
The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics include, but are not limited to integral exponents, polynomials, factoring rational algebraic expressions, irrational numbers, radical expressions, quadratic equations, and mathematical problems.
This course, in addition to Algebra 1A, completes the Algebra 1 Credit required for graduation.
Students will be required to take the Florida Standards Assessment End of Course Exam (FSA EOC) for Algebra 1 at the completion of this course.
ALGEBRA I (GR, SE, BF)
Credit: 1.0
Grade 9
1200310
ALGEBRA I HONORS (GR, SE, BF)
Credit 1.0
Grade 9
1200320
Note: A passing score on the Algebra I FSA EOC is required for graduation and score is 30% of final grade for the course. The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Standards for Mathematical Practice apply throughout each course, and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
1206310
GEOMETRY (GR, SE, BF)
Credit: 1.0
Grade 9-10
GEOMETRY HONORS (GR, SE, BF, HN)
Credit: 1.0
Grade 9-10
1206320
Note: Student's score on the Geometry FSA EOC is 30% of final grade for the course.
The purpose of this course is to emphasize critical thinking involving the discovery of relationships and their proofs and to develop the skills to apply the deductive method to mathematical situations. Topics include, but are not limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, congruence, geometric inequalities, polygons and circles, area and volume, and constructions. The honors course is a more rigorous and in-depth approach to Geometry and will be taught on an accelerated level.
LIBERAL ARTS MATHEMATICS (GR, BF)
Credit: 1.0
Grade 10
1207300
The purpose of this course is to enable students to strengthen algebraic and geometric concepts and skills necessary for further study of mathematics. The content will include, but is not limited to, review of exponents and radicals, algebraic expressions, and polynomials, functions, relations, and graphs.
Note: This course does not meet NCAA requirements.
MATHEMATICS
ALGEBRA II (GR, SE, BF)
Credit: 1.0
Grade 10-12
1200330
ALGEBRA II HONORS (GR, SE, BF, HN)
Credit: 1.0
Grade 10-12
1200340
Note: Student's score on the Algebra II FSA EOC is 30% of final grade for the course.
Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.
MATHEMATICS FOR COLLEGE READINESS (GR, BF) Credit: 1.0
Grade 12
1200700
Prerequisites: Algebra I and Geometry.
This course is targeted for grade 12 students, whose test scores on the Postsecondary Educational Readiness Test (P.E.R.T.) are at or below the established cut scores for mathematics, indicating that they are not yet "college ready" in mathematics or simply need some additional instruction in content to prepare them for success in college level mathematics. This course incorporates the Florida Standards for Mathematical Practices as well as the following Florida Standards for Mathematical Content: Expressions and Equations, The Number System, Functions, Algebra, Geometry, Number and Quantity, Statistics and Probability, and the Florida Standards for High School Modeling. The standards align with the Mathematics Postsecondary Readiness Competencies deemed necessary for entry-level college courses.
PROBABILITY AND STATISTICS WITH APPLICATIONS HONORS (GR, BF, HN) Credit: 1.0 Grade 12 1210300
This course uses technology and real world problems to explore topics in probability and statistics.
PRE-CALCULUS HONORS (GR, BF, HN)
Credit: 1.0
Grade 11-12
1202340
Prerequisite: Algebra II
The purpose of the course is to prepare students for advanced studies in Calculus to include topics in trigonometry, analytical geometry, and pre-calculus to review topcis covered on the SAT/ACT.
AP CALCULUS AB (GR, BF, HN)
Credit: 1.0
Grade 12
1202310
Prerequisite: Pre-Calculus or an equally rigorous dual enrollment math course.
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
The purose of this course is to teach calculus concepts (limits, derivatives, differentiation, integration, applications of differentiation and intergration, series and sequences, and topics in vector calculus) and help students develop problem-solving skills needed to succeed on the AP test. Full course description can be found at https://apstudent.collegeboard.org/apcourse. College credit is determined by individual college/university standards.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
ELECTIVES
INTENSIVE MATHEMATICS
Credit: 0.5
Grade 10-12
1200400
The focus of the course is to provide instruction and practice in mathematics skill and concepts. The content will include but not be limited to, test‐taking skills and strategies for mathematics. The mathematics content will be identified by a diagnosis of student's needs for instruction. This course is designed to help students who did not receive a passing score on the Algebra I or Geometry EOC. This course is a multi-credit course.
SCIENCE
GR Will meet graduation requirements
SE State created exam/assessment is attached to this course
BF Will meet Bright Futures Scholarship Program requirements for Science
HN
Honors course
DE Dual Enrollment course
FA Fine Arts credit
EARTH/SPACE SCIENCE (GR, BF)
Credit: 1.0
Grade 11-12
2001310
This course focuses on the study of the Earth's lithosphere, atmosphere, hydrosphere, and its celestial environment. Students enrolled in this course analyze and describe Earth's interconnected systems and how they are changing due to natural processes and human influence. Topics covered include rocks, minerals, natural resource management, sculpturing of Earth's surface, plate tectonics, earthquakes, volcanoes, geologic history, the atmosphere, weather, climate, history of astronomy, the solar system, stars, and galaxies.
ENVIRONMENTAL SCIENCE (GR, BF)
Credit: 1.0
Grade 9
2001340
This course is laboratory-based science class emphasizing the function of the earth's system. Emphasis is placed on the human interactions with the Earth's geologic and environmental systems, predictability of a dynamic Earth, origin and evolution of the Earth system and universe, geochemical cycles and energy in the Earth system.
BIOLOGY (GR, SE, BF)
Credit: 1.0
Grade 9-10
2000310
BIOLOGY HONORS (GR, SE, BF, HN)
Credit: 1.0
Grade 9-10
2000320
Note: Student's score on the Biology EOC is 30% of final grade for the course.
The purpose of this course is to provide opportunities to study living organisms which includes structures, functions and the processes of the cell; genetics; ecology; classification of organisms; and how organisms have changed over time. Many laboratory activities are included. The honors course is a more rigorous and in-depth approach to Biology to include a detailed study of photosynthesis and cell respiration and will be taught on an accelerated level.
CHEMISTRY (GR, BF)
Credit: 1.0
Grade 10-12
2003340
CHEMISTRY HONORS (GR, BF, HN)
Credit: 1.0
Grade 10-12
2003350
The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content will include classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical changes, acids, bases and salts, energy associated with physical and chemical changes. Algebra I is used extensively. The honors course expands the chemical approach through presentation of additional content facts, concepts, and generalizations.
PHYSICAL SCIENCE (GR, BF)
Credit: 1.0
Grade 11
2003310
The purpose of this course is to provide opportunities to study the structure of matter, force, energy, light, heat, sound and chemical composition, equations, and formulas as well as scientific problem solving.
PHYSICS I HONORS (GR, BF, HN)
Credit: 1.0
Grade 11-12
2003390
This course provides students with an introduction to theories and laws that govern the interaction of matter, energy, and the forces of nature. The content includes, but is not limited to, motion, vectors, and thermodynamics. Physics I Honors is a course suitable for students who display a high level of understanding in the sciences and mathematics.
AP ENVIRONMENTAL SCIENCE (GR, BF, HN)
Credit: 1.0
Grade 11-12
2001380
Note: It is recommended that students take Chemistry before, or in conjunction with, this course.
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
This course will provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environments of problems both natural and human‐made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Due to the qualitative analysis that is required in the course, students should also have taken at least one year of algebra. Full course description can be found at https://apstudent.collegeboard.org/apcourse. College credit is determined by individual college/university standards.
GR Will meet graduation requirements
SE
State created exam/assessment is attached to this course
BF
Will meet Bright Futures Scholarship Program requirements for Science
HN Honors course
DE
Dual Enrollment course
FA Fine Arts credit
WORLD HISTORY (GR, BF)
Credit: 1.0
Grade 10
2109310
WORLD HISTORY HONORS (GR, BF, HN)
Credit: 1.0
Grade 10
2109320
Specific content to be covered will include: an understanding of geographic-historic and time‐space relationships; the use of the arbitrary periodization in history; a review of prehistory the rise of civilization and cultural universal; the development of religion and the impact of religious thought; the evolution of political systems and philosophies; the interaction of science and society; the development of nationalism as a global phenomenon, the origin and course of economic systems and philosophies, the influence of major historical figures and events; and the study of contemporary world affairs.
2100310
UNITED STATES HISTORY (GR, SE, BF)
Credit: 1.0
Grade 11
UNITED STATES HISTORY HONORS (GR, SE, BF, HN) Credit: 1.0
Grade 11
2100320
Note: Student's score on the US History EOC is 30% of final grade for the course.
This course provides students with the opportunity to acquire an understanding of the chronological development of the American people by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. By using lecture, notes, newspapers, individual and group reports and projects, emphasis is placed on current events by showing their relationship to historical development. The honors course offers scaffold learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting.
AMERICAN GOVERNMENT (GR, BF)
Credit: 0.5
Grade 12
2106310
AMERICAN GOVERNMENT HONORS (GR, BF, HN) Credit: 0.5
Grade 12
2106320
Through this course students acquire an understanding of American government and political behavior. Content includes, but is not limited to, analysis of documents which shaped our political traditions, comparison of the roles of the three branches of government at the local, state and national level, an understanding of political parties and the rights and responsibilities of citizens in a democratic state, and the importance of civic participation in the democratic political process. Lectures, notes, individual and group projects, and simulations are a part of this course.
ECONOMICS W/FINANCIAL LITERACY (GR, BF)
Credit: 0.5
Grade 12
2102335
The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
SOCIAL STUDIES ELECTIVES
All 9 th grade students must take AP Human Geography or Leadership Skills Development.
AP HUMAN GEOGRAPHY (GR, BF, HN)
Credit: 1.0
Grade 9-12
2103400
Prerequisite: Minimum B average in previous social studies courses, and/or a recommendation from 8 th grade Social Studies teacher for incoming 9 th graders.
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
2017-2018 DeSoto County High School Program of Studies pg. 13
SOCIAL STUDIES
The purpose of this course is to enable students to develop higher levels of concepts and skills related to Human Geography. Full course description can be found at https://apstudent.collegeboard.org/apcourse. College credit is determined by individual college/university standards.
LEADERSHIP SKILLS DEVELOPMENT (GR)
Credit: 1.0
Grade 9
2400300
This course is an elective credit which will be taken by all freshmen. Students in AP Human Geography or AVID may opt out. It is designed to prepare students for a successful high school experience.
AP MICROECONOMICS (GR, BF, HN)
Credit: 0.5
Grade 12
2102360
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
This course provides students with a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. Full course description can be found at https://apstudent.collegeboard.org/apcourse. College credit is determined by individual college/university standards.
AP MACROECONOMICS (GR, BF, HN)
Credit: 0.5
Grade 12
2102370
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
The course provides students with a thorough understanding of the principles of economics that apply to an economic system as a whole. It places particular emphasis on the study of national income and price-level determination, and also develops students' familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Full course description can be found at https://apstudent.collegeboard.org/apcourse. College credit is determined by individual college/university standards.
AP PYSCHOLOGY (GR, BF, HN)
Credit: 1.0
Grade 12
2107350
Note: Students enrolled in this course are required to take the AP exam at the end of the year.
This course introduces students to the systematic and scientific study of human behavior and mental processes. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence and effectively communicate ideas.
PSYCHOLOGY 1 (GR, BF)
Credit: 0.5
Grade 10-12
2107300
This course will provide students with the opportunity to acquire an understanding of human behavior, behavioral interaction and the progressive development of individuals. This will better prepare students to understand their own behavior and the behavior of others.
MULTI-CULTURAL STUDIES
Credit: 0.5
Grade 10-12
2104600
This course provides students with the opportunity to acquire an understanding of multicultural studies. Topics include, but are not limited to, the influence of geography on the social and economic development of Native American culture, the influence of major historical events on the development of a multicultural American society and a study of the political, economic and social aspects of Native American, Hispanic American, African American and Asian American culture.
LAW STUDIES
Credit: 0.5
Grade 10-12
2106350
This course focuses on the study of the American legal system as the foundation of American society by examining those laws which have an impact on citizens' lives and an introduction to fundamental civil and criminal justice procedures.
FLORIDA HISTORY
Credit: 0.5
Grade 10-12
2100350
The primary content emphasis for this course pertains to the study of the chronological development of the state of Florida by examining the political, economic, social, military and cultural events that affected the state. Students will be exposed to the historical, geographic, political, economic, and sociological events which influenced the progression of Florida.
SOCIOLOGY
Credit: 0.5
Grade 10-12
2108300
Through the study of sociology, students acquire an understanding of group interaction and its impact on individuals in order that they may have a greater awareness of the beliefs, values and behavior patterns of others. In an increasingly interdependent world, students need to recognize how group behavior affects both the individual and society.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
FINE ARTS
VISUAL ARTS
INTRODUCTORY COURSE (GR, BF, FA)
CREATING 2D ART
Credit: 0.5 each
Grades 9-12
0101355
CREATING 3D ART
Credit: 0.5 each
Grades 9-12
0101365
The purpose of this course is to enable students to communicate ideas and concepts through advanced two and three dimensional design. These introductory half-credit courses are required prior to any other visual arts courses. They provide students with a basic working knowledge of vocabulary, media and skills. Students will work with both two and three dimensional media and gain experience making aesthetic judgments.
INTERMEDIATE COURSES (GR, BF, FA)
Prerequisite: Creating 2D & 3D Art (1.0 cr)
Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing, painting, printmaking, collage, and/or design. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imigination.
CERAMICS/POTTERY 1
CERAMICS/POTTERY 2
Credit: 1.0
Grades 10-12
0102300
Credit: 1.0
Grades 10-12
0102310
Students explore how space, mass, balance, and form combine to create aesthetic forms or utilitarian products and structures. Instructional focus will be on ceramics and/or pottery. Media may include, but are not limited to, clay and/or plaster, with consideration of the workability, durability, cost, and toxicity of the media used.
PAINTING I
Credit: 1.0
Grades 10-12
0104370
Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in painting. Students practice, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination.
SCULPTURE 1
Credit: 1.0
Grades 10-12
0111310
Students explore how space, mass, balance, and form combine to create aesthetic forms of utilitarian products and structures. Media may include, but are not limited to, clay, wood, plaster, and paper mache with consideration of the workability, durability, cost and toxicity of the media used.
ADVANCED COURSES (GR, BF, FA, HN) Prerequisite: Creating 2D & 3D Art (1.0 cr) and permission of teacher.
CERAMICS/POTTERY 3 HON
Credit: 1.0
Grades 11-12
0102320
Students communicate a sense of 4-D, motion, and/or time, based on creative use of spatial relationships and innovative treatment of space and its components. Instruction may include content in ceramics, pottery, or other related media.
DRAMA – THEATRE ARTS
Theater 1 (GR, BF, FA)
Credit: 1.0
Grades 9-12
0400310
This course explores the basics of theater, including drama appreciation, script interpretation, drama history, stagecraft, and playwriting. Advanced courses continue the student's development of acting and technical skills.'
FINE ARTS
MUSIC EDUCATION
VOCAL ENSEMBLE 1, 2, 3 & 4 (GR, BF, FA)
Credit: 1.0 per year
Course #'s
Grades: 9-12
: 1303440, 1303450, 1303460, & 1303470
Audition required. All performances are mandatory.
An audtioned group course that uses the student's advanced musical skills to improve the following: vocal tone production, choral performance techniques, musical literacy, and music appreciation.
CHORUS 1, 2, 3, 4, 5, & 6 (GR, BF, FA)
Credit: 1.0 per year
Grades: 9-12
Course #'s:
1303300, 1303310, 1303320,1303330, 1303340, 1303350, 1303360
Outside performances are required.
Chorus is designed for students who are looking to increase their vocal abilities through choral training and performances
BAND 1, 2, 3 & 4 (GR, BF, FA)
Credit: 1.0 per year
Grades: 9-12
Course#'s: 1302300, 1302310, 1302320,1302330
All performances (football games, parades, concerts, competitions, etc.) are mandatory.
Audition required. Non performing students may be removed at teacher/guidance discretion.
Band is designed for students who are looking to increase their musical ability through further studies of band literature and performances. Term I will concentrate on marching band music and marching techniques. Term 2 will focus on concert band music.
JAZZ ENSEMBLE 1 (GR, BF, FA)
Credit: 1.0
Grades: 9-12
1302500
Students with experience on an instrument suited for jazz ensemble explore the fundamentals of performance practices, improvisation, and music theory through a diverse repertoire of high-quality jazz literature. Students learn the basics of foundational jazz styles, use chord symbols, develop knowledge of musical structure, and study the history of jazz and its iconic musicians. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.
The purpose of this course is to provide students with opportunities to acquire knowledge and skill in different styles of dance and visual equipment work. This group performs throughout the school year. All out-of-class rehearsals and performances are extensions of the classroom activities and are required.
MUSIC OF THE WORLD (GR, BF, FA)
Credit: 1.0
Grades 10-12
1300340
Students explore the musical traditions of 20th- and 21st-century American and global communities around the world through study of current trends, focusing on the function of music within various cultures (e.g., jazz, world drumming, mariachi, soul, gamelan, Bollywood, digital). Students examine and report on human activities involving music, technology- and culturerelated influences on music, and the sounds and structures of music composition.
MUSIC THEORY (GR, BF, FA)
Credit: 1.0
Grades 9-12
1300330
Students learn how music is constructed and developed, and acquire a basic understanding of the structural, technical, and historical elements of music. Student theorists develop basic ear-training, keyboard, and functional singing skills, and engage in the creative process through individual and collaborative projects.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
WORLD LANGUAGES
BR Will meet Bright Futures Scholarship Program requirements for World Language
HN Honors course
COLLEGE-BOUND STUDENTS should be aware that Florida state universities, as well as most other college and universities, require a minimum of two sequential years of a foreign language for admission.
FRENCH 1 (BF)
Credit: 1.0
Grades 9-11
0701320
This course is an introduction to the language. It includes listening, speaking, reading and writing skills, as well as the fundamentals of grammar and culture.
FRENCH 2 (BF)
Credit: 1.0
Grades 10-12
0701330
This course includes an expansion of the skills previously acquired. There is a concentration on Spanish dialogues. The study of culture is expanded.
FRENCH 3 HONORS (BF, HN)
Credit 1.0
Grades 11-12
0701340
French 3 provides mastery and expansion of skills acquired by the students in French 2. Specific content includes, but is not limited to, expansions of vocabulary and conversational skills through discussions of selected readings. Contemporary vocabulary stresses activities which are important to the everyday life of the target language-speaking people.
SPANISH 1 (BF)
Credit: 1.0
Grades 9-11
0708340
This course is an introduction to the language. It includes listening, speaking, reading and writing skills, as well as the fundamentals of grammar and culture.
SPANISH 2 (BF)
Credit: 1.0
Grades 10-12
0708350
This course includes an expansion of the skills previously acquired. There is a concentration on Spanish dialogues. The study of culture is expanded.
SPANISH 3 HONORS (BF, HN)
Credit: 1.0
Grades 11-12
0708360
This honors level language course explores the finer points of grammar. Cultural and historical aspects are explored to a greater degree.
AP SPANISH (BF, HN)
Credit: 1.0
Grades 11-12
0708400
Note: Students enrolled in this course are required to take the AP exam.
This course engages students in an exploration of culture in both contemporary and historical contexts. The course develops student's awareness and appreciation of cultural products, practices, and perspectives.
These courses listed below are for native speakers. Spanish teachers will make the final determination of eligibility.
SPANISH SPEAKS 1 (BF)
Credit: 1.0
Grades 9-10
0709300
This course is to enable students whose heritage language is Spanish to develop, maintain and enhance proficiency in their heritage language by reinforcing and expanding skills in listening, speaking, and writing.
SPANISH SPEAKS 2 (BF)
Credit: 1.0
Grades 10-11
0709310
This course is to enable students whose heritage language is Spanish to develop, maintain and enhance proficiency in their heritage language by reinforcing and expanding skills in listening, speaking, and writing as well as Spanish grammar skills acquired in Spanish Speaks 1. Students are exposed to a variety of Spanish literacy genres and authors.
Honors and Advanced Level Course Note: Academic rigor is more than simply assigning to students a greater quantity of work. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically on the content they are learning.
ESOL EDUCATION
Prerequisite: Testing required for placement
English for Speakers of Other Languages provides instruction to speakers of other languages who are classified as less than independent and/or proficient in English. The main goal of the program is the acquisition by the students of beginning English communication skills.
DEVELOPMENTAL LANGUAGE THRU ESOL
Credit: 1.0
Grades 9-12
1002380
Multi credit course
This course emphasizes the development of Basic English skills for students learning the language and provides assistance to ESOL students who need help with work from other classes
DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL (READING)
Credit: 1.0
Grades: 9-12
1002381
The purpose of this course is to provide students who are native speakers of languages other than English instruction enabling students to accelerate the development of reading and writing skills and to strengthen these skills so they are able to successfully read, write, and comprehend grade level text independently.
READING – elective credit
Intensive Reading classes are designed around a curriculum based on explicit and direct instruction for reading and writing assessments. Teachers monitor student gains in testing skills through a variety of assessments. Students are scheduled by level scored on the FSA ELA. All classes have direct input and interventions from the Reading Coach.
INTENSIVE READING
Credit: 1.0
Grade 9-12
Course #'s 1000410A, 1000410B, 1000410C, 1000410D
This course is recommended for all Level 1 or Level 2 students based on the FSA ELA Assessment.
Multi credit course
The purpose of this course is to provide instruction that enables students to accelerate the development of reading and writing skills and to strengthen those skills so they are able to successfully read and write grade level text independently. Instruction emphasizes reading comprehension, writing fluency, and vocabulary study through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity.
PHYSICAL EDUCATION
GR Will meet graduation requirements
BF
Will meet Bright Futures Scholarship Program requirements for Physical Education
HOPE: Health Opportunity Physical Education (GR, BF) Credit: 1.0 Grade 9 3026010 HOPE is a required class generally taken in the freshmen year. It provides students with opportunities to develop an individual optimum level of physical fitness, acquire knowledge of physical fitness concepts, acquire knowledge of the significance of lifestyle on health and fitness, and develop sound decision making skills.
TEAM SPORTS 1 (GR)
Credit: 0.5 each
Grades 9-12
1503350
TEAM SPORTS 2 (GR)
Credit: 0.5 each
Grades 9-12
1503360
A course designed to increase the student's knowledge, strategies, and skills of various team sports. Conditioning activities related to sports are conducted.
VOLLEYBALL 1 (GR)
VOLLEYBALL 2 (GR)
PHYSICAL EDUCATION
Credit: 0.5 each
Credit: 0.5 each
Grades 9-12
Grades 9-12
1505500
1505510
VOLLEYBALL 3 (GR)
Credit: 0.5 each
Grades 10-12
1505520
These courses provide the student with the knowledge and skills of volleyball that may be used in recreational pursuits.
BASKETBALL (GR)
Credit: 0.5
Grades 9-12
1503310
The purpose of this course is to provide instruction of the fundamental skills, tactics, rules and etiquette in basketball. Introduction to systems of play will be included to enhance the student's understanding.
WEIGHT TRAINING (GR)
Credit: 0.5 each
Grades 9-12
These courses provide the student with an introductory to advanced level of knowledge in the development of muscular strength and endurance while accentuating the benefits of muscular development as a key ingredient to overall health and wellness
Beginning Weight Training
1501340
Advanced Weight Training
1501360
Intermediate Weight Training 1501350
Beginning Power Weight Training
1501410
JROTC LEADERSHIP PROGRAM
LEADERSHIP EDUCATION/TRAINING 1, 2, 3 & 4 (GR, BF, FA)
Credit: 1.0 each
Grades: 9-12
Course #s: 1801300, 1801310, 1801320, & 1801330
JROTC is a four-year program involving 360 required contact hours and 180 hours of additional contact hours per year, plus extra-curricular activities associated with the program.
Purpose: The JROTC Program prepares high school students for responsible leadership roles while making them aware of their rights, responsibilities, and privileges of America citizens. The program is a stimulus for promoting creative thinking, graduation from high school, and provides instruction and rewarding opportunities which will benefit the student, school, community, and nation.
Scope: The JROTC Program is a cooperative effort on the part of the Army and Desoto County High School to provide secondary school students opportunities for total development with emphasis placed on leadership development. Control of the curriculum is the prerogative of school officials. Participation in the program can lead to U.S. Army scholarships, nomination to military academies, advanced placement credit in college ROTC, or advance rank in the armed forces. Students are under no military service obligation.
Important notice for 10 th , 11 th , and 12 th grade students: A student may earn the HOPE and Fine Art credits by completing two full-year credits in JROTC. HOPE is a requirement needed for graduation.
DRIVER EDUCATION
DRIVER EDUCATION and LAB
Credit: 0.5
Grades 9-12
1900310
Driver's Education introduces students to the highway transportation system and safe driving strategies. It also provides an indepth study of accident related problems and their solutions. Students must be eligible to apply for a restricted driver's license before beginning the course. Upper classmen are given priority in registering for this course.
RESEARCH & CRITICAL THINKING
RESEARCH 1
Credit: 1.0
Grade 9-12
1700300
RESEARCH 2
Credit: 1.0
Grade 10-12
1700310
The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process.
AVID
AVID (Advancement Via Individual Determination) is offered as a rigorous academic elective course that prepares students for success in four-year colleges. The AVID course is scheduled during the regular school day as a year-long course. Each week students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities and academic survival skills. There is an emphasis on analytical writing, preparation for college entrance and placement exams, study skills and test taking, note-taking, and research. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.
Students must apply to, and be accepted into the AVID program to be placed in these courses.
AVID 1
Credit: 1.0
Grade 9
1700390
This course is a review of the AVID philosophy and strategies. Students will work on academic and personal goals and communication, adjusting to the high school setting. Students will increase awareness of their personal contributions to their learning, as well as their involvement in their school and community.
AVID 2
Credit: 1.0
Grade 10
1700400
The purpose of this course is to refine the AVID strategies to meet their independent needs and learning styles. Students will continue to refine and adjust their academic learning plans and goals, increasing awareness of their actions and behaviors
AVID 3
Credit: 1.0
Grade 11
1700410
This course is the first part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. This course is organized around the theme of "Leadership as a Catalyst for Change in Society." Students study, in depth, exceptional leaders in contemporary society and examine the effect these individuals have had on culture, politics, education, history, science and the arts.
AVID 4
Credit: 1.0
Grade 12
1700420
The AVID Elective twelfth grade course is the second part in a junior/senior seminar course that focuses on writing and critical thinking expected of first- and second-year college students. This course continues around the theme of "Leadership as a Catalyst for Change in Society." Students will complete a final research essay project from research conducted in their junior year in AVID. In addition to the academic focus of the AVID senior seminar, there are college-bound activities, methodologies and tasks that should be achieved during the senior year that support students as they apply to four- year universities and confirm their postsecondary plans. All AVID seniors are required to develop and present a portfolio representing their years of work in the AVID program, as well as complete the requirements for the seminar course.
CAREER AND TECHNICAL EDUCATION
AGRICULTURE CAREER PROGRAM
PROGRAM: Animal Science and Services
CERTIFICATION: Ag Technician
Ag Foundations I (also at DMS)
8106810
Animal Science II
8106210
OCP A
Animal Science III
8106220
Ag Foundations (also at DMS)
8106810
Ag Tech I
8106820
Ag Tech II
8106830
AGRISCIENCE FOUNDATIONS (GR, BF, HN)
Credit: 1.0
Grade 9
8106810
This course may be used as a science credit (any science other than Biology).
This is a class designed to develop competencies in areas of agricultural history, the global importance of agriculture, agricultural safety, principles of pest management, and management and marketing principles.
AGRITECH I (GR, BF)
Credit: 1.0
Grades 9-11
8106820
A course designed to develop competency in the areas of production systems selection, livestock selection, soil and seedbed preparation, crop fertilization, exhibiting livestock, facilities maintenance, record keeping, farm safety, and employability skills.
CAREER AND TECHNICAL EDUCATION
AGRITECH II (GR, BF)
Credit: 1.0
Grades 9-11
8106830
This course is the third part of a three part series that continues to educate students in the area of production agriculture. Areas covered include recordkeeping and management of both crops and livestock with the major emphasis in animal production.
ANIMAL SCIENCE II (GR, BF)
Credit: 1.0
Grades 9-11
8106210
Prerequisite: completion of Ag Foundations
This course is designed to develop competencies in the areas of safety, animal behavior, welfare, and control, and employability skills.
ANIMAL SCIENCE III
Credit: 1.0
Grades 10-12
8106220
Prerequisite: completion of Animal Science II
This course is designed to develop competencies in the areas of animal digestive systems, breeding, preventative medicine, disease control, parasite control, animal marketing, and record analyzation.
AG DIRECTED STUDY
Multiple credit
Grades 11-12
8100100
Prerequisite: Completion of Ag Tech II or Animal Science 3 with a "B" or better and successful completion of certification. This independent study course may be taken for multiple credits. Students will work in individualized interests with studies directed by the teacher.
BUSINESS EDUCATION PROGRAM
PROGRAM: ADMINISTRATIVE OFFICE SPECIALIST
OCP A Digital Information Technology
OCP B
Admin Office Tech 1
Business Software App I (Microsoft Office Certification)
OCP C
Digital Design 1
OCP D
Admin Office Tech 2, and Admin Office Tech 3
PROGRAM:
DIGITAL DESIGN
OCP A
OCP B
OCP C
Digital Information Technology
Digital Design 1
Digital Design 2
Digital Design 3
DIGITAL INFORMATION TECHNOLOGY (DIT) (GR, BF, FA) Credit: 1.0 Grades 9-12 8207310 This course is designed to provide a basic overview of current business and information systems and trends and introduce students to the basic skills and foundations required for today's business environments. Emphasis is placed on developing proficiency with touch keyboarding and fundamental computer application, so that they can be used as communication tools for enhancing personal and work place proficiency in an information based society.
ADMINISTRATIVE OFFICE TECH I (GR, BF)
Credit: 1.0
Grades 9-12
8212110
Prerequisite: Digital Informational Technology
Admin Tech I is designed to assist with knowledge of administrative and general office duties in a support capacity. This course explores and expands the core competencies in the areas of personal and professional development and promotes application of higher-level office procedures tasks and communications skills through the use of technology.
BUSINESS SOFTWARE APPLICATIONS I (GR, BF)
Credit: 1.0
Grades 9-12
8212120
Software I is designed to build upon the experiences and content in business systems and technology so that a fundamental core of knowledge, skills, and attitudes required for today's business environment is established. Emphasis is placed on developing proficiency with data base, spread sheet, presentation, and integrated software applications as tools for accomplishing business related job objectives and enhancing work place performance.
ADMINISTRATIVE OFFICE TECH II (GR, BF)
Credit: 1.0
Grade 11-12
8212410
This course explores and expands the competencies learned in Administrative Office Technology 1 and promotes application of higher level office procedures tasks and communication skills.
2017-2018 DeSoto County High School Program of Studies pg. 21
8212500
8209600
CAREER AND TECHNICAL EDUCATION
ADMINISTRATIVE OFFICE TECH III (GR, BF)
Credit: 1.0
Grade 12
8212420
This course expands the competencies learned in Administrative Office Technology 2. Students are required to perform higher level thinking and decision making and to use technology as a resource to efficiently perform systematic procedural tasks and to produce quality work in an efficient manner.
DIGITAL DESIGN I (GR, BF, FA)
Credit: 1.0
Grade 9-12
8209510
Prerequisite: Digital Informational Technology
This course develops basic entry skills required for careers in the digital publishing industry. The content includes computer skills, digital publishing concepts and operations, layout, design, and measurement activities, decision making, and digital imaging.
DIGITAL DESIGN II (GR, BF, FA)
Credit: 1.0
Grade 10-12
8209520
This course continues the development of basic entry-level skills required for careers in the digital publishing industry. The content includes computer skills; digital publishing operations; layout, design, and measurement activities; decision-making activities; and digital imaging.
DIGITAL DESIGN III (GR, BF, FA)
Credit: 1.0
Grade 11-12
8209530
This course continues the development of industry-standard skills required for careers in the digital publishing industry. The content includes the use of a variety of software and equipment to perform digital publishing and digital imaging activities as well as communication, collaboration and decision-making activities; critical thinking; and problem solving.
TV PRODUCTION I (GR, BF, FA)
Credit: 1.0
Grades 9-12
8772110
This course covers competencies in safety, lighting, basic television production equipment, broadcast script interpretation, teamwork, research and audio and video editing.
TV PRODUCTION II (GR, BF, FA)
Credit: 1.0
Grades 10-12
8772120
This course covers competencies in staging, lighting, equipment use, and scripts.
HEALTH SCIENCE EDUCATION
PROGRAM
: NURSING ASSISTANT
OCP A Health Science 1
Health Science 2
OCP B Nursing Assistant 3
PROGRAM: ALLIED HEALTH ASSISTING
OCP A Health Science 1
Health Science 2
OCP B Allied Health Asst 3
HEALTH SCIENCE I
Credit: 1.0
Grade 10-11
8417100
First in the Gold Seal Track, this course is designed to familiarize students with the structure and function of the human body and its relation to health and disease. This course is required for the Health Careers Academy.
HEALTH SCIENCE II
Credit: 1.0
Grade 11-12
8417110
Prerequisite: Completion of Health Science I with a grade of "C" or better. Open to juniors and seniors only.
This is the second in the Gold Seal Track/ Health Careers Academy and is designed to provide the basic knowledge necessary for any health occupation career. Students are taught medical skills and services. The course will also provide the opportunity for certification in CPR and Basic First Aid.
2017-2018 DeSoto County High School Program of Studies pg. 22
8417210
8417130
CAREER AND TECHNICAL EDUCATION
HEALTH SCIENCE III (Nursing Assistant)
Credit: 1.0
Grade 12
8417210
Prerequisite: Completion of Health Science II with a grade of "C" or better and instructor approval. Open to seniors only. This course must be taken concurrently with Home Health Aide and EKG Tech Aide.
This is the third course in this Gold Seal Track/ Health Careers Academy and is designed to prepare students for employment as nursing assistants in health care facilities. Clinical experience is part of this program. Students will be eligible to take the Nurse Assistant exam for State Certification. In order to take the Nursing Assistant exam, the student must have the required hours for lectures and clinicals per the Department of Nursing.
ALLIED HEALTH ASSISTING 1
Credit: 1.0
Grade 12
8417131
In this course students will perform skills representative of one to three areas of allied health care in the laboratory and clinical settings. Major areas of allied health are defined as physical therapy, emergency, radiation, laboratory and respiratory medicine, and occupational therapy.
HOME HEALTH AIDE
Credit: 0.5(elective)
Grade 12
8417191
Co-requisite: EKG Tech Aide
This course is designed to prepare students to work in a home health setting.
EKG TECH AIDE
Credit: 0.5 (elective)
Grade 12
8417161
Co-requisite: Home Health Aide
This course is designed to prepare students to take a 12 lead EKG and to recognize cardiac arrhythmias.
- HOSA (Health Occupations Students of America) Club is an integral part of the Health Education Programs.
- Students completing the Health Core Course will not be required to repeat them in post-secondary programs.
- Health Science I, II, and III are a Gold Seal Cluster.
BUILDING TECHNOLOGY EDUCATION
NCCER (National Center for Construction Education and Research) Building Construction Certification Electrical Certification Carpentry Certification
The Construction cluster is a Bright Futures Gold Seal Vocational scholarship track.
CONSTRUCTION TECH I
Credit: 0.5
Grades 9-10
8720310
The purpose of this course is to develop the competencies essential to the building construction industry. These competencies include skills and knowledge related to safety practices, the proper use of hand and power tools, plan reading, basic rough carpentry and framing, communication skills, and construction math.
CONSTRUCTION TECH II
Credit: 1.0
Grades 10-11
8720320
Prerequisite: Construction Tech I
The purpose of this course is to develop the competencies necessary for the building, construction and repair industry. These competencies relate to construction components, materials and hardware, and concrete and masonry skills, as well as competencies in construction management which includes heavy equipment selection, knowledge of codes and regulations, site preparation, estimating, scheduling and knowledge of sustainability issues relevant to the construction industry. Students have the opportunity to earn NCCER Core Curriculum Certification.
CONSTRUCTION TECH III
Credit: 1.0
Grades 11-12 8720330
Prerequisite: Construction Tech II
The purpose of this course is to develop competencies in exterior finish carpentry, and to provide students with the ability to master technical skills in construction with an emphasis on research, experimentation, and computer literacy related to construction.
CAREER AND TECHNICAL EDUCATION
CONSTRUCTION TECH IV
Credit: 1.0
Grade 12
8720340
Prerequisite: Construction Tech III
This course is designed to develop competencies in the repair and installation of plumbing systems and to provide students with knowledge and skills for the installation, repair and replacement of electrical and Heating, Ventilation and Air-Cooling (HVAC) systems. Students will have the opportunity to earn NCCER Electrical and Carpentry Certifications.
FAMILY AND CONSUMER SCIENCES
PROGRAM: CULINARY ARTS (ServSafe Certification)
OCP A Culinary Arts 1
OCP B Culinary Arts 2
OCP C Culinary Arts 3
OCP D Culinary Arts 4
The Culinary Operations cluster is a Bright Futures Gold Seal Vocational scholarship track.
CULINARY ARTS 1 (GR, BF)
Credit: 1.0
Grades 9-10
8800510
Students will develop competence in understanding the history of the food service industry and identifying careers in that industry; following directions and applying math skills; using communication skills; demonstration of basic food handling techniques; basic safety procedures including SafeStaff® Foodhandler training; and participation in introductory food preparation labs. Students may become ProStart® certified in commercial food preparation upon completion of two years of Culinary Arts and passing a National Restaurant Association exam at the end of each year.
CULINARY ARTS 2 (GR, BF, FA)
Credit: 1.0
Grades 9-11
8800520
In this course students will learn and perform front-of-the-house and back-of-the-house duties. Students will prepare quality food products and present them creatively; demonstrate safe, sanitary work procedures; understand food science principles related to cooking and baking; and utilize nutrition concepts when planning meals/menus. (Must have a "C" or better in Culinary Arts 1)
CULINARY ARTS 3 (GR, BF, FA)
Credit: 1.0
Grades 10-12
8800530
In this course the student will research career opportunities in professional cooking/baking; follow guidelines on food selection, purchasing, and storage; and use communication skills. Students will prepare and present a variety of advanced food products; create centerpieces; and research laws specific to the hospitality industry (including handling of alcohol). Also covered are management skills; how to develop a business plan; and utilization of technology in the workplace. Students will be knowledgeable about food safety manager training/certification training programs that are acceptable in Florida. (Must have a "C" or better in Culinary Arts 2)
CULINARY ARTS 4 (GR, BF, FA)
Credit: 1.0
Grades 11-12
8800540
In this course the students will prepare various meals and food products including those for individuals with various nutritional needs and/ or dietary restrictions. The relationship between nutrition and wellness will be examined. Cost control techniques and profitability will be covered as well as analysis of food establishment menus. Students will also demonstrate basic financial literacy skills. (Must have a "C" or better in Culinary Arts 3)
DUAL ENROLLMENT COURSES/PROGRAMS AT SFSC
Please see your guidance counselor for courses being offered during the 2016-2017 school year.
2017-2018 DeSoto County High School Program of Studies pg. 24
8800500
Appendix A
AP Course Application
Student Name: ___________________________________ Current Grade: ____________
You will be required to take the AP exam for each AP course that you take. The College Board standardized exam schedule will be available to you the first month of school. It is your responsibility to plan to take these exams on these specific dates in the spring set by College Board. Failure to take the AP exam on the specified date and time will result in a grade of "Incomplete" until you take an alternate exam, not for college credit. You will also be charged the fee for the unused test. Otherwise, all test fees are paid for by the school system.
If you do not earn college credit from the AP exam but pass the course, you will still earn weighted high school credit, and the AP course will still appear on your high school transcripts. Colleges do not penalize you for not earning the college credit.
Course Request:
Check each course you are interested in taking during the 16-17 school year. The AP Committee will review your application and determine which course(s) you are eligible to take.
______ AP Calculus AB (12 th ) – math credit
______ AP Microeconomics/AP Macroeconomics (12th) – social studies credit
______ AP Human Geography (9 th – 12 th ) – elective credit
______ AP Environmental Science (11 th & 12 th ) – science credit
______ AP Spanish (12 th ) - elective credit
______ AP Psychology (10 th -12 th ) - elective credit
Consideration for AP Recommendation:
Teacher Recommendations: Current teachers who believe this student has high motivation, commitment, well-developed student skills, intellectual curiosity, and academic orientation. Three out of five signatures are required.
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English Teacher
Math Teacher
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Science Teacher
Social Studies Teacher
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Other mentor
Student: I have read and understand the AP program requirements and will abide by these if I am recommended for an AP course or courses. I understand that AP courses may not be dropped.
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Parent/Guardian: I have reviewed the AP requirements and understand my child's obligations and responsibilities for AP courses. I support his/her participation in the program.
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Date | <urn:uuid:98860463-b0fa-4ac4-be1e-331c7a5bab7e> | CC-MAIN-2018-05 | http://images.pcmac.org/SiSFiles/Schools/FL/DesotoCounty/DesotoHigh/Uploads/Publications/2017-18_Program_of_Studies_update22417.pdf | 2018-01-18T21:31:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00732.warc.gz | 166,308,593 | 17,047 | eng_Latn | eng_Latn | 0.941006 | eng_Latn | 0.992216 | [
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Storytelling
Galleri Charlotte Lund, 29 Aug- 12 Oct, 2013
Artistʼs statement by Sean Micka
Storytelling is structured like suite of vignettes. The paintings are portraits of landscapes, and are conceived as the central protagonists. The drawings outline the narratives form and content and the printed-matter are artifacts and are the establishing scenes in for which the story begins.
Storytelling is a multi-disciplinary project composed of a series of interrelated paintings, drawings and printed-matter about the landscape and itʼs geology (mineral-deposits), and its transformation into an economic resource (a commodity). As such, the exhibition collectively structures a nonlinear narrative regarding images of "nature" through the idea of the landscape in the United States.
The paintings portray the landscape as a geographic-site and geological-formation, and as diptychs unite two shared-modes of picturing the landscape, simultaneously: once as a mode of representation and once as a mode of abstraction. For example, the gridded color-chart is an index (matrix) of the landscapes chromatic-structure, an abstraction of the representation (and vice-versa, as each mode oscillates back and forth). In short, like the atomʼs that compose a particle, or the crystalline-structure that gives form to a mineral-ore, these are the chroma (colors) that compose an image and construct a picture.
The ribbons that tether the diptychs together are visual-designs that employ the color-charts grid as a method by which to organize information about the mineral-deposits buried below the landscape. They are data-streams created to make visible what is invisible: raw earth, its deep temporal layers of stratatification and sedimentation. For example, each colorʼs unique gridpattern is assigned the name of a specific mineral-ore that is discoverable in the landscape, and simultaneously corresponds, to the information contained in the topographic maps. These "topological" ribbons are accompanied with metallic-mylar and translucent vinyl representing the color and visual-characteristics of the periodic element that the mineral-ore bears (i.e., gold and silver).
The contour-drawings outline each landscapes narrative as well as the pictorial (and/or graphic) structure of the image. Situated below the drawing is handwritten text that maps together meaningful information about the landscapes geography, geology, mineralogy and periodic elements, and the cultural, and socio-economic and political events that have occurred there. A state-outline of the territories shape ends the text with a dot designating the sites coordinates in latitude and longititude. Like the strata buried deep within the Earths crust, the text is like a geological formation, it is the support system, structuring the many layers of meaning that has crystallized through temporal-processes and historical accumulations.
The printed-matter are physical pages from publications. They are paper artifacts made obsolete by our techno-digital-age. They are cultural documents tied to social-institutions: the periodical (National Geographic Society) and the library book (Readers Digest, serial book-club). The story begins here, in other words, from a picture-photograph in a publication to a worldview that
structures a historical background of meaning and constructs ideological positions and political consensus about the meaning(s) of nature.
Through these seemingly disparate geographic sites -from Mt. Whitney in the Sierra Nevada, Parker Peak of Yosemite, Mt. Shasta of the Cascade Range, and Shiprock in the Colorado Plateaus- one can begin to see, from the particular-to-the-general, that the project is in intentionally structured by a specific thread. It weaves together the social and political struggles that arrive out of the capitalist mode of production. Where, for example, raw-materials of the earth are transformed into commodities; sovereign territory dispossessed and then appropriated into private-property for resale, lease or rent (prospecting and mine-clams); mineral-ore transformed into a currency (rocks into gold); time and temporality into a financial credit-debt system (goldbonds and certificates). In short, through the continual dispossession of these landscapes, from their indigenous populations there is peculiar kind of accumulation of wealth (or what Marx describes as "primitive accumulation" in Vol. 1 of Capital. See my text in "Shiprock"). And one that at great cost, not only gives rise to precariously uneven socio-economic development and environmental destruction, additionally gives rise to terminal attitudes toward our planet. What is it stake here is this: Itʼs important to remind ourselves of the fact that the earth is a physical body, and one with metabolic systems much like our own, and it isnʼt, nor are we, disposable subjects ("natural resources" can and will be depleted). Lastly, in terms of geological-time, it precedes us by billions of years and will inevitably proceed us by billions of years. | <urn:uuid:eaa66dcf-bb1b-45c8-8cc7-b86175addbfa> | CC-MAIN-2018-05 | http://gallericharlottelund.com/files/sm_artist_statement_storytelling.pdf | 2018-01-18T22:02:06Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00733.warc.gz | 130,652,360 | 1,013 | eng_Latn | eng_Latn | 0.993952 | eng_Latn | 0.993863 | [
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Bethlehem Lutheran School, Lakewood, CO Science Curriculum Grade 2 (revised 4/01)
God created, rules and orders His universe. Science is the framework through which we discover, observe, analyze and synthesize the natural laws of God's creation. Understanding these laws and the systematic nature of the world assists and enhances the student's awareness and ability to be a better steward of God's earth and universe.
Science provides a conceptual framework for the understanding of natural phenomena and their causes and effects. Science study develops students who are scientifically literate, able to recognize that science is not value-free, and are capable of making ethical and moral judgments regarding science, social and technological issues.
To provide the student with an understanding of God's creation in the areas of Life Science, Physical Science, and Earth Science through facts, observation, and experimentation.
State Standard 1
Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations.
Classroom objectives
1.1 The science program will provide students with a study and basic understanding of the universe that God created for us to use, care for, and enjoy, also it will provide this understanding of God and His universe through factual knowledge, experimentation, inquiry, observation and cooperative learning situations.
State Standard 2
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
Classroom objectives
2.1 The student will be able to recognize how matter produces sound through vibration.
2.2 The student will be able to define "light" and demonstrate an understanding of how light travels.
2.3 The student will be able to identify the different sources of heat, and why all living things require heat.
State Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Classroom objectives
3.1 The student will be able to recognize and describe the characteristics of insects, fish, amphibians, reptiles, birds, and mammals.
3.2 The student will be able to compare their physical appearances and abilities during various phases of growth.
3.3 The student will be able to generalize the importance of plants and how they grow.
State Standard 4
Earth and Space Science: Students know and understand the processed and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
Classroom objectives
4.1 The student will be able to identify and compare the Earth's land formations, and observe how the Earth has changed and is still changing today.
4.2 The student will be able to classify conditions in the air which create the earth's weather.
4.3 The student will be able to understand and appreciate the vastness of our solar system and its components.
4.4 The student will be able to appreciate the earth's environment, including all resources available.
State Standard 5
Students know and understand interrelationships among science, technology and human activity and dhow they can affect the world.
Classroom objectives
5.1 Students will use a variety of materials to make simple products and identify what can be recycled and what cannot.
5.2 Students will identify careers that use science and technology.
5.3 Student will identify use of technology in their everyday life.
State Standard 6
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Classroom objectives
6.1 To appreciate and have a better understanding of the complexity of God's wonderful and vast creation.
6.2 To recognize our uniqueness and to take responsibility for our universe. | <urn:uuid:411b01aa-9152-4300-9219-97c82159190f> | CC-MAIN-2018-05 | http://bethlehemdenver.com/wp-content/uploads/2016/04/2-science.pdf | 2018-01-18T21:15:14Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 40,420,449 | 745 | eng_Latn | eng_Latn | 0.996078 | eng_Latn | 0.995916 | [
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Playful family "dinnight" for the under 5s
With Melitsa Avila
Monthly ideas to encourage playful moments during dinner and family night
"Dinnight"
Family dinner + Family night = Family Dinnight (Yep! I did make up that word)
Let‟s face it dinner isn‟t always fun with the under 5s. By the time everyone is sitting ready to eat there might be a lot of tension around. Dinnertimes have changed a lot since having children. Dinner used to be a long leisurely affair with conversation and laughter. It can be again.
Right now there are many of us who eat dinner with the children alone while our partner is not yet home or alone as single parents. We eat with our children or they eat and we eat when our partner gets home or just later so we can eat what we want. We cook two or more meals. All of this takes time and so much energy. It‟s hard to see how dinner can be anything but busy chaos full of strong emotions.
You‟ve planned to have a family night but well it‟s just not happening or consistently so you are looking for some suggestions for your multi-aged family.
How to use these suggestions?
Whether you eat family meals together every night or once a week try some of the conversation starters or bring your own. It might take their mind of that Pak Choi you slipped onto their plate.
Quick: Print the questions and leave in the centre of the table
5-10mins more: Print and cut out each question. Fold and place in a clear vase in the centre of the table.
10-15mins: Print and laminate a set of questions to use for the week/month. Use a dry erase marker to add questions.
Family dinner is a good time to reconnect, share and become „our‟ family by learning the customs. For our family our focus is on manners, taking turns, and responding appropriately.
We can‟t say we get it right all the time. But we can say we try and have a lot of fun along the way.
I had a little fun with the dinner courses but we all love having dessert first so take these in whatever order that suits your family.
Melitsa
| All rights reserved copyright 2011
Appetizers- Conversation starters
Bring your own list of questions to the table that reflects your age/stage.
Stuck? Try these questions to get the conversation going
1. What is your favourite animal?
2. If you could choose your clothes tomorrow what would you wear?
3. What makes you laugh?
4. If you could paint your room ONE colour what would it be?
5. ………………………………………………………………………………………………………….
6. ………………………………………………………………………………………………………….
First Course -Recommended family game
Stare!
What we like it
Works with multiple ages
Language and vocabulary builders
Competition
Artistic and unusual pictures lead to conversation
Easy to adapt the rules to suit multiple ages/stages
Aim: Player 1 looks at the card which contains a scene. Tries to remember what they see. It‟s timed. Roll the die. Player 2, once timer runs out , uses the number rolled to look at the corresponding number on the back of the card with the scene. Player 2 asks the question. If they get it right they move forward by the same number on the die + another roll + another question and so on until they either get the question wrong or finish the card.
Buy it
| All rights reserved copyright 2011
Second course -Book recommendation
Tell your own funny story altogether as a family.
See my review on the Play-Activities blog.
Buy it
Salad course -Podcast recommendation for kids or parents
Listen on the go with your mp3, in your car, at the gym, computer or through your mobile phone. Most of us have part of the school run and our time when you want to grab an audio.
Parents: Todd and Laura cohost this parenting show: Parentingunpluggedradio
Dessert Course- Music to listen to via Internet radio:
http://www.live365.com/index.live:
Genre: Mandarin Radio
Description: "Non-stop Mandarin Pop. Modern music from the thriving music scenes in Taiwan, Singapore, Hong Kong and China. Music tends to light rock with melodious dance tracks, great voices, modern sounds, retro styles & top production."
Grab a world map or globe. Guess where in the world? Try and identify instruments (from as broad as string, wind, electric, voice etc to cello, saxophone or guiro!) Ask the children how it makes them feel or to move to the music.
| All rights reserved copyright 2011
Cheese course-Blogs to visit :( via RPTI)
Plan your next play activities for the month by visiting these play blogs for inspiration
o http://worksformehomemaking.wordpress.com/
o http://etadventures.blogspot.com/
o http://spaghettiboxkids.com/blog/
o http://www.mama-jenn.blogspot.com
o http://goodhappyday.blogspot.com/
o http://emmysbookoftheday.blogspot.com/
o http://SMMARTideas.blogspot.com
o http://momistheonlygirl.blogspot.com/
o http://totplay.blogspot.com/
o http://tonsoffunpreschoolactivities.blogspot.com/
o http://somewhatorganizedslightlycrafty.blogspot.com/
Feel free to copy and share this download. It‟s free.
Melitsa Avila is a military wife and busy mum to three young boys. She's a former primary school teacher. She started Play-Activities.com, a free play activity weekly email
for children under 5 after having her first child.
She's passionate about empowering parents to engage in practical play activities that cover all the developmental areas at home without having to buy special onetime use products, flashcards or electronic equipment; just like it
Melitsa is an advocate for keeping the under 5s playing creatively using everyday materials mums will find in their homes using educational and fun activities. It's amazing how everyday objects such as a: wide open space, pine cone, marching song, colorful scarf, yarn, pudding, cereal boxes and paper can be put to so many playful age appropriate experiences....you'll be amazed too!
| All rights reserved copyright 2011 | <urn:uuid:b147ecd9-fd93-4b77-9a2f-049344e03911> | CC-MAIN-2018-05 | http://growingnimblefamilies.com/wp-content/uploads/2012/09/Playful-dinner-conversations_Jan.pdf | 2018-01-18T21:25:55Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00735.warc.gz | 154,588,001 | 1,343 | eng_Latn | eng_Latn | 0.991036 | eng_Latn | 0.997422 | [
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Pennsylvania Municipalities Can Protect Wetlands
Wetlands are areas that are regularly saturated or covered by water for long periods of time. Wetlands occupy only a few percent of the land area of Pennsylvania, but they perform valuable functions much larger than their footprint on the landscape. Some wetlands are easily recognized; others have subtle boundaries. Wetlands are found in low, flat places where rainwater does not drain away quickly, as well as in sloping areas where seeps or springs provide extra moisture. Plants that grow in wetlands are capable of withstanding wet, oxygen-poor soil conditions.
Wetlands do not require maintenance, but function effectively without expenditure of human labor, fossil fuel energy, or money. Their benefits accrue not only to the owners of the land they occupy, but also to the public at large. Wetlands help keep streams clean by filtering out sediment and other water pollutants. They are places where floodwaters can collect without causing damage to people or to natural systems. Some wetlands support forests; others, scrub or herbaceous plant communities. They are attractive green spaces, offering an ever-changing seasonal display of foliage and blossoms, where much sunlight is converted to biomass. Wetlands provide habitat to many kinds of plants and animals, some of which are found nowhere else. They are biologically productive areas critical to the survival of fish, ducks, and other wildlife. They are also fragile ecosystems, easily damaged by fill and by rain-carried pollution running off the intensively managed areas used by people for mining, industry, farming, roads, and residences.
Left alone, wetlands tend to persist indefinitely, although their biological communities may vary over time. But wetland functions are highly vulnerable to changes in land use within and near them.
For a long time wetlands were considered to be waste places eligible for conversion into more directly "useful" land. Public policy in this country strongly favored the drainage of wetlands for farming and their filling for many purposes. During the late twentieth century, however, both Federal and State laws were enacted to protect remaining wetlands from the formerly widespread destruction that had eliminated at least half of the wetlands our ancestors found when settling in the conterminous United States. Now those who would convert wetlands into dry land must show a valid need to do so, must keep the conversion to a practicable minimum, and usually must provide some compensatory mitigation after undergoing a review by government agencies of their development plans. Securing permits and abiding by conditions of approval can be costly. Law enforcement efforts seek to remove the ever-present economic incentive to ignore wetland regulations in order to save construction time and money.
Only those wetlands known to exist and held in high esteem by people ever experience protection against land use conversion, whether undertaken for private gain or for public purposes. Available maps show only about half of the existing wetlands in Pennsylvania, and typically are not accurate in local detail. Given the variety of natural environments, the location and limits of wetlands may not be easily recognized in the landscape. If wetlands, streams, topography, and other onsite features are not identified accurately at the outset of planning for each land development project, the resulting project designs may encounter great difficulty during permit review. Conservation groups, wetland scientists, and professional regulators and consultants may oppose project plans if appropriate protective measures have not been included for wetlands and other environmental features.
In Pennsylvania the basic power to regulate land use is vested in local municipalities, which are the government units closest to the people who must live with the impacts of activities nearby. Land development must meet Federal and State requirements for protection of various resources, but how land is used is primarily a local matter. The Municipalities Planning Code authorizes municipal governments to enact ordinances that require measures to protect the environment when new construction is undertaken (http://mpc.landuselawinpa.com/1.html). Many municipalities regulate the subdivision of land and the approval of new development, but the ordinances affecting a development cannot be changed after the development plan has been filed. In Pennsylvania, municipalities can elect to be more stringent than Federal or State agencies when protecting wetland resources appreciated by local residents. Some Pennsylvania municipalities regulate activities in upland buffers next to wetlands, as well as in the wetlands themselves.
In practice, municipalities typically have limited access to expertise for wetland identification and regulation and little understanding of how to accomplish wetland protection in cooperation with Federal and State agencies. It makes little sense for any project to undergo municipal review and approval, only to encounter rejection at the State or Federal level because wetlands were not accurately identified and considered at the outset. Project plans can be revised, but time, effort, and money are wasted by the project sponsor, by the municipality, and by other reviewers. There is a practical, commonsense alternative by which municipalities can reduce their review burden, eliminate arguments over wetland boundaries, and do a favor for developers.
Every Pennsylvania municipality with interest in wetland protection should require that a landowner obtain a formal Jurisdictional Determination establishing the limits of wetlands and other bodies of water from the Army Corps of Engineers, prior to accepting any preliminary subdivision or land development plan as complete for municipal review. In Pennsylvania the Corps of Engineers is the agency with expertise and responsibility for establishing the limits of waters and wetlands. Its methods have been adopted by the Pennsylvania Department of Environmental Protection, which typically accepts the Corps' technical findings. After twenty years of practical use, the 1987 Corps Wetlands Delineation Manual currently is being augmented by regional supplements that incorporate advances in the science of recognizing wetland plants, soils, and hydrology in the field. On sites obviously lacking waters and wetlands, the absence of such features can be established quickly by office review. But for all other sites, the surveyed jurisdictional boundaries of wetlands and other waters should be clearly identified after field investigation and Corps field inspection---before local site plan review starts. For small lots the Corps will provide a Jurisdictional Determination upon request. For large properties and real estate developments the Corps requires technical information from the landowner's or project sponsor's experts and surveyors, but even for large projects there is no fee for jurisdictional determinations. | <urn:uuid:d12a8ee6-5ad0-4cba-9e1f-16ebddf5488c> | CC-MAIN-2018-05 | http://www.schmidco.com/PA_Muni_Can_Protect.pdf | 2018-01-18T21:59:08Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 567,056,013 | 1,291 | eng_Latn | eng_Latn | 0.99668 | eng_Latn | 0.997279 | [
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Learning to play the piano
INTRODUCTION to the KEYBOARD
The keyboard is made up of white keys with repeating patterns of black keys in groups of two and three.
We use seven letters of the alphabet to make music; A,B,C,D,E,F, and G. After G, we start over again with A.
Look at the group of two black keys. C will always be to the left of the two black keys. E will always be to the right of the two black keys. And D is right in the middle of the two black keys.
Now look at the group of three black keys. F will always be to the left of the three black keys. B will always be to the right of the three black keys.
Each key on the keyboard has a particular tone or pitch, and a certain place on the music staff. You will learn how each tone relates to a line or space, and you will be able to find it on the keyboard and combine the notes to make beautiful music.
STEPPING UP
If you do not have a musical keyboard near your computer, make a copy of the mock keyboard as directed on the first page of these lessons. It will be helpful to you in learning the keyboard.
When the notes on the staff go from a line to a space or from a space to a line, we step up or down to the next note letter.
In the first measure we begin with the thumb of the right hand on the red-dotted middle C (line). Step up to D (space), then to E (line).
In the second measure, the third finger is on E (line). Step down to D (space), then back down to C (line).
This song is written in 4/4 time which means that we count 1,2,3,4 and the black note with a stem (quarter note) gets one count. The white note with a stem (half note) gets 2 counts.
This song begins with the thumb of the left hand on middle C. In the first measure we step down from middle C (line) to B (space) to A (line). In the second measure, the third finger is on A (line). Step up to B (space), then back up to C (line).
Try this sight reading exercise. First play the right hand alone. Say the names of the notes. Then play left hand alone and say the names of the notes.
Begin with the thumb of the right hand on middle C with a red dot (line). Step up to D (space), then up to E (line), up to the next key F (space) and on up to the next one, G (line). Your 5th finger (little finger) will be on G.
G is a white note with no stem. We call this a whole note and it gets all 4 counts in 4/4 time. In the 6th measure we have two G's that are white notes with stems (half notes). Each of these notes gets two counts.
***
Begin with the thumb of the left hand on middle C. In the first measure we step down from middle C (line) to B (space) to A (line), to G (space) to F (line). Your 5th finger (little finger) is on F in the bass clef.
In the second measure, the 5th finger is on F (line). Step up to G (space), then up to A (line), up to B (space) and back up to middle C (line).
***
TREBLE SPACES
The treble spaces spell the word "face" F,A,C,E. The first space F is the first F above middle C. The distance from a space to a space is a "skip". You skip a letter when naming the notes.
Your teacher may use a signal to remind you of these notes. Here's one I use. Put your open palm in front of your face. Rotate it as if washing a window. This will remind you that the treble spaces spell "face", F,A,C,E.
To help us remember the treble lines we say, "Every Good Boy Does Fine". The names of the line notes in the treble are E,G,B,D,F. From one line to the next is a "skip". We start on the E above middle C (with a red circle) and we skip a letter name as the notes ascend, or go up.
Our signal for this reminder is the American Sign Language sign for "boy". Pretend you are wearing a cap with a bill on it. Touch the "bill" and move the hand down and away from the face. This sign for "boy" reminds us that "Every Good Boy Does Fine", E,G,B,D,F, the treble lines.
***
BASS SPACES
We remember the bass spaces by saying, "All Cars Eat Gas", A,C,E,G. These are the bass spaces. The A is the second A below middle C (circled in red). We "skip" from space to space, skipping a letter name in between.
Let's learn a signal. Pretend you have a steering wheel in your hands. Turn the wheel as you "drive". This will remind you that "All Cars Eat Gas", A,C,E,G, the bass spaces.
The bass lines can be remembered with "Great Big Dogs Fight Animals" G,B,D,F,A. The first line in the bass is the second G below middle C (circled in red). We "skip" from line to line, skipping a letter in between to find these new notes.
To remember the signal for the lines say "Grrr" like an angry dog. This will help you to recall that "Great Big Dogs Fight Animals", G,B,D,F,A; the bass lines
***
TIME SIGNATURE
The time signature, or meter, tells us how to count the music. The top number shows how many beats to count in each measure. The bottom number tells us the kind of note that gets one count.
If the top number is 4:
If the top number is 3:
If the top number is 6:
There are other meters, but these are the three most common and we will be studying those signatures.
In the following examples observe that a:
This example is in 4/4 time. A whole note gets all 4 beats, a half note gets 2 beats, a quarter note gets 1 beat and 2 eighth notes make one beat.
The next example is in 3/4 time. A quarter note gets 1 beat, a half note 2 beats and the dot after the half adds half of the value to the count, so a dotted half gets 2+1 or 3 beats. It takes 2 eighth notes to make a beat.
The third example is in 6/8 time. An eighth note gets 1 beat and a quarter note gets 2 beats. A dotted half gets all 6 beats (4+2=6).
We can raise and lower pitches by putting a sign in front of the note, or by putting sharps or flats in the key signature which appears at the beginning of each music staff.
A sharp raises a note by one-half step (the very next key to the right). The raised note may be a black key, or it may be a white key, but the sharp will be to the right of the original pitch. In this lesson all sharps will be on the black keys.
A flat lowers a note by one-half step (the very next key to the left). It may be a black or a white key, but in this lesson all flats will be black keys.
A natural restores the note to its original pitch without the sharp or flat.
UP AND DOWN THE HILLS
We will learn this exercise first in the key of C Major with no sharps or flats. You will need to place your hands in the C Major position. The thumb of your right hand will be on middle C and the little finger of your left hand will be on the C below middle C.
We will count 1,2,3,4.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords which are noted above the staff. Next a rhythm can be added for more enjoyment. Start out with a metronome marking of 70 and gradually increase your speed.
UP AND DOWN THE HILLS IN G MAJOR
This exercise is in the key of G Major. There is one sharp in the key signature, but there are no F's in the song, so all the notes will be on the white keys. You will need to place your hands in the G Major position. The thumb of your right hand will be on G above middle C, and the little finger of your left hand will be on the G below middle C.
We will count 1,2,3,4.
In measures 11, 12, and 15 you will see the D next to middle C written as a leger line, a line added between the treble and bass staff. You find it as you step up from middle C.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
This exercise is in the key of F Major. There is one flat in the key signature, and that flat is Bb. Your first B flat will be in the second measure. You will play the black key to the left of B. You will need to place your hands in the F Major position. The thumb of your right hand will be on F above middle C, and the little finger of your left hand will be on the F below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the B's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN D MAJOR
This exercise is in the key of D Major. There are two sharps in the key signature.In the key of D Major, all the F's and C's will be sharped. In this exercise the first F# is in the second measure. There will be no C's. You will need to place your hands in the D Major position. The thumb of your right hand will be on D above middle C, and the little finger of your left hand will be on the D below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the F's with a pencil to remind you to sharp those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
This exercise is in the key of B Flat Major. There are two flats in the key signature, and those flats are B flat and E flat. You will need to place your hands with the thumb of your right hand on the B flat to the left of middle C. This is another way to write the B next to middle C by using a leger line between the staffs. The little finger of your left hand will be on the second B flat below middle C. (This fingering is somewhat awkward and we will learn a better one later.)
We will count 1,2,3,4.
In this exercise you may circle all the B's and E's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN A MAJOR
This exercise is in the key of A Major. There are three sharps in the key signature, and those sharps are F#, C#, and G#. C# will be used in this exercise, but the other two will not.
You will need to place your hands with the thumb of your right hand on the A above middle C. The little finger of your left hand will be on the A below middle C.
There will be notes on the leger lines between the treble and bass staffs. Those notes will be the D and E right above middle C.
We will count 1,2,3,4.
In this exercise you may circle all the C's with a pencil to remind you to sharp those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
UP AND DOWN THE HILLS IN E FLAT MAJOR
Play this exercise is in the key of E Flat Major. There are three flats in the key signature, and they are B flat, E flat and A flat. You begin on the black key of E flat. You will use all three of the flats. You will need to place your hands in the E Flat Major position. The thumb of your right hand will be on E flat above middle C, and the little finger of your left hand will be on the E flat below middle C.
We will count 1,2,3,4.
In this exercise you may circle all the E's, A's, and B's with a pencil to remind you to flat those notes.
When you learn the exercise well, you can move your hands up eight notes (an octave) and your teacher or your friend can play the automatic chords and rhythm to accompany you.
DUET FOR MULTIPLE KEYBOARDS
This first duet can be played on two or more keyboards. There is a first part, Primo (PRE moe), and a second part, Secondo (se KON doe). Each student learns his/her part, then they play the parts together, beginning slowly and gradually increasing the tempo.
Can you play the same exercise in other keys? Remember how we changed our hand position and changed the key when we played "Up and Down the Hills"?
When we change the key of a song, we say we transpose the song. Transpose this song to the major keys of G, F, D, B Flat, A, and E Flat.
On the keyboard:
A half-step is the distance from one key to the next. It may be a white key, or it may be a black key.
A whole-step is made up of two half-steps.
A Major Scale if built on a pattern of
- whole-step, whole-step, half-step,
- whole-step, whole-step, whole-step, half-step,
Study and play the C Major scale below. Say the pattern of steps as you play.
Right hand fingering: 1,2,3,(thumb under) 1,2,3,4,5.
Left hand fingering: 5,4,3,2,1,(third finger over) 3,2,1.
BUILDING A MAJOR CHORD
In this lesson you will learn to build a triad. A triad is made of three tones which are sounded at the same time. In the key of C Major, we will build our first triad (chord) on C.
Put your left finger on C, and with your right hand count up 4 half-steps. ( A half-step is the distance from one key to the next. It doesn't matter whether that key is black or white.) So we start going up by half-steps; C#, D, D#, E, (1,2,3,4). We have gone up 4 half-steps and we are now on E. E is the next note of our triad.
Now hold down the E with your left finger and count up 3 half-steps with your right hand; F, F#, G, (1,2,3). You are now on G and G is the top note of the triad.
Now play the three notes together; C,E,G. This is the C Major chord or triad in root position. C is the low (bottom) note of the chord.
All major chords in root position will have this pattern of 4 half-steps and 3 half-steps. If the bottom note is on a line, the chord will be line-line-line. If the bottom note is on a space, the chord will be space-space-space.
In another lesson we will learn how to invert or turn the chords around.
Using the same pattern of 4 half-steps plus 3 half-steps, you can build major chords on any key.
CHORD NUMBERS AND INVERSIONS
We can build a major chord on each note of the scale. We can use Roman numerals to mark them. If the chord is built on the first note of the scale, we call it a I (One) chord.
If the chord is built on the 4th note of the scale, we call it a IV (Four) chord.
If it is built on the 5th note of the scale, we call it a V (Five) chord.
In C Major, C is the first note of the scale, so we build the I (One) chord on C.
F is the 4th note of the scale, so we build the IV (Four) chord on F.
G is the 5th note of the scale, so let's build the V (Five) chord on G.
After we build the chords in root position, we can change the notes around.
Instead of a C,E,G chord, we can put the E as the bottom note and we now have E,G,C as the tones of the chord. We call this the first inversion of the chord.
Put the G on the bottom to make a G,C,E chord and this is the second inversion of the chord.
THE V7 (FIVE-SEVEN) CHORD
When you build a V (Five) chord in C Major, the bottom note is G because G is the 5th note of the C Major scale. We know that the G chord is made up of the notes G,B, and D. Now if you add the 7th tone of the scale, F, you have a nice sound for harmony. We can invert the chord and sometimes we leave out one of the tones.
To move from the I (One) chord to the V7 (Five-seven) chord:
- move the middle note up one-half step
- keep the top note the same
- move the bottom note down one-half step.
You can now play Mary Had a Little Song using the progression you learned in this lesson.
Learn to play the melody of this song with your right hand alone, then you can add chords with your left hand.
You will use the C chord to the G7 chord progression. The last note of the song is Low C which is 2 octaves below middle C.
The automatic chords are written above the treble staff. Add a rhythm such as a ballad. Begin ver-r-ry slowly with a metronome speed of 60. When you can play it well at that speed, then try it faster.
CHORD PROGRESSIONS
In this lesson we will learn the chord progression I (One), IV (Four), I, V7 (Five-Seven),
I.
