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MIND BRAIN AND EDUCATION VOLUME V NUMBER 1 The Arts as Part of Our Everyday Lives: Making Visible the Value of the Arts in Learning for Families Susan H. Magsamen BRAIN SCIENCE INSTITUTE, JOHNS HOPKINS UNIVERSITY SCHOOL OF MEDICINE ABSTRACT--Family engagement, in many forms, has been shown to be an essential component to successful learning for children. A child's first exposure to the arts is often through family rituals and traditions. New research suggests these activities can form the basis for personal exploration and skill development and reinforce in-school learning. Because public schools continue to reduce art programs due to budgetary contraction, families and communities need to enhance and increase their commitment to informal arts and learning opportunities. These experiences can occur at home, in youth and arts museums, and in libraries and family-based organizations as evidenced by a range of events already underway throughout the country. Communication and outreach about the relevance and the science of arts and learning for families needs to be expanded. By recognizing the important role families hold it is possible to enhance learning through the arts at home and in the community. More targeted research is required to better understand how families can use the rich array of arts-integrated experiences in ageappropriate ways to enhance literacy, numeracy, social-emotional skills, and more. Home is where the arts are often first shared with children. From lullabies to bedtime stories, finger painting to bucket bands, home is where families naturally introduce the arts to translate and symbolize values, ethics, habits, and cultural rituals and traditions. Regardless of a child's age, there are developmentally engaging, and medium-specific, explorations for a child to experience the world through the arts. Home is where rich, positive, and safe environments are created to allow children to explore, create, make mistakes, and try again. It seems that, regardless of time limitations on busy families, parents and primary child-care providers bring art experiences to children through endless personalized interpretations. Yet we often labor under great misconceptions about the value of the arts when it comes to raising children. What if parents could be informed with knowledge about how the arts can enhance learning? Imagine researchers, families, and educators joining together to expand the impact of the arts at home, in school, in neighborhoods, and in the community at large. The benefits could be significant for our children and society. THE CHALLENGE TO BUILD STRONG BONDS BETWEEN HOME AND SCHOOLS The loss of the arts in schools robs many children of much of their access to music, dance, theater, creative writing, and visual arts—the very vehicles by which motivation, problem solving, self-discovery, context, and meaningful learning may be gained. With or without much knowledge or training, the reduction and loss of arts programs in the schools put even more responsibility on families and the community to provide quality arts experiences that inform learning than ever before. Families need to be strong partners with schools on behalf of their children. As the most influential people in a child's life, families have a tremendous opportunity to support, enhance, and promote the arts. "Everything points to the critical link between schools and home that bridges performance arts, arts appreciation, and arts integration. This link needs to be nurtured so that the arts can contribute fully to the development of future skills including collaboration and creativity," said Kurt Fischer, the Charles Bigelow Professor of Education and Director of the Mind, Brain, and Education Program at Harvard Graduate School of Education. "Without this consistency and integrated support between school and home, it is very difficult for children to succeed in learning the many skills and strategies that they naturally learn from the arts." EVERYDAY OPPORTUNITIES FOR LEARNING THROUGH ART There are many ways that the arts can be incorporated into the lives of children. But perhaps it is the everyday moments that offer ideal opportunities for families to use the arts to enhance topics and issues, support homework, gain valuable insight, develop perseverance, reduce stress, and more. A parent quietly points out the range of colors in the sky as golden leaves float to the ground. The lesson: Art is everywhere and it is through observation we see new things. A teenager raps a song about life and a lost girlfriend at a coffee house. The lesson: Communications, creativity, emotional development happen through self-expression. Kids and parents play music together on a pots and pan band. The lesson: Collaboration and creativity are fun and we learn through pleasure. But, parents on the whole know little about arts, learning, and the brain. Parents do not naturally make these connections—and science is just beginning to explore them. "Providing parents with accurate and reliable information is essential if we are going to help kids meet their potential using the arts," says Ellen Galinsky (2010), President and Co-Founder, Families and Work Institute and author of Mind in the Making. "Schools, home, the workplace, and community must work together to use what we know about the importance of the arts everyday." Many parents do not realize the potential impact of the arts on cognition, social emotional development, attention, executive function, or memory development (Hardiman et al., 2009). Like all parents, they abundantly share what they know and many times what was taught to them as children. Many parents resort to the because I said so school of parenting because they do not have the answer to why the arts matter. It might seem like the right thing to do, but parents need to know why. Whether it is encouraging a child to practice a musical instrument, paint a picture, write a story or poem, understanding the benefits behind creativity, practice, perseverance, and mastery in the arts will influence how parents support and guide their children's artistic decisions. BUILDING RESEARCH: SHARING EVIDENCE WITH PARENTS Research findings in many disciplines, from psychology and genetics to neuroscience and engineering, are converging to inform the science of learning through the arts across the country and around the world. Brain scientists know more about perceptual sensory systems and are making cognitive connections to practical applications (Society for Neuroscience, 2009). Studies by Posner (2010) reveal that attention-focusing art forms improve listening skills and concentration, whereas other research suggests the role of the arts as a conduits for problem solving, motivation, collaboration, and innovative thinking (Fiske, 1999). Project Zero, founded at the Harvard Graduate School of Education, has an active research program that builds on and contributes to understanding of human cognitive development and the processes of learning in the arts. For example, Tina Grotzer's work focuses on topics such as learnability of intelligence and how children develop causal models for complex science concepts (Perkins & Grotzer, 2000). In 2008, The Dana Foundation published the results of a 3-year study by cognitive neuroscientists from seven leading universities across the United States addressing a fundamental question: Are smart people drawn to the arts or does arts training make people smarter? Learning, Arts, and the Brain provide new understanding of the impact of dance, music, and drama on other forms of learning (Gazzaniga, 2008). This work was later advanced during a conference jointly held by Johns Hopkins University NeuroEducation Initiative and the Dana Foundation at a summit in 2009 (Hardiman et al., 2009). Another major research effort in the arts was undertaken by the National Science Foundation through a workshop entitled "Art, Creativity, and Learning" in 2008. Specific research strategies were discussed for the emerging field learning enhancement through the arts as well as methodological recommendations. In October 2010, The Brain Science Institute (BSI) at Johns Hopkins University School of Medicine held an innovative speakers series entitled The Science of the Arts: Perceptual Neuroscience and Aesthetics (www.brainscienceinstitute.org). The Science of the Arts brought together researchers and artists in a series of informal conversations about aesthetics and beauty in music, architecture, art, and dance. The BSi created an opportunity to discuss current research, ideas, and perspectives in hopes of helping to shape and inform this work in the coming years. Among the issues discussed included the scope of research already being conducted; new research questions; artist perspectives; and relevance and application of this work in health, architecture, education, and design. Policy makers, educators, and researchers agree that bringing parents into this conversation has the potential to change access to activities that enhance children's skills, attitudes, behavior, and outcomes. Some of this dialogue is already happening through back-to-school arts nights, portfolio assessments, after-school enrichment programs, free museum admission, and access to other cultural arts programs. Educators have been incorporating the arts as an important part of learning for years. This was evidenced in the 2009 Learning, Arts, and the Brain summit hosted by Johns Hopkins University and the Dana Foundation. In many ways, the conversation about arts and learning between educators and researchers shows exciting promise. Educators are eager to incorporate the arts into learning but are perplexed about research findings and worried that information is overstated or over-interpreted. Creating a strong research and practice framework through continual interdisciplinary collaboration and dialogue is essential to share the best science in ways that are true to the science and useful to educators. This confusion and uncertainty is even more the case for families and parents. Lack of clarity, sometimes conflicting evidence, and intimidation about research create an impediment to encouraging parents in the practice of engaging their children in the arts. Without easy and affordable access to usable practical applications and lack of parent knowledge and understanding about the reasons why creativity enhances cognitive development, there will be little progress made toward a more arts-enriched environment at home. COMMUNICATING THE MESSAGE THROUGH INNOVATIVE METHODS AND PLATFORMS Some media outlets provide quick and sometimes shallow interpretations of research with little practical application for at-home and community use. Parents feel left out of the conversation. They have not been included in the discussions among researchers and educators to better understand what is known; they have not been participants in shaping new research and practices. Andrew Ackerman, Executive Director of the Children's Museum of Manhattan, shared some thoughts about this confusion: We have parents coming to the museum all the time that want to provide environments and opportunities for their children in the arts, but are not sure what to do, what is age appropriate, or what is important for their child's development. We need to be educating parents to be good consumers of arts and learning. Without this, they are at the mercy of the latest educational fads. We have seen this with the Mozart Effect, and with changes in policies and priorities in schools that limit or eliminate the arts to make more time for testing. Over the past 10 years, researchers have been reaching out to families to share information about the science of the arts and learning. This has been a challenging task. Communication channels to parents are diverse and scattered. There is not a common language between parents and researchers. Misunderstandings and misinterpretation of findings have often caused researchers to pull back from the discussion. It is hard to find a way to have an ongoing, sustainable conversation with parents, educators, and researchers about the role the arts can play in learning because, so often, what will work best for children depends on age, access to a particular art form or medium, and the vast number of interests that children and their families can choose from. SOME EXAMPLES OF EDUCATION AND OUTREACH SUCCESS The good news is that there are many initiatives that have shown promise in addressing these complex communications issues. The Ultimate Block Party: The Arts and Science of Play is an innovative example of bringing the science of arts and learning to communities, families, parents, and educators (www.ultimateblockparty.org). The inaugural event, held in Central Park in New York City in October 2010, married arts, play, and learning. Organizers expected 5,000 families but were thrilled to welcome more than 50,000 participants. Through a range of media platforms, The Ultimate Block Party also reached more than 4.5 million American families with strong messages about the value and science of the arts and play. Through this experience, organizers learned that there are resources committed to making opportunities available to children across the spectrum to engage in arts learning. Funding support came from a host of partners including the National Science Foundation, corporations, schools, individuals, and public and private foundations. There is growing interest in making lessons and tools more widely available in practical and practice-able ways. The goal of Mind in the Making is to share the best knowledge about how children learn best. Mind in the Making, developed by Families and Work Institute, is another collaborative effort that communicates the science of early learning and practical hands-on ideas to enhance learning to the general public, families, and professionals who work with children and families. KaBOOM! is yet another example of an exceptional program developed to provide families with support that enhances imagination, creativity, and much more. KaBOOM! is a national nonprofit dedicated to saving play for America's children (http://kaboom.org). Its mission is to create great play spaces through the participation and leadership of communities. Ultimately, the organization envisions a place to play within walking distance of every child in America. Consider the results when the National Institute on Drug Abuse (NIDA), part of the National Institutes of Health (NIH) collaborated recently with the Grammy Foundation and MusiCares to sponsor a video music contest for kids to talk about why they should stay "clean" and away from drugs and alcohol. Winners would have the chance to see their original compositions posted on the Grammys website and win a backstage tour during the Grammys Music Awards. Check out the three prize winners posted on NIDA's teen-oriented Sara Bellum blog (http://teens.drugabuse.gov/blog/tag/musicares/). Engaging in artistic outlets has proven to be a means of self-expression and an outlet for emotions children and their still-developing brains might have difficulty controlling. Anger, frustration, and fear, as well as happiness and wonder find voice in painting, song, poetry, and other arts engagement, particularly during adolescence, when teens are likely to lack the maturity to apply emotional brakes on widely swinging emotions. The young people who submitted the winning entries have their own amazing stories to tell—and their ability to tell those stories by composing and performing their own music is a great example of how arts engagement can provide a healthy focal point, especially for teens. In addition, such public artistic expression can also inspire others in an immediate way that cannot be approximated in a classroom or through a textbook. And with social media, young people can share their expression with each other and a wider audience directly—and obtain immediate feedback. Bloggers, particularly mommy bloggers, are filling Internet pages with ideas and best practices about ways to enhance children's experiences through the arts. The Motherhood, developed by Emily McKhann, is an excellent example of a blog that hosts weekly chats with authors, educators, and researchers to share what works with thousands of users (http://www.themotherhood.com/). The City of Baltimore Public Schools has developed an innovative initiative called The Family Institute. Led by Michael Sarbanes, executive director of The Office of Partnerships, Communications, and Community Engagement, Baltimore City Public Schools, is rolling out an extensive family engagement program that includes an arts integration program combined with a developmental skills model for 21st-century skills developed by researchers Kathy Hirsh-Pasek and Roberta Golinkoff. And finally, one project taking shape to address communications between families, educators, and researchers is a proposed online communication portal called L_RN (Learning Resource Network)."L_RN will provide information about the science of learning for topics such as arts, play, stress, homework, and more, plus practical applications and a place for ongoing communication," says Robin Stevens Payes, managing editor of L_RN. Being created through a consortium of institutions including Johns Hopkins University School of Medicine, Harvard University Mind, Brain, and Education, Temple University's CiRCLE program, University of Delaware, Families and Work Institute, and Maryland Institute of Art, L_RN will launch in the spring of 2011. Families and communities are vital to a child's achievement. Social science, behavioral, and brain science research are beginning to demonstrate that the ways parents approach the role of the arts at home, after-school and, in summer learning have the potential for a profound influence on their children's lives. Whether parents and child care providers have 5 min or 5 h to spend engaged with children making things, daydreaming, and imagining, the result demonstrates the benefits. The positive implications of having families and parents more informed about arts and learning are enormous. These reflections are based on North American culture. The examples shared are mostly from the United States, and of course there are many other cultures with quite different relations to the arts in family life and in schools. Mind, brain and education studies is an international movement and it is important for us to show the richness of the variety of cultures in the arts as well as in the sciences that can inform a global conversation. I hope to continue to identify, collect, and share examples of arts and learning from around the world to better inform practice. I am reminded that I once heard an anthropologist lecture that in some indigenous cultures there is no word for art because art is such an inherent and integral part of everyday life. No matter where we live, life draws on art in unexpected ways. As no less a rational thinker than Albert Einstein said, "I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world." REFERENCES * Fiske, E. B. (1999) Champions of change: The impact of the arts on learning. Washington, DC: President's Committee on the Arts and the Humanities. * Galinsky, E. (2010). Mind in the making: The seven essential life skills every child needs. New York: Harper Collins. * Gazzaniga, M. (2008). Learning, arts and the brain: The Dana Consortium Report on Arts and Cognition. Washington, DC: The Dana Foundation. * Hardiman, M., Magsamen, S., McKhann, G., & Eilber, J. (2009). Neuroeducation: Learning, arts and the brain: Findings and challenges for educators and researchers from the 2009 Johns Hopkins University summit. New York: The Dana Foundation. * Magsamen, S. (2010) The classic treasure of childhood wonders: Favorite adventures, stories, poems, and songs for making lasting memories. New York: Random House. * Perkins, D. N. & Grotzer, T. A. (2000, April). Models and moves: Focusing on dimensions of causal complexity to achieve deeper scientific understanding. Cambridge, MA: The Understandings of Consequence Project, Project Zero, Harvard Graduate School of Education. * Posner, M. (2010). Cognitive neuroscience of attention. New York: Guilford. * Society for Neuroscience. (2009). Neuroscience research in education summit: The promise of interdisciplinary partnerships between brain sciences and education. 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British Journal of Developmental Psychology (2011), 29, 375–395 ⃝ C 2010 The British Psychological Society The British Psychological Society www.wileyonlinelibrary.com What does it mean to 'live' and 'die'? A cross-linguistic analysis of parent–child conversations in English and Indonesian Erin M. Leddon ∗ , Sandra R. Waxman and Douglas L. Medin Department of Psychology, Northwestern University, Evanston, Illinois, USA Previous work on children's intuitive knowledge about the natural world has documented their difﬁculty in acquiring an overarching concept of biological life that includes plants as well as humans and non-human animals. It has also suggested that the acquisition of fundamental biological concepts like ALIVE and DIE may be inﬂuenced by the language used to describe them, as evidenced by differences between English- and Indonesianspeaking children's performance in tasks involving these concepts. Here, we examine one particularly important source of linguistic information available to children during this acquisition process: everyday conversations with their parents. We take a crosslinguistic approach in analysing the evidence available to English- and Indonesian-speaking children as they acquire meanings for words corresponding to the concepts ALIVE and DIE. Our analysis illustrates that young children acquiring English and Indonesian are faced with distinct problems, but that parental input in both languages does little to support the acquisition of broad, inclusive biological concepts. Developmental research into children's intuitive understandings of biological concepts like ALIVE and DIE suggests that acquiring these foundational concepts represents a distinct challenge (Carey, 1985; Hatano & Inagaki, 1999; Inagaki & Hatano, 1993, 1996; Nguyen & Gelman, 2002; Nguyen & Rosengren, 2004; Opfer & Siegler, 2004; Piaget, 1929; Poling & Evans, 2004; Richards & Siegler, 1984; Slaughter, Jaakkola, & Carey, 1999; Slaughter & Lyons, 2003; Springer & Keil, 1989, 1991; Waxman, 2005; among others). Consider for example that a rhododendron, which bears little perceptual relation to animals and is incapable of self-generated motion, is nonetheless alive, but that a mechanical monkey, which may bear striking perceptual relation to a live monkey and may appear to move its own, is nonetheless not alive. Therefore, as children discover which entities are alive and which are not, certain perceptible features (e.g., animacy, self-generated motion) may serve as a starting-point, but children must be able to go beyond perception alone. Their acquisition must also be shaped by other sources of input about biological concepts, including the input available from the language and culture in which they are ∗ Correspondence should be addressed to Dr Erin M. Leddon, Department of Psychology, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, USA (e-mail: email@example.com). immersed. Indeed, current evidence reveals that although these core biological concepts are universally relevant, there are cross-cultural and cross-linguistic differences in their patterns of acquisition (Anggoro, Waxman, & Medin, 2008; Hatano et al., 1993; Stavy & Wax, 1989). Most of the past research on the acquisition of biological concepts has been aimed at characterizing children's knowledge, with considerably less attention devoted to the sources of information available to children in the process of acquiring this knowledge. Although the acquisition of biological concepts is undoubtedly shaped by myriad factors, including the child's direct exposure to the natural world, to nature-focused media etc., in the work reported here we focus on one key source of information: everyday conversations between children and their parents (Beals, 1993; Callanan & Sabbagh, 2004; Crowley, Callanan, Tenenbaum, & Allen, 2001; Gelman, Coley, Rosengren, Hartman, & Pappas, 1998; Harris, 2006; Harris & Koenig, 2006; Jipson & Callanan, 2003; Snow & Kurland, 1996; Thompson, 2006). Spontaneous conversations, where children have an opportunity to learn at their parents' knees, provide a rich potential source of information to children about a wide range of concepts. Our goal was to discover what information, if any, these parent–child conversations might offer regarding the fundamental biological concepts ALIVE and DIE. One possibility is that parents support the acquisition of biological concepts by making them salient in conversations with their children. After all, parents commonly introduce other concepts like colour and number in conversations with their children, drilling them on colours and counting routines; perhaps they also spontaneously infuse their conversations with information about biological phenomena. On the other hand, perhaps parents provide little direct information about the biological concepts ALIVE and DIE, just as they rarely engage in conversations about grammatical rules. To address these issues, we examine how parents express information about biological concepts in conversations with their children. At issue is how the information provided by parents articulates with other foundational concepts like animacy or agency that children may already have in place (see Johnson, 2000; Poulin-Dubois, 1999; Spelke, Phillips, & Woodward, 1995, for reviews). We focus on interactions that were not speciﬁcally designed to elicit conversation about biological phenomena (e.g., interactions during a trip to the zoo or a nature museum), to examine the one source of information that is most readily available to children from the youngest ages (i.e., conversations in their home). We consider two language communities, native speakers of English in the USA, and native speakers of Indonesian in Indonesia, where previous research has documented intriguing cross-linguistic differences in the way that fundamental biological concepts are named, and developmental differences in the timecourse underlying children's mastery of these concepts (Anggoro et al., 2008). In short, we aim to characterize the parental input in everyday conversation as a ﬁrst step in discovering whether it provides information to support children's acquisition of knowledge about the natural world. What related concepts might children have in place? Children begin the process of acquiring knowledge about the natural world with at least one particularly relevant core concept in place: the concept ANIMATE. Infants are especially interested in animate entities, and are sensitive to several factors that distinguish animate from inanimate objects, including the presence of eyes or a face (Carey, Diamond, & Woods, 1980; Johnson, Slaughter, & Carey, 1998), or the capacity to engage in autonomous motion or goal-directed behaviour (Berthenthal, 1993; Gelman, 1990; Gelman, Durgin, & Kaufman, 1995; Gelman & Gottfried, 1996; Opfer, 2002; Opfer & Gelman, 2001; Poulin-Dubois & Shultz, 1990; Woodward, 1999; Woodward, Sommerville, & Guajardo, 2001). As such, this concept may provide an early wedge for distinguishing living and non-living things. Although we suspect that an early appreciation of a fundamental concept like animacy plays a role in children's reasoning about biology, it is also clear that children must go beyond considerations of animacy if they are to establish the full scope of biological concepts that include inanimate living things like plants. This observation is consistent with decades of research suggesting that it is especially difﬁcult for young children to integrate plants into their concept ALIVE (Carey, 1985; Hatano et al., 1993; Klingberg, 1952; Klingensmith, 1953; Laurendeau & Pinard, 1962; Leddon, Waxman, & Medin, 2008; Opfer & Siegler, 2004; Piaget, 1929; Richards & Siegler, 1984; Russell & Dennis, 1939; Stavy & Wax, 1989; Waxman, 2005; Waxman & Medin, 2006). It is also consistent with evidence that children's appreciation of this broader concept is shaped importantly by the input they receive, including their direct contact with the natural world (Atran et al., 2001; Profﬁtt, Coley, & Medin, 2000; Ross, Medin, Coley, & Atran, 2003), the belief systems of their communities (Astuti, Solomon, & Carey, 2004; Atran & Medin, 2008; Bang, Medin, & Atran, 2007; Medin et al., 2006; Waxman & Medin, 2007; Waxman, Medin, & Ross, 2007), and the way their language labels biological concepts (Anggoro et al., 2008; Hatano et al., 1993; Stavy & Wax, 1989). Contributions of naming to biological concepts Thus far, we have suggested that the input children receive about biological concepts will be crucial as they establish a biological framework that includes plants as well as humans and non-human animals. Here, we focus on one type of input – the names for biological concepts – that may be especially informative. After all, naming serves as a powerful cue to categorization, for infants and adults alike (see Waxman & Lidz, 2006, for a review of developmental evidence, and Goss, 1961; Rossman & Goss, 1951, for evidence from adults). Providing a common name (e.g., 'animal') for a set of otherwise distinct entities (e.g., a dog, horse, ﬁsh) highlights the commonalities among them and promotes the establishment of an inclusive object category. For this reason, naming is especially powerful in situations in which the relation among the entities is abstract, or difﬁcult to glean from perceptual inspection alone. The acquisition of abstract biological concepts, therefore, may well be inﬂuenced by the names that adults provide for biological entities. There are strong hints that this may be the case. A cross-national study revealed differences in the age at which children from Israel, Japan, and the USA mastered the concept ALIVE, and revealed that these differences have parallels in the naming practices associated with these abstract biological concepts in each language (Hatano et al., 1993; see also, Stavy & Wax, 1989). Building upon this insight, Anggoro et al. (2008) took as their starting-point a key difference in the naming system in English versus Indonesian. While the concepts HUMAN, ANIMAL, and PLANT all are named with dedicated nouns in both English and Indonesian, English also uses the word 'animal' to name the category that encompasses both humans and non-human animals, or animate entities. Indonesian, in contrast, has no dedicated noun for this category (Figure 1). English-speaking children must therefore contend with learning two nested categories that have the same name: 'animal'. English Indonesian How might these different naming practices bear on children's acquisition of the biological concept ALIVE? Waxman and her colleagues (Anggoro et al., 2008; Waxman, 2005; Waxman & Medin, 2006) proposed that because the ANIMATE concept is named in English, and moreover is named with the very same lexical item as one of its most powerful constituents, children acquiring English are faced with an interpretive problem: the same name (animal) calls up two different nested categories. Previous research shows that children avoid polysemy, and prefer to assign different names to different categories (Callanan & Sabbagh, 2004; Markman, 1990; Merriman & Bowman, 1989; also see Clark, 1997). Waxman and colleagues hypothesized that to avoid mapping the same name to two nested categories, children might erroneously map the word 'alive' to the ANIMATE concept, leaving 'animal' to refer to the concept NON-HUMAN ANIMAL. One consequence of this misappropriation is that when presented with the term 'alive', children might focus on the concept ANIMATE, rather than the overarching concept LIVING THING. For Indonesianspeaking children, who face no such interpretive challenge (since the concept ANIMATE remains unnamed), there is no misappropriation of 'alive', and as a result, they should more readily include plants along with humans and animals when asked about things that are 'alive'. To test this hypothesis, Anggoro et al. (2008) conducted a sorting task with 4to 10-year-old monolingual children acquiring either English or Indonesian. Children were presented with a set of photographs depicting entities both living (humans, nonhuman animals, plants) and non-living (non-living natural kinds, artifacts) items, and instructed to sort the cards into piles several different times, each time on the basis of a different biological concept (e.g., DIE, ALIVE, GROW, NEED FOOD). For example, to probe their understanding of the term 'alive', children were instructed to sort the pictures into two piles, one pile 'for everything that's alive, and another for everything that's not alive'. The results revealed strong cross-linguistic commonalities, and a few intriguing differences. The youngest children in both language communities largely excluded plants when sorting on the basis of 'alive' and 'die', including only humans and non-human animals in their categorizations. By age 9, however, a key difference between the language groups emerged: when sorting on the basis of 'alive', Indonesianspeaking children were more likely to include plants than English-speaking children. This difference is consistent with the hypothesis that English-speaking children (but not Indonesian-speaking children) map 'alive' to the concept ANIMATE. The evidence from Anggoro et al. also revealed important commonalities, including those concerning 'die': here, by 6 years of age, both English- and Indonesian-speaking children successfully included plants, revealing their sensitivity to a category that includes all and only living things. (Interestingly, however, the youngest English-speaking children were more likely to include plants in this category that were their Indonesianspeaking counterparts.) Notice that Anggoro et al.'s sorting task is based on an implicit assumption about the relation between words and their underlying concepts: that words (e.g., 'alive', 'die') can function as probes to tap into children's underlying concepts. 1 In the current experiment, we consider this alignment between words and concepts from a different, but complementary vantage point: that parents' use of words (e.g., 'alive' (or 'live') and 'die'), and the range of entities to which they apply them, may constitute an important source for the young child about the scope of these biological concepts. It is for this reason that an examination of parental input is crucial for understanding children's emerging biological knowledge. Current study We focused on the input that parents from the USA and from Indonesia provide about the biological concepts 'alive' and 'die' in informal conversational contexts at home, before formal instruction in biology begins. We examined parents' use of these terms in spontaneous adult–child conversations, and in adult–adult conversations that children might reasonably overhear. However, before analysing these conversations, we ﬁrst interviewed an independent set of adult native speakers of each language to gather their intuitions about the meanings of the terms 'alive' and 'die'. This permitted us to examine whether the full range of adults' explicit intuitions about these meaning are reﬂected in their use of these terms in conversations with young children. To foreshadow, the results suggest that the input that English and Indonesian parents provide their children in spontaneous conversation under-represents the full scope of these biological concepts. In both languages, parental input on ALIVE and DIE focuses predominantly on animate entities, and applications of the word 'alive' to plants are vanishingly rare. In short, in neither language does parental input offer strong support for the establishment of overarching biological concepts that include plants as well as humans and non-human animals. In addition, we identiﬁed some intriguing crosslinguistic differences in the use of both 'alive' and 'die', differences that might bear on children's discovery of the underlying biological concepts. Method We examined the input concerning ALIVE and DIE from two perspectives. First, we considered possible applications of these terms, interviewing adult native speakers of English and Indonesian to ascertain the full range of meanings that native speakers 1 While a full treatment of the relation between word meanings and concepts is beyond the scope of this paper, few would object to the idea that the two are inexorably linked. We therefore assume a tight coupling between conceptual representations and word meanings: in short, words are labels for concepts. assign to each word. Next, we examined the actual applications of these terms in a corpus analysis of spontaneous parent–child conversations in the USA and in Indonesia, gathering off-the-cuff, real-world uses of these words. Adult interviews To begin, we interviewed adult informants to gather intuitions about the meanings associated with biological terms like 'die' and 'alive'. Two native speakers of each language served as primary informants. All were PhD candidates at Northwestern University in Evanston, IL. In a structured interview, each informant was asked to evaluate whether 'die' and 'alive/live' could apply to a range of people, animals, plants, natural kinds, or artifacts. In addition, they were asked to generate a deﬁnition of each term. Because the Indonesian informants were also ﬂuent speakers of English, they also offered explicit insights into differences in the application of these terms in Indonesian and English. Parental input: Corpus analysis Armed with native speakers' intuitions, we turned our focus to transcribed parent– child conversations from the CHILDES corpus of child-directed speech (MacWhinney, 2000). This corpus includes databases of conversations in various languages, including American English and Indonesian. We selected databases from each language based on their length and method of collection, in order to ensure that the conversations in each language represented naturalistic contexts over an extended period of time, and that the corpora for each language were of comparable size (1.4 million words for English, 1.5 million words for Indonesian). Corpus selection The conversational databases included in our search were selected because they represent large samples of speech between parent–child dyads over a period of several years (M=33 months), thus increasing the likelihood of encountering conversations related to biology, and providing a representative picture of typical parent–child interactions. They were also selected because the conversations were recorded during play sessions in the home, and therefore were more likely to represent typical daily interactions between the parents and child than sessions recorded in a laboratory or school environment. None of the databases were collected for the purposes of examining conversations related to biology. Parents were given no special instructions during the sessions, which often involved playing with toys and/or reading books. The experimenter was sometimes involved in conversations, and was considered along with the parents as an adult interlocutor for coding purposes. For English, we identiﬁed transcribed interactions between eight parent–child dyads taken from ﬁve databases: Brown (1973), Clark (1982), Kuczaj (1976), Sachs (1983), and Snow (MacWhinney, 2000). Interactions in these databases were recorded every few weeks for periods ranging from 9 months to 4 years (M=26 months), and took place in urban or suburban areas, generally near research universities in the USA. The children were 5 boys and 3 girls ranging in age from 1;1 to 5;1. For Indonesian, we included ﬁve distinct parent–child dyads selected from a single database (Gil & Tadmor, 2007). Interactions in these databases were recorded every few weeks for periods ranging from 1 to 4 years (M=42 months), and all took place in Jakarta, the capital and largest city in Indonesia. The children were 3 boys and 2 girls ranging in age from 1;6 to 6;1. The databases included the original utterance in Indonesian, a word-by-word literal translation into English, and a gloss in English. Data collection and coding Corpora were searched for uses of any form of the terms 'alive/live' and 'die' ('live, lived, lives, living', 'die, died, dies, dying, dead', etc.). Utterances containing an instance of either term were collected and analysed by a trained coder along several parameters, including: analysability (whether the utterance contained enough information to be further analysed 2 ), speaker identity (child or adult), and the entity that the term was applied to (e.g., who was being described as living or dead, categorized as Human, NonHuman Animal, Plant, Natural Kind, Artifact, or None of the Above). Because there were very few applications to Natural Kinds or None of the Above, these were collapsed along with Artifacts into a category labelled Other in the analysis below. The analysis includes child speech as well as adult speech. While our focus is on the input to children, and therefore parental speech, child speech was included to identify any gaps between adult and child usage. All results were tabulated by the same trained coders, to ensure consistency across the samples. 3 The search for utterances containing 'die' and 'live' in Indonesian was ﬁrst conducted on the translations and glosses provided in the corpus. While it may have been preferable to have a native speaker of Indonesian extract the results from the Indonesian, several steps were taken to ensure the accuracy of our results. First, after consulting our Indonesian-speaking informants, we conducted an additional search for 'hidup' and 'mati' ('live' and 'die' in Indonesian) on the Indonesian utterances themselves. This was done to locate any utterances that escaped the initial search, due to the translation using a word other than 'live' or 'die' to convey the same meaning (e.g., using 'perish' for 'die'). We likewise evaluated the results of the English search to exclude any utterances containing words translated as 'live' or 'die' that did not correspond to the Indonesian biological terms 'hidup' and 'mati' (e.g., when the utterance contained an idiom that was translated as 'die'). Together, these steps served to align the Indonesian and English coding criteria. In both languages, the search should reveal all uses of the biological terms 'live' and 'die' (and the corresponding Indonesian 'hidup' and 'mati'), and therefore the evidence about their meanings available to children. Results The results reveal several important convergences, as well as divergences between English and Indonesian. Consider ﬁrst the convergences. First, adult informants' intuitions underscore that in both languages, 'alive/live' and 'die' have several different meanings. The corpus analyses reveal that these different meanings are conveyed in spontaneous parent–child conversations. Second, the distribution of parental uses of these terms 2 The original transcript was consulted for contextual information when necessary. Utterances consisting of a single word (e.g., 'alive') with limited or no supporting contextual information were considered unanalysable. 3 With respect to coding, in certain cases where there were questions about the meaning of an utterance, we consulted an Indonesian-speaking informant. This was rare, however, as the translations and glosses typically contained sufﬁcient information for purposes of our analysis. generally centres on humans and non-human animals, and rarely includes plants. This is important not only because of the convergence between English and Indonesian, but also because it suggests that the evidence children receive from parental conversations does not provide the kind of information that could, in principle, guide them to establish the full scope of these terms' biological meanings. Speciﬁcally, because parental usage of these terms reﬂects the already privileged ANIMATE category, it offers little in the way of supporting the full scope of the biological concepts ALIVE and DIE. There were also differences in the applications of 'alive' and 'die' in English and Indonesian, differences that highlight the unique challenges facing young children in each language community as they seek to acquire meanings for these terms. We consider possible and actual applications of each term, in each language, in turn below. Analysis of 'alive' An examination of 'alive' (and 'live') in English, and their Indonesian counterpart 'hidup', suggests several convergences, as well as distinct challenges facing children in the two language communities. English Adult intuitions about 'alive', and the closely related 'live', reveal abundant ambiguity. For 'alive', the adults reported that a meaning related to activity or animacy is most salient. This narrow sense may best be described as connoting liveliness (e.g., 'look alive!'). It crucially does not encompass the broader, biological sense of 'alive' that extends to inanimate living things like plants. Moreover, the parent–child corpus analysis suggests that this narrow, animate-aligned interpretation is also favoured by parents in conversations with young children. In the corpora, 'alive' appeared rarely, with only 62 total uses (36 for adults and 26 for children) among more than 1.5 million words. Moreover, when the term was used, it overwhelmingly concentrated on applications to animate entities, in both child and adult speech (Figure 2). Adult uses were concentrated heavily on animals (50%), but did include humans (17%) and even some plants (11%). Interestingly, these applications of 'alive' to plants represented only four utterances in the entire sample, all of which came in the context of book reading, and not from spontaneous speech. Children's uses reﬂected the animate sense of the term even more strongly, with applications to humans (35%) and non-human animals (46%), and no applications to plants. The Other uses for both children and adults generally reﬂected applications to monsters or other toys representing animate entities (e.g., stuffed animals; see Appendix, for examples). We have focused on the term 'alive' because most previous studies have used this word to probe children's concept of living things. It is important to note, however, that in English the word 'live' also corresponds to this concept. 4 Adult informants noted that like 'alive', 'live' is also ambiguous. More speciﬁcally, 'live' has a particularly salient alternative to its biological sense: the meaning 'reside' (e.g., 'Jane lives in Chicago'). Adults reported that this 'reside' sense is the most salient meaning for this term. Although 'live' is used much more frequently than 'alive' in the corpus sample, with a total of 574 uses (355 by adults, 219 by children), both the adult and child distributions mirror each other quite closely, and again centre strongly on animate entities (Figure 3). The high percentage of applications to humans for both adults (51%) and children (46%) reﬂects uses of 'live' intended as 'reside', which overall amounted to 92% of the total uses. Of course children receiving this input have no advance warning of the ambiguity of 'live'. But even assuming that they could distinguish the biological uses from the 'reside' uses, the distribution remains human-centred (of the biological uses of 'live', 46% of adult uses were applied to humans, and 35% of child uses were). Moreover, there were very few applications to plants, with a total of two for adults (1%), and four for children (2%). Indonesian Turning to Indonesian, the analysis of adult intuitions reveals that like its English counterpart, 'hidup' ('live') means 'has life', and can in principle be applied to humans, non-human animals, and plants. Indonesian has no distinct word for 'alive' versus 'live', 4 While the morphological and semantic relation between 'alive', 'live', and 'living' may be apparent to adults, it is unclear how obvious it may be to young children (see McBride-Chang, Wagner, Muse, Chow, & Shu, 2005, for review of children's morphological awareness). What is clear, however, is that one step of the acquisition process facing children involves ferreting out the meanings of these words, and the relations among them. and indeed both are translated in the corpus as 'hidup'. Thus while the state of affairs at ﬁrst glance appears simpler than the situation facing English-acquiring children, with only a single word to acquire, it is complicated by ambiguity. In addition to a meaning aligned with English 'alive/live', 'hidup' also has a sense which means 'on' (e.g., 'the light is on'). As a result, it may be applied to a variety of electronic and mechanical artifacts (e.g., lights, fans, televisions, computers, video games, etc.). Both adult Indonesian informants agreed that this meaning has to do with activity or the functioning of certain objects, especially inanimate objects. Interestingly, despite its multiple meanings, the corpus analysis reveals that 'hidup' was rather rare in parent–child conversations, with a total of only 102 uses among more than 1.4 million words (73 for adults, 29 for children). The distribution of adult and child uses again mirrored each other quite closely (Figure 4). Uses for adults and children were focused on animate entities, with most applications to non-human animals (48% for adults, 45% for children), and some applications to humans as well (14% for adults, 21% for children). There were no instances of 'hidup' being applied to a plant. Interestingly, the 'on' sense, reﬂected in Figure 4 as Other uses, was quite rare, with only nine total uses. Like the pattern observed in the English sample, the distribution of uses of 'hidup' is aligned with animacy, as it is applied to animate entities, along with other artifacts that are at least in some sense capable of activity (see Appendix, for examples). Discussion These results demonstrate signiﬁcant challenges facing children acquiring a meaning for 'alive' or 'hidup' in the two language communities. In both cases, the ambiguity of the relevant terms does little to help children with this abstract and difﬁcult-toacquire concept. Instead, the range of possible uses reported by native speakers, and the distribution of uses in the corpus, serve to highlight animacy-aligned interpretations. The learning problem facing English-speaking children acquiring a meaning for 'alive' begins with its ambiguity. The analysis of speaker intuitions revealed a salient animacyaligned sense of 'alive' highlighting liveliness, in addition to its more inclusive biological sense. The learning problem is complicated by the fact that the concept that 'alive' also maps to another word, 'live', which is itself ambiguous. To the extent that children are aware of the relation between 'alive' and 'live', this may serve to reinforce the animacybased interpretation of 'alive', underscoring an already strong concept. But even if children maintain a clear distinction between 'live' and 'alive', the evidence they receive about 'alive' does little to support the inclusion of plants in the category. The dearth of applications to plants, coupled with children's already strong concept of animacy, may contribute to their mapping 'alive' to animate entities while excluding inanimate living things, and therefore plants. Indonesian-speaking children likewise face challenges to acquiring a biological meaning for 'hidup'. As noted above, 'hidup' is also ambiguous, and has an alternative sense meaning 'on'. This sense may serve to highlight an interpretation for 'hidup' aligned with activity, posing a challenge to incorporating inanimate entities that generally do not exhibit obvious activity, like plants, in a biological concept. Moreover, the corpus analysis reveals a distribution of use for 'hidup' that is focused on animals, and that again underscores the already strong ANIMATE concept. Analysis of 'die' Children in both language communities face distinct, though related, challenges in interpreting the meaning of the term 'die'. As with 'alive', parental input generally reﬂects only a subset of the full biological scope of the underlying biological concept DIE, which includes humans, non-human animals, and plants alike. English In contrast to 'alive', speaker intuitions about the meaning of 'die' reveal little ambiguity. It can be applied to humans, non-human animals, or plants, and is generally understood as referring to biological death. It does have some metaphorical uses (e.g., 'My car died', 'These batteries are dead'), but native speakers' intuitions were that these were relatively rare. This intuition is borne out in the corpus data: these metaphorical uses never occurred in these corpora. Indeed, the corpus analysis showed 'die' to be relatively rare: only 221 instances occurred, 76 for adults and 145 for children. Crucially, however, applications to plants were included in adult usage (Figure 5). While adult uses were concentrated on humans (42%), they also included many applications to plants (20%) and to non-human animals (28%). Children's uses revealed their application to humans (33%) and non-human animals (46%). In contrast to their use of 'alive', children did apply 'die' to plants (10%; see Appendix, for examples). Indonesian An examination of adult intuitions about 'mati', the Indonesian word for 'die', reveals quite a different state of affairs. As in English, speaker intuitions revealed that this term is applicable to humans, non-human animals, and plants, and refers to biological death. Nevertheless, both informants reported that like 'hidup', 'mati' has another sense as well, meaning 'off'. It is therefore used frequently to refer to turning off lights, televisions, and other electronic devices. It can also be used to mean 'extinguish' (e.g., a candle). The adult informants reported that in general 'mati' seems to refer to a cessation of activity. These two senses of 'mati' were likewise reﬂected in the corpus analysis. In contrast to English 'die', 'mati' was relatively more frequent in the Indonesian sample, with 904 total uses (581 for adults, 323 for children). However, more than a third (312) of these uses were intended in the 'off' sense, and were translated as such. Overall, adults' and children's uses of the word mirrored each other quite closely (Figure 6). Both adults and children applied 'mati' to humans (25% for adults; 20% for children) and non-human animals (12% for adults, 9% for children), while applications to plants were virtually absent (1% for each, or a total of 3 utterances for adults and children). This may simply reﬂect differences in the particular conversations searched, but nevertheless it is suggestive, especially given the considerably higher number of total uses of 'mati' in the Indonesian sample more generally. The high percentage of Other applications reﬂects the 'off' sense of 'mati' (see Appendix, for examples). Discussion These ﬁndings, which characterize an important source of input available to children as they construct a meaning for 'die' or 'mati', point to several challenges, especially for Indonesian-speaking children. For English 'die', the input appears to support a broad concept applying to humans, animals, and plants, at least more than it did in the case 'alive/live'. The analysis of speaker intuitions reveals that 'die' is relatively unambiguous, and the corpus analysis shows a pattern of input that is skewed towards humans and animals, but that crucially does include plants. Children therefore receive support for the inclusion of plants in this concept. In contrast, for Indonesian, both the speaker intuitions and the corpus analysis reveal that children's input supports a meaning for 'mati' having to do with cessation of activity. The prevalence of 'off' uses, coupled with the fact that the remaining biological uses were strongly aligned with animates, suggests that children receive little support for a broad biological concept DIE that includes plants along with humans and non-human animals. Adult–adult conversations While naturalistic parent–child conversations provide children with an important source of information, children's input is not restricted to their conversations with their caregivers. Many other sources of information are available to them as they establish biological concepts (i.e., books, TV, movies, etc.), including conversations that they may reasonably overhear, but are not directly a part of. Previous research indicates that children are indeed attentive to such conversations and can learn word meanings through overhearing, especially for object categories (Akhtar, Jipson, & Callanan, 2001). This observation motivated us to consider adult–adult conversations. At issue was whether these conversations might reﬂect a different, and perhaps more comprehensive and biologically oriented application of biological terms. In other words, examining adult– adult conversations may permit us to assess whether the parent–child corpora above reﬂect an idiosyncrasy of child-directed speech that is not matched in conversations that children may overhear. (If this were the case, it would raise the possibility that children might beneﬁt especially from adult–adult conversations as a source of information as they acquire biological concepts.) To examine this possibility, we analysed a corpus of English-speaking adult–adult phone conversations (Godfrey & Holliman, 1997). The results revealed a pattern of use for 'alive', 'live', and 'die' even more skewed towards humans than child-directed speech (see Appendix Figures A1 and A2). While this may reﬂect the nature of the corpus, it seems unlikely that typical adult–adult conversations in everyday contexts would be much more informative about the meaning corresponding to biological terms. Therefore, conversations between adults that children may observe or overhear likely do little to support the full scope of the biological term being acquired. If anything, such conversations serve to reinforce the patterns observed in child-directed speech. General Discussion Taken together, these results underscore the complexity of the task facing children as they develop fundamental biological concepts ALIVE and DIE. At ﬁrst glance, it may appear that we have simply learned that the terms for these concepts are ambiguous in both English and Indonesian, a fact that in itself would pose a signiﬁcant challenge for children. However, that ﬁrst glance represents a very considerable oversimpliﬁcation, one which ignores the systematicities in linguistic evidence available to children acquiring these terms and their underlying concepts. The terms 'alive' and 'die' are not only ambiguous; they are also used in such a way as to highlight certain aspects of their meaning over others. In short, the pattern of use observed in adult speech generally fails to provide children with the type of information that could support broad, inclusive biological concepts. Our analysis offers more than the ambiguity of the terms 'alive' and 'die' in both English and Indonesian. It also bears on the alignment (or misalignment) between these words and concepts in everyday use. We asked whether parents' use of these words and the range of entities to which they applied these words might resolve some of the difﬁculty that young children encounter in establishing the scope of these terms and the biological concepts they name. The current results offer little evidence that this source of input would help children surmount these interpretive difﬁculties. Examining this source of information allows us to consider the development of biological knowledge from a unique vantage point. It provides an interesting window into the type of support these concepts do receive in parent–child conversations, and mirrors the ﬁndings reported in Anggoro et al. (2008) on children's acquisition of biological categories. While we cannot claim a causal link between the information available to children and their performance in the categorization task, the fact that the two so closely reﬂect each other is certainly suggestive. The parental input examined here in both languages reinforces the inclusion of animate entities in biological concepts, but offers less support about inanimate living things like plants. Therefore, for children to acquire overarching biological concepts that include plants as well as human and non-human animals, they must successfully integrate information from other sources. Questions for future research Future work must take a close look at the full range of information available to children acquiring fundamental biological concepts. While our goal in undertaking this analysis was to consider what insights children might glean about these concepts from their everyday conversations with their parents, in future work, it will be important to consider more a diverse range of contexts and concepts. For example, it will be important to consider concepts that go beyond ALIVE and DIE (e.g., GROW, BREATHE, NEED FOOD, NEED WATER, etc.), and to consider the information that adults convey in contexts in which conversations about biology are explicitly prompted, or in contexts where nature-related topics are more salient (i.e., museums, botanical gardens, arboretums, etc.). We suspect that in these conversations, adults will offer richer information about biological entities and processes. What remains to be seen is whether even in these contexts, the adult input will support the overarching biological concepts that include plants as well as human and non-human animals. Future work should also continue to build on research that considers the impact of children's and parents' direct experience with the natural world. One route is to compare conversations in families living in rural and urban environments (Atran et al., 2001; Medin & Waxman, 2007; Profﬁtt et al., 2000; Ross et al., 2003; Tarlowski, 2006; Waxman & Medin, 2007); families with and without pets (Hatano & Inagaki, 1994; Inagaki, 1990). It will also be important to examine the input provided by sources other than parental input. In particular, an examination of the books, movies, and TV shows designed for young children should prove instructive (Medin & Bang, 2009). Finally, an examination of school curricula may clarify how the concepts and language that children bring with them to the classroom interact with the concepts and language that serve as the focus of formal education. 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Cognitive Science, 14, 57–77. doi:10.1207/s15516709cog1401 4 McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y., & Shu, H. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26, 415–435. Medin, D. L., & Bang, M. (2009). Cultural processes and psychological distance. Paper presented at the AHRC Conference, 'Culture and the Mind: Folk Psychology, Folk Epistemology and Cultural Transmission' Shefﬁeld, UK, September 11–13, 2009. Medin, D. L., Ross, N., Atran, S., Cox, D., Coley, J., Profﬁtt, J., & Blok, S. (2006). Folkbiology of freshwater ﬁsh. Cognition, 99(3), 237–273. doi:10.1016/j.cognition.2003.12.005 Medin, D. L., & Waxman, S. R. (2007). Interpreting asymmetries of projection in children's inductive reasoning. In A. Feeney & E. Heit (Eds.), Inductive reasoning (pp. 55–80). New York: Cambridge University Press. Merriman, W. E., & Bowman, L. L. (1989). The mutual exclusivity bias in children's word learning. Monographs of the Society for Research in Child Development, 54(3–4) Serial No. 220, 220. Nguyen, S., & Gelman, S. (2002). Four- and 6-year-olds' biological concept of death. British Journal of Developmental Psychology, 20, 495–513. doi:10.1348/026151002760390918 Nguyen, S., & Rosengren, K. S. (2004). Parental reports of children's biological experiences and misconceptions. International Journal of Behavioral Development, 28, 411–420. doi:10. 1080/01650250444000108 Opfer, J. E. (2002). Identifying living and sentient kinds from dynamic information: The case of goal-directed versus aimless autonomous movement in conceptual change. Cognition, 86, 97–122. doi:10.1016/S0010-0277(02)00171-3 Opfer, J. E., & Gelman, S. A. (2001). Children's and adult's models for predicting teleological action: The development of a biology-based model. Child Development, 72, 1367–1381. doi:10.1111/ 1467-8624.00353 Opfer, J. E., & Siegler, R. S. (2004). Revisiting the living things concept: A microgenetic study of conceptual change in basic biology. Cognitive Psychology, 49, 301–332. doi:10.1016/j. cogpsych.2004.01.002 Piaget, J. (1929). The child's conception of the world (J. and A. Tomlinson, Trans.). New York: Harcourt Brace. Poling, D. A., & Evans, E. M. (2004). Are dinosaurs the rule or the exception? Developing concepts of death and extinction. Cognitive Development, 19, 363–383. doi:10.1016/j.cogdev.2004.04. 001 Poulin-Dubois, D. (1999). Infants' distinction between animate and inanimate objects: The origins of na¨ıve psychology. In P. Rochat (Ed.), Early social cognition: Understanding others in the ﬁrst months of life (pp. 257–280). Mahwah, NJ: Erlbaum. Poulin-Dubois, D., & Shultz, T. R. (1990). The infant's concept of agency: The distinction between social and nonsocial objects. Journal of Genetic Psychology, 151, 77–90. Profﬁtt, J. B., Coley, J. D., & Medin, D. L. (2000). Expertise and category-based induction. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(4), 811–828. Richards, D. D., & Siegler, R. S. (1984). The effects of task requirements on children's life judgments. Child Development, 55, 1687–1696. doi:10.2307/1129916 Ross, N., Medin, D. L., Coley, J. D., & Atran, S. (2003). Cultural and experiential differences in the development of folkbiological induction. Cognitive Development, 18, 25–47. doi:10.1016/ S0885-2014(02)00142-9 Rossman, I. L., & Goss, A. E. (1951). The acquired distinctiveness of cues: The role of discriminative verbal responses in facilitating the acquisition of discriminative motor responses. Journal of Experimental Psychology, 42, 173–182. doi:10.1037/h0054210 Russell, R. W., & Dennis, W. (1939). Studies in animism: I. A standardized procedure for the investigation of animism. Journal of Genetic Psychology, 55, 389–400. Sachs, J. (1983). Talking about the there and then: The emergence of displaced reference in parent–child discourse. In K. E. Nelson (Ed.), Children's language, Vol. 4, 1–28). Hillsdale, NJ: Erlbaum. Slaughter, V., Jaakkola, R., & Carey, S. (1999). Constructing a coherent theory: Children's biological understanding of life and death. In M. Siegal & C. Peterson (Eds.), Children's understanding of biology and health (pp. 71–98). Cambridge: Cambridge University Press. Slaughter, V., & Lyons, M. (2003). Learning about life and death in early childhood. Cognitive Psychology, 46, 1–30. doi:10.1016/S0010-0285(02)00504-2 Snow, C. E., & Kurland, B. F. (1996). Sticking to the point: Talk about magnets as a preparation for literacy. In D. Hicks (Ed.), Child discourse and social learning. An interdisciplinary perspective (pp. 189–220). New York: Cambridge University Press. Spelke, E. S., Phillips, A., & Woodward, A. L. (1995). Infants' knowledge of object motion and human action. In D. Sperber, A. J. Premack & D. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 44–77). Oxford: Clarendon. Springer, K., & Keil, F. (1989). On the development of biologically speciﬁc beliefs: The case of inheritance. Child Development, 60, 637–648. doi:10.2307/1130729 Springer, K., & Keil, F. (1991). Early differentiation of causal mechanisms appropriate to biological and nonbiological kinds. Child Development, 62, 767–781. doi:10.2307/1131176 Stavy, R., & Wax, N. (1989). Children's conceptions of plants as living things. Human Development, 32, 88–94. doi:10.1159/000276367 Tarlowski, A. (2006). If it's an animal it has axons: Experience and culture in preschool children's reasoning about animates. Cognitive Development, 21, 249–265. doi:10.1016/j.cogdev.2006. 02.001 Thompson, R. A. (2006). Conversation and developing understanding: Introduction to the special issue. Merrill-Palmer Quarterly, 52, 1–16. doi:10.1353/mpq.2006.0008 Waxman, S. R. (2005). Why is the concept living thing so elusive? Concepts, languages, and the development of folkbiology. In W. Ahn, R. L Goldstone, B. C. Love, A. B Markman & P. Wolff (Eds.), Categorization inside and outside the laboratory: Essays in honor of Douglas L. Medin (pp. 49–67). Washington, DC: American Psychological Association. Waxman, S. R., & Lidz, J. L. (2006). Early word learning. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (6th ed.) (Vol. 2, pp. 299–335). Hoboken, NJ: Wiley. Waxman, S. R., & Medin, D. L. (2006). Core knowledge, naming and the acquisition of the fundamental (folk)biologic concept 'alive'. In: N. Miyake (Ed.) Proceedings of the 5th International Conference on Cognitive Science (pp. 53–55). Mahwah, NJ: Erlbaum. Waxman, S. R., & Medin, D. L. (2007). Experience and cultural models matter: Placing ﬁrm limits on anthropocentrism. Human Development, 50, 23–30. doi:10.1159/000097681 Waxman, S. R., Medin, D. L., & Ross, N. (2007). Folkbiological reasoning from a cross-cultural developmental perspective: Early essentialist notions are shaped by cultural beliefs. Developmental Psychology, 43(2), 294–308. doi:10.1037/0012-1622.214.171.1244 Woodward, A. L. (1999). Infants' ability to distinguish between purposeful and non-purposeful behaviors. Infant Behavior and Development, 22, 145–160. doi:10.1016/S0163-6383(99) 00007-7 Woodward, A. L., Sommerville, J. A., & Guajardo, J. J. (2001). How infants make sense of intentional action. In B. F. Malle & L. J. Moses (Eds.), Intentions and intentionality: Foundations in social cognition (pp. 149–169). Cambridge, MA: MIT Press. Appendix Examples of English 'alive' from corpus analysis From Kuczaj (1976), Abe182 lines 126–133 Child: Daddy # did you know that my beetle can move? Child: I just saw it move it moved. Father: it must be alive. Child: uhhuh. From Snow (MacWhinney, 2000), Nath26 lines 198–229 ( + indicates book reading) Mother: + ' alive. Mother: + ’ Heehaw has two ﬂowers in his ﬂower pot. Mother: + ’ one is alive. Mother: + ’ it is living. Mother: + ’ the other one is dead. Mother: which one's alive? Mother: nope that's the dead one. Mother: this is the alive one. Child: dis [: this]. Mother: that's the dead one. Child: eh where's de [: the] live one? Mother: this is the alive one. Mother: the one that's standing up and looking green and red and bright. Mother: the dead one is all kind of hanging over # droopy. From Kuczaj (1976), Abe110 lines 511–524 Father: I thought they were your friends. Child: they are my new buddies and this house is my new buddy too and it's alive right? Father: what's alive? Child: our house and it's breathing look at the curtains. Father: the blinds are moving # but the house isn't breathing # silly. Examples of English 'live' from corpus analysis From Brown (1973), Sarah042 line 339 Father: if a policeman found you if you were lost # you'd tell him where you live # right? From Brown (1973), Sarah094 lines 512–521 Child: Hippity. Mother: yeah. Mother: down the beach she had a grasshopper in a jar. 394 Erin M. Leddon et al. Mother: his name was Hippity. Mother: and that darn thing lived for about four or ﬁve days # in a jar. Examples of Indonesian 'hidup' ('alive') from corpus analysis From Gil and Tadmor (2007), MIC_2000-09-11 lines 6,279–6,293 Child: dor. English: bang. (pretending to shoot RIN with the Lego gun.) Rini (adult): ah # ah # ah # ah. English: ah . . . ah . . . ah . . . ah. (pretending to be dying because CHI shot her.) Rini (adult): gak ada yang hidup lagi # Michael doang. English: nobody is alive now . . . except Michael. Examples of English 'die' from corpus analysis From Kuczaj (1976), Abe111 lines 106–115 Child: yeah see it's a dead tree # Mommy. Mother: I know how can you tell it's dead? Child: because it's white. Mother: uhhuh it's not green and living # is it? From Brown (1973) Sarah081 lines 373–375 Mother: yeah # our cat died. Mother: we've never had very much luck with animals like that. Examples of Indonesian 'mati' ('die') from corpus analysis From Gil and Tadmor (2007), RIS_2001-08-14 line 65 Mother: tvnya matiin! English: turn the TV off From Gil and Tadmor (2007), PRI_2000-04-01 lines 10,263–10,282 Child: ini apa ni? English: what’s this? ( Turning the page of a book ) Mother: tuh, mati tu gajahnya tuh. English: look, the elephant is dead! Child: mana? English: where? Mother: kena kelindes, tuh. 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Cursive still used in working world: S.C. professionals speak out in support of education bill By Caitlyn McGuire Look inside the classrooms of today. A pen and paper have taken a back seat to computers, and Microsoft Office is used more often than handwriting. But some South Carolina legislators think that no matter how advanced technology becomes, students should learn cursive. The Back to Basics Education Act of 2013 (H 3905) would require students to learn cursive by the time they reach the fifth grade. Cursive lessons have not been included in the state's required curriculum since 2000. The bill was introduced and sent to the Senate in April after a unanimous House vote. Rep. Norman "Doug" Brannon, one of the 13 Republicans among the bill's 19 sponsors, said writing in cursive is still a relevant skill, despite the fact that students may communicate only with technology. "But until you get to a situation which the business world is dealing just in electronics, you're going to have an issue," he said. It isn't just some in corporate America and legislators who think cursive needs to be taught, though. Here's what a few professionals and parents had to say about the place of cursive writing in modern-day life. Cynthia Grosso Owner of the Charleston School of Protocol and Etiquette "Etiquette says the words 'thank you' are words you should handwrite yourself. A proper thank-you is not an email and is not a text," Cynthia Grosso said. An etiquette teacher for corporate professionals and children, Grosso said she's seen the significance of cursive for people no matter their age. "Formal letter writing is still important," she said. "It teaches us socialization, but also in personal situations, it's not very appropriate to type a note." She added that cursive helps in formal situations, such as signing legal documents. "How will our children sign a lease if they don't know cursive?" she said. Often overlooked is the relevance of being able to read cursive, she said, not just write it. "This is a part of our history," she said. "You can't read a historical document without this knowledge. It shouldn't be a secret message that people can't read because they never learned how. It's not a different language" Grosso is teaching her stepson, Jacob, to write in cursive. "Once Jacob understood the 'why' part of cursive, he got very into it," Grosso said. "He realized he couldn't study history and couldn't sign his name, so now he's excited about learning it." Grosso said the way to successfully teach cursive is to empower children to learn it by showing them its significance. "The personal branding aspect of things, people pay attention to detail," she said. "They don't realize it speaks loudly about them, and this is what we need to remind the future generations." Margaret Crabtree Design coordinator, ByFarr Design Studio in Columbia Margaret Crabtree said in her business of designing invitations, logos and cards, script is thriving. "We use script here on a daily basis," Crabtree said. "There is always going to be someone getting married, and there is always going to be somebody who wants a pretty handwritten font. I think it's sad that some people don't think handwriting is important anymore." A recent trend, she said, is handwritten invitations and blank cards for customers to write in themselves. "Businesses even request custom stationery and notecards just to jot things down on," she said. "And they'll probably be jotting it down in cursive because it's the fastest way to write." Crabtree, a mother of two, said she's relieved that her 9-year-old is learning cursive. Despite the increase in technology, she said, sometimes technology can fail, so children need to learn to write in cursive sooner rather than later. Whether she is helping her daughter with her homework or handwriting a letter for a customer, Crabtree said, writing cursive is a part of her everyday life. "Not only is it important for this business, but I think it's important as a tradition," she said. "Traditions like this need to keep going. I don't want it to be a completely different universe one day." Laura Rogers Children's librarian at the Richland Library in Columbia In her eight years at the children's section, Laura Rogers has seen cursive pay off for children. "The benefits of children learning this skill are endless," Rogers said. "I work with a lot of kids who have different types of reading and writing disabilities, and cursive has been scientifically proven to be a much better way for these kids to read and write." She said that research has found cursive is much easier for children with these difficulties compared to print because there are not as many reversals, such as b and d; the motor pattern of cursive is easily understood because each letter starts in the same place; and there are not as many spaces to confuse children. "Muscle memory takes 180 strokes for your muscles to learn," she said. "You never forget how to ride a bike because after 180 peddles; your muscles remember it. When a child forms a cursive letter, it is the same thing. A dyslexic child has to think hard to form a letter, but once they hit that 180 mark, which is harder to do with print, they don't have to think as hard." Rogers said that since her dyslexic 10-year-old son has learned cursive, she has seen a huge improvement in his confidence and ability to make letters. She added students can't rely on technology to read and write. "Of course technology is the fastest way to reach people," she said. "But a lot of students still don't have access to that technology or the Internet all the time. If the technology fails us, these children all need to know what to do." She fears that if cursive isn't a required skill for children, a whole generation may not be able to read original documents, either. "I would hate for these children not to be able to read the Declaration of Independence because they never learned cursive," she said. "We can all see why this isn't just a skill that's helpful for children with learning disorders, but for all children everywhere." Lydia Hendrix Freelance calligraphist, Columbia To Lydia Hendrix, cursive isn't just words on paper, but a form of art. "The reason people use fonts like Comic Sans and Papyrus is because they crave the intimacy of a hand-crafted letter," she said. "There is a comfort in it and a human aspect related to it. This is why it can't die." Thanks to her time as a calligraphist, Hendrix said, she understands the personal importance of handwriting and thinks it is much more than pretty letters on a card. She said she hoped that as computer usage grows, people will appreciate the human interaction of handwriting even more. "You can't express a mood with a computer like you can with calligraphy or handwriting," she said. "Children should learn to feel this human interaction." Hendrix fears a generation without cursive is the end of her career. "If people don't understand cursive, they can't read what I've written," she said. "Today and in the future, I need the mailman to be able to read the address I've written in cursive." Sean McCrossin Owner of Drip, Columbia "I never really think about cursive, but that's probably because I have horrific handwriting," said coffee-shop owner Sean McCrossin. Although he doesn't use cursive on a daily basis, McCrossin said, he couldn't imagine a generation of children losing the skill of handwriting. "I just think about my grandmother and her cursive," he said. "It was beautiful." As a business owner, McCrossin said, he can associate many different traits with an employee who has good handwriting like organization and cleanliness, traits he looks for in his workers. He said he hasn't necessarily thought about whether his workers can write in cursive but would be worried to find out they lacked the skill. "If someone came in now to apply for a job and couldn't write their signature, I would probably be judgmental about it," he said. However ... Despite the support for cursive, some businesses and recruiters still favor technology. Sherry McAdams, director of USC Upstate's Career Center, thinks cursive is a thing of past. "I look at dozens of resumes and cover letters, and no one ever includes that they're good at cursive," McAdams said. "This is a technologically driven world, and there really is no need for cursive anymore." In the business world, McAdams said, everything should be done as quickly as possible. "Technology is the only way we can get things done fast enough," she said. "Cursive may be the way for some businesses and people, but not for most."	<urn:uuid:aa75b3eb-28f5-442a-ac94-79b1dc97f10d>	CC-MAIN-2020-40	https://charlestonschoolofprotocol.com/wp-content/uploads/2020/02/Article-Cursive-April-2014-website-ready.pdf	2020-09-19T11:33:23+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00214.warc.gz	321,685,254	1,884	eng_Latn	eng_Latn	0.999775	eng_Latn	0.999781	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1619, 3574, 5902, 7947, 8723 ]	[ 2.96875 ]	2	0
Name of the test: ABO Grouping and Rh Typing. Alternative name(s) of the test: None. What this test is used for: This test is used to determine ABO blood group and Rh type. Erythrocytes have antigens on their surface which determines the blood type of the person. Different types of antigens are A and B. If only A antigen is present on the cell, the blood type is A. If only B is present, the blood type is B. People with A and B antigens belong to AB group, and those who have neither antigens belong to O blood group. Another important antigen is Rh (Rhesus) factor. If it is present on erythrocytes, the blood is Rh positive (Rh+), otherwise it is Rh negative (Rh-). Here is a table which shows different antigens and the corresponding blood types: People do not have antibodies to the antigens of their own erythrocytes. So, for example, if someone is B positive (B antigen and Rh factor are present in his blood), then this person will not have antibodies against B antigen or Rh factor. Same will not be true for A antigen though. This means that this person cannot receive blood of A or AB groups, because A antigen is present in both of these types. Transfusing the incompatible type of blood can be fatal, therefore it is absolutely important to determine the blood types of both the donor and the recipient prior to transfusion. Also, when a pregnant woman is Rh negative and the fetus is Rh positive, antibodies against Rh factor start developing in the body of a mother. These antibodies can cross the barrier of placenta and destroy erythrocytes of the fetus. For this reason, Rh incompatibility between a mother and a fetus should be detected early and the pregnant woman should receive treatment which prevents destruction of the fetus' red blood cells. When the test is ordered: The test is performed when blood transfusion is needed – blood donors and recipients have to get tested. It is also ordered in pregnant women in order to detect Rh incompatibility between the mother and fetus. How this test is performed: A blood sample is taken from a vein. How to prepare for the test: No preparation is needed. Interpretation of results: Based on the test results the patient's blood group (O, A, B or AB) and Rh type (positive or negative) can be determined. This, in turn, gives us information which type of blood is safe for the person to receive. It also tells us if there's incompatibility between a pregnant woman and her fetus and if the treatment is required or not.	<urn:uuid:bbddd67e-c4c2-4f5d-8859-5c3f30928395>	CC-MAIN-2020-40	http://vistamedi.ge/wp-content/uploads/2014/08/ABO_and_Rh_eng.pdf	2020-09-19T11:49:44+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00214.warc.gz	138,956,729	550	eng_Latn	eng_Latn	0.99843	eng_Latn	0.998641	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1170, 2512 ]	[ 2.328125 ]	1	1
Advance Warning System Concept Note Farming is a risky business. The elements that impact on the outcome of the crop are long and unpredictable. Floods, frost and droughts, pests and diseases, and market demands are classic headaches for the farmers. When all the elements work positively towards a bumper crop, the farmer fears a production glut and a disastrous price for the crop. What disaster beholds one farmer in one region (frost) is a boon for another in another place (increase demand due to the shortages). Even climate change is unpredictable. The continual increase in global temperature limits the production in cool climes but opens up cultivation areas in previously frosty grounds. Agriculture economists argue that much of the problems of the farm could be mitigated if the farmer has sufficient warning and time to take preventive steps to counteract the incursions. This is the rationale of the advance warning system, others call it the early warning system. It is all about giving the necessary information and data of sufficient accuracy to the farmer that he could predict the possible outcome and take precautionary steps to change the course of the outcome. Some disasters cannot be overcome. If a flood is looming upriver, the best thing to do is to harvest the crop much earlier (if possible) or not to sow the seeds. Monsoon rains bring flood waters to the fields every year. How beneficial the flood waters are, would depend on how intense the monsoon is in that year, and if the weather forecast is accurate enough, the farmer should take the right mitigating step. In the old days, farmers could only tell of an intense monsoon by looking at the darkening clouds rolling across the land, and more often it was too late to do anything, but to save himself and his family, and sometimes not even so. Almost any piece of information is useful information if the farmer knows how to utilize it. And the more informed the farmer is the more he could assimilate the information, intelligence or data for his benefit. In a competitive business, such advanced information not just helps him ride over the disasters, but also take advantage of the eventual market condition. What aspects of warning do the farmer needs? The list below does not carry any priority weight. All the aspects are important; it depends on the intensity of the damage and the value of the crop at that time. - Pest and disease emergence - Change in the weather condition - Flood, frost and drought warning - Production (and market) condition - Reminder of annual functions - Market intelligence All of these aspects are interrelated. They have a cause and effect function. Changes in the weather condition (or micro changes in the environment or the ecology) will affect the life cycles of insect pests and thereby a reduction or increase of their population or damage ferocity. Having a good understanding of the life cycle of the pest is necessary. Many of the crop diseases are rain and temperature related. Microscopic plant pests and weeds are also botanical plants and it is not surprising that when conditions are favorable they should also thrive well. It is necessary for the farmer to understand how plant diseases can damage the crop and what causes them to emerge substantially. Under a balanced ecological state there is a dynamic emergence and subsistence of pests and diseases, but they are at 'ecological competitive limits' that do not cause major economic damage to the crop. A change in temperature, for example, could upset this balance and impact of the behavior and population of the pest. Information of weather conditions includes rainfall data, temperature, humidity, sunshine hours, wind speed and frost time. All of these factors will have an impact on the crop production and the quality of the crop harvested. Production and market conditions are related on the basis of supply and demand. Having advanced knowledge of production will give the farmer the expected market demand for his crop. On the reverse, having known the current market condition the farmer would know what crop to grow in the next season. But this does not always work out well. It is necessary that the farmer has the market condition information with sufficient timeliness; otherwise the lag time in growing the crop may not achieve the desired market demand for the crop. Some functions are known every year. For example, during the Spring Festival in China, every Chinese household will purchase Mandarin Oranges as part of traditional practice. It does not make sense for the Mandarin orange farmer not to time his production for the festival. Information of demand conditions will assist farmers to produce off-season crops that cater to niche markets. Market intelligence differs from market information. The latter is more often what that has happened and data gotten after the fact. These would include sales data of previous seasons, perhaps the most current numbers in the market, or current shipments that have been put into sail – the figures are definite and are collated by the monitoring unit. The benefits of these information can be used in analysis of the market as it has performed and wisdom can be derived what strategies could be taken next time. Market intelligence is 'all of the other information of general interest to the trade'. Such information may be substantiated to be fact or not (and not widely known), it may not have happened yet, perhaps a rumor or a planned program that is about to be launched. There is a risk to rely on market intelligence obviously. But many marketers have used market intelligence in their marketing strategies. The trick to working with market intelligence is how to interpret and connect the information useful to the planned strategy. Planning farm activities and making decisions with advanced information All information can be utilized by the farmer to benefit his farm production and the marketing programs. The farmer could make his decisions for his daily farm activities based on the access to such credible and timely information. It is therefore necessary that the information is credible and noteworthy. There are two levels of information that the farmer will access in assisting his making decisions for his farm activities. The first levels are general macro-information (or intelligence) that would affect the overall production and market sales of the crop. The farmer would decide what crop to grow (cereals), how much land should he sow on and when exactly should he sow the seeds. These decisions will impact on the production of the crop. At the second level; it is more specific micro-information the farmer needs to know, and such information relates to achieving the quality of the crop. The bulk of such information comes from the observation and monitoring of the crop, the trees and the farm. The micro-weather condition of the farm area is most important information for the farmer to undertake specific farm activities. A check of the soil moisture will confirm whether irrigation should be made and how much irrigation to apply. Same goes to observations of the presence of pests. Some of this information may overlap with IPM and ICM monitoring activities, but the overall monitoring and gathering of information of the farm area is necessary before the farmer takes the next course of action. This is where the 'gentleman farmer' has the greatest failing because he does not personally oversee the actual condition of the farm, the trees or the crop, but to rely on a desktop calendar farm program, as the engineer would for the manufacturing factory. Dispensing quality information 'To develop an effective advance warning system, it needs to strengthen crop forecasting system to improve timeliness and reliability of information. It also needs to develop a coordinated and consistent approach in monitoring crop forecast' (FAO). Market and information transparency is vital for the efficient operation of the warning system. Easy and free access is necessary. The organization dispensing the information should not have any hint of 'conflict of interest' in the work and the farmers (the clients) must have full confidence and trust of the organization undertaking the task. How much better could a public broadcasting system (PBS) provide information to a farmer than an individual farm extension officer? Obviously, the broadcasting can reach more farmers and more quickly. But of course the broadcasting lacks the individual and personal interaction with the farmer. A PBS is a very effective tool in the advance warning system: - Farmers are less skeptical to the broadcasted information than to the extension officer. - Public broadcast information is often generalized in nature. This can be improved by writing more relevant and specific information dispensing programs dealing with specific farmers needs. - PBS can also develop interactive 2-way dialogue with the farmers. This will give the farmers better linkages to the programmers and toward other farmers, and lays the path to developing a network from the dialogue. Farmers in the network would be able to leverage on each other for support, for comfort, for consensus and collaboration. - The PBS is a tool that extension officers should utilize to deliver the knowledge and information to the farmers, but there must be consistency in the message and the objectives of the delivery. - The stakeholder networks like the Growers Association, Processors and the Exporters Association could also utilize the PBS as their vanguard to the farmers. - Taking the broad view of what the PBS could be doing, it is inadvertently also the marketing information system, farm extension system and the advance warning system rolled into one. This may be true, but one must keep remembering that the PBS is the tool for these other systems and not the system itself. Extension officers shall write the training and information programs for the PBS and will answer the questions posted in the 2-way dialogue with the farmers. The Marketing Information organization shall feed the information and market intelligence to the PBS for dissemination. The Advance Warning System is not an entity (organization) itself, but is the sum of all the work done by all the participants. Developing the Public Broadcasting System The Sohni Darthi Radio Channel has a regular program 'Zarat Ki Baat' (Talk on Agriculture). This is one possibility of the COP program to collaborate with the radio channel. Some of the areas of work that could be done would include; - Researchers from the Institutes are the Resource Persons writing serial programs on farm cultivations. These programs could also be in line with the programs of the Farmers Field School. The programs are organized as in a course structure of specific cultivation subjects. The broadcasting program has a 2-way interaction managed by the Researcher and the broadcaster. - The radio station will broadcast information relevant for the Advance Warning System (including market information and market intelligence). Managing the Advance Warning System The collection of information, monitoring the factors and the analysis of data collected from the various resources constitute the basic course of the system. Weather information and forecast are available in the internet, and the data are sufficiently updated. The local meteorological department will be consulted. There is a need to work closely with the marketing organization of the private sector (exporter and retailer associations) and the public sector (PHDEC). Any one of these stakeholders could stand up to champion as implementer of the Advance Warning System. 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Lesson Eight: Navigating Frustration and Stress Objectives/Goals: 1. The participants will be able to recognize when they are feeling frustrated or stressed. 2. The participants will realize that it is not necessary to get rid of their feelings. 3. The participants will understand how to navigate through frustration and stress. 4. The participants will see how situations can look different without frustration and stress. Materials: Kit: Other: S.P.A.R.K. Workbooks p. 11 Frustration & Stress vs. Calm & Clear SPARK Icon Pencils/Crayons/Markers Globes Glitter/Confetti Participant Picture (optional) Large Plastic Beads Mini Cups Activities: 1. Frustration & Stress vs. Calm & Clear: 15 minutes 2. Globes of Frustration and Stress: 10 minutes 3. Making Your Own Globe: 15 Minutes 4. Circle Time: 05 minutes Facilitator Preparation Notes: Activity One: Prepare 10-15 large plastic beads per participant. To keep the beads together, it is a good idea to place them in individual small cups. Activity Two: Each participant will be making their own snow globe, so you will need enough materials for each participant. You will also need to make one for yourself in advance to use as a demonstration. Another option would be to use mason jars or ornaments. (Alternatively, snow globes can be easily and inexpensively purchased in bulk online.) If you are unable to provide a snow globe for each participant, you can make one for yourself to use as a demonstration. Optional: The facilitator can take a picture of each participant to use in the snow globe or create enough copies of the SPARK icon (found at the end of this lesson) for each participant. Then laminate the picture/SPARK icons and cut them out. Hot glue the picture/SPARK icon to the globe lid so that it is standing upright. Make sure the glue is dry before adding water inside the globe. Activity One: Frustration & Stress Vs. Clear & Calm (15 minutes) The facilitator will pass out the S.P.A.R.K. Workbooks and a cup of beads to each participant. The facilitator will then ask the participants to turn to the Frustration & Stress vs. Calm & Clear worksheet on p. 11 in their S.P.A.R.K. Workbooks and instruct the participants to draw in each box a picture of themselves doing something (each box should have the same picture). For example: taking a test, playing soccer, painting, talking to friends, etc. The facilitator will allow 10 minutes for participants to complete their drawings. After their drawings are complete, the facilitator will instruct the participants to pour their cup of beads over one of the pictures, explaining that the beads represent them having a lot of frustrating and stressful thinking while carrying out the activity in the picture. When completed, the facilitator will ask for volunteers to share what they drew. Sample Questions: 1. Which picture is easier to see? Example Answer: The one without the beads. 2. Is it easier to partake in your activity when your head is clear or when it is full of frustrating or stressful thoughts? Example Answers: When your head is clear, when you're in the zone, when you're in the moment not thinking about how you are doing. 3. Does being covered up with thinking mean there is something wrong with you? Example Answer: No, it happens to everyone. It just means you have a lot of thinking. Activity Two: Globes of Frustration and Stress (10 minutes) The facilitator will begin the activity by asking for volunteers to think about the picture under the beads and relate it to a time they felt so frustrated or stressed that they couldn't think straight. After the participants share their story, the facilitator will ask them a few questions to can help them see that when they were caught up in their thinking, it was harder for them to get done what they needed to do, but that eventually they calmed down and felt better, and had an easier time getting things done. SAMPLE Sample Questions: 1. When you couldn't think straight, were you able to do what you needed to do? 2. Did being frustrated or stressed make it harder on you? 3. How did you finally calm down? After a few volunteers have shared their stories, the facilitator will demonstrate why they had those feelings by holding up the globe to see the picture or SPARK icon. The facilitator will then shake it up and ask how well they can see the picture or SPARK icon. The facilitator will explain that the "snow" is their thinking and that the picture is their SPARK . When we have lots of thinking in our heads, adding more thinking (shaking up the snow globe) only creates more chaos—lots of frustration and stress! If we want to see our SPARK , we should let everything settle in its own time, and before we know it, our SPARK will be uncovered, and we will see things are clear again. Let participants know that their SPARK never goes away. Although it may get covered up with our thinking at times, it is always available. Sample Questions: 1. If I'm really frustrated or stressed out, what can I do to make it worse? Example Answer: Keep shaking the globe/thinking about the problem, 2. If I'm really frustrated or stressed out, what can I do to make it better? Example Answers: Put the globe (my thinking) down, walk away, go play something else for a while, take a break Activity Three: Making Your Own Globe (15 minutes) Next, the facilitator will lead the participants in making their own snow globes. The facilitator will pass out one empty snow globe and one lid to each participant. Next, the facilitator will pass out confetti and glitter (optional) to put inside of the globe. After the participants have put their confetti into their snow globes, they will fill them with water and close the lids tightly so no water is able to get out. 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Introduction to Economics * Key Concepts: * Microeconomics is the study of choices that individuals and businesses make, the way those choices interact in markets, and the influence of governments. * Economics is the social science that studies the choices that individuals, businesses, governments, and entire societies make as they cope with scarcity. * The economic way of thinking is defined by concepts such as tradeoff, rational choice, benefit, opportunity cost, marginal benefit and marginal cost. * Production possibilities frontier (PPF) is the boundary between the combinations of goods and services that can be produced and that cannot. Introduction to Economics * Allocative efficiency is achieved when we cannot produce more of any one good without giving up some other good that provides greater benefit. * A person has a comparative advantage in an activity if that person can perform the activity at a lower opportunity cost than anyone else. * A person has an absolute advantage if that person is more productive than others. Demand and Supply * Key Concepts: * Quantity demanded of a good or service is the amount that consumers plan to buy during a particular time period, and at a particular price. * Law of demand: Other things remaining the same, the higher the price of a good, the smaller is the quantity demanded. * Demand refers to the entire relationship between the price of the good and quantity demanded of the good. * Changes in demand can be caused by changes in prices of related goods, expected future prices, income, expected future income, population, preferences. Demand and Supply * Quantity supplied of a good or service is the amount that producers plan to sell during a given time period at a particular price. * Law of supply: Other things remaining the same, the higher the price of a good, the greater is the quantity supplied. * Supply refers to the entire relationship between the quantity supplied and the price of a good * Changes in supply can be caused by changes in prices of factors of production, prices of related goods, expected future prices, number of suppliers, technology, state of nature. Demand and Supply * Equilibrium price is the price at which the quantity demanded equals the quantity supplied and equilibrium quantity is the quantity bought and sold at the equilibrium price. Elasticity * Key Concepts: * 𝑷𝒓𝒊𝒄𝒆𝒆𝒍𝒂𝒔𝒕𝒊𝒄𝒊𝒕𝒚𝒐𝒇𝒅𝒆𝒎𝒂𝒏𝒅=(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒒𝒖𝒂𝒏𝒕𝒊𝒕𝒚𝒅𝒆𝒎𝒂𝒏𝒅𝒆𝒅)/(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒑𝒓𝒊𝒄𝒆) * 𝑬𝒍𝒂𝒔𝒕𝒊𝒄𝒊𝒕𝒚𝒐𝒇𝒔𝒖𝒑𝒑𝒍𝒚=(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏 𝒒𝒖𝒂𝒏𝒕𝒊𝒕𝒚𝒔𝒖𝒑𝒑𝒍𝒊𝒆𝒅)/(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏 𝒑𝒓𝒊𝒄𝒆) * Price elasticity of demand and elasticity of supply can be perfect inelastic, inelastic, unit elastic, elastic, perfectly elastic. Elasticity * 𝑰𝒏𝒄𝒐𝒎𝒆𝒆𝒍𝒂𝒔𝒕𝒊𝒄𝒊𝒕𝒚𝒐𝒇𝒅𝒆𝒎𝒂𝒏𝒅=(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒒𝒖𝒂𝒏𝒕𝒊𝒕𝒚𝒅𝒆𝒎𝒂𝒏𝒅𝒆𝒅)/(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒊𝒏𝒄𝒐𝒎𝒆) * 𝑪𝒓𝒐𝒔𝒔𝒆𝒍𝒂𝒔𝒕𝒊𝒄𝒊𝒕𝒚𝒐𝒇𝒅𝒆𝒎𝒂𝒏𝒅=(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒒𝒖𝒂𝒏𝒕𝒊𝒕𝒚𝒅𝒆𝒎𝒂𝒏𝒅𝒆𝒅)/(𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒄𝒉𝒂𝒏𝒈𝒆𝒊𝒏𝒑𝒓𝒊𝒄𝒆𝒐𝒇𝒂𝒔𝒖𝒃𝒔𝒕𝒊𝒕𝒖𝒕𝒆𝒐𝒓 𝒄𝒐𝒎𝒑𝒍𝒆𝒎𝒆𝒏𝒕) Government Actions in Markets * Key Concepts: * Consumer surplus is the excess of the benefit received from a good over the amount paid for it. * Producer surplus is the excess of the amount received from the sale of a good over the cost of producing it. Utility, Possibilities, Preferences, and Choices * Key Concepts: * Total utility is the total benefit that a person gets from the consumption of all different goods and services . * Consumption possibilities are all the things that you can afford to buy. Described by a budget line. * Marginal utility is the change in total utility that results from a one-unit increase in the quantity of a good consumed. We assume positive and diminishing marginal utility. * Consumer equilibrium is a situation in which a consumer has allocated all available income in the way that maximizes total utility. It happens when marginal utility per dollar for all goods are equal. * Marginal utility per dollar is the marginal utility from a good that results from spending one more dollar on it. Utility, Possibilities, Preferences, and Choices * Real income is the income expressed as a quantity of goods that the household can afford to buy. * Indifference curve is a line that shows combination of goods among which a consumer is indifferent. * Relative price is the price of one good divided by the price of another good. * Marginal rate of substitution (MRS) is the rate at which a person will give up a good to get an additional unity of another good. It is usually a diminishing MRS. * Best affordable choice happens on the highest attainable indifference curve where MRS = slope of budget line. Output and Costs * Key Concepts: * Total product is the maximum output that a given quantity of labor can produce. * Marginal product of labor is the increase in total product that results form a one-unit increase in the quantity of labor employed. Increasing initially and diminishing eventually. * Average product of labor is equal to total product divided by the quantity of labor. Maximum when it intersect the marginal product curve. Output and Costs * Total cost = total fixed cost + total variable cost * Marginal cost is the increase in TC that results from a one-unit increase in Output * Average cost is cost per unit of output. AVC curve and ATC are minimum where it intersects MC curve. * ATC = AVC + AFC * Changes in Cost Curves can be caused by changes in Technology and Prices of factors of production Output and Costs * In the long run, all firm's costs are variable. It faces diminishing return and diminishing marginal product of capital. * Economies of scale are features of a firm's technology that make average total cost fall as output increases. * Diseconomies of scale are features of a firm's technology that make average total cost rise as output increases. * Constant returns to scale are features of a firm's technology that keep average total cost constant as output increases. Perfect Competition * Key Concepts: * Many firms sell identical products to many buyers * Perfect competition is a market in which: * There are no restrictions to entry into the industry * Sellers and buyers are well informed about prices * Established firms have no advantages over new ones * Total revenue is equal to price multiplied by quantity sold. * Demand for a firm's product is perfectly elastic but not the market demand. * Marginal revenue is the change of total revenue that results from a one-unit increase in quantity sold. Perfect Competition * Economic profit = TR – TC. Maximized when MC = MR. * Economic loss = TFC + (AVC - P)Q Shutdown point is the price and quantity in which it is indifferent between producing and shutting down. Occurs at the price and quantity at which average variable cost is minimum. * Firm's Supply Curve is equal to MC after cross the AVC * Break even occurs at the price and quantity at which average total cost is minimum Perfect Competition * Entry and exit in the long-run: * Economic profit incentives new firms to enter a market. New firms on that market makes market price falls and economic profit decrease. * Economic loss incentives new firms to exit a market. Less firms on that market makes market price rise and economic profit increase. * Firms make zero economic profit on long-run equilibrium Monopoly * Key Concepts: * MR < P * Monopoly is a market with a single firm that produces a good or service with no close substitute and is protected by barriers to entry that includes natural, ownership, and legal barriers to entry. * Single-price monopoly Profit-maximizing quantity when MR = MC and price determined by demand curve. Higher price and smaller output when compared with perfect competition. * Perfect price discrimination occurs if a firm can sell each unit of output for the highest price someone is willing to pay for it. * Price discrimination charges different prices for the same product. QUESTIONS? EXERCISES!!! Introduction to Economics Assume that Anju and Zain both produce cakes and pies. Anju can produce a maximum of 40 cakes, or 25 pies per hour. Meanwhile, Zain can produce a maximum of 50 cakes, or 40 pies per hour. a. Who has an absolute advantage in cake production? b. Who has an absolute advantage in pie production? c. Who has a comparative advantage in cake production? d. Who has a comparative advantage in pie production? e. How can both benefit from trade? Demand and Supply "Monday's mass shutdown of the Toronto subway system was a bonanza for alternative modes of transportation, including Uber, the online ride-hailing company. Unfortunately, it was also a bonanza for economic ignorance and self-defeating kvetching. Faced with a sudden and massive increase in the number of people calling upon its services, Uber did what it does in all such situations: it switched to what it calls "surge pricing," based on an algorithm that raises prices in those areas of the city where demand is highest, and for as long as the surge remains in effect. Prices in some areas were reported to be three or four times Uber's normal rates." From: http://news.nationalpost.com/full-comment/national-postview-ubers-real-life-lesson-in-econ-101 Please explain the rationale behind Uber's surge pricing. Elasticity * Please explain the relationship between total revenue and elasticity * The price of orange increases by 20%, which cause a decrease in demand for orange by 10%. Comment about the elasticity of demand Government Actions in Markets The losers under rent control include a. Long-time renters who keep their apartments b. Renters who live in marginal apartments that are taken off the market c. Landlords d. B and C Government Actions in Markets A subsidy a. Lowers the price received by farmers b. Decreases the quantity supplied in the market c. Raises the price received by farmers d. Prevents the deadweight loss from underproduction e. Decreases total revenue received by farmers Utility, Possibilities, Preferences, and Choices * Explain why the indifferent curves are (1) convex, (2) do not cross, (3) increasing outward * Graph a budget line indicating the consumer equilibrium and its indifference curve. Output and Costs Profits are maximized at the output at which marginal cost equals marginal revenue. If the market price falls below the minimum average variable cost: a. the firm should shut down. b. the firm should produce more. c. the firm should produce less. d. None of the above. Output and Costs Which of the following statement about a long run cost curve is true? a. The minimum is always below the minimum point reached by a short run cost curve. b. There are always decreasing returns to scale. c. It shows the minimum average cost to produce a given output when all inputs can be varied. d. All the above. Output and Costs As output increases, marginal cost will eventually a. increase because of the law of increasing returns b. increase because of the law of diminishing returns. c. decrease because of the law of diminishing returns. d. decrease because of the law of increasing returns. Perfect Competition * Explain in words why the demand curve a firm faces in a perfectly competitive market is horizontal * Which of the following is always true for a perfectly competitive firm? a. P = MR b. P = ATC c. MR = ATC d. P = AVC Monopoly BC Translink decide to implement perfect price discrimination. a. What are the conditions for price discrimination? b. What are the results of perfect price discrimination? Illustrate with graph Monopoly The graph below shows the market demand, marginal revenue, and marginal cost curves of a single-price monopoly. a. What are the profit-maximizing output and price of the monopoly? b. If it were a perfectly competitive market, what would be the profit-maximizing output and price? c. Shade on the graph above the areas of consumer surplus, producer surplus, and the deadweight loss created by the monopoly? 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Kid Venture Guidelines (Kindergarten -5 th Grade) Kid Venture Mission: To help children connect to God and others in an atmosphere of fun. Kid Venture Vision: Our K-5 Grade Kid Venture worship service is filled with music, dancing and large group teaching. Large groups are for Bible storytelling and worship. Then we break out into age appropriate small groups for personal interaction as kids learn to apply biblical truths to their own lives. We want every child who is transitioning into the sixth grade to have made the following 3 decisions: I need to make the WISE choice. Jesus Loves me and has a plan for me. I can TRUST GOD no matter what. I should treat OTHERS the way I want to be treated. Our ministry specifically designed to attract the heart of children in such a way that their Kid Venture experience is the most exciting and enjoyable hour of their week. Our Values 1. Fun Our goal is to make every child's Kid Venture experience the most exciting and fun hour of their week. In order to accomplish this, we wrap each service in a package of fun-filled moments for both the children and those serving. 2. Family At Kid Venture, our desire is to partner with parents in encouraging children along their spiritual journey. We believe Kid Venture is a support to the family in equipping, teaching, and discipling children in their journey to know God. 3. Fellowship Ministry is about relationships. In our services, we are intentional about developing authentic relationships between leaders and kids through small groups and other special events. 4. Fundamentals At Kid Venture we view our experience with the children as more than playtime and babysitting. God has afforded us an opportunity to speak into the lives of future leaders and world changers. Therefore, our goal is to creatively teach relevant principles from the Word of God that are understandable and applicable into children's lives. 5. Encountering the Father At Kid Venture we believe that children are big enough to experience the fullness of God. As a result, we challenge our kids to go deeper in their connection with the Holy Spirit in a spiritually safe environment. While these values are our hope and desire for all children, we know this cannot happen without a safe and secure environment. Summit Heights Fellowship is committed to providing a safe and secure environment for our children, a safe sanctuary where they can connect to God and others through our ministries. By adopting these policies and procedures we are striving to create a safe place where kids can connect to God and others. Both safety and sharing the gospel are vital for our children to experience the Lord. These policies will guide workers; both paid and volunteer, as they work with children to help set safe guards to protect volunteers, employees, and children from abuse or false allegations of abuse. Requirements for Becoming and Remaining an Kid Venture Ministry /Volunteer Worker All Ministry Workers at Summit Heights Fellowship, both paid and volunteer, are required to be examples in faith and conduct. One of the best ways to present Christ to the people of our community is to maintain a high standard of excellence. Therefore, the following guidelines will be required of all Ministry Workers. * Be a born-again believer/ follower of Jesus Christ * A person 18 years or older must Submit to a county, state, and national wide background check. * Be loyal to the pastors and leaders of Summit Heights Fellowship Church. Encourage and support Unity within the church and ministry. * Complete 101-membership class and/or be scheduled to attend the next available time of 101 Membership. * Must Provide 2 References (References must have personal knowledge of the applicant) * Regard children as gifts from God, treating each child in a loving, positive, kind and respectful manner at all times. * Before leading in a position must shadow a current volunteer a minimum of 1-2 times before assuming the role. * Complete a Kid Venture application and interview with a Pastor, Director or designated ministry leader. * Attend Ministry Volunteer/Worker's meetings and workshops. * Give notice if you know you will be absent and try to find a replacement within the approved volunteer leaders for your role. * Be neat and modest in your appearance (see Dress Code for specifics). * Be faithful to your assigned position. * Be a regular attendee of Summit Heights Fellowship * And have FUN! Schedule Guidelines ALL Volunteers must wear their Kid Venture Volunteer Shirt when serving in Ministry. Pre-Service/Arrival- Pre-Service is a time of ministry for you to prepare for your service and connect with kids before the actual service starts. We ask all volunteers and worker to arrive at least 30 minutes before the scheduled service/event starts. This give the volunteer time to set up their area, asks questions, and organizes for the service. We believe that the pre-service time is crucial in connecting with kids. The pre-service time is their first connections and many times where the form their opinion about Kid Venture. Please spend a few minutes praying and asking the Lord to use you and move in the lives of the children you have the privilege of ministering to. Service- We ask that all volunteers/worker be engaged and focused during their service in Kid Venture. We ask that you refrain from cell phone use and adult socialization. Attendance Policy- Good attendance and punctuality is vital to maintaining a successful ministry. If you are on the schedule, then you are needed to work and be on time. In the event of an emergency or illness, you must contact or try to find a replacement through closed social media groups, phone call or email. If a replacement cannot be found you must contact the ministry leader before the beginning of your scheduled service Absenteeism not providing notification and/or excessive absences puts a strain on the ministry and leaves kids with no leader during the service. Departure Procedure- Return all supplies, back to proper place. Turn all lights, toys, and electronics off. Tidy up the area that you used by picking up trash, pushing in chairs etc., creating an inviting area for the next ministry to use. No volunteer/workers can leave until their group's children have been properly checked out. Kid Venture Volunteer Roles and Responsibilities There are many roles within our ministry that come together to make up Kid Venture. Each position is crucial to the success of the ministry. All Ministry Volunteer/Workers are expected to participate in all aspects of the ministry including room preparation and cleanup, praise and worship, prayer, and lesson activities. Service Coordinator (Usually the Children's Pastor)- is responsible for overseeing all aspects of the service as well as handling issues with workers and parents of children with behavioral issues. They are also responsible for collecting and depositing the offering, attendance and scheduling. Overseer (Usually The Children's Pastor)- The Overseer is the room administrator. This means they are in charge of ensuring the class goes according to plan. The Overseer is responsible for making sure the room is prepared for the upcoming class. They greet the parents and the child and accept the child at the door. The Overseer makes sure that all the elements of ministry, i.e., praise and worship, prayer, crafts, etc., are completed. They also ensure that all the practical aspects of childcare are accomplished. They may delegate responsibilities as needed. The Overseer releases the children at the end of the class, and is responsible for making sure that the Ministry Workers clean the room properly before leaving for the day. Teacher -The Teacher's duty is to prayerfully prepare and teach the lesson to the children. To ensure the proper environment for the children to receive the teaching, it is vital that the other Ministry Workers in the room help encourage and direct the children's focus toward the teacher in order to create a teachable atmosphere. The Teacher is responsible for the spiritual atmosphere of the room during the entire service. The Teacher also needs to assist the other Ministry Workers in keeping their conversations focused on the children and of a positive nature. The Teacher may also be the room Overseer. Small Group leader- The Small group is there to interact with the children during the pre-service time. They monitor kids during Large group worship and lesson time by encouraging them to participate during the Large group time. They are responsible for leading their small group through the provided material. They are there to help connect kids to God and others. They are the relational piece that helps kids take the Large group lesson and apply it to their everyday lives. They are helping create a safe place for kids to explore and question who God is. They create a fun and meaningful small group experience during the service by helping kids get out of rows and into circles. Stick to the small group material provided; please do not go off on tangents or other topics. We have chosen these lessons because we think these truths about Jesus are important for us to tackle this week. We want these kids to walk away this week knowing these truths. We would rather them walk away knowing these truths then be thrown a lot, but not remember anything. Also, we believe these topics are appropriate for kids at these ages. Small Group Helper- in addition to interaction with the children, the duty of the Small group helper is to assist the Small group leader in whatever capacity they can. This may include helping get kids focused, helping facilitate an activity, gathering supplies, escorting kids to get a drink or to the restroom. The Small Group Volunteer is also expected to actively participate during all ministry times. This is a time for the Volunteer to develop their spiritual gifts. A Small group helper is NOT to talk to the children's parents, take over the leaders' role, or …… Check-in Assistant- is responsible for overseeing the check in process of Kid Venture. The Check in Assistant is the very first impression the guest and member receive of Kid Venture. The check in assistant helps parents/care givers get children checked in to the proper area based on age and welcomes them to Kid Venture. They provide the first step in the security and safety of all children in Kid Venture. Visibility Guidelines Church activities for children will be scheduled in areas visible from adjoining areas. Visibility should be maintained by leaving curtains/blinds open and, whenever possible, the dutch door to the room left open. At no time can an adult meet alone with a child in any room where the door is closed, or in an area where they cannot be seen. Appropriate and Inappropriate Behaviors Some examples of inappropriate behaviors are but not limited too: Lengthy embraces, holding children over the age of 5 on the lap, wrestling with children or youth, tickling, piggyback rides, any type of massage, frontal hugs, etc. Suggested Appropriate behavior High five, fist bumps, side hug, pat on the back, sitting beside a child Discipline Policy No corporal punishment, No form of physical discipline is acceptable during a Kid Venture ministry event. This prohibition includes spanking, slapping, pinching, shaking, hitting, or any other physical force Restraint may only be used to stop a behavior that may cause immediate harm to the acting individual or another individual, or damage to property. If restraint is needed the volunteer/worker must call/reach out for assistance or observation from another adult volunteer or worker. § If you have a discipline problem with a child use these steps in this order 1. Redirecting them to whatever it is you want them to do, 2. Ask them to not do whatever it is, then explain to them why 3. If the behavior continues, have the child sit out from the activity/small group (this should be away from the group, but still close enough that you can see them at all times) We want to use as much positive verbal correction as possible, along with praising the child for good behavior. This will be handled as required with no need to report the incident to the parent, unless asked by the parent to do so. In which case, only the Overseer or the Small Group Leader is to discuss behavior upon a parent request. Positive Words and Tone Ministry Workers may never use words or tones of voice that shame or frighten a child. We will never send a child to the corner or spank them while in our care. If a child is behaving inappropriately (or is about to), a Ministry Worker needs to stop the action, tell the child "no," give the child a new instruction on how to act, redirect them, and praise the child when the child obeys. If none of these methods work, ask for help from the Children's Ministry Pastor or Overseer. Vehicle safety This is ONLY for church sponsored events ONLY, such as Preteen Camp. If a church employee or volunteer is driving children/youth in a personal vehicle, for a church sponsored event, the driver must be 21 years of age or older, have a valid driver's license, drive the speed limit or below it, adhere to all traffic laws, and carry a minimum of auto liability insurance. In all cases, the driver must wear his/her seat belt and require the children/youth to do the same. The use of a hand held cell phone or other hand held communication device (including texting) is prohibited for any driver while driving any vehicle that is transporting children/youth. Restroom Policy Volunteers are to take children to the Restroom area, but are NOT to enter in a bathroom stall with children. The designated children's bathroom are to be used during ministry events. Adults can stand at the bathroom entrance to monitor the bathroom. The Volunteer must leave the bathroom entrance doorway open as the volunteer is monitoring the bathroom. An adult should never be left alone behind closed doors with a child in the bathroom. Should an emergency occur in the bathroom and an adult is needed to assist a child there must be 2 adults present and all doors open in the bathroom area. No Children in the Halls Policy Unattended children are not allowed in the hallways at any time during a class. Children must be with their parent or guardian or in their age-appropriate group area. In the event that you encounter an unattended child in the hall, direct them back to their parent or guardian or to their appropriate classroom. Emergency Procedures: Tornado- In the Case of a Tornado Warning all Kid Venture Children will be moved into the small group room "F". Children should face an interior wall, with knees and elbows on the ground, and hands over the back of their head. Illustrations of this position should be available to the students prior to a severe weather event. See illustration bellow. Fire/Gas- In the event that a fire, smoke from a fire, or a gas odor has been detected: Evacuate students and volunteers to a safe distance outside of the building. Kid Ventures first evacuation route option is the large back parking lot. All kid Venture kid will be routed out to the large back parking lot, where parents can get their children after all children are accounted for. If the first route(s) are too dangerous, follow alternate route on the fire exit maps placed around the building. LOCK-DOWN PROCEDURESLock-down procedures may be implemented in situations involving dangerous intruders or other incidents that may result in harm to persons inside the church building(s). * Details of the safety plan will not be shared publicly to ensure the safety of the Kid Venture children and volunteers. Incident Reports A Notification of Incident Report form needs to be filled out in great detail when a child's behavior needs to be documented. Documentation of these incidences is necessary in the event of future occurrences that warrant informing the parents or removal of the child from the classroom. This form is located in the classroom and needs to be filled out completely by those who witnessed the behavior. Please have the parent or guardian and the Overseer sign the Incident Report form. This form should be turned in with the roster. Unacceptable Behavior The following will require an Incident Report * Biting * Fighting * Hitting * Kicking * Spitting * Hair-pulling * Verbal abuse * Repeated disobedience that does not improve with verbal correction * Tantrums (uncontrolled crying or screaming accompanied by flailing of the arms and/or legs) Dress Code During the course of a typical class, a Ministry Volunteer/Leader will have gotten on the floor to play with a child, played a interactive game, raised their hands during praise and worship, and been in contact with many parents. Therefore, proper dress must be modest and comfortable. Please remember: if you are not sure if your clothing is modest or appropriate, err on the side of caution and don't wear it! Appropriate attire is expected of all Ministry Volunteer/Leaders. Good Clothing Choices The following examples are considered appropriate: * Females: Dresses and skirts that are at or below the knee, capris, pants, and nice shirts without offensive language or symbols. * Males: Shirts without offensive language or symbols, pants, nice jeans (not torn or worn out). * A Kid Venture T-shirt is provided for all volunteers to wear while serving in Kid Venture; in most cases Jeans are the easiest and most comfortable article to wear with this clothing. Clothing to Avoid: Clothing with foul/offensive language, tight or low cut articles of clothing that leave little to the imagination. Health Policies Wellness Policy for Children and Ministry Workers Gateway Church follows the American Academy of Pediatrics recommendation that a child or childcare worker should not attend church when the following symptoms exist: * A fever of 100 degrees or higher * Diarrhea or Vomiting, currently or within the last 24 hours—no matter what the cause is (medication, teething, etc.) * Any symptom of childhood diseases such as Scarlet Fever, German Measles, Mumps, Chicken Pox or Whooping Cough * Common cold * Sore throat, constant cough or croup * Colored mucus (runny nose that is not clear) * Any unexplained rash * Any skin infection: boils, ringworm, impetigo or any open sores that leak fluid/blood even if the condition is caused by eczema or other benign skin conditions * Pinkeye or other eye infections/mucus or redness of the eye * Any communicable disease * Lice, including the presence of eggs or nits These rules apply to all children and all Ministry Workers. If you have any of these symptoms or your children have any of these symptoms, do not come to work. If you suspect a child is sick during class, contact the Service Coordinator. The Service Coordinator will page or call the parent if needed. All children and Ministry Workers must have been free of symptoms without medication for 24 hours. Children with Allergies Any child who has a food allergy such as dairy will have an "Allergy Alert" Sticker given during check-in with the allergy written on the sticker. Also, make a note of the allergy on the roster or in the check in system. Ask parents how serious the allergy is and what the symptoms would look like if the child comes in contact with or ingests the allergen, which should be noted in the check-in system. No Medication Policy No medication may be administered by Kid Venture Ministry Workers/Volunteers with the exception of an EpiPen® in the case of lifethreatening reactions. The parent must give all other medication, both oral and topical, such as teething gel, teething drops, eye drops, etc. Kid Venture Ministry Workers are prohibited from opening or taking medication while in the classroom. In the event that medication is needed, the Ministry Worker must leave the classroom to administer medication for themselves. (the only exceptions made to this are for Preteen camp or over night event, in which a medication release form would be filled out) EpiPens® If the EpiPen is administered or serious symptoms occur (swelling of the face and neck, severe coughing or difficulty breathing), call 9-1-1, press the panic button* and contact the parent or guardian. When to Wash Your Hands: * Before handling food or bottles * After using the restroom * After changing each child's diaper * After assisting a child in the restroom * After wiping a child's nose Texas Child Protection Definitions and Laws Child abuse or neglect as defined by the Texas Family Code: Child abuse is defined as acts or omissions which cause or permit: * • mental or emotional injury to a child. * • Physical injury or threat of physical injury to a child. * • Failure to make reasonable efforts to prevent action by another person that results in physical injury to a child, * • Sexual contact with a child * • Failure to make reasonable efforts to prevent sexual contact with or in the presence of a child Neglect includes: * • Leaving a child in a situation where the child would be exposed to a risk of harm * • Requiring the child to use judgment or take actions beyond the child's level of maturity, physical Condition or mental abilities * • Failure to obtain medical care for a child * • Failure to provide a child with food, clothing or shelter necessary to sustain the life or health of the child Sexual misconduct Sexual misconduct claims include all crimes involving sexual conduct under the Texas Penal Code. They include indecent exposure, indecency with a child, and sexual assault including rape. They also include conduct that may not violate a penal statute but is sexually oriented, as in sexual harassment and sexual suggestion. If workers in the church commit this conduct, either employed or volunteer, claims are often made against the individual and the church. It is every person's duty to report child abuse or neglect. The Texas Family Code requires that any person who learns of, or believes that a child's health or welfare has been adversely affected by abuse or neglect, must report that belief immediately. Call the Abuse Hotline at 1-800-252-5400 or, in the event of imminent danger to the child, call 911. Any person who learns of or has cause to believe that a child's physical or mental health or welfare has been or may be adversely affected by abuse or neglect by any person must report that belief to a local or state law enforcement agency or the Texas Department of Protective and Regulatory Services. Reporting to the pastor or activity director will not suffice. Report directly to the hotline or to law enforcement. Reporting/Response procedures It is the policy of the church to report any incident of child abuse or neglect toward any child/youth, and also to report signs of suspected abuse, to the proper authorities Any individual volunteer or employee who has a reasonable suspicion, or upon receiving a report of child abuse, shall promptly report the suspicion to the Texas DFPS Abuse Hotline at 1-800-252-5400 All volunteers are to notify the Ministry Leader of any suspected or reported abuse that is seen or shared during or on the premises of Summit Heights Fellowship or that includes a worker or volunteer of the church. 1. Confidentiality. To protect the reputation and name of both the accused and Children, those who know of an alleged incident of child abuse should disclose information only to Texas Abuse Hotline and ministry leader. 2. Initial Reporting. The observer of suspected child abuse shall report the incident to the Texas Hotline and Ministry Pastor within 24 hours. A written report shall follow as soon as possible. 3. Response Team. The individual receiving the report shall promptly (a) notify the Senior Pastor. The Ministry Leader will consult with the elders who may temporarily remove the accused volunteer/employee based on accused allegations until the case is concluded by authorities. 4. Pastoral Care Team. As appropriate, the Pastoral Care Ministry leader, in consultation with the Senior Pastor, may appoint and provide available a counselor to the victim and accused. Ministry Volunteer Leader's Manual Acknowledgement Form This manual is intended to be a source of information and a general overview of Kid Venture policies and procedures. Since the information, policies and benefits described here are necessarily subject to change, I acknowledge that revisions to the manual may occur. I understand that I will be notified of any updates and changes, and the revised information may supersede, modify or eliminate existing policies. If I have questions regarding the content of this manual, I will ask my Service Coordinator for clarification. The Kid Venture Ministry Volunteer Leader Manual, revised January 22, 2018, has been made available to me. By signing below, I acknowledge receipt of the Kid Venture Manual. I agree to read the manual and to adhere to the policies and procedures found within, as well as any future revisions. 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Phase 4 - Assessment Name: Class: Date: Tested by: - Show each ﬂashcard. If the child can say the correct phoneme – tick the ﬁrst box. - If at any time a child seems to ﬁnd it too diﬀicult – stop the assessment at that point! - Hide the ﬂashcards. Say each phoneme and ask the child to write the grapheme on a whiteboard or piece of paper. - If they write it correctly - tick the second box. - Even at the start of Phase 4, children should get ticks in the majority of these boxes. \| j \| \|---\| \| v \| \| w \| \| x * \| \| y \| \|---\| \| z \| \| qu * \| \| ch \| \|---\| \| sh \| \| th \| \| ai \| \|---\| \| ee \| \| igh \| \| oa \| \| oo \| \| ar \| \| or \| \| ur \| \| ow \| \| oi \| \| ear \| \| air \| \| ure \| \| er \| Phase 4 - Assessment Blending Assessment (Phase 4 nonsense words) Name: Class: Date: Tested by: Show the child the ﬂashcard with the ﬁrst (nonsense) word on it. Ask them to soundtalk (say each sound in the word) and then blend the word together. If they just read it, ask them to go back and soundtalk. Tick if they can soundtalk and blend correctly. Repeat for all words. Stop if children are struggling! At the start of Phase 4 children may well get very few ticks. Sound and words Tick if correct – otherwise record exactly what child said or did 1. glang g-l-a-ng 2. plick 3. vust 4. ploach 5. neest 6. quorst 7. stroink 8. clights 9. thrunch p-l-i-ck v-u-s-t p-l-oa-ch n-ee-s-t qu-or-s-t s-t-r-oi-n-k c-l-igh-t-s th-r-u-n-ch 10.splaish s-p-l-ai-sh Segmenting Assessment (Phase 4) Say the ﬁrst word to the child. Ask them to segment orally and then write the word in their whiteboard. Tick if they spell the word correctly. Repeat for all words. Stop if children are struggling! At the start of Phase 4 expect children may well get very few ticks. Any observations:	<urn:uuid:f4345d8a-9d80-4be9-abb1-4fc8c24e8a20>	CC-MAIN-2020-40	https://www.phonicsplay.co.uk/assets/resources/public/pdfs/assessments/phase4-assessment.pdf	2020-09-19T11:30:29+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00212.warc.gz	1,025,903,672	565	eng_Latn	eng_Latn	0.996771	eng_Latn	0.996862	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 684, 1780 ]	[ 4.65625 ]	1	0
General Characteristics of Soil\| sample answer Q: 'Examine the general composition and characteristics of any one soil type that you have studied' (2007 Q17) Latosol- A tropical zonal soil. 3 aspects will be discussed. 1. Composition: Soil is composed of a number of ingredients/components. These components can vary in portion. All soils form as result of the action of several factors. THese factors combine to influence the many processes at work in soil formation eg. Leaching and weathering. These give soil its own characteristics. Soil is composed of number of ingredients and constituents. The components of soil are mixed in different quantities to create different soil types. They are made up of mineral matter, air, water, humus, living organisms. However, climate is the single most important factor in determining what a soil will be like as climate influences vegetation, the rate of weathering and soil, forming processing in an area. The majority of soil is composed of mineral matter. Mineral matter are rock particles from the bedrock and weathered rock. The soil type varies depending on mineral matter. Unconsolidated material eg boulder clay will help form soil more rapidly than solid bedrock as it is partly weathered. Soil is also composed of organic matter. Organic matter includes decaying plants and animals which bacteria and fungi breakdown. Humus is a dark brown jelly-like substance formed from organic matter. Living organisms are also included in 'organic matter', earthworms, beetles, fungi, bacteria; they digest organic matter to humus and also mix and create soil. Water is another important component of soil. The amount of water is determined by the climate of the area in question. Water affects the rate and type of weathering and rate of decay of organic matter and rate of leeching. If there is too little water- drought brings evaporation and upward movement of water causing salinisation and calcification. If there is too much water waterlogging inhibits humification. Latosol is a tropical zonal soil developed in response to tropical and equatorial climate. These climates have up to 6000 mm of rainfall per annum which causes leaching and rapid humification. Latosols are rich in aluminium and copper and organic matter. 2. Characteristics: all soils can be described according to their characteristics. Characteristics may vary. General Characteristics of Soil\| sample answer Organic content. Organic matter of soil is important due to its ability to support plant growth. Organic matter is very fertile because it is rich in nutrients. Latosols have a low humus content. This is due to the rapid breakdown of organic matter by the many bacteria which thrive in the hot and wet conditions and rapid uptake of humus by plants. Water is important for a soil for the following reasons; it enables plants to absorb nutrients dissolved from the mineral grains and it reduces soil erosion by wind because water holds soil particles together. Latosols are wet due to high rainfall in the tropical region, are very permeable. However should the forest cover be removed soil dries out rapidly and becomes impermeable to water and useless for farming. Colour. The colour of a soil depends on factors such as the rock it developed upon, parent material and the processes that have occurred such as leaching. Latosols are red or yellow in colour. Leaching is so intense that only aluminium and iron compounds are left. These compounds give the soil its red or yellow colour. The pore space between the peds hold air and water and are important for plants to access air and water in the soil. The shape of peds indicated the structure of soil. Latosol is often poorly developed due to intense chemical weathering of mineral grains which prevents well shaped peds forming. Texture describes how a soil feels to the touch. The texture of a soil is controlled by the amount of sand, silt and clay particles in it. 3. Factors and influences: Various factors influence the processes affecting soil and soil characteristics. Climate, relief, parent material, living things and time are important controlling the formation of soils. They do this by influencing the processes affecting soil and soil characteristics. Climate is the most important factor in soil formation. Temperature and precipitation are the biggest effectors. Temperature is important in bacteria activity. For example in hot weather, bacteria thrive and cause rapid decomposition. Latosols are up to 40m deep in parts of Brazil because the climate has very high temperature. This high temperature and the permeability of the soil causes heat and moisture to reach deep and cause deepest soil. Relief can influence the depth and drainage of soil. In general sloping land is well drained and soils are quite dry. However mass movement (soil creep) can occur, meaning soil is spread thin. Flat upland is cold and wet meaning microorganisms are slow to work. An accumulation of dead debris occurs and peat is an example of this. Resulting in upland soils being infertile. Latosols in Brazil are formed under the rainforest on flat land and on slopes which allows tree growth. They are thicker on flat land and thinner and better drained where land is sloping. Parent material affects soil characteristics. The type of rock that a soil develops from can influence its pH, colour, water content and texture. General Characteristics of Soil\| sample answer For example limestone produces calcium rich, dark- coloured soil. In general igneous and metamorphic rock tend to develop acidic soils. The parent material of a soil is not always rock. Soil can develop from sands and gravel too. A variety of parent materials are found under latosols in Brazil. These different parent materials cause latosols to vary in colour from red to yellow. Laterisation is the dominant process in forming latosols. Laterisation is a combination of deep leaching and chemical weathering. These combine to dissolve all mineral except iron and aluminium. If soil erosion removes the loose topsoil, iron and aluminium is exposed. 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EDUCATION PROGRAMME 'HOW TO' GUIDE © Disney An introduction to the 'Circle of Life' award A social action project framework designed to encourage young people to create positive change in their community. Created by Disney Theatrical Group, in partnership with the education charity, Young Citizens, this project draws on Simba's story and the themes at the heart of The Lion King musical. Through participation, young people are inspired and empowered to tackle real community issues. Working in their project group, young people start by identifying an issue they want to change. Supported by their teachers, the learners are then responsible for planning and implementing a social action project that addresses either the root cause, or the effects of this issue. Join a national movement of schools inspired to make a difference locally! How it works 1. Select your group(s) 2. Schedule up to 6 sessions together and allow time for the project to take place 3. Work through the phases 'Aspirations', 'Planning' and 'Implementation' Please note: Use as much of the resources as you wish, this framework is designed to be flexible and provide you with as much support as you need, please adapt resources as you require to make it work for your group. 4. Undertake your project and please ensure you share your school's safeguarding policy about communicating with external people and organisations clearly with the students. 5. Tell us about your project to receive your award 6. Any questions please email email@example.com Key benefits of participation Youth social action is gaining increased attention from many education and policy leaders, including Ofsted. It is valued for its double-impact model whereby it benefits: * the young person to develop key employability skills such as resilience, problem solving, communication, teamwork and project management * wider society by developing a more empathetic and compassionate citizenry, with a sense of agency to address change to benefit others in our community It is also a great opportunity for your school to foster new or deeper links with your local community. On completion of your school's project you will receive a framed 'Circle of Life' award. This acknowledges your school's commitment to social action and to serving its community. 2 The resources The 'Circle of Life' award resources are broken down into three phases to reflect the steps the young people will go through when planning a new social action project. Complete sessions 1A to 3B in order. Download the 'Teacher Notes' from within the 'Teacher Pack' for a step by step session guide. Sessions 'A' are teacher-led, sessions 'B', are student-led, but you will need to be present to support. Sessions should last approximately 50 minutes. Refer to a PDF presentation and to three videos from The Lion King company when prompted in the 'Teacher Notes'. You will need an internet connection to play the videos, and a large screen to share the presentation. Student worksheets can also be downloaded from the website. Phase 1 – Aspirations 1A – the teacher-led resource introduces the students to the 'Circle of Life' award and encourages young people to consider their local community and their aspirations for the area. 1B – this student-led resource will get the students to start assigning roles in their teams and consider how they can turn their aspirations into practical possibilities. Phase 2 – Planning 2A – the teacher-led resource will help the students to start effectively planning the project, they will confirm roles, timelines and the details of the project. 2B – this student-led resource will encourage the young people to plan their project in further detail, assigning tasks and researching possible external partners. Phase 3 – Implementation 3A – this teacher-led session will guide the students as they complete the planning and timelines in their student pack. 3B – this student-led session will allow the students to complete their planning and start focusing on how they might coordinate and publicise their project through press releases etc. All the resources can be downloaded from this website. Apply for 'Circle of Life' award Once the project is completed a project representative (teacher or young person) can submit details of your school's project at www.lionkingeducation.co.uk/circleoflifeaward Once the submission is received and has been reviewed, your school will receive your 3 'Circle of Life' award in recognition of your school's commitment to creating a fairer and more inclusive world through young people's social action. "The Circle of Life Project gave our students an amazing opportunity to adopt an outward looking vantage point that hones into the needs of their community. It provided the young people with a safe and supported structure through which they can demonstrate kindness, compassion and thoughtful citizenship." Nina Moore, Headteacher, Full Circle Education Your role and the programme delivery Young Citizens have resourced and trained more than 10,000 teachers in social action over the past decade. This experience informed the way the 'Circle of Life' award has been designed for maximum flexibility. * You can decide whether to use the suite of teaching and learning resources to initiate new ideas, or to help guide existing social action projects for even greater impact * You can choose to run this programme during curricular or extra-curricular time * You decide whether it's for everyone, or for a self-selecting group * The resources are optional and you can adapt them to suit the needs of your students * Once the students have completed their social action project, either a youth representative or you will need to submit a short form to apply for the 'Circle of Life' award. We are looking forward to hearing all the wonderful ways in which young people lead positive change in their communities. 4 EDUCATION PROGRAMME 5	<urn:uuid:38e051c3-4424-4dc6-a63b-d566672b08fa>	CC-MAIN-2020-40	https://www.lionkingeducation.co.uk/backend/wp-content/uploads/2019/08/Citizenship_How_To_Guide.pdf	2020-09-19T13:18:32+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00217.warc.gz	981,564,248	1,188	eng_Latn	eng_Latn	0.998799	eng_Latn	0.998737	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 45, 2330, 4494, 5962, 5986 ]	[ 3.609375 ]	2	0
A Parent's guide to Google Classroom F.Colunga What is Google Classroom? * Google Classroom is an online tool that teachers can use to coordinate and connect with students in a digital way. * Google Classroom allows students to complete assignments, gather materials and even interact in web conferences one to one or as the whole class! * YouTube and Google Drive are integrated with Google Classroom and can be used by both teachers and students for assignments and presentations. How Do You Set Up Google Classroom? * There are two simple ways for students to join their Google Classroom! - Via email - Using a code provided by the teacher. * Each class is private to those who have joined. * Once your child has joined they will have access to all the features for the student side of Google Classrooms. - Assignments - Uploading files - Connecting with their teacher or classmates with Google Meet. Joining the Classroom Using Email! * The first method is with an email from the classroom teacher. * This email will include a clickable link that leads straight to your child's Google Classroom. * Simply click the Join button to move to the next step! Joining the Classroom Using Email! * Once you click the join button, you'll be taken to the Google Classroom page classroom.google.com * You'll get a notification that looks like thisthis is just to make sure that you are on the right email! * If you are, go ahead and click join. * If not, then click switch account and then join once you are on the correct account. Joining with a Classroom Code! * The teacher can send you this code, usually a mix of numbers and letter, in order to allow you into the classroom. * Just go to google.classroom.com or download the app from either the Playstore (for Android users) or the iStore (for Apple users). * Once in Google Classroom, click the + symbol in the upper right hand corner of your screen. * Click "join" to go to the next step! Joining with a Classroom Code! * Once you've clicked join, the screen will darken and a new field will appear. * Type in the code when prompted * Note: Make sure that there are no spaces in front of the code or behind it! Code is also case sensitive, so make sure you aren't using uppercase letters! * Teachers can use Google Classrooms to assign work! * These assignments will be seen in two tabs: Stream and Classwork. * On the Classwork page, your child's assignment will be shown like this. * Click on the three dots at the edge of the assignment to open more options. * Now that you've clicked the three dots, you will see the assignment like this. * This shows the instructions, due date and any files that will need to be downloaded. * Click on the files to download them, then on view assignment! * Now you are on the assignment page. This is the main page! It's where you will find any files that you need for the assignment, as well as links. * More importantly, it is where you will find the Turn In/Submit button! * Files that cannot be edited will show up directly below the instructions. These are often materials that only need to be read. * Files that can be edited will show up directly above the Turn in/Submit button. You can edit these directly in Google Docs and upload this new file for the assignment. * Once the assignment is done and uploaded, simply click the Turn In/Submit button. * The teacher will be notified that the assignment is in and begin to grade. * Pay attention to anything the teacher may send in regards to the assignment for potential changes or rework that may be needed! Contacting the Teacher! * Each assignment has two comment categories: Class comments and Private comments. - Class comments can be seen by the whole class, great for general questions or problems with assignment. - Private comments can be seen only by the teacher, better for more one-to-one questions or concerns. Google Meet Using Google Meet! * Google Meet is a web conferencing extension for Google Classroom. * It's very similar to Zoom and easy to use! * The teacher will set up a Google Meet and post the link on their Classroom stream - Only students in that classroom will receive the link! Using Google Meet! * Clicking the link will lead you to a new page. * Here your student (or you) can adjust the audio and get a preview of what the teacher and other classmates will see on through the camera. * Once you are happy with the set up, click Ask to Join. * The teacher will be notified and admit you to the meeting! Using Google Meet! * Now you are in the meeting! Around your screen are several buttons that enhance and help out during the meeting! * The main ones are found in the bottom center of your screen. - Microphone: Mute or unmute! There will be points where the teachers asks for the class to mute themselves or unmute to participate in questions. - Telephone: Blast from the past, this is a telephone receiver! If you are having technical problems with the meeting or the teacher ends it, click this button to leave the meeting! - Camera: Toggles your camera on or off! When your camera is off, the teacher will still be able to see your name on the screen. Using Google Meet! * Now, in the bottom right hand corner are two other buttons that may be useful: - CC: closed caption, writes out what the speaker is saying and shows it at the bottom of your screen! - Present Now: This shows your screen to the rest of the class. Great for presentations or questions- will need permission from the teacher to use! Using Google Meet! * Clicking on the three dots next to "Present Now" will open a drop up menu! These are extra buttons that will be helpful but not necessarily needed during every meet: - Change Layout: Changes how you are viewing the other people in the meeting. - Full Screen: Changes your own screen to fill the entire monitor. - Turn On Captions: Same as before. - Settings: Opens the settings for mic and camera for adjustments. - Use a phone for audio: Have no mic? This allows you to use an Android device as a microphone. Helpful Link! * Here are some helpful links, just in case something comes up that was not covered in this powerpoint! - Google Classroom Tutorial with Mr. Vacca (youtube) - PopSugar Article	<urn:uuid:107c662c-effa-4bf2-9f6e-5e31afcbf855>	CC-MAIN-2020-40	https://sanxaviermission.org/documents/2020/8/A%20Parents%20guide%20to%20%20Google%20Classroom.pdf	2020-09-19T12:42:11+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00216.warc.gz	641,204,134	1,328	eng_Latn	eng_Latn	0.99877	eng_Latn	0.999448	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 47, 485, 908, 1163, 1533, 1949, 2251, 2373, 2526, 2759, 3280, 3572, 3889, 3902, 4179, 4508, 5165, 5518, 6051, 6243 ]	[ 2.84375 ]	1	0
Why are there different 'flavors' of iron around the Solar System? 20 February 2017 A scanning electron microscope image of one of the experiments in Elardo and Shahar's paper that shows a bright, semi-spherical metal (representing a core) next to a gray, quenched silicate (representing a magma ocean). Credit: Stephen Elardo. New work from Carnegie's Stephen Elardo and Anat Shahar shows that interactions between iron and nickel under the extreme pressures and temperatures similar to a planetary interior can help scientists understand the period in our Solar System's youth when planets were forming and their cores were created. Their findings are published by Nature Geoscience. Earth and other rocky planets formed as the matter surrounding our young Sun slowly accreted. At some point in Earth's earliest years, its core formed through a process called differentiation—when the denser materials, like iron, sunk inward toward the center. This formed the layered composition the planet has today, with an iron core and a silicate upper mantle and crust. Scientists can't take samples of the planets' cores. But they can study iron chemistry to help understand the differences between Earth's differentiation event and how the process likely worked on other planets and asteroids. One key to researching Earth's differentiation period is studying variations in iron isotopes in samples of ancient rocks and minerals from Earth, as well as from the Moon, and other planets or planetary bodies. Every element contains a unique and fixed number of protons, but the number of neutrons in an atom can vary. Each variation is a different isotope. As a result of this difference in neutrons, isotopes have slightly different masses. These slight differences mean that some isotopes are preferred by certain reactions, which results in an imbalance in the ratio of each isotope incorporated into the end products of these reactions. One outstanding mystery on this front has been the significant variation between iron isotope ratios found in samples of hardened lava that erupted from Earth's upper mantle and samples from primitive meteorites, asteroids, the Moon, and Mars. Other researchers had suggested these variations were caused by the Moon-forming giant impact or by chemical variations in the solar nebula. Elardo and Shahar were able to use laboratory tools to mimic the conditions found deep inside the Earth and other planets in order to determine why iron isotopic ratios can vary under different planetary formation conditions. They found that nickel is the key to unlocking the mystery. Under the conditions in which the Moon, Mars, and the asteroid Vesta's cores were formed, preferential interactions with nickel retain high concentrations of lighter iron isotopes in the mantle. However, under 1 / 2 Powered by TCPDF (www.tcpdf.org) the hotter and higher-pressure conditions expected during Earth's core formation process, this nickel effect disappears, which can help explain the differences between lavas from Earth and other planetary bodies, and the similarity between Earth's mantle and primitive meteorites. "There's still a lot to learn about the geochemical evolution of planets," Elardo said. "But laboratory experiments allow us to probe to depths we can't reach and understand how planetary interiors formed and changed through time." More information: Non-Chondritic Iron Isotope Ratios in Planetary Mantles as a Result of Core Formation, Nature Geoscience, nature.com/articles/doi:10.1038/ngeo2896 Provided by Carnegie Institution for Science APA citation: Why are there different 'flavors' of iron around the Solar System? (2017, February 20) retrieved 19 September 2020 from https://phys.org/news/2017-02-flavors-iron-solar.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 2 / 2	<urn:uuid:ae3d3dc7-50de-4e97-8b83-a8940ae9dc10>	CC-MAIN-2020-40	https://phys.org/pdf406807986.pdf	2020-09-19T13:03:52+00:00	crawl-data/CC-MAIN-2020-40/segments/1600400191780.21/warc/CC-MAIN-20200919110805-20200919140805-00219.warc.gz	582,963,466	789	eng_Latn	eng_Latn	0.993483	eng_Latn	0.996413	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2831, 4014 ]	[ 3.328125 ]	2	0