This series of chords if very useful when harmonizing songs.
In the key of C Major, the I (One) chord is C,E,G. This is the root position. Play that chord.
Keep the bottom note where it is. Move the middle tone up one-half step, and move the top tone up two half-steps (one whole step). Now you are playing C,F,A. This is the IV (Four) chord (second inversion).
Go back to the I chord in root position; C,E,G.
Now move to the V7 (Five-Seven) chord by keeping the top note in place and move the middle tone up one-half step, and the bottom tone down one-half step, as we learned in the previous lesson.
Now go back to the I chord in root position.
First play it with the left hand, then with the right hand, and then with both hands.
Play this progression in other keys .
You can now play America using the progression you learned in this lesson.
Learn to play the melody of this song with your right hand alone, then you can add chords with your left hand.
Use correct fingering (the numbers between the treble and bass staves) and you will have a smooth melody.
If you like, you can play the melody an octave lower beginning on middle C.
Add a rhythm such as a ballad. Begin ver-r-ry slowly with a metronome speed of 60. When you can play it well at that speed, then try it faster.
ADDING HARMONY
There are many different ways to use chords to add harmony to a melody. We will study some examples and then play the chords in different keys.
You will soon be able to tell whether you need a I (One ) chord, a IV (Four) chord, or a V7 (Five-Seven) chord to harmonize with the notes. You may even find new ways to add harmony to your songs.
You will learn how to use chords in different ways to harmonize in 4/4 time, 3/4 time, and 6/8 time..
Oom Pah in 4/4 Time
Use this simple "Oom Pah in 4/4 Time" for many melodies. Use the three notes of the C Major triad to create an "Oom Pah" with the left hand.
Skipping Up and Down the Hills
We can use "Skipping Up and Down the Hills" in 4/4 time. Use the Major triads to play a note on each beat of the measure.
Rockin' on the Octave
When "Rockin' on the Octave", play the root, the 5th, the root note an octave higher, and back to the 5th.
Climbing to the Tenth
"Climbing to the Tenth" makes a nice harmony. You could also use it in a 3/4 time.
Use this pattern to add harmony to songs written in 3/4 or waltz time. Try it with Happy Birthday or My Country Tis of Thee .
Broken Triads in 6/8 Time
Use these broken triads to harmonize songs in 6/8 time.
Use this pattern for 6/8 Time. The quarter note will get two beats and the eighth note one beat.
Enriching the Melody
Use this method to make the melody sound fuller. Add some chords in different inversions with the melody as the top note of the chord.
INTERVALS
An interval is the distance from one tone to the next. We refer to intervals with ordinal words such as second, third etc.
We will be learning about major intervals. You will learn to hear them, play them, and sing them.
First you need to learn to play and sing the C Major scale. Sing 1,2,3,4,5,6,7,8. (Click on the speaker to hear the C Major scale.)
SECOND
From C to D is the interval of a 2nd. These are the first two notes when you sing Doe, a deer, a female deer. from the Do, Re, Mi song. Play and sing the interval of a second.
THIRD
From C to E is the interval of a 3rd. E is the middle tone of a major chord. Play this chord: C,E,G,E,C, and sing 1,3,5,3,1. You hear the 3rd when you sing 1,3 . Play and sing the interval of a third.
FOURTH
From C to F is the interval of a 4th. You hear this interval when you sing I've been working on the Railroad Play and sing the interval of a fourth.
FIFTH
From C to G is the interval of a 5th. Listen for this interval when you sing Twinkle, twinkle little star.. Play and sing the interval of a fifth.
SIXTH
From C to A is the interval of a 6th. This is one tone above the 5th. You can find the 6th by singing Old McDonald had a farm, E, I,E,I,O From "farm" to "E" is a 6th. Play and sing the interval of a sixth.
SEVENTH
From C to B is a 7th. This is a hard one to find and sing. Practice singing a 7th.
EIGHTH (OCTAVE)
From C to C is the interval of an octave. This is the same tone eight notes higher. When you are singing the Happy Birthday song and you get to the part Happy birth- day dear So-and-So, the octave is the "happy, birth-". Play and sing the interval of an octave. | <urn:uuid:2e6d5855-7a38-4d9e-b49c-de3e30bdbda3> | CC-MAIN-2018-05 | https://gardenofpraise.com/images/piano_notes2.pdf | 2018-01-18T21:20:20Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00734.warc.gz | 713,297,518 | 5,233 | eng_Latn | eng_Latn | 0.997734 | eng_Latn | 0.998997 | [
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Lesson Plan
The Resurrection of Henry Box Brown at Philadelphia and the Uses of Art to Convey Political Messages
Author:
David W. Harris, The Catherine Cook School, Chicago, IL
Grades/Subject:
Middle School/Language Arts and Social Studies (The Underground Railroad and the Abolitionist Movement)
Schedule:
5 sessions (class periods or days)
Lesson Summary: By studying a lithograph and an engraving and reading primary sources, students learn about Henry Box Brown and his incredible escape from slavery in 1849. Students also consider how the depictions of Brown's escape were used politically.
Artworks on Which Lesson is Based
Samuel W. Rowse
The Resurrection of Henry Box Brown at Philadelphia (1850)
Lithograph
Virginia Historical Society, Richmond, VA
2005.149
Artist Unknown
Resurrection of Henry Box Brown (1872)
Engraving in William Still's The Underground Railroad: A Record of Facts, Authentic Narratives, and Letters. Philadelphia: Porter & Coates, 1872, Page 83.
Newberry Library, Chicago, IL
H 5832 .839
Guiding Questions
* Who was Henry Box Brown and why is his story important?
* Why is art often used to convey important political ideas?
* How does the portrayal of a particular event in art differ from the actual event?
* Should an artist always attempt to be true to the actual facts and events of the story he or she is attempting to portray? Why might an artist stray from the facts?
Key Information for Understanding the Artwork
Historical Background
Henry Box Brown was arguably one of the most well-known escaped slaves of his time, and the story of his flight to freedom became instrumental in the anti-slavery movement in the United States. Brown was born into slavery in Virginia around 1815 and lived in Richmond where he was forced to work in a tobacco factory. Brown later "married" (under the law at that time slaves could not legally marry, but some slaves lived together as husband and wife) a woman named Nancy who lived on a neighboring plantation; they had three children. Unfortunately Nancy and the children were sold in 1848 and Brown never saw them again. After losing his family to the slave trade, he made up his mind to escape from slavery.
With the help of a free black man, James C. A. Smith, and a white shoemaker, Samuel A. Smith, Brown devised a plan in which he mailed himself to freedom. He hid in a sealed wooden box, and the two Smiths had the box sent to James Johnson in Philadelphia, Pennsylvania (although both works of art show the box addressed to Wm Johnson). According to Brown's narrative, "there being no time to be lost, the store-keeper, Dr. Smith, and myself, agreed to meet next morning at four o'clock, in order to get the box ready for the express train. The box which I had procured was three feet one inch wide, two feet six inches high, and two feet wide: and on the morning of the 29th day of March, 1849, I went into the box."
After 26 hours, during which he was at times upside down, Brown arrived inside the box in Philadelphia. There he was warmly welcomed by members of the Anti-Slavery Society who had helped with the escape. Brown soon became a symbol for the Underground Railroad. About a year later, however, he fled to England to avoid recapture after the Fugitive Slave Act passed, accompanied by James C. A. Smith, the same man who had helped him escape. Brown eventually remarried while abroad and toured Britain, giving performances about his life in slavery and his eventual escape. He remained in England for 25 years before returning to the United States. The exact time and place of his death are unknown.
Sources: Jeffrey Ruggles' short biography of Henry Box Brown on the Library of Virginia's "Virginia Memory" website is especially helpful:
http://www.virginiamemory.com/online_classroom/union_or_secession/people/henry_box_brown. For additional information about Brown, see "Resources" at the end of the lesson.
About the Artworks
The two artworks here show the moment when Brown emerged from the box that he was enclosed in during his 26-hour trip from Richmond to Philadelphia in 1849.
This lithograph by American artist Samuel Worcester Rowse was made in 1850, shortly after Brown's successful escape. Its caption reads, "The Resurrection of Henry Box Brown at Philadelphia." It was used to help raise money for abolitionist causes before and during the Civil War.
Rowse's image inspired other pictures of the event. This illustration from "The Civil War in Art" website appears in the 1872 book The Underground Railroad, published by abolitionist William Still. (Still also published another book that featured the image, The Underground Railroad Records in 1879 and 1883.) The artist who made the 1872 image is unknown and most likely was an illustrator for the publisher.
Brown's story was probably especially meaningful to Still, who was present when Brown emerged from the box. In the 1872 illustration from Still's book, he is shown standing behind Brown and holding the
Resurrection of Henry Box Brown (1872)
lid. Three other abolitionists were at the scene too. The man standing next to Still and holding a hatchet that might have been used to remove the lid is probably James M. McKim, a leader in the Pennsylvania Anti-Slavery Society. The man holding the saw is thought to be Lewis Thompson, who printed Anti-Slavery Society newspapers; and Charles D. Cleveland, who directed a school for girls, is assumed to be wearing the top hat.
The 1850 lithograph by Rowse includes Frederick Douglass, the famed abolitionist who was born into slavery and later escaped and went on to write one of the most influential slave narratives of his time, The Narrative of the Life of Frederick Douglass. But in the 1872 image, Douglass is not present. There is no evidence that Frederick Douglass was at the scene. This later illustration is thought to be more accurate in representing who was present.
National Standards and Lesson-Specific Objectives
Classroom Activities
DAY 1, Focus: Introduction to the Story of Henry Box Brown
There are a number of ways to approach telling the story of Henry Box Brown. One is to have students read Brown's account from his narrative, which is well told and a good primary source. A letter describing the event by abolitionist J. M. McKim is also an excellent primary source, as is William Still's account in his book The Underground Railroad. Finally, Ellen Levine's Caldecott Honor Book, Henry's Freedom Box, is a modern-day retelling of the story. While the book is for younger readers, the illustrations by Kadir Nelson are excellent and the story provides a vivid account of Brown's life in slavery and his escape. (These and other helpful resources are cited on the final page of this lesson.)
Ask students to describe the theme and main ideas of the story with specific supporting details from the text, and to summarize it.
DAY 2, Focus: Examination of artworks
Students examine the 1872 engraving The Resurrection of Henry Box Brown on "The Civil War in Art" website as well as the the1850 lithograph The Resurrection of Henry Box Brown at Philadelphia by Samuel Rowse, and answer the following questions:
1. Which moment in Brown's story did the artists represent? Why do you think different artists chose to show that particular moment?
2. How are the artists' representations of that moment different from or similar to the writers' representations?
3. Describe the clothing and the expressions of the men in each of the prints. What might the artists' decision to represent all of the men—including Brown—in the same type of clothing tell you about their views of slavery?
4. The caption for these images is "The Resurrection of Henry "Box" Brown."
* What is meant by the word "resurrection" and how does it relate to Brown's story?
* What does the caption tell us about slavery and why Brown and other slaves chose to escape?
5. Because we live in a digital age, it is sometimes hard to imagine a world in which images of events weren't available until days, weeks, months, or even years after the events happened.
* Would your depiction change if you were an abolitionist or a Southerner living in Brown's time?
* After reading one of the accounts of Brown's escape, explain how you might choose to depict the event. What would you include or exclude?
* Do you think that The Resurrection of Henry Box Brown at Philadelphia is an accurate depiction? What additional information would you need in order to answer this question?
6. Why might the image, The Resurrection of Henry Box Brown at Philadelphia, have been used to raise money for abolitionist causes? How might it have helped abolitionists argue against slavery?
7. Working in groups, students use a Venn diagram to compare the 1850 lithograph and the later 1872 engraving from "The Civil War in Art" website and chart similarities and differences. A discussion should follow allowing students to share their observations with the class. Discuss as a group why there might be differences in the two artists' depictions.
DAYS 3 & 4, Focus: Reader's Theater
Reader's Theater is a teaching strategy in which students read, sometimes write, and interpret texts for one another. It includes the performance of a literary work or narrative, wherein the text is read expressively, but not fully staged and acted out.
For this project, students read important passages from Brown's narrative or other accounts of Brown's escape and decide how to present them to their classmates. Through this process students gain a fuller, richer experience with the text and a deeper understanding of the related works of art.
Steps
1. Select excerpts for students to study from Henry Box Brown's narrative and J. M. McKim's letter describing the escape.
2. After explaining what Reader's Theater is, divide the class into groups of four or five students, with each group assigned to an excerpt.
3. Students read the assigned text silently and aloud and discuss with group members and the teacher words or aspects of the story they don't understand.
4. Next students prepare their presentations. They discuss the text and agree on the words, theme, or message that they would most like to share with the class. They should be given at least 45 minutes for this process.
5. Students then prepare and rehearse their presentation. Remind students that the goal is not to perform a skit, but to represent the underlying message of text. The power of the presentation is in the spoken word and its interpretation by the group. Students can use some creative license, but for the most part they should stick closely to what is written. They can read some or all of the selection in unison, in twos or threes, or as individuals. Movement and props should be kept to a minimum, though they can station themselves around the room or use body postures as they see fit. Every student should participate.
6. An important part of reader's theater is feedback, which can be given immediately after the performance. Examples of discussion starters are:
* It was powerful for me when…
* The performance that helped me understand the text in a new way is…because…
* It was interesting how…
* One performance that stood out to me is …because
* I was surprised when…because…
7. For more information about Readers Theater, visit the "Facing History and Ourselves" website: http://dev.facinghistory.org/resources/strategies/readers-theatre-exploring-emo.Evaluation: The assessment of the Reader's Theater depends largely on the instructor's goals; however, several criteria to keep in mind when evaluating students are: level of participation, ability to work in a group, the actual performance and readers' ability to connect to the audience, and the feedback given by other students. All of these can be a part of the overall assessment.
DAYS 5, Focus: Connecting Brown's Story
In order to assess students' understanding of Brown's story and to help them relate it to the present day, students will be asked to read a contemporary immigration story and write a one-page essay in answer to the prompt below.
You may wish to use the story of Mohamed Munadi, available on the San Francisco Sentinel website: http://www.sanfranciscosentinel.com/?p=124846.
Munadi is a Tunisian immigrant who fled his village after the revolution in his own country and subsequent revolution in Libya. However, students can find their own stories or use one from their personal experience or from family members or ancestors who immigrated.
Ideally, students will understand that Brown's story is part of a larger human story of people throughout the world who leave their homes due to oppression, lack of economic opportunities, war, famine, and a host of other reasons. Some of these same factors drove Brown from Richmond, Virginia. Hopefully students will be able to see that individuals continue to take extraordinary risks to achieve what they feel is a better life. The result can be positive or negative depending on how one looks at it; however, this is something students should be able to discern themselves.
Essay Prompt:
Using information you learned about Henry Box Brown and from the story about immigration that you chose or the one you read about Mohmed Munadi, what are some of the main reasons people flee their homes to go elsewhere? Do you think that the risks that they take are worth it?
Additional Essay Prompt: Answer the guiding questions for a final essay exam.
1. Who was Henry Box Brown and why is his story important?
2. Why is art often used to convey important political ideas?
3. Should an artist always attempt to be accurate to the actual facts and events of the story he or she is attempting to portray? Why might an artist deviate from the facts?
Resources
Brown, Henry Box. Narrative of Henry Box Brown, Written by Himself. Manchester, England: Lee & Glynn Publishers, 1851. Available at "Documenting the American South," University of North Carolina, Chapel Hill University Library website: August 9, 2011, http://docsouth.unc.edu/neh/brownbox/brownbox.html. (The account of Brown's escape begins on page 51.)
Cowan, Alison Leigh. "The New York Times Upfront: The News Magazine for High School." Teaching Resources, Children's Book Recommendations, and Student Activities Scholastic.com website: August 9, 2011, http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?articl e=f041910_slave.
Cowan, Alison Leigh. "When Special Delivery Meant Deliverance for a Fugitive Slave," New York Times, Metro, City Room Blog, NYTimes.com website: August 14, 2011, http://cityroom.blogs.nytimes.com/2010/02/26/when-special-delivery-meantdeliverance-for-a-fugitive-slave.
Levine, Ellen. Henry's Freedom Box. New York: Scholastic, 2007.
"James Miller McKim, Class of 1828." Dickinson College Chronicles website: August 8, 2011, http://chronicles.dickinson.edu/encyclo/m/ed_mcKimJM.htm.
McKim, James M. "When Special Delivery Meant Deliverance for a Fugitive Slave—Letter by J. M. McKim." New York Times website: August 15, 2011, http://documents.nytimes.com/whenspecial-delivery-meant-deliverance-for-a-fugitive-slave.
"New Evidence Tells Of Man's Escape From Slavery In A Box: NPR." NPR: National Public Radio
website: August 17, 2011, http://www.npr.org/templates/story/story.php?storyId=124531047.
"The Resurrection of Henry Box Brown at Philadelphia." Virginia Historical Society—The Center for Virginia History website: August 17, 2011, http://www.vahistorical.org/boxbrown.htm.
Ruggles, Jeffrey. "Henry Box Brown." Virginia Memory website: August 17, 2011, http://www.virginiamemory.com/online_classroom/union_or_secession/people/henry_bo x_brown.
Ruggles, Jeffrey. The Unboxing of Henry Brown. Richmond: Library of Virginia, 2003.
Shanker, Jack. "An Arab Immigrant's Escape to Europe - Was It Worth It?" San Francisco Sentinel website: August 17, 2011, http://www.sanfranciscosentinel.com/?p=124846.
,
"Shipped to Freedom—The Story of Henry 'Box' Brown." The Adventures of the Real Mr. Science website: 17 Aug. 2011, http://www.therealmrscience.net/25632.html.
,
Still, William. The Underground Rail Road: A Record of Facts, Authentic Narratives, Letters, &c., Narrating the Hardships, Hair-breadth Escapes, and Death Struggles of the Slaves in Their Efforts for Freedom, as Related by Themselves and Others or Witnessed by the Author: Together with Sketches of Some of the Largest Stockholders and Most Liberal Aiders and Advisers of the Road. Hamden, CT: Quinnipiac University, Arnold Bernhard Library, 2003. | <urn:uuid:298a8151-0c71-4e41-b780-ba62f5c524b5> | CC-MAIN-2018-05 | http://www.civilwarinart.org/lessonplans/CWIA_Harrris_Ressurection.pdf | 2018-01-18T21:37:21Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00736.warc.gz | 405,009,092 | 3,646 | eng_Latn | eng_Latn | 0.975792 | eng_Latn | 0.997572 | [
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GET TO KNOW YOUR BOOK
The first thing we shoud do (this goes for any textbook) is to read, not just skim, the introduction to the textbook. Here we will find vital information on how the book is written and what the different figures and sections mean. Knowing this information will help us as we skim through chapters, do our homework, or prepare for tests. After we are familiar with how the book is laid out, we can begin reading it.
SKIM
The ability to quickly scan a chapter in order to refresh for a test, prepare for a lecture, or even write a report becomes an invaluable tool that most students learn early on in high school or sometimes sooner. However, when tackling a mathematics textbook, regular skimming techniques won't make the grade. In fact, if that is all you rely on, you will find mathematics will become confusing, dreadful, and feared (if you don't already). That doesn't mean we through skimming out the window, we just need to have a different purpose.
Preview the Chapter
Before studying a chapter it is always a good idea to get an understanding of where things are headed. In mathematics, concepts are generally learned in a sequence. For example, in order to understand multiplication, you first learned how numbers are ordered (1,2,3,etc.), then you learned how to add them, and finally you learned how to add groups of numbers (multiplication). Getting a preview of where you are headed will help in understanding the purpose for a given concept and will help in putting the pieces together.
Mark Key Concepts
As you skim, take a pencil and circle the definitions, theorems, and concepts that you don't fully understand. This will help you to know where you should spend more time when you actually start reading the chapter. Don't spend a lot of time trying to learn the concepts at this stage, just make note that these are items that you will need to spend more time on. When you are reading the textbook, once you understand a concept that you have circled, simply erase the circle and move on to the next concept.
READ
Reading a math textbook can often feel like your reading another language. That is because you are. Mathematics is a language of its own that uses symbols, definitions, and theorems to try and be as precise as possible. This can often lead to confusion and frustration if you are unfamiliar with what the different symbols mean or if you are unfamiliar with a mathematical term. However, it is possible to get the most out of your textbook if you follow a few simple tips.
Slow Down!!
As you begin to read, you need to read to understand the mathematics, not just memorize facts and formulas. Because mathematics is a language of its own, you can't read a math textbook like you would a novel or any other textbook; you need to take your time and make sure that you understand the current material before you move on. Just know that reading a math textbook will take more time than reading other books and plan accordingly. Don't rely on skimming or reading just what's in the boxes because if you do, you may not understand the concept well enough to move on. This can lead to further confusion and frustration later on. If you don't understand a concept, take the time to really read the chapters and sections pertaining to that topic.
Study the Examples
A common misconception is that the examples given are just extra reading and unnecessary. Like other figures and illustrations, examples are given to help you understand and grasp a concept. By taking the time to really understand the examples, you give yourself the opportunity to understand the underlying concept.
Often it is the case that some of the examples will have steps that have been omitted to help preserve space and save money, take the time to fill in those steps, especially if you are having a hard time understanding a concept. Having all the steps written in you book will help you if you ever need to review the example again.
A good way to make sure that you understand a given example is to do it yourself. This may seem like extra work, but it is a great way to solidify your understanding of a concept. After all, you are reading to understand.
Read Again and Read More
Most students don't completely understand a concept the first time they read about it. In fact most may need to reread a section several times to really get a grasp on the concepts being taught. Don't be afraid to spend the time you need to understand what is being taught.
Textbooks typically favor a certain learning style and are unable to cater to every possible learning style. Mathematics textbooks are no exception. If you find that after several read- ings of a certain section you still don't understand a concept, you may benefit from looking to another source. Internet, YouTube videos, and different textbooks can be invaluable sources for better understanding. A word of caution however, be sure that you are searching for understanding a concept, not just an answer to a problem.
WRITE
An excellent way to know if you understand a concept is to write about it. Some textbooks will have homework problems that require you to write out explanations or give reasons for certain steps in a problem. Take the time to do these types of problems even if they are not assigned. If you can't answer the problem or give adequate reasons, chances are your understanding of the concept is not as complete as it could be.
If your textbook doesn't have these kind of problems, then you can build your understanding by writing summaries as you complete different sections in your book. Write them as if you your trying to explain the concept to a good friend who doesn't understand the concepts. Doing this kind of activity will help you see where your strengths and weaknesses are. This will help you focus your study time on those concepts that still need a little refinement.
By far the best way to check your understanding is to do your homework. A lot of classes will assign homework problems, but then won't collect them or they will be worth very little points. This is not a free pass on homework. If you really want to understand a concept, you need to do the homework. If you come across problems that you don't know how to solve, it shows a possible lack of understanding of a concept and shows you where you should spend some extra time.
Get to Know Your Mathematics Textbook
Introduction (Preface)
1. Does your textbook have an introduction or a preface? YES NO
2. If so, what pages is it on?
3. What kind of information is given in the introduction or preface?
4. Of all the information given, what are two things you learned about your textbook?
Content
1. How does your textbook mark important words?
2. How does your textbook identify definitions?
3. How does your textbook identify theorems or rules?
4. How does your textbook identify examples?
5. Find a definition from the first chapter and write it down here.
6. Find a theorem anywhere in the book at write it down here.
Glossary and Index
1. Does your textbook have a glossary? YES NO
2. If so, what pages is it on?
3. If you do have a glossary, find a word you didn't know before and write its definition here.
4. What page does your index start on?
5. If you answered question 3, what page can you find more information about that con- cept or word? If your book doesn't have a glossary, find a word in the index that you are not familiar with and write the page number where you can find more information.
Flowchart for Reading Mathematical Textbooks | <urn:uuid:d729417b-3a42-41f8-a9f2-d1149d852314> | CC-MAIN-2018-05 | https://www.usu.edu/asc/assistance/pdf/how_to_read_a_math_textbook.pdf | 2018-01-18T21:58:15Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00736.warc.gz | 984,122,717 | 1,562 | eng_Latn | eng_Latn | 0.998915 | eng_Latn | 0.998889 | [
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Evaluation of Household Water Quality in Frederick County, Virginia MAY 2012 VIRGINIA HOUSEHOLD WATER QUALITY PROGRAM
Background
More than 1.7 million (22%) Virginians use private water supplies such as wells, springs, and cisterns. The Virginia Household Water Quality Program (VAHWQP) began in 1989 with the purpose of improving the water quality of Virginians reliant on private water supplies. Since then drinking water clinics have been conducted in 87 counties across Virginia and samples analyzed from more than 15,300 households. In 2007, the Virginia Master Well Owner Network (VAMWON) was formed to support the VAHWQP. Virginia Cooperative Extension agents and volunteers participate in a day-long VAMWON training workshop that covers private water system maintenance and protection, routine water testing, and water treatment basics. They are then able to educate others about their private water supplies. More information about these programs may be found at our website: www.wellwater.bse.vt.edu.
Private water sources, such as wells and springs, are not regulated by the U.S. Environmental Protection Agency (EPA). Although private well construction regulations exist in Virginia, private water supply owners are responsible for maintaining their water systems, for monitoring water quality, and for taking appropriate steps to address problems should they arise. The EPA Safe Drinking Water Standards are good guidelines for assessing water quality. Primary drinking water standards apply to contaminants that can adversely affect health and are legally enforceable for public water systems. Secondary drinking water standards are non-regulatory guidelines for contaminants that may cause nuisance problems such as bad taste, foul odor, or staining. Testing water annually, and routinely inspecting and maintaining a water supply system will help keep water safe.
Geology
Frederick County lies completely within the Valley and Ridge physiographic province of Virginia. The other counties involved in this clinic, Warren and Clarke, lie mostly within the Valley and Ridge province, with the eastern edge falling in the Blue Ridge province.
The Valley and Ridge province is located to the west of the Blue Ridge Province and is underlain by consolidated sedimentary rocks. In the lowlands, such as the Shenandoah Valley, limestone and dolomite occur beneath the surface. These rock types have openings to yield water freely to wells and, therefore, form the most productive aquifers in Virginia, west of the Coastal Plain Province. In contrast, the ridges and upland areas are often composed of sandstone and shale. These rocks lack the cracks and pores to transmit or store water. Therefore, in ridges and upland areas, there is often only enough water for rural and domestic water supplies.
The connection between groundwater and surface water plays a major role in groundwater recharge in the Valley and Ridge. Water can move quickly through fault zones and limestone sinkholes to reach aquifers, which can cause serious water quality problems since polluted surface water may be introduced directly into the groundwater system. In addition, calcium and magnesium from carbonate formations contribute to high mineral content, causing hard water.
The Blue Ridge province is a relatively narrow zone to the west of the Piedmont Province. The mountains within the province make up some of the highest elevations in the state. Beneath a thin layer of soil and weathered rock lies bedrock, a relatively impervious zone containing water primarily in joints, fractures, and faults. Steep terrain and a thin soil covering result in rapid surface runoff and low groundwater recharge.
The lower slopes of the mountains are the most favorable areas for groundwater accumulation. Springs are common and are
often used for private water supplies. Because the rocks in the Blue Ridge are relatively insoluble, the ground water is not severely mineralized, but iron content is high in some locations (GWPSC, 2008).
Overview
In May 2012, 47 residents participated in a drinking water clinic sponsored by local Virginia Cooperative Extension (VCE) offices and the Virginia Household Water Quality Program. Table 1 shows the counties and number of participants from each county that participated in the Frederick clinic. Clinic participants received a confidential water sample analysis and attended educational meetings where they learned how to interpret their water test results and address potential issues. The most common household water quality issues identified as a result of the analyses for the participants in the Frederick clinic were high levels of sodium, total dissolved solids, hardness, manganese, and the presence of total coliform bacteria. In addition, levels of lead exceeding recommendations for household water were detected in some first draw samples. Figure 1, found at the end of this report, shows these common water quality issues along with basic information on standards, causes, and treatment options.
Drinking Water Clinic Process
Any resident relying on a well, spring, or cistern was welcome to participate in the clinic. Advertising began about 8 weeks prior to an initial kickoff meeting and utilized local media outlets, announcements at other VCE meetings, and word of mouth. Pre-registration was encouraged.
Kickoff meeting: Participants were given a brief presentation that addressed common water quality issues in the area, an introduction to parameters included in the analysis, and instructions for collecting their sample. Sample kits with sampling instructions and a short questionnaire were distributed. The questionnaire was designed to collect information about characteristics of the water supply (e.g. age, depth, and location), the home (e.g. age, plumbing materials, existing water treatment), and any existing perceived water quality issues. The questionnaire also gathered basic demographic information about the household, including household income, age and education level of residents, and whether or not household members drink the water from the private water supply being tested. The purpose of the clinic was to build awareness among private water supply users about protection, maintenance, and routine testing of their water supply.
Participants were instructed to drop off their samples and completed questionnaires at a predetermined location on a specific date and time.
Sample collection: Following collection at a central location, all samples were iced in coolers and promptly transported to Virginia Tech for analysis.
Analysis: Samples were analyzed for the following water quality parameters: iron, manganese, nitrate, fluoride, sulfate, pH, total dissolved solids (TDS), hardness, sodium, copper, lead, arsenic, total coliform bacteria, and E. coli. General water chemistry and bacteriological analyses were performed by the Department of Biological Systems Engineering Water Quality Laboratory and the Civil and Environmental Engineering Department at Virginia Tech. All water quality analyses were performed using standard analytical procedures.
The EPA Safe Drinking Water Standards, which are enforced for public water systems in the U.S., were used as guidelines for this program. Water quality parameters not within range of these guidelines were identified on each water sample report. Reports were prepared and sealed in envelopes for confidential distribution to clinic participants.
Interpretation meeting: At the interpretation meeting, participants received their confidential water test reports, and VCE personnel made a presentation providing a general explanation of what the numbers on the reports indicated. In addition, general tips for maintenance and care of private water supply systems, routine water quality testing recommendations, and possible options for correcting water problems were discussed. Participants were encouraged to ask questions and discuss findings either with the rest of the group or one-on-one with VCE personnel after the meeting.
Findings and Results
Profile of Household Water Supplies
The questionnaire responses, provided by all 47 participants at the clinic, helped to characterize the tested water supplies. Ninetyeight percent of participants in the Frederick clinic indicated their water supply was a well.
The most commonly reported sources of potential contamination near the home (within 100 feet of the well) were identified in the Frederick clinic as a septic system (17%) and an oil tank (6.4%). According to participants, larger, more significant potential pollutant sources were also nearby (within one-half mile) to water supplies. Thirty-two percent of Frederick clinic respondents indicated that their water supply was located within one-half mile of a major farm animal operation and 19.1% indicated that their supply was within one half-mile of a field crop operation. Other nearby sources of potential contamination included an active quarry, commercial tanks, and golf courses.
On the questionnaire, participants also described the type of material used for water distribution in each home. The two most common pipe materials in the clinic group were copper (72.3%) and plastic (61.7%). Many homes were reported as having more than one type of plumbing material, which is quite common.
To properly evaluate the quality of water supplies in relation to the sampling point, participants were asked if their water systems had water treatment devices currently installed, and if so, the type of device. Seventy-two percent of Frederick clinic participants reported at least one treatment device installed. The most commonly reported treatment device was a water softener (59.6%) followed by a sediment filter, installed by 23.4% of participants.
Participants' Perceptions of Household Water Quality
Participants were asked whether they perceived their water supply to have any of the following characteristics: (1) corrosive to pipes or plumbing fixtures; (2) unpleasant taste; (3) objectionable odor; (4) unnatural color or appearance; (5) floating, suspended, or settled particles in the water; and (6) staining of plumbing fixtures, cooking appliances/utensils, or laundry.
Staining problems were reported by 44.7% of clinic participants in the Frederick clinic. Rusty
(23.4%) was the most commonly reported type of stain. An objectionable odor was reported by 23.4% of clinic participants, most citing a rotten egg smell in their water. About 19.1% reported unpleasant tastes, indicating bitter and metallic as the most common. About 17% reported having particles in their water, the most common being white flakes (8.5%). About 6.4% of participants reported having corrosion problems. Finally, about 14.9% reported an unnatural appearance in their water, most commonly observed as milky (6.4%).
Bacteriological Analysis
Private water supply systems can become contaminated with potentially harmful bacteria and other microorganisms. Microbiological contamination of drinking water can cause shortterm gastrointestinal disorders, such as cramps and diarrhea that may be mild to very severe. Other diseases that may be contracted from drinking contaminated water include viral hepatitis A, salmonella infections, dysentery, typhoid fever, and cholera.
Microbiological contamination of a water supply is typically detected with a test for total coliform bacteria. Coliform bacteria are present in the digestive systems of humans and animals and can be found in the soil and in decaying vegetation. While coliform bacteria do not cause disease, they are indicators of the possible presence of disease causing bacteria, so their presence in drinking water warrants additional testing.
Positive total coliform bacteria tests are often confirmed with a re-test. If coliform bacteria are present in a water supply, possible pathways or sources include: (1) improper well location or inadequate construction or maintenance (e.g. well too close to septic, well not fitted with sanitary cap); (2) contamination of the household plumbing system (e.g. contaminated faucet, water heater); and (3) contamination of the groundwater itself (perhaps due to surface water/groundwater interaction).
The presence of total coliform bacteria in a water sample triggers testing for the presence of E. coli bacteria. If E. coli are present, it indicates that human or animal waste is entering the water supply.
Of the 47 samples collected in the Frederick clinic, 27.7% tested positive for presence of total coliform bacteria. Subsequent E. coli analyses
for all of these samples showed that 6.4% of the samples tested positive for E. coli bacteria.
Program participants whose water tested positive (present) for total coliform bacteria were encouraged to retest their water to rule out possible cross contamination, and were given information regarding emergency disinfection, well improvements, and septic system maintenance. Any participant with a sample that tested positive for E. coli was encouraged to take more immediate action, such as boiling water or using another source of water known to be safe until the source of contamination could be addressed and the water supply system disinfected. After taking initial corrective measures, participants were advised to have their water retested for total coliform, followed by testing for E. coli, if warranted. In addition, participants were provided with resources that discussed continuous disinfection treatment options.
Table 2, found at the end of this report, shows the general water chemistry and bacteriological analysis contaminant levels for the Frederick drinking water clinic participants.
Chemical Analysis
As mentioned previously, all samples were tested for the following parameters: iron, manganese, nitrate, fluoride, sulfate, pH, total dissolved solids (TDS), hardness, sodium, lead, arsenic, and copper. Selected parameters of particular interest for Frederick drinking water clinic samples are discussed below.
Lead
Lead is not commonly found in groundwater, but may enter household water as it travels through plumbing materials. Lead can cause irreversible damage to the brain, kidneys, nervous system, and blood cells, and is a cumulative poison, meaning that it can accumulate in the body until it reaches toxic levels. Young children are most susceptible, and mental and physical development can be irreversibly stunted by lead poisoning. Lead may be found in household water from homes built prior to 1930 with lead pipes, prior to 1986 with lead solder, or in new homes with "lead-free" brass components, which may legally contain up to 8% lead. The EPA limit for lead in public drinking water is 0 mg/L, and the health action limit is 0.015 mg/L. In these drinking water clinics, participants collect two samples from their taps: 1) a first draw sample, which is drawn first thing in the morning after the water hasn't been used in at least 6 hours, and therefore has a substantial contact time with the plumbing and 2) a flushed sample, taken after water has been run for 5 minutes, and therefore has not had significant contact with pipes. If lead is present above 0.015 mg/L in the first draw sample, but is not detected in the flushed sample, simply running the water for a few minutes prior to collecting water for drinking may remedy the problem. Alternatively, addressing the corrosiveness (acidity) of your water by installing an acid neutralizing filter may solve the problem. Reverse osmosis systems or activated carbon filters (labeled for lead removal) can remove it from your water.
In the Frederick clinic, 17.0% of first draw samples exceeded 0.015 mg/L lead. No flushed samples exceeded 0.015 mg/L.
Sodium
The EPA limit for sodium in drinking water (20 mg/L) is targeted for the most at-risk segment of the population, which are those with severe heart or high-blood pressure problems. The variation in sodium added to water by softeners is very large (ranging from around 50 mg/L to above 300 mg/L). Sodium in drinking water should be considered with respect to sodium intake in the diet. The average American adult consumes 2000 - 4000 mg of sodium per day. If concerned about sodium in water, intake should be discussed with a physician.
Of the 47 Frederick clinic samples, 57.4% exceeded the EPA standard of 20 mg/L. Some of this sodium could result from sodium naturally present in the geology (rocks, sediment) where well water originates, but the primary source of sodium is a water softener. There are several options for addressing sodium levels in softened water. Since only water used for washing needs to be softened, a water treatment specialist can bypass cold water lines around the softener, softening only the hot water and reducing the sodium in the cold drinking water. Another option is using potassium chloride instead of sodium chloride for the softener, although this option is more expensive.
Total Dissolved Solids (TDS)
As water moves underground or over land it dissolves a variety of compounds including minerals, salts, and organic compounds. The concentration of TDS in a water sample is a measure of all dissolved impurities. A TDS test measures all dissolved impurities in a water sample but does not identify individual compounds or their sources. High concentrations of dissolved solids may cause adverse taste effects and may lead to increased deterioration of household plumbing and appliances. The EPA secondary maximum contaminant level (SMCL) is 500 mg/L for TDS. Thirty-four percent of the Frederick clinic participants exceeded this level.
Hardness
Hard water contains high levels of calcium and magnesium ions that dissolve into groundwater while the water is in contact with limestone and other minerals. Hard water is a nuisance and not a health risk.
In the Frederick clinic, 27.7% of the clinic samples were considered "very hard" (exceeding 180mg/L of hardness). Hard water is indicated by scale build-up in pipes and on appliances, decreased cleaning action of soaps and detergents, and reduced efficiency and lifespan of water heaters. Ion exchange water softeners are typically used to remove water hardness.
Manganese
Manganese is a nuisance contaminant and does not present a health risk. The EPA recommended secondary maximum contaminant level is 0.05 mg/L. Excessive manganese concentrations may give water a bitter taste and can produce black stains on laundry, cooking utensils, and plumbing fixtures.
Almost 24% of clinic samples tested above 0.05mg/L. Treatment options for manganese include a water softener, reverse osmosis, or distillation.
Conclusion
Clinic participants received objective information about caring for and maintaining their private water supply systems, and specific advice about addressing any problems that were identified through the analysis of their water sample.
References
U.S. Environmental Protection Agency. Drinking Water Contaminants.
http://www.epa.gov/safewater/contaminants/inde x.html. Accessed online 8/2012.
Virginia Cooperative Extension. Virginia PowerPoint Map.
http://www.intra.ext.vt.edu/marketing/maps/powe rpoint.html Accessed online 8/2012.
Virginia Department of Environmental Protection Groundwater Protection Steering Committee. Virginia's Five Physiographic Provinces.
http://www.deq.virginia.gov/Programs/Water/Wat erSupplyWaterQuantity/GroundwaterProtectionS teeringCommittee.aspx. Accessed online 8/2012.
Additional Resources
For more information about the water quality problems described in this document, please refer to our website. Here you will find resources for household water testing and interpretation, water quality problems, and solutions: www.wellwater.bse.vt.edu/resources.php
Acknowledgements
Many thanks to the residents of Frederick, Clarke, and Warren Counties who participated in the drinking water clinic.
The Water Quality Laboratory of the Department of Biological Systems Engineering and Department of Civil and Environmental Engineering at Virginia Tech were responsible for water quality analyses, as well as data management.
This document was prepared by Brian L. Benham, Associate Professor and Extension Specialist at Virginia Tech; Erin James Ling, Extension Water Quality Program Coordinator; Karen Ridings, VCE Frederick Office; and Kristine Bronnenkant, Graduate Research Assistant.
Figure 1. The most common household water quality issues found in the 47 Frederick clinic participant samples were high levels of sodium, total dissolved solids, lead, and the presence of total coliform bacteria.
Table 1. Participants from nearby counties in the Frederick clinic.
Table 2. General water chemistry and bacteriological analysis contaminant levels for the Frederick (N=43), Clarke (N=3), and Warren (N=1) County drinking water clinic participants. This program uses the EPA primary and secondary standards of the Safe Drinking Water Act, which are enforced for public systems, as guidelines for private water supplies. | <urn:uuid:79c78fcf-ecca-4c3c-94f3-57cd14a382b4> | CC-MAIN-2018-05 | http://pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/BSE/BSE-67/BSE-67-PDF.pdf | 2018-01-18T21:38:13Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00736.warc.gz | 273,913,589 | 4,049 | eng_Latn | eng_Latn | 0.986853 | eng_Latn | 0.994902 | [
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#2067 The Yom Kippur War and the Abomination of Desolation – The post-World War II U.S. waxing great toward the South and toward the East as a second Syria/Antiochus IV Epiphanes, part 326, Nuremberg Day of Judgment, (xxix), The Assassination of Abraham Lincoln: Abraham Lincoln is closely associated with (i) Booth and (ii) Thanksgiving because of the similarities between the Jewish Feast of Booths and the American 'Christian' Feast of Thanksgiving
Abraham Lincoln and Thanksgiving. Thanksgiving was first celebrated by the settlers at Plymouth in the Massachusetts colony in 1621 under the leadership of Governor William Bradford. Washington and Madison each issued a Thanksgiving proclamation once during their presidencies. It was not until 1863, however, when Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event, occurring on the last Thursday of November. The first observance of the national holiday came one week after the dedication of the Soldiers National Cemetery at Gettysburg.
Review: Abraham Lincoln was assassinated by Booth because he was a counterfeit type of Moses. Obviously, Abraham Lincoln stood fully in the role as a type of Moses, delivering blacks out of Southern slavery. It is because of Abraham Lincoln's role as a counterfeit type of Moses – whose deliverance of Israel from Egypt is seen and commemorated in the Feast of Booths –
that the Lord ordained the assassin of Abraham Lincoln to be a man named Booth – John Wilkes Booth.
Moses in the Wilderness
Key Understanding: Abraham Lincoln and Thanksgiving and Booth. It was not until 1863, when President Abraham Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event. Abraham Lincoln is closely associated with Thanksgiving because of the similarities between the Jewish Feast of Booths and the American Feast of Thanksgiving, to further confirm the spiritual/prophetic understanding that the Lord ordained Lincoln to be assassinated by John Wilkes Booth because of his role as a counterfeit type of 'Feast of Booths' Moses deliverer.
Here is #2067–Doc 1, which contains the content of Abraham Lincoln's October 3, 1863, Thanksgiving Proclamation, after which the holiday was established as a national annual event.
Click here for #2067–Doc 1
Click here for the Original Source of #2067–Doc 1
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Lesson Plan
What Will Freedom Bring? The Meaning of Emancipation for African Americans Following the Civil War
Authors:
Yvonne Wynn and Jessica Marshall, Teachers, Alcott High School, Chicago, IL
Grade/Subject: 10 th Grade, U.S. History
Schedule:
5 sessions (class periods or days); based on a block schedule.
Lesson Summary: This lesson engages students in the topic of freedom and equality in African American history by comparing two works of art depicting newly freed slaves, one created in 1863 and the other in 1963. While the first work, The Effects of the Proclamation (1863), paints a somewhat hopeful picture, the second work, Contraband on Cairo Levee (1963), offers an ambivalent view from 100 years later, expressing the uncertainties of freedom that newly freed slaves encountered. Students discuss the difference between the word freedom and the lived experiences of newly freed slaves in the South during and immediately following the Civil War. What is the difference between legal freedom and the inequality that persisted after Emancipation? A close reading of the Emancipation Proclamation serves as the point of departure for an analysis of emancipation. In addition, students read a variety of primary sources that discuss the challenges of post-emancipation life. Students debate the meaning of emancipation and produce a diary entry from the point of view of John Quincy Adam Ward's bronze sculpture The Freedman.
Artworks on Which Lesson Is Based
Object 1
Unknown Artist (print based on sketch by amateur artist/soldier)
The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863
Engraving
Harper's Weekly: A Journal of Civilization Vol. 9, No. 321, page 116.
Newberry Library, Folio A5 .392 Vol. 7,
Object 2
Sophie Wessel (1916–1994)
Contraband on Cairo Levee, 1963
Oil on Canvas
39.62 x 29.5 in.
DuSable Museum of African American History
Purchased from Illinois State Historical Library, 1987.15.33
Object 3
John Quincy Adams Ward, (1830– 1910)
The Freedman, 1862/63
Bronze
19 5/8 x 15 3/4 x 9 7/16 in.
Art Institute of Chicago
Roger McCormick Endowment
1998.1
Big or Main Ideas Students Will Understand
* The reality of life for newly freed slaves was not what many former slaves and free African Americans had hoped and struggled for. While there were isolated instances where freedom and equality were greatly expanded for African Americans, it would take an additional 100 years of struggle before social and political equality would be attained by the majority of African Americans and other oppressed peoples.
* Emancipation was not a one-day event, but rather occurred gradually over time. One of the big issues that confronted the Union army and government, both during and after emancipation, was what to do with the former slaves and how to integrate them into society. Reconstruction was a political process that attempted to answer some of these questions.
* Comparing artworks that explore the same subject but that were created in different time periods can be an important way of understanding and analyzing history. Art created during a historical moment reflects the emotions, anxieties, and understandings of people in that particular time period. Thus, interpretations of history reflected in art can tell us how our understandings of an historical moment change as time passes and as research and knowledge about various issues are made available.
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National Standards and Lesson-Specific Objectives
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Vocabulary Students Will Learn
See Civil War in Art Glossary, http://www.civilwarinart.org/glossary, and other sources mentioned below for definitions and information.
Art Terms
* Historical Terms
* Bronze
* Composition
* Foreground/Background
* Symbol
* Civil Rights Movement
* Emancipation
* Emancipation Proclamation
* Contraband—see essay "Emancipation and the Meaning of Freedom," Civil War in Art website (http://civilwarinart.org/exhibits/show/emansmeanfreedo m/introduction).
* Harper's Weekly/Illustrated Newspapers
* Reconstruction
Key Information for Understanding the Artwork
About the Time Period
* "Lincoln's Emancipation Proclamation declared all slaves in the seceding Southern states free on January 1, 1863 and allowed blacks to enlist in the Union army. This encouraged many slaves to seek out Union camps located in the South to claim their freedom."
Source: Civil War in Art website, http://civilwarinart.org/index.php/items/show/23
* "Contraband" was a term used to refer to runaway slaves who were captured by Union forces. An 1862 law prohibited the return of slaves to their former owners, and camps were built to house them. One of the largest contraband camps was based in Cairo, Illinois. "Contraband camps were unhealthy—people lived in poorly constructed shelters, and inadequate sanitation made disease common. Though the Union eventually embraced emancipation, few white Northerners felt that blacks were their social or political equals. This prejudice contributed to the terrible conditions in the camps."
Sources: Civil War in Art website, http://civilwarinart.org/index.php/items/show/146.
More information can be found on the Chicago History Museum's site, http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* The time of Emancipation was very tumultuous. There was no one "emancipation" experience but rather a gradual rolling out of emancipation. Moreover, slaves had widely different experiences depending on the region in which they lived. While emancipation raised great hopes, the reality was much more difficult, usually characterized by violence, poverty, and uncertainty.
Source: Freedmen and Southern Society Project (excellent source for primary documents from this period), http://www.history.umd.edu/Freedmen/
* The Civil Right era (1954–1968) was a time when African Americans and their supporters worked actively to end segregation and gain equal rights that African Americans had been denied after the Civil War. In 1963, the year Sophie Wessel painted Contraband on
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Cairo Levee, the 100 th anniversary of the Emancipation Proclamation was widely observed as part of the movement.
About the Artists
* Unknown Artist, The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863 (Object 1): The artist's name is not known but he was a Union soldier from the 51 st Massachusetts Regiment. He sent his sketch to Harper's Weekly, where it was made into an engraving for duplication in the publication.
Source: Civil War in Art website, http://civilwarinart.org/index.php/items/show/23
* Sophie Wessel (1916–1994), Contraband on Cairo Levee, 1963 (Object 2): Wessel was a community activist and artist. She also participated in the WPA Art Project in the 1930s. Her art largely focused on civil rights, women's rights, and anti-war themes.
Source:
Chicago Tribune
Obituary http://articles.chicagotribune.com/1994-07-09/news/9407090072_1_art-project-community-
centers-farm-scenes
* John Quincy Adams Ward (1830–1910), The Freedman, 1862/63 (Object 3): John Quincy Adams Ward, known as the "Dean of American Sculpture," was born in Urbana, Ohio but worked most of his career in New York. He is identified as having supported abolitionist ideas.
Sources:
Civil War in Art website, http://civilwarinart.org/index.php/items/show/101 Virtualology.com, http://www.famousamericans.net/johnquincyadamsward/ http://www.metmuseum.org/toah/works-of-art/1979.394 Metropolitan Museum of Art website, http://www.metmuseum.org/toah/works-ofart/1979.394
* Francis Watkins Harper (author of "An Appeal to the American People," poem in attachments): Watkins Harper was born of a free mother in the slave state of Maryland. She was raised by an aunt and uncle after her mother's early death. Harper attended her uncle's school until she was 13. She is considered an important abolitionist poet whose works possess greater historic than artistic significance. She found domestic work in a Quaker household while helping with the Underground Railroad circuit.
Sources:
University of Minnesota website, http://voices.cla.umn.edu/artistpages/watkinsFrances.php Poemhunter.com website, http://www.poemhunter.com/frances-ellen-watkins-harper-2/.
About the Art
* The Effects of the Proclamation [Freed Negroes Coming into our Lines at Newbern, North Carolina], February 21, 1863 (Object 1): "The artist explained in an accompanying letter that he and his comrades had been approached by 'an old slave' who arrived in the middle of 'drenching rain,' asking whether or not the army would help him. The soldiers told him that he and his friends could come to their camps in Newbern. The man left and 'soon the contrabands began to come in, with mule teams, oxen, and in every imaginable style.' By the morning, some 120 people had joined the regiment." "They said that it was known far and wide that the President has declared the slaves free."
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/23
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* Contraband on Cairo Levee (Object 2): People pictured here are "contraband of war," runaway slaves transported by Union forces from the South to Cairo, Illinois, a town located where the Mississippi and Ohio Rivers meet. Cairo was home to one of the Civil War's largest "contraband camps." The Union army paid for steamboats to transport soldiers, slaves, and supplies to and from the South. This piece was done in commemoration of the centennial of the Civil War.
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/146
* The Freedman (Object 3): The sculpture shows a man who has just broken free from slavery, symbolized by the broken shackle dangling from his wrist. Ward presents an idealized body and elegant pose resembling those found in ancient Greek or Roman art. The sculpture was created around the time of President Lincoln's Emancipation Proclamation. At the time it was made, it was unusual for art to show enslaved people freeing themselves. More often they were shown being emancipated by Abraham Lincoln or by symbols of liberty. Ward's sculpture is a heroic representation.
Source: Civil War in Art Website, http://civilwarinart.org/index.php/items/show/101
Texts, Websites, and Primary or Secondary Sources for Student Use
* Civil War in Art: Teaching and Learning through Chicago Collections, http://civilwarinart.org. (Students will receive a copy of each image to share. High resolution images will be projected via LCD projector.)
* Freedmen and Southern Society Project, http://www.history.umd.edu/Freedmen/
* Library of Congress American Memory Project, http://memory.loc.gov/ammem/index.html
* Chicago History Museum, Fighting for Freedom: Who was Contraband?, http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* Emancipation Primary Sources Excerpts (see attached handouts)
* "An Appeal to the American People" by Frances Watkins Harper (see attached)
* Emancipation Proclamation, Abraham Lincoln, http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/trans cript.html.
Student Activities
DAY 1. Focus: Defining freedom and equality; close reading of Emancipation Proclamation.
1. In Groups (3–4): Students create a word web for "freedom" and "equality." They may include words and images that they associate with freedom. Using ideas from their web each group writes and presents its definitions. "Freedom is…, Freedom isn't…." "Equality is…, Equality isn't…"
2. Whole class reading of Emancipation Proclamation. During reading students underline words or phrases that stand out to them and place question marks next to at least one thing they don't understand or want to know more about. Next each student reads his/her word or phrase, without explaining his/her choices. As a class choose and discuss the most oft-quoted words/phrases. Focus Question: What did the Emancipation Proclamation mean? What would you expect to happen after this was issued?
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3. Teacher gives an overview of the impact of the Emancipation Proclamation, using a map to show areas affected by the proclamation as well as states not affected. This contradiction should be pointed out and discussed. Discuss Lincoln's challenge in the question of abolishing slavery. Students will record their questions on sticky notes and post them on board upon exiting class. These questions will be addressed at the beginning of the next class.
DAY 2. Focus: Defining freedom and equality; analyzing and discussing artwork, The Effects of the Proclamation (Object 1).
1. Review previous day's class and clarify remaining questions regarding Emancipation Proclamation. Highlight questions for inquiry.
.
* What is the first thing your eye is drawn to?
2. Students analyze and discuss The Effects of the Proclamation (Object 1) Questions:
* What do you notice about the people in the image?
* What differences do you notice between them?
* What is the mood of this piece? What makes you think that?
* Where do you think the people are going? What do you see that makes you say that?
* This image was made in 1863, before the end of the war. What do you think the soldier who made the original sketch this image is based on wanted people back home to see/know about what was going on?
Additional Instructions and questions for teachers:
* Pay attention to the road they are traveling down. It is relatively wide and there is a clear path. What does this say about the path to freedom? Keep in mind that this image is based on a sketch made by a soldier before the end of the Civil War.
* Notice the difference between white soldiers and African Americans in the picture. What does this say about power structures at play during this time?
* The sketch depicts a relatively organized and orderly procession. How does this compare to how we might imagine a scene like this?
* Remember that Harper's Weekly and other periodicals were the main source of news for people in the North away from the war. What might people seeing this have thought? What might they have feared or expected in terms of the end of slavery and emancipation?
3. In groups, students complete half the handout, "What does Emancipation mean to me?", answering questions from the perspective of a figure they choose from The Effects of the Proclamation (Object 1).
DAY 3, Focus: Analyzing and discussing Contraband on Cairo Levee (Object 2); learning about the historical context of the painting; and comparing and contrasting art objects
1. Students record the word "Contraband" in their journals. Webster's defines the term as follows: "illegal or prohibited traffic in goods, smuggling. 2.) goods or merchandise whose importation, exportation, or possession is forbidden." What do you think of when you think of the word "contraband"?
2. Students analyze and discuss Contraband on Cairo Levee Questions:
(Object 2).
* What is the first thing your eye is drawn to?
* What do you notice about the people in the painting?
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* Look at the seated man at the bottom left. Does he look tired? What could he be thinking about? Where is he looking towards?
* What is the mood of this piece? What makes you think that?
* Are the people coming or going? What do you see that makes you say that?
* Look at the river in the painting. What is the purpose of the river? What might it symbolize?
* Is the steamboat on the river coming to get the people or leaving them? How do you know?
(TEACHER: Show a map of the South and discuss escape routes North to freedom. Point out rivers that were barriers.)
* Look closely at the title of this piece. What does the word Contraband refer to? Why do you think the people pictured here might have been called "contraband"?
TEACHER: After examination of Contraband on Cairo Levee use photos/images from the Chicago History Museum website "Fighting for Freedom: Who was Contraband?" to help contextualize to Wessel's image. Explain the term Contraband. http://www.chicagohs.org/education/resources/history-lab/fighting-for-freedom-africanamericans-in-the-civil-war
* This painting was made in 1963, almost 100 years after the end of the war. What do you think Sophie Wessel wanted people to see and to know about what happened during and after the Civil War?
3. After viewing both works of art, students work individually, choosing a figure from each and completing the art-analysis handout, "What does Emancipation mean to me?", answering questions from the perspective of figures they choose.
4. Comparison of two works of art.
Questions:
* What are people doing in each image? In both the artists show forms of transportation. How are people traveling and what is different about their movement? (Point out that people in Object 1 appear to be moving forward while in Object 2 they appear stranded.) How does each artist convey this in the artwork?
* Object 2 was made 100 years after Object 1; why did these artists have such different portrayals of the "road" from slavery? What might have influenced Sophie Wessel's portrayal of newly freed slaves in Object 2? What information did Wessel have that the unknown soldier who recorded the scene in Object 1 did not have?
* Discuss interactions among people in each image. In Object 1 people appear to be traveling in groups of some sort. What groups do you see? How are the people organized? How does this compare to the people in Object 2? What point was Sophie Wessel making by having each person seemingly alone, though they are in a large crowd?
* Which piece of art is true? How do we know that? Which piece is more accurate? How do we know that? Is there an advantage to an artist sketching something in the moment versus painting an event 100 years after it happened? Whose depiction do you trust?
DAY 4, Focus: Challenges of Emancipation; reading and analyzing primary source documents.
1. In groups students analyze primary sources to learn about people's actual experiences with emancipation. Each student receives a document and the accompanying question sheet. The sources represent a variety of perspectives and experiences from the time of and immediately following the Civil War.
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(TEACHER NOTE: Determine how many documents you think students can get through based on time allotted in your schedule and reading level of students. You can stretch this activity out over 2 class periods if you want each student to see each document; however, it may not be necessary for each student to read them all.)
2. Class debrief: Each group explains one of the sources it looked at. If other groups also were able to review that document they can add to the discussion. Students record answers in a chart provided and keep this information in their folder or notebook. This will be useful to them in the final assessment. All students will be provided access to all primary documents if they are interested in reading more.
DAY 5. Focus: Analysis of "The Freedman" and "An Appeal to the American People", studentconstructed responses.
1. In small groups analyze the sculpture The Freedman (Object 3). Questions:
* What did you notice in your first seconds of viewing the sculpture?
* What emotion does The Freedman show?
* What is his mood? What might he be thinking?
* Putting yourself in his 'shoes;' what would be your interior monologue?
* Is he waiting? What is he looking at?
* What does his posture say about him?
* What does the separation of the manacles and chain represent?
* The body is finely sculpted. Does his body match what you imagine of a slave? What might it mean to a former slave to see a former slave portrayed as being so strong?
* The sculpture's medium is bronze. Would it project a different feeling if made from another material?
* The artist has public sculpture in several cities (e.g., New York, Washington D.C.). In what location would this piece get its due respect? At the time it was made how might someone from the South have received this piece? Someone from the North?
TEACHER NOTE: You can also bring in a discussion about what would make an appropriate monument for emancipation. Ask students to consider The Freedman and an image of Lincoln freeing the slaves and decide which one is a more fitting commemoration and why. Then ask what they thought might have seemed more fitting to audiences during the Civil War.
2. Students read the poem "An Appeal to the American People" by Frances Watkins Harper. Guided Questions:
* What is Ms. Harper's appeal?
* Ms. Harper was born free in Baltimore, Maryland (a slave state); as an adult she fought for abolition. Knowing this, does your perception of her poem change? Why or why not?
3. Group Poem/Student Constructed Response to The Freedman and Ms. Harper's poem (groups of 3–4 students):
a) Students write the following categories on the top of their page:
Status
Emotion
Employment
b) Each student records at least 3 words in each category that they gathered from looking at the sculpture and reading the poem. At least 1 word must come from each work.
c) Students pass their papers to the right. Recipients circle one word in each category that stands out to them.
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d) Students pass papers to the right again. This time recipients choose 2–3 words and compose a sentence that addresses the question, "What does emancipation mean to you?"
e) Finally, in their small group they read their sentences to one another and put them together to create a group poem. Each group reads aloud its new poem.
Assessments
Diary Entry: Students write a diary entry from the point of view of the man depicted in the statue The Freedman by John Quincy Adams Ward. In their entries you answer the question, what did emancipation mean for newly freed slaves? Students choose at least one piece of evidence either from the paintings viewed in class or one of the primary sources that they read as "inspiration" for their letter. In addition to the letter students write a paragraph explaining how the evidence they chose informs their diary entry.
Emancipation Art Analysis: What Does Emancipation Mean to Me?
Choose one figure from each of the two artworks viewed in class and answer the questions below as you think those two people might respond.
The Effects of the Proclamation
Contraband on Cairo Levee
What Will Freedom Bring? Instructions for Emancipation Primary Source Stations
In groups you will look at various primary sources that deal with the question of emancipation for newly freed African Americans. As you read through the sources keep in mind the questions below. Take notes as needed; your group will be expected to present your source to the class.
Before reading the evidence:
* Who is the author/speaker of the piece you are reading?
* When was this piece written or recorded? How would this affect how the author sees emancipation?
* How would he/they feel about the emancipation of slaves?
After reading the evidence:
* Who is the intended audience of this piece?
* What problems does the author/speaker identify in relation to Emancipation? What are some of the challenges, as the author/speaker sees them, for integrating former slaves into society as free people?
* What solutions, if any, do they suggest are necessary to transition from slavery to Emancipation? If none are specifically mentioned, what do you think they would say are important steps to help the transition from slavery to emancipation?
Finally, as a group, discuss what this person might say in response to the question "What will emancipation bring for African Americans? Did emancipation mean freedom?" Record your answer below.
1.) Excerpt from "Black Residents of Nashville to Union Convention"
[Note: Tennessee was not a Confederate state and therefore the Emancipation Proclamation did not apply to this state.]
"A rebel may murder his former slave and defy justice, because he committed the deed in the presence of half a dozen respectable colored citizens. He may have the dwelling of his former slave burned over his head, and turn his wife and children out of doors, and defy the law, for no colored man can appear against him. Is this the fruit of freedom, and the reward of our services in the field? Was it for this that colored soldiers fell by hundreds before Nashville, fighting under the flag of the Union?....Will you declare in your revised constitution that a pardoned traitor may appear in court and his testimony be heard, but that no colored loyalist shall be believed even upon oath? If this should be so, then will our last state be worse than our first, and we can look for no relief on this side of the grave. Has not the colored man fought, bled and died for the Union, under a thousand great disadvantages and discouragements?"
Unidentified newspaper clipping of Andrew Tait et al. to the Union Convention of Tennessee, 9 Jan. 1865, enclosed in Col. R. D. Mussey to Capt. C. P. Brown, 23 Jan. 1865, Letters Received, ser. 925, Department of the Cumberland, U.S. Army Continental Commands, Record Group 393 Pt. 1, National Archives. Published in The Black Military Experience, pp. 811–16, in Free at Last, pp. 497– 505, and in Freedom's Soldiers, pp. 141–48. Retrieved from http://www.history.umd.edu/Freedmen/tenncon.htm August 10, 2011.
2.) Broadside: "Plantation Regulations by a US Treasury Agent, February 1864"
3.) Excerpts "Order by the Commander of the Military Division of the Mississippi"
IN THE FIELD, SAVANNAH, GA., January 16th, 1865. SPECIAL FIELD ORDERS, No. 15.
I. The islands from Charleston, south, the abandoned rice fields along the rivers for thirty miles back from the sea, and the country bordering the St. Johns river, Florida, are reserved and set apart for the settlement of the negroes now made free by the acts of war and the proclamation of the President of the United States.
II. At Beaufort, Hilton Head, Savannah, Fernandina, St. Augustine and Jacksonville, the blacks may remain in their chosen or accustomed vocations....no white person whatever, unless military officers and soldiers detailed for duty, will be permitted to reside; and the sole and exclusive management of affairs will be left to the freed people themselves, subject only to the United States military authority and the acts of Congress.
III. Whenever three respectable negroes, heads of families, shall desire to settle on land...each family shall have a plot of not more than (40) forty acres of tillable ground,
Special Field Orders, No. 15, Headquarters Military Division of the Mississippi, 16 Jan. 1865, Orders &
Circulars, ser. 44, Adjutant General's Office, Record Group 94, National Archives. Published in The Wartime Genesis of Free Labor: The Lower South, pp. 338–40.
Retrieved from http://www.history.umd.edu/Freedmen/sfo15.htm, August 10, 2011
4.) Excerpt from Rhody Holsell's interview in Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936–1938.
[Missouri Narratives, Volume X. Slaves happy to be free.]
Retrieved from http://memory.loc.gov/cgibin/query/S?ammem/mesnbib:@field%28AUTHOR+@od1%28Holsell,+Rhody%29%29 April 9, 2012.
5.) Excerpts from: "Chairman of the Orangeburg, South Carolina, Commission on Contracts to the Freedmen's Bureau Commissioner, Enclosing a Speech to the Freedpeople; and the Commissioner's Reply" [Orangeburg, S.C., June 1865]
To the Freed People of Orangeburg District.
You have heard many stories about your condition as freemen…Listen, then, and try to understand just how you are situated. You are now free, but you must know that the only difference you can feel yet, between slavery and freedom, is that neither you nor your children can be bought or sold. You may have a harder time this year than you have ever had before; it will be the price you pay for your freedom. You will have to work hard, and get very little to eat, and very few clothes to wear. If you get through this year alive and well, you should be thankful. Do not expect to save up anything, or to have much corn or provisions ahead at the end of the year….The plantation you live on is not yours, nor the houses, nor the cattle, mules and horses; the seed you planted with was not yours, and the ploughs and hoes do not belong to you. Now you must get something to eat and something to wear, and houses to live in. How can you get these things? By hard work–and nothing else, and it will be a good thing for you if you get them until next year, for yourselves and for your families.
You must remember that your children, your old people, and the cripples, belong to you to support now, and all that is given to them is so much pay to you for your work. If you ask for anything more; if you ask for a half of the crop, or even a third, you ask too much…. Do not ask for Saturday either: free people everywhere else work Saturday, and you have no more right to the day than they have. If your employer is willing to give you part of the day, or to set a task that you can finish early, be thankful for the kindness, but do not think it is something you must have.
When you work, work hard. Begin early–at sunrise, and do not take more than two hours at noon. Do not think, because you are free you can choose your own kind of work…. On a plantation the head man, who gives all the orders, is the owner of the place. Whatever he tells you to do you must do at once, and cheerfully….If the work is hard, do not stop to talk about it, but do it first and rest afterwards….Whatever the order is, try and obey it without a word.
You do not understand why some of the white people who used to own you, do not have to work in the field. It is because they are rich….Some people must be rich, to pay the others, and they have the right to do no work except to look out after their property.
Remember that all your working time belongs to the man who hires you: therefore you must not leave work without his leave not even to nurse a child, or to go and visit a wife or husband. When you wish to go off the place, get a pass as you used to, and then you will run no danger of being taken up by our soldiers.
Do not think of leaving the plantation where you belong. If you try to go to Charleston, or any other city, you will find no work to do, and nothing to eat. You will starve, or fall sick and die. Stay where you are, in your own homes, even if you are suffering. There is no better place for you anywhere else.
Do not grumble if you cannot get as much pay on your place as some one else…Do not grumble, either, because, the meat is gone or the salt hard to get. Make the best of everything, and if there is anything which you think is wrong, or hard to bear, try to reason it out…Never stop work on any account, for the whole crop must be raised and got in, or we shall starve…The men who mean to do right, must agree to keep order on every plantation. When they see a hand getting lazy or shiftless, they must talk to him, and if talk will do no good, they must take him to the owner of the plantation.
In short, do just about as the good men among you have always done. Remember that even if you are badly off, no one can buy or sell you: remember that if you help yourselves, GOD will help you, and trust hopefully that next year and the year after will bring some new blessing to you. Retrieved from http://www.history.umd.edu/Freedmen/Soule.htm, August 10, 2011
6.) From Report of the Joint Committee on Reconstruction, Part III: Arkansas—Georgia—Mississippi—Alabama, at the first session, Thirtyninth Congress, (Washington: U.S. Govt. Print. Off., 1866), p. 16–17. Testimony of Mordecai Mobley, January 27, 1866
[Mobley was a Northerner who describes his travel on the train from Memphis to Alabama (through Mississippi) in mid November 1865. In this first exchange, he has asserted that all the people on this train were Southern—he is asked how he knows this to be so.]
The next day I started off in . . . the direction of Montgomery. The first point we arrived at was called Demopolis, on the Tombigbee river. There I noticed on the cars, on the second day, a man whom I had seen the day before. I judged him to have been an officer in the confederate service, about thirty years of age, one of these resolute, daring, desperate looking men. [p. 17] He had lost his right arm, close up to his shoulder, and two fingers of his left hand. He had a brace of revolvers buckled around him. We were detained at Demopolis; we had to cross the river and take the cars for Selma, which is about fifty miles from Demopolis. When the train came in, it was a platform gravel train; the passenger train had got off, and about a hundred of us had to take the platform cars, with all our "plunder" (baggage.) We had to get such seats as we could on trunks and boxes. I got a seat on some casks. This man that I described with one arm got boisterously drunk before we started. He was a planter, I was sure, and lived between Demopolis and Selma. I was so unfortunate as to get a seat in close proximity with him, and also to a man whom they called "Bruce." They were both drunk. The bulk of the passengers were behind me, and I could not well get away. While they were drinking, the man they called Bruce looked up to me, and seeing my clothes, said, "Do you belong to the confederacy?" Said I, "No, sir." "Where do you live?" "In Washington." "Do you know B. B. French?" (Commissioner of Public Buildings.) "Yes, sir," said I. "Well, " said he, "Mr. French knows me very well; he and I used to be in business together." We finally started; I saw no northern men on the train. This fellow with one arm drew his pistol and was shooting at different objects along the road, from the platform of the car, for amusement— shooting with his left hand. At the first station, we took on some negroes. They
were lying around loose at all the stations. Among other "plunder," one of them had a string of chickens.
Q. By "plunder" you mean baggage?
A. Yes, sir; whatever they had. The string of chickens lay right close to me. I was between the chickens and these two drunken men. While the cars were in motion this fellow with one arm stepped before me and took one of the chickens by the head and swung it around his head with the whole string until he screwed off the head of the chicken and threw the pile down on the platform. He laughed, and the others laughed. He picked up another and went through the same operation. The negro that owned them dared not open his mouth.Q. The negro was close by?
A. Oh, yes, sir; he was just beyond and saw it, but dared not say a word. When the man took his seat the negro picked up his chickens and took them forward—what was left of them; two of them flew off the car. Well, just after the man had done that, he swung his arm right over my head, and said, "I can whip any damned Yankee aboard of this train; I don't care a damn whether he has Yankee clothes on or not; " and repeated "any damned Yankee on this train I can whip." I know that was intended for me, but, under the circumstances, I did not even look up. He finally stepped back after that flourish and sat down behind me. There was a negro sitting on the platform within reach of this fellow, and he reached out and took hold of the negro's hat and jerked it violently off from his head. The negro looked rather sour. Then he drew back and struck the negro as hard a blow as he could with his fist, and then tried to kick him off the platform while the car was in motion. He did not accomplish that; the negro was a little too far off. Directly afterwards the cars stopped and the negro jumped down, ran forward, and got another seat out of his way.
Primary Source Note-taking Sheet
"An Appeal to the American People" By Frances Watkins Harper
When a dark and fearful strife Raged around the nation's life, And the traitor plunged his steel, Where your quivering hearts could feel, When your cause did need a friend, We were faithful to the end.
When we stood with bated breath, Facing fiery storms of death; And the war cloud red with wrath, Fiercely swept around our path; Did our hearts with terror quail, Or our courage ever fail?
When the captive wanting bread, Sought our poor and lowly shed; and the bloodhound missed his way, Did we e'er his path betray? Filled we not his heart with trust, As we shared with him our crust?
With your soldiers side by side, Helpt we turn the battle's tide, Till o'er ocean, stream, and shore, Waved the rebel flag no more; And above the rescued sod, Praises rose to Freedom's God.
But today the traitor stands With the crimson on his hands; Skowling 'neath the brow of hate, On the weak and desolate; With the bloodrust on his knife, Aim-ed at the nation's life;
Asking you to weakly yield All we won upon the field. To ignore on land and flood All the offering of our blood; And to write above our slain, We have lived and died in vain.
To your manhood we appeal, Lest the traitor's iron heel, Grind and trample in the dust, All our new-born hopes and trust; And the name of freedom be Linked with bitter mockery.
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ARTHRITIS
Arthritis is a chronic disorder that affects one in seven Canadians, half of whom are between the ages of 30 to 50 years old. In the US, Arthritis is the number one cause of disability, affecting over 40 million individuals.
Arthritis includes approximately 100 inflammatory and non-inflammatory diseases that affect the body's joints, connective tissue, and other supporting tissues such as tendons, cartilage, blood vessels, and internal organs.
More common forms of arthritis include:
* Osteoarthritis
* Rheumatoid Arthritis
* Gout
* Ankylosing Spondylitis, a chronic inflammatory disease of the spine
* Psoriatic arthritis.
Arthritis can also develop as a result of an infection. Symptoms of arthritis may include swelling in one or more joints, early morning stiffness, recurring pain or tenderness in any joint, obvious redness and warmth in a joint, unexplained weight loss, fever, or weakness combined with joint pain that last more than two weeks are typical symptoms of arthritis. Skin, joint, kidney, lung, heart, nervous system, and blood cell infections may accompany fatigue and difficulty in sleeping.
Individuals with Arthritis tend to experience their disease in 'flares', where the disease will become more prevalent and then disappears again. As a result, an individual may not experience any symptoms for several weeks, and then be affected without warning. In some cases, the disease can remain dormant for months or years, before flaring up again. In addition, the level and extent of arthritis varies greatly from one individual to another.
Persons with Arthritis In The Workplace
Technology And Adaptive Devices
Different adaptive devices are available for the workplace, depending on what part of the body is affected by arthritis. For example, an individual with arthritis in their hands may be able to walk without any pain, but may experience great difficulty typing. In this case, devices to help with page turning, writing, and holding are all appropriate to use. Rather than helping with the work itself, the devices are designed to help with joint protection, energy conservation and pain management.
Devices include:
* Large buttoned telephones
* Curved computer keyboards
* Joint-friendly mouse
* Large-grip pen
* Door-knob attachment
* Ergonomic resources, such as furniture that positions you to work effectively and with minimum physical stress.
Accommodations for Individuals With Arthritis:
Daily Living:
* Allow use of a personal attendant at work
* Allow use of a service animal at work
* Ensure that the facility is accessible
* Move workstation closer to the restroom
* Allow longer breaks
* Refer to appropriate community services
* Allow access to a refrigerator
Fatigue/Weakness:
* Reduce or eliminate physical exertion and workplace stress
* Schedule periodic rest breaks away from the workstation
* Allow a flexible work schedule and flexible use of leave time
*
Allow work from home
* Implement ergonomic workstation design
* Provide a scooter or other mobility aid if walking cannot be reduced
Fine Motor Impairment: Add sub heading
* Implement ergonomic workstation design including arm supports, page turner, and book holder
* Provide alternative computer and telephone access, writing, and grip aids
Gross Motor Impairment:
* Modify the work-site and workstation to make them accessible
* Provide parking close to the work-site
* Provide an accessible route of travel to other work areas used by the employee
* Adjust desk height if wheelchair or scooter is used
* Ensure that materials and equipment are within reach range
* Move workstation close to other work areas, office equipment, and break rooms
Stress:
* Develop strategies to deal with work problems before they arise
* Provide sensitivity training to coworkers
* Allow telephone calls during work hours to doctors and others for support
* Provide information on counselling and employee assistance programs
Temperature Sensitivity:
* Modify worksite temperature and dress code
* Use fan/air-conditioner or heater at the workstation
* Allow work from home during extremely hot or cold weather
* Maintain the ventilation system and redirect air conditioning and heating vents
* Provide an office with separate temperature control
This information was compiled by Open Door Group to assist BC businesses to have successful working relationship with persons with disabilities in our communities.
For more information contact:
Open Door Group
Toll Free: 1-866-377-3670
Email: email@example.com
Website: opendoorgroup.org | <urn:uuid:8f282735-be4c-4e70-92f1-775355a96935> | CC-MAIN-2018-05 | http://www.opendoorgroup.org/pdf/ARTHRITIS_Fact_Sheet.pdf | 2018-01-18T21:52:01Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00740.warc.gz | 525,617,588 | 919 | eng_Latn | eng_Latn | 0.994094 | eng_Latn | 0.996478 | [
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All-New Forum Makes Debut!
Inside this issue …
Perhaps the major development in mathematics education in the twentieth century has been the transformation from mathematics beyond arithmetic as a subject expected to be learned only by some to a subject to be learned by all. At the same time, within the past generation, the learning of traditional arithmetic itself has been placed into question by the existence of hand-held calculators, and calculators and computers have changed the ways in which many adults work with mathematics.
Simultaneous with these developments, and perhaps because of them, the learning of mathematics has emerged as a high-priority educational issue. Teachers are being expected to bring all students to levels of performance if not higher than those expected in previous generations, different from those expectations. Tests that originated in many of our states and provinces to monitor the performance of students and schools are increasingly being adapted or replaced by tests whose passage is required for graduation.
Many questions naturally emerge from these changes. Here are just a few:
expected to learn the same mathematics in the same classes? When and how should the differentiation take place?
* Should four-function calculators replace any of the paper-and-pencil skills of arithmetic? Do they require that new ideas be taught? How, if at all, should symbol-manipulating calculators affect the paper-and-pencil skills traditionally taught in algebra?
* Is it wise for high-stakes tests to be used to drive the mathematics curriculum? If so, what is the best way for this outcome to be accomplished? If not, what are the alternatives? When are we using too many tests?
* What mathematics should all students be expected to learn? For how long in their schooling should all students be
* To what extent do different students learn in different ways? And if they do, See All-New Forum Makes Debut, page 18
The purpose of Mathematics Education Dialogues is to provide a forum through which NCTM members can be well informed about compelling, complex, timely issues that transcend grade levels in mathematics education.
Underwood Dudley taught his first calculus course in 1957 and is amazed that after all the years he has been teaching them, students are still making the same mistakes. He hopes to see the new millennium in at DePauw University, here he has taught for 19% of the institution's existence. His last book, Numerology, was published by the MAA in 1997. Woody is the editor-elect of the CMJ (the College Mathematics Journal).
2
Underwood Dudley DePauw University ? ? Is Mathematics Necessary
Is mathematics necessary? Necessary, that is, for citizens of the United States to function in the world of work? You would get that impression from reading various recent documents, some coming from high and official places. For example, Moving Beyond Myths, published by the National Academy of Sciences, says so [5, p. 11]:
Myth: Most jobs require little mathematics. Reality: The truth is just the opposite: more and more jobs—especially those involving the use of computers—require the ability to use quantitative skills. Although a working knowledge of arithmetic may have sufficed for jobs of the past, it is clearly not enough for today, for the next decade, or the next century.
important national organizations evidently think so.) This report too says that mathematics is a vocational necessity:
The anonymous author of that item presumably had mathematical training and thus should know that theorems are not proved by assertion. But if we look in the document for evidence for that supposed reality, we look in vain, so an assertion is all that it is.
Just because students do not use algebra anywhere except in algebra class does not mean that they will not need mathematics in the future. Over 75 percent of all jobs require proficiency in simple algebra and geometry, either as a prerequisite to a training program or as part of a licensure examination.
Here is an excerpt from Everybody Counts [6, p. 4], written anonymously for the National Research Council. (Do documents issuing from important national organizations gain more weight when their authors are not identified? Some members of
A quick reading of that passage might leave the impression that algebra and geometry are used in 75% of all jobs, but that is silly. Just look at the next eight workers that you see and ask yourself if at least six of them require proficiency in algebra to do their jobs. (If you are a teacher of mathematics, it is not fair to look at eight colleagues.)
The anonymous author was careful to See Is Mathematics Necessary?, page 4
(This article is reprinted with the permission of the author and the Mathematical Association of America. The article appears in the November 1997 issue of the College Mathematics Journal.)
Mathematics Education Dialogues
In the United States today, mastering mathematics has become more important than ever. Students with a strong grasp of mathematics have an advantage in academics and in the job market. The 8th grade is a critical point in mathematics education. Achievement at that stage clears the way for students to take rigorous high school mathematics and science courses—keys to college entrance and success in the labor force. However, most 8th and 9th graders lag so far behind in their course taking that getting on the road to college is a long way off.
This report highlights the following findings:
students who did not take chemistry went to college.
* Students who take rigorous mathematics and science courses are much more likely to go to college than those who do not. Data from the National Educational Longitudinal Study (NELS) reveal that 83 percent of students who took algebra I and geometry went on to college within two years of their scheduled high school graduation. Only 36 percent of students who did not take algebra I and geometry courses went to college. While nearly 89 percent of students who took chemistry in high school went to college, only 43 percent of
* Algebra is the "gateway" to advanced mathematics and science in high school, yet most students do not take it in middle school. Students who study algebra in middle school and who plan to take advanced mathematics and science courses in high school have an advantage: approximately 60 percent of the students who took calculus in high school had taken algebra in the 8th grade. However, 1996 NAEP data reveal that only 25 percent of U.S. 8th graders enrolled in algebra, and that low-income and minority students
See Mathematics Equals Opportunity, page 7
(The essay above is the Executive Summary of a white paper, Mathematics Equals Opportunity, prepared for U. S. Secretary of Education Richard W. Riley, 20 October, 1997.)
March 1998
Dick Riley was governor of South Carolina from 1978 to 1986 and served in the state legislature prior to that. His goals for education include voluntary national tests to ensure that all students master the basics of reading and mathematics, and organizing one million volunteer reading tutors across the nation.
3
Making fun of "applications" … is as easy as swatting mosquitoes in a swamp in midsummer, and as useful.
If we can't be realistic, we can at least be honest.
4
Is Mathematics Necessary?
continued from page 2
add the qualification that the algebra and geometry may be necessary only for training or licensing. But I find even this claim, another bald assertion with nothing to back it up, unbelievable. Over 75% of all jobs? Incredible! I cannot imagine how that wildly inflated percentage was arrived at, unless the author was including having a high school diploma under "licensure examination." Authors who want to indulge in unsubstantiated percentages should be careful to have them consonant with common sense. For example, "99% of the mathematics done by the average person relates to money" [2]—now that I can believe.
Almost all jobs, I counter-assert, require no knowledge of algebra and geometry at all. You need none to be President of the United States, none to be a clerk at WalMart, none to be a professor of philosophy, … the list extends indefinitely. Few jobs require knowing any mathematics beyond algebra. You might think that engineers, of all people, would need and use calculus, but this seems not to be so [7]:
Why do 50% (probably closer to 70%) of engineers and science practitioners seldom, if ever, use mathematics above the elementary algebra/trigonometry level in their daily practice?
My work has brought me into contact with thousands of engineers, but at this moment I cannot recall, on average, more than three out of ten who were well versed enough in calculus and ordinary differential equations to use either in their daily work.
If 70% of engineers don't need calculus to do their jobs, then how many of the 500,000 or so students that we put through calculus every year will? Minutely few, so we should not tell them how tremendously useful calculus is going to be to them when they go to work. If most engineers can do quite well with only algebra and trigonometry (or perhaps even less), is it not reasonable that nonengineers can survive and flourish with arithmetic, or even less? Yes, it is.
Were algebra necessary for 75 percent of all jobs, our algebra textbooks would be filled with on-the-job problems, since examples would be so plentiful. But they are not. Open any textbook at random— I will open a new one, just published— and what you find are problems like this:
Through experience and analysis, the manager of a storage facility has determined that the function s(t) = –3t 2 + 12t + 10 models the approximate amount of product left in the inventory after t days from the last resupply. We want to find when the supply of the product will be exhausted and a new resupply needed.
Real inventories do not behave this way. For one thing, they do not increase after the resupply, from 10 at t = 0 to 22 at t = 2. For another, they usually decrease linearly, not quadratically. Besides, I doubt that warehouse managers, even 75% of them, use formulas to decide when to reorder.
Making fun of the "applications" that appear in textbooks is as easy as swatting mosquitoes in a swamp in midsummer, and as useful. What such problems actually illustrate is that the mathematics in the textbooks has no application to the world of warehouses and work. Does this mean that we should teach less mathematics? No; we should teach more. Everyone should learn algebra, but not because it is necessary for managing warehouses. Does it mean that we should stop assigning "applied" problems? Certainly not; we should assign more. Problems expressed in words are the best kind, but they should all start with "Suppose that…." If we can't be realistic, we can at least be honest.
Those who know not history …
Let us look at history. Those ignorant of history too often assume, knowing no better, that the world has always been much as it is now, which is seldom so. Today, with near-universal instruction in arithmetic and algebra, it is easy to suppose the curriculum has always been like that. But it has not. Algebra was not always taught to everyone. Not only that, even arithmetic itself is a relative newcomer.
Here is a report from Massachusetts in the early 1800s. Not the 1700s, nor the 1600s, the 1800s [3, p. 13]:
Until within a few years no studies have been permitted in the day school but spelling, reading and writing. Arithmetic was taught by a few instructors one or two evenings a week. But in spite of the most determined opposition, arithmetic is now being permitted in the day school.
Opposition to arithmetic! How could anyone possibly be opposed to arithmetic? It is difficult for us to imagine.
The explanation is that arithmetic was a vulgar subject. As Patricia Cline Cohen tells us in A Calculating People: The Spread of Numeracy in Early America, a book that deserves to be more widely known [1, p. 26]:
Those of high social rank, theoretically above the world of getting and spending, did not deign to study the subject. The most respectable English public schools, like Eton and Harrow, did not offer any instruction in arithmetic until well into the nineteenth century.
The English attitude was exported to the colonies [1, p. 49]:
The founding generation arrived in Massachusetts in the 1630s with the highest number of university degrees and the highest rate of literacy of any migratory group. Within a decade they instructed towns to establish local grammar schools and had set up Harvard College to provide high-level training for homegrown ministers. But arithmetic was not among the subjects considered basic for Puritan children to learn.
Nevertheless, the colonies, and England, not only survived but thrived, economically as well as culturally. Some people believe that the eighteenth century represented a peak of civilization from which we have declined. I would not go that far, and I much prefer living in our times, with its plumbing and penicillin, computers and compact disks, anesthesia and even its automobiles, yet history clearly shows that arithmetic in the schools is not needed for a high civilization. How can that be? Easily enough: workers learn what they need on the job. What happens in the schools simply does not matter.
Here is a report on the situation in Boston in 1789 [1, p. 131]. See if it does not sound familiar today:
[There was a requirement] that boys aged eleven to fourteen were to learn a standardized course of arithmetic through fractions. Prior to this act, arithmetic had not been required in the Boston schools at all. Within a few years a group of Boston businessmen protested to the School Committee that the pupils taught by the method of arithmetic instruction then in use were totally unprepared for business. Unfortunately, the educators in this case insisted that they were doing an adequate job and refused to make changes in their programs.
Of course the students were unprepared for business, one reason being that it is neither wise nor practicable to try to prepare all students for all possible jobs.
Another is that the "applications" in school books were just as phony as ours [1, p. 122]:
Here is a typical word problem, typical in its complexity and in its use of current events to suggest the utility of arithmetic:
Suppose General Washington had 800 men and was supplied with provision for but two months. How many of his men must leave him, that his provision may serve the remaining five months?
In this particular case the student mechanically applied the Rule of Three, writing 2 : 800 :: 5 and then dividing 5 into 2 × 800 to get a final answer of 320. Now, 320 is the number of men who can be fed for five months, not the number who must leave. So Washington's troops would have gone hungry if the schoolboy or his master had been in charge of provisioning.
As Professor Cohen pointed out, if Washington ran short of provisions, he would try to get more instead of telling part of his army to go away.
The conclusion cannot be avoided that school mathematics is not now, and never has been, necessary for jobs. There are a few exceptions, of course, most being for the jobs of teaching the subject. And of course science—both physical and social— cannot advance without a supply of scientists able to use mathematics. But most of these people did not need to be bullied or cajoled into learning the subject.
Even more advanced mathematics turns out to be all too often not needed for work [8]:
Presumably, with degrees in mathematics and statistics [students with mathematical majors] could pursue careers in their disciplines. But, for mathematicians and statisticians who would seek employment in commerce, i.e. in business, industry, or government, this presumption is not presently valid. In fact most, if not virtually all, such mathematical scientists currently employed in commerce do not work in their fields of expertise.
This holds even for those with higher degrees: the National Research Council "reports that at least 90 percent of nonacademically employed mathematical scientists who received master's degrees in 1986 do not work as mathematical scientists" [8].
A few years ago I heard an interesting talk at an MAA section meeting on the use of mathematics by employees of the
See Is Mathematics Necessary?, page 6
Some people believe that the eighteenth century represented a peak of civilization from which we have declined.
How could anyone possibly be opposed to arithmetic?
5
Is Mathematics Necessary?
continued from page 5
Florida Department of Transportation. The department needs to calculate many things, including areas, and its method of finding the area of irregular shapes was surprising to me. When I asked the speaker how the department copes with new workers with varying degrees of mathematical training, the answer was that it doesn't: it had found that the only safe assumption is that new workers know nothing about mathematics, so they are taught what they need as it is needed. This is satisfactory to everyone. It does not imply that the time that new employees had spent in school trying to do problems in arithmetic, algebra, and geometry was wasted, but it had nothing to do with their jobs. Boston, 1789, Florida, 1993: some things do not change.
A way of thought.
Despite the initial opposition and continued irrelevance to jobs, mathematics instruction spread in the United States in the nineteenth and twentieth centuries. As the History of Mathematics Education [3] tells us, Harvard in 1816 required "the whole of arithmetic" for entrance. Until then addition, subtraction, multiplication, division, and the Rule of Three had been enough. After 1865, geometry was required as well. As the country was settled, secondary education expanded, and arithmetic moved from the academies and high schools to become an elementary school subject by the end of the nineteenth century [3, p. 27]. Algebra was an optional subject in some high schools, and it became possible to study calculus in the upper reaches of some colleges. Today years and years of mathematics is compulsory for all and calculus has become a high school subject.
How come? Because parents, school boards, society as a whole think that mathematics instruction is worth doing. On account of applications and jobs? Certainly not. The reason, I think, is that one of the tasks of schools is to do their best to teach students to think, and of all subjects none is better suited to this than mathematics. In no other subject is it so clear that reasoning can get results that are right, verifiably right. When you solve
6
x 2 + x = 132 and get x = 11, you can then calculate 11 2 + 11 and know that you are correct. No other subject has this capacity at the elementary levels. Mathematics increases the ability to reason and shows its power, all at the same time.
It is not fashionable these days to assert that mathematical training strengthens the mind, perhaps because that proposition is as impossible to prove as the proposition that music and art broaden and enrich the soul. But it is still believed by many people, including me. Some of our forebears had more confidence, as did John Arbuthnot (1667–1735) whose On the Usefulness of Mathematical Learning (c. 1700) proclaimed: "The mathematics are the friends of religion, inasmuch as they charm the passions, restrain the impetuosity of the imagination, and purge the mind of error and prejudice" [4, p. 70]. Even better, "[M]athematical knowledge adds vigour to the mind, frees it from prejudice, credulity, and superstition" [4, p. 67]. Though we no longer say such things out loud, the belief that they hold quite a bit of truth goes a long way toward explaining why people have supported and continue to support the mass teaching of mathematics, though many of them did not enjoy the experience when they underwent it.
Once a graduate of my school, a mathematics major, came back to campus to visit. I said to him, after finding out that his job was running a television station in Knoxville, Tennessee, "Well, I guess all that mathematics you learned hasn't been very useful." "Oh no," he replied, "I use it every day." I found this claim incredible (soap operas have no partial derivatives), so I pressed him. It turned out that he meant that he believed he used the mathematical way of thinking every day.
That is impossible to quantify and impossible to prove, but we cannot tell him that he is wrong. Nor should we.
It is time to stop claiming that mathematics is necessary for jobs. It is time to stop asserting that students must master algebra to be able to solve problems that arise every day, at home or at work. It is time to stop telling students that the main reason they should learn mathematics is that it has applications.
… the only safe assumption is that new workers know nothing about mathematics, so they are taught what they need as it is needed.
Can you recall why you fell in love with mathematics?
Mathematics Equals Opportunity continued from page 3
were even less likely to take algebra in the 8th grade.
* Taking rigorous mathematics and science courses in high school appears to be especially important for low-income students. Low-income students who took algebra I and geometry were almost three times as likely to attend college as those who did not. While 71 percent of those who took algebra I and geometry went to college, only 27 percent who did not take those courses went on to college. By way of comparison, 94 percent of students from high-income families, and 84 percent of students from middle-income families who took algebra I and geometry in high school went on to college. Sixty percent of students from high-income families and 44 percent of students from middle-income families who did not take algebra I and geometry went to college.
* Despite the importance of low-income students taking rigorous mathematics and science courses, these students are less likely to take them. Students from higher-income families are almost twice as likely as lower-income students to take algebra in middle school and geometry in high school. They are more than twice as likely to take chemistry.
Other important findings include:
* Mathematics achievement depends on
the courses a student takes, not the type of school the student attends. Students in public and private schools who took the same rigorous mathematics courses were equally likely to score at the highest level on the NELS 12th grade mathematics achievement test.
* Students whose parents are involved in their school work are more likely to take challenging mathematics courses early. Students whose parents were involved in their education were more likely to take courses like algebra and geometry in the 8th and 9th grade than students whose parents were not involved.
* The results of the Third International Mathematics and Science Study (TIMSS) reveal that the middle school mathematics curriculum may be a weak link in the U.S. education svstem. While U.S. 4th graders scored above the international average in mathematics and science, U.S. 8th graders scored below average in mathematics, and only slightly above the international average in science. Initial analysis of TIMSS data also shows that the middle school mathematics curriculum in the U.S. is less challenging than in other countries. The curriculum of average 8th-grade mathematics classrooms in the U.S. resembles 7th grade curriculum elsewhere. Although algebra and geometry are integral elements of the middle school curriculum in other countries, only a small fraction of U.S. middle schools offer their students these topics.
Algebra in the Curriculum
Making a successful transition from arithmetic to more advanced mathematics, including algebra and geometry, has often been difficult for students. As a result, many mathematics programs in the U. S. are now systematically incorporating some fundamentals of algebra and geometry into the upper elementary grade curriculum. In these programs, 5th, 6th and 7th grade students are representing and solving equations, characterizing patterns and rates of change among variables, and using other fundamental algebraic concepts.
In addition, some middle and high schools are taking a new approach to advanced topics. While many schools offer the traditional model of separate courses for preAlgebra, Algebra I, Geometry, Algebra II, Trigonometry, pre-Calculus and Calculus, these schools are integrating them. This approach is consistent with practices in other industrialized nations, which integrate algebra, geometry, and other topics throughout the elementary, middle, and high school years and offer a significant component of algebra in the 8th grade. Building a firm foundation in algebra during the elementary and middle school years eases the shift from arithmetic to advanced topics, whatever the format of students' new curriculum. NELS and NAEP, the two sources of national mathematics course-taking data analyzed in this brief, employ traditional courses titles, such as "algebra I" and "geometry." Thus, these titles are used throughout the brief. G
March 1998
March 1998
Students whose parents are involved in their school work are more likely to take challenging mathematics courses early.
Many mathematics programs are now incorporating fundamentals of algebra and geometry into the upper elementary grade curriculum
7
Reactions to
"Is Mathematics Necessary?" and "Mathematics Equals Opportunity"
A Classroom Teacher Speaks Out
by Clay Burkett
Underwood Dudley has hit the nail on the head in his article "Is Mathematics Necessary?" The mathematics that is really necessary for the average citizen is arithmetic—the mathematics used by the masses to get by in everyday life. I love the point made that "were algebra necessary …, our algebra textbooks would be filled with on-the-job problems, since examples would be so plentiful." Most of the application problems I find in traditional textbooks are contrived at best and do nothing to convince the students of the relevance of mathematics.
However, Mr. Dudley's conclusion that mathematics transcends jobs because of the elegance and beauty that lies within does little to assist the classroom teacher. The elegance and beauty of mathematics do not intrigue the vast
See Clay Burkett, page 10
Roger Howe
Roger Howe did graduate study under Calvin Moore at the University of California at Berkeley. He received his Ph.D. in 1969 and has been at Yale since 1974. He studies the implications of symmetry, especially the theory of group representations. In the 1990s, he has become more and more involved in mathematics education at all levels.
8
Clay Burkett
Clay Burkett has been involved in mathematics education for nine years, teaching everything from Saxon to SIMMS (Systemic Initiative for Montana Mathematics and Science). One year of his experience was spent writing curriculum for the SIMMS and STEM (Sixth through Eighth Mathematics) projects. He enjoys spending time with his wife and three children in the great outdoors of Montana.
Mathematics as Externality: Implications for Education
by Roger Howe
Underwood Dudley sees mathematics as a sharpener of minds, and underscores its beauty. Secretary Riley tells students that mathematics is a key credential. Two justifications for mathematics could hardly be more different, but strictly speaking, they are not in conflict. Secretary Riley does not parry, but neatly sidesteps, Professor Dudley's thrust. He never claims, as do the NRC documents that Dudley so deftly skewers, that mathematics is necessary for careers. He only claims that it is necessary, or almost so, for college attendance. His figures are not round, and they are differentiated by ethnicity. They have an a priori plausibility that the NRC's claims lack.
What Secretary Riley is giving is the bleakest reason imaginable to study mathematics: no beauty and no utility—just a
Merecedes McGowen
Mercedes McGowen, firstname.lastname@example.org, teaches mathematics at William Rainey Harper College, Palatine, Illinois, a two-year college in the northwest suburbs of Chicago. Previously, she taught mathematics at Canton Junior High School and Elgin High School in Illinois. Her interests include the development of curricular materials based on research about how students learn mathematics.
A Concerned Citizen's Perspective
by Penny Noyce
Underwood Dudley asks, "Is Mathematics Necessary?" and assures us that for the vast majority of jobs, calculus, geometry, and even algebra are not. He's probably right. For entry into medical school, I was required to take calculus; but I never needed calculus for learning anatomy or pharmacology, and I have certainly never used it in patient care. Calculus was a rite of passage, perhaps a weeding-out mechanism. What I do use, both in reading the medical literature and in thinking about patients, is probability.
Similarly, several years ago, the UNUM insurance company surveyed what mathematics the members of its work force actually required for their work. The findings? No algebra was necessary, but probability and statistics were vital.
See Penny Noyce, page 13
John C. Souders Jr.
John C. Souders Jr. is vicepresident for curriculum materials with CORD (Center for Occupational Research and Development).
At CORD he developed the new textbook CORD Algebra and four new units in the Applied Mathematics Series that deal with higher order geometry topics. Previously Souders taught at the United States Air Force Academy and worked in nuclear engineering.
The Splintered Vision: Wayfarers in Search of Different Roads.
by Merecedes McGowen
The wayfarer, Perceiving the pathway to truth, Was struck with astonishment. It was thickly grown with weeds…. Later he saw that each weed Was a singular knife. "Well," he mumbled at last, "Doubtless there are other roads."
— Stephen Crane The Wayfarer
More than one-third of the 3.27 million undergraduate students enrolled in mathematics courses at two- andfour year colleges and universities in 1995 were enrolled in
See Mercedes McGowen, page 11
Penny Noyce
Trained as a physician with a specialty in internal medicine, Penny Noyce now spends most of her time working on issues of K–12 public education reform as a trustee of the Noyce Foundation. The Foundation focuses on the core academic areas of literacy, mathematics, and science. For the past three years, Noyce has served as coprincipal investigator of PALMS, the Massachusetts State Systemic Initiative.
Reaction of a Curriculum Developer
by John C. Souders Jr.
Could two more diametrically opposed pieces of writing be found? In one, mathematics is presented as unnecessary for success in the world of work. In the other, mathematics is seen as the "gatekeeper" for future academic and career success. I'm not surprised that such a wide spectrum of opinion exists. After all, the teaching and learning of mathematics have been controversial for decades. I compliment the authors. Both present substantive and thoughtprovoking arguments.
The rallying call of Dudley's article could well have been the often-asked student question "Why do I have to learn this?" According to the article, a mastery of arithmetic is sufficient for
See John C. Souders Jr., page 14
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majority of my students. They are more interested in the elegance and beauty of the opposite sex, or music, or movies, or sports …. I recently came across a profound statement that reflects our culture and hence the attitudes of our students. My paraphrase of this statement is, We in America like to think that we value art and education, but what we really value are sports and entertainment. Students want to know how and where mathematics is applicable to their lives. Relevance will motivate them to learn. We can get them to pass our classes through other means, but let's not confuse a grade with learning and valuing mathematics.
What about college-bound students? Are they not motivated to learn mathematics? Or, as the paper "Mathematics Equals Opportunity" suggests, does taking rigorous mathematics courses spur students on to attend college? It does not surprise me that students who take rigorous mathematics courses in high school tend to attend college in greater numbers than students who do not. However, any half-decent mathematician knows the difference between correlation and causation. After all, don't many colleges require these types of mathematics classes as prerequisites to admission? The thinking behind this paper appears to be that of mathematics as a pump—propelling students on to achievement in college and beyond. I like this idea and find it somewhat valid, yet to some degree mathematics will also act as a filter—separating the less motivated, less disciplined, and yes, even the less able.
As for the idea that college-bound students are motivated to learn mathematics, I submit the following informal survey.
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credential, a hoop to jump through. However, in a sense its bleakness is a strength. It gets us an audience with no promises made except for the carrot of college attendance. If we then can help some member of this audience to sharpen their thinking habits, and to see the beauty we know in mathematics, then they have gained a precious treasure, and so have we.
Why do we have this problem? Why is it necessary to "justify'' mathematics to students. And what, exactly, is wrong with the usefulness justification? Is mathematics not useful?
On the contrary, mathematics is more than useful; it is necessary, but not for (most) individuals. This is a great paradox of mathematics education: although our society is utterly dependent on mathematics for many of our daily needs, and even for the very shape of our civilization, for the most part we do not need personally to be able to master very much of the mathematics that serves us. It is built into our products, encoded in our practices, or available at a fee. It is the enduring luck of the species, and the sometimes bane of the profession, that mathematics is indestructible, infinitely recyclable, and totally fungible. A little goes a long, long way.
As a quick background to the survey, I currently teach Honors Geometry and Integrated Math IV, both of which meet college-entrance requirements. I had my students read the two articles of interest here and then held a discussion of the ideas contained therein. Many of my students believed that their high school mathematics courses were of no relevance to their lives or future careers—but merely hoops that they must jump through. When asked for a show of hands, thirtyone of forty-two Honors Geometry and seventeen of fortyone Integrated Math IV students indicated agreement.
One thing that caught my attention was that a greater proportion of students in the Integrated Math IV class thought that the mathematics they were learning was relevant to their lives in preparing them for college or a career. This fact did not come as a surprise to me, as the curriculum used in the Integrated Math IV class is one that is based on problem solving and applications. These students tend to see the relevance of mathematics more clearly because it is taught in a context of how and where the mathematics is used.
In conclusion I find some merit and some fault in both articles. Mathematics is not necessary on the one hand; and yet on the other, mathematics equals opportunity (has anyone been denied a job or college entrance for knowing too much mathematics?) for college and beyond. To me these articles point out the need for mathematics reform. Will we continue on with a mathematics curriculum that the TIMSS report describes as "a mile wide and an inch deep," or will we work to develop a curriculum that is meaningful and relevant to our students? G
In Quantum magazine, an excellent publication, I read a wonderful detective story starring Johannes Kepler, the man who also discovered the laws of planetary motion. Kepler was in Linz, Austria, to get married. He needed wine for the weddding party. He was intrigued to see that the wine merchants of Linz computed the capacity of their barrels by making a single measurement, diagonally from the bunghole in the middle of the side, to the top of the far wall. Barrels are not uniform in shape or size, so how could a single measurement provide an adequate estimate of the volume? This simple method was a trade secret of the Linz Coopers (Barrelmakers) Guild. Kepler wanted to understand their secret. He modeled the barrels as two truncated cones joined end to end, and reasoned that the barrels must be made to have approximately the shape that would make the volume as large as possible for the given measurement. Maximizing the volume would provide two benefits at once. First, the vintners could charge the maximum amount for the given measurement. Second, because a maximum is also a stationary point, the volume will vary very little if the barrel differs slightly from the optimal shape, so customers will accept this method of calculation. After doing a little calculus (actually, precalculus, since calculus had not yet been invented!), Kepler concluded that the barrels should be cylindrical, with a ratio of height to diameter of . Allowing for the realities of manufacture 2
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(nonzero thickness of the barrel top, etc.), one finds that 1.5 is a sufficiently accurate, numerically manageable proxy. Once the shape is known, translating the length measurement into volume is a simple calculation, and the volumes for given lengths can be inscribed on the ruler. Having deduced this fact, Kepler sought an interview with the Elder of the Coopers Guild, to whom he revealed that he had discovered their secrets of barrel construction and measurement. The amazed Elder acknowledged that Kepler was correct, and said that these were trade practices handed down through the generations since the days of the Venerable Cooper. Here was a sophisticated and very useful piece of mathematics, embedded as a simple rule of thumb in the cooper's trade. It took a genius to reverse engineer it, and undoubtedly also, a genius to invent it, but it could be learned by rote by any apprentice cooper.
A very large part of the mathematics that we use is like the cooper's ratio—embedded in rules of thumb of various trades and professions. On the one hand, we don't have to understand it to use it. Also now, mathematics gets built into products. Especially, very sophisticated mathematics can be incorporated in silicon, which will reliably perform computations that would boggle us but about which we, like the sixteenth-century coopers of Linz or the English nobility before the nineteenth century, need not bother ourselves.
On the other hand, some of us have to know this mathematics, or the rest of us cannot benefit from it. And we aren't sure beforehand who those some of us are. This huge gap, between the mathematics that most of us will obviously have to cope with on a daily basis and the mathematics that some of us have to know so that the rest of us can enjoy it in ignorance, is a major cause of the conundrum of prescribing mathematics for education.
So how much mathematics, and of what type, should every person learn today? Our democratic ideology is an important factor in these calculations. It demands that all students be educated to maximize their personal capacities. This ideal means that every student should be given a shot at qualifying for a job that really does require mathematics (since these are obviously the desirable jobs!). Advisors do not tell students that they should not take mathematics—on the contrary, as Secretary Riley properly does, they tell them that they should. For most students, any reason given, other than Secreatry Riley's, will be false (even, alas, the beauty reason, since beauty is in the eye of the beholder—if mathematical beauty were abundantely evident to the average person, Professor Dudley would have to use his sword to fend off students rather than to make shishkebab of anonymous NRC authors). It follows that many if not most students in the more advanced mathematics courses should not be there. They will not find it useful in further life, or beautiful, or otherwise worthwhile. They will decide not to take the next one. I think this situation is essentially unavoidable. Better teaching can ameliorate it but not eliminate it. The attrition rate throughout high school and college is
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widely quoted as 50 percent per year. If we double the effectiveness of our teaching system, a tremendous accomplishment of which we could justly be extremely proud, we would delay losses by only one year. Attrition in mathematics courses will continue to be a challenge to the profession. We should strive to improve mathematics instruction and mathematics curriculum. However, mathematics education will continue to serve as a sorting process.
Clearly, some waste occurs in this system. But we are talking about reproduction here—the reproduction of the mathematical expertise vital to the functioning of modern society—and reproduction is so important that vast resources are lavished on it. Think of how many maple seeds a maple tree produces each year to create a few viable offspring over its lifetime. How wasteful is our system of mathematics education? Consider calculus. Suppose that 1 percent of us will actually use calculus in our jobs (Which may be a wild overestimate, but it's a lot harder to debunk than 75%!). That 1 percent is actually a lot of people— over 30 000 a year. So if about 600 000 people per year are taking calculus, as many as 5 percent of those studying calculus may actually use it. (Probably most of these people are learning it in an AP high school course, which underlines the importance of getting this course right and of having good teachers at this level.) Perhaps two to three times as many will understand and enjoy it, and remember some of it. Even larger numbers will take away a few nice examples or lessons, or find it somewhat interesting at the time, or at least like their teacher. Also, a lot of these people are premedical students. Given the importance of technical expertise to society as a whole, and the doctrines of liberal education and of letting people discover their own limitations, I find these numbers broadly acceptable.
With all this said, I think that Professor Dudley is right. We should try to sell mathematics on the basis of its beauty, its power, its rigor. However, for me, the usefulness of mathematics, even in fairly mundane situations, is a part of its beauty. And since I know that students may not always on the first crack find the inspiring teacher who communicates the wonder of mathematics, I am glad that Secretary Riley is telling them how necessary it is as a credential.
Reference
Bak, M. B. "The Venerable Cooper." Quantum, May 1990, 36–39. G
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remedial mathematics courses, that is, arithmetic, algebra, and geometry (MAA 1997). Dropout rates as high as 50 percent in the traditional remedial courses have been cited (Hillel at al. 1992). According to the National Center for Education Statistics (1997), only 27 percent of students who enrolled in college completed four years despite the fact that 68 percent of incoming freshman at four-year
See Mercedes McGowen, page 12
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Reactions—Mercedes McGowen continued from page 11
colleges and universities had taken four years of mathematics in high school (NCES 1997). These students paid college tuition for courses that do not count for credit toward graduation at most colleges and universities.
What do we tell these students that makes sense to them about mathematics and why they should take mathematics courses? Dudley's conclusion that "mathematics is more important than jobs" and that "it transcends them" reflects the beliefs and experiences of a successful practicing mathematician. However, his experiences are not those of a majority of students studying mathematics today. The students enrolled in undergraduate remedial mathematics courses are commonly left with feelings of failure and a belief that mathematics is irrelevant, feelings very different from those described by Dudley. For these students, mathematics inspires fear not awe, discouragement not jubilation, a sense of hopelessness not amazement. Why do so many students who attempt rigorous mathematics courses not succeed? Even many of those who complete three or four years of "rigorous" high school mathematics are unsuccessful in subsequent college-level mathematics courses.
We need to have a clearer understanding of the differences and needs of the individual students in our classes, and we must take these differences into account in our curricular design and instructional practices. We have not yet figured out how to deal with those differences in ways that are appropriate to achieve the goal of mathematical power for all our students. The beliefs about what constitutes mathematics, what skills should be taught, when they should be taught, and to whom vary from individual to individual and community to community. The recent United States report on the Third International Mathematics and Science Study curriculum analysis (Beaton et al. 1996) cites these conflicting beliefs and practices, describing the current United States mathematics curriculum as unfocused, "a splintered vision," which is reflected in our mathematics curricular intentions, textbooks, and teacher practices. In comparison to other countries, the U.S. "adds many topics to its mathematics and science curriculum at early grades and tends to keep them in the curriculum longer than other countries do. The result is a curriculum that superficially covers the same topics year after year—a breadth rather than a depth approach."
Terms whose meanings were once commonly understood by those engaged in the practices of mathematics now have different meanings and serve as flashpoints for increasingly vehement discourse. Dialogue based on a common language and definitions has become extremely difficult, as Humpty Dumpty pointed out to Alice in Through the Looking Glass: "You see, it's like a portmanteau—there are two meanings packed up into one word."
In the absence of mutually agreed-on definitions and accepted meanings, the debate continues among those who favor a "return to basics" and those who are attempting to implement reforms in the teaching and learning of school mathematics, with increasingly high costs. Our vision has become not only fragmented but clouded by emotion. Witness the ongoing saga in California, where efforts to establish a set of statewide mathematics standards have generated contentious debate and vehemence on both sides.
Competing visions of what mathematics students should learn have polarized mathematics practitioners and educators, students, their parents, and the community at large. Robert Davis, in an electronic mail communication (1996), described the position in which we trap students: "There is at present a tug of war going on in education between a 'drill and practice and back to basics' orientation that focuses primarily on memorizing mathematics as meaningless rote algorithms vs. an approach based upon understanding and making creative use of mathematics." Does the current splintered vision of mathematics really serve the best interests of mathematicians, teachers, students, and the public? What do we really mean by "Algebra for All," and what mathematics should we be teaching? In our efforts to make mathematics accessible and attractive to a large number of students, are we, as Cuoco (1995) worries, "changing the very definition of mathematics?" Will it be a fundamentally different discipline in the future? Should it be a different discipline for some, for all, for none?
I agree that we should not tell students lies about why they should study mathematics. I also agree with the authors of "Mathematics Equals Opportunity" that students should study more mathematics earlier so as not to close off their options. However, I am no longer certain what it is that we should tell students. Even those who are successful in their mathematical endeavors in school often fail to recognize how what they learned in school is used in their work environment. The extent to which problem-solving skills and the use of symbols to mathematize situations are recognized in the workplace frequently goes unnoticed by employers as well. The assumption that algebra is the key to well-paying jobs and a competitive workforce requires the efforts of mathematically knowledgeable observers to support this assertion with data and to question the beliefs about what should be taught and how it should be taught in schools.
I disagree with Dudley's conclusion that mathematics is sufficient, not necessary. The failure to take rigorous mathematics courses has significant economic consequences in terms of future earnings, productivity, and stable employment. The United States Bureau of Labor Statistics (1997) predicts that, in the years between 1994 and 2005, occupations that require a bachelor's degree or above will average 23 percent growth, almost double the 12 percent growth projected for occupations that require less education and training, and that jobs requiring the most education and training will grow faster than jobs with lower education and training requirements. Typically, state colleges and universities recommend, and often require, that students take at least three years of mathematics in high school for entrance. Graduation requirements often include several more rigorous courses in mathematics or
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science, and employers generally require applicants to pass standardized mathematics and reading tests.
The question is not "Is mathematics necessary?" but "What mathematics do we want students to learn?" and "How do we stop building Alban houses with windows shut down so close some students' spirits cannot see?" (Dickinson 1950). To answer those questions, we must find ways to reconcile the different understandings of mathematics held by parents ("What I learned in school"); by students ("A hoop to jump through" requirement for high school graduation, entry into college, college graduation); by teachers ("What's in the textbook"); and by such mathematicians as Dudley, for whom mathematics is the subject that is "the human race's supreme intellectual achievement"—that increases the ability to reason, inspiring awe, jubilation, and a sense of power and amazement."
References
Beaton, Albert E., et al. Mathematics Achievement in the Middle School Years: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill, Mass.: TIMSS International Study Center, 1996.
Reactions—Penny Noyce continued from page 9
At the same time, "Mathematics Equals Opportunity" argues for the prime importance of algebra, and urges us to introduce algebra and geometry into the middle school or even earlier. What are we to make of the notion that first-year algebra is a "gateway" course? Is it just that the kinds of students who are likely to take first-year algebra early—higher-income students with involved parents—are the same group who are likely to attend college? Is it that success in algebra selects students capable of abstract reasoning? Or does algebra actually increase the ability to think, as Dudley asserts for all of mathematics?
I suspect that mathematics study is valuable because it accustoms us to a rigorous, quantitative approach to problems. But whatever the reason, algebra success is associated with college attendance; and major experimental interventions, chiefly the Equity 2000 project, are under way to determine whether extending algebra and geometry to poor and minority students does in fact increase their rate of college attendance. Still, we are confused about how best to move algebra and geometry down the grade levels. The temptation is to transfer the traditional high school course without adjustment, but such a strategy may crowd out the possibility of allowing middle school students to explore rich content in discrete mathematics, probability, or number theory. We may succeed only in creating more students who do mathematics but dislike it.
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Cuoco, Al. "Soundoff: Some Worries about Mathematics Education." Mathematics Teacher 88 (March 1995): 186–87.
Davis, Robert B. Electronic mail discussion. 1996.
Dickinson, Emily. "Bring Me the Sunset in a Cup." In Combined Edition of Modern American Poetry and Modern British Poetry, edited by Louis Untermeyer, 99. New York: Harcourt, Brace & Co., 1950.
Mathematical Association of America (MAA). Statistical Abstract of Undergraduate Programs in the Mathematical Sciences in the United States: Fall 1995 CBMS Survey. MAA Reports No. 2. Washington, D.C.: MAA, 1997.
Hillel, Joel, Lee, Lesley, Laborde, Colette, and Linchevski, Liora. "Basic Functions through the Lens of Computer Algebra Systems." Journal of Mathematical Behavior 11 (1992): 119–58.
National Center for Education Statistics (NCES). Findings from Education and the Economy: An Indicators Report. Washington, D.C.: U. S. Government Printing Office, 1997. http://nces.ed.gov/pubs97/97939.html
U. S. Department of Labor, Bureau of Labor Statistics. Occupational Outlook Handbook. Washington, D.C.: U. S. Government Printing Office, 1997.
http://stats.bls.gov:80/oco2003.htm
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One barrier to progress in the mathematics curriculum is the conflict between what we want to do and how we count progress. For example, the most effective strategy for teaching advanced mathematics earlier may be to weave concepts of algebra and geometry through several years of the elementary and middle school curriculum, but what we count is the number of students taking a course called algebra in eighth grade.
Undoubtedly, much of the current upper elementary and middle school mathematics curriculum is repetitive and unchallenging. Students can do more. Diverse and challenging curriculum materials exist. Graphing calculators allow students, through experimentation, to reach an intuitive understanding of how functions behave with much less tedium and more delight than was true for those of us who once graphed everything by hand.
But if teachers are to use these new materials and tools successfully, they need to make significant changes in their teaching. Nor is change at one or two grade levels enough. High school, middle school, and even elementary teachers need to work together to plan, prepare, and evaluate a progression of courses, including integrated courses, that introduce not only algebra and geometry but probability and statistics, discrete mathematics, and number theory. Successful acceleration of all students, not just those most precocious at abstract thinking, will require long-term investment in professional development, examination of student work, and continual adjustment of teaching strategies to make sure that students actually understand. It won't happen overnight. G
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continued from page 9
most people to survive in today's high-technology world and the learning of advanced mathematics topics is unnecessary. For a while, I thought Dudley was basing this premise strictly on the operational mathematics required for most jobs and was ignoring the thought processes that mathematics acts as a catalyst to build. Then in the section "As a Way of Thought," Dudley makes a strong case that mathematics plays an important role in developing reasoning skills. However, since this assertion can be proved only anecdotally, he never definitively uses it as a counterbalance to his "math is not necessary" argument.
I would like to provide the counterbalance. The residual effect of studying mathematics is not a mastery of how to manipulate variables or perform operations on them. For most people, mathematics provides a platform for developing problem-solving skills that are rooted in logic and based on available facts. As people study more rigorous mathematics, their mastery of these skills continues to grow and their ability to discern cause-and-effect relationships sharpens. As businesses continue to flatten their organizational structures, employees will assume positions of greater responsibility and will be expected to solve problems more quickly and accurately. Therefore, any process that enhances problem-solving is valuable, indeed necessary, because it empowers people to reach their fullest potential as citizens and employees. If Dudley can assert without proof that mathematics transcends jobs, I feel comfortable stating that mathematics complements jobs.
Next, let me address the viewpoint expressed by Secretary Riley. Many hold the opinion that mathematics in today's world is essential and has meaning for the vast majority of our citizenry. Therefore, in principle, it is not difficult to support the Executive Summary and its proclamation that all high school students should take a rigorous mathematics curriculum. Even though this proclamation is timely and appropriate, is it practical and implementable in today's educational environment? Although many barriers stand in the way of successful implementation, one deserves special attention. Most of the rigorous mathematics taught in our schools is presented in an abstract manner. As research (e.g., Perkins [1995]) has shown, many of our students are not adept at abstract thinking. This mismatch must be addressed if all students are to take a rigorous mathematics curriculum.
The good news is that such progressive organizations as NCTM and, more recently, the American Mathematical Association of Two-Year Colleges have published standards that provide a framework for presenting mathematics from a more concrete perspective. Both sets of standards advocate a contextual, applied, and hands-on approach to presenting mathematics. This stance does not mean that these standards abandon abstract presentations; rather they seek a balance between abstraction and the concrete insertion of mathematical relevance and real-world experiences. Such balance is supported by research (e.g., Caine and Caine [1991]; Kolb [1984]) on learning styles and will address the needs of a much broader cross section of students. When this balance is achieved at the classroom level through new teaching and learning strategies, the proclamation can meet its goal and be truly viable for all students.
References
Caine, Renate Nummela, and Geoffrey Caine. Making Connections: Teaching and the Human Brain. Alexandria, Va.: Association for Supervisors and Curriculum Development, 1991.
Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River, N.J.: Prentice-Hall, 1984.
Perkins, David. Outsmarting IQ, the Emerging Science of Learnable Intelligence. New York: The Free Press, 1995. G
Is Mathematics Necessary?
continued from page 6
We should not tell our students lies. They will find us out, sooner or later.
Besides, it demeans mathematics to justify it by appeals to work, to getting and spending. Mathematics is above that—far, far above. Can you recall why you fell in love with mathematics? It was not, I think, because of its usefulness in controlling inventories. Was it not instead because of the delight, the feelings of power and satisfaction it gave; the theorems that inspired awe, or jubilation, or amazement; the wonder and glory of what I think is the human race's supreme intellectual achievement? Mathematics is more important than jobs. It transcends them, it does not need them.
Is mathematics necessary? No. But it is sufficient.
References
1. Patricia Cline Cohen, A Calculating People, University of Chicago Press, Chicago, 1982.
2. Philip J. Davis, review of Math Curse, SIAM News 29:7 (1996) 7.
3. Philip S. Jones, ed., A History of Mathematics Education in the United States and Canada, National Council of Teachers of Mathematics, Washington, DC, 1970.
4. Robert Edouard Moritz, Memorabilia Mathematica, reprint of the 1914 edition, Mathematical Association of America, Washington, DC, no date.
5. National Academy of Sciences, Moving Beyond Myths, National Academy Press, Washington, DC, 1991.
6. National Research Council, Everybody Counts, National Academy Press, Washington, DC, 1989.
7. Robert W. Pearson, Why don't most engineers use undergraduate mathematics in their professional work?, UME Trends 3:3 (1991) 8.
8.Michael Sturgeon, The occupational displacement of mathematical scientists in commerce, UME Trends 3:4 (1991) 8. G
Is Long Division Obsolete?
I n arithmetic, "long division" is an algorithm for finding the quotient of two numbers. The display of 4320 ÷ 75 shown below is typical and leads either to the quotient 57 with remainder 45 or to 57 45/75 or 57.6 if carried out to another decimal place. Long division is characteristically taught in fourth grade with whole numbers, and then in fifth or sixth grade with decimals. All books that teach long division start with one-digit divisors and then extend it to more digits.
The NCTM's (Reston, Va.: NCTM 1989) Curriculum and Evaluation Standards for School Mathematics recommends that long division, and long division without remainders, be given decreased attention in K–4 mathematics (p. 21). Long division is not specifically mentioned in the 5–8 Standards, but they make the following statements: "Performing two-digit computations with whole numbers or decimals aids students in understanding connections between computation and numeration. Even though students can explore paper-and-pencil computations with numbers of any size and with various systems, they should not be expected to become proficient with paper-and-pencil computations with several digits. A curriculum that incorporated this standard would not include paperand-pencil practice for proficiency with tedious computations, such as those with three-digit multipliers or divisors…" (p. 96).
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A second and similar long-division algorithm is used with polynomials. The display of (x 2 + 5x + 9) ÷ (x + 1) shown above at the left leads either to the quotient x + 4 with remainder 5 or to the quotient x x + + + 4 5 1 .
The Standards do not mention this long division explicitly but say, "For college-intending students who can expect to use their algebraic skills more often [than other students], an appropriate level of proficiency remains a goal. Even for these students, however, available and projected technology forces a rethinking of the level of skill expectations" (p. 150). The technology that was projected in 1989 has appeared: two companies manufacture calculators that can symbolically divide polynomials and obtain the answers found by long division.
Is Long Division Obsolete?
What are your personal opinions about teaching these long-division algorithms, and why do you hold these opinions? Should the recommendations in the next version of the Standards with regard to long division be different from the recommendations given in 1989?
E-mail your comments to email@example.com. You can also mail your response to "Dialogues, 1906 Association Drive, Reston, VA 20191-1593, or fax your response to NCTM at (703) 476-2970— Attention: Dialogues. Selected responses will appear in a future issue of Dialogues. G
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Responses to
"Is Long Division Obsolete?"
Susan Addington
Susan Addington is an associate professor of mathematics at California State University, San Bernardino. Her interests
include preservice and in-service education for elementary and middle school teachers, writing mathematics for the World Wide Web, and presenting mathematics to the public.
Our Methodology Is Obsolete
by Susan Addington
Long division is not obsolete, for pedagogical reasons: the process of long division, if carefully taught, can reinforce important elementary mathematical concepts and lead the way to advanced mathematics. Although calculators can compute quotients, they give the result as a truncated decimal, and, as a result, obscure concepts related to remainders and infinite sums. Specifically, long division has these advantages over "calculator division":
* Long division gives a constructive (in the mathematical, not the educational, sense) way of obtaining a quotient of integers. A calculator is essentially a black box that gives the answer with no explanation. In particular, the long-division algorithm can reinforce the repeated-subtraction model of division; see the subsequent cookies problems.
* Long division naturally gives a whole-number remainder. A calculator doesn't. (In actuality, some calculators do, but these remain hard to find—a busy parent shopping for school supplies at the supermarket won't find one.)
See Responses—Susan Addington, page 17
Stephen S. Willoughby
Steve Willoughby has taught all grades from first through graduate school. He is interested in improving learning and teaching of mathematics at all levels. He has written more than 200 articles and books on mathematics and mathematics education. He is professor of mathematics at the Univeristy of Arizona and principal author of the K–6 series SRA Math: Explorations and Applications.
From the Pen of a K–16 Educator
by Stephen S. Willoughby
The Standards ought to be briefer and less prescriptive than they are, limited to describing the important things people should be able to do and the attitudes they should acquire toward mathematics. Among many other things, people should be proficient with basic facts and most multidigit algorithms; they should see mathematics as something they can figure out rather than memorize, and that is fun and useful rather than unpleasant and useless. They should also understand division. Whether they become proficient at long division is probably of very little consequence as long as they don't spend too much time learning it.
Today, long division is analogous to square roots when I was teaching eighth grade in Massachusetts. The curriculum called for teaching square roots. I asked how the students knew that the square root of 25 was 5. They explained that 5 times 5 is 25. I asked them to find the square root of 30. They knew that 6 was too large so tried 5.5. That number was a bit too large. They tried 5.4. Too small. They
Responses—Susan Addington continued from page 16
Not only do remainders come up naturally in simple applied problems, but remainder arithmetic is also of central importance in such high-powered applications as cryptography and coding theory.
Problem: How many 44-passenger school buses will 450 students need?
Problem: Figure out a method to find the wholenumber quotient and remainder using only a standard calculator. Try it on 15263794 divided by 3 572.
* Long division gives the first natural context in which you should regularly disbelieve your calculator. Different calculators will give the quotient of 158 by 9 as 17.555 55556, 17.555 555, and 17.56. Which is right? Why does the apparent pattern of 5s in the first answer change to a 6? Why is the third answer so short? Students need to be aware that calculators round off, and that different calculators use different algorithms for the same calculation.
* Long division gives the first formal exposure to the concept of infinity—the algorithm generates infinite repeating-decimal expansions. This idea should be used as a prologue to calculus, since it is a convincing demonstration that an infinite set of numbers can have a finite sum.
Pedagogy
Long division has traditionally been the most disliked part of elementary arithmetic. Its many steps require careful attention to the rules of the procedure, neatness in aligning the digits, and sophisticated mental arithmetic. I suspect that the efficiency of this algorithm is an artifact of the days when students did their work on small slates— too many steps wouldn't fit. Here I offer some pedagogical suggestions for teachers of students who have lots of paper.
Since multiplication is repeated addition, division is repeated subtraction. You can convince second graders of this conclusion:
Problem: You are filling bags with 7 cookies each. You have 35 cookies. How many bags can you fill?
35
– 7 (fill one bag)
28
– 7 (fill one bag)
21
– 7 (fill one bag)
14
– 7 (fill one bag)
7
– 7 (fill one bag)
0
Conclusion: 5 bags of 7, and no cookies left over
The method works just as well with large numbers, such as 15 263 794 divided by 3 572, although it might take a long time.
The "ladder" method, which I learned in the New Math era, is almost as transparent. Instead of subtracting the divisor, you subtract 10, or 100, or 1000 times the divisor, as large as possible. Keep track of what multiples of the divisor were subtracted in a column on the right.
Example: 1619 divided by 7 has quotient 231 and remainder 2.
This method can be speeded up with exactly the kind of estimating that is required by the standard longdivision algorithm. In fact, if you estimate optimally and leave out some of the bookkeeping, you have the standard algorithm.
I see no need to "teach" long division using divisors of more than two digits. Such computations could be assigned (once!) as a problem of the week, or the ladder method could be used.
I conclude that it is not long division that is obsolete but the traditional method of teaching it mechanically. G
Responses—Stephen S. Willoughby continued from page 16
kept trying: 5.477 squared was 29.997529. That result was close enough.
The next day a student asked when we would learn the "real way" to find square roots. I asked what he meant. He started to show me the traditional algorithm but stopped after two or three steps. I asked why. "That's all my father remembers," he replied. I asked the class whether they would ever forget how to find a square root by guessing and multiplying. They agreed that they wouldn't, but they still wanted to learn the "real way" to do it. I agreed on the condition that they would help me explain why it works. Together we developed the standard geometric proof that the traditional algorithm produces answers as precise as needed. We agreed that the guess-and-check method produces equally precise answers but might take longer. We also learned the divide-and-average technique, sometimes known as Newton's method, and, at their insistence, discovered a cube-root algorithm based on analogous three-dimensional figures.
The student's father had forgotten the "real way" to find a square root because he didn't use it and probably never understood why it works. The students from my class probably no longer remember the traditional square root algorithm and also don't use it. But I hope that from that experience, and many others like it, they learned that mathematics is something to understand and think about rather than something to be memorized and regurgitated. I also hope that from many experiences in that class, they learned that mathematics can be fun and useful.
It is not evil to teach students to divide either whole numbers or polynomials. Nor is it evil to fail to teach these algorithms. But more knowledge is generally better than less.
Dividing by a single-digit number is easily taught by sharing some amount of play money "fairly" among several children I have in my "bank" only money with denominations that are powers of ten when doing so. By keeping records of the process, children arrive at the standard algorithm. Converting to the short-division algorithm is easy. By moving decimal points so that the divisor's decimal point is in the place after the first digit (not, generally, the rightmost digit), students estimate quotients no matter how many digits are in the divisor. If greater precision is needed, they estimate and multiply.
When, and if, polynomial division is learned, it should be related to the algorithm with whole numbers so that students see that connections occur in mathematics and that they can figure things out. G
All New Forum Makes Debut
continued from page 1
to what extent do these learning styles imply that we need to teach them differently?
* What additional training, if any, do today's teachers of mathematics need to deal with these developments?
These questions introduce complex issues that do not lend themselves to simple answers. They have led to sometimes heated debates.
The Board of Directors of NCTM believes that reasoned discussion of questions like these is valuable for the entire education community: teachers, parents, students, administrators, and other concerned citizens. Recognizing that no vehicle has been specifically designed for this purpose, the Board formed a task force of six people (named below) to oversee the creation of two prototypes of a new publication that could serve as a forum for the identification and reasoned discussion of important issues in mathematics education.
This publication is the first of those two prototypes. We want your feedback. Please either copy and use the form (see page 19) or e-mail your comments to firstname.lastname@example.org. Your reply can also be faxed to NCTM (attention: Dialogues) to (703) 476-2970 or sent by regular mail to Dialogues, 1906 Association Drive, Reston, VA 20191-1593. G
Task Force Members:
Zalman Usiskin, Chair University of Chicago Cynthia Ballheim Saint Mary's High School, Calgary, Alberta Peggy House Northern Michigan University Johnny Lott University of Montana Barbara Marshall Philadelphia Public Schools, Pennsylvania Hung-Hsi Wu University of California at Berkeley
Mathematics Education Dialogues is published as a supplement to the News Bulletin by the National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191–1593. Pages may be reproduced for classroom use without permission. | <urn:uuid:90991e1d-5a37-4322-8bfd-8cb51a6f58a4> | CC-MAIN-2018-05 | http://statlit.org/pdf/1998NCTM03Dialogues.pdf | 2018-01-18T21:30:35Z | crawl-data/CC-MAIN-2018-05/segments/1516084887621.26/warc/CC-MAIN-20180118210638-20180118230638-00739.warc.gz | 329,796,129 | 15,032 | eng_Latn | eng_Latn | 0.998431 | eng_Latn | 0.999089 | [
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The California Emerging Technology Fund Student Chromebook Agreement
Introduction
In response to the current pandemic, The California Emerging Technology Fund (CETF), in partnership with Frontier Communications, and the Wiyot Tribe have selected students to receive Chromebooks to be used for school related needs, including distance learning and parents needs for managing the family. The Chromebook will be owned by the students, however the Student Ownership Agreement acknowledges that the school may request students to bring their Chromebook to daily instruction.
At the Wiyot Tribe, we are dedicated to enhancing the educational experience of students' use of technology so that they are empowered to take charge of their own learning and development and support their household. A Chromebook provides exciting opportunities for students and their families, and it likewise entails responsibilities.
This Agreement explains what is expected from students and families regarding proper Chromebook use and care. Included in the appendices are the Student Chromebook Agreement (Appendix A), the No Bullying or Hazing Contract (Appendix B), and the Student Digital Access Survey (Appendix C). These documents must be signed by the student and returned to the Health & Human Services Department at 1000 Wiyot Drive, Loleta, CA 95551, prior to being issued or using a Chromebook.
Appendix A
Student Chromebook Agreement
Student Full Name
Student Signature
Date
I, ____________ __, attest that I have read and understood the rules and guidelines in the Student Chromebook Agreement. I agree to follow the rules and guidelines listed in the Agreement and I understand the rules and guidelines when using the Chromebook for school I understand that if I fail to comply with the rules and guidelines, I may face other disciplinary and legal actions for inappropriate use of the Chromebook. I further agree to indemnify and hold harmless any failure of Internet security or safety measures; malfunction of the Chromebook and software; and any harm, injury or cost resulting from the improper use of the Chromebook. I understand that I will complete a follow-up Digital Impact Survey in April 2022 to students receiving a Chromebook and provide the results to the California Emerging Technology Fund to analyze the impact. I give my consent for photographs/videos taken at distribution events in which myself to be used in any way the Wiyot Tribe may care to use them.
I have reviewed and understood the Student Agreement. I understand the rules and guidelines and the consequences of breaking them.
Parent or Guardian Contact Number
Parent or Guardian Email Address
Appendix B
NO BULLYING or HAZING CONTRACT Student and Parent/Guardian Agreement
Bullying and hazing are serious matters. Bullying is any mean or disrespectful behavior that is done on purpose to hurt someone physically or emotionally. Hazjng is any initiation into a team or group that may cause humiliation, physical or emotional harm.
There are different types of bullying and misconduct including, but not limited to:
Physical Bullying: hitting, kicking, pushing or other unwelcome physical contact. Serious physical bullying may be regarded as a criminal act, such as battery or assault.
Social Bullying: leaving people out, rejecting, manipulating relationships, rating or ranking people, or trying to ruin the reputation of another.
Indirect Bullying: getting someone to do something mean or hurtful to someone else on your behalf.
Cyberbullylnq: using electronic devices lo embarrass, spread rumors, threaten or intimidate. This includes posting or sending inappropriate messages or images by text, cell phone or on social networking sites such as Facebook, lnstagram or Twitter. Sending nude or sexual images may be considered distribution or possession of child pornography, which is a crime.
Verbal Bullying: name calling, teasing, spreading hurtful rumors or gossip, making threats or rude noises. I understand that all threats are taken seriously and may be repoJted to law enforcement.
Sexual Harassment: any unwanted or demeaning behavior about someone's sex, sexual orientation, gender, gender identity or gender expression. Even if I like the person I must be respectful at all times. Sexual harassment may require additional investigation.
Non-Verbal Bullying: posturing, dirty looks, stalking, damaging property, graffiti, making gang signs or other efforts to intimidate or pressure someone.
Discrimination; targeting someone based on their real or perceived race, color, national origin, religion, disability or medical condition, sex, sexual orientation, gender, gender identity or gender expression may be considered an act of hate and may be a crime.
I, ___________ understand that it is my responsibility to: STUDENT NAME
[x]Respect and honor all school rules.
[x]Conduct myself in a respectful manner.
[x]Treat and respect others the way I would like to be treated.
[x]Tell the person who is bullying to "Stop!"
[x]Stop now, if I am bullying others. There are better ways to be a leader, get respect, and have friends.
[x]Be thoughtful. What I think is just a joke could be considered bullying, hazing or discrimination.
[x]Report bullying to a teacher, principal or other school staff.
STUDENT NAME
SIGNATURE
DATE
Digital Access Survey
The survey must be completed and returned prior to obtaining the Chromebook. It can be filled out online here:
Or by Completing the information below:
Student First Name:______ Student Last Name:_______
Address :
Email:
Number in Household:
1-2, C) 3-4,C) 5-6,C::> 7+ C)
Number of Children under the age of 18: C) 1-2, C) 3-4 C) 5-6, C) 7+
Adult Age range that applies:Q 18-29
Q 30-39
Q 40-49
0 50:-64
0 65- 7 4
0 75+
Please identify your ethnicity (select all that apply):
C) African American C) Asian
C) Vietnamese
C) While
C) Latinx
C) Other
C) Native American
C) Decline to state
Primary Language Spoken at home
C) English C) Spanish C) Other:
Household Income:
C) $19,999 and Under, C) $20,000-39,999, C) $40,000-59,999,
C) $60,000-99,999, C) $100,000-or above,C) decline to state
Email:
School Name: ___________
Personal Devices in the Home that You Own {Check as Many as Applicable): *
0 No Home Devices (If no devices, please skip next 2 questions.)
0 Smartphone
0 Smartphone Used as Hotspot
0 Desktop Computer
0 Laptop
0 Tablet
0 Hotspot (NOT a Smartphone)
Please Select the Number of Devices in the Home if Applicable:
Age of devices in the Home:
Up to 1 year
Smartphone
Smartphone used as hotspot
Desktop computer
Laptop
Tablet
Hotspot (Not a
C>
C>
C>
smartphone)
Do you own a working computing device (not a smartphone) for each student in your household? If Yes, skip this section if no answer the questions below:
C>
C>
C>
1-3 years
C>
C>
3+ years
C>
C>
c::> Yes
Do you currently subscribe to Internet at home?
c::> No
If no, have you ever paid for a subscription to Internet service at home?
0 Yes
O No
If you DO NOT currently have internet service at home, check all the boxes that apply below
0 Can't afford a subscription service
0 Don't have a computing device
0
Have a smartphone with free access to the internet
0 Live in an area with no internet access
0 Decline to state
Oother
--------
Do you currently have internet access outside of home?
c::> Yes
O No
IfYES, where do you access and use the internet outside of your home? (Check all that apply)
0 At work
0 At the home of a friend or relative
0 At a public library
0 At a retail parking lot (starbucks or McDonalds)
0 At a school or library in a parking lot
0 At a public park
0 On a public transit
0 Community WiFi
Oother:
Is there a location or an organization in your community where you would find it useful to have free Wi-fi access? If so, where? (Examples: Senior Center, Church, Boys and Girls Club, YMCA, Local Parks and Rec Center)
Your answer:
Do you have experience using a computing device? (Not a Smartphone)
0 Yes
Q No
If YES, you have experience using a computing device, do you consider yourself to be a:
0 Beginner User
0 Intermediate User
0 Advanced User
You have the opportunity to take Free digital workshops for parents. We recommend you select at least 2 classes. Call the phone number below. Will you sign up for at least 2 classes?
0 Yes
Q No
Chromebook Warranty
Your Chromebook comes with a 1-year limited battery, parts, and labor warranty (until March 2022). Call HP Technical Support at 800-474-6836; Spanish speaking students and parents call this same number. Explain your notebook's issue and the Support team will help solve the problem or deal with a replacement of a defective item.
HP may ask what type of device you have; the Chromebook is a notebook device and considered a type of laptop. You need the model number and serial number. This information is on the back of the device at the bottom. See the label image options below. Everyone should hold till you hear the option to speak with an agent (real person). The system will encourage you to talk with a virtual agent, keep listening and you will have the option to talk with an agent (real person).
The Chromebooks are either HP, Samsung and Lenovo. The warranty information will be updated once it is known which device will be shipped. | <urn:uuid:f960094b-5352-4203-842d-3a942eac1e19> | CC-MAIN-2022-27 | https://www.wiyot.us/DocumentCenter/View/3365/CETF-Chromebook-College-Vocational-Student-Agreement | 2022-06-27T20:20:54+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 1,128,300,578 | 2,073 | eng_Latn | eng_Latn | 0.967892 | eng_Latn | 0.995318 | [
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Materials for Reading Mini Lesson: chart paper, markers, pond ecosystem inquiry chart, pond text to model strategy
Materials for Inquiry Circle Groups: Group inquiry charts, pencils, variety of nonfiction texts for each group, access to websites and online books
Materials for Science Whole Group Lesson:See Lesson
Content Vocabulary:
Data – facts or information collected during an investigation; EX: images, measurements, or words Scientific variable – the factor or a condition (something) that can change or potentially change in a scientific investigation
Testable question – a question that can be answered through a designed investigation or experiment Scientific investigations – a planned design or approach to find an answer to a question Evidence – data collected from the investigation that can be used to support explanations and answers
Control – something that does not change throughout the course of the investigation.
Science Concept: The process of science is an iterative, or repetitive, process that cycles back on itself building on new ideas or knowledge.
For an expanded version of the Standards listed above, see page _____.
Reading Mini-lesson — 15 minutes
OVERVIEW
Mini lesson practice should be used as a time to practice the reading strategies previously taught in this unit. Teachers are encouraged to use this time to best meet the needs of their students. Perhaps your class needs more time with the mini-lesson from the day before, or you may choose to circle back to mini lessons from a week ago. The choice is yours; we just ask that you use this time to practice!