Hh EYFS (Reception) Learning Letter (Autumn 1) September 2017 Issue 1 Mrs Matthews & Mrs Fowler, Mrs Ramsden, Miss Tuck, Mrs Walters & Mrs Gale teaches on a Wednesday morning up until break. Believe in world of possibilities Upcoming Events Monday 25th September – last day for 'Mighty Me' sheets to be returned. Tuesday 26 th September come to school as a superherocelebrating Batman day! Thursday 28 th September Coffee Morning for parents at 9am. Come and find out about your child's phonics and reading Fri 29 th Sep Harvest Celebration – donations welcome Half Term Monday 23 rd October EYFS Learning News Welcome to Autumn 1! Welcome… It's been great to meet so many of you and to welcome your children to Bridport Primary School. We are really looking forward to building new and lasting relationships with you all; these will ensure your child's first year at school is happy and as productive as possible. In EYFS (the Reception year) we structure our classroom learning to include all seven areas of the curriculum. Each morning we encourage you to come in and complete a quiet settling activity with your child. This is not only a time to settle your child for the day ahead, but also time to talk to a member of staff if you have any questions to ask or information to share. When the tambourine is heard the children will be expected to say goodbye and sit on the carpet ready for the register. We now go by class names: Mrs Fowlers is Watton A and Mrs Matthews is Watton B. Key Workers Our school uses a key worker approach in our Foundation Stage classes. This means each member of staff has a group of children for whom they are particularly responsible. Your child's key worker will be the person who works with you to make sure that what we provide is right for your child's particular needs and interests. Class teachers still have overall responsibility for the children in their class and Teaching and Learning Assistants (TLAs) will take certain responsibilities, such as recording achievements in Learning Journey books, reading and general liaison with parents and carers. You will be notified who your child's key worker is week commencing Monday 25 th September. I'm a superhero too! Our main theme this term is 'I'm a superhero too!' In school the children will be chatting about their families, feelings and what's important to them. They will have a chance to share their news, favourite foods, games and what they like to do best! Your child has already taken home a piece of paper for 'Mighty Me'. This is a great opportunity for you to give us a true picture of your child. If you have already returned it, thank you, if not please return it to school by Monday 25th September. We look forward to your child sharing and celebrating this information when they bring it into school. They will also have an opportunity to learn about their own super senses. EYFS (Reception) Learning Letter What we will be learning across the curriculum… Phonics (letters & sounds) - From the beginning of term we introduce 'Letters and Sounds'. Through this programme, your child will be taught a weekly set of sounds that they will become familiar with in preparation for reading and writing. Reading – As we progress with letter/sound recognition we will introduce reading books. Your child will bring home their first reading book on Monday 2nd October. Share the book, talk about the pictures and see if they recognise any of the sounds. It is a time to enjoy looking at a book together, don't worry if they are not ready to 'read'. We know that many of you already enjoy reading time with your child – enjoying stories tales and poems! Great! Reading is very much the root of and route to learning. Writing – In school we encourage the children to write their name and use the letter sounds they have learnt to 'have a go'. This can be using chalk, shaving foam, water and paint brushes – it does not have to just be on paper! School Routines Your children are already settling into our school routines well. Here are a few reminders to help them and you make the transition as smooth as possible. - Self-registering - Please encourage your child to find their picture with their name on it when they arrive in the morning. They self-register by sticking their picture onto a number on the sea-life spaces. - Book Bags – All letters are placed inside book bags so please check them regularly. If your child does not have a book bag, letters will be paced in their tray. - Drinks and Fruit – Children have access to water throughout the day and fresh fruit at breaktime. - Lunches – If your child has a packed lunch, please ensure it contains healthy options. We are a nut-free school so please ensure your child's lunch does not contain any foods that contain nuts, including chocolate spread. - PE – Will be on Fridays. Please ensure your child has their coloured t-shirt and shorts in school. Meet our 6Rs animals, you will be seeing a lot of them during your child's time at BPS! Ready Resourceful Resilient Responsible Reflective Reasoning Meerkat Hamster Elephant Penguin Owl Monkey Home Learning ideas… Things to think about: - Encourage independence: Encourage your child to start getting dressed by themselves or finding their peg and tray in school. We have WOW cheques in school to celebrate what your child does at home… anything from brushing their teeth by themselves - to challenging themselves to do something new. - Recognising their name. - Websites to encourage fun learning. www.phonicsplay.co.uk – great games that link to our phonics learning. www.ictgames.com/literacy www.cbeebies . co.uk – great games and programs to support all areas of learning.	<urn:uuid:10a52f1b-5f31-495f-a734-fa3377a12e95>	CC-MAIN-2018-05	http://bridport.dorset.sch.uk/childrens-work/Reception/EYFS%20Lg%20Letter%20(Aut%201%202017).pdf	2018-01-22T21:53:07Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00159.warc.gz	56,746,911	1,248	eng_Latn	eng_Latn	0.998881	eng_Latn	0.998894	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2914, 5897 ]	[ 2.125 ]	1	0
Sports Nutrition FCCLA STAR Events Information (Students Taking Action with Recognition) Sports Nutrition, an individual or team event, recognizes participants who use Family and Consumer Sciences skills to plan and develop an individualized nutritional plan to meet the needs of a competitive student athlete in a specific sport. In advance, participants will prepare a sample nutrition and hydration plan based upon nutritional and energy needs of the student athlete. The participants must prepare a file folder, visuals, an oral presentation, and demonstrate a method to be used by the athlete to assist with nutrition management. Event is offered to members in the following categories: Junior (through grade 9), Senior (grades 10-12), Occupational (grades 10-12) Project Connections Top 5 Skills Students Report Learning Through Participation Leadership Teamwork Public Speaking Creativity Responsibility and Time Management Career Clusters National Family and Consumer Sciences Standards Reasoning for Action Comprehensive Standard 9.0 Food Science, Dietetics, and Nutrition Common Career Technical Core/Career Ready Practices 1.0 Act as a responsible and contributing citizen and employee. 2.0 Apply appropriate academic and technical skills. 3.0 Attend to personal health and financial well-being. 4.0 Communicate clearly, effectively, and with reason. 7.0 Employ valid and reliable research strategies. FCCLA Programs Projects may qualify to compete at the annual National Leadership Conference. Turn this page over to see examples of projects from across the nation and participation data. For information on state participation, contact your state adviser. 14.0 Nutrition and Wellness 8.0 Utilize critical thinking to make sense of problems and persevere in solving them. 12.0 Work productively in teams while using cultural/global competence. Sports Nutrition FCCLA STAR Events Information (Students Taking Action with Recognition) Examples of Sports Nutrition Projects: "We created a sports nutrition plan for a high school male athlete. While he participates in spring league baseball, he will follow our three day nutrition plan and workout routine that is based off of his specific needs to maintain his weight in a healthy manner. From the beginning of his league, he will use and follow our routines and document his weight on the app Weight Recorder© until the end of his season. After baseball season is over, we will obtain the information from his phone's app and calculate if our method and routines were successful." Ohio FCCLA Member "We chose Jordan, a student athlete that plays soccer. We evaluated a weekly schedule of her life so that we could fit her dietary needs to optimize her performance on the field. Our visual representation shows three specific days, what she would eat, and how much she would drink during that day. It also includes the management tool she now uses to keep up with what she eats and further help her eat and play right and healthy." North Carolina FCCLA Member "Our athlete is a 15-year-old dancer who competes in lyrical, break dance, hip-hop, and jazz. She currently weighs 95 pounds and wants to gain ten more. Our goal is to keep her eating healthy while gaining weight. She should also drink more water, and eat more dark, leafy greens. We have created a three-day meal plan, one of those days is a competition day, so that she knows the types of foods she should be eating. It includes breakfast, lunch, dinner, and two snacks each day." Colorado FCCLA Member "My project displays the nutrition and hydration needs of a high school athlete competing in the high-energy sport of Wrestling. My 3-day meal plan balances idealism with realism when dealing with all-home cooked meals. I also show ways that the wrestler can track their nutrition and hydration conveniently, in order to achieve their goals. The project is specific to the wrestler's daily schedule, and demographic, and makes balanced nutrition less of a chore, and more of a routine." Arizona FCCLA Member Sports Nutrition By the Numbers: 2016-2017 Participants Nationwide: 446 teams, 838 participants Categories: Junior, Senior, Occupational Type of Event: Career Focused Nationwide Impact: 187,579 people 86% of Sports Nutrition participants indicated this event is extremely or very useful to their future. 41% of Sports Nutrition participants indicated they would pursue higher education related to the career chosen in their project. To learn more about FCCLA STAR Events, visit the national FCCLA website, www.fcclainc.org, or email firstname.lastname@example.org.	<urn:uuid:bb52e71f-fc23-4db7-93c9-283e0a8af0ae>	CC-MAIN-2018-05	http://fcclainc.org/programs/documents/SportsNutrition_000.pdf	2018-01-22T22:24:23Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00156.warc.gz	136,806,043	918	eng_Latn	eng_Latn	0.990549	eng_Latn	0.996676	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1878, 4628 ]	[ 2.65625 ]	3	0
Urban Watershed – Wastewater & Drinking Water (HS One-Day Option) Rubrics Level 4 * Student understands the source of our drinking water and can explain Augusta's process of taking raw water through chemical and physical treatment to become potable water. * Student can accurately define the term "wastewater" and give more than five examples of what contributes to city wastewater. * Student can describe the processes of preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant. * Student understands that there are both harmful and beneficial bacteria and understand the role of bacteria in wastewater treatment as well as the need to treat for pathogens. * Student understands the significance of the Clean Water Act in setting standards for discharge to our rivers and the importance of a healthy watershed. Level 3 * Student understands the source of our drinking water and can explain most of Augusta's process of taking raw water through chemical and physical treatment to become potable water. * Student can define the term "wastewater" and give more than three examples of what contributes to city wastewater. * Student can describe most of the processes of preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant. * Student understands that there are both harmful and beneficial bacteria and the need to treat for pathogens, but are unsure of the role of bacteria in wastewater treatment. * Student understands the importance of a healthy watershed but not the significance of the Clean Water Act. Level 2 * Student is unsure of the source of our drinking water and can only partially explain Augusta's process of taking raw water through chemical and physical treatment to become potable water. * Student has a minimal understanding of the term "wastewater" and can only give one or two examples of what contributes to city wastewater. * Student can describe some of the processes that occur during preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant, but they may be inaccurate in what they remember. * Student understands what bacteria are but not that there are both harmful and beneficial bacteria. * Student understands the importance of a healthy watershed but not the significance of the Clean Water Act. Level 1 * Student is unsure of the source of our drinking water and can not explain Augusta's process of taking raw water through chemical and physical treatment to become potable water. * Student has an inaccurate definition of the term "wastewater" and can only give one or two examples of what contributes to city wastewater. * Student has no knowledge of the processes that occur during preliminary treatment, primary treatment, and secondary treatment at Augusta's wastewater treatment plant. * Student understands what bacteria are but not that there are both harmful and beneficial bacteria. * Student does not understand the importance of a healthy watershed or the significance of the Clean Water Act. Phinizy Center for Water Sciences	<urn:uuid:9f4d4dd5-1a65-4996-88a8-5f8370ad1c3a>	CC-MAIN-2018-05	http://phinizycenter.org/wp-content/uploads/2016/08/Urban-Watershed-HS-one-day-option-16-17.pdf	2018-01-22T22:27:33Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00159.warc.gz	266,246,014	571	eng_Latn	eng_Latn	0.997726	eng_Latn	0.997726	[ "eng_Latn" ]	false	docling	[ 3132 ]	[ 3.421875 ]	1	3
OUR CURRICULUM TABLE OF CONTENTS Curriculum Aims The Regent School Abuja provides a broad, balanced, differentiated and relevant British curriculum that operates with a vision to provide every child with a unique, personalised learning experience. Our curriculum is based on the New National Curriculum for England for core and foundation subjects. Our diverse range of pupils is provided with a high-quality education, delivered by dedicated, qualified and experienced teachers. Our Curriculum has strong emphasis on the core areas of English (Reading, Writing and Spelling Punctuation & Grammar) and Maths (Number Sense, Additive, Multiplicative and Geometric Reasoning), Science (Physics, Chemistry & Biology), Humanities (Geography/History). We also provide specialist lessons in Physical Education (PE) and Swimming, Art & DT (Design Technology), Music, PSHCE (Personal, Social, Health & Citizenship Education) and Modern Foreign Languages. We believe that school is an important influence on a child's development and our curriculum promotes the academic, physical, cultural, moral and social welfare of each individual pupil. It seeks to develop the potential of every child to prepare them for the opportunities, responsibilities and experiences of adult life and provide a sound basis for future secondary school education. In general, the school aims to produce happy pupils with sound moral values, who are both literate and numerate and who are hard-working, self-disciplined, considerate, responsible and sociable. We have recently re-designed our Curriculum around high interest themes/topics to ensure the requirement of New National Curriculum for England for each subject area are fully met. English (Reading, Writing and Spelling Punctuation & Grammar) The children's ability in reading, writing, spelling, punctuation and grammar are developed across the curriculum to enable the children to communicate appropriately and effectively. We teach English as a discrete subject daily from Year 1 to Year 6. Reading is taught initially using a phonics programme called 'Jolly Phonics', this is a synthetic phonics programme which follows closely the guidance of 'Letters and Sounds,' before moving onto our reading scheme. Oxford Reading Tree. The phonic programme is introduced in the Playgroup and consolidated throughout Early Years and Key Stage 1. Opportunities are also given during Key Stage 2 using this approach for further consolidation of phonics and spelling and some pupils undertake specific intervention programmes if they experience difficulties with reading. Mathematics (Number Sense, Additive, Multiplicative and Geometric Reasoning) Considerable importance is given to the children achieving and understanding mathematical processes, concepts and skills. A favourable attitude is emphasized by presenting it in an interesting and enjoyable way, allowing the children to actively participate in the learning process, thus creating a sense of achievement and confidence. There is a strong emphasis on the development of mental arithmetic and giving opportunities for pupils to use and apply mathematics in real life situations. Maths is taught through a daily Maths lesson which follows the principles of the New National Curriculum for England. Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year. The school uses Collins Maths as a core scheme and aims for mastery in all areas. Science (Biology, Physics & Chemistry) To enable the acquisition of a systematic, scientific approach to learning, developing useful knowledge, skills and attitudes about the world in which we live, science experience is presented to the children in a practical, relevant context. Systematic inquiry, analysis of problems, formation of ideas, their testing and modification are encouraged through whole class, group or individual investigations and project work, designed to arouse the children's natural curiosity. All the Science lessons in Key Stage 2 are taught at our Science Laboratory (Tech Centre) with a support of a Science Lab Technician. History At The Regent School Abuja, we view History not only as simple facts and dates but encourage pupils to become detectives who explore the past in an exciting way. History is taught mainly through a topic based approach and gives pupils a chance to explore a wide range of sources from which the past may come alive. We encourage first hand experiences through handling real artefacts and wherever possible arranging field work visits to relevant sites of historical interest in the region or bringing in specialists for in-school workshops. Geography In Geography, pupils develop their knowledge of people and places to understand the physical, social and economic forces which shape those places and the lifestyles of the people who live there. We study local areas/issues and extend these studies into the wider world. The children learn to use maps to locate cities, countries, mountain ranges, rivers, seas and oceans. They use atlases, photos and the internet to explore the environment and economics of those countries which they study. They then use the skills they have developed in English, Maths and Computing to report and record their findings. PE (Physical Education) and Swimming Pupils have 90 minutes of PE timetabled per week through which we develop the six areas of activity as set out in the New National Curriculum for England– Dance; Games; Gymnastics; Athletics; Outdoor and Adventurous activities; Swimming. Children are given the opportunity to swim during from Year 1 and we aim for all pupils leaving the school to be able to swim at least 25m. Sports taught include football, netball, basketball, cricket, hockey and short tennis as, well as athletics. Our pupils take part in a range of tournaments and sports festivals both within school and with other schools. As a member of COBIS (Council of British International Schools), we also send a team of children Key Stage 2 to compete in International Sporting events Computing Computers and other technological aids are used throughout the school. Pupils have an hour of dedicated Computing lessons. These skills are taught as a discrete subject and as a means of supporting other areas of the curriculum. The children are encouraged to communicate ideas and information in a variety of forms, where appropriate, using equipment and computer software to enhance their learning. The school is Internet linked. We have Smart Board is every classroom. We have recently introduced Tablet technology to our school. Art The children are encouraged to be spontaneously creative, using a variety of media and techniques in art and craftwork. An awareness of colour, shape, balance, focus and proportion are developed alongside the use of symbols to convey ideas and feelings. The study of a wide range of artists, craftspeople and designers complements this work. Design and Technology Through Design and Technology, the children are encouraged to identify, examine and solve practical problems and to make existing situations better. The children are encouraged to be inventive, using a range of materials and tools, thus developing, modifying and evaluating their ideas through a series of projects. Music The teaching of music is based upon the fact that it is a creative and social art to be enjoyed. Children have the opportunity to enjoy musical experiences through listening, singing, movement and dance and by playing tuned and un-tuned percussion. The pupils are given the opportunity to learn the recorder and other string and percussion instruments. We also offer our pupils the opportunity to participate in the school's Orchestra and Band. Languages Learning a foreign language provides a valuable educational, social and cultural experience in preparation for future life. At The Regent School Abuja, the pupils learn French which is taught in a fun and enjoyable way through choosing interesting and relevant topics that will engage and stimulate learning and develop children's curiosity of language. We also offer Mandarin and Spanish as after school clubs. Personal, Social, Health & Citizenship Education (PSHCE) We aim to promote healthy, independent and responsible members of society. We encourage all our pupils to play a positive role in contributing to school life and the wider community through class & school councils, fundraising events, supporting nominated charities and involvement in community activities. Our pupils are given opportunities in PSHCE, SEAL (Social and Emotional Aspects of Learning) lessons and assemblies to develop confidence, selfmotivation and an understanding of their rights and responsibilities within our diverse society.	<urn:uuid:3bf4074e-7d06-473f-aaa6-1196236905bf>	CC-MAIN-2018-05	http://regentschoolabuja.com/primary/wp-content/uploads/2017/02/TRPS-Curriculum-1-1.pdf	2018-01-22T21:39:02Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00164.warc.gz	298,299,113	1,644	eng_Latn	eng_Latn	0.997151	eng_Latn	0.99721	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 14, 33, 3520, 6134, 8853 ]	[ 4.125 ]	1	3
To apply for a , go to the following link: Lee Tran Routes: Special Needs Shelter https://www.leeoc.com/shelterevacuation/Pages/SpecialNeeds.aspx Hurricane Supply / Disaster Kit Every home should have a 72-Hour Disaster Survival kit. Ensure a minimum three-day (72 hours) supply for each person. Although hurricanes are our focus, other events could require evacuation. Brush fires, hazardous material spills, floods and tornados all have the potential to disrupt our daily activities. Here is a minimum suggested list of survival kit supplies. Develop a family disaster / emergency plan. (get a copy today) Stay alert to storm advisories. Purchase a NOAA, battery operated weather radio. Get cash. Fill your car with gasoline and extra in approved gas containers for generators. Install a Carbon Monoxide detector at electrical plug level near where the family will be sleeping. Have a pet plan and purchase enough food. Get batteries for flashlights – never use candles or open flames as a light source. Inform local and out-of-state family members and friends of your plans. Work with your neighbors that might have difficulty completing their emergency preparations. After the storm, be alert to downed power lines, and stay out of areas that were badly damaged. Your survival kit (enough for 3-days for each person): https://www.leeoc.com/shelterevacuation/Pages/Transportation.aspx Canned or other non-perishable food Manual can-opener Gather important documents in one place, and have them ready to take with you. Any documents you may need after a storm or flood should be gathered now and kept in a protected place. Other cooking utensils Drinking water - 1 gallon per person per day, (use sterile containers) other juices and soft drinks Snack foods, special food for the elderly on special diets Paper plates, plastic utensils Paper towels or napkins Baby needs; diapers, formula, etc. Personal medications and prescriptions Personal needs: such as: glasses, dentures, hearing aids, etc. First aid kit Battery operated television or radio and flashlight Extra batteries Cards, books, small games Road maps – with a plan of travel specified that is opposite of the storm’s path (North is not always the right way.) Wet and cold weather clothing, sturdy shoes Extra set of home and car keys A small set of basic tools Pet care items: identification/immunization records, food/water, carrier/cage, medications, muzzle, and a leash Blankets, pillows, sleeping bags or lawn chairs Sanitary and hygiene supplies o Birth certificates o Insurance policies o Health records Banking/account information, checks o o Passport o Titles o Financial documents o o Credit cards o Mortgages, deeds Social Security information, card, documents Role of the Fire Department during a storm * Since most residents in need of rescue post storm won't be able to call 9-1-1, the Division Officers will assign units to systematically check each subdivision in their zone beginning with areas closest to the river and Estero Bay. • The fire departments are not shelters and you should follow EOC recommendations for where to go. * To support the Emergency Operations Center by establishing communication links, coordinate operations, evaluate needs and request resources · Station 74 would become the Beach Command Division EOC – Emergency Operations Center · Additional personnel would be called in for extra manning power · Operations will cease at 45 mph – following the County's policy - we can't transport and EMS stops · Calls will be logged and once the winds reduce to under 45 mph when the storm has passed, we will run the calls on the log according to priority in this order; Rescue/Medical, Hazard Control (including fire control), and property conservation. Pets In a hurricane pets are subject to the same hazards as people and have many of the same needs. Remember, you cannot bring your pets to the shelter and you may be away from home for a number of days. The best plan is to identify a safe location to evacuate to that allows pets, such as a friend's home or a pet friendly hotel. You can also check the internet for sites such as www.pets-allowed-hotels.com/ to find a hotel outside the evacuation area. Remember: Never leave your pets outside during a storm. Your pets will need a Hurricane Disaster Kit, too. Include water, non-perishable food, and medications to keep your pets healthy, clean and free of parasites. Keep a sturdy cage or carrier to comfortably hold your pet and/or a collar and leash. Make sure all vaccinations are up-to-date and keep a copy of the records with you, as well as a few good photos in case you get separated. Be sure identification tags are on the collars. Talk to your veterinarian about microchip identification for your pets. * Never leave a cat with a dog, even if the two are normally friends. • • * Confine and keep small pets (birds, hamsters, etc.) away from cats and dogs. Dangerous animals should be secured in special crates or cages. All animal facilities in the path of a hurricane are subject to some degree of damage or flooding. Keep in mind, boarding kennels and animal hospitals may be without electricity or potable water and have limited personnel and supplies for days to weeks following a disaster. Any unsecured animals posing a danger will be at risk of being destroyed. Local animal services phone number: Lee County - (239) 432-2083 Humane Society of Lee County phone number: (239) 332-0364 People with Special Needs Special Care Shelters are available for people who have special medical needs that cannot be accommodated in an Emergency Public Shelter. You must pre-register to be considered for the Special Care Shelter. These applications are reviewed by a representative from the Department of Health to determine whether they meet the requirements. If you are assigned to a Special Care Shelter, a caregiver must accompany you during your stay to take care of you and your personal needs. Emergency Public Shelters If your physician decides that you need to be cared for in a hospital, he/she needs to arrange preadmittance and must give you a script stating you are to be taken to the hospital. This script must be dated for the current year and must accompany you to the hospital. You are also required to bring a caregiver with you to take care of you and your needs while at the hospital. There will be no accommodations for the caregiver, so they are responsible for bringing their own cot/sleeping bag, blankets, towels, personal hygiene items, snacks, etc. Since we cannot predict how damaging the effects of each storm will be, we also cannot predict how long you may have to remain housed in the shelter. That is why we recommend evacuating outside the storm/evacuation areas, if at all possible. You must bring your own personal hygiene items, sleeping bags/cots, blankets, towels, snacks, drinks and other comfort items to the shelter. You can print a copy of our Disaster Survival Kit for a more complete listing of items to make your stay at the shelter more comfortable. It is likely the shelter will not have electricity for the majority of time you are there. The active hurricane seasons of 2004 and 2005 have shown us that it is absolutely necessary to have an evacuation plan prepared long before hurricane season arrives. It is important to have several options in your plan, just in case your first choice does not work out. If your first two or three options fall through and you have no other safe place to go, you should go to a Lee County Emergency Public Shelter. The shelter is a safe place to evacuate to before a storm; however, it offers only the basic life sustaining necessities, such as shelter from the weather, water, food and Port-O-Lets. Also make sure the shelter you plan to go to is open. All thirty-two listed shelters will not open for every storm. Anyone that lived here during the 2004-2005 hurricane season knows how stressful it is before, during and after the storm. That is compounded when you are living in a shelter with many other people that are experiencing the same feelings. Being considerate of others and having a positive attitude will be helpful to everyone. Volunteer to help whenever possible. Listen for official information and do not participate in gossip or rumors, which can be very disruptive. Weapons, smoking and alcoholic beverages are prohibited at all shelters. Transportation There are several modes of shelter transportation available during an evacuation. The LeeTran buses will pickup people at the Hurricane Evacuation bus stops throughout the County and drop off at the Emergency Public Shelters free of charge. If you need a ride to the Emergency Public Shelter but cannot get to the bus stop, you can request transportation by completing the Special Needs Application and requesting transportation to the Emergency Public Shelter. If you are a person with Special Needs, you can request transportation to the Special Care Shelter when you complete the application. Your request will be evaluated and you will be assigned appropriate transportation based upon the information on your application. You will be notified that your transportation will arrive during a block of time. You must be ready to leave as soon as your transportation arrives, so make sure all your shelter items are ready. You are responsible for carrying all your own belongings, so pack carefully and do not bring more items than you can manage. Preparing Your Home for the Storm The garage door is generally the largest opening in the home and is often overlooked when installing protection. Reputable garage door companies can install bracing usually for less than half the cost of a new garage door. The best time to plan to protect a building is during design and construction. Roof pitch, structural fasteners, window size and placement all have an effect on potential storm damage. Most of us, though, are not dealing with construction plans; we are protecting existing buildings. Here are a few things to consider. A "handy" homeowner can do many of these, but they must be done before a storm threatens. Contact a building supply company, qualified contactor or your Emergency Management office for more information. Brace roof trusses and gable ends. Proper bracing of roof trusses/rafters allows the roof sheathing and trusses to work as a system to resist collapse. Hip-type roofs are less vulnerable to wind than gable end roofs. Windows are extremely vulnerable to wind and flying debris. Tape does not protect windows. Never tape windows covered with solar film. Window protection is critical to protecting your family and home. Protection systems, ranging from impact rated glass to plywood panels, are available to fit any budget. If you use plywood, a minimum thickness of 5/8 inch is recommended. Reinforce large panels and mark each board for a specific location. Have fasteners on hand! Newer homes may come equipped with storm panels. Practice installing them to be sure you understand the process and to be sure everything fits. If you have accordion or roll down shutters, inspect them and make needed repairs before hurricane season starts. Structures built during the last twenty years are required to have straps or clips to attach the trusses/rafters to the joists and top part of the roof. Adding straps where none exist or verifying that the existing straps/clips are properly installed can make a huge difference when a hurricane strikes. Keep your home in good condition. Replace rotted wood, seal cracks in concrete block and other openings caused by wear. If replacing your roof, replace any deteriorated sheathing and re-nail all sheathing to comply with current codes. This is relatively inexpensive and will improve the structural stability of older roof systems. Cut back dead vegetation and remove dead coconuts. Locate a safe place to store gas grills and propane or LP gas tanks and tie them down. Any object outside should be considered a storm threat; move it inside, tie it down or find another way to secure it. Become familiar with removable equipment such as window air conditioners and roof turbines, so they may be removed quickly and the openings secured. Know how to turn off water, natural or bottled gas, and electricity at the main panel. Stock other supplies such as masking tape, duct tape, bleach, rope, caulk, canned fuel and plastic sheeting for protection against rain and immediate repairs.	<urn:uuid:53dbefe6-9844-4936-baa1-e240da62f99f>	CC-MAIN-2018-05	http://ionafiredistrict.com/wp-content/uploads/2017/09/Pre-Hurricane-Preparation-Information.pdf	2018-01-22T21:54:47Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00160.warc.gz	179,294,080	2,687	eng_Latn	eng_Latn	0.997409	eng_Latn	0.998177	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2568, 5413, 8996, 12622 ]	[ 2.484375 ]	2	1
1 of 36 (Autonomous, affiliated to the Bharathiar University, recognized by the UGC)Reaccredited at the 'A' Grade Level by the NAAC and ISO 9001:2008 Certified CRISL rated 'A' (TN) for MBA and MIB Programmes I YEAR UNDER GRADUATE COURSES [2017-2018 BATCH] 100 G-GENERAL AWARENESS I SEMESTER Multiple Choice Questions. 1. Choose the correct alternative : The life history of a person written by an author is called as___________ A. Autobiography B. History C. Bibliography D. Biography ANSWER: C 2. We live --------- London A. in B. on C. around D. across ANSWER: A 3. She has applied ___ the principal ____ the post of lab assistance. A. to, to B. to, at C. to, for D. for, at ANSWER: C 4. The river flows --------- the bridge A. at B. under C. inside D. across ANSWER: B 5. Which of the following word are incorrectly spelt? A. separate B. ordnance C. obviously D. success ANSWER: D 6. Sadness is to happiness as defeat is to ---------- 2 of 36 A. joy B. victory C. tears 13. Read each sentence to find out whether there is any grammatical error. If there is no error, the answer is D. ecstasy ANSWER: B 7. Paper is to timber as -------- is to hide A. tree B. seek C. ox D. leather ANSWER: D 8. Choose the correct spelt word out of the given alternative A. Damage B. Dammege C. Damaige D. Dammage ANSWER: A 9. Choose the correct spelt word out of the given alternative A. Commander B. Comander C. Comander D. Comandar ANSWER: A 10. Choose the correct alternative. A person involving in an activity for pleasure and not money is called as ___ A. Amateur B. Follower C. Altruist D. Antiquarian ANSWER: A 11. Find correct sequence of sentence P: appear in examinations Q: many students from all over India R: by different organizations S: which are held on all India basis A. QPSR B. QRSP C. QPRS D. PRQS ANSWER: A 12. If I ---------- a more reliable car, I------------- to Spain rather than fly A. Would have---------- would drive B. Had-------- had driven C. Had---------- would drive D. would have had---------- would drive ANSWER: A 3 of 36 'D' A. We discussed about the problem so thoroughly B. on the eve of the examination C. that I found it very easy to work it out D. No error ANSWER: A 14. Read each sentence to find out whether there is any grammatical error. If there is no error, the answer is 'D' A. An Indian ship B. laden with merchandise C. got drowned in the Pacific Ocean D. No error ANSWER: C 15. Read each sentence to find out whether there is any grammatical error. If there is no error, the answer is 'D' A. If you lend him a book B. he will lend it to someone else C. and never you will get it back D. No error ANSWER: C 16. Read each sentence to find out whether there is any grammatical error. If there is no error, the answer is 'D' A. According to the Bible B. it is meek and humble C. who shall inherit the earth D. No error ANSWER: B 17. In the following questions choose the word which is the exact opposite of the given words. (Antonyms) : Enormous A. Soft B. Average C. Tiny D. Weak ANSWER: C 18. In the following questions choose the word which is the exact opposite of the given words. (Antonyms) : Artificial A. Red B. Naturals C. Truthful D. Solid ANSWER: B 19. In the following questions choose the word which best expresses the meaning of the given word : Luxuriant A. Beautiful B. Luxurious 4 of 36 C. abunant D. lovely ANSWER: C 20. In the following questions choose the word which best expresses the meaning of the given word : Memorable A. Memorial B. worth remembering C. mending D. striking ANSWER: B 21. In how many ways can the letters of the word 'APPLE' be arranged? A. 720 B. 120 C. 60 D. 180 ANSWER: C 22. In how many ways can 5 persons be seated in 6 chairs arranged linearly? A. 6 B. 60 C. 360 D. 720 ANSWER: D 23. Find the number of combinations which can be made by taking 4 items at a time from 6 given distinct items, without repetition. A. 30 B. 360 C. 15 D. 60 ANSWER: C 24. A shopkeeper sold an article for Rs.2090.42. Approximately what will be the percentage profit if he sold that article for Rs.2602.58? A. 15% B. 20% C. 25% D. 30% ANSWER: C 25. If books bought at prices ranging from Rs.200 to Rs.350 are sold at prices ranging from Rs.300 to Rs.425, what is the greatest profit possible that might be made in selling eight books? A. Rs.400 B. Rs.600 C. Cannot be determined D. None of these ANSWER: D 26. If 5% more is gained by selling an article for Rs.350 than by selling it for Rs. 340, the cost of the article 5 of 36 is: A. Rs.50 B. Rs.160 B. 5 C. Rs.200 D. Rs.225 ANSWER: C 27. By selling 45 lemons for Rs.40, a man loses 20%. How many should he sell for Rs.24 to gain 20%in the transaction? A. 16 B. 18 C. 20 D. 22 ANSWER: B 28. A shopkeeper fixes the market price of an item 35% above its cost price. The percentage of discount allowed to gain 8% is: A. 20% B. 27% C. 31% D. 43% ANSWER: A 29. The cost price of 20 articles is the same as the selling price of x articles. If the profit is 25%, then the value of x is: A. 15 B. 16 C. 18 D. 25 ANSWER: B 30. A does a work in 10 days and B does the same work in 15 days. In how many days they together will do the same work? A. 5 days B. 6 days C. 8 days D. 9 days ANSWER: B 31. A man can do a piece of work in 5 days, but with the help of his son, he can do it in 3 days. In what time can the son do it alone? A. 6 ½ days B. 7 days C. 7 ½ days D. 8 days ANSWER: C 32. 10 women can complete a work in 7days and 10 children take 14 days to complete the work. How many days will 5 women and 10 children take to complete the work? A. 3 6 of 36 C. 7 D. 9 ANSWER: C 33. A can do a certain job in 12 days. B is 60% more efficient then A. How many days does B alone take to do the same job? A. 5 B. 5 ½ C. 7 D. 7 ½ ANSWER: D 34. A container contains 40litres of milk from this container 4litres of milk was taken out and replaced by water. This process was repeated further two times. How much milk is now contained by the container? A. 26.34 liters B. 27.36 liters C. 28 liters D. 29.16 liters ANSWER: D 35. In what ratio must tea at Rs.62/kg be mixed with tea at Rs.72/kg so that a mixture must be worth Rs.64.50/kg? A. 3:1 B. 3:2 C. 4:3 D. 5:3 ANSWER: A 36. Jan 1,2007 was Monday. What day of the week lies on Jan.1, 2008? A. Monday B. Tuesday C. Wednesday D. Sunday ANSWER: B 37. On 6th March, 2005 Monday falls. What was the day of the week on 6th March, 2004? A. Sunday B. Saturday C. Tuesday D. Wednesday ANSWER: B 38. In how many ways can the captain of a cricket team select 11 players from the squad of 14 players? A. 182 B. 11 C. 364 D. 154 ANSWER: C 39. In how many ways can a group of 5 men and 2 women be made out of a total of 7 men and 3 women? A. 63 7 of 36 B. 90 C. 126 D. 45 46. A and B undertake to do a piece of work for Rs. 600.A alone can do it in 6 days while B alone can do it ANSWER: A 40. A man sold 18 cots for Rs.16,800 ,gaining thereby the cost price of 3 cots. The cost price of the cot is: A. Rs.650 B. Rs.700 C. Rs.750 D. Rs.800 ANSWER: D 41. A alone can do a piece of work in 6 days and B alone in 8 days. A and B undertook to do it for Rs.3200. With the help of C, they completed the work in 3 days. How much is to be paid to C? A. Rs.375 B. Rs.400 C. Rs.600 D. Rs.800 ANSWER: B 42. Find the ration in which the rice at Rs.7.20/kg be mixed with rice at Rs.5.70 a kg to produce a mixture worth Rs.6.30 a kg. A. 1:3 B. 2:3 C. 3:4 D. 4:5 ANSWER: B 43. Jan 1, 2008 is Tuesday. What day of the week lies on Jan.1, 2009? A. Monday B. Wednesday C. Thursday D. Friday ANSWER: C 44. How many numbers between 5000 and 8000 can be formed by using the digits 6,7,4,9 if each digit may be repeated? A. 128 B. .256 C. 64 D. 192 ANSWER: A 45. A vendor bought toffees at 6 for a rupee. How many for a rupee must he sell to gain 20%? A. 3 B. 4 C. 5 D. 6 ANSWER: C 8 of 36 in 8 days. With the help of C, they finish it in 3 days. Find the share of each. A. Rs.85 B. Rs.75 C. Rs.95 D. Rs.90 ANSWER: B 47. If '÷' means '+' , '-' means '×' , '×' means '÷' and '+' means '-' , then 15 – 8 × 6 ÷ 12 + 4 =? A. 20 B. 28 C. 847 D. 223 ANSWER: B 48. How many meaningful English words can be made with the letters DLEI using each letter only once in each word? A. None B. One C. Two D. Three ANSWER: D 49. In a certain code language ‘how many goals scored ‘is written as ‘5 3 9 7’; ‘many more matches’ is written as ‘9 8 2’ and ‘he scored five’ is written in that code language? ``` A. 5 B. 7 C. 5 or 7 D. Data inadequate ``` ANSWER: C 50. Town D is towards East of town F .Town B is towards North of town H is towards South of town D. Town H is towards South of town B. Towards which direction is town H from town F? A. East B. South-East C. North-East D. Data inadequate ANSWER: D 51. Ashok started walking towards South. After walking 50 m he took a right turn and walked 100 m. He again took a right true and walked 30 m and stopped. How far and in which direction was he forms the starting point? A. 50 m South B. 150 m North C. 180 m East D. 50 m North ANSWER: D 52. How many such pairs of letters are there in the word SEARCHES each of which has as many letters between them in them in the English alphabet A. None B. One 9 of 36 C. Two D. Three ANSWER: D 53. You go to North, turn right, then turn right again and then go to the left. In which direction are you now? A. North B. South C. East D. West ANSWER: C 54. Find the next term in the following series :BMO, EOQ, HQS, ..... ? A. KSU B. LMN C. SOV D. SOW ANSWER: A 55. Bird: Wings A. Whale : Water B. Dog : Lungs C. Car :Wheel D. Pen : Paper ANSWER: C 56. Good : Blood : : Roof : ? A. Window B. Floor C. Walls D. Pillars ANSWER: B 57. 135, 106, 77, …... ? …....,19 A. 40 B. 45 C. 48 D. 35 ANSWER: C 58. If the sum of four numbers is even, which of these statements CANNOT be true? A. All four numbers are odd. B. 3 numbers are odd and 1 is even. C. 2 numbers are odd and 2 are even D. All four numbers are even ANSWER: B 59. Dan is Joshua's son and Guy's brother. Margaret is Guy's mother and Judy's daughter. Which of the statements below is definitely true? A. Judy is Dan's mother-in-law B. Margaret is Dan's mother C. Judy is Joshua's grandmother 66. Each odd digit in the number 5263187 is substituted by the next higher digit and each even digit is D. None of the above ANSWER: D 60. Five newly born babies were weighed by the doctor. In her report, she pointed out that the child A was lighter than the child B. The child C was lighter than the child D. The child B was lighter than the child D, but heavier than child E. Which child was the heaviest. A. E B. D C. C D. B ANSWER: D 61. POLICE:CONSTABLE::CLASS:? A. Teacher B. Student C. Head boy D. Principal ANSWER: B 62. ‘Buses for Chakan leave every 25 minutes depot’, the enquiry clerk told a passenger, “One bus for Chakan has left by 10 min to 2 p.m..” At what time will the next bus leave for Chakan? A. 2.15 p.m B. 2.25 p.m C. 2.20 p.m D. 2.35 p.m ANSWER: A 63. If the 6th day of the month is Tuesday, what is the day of the 5th day prior to 28th of that month? A. Thursday B. Friday C. Wednesday D. Saturday ANSWER: B 64. Among A, B, C, D and E each having different weight, D is heavier than only A and C is lighter than B and E. Who among them is the heaviest? A. B B. E C. C D. Data inadequate ANSWER: D 65. In a certain code TEMPORAL is written as OLDSMBSP. How is CONSIDER written in that code? A. RMNBSFEJ B. BNMRSFEJ C. RMNBJEFS D. TOPDQDCH ANSWER: A substituted by the previous lower digit and the digits so obtained are rearranged in ascending order, which of the following will be the third digit form the left end after the rearrangement ? A. 2 B. 4 C. 5 D. 6 ANSWER: B 67. Rohan walks a distance of 3Km towards North, then turns to his left and for 2 Km. he again turns to his left and walks for 3 km. At this point he turns to his left and walks for 3 Km. Now, how far is he from his starting point? A. 1 Km B. 2 Km C. 3 Km D. 5 Km ANSWER: A 68. Kunal walks 10 Km towards North from there he walks 6 Km towards South. Then he walks 3 Km towards east. How far and in which direction is he with reference to his stating point ? ``` A. 5 Km West B. 7 Km West C. 7 Km East D. 5 Km North – East ANSWER: D ``` 69. Find the missing term in the following series BZA, DYC, FXE, ?, JVI A. HUG B. HWG C. UHG D. WHG ANSWER: B 70. 17, 22, 27, 32, …... ? ….... A. 33 B. 35 C. 38 D. 37 ANSWER: D 71. A and B are brothers. C & D are sisters. A's son is D's brother. How is B related to C? A. Uncle B. Brother C. Grandfather D. Father ANSWER: A 72. p% of m is n n is greater than m then A. p < 100 B. p > 100 C. p ≥ 100 D. p ≤ 100 ANSWER: B 73. 87, 74, 61, 48, …... ? ….... A. 35 B. 30 C. 32 D. 25 ANSWER: A 74. what is the other pen name of Munshi Premchand? A. Nawab Rai B. Dhanpat Rai C. Gopal Sharma D. Prem Das ANSWER: A 75. which Bengali poet is also known as 'Bidrohi Kobi(Rebel poet)' during independent movement? A. Jibananda Das B. Rabindranath Tagore C. Kazi Nazrul Islam D. Daulat Quazi ANSWER: C 76. Who is the first winner of Sahitya Academy award for Hindi? A. Acharya narendra dev B. Nagendra C. Makhanlal Chaturvedi D. Amirtlal Nagar ANSWER: C 77. The nationality of V S Naipaul is A. Indian B. British C. American D. Brazilian ANSWER: B 78. Who is the author of the book 'The shadow Lines? A. Vikram Seth B. R K Narayan C. Amitav Gosh D. Rohinton Mistry ANSWER: C 79. How many chapters are there in Baghavat Gita A. 12 B. 15 C. 18 D. 22 ANSWER: C 80. Who is the founder of "Academie française"? A. Richelieu B. Bonaparte C. Louis XIV D. Louis XVI ANSWER: A 81. Who is the Shakespeare of French Literature? A. Molière B. Racine C. Victor Hugo D. Corneille ANSWER: C 82. Who refused the noble prize for literature? A. Jean Paul Sartre B. Paul Eluard C. Paul Verlaine D. Paul Valerie ANSWER: A 83. Who was considered as the most important author in the "Naturalist" movement? A. George Sand B. Zola C. Chateaubriand D. Sartre ANSWER: B 84. According to French history which period is called as the century of light? A. XV century B. XIV century C. XVIII century D. XVII century ANSWER: C 85. Which French writer was the 2014 Nobel Prize recipient for Literature? A. Trembley B. Francis C. Piera D. Patrick Modiano ANSWER: D 86. "Eazhai padum paadu" is a Tamil movie adopted from which French novel? A. Les misérables B. The hunch back of notre dame C. Madame Bovary D. Père Goriot ANSWER: A 87. The Horla is the short horror story written by Which French author? A. Eugène Ionesco B. Samuel Beckette C. Guy de Maupassant D. Marguerite Duras ANSWER: C 88. "The Demon Seed" is the English translation of a novel written by: A. Rajan Kakkanadan B. Vaikkam Mohammed Basheer C. Mukundan D. M.T. Vasudevan Nair ANSWER: D 89. "Mandan Muthappa" is a character created by ________: A. P Kesavadev B. Vaikkam Mohammed Basheer C. O.N.V Kuruppe D. Balamanni Amma ANSWER: B 90. Who is the author of the novel "Aadu Jeevetham": A. Kochubhava B. Benyamin C. Razak D. Sreenivasan ANSWER: B 91. Who was the author of "Poovan Pazham": A. O.V Vijayan B. Padmanaban C. Edaseeri D. Kaarur ANSWER: D 92. Who is the famous "Maha Kavi" in Malayalam literature: A. Thakazhi B. Vallathol C. Vayallar D. Premchand ANSWER: B 93. Who is the father of Malayalam Literature: A. Vallathol B. Ulloor C. M.T Vasudevan Nair D. Ezhuthachan ANSWER: D 94. How many are there in Tholkapiya Sootharai? A. 1810 B. 1710 C. 1830 D. 1730 ANSWER: A 95. How many Meipadugal are there? A. 9 B. 8 C. 7 D. 6 ANSWER: B 96. What is Velan Vedham? A. Thirukural B. Ealathi C. Naladiyar D. Pazhamozhi ANSWER: C 97. Who is the author of Manimegalai? A. Seethalai Sathanar B. Elangovadigal C. Thiruthaka Thevar D. Nantha Kuthanar ANSWER: A 98. What is known as Edukum maakathai? A. Kambaramayanam B. Periya Puranam C. Seerapuranam D. Ramayanam ANSWER: B 99. Which one of the Thirumanithiram is Thirumurai? A. 8 B. 9 C. 10 D. 11 ANSWER: C 100. A neem product used as insect repellent is A. Azardirachtin B. Rotenone C. Endrin D. Parathion ANSWER: A 101. The study of the way individual traits are transmitted from one generation to the next is called A. Ecology B. Genetics C. Cell Biology D. Homology ANSWER: B 102. Degradation of organic wastes by using earth worms is called A. Vermicomposting B. Compost bedding C. Humus D. none of the above ANSWER: A 103. Which tissue of plants conducts food ? A. Xylem B. Phloem C. Parenchyma D. Selerides ANSWER: B 104. Oncogene is responsible for A. Lung disease B. Typhoid C. Cancer D. Malaria ANSWER: C 105. If the radius of blood vessels of a person decreases his/her blood pressure will A. Decrease B. Increase C. Remain Same D. Becomes zero ANSWER: B 106. Insufficient supply of blood in human body is referred as A. Ischemia B. Hyperemia C. Hemostasis D. Haemorrhage ANSWER: A 107. Typhoid is caused by A. Pseudomonas sp. B. Staphyoeoccus C. Bacillus D. Salmonella typhi ANSWER: D 108. BCG immunization is for A. Measles B. Tuberculosis C. Diptheria D. Leprosy ANSWER: B 109. The toxicity of which of the heavy metals leads to liver cirrhosis? A. Copper B. Lead C. Mercury D. Zinc ANSWER: A 110. Which one of the following diseases is a communicable? A. Rickets B. Amoebiasis C. Diabetes D. Cancer ANSWER: B 111. Immune deficiency syndrome could develop due to A. Defective liver B. Defective thymus C. AIDS virus D. Weak immune system ANSWER: C 112. The Instrument used to record the earthquake is called the A. Einograh B. Animometer C. Seismgrah D. None of these ANSWER: C 113. Asteroids are A. Small broken pieces of planets B. Shooting stars C. Found in a belt between Earth and Venus D. None of these ANSWER: A 114. Radioisotopes, which are used in medical diagnosis, are known as A. tracers B. silver bullets C. markers D. dyes ANSWER: A 115. Radioactivity is measured by A. Geiger-Muller counter B. Polarimeter C. Calorimeter D. Colorimeter ANSWER: A 116. What is a zoom lens? A. It is a lens having fixed focal length B. It is a lens having variable focal length C. It is a lens used in radio telescopes D. None of the above ANSWER: B 117. Modern stereophonic technology was invented in the 1930s by A. Alan Blumlein B. John Bird C. Willaim George D. Chester Charlson ANSWER: A 118. What is part of a database that holds only one type of information? A. Report B. Field C. Record D. File ANSWER: B 119. OS' computer abbreviation usually means? A. Order of Significance B. Open Software C. Operating System D. Optical Sensor ANSWER: C 120. MOV' extension refers usually to what kind of file? A. Image file B. Animation/movie file C. Audio file D. MS Office document ANSWER: B 121. Who developed Yahoo? A. Dennis Ritchie & Ken Thompson B. David Filo & Jerry Yang C. Vint Cerf & Robert Kahn D. Steve Case & Jeff Bezos ANSWER: B 122. TMP' extension refers usually to what kind of file? A. Compressed Archive file B. Image file C. Temporary file D. Audio file ANSWER: C 123. In India the television broadcast standard is...? A. PAL B. NTSC C. SECAM D. RGB 124. The input used by an antenna or cable to a TV set uses frequencies called...? A. IF B. RF C. AF D. SAP ANSWER: B 125. Which motor is NOT suitable for use as a DC machine? A. Permanent magnet motor B. Series motor C. Squirrel cage motor D. Synchronous motor ANSWER: C 126. The brain of any computer system is A. ALU B. Memory C. CPU D. Control unit ANSWER: C 127. Which of the following is the 1's complement of 10? A. 01 B. 110 C. 11 D. 10 ANSWER: A 128. Which part interprets program instructions and initiate control operations. A. Input B. Storage unit C. Logic unit D. Control unit ANSWER: D 129. The binary system uses powers of A. 2 B. 10 C. 8 D. 16 ANSWER: A 130. A computer program that converts assembly language to machine language is A. Compiler B. Interpreter C. Assembler D. Comparator ANSWER: C 131. The time required for the fetching and execution of one simple machine instruction is A. Delay time B. CPU cycle C. Real time D. Seek time ANSWER: B 132. The time for which a piece of equipment operates is called A. Seek time B. Effective time C. Access time D. Real time ANSWER: B 133. Which access method is used for obtaining a record from a cassette tape? A. Direct B. Sequential C. Random D. All of the above ANSWER: B 134. Any type of storage that is used for holding information between steps in its processing is A. CPU B. Primary storage C. Intermediate storage D. Internal storage ANSWER: C 135. The section of the CPU that selects, interprets and sees to the execution of program instructions A. Memory B. Register unit C. Control unit D. ALU ANSWER: C 136. Which type of system puts the user into direct conversation with the computer through a keyboard? A. Real time processing B. Interactive computer C. Batch processing D. Time sharing ANSWER: B 137. A single packet on a data link is known as A. Path B. Frame C. Block D. Group ANSWER: B 138. A common boundary between two systems is called A. Interdiction B. Interface C. Surface D. None of the above ANSWER: B 139. Which computer has been designed to be as compact as possible? A. Mini B. Super computer C. Micro computer D. Mainframe ANSWER: C 140. Which method is used to connect a remote computer? A. Device B. Dialup C. Diagnostic D. Logic circuit ANSWER: B 141. Which of the following is still useful for adding numbers? A. EDSAC B. ENIAC C. Abacus D. UNIVAC ANSWER: C 142. ASCII stands for A. American standard code for information interchange B. All purpose scientific code for information interchange C. American security code for information interchange D. American Scientific code for information interchange ANSWER: A 143. Which device of computer operation dispenses with the use of the keyboard? A. Joystick B. Light pen C. Mouse D. Touch ANSWER: C 144. The list of coded instructions is called A. Computer program B. Algorithm C. Flowchart D. Utility programs ANSWER: A 145. A technique used by codes to convert an analog signal into a digital bit stream is known as A. Pulse code modulation B. Pulse stretcher C. Query processing D. Queue management ANSWER: A 146. An optical input device that interprets pencil marks on paper media is A. O.M.R B. Punch card reader C. Optical scanners D. Magnetic tape ANSWER: A 147. Most important advantage of an IC is its A. Easy replacement in case of circuit failure B. Extremely high reliability C. Reduced cost D. Low power consumption ANSWER: B 148. Data division is the third division of a _____ program. A. COBOL B. BASIC C. PASCAL D. FORTH ANSWER: A 149. A modern digital computer has A. Extremely high speed B. Large memory C. Almost unlimited array D. All of the above ANSWER: D 150. Which of the following can store information in the form of microscopic pits on metal disks. A. Laser disks B. Tape cassettes C. RAM cartridge D. Punched cards ANSWER: A 151. Who is the father of economics? A. Max mullar B. Adam smith C. Karl marx D. None of these above ANSWER: B 152. Indian economy is A. Socialistic economy B. Gandhian economy C. Mixed economy D. Free economy ANSWER: C 153. Mixed economy means an economy where A. Both agriculture and industry are equally promoted by the state B. There is co-existence of public sector along with private sector C. There is importance of small scale industries along with heavy industries D. Economy is controlled by military as well as civilian rulers ANSWER: B 154. Economic survey is published by A. Ministry of finance B. Planning commission C. Government of India D. Indian statistical institute ANSWER: A 155. Concept of five year plans in India was introduced by A. Jawaharlal Nehru B. Indira Gandhi C. Lalbahadurshastri D. Morarjidesai ANSWER: A 156. The contribution of agriculture to India's economy is A. Constant B. Increasing C. Decreasing D. None of these ANSWER: C 157. Who said, "Economic is a science of wealth"? A. Keynes B. Adam smith C. J.S.Mill D. Robbins ANSWER: B 158. Economic Growth Is Dependent Mainly On A. Price stability B. Population growth C. Level of consumption D. Level of investment ANSWER: D 159. In which, year the decimal system of currency introduced in India A. 1948 B. 1950 C. 1955 D. 1957 ANSWER: D 160. How many languages are used on a ten rupee note? A. 10 B. 12 C. 15 C. Kuber with a purse of money D. A dog sitting in a defensive state ANSWER: A ANSWER: B 175. The 'Doctrine of Indoor Management' provides protection to the– A. Board of Directors B. Shareholders C. Managing Director D. Outsiders ANSWER: D 176. Which among following is called "Gift of the Nile" ? A. China B. India C. Iraq D. Egypt ANSWER: D 177. Who is considered as the master of Greek comedy ? A. Aeschylus B. Sophocles C. Aristophanes D. Philip ANSWER: C 178. When ancient Olympic games first held ? A. 776 BC B. 780 BC C. 790 BC D. 800 BC ANSWER: A 179. Who is known as the father of Modern Medicine ? A. Euclid B. Pythagoras C. Hippocrates D. Erastosthenes ANSWER: C 180. Who was among the famous Roman poets ? A. Tacitus B. Plinky C. Virgil D. Marcus ANSWER: C 181. In which year Bartholomew Diaz reached Cape of Good Hope ? A. 1480 B. 1487 C. 1495 D. 1500 ANSWER: B 182. Who was the first to sail round the world ? A. Francis Drake B. Columbus C. Magellan B. China C. USA D. India ANSWER: B 190. Which planet is also known as Red planet ? A. Mercury B. Mars C. Venus D. Jupiter ANSWER: B 191. What was the time period of Indus Civilization / Harappan Civilization ? A. 2400 BC - 1700 BC B. 2400 BC - 1750 BC C. 2500 BC - 1700 BC D. 2500 BC - 1750 BC ANSWER: D 192. Which was the largest site of Indus Civilization ? A. Mohenjodaro B. Lothal C. Chanhudaro D. Dholavira ANSWER: D 193. Vedic Culture was from A. 1500 BC to 600 BC B. 1450 BC to 550 BC C. 1400 BC to 500 BC D. 1300 BC to 400 BC ANSWER: A 194. Which is the oldest text in the world ? A. Yajur Veda B. Atharva Veda C. Rig Veda D. Sama Veda ANSWER: C 195. Which Veda contains cure of diseases ? A. Sama Veda B. Atharva Veda C. Rig Veda D. Yajur Veda ANSWER: B 196. Gautama Buddha renounced home at the age of ? A. 26 B. 27 C. 28 D. 29 ANSWER: D 197. When was Mahavira born ? A. 530 BC B. 540 BC C. 550 BC D. 560 BC ANSWER: B 198. The Red Fort was built by : A. Akbar B. Shahjhan C. Jahangir D. Sher Shah ANSWER: B 199. The Sarvodaya Movement was initiated by A. Mahatma Gandhi B. J P Narayan C. Vinoba Bhave D. Bhagat Singh ANSWER: C 200. When did Vasco-da-Gama come to India ? A. 1492 B. 1494 C. 1496 D. 1498 ANSWER: D 201. Who of the following Prime Ministers sent Cripps Mission to India ? A. James Ramsay MacDonald B. Stanley Baldwin C. Neville Chamberlain D. Winston Churchill ANSWER: D 202. With whose permission did the English set up their first factory in Surat? A. Akbar B. Jahangir C. Shahjahan D. Aurangzeb ANSWER: B 203. Which of the following was the court language during the reign of Akbar ? A. Hindi B. Urdu C. Persian D. Arabic ANSWER: C 204. Who put an end to the system of Dual Government in Bengal ? A. Regulating Act B. Clive C. Warren Hastings D. British Parliament ANSWER: C 205. The Qutub Minar at Delhi was built by ? A. Qutbuddin Aibak B. Shahjhan C. Aleu-din-khilji D. Chandragupta ANSWER: A 206. Where did British first open their factories in Eastern part of India ? A. Assam B. orissa C. Bihar D. Sikim ANSWER: B 207. First Governor-General of India A. Robert Clive B. Sir Charles Metcalfe C. William Bentinck D. Warren Hastings ANSWER: C 208. Who is consider as the chief architect of Tajmahal ? A. Makramat Khan B. Mohamad Khan C. Ahmad Lahauri D. Ahmad Khan ANSWER: C 209. Who was the founder of Madras ? A. Francis Day B. Lord Dalhousie C. Sir John Child D. Robert Clive ANSWER: A 210. "Jatakas" are sacred text associated with : A. Hinduism B. Jainism C. Buddhism D. Jews ANSWER: C 211. Chandragupta was succeeded by ? A. Sannidhata B. Ashoka C. Hemusara B. P.T.Usha C. Kamaljit Sandhu D. K.Malleshwari ANSWER: C 219. When was Amateur Athletics Federation of India established? A. 1936 B. 1946 C. 1956 D. 1966 ANSWER: B 220. How long are professional Golf Tour players allotted per shot? A. 45 seconds B. 25 seconds C. 1 minute D. 2 minutes ANSWER: A 221. Which NBA player scored 8 points in the final 7 seconds of a game to lead his team to victory? A. Baron Davis B. Kevin Garnett C. Stephon Maurbury D. Reggie Miller ANSWER: D 222. Who was the 1st president of BCCI ( Board of Control for Cricket in India )? A. R.E. Grant Govan B. Dr. Maharajkumar Sir Vijaya Ananda C. Sikandar Hyat Khan D. Anthony S. D'Mello ANSWER: A 223. Who has scored the most runs in a single First-class innings? A. Hanif Mohammad B. Brian Lara C. Sir Donald Bradman D. Sachin Tendulkar ANSWER: B 224. Who was the first Indian to win an individual medal in Olympics? A. Milkha Singh B. P.T.Usha C. Karnam Malleshwari D. K.D.Jadhav ANSWER: D 225. With which sport is the 'Choudhury Trophy' associated? A. Golf B. Circumnavigation of the earth by car C. Formula One racing D. Buggy-Jumping ANSWER: B 226. Name the Indian Chess player who has broken the World Record by finishing the game in first twelve moves? A. Vishwanathan Anand B. Champa Bose C. Sakunthala Devi D. Praveen Thipsey ANSWER: A 227. Yondieki who set up a new world record in 10,000 meters race, belongs to A. Australia B. Canada C. Kenya D. Mexico ANSWER: C 228. Jeev Milkha Singh is associated with which sports? A. Volleyball B. Golf C. Athletics D. Hockey ANSWER: B 229. Amar Singh Sokhi is remembered for his performance in ? A. Archery B. Cycling C. Swimming D. Athletics ANSWER: B 230. 'Ashes' is the term associates with which sports? A. Basketball B. Cricket C. Hockey D. Volleyball ANSWER: B 231. Prakash Padukone is associated with which games? A. Cricket B. Table Tennis C. Judo D. Badminton ANSWER: D 232. Who among the following was adjudged the Best Athlete of 14th Asian games held in Busan, South Korea? A. Kosuke Kitajima B. Taufik Hidayat C. Lee Bong - Ju D. Zaw Min Htwe 233. Crame Trophy Tennis final held in May 2003 was played between A. Leander Paes and David Rickle B. John McEnore and David Rickle C. Boris Becker and John McEnroe D. Boris Becker and Leander Paes ANSWER: C 234. Jaspal Rana is in which of the following games? A. Shooting B. Weight Lifting C. Swimming D. Archery ANSWER: A 235. Which Indian Criketer was given the title 'Tiger'? A. Sunil Gavaskar B. Rahul Dravid C. B.S. Bedi D. Mansur Ali Khan Pataudi ANSWER: D 236. The 'Agha Khan Cup' is associated with which game? A. Badminton B. Hockey C. Football D. Cricket ANSWER: B 237. Chris Evert's name is associated with which sports? A. Tennis B. Swimming C. Skating D. Shooting ANSWER: A 238. Which of the following games originated from England? A. Baseball B. Archery C. Cricket D. Hockey ANSWER: C 239. Which of the following is correctly matched? A. Nehru Trophy - Table Tennis B. B.C. Roy Trophy - Lawn Tennis C. Holkar Trophy - Bridge D. Ruia Trophy - Kabbadi ANSWER: C 240. Geet Sethi has made a mark in A. Billiards B. Shooting C. Chess D. Golf ANSWER: A 241. Grand Slam in Tennis means a player has to win A. Australian open, French open, U.S. open and Wimbledon B. Australian open, U.S. Open and Wimbledon C. Australian open, French open and Wimbledon D. French open, Wimbledon ANSWER: A 242. Centre has appointed which of the following as next Ambassador of India to the Socialist Republic of Vietnam? A. Satish amdar B. Muktesh Pardeshi C. P. Harish D. Sunil Lanba ANSWER: C 243. Justice Sanjay Mishra, has been appointed as the Lokayukta of which Indian state? A. Andhra Pradesh B. Madhya Pradesh C. Uttar Pradesh D. Himachal Pradesh ANSWER: C 244. Which of the following state government has launched a dedicated helpline for journalists to help and assist the media persons? A. Himachal Pradesh B. Uttar Pradesh C. Madhya Pradesh D. Andhra Pradesh ANSWER: B 245. What was the duration of time for 67th Republic Day celebration at Rajpath in New Delhi? A. 80 minutes B. 115 minutes C. 90 minutes D. 120 minutes ANSWER: C 246. International Cricket Council (ICC's) has ranked which other following as the topper in its recently disclosed Test Rankings? A. South Africa B. England C. Australia D. India ANSWER: D 247. India will set up a satellite tracking and imaging centre in which of the following country? A. Thailand B. Malaysia C. Vietnam D. Maldives ANSWER: C 248. Which of the following state Govt has approved the navy maritime policy for port development? A. Tamil Nadu B. Puducherry C. Maharashtra D. Goa ANSWER: C 249. Which d the following has been elected as the President of BJP? A. Raqhu Patel B. Amit Shah C. Rajnath Sinqh D. Prashant Kishor ANSWER: B 250. India's largest and tallest Tricolour unfurled in which of the following Indian city? A. Mumbai B. Ranchi C. Patna D. 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Family for the Holidays, by Juanita Hernandez My parents came to visit in December for a Merry Christmas. They stayed in my home. Maybe in July they will be coming back from Mexico. For now I am content when they are here. We go many places like Jacksonville and Raleigh. They like America a little bit. They only come to see family. Education Is the Main Key, by Omar Epps Education means a lot to me. It will help me to read better and learn more words and get a job. Education will help me keep in touch with my family through letters and email. Work on the computer would help me too. I enjoy reading books and magazines. They will help with my education. Read All About It! Craven Literacy Council's Student Newsletter 2015 Craven Literacy Council, 2507-F Neuse Blvd., New Bern, N.C. 28562 Phone: (252) 637-8079—firstname.lastname@example.org No. 45 June 2015 Student Stories Send us your stories or poems for the September newsletter Why I Want to Learn English, by Htun Thein I want to read more books. I want to know about developing countries' history. Japan, England and the United States of America are more developed countries. The county of Japan is in Asia. England is in Europe. The United States is in North America. So I want to learn English. I want to read something. I want to buy food. I want to buy vegetables, meat, and fruit when I go to Walmart market. Not many sale prices are the same. I need to look at the price in the paper. Price amounts in the paper are written in English. If you want to know the price, you need to speak the English language. I need to listen and understand. I want to buy medicine. Everybody should know how to read and understand the labels. I want to read English better. I want to read English books and I want to read English poems so I need to learn English. I need to read English, hear English and write English. I need more practice to understand, read, write, and speak better. Studying To Pass the Citizenship Test, by Say Ku My name is Say Ku. I'm thirty-four years old. I'm from Thailand. I have five kids, four girls and one boy. My family came to the United States seven years ago to have a better life and education for our children. I worked in many different jobs in the past. I am now working in a parttime job at Thai Thai. I have trouble knowing English and that is why I need a teacher to help teach me English. I hope to pass the citizenship test with the help of Mrs. Maureen. Thank you to Mrs. Maureen for helping me with the citizenship test questions so that I could pass the real test. Thank you again, Mrs. Maureen and may God bless you. . If This World Was Mine, by Morro Keys If this world was mine, I would change all negative things and make them positive. I would feed all the hungry and provide homes for the homeless. If this world was mine, I would teach all infants nothing but love. If you teach them as an infant, then love is the only thing they will know. If this world was mine, I would make the world full of respect. Respect should be endured and always given to everyone. If this world was mine, I would make every human the same color so there wouldn't be such a thing as race because we shouldn't be competing against each other. If this world was mine, I would give every human being the knowledge so they can protect themselves from crooked people. In this world if you don't know, you will pay dearly. If this world was mine, no one would have to work on Sundays. Sundays should be a day for family and friends to worship together. If this world was mine, Martin Luther King wouldn't have been the only one with a dream for equal rights. If this world was mine, love, trust, and loyalty would be practiced more. If this world was mine, families would still be close and our youth wouldn't have to resort to street gangs. If this world was mine, I would make many changes but, since it's our world, we have to become one and change the world collectively as a whole. One Special Day in My Life!!!, by Joselyn Vargas One day, seven years ago, I was very nervous and excited. I had to make a difficult decision. Although I was sure I wanted to get married, this decision changed my life forever. We have been together for seven years now. It has been seven years with good times and some not so good, but always we have been together. From this great love came our two beautiful treasures, Jahir and Aymed. I hope that with God's help we continue together forever. I love you, Manuel. Working With Craven Literacy Council, by David Heath One reason I am happy with Craven Literary Council is I am working to get my GED. Also, thanks to two great tutors, I am having fun at it. I am having fun learning math like division, multiplication and fractions. I like it here very much. An excellent group of people. I also have fun working on models. My Dream, by Phimpisa Bwint I would like to become a teacher and teach children. Many people in Thailand are poor and would benefit from getting an education. I need to further my education too so that I can receive a teaching license. If I get my degree in teaching, I plan to go back to Thailand to help my friends. Thailand needs teachers because they have so few. I am happy for my people because even though they are poor, if they can get an education, they can be happy and successful. As for me, if I have a place to live and a little money I can be happy and successful, Why I Want to Learn English, by Thet Mon San I want to read more books, stories, magazines and newspapers. I want to know United States history because I am interested. I want to speak more of the English language because I want to learn. I go to work and everybody uses the English language so I want to be able to speak more in English. I need to study vocabulary. When I go shopping all the sellers use the English language. All items are written in English words. Because I want to learn English, I want to have more practice speaking. I also want to learn writing. When I arrived in the USA everybody used the English language, English letters and English vocabulary. All refugees need to learn English. Congratulations to our newest citizens Say Ku took the citizenship oath Friday, May 1. Her tutor is Maureen Smith. A Bu became a new citizen in June. Her tutor is Debi Lupia. This is a long and difficult course of study and we are so proud of all of our students — both current citizens and those student/tutor teams working together toward tthis goal. ………………………………… A safe and happy Fourth of July to all	<urn:uuid:704932e7-6ace-47d3-bb4a-9678a6dace60>	CC-MAIN-2018-05	http://cravenliteracy.org/student-newsletter/June%202015%20Student%20Newsletter.pdf	2018-01-22T22:14:14Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00161.warc.gz	78,009,280	1,480	eng_Latn	eng_Latn	0.99862	eng_Latn	0.998631	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2631, 6577 ]	[ 2.140625 ]	1	1
Woodland Schools – Reception Stanley's Stick- 15.11.16 Key Value: Creative Who can find a leaf with 2 or 3 colours on it? Scarlett – mine has green and yellow. Ella – mine is brown and orange. It is a sycamore leaf. William – I have brown and black. The children were very focussed looking for and talking about the different leaves. They tried to see if they could match the leaves to the tree they came from. Reception enjoyed listening to Stanleys stick and talking about what they've used sticks for before. We talked about how Stanley felt at different stages of the story and they had a go at predicting what was going to happen next in the story. After listening to the story the children decided that they would like to make dens from the sticks they'd used to make a bridge. They quickly organised themselves so that they could transport the branches. Oliver – I'll tell you when to drop it. 1,2,3 drop. Josh – we need 4 to carry this but we only have 3. They worked really well together, asking when they needed help and keeping out of each other's way when they were transporting. Ella – I'm going to make a den for my stick. She worked by herself transporting sticks and leaning them against a tree to make a den. Francis – I have found a feather. I think it is a pigeon because they are grey and black. I told him that magpies were also black and white and it could be that too. He thought it was more grey than black. 'Look my stick is a horse! What is your stick?' Francis went straight to the bank that he was playing on last week and checked that he could still balance on it without falling off. He could. Georgia – we can still see camp so we're ok. The children travelled a lot further, independently, today but were really good at checking that they could still see camp. Climbing the bank and negotiating the best way to get back down again. I asked the children to find me a beech leaf. All could identify beech. Pearl was also quick to identify sycamore. Scarlett – I liked playing music with our sticks because I made a lot of noise. Oliver – I liked everything because it's fun and interesting. James – I liked making houses because I like making. Pearl – I enjoyed using the sticks on the wall to make music because I made lots of tunes. Isla – I liked playing stick hide and seek just because it's fun. William – I enjoy mettling the stick (whittling). That means taking all the wood off and it's brilliant. Ella – I liked making my den because I am proud of it. Josh - I liked making the house from sticks and accidently made a house for a spider. I liked playing stick hide and seek. Georgia - I enjoyed making houses down there but we didn't finish. I liked it because it was exciting. Francis – I liked playing stick hide and seek because it makes me happy. A group of children started using their sticks to make music. They tapped different rhythms on the side of camp and were quick to realise that different parts of the shelter made different sounds.	<urn:uuid:af56d074-b9a0-4993-9c7a-d625a9c59565>	CC-MAIN-2018-05	http://lanercostschool.org.uk/doc/Rec%20Nov%2015th%202016.pdf	2018-01-22T21:46:38Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00163.warc.gz	193,398,077	674	eng_Latn	eng_Latn	0.999582	eng_Latn	0.99961	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1633, 3010 ]	[ 3.59375 ]	2	0
▼ Well-placed bat houses can attract bats to Central Valley farms by Rachael F. Long, W. Mark Kiser and Selena B. Kiser In an 8-year study from 1997 to 2004, we evaluated the use of 186 bat houses in rural areas of California's Central Valley. We considered the bat houses' size, color, height and location, and found that location was the main factor affecting bat use. Colonies of bats (generally mothers and their young) preferred houses mounted on structures such as buildings, shaded or exposed only to morning sun, and within one-quarter mile of water. In contrast, individual bats (generally males and nonreproductive females) were less selective in where they roosted. The overall occupancy rate for bat houses in our study was 48% for colonies and 28% for individual bats. Mexican free-tailed and Myotis bats were the main species using the houses, with occasional sightings of pallid and big brown bats. Bats occupied most houses within the ﬁrst 2 years of placement. California is home to 25 species of bats, seven of which are commonly found in the Central Valley: the Mexican free-tailed bat, big brown bat, pallid bat, California myotis, Yuma myotis, western red bat and hoary bat (table 1). Red and hoary bats tend to roost individually in trees, including orchards, whereas the others form maternity colonies (mothers and their young) in any suitable crevice such as buildings, bridges, trees or rocky outcroppings. Bat maternity colonies in California range in size from less than a hundred for big brown and pallid bats to thousands for Mexican free-tailed and Myotis spp. bats (Zeiner et al. 1990). Most California bats are insectivorous, with the exception of two desert species in the extreme southern por- tion of the state that feed on nectar and pollen (Mexican long-tongued bat [Choeronycteris mexicana] and the lesser long-nosed bat [Leptonycteris curasoae]). Insectivorous bats feed on a variety of insects, but different species prefer different prey (Long et al. 1998). For example, big brown bats prefer beetles; hoary and red bats prefer moths; and pallid bats prefer crickets, beetles and scorpions (Whitaker 1995; Zeiner et al. 1990). Bats can consume their body weight or more in insects each night, and a typical colony of 150 bats can eat more than a million insects each year (Whitaker 1995). In the Central Valley, bats tend to hibernate or migrate to warmer areas during the winter when prey is scarce, and return each spring apparently to the same roost to raise their young (Zeiner et al. 1990). colonized bat houses, there is limited information on the parameters that make them suitable for use by bat colonies in California's Central Valley. House design and placement The purpose of our research was to evaluate the inﬂuence of the design and placement of bat houses on their use as roosting sites by bats in the Central Valley. From 1997 to 2004, 186 bat houses were installed and monitored yearly in 66 rural agricultural locations in California's Central Valley. The houses were constructed using guidelines provided by Bat Conservation International (Tuttle et al. 2004; BCI 2005). Houses were mostly made of plywood with one or more 3/4-inch- to 1-inch-wide chambers that were open at the bottom, allowing bats to ﬂy in and out from below. The houses were usually caulked and sealed to keep them dark and dry, and most had ventilation slots on the lower sides to prevent overheating. Wooden partitions inside the houses were either roughened or covered with plastic mesh to provide footholds for bats. The houses were categorized as small or Given the insect-eating nature of bats, farmers may have an interest in attracting them to their farms. Bat houses, akin to bird boxes but with the opening on the bottom, have been used to attract bats since the early 20th century (Campbell 1925; Tuttle et al. 2004). Although bats in many areas of the United States have successfully Left and center: Mark and Selena Kaiser, Bat Conservation International large (less than or greater than 3 linear feet of roost space as measured by the total length [side to side] of all roost chambers combined). that was large enough for bats to drink from while on the wing, including canals, ponds and streams. However, because bats apparently favor roosts close to water, bat house occupancy was partitioned into less than and more than one-quarter mile from water (Tuttle et al. 2004). In some areas of the United States the color of bat houses inﬂuences their internal temperature, and darker houses are recommended for cooler regions and lighter colors for warmer areas (Tuttle et al. 2004). We tested whether color inﬂuenced the occupancy of bat houses in the Central Valley by painting them light, medium or dark colors; houses with no sun exposure were excluded from the data analyses. Internal temperature affects bat house occupancy, with females and young preferring houses between 80° F and 100° F (Tuttle et al. 2004). As a result, we mounted the bat houses in different locations to test the effect of shade or morning sun versus full day or afternoon sun on occupancy rates. Bat houses that received indirect heat through a wall to which they were attached were added to the appropriate category of sun exposure. tables, and the power of the tests was calculated according to Cohen (1988). Bat house occupancy The overall occupancy rate for the bat houses was 76% (48% for colonies and 28% for individuals). Out of 141 occupied houses, Mexican free-tailed bats were found in 67% of the houses, myotis in 26%, pallid bats in 10% and big brown bats in 2%, with multiple species often sharing roosts (table 1). In 24% of the houses, the bats could not be identiﬁed due to blocked visibility. We suspect that the myotis were Yuma myotis, although California myotis could have been present but they have yet to be identiﬁed using bat houses. Colonies ranged from ﬁve to 500 bats per house, Bats can consume their body weight or more in insects each night, and a typical colony of 150 bats can eat more than a million insects each year. with an average size of 64 (± 10) bats. Data were analyzed using a chisquare distribution to test whether occupancy by both individual bats and colonies of bats depended on bat house height, color, size, mount type, distance to water, sun exposure and time since installation. The observed distributions of occupied bat houses were compared with the available distributions using chi-square contingency The rate of initial occupancy by colonies of bats reached 64% in the ﬁrst 2 years, but declined signiﬁcantly to 27% for houses that had been up for more than 4 years without previous use (P < 0.05) (ﬁg. 1A). In contrast, individual bats exhibited no signiﬁcant differences in time until ﬁrst occupancy (P > 0.05). For both individuals and colonies, there were no signiﬁcant differences in the occupancy rates for small versus large The bat houses were inspected yearly (usually in June) with a ﬂashlight, and the occurrence, number and species of bats using the houses were recorded. The two species of myotis look so similar that differentiating them would have required us to handle the bats, and we did not want to disturb the maternity colonies. Since bachelors (males and nonreproductive females) tend to roost individually and independently from mothers and their young, we separated our data by the number of bats using the houses. Houses with ﬁve or more bats were labeled as a colony (usually mothers and their young), whereas houses with less than ﬁve bats were labeled as individuals (usually males and nonreproductive females). To test the effect of mount height and type on bat house use, the houses were mounted individually, side-by-side or back-to-back on barns, sheds, poles, bridges or silos between 7 feet and 31 feet off the ground. All houses were at least 6 feet from surrounding objects, such as tree branches or wires, allowing the bats to easily maneuver in and out. In addition, all houses were within 2.5 miles of a permanent water source TABLE 1. Characteristics of bats common to California's Central Valley \| Mexican free-tailed bat (Tadarida brasiliensis) \| General insect predators† \| 67 \| \| \|---\|---\|---\|---\| \| California myotis (Myotis californicus) Yuma myotis (M. yumanensis) \| \| 26 \| \| \| Pallid bat (Antrozous pallidus) Beetles, crickets‡ 10 Big brown bat (Eptesicus fuscus) Beetles 2 \| \| \| \| \| Western red bat (Lasiurus blossevillii) Hoary bat (L. cinereus) \| Mo ths \| 0 0 \| Mostly solitary in trees, including orchards \| * Data from 141 houses that were occupied by one or more species of bats. † Moths, ﬂies, mosquitoes, leafhoppers, beetles. ‡ Also scorpions and centipedes. houses, house color or house height (P > 0.05) (table 2). Bat colonies also favored bat houses with shade or morning sun versus those with full or afternoon sun (57% vs. 37% occupancy, respectively, P < 0.05) (ﬁg. 1C). In contrast, individual bats were more often found using bat houses with full or afternoon sun versus those with shade or morning sun (39% vs. 19% occupancy, respectively, P < 0.05). Colonies also favored houses that were within one-quarter mile of a permanent water source over those located farther away (59% vs. 34% occupancy, respectively, P < 0.05), with no such differences observed for individual bats (P > 0.05) (ﬁg. 1D). However, bat house occupancy rates were signiﬁcantly inﬂuenced by their location (ﬁg. 1B). Colonies were found more often in bat houses on structures than in those on poles (53% vs. 34% occupancy, respectively, P < 0.05). In contrast, individuals were found more often in bat houses on poles than in those on structures (40% vs. 23% occupancy, respectively, P < 0.05). Location, location, location The results of our study showed that several factors inﬂuence the attraction of bats to bat houses in California's Central Valley. Bat colonies favored bat houses mounted on structures such as barns or bridges, with shade or morning sun, and within one-quarter mile of water. In contrast, individual bats were more often found using bat houses on poles and in full or afternoon sun, while proximity to water was not important within the 2.5-mile area considered. The height, color and size of the bat houses had little impact on occupancy rates, especially for colonies. Although bat house size did not affect occupancy in our study, larger houses appear to offer bats more temperature gradients inside the houses and are preferred in other areas of the country (Kiser and Kiser 2004). Bat colonies probably preferred bat houses in the shade or morning sun because those with full or afternoon sun likely get too hot. Central Valley summer temperatures often exceed 100° F, and the optimum temperature for raising young bats is between 80° F and 100° F (Kiser and Kiser 2004). However, bats sometimes use south- or east-facing bat houses, particularly in the spring and fall when temperatures are cooler. As a result, it is probably best to place several houses around a farm to optimize roosting sites for bats. Bat colonies likely preferred bat houses attached to structures because these tended to be buffered from temperature ﬂuctuations, which can exceed 30° F during the summer months in the Central Valley. This is important for bat pups, which are born helpless and without fur, to help them stay warm when their mothers leave the roosts at night to feed. Moreover, pole-mounted bat houses may have the disadvantage of increasing bat predation because they serve as perches for owls and hawks (author, personal observation). Although there were no differences in occupancy rates as a function of bat house height, it is important to mount houses at least 10 feet off the ground to protect the bats from cats and other predators that can catch them if they ﬂy too close to the ground (Tuttle et al. 2004). Likewise, bat houses should be mounted at least 20 feet from obstacles, such as wires or trees, that could block the entrance or serve as perches for predators including snakes, hawks and TABLE 2. Occupancy of bat houses by bat colonies and individuals based on height, color and size * Nonsigniﬁcant (NS) values for bat house height, color and size show a lack of preference by bats for differences within these categories. † Bat houses with ≥ ﬁve bats per house were categorized as a colony (generally mothers and their young). ‡ Based on visual rating of color intensity; houses with no sun exposure were excluded from the data analyses. § Small versus large: less than or greater than 3 linear feet of roost space (total length, side to side, of all roost chambers combined). ¶ Bat houses with < ﬁve bats per house were categorized as individuals (generally males and nonreproductive females). owls. Bat houses should also be placed within a quarter mile from a permanent water source, such a canal, pond or stream; this was favored by bat colonies in our study area as well as elsewhere in the country (Tuttle et al. 2004). International, Austin, Texas. The authors would like to thank Walter Freeman, Douglas Kelt and Bronwyn Hogan for reviewing this manuscript, the Organic Farming Research Foundation and the many farmers who participated in this study. When bat colonies occupied the bat houses in our study, they either showed up as a group, which may have been due to the loss of a roost site, or they started off with a few individuals and slowly increased in numbers. Bat houses were most likely to be occupied by colonies within the ﬁrst 2 years of placement. Our data suggests that bats either like the houses and move in, or do not and will probably never use them. If houses are not used after 2 to 4 years, our data suggests that they should be moved to new locations. R.F. Long is UC Cooperative Extension Farm Advisor, Yolo County; and W.M. Kiser and S.B. Kiser are former Conservation Specialists, Bat Conservation References [BCI] Bat Conservation International. 2005. www. batcon.org. . Campbell CR. 1925. Bats, Mosquitoes, and Dollars Boston, MA: Stratford. 262 p. Cohen J. 1988. Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Assoc. 567 p. Kiser WM, Kiser SB. 2004. A decade of bat house discovery. Bat House Researcher 12(1):1–7. Long RF, Simpson T, Ding T, et al. 1998. Bats feed on crop pests in Sacramento Valley. Cal Ag 52(1):8–10. Tuttle MD, Kiser WM, Kiser SB. 2004. The Bat House Builder's Handbook (2nd ed.). Austin, TX: Univ Texas Pr. 35 p. Whitaker Jr JO. 1995. Food of the big brown bat Eptesicus fuscus from maternity colonies in Indiana and Illinois. Amer Midland Naturalist 134:346–60. Wilson DE. 1997. Bats in Question: The Smithsonian Answer Book. Washington, DC: Smithsonian Inst Pr. 168 p. Zeiner DC, Laudenslayer WF, Mayer KE, et al. (eds.). 1990. California's Wildlife (Vol. 3): Mammals. California Statewide Wildlife Habitat Relationships System. California Department of Fish and Game, Sacramento, CA. Rabies prevention Although bat rabies is rare in California, it is usually fatal. Bat houses should be placed in areas with minimal human disturbance, because young or sick bats will occasionally fall out of roosts where they may come in contact with people or pets. When putting up a bat house, remind people to leave the bats and bat house alone. If someone handles a bat without gloves or is bitten by a bat, they should seek medical attention immediately. Vaccinating cats and dogs and never touching a bat can almost always prevent rabies (Wilson 1997).	<urn:uuid:3adddf78-b321-46a4-944a-3e999e89aef2>	CC-MAIN-2018-05	http://norcalbats.org/wp-content/uploads/2017/12/Yolo_County_Bat_House_Study_RF_Long.pdf	2018-01-22T22:06:15Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00160.warc.gz	252,624,690	3,661	eng_Latn	eng_Latn	0.996587	eng_Latn	0.997808	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3937, 8069, 12084, 15575 ]	[ 2.4375 ]	5	1
28 This article appeared in the Fall 2012 issue of Autism Spectrum Quarterly (www.ASQuarterly.com). Thinking Developmentally Barry M. Prizant, Ph.D., CCC-SLP and Eve Mullen, M. Ed. Part Two of a Two-Part Article In part one, we defined what it is to think developmentally when supporting persons with ASD, emphasizing that it is far more than merely teaching to a developmental checklist. We will now consider the benefits of thinking developmentally; the dangers of not doing so; and the practical implications of this type of thinking. The Benefits of Thinking Developmentally Thinking developmentally can have a major impact on both teacher behavior and school climate. When teachers and other partners learn to ask questions such as, how can I best support the child to help him/her grow developmentally, or what does this child need from me, they become facilitative, since the answers to these questions require that they observe, listen, read intent, respect, and build trust with their students. With a facilitative approach, partners support growth, set limits, and teach students to ultimately become responsible for their own behavior. At the same time they avoid using confrontational or control strategies and rely instead on the use of positive support strategies that enable them to remain emotionally regulated. Clearly, a well-regulated adult partner is always better at supporting a child who is in a dysregulated state. Hence, developmental thinking empowers the adult to become a more supportive teacher even when he or she is attempting to support a child who is distressed or upset. When adults are well regulated and are using developmentally appropriate and effective support strategies, the climate of the classroom, school, and home becomes more positive. This is because the focus is not simply on modifying or reducing challenging behavior, but also on enabling availability for engagement and learning. Developmental thinking helps to create an atmosphere where active engagement and participation are the most important goals, resulting in feelings of competence and positive emotional memories for the child. In this type of atmosphere, ongoing engagement and effort Autism Spectrum Quarterly •Fall 2012 are valued more than the correctness of a response or product of an activity. The Dangers of Not Thinking Developmentally It is unfortunate that many service providers for children with ASD do not receive training in child and human development, as the lack thereof may lead to ill-informed decisions regarding the selection of goals and objectives, as well as ill-conceived ways of responding to children's behavior. Without a developmental perspective, there is the danger of undershooting a child's abilities which can lead to boredom and acting-out behavior. Worse yet, there is also the danger of training skills that the child is not yet ready to learn, resulting in the performance of a meaningless— and often prompt-dependent—rote behavioral sequence that is documented as "progress." Notwithstanding such documentation, it is not authentic progress, since that would involve the learning of spontaneous (not prompted) functional skills that support participation in everyday, meaningful activities (Prizant et al, 2006). Within such a framework, the reinforcement for the child is natural; that is, the approval and attention from partners, as well as the feelings of success and "social membership" from participating in daily activities. In addition, a focus on skill-training alone, without a developmental perspective, does not take into account the importance of social communication, self-expression, emotional Developmental thinking helps to create an atmosphere where active engagement and participation are the most important goals . . . www.ASQuarterly.com Some of the most glaring differences of opinion about programmatic strategies, as well as goals and objectives, occur between professionals who think developmentally and those who do not. regulation, and trusting relationships, which together provide the foundation for helping a child to cultivate a sense of competence and confidence. If motivation and reinforcement are provided primarily through external and artificial contingencies such as food and tokens, the "you do—you get" system can easily turn into "you didn't do, you don't get," which may put a teacher or parent in an adversarial role. In contrast, developmental thinking encourages the use of appropriate supports that can help the child to be successful, thus avoiding confrontations based on an all-or-nothing unilateral approach. Such thinking empowers practitioners and parents to be more optimistic, encouraging, and developmentally appropriate with their children. Practical Implications of Developmental Thinking Developmental thinking requires that partners not only change strategies as a child grows developmentally, but also adjust strategies day-to-day, and even moment-to-moment, depending upon the complexity of the activity and the child's availability for engagement and learning. These practices acknowledge two very important things: 1) that learning is a brain-based activity; and, 2) that it is best facilitated by responsive caregiving and teaching. Furthermore, both of these factors provide the best opportunity for higher-level thinking and goal-directed behavior to prevail over impulsive and reactive behavior. To summarize then, the degree of support provided by partners must fill the gap between the challenges of a task or activity and a child's ability to problem-solve and meet those challenges through higher-level thinking and action. Jacob We will now consider a specific scenario to illustrate some of the elements inherent in thinking developmentally, and how they impact programmatic decision-making. Jacob is an 11-year-old, fifth grade student whose program involves spending much of his day in a special education classroom with five other students www.ASQuarterly.com Fall 2012• Autism Spectrum Quarterly 29 By definition, ASD is a neurologically-based DEVELOPMENTAL disability. with special needs. He also attends music, physical education, and lunch with his regular fifth grade class with support. Jacob is a very active, "high arousal," verbal child with a history of progressing from primarily echolalic language at three years, to the use of more creative spontaneous language since eight years of age. He is able to read with some comprehension, and academically performs at about a first- or second-grade level in most subjects. In this vignette, we consider a challenge identified by Jacob's team: a significant increase in Jacob's production of delayed echolalia (i.e., scripting from videos and other utterances that often did not appear to be relevant to the current situation), as well as increased difficulties in attending to academics in the classroom. Staff felt that his scripting interfered with his ability to attend to activities, especially in busier settings and challenging academic activities. With these concerns, the behavioral consultant on Jacob's team developed a Behavior Intervention Plan to reduce Jacob's scripting. The plan included the introduction of a laminated card when scripting occurred, which prompted him to read: No talking out loud. I will pay attention. If he complied, the adult praised him as follows: "Good reading. Now back to work!" He also received a sticker for every five minutes he did not "script," which allowed him to earn 10 minutes of computer time after he amassed five stickers. Initially, when this intervention was introduced, Jacob read the card and he would stop scripting for a short period; however, after three days, staff noted an increase in Jacob's anxiety and overall dysregulation when the card was presented. He then began to throw the card on the floor and protest by yelling and bolting when it was handed to him. Based on this intervention's lack of success, and at his parent's request, the team sought other suggestions to address the situation. A consultant with a developmental perspective was called in to observe, and meet with the team and his parents. After gathering information and observing Jacob in different activities, it was determined that his use of scripting and delayed echolalia served a few functions: His non-interactive echolalia were attempts to self-regulate in the face of developmentally challenging, language-based, academic activities (which had increased in recent months). At other times, his interactive echolalia appeared to be attempts to take turns and answer questions even though he did not fully understand Autism Spectrum Quarterly •Fall 2012 30 what was being asked of him. This was especially apparent when the teaching involved directive language (i.e., many questions and directions to follow), in contrast to facilitative language (i.e., commenting and expanding on his focus of attention and verbal initiations). Additionally, it was noted that, 1) academics were often beyond Jacob's developmental understanding; and, 2) there were too few opportunities to meet his need for movement to stay well-regulated, especially in the face of increased academic demands. From a developmental perspective, it became clear that the increase in academic demands in oral language activities, the frequent use of a directive language style, and requirements that Jacob stay seated for longer periods were correlated with the increase in scripting, and the decrease in Jacob's ability to remain actively engaged. That is, as he felt more challenged, he reverted to coping strategies that reflected earlier developmental stages. Also, it was recognized that although Jacob had made progress in language development, he had not yet fully moved through the developmental progression of using "inner language" to regulate and problem-solve. Interestingly, his parents did not see an increase in scripting to the same extent at home, but did indicate that he expressed more anxiety about going to school. They also noted that he was most conversational and relevant in his language use in activities involving movement, such as when he rode his bike or skied with his father. A number of recommendations were offered, based on a developmental perspective. Modifications were introduced into Jacob's program to make goals and strategies more developmentally appropriate based on his challenges and needs. First, academic activities were infused with greater use of visuals and manipulatives to replace teaching that occurred primarily through oral language. Second, staff were encouraged to decrease the proportion of directive language (questions and commands), but when doing so, visual supports were provided. Third, opportunities for movement were infused into academic activities. Finally, movement breaks were increased throughout the day. For the six weeks following the introduction of these modifications, a significant decrease in Jacob's scripting was observed along with an increase in spontaneous, relevant language and active engagement in activities. Concluding Comments In our consulting and teaching experience, some of the most glaring differences of opinion about programmatic strategies, as well as goals and objectives, occur between professionals who think developmentally and those who do not. We often wonder: How can one work with children and www.ASQuarterly.com individuals with ASD with little or no background in child and human development? We do have concerns that some certifications, such as the BCBA and BACBA certifications, which are currently among the most promoted credentials for working with children and students with ASD, often do not require any coursework or training in child and human development. By definition, ASD is a neurologically-based DEVELOPMENTAL disability. We believe that it is essential that educational and treatment efforts be based on a strong foundation that relies on decades of developmental research that has documented sequences as well as developmental processes and principles. Most of all, we believe that child and human development are life span processes, and provide the richest source of evidence for guiding educational and treatment efforts in a respectful and effective manner. o References Prizant, B. M., Wetherby, A.. M., Rubin, E., Laurent, A, C., and Rydell, P. J. (2006). The SCERTS Model: Volume I Assessment; Volume II Program Planning and Intervention. Baltimore, MD: Brookes Publishing. Wood, M., David, K., Swindle F, and Quirk, C. (1996). Developmental therapydevelopmental teaching. 3rd edition . Austin, TX: Pro-ED. www.ASQuarterly.com Dr. Barry Prizant has more than 40 years experience as a clinical scholar, researcher and international consultant to children and adults with ASD and their families. He is an Adjunct Professor, Brown University, and Director of Childhood Communication Services, a private practice. Barry is co-author of The SCERTS Model: A comprehensive educational approach for children with ASD (Prizant, Wetherby, Rubin, Laurent & Rydell, 2006) and the assessment instruments, CSBS, and CSBS-DP (Wetherby & Prizant, 1993, 2002). He has published more than 100 articles and chapters and has presented more than 700 seminars and keynote addresses in the US and internationally. Barry developed and co-facilitates an annual weekend retreat for parents of children with ASD, and is the recipient of the 2005 Princeton University-Eden Foundation Career Award for "improving the quality of life for individuals with autism." For further information, go to www.barryprizant.com, or contact Barry at firstname.lastname@example.org. Eve Mullen, M.Ed.—Eve is a former special education teacher, and is currently the Program Administrator of the Preschool-Primary Learning Center autism program at Cooperative Educational Services, a position she has held for more than 20 years. Eve holds a Master's Degree from both NYU and Teacher's College, Columbia University. She has devoted 34 years to teaching students with autism, training teachers, and managing a program for children with ASD. Fall 2012• Autism Spectrum Quarterly 31	<urn:uuid:60d5fc6a-430d-4531-afb6-853c7e7f223c>	CC-MAIN-2018-05	http://barryprizant.com/wp-content/uploads/2015/07/asq19_thinking_developmentally_part_2_fall_2012.pdf	2018-01-22T21:37:38Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00160.warc.gz	38,392,097	2,740	eng_Latn	eng_Latn	0.994927	eng_Latn	0.997459	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3825, 6050, 11446, 14193 ]	[ 2.21875 ]	2	2
Private Well Disinfection When to Disinfect Well Disinfection can eliminate or reduce many kinds of harmful bacteria and viruses as well as non-harmful bacteria that can cause unpleasant taste and odors. However, disinfection will not correct water problems caused by chemical contamination from nitrate, fuels, pesticides, or other substances. Well disinfection should be performed under the following circumstances: Y When coliform bacteria are present in the water Y After flooding of the well Y After plumbing installation, e.g. softeners, sinks, filters Y After casing or pump repairs – submersible types or other Y When drinking water tastes or odors change, e.g. from iron or sulfur reducing bacteria Y As part of annual maintenance Y During startup of seasonal wells Safety Concerns – Do not allow children or pets in the area when disinfecting a well. ELECTRICAL EXTREME CAUTION is advised, as you will be working with electricity and water. Potentially lethal voltages exist – if you are not acquainted with working with electricity, seek professional advice. Your safety precautions should include: Y Turn off the pump circuit breaker before removing the well cap Y While the breaker is off, examine for chafed wire insulation or missing wire nuts and repair as necessary Y Wear rubber soled shoes or boots, preferably waterproof CHEMICAL Severe eye damage may result from contact with chlorine, including bleach and highly chlorinated household water. Y Users of the water must be warned to not drink or bathe with water while chlorine is still present in the system Y Do not leave bleach jugs lying around – ingestion of bleach is the most common toxic exposure for children in the U.S. Y Wear protective goggles or a face shield when working with the bleach RESPIRATORY Well pits pose an extreme hazard as they frequently contain a build-up of toxic gases or simply lack oxygen to sustain life. Y DO NOT ENTER WELL PITS, death can occur in even a shallow well pit Y Leave disinfection of wells in pits to licensed well or pump contractors Procedure 1038 West Ivy, Suite 1 Moses Lake, WA 98837 FAX: 509-766-6519 granthealth.org STEP 1 – Isolate critical areas Bypass softeners, bait tanks, livestock, and anything else that might be vulnerable to chlorine to prevent damage to the device or animals. This would also be a good time to install a new filter element if the water system has any present. STEP 2 – Electrical Safety Turn off electrical power to the pump. If the breaker box has a "lockout" hasp to prevent someone from accidentally turning on the water pump circuit breaker, use it. STEP 3 – Open the well With the electrical power off, open the well either by: 1) removing the well cap and lifting the wires/wire nuts aside (see Figure 1); or 2) removing a threaded plug from a compression fit well seal (see Figure 2) Note: If the water discharge pipe extends through a sanitary well seal in the top of the well casing, and there is no threaded removable plug, or if you well situation is different than those described in this handout, you should contact a licensed well driller or pump installer to perform the disinfection. STEP 4 – Mixing a chlorine solution Note: Do not use bleach that has fragrance added. Add a half-gallon of bleach to a clean pail with about 3 gallons of water. This is generally sufficient to disinfect a 4-inch diameter well 100 feet deep or less. For wells greater than 100 feet deep or with a larger casing diameter, increase the amount of bleach proportionately. If you have a dug well with a diameter greater than 18 inches, use 2 to 4 gallons of bleach added directly to the well. Please note that many dug wells are difficult or impossible to disinfect due to their unsanitary construction. Figure 1 Figure 2 STEP 5 – Adding chlorine to the well Pour the mixture into the well (use a funnel if pouring through a small hole). STEP 6 – Re-circulating chlorinated water Re-circulation of chlorinated water helps to wash down the sidewalls of the well casing, mix the water column thoroughly, and distribute the chlorine. Complete this procedure by using the following steps: Y Turn on the pump power Y Using a clean garden hose connected to the water system, run the water to the ground surface in an area away from the well. You may notice the water from the garden hose turns reddish for a brief period. Once the water runs clear. Turn off the hose. Y Turn off the pump power Y Place the garden hose into the top of the well casing (or into funnel) Y Turn on the pump power Y Re-circulate water. Continue to re-circulate for about 2 hours after you first smell chlorine from the garden hose STEP 7 – Bringing chlorine to each faucet While water is circulating, run water from each fixture* one at a time until you smell bleach (or use chlorine test papers), then close the faucet. Do this for each faucet, including: Y Cold and hot water taps Y Toilet and shower/bath fixtures Y Any outside faucets or yard hydrants Faucet aerators may need to be removed if clogging occurs from precipitate iron. (Chlorine test papers, such as those commonly used in restaurants to check chemical sanitizing dishwashers, are not necessary but provide a visual indication that chlorine is present.) STEP 8 – Removing the chlorinated water Let system set overnight with chlorine in the water lines. In the morning, run a garden hose to flush out the system. Y Since chlorine will kill vegetation, direct the water to an area where it won't matter if plants are harmed. Y Do not run the water into your septic system (tank or drainfield) as the amount of water required to flush the system may hydraulically overload the septic system. Y TOTAL chlorine must be absent prior to taking water samples for coliform analysis. While this test is not necessary for the homeowner, be aware that any amount of chlorine left in the system my erroneously result in a negative coliform test. When a chlorine test kit is unavailable, wait a few days after the last trace of chlorine odor has been smelled before submitting a water sample for coliform analysis. This will help in obtaining a valid test result. Disinfection Issues Expectations and Concerns It may take as little as half an hour or as long as 4 days to completely remove the chlorine odor from the water system. This is dependent upon many factors including the height of the water column in the casing, well drawdown, pump capacity, etc. To facilitate faster removal of the chlorine in stubborn cases, a hose splitter may be attached. Run one hose back into the casing and run the other hose to waste. Water heaters take a long time to flush out once chlorine has been introduced into them. * Do not shower or bathe with water containing high levels of chlorine due to the possibility of damaging your eyes. * It is not unusual to need to disinfect 2, 3, 4 or more times to clear water system of coliform bacteria that has been growing in the system for a period of time. * If the well refuses to clear, a licensed well driller should be enlisted to utilize special techniques and equipment to flush the well. It is essential that any water system defects that could allow surface water to enter the well be corrected. * Plumbing grit and precipitated minerals may form when the chlorine is added to the system. This grit can cause clogging with faucet aerators, flush valves, water solenoids, and equipment using filters. Softener Disinfection Water softeners may be damaged by excessive amounts of chlorine by the softener itself should be chlorinated when there are bacteria problems. Follow the manufacturer's instructions for disinfecting the particular unit you have, or use this procedure: Y During the disinfection process, turn softener to "bypass" once chlorine is first smelled in a softened water tap Y Keep unit on bypass until chlorine is flushed out of the system Y To disinfect the softener, add ½ cup bleach to the brine tank and regenerate the unit Follow – up Frequently, coliform bacteria will re-grow in the water system after about a month. For this reason, it is important to retest in approximately 30 days after disinfection. If coliform is again detected, disinfect the well using the same procedure.	<urn:uuid:c2f6236e-c050-4f30-a712-afc8e036e3e3>	CC-MAIN-2018-05	http://granthealth.org/wp-content/uploads/2016/12/EH_WATER_Welldisinfection.pdf	2018-01-22T22:25:52Z	crawl-data/CC-MAIN-2018-05/segments/1516084891543.65/warc/CC-MAIN-20180122213051-20180122233051-00164.warc.gz	156,289,614	1,792	eng_Latn	eng_Latn	0.996928	eng_Latn	0.997495	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2160, 2631, 3803, 4690, 6186, 8280 ]	[ 3.5 ]	1	0
30 BEETHOVEN AVENUE NEWTON, MASSACHUSETTS 02468 Stephen J. Griffin, Principal Goals for Homework * To reinforce classroom instruction * • • To develop good work habits, responsibility, self-direction, and organizational skills To extend and enrich curricula To assess independent work * To provide parents with an opportunity to become informed about and involved in the childºs learning Time Allotments The time allotted to homework should increase gradually from grade to grade. The time limits are guidelines that should remain flexible. Individual differences among children may be taken into consideration by parents and teachers. Teachers require up to 30 minutes of reading time for kindergarten and first grade and a minimum of 30 minutes of reading for second through fifth grades. Reading together with or by an adult may be included in the time. Types of Homework Assignments Homework assignments will be consistent in most things, such as mathematics, spelling and reading. Other assignments will vary. There are several types of homework assignments you may expect to see over the course of a year: Practice Homework Practice homework helps students master skills and reinforce in-class learning. Learning spelling words and completing math worksheets are examples of this type of homework. Preparation Homework Preparation assignments prepare students for an upcoming lesson or quiz. Reading a chapter in preparation for discussion, pretests, and surveys are examples of preparation homework. Extension Homework Extension homework helps students take what they learn in class and connect it with real life. It requires students to transfer specific skills and concepts to new situations. Journal writing and conducting experiments at home are examples of extension homework. ZERVAS ELEMENTARY SCHOOL Homework Policy OFFICE : 617- 559-6750 F AX : 617-552-5546 Creative Homework Creative homework helps students integrate multiple concepts and promotes the development of critical thinking and problem solving skills. This type of homework often takes the form of open-ended questions and long term projects that allow students a choice. Vacation Homework Guidelines If your child will miss school for a significant amount of time, please let the teacher know before you leave. However, please be aware that teachers cannot accommodate requests for homework in advance. Missed homework will need to be made up upon return. Responsibilities of Parents Provide a study area that is quiet, comfortable and free from disturbances. * • • • • • • • Set rules (when, where, how) for your child. Make available resource materials such as reference books, magazines, newspapers, and a dictionary. Assist the student with drill, such as learning how to spell. Check the finished product for neatness and legibility. Consider homework as non-negotiable (extracurricular activities should not interfere with timely completion of homework). Encourage reading for pleasure. Show confidence in your child's ability; never do your child's homework for him/her. Hold your child accountable for getting homework to and from school. * Let the teacher know if your child is experiencing difficulty with the homework. Responsibilities of Students * Know homework assignments before leaving school. * • • • • Take homework assignments and all necessary supplies home. Jot down a homework buddyºs phone number to use if a day is missed or if there are questions. Spend the necessary time on homework each evening. Know that a best effort is demonstrating pride in homework. Seek help from parents only when needed. * Submit finished homework to the teacher, neatly done and on time. Responsibilities of Teachers * Ensure homework assignments leave school with clear expectations. * • • • • • • • Share individual classroom homework expectations at Curriculum Night and in the first or second newsletter that is sent home. Plan homework that is meaningful and relates to specific instructional purposes. Make homework as interesting as possible. Plan homework tasks that are appropriate to studentsº ability levels. Give parents specific suggestions on how to help their children with homework. Give children a sufficient amount of homework as to meet the time guidelines for your grade. Check homework daily or as often as appropriate (for example, a long-term project would be checked on or around its due date). Provide students with feedback on their progress, or with comments that are specific to the assignments. 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Unit 7 Conjunctions # 1 http://www.free-powerpoint-templates-design.com Because (conjunction) and because of (preposition) are different. We stayed in because it was raining. We stayed in because of the rain. He was able to go to university because his uncle helped him / because of his uncle's help. Although (conjunction) and in spite of (preposition) are different. We went out although it was raining. We went out in spite of the rain. I got the job although my English was bad / in spite of my bad English. 4. GRAMMAR AND VOCABULARY : related nouns, verbs and adjectives The words in the boxes are all nouns. Make sure you know them. Use a dictionary if necessary. Then change the sentences. heat hunger illness rain snow unhappiness - We drove slowly because it was snowing. …………………………………………………………………………………………..……………. We drove slowly because of the snow. - She went on working although she was ill. …………………………………………………………………………………………..……………. She went on working in spite of her illness. heat illness rain snow unhappiness 4.1 Because I was unhappy, I didn't want to see anybody. Because of my ………………………………………………………………..……………. unhappiness, I didn't want to see anybody. 4.2 Although she was hungry, she didn't eat anything. …………………………………………………………………………………………..……………. In spite of hunger, she didn't eat anything. 4.3 We had to drink a lot because it was hot. …………………………………………………………………………………………..……………. We had to drink a lot because of the heat. 4.4 We had to stop playing because it was raining. …………………………………………………………………………………………..……………. We had to stop playing because of the rain. cold interest (in something) illness thirst tiredness work 4.5 She kept all the windows open, although it was cold. …………………………………………………………………………………………..……………. She kept all the windows open in spite of the cold. 4.6 I couldn't go away last weekend because I was working. …………………………………………………………………………………………..……………. I couldn't go away last weekend because of the work. 4.7 Although he was interested in the lesson, he went to sleep. …………………………………………………………………………………………..……………. In spite of his interest in the lesson, he went to sleep. 4.8 I couldn't understand her because I was tired. …………………………………………………………………………………………..……………. I couldn't understand her because of my tiredness. 4.9 Although I was thirsty, I didn't drink anything. …………………………………………………………………………………………..……………. In spite of thirst, I didn't drink anything. Unit 7 Conjunctions # 2 http://www.free-powerpoint-templates-design.com and I speak Russian, English and Swahili. We can use and to join sentences, shorter expression s or single words. Sylvia won the first game and Pete won the second. 'What's she interested in?' 'Scottish dancing and mountain climbing.' 'What shall we have for supper?' 'Fish and chips.' ``` In lists, we usually put and between the last two things, and commas (,) between the others. We need soap, bread, orange juice, tomatoes and sugar. She was beautiful, intelligent and kind. (NOT ... beautiful, intelligent, kind.) ``` 1. Write the sentences using and and commas. - She speaks (French German Japanese Arabic). …………………………………………………………………………………………..……………. She speaks French, German, Japanese and Arabic. 1.1 My company has offices in (London Tokyo New York Cairo). …………………………………………………………………………………………..……………. My company has offices in London, Tokyo, New York and Cairo. 1.2 I've invited (Paul Alexandra Eric Luke Janet). …………………………………………………………………………………………..……………. I've invited Paul, Alexandra, Eric, Luke and Janet. When we use and, we do not usually repeat unnece ssary words. She sings and she plays the violin. She sings and plays the violin. He plays tennis and he plays badminton. He plays tennis and badminton. They have offices in Britain and in America. They have offices in Britain and America. We stayed with my brother and my sister. We stayed with my brother and sister. The house and the garden were full of people. The house and garden were full of people. l've been to Greece and I've been to Turkey. I've been to Greece and Turkey. I washed my shirt and I dried my shirt. I washed and dried my shirt. 2. Cross out the unnecessary words, and put in commas if necessary. - I speak Russian. and I speak English and I speak Swahili 2.1 She has painted the kitchen and she has painted the living room and she has painted the dining room. …………………………………………………………………………………………..……………. She has painted the kitchen, living room and dining room. 2.2 Bob was wearing a pink shirt and Bob was wearing blue jeans and Bob was wearing white trainers. …………………………………………………………………………………………..……………. Bob was wearing a pink shirt, blue jeans and white trainers. 2.3 Can you give me a knife and can you give me a fork and can you give me a spoon, please? …………………………………………………………………………………………..……………. Can you give me a knife, (a) fork and (a) spoon, please? 2.4 Many people speak English in India and many people speak English in Singapore and many people speak English in South Africa. …………………………………………………………………………………………..……………. Many people speak English in India, Singapore and South Africa. 2.5 I've written six letters and I've posted six letters this morning. …………………………………………………………………………………………..……………. I've written and posted six letters this morning. Unit 7 Conjunctions เฉลยแบบฝึก http://www.free-powerpoint-templates-design.com 1. Put these sentences together in two ways with before or after. - (1) I have tea. (2) I go to bed. (before) …………………….……………………………………………………………………………………. I have tea before I got to bed. Before I go to bed, I have tea. 1.1 (1) We get back from holiday. (2) There's always a lot of work. (after) …………………….……………………………………………………………………………………. There's always a lot of work after we get back from holiday. ...…………………………………………………...……........................................................................ After we get back from holiday, there's always a lot of work. 3. Join the beginnings and ends. \| 1. Although I knew her well. \| 3 A. a problem at the airport. ……….. \| \|---\|---\| \| 2. Although it was cold, \| 5 B. but he went out without a coat. ……….. \| \| 3. Ann arrived late because of \| 2 C. he went out without a coat. ……….. \| \| 4. Ann only arrived at 11 o’clock because \| 4 D. her plane was late. ……….. \| \| 5. It was very cold, \| E. she never talked to me about her problems. 1 ……….. \| \| 6. Because I was an old friend. \| 7 F. so he asked me to help him. ……….. \| \| 7. We were old friends, \| 9 G. the bad pay and conditions. ……….. \| \| 8. She stayed in the company, although \| 6 H. she asked me to help her ……….. \| 2. GRAMMAR AND VOCABULARY: wars Make sure you know the words in the box; then read the sentences and put in 1 and 2 to show what happened first. - The Moronians prepared for war (........) after Fantasia invaded Kayland (........). 2 1 2.1 Before the Moronians declared war on Fantasia (........), the Moronian President went to Fantasia (........) for talks with General Zunk. 2 1 2.2 After the President returned from Fantasia (........), Moronia declared war on Fantasia (........). 2 1 2.3 The Fantasian army invaded Zedland (........) soon after Moronia declared war on Fantasia(........). 2 1 2.4 Before Moronia attacked Fantasia (........), the Moronians defeated Fantasia's ally Beeland (........). 2 1 2.5 Zunk flew to Ruritania (........) after Moronia defeated Fantasia at the battle of Quark (........). 2 1 \| ally \| army \| attack \| battle \| \|---\|---\|---\|---\| \| declare war (on) \| defeat \| general \| invade \| 5. Look at Bill and Ann's summer dates and complete the conversation. BILL AND ANN'S SUMMER DATES BILL : Let's go to Eric's from the 4th to the 30th. ANN : No, we can't leave until the 8th. The children, remember? BILL : OK. We'll leave (at midday on the 8th) as soon as the children 1 ……… out of school. get Ann : That won't work, because we'll have to be here to be here (from the 12th to the 14th) while 2………………………………………… you brother is in England. BILL : Then we'll go from the 15th to the 30th. ANN : No, we'll have to be back (before the 25th) before 3………………………………………………………….…… my father goes into a hospital. BILL : OK. The 15th to the 24th it is. ANN : Well, in that case, let's wait (until the 17th) until 4 ……………………………………..… the new car is ready. BILL : The 17th to the 24th. Right. ANN : But we can't stay with Eric (after the 20th) after 5……………………………………… he goes back to work. BILL : Fine. The 17th to the 20th. ANN : No, because … \| \| cello \| drum s \| trombon e \| guita r \| pian o \| saxopho ne \| trumpe t \| violin \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Joanna \| ✓ \| ✓ \| \| \| \| \| \| \| \| Karl \| \| \| ✓ \| \| \| ✓ \| \| \| \| David \| ✓ \| \| \| ✓ \| \| \| \| \| \| Steve \| \| \| \| \| \| \| ✓ \| ✓ \| \| Melani e \| \| \| ✓ \| \| ✓ \| \| \| \| \| Sophie \| \| \| \| ✓ \| \| \| ✓ \| \| \| Karen \| \| \| \| \| \| ✓ \| \| ✓ \| \| Charle s \| \| ✓ \| \| \| ✓ \| \| \| \| 2. GRAMMAR AND VOCABULARY : musical instruments. Look at the table and make sure you know the names of the instruments. Then make sentences. Put the with the names of the instruments. - (Steve, trumpet, violin) …..…………………………………………..………………………… Steve plays both the trumpet and the violin. - (Joanna, David, trombone) …….………………………………………..…………………… Neither Joanna nor David plays the flute. 2.1 (Karl, trombone, saxophone) …………..………………………………………..…………………… Karl plays both the trombone and the saxophone. 2.2 (Melanie, cello, drums) …….………..………………………………………..…………………… Melanie plays neither the cello and the drums. 2.3 (Steve, Karen, violin) …….………..………………………………………..……………….……… Both Steve and Karen play the violin. 2.4 (Joanna, Charles, guitar) …………..………………………………………..………………… Neither Joanna nor Charles plays the guitar. 2.5 (Karen, piano, trumpet) …….………..………………………………………..………………… Karen plays neither the piano nor the trumpet. 2.6 (Sophie, guitar, trumpet) …….…….………………………………………..……………….……… Sophie plays both the guitar and the trumpet. 2.7 (Charles, Steve, saxophone) ………..………………………………………..…………………… Neither Charles nor Steve plays the saxophone. 2.8 (Sophie, Steve, trumpet) …….……..………………………………………..…………………… Both Sophie and Steve play the trumpet.	<urn:uuid:698b55b2-6aa3-484a-87ca-a7b07e97f50e>	CC-MAIN-2024-26	https://elfhs.ssru.ac.th/chinchira_bu/pluginfile.php/53/mod_resource/content/1/Conjunctions_2_65_ondemand.pdf	2024-06-20T15:02:51+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861957.99/warc/CC-MAIN-20240620141245-20240620171245-00888.warc.gz	185,283,672	2,775	eng_Latn	eng_Latn	0.920981	eng_Latn	0.994901	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 72, 523, 1014, 1621, 2451, 2525, 3056, 3567, 3774, 4034, 4184, 4725, 5323, 5404, 5968, 6623, 7445, 7547, 7648, 8173, 8509, 8929, 10176 ]	[ 4.46875 ]	1	0
Sample Pages from Objective Tests, Something to Think About. . . Something to Write About. . . and Answer Keys for The Summer of the Swans By Betsy Byars 1971 Newbery Medal Winner A Teaching Pack by Margaret Whisnant Copyright © 2009 Margaret Whisnant Permission to copy for classroom use only. All rights reserved by author. Taking Grades Publishing Company Conover, NC 28613 www.takinggrades.com Table of Contents Objective Tests Chapter One Pages 1-7 Chapter Two Pages 8-10 Chapter Three Pages 11-14 Write the letter of the correct answer in the blank before each question. ______1. Sara Godfrey pretended to put on a show with her dog Boysie because (A) there was nothing else to do, (B) the old dog loved the attention and the scarf that Sara was using as a costume, (C) she knew it annoyed Wanda ______2. Boysie was (A) a half-grown puppy with very large feet, (B) a small poodle mix, (C) an old dog. ______3. Wanda asked Sara not to start (A) complaining about their small room, (B) listing all the things she thought were wrong with her, (C) telling fantastic stories about things that happened at school. ______4. Sara was not pleased with the fact that (A) people at school always made fun of her big feet, (B) her sneakers fit Bull Durham's feet perfectly, (C) the size of her hands and the size of her feet did not match. ______5. What color were Sara's sneakers? (A) red, (B) pink, (C) orange ______6. Sara pretended to cry, expecting Boysie to (A) dig at her with his paws and lick her hands until she stopped like he used to do, (B) put his head on her shoulder in sympathy as he always did, (C) leave the room so she could be alone in her misery. ______7. When Sara sat down on the top step beside him, Charlie was (A) talking to himself about Sara's unusual sneakers, (B) trying to put the lollipop he had been eating back on the stick, (C) crying because he could hear his aunt and Wanda arguing. ______8. Which of the following was not something that Sara had done the summer before as well as the present summer? (A) write in a diary about far-away places she wanted to visit some day, (B) walk to the Dairy Queen with her friend Mary, (C) baby-sit for Mrs. Hodges and watch television. ______9. This summer was different for Sara because (A) one moment she was happy and the next she was miserable, (B) Mary had left to travel on a six-week's cruise with her grandmother, (C) she had been assigned the job of looking after Charlie. _____10. Charlie had worn two grooves in the step by shuffling his feet back and forth, a habit that showed he (A) was angry with someone, (B) concerned about something, (C) afraid. Copyright ©2009 Margaret Whisnant Chapter FourPages 15-21 Write either Yes or No in the blank before each question. ______1. Did Aunt Willie tell Frank to save himself some steps because Wanda wasn't going anywhere on the motorcycle? ______2. Was Frank a thin boy with red hair? ______3. Did Frank lose his temper when Aunt Willie said he could break his neck on a motorcycle if he wanted to, but Wanda was not going to break hers? ______4. Had Aunt Willie ever been on a motor scooter? ______5. Did Frank offer to ride off into the sunset if Aunt Willie still thought the motorcycle was not safe after she gave it a try? ______6. Was there something about a ride on the motor scooter that appealed to Aunt Willie? ______7. Did Sara say she thought her aunt was too old to be riding up and down the street on a motor scooter? ______8. Was Aunt Willie over sixty years old? ______9. Did Frank tell Aunt Willie that the motorcycle was just like a motorized baby carriage? _____10. Was Charlie watching when Aunt Willie settled herself sidesaddle on the back of the scooter? Copyright ©2009 Margaret Whisnant Chapter Five Chapter Six Pages 22-25 Pages 26-29 Write either True or False in the blank before each statement. ___________1. Sara though Wanda was beautiful, and she liked hearing her Aunt Willie say that she looked just like her sister. ___________2. It was Sara's opinion that a person was the way he or she looked. ___________3. Aunt Willie was the only person who had tried to convince Sara that looks were not important. ___________4. Sara told Charlie the story about how Thelma Louise, who was beautiful, wrote a paper entitled ―Making People Happy‖ and got an A. ___________5. Sara and her family lived in the hills of West Virginia. ___________6. Strip mining had begun on the hills to the north, leaving unnatural cliffs of pale washed earth. ___________7. Mary had an endless collection of records, and Sara longed to be up in her friend's room listening to them. ___________8. Both Mary and Sara agreed that the dress Aunt Willie was making was better than the more expensive one they could have bought from the store. ___________9. When she went inside with Mary to see how her friend was going to cut her hair, Sara left Charlie sitting on the steps. Copyright ©2009 Margaret Whisnant Chapter Seven Chapter Eight Pages 30-35 Pages 36-42 From the list above, choose the name, word, or phrase that matches each of the clues below and write it in the blank. All answers will be used at least once. Some answers will be used more than once. _____________________1. The first fourteen years of Sara's life had flowed along seeming to be the same, but this year she was filled with this. _____________________2. Sara had seen them flying over her house on their way to the pond. _____________________3. Wanda had to get up early to get to her job at one of these on time. _____________________4. Sara and Charlie feed the swans pieces of this. _____________________5. Sara tried to convince Charlie that she and Mary wouldn't have time to do this if he didn't leave the lake. _____________________6. This person felt awful because she was not cute or pretty, wasn't a good dancer, smart, or popular. _____________________7. The elegance of their whiteness on the dark lake and the ease of their movements made Sara catch her breath. _____________________8. Sara complained that this person acted like she wanted to talk to her and then started being funny. _____________________9. When Sara said they should go home, he refused to leave the edge of the lake where he sat watching the swans. ____________________10. Sara noticed that no one could tell the swans apart because they looked like this. ____________________11. Sara thought the sounds coming from his room seem unusually loud. Copyright ©2009 Margaret Whisnant Whole Book Test From the list above, choose the name, word, or phrase that fits each of the clues below and write it in the blank. All answers will be used at least once. Some answers will be used more than once. _____________________1. Sara's life had been going along smoothly, but she began feeling a great deal of this. _____________________2. Sara didn't like it because he never paid any attention to Charlie, and he called Wanda Little One. _____________________3. This person was Aunt Willie's brother. _____________________4. Charlie received this as a birthday present, and he was soothed by the sight and sound of it. _____________________5. Sara hated it when people called him retarded. _____________________6. It was this time of day when Charlie walked out of the house and got lost. _____________________7. Frank took Aunt Willie for a wild ride on one of these. _____________________8. The white spot that Charlie mistook for a swan moving in the bushes was actually one of these. _____________________9. He lived in Ohio and sometimes visited on weekends. ____________________10. Charlie was not one of these. ____________________11. He was Wanda's boyfriend. ____________________12. Charlie's watch had been taken by a group of boys who wanted to do this. ____________________13. This was part of the two illnesses that had damaged Charlie's brain and nearly taken his life when he was three years old. ____________________14. Joe Melby allowed Charlie to wear this object until his could be repaired. Copyright ©2009 Margaret Whisnant Something to Think About . . . Something to Write About . . . The Summer of the Swans By Betsy Byars The Summer of the Swans By Betsy Byars Something to Think About. . . Something to Write About. . . Chapter-by-Chapter Chapter One—Chapter Two—Chapter Three When the story began, Sara was using one of Wanda's scarves and the family dog Boysie to entertain herself. Which of the two following personality traits do you think Sara revealed by this behavior? Cite things Sara said and did, including the way she reacted to Wanda's criticism, as well as the definition of the words you chose to support your answer. Sara complained about her big feet and the fact that a boy at school named Bull Durham could wear her sneakers. Wanda assured her that people didn't notice such things. Based on your experience, which girl do you think was correct? Are young people concerned with each other's physical flaws, or are physical differences on the unimportant-things list? Is the reality somewhere in between? Use examples to explain your answer. How do you explain Sara's choice of orange tennis shoes which, as Wanda pointed out, drew attention to her feet? One moment Sarah liked them and then later she hated them. What do you think this happened? Sara believed that she was having the worst summer of her life. She compared her life to a kaleidoscope that had been turned causing everything to change so that it no longer made the same designs. Think of the way your life was the year before and compare it to your life today. What things have remained the same? What things are different? Would you return to your former life if you could? Why or why not? What changes do you look forward to? Something to Think About . . . Copyright ©2009 Margaret Whisnant The Summer of the Swans Something to Write About . . . By Betsy Byars Something to Think About. . . Something to Write About. . . Whole Book Find facts in the story to prove that Sara idolized Wanda. In what way(s) was Sara like Wanda? How were the two girls different? ___________________________________________________________ Charlie had a special challenge of not being able to remember or to reason. He could not help himself or his rescuers when he was lost. For most young people, however, it’s helpful to have a plan in place for just such emergencies. Design a brochure for people younger than you with the following information: Rules of behavior that would diminish the likelihood of getting lost to almost 0%. Remember to include various places—malls, hiking or camping trips, sports events, vacations, etc. Advice and rules to follow for keeping safe and increasing chances for rescue if he or she is lost. ___________________________________________________________ Charlie’s habit of thumping his foot against the wall was unusually loud the night after he and Sara had gone to see the swans. Explain how this fact was a foreshadowing of things to come. Was there any reason for Sara to be concerned about Charlie’s loud thumping on that particular night? Explain your answer. ___________________________________________________________ While he was lost, Charlie’s watch, a source of comfort, stopped running. This loss, coupled with other events that he could not understand, frustrated Charlie to the point of wailing and piercing screams. What one possession would you find the most difficult to be without? Why is this possession so important to you? Think of several adults you know. What comfort objects do they possess? Do they serve the same function as your important possession? Why do you think people of all ages and abilities like to own special objects? What is it that they do for us? ___________________________________________________________ Which three of the following words would you think best describe Mary as a friend? Use facts from the story and the words’ definitions to support your choices. sympathetic caring cheerful honest empathetic tactful inspiring comfortable trustworthy giving courteous patient supportive amiable generous Copyright ©2009 Margaret Whisnant About Your Teaching Pack The primary goal in creating the teaching packs for children's novels is to provide a classroom-ready, nonthreatening method for checking student comprehension and stretching thinking skills. When used as a basic guide for teaching a novel, the materials offer many and varied opportunities for learning. Use your teaching pack as a guide and lead your students into discovering new ideas about . . . . . THE PLOT Each test page is actually an outline of the plot. In your teaching pack, the chain of related events that tell the story has been pulled from the novel and reformatted into a series of questions. Whether they are aware of their ability or not, all good readers sense the rhythm of the connected events that compose the plot; and consequently comprehend the story. This ―plot rhythm‖ is the basic structure of the tests. To further your students' understanding of plot, try the following activities: Summarizing the Story: Using only the chapter questions as a guide, have your students write a summary of the chapter. For a set of ten questions, limit the number of sentences they may write to seven. For twenty questions, allow no more than twelve sentences. Reporting the News: Have students write a newspaper article, based on the events from a set of questions, and add the who, what, when, where, why format. Some needed information may be located in previous chapters. Twisting the Plot: Choose one or two questions from each chapter and change its answer—true to false, no to yes, or a different answer—and explain how changing a single (or several) events would change the story. To further illustrate the rhythm of a good story, try changing the answers to one complete set of questions. Your students will see how difficult, if not impossible, it is to tell a sensible story from a tangled set of events. THE CHARACTERS Questions that illustrate character motivation and personality are purposely included. Too often, when they are asked to tell what kind of person a story character is, the only answer many of our students can muster is ―nice.‖ In your efforts to remove ―nice‖ from your students' literary vocabulary, try this idea: Character Charts: Display individual charts for the main characters. As the chapters are read, record facts, behaviors, or events that relate to the each character. Then connect the items with several appropriate words such as empathetic, brave, calloused, bold, untrustworthy, etc. The teacher can take the lead by contributing the first few words and then assigning the task of identifying more terms to students. Record the word collections on the charts with the story facts. This information is a valuable student resource when displayed in the room for all to see and use during a writing assignment. In creating and using character charts, students will soon begin writing more fluently and insightfully about story personalities. Use the charts to encourage your students to try some ―predicting‖ or ―detective‖ writing about what the character(s) might do next or what might have happened after the story ended. Let the charts help your students recognize CHARACTER CHANGE (dynamics). Another fun activity with the charts is to match a book personality with a zodiac sign. Students must justify their reason for thinking a character is a particular sign by citing his/her behaviors, words, reactions to situations, etc. that prove the match. READING BETWEEN THE LINES (Implied Meaning) Because the primary goal for the objective questions is basic comprehension, items requiring a student to interpret an event or a character's behavior are not included. Always included, however, are questions that establish the existence of a story component carrying an implied meaning. (Recognizing Story Clues) Authors subtly place clues in the story line giving the reader hints as to what is about to happen. Like the implied meaning, these clues are brought to the reader's attention in the form of a question. Once a student learns to spot the gems, his/her ability to comprehend and enjoy a story tends to leap forward. Use ―thinking-out-loud‖ class discussions to list all the possible meanings of the clue questions. Have your student write their individual predictions (no sharing or telling), store the papers until the novel is finished, and then retrieve them for reading. Sometimes, a wrong prediction makes a story as good as the original. OTHER FUCTIONS The objective test pages are excellent discussion guides for both whole groups and small groups. They work well as homework reading guides and as conferencing tools. They are also useful management tools for teachers who wish to use multiple titles in one classroom. Something to Think About. . . Something to Write About. . . In this section, students pack up what they already know about the novel and go exploring into its every nook and cranny. Some activities require the simplest interpretation or application, while others will challenge the most proficient thinkers. Rationale: Guidelines. . . The in this section are based on the skills presented in the Taxonomy of Educational Objectives (Bloom's Taxonomy). There are two reasons for this choice. First, it mirrors the Novel Teaching Pack's primary purpose of building a variety of sophisticated thinking skills upon a foundation of basic knowledge. Second, in following the taxonomy guidelines, activities that correlate with many state educational standards emerge automatically. Levels of Difficulty. . . A variety difficulty levels to accommodate the needs of individual students, including the gifted, is an integral part of this component. However, all items from this section are intended to challenge and sharpen thinking abilities. Final Note The Novel Teaching Packs are designed for use as supplementary material that supports a total reading program. It is my goal to provide busy teachers with a classroom-ready, practical resource loaded with motivational and learning opportunities for their students. It is my hope that your purchase will prove to be a hard-working instructional component for years to come. Thanks for choosing one of my products for your classroom. 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Key concepts include: a) the structures of typical plants (leaves, stems, roots, and ﬂowers), b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed, c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar ...Life Processes - Plants SOL 4.4 Mrs. Murray's Fourth ...K-5 Teachers Resources: Teaching Worksheets, activities, and technology ideas for K-5: Correlates to Virginia Standards of Learning First Grade : Second Grade : Third Grade: Fourth Grade Printables : Ideas : Lessons : Virginia SOL Resources for ﬁrst, second, third, and fourth grade. Resources cover SOL Testing, Writing, Reading, Language Arts, Social Studies, Math and Science.4th Grade: Virginia SOL Resources: Games, Links ...VS 9 Study Guide (20th and 21st Century) VS 10 Study Guide (Products/Industries & Va. 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The big ideas in Fourth Grade Math include developing understanding with multidigit multiplication and division, understanding fraction equivalence, adding and subtracting fractions with like denominators, and multiplication of fractions and whole numbers, and analyzing geometric ﬁgures based on their properties. Printable Fourth Grade Science Worksheets and Study Guides. Fourth Grade Genre Study Guide November 2017. Genre means a certain category of book, or type. Our library contains many books in many genres. Below are some of the major categories that we focus on. ... 4th Grade Study Guide This self-paced course is a ﬂexible and eﬀective option to help students learn 4th grade math. Students can customize their learning through this convenient online tool and study math in their ... Mrs. Glenn's 4th Grade Class!: Study Guides Mrs. Glenn's 4th Grade Class! Study Guides Study Guides are excellent tools for your children to use when preparing for a test. I may not have a study guide for every test but when I do give a study guide, I will post it here after handing your child their copy. Fourth Grade Team Lesson Plan Week of 10/5-10/9/15 4th Grade Science Worksheets and Study Guides. The big ideas in Fourth Grade Science include exploring the sciences within the framework of the following topics: "Organisms and Their Environments" (patterns of behavior and changes in the environment); "Astronomy" (Earth, Sun, Moon and 4th Grade S.S. Colonies Study Guide Flashcards by ProProfs Category: Study Guides · Tags: 3000 known minerals, 4th grade science, basal cleavage, boulder, cleavage versus fracture, color test for minerals, conchoidal fracture, cubic cleavage, dust, erosion versus weathering, erosion versus weathering video, grain, gravel, guide to newton, hackly fracture, hardness, hardness of minerals, hardness of ... Printable Fourth Grade Math Worksheets, Study Guides and ... Start studying Ecosystem Study Guide 4th grade-Marlow. 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Much of the 4th grade writing curriculum focuses on developing writing that has clarity and structure, and that uses reasons, facts, and details to support and strengthen arguments. Fourth graders are taught to organize their writing, ensure that it ﬂows well, and group together related components. The Guide to 4th Grade: Reading and Writing \| Scholastic ... 4th Grade Journeys: Home Vocabulary Slide Shows Spelling Tests Spelling Choice Boards Study Guides Vocabulary worksheets Focus Walls spelling ... study_guide_lesson_20.docx: File Size: 19 kb: File Type: docx: Download File. study_guide_l.21.docx: File Size: 21 kb: File Type: docx: Download File. study_guide_l.22.docx: 4th Grade Science Study Guide: Energy, Light and Sound ... 4th Grade Science Worksheets and Study Guides. 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Restorative Justice in Children Highlights d 3- and 5-year-old children moved objects into an inaccessible cave d They did so as often when another individual was affected as for themselves d They intervened less when taking was permitted than for theft, unfairness, and loss d 3-year-olds preferred to return displaced objects to the original owner June 29, 2015ª2015 Elsevier Ltd All rights reserved Authors Katrin Riedl, Keith Jensen, Josep Call, Michael Tomasello Correspondence firstname.lastname@example.org In Brief Riedl et al. show that children as young as 3 years of age intervene on behalf of victims as much as they do for themselves. The authors suggest that at an early age, children have a sense of restorative justice centered on the welfare of harmed individuals, with implications for the emergence of thirdparty punishment. Current Biology Report Restorative Justice in Children Katrin Riedl, 1 Keith Jensen, 2 , * Josep Call, 1 , 3 and Michael Tomasello 1 1Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany 2 School of Psychological Sciences, University of Manchester, Coupland 1 Building, Coupland Street, Oxford Road, Manchester M13 9PL, UK 3 School of Psychology & Neuroscience, University of St Andrews, St. Andrews, Fife KY16 9JU, UK *Correspondence: email@example.com http://dx.doi.org/10.1016/j.cub.2015.05.014 SUMMARY An important, and perhaps uniquely human, mechanism for maintaining cooperation against free riders is third-party punishment [1, 2]. Our closest living relatives, chimpanzees, will not punish third parties even though they will do so when personally affected [3]. Until recently, little attention has been paid to how punishment and a sense of justice develop in children. Children respond to norm violations [4]. They are more likely to share with a puppet that helped another individual as opposed to one who behaved harmfully, and they show a preference for seeing a harmful doll rather than a victim punished [5]. By 6 years of age, children will pay a cost to punish ﬁctional and real peers [6–8], and the threat of punishment will lead preschoolers to behave more generously [9]. However, little is known about what motivates a sense of justice in children. We gave 3and 5-year-old children—the youngest ages yet tested—the opportunity to remove items and prevent a puppet from gaining a reward for second- and third-party violations (experiment 1), and we gave 3-year-olds the opportunity to restore items (experiment 2). Children were as likely to engage in thirdparty interventions as they were when personally affected, yet they did not discriminate among the different sources of harm for the victim. When given a range of options, 3-year-olds chose restoration over removal. It appears that a sense of justice centered on harm caused to victims emerges early in childhood and highlights the value of third-party interventions for human cooperation. RESULTS To explore the emergence and early development of third-party interventions in the context of distributive justice, we tested 3and 5-year-old children using an action-based paradigm that had been applied to chimpanzees [3]. The question was whether children would selectively ''punish'' another individual (namely as negative reciprocity or to impose a cost to decrease future occurrences of a behavior [10, 11]) and whether they would do so on behalf of others. Inﬂicting costs on others need not always be punitive: adults and children will even suffer a cost themselves to reduce another's welfare out of a sense of fairness and even spite [ 12–16 ]. We contrasted intentional harm (theft) as a measure of punishment, with unfair outcomes (spitefulness), loss (frustration), and permitted taking (impulsive pulling). Based on previous studies, even young infants have expectations when observing reward distributions [ 17 ] and will act on these [ 18 ]. Infants will also show preferences for helpful as opposed to harmful ﬁgures [ 19 ] unless the harm is warranted [ 20 ]. In addition to allowing children to respond (i.e., pull a rope causing the table to turn) in second-party conditions and intervene in third-party conditions (experiment 1), we also allowed the 3-year-olds to give and remove rewards freely (experiment 2). We predicted that children would respond less often as the violation diminished, namely more often in response to theft than to the other violations, more often to unfairness than to loss and permitted taking, and more often to loss than permitted taking, and that they would do so more often when personally affected than when witnessing a violation. In both experiments 1 and 2, children were tested with a large turntable and puppet characters (Figure S1). The turntable was divided into quarters that demarcated the child's position, the position of the ''victim'' (to the child's left), the position of the ''thief'' (across from the child), and an inaccessible area called the ''cave'' (to the child's right). Puppets played the roles of victim and thief as well as ''stranger.'' The table could be turned by pulling ropes underneath it. These were only in the child's position and the thief's position; the purpose of this was to make it clear to the child that the puppet in the victim's position could not turn the table. In experiment 1, the child had a single rope, allowing the table to be turned clockwise only; once pulled to the cave position, the apparatus was locked, preventing further movement. Children and puppets would play with toys or eat cookies that would be present on only one quadrant of the table. Children were assigned to one of four between-subject treatments (theft, unfairness, loss, and permitted taking) according to how the objects were taken and who beneﬁtted, and they participated in both third- and second-party within-subject conditions (three trials of each, order counterbalanced between subjects). Figure 1 presents a schematic diagram of the different treatments and conditions. In experiment 1, 3- and 5-year-old children could intervene when witnessing a third individual similarly affected, and they could also respond when personally affected. The children either witnessed goods being taken away from a puppet (third party [3P]) or had the goods taken away from them (second party [2P]); there was no effect of the order in which the conditions Current Biology25, 1731–1735, June 29, 2015ª2015 Elsevier Ltd All rights reserved 1731 (A–D) Illustration of theft (A), unfair (B), loss (C), and permitted-taking (D) treatments for second-party (2P) and third-party (3P) conditions. The starting positions of the objects on the turntable (either in front of the child or puppet 1 in the victim's position) are shown. The arrows show the movement of the turntable caused by puppet 2 in the thief's position (solid lines) or the stranger puppet 3 (dashed lines). The dot at the beginning of the arrow in the permitted-taking treatments indicates that the puppet or child allowed the objects to be moved away. See also Figure S1. were presented (3-year-oldsp = 0.973; 5-year-oldsp = 0.628). The only action available to the children was to move objects on the table away from the thief's position to the cave. Both 3- and 5-year-olds turned the table as often into the cave in 3P as in 2P (3-year-olds T + = 40, n = 48 (34 ties), p = 0.448; 5-year-olds T + = 68, n = 72 (58 ties), p = 0.319; Figure 2). There was no difference between the paired conditionsincluding 2Ptheft and 3Ptheft (3-year-olds and 5-year-olds, p > 0.25; Table S1). We then examined the between-subject treatments for the two conditions separately (e.g., 2P theft versus 2P permitted taking). When children were directly affected by the actions of puppets (2P), 5-yearolds put the objects into the cave more often in the theft treatment than in the permitted-taking treatment (p < 0.001), and 3-year-olds tended to put objects into the cave more often in 2P theft than 2P permitted taking (p = 0.089; Table S2). Furthermore, 5-year-olds (p = 0.041), but not 3-year-olds (p = 0.162), moved objects into the cave more often in response to 2P theft than 2P loss. Both 3-year-olds (p = 0.005) and 5-year-olds (p = 0.015) were signiﬁcantly more likely to respond to 3P theft than 3P permitted taking, and both groups of children would make objects inaccessible when another individual lost them, even when the puppet who beneﬁtted was not responsible for taking them (3P unfair, p > 0.475) or if no one else received them at all (3P loss, p > 0.723). In other words, the children moved objects in the unfair, loss, and theft treatments and would do so as much for the sake of the victim as for themselves. The fact that they were as likely to intervene when witnessing another individual's loss—regardless of the cause—suggests that they focused on the consequences for the victim rather than on the beneﬁts or intentions of the thief (when present). Additionally, they protested and tattled in all of the treatments, not solely in response to theft or just when personally affected (see Supplemental Information ). 1732 Current Biology25, 1731–1735, June 29, 2015ª2015 Elsevier Ltd All rights reserved they showed a tendency to do so when consent was given (2P permitted taking versus 3P permitted taking; p = 0.094; Table S5). There was no difference in restoration between 2P unfair and 3P unfair or between 2P loss and 3P loss (all p R 0.5). It is worth noting that stealing (pulling to self) was uncommon in all but the permitted-taking treatment: this occurred only three times in 3P theft, twice in 3P unfair, and seven times in 3P permitted taking. Children predominantly chose the ''self'' option in the 3P permitted-taking treatment; this was the only situation in which objects were not restored to the original owners. Removal—moving the object into the cave where no one could get the goods—was the most infrequent choice, occurring only twice in the 2P condition and only once in the 3P condition. As in experiment 1, the children protested In experiment 2, we wanted to determine whether children would prefer to restore items by returning them to the original possessor or intervene by making them inaccessible. As in experiment 1, 3-year-old children and a puppet had items taken away from them; the key difference was that children had access to two rope ends, allowing them to turn the table freely in either direction. In addition to allowing the children to move objects into the cave, they could take the objects for themselves or move them to the victim's position. There was again no effect of order for 2P and 3P (p = 0.433). Children were more likely to pull objects away from the thief position in the second-party conditions than in the third-party conditions (69% and 58%, respectively; T + = 43.50, n = 48 (29 ties), p = 0.031), but the only difference was a trend for children to turn the table more in 2P theft than 3P theft (p = 0.063; all other p R 0.438; Figure 3; Table S3). Across 2P treatments, they were more likely to turn the table when the thief took the objects away from them than when they consented to having them taken (2P theft versus 2P permitted taking: p = 0.014; Table S4). There was no difference, however, between 3P theft and 3P permitted taking or any of the other treatments (all p > 0.10). The predominant response was to return the objects to the original owner, though they were more likely to do this for themselves in the 2P trials than for the victim in the 3P trials (T + = 47.00, n = 48 (25 ties), p = 0.004). They restored the objects more often when personally affected by theft than when a third party was affected (p = 0.016), and and tattled across treatments in 3P as well as in 2P (see Supplemental Information ). Three-year-old children pulled the rope causing the table to turn at a very high rate in all treatments with the exception of the permitted-taking treatment. They were far more likely to return items to the original owner—either themselves (2P) or the victim puppet (3P)—than they were to do nothing, make the items inaccessible, give them away, or steal them for themselves. The children were more likely to return things to themselves in 2P than in 3P, but they still reacted at a surprisingly high rate when they were not directly affected. The only group of children that did not turn the table as often as the others were those in the permitted-taking treatment, namely when the puppet in the victim's position or the child gave permission to the third puppet to take the objects away. The children in this study appeared to focus on how the outcomes affected the original owners and less, perhaps, on the consequences for the puppet who only secondarily received them. DISCUSSION The ﬁrst experiment demonstrated that both 3- and 5-year-old children will intervene against third-party violations, and they will do so as much as when personally affected. Three-yearolds did not appear to punish theft, in that they were as likely Current Biology25, 1731–1735, June 29, 2015ª2015 Elsevier Ltd All rights reserved 1733 Frequency with which children turned the table to the different positions in both 2P and 3P conditions. Children could move the objects to themselves (white bars), to the victim (gray bars), or to the cave (black bars). Note that percentages do not add up to 100%; trials in which the children did not pull the table are also included. to respond to unfairness and loss; 5-year-olds did not treat an unfair outcome differently than theft, but they did punish theft in that they responded more often than when there was no thief (loss), but only when personally affected. Overall, the children appeared to be responding more to the consequences for the victim, rather than for the act itself or the outcomes for the beneﬁciary (in the loss condition, there were none). Spiteful motivations might have explained responses to unfairness, and, for loss, children might have been responding out of frustration (second party) and empathic concern (third party). One could speculate on other motives, such as punishing for the sake of reputation [21], a point that can be addressed in future studies. In the second experiment, 3-year-olds did not show a taste for removing rewards but preferred to restore objects to original owners. Children did not match theft with theft unless the victim willingly gave up objects, setting up a turn-taking game; they restored objects to the victim as much as to themselves. They enforced consequences as often in the third-party as in the second-party conditions (although there was a tendency to be more self-regarding), and, as in experiment 1, they did not discriminate among theft, unfairness, and loss. At the preschool age, children do not appear to inﬂict harm on others out of a sense of justice based on deterrence or revenge (e.g., [22]) but out of a concern for the welfare of the victim. This is especially striking in that they do so as much for another individual as for themselves, even before the milestone age at which they demonstrate perspective taking on the basis of false belief understanding (theory of mind [23]). The third-party responses of the children are likely due to a combination of affective perspective taking, namely responding to the distress of the victims [24, 25], and an already established norm of ownership [26]. In our studies, children intervened when the victim was present because the victim had no recourse for action; only the child was in the position to act. It is possible that the protests of the victims cued the children to act, just as expressions of distress elicit looks of concern [25]. The two studies presented here are the clearest (and earliest) demonstrations of third-party interventions in young children and the ﬁrst to attempt to disentangle punishment from other thirdparty motivations. Whether children use these interventions as deterrence or as a form of just deserts is a question that requires further work. At least by the age of seven, children do respond to the threat of punishment by behaving more cooperatively [ 9 ], and they will even pay a cost to impose a cost on a norm violator (K.R. et al., 2011, Soc. Res. Child Dev., conference presentation). As well, it would be important to address the role of signaling on part of the victim; children of the age of 18 months will show concern for others even in the absence of emotional cues [ 24 ], but requests at this age are important for eliciting sharing [ 27 ]. Furthermore, children might signal their role as enforcers [ 21 ]. To determine whether concern for victims motivates punishment is a universal part of a child's development, future studies could examine children in other cultures, since adults in different societies show patterns of third-party and altruistic punishment [ 28–30 ]. What is clear is that already by 3 years of age, children are capable of intervening on the behalf of others, quite unlike our closest living relatives tested in a comparable situation [ 3 ]. It appears that in humans, intervening on the behalf of others begins with a concern for the victim before becoming focused on consequences for the perpetrator. EXPERIMENTAL PROCEDURES Experiment 1 We tested 58 3-year-old children (age range [as year;month] = 3;3–3;9, mean = 3;6, 24 boys) and 79 5-year-olds (age range = 5;3–5;9, mean = 5;6, 36 boys) in a mid-sized German city. The research was conducted in accordance with the human ethics guidelines of Germany and was approved by the department's human ethics committee. Ten 3-year-olds were excluded because they showed signs of distress and did not complete testing. Seven 5-year-olds were excluded due to experimenter error (one), unwillingness to participate in the test (three), and interference with the test apparatus (three). A pilot study on adults showed that they understood the apparatus and the procedure and interpreted the conditions appropriately. The children were brought to the testing room individually by an experimenter (moderator) who introduced them to the two puppets who were controlled by two other experimenters. They were then familiarized with the apparatus by ﬁrst being asked to pull the rope to observe the consequences, namely that the table could turn in only one direction and would then become locked at the inaccessible cave where objects could not be recovered. They then used the table and toys with the puppets. The experimenter then asked the child to move the objects after the last puppet played with them so that they would come to rest in an inaccessible cave. This was done so that the child would know that he or she could prevent the puppets from accessing the objects and that the puppets would also know this (in effect, ''trashing'' the objects [31]). Normative terms such as ''punish'' were not used, and none of the puppets protested, implying consent. Children were assigned to one of four treatments (theft, unfair, loss, and permitted taking) according to how the objects were taken and who beneﬁtted (between subjects), and they participated in both 3P and 2P conditions (within subjects, three trials of each, counterbalanced for order in a blocked design between subjects). In theft, the thief puppet pulled the rope, moving the turntable and claiming the objects (marble game, stamps, or cookies) on it. In 2P theft, she pulled the objects from the child; in 3P theft, these were taken from the victim puppet. In the unfair treatment, another puppet (stranger) would enter the room and turn the objects from the child to the thief puppet (2P unfair) or from the victim puppet to the thief puppet (3P unfair). The loss treatment was similar, except that there was no one in the thief's position. Finally, in the permitted-taking treatment, the child or the victim puppet consented to the thief pulling the rope to take the objects (Figure 1). Children could pull the rope, causing the objects to move from the thief's position to the cave, or do nothing. Trials ended after 1 min if they did nothing or when the objects came to rest in the cave. The puppets never communicated with or made direct eye contact with the children (neither did the experimenters controlling the puppets), and protests by the puppet in the victim's position were never 1734 Current Biology25, 1731–1735, June 29, 2015ª 2015 Elsevier Ltd All rights reserved directed at the children. None of the puppets or experimenters in any way commented on the choices made by the children. Experiment 2 Participants were 54 3-year-olds (age range = 3;3–3;9, mean = 3;5, 30 boys). None of the children had participated in experiment 1. Six children were excluded from the analysis due to experimenter error (one), fear of the puppets (two), failing to meet criteria in familiarization (one), and feeling uncomfortable with the test (two). Children were randomly assigned to one of the four treatments as before and given both 2P and 3P conditions. They were introduced to an apparatus that had two ropes that they could pull, and the table could move freely. Importantly, the table would not stop at the cave position; if children wanted the objects to stop in that position, they had to stop the table manually. Trials lasted 1 min if the children did nothing or ended once the child had moved the apparatus and stopped it in one of the four positions. All trials in both experiments were videotaped and coded for reliability (choice: Cohen's k = 1.000). SUPPLEMENTAL INFORMATION Supplemental Information includes Supplemental Experimental Procedures, one ﬁgure, and ﬁve tables and can be found with this article online at http:// dx.doi.org/10.1016/j.cub.2015.05.014. ACKNOWLEDGMENTS We would like to thank Angela Loose for research assistance; Georg Keller, Monique Horstmann, Nadin Bobovinikov, Marte Kru¨ ger, and Diana Paschenda for their involvement with the experiments; Manfred Ulrich for building the apparatus; Roger Mundry for statistical advice; Eric Jensen for photo permission; Petra Jahn and Marlen Sureck for multimedia support and 3D imaging; and the children and their parents for participating in these studies. Received: January 5, 2015 Revised: March 27, 2015 Accepted: May 8, 2015 Published: June 18, 2015 REFERENCES 1. Boyd, R., Gintis, H., Bowles, S., and Richerson, P.J. (2003). The evolution of altruistic punishment. Proc. Natl. Acad. Sci. USA 100, 3531–3535. 2. Fehr, E., and Fischbacher, U. (2004). 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Global pattern of air circulation Atmospheric circulation is the large-scale movement of air by which heat is distributed on the surface of the Earth. Hadley cell Largest cell which extends from the Equator to between 30° to 40° north & south. Ferrel cell Middle cell where air flows poleward between 60° & 70° latitude. Polar cell Smallest & weakness cell that occurs from the poles to the Ferrel cell. Distribution of Tropical Storms. They are known by many names, including hurricanes (North America), cyclones (India) and typhoons (Japan and East Asia). They all occur in a band that lies roughly 5-15ͦ° either side of the Equator. High and Low Pressure Low Pressure High Pressure Caused by hot air rising. Causes stormy, cloudy weather. Caused by cold air sinking. Causes clear and calm weather. Formation of Tropical Storms \| 1 \| The sun’s rays heats large areas of ocean in the summer and autumn. This causes warm, moist air to rise over the particular spots \| \|---\|---\| \| 2 \| Once the temperature is 27⁰, the rising warm moist air leads to a low pressure. This eventually turns into a thunderstorm. This causes air to be sucked in from the trade winds. \| \| 3 \| With trade winds blowing in the opposite direction and the rotation of earth involved (Coriolis effect), the thunderstorm will eventually start to spin. \| \| 4 \| When the storm begins to spin faster than 74mph, a tropical storm (such as a hurricane) is officially born. \| \| 5 \| With the tropical storm growing in power, more cool air sinks in the centre of the storm, creating calm, clear condition called the eye of the storm. \| \| 6 \| When the tropical storm hits land, it loses its energy source (the warm ocean) and it begins to lose strength. Eventually it will ‘blow itself out’. \| Changing pattern of Tropical Storms Scientist believe that global warming is having an impact on the frequency and strength of tropical storms. This may be due to an increase in ocean temperatures. Management of Tropical Storms Protection Preparing for a tropical storm may involve construction projects that will improve protection. Development The scale of the impacts depends on the whether the country has the resources cope with the storm. Prediction Teaching people about what to do in a tropical storm. Aid Aid involves assisting after the storm, commonly in LIDs. Planning Involves getting people and the emergency services ready to deal with the impacts. Constant monitoring can help to give advanced warning of a tropical storm Education Primary Effects of Tropical Storms * The intense winds of tropical storms can destroy whole communities, buildings and communication networks. Case Study: Beast from the East Causes Beginning on 24 February 2018. Change to the northern polar jet stream – it bought air in from the East. The air picked up moisture from the North Sea, creating snow. Storm Emma happened at the same time and hit Cornwall and Devon. Effect. Management 50cm of snow was dropped on Dartmoor (environmental). 17 people died in the UK (social). Snow ploughs and gritters sent out to clear roads (economic). People trapped in their cars on the road for hours (social). The AA estimated that there were 8,260 collisions on the road (social). Stranded drivers given foil blankets to keep warm. and doctors get to work to help. Met Office released Red weather warnings Army and mountain rescue helped nurses Hundreds of flights cancelled from Heathrow, Gatwick etc. What is Climate Change? Climate change is a large-scale, long-term shift in the planet's weather patterns or average temperatures. Earth has had tropical climates and ice ages many times in its 4.5 billion years. Recent Evidence for climate change. * As well as their own destructive energy, the winds can generate abnormally high waves called storm surges. * Sometimes the most destructive elements of a storm are these subsequent high seas and flooding they cause to coastal areas. Secondary Effects of Tropical Storms * People are left homeless, which can cause distress, poverty and ill health due to lack of shelter. Enhanced Greenhouse Effect Recently there has been an increase in humans burning fossil fuels for energy. These fuels (gas, coal and oil) emit greenhouse gases. This is making the Earth's atmosphere thicker, therefore trapping more solar radiation and causing less to be reflected. As a result, the Earth is becoming warmer. * Businesses are damaged or destroyed causing employment. * Shortage of clean water and lack of proper sanitation makes it easier for diseases to spread. Evidence of natural change. * Shortage of food as crops are damaged Case Study: Typhoon Haiyan 2013 Causes Started as a tropical depression on 2 rd November 2013 and gained strength. Became a Category 5 "super typhoon" and made landfall on the Pacific islands of the Philippines. Effects Management * 130,000 homes destroyed. * Almost 6,500 deaths Managing Climate Change. * The UN raised £190m in aid. * Water and sewage systems destroyed had caused diseases. * for dead. Emotional grief * Education on typhoon * USA & UK sent helicopter carrier ships deliver aid remote areas. preparedness. Carbon Capture This involves new technology designed to reduce climate change. Planting trees increase the amount of International Agreements international deals and by setting targets. Countries aim to cut emissions by signing Planting Trees carbon is absorbed from atmosphere. Renewable Energy clean/natural sources of energy. Replacing fossil fuels based energy with	<urn:uuid:943da6a6-daa1-4887-9214-3a25d57a4fad>	CC-MAIN-2024-26	https://www.saltash.net/_site/data/files/pdfs/3A83BC446C49031B548D797A77AAE09B.pdf	2024-06-20T14:58:40+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861957.99/warc/CC-MAIN-20240620141245-20240620171245-00884.warc.gz	853,697,864	1,201	eng_Latn	eng_Latn	0.998054	eng_Latn	0.998054	[ "eng_Latn" ]	false	docling	[ 5591 ]	[ 3.984375 ]	1	0