Teachers should determine if this mini lesson will be facilitated with the whole group or a small group (i.e. a particular inquiry circle group) who needs additional support.
learners spend additional time within the inquiry circles.
If you are working with a small group, we suggest your other
Explain the strategy below as follows.
* Tell what the strategy is (declarative knowledge)
* Tell when and why to use the strategy (conditional knowledge)
o Say something like, "Today we will continue to practice determining the main idea of a section as we read about pond ecosystems. The main idea is the most important thing the author wants us to know about their topic. Getting the main idea is sometimes called 'getting the gist' of a piece." Refer to the anchor chart previously made with the class.
o Say something like, "Yesterday, we talked about how sometimes authors tell us the main idea. Usually they do that in the first or last sentence of a section. But, they don't always do that. Sometimes, they leave out the main idea and make us (as readers) work to extract it. As a strategic reader, I will do this after each paragraph or section in the text I am reading. I do this because it makes my reading clear and helps me remember what I
read."
o For this section in the mini-lesson, the teacher may choose to model the strategy again for the class. Be sure to use a different text or page in the text than what you modeled yesterday.
* Tell how to employ the strategy (procedural knowledge)
o Teachers are encouraged to share examples of students using this strategy from the day before. Say something like… "Mohamed's group did a great job yesterday determining main idea. I was so impressed when they____." Teachers are also encouraged to invite the groups to share with their peers. You may need to scaffold this and prepare the students for sharing beforehand.
If you choose to model this strategy again, you might want to say something like:
o "Now, I will draw a conclusion about what the author wants me to know about the topic (pond ecosystems)—that is, I'll take what I already know about the topic (pond ecosystems) and then I'll combine that with the most important details the author is telling me."
o "The first thing I need to do is think about the topic (that's pond ecosystems) and what I already know about the topic (pond ecosystems)."
o "Now, I have to put these things together to get the main idea. That is, I'll try to think, 'What would the author tell me was the most important idea from the reading if she were standing here next to me?'"
o "I will put the main idea in my own words and record it on the inquiry chart."
Practice in text (print, video, or interview)
Post the anchor chart in your classroom so students can refer to it while in their inquiry circles. Encourage scientists to use the strategy during in their Inquiry Circles.
Inquiry Circle Groups — 30 minutes
OVERVIEW
Scientists work in teams when conducting research and investigations. Each day of this unit, students will work in inquiry circle groups while embodying the role of a scientist. They will do so by taking on roles of scientists in research by speaking like a scientist, reading like a scientist, and writing like a scientist.
PROCEDURE
You might want to say something like this to the readers:
Before Inquiry Circle Groups — 5 minutes
* It is time to get into our inquiry circle groups. You will be with the same research team as yesterday.
* When we research ecosystems, we will practice our roles as scientists. We will do this because scientists have a special way in which they observe the world, read scientific texts, and write reports. There is no better way to learn about science than to become a scientist!
During Inquiry Circle Groups — 20 minutes
* We have anchor charts to help guide your thinking. Do not forget to use them while in groups. (Refer to the "Inquiry Tool Box" anchor chart and the daily anchor chart. Remind students that they can use all the reading strategies taught, not just the one for that day.)
You might want to say something like this to the readers:
* My role is to help guide the inquiry circle groups, but I expect you to work as a scientific team to solve your problems together.
* Do not forget to answer your research questions and record it on the inquiry chart. It is important to record your sources on the inquiry chart as you complete it. (Be sure to explicitly explain how students should use the chart.)
(While groups are working together, walk around the room to facilitate as needed.)
After Inquiry Circle Groups — 5 minutes
* As we are concluding our inquiry circle groups for today, each group will have a chance to share what they accomplished and learned.
You might want to say something like this to the readers:
* The Lab Director should lead the discussion with their inquiry circle group about today's results. For example, what did you learn about your ecosystem? Which reading strategies did you use? What problems did you encounter? How did you resolve those problems?
* The Data Scientist will now share with the entire class either something the group learned about their ecosystem, which reading strategy(ies) were used, or how the group solved a problem.
Science Whole Group Lesson — 30-45 minutes
OVERVIEW
Today students will be setting up their investigations, making their first observations, and documenting their first data.
GUIDING QUESTIONS
How will we set up our investigations? What job will each team member have?
BACKGROUND INFORMATION
Designing and carrying out investigations is part of the process scientists use to find answers to their questions. Many times investigations raise new questions for scientists to consider.Or they may find that the data they collect cannot be used as evidence that supports their answers so they have to rethink their planned investigation.
SAFETY
Instruct the students on the proper way to handle their bottles of the green substance. (see lesson). Keep paper towels handy for spills.
MATERIALS
Paper funnels
2 Small bottles with green substance (algae culture) per team (prepared ahead of time by teacher).
Materials/tools needed for investigations
Sharpies
Plastic shoeboxes (1 per team)
Data logs/Science Notebooks
Safety Rules for the Investigation docx.
Goggles/Safety Glasses
SET UP
* Teacher should have read all team data logs prior to the class to anticipate what materials and equipment will be needed, and to identify teams who may need more guidance or help with the set up.
Before the class:
(Note: students should have prepared a list of needed materials in their data logs in the previous lesson)
* Teacher should fill 2 small water bottles per team with the green substance from the 1- gallon bottle to prepare for distribution.
* Set up an accessible area for all the materials (Plastic shoeboxes, measuring tools, color charts, etc.). Does not include microscope which will be set up at a monitored station later!
* Use a funnel to transfer 3 oz. of the green substance into each. (This should be plenty for the investigation and it will leave some available in case it is needed. If the class is small, you may choose to give them 4 0z. in each bottle)
* Make copies of the Safety Rules docx. for handling the bottles of the green substance- 1 per team.
DAILY OBSERVATIONS
Today students will make their first observations of the green substance on their data logs. They will continue to document their observations daily until Day 15.
PROCEDURE
1. Announce to the class that today they will set up their own investigations!
Engage
2. Remind them that they are working as a team, and that each has a role. (This is a good time to review those roles!)
4. Remind the Data Scientist and Equipment Director to review the data log they began in the previous lesson, using it as a guide to collect their materials and to set up their investigation.
3. Go over Safety Instructions with the class on how to handle the samples to make sure they understand.
5. Point out where the materials/equipment are for their use. Let them know that each team will use one of the shoeboxes for their materials and that they need to label their box with their Equipment Director's name. (Ex: Chris)
7. Instruct each team to label their sample containers with their Lead Scientists' name and bottle number. (Ex: Liz #1, Liz #2). Students can write directly on the bottles with the Sharpies.
6. Tell them that you will be talking with each team to decide the best location in the classroom for placing their investigations, and to answer any questions that may arise.
8. Remind the class that one bottle will be their control ( no changes), the other will have 1 variable changed.
10. Inform them that they will need to write about their initial setup in their science notebooks, and then make their first observations of the green substance on their data logs. Remind them to date their entries! The Lead Scientist should check to make sure this is done.
9. The Lab Director should review the team on the Safety Instructions for handling the samples.
Explore
12. As the teams work to organize and set up their investigations, the teacher should move between them to offer help or guidance.
11. Ask the Equipment Directors to collect the containers of the green substance (2) for their team.
13. Every team may have a different set up, so the teacher will need to provide the appropriate location for their investigations.
14. As students work to set up their investigations, ask them to explain what they are each doing (this should reinforce that each has a role).
Explain
15. Ask them to explain what the overall plan is. Reiterating their ideas may insure that they are not leaving out any parts, and gives them an opportunity to ask questions and reflect on their own reasoning.
Elaborate
16. Teacher can offer prompts through open-ended questioning ("What made you decide to…?"; " What do you expect will happen if…?" )
17. When all investigations have been set up, ask the Lab Directors to make sure materials have been put away and their areas are clean. remind the class that they will make observations each day for the next 5-7 days.
They will use the data sheets in the science notebooks to record information every day that they
18.
Remind the class that they will make observations each day for the next 5-7 days.
make an observation.
20. Tell students that they will have the opportunity to reconsider or modify their questions and data collection in the next 2-3 days if needed.
19. Tell the class that scientists often have to change their thinking about their investigations. Sometimes new questions come up or something unexpected happens and they have to rethink their plans. Science investigations may be changed and repeated many times until they get as close to finding the answers they need!
Evaluate
22. Did the students follow safety instructions for handling the cultures?
21. Did the students label their containers with their name and bottle number?
23. Did the students write about their initial setup in their science notebooks?
25. Was each student able to explain what they were doing? Was the team able to explain their overall plan?
24. Did the students make their first observations of the green substance on their data logs and date the entry?
EXPANDED STANDARDS
Reading TEKS: 3.6G Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (G) evaluate details read to determine key ideas
ELPS: Student Expectations for Reading 2-12, 19 TAC 74.4(c)(4) The student is expected to: (I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.
Science TEKS: 3b2A: The student is expected to plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world. 3b2B: The student is expected to collect and record data by observing and measuring using the metric system and recognize differences between observed and measured data. 3b4: The student is expected to collect, record, and analyze information using tools, including cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, magnets, collecting nets, notebooks, and Sun, Earth, and Moon system models; timing devices; and materials to support observation of habitats of organisms such as terrariums and aquariums. | <urn:uuid:9b8bf0ef-5cb7-4c3b-8900-93dafb0991f2> | CC-MAIN-2022-27 | https://allforscience.org/wp-content/uploads/2021/02/Day-08-3rd-Grade-Unit.pdf | 2022-06-27T22:05:43+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00293.warc.gz | 136,545,261 | 2,978 | eng_Latn | eng_Latn | 0.998207 | eng_Latn | 0.998899 | [
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St. Ann's Academy - Mathematics
Students at St. Ann's Academy will be able to reason abstractly and quantitatively. Students will define, explain, and understand different types of word problems (simple to complex). Students will use different tools to solve mathematical problems. Students will use a variety of problem solving skills and strategies to master mathematical concepts and develop a deep understanding of numbers and operations.
Number Sense and Numeration
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Counts by whole integers
Counts backward
Recites, relates, and communicates an understanding of multiples of a number
Counts by ½ and ¼
Counts by large numbers
Matches sets and numbers
Counts and groups numbers
Writes digits 0-9
Reads and writes one-digit whole numbers
Reads and writes two-digit numbers
Reads and writes decimals
Reads and writes three-digit and larger numbers
Reads and writes whole numbers in expanded form
Reads and writes numbers in scientific notation
Identifies numbers before, after, & between
Identifies numbers on a 100 chart
Compares and orders whole numbers
Uses a number line (integers, fractions, etc.)
Rounds whole numbers
Rounds numbers to tenth, hundredth, etc.
Identifies place value for whole numbers
Identifies place value for decimals through thousandth
Identifies and describes equivalent sets
Estimates and counts collections of objects
Represents equivalent forms of the same number
Compares numbers and sets with more, fewer, and the same (using greatest and least)
Identifies multiples of a number (and least common multiple)
Identifies factors of a number (and greatest common factor)
Identifies and simplifies expressions with and without exponents
Identifies square numbers and perfect squares
Understands and identifies even and odd numbers
Identifies ordinal position
Identifies and creates pairs
Reads and writes Roman Numerals
Identifies approximate value of
Understands and uses divisibility rules
Concepts of Whole Number Operations
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Understands and uses mathematical language (addend, sum, difference, etc.)
Understands and shows meaning of addition using manipulatives, pictures, words, and
numbers
Writes number sentences to show addition
Identifies addend, sum, and difference
Identifies and uses the commutative and associative properties of addition
Understands and shows meaning of subtraction using manipulatives, pictures, words, and
numbers
Writes number sentences to show subtraction
Writes, identifies, and applies number sentences to show addition and subtraction
Understands and uses the inverse relationship between subtraction and addition
Writes addition and subtraction fact families
Understands and shows meaning of multiplication using manipulatives, pictures, words,
and numbers
Writes number sentences to show multiplication
Identifies and factor and product
Constructs, labels, and writes number sentences for an array
Identifies the commutative and associative properties of multiplication
Understands and shows meaning of division using manipulatives, pictures, words, and
numbers
Writes, understands, and applies number sentences to show multiplication and division
Identifies the properties of 0 or 1 in multiplication and/or division
Uses the inverse relationship between division and multiplication to check answers
Writes multiplication and division fact families
Identifies quotients, dividends, and/or divisors
Whole Number Computation
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Addition and Subtraction
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
th th
Uses concrete objects or pictures to model and solve addition and subtraction problems
Identifies "one more" and "one less" than a number
Identifies "ten more" and "ten less" than a number
Identifies missing addends
Estimates a sum and difference
Adds and subtracts using mental computation
Adds three or more single digit numbers
Adds and subtracts 2- and 3-digit (and higher) numbers with and without regrouping
Adds and subtracts 3-digit numbers decimals (money)
Adds 3 or more multi-digit numbers
Use inverse operation to check addition and subtraction answers
Use estimation to check reasonableness of calculations
Solves addition and subtraction word problems
Writes story problems for addition and subtraction number sentences
Masters subtraction facts up to 20
Multiplication and Division
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Doubles a number
Masters multiplication and division facts
Understands the relationship between multiplication and repeated addition
Estimates products and quotients
Understands multiplying by multiples of 10, 100, 1000
Multiplies and divides using mental math strategies
Multiplies 2-digit by 1-digit numbers
Multiplies a 3-digit (or larger) number by 1-digit number
Multiplies 2-digit by 2-digit (or larger) numbers
Multiplies using the algorithm
Solves multiplication and division word problems
Divides objects into equal groups
Divides by 2
Divides a 2-, 3-, and 4-digit number by a 1-digit divisor
Use inverse operation to check multiplication and division answers
Divides using the division algorithm
Finds the prime factorization of whole numbers
Understands and uses exponents
Estimates and finds square roots
Fractions, Decimals, and Percents
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
th th
Identifies one half and one fourth of a whole
Identifies a fractional part of a whole
Finds the value of a set of coins
Compares the values of sets of coins and bills
th th
Identifies common temperatures
Lines, Segments, & Rays st
nd rd
th th
th th
th
Compares and orders objects by length or height
Creates a measuring tool
Uses, interprets, and understands a ruler (customary and metric)
Estimates and measures length/distance using standard and non-standards units
Selects and/or uses appropriate tools for measuring length
Measures length using customary (in. ft. yd.) and metric (cm, mm, m) units
Describes, identifies, and draws lines, segments, and rays
Describes, identifies, and draws parallel and perpendicular lines
Describes, identifies, and draws horizontal, vertical, intersecting, and oblique lines
Draws line segments and rays using customary and metric units
Identifies equivalent units of linear measure
Converts customary and metric units
Uses a scale to find distance on a map
Weight (Mass) and Capacity (Volume)
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Compares and orders objects by weight and/or capacity
Identifies customary and/or metric units of mass and capacity
Estimates weight and capacity
Weighs objects using non-standards units
Selects and/or uses appropriate tools for measuring weight and/or capacity
Weighs objects using customary or metric units
Compares and orders containers by capacity
Measures capacity
Identifies and uses measuring cups and measuring spoons (tbsp, tsp, ½ tsp)
Follows a recipe and measures ingredients
Identifies equivalent units of weight and capacity
Understands the difference between weights (kg & lb) and applies it to solve problems
Area, Perimeter, and Volume
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Compares and orders object by size (area)
Estimates and finds area of a rectangle
Finds the area of complex figures
Estimates area
Estimates and finds perimeter of a polygon
Uses perimeter formulas
Compares, estimates, and measures circumference
PK
K
1
2
3
4
5
6
Finds volume of a rectangular prism and cube
Estimates volume
Identifies faces, vertices, and edges of a geometric solid
Identifies and draws a line of symmetry and/or creates symmetrical designs
Explores, identifies, and/or shows transformations – translations, rotations, and reflections
Graphs reflections across the horizontal or vertical axes
Classifies quadrilaterals
Understands and identifies congruence and similarity
Identifies parts of a circle
Finds the perimeter of circles and complex figures
Draws three-dimensional figures
Patterns and Sequences
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Identifies, reads, and extends patterns in shapes, colors, designs, and/or numbers
Identifies the missing shape or design in a repeating pattern
Identifies the missing number in a sequence
Identifies the missing item(s) in an array or matrix
Makes, labels, and writes number sentences for an array
Recognize and extend patterns in multiplication
Analyzes a pattern or sequence to name a rule
Uses, describes, and extends arithmetic sequences
Completes input/output tables
Analyzes a pattern to verbalize a rule
Algebra
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Constructs a number line and/or locates points on a number line
Locates and graphs points (ordered pairs) on a coordinate graph
Graphs linear functions on a coordinate plane
Simplifies expressions using order of operations
Writes and solves number sentences for problems involving addition, subtraction,
multiplication, and/or division
Writes and solves equations to solve word problems
Creates problems for addition, subtraction, multiplication, and/or division number
sentences
Uses comparison symbols (<, >, =, ≤,≥, ≠)
Represents an unknown using a symbol
Identifies, writes, and uses a function rule
Solves addition, subtraction, multiplication, and division equations using concrete and
pictorial models
Solves one- and two-step equations with whole numbers
th th
Formulates an equation with one unknown variable given a problem situation
Solves one- and two-step equations with fractions
Statistics and Data Analysis
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Uses statistical terminology
Identifies an object that doesn't belong in a group
Sorts and classifies objects by common attributes
Determines questions for a survey
Conducts a survey and/or records data
Tallies, collects, and sorts data
Finds range, mean, median, and mode of a set of data
Understands and interprets data
Graphing
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Understands terminology and variable concepts
Understands a graph
Graphs a picture on a pictograph
Graphs data on a bar graph
Identifies most, more, fewest, less, and/or same on a graph
Draws conclusions, answers questions, and writes observations about a graph
Reads, draws, and understands different kinds of graphs and diagrams (Venn diagram, line
plot, stem-and-leaf plot, circle graph, etc.)
Represents and interprets data using pictographs, bar graphs, tables and charts, line
graphs, circle graphs, line plots, and histograms
Chooses an appropriate graph
Draws and compares different representations
Understands, graphs, and uses different types of graphs
Probability
PK
K
1
st
2
nd
3
rd
4
th
5
th
6
Uses, understands, and applies probability terminology
Describes the likelihood of an event
Conducts a probability experiment
Predicts the outcome of an experiment
Calculates probability
Evaluates accuracy of predictions in experiments
Identifies sample spaces
Calculates the probability of compound events
Calculates the probability of independent events
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CARROLL COUNTY SP ED NEWS Vol. 2
Special Education Facts
*Consideration of Special Factors
Components of an Individual Education Plan (IEP)
This edition is longer than the typical 1 page. The editor believes the necessity of sharing the components of the IEP cannot be condensed any further. This is by no means an exhaustive list. Please refer to the Guidance Document for Individual Education Program (IEP) Development: Division of Learning Services KDE
http://education.ky.gov/specialed/excep/forms/Pages/IEP-Guidance-and-
*Present Levels of Performance (PLEP)
This is a snapshot of the student's current grade level, based on performance data, includes strengths as well as weaknesses. The performance data includes a baseline level. Everything provided throughout the IEP should reflect back to the PLEP.
-If student is not commensurate with peers the ARC must address any of the following categories
1. Communication
2. Academic
3. Health, Vision, Hearing Motor
4. Social & Emotional
5. General Intelligence
6. Transition Needs
7. Functional Vision
8. Functional Hearing/Listening
707 KAR 1:320 § 5 (1), 34 CFR 300.324 (a)(1)
This section had things that need to be addressed to help the student be successful.
Does the student have:
1. Behavior that impedes learning?
2. Limited English Proficiency?
3. Is the student blind or visually impaired?
4. Have communication needs?
5. Is he/she hard of hearing?
6. A need for assistive technology? 707 KAR 1:320 § 5 (2), 34 CFR 300.324 (a)(2)
*Measurable Annual Goals
The annual goals should be developed from the weaknesses written in the PLEP. It is not expected that all the standards in Kentucky Common Core be addressed. The goals should be "directly related" to the students 'goals and to help "advance greater mastery" as well as help the student build independence. Goals must be measurable as well as be written to include how progress will be measured.
707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4)
707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)
If you have questions about this content please contact me. Kathy Bieger, Director of Special Ed
CARROLL COUNTY SP ED NEWS Vol. 2
*Methods of Measurement
*Assessment Accommodations
1. Curriculum Based Measures
2. Direct Measures
3. Indirect Measures
4. Authentic Assessments
707 KAR 1:320 § 5 (13)(a), 34 CFR 300.320 (a)(3)(i)
*Reporting Progress
Explains how often progress on goals are reported to parents. In Carroll County we report every time we send out a report card.
*Specially Designed Instruction (SDI)
This is "what the teacher does" to "adapt content, the methodology, or delivery of instruction" (explicit teaching, teaching strategies, teaching how to use tools or technologies)
707 KAR 1:002 § 1 (58), 34 CFR 300.39 (b)(3) 707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)
*Supplementary Aids and Services (SAS)
"What the student needs" to be successful. This is the list of "materials, strategies, services" to help students access the general education curriculum.
Examples: Organizers, enlarged texts, questioning guides
707 KAR 1:002 § 1 (61), 34 CFR 300.42
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(2)(4)
These are the tools, strategies or SAS provided throughout the year that can be used on state assessment. Examples: Readers, Scribes, Paraphrasing
703 KAR 5:070, 707 KAR 1:320 § 5 (10), 34 CFR 300.320 (a)(6)
*Program Modifications and Supports
Any modifications or supports provided by any staff (teachers, aides, bus drivers etc.) This may include specialized training needed.
Examples: "feeding and medical procedures,"
707 KAR 1:320 § 5 (8), 34 CFR 300.320 (a)(4)
*Least Restrictive Environment (LRE)
"The maximum extent appropriate students with disabilities must be educated with children who do not have disabilities." Students with disabilities should always spend as much time as possible in the general education classroom but the higher levels of SDI and SAS needed the more restrictive a student's environment will become.
LRE must explain "to what extent" a student will not participate in general education.
CARROLL COUNTY SP ED NEWS Vol. 2
Special Education Service
This section gives the exact amount of minutes, frequency, service period (daily, weekly, monthly), Start/End dates and location of a service. This is done for special education services as well as therapies. If any of these items need to change, an ARC needs to meet to determine if this is appropriate for the student.
707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)
*Extended School Year (ESY)
ESY is when a student needs services beyond the regular school day or school year. ESY is determined necessary when a student after a "lapse of instruction", for example summer break, fail to recoup skills they had learned the previous year. While it is expected that a student will experience "summer slide", with review they should regain the skills within approximately 6 weeks. If the skills are not recouped the ARC should determine if services should be beyond the regular school day/year.
707 KAR 1:290 § 8, 34 CFR 300.106
*Postsecondary Transition
ARC's are obligated to help students with disabilities develop strategies to reach their post-secondary goals. This work begins when students are age 14 or are in 8 th grade.
These goals are developed by a variety of methods: career assessments, interest inventories, career planning, and job coaching. These transition goals need to be revisited at every Annual Review.
707 KAR 1:320 § 7, 34 CFR 300.320 (b)
Disability Spotlight
Other Health Impairment Under this category a student can qualify when they suffer from a chronic health problem (ex. Asthma, diabetes, Attention Deficit Disorder)
Legal Determinations
- Existence of health impairment
- Effect of impairment on Strength, Vitality, Alertness
- Evaluation confirms an adverse effect on educational performance
- Effects are not from a lack of instruction
- Effects are not from limited English proficiency
1. Provide clarity and structure
2. Engaging strategies
3. Positive Discipline
4. Environmental modificationslighting, seating etc.
5. Training in organization
Rief, S. (2005). How to Reach and Teach Children with ADD/ADHD. San Francisco, CA: Jossey-Base Teacher
CARROLL COUNTY SP ED NEWS Vol. 2 | <urn:uuid:b170eb79-d55c-4862-9263-dfba8ef44f4d> | CC-MAIN-2022-27 | https://www.ccatc.carroll.kyschools.us/userfiles/10/my%20files/special%20ed%20newsletters/special%20education%20facts-newsletter%20sept.%20%202016-vol.%202.pdf?id=24582 | 2022-06-27T22:06:20+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00294.warc.gz | 743,718,798 | 1,536 | eng_Latn | eng_Latn | 0.97995 | eng_Latn | 0.983712 | [
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UNDERSTANDING THE
Scaffolds to support learners with SEND
- Pre-teaching: vocabulary heads up with pictorial scaffolds
- Connect to prior knowledge: charts to link new knowledge to old
- Connect to prior knowledge: mind mapping and revisiting
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
-
Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Pre-teaching: vocabulary heads up with pictorial scaffolds
- Pre-teaching: vocabulary heads up with pictorial scaffolds
- Connect to prior knowledge: charts to link new knowledge to old
- Connect to prior knowledge: mind mapping and revisiting
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
- Connect to prior knowledge: charts to link new knowledge to old
- Connect to prior knowledge: mind mapping and revisiting
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
Scaffolds to
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Individual instructions: step-by-step
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record
- Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Graphic Organisers: sequence charts
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Individual instructions: pictorial instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
Scaffolds
- Connect to prior knowledge: mind mapping and revisiting
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Connect to prior knowledge: mind mapping and revisiting
- Connect to prior knowledge: mind mapping and revisiting
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
- Individual instructions: step-by-step
- Individual instructions:: written instructions
- Individual instructions: pictorial instructions
- Success criteria: WILF grid
- Success criteria: Recipe or Steps to Success
- Graphic Organisers: sequence charts
- Graphic Organisers: The Funnel
- Graphic Organisers: picture dictionaries
- Writing frames: sentence openers, sentence structures, close procedures.
- Vocabulary supports: word banks with pictorial cues
- Vocabulary supports: simplified questions and instructions
- Visual scaffolds: photos, pictures and diagrams
- Memory aids: personalised dictionary, posters, key spelling prompts
Mayan civilization
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
- Use of IT: audio description, photos and videos to record Speaking frames: sentence openers
Gillingstool History Long Term Plan
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: personalised dictionary, posters, key spelling prompts
- Memory aids: manipulatives (cubes, counters, number lines, calculators)
- Models: 3d models, tactile maps, concrete materials
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Puzzles
Butterflies in a Flutter
Our butterflies are all in a flutter. Rearrange the letters to find out who they are. All answers are at the bottom of the last page but no cheating!
(1) mad real rid
(2) cape okc
(3) dad anty pile
(4) me rot bin
(5) yeod loud cllew
Linking Words
Find a word that fits between the two given, to make two new words or phrases
Example:
fish (pond) weed fish pond pond weed
(1)
garden ( ) sparrow
(2)
honey ( ) keeping
(3) summer ( ) dial
(4) long distance ( ) bean
(5)
weeping ( ) warbler
Wild Flower Word Search
See if you can find the following wildflowers in the word search below:
meadow buttercup daisy
cow parsley ragged robin
clover wood sorrel
cornflower poppy
bluebell harebell
Can you get from SEED to BUDS in 5 steps changing only one letter at a time, and making a new word at each step. For example SEED to SEEN is ok but not SEED to VEED
Wildlife Riddle
Read the words below and then read the riddle. Can you guess which words match up best with each part of the rhyme.
Mountain Hare Song Thrush Swan Mussel Squirrel Hedgehog Common Blenny Salmon Bioluminescence Toad Guillemot
(1) I'm a prickly chap and I eat worms from the ground
(2) I'm called Bufo and I hop around
(3) Eating snails at my anvil is a favourite dish
(4) I must have clean water, I'm just that kind of fish
(5) I change colour in the winter snow
(6) There's some special magic that makes some worms glow
(7) You'll find me in a rock pool at the sea shore
(8) I hide in a shell on the river floor
(9) I have my young on rocks close to the sea
(10) My home is my dray high up in a tree
Question Answers:
Answers: Butterflies in a Flutter
(1) red admiral (2) peacock (3) painted lady (4) brimstone (5) clouded yellow
Answers: Linking Words
(1) hedge (2) bee (3) sun (4) runner (5) willow
Seeds to Buds
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Standards‐Based Instruction, Feedback, Grading and Reporting
Frequently Asked Questions
What is Standards‐Based Grading?
Standards Based Grading (SBG) is a philosophy that provides middle schools in Poudre School District a way to align grading, reporting and feedback to grade level standards. This feedback will be measured against the Colorado Academic Standards or the International Baccalaureate (IB) Criteria. It provides a more accurate measure of a student's strengths and areas for growth. Poudre School District is committed to the intentional use of this type of feedback.
Why have PSD middle schools moved to standards‐based grading and reporting?
Middle Schools in Poudre School District have been making this transition over the past 8 years. The process began with research about best practices during the district's shift from junior high schools to middle schools. Middle schools across the district began to look at ways that we could give students and educators a better and more robust look at performance. The goal is to provide feedback that can monitor and communicate growth over time. Recent research tells us that one of the best ways we can help students succeed is for students to understand where they are with their learning and set goals with this knowledge. During this transition, our schools have been able to better understand student progress and provide opportunities for students to meet the targets and go above and beyond grade level expectations.
What is consistent or varied across the middle schools?
All middle schools in Poudre School District will continue using the Standards‐Based Grading model in the 2016‐2017 school year. All schools will be using the district's tool to track and communicate student progress through StudentVUE and ParentVUE. Our three IB middle schools will communicate student progress towards the IB Criteria and the remaining six middle schools will communicate progress towards the Colorado Academic Standards. Some procedures and decisions for tracking student progress may vary among schools – educators and families are encouraged to discuss these with the administration at the individual school.
How is student progress tracked and communicated?
Student performance is tracked at a more granular level in Standards‐Based Grading. The information will be reported in a more visible representation of student learning through our StudentVUE and ParentVUE system with numerical values and bar graphs specific to each standard within a subject area.
Typically, as a parent, you would see one letter grade for a student for a specific course. In a standards based grading system, a student is given feedback against specific standards (learning outcomes). This type of reporting allows parents and students to see strengths and areas for growth. This reporting provides educators with more actionable information and allows us to monitor and enhance learning of individuals and groups of students.
How is this different than traditional grade reporting with A‐F?
In a traditional system (based on 100 point scale), students do work that includes classwork, homework, projects, tests and quizzes. The points earned are added up and divided by the total possible points to give students one final letter grade to represent all skills and content from an entire class. The scores are usually based on what type of assignment they are rather than toward a specific outcome. Non‐academic factors may also come into play that could include attitude, effort or participation. This type of information about student learning and/or progress is hard to monitor.
In a Standards Based Grading system, students are given information about how well they have mastered a specific outcome. The work over time allows students to see specific movement against these outcomes. Scores and work are tracked over time to give the teachers, students and families a detailed picture of their progression in learning. This provides more specific information regarding learning, strengths and areas of growth.
What process led to the model being used in 2016‐2017?
The decision to shift from a letter grade to a numerical grade was made by all 9 middle schools in the fall of 2014. A representative team from each middle school met in the fall of 2014 several times to work on how to enhance our work with standards‐based reporting and ultimately provide better feedback to students and families. During this process, feedback was gathered from staff and families. The recommendation and decision were made to move forward with this model during the 2015‐2016 school year. In the 2015‐2016 school year, all middle schools continued using the standards‐based model but the reporting remained with traditional letter grades as the technology tool was enhanced.
How do staff and families find out more information, ask questions, or provide feedback?
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CHAPTER 1
SOUTHAMPTON
I: EARLY HISTORY
The early beginnings of Southampton, and the sort of community it was in the last part of the nineteenth century before the summer invasion, are important to describe here as they form the essential and irreducible backdrop to this story. It also is the historical context that the members of the new colony unavoidably encountered. They were to find Southampton both charming for its air of village antiquity with which they wished to identify and at the same time exasperating for its obduracy, its stubborn inability or refusal (as it seemed to them) to come to terms with the modern world, their world and its particular expectations. But nonetheless, the charms of its history, its extreme antiquity in American terms, certainly outweighed any obstacles to progress that might be misguidedly thrown up in their way.
In 1870, Richard Bayles, a writer and native of Suffolk County, had taken it on himself to bring up to date two earlier histories of Long Island. 1 By his own admission he found the project rather too daunting and scaled back his effort to cover only two-thirds of the Island, that is, only Suffolk County. The result was less the history claimed in the title than a lively contemporaneous account of the life of towns and villages that he encountered in his travels. 2 In three or four pages he gave us a description of Southampton as a small farming community with perhaps not very much to distinguish itself apart from its slightly greater age than other communities in the area. It was settled in 1640, beating Southold to the punch, its neighbor to the north, by a few months although Southold at the time of Bayles's writing still vigorously protested Southampton's claimed historical precedence and still does. 3 Southampton antedated the five other Suffolk towns by no more than ten or fifteen years. It was a small farming village situated in a fertile plain stretching south to the Atlantic beach a mile from its center and in 1870 contained slightly fewer than one thousand inhabitants and less than one hundred dwellings. It was, Bayles thought, "a village of sober, industrious, well-to-do farmers." 4 Earlier writers in Long Island history, Nathaniel Prime and Benjamin F. Thompson notably, had similarly observed that the lives of its residents were cautious, thrifty, and hardworking and attributed this to an abiding attachment to the discipline of Presbyterian religion.
© 2011 State University of New York Press, Albany
13
The large majority lived along South and North Main streets, which ran from the ocean to beyond the new railroad that had come through in 1870 and ended in Long Springs, as well as on the east to west streets of the Shinnecock Road (now Hill Street) and the Bridgehampton Road (now simply the Hampton Road), which extended east toward Water Mill and Bridgehampton. The commercial center of the village was on Main Street between Job's Lane (a continuation of the Shinnecock Road) and the Bridgehampton Road. There were to be found several stores, three hotels or boarding houses, two churches (Presbyterian and Methodist Episcopal), a post office, and one of three schools (the Southampton Academy). Two district schools were located a short distance away and served the children of what were known as the North and South Ends of the village. Elsewhere, there were two or three blacksmith shops, a grist mill (on Windmill Lane), a machine shop, a railroad depot on North Main Street, and a hall for public gatherings on Job's Lane or Academy Lane, as it was called in the nineteenth century. There were two cemeteries; one off South Main Street dating from the mid-seventeenth century that had been used only sporadically since the 1720s and a larger cemetery in the North End of the village. According to Bayles, there were no saloons. He noted approvingly that the descendants of the Puritan or, more generally, Presbyterian settlers had continued to guard carefully "the moral purity of their society" but failed to remark that there was a little bar on Job's Lane owned by one of the Hildreths and known as John Hen's. There were also two pharmacies that dispensed alcohol and alcohol-based prescriptions, long objected to by a vociferous temperance movement led by the Methodist Church that finally managed to have a "no license" town excise board voted through in the 1880s.
The village, then, was strung out along two axes in a rough grid pattern, other streets within the interstices of the grid more or less conforming to this model. It was not something that had been deliberately planned but had emerged spontaneously and quite logically from an early decision to locate the village along the length of Main Street between the ocean beach and Long Springs. This decision had been made in the mid-1640s at several meetings of the general or town court. The first settlers had built a cluster of dwellings and a meetinghouse a mile to the east of what was in 1648 to become the Town Street (as Main Street was first called and sometimes still was by older residents). This location had been on high ground and near a spring or stream that intermittently fed into a long pond running down toward the ocean. It was named Farrington's Pond, after an early arrival who left within a few years, but later came to be known as Old Town Pond. The first inhabitants, having grown in number through increase and in-migration, evidently found these first quarters cramped and inconvenient and agreed that it was in their interest to establish new home or house lots on the eastern shore of the next pond over or at what shortly came to be known as Town Pond. In 1652, a new meetinghouse was erected a short distance down the new street leading to the ocean and a cemetery next to it.
The settlement arrangement reflected what geographers and human ecologists were later to call a dispersed or string village. 5 This was quite common in early New England. Settlers often dwelled at a distance from each other and had only one focal point of communal gathering in the meetinghouse that served as church, town court, school, and
hostelry (or ordinary, as inns were then usually called). In such villages, cottages were not intimately clustered around a village green or common, mill pond, church, and burying ground as we are accustomed to expect them to be but dispersed in relatively large home lots of three or four and sometimes as many as six acres. The arrangement was functional inasmuch as almost all the planting fields in 1648 were to the east and south of the town street and thus within easy reach of the home lots of the freeholders. It clearly did not reflect any fear of Indian attack despite the fact that relations with the local Shinnecocks often were tense and mutually uncomprehending. But homesteads still were situated fairly close to one another and not scattered through the fields in isolated farms.
This arrangement also seems to have reflected the pronounced individualism of the settlers, a characteristic they shared in common with all other Puritan migrants in New England. While of necessity they began forming cooperative relations among themselves immediately on arrival in Southampton in order to survive in what must have seemed a strange and occasionally hostile environment—and before setting out on what was understood to be a collective enterprise had drawn up several documents outlining the rights and obligations of the members of the group—Southampton was by no means a fully solidary or cohesive community in its first few years. The settlers formed a church, built a small meetinghouse, hired a minister, and established minimal but effective civil government; but the main purpose of the enterprise was to allocate land to its subscribers for their productive use in an economically rational manner. Within a year or so of settlement land was thus divided in the immediate vicinity of Old Town, just to its east and south, and allotted to the first inhabitants. There was little that could be described as a communitarian impulse in this settlement pattern. Timothy Breen outlines a similar experience in Easthampton—initially an offshoot of Southampton—in the 1650s. There was, he argued, no "dense collective existence." 6 The town records in both cases show that social relations were often fragile and that problems of social control over individual behavior were encountered early. From the very first, individual economic motivations were paramount even if they did not override the need for collective security in dealing with the local Indians or, more tellingly, were subsumed under cooperative (and lucrative) arrangements once offshore and drift or beached whales had been spotted and their profitability recognized, a fortunate accident as Breen points out. This unexpected winter harvest gave the settlers early access to large markets. But even here communal arrangements to establish whale watches and a division of labor for processing whale carcasses quickly gave way to the development of small companies formed exclusively to hunt whales offshore for private profit.
But in 1648, despite the collective agreement to relocate to a new town street, Southampton had few of the qualities of an integrated or solidary community. It had no collective past, a basic ingredient of any enduring social formation. That was to change in the 1660s and 1670s when it came under the jurisdiction of the new English colonial authorities in New York, but the original individualist and acquisitive impulse of the first settlers not only remained but also was considerably enlarged in consequence of this new political arrangement. This was very much the result of the town's successful integration into the emerging market economy of New England and New York—the new Atlantic
world—that in great part had been made possible by the expansion of inshore whaling after 1660 and the growing demand for whale products. At the same time, Southampton emerged as a political community with a distinct political identity. Between 1664 and 1686, the town's leaders fought a steadily losing battle with successive colonial governors for its political independence. This, more than any other single collective experience, forged the sense of community that had previously remained relatively undeveloped.
We have used the term village to refer to Southampton, but the community was not a village in the 1870s in any official sense and had not been thought of or referred to by its inhabitants as a village since its seventeenth-century founding. The references to a town street or a town pond and the early town records that are replete with references to the business of the town should make this clear. The "village" was no more than the small initial settlement located in the much broader bounds of the town covering a wide area. This conformed to a pattern typical of New England town formation in the seventeenth century. Moreover, most New England emigrants lived in the town and were not village dwellers and thought of themselves as such, holding land of their own, as freeholders. Many also, as Virginia Anderson notes, were familiar with an urban market economy either as artisans (tailors, weavers, carpenters, shoemakers, etc.) or as yeomen or husbandmen with surplus produce to sell in local markets. 7
Those from small manorial villages did, it is true, experience the dying impact of feudal restrictions on tenure but ancient feudal tenures were in the last stages of dissolution in seventeenth-century England and were abolished entirely by Charles II in 1660. Almost all tenures were reduced to money rents in free and common socage. Yet a relatively small minority of New England migrants did originate in open field villages that in the 1630s were still prevalent in the central and southern sections of England and in part remained feudally organized. In such villages, tenant farmers continued to owe service to the manorial lord and participated in manorial courts while tilling their strips or lots in the open or common fields. Some of Southampton's settlers may have come from such villages—the land system they established suggests this—but to have done so they would have needed sufficient capital to finance the trip and establish themselves and their families overseas. Some open field villages were, however, quite prosperous and located near thriving markets. This was particularly true of southern England. Researching the origins of migrants to New England, Sumner Chilton Powell examined the conditions of village life and the fortunes of tenant farmers in a small open field village in Hampshire and found that the most enterprising among them were well able to accumulate the funds necessary to underwrite such an expensive and adventurous voyage into what must have seemed an uncertain and unpredictable future. As might be expected they brought with them the patterns of life they were familiar with, patterns that included the organization of land tenures that had prevailed in the communities they had left. 8 There is no reason to think that Southampton's settlers were different.
The small community of Southampton then was simply the administrative center, and the first area to be settled, of an extensive tract of land that circumscribed the area of the town and had always been known—or almost always known—as the Town of Southampton. Only after 1894 when the settlement was incorporated as a village under the laws of New
York State did it come to be called the Village of Southampton with some self-governing powers. Other places in the nineteenth century were called villages—Bridgehampton, Good Ground, Quogue, Speonk, even the largest village of all in 1870, Sag Harbor—but all these other settlements that had emerged slowly and for the most part well after 1700 had always been villages within the bounds of the town. None of them, except Sag Harbor, were incorporated until much later—and most remained hamlets as they are today—although by the late nineteenth century, all had churches and post offices.
But initially in the 1640s, the Southampton settlement was simply "the house-covered space" of the town situated in the wider context of the town's land. Nineteenth-century historian Frederic W. Maitland described the legal geography of early English towns and their lands in this fashion, a fashion that would have been thoroughly familiar to New England inhabitants. The town, being house covered, was surrounded by broad lands that included arable and common pastureland, water meadows, woodland, and waste. The totality comprised "an agrarian commonwealth" of township and borough. 9 Similarly, in seventeenth-century New England usage, settlements generally were referred to as the town plot (sometimes plat) or the town spot with the understanding that they also were surrounded by large and varied hinterlands that were under the settlement's jurisdiction and could be divided into lots to be allocated to individual town proprietors.
When Southampton was settled in 1640 it was under the terms of a patent or grant from the Scottish Earl of Stirling who in turn had received a grant of lands from the Council for New England, a private land company chartered by James I in 1621. The Council disbanded in 1635 and distributed its New England lands among its members, one of whom was the earl. Stirling received Long Island, offshore islands along the coast of Massachusetts (Nantucket, Martha's Vineyard, the Elizabeth Islands), and northern Maine or "the County of Canada." His agent in New England responsible for disposing of these lands was James Farrett, a young Scotsman, who had arrived earlier in 1637 or 1638. Maine was all but ignored and later entirely forgotten by the Stirling heirs (the earl died in 1640), but Farrett set about selling rights to settle large tracts in the remaining lands covered by the Stirling grant and in particular on Long Island. He was only partially successful; but in the two years he spent here he managed to find patentees, or grantees, for part of the land that is now Southold, part of what was to become Oyster Bay, Gardiner's Island (already purchased of the Montaukett Indians by Lyon Gardiner in 1639 but without the benefit of a patent), the offshore islands (later disputed by the Massachusetts Bay Colony) and part of Southampton east of Canoe Place. After Stirling died, Farrett, apparently short of cash, transferred the patent rights to the remaining lands of Long Island to a consortium of Connecticut speculators, led by the governors of Hartford and New Haven, in exchange for a three- or five-year loan of one hundred pounds sterling. He left for Scotland, never to repay the loan, and in due course the governors foreclosed and exercised their right to purchase the Stirling lands from different groups of Indians. Among those purchased were 30,000 acres acquired from the Montauketts that were later in 1651 to become Easthampton.
Farrett had been fortunate in 1639 in making contact with a group of settlers in Lynn, Massachusetts who were dissatisfied with the land allocated to them and were actively searching for somewhere else to settle. Very probably John Winthrop, several times governor
of the Massachusetts Bay Colony, had arranged for Farrett to meet with them. Before meeting Farrett, some twenty men had drawn up two documents outlining their plans to settle a new plantation, the means by which they determined to do it, and how they expected to organize themselves once there. These were the Disposall of the Vessell and A Declaration of the Company. 10 There was nothing unusual about this in the Bay Colony in the late 1630s. The first Massachusetts settlements were filling up through heavy migration and new immigrants, anxious to acquire land but finding most of it already taken up, had few options but to form themselves into ad hoc companies, apply to the general court in Boston for a grant of land if they were to move within the jurisdiction of the Bay, and strike out to establish a new settlement where they could negotiate a land purchase with whatever Indians happened to live there. This "hiving out," as it often is referred to, was an integral part of the process of "peopling and planting" whereby new groups were continually moving out into the wilderness from crowded centers of population to establish their land claims and improve the land they had been granted. Improvement signified possession and was essential to the Puritan conception of ownership. 11
The Lynn men followed this pattern. That they moved out of the Bay was not unusual either. Many before them had already moved to Connecticut and Rhode Island, frequently because of religious tension and disagreement, and some had even departed to establish towns in New Netherland in the western part of Long Island to place themselves under the relatively benign authority of the Dutch who professed none of the theocratic pretensions of many in the Bay Colony. There may have been such overriding religious motivations in some cases, but for the most part the reasons for searching out a new plantation were economic. There also were political motives in settling Long Island and Connecticut. Dutch territorial claims extended far to the east of New Amsterdam, and Bay authorities were anxious to counter that in the 1630s.
A further key to understanding this process of out-migration is that in all cases the men involved formed companies to finance the venture and bought shares in them. As John Frederick Martin put it, they were plantation companies formed for the purpose of land development in the expectation of gaining a return on their investment; land being the principal capital of early New England and the point of acquiring it being to convert it to private ownership. 12 How much capital a man put in would ultimately determine how much land he would be allocated, an allocation that was moreover always in fee simple and thus heritable and transferable. Land was the pay-off for the initial investment.
Few writers on early New England today cite Max Weber and his analysis of Puritan asceticism and its connection to the ethical basis of capitalist activity—the spirit of capitalism as he called it—but it remains highly relevant. It was precisely the settlers' desire for land and its possession and improvement that reflected those disciplined motivations that Weber thought were essential in accounting for the rise in the seventeenth century of what he called rational bourgeois capitalism. The small plantation companies springing up in the Bay Colony, of which the Lynn company (with its own charter or articles) was simply one of many, exemplified the early capitalist development that Weber sought to understand and explain. 13 It was a rational economic enterprise in pursuit of profit and the accumulation of
capital in the form of improvement to the land and its productive use. In the sixteenth and early seventeenth centuries men who subscribed stock in companies in pursuit of commercial profit in some enterprise abroad, for example cod-fishing off Newfoundland, were called adventurers, venturing, that is, their capital. The members of the Lynn company described themselves as undertakers, that is, they agreed to undertake and finance the establishment of a new plantation in return for which they would each receive freehold rights to land covered by the terms of the grant or patent according to the value of their shares or rights to the plantation's common land yet to be taken up and divided among them. It was a prescription for individualism. The members of all such companies were always defined as tenants in common of the land for which they held a patent, but this did not mean that they would pursue the development of the land's resources as a communal enterprise. Only in specific instances would they do so when collective labor became a necessity. This was the case in early whaling in Southampton. The entire company was divided into squadrons in the mid-1640s to watch for beached or close inshore whales and was organized to pursue them, cut them up, and render the oil. This arrangement, however, quickly gave way to private enterprise and the formation of small, chartered companies, a change Weber would have just as quickly appreciated and predicted.
Thoughts of establishing a town, a corporate political entity, were not in those formative years considered a priority or even a necessity. A town would have meant to most—coming from England as they did—a relatively large and diverse borough, perhaps possessed of a royal charter, a market and perhaps a manufacturing economy, a main center of commerce. Small early New England communities, such as Southampton with no more than twenty founding families, met none of these conditions of township. If there was such a thing as a town, it was simply understood to be in the form of a joint stock company, a business enterprise. The Farrett grant to the Lynn men contained only the barest reference to the establishment of civil government or a church. It would not, however, be true to say that the communal, legal, religious, and other "nonbusiness aspects" of town life were ignored. To the contrary, the earliest town records of Southampton show a lively involvement of the stockholders in the varied fortunes and problems of what was clearly understood to be a civic as well as an economic enterprise even if it was not yet quite a civil and political community. Yet in this connection, the early inhabitants did form some minimal administration of the town's affairs: They elected officials, kept records, insisted on attendance at town meetings, adjudicated disputes, clarified the responsibilities of stockholders in respect to land, livestock, the control of wild animals (wolves especially), formed train bands for military protection and, when new problems surfaced, elaborated collective responses to them—an instance of which was the discovery of the potential that whaling represented. As early as December 1641, the town court "ordered" that there should be four quarter courts and "one generall meeting" each year to be called into session by "the Magistrates," an indication from the beginning that an administration of the town's affairs was thought to be an absolute necessity. 14
Similarly, in regard to religion, there was never any question that the establishment of a church and the retention of a minister would not be a priority. Prior to setting out for Southampton, the leaders of the company arranged for a well-regarded Boston minister to
follow them. Abraham Pierson was a young Yorkshireman who had arrived in Boston with his parents in 1638. He had been educated at Cambridge, the holder of a master's degree, and ordained in Boston after which he appears to have settled in Lynn, the embarkation point for Southampton's settlers. That he was a fashionably orthodox Puritan, even something of a firebrand and theocratically inclined, must have seemed initially attractive to the little congregation that hired him. He joined the settlers in December 1640, six months after their own arrival and after they had already constructed a small meetinghouse in readiness. Yet it must be stressed that, pious though they no doubt were, this small band did not leave Lynn or the Bay in general for religious reasons as perhaps they had left England. They left for land. Pierson lasted a few years only, a division within the church over the question of whether church membership was to be a prerequisite for the election of town officials having led to his departure. The town was firmly against it but a small number of his parishioners departed with him. There was a second reason connected with his leaving. In 1644, the General Court decided to join with the Connecticut Colony in Hartford for reasons largely having to do with security. Pierson, however, favored an alignment with New Haven, a radically sectarian colony whose views on theocratic government accorded fully with his. But more moderate opinion prevailed and he left for a succession of ministries in Connecticut and New Jersey. His son, also Abraham Pierson, later became the first president of Yale College.
The projected group of settlers met with James Farrett, probably at first in Boston and then later in New Haven, and agreed that they should plant themselves somewhere on Long Island. Between 1639 and 1640, Farrett gave them two and possibly three deeds, each of them slightly different, the last of which provided for an extremely generous sixty-four square miles of land ("eight miles square") between Canoe Place on the west and a line to the east extending south from "Mr. ffarret's Island" (Shelter Island) to the ocean. (Farrett had mistakenly thought that he had purchased the island for himself from its inhabitants, the Manhansett Indians. They later denied it claiming that they had merely let him live there.) This was a much larger tract than the Bay Colony was accustomed to granting, usually only six miles square or thirty-six square miles. The fortunate colonists then set sail from New Haven to North Sea Harbor in Peconic Bay with their families, belongings, probably a few servants, some essential livestock, building materials, and their copy of the Stirling patent. They arrived in June 1640. This story has been many times told and does not need repeating here, 15 but there is sufficient complexity in the events prior to the settlers' arrival in Southampton, as well as some problems with the dating of them, to suggest that there were at least two if not three failed attempts at settlement in various Long Island locations before arriving in North Sea Harbor. 16
The patent had given the settlers only the right to purchase the land from the Indians who occupied it, and whose right of possession was recognized by the crown under English common law, but not the purchase of the land itself. A sale was negotiated with the Shinnecock Indians, the inhabitants, and a deed drawn up and signed in December. It is highly unlikely that the Shinnecock, knowing nothing of the English law of property and having their own distinct ideas of land ownership, realized that they were transferring their land to the new arrivals. They had no sense of land as a commodity capable of being
exchanged. Much more probable is that they thought they were providing usufruct rights to the settlers in exchange for what must have been understood by them as gift goods as well as assurances that the English would provide them with security from potential attack by other Indian groups. 17 This was not how the settlers saw it, of course, and it set the tone for what was to become an enduring pattern of continual misunderstandings and disagreements between the two groups that ultimately became increasingly embittered. That pattern has continued into the present.
The first purchase from the Indians, corresponding to the area outlined in the Farrett grant as running from Canoe Place to a somewhat indeterminate eastern boundary in the Wainscott plains, was always known as the Town Purchase. There were further purchases beginning in the late 1650s. Hog Neck or Hoggenock (now North Haven) was acquired from the Manhansett Indians of Shelter Island, and several individual purchases were made by Southampton men between 1659 and 1662 of the lands west of Canoe Place in what is broadly Quogue. Wyandanch, the sachem of the Montaukett, sold Shinnecock land to John Ogden in 1659 while in 1662 Thomas Topping purchased land farther to the west from the Shinnecock, but overlapping with Ogden's purchase. The area in question was much larger than the Town Purchase and ran as far west as the yet to be determined eastern boundary of Brookhaven, a town that had been settled in 1655 on land sold by different groups of Indians and apparently approved by the Connecticut holders of the residue of the Stirling patent or by a later group known as the Committee for Connecticut. 18
The story of the Quogue purchases has been explored in detail by a recent historian, John Strong, and often is referred to as the Great Quogue Land Grab. 19 These private and obviously speculative purchases caused great consternation in Southampton and led ultimately to the intervention of the colonial governor. New Netherland had fallen to the English in 1664 and Richard Nicolls, who had orchestrated the Dutch defeat, became the first English governor of what was now named New York. It had been so named for James Duke of York and Albany, the younger brother of Charles II, and the holder of a crown charter to all the Dutch lands. The patent lands of New York, which included the Long Island lands under the Stirling patent, were now virtually a royal colony and later would become one when James ascended the throne in 1685. Nicolls, anxious to deal with the English towns on eastern Long Island in order to bring them under colonial governance and seeing the necessity of putting some order into a turbulent Indian real estate market, ruled that Ogden and Topping must deliver their titles to the Quogue lands to Southampton in return for adequate compensation by the town. Thus, in 1666, Southampton more than doubled the size of its land base through this acquisition of what were respectively called the Quogue and Topping's Purchases. They were still called that at the end of the nineteenth century but this later fell into disuse.
The Town of Southampton then occupied approximately 170 square miles or more than 100,000 acres, an extraordinary amount of land for the time. It was far larger than Easthampton or its neighbor to the north, Southold, although nowhere near the size of Brookhaven, which was already through successive purchases 250 square miles by 1660. The small settlement, the "house-covered space" less than one mile from the ocean, perhaps occupied less than one percent of Southampton's area. By the late nineteenth century, the
village had expanded sufficiently to include almost four thousand acres. The town as a whole, however, extended thirty miles along the south shore of Long Island where the majority of its villages were located. These communities generally were situated on necks of land extending into a series of large land-locked, but interconnected, bays that were to be found to the east of the Great South Bay and also connected to it. The bays were to some extent protected from the ocean by a narrow ribbon of barrier beach that extended eastward from the Rockaways to a point just short of the village of Southampton. The beach was vulnerable to storms, particularly winter storms from the northeast, and was periodically breached by the action of the waves forming temporary inlets. Beyond Southampton the shoreline was unprotected except in a small way at Mecox Bay and farther east at Georgica Pond.
The town was geographically divided into two parts separated by hills and the narrow isthmus of Canoe Place. Here, the Shinnecock had once drawn their canoes across the half mile of low-lying land separating Peconic and Shinnecock bays. In 1882, the state legislature approved the financing of a canal connecting the two bays. It was opened a decade later. The Shinnecock Hills, the old lands of the Indians where village sites and burial grounds dating back several millennia were later found, constituted in the early years of settlement a true barrier to communication between the eastern and western sections of the town. The Hills, as they were always simply called, were a product of glacial action pushing debris before the ice sheet almost as far as the sea. They were once densely wooded but by the end of the eighteenth century had been virtually denuded of trees following a typical pattern of deforestation both to meet the demand for wood products and increase the area of grazing land. They had been used for pasture since early settlement times which suggested that there was always much grassland. Sheep, cattle, and horses were pastured on the Hills through the 1880s but then the practice abruptly ended when the land was sold to outside development interests. The road through them was always rough and winding, often impassable in winter, and possibly this contributed to a sense of social distance between the two halves of the town and the semi-isolation of the less developed western part from the older and wealthier east. Political power had always been concentrated in the east—Southampton was the seat of town government—and most of the inhabitants of the town lived there. It was not until 1882 that the political monopoly of the east was effectively challenged. 20
The northern boundary of the town was described by the Peconic River and estuary and by Peconic Bay. Beyond the river and the bay lay Southold and Riverhead. A low ridge of wooded hills, primarily of oak, ran along Southampton's northern perimeter, a residue of the retreat of the ice sheet twelve thousand years earlier. This was the Ronkonkoma Moraine that ran along the north shore of Long Island, beginning in Brooklyn, and falling into the sea at Montauk and its few outcrops in Block Island Sound. To the east was Easthampton beginning in Wainscott on a line between the two towns that was the subject of dispute between them until 1695 when it was resolved in committee.
There is a question, not a trivial one, about the naming of Southampton. A considerable body of opinion, represented by many generations of local historians, believed that Southampton was named either for the Earl of Southampton, a significant if not perhaps crucial figure in very early seventeenth-century efforts at American colonization, or for the port in England from where it is assumed that the Southampton settlers, bound for New
England, might have embarked. Neither seems particularly compelling. To take the second issue first: It would have been a remarkable coincidence if all Southampton's settlers, having arrived individually in Massachusetts Bay at different times between 1630 and 1637 and being unknown to one another, had set sail from the same port and that that port had been Southampton. There were any number of ports they might have embarked from—Plymouth, Falmouth, Bristol, Weymouth, Barnstaple, Sandwich, Great Yarmouth, Ipswich, Gravesend, and London—depending on their points of origin, usually no more than forty miles from the port of embarkation. 21 That in 1640 (the first reference to Southampton in the town records is in 1641) a number of them who, let us assume, did embark from Southampton and approached the town court with the suggestion that what more appropriate a name for the town could there be other than this, even if none had any connection to Southampton except as a possible point of departure, is equally unconvincing.
Similarly far-fetched is the idea favored by those with apparent royalist or aristocrat inclinations that, even while professing Puritan sympathies, it was in deference to the memory of the Earl of Southampton that the town was so named by the little company that planted itself there. Henry Wriothesly, third Earl of Southampton1573–1624), was certainly a formidable and memorable figure in the Jacobean age. 22 He was born into one of the great Catholic families of England but converted to Protestantism about the time of the accession of James I in 1603. He became an Anglican and was little touched by Puritan ideas (apart from some youthful instruction apparently in Paris), maintaining instead a moderate and circumspect stance on religious matters as well as considerable sympathy for the plight of Catholics, most of whom among the well-born he had known since childhood. He also was a strong royalist under both Elizabeth and James and had campaigned in Ireland in 1599, sent there by Elizabeth, in one of many attempts to subdue the Irish. In late 1601, the queen was thought to be not far from death and rumors were circulating through London that a cabal that included Sir Walter Raleigh was intent on installing the Spanish Infanta on the throne. Southampton joined with the Earl of Essex, a strong Protestant, and others to oust the Spanish faction from the Court and force Elizabeth to recognize James VI of Scotland as her heir. 23 This was the famous but abortive Essex Rebellion. Elizabeth moved fast and had Essex, Southampton, and the other conspirators imprisoned in the Tower. Southampton was lucky to escape with his head (Essex was not) but languished in confinement until after Elizabeth's death.
One of James I's first acts was to order his release. The new king then thought highly of Southampton (he was to revise his opinion), but they were never close and the latter spent little time at Court preferring a life of ease on his various estates (particularly the Isle of Wight in the English Channel where he had been appointed captain by James I in 1603 and spent many rewarding years there improving its defenses), the luxury of travel abroad, and an indulgence in the arts. In respect to this last pursuit, he became William Shakespeare's sole patron and perhaps is best of all remembered for this. He did, however, become involved with American colonization.
As early as 1602, he was much interested in the fortunes of the Catholic colony in Virginia. When that failed and the London and Plymouth Companies were folded into one Virginia Company in 1609, the Earl of Southampton was one of its many incorporators.
How deeply involved he was in the affairs of the company in the following years is not known, but in 1620 he was elected treasurer with James's approval. James I had never liked the Virginia Company and found its single-minded devotion to the production of tobacco—this "filthie noveltie" he had called it—unacceptable. He must have hoped that the earl would effectively diversify the colony's commercial activities. Southampton was by now a member of the Privy Council (having been passed over for many years), and James probably thought that the company would be in good hands. Yet he was apparently mistaken, for within a year, unhappy with the fortunes of the colony under the earl's stewardship, he had him arrested. In 1622, after his release, Southampton was again elected treasurer beating out the king's candidates by a hefty margin. James struck back. He cancelled the earl's substantial state pensions on which he had been heavily dependent. It was a vindictive blow from which there was little chance of financial recovery. Two years later he died of complications of a fever contracted in Holland. James had reluctantly—never fully trusting him—sent him there in command of a regiment to support the Dutch in the ongoing war with Spain in what was to become the Thirty Years War (1618–1648).
Shortly before his death, the Privy Council had instituted quo warranto proceedings against the Virginia Company's charter and revoked it thus ending any further contribution to the colonization of America that the Earl of Southampton might have made. Henry Wriothesly's legacy in America was scant. The Virginia town of Hampton was named for him—as was the harbor of Hampton Roads—but he did nonetheless lead a very remarkable and varied life, colonization activities perhaps representing only a smaller part of his accomplishments. Still, it was not the kind of life that, on the face of it, would lead a small group of Puritan settlers to exclaim that here was precisely the kind of man for whom they should name their new town. 24
The same could easily be said, if not with more emphasis, of the town of Northampton, Massachusetts. Perhaps the settlers there in 1656 never intended in their choice of a name any allegiance to the Earl of Northampton, a contemporary but possibly no friend of the Earl of Southampton. For a Puritan community to have done so would have been quite incomprehensible. In 1604, with James not a year on the throne, Southampton was summarily arrested amid wild rumors of plots against the king or plans to massacre the Scots who had trooped south with him (the Earl of Stirling, incidentally, among them) but then just as quickly released. No charges ever surfaced and the whole matter may have been hushed up, but it appears that the man who accused Southampton was probably Lord Henry Howard, Earl of Northampton. Here was a wily old conspirator well-schooled in the jungle politics of the Elizabethan court, a zealous Catholic, and possibly a Spanish spy. It does not seem possible that the godly citizens of Northampton would have chosen to name their little settlement in the wilderness in honor of a man (or any of his heirs) of so questionable a reputation.
Joseph Wood suggests in his analysis of New England villages that before 1675 settlers planted a considerable number of towns with the suffix "-field" (or "ham," "hamp," or "hamm") in place-names. "Ham" refers to "a flat, low-lying pasture near a river." 25 Springfield and Deerfield are Wood's examples, as is Northampton. In regard to the last, George Stewart
notes that the town "was at the time the most northerly settlement in that area, so that the name must have been considered partially descriptive" and discounts any connection to the earl, "a prominent Royalist." 26 The term ham itself contains several references and suggests many examples. It can refer to a pasture or meadow enclosed with a ditch; a small plot of ground growing by the rivers or "Thames-side" (a 1617 definition); enclosed land; or as "home" shortened to "ham" where there are "several hams or home closes of meadows"; or, "the forests would be converted by degrees into common pastures or hams" (1796). The Oxford English Dictionary tells us that "ham" was sometimes meant in the sense of "town, village, or manor" and cites, with Hampstead, Hampton, Oakham, Lewisham, and also Hamm, a town in Westphalia, as examples. Examples of the same usage abound in New England and, it seems obvious, on Long Island. "Hams," then, can refer to settled areas, communities, in the first instance. Hamlet, obviously, is a term still in use.
When in 1640, the small band of settlers disembarked in North Sea Harbor and made their way south through the woods to the plains bordering the ocean they found themselves in land capable of cultivation or utilization in some fashion as fields. They established their first small settlement there at Old Town Pond near these potential fields, in fact near one referred to early in the town records as "the old ground" or "the Indian field." It became in time the Little Plain. In naming the town Southampton or "South Field Town," it may have occurred to them that there could not be any more practical or appropriate name for their new home than this, a name not burdened with the memory of a past they had definitively left or, if it were, only very faintly. Then later, of course, there were the east fields of Easthampton and the fields between the towns in Bridgehampton (but it was to the bridge over Sagg Pond that we owe the name of that early village).
II: THE NINETEENTH CENTURY
The population of the Town of Southampton in 1860 had almost exactly doubled since the first federal census in 1790. It stood at 6,803, up from 3,408 in 1790, and had steadily increased in the intervening seventy years. By comparison, the first detailed census of inhabitants in 1698 gave a population figure of 973, including 83 slaves and 152 Shinnecock Indians, indicating that the increase in population more than tripled in the eighteenth century and then somewhat slowed after the Revolution. 27 The reasons for this may in part be attributed to the town's decreasing capacity to absorb immigrants after the eighteenth century, its internal needs for labor and skills having stabilized at a more or less optimal level. Nonetheless, it was a period of steady if unspectacular demographic growth from the beginning of the nineteenth century until 1860. The next big increase occurred between 1880 and 1910 when the population again almost doubled, this time to more than eleven thousand from an 1880 figure of 6,352. This coincided with a period of heavy ethnic immigration from New York and New Jersey beginning in the late 1890s—Polish, Ukrainian, Italian, Irish, particularly—attracted by the possibilities of farm work and eventual farm ownership. It also partly reflected the rapid growth of the summer colony after
the mid-1880s. Summer residents obviously were not included in the decennial census, but the demand for labor that the colony represented in the shape of construction trades, service, and retail clearly was.
Earlier however, between 1860 and 1870, the number of inhabitants declined considerably. The 1870 census showed a net loss of nearly seven hundred in the decade after the previous count and only a slight gain between 1870 and 1880. Still, the 1880 census showed a net loss of 450 in the twenty years after the 1860 count. In the 1870s, the town's population had in effect sunk to a level not seen since 1840. The figure is striking inasmuch as the population of all other Suffolk County towns suffered no such decline or showed a slight increase over the same decade. The much smaller town of Easthampton, for example, experienced a net gain of one hundred for the period.
Some of this sharp decrease might be accounted for by losses incurred in the upheaval of the Civil War. According to the town records, upwards of five hundred men from Southampton served in the war (this figure included large numbers of substitutes from elsewhere—perhaps as many as half) and at least fifty-five were either killed or died of warrelated causes. 28 Yet, other towns would have experienced similar losses. A more significant factor, however, was unquestionably the decline or near collapse of the whale fishery, already well underway before the Civil War. Many young men previously engaged in whaling left for the California gold fields after 1848—there appeared to be a general exodus of 250 in 1849 and more left through the 1850s—not all of whom returned to Southampton. Of all the villages in Southampton, Sag Harbor was the most affected by the virtual end of the whaling industry and by the exodus to California. It was a community of merchants, shipbuilders, and seafarers whose livelihood was severely affected by what was to many an economic catastrophe. 29 By the 1860s, Sag Harbor had become what one writer described as "a ship-less bay with an abandoned wharf." 30 It also was by far the largest village in the town with more than two thousand inhabitants and accounted for nearly one-third of the total population. Any substantial reduction through out-migration from Sag Harbor would be bound to have an impact on the overall census figures.
But by far the most significant element accounting for population decline, and this was generally true of rural communities throughout the northeast, was the general fall in agricultural prices beginning after the Civil War and accentuated by the long depression of the 1870s. Since the opening up of eastern markets to western farmers through the development of new transportation routes in the 1830s and 1840s, Long Island farm production, which on a limited land-base had always been small scale, had become much less competitive. The Erie Canal, completed in 1827, and the complex of associated waterways connecting with Great Lakes shipping dramatically reduced freight rates for western produce well before the Civil War. Railroads, introduced in the 1840s, had a similar effect and produced an important added advantage: a reduction in transportation time. The beneficiaries ultimately were farmers in western New York, Ohio, Pennsylvania, and as far west as Michigan, Indiana, Illinois, Iowa, and Wisconsin where crop yields and farm sizes by the 1870s were higher and larger than in New York and New England. Eastern farmers came increasingly under pressure from the combined effects of falling prices, improved productivity from larger and more efficient farms in the west and their better access to the major eastern markets.
Falling prices and competition, however, were not the sole or immediate causes of a marked fall in the farming population of rural towns like Southampton. The Homestead Act, passed by a Republican Congress in 1863, was a major catalyst triggering western migration from New York and New England to the Ohio valley and to states like Illinois and Iowa; both of which advertised extensively in the east for new settlers. Homesteading was specifically geared to attract eastern settlers to establish farms on relatively large tracts in the underpopulated western states. A secondary, but clearly important, reason for the legislation was to reduce the impact in eastern cities like New York of an emerging industrial working class in a period of rapid industrialization and European immigration. The Republican party of the 1860s and later emphasized the importance of individual upward mobility and economic independence and feared the development of a permanent European-style proletariat, a class of wage laborers endemically hostile to capitalism. Republicans were committed to policies of free soil, free labor, and free men epitomized by homesteading legislation, but it also was reflective of their earlier embrace of Emancipation. Southern slavery, as a condition of radically unfree labor, was not equivalent to formally free industrial labor in the north but there were sufficient similarities, enough for Republicans to fear their consequences. Homesteading was meant to avoid or at least ameliorate the effects of institutionally segregated labor in the cities by promoting opportunities for independent farm ownership and artisanship in the west. It was to be the path to democratic citizenship and an open and prosperous society. It had, however, little impact on New York and other industrializing and immigrant cities. Those who struck out for new opportunities in the west were those who left their farms or left farm labor, forced out by economic conditions. Not many were from the urban working classes.
Between 1870 and 1890, two-thirds of New York towns lost population as, similarly, did three-fifths of New England villages. In Massachusetts alone in the same period fifteen hundred farms were abandoned and overall in the northeast 300,000 people were estimated to have migrated in search of better opportunities in the west. 31 Overwhelmingly, these were poor farmers with small holdings unable to compete with larger and more productive farms in western states. Estimates indicate that western farms of five hundred acres or more increased by 40 percent between 1880 and 1890 suggesting a growing demand for farm labor with much of it coming from the east. How seriously this affected Southampton and other Long Island towns beginning in the 1870s depression cannot be established easily, but small farmers in the East End must certainly have felt the pressure to move away. In Southampton, and particularly in the traditionally poorer western section of the town in the Quogue and Topping's Purchases, times must have been especially hard for the baymen and farmers eking out a living on small lots along the shores of the bays and relying on those bays to supplement their incomes. As seen later, this specific social group became politically active in the early 1880s as outside economic interests began to exert pressure on their limited resources. However, by the 1890s, Long Island farmers with substantial holdings in land fared better. Unable to compete with large-scale corn, wheat, and beef production in the West, they diversified their own production specializing in varied seasonal crops for sale in New York markets. This prefigured a later pattern of truck farming that, in the twentieth century, came to define much of the agricultural production of eastern Long Island.