Healing and Our Relationship to the Environment - Part 6 David Carlson September 2022 Finally, I would like to touch briefly on the topic of healing and our relationship with our environment. Our environment is a "mixed bag" when it comes to our health. It was mentioned above the many toxins which exist in our environment, which have a deleterious effect on our health. There is not really much that we can do about such poisons except to try as much as possible to avoid them, and to strengthen our immune systems as a means of protection against them. These toxins are not natural; they are all man-made. On the other hand, much has been written also about the various herbs and medicinal plants, and other sources of healing elements which exist in our environment. (94) There are people who advocate gardening as good for our health. Among those who encourage working in or with a garden is Kevin Trudeau, who says: Being in the physical universe, working with living things and creating things with our hands is incredibly beneficial. Working in a garden provides an outdoor environment, exercise, stress reduction, and many more mental, emotional and physical benefits. (95) Unfortunately, it is our modern technology that has introduced the many environmental toxins which afflict us; they are usually artificially-made substances, not naturally occurring in nature. Andrew Weil points out the dangers of being exposed to the many toxins which exist around us, and the importance of guarding ourselves against "toxic injury."(96) He devotes an entire chapter of his book to "Protecting Yourself from Toxins."(97) He states: "Your body's ability to eliminate unwanted substances depends on the healthy functioning of four system: the urinary system, the gastrointestinal system, the respiratory system, and the skin; it can discharge wastes through urine, feces, exhaled air, and sweat."(98) He adds that you can ensure that these systems are in "good working order" by drinking enough pure water to help the kidneys maintain a good output of urine, by eating enough fiber to ensure regular bowel function, by exercising your respiratory system regularly, and by periodically increasing output of sweat through aerobic exercise or exposure to heat (as by taking saunas or steam baths). (99) In this same chapter, he talks about air pollution, contaminated water, toxins in food, drugs, cosmetics, and other sources of toxins, as well as toxic forms of energy. (100) Again, one of the best ways to guard against toxic injury is by optimizing the power of the "healing system." Moreover, as if all of this were not bad enough, yet even worse than the various kinds of physical environmental pollution which surrounds us (chemicals, radiation, etc.) is the spiritual pollution which surrounds us. This is the invisible pollution which affects our mind and spirit. As we are told in a Chung Pyung booklet: In the last phase of the twentieth century, all mankind seriously suffered from pollution…there is another enormous pollution yet unknown to [the] humanity, and this is the spiritual pollution. Few people know that the invisible spiritual pollution is more dangerous than visible pollution. (101) Fortunately, on the other hand, "spiritual" healing is also possible, and there are gifted individuals who are able to effect such healing. This topic will be addressed more at length later in this book, when I offer some observations about the phenomenon of Chung Pyung works. All of the new perspectives described above are adding considerable insight to our understanding about health and healing. In many ways, each of us is his or her own physician. Not only will this give us a much greater sense of control over our lives, but it will reduce medical costs, which are a burden to many people.	<urn:uuid:4b104323-4698-4523-935a-7caf0a5f3948>	CC-MAIN-2024-26	https://tparents.org/Library/Unification/Talks/Carlson/Carlson-220900.pdf	2024-06-20T16:01:43+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861957.99/warc/CC-MAIN-20240620141245-20240620171245-00891.warc.gz	508,874,212	760	eng_Latn	eng_Latn	0.998777	eng_Latn	0.998777	[ "eng_Latn" ]	false	docling	[ 3813 ]	[ 2.03125 ]	1	0
Another casualty of climate change is difficult to discuss. The city of Brisbane is built on a flood plain. We know this well. In the initial inspection of the site in 1824 and 1825, evidence was found that suggested a flood of over 100 feet. Major Edmund Lockyer commented that "marks of drift grass and pieces of wood washed up on the sides of the banks and up into the branches of the trees, marked the flood to rise here of one hundred feet". 88 In 1841, the highest official level of flood waters was recorded in Brisbane at 8.43 meters. Between 1841 and 1893, the river flooded 22 times. The 1893 flood, while 7 cm lower than the flood of 1841, caused considerable damage, sweeping away the two bridges that spanned the river at the time and leading to considerable loss of life. The same site as examined in 1824, flooded to 94 feet 10.5 inches in 1893. Maybe we should have taken heed to Major Lockyer's observations. Two major ships, the Elamang and the gunboat Paluma were carried and left aground in the Brisbane Botanical Gardens. Three separate floods actually hit Brisbane in 1893. Nine days after the first flood, a second minor flood only reached a peak of 3.29 meters. A week later, a third major flood carried the stranded ships back into the Brisbane River. Flooding continued into the next century, with a major flood again in 1908. There was a moderate flood in 1931, with 1300 homes drenched. But only a few minor floods occurred in the decades that followed. People and building standards became flood complacent. Then in 1974, a major flood again hit Brisbane. Not as big as the record floods of the 1800s, this one was still huge. Previous heavy rains made the ground saturated and Cyclone Wanda, while very weak in cyclone terms, was the final straw. The city gauge peaked at 5.5 meters and 6700 homes were flooded. Following the 1974 floods, the Bureau of Meteorology issued its report into the causes of the flooding and future flood mitigation for Brisbane. 89 It found that there was geological evidence of water levels 5.5 meters higher than the 1974 flood. Meteorological studies suggested that rainfalls well in excess of those experienced in the floods of 1893 and 1974 are possible. The report called for mitigation and weather radar: Therefore it seems certain that unless major flood mitigation schemes, such as the proposed Wivenhoe Dam, are implemented, floods even greater than those of 1974 will again be experienced in Brisbane. Development of the weather‐watching radar facility with a capability for operational determination of rainfall intensity is considered to be the only way by which the provision of an adequate quantitative flood prediction service for the Brisbane metropolitan creeks is feasible. The Wivenhoe Dam was constructed. The weather radar was built. Jump ahead to 2011. The rainfall experienced in South East Queensland was considerable, but not unique. Certainly higher rainfalls could have occurred. The 1974 report called for the possibility of even more significant rainfall events. On 11 January, Hubert Chanson, a professor in hydraulic engineering at the University of Queensland, told the ABC news that "the dam was built to withstand an event similar to what we are seeing – we have been spared of any flooding in Brisbane thanks to the Wivenhoe reservoir." 90 The Wivenhoe Dam has a capacity of 225%. Over this level the dam would be breached and flowing water could undermine its foundation, putting the security of the entire dam under question. On 11 January, the dam was already at 173%. Professor Chanson was optimistic. The Wivenhoe Daw was easily built to withstand the rainfall, but not in the manner in which it was managed. The same Bureau of Meteorology report from 1974 highlighted the problem of dam management: There are considerable problems in deciding when to empty the flood stor‐ age. If floodwaters were retained by the dam for too long not only would there be major and prolonged flooding upstream from the storage but the dam would become virtually useless for flood mitigation downstream in the event of a repetition of excessive rainfall. Meteorologically such a situation has already occurred (in 1893 when there were three floods within a month) and a recurrence appears inevitable. On 13 January, the Brisbane Courier Mail newspaper reported that the Queensland Police investigated a false text message that was circulated claiming the Wivenhoe Dam wall was breached. "Dam managers say all dams are safe and operating within design specifications," the newspaper claimed. This was not true. The Brisbane Mayor, Campbell Newman warned that the dam could no longer protect the Queensland capital. "The dam is full. Every bit of rain that falls on the catchment can get to Brisbane, and there is not much more we can do about that." The river peaked at 5:00am on 13 January at 4.46 meters, well below the initial forecast of 5.5 meters. Not as big as 1974 and about half the size of 1841. Yet the damage was more significant, with 33,701 properties flooded. The Wivenhoe Dam peaked at 190%. Had a second or third rain event occurred, such as in 1893, the police investigation into the false text message might not have been necessary. On 21 January, the Australian newspaper reported that leaked emails from the Wivenhoe Dam's engineering office revealed that its operators held on to water for too long. Brisbane's flood could have been largely avoided if action was taken earlier. 91 The Queensland State Premier, Anna Bligh, has called a commission of inquiry to investigate if the dam's release strategy and subsequent flood was avoidable. It is due to complete its findings by 17 January 2012. So how does this story become a climate change casualty? Not to pre-judge the results of the Government inquiry, but the hyper-inflated claims of climate change causing long term, prolonged drought in Australia could easily have had a bearing on the decision to keep the dam close to its maximum capacity. On 10-11 February 2007, the Brisbane Courier-Mail ran a feature on the water crisis facing Southeast Queensland. 92 The headline read: Bring us a monsoon Near-tropical storms needed to fill storages Rob Drury, the Seqwater operations manager for Wivenhoe and the smaller Somerset and North Pine dams, said "you do need large, uncommon events to fill large dams. You don't fill them every year." He told us that Wivenhoe has the capacity to store 1,165,000 megalitres as well as an additional capacity of 1,450,000 megalitres to mitigate flooding. He added, "There have only been four main rainfall events in the past 15-16 years. It has been seven years since we had a major rainfall event that has given us a refill of 50 per cent of the dam." Seqwater is South East Queensland's bulk water supply provider. Taken from their corporate website: We deliver innovative and efficient management of catchments, water stor‐ ages, and treatment services to ensure the quantity and quality of the re‐ gion's water supply. Actually, Seqwater is their trading name. Their actual name is Queensland Bulk Water Supply Authority. They were established in 2007 as part of a water reform agenda by the Labor Queensland Government under Anna Bligh - the same Anna Bligh who called for the enquiry into the dam's release strategy. Her website lists water reform as one of her main achievements. Seqwater's Strategic Plan is available from their website. 93 Their first strategic goal is to supply customers with reliable water of quality. They took great pride that a new, single focused organisation was created out of 14 regional water entities. Their new mission statement is all about catchments: Catchments are vital regional resources. We define catchments as the combined natural and built infrastructure needed to source, store and supply water to meet the quality and reliability needs of our customers. In the 36 page Strategic Plan, flood mitigation gets mentioned only 3 times. One of these references is actually linked to green energy and recreation. Their number one key performance indicator in whole-of-catchmentknowhow is: budget achievement – "the degree of accuracy with budget forecasts." Did someone forget to tell them that the Wivenhoe Dam was actually built to flood proof Brisbane? A city built on a flood plain. A dam built after the 1974 public outcry. Southeast Queensland is the fastest growing region in Australia. The Queensland Department of Infrastructure and Planning estimates that the population will continue to grow from 2.8 to 4.4 million people by 2031. To handle this growth, development permits allowed housing and businesses to be established in known flood prone areas. So now a flood of half the size impacts double the amount of people. Climate change hype told us that drought was our fear. We were told that rainfall patterns have been changed forever. And the proud Queenslander, Kevin Rudd, told us there was nothing worse than being a sceptic. You were not allowed to question these claims. So Seqwater's Rob Drury prayed for a monsoon. And he got one! 631mm of rain fell in Lindfield, part of the catchment, in the month of January, a massive 257mm on 10 January alone. With this water flowing into the dam, and its level already at 173%, the cities of Brisbane and Ipswich were doomed. The actual weather event was quite isolated. At the Cape Moreton Lighthouse, near Brisbane, just 26.2mm of rain was recorded on 10 January 2011. But it was not a surprise, the rain event was watched on the weather radar that was supposed to provide additional safety. Extreme weather events happen in South East Queensland. Even with the feared drought, the rain profile has not changed in over 100 years. From 1888 to 1990, there was a 60.8% change of it not raining. From 1990-2010, the percentage was 60.9%. The really ironic thing is that we don't learn from our mistakes. Queensland has a history of repeat flooding. On 3 February, Tropical Cyclone Yasi crossed the north Queensland coast. In 1974, the floods worsened when a weak cyclone named Wanda dumped 526.5mm of rain on Brisbane over two days. Had Yasi, a Category 5 storm, travelled down the coast rather than proceeding inland, Brisbane would have been inundated with rainfall again, just like the second flooding in 1893. The Wivenhoe Dam operators again ignored this threat. The dam was 100% full in early February. Realising the risk, on 14 February plans to reduce the dam levels to 75% were announced. The media reported that the 291,000 megalitres of water to be released represents a one year supply of drinking water for Brisbane. It is obvious that doubling the population requires more water. Queenslander's had their chance to resolve this problem when a dam across the Mary River in Traveston was proposed to solve the water crisis in 1996. The dam came under strong local protests, but it was the environmental concerns over several fish and aquatic species believed to be under threat from the dam that received the greatest attention. The most significant was the Mary River Turtle, who breaths through its bum and the Queensland lungfish. In the end, climate change won the battle – no dam. It was calculated that rotting vegetation from the shallow waters would generate more greenhouse gas, in the form of methane, than the CO₂ needed for sea water desalination. In November 2009, Labor's Federal Environment Minister, Peter Garrett, refused approval for the project. As reported in the Brisbane Times, Australian Greens Leader Bob Brown congratulated Peter Garrett on his decision to reject Queensland's controversial $1.8 billion Traveston Crossing Dam - "I've sent a letter of congratulations to minister Garrett on making the only decision an environment minister could have made, that is, to veto the dam," Senator Brown said. Losses and rebuilding costs for the Queensland floods are forecast to be in excess of $16.78 billion. The impact on the ski industry and the failure to perform flood mitigation are just two examples of hyper-inflated marketing for the common good that resulted in unfavourable outcomes.	<urn:uuid:d6ce5d1a-f3b3-4bf1-ab0d-b222cdd44aa1>	CC-MAIN-2024-26	http://www.floodcommission.qld.gov.au/__data/assets/file/0013/9301/Matic_John.pdf	2024-06-20T16:52:10+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861957.99/warc/CC-MAIN-20240620141245-20240620171245-00894.warc.gz	38,812,490	2,886	eng_Latn	eng_Latn	0.998983	eng_Latn	0.999162	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1288, 2293, 4322, 6059, 7974, 9688, 10950, 12242 ]	[ 2.1875 ]	2	2
Our Lady of Lourdes Catholic Primary School Early Years Foundation Stage Policy June 2022 Revision History Page \| Date \| Version \| \| Description of \| Author \| \| Approval \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| changes \| \| \| level \| \| \| 1.0 \| \| \| Pier Anscombe \| Q&S \| \| \| June 2018 \| \| Amendment under Staffing and Organisation Amendment under Summative Assessment Home School Links: changed from “Jolly Phonics” to “Read Write Inc” \| \| Pier Anscombe \| Q&S \| \| \| June 2022 \| \| Amendment under statutory framework \| \| \| \| \| Contents: - Early Years Foundation Stage - Aims - Learning and Development - Planning - Staffing and Organisation - Assessment, Recording and Monitoring - Learning through Play - The Learning Environment - Liaison with Pre-school settings and induction - Reception to Year 1 Transition - Home /School links - Equal Opportunities - Inclusion This document outlines the philosophy, aims and principles of Early Years teaching and learning in Reception at Our Lady of Lourdes Catholic Primary School. The document underpins practice in all areas of provision. Early Years Foundation Stage "Every child deserves the best possible start in life and support to fulfil their potential. A child's experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up." The Early Years Foundation Stage Statutory Framework, Department for education and skills, 2021 Early childhood is the foundation on which children build the rest of their lives. At Our Lady of Lourdes Catholic Primary School [OLOL] we greatly value the important role that the Early Years Foundation Stage [EYFS] plays in laying secure foundations for future learning and development, however, we also believe early childhood is valid in itself, as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education. The EYFS is for children from birth to five years of age. The final year of the EYFS is referred to as the Reception year. All children begin school with a variety of experiences and learning. It is the privilege of the practitioners working in reception to take on the task of building upon that prior learning and experience. This is done through a holistic approach to learning, ensuring that parents/guardians, support staff and the reception teacher work effectively together to support children's learning and development. Aims "When we succeed in giving every child the best start in their early years, we give them what they need today. We also set them up with every chance of success tomorrow." Development Matters Sept 2020 It is every child's right to grow up safe, healthy, enjoying and achieving, making a positive contribution and with economic well-being. At OLOL the overarching aim of the EYFS is to help young children achieve these five "Every Child Matters" outcomes. We aim to provide a broad and balanced curriculum which will enable each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to his/her full potential. Each child is valued as an individual and teaching and learning is based on the understanding that children develop at different rates. At OLOL we aim to: - provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for future learning and development in Key Stage 1 and beyond - provide a safe, challenging, stimulating, caring and sharing environment which is sensitive to the needs of the child, including children with additional needs - provide opportunities for children to learn through planned, purposeful play in all areas of learning and development - enable choice and decision-making, fostering independence and selfconfidence - use and value what each child can do, assessing their individual needs and helping each child to progress - work in partnership with parents/guardians and value their contributions ensuring that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability - provide opportunities whereby children experience a challenging and enjoyable programme of learning and development - provide experiences for all children, whatever their needs, which are inclusive rather than parallel Learning and Development Our early years setting follows the curriculum as outlined in the latest version of the EYFS statutory framework that applies from September 2021. The EYFS framework includes 7 areas of learning and development that are equally important and interconnected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children's capacity to learn, form relationships and thrive. The seven areas of learning and development are: Prime Areas - Physical development - Personal, Social and Emotional Development - Communication and Language Specific areas - Mathematics - Literacy - Understanding the world - Expressive Arts and Design There are also three characteristics of effective learning: - active learning - playing and exploring - creating and thinking critically At OLOL we believe that all areas of learning are important and interconnected in order to promote the development of the 'whole child'. The prime areas are crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. We aim to deliver all the areas through planned, purposeful play, with a balance of adult-led and child-initiated activities. Planning Good planning is the key to making children's learning effective, exciting, varied and progressive. Effective learning builds on and extends what children know and can already do. Our planning shows how the principles of the EYFS are put into practice and is always informed by observations we have made of the children, in order to understand and consider their current interests, development and learning needs. All practitioners who work in reception at OLOL are involved in this effective process. There are three stages of planning the curriculum: Long Term Planning We have created a framework, which gives structure and coherence to the curriculum. The scheme of work consists of 3 creative termly topics which provide the vehicle for delivering the Early Learning Goals and Educational programmes. These topics are relevant to the needs of our children and also enable us to deliver a creative and balanced curriculum. Term & Topic Autumn: Knock, Knock! Spring: A Walk in the Woods Summer: Splish, Splash, Splosh! Medium Term Planning We address particular aspects of the curriculum in more detail for each term. We include links between areas of learning and development and opportunities for ICT. Learning objectives, assessment opportunities, and activities and experiences for each area of learning and development are identified. Short Term Planning We identify specific learning objectives, success criteria, differentiated activities and deployment of adults and resources, to meet the learning needs of the children on a weekly and day-to-day basis. It allows for flexibility in response to individual children's needs and interests and for revision and modification, informed by ongoing observational teacher assessment. This planning format is consistent with the principles of Assessment for learning. Staffing and Organisation There is one reception class at OLOL with a maximum of thirty children in the class. There is a ratio of one teacher supported by a part time Nursery Nurse/ Higher Level Teaching assistant 3 days a week and a Grade C teaching assistant for 2 days. The staff work as a team and meet formally at least once a week in order to plan effective provision, prepare resources and review assessments for the Reception Class. The Reception class has a role play area and the children have access to this at all time during the day. There is also a secure outdoor area, which is used to support the children's learning. The children have access to these from the classroom. At OLOL we engage in ongoing professional development to improve our teaching skills, knowledge and understanding. All practitioners are encouraged to participate in local authority courses; in-service and local cluster group training. Practitioners also conduct and attend in-house training and disseminate new initiatives, ideas and teaching methods to colleagues. Assessment, recording and monitoring At OLOL we adhere to the principles of assessment for learning. We analyse and review what we know about each child's development and learning, and then make informed decisions about the child's progress. This enables us to plan the next steps to meet their development and learning needs. All practitioners who interact with the child contribute to the assessment process. Formative assessment This type of assessment informs everyday planning and is based on on-going observational assessment of each child's achievements, interests and learning styles. Formative assessment may take the form of anecdotal observations, focused observations recorded on group assessment sheets, other focused assessments e.g. sound/number and high frequency words, annotated examples of work, photographs, and information from parents. We plan for observational assessment when undertaking our medium and short term planning. Summative assessment Statutory Assessments - Children will complete the statutory Reception Baseline Assessment (RBA) within the first 6 weeks of joining Reception, regardless of when they join the class, unless they have been assessed previously. The RBA is an ageappropriate assessment of mathematics and literacy, communication and language that is delivered in English. It is clearly linked to the learning and development requirements of the EYFS. The purpose of the RBA is to provide an on-entry assessment of pupil attainment to be used as a starting point from which a cohortlevel progress measure to the end of key stage 2 (KS2) can be created. The results of the EYFS profile shall be shared with parents and the Local Authority. A written summary of the child's attainment using the 17 ELGs and a narrative on how a child demonstrates the 3 characteristics of effective learning are given to parents. Year 1 teachers are given a copy of the EYFS profile report together with a narrative on how the child demonstrates the three characteristics of effective learning. The Reception teacher participates in regular in-house and local cluster group moderation meetings. This provides an external quality assurance and validation of our teacher assessments. The quality of the taught curriculum is monitored by the subject co-ordinators in school through regular lesson observations, pupil interviews, planning and book scrutiny. The foundation stage teacher monitors teaching and learning across the foundation stage each year and analyses EYFS Profile data in conjunction with the Headteacher (Paul Barber) and Assessment co-ordinator (Anita Philbrook). Learning through play At OLOL we do not make a distinction between work and play. We support children's learning through planned play activities, and decide when child-initiated or adult-led play activities would provide the most effective learning opportunities. We believe that it is important for adults to support children's learning through play, by getting involved in the play themselves and modelling by example. The Learning Environment We aim to create an attractive, welcoming and stimulating learning environment which will encourage children to explore, investigate and learn through first- hand experience. We also aim to make it a place where children feel secure and confident, and are challenged to develop their independence. Activities are planned for both the inside and outside; children have the freedom to move between the indoor and outdoor classroom throughout the school day. The learning environment is divided into a variety of different areas: role play, book corner, writing table, maths challenge, topic display table, listening centre, computer area, art and craft area, play dough, builder's tray, sand, water, outside, construction, small world and puzzles. These areas are carefully arranged to encourage quiet areas and more active areas within the learning environment. Children are encouraged to become independent learners and to take some responsibility for initiating their own lines of enquiry and investigation. Liaison with pre-school settings and induction At OLOL we have over 16 feeder nurseries; however, we are trying hard to establish close links between the local nurseries and the reception class. During the summer term, nursery children who will be starting school in September make visits to the reception classes as part of the induction process. A parents meeting is held by the Head teacher and Foundation Stage Leader in the Summer Term to introduce parents/guardians to the school and reception procedures. Through this meeting the school's expectations and routines are communicated. The induction process and reception curriculum are also introduced. Parents/guardians have the opportunity to meet the class teacher. Parents/guardians are given a reception brochure which outlines the reception curriculum and school routines, along with other necessary documentation. During the summer term, all prospective children are invited to visit the school for an afternoon play visit; the current Reception children become buddies to the visiting children and show them the learning environment. Children and their families are also invited to the Summer Fair. Transfer records from pre-school settings inform reception practitioners about the new intake. If it is required, visits to other local pre-school settings are made in order to aid the induction process further. During the induction period in September, children are split into groups of about 10 children. This allows: - children to adjust and feel secure in their new environment - the practitioners to get to know the children individually and establish good relationships - the reception teacher to carry out initial assessments Reception to Year 1 Transition Reception and Year 1 teachers have worked together to make the transition from the Early Years Foundation Stage to Key Stage 1 as smooth as possible. At OLOL: Children are encouraged to develop independence when dressing and undressing and when organising their personal belongings throughout the reception year Reception practitioners plan for more structured activities to be undertaken during the summer term, encouraging less dependence on adult support Reception children meet year 1 teachers during worship and other whole school activities during the reception year EYFS Profile are passed on to year 1 teachers and discussed alongside a short narrative describing the child's three learning characteristics. Reception and year 1 teachers meet to discuss individual needs of children in July Reception children visit their new Year 1 class and teacher for a minimum of one morning/afternoon in July Year 1 classroom include learning areas similar to the reception classroom: eg role play, writing table. Home/School Links We recognise that parents/guardians are the child's first and most enduring educators. When parents/guardians and practitioners work together in early years settings, the results have a positive impact on the child's development. A successful partnership needs to be a two-way flow of information, knowledge and expertise. We aim to develop this by: Outlining the reception curriculum to parents/guardians during the new parents meeting in June, to enable them to understand the value of supporting their child's learning at home Encouraging parents/guardians to complete the home/school contract Sending home a termly topic letter, informing parents/guardians of the learning that will be taking place at school, with suggestions of the types of activities that could be carried out at home to support that learning Holding parent/guardian class visits/curriculum talks to outline the Read Write Inc Phonics Programme and the reception curriculum and to provide an opportunity for asking questions. Operating an "open door" policy, whereby parents/guardians can come and discuss concerns and developments in an informal manner Inviting parents/guardians to help in the reception class and to accompany children on school visits. Encouraging parents/guardians to listen to their child read each night and to comment on reading progress in a home/school reading diary. Encouraging relevant learning activities to be continued at home and ensuring that experiences at home are used to develop learning in school. Discussing children's individual targets with parents/guardians at parents' evenings. Equal Opportunities At OLOL we aim to provide all pupils, regardless of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability, equal access to all aspects of school life and work to ensure that every child is valued fully as an individual. Practitioners, as role models, are aware of the influence of adults in promoting positive attitudes and use that influence to challenge stereotypical ideas. Inclusion Approved by FGB: 15 May 2013 Review every 2 years page 9 Children with special educational needs will be given support as appropriate to enable them to access the curriculum fully. This includes children that are more able, and those with specific learning difficulties and disabilities. Individual Education Plans identify targets in specific areas of learning for those children who require additional support, in line with the school's Special Educational Needs Policy. Reception teachers discuss these targets with the child and his/her parents/guardians. Progress is monitored and reviewed formally every term. The school's SEN co-ordinator is responsible for providing additional information and advice to practitioners and parents, and for arranging external intervention and support where necessary. This policy will be reviewed as and when needed but at least every two years.	<urn:uuid:19b0686d-841c-468b-85a1-4b9e8e91f82c>	CC-MAIN-2024-26	https://ourladyoflourdesprimaryschool.co.uk/wp-content/uploads/2022/06/Early-Years-Foundation-Stage-Policy-2022.pdf	2024-06-20T15:48:34+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861957.99/warc/CC-MAIN-20240620141245-20240620171245-00896.warc.gz	390,595,756	3,513	eng_Latn	eng_Latn	0.981239	eng_Latn	0.997469	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 91, 545, 1850, 4310, 6363, 8791, 11372, 13713, 15607, 18069, 18649 ]	[ 3.140625 ]	2	0
English Coverage This document is to be used in conjunction the following curriculum requirements and support documents set out below: English curriculum objectives overviews these are the requirements from the statutory National Curriculum. SPaG terms progression KS1 and KS2 KS2 statutory spellings ENGLISH WRITING: LOVE writing: All writing is engaging and exciting in order to build children's love of writing. This happens not just in 'English' lessons, but across all subjects. READING links: In most cases, writing will be an extension of reading. Reading will be used as a model where they can copy style and content in their own way. Our aim is to read, read more, read different things, read again, read a little more … then write! CROSS-CURRICULAR : The following table details a range of writing genres that are taught across different year groups. All writing in each class is linked to something that the children are interested in and/or something they are learning about. Writing is kept fun, entertaining and motivating through ensuring the children have a good knowledge of the content they will write about. Examples are: a diary for a day in the life of an iron age farmer (history), a letter to our local MP to ask for changes in our local area (geography/PSHE) or a narrative about a character from a book we are reading as a class (guided reading). We do not detail exactly which classes cover which units in order for teachers to tailor what they are teaching to their particular class. All children are different, all classes are different, what works for one class, may not work as well for another. In order to get the very best out of the children, teachers always need the ability to adjust their planning. The English subject leader ensures that what is being taught is varied and enables children to progress effectively by carrying out subject reviews and checking that the objectives taught reflect the progression of skills and national curriculum. BROAD opportunities: We ensure that the writing opportunities we offer cover a range of purposes and audiences (as set out in the statutory national curriculum). Performance ENGLISH READING: LOVE reading: All reading is completed in an engaging and exciting way in order to build children's love of reading. This happens not just in 'English' lessons, but across all subjects. READING requirements: As stated in our policy, children are read to regularly and their own independent reading kept track of (KS2: in a class reading log which is kept up to date, EYFS/KS1: in their reading journals and logs held in school). Children experience reading beyond that of their own abilities by having a class reading book or sharing other reading). Reading is taught in various ways; word recognition in Phonics sessions (in KS2 these continue where required), sharing class readers AND teaching guided reading (where in-depth inference and comprehension is explored). GUIDED READING : Guided reading occurs at least twice a week all year round. In KS2, lessons are 1 hour length at least twice a week (a minimum requirement of 2 hours a week). In EYFS/KS1 reading occurs daily with adult guided reading sessions in small groups happening at least once a week for every child. In KS2, reading involves 2 or 3 'novel' style fiction texts read as a whole class and 2 or 3 non-fiction units. These are related to what the children are learning and explore the style of writing and the author's choices in depth. The sessions are kept engaging and fun by including a range of activities like performing, debating, doing art and DT, using iPads, creating etc. BROAD opportunities: The reading opportunities we offer cover a range of purposes and structures (as set out in the statutory national curriculum). \| EYFS/KS1: A range of stories with different structures shared in a variety of ways and explored in depth. KS2: Guided reading books which are explored in depth looking particularly at author choices, inference and justifying views. Class readers that are beyond their independent abilities. Year 3: Kernowland Crystal Pool (Jack Trelawny), Tom’s Sausage Lion (Michael Morpurgo), Famous Five book of adventures (Enid Blyton) Year 4: Antidote (Malorie Blackman), The Lion, The Witch and the Wardrobe (CS Lewis) Year 5: Defender of the Realm (Nick Ostler & Mark Huckerby), Stormbreaker (Anthony Horrowitz) Year 6: Eagle Strike (Anthony Horrowitz), Midnight for Charlie Bone (Jenny Nimmo), Planetarium (Welcome to the Museum series) \| Stories from other cultures Fantasies Adventure Playscripts Traditional Tales \| \|---\|---\| \| EYFS/KS1: A range of non-fiction texts explored in depth. KS2: Read and discuss a wide range of non-fiction texts which have a range of different structures and purposes. \| Information books Letters / Diaries Reports Leaflets / Brochures Persuasive letters / adverts Instructions \|	<urn:uuid:f8d64bf6-1932-47ef-89fa-934806302673>	CC-MAIN-2024-26	https://www.buxtonschool.co.uk/wp-content/uploads/2023/04/Coverage-English-Buxton.pdf	2024-06-20T18:15:23+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861989.79/warc/CC-MAIN-20240620172726-20240620202726-00002.warc.gz	613,577,330	1,061	eng_Latn	eng_Latn	0.999004	eng_Latn	0.999011	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2167, 4905 ]	[ 3.171875 ]	1	0
www.pollinator.ca/canpolin Walnut, Butternut, & Heartnut uglans spp. J Tree nuts are usually grown under warmer conditions than are found in Ontario, but there are several types of nuts native to the province that are of interest for local consumption or commercial development (beaked hazelnut, black walnut). There are some non-native commercial species that have been imported. Many nuts require long hot growing seasons, and because they are growing near the northern limit of hardiness, they can be a risky crop. Most are wind-pollinated and selffruitful, although there are exceptions, and wild populations of at least some species appear to have mechanisms in place to encourage cross-fertilization, and produce higher quality nuts when cross-pollinated. Pollination Recommendations Cultivated members of this group in Ontario includes the native black walnut (Juglans nigra) and butternut (J. cinerea), and the exotic Japanese walnut, also known as the heartnut (J. ailantifolia). The cultivated walnut familiar to most consumers is the Carpathian walnut (J. regia), which is comparable to apple in hardiness for Ontario. There is also a hybrid of the butternut and the heartnut, which is known as the buartnut. Members of genus Juglans are monoecious and wind-pollinated, with the male and female reproductive structures in separate flowers on each tree. Male flowers are found on long, pendulous catkins, while female flowers are small and inconspicuous, borne near the tips of the growing branches. Individual trees, while self-compatible, typically release pollen before or after the female flowers are receptive (depending on cultivar), which limits self-fertilization. Thus, other trees of an appropriate cultivar are necessary to ensure that pollen is available during female receptivity. Pollination by a suitable cultivar is generally required to set a nut crop. Even species and cultivars that are self-fruitful, such as the heartnut, will produce a larger crop if cross-pollinated. References - De Oliveira, D., Gomes, A., Ilharco, F.A., Manteigas, A.M., Pinto, J. & Ramalho, J. 2001. Importance of insect pollinators for the production of the chestnut Castanea sativa. Acta Horticulturae 561:269-273. - Free, J.B. 1993. Insect Pollination of Crops, 2nd edition. Academic Press. - Jackson, J.F. 1996. Gene flow in pollen in commercial almond orchards. Sexual Plant Reproduction 9:367-369. - McCarthy, B.C. & Quinn, J.A. 1989. Within- and among-tree variation in flower and fruit production in two species Carya (Juglandaceae). American Journal of Botany 76:1015-1023. - McCarthy, B.C. & Quinn, J.A. 1990. Reproductive ecology of Carya (Juglandaceae): phenology, pollination, and breeding system of two sympatric tree species. American Journal of Botany 77:261-273. - Ortega, E., Martinez-Garcia, P. J., & Dicenta, F. 2006. Influence of self-pollination in fruit quality of autogamous almonds. Scientia Horticulturae 109:293 -296. - Polito, V. S., Aradhya, M., Dangl, J., Grant, J., Pinney, K., Simon, C., Vaknin, Y., & Weinbaum, S. 2003. Walnut pollination dynamics: pollen flow and pollen loads in walnut orchards.. HortScience 38:741 (Abstract). - Wood, B.W. 1997. Source of pollen, distance from pollinizer, and time of pollination affect yields in block-type pecan orchards. HortScience 32:11821185.	<urn:uuid:e48a81ca-ff76-4e40-a09d-a8b85a9b8d5d>	CC-MAIN-2024-26	https://seeds.ca/pollinator/bestpractices/images/PDF_Walnut%20et%20al.pdf	2024-06-20T19:59:25+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861989.79/warc/CC-MAIN-20240620172726-20240620202726-00004.warc.gz	431,735,482	846	eng_Latn	eng_Latn	0.976857	eng_Latn	0.976857	[ "eng_Latn" ]	false	docling	[ 3333 ]	[ 2.046875 ]	1	1
Nyah story and FAQ Nyah is one of nine ecologically significant floodplains in north-west Victoria earmarked for restoration under the Victorian Murray Floodplain Restoration Project (VMFRP). Visit vmfrp.vic.gov.au for more information. Nyah-Vinifera Park (Photo: Mallee Catchment Management Authority) Why do we need floodplain restoration works at Nyah? Over time, we have changed the way the Murray flows to suit our needs, building weirs, dams and levees. Regional communities have benefited in many ways from river regulation, but we continue to see serious ecological impacts to floodplain health. The Murray River and its floodplains depend on intermittent flooding to stay healthy. River regulation has caused blockages to flow and reduced the frequency, duration and extent of flood events. It also causes increasingly long dry periods between floods, making it harder for floodplains to bounce back. The Nyah floodplain in Nyah-Vinifera Park is made up of forests of river red gums and wetlands. Before river regulation, the Murray would reliably flood these low-lying floodplains almost every winter to spring. Even the red gums on the higher parts of the floodplain would spend 7 out of 10 years with their roots under water for about three months of the year. The southern end of Nyah's creek (Parnee Malloo Creek) has been modified over time, restricting the flow of water into the floodplain. River regulation has also reduced the frequency and duration of floods at Nyah by about a third. The red gum forests and woodlands sometimes wait as long as 4 years between floods, where they used to wait 1.6 years in the forest and 2.5 years in the woodlands pre-regulation. Under our current environmental water program (and unlike most other VMFRP sites), we can pump water onto Nyah's floodplain and hold it there with temporary containment banks, but only to a low level. We cannot get water further out onto the floodplain, which is where we are seeing the biggest decline in floodplain health. The other issue at Nyah is that we cannot get the water back off the floodplain, which can increase the risk of blackwater events and mosquitos. It's also time-consuming for us to remove and rebuild the temporary containment banks needed to hold water on the floodplain. The works planned under VMFRP will allow us to manage this floodplain more efficiently over the longterm. The infrastructure we build will remove blockages to natural flows and allow us to hold water on the floodplain for as long as needed to support the environment, before returning it to the river. More importantly, if the floodplain goes too long between natural floods, we'll be able to give the environment a `top up' to keep it healthy, making the floodplains more resilient as we face a future with less water. Bringing these floodplains back to life will benefit all of our river communities – people, plants and animals – as we restore them for generations to come. What happens if we don't restore our floodplains? The Murray River and its floodplains are part of a highly interconnected ecosystem where cyclical wet and dry cycles infuse the river with nutrients and support an extraordinarily rich tapestry of life on the floodplain. Varying degrees of stress are already apparent across our floodplains. The tree canopy lacks vigour and flood-tolerant vegetation are stressed, which reduces habitat and food available for animals that rely on healthy floodplains. If we do not intervene, these iconic landscapes will continue to decline, potentially beyond the point of rejuvenation. We risk losing areas that are vital to biodiversity, to Traditional Owners, and to regional communities. Returning to pre-regulation flows would be devastating for the towns, cities, agriculture and industries along the river. The Basin Plan recovers significant amounts of water for environmental use. Infrastructure helps us use this water to bring our ecologically significant floodplains back to health, without impacting river communities. Why choose Nyah? Nyah-Vinifera Park is home to majestic forests with century-old red gums and beautiful billabongs and wetlands. The park provides food and habitat for a vast array of animals and plants, including waterbirds, woodland birds, mammals and reptiles, and small and large-bodied fish. It connects the semi-arid Mallee landscape with the Murray River floodplain, providing an essential biodiversity corridor. The regent parrot for example feeds in the nearby Mallee woodlands, but depends on large, healthy red gum near the river for nesting hollows. The carpet python and black wallaby are common in the park, along with the swamp wallaby, grey-crowned babbler and other woodland species. Nyah-Vinifera Park is highly culturally significant to Traditional Owners. It is also a much-loved recreational hotspot with wonderful camping sites, fishing spots and watering holes. How are Traditional Owners involved? Traditional Owners have cared for and sustainably managed the cultural landscapes of the Murray River and its floodplains for thousands of years and their connection to Country continues to the present. The nine VMFRP sites are culturally significant with many registered heritage sites. The Aboriginal Heritage Act 2016 describes a legislative pathway for protection of Aboriginal cultural heritage in Victoria. The process requires detailed on-ground assessments to document cultural heritage sites and consultation with Traditional Owner on the proposed works and their potential impacts. The outcomes of this assessment along with proposed measures to protect sites are documented in a Cultural Heritage Management Plan. First Peoples – State Relations (formerly Aboriginal Victoria) is the regulatory approver at Nyah. VMFRP partners have long-standing relationships with Traditional Owners and a strong desire and intent to continue to build stronger and more meaningful relationships, regardless of formal recognition status. We recognise the many Aboriginal Victorians who identify as Traditional Owners for Nyah and the importance of waterways to their identity and sense of belonging. We recognise the strength and courage of Traditional Owners which has enabled continued connections to Country and culture. As well as our work with these groups to preserve cultural heritage, we are exploring opportunities to support their rights and obligations to progress their aspirations for Country. How will you get water onto the floodplain at Nyah? Water will be delivered through a combination of natural inflows and, in times when the floodplain is too dry, by temporary pumping using environmental water entitlements. A hardstand will be built at the southern end of the creek to enable us to bring in temporary pumps. The works at Nyah will operate under three potential watering scenarios, as shown in Figure 1. What infrastructure will you build? Five small regulators and a series of containment banks will enable us to get water into the creek and floodplain and hold it there for as long as needed. We will return the water to the river via a rock chute – a rocky path that slows the water's return to the river. It's a tried and tested way to avoid erosion and reduce the risk of damage to the stream banks, vegetation and cultural heritage values. We will also remove the redundant irrigation infrastructure once used by the old Nyah golf course. The infrastructure we build will allow us to target different parts of the floodplain to improve the condition of 488 hectares of wetlands, red gum forests and red gum woodlands. Figure 2 shows the extent of vegetation we can reach with different flows using VMFRP works. What will the infrastructure look like at Nyah? We have designed infrastructure to deliver environmental water that is tailored to the site conditions, the landscape being targeted and the species that live there. As much as possible, new infrastructure will be sited on areas that are already disturbed, such as existing access tracks. This helps us minimise ecological impacts during construction. We've been building environmental water infrastructure for more than 15 years. This experience has taught us what works best to deliver water to the largest area to get the greatest ecological results. The infrastructure in Figure 3 is similar in scale to the infrastructure planned for Nyah. Raised track (containment bank) at Hattah Lakes Horseshoe Lagoon regulator at Wallpolla Island Figure 3: The scale of infrastructure planned at Nyah Will access to the park be restricted during flow events? Watering events will mostly occur in winter and spring over 2 to 4 months. The smaller (more regular) flows won't go beyond Parnee Malloo Creek, which means no tracks will be inundated and full access to the park will be maintained. With larger natural flows, many tracks do get flooded by water escaping the banks of the Murray River and Parnee Malloo Creek, which restricts vehicle access. In the years that we need to top up these natural floods with environmental water, additional internal tracks may also be affected and could be impassable for a few months after the natural flood peak has receded. Parks Victoria will provide information to park users to plan their visits when environmental water occurs. Check the Parks Victoria website for the latest information and closures in Nyah-Vinifera Park. What about mosquitos and blackwater? Before river regulation, the floodwater would usually recede back to the Murray in spring. When floodwater stays on the floodplain over summer, there's more chance of mosquitos and blackwater events. At Nyah, we can pump water onto the floodplain, but without infrastructure, we cannot get this water off the floodplain and back into the river. The infrastructure we build will enable us to get floodwater on and off the floodplain during winter and spring, reducing the risk of blackwater events and mosquitos. Will the VMFRP improve access tracks at Nyah Tracks used during construction to transport equipment and materials will be restored and left in good condition at project completion. Improving access tracks beyond this is outside the scope of this project. Parks Victoria will maintain tracks to ensure visitors can access the park, including the wetlands and healthy floodplains. Check the Parks Victoria website for the latest conditions and closures in NyahVinifera Park. To support the delivery of environmental water, Parks Victoria will manage pest, plant and animals to ensure the best ecological outcomes are achieved. How does it fit in with the other VMFRP sites? The infrastructure at Nyah is one part of a package of works to be delivered in Victoria under the Basin Plan. Floodplain infrastructure is designed to target specific ecological results at each site. The decision to release water at a site is based on monitoring of floodplain conditions and is part of a holistic approach to keeping the Murray and its floodplains healthy. Floodplains are interconnected with the river and the greater Murray–Darling ecosystem. Operations at individual sites can influence ecological outcomes in others. For example, release of water from one site may trigger a fish migration and breeding event to repopulate other sites, or watering at multiple sites concurrently could ensure plentiful food supply for colonial nesting waterbirds. The Basin States and the Australian Government work together each year to work out how to operate the river system as a whole, and how to coordinate and prioritise environmental water delivery across all the different regions. This process has been in place for more than a decade. How is this different to existing environmental water programs? Planning and delivery of environmental water operations is coordinated via catchment management authorities, in consultation with stakeholders including Traditional Owners, land managers, water authorities and the local community, and informed by the results of ecological monitoring programs. Infrastructure gives us greater reach across more floodplains and helps us get better ecological outcomes at sites that are either difficult or impossible to reach under our current environmental water program. Will the other wetlands and floodplain spaces still get water? Murray River floodplains and wetlands will continue to receive naturally occurring floods. VMFRP and other floodplains across north-west Victoria will also receive environmental water when needed to complement existing natural flows as part of a holistic approach to maintaining healthy rivers and floodplains. Figure 4 shows the sites included in Mallee Catchment Management Authority's environmental water program, alongside VMFRP sites. Figure 4: Environmental watering sites in the Mallee Catchment Management Authority area When will you start building? Construction is anticipated to start around December 2022, depending on funding, the environment assessment process outcome, and obtaining other legislative approvals. Projects will take about six to nine months to complete. All projects are to be operational by mid-2024 under legislation. How do you know it will work? The VMFRP partners have a long history of working with environmental water and using infrastructure to deliver environmental water. Specialist engineers and ecologists have been working together on the project design for Nyah since 2012. Projects are currently undergoing a rigorous, transparent and comprehensive environmental assessment process to assess potential ecological impacts and benefits. We are confident that these works will bring these floodplains back to life and help them to flourish, restoring these valuable landscapes for generations to come. We already know from infrastructure built at six icon sites under The Living Murray (TLM) program that these types of projects help us restore river connectivity and health and deliver great outcomes for plants and animals. What is the environmental assessment process? In December 2020, the Minister for Planning determined that an environment report is required to assess any potential environmental impacts at Nyah during construction and beyond. The Commonwealth Government also requires an assessment of potential impacts to threatened species. Specialist investigations are now under way to assess potential impacts to areas such as biodiversity and habitats, water quality, cultural heritage, social, economic and amenity impacts, and waterway use and infrastructure. Community consultation and advice is a significant part of this assessment process. The environment report will be publicly exhibited in 2022, giving the community and stakeholders an opportunity to have their say. An Advisory Committee will consider the environment report and public submissions received, and will then prepare a report for the Minister for Planning. Find out more about the regulatory assessments at www.vmfrp.com.au/planning-approvals and how you can get involved at www.vmfrp.com.au/get-involved.	<urn:uuid:3437a97d-8b15-4bc5-9fa3-611b51c14ef4>	CC-MAIN-2024-26	https://www.vmfrp.com.au/wp-content/uploads/2021/09/VMFRP-NYAH-site-story-and-FAQ-V03.pdf	2024-06-20T19:54:21+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861989.79/warc/CC-MAIN-20240620172726-20240620202726-00004.warc.gz	913,361,671	2,881	eng_Latn	eng_Latn	0.997749	eng_Latn	0.998351	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1278, 4040, 6897, 7714, 9436, 12292, 13808, 15109 ]	[ 3.046875 ]	2	0
Kaitoke Regional Park Management Plan Parks & Forests WGN_DOCS#253174 CONTENTS INTRODUCTION WGN_DOCS#253174 Kaitoke Regional Park Kaitoke Regional Park lies in the southern foothills of the Tararua Ranges, about 10 kilometres north of Upper Hutt City on the way to the Wairarapa. The steep forested hill country of the Hutt Water Collection area provides a backdrop to the park, while river terraces and gentle hills provide opportunities for recreation. Walking, tramping, fishing, swimming, cycling, camping, dog walking and horse riding are all popular activities and picnic tables, barbecues, and camping facilities are provided. The main entrance is from the Kaitoke Waterworks Road, along State Highway 2. The Te Marua entrance from State Highway 2 gives access to the southern part of the park and is where the Te Marua water treatment plant is located. The park has excellent environmental and recreation values, making the park a popular destination for visitors. In addition, the water treatment plant, the Kaitoke weir and the Stuart Macaskill Lakes are key parts of the water supply system to the Hutt, Porirua and Wellington metropolitan areas. The park is entirely owned by the Greater Wellington Regional Council 1 and is about 2,860 hectares in area. The hills are clad in native forests that include podocarp 2 and beech forest. A matai-totara bush remnant can still be seen at Te Marua, near the park entrance. Native animals are common within the park including kereru, fantails, grey warblers, tui, bellbirds and rifleman as well as fish, such as bullies and koaro, and freshwater crayfish. The park's indigenous forest is easily accessible for all ages and levels of fitness and the Hutt and Pakuratahi Rivers provide great places to swim and walk along. The Hutt River is also one of the best trout rivers in the region, while the Hutt River gorge is popular for whitewater recreation. Park History Wellington's five regional parks were established in response to the need for "semiremote" outdoor recreation opportunities, particularly on the fringe of urban areas. The parks provide accessible open space and recreational opportunities for the regional community while protecting important landscape, heritage and environmental values. Since the waterworks scheme and facilities were completed in 1957, the Kaitoke area has been popular for picnicking and swimming. In 1976 the Wellington Regional Planning Authority identified the area as a potential regional park because of the unspoiled forests, as well as the recreational and educational opportunities. The park's development, as it is known now, began in 1983 and the objective was to provide a place for informal recreation in areas of open space. A survey of the park's natural and cultural values was undertaken in 1976 and the park's first management plan was approved in the early 1980s. Since that time, management and concept plans have been developed for improving the tracks, infrastructure, environmental restoration and plantings. The resource statement provides further background information about the park's values. 1 Greater Wellington Regional Council is the promotional name of the Wellington Regional Council, hereafter referred to as Greater Wellington 2 'Podocarps' are tree species that belong to the conifer group of trees and include the tallest native trees, such as rimu, kahikatea and matai. However in New Zealand, instead of dry seed cones, many podocarp species produce seeds covered by a fleshy outer skin that looks a bit like a berry. Birds love this 'fruit' and help disperse the seeds around the forest areas. Plan's Purpose This plan represents a common understanding between Greater Wellington and the community about the future management of the park and its values. The plan guides Greater Wellington when managing the Kaitoke Regional Park and making decisions about land use, development and activities. It also sets out the policies and expectations that Greater Wellington has for others wishing to use the park or its facilities. Realising the plan's vision and objectives, means considering the plan's objectives and policies alongside each other in decision-making affecting the park. The plan is prepared in accordance with the provisions of the Local Government Act 1974. Many of the policies and objectives reflect the Greater Wellington Regional Council's legal obligations in managing the land. These have been included for clarity and to provide the legal context governing management decisions. Greater Wellington officers and rangers are empowered by the Act's bylaws to control activities in the park. This is the chief regulatory mechanism for implementing the objectives and policies set out in this plan. The main methods for implementing and funding this management plan can be found in 'The Way Forward' section of this plan. Monitoring and review provisions can be found in part E of the Objectives and Policies section. This plan does not remove the need for consents or authorisations required by other plans or regulatory frameworks, in particular, the Resource Management Act 1991 and the Historic Places Act 1993. Resource consents may be required to undertake activities within the park and are required prior to undertaking that activity. This park management plan covers the area outlined in Map 1. A schedule of the land's legal descriptions is contained within the appendix. The Hutt Water Collection area is excluded from this management plan. The Greater Wellington Water Collection Areas Asset Management Plan guides management of the Hutt Water Collection area. Regional Parks Network Management Plan The Regional Parks Network Management Plan provides the vision and sets the direction for managing regional parks in the Wellington region. It provides the framework for addressing issues common to all regional parks, ensuring that they are managed in a comprehensive and consistent way. The Kaitoke Regional Park Management Plan is consistent with the vision and direction set in the Network Management Plan. Land Status The legal description of the land parcels within Kaitoke Regional Park can be found in the appendix. The lands are held for the purposes of water supply and may be used for recreation under the Wellington Regional Water Board Act 1972. Greater Wellington's officers are also empowered under this Act's bylaws to control activities in the Park. Plan outline Section 1 – Kaitoke Regional Park Overview This section provides an overview of the park and sets the context for the rest of the plan. It describes the park's location and ownership and outlines key legal, regulatory and decision-making frameworks important to its management. Section 2 –Kaitoke Regional Park Management Plan Objectives and Policies This section sets out how we will manage Kaitoke Regional Park to protect the environment and cultural heritage values while providing for sustainable uses, such as recreation. It is divided into five main parts, each containing objectives and policies, including how the plan will be monitored and reviewed. Part A – Overarching management policies Part B – Conserving our environment and cultural heritage − Sustaining our environment − Maintaining diverse landscapes − Protecting cultural heritage. Part C – Sustaining community and recreational opportunities and use Part D – Partnerships in parks − Involving community partners − Working together with Tangata Whenua. Part E – Research, monitoring and review Section 3 – The way forward This section sets out potential developments for Kaitoke Regional Park, showing how the aims and objectives of the plan could be implemented within the park. This section also discusses methods for implementing the plan, as well as funding processes. Do you want to know more? Please see our: Park Brochures, available at Council Offices Internet site www.gw.govt.nz Regional Policy Statement The Kaitoke Regional Park Resource Statement Vision To enhance quality of life in the Wellington region by developing and managing Kaitoke Regional Park as an integral part of the Wellington Regional Park network according to the following objectives. Environmental, cultural heritage and landscape values * Manage the environment and cultural heritage for the benefit of current and future generations, by: − actively protecting and appropriately managing indigenous forest values and other areas of significant indigenous vegetation. − ensuring ecosystems are healthy, their life supporting capacity is sustained, and they contribute to good water, air, soil and catchment values. − ensuring that Kaitoke Regional Park will contribute to a diverse range of landscapes within the region. − protecting the park's landscape values, including the surrounding hills of indigenous vegetation, the southern ridge, and the Hutt gorge from inappropriate use and development. − protecting geological features such as the pleistocene gravel exposures and fault terraces at Te Marua from inappropriate development and use. − protecting significant cultural heritage values and features relating to Maori, early European settlers, and water supply structures. Use * Ensure people use, pursue their chosen recreational activities in, enjoy and learn from these lands in a sustainable manner that is compatible with the environmental and cultural heritage values of the park by: − providing recreational opportunities consistent with the primary recreational uses of walking, tramping, picnicking, swimming and camping. − providing opportunities including environmental and outdoor education − ensuring any activities are consistent with this plan's objectives and sustainable land management practices. − acknowledging the importance of existing network utilities to the region, including water supply and providing for their ongoing operation and maintenance. − promoting environmental best practice in all park uses and activities. People * Maintain and enhance relationships based on good faith, co-operation and understanding to achieve this plan's objectives and contribute to a sustainable region. * Work with landowners, neighbours, local and central government, agencies and the community to ensure their needs are met and reflected appropriately in park management. * Respect tangata whenua interests by working together to: − recognise and provide for the traditional guardianship role of Tangata Whenua − actively protect Tangata Whenua interests in respect of their lands, forests, fisheries and other taonga. Management Plan and Decision-making frameworks The basis for this management plan is the requirements of the Local Government Act 1974 and the Local Government Act 2002. This management plan is consistent with both of these Acts' requirements and constitutes the Kaitoke Regional Park Management Plan for the purposes of the Local Government Act 1974. Briefly, the Local Government Act 1974 empowered Greater Wellington to hold, manage and purchase land for regional parks to protect natural, environmental, landscape, educational, heritage and archaeological values as well as the recreational significance or potential. While the 2002 Act replaces much of the 1974 Act, the provisions from the 1974 Act relating to Wellington regional parks are retained until 2007. Management plans are mandatory for each regional park controlled and administered by the Regional Council (section 619D). The contents and preparation of this management plan have followed the procedures set out in sections 619E-619H of that Act. The 2002 Act provides a new framework for local authorities to play a broad role in promoting the social, economic, environmental and cultural well being of their communities through a sustainable development approach. The Act sets out principles and consultation requirements for local authorities in performing its functions and requires clear and transparent decision making processes. Legal and regulatory requirements There is a range of legal and regulatory frameworks that affect the park and determine its use and development. This management plan states what Greater Wellington will do, not do, allow others to do or not, within the constraints set by any other Acts or regulations. Greater Wellington or any member of the public wanting to undertake an activity in the park has to satisfy the requirements of this plan as well as any other relevant plans or legislation. The Resource Management Act 1991 is a key piece of legislation governing the management of land, water and air resources. Activities or development undertaken within the park must comply with the regional plans and the Upper Hutt City District Plan. Other important regulatory frameworks relate to rural fire control, network utility providers, designations, roading and transportation. Other key acts affecting park management include the Biosecurity Act 1993, the Historic Places Act 1993, the Health and Safety in Employment Act 1992, the Building Act 1991 and the Conservation Act 1987. Relationship with other public lands Kaitoke Regional Park is adjacent to, or is near a number of other important ecological and recreational areas. This plan sets out how Greater Wellington will work with other agencies to enhance access and values from Kaitoke Regional Park and other lands, e.g. through developing ecological corridors, recreational linkages and complementary experiences. Council Policies Greater Wellington has a number of important policies and requirements that affect the management of Kaitoke Regional Park including: Regional Policy Statement and Regional Plans. Regional Pest Management Strategy. Environmental Strategies such as the Wetland Action Plan and the Strategy for Achieving Riparian Management in the Wellington Region. Regional Land Transport Strategy. The Long Term Council Community Plan (LTCCP) and Quality for Life. Policy on Significance. Regional Parks Network Management Plan. Policy for Recreation and Tourism, providing a decision-making process and criteria for assessing applications for concessions, fees, charges and bonds. Natural Materials Policy, providing a process and criteria for assessing applications to use or remove natural materials from regional parks and forests. Asset Management Plan, setting out the service level standards for physical recreational assets. Environmental Asset Management Plan, setting out the service level standards for environmental assets. Environmental Management System, outlining how the Parks and Forests department implements its environmental policy. Bylaws – for controlling activities within the parks. Land acquisition Greater Wellington will consider future acquisition of land for Kaitoke Regional Park according to the policies set out in the overarching management policies section. Current priorities for expanding the regional park network identified in the LTCCP are to maintain existing regional parks and recreation areas; to add Whitireia Park and Wairarapa Wetlands to the regional parks network. Preparing the Management Plan: Consultation During the management plan review, there were two opportunities for the public to formally participate in the review. In 2004, Greater Wellington notified its intention to review the management plan and called for public submissions. Ten submissions were received. In addition, a newsletter was developed to inform people interested in the park and the review about the management planning process. Discussions with government agencies and Iwi were also undertaken. The purpose of this initial consultation phase was to identify key issues in the park's management and people's viewpoints on the park's future. The high value that people accorded to the park, its facilities and natural values was evident throughout the submissions. Improving access and facilities was requested by some submitters and in the long-term most submitters thought that the natural values of the park's native plants and birds were important to its future. A draft plan was then prepared taking these submissions and council policy into account. People were then given the opportunity to comment on the draft plan and nine submissions were received, with two submitters heard in support of their submissions. This plan was adopted after all the submissions were considered in accordance with the provisions of the Local Government Act 1974. Overarching management policies To achieve this plan's objectives and policies, it is important to look at the park as a whole entity, as well as proposals outside the park boundaries and other legal frameworks affecting the park. This section sets out more general park policies affecting park management. Other parts of the plan address the park's multiple values more specifically and should also be considered in decision making. Sustainable management is an integral part of the park's management and development. In deciding what 'we do' and how 'we do it' we must weigh up the different values affected in different ways by the park's use and management. Other developments outside the park may also have effects on the park, including roading. Opportunities may also be available through other regulatory processes, such as subdivision, to add to the park. The following established park zones will continue to guide the day-to day management activities of the Park: Zone 1: Te Marua, Zone 2: Pakuratahi, Zone 3: Southern Ridge, Zone 4: Park Interior and Zone 5: Kaitoke Hill. Map 1 shows the Park and management zones. Further maps showing the predominant recreation activities, tracks and other management considerations are provided in the 'Way Forward' section of the plan. Good relationships with landowners, territorial authorities, Iwi and the Department of Conservation are important to realising this plan's aims and aspirations. This plan does not seek to control the use of land not owned by the Council. In these cases the Council will use advocacy to achieve the plan's aspirations. Implementation of this section's objectives and policies rely on robust decision-making processes, including those required by this plan and other processes such as the Resource Management Act. Within this plan, the effect of an activity or development proposal on all of the park's values will be taken into account. Decision-making processes will consider all parts of the plan, with no objective or policy seen in isolation. Objectives The basis for park management will be legal compliance and co-operative relationships with regulatory authorities, landowners, iwi, utility operators, and the community. Park management and development will be sustainable for the benefit of current and future generations. Decision-making processes affecting the park will be integrated and holistic, taking into account environmental and social considerations. Park management zones Five management zones have been established reflecting the different river and landscape values, as well as land uses including grazing, waterworks and forestry. These zones provide a base for activities and future management directions proposed in this plan. Zone 1: Te Marua The focus for this area is on informal outdoor activities including picnicking, swimming in the river, and walking. Dog walking is permitted, as long as the dog is under control at all times and any droppings are removed. Land is also leased to local horse riders. The site of the old Benge homestead is located to the immediate right of the entrance and an important matai-totara bush remnant is nearby. Access is from State Highway 2, before the Kaitoke Hill. The Te Marua water treatment site and Stuart Macaskill Lakes are located in this zone. Access is restricted and recreational activities are excluded from these sites. Zone 2: Pakuratahi The area's emphasis is on the enjoyment and appreciation of the natural environment. Activities that are compatible with the natural values are permitted in this area, such as walking, swimming and camping in designated areas. Shelters, camping and picnic spots, as well as barbecues are provided in the lower terrace area. Access to this area is from Waterworks Road, after the Kaitoke Hill. Zone 3: Southern Ridge This area is primarily for tramping/bush-walking and provides a link between the northern and southern parts of the park. The Ridge Track provides views over the park, the Tararua and Rimutaka ranges and the Hutt gorge. Zone 4: Park Interior In contrast to the other park zones, management focuses more on a wilderness experience, with hunting allowed with the appropriate permit. This area borders the Hutt Water Collection Area in the north. Overnight stays are not permitted within the water collection area. This zone also provides white water recreation opportunities at the Hutt Gorge, the only place in the regional park network. An emergency exit is provided that connects to the ridge track on the Hutt River's true left. Zone 5: Kaitoke Hill Finally, the Kaitoke Hill area, which is primarily plantation forestry, provides some recreational opportunities for walking, mountain biking and horse riding. This area is also a corridor connecting access to the Tunnel Gully, Pakuratahi Forest area. Please be aware however, that access may be restricted for health and safety reasons when operational activities are required in the plantation forestry area. Policies Plan's relationship to other plans and legislation 1.1 To continue to manage and develop the park in accordance with the Local Government Act 1974, the Local Government Act 2002 and the Resource Management Act 1991, including regional and district plans. Greater Wellington, in accordance with Council policy and statutory powers, is responsible for decision-making processes affecting the park. 1.2 To reinvest revenue generated within the park for park management. The Local Government Act 2002 provisions govern expenditure. Sustainable management 1.3 To support the use of the park as a place that encourages increased learning about the environment, cultural heritage and best practice for sustainable management of the environment. 1.4 To advocate and demonstrate best environmental practice in the park. 1.5 To assess the environmental and recreational effects of proposed activities within the park in accordance with the objectives and policies set out in this plan. 1.6 To ensure adverse effects from management, development and other activities on the park's environmental, landscape, cultural, recreational, and heritage values are avoided, remedied or mitigated. 1.7 When considering applications for new or renewed activities and uses affecting the park to: − provide for activities and uses that are sustainable and contribute to a sustainable region. − discourage or prohibit activities and uses that are unsustainable, detract from a sustainable region or are incompatible with park values. 1.8 To manage the risk from natural hazards to people, assets and the environment by: − not siting facilities or structures in hazard zones, such as floodplains, on erosion prone or unstable land, − closing tracks or areas, either temporarily or permanently, that pose a risk to health and safety, − suitably identifying and signposting roads and trails, − adopting management practices that minimise erosion or sediment entering water bodies. 1.9 To take environmental values into account when mitigating hazard risks. Land tenure, acquisition and disposal 1.10 To negotiate, where appropriate, for the lease, acquisition, right-of-way, caveat, disposal, purchase or gifting of land under public and private ownership within or adjacent to the park. 1.11 When purchasing, acquiring or disposing of land, to use one or more of the following criteria: − the benefit, enjoyment and use of the park by the public would be enhanced − public access to or use of the park would be improved − the character of existing park land would be further protected − important environmental and cultural heritage values of the park would be protected − existing recreational opportunities would be enhanced or added to − park boundaries would be rationalised − future management and development of the park would benefit − greater linkages to other public lands would be achieved Linkages 1.12 To work with other agencies to develop improved linkages with other public lands. 1.13 To encourage and create opportunities to link access, open space and ecological corridors to and from the park if subdivision or development is proposed in areas adjacent to the park. 1.14 To advocate for and encourage greater access to the park from public transport and for non-vehicular access (e.g. walkers, mountain bikers, horse riders). Development affecting the park 1.15 To identify and assess the effects on the park from proposals affecting the park in accordance with this plan's objectives and policies, for instance, roading or subdivision. Park development 1.16 To avoid siting or retaining permanent facilities and structures in natural hazard zones (i.e. areas prone to flooding, erosion, slope instability, such as near rivers or steep areas). 1.17 To concentrate intensive use and development of park facilities at existing developed areas, wherever possible. 1.18 To ensure that any development recognises the regional importance of the water supply functions of the Te Marua pump station and Stuart Macaskill Lakes 1.19 To design new facilities, buildings and structures to agreed standards 3 and to reflect the park's natural setting. 1.20 To maintain a network of tracks that provides access through the park and a range of recreational opportunities. 1.21 To offer varied opportunities for park users by providing multiple use tracks and facilities where possible and appropriate. 1.22 To provide signs and track markers for visitor information and interpretation, and to help promote the safe and enjoyable use of the park. 1.23 To continue to develop park entry areas and key development nodes as focal points for visitor activity in the park. 1.24 To provide vehicle parking areas, where practicable, at key park nodes. 1.25 The following areas will continue to serve as the main focal points for visitor activity: − Te Marua − Pakuratahi Forks 1.26 The underpass at Kaitoke Hill is a secondary park entrance area. Naming and Commemorations 1.27 Naming, memorials and commemorations will be considered according to the objectives and policies set out in the Regional Parks Network Plan. 1.28 Memorials and commemorative tree planting will only be allowed with the prior approval of the Manager, Parks and Forests. The Totara Grove is located at Te Marua and is part of the "Celebrate Life" plantings and to commemorate regional councilors. 1.29 The spreading or burial of ashes and the burial of body parts within the park is prohibited. 3 Greater Wellington meets the NZ Building requirements for structures and in addition, for tracks, bridges, and board walks Greater Wellington uses the New Zealand Standard SNZ HB 8630 :2004 'NZ Handbook - Tracks and Outdoor Visitors Structures' Te Marua Bush At the south western corner of Kaitoke Regional Park, there is a small bush remnant of podocarp/ broadleaf forest, just 0.6 of a hectare. The Bush provides an excellent example of emergent lowland matai, totara and black maire dominating the forest canopy. This association of tree species is regionally significant as there are few remnants left in the region. The remnant's importance was recognised in the late 1950s by two of New Zealand's foremost plant ecologists, Tony Druce and Ian Atkinson. Some of the matai left in the stand are estimated to be 200 to 300 years old, which is impressive given the closeness of the stand to State Highway 2, and past farming and tree felling activities in the area. The Wellington Botanical Society has been an active guardian of this special area since the early 1990s. Members of the Society have been largely responsible for ensuring that rubbish was cleared from the site and weeds were brought under control. With help from Forest and Bird, species grown from seed collected within the Bush have also been planted. Greater Wellington has helped with pest plant management and controlling possums in the Bush. Tiny tawa seedlings are now beginning to grow with the help of kereru visiting the Bush. A threatened native mistletoe also makes its home at Te Marua Bush. Te Marua Bush provides the region with a successful example of how people can help the environment to help itself by making sure the ecological processes are able to sustain the ecosystem. This management plan supports this type of approach through the objectives and policies found in the following section. Partnerships with the community and groups such as the Wellington Botanical Society and Forest and Bird are also integral to ensuring that this special part of the region's heritage is preserved for future generations. [Insert pictures of bush and/or matai, totara, maire, mistletoe] Conserving our environment and cultural heritage Sustaining our environment New Zealand is one of the world's 25 biodiversity "hotspots". Since people's arrival in New Zealand, there has been a drastic reduction in the biodiversity of indigenous species and ecosystems. Only 25% of the nation's original forest cover remains. The challenges are now to 'halt the decline', preventing further losses to the region's biodiversity, and to minimise the adverse impacts of our activities on the environment. Kaitoke Regional Park has important biodiversity values resulting from the land's relatively undeveloped nature. The area contains beech, broadleaf and beech/broadleaf forests. Southern rata is also found as well as some rare examples of the native mistletoe. The forests also form part of an ecological corridor running between the Rimutaka and Tararua ranges by linking the Pakuratahi and Hutt catchments. A variety of native birds, lizards and freshwater fauna are found in the park, including koura (freshwater crayfish), tui, bellbird, fantails and tomtits. Weta, weevils and stick insects are also plentiful in the forests. Threats to the area's biodiversity values include plant and animal pests, fragmentation of areas, natural hazards and the effects of human activities. Management actions, park developments, inappropriate activities or overuse can pose a threat to ecosystems, by disturbing habitat or species, reducing soil or water quality, or fragmenting habitats. Areas of high ecological value will be managed primarily to protect and enhance these values, sustain their life-supporting capacity and contribute to the region's indigenous biodiversity. Through this plan we aim to protect existing areas of indigenous vegetation through managing and controlling pests and activities undertaken in the park. Other activities such as the restoration of bush remnants and re-vegetation of riparian areas are also carried out. Te Marua Bush is an important fragment of matai-totara bush, an ecotype that was once widespread in the region. The Wellington Botanical Society has a very important role in protecting this fragment and has prepared a species list for its restoration. Kaitoke Regional Park contains a mix of environments that contribute to its character and diversity that range from open pasture areas and rivers to mature indigenous forest. Those diverse environments need to be managed in different ways. Nevertheless, the management of the park's land should contribute to the region's goal of sustainability. Objectives The indigenous forests and other areas of significant regenerating indigenous vegetation are actively protected and appropriately managed. Modified ecosystems are healthy, their life supporting capacity is sustained, and they contribute to good water, air, soil and catchment values. Policies Ecosystem Protection and Enhancement 2.1 To protect, enhance, and where appropriate restore, indigenous ecosystems within Kaitoke Regional Park. 2.2 To protect, enhance or restore indigenous ecosystems within the park that: − are currently or are likely to be under a high degree of threat. − are representative of the region's indigenous biodiversity. − are regionally or nationally rare or vulnerable. − have special features such as regionally or nationally rare, vulnerable or unique species, populations of species known or likely to be valuable as a genetic resource, an unusually high diversity of indigenous species, unique or unusual geological features, or special cultural or spiritual values. − are, or have the potential to be, significant areas of indigenous vegetation or significant habitats of indigenous fauna. 2.3 The high priority indigenous areas in the park are listed in Table 1: Significant Environmental Areas and Features. 2.4 To base the nature and level of protection or enhancement upon the values of the ecosystem and its ability to restore itself, and the other key values of the area (such as recreational values). 2.5 To allow for natural regeneration of modified or degraded native ecosystems where they are likely to regenerate without active intervention, e.g. where there is a local seed source and the ecosystem has the capacity to restore itself. 2.6 When restoring areas, to use plants sourced from the Tararua ecological district, wherever possible. Restoration of the Te Marua bush will be in accordance with the species list provided by the Wellington Botanical Society. 2.7 When assessing and implementing enhancement and restoration projects, to also consider: − opportunities for planting species that may be used for social and cultural purposes such as for medicinal uses and weaving, and plants of significance to Tangata Whenua. − the contribution the area could make to ecological corridors within the region. − the level of public support and involvement. 2.8 To maintain the native ecosystems of waterways and to minimise threats to the water quality and quantity in streams in Kaitoke Regional Park and related catchments, as far as practicable. 2.9 To prevent the isolation and fragmentation of ecosystems in and adjacent to the park by promoting linking corridors and buffer zones in and through the park. Table 1: Significant Environmental Areas and Features \| General Area \| Site/Description \| \|---\|---\| \| Te Marua Bush \| Small remnant found below Stuart Macaskill lakes \| \| Hutt River \| Generally Downstream of the Kaitoke Weir Te Marua, including lower terraces \| \| Pakuratahi River \| Generally South eastern area of park \| \| Southern Ridge \| Ridge track: Native flowering mistletoe (Peraxilla tetrapetala) \| \| Park Interior \| Lowland/flatland black beech forests Steep land rimu- rata/ hinau/ kamahi forests Hard beech forest; red beech-rimu/ kamahi forest; black beech. Also rewarewa, Halls totara, miro, maire, kahikitea, pukatea , northern rata associations. \| \| Pakuratahi Forks \| Umbrella fern (Gleichenia microphylla) \| Pest Plants and Pest Animals 2.10 To actively control pest plants and pest animals to allow for the recovery of indigenous ecosystems and sustain their life-supporting capacity. 2.11 To base pest plant and pest animal control on the: − vulnerability and ecological value of the ecosystem under threat. − nature and extent of the threat posed. − distribution and size of the pest population. − requirements of the Regional Pest Management Strategy. 2.12 To take all practicable steps to prevent new pest plant and pest animal infestations and to survey regularly for new infestations. 2.13 To control pest plants and pest animals using the most efficient and effective techniques available. Assessments of effectiveness will take into account the adverse effects on nontarget species, the environment and human health. 2.14 To monitor the: − locations, nature and extent of pest plant and pest animal infestations in the park. − results of pest plant and pest animal control operations in terms of the distribution and size of the pest population. − ecological outcomes of pest plant and animal control. 2.15 To ensure that the management of pest plants takes into account the need for a restoration plan for the area, to prevent re-infestation of weed species. Introduced Plants 2.16 To plant introduced plants only where: − they have a specific purpose or amenity value in accordance with the management objectives of the area; and − the area has low indigenous ecological values; and − they pose a low threat to indigenous ecosystems. 2.17 To enable existing introduced plants to be removed for ecological purposes, except where they: − Are of historical or cultural significance; or − Are acting as a "nurse crop" for native species; or − Have a high amenity value; or − Are necessary for farming or forestry activities; or − Provide another important facility such as erosion control or protection of heritage features. The Park's biodiversity and environmental values are integral to the park's character and are accorded a high value by the regional community. The objectives and policies in this section provide Greater Wellington with a clear direction in managing these values as well as guidelines for pest management and introduced species. The park's biodiversity values will be protected for future generations and the regional community will continue to value the park's environmental values. In addition, the regional community's quality of life, health and wellbeing and distinctive sense of place will also be protected. Landscape and Geological values The landscape is essentially a combination of landform, land cover and land use. Landform is the soil and rocks shaped by geological and natural processes over time. It is the shape of the land, and includes rivers, lakes and wetlands. Land cover could include pasture or regenerating indigenous forest. Human activities may leave a mark on the land – from the small and temporary to the large and long lasting. Landscape has both intrinsic and amenity values. Kaitoke Regional Park is a valued part of the region's natural landscape setting and provides a range of landscape experiences from grassy river terraces and narrow river gorges to forested hill country and montane areas. A prominent landscape feature is the Wellington faultline, which runs along the southern ridge and terraces. Many of the landscape values are the result of geological processes, reflecting the area's fluvial, glacial and tectonic past. Human landscape features are also present in the old logging tramways and the Stuart Macaskill lakes at Te Marua. People value landscapes for a variety of reasons and there may be conflicts between the level of land use change that is acceptable to land users and the regional community's desire for the protection of landscape values. This management plan aims to protect those values in a way that is sympathetic to the park's character. Kaitoke Regional Park also contains significant geological features such as pleistocene gravel exposures, as well as old river terraces and examples of the area's active tectonic past in near vertical rock strata visible along the Hutt River. These are important for scientific and landscape purposes and are prominent and easily accessible to the public. They also contribute to the area's landscape quality. Regional parks are places where sustainable activities are encouraged. Some of these activities may have effects on the landscape, which need to be balanced against their other benefits, for example, the State Highway 2 realignment at Te Marua. Changes in use and development of landscapes can potentially affect their intrinsic and amenity values. Adverse effects on landscape values can occur as a result of cumulative as well as individual effects. The plan does not prevent the use of landscapes and geological features but protects them from inappropriate development and use. In determining the appropriateness of any land use, considerations will include the values that make those features important. Objectives Kaitoke Regional Park will contribute to the diverse range of landscapes within the region. The park's landscape values, including the Hutt River gorge, the steep forested hill backdrop to the park and the Wellington fault are protected from inappropriate use and development. Geological features such as river terraces and gravel alluvial deposits are protected from inappropriate use and development. Policies 2.18 To recognise and take account of the landscape values of Kaitoke Regional Park in its management, use and development. 2.19 To manage the use, development and protection of landscapes significant to Tangata Whenua. 2.20 To protect the park's key landscape features and values from inappropriate use and development. Key landscape features include: − Hutt River Gorge − Kaitoke Hill − Southern Ridge and Wellington faultline − River Terraces − Putaputa catchment 2.21 To protect significant modified landscape features such as the old logging tramways from inappropriate use or development. 2.22 To promote the maintenance and enhancement of the amenity and intrinsic values of the landscape and landforms of the park. 2.23 To advocate for the protection of the park's key geological features and values from inappropriate use and development. Key geological features include: − Pleistocene gravel exposures to the south of Te Marua − Pakuratahi bluff and loess deposits − Fault preservation site behind the Te Marua Plant (an example of an offset Ohakea terrace and riser) − Vertical strata visible from the Kaitoke weir 2.24 To apply policies for 'assessing activities and uses' to address effects on landscape and geological values and to ensure any adverse effects from developments or activities on those values, or cultural values, are avoided, remedied or mitigated. Assessing activities and future development against these objectives and policies is the principal way that landscape values will be managed in the park. The expected result is that the essential character of landscape values, and geological features of the park will be retained. The lands will continue to provide an environment that contributes to the regional identity and distinctive sense of place. People will continue to enjoy the landscape values and natural heritage when using these areas for recreation, which in turn contributes to the health and well being of the regional community. Protecting cultural heritage Cultural heritage is the living historical record that includes landscapes, important moments in communities', peoples', tribes' or the nation's development, as well as people's stories and connections with 'place'. Cultural heritage conservation is more than just protecting historic places, building or structures. It is a dynamic process keeping alive peoples' association with place, as well as protecting specific sites and structures. Heritage is diverse and may have tangible and/or intangible aspects. Tangible heritage includes land, landforms, buildings, structures and archaeological sites. Natural features such as springs, swamps and streams may also be associated with traditional activities or have particular historical or cultural significance. Intangible heritage includes stories, sites of significance and associations with place. Archaeological sites are places associated with human activity before 1900, where there may be evidence relating to New Zealand history. Sites can include pa sites, middens, trading, or logging sites. In many instances physical evidence may not be obvious. Architectural or built heritage includes buildings, bridges and dams. Any heritage type may be considered to be wahi tapu (sacred places) or wahi taonga (treasures) for Iwi, Hapu or Whanau based on their tikanga. Archaeological and architectural heritage is protected by the Historic Places Act 1993. The Act requires local authorities to have particular regard to heritage values when developing policies and making decisions about resources. It is an offence to remove or damage sites protected under this Act, including wahi tapu. One of the key challenges in protecting cultural heritage values is identifying the values that still exist. Heritage values must first be assessed and recorded and then protected from physical damage, for instance, vandalism, animal browsing or land disturbance. Where features can't be maintained, for example through erosion, information can still be collected. The Kaitoke area has a rich history for both Maori and other New Zealanders. The forests were an important resource to early European settler communities providing timber, farm supplies, water and transport routes. Small communities and homesteads were present and evidence of the Benge homestead can still be seen. Tramways, which were used for logging, can be found in the park along with abandoned machinery. The framework for a heritage building's conservation is the ICOMOS New Zealand Charter for the conservation of places of cultural heritage value. Greater Wellington's policies and practices are based on this Charter. Greater Wellington will work with Tangata Whenua to ensure that areas and values of significance to Tangata Whenua are appropriately protected. Greater Wellington will also continue to work with the Historic Places Trust when managing heritage sites. Objective Significant heritage values and features are protected from inappropriate use or development. Policies Identification and Information Gathering 2.26 To identify, protect and preserve information and knowledge related to significant heritage sites and values of the park: − According to national standards and Tangata Whenua tikanga. − Having appropriate regard to relevant privacy issues and cultural requirements. Management and Protection 2.27 To manage historic and cultural heritage features based on their significance and the level and urgency of threat to them. 2.28 To ensure assessments of the "significance" of features take into account: − Age, rarity and representativeness. − The nature and level of information available about the features. − The historical, social, architectural, archaeological, cultural, educational and scientific value of the features. − Whether the features are collective, i.e. part of a wider historical and cultural complex and/or encompassing a number of heritage features. 2.29 The key sites of cultural heritage significance within the park include: − Benge Homestead site − Logging tramways − Original travel routes leading to the Tararua Ranges 2.30 To develop conservation plans for significant heritage features as appropriate. 2.31 To restore or enhance degraded heritage areas or features where possible and appropriate. 2.32 To adhere to nationally established procedures where historic and cultural heritage features or artifacts are unearthed (established by the Historic Places and Antiquities Acts). 2.33 No removal or damage of cultural heritage sites and areas is permitted. Interpretation 2.34 To actively inform the public about the heritage values of the park through interpretation, information and events. 2.35 To present and interpret significant heritage values to the community, except where they may be: − At risk from damage or vandalism through increased knowledge or access. − Particularly sensitive areas such as grave sites or wahi tapu, for which greater information and public access could degrade the areas physically or spiritually. 2.38 To work with Tangata Whenua in the management of historic and cultural heritage. 2.39 To manage sites of significance to Tangata Whenua in a manner determined through consultation, taking into account: − Nationally and locally established protocols relating to the management of cultural artifacts or human remains. − Tangata Whenua determination of the disclosure or non-disclosure of sites and information. 2.40 To repatriate artifacts to Tangata Whenua in accordance with the Antiquities Act 1975. Involving the community 2.41 To work with relevant community groups and historical societies to identify, assess and interpret historical and heritage sites. 2.42 To encourage a greater awareness of the range and significance of the cultural heritage values and features of the park within the community. The region's cultural heritage is a vital component of regional identity and central to many people's sense of place. Preserving knowledge and physical artefacts, as well as sharing this through interpretation panels on site and brochures are the main methods used to achieve this in the park. Although difficult to measure, increasing people's knowledge and appreciation of cultural heritage values are the most important outcome sought from this section's objectives and policies. Hutt River Gorge Did you know that the Hutt River Gorge between Pakuratahi Forks and Te Marua is used by keen whitewater enthusiasts? The combination of pristine indigenous forest, large boulders, a gorge cut through sheer bedrock, exceptional water quality and the undisturbed nature of area means that it is a popular destination for whitewater sports enthusiasts. It is also easy to get to, taking about an hour from most major cities in the region. The trip goes through areas covered in native bush and the steep sides of the Gorge are dramatic. At moderate flows you will encounter grade 3+ rapids so experience is necessary. The trip takes 2 to 6 hours depending on your craft and the water flow, so an early start is needed. The Gorge is not a place for inexperienced river runners as it is difficult to climb out of the Gorge if trouble occurs. However, for people with the necessary skills, the Gorge offers a wonderful whitewater experience with plenty of small drops and play waves all surrounded by moss-covered walls and overhanging bush. Greater Wellington advises visitors to take extreme care as the gorge can be dangerous. Join a club and go with an experienced team to enjoy this special environment. Make sure you check every rapid for logs before you enter. Remember to take food, water, first aid and survival kit, and always wear a wetsuit, lifejacket and helmet. Please also make sure that you let someone responsible know where you are and when you will be back. Water levels rise very quickly in the narrow gorge. Do not enter the gorge in flood or when the river level is rising unless you are an expert river runner, and do not go alone. [insert pictures of white water rafters in Hutt gorge] Like to know more about whitewater? The New Zealand Recreational Canoeing Association and the Hutt Valley Canoe Club will be able to provide you with more information about the sport, and the Hutt River in particular. Try visiting these websites: www.rivers.org.nz or www.huttkayakers.org.nz. Sustaining opportunities and use Kaitoke Regional Park provides a wide range of opportunities for the community. The most common uses are recreation, community events, environmental education, and commercial enterprises. Over recent years filming activity has increased in Kaitoke Regional Park. In turn, publicity means the park has become a tourist destination to see where films have been shot. For many people, the park is synonymous with summer and the days that they've enjoyed camping, swimming and tramping in the area. There are also opportunities for dog walking, mountain biking and horse riding in some parts of the park. The park is also regionally important for the excellent areas of indigenous forest that are readily accessible to all ages and levels of fitness. The park has also become an important site for providing environmental education to schools. The local Plateau School has been active in planting riparian areas and was recognised at the Conservation Week 2004 awards. Increasing urbanisation and development means open spaces and quiet places are becoming scarcer. The challenge is managing recreational, community and commercial uses in a sustainable way, while protecting environmental and cultural heritage values. Where environmental or heritage values are high, areas will be managed primarily to protect those values, and social and economic activities will be more constrained. Where environmental and heritage values are lower, areas will be sustainably managed and social and economic activities may be less constrained. Responsibility for Rural Fire Authorities lies with Territorial Authorities. Greater Wellington maintains a rural fire response force to deal with fire on it's own land and assists Territorial Authorities. Greater Wellington publishes a Rural Fire Protection Plan each fire season that includes procedures for Kaitoke Regional Park. Kaitoke Regional Park has, on average, over 140,000 visits each year and is popular for picnicking, walking, tramping, swimming and camping. Maps are provided in the last section of the plan showing the activities available at the park. This section should be read in the context of the plan's other objectives and policies and also identifies activities and uses that are allowed, managed, restricted or prohibited across the park. Objective Ensuring people use, pursue their chosen recreational activities, enjoy and learn from these lands in a sustainable way, compatible with the park's environmental and cultural heritage values by: − Providing recreational opportunities consistent with the primary recreational uses of walking, tramping, swimming, dog walking, camping and picnicking. Secondary uses include horse riding and biking in designated areas only. − Providing opportunities including environmental and outdoor education − Ensuring any farming and forestry activities are consistent with the objectives of this plan and sustainable land management practices. − Acknowledging the importance of existing network utilities to the region, and providing for their ongoing operation and maintenance. − Promoting environmental best practice in all park uses and activities. Policies Access 3.1 To allow free public access to the parks, subject to necessary restrictions relating to: − Protection of environmental, heritage and Tangata Whenua values. − Maintenance of public health and safety. − Management purposes, including plantation forestry operations, pest control and water collection and distribution. − Approved special events, leases, licences and concessions. 3.2 To minimise the impact of any necessary restrictions on public access. Use and occupation 3.3 To grant exclusive use of park resources that is consistent with this plan's policies and objectives only to the extent necessary to enable an activity that could not otherwise proceed. The 'assessing activities and uses' provisions of this plan apply. 3.4 To provide for activities and uses that are appropriate to the park's character and management objectives, and subject to any conditions deemed appropriate. 3.5 Activities and uses that are allowed, managed, restricted or prohibited under this plan are contained in Table 2. Park facilities – use and development 3.6 To provide facilities and services necessary to enhance visitor experiences and that contribute to environmental protection, maintaining recreational opportunities, interpretation and information, managing conflicting demands, and public health and safety. 3.7 To locate facilities and structures at the key development nodes within the Pakuratahi and Te Marua management zones. 3.8 To require park visitors and concessionaires to remove any rubbish they bring to, or generate in the park (except at designated campgrounds, where limited rubbish facilities are provided). 3.9 When developing new tracks, to give priority to 4: − Developing links to other important recreational areas. − Developing circuits and loop tracks. − Protecting environmental and heritage features. 3.10 To provide opportunities for educational and recreational programmes within the park. 3.11 To allow special events that are consistent with this plan's objectives at the discretion of the Manager, Parks and Forests. 4 Please refer to Section 4 'The Way Forward' for park maps and potential tracks that may be developed in the future \| Allowed \| These activities do not require the use of services or facilities other than those provided to all casual forest users and are not undertaken for financial gain. Designated areas only \| Dog walking5, fishing, walking, tramping, picnics, horse riding, swimming, mountain- biking (road access only and thoroughfare to Kaitoke Hill) \| Walking, tramping, running, picnics, camping, including campervans, swimming, \| Tramping \| Tramping, camping, whitewater recreation \| \|---\|---\|---\|---\|---\|---\| \| Managed \| These activities generally require a specific location, which may involve the exclusive use or occupation of an area or resource, and/or could adversely affect natural and cultural values or safety. An permit may be required, please refer to the Ranger \| Collection of natural materials \| Collection of natural materials \| Collection of natural materials, Hunting – by permit only on the true right of the Hutt river \| Collection of natural materials Hunting – by permit only \| \| Restricted \| Applications need to be made to Greater Wellington, and will be considered on a case by case basis in accordance with the factors outlined under the network plan policy for “Assessing Effects of Activities and Uses”. \| \| \| \| \| General recreation policies 3.11 To permit public access on foot to all parts of the park except the Kaitoke Weir and Pump house, the Stuart Macaskill Lakes and the Te Marua Treatment Station. Access may also be subject to temporary or localised restrictions when plantation forestry operations are taking place or for other management purposes. 3.12 To permit camping and overnight stays, including campervans, at designated sites only. These sites will be indicated at entrance areas and in brochures. Stays are for a maximum of one week. Campervan dumpsites are not provided. 3.13 To offer varied opportunities for park users by providing multiple use tracks and facilities where possible, appropriate and compatible with the area's management. 3.14 To make linkages and connections with other open space recreational opportunities, such as walkways managed by Territorial Authorities, the Rimutaka Rail Trail and the Hutt River Trail. 3.15 To maintain recreational structures, facilities and tracks to standards specified in the asset management plan 6 . Recreational Hunting 3.16 To provide for recreational hunting in the park's interior zone, subject to the management of ecological values and provided it does not take priority over other pest animal management techniques. 3.17 To control recreational hunting through a permit system to ensure the safety of hunters and members of the public. The New Zealand Arms Code should be followed at all times. 3.18 To ensure the safety of all park users by only allowing recreational hunting in designated areas. Off-road motorised vehicles 3.19 The recreational use of off-road motorised vehicles (including trail bikes) is not permitted. Farming/ Grazing 3.20 To allow pastoral farming where it: − Contributes to the public use, enjoyment and educational potential of the park. − Is consistent with the objectives for the protection and management of the natural and cultural resources of the park. − Does not adversely affect significant natural or cultural values. − Is in accordance with, and models, good land management practices and animal husbandry. − Complies with all relevant statutory requirements. 6 Greater Wellington meets the NZ Building requirements for structures and in addition, for tracks, bridges, and board walks Greater Wellington uses the New Zealand Standard SNZ HB 8630 :2004 'NZ Handbook - Tracks and Outdoor Visitors Structures' Forestry 7 3.21 To maintain, and enhance where possible, existing access arrangements through plantation forestry areas subject to plantation forestry management requirements. Aircraft 3.22 To permit the use of aircraft for management purposes or emergency purposes within the park. Fires 3.23 To allow fires for cooking with the Ranger's permission in designated areas only. Fire bans may apply. 3.24 To allow the use of portable gas barbecues and camping stoves in the park with appropriate controls. 3.25 To use open fires only for operational purposes where the necessary fire permits have been obtained from the relevant authority. Mineral exploration, prospecting and mining 3.26 Mineral exploration, prospecting and mining are not considered appropriate activities in the park. Removal of natural materials 3.27 To provide for the use and removal of natural materials (plants, animals, soil, rocks etc.) from the park for management purposes subject to the policies in this section. 3.28 To provide for the removal or trimming of vegetation by network utilities companies to ensure safe operation of network utilities, subject to conditions and in consultation with Greater Wellington (except in emergencies). 3.29 The use and removal of natural materials by the public will be managed by a permit system. Applications may be approved in full or with conditions, or declined. Network utility operators are excluded from this policy but may be subject to conditions. 3.30 The taking of natural materials may be allowed by the public, with Greater Wellington's agreement subject to any conditions imposed, under the following circumstances: − By Tangata Whenua for customary purposes. − By members of the community for: − scientific or research purposes. − cultural or social purposes. − conservation and ecological restoration projects. 7 Plantation Forestry within the Kaitoke Hill area is subject to the Greater Wellington Plantation Forest Working Plan 2000- 2010. Further information can be found within the Forest Lands Plan: Future Water Collection Areas. 3.31 To consider applications for the use or removal of natural materials for commercial purposes where a public good benefit can be demonstrated and subject to this section's policies. 3.32 To consider, when assessing applications to remove materials from the park: − The legal status of the land and species concerned. − The ecological effects of the activity including effects on populations, habitats and functioning of the ecosystem over time. − The availability of alternative opportunities. − Any other potential effects of the activity on park values and the factors outlined in Table 3 of the Regional Parks Network Management Plan. Assessing effects of activities and uses 3.33 To assess applications according to the policies set out in the Regional Parks Network Plan. Applications may be approved in full, with conditions, or declined. 3.34 When approving restricted activities, Greater Wellington may charge a fee or require a bond to be posted and require mitigation or compensation. Network Utilities 8 Network utilities and public works such as water, roads, gas, electricity supply, and telecommunications have an important role in contributing to the health, safety and wellbeing of the region. This role is recognised through various laws establishing the utility operators' rights and responsibilities. For health and safety reasons, there are also national standards regulating safe distances from network utilities for activities and developments. While some utilities, such as those located underground may have little long-term environmental impact, some utilities structures may have significant effects. Policies within this plan aim to maintain the park's essential values, while avoiding, remedying and mitigating any adverse effects from this type of development. The operation and maintenance of existing network utilities are 'allowed'. As the parks are places of public recreation, it is important that Greater Wellington is informed about planned works so that public health and safety issues can be managed. The safe operation of network utilities may also require the trimming or removal of vegetation in some circumstances. Operators may trim or remove vegetation to allow for safe operation of utilities, but must inform and consult with Greater Wellington to ensure effects are minimised, except in emergencies. State Highway 2 is also an important network utility with the potential to affect park management. New network utilities structures will be considered as "restricted" activities. As the regional parks have high natural and cultural values, our preference is that structures are located outside the regional parks, where possible. If it is necessary to locate network utilities within the park, then an assessment of effects will be required as well as measures to avoid, remedy or mitigate adverse effects. Although this plan provides for 8 The meaning of "Network Utility Operator" in this plan is the same as that defined in the Regional Policy Statement for the Wellington Region (1995), Wellington Regional Council. public works and network utilities, other legislative frameworks must also be satisfied, prior to construction. The Resource Management Act 1991 also governs the siting and construction of network utilities. A requiring authority may use a 'designation' to enable network utilities to be constructed. The designation will then form part of the district plan. Sections 166-186 of the RMA control the designation process, including public notification, consideration of alternative sites, assessment of effects and measures to mitigate adverse impacts. Network utilities include: Pipelines for gas, oil or geothermal energy. Telecommunications or radio communications facilities Electricity transmission lines or associated electricity generation facilities Water distribution systems for water supply or irrigation Drainage or sewerage infrastructure Roads or railways Within the Kaitoke Regional Park is the region's largest water treatment plant, which treats water from the Hutt catchment area for distribution to the Hutt, Wellington and Porirua communities. Land within the park is held for water supply purposes, as well as recreation. In addition, Greater Wellington has a designation within the Upper Hutt City Council plan that allows activities connected with water supply, subject to that plan's provisions. Existing Network Utilities Existing network utilities will be provided for subject to the policies below: 3.35 To comply with relevant legislation relating to the operation and maintenance of network utilities. 3.36 To recognise and provide for the operation and maintenance of existing network utilities within the park as allowed activities. 3.37 To provide for network utility operators to remove or trim vegetation, subject to conditions and in consultation with Greater Wellington (except in cases of emergency). 3.38 To ensure that national standards regulating safe distances from network utilities for activities and developments are complied with in the park. 3.39 To recognise existing legal easements for utilities and give appropriate prior notice for work permits as required. Network Utility Development 3.40 To comply with relevant legislation relating to the construction, development, operation and maintenance of network utilities. 3.41 To consider new network utilities as restricted activities and according to this plan's objectives and policies and those policies in the Regional Parks Network Plan for assessing activities. 3.42 Easement options for network utilities will be negotiated on a case-by-case basis. 3.43 Applications for the construction of public works and utilities in the park may be approved provided: − The proposed development offers benefits to the region that outweigh any possible adverse effects on the park; or − There is no reasonable alternative site, route or method; and − The application is consistent with the Regional Parks Network Plan. Applications for the construction of new network utilities will also be assessed in accordance with Policies 75-84 'assessing effects of activities and use' of the Regional Parks Network Plan; and − Any approval for a public utility in the park shall be conditional upon Greater Wellington staff being empowered to: enter; inspect; require maintenance or upgrading; approve design and colour scheme of all structures; require the restoration and maintenance of sites after the completion of work; require power cables and telephone lines to be placed underground; and any other reasonable conditions. 3.44 A fee may be charged or a bond may be required for the construction of utility works. Mitigation or compensation may also be required for public network utilities within, occupying, or crossing the park. 3.45 Where appropriate, network utilities should be sited underground. Many people enjoy recreation in Kaitoke Regional Park, including walking, mountain biking, hunting (by permit only) and swimming. This plan seeks to manage these activities in a sustainable way that recognises the area's heritage and environmental values, as well as its importance for the region's water supply. Some restrictions are also necessary for health and safety during plantation forestry operations. Recreation, is managed by designating track use to reflect the range of uses and experiences people would like. This is supported by brochures and signage. Infrastructure and maintenance service levels are set and maintained by a comprehensive asset management system. Recreation does not preclude the use of the park for other activities and currently the recreational and environmental values coexist with Greater Wellington's water supply functions. The supply and distribution of drinking water is a regionally significant activity that adds significantly to many people's quality of life in the region and must not be compromised. This section's objectives and policies contribute to the following quality of life outcomes; culture, meeting needs locally, leisure, safety, distinctive sense of place, and health. Partnerships in the park Involving community partners Involving communities and co-operating with neighbours is important to the successful management of Kaitoke Regional Park. This requires giving people opportunities to enjoy, visit, learn about, participate in and protect Kaitoke Regional Park. Many individuals, groups, communities and agencies have involvement with the park and relationships with Greater Wellington. Key relationships include: Upper Hutt City Council Department of Conservation Iwi Neighbours Lessees and Concessionaires Network utility network operators Community groups, volunteers, and environmental groups, including Forest and Bird and Botanical Societies Other parts of Council, including the Environment Division (environmental education, consents management), Biosecurity, Transport and Utilities Historic Places Trust Fish and Game The park is close to urban/rural/lifestyle areas and there is a flow of social, economic and ecological effects between the park and the surrounding lands and communities. The community is active and involved in the Kaitoke Regional Park in a number of ways, including environmental education programmes for school children, volunteering and a wide range of recreational uses. Volunteers from the Wellington Botanical Society also undertake a number of ecological restoration projects in the park, including the Te Marua Bush. Agencies, such as the Department of Conservation and Territorial Authorities, manage and control land for conservation and sustainable management purposes. Healthy relationships with these agencies and communities are key to realising the plan's aims and aspirations. We will build and maintain relationships with the community based on good faith, co-operation and understanding by: sharing information and knowledge consulting where appropriate supporting the community's informed contribution to the decision-making process encouraging community participation and working with community partners liaising with landowners, neighbours, local communities and other statutory agencies. This section sets out the principal means and underlying rationale for working with those people that are interested and or affected by the management of the park. Objectives Relationships are maintained and enhanced based on good faith, co-operation and understanding to achieve the objectives of this plan and contribute to a sustainable region. Greater Wellington will work with neighbours, local and central government, agencies and the community to ensure their needs are met and reflected in park management. Policies 4.1 To promote the park and provide accessible, relevant information to the community about park management and values. 4.2 To share information with the community to enhance park management. 4.3 To build and maintain relationships and consult with the community in accordance with the provisions of the Local Government Act 2002. 4.4 To encourage and support community, including environmental and recreational groups' involvement in the park using mechanisms appropriate to each circumstance while recognising that policy decisions remain with Greater Wellington. 4.5 To provide an effective volunteer programme which fulfils the needs of both the park and the volunteers. 4.6 To be a good neighbour and work with neighbours to ensure that issues of interest and concern are addressed in park management. 4.7 To co-operate with local and central government, other agencies and the community to protect the values of the park and maximise the benefits from them. 4.8 Significant new works in the park proposed by the Regional Council or other agencies or organisations will be subject to meeting this plan's objectives and policies. Funding decisions are subject to annual planning and long-term community consultation planning processes. The policies and objectives in this section recognise the importance of maintaining good relationships in managing the park. Greater Wellington will continue to liaise with local and central Government to ensure our statutory obligations are met. Without the support of the community, the aspirations of this plan will not be realised to the fullest extent possible. Greater Wellington will continue to listen, inform and consult with the community over issues affecting the park. Working together with Tangata Whenua Tangata Whenua have ongoing relationships with and interests in the Kaitoke area and seek to continue traditional practices for protecting natural and cultural heritage resources. Greater Wellington will work with Tangata Whenua to recognise and, where appropriate, provide for these in park management. Tangata Whenua cultural heritage is also protected as a "matter of national importance" under section 6(e) of the Resource Management Act 1991. The Charter of Understanding establishes the relationships between Tangata Whenua and Greater Wellington within the context of the Treaty of Waitangi and guides those relationships. The Charter recognises the right of Greater Wellington to govern and carry out its statutory functions and the rangatiratanga of Tangata Whenua. The relationship is intended to be mutually beneficial and based on good faith, co-operation and understanding. Tangata Whenua want to be involved in the regional park network through: − The expression of kaitiakitanga in the park; − Customary care and use of natural resources or plants for weaving or medicinal purposes; − Participation in the management of their cultural heritage and wahi tapu; − Informing and educating the public about their history, tikanga and interests in the park; − Reflecting the status of Tangata Whenua throughout the park, for instance, signage and interpretation; − Employment opportunities for Iwi members; − Providing opportunities and activities of interest and relevance to Maori Greater Wellington and Tangata Whenua need to work together to address Greater Wellington's wider public interest responsibilities alongside those of Tangata Whenua. The specific mechanisms for this will vary depending on the nature of each party's interests and the circumstances of the case. The management objectives and policies outlined below provide a starting point. Greater Wellington will work towards further developing relationships, and appropriate arrangements, with Tangata Whenua at a range of levels that work for both parties and the park. Tangata Whenua have also highlighted the importance of Treaty claims registered with the Waitangi Tribunal across the region. Although a report has been released on the Port Nicholson Block, many claims are potentially years away from a Tribunal hearing or resolution. When managing its lands, Greater Wellington needs to be aware of Treaty claims and settlements and ensure that the ability of the Crown and Tangata Whenua to settle grievances is not compromised. Only Crown land is available for settlement of Treaty claims 9 , although settlements may also include recognition of other values. Greater Wellington's lands are considered private land and are not available for use in Treaty settlements. The objectives and policies outlined in this section are relevant to, and should be read in conjunction with the remainder of the plan. 9 The only exception to this are some lands formerly owned by State Owned Enterprises. In these cases, there is a memorial over the title specifying the encumbrance. Greater Wellington does not hold any lands within the Kaitoke Regional Park affected by this provision. Objectives Tangata Whenua interests are respected by working together to: − Recognise and provide for the traditional guardianship role of Tangata Whenua − Actively protect Tangata Whenua interests in respect of their lands, forests, fisheries and other taonga. Policies 4.9 Consistent with Greater Wellington's management role and reasonable public use and enjoyment, to work with Tangata Whenua to: − Develop and maintain relationships based on good faith, co-operation and understanding. − Consult with Tangata Whenua in accordance with the provisions of the Local Government Act 2002. − Determine opportunities for the practical expression of traditional guardianship roles of Tangata Whenua and the maintenance of mauri. − Recognise and provide for the customary use of natural resources by Tangata Whenua within the context of sustainable management and in accordance with relevant legislation. − Recognise Tangata Whenua knowledge in defining the cultural importance of areas, the information provided to the public, and the interpretation of Tangata Whenua histories. − Provide appropriate opportunities for Tangata Whenua participation in the management and protection of wahi tapu. − Promote awareness of, and respect for, Tangata Whenua culture, interests, heritage, language and place names within the parks. 4.10 Take account of relevant Treaty of Waitangi claims when developing policies and plans and making management decisions, and acquiring or disposing of lands. 4.11 Identify and, where appropriate, make provision for the specific recreational needs of Tangata Whenua. Greater Wellington will honour the obligations articulated in the policies and objectives above. In this way the values and needs of Tangata Whenua will be incorporated into the area's management in a culturally appropriate manner. Working together will help ensure that taonga and wahi tapu will be actively protected for future generations. Research, monitoring and review Good information is essential to understand and manage the many values that are important within the regional park. Conducting research, monitoring and reviewing activities and actions are the key methods for gathering information about the park. With information gathered by the Department of Conservation, other researchers, Tangata Whenua and the community, Greater Wellington is able to see how the environment is changing over time. In addition, understanding the impact of management decisions on the park allows Greater Wellington to assess its performance to see whether the desired results are achieved and whether techniques are effective and/or efficient. Greater Wellington monitors indigenous ecosystems to assess the effects of management on overall ecosystem health. The two broad approaches are 'state of the environment' and 'outcome' (or results) monitoring. The first approach allows an assessment of the environment's health, whereas the second helps determine the success of management. Plots, surveys, and surveillance are common techniques currently used to assess ecosystem health. Threatened or pest species are monitored to assess their status and whether management techniques are successful. To ensure that we meet the regional community's needs within the park, surveys are taken every two years. Feedback from visitor's comments and submissions are also important for Greater Wellington to understand the community's needs and requirements. Participation in the plan review allows everybody the opportunity to put their views forward and have them considered. Greater Wellington also needs to provide good information about the park to allow people to learn about and increase their appreciation of them. This includes environmental and cultural heritage values, as well as the recreational opportunities available. Results are reported through a variety of mechanisms including Greater Wellington's state of the environment report, completed every five years, annual monitoring report cards, internet and triple bottom line reporting. Asset management systems are audited and reported to council every year to ensure that environmental health and recreation infrastructure meet the agreed service standards. The Local Government Act 1974 requires that park management plans adapt to changing circumstances or increased knowledge (s619 Local Government Act). Importantly, this plan is reviewed every five years and information from the above sources is used to improve future management. Greater Wellington will monitor the park environment and the effects of land use and development as necessary to assess the appropriateness and effectiveness of this plan. Monitoring programmes will be identified and implemented through Greater Wellington's annual operational planning processes. Monitoring techniques used may change over time in response to changing circumstances and developments in monitoring tools. Table 3 outlines some of the ways in which the park's values are monitored. Table 3 Monitoring Techniques \| What will be monitored \| How (TECHNIQUES USED MAY CHANGE OVER TIME) \| \|---\|---\| \| Environmental values Health of ecosystems Viability of populations of threatened species Changes in plant pest, invasive plant and animal pest populations over time Environmental enhancement, Environmental Asset Management Program Environmental Management Strategy \| Ecosystems, habitats, flora and fauna surveys Photographic monitoring Permanent forest plots, rare & threatened plant monitoring, fruiting and flowering surveys Bird transects, Stream monitoring, Pest surveys, insect and pathogen surveys, browse plots \| \| Landscape Changes in landscape quality over time Effects of park activities on geological features \| Photographic surveys, photo point monitoring Visitor satisfaction surveys \| \| Cultural heritage Condition of cultural heritage resources Threats to cultural heritage resources \| Conservation Plans, condition monitoring, HPT permits, photographic surveys, photo point monitoring Visitor satisfaction surveys \| \| Use Park user satisfaction Diversity of recreation opportunities Cumulative impact of development Popularity of recreational activities Asset management inspections of structures \| Visitor satisfaction surveys (biennial), public surveys, focus groups, regional outdoors surveys Benchmarking exercises (against similar areas and settings) Reviewing site bookings and permit numbers for camping /hunting/ events/filming etc. Concession numbers and type. \| \| Community values and partnerships People’s expectations and preferences of the forests’ uses and protection People’s awareness and involvement in understanding park resources and values Success of community partnerships \| Surveys, as above, management plan reviews Education programmes – number of participants Number of volunteer groups and days Liaising with the Wellington Botanical Society in the management of Te Marua bush. \| Objective Management within the Kaitoke Regional Park is based on the best information available and is monitored to ensure management practices achieve the best possible result. Policies 5.1 To monitor the use and development of the Kaitoke Regional Park and the resulting effects. 5.2 To increase understanding of park values through information gathering in order to improve park management. 5.3 To increase the understanding of ecosystems of high ecological value within the park through research, monitoring and information gathering. 5.4 To encourage a greater awareness within the community of the range and significance of ecosystems in the park. 5.5 To acknowledge and incorporate Maori knowledge and values in the management of the park. 5.6 To encourage use of the park by educational institutions as a resource for outdoor and natural science education provided it is undertaken in a manner that is consistent with the objectives and policies of the management plan. 5.7 To require permission for research in Kaitoke Regional Park where it: − Requires information or access beyond that provided to the general public; and/or − Is intrusive or disturbs heritage features and would require Historic Places Trust consent. − May cause disturbance of, or require removal of, plants, animals or natural materials. 5.8 A copy of all research undertaken in Kaitoke Regional Park must be provided to Greater Wellington. 5.9 To review this management plan every five years. In the interim, Greater Wellington may determine to review part of, or the entire Plan, in response to: − Information from monitoring which indicates the need for a review or change. − The identification of new management issues, problem or activity that is not addressed in the plan but for which policy is required. − Changes in national policy including new or amended laws, regulations or other actions, which may render the plan inoperable or illegal. − Policy changes made by Greater Wellington. − New land purchased or placed under the control of Greater Wellington. Good management is reliant on good information, both about the land and its values, as well as the impact of management decisions. Greater Wellington will continue to learn about the areas it manages and review its management techniques in response. This may lead to changes in the methods Greater Wellington chooses to implement the plan or by reviewing the plan itself. Ultimately, regular monitoring and review processes will allow Greater Wellington to determine the success of this plan and its contribution to the region's 'Quality for Life' outcomes. The way forward This section sets out potential developments for Kaitoke Regional Park. The developments described below and shown in the accompanying maps show how the aims and objectives of the plan could be implemented 'on the ground'. This section on potential developments should be read in conjunction with the plan's objectives and policies, as well as the following section on implementation, funding and methods. Funding for development within the park is subject to Greater Wellington's annual and long-term community consultation planning processes. Kaitoke Regional Park: proposals for management and development This narrative accompanies the concept plans for the park and further describes the proposed developments. The potential developments are consistent with the plan's objectives and policies. Habitat protection To protect unique biodiversity and habitat values, a species list has been provided by the Wellington Botanical Society for future plantings at Te Marua Bush. Where possible remaining unfenced habitat areas will be fenced and protected. Park Interpretation To provide further interpretation of − The park's flora and fauna. − Bush remnants. − Restoration and revegetation areas. − History of land use in the park. Park information boards are being developed in the Pakuratahi area and further interpretation will be developed in the future. At Te Marua, a new park entrance and information area will be developed once the roadworks have been completed in this area. New tracks A low-level track is proposed from the Pakuratahi Forks area linking to Te Marua. Two loop tracks are also proposed; one around the Farm Creek area and a loop track to the Ridge track from the Pakuratahi River Walk. There may also be the potential for using an old tram formation over the river as a track in the long-term. Links Once the State Highway 2 realignment is finished an underpass will link the Kaitoke Regional Park with the Pakuratahi Forest, improving links between these two recreation areas and to the Rimutaka Rail Trail, as well as the Hutt River Trail. Park Development Plans Additional park development plans or landscape plans will be prepared for other Park areas as the need arises and as resources permit. Areas that will be considered for more detailed development or landscape plans are at the Pakuratahi Forks area, and the Te Marua entrance area. Heritage A prioritisation exercise will be undertaken to ensure that all heritage sites meet the national standards, including those set in the ICOMOS guidelines. Conservation strategies and/or plans will be developed as necessary. The Wellington Tenths Trust are currently identifying sites of cultural significance and compiling the sites onto a database. Greater Wellington will continue to work with the Wellington Tenths Trust to identify sites within the Kaitoke Regional Park. Implementation, funding and methods This management plan sets out a vision and objectives for Kaitoke Regional Park over the next five years. The plan provides direction for park management to provide for recreation and use while protecting the associated environmental and cultural heritage values. Broad parameters are set within which activities may take place, and processes are established for making management decisions and considering activities and uses. The plan is not designed to determine specific results and does not identify targets. Council processes and systems governing the operational aspects of park management will implement the plan. Many of the objectives and policies contained in this plan require Greater Wellington to undertake specific activities. In many cases, Greater Wellington is already doing these; however, others will be new. All activities proposed in this plan are subject to scrutiny through the Council's annual planning and budgetary processes, which set performance indicators against which Greater Wellington is measured, monitored and held accountable to the community. This management plan does not deliver or assure funding to achieve its objectives. Funding is determined through the annual planning processes and may not be available to meet all the objectives and policies of this plan at any one time. Greater Wellington's Long Term Council Community Plan and Annual Plan allocates resources and budget. All local authorities must have an annual plan outlining the nature and scope of activities over the financial year, and how they will be funded. Annual plans determine the rates the regional community pays and are consulted on each year. In preparing this and other plans, Greater Wellington must have regard to costs to the ratepayer. This means that the objectives will not necessarily be achieved immediately, as the pace will be determined by resource and budget limits. Methods There are a range of ways in which this plan will be implemented. One of the most important and certainly most visible is Greater Wellington's Ranger service. This service contributes to the area's values by co-ordinating people and resources, providing a visible presence in the parks and advice to visitoes, as well as addressing health and safety concerns and maintenance requirements. The Park Ranger is empowered under the Local Government Act 2002 to enforce bylaws that apply to managing recreation, and other activities undertaken by the public on the park lands. A copy of the bylaws can be obtained from Greater Wellington offices. Greater Wellington has policies on permits and concessions and these are used to authorise activities in accordance with this plan. Conditions can be imposed on any agreement and bonds held as a guarantee for activities within the parks. The success of this plan's implementation also rests with the relationships that Greater Wellington fosters with park neighbours, iwi, the community and agencies such as the Department of Conservation and territorial authorities. Appropriate consultation, information sharing and involving these parties in decision-making and management are therefore integral components of this plan. Other systems guide the day to day operations and activities essential to administering and maintaining the parks in accordance with this plan's provisions. Systems include: * Asset management system that ensures the levels of service for buildings, structures, and tracks in the parks are met; * Environmental asset management system that ensures service levels for environmental assets in the parks and include pest management are met; and * Environmental management systems that set out priorities and actions to implement Greater Wellington's environmental policy within the regional parks and forests. Greater Wellington's daily management actions are guided by annual work plans, ensuring maintenance and services meet required standards, pest animal and pest plant plans guiding pest control operations, and the summer recreation programme. These plans and programmes are consistent with this plan and other Council policies, plans and strategies. Although these plans contribute to this plan's implementation they are subject to other processes, including the annual planning processes. Table 4 shows how the aims and aspirations will be met in the day to day management of the park. Although the development of some methods and processes are not part of this plan, they are central to this plan's implementation. Many of the methods fulfil statutory functions and responsibilities and are governed under different legislative and regulatory frameworks. However, excluding these methods from the plan would provide an incomplete picture of the area's management and they are therefore identified here for the sake of completeness. This plan will be implemented in a variety of ways, the most visible of which is the Park Ranger. Daily management of the area is supported by comprehensive asset management systems that deliver high quality outcomes, using best practice standards developed over time. Although funding and budgetary considerations are governed by other processes, this management plan is fundamental to ensuring that any spending in the park is consistent with the management direction agreed with the regional community. The effective integration of Greater Wellington various planning processes will ensure its positive contribution to the region's 'Quality for Life' outcomes, as well as the health and wellbeing of the park and its visitors.	<urn:uuid:1c5e73f6-3da8-4294-8e9f-89ddcb803125>	CC-MAIN-2024-26	https://www.gw.govt.nz/assets/Documents/2009/07/2005_106_2_Report.pdf	2024-06-20T19:44:30+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861989.79/warc/CC-MAIN-20240620172726-20240620202726-00004.warc.gz	686,813,116	18,016	eng_Latn	eng_Latn	0.976597	eng_Latn	0.996309	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 72, 113, 3641, 6448, 8009, 10582, 13472, 16472, 18937, 21476, 23518, 25507, 27187, 29114, 31960, 34334, 35511, 37607, 40546, 42535, 45459, 47107, 48882, 50906, 54091, 56281, 57522, 59941, 62023, 65103, 67224, 70140, 72406, 74493, 77699, 79638, 82693, 85176, 87247, 89544, 90138, 93353, 95727 ]	[ 2.1875, 1.0390625 ]	1	0