Nonetheless, conditions in Southampton were aggravated by the specific pattern of landownership that had developed in the town since the seventeenth century. Essentially, the major and best part of the town's land was in the hands of approximately no more than 250 individuals. Briefly considered here (and discussed later), these were the descendants of the original settlers and others who had later bought shares in the purchase of the town. This small minority, 5 percent of the town's inhabitants in 1880, owned about 80 percent of the land in sizable although often scattered parcels through the town. Ownership of shares in successive purchases of the town's lands—the Town Purchase in 1640 and the Quogue and Topping's Purchases in 1666—effectively conferred rights on shareholders to participate in drawing lots as land was progressively divided in the seventeenth and eighteenth centuries. In consequence, land was accumulated in the hands of a small number, passed on from one generation to the next and rarely sold to outsiders. This proprietary system had caused much dissension in the early years of the nineteenth century and continued to fuel political tensions in the community into the 1880s. Its effect had been to confine small farmers to largely marginal land. Combined with the long-term downward pressure on farm prices, this historical and apparently permanent inequity in land distribution may have driven many to leave. Just how many is uncertain but there are scattered indications in local newspaper reports that some did leave the area. But those fortunate enough to control prime farm land in the town managed to weather the worst effects of agricultural depression between the 1870s and the 1890s and felt no particular pressure to look for new opportunities elsewhere.
A last but not major factor contributing to the population exodus in the 1860s and 1870s was the opening up of the national economy after the Civil War, in particular in New York City. Economic growth was extremely rapid despite financial panics and severe recessions (the first of which began in 1873) and the opportunities in what was essentially an emerging new economy were a powerful attraction to young men in the provinces. The old New York mercantile economy based on the profits of financing Southern cotton production and the demand for European imports was in steep decline after the defeat of the Confederacy and was partially in process of being replaced by the developing manufacturing sector. New York was a good place for young men to be, particularly if they were educated as many were in Southampton. A few from the town would seek their fortunes in the city or in other urban locations in a gradual process of rural-urban migration.
Geographically, the surface area of the town, and its consequent resource base, consisted of level lands of light sandy loam interspersed with what the 1860 Gazetteer of the State of New York described as "sterile plains or barren sandhills" or sometimes as brushy plains. There was no native rock except that left by glacial action, but woodland was abundant south of the Peconic estuary and river and along the narrow escarpment in the northern part of the town fronting Peconic Bay. The most noticeable feature of the town's lands was the extent to which they were covered by water. The inland bays east of the Great South Bay in Brookhaven covered almost 20 percent of the town's total area of just over 109,000 acres. Besides the bays, the many fresh water ponds and other bays on both the north and south shores of the town (Mecox Bay, Cold Spring Pond, Bullhead Bay, and North Sea
Harbor particularly) increased the amount of land under water to 22 percent or 19,968 acres. 32 The waters of the town and the Atlantic Ocean were and always had been a major source of the town's wealth and profitability.
In fact, the products of these waters became an indispensable and central part of the town's economy from the earliest years of settlement and remained so into the twentieth century. A flourishing shellfish industry, locally financed by small private companies, grew up in the middle of the eighteenth century and provided for both domestic and external consumption needs. Clams, mussels, scallops, eels, and especially oysters were a lucrative business. After the Civil War, the market for oysters in New York increased exponentially with the city's growth and led city investors in 1882 to buy up the most productive of the bays. The hundred-plus acres of Mecox Bay had traditionally contained the richest of the oyster beds as its fresh waters were periodically nourished by the ocean through opening the beach to form a temporary inlet. But outside investment on such a large scale was unheard of in Southampton at that time and the sale of Mecox, as well as of the other major bays, provoked a predictable backlash in the town and eventually led to a classic court battle between the town trustees and the oyster company. 33 There was, besides shellfish, an immense floating fishery in the waters surrounding the town in both the ocean and Peconic bays. This also obtained for Shinnecock Bay, the largest body of water in the town, insofar as an adequate outlet to the sea could be maintained. This was not always possible, however. Occasionally, as was the case in the 1880s, tens of thousands of fish died in waters that had become stagnant.
Yet there was no organized fishing industry in the town to take advantage of the inshore abundance and variety of the fishery, particularly striped bass, fluke, and bluefish. Until the 1850s, fishing had been almost exclusively understood as confined to the whale fishery. Cod fishing, like whaling also out of Sag Harbor, began to develop after the beginning of the nineteenth century but then sharply declined in the 1850s. In 1860, less than two hundred tons of cod were taken in inshore fishing, but a decade later that figure had increased to more than fifteen hundred tons indicating a revival. Evidently, much of the fishing fleet had stayed in port in the 1850s while the crews went off to California in search of easier and less dangerous ways—as they must probably have thought—of making a living.
Fishing for menhaden or moss bunkers, a branch of the herring family and essentially a waste fish, was another matter entirely. It was a migratory fish that moved in vast schools northward from southern waters in the spring and returned in the fall. Most of this summer fishery was taken between Cape May and Narragansett Bay. By the early 1870s, it was the most important fishing interest in eastern Long Island. Menhaden had been taken for fertilizer and spread over farm fields since at least the middle of the eighteenth century. Reports from the 1790s indicate that large quantities of menhaden were taken with seines in the waters of the Peconics as well as inshore off the ocean beaches. As many as 250,000 fish in one haul was not uncommon. Other uses for menhaden were discovered later. By the late 1840s, it was found that the oil from this fish could be used for tanning and dressing leather, for rope making, and for paint as well as for various other products. It became a major if relatively short-lived industry. The oil was extracted by boiling the fish in large
iron pots and skimming the oil from the surface of the water. The first pot-works—as they came to be called—was set up in Jessup's Neck in 1847 or 1848.
Over the next two decades, fish factories were established along the shores of the Peconic Bays and Gardiner's Bay—in Southampton, Riverhead, Southold, Shelter Island, Greenport, East Marion, Amagansett, and Napeague. By 1874, there were sixty-four such factories employing almost one thousand men and more than fifteen hundred fishermen in 283 sailing vessels or steamers. The catch that year was an astonishing half billion fish (492,878,000) and the amount of oil rendered almost 2.5 million gallons; enough, one might have thought, to ensure the extinction of this lowly but highly valuable fish. That was not to be the case, but the catch was slightly lower seven years later in 1881 and the quality of the fish taken was said to be "unusually poor." 34 Thereafter, the menhaden fishery declined. This probable result of overfishing had not, however, deterred investors in the late 1870s, almost all of them local and all of the investment in fairly small pot-works. In 1881, the numbers of factories had increased from sixty-four to ninety-seven, the number of men employed to more than five thousand throughout the East End, and the capital invested from $2,500,000 in 1874 to $4,750,000 in 1881 (if these last figures are to be believed given the inflated valuation of companies in this overextended business era). But the oil rendered from the fish taken was only half that extracted in 1874. By 1884, the catch was estimated as down to 176,500,000 (this was still a prolific fish) and the quantity of oil retrieved under 1 million gallons. Still, the value of the product processed in potworks on Gardiner's and Peconic Bays was thought to be slightly more than $600,000. Employment in this large-scale industry may have alleviated the plight of many a small farmer and bayman reduced in circumstances by the fall in farm prices.
One unavoidable by-product of the menhaden fishery was that it was an extremely malodorous business, so much so that all the towns involved eventually demanded that pot-works be established only at a safe remove from centers of population. In Easthampton, for example, the factories were confined to the dismal and unpopulated stretch of land along Gardiner's Bay in Napeague. Apart from Jessup's Neck, the only other Southampton fish factories were on the north shore of Shinnecock Bay in the Shinnecock Hills, where almost no one lived, and east of Canoe Place on Peconic Bay. Shelter Island was another matter. Its two great hotels—the Manhanset House and the Prospect House—had gone up at the beginning of the 1870s catering to tourists and Methodist revivalists from New York and Massachusetts, but Shelter Island was a focal point of the menhaden industry. There were no fewer than a dozen fish factories on this small island. There were inevitable complaints and resulting town ordinances. In Southampton in 1874, the town's board of health ordered that "the proprietors of Fish Oil works desist from the manufacture of Fish Oil, Guano, and Scraps within one hundred rods of any village," a distance equal to three-quarters of a mile. 35
These various fisheries as a large-scale industry were a relatively late development in the economic history of Southampton. All of the original Suffolk County towns—Brookhaven, Easthampton, Huntington, Southold, and Southampton—had always been cattle towns. As late as 1860, and including the later and smaller towns of Islip, Riverhead, Smithtown, and
Shelter Island, Suffolk County was home to more than 7,000 horses, 13,000 working oxen, almost 11,000 cows, and 28,000 sheep, not to mention 20,000 swine. Southampton's share of the total livestock of approximately eighty thousand in the county was close to thirteen thousand or about 16 percent. As celebrated by Jeannette Edwards Rattray, Easthampton was always romantically projected as the great cattle town of the East End because of its famed cattle drives to the pasturelands of Montauk. 36 Legend has it that cattle were driven east from as far away as Patchogue, but there is little reliable evidence that this was the case. There was excellent pasture in Brookhaven and in the nearby Hempstead Plains in Huntington and no reason to drive cattle fifty miles (and back) that they might graze in Montauk's fatting fields. Yet Easthampton, with a smaller land area and population than Southampton, possessed large herds of livestock and played host to farmers in Bridgehampton desiring summer pasture. Bridgehampton seemed to be the westerly limit of the cattle drive.
Raising horses, sheep, and beef cattle had been a profitable business in Southampton since the late seventeenth century. Horses, beef, hides, and pork were staple exports to the West Indies, especially to Barbados, along with sheep, corn, and wood products (staves, shingles, planking, hoops). Other export products were furs, skins, feathers, tallow, and candles. Ships returned with their holds filled with molasses, sugar, and rum. There was a similar trade with the wine islands of Madeira and the Canary's as well as an active coastal trade with New England and the Middle Colonies. The export of horses to the Caribbean was particularly prized as their mortality in tropical climates was unreliable and necessitated a constant replenishment of the stock. 37 One medical report claimed that horses lost their hair on arrival, and an 1842 government inquiry in Barbados reported that mortality rates were as high as 25 percent, noting that the island's entire stock needed to be replaced every four years. Stockbreeders in Suffolk County were surely aware of this unfortunate circumstance. In 1860, more than seven thousand horses were raised in the county with Southampton the third largest producer after Brookhaven and Huntington.
In crop production, corn, potatoes, and wheat were the most widely cultivated, as were barley, rye, oats, and hay. Orchard products—particularly strawberries, peaches, and apples—were an important part of the local economy, as were poultry and dairy products. Commercial duck farms were beginning to make an appearance in the middle of the nineteenth century, and there were few farmers who did not raise at least some ducks for market. It was, despite falling prices, a well-rounded and stable agricultural economy, fortunate in its proximity to the New York market, and employing in the 1870s approximately 70 percent of the town's labor force. Twenty years later, William Pelletreau bemoaned the fact that the introduction of summer wealth from New York into Southampton had seduced its young people from the farms and into domestic service (they may have had few other options given the severe depression of the 1890s) but the fact remained that the town remained essentially a farming and fishing community well into the twentieth century. 38
Other significant products of Southampton in the nineteenth century were cordwood, fired bricks, and cloth. The great expanse of pine plains in the northern sections of Brookhaven and Southampton west of Canoe Place provided much of the fuel needs of New York after the 1780s. Brookhaven particularly was able to export 100,000 cords annually
for this purpose but Southampton was not far behind. The extensive woodland between the Quogue Plains and the Peconic River was divided into large wood lots in 1782 (the so-called Last Divisions in Quogue and Topping's Purchases) and much of the timber there cut over the next fifty years. This profitable business, however, ended suddenly. Forest fires in 1844 and 1845 consumed thousands of acres of the remaining woodland. The fires were a probable result of lightning strikes on land and vegetation dried out by decades of systematic deforestation.
Cloth weaving also had always been a central part of the Southampton economy whether for immediate consumption or export. The production of wool and flax was a side business for most farmers, and it was rare that a family farm did not possess a loom for manufacturing cloth. In 1778, half of Southampton men out of a total of 544 who signed a loyalty oath to the crown authorities in New York (possibly exacted under duress) described themselves as farmers. But among those who signed, fully one hundred of them reported that they were weavers. This is a surprisingly large number—20 percent—but the sample may not be representative of the general population that then numbered 3,408. Nineteenth-century censuses did not break down town populations by occupation, nor did they go further than list the numbers of those engaged in various broad economic pursuits such as agriculture, mining, commerce, manufactures, navigation and trades. In 1840 for instance, the male working population aged twelve to sixty-five was approximately 1,900 (of a total population of 6,205) of whom 1,233 were farmers, 294 engaged in manufactures and trades, and 436 in navigation either on the ocean or in the bays. The 1870 census is no more revealing. It is impossible to tell from these figures how many of both categories were engaged in the production of wool or cloth whether part time or full time. Nonetheless, there is no question that it was an important cottage industry well into the nineteenth century.
But that Southampton—even in depression years and given the existence of sizable numbers of small farmers—was a relatively wealthy agricultural town in the 1870s there can be no doubt. This had in fact been the case since at least the late eighteenth century when the fortunes of the town took off with the second whaling boom. The first offshore whaling enterprise beginning in the 1660s had gone into a sharp decline by 1730, as Atlantic right whales were becoming increasingly scarce, whereas deep-water whaling did not begin in earnest until fifty years later when larger and sturdier vessels capable of lengthy voyages over great distances were designed. They were constructed in shipyards up and down the New England coast including facilities in Sag Harbor and Greenport on the North Fork.
However, Southampton's prosperity was only partly dependent on the profits of the whale fishery. Individual wealth always had been measured in terms of land ownership, the productivity of land, and the livestock and buildings in the possession of the owner. Between the late 1640s and 1782, almost all of Southampton's common lands, that is, the lands of the town belonging to the first purchasers and their heirs and assigns, had been divided and allotted among them. There were forty such divisions made over this period covering most of the town's quite vast area. As each new division was laid out, only those with rights or shares in the purchase of the town (rights that were both heritable and transferable to others) were eligible to receive lots. The lots were drawn in a town meeting and those | <urn:uuid:8e446811-878a-4c36-9b3f-32937e152126> | CC-MAIN-2022-27 | https://sunypress.edu/content/download/452533/5506628/version/1/file/9781438437972_imported2_excerpt.pdf | 2022-06-27T20:30:47+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00297.warc.gz | 601,819,197 | 15,223 | eng_Latn | eng_Latn | 0.999093 | eng_Latn | 0.999157 | [
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Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Students explore how dominant narratives about their community are created and reinforced through web searches, algorithms, history textbooks, & media. After identifying what the dominant narratives are regarding their community, students then disrupt and speak back to the dominant narrative by creating their own counter narratives.
Facilitation Notes:
This lesson is best taught once students have discussed an awareness of identity, how we carry these intersecting identities, and how our identities affect the way we navigate the world (race, ethnicity, class, gender, religion, sexuality, ability, & more).
Check out the Photoville lesson plans themed Identity and Representation for resources to have these discussions.
1. Begin with a warm up activity. Have students, individually or in groups of 2-3, create a web search of a community or neighborhood they identify with. Search terms such as: 'beautiful' or 'women bronx' provide results for generative discussion. This conversation can also be generated through school curriculum especially within Social Studies courses by bookmarking how often students see their identities represented in the curriculum. Then, have students create a list of their noticings through the following guiding questions:
* Who is represented?
* What is implied by this Google search?
* Which stories are missing? Who is missing?
* Is this a full picture?
* Extended questions:
→ How often do you see your community reflected in what you're learning?
→ What have you learned about your personal identity & community from school?
→ When have you seen your family represented in what you're learning? In art pieces?
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Wendy Barrales AUTHOR
middle–high school GRADE LEVEL
3–5 sessions TIME REQUIRED
internet access, paper, pen, post-its MATERIALS NEEDED
KEY IMAGES
Image Bank WOC Archive WOC Archive Instagram
ADDITIONAL RESOURCES
photoville.com/edu
The Photoville Education program is in partnership with:
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
Points to Consider:
* Searching the web is one of the fastest and most common ways that we obtain information so it's important to think critically about who is missing.
* Dominant narratives in algorithms, textbooks, and other forms of media & text are all created by a human, and that human's lived experience affects the way those artifacts are created. Many times, the artifacts are not created from the community represented and we should be critical of the identities people carry and their relationship to how a story, image, or algorithm is created.
2. Another way to begin this conversation is through the work of Kehinde Wiley. First, show a more traditional painting by Google searching 'Napoleon Bonaparte painting.'* Then, ask students to write a story about this image, or journal about the following questions:
* What is this painting telling us?
* What identities are showing up?
* How are these identities being represented?
* What words (adjectives) would you use to describe this image?
Debrief through a partner share or in a small group. After students share their initial thoughts, show Kehinde Wiley's Rumors of War as a reimagined counter narrative. Take note of the images 'Officer of the Hussars' and 'Napoleon Leading the Army over the Alps'.
Now, answer the same questions (above) for Kehinde Wiley's counter-narrative piece.
3. Define dominant narrative & counter narrative: Dominant narrative can be used to describe the lens in which history is told by the perspective of the dominant culture. This term has been described as an "invisible hand" that guides reality and perceived reality. They also continue to reproduce inequalities in that they do not tell the full story and have historically been rooted in the experiences of cis-heterosexual white men. A counter narrative speaks back to the dominant narrative and nuances the story — fills the gaps.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
4. Create a T-chart on a large piece of paper or on the board, labeled dominant narrative (or Napoleon Google search) on the left and counter narrative (or Kehinde Wiley) on the right.
Students will list respond to the following questions about each image. They will write their answers on post-its and place them in respective categories, dominant narrative and/or counter narrative.
* Who is represented?
* What is implied by this visual representation and comparison?
* Which stories are missing? Who is missing?
* Is this a full representation of your community? Is this a full picture of who you are?
In a whole group discussion, ask students to take note of what they notice listed in each column.
5. Discuss what a counter narrative would look like. Using the example above, how would we speak back to classic art? Who is not included in the types of pieces? Using the 'women bronx' example, who is not included in this google search? Who lives in this neighborhood? What are our lived experiences and how can we make these experiences more visible? Which parts of our experiences do we want to highlight? Showing Kehinde Wiley's piece as an example of a counter narrative, what would yours look like?
6. As individuals or as a group, students will explore their own dominant and counter narratives. Create a T chart and label each side dominant narratives and counter narratives. What are some dominant narratives that are perceived about a specific identity, community, neighborhood, of which you feel connected to? List them on the left side of the column. Now that you've brainstormed dominant narratives, add to the counter narrative column: how do you want to speak back to those dominant narratives? How do you want to nuance this story?
Facilitators Note: It's best to choose narratives you identify with because of the sensitive nature of retelling stories and the importance of being the authors of our own stories. Many times, dominant narratives can be associated with stereotypes but not always.
Connecting through Time: Intergenerational and Family Storytelling is an education toolkit for all ages, produced and facilitated by Photoville and authored by Kamal Badhey, Wendy Barrales and Natalia Guerrero. Presented in partnership with PhotoWings.
Connecting: Identifying Dominant + Creating Counter Narratives
This lesson plan is part of the Connecting through Time: Intergenerational & Family Storytelling toolkit
7. Create counter narratives through the creation/selection of photographs. Choose five photos (existing, take new ones, or collage) that you will caption and curate to speak back and disrupt dominant narratives. Get creative! Consider the following methods:
* Create a themed collage with photos that represent parts of your narrative that are not always seen. You can create this collage by juxtaposing photos as a way to show your complexity.
* Capture your home life or your commute to school, what parts of these moments do you want others to know? What do we learn about your identity through these photos?
* Choose a specific dominant narrative and speak back. What photograph would you create that provides a counter story to what a general audience would assume?
7. Exhibit and showcase your projects! Group student projects by themes (you'll notice that the project themes will overlap and have trends based on identity, historical event, neighborhood etc.) Have students create an artist statement to accompany their projects.
Artist Statement Template:
ARTIST NAME
Title of your piece
Materials used to create your piece YEAR, CITY, STATE
Paragraph 1: At least 3 sentences for your biography. Include your name, pronouns, age, how you identify, etc. Include how you identify as an artist
Paragraph 2: A general introduction to your work including dominant & counter narratives you explored through this activity.
Paragraph 3: Discuss your photo selection process and what inspires you. What materials you used etc. (Collage? Existing photographs? Where/When/How you took the photos)
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Weekly Newsletter
5th February 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
It is Children's Mental Health Week and Year 6 pupils participated in a Wellbeing Workshop led by Dr Khan, a psychologist.
Mrs Ghafori
I logged in too, eager to pick up some tips at a time where all of us begin to feel the strain of an increasingly challenging lockdown. Dr Khan emphasised the importance of exercise to release endorphins (produced by the body to relieve stress and pain) and suggested to share three positive things that have happened during the day with loved ones to 'spread positivity' or simply reflect on what we can be grateful for. And as I am writing my weekly Newsletter contribution from the comfort and safety of my home, a lovely cup of coffee next to me, I know that there is so much to be grateful for; the saying goes 'count your blessings' and even in these testing times let us remember that our blessings are too numerous to count. Al hamdu'lillah. Wasalaam
AbdurRahman
WE ARE HISTORIANS
Year 5 & 6 are looking at communication through the ages and the impact of inventions like the printing press and the telegraph. Here are their adverts to sell this 'new invention'!
Maryam
Zainab
Year 3 have been learning about life in Victorian times, sorting differences between school life then and now!
Events this week
AYAH OF THE WEEK
'My success can only come from Allah, in Him I trust and to Him I look.' (Quran 11.88)
The Right of the Fortnight
Article 3: The best interests of the child must be the top priority in all things that affect children.
ASSEMBLY
Mrs Chaudhry spoke about Safer Internet
Day which takes place next week, information we see online and
exploring the reliability of the importance of verifying what
we read.
Key Stage 1
Pupil Voice
Which science activities have we done at home?
"I have done science experiments from my science kit. I have learnt that some science can be messy and some cause explosions." Sara B, Year 3
"A volcano experiment -we used vinegar and bicarbonate of soda." Hassan, Year 3
"Through Winter Watch, I learnt different seeds attract different birds. If you put peanuts out you will attract pigeons, squirrels and female black birds. Sunflower seeds attract robins, gold finches, blue tits." Junayd, Year 5
"I did an experiment to learn about liquid densities. I mixed oil, water and food colouring and they separated into different layers." Iqraa, Year 5
"At home, we have carried out so many practicals and have learnt about refraction, reflection, shadows and a lot about light through them." Perry, Year 6
Year 1 have been learning about the beautiful names of Allah.
Year 2 created their own healthy menu plan in Science.
CERTIFICATES
Y1: Hafi Munir
Y2: Maryam Hussain , Irtaza Khan
Y3: Ibrahim Abbasi
Y4: Taa'ib Akbar, Sarah Ahmed
Y5: Eman Hafeez
Y6: Zakariya Nabulsi
Next Week:
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Enter the dates for has received to date.
each vaccine your child
Specify the month, day, such as 01/01/2010.
and year of each dose
Hepatitis B
Pertussis
Haemophilus influenzae
Polio
Measles, Mumps,
Rubella (MMR)
Chickenpox
(varicella)
Hepatitis A
Pertussis (Tdap)
Immunizations required for child care, early childhood programs, and school.
Name
Birthdate
Diphtheria, Tetanus,
(DTaP, DT, Td)
type b (Hib)
Pneumococcal (PCV)
Tetanus, Diphtheria,
Birth to 6 months
12 -24 months
At
Kindergarten
At 7th grade
Vaccine
Immunization Form
Meningococcal
(MCV4)
Minnesota law requires children enrolled in child care, early childhood education, or school to be immunized against certain diseases, unless the child is medically or non-medically exempt.
Instructions for parent or guardian:
1. Fill out the dates in chronological order even if your child received a vaccine outside of the age/grade category that the box is in. Depending on the age of your child, they may not have received all vaccines; some boxes will be blank.
* Your doctor or clinic can provide a copy of your child's immunization history. If you are missing or need information about your child's immunization history, talk to your doctor or call the Minnesota Immunization Information Connection (MIIC) at 651-201-3980 or 800-657-3970.
* If you have a copy of your child's immunization history, you can attach a copy of it instead of completing the front of this form.
2. Sign or get the signatures needed for the back of this form.
* Verify history of chickenpox (varicella) disease in section 2.
* Document medical and/or non-medical exemptions in section 1.
* Provide consent to share immunization information (optional) in section 3.
At 12th grade
Instructions: Complete section 1 to document a medical or non-medical exemption, section 2 to verify history of varicella disease, and section 3 to consent to share immunization information.
Name
1. Document a medical and/or non-medical exemption (A and/or B).
A. Medical exemption: By my signature below, I confirm that this child should not receive the vaccines marked with an X in the table for medical reasons (contraindications) or because there is laboratory confirmation that they are already immune.
Signature:
Date:
(of health care practitioner*)
2. History of chickenpox (varicella) disease. This child had chickenpox in the month and year
My signature below means that I confirm that this child does not need chickenpox vaccine because:
I am a health care practitioner and this child was previously diagnosed with chickenpox or the parent provided a description that indicates this child had chickenpox in the past.
I am the parent or guardian and this child had chickenpox on or before September 1, 2010.
Signature:
Date:
(of health care practitioner*, representative of a public clinic, or parent/ guardian). Parent can sign if chickenpox occurred before September 2010.
*Health care practitioner is defined as a licensed physician, nurse practitioner, or physician assistant.
Minnesota Department of Health - Immunization Program (2019)
Place an X in the box to indicate a medical or non-medical exemption. If there are exemptions to more than one vaccine, mark each vaccine with an X.
B. Non-medical exemption: A child is not required to have an immunization that is against their parent or guardian's beliefs. However, choosing not to vaccinate may put the health or life of your child or others they come in contact with at risk. Unvaccinated children who are exposed to a vaccine-preventable disease may be required to stay home from child care, school, and other activities in order to protect them and others.
By my signature, I confirm that this child will not receive the vaccines marked with an X in the table because of my beliefs. I am aware that my child may be required to stay home from child care, school, and other activities if exposed.
Signature:
Date:
(of parent or guardian in presence of notary)
Non-medical exemptions must also be signed and stamped by a notary:
This document was acknowledged before me on
(date)
Notary Stamp by
(name of parent or guardian)
Notary Signature:
STATE OF MINNESOTA, COUNTY OF
3. Consent to share immunization information: This school is asking for permission to share your child's immunization record with Minnesota's immunization information system. Giving your permission will:
* Support your school in helping to protect students by knowing who may be vulnerable to disease based on their immunization record. This can be important during a disease outbreak.
* Provide easier access for you and your school to check immunization records, such as at school entry each year.
Under Minnesota law, all the information you provide is private and can only be released to those authorized to receive it. Signing this section of the form is optional. If you choose not to sign, it will not affect the health or educational services your child receives.
I agree to allow my child's school to share my child's immunization documentation with Minnesota's immunization information system:
Signature:
(of parent/guardian)
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Talking to Children about War
The attack on Ukraine has evoked many emotions including anger, fear, anxiety, worry, and confusion. It has also created safety concerns for the region that reach into our own country. Some families may be worried about loved ones who are directly impacted, including those who live in the area; those who were visiting and are trying to get back to the United States; or those who are deployed as part of the military, government, or a relief organization. When there are events like these in other countries, we may feel the economic impact in the United States including seeing raising gas prices, higher prices for some imported goods, and changes in the stock market. These consequences can lead to additional worries for families that were already struggling financially from the pandemic. Most children will learn about the war and its conse quences through the media or social media. Caregivers and children alike may be struggling to make sense of what they are seeing and hearing. Children of all ages will be turning to trusted adults for help and guidance. Parents and caregivers can help navigate what they are seeing and hearing by having a conversation with them, acknowledging their feelings, and finding ways to cope together.
Potential Impact and Considerations
For some children and families, the war may serve as a reminder of their own trauma or loss. This may result in feelings of sadness, fear, and helplessness, worries about separation, increased acting out, as well as possible disruptions to their sleep, appetite, and ability to concentrate. Caregivers can provide support to children by 1) learning about common trauma reactions; 2) offering comfort and reassurance; and 3) finding opportunities for connections with family and others important in their lives. To learn more read Age-Related Reactions to a Trau matic Event.
Military families may be experiencing an increased worry for loved ones who are or may be deployed as a result of the war or who are already stationed in the region. Although military families understand the risks associated with being in the military community, they could use additional supports to help bolster their resilience and to assist them through these challenging times. For best practices providers can read Working Effectively with Mili tary Families: 10 Key Concepts All Providers Should Know, and parents/caregivers can read Understanding Child Trauma and Resilience: For Military Parents and Caregivers.
Families who have loved ones in the Ukraine, Russia, and the surrounding region may need to take extra time to discuss children's concerns related to the safety of their relatives and friends, and to acknowledge how difficult the uncertainty and worry can be for the entire family. While keeping up with events is especially important when family is involved, finding some time each day to take a break from coverage and engage in other activities is important for everyone's overall coping.
Talking to Children about War
Start the Conversation
Check in by asking what your children know about the situation. Most school-age children and teens will have heard something from media outlets, social media, teachers, or peers.
Do NOT presume you know what your children are thinking or feeling. Ask how they are feeling about what is happening in Ukraine and respond to the concerns they share. Remember, their worries and feelings may not be what you think. Validate feelings your children share.
Plan to have multiple conversations if they have had a lot of questions or as the situation changes. Checking back in as changes occur helps children to know you are open to talk about difficult situations.
This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS).
The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.
Talking to Children about War www.NCTSN.org
Clear Up Any Misunderstandings
Listen and ask questions to find out if your children understand the situation accurately. They may think they are at risk when they are not.
Different perspectives and misinformation about war is common. Family who live in the region may be get ting different news stories. Clear up any misinformation your children might have heard. Discuss with older children the complexities of the political situation and the potential impacts. Discuss as a family if there are aspects of the current situation that you want to collectively support or research more about (e.g., donating to a charity, reading about the history of the region).
The events in the Ukraine and Russia can be confusing for adults, too. Gather information from trusted news sources so that you can address your children's questions; this can increase your confidence in answering their questions as you begin the conversation. If you are not sure of an answer, that's OK. Let children know you appreciate the question and that you can work together to find the answer.
Provide Context
Younger children hearing about war may worry about their own safety. Discuss with them where the war is and reassure them that their own community is safe. Young adults and older teens may wonder about a draft or may show interest in joining the military. Address their questions and support them accordingly.
Help children identify assumptions they may hold about others based on their nationality, place of birth, or languages spoken. Caregivers and school personnel should ensure that all children are being treated with respect.
Monitor Adult Conversations
Use caution when discussing the war in front of younger children. Children often listen when adults are unaware and may misconstrue what they hear, and filling in the blanks with more inaccuracies may increase their distress.
Monitor the tone of your discussions, as expressing views in an angry or aggressive way may frighten young children. Be as calm as possible when discussing the war in language young children can understand.
Monitor your expression of worries and concerns about any economic impact the war may have on your family as your anxieties may unintentionally be communicated to your children.
Understanding Media Exposure
Media coverage of war, combat, and its aftermath may be upsetting to children of all ages and can increase fear and anxiety.
The more time children spend viewing coverage of the war, the more likely they are to have negative reactions. Excessive viewing may interfere with children's recovery afterwards.
Very young children may not understand that the event is not happening in their community.
Caregivers can help by limiting exposure to media coverage, including social media discussions of the war. This is helpful for caregivers too.
The younger the child, the less exposure they should have. If possible, preschool children should not be watching coverage at all.
Caregivers can support older children by viewing media together in order to answer questions or explain what they are seeing, even continuing to be open to discussion after you turn the coverage off. Check in with them about what is being discussed on social media about the war, allowing for ongoing conversations about it.
Talking to Children about War www.NCTSN.org
How to Foster Resilience
Increase connections: Families can benefit from spending increased time together, providing extra reassurance and hugs, and reaching out to other family or community members. For example, reach out to those in the mili tary or those with families in the area and check how they are doing and what they need during these stressful times.
Emphasize the helpers: Caregivers can support children by highlighting the many ways people are working to sup port those affected by war and to end the conflict.
If children wish to help those impacted by the war, consider ways to do so including sending letters to the troops, sending donations to responding charity organizations, supporting local refugee organizations, or par ticipating in activities being offered by your faith, culture, or community organizations.
Keep to routines: In times of stress, routines can be comforting for children and teens. As much as possible, keep to your routines and schedules in the face of current events. For those that are worried about economic hardships, discuss as a family the activities that can be done together that will not add to this burden but will still offer moments of laughter and joy.
Offer patience: In times of stress, children and teens may have more challenges with their behavior, concen tration, and attention. Caregivers can offer additional patience, care, and love to children and themselves, in recognition that everyone could be affected. Remember, just as you are being extra patient and caring with your children, you need to be patient and kind to yourself as we all may feel increased stress at this time.
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West Moors Middle School: Careers Guidance
Everyone wants to create a stronger, fairer society in which people from all backgrounds can realise their potential. A thriving careers programme, that is accessible to all, is fundamental to this. The recently introduced careers strategy; Making the Most of Everyone's Skills and Talents aims to support everyone, to go as far as their talents will take them. We want everyone to be able to build a rewarding career.
The careers plan at West Moors Middle School sets out how the school intends to provide a careers programme, which will provide all pupils with the knowledge, inspiration and ability to take ownership of their own career plans. It aims to challenge perceptions and raise aspirations so that subject choices and career choices are free from gender bias. The plan should encourage pupils to look beyond their current environment and to help pupils investigate new and exciting career possibilities.
The careers plan will help pupils:-
1. Understand how their skills, knowledge and interests can be used in the workplace.
2. Understand the options that are available.
3. Understand how to apply for a job and to consider the attributes and qualities employers may look for.
Year 7 Entitlement
[x] Pupils are encouraged to identify personal traits, strengths and skills; to develop selfconfidence and to have a positive outlook, setting themselves high expectations.
[x] All Year 7 pupils will have at least one meaningful employer interaction.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how access up-to-date career and labour market information.
[x] All Year 7 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
Year 8 Entitlement
[x] Pupils are encouraged to look at their personal strengths and skills and how these may help them to achieve their career goal.
[x] Pupils will research a choice of career in order to understand what the requirements to achieve their career goal would be.
[x] Pupils are taught how to write a simple CV. Individuals are then encouraged to look at actions they may need to take to improve their employability.
[x] All pupils will play the How Do I Get a Job game; to help them understand appropriate behaviours for the world of work.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how to find out more.
[x] All Year 8 pupils will have at least one meaningful employer interaction.
[x] All Year 8 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] All Year 8 pupils will have the opportunity to discuss their dreams and possible careers at an event organised by Ferndown Upper School.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
[x] All Year 8 pupils to attend a HE Experience Day at Bournemouth University.
Career Insights
Career Insights is a free video library source that allows users to search careers they may be interested in and listen first hand to real professionals talk about their journey into that job.
Each video covers what they studied at school, their transitions from school to further education and into working life. What qualifications and skills are needed for their jobs, what a typical day looks like and advice for someone wanting to pursue a similar career.
https://career-insights.co.uk/video-library
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25-MINUTE ESSAY STRATEGIES
The 25-minute essay is always the first section of the SAT and counts as one third of your writing score. The topics are meant to be broad, philosophical questions that are relevant to a wide range of interests and prior knowledge. Your essay will be read by two readers, each of whom will assign it a score from 1 to 6. The two scores will then be added together to create your combined score (2 to 12). If the readers' scores differ by more than one point, the essay will go to the scoring director for evaluation. Essays will only receive a score of zero if they are completely off-topic or written in pen.
The readers will evaluate both your ability to structure a strong, convincing argument and your skilful use of language. Ask yourself: does my essay show clarity and development? Are my reasoning, structure, and examples as strong as possible? Grammar errors will detract from your score. Illegible handwriting may jeopardize the reader's ability to understand your argument. Readers are not supposed to penalize shorter essays, but top-scoring essays generally fill the space given. The readers will only read these two lined pages; don't write part of your essay elsewhere.
Basics
- Budget your time. Plan to spend a few minutes structuring your essay, and save a few minutes at the end to edit. Don't spend too long on one paragraph.
- Write legibly in pencil. Use cursive or print, whichever is neater.
- Don't skip lines. Using neat, medium-sized writing, fill up the entirety of the two lined pages. Use the other parts of your student response sheet for your outline and notes.
- Indent. Make sure it is clear where a new paragraph begins.
- Don't regurgitate. Avoid repeating the prompt in your introduction. This wastes valuable space.
- Don't make sentences more complicated than they have to be. Complex ideas are best conveyed by clear, simple sentences.
- In addition, in conclusion. Avoid obvious transitional words and phrases.
- Approach the essay as an academic paper. Use traditional essay-writing conventions and formal diction. Don't use overly colloquial words or phrasing.
- Stuff, thing. Use sophisticated, precise vocabulary instead of vague words and phrases. Use—but don't misuse!—your SAT vocabulary.
Structure
You do not need to follow any set structure, but a 4-paragraph essay works well for most students. Two examples are recommended. However, you can sometimes divide a complex example into two components if you have an exceptional amount of detailed evidence.
1. Introduction
- Use clear, eloquent language to introduce your thesis.
- Get to the point quickly. A "funnel" structure (moving from broad to specific background information) is unnecessary in such a short essay format.
.
- Your thesis should state both whether you agree or disagree with the prompt and why Think of your examples as you come up with your thesis.
- Briefly introduce your examples and explain how they support your position.
2. Body Paragraph 1
- Begin with a topic sentence introducing your main point and first example.
- In 2-3 sentences, analyze how your example supports your main point. Your specific, detailed explanation should serve as evidence for any claims you make.
- In 2-3 sentences, explain your example with specific and relevant details.
- End with a concluding sentence summarizing your main point and connecting it back to your thesis.
3. Body Paragraph 2
- Use a short sentence or clause to transition effectively from your first example to your second. Avoid obvious transitions ("secondly," "in addition").
- Follow the same structure as Body Paragraph 1.
- Demonstrate how your second example is distinct from but connected to your first.
4. Conclusion
- Summarize your examples, your argument, and your thesis.
- Stay on topic. Don't introduce new material, "funnel" outwards, or conclude with an overly general statement.
Examples
The hierarchy of sources:
- Ideal: literary works by well-respected authors (including Canadians!), noncontroversial and specific historical or contemporary events, technological innovations and inventors, examples from philosophy, art history, and music history
- Questionable: personal examples. These tend to be less interesting, detailed, and objective than examples external to your personal life.
- Bad: obviously overused literary classics, historical events or figures that are common knowledge or controversial, common or insignificant personal examples
- Avoid like the plague: Paris Hilton, Britney Spears, pop culture in general
Because the essay prompts deal with such general themes, you can draw from a wide variety of subject material to support your argument. Don't waste time thinking up examples during your exam— prepare a bank of examples beforehand so you will always have concrete, detailed evidence to draw from.
- Prepare 6-10 examples total, chosen from a variety of sources (literature, history, current events).
- Demonstrate depth of knowledge: know your examples inside and out! For literature, know the author, characters, plot, context, themes, significance, and relevant literary terminology. For history and current events, know key individuals, terminology, dates, statistics, and impact on other individuals and events.
- Make sure your examples cover a variety of themes (see list below). The strongest examples can be applied to multiple themes and prompts.
- To ensure that you have mastered each of your examples, practice writing 2-3 sentence summaries. Practice using sophisticated vocabulary (SAT-caliber words) as you write.
- Include at least 2 examples that can be applied to a question that asks about the world today. Note that you can manipulate literary and/or historical examples to serve this purpose, but make sure you do so convincingly.
- Test your examples. Look through the list of 20 sample prompts provided and make sure you can use some combination of two examples from your bank to respond to each and every prompt.
As you develop your bank of examples, think about how you would apply your examples to the following themes. You should be able to discuss each theme using at least two examples. If you are short examples for a specific theme, do some more research!
Themes
- self-knowledge and growth
- individual choice
- memories, learning from the past
- happiness and money
- rules vs. freedom
- practical knowledge vs. theoretical knowledge
- truth vs. lies
- the individual vs. society/authority
- cooperation vs. competition
- technology and progress
- success vs. failure
- creativity and progress
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RESOURCE
The Boy at the Back of the Class
Learning Level: Second (P5 to P7)
PPDAC Framework: Problem|Plan|Data|Analysis|Conclusion
Theme(s):
* People in society, economy and business
* Digital Literacy
* Representing ideas, concepts and products
Curricular Area: Numeracy & Maths, Technologies, Social Studies
Duration: 2 – 3 sessions of 1 hour each
Materials:
* Copy of Boy at the Back of the Class by Onjali Q. Raúf
* Access to the internet
* Access to a spreadsheet tool (optional)
Introduction
This activity provides data learning opportunities for classes reading 'The Boy At The Back Of The Class' by Onjali Q. Raúf.
Curriculum Links
This resource can support delivering the following experiences and outcomes. Specific alignment will vary depending on which elements of the resource are used in the classroom.
* SOC 2-15a: I can use evidence selectively to research current social, political or economic issues.
* TCH 2-02a: I can use digital technologies to search, access and retrieve information and are aware that not all of this information will be credible.
* TCH 2-01a: I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way.
* TCH 2-11a: I can use a range of graphic techniques, manually and digitally, to communicate ideas, concepts or products, experimenting with the use of shape, colour and texture to enhance my work.
* MNU 2-20a: Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.
* MNU 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.
Inclusion
Before using this activity consider your class, are there any refugees in the class? Are there learners who may have family members who were refugees or who have had to leave their home country due to persecution, social unrest or other challenging circumstances? It can also be worth considering other learners within the school and the wider community of your setting to ensure that discussion of the topics within the book and this resource do not inadvertently upset or in any other way make a young person feel uncomfortable.
Pre-Requisites
It can be helpful for learners to have some awareness that large international organisations are trying to help refugees. This might include the United Nations High Commissioner for Refugees (UNHCR) and The Red Cross & Red Crescent Society.
Lastly it can also be helpful to have learners think about what help refugees might need, such as housing, food, health care and education. This can provide a great way to introduce the UN Charter on Human Rights.
Helpful Vocabulary
Learners would benefit from having an age appropriate understanding of the following vocabulary before taking part in this activity.
* Refugee
* Asylum
* Displaced person
* Stateless Person
Creating a Data Driven Activity
This resource provides a range of links and ideas to access data about refugees. The resource can be used in two ways - development of data/information handling skills and/or a route to introducing (or further developing) learners' understanding of Data Science and the ability to apply the PPDAC Data Problem Solving Cycle.
Below you will find some examples about how to apply PPDAC to 'The Boy at the Back of the Class' and a greater understanding of Refugees.
Problem
* Ask the class to think about refugees, what do they understand about refugees just now? What would they like to know? Work as a class or in small groups to develop questions, note on the board and select or take a vote and decide on 1 or 2 questions to continue working with.
* Some example questions which the data can help learners answer include:
o Where do refugees come from?
o Where do refugees go?
o How many children are refugees?
o What is the difference in the number of refugees this year and last year?
o How long are refugees called refugees?
o Which country has the most refugees?
* Other questions learners might ask but which would benefit from being rephrased are:
o Are there more refugees now than when I was little (or some other point in the past)?
o Do all refugees come from country x?
Broadly speaking the teacher should support learners to identify questions that have quantifiable answers rather than yes/no answers.
Plan
Having selected one or two questions for the class to answer, encourage learners to think about what data they might need to find to help their question and how they might find this data. Example data might include:
* Country populations
* Maps of different countries
* Information on routes taken by refugees
* Numbers of refugees from different countries
Example places to find the data include:
* News articles
* Google searches
* Wikipedia (or similar site)
This element of PPDAC will likely be easier if learners have been introduced to the UNHCR and the idea that there are organisations helping refugees. Teachers can help learners to understand that some of these organisation might collect information about refugees so that they can help them.
Data
This step of PPDAC is there for learners start to find and explore the data. The information below, in the Using Data - Learning more about Refugees section, provides more information about the data available and the kinds of questions learners can ask.
The data step is not only about identifying and collecting suitable data. It is also provides an opportunity to consider ideas around how data is presented and if we think it is credible. Teachers can support learners to think about how the media is presenting data, perhaps comparing two contrasting new stories about refugees and asking how we can assess which is correct.
Analysis
During the analysis phase learners should be supported to make sense of the data. Teachers can support this activity by asking simple questions like finding the maximum value of one characteristic or finding ways to summarise the data they have found. Learners might be asked to convert a table of information to a chart or a chart to a table. Over the course of BGE (Broad General Education) learners should be developing their skills in understanding and interpreting tables, charts, graphs and other data representations.
Conclusions
The conclusions step requires learners to answer their questions from the "problem" step by using the data they have analysed in the "analysis" step. There are numerous ways to present conclusions:
* Verbally, sometimes there is a simple answer
* Drawing (paper or in a suitable software package) a summary chart or graph
* A presentation: answers to the question could be combined with information about the wider context (e.g. in this case a presentation about Syria that discusses where it is on a map, explains that there has been a civil war and then data about refugees that answer the questions.
* Class displays or posters
* Video
* Animation
Background Activities
The following activities help learners find out more about Syria, and Ahmet's journey. The aim is to provide wider context to the book and prepare the learners to start thinking about finding out more about refugees. These activities focus on information/data handling.
Learning more about Syria (Mapping & Routes)
Use a map tool such as Google Maps, Google Earth or openstreetmap.org to find Syria, the country where Ahmet grew up. Look at the map of the world with Europe in the centre. Do the learners have any idea where Syria might be on the map? Navigate around and see if you can spot it.
If you use Open Street Map you may need to change the 'layer' to one that shows country names in English.
Enter 'Syria' into the search bar. Are there any countries nearby that learners recognise?
Have any of the learners gone on holiday to Turkey, Greece or Egypt? Have they heard of the names of nearby countries from the news?
How far away is Syria?
Use the Directions feature of Google Maps and answer the following questions:
1. How many miles away is Syria?
2. How many hours would it take to drive from Syria to your school?
3. How many hours would it take to walk?
4. How many countries would Ahmet and his family travel through?
Ahmet wouldn't have come the most direct route. Can you find any clues in the story about some of the difficulties they faced?
Google Maps shows how high the journey climbs. Look at the graph and find points where Ahmet and his family would have had to climb quite high. What do you think the toughest points would have been? (Can you find those on the map?)
Can you map a journey and compare it to Ahmet's journey?
Using Data - Learning more about Refugees
The following activities can be used stand alone or as part of the PPDAC data problem solving cycle outlined above.
The United Nations High Commissioner for Refugees (UNHCR) is the part of the United Nations that aims to help and protect refugees.
Use their website to learn more about how many refugees leave their home countries and where they travel to. Learn more about Ahmet's home country of Syria
Answer the following questions:
* How many refugees are there from Syria?
* Which countries do most Syrian refugees travel to?
Beyond Syria
Find out more about the global refugee situation using www.unhcr.org/refugee-statistics. This site can be used in different ways depending on your learners.
* Use the key indicators page only and explore each of the different measures.
Use the data finder to explore data and answer learner questions. The site is not as userfriendly as those used above so some specific questions and links are noted below:
Review the displaced and stateless populations data and find out:
* Is the number of refugees increasing or decreasing? Can you suggest reasons for your answer?
* Do all refugees claim asylum?
Review the displaced and stateless populations gender data and find out
* How many refugees are a similar age to you? Compare the number to a measure that might mean something to learners for example population of your city, number of children in their school or local area.
Follow-up Activities
* UNHCR Teaching Packs with a range of cross curricular activities
* Refugee camps: A map of refugee camps around the world Can you find the refugee camps that might have people from Syria?
* Using Apps: UNHCR have two free apps available for iOS and Android that might be of interest. They have a Refugee Data app that shows the data from their website, and a Finding Home simulation telling the story of a 16 year old refugee in video clips.
If you require this document in an alternative format, such as large print or a coloured background, please contact Claire Sowton, firstname.lastname@example.org or Moray House School of Education and Sport, St John's Land, Holyrood Road, Edinburgh, EH8 8AQ | <urn:uuid:ea053d45-af72-4ec6-aa6e-08dec343f91d> | CC-MAIN-2022-27 | https://dataschools.education/wp-content/uploads/2020/10/BoyAtBackofClassroom.pdf | 2022-06-27T21:07:16+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00302.warc.gz | 233,169,824 | 2,253 | eng_Latn | eng_Latn | 0.982328 | eng_Latn | 0.998172 | [
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Mathematics
Number: Number and Place Value
Numbers to 100
*Count to and across 100, forwards and backwards, beginning with 0
or 1, or from any given number
*Count, read and write numbers from 1 to 20 in numerals and words
*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
*Recognise the place value of each digit in a two-digit number (tens, ones)
*Identify, represent and estimate numbers to 100 using different representations
*Given a number, identify one more and one less
*Read and write numbers to at least 100 in numerals and in word
Number: Addition and Subtraction Adding and subtracting within 100
*Represent and use number bonds and related subtraction facts within 20
*Add and subtract one-digit and two-digit numbers to 100, including zero
*Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers
*Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
*Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number – 9
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Science
Growing Plants
- Identify and name a variety of common wild and garden plants
- Learn that growing plants need to be treated with care
- Make careful observations of plants
- Understand that plants have leaves, stems and flowers
- Recognise that plants provide food for humans
- Understand that plants need water to grow
- Understand that green plants need light to grow
Reading
Word Reading
Apply phonic knowledge and skills as the route to decode words
Respond speedily with the correct sound to graphemes Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read words containing taught GCs and –s, -es, -ing, - ed, -er and -est
Comprehension
Listening to and discussing a wide range of poems, riddles, rhyme, stories and non-fiction at a level beyond that at which they can read independently
- Listen to the Legend of Saint George and the Dragon
- Recognise the differences between non-fiction and fiction texts
-
Identify the main events and characters in stories
Predicting what might happen on the basis of what has been read so far
Discussing word meanings, learning new technical, topic- and science-related vocabulary, linking new meanings to those already known
Handwriting
Form capital letters
Understand which letters belong to which handwriting 'families'
Composition
Saying out loud what they are going to write about
Composing a sentence orally before writing it
Sequencing sentences to form short narratives
Re-reading what they have written to check that it makes sense
Proof-reading to check for errors in spelling, grammar and punctuation
Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing about real events
- Writing for different purposes
Vocabulary, Grammar and Punctuation
Learning the grammar for Year 1 (including nouns, verbs and adjectives)
Learning the punctuation fro Year 1 (including full stops, capital letters, exclamation marks and question marks)
Joining words and joining clauses using 'and' and 'but'
Using a capital letter for the names of people, places, days of the week and the personal pronoun 'I'.
Transcription
Spell words containing each of the 40+ phonemes already taught Learn alternative graphemes- oi/oy, ow/ou, ear/ere/eer, air/are/ear, or/aw/au/ore, ur/ir/er Spell Common Exception Words including:
I'm time about day says today made came make saw
Computing
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
- Recognise the importance of uniformity of instructions and measurement.
- Recognise the importance of precision in instructions.
Using Purple Mash/JiT programs to explore technology and the technological processes to achieve an end goal
Writing
Religious Education
- Recognise that different religious groups use special books/texts
- Consider what it means to treat something with respect
- Identify the Torah and its relevance to Jews
- Learn stories that are found in the Bible
- Acknowledge that he Bible is a special book for Christians, it contains both the Old and the New Testament
- Identify the Qur'an and its relevance to Muslims
- Learn that the Qur'an is the special book for Muslims and it is written in Arabic - the words of Allah to Muhammad.
- Discuss how to prepare the body for reading/ listening/ praying.
- Contemplate the question – Why is it important to respect other people's religions?
Personal Social Health Education
- British Values – integrated through everyday classroom practice in all lessons.
P.E
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities.
- Games – develop partner work/interaction in small groups
- Perform dances using simple movement patterns
- Learn various country dances to demonstrate to the other class at our end of term banquet.
Geography
Locational knowledge
- Begin to name and locate the world's seven continents and five oceans of the world.
- Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Scotland, Ireland, Wales, England.
Place Knowledge
-
Locate castles in Great Britain
Geographical skills and fieldwork
- Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features – Identify why castles were built where they were built.
History
- Recognise and name different parts of a castle and identify their purposes
- Learn about the role of a mediaeval knight
Music
Use their voices expressively and creatively by singing songs and speaking chants and rhymes.
Play tuned and untuned instruments musically.
Listen with concentration to a wide variety of musical styles.
- Exploring and developing an understanding of pitch using the voice and body movements.
- Recognising and performing pitch changes and contrasts.
- Exploring and controlling dynamics, duration and timbre.
- Responding to music through movement.
Battlements and Banquets SUMMER 1 CURRICULUM MAP
Copper Beech, Oak and Cedar Classes
Art
- Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- Study the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Study the painting Penelope and her Suitors – by Pintoricchio
Develop collage work by:
- Responding to the work of Andy Goldsworthy.
- Tearing, overlapping and sticking materials.
- Responding to the work of Richard Long.
- Identifying what we might change in our current work.
- Responding to the work of the artist Patrick Heron.
- Identifying hot and cold colours, selecting, sorting and sticking to reflect the work of Patrick Heron
- Recording from our imagination and exploring ideas
- Representing our ideas and feelings.
- Selecting and sorting between contrasting materials
- Discussing and developing our work as it progresses.
Role Play
- Castle
- Castle grounds small world
Educational Visits
- Hever Castle – 11 th May 2017
Please also refer to the
Home Learning Grid for home learning activity ideas linked to our curriculum.
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Yoga Calm Principles in Action
Yoga Calm Principles in Action
2
Historically, yoga practices have encompassed both physical and mental techniques for calming the nervous system—exactly what today's stress researchers recommend. And while these techniques are an important part of yoga, they were designed to serve even greater purposes in the individual and the community—those of personal discovery, wellness, and selfmastery. These overarching principles or philosophies of yoga invite creativity and flexibility in responding to needs; empower individuals through self-study, exploration, and discernment; and guide without dictating. The cultivation of these yogic attitudes is at the heart of yoga and a key determinant in its effectiveness, adaptability, and longevity.
Stillness
When I first met nine-year-old Barton, he talked nonstop. He explained that he never cried because once when he cried at his last school, even his best friend laughed at him. His dad told him that boys aren't supposed to cry. "But my dad's not the best person to listen to, you see, because he uses drugs, and that's why I live with my mom now." Then he went on and on about his father's drug use and how scary it was to live in his house because when people came over, you didn't know if you should trust them or not.
I could feel the sorrow in him, and the rage, and I promised him that I would never laugh at him if he cried. I told him that lots of boys cry in my room, and I never make fun of them or laugh at them. He said, "Oh, no, I'm not ever going to cry." Even the thought of it stimulated his need to make a show of his masculinity, so he dropped to the floor right there in my classroom and started doing push-ups—all the while continuing to talk through his heavy breathing. He said that he didn't want to be fat, and he wanted to be strong and taller than his father, who was five feet six inches tall, and he found that the push-ups sometimes prevented him from crying.
One day, Barton came into my room dragging a cardboard box and flying so high that he was frightened of himself. He said that his mom was trying some new medication on him and his heart was racing so fast that he was sure he was going to have a heart attack. We tried calling his mother, but she was unavailable. All the while, he kept getting into his cardboard box and rocking back and forth, then getting out and walking quickly around the room, talking a mile a minute.
I asked him how his body felt. He walked around, moving one hand up and down like a fish, and said, "I'm like the waves of the ocean going up and down." Then he made the waves bigger to demonstrate his feelings to me. He continued talking. I glanced at the clock and realized I had a group of students coming in fifteen minutes. I needed to find some way to help Barton before the students arrived.
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Pulse Count helps to engender Stillness and Listening.
34
"Let's try this, Barton," I said. "Why don't you get in the box and try some slow, deep breaths?" He climbed into the box and pulled his knees up to his chin.
"This is really uncomfortable," he said matter-of-factly. "Sometimes you don't have the best ideas, Mrs. Gillen."
I laughed a little and said, "Well, hold on. Let's see if we can make it more comfortable."
We worked together to cut out the end of the box so his torso could be in but his legs could stretch out. Then I put a pillow in the box and placed a blanket over him. Turning off the lights and putting on some soothing music, I asked him to take deep breaths and see if he could calm his body and be as still as possible. I reassured him that I would stay in the room. From underneath the blanket, he continued to talk, but now he began to slow down. "You know, Mrs. Gillen, I think this is starting to work. That music you're playing is good, you see, and I think it's beginning to calm me down."
I lowered my own voice and worked on keeping myself calm. I talked to him in a soothing, deep voice, and within ten minutes, he had found a route into his own stillness, into his ability to self-soothe.
By the time the group of students arrived, Barton was feeling much better. He named his box his "Soothing Chair," and he demonstrated to the children how it worked. These secondgraders were, of course, amazed by his invention, which he continued to use throughout that year. Sometimes he even brought friends into the room to try it. He began attending weekly Yoga Calm classes with me. He took his practice very seriously.
The quality of Stillness is important in developing self-control and self-regulation in students. By learning to still themselves, especially in times of chaos and fear, students gain confidence and become more capable of handling conflict and disruption. They begin to create an inner peace that they can draw on at any time. This quality is developed in all the Yoga Calm physical poses and in the relaxation and quieting processes.
Because children are bouncy and talkative, adults often think that an active, energetic class is what they need. But opportunities to practice Stillness are important for children, as well as for the adults in their lives. When children begin to understand that they can have some control over their own bodies and when they learn to self-soothe, they gain personal power. Sometimes a few minutes of Stillness can break their negative perception of themselves.
A student who had been diagnosed with severe ADHD told me his mother was always saying that he was never in control. We played a game in which we strove to keep our bodies completely still for thirty seconds. After a few tries, he was able to do this. I told him, "See, you've already proven that you can have control for thirty seconds. Tomorrow, let's see if you can do it for a whole minute." His green eyes shot me a look of surprise mixed with suspicion.
Two years later, he sits still and can listen to a novel being read aloud. Sometimes he begs me to continue, even after thirty minutes. By practicing just thirty seconds of Stillness that one day, he gained a new perception of himself.
When working with children with attention disorders, we must first believe that they can be still. We have to check our own perceptions about them and open our minds to their potential. For when a whole community has decided that a child is bad or incapable, the child believes and acts accordingly. But as with the student described above, you can start with simple things to teach Stillness: going on a vacation in your mind for thirty seconds, counting your pulse for fifteen seconds, holding completely still for ten seconds—taking small steps. We gradually increase the time, and before long, students are able to come to Stillness easily. A new world opens up to them.
Stillness also encourages children's innate ability to connect to the natural world and observe the beauty in life. This is also a part of our yoga practice with children. We don't think of it as a practice only on mats, though. It is a practice of life. When children who have practiced Stillness in Yoga Calm classes go outside, they tune in to nature's rhythms, and their bodies begin to respond to, and embody, the quality of Stillness that exists in parks, trees, and slowmoving creeks.
On a field trip to a local farm, the owner invited our class of behaviorally challenged students to visit her pond. She told the students they could feed the fish, but they had to walk very quietly on the dock or the fish would swim away.
I said to the students, "You know how to do this. We practice being still every day." Then I asked the liveliest student to demonstrate how quietly he could walk onto the dock. He walked out on tiptoe, not making a sound. The others followed in the same way. Then each silently took a handful of fish food from the owner. And when they tossed it to the water, the pond exploded in flashes of silver jumping fish. The students' faces registered surprise and delight, yet they continued to manage their excitement, whispering only. The sun emerged from behind a cloud. A great blue heron flew out of a large pine and flapped over their heads. It was a spectacular moment made possible by their ability to be still.
At the end of the day, after they'd all taken their seats on the bus, the owner of the farm entered to tell the students that they were the most polite group that had ever visited her farm! Two of the students looked behind them to see if she was referring to someone else, obviously unused to such compliments.
The Stillness activities are designed to help counselors, therapists, and teachers guide students toward greater self-control and sensitivity. Once children learn to practice Stillness, they begin to develop inner peace that can help them through difficult times, as well as the ability to focus and prepare to learn.
Listening
To develop a strong sense of self, students need to listen to the messages that come from their hearts, minds, and bodies. Differentiating between true warning systems in the body and fears or memories from the past is an important skill that will help them make positive choices in their lives.
Molly, an only child, lives with her mother. She doesn't know her father, and her mother is a wonderful, loving person but has a difficult time finding and holding a job. So Molly worries about her mother. She feels anxious and hopeless about their life.
One day during class, Molly was lying very still in a relaxation pose. This was excellent. She had come a long way since a few months earlier, when she could not settle down. She would spend her time poking and bothering students next to her. She still had days like that, but her ability to quiet herself was getting stronger. Now I wanted to help her listen to her own wisdom and find strength inside.
As the students lay on their mats, I asked them to see if they could find the "strong voice" inside of them. I asked them to notice whether the voice was loud or soft, high-pitched or deep. Did the voice sound like anyone? If so, who? Then I said, "See if your strong voice has something to tell you," adding that it was important to listen very carefully, that sometimes it takes time to hear your strong voice.
Afterward, I asked the students to share their experiences. Molly timidly raised her hand. She said her strong voice told her that even if her mother never got a good job, someday she would be old enough to find a job herself and create a positive life. That seed of positive thought began to move Molly out of her hopeless feelings and gave her a vision for her future.
When students learn to listen to the voices and messages that come from inside, they may start to make healthier choices. They can identify and discriminate between different feelings, and they can listen to the wisdom of the body. Indeed, with yoga practice and the help of supportive adults, children can learn to find the voice within that helps guide them toward health and happiness.
It's as a teacher attending a Yoga Calm training reported: she believed the yoga practice of her teen years had prevented her from ever becoming a smoker. Having practiced and developed healthy breathing habits, she was very tuned in to her body's responses, and therefore was acutely aware of the change in her breathing the one time she smoked a cigarette. She never wanted to try that again!
When children begin to listen internally, it is not uncommon for them to name God or Jesus as a source of strength. Because this is an individual child's personal experience, it is appropriate
35
36
for the child to share this in the structure of the class if so inclined. In fact, when children share their personal experiences of God and religion, it gives the class an opportunity to practice acceptance of different paths.
One day after we listened to our inner strength while in Warrior I, Mary, a sixth grader, said that she often thought of Jesus while in these poses. It helped her feel strong, she said. This led to discussion among the students. Some shared their feelings about Jesus. Some said they didn't think about Jesus at all. I listened, honoring each child's experience and modeling understanding and acceptance, very careful in such situations not to give my personal opinion or side with any child.
It's vital to treat religion as you would any discussion and encourage students to be open and express their experience. If children are to learn how to listen internally, it's important to let them speak about any of the things they encounter within.
Judy, a fifth grader with a difficult family life, was gently helping a younger student. I commented that Judy had a kind heart. "No, I don't," she said. "I'm not kind at all. I'm really evil. I think evil thoughts all the time."
It was true that Judy could be very mean. She often bullied other children and said cruel, hateful things. I wanted to understand her, so I looked into myself and asked how I have felt when angry. I, too, have felt out of control, which let me understand what Judy meant by feeling "evil." Also I knew that she had good reason to be angry. Her father was in jail for performing a violent act, and her mother had a severe learning disability, making it difficult for her to manage the details of life. So Judy, instead of being mothered, often had to play mother to her mother.
The next day, I invited Judy into my room. I explained that I understood what she had meant and helped her identify her feelings as anger. I told her that sometimes I, too, felt evil when I was angry. I said, "Your angry feelings are not 'you.' They are just feelings. I am going to help you express your anger in ways that won't get you into trouble." Then we went outside and threw a ball against the wall and growled REALLY LOUD!
I continued to work with Judy on her feelings of anger and gave her strategies for expressing her anger. Meanwhile, I had established a group of adults at the school who would take time during the day to notice Judy's kindness and compliment her when they saw her doing good things. And over time, Judy began to make amazing changes. She was brighter and more optimistic. Others liked her more. She laughed and participated more fully in activities. She still had to work on her bullying behavior and was still easily triggered by other students, but she began to change her image of herself. This started because she had the courage to speak honestly about the things she felt when she looked inside and listened.
When children begin speaking about their thoughts and feelings, they need adults in their lives who are strong enough to listen and understand the things they reveal. If a teacher or counselor has not done the hard work of listening to his or her own sorrows and anger, it will be difficult to stay present with these feelings in a student. An adult who is uncomfortable or impatient with a child's expression may unintentionally communicate this. When there is not time to listen to the student, and the adult feels impatient, it is important for the adult to acknowledge that and either arrange a time to be available or help the student identify someone who can listen (e.g., grandma or grandpa). For when students express strong feelings, it is a dual listening process. The children are tuning in to their feelings, and the adult must tune in to his or her own feelings. This is one way the adult can positively model behaviors that children need to learn.
Indeed, modeling is crucial in teaching the principle of Listening—a point we will return to later.
Grounding
Fourth-grader Jessica has been diagnosed with severe ADHD. She is emotional and has a difficult time at recess. She tends to blurt things out, and she lacks good social skills. The children often tease her, and this drives her to tears, which embarrasses her.
One day in yoga, she asked what she could do when her peers teased her. We practiced standing strong in Mountain (p. 79) with our feet anchored to the earth. We each thought of someone in our life who believes in us and supports us, and we imagined that person holding our feet to the earth. Then we breathed into our bellies and in strong, deep voices said "Stop!" We practiced looking each other in the eye and setting boundaries without yelling or humiliating ourselves. I encouraged Jessica to try these skills on the playground.
Several days later Jessica came bursting into my room full of excitement. "It worked, Mrs. Gillen! It really worked!"
"What worked?" I asked.
"That thing we did in yoga. I pretended I was strong and that my mom was holding onto my feet. I breathed into my belly and told the kids to stop in a deep voice, and guess what! They stopped!"
She looked as though she still didn't quite believe it.
What Jessica had experienced was the ability to ground herself both physically and emotionally. By teaching children to do this, we help them connect to the earth and feel safe and secure, gaining a sense of control over their environment. By bringing their awareness into both the present moment and their physical bodies through activities like those described above, students begin to learn that they can call on their bodies, the earth, and the people in their lives to support them. The ground is always there.
Many children who have been traumatized dissociate from their bodies and have a hard time being present in the physical world. The fast pace of the modern world aggravates this problem. Children's lives are full of many demands and distractions, and many of them spend a majority of their time stimulated by television, video games, cell phones, computers, and other electronic gadgets. They may live in a fantasy world that is not connected to the physical world. They need to develop a sense of physical awareness and safety in their bodies, and to develop a realistic understanding of their abilities and needs.
For children to develop good habits for self-care, they need the experience of feeling healthy physically, emotionally, and mentally. When people are perpetually unaware of their bodies, they may believe that a lifestyle involving junk food, video games, and lack of exercise meets their needs. One student informed us that he "relaxed" when he played violent video games. When he learned to check his pulse and understand what relaxation really feels like, he began to see that his body did not, in fact, relax while he was playing these games.
When introducing yoga to students, we start slowly. When poses are taught quickly, without time to develop inner awareness, injuries are more likely to occur, and children can develop a practice that is disconnected from their physical awareness—in essence, creating yet another distraction. We want children to practice and to listen to physical cues at the same time.
Grounding activities help children come into their bodies and prepare them for learning.
Strength
Strength involves not only muscle power—Physical Strength—but also Mental Strength and Emotional Strength. All three are complementary and may be nurtured simultaneously.
Physical Strength
The yoga poses, of course, develop Physical Strength. And as the body becomes physically stronger, students' sense of self is likewise strengthened. They feel safer and less vulnerable. They become more able to participate in physical tasks and the world around them.
In Yoga Calm, we develop Physical Strength by challenging the body in a reasonable manner. We encourage children to push themselves, but also to listen to their physical limitations, and tune in to ensuing emotions and mental processes. As a result, the body begins to grow stronger with encouragement and support—not by being forced into compliance. In this way, Physical Strength grows organically with emotional and cognitive awareness.
Balance poses develop Grounding and Strength.
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Mental Strength
Athletes, successful business executives, and individuals in many professions know the importance of positive self-talk and visualizing positive outcomes. Similarly, by using positive self-talk while in the poses, children practicing Yoga Calm can develop Mental Strength. The guided relaxations further support this, giving students practice in focusing their thoughts and using positive images to help them move toward greater health and success. And as students develop a stronger sense of themselves and their own images and ideas, they are less persuaded by negative external images and behaviors.
Georgia, a sixth-grade student, has been diagnosed with bipolar disorder. Highly sensitive, she has a difficult time at recess because she is often targeted by other students who find it entertaining to set her off.
Strengthening poses with Listening and positive self-talk help develop Physical, Mental, and Emotional Strength.
I found Georgia standing in a balance pose in my office one day, looking at the words posted in bold letters on a bulletin board: "I am strong. I am in control. I can do it. I can be responsible." When I inquired what she was doing, she explained that she'd had some trouble at recess and was using the words and yoga to get herself back in control.
She stood in the balance pose for a few minutes before heading back out to recess. Walking out the door, she called to me, "Thanks, Mrs. Gillen. I use those words all the time!"
Knowing some mental phrases such as the ones Georgia used can help children through difficult times. Positive self-talk trains children to focus their minds on their abilities. It helps keep them from being overwhelmed by fear and insecurities. The words provide a tool to use in moments of fear, anger, or worry. Many children report using these words regularly—in PE, at the doctor's office, during tests, when anxious, and at other times.
Emotional Strength
The process of developing Physical and Mental Strength also supports the development of Emotional Strength. With improved physical and mental control, students can develop the courage to express their emotions and the discipline to process the feelings that arise. Teacher and peer modeling of healthy emotional expression is also essential in developing this quality in students.
Jeremy had problems with extreme work avoidance. Whenever he began something he perceived as difficult, he would lock up and refuse to do anything. This exasperated his parents and teachers. Sometimes it would be impossible to get him back on track when he shut down, and no amount of coercion, threats, or consequences had any impact.
When he began coming to yoga, it was apparent that he was frightened of doing the wrong thing and being criticized. His fear of failure was so great that he would stop before he reached a place where he might fail. So I moved him into practice very slowly. When he was unable to participate, I allowed him to lie on his mat and watch the class. He would come in and out of the poses as he felt ready. To help him through his blocks, I gave him the language to say to himself, "I am strong! I am in control! I can do it!" He made good progress.
Once when the class was doing some very active poses, Jeremy looked extremely frustrated and angry. At one point, he sat down on his mat with a defeated look. I said, "Don't give up, Jeremy. Don't give in to that voice inside your head that wants you to quit."
He looked at me very sternly and said, "I'm not giving up, Mrs. Gillen. I'm sitting down to get my anger under control. I'm trying to tell myself those words you taught me."
"Okay. Good," I said, and we continued with the poses.
Jeremy sat for a few minutes, then got up and joined us in the practice. His yoga was strong and confident! He had really broken through something. I complimented him on how strong he looked.