Christmas Eve: See The Light "In those days Caesar Augustus issued a decree that a census should be taken of the entire Roman world. (This was the ﬁrst census that took place while Quirinius was governor of Syria.) And everyone went to their own town to register. So Joseph also went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David, because he belonged to the house and line of David. He went there to register with Mary, who was pledged to be married to him and was expecting a child. While they were there, the time came for the baby to be born, and she gave birth to her ﬁrstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no guest room available for them. And there were shepherds living out in the ﬁelds nearby, keeping watch over their ﬂocks at night. An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terriﬁed. But the angel said to them, "Do not be afraid. I bring you good news that will cause great joy for all the people. Today in the town of David a Savior has been born to you; he is the Messiah, the Lord. This will be a sign to you: You will ﬁnd a baby wrapped in cloths and lying in a manger." Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest heaven, and on earth peace to those on whom his favor rests." When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about."" Luke 2:1-15 NIV "Now after Jesus was born in Bethlehem of Judea in the days of Herod the king, behold, wise men from the East came to Jerusalem, saying, "Where is He who has been born King of the Jews? For we have seen His star in the East and have come to worship Him."" Matthew 2:1-2 NKJV "When they heard the king, they departed; and behold, the star which they had seen in the East went before them, till it came and stood over where the young Child was. When they saw the star, they rejoiced with exceedingly great joy. And when they had come into the house, they saw the young Child with Mary His mother, and fell down and worshiped Him. And when they had opened their treasures, they presented gifts to Him: gold, frankincense, and myrrh." Matthew 2:9-11 NKJV Without Light [x] Darkness covers the earth. "For behold, darkness will cover the earth and deep darkness the peoples." Isaiah 60:2 NASB [x] Darkness confuses the people. "They do not know, nor do they understand; They walk about in darkness; all the foundations of the earth are unstable." Psalms 82:5 NKJV [x] Darkness claims our future. "My days are over. My hopes have disappeared. My heart's desires are broken. These men say that night is day; they claim that the darkness is light." Job 17:11-12 NLT Light In The Darkness "Arise, shine; for your light has come, and the glory of the LORD has risen upon you. For behold, darkness will cover the earth and deep darkness the peoples; but the LORD will rise upon you and His glory will appear upon you. Nations will come to your light, And kings to the brightness of your rising." Isaiah 60:1-3 NASB "In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning. Through him all things were made; without him nothing was made that has been made. In him was life, and that life was the light of all mankind." John 1:1-4 NIV "In him was life, and that life was the light of all mankind. The light shines in the darkness, and the darkness has not overcome it." John 1:4-5 NIV "There was a man sent from God whose name was John. He came as a witness to testify concerning that light, so that through him all might believe. He himself was not the light; he came only as a witness to the light. The true light that gives light to everyone was coming into the world." John 1:6-9 NIV 1. See the Light. 2. Follow the Light. 3. Become a Light. "He was in the world, and though the world was made through him, the world did not recognize him. He came to that which was his own, but his own did not receive him. Yet to all who did receive him, to those who believed in his name, he gave the right to become children of God— children born not of natural descent, nor of human decision or a husband's will, but born of God." John 1:4-13 NIV	<urn:uuid:175d3a68-e24c-458e-9b3f-13663d3e72db>	CC-MAIN-2022-49	https://onehopechurch.com/files/content/media/message-notes/12-24_Christmas_Eve_See_The_Light_Notes.pdf	2022-12-01T11:11:10+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00521.warc.gz	483,906,106	1,081	eng_Latn	eng_Latn	0.999564	eng_Latn	0.999622	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2681, 4414 ]	[ 2.015625 ]	1	0
Computing Vocabulary All Years Need more support? Contact us: Tel: +44(0)208 203 1781 \| Email: email@example.com \| Twitter: @2simplesoftware 1 Contents Year 1 ..................................................................................................................................................................... 5 2 Unit 4.1: Coding ........................................................................................................................................... 24 3 All Online Safety Vocabulary ...................................................................................................................... 57 4 Year 1 Unit 1.1: Online Safety and Exploring Purple Mash * Alert: A system that lets you know if you have something to look at. * Avatar: A digital picture to represent someone. * Button: An area where you click to make something happen. * Device: A piece of electrical equipment made for a purpose. * File Name: The name given to an online piece of work. * Filter: A way of removing information you are not interested in. * Home Screen: The home screen of a website is like the front page and contents page of a book. * Icon: An image on a web page that you can click on to navigate to somewhere. * Login: Using a username and password to access a system. * Log out: Leaving a computer system. * Menu: A button which gives the user different options. * My Work Area: The place on Purple Mash where your work is stored. Only you and your teachers can access this. * Notification: A message telling you about something. * Password: A series of letters, numbers and special characters that is entered after the username to access an online site. In Purple Mash, this can also be a series of pictures. * Private: Keeping information restricted from other people. * Purple Mash Tools: A selection of programs which help you carry out different tasks. * Saving: Store your work as you create something so it can be accessed later. * Search: A way of finding specific resources you want to look at. * Shared Folder: An area to save your work that everyone in the class can use. * Textbox: A box in which to add words. * Think About Box: Information in a writing template which give you ideas on what to write. * Topic Area: A place on Purple Mash where you find activities all about something you are learning about. * Tool bar: A strip of icons that can be clicked to perform different functions. * Typing: The action of writing something on a computer. * Writing Template: A guide which a writer follows when doing some writing. 5 Unit 1.2: Grouping and Sorting * Activities: Tasks you do and complete. * Criteria: A way in which something is judged. * Describe: To give a detailed account of something. * Equal: When two amounts are the same. * Groups: Objects arranged and put together because they have features in common. * Less than: When an amount is smaller than another amount. * More than: When an amount is bigger than another amount. * Sort: Put things together by features they have in common. Unit 1.3: Pictograms * Collect Data: Gathering facts and information. * Compare: Looking at what is the same and what is different. * Data: A collection of information, used to help answer questions. * Pictogram: A diagram that uses pictures to represent data. * Record Results: Writing down what you have found out. * Title: The name given to a piece of work. * Totals: The whole number or amount of something. * Visual: Using your eyes to see something. Unit 1.4: Lego Builders * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Code: Instructions that a programmer enters into a computer that cause the computer to perform a certain way. * Computer: An electronic device for storing and processing data. * Debugging: To find and remove errors from computer hardware or software. * Instructions: detailed information about how something should be done or operated. * Machine: A moving mechanical device made to do a task, making work easier for people. * Program: An algorithm that has been coded into something that can be run by a machine, e.g., a computer or a robot. * Recipe: A set of instructions which describes how to prepare a dish of food. * Sequence: Putting things in an order which follows on from one thing to the next. 6 Unit 1.5: Maze Explorers * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Challenge: A task to be completed. * Command: An action such as left command. * Delete: Removes something such as an instruction. * Direction: The path that something travels. For example, a robot moving forwards, backwards or diagonal. * Instruction: Detailed information about how something should be done or operated. * Left and Right: A position which relates to something. For example, make the fish move left of the screen. * Route: A path an object or thing takes to get somewhere. * Undo: If we make a mistake, we can press the undo button. * Unit: A unit such as make the turtle move 2 units (squares). Unit 1.6: Animated Story Books * Animation: An object that moves on screen. * Background: An image inserted into a file that sits behind text, objects, or buttons. * Category: A place where similar files are found. For example, Animals Category where animal images can be found. * Clip-art gallery: A place in software such as 2Create a Story where a library of images can be found and inserted into a file. * Copy: A feature that lets users copy things like text, images, sounds. * Drop-down menu: A menu where a list of choices is displayed. * E-book: A book that can be read on the computer or on a tablet. * Edit: Edit means to change something. For example, change some text to improve it. * Eraser: In some software like 2Create a Story, erasers are used to remove unwanted drawn images. * Features: In 2Create a Story there are features such as animation and sound. * Font: The style of text used in a piece of writing on a computer or tablet. * Sound: Sounds can be uploaded into software from a file or created. * Overwrite: When opening a previous file, users can make changes and save, which overwrites the file. * Paint tools: Lets a user create drawings in software such as 2Create a Story. * Paste: A feature that pastes copied items. * Play Mode: A mode that plays a file such as 2Create a Story. * Redo: If a user has clicked undo by mistake, they can click on redo. 7 * Save: Files such as 2Create a Story, can be saved in a folder so work isn't lost. * Sound effect: A sound other than speech or music made for use in a play, film or computer file. * Text: Words, letters, numbers or symbols entered into a computer, such as writing text in 2Create a Story. * Undo: When a user makes a paint mark for example, this can be undone with the undo button. * Voice recording: In software such as 2Create a story, users can record their voice and insert it into the file. Unit 1.7: Coding * Action: the way that objects change when programmed to do so. For example, move. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Background: In 2Code the background is an image in the design that does not change. * Click: This describes the action of clicking a mouse pointer on the screen or tapping with a finger on a touch screen. * Code: Instructions that a programmer enters into a computer that cause the computer to perform a certain way. * Code blocks: A way to write code using blocks which each have an object or an action * Coding: writing instructions that the computer can process (understand) to make programs (software). * Code view: The view in 2Code that shows the coding blocks used to make the program. * Command: A single instruction in 2Code. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed. * Design View: The view in 2Code that shows what the program looks like to the user. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key or clicking the screen. In 2Code, the event commands are used to create blocks of code that are run when events happen. * Execute: This is the proper word for when you run the code. We say, 'the program (or code) executes.' * Instruction: detailed information about how something should be done or operated. 8 * Object: Items in a program that can be given instructions to move or change in some way (action). * Output: Information that comes out of the computer e.g. sound that comes out of the speakers. * Plan: When coding, a plan means including the objects and actions into a written document that shows what the program should look like (the design) and what the objects should do (the actions). * Programmer: A person who writes computer programs. Sometimes called a coder. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Run: This is what you do when you click the Play button in 2Code: The program runs. * Scale: This is a property of an object that changes its size. * Scene: In 2Code, this is the combination of the background and objects in a program. * Software: The programs that run on a computer that are used by people to do things. For example, write, draw or play games. * Sound: An output from the computer that makes a noise. * When Clicked: An event command that is triggered when an object is clicked on. Unit 1.8: Spreadsheets * Button: An object you click that performs an action. E.g., print. * Calculations: Maths calculations can be entered into a cell. For example, the total of two cells can be added together using a calculation that appears in a new cell. * Cell: An individual section of a spreadsheet grid. It contains data or calculations. * Clipart: A library of images that a user can choose from and insert in a file. * Column: Boxes running vertically in a spreadsheet. * Count tool: In 2Calculate, this counts the number of cells with a value that matches the value of the cell to the left of the tool. * Data: A collection of information, used to help answer questions. * Delete: Removes contents such as the contents in a cell. * Image: A drawing or photograph that users can import into a file. * Lock cell: This feature lets a user lock a cell so its contents can't be deleted. * Move cell: The move tool in 2Calculate lets a user move the contents of a cell to a new cell. * Row: Boxes running horizontally in a spreadsheet. * Select: A user can select one or more cells and perform an action such as lock all selected cells. 9 * Speak tool: This tool will speak the contents of a cell containing a number each time the value changes. * Spreadsheet: A computer program that represents information in a grid of rows and columns. * Value: Images can have values given to them. For example, an apple could be given a value of 1 and a pear a value of 2. Unit 1.9: Technology Outside School * Computer: An electronic device for storing and processing data. * Technology: Science and engineering knowledge put into practical use to solve problems or invent useful tools. Year 2 Unit 2.1: Coding * Action: The way that objects change when programmed to do so. For example, move. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Background: In 2Code the background is an image in the design that does not change. * Bug: A problem in a computer program that stops it working the way it was designed. * Button: A type of object that responds to being clicked on. * Click events: An event that is triggered when the user clicks on an object. * Collision detection: In 2Code, this measures whether 2 objects have touched each other. * Collision detection action: The action that is programmed to happen once the objects collide. * Collision detection event: The event of two objects colliding. * Command: A single instruction in 2Code. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed to. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key or clicking the screen. In 2Code, the event commands are used to create blocks of code that are run when events happen. * Execute: This is the proper word for when you run the code. We say, 'the program (or code) executes.' * Image: A picture * Implement: When a design is turned into a program using coding. * Instructions: detailed information about how something should be done or operated. * Interaction: When objects perform actions in response to each other e.g. a frog turning into a monkey when it collides with a tree. * Interval: In a timer, this is the length of time between the timer code running and the next time it runs e.g. every 1 second. * Object: Items in a program that can be given instructions to move or change in some way (action). * Object Name: Every object in a 2Code program must have a unique name that is used to program actions and events for the object. * Output: Information that comes out of the computer e.g. sound. * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Run: Clicking the Play button to make the computer respond to the code. * Scale: This is a property of an object that changes its size. * Scene: In 2Code, this is the combination of the background and objects in a program. * Sequence: This is when a computer program runs commands in order. * Test: To run the code and observe what happens to identify where there might be bugs in the program. * Text: Written words or numbers. In 2Code some objects such as buttons have a text property which is the writing on the button. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Turtle Object: A type of object in 2Code that moves by coding angles of rotation and distance to move. * When Clicked: An event command that is triggered when an object is clicked on. * When Key Event: An event triggered when a user presses a particular key on the keyboard. * When Swiped Event: An event triggered when the user swipes a particular area of the screen e.g. the background (touch-screen devices only). Unit 2.2: Online Safety * Attachment: A computer file sent with an email. * Digital footprint: The information about a person that exists on the Internet as a result of their online activity. * Display Board: In Purple Mash, this is a tool that enables you to share work with a wide audience. * Email: Messages distributed by electronic means from one computer user to one or more people. * Filter: A feature of search engines, where a user can filter results according to criteria. For example, news, date published. * Identifying: It's important that any information shared online doesn't have details that can identify someone such as their name and address. * Internet: A way to send information from one computer to another anywhere in the world using technology such as phones, satellites and radio links. * Personal information: This is information that is personal to someone. For example, their favourite food, their name and age. * Private information: This is personal information that should be kept secure. For example, their date of birth, their full address, credit card numbers. * Protection: Some places like schools, have systems in place that help to protect users from harmful content. However, it's important that anyone using online services should always behave carefully to help protect themselves and others. * Reply: When someone receives an email, they can send a reply using the reply button. * Search: Look for information (in a database or the World Wide Web) using a search engine. * Secure: Users online should take steps to help keep their personal and private information secure. * Sharing: Post or repost (something) on a website. Unit 2.3: Spreadsheets * Addition: The add symbol can be used in a cell when numbers are in the cells either side of it to create a sum. * Block graph: This is a type of graph that displays data with blocks. These can be made using cells, colours and labels in 2Calculate. * Cell: An individual section of a spreadsheet grid. It contains data or calculations. * Coins: In 2Calculate images that represent coins and have a value can be used in spreadsheets. * Column: Boxes running vertically in a spreadsheet. * Copy: This feature copies the contents of highlighted cells without deleting the contents of them into a clipboard. * Count tool: In 2Calculate, this counts the number of cells with a value of the cell to the left of the tool. * Cut: This feature removes something from selected cells and places it in a clipboard ready to be pasted. * Data: A collection of information, used to help answer questions. * Drag: Contents of a cell can be dragged to another cell using the drag tool in 2Calculate. * Equals: This symbol can be used in 2Calculate to find the answer to a calculation. * Equals tool: Tests whether the entered calculation in the cells to the left of the tool has the correct answer in the cell to the right of the tool. * Image value: Images placed in cells can have values given to them. E.g., apple 1, pear 2 etc. * Label: A way to identify data in a spreadsheet. For example, a label heading for ice cream flavours children like. * Paste: The feature pastes anything in the clipboard into selected cells. * Price: The cost of an item or items. * Row: Boxes running horizontally in a spreadsheet * Speak tool: This tool will speak the contents of a cell containing a number each time the value changes. * Table: Tables can be created in 2Calculate, these have headings and are a neat way to display data. * Toolbox: A place in 2Calculate where a user can add tools such as counting tools, change colours and include images. * Total: In 2Calculate the total tool will calculate the total of all cells above, below or next to it dependent on which total tool used. Unit 2.4: Questioning * Avatar: A digital picture to represent someone. * Binary Tree: A simple way of sorting information into two categories. * Data: A collection of information, used to help answer questions. * Database: A computerised system that makes it easy to search, select and store information. * Field: A single piece of data in a database which makes up a record. * Information: Knowledge or facts that come from a source. * Pictogram: A diagram that uses pictures to represent data. * Question: A sentence written or spoken to find information. * Record: An item in a database with a variety of information about a specific entry. * Search: Looking for specific information. On a database, you can use the 'Find' tool. * Sort: Put things together by features they have in common. Unit 2.5: Effective Searching * Browser: A tool to help us access the World Wide Web. * Device: A piece of electrical equipment made for a purpose. * Digital Footprint: the information about a particular person that exists on the internet as a result of their online activity. * Domain: Part of the Internet owned by an individual, company or organisation. * Internet: A way to send information from one computer to another anywhere in the world using technology such as phones, satellites and radio links. * Network: Connected devices that can send and receive information, voice and video. * Search Engine: A program to help you find web pages on the Internet. * URL: Another word for web address * Web Address: Identifying address for a file, or webpage on the Internet. * Web Page: A single page which can include images, videos and charts. * Web Site: A collection of webpages that belong to one domain. * World Wide Web: The web pages and documents you see when you are browsing online. It is just one part of the Internet. Unit 2.6: Creating Pictures * Art: A visual form of creative activity and imagination. * Clipart: Premade graphical images. * Diagonal: A slanted straight line. * Dilute: When you add water to a liquid to make it thinner. In the case of adding water to paint, it makes the colour weaker/lighter. * eCollage: A 2Paint A Picture template style where the picture is made by creating stamps that can then be placed on the picture. * Fill: Causing an area to become full, in this case, of colour. * Horizontal: A line or shape which goes in the direction of side to side. * Impressionism: The impressionist movement began in the 1860s and became most popular in the 1870s and 1880s. It differed from the common art of the time because it wasn't religious art, showing scenes from religious stories or specific events, but was just intended to capture a scene at a moment. The art gave an 'impression' of the scene. * Line: A long and narrow mark. * Palette: Within computer graphics, this is the range of colours or shapes available to the user. * Parallel: Lines that run side by side that never meet. * Pointillism: Pointillism was a development of impressionism. It was invented mainly by George Seurat and Paul Signac. Pointillist paintings are created by using small dots in different colours to build up the whole picture. Colours are placed near each other rather than mixed. * Repeating pattern: A decorative design that is shown again and again. * Rotated: When the position of an image is moved around in the direction of a circle. * Stamps: The image box in the template which contains the design used and repeated in the artwork. * Style: A particular way in which something looks or is formed. * Surrealism: Artwork which explored the subconscious areas of the mind. The artwork often made little sense as it was usually trying to depict a dream or random thoughts. * Symmetry: Something is symmetrical when it has two matching halves; the same on both sides. * Vertical: A line or shape that goes in the direction top to bottom. Unit 2.7: Making Music * Bars: A way of measuring the length of music. * Beat: A rhythmic unit in music. * Compose: To create a piece of music. * Note: A single tone in music. * Tune: Musical notes joined together to make a melody. * Repeat: Play the music again. * Sound Effect: A sound other than speech or music. * Soundtrack: A recording of the musical accompaniment of a film or tv programme. * Speed: The number of beats per minute played in the music. * Tempo: The speed at which the music plays. * Volume: How loud or quiet the music is. Unit 2.8: Presenting Ideas * E-book: An electronic version of a printed book that can be read on a computer or a specifically designed handheld device. * Fact file: A document containing all the important information about one subject. * Fiction: A book or story that is written about imaginary characters and events and not based on real people or places. * Mind Map: A tool for organising and representing knowledge. They form a web of ideas which are all interconnected. * Multiple-choice: A question type with several possible answers given where the user has to choose the correct answer or answers. * Node: A way to represent a concept or idea using text and/or images. * Non-fiction: Writing that is about real people or events rather than stories that have been made up. * Presentation: A way of displaying information about a subject to an audience. * Quiz: A test of knowledge, especially as a competition between individuals or teams as a form of entertainment. Year 3 Unit 3.1: Coding * Action: The way that objects change when programmed to do so. For example, move or change a property. * Alert: This is a type of output. It shows a pop up of text on the screen. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Background: In 2Code the background is an image in the design that does not change. * Bug: A problem in a computer program that stops it working the way it was designed. * Button: A type of object that responds to being clicked on. * Click events: An event that is triggered when the user clicks on an object. * Code: Writing the code for a computer program. * Collision detection event: The event of two objects colliding. * Command: A single instruction in 2Code. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed to. * Degrees: A measurement of a turn. A full turn has 360 degrees; written as 360°. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped). In 2Code, the event commands are used to create blocks of code that are run when events happen. * Flowchart: A diagram that uses specifically shaped, labelled boxes and arrows to represent an algorithm as a diagram. * Implement: When a design is turned into a program using coding. * Input: Information going into the computer. Can include moving or clicking the mouse, using the keyboard, swiping and tilting the device. * Interval: In a timer, this is the length of time between the timer code running and the next time it runs e.g. every 1 second. * Nest: When coding commands are put inside other commands. These commands only run when the outer command runs. * Object: Items in a program that can be given instructions to move or change in some way (action). In 2Code Gibbon, these include character, turtle, button, vehicle, animal, food, shape, number, input and label. * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Repeat: This command can be used to make a block of commands run a set number of times or forever. * Right-Angle: This is a term that describes an angle of 90°, as in a corner of a square, or formed by dividing a circle into quarters. * Run: Clicking the Play button to make the computer respond to the code. * Scene: In 2Code, this is the combination of the background and objects in a program. * Sequence: This is when a computer program runs commands in order. * Test: To run the code and observe what happens to identify where there might be bugs in the program. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Turtle Object: A type of object in 2Code that moves by coding angles of rotation and distance to move. Unit 3.2: Online Safety * Appropriate: When using online services such as blogging or sharing information. It's important that users behave appropriately. Users should be truthful, respectful, kind, seek any permissions and report anything they feel uncomfortable with. * Blog: A regularly updated website or web page, typically one run by an individual or small group, that is written in an informal or conversational style. * Inappropriate: Behaviour or content online that is upsetting, rude, unkind or makes someone feel unsafe or concerned. * Internet: A global computer network providing a variety of information and communication facilities, consisting of interconnected networks and computers. * Password: A secret word, phrase or combination of letters, numbers and symbols that must be used to gain admission to a site or application such as a website. * Personal information: This is information that is personal to someone. For example, their favourite food, their name and age. * Permission: When someone shares or accesses content online, it's important that permission is given if it belongs to someone else or has information about them. * Reliable Source: A source of information that provides thorough, well-reasoned details based on valid evidence. * Reputable source: Reputable sources are known places or sites that have accurate information. For example, well known news sites or encyclopaedias. * Spoof: An imitation of something that appears to look genuine. * Verify: When seeking content online, it is important that a user verifies the information. They can do this by checking other sources and looking for signs that may indicate inaccuracy in the information. * Vlogs: A personal website or social media account where a person regularly posts short videos. * Website: A set of related web pages located under a single name. Unit 3.3: Spreadsheets * Advanced Mode: A mode of 2Calculate in which the cells have references and can include formulae. * Bar graph: A chart that uses bars to show quantities or numbers, so they can be easily compared. * Cell address: Every cell has an address. This can be found by reading the column letter then row number. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Equals: This symbol shows that numbers or number sentences either side are equal in value. * Less than: This symbol shows that a number to the left of it has less value than one to the right. * More than: This symbol shows that a number to the left of it has greater value than one to the right. * More than, less than & Equal tool: This highlights either more than, less than or equals according to which numbers are either side of it. * Pie Chart: A circular chart divided into segments which each represent a portion of the total amount. * Quiz tool: This can be used after the equals sign or instead of a number in a calculation. If you input the correct answer it will disappear. * Spinner tool: This changes a number by one each time up or down is clicked. * Table: An organised display of information laid out in rows and columns. Unit 3.4: Touch Typing * Keys: buttons that are pressed on a computer keyboard or typewriter. * Posture: The position in which someone holds their body when standing or sitting. * Spacebar: The bar at the bottom of the keyboard. * Typing: The action or skill of writing something by means of a typewriter or in this case a computer. Unit 3.5: Email * Address Book: A place where all contact's email addresses can be found and saved. * Attachment: A file, which could be a piece of work or a picture, that is sent with the email. * BCC – Blind Carbon Copy: A way of privately sending a copy of your email to other people so they can see the information in it, without the recipient knowing. * CC – Carbon Copy: A way of sending a copy of your email to other people so they can see the information in it. * Communication: The process of giving, receiving and sharing information. Examples of types of communication methods include Email, text message, speaking and listening, sending letters. * Compose: Another word for 'write'. * Email: (Electronic Mail) An Internet service that allows people who have an email address to send and receive instant electronic letters. * Inbox: The folder where new emails go into when they are received. * Link: A line between two nodes which shows that the two pieces of information are connected. * Mind mapping: A graphical way to present ideas and concepts which helps structure information and identify relationships between different pieces of an idea. * Node: Each bit of information on a mind map. * Password: A secret word, phrase or combination of letters, numbers and symbols that must be used to gain admission to a site or application such as email. * Personal Information: Identifying information about yourself such as your name, address and telephone number. * Save to draft: Feature which allows you to compose an email and save it to draft folder to review later before sending. * Trusted Contact: A person who you know and trust, making an email from them safe to open. Tel: +44(0)208 203 1781 \| Email: firstname.lastname@example.org \| Twitter: @2simplesoftware Unit 3.6: Branching Databases * Binary Tree: Another name for a branching database. * Branching Database: Used to classify groups of objects. It is used to help identify the objects by answering questions with either 'yes' or 'no'. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Database: A collection of data organised in such a way that it can be searched, and information found easily. Database usually refers to data stored on computers. * Debugging: The process of identifying and removing errors from computer hardware or software. Unit 3.7: Simulations * Advantages: The good and beneficial things about a situation. * Analysis: A detailed examination of something. * Decision: The act or result of making a choice after careful thought. * Disadvantages: The difficult and negative things about a situation. * Evaluation: To judge the value, condition or effectiveness of something. * Modelling: The act of representing something, often on a smaller scale. * Point-of-view: The viewpoint or thoughts someone has or feels about a certain matter. * Realistic: Representing things accurately and true to real life. * Simulation: A program that models a real-life situation. They let you try things out that would be too difficult or dangerous to do in real life. * Solution: A means of solving a problem. * Unrealistic: Representing things inaccurately and unlike real life. Unit 3.8: Graphing * Axis: A fixed horizontal or vertical reference line for the measurement of coordinates or to plot data in a graph. * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Column: Vertical (down the page) divisions of a piece of work. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Graph: A diagram that represents data. There are specific layouts for graphs including bar graphs and line graphs. * Investigation: A formal inquiry or systematic study. * Row: Horizontal (across the page) divisions of a piece of work. * Sorting: Organising data by a rule such as alphabetical or numerical. * Survey: Asking people for their opinions and collecting the information. * Tally Chart: A way of recording how often something happens by counting in fives. * Title: A few words put at the beginning of a produced piece of work, that relates to the subject matter of the work as a description or hint to the theme. Unit 3.9: Presenting with Microsoft PowerPoint / Google Slides * Animation: The process of adding movement to still objects. * Audio: Another word for sound. * Border Properties: The style of the border around text or an object including the colour, thickness and dashes (version dependent options). * Duration: How long something lasts for. * Editing: To improve something so that it is ready for publication. * Fill colour: The internal colour of an object such as a textbox (version dependent options). * Font formatting: Changing the appearance of text on the screen. * Layer: Describes which objects appear in the front (foreground) of a slide and which appear behind other objects. (Version dependent options). * Media: Information in the form of words, sounds, numbers, images, or graphics in electronic, print or broadcast form. * Presentation: A visual way of displaying information to an audience that is clear and engaging. It can contain text, images, animation and videos. * Presentation Design: The overall look of a presentation including background, fonts, footers and colours. * Preview: An opportunity to look at something before it goes live. * Review: To look at something critically and consider how it could be improved. * Slide: A single page of a presentation. * Slideshow: A collection of pages arranged in sequence that contains text and images to present to an audience. * Sound effect: A sound other than speech or music made artificially for use in a play, film, or presentation. * Textbox: An object that can be inserted into a piece of work in a program that allows the user to input text. * Theme: A ready-made template including colours and fonts that can be edited by the user. * Timing: A particular point or period of time when something happens. * Transition: How a slide moves from one to the next. * Video: A recording of a moving image. * WordArt: A way of changing the appearance of text often using decorative shapes. Year 4 Unit 4.1: Coding * Action: The way that objects change when programmed to do so. For example, move. * Alert: This is a type of output. It shows a pop up of text on the screen. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Background: In 2Code the background is an image in the design that does not change. * Button: A type of object that responds to being clicked on. * Code blocks: A way to write code using blocks which each have an object or an action. * Command: A single instruction in 2Code. * Co-ordinates: Numbers which determine the position of a point, shape or object in a particular space. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed to. * Design: In coding, this is a plan for the program showing the visual look of the user interface (the screen) with the objects. The algorithm can be represented as part of the design, showing actions and events. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped). In 2Code, the event commands are used to create blocks of code that are run when events happen. * Execute: This is the proper word for when you run the code. We say, 'the program (or code) executes.' * Flowchart: A diagram that uses specifically shaped, labelled boxes and arrows to represent an algorithm as a diagram. * 'If' statement: A computer uses an IF statement to decide which bit of code to run. IF a condition is true, then the commands inside the block will be run. * 'If/Else' statement: A conditional command. This tests a statement. If the condition is true, then the commands inside the 'if block' will be run. If the condition is not met, then the commands inside the 'else block' are run. * Input: Information going into the computer. This could be the user moving or clicking the mouse, or the user entering characters on the keyboard. On tablets there are other forms such as finger swipes, touch gestures and tilting the device. Nest: When coding commands are put inside other commands. These commands only run when the outer command runs. * Object: Items in a program that can be given instructions to move or change in some way (action). In 2Code Gibbon, these include character, turtle, button, vehicle, animal, food, shape, number, input and label. * Prompt: A question or request asked in coding to obtain information from the user in order to select which code to run. * Implement: When a design is turned into a program using coding. * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Repeat: This command can be used to make a block of commands run a set number of times or forever. * Repeat until: In 2Code this command will repeat a block of commands until a condition is met. * Run: Clicking the Play button to make the computer respond to the code. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Selection: Selection is a decision command. When selection is used, a program will choose which bit of code to run depending on a condition. * Sequence: This is when a computer program runs commands in order. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. Unit 4.2: Online Safety * AdFly: An online advertising marketplace that allows publishers to monetize their website traffic by placing advertisements on their site. * Attachment: A file, which could be a piece of work or a picture, that is sent with an email. * Citation: Making reference to the original source of a piece of information quotation or image. * Collaborate: To work jointly on an activity or project. * Collaborative database: A collaborative database allows more than one person to access and input data on the database. * Cookies: A small amount of data generated by a website and saved by a web browser. Its purpose is to remember information about the user. * Copyright: When the rights to something belong to a specific person. * Data analysis: The process of interpreting and understanding data that has been collected and organised. * Digital footprint: The information about a person that exists on the Internet as a result of their online activity. * Malware: Software that is specifically designed to disrupt, damage, or gain unauthorized access to a computer system. * Phishing: Practice of sending email pretending to be from reputable companies in order to persuade individuals to reveal personal information, such as passwords and credit cards numbers. * Plagiarism: Taking someone else's work or ideas and passing them off as one's own. * Ransomware: A type of malicious software designed to block access to a computer system until a sum of money is paid. * Report: If content or contact online worries someone, they should report it to a trusted adult such as a teacher or parent. * SMART rules: A set of rules based around the word SMART designed to help you stay safe when online. SMART represents the words Safe, Meet, Accept, Reliable, Tell. * Software: The programs and other operating information used by a computer. * Spam: Messages sent over the Internet, typically to many users, for the purposes of advertising, phishing or spreading malware. Virus: A piece of code which can copy itself and typically has a damaging effect on the device, such as corrupting the system or destroying data. * Watermark: Watermarks are used mainly on images or videos to show who the content belongs to. Unit 4.3: Spreadsheets * Average: A number expressing the typical value in a set of data. Also known as the mean. It is calculated by dividing the sum of the values in the set by their number. * Budget: The amount of money available to spend on a project. * Calculations: The process or result of adding, subtracting, multiplying, or dividing or a combination of these operations. * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Column: Boxes running vertically in a spreadsheet. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Decimal place: The position of a digit to the right of a decimal point. In 2Calculate, the number of decimal places to be displayed can be chosen. * Equals to tool: This shows if an answer to a calculation is correct or not. * Format Cell: The way that data is displayed in a cell. For example, using units such as £ or $. * Formula: A group of letters, numbers, or other symbols which represents a scientific or mathematical rule. The plural of formula is formulae. * Formula Wizard: The formula wizard helps a user create formulas which perform calculations on selected cells. For example, adding, multiplying, average, total. * Line graph: A line graph is used to display information which can change over time. For example, temperature at different times of the day. * Percentage: 'per' 'cent' means number of parts per hundred. * Place value: This is the value of each digit within a number. For example 354, the 3 = 3 hundreds, the 5 = 5 tens and the 3 = 3 ones. * Random number tool: This tool, when clicked, will generate a random number. * Resize: This is used to reduce or increase the size of a sheet in 2Calculate. * Row: Boxes running horizontally in a spreadsheet. * Set image: Images in 2Calculate can be given a value. For example, an apple 1 a pear 2 etc. Spinner tool: This tool changes a number to the right of it by one each time an arrow is pressed. * Timer: This tool counts in seconds. If a number is placed to the right of it, it will increase it by 1 each second. * Totals: This tool will total anything in the cells below, next to or diagonal to it. Unit 4.4: Writing for Different Audiences * Campaign: An organised course of action to achieve a goal. * Format: The way in which something is arranged or set out. * Font: A set of type which shows words and numbers in a particular style and size. * Genre: The style or category type of a piece of art, music or writing. * Opinion: A view or judgment someone forms about something, not always based on fact. * Reporter: A person who reports news or conducts interviews for the press or broadcasting media. * Viewpoint: The way someone sees or thinks about something. Unit 4.5: Logo * Debugging: The process of identifying and removing errors from computer hardware or software. * Grid: The template around which the 2Logo turtle moves. * Logo: A text-based coding language used to control an on-screen turtle to create mathematical patterns. * Logo Commands (e.g. FD, BK, RT, LT) : A list of commands inputted into 2Logo to move the turtle around the screen. * Multi Line Mode: Type several lines of commands in the text area. * Pen Down: Lowers the screen pen so the 2Logo turtle draws a line on the screen. * Pen Up: Raises the screen pen so the 2Logo turtle doesn't draw on screen. * Prediction: When you say what is going to happen when you run the instructions. * Procedure: Pieces of Logo text with a procedure name that can be run by calling them by name. Saves time if you want to print to screen lots of the same shape. * Repeat: A set of instructions that is run a specified number of times. * Run Speed: The speed at which the 2Logo turtle moves around the screen. * SETPC: Set pen colour to a given colour. * SETPS: Set the thickness of the pen's line. Unit 4.6: Animation * Animation: The process of adding movement to still objects. * FPS (Frame Per Second): The number of frames played per second. * Frame: A single image in an animation. * Onion skinning: A process where the shadow image of the previous frame is present to help you line up the objects of the animation correctly. * Pause: To temporarily stop the animation. * Stop motion: A technique whereby the camera is repeatedly stopped and started, for example to give animated figures the impression of movement. Unit 4.7: Effective Searching * Balanced view: Presenting opposing points of view fairly and without bias. * Easter eggs: An unexpected or undocumented feature in a piece of computer software or on a DVD, included as a joke or a bonus. * Internet: A global computer network providing a variety of information and communication facilities. * Key words: A word or a group of words an Internet user uses to perform a search in a search engine. * Reliability: The degree to which the result of something can be depended on to be accurate. * Results page: Where the answers to a search are displayed. * Search engine: A program that searches for and identifies items in a database. Used especially for finding sites on the World Wide Web. Unit 4.8: Hardware Investigators * Components: Parts inside the computer casing. * CPU: The 'brains' of the computer, where all the calculations take place. * Graphics Card: Also known as a video card and used for displaying images. * Hard Drive: Where the computer stores all your documents, pictures, games and videos. * Hardware: The physical parts of a computer or device. * Input: How information enters the computer. * Motherboard: Main printed circuit board of the computer. * Network Card: Used to connect the computer to a network such as the Internet. * Output: Where information leaves the system. * Peripherals: Parts that are attached to the computer case. * RAM: Allows programs to store information to help the computer run quickly. * Software: The programs that run on the computer. Unit 4.9: Making Music * BPM: Beats per Minute. Changing the BPM changes the speed of the music. * Dynamics: How loud or quiet a sound is. * Harmonious: Notes which sound tuneful and pleasant together. * Melody: A sequence of notes which make up a tune. * Pitch: How high or low a sound is. * Pulse: The steady beat of a piece of music. * Rhythm: A pattern of long and short sounds and silences. * Tempo: How slow or fast a piece of music is. * Texture: The different sounds you can hear in a piece of music. * Synths: Short for synthesizer. Electronic musical instrument sounds. Unit 4.10: Artificial Intelligence * Artificial Intelligence: Computer systems able to perform tasks normally requiring human intelligence, such as seeing things, speech recognition, decision-making, and translation between languages. * Algorithm: A precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. Year 5 Unit 5.1: Coding * Abstraction: Abstraction is a way of de-cluttering and removing unnecessary details to get a program functioning. * Action: The way that objects change when programmed to do so. For example, move. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Command: A single instruction in 2Code. * Concatenation: The action of linking a mixture of strings, variable values and numbers together in a series. * Co-ordinates: Numbers which determine the position of a point, shape or object in a particular space. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed. * Decomposition: A method of breaking down a task into manageable components. This makes coding easier as the components can then be coded separately and then brought back together in the program. * Efficient: In coding, simplified code runs faster and uses less processing memory, it is said to be more efficient. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped) or when objects interact (collision). In 2Code, the event commands are used to create blocks of code that are run when events happen. * Flowchart: A diagram that uses specifically shaped, labelled boxes and arrows to represent an algorithm as a diagram. * Friction: The resistance that one surface or object encounters when moving over another. * Function: A block or sequence of code that you can access when you need it, so you don't have to rewrite the code repeatedly. Instead, you simply call the function each time you want it. * Input: Information going into the computer. This could be the user moving or clicking the mouse, or the user entering characters on the keyboard. On tablets there are other forms such as finger swipes, touch gestures and tilting the device. Nest: When coding commands are put inside other commands. These commands only run when the outer command runs. * Object: Items in a program that can be given instructions to move or change in some way (action). In 2Code Gorilla, the object types are button number, input, text, shape turtle, character, object, vehicle, animal. * Output: Information that comes out of the computer e.g., sound. prompt, alert or print to screen. * Physical System: In this context, this is any object or situation that can be analysed and modelled. For example, modelling the function of a traffic light, modelling friction of cars moving down surfaces or modelling the functions of a home's security system. * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Print to Screen: A type of output. It prints text to the screen. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Random: Lacking a definite plan, purpose, or pattern. * Repeat: This command can be used to make a block of commands run a set number of times, until a condition is met or forever. * Selection A conditional decision command. When selection is used, a program will choose which bit of code to run depending on a condition. In 2Code selection is accomplished using 'if' or 'if/else' statements. * Sequence: This is when a computer program runs commands in order. * Simplify: In coding this is used to describe modifying the code to complete the same process with less lines of code. * Simulation: A model that represents a real or imaginary situation. Simulations can be used to explore options and to test predictions. * String: Text or a combination of text characters and numbers: A sequence of characters, which could form words, phrases or even whole sentences. * Tabs: In 2Code tabs are used to organise code. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. In 2Code, variables can be strings, numbers or computer-generated variables to control objects of a type. Unit 5.2: Online Safety * Appropriate: Suitable or proper in the circumstances. * Avatar: Avatars are images that are meant to represent someone. Because they aren't photos of someone, they are considered a safer alternative than a profile picture online. * Bibliography: A list of all the books and articles used in a piece of work. * Citation: A quotation from or reference to a book, paper, or author, especially in an academic work. * Collaborate: To work jointly on an activity or project. * Communication: A way of exchanging information for example, email, blogs, speaking, writing. * Copyright: When the rights to something belong to a specific person. * Creative commons licence: Creative Commons (CC) is a non-profit organisation who provide free licences for creators to use. If an image has a CC licence, you may usually use the image for non-commercial purposes. You must still give credit to the original creator of the image. If you do not, you could be prosecuted by the creator of the image. * Critical thinking: When online, it's important that users think critically about the content they see and anything they are being asked to do such as enter data. * Digital Footprint: The information about a person that exists on the Internet as a result of their online activity. * Encrypt: The translation of data into a secret code to achieve data security. * Identity theft: When someone pretends to be another person online. It can be done for financial gain or to steal others' private information. * Image manipulation: This is where an image has been altered often using software. * Malware: Software that is specifically designed to disrupt, damage, or gain unauthorised access to a computer system. * Ownership: Who has permission or can give permission to use or edit a resource or part of the resource. * PEGI ratings: These show the age that digital content is suitable for and the type of content that it contains. * Phishing: The practice of sending email pretending to be from reputable companies in order to persuade individuals to reveal personal information, such as passwords and credit cards numbers. Password: A secret word, phrase or combination of letters, numbers and symbols that must be used to gain admission to a site or application such as email. * Personal information: Identifying information about yourself such as your name, address and telephone number. * Plagiarism: Taking someone else's work or ideas and passing them off as one's own. * Reference: A mention of a source of information in a book or article including online. * Reliability: The degree to which the result or contents of something can be depended on to be accurate. e.g. when using a search engine. * Responsibility: Everyone who uses online services and devices connected to the Internet should behave in a respectful and safe way. They need to be aware of their responsibility to keep themselves safe and also not cause any unintended harm to others. Everyone has a responsibility to report things that they feel are inappropriate, upsetting or make them feel uncomfortable. * Reliable Source: A source of information that provides thorough, well-reasoned details based on valid evidence. * Screenshot: Taking an image of a device screen. This can be done to preserve evidence of what was on the screen. * SMART rules: A set of rules based around the word SMART designed to help you stay safe when online. SMART represents the words Safe, Meet, Accept, Reliable, Tell. * Spoof: An imitation of something that appears to look genuine. * Validity: The quality of something being logically or factually sound. Unit 5.3: Spreadsheets * Advance Mode: A mode in 2Calculate in which the cells have references and can include formulae. * Area: This is the term used to describe the amount of space taken up by a flat shape or surface. For example the size of a field. Simple shapes like rectangles can have area calculated by multiplying length x width. * Budget: An amount of money allocated to something. For example, the amount of money the children have been given for ingredients to make cakes for a school cake sale. • Columns: Boxes running vertically in a spreadsheet. * Computational Model: Creating or using a simulation (a model) of a real-life situation, on a computer. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Format Cell: The way that text looks. Formatting cells is helpful for interpreting a cell's contents for example you might want to format a cell to show a fraction e.g. 4 ½ or include units such as £ or $. * Formula: A group of letters, numbers, or other symbols which represents a scientific or mathematical rule. The plural of formula is formulae. * Formula Bar: An area of the spreadsheet into which formulae can be entered using the '=' sign to open the formula. * Formula Wizard: The wizard guides the user in creating a variety of formulae for a cell such as calculations, totals, averages, minimum and maximum for the selected cells. * 'How Many?' Tool: This tool counts how many of a variable there are in a spreadsheet. * Perimeter: Is the term used to describe all the sides lengths added up. For example, to work out perimeter of a rectangle we can add up all its sides lengths. * Profit: This is the amount of money that has been made after the costs of creating or doing something. For example, the amount of money there is from a cake sale when the cost of creating them has been subtracted. * Rows : Boxes running horizontally in a spreadsheet. : A computer program that represents data in cells in a grid of rows Spreadsheet and columns. Any cell in the grid may contain either data or a formula that describes the value to be inserted based on the values in other cells. * Totalling tool: The totalling tool adds up the value of every cell above it, next to it or diagonal to it according to which total tool is selected. * Variable: A variable is used in computing to keep track of things that can change while a program is running. Unit 5.4: Databases * Arrange: Sorting information in order against a search request. * Avatar: An icon or figure representing a person in a video game, Internet forum, etc. * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Collaborative: Produced by, or involving, two or more parties working together. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Database: A set of data that can be held in a computer in a format that can be searched and sorted for information. * Database Report: A way of producing a written paragraph that incorporates the data from the fields and records of the database. * Field: A heading in a database record against which information is entered. * Group: Putting similar pieces of information together in a database so it is easy to read, understand and interpret. * Record: A collection of data about one item entered into a database. * Search: A way of finding information. * Sort: Organising data by a rule such as alphabetical or numerical. * Statistics: The study and manipulation of data, including ways to gather, review, analyse, and draw conclusions from data. Unit 5.5: Game Creator * Evaluation: To critically examine a program. It involves collecting and analysing information about a program's activities, characteristics, and outcomes * Feedback: In this case, share information with the creator about how the game could be improved. * Image: In this case, a picture displayed on the computer screen. * Instructions: Detailed information about how something should be done or operated. * Promotion: The publicising of a product, in this case a game, so as to increase sales or public awareness. * Quest: To find or do something. * Scene: The place where an incident in real life or fiction occurs or occurred. * Screenshot: An image of the data displayed on the screen of a computer or mobile device. * Texture: High frequency detail or colour information on a computer-generated graphic. * Theme: In this case, the subject of the game. Unit 5.6: 3D Modelling * 2D: Something that has only two dimensions; height and width. * 3D: Something that has three dimensions; height, width and depth. * 3D Printing: The action or process of making a physical object from a threedimensional digital model, typically by laying down many thin layers of a material in succession. * CAD – Computer Aided Design: A CAD computer program or app allows you to design a 3D object or environment in 2D and visualise it in 3D on the screen from many angles. * Design Brief: A document for a design project, defining the core details, including the goal and strategy. * Net: What a 3D shape would look like if it was unfolded and opened out flat. * Pattern Fill: A tool where you can add a customised repeating pattern to the surface of the net. * Points: The points on a 3D net which create the corners of the 3D shape. * Template: Something that serves as a model for others to copy and edit. Unit 5.7: Concept Maps * Concept: An idea in the form of a question. * Concept Map: A tool for organising and representing knowledge about a concept. They form a web of ideas which are all interconnected. * Connection: Represents a relationship or link between two nodes or ideas. * Collaborate: Participating in an activity with more than one person working together. * Heading: A main title for a piece of written work. * Sub-Heading: A title for a section of a piece of written work. * Node: A box on screen which represents a concept or idea. Can contain text and\or an image. * Presentation Mode: A mode on 2Connect where nodes and connections are revealed gradually to be accompanied by a verbal presentation. * Story Mode: A way to use a 2Connect concept map to create a piece of text. Unit 5.8: Word Processing with Microsoft Word / Google Docs * Attributing: Saying where a piece of writing or photograph came from and giving the 'owner' credit. * Bulleted lists: A list with bullet points, used when the items do not have an order. * Breaks: A marker tool used to organise the flow of your pages by restarting text on the next page or starting a new section with a new format. * Caps Lock: A button on the computer keyboard which changes the letters to upper case (capital letters). * Captions: Text under an image to provide more information about what is shown. * Column (table): A collection of cells aligned vertically (downwards) in a table. * Columns (newspaper): They divide the page vertically into two or more boxes of text which are read downwards before moving across to the next. * Copy and Paste: A way of transferring words or images from one location to another. * Copyright: When an image, logo or idea has a legal right to not be copied or used without the owner's permission. * Creative Commons: Images where the copyright holder, often the creator, has given permission for the image to be used as long as the creator is attributed. * Cropping: Removing the unwanted outer areas from an image. * Cursor: The flashing vertical line that shows your place in a document. * Distributing Columns: A quick way to make all the columns on a table the same width. * Document: A type of file which shows written information and/or images and sometimes charts and tables. * Drop Capitals: A large capital letter used decoratively at the beginning of a section of text. * Editor Options: The editing options that someone can take with a document when it has been shared with them. (Google Docs only) * Font: A set of type which shows words and numbers in a particular style and size. Front Screen: The screen which first opens on launch. It gives access to the different actions a user can take. * Grammar check: A software tool used for spotting and correcting grammar mistakes. * Hyperlink: A clickable link from a document to another location, often a webpage. * Image Editing: The act of altering or changing an image to improve the effect. * Image Transparency: Changing the transparency provides the ability to make an image 'see through'. * Merge Cells: A tool you can use when making a table to join cells which are next to each other in columns or rows. * Numbered lists: A list with numbers, used when the items are in a specific order. * Page Orientation: The direction that the rectangular page is viewed. Portrait means longer side going upwards, Landscape means the longer side going sideways. * Readability: How easy and pleasant it is to read and understand a document. * Row: A collection of cells aligned horizontally (side to side) in a table. * Selecting/highlighting: Clicking on the text you wish to edit. * Sharing: The ability to share a document with someone else via a link over email. * Spell check: A software tool used for spotting and correcting spelling mistakes. * Styles: In-built combinations of formatting characteristics e.g. font style and size, which you can apply to any text in your document. * Template: A ready-made outline of a document you might want to adapt, such as a letter or certificate. * Text Box: A box which can be added to your document that lets you type text anywhere in your file. * Text Formatting: When you change the format of text on a page, including the font and the size and whether it is bold, underlined or in italics. * Text Wrapping: A feature which helps you place and position an image neatly on a page or within a paragraph of text. * Word Art: A way to treat text as a graphic so that you can add special effects to text. * Word Processing Tool: A program which allows you to write, edit and print different documents. * Zoom: You can zoom in to get a close-up view of a document or zoom out to see more of the page. Unit 5.9: Using External Devices – Purple Chip Note: Many of these words have been introduced as part of the coding units. * Alert: This is a type of output. It shows a pop up of text on the screen with an OK button to close the screen. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Code View: The view in 2Code that shows the coding blocks used to make the program. * Chip show text: An output of 2Code Purple Chip that displays text horizontally scrolling across the Purple Chip screen. * Debug: Fixing code that has errors so that the code will run the way it was designed. * Design: In coding, this is a plan for the program showing the visual look of the user interface (the screen) with the objects. The algorithm can be represented as part of the design, showing actions and events. * Design View: The view in 2Code that shows what the program looks like to the user. * Emulator/ Simulator: In computing this is a piece of software that causes the host device to behave like a different computer system (the guest). * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped) or when objects interact (collision). In 2Code, the event commands are used to create blocks of code that are run when events happen. * External device: A portable computerised device such as a micro-bit, Makey Makey, Crumble board, temperature, pressure or light sensor. Devices such as smart phones can also be used as external devices using their sensors and functions to replicate the functionality of simpler devices. These devices communicate with other devices. * Function: A block or sequence of code that you can access when you need it, so you don't have to rewrite the code repeatedly. Instead, you simply call the function each time you want it. * If/else: A conditional command. This tests a statement. If the condition is true, then the commands inside the 'if block' will be run. If the condition is not met, then the commands inside the 'else block' are run. * Host: The main device that the external devices connect to. * Input: Information going into the computer. This could be the user moving or clicking the mouse, or the user entering characters on the keyboard. On tablets there are other forms such as finger swipes, touch gestures and tilting the device. * Output: Information that comes out of the computer e.g., sound. prompt, alert or print to screen. * Print to Screen: A type of output. It prints text to the screen. * QR code: A machine-readable code consisting of an array of black and white squares, used for storing a URL or other information that can be read by a device's camera. * URL: The address of a webpage. * Sensor: A device that produces an output signal for the purpose of sensing a physical phenomenon. The input can be light, heat, motion, moisture, pressure or a growing number of other environmental phenomena. * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. In 2Code, variables can be strings, numbers or computer-generated variables to control objects of a type. * Design: In coding, this is a plan for the program showing the visual look of the user interface (the screen) with the objects. The algorithm can be represented as part of the design, showing actions and events. Year 6 Unit 6.1: Coding * Action: The way that objects change when programmed to do so. For example, move. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Command: A single instruction in 2Code. * Concatenation: The action of linking things together in a series. * Co-ordinates: Numbers which determine the position of a point, shape or object in a particular space. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed to. * Decomposition: A method of breaking down a task into manageable components. This makes coding easier as the components can then be coded separately and then brought back together in the program. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped) or when objects interact (collision). In 2Code, the event commands are used to create blocks of code that are run when events happen. * Execute\ Run: Clicking the Play button to make the computer respond to the code. Execute is the technical word for when you run the code. We say, 'the program (or code) executes.' * Flowchart: A diagram that uses specifically shaped, labelled boxes and arrows to represent an algorithm as a diagram. * Function: A block or sequence of code that you can access when you need it, so you don't have to rewrite the code repeatedly. Instead, you simply call the function each time you want it. * Input: Information going into the computer. This could be the user moving or clicking the mouse, or the user entering characters on the keyboard. On tablets there are other forms such as finger swipes, touch gestures and tilting the device. In 2Code the commands prompt for input and get input are used to prompt the user to enter typed input and then use this input. * Launch Command: This command will open another Purple Mash file or an external website that you specify when it is called. * Object: Items in a program that can be given instructions to move or change in some way (action). In 2Code Gorilla, the object types are button number, input, text, shape turtle, character, object, vehicle, animal. * Output: Information that comes out of the computer e.g. sound. prompt, alert or print to screen. * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Procedure: An independent code module that fulfils a task and is referenced within a larger body of code. In 2Code a procedure might be coded as a function. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Repeat: This command can be used to make a block of commands run a set number of times or forever. * Repeat until: In 2Code this command will repeat a block of commands until a condition is met. * Selection: Selection is a decision command. When selection is used, a program will choose which bit of code to run depending on a condition. In 2Code selection is accomplished using 'if' or 'if/else' statements. * Sequence: This is when a computer program runs commands in order. * Simulation: A model that represents a real or imaginary situation. Simulations can be used to explore options and to test predictions. * String: Text or a combination of text characters and numbers: A sequence of characters, which could form words, phrases or even whole sentences. * Tabs: In 2Code tabs are used to organise code. * Text Adventure: A computer game that uses text instead of graphics. * Text Object: An object that can contain text and be formatted using the properties of colour and border. It is not a clickable object but can be programmed to hide. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Turtle Object: A type of object in 2Code that moves by coding angles of rotation and distance to move. * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. * x and y properties: Properties of an object that denote its position on the screen. In 2Code the top left of the screen is (0,0) with maximum values of x and y determined by the grid size property of the background. Unit 6.2: Online Safety * Data Analysis: The process of interpreting and understanding data that has been collected and organised. * Digital Footprint: The information about a person that exists on the Internet as a result of their online activity. * Inappropriate: Something that is not suitable or proper in the situation. * Location sharing: A way of sharing with others your device's location, these can be switched off for added security. * Password: A secret word, phrase or combination of letters, numbers and symbols that must be used to gain admission to a site or application such as a website. * PEGI rating: A rating that shows what age a game is suitable for. * Phishing: The practice of sending email pretending to be from reputable companies in order to persuade individuals to reveal personal information, such as passwords and credit cards numbers. * Print Screen: Capturing an image of the current screen on a device. Also known as a screen shot. * Screen Time: The time spent using a device with a screen, such as a computer, television, tablet or phone. * Secure websites: Secure website have particular privacy features to look out for such as a padlock or https. * Spoof: An imitation of something that appears to look genuine. Unit 6.3: Spreadsheets * Advanced mode: A mode in 2Calculate that displays rows and columns which gives cell addresses and enables formula wizard. * Budget: The amount of money available to spend on a project. * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Columns: Boxes running vertically in a spreadsheet. * Count (How Many?) Tool: Counts how many of a variable there are in a spreadsheet. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decision making. * Dice Tool: Simulates the roll of a die to a random number between 1 and 6 when you click on it. * Expense: A cost associated with a project. * Format Cell: The way that text looks. Formatting cells is helpful for interpreting a cell's contents for example you might want to format a cell to show a fraction e.g. 4 ½ or include units such as £ or $. * Formula: A group of letters, numbers, or other symbols which represents a scientific or mathematical rule. The plural of formula is formulae. * Formula Bar: An area of the spreadsheet into which formulae can be entered using the '=' sign to open the formula. * Formula wizard: Helps a user create formulas which perform calculations on selected cells. For example, adding, multiplying, average, total. * Move Cell Tool: Allows selected cells to be draggable. * Percentage: Percentage or percent means one hundredth. For example 1% means 1/100 or one hundredth. Since percentages are hundredth parts, this means we can easily write them as fractions and decimals. E.g. 10%, 0.1 or 1/10. * Probability: The extent to which an event is likely to occur, measured by the ratio of the favourable cases to the whole number of cases possible. * Profit: Money that is earned in trade or business after paying the costs of producing and selling goods and services. * Rows: Boxes running horizontally in a spreadsheet. * Spreadsheet: A computer program that represents data in cells in a grid of rows and columns. Any cell in the grid may contain either data or a formula that describes the value to be inserted based on the values in other cells. Unit 6.4: Blogging * Approval: The act of acknowledging something is appropriate. * Archive: In this case, where older blog or vlog posts are stored. * Blog: A regularly updated website or web page, typically one run by an individual or small group, that is written in an informal or conversational style. * Blog post: A piece of writing or other item of content published on a blog. * Collaborate: Work jointly on an activity or project. * Commenting: To express an opinion or reaction in speech or writing. * Connections: A relationship in which a person or thing is linked or associated with something else. * Nodes: a point in a diagram, in this case on 2Connect, at which lines or pathways intersect or branch. * Vlog: A personal website or social media account where a person regularly posts short videos. Unit 6.5: Text Adventures * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed to. * Flow of Control: The order that the computer program executes the commands it contains. * Function: In this context, a section of code that gets run when it is called from the main code. A function in a program is usually a piece of code that gets run lots of times. * Link: A way of connecting one page to another. * QR Code: a code consisting of black and white squares, typically used for storing URLs or other information for reading by the camera on a smartphone. * Repeat: To make something happen again. * Selection: When selection is used, a program will choose a different outcome depending on a condition. * Sprite: A computer graphic which may be moved on-screen. * Step Through: A way of executing one line of code at a time to help programmers see what happens at each stage of a program. This can be helpful when debugging. * Text Adventure: A computer game that uses text instead of graphics. * Variables: A variable has a name and a value. The program can change this variable value. Unit 6.6: Networks * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * DNS (Domain Name Server): The system that automatically translates internet addresses to the numeric machine addresses that computers use. * Ethernet: A system for connecting several computer systems to form a local area network. * Hosting: Where a website or other piece of information is stored. * Hub\Switch: The connection point for networks where data packets from many locations converge and are then sent out to different devices. * Internet: A global computer network providing a variety of information and communication facilities consisting of interconnected networks using standardized communication protocols. * IP address: A unique string of characters that identifies each computer using the Internet Protocol to communicate over a network. * ISP (Internet Service Provider): A company that provides subscribers with access to the internet. * LAN (Local Area Network): A computer network that links devices within a building or group of adjacent buildings, especially one with a radius of less than 1 km. * Network: Several interconnected computers, machines, or operations. * Router: A device which forwards data packets to the appropriate parts of a computer network. * Search engine: A program that searches for and identifies items in a database that correspond to keywords or characters specified by the user, used especially for finding particular sites on the World Wide Web. * WAN (Wide Area Network): A collection of local-area networks (LANs) or other networks that communicate with one another over a large physical area or even globally. * Web Page: A document on the World Wide Web. * Web server: Software and hardware that uses HTTP (Hypertext Transfer Protocol) and other protocols via the World Wide Web. * Website: a set of related web pages located under a single domain name, typically produced by a single person or organization. * WLAN: (Wireless Local Area Network): A collection of devices connected together wirelessly in one physical location * Wi-Fi: A facility allowing computers, smartphones, or other devices to connect to the internet or communicate with one another wirelessly within a particular area. * World Wide Web: An information system on the Internet which allows documents to be connected to other documents by hypertext links, enabling the user to search for information by moving from one document to another. Unit 6.7: Quizzing * Audience: People who watch a performance or use a resource. * Audio: Sound (especially when recorded). * Case-Sensitive: (of a computer program or function) differentiating between capital and lower-case letters. * Clipart: Simple pictures to use on computers. * Clone: To make a complete copy of something. * Cloze: A test in which words are removed from a text and replaced with spaces. The learner has to fill each space with the correct word(s). * Copy\Paste: A way to copy objects such as text or images using technology. * Database: A collection of data organised in such a way that it can be searched, and information found easily. * Database Record: Information about one item in the database. Need more support? Contact us: * Database Field: The separate pieces of information collected for each record of the database. * Image: Pictures (includes clipart, illustrations and photos). * Image Filter: Function of a computer program that changes the appearance of uploaded images. * Selfie: A photo taken by a person of themselves. * Statistics: Statistics is the study and manipulation of data, including ways to gather, review, analyse, and draw conclusions from data. * Undo\Redo: Using functions to undo the last action(s) performed and (optionally) redo it. * Preview: To see what something (or part of something) looks like before committing to it being the final version. * Quiz: An activity in which participants answer questions and receive a score dependent upon correct answers. Unit 6.8: Binary * Binary: A number system in which there are two separate integers that can be used to make all numbers. This is also called the base 2. * Bit: A single 0 or 1 is called a bit. This word comes from 'Binary Digit'. * Decimal: A fraction whose denominator is a power of ten and whose numerator is expressed by figures placed to the right of a decimal point. * Denary: A number system in which there are ten separate integers that can be used to make all numbers. This is also called the base 10 and decimal system. * Digit: A single integer used to show a number. * Game States: How states within computer programs and games are often represented in code using binary values of 1 (for on) and 0 (for off). This is usually done using a variable. * Integer: Any whole number. This includes negative and positive numbers but not fractions or decimals. * Microprocessor: Known as the computer chip. It contains many transistors to pass signals. * Nanotechnology: The science of manipulating materials at their smallest level. At this level, the molecules of a material can be seen. * Nibble, Byte, Kilobyte, Megabyte, Gigabyte and Terabyte: Words used to describe numbers of bits and the computer memory space that they use. (Nibble 4 bits, Byte - 8 bits, Kilobyte (KB) - 1024 bytes, Megabyte (MB) - 1024 KB, Gigabyte (GB) - 1024 MB, Terabyte (TB) - 1024 GB). * Switch: An act of changing to or adopting one thing in place of another. * Transistor: A transistor is a tiny switch that is activated by the electronic signals it receives. * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. Unit 6.9: Spreadsheets with Microsoft Excel / Google Sheets * Auto fit: A function of a spreadsheet that alters column widths to fit data. * Average: A number expressing the typical value in a set of data. Also known as the mean. It is calculated by dividing the sum of the values in the set by their number. * Budget: The amount of money available to spend on a project. * Calculation: The process or result of adding, subtracting, multiplying, or dividing or a combination of these operations. * Categories Ribbon†: The way that icons are organised into related functions in the Microsoft menu bar. * Cell: An individual section of a spreadsheet grid. It contains data or calculations. * Cell Reference: Each cell has a cell reference that shows its position. The cell reference is displayed in the box on the top left (not on tablet version). * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Column: Vertical, lettered reference points for the cells in a spreadsheet. * Computational Model: Creating or using a simulation (a model) of a real-life situation, on a computer. * Conditional formatting: When a cell or cells are formatted in a specific way depending upon the values in the cell or cells. * Currency: A system of money in general use in a particular country. * Data: A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decisionmaking. * Delimiter: A character that separates each piece of data. Expense: A cost associated with a project. * Filter: Changing the view of the spreadsheet to see only certain data by selecting from the available data in the columns. * Flash-fill: A function of Excel that fills cells using a pattern started by the user. Formatting: The way that text looks (in a cell). * Formula: A group of letters, numbers, or other symbols which represents a scientific or mathematical rule. The plural of formula is formulae. * Formula Bar: An area of the spreadsheet into which formulae can be entered using the '=' sign to open the formula. * Graph: A diagram that represents data there are specific layouts for graphs including bar graphs and line graphs. * Horizontal axis: The x-axis of a graph is called the horizontal axis. * Maximum: The largest amount or number. * Minimum: The smallest amount or number. * Profit: Money that is earned in trade or business after paying the costs of producing and selling goods and services. * Range: A collection of selected cells: all the numbers you want to appear in a calculation. For example, A1:A12 includes all the cells from A1 to A12. * Row: Horizontal, numbered reference points for the cells in a spreadsheet. * Series: Data that follows a pattern. * Sheet: The label used to describe each individual page in a spreadsheet workbook. * Sorting: Organising data by a rule such as alphabetical or numerical. * Spreadsheet: a software tool used for organising information and performing calculations on the data. * Template: A document that has been pre-formatted for a purpose including formulae to be used. * Text Wrapping: This displays the cells contents on multiple lines rather than one long line, allowing all the contents to be shown. * Vertical axis: The y-axis of a graph is called the vertical axis. * Workbook: A spreadsheet file that can contain 1 or more spreadsheets. Full version only †Microsoft only All Coding Vocabulary Definitions might vary in some units when they are adapted for younger learners or include a subset of information that the children will have encountered at that point. Abstraction: Abstraction is a way of de-cluttering and removing unnecessary details to get a program functioning. * Action: A type of command which causes an object to alter its behaviour. Actions could be used to move an object or change a property. * Alert: This is a type of output. It shows a pop up of text on the screen. * Algorithm: a precise, step-by-step set of instructions used to solve a problem or achieve an objective. * Background: In 2Code the background is an image in the design that does not change. * Bug: A problem in a computer program that stops it working the way it was designed. * Button: A type of object that responds to being clicked on. * Challenge: A task to be completed. * Click: This describes the action of clicking a mouse pointer on the screen or tapping with a finger on a touch screen. * Click events: An event that is triggered when the user clicks on an object. * Code: Instructions that a programmer enters into a computer that cause the computer to perform a certain way. * Code blocks: A way to write code using blocks which each have an object or an action. Each group of blocks will run when a specific condition is met or when an event occurs. * Coding: writing instructions that the computer can process (understand) to make programs (software). * Code view: The view in 2Code that shows the coding blocks used to make the program. * Collision detection: In 2Code, this measures whether 2 objects have touched each other. * Collision detection action: The action that is programmed to happen once the objects collide. * Collision detection event: The event of two objects colliding. * Command: A single instruction within a computer program. * Concatenation: The action of linking a mixture of strings, variable values and numbers together in a series. * Co-ordinates: Numbers which determine the position of a point, shape or object in a particular space. * Debug\ Debugging: Fixing code that has errors so that the code will run the way it was designed. * Decomposition: A method of breaking down a task into manageable components. This makes coding easier as the components can then be coded separately and then brought back together in the program. * Degrees: A measurement of a turn. A full turn has 360 degrees; written as 360°. * Design: In coding, this is a plan for the program showing the visual look of the user interface (the screen) with the objects. The algorithm can be represented as part of the design, showing actions and events. * Direction: The path that something travels. For example, a robot moving forwards, backwards or diagonal. * Design View: The view in 2Code that shows what the program looks like to the user. * Efficient: In coding, simplified code runs faster and uses less processing memory, it is said to be more efficient. * Event: An occurrence that causes a block of code to be run. The event could be the result of user action such as the user pressing a key (when Key) or clicking or swiping the screen (when Clicked, when Swiped). In 2Code, the event commands are used to create blocks of code that are run when events happen. * Execute\ Run: Clicking the Play button to make the computer respond to the code. Execute is the technical word for when you run the code. We say, 'the program (or code) executes.' * Flowchart: A diagram that uses specifically shaped, labelled boxes and arrows to represent an algorithm as a diagram. * Friction: The resistance that one surface or object encounters when moving over another. * Function: A block or sequence of code that you can access when you need it, so you don't have to rewrite the code repeatedly. Instead, you simply call the function each time you want it. * Grid: The template around which the 2Logo turtle moves. * 'If' statement: A computer uses an IF statement to decide which bit of code to run. IF a condition is true, then the commands inside the block will be run. * 'If/Else' statement: A conditional command. This tests a statement. If the condition is true, then the commands inside the 'if block' will be run. If the condition is not met, then the commands inside the 'else block' are run. * Image: A picture * Implement: When a design is turned into a program using coding. * Input: Information going into the computer. This could be the user moving or clicking the mouse, or the user entering characters on the keyboard. On tablets there are other forms such as finger swipes, touch gestures and tilting the device. * Instructions: detailed information about how something should be done or operated. * Interaction: When objects perform actions in response to each other e.g. a frog turning into a monkey when it collides with a tree. * Interval: In a timer, this is the length of time between the timer code running and the next time it runs e.g. every 1 second. * Launch Command: This command will open another Purple Mash file or an external website that you specify when it is called. * Left and Right: A position which relates to something. For example, make the fish move left of the screen. * Logo: A text-based coding language used to control an on-screen turtle to create mathematical patterns. * Logo Commands (e.g. FD, BK, RT, LT) : A list of commands inputted into 2Logo to move the turtle around the screen. * Nest: When coding commands are put inside other commands. These commands only run when the outer command runs. * Object: Items in a program that can be given instructions to move or change in some way (action). * Object Name: Every object in a 2Code program must have a unique name that is used to program actions and events for the object. * Output: Information that comes out of the computer e.g., sound. prompt, alert or print to screen. * Physical System: In this context, this is any object or situation that can be analysed and modelled. For example, modelling the function of a traffic light, modelling friction of cars moving down surfaces or modelling the functions of a home's security system. * Plan: When coding, a plan means including the objects and actions into a written document that shows what the program should look like (the design) and what the objects should do (the actions). * Predict: Use your understanding of a situation to say what will happen in the future or will be a consequence of something. * Print to Screen: A type of output. It prints text to the screen. * Procedure: Pieces of Logo text with a procedure name that can be run by calling them by name. Saves time if you want to print to screen lots of the same shape. * Programmer: A person who writes computer programs. Sometimes called a coder. * Prompt: A question or request asked in coding to obtain information from the user in order to select which code to run. * Properties: These determine the look and size of an object. Each object has properties such as the image, scale and position of the object. * Random: Lacking a definite plan, purpose, or pattern. * Repeat: This command can be used to make a block of commands run a set number of times or forever. * Repeat until: In 2Code this command will repeat a block of commands until a condition is met. * Right-Angle: This is a term that describes an angle of 90°, as in a corner of a square, or formed by dividing a circle into quarters. * Route: A path an object or thing takes to get somewhere. * Run: Clicking the Play button to make the computer respond to the code. * Scale: This is a property of an object that changes its size. * Scene: In 2Code, this is the combination of the background and objects in a program. * Selection: Selection is a decision command. When selection is used, a program will choose which bit of code to run depending on a condition. * Sequence: This is when a computer program runs commands in order. * Simplify: In coding this is used to describe modifying the code to complete the same process with less lines of code. * Simulation: A model that represents a real or imaginary situation. Simulations can be used to explore options and to test predictions. * String: Text or a combination of text characters and numbers: A sequence of characters, which could form words, phrases or even whole sentences. * Software: The programs that run on a computer that are used by people to do things. For example, write, draw or play games. * Sound: An output from the computer that makes a noise. * Tabs: In 2Code tabs are used to organise code. * Test: To run the code and observe what happens to identify where there might be bugs in the program. * Text: Written words or numbers. In 2Code some objects such as buttons have a text property which is the writing on the button. * Text Object: An object that can contain text and be formatted using the properties of colour and border. It is not a clickable object but can be programmed to hide. * Timer: In coding, use a timer command to run a block of commands after a timed delay or at regular intervals. * Turtle Object: A type of object in 2Code that moves by coding angles of rotation and distance to move. * Undo: If we make a mistake, we can press the undo button. * Unit: A unit such as make the turtle move 2 units (squares). * Variable: A named area in computer memory. A variable has a name and a value. The program can change this variable value. Variables are used in programming to keep track of things that can change while a program is running. * When Clicked: An event command that is triggered when an object is clicked on. * When Clicked: An event command that is triggered when an object is clicked on. * When Key Event: An event triggered when a user presses a particular key on the keyboard. * When Swiped Event: An event triggered when the user swipes a particular area of the screen e.g. the background (touch-screen devices only). * x and y properties: Properties of an object that denote its position on the screen. In 2Code the top left of the screen is (0,0) with maximum values of x and y determined by the grid size property of the background. All Spreadsheet Vocabulary Definitions might vary in some units when they are adapted for younger learners or include a subset of information that the children will have encountered at that point. * Advanced Mode: A mode of 2Calculate in which the cells have references and can include formulae. * Auto fit: A function of a spreadsheet that alters column widths to fit data. * Budget: The amount of money available to spend on a project. * Calculations: The process or result of adding, subtracting, multiplying, or dividing or a combination of these operations. * Cell: An individual section of a spreadsheet grid. It contains data or calculations. * Cell address\reference: Every cell has an address. This can be found by reading the column letter then row number. * Chart: A diagram that represents data. Charts include graphs and other diagrams such as pie charts or flowcharts. * Column: Vertical, lettered reference points for the cells in a spreadsheet. * Computational Model: Creating or using a simulation (a model) of a real-life situation, on a computer. * Conditional formatting: When a cell or cells are formatted in a specific way depending upon the values in the cell or cells. * Count tool (How many? tool): In 2Calculate, this counts the number of cells with a value that matches the value of the cell to the left of the tool. * Data: (KS1)A collection of information, used to help answer questions. (KS2) A collection of information, especially facts or numbers, obtained by observation, questions or measurement to be analysed and used to help decision-making. * Delimiter: A character that separates each piece of data. Dice Tool: Simulates the roll of a die to a random number between 1 and 6 when you click on it. * Equals tool: Tests whether the entered calculation in the cells to the left of the tool has the correct answer in the cell to the right of the tool. * Expense: A cost associated with a project. * Filter: Changing the view of the spreadsheet to see only certain data by selecting from the available data in the columns. * Flash-fill: A function of Excel that fills cells using a pattern started by the user. Format Cell: The way that data is displayed in a cell. For example, using units such as £ or $. * Formula: A group of letters, numbers, or other symbols which represents a scientific or mathematical rule. The plural of formula is formulae. * Formula Bar: An area of the spreadsheet into which formulae can be entered using the '=' sign to open the formula. * Formula Wizard: The formula wizard helps a user create formulas which perform calculations on selected cells. For example, adding, multiplying, average, total. * Image value: Images placed in cells can have values given to them. E.g., apple 1, pear 2 etc. * Lock cell: This feature lets a user lock a cell so its contents can't be deleted. * More than, less than & Equal tool: This highlights either more than, less than or equals according to which numbers are either side of it. * Move cell: The move tool in 2Calculate lets a user move the contents of a cell to a new cell. * Profit: This is the amount of money that has been made after the costs of creating or doing something. For example, the amount of money there is from a cake sale when the cost of creating them has been subtracted. * Quiz tool: This can be used after the equals sign or instead of a number in a calculation. If you input the correct answer it will disappear. * Random number tool: This tool, when clicked, will generate a random number. * Range: A collection of selected cells: all the numbers you want to appear in a calculation. For example, A1:A12 includes all the cells from A1 to A12. * Row: Horizontal, numbered reference points for the cells in a spreadsheet. * Series: Data that follows a pattern. * Sheet: The label used to describe each individual page in a spreadsheet workbook. * Sorting: Organising data by a rule such as alphabetical or numerical. * Speak tool: This tool will speak the contents of a cell containing a number each time the value changes. * Spinner tool: This changes a number by one each time up or down is clicked. * Spreadsheet: a software tool used for organising information and performing calculations on data. * Table: Tables can be created in 2Calculate, these have headings and are a neat way to display data. * Timer: This tool counts in seconds. If a number is placed to the right of it, it will increase it by 1 each second. * Toolbox: A place in 2Calculate where a user can add tools such as counting tools, change colours and include images. * Totalling tool: The totalling tool adds up the value of every cell above it, next to it or diagonal to it according to which total tool is selected. * Value: Images can have values given to them. For example, an apple could be given a value of 1 and a pear a value of 2. * Workbook: A spreadsheet file that can contain 1 or more spreadsheets. All Online Safety Vocabulary Definitions might vary in some units when they are adapted for younger learners or include a subset of information that the children will have encountered at that point. * AdFly: An online advertising marketplace that allows publishers to monetize their website traffic by placing advertisements on their site. * Alert: A system that lets you know if you have something to look at. * Appropriate: When using online services such as blogging or sharing information. It's important that users behave appropriately. Users should be truthful, respectful, kind, seek any permissions and report anything they feel uncomfortable with. * Attachment: A file, which could be a piece of work or a picture, that is sent with an email. * Avatar: A digital picture to represent someone. * Bibliography: A list of all the books and articles used in a piece of work. * Blog: A regularly updated website or web page, typically one run by an individual or small group, that is written in an informal or conversational style. * Button: An area where you click to make something happen. * Citation: Making reference to the original source of a piece of information quotation or image. * Collaborate: To work jointly on an activity or project. * Collaborative database: A collaborative database allows more than one person to access and input data on the database. * Communication: A way of exchanging information for example, email, blogs, speaking, writing. * Cookies: A small amount of data generated by a website and saved by a web browser. Its purpose is to remember information about the user. * Copyright: When the rights to something belong to a specific person. * Creative commons licence: Creative Commons (CC) is a non-profit organisation who provide free licences for creators to use. If an image has a CC licence, you may usually use the image for non-commercial purposes. You must still give credit to the original creator of the image. If you do not, you could be prosecuted by the creator of the image. * Critical thinking: When online, it's important that users think critically about the content they see and anything they are being asked to do such as enter data. * Data analysis: The process of interpreting and understanding data that has been collected and organised. * Device: A piece of electrical equipment made for a purpose. * Digital footprint: The information about a person that exists on the Internet as a result of their online activity. * Display Board: In Purple Mash, this is a tool that enables you to share work with a wide audience. * Email: Messages distributed by electronic means from one computer user to one or more people. * Encrypt: The translation of data into a secret code to achieve data security. * File Name: The name given to an online piece of work. * Filter: A way of removing information you are not interested in. * Home Screen: The home screen of a website is like the front page and contents page of a book. * Identifying: It's important that any information shared online doesn't have details that can identify someone such as their name and address. * Identity theft: When someone pretends to be another person online. It can be done for financial gain or to steal others' private information. * Image manipulation: This is where an image has been altered often using software. * Inappropriate: Behaviour or content online that is upsetting, rude, unkind or makes someone feel unsafe or concerned. * Internet: (KS1) A way to send information from one computer to another anywhere in the world using technology such as phones, satellites and radio links. (KS2) A global computer network providing a variety of information and communication facilities, consisting of interconnected networks and computers. * Icon: An image on a web page that you can click on to navigate to somewhere. * Location sharing: A way of sharing with others your device's location, these can be switched off for added security. * Login: Using a username and password to access a system. * Log out: Leaving a computer system. * Malware: Software that is specifically designed to disrupt, damage, or gain unauthorized access to a computer system. * Menu: A button which gives the user different options. * My Work Area: The place on Purple Mash where your work is stored. Only you and your teachers can access this. * Notification: A message telling you about something. * Ownership: Who has permission or can give permission to use or edit a resource or part of the resource. * Password: A series of letters, numbers and special characters that is entered after the username to access an online site. In Purple Mash, this can also be a series of pictures. * PEGI ratings: These show the age that digital content is suitable for and the type of content that it contains. * Permission: When someone shares or accesses content online, it's important that permission is given if it belongs to someone else or has information about them. * Personal information: This is information that is personal to someone. For example, their favourite food, their name and age. * Phishing: Practice of sending email pretending to be from reputable companies in order to persuade individuals to reveal personal information, such as passwords and credit cards numbers. * Plagiarism: Taking someone else's work or ideas and passing them off as one's own. * Print Screen: Capturing an image of the current screen on a device. Also known as a screen shot. * Private information: This is personal information that should be kept secure. For example, their date of birth, their full address, credit card numbers. * Protection: Some places like schools, have systems in place that help to protect users from harmful content. However, it's important that anyone using online services should always behave carefully to help protect themselves and others. * Purple Mash Tools: A selection of programs which help you carry out different tasks. * Ransomware: A type of malicious software designed to block access to a computer system until a sum of money is paid. * Reference: A mention of a source of information in a book or article including online. * Reliability: The degree to which the result or contents of something can be depended on to be accurate. e.g. when using a search engine. * Reliable Source: A source of information that provides thorough, well-reasoned details based on valid evidence. * Reply: When someone receives an email, they can send a reply using the reply button. * Report: If content or contact online worries someone, they should report it to a trusted adult such as a teacher or parent. * Reputable source: Reputable sources are known places or sites that have accurate information. For example, well known news sites or encyclopaedias. * Responsibility: Everyone who uses online services and devices connected to the Internet should behave in a respectful and safe way. They need to be aware of their responsibility to keep themselves safe and also not cause any unintended harm to others. Everyone has a responsibility to report things that they feel are inappropriate, upsetting or make them feel uncomfortable. * Saving: Store your work as you create something so it can be accessed later. * Screenshot: Taking an image of a device screen. This can be done to preserve evidence of what was on the screen. * Screen Time: The time spent using a device with a screen, such as a computer, television, tablet or phone. * Search: A way of finding specific resources you want to look at. * Secure: Users online should take steps to help keep their personal and private information secure. * Secure websites: Secure website have particular privacy features to look out for such as a padlock or https. * Shared Folder: An area to save your work that everyone in the class can use. * SMART rules: A set of rules based around the word SMART designed to help you stay safe when online. SMART represents the words Safe, Meet, Accept, Reliable, Tell. * Spoof: An imitation of something that appears to look genuine. * Software: The programs and other operating information used by a computer. * Spam: Messages sent over the Internet, typically to many users, for the purposes of advertising, phishing or spreading malware. * Spoof: An imitation of something that appears to look genuine. * Validity: The quality of something being logically or factually sound. * Verify: When seeking content online, it is important that a user verifies the information. They can do this by checking other sources and looking for signs that may indicate inaccuracy in the information. * Virus: A piece of code which can copy itself and typically has a damaging effect on the device, such as corrupting the system or destroying data. * Vlogs: A personal website or social media account where a person regularly posts short videos. * Watermark: Watermarks are used mainly on images or videos to show who the content belongs to. * Website: A set of related web pages located under a single name.	<urn:uuid:56611f18-9903-4dc9-b37d-f320aea53121>	CC-MAIN-2024-26	https://www.buxtonschool.co.uk/wp-content/uploads/2023/11/Coverage-Vocabulary-Computing.pdf	2024-06-20T19:35:03+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861989.79/warc/CC-MAIN-20240620172726-20240620202726-00004.warc.gz	591,638,268	24,685	eng_Latn	eng_Latn	0.995636	eng_Latn	0.998248	[ "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 148, 337, 501, 656, 2587, 4365, 6502, 8480, 10743, 11283, 13102, 15436, 17632, 19687, 21915, 23775, 26199, 28742, 30412, 32185, 34170, 36309, 36761, 39024, 41371, 43686, 45608, 47770, 49353, 49860, 51963, 54239, 56640, 58905, 61334, 63387, 65564, 67981, 70134, 71782, 74060, 76297, 78323, 80585, 82659, 85028, 87342, 89710, 91037, 93139, 95705, 98111, 100597, 101211, 103605, 106134, 108615, 110949, 113491, 115149 ]	[ 4.09375, 4.71875 ]	7	0
Potato Leafhopper Facts * One of the most common and destructive insects affecting alfalfa * No reliable method to forecast damage * Scouting fields and using a sweep net is the only effective method to monitor PLH activity * Once visible symptoms of hopperburn and plant stunting become evident, it is too late for corrective action * PLH-resistant alfalfa varieties can simplify and improve management Identification * Adults are yellowish, lime-green, wedgeshaped insects about 1/8 inch long * Nymphs are paler in color, smaller in size and lack wings * Adults jump or fly when disturbed * Nymphs crawl rapidly sideways and hide when disturbed Life Cycle and Development * Adults overwinter in the southern/southeastern US * Adults migrate to the northern and eastern US in the spring, carried by prevailing weather systems * Females deposit eggs into the stems, petioles and leaf veins of alfalfa * Eggs hatch in 7-10 days into wingless nymphs that become fully grown winged adults in ~ two weeks * Populations greatly increase by early summer * Can cause major economic damage on new seedlings and second- and third-cutting alfalfa * Optimum temperatures for reproduction and growth are between 70 and 90 degrees F Plant Symptoms * Wounds from PLH feeding cause leaf chlorosis ("hopperburn") and plant stunting * Initial symptom is V-shaped yellowing at leaf tips * With severe or prolonged PLH feeding stress: * Leaves turn reddish or bronze * Plants stop growing and appear stunted * The shorter the alfalfa, the more susceptible it is to damage from PLH. This includes: * Very young plants * Early stages of regrowth * Stress by other factors Impact on Crop * Greatest impact on crop is yield reduction * Severe damage can reduce crude protein content, carbohydrate reserves in taproot and plant regrowth Leafhopper Management Practices * Chemical control – Growers have a choice of several effective insecticides * Mechanical Control – Harvesting infected stands may be required * Harvesting potentially reduces egg, nymph and adult populations * Harvesting severely damaged alfalfa stands may be the only method to initiate regrowth of alfalfa stems Thresholds for treatment * Scout alfalfa field using a sweep net * For non-LH resistant varieties, spray when leafhopper count per ten sweeps exceeds average plant height in inches * For LH resistant varieties, spray when leafhopper count per ten sweeps exceeds 3X the alfalfa height in inches PLH Resistant Varieties * Resistance comes from small hairs on the stem that repel the leafhopper * Pioneer brand 53H92 has best-in-class leafhopper resistance when compared to competitor varieties * Pioneer 53H92 has outperformed competitors in Pioneer and university trials across multiple locations and years * This variety is recommended where intense LH pressure spans 2 to 3 cuts per year * Because not all plants in an alfalfa variety are genetically identical, some plants in an LH resistant variety do not carry LH resistance * Some feeding symptoms may be noticed on non-LH plants Selecting a Resistant vs. Non-resistant Variety * If scouting and spraying offer adequate control, growers may choose varieties that are not LH resistant * If scouting and spraying does not normally control potato leafhopper, an LH-resistant variety is a good choice * First-year LH-resistant alfalfa may need chemical control	<urn:uuid:4b5c11ca-74b0-4265-9c7f-612a0d299ca5>	CC-MAIN-2022-49	http://www.langfritzseed.com/webres/File/products/alfalfa/ais24_Crop_Focus_Alfalfa_PLH.pdf	2022-12-01T11:32:24+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00521.warc.gz	79,798,651	731	eng_Latn	eng_Latn	0.993645	eng_Latn	0.994163	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1657, 3388 ]	[ 2.59375 ]	2	0
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Hackett 2019 Inspire Science is designed to help you spark students' interest and empower them to ask more questions, think more critically, and maximize their ability to creatively solve problems.--Publisher's website Fifth Grade Review - Frank Schaffer Publications 2000-08-11 Earth's Features - Inc World Book 2016-06-01 How much of the world's water is found in the oceans? How many volcanoes erupt each year? How was the Grand Canyon formed? Read this book to find out! Part of World Book's Learning Ladders series, this book tells children about different kinds of landforms and how they shape Earth. Children also learn about bodies of water and their importance to people. Each spread includes introductory text, colorful illustrations with detailed captions, and photographs that show realworld examples of the featured topic. Puzzle pages, fun facts, and true/false quizzes appear at the end of each volume. A Giraffe and a Half - Shel Silverstein 1964-11-04 If you had a giraffe and he stretched another half … you would have a giraffe and a half. And if you glued a rose to the tip of his nose … And … if he put on a shoe and then stepped in some glue … And if he used a chair to comb his hair … And so it goes until … but that would be telling. Children will be kept in stitches until the very end, when the situation is resolved in the most riotous way possible. Shel Silverstein's incomparable line drawings add to the hilarity of his wildly funny rhymes. Understanding by Design - Grant Wiggins 2005 Presents a multifaceted model of understanding, which is based on the premise that people can demonstrate understanding in a variety of ways. The Differentiated Classroom - Carol Ann Tomlinson 2014-05-25 Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. 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Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection. Resources in Education - 1990 CCSS 7.NS.A.2d Converting Rational Numbers to Decimals - 2014-01-01 Fill in the gaps of your Common Core curriculum! Each ePacket has reproducible worksheets with questions, problems, or activities that correspond to the packet's Common Core standard. Download and print the worksheets for your students to complete. Then, use the answer key at the end of the document to evaluate their progress. Look at the product code on each worksheet to discover which of our many books it came from and build your teaching library! This ePacket has 5 activities that you can use to reinforce the standard CCSS 7.NS.A.2d: Converting Rational Numbers to Decimals. To view the ePacket, you must have Adobe Reader installed. You can install it by going to http://get.adobe.com/reader/. The Official ACT Prep Guide 2021-2022, (Book + 6 Practice Tests + Bonus Online Content) - ACT 2021-04-20 THE OFFICIAL ACT® PREP GUIDE 2021-2022 The comprehensive guide to the 2021-2022 ACT® test, with 6 genuine, full-length practice tests in print and online. This 2021-2022 guide includes six actual ACT® tests – all of which contain the optional writing test – that you can use to practice at your own pace. To help you review test subjects and improve your understanding, this guide provides clear explanations for every answer. You'll also get practical tips for boosting your score on the English, math, reading, and science tests, as well as the optional writing test. Additionally, you can access the six tests online through the access code provided in the guide. The code also provides access to 400 online flashcards to help you prepare for all sections in the ACT® examination. The test's creators filled this guide with expert advice on how to both mentally and physically prepare for the exam. It will also help you: Review the entire ACT® test content so you'll know what to expect on test day Understand the procedures you'll follow when you're taking the ACT® Prepare for the types of questions you can expect to find on the test Adopt testtaking strategies that are right for you The Official ACT® Prep Guide 2021-2022 is the best resource to prepare you for test day. By using this guide you can feel comfortable that you're prepared to do your best! From Adam to Us - Ray Notgrass 2016 The Civil Rights Movement in Mississippi - Ted Ownby 2013-10-17 Based on new research and combining multiple scholarly approaches, these twelve essays tell new stories about the civil rights movement in the state most resistant to change. Wesley Hogan, Françoise N. Hamlin, and Michael Vinson Williams raise questions about how civil rights organizing took place. Three pairs of essays address African Americans' and whites' stories on education, religion, and the issues of violence. Jelani Favors and Robert Luckett analyze civil rights issues on the campuses of Jackson State University and the University of Mississippi. Carter Dalton Lyon and Joseph T. Reiff study people who confronted the question of how their religion related to their possible involvement in civil rights activism. By studying the Ku Klux Klan and the Deacons for Defense in Mississippi, David Cunningham and Akinyele Umoja ask who chose to use violence or to raise its possibility. The final three chapters describe some of the consequences and continuing questions raised by the civil rights movement. Byron D'Andra Orey analyzes the degree to which voting rights translated into political power for African American legislators. Chris Myers Asch studies a Freedom School that started in recent years in the Mississippi Delta. Emilye Crosby details the conflicting memories of Claiborne County residents and the parts of the civil rights movement they recall or ignore. As a group, the essays introduce numerous new characters and conundrums into civil rights scholarship, advance efforts to study African Americans and whites as interactive agents in the complex stories, and encourage historians to pull civil rights scholarship closer toward the present. Revision Decisions - Jeff Anderson 2014 Revision is often a confusing and difficult process for students, but it's also the most important part of the writing process. If students leave our classrooms not knowing how to move a piece of writing forward, we've failed them. Revision Decisions will help teachers develop the skills students need in an everevolving writing, language, and reading world. Jeff Anderson and Deborah Dean have written a book that engages writers in the tinkering, playing, and thinking that are essential to clarify and elevate writing. Focusing on sentences, Jeff and Deborah use mentor texts to show the myriad possibilities that exist for revision. Essential to their process is the concept of classroom talk. Readers will be shown how revision lessons can be discussed in a generative way, and how each student can benefit from talking through the revision process as a group. Revision Decisions focuses on developing both the writing and the writer. The easy-to-follow lessons make clear and accessible the rigorous thinking and the challenging process of making writing work. Narratives, setup lessons, templates, and details about how to move students toward independence round out this essential book. Additionally, the authors weave the language, reading, and writing goals of the Common Core and other standards into an integrated and connected practice. The noted language arts teacher James Britton once said that good writing "floats on a sea of talk." Revision Decisions supports those genuine conversations we naturally have as readers and writers, leading the way to the essential goal of making meaning. The Life Science - 1987 Eye Wonder: Rocks and Minerals - DK 2008-12-12 Eye Wonder Rocks and Minerals introduces geologic elements to budding scientists Did you know that the amount of gold in any material is measured in carats and that 24-carat gold is pure gold? Find out facts like this and much more in this fascinating guide to rocks and minerals. Love That Dog - Sharon Creech 2002-01-01 This is an utterly original and completely beguiling prose novel about a boy who has to write a poem, and then another, and then even more. Soon the little boy is writing about all sorts of things he has not really come to terms with, and astounding things start to happen. Benchmark Advance - Peter Afflerbach 2018 Sea Turtles (New & Updated Edition) - Gail Gibbons 2020-04-07 Dive into the world's oceans to explore the adventurous lives of one of the oldest living animals. Descended from enormous prehistoric creatures, sea turtles are fascinating. Hatched from eggs smaller than a baseball, some can grow to weigh over a thousand pounds. Once adults, they can live to be around 100 years old. And when it's time to nest, they migrate more than 1,000 miles. With colorful, clear illustrations and straightforward text, Gail Gibbons introduces the eight kinds of sea turtles living in the ocean today. Learn the similarities and differences with labeled diagrams and experience the hatching of the tiny turtle babies with detailed illustrations. This updated edition now includes the most up-to-date information about these beloved reptiles, as reviewed by an expert vetter in the field of herpetology. Sea Turtles also gives young readers an accessible overview of how the lives of these large reptiles have become threatened and discusses the conservation efforts currently taking place. Ideal for aspiring oceanographers, this brightlyillustrated book is a perfect introduction to the subject. Inspire Science Grades 4-5, Science Handbook Level 2 - Hackett 2016-07-21 Inspire Science 2.0 science handbook is an easy-to-use research and reference tool covering all core science topics which teaches students research and cross-referencing skills. Separate Is Never Equal Duncan Tonatiuh 2014-05-06 "Years before the landmark U.S. Supreme Court ruling Brown v. Board of Education, Sylvia Mendez, an eight-yearold girl of Mexican and Puerto Rican heritage, played an instrumental role in Mendez v. Westminster, the landmark desegregation case of 1946 in California"-- Research in Education - 1971 Downloaded from blog.nitalakelodge.com on by guest Exploring Government - Ray Notgrass 2016 Explore the government of the United States from its beginning to the present with special emphasis on the Biblical pattern for government and on the U.S. Constitution. Learn about the operations of Federal, state, and local government, and about issues facing our nation today. Become better equipped to understand, pray for, and be involved in our country's government. Includes guide for parents. Getting Ready for the 4th Grade Assessment Tests - Erika Warecki 2002 Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child's Math and English Skills – Many parents are expressing a demand for books that will help their children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for self-evaluation. Reading Wonders Reading/Writing Workshop Grade 4 - McGraw-Hill Education 2012-04-16 Concise and focused, the Wonders Reading/Writing Workshop is a powerful instructional tool that provides students with systematic support for the close reading of complex text. Introduce the week's concept with video, photograph, interactive graphic organizers, and more Teach through mini lessons that reinforce comprehension strategies and skills, genre, and vocabulary Model elements of close reading with shared, short-text reads of high interest and grade-level rigor A Framework for K-12 Science Education - National Research Council 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on sciencerelated issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. Imaginative Writing - Janet Burroway 2011 Janet Burroway's bestselling Imaginative Writng: The Elements of Craft explores the craft of creative writing in four genres: Fiction, Poetry, Drama, and Creative Nonfiction. A trade author as well as a professor of creative writing, Burroway brings her years of teaching and writing to this book. "Try-This" exercises appear throughout each chapter. Provocative and fun, these exercises help writers develop the specific writing skills discussed within the text. "Working toward a draft" exercises encourage writers to develop their ideas into complete drafts. In response to reviewer requests, the preface "Invitation to the Writer" has been expanded into a full chapter. This new chapter introduces writers to important skills such as reading like a writer, journaling, and participating in the writer's workshop. This book offers lots of ideas and encouragement at a great price! ScienceFusion - Houghton Mifflin Harcourt 2011-05 Engineering Technology and Applications - Fun Shao 2014-08-19 Engineering Technology and Applications contains the contributions presented at the 2014 International Conference on Engineering Technology and Applications (ICETA 2014, Tsingtao, China, 29-30 April 2014). The book is divided into three main topics: – Civil and environmental engineering – Electrical and computer engineering – Mechanical engineering Considerable attention is also paid to big data, cloud computing, neural network algorithms and social network services. The book will be invaluable to professionals and academics in civil, environmental, electrical, computer and mechanical engineering. Magruder's American Government - 2016 Teaching Julius Caesar - Lyn Fairchild Hawks 2010 Julius Caesar, with its themes of loyalty, ambition, and deception, still resonates with high school students and remains a favourite text in classrooms everywhere. Through differentiated instruction, Lyn Fairchild Hawks offers solutions for bringing the play to life for all students - those with various interests and learning styles. A Nation Deceived - Nicholas Colangelo 2004 Getting Ready for the PARCC Assessment - 2010 Includes Common Core standards practice in PARCC format - Beginning, middle, and end of year benchmark tests with performance tasks - Yearend performance assessment task - Student record forms Print and digital intervention resources correlated to Common Core Standards. Educational Quest - 1963 Transforming the Workforce for Children Birth Through Age 8 - National Research Council 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective to nurture young children and secure their future success the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the Downloaded from blog.nitalakelodge.com on by guest settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. Envision Mathematics 2020 Common Core Student Edition Grade 1 - Scott Foresman 2018-10-31 SRA Open Court Reading - 2002 Each story supports instruction in new phonics elements and incorporates elements and high frequency words that have been previously taught. The Science of Reading - Margaret J. Snowling 2013-04-22 The Science of Reading: A Handbook brings togetherstate-of-the-art reviews of reading research from Downloaded from blog.nitalakelodge.com on by guest leading names inthe field, to create a highly authoritative, multidisciplinaryoverview of contemporary knowledge about reading and relatedskills. Provides comprehensive coverage of the subject, includingtheoretical approaches, reading processes, stage models of reading,crosslinguistic studies of reading, reading difficulties, thebiology of reading, and reading instruction Divided into seven sections:Word Recognition Processes inReading; Learning to Read and Spell; Reading Comprehension; Readingin Different Languages; Disorders of Reading and Spelling;Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field Protists and Fungi - Gareth Editorial Staff 2003-07-03 Explores the appearance, characteristics, and behavior of protists and fungi, lifeforms which are neither plants nor animals, using specific examples such as algae, mold, and mushrooms. Science - HSP 1999-07-01 Focus on Photography Cynthia Way 2006 Focus on Photography: A Curriculum Guide. The guide is a resource for those at all levels of experience in teaching and in photography, designed to inform educators about the many possibilities and interdisciplinary applications of photographic education in school and after-school settings (grades K-12). Written by museum educator and former ICP Coordinator of Community Programs, Cynthia Way, the guide draws on ICP's long-term experience and translates its practice for a much broader audience. 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Highfield Community Primary School Curriculum Intent Statement The aim of Highfield Community Primary School is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children's moral, emotional, social and cultural understanding. We aim for all learners to enjoy their education, make progress and achieve their potential. Those who are most able are challenged and supported through appropriate extension activities. Those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs. The school's focus on curriculum development has been carefully designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. The children's own community is frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. As the school serves a community where there is a high percentage of disadvantaged pupils, we provide activities that children may not otherwise experience. We recognise that the children need both a sense of valuing themselves, and developing aspirations for their future and for their community. Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. They each collate evidence in subject leaders' files and regularly hold pupil interviews in order to check on knowledge and skill acquisition. Subjects are planned to ensure progression of knowledge and skills across school. The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. High quality visits and visitors enhance the curriculum and provide opportunities for writing for a purpose. To promote physical health and wellbeing, a range of extra-curricular clubs gives learners an opportunity to access a variety of sports clubs after school hours. Our PSHE scheme provides children with opportunities to discuss and learn about personal health, wellbeing, safety, relationships (including anti-bullying work), differences and aspirations. Values education is embedded into the school curriculum to inspire children and adults to adopt and live positive human values. The focus on ethical and emotional intelligence, deepened relationships, social cohesion and a strong values-culture give pupils skills and attitudes to succeed in school and throughout their lives. Our diversity work helps children to realise that everyone is special and unique and we should celebrate differences and different kinds of families. In recognising the development of the whole child the pastoral support given to children so they can access the curriculum is very strong. Various programmes of support, such as a Nurture group and access to a school counsellor, are provided for children where a need has been identified such as self-esteem, anger management and bereavement.	<urn:uuid:fa6e79a4-b742-4105-928d-1d8f47a9747f>	CC-MAIN-2022-49	https://www.highfield-pri.lancs.sch.uk/wp-content/uploads/2021/01/curriculum-intent-statement.pdf	2022-12-01T11:09:03+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00524.warc.gz	853,916,812	635	eng_Latn	eng_Latn	0.997728	eng_Latn	0.997728	[ "eng_Latn" ]	false	docling	[ 3647 ]	[ 2.546875 ]	1	0
PSED Express their feelings and consider the feelings of others. See themselves as a valuable individual. Build constructive and respectful relationships. Show resilience and perseverance in the face of challenge. Learn how to understand own feelings and those of others Follow classroom rules and routines Helping each other, treating each other with respect. Health and wellbeing: healthy eating Mathematical Development Developing positive attitudes and interests in mathematics Representing numbers to 5 Composition of 4 and 5 One more and less Shapes with 4 sides Time Introducing zero Comparison to 5 Compare mass Compare capacity Expressive Arts and Design Singing new songs, using percussion. Performing. Wax crayon rubbings Use stencils with paints and sponges Paint – wax resist Malleable materials – roll and shape by hand Transient art – glueless collage/loose parts Paint – different brushes, different surfaces Leaf collages, make binoculars for bird watching, Design and make bird feeders. Communication and Language Focus attention, asking and answering questions Speaking clearly & listening to others Taking part in conversations Learning words of the week and new vocabulary Learn to use prepositions Ask and answer how and why questions Listening to, and engaging in, stories Use Messaging and work at the Drawing Club Talking about likes and dislikes Talking about characters and events in stories Learning songs and rhymes Use new words in the role play If you go down to the woods today Elm Class Helping at home reading to your child regularly listening to your child read daily Getting changed independently. Eating independently Practise zipping up their coat Practise taking turns and sharing when playing games Speaking in clear sentences and extending vocabulary Please ensure your child has their reading book in school every day. Physical Development Develop core strength, stability, balance, spatial awareness, co-ordination and agility Den building Large construction outdoors Using small equipment safely and with imagination Develop correct scissor grip and cut straight lines Use a knife and fork to cut and load food Demonstrate more control with fine motor skills and writing tools. Show an awareness of a healthy diet. Literacy Continue to develop a life-long love of reading Enjoy stories, poems, rhymes and songs together Engage with Talk for Writing to learn to recite and act out stories Develop phonological awareness – recognise phase 2 letter sounds and tricky words Writing symbols and messages, own name, initial letter sounds, CVC words and captions Using correct letter formation Recognising familiar words in the environment and in books Share books regularly at school and at home. Understanding the World Explore the natural world around them Learn about our local area, Identify trees and plants, woodland animals, and habitats Use Beebots and program using basic operations Compare times – differences in houses past and present Explore light and colour Seasonal changes – Winter, Celebrations - Bonfire Night, Remembrance Day, Advent, Christmas	<urn:uuid:1fb01824-eafc-4620-a445-e6f525315e92>	CC-MAIN-2022-49	https://www.highfield-pri.lancs.sch.uk/wp-content/uploads/2022/01/Elm-Autumn-2.pdf	2022-12-01T09:04:41+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00527.warc.gz	851,734,506	639	eng_Latn	eng_Latn	0.991078	eng_Latn	0.991078	[ "eng_Latn" ]	false	docling	[ 3180 ]	[ 3.96875 ]	1	0
History of ecology The term ecology was first used by German zoologist Ernst Haeckel (1869), however, this science has its origins in other sciences such as biology, geology and evolution among others. Lamarck with his theory of evolution, proposed that the environment is in constant transformation, by which agencies need change and make an effort to achieve this, and this is a mechanism of evolution, one of the main bases of ecology taking into account the relationships of organisms and their environment. On the other hand, not only the agencies change and evolve, but also the Earth's crust. The English geologist Charles Lyell found that the Earth's crust is the result of gradual changes throughout the history of the planet. Giving way to the transformation of ecosystems and their functions. Modern ecology, actually had its principles with the development of the theory of Darwinian evolution. He noted that the environment is constantly changing which causes the agencies with best adaptations are those who survive by the mechanism of natural selection. Highlighting the importance of the interaction of organisms with their environment. Although the ecology was born in the 19th century, with the work of Haeckel, ecology began to flourish until the 20th century, when the first ecological journals and ecological societies appeared. The definition of Haeckel, has been the subject of interpretations something different and perhaps more profound since 1900. For example, the English ecologist Charles Elton defined ecology as the "scientific natural history" which deals with the "sociology and economy of animals". An American plant ecologist, Frederick Clements, considered that ecology was "the science of the community", and the contemporary American ecologist Eugene Odum defined, perhaps too widely, as 'the study of the structure and function of nature'. The first conceptions of the "genotypic" begin in the third decade of the 20th century or ecology 1 / 2 of communities, where the concept of community as superior hierarchical level of organization, includes different people interacting with its environment. However this concept, attached to the biological origin of ecology, once again was decoupled agencies that defined it. Later, as it is the case still, stood "biotope" as a place where is found the community but by characteristics inherent in the physical environment, not by their relationship to agencies. In the Decade of the 40s, Tansley (1935) proposed the concept of "ecosystem". This term was later developed by Lindeman (1941), who conceived it from exchanges of energy, in response to the need for concepts that link various agencies to their physical environments. In the texts of ecology of the 1950s and still later, designating ecosystem as the sum of the various communities (or biocoenosis) and biotope (inert atmosphere). In this type of definition is notable as agencies or the community are made disociadamente of the environment, because that ecosystem is defined by the sum of terms. 2 / 2	<urn:uuid:19226032-97ac-44ac-958e-d9764c0da564>	CC-MAIN-2022-49	http://environment-ecology.com/history-of-ecology/594-history-of-ecology.pdf	2022-12-01T11:15:28+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00527.warc.gz	18,182,806	614	eng_Latn	eng_Latn	0.997115	eng_Latn	0.997068	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1990, 3057 ]	[ 2.484375 ]	1	1
1 \|P a g e Skegby Junior Academy Teaching and Learning Policy VISION We strive to provide an inspiring education, in a happy, safe and secure environment where all children can achieve their full potential, in order to succeed in our ever changing world. Smart Values S – Successful People M – Motivated A – Active and Healthy R – Ready to Learn T – Teamwork The 5 Rs Relationships Resourcefulness Resilience Risk taking Reflection Aims of this policy: ◼ To guide and support teachers and classroom colleagues in ensuring the best possible standards of teaching and learning ◼ To promote consistency in the quality of teaching and learning ◼ To ensure that all pupils have access to the same high quality of teaching and learning ◼ To ensure that all pupils make good or better progress Good Quality Teaching and Learning Good quality teaching and learning at Skegby Junior Academy is characterised by: ◼ High aspiration for all children so that their achievement and enjoyment is maximised ◼ High staff morale, motivation and teamwork where staff support each other in striving for the best ◼ Sound teacher subject knowledge ◼ Effective planning matched to children's needs and interests, which promotes the development of core skills (English, Communication, Maths, Computing) in all subjects ◼ A range of teaching strategies and resources that interest, encourage, engage and challenge pupils ◼ Children's involvement in their learning, including the use of effective feedback ◼ The provision of learning experiences outside the classroom ◼ Strategies that promote high standards of behaviour and engagement ◼ The effective use of the significant contribution of learning support assistants ◼ Engagement with parents including the provision of homework Daily Dash (8.45-9.05 each morning) ◼ Good quality learning takes place from the moment children enter the classroom, an early morning activity, known as the Daily Dash will be set up. ◼ In September 2022 Daily Dash will begin with The Big Question about the class novel (this could be prediction, simple recall, inference etc), followed by quiet reading and the Class Teacher will then read the class story before Big Read begins (Mon-Thurs) or the writing activity linked to Forest School (Fri). ◼ The Daily Dash is always linked to a particular whole school or class focus for improvement which could include, Maths/problem solving, English/SPAG/reading/writing etc. ◼ If a teacher needs to change the focus of their Daily Dash, this must be approved by SLT. ◼ These tasks will often be used to inform assessments. At Skegby Junior Academy we effectively apply the following: Consistent use of: ◼ Clear Learning Objectives/Challenges ◼ Differentiated Success Criteria ◼ Quality questioning ◼ Teacher Modelling ◼ Support through 'Working Walls' – including a key topic question, dedicated walls for Maths and English ◼ Use of 'Pupil Talk' Good quality learning is characterised by: ◼ Observable pupil progress ◼ Pupil engagement and motivation and their ability to focus and persevere with challenging tasks ◼ Pupils ability to work collaboratively and independently The development of key skills/Blooms Taxonomy: ◼ Knowing ◼ Understanding ◼ Applying ◼ Analysing ◼ Creating ◼ Evaluating A good lesson at Skegby Junior Academy has the following features: ◼ The teacher is the first into the classroom at the start of the lesson ◼ Children are given clear guidance and support about what is expected of them ◼ The lesson is well planned so children are working at the appropriate level of challenge ◼ The teacher is well prepared with the appropriate resources ◼ The lesson has a clear learning objective and differentiated success criteria ◼ Connections with previous learning are made by the teacher and pupils ◼ The learning objective is communicated clearly at the start of the lesson and displayed throughout ◼ The success criteria are differentiated to the need of the children and are made clear ◼ The teacher has high expectations and fosters an ethos of self-belief ◼ Split and staggered inputs are used when appropriate ◼ Skilled questioning, using Blooms Taxonomy, promotes thinking and assesses learning ◼ All parts of the lessons are characterised by opportunities for visual, auditory and kinaesthetic learning ◼ Children are given a range of opportunities for demonstrating knowledge, skills and understanding throughout the lesson and in the plenary ◼ When answering questions or solving problems, time is given for rehearsal and reflection and strategies such as "talk partners" are used ◼ Children make good progress and achieve well for their level of ability ◼ The lesson ends with a review of the learning objective ◼ The lesson ends with a plenary which celebrates success, addresses misconceptions and links to the next lesson ◼ The teacher strives for pupil interest, involvement and enjoyment – motivation. ◼ Positive reinforcement and praise are a feature of the learning experience ◼ The teacher works with a focus group daily to accelerate learning ◼ The lesson is well paced ◼ Learning is chunked to provide for different concentration, retention and developmental levels of the children ◼ Mini-plenaries celebrate/show case learning and move learning on ◼ Appropriate forms of assessment are an integral part of the learning process, especially AFL ◼ Interactive learning walls are regularly referred to, in order to guide and support learning ◼ The teacher ensures that the learning environment is ready for the next lesson and that transitions between lessons are smooth ◼ The classroom is tidy and well organised ◼ Feedback is given in line with the Academy's policy and children have responded using purple pen. ◼ ARE grids are completed and up to date and can be referred to. Use of additional support – including TA's and LM's ◼ Additional support is focused on pupil progress during the lesson, this may involve TAs working with groups during teacher input. This will be in class if possible or a quiet area close to the classroom. ◼ Targeted support of reading, writing and maths can take place during the lesson, with additional support during afternoon sessions. ◼ Progress and attainment of these pupils is tracked, to be discussed at Pupil Progress Meetings ◼ Feedback is given, in line with the Academy's policy. Group feedback is given using the feedback grid and children are supported to respond to this. ◼ Additional adults complete the statements on the ARE grids. Planning "If you fail to plan, you plan to fail" The Curriculum – Please also refer the Academy's Curriculum Statement ◼ Across the Academy our teaching delivers Curriculum 2014, with a thematic approach. ◼ Pupil's Social, Emotional and Health development, British Values and Social, Moral, Spiritual and Cultural development are central to our provision of teaching and learning. This is delivered both through PSHE and across all subjects. This is also addressed during assemblies. ◼ The curriculum is enriched by the use of experiences for children including visits, visitors to school and a programme of extra-curricular activities. As well as making the most of our local environment each year group plans a visit or visitor each half term, linked to their topic. ◼ The curriculum is further enhanced by the Academy's outdoor classroom and the commitment to outdoor learning. Each class has a Forest School lesson each week and the planning is underpinned by the SMART Values and the 5 Rs. Achieving the best quality planning ◼ We strive for outstanding planning, that is well pitched, accurately differentiated and engaging for all pupils. Yearly overviews which show balance and progression are continually evolving. All planning formats (including the yearly and medium term planning grids) can be found in the planning folder on the Primary drive. ◼ Teachers plan in phases to ensure curriculum coverage over a two year planning cycle. Differentiated Groups ◼ Across the Academy differentiated groups are organised into colours, this provides consistency for children and staff and supports both monitoring and planning. Groupings must be flexible within a lesson and based on AFL carried out in that lesson, allowing children to access the correct challenges and move their learning on. \| GDS/High Ability \| Red \| \|---\|---\| \| High Ability \| Orange \| \| Middle Ability \| Yellow \| \| Low Ability \| Green \| Learning Objectives (Challenges) and Success Criteria ◼ Each lesson needs a clear learning objective and a set of differentiated success criteria which outline to the children the steps to success in achieving the learning objective and making progress within the lesson. Reflection ◼ Children are taught to reflect upon their learning and behaviour; this sometimes takes place orally or it can be recorded. ◼ Editing partners. Children will work with their partner to reflect and improve their written work. ◼ The whole class feedback grid provides a time for reflection before work is edited and improved. ◼ Peer reflection is encouraged in all subject areas. ◼ Pupils are encouraged to reflect upon the Blooms skills, SMART Values and 5Rs they have used during a particular activity. Marking and Feedback –Please refer to the Academy's Marking and Feedback Policy Outstanding marking at Skegby Junior Academy is characterised by: ◼ Completion with the child, during the lesson. Children feel their work is valued and misconceptions can be addressed straight away. ◼ Neat legible handwriting. ◼ Children feeling involved in their learning and next steps, through self and peer assessment. ◼ Marking against the learning objective (challenge) and success criteria - using positive comments linked to the LO/SC, the marking code (see policy) and a Target which addresses an error, a misconception or a next step when necessary. ◼ It is noted when a child has worked in a guided/supported group (G). ◼ Time during the day for children to respond to comments and reflect e.g. at the beginning of the next lesson. This should be done by pupils in purple pen. The whole class feedback grid is to be used at this point. ◼ Teacher marking completed in green to stand out from children's work. ◼ Children have targets at the front of their maths and English books to show how to further improve their work (ARE grids). Presentation of Books At Skegby Junior Academy we aim for the highest quality presentation in everything we do. ◼ We foster a sense of pride in our environment and work. ◼ At the start of the year teachers explain, teach and model the expectation of presentation to children. Lessons focusing on presentation are to take place as and when necessary. ◼ Teachers model high standards of presentation in marking, display/learning environment and when using white boards and flip charts. ◼ Work is completed in the following books: English, Maths, Science, Topic, Handwriting, Writing Folder, Guided Reading, Spelling/vocabulary, French, Daily Dash/Ideas. ◼ The same high quality of work is expected in ALL books, including cross-curricular subjects. ◼ Children's books are labelled electronically with the subjects, their name, their class and their year. ◼ Each piece of work is dated and headed by the learning objective. ◼ Worksheets should be avoided if possible and children encouraged to present their work neatly. However, small pieces of paper stuck into books are stuck in straight, for example photographs, planning prompts etc. Folded sheets stuck into books should be kept to a miniumum as this can affect the quality of writing. ◼ Children write with a pencil or handwriting pen – if they have earned their pen licence. ◼ Children may use rubbers to erase individual words or mistakes but not whole sections of work. Children may also use a single ruled line to cross out work. ◼ Rulers are used to underline and draw straight lines, including number lines. ◼ In maths children are to use one square for one digit which is modelled by the teacher. Pupils set out their working out in columns, unless more space is needed (e.g. shape) Non-negotiables – each class to have a poster as a guide to reflect the following: Rule off after the last piece of work and begin the next underneath. Every piece of work, except maths must have the long date. Maths must have the short short date. The date must always be underlined. LC must be underlined, it must be child friendly and short. Maths - fold page in half to make 2 columns. Maths - I digit per square. Crossing out with a ruler. Use of rubbers must only be used for small mistakes, crossing out is encouraged. Assessment Assessment for Learning ◼ A range of strategies must be used to ensure effective AFL including, talk partners, use of miniwhiteboards, differentiated questioning, guided group work, time for reflection and review self and peer assessment, marking. ◼ AFL must be used to direct every pupil to the correct challenge for that lesson. ◼ If, by the end of the lesson, it is clear the child has not met the learning objective then additional teaching/ intervention to address misconception can be put in before the end of the day or planning can be adapted for the next day. The whole class feedback grid supports this. ◼ No work may be left incomplete due to poor behaviour. Any child not putting in 100% effort should be asked to complete and/or re-do a task in their time. (Staff are responsible for supervising any child who needs to stay in at break etc). Making Assessment Judgements ◼ All independent writing is assessed in all books. ◼ Published writing is kept in each pupils' Aspirations and Achievements folder. ◼ Reading is assessed during Guided Reading sessions, against the KPI's. ◼ Maths is assessed through problem solving and reasoning activities, investigations and daily independent work against KPI's. ◼ Spelling and Grammar is assessed using KPI. ◼ Pixl tests are also used at the relevant points of the year to further inform assessment judgements. ◼ When assessing against Age Related Standards, it is important that pupils have a broad evidence base against Key Performance Indicators. Moderation ◼ Moderation activities are planned into the annual staff meeting timetable. ◼ Year group moderation activities are planned during additional PPA time. ◼ A programme of moderation with other academies within the Trust is planned for. Pupil Progress Meetings ◼ PPMs are integral to assessing and monitoring learning and progress in school. They are a professional dialogue between SLT and teachers about the progress, needs and provision of individual pupils and groups. PPs will be completed during Staff Meetings and meetings held within the school day, with senior staff/teachers. ◼ Individual pupils and/or groups are identified for additional support, including those identified during target setting to reach ARE. Learning Environment ◼ High Standards in the organisation of the learning environment will support our pupils in achieving excellence. ◼ Children learn well in uncluttered, well-organised and organisationally flexible learning environments. ◼ The learning environment should challenge, celebrate and facilitate learning, encouraging independence. Each classroom should have a: Reading Working Wall ◼ There will be a permanent reading working wall displayed in each classroom. ◼ Reading working walls need to include: * KS2 Reading Domains (KS1 for children working at that level) – with questions/tasks linked to current text, with examples * Text you are studying this week (Differentiated) Page 7 \| * Novel you are reading * Vocabulary to define * Think Aloud Cloud (see examples in the library? * Book recommendations from pupils in your class * Examples of pupils' work – photocopied from Big Read Books * Pixl reading gaps with models/examples ◼ Common exception words should also be displayed Reading Area ◼ Containing a selection of books that are sorted by genre and labelled. ◼ The reading corner/area should be comfortable and inspiring. Writing Displays x 3 ◼ There will be a permanent writing working wall displayed in each classroom. The working wall will build up over a unit of work. This will reflect, and support learning in the context of the current unit of study, including the learning objective, the shared text, keywords, modelled expectations (e.g. a re-drafted letter on flip chart). It also needs to include Pixl GPS gaps with models/examples. ◼ GPS Display – This will be a permanent display containing non-negotiables. The English lead will provide each class with a pack to display (please refer to separate English policy). ◼ There will also be a display of children's writing, inside every classroom, showing a piece of independent writing for every child. Teachers need to identify good examples of learning objectives and success criteria being met, write the appropriate comment on a pink tick and display next to the writing. This display must be updated half termly and a new piece of writing added. Mathematics Displays x3 ◼ There will be a permanent working wall in every classroom. This should reflect and support learning in the current unit of study and include resources the children need to support their learning. This should also include children's independent work and illustrate success in achieving the learning objective and success criteria. ◼ Non-negotiables Display - from the maths policy (please refer to separate maths policy). ◼ The Calculation Journey needs to be clearly displayed as part of the non-negotiables board and it must show which stage each child is working at. ◼ Gap Analysis – the current gaps being addressed must be displayed along with models for each foci. SEN/LA Working Walls ◼ Classrooms need to reflect the ability of all children therefore working walls must show differentiation. ◼ There should be small working walls/support boards, for reading, writing and maths, in the area in which SEN/LA children work. Creative Space in Lower School/Study Area in Upper School ◼ This should be linked to the topic/work in class. ◼ English and maths skills should be included in the activities. ◼ It should be an opportunity for children to practise and reinforce previously taught skills. ◼ Children's work should be celebrated on the displays. ◼ Working Walls should support all learners. Positive Behaviour Display ◼ This should be a small permanent display. The display should be created by the children and teacher at the start of the year and used for reference throughout the year. ◼ It should display agreed classroom rules. These should be worded positively, and where possible linked to good 'learning behaviour' ◼ It should contain copy of the Academy's SMART values, Golden Rules and 5Rs. ◼ The traffic light behaviour chart should be displayed, clearly showing red, amber and green, along with gold and black. This should be easily accessible for the children. ◼ The behaviour chart (minutes lost) should also be clearly displayed where children can access it easily. ◼ This area should also celebrate success within the class. ◼ Each half term the A3 grid linked to the 5R focus should be displayed here. Topic and Science Displays (1 for each) ◼ This will be a permanent display/s backed in colour of teacher choice to match theme being taught. ◼ The display will build up as the topic/theme progresses. ◼ The display needs to inspire/hook the children and celebrate their success. ◼ Where possible, topic displays should contain artefacts and books matched to the theme for pupils to handle and explore and promote curiosity. ◼ Topic/science displays need to include; * Evidence of the Wow Factor. * The knowledge bank * Vocabulary lists and definitions * Open ended questions that have been generated by the children, showing what they want to find out/learn about. * The current knowledge organiser. * A collection of children's work, vocabulary and photos. * Career's link sheet. Blooms ◼ Blooms should be on permanent display, in an area where it can be referred to during lessons. ◼ This needs to include examples of Blooms questions. ◼ The curriculum lead will provide each class with a pack. British Values ◼ Every class needs to display the British Values. ◼ This area needs to have a red, white and blue theme. Small information board ◼ Contain information about timetables, grouping, routines etc. It should be displayed in a place that is accessible to children and other members of staff ◼ Clear written fire procedures ◼ Visual timetable ◼ Care plans/children's notes Display in each classroom and in shared areas should: ◼ have a clear title – printed in colour to compliment the display and cut out neatly ◼ always be accompanied by the objective for learning and questions ◼ be interactive, contributed to by the children, and changed frequently ◼ where display space is short – larger boards should be split in half ◼ reflect independent work in each classroom ◼ create a 'language-rich environment' ◼ include finished work that is the best that an individual can achieve and it should be largely free from errors. ◼ reflect a range of purposes and audiences ◼ sometimes be led by pupil interest ◼ always reflect the diversity of our school community as well as the wider world (SMSC and British Values in evidence around the school – charity work, themes, Student Council) ◼ provide a wide range of sensory experiences and support pupils who will have a varied range of learning styles. ◼ work should be carefully mounted to compliment the work being displayed ◼ staff need to be aware of children with particular SEN and choose appropriate colours and shades. Care should be taken when matching colours together. ◼ Displays may be hung from the ceiling but they must not cause a distraction. Classroom Doors ◼ Each classroom door needs to display the novel the class are reading. The cover needs to be photocopied onto the agreed sheet and laminated. ◼ The musician and the artist/designer should be displayed on the agreed sheet and laminated. ◼ The laminated attendance sheet needs to be displayed on each classroom door and updated every morning. ◼ Weekly spellings will be displayed on the back of the door, on an A3 sheet. ◼ The word/s of the week will also be displayed on the back of the classroom door. Classroom Whiteboards * The weekly foci, from Pixl gap analysis, for GPS and maths are to be displayed on A4 laminated sheets, on the whiteboard. Whole School Handwriting Display ◼ Each class will have a space on the whole school handwriting display and display one child's piece of writing after every published writing lesson. ◼ Teachers must choose a piece of writing that is neat and well presented and demonstrates the Academy's handwriting policy. ◼ This should be photocopied and displayed along with the child's name. Classroom Organisation ◼ Books and resources should be well organised, clearly labelled, using ICT, and accessible to children. ◼ Pupils should be able to access resources independently from labelled and accessible central classroom storage or from the centre of their table. ◼ Books and resources needed in lessons should be ready on the tables to avoid wasting time and ensure good pace within a lesson. ◼ All areas should be kept tidy and free from rubbish, piles of paper, random pieces of equipment, confiscated toys etc. Surfaces should only ever be covered with labelled resources or 3D display. Resources ◼ A variety of resources are available throughout school and should promote independent learning and be in good condition. 10 \|P a g e ◼ Class teachers are responsible for classroom resources and subject co-ordinators are responsible for subject specific resources. Computing ◼ All classes have large screens. ◼ All classes have at least 10 laptops available, in class, all the time. ◼ Laptops and Ipads are available to support all learning. Every morning, each class has access to devices to use within lessons. There is a weekly timetable for the use of devices in the afternoons. ◼ Apple TVs are also used to support learning. Parental Involvement and Homework Parental involvement is an important priority for us in accelerating the progress of pupils and creating a happy environment where children want to come to school and learn. For the classroom teacher this means: ◼ Parents Evenings are held in October and March. Annual school reports to parents are issued in July. ◼ If parents do not sign up to attend a parents' consultation, using the electronic invite, then the office staff will phone the parent or send an additional text/reminder home to encourage them to attend. ◼ Communicating the positives, especially when a child has behaviour needs. ◼ Involving and guiding parents in supporting their child's learning. ◼ Inviting parents to participate in or watch class activities e.g. visits, open afternoons, assemblies. ◼ Providing relevant homework and clear guidelines for parental support. ◼ Providing a half termly topic overview for parents As a school we communicate with parents and encourage parents into school through: ◼ All teachers, support staff and SLT to be in the playground at the start and end of every day to meet (5 Minutes – 8.40 – 8.45am) parents and children and to be available to discuss any worries or concerns. ◼ Parents are invited to Friday Celebration Assemblies on a weekly basis. ◼ Fortnightly Principal newsletters. ◼ Half termly class teacher newsletters – including an overview of half termly topics. ◼ Regular updates to our Academy website. ◼ Dojo messages to parents. Homework ◼ Staff will acknowledge homework to show that it is valued and contributes to pupil's progress. ◼ Homework is set regularly for all children. It is creative homework and children can choose the order in which they complete the weekly tasks. ◼ All children are expected to read at home on five occasions each week and are encouraged to take a reading book home each evening. ◼ All classes will have some spelling and mathematical facts to learn each week. The spellings are taught in class and are directly linked to work in school. ◼ Parents are encouraged to help children with their routine learning tasks. ◼ Individual children experiencing difficulties with particular work may be given extra work to complete at home to help their educational progress. ◼ Some groups of children may be asked to research a particular topic. ◼ Individual children may be asked to complete unfinished work at home. ◼ Children who are absent from school through illness for more than one or two days may be given suitable work on application to the class teacher. ◼ Parents will be informed of their child's homework at the start of each half term. 11 \|P a g e ◼ Any pupils who do not complete their homework will miss their break to complete their tasks. ◼ Please refer to the separate Homework Policy. Behaviour – Please also refer to the Academy's Behaviour Policy ◼ Good behaviour is essential for academic success. ◼ Behaviour is everybody's responsibility – a tiered approach. ◼ Consistent use of the behaviour policy is key. Good behaviour is promoted through: ◼ All staff knowing and following the behaviour policy ◼ Consistency in applying the policy from individuals ◼ High expectations from all staff ◼ Teachers arriving on the playground before the end of play/lunchtime to collect their class ◼ Teachers supervising classes as they walk around school, including going out to play ◼ Praising the positives ◼ Good communication with parents ◼ Rewards for good behaviour – Class Dojo points, stickers, Golden Raffle Tickets etc. ◼ All staff supporting children with behaviour plans ◼ Every day is a new day for every child. 12 \|P a g e Teaching and Learning Policy - September 2022 Name . I confirm that I have received, read and understood the above policy. Signed . Date . 13 \|P a g e	<urn:uuid:a47f07ca-0f81-4ebe-83c8-e5001102c692>	CC-MAIN-2022-49	https://www.skegbyjunioracademy.org/attachments/download.asp?file=946&type=pdf	2022-12-01T10:23:39+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00529.warc.gz	1,054,224,315	5,766	eng_Latn	eng_Latn	0.997711	eng_Latn	0.998589	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 62, 1775, 4311, 7501, 10145, 12970, 15589, 18361, 20862, 23616, 26774, 27765, 28004 ]	[ 2.5, 3.1875 ]	1	0