After class, he told me that he had started to think about his brother, who was in a different foster care situation than he himself was. He said that people had told him he might never see his brother again, and that made him angry. "Then," he said, "I sat down and told myself that it doesn't matter what anyone else said. I will always love my brother,
and someday I will find a way to see him again." He told me he remembered the last time he had seen him. He remembered the look in his brother's eyes. He could tell that his brother loved him.
This story demonstrates how children begin to use their Physical, Mental, and Emotional Strength in complementary ways. Instead of running from his feelings of anger or acting out, Jeremy sat down and listened to them. Then he used the tools he had been taught to remind himself to think in an empowering way. Once he was able to manage his thoughts around his feelings about his brother, he took this strength into his body and channeled it into his physical practice. The results of his developing Mental and Emotional Strength were apparent in his attitude and composure while doing the poses. And as his competence and discipline in yoga grew, he increased his ability to move through his work avoidance issues.
Community
The Yoga Calm principle of Community is taught through games and activities that demonstrate the ways in which communities both support and challenge us.
The development of community support skills such as compassion and caring for one another begins with helping students learn to express their emotions. Given opportunities to become aware of both their feelings and the hardships of others, children gain insight into their own and others' behavior. They begin to want to help others and to see and value themselves as kind and helpful. Feelings of victimization are reduced, especially among underprivileged populations, while camaraderie with classmates is actively nurtured. Through all such experiences, students gain insight into the universal struggles of humanity and begin to understand the value of community support at a deep level.
Charlie, whose mother had recently died in a tragic accident, was a new student in Yoga Calm class. After the warm-ups, sixth-grader Jared asked if he could lead a sequence of poses. He seemed to have something in mind, so I allowed him to come to the front. Before he began the practice he turned to Charlie, looked him right in the eye, and said, "I'm doing this yoga for your mother."
The whole group grew silent in that moment of honoring. Their yoga was beautiful that day.
Of course, communities can be challenging, too. And these challenges can likewise be utilized in positive ways. In our social/emotional activities, for instance, we encourage lively conversations with differing points of view and include games that provide opportunities to challenge and test one another. We discuss how challenges make us stronger emotionally, physically, and mentally. Students understand that a game of chess or checkers is more interesting if your opponent knows how to play and provides some competition. And they recognize that a race is more interesting if a friend is skilled and provides an incentive to improve.
In fact, we need our families, neighbors, and friends to see our potential and call on us to do better—and to give feedback and sometimes even criticism. But at times, criticism and challenging behavior need to be screened out. For example, the playground can be a harsh environment, particularly for students who have social or emotional issues. Teachers often coach students to ignore name calling or other bullying behavior, but this is difficult to do. Therefore, Yoga Calm's community games also provide opportunities to practice effective responses to bullying and similar negative behavior.
Community activities provide opportunities to practice social and emotional skills.
By gaining understanding and skill in dealing with the positives and negatives of community life, students develop a realistic and healthy model of living.
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Through the teaching of these five principles, Yoga Calm helps to provide a safe and supportive setting and empower lifelong wellness habits for students and teachers alike. It is in this environment that our greatest potential can be realized.
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Literacy in the Sciences: Activity No. 17
Think Like an Inventor
By: Reading Rockets
Creativity is an important characteristic to foster in your child. Fostering a creative spirit will give your child experience identifying a problem and coming up with new ideas for solving them. Here are four ways to encourage creativity in your young child. Related
Start with a Book: Think Like an
Inventor(http://www.readingrockets.org//booklists/think-inventor) IF kids code, THEN...what?(http://www.readingrockets.org//article/59790) Cause and Effect(http://www.readingrockets.org//article/43150/)
Inventors, scientists, and mathematicians are all creative problem solvers. Creativity is an important characteristic to foster in your child. Fostering a creative spirit will give your child experience identifying a problem and coming up with new ideas for solving them. Here are four ways to encourage creativity in your young child.
Be curious
Most inventors are creative people with a wide range of interests. Foster your child's interests through books and conversations. Is your child interested in stamps? Coins? Bugs? Rocks? Use your public library to check out books and other resources on the topic. Be aware of community events such as bird walks and hand-on activities that will help your child explore their interest. Encourage your child to become a collector.
Let creativity flow
Help your child develop creative fluency and flexible thinking. One fun way to do that is to think of an ordinary household tool, like a paper clip or a clothes hanger. Have your child think of all the possible things that could be made out of that item. Coming up with lots of ideas gives your child practice with exhausting all ideas. For example, a stick could become:
Make mistakes
Did you know that Silly Putty was discovered accidentally when the General Electric www.readingrockets.org/article/50968/
Company attempted to find a substitute for rubber during World War II? Since then, over 200 million plastic eggs, containing 3,000 tons of Silly Putty, have been sold. Many inventions come from what feels like a mistake. Help your child understand that mistakes provide opportunities to learn. It will help if you share mistakes you've made recently too!
Never stop learning
Despite a very busy schedule, try to find a moment to look at an everyday item or event in a new way. Creativity can make common things special and special things more common!
Setting the right tone and atmosphere at home will foster creativity and learning. Ask open-ended questions that have multiple answers. Give your child the freedom to try and to make mistakes, even if things don't work out as planned. Praise your child's effort, or process, rather than praising the outcome or product. And most importantly, have fun with the creative young learner in your life!
Recommended children's books
(http://www.amazon.com/exec/obidos/ASIN/0375845615/readingrocket-20)
The Boy Who Invented TV: The Story of Philo Farnsworth By Kathleen Krull
Two machines captivated young Philo Farnsworth: a telephone and a phonograph. Both had cranks and both connected people with others (one in real time, the other through music). These and other inspirations motivated young Philo to invent what was to become known as the television. (Age level: 6-9)
Purchase
book(http://www.amazon.com/exec/obidos/ASIN/0375845615/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0618195637/readingrocket-20)
www.readingrockets.org/article/50968/
Girls Think of Everything By Catherine Thimmesh
In kitchens and living rooms, in garages and labs and basements, even in converted chicken coops, women and girls have made our lives simpler and better with their inventions. In these short biographies, you'll learn about the women who invented the space helmet, the windshield wiper, the chocolate chip cookie, and much more. The book also encourages young women to start inventing themselves and offers a list of organizations to help them get started. (Age level: 8 and up)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/0618195637/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0688169937/readingrocket-20)
How Ben Franklin Stole the Lightning By Rosalyn Schanzer
Benjamin Franklin was amazing. He was a statesman, musician, a printer, a cartoonist, a shopkeeper — and an inventor. He figured out how to solve many problems — including how to steal lightening from the sky to prevent it from starting fires in Colonial towns. (Age level: 6-9)
Purchase book(http://www.amazon.com/exec/obidos/ASIN/0688169937/readingrocket-20)
(http://www.amazon.com/exec/obidos/ASIN/0374348103/readingrocket-20)
Marvelous Mattie: How Margaret E. Knight Became an Inventor By Emily Arnold McCully
How did a curious girl became one of America's most prolific inventors? Mattie's childhood fascinations with how everyday things worked (a sled, a kite, a foot warmer)
www.readingrockets.org/article/50968/
inspired her to figure out ways to improve the way machines functioned. When she was just 12 years old, Mattie designed a safer weaving loom and as an adult she invented the machine that makes the square-bottom paper bags we still use today. She became known as "the Lady Edison." (Age level 5-8)
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A Native American Thought of It: Amazing Inventions and Innovations By Rocky Landon and David MacDonald
Everyone knows that moccasins, canoes, and toboggans were invented by Native Americans, but did you know that they also developed their own sign language, as well as syringe needles, and a secret ingredient in soda pop? Native communities relied on their creative thinking to make full use of their natural resources. (Age level: 9 and up)
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Neo Leo: The Ageless Ideas of Leonardo da Vinci By Gene Baretta
Even though Leonardo da Vinci lived a long time ago (born in 15th century Florence), his ideas have intrigued inventors and scientists ever since. In cartoon-like illustrations and brief text, old "Leo" ideas are juxtaposed to newer "Neo" ideas. This playful book is informative and engaging and may inspire further investigation of man and inventions. (Age level: 6-9)
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Pop! The Invention of Bubble Gum By Meghan McCarthy
Though it's unlikely that anyone has ever heard of Walter Diemer, chances are they've used — or at least heard of — his invention: bubblegum. Diemer's story from accountant to successful inventor is presented in a lively text with cartoon illustrations. (Age level: 6-9)
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So You Want to Be an Inventor? By Judith St. George
Ever wonder who invented the first dishwasher? How about Ben Franklin's inventions? Need and inspiration seem to be the basis of all inventions, a principle used to organize this fascinating glimpse of myriad inventions and the people who invented them. (Age level: 6-9)
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View this article in Spanish(http://www.colorincolorado.org/articulo/50969).
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Reading Rockets is a national multimedia project that o ffers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.
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"You may have tangible wealth untold. Caskets of jewels and coffers of gold. Richer than I you can never be — I had a mother who read to me." — Strickland Gillilan www.readingrockets.org/article/50968/ | <urn:uuid:9fe6d190-daaf-42fd-a080-6daf854c859b> | CC-MAIN-2023-14 | https://www.hanovertwpschools.com/cms/lib/NJ02202604/Centricity/Domain/826/Think%20Like%20an%20Inventor%20_%20Reading%20Rockets.pdf | 2023-03-25T02:34:09+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00169.warc.gz | 908,268,792 | 2,081 | eng_Latn | eng_Latn | 0.986152 | eng_Latn | 0.99306 | [
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term exam 1h30
The concept of reserves is generally not well understood. "Reserves" is an estimate of the amount of oil in a reservoir that can be extracted at an assumed cost. Thus, a higher oil price outlook often means that more oil can be produced, but geology places an upper limit on price-dependent reserves growth; in well managed oil fields, it is often 10-20 percent more than what is available at lower prices. Reserves estimates are revised periodically as a reservoir is developed and new information provides a basis for refinement. Reserves estimation is a matter of gauging how much extractable oil resides in complex rock formations that exist typically one to three miles below the surface of the ground, using inherently limited information. Reserves estimation is a bit like a blindfolded person trying to judge what the whole elephant looks like from touching it in just a few places.
It is not like counting cars in a parking lot, where all the cars are in full view. Specialists who estimate reserves use an array of methodologies and a great deal of judgment. Thus, different estimators might calculate different reserves from the same data. Sometimes politics or self-interest influences reserves estimates, e.g., an oil reservoir owner may want a higher estimate in order to attract outside investment or to influence other producers.
Reserves and production should not be confused. Reserves estimates represent one factor in estimating future oil production from a given reservoir. Other factors include production history, understanding of local geology, available technology, oil prices, etc. An oil field can have large estimated reserves, but if the field is past its maximum production, the remaining reserves will be produced at a declining rate. This concept is important because satisfying increasing oil demand not only requires continuing to produce older oil reservoirs with their declining production, it also requires finding new ones, capable of producing sufficient quantities of oil to both compensate for shrinking production from older fields and to provide the increases demanded by the market.
I- READING COMPREHENSION: (8 points)
1. Suggest a title to the text.
2. Say if the following statements are true or false and justify your answers in both cases:
a. Reserve estimates are sometimes higher than they really are in order to draw the attention of investors.
b. Once the oil field reserves reach their highest levels, production will consequently decrease.
3. Find in the text synonyms to the following words: development /needs/amounts/supply/ forecast/peak
4. Explain with your own words the underlined sentence in the text.
term exam 1h30
II- GRAMMAR: (8 points)
1- Transform the sentences "A" and "b" into the active voice and "C" and "D" into the passive.
A. Reserves estimates are revised periodically.
B. The remaining reserves will be produced at a declining rate.
C. Sometimes politics or self-interest influences reserves estimates.
D. Specialists who estimate reserves use an array of methodologies.
2- Fill in the blanks with the following words: hydrocarbons - earnings - prices OPEC – exporter- roughly.
Algeria is an important ……….. of oil and natural gas and is a member of the………. . The…………. sector is the backbone of the economy, accounting for………. 60% of budget revenues, 30% of GDP, and over 97% of export ………. . Algeria has the eighthlargest reserves of natural gas in the world and is the fourth-largest gas exporter; it ranks 15th in oil reserves. Sustained high oil ……… in recent years have helped improve Algeria's financial and macroeconomic indicators.
3- Put the verbs between brackets into the correct tense: ( present continuous/ present perfect/ simple past)
1. Lisa (not go) to work yesterday. She wasn't feeling well.
2. I still don't know what to do I (not decide) yet.
3. It (begin) to get dark, shall I turn on the light?
4. This is a nice restaurant is it the first time you (be) there?
5. I'd like to see Tina, it's a long time since I (not see) her.
6. I wasn't very busy, I (not have) so much to do.
III- WRITTEN EXPRESSION: (4 points)
Describe in 100 words (10 lines) the graph below using words and expressions you learned in class.
term exam 1h30
Solution:
1- Title: oil reserves.
2- A-true / ….Sometimes politics or self-interest influences reserves estimates, e.g., an oil reservoir owner may want a higher estimate in order to attract outside investment or to influence other producers.
b- true / ….. satisfying increasing oil demand not only requires continuing to produce older oil reservoirs with their declining production, it also requires finding new ones, capable of producing sufficient quantities of oil to both compensate for shrinking production from older fields and to provide the increases demanded by the market.
3- development / growth
needs/ requires amounts/quantities supply/ provide forecast/estimate peak/ maximum
4- The sentence means that specialists can never guess exactly the right amounts of oil reserves.
GRAMMAR:
1- Passive and active voice:
A. Specialists/ they revise reserves estimates periodically.
B. Investors will produce the remaining reserves ay declining rates.
C. Sometimes reserves estimates are influenced
D. An array of methodologies is used by specialists who estimate reserves
2- Fill in the blanks:
Algeria is an important exporter of oil and natural gas and is a member of the OPEC. The hydrocarbons sector is the backbone of the economy, accounting for roughly 60% of budget revenues, 30% of GDP, and over 97% of export earnings. Algeria has the eighth-largest reserves of natural gas in the world and is the fourth-largest gas exporter; it ranks 15th in oil reserves. Sustained high oil prices in recent years have helped improve Algeria's financial and macroeconomic indicators.
3- Tenses:
1. Lisa (not go) to work yesterday. She wasn't feeling well. Didn't go
2. I still don't know what to do I (not decide) yet. Haven't decided
3. It (begin) to get dark, shall I turn on the light? Is beginning
4. This is a nice restaurant is it the first time you (be) there? You've been
5. I'd like to see Tina, it's a long time since I (not see) her. Saw
6. I wasn't very busy, I (not have) so much to do. Didn't have | <urn:uuid:f4c6fcd1-b28b-42e1-8998-105e5585c6b6> | CC-MAIN-2023-14 | https://eddirasa.com/wp-content/uploads/univ/EPST/epst-2an-exam2-eng1.pdf | 2023-03-25T02:29:11+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00170.warc.gz | 276,146,148 | 1,368 | eng_Latn | eng_Latn | 0.999146 | eng_Latn | 0.999205 | [
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1. Course Code
2281
2. Course Title
S4e:ICT4D Project Exercises
3. Teacher
TAKAHARA, Toshiro
4. Term
Fall 3
5. Course Requirements (Courses / Knowledge prerequisite for this course)
None
6. Course Overview and Objectives
The objective of the course is to design a desirable ICT4D projects by deepening the understandings of theoretical and practical framework of ICT4D. Through various lectures, thought experiments and discussions, students are guided to learn about the mechanism of ICT4D projects, especially a standard project planning method; Project Cycle Management. This course is intended to learn about risk mitigation techniques during the project implementation and monitoring/evaluation method.
7. Course Outline
1 Lesson 1: Course introduction/ Method introduction (Analysis and Planning Skill)
2 Lesson 2: Project failures and cause analysis: Learn from the failure case
4 Lesson 4: Various method and tool to build a project
3 Lesson 3: Building an ICT4D Project (Project Design)
5 Lesson 5: Stakeholder analysis (Understand the Requirements of stakeholders)
6 Lesson 6: Problem Analysis and Problem Tree
8 Lesson 8: Logframe 1 (Narrative summary & Inputs)
7 Lesson 7: Objective Analysis and Objective Tree
9 Lesson 9: Logframe 2 (Indicators & Assumptions)
11 Lesson 11: Monitoring and Evaluation of a Project
10 Lesson 10: WBS, Gannt Chart and other project management tools
12 Lesson 12: Project Planning Exercise (Introduction)
14 Lesson 14: Presentation session (Individual/ Group)
13 Lesson 13: Project Planning Exercise (Exercise)
15 Lesson 15: Sum up and evaluation
16
8. Textbooks (Required Books for this course)
None
9. Reference Books (optional books for further study)
10. Course Goals (Attainment Targets)
(1) Understand different viewpoint of stakeholders on ICT4D projects using analysis skills
(2) Ability to explain logically the mechanism of your project using theoretical frameworks
(3) Ability to explain the risk of your project and how to mitigate these risks
(5)
(4) Ability to plan an ICT4D project
(6)
(8)
(7)
11. Correspondence relationship between Educational goals and Course goals
12. Evaluation
13. Evaluation Criteria
15. Notes
Active participation to the discussion will be appreciated and counted to the evaluation
16. Course plan
(Notice) This plan is tentative and might be changed at the time of delivery
Lesson 1: Course introduction/ Method introduction (Analysis and Planning Skill)
Lecture & Discussion: 90min
1. Course introduction and kick off
2. Skills to be obtained at the end of the course
3. Grading method
4. Assignment: Read Alan Kay's "A Personal Computer for Children of All Ages" and write a memo on your viewpoint on it.
Lesson 2: Project failures and cause analysis: Learn from the failure case
Lecture & Discussion: 90min
1. Presentation of project failure examples
2. Discussion on the cause of failure and risk mitigation
Lesson 3: Building an ICT4D Project (Project Design)
1. Methodology of building an ICT4D project
2. Choice of appropriate technology
3. Idea is everything
4. How to make your idea really work? Power of design
Lecture & Discussion: 90min
Lesson 4: Various method and tool to build a project
1. Introduction of Various Project Planning Method
2. Pros & Cons of Ptoject Planning Method
3. How to design an inclusive project
4. Ownership of the project
Lesson 5: Stakeholder analysis (Understand the Requirements of stakeholders)
Lecture & Discussion: 90min
1. SWOT Analysis
2. Who are the stakeholders?
3. Beneficiaries, counterparts and opponents
4. How to deal with different interest of stakeholders
5. Optimisation of a project
Lesson 6: Problem Analysis and Problem Tree
1. How to proceed to problem analysis
2. Listing of problems
3. Categorise the problems
4. Cause-Effect relationship of the problem
5. How to build a problem tree
Lesson 7: Objective Analysis and Objective Tree
1. How to transform problems to objectives
2. Build an objective tree
3. Analysis of the objective tree
4. What we can and what we cannot
5. Choose the appropriate objectives
Lesson 8: Logframe 1 (Narrative summary & Inputs)
1. Build a logic among objectives
2. Presentation of Logframe
3. Narative summary (Overall objective, Project purpose, Outputs and activities)
4. Building activities
5. Plan inputs of the project
Lecture & Discussion: 90min
Lecture & Discussion: 90min
Lecture & Discussion: 90min
Lesson 9: Logframe 2 (Indicators & Assumptions)
1. Indicators and means of verification
2. Quantitative indicator and qualitative indicator
3. Probability and how to set an appropriate goal
4. Assumptions
Lesson 10: WBS, Gannt Chart and other project management tools
Lecture & Discussion: 90min
1. What is WBS?
2. What is Gannt chart?
3. Project management tools
4. How to monitor a project
Lesson 11: Monitoring and Evaluation of a Project
1. Project management: Process and consensus
2. Risk mitigation: Theory and practice
3. Project Monitoring and Evaluation
4. DAC evaluation criteria
Lesson 12: Project Planning Exercise (Introduction)
1. Use the same scenario to make different projects
2. How to proceed to this exercise
3. Choice of the method and tool
4. Final output as a presentation & project document
Lesson 13: Project Planning Exercise (Exercise)
Lecture & Discussion: 90min
Lecture 40min, Exercise 50min
Exercise 90 min
1. Use the same scenario to make different projects
2. What are the target group? What are the project activities and indicators?
3. Use various planning tools to make a project
4. Include risk evaluation and mitigation
Lesson 14: Presentation session (Individual/ Group)
1. Presentation session
2. Discussion (Q&A)
Lesson 15: Sum up and evaluation
Discussion 90min
1. Revision of the course, important points to remember, and class feedback
Lecture & Discussion: 90min
Presentation 90min | <urn:uuid:efd63134-2655-427a-b64e-e3a30c2fb200> | CC-MAIN-2022-27 | https://www.kic.ac.jp/wp-content/uploads/2021/12/2281-S4e_ICT4D-Project-Exercises.pdf | 2022-06-27T21:47:44+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00303.warc.gz | 895,329,291 | 1,368 | eng_Latn | eng_Latn | 0.914164 | eng_Latn | 0.923914 | [
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ALLERGIC PROCTOCOLITIS
Proctocolitis (prok-toe-co-LIE-tis) is inflammation of the lower part of the intestines (the colon). If this swelling is caused by an allergic reaction, it is called Allergic Proctocolitis. Allergic Proctocolitis in infants is also called Milk/Soy Protein Intolerance, Dietary Protein-Induced Proctocolitis, or protein hypersensitivity.
What are the Symptoms of Allergic Proctocolitis?
The main symptom of Allergic Proctocolitis (AP) is mucus with visible specks or streaks of blood in dirty diapers (stools). The stools may be watery, and they are often green. Many infants with AP are very fussy. It is not uncommon for families to be told their baby has colic. Bouts of crying (day and night), poor sleep, and obvious discomfort after eating can be a part of AP too. Some babies with AP have skin rashes.
What Causes Allergic Proctocolitis?
AP is caused by an allergic reaction to food proteins that pass through a baby's colon. These food proteins may come from formula, but, if you are breastfeeding, the proteins pass into your breast milk from the foods you eat. At least half of all cases of AP are caused by a reaction to cow's milk (dairy) proteins. Soy protein is the second most common cause, and many babies have a problem with both dairy and soy. Any food protein can cause an allergic reaction. At this time, no one knows why some babies get AP.
How is Allergic Proctocolitis Diagnosed?
The best way to diagnose Allergic Proctocolitis is to remove the suspected protein from the baby's diet and see if he or she starts to feel better. Your baby's doctor should first rule out other conditions, and may want to test samples of your baby's stool or blood.
What is the Treatment for Allergic Proctocolitis?
The treatment for Allergic Proctocolitis (AP) is to avoid the food(s) that cause the problem. If you are breastfeeding, you will need to stop eating foods that bother your baby. This is called an elimination diet. If your baby takes formula, the doctor can recommend a formula that will be better for your baby. Dairy and soy proteins are usually the first to be removed.
How long will it take for my baby to feel better?
Many babies will stop bleeding as soon as 2 or 3 days after you remove the offending protein(s). It can take 1 to 2 months for all symptoms to go away. If you are not seeing ANY improvement after 2 weeks on an elimination diet, see your doctor or a Registered Dietitian about removing a different protein. Most babies grow out of AP by their first birthday. | <urn:uuid:d83fb61a-da53-45eb-a4dc-fff12d4ebbdb> | CC-MAIN-2023-14 | https://www.amherstpeds.com/storage/app/media/allergic-proctocolitis1.pdf | 2023-03-25T02:24:48+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00169.warc.gz | 736,938,504 | 597 | eng_Latn | eng_Latn | 0.999332 | eng_Latn | 0.999332 | [
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College of Ethnic Studies
Department of Chicana(o) and Latina(o) Studies Department
CLS 1300: The Constitution, Equity and
Chicanas/os and Latinas/os (3 units)
Fall 2022 Course Syllabus
Instructor: Michelle L. Lopez
Land Acknowledgment: As an educator at Cal State LA, I acknowledge and honor the Gabrielino/Tongva peoples as the traditional caretakers of the land where Cal State LA resides.
Welcome
College of Ethnic Studies
Phone: 323-343-6960
Location: King Hall D1052
CLS Website: College of Ethnic Studies
Welcome to CLS 1300! This syllabus is your guide to what you can expect in our course. It includes valuable course policies, requirements, schedule, resources, and more. It tells you nearly everything you need to know about our course and what I will be expecting from you and what you can expect from me. This information is also available for you in Canvas located in the "Course Orientation and Syllabus" module.
The CLS department is housed within the College of Ethnic Studies.
Class Days/Times
Our course will be conducted online and asynchronous. You will participate in the course using the Cal State LA learning management system Canvas. In order to accommodate everyone's access to the internet we will not be conducting weekly course sessions via zoom. Please note that I am located in California. Therefore we will be using Pacific Standard Time for our course.
* CLS 1300:05 – Online
* CLS 1300:07 – Online
Chicana(o) and Latina(o) Studies Department Office (CLS) Information
Department
Phone: 323-343-2190
Location: King Hall C-4069
CLS Website: Chicana(o) and Latina(o) Studies
The CLS office is open Monday-Friday from 8:00AM5:00PM. The office is closes for lunch from 12:30PM1:30PM.
Table of Contents
* Facilitator Corner p. 2
* Couse Description p. 2
* Course Learning Outcomes p. 3
* Connecting to the Course Learning Outcomes p. 3
* Required Course Materials p. 4
* Building our Community p. 4
* Computer Requirements & Technology Skills p. 6
* Assignments and Grading p. 7
* Course Communication p. 9
* Helpful Resources p. 10
* Course & University Policies p. 10
* How to Succeed in Our Course p. 12
* Course Schedule p. 12
* Project Instructions and Guidelines p. 15
* Team Project: Election 2022 p. 16
* Team Project: Legislation and Me p. 19
1
Facilitator Corner
Email: firstname.lastname@example.org
Instructor:
Michelle L. Lopez
FA 230
Office Location:
Meet Your Professor: You can call me Professor Lopez or Professor M. I am the eldest of three siblings, we are 3 rd and 4 th generation US born. Most of my family lives in and was born in Redlands, CA. When I was 12 years old my mother moved us to Kansas City, KS after divorcing my father. I moved back to California on my own when I was in my twenties. Currently, I live in Rosemead with my mom. My daughter just moved to San Francisco for college at San Francisco State University. My family came to the US from Mexico. My maternal great grandmother was from Guadalajara and my paternal family is from Santa Barbara and the Valley of Mexico. My educational journey was not linear I went to cosmetology school before attending Kansas University (go Jayhawks! NCAA Champions 2022!). Unfortunately, I ran out of money for college so I was forced to take some time off. During my time away from school, I had my daughter which also postponed my education but I finally made it through. I can honestly say that it was not easy, I definitely had my challenges and at some points I even felt like giving up. Now, I am a proud alumna of East Los Angeles Community where I received an AA in Liberal Arts and I am also a Cal State LA graduate, this is where I received my BA, MA, and MFA degrees. In 2016 I began teaching in the department of Chicana(o) and Latina(o) studies at Cal State LA. I have also taught in the Liberal Studies and Art Departments on our campus. My professional experience includes community organizing and working with non-profit organizations in the Boyle Heights area. In my leisure time I like to relax in Baja and attend a soccer games, go LAFC!
Student Office Hours: Tuesday's 10:45AM – 11:15AM in FA 230 and Thursday's 10:45AM – 11:15AM via Zoom. By appointment (If you cannot see me during the allotted time, send me an email to let me know. I will work with you to schedule a day and time that fits your schedule via zoom.) Office hours are for you! Research shows that students who participate in office hours perform better in class. I invite you to attend office hours to discuss the course material, the Chicana/o/x and Latina/o/x Studies major, minor, graduate school, or anything else that is important to you. You may also consider attending office hours with a classmate. Office hours are not for turning in assignments. Zoom Meeting Room: https://calstatela.zoom.us/j/3035191289 You will need to sign in using your Cal State LA email address.
Catalogue Description
This course addresses the intersection of Chicanas/os/x and Latinas/os/x with the US and California Constitutions, incorporating fundamental Supreme Court and Ninth Circuit Court of Appeals decisions with their impact on US society.
This course meets a general education requirement for American Institutions (AM) and Block F. It also meets a diversity requirement (re).
Course Description
This course provides a critique of the U.S Constitution as it relates to Chicanas/os/x and Latinas/os/x. Exploration will include critical race theory, the social construction of race, and how the legal system continues to reinforce systemic racism. We will also explore the significance of the Treaty of Guadalupe Hidalgo, Immigration, and US court decisions that have directly impacted Chicanas/os/x and Latinas/os/s. This is an online asynchronous course that will integrate readings, lectures, and selected films/documentaries in order to broaden your understanding of the material. You will be using the learning management system, Canvas to complete this course. Our course homepage lists the instructions to begin the class. Assessments of the structural impact Chicanas/os/x and Latinas/os/x have had on constitutional issues involving the Supreme Court, Congress, and the California courts will be also addressed. We will also be using critical thinking strategies which you can apply to other areas of your life. The skills learned in this course can be useful to you as you pursue your career and life goals.
Our course is paper free meaning all assignments will be submitted online through the Cal State LA learning management system, Canvas.
2
Course Learning Outcomes
Through a combination of lectures, readings, films, discussions, presentations, and activities upon completion of this course you will be able to:
Connecting the Course Learning Outcomes to Assignments
Assignments and modules are connected to the course learning outcomes in a variety of ways. There are the greater Course Learning Outcomes (CLO) and the Module Learning Objectives (MLO) that connect to the overall CLO's. Within each module are assignments and readings to ensure that you will meet the CLO's by the end of the semester. Listed below are the six Course Learning Outcomes with the Module Learning Objectives listed below them. You will see these items included in the various weekly modules and assignments throughout our course.
Connecting the Course Learning Outcomes (CLO's) to the Module Learning Outcomes (MLO's)
1. Define the Constitution and US supreme court.
A. List constitutional amendments and Supreme Court cases that have impacted the social construction of race in the United States.
2. Define race and class.
B. Examine the intersectional similarities and differences between the Chicanx and Latinx communities' experiences with the law, and those of other marginalized groups in the United States.
3. Identify how race, class, and ethnicity intercept through the scope of Critical Race Theory.
1. Recognize how systemic racism has been developed and built into legislation in the United States.
3. Express how the United States justice system impacts different racial and gender communities.
2. Describe the election and political disparities that exist in communities of color in the United States.
C. Show how the U.S. Constitution and federal policy impact Chicanx and Latinx communities' and the relationships among different racial and gender communities in the United States.
2. Describe how participation in the political process impacts legislative change.
1. Identify how policy is created in the United States.
3. Interpret policy and its impact on Chicanx and Latinx communities.
1. Describe how systemic racism is supported by the constitution.
D. Analyze the intersection of race and racism as they relate to other areas of oppression in Chicanx and Latinx communities.
2. Examine systems of oppression in the United States.
3
E. Assess the influence of California's constitution and policy decisions on Chicanx and Latinx communities inside and outside of the state.
2. Describe the US judicial branch and the various courts within it.
1. Identify the differences between the state and federal law.
3. Explain the importance of representation in making policy.
a. Question the California Constitution.
F. Critique US public policies and court decisions that have a lasting impact on various racial and gender communities.
b. Inspect recent court decisions and their lasting impact.
Required Course Materials
As a former student and having spent a ton of money on textbooks, I am committed to using accessible texts and materials when possible. Thus, some of the course readings will be available through Canvas. You are responsible for accessing the required materials.
Books
There are 3 required books for our course. All textbooks are available the University Bookstore and some are online through the Cal State LA University Library. You may decide which format of the book to get. Some prefer a physical book vs an online book.
Films
You are responsible for accessing and watching these films. All film links will be available through Canvas. You will need to use your campus ID to log in.
Other Readings
These readings will be available for you through Canvas.
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Building Our Community
Course Structure
This is an online course that will be asynchronous, meaning we will not have scheduled weekly meetings as an entire class. Our course will be project based so there will be no mid-term or final exam. Online courses require adequate time management. Please prepare to devote approximately 6-8 hours a week to our course. You will participate in the course using the Cal State LA learning management system Canvas. All lecture materials and assignments will be in our course site. Since we will not have set meetings online or in person, active participation online is critical. Your engagement with the material is one essential facet to your development as a student. In addition, please keep in mind that you must be sensitive to other people's viewpoints even when they differ from your personal opinion. You are required to check messages regularly, participate in the online discussions, and complete all work by the assigned due dates.
The following table provides a description of the module components you will see in Canvas to ensure that you meet the Course Learning Outcomes
* My Recommendations for Reading. As with most university classes, there is an expectation that you will read, take notes, and be prepared to discuss assigned texts. I recommend you engage actively with the readings (take notes on the margins, highlight points of interest, write down questions that arise during your reading, use a dictionary, thesaurus, and try to summarize the main points in your own words). I also strongly encourage you to discuss the readings in a study group. Research shows that students involved in a study group generally perform better in class.
* My Commitment to our Classroom Community. We will be discussing topics related to racism, sexism, elitism, sexuality, homophobia, immigration, exploitations, war, violence, and many more topics that can stir up emotion. I ask that we engage in these topics in a critical and respectful manner. Our classroom community is designed to be a safe place for everyone regardless of race, gender, creed, or sexuality; therefore, any disrespectful language or behavior will not be tolerated. Our class is a place where we agree that we are all equal contributors of knowledge and experiences of culture.
* My Commitment to Equity, Diversity, Inclusion and Belonging. I am committed to facilitating your brilliance and believe we are all valuable contributors of knowledge. Your journey and stories that got you to this place matter, education can be found anywhere. As your facilitator I want you to know that you belong here and that I value your presence. Please let me know ways to improve the course for you personally or for your classmates.
* My Statement on Your Basic Needs. If you suffer extenuating circumstances during the semester that you feel will prevent your successful completion of this course, please inform me immediately as things occur so I can work with you to problem. My goal is to help you succeed. If at any point during the semester you face challenges securing
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food, housing and/or your physical safety and you believe this may impact your academic presence and performance, I urge you to contact any of the following campus entities for immediate support.
* Cal State LA Student Health Center: Counseling and Psychological Services (CAPS) – Provides confidential and non-judgmental help with your personal growth and psychological wellness, specializing in mental health services.
o Phone: (323) 343-3314
o Website: Counseling and Psychological Services Website
o Email: email@example.com
* Erika J Glazer Family Dreamers Resource Center – Supports undocumented students through a number of
o Location: Student Health Center, Station 4(2 nd floor)
programs and services aimed at ensuring academic, emotional, and personal well-being.
o Phone: (323) 343-4367
o Website: Dreamers Resource Center Website
o Email: firstname.lastname@example.org
* Cal State LA Student Food Pantry – Offers students a pre-filled bag of groceries every week for pick-up.
o Location: Student Services Bldg., 4 th floor, Room 4310
* CalFresh Outreach Center – Helps guide students through the entire CalFresh application process, including determining the eligibility to apply.
o Location: University Student Union Room 308
o Website: CalFresh Outreach Center
o Location: Student Services Building, 4 th floor, Room 4380
o Email: email@example.com
* Office for the Dean of Students – Offers a variety of services such as the technology loan programs, emergency financial and housing assistance, and basic need support.
o Location: Student Services Bldg., 4 th floor, Room 4380
o Website: Food Pantry Website
o Phone: (323) 343-3103
o Website: Dean of Students Website
o Phone:
(323)343-3103
o Email: firstname.lastname@example.org
Computer Requirements and Technology Skills
This course requires some technological literacy and access to current technology in order to assure your success in our course. You will need the following:
Computer Requirements
* An internet accessible device that meets the technology requirements necessary to complete our course.
* Reliable access to a high-speed Internet connection (DSL, cable, on-campus wifi, etc.)
* An up-to-date browser and operating system that enables you to access and submit assignments through the Cal State LA learning management system, Canvas
o The preferred browsers for Canvas are:
[x] Chrome 102 and 103
[x] Firefox 101 and 102
[x] Edge 102 and 103
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[x] Respondus Lockdown Browser (latest release)
o Mobile devices loose some functionality and will not work for some assignments.
[x] Safari 14 and 15 (Macintosh only)
* Access to a webcam and microphone.
o These applications are free to all students at Cal State LA check the ITS Helpdesk Student Resources page for instructions on how to download and install the software to your computer.
* You may need to download some additional software to take this class such as a video player, Microsoft word, Adobe Acrobat Reader, and PowerPoint.
Minimum Technology Skills
* Creating, saving, locating, and opening different types of files on a computer.
* Regularly check and use Cal State LA email account for all course and university related communication.
* Access online applications such as Perusall, Zoom, Flipgrid, YouTube, and Google Drive.
* Have working knowledge of Canvas.
Technical Support and Accessibility Policy
You will need a working knowledge of Canvas in order to complete this course. The following Canvas guides may be useful to you:
o Guide link: Canvas Student Guide
* Canvas Student Guide – This guide will assist you in navigating Canvas, submitting assignments, and how to view course announcements.
* Canvas Student Tour Videos – The student tour videos demonstrate how to update your profile, manage your personal files, submit assignments and much more.
o Link to videos: Canvas Student Tour Videos
Accessibility Policy: Like Cal State LA, I am committed to ensuring that the information and technologies used in the course are accessible to everyone. If you need assistance accessing other technical resources such as assistive technology, video caption, or web accessibility visit the Cal State LA: Accessibility Home Page
Tips for Taking an Online/Hybrid Course
* Become comfortable with Canvas and our course. Get on-line early in the course and as often as possible. It is important that you log into the course regularly.
o Don't solely rely on the "To do List".
* Prior to beginning a module read the weekly overview, look over the requirements and note any activities and due dates.
* Make note of due dates and date ranges for activities and discussions on your calendar.
[x] At least an hour each day.
o Set aside sufficient time each week to complete the module.
o Online work may take more time than you think.
* Be open and willing to share your thoughts and ideas with others in the class.
* Do your written assignments/discussions on a word or google document. Then copy and paste it into the online forum. This will reduce the chances that you lose your assignments in Cyberspace.
* Check the online forum regularly to review responses others may have made to your comments.
* Communicate with your team and classmates. They are a good resource and it builds a sense of community.
* When using an online collaboration program such as Google Docs please be careful not to delete or change others' work by mistake.
Assignments and Grading
Below is the break-down of grades and assignments for our course. This is a project based course so we will not have a mid-term or final exam. I have high expectations for you in this course, for this reason I am a firm believer in receiving the grade you earn. I do not round, curve, or negotiate grades. I encourage you to plan your course work carefully in order to receive the highest possible grades. It is important to note that grades for this course are weighted, they are
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not a summary of points. Refer to the Grading Criteria below to see how assignments are broken down. Through following instructions, careful planning, and preparation you will do very well in our course.
Please note: I do not accept assignments via email attachments, all work must be submitted through Canvas. Late submissions will be reduced by 2% for each day late.
Late Adds: The University allows students to add to a course for about two weeks after the start of the semester. It is important to know that faculty are not required to accept late assignments students may have missed due to adding to a course late. If you added the course after the start of the semester please reach out to me as soon as possible so we can discuss any assignments you may have missed and if it will be possible for you to submit.
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Grading Criteria and Discrepancies: Course work must be submitted online by the assigned due dates in order to receive full credit. Please be aware that all assignments are mandatory. In order to ensure that you fare well in the class and get the highest possible grades all assignments must be completed and submitted on time. You can view your grades using the GRADES button in the Canvas menu in our course. Please check your grades regularly to make certain that I have received all your assignments. If you notice a discrepancy in the gradebook please email me directly.
Grading Criteria
Grading Scale
Rubrics: I have developed grading rubrics to accompany all assignments. Be sure to refer to the rubrics often to ensure you receive the highest possible grades in our course.
Grading and Feedback: All assignments will be graded in Canvas within two weeks of their due date. You can view your course grades anytime by clicking the GRADES button in the course navigation links. Please be sure and check your grades regularly to make certain that I have received all your assignments. Comments and feedback will also be left in Canvas for you to view.
Course Communication.
Interaction with Me: I will make every effort to communicate frequently with you through weekly announcements and postings within Canvas. Post any questions or comments you have about the course content and/or requirements in the FAQ discussion forum. Questions of a more personal nature should be emailed to me directly, email@example.com
Email Policy: My email policy is as follows:
* When sending an email to me please be sure to indicate the course and section number you are in.
* Response to emails sent during my business hours (8AM-5PM Monday-Thursday) will generally take place within 24 hours with the exception of weekends and holidays. Emails sent outside of business hours or over the weekend (includes Friday), holiday, or campus closure will be read and responded to when campus reopens.
* I will post an announcement alerting students if I will be unavailable for more than a weekend.
* Excessive emails impact both professor and the student. I respond to each and every email I receive. It is not necessary to send follow-up emails before I have responded.
* It is your responsibility to check your email daily for updates and announcements.
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Questions: It is normal to have many questions about things that relate to an online course, such as clarification about assignments, course materials, or assessments. Please post your questions in the FAQ Discussion Forum. However, be sure that you read the instructions and syllabus carefully as many questions can be answered for you such as due dates and submission format expectations.
Netiquette: When posting on the discussion boards and chat rooms it is important to understand how to interact with one another online, netiquette. You can read more about the rules of netiquette at 15 Rules of Netiquette for Online Discussion Boards
Student Office Hours: I will be available to meet with you during student office hours which will take place on Tuesday's 10:45AM-11:15AM in FA 230 and Thursday's from 10:45AM-11:15AM via Zoom. Office hours are by appointment only. You may sign-up for an appointment through your Canvas calendar.
Turnaround/ Feedback: During the week, I check messages and monitor discussions serval times a day. If you have a concern please send me an email message. I will usually respond within 24 hours. Grades and assignment feedback will be posted regularly in Canvas.
Helpful Student Resources
Course & University Policies
Student Handbook: Information on student rights and responsibilities, academic honesty, standards of conduct, etc., can be found in the Golden Eagle Student Handbook. You are expected to adhere to the standards outlined in the Student Handbook at all times.
Dropping and Adding: You are responsible for understanding the policies, procedures, and deadlines about add/drops, academic renewal, etc. You should be aware of the current deadlines and penalties for adding and dropping classes by visiting the following: GET home page.
Incomplete Grades: An "Incomplete" grade is an interim grade assigned to a student who is passing the course but, through extenuating circumstances, is unable to finish course work for the term. Incompletes are assigned at the discretion of the faculty only if a significant portion of the requirements for the course has been met. If you believe you need to request an incomplete you must do so before the last week of class. I will determine what work needs to be done in order to remove the incomplete and we will complete an Incomplete Grade Agreement. The Incomplete Grade Agreement includes the due date specified in writing for completing the work, the conditions for removal of the incomplete, and the final grade to be given based on the evaluation of the work already completed. You will need to complete all work to remove an incomplete grade within one year from the end of the course in which the incomplete was requested. An incomplete that is not removed from a student's record within the allotted time period will be automatically changed to an F by the academic records office. To request an incomplete you must:
* Consult with me to complete an Incomplete Grade Agreement, which I will begin processing.
* Comply with the terms of the required Incomplete Grade Agreement submitted.
* Complete the course requirements within one year of the end of the term in which the course was taken.
Extenuating Circumstances Impacting Course Completion or Continuous Enrollment: An undergraduate student who is not able to fulfill continuous enrollment due to extenuating circumstances can request a leave of absence. Undergraduate students in good academic standing may request a leave of absence that lasts between two to four semesters. Graduate students are granted a maximum of two semesters, subject to renewal. These totals exclude Summer and Winter terms. If you believe you many need to take a leave of absence speak with your advisor in order to take the necessary steps.
Americans with Disabilities Act (ADA): Reasonable accommodation will be provided to any student who is registered with the Office of Students with Disabilities (OSD) and requests needed accommodation. OSD can arrange for extra time on exams, alternative testing, accommodation for neurodivergent learners, access to electronic texts, and more. If you believe you might be eligible please contact the office for more information.
* Webpage: Office for Students with Disabilities
* Phone: (323)343-3140
* Email: firstname.lastname@example.org
* Location:
Student Services Building, Room 1320
Academic Honesty/ Student Conduct
Academic Honesty: Many incidents of plagiarism result from a lack of understanding about what constitutes plagiarism. However, you are expected to familiarize yourself with Cal State L.A.'s policy on plagiarism. All the work you submit must be your own scholarly and creative efforts. Cal State L.A.'s plagiarism general guideline is as follows: "At Cal State L.
A., plagiarism is defined as the act of using ideas, words, or work of another person or persons as if they were one's own, without giving proper credit to the original sources." If you cheat or plagiarize, you will earn a 0 for that assignment or project. This course uses Turnitin.com to check for similarity and plagiarism.
Turnitin Statement: This course utilizes turnitin.com, an automated system which compares student assignments with billions of web sites, as well as an enormous database of student papers that grows with each submission. After an assignment is processed turnitin.com reports how another author's work was used in the assignment.
Set your Goals for Participation
Take a moment, as you begin this journey to consider your goals for taking this course. Like all endeavors, the level of growth, personal satisfaction, and impact resulting from your engaging in the course are tied directly to your level of effort. Time management combined with reviewing the syllabus, project guidelines, and instructions regularly and thoroughly is essential for your success in our course. In order to keep track of the multiple assignments and due dates for this course it would be best to organize and set reminders for yourself on your calendar. I recommend you highlight due dates in the course syllabus and refer to them often. Don't solely rely on your To Do list in Canvas. Any calendar and assignment changes will be posted in Canvas.
How to Succeed in our Course
1. I encourage you to organize study groups and set expectations of how they will run. Students that study together, graduate together.
2. Be open to a writing process that is on-going (no binge writing). Your best submissions are ones that are polished, organized, and edited. Also consider using campus resources such as the Cal State LA University Writing Center online resources.
You should plan on setting aside some time for our course, approximately 6-8 hours each week. This breaks down to a little over an hour each day.
Course Time
2.60 hours per week reading content
5.4 hours doing the related discussions, quizzes, and assingments
Example Weekly Schedule
The schedule below is an example of how you could participate in our course throughout the week and ensure all course work is completed on-time.
Life Happens
Due dates for every module are posted in Canvas. However, I recognize that sometimes things come up, such as illness, family emergencies, work emergencies, child emergencies, and personal issues. In these instances, I recommend you contact me as soon as possible to let me know what is taking place so I can work with you to submit your work after the scheduled due date or look into other options if needed. I'm here to help you succeed.
Course Schedule
This course schedule provides each module's start and due date. All assignments are due at 11:59PM, Pacific Standard Time at the "Week End" indicated on the course schedule. You are expected to complete the listed items for each week.
The schedule is also located on the Schedule page in Canvas. Schedule and content subject to change.
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Lipsitz, Chapter 7-10
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Film th
Project Instructions and Guidelines
There are two larger team projects for this course. There is a Timeline Project and a Public Service Announcement Project. Each project is worth 25% of your overall grade. Below is the detailed instructions and guidelines for working with your team. Grading rubrics and due dates are included.
Team Guidelines
You will be randomly assigned to a team during the first week of the course and you will work with them for the entire semester. Team assignments must be completed with assigned group, they will not be accepted individually. You will also work with your team on smaller assignments throughout the semester. Below are the guidelines and purpose for working with a team.
Purpose
Teamwork and collaboration is critical to policy change. Through working with a team you will demonstrate the ability to collaborate in order to develop and execute an assignment. Working in a team is an important experience. Throughout our lives we are required to work with others in order to accomplish a task. This assignment will give you the opportunity to experience working with others in order to accomplish a common goal.
Preparing to work with Your Team
* Mark your calendar with important due dates.
o Navigate to the "People" tab in our course menu in Canvas.
* Locate your team.
* Reach out to your team early in the week.
o Early in the week
* You should check-in with your team at least three times during each week.
o Mid-week
Criteria for Success
o End of the week
It is crucial that you follow the instructions laid out in each assignment. Adhere to the guidelines and grading rubrics within each assignment to ensure that you receive the highest possible grades. You will grade each of your teammates twice during the semester. First during week 8 and the second time during week 15.
You will grade your Teammates of the Following
Team Project: Election 2022
This project is worth 25% of your overall grade. Below are the detailed instructions and guidelines which include grading rubrics and due dates.
Purpose
Elections are an important part of the democratic process, they establish policy and elect officials at the will of the people. During election season it is common to see political campaigns that are intended to sway voter opinion. These
campaigns often contain data that supports a proposition or candidates platform. These are mostly based on results of polls conducted by a variety of sources for various purposes. This November Californian's along with the rest of the nation are being asked to vote on important propositions and candidates. These propositions and candidates will have a lasting impact on communities of color. By designing and conducting your own survey, you will explore the opinions and needs in your community and how policy decisions impact California residents. By working in teams, you will gain experience of how to work together in a community. You and your team will also work together throughout the entire semester on activities and assignments. Upon completion of this project you will:
* Assess the influence of California's constitution and policy decisions on Chicanx and Latinx communities inside and outside of the state. (CLO – E)
* Show how the U.S. Constitution and federal policy impact Chicanx and Latinx communities' and the relationships among different racial and gender communities in the United States. (CLO – C)
* Critique US public policies and court decisions that have a lasting impact on various racial and gender communities. (CLO – F)
Submission Format
This project will be submitted in several phases throughout the semester. You will share the your final presentation by the assigned due date in Canvas.
Tasks – Each task listed below must be completed with your team.
Each Section in this Table is a Different Assignment
* There are different question types that can be used, consider: multiple choice, yes/no, open ended questions, etc.
Question List: Form questions to ask in your survey. You will investigate the various ways different racial and gender communities are able to have active participation in the political process through this survey
* Decide how you will form your questions.
[x] Will you be voting in the November election?
o Here are some examples:
[x] What impact if any will this election have on your life?
[x] Are you familiar with the California Constitution?
[x] Do you believe this election will change anything in California or the nation?
[x] It the upcoming election important?
o Grade level and age of respondent
* Include demographic questions on your poll such as:
o Gender
o Ethnic background
o State and/or district
* Consider the use of Probing questions such as:
[x] The opinions and preferences of friends and classmates
o Whose thoughts and preferences helped form your opinion?
[x] The opinions and preferences of your parents
[x] The opinions and preferences of other adults
[x] The opinions and preferences of teachers
[x] The opinions and preferences of celebrities
* Consider the use of Source questions such as:
[x] Someone else's opinions and preferences
o What sources provide the most information to you in forming your opinion?
[x] Radio advertisements
[x] Newspaper articles and editorials
[x] TV advertisements
[x] Information you sought and retrieved from the internet
[x] Information received via email
[x]
Social Media
[x] Conversations with friends outside of school
[x] Conversations with students and teachers in school
* You must have a minimum of 15 questions on your survey.
o Be sure to turn on the responses in order for Google to gather your data.
* Once your questions are approved you will create your survey using Google forms.
o Include an introduction to your survey.
[x] Explain the purpose of your survey.
[x] Should be at least a paragraph long.
o Consider the look of your survey:
[x] Background
[x] Color
[x] Images
* You will submit your questions for review before sending out your survey.
* Make it inviting
Distribution plan for your survey. Once your questions have been approved you will then prepare to begin distributing the survey for responses. Specifically, survey communities of color in order to determine their political behavior.
*
* Reach out to friends, family, and students in other classes.
o Reach out to friends and followers
Social Media
* You must survey a minimum of 50 people per team.
* Prior to distribution you will submit a plan for review.
* Focus on surveying communities of color
o Once your plan has been approved you will move forward with distribution of your survey.
* Once all your surveys are completed you must analyze and compile your data.
Data from survey. Once you have received your survey submissions you will be able to analyze the data. Google provides a break-down of your submissions.
* Once the data is analyzed decide how your team will present it to the class.
Team Presentation of Research. You and your team will prepare a presentation of your research analysis and the election outcome.
* You will submit your data for review.
* You may submit your presentation in several ways.
o You can create a video or PowerPoint (7 slides minimum)
[x] If you create a video make sure it is no more than 15 minutes long.
[x] If you choose PowerPoint, you may create as many slides as needed for your presentation.
o Your presentation must include the following:
[x] Include some of the audio/visual elements and analysis of your survey.
[x] Your process for developing your survey.
[x] Select graphics that help convey the information.
[x] You may include any media you see as relevant to your presentation. (i.e. video, quizzes for the class, or activity) Be sure that it functions during your presentation.
* Make sure all graphics are good quality and visible.
[x] Answer these questions as a group:
* How do US Supreme Court decisions impact California policy and the Chicanx and Latinx communities?
* How do elections create policy in the United States?
* In what ways does this election change the California Constitution?
Peer Reviews: Each of you will be required to review 3 other presentations:
* How does the creation of policy impact Chicanx and Latinx communities?
* These will be assigned once they have all been submitted.
* Canvas assigns the presentations randomly if you happen to get the same one twice please let me know and I will switch it out for you.
* Your assigned survey will show up in your "To do List"
Time Frame
Below lists when each individual piece of this project is due. Be sure and mark your calendar with the due dates listed.
* 10/17 – Distribution Plan for Survey
* 9/23 – Question List
* 11/14 – Data from Survey
* 12/9 – Final Team Evaluation
* 12/2 – Team Presentation
* 12/17 – Peer Review of Presentation
Criteria for Success
To ensure your success with this assignment be sure and adhere to the guidelines, due dates, and grading rubrics to ensure the highest possible grades.
Grading Break Down
20 pts – Question list
20 pts – Data from survey
20 pts – Distribution plan for survey
20 pts – Team presentation
20 pts – Peer Reviews
20 pts – Final Team Evaluation
120 Possible Points
Grading Rubrics
Your presentation will be graded on the following:
Legislation and Me: Public Service Announcement Project
This project is worth 25% of your overall grade. Below are the detailed instructions and guidelines which include grading rubrics and due dates.
Purpose
Through this project you will examine and critique California policy and how it impacts you and your community. Upon completion you will be familiar with college level research practices and how to apply them to your work. You will select a piece of California legislation to research. Through this process you will learn how legislative change is part of the US political process and how it impacts US Residents/Citizens. You will also learn to analyze legislation, policy, and research sources. Public service announcements are used to create awareness in our society. Along with your team will create a public service announcement that brings awareness to California legislative changes. This project will give you first-hand experience on the use of media as a form for activism. Through this project you will gain knowledge of how information is shared and used to create awareness and you move from observer to active participant within our society, gain civic literacy, further develop your critical thinking skills, and apply some of the other skills you have learned in our course. Upon completion of this assignment you will:
* Assess the influence of California's constitution and policy decisions on Chicanx and Latinx communities inside and outside of the state. (CLO – E)
* Show how the U.S. Constitution and federal policy impact Chicanx and Latinx communities' and the relationships among different racial and gender communities in the United States. (CLO – C)
* Critique US public policies and court decisions that have a lasting impact on various racial and gender communities. (CLO – F)
Tasks – Each task listed below must be completed with your team.
Each Selection in this Table is a Different Assignment.
* Topic Selection:
Topic Selection: : Along with your team select a California legislative change or new California legislation that is being proposed. Your selection must be recent, no older than two years. Areas to consider could be the Environment, Education, Health Care, Immigration, and Finance. Consider how race, gender, ethnicity, and sexuality are impacted by the policy you select.
o With your team write a paragraph containing 5-7 sentences. You must answer the following questions:
[x] Why did this topic resonate with your team?
[x] Topic: What is it?
[x] How do you believe this legislation will impact you and community you live in?
* If you need help selecting a topic visit the California Legislative Information webpage. You may review California legislation at: https://leginfo.legislature.ca.gov/faces/home.xhtml. You may also consider researching recent Executive Orders that have been signed by California Governor Gavin Newsom.
[x] What is the social and economic impact of the legislation you selected?
* You may select an issue we have discussed in class or another you find of interest.
* Selecting an issue that impacts the community you live in.
* You will set goals for you and your team.
Timeline: Create a timeline for completion of your public service announcement.
* Select how you will create your PSA.
[x] Make sure that you will be able to create a 3 minute video.
o You may use Canvas Studio or any other video editor.
o Do not use Tic Tok or social media platforms to create and house your video.
o Target goal dates to complete your PSA
* Submit a timeline and include the following:
o Information on how you will create your PSA
PSA Draft: Begin creating your public service announcement with your team. Select a title for your public service announcement. (Be creative)
o What strategies you and your team are using to question the role of the California constitution and its influence?
* Be sure to display insight and reflective thought about your topic. Include:
o The full title of legislation you and your team are researching.
o Interpretation of the policy and its impact.
o Assess the legislation by:
[x] Expressing how the US constitution impacts this legislation.
[x] Examining how the legislation will impact various racial and gender communities
[x] Assess the lasting impact of the legislation.
o Don't just copy and paste material from other places. You must analyze and research the information you include.
* Include media in your public service announcement consider using videos and other media.
o Use media that supports your topic.
* Be creative.
* Be sure to site your sources.
* Work together.
* Your video should be between 2-3 minutes
* Make sure video is cohesive.
* Submit the link to your PSA draft.
o I will give feedback for each team PSA.
o YouTube, Vimeo, and Canvas work well.
PSA Final: Once you receive feedback on the PSA you may begin to finalize it.
o Make sure it is fully accessible
*
Submit the link to your PSA
PSA Peer Reviews: You will be required to review 3 other team PSA's.
* Your peer reviews will be listed in your "To Do List" in Canvas.
* The PSA's will be assigned once they have all been submitted.
Submission Format
This project will be submitted in several phases throughout the summer session. You will share the link to your PSA by the assigned due date in Canvas.
Time Frame
Below lists when each individual piece of this project is due. Be sure and mark your calendar with the due dates listed.
*
* Timeline – 9/16
Topic Selection – 9/2
* PSA Draft – 9/30
* PSA Final – 10/21
* Midpoint Team Evaluation – 10/14
* PSA Peer Reviews – 10/28
Criteria for Success
It is crucial that you follow the instructions laid out in this assignment. Adhere to the guidelines and grading rubrics within this handout to ensure that you receive the highest possible grades. I have high expectations for you in terms of grading. It's important to understand that in order to receive the highest possible grades you must submit quality work.
Grading Break Down
10 pts – Topic Selection
10 pts – Timeline
20 pts – Midpoint Team Evaluation
20 pts – PSA Draft
20 pts – Final PSA
20 pts – Peer Reviews
100 pts possible points
Grading Rubrics
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Weekly Newsletter
19th March 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
'And the earth! We have spread it out, and set thereon mountains standing firm, and have produced therein every kind of lovely growth (plants).' [Qur'an, 50:7]
Over the past two weeks our pupils have been planting seeds and watching them do so reminded me of this beautiful ayah. Witnessing seeds we planted break through the soil in search of light, and grow into plants and flowers, is surely one of Allah's countless blessings. It fills our hearts with hope of new beginnings, joy and awe of our Creator and Provider. Al hamdu'lillah. Wasalaam
Mrs Ghafori
HIGHLIGHTS
Year 3 created some fruit art in DT. They discussed seasonal food vs. non-seasonal foods and the effects they have on the environment.
Year 6 have been developing their observational and drawing skills in art, sketching flowers.
Year 5 were in the garden planting some vegetable seeds. The girls were responsible for making paper pots to make sure our planting is as sustainable as possible.
STARS OF THE WEEK
More News
Y1: Ali Syed Taj &Parsa Khan
Y2: Nusaibah Munir
Y3: Shahzain Choudhary
Y4: Haniya Dar & Suwaibah Munir
Y5: Amaar Alvi
Y6: Zaina Ayub
Introducing our new Year 1 teacher. She has worked in a number of schools and is looking forward to her year at MMPS. She loves sports, especially swimming. She enjoys cooking and says she has a big sweet tooth. A big welcome to Mrs Aboukar!
AYAH OF THE WEEK
'Indeed Allah loves those who rely upon Him.' Quran (3:159)
The Right of the Fortnight
Article 30: Every child has the right to learn and use the language, customs and religions of their family.
ASSEMBLY
Mrs Jannath spoke about the month of Ramadan and how we should start preparing.
Pupil Voice
"Which women are our role models?"
Greta Thunberg because she is trying to save the planet. Rabia, Year 5
Rosa Parks. She changed things for people. Hassan, Year 3
Emmeline Pankhurst. She was an activist who helped to give women freedom. Omar Yagan, Year 5
Rosa Parks. She was an inspirational black woman who made a change . Eesa, Year 5
My mum never gives up, she's always working hard . Khadeeja, Year 6.
Khadeeja(ra)
She was kind and spent her worldly riches on the poor
and needy
. Razeen, Year 4
My big sister always helps me. Manahil, Year 6
My mum is a great role model, because she is a charitable person. Whenever we get food, we always buy extra to give to the homeless. Rohaan, Year 6 | <urn:uuid:691bc7be-a5c4-4b51-9023-082955fa3c63> | CC-MAIN-2022-27 | https://www.mmps.miet.uk/wp-content/uploads/2021/03/Newsletter-19th-March-2021.pdf | 2022-06-27T20:34:34+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00303.warc.gz | 947,716,172 | 656 | eng_Latn | eng_Latn | 0.997339 | eng_Latn | 0.997339 | [
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OCCIDENTAL COLLEGE
EMERGENCY SUPPLIES CHECKLIST
Below is a personal preparedness checklist that will add to your safety and comfort during and after a disaster. Store enough supplies for at least 72 hours. This is a progressive list. Start with the essentials and work at it until you feel comfortable with your preparedness. Develop several disaster kits for home, office, vehicle and for your family members.
ESSENTIALS
[ ] Water - at least 1 gallon per person per day (a one week supply is best). Energy or sport drinks that have electrolytes are also good. Rotate into normal use and re-purchase at regular intervals.
[ ] Water purification kit.
[ ] Whistle to signal for help.
[ ] First aid kit, freshly stocked. Watch expiration dates of supplies. (Should contain ibuprofen, acetaminophen or aspirin, adhesive bandages, flexible bandages to wrap joints, antibiotic/burn ointment, antihistamines, prescription drugs, sterile gauze pads, sanitary napkins, etc.)
[ ] First aid book.
[ ] Food. Choose items with long shelf life and ability to eat without preparation and good nutritional value (energy bars; canned meat, vegetables & fruits; etc.)
[ ] Can/bottle opener (non-electric).
[ ] Essential medications.
[ ] Extra clothing - jacket/sweater for warmth, work clothes (jeans, long sleeve shirt, etc), hat, raincoat, etc.
[ ] Blankets or sleeping bags and something to use as a pillow. You may have to sleep outside or in a vehicle. Space blanket (compact & can be used as a tarp).
[ ] Flashlight with extra batteries, lightsticks (they have an expiration date).
[ ] Radio (recommend dynamo hand crack charging or solar/dynamo combo). Some come with a flashlight option.
[ ] Extra pair of eyeglasses or contacts with cleaning supplies.
[ ] Fire extinguisher (recommend: 5lb dry chemical A-B-C type or larger).
[ ] Out-of-state contact phone number.
[ ] Extra pair of house and car keys.
[ ] Cash and change.
[ ] Waterproof matches and long-life candles. Never use if a gas leak is suspected.
[ ] Personal identification.
[ ] Other:
SANITATION SUPPLIES
[ ] Large plastic trash bags for waste.
[ ] Toilet paper.
[ ] Bar soap and liquid detergent. Antibacterial, "no-water-needed," liquid soap.
[ ] Paper towels
[ ] Hand/bath towels
[ ] Toothpaste and toothbrushes.
[ ] Feminine hygiene supplies.
[ ] Household bleach.
[ ] Trash can.
[ ] Shampoo.
[ ] Other:
SAFETY & COMFORT
[ ] Sturdy shoes or work boots.
[ ] Heavy duty gloves for clearing debris including glass and other sharp objects.
[ ] Dust masks.
[ ] Hardhat.
[ ] Candles and matches. Never use if gas leak is suspected.
[ ] Light sticks.
[ ] Change of clothing (search and rescue type). Also, plan for warmth and comfort.
[ ] Knife, razor blades, scissors.
[ ] Tent and tarp.
[ ] Communication kit: paper, pens/pencils/markers.
[ ] Books and playing cards.
[ ] Cell phone.
[ ] Area map.
[ ] Address/phone directory for friends and family.
[ ] Pillow.
[ ] Other:
COOKING
[ ] Utensils (knife, fork, spoon).
[ ] Plates, cups, bowls.
[ ] Paper towels.
[ ] Aluminum foil.
[ ] Camping stove and fuel. Never cook indoors because of potential for carbon monoxide poisoning. Do not use if there are potential gas leaks.
TOOLS & SUPPLIES
[ ] Adjustable wrench for shutting off gas.
[ ] Shovel, broom, saw, axe.
[ ] Tool kit: screwdrivers, pliers, hammer, crowbar.
[ ] Rope (1/2" minimum thickness).
[ ] Duct tape.
[ ] Chalk for marking searched areas.
[ ] Levers and fulcrums for lifting debris.
FAMILY SUPPLIES
[ ] Baby supplies: formula, bottles, pacifier, soap, clothing, blankets, baby wipes disposable diapers, canned food and juices.
[ ] Survival supplies for children at their school. Does the school have a disaster plan?
[ ] Contact person who will pick up your children for you if you cannot leave your place of work. This person should have your out-of-state contact number so messages can be exchanged.
[ ] Spouse and other family members should have their own emergency supplies with them. You should all review the emergency plans on a regular basis so you will feel relatively comfortable about your preparedness. This peace of mind will be very valuable to you should a disaster strike when you are separated from your family members.
[ ] Survival needs (see "Essentials" above). Plus: Keep extra medication on hand (rotate as necessary to prevent exceeding expiration dates); Extra eyeglasses; Extra walking aids.
[ ] Whistle to signal for help.
[ ] Extra battery for hearing aids.
[ ] Arrange for a few other trustworthy people to check on you after an earthquake. They should know your special needs, where emergency supplies are located and how to operate any equipment you use.
PETS
[ ] Food and water for a week. Be aware that pets are usually not allowed at emergency shelters.
[ ] Bowls to serve food and water.
[ ] Leash or carrier.
[ ] Arrange with a neighbor to care for your pet(s) if you cannot get home. Arrange another place for you pet to stay for an extended period of time if necessary.
HOME PREPARATION
[ ] Place beds away from large windows, tall unsecured bookcases or other furniture. Do not hang objects (glass framed pictures, etc) on walls that might fall on you and cause injury. Use soft art pieces. Minimum 4mil thick plastic films are available for coating windows to prevent shattering (labor and materials about $3-4/ft 2 ).
[ ] Put a flashlight under your mattress so it is easy access without having to search through furniture that might topple over, and it will be available in the "safety triangle" next to your bed. Keep shoes near your bed to prevent having to walk through broken glass or debris that might cause injury. Keep other "essentials" as necessary in easy reach from your bed.
[ ] Make sure you have smoke detectors and functioning fire extinguishers in your house. Carbon monoxide detectors are also a good addition where needed. Follow manufacturer recommendations for locations. Practice use of fire extinguishers when offered at work. Teach your family how to use a fire extinguisher and how to call for emergency response.
[ ] Develop a family plan for what to expect and what to do during an earthquake, fire or other emergency. Do a practice drill every 6 months. Teach family members what to do wherever they are (indoors, outdoors, at school, etc.). Talk about this on family outings.
[ ] Gas appliances must have a flexible connector to reduce the risk of fire or explosion.
[ ] Secure your gas water heater using kits made of materials designed for this purpose.
[ ] Locate your gas and water shut-off valves, and store the necessary tools to turn them off in a convenient location. Never turn the gas back on once you have turned it off. Let the gas company to this. They can check for leaks and make sure all pilot lights are re-lit.
[ ] Locate the electrical shutoff in the circuit breaker panel or fuse box. Learn how to turn off the power before the emergency.
[ ] Secure the top of tall furniture to wall studs with flexible straps (designed for this purpose).
[ ] Computers, TV, and other appliances can be secured using safety straps. Use non-drying putty or industrial Velcro for art objects.
[ ] Secure cabinets with child-proof safety latches, or ones designed for boats. This can really save on breakage costs and cleanup.
[ ] If you suspect your house is not bolted to the foundation, has un-reinforced cripple walls or other structural issues, contact a seismic retrofit company for an evaluation and repair estimate. Some of the best earthquake damage prevention is to complete the seismic upgrades to your structure before the shaking tests its strength.
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Cyber Netiquette - What is considered good behavior online?
Distance conveys a degree of anonymity, and as a result, many people feel less inhibited in online situations than in their everyday lives. This lessening of inhibitions sometimes leads people to drop their normal standards of decorum when communicating online. In response, good cybercitizens have developed, over the years, an informal set of guidelines for online behavior called Netiquette. Netiquette can be summarized by three simple precepts: Remember that there is a human being on the other end of your communication, treat that human being with respect, and do not transmit any message that you wouldn't be willing to communicate face to face. Some specific corollaries of these precepts follow:
* Be careful what you write about others. Assume that anyone about whom you are writing will read your comments or receive them by some circuitous route.
* Be truthful. Do not pretend to be someone or something that you are not.
* Be brief. Receiving and reading messages costs time and money.
Use titles that accurately and concisely describe the contents of e-mail and other postings.
* Consider your audience, and use language that is appropriate. Excessive use of jargon in a nontechnical chat room, for example, can be bad manners, and remember that children sometimes dial into chat rooms.
* Avoid offensive language, especially comments that might be construed as racist or sexist.
* Remember that the law still applies in cyberspace. Do not commit illegal acts online, such as libeling or slandering others, and do not joke about committing illegal acts.
* Be careful with humor and sarcasm. One person's humorous comment can be another person's boorish or degrading remark.
* Do not post a message more than once. When summarizing, summarize.
* Generally speaking, avoid putting words into full capitals. Online, all-caps is considered SHOUTING.
* If you are following up a previous message or posting, summarize that message or posting.
* Do not post irrelevant messages, referred to in hacker's jargon as spam.
* Do not post messages whose sole purpose is to sucker others into an irrelevant or unimportant discussion. Such messages are known as trolls.
* Read existing follow-up postings and don't repeat what has already been said.
* Respect other people's intellectual property. Don't post, display, or otherwise provide access to materials belonging to others, and cite references as appropriate.
* Temper online expressions of hostility; in hacker's jargon, avoid excessive flaming of others.
* Never send online chain letters.
* Some e-mail programs allow one to place signatures containing text and graphics at the ends of mailings. Remember that elaborate materials take up valuable transmission time, and do not overdo these signatures.
* Limit the length of typed lines to less than 78 characters, and avoid unusual formatting.
* Identify any financial interests related to an e-mail message or posting. If you are selling something, make that fact clear.
* Do not send e-mail to people who might have no interest in it. In particular, avoid automatically copying e-mail to large numbers of people.
* Online messages can be quite informal, but try, nevertheless, to express yourself using proper spelling, capitalization, grammar, usage, and punctuation.
* Avoid chastising others for their online typos. To err is human. To forgive is good cyber-citizenship. | <urn:uuid:55eab5e8-3a29-413f-9f66-62781d62d08e> | CC-MAIN-2023-14 | https://www.se.edu/kfrinkle/wp-content/uploads/sites/89/2014/01/Math1513Summer2009cybernetiquette.pdf | 2023-03-25T01:08:26+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00172.warc.gz | 1,066,575,452 | 708 | eng_Latn | eng_Latn | 0.996052 | eng_Latn | 0.997627 | [
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Interactive Metacognition:
Monitoring and Regulating a Teachable Agent
Daniel L. Schwartz, Catherine Chase, Doris Chin, Marily Oppezzo, Henry Kwong Stanford University
Sandra Okita
Teachers College, Columbia University
Rod Roscoe, Hoyeong Jeong, John Wagster, & Gautam Biswas Vanderbilt University
To appear in D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education.
Metacognition is typically characterized by monitoring and regulating thought processes to make sure those processes are working as effectively as possible (ref list). Good teachers are extremely metacognitive. They monitor student understanding and they regulate the processes students use to learn and solve problems (Shulman, PCK*). Whether or not good teachers apply metacognition to themselves, they do apply it interactively to their students' thinking. The proposal of this chapter is that asking children to apply metacognition interactively towards another can help science learning as well as the development of metacognitive skills. This proposal is examined in the context of an interactive technology called a Teachable Agent, where students teach a computer agent that can answer questions and show its reasoning.
Research on learning-by-teaching has found that teaching another person can lead to superior learning. For instance, when people prepare to teach pupils to take a test, they learn more compared to when they prepare to take the test themselves (Bargh & Schul, *; Biswas et al., *). Moreover, during the act of teaching, people learn by clarifying the
1
confusions of their tutees (Chi et al., 2001; Palinscar & Brown, 1984; Uretsi, 2000). In these cases, students are anticipating or experiencing their tutees' cognition. Interestingly, when people move into didactic mode, and stop attending to their tutee's thoughts, they learn less (Fuchs, Fuchs, Bentz, Phillips, & Hamlett, 1994; Graesser, Person, & Magliano, 1995; Chi, Roy and Hausmann, *).
The interactive quality of other-directed metacognition can help resolve two psychological challenges. One challenge is the dual-task demand of metacognition. During metacognition, people need to think their thoughts, and they simultaneously need to think about their thinking about those thoughts. When problem solving becomes difficult, there can be less free capacity for metacognition. For example, when trying to recall a person's name under pressure, people may not consider other ways to search for the name, and simply keep circling their hand, presumably, to prime the cognitive pump. Teaching can help alleviate the dual-task demand of metacognition. The tutee has the responsibility of problem solving, which frees up resources for the teacher's metacognition. Gelman and Meck (1983*), for example, found that young children could monitor errors in adult counting better than their own counting, when the counting task reached the edge of the children's abilities.
The second challenge of metacognition is motivational. Because metacognition takes extra work, people will tend to "get by" if they can, rather than take the extra cognitive effort needed to go beyond "good enough" (Martin & Schwartz, accepted). Students often skim readings, because they think it is not worth checking their understanding. Teachers, however, are responsible for their students' performance, not to
mention their public competence. This increase in responsibility can motivate students to engage in metacognition.
Ideally, the affordances of interactive metacognition encourage students to practice metacognitive abilities on the external plane so they can develop and eventually be turned inward to their own cognition (Vygostsky, *). For example, in a series of studies by Okita (2008*), elementary school children learned tricks for mentally solving complex arithmetic problems. In half of the cases, students practiced the problems on their own. In the other half of the cases, students took turns. On one turn, they would try a problem, and on the next turn, they would monitor another person solving a problem. They had to stop the person if they thought there was a mistake. Students who monitored the other person demonstrated a U-shaped curve in their own problem solving. After monitoring the other person, they would go slower and were less accurate when solving their own problems. Over time, however, they sped up and became more accurate than the students who never monitored the other person. Presumably, by monitoring the other person, the students were learning to monitor themselves, which caused a temporary drop in efficiency, but a better payoff in the long run.
The research below demonstrates that a computer agent can help students engage in metacognition. This engagement helps them learn science content better, and it eventually helps them learn to use metacognition more effectively for themselves. The first two sections focus on the monitoring side of metacognition. They show that students treat the agent as having cognition, and the students are interactively engaged in metacognition towards their agent. The studies also show that the agent's knowledge is similar to the students, so that the distance between monitoring the agent and their own
thoughts is relatively small. The consequence is that the students start to think like the agent. The remaining sections focus on the regulation side of metacognition. Here, interactive metacognition is expanded. Students not only interactively monitor their agents, but they also make interactive choices about the best external resources to use to help improve the agent's learning. This further helps the children learn science and to eventually make better decisions about how to monitor and regulate their own cognition.
An Interactive Technology for Applying Metacognition on Another
This section explains how Teachable Agents (TA) naturally integrate learning and metacognition. Betty's Brain, the TA shown in Figure 1 and the focus of the chapter, was designed for knowledge domains where qualitative causal chains are a useful structural abstraction (e.g., the life sciences). Students teach Betty by creating a concept map of nodes connected by qualitative causal links; for example, 'burning fossil fuels' increases 'carbon dioxide'. Betty can answer questions based on how she was taught. For instance, Betty includes a simple query feature. Using generic artificial intelligence techniques (see Biswas et al., *), Betty animates her reasoning process as she answers questions. In Figure 1, Betty uses the map she was taught to answer the query, "What happens to 'heat radiation' if 'garbage' increases?" Students can trace their agent's reasoning, and then remediate their agents' knowledge (and their own), if necessary. A version of the Betty's Brain environment and classroom management tools can be found at <aaalab.stanford.edu/svBetty.html>. Betty is not meant to be the only means of instruction, but rather, she provides a way to help students organize and reason about the content they have learned through other lessons.
[Figure 1 about here – Betty's Brain]
In reality, when students work with Betty, they are programming in a high-level, graphical language. However, Betty's ability to draw inferences gives the appearance of sentient behavior. Betty also comes with narratives and graphical elements to help support the mindset of teaching; for example, students can customize their agent's appearance and give it a name. ("Betty's Brain" is the name of the software, not a student's specific agent.) Moreover, as described below, Betty can take quizzes or play games. The goal of a TA is not to fool children or adults, so much as to enlist their social imagination so they will engage in the processes of monitoring and regulating their agent's knowledge.
A key element of TAs is that they externalize thought processes. This differs from most simulations, which portray situations and not thoughts. Betty visually animates causal thinking about a situation and literally makes thinking visible. Thus, students are applying metacognition to the agent's thinking, and the thinking is in an easily accessible format.
Monitoring One's Own Thoughts in Another
For students to practice metacognition on their agent, they need to view Betty as exhibiting cognitive processes. This section shows that students do treat their agent as sentient, which leads them to take responsibility for monitoring and regulating their agents' knowledge. Moreover, it shows that Betty's knowledge is a fair representation of the students' own knowledge, which shortens the distance between monitoring the agent and monitoring themselves.
Students Treat a TA as Sentient
When programming and debugging their agents, students are also monitoring and regulating their agents' knowledge and reasoning. A study with 5 th -graders demonstrated that students treat the agent as having and using knowledge. Students also monitor their agents' failures and share responsibility, which leads them to revise their own understanding so they can teach better. By this age, children know the computer is not really alive, but they suspend disbelief enough to treat the computer as possessing knowledge and feelings (e.g., Reeves and Nass, *; Turkle, *).
The study used the Triple-A Gameshow, which is an environment where multiple TAs, each taught by a different student, can interact and compete with one another (Figure 2). Students can log on from home to teach their agents, chat with other students, and eventually have their agents play in a wagering game. The Gameshow was developed to make homework more interactive, social, and fun. In the study, however, the focus was on student attitudes towards Betty during game play, and students worked alone. During game play, (1) the game host poses questions to the agents; (2) the students choose a wager that their agent will answer correctly; (3) the agents answer based on what they have been taught; (4) the host reveals the correct answer; and finally, (5) wager points are awarded. In addition to boosting engagement, the wagering feature was intended to lead students to think through how their agent would answer the question, thereby monitoring their agent's understanding.
[Figure 2 about here – Gameshow podium]
The study included two conditions. In both, students received a text passage on the mechanisms that sustain a fever, and they taught their TA. The treatment difference occurred when playing the Gameshow. In the TA condition, the agents answered six
questions, and the character on the podium represented the agent. In the Student condition, the students answered the questions, and the character represented the student. To capture students' thoughts and feelings towards the agent, students in both groups thought aloud.
In the TA condition, students treated the agent as having mental states. Students' attributions of mental states were coded as being directed to themselves, their agents, or both. Examples of self-attributions include, "It's kind of confusing to me," "I have a really good memory," and "No, actually, I don't know." Examples of agent-attributions include, "He doesn't know it," and "He knows if shivering increases…." Sometimes, a single statement could include both self and agent attributions; for example, "I'm pretty sure he knows this one," and, "I guess I'm smarter than him."
During game play, students in both treatments made about two mental state attributions per question. For the TA condition, over two-thirds of these attributions were towards the agent or a combination of agent and student. Thus, students treated the agent as a cognitive entity, and in fact, they sometimes confused who was doing the thinking, as in the case of one boy, who stated, "'cause I don't… 'cause he doesn't know it."
The TA students also took an "intentional stance" (Dennett, *) towards their agents, by apportioning responsibility to the agent for success and failure. They could have behaved as though all successes and failures were theirs, because the agent is simply a program they had written, but they did not. Table 1 indicates the number of attributionof-credit statements made in response to successful and unsuccessful answers. Examples of success attributions include, "I'm glad I got it right" (self), "He got it right!" (agent), or "We got it!" (both). Examples of failure attributions include, "I didn't teach him
right" (self), "He said large increase when it was only increase" (agent), or "Guess we were wrong" (both).
[Table 1 about here – attributions of sentience]
Students in the TA condition liberally attributed responsibility to the agent. Importantly, the TA condition exhibited more attention to failure, which is a key component of monitoring (Attention to Failure reference?*). They made nearly three times as many attributions in a failure situation relative to the Student condition. The attributions were spread across themselves and their agents. They often made remarks about flaws in their teaching such as, "Whoa. I really need to teach him more." Thus, at least by the verbal record, the TA condition led the students to monitor and acknowledge errors more closely than the Student condition.
The study also bears on one of the challenges of metacognition; namely, caring enough to engage in the extra work that metacognition often entails. After completing the game play, students were told there would be a more difficult round. They were given the opportunity to revise their maps and re-read the passage in preparation. While all the children in the TA condition chose to go back and prepare for the next round, only twothirds of the Student condition prepared. Of those who did prepare, the TA students spent significantly more time at it. The protocol data from the game play help indicate one possible reason. The Student condition exhibited nearly zero negative responses to failure (e.g., "Ouch!). Given an unsuccessful answer, the Student condition averaged 0.02 negative affective responses. In contrast, the TA condition averaged 0.62 expressions of negative affect. Much of this negative affect was regarding their agent's feelings. For example, one student said "Poor Diokiki… I'm sorry Diokiki" when his agent, Diokiki, answered a question incorrectly. The TA students felt the responsibility for their agents'
failures, which likely caused them to spend more time preparing for the next round of game play.
Overall, these data indicate that the children treated their agents as if they were sentient, which had subsequent effects on student learning behaviors. The children were "playing pretend." They knew their agent was not a sentient being. Regardless, their play involved the important features of metacognition – thinking about mental states and processes, noticing and taking responsibility for mistakes, and experiencing sufficient affect that they found it worth the effort to do something about the mistakes when given a chance to revise. Monitoring another, in this case an agent one has taught, can lead to more metacognitive behaviors than completing a task oneself.
The Agents Knowledge Reflects the Students' Knowledge
Schoenfeld (1987, *), discussing the importance of monitoring, states that "… the key to effective self-regulation is being able to accurately self-assess what is known and not known" (p. *). In Betty, students are assessing what their agent does and does not know. The agent's knowledge is a reflection of their own knowledge, so that working with the agent indirectly entails working on an externalized version of their own knowledge. This was demonstrated by correlating the test scores of the students and their agents.
A TA can be automatically tested on the complete population of questions in a concept map. By using a hidden expert map that generates the correct answers, the program can successively test the TA on all possible questions of the form, "If node <X> increases, what happens to node <Y>?" The results produce an APQ Index (all possible questions) that summarizes the overall test performance of the TA. A study with 30
sixth-grade students compared the agents' APQ index with how well students did on their own tests. Students completed three cumulative units by teaching their agent about global warming and climate change. At the end of each unit, the agents were tested to derive an APQ Index, and students took a short answer, paper-and-pencil test. The student tests each had four questions that included content from the expert map (TA-like questions), and four questions that depended on other content from the lessons (Non-TA Questions). The Non-TA Questions helped to determine whether Betty correlated with student knowledge more broadly, and not just questions that Betty could answer.
[Table 2 about here – APQ x Student test scores]
Table 2 indicates that the TA scores were positively correlated with students' test scores. These correlations compare favorably with the correlations between students' scores on the TA-like questions and the Non-TA questions for each unit test, which are .47 (Test 1), .46 (Test 2), and .14 (Test 3). Thus, the APQ Index correlated better with student performance on the TA and Non-TA questions than these two types of paper-and-pencil items correlated with each other. (The low correlations involving Test 3 are due to one of the TA-like paper-pencil questions, which exhibited different properties from other questions across the student tests.) Conceivably, with the further development and evaluation, it will be possible to test agents instead of students, thereby saving valuable instructional time.
The results indicate that when students monitor their agent's knowledge, for example, by asking it a question, they are likely to be monitoring a fair externalization of their own knowledge. This helps to dissolve the gap between self and other, so that the
task of working with the agent is a proxy for the task of reflecting upon their own knowledge.
Adopting the Cognition of Another
Given that students treat the TA as exhibiting mental states and the TA reflects the student's knowledge, the next question is whether these have any effect on student learning. Ideally, by taking up another's cognition, one learns from it. Siegler (1996*), for example, found that young children learned number conservation more effectively when prompted to explain the experimenter's reasoning rather than their own. Betty reasons by making inferences along causal chains. When students teach Betty, they learn to simulate her causal reasoning.
Learning to simulate Betty's cognition about a situation is different from learning to simulate the situation itself. Many times, people create a mental model of a situation that helps them imagine the behavior of the system and make predictions (Gentner & Gentner, *; more mental model refs). For example, when reasoning about how gears work, people can simulate an internal image of the gears to solve problems (Schwartz, *). To run their mental model, people imagine the forces and movements of the gears, and they observe the resulting behaviors in their minds eye. With Betty, students create a mental model of the agent's reasoning. So, rather than simulating spatial movement, the students simulate chains of declarative reasoning. This way, the agent's cognition becomes internalized as a way of reasoning for the student.
Relevant data come from a pair of 6th-grade classes that learned about global warming. Over two weeks, students learned the mechanisms of the greenhouse effect, the causes of greenhouse gasses, and finally, the effects of global warming. The students
completed hands-on activities, saw film clips, received lectures, and completed relevant readings. Betty was used to help one class organize the many concepts and relations. Figure 3 shows a finished "expert" version of Betty.
[Figure 3 about here – Global Warming Map]
The study had two conditions. All the students in the study completed the same basic lessons. At regular points, students were asked to create concept maps to organize their learning, and they all learned how to make causal relations in a concept map. One class was assigned to the Betty condition; the students used the Betty software. The other condition was assigned to the Self condition; these students used Inspiration, a popular, commercial concept-mapping program.
Students in both conditions received multiple opportunities for feedback with an important difference. In the Betty condition, agents answered the questions, and the feedback was directed towards the agents. In the Self condition, the students answered the questions, and the feedback was directed towards them. This difference occurred across several feedback technologies. For example, the agents took quizzes or the students took quizzes. For homework, the agents answered questions in the Gameshow or the students answered the questions in the Gameshow. Thus, the main difference between conditions was that in the Betty condition, the learning interactions revolved around the task of teaching and monitoring the agent, whereas in the Self condition, the learning interactions revolved around the task of creating a concept map and answering questions and monitoring oneself.
[Figure 4 about here – accuracy by inference chain length]
The students in the Betty condition adopted Betty's reasoning style. After each unit – mechanisms, causes, effects – all the students completed short-answer, paperpencil tests. The tests included questions that required short, medium, or long chains of inference. Figure 4 shows that overtime the Betty students separated themselves from the Self students in their abilities to complete longer chains of inference. After the first unit, the two groups overlapped, with the Betty students showing a very modest advantage for the longer inferences. After the second unit, the TA students showed a strong advantage for the medium-length inferences. By the final unit, the TA students showed an advantage for short, medium, and long inferences.
This study used intact classes, so the results are promissory rather than conclusive. Nevertheless, the steady improvement in length of inference is exactly what one would expect the Betty software to yield, because this is what the agent's reasoning models and enforces. By monitoring the feedback generated by Betty's chains of reasoning, students adopted her style of thinking.
Regulating Cognition for Another
In addition to monitoring cognition, metacognition involves taking steps to guide cognition, or as it is often termed "regulating" cognition (refs – Azevedo, Pintrich, Zimmerman Brown**). Regulating another can help students learn to regulate for themselves.
Thus far, Betty's features have supported monitoring, but there were few features to help students chose what to do if they detected a problem. For example, one student's agent was performing poorly in the Gameshow and the student did not know what to do.
Fortunately, another student used chat to provide support, "Dude, the answer is right there in the reading assignment!"
To help students learn to self-regulate their thinking, Betty also comes in a selfregulated learning (SRL) version. For example, when students add new concepts or links, Betty can spontaneously reason and remark that the answer she is deriving does not seem to make sense. This prompts students to reflect on what they have just taught Betty and to appreciate the value of checking understanding. SRL Betty also includes Mr. Davis, a mentor agent shown in Figure 5. Mr. Davis complements the teaching narrative, because he grades Betty's quiz performance. Mr. Davis also provides motivational support and strategies to help the student improve the TA's knowledge. In SRL Betty, the computer characters are more interactive because they can take initiative instead of just reacting to the student.
[Figure 5 – Mr. Davis]
SRL Betty implements regulation goals that are borrowed from Zimmerman's (1989*) list of metacognitive elements. The system monitors for specific patterns of interaction, and when found, Betty or Mr. Davis provide relevant suggestions (also see Tan, Biswas, & Schwartz, 2006*, Jeong, et al., 2008*). Table 3 provides a sample of triggering patterns and responses used by the SRL system; there are many more than those shown in Table 3.
[Table 3 about here – SRL Patterns and Responses]
Self –Regulation Support Improves Student Learning
The self-regulation support in SRL Betty helps students learn science content better. Fifty-six 5 th -grade students learned about interdependence in a river ecosystem
with a special focus on the oxygen cycle. The students worked over seven class periods starting with the food chain, then photosynthesis and respiration, and finally the waste cycle. To help the students learn, there were quizzes and reading resources built into the system. 1
There were three conditions. The Regulated-Teaching (RT) condition used SRL Betty, per Table 3. Students could submit Betty to take a quiz, and Mr. Davis provided metacognitive tips about resources and steps the students could use to teach Betty better. Mr. Davis did not dictate specific changes to Betty's knowledge, for example, to add a particular concept or change a link. Instead, he told students strategies for improving Betty's knowledge (e.g., set goals based on the answers that Betty had got wrong).
In the Intelligent Coach (IC) condition, students used the software to make concept maps of their own knowledge. There was no teaching cover story. Instead, of asking Betty to answer a question, students could ask Mr. Davis to answer a question using the concept map or to explain how the map gave a certain answer. When they wanted, students could also submit their concept map to Mr. Davis for a quiz. Mr. Davis scored the maps by indicating which questions it would get right and wrong. Unlike the RT condition, Mr. Davis provided direct instructions for how to fix the concept map (see Biswas et al., 2005, *). For example, Mr. Davis could tell the students to "consider how macro-invertebrates might affect algae and add an appropriate link." Thus, the IC
1 In the studies using the Gameshow, the students received the nodes, and their task was to determine the links. In the SRL system, the students had to decide which nodes to include in their maps based on the reading, so they could develop strategies for identifying key concepts.
condition removed the teaching narrative, and replaced SRL guidance with directives for how to fix the map.
The final condition was Learning-by-Teaching (LT). The system provided the same directive support as the IC condition, except that students thought they were teaching Betty. So, for example, instead of asking Mr. Davis to show how their map would answer a specific question, students asked Betty to show how she would answer a specific question.
After the seven days, the students' concept maps were scored for the inclusion of correct nodes and links based on the reading materials. The left-side of Table 4 shows that the RT condition did the best, indicating that the metacognitive prompting was valuable for content learning. The LT condition also did better than the IC condition, even though the only treatment difference was whether students thought they were teaching and monitoring Betty, instead of being monitored by Mr. Davis. This latter finding reaffirms the previous findings in a tighter experimental design. If students believe they are teaching an agent, it leads to superior learning even when they are using the same concept mapping tool and receiving equivalent feedback.
[Table 4 about here – Concept Map Scores]
The study included a second transfer phase. Six weeks later, students left their original conditions to spend five class periods learning about the land-based nitrogen cycle. The logic of this transfer phase was that if students had developed good metacognition, they would be more prepared to learn the new content on their own (Bransford & Schwartz, 1999). All the students worked with a basic Betty version; there were on-line reading resources; Betty could answer questions; and, students could see
how well Betty did on quizzes. There was no extra support, such as how to improve Betty's map or their teaching. The right-hand column of Table 4 shows the results. Students who had been in the RT treatment learned the most from the transfer task, followed closely by the LT students, with the IC students doing significantly worse.
The SRL Betty version used by the RT condition led to better learning in the first phase of the study, but once students left the SRL system, they performed about the same as the LT students who had never received metacognitive support for regulation. By these data, it is an open question whether SRL Betty provided any extra benefit for developing a lasting metacognition compared to just teaching Betty. The RT students may not have internalized the metacognitive prompts sufficiently to help them regulate their cognition in the transfer phase. Moreover, the evidence on the role of metacognition in the transfer performance is circumstantial. It is possible that students who taught Betty had developed a stronger base of content knowledge on the oxygen cycle, which made it easier for them to learn the analogous nitrogen cycle. To get more direct evidence of lasting changes in metacognition, it is necessary to look at the students' interactive metacognitive behaviors and not just their knowledge products.
Adopting Interactive Metacognition
As mentioned at the outset, in an interactive context, metacognition can help people make choices about what actions are most likely to support their learning. Looking at students' choices provides a way to evaluate, and conceivably, support metacognitive development. In a technology environment that permits students to choose learning activities, machine learning techniques can be a powerful analysis ally. Using a new analysis technique, the log files from the preceding study show that the SRL version
of Betty helped students in the RT condition better regulate their choices when they moved into the transfer phase.
[Table 5 about here – Possible student choices]
In the preceding study, students could make a number of choices about which activities to pursue. Table 5 summarizes the possibilities. For example, one student read the resources, and then made a number of edits to the map. Afterwards, the student submitted the map to a quiz, made some more edits, and then asked a pair of questions of the map. In raw form, the sequence was: RA EM EM EM AQ EM EM EM EM EM EM EM EM EM RQ EM EM AQ AQ. To make sense of these complex choice sequences, a new methodology (Li and Biswas, 2002*; Jeong & Biswas, 2008) automated the derivation of Hidden Markov Models. Hidden Markov Models (HMM) represent probabilities of transitioning between different "aggregated" activity states (Rabiner, 1989*). An aggregated activity state represents common interaction patterns that comprise sequences of recurring smaller activity transitions. As described below, this is useful for identifying high-level choice patterns, much in the way that factor analysis is useful for identifying clusters of survey items that reflect a common underlying psychological property.
The HMM analysis generated three interpretable patterns relevant to metacognition. The Basic Map Building pattern involves editing the map, submitting the map for a quiz, and occasionally referring to the reading resources. It reflects a basic and important metacognitive strategy. Students work on their maps, check the map with a quiz to see if there are errors, and occasionally refer to the readings. In the Map Probing pattern, students edit their maps, and then they ask a question of their map to check for specific relations between two concepts (e.g., if fish increase, what happens to algae?).
This pattern exhibits a more proactive, conceptually driven strategy. Students are targeting specific relations rather than relying on the quiz to identify errors, and students need to formulate their own questions to check their maps. The Map Tracing pattern reflects students asking Betty or Mr. Davis (depending on the system) to explain the steps that led to an answer. When Betty or Mr. Davis initially answers a question, they only state the answer and show the paths they followed. To see the increases and decreases in the intermediate links of a long inference, students have to request an explanation. These decomposing explanations are particularly useful when maps become complex, and there are multiple paths between two concepts. Map Tracing is a sophisticated metacognitive strategy, because it involves decomposing a chain of reasoning step-by-step, even after the answer has been generated.
[Figure 6 about here. HMM transition probabilities]
Figure 6 shows how students transitioned from one state to another. Tracing the probabilities of transitions yields the proportion of time students are in a specific activity state. In the first phase of the study, students in all three conditions spent a significant proportion of time in Basic Map Building. However, the RT (Regulated Teaching) students often transitioned into Map Probing and Map Tracing. The SRL version included two features to make this happen. The increase in Map Probing occurred because Betty would not take a quiz if students had not checked her reasoning by asking her a question. The increase in Map Tracing occurred because Betty and Mr. Davis suggested that the students ask Betty to explain her reasoning, so the students could trace her reasoning and look for errors. As a result, the RT group used the Map Probing and Tracing strategies 2 to 1 over the other two groups. The SRL version caused a more
versatile repertoire of interactive strategies for learning, which cashed out in better content learning, as indicated their map quality.
The metacognitive strategies practiced in the initial learning phase transferred somewhat when students had to learn the nitrogen cycle on their own. At transfer, when all students had to learn about the nitrogen cycle without any special feedback or tips, the interactive differences between conditions were much smaller. However, there was a meaningful difference that involved transitions into Map Tracing. Students who had used the SRL system were most likely to transition into Map Tracing, and the LT students who had taught Betty without SRL were the next most likely. These differences are modest, but they may explain why the LT and RT treatments learned more at posttest. The students were more likely to check how their agent was reaching its conclusion, which conceivably, could have caused the superior learning.
Deriving patterns through HMM is a new approach to understanding students' metatcognitive choices in an interactive environment. The main promise of analyzing these patterns is that it can help improve the design of interactive technologies for learning. By identifying better and worse interactive patterns for learning, it will be possible to design the computer system to identify those patterns in real-time and provide prompts (a) to move students away from ineffective metacognitive patterns, or (b) to keep them in good patterns. Thus, an important new step will be to correlate interactive patterns with specific learning outcomes, so it is possible to determine which choice patterns do indeed lead to better learning.
CONCLUSION
The leading hypothesis in this chapter has been that monitoring another person, or in this case an agent, can engage productive metacognitive behaviors. This interactive metacognition can lead to better learning, and ideally, if given sufficient practice, students will eventually turn the metacognition inwards. The first empirical section demonstrated that students do take their agent's behavior as cognitive in nature, and that the agent's reasoning is correlated with the students' own knowledge. Thus, when students work with their agent, they are engaging in metacognition. It is interactive metacognition directed towards another. The second empirical section demonstrated that monitoring an agent can lead to better learning, because students internalize the agent's style of reasoning. In the final empirical sections, the Teachable Agent was enhanced to include support for regulating the choices that students make to improve learning. Again, the results indicated that working with an agent led to superior content learning, especially with the extra metacognitive support. Moreover, students who had worked with an agent made a near transfer to learn a new topic two months later. An analysis of the interactive patterns indicated that the students who had taught agents exhibited a more varied repertoire of interactive choices for improving their learning. They also exhibited some modest evidence of transferring these metacognitive skills by checking intermediate steps within a longer chain of inference.
In a separate study not reported here, an Intelligent Coaching condition included self-regulated learning support, similar to the Regulated Teaching condition. (Mr. Davis gave prompts for how to improve the concept map by consulting resources, etc.). In that study, the IC + metacognitive support condition did no better than an IC condition, whereas the RT condition did. So, despite similar levels of metacognitive prompting, the
prompting was more effective when directed towards monitoring and regulating one's Teachable Agent. This result also supports the claim that taking on the task of monitoring and regulating another's thoughts can be more beneficial than monitoring and regulating one's own thought, even when there is metacognitive help for monitoring oneself.
It is informative to contrast Betty with other technologies designed as objects-tothink-with. Papert (*), for example, proposed that the programming language Logo would improve children's abilities to plan. Logo involved programming the movement of a graphical "turtle" on the computer screen. Evidence did not support the claim that Logo supported planning (Pea, *). One reason might be that students had to plan the behavior of the turtle, but the logical flow of the program did not resemble human planning itself. For example, the standard programming construct of a "do-loop" involves iterating through a cycle and incrementing a value until a criterion is reached. The execution of the logic of this plan does not resemble many human versions of establishing and managing a plan. Therefore, programming in Logo is an interactive task, but it is not a task where one interacts with mental states or processes. In contrast, the way Betty reasons through causal chains is similar enough to human reasoning that the interactive programming of Betty can be treated as working with her mental states, and students can internalize her cognitive structure and their own metacognitive behaviors towards those structures.
Figure CAPTIONS
Figure 1. A Teachable Agent. The student has (a) named his agent "Bob" instead of Betty, (b) customized Bob's look, (c) taught Bob about global warming, and (d) asked Bob what happens to heat radiation if garbage increases.
Figure 2. Triple-A-Challenge Gameshow. Students log on to for homework. After teaching their agents, the agents play against (and with) one another. A host asks questions of each agent. Students wager on whether they think their agent will give the right answer. There is a chat window so students can communicate with one another during the game.
Figure 3. Target Knowledge Organization for Global Warming Curriculum.
Figure 4. Effects of Betty versus Self. Each test included questions that depended on short, medium, or long chains of causal inference to answer correctly. With more experience across the lesson units, Betty students showed an increasing advantage for longer causal inferences. The Self condition used the concept mapping software Inspiration instead of Betty.
Figure 5. Adding Self-Regulated Learning to Betty's Brain. The student has submitted Betty to take a Quiz given by Mr. Davis, and the results are shown in the bottom panel. Mr. Davis and Betty provide tips and encouragement for engaging in metacognitive behaviors.
Figure 6. Transitional Probabilities between Interactive States. The numbers beside the arrows indicate the probability that students would transition from one state to another. For example, in the Intelligent Coaching condition in the main study, students had a very low probability (6%) of leaving Basic Map Building, and therefore, the
entailed frequency of Map Probing and Map Tracing is extremely low. Interactive states and transitional probabilities were derived using Hidden Markov Model statistical learning.
Table 1. Average Number of Attributions to Success and Failure per Successful and Unsuccessful Questions Answers (and standard errors of the mean).
Note: * Comparison of condition means, p < .05.
Table 2. Correlations between Betty and Student Test Scores.
Note: ** p < .01; * p < .05
Table 3. Sample of Interactive Patterns and Responses by the SRL System
Table 4. Average concept map scores at the end of the main treatment (oxygen cycle) and the transfer treatment (nitrogen cycle).
Note: * Greater than IC, p < .05; # Greater than IC, p < .1; + Greater than LT, p < .05.
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Nanotechnology Education - Engineering a better future
Teacher's Guide
Nanofabrication Tools: Etching and thin films
Grade Level: High School &
Undergraduate
Subject area(s): Chemistry
Time required: (6) 55
minute classes
Learning objectives:
Understand and used the chemical reactions of micro/nano-fabrication.
Summary: This is a four-part lesson designed to help students understand the terminology, procedures, and equipment used to manufacture micro and nanoscale products. It helps them explore the processes used in nanofabrication including electroplating, PCB etching and etch time. In this lesson, students will learn basic ways of transferring pattern to build these devices and design a membrane with specific requirements. The lesson ends with a design challenge using information gained in the first three activities. A pre-lab is recommended as either a homework assignment or as an inclass activity. Students will either view a video or read about the fabrication process used in semiconductor manufacturing.
Lesson Background: The quest for ever-more-powerful computers and communications devices has ignited interest in nanotechnology. Nanotechnology holds the key to future devices not only in computer industry but also in the medical field using robotic surgical tools and serum analyzers. The designing and manufacturing of device with dimensions measured in nanometers, is called nano-fabrication. One nanometer is 10 -9 meter, or a millionth of a millimeter. In early computers, the calculations were performed by large vacuum tubes and that resulted in computers the size of a room. These days the same processes can be performed by microprocessors the size of a penny.
Nanofabrication manufacturing involves making devices at the smallest dimensions. While it was first used in the semiconductor industry, the technologies are now used for a wide variety of applications. These include miniature sensor arrays for biology and medicine, miniature valves, turbines for fluidics, flat panel displays for computers, and integrated circuits. Creating a microprocessor, or any other kind of integrated circuit, requires photolithography, which is process of creating patterns on a piece of semi-conducting material, such as silicon, using light. Photolithography is a multi-step process, each step being partially controlled by computers, because the scale of the etching is too small for human to properly work with. Multiple layers of semi conducting materials are laid on top of each other, and the shapes etched into them. The actual patterns themselves are able to function as transistors and internal data pathways. 1.
NNCI.net
Nanofabrication involves two types of methods to transfer patterns onto the semiconducting material. First is the "Bottom up" approach, where smaller components of atomic or molecular dimensions self-assemble together, according to a natural physical principle or an externally applied driving force, to give rise to larger and more organized systems.
The second is "Top-down" approach, a process that starts from a large piece and subsequently uses finer and finer tools for creating correspondingly smaller structures.
When etching a pattern into the substrate, a mask must be put over the parts that need to be saved from either etching or deposition. The masks can be a positive mask leaving everything that is masked and etching other parts away, or a negative mask where the mask stays but other parts are electrodeposited. A positive mask generally describes when there is a 1 to 1 transfer of the pattern from the mask to the substrate. The areas that are dark in the original masking pattern are made dark on the substrate. The clear regions on the masking material are made clear on the substrate. Negative masks are the opposite. Dark regions on the original mask are made clear on the substrate and clear regions are made dark on the substrate. The negative mask areas are built up from a deposition technique, where electroplating is how it will be accomplished in this lesson.
In this lab, the students will learn about a positive mask using a copper clad printed circuit board (PCB) and negative masking by electroplating the non-masked areas of quarters. Both the processes involve oxidation reduction reactions with one metal replaced by another based on their position in an activity series, a list of substances ranked in order of relative reactivity. For example, magnesium metal can replace hydrogen ions out of solution, so it is considered more reactive than elemental hydrogen:
Mg(s) + 2 H + (aq) H2(g) + Mg 2+ (aq) Zinc can also displace hydrogen ions from solution: Zn(s) + 2 H + (aq) H2(g) + Zn 2+ (aq) so zinc is also more active than hydrogen.
But, magnesium metal can remove zinc ions from solution:
Mg(s) + Zn
(aq)
Zn(s) + Mg
(aq)
2+
2+
Magnesium is more active than zinc, and the activity series including these elements would be Mg > Zn > H. Each metal can reduce the cation of metals below it to their elemental forms.
Most active (most strongly reducing) metals appear on top, and least active metals appear on the bottom.
```
displace H2 from water, steam, or acids Li 2 Li(s) + 2 H2O( ) 2 LiOH(aq) + H2(g) K 2 K(s) + 2 H2O( ) 2 KOH(aq) + H2(g) Ca Ca(s) + 2 H2O( ) Ca(OH)2(s) + H2(g) Na 2 Na(s) + 2 H2O( ) 2 NaOH(aq) + H2(g) displace H2 from steam or acids Mg Mg(s) + 2 H2O(g) Mg(OH)2(s) + H2(g) Al 2 Al(s) + 6 H2O(g) 2 Al(OH)3(s) + 3 H2(g) Mn Mn(s) + 2 H2O(g) Mn(OH)2(s) + H2(g) Zn Zn(s) + 2 H2O(g) Zn(OH)2(s) + H2(g) Fe Fe(s) + 2 H2O(g) Fe(OH)2(s) + H2(g) displace H2 from acids only Ni Ni(s) + 2 H + (aq) Ni 2+ (aq) + H2(g) Sn Sn(s) + 2 H + (aq) Sn 2+ (aq) + H2(g) Pb Pb(s) + 2 H + (aq) Pb 2+ (aq) + H2(g) H2 can't displace H2 Cu Ag Pt Au
```
The activity series helps to predict the products of metal displacement reactions. For example, placing a strip of zinc metal in a copper(II) sulfate solution will produce metallic copper and zinc sulfate, since zinc is above copper on the series. A strip of copper placed into a zinc sulfate solution will not produce an appreciable reaction, because copper is below zinc on the series and can't displace zinc ions from solution. The predictions are accurate for aqueous solutions at room temperature. 2
Aluminum and Copper chloride reaction:
Al(s) + Cu
The unbalanced net ionic equation for the reaction is given below:
2+
3+
1. Aluminum is oxidized. The oxidation state increases from zero to plus three (3 electrons
(aq) → Al
(aq) + Cu(s)
lost). The copper is reduced. The oxidation state decreases from 2+ to zero (2 electrons gained). The two half-reactions are as follows: Cu 2+ (aq) → Cu(s) (reduction) Al(s) → Al 3+ (aq) (oxidation)
3. Multiply by an appropriate factor: 3[2e- + Cu 2+ (aq) → Cu(s)] (reduction) 2[Al(s) → Al 3+ (aq) + 3e-] (oxidation)
2. To balance the half reactions for charge add the appropriate number for electrons: 2e- + Cu 2+ (aq) → Cu(s) (reduction) Al(s) → Al 3+ (aq) + 3e- (oxidation)
4. Add the half reactions to get the net ionic equation: 3Cu 2+ (aq) + 2Al(s) → Cu(s) + 2Al 3+ (aq)
This reaction is exothermic and the temperature rise of the solution can be measured using a thermometer.
Electroplating:
2+
In this activity, copper is plated onto the surface of a Copper nickel alloy object. Copper from the anode is oxidized to Cu 2+ which is reduced at the cathode (coin) to form the solid copper plating. The copper sulfate solution serves as an electrolyte solution as well as the source of the Cu 2+ to be plated on the cathode. H2SO4 is added as an additional electrolyte.
1-
Cathode Cu
Anode Cu → Cu
+ 2 e
2+
+ 2 e
1-
→ Cu
Printed Circuit Board (PCB) Etch:
CuCl2 is a rather messy, yellow-brown, hygroscopic solid, usually sold as the green crystalline dihydrate salt, CuCl2 . 2H2O. It is commonly used acidic and comprises the copper salt, water and hydrochloric acid (HCl). The etching of copper with CuCl2 can be expressed by the following chemical equation;
The copper surface gets attacked by CuCl2 while cuprous chloride (CuCl) is formed. One copper atom with one cupric ion produces two cuprous ions. Copper etching with CuCl2 solution is controlled strongly during the etching process. 3
Regeneration of waste etchant
1. Chlorine Gas 2 CuCl + Cl2 2 CuCl2
The waste CuCl2 can completely be regenerated. There are various regeneration processes available for CuCl2.
2. Hydrogen Peroxide and Hydrochloric Acid
3. Sodium Chlorate and Hydrochloric Acid
```
2 CuCl + H2O2 + HCl 2 CuCl2 + 2 H2O
```
```
2 CuCl + 1/ 3 NaClO3 + 2 HCl 2 CuCl2 + 1/ 3 NaCl + H2O
```
Sources:
2. Fred Senese (2010) http://antoine.frostburg.edu/chem/senese/101/redox/faq/activityseries.shtml
1. Kozierok, C.M., (2001) Photolithography: Making the Chips. The PC Guide. http://pcguide.com/ref/cpu/char/mfgPhoto-c.html
3. Cakir, O. (2006) Copper etching with cupric chloride and regeneration of waste etchant http://www.journalamme.org/papers_amme03/1229.pdf
Pre-requisite Knowledge: Understanding of chemical reactions and how to balance equations.
Materials:
Per lab group of 3 students
Activity 1: Electroplating
* (1) quarter coin
* Acidified CuSO4 Solution 0.5 M (pH 2.0 using HCl or H2SO4) 50 mL
* Steel wool
* (4) Alligator clips
* Sharpie marker
* 3V battery pack
* Copper strip or penny
* Forceps/tweezers
* 100 mL beaker
* Paper towels
* Rubbing alcohol
* Disposable gloves
Activity 2: Printed Circuit Board (PCB) etching
* CuCl2 6M in 6M HCl (10 mL)
* Copper clad PCB 1 inch x 1 inch
* Sharpie
* Forceps/tweezers
* Rubbing alcohol
* Paper towels
* Steel wool
* Petri dish (100x15)
Activity 3: Aluminum etch time
* 1 inch hole punch (crafting punch or a hollow punch)
* Aluminum tape 2 inch wide
* 3 glass slides
* CuCl2 0.5 M 50 mL
* 2 stain jars
* Dino-Lite Microscope or other microscope
* Q tips
* Paper towel
Activity 4: Project
* 1 inch hole punch (crafting punch or a hollow punch)
* Aluminum tape 2 inch wide
* Glass slide
* CuCl2 0.5 M 50 mL
* 2 stain jars
* Dino-Lite Microscope or other microscope
* Q tips
* Paper towels
Safety Information: Students must wear safety glasses at all times. Caution them not to get any chemical in their eyes or mouth. It is recommended to wear disposable gloves and a safety apron. If gloves are not used, hands must your hands when finished.
.
Vocabulary and Definitions:
Mask: Something that hides parts e.g., a mask will cover part of your face. In photolithography, it is an transparent plate that has an opaque pattern on it that can be transferred to a substrate by shining light through it.
Photolithography: the process of transferring geometric patterns on a mask to the surface of a substrate, typically a silicon wafer.
Positive mask: contains an exact copy of the pattern which is to remain on the wafer. The dark regions of the mask will remain on the substrate, while the clear regions will be removed.
Photoresist/Resist: Photoresist, also known as resist, protects regions on a substrate from the fabrication process its is undergoing. For example, in etching applications, the area under the resist will not be removed, while areas that are not under the resist will be. In electroplating applications, material will only be deposited in the areas not covered by the resist. Photoresist is patterned using light illuminated through a mask. (Students may guess that this is light that resists something or a substance that resists light. It is important to identify this misconception early.)
Negative mask: Masks used for negative photoresists that contain the inverse (or photographic "negative") of the pattern to be transferred. The dark regions on the mask will be removed, while the clear regions on the mask will be protected and remain.
Electrolyte: a chemical compound that conducts electricity by ionizing when melted or dissolved into a solution. A common one is a solution of a salt. Electrolytes conduct electricity via movement of ions, not electrons.
Semiconductor: An element or compound whose ability to conducts electricity lies between that of a metal (strong conductor of electricity) and that of an insulator (very poor conductor of electricity).
Etching: Removing material from a substrate that leaves behind a desired pattern on the material.
Nanoscale: measured in nanometers; typically referring to materials between 1 and 100 nm but others use up to several hundred nanometers.
Nanotechnology: Nanotechnology is science, engineering, and technology conducted at the nanoscale, which is about 1 to 100 nanometers. It is the study and application of extremely small things and can be used across all the other science fields, such as chemistry, biology, physics, materials science, and engineering.
Nanometer: 1x10 -9 or one billionth of a meter.
Advanced Preparation:
1. Purchase materials. A list of possible sources is below:
.
2. Prepare solutions:
[x] CuCl2 6M in 6M HCl
[x] Acidified CuSO4 Solution 0.5 M (pH 2.0 using HCl or H2SO4
)
[x] CuCl2 0.5 M
3. Cut pieces of copper clad PCB -1"x1"
Suggested Teaching Strategies: This lab will fit in the Redox unit of chemistry. The most efficient way will be to work in groups of 2-3.
For the pre-lab, have students either watch a video on the fabrication process or read about it for homework. Have them discuss these questions before viewing or reading:
* Microchips are some of the most intricately patterned manmade objects in the world with some having over a billion components, each smaller than a red blood cell.
o How did you make it?
o What is the smallest thing you have made?
o How do you think such tiny things are made?
* Microchips are some of the most intricately patterned manmade objects in the world. How might photoresists and etching help in the manufacture of microchips? Answer: By removing material in very specific spots, complex patterns of material can be built up.
o How would you do it?
In class, discuss the steps in making computer chips.
Possible videos and resources for pre-lab:
* VLSI Fabrication Process: https://www.youtube.com/watch?v=fwNkg1fsqBY
https://www.intel.com/content/www/us/en/history/museum-making-silicon.html
* Making Silicon Chips by Intel:
https://www.intel.com/content/www/us/en/support/articles/000015079/programs.htm
* How Chips are Made by How Stuff Works:
* Semiconductor Manufacturing by Hitachi: https://www.hitachihightech.com/global/products/device/semiconductor/process.html
l
https://computer.howstuffworks.com/euvl1.htm
* Making Microchips by Computer World: https://www.computerworld.com/article/2576786/making-microchips.html
Before beginning the lab, review the answers to the vocabulary. Vocabulary may be assigned as homework or done in class. Review the terms in class to avoid any misconceptions.
Directions for the Activity: These are below in the Student Guide with answer.
and
Assessment:
* Formulate a focused problem/research question and identify the relevant variables, design a method for the effective control of the variables, and develop a method that allows for the collection of sufficient relevant data.
Students will be able to:
* Record appropriate quantitative and associated qualitative raw data including units, process the raw data correctly, present processed data appropriately and, where relevant, include errors and uncertainties.
* State a conclusion with justification based on a reasonable interpretation of the data, evaluate weaknesses and limitations, and suggest realistic improvements in respect of identified weaknesses and limitations.
Additional Resources:
* How Does Electroplating Work? Fuse School: https://www.youtube.com/watch?v=OxhCU_jBiOA
* Electroplating. Chemistry LibreTexts: https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Supplemental_Modules _(Analytical_Chemistry)/Electrochemistry/Electrolytic_Cells/Electroplating
* Chemical Milling. Wikipedia: https://en.wikipedia.org/wiki/Chemical_milling#Etching
* Photolithography. Wikipedia: https://en.wikipedia.org/wiki/Photolithography
* Chemical Etching: A Tour Through The Process (3D Animation). Veco Precision: https://www.youtube.com/watch?v=2O1TyJGXuWY
* Photolithography. University of Massachusetts at Amherst: https://www.youtube.com/watch?v=oBKhN4n-EGI
* What is Nanofabrication? NanoWerk: https://www.nanowerk.com/nanofabrication.php
Next Generation Science Standards:
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-ETS1.A. Defining and delimiting engineering problems.
HS-PS1-4 & HS-PS1-8. Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
HS-ETS1.B. Developing possible solutions.
Contributors: Rano Sidhu with special thanks to Mikkel Thomas, Institute for Electronics and Nanotechnology Georgia Institute of Technology
Supporting Programs: Research Experience for Teachers Program NSF # EEC-1200925; National Nanotechnology Coordinated Infrastructure NSF # ECCS 1626153
Student Worksheet
(with Answers in Red)
Nanofabrication Tools Etching and Thin Films
Safety
You must wear safety glasses at all times. Be careful not to get any chemical in your eyes or mouth. Wear safety gloves and apron if available. Wash hands immediately after using chemicals
Introduction:
Nanotechnology is the science of the very small – atoms and molecules. Scientists and engineers are creating new materials and devices by using unique properties of nanoscale materials. The quest for ever-more-powerful computers and communications devices has ignited interest in nanotechnology. Nanotechnology holds the key to future devices not only in computer industry but also in the medical field using robotic surgical tools and serum analyzers.
Nanofabrication manufacturing involves making devices at the smallest dimensions. While it was first used in the semiconductor industry, the technologies are now used for a wide variety of applications. Creating a microprocessor, or any other kind of integrated circuit, requires photolithography, which is process of creating patterns on a piece of semi-conducting material, such as silicon, using light. Photolithography is a multi-step process and a complex integrated circuit on a silicon wafer can take up to a month to create.
The following activities will allow you to experience some of the processes used in nanofabrication including thin film layer deposition (electroplating) and etching. You will be experimenting with variables that may or may not affect the deposition of thin films.
Pre-Lab: You teacher may ask you to watch a video or read about the fabrication processes used in semiconductor manufacturing.
Directions for the Activities:
Day1 Electroplating
1. Prep a quarter using fine steel wool to remove any oxides or dirt. Use gloves to avoid any more finger prints.
2. Put 50 mL of CuSO4 solution in the beaker.
1. Using a sharpie, mask off some area/pattern that you don't want to be electroplated. Make sure to completely cover the areas of interest with sharpie ink.
3. Attach the penny or the copper piece to one of the alligator clip.
4. Attach the quarter to another alligator clip
5. Attach the penny to +ve end of 3V battery pack. This is the anode.
7. Immerse penny and quarter in solution for 1 minute.
6. Connect the quarter to the cathode ( -ve end of the battery)
8. Remove quarter and change clip position for even plating.
10. Remove quarter and rinse well with water.
9. Immerse coin again and repeating for total of 3 minutes.
11. Remove sharpie/mask using rubbing alcohol.
12. Bring to shine by light rubbing with fine steel wool.
Day 2 PCB Pattern:
2. Draw a pattern on the shiny copper side using a sharpie, making sure to completely cover the area.
1. Prep the PCB Board using fine steel wool bring to a shine.
3. Pour 10 mL of the etch solution CuSO4 in a petri-dish.
5. Check on the board frequently by picking it up out of solution using forceps.
4. Place the PCB in the etch solution with pattern side completely covered with the etch solution. Place it face down for complete coverage.
6. Once completely etched away, completely rinse the board with water.
8. Bring to shine by light rubbing with fine steel wool.
7. Remove sharpie marks using rubbing alcohol.
Day 3 Etch Time:
2. Punch 3 holes in aluminum foil tape and place the three discs on each slide.
1. Label clean slides on one end depending on the experimental design.
3. Place all the slides in the staining jar and pour CuCl2 solution.
5. Place these slides in another staining jar containing water.
4. Start timer and remove the slides at appropriate times.
6. Shake the slides slightly to remove any copper buildup.
8.
7. Using forceps, pull the slides out and place on a clean paper towel.
9. Using the Dino-lite microscope to measure the size and number of pits in three areas of each foil disc. Find the average.
Clean the foil discs using q-tips while applying very light pressure.
10. Plot a graph using pore size as a function of time.
11. Find the regression for the line. You would need this for the next activity.
Day 4 Design Challenge:
2. Get your design checked by the teacher.
1. Using the information from last three activities design a process to get three areas of different pore sizes on a 1 inch round foil disc.
3. Make measurements and take pictures of your foil disc showing three areas of different pore sizes.
4. Include pictures in your lab report.
Record your Observations:
Day 1: Take a picture of your electroplated quarter and include with the lab report.
Page
10
Day 2: Take a picture of your etched PCB board and include with the lab report.
Day 3: Table: Etch time and pore size relationship
Page
11
Day 4: Prepare the membranes with three distinct areas and include the pictures.
Analyze the Results:
Day 3: Plot a scatterplot with pore size as a function of time and find a best fit regression line for your data. You will use this graph for next part of your lab.
Draw Conclusions:
1. Did your quarter electroplating activity result in what your expected?
Answers will vary but should discuss the areas plated versus those that were not.
2. Did the etching in activity 2 result in a pattern that you expected? Answers will vary but they should discuss results in relation to their technique.
3. For activity 3, discuss how your etched pores and shapes either differed or were similar on the three discs. How did etch time effect the pores and shapes? Answers may vary like the pores were not even size or shapes
4. What technologies do thin films stand to revolutionize? Computer based technologies like cell phones and also medical equipment.
5. Which electrode served as the cathode in the electrolysis chamber? The penny or copper strip
6.
Which electrode served as the anode in the electrolysis chamber?
The quarter.
.
Page
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What's Your Name Worth?
The letter A is worth 1 point, B is worth 2 points, C is worth 3 points, and so on.
What is your name worth?
Whose name in the family has the most points?
Who in the family can make the most valuable word?
Can anyone in the family make a word worth 100 points exactly?
14
15
16
19
20
21
22
23
24
25
26
Going Shopping?
You have to plan the meal for tonight's dinner.
Look through the grocery flyer. Use all 4 food groups for your meal:
- grain products
- vegetables and fruits
- milk product
- meats and alternatives
You have a budget of $10.00.
Cut out the food you select and glue them on the paper provided.
Show how you found the total money for your meal.
Do you have any money left over?
Crazy Coins
What is the least amount you could make with 4 of these coins?
What is the most you could make with these coins?
How much can 4 coins be worth? Think of at least 4 different amounts.
Coin Ratio
Use the coins to make a ratio equivalent to 3 nickels:2 pennies. Draw what you did.
How much money do you have?
Is there a different amount of money you could have with the same ratio? How do you know?
Packages of Pens
Pens come in packages of 3, 5, and 8.
Mrs. Crandall bought 26 pens for her class.
How many packages of each type might she have bought?
Calendar Math
The second Wednesday of the month is March 12.
What day of the week was March 1?
Eating Candies by Fractions
Mark ate half of the candies in the bag.
Leila ate 2/3 of what was left.
Now there are 11 candies in the bag.
How many were in the bag at the start?
Architect for the Day
Use marshmallows and toothpicks to create the tallest structure you can.
Who in the family can create the tallest structure?
Geometry and Spatial Sense
Crazy Quilt Game
The object of the game is to score more points than your opponent by completing more four-piece shapes.
Each player chooses a colour of marker.
The first player colours any single triangle on the outer part of the board (the twelve outside squares).
The second player colours a single triangle in the inner part of the board (the four inner squares).
Players take turn colouring a triangle anywhere on the grid. They count points as the go (point scores are on game sheet). For example, the first triangle is worth 3 points, the next shape you colour is another triangle (3 points + 3 points = 6 points) if that triangle is beside your first triangle you have created a larger triangle with the combination of shapes so you add another 3 points to make 9 points.
The game ends when the grid is completely filled or when neither player can score further.
Crazy Quilt Game Sheet
Parallelogram = 1 point
Rectangle = 2 points
Triangle = 3 points
Square = 4 points
Calculator Quiz
Use a calculator to solve the number sentence. Then turn the calculator upside down to see the word answer to the riddle.
a. It's the outside of an egg. 50 045 + 25 309 – 9 + 2000 = ?
b. Mountains usually are this. 4300 + 400 – 100 + 14 = ?
c. Bubble and steam! 28 432 ÷ 4 = ?
d. It's what a salesperson does. 3849 x 16 – 3849 = ?
e. It's good for a car. 1600 ÷ 2 – 90 = ?
f. This person is in charge. 4 x 9 x 9 x 17 = ?
g. To cry out loud 13 x 13 x 5 – 40 = ?
h. Every garden should have one. 0.002 415 ÷ 0.007 = ?
Make your own quiz.
(0 = O or D, 1 = I, 3 = E, 4 = h, 5 = S, 6 = g, 7 = L, 8 = B)
a. Make up a word from them letters.
b. Now make up a riddle.
c. Last, make a number sentence that gives the riddle answer you want.
d. Bring your riddle and number sentence to class.
Lend a Hand
Trace your hand, with fingers close together, on graph paper.
Estimate how many pennies it will take to cover the area of your hand.
Check how much your hand is worth.
Do you think your foot is more than your hand?
What Shape Are You?
Are you a "square" person? (Are you as tall as you are wide?)
Use the string and stretch it as long as your arm span (both arms stretched out). Cut the string when you have reached your arm span.
Is it equal to your height, or are you a "rectangular" person?
How many times will your arm span fit around your head?
Is the fit of the arm span the same for adults and children?
Measurement
Patterns Are Everywhere
Look through magazines.
Cut out the pattern.
Describe the pattern.
Patterning and Algebra
Toothpicking
Choose 24 toothpicks from the box and arrange them like this:
How many squares do these toothpicks make? Keep looking until you find 14 squares.
Take away just 8 toothpicks in order to have just 2 squares are left.
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shape, and line in paintings that range from highly realistic to fully abstract. Hands-on exercises encourage readers to create their own art! Whether you love to make art or just look at it, you will enjoy discovering the great work of these women artists. An essential guide for teachers and parents that's destined to become a classic, The Art of Teaching Children is one of those rare and masterful books that not only defines a craft but offers a magical reading experience. After more than thirty years in the classroom, award-winning teacher Phil Done decided that it was time to retire. His days of teaching schoolchildren may have come to an end, but a teacher's job is never truly done, and he set out to write the greatest lesson of his career: a book for educators and parents that would pass along everything he learned about working with kids. The result is this delightful and insightful teaching bible, The Art of Teaching Children. From the first-day-of-school jitters to the last day's tears, Done writes about the teacher's craft, classrooms and curriculums, the challenges of the profession, and the reason all teachers do it—the children. Drawing upon decades of experience, Done shares sound guidance, time-tested tips, and sage advice: Real learning is messy, not linear. Greeting kids in the morning as they enter the classroom is one of the most important parts of the school day. If a student is having trouble, look at what you can do differently before pointing the finger at the child. Ask yourself: Would I want to be a student in my class? When children watch you, they are learning how to be people, and one of the most important things we can do for our students is to model the kind of people we would like them to be. Done tackles topics you won't find in any other teaching book, including Back to School Night nerves, teacher pride, lessons that bomb, the Sunday Blues, Pinterest envy, teacher guilt, and the things they never warn you about in "teacher school" but should, like how to survive lunch supervision, recess duty, and field trips. Done also addresses some of the most important issues schools face today: bullying, excessive screen time, unsupportive administrators, the system's obsession with testing, teacher burnout, and the ever-increasing demands of meeting the diverse learning needs of students. With great wit and wisdom, first-rate storytelling, and boundless compassion, The Art of Teaching Children is the definitive guide to educating today's young learners and the perfect resource for teachers and parents everywhere. Now available in a new edition, this chronologically arranged volume covers a century and a half of masterpieces which beautifully capture the development of art in the modern age.Now available in a new edition, this
chronologically arranged volume covers a century and a half of masterpieces which beautifully capture the development of art in the modern age. Starting with James Abbott McNeill Whistler and ending with Matthew Barney, nearly every prominent figure in Modern art is represented in vibrant double-page spreads that show how these artists redefined norms and challenged tradition. Fascinating biographical and anecdotal information about each artist is provided alongside large reproductions of their most celebrated works, stunning details, and images of the artists themselves. From the Impressionists to the Surrealists, Cubists to Pop artists—readers will find a wealth of information as well as hours of enjoyment learning about one of the most popular and prolific periods in art history. From the use of perspective to the invention of the paint tube, 13 examples of some of the most important breakthroughs in artistic technology offers kids an exciting new perspective on the world of art. This new volume in the highly successful "13" series uses colorful reproductions, glossaries, and a timeline to explore milestones in the history of art. Kids will learn about important innovations in art while they discover answers to questions such as: Why was oil painting invented? What were the subjects of the first photographs? How do you depict the world on a flat canvas? Filled with accessible, fascinating facts as well as creative suggestions for independent art projects, this unique introduction to art history shows young readers how art is made as well as how to enjoy it. Finally: an evidence-based, reassuring guide to what to do about kids and screens, from video games to social media. Today's babies often make their debut on social media with the very first sonogram. They begin interacting with screens at around four months old. But is this good news or bad news? A wonderful opportunity to connect around the world? Or the first step in creating a generation of addled screen zombies? Many have been quick to declare this the dawn of a neurological and emotional crisis, but solid science on the subject is surprisingly hard to come by. In The Art of Screen Time, Anya Kamenetz -- an expert on education and technology, as well as a mother of two young children -- takes a refreshingly practical look at the subject. Surveying hundreds of fellow parents on their practices and ideas, and cutting through a thicket of inconclusive studies and overblown claims, she hones a simple message, a riff on Michael Pollan's wellknown "food rules": Enjoy Screens. Not too much. Mostly with others. This brief but powerful dictum forms the backbone of a philosophy that will help parents moderate technology in their children's lives, curb their own anxiety, and
create room for a happy, healthy family life with and without screens. This lively introduction to some of the towering figures in American art will inspire children to dream, create, and think. Who was Whistler's mother? Why did Georgia O'Keeffe paint all those flowers? How did Joseph Cornell create his incredible boxes? These questions and more are answered in this book on American artists designed to catch young readers' attention and satisfy their unending curiosity. Each artist is featured in double-page spreads that are as unique as their subjects. Fascinating biographical portraits, interesting sidebars, and ideas to spark the imagination enhance exquisite reproductions of well-known works. Presented chronologically, these profiles are strung together by a continuous timeline that highlights world events that impacted the artists' work. Children and adults alike will find much to learn, savor, and enjoy in this colorful introduction that is both interactive and edifying—not to mention fun. The latest volume in this successful series introduces young readers to major movements in art history—from Romanesque to Pop art. Filled with gorgeous color reproductions and packed with fascinating information, this beautiful book presents a chronological sampling of the world's important artistic styles. Double-page spreads provide a detailed description of each movement, representative illustrations, and a timeline that places the artwork in its historical context. All of these elements are presented in a playful, eyecatching manner that will appeal to a wide range of young readers. The book also features numerous ideas for projects that kids can undertake themselves and offers helpful suggestions for learning more about each style. Children will find hours of fun reading that will equip them with essential knowledge—enhancing and deepening their understanding of art history and inspiring them in their own artistic endeavors. 75 great American masters are introduced through open-ended quality art activities allowing kids to explore great art styles from colonial times to the present. Each child-tested art activity presents a biography, full color artwork, and techniques covering painting, drawing, sculpture, photography, architecture, and more. Special art options for very young children are included. Many great artists will be familiar names, like Cassatt, Warhol, and O'Keeffe. Other names will be new to some, like Asawa, Smithson, and Magee. Each featured artist has a style that is interesting to children, with a life history that will entertain and inspire them. Sample of some of the artists and companion activities: Andy Warhol - Package Design Bev Doolittle - Camouflage Draw Dale Chihuly - Pool Spheres Maya Lin - Memorial
Plaque Jasper Johns - Encaustic Flag Joseph Raffael - Shiny Diptych Roy Lichtenstein - Comic Sounds Thomas Jefferson - Clay Keystone Edward Hopper - Wash Over Grant Wood - Gothic PasteUp Wolf Kahn - Layered Pastel Jackson Pollock Great Action Art Mary Cassatt - Back-Draw Monoprint Louis Comfort Tiffany - Bright Windows Hans Hofmann - Energetic Color Blocks Rube Goldberg - Contraption Georgia O'Keeffe Paint with Distance 2009 Moonbeam Children's Bronze Award 2009 Benjamin Franklin Award This accessible book on the Surrealist movement features paintings, drawings, sculptures, photography, film stills, and architecture, displaying the enormous breadth and variety of Surrealism. The Surrealist movement that developed in Europe following the devastation of World War I swept energetically through all kinds of media as artists found expression in an imaginative pictorial language. This introduction to Surrealism shows 50 unique artworks that have lost nothing of their irresistible attraction to this day. Each work is featured on a beautifully illustrated spread. An informative text highlights each work's classic characteristics, its unusual aspects, and its significance in the Surrealist movement. Including brief biographies of the artists, this book is a beautifully illustrated primer to Surrealism. Art Workshop for Children is not just another book of straightforward art projects. The book's unique child-led approach provides a framework for cultivating creative thinking and encourages the wonder that comes when children are allowed to freely explore the creative process and their materials. As children work through these open-ended workshops, adults are guided on how to be facilitators who provide questions, encourage deep thinking, and help spark an excitement for discovery. Children explore basic materials and workshops that use minimal supplies, and then gradually add new materials to fill the art cabinets as well as new skills and more complex workshops. Most workshops are suitable to preschool-aged children, and each contains ideas for explorations and new twists to engage older or more experienced artists. Interspersed throughout are sidebar essays that introduce perspectives on mess-making, imperfection, the role of adult, collaborative art, and thoughts on the Reggio Emilia method, a self-guided teaching philosophy. These pieces underscore the value of art-making with children, and support the parent/teacher/care-giver on how to successfully lead, question, and navigate their children through the workshops to result in the fullest experiences. This book teaches a young audience about the works and lives of thirteen women artists through informative texts,
puzzles, coloring exercises, and fun quizzes. In colorful spreads that feature important works as well as portraits of the artists themselves, children will learn how Sofonisba Anguissola, the Renaissance painter and pupil of Michelangelo, mastered portraiture in the Spanish Court; how the exquisitely wrought illustrations of Maria Sybilla Merian advanced the study of nature in the seventeenth century; and how Mary Cassatt's paintings depicted the lives of women in the nineteenth century. Modern and contemporary artists such as Georgia O'Keeffe, Frida Kahlo, Louise Bourgeois, and Cindy Sherman round out this introduction to women artists for children. A five-year-old is a wonderful, fun-loving, exuberant child. But what's going on inside that five-year-old head? What stages of development does a child this age go through, and what should parents know that can help their five-year-old handle this impressionable year? Recognized authorities on child behavior and development, Drs. Ames and Ilg answer these and many other questions, offering both invaluable practical advice and enlightening psychological insights. Included in this book: • Characteristics of age Five • The child and others • Discipline • Accomplishments and abilities • The child's mind • School • The five-year-old party • Individuality • Stories from real life • Good books and toys for Fives • Books for parents "Louise Bates Ames and her colleagues synthesize a lifetime of observation of children, consultation, and discussion with parents. These books will help parents to better understand their children and will guide them through the fascinating and sometimes trying experiences of modern parenthood."—Donald J. Cohen, M.D., Director, Yale Child Study Center, Irving B. Harris Professor of Child Psychiatry, Pediatrics, and Psychology, Yale School of Medicine This biography coloring book is all about teaching kids about the lives of famous artists while encouraging their own creativity through coloring and creating. Almost 100 coloring pages include 15 original biographies written just for children with age approximate language and content. After they learn about each incredible artist, they can color a portrait of the artist and use two more coloring pages to create their own work in the style of the artist. Famous Artists: Children will learn about the lives of a diverse group of artists including: Hilma af Klint, Salvador Dali, Leonardo da Vinci, Keith Haring, Frida Kahlo, Wassily Kandinsky, Yayoi Kusama, Rene Magritte, Henri Matisse, Michelangelo, Georgia O'Keeffe, Pablo Picasso, Pierre-Auguste Renoir, Vincent Van Gogh. And Andy Warhol. Features & Highlights: Large black and white line drawings allow children to create original artwork and designs Age appropriate
easy to read biographies written by a former teacher contain simple language and explain art concepts to children Designed to teach and inspire creativity in girls and boys ages 5-12, while giving them an opportunity to express themselves creatively A Great Gift for Any Child If you're looking for an activity for your kindergartner or school-aged child, this educational activity book is a great way to engage children in the arts. This is not just a coloring book. Children will actually learn about the lives of famous artists! Perfect for Young Artists This book is a great choice for budding artists. The paper is heavier than most coloring books and works well with art supplies like crayons, colored pencils, gel pens and most markers. Lots of pages where young artists can create their own original works of art! From the moment a child is born, they interact with the sensory world, looking at colours, feeling textures; constructing mental and physical images of what they see and experience. Within all early years settings and into primary school, the aim for the practitioner, is to provide as many opportunities as possible to stimulate, excite and ignite the visual and tactile imagination of the young children they teach. Young Children as Artists considers how art can be managed, understood and relished as an essential ingredient towards the creative potential of each unique young child. The book focuses, on how to enjoy, celebrate and extend what a young child can do in art and show how engaged adults and the wider school community can become confident participants in the process of early years art making. Full of practical advice, on to how to design, develop, resource and extend art and design environments within the early years setting, the book covers: Developing skills for positive and participative adult interaction and engagement Understanding and analysing child involvement in art Planning for opportunities and responding to observation and schema in art and design Practical suggestions for activities and resources (inside and out) Ideas to explore sensory development and awareness Ways to manage and savour the art transition into KS1 Ways to encourage parental participation and understanding of the art process with their children Opportunities to engage with practising artists This book will help to invigorate the art experiences offered in your early years setting by considering what is accessible, individual, inspiring and meaningful for young children and how you can best support their formative paths of enquiry. In this intriguing book, young readers will be introduced to the unsolved mysteries behind some of the world's greatest art and artists. For as long as people have been viewing
the masterpieces in this book, they've been asking the same questions: Why is the Mona Lisa smiling? Who was that girl with the pearl earring? What made Magritte's reading woman so frightened? These and other great mysteries of the art world are explored in this colorful, fun, and informative children's book. Each masterpiece is presented in a double page spread with stunning reproductions, biographical information about the artist, historical context and the pressing questions themselves. From Bosch to Banksy, the mysterious life of Caravaggio to the strange room in Velazques' Las Meninas, Surrealism to stolen art—young readers' interests in some of the world's great masterpieces will be piqued by the puzzles they offer and that remain unsolved to this day. "Colorful, chronologically arranged overview uses games, puzzles, and project ideas to encourage young people to appreciate the diverse ways in which British artists reflect their country's culture. Religious art, modern sculpture, exquisite landscapes and urban art are all presented in full-page spreads that engage children by inviting them into the works themselves, challenging them to answer questions about the artists' perceptions and exposing them to the fascinating historical forces that have shaped the artists' work"--Publishers website. A fun-filled art activity ebook that will encourage kids to express themselves while teaching them about key artistic styles and a selection of pioneering artists from history. Explore your creative side as you discover the artist that lies within. Each of the fun activities included in this ebook will teach you about a different area of art and design. Learn about the history and theory of art before getting your hands dirty while creating your very own masterpieces. With more than 30 activities designed to encourage and stimulate even the most reluctant artist, How to Be an Artist gets the creative juices flowing. From mark making to woodworking, and photography to sculpture, there's a project for every art aficionado to get into. Perfect for children ages 7-9, the activities not only instil a passion for art, but also help kids learn about how art fits into the world of STEAM. Famous artist pages teach children about the pioneers of artistic movements, such as Andy Warhol, Joan Miro, and Pablo Picasso. Different artistic disciplines are explained in the topic pages. From the basics, such as composition and perspective, to the trickier techniques of illusion and graphic design, this art activity ebook for kids has it all. Hilarious childhood biographies and full-color illustrations reveal how Leonardo da Vinci, Beatrix Potter, Keith Haring, and other great artists in history coped with regular-kid
problems. Every great artist started out as a kid. Forget the awards, the sold-out museum exhibitions, and the timeless masterpieces. When the world's most celebrated artists were growing up, they had regular-kid problems just like you. Jackson Pollock's family moved constantly—he lived in eight different cities before he was sixteen years old. Georgia O'Keeffe lived in the shadow of her "perfect" older brother Francis. And Jean-Michel Basquiat triumphed over poverty to become one of the world's most influential artists. Kid Artists tells their stories and more with full-color cartoon illustrations on nearly every page. Other subjects include Claude Monet, Jacob Lawrence, Leonardo da Vinci, Vincent van Gogh, Pablo Picasso, Frida Kahlo, Beatrix Potter, Yoko Ono, Dr. Seuss, Emily Carr, Keith Haring, Charles Schulz, and Louise Nevelson. Now available in a new edition, this book offers more than 500 years of achievements in art by women. This beautifully produced, richly detailed, and comprehensive survey of fifty influential women artists from the Renaissance to the Post-Modern era details their vast contributions to the art world. From the Early Baroque painter Artemisia Gentileschi and the seventeenth-century illustrator Maria Sibylla Merian to Impressionist Mary Cassatt and Berthe Morisot, and to modern icons such as Frida Kahlo, Georgia O'Keeffe and
Louise Bourgeois, the most important female artists are profiled in this book in chronologically arranged double-page spreads. There is a succinct biography for each artist, together with information outlining her accomplishments and influence, additional resources for further study, and, best of all, brilliant full-color reproductions of the artist's works. Packed with information, this stunning and absorbing book showcases the remarkable artistic contributions of women throughout history. Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-ofhome settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations. Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materialsbased approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children's developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity. Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broadbased early arts program across the diverse settings in which young children and their families live, work, and learn. For years, Julia Cameron was asked by devotees of The Artist's Way if she would consider writing a manual for children, so that they too could experience the same transformative experience of discovering their creativity. As her daughter begins to have children herself, Julia turned back to her own techniques, and those of her hundreds of clients, for how to bring about a more open, creative, grounded childhood, one that leads to a fulfilled adulthood. As Julia says, 'Parenting is a great adventure. Awakening your child's sense of curiosity and wonder helps you to awaken your own. Awakening your own sense of curiosity and
wonder helps you awaken your child's.' Julia Cameron's techniques for creativity will quickly show you how: • Exercising creativity, alone and together, strengthens the bond between parent and child • How creativity can guide your child to an expansive and adventurous life • How your child can learn to understand their emotions, spend time playing away from screens, become more socially able and independent A colorful, accessible and engaging introduction to art history that children will remember for years to come. It's never too early to introduce children to art. Featuring thirteen painters from a variety of historical periods and styles, this book demonstrates just how interesting and exciting art can be. From the fantastic images of Hieronymus Bosch to the romantic idealism of titian, the gorgeous colors of Cézanne to JeanMichel Basquiat's African-and street art-inspired figures-each patinter is presented in chronologically arranged double page spreads that feature beautiful reproductions, interesting facts, biographical information, and comparisons to other painters. Fun to read and informative, this latest addition to the "Children Should Know" series offers young readers inspiration and encouragement to develop a further interest in all kinds of art. Presents art lessons for art projects of varying styles including drawing, printmaking, and mixed media. This new book in the 13 Series introduces young readers to a variety of important art techniques, explained through some of the world's most recognizable masterpieces. What's the difference between watercolor and gouache, or between a collage and an assemblage? How are frescoes and mosaics made? Why do prints look so different from each other? These questions and others are explored through major works of art in dazzling color reproductions. Children will learn about drawing through cave paintings and Leonardo's sketches, understand how Holbein and Van Gogh used oil paints to vastly different effect, and discover what Matisse accomplished with colored paper and a pair of sharp scissors. Along the way they will be encouraged to make their own masterpieces using similar techniques. COME LOOK WITH ME: DISCOVERING WOMEN ARTISTS FOR CHILDREN introduces children to twelve magnificent works of art. Children will share the excitement of Sofonisba Anguissola and her sisters; and feel their determination as they play in "The Chess Player." They will relax with Mary Cassatt in "The Tea Party," looking at how women lived, and ask questions about the roles women take. Children will also have fun examining their own faces and dress with Frieda Kahlo's "Self Portrait With Monkey." In this study of women artists, children will become familiar with painters who are often forgotten in art
history books because of their gender. All these works are striking images, created by women who would not let society's gender biases deter their love of art and their creativity, and who, today, can be accepted as equals. From the medieval realism in Artemesia Gentileschi's "Lute Player," to the Impressionism of Berthe Morisot's "The Coiffure," children can explore what differences there are in a woman's way of painting and what they see. They can end up softly with Grandma Moses' "Sugaring Off," or they can tease out the story in Faith Ringgold's "Love in the School Yard." "This book introduces you to thirteen great women artists. You'll learn about the dreams they followed throughout their lives and discover how they were able to fulfill them. You'll find out where and when they lived, and what they managed to achieve with their art. This book includes a timeline, showing you important events that happened during the lifetime of each artist. At the back of the book you will also find explanations of terms and names which are marked with an asterisk* in the text. Have fun reading!"--P. [4] of cover. The Story of Paintings begins with the cave paintings of our Stone Age ancestors and continues through to the modern day. Mick Manning and Brita Granström take your on a tour of their personally selected gallery which showcases the work of some of the world's most famous artists and few a less well-known ones. The artists featured include van Eyck, da Vinci, Bruegel, Rembrandt, Velázquez, JMW Turner, Van Gogh, Monet, Matisse, Georgia O'Keefe, Picasso, Frida Kahlo and Jackson Pollock as well as Dame Laura Knight and Kalan Khan. The friendly text and illustrations help children to appreciate the art, highlighting interesting biographical details and picking out key details to spot. The book's large format means the art is reproduced on a wonderfully impactful scale. This really is a book to give and treasure. The creative team of Mick Manning and Brita Granström are well-known for their ground breaking children's information books. Their many awards range the TES Information Book Award for What's Under the Bed? and the English Association Non-fiction award for Charlie's War Illustrated. Children love to be fooled—and artists are some of the greatest tricksters around. This collection features artworks that incorporate a variety of methods for tricking our eyes: including trompe l'oeil, clever uses of color and perspective, Surrealism, and Photo-Realism. Arranged thematically, each work is presented in a twopage spread. Lively texts explain the methods the artists employed to shape their illusions. Reproduced in vibrant color, these pieces of ripe fruit, blooming flowers, a half-opened curtain, flickering lines, and impossible worlds come
alive on the page, providing hours of absorbing fun as readers are drawn into the stories behind their creation. Playful, intriguing, and educational, these great illusions are a terrific way to introduce children to the world of art. From Cubism to cartoons, this book of eyepopping art and engaging activities introduces young readers to modern art.Picasso, Chagall, Calder, Lichtenstein, Hockney—these artists and the others profiled here offer a world of interest to children. This exciting exploration of modern, Pop, and postmodern art is designed to appeal to young minds. Large illustrations brimming with color; fascinating explanations and biographical information; do-it-yourself activities, quizzes and a helpful glossary and timeline are all part of the vibrant book. Children will be drawn to the stories and interactive opportunities as they discover these important artists who changed the world. This heavily illustrated book featuring the world's greatest painters is an excellent introduction for young readers to artists and their works. Whether it's Leonardo da Vinci's mysterious Mona Lisa, Vermeer's vibrant depictions of light, Van Gogh's mesmerizing brush strokes, or Matisse's playful cutouts, the art featured here is introduced in a format and style that will appeal to children. The book proceeds chronologically, accompanied by a timeline to offer helpful historical context.