Young at Heart Exercises – Handout 4 Always begin in good posture before you begin any exercise. These exercises below are designed to help you build strength, increase flexibility, and improve balance. Work within your pain free range of motion. STRENGTH – UPPER BODY – YAH CHEST PRESS 1. Sit in good posture towards the edge of the chair with legs and feet planted on the floor, hip width apart. Place tube behind chair and hold the handles in front of shoulders, with palms facing down. 2. With both arms out at chest level, palms facing down, visualize pushing against a wall that is in front of body. DO NOT lock the elbows on the extension. 3. Return to starting position while maintaining resistance. 4. Repeat 6 times. STRETCH – HUG A TREE 1. Lace your fingers and extend your arms in front with palms facing you. Push your knuckles forward rounding your upper back and shoulders. 2. Release your hands and clasp your hands behind your back, if you can. Gently squeeze your shoulder blades together, and release. STRENGTH – LOWER BODY – YAH HIP PENDULUM CAUTION: PARTICIPANTS WITH HIP REPLACEMENTS SHOULD NOT CROSS LEGS AT THE KNEES OR BRING HIP HIGHER THAN HIP LEVEL. CHECK WITH DOCTOR FOR PROPER RECOMMENDATIONS. IF SITTING AND LEG IS ALREADY SET AT A 90 DEGREE ANGLE AT THE HIP LINE OF THE BODY, THE EXERCISE MUST BE DONE STANDING OR BY JUST SLIDING THE LEG OUT TO SIDE WHILE KEEPING THE FOOT ON THE FLOOR. , Revised June, 2015 STEP 1 STEP 2 STEP 3 1. Sit or stand in good posture with both feet flat on the floor and hip width apart, hold onto the sides of the chair if needed. 2. Lift the leg farthest from the chair (if standing) up to a 90 degree angle. 3. Bring the leg away from the midline (about 45º). 4. Lightly tap the floor and then reverse, bring the leg up, in, and return to original position (out & in = 1 rep). Repeat 6 times on each leg. STRETCH – LEG CROSS OVER 1. Sit in good posture with feet hip width apart. 2. Cross the right knee over the left. DO NOT twist the upper body, sit nice and tall. Hip Replacements, cross the ankles only and slightly bend forward from the hip. 3. Hold for 5-10 seconds and slowly return to starting position and repeat on other side. BALANCE – YAH MARCH IN PLACE WITH HEAD TURNS 1. Begin marching for 8 counts with eyes directed forward. 2. Continue marching for an additional 8 counts while turning head one quarter turn to the right and hold there for the 8 counts. 3. Turn head back to forward position while continuing to march for 8 counts. 4. Turn the head one quarter turn to the left while continuing to march for 8 counts. As balance improves reduce counts to 4 then 2. As balance improves turn body one quarter turn with each turn of head.	<urn:uuid:4226af00-63d6-4fce-bfae-caebdf9e3e13>	CC-MAIN-2022-49	https://www.healthyagingassociation.org/uploads/4/3/1/4/43144553/yah_exercise_handout_week_4.pdf	2022-12-01T09:15:14+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00530.warc.gz	866,065,171	665	eng_Latn	eng_Latn	0.9964	eng_Latn	0.996592	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1447, 2732 ]	[ 2.515625 ]	1	0
King Edwin Primary & Nursery School Religious Education Policy This policy was reviewed in March 2022 by: Jemma Trolley (RE Lead) Dick Empson (Governor) The policy was adopted by the SDC Committee on 17 March 2022 This policy will be reviewed annually Date of next review: Spring Term 2023 INTRODUCTION This Religious Education Policy outlines the teaching, organisation and management of RE teaching and learning at King Edwin Primary School. We believe that Religious Education is the understanding of the faiths and beliefs of people, often involving the worship of God, which contribute to the plural society; it is also concerned with the deep meaning that individuals and groups make of their own experiences and how this helps them give purpose to their lives. We understand that: 'RE provokes challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.' Agreed Syllabus for RE in Nottinghamshire 2021-2026 p. 9 We recognise that the school has a duty to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. In developing and delivering the RE curriculum, we seek to actively promote and support the principles and practice of British Values. AIMS Our aim is to ensure that all children will: * Know and understand a range of religions and world views. * Express ideas and insights about the nature, significance and impact of religions and world views. * Gain and deploy the skills needed to engage seriously with religions and world views. Agreed Syllabus for RE in Nottinghamshire 2021-2026 p. 10 Further aims in RE are: * To stimulate and maintain pupils' curiosity, interest and enjoyment in RE. * To develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures. * To develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the teachings of some of the main religions represented in the UK. * To develop positive attitudes of respect towards other people who hold different views and beliefs, and towards living in a society of diverse religions. * To enhance children's spiritual, moral, social and cultural development by: - developing awareness of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them - responding to such questions with reference to the teachings and practices of religions, relating them to their own understanding and experience - reflecting on their own beliefs, values and experiences in the light of their work. We will achieve these aims by using the Agreed Syllabus for RE in Nottinghamshire 20212026's 3 main aims: * Know and understand a range of religions and world views. * Express ideas and insights about the nature, significance and impact of religions and world views. * Gain and deploy the skills needed to engage seriously with religions and world views. There are strong connections between the programs of study and British Values, Global learning, Community Cohesion, Respect for all, SEAL (Social & Emotional Aspects of Learning) and the implementation of these three areas of learning will greatly enhance the development of these within the primary curriculum. LEGAL REQUIREMENTS OF THE AGREED SYLLABUS for RE Curriculum Time To deliver the aims and expected standards of the syllabus a minimum of 5% curriculum time is strongly recommended. In practice, this means that the following is allocated to the teaching of RE: - Reception and Key Stage 1: 36 hours of tuition per year. (Equivalent to 50 min a week or some short sessions implemented through continuous provision) - Key Stage 2: 45 hours of tuition per year. (Equivalent to an hour a week or less than an hour a week plus a series of RE days) Agreed Syllabus for RE in Nottinghamshire 2021-2026 p. 14 A flexible approach can often be good practice, and RE can also be taught in themed days and weeks. There is a common frontier between RE and some other subjects, such as Literacy, History, Citizenship and PSHE. However, when creative cross curricular planning is used, it must be ensured that RE objectives are clearly taught. Religions and Beliefs to be Studied Are listed in the curriculum statement (Appendix) Reception: Pupils should develop a growing sense of self awareness, expression, their feelings and their community and place within this. Children will encounter Christianity and other faiths found in the classroom. KS1: Pupils should develop their knowledge and understanding of religions and world views and of different cultures and ways of life through shared experience. They should raise questions, share ideas and begin to express their own views in response to the material they learn about. KS2: Pupils should further develop their knowledge and understanding of different religions and world views and of different cultures and ways of life through shared experience. They should observe, consider explore and discuss a range of religions and beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning. Request for Children to be Withdrawn It is recognised that parents have the right to request that their children be withdrawn from Religious Education lessons – in its entirety or in part. To make such a request, they need to write to the head teacher. The right of any member of staff to withdraw from the teaching of RE is recognised and respected. Assessment Assessment will be on a continuous monitoring basis involving informal techniques such as teacher observation, small group discussions, questioning about tasks and online formative and summative assessment. We expect to be able to make informed judgements of how the quality of the children's understanding has improved concerning the area taught and the impact of the learning itself. In RE, by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Agreed Syllabus for RE in Nottinghamshire 2021-2026 p.72 Teaching and Learning Through a variety of different approaches, teaching and learning will be implemented through children being encouraged to raise questions, think about and explore Religious Education. In answering and exploring these questions, children will encounter a variety of creative and enjoyable learning activities, which will enable children to develop their thinking skills ability. Examples include; role play and drama techniques, theatrical effects, art and design, use of religious artefacts, photos, visitors, educational visits, festival days/afternoons, various thinking skills activities, discussions, debates and investigative stories. Resources * Religious artefacts * Photopacks and posters * Powerpoints, smart notebooks, DVD, video and other visual/auditory materials, ICT programs and websites * Visits to religious places * Visitors Health and Safety Health and safety regulations for class-based lessons apply as for other subjects. For outdoor or off-site activities please refer to Outdoor Visits Policy. Role of co-ordinator * To have responsibility for securing high standards of teaching and learning in the subject and evaluate their effectiveness. * To ensure that practices improve the quality of RE education throughout the school and raise standards of achievement. * To inform future priorities and targets for the subject. * To monitor, review and evaluate the quality and effectiveness of learning in RE. * To monitor, review and evaluate the intentions, implementation and impact of learning in RE. * To support colleagues, identifying developments within their CPD as well as the coordinator's own CPD. * To discuss with the Governor with responsibility for RE the progress of the policy through the school. Whole School Yearly Plan of RE Academic year: 2021-2022 Whole School \| \| Autumn 1 \| \| Autumn 2 \| \| Spring 1 \| \| Spring 2 \| \| Summer 1 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Which stories are special and why? \| \| Which people are special and why? \| \| What places are special and why? \| \| What times are special and why? \| \| Belonging. Who are we and how do we belong? \| \| \| Who celebrates what and why? \| \| How do we show we care for others? Why does it matter? \| \| Stories of Jesus: What can we learn from them? \| \| \| \| \| \| \| What makes some people inspiring to others? Moses and Saint Peter \| \| What do Jewish people believe about God, creation, humanity, and the natural world? \| \| What is it like to belong to the Christian religion in Nottinghamshire today? \| \| \| \| \| \| \| What difference does it make to be a Christian? \| \| How do religious families and communities practice their faith? The example of prayer. \| \| Where, how and why do people worship? \| \| \| \| \| \| \| Why do some people think life is like a journey? Where do we go? What do different people think about life after death? \| \| How do people express their religious and spiritual ideas on pilgrimages? \| \| Christianity, music and worship: what can we learn? \| \| \| \| \| \| \| What can we learn from great leaders and inspiring examples in today’s world? \| \| What is expected of a person in following a religion or belief? \| \| How do people’s beliefs about God, the world and others have impact on their lives? \| \| \| \| \| \| \| What can we learn by reflecting on words of wisdom from religions and worldviews? What do sacred texts and other sources say about God, the world and human life? \| \| What contributions do religions make to local life in Nottinghamshire? 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ST JOHN'S C of E (V.A.) PRIMARY SCHOOL Relationships, Sex and Health Education Policy That all may, Love, Learn, Flourish Date: Autumn 2021 Frequency of review: Bi-Annual Reviewed by: Ethos "Every person in St. John's CE Primary School and in the school community, is a child of God. At the heart of Christian distinctiveness in schools is an upholding of the worth of each person: all are Imago Dei – made in the image of God and loved unconditionally by God "Valuing all God's Children, 2019 1. Introduction "... we want young people to flourish and to gain every opportunity to live fulfilled lives. For Church schools, RSHE is about the emotional, social, and physical aspects of growing up, healthy relationships, sex, human sexuality, and sexual health. It is also about the spiritual and moral aspects of relationships within a context of a Christian vision for the purpose of life." The Church of England, 2018 1.1 St. John's CE Primary School's policy statement on relationships, sex and health education is rooted in Christian values and reflects the diverse and inclusive nature of our school. Effective sex and relationship education is essential if young people are to make responsible, confident, and well-informed decisions about their lives. It should not be delivered in isolation. It should be firmly rooted within the framework for Personal, Social and Health Education (PSHE) and the National Curriculum. It should be taught within a moral, family-oriented, and Christian context. 1.2 As part of RSHE (Relationship, Sex and Health Education), pupils should be taught about the nature and importance of marriage for family life and bringing up children, and the significance of stable relationships as key building blocks of community and society. Sensitivity and respect are shown to all children when teaching about personal relationships and sex education and RSHE should be taught in a way to ensure that there is no stigmatisation of children based on their home/personal circumstances. It is about understanding the importance of family life, stable and loving relationships, respect, love, and care and promoting the values of tolerance and respect. We do not use RSHE as a means of promoting any form of sexual orientation. 1.3 RSHE (Relationships, Sex and Health Education) involves consideration of several sensitive issues, about which different people may hold strong and varying views. Our school's approach to RSHE will be balanced, take account of, and be sensitive to, different viewpoints but will not be subject to the bias of individuals or groups. 1.4 The school's curriculum is intended to equip children with appropriate knowledge, awareness, and confidence (further developed in secondary schools) so they can make informed choices when they face social, moral, and spiritual challenges during adolescence and later life. RSHE has a key part to play in the development of young people and in keeping them safe from harm. It should begin informally in the home with parents and carers long before any formal education takes place at school. 2. Definition of Relationships, Reproduction and Health Education 2.1 RSHE is lifelong learning about physical, moral, spiritual, and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love, and care. It is also about the teaching of reproduction/ sex and sexual health. RSHE is not about the promotion of sexual activity or sexuality. 2.2 Effective RSHE can make a significant contribution to the development of the personal skills needed by pupils if they are to establish and maintain relationships. It also enables children and young people to make responsible and informed decisions about their health and well-being. 3. Compulsory aspects of RSE 3.1 The sex education contained in National Curriculum Science (Key Stages 1-2) is compulsory in maintained schools. All state-funded schools must have "due regard" to the Secretary of State's guidance on RSE (DfE, 2000). This states that: * "All children, including those who develop earlier than average, need to know about puberty before they experience the onset of physical changes." (1.13) * Children should learn "how a baby is conceived and born" before they leave primary school (1.16) 4. Context 4.1 We teach sex education in the context of the school's aims and values framework. Whilst sex education in our school means that we give children information and facts about puberty and reproduction, we do this with an awareness of the moral code and values which underpin all our work in school. We also do this in partnership with parents and will communicate with parents when these topics are going to be taught. We teach sex education in the belief that: * Sex education should be taught in the context of marriage and loving adult relationships * Sex education is part of a wider social, personal, spiritual, and moral education process * Children should be taught to have respect for their own bodies * Children should learn about their responsibilities to others * It is important to build relationships with others involving trust and respect. 5. Teaching RSHE based on our Christian ethos and values We teach RSHE based on our Christian ethos and values. To that end: * We emphasise respect, compassion, loving care, and forgiveness * RSHE is taught in light of the belief in the absolute worth of all people and the unconditional, iinfinite love of God * RSHE is grounded in the understanding of the importance of marriage for family life, stable and loving relationships, respect, love, and care * RSHE should be sensitive to circumstances of all children and be mindful of the expressions of family life in our culture * Issues regarding human sexuality should be addressed sensitively * The exploration of reproduction and puberty within the Science curriculum should stand alongside the exploration of relationships, values and morals and Christian belief * Whilst pupils are given the opportunity to explore their own attitudes, values, and beliefs and to develop an individual moral code that will guide their actions, this is exercised within an understanding of the right of people to hold their own views within a framework of respect for others. 6. Aims for Relationships and Sex Education * Develop positive values and a moral framework that will guide their decisions, judgements, and behaviour * Have the confidence and self-esteem to value themselves and others * Help young people to move with confidence from childhood through to adolescence into adulthood * Form positive and healthy relationships with others * Behave responsibly within relationships, understanding that their actions have consequences * Help children to understand the difference between friendships they encounter at a young age and more mature relationships which they can expect to have when they are older * Develop appropriate terminology for RSHE issues to enable pupils to communicate effectively * Young people may have varying needs regarding RSHE depending on their circumstances and background. St. John's CE Primary School strongly believes that all pupils should have access to RSHE that is relevant to their needs. This may, at times, see the need to teach some aspects of the sex education curriculum at an earlier age than planned. When this happens, parents and carers will be informed beforehand. 7. UNICEF Rights Respecting School Articles Being a school, which follows and values the UNICEF Rights Respecting School articles, we can see the relevant links to the following articles: * Article 3 All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children. * Article 12 You have the right to give your opinion, and for adults to listen and take it seriously. * Article 16 You have the right to privacy. * Article 17 You have the right to get information that is important to your well-being, from radio, newspaper, books, computers, and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need. * Article 24 You have the right to the best health care possible, safe water to drink, nutritious food, a clean and safe environment, and information to help you stay well. * Article 29 Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people. 8. Roles and Responsibilities 8.1 RSHE is led by Emma Baker with the support of the Senior Leadership Team and the school governors. They are jointly responsible for monitoring delivery of the RSHE programme through observations, professional discussions with staff and pupils, book looks and planning scrutinies to ensure consistent and coherent curriculum provision 8.2 The Governing Body monitors the RSHE policy on an annual basis and considers comments from parents about the RSHE programme, keeping a record of all comments. 9. Content and Delivery of RSHE 9.1 Good quality RSHE starts in early childhood ensuring that children develop the appropriate language skills to talk about emotions, relationships and their bodies. 9.2 The curriculum has been developed in consultation with our community. It meets the statutory requirements for Primary Relationships and Health Education (please see Appendix 1). If pupils ask questions outside the scope of this policy, teachers will respond in an appropriate and sensitive manner. 9.3 Primary sex education will focus on: * Preparing children for the changes that adolescence brings * How a baby is conceived, develops and is born. 9.4 We intend that all pupils experience a planned programme of relationships and sex education at a level which is appropriate for their age and physical development, with adaptations made as appropriate. While we carry out the main RSHE teaching through our PSHE curriculum, we also teach some aspects through other subject areas (for example Science, Computing and P.E.) where we feel they contribute significantly to a child's knowledge and understanding of his or her own body and how it is changing and developing. 9.5 There are clear links between RSHE and other areas of the curriculum, for example P.E., Science and Computing (please see Appendices 3 - 5). We are aware that topics from RSHE, and indeed PSHE, may arise in the wider curriculum and children may initiate discussions or ask questions. When this happens teachers will engage in discussions where appropriate, for example a discussion about how to treat those with disabilities or how twins are created. If a topic or question arises that is not appropriate for the lesson, teachers will use their professional judgement and respond in line with Section 15 of this policy - 'Difficult Questions' and parents/carers will be informed so that appropriate discussions can continue at home. 9.6 Lessons are taught using a range of strategies, groupings, and personnel; this may include single sex groups, input from the school nurse or other professionals, as appropriate. 9.7 At St. John's CE Primary School, we use the Croydon RSHE scheme, supplemented with lesson plans and activities from the PSHE Association. This includes lessons on all statutory Relationships and Health Education. It also contains lessons on human reproduction in Key Stage 2 to ensure children know the accurate facts concerning this area before going to secondary school. (Parental right to withdraw is covered later in the policy). The Croydon scheme is sensitively adapted for our school context and the needs of children in our school. We supplement the syllabus with resources from the PSHE Association and the NSPCC PANTS programme. An overview and breakdown of lessons can be found in Appendix 2. Appendix 7 contains links to websites containing further information for parents/ carers about the NSPCC. 10. Female Genital Mutilation (FGM) 10.1 We are of course aware of the importance of the safeguarding topic of female genital mutilation (FGM). We are of the view that in our RSHE Policy, we focus on healthy relationships, what to do if you are worried about something, your rights as a child, personal space, body privacy and who can help us, and we use the NSPCC PANTS campaign to support this aspect of RSHE. Through this we aim to build a child's ability and confidence to speak out when they feel hurt or unsafe. The DFE guidance (2019) for Relationships, Health and Sex states that the topic of FGM should be taught explicitly in secondary school. 10.2 Updated government safeguarding guidance (Keeping Children Safe in Education 2021) includes a section about being alert to signs that young girls may be at risk of female genital mutilation (FGM). School summer holidays, especially during the transition from primary to secondary schools, is thought to be a key risk time for FGM. 11. Menstruation Statutory guidance says that all children need to be taught about menstruation by the age of 9. We place this at the end of Year 5. However, we recognise that some girls start their periods before this time and we include the caveat that if we feel a girl or group of girls may need information before the end of Year 5, we will talk to their parents and suggest a lesson about menstruation. This would not be offered to the whole cohort, just those that are ready for this information. Equally, if parents feel that their child could benefit from learning about menstruation before Year 5, they are able to approach the school and ask for their child to have a bespoke lesson about this. 12. RSHE and statutory duties in school RSHE plays an important part in fulfilling the statutory duties all schools are required to meet. RSHE helps children understand the difference between safe and abusive relationships and equips them with the skills to get help if they need it. State-funded schools have responsibilities for safeguarding and a legal duty to promote pupil well-being (Education and Inspections Act 2006 Section 38). 13. Working with parents and carers 13.1 The school understands the primary role in children's Relationships and Sex education lies with parents. We wish to build a positive and supporting relationship with the parents of children at our school through mutual understanding, trust, and co-operation. 13.2 We acknowledge and celebrate diversity in family structure and organisation; we seek to work in partnership with parents and carers to provide effective RSHE. The RSHE programme is intended to support parents and carers in their role as the first educators of their children. 13.3 Prior to implementing the RSE curriculum in 2021, parents and carers were invited to share their views on the content of the curriculum and the implementation of it. The consultation involved a mixture of face-to-face meetings and information sent out to parents/carers via email. 13.4 Parents and carers will be informed when RSHE lessons are taking place and will be provided with a programme overview. 13.5 A range of resources are available to support parents in discussing this learning with their child (see Appendix 7). 13.6 In promoting this objective, we: * Inform parents about the school's Relationships, Sex and Health Education policy and practice * Answer any questions that parents may have about the sex education of their child * Take seriously any issue that parents raise with teachers or governors about this policy or the arrangements for RSHE in the school * Encourage parents/carers to be involved in reviewing the school policy and making modifications to it as necessary * Inform parents/carers about the best practice known regarding RSHE, so that the teaching in school supports the key messages that parents and guardians give to children at home. We believe, that through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities. 14. Monitoring and Assessment 14.1 Assessment within RSHE is in line with the school's Assessment Policy and will include a mixture of formative and summative assessment. Lessons are assessed ensuring that the pupils reflect with the teacher on what they have learned in terms of knowledge and understanding, development of skills, and how their attitudes and values may have changed. This is carried out in a variety of informal ways that may include, but is not limited to, self and peer assessment, pre- and post- questionnaires and questioning within lessons. Lessons will also be monitored through observations. 15. Difficult questions 15.1 Children are encouraged to ask questions during all lessons; pupil questions will be answered within the context of a lesson. Pupils also can post questions anonymously in a question box. Responses can then be prepared in advance or questions deemed unsuitable can be put aside to be given to parents. Staff will choose not to respond to questions which are inappropriate. Establishing a safe, open, and positive learning environment based on trusting relationships between all members of the class, adults, and children alike, is vital to successful and effective teaching and learning within this subject. 15.2 Questions may come within the RSHE lesson or via the class question box. All staff have been trained in dealing with questions from children and are aware of the following guidance. All staff will use firm boundaries and ground rules throughout the lessons, including but not limited to: - We take turns to speak - We use kind and positive words - We listen to each other - We have the right to pass - We only use names when giving compliments or when being positive - We respect each other's privacy (confidentiality). 15.3 It is important to realise that adults teaching RSE will face a range of questions from our children. * Most questions will be relevant and pertinent to the session – remember children are curious and keen to learn. * Some questions will be asked for amusement and effect. Children may have no interest in the answer and are testing boundaries. These questions will not be answered, and the ground rules and class code of conduct will be reinforced. * Other questions may be the cause for adult concern and indicative of safeguarding issues. In this case safeguarding procedures will be implemented. * When genuine but age-inappropriate questions beyond the scope of the year group RSHE curriculum are asked, teachers must use their professional judgement (this judgement is informed and supported by the school's regular cycle of CPD which includes training on RSE and Difficult Questions) and knowledge of the child to choose one of the following courses of action: → Explain that the question cannot be answered in the lesson, as it is not covered in the year they are in. Advise the child if/when that issue will be covered (e.g. year 5, 6, in secondary school etc.) → Suggest that the child speaks to a parent or carer about this → Acknowledge the question with a promise to return to it later. Speak to the parents or carers of the child and explain their question. Agree with parents if they would like to answer this at home (school may suggest strategies for doing so) or if they would like this to be addressed by school. If this is the case, clarify with parents how much information they are happy for their child to have. 16. Inclusion and the Right of Parental Withdrawal 16.1 There is no right to withdraw from Relationships Education at primary or secondary, the contents of these subjects – such as family, friendship, safety (including online safety) – are important for all children to be taught. Parents have the right to withdraw their children from part or all of sex education provided outside the National Science Curriculum (Appendix 3). Parents wishing to withdraw their child should do the following: * Read the RSHE policy (available on the school website) and the appendices with the curriculum overviews. These include lesson content and specific vocabulary. The highlighted sections indicate where a parent can withdraw their child from the lesson. * Discuss concerns with a member of the school's leadership team. 16.2 If parents/carers still wish to withdraw their child, they will be asked to put their request in writing and email this for the attention of the Headteacher, stating which part(s) of the programme they wish their child to be excluded from. Pupils who are withdrawn are expected to attend school as usual; they will be accommodated in another classroom during the withdrawn session. Once a child has been withdrawn, they cannot take part in the RSHE programme until the request for withdrawal has been removed. 17. The role of other members of the community We encourage other valued members of our community to work with us to provide advice and support to the children regarding health education. In particular, members of the Local Health Services, such as the school nurse and other health professionals. 18. Confidentiality Teachers conduct RSHE lessons in a sensitive manner and in confidence. However, if a child makes a reference to being involved in or is in a situation where it is likely that they are involved in, sexual activity, then the teacher will deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. Appendix 1: Relationships and Health Statutory Requirements for Primary Schools Mental Wellbeing Internet Safety and Harms Physical Health and Fitness * about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. * that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. * how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. * how to recognise and report feelings of being unsafe or feeling bad about any adult. * how to ask for advice or help for themselves or others, and to keep trying until they are heard. * how to report concerns or abuse, and the vocabulary and confidence needed to do so. where to get advice e.g. family, school and/or other sources. * * that mental wellbeing is a normal part of daily life, in the same way as physical health. * that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. * how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings. * how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. * the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. * simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. * isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. * that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. * where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online). * it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. * that for most people the internet is an integral part of life and has many benefits. * about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing. * how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private. * why social media, some computer games and online gaming, for example, are age restricted. * that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. * how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. * where and how to report concerns and get support with issues online. * the characteristics and mental and physical benefits of an active lifestyle. * the importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. Appendix 2: School overview, following the Croydon Resource pack: \| \| Autumn 1 \| Autumn 2 \| Spring 1 \| Spring 2 \| Summer 1 \| \|---\|---\|---\|---\|---\|---\| \| EYFS \| Mental Health and well-being \| Myself and Others NSPCC underwear rule (Pants) \| Family networks \| Body awareness \| Hygiene Staying safe in the sun \| \| Yr 1 \| Understanding emotions \| Caring Friendships \| On-line relationships \| Road safety \| Body awareness \| \| Yr 2 \| Understanding families. Families and how they care for us \| Looking after our teeth. Harmful substances \| On-line relationships \| Decision making \| Private parts and personal space (activities 1-4). Staying safe in the sun. \| \| Yr 3 \| Courtesy and good manners Private parts and personal space (activities 4-6). \| Understanding differences. Differences and similarities \| On-line relationships. \| On-line contacts, who is my friend? \| Understanding hygiene \| \| Yr 4 \| Self-esteem. Mental well- being \| Understanding and expressing emotions \| On-line relationships. Making choices \| Bullying. Harmful substances. \| Secrets. Staying safe in the sun \| \| Yr 5 \| On-line relationships \| Sharing on- line images \| Changes \| Assertiveness. Road safety. \| Different relationships. \| \| Yr 6 \| Resolving Conflict in relationships. \| Stereotyping. Prejudice and discrimination \| On-line relationships. Peer pressure \| Getting help and support. First aid. \| Understanding periods. Reproduction and pregnancy. \| Appendix 3: National Curriculum for Science \| National Curriculum Science End of Key Stage Expectations \| \| \|---\|---\| \| Key Stage One \| Key Stage Two \| \| • That animals including humans, move, feed, grow, use their senses, and reproduce • To recognise and compare the main external parts of the bodies of humans • That humans and animals can produce offspring, and these grow into adults • To recognise similarities and differences between themselves and others and treat others with sensitivity \| • That the life processes common to humans and other animals include nutrition, growth, and reproduction • About the main stages of the human life cycle National Curriculum Science \| National Curriculum Science Statutory and Non-Statutory Requirements for each year group EYFS - Early learning goals Health and self-care Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Making relationships Children play co-operatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings and form positive relationships with adults and other children. Year 1 Statutory requirements Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Notes and guidance (non-statutory) Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs, and rhymes Year 2 Statutory requirements Notice that animals, including humans, have offspring which grow into adults Notes and guidance (non-statutory) * Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. * The following examples might be used: egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby, toddler, child, teenager, adult. Year 5 Statutory requirements Describe the changes as humans develop to old age. Notes and guidance (non-statutory) * Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty. * Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows Year 6 Statutory requirements Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Notes and guidance (non-statutory) They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, Labradors are crossed with poodles. They should also appreciate that variation in offspring over time can make animals more or less able to survive in particular environments. The following aims complement those of the Science curriculum. SRE should prepare young people for an adult life in which they develop confidence in talking, listening and thinking about feelings and relationships * Can name parts of the body and describe how their bodies work * Can protect themselves and ask for help and support * Are prepared for puberty * Specific Issues Statutory policies required by education legislation * Puberty All children, boys and girls, including those who develop earlier than average, need to know about puberty before they experience the onset of physical changes. Appendix 4: National Curriculum for Physical Education (P.E.) Aims: The national curriculum for physical education aims to ensure all pupils: * Develop competence to excel in a broad range of physical activities * Are physically active for sustained periods of time * Engage in competitive sports and activities * Lead healthy, active lives Appendix 5: National Curriculum for Computing National Curriculum Computing Statutory Requirements Key Stage 1 Key Stage 2 Pupils should be taught to: * Recognise common uses of technology beyond school * 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 and other online technologies Pupils should be taught to: * Understand computer networks including the internet; how they can provide multiple services such as the world wide web; and the opportunities they offer for communication and collaboration * Use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact Appendix 6 Parent Form: Withdrawal from Sex Education within RSE TO BE COMPLETED BY PARENTS Name of child: Class: Name of parent: Date: Specific content/areas of the units for which request is being made: Reason for withdrawing from Sex Education within RSE: Parent Signature: TO BE COMPLETED BY THE SCHOOL Agreed actions from discussion with parent Date and name of member of staff completing form: Appendix 7: Additional Resources for Parents Babies: all about conception, birth and the first years Usborne (2004) Meredith, S Part of the Facts of Life series, this book traces the development of a baby from conception to birth and the first years of life, and the effects of pregnancy on the mother. Suitable for: 10 years and above Format: Book Available from: http://www.usborne.com/ Great answers to difficult questions about sex: what children need to know Jessica Kingsley (2010) Goldman, L Book to help parents talk to their children about sex. Covers topics such as how babies are made, relationships, and puberty. Suitable for: Early years, primary and secondary Format: Book Available from: www.jkp.com/catalogue/book/9781849058049 Growing up: all about adolescence, body changes and sex Usborne (1997) Meredith, S Part of the Facts of Life series, this book covers puberty, sex, STIs and contraception. Suitable for: 10 years and above Format: Book Available from: http://www.usborne.com/ How are babies made? Usbourne (2000) Smith, A Find out how a baby grows inside its mother – with the help of fantastic fold-out flaps. Bold cartoonstyle illustrations show where a baby comes from, how long it takes to grow and what a newborn baby does, and flaps reveal hidden processes and amazing facts. Suitable for: KS1 Format: Book Available from: www.usborne.com Speakeasy: talking with your children about growing up FPA (2009) Based on the established SRE training course for parents and written in consultation with parents, this book is designed to help parents and carers talk to children of all ages about all aspects of sex and relationships. Suitable for: All ages Format: Book Available from: www.fpa.org.uk Sex and relationships Parentchannel.tv Series of short videos for parents on talking to their children about sex and relationships and how best to provide support. Suitable for: All ages Format: Online films What's happening to me? (girls) Statutory policies required by education legislation Usborne (2006) Meredith, S Illustrated guide to female puberty. Suitable for: 9 years and above Format: Book Available from: http://www.usborne.com/ What's happening to me? (boys) Usborne (2006) Frith, A Illustrated guide to male puberty. Suitable for: 9 years and above Format: Book Available from: http://www.usborne.com/ Websites http://www.familylives.org.uk http://www.fpa.org.uk http://kidshealth.org/en/parents/growth/ http://www.always.co.uk/en-gb/tips-and-advice-for-women/mums-and-daughters https://lovewise.org.uk/ https://www.nspcc.org.uk/keeping-children-safe/support-for-parents/pants-underwear-rule/	<urn:uuid:ef0ceac5-fc16-4eb0-9ef0-48f2cdbd7ff7>	CC-MAIN-2022-49	https://www.st-johns.croydon.sch.uk/wp-content/uploads/bsk-pdf-manager/2022/09/RHSE-policy-Autumn-2021-final.pdf	2022-12-01T11:19:24+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00531.warc.gz	1,034,857,786	7,133	eng_Latn	eng_Latn	0.937883	eng_Latn	0.99688	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 195, 3524, 6326, 8990, 12065, 15077, 17969, 20944, 21651, 21732, 25442, 25509, 26872, 29499, 32122, 32182, 32595, 34518, 34597, 35275 ]	[ 3.546875, 4.625 ]	2	0
CALIFORNIA STATE SCIENCE FAIR 2008 PROJECT SUMMARY Name(s) Project Number S1103 Autri Chattopadhyay Project Title An Analytical Study of the Effects of iPods on Hearing Loss: Continuation of Research Year 2 Objectives/Goals Abstract The objective of my research is to find the effects certain patterns of iPod useage have on our hearing both at rest and when exercising. I required an iPod Video, a pair stock iPod headphones, a Sony Stereo and a quiet environment. There were two parts to my experiment. First I surveyed a group of 200 individuals to see the trends of iPod use and analyze them. Then, I had actual hearing tests where a subject listened to a song and I recorded at what levels he/she could hear and then reconducted this test using the same song after iPod use. I did this after listening at rest and at exercise. This was to see a measure of the change in audible range or the occurence of a threshold shift. Methods/Materials Results Conclusions/Discussion I found through the survey that 86.5% of those surveyed owned an iPod. Of these 200, 58 listen at volumes of 60% or higher and 41 people listen longer than 10 hours a week. Trends showed that at 70 and 80 percent, over 65% of the users faced some hearing discrepancies. 88 people workout with their iPods and over 12% do so for more than 10 hours a week. Through the hearing tests, notices a large threshold shift at volumes of 60% or higher. Effects were minimal at 30 and 40% volume. Exercise doubled the effects on our hearing at volumes of 70% or higher, but still increased the effect of the noise at other volumes as well. Through my study, I was able to estbalish a direct correlation between volume and the degree of threshold shift. This signifies a direct relationship between the volume we use our iPods and Noise induced Hearing Loss. However contrary to my thesis, exercise did not double the effects on our hearing for all of my test subjects but only those listening at 70% or higher. I would like to raise awareness of the importance of listening at safe volumes as I do not want my generation to suffer from "self-induced" hearing loss. Summary Statement I tested to see how different patterns of iPod usage including duration, volume and exercise affect our hearing. Help Received Parents helped me build my board and drove me everywhere.	<urn:uuid:815fd4fb-cfc5-4cc4-9bb5-60413b7c3aa3>	CC-MAIN-2022-49	http://csef.usc.edu/History/2008/Projects/S1103.pdf	2022-12-01T11:27:13+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00533.warc.gz	16,867,367	521	eng_Latn	eng_Latn	0.998317	eng_Latn	0.998317	[ "eng_Latn" ]	false	docling	[ 2352 ]	[ 2.859375 ]	1	0
Chahta Nan Ikhvna: Choctaw Education This month's edition of Iti Fabvssa is about the Choctaw education. We, as Choctaw people, have placed value in learning since time immemorial. From interactions with family and the community, to sharing stories and experiences we pass down knowledge to our future generations, thus preserving our unique identity as Choctaw people. However, as with all cultures, we adapt and change in order to perpetuate our way of life. This natural process is what allows us to sustain our culture as Choctaw people in today's modern world. Before moving to Oklahoma, and the relocation of many families to other parts of the United States, the majority of Choctaw people lived in communities located in our homelands of Mississippi and Alabama. Throughout daily life infants would be watched by their mothers, aunts, and grandmothers until they reached an age where they could begin to help the community. Once able to walk, young girls would interact with their mothers and aunts while young boys would interact with their maternal uncles to learn the skills and knowledge necessary for every Choctaw man. Oral education through storytelling was common within the family and in the community. At the beginning of each community meeting an elder man would recite the full history of that individual community. Education on Choctaw life was done through immersion, allowing students to learn interactively throughout each day. At night, elders would gather the youth and tell them stories and metaphors to explain the Choctaw world view. Society began to change as Choctaws interacted with European nations. Trade with these nations brought new ideas and materials into the community. Choctaws quickly adapted to new clothing materials like cloth and wool, metal for tools and knives, and guns for hunting. In return, European nations began trading for our pottery, basketry, spices, horses, animal products, and most importantly food. Near the end of the 1700s after the civil war between Britain and the American Colonies, the United States replaced the French and Spanish as our primary trade partner. As American expansion grew, so did the relationship between Choctaws and the United States. Choctaw leadership viewed the United States as a strong partner and accepted our warriors to aid in the War of 1812. However, continued pressure from American settlers and federal agents pushed Choctaw leaders to construct a strategy to ensure the continuation of Choctaw Sovereignty. Choctaw leaders understood that pressures would continue with the United States. Planning for the future, Choctaw chiefs wanted to educate upcoming generations of Choctaw youth. In 1818, Choctaw leaders invited a Protestant missionary, Cyrus Kingsbury, into the Choctaw Nation to build schools using funds they had acquired through the 1816 Treaty of Choctaw Trading House. Elliot Mission was quickly constructed near the Yalobusha River. The school required Choctaw students to move there to attend. Securing more funding in the Treaty of Doak's Stand, Choctaw leadership asks for more schools to be constructed throughout the nation. By 1824, there were eight schools within the Choctaw Nation and in 1825, the Choctaw Academy in Kentucky was opened as a school for higher learning (Kidwell, 1995). By 1830, four more schools were built within the Choctaw Nation. Overall, there were 528 students that attended schools, with 278 attending mission schools, and 250 going to day schools within the villages. It is estimated that 4.8 percent of the school age population attended these schools (Kidwell, 1995). While few Choctaw youth attended school, many that went to the Choctaw Academy came back to become important leaders within the Choctaw community and would later come back to preserve our Choctaw sovereignty. Today, school is part of everyday life for many Choctaw people. From youth in head start to adults and elders returning to school, we have a long legacy of education that continues today. We go to school to learn about the American world, and we go to our elders, our parents, and our community to learn about the Choctaw world.	<urn:uuid:066c64eb-8bb8-47d9-ae09-56034d5c69c7>	CC-MAIN-2022-49	https://choctawnationculture.com/media/40665/2017.05_chahta_nan_ikhvna_-_choctaw_education.pdf	2022-12-01T09:50:31+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00531.warc.gz	206,878,032	871	eng_Latn	eng_Latn	0.997983	eng_Latn	0.998224	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2231, 4172 ]	[ 3.34375 ]	2	1
Roe Valley Integrated Primary School Numeracy Policy Rationale At Roe Valley Integrated Primary School we aim to educate all pupils by ensuring access to a broad and balanced curriculum. We aim to provide a variety of teaching approaches and strategies to meet the learning needs and styles of pupils so that all children may achieve their potential and become confident achievers for the world community. Definition Numeracy is a key skill both within school and as a life skill to be utilised throughout every person's day to day experiences. Numeracy is broader than computational skills and incorporates mental maths, number/algebra, measures, shape and space, handling data and mathematical thinking. Numeracy is an integral part of the learning experience crossing all subject boundaries and is a life long learning process. Principles The development of numeracy is a basic human right, an entitlement for all pupils and therefore the responsibility of all teachers, the whole school working in partnership with parents, Boards of Governors, ELBs and other support agencies. Our understanding of numeracy is broader than the mastery of computational skills and incorporates number/algebra, measures, shape and space, handling data and mathematical thinking. These elements of numeracy are essential for other areas of the curriculum and can be enhanced by them. Numeracy should therefore be promoted in a cross-curricular fashion. Numeracy involves the application of knowledge, skills and understanding fundamental to personal and social development and to life long learning. Effective numeracy development should promote a positive e attitude to mathematical learning through experiences which are creative, enriching, enjoyable and challenging. Purposes Within Roe Valley the purposes of teaching and learning numeracy are: 1 To encourage a positive attitude to mathematics among children and ensure that enjoyment will always be most important. 2 To cater for children's individual needs. This will necessitate the provision of differentiated activities for individuals or groups of children. 3 To have an awareness of numeracy as a life skill – beyond the classroom – and create clear logical thinkers who can adapt, transfer skills, investigate and solve problems. 4 To promote the development of mathematical language and the ability to communicate, analyse and explain mathematical thinking. Shared Education – Shared Future 5 To have quick recall of basic facts, appreciate relationships and patterns within numeracy. 6 To ensure Mathematics is taught, throughout the school, in line with the Attainment Targets laid down by the NI Curriculum. 7 To raise numeracy standards throughout the school by enhancing the quality of learning and teaching. 8 To share an agreed view of numeracy and numeracy development with staff, B.O.G., CCMS, WELB and other interested agencies. 9 To incorporate the appropriate use of ICT in the teaching of numeracy. 10 To provide staff development which will ensure a shared understanding, common approach and consistency across the school. 11 To promote leadership and management of numeracy at all levels in the school. Practices Each member of staff is responsible for planning and teaching mathematics /numeracy in his/her class and allocated 20% of the total teaching time to mathematics/numeracy withy regular lessons every day. Teachers plan termly from numeracy schemes and from these devise 4 week plans with clear learning outcomes. The development of good work habits is essential. Pupils are encouraged to work in a methodical and systematic way to present their work clearly. They use pencil for all calculations in their squared exercise books. The Teaching Approaches High quality teaching to clear objectives is the focus in the school. The teaching approaches involve a balance of various alpproaches: - whole class - exposition - demonstration – whole class and group work - group work - pair work - individual work - ICT / Computer work - 10 minute oral mental maths session will begin each maths lesson and pupils will use a range of mental maths resources. In all classes there are children of differing mathematical ability. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies – in some lessons through differentiated group work, thinking time, effective questioning and in other lessons by organising the children to work in pairs on open-ended problems or games. We use classroom assistants to support some children and to ensure that work is matched to the needs of individuals. Pupils are given opportunities to develop and apply their mathematical skills in other curricular areas:- - Measuring and collection and interpretation of Data in The World Around Us - Shape and space in The Arts - Number through the development of mental skills and its application in all areas. English Mathematics contributes significantly to the teaching of English in Roe Valley by actively promoting the skills of reading, writing, speaking and listening. For example, we encourage children to read and interpret problems in order to identify the mathematics involved. The children explain and present their work to others during plenary sessions. Younger children enjoy stories and rhyme that rely on counting and sequencing. Older children encounter mathematical vocabulary, graphs and charts when using non-fiction texts. Shared Education – Shared Future Shared Education – Shared Future Resources The school uses the Heinmann Mathematics scheme as the main scheme and this is supplemented by the Collins Numeracy Scheme Foundation stage use a variety of resources and often compile their own topic scheme using internet resources, practical activities and self made worksheets. These commercial schemes are used to support teachers and pupils in the teaching and learning of mathematics/numeracy and their use is referred to the whole school scheme of work which relates closely to the CCEA Lines of Development document. The school is well resourced at foundation and KS1/KS2 with a range of practical materials. Most resources for number and shape/space are stored in classrooms. Each teacher has their own resources for mental maths which consist of large number cards, number fans, counting stick, number generators, flip flops and washing lines etc. Each class has also been resourced with a variety of Numeracy games. ICT With the provision of Interactive Whiteboards throughout Foundation/ KS1/KS2 the children are provided with daily opportunities to develop and apply mathematical concepts. These opportunities are planned for and integrated into mathematics/numeracy teaching through - ActivPrimary resources - A range of numeracy websites - the use of ICT peripherals - PRO-Bot, Bee-Bot and Roamer - appropriate use of calculators - various C2K software programmes. Shared Education – Shared Future Homework Homework is set on a regular basis to support work done in class at both key stages as follows: KS2: Monday -> Thursday Written homework [2] times a week KS1: Monday -> Thursday Written homework [2] times a week Foundation: Variety of games, practical activities and written tasks when appropriate (One Homework per week in KS1/2 is process based) Involvement of Parents Parents are encouraged to support their children's mathematical learning at home through: - homework - an annual four week paired maths (games) programme - workshops to inform parents of new initiatives. Principal / SMT 1. Monitoring teachers' planners on an monthly basis to ensure: - learning outcomes are clearly defined - there is a balance of oral/mental, written computation and investigational/problem solving work - relevant mathematical vocabulary is identified Shared Education – Shared Future - there is appropriate differentiation - assessment opportunities are identified - cross-curricular work is identified. 2. Target groups and individuals are identified through the use of standardised tests (NFER). 3. Monitoring end of KS outcomes and setting appropriate targets to promote school's progress. 4. Leading discussion and providing support at staff meetings on a regular basis. 5. Providing ongoing informal support for teachers and pupils. 6. Classroom observation of teaching and learning. Teachers - Marking (See Also RVIPS positive marking policy) Marking is a diagnostic and supportive and as far as possible done through conversation with the child. Wrong solutions are marked with a dot or c and the incorrect digit(s) in a computation exercise are underlined to encourage pupils to reason/seek the correct solution. Correct solutions are marked with a and written comments are constructive and supportive. - Ongoing formative assessment procedures inform teachers' monitoring and evaluating of pupils' achievements and inform differentiated groupings and forward planning. - End of term teacher assessment, INCAS and end of year NFER tests (mental and written). Shared Education – Shared Future - Termly target setting with individuals or small groups through IEP's. Target Setting (in terms of statutory assessment outcomes) - The school monitors the outcomes of end of Key Stage statutory assessment in accordance with Benchmarking Data and sets targets to monitor progress. - In addition individual target levels are set and reviewed annually for each child in numeracy. - PIM group data is used to identify individuals with specific needs in numeracy as well as to inform planning for whole groups through identification of weaknesses/strengths in specific attainment targets Shared Education – Shared Future	<urn:uuid:87584f17-b7d7-422b-b9cc-2f6f21a0526a>	CC-MAIN-2017-26	http://roevalleyintegrated.com/cmsfiles/items/downloads/Policy.%20Numeracy.pdf	2017-06-23T10:11:49Z	crawl-data/CC-MAIN-2017-26/segments/1498128320049.84/warc/CC-MAIN-20170623100455-20170623120455-00368.warc.gz	340,522,918	1,842	eng_Latn	eng_Latn	0.99681	eng_Latn	0.997244	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 838, 2426, 4154, 5601, 7036, 7941, 9167, 9790, 9824 ]	[ 3.40625 ]	1	0
Years 3 & 4 1st Place: Chiwanka Kariyawasam Year 4, Harrisdale Primary School Time I walked down the icy graveyard. A dark, gloomy, and dull atmosphere surrounded me. A strong gust of winter's breeze howled against my chest. The trees rustled in the breeze as the moon glowed in the pitch night sky. The trees were skeletons. The lamp posts flickered as they illuminated a part of the road. A chilly sensation ran down my spine as I felt that I wasn't alone – I knew I was with my grandma. I sat beside her gravestone, humming to myself. Utter misery crept into my heart as I quietly dropped flowers around my grandma's gravestone. As I gazed at her beautiful name embellished on the white marble gravestone, I couldn't help but think of our time together and how it was so short. Then, Big Ben chimed, midnight. Tick, tock, tick, tock. With the passing of time, I began to remember the final night. Memories of my grandmother raising me after my parents' miserable death flooded back – Tick, tock, tick, tock. *** Her frail and lifeless body slumped on the bed. She dreaded this, for it was the end of her days. The noise from the machines lulled as her ninety-nine years on Earth came to an abrupt halt. I stared at the clock on her bedside table and began to realise how much time had passed and how much time was left – Tick, tock, tick, tock. Every minute felt like an hour, and every moment mattered as long as I was with her. For the past several months, she had been fighting against cancer and was weaker than ever before. Her heart palpitated rather quickly – irregular for such an age. She was breathing short and shallow breaths, each one of them leading closer to her death. I sat there holding her hands. I watched her chest rise and fall; her eyes were getting blurrier by the second. The machines beeped continuously, and the heart rate monitor gradually decreased and increased, undulating as time passed slowly. Time passed like water. I was her only companion. Everyone had abandoned her. Silence flooded the room – so quiet that you could have heard a pin drop – Tick, tock, tick, tock. My tears were like a fountain as they streamed down my face, but I was determined to stay with her for the final hours of her life. Tick, tock, tick, tock. A clock indeed never makes a person forget how rapidly time goes. She murmured to me quietly about how fast time had gone. Her own body thoroughly reflects that she had run out of time. I couldn't help, but I could definitely realise how time had stolen her of her physical self. She was as thin as a piece of paper, her gnarly fingers were like sharp claws, and she had a bald head. The deformed fingers and rough skin thoroughly resembled her old age and dying body. Her body had undergone breathtaking changes after being diagnosed with terrible breast cancer. A day later, nurses and doctors flooded her bed. The nurses looked at her and inspected her body, doing multiple tests. They stood there longer than usual, which was why I was curious. What were they going to do to my grandma? Just then, the dreaded needle came into view. "No, not the needle," she said softly. "This will ease your pain," the doctor lied in a soft, painful voice. Just then, the needle surged into the arm of the elderly woman. The familiar searing, hot pain slowly spread through my grandma's arm. "Ow," she murmured softly, clearly in pain. The attendant left hastily and gave me soup and some other meals which I could give to my grandma. I first served my grandma soup, and she drank a gulp but spat it back out, the slimy substance dribbling down my grandma's face. I tried another spoonful, and the same thing happened. She did sign language and shook her hand to mention that she needed no more. Just then, her eyes slowly closed, and she fell fast asleep. Would this be our last memory together? Tick, tock, tick, tock. Time passed. Memories flood back. I remembered my childhood and how my grandma raised me. She was the kindest woman I've met since my parents' devastating death. I remembered holding her hands as a child. They felt so delicate and soft. Her hands told stories of different times, different worlds, and hardships. She would do anything for me, and I lived with her my whole life. We did everything together – go shopping, have family reunions that we didn't even want to go to or attempt to cook new things, which ended up burnt. We were always together. We lived on a humble farm with barely enough food to support our animals and us. Yet, she was my rock. I would never dream of my grandma ever landing in this horrible place. I started to doze off, awakened by a tall, white-shirted gentleman with a red tie and a stethoscope looking over me. He touched my shoulders and smiled as if saying I was doing a good job. "All you have to do now is pray there is no other option. All that's left is to pray," the doctor said gravely. I knew the end was coming. I could feel it in the air. It felt tense. The atmosphere thickened around me, enveloping me in a blanket that suffocated me. Grandma was such a generous person. She helped others and was so sympathetic to those gracious animals who lived happily because of her. She fed those animals caringly, much like how I fed her whenever she was sick. I wished but also knew God would warmly welcome my grandma to heaven. Suddenly, the sky became overcast, and clouds scudded by like huge cotton balls. The weather soon became stormy. Thunder roared like a pride of lions and started to shower like heavy rainfall from the sky. The raindrops looked like shiny crystals. The rain splattered all over the window like blobs of paint. A strong gust of wind howled, and the water splashed. An hour passed, and I just sat beside my grandma, lonely. Silence had deafened me; the only thing I heard was the clock. I looked at her kind face and wiped a tear from her eye. Her breathing had now slowed down, and her skin was utterly clammy. Her face had become ashen. I could do nothing to save her but hold her hand and hum to her. I was there, hoping and praying she could hear me. The end of her days had arrived. I felt a tingling sensation in my hand as if time had run out. My grandma gripped my hand tighter, alerting me that this was the end of our memories. A drop of tear fell down her cheek. Then, it was just gone – just like that. Her breathing stopped. The machines stopped. Yet, time continued to tick. A sob rose into my throat as my heart twisted and crumpled. A string of melancholy seeped into my spine. My eyes were prickling with tears. She was gone, gone from the face of Earth, gone from me. Tick, tock, tick, tock.	<urn:uuid:6c05d224-5a50-4d54-bffb-209ae47db289>	CC-MAIN-2022-49	https://library.armadale.wa.gov.au/sites/default/files/images/award/Year_3_4-1st_Place_-_Chiwanka_Kariyawasam_-_Time.pdf	2022-12-01T11:26:15+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00534.warc.gz	414,322,742	1,516	eng_Latn	eng_Latn	0.999592	eng_Latn	0.999619	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3149, 6587, 6670 ]	[ 2.859375 ]	1	0
English: Narrative – Traditional Tale – Hansel and Gretel Persuasive Letter – Letter to Scrooge We will be developing our skills for writing by firstly imitating a variety of sentence structures. Our sentence structures will allow us to rehearse the skills of applying high quality word choices combined with the appropriate grammatical structure. We will cohesively stack our sentences. Independently, we will be challenged to write our own Narrative and Persuasive Letter applying the skills learnt. History Life in Victorian Britain – Dark Age or Golden Age? What were the main changes that took place during this time? What were the effects of changes in industry, especially factories? How did town life compare to life in the countryside? What were the main changes in transport and what effects did they have on the lives of different social groups? How was going to school different for rich and poor? Computing: How to be safe and responsible digital citizens. French: We will be looking at cultural and geographical aspects of France. We will also be making presentations in class using our language skills about ourselves. PE: Picasso class will be developing their skills of communication and cooperation through physical Outdoor Adventurous Activities. Picasso Class Autumn B – 2021/22 RE: How do Christians show their belief that Jesus is God incarnate? We will: Engage with the idea and meaning of the word 'incarnation' for Christians. Enquire into how and why Christians portray Jesus as God in human form (incarnate) and what questions this raises. Explore the Christian belief in 'incarnation' through church practise, church living and the Bible. Evaluate our RE learning about the Christian belief that Jesus is the incarnation of God. Express our RE learning about the Christian belief in Incarnation so it can be shared with others. Maths: Mrs Jackson's Maths Group Fractions: Use common factors to simplify fractions. Compare and order fractions. Generate and order linear number sequences (with fractions). Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions. Multiply and divide proper fractions. Recall and use equivalences between simple fractions, decimals and percentages. Mrs McCabe's Maths Group Apply our place value knowledge to multiplying and dividing by 10, 100 and 1000. Multiply numbers up to 4 digits by a 1 or 2 digit number using a formal written method, including long multiplication for two-digit numbers. *Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context. Geography Mountains - We will establish the geographical location of the main continental mountain ranges, develop our map skills and investigate how mountains form. We will also extend our human geographical understanding by studying land use, economic activity and the distribution of natural resources in our focussed areas. Science: We will be continuing to work scientifically exploring Properties and Changes of Materials.	<urn:uuid:24b6e45d-0fc4-4ff9-b4a2-26d8d7edcbc4>	CC-MAIN-2022-49	https://www.abbotsripton.cambs.sch.uk/storage/secure_download/UXhvdlROSWZraHRueHl6N08zZTJ4QT09	2022-12-01T10:01:26+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00533.warc.gz	672,629,511	617	eng_Latn	eng_Latn	0.996708	eng_Latn	0.996708	[ "eng_Latn" ]	false	docling	[ 3154 ]	[ 3.765625 ]	1	0
Unit 1 Parts Of Speech Answer Key Meet the Parts of Speech: The Complete Series How to Use Parts of Speech, Grades 6-8 The Parts of Speech Family Story Parts of Speech Spoken Sibe: Morphology of the Inflected Parts of Speech The Eight Parts of Speech Parts of Speech Flexible Word Classes When You Catch an Adjective, Kill it Parts of Speech and Accidence Wren New Simpler Parts of Speech 1 Parts of Speech The parts of speech. Section I. A, Nouns, adjectives and articles. B, Pronouns and numerals. Section II, The verb and the particles Words That Act As Multiple Parts of Speech (PART 2): Types of Words Analysis of the seven parts of speech of the English language Exploring Linguistic Science Parts of Speech Grammar English Mastery Studies (GEMS) Volume I Exercises Upon the Different Parts of Speech of the Portuguese Language Approaches to the Typology of Word Classes An easy explanation of the Parts of Speech ... being an introduction to the French Grammar Words That Act as Multiple Parts of Speech (PART 1) Hot Fudge Monday The Eight Parts of Speech The Typology of Parts of Speech Systems A New English Grammar: Parts of speech and outlines of analysis Studies in the Theory of the Parts of Speech Old English Syntax Verbs Say Go! Parts of Speech in Construction Grammar French Grammar For Dummies Concise Encyclopedia of Grammatical Categories Parts of Speech in Mandarin Primary Grammar and Word Study: Ages 5-6 Primary Grammar and Word Study: Book E. Ages 9-10 Parts of Speech (GR 2-3) The Simple Math of Writing Well The Great Pronoun Shift Parts of Speech Parts of Speech and Language Mechanics, Grade 1 Getting the books Unit 1 Parts Of Speech Answer Key now is not type of inspiring means. You could not abandoned going in the manner of book stock or library or borrowing from your connections to read them. This is an completely easy means to specifically acquire guide by on-line. This online pronouncement Unit 1 Parts Of Speech Answer Key can be one of the options to accompany you later than having additional time. It will not waste your time. take on me, the e-book will totally appearance you further situation to read. Just invest little time to retrieve this on-line statement Unit 1 Parts Of Speech Answer Key as skillfully as evaluation them wherever you are now. Parts of Speech in Construction Grammar May 02 2020 Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Hamburg (Institut für Anglistik und Amerikanistik ), course: Parts of Speech, 6 entries in the bibliography, language: English, abstract: This term paper is concerning Construction Grammar and the way it attempts to handle parts of speech categories like nouns, verbs and adjectives. The seminar this paper was written for proved in a manifold of ways that when we restrict ourselves to the categories provided by traditional grammar, we may face serious difficulties which call into question the fundamental categorizations of such grammar. These problems, or potential problems, are the subject matter of the first part of this paper. In the second part, I will give an overview of Construction Grammar. Since the concept of construction is central to Construction Grammar, I will first clarify the notion of construction outside of the Construction Grammar framework in 2.1., before moving to an account in 2.2 of those features that can be seen as the smallest common denominator for defining constructions within different Construction Grammars. One of my principal findings is the differing manners in which Construction Grammars in general, and a specific variant of Construction Grammar, namely Croft's Radical Construction Grammar, address the issue of parts of speech. Part three will present Croft's grammar as an answer to one of the central questions raised in this seminar, namely, which model is most adequate for categorising word classes in a single language like English but also in a cross-linguistic sense. This examination will be followed by some concluding remarks in part four. Concise Encyclopedia of Grammatical Categories Feb 29 2020 Complementing Brown & Miller's recent Concise Encyclopedia of Syntactic Theories (1996), to which this is a companion volume, this encyclopedia is a collection of articles drawn from the highly successful Encyclopedia of Language and Linguistics. It presents a collection of 79 articles, all of which have been revised and updated. It also provides a number of newly commissioned articles, one of which has been substantially updated and extended. The volume is alphabetically organised and includes an introduction and a glossary. The Concise Encyclopedia of Grammatical Categories will provide a uniquely comprehensive and authoritative overview of the building blocks of syntax: word classes, sentence/clause types, functional categories of the noun and verb, anaphora and pronominalisation, transitivity, topicalisation and work order. Verbs Say Go! Jun 02 2020 Jump! Climb! Lift! Leap! Not known for sitting still, the verbs are packing lots of grammar facts and fun into their parts-of-speech adventure. These quirky, illustrated characters camp, exercise, sail, and swim, and all readers need to do is read, learn, and enjoy! Primary Grammar and Word Study: Ages 5-6 Dec 29 2019 Primary grammar and word study is a series of seven books designed to introduce students to parts of speech, ways to understand and choose words, punctuation and figures of speech. Included are teachers notes, English curriculum links and literacy character explanations as well as checklists. The Great Pronoun Shift Aug 24 2019 This book is a holistic exploration of personal pronouns in English and their development. In conversational prose and drawing on linguistic and psychological research, Helene Seltzer Krauthamer gives an overview of what pronouns are, why they are problematic, what they reveal about us, how they can be used effectively, where they came from, and where they are going. Assuming no specialized knowledge and with helpful real-world exercises at the end of each chapter, the book aids growth and inspires thought in students and other readers, spelling out the implications of these changes for teachers, writers, and all who write or speak in English. The parts of speech. Section I. A, Nouns, adjectives and articles. B, Pronouns and numerals. Section II, The verb and the particlesOct 19 2021 new cross-linguistic studies of word class systems as well as original descriptive and theoretical contributions. Words That Act as Multiple Parts of Speech (PART 1) Jan 10 2021 English words can be categorized into 9 basic types which are called "parts of speech" or sometimes "word classes". These are as follows: Noun, Verb, Adjective, Adverb, Pronoun, Preposition, Conjunction, Interjection, and Determiner. Many words may have more than one kind of function. In other words, they can be more than one part of speech. For example, "clear" can be a verb, an adjective and an adverb. "After" can be a preposition, an adjective, an adverb and a conjunction. Here, you will find Alphabetical list of words that can be used as at least one more part of speech: Sample This: Nouns - Alphabetical list of words that are NOUNS but can also be used as at least one more part of speech: 1. abandon [noun] -- also acts as: verb, 2. abdominal [noun] -- also acts as: adjective, 3. aboriginal [noun] -- also acts as: adjective, 4. abrasive [noun] -- also acts as: adjective, 5. absolute [noun] -- also acts as: adjective, 6. abstract [noun] -- also acts as: verb / adjective, 7. abuse [noun] -- also acts as: verb, 8. academic [noun] -- also acts as: adjective, 9. accent [noun] -- also acts as: verb, 10. access [noun] -- also acts as: verb, 11. accessory [noun] -- also acts as: adjective, 12. acclaim [noun] -- also acts as: verb, 13. accord [noun] -- also acts as: verb, 14. account [noun] -- also acts as: verb, 15. ache [noun] -- also acts as: verb, 16. acrylic [noun] -- also acts as: adjective, 17. act [noun] -- also acts as: verb, 18. acting [noun] -- also acts as: adjective, 19. action [noun] -- also acts as: verb, 20. active [noun] -- also acts as: adjective, 21. address [noun] -- also acts as: verb, 22. adhesive [noun] -- also acts as: adjective, 23. adult [noun] -- also acts as: adjective, 24. advance [noun] -- also acts as: verb / adjective, 25. advantage [noun] -- also acts as: verb, 26. advisory [noun] -also acts as: adjective, 27. advocate [noun] -- also acts as: verb, 28. aerial [noun] -- also acts as: adjective, 29. aesthetic [noun] -- also acts as: adjective, 30. affirmative [noun] -- also acts as: adjective, 31. affix [noun] -- also acts as: verb, 32. affront [noun] -- also acts as: verb, 33. age [noun] -- also acts as: verb, 34. agglomerate [noun] -- also acts as: verb / adjective, 35. aggregate [noun] -- also acts as: verb / adjective, 36. aid [noun] -- also acts as: verb, 37. aim [noun] -- also acts as: verb, 38. air [noun] -- also acts as: verb, 39. airbrush [noun] -- also acts as: verb, 39. airbrush [noun] -- also acts as: verb, 40. airlift [noun] -- also acts as: verb, 41. alarm [noun] -- also acts as: verb, 42. alcoholic [noun] -- also acts as: adjective, 43. alert [noun] -- also acts as: verb / adjective, 44. alias [noun] -- also acts as: adverb, 45. alien [noun] -- also acts as: adjective, 46. alloy [noun] -- also acts as: verb, 47. ally [noun] -- also acts as: verb, 48. alpine [noun] -- also acts as: adjective, 49. alternate [noun] -- also acts as: verb / adjective. 50. alternative [noun] -- also acts as: adjective Flexible Word ClassesMar 24 2022 This book is the first major cross-linguistic study of 'flexible words', i.e. words that cannot be classified in terms of the traditional lexical categories Verb, Noun, Adjective or Adverb. It includes Parts of Speech Nov 19 2021 The eight parts of speech are the building blocks of language. Young language students will learn the ins-and-outs of nouns, pronouns, adjectives, and more through this age-appropriate text. Each chapter is devoted to one part of speech, covering how, when, and why they're used. A unique "Figure It Out" quiz featured on every spread prompts readers to actively engage with the material, while bright images and informative graphic organizers hold readers' attention. A glossary and index provide opportunities for additional learning. The Typology of Parts of Speech Systems Oct 07 2020 First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company. Parts of Speech in Mandarin Jan 28 2020 This book offers a comprehensive survey of the major parts of speech in Mandarin. Seeking to identify the sets of universal and language-specific categories, it compares the range of categories available in Mandarin and the Indo-European languages and establishes six universal categories – nouns, verbs, adjectives, adverbs, prepositions and conjunctions – and three language-specific ones, namely classifiers, localizers and sentence-final particles. Incorporating insights from recent research findings and the diachronic development of the language, the book sheds new light on the factors that contribute to the long-standing debate on the categorical status of adjectives, prepositions and localizers in the extant literature. Bringing together the earlier general descriptions and the latest advances, it is broadly accessible to non-native and native speakers of the language and offers an ideal reference source for all students and scholars who are interested in studying the parts of speech in Mandarin. Parts of Speech Apr 24 2022 Activities identify and explain the eight parts of speech--"nouns, verbs, adjectives, adverbs, prepositions, pronouns, interjections, and conjunctions. Reproducible. Spoken Sibe: Morphology of the Inflected Parts of Speech Jun 26 2022 At present, the Sibe language is the only oral variety of Manchu which is actually in use. With some 20,000 to 30,000 speakers it is also the most widely spoken Tungusic language. The Sibe people, who live at the North-Western border of the present-day Sinkiang Uyghur Autonomous province of China, are descendants of the garrison men of the Manchu army from 18th century. They were sent there after the area was annexed by the Manchus with the task to guard the newly established border between the Manchu Empire and Russia. Being soldiers of an alien army they remained isolated from the indigenous Turkic and Mongolian peoples, which resulted in an allmost miraculous preservation of the language. In the 1990s, when the oral varieties of Manchu in historical Manchuria became either extinct or at the verge of extinction, Sibe kept surviving as a language spoken by all generations of Sibe people in the Chapchal Sibe autonomous county, and by the middle and older generations in virtually all other Sibe settlements of Xinjiang. By now, although the percentage of Sibe-Chinese bilingualism is high, the number of speakers, including young people, is still significantly great. The present description of the grammatical functioning of the two main inflected word classes – nouns and verbs – is documented by examples and sample texts, and provided with the basic general information about the Sibe language and its speakers. The intention of this work is to offer the reader a more complex image of the Sibe language as it is used at present on its historical and cultural territory. When You Catch an Adjective, Kill it Feb 20 2022 The author of The Sound on the Page offers an irreverent but insightful look at the nine parts of speech in the English language, with whimsical guidelines on how to use adjectives, adverbs, articles, conjunctions, interjections, nouns, prepositions, pronouns, and verbs appropriately. 35,000 first printing. Exploring Linguistic Science Jul 16 2021 Introduces students to the scientific study of language, using the basic principles of complexity theory. The Simple Math of Writing Well Sep 25 2019 Writing guides abound, but The Simple Math of Writing Well is one of a kind. Readers will find its practical approach affirming, encouraging, and informative, and its focus on the basics of linguistic structure releases 21st-century writers to embrace the variety of mediums that define our internet-connected world. As Harrop reminds us in the opening chapters of her book, we write more today than ever before in history: texts, emails, letters, blogs, reports, social media posts, proposals, etc. The Simple Math of Writing Well is the first guide that directly addresses the importance of writing well in the Google age. Parts of Speech and Accidence Jan 22 2022 Hot Fudge Monday Dec 09 2020 Hard as it is to believe, teachers tell us all of the time that their students actually ask to do the funny, wacky activities from Hot Fudge Monday. This new, expanded edition of our best-selling book offers even more tasty ways to teach parts of speech, including quirky quizzes, extended writing activities, and Internet enrichment activities that reinforce new skills. Hot Fudge Monday joins the study of words to the process of writing those words into meaningful sentences. The book consists of eight chapters, each one dealing with one part of speech. Students learn about the various parts of speech through short writing activities that are interesting, humorous, and a bit offbeat. Grades 7-12 Exercises Upon the Different Parts of Speech of the Portuguese Language Apr 12 2021 Grammar English Mastery Studies (GEMS) Volume I May 14 2021 This book provides explanation, vocabulary, objectives, and steps to identify the eight parts of speech - prepositions, pronouns, conjunctions, nouns, adjectives, verbs, adverbs, and interjections. The book contains practice exercises for each of the eight parts of speech. Each part of speech section begins with objectives to identify the part of speech. It provides a supply list. It tells what background knowledge is needed to meet the objective. This book gives reasons of why this should be studied by the student. It tells what some of the parts of speech are not. Each section covers common vocabulary related to each part of speech. The Eight Parts of Speech May 26 2022 Simply English – 8 Parts of Speech is a guide to help students become familiar with the basic units of grammar. Each part of speech is defined with tips and examples for identification. Practice exercises are then provided for identifying each part of speech. Be sure to have students read over the Quick Reference (at the end of the textbook) to familiarize themselves with the eight parts of speech. It includes definitions, key words and examples. This reference can be used as a study guide and when preparing for exams. The curriculum is very flexible allowing you to introduce each part of speech, usage concept and exercises at the students' own pace. Of course this will depend on the level of their previous exposure to English grammar. The concepts taught here are more likely to become entrenched if the ideas are incorporated into the students' other writing assignments French Grammar For Dummies Mar 31 2020 The easy way to master French grammar French Grammar For Dummies is a logical extension andcomplement to the successful language learning book, French ForDummies. In plain English, it teaches you the grammatical rulesof the French language, including parts of speech, sentenceconstruction, pronouns, adjectives, punctuation, stress and verbtenses, and moods. Throughout the book, you get plenty of practiceopportunities to help you on your goal of mastering basic Frenchgrammar and usage. Grasp the grammatical rules of French including parts ofspeech, sentence construction, and verb tenses Enhance your descriptive speech with adverbs, adjectives, andprepositions Benefit from plenty of practice opportunities throughout thebook Use the French language confidently and correctly Whether you're a student studying French or a professionallooking to get ahead of the pack by learning a second language,French Grammar For Dummies is your hands-on guide to quicklyand painlessly master the written aspect of this popularlanguage. Parts of Speech Jul 24 2019 Kids will flip for these versatile, interactive mini-books that teach the parts of speech-and help them become better readers and writers. Each humorous mini-book introduces a specific concept: common and proper nouns, pronouns, verb tenses, adjectives, adverbs-and demonstrates its use in context. As they read, kids apply what they learn by completing practice items throughout the book. And the "Show What You Know!" page makes a handy assessment tool. Great for independent work, centers, day starters or homework. For use with Grades 24. The Eight Parts of Speech Nov 07 2020 This language arts eBook allows students in fourth grade or higher to learn about the eight parts of speech, which is an integral segment of a language arts curriculum. Students in traditional and home school settings will learn in three ways: watch a video, read chapter text, and complete exercises to reinforce rules and concepts of English grammar. The student clicks on text at the beginning of a chapter to open a video. Then, if viewing the PDF on a tablet that does not allow for completing the exercises by filling in the blanks in the workbook, the student can click on a link within the description of each exercise and provide answers online. Analysis of the seven parts of speech of the English language Aug 17 2021 How to Use Parts of Speech, Grades 6-8 Sep 29 2022 A guide for students to use the basic units of grammar. Words That Act As Multiple Parts of Speech (PART 2): Types of Words Sep 17 2021 The same word can be used as more than one part of speech. On this basis, we can broadly classify the words as follows: A: Words that represent at least TWO parts of speech, B: Words that represent at least THREE parts of speech, C: Words that represent at least FOUR parts of speech \| Sample This: C. Words that represent at least TWO parts of speech--- We can put words that represent at least TWO parts of speech into the following 34 prominent groups: 01. Noun + Verb \| 02. Noun + Adjective \| 03. Noun + Adverb \| 04. Noun + Pronoun \| 05. Noun + Preposition \| 06. Noun + Conjunction \| 07. Noun + Interjection \| 08. Noun + Determiner \| 09. Verb + Adjective \| 10. Verb + Adverb \| 11. Verb + Pronoun \| 12. Verb + Preposition \| 13. Verb + Conjunction \| 14. Verb + Interjection \| 15. Verb + Determiner \| 16. Adjective + Adverb \| 17. Adjective + Pronoun \| 18. Adjective + Preposition \| 19. Adjective + Conjunction \| 20. Adjective + Interjection \| 21. Adjective + Determiner \| 22. Adverb + Pronoun \| 23. Adverb + Preposition \| 24. Adverb + Conjunction \| 25. Adverb + Interjection \| 26. Adverb + Determiner \| 27. Pronoun + Preposition \| 28. Pronoun + Conjunction \| 29. Pronoun + Determiner \| 30. Preposition + Conjunction 31. Preposition + Interjection \| 32. Preposition + Determiner \| 33. Conjunction + Determiner \| 34. Interjection + Determiner \|\|\| 01. Noun + Verb -- The same word can be used as NOUN as well as VERB: 1. abandon, 2. abstract, 3. abuse, 4. accent, 5. access, 6. acclaim, 7. accord, 8. account, 9. ache, 10. act, 11. action, 12. address, 13. advance, 14. advantage, 15. advocate, 16. affix, 17. affront, 18. age, 19. agglomerate, 20. aggregate, 21. aid, 22. aim, 23. air, 24. airbrush, 25. airlift, 26. alarm, 27. alert, 28. alloy, 29. ally, 30. alternate, 31. ambush, 32. amount, 33. anchor, 34. anger, 35. angle, 36. answer, 37. ape, 38. appeal, 39. apprentice, 40. approach, 41. arc, 42. arch, 43. archive, 44. arm, 45. array, 46. arrest, 47. art, 48. ask, 49. aspirate, 50. assault, 51. assent, 52. assist, 53. associate, 54. asterisk, 55. atrophy, 56. attack, 57. attempt, 58. attribute, 59. auction, 60. audition, 61. author, 62. autograph, 63. average, 64. award, 65. awe, 66. axe, 67. babble, 68. baby, 69. back, 70. backlight, 71. backpack, 72. backspace, 73. badger, 74. baffle, 75. bag, 76. Bail, 77. bait, 78. balance, 79. bale, 80. ball, 81. balloon, 82. ballot, 83. balls, 84. ban, 85. band, 86. bandage, 87. bang, 88. bank, 89. bankroll, 90. bankrupt, 91. banter, 92. bar, 93. barbecue, 94. bargain, 95. barge, 96. bark, 97. barrel, 98. barricade, 99. base, 100. bash, 101. bat, 102. batch, 103. bath, 104. bathe, 105. batten, 106. batter, 107. battle, 108. bay, 109. bayonet, 110. beach, 111. beam, 112. bean, 113. bear, 114. beard, 115. beat, 116. beaver, 117. bed, 118. beef, 119. beep, 120. beetle, 121. beggar, 122. belly, 123. bellyache, 124. belt, 125. benchmark, 126. bend, 127. benefit, 128. berth, 129. best, 130. bet, 131. better, 132. bias, 133. bicycle, 134. bid, 135. bike, 136. bill, 137. billet, 138. billow, 139. bin, 140. bind, 141. binge, 142. bird, 143. bitch, 144. bite, 145. black, 146. blacklist, 147. blackmail, 148. blame, 149. blank, 150. blanket, 151. blare, 152. blast, 153. blaze, 154. bleach, 155. bleep, 156. blemish, 157. blend, 158. blight, 159. blind, 160. blindfold, 161. blink, 162. bliss, 163. blister, 164. blitz, 165. block, 166. blockade, 167. blog, 168. blood, 169. blossom, 170. blot, 171. blow, 172. blubber, 173. bluff, 174. blunder, 175. blur, 176. blush, 177. bluster, 178. board / 179. boast, 180. bob, 181. bobble, 182. bog, 183. boil, 184. bolster, 185. bolt, 186. bomb, 187. bond, 188. bone, 189. bonk, 190. boo, 191. boob, 192. boogie, 193. book, 194. boom, 195. boost, 196. boot, 197. booze, 198. bop, 199. border, 200. bore Parts of Speech Jun 14 2021 Summary: Covers grammatical terms such as proper nouns, common nouns, collective nouns, and abstract nouns. Parts of Speech Jul 28 2022 Parts of Speech are a central aspect of linguistic theory and analysis. Though a long-established tradition in Western linguistics and philosophy has assumed the validity of Parts of Speech in the study of language, there are still many questions left unanswered. For example, should Parts of Speech be treated as descriptive tools or are they to be considered universal constructs? Is it possible to come up with cross-linguistically valid formal categories, or are categories of language structure ultimately language-specific? Should they be defined semantically, syntactically, or otherwise? Do non-Indo-European languages reveal novel aspects of categorical assignment? This volume attempts to answer these and other fundamental questions for linguistic theory and its methodology by offering a range of contributions that spans diverse theoretical persuasions and contributes to our understanding of Parts of Speech with analyses of new data sets. These articles were originally published in "Studies in Language" 32:3 (2008). Studies in the Theory of the Parts of Speech Aug 05 2020 Parts of Speech and Language Mechanics, Grade 1 Jun 22 2019 ELD Level: Intermediate. 100 Practice Pages for Strengthening Language ProficiencyHelp students master fundamental language skills with quick daily practice. Each practice page focuses on vocabulary, grammar, and comprehension while addressing universal cross-curricular themes. The repetition of skills help reinforce these critical components. The language and picture support in these resources make them ideal for English Language Learners. Approaches to the Typology of Word Classes Mar 12 2021 The series is a platform for contributions of all kinds to this rapidly developing field. General problems are studied from the perspective of individual languages, language families, language groups, or language samples. Conclusions are the result of a deepened study of empirical data. Special emphasis is given to little-known languages, whose analysis may shed new light on long-standing problems in general linguistics. Meet the Parts of Speech: The Complete Series Oct 31 2022 With a book for every part of speech, the complete Meet the Parts of Speech series includes story-based adventures combined with traditional instruction and usage examples for nouns, verbs, adjectives, adverbs, pronouns, conjunctions, prepositions, and interjections. In Grammaropolis, adverbs don't just modify verbs; adverbs are bossy. They tell the verbs where to go, when to leave, and how to get there. A pronoun doesn't just replace a noun; Roger the pronoun is a shady character who's always trying to trick Nelson the noun into giving up his spot. The Meet the Parts of Speech series uses the mechanics of character and story (plot, motivation, setting, etc.) to breathe life into what has traditionally been unengaging subject matter. Our story-based approach combines traditional instruction with original narrative content, which appeals to different learning styles, increases both engagement and retention, and encourages students to make a deeper connection with the parts of speech and punctuation marks. The complete series includes: Nelson the Noun Nelson takes a break from his stressful day job, leaving the Noun Office in the hands of Roger the pronoun. After discovering that vacation isn't what he'd hoped it would be, Nelson returns just in time to fix the confusion Roger has caused in his absence. Vinny the Action Verb & Lucy the Linking Verb Vinny and Lucy approach life differently. He's all action, while she's content to sit back and be. With their friend Jake the adjective in trouble, however, the two verbs must put aside their differences and work together to save the day. Jake the Adjective When Jake's nemesis pulls a prank and turns Grammaropolis into a grey, misshapen, tasteless town, Jake is forced to run around restoring everything--the colors, shapes, sizes, tastes, and more--to the way it was all meant to be. Benny the Adverb When his prized rock collection is stolen from the bank, Benny opens an investigation into how and when the theft took place and where the thief might have gone. Roger the Pronoun Feeling that he's destined for more than just renaming nouns, Roger opens up his own store next to Nelson's Nouns. But when Nelson goes missing, Roger realizes that for life to mean anything at all, every pronoun has to have an antecedent. Connie the Conjunction Nobody in all of Grammaropolis has more style than Connie; she simply knows how to put things together. After a bump on the head makes her give bad advice, she uses all the conjunctions at her disposal to set everything right again. Lil' Pete the Preposition When launching his model rocket in the park, Lil' Pete gets excited and forgets to add objects to his prepositional phrases. Without objects, the prepositions become adverbs, and chaos ensues as the rockets fly up, by, and around with no direction at all. Izzy the Interjection No matter whether the emotion is strong or mild, positive, negative, or somewhere in between, Izzy lives to express it. Loneliness can be a problem sometimes because she's not grammatically connected to the other words in the sentence, but when the time comes, she leaps at the chance to express her strongest emotion yet. Primary Grammar and Word Study: Book E. Ages 9-10 Nov 27 2019 Primary grammar and word study is a series of seven books designed to introduce students to parts of speech, ways to understand and choose words, punctuation and figures of speech. Included are teachers notes, English curriculum links and literacy character explanations as well as checklists. Parts of Speech (GR 2-3) Oct 26 2019 The Parts of Speech Family Story Aug 29 2022 LEARN the BASIC PARTS of SPEECH in Minutes Having Lots of Fun The Parts of Speech Family Story is GUARANTEED to HELP! the primary, intermediate student, to adult person, learn the basic Parts of Speech in just about as much time as it takes to read the book. All the participants in the story mimic the roles of the eight basic parts of speech used in the Standard English Language, including the article. You can look in the Quick Reference Glossary to find the definition and examples of the Parts of Speech used in this story. A New English Grammar: Parts of speech and outlines of analysis Sep 05 2020 Wren New Simpler Parts of Speech 1Dec 21 2021 New English Grammar Series An easy explanation of the Parts of Speech ... being an introduction to the French GrammarFeb 08 2021 Old English SyntaxJul 04 2020 unit-1-parts-of-speech-answer-key Downloaded from diy-compressors.com on December 1, 2022 by guest	<urn:uuid:b72b3c30-3cd2-4fb8-aa2d-2dfb6fb63a8c>	CC-MAIN-2022-49	https://diy-compressors.com/L1A7A7/Unit_1_Parts_Of_Speech_Answer_Key_pdf	2022-12-01T10:16:20+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446710808.72/warc/CC-MAIN-20221201085558-20221201115558-00535.warc.gz	233,644,778	7,203	eng_Latn	eng_Latn	0.991192	eng_Latn	0.995251	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 20338, 30380 ]	[ 1.7734375, 2.71875 ]	1	0
Year 3 Spring 1 \| English \| Fiction: Miss Majeeka’s Dressing Up Box Your child is learning to retell the story of Miss Majeeka’s Dressing Up Box. We are going to be engaging in imaginative and drama activities to really immerse ourselves in the story, as our focus with this warning tale is upon setting description. We are going to focus upon applying our previously learnt knowledge on inverted commas, expanded noun phrases and adverbials in addition to learning about compound sentences and similes. Non fiction This half term we will also be reading multiple explanation texts. We will use this to once again reflect upon different organisation of texts, as well as introducing complex sentences and subordinate clauses. CUSP- This half term we are continuing with our Reading Skills lesson focusing on the VIPER skills. \| \| \|---\|---\|---\| \| \| \| Encourage your child to write sentences that are correctly punctuated, this includes the correct use of \| \| \| \| capital letters. Capital letters have three main purposes: to let the reader know a sentence is beginning, to \| \| \| \| show important words in a title, and to signal proper names and official titles. \| \| Writing \| Nelson Handwriting Your child is continuing to write with their ‘Perfect Pencil Grip’ and ‘Posture for Writing’. All Year 3 children will be practicing their joined-up handwriting across the curriculum. It is an expectation in Year 3 that all children should now be joining in a legible way. \| \| \| \| \| You can support your child by ensuring that they sit properly on their chair with their feet on the floor, \| \| \| \| facing the table with a pencil in their writing hand and their other hand on their work. \| \| \| \| Please ensure that your child completes their home learning in joined up writing and with a sharp pencil. \| \| Reading \| Sounds-Write (Phonics) • Sounds such as oo, ough and er. • Splitting polysyllabic words into their syllables (e.g. Py/tha/go/ras) • Reading polysyllabic words with fluency and applying them in writing. • Spelling common homophones with contractions (e.g. their, they’re, there) and using prefixes (e.g. interaction, reaction) We will also be reading the Operation Gadgetman! by Malorie Blackman as a whole class so that core reading skills can be developed. \| \| \| \| You could support by exposing your child to a range of different reading materials in the real world. For example: reading recipes, following instructions to play a game/make a model, reading an email to/from a family member/pen-pal, reading a flyer, looking at a holiday brochure or reading the newspaper. \| \| \| \| Maths This half term, Year 3 will learn about the inverse relationship between addition and subtraction. They will be able to explain that both addition and subtraction equations can be used to describe the same additive relationship (for example, if we know 25 + 12 = 37, we also know that 37 – 12 = 25). As well as learning about the inverse relationship, the children will learn how to add and subtract numbers (up to three digits) using formal written methods of columnar addition and subtraction, initially without regrouping and then including regrouping. Towards the end of this half term all children will recall multiplication facts, and corresponding division facts, in the 10, 5, 2, 4 and 8 multiplication tables. \| \| \| Knowledge \| Wider Curriculum In history we will be completing a local history study where we will also look at local waterways and begin to understand their significance. We will be going on a school trip to do this! In design and Technology, we will be designing, making and evaluating our own bridges. In geography we will be learning about different towns, cities, and waterways in the UK and we will again be using maps and atlases. RE – In RE this term, we will be focusing our learning upon the Bible. Computing – In Computing this term, we will be using Scratch to investigate programming, with the aim of programming a sequence of sounds. \| \| \|---\|---\|---\| \| \| You could support at home by asking your children about their learning in these areas. Any additional learning from books or the internet in any of these areas would support the learning in the classroom. \| \| \| Character \| Character – Having engaged in a lot of meaningful practise of Self-Control and Dignity throughout the Autumn Term, Year 3 will be learning about Bravery, as well as Love and Kindness, Leadership and Teamwork and Fairness. We will also be completing a Service-Learning Project. PSHE – This half-term, our PSHE lessons will focus around the topic “Dreams and Goals”. Within this, we will be focussing upon people we know who have overcome difficult challenges to achieve success, identifying our own dreams/ambitions, finding enjoyment in facing challenge, being motivated to achieve, recognising and overcoming obstacles and evaluating our own learning journey. Music – Year 3 are taught Music by the Wandsworth Music Service. Now, the children are able to take home either their violin and viola to practise. Spanish – This half-term, Year 3 will be using Language Angels to learn the unit “La Historia de la Antigua Gran Bretana” (Ancient Britain). We will use this topic to create short sentences using tengo, soy and vivo. By the end of this unit, we will be able to name in Spanish the six key periods of ancient Britain in order, say in Spanish three of the types of people who lives in ancient Britain, where they lived and what their hunting tool was, and remember accurately from memory and use the Spanish for ‘I am’ (soy), ‘I have’ (tengo) and ‘I live’ (vivo). \| \| \| \| You can support your child by discussing the world around you, stories you read and the things that you see and hear. It would be great for you to share your own experiences of when you have shown the above values. \| \| \| P.E. \| \| In PE this term, the children will be learning about Gymnastics and Netball. Within Gymnastics, the \| \| \| \| children will be learning how to roll, jump and balance. We will also begin to learn what a routine is and \| \| \| \| how to perform one. Within Netball, the children will learn how to pivot, pass and shoot whilst following the \| \| \| \| game rules. \| \| \| Please ensure your child comes into school wearing their full P.E. kit on their PE day (Year 3- Mondays). \| Please ensure your child comes into school wearing their full P.E. kit on their PE day (Year 3- Mondays). \| General reminder – Please ensure that your child has a waterproof coat in school every day so that they can play outside come rain or shine. As we know, the weather in England can change very rapidly! 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TABLE OF CONTENTS ABOUT ABOUT ISTE The International Society for Technology in Education (ISTE) is home to a community of global educators and solution providers who are passionate about using technology to revolutionize learning. Our vision is to create a bold community where education innovators are supported in reimagining and redesigning learning with a focus on using technology to create transformational and equitable experiences for learners. We're making this vision a reality by delivering practical guidance, evidence-based professional learning, virtual networks, thought-provoking events and the ISTE Standards. ISTE SEAL The ISTE Seal serves as a mark of high-quality product design for solutions that enable and guide high-quality learning. By choosing to demonstrate their commitment to supporting best practices for teaching and learning, these products show a purposeful and meaningful dedication to practical usability, digital pedagogical implementation, and the ISTE Standards. With a focus on user experience, product usability, and the most essential elements of instructional technology today, the ISTE Seal provides a set of criteria and simple indicators to guide educators, students, and technology directors toward the very best products on the market. ISTE awards a seal only after an extensive analysis conducted by trained ISTE reviewers that ensures a product meets all critical elements under specific review criteria. By earning an ISTE Seal, ISTE verifies that this product: * Promotes critical technology skills. * Supports the use of technology in appropriate ways. * Incorporates digital pedagogy and the learning sciences. * Addresses key elements of tech usability, user experience and user interface. * Aligns to ISTE Standards in specific ways. RESOURCE DESCRIPTION WHAT IS Digital and Soft Skills for Kids (DSS for Kids)? Digital-Soft Skills for Kids (DSS for Kids) is an online curriculum designed to help students aged 3-12 understand computer functions, utilize the internet responsibly and safely, learn computer security, develop computational thinking skills, and master office automation and multimedia programs. DSS for Kids aims to develop the necessary skills and knowledge for using and handling new information and communication technologies (ICTs). The curriculum covers core computing, Windows, Microsoft Office, multimedia, internet, computational thinking, computer programming, and robotics. HOW IS Digital and Soft Skills for Kids (DSS for Kids) IMPLEMENTED? DSS for Kids provides both curriculum and assessment to develop digital skills for students. The platform includes seven multimedia-rich modules that allow students to navigate and learn about computer use, software programs, and online tools. Key components include: * ebooks with detailed information about each learning tool * Video tutorials providing step-by-step navigation * Interactive games * Online assessments for each unit of study Students gain foundational knowledge about technology and then practice through application-based online exams. The video tutorials guide individual students on where to click when using different digital tools, providing individual accountability and knowledge demonstration. Learners receive feedback through guided tutorials and exam scores. ISTE SEAL REVIEW Product: Digital and Soft Skills for Kids Product Type: Curriculum Organization: IBEC LATAM Date of Award: September 2024 REVIEW METHODOLOGY ISTE Seal reviews are conducted by a distinguished panel of experts in education, instruction, and technology. These experts utilize the most up-to-date data provided by the organization to conduct thorough evaluations of each solution. The evaluations focus on assessing the solution's performance in addressing specific elements outlined in the technical and pedagogical usability framework and the ISTE Standards. To complete their rigorous evaluations, the reviewers utilize a comprehensive rating system, categorizing each solution as either "meets expectations" or "does not meet expectations." This assessment covers both the required and optional "Look Fors" outlined in the application. To ensure the validity and reliability of their results, the reviewers regularly engage in calibrations. Final review findings are then analyzed and combined, providing an overall score for alignment with each indicator. At ISTE, we take great pride in our unwavering commitment to delivering results that schools and districts can have full confidence in. To be deemed education-ready learning solutions, products must meet the high standards in learning sciences, user experience and interface, accessibility, and content quality. SCOPE OF REVIEW DSS for Kids was reviewed against the technical, pedagogical usability framework and the ISTE Standards to determine whether the solution is education-ready. ISTE reviewers examined all evidence provided by the organization and interacted directly with the product. REVIEW FINDINGS ISTE STANDARDS: The ISTE Standards provide the competencies for learning, teaching, and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide. Grounded in learning science research and based on practitioner experience, the ISTE Standards ensure that using technology for learning can create high-impact, sustainable, scalable, and equitable learning experiences for all learners. Empowered Learner 1.1.d Students understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies. Digital Citizen 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. Knowledge Constructor 1.3.a Students use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits. Creative Communicator 1.6.a Students choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication. \| FEEDBACK \| OUTCOME \| \|---\|---\| \| ● Diverse activities provide students with a solid foundation in computer usage, understanding its components, utilizing the Internet, and engaging with emerging technologies. ● The ebooks and interactive activities provide numerous opportunities for students to explore various aspects of data privacy and security. ● Students learn how to use different search tools to find information using appropriate keywords, tailor searches on search engines using advanced features, and choose credible resources for research. \| \| Students learn how to use tools such as Google Slides, Canva, and Google Drawings to express themselves creatively. DIMENSION 1: USER INTERFACE AND AGENCY Definition: The design of the product interface and user experience helps teachers quickly and reliably achieve instructional goals. This dimension includes features related to interface design, learnability, navigation, maximizing time on task, control over actions, and general usability. IMENSION D 2: L EARNING D ESIGN Definition: The product has features that exhibit and promote design and customization of learning episodes in ways that align with research-based best practices, including those rooted in the learning sciences. FEEDBACK OUTCOME Clear learning outcomes are presented at the beginning of each unit. The platform offers multimodal learning methods targeted to specific lesson needs, including e-books, video tutorials, and interactive games. Content is chunked into shorter, appropriate parts for students' developmental levels, enhancing engagement and comprehension. *Video tutorials, games, and partial tests allow students to assess their learning and receive feedback before completing the final exam. DIMENSION 3: DIGITAL PEDAGOGY Definition: The product is designed to support the development of digital age learning skills, capacities and knowledge. This dimension focuses on how technology can help students and teachers experience the best possible learning experiences, including the social and learning affordances that digital educational products uniquely offer. DIMENSION 4: INCLUSIVITY Definition: The product helps teachers provide learning experiences that are relevant to students of many cultures, backgrounds, and abilities, and support learner motivation and agency in the learning process. The product meets current guidelines around accessibility, and supports a positive classroom culture. DIMENSION 5: ASSESSMENT AND DATA Definition: The product uses formative assessments – learning experiences that help make visible what students know and don't yet know – to generate data that inform teachers about student knowledge and skill gaps, and provide students assessment feedback that is specific, actionable, and constructive. As such, it guides teachers' instructional decisions and students' learning journeys. CONCLUSION DSS for Kids offers a comprehensive digital skills curriculum for students aged 3-12, covering essential topics such as core computing, internet safety, and computational thinking. The platform provides diverse content delivery methods, including e-books, video tutorials, interactive games, and assessments. These varied approaches provide multiple means of engagement and representation. The product excels in teaching fundamental digital literacy skills, guiding students through the basics of computer use, software applications, and online tools. Its step-by-step video tutorials and interactive elements allow for individual accountability and knowledge demonstration. The platform also addresses important topics like digital citizenship and online safety, helping students understand the implications of their digital actions. The assessment system within DSS for Kids provides immediate, actionable feedback to students and offers teachers valuable insights into student progress. DSS for Kids demonstrates a commitment to inclusivity by incorporating diverse representation in its content and making efforts to include cultural connections. The recent additions of accessibility features, such as subtitles, speed control, and high-contrast options enhance the platform's usability for a wider range of learners. Overall, DSS for Kids provides a solid foundation for developing digital literacy skills in young learners, with a user-friendly interface and comprehensive curriculum coverage. 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Fallbrook Trail Ranch Camp 2025 Programs suitable for children ages 4 & up Monday to Friday 9 am to 4:30 pm Adventure Camp – for ages 6-12 including: New Program! Juniors Introduction to Riding Animal Care Games & Play Learn: Responsibility Solid Work Ethic Independence 14097 Ninth Line Georgetown, ON L7G 4S8 1. Sports & Activities geared towards learning 2. Swimming in our heated pool with a certified lifeguard 3. Crafts& Games 4. Activities based on the theme of the week 5. Hay Rides Cost: $350/week Junior Camp – for ages 4 and up including: 1. One hour horseback riding 2. Animal Care – get hands on experience grooming and feeding our horses 3. Swimming in our heated pool with a certified lifeguard 4. Crafts 5. Games 6. Activities based on the theme of the week 7. Hay Rides Cost: $575/week – for children ages 10 and up who want Rancher Program to learn all about horses. 1. Practice riding a variety of different horses 2. Lesson and trail ride each day 3. Learn about grooming, feeding, handling our horses4. Work towards completing Riding Levels 4. Rodeo every Thursday 5. Swimming every day in our heated pool Cost: $700/week Office: 905-873-6588 Email: firstname.lastname@example.org Web: www.fallbrooktrail.com Fallbrook Trail Ranch Themes 2025 Cooking th th June 30 – 4 Crafty Critters July 28th – Aug 1 st Do you enjoy helping in the kitchen? This week will include time in the kitchen or around the bonfire making a variety of fun foods! The best part is that you get to eat what you make! Sweet!!! Pickleball July 7th –July 11th Learn the basics of Canada's fastest growing sport. We have four courts and all the balls and paddles you need to learn this exciting game. End the week with a fun tournament among friends! Kicks for Kids July 14th – July 18 th Learn about a range of Martial Arts for fitness, flexibility and self-confidence. See how you can take care of yourself and develop balance and confidence. Woodworking 1 July 21 st – July 25th Do you love crafts . . . then this is the week for you because there will be double craft time and we have so many different projects for campers to use their imagination to be creative with the materials we have all around us! Splish Splash Aug 4 th – Aug 8 th Have fun in the sun with some exciting water activities. Water charades, water balloons, swim like a fish, Marco Polo and much more! Archery Aug 11 th – Aug 15 th Enjoy fun filled activities that focus on hitting a target. Archery will be the main focus supported by lawn darts, bean bag throwing, football through a hula-hoop, ball games and water bombs. Target practice helps with physical balance and concentration and it's so much fun! Woodworking 2 Aug 18 th – Aug 22 nd Build and finish a small woodworking project that you get to take home and share with family. Learn some basic skills working with your hands and develop problem solving abilities. Build and finish a small woodworking project that you get to take home and share with family. Learn some basic skills working with your hands and develop problem solving abilities. Nature Aug 25th – Aug 29 th Go on walks to see who and what lives in the woods. Campers will learn about the trees, plants and animals of the Niagara Escarpment while making shelters and using natural items for their crafts. Office: 905-873-6588 Email: email@example.com Web: www.fallbrooktrail.com	<urn:uuid:06eb1fdc-6dbd-475d-af00-17b1066e21ed>	CC-MAIN-2025-08	https://img1.wsimg.com/blobby/go/6f1a6d58-36c0-4391-9bc5-aaf2c80f6430/downloads/1b5c1d94-e858-4030-9933-83d63915949e/Summer%20Camp%202025%20Flyer.pdf?ver=1738106256407	2025-02-18T07:19:29+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00733.warc.gz	276,973,729	828	eng_Latn	eng_Latn	0.99411	eng_Latn	0.997029	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1242, 3413 ]	[ 2.078125 ]	1	0
LESSON How Do You Investigate and Represent Data? Understanding what data to collect and how to represent it to best answer a research question. What We Are Hoping For: Learning Goals * Nature of Science * Data Representation o A-E o A, B, C Learning Goals: * Investigate * Create an appropriate scale for the dataset * Represent data * Graphing CHECKLIST How Do You Investigate and Represent Data? In this lesson, students will: * Discuss quote: "Water is the reflection of all the bad water quality things we do on land." What does that mean? (3 min) * Relate quote to why Dr. Kaushal tested water in a forested area. (3 min) * Use distributed datasets to predict salt levels for urban, suburban, and forested steams (4 min) * Watch prepared slideshow. (20 min) o Discuss how scientists choose how to represent their data. o Discuss how population density impacts salt levels. o Discuss the importance of a proper scale on a graph. * Complete How do you investigate and represent data? section of the Investigation Booklet. (5 min) * Set up graphs including: (10 min – continue in next lesson) * Select a set of benchmarks for their graphs. o Choose appropriate checkboxes in title o Indicate population densities of each area on their graphs. o Begin to graph data (if time allows) (Times indicated are approximate.) 1. Reintroduce Dr. Sujay Kaushal's story with the following quote from the video: "Water is the reflection of all the bad water quality things we do on land." Relate the quote to why Dr. Kaushal tested streams in forested areas. (6 minutes) Land Affects the Water. What happens on land affects the water. Discussion Key Idea: What happens on land affects the water. Question: What does this statement mean? Answer: This quote means that whatever happens on land ends up affecting the water, because everything eventually ends up running off into the water. Question: Looking at your local surroundings, what do you think the water quality is like in your neighborhood? Answer: Probably not very high. New York City is very densely populated with lots of asphalt, trucks, and cars, all of which affect nearby water quality. Discussion Key Idea: Dr. Sujay Kaushal chose to compare urban, suburban, and forested streams to gauge human impact on streams. Question: So if Dr. Kaushal wanted to determine what we were doing on land by testing the water, why does he bother to test forested areas where people do not even live? Answer: Dr. Kaushal tested both areas because he was interested in comparing water in areas with high levels of human disturbance to areas with low human impact. Question: Would his research design have been strong if he had only tested the urban stream water? Why or why not? Answer: If Dr. Kaushal had only studied the urban stream, he would be unable to gauge human impact because he would not know the salt level normally found in Baltimore streams that are undisturbed by people. By studying urban and forested areas, he was able to compare and give meaning to his data. 2. Distribute the complete datasets to the class and lead a discussion about the difference in the three areas, and why it is important for the class/scientists to look at data from forested, suburban, and urban water areas. (20 minutes) Where to Collect Data Finding differences that make a difference. Discussion Before the slideshow when students are just holding the data: "It is now your turn to work with the data. You will graphically represent and analyze the data that Dr. Kashual collected by studying forested, urban, and suburban areas." Question: What type of data are we looking at? How are the datasets different? Answers: 1) Seasonal data 2) Forested/Suburban/Urban – different density of roads 3. Present slide show, which begins with a discussion of how population density impacts salt levels. (20 minutes) How to Represent Data What is the best way to represent the data in order to compare different data sets? Begin slideshow. Slides 1-5 discuss how population density impacts salt levels. Discussion Key Idea: Salt will be most abundant in areas that have many roads and high traffic levels due to differences in population densities. Question: Where do you expect to find the saltiest water - urban, suburban or forested locations? Answer: In an urban location because there are more roads Question: Where do you expect to find the least salty water - urban, suburban or forested locations? Answer: In a forested areas because there aren't any roads Question: How would you test these predictions? Look back at your data. What type of data are we using? Answer: Seasonal and location data, therefore, we would need to analyze data from forested, suburban, urban locations to see whether water in urban locations is saltier and whether salt levels increase in the winter. Slide 6 summarizes the data and research the students are analyzing. It says: * Dr. Kaushal analyzed data from streams near Baltimore considered to be urban, suburban, and forested. * He analyzed samples during each season to determine how salt levels changed. * He was lucky. The dataset was enormous, going back over 30 years. You are only looking at a subset of the data he and his colleagues analyzed. Key Idea: The annual salt levels might differ in forested, suburban, and urban streams (because of roads) Each area has a different population density that directly reflects how many roads are near the study streams - the greater the density of people, the greater the number of roads. * Forest: Although people walk and drive to the forest, no people live in it. * Urban stream population density ~8000 people/mile 2 * Suburban stream: population density ~3000 people/mile 2 Note for perspective: The population density of New York City is 26,403 people/square mile, more than any other city in the U.S. The next highest population density is San Francisco with 17,323 people/square mile. Give students time to examine the datasets to determine how to best represent the data. This examination will lead to a discussion of how best to represent the data for analysis. The slideshow also contains slides of the datasets, so the class can more easily discuss them as a group. Discussion Key Idea: Scientists carefully choose ways to represent data based on needs for analysis. Question: Data tables are a form of raw data, which must be analyzed by scientists to draw conclusions. What is the best way to represent the data so that the different datasets can be easily compared? In Slideshow Answer: A graph, because graphs make it easy to look at patterns in data. Question: When creating a graph, what data goes on the x-axis? What data goes on the y-axis? Look at the columns in your data tables to see what type of data you have. Answer: x-axis: Time (years, seasons) (independent variable) y-axis: Salt levels (dependent variable) Note: This would be a good time to introduce the concept of dependent / independent variables, but it is not necessary for the completion of the unit. the slideshow.) Discussion Key Idea: The importance of the proper scale on a graph. Question: How do you create an appropriate scale for the dataset? Answer: (Use the sample graphs of growth of money over time—Maya and John’s investment income—in the slideshow.) Scaling Misconception Alert The data ranges of the forested (high of 3 mg/L) and urban (high of almost 1800 mg/L) datasets are very different. It therefore will be tempting for students to use different scales for them. Yet, in order to compare the datasets, students must use of a single scale. It will not be possible to compare data, if they use different scales for the various datasets. Discussion Key Idea: Scientists must choose the right scale for a graph so the data can be correctly analyzed. Slide 11: The two graphs show Maya and John's investment income from 2009. The graphs show the same growth in income, but are different scales, which make it look like Maya made more money than John. (Teachers Note: They both earned the same income) Question: Who made more money, Maya or John? Answer: Most students will answer Maya because of the differences in scale, however they both made the same amount. Slide 12: The next slide shows both investments on the same scale. Question: Who really made more money? Answer: Both Maya and John made the same amount of money. Question: Explain how it is possible for both of them to be making the same income with this graph, but for it to appear as if Maya is making more money on the previous graph if both graphs are of the SAME data. Answer: The scale was different on both graphs, which made it look like Maya had a bigger increase, even though her total investment income was the same as John's. Question: Why is it important to choose an appropriate scale for your data? Answer: If the scales are different, you cannot compare the data. Question: Examine your datasets from forested to suburban, and decide what scale you would like to use for your graphs. What should be the biggest number on the Y axis? Remember you need to take into account the forested, suburban, and URBAN data. Answer: Come to a conclusion as a class, each student MUST have the same scale, so that the graphs can be compared. Note: Numbers vary from as low as 2 mg/L of salt for forested areas and as high as 1800 mg/L for urban areas. However, ALL graphs, even the forested area, must use the same scale that reaches 1800 mg/L. A labeled graphing template is included in the materials for this lesson. 4. Complete the How do you investigate and represent data? section of the Investigation Booklet. (5 minutes) 5. After completing the Investigation Booklet, students can begin setting up graphs to represent their data for the rest of the period. (10 minutes) Setting Up Graphs Getting a start on graphing the salt level data. If they don't already have the datasets, distribute the complete datasets to the class, from the "How to Represent Data" activity. Graphing Directions A guide to group work on the graphs 1) Hand out the graphing template to each group of 4, which is prepared with a preset scale and a benchmark from the salt and ecosystems case study. 2) Assign each student one of the datasets: 1-forested, 2-suburban, 3urban, and 4-annual data. 3) Before graphing ask students to use the salt and ecosystem case studies (see the "Salt and Ecosystems" activity) to add 2-3 more benchmarks onto their graphs. The students can use the sample benchmark as a guide for how to put the benchmarks onto the graphs. 4) Groups can choose a bar or line graph, but each person in the group must do the same type of graph for ease of comparison. 5) Ask students to fill in different population density levels for each area, which can be found on their datasets on the top of the graph next to the key. 6) Ask students to choose the appropriate check boxes in the title o Pick one checkbox for annual or seasonal o Pick all checkboxes that apply for forested, suburban, and urban streams 7) Remind students to individually label their lines or bars, if they are plotting data from more than one stream on their graphs (e.g. the annual dataset includes data from forested, suburban, and urban streams). 8) Check student work. 9) Ask students to begin graphing. If a student finishes early, they can begin to graph other datasets onto their graph. Note: Make sure students delineate between the different datasets by using different colors or style of lines. Scaffold — Rounding Numbers Some students might need help determining how to round off numbers. For more instruction on rounding, try these websites: Math is Fun, Rounding Numbers http://www.mathsisfun.com/rounding-numbers.html My Schoolhouse — Rounding Numbers http://www.myschoolhouse.com/Teachers/Resources/rounding%20numbers.htm Tips for Graphing It is important for the students to complete the graphs correctly because their analysis hinges on the correct plotting of their data. * When students plot the salt and freshwater benchmarks, they should use a straightedge to draw a straight line at the correct level of salt. * When student groups choose to do a line or bar graph, make sure that everyone makes the same type of graph for ease of comparison. * Ask students to complete the graph in pencil first and check their points before having them connect their lines or create their bars.	<urn:uuid:c18d4e69-6d4c-4ce2-93f9-6d7064bd30e3>	CC-MAIN-2025-08	https://www.amnh.org/content/download/52477/790175/file/pdf.pdf	2025-02-18T05:58:02+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00740.warc.gz	602,628,540	2,774	eng_Latn	eng_Latn	0.980365	eng_Latn	0.997464	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 351, 1330, 3042, 3762, 5963, 7733, 9703, 11554, 12462 ]	[ 4.875 ]	2	1
Family Activities: Chain Reaction: Make a "God is Good" chain. Cut paper strips and write or draw ways that God is good or things you are thankful for on the strips. Connect them together to form a chain that you can display as a reminder of God's goodness. (1) Blessing Box: Give everyone a piece of paper. Ask them to write or draw things that they are thankful for. Put the papers in a blessing box or jar. Use the blessing box or jar as a centerpiece on Thanksgiving Day. Before, during, or after your meal, pass the box around the table, invite each person to take out a slip of paper and share what is written or drawn on it. Name Tags: Create a name tag for every person who will share in the Thanksgiving meal. Write a note of thanks or gratitude for each person on the card. Read a Book Together: Here's a suggestion: Thank You, God by J. Bradley Wigger Visit picturebooktheology.com for additional ideas Thanksgiving Family Resources Family Activities: Chain Reaction: Make a "God is Good" chain. Cut paper strips and write or draw ways that God is good or things you are thankful for on the strips. Connect them together to form a chain that you can display as a reminder of God's goodness. (1) Blessing Box: Give everyone a piece of paper. Ask them to write or draw things that they are thankful for. Put the papers in a blessing box or jar. Use the blessing box or jar as a centerpiece on Thanksgiving Day. Before, during, or after your meal, pass the box around the table, invite each person to take out a slip of paper and share what is written or drawn on it. Name Tags: Create a name tag for every person who will share in the Thanksgiving meal. Write a note of thanks or gratitude for each person on the card. Read a Book Together: Here's a suggestion: Thank You, God by J. Bradley Wigger Visit picturebooktheology.com for additional ideas Thanksgiving Family Resources Prayers: A Word of Thanks For health and strength and daily food; for all the joys that make life worth living; for the opportunity to help those who need us so very much, we give you thanks, O God. In Jesus' name. Amen. (2) O God for all the blessings we enjoy, we give you thanks. Help us look at the world around us in such a way that we see your hand in creation and in those we meet. Help us be a blessing today to those gathered around this table and in all our days to those we meet at home, at school, in church, and in our community. Amen. (3) Generous Gratitude: Collect and donate food or other needed items to a local food pantry to shelter. Contact a Senior Center or Care Facility in your area about ways that you could bless them (color thanksgiving placemats, notes for residents, etc.) Additional Resources: Find additional resources and links at: michiganumc.org/resources/childrens-ministry-toolbox/thanksgiving/ (1) - https://buildfaith.org/thanksgiving-activities-for-church-and-families/ (2) - (Alexander Campbell, Pilgrim Prayers for Mealtime, Pilgrim Press 2013) (3) - https://www.umcdiscipleship.org/resources/thanksgiving-celebrations-for- the-home Prayers: A Word of Thanks For health and strength and daily food; for all the joys that make life worth living; for the opportunity to help those who need us so very much, we give you thanks, O God. In Jesus' name. Amen. (2) O God for all the blessings we enjoy, we give you thanks. Help us look at the world around us in such a way that we see your hand in creation and in those we meet. Help us be a blessing today to those gathered around this table and in all our days to those we meet at home, at school, in church, and in our community. Amen. (3) Generous Gratitude: Collect and donate food or other needed items to a local food pantry to shelter. Contact a Senior Center or Care Facility in your area about ways that you could bless them (color thanksgiving placemats, notes for residents, etc.) Additional Resources: Find additional resources and links at: michiganumc.org/resources/childrens-ministry-toolbox/thanksgiving/ (1) - https://buildfaith.org/thanksgiving-activities-for-church-and-families/ (2) - (Alexander Campbell, Pilgrim Prayers for Mealtime, Pilgrim Press 2013) (3) - https://www.umcdiscipleship.org/resources/thanksgiving-celebrations-forthe-home	<urn:uuid:8a112a9f-ed84-46fe-a51e-048bbc1d1284>	CC-MAIN-2025-08	https://michiganumc.org/wp-content/uploads/2019/10/Thanksgiving-Resource-BW-logo.pdf	2025-02-18T06:45:42+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00738.warc.gz	357,336,659	990	eng_Latn	eng_Latn	0.990458	eng_Latn	0.992794	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1906, 4278 ]	[ 3.171875 ]	2	0
Energy Grid Grade/Subject: Physics Strand/Standard: Physics 2.5 Design a solution to a major global problem that accounts for societal energy needs and wants. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize problems that require the application of conservation of energy principles through energy transfers and transformations. Examples of devices could include one that uses renewable energy resources to perform functions currently performed by nonrenewable fuels or ones that are more energy efficient to conserve energy. (PS3.A, PS3.B, PS3.D, ETS1.A, ETS1.B, ETS1.C) Lesson Performance Expectations: * Students will analyze the electrical grid in the United States and identify the types of systems. They will then play the "Power the Grid" game and identify the type of grid and its features. Materials: * Student sheet * One computer per student with internet access Time: 50 minutes unless students wish to play again, to win. Teacher Background Information: * Play the game yourself to make sure you understand how it is set up. There are not many instructions. The students will most likely pick it up fairly easily but you may need to help. * This activity is based on a video "game" based on energy use. The link below opens the game and allows the student to balance the electrical grid in a city. The energy produced must meet the demand. * Background info: https://www.epa.gov/green-power-markets/us-electricity-grid-markets Student Background Knowledge: * Students should be aware that electricity is involved in many applications in their daily lives. Many have seen the power lines extending from very tall towers around their city. You may wish to see if they know the difference between electricity and fuel burning as cars and homes are increasingly using both sources of energy. Teacher Step by Step: A 3-D lesson should insist that students think deeply. Provide time and space for the students to experience the phenomenon and ask questions. The student sheet provided below provides guidance but is only an example of how students might respond. 1. Introduce Phenomenon: Turn off the lights and any other electrical components in your classroom. Ask students how their day would be different without electricity. Ask them where the electricity for the lights in the school comes from? 2. Share the student sheet with students and provide time to read the website. Ask them to record ideas on the student sheet that are new to them. Review these ideas and make sure students read the whole article. 3. Draw student attention to the questions before they begin. They are based on the article and the game itself. 5. After as much time as you can stand the background music (mute is a good idea), ask students to stop and record their results (using the bar across the top) and answer the questions. Ask students to determine a "winner" based on their results. 4. Introduce the "Power the Grid" game at: https://kbhgames.com/game/power-the-grid 6. Students should then answer the questions and, if time allows, play the game from a more knowledgeable perspective. Assessment of Student Learning. 1. What are parts of a power grid? Choose all that apply: a. Substations * b. Transmission lines* c. Homes* d. Gasoline powered cars e. Power station* f. Energy storage facility* g. Gas furnace or fireplace h. Transformers* 2. What is the advantage of a large network of power sources on a grid? a. If one source becomes unavailable, other sources can fill the gap.* b. There is an unlimited amount of power because of the large network. c. The electricity will be cheaper and more available for everyone. d. The electricity will move more quickly through the grid. 3. How is electricity different from solid or gas fuel sources? a. Electricity does not yet have advanced storage methods.* b. Electricity has more energy per unit mass. c. Electricity can be stored more cheaply. d. Electricity is found in all locations. 4. Which of the following is true of the electrical grid that Utah belongs in? Choose all that apply. a. It is composed of many Western States in the US.* b. Customers have only one choice of who to buy power from* c. Utahns enjoy unlimited power from many different sources. d. There is very little management of the movement of electricity. Extension of lesson and Career Connections: Ask a parent or guardian to see a power bill for your home or apartment. What information do you see? When does your living space use the most electricity? 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' SMART CHALLENGERS SMART CHALLENGERS QUESTIONS – FEBRUARY 2025 1. she has been gregarious off late and it’s something that i can not digest. what do you mean by the word gregarious? A irritated B social C hostile D raged 2. after so many medical tests and check up my uncle got a clean bill of health. what does clean bill of health mean? A poor health B average health C perfect health D sinking health 3. diamond is harder than any other metal in this world.how do you use hard in the sentence without having a change in the overall idea of the sentence? A diamond is the hard metal compared to other metals in the world B diamond is hard than any other metal in this world. \| C \| \| \|---\|---\| \| D \| \| \| \| 4. passive voice is used when \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 5. CHOOSE THE WORD THAT CAN BE USED AS AN ADJECTIVE AND ADVERB IN A SENTENCE \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 6. We use ie: instead of that is in sentences. how do you expand this abbreviation? \| \| A \| \| \| B \| \| \| C \| \| 7. my little brother is as cool as a cucumber when he faces crises in life pick the figure of speech used in this sentence A simile B metaphor C hyperbole D irony 8. A man is facing north. He turns 90° to his right, then turns 180° to his left and then turns 90° to his left again. Which direction is he facing now? A North B East C South D West 9. If A is the brother of B, B is the sister of C and C is the father of D, how is D related to A? A Nephew B Sister C Brother D Mother 10. 1+2+3+...+1000 = ? A 5050 B 5500 C 500500 D 500050 11. If today is Tuesday, what will be the day after 46 days? \| A \| \| \|---\|---\| \| B \| \| \| C \| \| \| D \| \| \| \| 12. If ENGLAND = 1234526 \| \| \| FRANCE = 785291 \| \| \| GREECE = ? \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 13. If a : b = 2 : 3, b : c = 4 : 5, then find a : b : c? \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 14. Find the angle made by the hour hand and minute hand at 8:20. \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 15.Which property generally increases across a period in the periodic table? \| \| \| 16. Which gene is commonly mutated in many cancers? \| \|---\|---\| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 17. A light wave moves from air into water. Which of the following \| \|---\|---\| \| \| properties remains unchanged? \| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 18. Which of the following is a possible disadvantage of oligopoly? \| \|---\|---\| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 19. A company writes off a customer's irrecoverable debt of $5,000. How will this \| \| \|---\|---\|---\| \| \| affect the financial statements? \| \| \| A \| \| Increase profit and increase total assets \| \| C \| Decrease profit and increase liabilities \| \|---\|---\| \| D \| No effect on the financial statements \| \| \| 20. How did the Vietnam War impact American society in the 1960s? \| \|---\|---\| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| \| 21. ………………… is a virtual representation of a real-world object or system. These \| \|---\|---\| \| \| virtual models are used to digitally represent performance, identify inefficiencies, and \| \| \| design solutions to improve their physical counterparts. \| \| A \| \| \| B \| \| \| C \| \| \| D \| \|	<urn:uuid:5f127ce5-40f1-4521-b4e7-f0e19b53fde9>	CC-MAIN-2025-08	http://ibnseenaschool.net/Documents/2024-25/SMART/Q_FEB_SmartChallengersQuestion.pdf	2025-02-18T07:13:59+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00745.warc.gz	13,017,087	1,156	eng_Latn	eng_Latn	0.997686	eng_Latn	0.998616	[ "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown" ]	false	docling	[ 646, 1042, 1612, 2139, 2728, 3248 ]	[ 2.984375 ]	1	0
Learning Activity 1 The Musical Fifties Areas of Learning Primary Language and Literacy The World Around Us Post-Primary English Environment and Society Science and Technology Cross-Curricular Skill Using ICT Setting the Scene What to Do Creating the correct atmosphere is essential for learning to take place. This theme includes suggestions for incorporating Music and Using ICT into your lessons. You can stimulate your learners' senses through a range of activities using sights, sounds and textures. Depending on the age of your learners, you may want to transform your classroom into a 1950s dance hall or give it a Disney theme (Disneyland opened in California in the 1950s). Use your learners' artwork to transform your classroom door into a time machine (perhaps a phone box or Dr Who's TARDIS). This will help create an atmosphere from the moment your learners arrive at their classroom door. Stepping Back in Time 2 At the start of the lesson, play Reverse Time available from My School – Audio Networks through C2k. Ensure all your learners are sitting comfortably facing the screen (for showing the Whiteboard Slides). Explain to your learners that they are going on an adventure through time. This will involve lots of music, dance, dressing up, exploring technologies and tasting favourite foods from the past. Turn off the lights and make the room as dark as you can. Play a piece of fifties music (available from Audio Networks through C2k) to set the scene. Make sure you have all your props ready before you start. Introduce your learners to Resource 1: The Fifties. During the lesson, make a note of your learners' preferences and/or reactions so that you can provide a choice of preferred and non-preferred items during slide 13 of the presentation. Make sure you have handheld mirrors so that your learners can see themselves and you during each activity. Further Suggestions Timelines Search online for resources that might help you to advance the topic such as www.timetoast.com/categories What You Need Resource 1: The Fifties (Whiteboard Slides) * Data projector attached to a laptop * Interactive whiteboard * Internet access * Sound of a manual typewriter (available online) recorded onto an augmented alternative communication device or button * Video clips of: – – Elvis singing Blue Suede Shoes – – Teresa Brewer singing The Hula Hoop Song and – – the scene from The Wizard of Oz when Dorothy arrives in Oz and the film changes from black and white to colour (available online) * Music or video clip of a song from The Sound of Music (available online) * Access to My School (Audio Networks through C2k) * Handheld mirrors Fabulous 50s 50s * Old typewriter * Blue suede or velvet * Hula hoops, tinsel and glitter * Bunch of grass or candle scented like grass or outdoors * Fan, switch and PowerLink (to make the fan switch accessible) * Disney characters or toys, Mickey Mouse ears * Barbie and Ken dolls * Glow sticks * Multi-coloured silk scarves or parachute * Coloured balls * Coloured ribbons * Perfume and aftershave * Crown covered in jewels, bright colours and different textures (add some small battery-operated lights to the crown, so you can use it in a darker environment) * Cotton wool balls * Prince and princess dressing up clothes * Grapefruit, fruit cocktail and frozen melon balls * Crushed ice and fruit juices Stepping Back in Time3	<urn:uuid:7650d467-72f9-4b83-a9b3-afb8842aaaed>	CC-MAIN-2025-08	https://ccea.org.uk/downloads/docs/ccea-asset/Resource/Learning%20Activity%201%3A%20The%20Musical%20Fifties%20%28A%20sensory%20presentation%29.pdf	2025-02-18T05:28:00+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00745.warc.gz	134,437,812	745	eng_Latn	eng_Latn	0.996682	eng_Latn	0.996682	[ "eng_Latn" ]	false	docling	[ 3414 ]	[ 3.453125 ]	1	0
Published August 17th, 2022 By Sharon K. Sobotta Intergenerational dialogue inspires learning & growing in Lamorinda An intergenerational crowd of about four dozen Lamorinda community members came together in the Lafayette Learning Center on July 27 to talk, learn, share and grow. Lynn? McPhatter-Harris, EdD set the tone for the evening by inviting people to lean in, connect with their neighbors and begin thinking about what they can do for the community as a whole to make it a more inclusive place that values diversity, equity and inclusion. "We can't point our fingers at others and hope the work gets done," McPhatter-Harris said. "We all need to think about what we can do." Gabe Gardner (far left) on July 27 at Lafayette Learning Center discussed intersections of ethnic and religious identities as ways to curb misconceptions. Siena Billings, Taryn Veronda and Cassidy Keely shared their work on the UMBRELLA (Understanding, mentoring, belonging and racial equity through listening, learning and advocacy) committee. Students from the Lafayette and Acalanes Union school districts took turns at the mic sharing what they're doing to include their peers and younger students in conversations about topics ranging from embracing and honoring intersectional identities to promoting acceptance and feeling like they belong. Jacqueline Evans, a rising sixth grader at Stanley Middle School talked about what it means to be part of the community SWELL (Student Wellness) program, where she had a chance to connect, produce art and have lunch with fellow middle and high schoolers in the Lafayette Learning Center during the summer. "You don't have to bring a friend. Bring yourself and your true personality and you'll make one there," Evans said. "You can make real friends (that won't judge you)." Gabe Gardner, a rising junior at Acalanes High School, said that when he realized many of his classmates didn't know the difference between ethnicity and religion and found himself struggling with side comments about his Jewish identity, he wanted to do something to promote understanding and acceptance. "I realized that misconceptions within religion were prevalent. Some people thought to be fully Catholic you needed to believe a particular thing or to be fully Jewish you had to be kosher," Gardner said. "There are many sets of beliefs. I wanted to cover that and make sure misconceptions were cleared and also show where there are intersections (of religion and ethnicity). These aren't binary things. It's like a gradient." As a Jewish person, Gardner said he can empathize with the struggles people of other marginalized religious identities might encounter. "You don't have to hide (who you are or what you believe in). I hear comments about my nose and get asked if my dad is a banker (and other slurs). These things can make you feel hidden," Gardner said. "But rising up and speaking up and identifying that Jewish people aren't just A, B and C or that Muslims aren't just A, B and C really can help people feel visible. I sometimes didn't feel like I had a voice and then I started standing up for myself." Gardner and some of the other high school presenters were confronted with lots of tough questions by parents in the audience at times. Gardner said that it's all part of the learning process. Maria Gastelumendi, the owner of Rising Loafer, didn't ask questions or offer comments to the youth who presented. She just listened and left feeling both inspired and hopeful about the youth. "I think sometimes adults are not as mature as kids on these topics," Gastelumendi said. "Adults need to learn to listen. It's by learning new ideas that we grow in a society. Not by carrying our own ideas. Life is a constant evolution. Ideas are evolutionary. Languages evolve. We need to learn that other voices are as important for building community." Although Gastelumendi said she's proudly served high quality, sustainably sourced food to the Lafayette community for the past two decades, she also prides herself on serving up authenticity and open heartedness to those she encounters. "I was born in the Highlands of Peru. I'm Quechua, an ethnicity that is never available to be checked off on a form," Gastelmunendi said. "Business owners have to participate in these conversations because we are part of the community. Our relationship with the community keeps us in business and we owe it to the community to listen." Pam Dawkins and her daughters Olivia and Ash said they were glad to attend the event. As multiracial students, both Olivia and Ash said these kinds of events and conversations make them feel heard and seen. file:///C/...uments/Web/Lamorindaweekly/archive/issue1613/pdf/Intergenerational-dialogue-inspires-learning-and-growing-in-Lamorinda.html[8/15/2022 6:23:15 PM] LAMORINDA WEEKLY \| Intergenerational dialogue inspires learning & growing in Lamorinda \| Lafayette "I learned a lot. This is a good reminder that you don't have to be an expert to get involved in the conversation," Olivia said. "If we keep an open mind and listen to new ideas and experiences, we can learn a lot. Adults can even learn from kids," Ash added. Pam Dawkins said she got more involved in DEIB work in schools after the death of Miles Hall (in Walnut Creek) and George Floyd (in Minneapolis). "It's great to see high school kids engaged with these topics," Dawkins said. "I'd encourage everyone in the community to get involved." Reach the reporter at: email@example.com back Copyright Lamorinda Weekly, Moraga CA file:///C/...uments/Web/Lamorindaweekly/archive/issue1613/pdf/Intergenerational-dialogue-inspires-learning-and-growing-in-Lamorinda.html[8/15/2022 6:23:15 PM]	<urn:uuid:3e8ccd81-4d26-401d-bc08-87dc9c8ab962>	CC-MAIN-2025-08	https://lamorindaweekly.com/archive/issue1613/pdf/Intergenerational-dialogue-inspires-learning-and-growing-in-Lamorinda.pdf	2025-02-18T07:23:04+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00744.warc.gz	315,788,858	1,244	eng_Latn	eng_Latn	0.998028	eng_Latn	0.999147	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4821, 5719 ]	[ 2.109375 ]	1	0