Each artist's entry includes a concise biography, beautiful reproductions of major works, and lively texts that speak directly to young readers. Games, quizzes and other activities help readers learn about the significant contributions of each artist in a way that is both fun and inspiring. Additional information about museums, suggestions for further reading, and online resources will satisfy the most curious minds. "It never occurred to me while growing up that art is an industry involving countless jobs, so if this book helps shed light to just one kid that it is a viable career option, then it has done its job, as art is indescribably important!" —Oliver Jeffers, Artist and Illustrator "This book so beautifully explains to kids what goes into making an art exhibition. It's not just about an artist hanging something on a wall for people to see: it's so much more lively, layered, and communitydriven. Even I learned a ton about what truly goes into a fantastic art show!" —Joy Cho, Author and Founder of Oh Joy! "I wish I'd had this book when I was a kid! I always wanted my art to be in a big museum one day but, growing up in a small town, that just seemed impossible. Making a Great Exhibition is a beautifully illustrated behind-the-scenes peek at exactly how art makes its way from an artist's mind to the big white walls of a fancy gallery. Turns out, there are a lot of people, with some very cool jobs, who make the magic happen—and any book that shows kids (and parents!) they can grow up to have a career in the arts is okay by me!" —Danielle Krysa, The Jealous Curator An exciting insight into the workings of artists and museums, Making a Great Exhibition is a colorful and playful introduction geared to children ages 3-7 How does an artist make a sculpture or a painting? What tools do they use? What happens to the artwork next? This fun, inside look at the life of an artwork shows the journey of two artists' work from studio to exhibition. Stopping along the way we meet colorful characters—curators, photographers, shippers, museum visitors, and more! Both illustrator and author were raised in the art world, spending their time in studios, doing homework in museum offices, and going to special openings. They have teamed up to share their experiences and love for this often mysterious world to a young audience. London-based illustrator Rose Blake is best known for her work in A History of Pictures for Children, by David Hockney and Martin Gayford, which has been a worldwide success. Author Doro Globus brings her love for the arts and kids together with this fun journey. This survey of great contemporary artists is the perfect introduction to the exciting world of art today. Artists working after the Second World War faced a confounding array of challenges, as
stylistic barriers were broken, technology advanced, and issues of sexuality and race came to the forefront. From painters and photographers to sculptors and performance artists, fifty of the most influential contemporary artists are profiled in this colorful and engaging book that traces the various artistic movements and radical changes of the second half of the twentieth and early twentyfirst centuries. Presented chronologically, each artist is featured in 2 or 4-page spreads that include brilliant reproductions of their most important works, an illuminating biography, key dates in their career, and informative background on major developments in the art world. Throughout the volume a timeline places each artist within the context of contemporary art. As diverse and inspiring as the artists themselves, this book is a voyage of discovery into art's cutting edge. Presenting a variety of impressionist art, this inviting book shows young readers how painters from Claude Monet to John Singer Sargent introduced impressionist styles of painting and so changed the course of art. In this beautifully produced volume, young readers are given the opportunity to study masterpieces of Impressionist work in great detail. From Monet's Impression, Sunrise, which is attributed to starting the movement, to Seurat's pointillist masterpiece, A Sunday on La Grande Jatte, each painting is reproduced on its own page with descriptive texts, biographical details of the artist, and entertaining facts. Along the way readers will learn the historic context of these paintings as well as a variety of artistic terms. The book also offers playful suggestions for creating Impressionist art at home or school as well as ideas that will help young readers appreciate why the Impressionist style was at once revolutionary and timeless. Follows the beloved American jazz singer's rise to fame, describing the difficult historical and cultural factors that she overcame. "Art for baby brings together a collection of fascinating black and white images created by some of the world's leading modern artists. Each one has been specially selected to help babies begin to recognize pictures and connect with the world around them"--Colophon. Bring out your child's creativity and imagination with more than 60 artful activities in this completely revised and updated edition Art making is a wonderful way for young children to tap into their imagination, deepen their creativity, and explore new materials, all while strengthening their fine motor skills and developing self-confidence. The Artful Parent has all the tools and information you need to encourage creative activities for ages one to eight. From setting up a studio space in your home to finding the best art
materials for children, this book gives you all the information you need to get started. You'll learn how to: * Pick the best materials for your child's age and learn to make your very own * Prepare art activities to ease children through transitions, engage the most energetic of kids, entertain small groups, and more * Encourage artful living through everyday activities * Foster a love of creativity in your family
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13 Artists Children Should Know
13 Modern Artists Children Should Know
13 Women Artists Children Should Know
13 Painters Children Should Know
13 Art Techniques Children Should Know
13 Art Movements Children Should Know
Impressionism
13 British Artists Children Should Know
13 American Artists Children Should Know
Hands on Culture Of Ancient Egypt
The Artful Parent
13 Art Inventions Children Should Know
50 Contemporary Artists You Should Know
13 Women Artists Children Should Know
The Art Book For Children
Kid Artists
13 Art Illusions Children Should Know
Art Workshop For Children
The Art Of Teaching Children
Great American Artists For Kids
Discover Her Art
50 Women Artists You Should Know
Art For Baby
Art Lab For Kids
Young Children And The Arts
13 Art Mysteries Children Should Know
Discovering Women Artists For Children
50 Modern Artists You Should Know
How To Be An Artist
Making A Great Exhibition
The Art Of Screen Time
Skit scat Raggedy Cat
Lovers In Art
Famous Artists Biography Coloring Book
The Story Of Paintings
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The Artists Way For Parents
Young Children As Artists
Your Five Year Old
The Artists Way
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Nanotechnology Education - Engineering a better future
Teacher's Guide
Make a Microfluidic Device to Investigate Properties of Solutions
Grade Level: High school
Subject area(s): Chemistry
Time required: (6) 55
minute periods + out of
class time
Learning Objectives: 1.
Understand & apply
properties of solutions;
2. Understand vocabulary of solutions & nanotechnology
in microfluidics; 3. Design &
build a solutionsmanipulating device.
Summary: Solutions exist everywhere. Helping students to understand basic concepts of solutions such as concentration, molarity, molality, conductive and colligative properties, mixing, and laminar flow is often arduous and time consuming unless you have them develop the concepts on their own. A major aspect of project-based learning (PBL) is having students build and/or use devices in experiments to understand the concepts of chemistry, in this case solutions. This lesson focuses on having students design and test a microfluidic device to investigate the properties of solutions. The lesson activities combine concepts learned in the previous semester (energy, frequency, wavelength, and bonding) together with the aforementioned concepts of solutions to provide students with an engaging project that will help them understand how all of these are interrelated.
Purpose: Students will construct a microfluidic device that is capable of either mixing or separating mixtures.
Lesson Background Information: The structure of matter is due to the arrangement of atoms, molecules, or ions. Atoms are less than 1 nm in diameter, typically 0.1 to 0.5 nm. Every type of atom has a unique electron shell configuration, energy signature, and ability to bond with other atoms. Because of these unique properties, molecules are produced with their own distinct molecular alignments or shapes, polarities, and charges. In fact, when we start looking at properties of individual molecules or smaller groups of molecules (at the nanoscale), we find that many of the properties we have come to expect and rely on in the macroscopic world (our "normal" world) don't hold true.
For example, from quantum mechanics, we understand that every orbital that an electron can occupy in an atom has its own discrete energy signature at the atomic or molecular (nano) level, but when we observe the macroscopic characteristics of something, we can often only give it properties such as color, texture, malleability, etc. We already have some idea that the color we see is an average of the wavelengths of photons released by several different electrons returning to ground state. Texture of a substance will change based on the magnification level we are viewing matter at and malleability of a metal can subjectively change with its thickness.
NNCI.net
But why do these properties of matter seem to change? Well, first off, at the nanoscale of molecules, the force of gravity doesn't really matter compared to the electromagnetic force of electrons. Think about it; gravity will pull you in until you are stopped by the electromagnetic repulsion of a solid -- you fall until you hit the ground. Secondly, quantum mechanics defines the energy and movement of these nanoparticles rather than classical mechanics. Furthermore, in very small particles you have a greater surface to volume ratio than in large particles. For instance, the surface to volume ratio of the earth is roughly 4.7 x 10 -13 whereas the surface to volume ratio of a molecule of methane is roughly 2 x 10 -11 , almost 43 times greater. This means that the surface reactions of the particle with the environment become much more important than either its volume or diameter. Finally, because surface area is so much relatively greater on these small particles, their motion and collision with other particles becomes highly important.
What we haven't really dealt with until now is how nanoscale differences in matter end up being useful to us. For example, copper atoms move as small clusters of about 50 nm in their form and this lets copper metal appear malleable or bendable. Something similar happens with electrons (metallic sea of electrons) when sets of electrons in clumps of pure metal can move a certain amount, thus letting electricity flow and promoting magnetism. In fact, aluminum, a metal not known for being magnetic, can become magnetic when the diameter of the particle is less than 0.8 nm. Zinc oxide, a common component of sunscreen, is suspended in its solvent at a particle size of around 20 nm. This size allows the molecule to keep many of the same properties of the "bulk" material except now the particles are transparent to most visible light but are large enough to scatter harmful UV rays. This is why nano-zinc sunscreen is translucent but non nano-zinc appears white and opaque.
This lesson focuses on microfluidics devices that are useful in working with liquids, solutions or suspensions on a scale between 1000 to 100,000 nm, the scale of a red blood cell in blood or other fluid up to the size of small parasites. Often these devices are called "lab-on-a-chip". In fact, the trend these days towards smaller, faster, and cheaper laboratory diagnostics for humans is being driven by nanotechnology advancements in both electronics and microfluidics. For an overview of all microfluidic applications see the Wikipedia listing in resources.
Microfluidics is a technique for manipulating liquid samples and a lab-on-a-chip device is very small device that automatically controls the flow of a liquid sample to react with one or more chemicals or sensors. The chips typically have sets of channels, sensors, mixing chambers, and/or valves to control sample movement. These micro/nano-sized devices can run several biochemical tests at one time from extremely small samples such as a drop of blood or urine. The most common examples are home pregnancy tests, drug tests, yeast infection tests, glucose monitoring, and strept tests. So why is nanotechnology important to this? It has the ability to make small devices, microfluidic channels in the micro and nanoscale dimensions, on chips capable of analyzing very small quantities of analyte.
National Nanotechnology Coordinated Infrastructure
As noted above, microfluidic devices are currently being developed and utilized for a host of biological and chemical applications, specifically applications in which solvents/solutions can play a key role in the isolation, separation, reaction and processing of substances either suspended or dissolved in various solvents. In this lesson, students will use the crosslinking or polymer hybridizing properties of a sheet of polystyrene plastic film, "Ezee-Shrinks" or "ShrinkyDinks", along with a negative etching process (printer ink) for constructing an investigative tool to examine properties of solutions. This lesson has been designed based on published articles [Refs 1-5] that use polystyrene plastic to create the device rather than the cleanroom based method that uses photolithography. The "device" is designed and then printed to a translucent sheet of Ezee Shrinks. The printed sheets are then heated in an oil bath with sufficient energy to significantly crosslink the polymers in the sheet that are not protected by the ink. Note that most of the literature uses toaster or conventional ovens but these do not have an even heat distribution for effectively shrinking the devices. The consequence of sheet shrinkage, except under the printer ink, is a "raising" of the unpolymerized polymer into a three-dimensional shape. This will effectively allow students to manufacture a "master mold" of a device that can be copied several times.
The copies of the master mold are made using polydimethylsiloxane (PDMS) an elastomeric polymer that is inert, nontoxic, and transparent. Furthermore, it is relatively inexpensive and easy for students to handle. Students simply need to mix appropriate volumes of the two starting solutions together, pour this mixture onto the master mold (in a petri dish), degas under vacuum, bake and remove the molded device, punch holes for the fluid input/outputs and affix the manufactured device to a glass plate.
Investigation of solution properties begins upon completion of the device. Students will be provided by the instructor a choice of several possible investigations into properties of fluids or solutions: a) mixing of two or more dyes (diffusion or mixing; b) titration of acids and bases using indicator; c) separation of sediments; d) hydrophobicity; or e) laminar vs. plug flow.
References:
2. Grimes, A. D.N. Breslauer, M. Long, J. Pegan, L.P. Lee and M. Khine (2008) Shrinky-Dink microfluidics: rapid generation of deep and rounded patterns. Lab on a Chip, 8: 170-172.
1. Chen, C-S, D.N. Breslauer, J.I. Luna, A. Grimes, W-C. Chin, L.P. Lee and M. Khine (2008) Shrinky-Dink microfluidics: 3D polystyrene chips. Lab on a Chip 8:622-624.
3. Hemling, M. J. A. Crooks, P.M. Oliver, K. Benner, J. Gilberston, G.C. Lisensky, and D.B. Weibel (2013) Microfluidics for High School Chemistry Students. J. of Chemical Ed. 91:112-118.
5. Ngyuen, D., J. McLane, V. Lew, J. Pegan and M. Khine (2011) Shrink-film microfluidic education modules: Complete devices within minutes. Biomicrofluidics 5: 022209.
4. Microfluidic Devices. Accessed at: https://chem.beloit.edu/edetc/nanolab/shrink/index.html
Pre-requisite Knowledge: understanding of: solutions and mixtures, molecular bonding, laminar flow, safe lab procedures
Materials for constructing devices: (class of ~20)
Chemicals for the 5 design challenges such as acids, bases, etc.
Nitrile gloves
12 glass plates (4x4 works well)
6 plastic mixing cups
6 rolls scotch tape
Vacuum pump & large desiccator
6 petri dishes (150mm diameter)
PDMS
6 disposable scalpels/safety razor blades
6 sheets Ezee-shrinks/shrink dinks
6 biopsy punch (2mm diameter)
6 hot plates
2" wide of double-sided tape
6 timers
Baking oven (capable of 60oC
1 laser printer
sharpie
6 wooden stirring sticks/plastic spatulas Glass slides (25x75mm)
6 thermometers
Vegetable oil (400 mL/group)
6 scissors
6 Forceps or tongs
6 600 mL beaker
Rulers (with metric and imperial)
Metal tubing (to fit I/O holes)
Clear rubber tubing (to fit I/O holes)
Dispensing pipets
Small syringes for dispensing solutions
Safety Information: The PDMS is essentially non-toxic and safe to work with. So are the Ezee Shrinks. Caution students when working with the hot plates, oven, and oil since these items will be hot. Care must also be taken when working with the scalpels, razor blades and dispensing needles with students spending a few minutes reviewing "sharp"s etiquette and procedures. Glass plates and slides also deserve a few minutes of safety review.
Advance Preparation:
* Printout Appendix A and Appendix B
* Assemble all materials for easy student access
* Double check that hot plates, oven, and desiccator are in working order.
Suggested Teaching Strategies or Troubleshooting Tips:
* An optional first step of degassing the PDMS is to have students place the mixing cup into the desiccator for 10-15 minutes before pouring into the petri dish. Then they perform a second degassing with the petri dish as in instructions.
* Student designs should not be larger than 10 x 10 cm. They should print at least 4 of their designs on the polystyrene sheet.
* Sheets should be clear and capable of laser printing. Ink jet printers do not work with this activity.
* Hemling et al (2014) recommended Grafix, KSF50-C shrink sheets from Amazon.
* Glass plates need to be larger than the "shrunken" device so 4"x4" is recommended.
* Optional PDMS flaming – see YouTube resource below.
.
National Nanotechnology Coordinated Infrastructure
* It is recommended that the students create at least 4 devices so that they can choose the best one for their solution challenge. In addition, you may want to have the students design a control device and this will allow the testing of a control.
Suggested Instructional Procedure:
Learning Objectives:
2. Understand the vocabulary of both solutions and nanotechnology in the context of microfluidic devices.
1. Understand and apply properties of solutions and nanotechnology (polymer chemistry) to improving "quality of life".
3. Design and build a functional solutions-manipulating device at a "nano-scale"
Expected Outcomes:
2. Students will be conversant with the languages of solutions, polymer science, and nanotechnology.
1. Students will better understand and apply the information gleaned from media presentations on solutions, polymer science and nanotechnology (news, articles and trade journals) and apply said information to their daily lives.
3. Students will gain a better understanding of the applications of all three disciplines in society.
Guided Dialog:
Dialog reflects the thought processes of the participants and argument-based dialogue often helps to enhance participants understanding of scientific processes. To this end, vocabulary will be explicitly introduced on the first day of this project-based lesson and will be enhanced through routine implicit contextual use on a daily basis throughout the lesson.
Vocabulary Terms:
Additional Online Resources:
* Wikipedia: Lab on a chip. https://en.wikipedia.org/wiki/Lab-on-a-chip
* Overview: What is microfluidics? https://ufluidix.com/resources/definitions/
* Wikipedia: Microfluidics. https://en.wikipedia.org/wiki/Microfluidics
* Microfluidics Adventures #1 – 3 from The Lutetium Project on YouTube.
* What is Microfluidics? https://www.news-medical.net/life-sciences/What-isMicrofluidics.aspx;
https://www.youtube.com/watch?v=b8zE2i755-k https://www.youtube.com/watch?v=EYuyRUjnTgc
https://www.youtube.com/watch?v=68p3qAm4i7U;
* Microfluidics: A general overview of microfluidics.
overview-of-microfluidics/
https://www.elveflow.com/microfluidic-reviews/general-microfluidics/a-general-
* Nanotechnology 101 from the National Nanotechnology Initiative https://www.nano.gov/nanotech-101
https://www.understandingnano.com/introduction.html
*
Introduction to Nanotechnology
* How to flame PDMS with butane flame: https://www.youtube.com/watch?v=nrXNYpFANog.
* DigiKey electronics: https://www.digikey.com/en/resources/about-digikey
PDMS can be purchased online at various suppliers with some listed here:
* Slygard 184 Elastomer Kit at Dow https://www.dow.com/en-us/pdp.sylgard-184silicone-elastomer-kit.01064291z.html
* Amazon: https://www.amazon.com/Electron-Microscopy-Sciences-Sylgard184/dp/B00K335I0G
Next Generation Science Standards
* PS1.B Chemical reactions
* PS1.A Structure and properties of matter
* PS2.B Types of interactions
* ETS1.A Defining and delimiting engineering problems
* HS-PS2-6 Communicate scientific and technical information about why the molecularlevel structure is important in the functioning of designed materials
* ETS1.C Optimizing the design solution
Contributor – Greg Hair, PhD., Meadowbrook High School, Gwinnett County Schools, Georgia
Supporting Programs – NNIN RET Program at Georgia Institute of Technology NSF - EEC 1200925; National Nanotechnology Coordinated Infrastructure NSF – ECCS 1626153; Southeastern Nanotechnology Infrastructure Corridor NSF - ECCS 1542174
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Student Guide
(answers in red)
Make a Microfluidic Device to Investigate Properties of Solutions
Safety
Gloves and goggles should be worn when working with chemicals
DAY 1: Solutions and Guided Dialog/Vocabulary
Solutions: As a class you will review your knowledge on solutions and watch a video to help you recall your knowledge.
You make a solution when you brew coffee, make Kool-Aide, go to the bathroom, or almost anything else that has to do with life. To successfully complete this lesson on microfluidics you will need to know the following terms:
Use your computers as a group to look up the definitions for each term. Write a one-sentence definition and draw a picture-example of what each term represents. Create a table in your lab notebooks as shown below. If you don't finish in class, it's homework.
If time permits, have a class discussion on some of the terms you found difficult.
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DAY 2: Polymers, Microfluidics and Nanotechnology
Nanoscale devices are used in many scientific disciplines and can routinely be found in many clinical, industrial, commercial, and consumer applications. You might want to check out the list of consumer products on the Project on Emerging Nanotechnologies inventory at: (https://www.nanotechproject.org/cpi/). Microfluidics, a type of nanoscale product, are devices developed to more efficiently perform what many humans and large machines have been used to accomplish in the past.
Microfluidics is the science of manipulating and controlling fluids, at nanoliter volumes in networks of micro-channels with dimensions from tens to hundreds of micrometers. This discipline takes its origins in the early 1990's and has grown exponentially. It is viewed as an essential tool for life science research or in a larger way in biotechnologies. Microfluidics emerged in the beginning of the 1980s and is used in the development of inkjet printheads, DNA chips, lab-on-a-chip technology, micro-propulsion, and micro-thermal technologies 1
1. Wikipedia Microfluidics https://en.wikipedia.org/wiki/Microfluidics
Have you ever wondered where some of those incredible machines on CSI-type shows come from and how they work? Ever wondered how your automatic dryer knows when your clothes are dry enough? Ever wondered how a lab can run over 300 different tests on your blood for under $250? All of these are accomplished by what is now routine: microchips, the same electronic assemblies that are in your computers, your smart phones, your gaming systems, etc.
BUT, we're only getting started!!! Remember what the prefix micro means! It means 1 X 10 -6 of whatever your measuring, in our case meters. Look at your rulers on your desk and see what the distance of a millimeter is. Now imagine that you have an object in which most of the sizes are a thousand times SMALLER than that millimeter. That's the microscale routinely in use in all microchips today.
Many of the most advanced electronics are starting to use nanoscale (1 x 10 -9 meters) chips, chips in which the sizes are a thousand times SMALLER than your microchips. In other words, nanoscale chips are now working on the size of larger molecules and small atomic polymers. That's small!!!!
The structure of matter is due to the arrangement of atoms, molecules or ions. Atoms are less than 1 nm in diameter, typically 0.1 – 0.5 nm. Every type of atom (just over 100) has a unique electron shell configuration, energy signature and ability to bond with other atoms. Because of these unique properties, molecules are produced which have their own distinct molecular alignments or shapes, polarities, and charges. In fact, when we start looking at properties of individual molecules or smaller groups of molecules (at the nanoscale), we find that many of the properties we expect and rely on in the macroscopic world (our "normal" world) don't hold true.
For example, in quantum mechanics we know that every orbital an electron can occupy in an atom has its own discrete energy signature at the atomic or molecular (nano) level. But, when we observe the macroscopic properties of something, we often only give it properties such as color, texture, malleability, etc. We already have some idea that the color we see is an average of the wavelengths of photons released by several different electrons returning to ground state.
Page
9
We also know that the texture of a substance will change based on the magnification level we are viewing it at and malleability of a metal can subjectively change with its thickness.
But why do these properties of matter seem to change? Well, first off, at the nanoscale of molecules, the force of gravity doesn't really matter compared to the electromagnetic force of electrons. Think about it; gravity will pull you in until you are stopped by the electromagnetic repulsion of a solid (you fall until you hit the ground). Secondly, quantum mechanics defines the energy and movement of these nanoparticles rather than classical mechanics (high school physics). Furthermore, in very small particles you have a greater surface to volume ratio than in large particles. For instance, the surface to volume ratio of the earth is roughly 4.7 x 10 -13 whereas the surface to volume ratio of a molecule of methane is roughly 2 x 10 -11 , almost 43 times greater. This means that the surface reactions of the particle with the environment become much more important than either its volume or diameter. Finally, because surface area is so much relatively greater on these small particles, their motion and collision with other particles becomes highly important.
Just how do nanoscale differences in matter end up being useful to us? For example, copper atoms move as small clusters of about 50 nm and this allows copper metal to appear malleable (bendable). Something similar happens with electrons (metallic sea of electrons) when groups of electrons of pure metal can move a certain amount, thus letting electricity flow AND promoting magnetism. In fact, aluminum, a metal not known for being magnetic, CAN become magnetic when the diameter of the particle is less than 0.8 nm. Zinc oxide, a common component of sun screen, is suspended in its solvent at a particle size of around 20 nm. This size allows the molecule to keep many of the same properties of the "bulk" material EXCEPT now the particles are transparent to most visible light but are large enough to scatter harmful UV rays. That is why nano zinc oxide sunscreen in translucent but non-nano zinc oxide is white.
Enter Microfluidics. Remember we said that microfluidics represented a type of nanoscale device that can more efficiently accomplish what larger machines perform for today. Just as the name implies, we will be working with liquids at a very small scale, in our case solutions. Remember, solutions are a homogenous mixture of a solvent (usually water or some organic liquid) and a solute (the material dissolved into the solvent).
[All images are public domain or public domain modified by G.Hair; studfile.net/preview/61778743]
You will be designing, building, and testing a device that can accomplish a certain task working with different solutions. Finally, since we can't really make chips that are on the nanoscale in our high school chemistry labs, you will be designing chips at the millimeter scale and shrinking.
them to the micrometer scale using polymer chemistry and heat energy, two more concepts to wrap our heads around!
Polymer Chemistry:
Polymer chemistry deals with the structure and properties of macromolecules, really large molecules like DNA and RNA and polymers which are long chains of repeating molecules called monomers. Polymer chemistry finds new ways to synthesize or use these molecules. You will be using sheets of a polymer called polystyrene to make your microfluidic devices. You most likely know this material as Ezee-Shrinks or Shrinky Dinks.
ENERGY
polystyrene
All images are public domain
or public domain modified
by G.Hair
Even more cool is that you can manipulate your sheets of polystyrene into making your microfluidics devices. A common manipulation is to cross-link or hybridize the chains of polystyrene. This will "shrink" the distances between those large aromatic rings between polystyrene chains. How do you think you might cross-link the polystyrene chains? (Hint: What happens to a cheap plastic toy that sits out in the sun too long?)
When you shrink the distances between bonds, you bend the polystyrene sheets. You now have a rounded area on your polystyrene sheet. How do you think you could add more heat to one part of your polystyrene sheet than another? (Hint: Which color of the EM spectrum essentially absorbs the energy of all of the colors?)
Each group should create a list of polymeric substances. These will be shared with the entire class. Which groups can name the most?
DAY 3: Designing your Devices
What can we do with our devices? You will be designing your device to do ONE of the following:
1. Automatically mix two or more dyes (diffusion).
3. Separate a suspension from a liquid (sedimentation).
2. Automatically neutralize an acid and a base and let you know it (diffusion & titration).
4. Separate non-miscible liquids from each other.
5. Keep two solutions separated while flowing TOGETHER(This is hard but can be done by YOU)!
Please have one member of your group come to the front and pull an assignment card from the deck.
Discuss your assignment with your group. What exactly does your device have to accomplish? Look at the notes on your Appendix A. In your lab notebook list at least three ideas you will need to answer or develop to solve your assignment. Use your computer to find ideas that might answer your questions or develop your design ideas. Sketch your designs in you lab notebook. Outline in your notebook an experiment to test your prediction. Show your design
and outline to the teacher who will approve it before your create it on the computer using PowerPoint. Save your computer designs as they will be used tomorrow for printing. Your teacher may share possible designs with you.
DAY 4: Making the Master Mold:
You will print your computer-designed device using a laser printer onto a sheet of polystyrene. Print at least four of the designs on the sheet. Next, your polystyrene sheet will shrink by 60% and at the same time become design three-dimensional!
Collect your Materials:
* 1 sheet of polystyrene (8"x 10")
* 1 600 mL beaker
* 1 pair scissors/group
* 1 hot plate
* 1 thermometer
* 400 mL vegetable oil
* 2 clean glass plates
* 1 roll scotch tape
* 1 petri dish
* 1 pair tongs or tweezers
* 1 timer
* 1 sharpie
This is to make one master mold. Your teacher may ask you to make 3 or 4 so that you can choose the best one for your device testing. Adjust your procedures accordingly.
Procedure:
1. Printing your design.
b. While the oil is warming, on your computer bring up PowerPoint and print out your design from yesterday onto the polystyrene sheet. Your design should be not be larger than 10 x 10 cm. Check with your teacher on size limit. Test it on a regular sheet of paper first!
a. One member of the group will pour 400 mL of vegetable oil into the beaker, place the beaker on the hot plate and begin heating the oil to 150 o C. Use the thermometer to measure the temperature. (Careful this is really hot & can burn your skin).
2. Preparing your design
b. Continue heating and checking the oil until it reaches 150 o C.
a. Cut out your design. Try to leave about 1 cm (~1/2 inch) of space between your design and the edge of your cut.
3. Shrinking your design
b. IMMEDIATELY start your timer set at 60 secs. When it buzzes, carefully remove your design from the oil. What has happened to your sheet & design?_The sheet shrank and the design seemed to "raise up"
a. Using the tong or tweezers, place your cut design into the hot oil.
4. Finalizing your master mold
b. Lift off the top glass plate and, using your tweezers or tongs, grab the polystyrene sheet and place it into a petri dish. Very gently blot your sheet dry with paper towels. Carefully tape the edge of your polystyrene sheet to the bottom of your dish with 3 small pieces of tape.
a. Lay your sheet onto one of the glass plates and carefully lay the second glass plate over it. Keep your polystyrene sheet flattened like this until it cools (3 – 5 minutes).
5. Using one of your phones, take a picture of your "device master mold" on the petri dish.
6. Record all observations in your lab notebook. Print and place a picture of your device master mold in the notebook.
Clean up:
* Wash your beaker and glass plates in soapy water. Place them on paper towels to dry.
* Pour the used oil into the waste oil container.
* Wash all tweezers and thermometers in soapy water and rinse.
* Make sure your hot plates are turned off.
* Dry everything.
* Make sure your tools & equipment are returned to the proper lab space.
* Log off/shut down your computers.
Homework:
2. Why did your designs raise up to form a third dimension?
1. Why did your polystyrene shrink?
3. What do you think the logical next step will be with your master mold tomorrow?
Answer questions in your lab notebook or separate paper for handing in to teacher.
4. When you perform your experiment later this week with your samples what do you think your results will be?
Possible answers:
The polysterene shrank due to rearrangement of the bonds in the material during heating. Manufactured polystyrene is initially heated, stretched and then flash-cooled into an elongated shape. When polystyrene is reheated, the bonds return to their normal configuration and the sheet shrinks in size.
The design with the ink "bent" the polystyrene by temporarily protecting it from the heat of the oil. The shrinking polystyrene "bent" around the protected polystyrene. Everywhere you had ink, the polystyrene shrank a little less, thus giving it a "raised" surface.
The raised lines will turn into depressed channels/tubes in the mold impression tomorrow.
We will make a device full of channels that can separate of mix fluides
DAY 5: Making the Actual Device
You will use polymer chemistry to make the actual device from the molds you prepared yesterday. The polymer you will use is poly-dimethyl-siloxane (PDMS) and it will make the actual device from your polystyrene mold. PDMS is softer than polystyrene and is relatively safe for using around biological or water-based samples.
Collect your Materials:
* 1 electronic balance/group
* 1 mixing cup
* 1 plastic spatula/ wooden stirring stick
* Access to vacuum pump
* Your petri plate w/taped master or masters
* Access to desiccator jar
* 1 electronic balance
* 1 butane lighter or sharp probe/stick
* 1 baking oven set at 60 o C
* PDMS curing agent
* PDMS monomer
Procedure:
a. One member of the group measures out 30 g of PDMS monomer and 3g of curing agent into the mixing cup. b. Use the plastic spatula to mix the two liquids completely. Will turn milky because it's full of air bubbles.
1. Make the PDMS
2. Label your petri dish with a sharpie and pour in the PDMS mixture over your device(s).
b. Turn on the desiccator pump and leave it on for 20 minutes.
a. Place your petri dish into the desiccator.
c. Turn off the desiccator pump and gently let the air back in.
3. Place your poured plates into the baking oven at 60 o C overnight.
d. Remove any remaining bubbles by either poking bubbles with a sharp probe/pointed stick or flaming with butane lighter (instructor will demonstrate).
Record your Observations and Formative Conclusions: data collection,
.
observation and extrapolation, and analysis of interim results
1. Why did gas bubbles form when you mixed your monomer and curing agent? If no gas bubbles formed, why not?
Gas bubbles formed because gas was caught by the spatula and dragged into the very viscous polymer. Once there, it was difficult for the gas to escape. If no bubbles formed, then we weren't mixing vigorously enough.
2. Why did most of the gas bubbles disappear in the desiccator jar? If you still had many gas bubbles, why?
As vacuum formed outside the liquid, the bubbles expanded enough to breach the surface of the liquid and escape. If there were a lot of bubbles left, then the vacuum was probably insufficient or applied for too short a time.
3. Why do you think you are heating your poured petri plates at a high temperature? The elastomer (polymer strands that aren't cross-linked) are cross linked by the catalytic curing agent. The process is very slow unless heated. So, high temperature cures the fluid into a fairly solid gel.
DAY 6: Cutting Out, Mounting and Using the Device
You will cut out your device, mount it, and then conduct your experiment with it.
Collect your Materials:
* 1 glass microscope slide
* 1 Scalpel
* 1 pair scissors
* 1" cut double-sided sticky tape
* Biopsy punch
* 2 or more x 1" sections metal tubing
* Your experimental materials (vary according to your experiment)
* 2 or more x 6" rubber tubing
* 1 Timer
* Pipets and syringes
Procedure: Use gloves when handling the device.
a. Use the biopsy punch to create your inlets and outlets per your design. Use caution when handling the biopsy punch.
1. One member of the group obtains the petri plate from the oven and cuts the device(s) out from the mold. Using tweezers, carefully remove the PDMS mold from the polystyrene. Choose the best mold to use in the next steps. Or your teacher may ask you to use additional devices to have controls.
b. Lay a microscope slide flat on your lab bench.
d. Mount your device to the sticky tape so that the hollow tubes face the glass slide (imprint side down). Press gently to make sure there are no bubbles between the tape and the device(s).
c. Carefully mount a piece of double-sided sticky tape to the slide large enough to secure the device.
2. Attach the rubber tubing to the metal tubing sections. Attach the metal tubing sections to your device at the inlet(s).
4. Using a syringe, place the chemicals into your device to run your experiment. This is an experiment you designed so fill in your protocol in your lab notebook.
3. Set up and prepare the chemicals for your experiment.
Possible answers:
1. We had a total of 4 devices mounted on slides. Our negative control device (no common mixing areas), positive control device (fluids mixed prior to being added), test device number 1 (see sketch on a previous page and test device number 2 (see sketch on a previous page.
2. Metal tube was inserted into each outlet channel and the tube and device primed with water. Fluid was added at the inlet using a pipetted tip for each reservoir and 100 mL of dye. Tubing from the outlet was lowered and gravity flow took over.
3. Fluid was allowed to flow through the device until both reservoirs were empty. Observations of the outlet were maintained on a constant basis
4. Degree of mixing was scored semi-quantitatively by comparing the degree of either green or brown color generation to a completely mixed vial of the two initial dyes.
5. The entire experiment was repeated three times to determine consistency of results.
6. Data is recorded below:
Questions & Conclusions:
1. Did you observe what you predicted? If not, how did your observation differ from your prediction?
did mix. Device #2 with the longer channel mixed better than device 1. If not answer: No real discrepancies.
Answers will vary but could include: Yes, the negative control did not mix, the positive control
2. Did you have a control group? Why was it important to have a control group?
A control group should be able to give you a baseline indication of how your experiment will perform if it either has no ultimate effect (negative control) or a profound effect (positive control). Controls are also included as indicators of what parts of the experiment are still too
variable to rely on for quantitative data or to confirm the validity of assumptions leading up to the experimental group.
3. Do your observations leave you with any more questions? Do they enable you to make more predictions? If so, what are they?
Our data showed significant mixing but it still wasn't complete. It is obvious from our data, that the serpentine channels allowed for greater mixing but we may not have had enough to them. Is it possible to achieve better mixing by increasing the number of curves in the channels? We believe that to be the case and, based on our experimental data will increase the number of "switchbacks from 5 to 8 to help increase mixing.
4. What other issues or concerns were raised during your experiment and what might you do to address them?
Our dye mixing seemed to be hard to read at times. A lower molecular weight dye might diffuse faster and mix better (another set of hypotheses!). Also, the color of the dye could be darker or the background altered to make the dye more visible.
5. How did the fluid move through your device (mix, separate, laminar flow, turbulent, etc.)? If you were to scale up this device so that you were in the meter rather than the nanometer/micrometer scale, what would happen to your separation or mixing that you observed? Why?
The fluid mixed fairly well in our device, but, as we stated in answer 4, it could have mixed better. We had minimal laminar flow and the fluid was relatively turbulent. Scaling the device up would introduce much greater turbulence and gas inclusion causing mixing to occur much more rapidly and less smoothly. The extra turbulence would be two forces now having a greater effect; gravity would constantly be overriding mild laminar flow conditions, forcing a faster flow with greater turbulence or encouraging mixing in more directions and gas pressure would now have an effect on the ability of the two liquids to mix.
Draw Conclusions
Example: Based on your results, do you feel that ______? Explain your answer.
Our data suggest that fluids of similar viscosities can be mixed using simple serpentine channels to promote non-laminar flow and greater mixing of the two dyes. Fluids of highly different viscosities will have a much more difficult time mixing through simple non-laminar flow. The serpentine channels increase the turbulence through the corners by altering the flow rates of the two fluids, thus increasing the degree of mixing. Longer serpentine channels should enhance mixing. | <urn:uuid:3a8ea9a9-9dbf-4ae8-92f5-a28968420cb2> | CC-MAIN-2023-14 | https://nnci.net/sites/default/files/2020-07/microfluidics_TG.pdf | 2023-03-25T01:25:30+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00173.warc.gz | 500,535,189 | 8,385 | eng_Latn | eng_Latn | 0.978107 | eng_Latn | 0.996861 | [
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Lead Preschool Teacher
* Daily, lead and learn alongside a group of 8-10 children (ages 3-4.5 or 3.5-5), serving as a coresearcher, resource, facilitator and advocate, utilizing the outdoor environment to the greatest extent possible.
* Under the leadership of the Program Director, implement a curriculum framework that encompasses social understanding, the arts, language development and literacy, scientific inquiry, and mathematics, and:
o Employs a social-constructivist approach
o Cultivates curiosity and wonder about the natural world and is rooted in a sense of place within our local ecosystem.
o Uses projects about real life concepts that are of interest to the children (emergent curriculum)
o Inspires children to investigate and research
o Builds understanding of processes, and encourages critical thinking and discovery
* Develop curriculum maps and ideas for daily work and extended project work and collaborate with other teachers in staff meetings.
* Develop spaces (indoors and outdoors) and materials that provide a stimulating environment for exploration for children and support daily, weekly, and long term goals and needs.
* Develop individual relationships with each child and learn about his or her unique personality and needs, and strong, positive and productive relationships with all families whose children are enrolled in the school, particularly those in teacher's core group.
* Adjust teaching approach based on individual children's needs; create a climate where children feel safe to learn and contribute; and provide support and feedback to children.
* With Program Director, brainstorm and discuss concepts and creative ideas for program development, school development, and activities and schedules.
* Enthusiastically participate in daily personal reflective practices and note taking, and in visible learning, such as documentation displays, online journals, photography and video and in developing children's portfolios.
* Use daily and weekly documentation and assessment rubrics to maintain ongoing assessment of each child's special interests, abilities, and areas for development.
* Plan for and lead parent conferences for parents of each core child two times per year.
* Work with other core groups of children as needed, both to share areas of personal expertise with other teachers and children, and as a substitute as needed.
* Develop knowledge of early child development theories and approaches such as those in Reggio Emilia, Italy and the Project Approach, the Forest Schools and nature-based learning.
* Attend annual Back to School night and lead orientation for families of children in your class.
* Assist in maintaining the school spaces and caring for school animals and garden.
* Participate in school-based and other professional development opportunities, some of which occur outside of school hours.
* Assist in developing the annual professional development plan for the school community and host workshops.
* Support the smooth operation of Eastern Ridge; willingly pitch in as needed to support the daily needs of the school and children.
* Participate in occasional school events and programs that occur outside of regular school hours (see school calendar)
Required Qualifications
* 3-5 years + teaching or other experience with multiple young children at one time.
* Degree in early childhood education strongly preferred.
* Love of nature and being outdoors in all weather; respect and appreciation for creatures, including insects, small wildlife and birds, and a true appreciation for the need for children to get muddy, dirty and wet.
* Practical experience with Reggio Emilia Approach and/or a nature-based approach.
* Ability to effectively work with children individually and in groups. Excellent group management skills.
* Ability to thrive in a collaborative, evolving environment.
* Compelling and inspiring ability to communicate respectfully and wholly with children.
* Demonstrated ability to understand and balance the needs of children, parents, and other staff.
* Up to date CPR/first aid certification.
* Ability to move about and stand for up to 8 hours.
* Ability to lift up to 40 lbs.
Hours, Compensation, and Benefits
* This is a full time, year round position. Starting salary $20-$23/hour, based on experience
* 4+ weeks of scheduled paid holidays plus 14 days PTO
* $18.50 bi-weekly cell phone stipend, plus annual $50 allowance for a waterproof phone case
* Medical, dental and vision insurance options
* Opportunity to work with and learn from a supportive team of teacher/mentors in a progressive, mostly outdoor, nature-based preschool setting | <urn:uuid:8447c110-81e5-4d03-82aa-b1af0dc744d9> | CC-MAIN-2023-14 | https://www.easternridgeschool.org/wp-content/uploads/2023/03/Lead-Preschool-Teacher-1.pdf | 2023-03-25T01:29:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00175.warc.gz | 842,743,539 | 881 | eng_Latn | eng_Latn | 0.994917 | eng_Latn | 0.99473 | [
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Card sorting can be used during an interview or a focus group to better understand a participant's desires, priorities, or values, in comparison to one another. The activity uses a set of simple visuals (one per card), which show relevant choices that a person may have in a certain set of circumstances. For example, respondents may rank a set of characteristics of a latrine according to their importance (in their opinion), such as durability, easy to clean, attractive color, availability of local materials, etc., which are depicted in photos or graphics. Beyond the interview questions, this allows the researcher to more deeply understand users' values and priorities underlying their decision-making process.
OBJECTIVE
Researchers can use card sorting to understand respondents' preferences, as they prioritize or rank concepts.
WASH-HCD CONNECTION
WASH researchers can utilize card sorting to understand how users may prioritize or rank different WASH concepts, such as behaviors, values, or product features and characteristics.
TIMING
20-30 minutes
MATERIALS
* PREPARED PHOTOS/IMAGES/CARDS
* PAPER OR NOTEBOOK
* PENS OR PENCILS
STEPS
1. Develop Cards.
- Develop your cards while you are also developing your interview guide, as you want to make sure they are complementary - the cards can help you explore ideas or concepts not fully covered in the interview.
- Decide which concept you want to explore- it should be something that people will need to make a decision about. It could be something that has multiple options or a variety of factors influencing the choice.
- Some examples include:
i. Which sanitation behaviors are more or less socially acceptable or more or less important for health?
ii. Which actors are more influential in a community?
iii. Which types of sanitation products are more or less important?
- Once you have decided on the concept, make the cards with visuals depicting each option or characteristic. You can draw pictures or print photos or graphics. Try to choose visuals which are appropriate and will be easily understood by the respondents, requiring minimal explanation.
2. Facilitate card sorting with interview respondents
- Show the respondent(s) the cards, and explain the general categories (latrine product features, finance options, etc.).
- Ask respondent(s) to make an initial selection and rank them, such as the top or bottom, or most or least important or desirable.
i. Option 1: Pile sorting
ii. Option 2: Ordering or ranking
- Explore their ranking with further questions such as,
i. Which one of these are you most willing to invest in?
ii. Or which is most influential in your child's life?
iii. Or, which of these behaviors would you start doing? Stop doing?
- Keep asking 'why,' in order to understand the reasoning and motivation behind their choice.
- Remember to take notes of their responses, including both the ranking and their explanations. For ease of recording, you may also take photos of their ranking.
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Arab World English Journal (AWEJ) Volume 9. Number 2. June 2018 Pp. 429- 440 DOI: https://dx.doi.org/10.24093/awej/vol9no2.28
Vowel Instruction for Spelling Enhancement of Arabic-speaking Learners of English
Marinette S. Ishizaki
Center for English as a Lingua Franca Tamagawa University, Tokyo, Japan
Abstract
Word spellings are often a common linguistic issue among Arabic-speaking learners of English, and English vowels are one of the most difficult to resolve. Therefore, the study presented vowel instruction as an intervention to address this issue by determining its effect on the spelling performance on monosyllables and bi-syllables. Vowel instruction sessions were then offered to 15 university freshman students for two months. Instructional strategies consisted of teaching vowel pronunciation, vowel letter-to-sound relationships, vowel spelling patterns, word-breaking, and providing various spelling opportunities. To measure overall spelling performance, pre-test and post-test on vowel spellings were conducted which revealed a significant increase in the mean scores. This suggests that vowel instruction was facilitative in the improved spelling performance on monosyllabic and bi-syllabic words, with more misspellings in the latter than in the former. The strategies used were generally perceived as beneficial, and it is recommended that including them in language lessons could improve vowel spelling skill and minimize English vowel confusions. Moreover, constant exposure of learners to many English words and more spelling activities are still necessary for better English vowel recognition and whole word spelling. Keywords: Arab learners, English vowels, spelling performance, strategies
Cite as: Ishizaki , M. S. (2018). Vowel Instruction for Spelling Enhancement of Arabic-
speaking Learners of English. Arab World English Journal, 9 (2).
DOI: https://dx.doi.org/10.24093/awej/vol9no2.28
Introduction
Arabic-speaking learners of English often suffer from poor spelling of English words. This undoubtedly matters to any language teachers and Arab students because spelling mistakes can affect their overall communication skills. Spelling is oftentimes overlooked in the syllabi of many language instructors probably because it is not a glamorous classroom activity and has less communicative value (Pushpa, 2005; Randall & Groom, 2009). However, the spelling difficulties of Arab learners are so prevalent that they should be taken seriously in the classroom.
Literatures suggest that the frequent spelling problems of Arab learners are attributed to their perplexity with English vowels described by Ryan and Meara (1996) as vowel blindness and by Pushpa (2005) as vowel confusion or vowel substitution. This vowel issue is believed to be common to this group. It occurs because of the influence of their first language. Long vowels in Arabic are written in text while short vowels are only marked with diacritics above or below the consonants. Arabic-speaking learners tend to disregard the presence of vowels when storing vocabulary and tend to choose the wrong vowels in their communication skills such as reading, writing, listening, and speaking (Al-Busaidi & Al-Saqqaf, 2015; Bowen, 2011; Pushpa, 2005).
English and Arabic languages are obviously different in script and sound (Bowen, 2011; Pushpa, 2005; Smith, 2001). Arabic-speaking learners cannot relate their written and spoken languages that they tend to do the same habit when learning English (Bowen, 2011). Therefore, Arabic-speaking learners try to guess the vowels that they hear. As a result, they write the spellings of words strangely and incorrectly in which more errors are committed in the vowels than in the consonants leaving the former to be mostly unresolved (Al-Badawi & Salim, 2014; Al-Busaidi & Al-Saqqaf, 2015; Bowen, 2011; Pushpa, 2005; Ryan and Meara, 1991; Saigh & Schmitt, 2012).
The researcher proposed vowel instruction as an intervention to improve the vowel spelling problems of Arabic-speaking learners of English. It used the suggestions of various studies conducted on the spelling issues of this group of learners. It refers to the employment of teaching vowel sounds, presenting vowel letter-sound relationships, showing vowel spelling patterns, wordbreaking, and providing spelling opportunities. It used the approaches of cognitive, behaviorist, and communicative language teaching in the given activities because learning spelling of words takes cognitive effort, constant practice, and practical opportunities (Bowen, 2011; Cook, 2008; Harmer, 2007; Nasr, 1993 as cited in Mahmoud, 2015; Nunan, 1999). Learning a foreign and second language is not easy, but it should not also be boring or repetitive particularly if this is related to spelling. Therefore, vowel instruction attempted to combine the idea of function and form in the language sessions as these are both needed by the Arabic-speaking learners of English.
The spellings of monosyllabic words (one-vowel sound) and bi-syllabic words (two-vowel sounds) were the emphasis of the study. It was deemed necessary to teach these first before leveling up to complicated and multisyllabic words. Words in both groups included frequent and infrequent spellings.
The purpose of the study was to determine the effect of vowel instruction on the spelling performance of Arabic-speaking learners of English on monosyllabic and bi-syllabic words. It specifically aimed to answer the following questions:
1) What is the spelling performance of Arabic-speaking learners on monosyllabic and bisyllabic words before and after the vowel instruction?
2) What are the strategies of vowel instruction that can be used to enhance the vowel spelling on monosyllabic and bi-syllabic words?
Methods
Participants
The participants of the study were 15 Arabic-speaking students (5 females and 10 males, mostly from Saudi Arabia) enrolled at a university in the Philippines. All the students had very low scores in the spelling section and the overall results of the university-administered English Proficiency Test (EPT). The researcher used the Vowel Sensitivity Test of Ryan and Meara (1996) to determine whether participants have issues with the English vowels. All students received scores below 10 with a mean score of 2.81 indicating that they had problems with the English vowels.
Procedure
The English language enhancement sessions were voluntarily offered for two months to each participant three times a week for about an hour. A vowel spelling test (pre-test and post-test, see appendix A for student's copy) constructed by the researcher was given to the participants. The test consisted of 60 items and was divided into two parts: monosyllabic (30) and bi-syllabic words (30). The words consist of 14 English vowel sounds that were taught within two months. Common and rare vowel spellings for each sound were also presented. The test was highly reliable (0.93 using Split-half Reliability Test and 0.96 using Spearman Brown for the whole test). Mean, standard deviation, frequency counts of misspelled words, and paired-sample test analysis were used to describe the spelling performance on monosyllabic and bi-syllabic words. Spelling performance generally refers to the attained scores on these words before and after the conduct of vowel instruction.
The Vowel Spelling Test was carefully dictated in simple sentences with three chances of hearing the target word on each item. Familiar words with common and uncommon spellings were included in the test. Fourteen English vowels ([ɪ], [i], [eɪ], [ɛ], [æ], [a], [u], [ʊ], [ʌ], [oʊ], [aʊ], [aɪ], [ɔɪ], and [ɔ]) were taught and discussed during the two-month session. The pronunciation book of Dale and Poms (2005) was used as the main reference in the sessions to illustrate articulation and production of sounds. The participants listened and filled out the missing vowel letters (regular vowels a, e, i, o, u and semi-vowels w and y) in the test. The US-based English spelling was used all throughout the sessions but the UK-based English (neighbour, centre, and flavour) was also presented during sessions to avoid confusions.
A teacher-guided evaluation sheet was provided to the participants by the end of the sessions to determine whether vowel instruction was beneficial in improving their spelling performance.
Vowel Instruction
All English vowel sounds were introduced from the start of the session. In each lesson, students were asked to identify and match pictures, repeat and read words displayed on the board. Then, they were asked to listen and identify the common vowel sound they hear from these words. Next, participants were taught pronunciation by producing the sound and by distinguishing it (e.g. through minimal pair drills). Afterward, they were instructed to group printed words (in flash cards) with similar vowel spellings using a chart (see appendix B). As an extra challenge, students had to hear, write down dictated words, and group them. Spelling patterns and rules were also illustrated and discussed. Later, they were tasked to underline vowel letters, count, and divide syllables in the words. Finally, students were provided review of vocabulary exercises (picture identification or matching type), writing activities (short sentences or paragraphs), short reading (short articles or rhymes), and spelling drills (gap-fill and whole word).
Spelling Performance on Monosyllabic and Bi-syllabic Words Before and After
Results revealed that there is a significant increase (at 0.05) in the spelling performance of Arabic-speaking participants before and after the vowel instruction. The mean scores increased from 30.67 to 43.07 with standard deviations of 8.61 and 9.61, respectively. The mean scores also increased in monosyllabic (from 18.33 to 23.4) and bi-syllabic words (from 12.33 to 19.67). The difference in the mean scores indicate that participants improved more in bi-syllables than in monosyllables. Table 1 reveals the summary of the vowel spelling test before and after vowel instruction
Results and Discussion Table 1
Spelling Performance on Monosyllabic and Bi-syllabic Words Before and After
Monosyllabic words. The findings of the study show that several monosyllable words were still difficult to spell, and some words were spelled correctly.
The following results were the highlights of this study:
- The most misspelled monosyllabic word was caught [ͻ] followed by build [I]
.
- Other high frequency misspelled words included style [aI], head [ɛ], blue [u], join [ͻI], boat [OU], soup [u], and train [eI] – all contain vowel spelling patterns that were still confusing for the participants.
- Back [æ], catch [æ], and good [ʊ] received correct spellings despite the absence of these sounds in Arabic, though, the sounds [æ] and [a] in English are two spoken sounds (allophones) of the Arabic phoneme /a:/ and the Arabic [u] and [ɒ] are two allophones of Damma /u/ (Al-Busaidi & Al-Saqqaf, 2015).
- The word push [ʊ] mostly spelled 'posh' and full [ʊ] mostly spelled 'fell' or 'foll' were still problematic which may have been influenced by the change in the duration of the short vowel sound [ʊ].
- The words gym [I] and build [I] had the most noticeable decrease in misspelled monosyllabic words.
- Words with silent 'e' like style [aɪ] and bike [aɪ] were spoken well but frequently misspelled, and that 'i' and 'y' that ends with silent 'e' seems unfamiliar for the vowel sound [aɪ].
- The word boat [oʊ] with vowel spelling 'oa' was still difficult to master as it remained unchanged in frequency, but this vowel sound was not difficult to pronounce to all the participants.
- The words caught [ͻ] often pronounced as /kaʊt/ and bought [ͻ] as /boʊt/ were the most misspelled monosyllabic words in which all the participants struggled to pronounce the sound and spell their vowel letters.
Bi-syllabic words. Bi-syllabic words were still harder to spell and had more misspellings in the tests. The following results were the highlights of the study:
- The word 'awful' [ͻ] was the most misspelled bi-syllabic word in the pre-test since all the participants got this incorrectly followed by words 'neighbor' [eɪ], 'author' [ͻ], and 'heavy'[ɛ].
- Least misspelled bi-syllabic words included father [a], wallet [a], tonight [aɪ], island [aɪ], and many [ɛ].
- Bi-syllabic words afraid [eɪ] did not change at all which was almost identical to the case of monosyllabic train [eɪ]. The word afraid which was associated with similarsounding words great and veil was still spelled as 'afreid,' 'afread,' 'afried,' and 'afraed.'
- The confusion of the English vowel [ɛ] with vowel [i] was still obvious in the bisyllable word 'letter' as indicated by the few decrease in the frequency of misspellings.
- The confusion of the English vowel [ɛ] with vowel [i] also transpired in the second syllable of the word foolish in which many participants wrote 'foolesh,' 'foulesh,' or 'fuolesh'.
- Words that end with the vowel sound [i] like many, lucky, and heavy were written as 'mane', 'lucke,' or 'heave' in which letter 'e' was used instead of 'y' suggesting the vowel-letter confusion for vowel [i].
- The words heavy [ɛ] and head [ɛ] contains vowel spelling 'ea' that seemed unfamiliar to the participants and had several mistakes in the pre-test while many (a rare vowel spelling for this vowel sound) got few incorrect spellings.
- The word minute (with rare vowel spelling for [I]) also received several mistakes which was still misspelled as 'menita,' 'minuta,' 'munite,' 'menute,' or 'minate.'
- The word eyebrow [aʊ] with equivalent Arabic sound received few spelling mistakes in the post-test along with the words around, house, and town.
Monosyllabic words were easier to spell than the bi-syllabic words which could be linked to the number of vowel sounds that needed to be analyzed and spelled by learners. The English vowel [ͻ] in the words bought, caught, awful and author appeared to be the most difficult to spell and pronounce, which remains to be one of the most confusing English vowels for Arab learners (Smith, 2001). Hence, the need to work on this vowel more.
Words like gym, back, and good received few frequencies of incorrect spellings. The amount of exposure and usage of these words (good, gym) to the extent of overuse were helpful in perfectly spelling them. For instance, all students encountered the word gym during their Physical Education classes and often passed by this area on the way to the tutorial classes. They also used the word good every day to greet foreign friends, classmates, and professors or to describe something nice and pleasant (from food to feelings) that the word became too familiar and were used without hesitations, thus, confirming that greater participation, exposure, experiences, and language use do lead to improvements in language proficiency and automaticity (Cook, 2008; Harmer, 2007; Logan, 1997; Lim, 1992 as cited in Nunan, 1999). However, this overuse may result in overgeneralization which also undermines ability to spell well because the participants tend to the do same habit in other words as in the case of afraid and train. The vowel sound [eɪ] seemed to be generalized as having the spellings of vowel letters 'ea' or 'ei' only. It appears that most of the participants were unfamiliar that the vowel sound [eɪ] can be spelled as 'ai'. At other times, guessing the letters within the words as in caught or bought without any conscious thought or effort (perhaps for the sake of finishing the task) could be linked to failure of spelling words.
Arabic speakers tend to perceive all the English vowels differently from other groups of learners especially the vowels [u], [ʊ], [i], [I], [ɛ], [æ], [oʊ], and [ͻ] and rely on their phonetic spelling strategy to write English vowel letters. However, this leads to spelling errors linked to difficulties on perceiving vowels (Alshangiti & Evans, 2015; Post, Swank, Hiscock, & Fowler, 1999; Smith, 2001). Second language learners have difficulty learning a foreign language because they perceive vowel sounds differently from the native speakers of English (Al-Badawi & Salim, 2014). Moreover, this could also be linked to the lack of knowledge on vowel letter-and-sound relationships (Al-Jarf, 1998; Bowen, 2011; Mahmoud, 2015). Therefore, explicit teaching of the vowel spelling/letter-and-sound correspondence and vowel sound awareness would really benefit the Arabic-speaking learners.
In general, the incorrect spellings of monosyllable and bi-syllable words may be attributed to first language interference, overgeneralization and guessing of words, reliance on their phonetic spelling strategy, unfamiliarity with spellings of many English words or insufficient knowledge on letter-and-sound correspondence, and difficulty in perceiving vowel sounds (Al-Badawi &
Salim, 2014; Al-Jarf, 1998; Bowen, 2011; Haynes, 1984; Mahmoud, 2015; Pushpa, 2005; Smith, 2001).
Table 2 reveals the summary of the frequency of misspelled monosyllabic and bi-syllabic words before and after vowel instruction.
Table 2 Frequency of Misspellings on Monosyllabic and Bi-syllabic Words Before and After
Vowel Instruction Strategies
Presentation of vowel-letter-sound relationships was one of the favorite activities during the sessions as 13 students considered it useful, effective, and interesting. Spelling opportunities like reading were perceived similarly by 13 students, writing by 12, and spelling drills by nine. Eleven participants had the same opinion on vowel pronunciation, nine on vowel patterns, and 11 on word-breaking.
Vowel pronunciation. Although 11 students perceived teaching vowel pronunciation as beneficial, majority of them appeared to respond and spell better when seeing the words first rather than hearing the sounds. This suggests that learning by sight was a less confusing method than learning by sound in learning spelling (Pushpa, 2005), and that teaching vowel pronunciation needs both presentation of the spoken and visual forms (Mahmoud, 2015). Teaching pronunciation somehow helped in increasing the awareness of the different English vowels sounds as expressed by 12 participants. Though it may take time to teach this, more vowel production trainings should be provided as this could help the Arabic-speakers improve their production and perception of the English vowels which also depends on their motivation and environment (Alshangiti & Evans, 2015).
Vowel letter-and-sound relationship. Presenting the vowel letter-and-sound correspondences through groupings of words with similar vowels spellings may have influenced the improved spelling performance of the participants. This was facilitated with the use of spelling chart and mnemonic sentences. Word groupings with the aid of spellings charts may have reinforced skills such as looking for keywords and word association. Looking for a hidden keyword within the word was helpful in remembering the spelling of vowel letters as accounted by three students who tried to remember the word eat in spelling 'meat' or the word eight in spelling 'neighbor' and 'weight.' Word grouping through spelling chart, as expressed by two participants, also strengthened association of words (e.g. build with guitar and guilty). Many mistakes on the spellings of monosyllabic and bi-syllabic words could be attributed to the unfamiliarity of English word spellings and the lack of knowledge on letter-sound correspondence. Thus, more focus and practice on these should be provided to all English vowels especially on the confusing ones like [u], [ʊ], [i], [I], [ɛ], [æ], [oʊ], and [ͻ].
Vowel patterns. Learning vowel patterns through rules may not be as interesting and enjoyable for some participants, but it was still perceived as useful. Some past studies suggest that learning spelling rules can improve awareness of language patterns and that mastery of spelling rules can affect the spelling ability of language learners (Al-Jarf, 1998). This may be true for participants who were perceived to have wider vocabulary and better speaking skills because they were more attentive, interested, and responsive to this information. Students who seemed to have low vocabulary could not easily follow the spelling rules and new information instructed to them. Instead, they needed colorful illustrations and more examples to simply copy and write on their notebooks. Thus, teaching vowel patterns through rules may need to consider the linguistic level of the learners.
Spelling rules that were illustrated and discussed to show the patterns of vowel letters include:
- writing of letter 'i' after 'e' in letters with 'c' (e.g. ceiling, receive);
- writing words with silent 'e';
- changing of 'y' into 'i', then add –es or –ed for words with consonant-consonantvowel letter pattern;
- writing letter 'y' when the last vowel sound of the words is [i] as in lucky, heavy, many; and
- using and writing suffixes ~ous, ~er to change the form of words.
Word-breaking. In the study, word breaking focused on counting the number of syllables in spoken words and allowing learners to understand that one syllable equals one vowel sound. All the participants could count the vowel sounds for each given word indicating that they could somehow distinguish the different vowel sounds in a word. Six students expressed that segmenting syllables made them realize its importance in pronouncing, reading, and spelling words. However, more syllabication practice (particularly on confusing vowel sounds) is still needed because it is considered as a necessary skill in improving the sound awareness and spelling abilities of learners. It was used as spelling strategy by good spellers and even learners with disabilities (Baleghizadeh & Dargahi, 2011; Taylor, 1997). Segmenting syllables on multi-syllabic words would be another way to determine the ability of learners to identify the number of vowel sounds within a word.
Spelling opportunities. Spelling exercises involved vocabulary activities for review (picture identification, matching type), spelling drills (gap-fill and whole word), sentence and paragraph writing, and reading exercises (short articles, rhymes) – all were done at the end of each session. Sentence and paragraph writing allowed the students to construct and use the target words in their own sentence. Short reading activities were also perceived as helpful particularly rhymes. Five participants expressed that they could remember spellings of words like town and eyebrow because it was rhymed with owl, cow, and how. Thus, all these spelling opportunities that expose learners to use English words may have contributed to their improved spelling scores.
Limitations of the Study
Despite the positive results, the study was not without limitations which may affect the generalizability of the findings. The limitations relate to: a) the sample size, b) time, scope, and resources, and c) application and delivery that should be considered when conducting similar studies in the future.
Conclusion and Recommendations
The results generally suggest that teaching English vowels could help improve the vowel spelling ability of this group of learners. Vowel instruction can be concluded as beneficial and facilitative in the spelling enhancement of monosyllabic and bi-syllabic words among the Arabicspeaking learners of English. Including this in the language syllabus or lesson plans of teachers would eventually benefit the learners. Bi-syllabic words which received higher frequency of
misspellings than monosyllabic words require more exposure and practice because Arab learners tend to be more confused with the spellings of vowels in longer words. Words with unfamiliar spellings also need more training, exercises, and spelling opportunities to recognize the English vowels and spell the whole words better. While the participants showed improvement in their scores, they still require constant exposure to many English words to have better spelling skills. Majority of the participants considered the strategies as interesting, effective, and useful. Careful consideration, preparation, and application of these strategies in the English as a Second Language/English as a Foreign Language classrooms would be advantageous in minimizing the vowel confusion and vowel spelling issues of the Arabic learners. In the end, it would contribute to a better spelling of whole words.
About the Author:
Marinette Soriano Ishizaki was an ESL instructor in the Philippines for over eight years, and she is currently teaching at Center for English as a Lingua Franca, Tamagawa University, Japan. Her interests include English language education, teaching methodology, multilingualism, ESL, EFL, and ELF. ORCid ID: 0000-0003-1139-831X
References
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Appendix A. Vowel Spelling Test (Student's Copy)
Name: ___________________ Major/Course: __________ L1: _____ Date:______
A. One-syllable words. Listen and spell the words correctly by filling out the missing regular vowels (a, e, i, o, u) and semivowels (y, w). You will hear the word in each item three times.
B. Two-syllable words. Listen and spell the words correctly by filling out the missing regular vowels (a, e, i, o, u) and semi-vowels (y, w). You will hear the word in each item three times.
Appendix B. Vowel Spelling Chart
Vowel letter spellings: oo, ou, u-e, ui, ew, oe, o, u
Vowel Sound
[u]
Mnemonic Sentence: It is truly cool for you to use your blue suit with your new shoes.
c
oo l you use blue suit new shoes to truly Activity: Group the words (written in colored cards) with similar vowel spellings and place them
in the chart. Afterward, copy and write the words on your workbook/notebook.
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