Healthy Lifestyle Tip Sheet……. Eat from the Rainbow Color is proof that—besides vitamins, minerals, fiber, and flavor—your meals and snacks provide powerful phytonutrients. These colorful plant chemicals seem to help the body fight disease, and some help to slow the signs of aging. Choosing different colors also helps you get the 5 to 9 daily servings of fruits and vegetables that your body needs for good health. A plant's color gives a clue to its health benefits. Check out the chart below. \| Color \| Some Sources \| Benefits \| \|---\|---\|---\| \| Blue/ purple \| Purple grapes, dark raisins, plums, blueberries, purple cabbage, dried plums \| May reduce the risk of cancer, heart disease, and complications from diabetes. May help control high blood pressure and slow some effects of aging. \| \| Red \| Tomatoes, tomato products (spaghetti sauce, tomato juice, etc.), watermelon, guavas Cherries, strawberries, beets, red apples, red onion \| May reduce the risk of certain types of cancer. May reduce the risk of cancer, heart disease, and complications from diabetes. May help control high blood pressure and slow some effects of aging. \| \| Dark Orange \| Mangos, sweet potatoes, cantaloupe, carrots, apricots, butternut squash \| May reduce the risk of cancer and heart disease. Helps maintain good vision and strengthens the immune system. \| \| Yellow- Orange \| Oranges, grapefruit, papaya, nectarines, pears \| May reduce the risk of cancer and heart disease. May strengthen bones and teeth, help the body heal wounds, keep skin healthy, and maintain eyesight. \| \| Yellow- Green \| Spinach, collard greens, kiwifruit, romaine lettuce, green peas \| Helps maintain eyesight and may reduce the risk of vision problems common in later life. \| \| Green \| Broccoli, green cabbage, Swiss chard, bok choy \| May reduce the risk of cancer and help the body get rid of cancer-causing chemicals. \| \| White \| Onions, garlic, leeks, scallions, chives \| May reduce the risk of cancer, heart disease, and infection. May help lower high cholesterol and control high blood pressure. \| The University of California prohibits discrimination against or harassment of any person employed by or seeking employment with the University on the basis of race, color, national origin, religion, sex, physical or mental disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual orientation, citizenship, or status as a covered veteran (special disabled veteran, Vietnam-era veteran or any other veteran who served on active duty during a war or in a campaign or expedition for which a campaign badge has been authorized). University policy is intended to be consistent with the provisions of applicable State and Federal laws. Inquiries regarding the University's nondiscrimination policies may be directed to the Affirmative Action/Staff Personnel Services Director, University of California, Agriculture and Natural Resources, 1111 Franklin, 6th Floor, Oakland, CA 94607-5200 (510) 987-0096. What is a Serving? 1 medium-sized fruit or vegetable 1/2 cup fresh, frozen, or canned* fruits or vegetables *canned fruit packed in 100% fruit juice 1 cup salad greens 3/4 cup 100% fruit or vegetable juice 1/4 cup dried fruit Source: The California 5 a Day Campaign	<urn:uuid:1cee7484-02e0-4305-b0ce-8fe09642253c>	CC-MAIN-2025-08	https://ucanr.edu/sites/Test1/files/91894.pdf	2025-02-18T06:59:44+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00744.warc.gz	531,563,337	737	eng_Latn	eng_Latn	0.994011	eng_Latn	0.994011	[ "eng_Latn" ]	false	docling	[ 3294 ]	[ 2.6875 ]	1	0
17,850 Hours I grew up, and still grow up, in the middle of Nowhere's stomach. It's a thirty-minute drive to my high school, which is in the middle of Nowhere's palm. I used to ride the school bus every day until I got my driver's license and purchased a dinosaur named Yucky the Yukon. Because I live in the bowels of rural Missouri, my siblings and I were first to board the bus in the mornings and last to step off in the afternoons. Due to the spread-out nature of my school district, I was granted a daily two-hour round trip. Two hours, five days a week, one hundred seventy days a year, for ten and a half years, is equivalent to 17,850 hours. It was during that time I discovered the power of storytelling. I was terrible with letters in kindergarten. Practically dyslexic, I wrote my alphabet and numbers with purple puffy paint and ran my fingers over them, attempting to imprint the orientations of various loops and lines in the folds of my brain. I brought my school work to the back of the classroom and sat, criss-cross applesauce, in front of the sight-word wall to copy down simple words like "what" and "then." Even when I "sounded it out," written language remained sticks and squiggles. Reading was a chore. The bus was where I learned to funnel my imagination into something tangible. I went on adventures, not only with friends, but also with collections of paper and ink. It was because of my time on the bus that I discovered a love for literature. In kindergarten, I spent fifteen minutes of every morning bus ride sitting with the girl my big brother had a crush on. He introduced us, in hopes I could be his spy on the inside and generate relationship advice. K, we'll call her, was my first bus friend. We transformed into vampire babies when the imaginary family members said the trigger word "fish-sticks" and imagined a stalker named "Brian" (who looked a lot like Justin Bieber in my head) was madly in love with us. We also had misadventures, including the time we found a moldy grocery store cookie in "the buscrack." We were BBFFs (Best Bus Friends Forever). However, K lived in town, and she only rode in the mornings. I made another friend to keep me company during afternoon rides. One day, I flaunted a picture I drew of a zebra donning a rainbow afro. A second-grader told me I was a bad drawer, to which a girl named "J" (who was in fourth-grade) said, "I bet she's a better drawer than you." From then on, I sat with J. She was the first stop on the route, so we didn't have long, but we colored pictures of Hello Kitty together. I was determined to prove my status as a good drawer. We fabricated dynamic plots and characters out of crayons. J got an iPod for her birthday. She lost interest in crayons and Hello Kitty coloring pages. Even then, I knew when people wanted to be left alone, and so alone I left her. I also lost K, who moved to a nearby town, one not on my bus route. We said our goodbyes, exchanged poorly made au revoir gifts, and promised to always be BBFFs. She grew up, and we grew apart, but the stories we made together stuck with me like songs from Busdriver Rick's favorite radio station. The time I had to myself was spent flipping through Eyewitness Encyclopedias. My favorite subjects were space, weather, and horses. I hid my choice volumes at the backs of library shelves, behind other books, so nobody could take them, as if elementary students leisurely thumb through volumes of research material. I was not aware of the difference between fiction and non-fiction. I still struggled with the alphabet, after all. Did I read the encyclopedias? No. Did my mom read them to me? Sometimes, bless her heart. I examined the books' pictures on the bus, thinking I was reading, just like Mom. In truth, I simply imagined what the squiggles and lines meant based on the images beside them. I remember graphics of red dwarf stars and black holes warping blankets of space, categories of clouds, tornadoes and hurricanes, and most of all, charts of horse breeds. From this bank of image-based knowledge, I told myself stories of Clydesdales surviving hurricanes on the sun. It didn't have to make sense. In first-grade, I got glasses. I was dying to have glasses in kindergarten because both K and J wore them. I wanted them so badly that I pretended to believe K's purple coat was brown like the sky. However, it was not until I sounded out "dress" on the white board and said "cheese" instead, that my parents discovered I was the first of their children to fall to nearsightedness. It was inevitable, seeing (haha) as they both own glasses thick as a pencil. I was overjoyed. While I sat in the examination chair, squinting at a blurred "E," my optometrist asked if I was a reader. "Nearsighted kids are usually bookworms," he said. I claimed the title with pride. When I wore my glasses to school for the first time, something clicked. I clearly saw words on the whiteboard instead of fuzzy markings. Reading became simpler. From then on, I read two hours every day on the bus. Even though I wasn't a fast reader and certainly never won awards for my literacy interpretation, I feasted on books because my optometrist said I was a bookworm. The difficulty of the books I read grew along with my eye prescription. In first-grade, I only read Henry and Mudge. My second-grade teacher pushed me to read more diverse picture books. I devoured Junie B. Jones and The Magic Treehouse in grade three, even though black and white sketches within the pages were sparse. By that time, my teachers encouraged me to write short stories and help with the school newspaper. I burned through The Boxcar Children and Geronimo Stilton, and guzzled every Who Was? biography in the library in fourth and fifth-grade. In my last year of elementary, I was reading A Series of Unfortunate Events, The Hunger Games, and Irene Hunt historical fiction. I shared stories about magic herons and cloud aliens brimming with conflict. On the bus, I continued to make friends and play games with them throughout elementary. We were airplane racers who only ate low-fat chocolate, or mutated zoo animals on the run from a mad scientist. However, there comes a time when every child is weaned from toys and games of pretend, and begins to play in other ways instead. In Junior High, I made a new BBFF. "A" and I rode together, knees pressed into the adjacent seat, noses in books. She loved sci-fi, and I followed suit. This introduction to worlds and characters who enabled my imagination to go bananas once again was life-changing. I borrow from A's personal library to this day. There are a dozen of her novels on my shelf I should probably return soon. My hope is, one day, I can share my own worlds and characters with her, as a thank you for being my BBBFF. Best Bookish Bus Friend Forever. As my friends got driver's licenses, I became embarrassed that I still rode the bus. Then came my sixteenth birthday. For several months, I didn't miss the jarring bumps, dust that poured through the windows, and crazy loud children playing crazy loud games of pretend. Then I hit a deer. Dang thing sprinted out of a cornfield, right in front of me. I nearly totaled Yucky the Yukon. I whined to Dad over the phone about not having a way home after school. His response? "I guess you'll just have to ride the bus." The first thing I did when I sat in a duct-taped seat that afternoon was pure habit. I put my knees on the seat in front of me and retrieved a book from my backpack. I opened it, but didn't read. Instead, I reminisced. For an hour, I bathed in school bus nostalgia. And dust. Reading is a form of play. I played with stories before I knew how to read, and once I learned, I realized words themselves were playing. Authors play with strangers through story, just as I made friends out of strangers in my youth. Even encyclopedias play, if you let your imagination loose. I've never outgrown play and neither have you. Your methods of playing have only adapted and refined themselves. All these years later, I still desire to play, which is why I read and write. The school bus was fundamental to the development of my literacy skills. It also granted me 17,850 hours to fall in love with the realm of story.	<urn:uuid:bc77b61e-0d6d-4d75-ad64-cf76dd579a59>	CC-MAIN-2025-08	https://library.missouri.edu/giving/wp-content/uploads/sites/49/2022/05/Essay-32-17850-Hours.pdf	2025-02-18T06:23:47+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00748.warc.gz	330,275,825	1,870	eng_Latn	eng_Latn	0.999755	eng_Latn	0.999756	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2158, 4448, 6713, 8269 ]	[ 2.09375 ]	1	0
Ysgol Penmaes Safe Touch and Intimate Care Policy Policy Review This policy will be reviewed as detailed in the school's policy review cycle. It may also be necessary to review and amend it sooner to reflect both local and national changes. \| Ratifei d by Governing Body \| Signature \| \|---\|---\| \| Acting Headteacher: Luci Clark \| \| \| Chair of Governors: Clancy Brett \| \| Our Vision is: At Ysgol Penmaes we continually strive to do more than just educate, it is our aim to offer every learner the opportunity to achieve their full potential in a safe, secure and enriching environment. We offer a curriculum that promotes ambitious, capable and informed learners at a developmentally appropriate level. Penmaes places a strong focus on the well-being of all, facilitated through highly effective communication processes. Learning is delivered in a way that facilitates an immersive multi-sensory curriculum that is fun and provides real life authentic experiences which help to build resilience; positively impacting development, whilst ensuring the promotion of collaboration and independence. As a special school, we ensure a common language for learning along with celebrating and embracing Cynefin/place whilst planning, teaching and learning ensures a broad, balanced and creative curriculum promoting the 4 purposes of the Curriculum for Wales and encouraging learners to be the best they can be. Our Mission Statement is: Successful Healthy Individuals Nurturing Excellence Our School Values are fundamental: * Friendship and kindness * Resilience and perseverance * Empathy and trust * Communication and respect * Responsibility and teamwork * Positivity and creativity * Tolerance and trust All of our values promote healthy, positive relationships. By modeling the values we aim to raise learners' self-esteem and confidence in learning, whilst creating a positive school community environment for all. Aims To ensure that all staff carry out safe, confident and dignified practice when using appropriate, necessary and/or planned touch and intimate care. This policy should be read and implemented in line with the following school policies: * Safeguarding Policy/Child Protection Policy * Pupil Discipline, Behaviour and Physical Intervention Policy * Health & Safety * ALN Policy * Positive Handling Policy Why use touch? (for the use of physical intervention please refer to Pupil Discipline, Behaviour and Physical Intervention Policy) Used in context and with empathy, touch supports the development of our natural interactions with the children and young people we care for and provide education for. It can also be key to developing fundamental social, behavioural and attention skills, whilst offering physical support to those learners who need it. The guidelines that follow describe the school's procedures on the use of appropriate physical touch. Touch is important and may be used routinely for any of the following reasons: Communication – touch is beneficial as part of the process of establishing the fundamentals of communication (Nind and Hewett, 1994) for people at early communication levels. Touch is necessary to reinforce other communication (e.g. hand on shoulder when speaking) or to function as the main form of communication in itself. Touch enables staff and learners to respond non-verbally or to respond to another person's own use of physical contact for communication and to make social connections. This is particularly likely to occur during intensive interaction or day to day greetings (hand shakes, high fives etc.) Touch cues, hand over hand signing, hugs, holding hands, hand under hand and physical prompts are aided and developed by the use of supportive touch. Educational Tasks- Touch can also be used to direct learners in educational tasks and developing skills. Physical prompting and support, gestural and physical prompts during learning activities such as hand-over-hand support and hand-under-hand support. Play activities naturally include touch. Learners of any age who are at early levels of development are likely to be quite tactile and physical. Physical support- may also be necessary to include a pupil in activities such as; sensory circuits, swimming and Physical Education or to carry out therapy programmes such as; massage, sensory activities/stimulation, physiotherapy, occupational therapy, rebound therapy and Sensory Integration, either by the therapist or by another member of staff carrying out a programme or following therapy advice. There are times with parental consent that school staff carry out massage e.g. feet and hands in order to help regulate a learner and this is without the input of a therapist. Mobility- Physical support may be used as guidance and/or to help with mobility or as part of an activity where a learner needs support when moving. Some learners may need moving and handling to protect learners from harming themselves or others, including restrictive physical intervention. This must be carried out in line with the relevant policy guidelines. If learners require physiotherapy whilst at school, the programme needs to be agreed with parents. School staff should only undertake physiotherapy techniques/programmes with learners under the advice and guidance of the Physiotherapy service. Under no circumstances should school staff devise and carry out their own exercises or physiotherapy programmes. Emotional reasons – touch is an effective way to communicate affection and warmth. It gives reassurance and can communicate security and comfort. Touch enables the person to develop understanding of these positive emotions and the ability to communicate them. Touch can offer reassurance and support, comforting distressed or upset learners, communicating warmth, comfort and reassurance and to develop positive emotions. Cautionary touch should be used with learners who are sensitive to touch, touch defensive or may have a history of receiving negative touch. Intimate Care- Intimate care can be defined as any care which involves washing or carrying out a procedure to intimate personal areas which most people usually carry out themselves but some learners are unable to do because of their young age, physical difficulties or other additional needs. Examples include care associated with continence and menstrual management as well as more ordinary tasks such as help with washing, toileting or dressing. It also includes supervision of learners involved in intimate self-care. We recognise that there is a need to treat all learners, whatever their age, gender, disability, religion, ethnicity or sexual orientation with respect and dignity when intimate care is given. The learner's welfare is of paramount importance and his/her experience of intimate and personal care should be a positive one. It is essential that every learner is treated as an individual and that care is given gently and sensitively: no learner should be attended to in a way that causes distress or pain. However it is important to note that for some learners, personal care routines cause distress and this cannot be avoided to them requiring this level of support due to being incontinent. Where learners may require ongoing support for their intimate care needs such as toileting, parents will be asked to complete and sign a form providing details. This will ensure that school staff have up to date information rather than information passed on from previous classes which may be out of date. Details are to be discussed with parents and this includes input from physiotherapists and Occupational Therapists if necessary regarding correct positioning. Staff involved with intimate care need to be vigilant to any issues that may require referrals to health or other agencies. In these circumstances accurate records should be kept. All learners will be supported to achieve the highest level of autonomy that is possible given their age and abilities. Staff will encourage each individual pupil to do as much for himself/herself as possible. The daily routines of personal care can/should be seen as learning opportunities and not as barriers to teaching, for learners with PMLD a significant amount of time over the course of a day may be spent on personal care. For other learners, support and guidance provided during personal care can be an opportunity to develop independent skills. Staff who provide intimate care should be made aware of best practice regarding infection control, including the requirement to wear disposable gloves and aprons where appropriate - and follow any recommendations in place at the time. Staff will be supported to adapt their practice in relation to the needs of individual learners taking into account developmental changes such as the onset of puberty and menstruation. There must be clear communication with each pupil who needs help with intimate care in line with their preferred means of communication (verbal, symbolic, etc) to discuss their needs and preferences. Where the pupil is of an appropriate age and level of understanding, they should be prepared by informing them of what will happen before starting an intimate procedure. Should a pupil refuse to be supported to change then encouragement needs to be given until they are able to cooperate. Staff who provide intimate care need an empathetic approach and should speak to the learner personally by name, they should explain what they are doing and communicate with all learners in a way that reflects their ages and level of understanding. Every learner's right to privacy and modesty will be respected - doors closed, staff to knock on doors and check before entering, Careful consideration will be given to each learner's situation to determine who and how many staff might need to be present when s/he needs help with intimate care. SEN advice suggests that reducing the numbers of staff involved goes some way to preserving the learner's privacy and dignity. Wherever possible, the learner's wishes and feelings should be sought and taken into account. An individual member of staff should inform another appropriate adult when they are going alone to assist a learner with intimate care. The religious views, beliefs and cultural values of learners and their families should be taken into account, particularly as they might affect certain practices or determine the gender of the carer if the staff team is not single sex. Whilst safe working practices are important, there is no expectation that staff must be of the same gender as learners when providing intimate care as the safeguarding expectations and protocols are in place for all staff and are not gender-specific. However, there might well be occasions when a member of staff has good reason not to work alone with a learner, for example, if the learner is known to make allegations, however it is important that all processes are transparent so that both staff and learners are supported. In very complex cases, a meeting could be called with all relevant parties if required, to agree what actions will be taken, where and by whom. Adults who assist learners with intimate care should be employees of the school, not learners or volunteers, and therefore have the expected range of safer recruitment checks, including enhanced DBS checks. All staff should be aware of the schools safeguarding and child protection policy. Sensitive information will be shared only on a 'need to know' basis, as per the policy. Discussions around learners' intimate and personal care routines need to happen discreetly and away from other learners. Learners will have intimate care and personal routine plans that are listed in the Individual Healthcare Plans (IHCPs) and these should be adhered to at all times. These will be subject to review. Health & Safety guidelines should be adhered to regarding waste products. No member of staff will carry a mobile phone, camera or similar device whilst providing intimate care. Touch is necessary in order to carry out and support learners' personal care and intimate care routines . In using touch during personal care routines staff should ensure where possible and appropriate that learners are comfortable and familiar with the staff members delivering the personal care. The Governing Body is committed to ensuring that all staff responsible for the intimate care of learners will undertake their duties in a professional manner at all times. It is acknowledged that these adults are in a position of great trust. Medical care – to provide medical care such as First Aid (Liaise with School Nurse or designated First Aid trained staff). Hand holding Staff should use their professional judgement when holding hands with learners. Offering a link of arms is preferential to hand holding. Learners often need support with walking and balance, or may need support for safety and to avoid running off. Younger learners may require hand holding due to them being too small to link arms. Staff need to be aware of the developmental age of the learners they are supporting, and be clear the physical contact used is appropriate for the individual pupil. Developmental levels can often be more relevant to our learners than their chronological age. This supports the ethos of Team Teach. Types of touch Staff need to be aware of the types of touch used. Learners on the Autistic Spectrum or with multi-sensory impairment and / or sensory integration difficulties may become confused and distressed by certain touch. Consideration also needs to be given to those learners who seek out touch and deep pressure in order to support regulation. Any form of touch used with learners needs to be documented in their personal care support plans which are shared with parents, carers, guardians and external professionals with consent. What does it look like to others? Other people may be watching who may misinterpret physical intervention procedures or the use of touch. To protect themselves, staff should, where possible, not lone work when providing touch as part of a therapy program or when supporting a learner's sensory needs such as with massage. Massage is now commonly used with learners who have complex needs and/or medical needs in order to develop sensory awareness, tolerance to touch and as a means of relaxation. Any adult undertaking massage for learners should have been given appropriate guidance by experienced and qualified members of staff or have attended an appropriate training course e.g. Story massage. With parental consent some learners participate in hand and foot massages with class staff in order to regulate behaviours and emotions. Some learners also seek out deep pressure and the use of weighted blankets or a Bearhug; the use of these is outlined in individual learners' personal care plans. Staff should avoid, where possible, lone working when providing intimate care or personal care programmes where the learner will be undressing and/or requiring physical support behind a closed door. It can be useful to pair up with other learners when carrying out personal care routines making use of a screen if required so that two staff members are present in the same room. Ensure where possible and appropriate that learners are comfortable with this. However, if there is no alternative and a member of staff is lone working with a learner, another member of staff must be informed beforehand. Staff should ensure that they understand the reasons that they are using touch and how to use it effectively. Staff members must feel that they can question the reasons they have been asked to provide physical care and ask for clarification when unsure. Where physical intervention is necessary staff must ensure they know how to carry out the procedures correctly and adhere to the relevant policies. Inappropriate Touch It is not appropriate to touch students in the following areas : Genitals * Chest / breast * Bottom Except for: * First aid Intimate/ Personal care * Medical needs In these circumstances staff should ensure that there is another member of staff present who the pupil is comfortable and familiar with if at all possible. For learners receiving touch of an intimate nature, where possible and if the learner has capacity, consent should be gained from the learner involved. It is not acceptable to kiss students. If a learner initiates a kiss between themselves and a member of staff, staff need to withdraw themselves from the situation. This may not always be possible with younger learners who can be persistent with wanting to share kisses; however staff still need to withdraw and prompt the learner that it is not appropriate. If you are in doubt about any issues concerning appropriate touch, or you observe any practice that causes concern, you should discuss this with the Headteacher, Deputy Headteacher or Assistant Headteacher. All staff have a responsibility to ensure safe and appropriate practice at all times.	<urn:uuid:92ac7662-f05e-420f-a2a6-dba58114519a>	CC-MAIN-2025-08	https://www.ysgol-penmaes.com/_files/ugd/1d4dfe_42366d30ca134624a0c442826f276ea6.pdf	2025-02-18T06:21:44+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00749.warc.gz	988,473,106	3,138	eng_Latn	eng_Latn	0.997213	eng_Latn	0.997765	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 376, 1708, 3551, 5859, 8419, 10815, 13037, 15482, 17040 ]	[ 2.015625 ]	1	0
Book Review Tom Taylor,Modern Travel in World History. New York, NY: Routledge, 2022. Pp. vii + 194. $48.99 (paperback) T om Taylor's Modern Travel in World History is a short book about big connections. In thirteen chapters that move chronologically from the 'voyages of discovery' by Portuguese and Spanish explorers to the global impact of Covid-19 on movement and connectivity, Taylor effectively weaves together three themes—transportation technology, migration, and traveler accounts—to explain how and why people travel in the modern world. Along this journey, he provides insight on many social and cultural effects of travel through the use of fascinating vignettes that humanize large-scale historical periods. Taylor begins this history at a moment in the mid-fifteenth century when innovations in technology allowed for the emergence of transregional movement. He describes in detail how treasure fleets of the Ming Dynasty plied the Indian Ocean in search of precious commodities and to impress distant kingdoms; he recounts how the Ottoman Empire's sack of Constantinople in 1453 led to a diminishment of land travel in Western Asia; and he explicates the importance of new ship designs and cartography to the success of Spanish and Portuguese transoceanic expeditions. While the voyages of Christopher Columbus, Vasco Da Gama, and Ferdinand Magellan will be familiar to readers, this is not a 'rise of the West' narrative. Instead, Taylor's motive is to demonstrate the revolutionary nature of this moment with regard to geographic movement. These voyages "reshaped global trade, cultural exchanges and systems of political and military power" that still resonate over five hundred years later (14). The use of technology to overcome what Fernand Braudel called "limits of the possible" spurred innovations in transportation that linked far-flung parts of the globe. The British Royal Society sponsored expeditions led by the former pirate, William Dampier, and Captain James Cook that advanced scientific knowledge and curiosity about human nature. Once Europeans established footholds around the world, though, Taylor describes how new forms of transportation in successive generations like steamships and railroads accelerated their control and domination in Africa, Asia, and the Pacific. Interestingly, Taylor also describes how the transportation revolution furthered cultural exchange through the advent of leisure travel made famous by Thomas Cook, who aspired to created "tours for millions" and Thomas Stevens, a selfdescribed "ordinary cowboy" from Britain who became the first person to ride a bicycle around the globe in 1886. Taylor also devotes considerable space throughout the book to various migration streams including Jesuit missionaries, immigrant laborers, and refugees. In Chapter 4, he makes excellent use of the Trans-Atlantic Slave Trade Database to remind readers about how little we actually know about the mindset of those that actually experienced the Middle Passage and the brutality of the institution, apart from narratives from Olaudah Equiano and Venture Smith. His inclusion of the slave trade in the Indian Ocean and its comparison to the Transatlantic trade is especially valuable given the limited historical source materials available. As the slave trade reached its zenith, the nineteenth and twentieth centuries witnessed unprecedented growth in migration to the United States, Latin America, and East Asia due to economic disasters like the Great Depression, regional conflicts such as the Opium Wars and Boxer Rebellion in China, and the world wars. Taylor provides a succinct overview of many social and political changes that came from cross-cultural encounters, including debates over the meaning of citizenship, authoritarianism, competing ideologies, and expressions of nationalism. If Taylor had stuck simply to technology and migration as a framework for his history, this book would have read similar to a textbook. However, his inclusion of a third theme—traveler accounts—makes the work especially satisfying. We are treated to Lady Mary Wortley Montagu's description of smallpox inoculations in Istanbul, Ho Chi Minh's clear-eyed assessment of the Treaty of Versailles after he was refused an audience with the French and U.S. delegations in Paris, and American John Scott's report from inside of the USSR on the Great Purge. Taylor also highlights an analysis strategy from Subaltern Studies that encourages "reading against the grain" of historical sources from the privileged to understand the plight of those less fortunate. The experiences of Behramji Malabari and Cornelia Sorabji, who traveled from colonial India to England, shed light on the status of religious and ethnic minorities and attitudes toward women, child marriage, and various social ills. Finally, Taylor interspersed literary works from Bernard de Fontenelle to John Steinbeck that demonstrate how travel not only shaped people's worldviews but also helped to fuel greater leisure travel to once unthinkable places, especially in the developing world. His final chapter on Continuity and Change after the Cold War raises important questions about who benefits economically from and whether travel is sustainable in the twentyfirst century. In a wide-ranging book on world travel that utilizes fascinating source material to expound on the three major themes, one wishes for the inclusion of additional, detailed maps that would complement the narrative and allow the reader to clearly visualize the broad geographic landscape. A second reservation I had while reading had to do with chronological balance. Since Taylor defines travel broadly as "going from one place to another" whether in distance or in the mind (2), occasional historical moments seemed hurried. Chapter 13, for example, begins with the decisions made by the 'Big Three' Cold War leaders at Tehran, Yalta, and Potsdam and ends with genocide carried out in Rwanda in 1994 due to post-colonial ethnic tensions. However, I fully understand the difficulty of periodization in a book of this scope and, fortunately, Taylor has included a Further Reading section at the end of each chapter for those wanting to consult additional histories of specific events. If the criteria for a survey in the Themes in World History series include that it be readable, thematically balanced, and reasonably comprehensive, Modern Travel in World History does an excellent job, and makes this book valuable to teachers of survey courses at both the advanced high school and undergraduate levels. I look forward to its inclusion in my classes. Benjamin Harris is a teacher and Social Studies Department Chair at Bishop Kelly High School in Boise, Idaho. He can be reached at firstname.lastname@example.org.	<urn:uuid:ba45226d-3ec5-4f14-90b8-5924674468a9>	CC-MAIN-2025-08	https://journals.gmu.edu/whc/article/download/4127/2339/7768	2025-02-18T06:42:40+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00744.warc.gz	293,667,359	1,309	eng_Latn	eng_Latn	0.997175	eng_Latn	0.997434	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2137, 5305, 6812 ]	[ 2.953125 ]	1	0
Learning Activity 6 Pieces of Eight! Setting the Scene No pirate ship would be complete without the Captain's parrot. In Robert Louis Stevenson's novel Treasure Island, the one-legged pirate Long John Silver had a parrot which cried 'pieces of eight'. The parrot's name was Captain Flint. This lesson gives some ideas for sensory art activities to create your class ship's parrot. What to Do Gather learners together in the art area. If possible source a squawking parrot hand puppet. Use the puppet to 'call' learners to the circle. Once all learners are together the puppet can say 'hello' to learners individually, and learners can reply by activating parrot sounds on a communication device or tablet. Read the poem together. Captain Hook he had a bird And it could talk, oh how absurd! With multicoloured feathers bright His plume was such a glorious sight Yellow, red, green and blue With yellow feet and big beak too On captain's shoulder he'd be perched As over the waves the Jolly Roger lurched But he'd never say 'Who's a pretty boy?' Cos the pirate parrot shouts 'Land Ahoy! Footprint 'Flint' Dip learner's full foot in paint or use sponges, rollers or brushes to paint feet depending on sensory preference. Add extra multicolours to the toes and toe pads. Support learners to stand on a piece of card or press the card against the foot. Attach a pre-cut beak onto the side of the heel print. While the paint is still wet support learners to explore glitter, sparkles and coloured sand and drop or sprinkle over allowing it to stick in the wet paint. A Pirate's Life for Me! 12 Feathered ‘Flint’ Have a variety of real feathers of different colours, lengths and texture for the learners and feather shapes cut from foil, crepe, tissue and cellophane. Support learners to explore the different colours and textures of the feathers and to grasp and release where appropriate onto a pre-glued parrot cut-out. Fingers ‘Flint’ Turn the learner’s handprint into a colourful parrot by making the thumb the head by adding a beak and eye and making the fingers the brightly-coloured feathers. Explore different textures of ‘paint’ by adding sand to paint, mixing paint with shaving foam and PVA (stays puffy when dried), mixing glitter with paint or mixing talcum powder with paint. For an added olfactory element put a few drops of scents like lemon, mint or strawberry essence in the corresponding paints. Remember that some learners may be tactile defensive and may not want to flatten their hands out to print. With repetition and gentle encouragement they may be able to work towards placing their prints on the page. Areas of Learning Primary The Arts (Art and Design) Post-Primary The Arts (Art and Design) What You Need * Parrot puppet * Communication device/ Tablet * Paper/Plain card * Variety of paints * Variety of feathers * Variety of pre-cut feathers in foil/cellophane/tissue/crepe * PVA glue * Variety of sponges, brushes and painting utensils * Glitter, sparkles * Coloured sand * Shaving foam * Talcum powder * Variety of essential oils/ essence A Pirate's Life for Me! 13	<urn:uuid:7cb9b4d8-7fdb-4f91-9aca-3c41d622b618>	CC-MAIN-2025-08	https://ccea.org.uk/downloads/docs/ccea-asset/Resource/Learning%20Activity%206%3A%20Pieces%20of%20Eight%21%20%28Sensory%20art%29.pdf	2025-02-18T05:32:22+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00747.warc.gz	142,221,540	698	eng_Latn	eng_Latn	0.997165	eng_Latn	0.997165	[ "eng_Latn" ]	false	docling	[ 3110 ]	[ 3.9375 ]	1	0
© 2018 Thibaut Meurisse Al rights reserved. No portion of this book may be reproduced in any form without permission from the publisher, except as permitted by U.S. copyright law. CONTENTS Why This Book Introduction How to use this book I. What Emotions Are 1. How your survival mechanism affects your emotions 2. What Is the Ego 3. The Nature of Emotions II. What Impacts Your Emotions 4. The impact of sleep on your mood 5. Using your body to influence your emotions 6. Using your thoughts to influence your emotions 7. Using your words to influence your emotions 8. How your breathing affects your emotions 9. How your environment affects your emotions 10. How music affects your emotions III. How to change your emotions 11. How emotions are formed 12. Changing your interpretation 13. Letting go of your emotions 14. Conditioning your mind to experience more positive emotions 15. Changing your emotions by changing your behavior 16. Changing your emotions by changing your environment Short-term and long-term solutions to deal with negative 17. emotions IV. How to use your emotions to grow 18. How emotions can guide you in the right direction 19. Recording your emotions 20. Not being good enough 21. Being defensive 22. Stress and worry 23. Caring what people think of you 24. Resentment 25. Jealousy 26. Depression 27. Fear/Discomfort 28. Procrastination 29. Lack of motivation Conclusion About the Author Bibliography WHY THIS BOOK Many books discuss emotions and how they affect your life, but they rarely provide a comprehensive view of what emotions are, where they come from, what is their role, or how they affect your life. Emotions are among the trickiest things to deal with and, unfortunately, too often you and I will fall prey to their mystical power. We find ourselves unable to break their spell. Because they affect every aspect of our lives and determine the quality of it, our inability to understand how emotions work can prevent us from designing our ideal life and from fulfilling our potential. By the end of this book, you will know how emotions work and, more importantly, you will be better equipped to deal with them. If you struggle to deal with negative emotions, or want to learn how emotions work and how you can use them as a tool for your personal growth, this book is for you. INTRODUCTION The mind in its own place, and in itself can make a heaven of Hell, a hell of Heaven. — J M, . We all experience a wild range of emotions throughout our lives. I had to admit, while writing this book, I experienced highs and lows myself. At first, I was filled with excitement and thrilled at the idea of providing people with a guide to help them understand their emotions. I imagined how readers' lives would improve as they learned to control their emotions. My motivation was high and I couldn't help but imagine how great the book would be. Or so I thought. After the initial excitement, the time came to sit down to write the actual book, and that's when the excitement wore off pretty quickly. Ideas that looked great in my mind suddenly felt dull. My writing seemed boring, and I felt as though I had nothing substantive or valuable to contribute. Sitting at my desk and writing became more challenging each day. I started losing confidence. Who was I to write a book about emotions if I couldn't even master my own emotions? How ironic! I considered giving up. There are already plenty of books on the topic, so why add one more? At the same time, I realized this book was a perfect opportunity to work on my own emotional issues. And who doesn't suffer from negative emotions from time to time? We all have highs and lows, don't we? The key is what we do with our lows. Are we using our emotions to grow? Are we learning something from them? Or are we beating ourselves up over them? So, let's talk about your emotions now. Let me start by asking you this: How do you feel right now? Knowing how you feel is the first step toward taking control of your emotions. You may have spent so much time internalizing you've lost touch with your emotions. Perhaps you answered as follows: "I feel this book could be useful," or "I really feel I could learn something from this book." However, none of these answers reflect how you feel. You don't 'feel like this,' or 'feel like that,' you simply 'feel.' You don't 'feel like' this book could be useful, you 'think' this book could be useful, and that generates an emotion which makes you 'feel' excited about reading it. Feelings manifest as physical sensations in your body, not as an idea in your mind. Perhaps, the reason the word 'feel' is so often overused or misused is because we don't want to talk about our emotions. So, how do you feel now? Why is it important to talk about emotions? How you feel determines the quality of your life. Your emotions can make your life miserable or truly magical. That's why they are among the most important things to focus on. Your emotions color all your experiences. When you feel good, everything seems, feels, or tastes better. You also think better thoughts. Your energy levels are higher and possibilities seem limitless. Conversely, when you feel depressed, everything seems dull. You have little energy and you become unmotivated. You feel stuck in a place (mentally and physically) you don't want to be, and the future looks gloomy. Your emotions can also act as a powerful guide. They can tell you something is wrong and allow you to make changes in your life. As such, they may be among the most powerful personal growth tools you have. Sadly, neither your teachers nor your parents taught you how emotions work or how to control them. I find it ironic that just about anything comes with a how-to manual, while your mind doesn't. You've never received an instruction manual to teach you how your mind works and how to use it to better manage your emotions, have you? I haven't. In fact, until now, I doubt one even existed. What you'll learn in this book This book is the how-to manual your parents should have given you at birth. It's the instruction manual you should have received at school. In it, I'll share everything you need to know about emotions so you can overcome your fears and limitations and become the type of person you really want to be. You'll learn what emotions are, how they are formed, and how you can use them for your personal growth. You'll also learn how to deal with negative emotions and condition your mind to create more positive emotions. It is my sincere hope and expectation that, by the end of this book, you will have a clear understanding of what emotions are and will have all the tools you need to start taking control of them. More specifically, this book will help you: Understand what emotions are and how they impact your life Identify negative emotions that control your life and learn to overcome them Change your story to take better control over your life and create a more compelling future, and Reprogram your mind to experience more positive emotions. Here is a more detailed summary of what you'll learn in this book: In Part I , we'll discuss what emotions are. You'll learn why you are wired to focus on negativity and what you can do to counter this effect. You'll also discover how your beliefs impinge upon your emotions. Finally, you'll learn how negative emotions work and why they are so tricky. In Part II , we'll go over the things that directly impact your emotions. You'll understand the roles your body, your thoughts, your words, or your sleep, play in your life and how you can use them to change your emotions. In Part III , you'll learn how emotions are formed. You'll also learn how to condition your mind to experience more positive emotions. And finally, in Part IV , we'll discuss how to use your emotions as a tool for personal growth. You'll learn why you experience emotions such as fear or depression and how they work. You'll then discover how to use them to grow. Let's get started. HOW TO USE THIS BOOK I encourage you to read all the way through this book at least once. After that, I invite you to revisit the book and focus on the section(s) you want to explore in more depth. In this book, I include a number of different exercises. Though I don't expect you to go through them all, my hope is you'll pick some and apply them in your life. Remember, the results you'll get out of this book depend on how much time and effort you're willing to put in. If you feel this book could be of any use to your family members or friends, make sure to share it with them. Emotions are complex and I believe it would benefit us all to deepen our understanding of the topic. PART I WHAT EMOTIONS ARE Have you ever wondered what emotions are and what purpose they serve? In this section, we'll discuss how your survival mechanism affects your emotions. Then, we'll explain what the 'ego' is and how it impacts your emotions. Finally, we'll discover the mechanism behind emotions and learn why negative emotions can be so hard to deal with. 1 HOW YOUR SURVIVAL MECHANISM AFFECTS YOUR EMOTIONS Why people have a bias towards negativity Your brain is designed for survival, which explains why you're able to read this book at this very moment. When you think about it, the probability of you being born was extremely low. For this miracle to happen, all the generations before you had to survive long enough to procreate. In their quest for survival and procreation, they must have faced death hundreds or perhaps thousands of times. Fortunately, unlike your ancestors, you're (probably) not facing death every day. In fact, in many parts of the world, life has never been safer. Yet, your survival mechanism hasn't changed much. Your brain still scans your environment looking for potential threats. In many ways, some parts of your brain have become obsolete. While you may not be seconds away from being eaten by a predator, your brain still gives significantly more weight to negative events than to positive ones. Fear of rejection is one example of a bias toward negativity. In the past, being rejected from your tribe would reduce your chances of survival significantly. Therefore, you learned to look for any sign of rejection, and this became hardwired in your brain. Nowadays, being rejected often carries little or no consequence to your longterm survival. You could be hated by the entire world and still have a job, a roof and plenty of food on the table, yet, your brain is still programmed to perceive rejection as a threat to your survival. This is why rejection can be so painful. While you know most rejections are no big deal, you nevertheless feel the emotional pain. If you listen to your mind, you may even create a whole drama around it. You may believe you aren't worthy of love and dwell on a rejection for days or weeks. Worse still, you may become depressed as a result of this rejection. In fact, one single criticism can often outweigh hundreds of positive ones. That's why, an author with fifty 5-star reviews, is likely to feel terrible when they receive a single 1-star review. While the author understands the 1-star review isn't a threat to her survival, her authorial brain doesn't. It likely interprets the negative review as a threat to her ego which triggers an emotional reaction. The fear of rejection can also lead you to over-dramatize events. If your boss criticized you at work, your brain may see the event as a threat and you now think, "What if I'm fired? What if I can't find a job quickly enough and my wife leaves me? What about my kids? What if I can't see them again?" While you are fortunate to have such an effective survival mechanism, it is also your responsibility to separate real threats from imaginary ones. If you don't, you'll experience unnecessary pain and worry that will negatively impact the quality of your life. To overcome this bias towards negativity, you must reprogram your mind. One of a human being's greatest powers is our ability to use our thoughts to shape our reality and interpret events in a more empowering way. This book will teach you how to do this. Action Step Complete the corresponding exercise in the workbook ( Section I. What Emotions are - 1. Bias towards negativity ). Why your brain's job isn't to make you happy Your brain's primary job is not to make you happy, but to ensure your survival. Thus, if you want to be happy, you must take control of your emotions rather than hoping you'll be happy because it's your natural state. In the following section, we'll discuss what happiness is and how it works. How dopamine can mess with your happiness Dopamine is a neurotransmitter which, among other functions, plays a major role in rewarding certain behaviors. When dopamine is released into specific areas of your brain—the pleasure centers— you get a high. This is what happens during exercise, when you gamble, have sex, or eat great food. One of the roles of dopamine is to ensure you look for food so you don't die of starvation, and you search for a mate so you can reproduce. Without dopamine, our species would likely be extinct by now. It's a pretty good thing, right? Well, yes and no. In today's world, this reward system is, in many cases, obsolete. While in the past, dopamine was linked to our survival instinct, the release of dopamine can now be generated artificially. A great example of this effect is social media, which uses psychology to suck as much time as possible out of your life. Have you noticed all these notifications that pop up constantly? They're used to trigger a release of dopamine so you stay connected, and the longer you stay connected, the more money the services make. Watching pornography or gambling also leads to a release of dopamine which can make these activities highly addictive. Fortunately, we don't need to act each time our brain releases dopamine. For instance, we don't need to constantly check our Facebook newsfeeds just because it gives us a pleasurable shot of dopamine. Today's society is selling a version of happiness that can make us un happy. We've become addicted to dopamine largely because of marketers who have found effective ways to exploit our brains. We receive multiple shots of dopamine throughout the day and we love it. But is that the same thing as happiness? Worse than that, dopamine can create real addictions with severe consequences on our health. Research conducted at Tulane University showed that, when given permission to self-stimulate their pleasure center, participants did it an average of forty times per minute. They chose the stimulation of their pleasure center over food, even refusing to eat when hungry! Korean, Lee Seung Seop is an extreme case of this syndrome. In 2005, Mr Seop died after playing a video game for fifty-eight hours straight with very little food or water, and no sleep. The subsequent investigation concluded the cause of death was heart failure induced by exhaustion and dehydration. He was only twenty-eight years old. To take control of your emotions, it is essential you understand the role dopamine plays and how it affects your happiness. Are you addicted to your phone? Are you glued to your TV? Or maybe you spend too much time playing video games. Most of us are addicted to something. For some people it's obvious, but for others, it's more subtle. For instance, you could be addicted to thinking. To better control your emotions, it is important to shed the light on your addictions as they can rob you of your happiness. The 'one day I will' myth Do you believe that one day you will achieve your dream and finally be happy? This is unlikely to happen. You may (and I hope you will) achieve your dream, but you won't live 'happily ever after.' This is just another trick your mind plays on you. Your mind quickly acclimates to new situations, which is probably the result of evolution and our need to adapt continually in order to survive and reproduce. This is also probably why the new car or house you want will only make you happy for a while. Once the initial excitement wears off, you’ll move on to crave the next exciting thing. This phenomenon is known as 'hedonic adaptation.' How hedonic adaptation works Let me share an interesting study that will likely change the way you see happiness. This study, which was conducted on lottery winners and paraplegics, was extremely eye-opening for me. Conducted in 1978, the investigation evaluated how winning the lottery or becoming a paraplegic influence happiness: The study found that one year after the event, both groups were just as happy as they were beforehand. Yes, just as happy (or unhappy). You can find more about it by watching Dan Gilbert's Ted Talk, The Surprising Science of Happiness here . Perhaps you believe that you'll be happy once you've 'made it.' But, as the above study on happiness shows, this is simply not true. No matter what happens to you, you'll revert back to your predetermined level of happiness once you've adapted to the new event. This is how your mind works. Does that mean you can't be happier than you are right now? No. What it means is that, in the long run, external events have very little impact on your level of happiness. In fact, according to Sonja Lyubomirsky, author of The How of Happiness , fifty percent of our happiness is determined by genetics, forty percent by internal factors, and only ten percent by external factors. These external factors include such things as whether we're single or married, rich or poor, and similar social influences. This suggests, only ten percent of your happiness is linked to external factors, which is probably way less than you thought. The bottom line is this: Your attitude towards life influences your happiness, not what happens to you. By now, you understand how your survival mechanism impacts negatively your emotions and prevent you from experiencing more joy and happiness in your life. In the next section, we'll learn about the ego. Action step Use the workbook to write down things that give you 'shots of dopamine' ( Section I. What Emotions are - 2. Happiness ) 2 WHAT IS THE EGO Your survival mechanism is not the only factor affecting your emotions. Your ego also plays a major role in shaping the way you feel. Thus, to gain more control over your emotions, it is fundamental you understand what your ego is and how it works. Now, let's clarify what we mean by ego. We often say of someone he has a "big ego" referring to the ego as something close to pride. While pride is certainly a manifestation of ego, that's only one part of it. You may show no pride and appear humble while still being controlled by your ego. So, what is the ego? The ego refers to the self-identity you've constructed throughout your life. How was this identity created? Put simply, the ego was created through your thoughts and, as a mind-created identity, has no concrete reality. Events that happen to you bear no meaning in themselves. You give them meaning only through your interpretation of those events. Additionally, you accept things about yourself because people told you to do so. What's more, you identify with your name, your age, your religion, your political belief, or your occupation in a similar way. This attachment has consequences. As we'll see later in this book, attachment creates beliefs, and these beliefs lead you to experience certain emotions. For instance, you may become offended when people criticize your religion or attack your political principles. Note that throughout this book, we'll refer to the ego as your 'story' or your 'identity' using these words interchangeably. Are you aware of your ego? Your understanding of the way your ego works depends on your level of self-awareness. People at the lowest level of consciousness are not even aware the ego exists and, as a result, are enslaved by it. On the other hand, highly self-conscious people can see through their ego. They understand how belief works and how excessive attachment to a set of beliefs can create suffering in their life. In effect, these individuals become the master of their mind and are at peace with themselves. Note that the ego is neither good nor bad, it's just a result of a lack of selfawareness. It fades away as you become aware of it, since ego and awareness cannot coexist. Your ego's need for an identity Your ego is a selfish entity, only concerned about its own survival. Interestingly, it's rather similar to your brain in the way it operates. It has its own survival mechanism and will do whatever it can to persist. As with your brain, its primary concern is neither your happiness nor your peace of mind. On the contrary, your ego is restless. It wants you to be a go-getter. It wants you to do, have and achieve great things so you can become a 'somebody.' As we already mentioned, your ego needs an identity to exist. The way it does that is through identification with things, people, or beliefs and ideas. Now, let's look at some of the things your ego identifies with to strengthen its identity: Physical items The ego likes to identify with physical things. Needless to say, it thrives in today's world. Perhaps, we can say capitalism and the consumer society we're living in today is the creation of collective egos, which is why it has been the dominant economic model in the recent decades. Marketers perfectly understand people's need to identify with things. They know people don't just buy a product, they also buy the emotions or story attached to the product. Often, you buy certain clothes or a particular car because you want to tell a story about yourself. For instance, you may want to enhance your status, look cool or express your unique personality, and choose the products most closely associated with these ideals. This is how the ego works. It uses things to create a story you can identify with. It doesn't mean things are wrong per se . It's a negative issue only when you become overly attached to things, believing they can fulfill you— which they can't. Your body Most people derive their self-worth from their physical appearance. Your ego loves the way you look because it is the easiest thing to recognize and quantify. When you strongly associate with your physical appearance, you tend to identify more easily with physical and emotional pain. Believe it or not, you can observe your body without 'identifying with' it. Friends/acquaintances The ego also derives its sense of identity from your relationships with others. The ego is only interested in what it can get from others. In other words, the ego thrives on the way it can use people to strengthen its identity. If you are honest with yourself, you'll realize most of the things you do are attempts to obtain the approval of others. You want your parents to be proud of you, your boss to respect you, and your wife to love you. Now, let's see in more detail how the ego works in the following cases: Parent/child relationships Some parents' egos lead to the creation of a strong sense of attachment and identification with their children. This is based on the false belief their children are their 'possessions.' As a result, they try to control their childrens' lives and 'use' them to live the life they wanted to live when they were younger—this is called living vicariously through your children. You see this all the time. Next time you watch a junior soccer (or baseball) game, watch the parents on the touchline to see how some react. Try spotting the parents living vicariously—they are the ones screaming the loudest, and not simply in encouragement. This may happen largely unconsciously. Couples The feeling of needing someone is very much a play of the ego as well. Anthony de Mello has a beautiful way to put it when he says: Loneliness is not cured by human company. Loneliness is cured by contact with reality, by understanding that we don't need people. — A M Once you realize you don't actually need anyone, you can start enjoying people's company. You can see them as they really are rather than trying to get something from them. Your beliefs Your ego also uses beliefs to strengthen its identity. In extreme cases, people become so attached to their beliefs they are ready to die to protect them. Worse still, they are willing to kill people who disagree with them. Religion is a perfect illustration of the dangers of excessive attachment to beliefs. The ego will use any belief to strengthen its identity, whether these beliefs are religious, political, or metaphysical. Other objects of identification Now let’s have a look at a (non-exhaustive) list of things your ego generally derives its identity from: Your body Your name Your gender Your nationality Your culture Your family/friends Your beliefs (political beliefs, religious, etc.) Your personal story (your interpretation of the past, your expectations regarding the future) Your problems (illnesses, financial situation, victim mindset, etc.) Your age Your job Your social status Your role (as employee, homemaker, parental status, employment status, etc.) Material items (your house, car, clothes, phone, etc.) Your desires The ego's main characteristics Here are some main characteristics of the ego: The ego tends to equate 'having' with 'being,' which is why the ego likes to identify with objects. The ego lives through comparison. Your ego likes to compare itself with other egos. The ego is never satisfied. Your ego always wants more. More fame, more stuff, more recognition, and so on. The ego's sense of self-worth often depends on the worth you have in the eyes of others. Your ego needs the approval of other people to feel valued. The ego's need to feel superior Your ego wants to feel superior to other egos. It wants to stand out and needs to create artificial separations to do that. Here are some stratagems it employs: Enhancing its value through people. If you have smart/famous friends, your ego will associate with them to strengthen its identity. This is why some people love to tell others how smart, rich or famous their friends are. Gossiping . People gossip because it makes them feel different and superior in some way. This is why some people like to put other people down and talk behind their back; it makes them—and everybody else in their gossiping group— feel superior. Manifesting an inferiority complex. This hides a desire to be better than others. 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General Certiﬁ cate of Secondary Education January 2019 Home Economics: Child Development Unit 2 assessing Child Development 0–5 years [GHC21] THURSDAY 24 JANUARY, MORNING MARK SCHEME General Marking Instructions Introduction Mark schemes are published to assist teachers and students in their preparation for examinations. Through the mark schemes teachers and students will be able to see what examiners are looking for in response to questions and exactly where the marks have been awarded. The publishing of the mark schemes may help to show that examiners are not concerned about ﬁ nding out what a student does not know but rather with rewarding students for what they do know. The Purpose of Mark Schemes Examination papers are set and revised by teams of examiners and revisers appointed by the Council. The teams of examiners and revisers include experienced teachers who are familiar with the level and standards expected of students in schools and colleges. The job of the examiners is to set the questions and the mark schemes; and the job of the revisers is to review the questions and mark schemes commenting on a large range of issues about which they must be satisﬁ ed before the question papers and mark schemes are ﬁ nalised. The questions and the mark schemes are developed in association with each other so that the issues of differentiation and positive achievement can be addressed right from the start. Mark schemes, therefore, are regarded as part of an integral process which begins with the setting of questions and ends with the marking of the examination. The main purpose of the mark scheme is to provide a uniform basis for the marking process so that all the markers are following exactly the same instructions and making the same judgements in so far as this is possible. Before marking begins a standardising meeting is held where all the markers are briefed using the mark scheme and samples of the students' work in the form of scripts. Consideration is also given at this stage to any comments on the operational papers received from teachers and their organisations. During this meeting, and up to and including the end of the marking, there is provision for amendments to be made to the mark scheme. What is published represents this ﬁ nal form of the mark scheme. It is important to recognise that in some cases there may well be other correct responses which are equally acceptable to those published: the mark scheme can only cover those responses which emerged in the examination. There may also be instances where certain judgements may have to be left to the experience of the examiner, for example, where there is no absolute correct response – all teachers will be familiar with making such judgements. 12058.01F 2 1 (a) Complete the sentences below: (i) protein (ii) reﬂ exes (iii) play (iv) weaning (v) lanugo (vi) midwife (AO1) (6 × [1]) (b) (i) Write down three beneﬁ ts for mother and baby of attending a Baby Clinic. * mother will feel reassured/she can share any concerns * mother can ask for advice/ask questions about sleeping, feeding etc * mother can meet other mothers and get advice from them * mother will be checked for signs of postnatal depression * mother can get advice on immunisation/injection for baby * baby's Personal Child Health Record (Red Book) is completed/ record of baby's progress recorded * baby's weight will be recorded * baby's height/length will be recorded * baby will have developmental check (at 8 weeks)/developmental milestones checked/baby's development checked * health professional present to examine baby All other valid points will be given credit (AO1) (3 × [1]) (ii) Write down three health beneﬁ ts of breastfeeding a newborn baby. * antibodies passed to baby/help baby's immune system * colostrum in breast milk/nutrients in correct proportion for baby's changing needs/changes with baby's needs * baby less likely to be overweight * baby less likely to be constipated * baby less likely to develop nappy rash * baby less likely to develop allergies * baby less likely to develop asthma and eczema * baby less likely to develop type 2 diabetes/obesity * baby develops stronger bones * baby has less risk of diarrhoea and vomiting * less risk of SIDS (cot death) * mother's uterus contracts quickly * mother has less chance of osteoporosis * mother has less chance of cardiovascular disease * mother has less chance of developing breast or ovarian cancer * encourages bonding * helps brain development All other valid points will be given credit (AO1) (3 × [1]) 12058.01F 3 [6] [3] [3] AVAILABLE MARKS AVAILABLE MARKS (b) Explain one point to consider when choosing shoes for a two-year-old child. * correct size, won't hurt child, be more comfortable, child will not slip out of shoe and possibly trip * choose lightweight shoes, easy for child to lift and walk, run in. Heavy shoes will discourage child from walking, make them tired * make sure shoes are secure, have strap over or Velcro fastening to keep foot secure, less risk of stumbling or falling, build conﬁ dence of child walking * easy to put on and take off, e.g. Velcro or slip-on style, help child's independence, child can easily change shoes quickly * ﬂ exible material, bendable, soft and comfortable, won't cause blisters, could discourage child from walking * room for growth, shoes will last longer as child's feet grow quickly + cost * go to reputable shoe shop, have child's feet measured by trained specialist, ensure shoe ﬁ ts correctly – comfort, ease of walking, won't slip out of shoe * cost reasonable, child will grow out of them quickly but choose quality shoes that are comfortable * natural materials best, e.g. leather, breathable, feet won't sweat, suitable for time of year * smooth, no rough edges to hurt child and discourage walking * non-slip sole, grip, keeps him steady, reduce falling * durable, will be able to withstand child playing and running around, will not fall apart after short time, ensures value for money All other valid points will be given credit (AO1, AO2) (1 × [2]) 12058.01F 4 [2] x AVAILABLE MARKS 14 2 (a) Write down two reasons why babies and young children are immunised. * stops spread of disease/required before attending pre-school, nursery * children get long-lasting protection from the disease/children will not develop the disease/help children develop own defence system * the more children immunised the rarer the disease becomes * peace of mind for parents knowing child is protected * protects children who are unable to have vaccines due to poor immune system caused by cancer, leukaemia * builds child's immunity * reduced risk of absence from nursery/school All other valid points will be given credit (AO1) (2 × [1]) (b) Explain three points a parent should consider when choosing a cot for a baby. * gaps between the bars should be close together, between 4.5–6 cm apart/to prevent risk of baby's limbs or head getting caught between bars * check cot conforms to BSI standard, check for safety labels attached to cot/parents will be reassured that cot has been tested and checked for safety * gap around the mattress should be no more than 4 cm/to prevent risk of baby's limbs getting caught between mattress * if second-hand, check paint is lead-free as baby could chew on cot and get lead poisoning * choose cot with a height adjustable base that can be raised for easy access to newborn/parent can reach baby easier, safer as less chance of dropping baby * a cot with one drop side to allow easier access to baby, e.g. when picking up baby it is safer and easier to change nappy, less strain on parent's back * a cot with ﬁ xed sides which do not drop down is safer/baby will not be able to open sides and climb out as easily as with drop side cot * check for smooth rails, no loose pieces or nails or screws/baby could choke on small pieces * check cot is stable and will not topple over when baby starts to stand up, move around/baby needs to be safe and not have risk of falling out * check cost is affordable and is worth the price/as money may be limited if mother is not working and is on maternity pay/parents will have other expenses, e.g. pram, nappies, clothes ``` cot bed = [0] All other valid points will be given credit (AO1, AO2) (3 × [2]) ``` [6] 5 12058.01F [2] AVAILABLE MARKS (c) Explain how the Consumer Rights Act 2015 protects the parent as a consumer. * they know the equipment has to be of satisfactory quality/be safe to use/last for a reasonable amount of time * equipment should be ﬁ t for purpose * equipment should be as described on package or design label or by the seller * equipment can be returned if it is not up to the expected standard/they are entitled to a refund All other valid points will be given credit (AO1) 12058.01F 6 [2] AVAILABLE MARKS 10 3 (a) Write down two ways the Parents Advice Centre supports parents. * provides support/guidance/advice about parenting * runs courses for parents/offers parenting courses to groups and individuals * provides on-line information * provides a parents' helpline * runs projects on issues related to parenting, e.g. increasing awareness of issues facing fathers/promoting social inclusion * runs the Parenting Forum Northern Ireland/a forum for needs and aspirations of parents to be heard All other valid points will be given credit (AO1) (2 × [1]) (b) Ronan is one year old. Evaluate a Registered Childminder as a possible childcare option. Advantages * experienced with children, will be able to cope with the baby's needs, will reassure parents that baby is in safe hands * house will be safe, will have been checked by social services to ensure safety measures in place, e.g. reinforced glass in glass doors, stairgates, nursery ﬁ reguard, this will make parents happier about leaving child * registered childminders are regulated, parent will know that childminder has been checked and has no criminal convictions * ﬂ exible working hours – can negotiate with childminder * reasonable cost, parents know there is a set rate, can ﬁ nd out cost * NICMA can help them ﬁ nd a childminder, can ﬁ nd out information about childminding, they know the childminder will be registered and checked – will give them peace of mind * company of other children in the house usually, will help baby's social development * daily routine is similar to home environment, will be familiar to baby, get baby into home routine * usually local, baby can be taken to local mother and toddlers and eventually nursery school, will make local friends, be part of the community Babysitter = [0] Disadvantages * may not be ﬂ exible with work hours which may not suit mum's work hours * baby has to ﬁ t into the childminder's routine, may not suit the parents * childminder's views, on discipline, etc may be different from parents, may cause friction, lead to child being confused * pay a retainer for holidays, may not be cheapest option depending on mum's working pattern * parents may need to buy extra cot, pram, etc for childminder, extra cost * childminders are entitled to holidays – will need to ﬁ nd an alternative (3 × [2]) [6] 12058.01F 7 [2] 4 (a) Describe two stages of social play. Stages can be in any order. * solitary play – ﬁ rst stage, plays on own, does not understand playing with anyone else, usually evident from birth * parallel play – two children play alongside each other, do not interact or play with each other, becoming familiar with other children * looking-on play – watching from the edge of group as other children play, not ready or conﬁ dent enough to join in * joining-in play – playing with others by doing same as everyone else, may not be sharing * co-operative play – belonging to a group or playing with a couple of children, children share activities and take on roles, follow the rules N.B. Must indicate an understanding of the stages of play, may not always state the exact term/name of stage of social play All other valid points will be given credit (AO2) (2 × [2]) 12058.01F 8 [4] AVAILABLE MARKS (b) Discuss this packed lunch for Elle. White bread sandwiches with ham A packet of crisps A bottle of water © CCEA White bread/ham: * protein from ham – growth and repair * carbohydrate from bread – energy (starch) * NSP from bread – prevents constipation, aids digestion * ham is not high in fat, helps prevent obesity Packet of crisps: * carbohydrate – energy * high in salt – raises blood pressure, CHD and stroke risk * high in fat – obesity risk, CHD * encourage bad habits – unhealthy snack choices Bottle of water: * water essential for body ﬂ uids * prevents dehydration, controls body temperature * fortiﬁ ed waters, calcium, vitamins * prevents constipation, softens stools * ease of opening and carrying to school for a young child * easy for Elle to eat independently in school, she can hold sandwich easily * no fat, sugar, additives like other drinks. Giving alternatives, make changes = [0] Portion size = [0] All other valid points will be given credit (AO2, AO3) (1 × [6]) 12058.01F 9 [6] AVAILABLE MARKS 10 5 Discuss how parents and carers can ensure the home is a safe place for a one-year-old who is learning to walk. * safety gates/keep gates closed at top and bottom of stairs as a child will try to climb stairs and could fall down * teach a child how to climb stairs but never let them climb on own or unsupervised/keep stairs clear of clutter which a child could trip over/provide handrail and teach a child to use it to prevent slipping * do not allow a child to wear only socks when climbing stairs as they have no traction and are slippy/ensure the child's shoes do not have high heels as the child is more likely to fall on stairs and on slippy, wooden ﬂ oors * do not let a child use bunk bed, could easily fall out/choose low bed and use a bed gate to prevent the child falling out at night * use a harness, safety straps when using a highchair, pram so that the child does not fall out * keep low furniture and chairs away from windows/ﬁ t window locks to ensure the child doesn't climb or fall out of window * keep ﬂ oors uncluttered/tidy away toys/no uncovered electrical leads to prevent the child tripping over them * use a non-slip mat in bath to prevent the child from slipping when getting in and out of bath * make sure mats and rugs are secured, taped to prevent them from sliding and the child from tripping over edges * use night light in a child's bedroom, hallways and bathroom to prevent them falling over anything if they need to go to bathroom during the night * walk rather than run, less chance of child falling, slipping * use ﬂ exible retractable leads on electrical equipment, e.g. kettles to prevent scalding, electrocution * use socket covers to prevent electrocution * use ﬁ reguards with sealed surround to prevent burns/do not leave child near any ﬁ re * do not have window blinds with cord pull-up – risk of strangulation – use child safe blinds only * ensure bleach, cleaning materials, medicines in a locked cupboard to prevent poisoning/use cupboard locks on all low cupboards * door slam stoppers to prevent toddler getting ﬁ ngers, hands caught in closing door * supervise child at all times/one year old has no sense of safe behaviour and poor co-ordination and mobility All other valid points will be given credit Level 1 ([1]–[3]) * Limited range of points, not all explained. * Shows basic knowledge and understanding of home safety. * Quality of written communication is basic. Level 2 ([4]–[6]) * Good range of valid explained points. * Shows competent knowledge and understanding of how parents and carers can ensure home safety with evaluation evident. * Quality of written communication is competent. 12058.01F 10 AVAILABLE MARKS Level 3 ([7]–[9]) * Wide range of valid, well explained points. * Shows excellent knowledge and understanding of how parents and carers can ensure the home is safe for a toddler. Reference must be made to toddler/age or skills * Quality of written communication is highly competent. (AO2, AO3) (1 × [9]) 12058.01F 11 [9] AVAILABLE MARKS AVAILABLE MARKS 9 6 Discuss how attending nursery school will help a four-year-old child's intellectual and social development. Intellectual Development * learn colours by matching coloured building blocks, pressing coloured buttons on toys, e.g. toy piano or matching colours in card games played in nursery, they will improve their colour recognition as they repeat the games/ having a Colour Table each week, e.g. blue table with all blue objects will teach shades of colours and child will enjoy picking blue objects for table * teachers can ask them to pick up a red car, to put all the blue Duplo together, to pick out a pink dress for a doll. Painting and colouring in activities will help colour recognition through choice of crayons and paints * learn numbers through number posters around the room, help develop recognition of individual numbers. Learn to recognise speciﬁ c number on toy, e.g. press number 2 to make bell ring/play card games with other children, e.g. Snap, to match numbers and improve number recognition and association/play with toy money, e.g. shop, to help child recognise numbers on money and on food prices * learn to count, e.g. having a Play Shop in nursery, counting apples to give to customer, saying numbers in conversation, e.g. I want 2 potatoes and then counting out objects to match with number word * playing board games, e.g. Snakes and Ladders, using a dice will help them recognise a number and then count their moves, children will enjoy playing and learning through play * learn shapes through playing with shape sorters where they need to put correct shape into correct shaped hole, can improve speech if teacher asks what shape they are looking for – improves word association/playing with Duplo or Lego where they recognise that shapes need to match up to make something * prepare child for school, give child start with above skills, make them aware of what school will be like, e.g. writing, colours, numbers/learn concepts of distance, speed, temperature, weight through play * learn to read by playing board games and reading labels when playing shop or card games, learn to recognise words and associate them with a toy, e.g. 'push'/copy teacher who will read at story time * learn to draw and write, copy writing on blackboard and on posters and labels on objects/painting time and having drawing materials at play time so child will become familiar with letters, colours and what objects look like as they draw and paint. They will improve their understanding of what objects look like, e.g. drawing a tree or train and will practise drawing shapes * learn to talk and communicate by talking to other children they are playing with and learning by copying children and adults in nursery. Repeating words from speaking toys will help speech, e.g. talking books, toys which speak words when button pushed, child will learn by repetition of sounds Social Development * make friends, mix with peer group, form relationships, will start to rely on friends to help in the game * learn to share & playing together, will need to share resources, e.g. ball, responsibilities to make the game work * learn to take turns, cannot always be ﬁ rst, will learn they need each other, will learn skills of co-operation * talk, communicate with other children, adults to help speech, children learn from copying each other, develop vocabulary 12058.01F 12 AVAILABLE MARKS * learn manners, saying please & thank you, adults will encourage good manners, other parents may not want their children to play with child if they have bad manners * learn to behave, become socially acceptable in a group, children copy other children's behaviour * learn to interact & behave with other children & adults * develop a sense of independence when playing, making their own decisions, e.g. doing things for themselves, making small decisions about the game * prepares a child for school, playing with other children, having to take turns on equipment, having social skills with other children [0] is awarded for a response not worthy of credit. Level 1 ([1]–[3]) Overall impression: basic * Limited range of points, not all explained. * Shows basic understanding of one or both areas of development and how playing games helps development. * Quality of written information is basic. Level 2 ([4]–[6]) Overall impression: competent * Range of valid, explained points. * Shows good understanding of both areas of development and how playing games helps each type of development. (Max. 4 marks if only one area of development discussed) * Quality of written information is competent. Level 3 ([7]–[9]) Overall impression: highly competent * Wide range of valid, well explained points. * Shows excellent understanding of both areas of development and how playing games helps each type of development. * Quality of written information is highly competent. 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Soil Stamina – The backbone of productive, profitable and sustainable agriculture. Literature Review This document was prepared by Gill Fry,B.Ag.Sc.(hons), Dip.Bus.Mgt Network SW Consulting 677 Morgiana Rd, Morgiana, VIC 3301. Tel: (03) 557 34539 Mob: 0427 734539 Email: email@example.com Dec. 2008 Disclaimer The information provided in this publication is intended for general use, to assist public knowledge and discussion and to improve the understanding of soils in south west Victoria. It includes statements based on scientific research. Readers are advised that this information may be incomplete or unsuitable for use in specific situations. Before taking any action or decision based on the information in this publication, readers should seek professional, scientific and technical advice. This publication may be of assistance to you, but the Commonwealth of Australia, Network SW Consulting, and the Peter Francis Points Arboretum (including its employees and consultants) does not guarantee that this publication is without flaw of any kind or is wholly appropriate to your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication. TABLE OF CONTENTS Introduction The aim of this literature review is to review the most up to date soil research, reports and findings conducted since 2000, with particular reference to improved soil heath, soil structure, organic content and nutrient performance through changed management practices. In the course of this review some papers written pre-2000 have been included as they are relevant and particular to the topic. Literature was selected on where the findings were relevant to agriculture in south west Victoria, in particular to the grazing industry. It is anticipated that this review will provide the basis for extending research information into the wider farming community. Soils Soil is a wonderful, complex substance, made up of decomposing rock, decaying material and living organisms. Soil structure is determined by the mix of these elements and by local conditions such as drainage, the type and age of rock being broken down and climate factors. Healthy soil is essential for healthy pastures, crops and gardens – it contains the building blocks for life that is air, water, structure and nutrients. Healthy soils also provide us with a range of 'ecosystem services'. „Healthy‟ soils support and allow the best plant growth, resist erosion, receive and store water, retain nutrients and act as an environmental buffer in the landscape. Soils supply nutrients, water and oxygen to plants, and are populated by soil biota (micro-organisms), which are essential for decomposition and recycling processes. (Landcare) Soil Health The terms „soil health‟ and „soil quality‟ are, in a general way, interchangeable. 'Soil quality' is a term generally used more by soil scientists and 'soil health' by others, but they do have different emphasis. „Soil quality‟ is the capacity of soils within landscapes to sustain biological productivity, maintain environmental quality, and promote plant and animal health. „Soil health‟ is the 'fitness' (or condition) of soil to support specific uses (e.g. crop growth) in relation to its potential - as dictated by the inherent soil quality. Both terms link soil to other concepts about health such as environmental health, human health, plant health, and animal health. „Soil health‟ and „soil quality‟ represent the capacity of soils to support these other aspects of health. So, just as human health is a functional concept that describes how fit we are to interact with each other and our environment, soil health and soil quality are functional concepts that describe how fit the soil is to support the multitude of roles that can be defined for it. (Department of Primary Industries) The Healthy Soils for Sustainable Farms (HSSF) project, funded through Land and Water Australia and the Victorian Government (DPI) state that soil health within the context of ecosystem functions, indicates the fitness of soil as a living system, within its natural means; [x] to sustainably support biological production and promote plant and animal health, [x] maintain the Earth‟s genomic heritage, and [x] act as a living filter or protector of water and air quality. (Aumann & Fisher, Soil Health and Soil Organic Matter Info Leaflet) What are the indicators of good soil health? This seems to be a question which soil scientists have been grappling with for many years. When considering which soil properties convey a measure of health or a degree of quality or of general soil fertility, it is customary to compartmentalise them into the three divisions of physical, chemical and biological attributes. The list compiled under these three headings has remained fairly comprehensive since early attempts to define measures of quality or fertility. A consensus list compiled by the National Resources Institute in UK is given in Table 1. This covers the subject examined by many authors since c.1990. Soil organic matter itself is often cited but is not included, though the ways in which it influences the other indicators is commented on. (National Soil Resources Institute, 2007) It should be noted that no one measure is an accurate measure of soil health. It is a combination and balance between physical, chemical, biological and organic matter which results in a truly healthy soil. Table 1. Soil properties most consistently cited as being useful as indicators of soil health and/or quality since c.1990. (National Soil Resources Institute, 2007) \| Type of \| Indicator \| Description \| Interaction with Soil Organic \| \|---\|---\|---\|---\| \| property \| \| \| Matter \| \| Physical \| Depth of soil \| Depth of soil layer available as a \| \| \| \| \| rooting medium. \| \| \| \| Water holding \| Influenced by both texture and \| soil organic matter can \| \| \| capacity \| structure of soil, the ability of soil to \| influence the water holding \| \| \| \| hold sufficient water for plant \| capacity of soil through its \| \| \| \| growth and can determine crop \| effects on soil structure as well \| \| \| \| yields. \| as being a medium for moisture \| \| \| \| \| retention itself. \| \| \| Hydraulic \| The ability of a soil surface to \| soil organic matter can \| \| \| permeability \| accept rainfall and the rate at which \| influence a soil‟s permeability \| \| \| and \| water can be transmitted through \| by its effect on structure and \| \| \| infiltration \| soil. Impermeable soils are prone \| structural stability. \| \| \| rate \| to water-logging and erosive \| \| \| \| \| surface run-off. \| \| \| \| Structural \| Both the size distribution and \| The amount of soil organic \| \| \| stability \| stability of aggregate structural \| matter in topsoil can greatly \| \| \| \| units in topsoil can influence the \| effect the size of aggregates \| \| \| \| workability of soil and its value as a \| formed and their degree of \| \| \| \| rooting medium. \| stability in water. \| \| \| Bulk density \| Both texture and structure influence \| soil organic matter can reduce \| \| \| and soil \| the strength of soil, and its degree \| bulk density, but both raise and \| \| \| strength \| of penetrability to roots and tillage \| lower soil strength depending \| \| \| \| implements. \| upon its concentration and \| \| \| \| \| interaction with structure \| Chemical Cation A measure of the amount of plant Soils cation exchange capacity \| \| \| \| surfaces on clay and soil \| \|---\|---\|---\|---\| \| \| \| \| organic matter particles. These \| \| \| \| \| also affect the soils structure. \| \| \| Soil pH and \| The pH and ionic environment of \| \| \| \| base \| plant roots directly effects how well \| \| \| \| saturation \| different species grow. \| \| \| \| Plant \| A measure of the amount of \| soil organic matter is a source \| \| \| available \| nutrients a soil can supply (cf with \| of plant nutrients via \| \| \| nutrients \| retention by cation exchange \| mineralisation processes. \| \| \| \| capacity above). \| \| \| \| Soil organic \| A specifically defined sub-division \| A measure of the more labile \| \| \| carbon \| of the total soil organic matter. The \| organic matter in the soil, open \| \| \| fractions \| “light fraction” and “active carbon” \| to biological transformation, \| \| \| \| fractions are such sub-division \| these fractions are more \| \| \| \| fractions. \| sensitive to change than total \| \| \| \| \| soil organic matter. \| \| Biological \| Microbial \| Either indicators of total amount of \| Amount and quality of soil \| \| (microbial) \| population \| microbial growth i.e. biomass. Or \| organic matter can effect and \| \| \| indicators \| measures of abundance of \| limit the growth of microbial \| \| \| \| particular species according to \| populations. \| \| \| \| function. Relates to nutrient supply \| \| \| \| \| of soil. \| \| \| \| Microbial \| Measures of bio-diversity or range \| Quality of soil organic matter is \| \| \| community \| of functional groups of organisms \| important in controlling the \| \| \| indicators \| present in a soil. Relates to supply \| diversity of communities and \| \| \| \| of particular nutrients or \| the ability of functional groups \| \| \| \| environmental regulation in soil. \| to operate effectively. \| \| \| Microbial \| Measures of decomposition and \| Microbial populations respond \| \| \| activity \| respiration rates, carbon and \| to new (quantity) and more \| \| \| \| nitrogen turnover rates and enzyme \| degradable (quality) organic \| \| \| \| activity. The level of activity as well \| matter by increasing activity for \| \| \| \| as size and diversity of populations \| a period. Changes in activity \| \| \| \| affects a soil‟s ability to supply plant \| can relate to soil organic matter \| \| \| \| nutrients. \| turnover. \| \| Biological \| Keystone \| A measure of the abundance or \| Abundance may be linked to \| \| (soil fauna) \| species or \| biomass of certain micro, meso or \| concentration of soil organic \| \| \| ecosystem \| macro-fauna species that \| matter as a food source. \| \| \| engineers \| demonstrate an unambiguous \| \| \| \| \| contribution to soil quality or health. \| \| \| \| Diversity at \| A measure of the abundance or \| As above. \| \| \| the \| biomass of classes of organisms to \| \| \| \| taxonomic \| provide a simple indication of the \| \| \| \| group level. \| complexity of a soil community. \| \| \| \| Diversity at \| A measure of the species richness \| Quality of soil organic matter \| \| \| the species \| of the soil. \| may have an impact on the \| \| \| level \| \| number of species it can \| \| \| \| \| support. \| Soil Type Texture Soil texture is the "feel" of the soil when a moist quantity is manipulated between thumb and forefinger. Some soils can be manipulated like plasticine. These differences in properties gave rise, in agriculture, to soils being called clays, loams or sands. Clays stick to your boots, loams are easily moulded but sands are not cohesive at all and cannot be moulded when moist. Sands hold very little water that would be available to plants and have no ability to hold onto plant nutrients in the way that clays do. Loam soils contain sand, silt and clay in such proportions that stickyness and nonadhesiveness are in balance - so the soils are mouldable but not sticky. Loams are the "friendliest" soils to cultivate. Clays can absorb and hold onto large amounts of water because of their sheet structure and large surface area. This property causes the swelling and shrinking of clay soils as they wet and dry. The texture of soil is considered to be a stable property. To change the soil texture would involve considerable mechanical and financial input. For most land managers, changing the texture of the soil is not a viable option for soil management. Texture often changes with depth down the soil profile. It is important to describe texture changes that occur within the soil profile. Many of our soils have loamy surface soils and heavy clay subsoils. This arrangement controls the movement of water through the profile, the clay restricts downward drainage and encourages water movement along the top of the restricting layer. This can result in waterlogging of the surface soil, even though the subsoil may not be saturated. (DPI) Structure Soils structure is often confused with soil texture. Soil structure is often defined as the size, shape and arrangement of aggregates and the spaces or pores in between at a given time. From a functional point of view in terms of soil as a habitat and the activities of the inhabitants, it is more meaningful to focus on the pore space system which can be described in terms of total porosity, pore size distribution and continuity of the pore systems. Pore size distribution differs according to soil type, thus offering habitats for a diverse range of organisms. Clay soils provide better habitats for bacteria because of higher micro-porosity, so there are more micro-niches than sandy soils (Chan, 2004) . Soil water is held at different energy levels, depending on the pore size, so that water in smaller pores is held more strongly than that in larger pores. Soil structure determines the abundance, diversity and activity of the soil biota and therefore biological fertility of the soil. On the other hand, soil biota can modify soil structure by stabilising as well as creating soil structure. The interactions of soil structure and soil biota determine all the three aspects of soil health, physical, chemical and biological. (Chan, 2004) At the microscopic level, a healthy soil will probably have less than half of its volume as solids. The rest is a complex arrangement of pores and channels. It is these pores and channels, which enable soil functions; - Roots can grow readily into and through the soil - Water, air, nutrients and organic materials can all accumulate and be stored here, so that bacteria, fungi, microorganisms and tiny animals can grow and multiply. - Rain water can be stored and excess water can drain to the groundwater systems. The better the range of sizes, the condition and the stability of the soil pores, the more productive the soil. The living component of the soil (roots, fungi, macro and micro-fauna) and the dead, decaying and humified organic materials influence soil structure. Roots growing in soil leave semi-permanent channels (pores) enriched with organic matter when the roots die and decay. These pores provide conduits for air and water and for successive new root growth. The surface of the live root produces mucilages and gums which assist in stabilising the mineral surface of the pore and provide a source of food for soil dwelling micro-organisms. The relationship between soil structure and management is extremely important. Management affects the type, amount and frequency of organic matter additions to soil, has a direct influence on soil chemistry, and determines the ways by which a soil might be compacted or loosened. Management can therefore influence density, aggregate stability, aggregate size, and pore size distribution. (Chan, 2004) (DPI) Further discussion about farm management strategies are later in this document. Chemistry Chemical properties of soil affect soil structure primarily through influence on charge of clay and oxide surfaces and their consequent flocculation or dispersion. There is a relationship between soil sodicity, electrolyte in the soil, and clay dispersion. Soil chemistry thus modifies soil structure by influencing bonding between soil particles. Aggregates An aggregate is a group of soil particles that bind to each other more strongly than to adjacent particles. If the internal binding forces are robust and unaffected by outside influence, the aggregate is said to be stable. Aggregates have the characteristics of: [x] size, [x] shape, [x] distinctness and [x] stability A well structured soil has pores in-between the different aggregates and with-in the aggregates. These pores are important for the housing of soil life and for the movement of gases, water, nutrients, soil organisms and plant roots. Large pores allow for the exchange of oxygen and other gases into the atmosphere, while small pores hold plant available water and dissolved nutrients. A range of pore sizes in a soil, enhanced by a well aggregated soil, is important for the health of plants and soil biota. Soil aggregates can be broken down by rainfall, cultivation, livestock and vehicle traffic, wind and water movement. Aggregates with weak bonds break down quickly and then the pore spaces can fill with particles of soil. This restricts the movement of gases and water and the ability for plants roots to move through the soil. Soil aggregates with strong bondscan also break down with disturbance such as mechanical cultivation. Some of the impacts of poor soil aggregation are [x] Limited ability to hold water [x] Inability to retain and release nutrients all soils [x] Capping, crusting of soil surface (sodic and silt soils) [x] Compaction due to structure collapse [x] Waterlogging Sandy and silty soils (with low clay content) have very weak electrostatic attractions between particles and are usually poorly aggregated. High levels of organic matter input are required to build aggregation in such materials. High clay soils have strong electrostatic attraction between particles which can result in strong aggregation. Dead plant materials and root exudates are the primary source of organic matter in soil. Living organisms might only comprise 1 – 5% of total organic matter. Good levels of organic matter give strength to soil aggregates. Soil aggregation is a transient property and aggregates are continually being formed around decomposing SOM. Soil aggregation has been shown to protect and isolate SOM from soil fauna and microorganisms through physical protection. Reduced soil disturbance concentrates organic matter in macroaggregates (aggregates, >0.250 mm), but as these are broken apart (i.e. by tillage, wet-dry cycles or natural attrition), previously protected SOM is exposed to new environments and different types of soil organisms. (Aumann & Fisher, Characteristics of non-living Soil Organic Matter Info leaflet) Soil pH Acidity and alkalinity in any solution is measured as pH. The pH of soil indicates the strength of acidity or alkalinity in the soil solution which bathes soil constituents, plant roots and soil micro-organisms. Soil is neutral when pH is 7, it is acid when pH is less than 7 and alkaline when it is greater than 7. The pH scale is logarithmic, so a difference of a unit is a tenfold difference in acidity or alkalinity (eg. pH 5 is ten times more acid than pH 6). Most soil pH measurements in Australia are made by shaking soil samples for an hour in either a 1:5 soil to water suspension (pHw) or a 1:5 soil to 0.01M calcium chloride suspension (pHCa) and using an electrode to measure the pH of the resultant mixture. (Upjohn, Fenton, & Conyers, 2005) The pH measured in calcium chloride is on average 0.5 to 0.8 less than pH measured in water, although the difference can vary from nil to 2.0 for different soils. Soil pH was mapped across Victoria using a statewide soil chemistry data set based on samples submitted from farms, vineyards and orchards between 1973 and 1994. Each sample was a composite of 20 to 30 cores representing the 0-10, 0-15 or 0-30 cm depth of soil taken from the main soil type in each paddock. Samples from national parks, urban land and sport and recreational turf were excluded from the data. Collated data included nearest location and pH (1:5 soil:water). (DPI) A map was generated by applying geo-statistical techniques („kriging‟) to the mean pH of the locations. It indicates the geographic trends in the acidity and alkalinity of surface soils across Victoria's agricultural land. This map cannot indicate soil pH at the paddock scale and it should only be used as an indicator of likely pH at a regional scale. Considerable variations in soil pH will occur within a region. This map does not substitute for a soil test and can be found at http://www.dpi.vic.gov.au/dpi/vro/map_documents.nsf/pages/surf_ph. Basically it shows that soils in south west Victoria are acid soils. This is confirmed by the new Caring For Our Country federal funding program which has identified this area as a priority for funding for acid soils. (www.nrm.gov.au) Acidification of the soil is a slow natural process and part of normal weathering. Many farming activities cause an increase the rate of acidification of the soil. Changes in soil pH under agricultural use are measured in tens or hundreds of years rather than thousands of years as in the natural environment. Agricultural practices have acidified soils. For example; soils under subclover based pastures, leguminous crops such as lupins, and where ammonium fertilisers are used. Management practices can be used to reduce the impact of acidification. These include use of perennial and deep rooted species (eg. phalaris) and avoiding acidifying fertilisers. Ultimately, application of lime will be needed to combat acidification. (Department of Primary Industries) Soil pH affects the availability of soil constituents to plants and soil micro-organisms. For most plants, the ideal soil pH (water) test result is pH 6 - 7.5, although many will tolerate pH 5.5 - 8.5. However, the tolerance to extremes in pH varies between plant species and within species. Some plant species have quite different preferred pH ranges (eg. lucerne 6.0 - 8.5, celery 6.0 - 7.0, potatoes 5.0 - 6.0). Therefore, consideration of the need for soil amelioration will depend on individual circumstances. A soil pH(CaCl2) of 5.2 to 8.0 provides optimum conditions for most agricultural plants (Figure ). All plants are affected by the extremes of pH but there is wide variation in their tolerance of acidity and alkalinity. Some plants grow well over a wide pH range, whilst others are very sensitive to small variations in acidity or alkalinity. The pH of the surface soils in Victoria ranges from pH 4 to pH 10. In south west Victoria, the soils are more prone to acidity. These extremes in alkalinity and acidity present problems for the production of many agriculturally important plant species and their symbiotic rhizobia. Due to the complexity of soil chemistry, it has often been difficult to confidently identify the cause of poor plant growth or nodulation. However, aluminium and manganese toxicities and molybdenum and phosphorus deficiencies are probable causes of poor production in many strongly acid soils. Microbial activity in the soil is also affected by soil pH with most activity occurring in soils of pH 5.0 to 7.0. Where the extremities of acidity or alkalinity occur, various species of earthworms and nitrifying bacteria disappear. Legume root colonising bacteria (Rhizobia) vary in their sensitivity to soil pH and have preferred ranges in which they are effective. In some crops and pastures (e.g. faba beans and lucerne) the Rhizobia specific to these plants are more sensitive than the plant itself. Soil pH affects the availability of nutrients and how the nutrients react with each other (Figure 2). At a low pH, beneficial elements such as molybdenum (Mo), phosphorus (P), magnesium (Mg) and calcium (Ca) become less available to plants. Other elements such as aluminium (Al), iron (Fe) and manganese (Mn) may become more available and Al and Mn may reach levels that are toxic to plants. The changes in the availability of nutrients cause the majority of effects on plant growth attributed to acid soils. Sensitive crops such as barley and lucerne can be affected by small amounts of exchangeable aluminium. (Lake, 2000) Soil's with a low pH (less than pH 5) result in chemical imbalances such as aluminium toxicity and deficiencies of phosphorus and trace elements such as calcium and molybdenum. Very low pH (less than pH 4) leads to soil physical breakdown where the clay structure of the soil is broken down. Acid soils also impact on soil biota, reducing earthworm numbers and making Rhizobia less effective. (Hollier, 2006) Source: Understanding Soil pH, Acid Soil Management, NSW Acid soils action program (Lake, 2000) Aluminium (Al+++) and sodium (Na++) cations are not plant nutrients, so are not wanted by the plant. Aluminium is not present as a cation when soil pH (CaCl2) is over 5 because it is precipitated out of the soil solution. It is only at pH (CaCl2) levels below 5 that it may become available as a cation, and under 4.5 may become available in toxic levels, displacing other cations from the clay or humus colloids. This is one reason why it is important to maintain pH levels at 5.0 or more. (DPI) Four main causes of soil acidification According to (Schumann, 1999), and a further study by Upjohn et al, the four main causes of soil acidity are: * removal of product from the farm or paddock * leaching of nitrogen below the plant root zone * nitrogenous fertilisers * build up in organic matter (Schumann, 1999) (Upjohn, Fenton, & Conyers, 2005) Removal of product. Obviously the main aim of any agricultural production system is to produce saleable products. However most agricultural products are slightly alkaline so their removal from a paddock or farm leaves the soil slightly more acidic. The degree of acidification will depend on how alkaline the product is and how many kilograms of product are removed. Where little actual product is removed from the farm, such as in wool production, the system remains largely in balance. The most acidifying forms of agricultural production are operations such as lucerne hay cutting. For instance the removal of one tonne of lucerne hay requires 70 kg of lime to neutralise the resulting acidity. Cutting and removing large quantities of hay, especially lucerne, will increase soil acidity, unless balanced by lime use.. If the produce is sold off-farm, regular liming is the only way to maintain pH. The effect on soil acidity of removing hay will be greatly reduced if the hay is fed back in the paddock where it was cut. Leaching of nitrogen. Leaching of nitrogen in the nitrate form is a very important factor in soil acidity. Nitrate is a major nutrient for plant growth. It is supplied either from nitrogenous fertilisers or atmospheric nitrogen fixed by legumes. When there is more nitrate than the plant can use, the nitrate is at risk of draining - leaching - below the plants roots and into the ground water system. This leaves the soil more acidic. Leaching of nitrate can happen through inappropriate use of nitrogen fertilisers and is more common in intensive production like horticulture - or because the plants are not at a suitable stage of growth to use the available nitrogen. Pastures based on annual species, the use of long fallow in crop rotations and heavy applications of nitrogen fertilisers are examples of practices that may increase the risk of nitrate leaching. Use of nitrogenous fertilisers. The amount of acid added to the soil by nitrogenous fertilisers varies according to the type of fertiliser. The most acidifying are ammonium sulfate and monoammonium phosphate (MAP), followed by diammonium phosphate (DAP). Less acidifying are urea, ammonium nitrate and anhydrous ammonia. Fertilisers such as sodium and calcium nitrate are not acidifying. Superphosphate has no direct affect on soil pH. However, its application stimulates growth of legumes and clovers which fix nitrogen. This increases the amount of nitrate nitrogen in the soil increasing the potential for leaching and consequent soil acidification. Build-up of organic matter. Over the last 50 years the regular use of fertiliser and improved pastures, particularly subterranean clover, has increased the amount of organic matter in the soil. While organic matter has many beneficial effects including improving soil structure, the increasing amount of organic matter may make the soil more acid. However, organic matter will not build up indefinitely, and when an equilibrium is reached the acidification process stops. The acidification caused by a build up in organic matter is not permanent and can be reversed if the organic matter breaks down. However, there will be a permanent change in the acid status of the soil if the topsoil containing the organic matter is eroded or removed. It is important to differentiate between a natural build up in organic matter and the build up that occurs by adding organic material from another site. Where organic matter build up occurs due to transported material the increased organic matter generally increases pH (less acid). (Schumann, 1999) (Upjohn, Fenton, & Conyers, 2005) Effect of soil acidity on the micro-organisms that affect plant growth Sometimes the effect of acidic soils on the growth and production of crops and pastures is not direct but rather through the effect on soil micro-organisms that in turn affect plant growth. Acidity reduces the survival of Rhizobia and the effective infection of legume roots. The sensitivity to acidity varies greatly between species. When a Rhizobia sp is affected by soil acidity it shows as poor nodulation and results in reduced nitrogen fixation. Often Rhizobium bacteria are more sensitive to soil acidity than the host plant, for example lucerne and medics. Lime pelleting of inoculated legume seed is used to protect the inoculum against drying out and contact with fertiliser. Sowing into bands of lime-super also creates an environment suitable for survival of the inoculum in an acidic soil. (Upjohn, Fenton, & Conyers, 2005) Managing soil acidity with limestone According to Upjohn et al, application of finely crushed limestone, or other liming material, is the only practical way to neutralise soil acidity. Limestone is most effective if sufficient is applied to raise the pHCa to 5.5 and it is well incorporated into the soil. Where acidity occurs deeper than the plough layer, the limestone will only neutralise subsurface soil acidity if the pHCa of the surface soil is maintained above 5.5. Liming to increase the pH of the surface 10 cm significantly above 6.0 should be avoided as it may induce deficiency of other plant nutrients such as zinc, boron and manganese in well weathered soils. The liming materials most commonly used are agricultural limestone and dolomite, but other materials are available. The neutralising value (NV) of a liming material is its capacity to neutralise acidity. The higher the NV the more pure is the product. Pure calcium carbonate (pure limestone) is taken as the standard with an NV of 100. The neutralising value of commercial limestone is usually between 96 and 98. The finer particles in a liming material react more quickly in the soil as they have a greater surface area to react with acids. Secondly they will be better distributed through the soil after incorporation. Most lime crushers strive to produce a lime that has a particle size where 90% passes through a 150 μm sieve. Lime where 99% is less than 75 μm is highly reactive but requires special machinery to spread. Particles larger than 500 μm react only very slowly with the soil. (Upjohn, Fenton, & Conyers, 2005) Apply limestone before the most acid sensitive crop or pasture in a rotation as it gives the best economic return. If the limestone will not be effectively incorporated due to reduced tillage, then apply the limestone a year before the most sensitive crop and apply it at a slightly heavier rate. These two actions will enhance lime movement into the top soil. The time of the year when lime is applied is not important. Limestone begins to become effective as soon as the soil is moist and reaches its major impact after 12 to 18 months. Applying limestone to permanent pastures is often not economic as there is no incorporation of the limestone and the pasture species are generally acid tolerant and will give only a limited response. In sandy soils and where the annual average rainfall is greater than 600 mm, limestone applied to the surface may move to 10 cm depth in 2–3 years. As the clay content in the soil increases, or the rainfall decreases, there is less movement of limestone down the profile. A rapid response to surface applied limestone is most likely caused by release of molybdenum or improvement in legume nodulation, and the release of nitrogen from organic matter. Table 2. Limestone required to lift the pH of the top 10cm of soil to 5.2 Source (Upjohn, Fenton, & Conyers, 2005) Cation Exchange Capacity Cation exchange capacity (CEC) is the capacity of a soil for ion exchange of positively charged ions between the soil and the soil solution. A positively-charged ion, which has fewer electrons than protons, is known as a cation. Cation exchange capacity is used as a measure of fertility, nutrient retention capacity, and the capacity to protect groundwater from cation contamination. (Wikipedia) Cation exchange capacity is a useful indicator of soil fertility because it shows the soil's ability to supply three important plant nutrients: calcium, magnesium and potassium. What CEC actually measures is the soil's ability to hold cations by electrical attraction. Cations are positively charged elements, the positive charge indicated by a + sign after the element symbol. The number of + signs indicates the amount of charge the element possesses. The five most abundant exchangeable cations in the soil are calcium (Ca++ ), magnesium (Mg++), potassium (K+), sodium (Na+) and aluminium (Al+++). Cations are held by negatively charged particles of clay and humus called colloids. Colloids consist of thin, flat plates, and for their size have a comparatively large surface area. For this reason they are capable of holding enormous quantities of cations. They act as a storehouse of nutrients for plant roots. As plant roots take up cations, other cations in the soil water replace them on the colloid. If there is a concentration of one particular cation in the soil water, those cations will force other cations off the colloid and take their place. The stronger the colloid's negative charge, the greater its capacity to hold and exchange cations, hence the term cation exchange capacity (CEC). (DPI) Soil pH is important for CEC because as pH increases (becomes less acid), the number of negative charges on the colloids increase, thereby increasing CEC. CEC varies according to the type of soil. Humus, the end product of decomposed organic matter, has the highest CEC value because organic matter colloids have large quantities of negative charges. Clay has a great capacity to attract and hold cations because of its chemical structure. Sand has no capacity to exchange cations because it has no electrical charge. This means sandy soils such as podzolic topsoils have very low CEC, but this can be improved by adding organic matter. You can improve CEC in weathered soils by adding lime and raising the pH. Otherwise, adding organic matter is the most effective way of improving the CEC of your soil. This can be done with permanent pasture, regular slashing, green manure crops, leaving crop stubbles to rot, rotating crops or pasture, and the addition of mulch and manure. (DPI) (Loveland P.J.and Webb, 1997) Soil Organic Matter Schwenke cited from Baldock and Nelson (2000) who derived the following definition of soil organic matter (SOM) from several eminent sources: (Schwenke G. , 2004) 'Soil organic matter is the sum of all natural and thermally altered biologically derived organic material found in the soil or on the soil surface irrespective of its source, whether it is living or dead, or stage of decomposition, but excluding the above-ground portion of living plants.' More simply put, soil organic matter is everything in the soil of biological origin, whether living or non-living. Organic matter is the fraction of the soil made up of anything that once lived, including plant and animal remains, cells and tissue, plant roots and soil microbes. It is a dynamic, changing resource that reflects the balance between addition of new organic matter and loss of organic matter already in the soil. Soil organic matter is one of the most important components of a soil, influencing a wide range of physical (e.g. soil structure and water holding capacity), chemical (e.g. cation exchange capacity and nutrient supply) and biological (e.g. nutrient turnover and microbial activity) properties. (Carter, 2001) Soil Organic Matter (SOM) is composed of both living and non-living components. The living component comprises only a small fraction of total SOM. The majority of SOM is non-living (95% by weight), and can be divided into distinct fractions or pools. A particularly useful SOM classification scheme separates SOM into four fractions. These fractions and their comparative SOM pools are listed as follows: [x] dissolved organic matter (DOM, active and slow pools), [x] particulate organic matter (POM, active and slow pools), [x] humus (HUM, passive pool) and [x] inert organic matter(IOM, recalcitrant pool) (Aumann & Fisher, Characteristics of nonliving Soil Organic Matter Info leaflet) SOM is an diverse mixture of components with proportions in any given soil sample differing enormously depending on climate, parent material, soil texture, vegetation, animals, microorganisms, topography and land management. Because there is such a range of components encompassed in SOM, components are often grouped on the basis of their typical breakdown rates in soil and their biochemical makeup. The main groups are stable SOM and active SOM (Schwenke G. , 2004) as shown in the figure below Stable components of SOM, known collectively as humus, are either chemically or physically stabilised. Chemically stabilised compounds are highly decomposed compounds of high molecular weight that few microbes can degrade. Physically stabilised compounds are those bound inside soil aggregates where microbes cannot reach. Carbon dating and isotope abundance techniques have shown that the residence time of humus in soils ranges from decades to centuries. Some compounds such as charcoal are practically inert. Chemical compounds within humus are a mixture of identifiable (non-humic substances) and more complex organic molecules (humic substances) (Schwenke G. , 2004). Active or labile SOM is so named because its components break down over periods ranging from days to years. Once an area is converted from a natural system to a cropping or grazing system the level of organic matter in the soil changes. Typically, farmland experiences organic matter decline of up to 60%. (Schwenke & Jenkins, 2005) Loss of soil organic matter is usually related to the loss of topsoil through erosion. Organic matter is also lost by microbial oxidation, in which soil microorganisms use organic matter in the soil as a food source during their normal metabolism. Management practices that add little organic matter to the soil or increase the rates of organic matter decomposition (such as summer fallowing and excess tillage) lead to reduced levels of organic matter in the soil. Because organic matter is rich in nitrogen, phosphorus, and other nutrients, loss of soil organic matter reduces a soil's fertility and its capacity to produce crops. Organic matter holds more water per unit weight than mineral matter and is needed for a well-aggregated soil structure. Its loss also reduces the soil's capacity to accept, store, and release water for plant growth. (Batie & Cox) When perennial species are used, especially lucerne, they enable the capture of water from the deep subsoil that may have drained beyond the reach of crop roots, thus improving the hydrologic performance of the system. (Kirkegaard, 2004) Bauer & Black (1992) found that available water capacity (AWC) remained essentially constant in sandy soils as organic C increased from 0.74 to 1.49 %. They concluded that the decline in productivity from soil erosion was not caused by a reduction in AWC, but by a decline in nutrients and biological activity. (Loveland P.J.and Webb, 1997) It has long been known that additions of, or increases in, soil organic matter can benefit soil properties. Improved plant nutrition (N, P, S, micronutrients), ease of cultivation, penetration and seed-bed preparation, greater aggregate stability, lower bulk density, improved water holding capacity at low suctions, enhanced porosity and earlier warming in Spring have all been commented upon (Loveland P.J.and Webb, 1997) To build up organic matter in the soil, you need or maximise the addition of new organic materials and minimise losses from the soil. (Schwenke & Jenkins, 2005) Table 3. Activities which increase Organic matter or decrease loss of organic matter Source: (Schwenke & Jenkins, 2005) \| \| Activity \| Adds organic matter \| Reduces loss of \| \|---\|---\|---\|---\| \| \| \| \| organic matter \| \| Grow healthy crops and pastures \| \| \| \| \| Rotate crops \| \| \| \| \| Grow green manure crop \| \| \| \| \| Use pastures in rotations \| \| \| \| \| Apply animal manures, recycled organic waste \| \| \| \| \| Retain crop residues \| \| \| \| \| Grow plants more resistant to microbial breakdown \| \| \| \| \| Reduce periods of bare fallow \| \| \| \| \| Reduce tillage and erosion \| \| \| \| Management factors that can influence the amount of organic matter returned and retained in the soil include: [x] Quantity - the more litter or organic material (plant and animal remains, waste products and roots) entering the soil means higher SOM levels. In contrast removal of the above ground OM results in less carbon input. [x] Quality - generally when high quality organic materials (i.e. C:N < 20) or those containing highly available C and N are added to the soil, there can be an increase in SOM (soil carbon) levels. [x] Intensive tillage - generally results in a decrease in soil carbon due to the accelerated loss or turnover of soil carbon from microbial respiration and erosion. In contrast reducing tillage can lead to increased soil carbon retention and SOM levels. SOM levels are usually higher under forest and pasture soils. (Aumann & Fisher, Soil Health and Soil Organic Matter Info Leaflet) Total soil organic matter has long been recognised as a key factor in the stability of soil aggregates in water (Loveland P.J & Webb, 2003) which in turn is an important indicator of soil health. An unstable structure in the surface soil will quickly lead to slumped surfaces, reduced infiltration and the resulting erosion and compaction problems The role of soil organic matter in crop production was considered vital because it was the main source of N for crop production. It was also considered to increase the availability to plants of many essential micro-nutrients, as well as substantial amounts of phosphorus and sulphur. Long-term trials (20-120 years) comparing manuring and inorganic fertiliser application (Edmeades D. C., June 2003,) have shown that manured soils had higher contents of SOM and numbers of microfauna than fertilised soils, and were more enriched in several plant nutrients. (Schwenke G. , 2004) Techniques to build organic matter Grow healthy crops and pastures Growing more plant biomass will increase the input of organic material to help balance the continual loss of organic matter through decomposition. As organic matter levels decline, the storage and supply of major plant nutrients such as nitrogen, phosphorus and sulfur diminish. This reduces the potential for plant production. When plant production declines, there is less organic matter available for soil organisms, so their activity declines, leading to a downward spiral of production. Rotate crops The level of soil carbon is affected by the quantity and quality of the plants grown. The quantity of plant residue can be changed by; [x] growing crops of different biomass [x] improving the nutrition of and disease status of following crops through a beneficial rotation [x] growing crops with different rooting patterns that alter soil structure. The quality of crop residues can be improved by growing plants that are easy for microbes to decompose. Plants with high nitrogen levels are easier to break down than woody plants with high lignin levels. Legumes have the potential to bring nitrogen into the system from the atmosphere and can be grown as either a cash crop or green manure. Grow green manure crops Green manure crops are rotation crops that are ploughed in (or sprayed out) rather than harvested, to provide organic matter for the following crop. For instance, a crop will need less nitrogen if it follows a legume crop. The costs of green manure crops need to be assessed carefully, especially in terms of water use, since there is no direct financial return. Organic matter gains tend to be short-term, especially as the input of immature crops or legumes provides an easily decomposed biomass. Use pastures in rotations Pastures increase organic matter in the soil. A mix of grasses and legumes provides more organic matter than legume pastures such as lucerne or medic. The grasses have greater root biomass, and legumes are easily decomposable so their beneficial effect is soon lost. Apply animal manures, recycled waste Organic amendments such as animal manures or recycled organics (eg foodwastes and composts) are usually added to supply plant nutrients. Addition of organic matter is generally a secondary concern. Recycled organics provide more carbon in the soil than manures or crop residues, because much of recycled product‟s easily decomposed carbon has already been lost to the atmosphere as CO2 during composting. Applying manures in excess of plant requirements increases potential for serious environmental damage from runoff or leaching. While large additions of recycled organics or animal manures should increase SOM rapidly, improvements in cropping and pasture systems may take five years or more to register an increase in an OC soil test. Increases occur firstly in the smaller active SOM fraction with benefits to soil structure and microbial diversity, then later in the stable SOM. (Schwenke G. , 2004) Retain crop residues Carbon management in soils must focus strongly on inputs. Retention of crop residues is a key management option currently available for farmers. Retaining crop residues produced onsite by crops is more cost effective than bringing in materials. Reduce tillage and erosion Reducing or stopping cultivation altogether has several direct and indirect effects on organic matter. The residence time of carbon added to soil can be nearly twice as long under zero tillage than under intensive tillage. When crop residues remain on the soil surface, and the soil surface is not disturbed, rainwater infiltrates rather than runs off, so the soil is protected from erosion. All processes aimed at increasing organic matter are futile if the soil itself is lost. After erosion, the main process for carbon loss from soil is microbial decomposition. The physical disturbance of ploughing brings crop residues into the soil where conditions for microbial decomposition are more favourable than for residues left on the surface. As well, cultivation breaks up soil aggregates held together by organic matter and exposes the organic matter in the aggregates to decomposition by microbes. A less well-known direct effect of tillage is the degassing of CO2 that naturally builds up within the soil air from microbes and plant roots. Reduce periods of bare fallow During a fallow period no new organic material is being produced, but carbon continues to be lost from the soil as organic matter decomposes. Summer fallows are worst as the soil stays moist and warm – favourable conditions for decomposition. (Schwenke & Jenkins, 2005) Incorporating organic matter below the soil Research has been conducted to demonstrate the effectiveness of incorporating organic matter below the soil. (Gill, Sale, & Tang, 107 (2008)) (Clark, 2007) Clark et al 2007 carried out a research experiment incorporating a variety of organic materials incorporated in sodic clay Main treatments were wheat, lucerne and peat in addition to non-amended control. Gypsum was included for comparison as it is a common material commonly used, and still widely used, to ameliorate sodic soils. The additional treatments were canola residue, chickpea residue, chicken manure and sawdust. The organic amendments, incorporated in sodic clay subsoil, differed greatly in their initial rates of microbial decomposition, as measured by soil respiration. The incorporation of peat or gypsum had minimal effects on the microbial activity in the soil, This study clearly demonstrates that the incorporation of organic amendments into high clay sodic soil can improve the chemical and biological fertility. In particular, major benefits in the short to medium-term occur with the green crop residues where the benefits for soil fertility are driven by the residue‟s content of soluble carbon (C) and nitrogen (N). The stubble residues provided much lower initial microbial activity in the soil during this phase. Thus, it may be recommended that „green‟ residues or residues with good levels of labile C and N are used for subsoil amelioration, in order to maximize the benefit and, in the short to medium term, justify the expense of using heavy machinery. If crop stubbles are chosen instead of green residues then the effect take a longer time period for the benefit to develop. (Clark, 2007) In the research carried out by Gill et al 2008, the treatments involved significant mechanical intervention in order to place the high rates (20 t ha) of organic amendment (dynamic lifter or lucerne pellets) and inorganic amendments (gypsum, MAP and coarse sand) at a depth in excess of 30–35 cm, in the upper layers of the B horizon of the soil profile. (Gill, Sale, & Tang, 107 (2008)) Organic amendments produced the largest responses in shoot biomass at flag leaf emergence at both experiments. The dynamic lifter pellets, or the straight lucerne pellets produced the largest responses, almost doubling biomass yields compared to the control plots at the non-lucerne site, with smaller biomass increases of around 70% occurring at the lucerne site. The marked increases in grain yield that occurred with the deep incorporation of organic amendments indicate that this approach has potential to increase crop productivity. High grain yields of 11 t/ha and above occurred at both sites in 2005 where straight organic amendments were added to the subsoil prior to the start of the growing season. The highest yields consistently occurred with the dynamic lifter amendment, followed by the use of straight lucerne pellets. The high yields of 11–13 t/ha have not previously been reported for wheat crops in Australia. These highest yielding treatments resulted in yield increases of 70% and 60% above the control at the non-lucerne and lucerne sites, respectively The lowest yields at both sites occurred on the control and deep ripped plots, while intermediate grain yields were produced with the inorganic amendments, including gypsum, MAP, gypsum plus MAP and coarse sand. Subsoil amelioration treatments had a major impact on the nitrogen (N) content of the shoots of wheat plants in this study. The most striking effect was the significantly higher ( p < 0.05) N uptake by shoots from the dynamic lifter and lucerne amendment treatments, compared with the control or the inorganic amendment treatments The concentration of protein in grains at harvest reflected the N content in the wheat shoots during crop development. Here the treatments could again be generally divided into 3 groups; the organic amendment treatments resulted in the highest grain protein concentrations of 11–13%, the control, the deep-ripped, and the gypsum treatment had the lowest concentrations between 9% and 10%, while the other inorganic amendment treatments had grain protein concentrations between 9.6% and 11% A further striking result from the organic amendment treatment was the change in water extraction patterns of wheat plants. The change was from a pattern where 60% of the profile water at sowing was extracted from the top 40 cm as occurred with control plants at the nonlucerne site and gypsum plants at the lucerne site to that where 60% of the soil water at sowing was extracted from below 40 cm, as occurred with the organic amendment treatments at both sites. This ability to increase the extraction of subsoil water suggests that this approach to subsoil amelioration has the potential to deliver real increases in water use efficiency. Such outcomes are consistent with the views of Turner (Turner, 2004) who argued that improvements in water use efficiency by crop plants can be achieved if the crop roots are able to extract more soil water from deeper subsoil layers. Wheat plants with the deep incorporation of organic amendments were able to extract greater amounts of water below 40 cm during crop growth, compared to those from the control treatment. This was a very advantageous outcome as this subsoil water can be used very efficiently by crop plants. In addition to improving water uptake from the subsoil, the organic amendments in this study also increased N supply to the wheat plants. The increased supply resulted in more than a doubling of N uptake during the growth of the crop, when comparisons are made between the average N uptake for the dynamic lifter and lucerne amendments on the one hand, and the control and deep-ripped treatments on the other Clearly, the high yielding wheat plants were well supplied with water and nitrogen, enabling this wheat genotype to produce sufficient assimilate at critical stages of growth organic amendments have been shown to increase and stabilize macroaggregates of this dense sodic subsoil (Clark, 2007). Alternative Soil Treatments Manures The medium term experiments conducted by ADAS Gleadthorpe Research Centre in the UK produced results which indicate that repeated farm manure applications have important and measurable beneficial effects on the physical, chemical and biological properties of arable topsoils, acting as a valuable soil conditioner and source of plant available nutrients. Indeed, the most sensitive indicators of soil quality and fertility changes were soil chemical (e.g. increases in plant available P, K and Mg supply and total N) and biological (e.g. increases in biomass N, PMN and respiration rates) properties. The only measureable effects on soil physical properties were on the loamy sand textured soil (at ADAS Gleadthorpe) which had received the highest OC loadings (up to 65t/ha). Changes in soil properties, particularly physical characteristics, only develop gradually and long timescales are needed to fully evaluate the contribution of farm manure applications to soil quality and fertility. The work has shown that the addition of organic carbon to topsoils via repeated farm manure applications can raise soil organic matter (soil organic matter) levels. This in turn, had measurable effects on selected soil physical, chemical and biological properties, namely: available water capacity (AWC), porosity, bulk density, biomass N, respiration rate and potentially mineralisable N (PMN) (ADAS Gleadthorpe Research , 2002) In research conducted by (Edmeades D. C., June 2003,) results from 14 field trials comparing the long-term (20 to 120 years) effects of fertilisers and manures (farmyard manure, slurry, and green manure) on crop production and soil properties are reviewed. In total there were 24 paired comparisons of the effects of manure and fertiliser. Some of the trials also contained a control (no nutrient inputs) treatment. The input of nutrients as either fertilisers or manures had very large effects (150–1000%) on soil productivity as measured by crop yields. Manured soils had higher contents of organic matter and numbers of microfauna than fertilised soils, and were more enriched in P, K, Ca and Mg in topsoils and nitrate N, Ca and Mg in subsoils. Manured soils also had lower bulk density and higher porosity, hydraulic conductivity and aggregate stability, relative to fertilised soils. However, there was no significant difference (P < 0.05) between fertilisers and manures in their long-term effects on crop production. In the context of this set of international trials, the recent evidence from the Rothamsted classical long-term trials appears to be exceptional, due to the larger inputs of manures and larger accumulation of soil OM in these trials. It is suggested therefore that manures may only have a benefit on soil productivity, over and above their nutrient content, when large inputs are applied over many years. The evidence from these trials also shows that, because the ratio of nutrients in manures is different from the ratio of nutrients removed by common crops, excessive accumulation of some nutrients, and particularly P and N, can arise from the long-term use of manures, relative to the use of fertilisers. Under these conditions greater runoff of P, and leaching of N may result, and for soils with low P retention and/or in situations where organic P is leached, greater P leaching losses may occur. The use of manures, relative to fertilisers, may also contribute to poor water quality by increasing its chemical oxygen demand. It is concluded therefore that it cannot generally be assumed that the long-term use of manures will enhance soil quality – defined in terms of productivity and potential to adversely affect water quality – in the long term, relative to applying the same amounts of nutrients as fertiliser. ( (Edmeades D. C., June 2003,) Compost According to Stokes et al, increasing organic matter in soils can minimise the impact of cropping on soil health, ensuring the sustainability and profitability of broadacre farming. This can be achieved through the application of processed organic waste materials, such as compost. Compost is a rich source of slow-release nutrients and can absorb up to 10 times its weight in water, resulting in improved soil water and nutrient availability. (Stokes, Cody, & Maheswaran, 2003) The compost used for this trial comprised of wool scour sludge and timber fines produced from a sawmilling company. Results showed that compost incorporated into the beds has increased soil water retention and reduced soil bulk density. Increases in soil moisture retention, SOM and porosity can improve conditions for plant development and may result in a reduction of run-off and fertiliser loss. This would benefit both the crop and the environment, since more water and nutrients are available for plant uptake, whilst the decrease in run-off reduces off-site environmental impacts. Generally, the release of nutrients from compost, such as potassium (K), is much slower compared to traditional fertilisers. This can be beneficial for soils that experience excessive loss of K through leaching. Although there were no significant responses observed for crop growth and yield in 2001, the improvements in soil quality will more likely have an affect on crop yield over the longer term. Liquid Fertilisers A CSIRO trial conducted in 2002 demonstrated that liquid fertilisers do not contain sufficient concentrations of plant nutrients, organic matter, or plant growth substances (PGSs) to elicit increases in plant growth when applied as recommended. (Edmeades D. C., 2002) The results from field trials measuring the effect of liquid fertilisers derived from organic materials on crop yields are summarised and reviewed. Trials comparing the efficacy of 26 specific products and 2 unnamed generic products were identified. Of these 28 products, 15 were derived from seaweed, 4 from fish waste, 5 were of vegetable origin, and 2 were from animal products. Cereals were the most frequently used test crop (328 recorded treatment effects) followed by root crops (227), legumes (88), pastures (59), and vegetables (52). Fiftythree other treatment effects were recorded on crops such as rape (15), peanuts (8), tobacco (6), and miscellaneous other crops (25). The effects of liquid fertilisers on animal performance were measured in 4 trials. The observed effects of these products on a wide range of crops were normally distributed about zero with an equal number of positive and negative 'responses'. The frequency of statistically significant events, both positive and negative, was consistent with probability theory, assuming that the products are ineffective. The range of observed effects are also consistent with the normal variability associated with field trial experimentation, taking into account the odd intrusion of other experimental errors. There was no evidence to support the conclusion that at least some product-types or products were effective on some crop-types, crops, or cultivars. Similarly, liquid fertilisers had no effect on animal production when applied as recommended. This conclusion, based on the field evidence, was consistent with, and could be predicted from, independent evidence showing that these products do not contain sufficient concentrations of plant nutrients, organic matter, or plant growth substances (PGSs) to elicit increases in plant growth when applied as recommended. (Edmeades D. C., 2002) While the trial focussed on immediate plant growth, it did not focus on any improvement in soil health. Soil health cannot be dramatically improved in a short space of time as it is an intricate living system. Applying liquid fertilisers does not give a „quick fix‟ in improving soil health. It is possible that soil health would improve with the use of liquid fertilisers which would show an improvement in plant growth over time. Reactive Phosphate Rock (RPR) A national Reactive Phosphate Rock (RPR) research project, which investigated the agronomic effectiveness of a series of phosphate rock products on permanent pastures across a wide range of environments in temperate and tropical Australia, was conducted in 1997. It is concluded that there are areas in the high rainfall pastoral zone in southeast Australia where highly reactive RPRs will become as effective as single or triple superphosphate, after a lag period of three to five years. There are, however some shortcomings to its use, including the need to add sulphur (S) which will reduce cost savings, the likelihood of poor pasture response in winter months, and losses in production on low phosphorus (P) soils during the lag stage. Phosphate rocks of low reactivity are not recommended for widespread use. (Sale, 1997) Humic Acid Humic acid or humate products are generally extracts from leonardite or lignite, a mineral similar to brown coal. As with microbial products, increasing SOM measurably with humic acid products is unlikely given the scale of addition advocated versus the background levels in SOM. However, there are many claims and some reports in the scientific literature that adding humic acid products to soils may stimulate plant growth and increase yield, possibly due to mechanisms such as delaying precipitation of phosphorus from mineral fertilisers in certain soil types (Delgado A, 2002). Whether such applications will work and are economical, will be affected by your particular farming system with its unique combination of soil type, climate, landscape, paddock history and economic situation. (Schwenke G. , 2004) Soil Biology Soils contain microorganisms (including bacteria, fungi, yeasts; photosynthetic organisms including algae) and macroorganisms (such as protozoa, nematodes, mites, springtails, spiders, insects and earthworms). The functions of this complex array of biota, often referred to as the „soil food web,‟ are diverse, and include residue decomposition, nutrient storage and release, soil structure and stability, resistance against disease and degradation or immobilisation of pesticides and other pollutants. (Van Zwieten, 2004) Soil biota influence the availability of nutrients for crop production via a range of activities such as the decomposition of crop residues, immobilisation (microbial uptake) of nutrients, mineralisation (transformation of organic nutrients into plant available inorganic forms), biological nitrogen fixation, and bioturbation. The soil fauna are crucial for the initial comminution of residues and mixing into the soil, while the microflora have a greater suite of enzymes for chemical breakdown of organic material. Bacteria and fungi are often considered as a labile pool of nutrients (carbon, nitrogen, phosphorus and sulfur) called the soil microbial biomass that has a pivotal role in nutrient immobilisation and mineralisation. The release of nutrients from the microbial biomass is partly regulated through grazing by the soil fauna. (Bünemann & McNeill, 2004) Soil organisms (biota) carry out a wide range of ecosystem processes that are essential for crop production, soil resource quality and environmental health in both natural and managed agricultural soils. Production by both crops and pastures is supported and enhanced by soil biological processes. There is a two way relationship between the soil biota and agricultural production. For example, as soil biota play a key role in a number of nutrient transformation processes, crop residues form the essential supply of carbon (energy source) and nutrients for microbial activity. (Roget, 2004) Soil organisms can be grouped according to their size, morphological characteristics, function and trophic (food) preference. Soil microorganisms are also combined into groups based on their role in specific soil functions (functional groups), irrespective of their taxonomic classification, in order to relate their activities to soil processes. For example nitrifying microorganisms are those that convert ammonia nitrogen into nitrate nitrogen. Soil organisms range in size from microscopic, eg bacteria (two thousandths of a millimetre) to centimetres (earthworms). The four major groups of soil biota, based on their body size, include; * microflora (bacteria, fungi, algae and actinomycetes) * microfauna (protozoa, nematodes) * mesofauna (collembola, mites) * macrofauna (earthworms, beetles, termites). In addition, soil animals are also classified into groups based on their principal food source and feeding mode, eg bacterial-feeding, fungal-feeding, plant parasitic or predatory fauna. In the majority of dryland cropping regions in southern Australia, moisture availability plays a critical role in determining the activity of both microflora and soil fauna. According to Roget, (Roget, 2004) organic matter in soil is the most important fraction that supports microbial populations, especially the biologically available portion of soil organic matter. Microbial biomass (MB), the living component of soil organic matter, constitutes 2-7% of the organic carbon in soils. Microbial biomass acts as the engine for organic matter turnover and nutrient release. The size of microbial biomass in the surface soil may range from 250 mg C/kg in a sandy soil to 1100 mg C/kg in a clay soil rich in organic matter. Microbial biomass carbon may only represent a small portion of soil organic matter (2-7%), but it is dynamic and living and thus is more sensitive to management practices than total soil organic matter. Microbial biomass is a storehouse of plant essential nutrients. For example, nitrogen levels in microbial biomass range from 15 kg to 150 kg N/ha. Microbial biomass also holds 5-15 kg of sulfur and 10-45 kg phosphorus per ha. Nutrients held in microbial biomass are not prone to leaching, are tied up only temporarily, and are released for plant uptake as a result of predation by microfauna and the death of microbes during soil drying. It is the interactions between microorganisms and organic matter in the soil that largely determine the fertility and overall quality of the soil. Therefore it is extremely important to use farm management practices that maintain organic matter levels, especially biologically available organic matter, in our soils. In high-yielding eastern Australian agricultural soils, where the level of carbon inputs is not a constraint, it is the composition of specific functional groups of microorganisms that affect plant growth and production. Plants are the major source of available carbon for biological activity, so soil biodiversity and biological activity depend on the quality and quantity of carbon inputs from plants, through root exudation and above- and below-ground plant residues, and plant-induced changes in soil physical and chemical properties. Pastures are composed of mixtures of plant types (legumes, grasses, C3, C4) so are considered to have a greater potential to influence diverse biological processes. However, the availability of carbon in grazed systems is mediated strongly by grazing management, due to above- and below-ground plant growth in response to grazing. (Roget, 2004). Chan reviewed the interrelationships between soil structure and soil biota which affect soil functions. He outlines the importance of soil structure on abundance, diversity and activity of soil biota, looks at the effects of soil biota in modifying soil structure, and discusses the importance of soil biota interactions on soil health and the role of soil management practices in harnessing the beneficial functions of soil biota. (Chan, 2004) The availability of carbon substrates is more important for soil biota than that of nutrients such as nitrogen, phosphorus, potassium and sulphur. Therefore, organic fertilisers usually have greater impact on soil biota than mineral fertilisers. Direct effects of mineral fertilisers on soil biota seem to be variable but perhaps less important than indirect effects. The main indirect effects are a depression of soil biota due to a decrease in soil pH, and an increase in biological activity with increasing plant productivity, crop residue inputs and soil organic matter levels. As Australian soils are generally low in organic matter and nutrient contents, any increase in soil organic matter is desirable in view of the important role of soil biota in nutrient cycling. (Bünemann & McNeill, 2004) Improving soil biota: The following are some recommended practices put forward by Hollier for improving soil biota; * Use appropriate cropping rotations for improved organic matter, disease breaks and more diverse nutrient sources for soil biota. * Maintain soil fertility: soil test regularly and apply fertilisers according to crop and paddock needs. * Retain stubble: improves soil organic matter (food source for soil organisms). * Minimise cultivation: retains a food source for soil biota. * Lime acidic soils: provides a more favourable pH for soil microbes and earthworms. * Reduce compaction: limit traffic from machinery and over-stocking. Compaction reduces soil drainage, causing unfavourable soil conditions for biota. (Hollier, 2006) The frequency of highly productive legume-based pastures in the farming system of the area provides greater inputs of labile carbon and nitrogen to the system, than provided by crop residues, for sustaining microbial activity. (Kirkegaard, 2004) Worms Earthworms, termites and ants have been called the soil „ecosystem engineers‟ because of their ability to modify soil structure. Earthworms are the most effective at „turning over‟ the soils and in transporting of soil material within the soil profile (Chan, 2004) By their activity in the soil, earthworms offer many benefits: increased nutrient availability, better drainage, and a more stable soil structure, all of which help improve farm productivity, Worms feed on plant debris (dead roots, leaves, grasses, manure) and soil. Their digestive system concentrates the organic and mineral constituents in the food they eat, so their casts are richer in available nutrients than the soil around them. Nitrogen in the casts is readily available to plants. Worm bodies decompose rapidly, further contributing to the nitrogen content of soil. Worm casts release four times more phosphorus than does surface soil. Worms often leave their nutrient-rich casts in their tunnels, providing a favourable environment for plant root growth. The tunnels also allow roots to penetrate deeper into the soil, where they can reach extra moisture and nutrients. Earthworm tunnelling can help incorporate surface applied lime and fertiliser into the soil. The extensive channelling and burrowing by earthworms loosens and aerates the soil and improves soil drainage. Soils with earthworms drain up to 10 times faster than soils without earthworms. In zero-till soils, where worm populations are high, water infiltration can be up to 6 times greater than in cultivated soils. Earthworm tunnels also act, under the influence of rain, irrigation and gravity, as passageways for lime and other material. Earthworm casts cement soil particles together in water-stable aggregates. These are able to store moisture without dispersing. Research has shown that earthworms which leave their casts on the soil surface rebuild topsoil. In favourable conditions they can bring up about 50 t/ha annually, enough to form a layer 5 mm deep. One trial found worms built an 18-cm thick topsoil in 30 years. Research into earthworms in New Zealand and Tasmania found earthworms introduced to worm-free perennial pastures produced an initial increase of 70–80% in pasture growth, with a long-term 25% increase. This raised stock carrying capacity. Researchers also found that the most productive pastures in the worm trials had up to 7 million worms per hectare, weighing 2.4 tonnes. There was a close correlation between pasture productivity and total worm weight, with some 170 kg of worms for every tonne of annual dry matter production. (DPI, NSW, 2004) Because earthworms do not like soil that is too acid, alkaline, dry, wet, hot or cold, their presence is a good indicator of soil conditions suitable for plant growth. In agriculture, management practices can have direct effects on soil biota and indirect effects due to changed soil structure. Tillage and associated field machinery traffic destroy habitats of earthworms and result in soil compaction that can render the soil too strong for these ecosystem engineers to survive. (Chan, 2004) How to encourage earthworms in pasture; Ensure soil pH (CaCl2) is above 4.5 Earthworms do not like acid soils with pH (CaCl2))* less than 4.5. The addition of lime raises pH and also adds calcium. Earthworms need a continuous supply of calcium, so are absent in soils low in this element. South Australian research found that earthworm numbers doubled when pH(CaCl2) rose from 4.1 to 6.7. Research undertaken by Dr Guangdi Li et al showed the long-term trend of earthworm population in response to lime application. The total population of earthworms increased linearly from 1994 to 1997 for both limed and unlimed perennial and annual pastures. From 1997 onwards, the total population of earthworm on the limed pastures decreased gradually, whereas the earthworm population on the unlimed pastures stabilised, fluctuating around 100–150/m2. Lime had little effect on the population of native species before 1999, but had a negative effect after 1999. In contrast, the numbers of introduced earthworms in the limed soils were consistently higher than those in the unlimed soils. There were no differences in earthworm numbers between perennial and annual pastures. (Guangdi Li, 2006) Increase organic matter Earthworms feed on soil and dead or decaying plant remains, including straw, leaf litter and dead roots. They are the principal agents in mixing dead surface litter with the soil, making the litter more accessible to decomposition by soil microorganisms. Animal dung is also an attractive food for many species of earthworms. The following farming practices provide food for earthworms. Permanent pasture Permanent pasture provides organic matter as leaves and roots die and decay. Pasture slashings and manure from grazing animals are also good sources of organic matter in pasture. Keep soil moist Worms can lose 20% of their body weight each day in mucus and castings, so they need moisture to stay alive. Groundcover such as pasture or stubble reduces moisture evaporation. Decaying organic matter (humus) holds moisture in the soil. In dry times some species burrow deep into the soil and are inactive until rain 'reactivates' them. Improve drainage Worms need reasonably aerated soil, so you may need to drain or mound soil in wetter areas to prevent waterlogging. Reduce soil compaction It is difficult for earthworms to move through heavily compacted soil, so keep vehicle and animal traffic to a minimum in wet conditions. Reduce cultivation Ploughing soil reduces earthworm numbers. Researchers have found that after four years, zero-tilled paddocks had twice as many worms as cultivated soils. However, shallow cultivation may not affect worm numbers. Protect from climatic extremes Earthworms are intolerant of drought and frost, and do not like dry sandy soils. They are active only when the soil is moist, and are inactive when it is dry. Organic matter cover helps reduce the effect of climatic extremes, and retains soil moisture. (DPI, NSW, 2004) Earthworms as a measure of soil health? Earthworms are often considered as the obvious candidate for a faunal indicator of soil health or quality, not least because they play a direct role in maintaining several other chemical and physical indicators (nutrient supply, structural stability and pore formation) and indirectly several more (microbial populations, rainfall infiltration and transport). They also interact intimately with soil organic matter by being responsible for incorporation of organic residues into the soil and mixing them into close association with physical particles and microbial organisms and the production of key carbohydrate compounds important in structural stabilisation. Indeed their abundance can be linked directly to amounts of organic material applied to soil (manure and straw) (Doube & Schmidt 1997), as well as the performance of surrogate indicators of plant performance such as yield and biomass. Doube & Schmidt (2004) reviewed many conflicting case histories and concluded that "earthworm abundance cannot be used as a universal indicator of soil health because key agronomic factors which determine plant yield and soil conservation are not those which influence earthworm abundance." Soil testing Soil testing is one of the most fundamental tools for understanding soils. However, when considering your soil, it is important to focus on soil function and plant metabolism for a more holistic view encompassing the balances between the integrated components of natural systems. 'A basic soil audit is the first and sometimes the only monitoring tool used to assess changes in the soil. Unfortunately, the standard soil test done to determine nutrient levels (P, K, Ca, Mg, etc.) provides no information on soil biology and physical properties. Yet most of the farmer recognized criteria for healthy soils include, or are created by, soil organisms and soil physical properties. A better appreciation of these biological and physical soil properties, and how they affect soil management and productivity, has resulted in the adoption of new soil health assessment techniques.' National (USA) Sustainable Agriculture Information Service http://attra.ncat.org source: www.tuckombillandcare.org.au Any soil testing conducted should consider soil structure, available soil nutrients and soil biology to gain a comprehensive picture of the balance of these components Research done by Ted Mikhail, showed that a combination of five elements – Calcium, Magnesium, Sodium, Potassium and Hydrogen – work together to determine the functioning and friability of soil. We call this the "Cation Balance" of the soil and it is the first and most important of the three soil components in the Mikhail Soil Balance System. Lime and Dolomite can react with many fertilisers (especially trace elements) to render them unavailable to plants. Lime, Dolomite and Gypsum need at least six months (more if rainfall is low) to produce their effects on the soil, so that optimum fertiliser efficacy can be assured. The first step should be the application of any required Lime, Dolomite or Gypsum (for soil structure and function). The application of fertiliser should be the second step, done six months later. According to Mikhail, the important steps to improve any soil are: 1. Soil test to identify the problem 2. Adjust the Cation Balance first (usually in Autumn) 3. Apply fertiliser six months later 4. Stimulate soil biology after every disturbance 5. Monitor and Adjust An important aspect of this method is that it leads to progressively reduced inputs, until only small maintenance applications of fertiliser are required each season for both sustainable and cost-effective production. This contrasts with the vicious cycle of applying more fertiliser to increase productivity, but then needing even more productivity to cover the increased cost – requiring still further increases in fertiliser application rates. (SWEP FACT SHEET) Below is the 5-step process in detail that Mikhail claims will provide a reliable strategy for improving any soil: 1. Identify the cause of the problem Conduct a comprehensive soil test, including soil biology 2. Cations first Appropriate applications of materials such as Lime, Dolomite and Gypsum to correct any imbalance, along with the time and moisture needed for the changes to proceed. 3. Nutrients later For properly balanced plant nutrition, the use of fertilizer should start about six months after correcting the cation balance. 4. Biology after every application To help get the best results from each of the first two steps, using the appropriate bio-active materials after each cation balance or fertiliser application will speed up the whole process. 5. Monitor and Adjust The effort and expense of getting your soil working right does not go on and on. Repeating the soil test on a regular basis will let you keep things working properly with only small „top-up‟ applications, rather than waiting for everything to go back the way it was and starting again. (SWEP Fact sheet) Conclusion Soils are a complex web which is yet to be untangled. There is still much to learn. Although significant research has been conducted into soils, there still appears to be only a few soil scientists considering soil as a holistic system. Many experiments and research considered only certain soil components or has expected soil change in a short period of time. This is probably as traditionally used fertiliser, such as super, have demonstrated immediate gains in production. However, the gains in plant production are not necessarily improvements in soil health. Also, only a few trials ran for a significant time to demonstrate changes in soil health. This is possibly due to funding constraints and the requirement to deliver results in a short space of time rather than allowing the time to see the effects of the change in practice on soil health. Soil health needs time to change as it is a complex inter-active system with many components depending on other components to be affective (e.g. highly acid soils affect nutrient availability as well as micro organism abundance and activity which in turn affects soil structure). Only time, scientific rigour and general community gain in understanding through sharing research and learnings will help to untangle the web. On farm management seems to be the most effective tool in improving healthy soils. However, it would be debateable as to whether the majority of farmers have a good understanding of their particular soils and the best management practices to create healthy soils. Whilst there is a growing environmental awareness and action by farmers in the general landscape, soils are not generally considered unless there is a problem with plant growth or stock health. Soils are the basis of all farming. Without healthy soils, production will be low, plant growth will be stunted and lacking in nutrition and stock health will not be at its optimum. A comprehensive awareness and education program which brings together the current good science and on ground practicality will be the recipe to improving soil health, and productive, profitable and sustainable farming. Bibliography ADAS Gleadthorpe Research . (2002). Effect of Farm Manure Additions on Soil Quality and Fertility, Final Project Report. UK. Aumann, C., & Fisher, P. (n.d.). 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K. (2004). Understanding soil biota and biological functions:Management of soil biota for improved benefits to cropproduction and environmental health. Soil Biology in Agriculture (pp. 7-14). Tamworth: NSW DPI. Sale, P. W. (1997). Reactive phosphate rock: an effective fertiliser for pastures in south east Australia? Productive Pasture Systems: Grassland Society of Victoria Annual Conference, 38th, 24-26 June 1997, Proceedings,, (pp. p141-148). Hamilton Vic. Schumann, B. (1999). The causes of soil acidity. Acid soil action . Schwenke, G. (2004). Soil organic matter, biological activity, and productivity:myths and realities. Soil Biology in Agriculture (p. 25). Tamworth: NSW DPI. Schwenke, G., & Jenkins, A. (2005). How to build organic matter in your soil. Soil biology basics . NSW DPI. Stokes, J., Cody, J., & Maheswaran, J. (2003). A long-term study into compost applications for broadacre cropping. DSE. SWEP Fact sheet. (n.d.). Only five steps lead to soil health . SWEP FACT SHEET. (n.d.). Guidelines for Managing Plant nutrients in the soil . Turner, N. (2004). Sustainable production of crops and pastures under drought in a Meditteranean environment. Ann. Appl. Biol. 144, , 139–147. Upjohn, B., Fenton, G., & Conyers, M. (2005). AgFacts - soil acidity and liming. Van Zwieten, L. (2004). Impacts of pesticides on soil biota. Soil Biology in Agriculture (p. 72). Tamworth: NSW DPI. Wikipedia. (n.d.). Wikipedia. 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SUBJECT: RELIGIOUS EDUCATION Year Group: YEAR 8 Rationale: The theme for this year is: 'Who are people of God?'. By the end of the year of study, all students should be able to describe who people of God are and use multiple sources to explain such diversity. Students will begin to develop their reasoning skills and articulating this reasoning with evidence. This year's student work on world religions will be more in-depth as they explore the different beliefs within and between, different faiths. Using our 3 year 'E Model' at Key Stage 3, students will take time throughout the year to become more proficient in enhancing their work via the use of scripture and or Church teachings. \| \| \| Autumn Term \| Autumn Term 2 \| Spring Term 1 \| Spring Term 2 \| Summer Term 1 \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| 1 \| \| \| \| \| \| Topic/Unit: \| Vocation and Monasteries \| \| Inspirational Christians \| Christian Denomination s \| Lent & Holy Week \| A study of another faith: Judaism \| \| Knowledge: \| Pupils will have an understanding of the term vocation and be able to give examples of how people obey God’s call within life. Pupils will compare and contrast features of daily life in a medieval monastery with that of a contemporary monastery. Build Upon: Community Y7 Autumn 1: individuals that make up a community. \| \| Pupils will study the lives of a number of Inspirational Christians and examine why their life is so inspirational. Pupils will: Identify key moments in their lives and explain how their religion motivated them. Pupils will also be able to explain ways in which they tried to make the world a better place. Build Upon: Building God’s Kingdom Y7 Spring 1: Using the teachings of Jesus Christ within your daily life. \| Pupils will be able to explain the growth of Christianity throughout the ages and the reason for the initial schism of the Church. Pupils will be able to understand how there are many denominations within Christianity and be able to explain the differences between them both in attitude and sacramentally. Build Upon: Sacraments Y7 Spring 2: Particular focus on the practice of Baptism and Eucharist between different denominations. \| Pupils will be able to explain how Catholics observe Lent and analyse the challenges of following these teachings today. Pupils will be able to explain the importance of each day of Holy Week and how and why these are celebrated today with clear and frequent reference to Jesus’ passion. Build Upon: Knowledge gained in primary school surrounding the Easter Story. Y8 should build upon this and include other influential figures. \| Pupils will be able to identify key religious beliefs in Judaism: • Monotheism • Worship • Shabbat • Festivals Pupils will develop their knowledge of the lives of both Moses and Abraham and why these are considered as being important people for the Jewish religion. Build Upon: Some feeder primary schools have covered elements of Judaism at KS2. This does not apply to all students. \| St Edmund ArrowsmithCatholicHigh School: Curriculum(2022-2023) \| Assess- ments \| Assess- \| Assessment: Written Create a modern Religious order: Write to the Pope to explain the need for your order in the 21st Century. \| Assessment: Oracy Prepare a presentation to the rest of the class about the practices of a specific Christian denomination and compare this to the Catholic Church. \| Assessment: Keywords Understanding of keywords and key pieces of scripture from this unit of work. \| Assessment: Keywords Understanding of keywords and key pieces of scripture from this unit of work. \| Assessment: Teacher & Written Explain, with reference to Bar/Bat Mitzvah, how people celebrate the passage from childhood to adulthood. End of Year Assessment testing knowledge from topics undertaken throughout the year. \| \|---\|---\|---\|---\|---\|---\|---\| \| \| ments \| \| \| \| \| \|	<urn:uuid:e328f555-1892-4876-ba78-918e68e92db6>	CC-MAIN-2025-08	https://files.schudio.com/stedmundarrowsmith/files/documents/RE_2022(1).pdf	2025-02-18T06:31:35+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832259865.69/warc/CC-MAIN-20250218050323-20250218080323-00750.warc.gz	210,667,047	872	eng_Latn	eng_Latn	0.998074	eng_Latn	0.997177	[ "eng_Latn", "unknown" ]	false	docling	[ 2998, 3869 ]	[ 4.28125 ]	1	0
Gospel Harmony Event # 73 Matthew 18:1-14; Mark 9:33-50; Luke 9:46-50 [Question #1] Then a dispute arose among them as to which of them would be greatest. Then He came to Capernaum. And Jesus, when He was in the house, perceiving the thought of their heart, asked them, "What was it you disputed among yourselves on the road?" But they kept silent, for on the road they had disputed among themselves who would be the greatest. [Question #2] And He sat down, called the twelve, and said to them, "If anyone desires to be first, he shall be last of all and servant of all." At that time the disciples came to Jesus, saying, "Who then is greatest in the kingdom of heaven?" Then Jesus called a little child to Him, set him by Him in the midst of them. And when He had taken him in His arms, He said to them, "Assuredly, I say to you, unless you are converted and become as little children, you will by no means enter the kingdom of heaven. Therefore whoever humbles himself as this little child is the greatest in the kingdom of heaven. Whoever receives one of these little children in My name receives Me; and whoever receives Me, receives not Me but Him who sent Me." [Question #3] Now John answered Him, saying, "Teacher, we saw someone who does not follow us casting out demons in Your name, and we forbade him because he does not follow with us." But Jesus said, "Do not forbid him, for no one who works a miracle in My name can soon afterward speak evil of Me. For he who is not against us is on our side. For whoever gives you a cup of water to drink in My name, because you belong to Christ, assuredly, I say to you, he will by no means lose his reward." [Question #4] "But whoever causes one of these little ones who believe in Me to stumble, it would be better for him if a millstone were hung around his neck, and he were thrown into the depth of the sea. Woe to the world because of offenses! For offenses must come, but woe to that man by whom the offense comes! [Question # 5] "If your hand causes you to sin, cut it off. It is better for you to enter into life maimed, rather than having two hands, to go to hell, into the fire that shall never be quenched— where 'Their worm does not die And the fire is not quenched.' And if your foot causes you to sin, cut it off. It is better for you to enter life lame, rather than having two feet, to be cast into hell, into the everlasting fire that shall never be quenched— where 'Their worm does not die And the fire is not quenched.' And if your eye causes you to sin, pluck it out. It is better for you to enter the kingdom of God with one eye, rather than having two eyes, to be cast into hell fire— where [Question #6] 'Their worm does not die And the fire is not quenched.' [Question #7] "For everyone will be seasoned with fire, and every sacrifice will be seasoned with salt. Salt is good, but if the salt loses its flavor, how will you season it? Have salt in yourselves, and have peace with one another." [Question #8] "Take heed that you do not despise one of these little ones, for I say to you that in heaven their angels always see the face of My Father who is in heaven. For the Son of Man has come to save that which was lost. [Question #9] "What do you think? If a man has a hundred sheep, and one of them goes astray, does he not leave the ninety-nine and go to the mountains to seek the one that is straying? And if he should find it, assuredly, I say to you, he rejoices more over that sheep than over the ninety-nine that did not go astray. Even so it is not the will of your Father who is in heaven that one of these little ones should perish. 1. Is this dispute related to the disciples' recent experiences? [Matthew 18:1; Mark 9:33-34; Luke 9:46] 2. How does the character of little children represent the character of those who are great in the Kingdom of Heaven? [Matthew 18:2-5; Mark 9:35-37; Luke 9:47-48] 3. Was the man John saw casting out demons a disciple of Jesus? Explain your answer. [ Mark 9:38- 41; Luke 9:49-50 ] 4. How can one cause one of “these little ones” to stumble? [Matthew 18:6-7; Mark 9:42 ] 5. Explain the phrase “It is better for you to enter life maimed, rather than having two hands, to go to hell” and the repetitions regarding feet and eyes. [Matthew 18:8-9; Mark 9:43-48 ] 6. What is the worm that does not die and the fire that is not quenched? [Mark 9:44, 46, 48] 7. Explain the analogy of salt. [Mark 9:49-50 ] 8. What does it mean that the little ones’ “angels always see the face of My Father who is in heaven”? [Matthew 18:10-11] 9. What does the parable of the shepherd and his sheep tell us about the character of God? 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RATS Rats make great pets because they're intelligent, sociable, and affectionate. They're also quiet, clean, and fairly easy to care for. There are hundreds of different breeds of rats, but "domestic" or pet rats have been bred for many years and therefore, have different characteristics than wild rats. HOME SWEET HOME Your rat needs a cage that is at least 20 inches long by 14 inches wide by 24 inches high. Increase the floor area by one square foot for each additional rat. A wire cage with a raised mesh floor and removable tray provides the best air circulation and is the easiest to keep clean. Be sure to include a "house" for privacy, small wooden ladders for climbing, and a thin board so your rat can get off the wire mesh. Be sure to also keep the cage away from direct sunlight and out of drafts. Rats are very clean by nature and will appreciate a clean home. Many types of bedding are available. Recycled paper pellets are highly soluble and help to maintain a healthy home. Pine bedding also works well and is highly used. Cedar chips are NOT recommended, as they emit a substance call "phenol" which irritates a rat's nasal passages, throat, and lungs and can lead to serious illness and organ failure. Corncob bedding is also not recommended, as it is very hard on your rat's feet. CHOW TIME Rats have complex vitamin and mineral requirements. Commercial rat food is available at pet supply stores and will provide a nutritionally balanced diet for your rat. Use a sturdy crockery bowl that can't be tipped over and is easy to clean. You can supplement your rat's diet with small pieces of fruit, vegetable, and salad greens. Nuts, seeds (NO apple seeds), hard boiled eggs, unsalted/unbuttered popcorn, and unsweetened cereals make good occasional treats. Introduce new foods slowly and in small amounts to reduce the risk of diarrhea. A piece of dog biscuit should also be available as it contains protein and minerals and helps wear down your rat's teeth. Keep fresh water available in a suspended "licker" water bottle at all times. HEALTH MATTERS The average life span of a rat is two to three years. They're sexually mature at about six to eight weeks. Because your rat's teeth grow continuously, it's essential that you provide it with hard things to gnaw on to prevent its teeth from growing too long. Untreated hard wood, dog biscuits, and hard bread crusts are some suggested items. HANDLING WITH CARE Approach your rat slowly and be careful not to startle it. Speak softly and let it sniff your hand before you attempt to pick it up. Feeding it a little treat from your fingers will help it to trust you and associate good things with your presence. However, if you give them a treat every time you see them, they may start grabbing your fingers, even if you don't have a treat. Pick up your rat gently, but firmly, enclosing your hand around its whole body, and supporting all four feet. You may also offer your hand and allow it to climb up your arm and on to your shoulders. Never pick your rat up by its tail, because it's painful and could result in injury. The more you handle your rat, the friendlier and tamer it will be. If you have children, be sure to supervise them whenever they handle the rat. Never allow them to pick the rat up by its tail or let its body hang. BEHAVIOR BITS Rats are naturally social animals and don't do very well when isolated. If you don't have a lot of time to spend with your rat, you'll want to consider getting it a companion. Littermates of the same sex tend to get along the best. A neutered male and a female will get along fine, as well. Rats love to play and are fun to watch. They'll explore everything, so you must always be responsible for their safety. If you "rat-proof" an area in your home for your rat, then your rat can have free time running and playing with you on the floor. Look around for holes and block them securely to keep your rat from escaping. Rats like to chew and nibble, so protect anything valuable like important documents, electrical wiring, and houseplants. Rats can't be housetrained, but they can learn to ride on your shoulder, understand basic commands, and do tricks through positive reinforcement training, like clicker training. Use very small treats to encourage your little friend to come when you call, to reach up and beg, and to navigate mazes. If introduced to an exercise wheel when young, your rat will continue to use it. Be sure to use a solid wheel, as your rat's tail could get caught between metal bars and break. REFERENCES American Fancy Rat & Mouse Association. 9230 64th Street. Riverside, CA 92509-5924; 626-966-0330 (Louise Stack); http://www.afrma.org/. National Fancy Rat Society. http://www.nfrs.org/. Cardinal, Ginger. The Rat: An Owner's Guide to a Happy Healthy Pet. Fox, Susan. Rats. T.F.H. Publications. Himsel, Carol A. Rats: A Complete Pet Owner's Manual. Barron Book Series.	<urn:uuid:05329faa-d2ff-4f4d-9333-4a5f3f47ef67>	CC-MAIN-2021-04	https://www.ddfl.org/wp-content/uploads/2020/07/rats_V2.pdf	2021-01-15T20:14:12+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00641.warc.gz	761,554,743	1,149	eng_Latn	eng_Latn	0.998756	eng_Latn	0.999046	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2843, 4977 ]	[ 2.71875 ]	4	1
The 3 reasons why you can't draw, (and what to do about it) by WILL KEMP Sometimes you just can't figure it out. It seems no matter how hard you try, how intensely you look at a subject, your drawings look wrong. You've read how to draw books, maybe gone to a few art classes but the art of drawing still seems to elude you. And you begin to question yourself – What if it's me? What if I don't have enough talent? What if I'm never going to improve? You are not alone. Understanding drawing can be the key to both your artistic success and a new, razor sharp creative mind – but it can seem an uphill struggle. But what if there was a simple solution? Pieces to the puzzle that you didn't know existed, 3 secrets that could instantly improve your drawing and painting? Wouldn't you give it a try? 1. What if I told you, you talk too much Talking and drawing don't mix. The main problems associated with drawing is when you talk you engage your logical, language dominated left side of the brain. This side of your brain is keen on knowing an objects name, labelling it, and organizing it. Often when learning to draw, you need to temporarily hold off judgment and try not to second guess what you think the object should look like, rather than what the object actually looks like. When you are trying to learn to draw something realistically, you have to engage your right-hand side of the brain, which is keener on images and spatial perception. It's very hard to do both at the same time. Why? Because it causes mind freeze. Have you ever been in a creative zone of absorption, a state where time travels quickly and you are in what psychology professor Mihaly Csikszentmihalyi calls 'flow'. How Does It Feel to Be in Flow? 1. Completely involved in what we are doing – focused, concentrated. 2. A sense of ecstasy – of being outside everyday reality. 3. Great inner clarity – knowing what needs to be done, and how well we are doing. 4. Knowing that the activity is doable – that skills are adequate to the task. 5. A sense of serenity – no worries about oneself, and a feeling of growing beyond the boundaries of the ego. 6. Timelessness – thoroughly focused on the present, our sin to pass by in minutes. 1 7. Intrinsic motivation – whatever produces flow becomes its own reward. Flow is the mental state when you are fully immersed in an activity, a feeling of full involvement and energy. You can get to this stage of involvement whilst drawing… until you get interrupted. The combination of left and right battling against each other makes trying to draw tricky. You can learn to talk and draw at the same time but it takes practice. It all starts by understanding how your mind works, and how you can be subconsciously sabotaging your best efforts. 2. You have a harsh inner critic You can learn to draw, you just might not believe it and this is often the first stumbling block to attaining a new skill. Drawing is as much a mental game as an observational game. Sure, you need a basic level of skill to hold a pencil and make a mark but not as much as you may think. It's about the same level of skill as signing your name or throwing and catching a ball. However, your subconscious mind is extremely powerful and it can play havoc with your best efforts when learning this new skill. You see, your subconscious is already telling you this can't be true. Changing your internal script Often successes in our lives stem from our own internal beliefs. And these can be crippling both in your progress as an artist or in any other areas of your life. "Well-meaning, intelligent people often resort to repeating self-defeating behaviour in their personal and professional lives," --Robert Brooks PH.D and Sam Goldstein, authors of The Power of Resilience. If you keep on thinking you can't draw, you won't. As you try and draw something realistically and it starts to go 'wrong' your inner critic starts to rear its head. Often drawings start off really well and you observe things accurately, it's only when you get to a perceived 'tricky' bit you start to question yourself. The truth is you have probably started to 'make up' the rest of the drawing and have stopped observing, relying on what you think it looks like. In comes the inner critic and says: "That doesn't look like a boat, give up now, it looks like a kid's done it" So what we have to do is stop labelling objects, and start to look more abstractly. 3. You label the object too much Isn't this correct? You should be looking and labelling the object, you should be really concentrating on it, that is what you have to do, right? Well yes and no. When I'm drawing a bottle, I don't draw the bottle. I draw the shapes around the bottle and then the bottle is drawn for me. Confused? Let me explain some more. All edges in a drawing are shared edges, you cannot draw a line without it sharing two edges. Imagine drawing the bottom of a boat, one straight horizontal line. That line now shares an edge with the bottom of the boat and the water. One line, two edges. That boat you were having trouble with is just a series of lines and shapes. 2 How artists draw So if I draw the space around a bottle, it shares an edge with space and the bottle so the bottle is drawn by me not drawing it. In drawing, you are constantly trying to disassociate from labelling real objects so your logical left brain can't try to tell you how to draw what it recognizes. It seems wrong, it seems backwards, but this is why you can't draw. To see like an artist you have to learn to make a cognitive shift from left brain to right brain. If you keep on talking to yourself, engaging your inner critic you will be firing up the left brain. Ever wonder why Jackson Pollack drank a lot of Bourbon, Van Gogh absinthe? Alcohol calms you down, you're not as self-critical. So although I'm not suggesting you hit the bar before getting out your pencils, just try to be aware of the internal 'voice' that will hinder your progress. Drawing is a paradox. To see something as an artist sees it, you have to look at the Abstract elements within it. Try not to focus solely on the object, try not to label an object but just see it as simple shapes and lines. Abstract elements once drawn then become real in front of your eyes and the left brain will then fire up to make sense of the shapes and label it. A brief overview of left brain right brain A right-brain outlook on life can give you a holistic view, where left brainers are often more detail orientated. Left-brain thinkers focus on the logical, rational, sequential, and analytical while rightbrainers prefer more random, holistic, and free-associated approaches. Psychologists say that leftbrainers focus on words and numbers while right-brain people focus on visual images and patterns. Right brain thinkers make lateral associations whilst left-brain people make logical deductions from information. Most people are a mix between the two, do any of these character traits seem familiar? \| LEFT BRAIN FUNCTIONS \| \|---\| \| § uses logic \| \| § detail oriented \| \| § facts rule \| \| § words and language \| \| § present and past \| \| § math and science \| \| § can comprehend \| \| § knowing \| \| § acknowledges \| \| § order/pattern perception \| \| § knows object name \| \| § reality based \| \| § forms strategies \| \| § practical \| \| § safe \| [x] 3 Drawing as a learnable skill This is an example of one of my students 'Before' and 'After' on my beginners drawing course – this is the same mug drawn 4 weeks apart! Just like every other activity, your skills will be improved as you learn basic principles and get some practice. The key to learning to draw, just like learning to write, is good foundational instruction and then working until you own it. No one said it would be easy, nothing worth doing is. Yet just because it is challenging does not mean that, with time and hard work, you will be excellent. 4	<urn:uuid:46720ed5-ad4b-4478-a7dd-502fc718e7f3>	CC-MAIN-2021-04	http://www.artteacherdiaries.com/uploads/1/2/1/5/12157652/drawing_article_3_reasons.pdf	2021-01-15T21:02:31+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00641.warc.gz	131,357,160	1,771	eng_Latn	eng_Latn	0.998659	eng_Latn	0.9987	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2225, 5141, 7372, 7943 ]	[ 2.015625 ]	2	0
Restorative Approaches in Schools Project Fact Sheet The Restorative Approaches in Schools Project is a crime-prevention initiative being led by the departments of Justice and Education. Why a Restorative Approach in Schools? * School is a big part of a young person's life. A restorative approach in school requires students to think about themselves and how they deal with one another, and to work on developing healthy relationships and learning how to manage conflict. * Adopting a restorative approach in a school can have a positive ripple effect into the home and the community. What are the benefits to students? * A child's first year, first month, first week, and even their first day in school will have a significant impact on how they view schooling for the rest of their lives and on how they view themselves relative to their peers. A restorative approach in the early school years and continued throughout a child's education will have a strong influence on the individual. * Students will have more opportunities to figure out how to be in appropriate relationships and to manage diversity. This has important implications for how students get along and will play a role in reducing bullying behaviours. * A restorative approach gives students better skills and knowledge for problem solving. * Students will largely avoid the stigma of being "sent to the office" or being suspended. We should not underestimate the negative side effects of a child's experience at school if that experience involves multiple trips to the principal's office or suspensions from school. What results will students and families see? * A restorative approach in schools offers new knowledge, methods and skills for problem solving. Children using these restorative skills latch on to them and thrive, leading to better behaviour and relationships overall. * Schools that use this approach report that students often solve problems on their own without adult intervention. * Parents will notice that their children are demonstrating a different way to resolve conflict at home. Parents with children in schools using a restorative approach report more harmony at home as they and their children practice the same skills that teachers and students are using at the school. What results will schools see? * A restorative approach in schools helps students become more attached to their school, which encourages education and discourages absences or "dropping out," giving students a better chance at being successful in life. * A restorative approach in schools works alongside and supports all the other things we are doing to keep kids in school. * A restorative approach in schools gives back time to educators so they can focus on teaching. * A consistent restorative approach reduces the level of stress around relationships, whether student-to-student or student-to-teacher. * A common thread that runs through almost every conflict that schools deal with is the perception that only one side is being heard, that one side is being valued over the other. A restorative approach reduces that perception and supports faster and more satisfying conflict resolution. What are some of the methods that are used? * A collection of restorative practices support a restorative approach in schools. Some examples of restorative practices are: o affective statements and questions (language that describes how something made someone feel – sometimes students are not aware of the impact their behaviour might have on others). o restorative conversations (conversations that help teachers support an open dialogue starting with questions like "Can you tell me what happened and how you became involved?" instead of "Why did you do that?"). o restorative meetings (staff meetings and parent/School Advisory Council meetings that are organized to encourage authentic engagement through the use of circle processes). o restorative conferences (formal responses to serious incidents led by a facilitator that involves all parties including support persons). o classroom circles (circles are structured but semi-formal opportunities for connection among students. They can include, check-in circles and check-out circles to gauge how students are feeling at the beginning and at the end of the day, circles to establish classroom norms, circles to discuss academic goals, circles to address behaviour problems or even proactive circles. They are an effective tool to build community in a classroom).	<urn:uuid:eec06050-fb0e-4a67-af6b-78555eb69082>	CC-MAIN-2021-04	https://novascotia.ca/just/prevention/_docs/RA-Fact-Sheet.pdf	2021-01-15T20:50:58+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00643.warc.gz	484,890,703	822	eng_Latn	eng_Latn	0.998917	eng_Latn	0.999015	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2155, 4498 ]	[ 3.859375 ]	1	2
Teddington Sixth Form A Level History Course Details & Transition Tasks 2020-2022 Advanced Level History Exam Board - AQA Course Title / Size & Structure /Summary Purpose Advanced level history. AQA. The A-level History qualifications have been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. Our qualifications will help them to gain a deeper understanding of the past through political, social, economic and cultural perspectives. The engaging topics available to them throughout the course will provide them with the knowledge and skills they require to succeed as A-level historians. This is a linear qualification meaning that all both exams will be taken in year 13, following the completion of the examined units and coursework. Year 1: Option 2H – France in Revolution 1774 -1815 Year 1: Option 2H – France in Revolution 1774 -1815 Unit Introduction A study of France in revolution embraces concepts such as absolutism, enlightenment, constitutionalism, democracy, republic and dictatorship. It also encourages consideration of issues such as the relationship between rulers and the ruled, the place of the Church in the State, the power of the people and promotes reflection on what makes and perpetuates revolution. Summary of Assessment – External examination / Paper 2: 2 hr 30 mins: Section A Compulsory question testing students' ability to analyse and evaluate the value of primary sources to an historian studying a particular issue or development – 30 marks. Students recommended spending 1 hour on this section. Section B Three essay questions of which students are required to answer two. Each essay tests AO1 and is designed to test historical understanding in depth, by a focus on events, issues and developments and the interrelationships of various perspectives as they apply to the question. Each question in this section carries 25 marks. Students recommended spending 45 minutes on each essay question. Essential Content - Part One: The end of Absolutism and the French Revolution, 1774– 1795 The origins of the French Revolution, 1774–1789 - Absolutism and the structure of the Ancien Régime: Louis XVI as King; government; social divisions; privileges and burdens; strengths and weaknesses - The ideas of the Enlightened philosophes: extent of influence in France; the salons; impact of the American revolution and War of Independence - Economic problems and royal finance: attempts to improve royal finances under Turgot, Necker and Calonne - The Assembly of Notables and political developments, February 1787 to May 1789; the state of France, politically, economically and socially by the meeting of the Estates-General. The experiment in constitutional monarchy, 1789–1792 - The revolution May-October 1789: developments in Versailles and Paris; developments in the country, including the Great Fear; the October Days - The attempts to establish a constitutional monarchy: church reforms; political, judicial and administrative reforms; economic and social change - Reaction to change internally and externally: the political clubs; the King and the flight to Varennes; the demonstration at the Champs de Mars; the origins and impact of war - Sans-culottes and the collapse of the constitutional experiment; the September massacres and elections to the national Convention The emergence and spread of the Terror, September 1792–1795 - The establishment of a Republic: problems and policies; debate leading to the execution of the King - Internal and external war: the spread of war; the rising in the Vendée; attempts to establish wartime control; Robespierre; the fall of the Girondins and the Federalist revolt - The progress of the war: the levée en masse and the coming of the Terror - The spread of the Terror: executions; the influence of Robespierre and the sans culottes; the role of the CPS; Robespierre's fall and the collapse of the Terror Part Two: The rise of Napoleon and his impact on France and Europe, 1795–1815 The Directory and Napoleon's rise to power, 1795–1799 - The aftermath of the Terror: the Thermidorian reaction and White Terror; the 1795 Parisian risings • The establishment of the Directory: the constitution; financial and political problems and policies; strengths and weaknesses of the Directory - Military campaigns and expansion abroad: Napoleon's contribution to French success; background, character and military leadership; the Italian campaign and Egypt - The coup of Brumaire and the establishment of the Consulate: the strengths and weaknesses of the new constitution; Napoleon's position and the state of France by 1799. The impact of Napoleon's rule on France, 1799–1815 - Political change: Napoleon's consolidation of power and establishment of Emperor status; constitutional developments - Social change: class distinctions and titles; education and attitude to women; censorship and propaganda; the position of the Church; the Concordat and its aftermath - Legal and administrative change: the Napoleonic codes; the prefects, police and control - Financial and economic policies and problems: taxation; the central economy; the impact of war and the Continental System; degree of economic change. The impact of Napoleon's rule on Europe, 1799–1815 - The army and conquest during the consulate and Empire: reasons for military success by 1808 and the part played by Napoleon; the reasons for expansion and the building of an empire, its value and problems - The control of the Grand Empire: administration; economic and social policies - Challenges to the Empire: the continental blockade; the Peninsular War; the Austrian campaign; the Russian campaign; the war of the Fourth Coalition - The collapse of the Empire: the first Peace of Paris; the 100 days; Napoleon's abdication and second Peace of Paris; treatment of France by the Vienna settlement; the condition of France in 1815; Napoleon's reputation and legacy Year 1: Unit 3 – Non-Examined Assessment. The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification. Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work Year 1: Coursework Unit Type: Internally Assessed - Externally Moderated Year 2: 1G Challenge and transformation: Britain, c1851–1964 Unit Introduction This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions: * How did democracy and political organisations develop in Britain? * How important were ideas and ideologies? * How and with what effects did the economy develop? * How and with what effects did society and social policy develop? * How and why did Britain's relationship with Ireland change? * How important was the role of key individuals and groups and how were they affected by developments? Summary of Assessment – External examination / Paper 2: 2 hr 30 mins: Section A There will be a compulsory question in Section A testing students' ability to analyse and evaluate the views of historians. This question carries 30 marks. Students recommended spending 1 hour on this question Section B Three essay questions of which students are required to answer two. Each essay tests AO1 and assesses historical understanding of developments and issues within a broad and coherent chronology, covering a minimum of 20 years. Each question in this section carries 25 marks. Students recommended spending 45 minutes on each essay question. Essential Content Part one: Victorian and Edwardian Britain, c1851–1914 Reform and challenge, c1851–c1886 * The political system: parliament and the workings of mid-19th century democracy; ruling elites; prime ministers; parties and party realignment to 1867 * Political developments under Gladstone and Disraeli; liberalism, conservatism and the bases of their support; the extension of the franchise * Economic developments: agriculture, trade and industry; economic ideologies; boom and 'the workshop of the world'; the onset of Depression * Society and social changes: class and regional division; prosperity and poverty * Social movements and policies; self-help; trade unions; education and social reform legislation * The condition of Ireland and Anglo-Irish relations: land agitation and the political response; Home Rule Challenges to the status quo, c1886–1914 * Political developments: the reasons for Conservative dominance to 1905; the problems of the Liberal Party; socialism, Fabianism and the emergence of the Labour Party * Politics 1906–1914: the ideology of New Liberalism; political crises and constitutional change; development of the Labour Party * Economic developments: the Great Depression and its aftermath; problems of British industry and agriculture; staples and new industries, foreign competition; invisible exports; debates over protectionism, tariff reform and free trade * Social change; trade unions and new unionism; syndicalism; the issue of female emancipation; the growth of the urban population; the expansion of service industries; standards of living * Social policies: government legislation and local initiatives; taxation and welfare reform by 1914 * The condition of Ireland and Anglo-Irish relations: the Home Rule movement, opposition and the Home Rule Bills Part two: The World Wars and their legacies: Britain, 1914–1964 The Great War and its impact, 1914–1939 * The impact of war on British parties and politics: coalition government; the decline of the Liberals; position of Conservatives and influence of Labour * Political developments in the interwar years: electoral reform; Conservative and Labour governments; National governments; the abdication crisis and emergence of radical political movements, including the BUF and Communism * Economic developments: increased state role in wartime; problems of the staple industries and mines; the General Strike; government finances and the Gold Standard; the Depression; economic realignment * Social developments: changes in the role of women during and after war; the condition of the working classes; regional divisions; changing attitudes in the twenties and 'the hungry thirties'; the growth of the media * Social policies: legislation and reforms in housing; education and welfare * The condition of Ireland and Anglo-Irish relations: the Easter Rising; the Anglo-Irish War; Government of Ireland Act and Anglo-Irish Treaty; divided Ireland before the Second World War Transformation and change, 1939–1964 * The impact of the Second World War on British politics: Churchill as wartime leader; 'the Labour landslide' of 1945; Labour ideology and policies * Political developments: Conservative dominance from 1951 and political consensus; division within the Labour Party; Conservatism and the Establishment; Labour victory in 1964 * Economic developments: mobilisation of resources in wartime; post-war boom; balance of payments issues and 'stop-go' policies; changes to British industry and trade; new technology * Social changes and divisions: austerity and the impact of war; post-war boom and growth of affluence; consumerism and changes in position of women and youth; immigration and racial tensions * Developments in social policy: the Beveridge Report; the Butler Act; the growth of the Welfare State, including the NHS; the growth of education * The condition of Ireland and Anglo-Irish relations: continuing north/south friction including riots of September 1964; beginnings of civil rights campaign Transition Tasks Task 1: Research your family history A key skill of being a historian is to research and uncover the mysteries of the past. So, spend some time researching your family tree, looking at one side of your family start with your immediate family and work backwards. The National Archives has records like marriage, death and birth certificates online. You can use photos, diaries and conversations. Who are the unknown heroes of your family? Are there any surprises? Are any of you secretly royal? Are there any celebrities? Did you know Mrs Giles is related to: Surrey cricketer Bernard Constable, Artist John Constable and R. D. Blackmoore author of Lorna Donne. Task 2: Who is the greatest Historical figure? Part of being a historian is to present an argument with confidence. So, create a 5-minute podcast or recorded power point on who you think is the greatest historical figure. It can be on anyone you wish, from any period or event. You need to explain who they are and what they did? What makes their actions significant/ meaningful/ having an impact? Did their work inspire others? Or change the way we live? Task 3: Timelines Timelines are more useful than you may realise they give us an overview and help historians remember dates. Create a timeline of a period or event in history. Don't make it any longer than 50 years of history and decide carefully where your timeline will start and end. For example if your doing a person, who achieved the most in their later life, is it logical to start with the events of their youth? If you are doing an event of history in which it is debated about the cause where do you think you would start? When you have completed the timeline colour code the events into the following areas: Social events/Economic events/Political events/ Turning Points Task 4: Source analysis Historians have to use primary evidence to back up their ideas and arguments, therefore I would like you to have a go at analysing a source of your own using the following pointers: In order to demonstrate a knowledge of the six analysis skills, you need to do two things: 1. Carefully read the source to find information that is explicit and implicit 2. Conduct background research about the creator of the source After completing these two steps, you can begin to show your understanding about the six features of historical sources. Based upon what you found in your reading and background research, answer the following questions for each of the six analysis skills. You can use any source from any period or event, but it must be a PRIMARY source. It can be a photo, poster, film clip (British Pathe) or written source. Task 5: Reading academic books Find a history book, written by a professional historian, if you can't find one you can read Mrs Giles's Master's thesis. Read the whole book and consider the following: * Who wrote it? * What's the historian's background? * What's their argument? * Is their argument convincing? * Is it well researched? * Are there any flaws to their argument?	<urn:uuid:339335fb-857b-4be9-bcde-f0c3a5507254>	CC-MAIN-2021-04	https://teddingtonschool.s3.amazonaws.com/uploads/document/History-A-Level-UPDATED-2020.pdf?ts=1606342759	2021-01-15T21:11:52+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00642.warc.gz	572,773,986	3,043	eng_Latn	eng_Latn	0.944746	eng_Latn	0.995703	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 82, 3423, 6583, 9611, 11826, 13866, 14893 ]	[ 2.390625 ]	1	0
REMOTE LEARNING MODULE Subject: English Author: FRM and EMH Created: 13/07/2020 Updated: Subject: English Teacher (if applicable): FRM and EMH Year: 7 Ability/Class (if applicable): ALL Module title: Stepping into poetry Duration: 2 weeks 4 weeks 6 weeks 8 weeks Other: 10 weeks Intent Intent Statement - at Landau Forte Amington, we believe learning powerful knowledge helps students achieve and creates a fairer society. How are you trying to accomplish this, with this module? We will provide a challenging, diverse and aspirational English curriculum. The content we teach will break down perceived boundaries, open minds and equip all with the knowledge and skills they need for their future lives and careers in Great Britain and beyond, while allowing all students to explore the opportunities of the world around them through the literary canon. We will not shy away from challenging texts, topics and issues within our units, and we will seek to explore a wide variety of literature throughout KS3 and beyond. Aims - what do you want pupils to be able to know and do by the time they finish this module? - Have a wide variety of linguistic and literature-based experiences that allow them to love and/or appreciate the artistry in the English language, including poetry from around the world. - All of our KS4 skills/AOs will be embedded and practised throughout, to best prepare students for the challenge of GCSE level work and beyond. - Write analytically about poetry but also craft their own poetry too confidently and competently in a variety of poetic forms. - Enjoy poetry without fear. - Speak and listen with confidence and respect, always ensuring a high level of accuracy. - Be able to utilise a broad and varied vocabulary that can open doors for students in later life. Academy values – at Landau Forte Amington, we want students to be ambitious, brave and kind. How are these values promoted in this module? - We will study poems with an inherent level of challenge – that are either archaic, nonlinear, narrated with complexity, contain complex plots, are resistant to decoding on first glance, or widen our pupils' social and cultural capital, so that we can raise the level of aspiration for our students. - We will ensure all ability ranges are supported in accessing a high level of challenge, rather than oversimplifying or reducing content to a lower level. - We will create positive learning environments that ensure all students are respected and encouraged to share thoughts, views and opinions in a positive way. Powerful Knowledge - what powerful knowledge is included in this module? Consider what knowledge is it important for our students to know, so that when they leave school they can engage in and lead discussions, with people from the most advantaged backgrounds? - All of our units will cover the following key elements of knowledge for success in English: o Vocabulary o Structure of different poetic forms o Poetic terminology o Poet's craft o Poetic writing skills o Impacts of writer's choices \| 2 Weeks \| 2 Weeks \| \|---\|---\| \| 4 Weeks \| \| \| 6 Weeks \| \| \| 8 Weeks \| \| \| Other \| \| 1 1 \| 9 \| \| 1) Lesson Type \| \| 2) DNA \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| (remote or blended) \| \| (Do Now Activity/Reading) \| \| \| \| \| Remote (live on MS Teams and remote as study) \| Remote \| Five- a- day recall quiz at the start of every lesson. \| \| \| What \| \| \| \| (live on MS Teams and remote as study) \| \| \| \| \| \| \| \| \| \| \| \| Why \| \| \| Blended (live in classroom and remote as study) \| \| \| \| \| \| \| \| \| \| \| \| \| How \| \| Number of lessons in cycle: \| \| 4) New Material \| \| 5) Check for Understanding \| \| 6) Prepare for Practice \| \| \| \| (previous learning/ new material) \| \| (questioning/checking) \| \| (model/ scaffold) \| \| \| Introduce new material through a close reading of the poems ‘Sonnet 29 – ‘I think of thee’, ‘Sonnet 18 – Shall I compare thee to a summers day?’ and ‘Sonnet 130 – My Mistress’ eyes are nothing like the sun’. Use Reciprocal Reading strategies to identify more complex vocabulary, definitions and genre conventions. \| \| Verbal questioning about the conventions of a sonnet ‘What makes a sonnet?’ after close reading of the poem. Followed by low-stakes quiz on conventions. \| \| Model annotations of the sonnet focusing on genre conventions, connotations and techniques. Model highlighting/circling on the structure of a sonnet in preparation for independent creative writing. Begin a modelled plan for students to continue independently. Focus on instilling ideas about what students could write their own sonnet about. \| \| \| \| \| 7) Deliberate Practice \| \| 8) Feedback \| \| 9) Review \| \| \| \| (guided/ independent) \| \| (light/deep) \| \| (daily/monthly) \| 2 After looking at the conventions of sonnets throughout the previous lessons, students will create their own. Review and address any misconceptions surrounding sonnets, this can be done using a kahoot quiz etc. Checklist of conventions to support students where necessary. Sonnets will be submitted via teams for feedback/review. Staff to choose one example from the sonnets submitted. This will be sent to students who will perform a peer assessment (based on a shared schema). They will identify WWW/EBI and set the piece a target for improvement based on the schema provided. This will be resubmitted so staff can identify any misconceptions. 1) Lesson Type (remote or blended) 2) DNA (Do Now Activity/Reading) 3) Learning Intentions (what, why & how) Remote (live on MS Teams and remote as study) Five- a- day recall quiz at the start of every lesson. What Compare post 19 th century love poetry with contemporary love poetry. Why Understand how poetry and attitudes have transformed over time. Be able to use comparative skills. How Use comparative language, write PEACEAL. Blended (live in classroom and remote as study) 4) New Material (previous learning/ new material) 5) Check for Understanding (questioning/checking) 6) Prepare for Practice (model/ scaffold) Introduce students to 19 th Century poem ‘ Love’s Philosophy’ by Percy Shelley. Tiered vocab: divine and disdain. Introduce students to contemporary poem ‘ Valentine ’ by Carol Anne Duffy or ‘Jilted’ by Plath. Tiered vocab: possessive, cling and faithful. Question students on their initial reactions to the poems focusing on comparison. Students to identify similarities and differences through questioning. Students to record discussion points that are shared with the class. Write a short statement to inform their original reactions of the poem? Have they changed? Model the planning necessary for a PEACEAL paragraph – students to use their annotations to collate point for comparison. Model the steps to PEACEAL, scaffolding where necessary. Trail a partial answer with HPA to increase the element of challenge/independence. 7) Deliberate Practice (guided/ independent) 8) Feedback (light/deep) 9) Review (daily/monthly) Teams Assignment of 1 PEACEAL paragraph comparing the two poems ‘How have notions of love changed over time?’ Use of Microsoft Word review tool to demonstrate PEACEAL steps to teacher in finished work. Deep feedback – PEACEAL paragraph marked and the feedback. Students will use the feedback to redraft their work. 5- A- Day reviews learning daily in the form of a low stakes quiz. Exam-style question is complete. Kahoot used to check knowledge of poetic techniques and conventions. \| 9 \| \| 1) Lesson Type \| \| 2) DNA \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| (remote or blended) \| \| (Do Now Activity/Reading) \| \| \| \| \| Remote (live on MS Teams and remote as study) \| Remote \| Five- a- day recall quiz at the start of every lesson. \| \| \| What \| \| \| \| (live on MS Teams and remote as study) \| \| \| \| \| \| \| \| \| \| \| \| Why \| \| \| Blended (live in classroom and remote as study) \| \| \| \| \| \| \| \| \| \| \| \| \| How \| \| Number of lessons in cycle: \| \| 4) New Material \| \| 5) Check for Understanding \| \| 6) Prepare for Practice \| \| \| \| (previous learning/ new material) \| \| (questioning/checking) \| \| (model/ scaffold) \| \| \| Introduce students to the poem ‘The Highwayman’ by Alfred Noyes. Identify more complex vocabulary (areas of challenge) and use Reciprocal Reading skills to find definitions through questioning. Students to make notes for their own reference. \| \| Students to complete a match up activity of poetic technique. Stretch: Find quotes from the poem that link to the techniques. Question students ‘what are the conventions of a narrative poem?’. \| \| Brief analysis of language techniques used to create narrative. Model Freytag’ Pyramid. Model/Class Discussion – Model and discuss where each element of the narrative could be plotted onto Freytag’s Pyramid. Question students to find specific quotes that link to each stage of the narrative – students must justify the quotes position on the pyramid. \| \| \| \| \| 7) Deliberate Practice \| \| 8) Feedback \| \| 9) Review \| \| \| \| (guided/ independent) \| \| (light/deep) \| \| (daily/monthly) \| \| \| Re-write the narrative of ‘The Highwayman’ as a short story. Students to submit via Teams. Focus on embedding tier two vocabulary and language techniques. Scaffold by providing a creative writing checklist. \| \| Students will complete a self-assessment using schema/rubric. \| \| Students will complete a super-quiz on poetic techniques/conventions and vocabulary. \| \| 5 Remote (live on MS Teams and remote as study) What To study poetry from different cultures. Five- a- day recall quiz at the start of every lesson. Why Improve social and cultural capital and understand other cultures and their writers. GCSE Lit Poetry and Unseen. How Exposure to a range of new poems, deconstruct them as a class. Blended (live in classroom and remote as study) 4) New Material (previous learning/ new material) 5) Check for Understanding (questioning/checking) 6) Prepare for Practice (model/ scaffold) Introduce students to'Still I Rise'by Maya Angelou. Tiered vocab: haughtiness, sassiness, wondrously. 5-a-day poetic techniques. Front the writing task. Ask students for their initial response to the question 'What is the context for Angelou's poem?'. What do they think it is about? Use context to lead a discussion on what may have influenced the writer. What evidence can we see of this in the poem? What does Angelou want the reader to understand? Students re-write their response after the discussion. Model analysis of the poem with a focus on context. Begin modelling plan for students writing their own poetry. Students will choose a contemporary issue in society to write about e.g. Black Lives Matter/ Mental Health Awareness/ Poverty etc. 7) Deliberate Practice (guided/ independent) 8) Feedback (light/deep) 9) Review (daily/monthly) Continuing from the previous lesson, students will continue to plan their poem. This may include researching context to help support their writing. Students to write a poem about a SMC issue in contemporary society. Provide a scaffolded checklist to support independent work. Submit work on teams. Staff to hold a feedback clinic on teams to provide feedback etc. Identify areas for improvement for students to go away and re-draft. Write a summary on how poetry can be used to covey social and cultural values (using a writing frame'. Kahoot quiz on 'Still I Rise'. Remote (live on MS Teams and remote as study) 1) Lesson Type (remote or blended) 2) DNA (Do Now Activity/Reading) 3) Learning Intentions (what, why & how) Five- a- day recall quiz at the start of every lesson. What To study a variety of poetic voices. \| \| Blended (live in classroom and remote as study) \| \| \| \| \| Why \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| \| How \| \| Number of lessons in cycle: \| \| 4) New Material \| \| 5) Check for Understanding \| \| 6) Prepare for Practice \| \| \| \| (previous learning/ new material) \| \| (questioning/checking) \| \| (model/ scaffold) \| \| \| Introduce students to the poems ‘A Case of Murder’ by Vincent Scannell, ‘The Raven’ by Edgar Allen Poe and ‘Mental Cases’ by Wilfred Owen. PEACEAL process. \| \| Questioning – How do poets use their platforms?/ What messages are they trying to relay?/Are there any voices in common? Discuss ‘How do writers use their voice to relay perspectives?’. \| \| Modelled analysis of the poems on word/language/structure levels. Model PEACEAL through Name the Steps, provide sentence starters to scaffold for students where necessary. Model plan – select evidence with students to support their independent response where necessary. \| \| \| \| \| 7) Deliberate Practice \| \| 8) Feedback \| \| 9) Review \| \| \| \| (guided/ independent) \| \| (light/deep) \| \| (daily/monthly) \| \| \| Students to complete low stakes multiple choice questions, followed by questions with short 1 mark answer responses. Student will then answer the following assessment question ‘How do writers use voice to present perspective on mental health?’. Students to submit their assessment responses via Teams. \| \| Mark a sample of 6 responses for the assessment question and provide whole class feedback verbally. Students given opportunity to improve their response and resubmit. \| \| 5-a-day recall and Kahoot quiz on poetic techniques and conventions. This will be informed with misconceptions identified throughout the learning cycles. \| \|	<urn:uuid:3004f37f-01ac-4190-a967-c277522cad32>	CC-MAIN-2021-04	https://lfata.org.uk/wp-content/uploads/sites/8/2020/11/Year-7-English-Remote-Learning-Module.pdf	2021-01-15T21:28:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00643.warc.gz	431,095,688	3,242	eng_Latn	eng_Latn	0.953595	eng_Latn	0.996784	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 92, 3068, 4796, 7514, 9496, 11743, 13493 ]	[ 3.921875 ]	1	0
RUEDAFESTIVAL 2017 - LIST OF FIGURES To take part at the workshops, it requires to know these commands: Intermediate: at least 6-8 months of experiences in dancing Rueda, rather slow speed, Basic figures to be known Advanced: at least 15-18 months of experiences in dancing Rueda, average speed Experts: at least 24-30 years regularely experiences in dancing Rueda, fast speed, difficult figures should be learned quickly Master/ Teacher and "nerds of Rueda" with years of intensive experiences in dancing Rueda, very fast speed, complex figures Teacher: For each classification, you should know about 80% of these commands (The advanced and masters should take care of the whole list). \| INTERMEDATE \| ADVANCED \| \|---\|---\| \| al centro \| doble play \| \| (tiempo Espana) Vamos arriba \| festival de… \| \| (tiempo Espana) Vamos abajo \| mujeres… \| \| un tarrot \| hombres… \| \| repite \| coca-cola \| \| …con una, dos, … \| …con mambo \| \| dile que no \| patin \| \| dile que si \| camina(la) \| \| dame (una), (dos) (tres) \| echevarria \| \| dame otra \| principe malo \| \| vacilala \| setenta complicada \| \| setenta \| … a la izquierda \| \| enchufla \| …dos veces \| \| enchufla doble \| …sin soltar \| \| enchufla y quedate \| dame directo \| \| pelota una, dos, tres \| cubanito \| \| la prima \| cubanita \| \| prima con hermana \| …con clave \| \| (prima von hermana y) familia \| pa ti pa mi \| \| exhibila \| yogur \| \| sacala \| sabrosura \| \| (un) fly \| pricipe bueno \| \| sombrero \| puente \| \| …y al medio / …y al centro \| …a la derecha \| Every chain is only as strong as its weakest member. This can also be transfered well to Rueda de Casino. Therefore we ask all participants to maintain the levels. All levels offer interesting topics. The workshops for the advanced and masters are explicitly reserved for these groups. If somebody is not sure which is his own classification should feel free to contact the team at the ruedafestival. In addition, the team reserves the right to request individual participants to switch to another workshop (at a lower level) at any time if it is necessary or useful to guarantee a smooth flow of the festival.	<urn:uuid:999ae771-ac7c-42a9-a9e1-bbe8d77e38e7>	CC-MAIN-2021-04	https://www.ruedafestival.de/images/pdf/commands_ruedafestival_2017.pdf	2021-01-15T21:04:08+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00643.warc.gz	976,831,374	576	eng_Latn	eng_Latn	0.99804	eng_Latn	0.99804	[ "eng_Latn" ]	false	docling	[ 2120 ]	[ 2.28125 ]	1	0
Using Self-Monitoring to Teach Reading Comprehension, Productivity, and Accuracy Objective: To teach students to decode and identify vocabulary and build reading comprehension skills across content areas. Setting and Materials: Settings: Small class sizes (5-10 students per group); special education self-contained or resource classrooms. Materials: - Self-monitoring recording sheet (See Appendix A) - Passages with comprehension questions to practice reading comprehension (adapted if necessary to be appropriate for student reading levels) Content Taught By participating in a specialized reading program designed for readers who struggle with multisyllabic words, students are provided with explicit instruction centered on daily lessons that aim to increase fluency, comprehension, and academic vocabulary with a gradual release of responsibility to the student as their proficiencies grow. Students learn highly generalizable and transferrable word attack strategies that extend from the ELA classroom into the content areas (e.g., ELA/social studies/science). Through repeated reading with partners, students increase reading fluency and comprehension skills. Students: - Learn flexible strategies for decoding grade-level multi-syllabic words - Increase oral and silent reading fluency - Expand their knowledge of general academic and domain-specific vocabulary - Improve comprehension as decoding and fluency increase - Read accurately, quickly, and with confidence Teaching Procedures - Provide students with a pretest for reading comprehension - Session 1: Provide students with initial training (one 30 min session) by (a) discussing the importance of student engagement and (b) providing students with explicit instruction (modeling, guided practice, and corrective feedback) with two different quick read texts so the students learn to use the selfmonitoring recording sheet (see Appendix A) - Sessions 2: Provide students will an opportunity to practice collaboratively with partners with corrective feedback from the teacher as needed. - Sessions 3-4: Students practice independently; teacher circulates the room and offers feedback. - Session 5: Evaluation using tool independently. Evaluation Provide students with a reading comprehension posttest; aim for 80% accuracy or higher. Lesson Plan Based on: Crabtree, T., Alber-Morgan, S. R., Konrad, M. (2010). The effects of self-monitoring of story elements on the reading comprehension of high school seniors with learning disabilities. Education and Treatment of Children, 33, 187-203. doi: 10.1353/etc.0.0090 Shimabukuro, S. M., Prater, M. A., Jenkins, A., & Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397-414. This Lesson Plan Starter was developed by The National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). This document has been reviewed and approved by the OSERS. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke. RSA Project Officer: Kristen Rhinehart-Fernandez. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Technical Assistance Center on Transition (2019). Using Self-Monitoring to Teach Reading Comprehension, Productivity, and Accuracy. . Self-Monitoring Recording Sheet Name: _____________________________ Date: __________________ Directions: Fill in facts. Focus on details that relate to the five questions, use words and short answers. Keep details about that same person, or topic together. \| Questions \| Stop One \| Stop Two \| End \| \|---\|---\|---\|---\| \| Who are the main characters? \| \| \| \| \| What is the setting of the story? (When and where is it taking place?) \| \| \| \| \| What is the story about? \| \| \| \| \| What are the problems or conflicts? \| \| \| \| \| How does the story end? (How are the problems or conflicts resolved?) \| \| \| \|	<urn:uuid:c2d64761-00cf-40a7-a154-7104fd89cb3d>	CC-MAIN-2021-04	https://transitionta.com/system/files/resourcetrees/LP_Self-monitoring_2019.pdf	2021-01-15T21:30:43+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00645.warc.gz	608,274,934	931	eng_Latn	eng_Latn	0.981135	eng_Latn	0.983457	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1800, 3815, 4434 ]	[ 3.734375 ]	2	1
Sense Organs Study And Review Guide Right here, we have countless book sense organs study and review guide and collections to check out. We additionally meet the expense of variant types and afterward type of the books to browse. The all right book, fiction, history, novel, scientific research, as competently as various extra sorts of books are readily friendly here. As this sense organs study and review guide, it ends in the works brute one of the favored book sense organs study and review guide collections that we have. This is why you remain in the best website to look the incredible book to have. PixelScroll lists free Kindle eBooks every day that each includes Page 1/10 their genre listing, synopsis, and cover. PixelScroll also lists all kinds of other free goodies like free music, videos, and apps. Sense Organs Study And Review We have five sense organs, namely: Eyes; Ears; Nose; Tongue; Skin; These five sense organs contain receptors that relay information through the sensory neurons to the appropriate places within the nervous system. The receptors could be classified into two parts viz. the general and special receptors. Sense Organs - List of Five Sense Organs and their Functions According to Merriam Webster dictionary, a sense organ is defined as "a bodily structure that receives a stimulus and is affected in such a manner as to initiate excitation of associated sensory... What are the five sense organs and what are ... Study.com Start studying Sense Organs Exam Review. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Sense Organs Exam Review Questions and Study Guide ... Study 14 Sense Organs flashcards from TeLeesha L. on StudyBlue.-somewhat miscellaneous category of interior body sensations-most are vague and poorly localized Sense Organs - Veterinary Technician Anatomy And ... Start studying Chapter 11 Sense Organ Test Review. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Chapter 11 Sense Organ Test Review Flashcards \| Quizlet Acces PDF Sense Organs Study And Review Guide about sense Page 3/10 organs and their functions. Our Five Sense Organs. As discussed above, our 5 sense organs are capable of receiving and relaying sensory information to the brain. It's necessary for an organism to perceive information with the help of sense organs. 5 Sense Organs - Overview, Parts, Functions and FAQ Sense Organs Study And Sense Organs Study And Review Guide As a conscious sense organ, the mammalian eye allows vision. Fun Fact: In the dark, a substance produced by the rod cells increases the sensitivity of the eye so that it is possible to detect very dim light. 2.) Nose - The nose is the organ responsible for the sense of smell. The cavity of the nose is lined with mucous membranes that have smell receptors connected to the olfactory nerve. The Five Sense Organs in Human Beings Essay - 1140 Page 4/10 Words Acces PDF Sense Organs Study And Review Guide about sense organs and their functions. Our Five Sense Organs. As discussed above, our 5 sense organs are capable of receiving and relaying sensory information to the brain. It's necessary for an organism to perceive information with the help of sense organs. 5 Sense Organs - Overview, Parts, Functions and FAQ Sense Organs Study And Review Guide - bitofnews.com Each of the senses uses different organs and different types of receptors. Taste. There are thousands of taste buds on the tongue that sense five types of taste, sweet, salty, bitter, sour, and umami. The Five Senses & Their Functions - Study.com Sense Organs Worksheets. This is a fantastic bundle which includes everything you need to know about sense organs across Page 5/10 26 in-depth pages. These are ready-to-use Sense Organs worksheets that are perfect for teaching students about the sense organs which are the body organs by which humans are able to see, smell, hear, taste, and touch or feel. The five sense organs are the eyes (for seeing), nose (for smelling), ears (for hearing), tongue (for tasting), and skin (for touching or feeling). Sense Organs Facts, Worksheets & Five Senses For Kids Summary. The human body has two major types of senses, special and general senses. Special senses have specialized sense organs and include vision (eyes), hearing (ears), balance (ears), taste (tongue), and smell (nasal passages). General senses are all associated with touch and lack special sense organs. As a conscious sense organ, the mammalian eye allows vision. 11.7: Human Senses - Biology LibreTexts Page 6/10 Fun Fact: In the dark, a substance produced by the rod cells increases the sensitivity of the eye so that it is possible to detect very dim light. 2.) Nose - The nose is the organ responsible for the sense of smell. The cavity of the nose is lined with mucous membranes that have smell receptors connected to the olfactory nerve. Sense Organs Essay - 440 Words Figure 1: Human Senses: Organs, Energy Stimuli, and Sensory Receptors-The receptor cells for each sense are specialized to receive particular types of energy stimuli. Source: Chapter3-Sensory and Perception by McGraw hill Higher Education Emotional Engagement Figure 2: Reference: BookBrand Sense by Martin Lindstrom Theoretical Building chia Journal of Psychiatry - Longdom Our content consists of the entire syllabus in a fun learning Page 7/10 method with various sounds and animations. It is as per the current syllabus and helps explain ... Our sense organs and their uses \| Human Sense Organs ... Compare muscle spindles with Golgi tendon organs in terms of function and the fibers (other than nerve) inside the capsule (III.A.1 and B). 8. List the receptors found in joint capsules and describe their function ( Table 24–1 ). Chapter 24. Sense Organs \| Histology & Cell Biology ... The organs which make us aware about the surroundings are called sense organs. The sense organs are eyes, skin, nose, ear and tongue. Sensation is received by sense organs and is change into electrical signals called impulse. This note gives us the information about sense organs, eye, working of human eye along with pictures. Grade 9 \| Science \| Sense Organ \| Kullabs Review each student's eye condition so that you will be able to describe how the eye condition effects the eye while you are teaching the structures of the eye to the class. Materials. I like to use oversized models of the sense organs. If at all possible, provide these models for students as you study the sense organs. Sense Organs- An Introduction \| Perkins eLearning Free flashcards to help memorize facts about Anatomy and Physiology of Farm Animals Exam 2. Other activities to help include hangman, crossword, word scramble, games, matching, quizes, and tests. Free Veterinary Flashcards about Sense Organs ANS 205 Nervous System and Sensory Organs Study Guide Paperback – Page 9/10 Copyright : dun4me.com Get Free Sense Organs Study And Review Guide January 1, 1999 by Kevin Delles (Author) See all formats and editions Hide other formats and editions Copyright code: d41d8cd98f00b204e9800998ecf8427e.	<urn:uuid:dbdb77a5-e914-4145-87c1-8a118fc5f647>	CC-MAIN-2021-04	http://dun4me.com/sense_organs_study_and_review_guide.pdf	2021-01-15T20:27:29+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00647.warc.gz	33,828,332	1,537	eng_Latn	eng_Latn	0.97222	eng_Latn	0.994003	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 686, 1414, 2126, 2942, 3742, 4592, 5406, 6181, 6917, 7141 ]	[ 2.5 ]	1	0
36 EDUCATION NEXT /W I N T E R 2 0 1 9 educationnext.org educationnext.org feature ANY PARENT WHO HAS BATTLED with a child over homework night after night has to wonder: Do those math worksheets and book reports really make a difference to a student's long-term success? Or is homework just a headache—another distraction from family time and downtime, already diminished by the likes of music and dance lessons, sports practices, and part-time jobs? Parental concerns about their children's homework loads are nothing new. Debates over the merits of homework—tasks that teachers ask students to complete during non-instructional time—have ebbed and flowed since the late 19th century, and today its value is again being scrutinized and weighed against possible negative impacts on family life and children's well-being. Allison, a mother of two middle-school girls from an affluent Boston suburb, describes a frenetic afterschool scenario: "My girls do gymnastics a few days a week, so homework happens for my 6th grader after gymnastics, at 6:30 p.m. She doesn't get to bed until 9. My 8th grader does her homework immediately after school, up until gymnastics. She eats dinner at 9:15 and then goes to bed, unless there is more homework to do, in which case she'll get to bed around 10." The girls miss out on sleep, and weeknight family dinners are tough to swing. Are American students overburdened with homework? In some middle-class and affluent communities, where pressure on students to achieve can be fierce, yes. But in families of limited means, it's often another story. Many low-income parents value homework as an important connection to the school and the curriculum—even as their children report receiving little homework. Overall, high-school students relate that they spend less than one hour per day on homework, on average, and only 42 percent say they do it five days per week. In one recent survey by the National Assessment of Educational Progress (NAEP), a minimal 13 percent of 17-year-olds said they had devoted more than two hours to homework the previous evening (see Figure 1). Recent years have seen an increase in the amount of homework assigned to students in grades K–2, and critics point to research findings that, at the elementaryschool level, homework does not appear to enhance children's learning. Why, then, should we burden by JANINE BEMPECHAT W I N T E R 2 0 1 9 / EDUCATION NEXT 37 young children and their families with homework if there is no academic benefit to doing it? Indeed, perhaps it would be best, as some propose, to eliminate homework altogether, particularly in these early grades. On the contrary, developmentally appropriate homework plays a critical role in the formation of positive learning beliefs and behaviors, including a belief in one's academic ability, a deliberative and effortful approach to mastery, and higher expectations and aspirations for one's future. It can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. In short, homework is a key vehicle through which we can help shape children into mature learners. The Homework-Achievement Connection As noted above, findings on the homework-achievement connection at the elementary level are mixed. A small number of experimental studies have demonstrated that elementaryschool students who receive homework achieve at higher levels than those who do not. These findings suggest a causal relationship, but they are limited in scope. Within the body of correlational research, some studies report a positive homework-achievement connection, some a negative relationship, and yet others show no relationship at all. Why the mixed findings? Researchers point to a number of possible factors, such as developmental issues related to how young children learn, different goals that teachers have for younger as compared to older students, and how researchers define homework. A narrow focus on whether or not homework boosts grades and test scores in the short run thus ignores a broader purpose in education, the development of lifelong, confident learners. Still, the question looms: does homework enhance academic success? As the educational psychologist Lyn Corno wrote more than two decades ago, "homework is a complicated thing." Most research on the homework-achievement connection is correlational, which precludes a definitive judgment on its academic benefits. Researchers rely on correlational research in this area of study given the difficulties of randomly assigning students to homework/no-homework conditions. While correlation does not imply causality, extensive research has established that at the middle- and high-school levels, homework completion is strongly and positively associated with high achievement. Very few studies have reported a negative correlation. Certainly, young children are still developing skills that enable them to focus on the material at hand and study efficiently. Teachers' goals for their students are also quite different in elementary school as compared to secondary school. While teachers at both levels note the value of homework for reinforcing classroom content, those in the earlier grades are more likely to assign homework mainly to foster skills such as responsibility, perseverance, and the ability to manage distractions. 38 EDUCATION NEXT /W I N T E R 2 0 1 9 Most research examines homework generally. Might a focus on homework in a specific subject shed more light on the homeworkachievement connection? A recent meta-analysis did just this by examining the relationship between math/science homework and achievement. Contrary to previous findings, researchers reported a stronger relationship between homework and achievement in the elementary grades than in middle school. As the study authors note, one explanation for this finding could be that in elementary school, teachers tend to assign more homework in math than in other subjects, while at the same time assigning shorter math tasks more frequently. In addition, the authors point out that parents tend to be more involved in younger children's math homework and more skilled in elementary-level than middle-school math. In sum, the relationship between homework and academic achievement in the elementary-school years is not yet established, but eliminating homework at this level would do children and their families a huge disservice: we know that children's learning beliefs have a powerful impact on their academic outcomes, and that through homework, parents and teachers can have a profound influence on the development of positive beliefs. Most Students Spend Less Than One Hour on Homework Daily (Figure 1) The total amount of time American students spend on homework is relatively modest, with only about a third of 17-year-olds reporting in 2012 that they spent more than one hour on homework the day before they were surveyed. educationnext.org feature HOMEWORK BEMPECHAT Homework can prepare children to confront ever-more-complex tasks, develop resilience in the face of difficulty, and learn to embrace rather than shy away from challenge. they encounter difficulties or failure. How Much Is Appropriate? For middle-school students, Cooper and colleagues report that 90 minutes per day of homework is optimal for enhancing academic achievement, and for high schoolers, the ideal range is 90 minutes to two and a half hours per day. Beyond this threshold, more homework does not contribute to learning. For students enrolled in demanding Advanced Placement or honors courses, however, homework is likely to require significantly more time, leading to concerns over students' health and well-being. Notwithstanding media reports of parents revolting against the practice of homework, the vast majority of parents say they are highly satisfied with their children's homework loads. The National Household Education Surveys Program recently found that between 70 and 83 percent of parents believed that the amount of homework their children had was "about right," a result that held true regardless of social class, race/ethnicity, community size, level of education, and whether English was spoken at home. Learning Beliefs Are Consequential As noted above, developmentally appropriate homework can help children cultivate positive beliefs about learning. Decades of research have established that these beliefs predict the types of tasks students choose to pursue, their persistence in the face of challenge, and their academic achievement. Broadly, learning beliefs fall under the banner of achievement motivation, which is a constellation of cognitive, behavioral, and affective factors, including: the way a person perceives his or her abilities, goal-setting skills, expectation of success, the value the individual places on learning, and self-regulating behavior such as time-management skills. Positive or adaptive beliefs about learning serve as emotional and psychological protective factors for children, especially when educationnext.org Motivation researcher Carol Dweck of Stanford University posits that children with a "growth mindset"—those who believe that ability is malleable—approach learning very differently than those with a "fixed mindset"—kids who believe ability cannot change. Those with a growth mindset view effort as the key to mastery. Harris M. Cooper of Duke University, the leading researcher on homework, has examined decades of study on what we know about the relationship between homework and scholastic achievement. He has proposed the "10-minute rule," suggesting that daily homework be limited to 10 minutes per grade level. Thus, a 1st grader would do 10 minutes each day and a 4th grader, 40 minutes. The National Parent Teacher Association and the National Education Association both endorse this guideline, but it is not clear whether the recommended allotments include time for reading, which most teachers want children to do daily. They see mistakes as helpful, persist even in the face of failure, prefer challenging over easy tasks, and do better in school than their peers who have a fixed mindset. In contrast, children with a fixed mindset view effort and mistakes as implicit condemnations of their abilities. Such children succumb easily to learned helplessness in the face of difficulty, and they gravitate toward tasks they know they can handle rather than more challenging ones. Of course, learning beliefs do not develop in a vacuum. Studies have demonstrated that parents and teachers play a significant role in the development of positive beliefs and behaviors, and that homework is a key tool they can use to foster motivation and academic achievement. Parents' Beliefs and Actions Matter Parents affect their children's learning through the messages they send about education, whether by expressing interest in school activities and experiences, attending school events, helping with homework when they can, or exposing children to intellectually enriching experiences. Most parents view such engagement as part and parcel of their role. They also believe that doing homework fosters responsibility and organizational skills, and that doing well on homework tasks contributes to learning, even if children experience frustration from time to time. It is well established that parental involvement in their children's education promotes achievement motivation and success in school. Parents are their children's first teachers, and their achievement-related beliefs have a profound influence on children's developing perceptions of their own abilities, as well as their views on the value of learning and education. Many parents provide support by establishing homework routines, eliminating distractions, communicating expectations, helping children manage their time, providing reassuring messages, and encouraging kids to be aware of the conditions under which they do their best work. These supports help foster the development of self-regulation, which is critical to school success. Self-regulation involves a number of skills, such as the ability to monitor one's performance and adjust strategies as a result of feedback; to evaluate one's interests and realistically perceive one's aptitude; and to work on a task autonomously. It also means learning how to structure one's environment so that it's conducive to learning, by, for example, minimizing distractions. As children move into higher grades, these skills and strategies help them W I N T E R 2 0 1 9 / EDUCATION NEXT 39 organize, plan, and learn independently. This is precisely where parents make a demonstrable difference in students' attitudes and approaches to homework. Especially in the early grades, homework gives parents the opportunity to cultivate beliefs and behaviors that foster efficient study skills and academic resilience. Indeed, across age groups, there is a strong and positive relationship between homework completion and a variety of self-regulatory processes. However, the quality of parental help matters. Sometimes, well-intentioned parents can unwittingly undermine the development of children's positive learning beliefs and their achievement. Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own, stepping in judiciously with informational feedback and hints, do their children a much better service than those who seek to control the learning process. Children are more likely to focus on self-improvement during homework time and do better in school when their parents are oriented toward mastery. In contrast, if parents focus on how well children are doing relative to peers, kids tend to adopt learning goals that allow them to avoid challenge. Homework and Social Class Social class is another important element in the homework dynamic. What is the homework experience like for families with limited time and resources? And what of affluent families, where resources are plenty but the pressures to succeed are great? A recent study of 5th and 6th graders' perceptions of their parents' involvement with homework distinguished between supportive and intrusive help. The former included the belief that Etta Kralovec and John Buell, authors of The End of Homework, maintain that homework "punishes the poor," because lower-income parents may not be as well educated as their affluent counterparts and thus not as well equipped to help with homework. Poorer families also have fewer financial resources to devote to home computers, tutoring, and academic enrichment. The stresses of poverty—and work schedules— may impinge, and immigrant parents may face language barriers and an unfamiliarity with the school system and teachers' expectations. Yet research shows that low-income parents who are unable to assist with homework are far from passive in their children's learning, and they do help foster scholastic performance. In fact, parental help with homework is not a necessary component for school success. Across children's age groups, there is a strong and positive relationship between homework completion and self-regulatory processes. parents encouraged the children to try to find the right answer on their own before providing them with assistance, and when the child struggled, attempted to understand the source of the confusion. In contrast, the latter included the perception that parents provided unsolicited help, interfered when the children did their homework, and told them how to complete their assignments. Supportive help predicted higher achievement, while intrusive help was associated with lower achievement. the assistance of extended kin to guide their children's educational socialization. In a related vein, a recent analysis of survey data showed that Asian and Latino 5th graders, relative to nativeborn peers, were more likely to turn to siblings than parents for homework help. Parents' attitudes and emotions during homework time can support the development of positive attitudes and approaches in their children, which in turn are predictive of higher achievement. 40 EDUCATION NEXT /W I N T E R 2 0 1 9 Brown University's Jin Li queried low-income Chinese American 9th graders' perceptions of their parents' engagement with their education. Students said their immigrant parents rarely engaged in activities that are known to foster academic achievement, such as monitoring homework, checking it for accuracy, or attending school meetings or events. Instead, parents of higher achievers built three social networks to support their children's learning. They designated "anchor" helpers both inside and outside the family who provided assistance; identified peer models for their children to emulate; and enlisted Further, research demonstrates that low-income parents, recognizing that they lack the time to be in the classroom or participate in school governance, view homework as a critical connection to their children's experiences in school. One study found that mothers enjoyed the routine and predictability of homework and used it as a way to demonstrate to children how educationnext.org Parents who maintain a positive outlook on homework and allow their children room to learn and struggle on their own do their children a much better service than those who seek to control the learning process. My colleagues and I analyzed inter- to plan their time. Mothers organized homework as a family activity, with siblings doing homework together and older children reading to younger ones. In this way, homework was perceived as a collective practice wherein siblings could model effective habits and learn from one another. The homework narrative at the other end of the socioeconomic continuum is altogether different. Media reports abound with examples of students, mostly in high school, carrying three or more hours of homework per night, a burden that can impair learning, motivation, and well-being. In affluent communities, students often experience intense pressure to cultivate a high-achieving profile that will be attractive to elite colleges. Heavy homework loads have been linked to unhealthy symptoms such as heightened stress, anxiety, physical complaints, and sleep disturbances. Like Allison's 6th grader mentioned earlier, many students can only tackle their homework after they do extracurricular activities, which are also seen as essential for the college résumé. Not surprisingly, many students in these communities are not deeply engaged in learning; rather, they speak of "doing school," as Stanford researcher Denise Pope has described, going through the motions necessary to excel, and undermining their physical and mental health in the process. What is good for this small segment of students, however, Fortunately, some national intervention initiatives, such as Challenge Success (co-founded by Pope), are heightening awareness of these problems. Interventions aimed at restoring balance in students' lives (in part, by reducing homework demands) have resulted in students reporting an increased sense of well-being, decreased stress and anxiety, and perceptions of greater support from teachers, with no decrease in achievement outcomes. educationnext.org is not necessarily good for the majority. As Jessica Lahey wrote in Motherlode, a New York Times parenting blog, "homework is a red herring" in the national conversation on education. "Some otherwise privileged children may have too much, but the real issue lies in places where there is too little. . . . We shouldn't forget that." views conducted with lower-income 9th In another recent study, researchers examined mathematics achievement in low-income 8th-grade Asian and Latino students. Help with homework was an advantage their mothers could not provide. They could, however, furnish structure (for example, by setting aside quiet time for homework completion), and it was this structure that most predicted high achievement. As the authors note, "It is . . . important to help [low-income] parents realize that they can still help their children get good grades in mathematics and succeed in school even if they do not know how to provide direct assistance with their child's mathematics homework." graders (African American, Mexican American, and European American) from two Northern California high schools that at the time were among the lowest-achieving schools in the state. We found that these students consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night. Math was the only class in which they reported having homework each night. These students noted few consequences for not completing their homework. Indeed, greatly reducing or eliminating homework would likely increase, not diminish, the achievement gap. As Harris M. Cooper has commented, those choosing to opt their children out of homework are operating from a place of advantage. Children in higher-income families benefit from many privileges, including exposure to a larger range of language at home that may align with the language of school, access to learning and cultural experiences, and many other forms of enrichment, such as tutoring and academic summer camps, all of which may be cost-prohibitive for lower-income families. But for the 21 percent of the school-age population who live in poverty— nearly 11 million students ages 5–17—homework is one tool that can help narrow the achievement gap. Community and School Support Home-school partnerships have succeeded in engaging parents with homework and significantly improving their children's academic achievement. For example, Joyce Epstein of Johns Hopkins University has developed the TIPS model (Teachers Involve Parents in Schoolwork), which embraces homework as an integral part of family time. TIPS is a teacher-designed interactive program in which children and a parent or family member each have a specific role in the homework scenario. For example, children might show the parent how to do a mathematics task on fractions, explaining their reasoning along the way Often, community organizations and afterschool programs can step up to provide structure and services that students' need to succeed at homework. For example, Boys and Girls and 4-H clubs offer volunteer tutors as well as access to computer technology that students may not have at home. Many schools provide homework clubs or integrate homework into the afterschool program. W I N T E R 2 0 1 9 / EDUCATION NEXT 41 42 United States Ranks High on Homework Disparities (Figure 2) On the 2012 Program for International Student Assessment, 15-year-old students in the United States reported spending six hours per week doing homework, more than most other OECD countries. Te diﬀerence in homework between advantaged and disadvantaged students exceeded three hours weekly, a disparity topped only by Italy. (3a) Average number of hours per week spent on homework 0 2 4 6 8 10 Italy Ireland Estonia Poland Spain Hungary United States Australia Netherlands Canada Belgium Greece Mexico France OECD average United Kingdom Norway Germany Israel Luxembourg Austria Denmark Turkey New Zealand Iceland Switzerland Japan Portugal Slovenia Sweden Chile Slovak Republic Czech Republic Korea Finland (3b) Difference in the number of hours per week spent on homework between advantaged and disadvantaged students –1 0 2 4 6 8 10 Italy United States Hungary Australia United Kingdom Belgium New Zealand Greece Ireland France Canada Japan Portugal Spain Korea OECD average Luxembourg Mexico Netherlands Austria Norway Sweden Chile Estonia Czech Republic Poland Israel Slovak Republic Switzerland Slovenia Denmark Germany Finland Iceland Turkey NOTE: Data are shown for the 34 developed democracies that are members of the Organisation for Economic Co-operation and Development (OECD). Advantaged and disadvantaged students are defined as being in the top and bottom quarter of the Program for International Student Assessment index of economic, social, and cultural status. SOURCE: Organisation for Economic Co-operation and Development, PISA in Focus: Does homework perpetuate inequities in education? 2014 / 12 (December) EDUCATION NEXT /W I N T E R 2 0 1 9 educationnext.org feature HOMEWORK BEMPECHAT "Homework is a red herring. . . . Some otherwise privileged children may have too much, but the real issue lies in places where there is too little." and reviewing their thinking aloud if they are unsure. High-quality homework also fosters students' perceptions of their own competence by 1) focusing them on tasks they can accomplish without help; 2) differentiating tasks so as to allow struggling students to experience success; 3) providing suggested time frames rather than a fixed period of time in which a task should be completed; 4) delivering clearly and carefully explained directions; and 5) Evaluations show that elementary and middle-school students in classrooms that have adopted TIPS complete more of their homework than do students in other classrooms. Both students and parent participants show more positive beliefs about learning mathematics, and TIPS students show significant gains in writing skills and report-card science grades, as well as higher mathematics scores on standardized tests. carefully modeling methods for attacking lengthy or complex tasks. Students whose teachers have trained them to adopt strategies such as goal setting, self-monitoring, and planning develop a number of personal assets—improved time management, increased self-efficacy, greater effort and interest, a desire for mastery, and a decrease in helplessness. Another study found that asking teachers to send text messages to parents about their children's missing homework resulted in increased parental monitoring of homework, consequences for missed assignments, and greater participation in parent-child conferences. Teachers reported fewer missed assignments and greater student effort in coursework, and math grades and GPA significantly improved. Homework Quality Matters While students, to say the least, may not always relish the idea of doing homework, by high school most come to believe there is a positive relationship between doing homework and doing well in school. Both higher and lower achievers lament "busywork" that doesn't promote learning. They crave high-quality, challenging assignments—and it is this kind of homework that has been associated with higher achievement. Teachers favor homework for a number of reasons. They believe it fosters a sense of responsibility and promotes academic achievement. They note that homework provides valuable review and practice for students while giving teachers feedback on areas where students may need more support. Finally, teachers value homework as a way to keep parents connected to the school and their children's educational experiences. What constitutes high-quality homework? Assignments that are developmentally appropriate and meaningful and that promote self-efficacy and self-regulation. Meaningful homework is authentic, allowing students to engage in solving problems with real-world relevance. More specifically, homework tasks should make efficient use of student time and have a clear purpose connected to what they are learning. An artistic rendition of a period in history that would take hours to complete can become instead a diary entry in the voice of an individual from that era. By allowing a measure of choice and autonomy in homework, teachers foster in their students a sense of ownership, which bolsters their investment in the work. educationnext.org Excellence with Equity In affluent communities, parents, teachers, and school districts might consider reexamining the meaning of academic excellence and placing more emphasis on leading a balanced and well-rounded life. The homework debate in the United States has been dominated by concerns over the health and well-being of such advantaged students. As legitimate as these worries are, it's important to avoid generalizing these children's experiences to those with fewer family resources. Reducing or eliminating homework, though it may be desirable in some advantaged communities, would deprive poorer children of a crucial and empowering learning experience. It would also eradicate a fertile opportunity to help close the achievement gap. Currently, the United States has the second-highest disparity between time spent on homework by students of low socioeconomic status and time spent by their more-affluent peers out of the 34 OECD-member nations participating in the 2012 Program for International Student Assessment (PISA) (see Figure 2). Noting that PISA studies have consistently found that spending more time on math homework strongly correlates with higher academic achievement, the report's authors suggest that the homework disparity may reflect lower teacher expectations for low-income students. If so, this is truly unfortunate. In and of itself, low socioeconomic status is not an impediment to academic achievement when appropriate parental, school, and community supports are deployed. As research makes clear, low-income parents support their children's learning in varied ways, not all of which involve direct assistance with schoolwork. Teachers can orient students and parents toward beliefs that foster positive attitudes toward learning. Indeed, where homework is concerned, a commitment to excellence with equity is both worthwhile and attainable. Janine Bempechat is clinical professor of human development at the Boston University Wheelock College of Education and Human Development. W I N T E R 2 0 1 9 / EDUCATION NEXT 43	<urn:uuid:f626280f-e9d1-4743-9639-b65b8959c63e>	CC-MAIN-2021-04	https://www.educationnext.org/wp-content/uploads/2021/01/ednext_xix_1_bempechat.pdf	2021-01-15T21:50:42+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00646.warc.gz	761,557,171	5,721	eng_Latn	eng_Latn	0.977665	eng_Latn	0.998038	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 58, 2438, 7031, 12658, 17287, 22734, 24487, 29943 ]	[ 2.78125, 2.0625 ]	2	0
Integration of Curriculum in Story Telling: 'Virtual Joy of Reading' (Experiences of a Volunteer StoryTeller, Lockdown 2020) Story telling is the oldest teaching tool, we all have stories to tell. Stories help create visual pictures, arouse curiosity and energize the neurons in the brain. It was lockdown 2020 due to COVID virus! Schools, shops, institutions were all closed. Families huddled together whether in 5 bedroom house or a one shanty room, in urban and rural areas.Life presented new challenges, new learning! Virtual Joy of Reading Program was organised by Food4thoughtfoundation started to promote and bring together rural kids and volunteer storytellers, every Sunday morning. "What you give is your ONLY investment in life' quotes the Bhagwad Gita. As an experienced primary teacher and storyteller I volunteered for 10 story telling sessions for children .I would be excited to greet children virtually from PAN India every week, they speaking different Indian languages. Our medium was English storytelling. Initially, I narrated stories from Panchatantra, Akbar & Birbal, Mahabharata and animal stories. Children listened and I asked them to draw, write or design props out the story as homework for following week, to maintain a connection thread. Other volunteers participated in Telugu, Marathi, Bengali , Kannada and Hindi storytelling. Further all the stories narrated were uploaded in youtube channel for those students who would have missed the sessions https://www.youtube.com/watch?v=k7NOOwJKurU&list=PLv51mYb9KRS0Q3 hulmJW6l-u94kx2P-68 Youtube: Virtual Joy of Reading (Veena/English storytelling) After few days , I changed the concept of storytelling by integrating stories with some fun learning –topics in Science, Math, Grammar concepts. The objective was to keep children interested and evolving in education which was the need of the hour! Sometimes, teachers and parents joined in too to observe our interactive sessions, making learning for a broader reach out. Example building Science in Story Session: Imagine you are learning about plants and the teacher reads out notes from the Science book in a monotonous tone, never really looking at the children. What would be the learning /reaction of the students? On other hand, Imagine another teacher brings REAL leaves, brown branches and some seeds and shows it to the class. She narrates a story about different trees and monkeys swinging from them using simple REAL props she have brought to class. Children discuss animals and homes and their food habits as part of story extension. What would be the learning /reaction of the student? Keeping this in viewpoint one Sunday, I showed children a photo of a green, fat caterpillar that I saw in our garden. They were SUPER excited and started talking about its colour, legs, size, eating leaves, rainy season etc.. Then I read out the story of Hungry Caterpillar by Eric Carle. We discussed the life cycle of butterfly and some children asked if I would show them a butterfly formation next week! One parent watching with child was excited too and showed us her farmland – papaya trees, onion and ginger plants and the roots. Real life observation made storytelling more interesting and fun learning of Science concepts. Learning Outcome for Students: "Where do you find stories?" I asked one Sunday. "Stories are found in newspaper, books, family members, Internet" answers came from the children promptly. I showed them my homework – notes, magazine cut outs for October 2 nd Gandhi Jayanti story session. Reading short notes from newspaper soon became fun History lesson about marching 880 villages for Dandi Yatra and other details. One child quickly brought her History book, another recited Gandhi poem and spoke about cleaning home and toilets and she did same at home. They could recall dates and story details much quicker. A very satisfying session! Stories integrated into curriculum add interest and motivation, makes easy learning of concepts. Story telling improves communication and listening skill. Author: Veena S. (email@example.com)	<urn:uuid:1ad74932-f119-4dc8-a671-de449944b693>	CC-MAIN-2021-04	http://food4thoughtfoundation.org/wp-content/uploads/2015/09/Story-telling-and-curriculum-integration-converted-1.pdf	2021-01-15T21:13:04+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00647.warc.gz	39,635,536	841	eng_Latn	eng_Latn	0.998014	eng_Latn	0.998158	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2010, 3277, 4113 ]	[ 3.515625 ]	1	0
Year 2 Grammar Guide FOR PARENTS The Basics Nouns: These are often known as "naming" words. They name people, animals, places or things. Examples: cat beach table teacher In Year 2 there is a move from the use of generic nouns eg 'dog' to specific nouns (where applicable) eg 'Collie' A proper noun is a specific name for a particular person, place, or thing. Proper nouns are always capitalised in English. Examples: Lucy, February A compound noun is a combination of two (or more) individual nouns that have a single meaning Examples: carwash, sunflower, football A noun phrase is a small group of words that do not contain a verb. A noun phrase contains a noun plus words to describe. Example: the spotty black dog Adjectives: Describe or give more information about a noun. Examples: bright tired dangerous useless hungry Verbs: These are often known as "action" words. They describe what a person or thing is doing or being. Examples: climb bounce write hope is Adverbs: Add information about a verb (and sometimes an adjective or another adverb). They provide information about how, when, where, why or how often something is happening. Examples: carefully (how) immediately (when) downstairs (where) therefore (why) always (how often) Sentence Example: adjective noun verb adverb The frightened rabbit jumped backwards. Sentence Types Command: A type of sentence which instructs or orders an action to take place. Will often include an imperative (bossy verb). Example: Finish your tea. Exclamation: A sentence which expresses surprise and ends with an exclamation mark instead of a full stop. Begins with how or why and must contain a verb. Example: How hot it is today! Question: A type of sentence which asks a question. Usually begins with a question word ( who what when where how why) or reverses the (pro)noun/verb order in a statement. Example: : Is Joe coming out to play? (She is coming out to play.) Statement: A sentence that conveys a simple piece of information. Example: It is raining today. Tenses Tenses indicate the timing (past, present or future) of an action in a sentence and affect how the verb in a sentence is used. Past Tense (simple) Past tense shows an action that began and ended in the past. For this simple form of past tense we usually just add 'ed' to the end of the verb, but there are some irregular verbs like ran and ate. I jumped She climbed We shouted James ran Pat ate Examples: I jumped across the path. Verb = to jump (regular) I sang a song, Verb = to sing (irregular) Past Progressive Tense The past progressive tense shows an action that was happening (in progress) at the same time something else happened. It is formed by using was or were with the 'ing' form of the verb, e.g. was running Examples: I was eating when there was a knock at door. 'was eating' shows that the eating was in progress when the knock at the door happened. When they were playing in the garden, the ground started to shake. 'were playing' shows that the ground started to shake whilst the playing was in progress. Present tense Present tense (simple) shows an action happening now. Example: The sky is blue. Progressive present tense describes an action which began in the past and is still going on now. Example: I am learning to speak French. 'am learning' shows that this is something I have been doing over a period of time and am still doing. Clauses and conjunctions Clause: Clauses make up a sentences. They are groups of words that contain a subject and a verb . Main clause: A group of words that contains a verb and a subject which makes complete sense on its own. Example: The cat sat on the mat. Conjunction A type of connective that joins clauses. Co-ordination : The joining of clauses in a way that gives each clause equal importance. Example: I am seven and my friend is eight. Co-ordinating conjunctions: A conjunction used to join two main clauses to form a compound sentence in which each clause carries equal weight ( for and nor but or yet so). Examples: I am seven but my friend is eight. We were out of milk so I went to the shop to buy some. Subordination: The joining of clauses and phrases in a way that links a main clause to a subordinate clause – one that cannot stand alone. I played out until it got dark - until it got dark does not make sense on its own. Subordinating conjunction: A conjunction that connects a main clause to a subordinating clause Example: I will go out to play if it stops raining. Prefixes and Suffixes Prefix: Letters that go in front of a root word and change its meaning, ``` Examples: 'un-' (happy/unhappy), 'dis-' (appear/disappear), 're-' (act/ react) ``` Suffix: A string of letters that go at the end of a root word, changing or adding to its meaning. Suffixes can also show if a word is a noun, verb, adjective or adverb. They can also show the tense of the word Examples: '-less' (help, helpless) '-ful' (care, careful) '-ness' (kind, kindness) -er' (teach, teacher) –'ly' (quick, quickly) Comparative: The comparative form of an adjective compares one thing with another and is usually formed by adding the suffix '-er' or the word more Example: My biscuit is big but hers is bigger. Superlative: A form of an adjective that compares one object to all others in its class. It is usually formed by adding the suffix '-est' or the word 'most'. Example: John ate the fastest at lunch. Punctuation: Symbols that help the reader to make sense of written words. Capital letter: A capital letter is used at the beginning of a sentence, for days of the week and months of the year and for proper nouns (names of people, places, titles). Full stop: . A full stop is used to demarcate the end of a statement or command. Question mark: ? A punctuation mark which indicates a question and comes at the end of the sentence in place of the full stop. Exclamation Mark: ! A punctuation mark used at the end of an exclamation. Example: 'What a fantastic day we have had!' It can also be used at the end of a statement or command to show something has been said with feeling or emotion,. Example: 'That was a really scary film!' 'Stop annoying your brother! ' Comma: A punctuation mark used in sentences to mark a slight break between different parts of a sentence, or to separate clauses in order to reduce ambiguity and increase cohesion. In year 2 pupils are taught to use commas to separate items in a list. Example: He packed his pyjamas, his toothbrush, his comic and his teddy. Apostrophe: A punctuation mark used to show possession or to represent missing letters in a contracted form. Example: Sally's coat. He couldn't do it. Inverted commas: Inverted commas (also known as speech marks and quotation marks) are punctuation marks that show where direct speech starts and ends. In Year 2 children will not be expected to use apostrophes and inverted commas accurately but they will be introduced - to be revisited in KS2. Grammar Activity Ideas: These simple games can be used to reinforce the concepts being taught in class. Get those nouns moving: Choose a noun. See how many related verbs you can think of in one minute. See if you can come up with verbs that no one else has. Eg Car: cruised rushed dashed drove Try these ones: snake, volcano, wind, cat, river, kite Can you think of your own nouns? Can you put them into exciting sentences? Pairs: Choose six adjectives and six nouns. Write them down, number them 1-6. Roll a dice and first choose an adjective, then repeat and choose a noun. Use your noun and adjective to make a sentence. Your sentence has to make sense but can be silly. Get your sentences in order: Write the words of a simple sentence – such as, 'A duck swims on the pond.' – on individual slips of paper, and get your child to put the words in the correct order, with a capital letter at the beginning and a full stop at the end. Extend by writing clauses. Can the sentences be extended by adding conjunctions? Antonym tennis: Player 1: Think of a word e.g. big Player 2: Think of opposite e.g. small. Continue until one player hesitates and can't think of another word within 5 seconds. If this happens the other player wins a point. Silly sentences/ stories: Take it in turns to make a silly sentence using a noun, adjective or verb. Synonyms for said (timed game) How many alternatives can you think of in 1 minute? Play using other words eg walked. Noun game: Say a noun. Child thinks of appropriate adjective/verb to go with it. E.g. Kangaroo – jumping. Add actions to vary the game. Changing tenses game: e.g. I played tennis = Tomorrow I am going to play tennis. Draw it: Adult describes something, somewhere or someone using lots of 'wow' describing words. Child to draw what is being described. I spy: "I spy a plural noun with my little eye (a flock of geese). "Will it fit in my hand? Is it a living thing?" Try using common grammatical terms when playing Grammar I-Spy: Odd One Out: Write out a list of words, with one word being the "odd one out." For example, all the words are adjectives except for one. Can your child identify the odd one out? What makes that particular word an odd one out, such as a noun in a sea of verbs? Example: large, dry, jump, tiny, colourful (all adjectives except for jump, which is a verb). Crazy adverbs This grammar game is fun with several children. Fold up adverbs on slips of paper. Let each child take a turn choosing an adverb, a word that gives you more information about a verb, such as quietly, softly, quickly, etc. Similar to charades, each child then acts out his or her adverb for other players to guess. Examples: spin quickly, march proudly, dance gracefully, stomp loudly, etc. Finger space game: Write up a sentence without the finger spaces and read it out. Does it make sense? Why not? Where should the words should be separated? Punctuation mark mime: Agree a mime for full stop, e.g. a stomp. Read a story and every time a full stop happens in the sentence, stomp. Extension: Draw a line in the air above the stomp to indicate the exclamation mark. What could you use for a question mark? Encourage your child to join in. Playdough punctuation: Read/say a sentence out loud. Can you make the appropriate punctuation for the sentence using playdough? Dictionary fun: Build familiarity with the dictionary by playing games. For a younger child, write down a mixture of correctly and wrongly spelled words ('toothbrush' and 'toofbrush') and get him/her to find the right spelling, or challenge an older child by calling out unfamiliar words and timing how long it takes him/her to find the definition "I want a banana" game:. Give your child a pile of simple silly sentences (eg I want a banana) to read and a pile of cards with punctuation marks to choose from. Get your child to take a card and read out the sentence "I want a banana" including the punctuation. Encourage him/ her to moderate the tone if it is a question, shout if it is an exclamation mark etc. Noun and verb game: Ask for a list of nouns (engine, ruler, pencil, tree). Then make a list of verbs (sipped, stole, rushed, wished). The game is to invent sentences that include a noun and a verb from the lists. This can be fun if the nouns and verbs do not match in any sensible way - you will get some quite unusual sentences. Extend this by playing: Silly sentence makers: Appeal to your child's silly side by encouraging him/her to make up funny sentences which still make grammatical sense. Write a selection of subjects, verbs, adjectives, adverbs, conjunctions etc. on individual flashcards and get your child to compose crazy sentences e.g. 'The purple elephant flew to the moon on a giant strawberry.'	<urn:uuid:78c6e586-551d-4821-a78b-933ec079bb7b>	CC-MAIN-2021-04	http://www.longcrendon.bucks.sch.uk/wp-content/uploads/2020/10/Year-2-grammar-guide-for-parents-1.pdf	2021-01-15T21:32:48+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00649.warc.gz	150,435,511	2,720	eng_Latn	eng_Latn	0.998954	eng_Latn	0.999248	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 34, 2575, 4741, 8063, 11828 ]	[ 4.71875 ]	1	0
Lesson 1:- A special place for Muslims https://www.youtube.com/watch?v=JJEyjE5S6h8 watch some of this clip and concentrate on looking at the outside of the mosques. Notice the towers especially the call to prayer tower called the Minaret, domes and can you spot the moon sign? The call to prayer tower is literally used to call Muslim people to prayer. Listen to the call to prayer https: // www.youtube.com/watch?v=zBNUdeWw-wE How does the sound feel? Why do you think it matters to some people? Discuss the words special and sacred: 'Sacred is a religious kind of special' Activity- This is a lovely clip of some children making a mosque out of seeds. https://www.bbc.co.uk/cbeebies/puzzles/lets- celebr at e-eid go to the video at the bottom:Eid al-Fitr Performance Now we know that all mosques have towers, domes and a moon we can try to design our own. All Mosques are different so you can use your own ideas. Using a ruler to help you to draw the straight lines of the building and the tall towers have fun and design your own Mosque. What colours will you use? How many towers will you have? Will you have lots of windows with arches and where will your moon be? Plenary – Recap on the outside features of a mosque and why a mosque is sacred to Muslims. Lesson 2. How and why do Muslims pray and worship at the mosque? Remind children of what a Mosque looks like outside by showing a photograph of a mosque, talk about how a mosque is usually thought of as a building where Muslims can come together to pray. Point out that anywhere a Muslim chooses for prayer is believed to become a mosque for that particular time. Look at pictures of the inside of a mosque, explaining that this is a special place for Muslims. There are lots of utube clips e.g. https://www.youtube.com/watch?v=hLce9i2Ci5w https: / /www.youtube.com/watch?v=2ZwexQqiWWo&feature=emb_logo https://www.youtube.com/watch?v=GWi7plHFJI8 After watching the clips can you find the answers to these questions? What do you think is the most important part of a mosque? (I think it is the worship hall.) Is there any furniture in the worship hall? Where do worshippers sit? Which way do the prayer mats face? What is the minbar? What times are daily prayers and how many prayer times are there? Why do you think there is a separate prayer hall for women? Who is the Imam, and what are the jobs of an Imam? How do the Muslim people get ready to pray? Why do they take their shoes off and why do they wash? Activity- Write 4 facts about a Mosque or how you worship in a mosque e.g. Before you go into the prayer hall you must wash your hands and feet so that you are clean before you pray. Plenary – Re-cap on what we have learnt about the inside of a Muslim's sacred place. Lesson 3:- Mosques near where we live: What can we find out? Are there any mosques in our local area? You can do some research on the internet. Mosques are special places for Muslims, and are similar to churches (for Christians) or Synagogues (for Jewish people). What shows us that a building is a mosque? Think about what we now know about the outside and inside of a mosque. Activity- Make a model mosque from cardboard, or lego, or in some other way. They could make a minaret, a dome and a prayer hall, with a washroom and some prayer mats. Get the children to look at lots of pictures of mosques, and gather ideas for their making. Look carefully at the patterns on prayer mats and have a go at designing your own colourful prayer mat. Plenary – There are many uses for a mosque, but the most important one is of a place to pray. It is a very special place for Muslims. Lesson 4:- What can we learn from Muslim holy words? We will be thinking about The Holy Qur'an of the Muslims. This is a very special book, just like the Bible is very special for Christians. The Qur'an is kept on a stand and covered when it is not in use. Why do you think this might me? https: / /www.bbc.co.uk/programmes/p02mwjsw This clip is about two boys and the Qur’an. What have you learned about the Qur’an? Who visited Muhammad in a cave? Did you recognise the name from our own Bible stories? The words in the Qur'an are really special to Muslim people and it helps them to lead a good and caring life. Think of four words that really matter to you - close your eyes and make a choice in your mind then share e.g. Peace, Fun, Safety, Love, God, family, love, friendship etc. Activity:- Children write their most important words on paper plates/or paper (perhaps in bubble writing) and decorate using traditional Arabic geometric patterns –leaves and letters or stars are a good idea- look at ideas on the prayer mats. Plenary – Look at your picture and think about the words. The patterns/decorations make these important words grow in our minds and will help us to remember them. Lesson 5:- Muslims use prayer beads (subha) which have 99 beads to represent the 99 names of Allah. Allah is believed to be all sorts of things e.g. creator, judge, merciful, forgiver. https://www.bbc.co.uk/bitesize/clips/zr72n39 this clip gives more information about the Qur'an and the 99 names of Allah. Allah and the writings in the Qur'an are a guide to help Muslims to live their lives:- to treat with kindness your parents and kindred, and orphans and those in need; speak fairly to the people; be steadfast in prayer; and practice regular charity. (Qur'an40.83) Activity:- If you have some beads at home you could make a beautiful Subha (prayer beads – you don't have to use 99 beads!!). Draw some circles and join them to look as if they are a string of beads. Now you can write (in your best handwriting) some of the words used to describe Allah in the beads e.g. Creator, judge, helper, forgiver, the merciful, the mighty one, all hearer, all seeing, magnificent one, the great one, the watchful one, the wise one, the loving one, the glorious one, the strong one, the just one. One of the words used to describe Allah is The Creator. Can you create something? Perhaps you could make something out of Lego, beads, or junk. Take a photo of your creation and post it on Tapestry. Surprise everyone with your creation. Plenary Words are important. Sometimes we forget to say some really important words e.g. thank you, sorry, I love you, please. Try and use these important words today and everyday. We can learn from Holy books and through the stories and lessons in them we can learn so many things and how to lead a kind and caring life. Agreed Syllabus. Year 2. Unit 1.2. Spring 3 2021. What is a mosque, and what happens at a mosque? Lesson 6:- What happens at the celebration of Eid-ul-Fitr, and why? Watch https://www.bbc.co.uk/cbeebies/puzzles/lets-celebrate-eid videos labelled Preparing for Eid al-Fitr and Celebrating Eid al-Fitr. What events started the celebration of Ramadan and Eid-ul-Fitr? After watching the video clips think about the different ways in which the EId-ul-Fitr is celebrated e.g. giving of cards, new clothes, day off school, Mehndi patterns, special meal, seeing family. Which one do you think matters the most? This reminds me of how excited Christians are about Christmas. During Ramadan Muslims fast (but children don't have to). This means that they do not eat anything during day light hours. Why do you think Muslims do this? Fasting during the month of Ramadan gives Muslims a wonderful sense of community and that fasting is one of the duties as a Muslim. How do you think it would feel to go without food for a day? What would be the hardest thing about this? What might make it worth it? Activity:- Draw a picture of a food that you would find very hard to give up and say why you might feel good if you did manage it. Have a go at drawing a Mehndi pattern on paper (or your hand!). Plenary We will finish this unit of work with some big questions. What do you think matters most to Muslims at Eid, would it be presents or seeing their families? Receiving or giving? Kindness or eating food? Reading the Qur'an or giving money to help the poor? Presents or prayers? Can you give a simple reason for your answers. We have learned lots of things about Muslims. There are many similarities between being a Christian and being a Muslim. Can you think of some similarities? e.g. one God, to be kind, to be caring, to look after people, prayer, a holy book, a special place to worship, special days.	<urn:uuid:314aa2cf-9ac2-4183-8900-50f2e82f2c68>	CC-MAIN-2021-04	http://newtonsolney.derbyshire.sch.uk/Documents/Assignments/Swallows%20Yr2/11January/RE.%20HomeSchooling.%20Spring%203.%202021..pdf	2021-01-15T21:18:08+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00651.warc.gz	76,340,525	1,965	eng_Latn	eng_Latn	0.998215	eng_Latn	0.998227	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1272, 2771, 3654, 4858, 6518, 8427 ]	[ 4.375 ]	1	0
Anglais Durée: 1 heure 20. Sujet Hello and welcome to the Concours Pass Test of English. This test has been designed especially and exclusively for students participating in Concours Pass. During this test you will have a series of exercises to help determine your proficiency in spoken and written English. For the entire test please remember that you are asked to choose just one answer for each question according to what you have heard or read. Then you should mark that answer clearly on your answer sheet by filling in the corresponding space. The sample question has been done for you to use as an example. On behalf of everyone at Concours Pass, thank you for your interest and participation, and good luck to you all. Part 1 – SHORT DIALOGUES Directions In Part 1 you will hear short dialogues between two people. Each dialogue is followed by one question. Neither the dialogues nor the questions will be repeated. In your test book you will read the question heard on the CD and four answers to that question. Now listen to a sample question: Man: Well, I just don't know what to do for my next vacation! Woman: Why don't you come with us to Morocco? Man: Unfortunately, hot weather really isn't my cup of tea. Narrator: What does the man mean? In your test book you read: What does the man mean? A) He has never been to a hot country. B) He would love to go. C) He does not like hot weather. D) He takes his tea hot. The best answer to the question "What does the man mean?" is choice C, "He does not like hot weather." Therefore, you should choose answer C. Now begins PART 1. 1. Man: When would you like me to come over and help you fix your computer? Woman: Other than Thursday, any day could work for me. Narrator: What does the woman mean? A) She prefers to meet on Thursday. B) She has too much work. C) She is available any day except Thursday. D) The group project must be finished before Tuesday. 2. Woman: I've got too much work with my two jobs – I think I'm going to have to cut back. Man: To tell you the truth, I wouldn't mind having that kind of problem. Narrator: What does the man imply? A) He would like to have more work. B) He has a similar problem. C) He does not believe the woman. D) He feels sorry for the woman. 3. Man: Checking your email… again? If we don't leave now we'll have to wait in line for hours! Woman: Ok, I'll be right with you; I'll just have to check them on my Smartphone in the car on the way there. Narrator: What will the woman probably do? A) Wait in line. B) Write a check. C) Write one more email. D) None of the above. 4. Man: I'd really like to have that delivered this afternoon. Woman: I'm afraid our last delivery truck of the day has already left. The absolute earliest we could do that is tomorrow morning. Narrator: What does the woman mean? A) They do not deliver. B) It is cheaper to reserve in advance. C) He should come back to ask tomorrow morning. D) They might be able to deliver tomorrow morning. 5. Man: So what do you say about seeing the new X-Men movie tonight? Woman: You know how I hate waiting in line for those blockbusters. But if you really have your heart set on it… Narrator: What can be inferred about the woman? A) Going to the movies was her idea. B) She dislikes the X-Men. C) She does not want to wait in line. D) She is sorry not to be able to go with the man. PASS_2012-13.indd 63 6. Woman: Do you have the time? Man: It's just after five. Narrator: What does the man mean? A) It is a little later than five o'clock. B) He does not have the time. C) It is too late. D) Five cents is not expensive. 7. Man: Oh, I ended up asking my neighbor for some help installing the new software. Woman: I'm surprised you didn't manage that on your own. Narrator: What had the woman assumed? A) He did not own a computer. B) He would pay someone to help. C) He was a project manager. D) He did not need any help. 8. Man: That pizza was great! Let's get going before I order another! Woman: Sure, especially since I'm not finding my wallet here… Man: Don't worry about it – I've got my credit card. Narrator: What will the man probably do? A) Deliver a pizza. B) Cook a pizza. C) Pay for a pizza. D) Order a pizza. 9. Man: I'm going to kill Martin! This is the last time I get caught waiting for him out in the cold! Woman: Don't be so hard on him; it could be worse, you know. Narrator: What does the woman imply? A) It is hard to be on time in the cold. B) She does not like Martin. C) The man could get into trouble for killing Martin. D) The man should be more understanding. 10. Woman: I can't seem to remember that book Professor Brooks mentioned in class. Man: I believe he posts all his references. Have a look on his blog. Narrator: What does the man suggest the woman do? A) Read more books. B) Look for it online. C) Call Professor Brooks. D) Create a blog post. 11. Woman: I'm really confused about this exercise. Do you get it? Man: It is complicated, but I've got a pretty good idea. Narrator: What does the man mean? A) He managed to finish the exercise. B) He has a general understanding of the exercise. C) He thinks the exercise is too complicated. D) He enjoys doing homework. 12. Woman: Hello, could you tell me how to get to the financial district? Man: Actually, you'll have to get off at the next station and take the green line two stops. Narrator: Where is this conversation probably taking place? A) In the financial district. B) In the subway. C) In a taxi. D) In a car. 13. Man: What kind of weather did you have for your vacation? Woman: Well, I can tell you it's a good thing I didn't forget my sunglasses and cream… even if it was in the middle of winter! Narrator: What does the woman imply? A) She needs new glasses. B) She was disappointed. C) It was sunny. D) It was cold. 14. Man: I've really got to reserve that flight soon if I want a decent price and my travel agent is on vacation this week! Woman: Why don't you just make an online reservation? Narrator: What does the woman suggest the man do? A) Buy a round-trip ticket. B) Buy his ticket on the Internet. C) Find a new travel agent. D) Go on vacation at a different time. 15. Woman: So, can we begin our match now? Man: Just a minute. I just need to warm up first. Narrator: What does the man mean? A) He has changed his mind. B) He already finished his match. C) It is too hot to begin the match. D) He needs to practice before. 16. Man: So, how do you like your new bank? Woman: It's not exactly convenient. I just found out that the closest one is half an hour away. Narrator: What is the woman's problem? A) The bank is too expensive. B) The bank is too convenient. C) The bank is too close. D) The bank is too far. 17. Woman: How did your apartment get to be such a mess? Man: I was nice enough to let my brother use it last week while I was away, and naïve enough to assume that he wouldn't turn it into a night club. Narrator: What does the man imply? A) His brother is naïve. B) He has not had the time to clean up recently. C) He would like to throw a party soon. D) His brother is responsible for the mess. PASS_2012-13.indd 65 18. Man: So, do you have any travel plans for this summer? Woman: I'm not really sure yet. I've saved up enough money to get to London, but I'm still waiting to see if a friend can put me up — you know how expensive accommodation can be there! Narrator: What does the woman mean? A) She wants to move to London permanently. B) She doesn't have enough money for a flight to London. C) She needs a place to stay in London. D) She will travel with a friend. 19. Man: Well, what can we do for you today? Woman: I'm looking for something much shorter and I think I'd like a new color too; I'm fed up with being blond. Man: OK, why don't you have a seat here and help yourself to a magazine while I get that ready? Narrator: Where is this conversation probably taking place? A) A doctor's office. B) A hairdresser's. C) A hotel. D) A grocery store. 20. Man: So, what do you think? Woman: It has very rich flavors that are long-lasting in the mouth. I think it's one worth ageing and it will gain value in a few years. Narrator: What are these people discussing? A) A homework assignment. B) A banking investment. C) A colleague. D) A bottle of wine. Part 2 – SHORT TALKS Directions In Part 2 you will hear three short talks. Each talk is followed by three questions. The talks are about a number of different subjects and will not be repeated. In your test book you will read the questions and four proposed answers to each question. The question numbers will be said by the narrator in order to indicate how much time you have. Questions 21 through 23 refer to the following advertisement. February's here, and romance is in the air. What better time than Valentine's Day to express your love with a diamond ring or necklace? And what better place to purchase your special gift than Jeremy's Jewelry? I'm Jeremy Jones, owner of Jeremy's Jewelry, here to tell you that we have the widest selection of diamonds in the state. Gentlemen, no matter what your budget, we can find something that you can afford, and that she will love. At Jeremy's Jewelry, we cut out the middle man and buy directly from suppliers, then pass that savings on to you. Our salespeople don't work on commission, so you don't have to worry about being pressured into buying something you don't want and can't afford. We're your friend in the dia- PASS_2012-13.indd 66 mond business, with three convenient locations: on East Side Parkway, Western Village, and downtown on First and Main. Come on in and see us today! 21. What is being advertised? A) GPS technology. B) A Valentine's Day party. C) Automobiles. D) Diamond jewelry. 22. Who is the main target audience? A) Housewives. B) Suppliers. C) Men. D) Middlemen. 23. What does the speaker suggest listeners do? A) Phone Western Village. B) Come to Jeremy's Jewelry. C) Get married on Valentine's Day. D) Buy directly from suppliers. Questions 24 through 26 refer to the following message. Hello Mr. and Mrs. Preston. My name is Julia Grady, and I'm calling on behalf of the National Leukemia Foundation. We desperately need your help this year in our battle to find a cure for leukemia. Your gift of $100, $200 or $300 goes directly to scientific research on this deadly disease, and is completely tax deductible. It might help save the life of a friend or family member one day. Won't you consider donating this year? We realize that times are tough, and any amount, even as small as $10, would be greatly appreciated. To make a pledge to the NLF, please call 800-555-8846 between 8 a.m. and 5 p.m. — that's eastern time — or visit our website at www.nlf.org. If you'd prefer to mail a contribution, you may send it to NLF, 1487 Duncan Drive, Millbury, Massachusetts, 01586. Thank you for your time, Mr. and Mrs. Preston, and we all hope you will be able to help. 24. Who is the message for? A) Julia Grady. B) The Prestons. C) The National Leukemia Foundation. D) None of the above. 25. What is the purpose of the message? A) To ask for money. B) To ask for medical advice. C) To help a friend or family member. D) To offer tax advice. 26. Which way of contacting the NLF is NOT given? A) In person. B) By phone. C) By mail. D) Via the Internet. PASS_2012-13.indd 67 Questions 27 through 29 refer to the following announcement. Well, the bad news is that our third-quarter earnings were down 4 percent, or 50 cents a share. This is due mostly to economic factors beyond our control, particularly the gas-price increases. The good news is that our fourth-quarter earnings are projected to rise nearly 2 percent, or about 25 cents a share. That's partly because we've implemented an energy conservation program at all our plants — for instance, cutting fuel usage by 10 percent — and partly because the economy is on the rebound. Going forward, the company remains healthy, and we anticipate increased earnings for each of the first two quarters next year. Our challenge will be finding creative ways to remain well-positioned in a depressed economy, and planning for flexibility to meet our goals without compromising the quality of our product. So, keep up the good work, but be ready for more challenges on the horizon! 27. Who is most likely listening to this talk? A) Employees. B) Analysts. C) Investors. D) Students. 28. What is said about past results? A) They are positive due to internal factors. B) They are positive due to external factors. C) They are negative due to internal factors. D) They are negative due to external factors. 29. How does the speaker feel about the company's future? A) He believes that profits will skyrocket. B) He believes that the company will fail. C) He thinks that earnings will continue to drop. D) He thinks the company is in good shape. La section écrite du test va maintenant commencer. Vous disposerez de 50 minutes pour faire les parties 3 et 4. Surveillant, veuillez arrêter le CD et le remettre en marche dans 50 minutes. PART 3 – COMPLETE THE SENTENCE Directions In Part 3 there are 25 incomplete sentences, each with four words or phrases given beneath. You are to choose the one word or phrase that best completes the sentence. You may now begin. 30. My friends and I are on time, ________ ? A) are we B) are they C) aren't we D) aren't they 68 l ANNALES PASS 2012-2013 PASS_2012-13.indd 68 31. I have to travel by car or boat because I am afraid ________ flying. A) to B) of C) by D) with 32. They ________ an hour ago if they hadn’t missed the train. A) arrived B) will arrive C) would arrive D) would have arrived 33. Parents should never leave a young child ________ at home. A) alone B) lonely C) single D) lonesome 34. I think Jack deserves ________. A) to reelect B) reelecting C) to be reelected D) being reelected 35. The conference ________ until next month. A) postponed B) has postponed C) has been postponed D) is been postponed 36. My doctor told me I need to ________ smoking and get more exercise. A) let down B) give up C) put across D) bring down 37. When ________ the club? A) have you never joined B) did you join C) did you joined D) have you joined 38. My idea of a perfect holiday is to go on a world ________ and visit as many places as possible. A) tour B) trip C) safari D) expedition PASS_2012-13.indd 69 39. Becky has such a bad temper. How do you ________ her? A) putting up with B) put up to C) put with D) put up with 40. Families and individuals are defined as living in ________ if they earn less than a certain amount of income. A) dearth B) scarcity C) poverty D) poor 41. Jack will never forgive me if I ________ to call him back. A) forget B) forgot C) will forget D) would forget 42. I can’t ________ to this new software yet. A) suit B) fit C) adopt D) adapt 43. It really doesn’t matter – choose ________ color you want. A) that B) what C) any D) some 44. I’m very hungry. I ________ all day. A) haven’t ate B) didn't eat C) haven’t eaten D) have been eating 45. Children are known to ________ to a wide variety of changes. A) change B) adjust C) fit D) suit 46. How ________ material can we be expected to read in one week? A) much B) many C) a little D) few 47. Fortunately we speak on this subject with one ________. A) voice B) harmony C) tone D) sound 48. When I lived in Minnesota, I ________ go swimming in a lake every day. A) used to B) am used to C) was to D) could have 49. My best friend ________ me in my greatest time of need. A) quitted B) departed C) deserted D) resigned 50. If I had better IT skills, I ________ for that job. A) apply B) applied C) will apply D) would apply 51. Are we going in the right ________ for the gas station? A) direction B) sense C) way D) route 52. ________ the team was winning at the half-time, it lost in the end. A) Despite B) Though C) So that D) Whether 53. What’s the ________ of Indonesia? A) money B) coin C) cash D) currency 54. Frank’s job is very technical; I ________ replace him in a million years! A) don’t B) can’t C) couldn’t D) shouldn’t PASS_2012-13.indd 71 PART 4 – WRITING Directions Read the following essay questions carefully and respond to ONE question on page 2 of your answer sheet in 180 to 200 words. You may make notes in the space provided for you below, but only what is written on page 2 of your answer sheet will be scored. Essay Question One: Studies have shown that close to 180,000 people move into cities daily, adding about 60 million new urban inhabitants each year. Discuss the causes and consequences of this phenomenon. Use specific reasons and examples to develop your essay. or: Essay Question Two: Advances in technology and improvements in nutrition have produced remarkable physiological changes in the human body over a relatively short period. Humans are becoming taller, bigger and longer-living. Do you agree or disagree that this will always represent progress? Are there any limits? Use specific reasons and examples to support your answer. PART 5 – TELEPHONE CALLS Directions In Part 5 you will hear conversations between two people. Each conversation will be heard only once and will be followed by several questions. In your test book you will read the questions and the four proposed answers to each question. The question numbers will be said by the narrator in order to indicate how much time you have. Questions 55 through 57 refer to the following telephone call. Man: Yes, I'd like to book a round-trip, first-class ticket from London to Beijing, leaving on the 14th and returning on the 24th. Woman: OK. One minute please. I can book you on Transworld Airways, leaving at 6 p.m. the 14th, with a four-hour layover in Abu Dhabi, and returning at 4 p.m. the 24th, with a three-hour layover on the return flight. Man: I'd prefer a direct flight. Also, I'd like to depart in the morning both days, if at all possible. Woman: Let me see. I could book a direct flight at 7 a.m. the 14th on Asia Air, and the return flight from Beijing would be early afternoon — 1 p.m. — on the 24th. Would that be all right? 55. What does the man want to do? A) Negotiate a contract. B) Plan a holiday. C) Buy airline tickets. D) Set an appointment. 56. What is the woman's position? A) Accountant. B) Travel agent. C) Manager. D) Receptionist. 57. How well is the woman able to satisfy the man's requests? A) Not at all. B) Just a little. C) Almost completely. D) Completely. Questions 58 through 60 refer to the following telephone call. Woman: Yes, is this Rick Richards? This is Susan from Dr. Morgan's office. I'm calling to remind you that you have an appointment for your annual physical exam on Tuesday at 10 a.m. Man: Oh, thank you for calling. I completely forgot, and now I can't make it. Sorry. Can I reschedule? Woman: Sure. We have openings at 8 Wednesday morning or 4 Wednesday afternoon, then on Thursday at 11 a.m., and Friday in the afternoon: either 1 or 3. Man: Let's see. I'll be out of town Tuesday and Wednesday, then I have meetings all day Thursday. OK, so put me down for Friday at 3. I promise I won't forget. Sorry again. 58. Why did the woman call the man? A) To remind him of an obligation. B) To schedule an appointment. C) To review an agenda. D) To ask for a physical examination. 59. What does the man probably plan to do on Tuesday? A) Receive guests from out of town. B) Have meetings. C) Take a business trip. D) Visit the doctor. 60. When will the man see the doctor? A) At 10 a.m. Tuesday. B) At 4 p.m. Wednesday. C) At 11 a.m. Thursday. D) At 3 p.m. Friday. PASS_2012-13.indd 73 Questions 61 through 63 refer to the following telephone call. Woman: Oxford Town Hall, Kristie Neils speaking. How may I help you? Man: Yes, I'm new to the town and I'd like to make sure that I comply with your garbage and recycling procedures. It's my understanding that garbage is collected on Wednesdays, and recylables such as paper, plastic and glass are collected on Thursdays. Is that correct? Woman: No sir, it's the other way around. Recyclables are Wednesday, and garbage is Thursday. You need to put your garbage can next to the curb in front of your house by 7 a.m. on Thursdays. You should have two recycling containers, one for paper and cardboard, and one for glass. Those need to be set in front of your house by 7 a.m. on Wednesdays. On both those days, our pick-up trucks will be there sometime between 7 and 5. Man: Oh I see. Thank you very much for your assistance. Just one more thing: I need to take care of transferring my voter registration. Can you please tell me about that? 61. What is the main topic of the conversation? A) The importance of recycling. B) The nature of recyclable materials. C) Garbage collection procedures. D) Voting procedures. 62. What do we learn about the man? A) He recently moved to the town. B) He will be moving away soon. C) He disagrees with recycling. D) He has no garbage cans. 63. When are recyclables collected? A) Mondays. B) Wednesdays. C) Thursdays. D) Saturdays. PART 6 – CONCOURS PASS RADIO Directions In Part 6 you will listen to three shows on a popular radio station, CPR, otherwise known as Concours Pass Radio. Each show will be heard only once and will be followed by several questions. In your test book you will read the questions and four proposed answers to each question. The question numbers will be said by the narrator in order to indicate how much time you have. Questions 64 through 67 refer to the following show. Jingle: Concours Pass Radio Business News & Views Man: You're listening to Business News & Views on Concours Pass Radio and today's subject is the Olympics. Jingle: ♫ 19/10/12 10:19 PASS_2012-13.indd 74 Man: This summer, London will host the 2012 Summer Olympic Games, to be followed by Sochi in 2014 for the Winter Games. Our question of the day is "Why are cities so eager to host the Olympics?" and more importantly, "Are there short- and long-term economic benefits to hosting the event?" Ok, let's hear from our first caller – Sally Riggs from Spokane, Washington. Woman: Hello, just a little warning. I'm an economist, so get ready for some numbers. Man: Sure Sally, no problem. Woman: Well, the evidence from past Olympic Games hardly suggests that there's a resounding economic gain from being the host city. Montreal's 1976 Olympics left the city with $2.7 billion of debt that it finally paid off in 2005. And more recently, when Athens won the right to host the 2004 games in 1997, its budget was $1.6 billion. The final public cost is estimated to be around $16 billion — 10 times the original budget! To counter this colossal debt, the games are supposed to bring in tens of thousands of tourists, and, if things go according to plan, to keep them coming into the indefinite future. Here too the evidence isn't very positive. Olympics participants and visitors often chase others away. The Utah Skier Survey found that nearly 50 percent of nonresidents would stay away from Utah in 2002 due to the expectation of more crowds and higher prices. Similarly, the bottom line for the Atlanta Games is not encouraging, indicating that there was insignificant change in retail sales, hotel occupancy and airport traffic during the games. The only variable that increased was hotel rates — and most of this money went to headquarters of chain hotels located in other cities. The longterm picture is not much brighter, as Olympic facilities sit for decades on increasingly scarce and valuable urban real estate. If a city is looking for an economic boost, there are better ways to invest its money. 64. What is this show mainly about? A) The London 2012 Summer Olympic Games. B) The economics of the Olympic Games. C) The history of the Olympic Games. D) The future of the Olympic Games. 65. What is the final cost of the Athens Games? A) $2.7 billion. B) $1.6 billion. C) $16 billion. D) $60 billion. 66. What is said about the Atlanta Games? A) They increased retail sales. B) They increased hotel occupancy. C) They increased airport traffic. D) None of the above. 67. What advice does the woman give cities? A) Invest in other projects. B) Adopt a long-term strategy. C) Invest in urban real estate. D) Reduce spending to reduce debt. PASS_2012-13.indd 75 Questions 68 through 71 refer to the following show. Jingle: Concours Pass Radio Technology News & Views Woman: You're listening to Technology News & Views on Concours Pass Radio and today's subject is the legalization of Internet Gambling. Jingle: ♫ Woman: And to give us his view on this question, we contacted Anthony Shear, professor of Economics at Pittsburg University. Hello and welcome to the show. Man: Thank you for having me. Woman: Sure Anthony, no problem. So, what's your position on this issue? Man: Well, licensing and taxing Internet gambling seems like an easy way to raise government revenue when federal and state government budgets are under increasing pressure – and this is anything but a new phenomenon. Let me cite a couple of crisis periods to illustrate the point: the first being Reconstruction following the Civil War. Lotteries had been legislated out of existence throughout America before the Civil War. But with the need to rebuild public roads and bridges after the war and the difficulty of generating tax revenue in a wrecked economy, the states of Alabama, Georgia, Kentucky, Louisiana and Mississippi brought lotteries back for a number of years until federal legislation put an end to the corrupt Louisiana Lottery in 1895. The second is the Great Depression of the 1930s. Gambling on horse racing had been made illegal in all but three states by 1909. The Great Depression reversed this trend. Motivated primarily from a need for revenue, 10 states legalized parimutuel wagering on horses in 1933 alone. So to the question of the day – should Internet gambling be legal? – my answer is that we've seen this dynamic play out before. I'm not sure about the "should" part of the equation, but I would not be at all surprised to see legislation that legalizes and taxes Internet gambling pass, especially if the current fiscal crisis persists much longer. 68. What is this show mainly about? A) The history of Internet gambling. B) The benefits of Internet gambling. C) The legalization of Internet gambling. D) The history of the Civil War. 69. What is said about lotteries at the start of the Civil War? A) They wrecked the economy. B) They were illegal. C) They were corrupt. D) They were prioritized over building roads. 70. What happened in 1933? A) Betting on horses became legal all across America. B) Betting on horses became legal in some places in America. C) Betting on horses became illegal all across America. D) Betting on horses became illegal in some places in America. PASS_2012-13.indd 76 71. What is predicted about the legislation of Internet gambling and the economic crisis? A) It will pass if the crisis continues. B) It will pass if the crisis ends. C) It will not pass if the crisis continues. D) It will not pass if the crisis ends. Questions 72 through 75 refer to the following show. Jingle: Concours Pass Radio Environmental News & Views Man: You're listening to Environmental News & Views on Concours Pass Radio and today's subject is a Car Free America. Jingle: Man: While walkable communities have become common all over the United States in the last 15 years, going car-free is another challenge altogether. Our question today is whether this a realistic goal in a car culture like ours? Ok, let's hear from our first caller – Susan Drew from Durango, Colorado. ♫ Woman: Well, this country is in the middle of a structural shift toward a walkable urban way of living and working. After 60 years of almost exclusively building a drivable suburban way of life, which the market wanted, the consumer is now demanding the other alternative. That alternative is for places where most everyday needs can be met within walking distance and cars are not a necessity for every trip out of the house. This market demand has redeveloped many downtowns and downtown adjacent places in this country over the past 15 years. But perhaps more profoundly, it is transforming the suburbs into a variety of walkable urban places. And for the moment it's metropolitan Washington, D.C. that is leading the way, with more walkable urban places per capita than anywhere else in the country. There are many reasons to encourage this market trend: social cohesion, environmental sustainability, public health, and lower public sector costs for infrastructure. But the bottom line is household economics. American families who are car-dependent spend 25 percent of their household income on their fleet of cars, compared with just 9 percent for transportation for those who live in walkable urban places. That potential 16 percent savings could be used for other, more important, family needs. Mandating only one way of living and working does not fit a huge segment of American families. Walkable urban development is not for everyone but it is time that American communities offer this choice. 72. What is this show mainly about? A) The health benefits of walking. B) Reducing car dependency in the US. C) Car manufacturing challenges in the US. D) A history of the US. PASS_2012-13.indd 77 73. What does the woman say about what Americans want today? A) It has not changed in 60 years. B) They demand a drivable suburban way of life. C) They demand a walkable urban way of life. D) They want to reduce trips out of the house. 74. What is said about Washington D.C.? A) It has the most cars per capita. B) It has decreased its downtown over the past 15 years. C) It is the only place improving walking conditions in the US. D) It has the best walking conditions in the US. 75. According to the woman, which of the following is TRUE? A) Public transportation is expensive. B) Car-free families spend less than 10% of their income on transportation. C) A family needs a car. D) Walkable communities should be mandated for all Americans. This is the end of our shows on Concours Pass Radio, and this is the end of our Test of English for Concours Pass. Thank you for your participation.	<urn:uuid:f757df2b-a528-48b6-bed4-3ddc710a5019>	CC-MAIN-2021-04	https://www.alloschool.com/assets/documents/course-513/concours-pass-2012-anglais-sujet.pdf	2021-01-15T21:41:14+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00650.warc.gz	652,570,217	7,450	eng_Latn	eng_Latn	0.999124	eng_Latn	0.999506	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1586, 3411, 5232, 7190, 9544, 11407, 13495, 14479, 15387, 16293, 18299, 19803, 21921, 24491, 27046, 29555, 30450 ]	[ 2.46875, 1.671875 ]	2	0
American River Parkway introduction to this chapter). You may also park along Mira Del Rio Drive Gristmill Recreation Area and walk into the park. Chris Conard William B. Pond Recreation Area This area is located on the north bank of the American River, bordered on the east and south by the river and on the north by a man-made levee. The habitat consists mostly of riparian woodlands found adjacent to the river and dominated by Fremont cottonwood, white alder, California sycamore, California black walnut and several willow species. A large pond is located toward the southern edge of the area, with a large expanse of open habitat at the center. A developed park generally runs through the northern part of the area separated from the natural areas by the bicycle trail with a stand of eucalyptus trees bordering the levee. William B. Pond Recreation Area supports a diverse set of conditions with a good variety of both plant and animal life. Visitors can take a variety of trails throughout the area to search for wildlife. Birding the site: On fast flowing water where riffles are present, look for Common Goldeneye and Common Merganser. On quiet waters look for Pied-billed Grebe, Double-crested Cormorant, Canada Goose and Mallard. Along the shoreline look for Great Blue Heron, Great Egret, Snowy Egret, Green Heron, Killdeer, Greater Yellowlegs and Spotted Sandpiper. Watch for Osprey perched on dead snags or Black Phoebe fly-catching low over the river. Listen for the rattle call of the Belted Kingfisher as it forages for fish in the river. An amazing number of rarities have been found here: Eastern Wood- Pewee, Red-eyed Vireo, Tennessee Warbler, Northern Parula, Chestnut- sided Warbler, Blackburnian Warbler, Bay-breasted Warbler, Blackpoll Warbler, Black-and-white Warbler, Hooded Warbler, and Rose-breasted Grosbeak. Reichmuth Park and Babel Slough are among the very few other small sites in the Sacramento area with a similar track record. Jeri Langham and his cadre of friends and students scour it, sometimes several times a day, during migration. Gristmill is big enough to attract and hold interesting birds, but small enough and open enough to allow for good coverage. Birding the site: From the parking area, there are informal trails heading both upstream and downstream. Heading upstream near the river, the trail overlooks a bluff with nesting Northern Rough-winged Swallows. There are often many waterbirds visible on the large pond on the north side of the river (William B. Pond Recreation Area). Access extends for only about a quarter-mile in this direction, but it can be quite productive, and you can make a loop by returning on a different trail farther from the river. Heading downstream from the parking area, an informal trail goes through nice stands of willows and cottonwoods. These give way to stands of non-native black locust and some non- native elm. Alders and willows line the riverbank. There are several spots with open views of the ri ver, and Barrow's Goldeneyes are sometimes found among the Common Goldeneyes and Common Mergansers. The ponds within William B. Pond Recreation Area are home to Pied- billed Grebe, Canada Goose, Mallard, Wood Duck, Double-crested Cormorant, Green Heron and, during the winter, American Coot. A patient observer may locate beaver in the early morning or late evening or muskrat and river otter during the day. There are several beaver lodges located against the banks of the river, as well as in the ponds. A Great Blue Heron and Great Egret nesting rookery is located east of the large pond with a lot of activity being observed between March and May. From October through April, heavy concentrations of Turkey Vulture, Herring Gull, California Gull and Ring-billed Gull can be observed on gravel bars near riffles where salmon have died after their struggle to reach their breeding grounds. In addition, an observer may see Forster's Terns in April and May. Cliff Swallows build gourd-like nests of mud on the bicycle bridge that spans the American River. The parkway narrows shortly after crossing the Mayhew Drain, about one mile downstream from the parking area, though you may continue all the way to the Watt access, over two miles from the Gristmill access. A few large oaks often harbor Black-throated Gray Warblers, among other species, during spring and fall, and occasionally they overwinter. Larchmont Park, a quarter-mile downstream of the Mayhew Drain, just outside of the levee, has hosted a Red-naped Sapsucker and Sacramento County's only Cape May Warbler. Yellow -billed Magpies, Western Bluebirds, and Lark Sparrows are often seen here. Directions: From downtown Sacramento, take Highway 50 east for 9.5 miles from Interstate 5. Exit at Bradshaw Road and go north (left) to Folsom Boulevard. Turn left on Folsom Boulevard, and then right onto Butterfield Way. Turn right on Linda Rio Drive and right again on Mira Del Rio Drive. In about 50 yards, turn left into Gristmill Recreation Area. The entrance fee is currently $5 per vehicle (or a $50 annual pass; see American River Parkway center and the eastern side. Several large gray pines are located in the picnic area and a stand of eucalyptus trees is present just east of where the bicycle trail bisects the main access road into the area. The park has a variety of habitats to offer the visitor with trails throughout the park that visitors can take to look for wildlife and plants. Sandy banks and cliffs along the river's edge make good nesting holes for Belted Kingfisher and Northern Rough-winged Swallow. In the riparian corridor along the river's edge, look for Red -shouldered Hawk and Cooper's Hawk, Anna's Hummingbird, Nuttall's Woodpecker and Downy Woodpecker, Ash-throated Flycatcher, Black Phoebe, Oak Titmouse, Whitebreasted Nuthatch, Bushtit, Bewick's Wren and House Wren, Western Scrub-Jay, Hermit Thrush, Spotted Towhee and, in winter, Yellowrumped Warbler, Fox Sparrow and Lincoln's Sparrow. Watch for western gray squirrel in the Fremont cottonwoods, California black walnut and the scattered valley oak and interior live oak of the riparian woodlands, as well as black-tailed deer in the understory near blackberry brambles. In the open areas and the edges of woodlands, look for Turkey Vulture, White-tailed Kite, American Kestrel, Mourning Dove, Western Kingbird, Western Bluebird, California Towhee, Lesser Goldfinch and American Goldfinch, as well as both desert cottontail and black-tailed jackrabbit. Western Bluebird, American Crow, Yellow-billed Magpie and House Finch are located in the developed park as well as western gray squirrel and eastern fox squirrel. Directions: From downtown Sacramento, take Highway 50 east for 7.0 miles from Interstate 5, and take the Watt Avenue exit north. Proceed 1.6 miles north to Fair Oaks Boulevard and head east for 2.5 miles to Arden Way. Turn right and go 0.7 mile to the entrance and fee station. The American River Bike Trail crosses from River Bend Park (formerly C.M. Goethe Park) on the south side via a bridge and generally runs through the northern edges of the area before turning southwest toward the large pond and then downriver toward Watt Avenue. The entrance fee is currently $5 per vehicle (or a $50 annual pass; see introduction to this chapter). Dave Johnson River Bend Park (formerly C.M. Goethe Park) This area is located on the south bank of the American River, bordered on the west and north by the river and on the east and south by a man- made levee. The habitat in the center and northern part of the park consists mostly of interior live oak, valley oak and California black walnut; whereas, along the west side in the floodplain area, Fremont cottonwood, California black walnut, white alder and several willow species are dominant. A large expanse of open area is found along the Directions: From downtown Sacramento, take Highway 50 east for 9.5 miles from Interstate 5. Exit at Bradshaw Road and go north (left) to Folsom Boulevard. Turn right and go approximately one mile to Rod Beaudry Drive and turn left, heading north, to the park entry fee station. The American River Bike Trail crosses from William B. Pond Recreation Area via a bridge and runs generally through the southern edge of the area, turns north and proceeds east along the American River toward Rossmoor Bar Park. The entrance fee is currently $5 per vehicle (or a $50 annual pass; see introduction to this chapter). Birding the site: Along the American River, look for Common Goldeneye, Double-crested Cormorant, Canada Goose, Mallard and Common Merganser. Great Blue Heron, Great Egret, Snowy Egret, Green Heron, Killdeer, Greater Yellowlegs and Spotted Sandpiper can be found along the gravel shorelines of the floodplain. Pied-billed Grebe, Wood Duck, Mallard and Green Heron are found in the quiet, sheltered stretches of the river. Look for Belted Kingfisher, Black Phoebe and Northern Rough-winged Swallows along the edges of the river. Dave Johnson In the riparian woodlands, watch for Red-shouldered Hawk, California Quail, Anna's Hummingbird, Nuttall's Woodpecker and Downy Woodpecker, Northern Flicker, Ash-throated Flycatcher, Tree Swallow, Oak Titmouse, Bushtit, Bewick's Wren and House Wren, Hermit Thrush, Orange-crowned Warbler, Spotted Towhee, Fox Sparrow, Song Sparrow and Lincoln's Sparrow. Black-tailed deer are found where the understory consists mostly of blackberry brambles. In the oak woodlands, watch for Red-shouldered Hawk and Coope r's Hawk, Wild Turkey, Mourning Dove, Great Horned Owl, Acorn Woodpecker and Nuttall's Woodpecker, Western Wood Pewee, Ash - throated Flycatcher, Tree Swallow, Western Scrub-Jay, Oak Titmouse, Bushtit, Whitebreasted Nuthatch, Bewick's Wren and House Wren, Rubycrowned Kinglet, Hutton's Vireo, Yellow -rumped Warbler, Spotted Towhee, Dark-eyed Junco and House Finch. Western gray squirrel, eastern fox squirrel and black-tailed deer may be found throughout the woodlands. In the open areas and the edges of the woodlands, watch overhead for Turkey Vulture, White-tailed Kite, Red-tailed Hawk and American Kestrel. Lower down, look for Western Kingbird, Black-chinned Hummingbird, Mourning Dove, California Towhee, White-crowned Sparrow and Golden-crowned Sparrow. California ground squirrel, black-tailed jackrabbit and desert cottontail are often found feeding around the shrubs and smaller brush. Coyotes can be found during the day in the open areas, especially in the eastern part of the park. Below the American River Bike Trail bridge, look for the gourd-shaped mud nests of the Cliff Swallow. Downstream from the bridge, scan the gravel bars for Turkey Vulture, Herring Gull, California Gull, and Ring- billed Gull, especially during the salmon runs (feeding on dead salmon), and Greater Yellowlegs, Spotted Sandpiper and Killdeer. 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Stress Management What Works The Nature of What Works One of the advantages of getting older is the experience we gain in learning what works and what doesn't. I've had the honor to work with thousands of students and clients who have made significant improvements in their lives over the past thirty-eight years. Some things worked, some didn't. Reflecting, learning, and adapting over time helped me sort out what makes sense and was helpful in resolving a wide range of struggles and stressors that diminish our effectiveness and satisfaction in activities and relationships. I was fortunate at age twenty, to have a professor who implanted the idea of making improvement a priority. Every conflict, mistake, frustration, loss, and disaster becomes a learning opportunity (once we have properly apologized, recovered, mourned and repaired the damage, of course). Forty years of regular reflection on lessons about how to manage life's challenges more effectively revealed consistent patterns of what seems to work and not work in various circumstances. Improvement can become an attitude and an integral part of how we view problems and difficulties. When that happens, our quality of life becomes less dependent on the kinds of challenges and setbacks we face, than on how well we learn to handle them. Over time, it is not the cards we are dealt, but how we play them that matters. When improvement becomes a habit, each year is better than the previous one. Life becomes easier and more fulfilling as we age. One thing that works consistently, from my experience, is to provide a clear, simple explanation of what is happening in our body, mind, and emotions when we struggle By: Bob Van Oosterhout, M.A. www.bobvanoosterhout.com with stress, anxiety, depression, relationship conflicts, chronic pain and a host of other difficulties. Having a clear picture of how things work provides the understanding and motivation to follow through on what works to resolve these issues. New developments in brain research and body chemistry have supported what made sense in helping people in my classrooms and practice understand and resolve their difficulties. A common theme that weaves through what I have learned in helping people solve problems and improve their lives over the past four decades is the power of nature in healing and recovery. We often hear the comment "That's human nature" to describe weakness, frailty, greed, or impulsiveness. These are common human responses, but they are influenced by context, personal history, culture and perception. Holding onto the attitude that we are essentially flawed creates a self-fulfilling prophecy where we dismiss our shortcomings as "being human" and don't address them because "you can't change human nature." Its like saying that the nature of an oak tree is to be stunted and spindly based on seeing some of them grow on the north side of a dry, rocky slope with little sun or moisture. The true nature of an oak tree (when it receives proper nourishment) is to send roots deep into the earth and to develop a solid trunk that creates a strong foundation for tall, arching branches that reach for the warming rays of the sun. I believe that nature is a driving force in recovery from a wide range of mental and emotional disorders. The build up of stress and tension, anxiety, depression, hostility, impulsiveness and most problems in human relationships can be traced to distortions in what I believe to be our true nature. Our natural state is to be healthy, open, and receptive. The natural state of relationships is to grow and deepen. In my experience, recovery from mental, emotional, and relationship disorders involves understanding and removing obstacles that distort our nature. Our body, mind, and emotions are able to naturally heal from trauma if we eliminate obstructions and provide time and space for recovery. This becomes a relatively simple process to the extent we understand how nature works and how we can work with it. I was asked to write this column by a former student who stated that the approach she learned had "helped immensely in (her) life." Future columns will describe what works both in general terms across a wide range of stressors and struggles, as well as with specific problems such as anxiety, depression, chronic pain and stress. My hope is that others may benefit from what we have learned and, more importantly, that we can join in a process of exploring and discovering what works and what doesn't in reducing stress, tension, and conflict as we work to restore health to our world. About Bob VanOosterhout Bob Van Oosterhout is a Licensed Masters Social Worker and Limited Licensed Psychologist who provides counseling to patients at MidMichigan Health Park - Houghton Lake. He teaches Stress Management both on-line and on-campus in the Physical Fitness and Wellness Department at Lansing Community College. Additional writing and resources along with previous and future articles in this series can be found on his website at www.bobvanoosterhout.com	<urn:uuid:05d6aa92-7715-4edb-b264-d7cf2c97c4b5>	CC-MAIN-2018-13	http://bobvanoosterhout.com/sitebuildercontent/sitebuilderfiles/Jan2010whatworks.pdf	2018-03-17T18:35:55Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00377.warc.gz	40,844,734	1,012	eng_Latn	eng_Latn	0.998052	eng_Latn	0.998052	[ "eng_Latn" ]	false	docling	[ 5090 ]	[ 2.03125 ]	2	0
Directions: Read through the text first, discovering God's precious truths for yourself. Write down your observations in the "Thoughts About The Text" section. Also, use this space to write down any questions you have from the reading. The text is provided for you to mark, color, and highlight things you find interesting and important. Use the margins on each side of the text and the backside of the page to make notations of the truths you discover and passages you do not understand. When you believe you have seen all there is in text, answer the questions in the booklet pertaining to that section of text. The questions are not an exhaustive list of things to look for in the text. The questions are simply intended to direct your mind to consider different points that could be drawn from the text. Be prepared to share your findings in class. Finally, write down your conclusions from the text concerning divorce and remarriage. This is a booklet to aid you in your personal study of this challenging topic. The booklet is divided into two sections. The first section will be an examination of the scriptures that discuss the matter of marriage, divorce, and/or remarriage. The second section will be an examination of a number of teachings concerning divorce and remarriage. The purpose of study is not to confirm what you already believe. Approach this study with an attitude to examine the scriptures, drawing conclusions based upon what the scriptures teach, not upon what you already believe. We can never discover God's truths if we are studying with the attitude of trying prove what we already believe. While your beliefs may be correct, do not read the scriptures trying to prove you are correct. Rather, read the scriptures and discover God's truths. Then determine if what you learned from the text is the same as your beliefs. Such an attitude will either strengthen your beliefs or cause you to change a previously held belief. Section 1: Examining the Texts Divorce & Remarriage Genesis 2 2:22 And the rib that the LORD God had taken from the man he made into a woman and brought her to the man. 23 Then the man said, "This at last is bone of my bones and flesh of my flesh; she shall be called Woman, because she was taken out of Man." ESV HCSB 2:22 Then the LORD God made the rib He had taken from the man into a woman and brought her to the man. 23 And the man said: This one, at last, is bone of my bone, and flesh of my flesh; this one will be called woman, for she was taken from man. 24 Therefore a man shall leave his father and his mother and hold fast to his wife, and they shall become one flesh. 25 And the man and his wife were both naked and were not ashamed. 24 This is why a man leaves his father and mother and bonds with his wife, and they become one flesh. 25 Both the man and his wife were naked, yet felt no shame. Thoughts About The Text: 1. To whom was the marriage law given? Under what covenant was the marriage law given? 2. What is to happen in marriage? 3. What activities does the marriage law prohibit? ESV 24:1 If a man marries a woman who becomes displeasing to him because he finds something indecent about her, and he writes her a certificate of divorce, gives it to her and sends her from his house, 2 and if after she leaves his house she becomes the wife of another man, 3 and her second husband dislikes her and writes her a certificate of divorce, gives it to her and sends her from his house, or if he dies, 4 then her first husband, who divorced her, is not allowed to marry her again after she has been defiled. That would be detestable in the eyes of the LORD. Do not bring sin upon the land the LORD your God is giving you as an inheritance. 5 "When a man is newly married, he shall not go out with the army or be liable for any other public duty. He shall be free at home one year to be happy with his wife whom he has taken. 24:1 "When a man takes a wife and marries her, if then she finds no favor in his eyes because he has found some indecency in her, and he writes her a certificate of divorce and puts it in her hand and sends her out of his house, and she departs out of his house, 2 and if she goes and becomes another man's wife, 3 and the latter man hates her and writes her a certificate of divorce and puts it in her hand and sends her out of his house, or if the latter man dies, who took her to be his wife, 4 then her former husband, who sent her away, may not take her again to be his wife, after she has been defiled, for that is an abomination before the LORD. And you shall not bring sin upon the land that the LORD your God is giving you for an inheritance. NIV 5 If a man has recently married, he must not be sent to war or have any other duty laid on him. For one year he is to be free to stay at home and bring happiness to the wife he has married. Thoughts About The Text: Word Study- "indecency" (ESV): literally "nakedness" 1. What was the intention of this law? 2. Does this text teach that it was lawful to divorce? Consider similarly worded commands in Deuteronomy 22:28-30; Exodus 21:26-27. NRSV 5 When a man is newly married, he shall not go out with the army or be charged with any related duty. He shall be free at home one year, to be happy with the wife whom he has married. 24:1 Suppose a man enters into marriage with a woman, but she does not please him because he finds something objectionable about her, and so he writes her a certificate of divorce, puts it in her hand, and sends her out of his house; she then leaves his house 2 and goes off to become another man's wife. 3 Then suppose the second man dislikes her, writes her a bill of divorce, puts it in her hand, and sends her out of his house (or the second man who married her dies); 4 her first husband, who sent her away, is not permitted to take her again to be his wife after she has been defiled; for that would be abhorrent to the LORD, and you shall not bring guilt on the land that the LORD your God is giving you as a possession. ESV HCSB 14 But you say, "Why does he not?" Because the LORD was witness between you and the wife of your youth, to whom you have been faithless, though she is your companion and your wife by covenant. 15 Did he not make them one, with a portion of the Spirit in their union? And what was the one God seeking? Godly offspring. So guard yourselves in your spirit, and let none of you be faithless to the wife of your youth. 2:13 And this second thing you do. You cover the LORD's altar with tears, with weeping and groaning because he no longer regards the offering or accepts it with favor from your hand. 2:13 And this is another thing you do: you cover the LORD'S altar with tears, with weeping and groaning, because He no longer respects your offerings or receives \|them\| gladly from your hands. 16 "For the man who does not love his wife but divorces her, says the LORD, the God of Israel, covers his garment with violence, says the LORD of hosts. So guard yourselves in your spirit, and do not be faithless." 14 Yet you ask, "For what reason?" Because the LORD has been a witness between you and the wife of your youth. You have acted treacherously against her, though she was your marriage partner and your wife by covenant. 15 Didn't the one \|God\| make \|us\| with a remnant of His life-breath? And what does the One seek? A godly offspring. So watch yourselves carefully, and do not act treacherously against the wife of your youth. 16 "If he hates and divorces \|his wife\|," says the LORD God of Israel, "he covers his garment with injustice," says the LORD of Hosts. Therefore, watch yourselves carefully, and do not act treacherously. Thoughts About The Text: 1. What does God think about divorce? 2. What other descriptions does God give to divorce? Why does God have this attitude toward divorce? ESV 31 "It was also said, 'Whoever divorces his wife, let him give her a certificate of divorce.' 32 But I say to you that everyone who divorces his wife, except on the ground of sexual immorality, makes her commit adultery, and whoever marries a divorced woman commits adultery. 5:27 "You have heard that it was said, 'You shall not commit adultery.' 28 But I say to you that everyone who looks at a woman with lustful intent has already committed adultery with her in his heart. 29 If your right eye causes you to sin, tear it out and throw it away. For it is better that you lose one of your members than that your whole body be thrown into hell. 30 And if your right hand causes you to sin, cut it off and throw it away. For it is better that you lose one of your members than that your whole body go into hell. HCSB 31 "It was also said, Whoever divorces his wife must give her a written notice of divorce. 32 But I tell you, everyone who divorces his wife, except in a case of sexual immorality, causes her to commit adultery. And whoever marries a divorced woman commits adultery. 5:27 "You have heard that it was said, Do not commit adultery. 28 But I tell you, everyone who looks at a woman to lust for her has already committed adultery with her in his heart. 29 If your right eye causes you to sin, gouge it out and throw it away. For it is better that you lose one of the parts of your body than for your whole body to be thrown into hell. 30 And if your right hand causes you to sin, cut it off and throw it away. For it is better that you lose one of the parts of your body than for your whole body to go into hell! Thoughts About The Text: 1. What were the Jewish leaders teaching the people concerning divorce? 2. What did Jesus teach? 3. Is Jesus giving a new law concerning divorce or clarifying the law of Moses? How do you know? Consider the context as you answer. 10:1 And he left there and went to the region of Judea and beyond the Jordan, and crowds gathered to him again. And again, as was his custom, he taught them. ESV 2 And Pharisees came up and in order to test him asked, "Is it lawful for a man to divorce his wife?" 4 They said, "Moses allowed a man to write a certificate of divorce and to send her away." 3 He answered them, "What did Moses command you?" 5 And Jesus said to them, "Because of your hardness of heart he wrote you this commandment. 6 But from the beginning of creation, 'God made them male and female.' 10 And in the house the disciples asked him again about this matter. 11 And he said to them, "Whoever divorces his wife and marries another commits adultery against her, 12 and if she divorces her husband and marries another, she commits adultery." 7 'Therefore a man shall leave his father and mother and hold fast to his wife, 8 and the two shall become one flesh.' So they are no longer two but one flesh. 9 What therefore God has joined together, let not man separate." HCSB 2 Some Pharisees approached Him to test Him. They asked, "Is it lawful for a man to divorce \|his\| wife?" 10:1 He set out from there and went to the region of Judea and across the Jordan. Then crowds converged on Him again and, as He usually did, He began teaching them once more. 3 He replied to them, "What did Moses command you?" 5 But Jesus told them, "He wrote this commandment for you because of the hardness of your hearts. 6 But from the beginning of creation God made them male and female. 4 They said, "Moses permitted us to write divorce papers and send her away." 7 For this reason a man will leave his father and mother [and be joined to his wife,] 8 and the two will become one flesh. So they are no longer two, but one flesh. 9 Therefore what God has joined together, man must not separate." 10 Now in the house the disciples questioned Him again about this matter. 11 And He said to them, "Whoever divorces his wife and marries another commits adultery against her. 12 Also, if she divorces her husband and marries another, she commits adultery." Thoughts About The Text: 1. What additional information do we learn from this account? 2. Explain verse 5. What does Jesus mean? What was the purpose of the command? 3. What did Jesus teach? 4. Is Jesus giving a new law concerning divorce or clarifying God's law? How do you know? 19:1 Now when Jesus had finished these sayings, he went away from Galilee and entered the region of Judea beyond the Jordan. 2 And large crowds followed him, and he healed them there. ESV 3 And Pharisees came up to him and tested him by asking, "Is it lawful to divorce one's wife for any cause?" 4 He answered, "Have you not read that he who created them from the beginning made them male and female, 5 and said, 'Therefore a man shall leave his father and his mother and hold fast to his wife, and the two shall become one flesh'? 6 So they are no longer two but one flesh. What therefore God has joined together, let not man separate." 7 They said to him, "Why then did Moses command one to give a certificate of divorce and to send her away?" 8 He said to them, "Because of your hardness of heart Moses allowed you to divorce your wives, but from the beginning it was not so. 9 And I say to you: whoever divorces his wife, except for sexual immorality, and marries another, commits adultery." 10 The disciples said to him, "If such is the case of a man with his wife, it is better not to marry." 11 But he said to them, "Not everyone can receive this saying, but only those to whom it is given. 12 For there are eunuchs who have been so from birth, and there are eunuchs who have been made eunuchs by men, and there are eunuchs who have made themselves eunuchs for the sake of the kingdom of heaven. Let the one who is able to receive this receive it." HCSB 3 Some Pharisees approached Him to test Him. They asked, "Is it lawful for a man to divorce his wife on any grounds?" 4 "Haven't you read," He replied, "that He who created them in the beginning made them male and female, 5 and He also said: For this reason a man will leave his father and mother and be joined to his wife, and the two will become one flesh? 6 So they are no longer two, but one flesh. Therefore what God has joined together, man must not separate." 7 "Why then," they asked Him, "did Moses command \|us\| to give divorce papers and to send her away?" 8 He told them, "Moses permitted you to divorce your wives because of the hardness of your hearts. But it was not like that from the beginning. 9 And I tell you, whoever divorces his wife, except for sexual immorality, and marries another, commits adultery." 19:1 When Jesus had finished this instruction, He departed from Galilee and went to the region of Judea across the Jordan. 2 Large crowds followed Him, and He healed them there. 10 His disciples said to Him, "If the relationship of a man with his wife is like this, it's better not to marry!" 11 But He told them, "Not everyone can accept this saying, but only those it has been given to. 12 For there are eunuchs who were born that way from their mother's womb, there are eunuchs who were made by men, and there are eunuchs who have made themselves that way because of the kingdom of heaven. Let anyone accept this who can." Thoughts About The Text: 1. What additional information do we learn from the Matthew account? 2. What do we learn from the disciples' remarks in verses 10-12? ESV 18 "Everyone who divorces his wife and marries another commits adultery, and he who marries a woman divorced from her husband commits adultery. HCSB 18 "Everyone who divorces his wife and marries another woman commits adultery, and everyone who marries a woman divorced from her husband commits adultery. 16:16 "The Law and the Prophets were until John; since then, the good news of the kingdom of God has been proclaimed, and everyone is strongly urged to enter it. 17 But it is easier for heaven and earth to pass away than for one stroke of a letter in the law to drop out. Thoughts About The Text: 1. What additional information do we learn from the Luke account? 2. Why do you think the divorce principle is stated differently here than in Matthew and Mark? 16:16 "The Law and the Prophets were until John; since then the good news of the kingdom of God is preached, and everyone forces his way into it. 17 But it is easier for heaven and earth to pass away than for one dot of the Law to become void. ESV 7:1 Now concerning the matters about which you wrote: "It is good for a man not to have sexual relations with a woman." 2 But because of the temptation to sexual immorality, each man should have his own wife and each woman her own husband. 3 The husband should give to his wife her conjugal rights, and likewise the wife to her husband. 4 For the wife does not have authority over her own body, but the husband does. Likewise the husband does not have authority over his own body, but the wife does. 5 Do not deprive one another, except perhaps by agreement for a limited time, that you may devote yourselves to prayer; but then come together again, so that Satan may not tempt you because of your lack of self-control. 6 Now as a concession, not a command, I say this. 7 I wish that all were as I myself am. But each has his own gift from God, one of one kind and one of another. Thoughts About The Text: 1. What are the responsibilities of marriage? 2. What commands does Paul give? 3. What recommendations does Paul give? HCSB 7:1 About the things you wrote: "It is good for a man not to have relations with a woman." 2 But because of sexual immorality, each man should have his own wife, and each woman should have her own husband. 3 A husband should fulfill his marital duty to his wife, and likewise a wife to her husband. 4 A wife does not have authority over her own body, but her husband does. Equally, a husband does not have authority over his own body, but his wife does. 5 Do not deprive one another—except when you agree, for a time, to devote yourselves to prayer. Then come together again; otherwise, Satan may tempt you because of your lack of self-control. 6 I say this as a concession, not as a command. 7 I wish that all people were just like me. But each has his own gift from God, one this and another that. 7:8 To the unmarried and the widows I say that it is good for them to remain single as I am. 9 But if they cannot exercise self-control, they should marry. For it is better to marry than to burn with passion. 12 To the rest I say (I, not the Lord) that if any brother has a wife who is an unbeliever, and she consents to live with him, he should not divorce her. 13 If any woman has a husband who is an unbeliever, and he consents to live with her, she should not divorce him. 14 For the unbelieving husband is made holy because of his wife, and the unbelieving wife is made holy because of her husband. Otherwise your children would be unclean, but as it is, they are holy. 15 But if the unbelieving partner separates, let it be so. In such cases the brother or sister is not enslaved. God has called you to peace. 16 For how do you know, wife, whether you will save your husband? Or how do you know, husband, whether you will save your wife? 10 To the married I give this charge (not I, but the Lord): the wife should not separate from her husband 11 (but if she does, she should remain unmarried or else be reconciled to her husband), and the husband should not divorce his wife. 17 Only let each person lead the life that the Lord has assigned to him, and to which God has called him. This is my rule in all the churches. 18 Was anyone at the time of his call already circumcised? Let him not seek to remove the marks of circumcision. Was anyone at the time of his call uncircumcised? Let him not seek circumcision. 19 For neither circumcision counts for anything nor uncircumcision, but keeping the commandments of God. 20 Each one should remain in the condition in which he was called. 21 Were you a slave when called? Do not be concerned about it. (But if you can gain your freedom, avail yourself of the opportunity.) 22 For he who was called in the Lord as a slave is a freedman of the Lord. Likewise he who was free when called is a slave of Christ. 23 You were bought with a price; do not become slaves of men. 24 So, brothers, in whatever condition each was called, there let him remain with God. Thoughts About The Text: HCSB 10 I command the married—not I, but the Lord—a wife is not to leave her husband. 11 But if she does leave, she must remain unmarried or be reconciled to her husband—and a husband is not to leave his wife. 7:8 I say to the unmarried and to widows: It is good for them if they remain as I am. 9 But if they do not have self-control, they should marry, for it is better to marry than to burn with desire. 12 But to the rest I, not the Lord, say: If any brother has an unbelieving wife, and she is willing to live with him, he must not leave her. 13 Also, if any woman has an unbelieving husband, and he is willing to live with her, she must not leave her husband. 14 For the unbelieving husband is sanctified by the wife, and the unbelieving wife is sanctified by the Christian husband. Otherwise your children would be unclean, but now they are holy. 15 But if the unbeliever leaves, let him leave. A brother or a sister is not bound in such cases. God has called you to peace. 16 For you, wife, how do you know whether you will save your husband? Or you, husband, how do you know whether you will save your wife? 17 However, each one must live his life in the situation the Lord assigned when God called him. This is what I command in all the churches. 18 Was anyone already circumcised when he was called? He should not undo his circumcision. Was anyone called while uncircumcised? He should not get circumcised. 19 Circumcision does not matter and uncircumcision does not matter, but keeping God's commandments does. 20 Each person should remain in the life situation in which he was called. 21 Were you called while a slave? It should not be a concern to you. But if you can become free, by all means take the opportunity. 22 For he who is called by the Lord as a slave is the Lord's freedman. Likewise he who is called as a free man is Christ's slave. 23 You were bought at a price; do not become slaves of men. 24 Brothers, each person should remain with God in whatever situation he was called. 3. What are the instructions to the unmarried? 4. What are the instructions to the married? 5. Who are "the rest" in verse 12? 6. What does "I, not the Lord" mean in verse 12? 7. Explain verse 14. Consider what God commanded concerning marriages to unbelievers under the law of Moses. 8. If the unbeliever departs, what is the responsibility of the abandoned believer? Is the abandoned believer free to remarry? 9. What does Paul mean when he says to "remain in the condition in which he was called" (vs. 20, 24)? 7:25 Now concerning the betrothed, I have no command from the Lord, but I give my judgment as one who by the Lord's mercy is trustworthy. 26 I think that in view of the present distress it is good for a person to remain as he is. 27 Are you bound to a wife? Do not seek to be free. Are you free from a wife? Do not seek a wife. 28 But if you do marry, you have not sinned, and if a betrothed woman marries, she has not sinned. Yet those who marry will have worldly troubles, and I would spare you that. 29 This is what I mean, brothers: the appointed time has grown very short. From now on, let those who have wives live as though they had none, 30 and those who mourn as though they were not mourning, and those who rejoice as though they were not rejoicing, and those who buy as though they had no goods, 31 and those who deal with the world as though they had no dealings with it. For the present form of this world is passing away. 36 If anyone thinks that he is not behaving properly toward his betrothed, if his passions are strong, and it has to be, let him do as he wishes: let them marry—it is no sin. 37 But whoever is firmly established in his heart, being under no necessity but having his desire under control, and has determined this in his heart, to keep her as his betrothed, he will do well. 38 So then he who marries his betrothed does well, and he who refrains from marriage will do even better. 32 I want you to be free from anxieties. The unmarried man is anxious about the things of the Lord, how to please the Lord. 33 But the married man is anxious about worldly things, how to please his wife, 34 and his interests are divided. And the unmarried or betrothed woman is anxious about the things of the Lord, how to be holy in body and spirit. But the married woman is anxious about worldly things, how to please her husband. 35 I say this for your own benefit, not to lay any restraint upon you, but to promote good order and to secure your undivided devotion to the Lord. 39 A wife is bound to her husband as long as he lives. But if her husband dies, she is free to be married to whom she wishes, only in the Lord. 40 Yet in my judgment she is happier if she remains as she is. And I think that I too have the Spirit of God. 7:25 About virgins: I have no command from the Lord, but I do give an opinion as one who by the Lord's mercy is trustworthy. 26 Therefore I consider this to be good because of the present distress: it is fine for a man to stay as he is. 27 Are you bound to a wife? Do not seek to be loosed. Are you loosed from a wife? Do not seek a wife. 28 However, if you do get married, you have not sinned, and if a virgin marries, she has not sinned. But such people will have trouble in this life, and I am trying to spare you. 29 And I say this, brothers: the time is limited, so from now on those who have wives should be as though they had none, 30 those who weep as though they did not weep, those who rejoice as though they did not rejoice, those who buy as though they did not possess, 31 and those who use the world as though they did not make full use of it. For this world in its current form is passing away. 36 But if any man thinks he is acting improperly toward his virgin, if she is past marriageable age, and so it must be, he can do what he wants. He is not sinning; they can get married. 37 But he who stands firm in his heart (who is under no compulsion, but has control over his own will) and has decided in his heart to keep his own virgin, will do well. 38 So then he who marries his virgin does well, but he who does not marry will do better. 32 I want you to be without concerns. An unmarried man is concerned about the things of the Lord—how he may please the Lord. 33 But a married man is concerned about the things of the world—how he may please his wife— 34 and he is divided. An unmarried woman or a virgin is concerned about the things of the Lord, so that she may be holy both in body and in spirit. But a married woman is concerned about the things of the world—how she may please her husband. 35 Now I am saying this for your own benefit, not to put a restraint on you, but because of what is proper, and so that you may be devoted to the Lord without distraction. 39 A wife is bound as long as her husband is living. But if her husband dies, she is free to be married to anyone she wants—only in the Lord. 40 But she is happier if she remains as she is, in my opinion. And I think that I also have the Spirit of God. Thoughts About The Text: 10. What are the instructions to the betrothed (ESV) or virgins (HCSB)? 11. Why does Paul say that it is better not to get married? 12. Explain the instructions to the widows in verses 39-40. 13. What does it mean to marry "only in the Lord?" As you answer this question, consider other texts that speak about doing something "in the Lord." (cf. 1 Cor. 7:22, 11:11, 15:58; Eph. 6:1; Phil. 2:29, 4:4; Col. 3:18) Romans 7 ESV 7:1 Or do you not know, brothers —for I am speaking to those who know the law—that the law is binding on a person only as long as he lives? 2 For a married woman is bound by law to her husband while he lives, but if her husband dies she is released from the law of marriage. 3 Accordingly, she will be called an adulteress if she lives with another man while her husband is alive. But if her husband dies, she is free from that law, and if she marries another man she is not an adulteress. HCSB 7:1 Since I am speaking to those who understand law, brothers, are you unaware that the law has authority over someone as long as he lives? 2 For example, a married woman is legally bound to her husband while he lives. But if her husband dies, she is released from the law regarding the husband. 3 So then, if she gives herself to another man while her husband is living, she will be called an adulteress. But if her husband dies, she is free from that law. Then, if she gives herself to another man, she is not an adulteress. Thoughts About The Text: 1. What do we learn about the bond of marriage in this text? 2. How long is a person bound in marriage? 3. Do our actions of divorce and remarriage change the bonds that have been established by God? Does civil law affect the bonds of marriage? ESV 6:16 But when Herod heard of it, he said, "John, whom I beheaded, has been raised." 17 For it was Herod who had sent and seized John and bound him in prison for the sake of Herodias, his brother Philip's wife, because he had married her. 18 For John had been saying to Herod, "It is not lawful for you to have your brother's wife." 19 And Herodias had a grudge against him and wanted to put him to death. But she could not, 20 for Herod feared John, knowing that he was a righteous and holy man, and he kept him safe. When he heard him, he was greatly perplexed, and yet he heard him gladly. Thoughts About The Text: 1. What was John the Baptist preaching to Herod? 2. What do we learn about divorce and remarriage? Concluding Section 1: Who has been given the right to be married? Who has been given the right to be divorced? Who have been given the right to be remarried? Section 2: Examining the Arguments HCSB 6:16 When Herod heard of it, he said, "John, the one I beheaded, has been raised!" 17 For Herod himself had given orders to arrest John and to chain him in prison on account of Herodias, his brother Philip's wife, whom he had married. 18 John had been telling Herod, "It is not lawful for you to have your brother's wife!" 19 So Herodias held a grudge against him and wanted to kill him. But she could not, 20 because Herod was in awe of John and was protecting him, knowing he was a righteous and holy man. When Herod heard him he would be very disturbed, yet would hear him gladly. One would not think that marriage would have to be defined. However, in light of some of the arguments made concerning divorce, it is clear that defining marriage has become necessary. Genesis 2:24 has been used to teach that sexual relations are necessary to constitute (or consummate) a marriage. The Roman Catholic church teaches marriage as a sacrament of the church. "For this reason a man shall leave his father and his mother, and be joined to his wife; and they shall become one flesh." (Genesis 2:24) 1. What unique situation do we read about in the scriptures where a couple was married but did not have sexual relations for quite some time? Were they still married even though there were no sexual relations for quite some time? 2. How do the scriptures define marriage? 3. To understand our definition of marriage fully, consider the following passages and write down what we learn about marriage: Malachi 2:14 Matthew 19:6 Romans 7:2 4. What is the relationship between marriage and sexual relations? Consult 1 Corinthians 7:1-4 to assist in your answer. 5. Does this have on the Roman Catholic teaching of annulment? Is marriage a sacrament of the church? Does Matthew 5:32 and Matthew 19:9 Apply To Christians? The argument is that Jesus is speaking to the Jews about the law of Moses in Matthew 5:32 and Matthew 19:9. Jesus is not giving new legislation on divorce and remarriage, but is clarifying the intent of the law of Moses and how the Jews had misused the law. Therefore, these passages do not apply to Christians but to the Jews only. 1. Is Jesus speaking to the Jews about the law of Moses? Explain your answer. 2. Is Jesus correcting the Jews misuse and misteaching concerning Deuteronomy 24? Explain. 3. If Jesus is correcting the Jews' interpretation of the law of Moses, does this mean that Jesus' teachings do not apply to Christians? Explain your answer. 4. Does Jesus say anything to show that the marriage law he is teaching goes beyond the law of Moses? 5. Does the apostle Paul say anything in 1 Corinthians 7:10-12 to show that Jesus' teaching concerning divorce and remarriage was in effect to Christians? If so, what do you learn? If not, what do you learn? Are Unbelievers Under Christ's Marriage Laws? "Baptism is the dividing line between the World and the Church (1 Cor. 12:13). Up till then, civil laws control. After baptism, Christ's law takes over." (The Vindicator; Dec 1951, p. 2) There have been a couple different variations teaching that unbelievers are not under the law of Christ and therefore are not under His marriage laws. In the 1950s, E.C. Fuqua taught that alien sinners were only under civil law, not the law of Christ. Therefore, the world will be judged exclusively by civil law and will not be judged by God's laws or the law of Christ. God rules the governments and alien sinners are only under this rule. 1. What arguments would you present for or against the Fuqua position? What scriptures would you use? 2. Are there problems that arise if a unbeliever is only amenable to civil law? 3. Are there potentially people who have not broken civil law and are therefore sinless? In 1988, Homer Hailey's position came to forefront. In 1991, he published a book on his view of divorce and marriage called The Divorced and Remarried Who Would Come To God. Homer Hailey argued that alien sinners are not under the law of Christ. Instead, sinners are under universal moral law (Romans 5:12-13). Just as the alien sinner is not required to partake of the Lord's Supper because he or she is not under the law of Christ, so also the alien sinner is not under the legislation of Christ concerning divorce and remarriage. Further, Hailey argued that the marriage law was universally given. However, the marriage law was altered after Genesis 2 (after the beginning) because of sin, due to the observation that God did not condemn polgamy in the lives of people like Abraham and David. Therefore, the rules given in Matthew 19:9 and 1 Corinthians 7 do not apply to unbelievers. While apart from Christ, unbelievers can divorce and remarry for any cause without sin. When they come to Christ, they must remain with their current spouse, never divorcing them except for the cause of sexual immorality. 4. What arguments would you present for or against the Hailey position? What scriptures would you use? Does Baptism Wash Away All Sins? A popular approach to the problem of divorce and remarriage is to teach that baptism washes away sin, so a person does not have to worry about unscriptural divorce and remarriage problems encountered before coming to Christ. The sin of adultery has been forgiven at baptism. 1. Does baptism wash away all sins, including adultery? Explain your answer. "Everyone who divorces his wife and marries another commits adultery...." (Luke 16:18; ESV) 2. What is the definition of adultery? Use a Bible dictionary along with an English dictionary. 3. Based upon your definition of adultery, is there a problem of teaching that adultery has been forgiven at baptism? 4. Are there other problems that arise from accepting or rejecting this interpretation? Argument: "Therefore, if anyone is in Christ, he is a new creation; old things have passed away; behold, all things have become new." (2 Corinthians 5:17; NKJV) Paul said that when we come to Christ, all things are made new. Therefore, a person can remain in their marriage when coming to Christ. 5. How would you answer this argument? What scriptures would you use? Non-Sexual Adultery? He uses the following illustration: "If one looks at Matt. 19:9 without prior misconception it says very simply that a man who puts away his wife without fornication as the cause, and marries another, commits adultery. Why would anyone not accept the idea that it [adultery] is committed in the doing of those two things? If someone says, "Whosoever aims the gun and pulls the trigger commits murder," it conveys to us that idea that murder is committed in the doing of those two things." (Divorce and Remarriage, The Issues Made Clear; 1990, p. 38) Olin Hicks presented a position that adultery is not just illicit sexual intercourse involving a spouse, but that it also includes other forms of covenant treachery or unfaithfulness to the marriage covenant other than illicit sexual intercourse. Adultery is defined as divorcing a spouse and marrying another, based upon Matthew 19:9 and Luke 16:18. "Everyone who divorces his wife and marries another commits adultery..." (Luke 16:18; ESV). The point is that the putting away and remarrying is the adultery and Jesus does not say anything about sexual relations. 1. Use a Bible dictionary and an English dictionary to define adultery. 2. Jeremiah 3:9 is used a proof text that adultery does not include sexual relations. How do you respond to this argument? a. Examine Luke 13:31-32, John 10:7, and John 15:1. How do these scriptures help in the argument? 3. Matthew 5:28 is also used as a proof text that adultery does not include sexual relations. Agree or disagree? How do you respond to this argument? 4. How do you answer the teaching that Jesus defined adultery as putting away and remarrying in Matthew 19:9 and Luke 16:18? How do you reconcile Jesus' teaching on adultery with the definition of adultery? 5. Respond to Mr. Hicks' gun illustration used above. Fornication Breaks The Marriage? In summary, the first act of fornication breaks one marriage and the second act of fornication creates a new marriage. Lloyd Moyer taught, "That first marriage has been destroyed by the sin of fornication (illicit or unlawful sexual intercourse)... Though adultery was committed when they first joined themselves together in intercourse because they were still the husband or wife of someone else, subsequent sexual intercourse between them is not adultery. They are no longer the husband or wife of someone else... And by this of adultery they cause their previous marriage to be dissolved... When a marriage is thus dissolved, the innocent is no longer married to the guilty, nor is the guilty any longer married to the innocent. No marriage exists. Where no marriage exists, the parties may marry someone else... We have shown that by the very act of adultery the first marriage was defiled, adulterated and therefore dissolved. Subsequent sexual intercourse would not be adultery. It would be simply a man and his wife cohabiting in the confines of marriage." (Gospel Guardian; 1963, p. 253,257) 1. Does adultery severe the marriage covenant? What scriptures would you use to support your answer? What impact does this teaching have upon reconciliation of a marriage? 2. Does fornication create a new marriage? Use the definition of adultery that we did a few lessons ago to help with your answer. What impact does this teaching have on sexual relations had before marriage? 3. Moyer also states that "where no marriage exists, the parties may marry someone else." Is this true? What scriptures would you use to support or deny this statement? Remain In The Condition You Were Called? Therefore, no one is required to separate to come to Christ. Everyone can remain in the marital condition he or she is in when they obeyed Jesus. Read 1 Corinthians 7 and the context surrounding this verse. Then answer the following questions. Another argument used to prove that unbelievers who come to Christ can maintain their current marriage, regardless of the cause for the divorce, is based on the apostle Paul's teaching in 1 Corinthians 7:20: Each man must remain in that condition in which he was called. (1 Corinthians 7:20; NASB) 1. Who is Paul teaching "to remain in the condition in which he was called?" Who is Paul's audience? 2. Based upon your answer in question 1, what did Paul mean when he taught "to remain in the condition in which he was called?" 3. What arguments can you come up, for or against, concerning the teaching to "remain in the condition in which one is called?" Are there consequences if one interprets this verse in this way? Death Is The Only Cause For Remarriage? This position teaches that only death severs the bond of marriage (Romans 7:1-4). Therefore, there are no scriptural grounds for divorce and remarriage. Even divorce for sexual immorality is condemned and remarriage is also condemned. Those who hold this position argue that Matthew 5:32 and Matthew 19:9 are not applicable to Christians because Jesus was explaining the law of Moses to the Jews. Since the exception is found only in these two texts and is not found after Pentecost, it is taught that those exceptions do not apply today. 1. Was Jesus explaining the law of Moses to the Jews in Matthew 5:32 and Matthew 19:9? 2. Does Jesus say anything in Matthew 19:3-9 would show that Jesus intended or did not intend his teaching to be applied to all people? 3. What other arguments, for or against, that you can come up with concerning the teaching that there is no cause acceptable for divorce or for remarriage? Are there consequences if one interprets the scriptures this way? Divorce For Any Cause As Long As One Does Not Remarry? This position states that sin is committed when a person divorces and remarries, not just simply divorcing (see Matthew 19:9). Further, the apostle Paul states that if one does divorce, he or she must remain unmarried or be reconciled (1 Corinthians 7:11). Therefore, it is not sinful to get a divorce as long as one does not remarry. 1. Is Paul teaching in 1 Corinthians 7:11 that it is not sinful to get a divorce as long as one does not remarry? If so, explain. If not, what is Paul teaching? 2. Are there scriptures teaching that divorce is condemned by God? If so, what are they? 3. What other arguments, for or against, can you come up with concerning this teaching that divorce is acceptable for any reason? Are there consequences if one interprets the scriptures this way? Put Away Fornicator Can Remarry? There are a number of different arguments used in an effort to prove that the one put away for committing sexual immorality has the right to remarry. We will look at many of the arguments used to teach that the put away fornicator can remarry. Argument #1 "If the innocent party is loosed, then the guilty party is also loosed. When the bond is broken for one, it is broken for the other. Consider there are two people tied together with a rope or handcuffed together. If one of the parties is freed, the other one is freed automatically." 1. What arguments would you use for or against this first argument? What scriptures would you use? Argument #2 "Carefully read Matthew 5:32 and Matthew 19:9 and you will see that Jesus does not address the put away fornicator. Jesus speaks about those who have divorced NOT for the cause of fornication. Therefore, those who HAVE divorced for the cause of fornication, have the right to remarriage, both the innocent party and the put away fornicator." 2. What arguments would you use for or against this first argument? What scriptures would you use? Argument #3 "When the innocent party remarries, the put away fornicator is no longer bound. Therefore, the put away fornicator can remarry. Otherwise, the innocent would be bound to two spouses. A person cannot be guilty of adultery if that one is no longer married." 3. What arguments would you use for or against this first argument? What scriptures would you use? Argument #4 "To forbid a person to marry is a direct violation of the scriptures! See 1 Corinthians 7:2 and 1 Timothy 4:1-4." 4. What arguments would you use for or against this first argument? What scriptures would you use? Argument #5 "Are you bound to a wife? Do not seek to be free. Are you free from a wife? Do not seek a wife. But if you do marry, you have not sinned, and if a betrothed woman marries, she has not sinned." (1 Corinthians 7:27-28) "Paul said that when a person was loosed and then married, he had not sinned (1 Corinthians 7:27-28). Therefore, the person loosed from marriage can remarry." 5. What arguments would you use for or against this first argument? What scriptures would you use? One Put Away Unjustly Can Remarry? This position states that when a man divorces his wife for any cause other than fornication and marries another, then the divorced wife may put him away for fornication. Further, she has the scriptural right to remarry. Or, stated another way, the scriptures teach that the innocent person (free of fornication) who has been put away without God's approval and against whom adultery has been committed may remarry. Some have begun to call this position "mental divorce," although this phrase invokes an immediate bias that ought to be avoided in the search for truth. As you answer the following the scenarios, be sure to base your argument on the scriptures. Noting The Problem: When this topic is discussed, the problem lies in understanding Jesus' instructions concerning putting a spouse away for fornication. During the law of Moses, civil law and God's law were one and the same. Today, however, civil law is not the same as God's law. For example, a person today can get a divorce for any cause by civil law, but not by God's law. Question to Consider: Does civil law circumvent or take priority over God's law when it comes to marriage and divorce? Reread Romans 7:1-4 and Mark 6:16-20. Does it seem that civil law is to take priority over God's law? That is, does God uphold what humans do through civil law? Scenarios to Consider: 1. The divorce is for fornication, but the guilty fornicator initiates the divorce procedure before the innocent spouse does. Can the innocent still put the guilty away for the cause of fornication and have the right to remarry? 2. The husband cheats on the wife. The wife decides to try to work it out. However, after trying to work it out for two years, she decides that the marriage has been ruined by his infidelity. Can she put him away, according to the scriptures, and have the right to remarry? 3. Assume the scenario in number 2. However, in the subsequent two years she finds another man that she would like to date. Can she put her busband away, who cheated on her two years earlier but has been faithful since, and have the right to remarry? 4. The divorce is for fornication, but the guilty fornicator puts her away before she can put him away for fornication. The guilty fornicator gets remarried to another person. Can she now put him away for fornication, and have the right to remarry? 5. The husband divorces the wife, not for fornication, and marries another woman. Can the wife now put away the husband for fornication (because he has married another woman), and have the right to remarry? 6. What problems can you come up with after considering the scenarios regarding putting a person away after a civil divorce has occurred? What consequences can you see if one interprets the scriptures this way? 1. Under what circumstances do the scriptures give for a separation to take place? (Not a divorce, but a husband and wife not living together though they are still married.) 2. Can a person lawfully get a divorce if the spouse is physically abusive? If the spouse is breaking the law with drugs in the home? Are there biblical principles that can be used to argue for or against this? 3. "I can't live with my spouse and still be a Christian. Is separation or divorce permissible?" 4. Is it unlawful for a Christian to marry a non-Christian? Explain 2 Corinthians 6:14. 5. What should a local church do with people who come to Christ and are married to someone unlawfully? 6. Should the sin of an unlawful marriage be treated differently than an alcoholic or a thief who comes to Christ? 7. Do the principles of 1 Corinthians 5:1-13 apply to people married without God's approval? 8. Must fellowship be immediately severed with Christians who are found to be in an unlawful marriage? -- Must fellowship be immediately severed with Christians who are found committing any other sin? 9. Must a person put away an unlawful spouse before being baptized? 10. What lessons and applications have your learned from this study of marriage, divorce, and remarriage? Your Additional Questions: & Divorce Remarriage What Do The Scriptures Teach? 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live up to his name, despite insistent advice from neighbors and friends—a clam, a jellyfish, a shrimp, and an octopus. – Pout-Pout rejects advice from each in a recurring refrain ending in the delightful read-aloud words "blub, bluuuub, bluuuuub!" In the end, a glowing purple fish swims up and plants a juicy smack! on our hero's lips. Suddenly Pout-Pout finds himself by turns spellbound, surprised, calm, and convinced: he's not un pez pucheros, but a kiss-kiss fish with montones de besos for everyone he meets. Hanna's zany illustrations add to the fun. Reviewed by: Nick Bleckley Cheltenham Elem. Good Night, Baby Animals By: Karen B. Winnick Illus. by: Laura Watkins Henry Holt and Co., 2017 ISBN: 9780805098839 Topics: Animal babies; Tigers; Elephants; Giraffes; Rhinos; Pandas; Gorillas Six baby animals have their own little story in this beautifully illustrated book. Readers see tiger cubs romp and play. We watch how the mother tiger cares for her cubs. Mother giraffe teaches her little one how to get the best leaves to eat. Each animal is shown in their natural habitat and we see how the mothers train their babies to survive. The animal behaviors are true, but shown in a story form that will draw even toddlers in. Towards the end of the book, the author takes a close up look at these animals and gives some additional facts. It would make a good read aloud, or used to introduce a unit on baby animals. Reviewed by: Karen Burns Place Bridge Academy Brought to you by the Denver Public Schools Book Review Committee. Wade's Wiggly Antlers By: Louise Bradford Illus. by: Christine Battuz ISBN: 9781771386159 Kids Can Press, 2017 Topics: Anxiety; Moose Wade is playing in the snow with his friends when he notices his antlers seem a little wobbly. His mother reminds him that she told him that these antlers would fall off and he'd grow new ones in the summer. Upset because he uses those antlers for pingpong paddles, a catcher's mitt, and a host of other things, Wade forgoes playing with his friends until he just has to go sledding, and of course, the antlers fall off. He makes the best of it, though, and when his new antlers spring up, they are even bigger! A child's ambivalence about growing up is reflected here, with colorful patterned illustrations that pop. Useful for discussion about the changes we undergo. Reviewed by: Peggy Obert Alumni El Pez pucheros By: Deborah Diesen Illus. by: Dan Hanna Farrar Straus Giroux, 2016 ISBN: 9780374305048 Topics: Read aloud; Verse translation The first story in the Pout- Pout Fish series appears here in a Spanish verse translation by Teresa Mlawer. In any language El pez pucheros is determined to Volume 13 Number 9 May 2017 Who are we? We are DPS teacher librarians from elementary, middle and high school. We know DPS students and the DPS curriculum. What we do! Every month each member writes reviews of at least twelve recently published books. This publication consists of the best books we review each month. Our hard work earns thousands of dollars of free books for our school libraries and for the classroom library at ETLS, where DPS teachers can order baskets of books for their classrooms. (Call 720-423-8131 to order.) Gary Written and Illus. by: Leila Rudge Candlewick Press, 2016 ISBN: 9780763689544 Topics: Read aloud; Misfits; Homing pigeons With his unrivaled scrapbook of travel mementos, at first Gary seemed a master homing pigeon. Like the other pigeons, he ate seeds, slept in a loft, and dreamed of adventure. On race days, however, the flightless Gary stayed home, waiting to hear and record others' exploits. One day, unfortunately, mishap found Gary dumped in the city with the other pigeons. As they flew off, he took comfort in his scrapbook--and soon realized he could plot a route home. Arriving just before supper, Gary returned a hero, a hero that other birds came to emulate. Why fly if you can take the A train? Witty mixed-media illustrations add to the fun. Reviewed by: Nick Bleckley Cheltenham Elem. A Bike Like Sergio's By: Maribeth Boelts Illus. By: Noah Z. Jones ISBN: 9780763666491 Candlewick Press; 2016 Topics: Friendship; Honesty; Integrity In this story, Ruben feels different than everyone else--especially Sergio, who like all his friends, has a really cool bike. Sergio says, "Just ask your parents for your birthday," but Ruben knows that's not something his parents will be able to afford. Ruben finds a dollar bill, which turns out to be a hundred dollar bill--enough to buy a bicycle, or anything else he wants. Will he make the right decision? A great book to teach honesty and integrity to children of primary school ages. Also great to show that not all families have the same ability to spend money. Wonderful for any classroom or school library. Reviewed by: Emily Rubin Our Very Own Dog By: Amanda McCardie Rubbino Illus. by: Salvatore Candlewick Press, 2016 ISBN: 9780763689485 Topics: Dogs; Dog care A four year old girl's tale of bringing home Sophie the dog as a family pet nicely frames information about how to successfully adopt an animal from the shelter yourself. Preparing your home for a pet, canine behavior, collars and tags, training, and much more are covered in an easy to read story. The joys and rewards of dog ownership ("She didn't like a bath herself, but liked to visit when we were in the tub."), as well as some of the hazards ("Hey! Those sausages were for us!") are presented. The story ends with the excitement of a pet show where Sophie wins first prize--for the friendliest dog. Rubbino's loose mixed media sketches are nicely integrated with the story, while rewarding careful study on their own. Reviewed by: Nick Bleckley Cheltenham Elem. Anders Celsius By: A team of edu- cators, Rebecca Felix, editor photo credits Illus. by: various Abdo Publishing, 2017 Topics: Celsius; Temperature scales; ISBN: 9781680781533 Astronomers; Mathematicians; Swedish scientists While noting the importance of his temperature scale to the standardization of scientific measurement, this short biography also emphasizes the Swedish scientist's contributions to astronomy and geology. Two simple sentences on each of twenty-two pages tell the story of Celsius and his accomplished family of scientists and mathematicians. Anders Celsius himself travels widely, studies the Aurora Borealis and the shape of the earth, and founds a major observatory. Bold color and design combines with numerous photographs, sketches, and maps in a book that feels quite sophisticated, but remains easy to read and comprehend. Appropriate captions and a glossary create additional opportunities to learn. This is one of six volumes in Abdo's Scientists at Work series. Reviewed by: Nick Bleckley Cheltenham Elem. Uruguay By: Emily Rose Oachs ISBN: 9780531225684 Bellwether Media, 2017 Topics: South America; In this Blastoff! Read- Uruguay; Countries er Level 5 Bellwether text focusing on the country of Uruguay, the reader learns all about the teardrop shaped small country in South America. These level 5 texts are perfect for fluent readers, with more text and unknown topics, and varied writing styles. Through crisp photographs and easy to read text readers can learn about Uruguay, it's size, location, land and climate, wildlife, the people, daily life, holidays, culture, and fast facts to close it out. A great middle grade nonfiction text and series to include in any classroom or school library, this text includes a glossary, maps, a language box, diagrams, fun fact boxes, index, headings, photographs, labels, bold words, additional information via books and updated websites, and a table of contents. Reviewed by: Emily Rubin Barnum Elem. Andrew Jackson By: Megan M. Gunderson ABDO, 2017 ISBN: 9781680781014 Topics: Presidents; Andrew Jackson; Through crisp photographs, illustrations, and informative text the reader is given an introduction on Jackson's childhood, military service, early career, and how he became interested in poli- In this Big Buddy Book about Andrew Jackson, the reader learns about the seventh president. tics. Readers will learn that Jackson was the first president to come from a poor family, started his career in military before getting into law and politics, and how that military career helped him in his political goals. A great middle grade biography and series to include in any classroom or school library, this text includes a glossary, index, timeline, "Did you know?" boxes, captions, a table of contents, and bold words. At the end of the book are a few pages that do a great job of explaining the line of succession, benefits of being president, branches of government and other interesting information, in addition to the website link that is monitored by ABDO. Reviewed by: Emily Rubin Barnum Elem. Write This Down By: Claudia Mills Farrar Straus Giroux, 2016 ISBN: 9780374301644 Topics: Siblings; Author- ship Autumn's brother Hunter, once so nice and now so mean, makes fun of the love poems she wrote, so she wants to prove she can write. She tries The New Yorker, the middle school paper, and even submits a page of her novel to an agent, all to no avail. Meanwhile, she and her parents are trying to figure out what's going on with Hunter, who seems determined to destroy himself. Things come to a head after Hunter wrecks the family car and reveals the overheard comment that made him feel like a disappointment to his family. Relationships, the importance of hope, and imagination versus reality are woven together in a book featuring an endearing and introspective heroine. Reviewed by: Peggy Obert Alumni Rebel Genius By: Michael Dante Di- Martino Roaring Book Press, 2016 In the world that Giacomo lives in, all art has been outlawed. There are some artists that still exist, but only in secret. All the artistic people have a "Genius" which is a bird like creature that helps them channel their art. Giacomo is an orphan and lives in the tunnels under the city. He has always liked to draw and keeps his sketch book hidden. He knows that anyone caught with a Genius is imprisoned, and often killed. The night that he discovers his Genius, ISBN: 9781626723368 Topics: Fantasy; Magic; Artists; Adventure Review Crew Staff Committee Chair: Karen Burns Place Bridge Academy Secretary: Emily Rubin Barnum Elem Editor: Chris Coble CEC Early College Reviewers: Nick Bleckley Cheltenham Elem. Denise Cushing Carson Elem. Michelle Jensen George Washington HS Peggy Obert Alumni From ETLS: Karen Shannon Antonio Nicotera the bird saves his life. As a result, a group of young artists were able to find him and take him to a secret place where other artists and their Geniuses work to perfect their craft and study sacred geometry. This type of art is powerful and can be used to make weapons. Giacomo works to control his abilities and learns how to turn his art into weapons, force fields and more. This makes him dangerous to the existing government and his life is at risk. This is an interesting, fast moving story with unique characters. The author is known for his Avatar series, The Last Airbender and others. Reviewed by: Karen Burns Place Bridge Academy Rescued By: Eliot Schrefer Scholastic Press, 2016 ISBN: Topics: Zoos, Animal 9780545655033 Rights Most folks think about having an exotic pet, but neglect to consider the consequences and repercussions involved in domesticating a wild animal. Author Eliot Schrefer examines this very scenario by introducing us to John's family, who has the distinction of raising Raja, an orangutan, as a family pet. This story grabs your attention very quickly with a disturbing incident that changes both John and Raja's lives. The third book in the Ape Quartet series, Rescued continues to examine the themes of animal rights and protection and human impact on the natural world. Readers will not put this book down until the very end. Reviewed by: Denise Cushing Carson Elem. The Dark Prophecy By: Rick Riordan ISBN: 9781484746424 Hyperion, 2017 Topics: Apollo; Good vs. Apollo is still in the evil; Quest mortal form of Lester Reviewed by: Chris Coble CEC Early College Papadopoulos a heavy sixteen year-old with bad skin. Three of the most powerful oracles have "gone dark". Apollo, along with Leo Valdez and Calypso, is seeking the second oracle in the prophecy. In order to reach the oracle he and his friends much go through his blood-thirsty old friend, Commodus, one of the evil triumvirate. Fans of Riordan will love this follow up to the first and mourn the fact that the next book won't be out for another entire year. There is action on every page, plenty of humor, and a grand array of new characters to get to know and love. The Call By: Peadar O'Gulilin Scholastic, 2016 ISBN: 9781338045611 Topics: Fairies; Survival Ireland is suffering the consequences of having banished the Sidhe, or fairy folk, to another realm. The island has been cut off from the rest of the world and its teenagers never know when they will receive the Call, when each is transported to the fairy realm and forced to run for their lives. Nessa and her friends attend an academy where they are trained to try to survive the Call, but the Sidhe are closing in, aided by human traitors. It's Nessa's determination and intelligence that save the academy, at least temporarily. This fantasy has many grim moments, but the fully-realized characters pull through and together in amazing ways. Definitely for mature readers. Review by: Peggy Obert Alumni The Nerdy and The Dirty By: B.T. Gottfred pany, 2016 Henry Holt and Com- ISBN: 9781627798501 Topics: Dating; Love; Self- Acceptance; Sexuality High school juniors Penelope (aka Pen) and Benedict (aka the Tin Man) don't run in the same circles at Riverbend High. Although they attended junior high together, Pen started high school with a new image, that of a tough Goth girl who hides her intelligence behind two word snarky answers and a jock boyfriend. Benedict is ranked in the top 10 academically. His goal is to find a girl who matches him intellectually and can live up to his expectations of beauty. Pen's goal is to disappear. Pen and Benedict have something in common; neither is comfortable being her/himself. When they end up at the same backwoods, snowy resort over Winter Break with their dysfunctional families, they fall into an intense relationship that reveals they have more in common than they thought. Because of the intense sexual descriptions, this title is more suited for those 16 and over. Reviewed by: Denise Cushing Carson Elem. Six of Crows By: Leigh Bardugo ISBN: Henry Holt, 2015 9781627792127 Friendship; Adventure Topics: Outlaws; A dangerous new drug that enhances magical ability has just come on the market In Ketterdam. It will weaponized Grisha magicians, and then kill them. The young, brutal, thief lord, Kaz, is hired to break the chemist who invented the drug out of prison. The prison is supposed to be impenetrable but the Merchant Council is offering an outrageous amount of money to get him out. Kaz and his hand-picked band of disenfranchised young people take on the task. If anything can go wrong, it does. Fans of The Grisha Trilogy will line up for this one, the first in this new series. Reviewed by: Chris Coble CEC Early College What the Dead Want By: Norah Olson HarperCollins Publish- ers, 2016 Topics: Family; Photog- ISBN: 9780062410115 raphy; Paranormal When Gretchen re- ceives an unexpected phone call telling her that she's inheriting a preCivil War family mansion from an unknown aunt, she hopes that her trip to upstate New York will lead to answers. Gretchen's mother had been a famous photographer and spiritualist and disappeared five years before without a trace. As she finds herself in unimaginable situations, will she find the answers she's been looking for all these years? Author Norah Olson's use of photography as a medium connecting ghosts, souls waiting to cross over, and the paranormal lends an dark, eerie tone to this well- written story. Reviewed by: Denise Cushing Carson Elem. 100 Days By: Nicole McInnes Farrar Straus Giroux, 2016 ISBN: 9780374302849 Topics: Progeria; Friendship; Terminal illness Tiny Agnes has a rare disease that causes her body to age at an alarming rate: progeria. Her best friend and protector is Moira. Moira is big, where Agnes is small and since people call her names and bully her anyway, she wears Goth clothing and makeup, so they really have something to talk about. Boone was friends with the girls in elementary school. Until something horrible happened and they never spoke to him again. Now the three have been thrown back together. Everyone has their demons. The secret is trying to live with them (or in spite of them). This poignant novel is told in alternating voices between the three teens. Beautifully written and absolutely human. Reviewed by: Chris Coble CEC Early College "The world's favorite season is the spring. All things seem possible in May." - Edwin Way Teale Spring is like a perhaps hand E E Cummings Spring is like a perhaps hand (which comes carefully out of Nowhere) arranging a window, into which people look (while people stare arranging and changing placing carefully there a strange thing and a known thing here) and changing everything carefully spring is like a perhaps Hand in a window (carefully to and fro moving New and Old things, while people stare carefully moving a perhaps fraction of flower here placing an inch of air there) and without breaking anything.	<urn:uuid:0a120e45-b15b-4c5c-9c77-a1a6c5387518>	CC-MAIN-2018-13	http://etls.dpsk12.org/documents/ReviewCrew/May%202017.pdf	2018-03-17T18:34:56Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00376.warc.gz	103,465,373	4,120	eng_Latn	eng_Latn	0.998299	eng_Latn	0.998417	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3241, 7444, 10652, 14710, 17713 ]	[ 2.5625 ]	1	0
Summer Reading Assignment: AP English Literature and Composition AP English Literature and Composition is a skills based course teaching you how to read and write clearly about novels, poetry, and drama. The course is designed and organized to help you achieve a high score on the AP Exam in the spring. I am only assigning you two books to read this summer, but you can do yourself a favor by reading as much as you can. 1. First, read How to Read Literature Like a Professor by Thomas Foster. This is a helpful guide to reading literature independently. It will help you learn how to find the kinds of depth a lot of stories and poetry has on your own. When you read, pay particular attention to his introduction. His purpose is described there, and finding and understanding it will help you understand the reasons behind his reading strategies. 2. Read George Orwell's 1984 or J.D. Salinger's The Catcher in the Rye. These two thoughtful novels have been influential for decades. 1984 is very political. It is about a man living under a tyrannical government. The Catcher in the Rye is about a young man growing up in the 1950s, who has to navigate his teenage angst, relationships, and mental illness without many supportive family ties. Use Thomas Foster's ideas about reading literature to guide your interpretation of your reading. 3. Write an essay about the novel you chose. Here are the parameters of the essay: A. Write an argument about the novel. This is the role of your thesis statement. The thesis statement makes a claim about the novel. B. Use quotes and evidence from the novel to support your argument. C. Organize your thoughts into multiple paragraphs dealing with different aspects of your argument. D. Include a conclusion. Remember, you are writing an argument. Think about what you're writing and ask yourself so what? Why does this matter at all? The answer to that question should be your conclusion. Make a connection to the world outside of the pages of the text. E. Edit and revise your essay draft once you've finished writing it. Your essay shouldn't have any spelling errors or any serious grammar errors. You can have someone help you proofread it before you turn it in. F. The essay should be no less than 1,000 words. You will submit it to turnitin.com before Monday, August 17th, at 7:30 AM. The essay is worth 20 writing category points, the most heavily weighted category in my class. There will be time given during the first two days of school for you to ask clarifying questions about the assignment, or to come in and receive help revising.	<urn:uuid:50c88f64-2975-4060-8196-c227d4ea6995>	CC-MAIN-2021-04	https://www.ocssaints.org/wp-content/uploads/2020/06/2020-AP-English-Lit-and-Comp-Summer-Reading.pdf	2021-01-15T20:27:09+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703496947.2/warc/CC-MAIN-20210115194851-20210115224851-00652.warc.gz	928,838,408	558	eng_Latn	eng_Latn	0.998844	eng_Latn	0.998844	[ "eng_Latn" ]	false	docling	[ 2623 ]	[ 2.171875 ]	1	0
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2007 Generating Interest in Mathematics Using Discussion in the Middle School Classroom Jessica Fricke Lincoln, NE Follow this and additional works at: http://digitalcommons.unl.edu/mathmidactionresearch Part of the Science and Mathematics Education Commons Fricke, Jessica, "Generating Interest in Mathematics Using Discussion in the Middle School Classroom" (2007). Action Research Projects. 75. http://digitalcommons.unl.edu/mathmidactionresearch/75 This Article is brought to you for free and open access by the Math in the Middle Institute Partnership at DigitalCommons@University of Nebraska Lincoln. It has been accepted for inclusion in Action Research Projects by an authorized administrator of DigitalCommons@University of Nebraska Lincoln. Generating Interest in Mathematics through Discussion in the Middle School Classroom Jessica Fricke Lincoln, NE Math in the Middle Institute Partnership Action Research Project Report in partial fulfillment of the MAT Degree Department of Mathematics University of Nebraska-Lincoln July 2007 Generating Interest in Mathematics Using Discussion in the Middle School Classroom Abstract In this action research study of my classroom of 8 th grade algebra, I investigated students' discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom. I was very interested in observing the relationship between mathematical discussion in the classroom and student interest in mathematics. I was inspired to research this topic because of Math in the Middle. My favorite aspect of the Math in the Middle program is working with and alongside my peers. I have learned so much from their thoughts and ideas when discussing mathematics in our classes. This topic related to the state of my classroom at the time in that I was unable to get students to discuss with purpose. It was as though I was telling them what they needed to know, and because they were good kids they would listen. There was something missing though. It was the students! They are the classroom; what was I thinking when I would talk throughout the period and not hear from them? I began creating mathematical discussion in the classroom by simply facilitating more informal discussion during class. Students appeared to be more interested, but I was not certain how I was going to measure their interest. I knew that there had to be more structure, and therefore I created a discussion packet for students to record their thoughts and ideas about the discussion topic. I had a theory that facilitating discussion in the math class would help my students in many ways, mainly in that getting students to interact with one another about what they were learning would allow them to have a better understanding of mathematics. There was a positive response to the packets. Students appreciated time with their peers to discuss the topic that we were learning about in class. I was very excited to see the response. I did find that I was heavy on discussion sometimes and missed assigning practice problems. Students were frustrated at times because they missed the practice. However, once I found a balance between the two, the students found the packets to be a great tool. Having effective discussions in my classroom is what I focused on as my problem of practice as there were so many avenues to explore within this topic. Not only did students learn to think about mathematics as more than computation, but they also took away skills in social interaction. I valued middle school students learning where they fit in and in what roles they feel comfortable. I held that exercises in discussion in a math class would help the students 1) find their strengths and weaknesses in terms of leadership and 2) help them define their roles in a working group. The discussion exercise would allow students the right to work on their weaknesses so they could leave the class feeling confident in ways they never have before. I realized that my job was first to help students with math, but also to value their role in society and help the students realize their potential in that aspect as well as in a math class in particular. The focus of my problem of practice is how to better structure discussions in the classroom. If I wanted students to be able to identify their strengths and weaknesses both in math and in peer interaction, they needed a structured environment in which to do so. How did I provide purpose to the discussion? How did I convince my students that having mathematical conversation is very important to their understanding and learning? Many teachers believe that "it's not the answer that is important it is how you get the answer." However, these students have been trained to bubble in the correct answer and to regard what they did to get the answer is irrelevant. One facet of the problem, then, is to persuade them to adopt a completely different way of thinking. Another aspect of the problem of practice that was important was whether or not facilitating this change of thinking was even effective. This knowledge was important because it required a lot of effort and preparation to get the students to perform as a team and to discuss and write about their thinking; I wanted to know if it was making a difference. In that regard, I attempted to assess whether or not the import of process and not necessarily product was helpful in their classroom problem solving. Before the project, the state of my classroom could have been described as slightly chaotic but with the best of intentions in terms of discussion and written mathematical thinking. My last bunny problem (a word problem that takes a closer look at the Fibonacci sequence) was a perfect example of my classroom environment. Students were still not getting what I wanted out of the end solution; I found myself spoon-feeding them ideas and, shamefully, even giving some groups the answer. I resorted to these options out of frustration, and because I felt badly for them. Finally, as a last resort, I created a rubric that clearly stated and outlined the expectations. Usually I fear that rubrics might restrict creative thinking; I am always afraid then that students will not necessarily perform creatively, but they will perform the way the teacher wants so they can get an "A". My ideal classroom discussion has many exciting components. First, students will define their goal. They will work to find a true understanding of the problem. They will analyze the problem. I want the small group of students to identify what the question is asking and then to be able to restate the problem in their own words. Then I expect the students to identify their strengths and weaknesses and either use their strengths to their advantage or work on their weaknesses and develop better skills. They will ask themselves questions such as "How do I fit into this problem?" or "What can I do to help?" Then I want them to constructively brainstorm ideas on ways to solve the problem. During the brainstorming process they will respect each other's ideas and respond to the ideas of others. Once they have all of their ideas communicated in writing, they will sort through them and choose to work one or two avenues, eventually reaching a solution-- right or wrong. After they have reached a solution as a group, they should be able to convince others of their thinking and their solution. They will be able to communicate their findings with confidence and will be able to show understanding in their group's work. Problem Statement The effectiveness of classroom discussion in a math classroom is a very important topic to know because many math teachers tend to shy away from listening to what their students have to say. For many, it is easier to talk all period and teach them the teacher's way of doing things. Their work is then easier to grade because they all use the same method-- the teacher's method. If a teacher were to open up their classroom to some discussion then they would have to learn other methods and challenge their own thinking. Not only is classroom discussion important because it offers a platform for math students to share their ideas, but it is critical for understanding as the students work through their thought processes. When the teacher is talking the whole class period and students offer short answers here and there then the students are lacking the time to actually think through the problem and make their own mistakes. Instead, the teacher is up at the white board guiding them through the problem. In this case, the teacher is not letting them correct themselves or even think for themselves. As math teachers, we should care about this problem because in most other classes students are asked what their opinions are about the topic at hand. In a literature class, for example, they are asked their opinion about the author's thoughts. In social studies classes they are asked to offer their point of view on a time in history. In science they are asked to hypothesize about what will happen next. All too often in math the students are asked to listen and offer short answers as the lesson is given. Rarely is there a math classroom in which students are asked their opinion of what should happen next. It is a disservice to our students to not provide them with the same opportunities many of their teachers have had while working on advanced degrees alongside their peers. Literature Review In investigating oral communication in math class, I am especially interested in whether or not communicating with one's peers about mathematics will help with one's understanding of mathematics. In fact, the articles I have read say that there is a benefit in understanding. The study conducted by Roberts and Tayeh concludes that students benefit from reflecting on their thinking by being able to perform better in future problem solving. In addition, they state that encouraging students to write about their problem solving gives educators better insight into their students' thinking. Roberts and Tayeh (2006) say, "When students write about and reflect on their own thinking, it makes a significant impact on their ability to solve problems now and in the future" (p. 236). An instructor may be interested in student journaling as a way to measure student learning. It is promising to read that there is importance in this. There are three main themes found repeatedly in the literature. The themes are questioning, the role of the teacher in the classroom, and promoting and encouraging discussion in the mathematics classroom. These themes relate to student attitude and involvement as well because in order for a student to be involved, he or she needs to feel safe and have motivation. Questioning: Tanner studied 17 high school math students and the use of the Socratic Discussion in the classroom. Socratic Discussion is a form of reflective discussion. The results of the study show that reflective discussion caused students to be more insightful and more logical in their mathematical thinking. In the article "Promoting and Studying Discussions in the Mathematics Classroom" Tanner (1998) states that "with a questioning strategy that is designed to affect inductive student reasoning, it is critical that students attempt to answer questions and not just hear answers given by others" (p. 342). The teacher needs to have the classroom skills to allow students to feel safe and confident enough to participate. Not only do teachers need these skills, but they also need to ask the right questions, namely the questions that will induce an answer from their students. In their article, Springer and Dick (2006) discuss discourse in the mathematics classroom. They highlight three goals to meet for teachers who wish to have mathematical discussion in their classroom. The goals for teachers are to talk about what mathematical discussion should look like, to establish discourse techniques, and finally to meet teacher needs and concerns. Not only do questions serve a purpose for the teacher, but the questions also, according to Springer and Dick, "create further opportunities for other participants to continue" (p. 106). This is a significant point to consider. What, as a teacher, can one do to get the students chatting about math? What kinds of questions can be asked that will get a response which encourages others to participate? Effective questioning is a difficult skill to master. Researcher Taber (2006) studied teaching fraction concepts with the use of the story Alice in Wonderland. There is a useful example of effective questioning in the Taber's article entitled "Using Alice in Wonderland to Teach Multiplication of Fractions." While the article's title seems unrelated to the topic at hand, the article itself offers many examples of effective questioning. One scenario described shows how the teacher questions so that she understands the thought process followed by Nina, one of her students. The line of questioning and conversation follows up with another student, Alan, adding more to the discussion. The article does not describe in detail how the teacher is questioning to get these results, but it is clear that the effective questioning used is a skill many teachers would find useful. This leads very nicely into the next theme found in the literature: the role of the teacher. The Role of the Teacher: Springer and Dick (2006) describe the teacher as having many roles in the classroom. A teacher may have the idea that students need to "discover" things for themselves. It becomes a classroom management nightmare when it is left up to the class. It really does make a difference that the teacher has a significant role in the classroom. Springer and Dick describe the roles of the teacher as choreographer, stage manager, director, and dancer. Koenig (2001) discusses how teachers engage students in mathematical thinking and why it is important. She emphasizes key points such as leading questions, summarizing, and paraphrasing in classroom discussion. Koenig says it is clearly not enough for the teacher to stay out of the way. One may think teachers often get into thinking they need to let the students do it without them when, in fact, they need to be a big part of the discussion. According to Koenig (2001), the teacher has the most important role. Teachers have to guide their students through the discussion and give them a goal or a vision of the end result. Koenig determined that there are four essential characteristics to a teacher's discourse moves. The four elements are purpose, setting, form, and consequences. There are moves and plans made by the teacher with purpose. Math teachers often think that finding what page number the homework is on and deciding the objective to be taught is planning. In fact, planning the conversation about the homework is so much more effective. Anyone can tell students a homework assignment, but the art of having them discuss and interact about mathematics is so much more meaningful. Koenig (2001) also focuses on "wait time". The reason for this is because it is important to give the students a chance to participate in "the dance", which is how Koenig describes classroom discussion. Koenig states that a simple wait of three to five seconds moves the question from one which is rhetorical to one that invites students to engage in dialogue. Often teachers struggle with this wait because they don't want their students to feel uncomfortable. For example, I had a hearing impaired practicum student in my classroom who brought his captionist with him to class. I read this article during the time period that they were in my classroom and thought I would try Koenig's suggestion and really wait those three to five seconds. During my experiment with Koenig's suggested wait time, the practicum student's captionist came to me one day after class and said, "I felt some tension in the room today. It was really uncomfortable for me." I didn't tell her what I was trying to do, just that I was pushing the kids more. She may have walked away thinking that I was being too hard on them. After providing the three to five second wait time for several days, the students were attempting to disagree with each other more on an academic level, and, in turn, there was more effective discussion. The next question, though, is how do we, as educators, get the students engaged and willing to participate? Student Attitude and Involvement: One approach that was suggested in the readings is to be non-direct with the students so that they offer information but feel less intimidated. "Some less direct approaches include non-leading questions that respond to student ideas, paraphrasing a student's answer to help him/her look more carefully at what was just said, and the use of wait time" (Koenig, 2001, p. 9). Using these techniques can help to bring the more inhibited student into the conversation. After all, involving a majority of the class is very important. Koenig (2001) states that we, as teachers, are responsible for helping students pursue challenging mathematics by being able to read our students' abilities and readiness well. It is vital that we introduce concepts to student at their readiness level. It is a challenge to build a student's confidence and get them involved in math for which they are not ready. It is more appropriate for a teacher to be able to "read" a class's needs than for the students to have to tell the teacher the skills and concepts in which they are lacking. Grouws and Lembke discuss motivational factors for students learning mathematics. They determine that true motivation is intrinsic and not for the purpose of completing a task or being better than someone else. Grouws and Lembke (1998) assert that "a teacher must be aware of and sensitive to the needs of her students or she is in danger of assuming a teaching style that satisfies her own needs instead of the motivational needs of her students" (p. 249). This assertion is completely reasonable. As an educator it is easy to fall into whatever teaching style is comfortable and not necessarily what the students need. When this happens, the teacher in question runs the risk of having the students "unplug" themselves from the class or become frustrated with the lesson. Teaching to the learning style of the students will certainly increase motivation in the mathematics classroom discussion. One noteworthy technique is the "pass the pen" technique, which is intended to involve every student in the discussion. The teacher writes a multi-step equation on the board and then hands a student the marker. As the selected student completes that step, he or she is also required to explain his or her thinking as they work the equation. The student then calls on the next student, gives him the pen, and then that student figures out and explains the next step. If a question comes up, the student holding the pen can answer it, call on someone for help, or pass the pen to a different student. Clearly this process will take more time than a teacher completing the necessary steps for the class, but the process forces students to think about and reflect on their work (Hawes 2006). Hawes (2006) studied students using different activities to teach error analysis to learn from their mistakes. She determined that error analysis helps students to become more accurate in their mathematics. She also says that they are more able to work cooperatively to correct their homework. Hawes also discusses the amount of classroom structure necessary for constructive discussions. The underlying need for classroom structure supports the premise that the students don't have to figure it out for themselves; they do not have to be on their own and unmanaged for the concept to make a difference. As a matter of fact, the teacher must be involved to help motivate his or her students; there is a precarious balance between teacher control and too many student choices, and each teacher has to find that balance. This concept was illustrated one time when I did a lesson/activity with my algebra class that involved the relationship of the slopes of parallel lines. They knew that the slopes had to be the same, so I assumed that they would be able to find the relationship between the slopes of perpendicular lines. I had my graph paper, rulers, and colored pencils all lined up and ready to be handed out. I was excited to see what they would come up with during the activity. The end result was a mad house; by the end of the activity, some groups were throwing things, some were talking about social topics, and most were completely off task. Those groups that did try to make an attempt were frustrated with me. Part of their homework was to reflect on why it had gone so badly; over and over students wrote that they didn't know what to do, didn't have enough information, and that they wished I would have given them more direction. This research project differs from the published literature in several ways. For instance, published research involved ways in which one applies discussion in the classroom while this research concentrates more on structuring discussion in the classroom. Also, while this research investigates the benefits of structured discussion, most published research investigated the benefits of the components of mathematical discourse. Purpose Statement The purpose of this project was to learn how to structure a classroom so that the students can be enriched by and learn from constructive mathematical communication. Additionally, the development of an effective method for both student and teacher to help in the discussion process was desired. I wanted to understand the influence that mathematical discussion would have in my classroom; it was my intent to have a student driven discussion having myself acting as facilitator and guide. My research questions were 1) how does a teacher facilitate mathematical discourse in the classroom and 2) how are students best "trained" to have an effective discussion about mathematics? Methods When I began planning this study, I was not sure how to go about measuring students' interest in mathematics as a result of their classroom discussion. I knew that I needed to first get them talking. That was not difficult. What I found to be a challenge was that they would not necessarily talk about math. That was when I decided to add some structure and purpose to their discussion. I created packets (Appendix A) that not only helped them with their discussion but also helped me to determine the students' level of interest and learning. I decided to gather data in three ways: I kept a journal when students discussed, I collected two sets of packets from the students, and I also collected a student survey regarding the packets. I decided to keep a weekly journal because of the feelings I was having as I watched students discuss using the packets I had created. I wanted to keep a record of those thoughts because I thought that later on, as I began to compile the data, I would have lost exactly what I was thinking and when I had thought it. The dates I had journal entries for were Fridays: April 27, May 4, 11, 18, and 25, 2007. I also determined that surveying students would give me invaluable insight into what they were thinking in terms of their level of interest, frustration (if any), how the packet(s) was working for them, and if they felt they were learning from it. (Appendix B). I surveyed the students on June 6, 2007. The reality of their reaction was more powerful to hear from them than if I had made assumptions about their thoughts. Lastly, collecting their packets was important because it gave me an idea of how they were learning. I collected the packets on April 11 and May 23. I could depend on the students to tell me about their perception of the discussions. I could not, however, ask them to explain in a way that would be helpful to me in this study how their work had changed. I had to see it for myself. I also wanted to keep a record of how I graded their packets; the rubric I had used was attached to each individual's packet. As my data collection relates to both my research question, "How does a teacher facilitate mathematical discourse in the classroom?" and "How are students best "trained" to have an effective discussion about mathematics?" I chose my own journal entries, student surveys, and student packets as a way to determine both how a teacher would facilitate the discussion as well as how the students best learn to discuss. I organized the data by looking at my weekly journaling to see where the data was headed. I separated the first "draft" packets the students used from the second "improved" packets. I had expectations in terms of how the students expressed their thoughts while solving these problems and categorized the differences among the two packets. I also categorized the responses the students gave in the survey. I found "similar key phrases" students wrote about and grouped those responses. I analyzed the data by assessing the effectiveness of the packet I put in place for the students to use during discussions. I also evaluated the responses the students had to my survey regarding the use of the packets. Findings For my first research question, "how does a teacher facilitate mathematical discourse in the classroom?" I asserted that creating a structure for students to follow will allow teachers to facilitate mathematical discourse in the classroom. This assertion proved accurate. In my journal on May 30 I stated, "The students had no interest in the locker problem. They were frustrated with me because I was making it seem as though they should just work it through." I knew at the time the reason they were frustrated was because they had no direction and no purpose. I felt that they needed more structure. In the students' own words, they respond in a survey stating, "I really liked being able to talk about the problem and really understand it! It also let me think of different ways of doing the math problem." In my journal on May 25 th I said, "Class was more focused today. They got through their packet roles in a timely manner and were able to work practice problems together." It was really nice to see how the students had grown from a frustrated problem solving mess to a group of students that could anticipate their part in class discussion. They were then able to offer something they had confidence in rather than being put on the spot and telling the class, "I don't know." Another student wrote on the survey, "You can see if anyone got it and where you messed up and you ask questions and you can teach your peers." This sentiment was the essence of that which I had hoped to see as a result of the processes implemented. I was so pleased to see this response. I knew that when I began this project, gave them a problem and told them to attempt it without any direction, they would certainly not get then what that student got out of it at the end. Other evidence that supports my assertion is the way students completed the roles in their packets. Each small group was assigned a role they were responsible for in completing the problem. I really wanted students to not only attempt the problems but to attempt them using methods we had talked about previously. I knew that if I had given them incomplete directions and asked them to just solve a problem they would not necessarily utilize the methods. However, I structured the packet so that students would be directed toward the use of those roles. For example, I wanted students to restate the problem using words they could understand. I developed a role named "the summarizer," and their job was to rewrite what the problem was expecting, but in the group's own words. A student wrote as a response to a word problem, "For # 2 I am to write the problem in standard form. To do this I must arrange it by greatest exponent." Another student wrote, "It is like a football team. You want the bigger players up front." These students stated the same idea in very different ways. However, both show good understanding of standard form. The idea is that the student brings this thinking to the table for the next day's discussion. Others will hear how they have thought through the problem. For the research question, "How are students best "trained" to have an effective discussion about mathematics?" I made the assertion that giving the students consistent and thorough feedback after they have had their discussion will best help to "train" students to have effective discussion. I prepared a rubric to use when grading the packets (Appendix C). Additionally, I offered a rubric (Appendix B) that would allow the students to grade each other on group participation. The teacher rubric I made told the students how well they covered the expectations of their role in the discussion and how well their mathematical ideas were represented in their discussion packet. The peer rubric measured such group work aspects as working well with others, staying on task, offering well-thought ideas, attitude, and preparedness. Student work and participation greatly improved from the first packet collection to the second packet collection. In order to maintain student confidentiality, I only analyzed data from 12 of the 15 students who consented to participate in this study. The 12 students were randomly selected by the teacher who had the consent forms, and their names were removed from the packets I analyzed. From the first collection, 5 of the 12 earned a 5 out of 8 points or below. I used the same sample of students from the second collection and of the 12 students, only 1 earned below 5 of the 8 points offered. The graph of packet grades clearly shows an improvement from the first packet collection to the second packet collection. Either students' grades remained strong or there was an improvement. I believe the reason for this improvement was that the students worked really hard to make their peer grade better and show their mathematical thinking more. I also believe that students were getting used to the packets themselves and that was part of the reason their grades improved. Therefore, I cannot attribute the increase in grades solely to the feedback from the rubrics. Conclusion My findings tell me that having discussions in the mathematics classroom is very important and effective. My data shows that students appreciate the discussion and get a lot out of it. It also shows that in order to have more effective and meaningful discussion the teacher has to provide structure and purpose to the discussion. Simply asking students to "talk" about a topic is not enough. It is imperative that the teacher lead students into meaningful discussion. The trick is to let them lead the discussion. My findings also show that it is important to provide students feedback about their discussion. It is not enough to listen to their discussion. The teacher must provide feedback in order for the students to learn how to effectively discuss with one another. It is necessary for the teacher to provide positive feedback about the discussion methods that he or she would like to see used again in the future. Highlighting a student's mistakes may keep them from sharing in the future. Implications I will most definitely continue the practice of having students be heard in my classroom. I understand that I must make some of the expectations in my discussion packet more clear, however. The packets made sense in terms of getting students to have a structured discussion and guiding them to cover all of the points I felt necessary. There were some roles which could be tailored more toward the expectations I had. For example, I wanted students to state a strategy they might try to solve the problem at hand. I titled this role the "summarizer." I found that students simply summarized what the book stated in their own words. I thought that maybe I would change this role title to "strategist" and that this new title would get students to not only restate the problem in their own words, but to provide a strategy for the problem as well. I did find that this process was difficult to introduce two-thirds of the way through the year. In the future, I will be sure to introduce this technique to students at the beginning of the year. It will be part of my classroom. I will present it in a positive manner. A packet problem will be assigned along with practice homework. Of course, the practice homework will be to sharpen the new skill they have learned, and the packet question will be for purposes of discussion. Finally, I will better structure how the group spends their time. In my study, I found that structuring the discussion itself was important, but it is also helpful to get students accustomed to using their time wisely by giving them an agenda. For example, when the students have completed going through the roles of the packet for the discussion problem, and they have time left over, they can do a few examples with their peers and write a short reflection about how they are doing with this skill. I would advise that other teachers with a similar problem of practice spend time establishing a way to make discussions structured in their classrooms. It is important for the discussions to be structured in order for the students to get the most from them. It is also important that the teacher make this work for them in their classroom. What may have been successful in my classroom may not be in another. If a teacher thinks there is little time for discussion yet is considering adding it to his or her class period, I would advise them to create an efficient timeline that students are to follow. The more specific the expectations, the more efficient students will be. If students are given directions that are consistent and thorough, they will be more independent and use their time more wisely. A suggestion is to have the teacher use an overhead timer and lay out the goals student should strive to reach in the given time period. It is also helpful for the teacher to be prepared by knowing the discussion topic well. If the teacher is organized with notes about what they want the discussion to touch upon, then the students are more likely to stay on topic. I would strongly urge math teachers to look for the value in classroom discussions. It is quite obvious that we discuss in other classes so we can show that we value our students' observations and opinions. There is no reason it should be different in math. I believe that sharing my thoughts on streamlining discussions in math with other teachers in a Professional Learning Community setting would prove effective. I really found the classroom discussion packet to be an exceptional tool in my classroom, and I will continue to make improvements on the packet and use it in my class. References Grouws, D. & Lembke, L. (1998). Influential factors in student motivation to learn mathematics: the teacher and the classroom culture. The Urban Review, 30 (3), 245-257. Hawes, K. (2006). Using error analysis to teach equation solving. Mathematics Teaching in the Middle School, 12 (5), 238-242. Koenig, J. (2001). Encouraging mathematical thinking. The Math Forum.org, last accessed December 3, 2006. Monouchehri, A. & Lapp, D. (2003) Unveiling student understanding: The role of questioning in instruction Mathematics Teacher, 96 (8), 562-566. Roberts, S. & Tayeh, C. (2006) It's the thought that counts: reflecting on problem solving. Mathematics Teaching in the Middle School, 12 (5), 232-237. Springer, G. T. and Dick, T. (2006). Making the right (discourse) moves: facilitating discussions in the mathematics classroom. Mathematics Teacher 100 (2), 105109. Tanner, M. (1998). Promoting and studying discussions in math classes. Journal of Adolescent and Adult Literacy, 41 (5), 9 pages. Taber, S. (2006). Using Alice in Wonderland to teach multiplication of fractions. Mathematics Teaching in the Middle School, 12 (5), 244-250. Appendix A Algebra Name ___________________ Math Discussion Groups Date ________________ Group Discussion Roles Due Date: 1. Strategist (leadership) _______________________ 2. Questioner _______________________ 3. Dissector _______________________ 4. Visualizer _______________________ If you are in a group of 3, the visualizer will also take on the role of the dissector. What will Mrs. Fricke be looking for? * Groups who are prepared with appropriate materials. * Members that are focused on each other and the discussion. * Equal participation with exemplary manners. * Eyes on the person speaking. * One person speaking at a time. * Use of appropriate voice level for group work. There will be approximately 10 minutes of group time. In your 10 minutes of group time you should: * Go through each role one at a time. * Make necessary revisions to your write up. * Work assigned practice problems. Strategist Page: ______________________ Problem #: _______________________ Your job is to describe your "plan of attack" when working this problem. Don't forget to include when you took the approach you did. (It is not necessary for you describe how you worked the problem step-by-step) Strategy: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Questioner Page: ______________________ Problem #: _______________________ Your job is to write down questions you have about the problem. Suggestions: What did you have to consider while working this problem? What skills were required to complete this problem? What did the problem remind you of? Where could potential errors have been made? Were there any difficulties/frustrations? You will also answer each question with complete sentences. Support your answer with details from the problem. You must ultimately answer. First Question: ________________________________________________________ ________________________________________________________ Answer: ________________________________________________________ ________________________________________________________ ________________________________________________________ Second Question: ________________________________________________________ ________________________________________________________ Answer: ________________________________________________________ ________________________________________________________ Dissector Page: ______________________ Problem #: _______________________ Your job is to show your mathematical work step-by-step for each problem in its entirety. You want to show your group members what the problem should look like if all of the math work were shown. It is to be written like a final draft. It is to be clear and precise. Do not question how you arrived at a solution. You may use a different method than the others and that is okay. Steps: _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Visualizer Page: ______________________ Problem #: _______________________ Mathematicians make pictures in their mind as they work. Your job is to record your mental image of a significant part of the assigned problem. Use graph paper, charts, technology such as computers or calculators, colored pencils, rulers, etc., to sketch a drawing of your mental image. What do you see? 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Applying CCRS in Social Studies Instructional strategies to engage students Presented by Susan Domanico, Ed.D., EDUCATION CONNECTION Goals for this session Plan to integrate inquiry and other best practices into lessons when you have limited time and instructional resources Participate in/try out activities that you can use with your students Shifts in instructional practice Turn and talk: how did you learn Social Studies as a student? How have the College and Career Readiness Standards changed the game when it comes to preparing students for success on the GED® and beyond? Keys to success in Social Studies prep The GED® is focused on Social Studies reasoning Conceptual understanding (content) Procedural skill and fluency Applying social studies fundamentals in realistic situations Combination of Social Studies practices Content (Civics & Government, US History, Economics, Geography) The Practices Drawing Conclusions and Making Inferences* Determining Central Ideas, Hypotheses and Conclusions* Analyzing Events and Ideas* Interpreting the Meaning of Symbols, Words and Phrases Analyzing Purpose and Point of View Integrating Content Presented in Different Ways Evaluating Reasoning and Evidence Analyzing Relationships Between Texts Reading and Interpreting Graphs, Charts and Other Data Representation Measuring the Center of a Statistical Dataset *High Impact Indicators Translating the Assessment Guide into instruction Many of the Social Studies assessment targets closely mirror the literacy skills from Language Arts Major focus on critical thinking skills (analyzing, interpreting) over recall of facts Must know Close reading skills to access complex text Key vocabulary inquiry and questioning Some practice working with data from maps, tables, graphs and charts Primary Sources and Complex Text Many primary sources used in Social Studies are complex due to Overall readability (Lexile, ATOS, CCR Level of Learning) Structure (organization, text features, use of graphics) Language clarity & conventions (sentence structure, vocabulary) Knowledge demands Purpose Look at this editorial written by Amanda Parsons about a Supreme Court ruling. How would your students do? What could you do to make the text more accessible? See "Understanding Primary Sources" frame by S. Schmidt, Appalachian State http://abspd.appstate.edu/teaching-resources Strategies for improving access Be sure students have enough background/context: establish and communicate a purpose for reading (why are we reading this?) Pre-teach key vocabulary (Tier 2 and 3 words) Teach students a process for close reading Careful and purposeful rereading of text (Fisher & Frey) Student read independently and underline key ideas or make note of questions/confusions, summarize each paragraph or "chunk"-relate back to "why are we reading this?" Check for understanding: teacher questioning, peer-to-peer discussion Shared reading or read aloud for author's "claims" or belief statements Read one last time to determine what the author is doing: describing, illustrating, arguing, advocating Engage students in completing text-dependent questions Just Ask Publications Protocol for Close Reading www.justaskpublications.com Practice Re-visit Amanda Parson's editorial Why would you have students read this? Write two comprehension level questions: what is going on? Write a question about the author's overall purpose and connection to larger issues. Also see 2014 Social Studies Safari, Steve Schmidt (firstname.lastname@example.org http://abspd.appstate.edu/teaching-resources Implementing College and Career Readiness Standards in Adult Education. LINCS, https://lincs.ed.gov/programs/ccr/ela ) Tackling vocabulary Tier 2 words: descriptive vocabulary, more sophisticated words used in a broad context ("SAT" words) Tier 3 words: precision vocabulary, specific to a particular discipline Read this speech by Gerald Ford. Underline the Tier 2 words and circle the Tier 3 words Growing students' vocabulary Use a visual thesaurus tool http://www.visualthesaurus.com/ https://www.vocabulary.com/lists/vocabgrabber For important Tier 3/content vocabulary words, try a Marzano Square or other graphic organizer Variations Own words definition Example/non-example Picture Concept map categories Practice Create a vocabulary graphic for "Constitution" Be prepared to share with the group Also see Civics, History, Economics and Geography Assessment Target Cards found at 2014 GED® Social Studies Safari, Steve Schmidt (email@example.com) http://abspd.appstate.edu/teaching-resources Tier 3 words and definitions for each section Inquiry Inquiry plays a huge role in the NCSS National Curriculum Standards for Social Studies Inquiry involves Questioning Selecting sources and gathering information Evaluating claims Making claims and using evidence Constructing, adapting and critiquing arguments and explanations Analyzing problems Taking action John Lee and Kathy Swan, Social Education 77 (6), 2013 Model for conducting inquiry: IDM Blueprint™ Generate a COMPELLING QUESTION Connect the question to standards Stage the question (background or create curiosity) Create SUPPORTING QUESTIONS (knowledge, definitions, insights to scaffold the compelling question) Create a PERFORMANCE TASK (activities) Identify FEATURED SOURCES (resources) SUMMATIVE assessment (response to compelling question using what they have learned) TAKE INFORMED ACTION (where appropriate) C3 Teachers. Grant, Lee & Swan, 2014 Practice Take one of the compelling questions below and complete the IDM blueprint form How did wars cement the role of the US as a world leader? How did western expansion define and shape the character of the US? How has the distribution of natural resources shaped cultures and politics? What role should government play in the economy? How does the Constitution embody the principles of democracy? Questioning Three thinking abilities: divergent, convergent and metacognitive Question Formulation Technique (QFT) Question focus: introduce a topic, generate interest Rules Produce questions Categorize Prioritize Share, research, write www.rightquestion.org Rules Ask as many questions as possible about the stimulus Do not stop to answer, judge or discuss Write down the question exactly as stated Change any statements or comments into questions www.rightquestion.org Try one Question focus What questions do you have about this picture from this political convention? Visual literacy Students need to interpret maps, tables, graphs and charts and apply information extracted to questions or problems One way to provide practice is to create a themed Learning Station to have students interact with content presented in different formats Students can also benefit from using graphic organizers to collect and display information and translate complex or lengthy text into more accessible chunks Map skills Assess students to be sure they know terminology related to maps Types of maps Political Physical/topographic Map elements Compass Scale Legend/key Features Latitude/longitude Title color http://geography.about.com/od/studygeography/a/mapparts.htm www. Education.about.com Graphs, tables and charts Have students attend to Title Purpose of graphic Information presented Units Relationship of data presented Visual literacy: images Art work or photos can be valuable sources of information and are broadly accessible to students This site has a detailed bank of questions to help "unpack" a visual image: http://www.humanities.umd.edu/vislit/bank_content.php Components are Form (color, line, space, shape) Context (circumstances around the image, message) Content (facts, figures, information) http://www.humanities.umd.edu/vislit/ Putting it all together: Learning Stations Slavery in America Photos http://www.history.com/topics/black-history/slavery/pictures Graphs https://thesocietypages.org/socimages/2011/01/07/fascinatingdatabase-about-the-trans-atlantic-slave-trade/ Maps http://www.smithsonianmag.com/history/maps-reveal-slavery-expandedacross-united-states-180951452/?no-ist Print-transcripts of debates pro/con slavery http://chnm.gmu.edu/exploring/19thcentury/debateoverslavery/assignment.ph p Culminating activity How does a learning station provide learning opportunities for both content and practices? For your kinesthetic learners Skits Reader's Theatre From Steve Schmidt's 2014 GED® Social Studies Safari, http://abspd.appstate.edu/teaching-resources Questions and feedback Please take a few minutes to provide feedback on this session: https://www.surveymonkey.com/r/ECAdultEd1516 For additional questions, contact Sue Domanico, firstname.lastname@example.org 860-567-0863 x186 Tony Sebastiano, email@example.com 860-567-0863 x132	<urn:uuid:80f367c4-2558-4b58-92ec-2731eea342a7>	CC-MAIN-2018-13	http://edadvance.org/uploads/files/Adult%20Learners%20FIles/ATDN%20Archives/atdn_appCCRSsocial.pdf	2018-03-17T18:05:22Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00381.warc.gz	94,672,172	2,181	eng_Latn	eng_Latn	0.929697	eng_Latn	0.978004	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 135, 352, 593, 919, 1425, 1834, 2426, 3289, 3766, 4056, 4381, 4727, 5112, 5624, 6033, 6306, 6525, 6630, 7062, 7362, 7504, 7941, 8540, 8697, 8999 ]	[ 3.3125 ]	2	0
ESL Literature Writing Project #2 Subject: "PLOT SUMMARY" Name: ________________________________ Date: ___________ Score: _____ /60 Assignment: Using literary terms and devices, students will write a plot summary with quotes for a story they have read. I. Define: Plot Story In this Plot Summary, students will write a short paragraph that re-tells the major events in a story using specific literary terms. For advanced students, there should be a quote included to support each term. These terms include: a. Title b. Subject c. Protagonist d. Setting e. Conflict f. Rising Action g. Climax h. Resolution i. Theme II. Explain: Plot Summary Students will work through the writing process to complete and present a final draft to the class. The writing process includes: a. Brainstorm b. Graphic Organizers c. Sentence Frames d. Handwritten Rough Draft e. Clean Copy Peer Edits f. Final Copy Students will follow the exact plot summary model paragraph. Students will NOT re-tell the story entirely, but will only highlight the major events. Students should be familiar with the basic plot map. Climax Falling Action Rising Action #2 Theme Rising Action #1 Setting & Conflict: III. Example: Plot Summary Graphic Organizer Students will answer all Graphic Organizer questions before completing their Sentence Frames. Students must Brainstorm answers to fill in all the Graphic Organizer boxes. _____ /10 pts PLOT SUMMARY GRAPHIC ORGANIZER: Story Title: Story Author: Story Subject: Climax: Rising Action #3: Resolution: Theme: Rising Action #1: Setting & Conflict: What is the Setting? Quote: What is the Conflict? Quote: What is the first Rising Action? Quote: What is the Theme? What is the second Rising Action? Quote: What is the Climax? Quote: What is the Resolution? Quote: IV. Describe: Plot Summary Writing Process PART ONE: Sentence Frames: _____ /10 pts Students will then take the Brainstorm information from the Graphic Organizers and transfer it to the Sentence Frames. Students may need to change or alter some of the sentences to fit perfectly. PLOT SUMMARY SENTENCE FRAMES: ___(Story Title)_____by____(Author)____is a story about_____(Subject)______. The protagonist, _____(Main Character's name)_______begins in a setting of_________________(Setting)_________ ______________________________,which is seen in the quote, "_____________________________ __________" (p. ), and a conflict of_______________________(Conflict)_________________________ __________________________,which is seen in the quote, "___________________________________ ______________" (p. ). They then move into rising actions points of________(Rising Action #1)________ ___________________________,which is seen in the quote, "____________________________________ _________________" (p. ); and______________(Rising Action #2) ______________________________ _______________________________,which is seen in the quote, "_________________________________ ____________________" (p. ). The climax of the story is when______________(Climax)_____________ __________________________________,and is seen in the quote, "______________________________ ________________________" (p. ). The story resolves with__________(Resolution)______________ _______________________________,which is seen in the quote, "_______________________________ _______________" (p. ); and where the theme of_____________(Theme)_______________________ __________________________can be seen. PART TWO: Rough Draft: _____ /10 pts Students will re-write sentence frames into a neat and clean notebook paper and turn it into the teacher. PART THREE: Clean Copy Peer Edit: _____ /10 pts Students will type their essay and print. Students will exchange essays with a partner and Peer Edit. Students will work through the Peer Edit Checklist giving feedback to their partner. PEER EDITING CHECKLIST: Student's Name: _________________ Date: __________ Writer's Name: __________________ Essay Title: _______________ Comments: PART FOUR: Final Draft (4 pts each _____ /20) Students will re-type their essay and present it to the teacher. This is the Final Draft. Essay scores will be given by adding the points for each of the 5 criteria Scoring Guide for ESL Literature Project Writing:	<urn:uuid:44499d01-5138-4780-b1dc-4a7588d1dd14>	CC-MAIN-2018-13	https://eslliteratureproject.files.wordpress.com/2017/12/elp-writing-2-plot-summary.pdf	2018-03-17T18:03:07Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00383.warc.gz	586,755,573	930	eng_Latn	eng_Latn	0.984853	eng_Latn	0.995613	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1216, 1844, 3539, 4079, 4346 ]	[ 4.28125 ]	1	0
Grow well. Play well. How common is back pain? Back pain in adolescents (and adults) is very common. The most common reason for back pain is muscle strain. This can be caused by a single movement, a repetitive movement in a sport and can be brought on and worsened by stress levels. Typically these types of pain or injury will resolve within a few weeks' time with adequate rest and progression with core strengthening. When should I be worried? Back pain in general is not dangerous, however there are a few symptoms associated with back pain that should be evaluated by a health care provider promptly. In a young, or school age child, back pain that lasts a few days should be checked out. Other red flags which should be evaluated quickly include: - fever - unexplained weight loss - difficulty walking - numbness or tingling of the legs or arms - pain that shoots down legs - sudden onset of urinary accidents - pain that wakes a child in the night What are the causes of back pain? In the general population, there are several causes to back pain, below are two of the most common. A specific motion such as lifting or bending can precipitate the pain. Over-activity, such as the first game in the season of softball or soccer is another common cause. Musculoskeletal strain, from sports or activities, is most often the cause of back pain in children and adolescents. Teenagers tend to have more persistent pain then younger children. Back pain in this age group is frequently related to tight hamstrings and weak abdominal muscles. Stress Fracture (Spondylolysis) may contribute to lower back pain. This may occur during repeating motion or arching of the spine, in soccer or gymnastics. A physical exam of the back will help make this diagnosis. If your provider is concerned for Spondylolysis they may order xrays. In the first days of symptoms relative rest from activities, heating pads or patches and anti-inflammatory medicines (NSAIDs) like Tylenol and ibuprofen may be helpful. Relative rest: your child may need to restrict activities including competitive sports for a few days for a few weeks. This does not mean your child is bed bound, but rather that they decrease their levels of activity. Heating pads/patches: there are several types of heating pads, electric, microwaveable and hot water. Be sure to protect the skin under heating pads, use a low setting with electric heating pads, unplug electric heating pads when done with use. Heating patches are also available without a prescription at most pharmacies, most contain menthol or eucalyptus so be careful with skin allergies and check skin under heating patches frequently, and follow package instructions on application and removal. Since the most common cause of back pain in children and adolescents is due to musculoskeletal strain, exercises that strengthen the muscles of the back and abdomen are utilized. Performing these exercises will help improve core muscle strength, posture, and body mechanics- all of this will improve back pain. Treatment: Stretching and Strengthening 1. Single Knee to Chest Stretch - Lie on your back with one knee bent. Hold thigh behind knee and bring one knee up to chest. Hold 30 seconds. Relax. Repeat three times on each side. 2. Hamstring Stretch - Lie on your back and bring affected leg towards your chest. Grab the back of your thigh and try to extend your leg. Hold this position for 30 to 60 seconds, feeling a stretch in the back of your thigh. Repeat three times. You may also try this with a towel around your foot if it is more comfortable. 3. Heel Raises - While standing, on the floor or on a small step balance yourself on both feet and hold onto a wall for balance. Rise up on your toes, hold for five seconds, and then lower yourself back down. Repeat 10 times, and do 3 sets of 10. Once you are comfortable with this, try on one leg. 3 sets of 10. Core Exercises 4. Abdominal Contraction - Lie on your back with knees bent and hands resting below ribs. Tighten abdominal muscles to squeeze ribs down toward back. Be sure not to hold breath. Hold 30 seconds. Relax. Repeat 3 times on each side. 5. Pelvic Tilts - Lie on your back with both knees bent and feet planted on the floor. Gently tuck your buttocks under and front of hips slightly up and think of pulling your belly button in towards your back as you do this. Hold for 10 seconds and repeat 10 times. 6. Abdominal Crunch - Lie on your back with both knees bent and feet planted on the floor. Tuck your buttocks under like in the pelvis tilt exercise. Gently place both hands behind your head for support and tuck your upper body in. DO NOT PULL YOUR HEAD WITH YOUR HANDS. The movement should come from squeezing your abdominal muscles. 7. Cat Cow - Start on your hands and knees. While breathing, slowly in round your back like a scared cat and hold for 1-2 seconds. While breathing out, arch your back to cow position. These should be slow gentle movements. Repeat this cycle 10 times. 8. Foearm Plank - Lie down facing the floor on your forearms. Raise yourself up until resting on your knees and elbows. Maintain your body straight from your head to your knees. Hold for five to ten seconds. If this is easy for you, lift your knees up off the floor. You may be able to work up to holding plank for 30 seconds to 1 minute, but only do this if you can keep your body straight like a board. 9. Plank (Upper Pushup) - Lie down facing the floor with your hands planted on either side next to your chest. Raise yourself up until resting on your knees and hands. Maintain your body straight from your head to your knees. Hold for five to ten seconds. If this is easy for you, lift your knees up off the floor and keep a straight line from head to toes. You may be able to work up to holding plank for 30 seconds to 1 minute, but only do this if you can keep your body straight like a board. 10. Side Plank - Start in hands and knees position and slowly lift one arm off the ground and roll slightly so all of your weight is on one arm the same knee and the side of the opposite foot. Keep your body in one straight line. If this is easy, you can straighten the lower leg out so weight is on your hand and feet only. Hold for five to ten seconds. You may be able to work up to holding plank for 30 seconds to 1 minute, but only do this if you can keep your body straight like a board. 11. Opposite Arm and Leg - Lie down facing the floor. You may use a rolled up towel under your forehead for comfort. Lift up the opposite arm and leg two inches above the floor. Hold this position for five to ten seconds. Repeat 10 times on each side. Do three sets. 12. E-Y-I - Lay on your stomach. Gently lift upper chest off the ground slightly. Start with arms in an "E" position then to "Y" and finally in an "I" position. Repeat 10 times. Do 3 sets. 13. Dead Bugs - Lie on your back and place both hands under your buttocks. Bring both legs up to point to the ceiling with knees slightly bent. Gently lower one leg towards the ground then slowly back up. Try to keep your lower back on the floor. Repeat with opposite leg. Complete 3 sets of 10. Grow well. Play well. 14. Hollow Hold - Lie on your back and place both hands under your buttocks. Lift shoulders and feet up while keeping lower back on the floor or bed. Only complete this exercise If you can keep your low back on the ground. Hold for 10 seconds. 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Identifying Change in River Channels Janet Hutson Geography teaching resource GCSE Digimap for Schools Geography Resources Title - Identifying Changes in River Channels Knowledge Prior knowledge about river erosion, transportation and deposition and channel features, in particular meanders, cutoffs (ox-bow lakes), though some background is provided. Identification of river channel characteristics on Ordnance Survey maps. Use of Digimap for Schools including annotation and measuring tools. Curriculum links (England) Develop and extend their knowledge of locations, places, environments and processes. Gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts. Develop and extend their competence in a range of skills including those used in fieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence including digital sources. Physical geography: Processes and Change How geomorphic processes (e.g. weathering, slope movement and erosion by water, wind and ice) have influenced and continue to influence the landscapes of the UK and the interaction of those processes with human activity. Scottish Curriculum for Excellence Geography: Physical Environments (National 4) In this unit learners will develop geographical skills and techniques in the context of physical environments. Learners will develop a straightforward knowledge and understanding of the processes and interactions at work within physical environments. Key topics include location of landscape type and formation of landscape features; land use management & sustainability, and weather. Geography: Physical Environments (National 5) In this Unit, learners will develop geographical skills and techniques in the context of physical environments. Learners will develop a detailed knowledge and understanding of the processes and interactions at work within physical environments. Key topics include: Location of landscape type; formation of key landscape features; land use management & sustainability; and weather. Curriculum Links (Wales) GCSE Specifications in geography must require learners to demonstrate knowledge and understanding of: Aspects of physical and human geography and their associated processes, including relationships between people and environments. GCSE Specifications in geography must require learners to: Extract and interpret information from a range of sources including maps (including Ordnance Survey maps of different scales). Describe, analyse and interpret evidence. Activity Students frequently seem to think the landscape is either changing constantly, or has not really changed at all. There can be confusion over the connection between processes of landscape change, erosion and deposition, change events, and persistence of features. The human lifetime is long enough for very minor features to be created or modified, though at a given point in time, major changes can occur, suddenly, and dramatically. The real extent of landforms creates another issue. What would students expect to be able to identify and measure on a map? Local knowledge and fieldwork, where possible, help to give a context. If not seen in situ, do students have a good idea how big features are? Diagrams in books or on websites may not help with this. Practical activities using rope, in corridors, or better still, outside will indicate how close to reality students' mental images are. This activity attempts to identify changes in river channel features. It also enables teachers and students to consider whether changes are natural or man-made and perhaps to speculate on the future. The time interval between the maps is not huge in terms of landscape change but the fact that significant change generally happens infrequently but suddenly means that some rivers will demonstrate alteration. However, the question of scale is critical and students should consider what could be visible on a map compared with in reality. There is opportunity to draw upon fieldwork experience and/or the use of projected images to increase appreciation. Introduction River channel features in the UK range in size from square centimetres to tens of square metres. They are created over a few thousand years or less and persist for a similar length of time. They result from the interaction of atmospheric processes with rock structure and texture. For features to form or change, erosion and deposition take place. Erosion can be considered the active wearing of channel wetted perimeter and not just temporary entrainment of loose material in the channel. Few British channels are being eroded in bedrock; it is the covering, often metres thick, of sediment in a range of sizes that is being worn away. Erosion increases with discharge using energy not required to simply move the water along. Key erosional processes are: corrasion; hydraulic action; corrosion; cavitation; attrition. Note: PowerPoint Presentation "Channels form and change" could be used here. Main activity This activity encourages students to look at river channels and courses to identify change over time. It requires careful study of river channels on current and historical maps, to identify where erosion and deposition might have taken place, students are also asked to describe that change and to consider the role of humans. Use the 1890s toggle to fade between the historic and the modern map. When the historic maps were made the national grid reference framework did not exist, so detail on the old map may sometimes not fit exactly to the modern map and you may notice that the fit between the two maps worsens as you zoom in. If you see a difference in, for example, the course of a river, it does not mean the old maps were very inaccurate, or that a feature has since completely moved, but it is not possible to completely correlate the 1890s and modern mapping frameworks within a seamless GB dataset. There may also sometimes be a noticeable difference between details on the old map at what would have been the edges of the paper map sheets. This can be caused by sheets being of a different date, and sometimes due to a difference in the meridians used between the old maps. If you come across these you can point them out to your students so they can understand the limitations of using old and new resources together. Uncovering and noticing these locations where the maps don't fit exactly could even become part of the activities you plan. 1) Present Day 2) Historical (1890's) Web links * www.geograph.org.uk a number of photos of the Severn at/near Caersws showing the channel and floodplain. * www.bgs.ac.uk/igeology/ an app showing the underlying geology of the UK. Historical layer available. Identifying change in river channels Locate the rivers Carno and Severn * Search for "Caersws" in Digimap for Schools * Using the annotationas toolbar add markers to the following places: - Pontdolgoch on Afon Carno - Penestrowed – east of the River Severn - Llandinam – south of the River Severn Afron Carno is a tributary of the River Severn, which one has more meanders? Mark river features Enlarge the map so that Caersws is in the top left quarter and the zoom level is at 5 from the top Place different style of marker on the Severn in a place of erosion Place another style of marker in a place of deposition Questions * Is the course more or less sinuous today than on the historical map? * Are there more or fewer meanders on the River Severn section? On the Afon Carno section? * Have any meanders changed size or shape? * Are there any other channel features present on one map but not the other? Practical task - Use the 'draw a line' tool to draw along the middle of the river - Slide across to the historical map. Do you notice any differences? - Is the course more or less sinuous today? - Have any meanders changed size or shape - Are there any other channel features present on one map but not the other Taking it further Look at the two photos of Caersws and the River Severn. The first is taken from the north-west and the second, more distantly, from the east. 2. Images reproduced by kind permission of Clwyd-Powys Archaeological Trust * Identify the area on the map * How do the photos emphasise the likelihood of many changes being a result of natural processes? * Some settlements on the River Severn suffered severe flooding in 2007. How safe do you think Caersws is? Other locations * Yorkshire River Esk, south and south-east of Houlsyke. * The Cumbrian River Derwent at the southern end of Lake Bassenthwaite shows channel changes mainly from human interference. 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Me and My Physical Development Class 7 are developing many different physical skills when practising Table Cricket in PE this term. Skills include learning to bat, swipe, hold and aim. Class 7 will compete in a Table Cricket event at Lonsdale School as we did last year where we came second place! Class 7 will also continue to work on their individual physiotherapy programmes each morning this term with continuing guidance from the Physiotherapists and Occupational Therapists. Some pupils in Class 7 will continue to have 1:1 rebound sessions with the Sports Co-ordinator. These sessions are on a rolling programme and will allow pupils the freedom to move safely, whilst building spatial awareness and independence. Class 7 will be having their hydrotherapy swims during the week and will be learning to move in various ways in the water; experiencing increased independence and mobility. Pupils will also be learning to help with changing for swimming in whatever way is appropriate e.g. lifting limbs, moving their bodies, rolling over. Me and My Communication MOVE Class 7 will be learning to make choices about what kind of media/literature they want to access in our new school library (e.g. nonfiction, fiction, poetry, magazines, audio books, DVDs, CDs.) Pupils will be learning to find these items using functional search skills and by learning to read signage. Pupils will be able to take items out learning to follow appropriate systems and will take items home, learning to take responsibility for items. Pupils will be making choices in their appropriate ways e.g. eye pointing, reaching, using symbols, using vocalisation. Some pupils will be learning to predict elements when looking at/listening to stories e.g. asking and answering questions such as "what happens next?" Class 7 will continue to develop their communication skills throughout the day for example when choosing what they want to eat for snack or dinner, when making choices and decisions during choosing time, when asking for "more" or "finished", though social interactions, intensive interaction sessions and during playtimes. All pupils' individual communication targets are embedded into the class curriculum and day. Me and My Creativity Class 7 are learning to create their own books this term using the computer programme mystorybook.com. Each week pupils will create different elements such as characters, setting, theme and story starting with characters. Pupils may choose to create characters who are superheroes, animals, familiar faces or have magical powers. Pupils will make choices in their appropriate communication means. This work will also link to 'Me and My Relationships' where pupils will be learning about role models and what makes a good role model. Characteristics like kindness, bravery and other aspirational properties will be discussed as characters are created. MOVE is integrated into all aspects of Class 7 life and the Class 7 day. Class 7 will continue to work on mobility skills throughout the day. All pupils have MOVE targets working towards individual goals. Some pupils will be learning to take reciprocal steps towards motivating items or places. This may be in their walkers or using the standing sling and tracking hoist. These pupils will also be learning to help with their transfers into their walkers, learning to weight bear for increasing periods of time. Some pupils will be learning to move their hands and legs to make things happen and will be learning to reach, swipe and pick up items. Big and small movements will be worked on appropriately. Some of Class 7 will be working on bench sitting and using physio balls to roll and stand with. Some pupils are learning to maintain an erect head position in order to be able to access a greater variety of activities. Skills for the community will also continue to be focused on this term. For example some pupils are learning to sit on standard class chairs for short periods of time instead of sitting in their wheelchairs. This is to give pupils the chance to use standard chairs that they might encounter in the community such as in a restaurant or café. Some pupils will be will be learning to stand to be changed. How you can help at home…… Encourage your child to be as independent as possible. This may be encouraging them to feed themselves, encouraging them to reach for toys and items, press the button at road crossings or to exit/enter buildings or operate equipment at home with switches/their fingers. If you need help or advice with finding switch accessible toys/equipment I am happy to assist! Work on the fine and gross motor skills over-arching targets your child has been set where possible. All of the pupils in Class 7 also have MOVE targets which are listed on their Learning Pathways. You can work on these at home where possible. You do not need specialised equipment for a lot of these targets. For example, if your child has a target on keeping their head in a midline position you can encourage them to do so during trips out or during family interactions. If your child has a target about reaching for items you can practise with almost anything at home- any movement counts! If you need advice on any of your child's physical development targets do not hesitate to contact myself or the Physiotherapy/Occupational therapy team. Since we are learning about role models in our story sharing work for some of this term share who your child looks up to/enjoys being with. You can include this in their home school diary or let me know over email/face to face. Any queries please contact the Class 7 team! Thank you for your continued support Natalie, Ivana, Hollie, Shireen, Michael, Tony Me and My Community Class 7 will be learning to make choices in the community during the Spring Term. This will include visits to the local shops, supermarkets and coffee shops. Pupils will be learning to make choices and find and pay for items from shopping lists. Some pupils are learning key travel training skills such as self-propelling, following instructions, pressing the button at the crossing and learning when it is safe to cross roads. Pupils will also be learning to develop class community. This will include planning birthday parties for our class (many of our class have birthdays in the Spring Term!) Pupils will be learning to make choices about foods, games and music for these parties and will learn to develop shared attention and collaborative efforts during planning activities. This links to key ISEC work. This term, during our Religious Education Focus Weeks, we will be exploring Hinduism and Christianity. Me and My Maths Me and My Relationships Class 7 are continuing to work on our story sharing work this term. This is a session which allows pupils to share thoughts and feelings in a trusted group. Pupils will initially be sharing what they did over the Christmas holiday. We are then moving onto work on role models. This will cover pupils learning what a role model is and then being able to share who their role models are and why. This may be family members, friends, school staff or celebrities. Pupils will use appropriate communication aids during these sessions e.g. switches, Clicker Grids, eye pointing, photos, vocalisations and symbols. In the second half term pupils will be learning to share their interests and what they like to do for choosing time and will learn how to make successful use of leisure time. Pupils will also be learning about emotions and feelings in Sex and Relationship education over the term. This will also cover how to cope and deal with different feelings. Some pupils will be learning about public and private places and private body parts as well as how to cope with changing hormones. For all pupils lessons are delivered in small, differentiated groups which will only cover what is appropriate to the individual group. Some of Class 7 are learning to develop functional fine motor skills through mathematical activities such as picking up items from the floor, reaching, threading, using switches to activate equipment and matching equipment e.g. headphones to an iPod. Some of Class 7 are learning to use functional data skills to find out what our classes favourite snacks and foods are and then create shopping lists to buy these. These pupils will be learning to use mathematical language through their communication aids and will then begin to work out the costs of the selected items. In cooking this term pupils will be learning to make cupcakes for snacks and puddings. Some pupils will be learning to follow instructions and recipes in order to direct the adults on what to do (e.g. add 2 cups flour.) Some pupils will be learning to count out ingredients themselves by scooping and pouring. Some pupils will be learning cause and effect when using food blenders. They will learn to consistently use switches to operate this equipment. This will link to pupils' individual Routes for Learning targets. Pupils will also make choices about the flavours of their cupcakes.	<urn:uuid:e00b9b94-11c3-4b4a-918a-cdc81c3f80bb>	CC-MAIN-2018-13	http://www.woodfield.herts.sch.uk/images/pdfs/Class7CurricPlanSpring18.pdf	2018-03-17T18:26:00Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00387.warc.gz	490,889,096	1,790	eng_Latn	eng_Latn	0.998966	eng_Latn	0.999014	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4214, 9083 ]	[ 3.640625 ]	1	0
TIPS TO TRAIN SHORTHAND SPEED DICTATIONS Prof. Waldir Cury * Always train hard-to-trace words of each dictation (repeating it several times for many days - until you feel that you are writing in shorthand with no hesitation as to how to make the signs). * Translate, either orally or in writing (preferably by typing into the computer) each dictation you write in shorthand. The translation will help you see your weaknesses, the words that need further training and thus, it will help you to get better at deciphering the shorthand signs. When translating, always seek to understand the sense of each sentence, the subject - this helps the translation a lot. The rule then is: Wrote in shorthand? Then, translate it! Remember: shorthand is not an end in itself. What is the purpose? It is the translation! * When training dictations of a certain speed (i.e. 70 wpm), always train, at the same time, one minute at a speed above that (in this case, a minute of 75 wpm). I usually tell my onsite students that this tactic is to "push speed up". After training several dictations for one minute at 75 wpm, while still training dictations at 70 wpm, increase to 2 minutes at 75 wpm. And so on. When reaching 5 minutes at 75 wpm, start to train a dictation for one minute at 80 wpm. * Try to accrue well at each speed. Do not be tempted to "cut corners". The rule then is: try to "digest" each dictation. Do not jump from dictation to dictation without having studied each one very well. No "hype" with dictations. * Amazingly, the shorthand speed is less in the hand and more in the brain! What slows the speed and fluency down in a dictation are certain words that are more 1 difficult to trace, which generate doubts (hesitation) in the brain, when transforming the sounds heard into shorthand signs. Hence the need to make a list of those words from each dictation and train them well, until they cause no more hesitation at the time of shorthand, or more precisely, when drawing the words (outlines) in the brain. * Because they are extremely valuable to speed, brief forms deserve a special attention. A practical way to study them is to do so in "rotation", that is, a continuous repetition. For example, in one day the student studies the brief forms of the letters "A and B". The next day, the brief forms of the letters "C and D ". And so on. When the student reaches the letter Z, start the whole procedure again that is, study again the brief forms starting at the letters "A and B ", after the letters "C and D" and so on. This pattern of continuous repetition of brief forms is important, because the greater the shorthand speed a student trains, the faster and more automatic the brief forms will be written in shorthand. * The same is true for Special Initial and Terminal Signs (Prefixes and Suffixes). They have great importance with regards to speed. Therefore, they should be studied in a methodical and repetitive manner until the student knows them by heart, to the point of being able to write them without hesitation, without any doubt, very fluently and instantaneously. * There is a trend of increasing the number of signs while speed is escalating. In the rush to quickly write in shorthand in order to simultaneously keep up with what is being dictated, the student ends up making the sign bigger than it should be, and the sign often turns out to be a real scrawl. * To avoid the increase and distortion of the shape of the shorthand sign, the best solution is to make copies of the dictations slowly, observing the proportion and size of the signs. And while training hard-to-trace words repeatedly, try to do them slowly and at a smaller size. Here is where the rule fits well: if you want to run, first go slow! * A great exercise, which represents a real antidote against large and misrepresented signs, is the "microshorthand". It consists in making a shorthand copy of a text, seeking to make the signs very small, excessively small, in very narrow lines.	<urn:uuid:0775c6e7-64cf-487f-b7dc-6e2ef4365bfb>	CC-MAIN-2018-13	http://www.taquigrafia.emfoco.nom.br/artigos/tips_to_train_shorthand_speed_dictations.pdf	2018-03-17T18:31:23Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00388.warc.gz	471,698,300	902	eng_Latn	eng_Latn	0.999076	eng_Latn	0.999157	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1685, 3756, 4005 ]	[ 2.984375 ]	2	2
「準１級リスニングテスト」原稿ただいまから，準 1 級リスニングテストを行います。これからお話しすることについて質問は受けませんので，よく注意して聞いてください。このテストでは，テストの方法と注意事項がすべて英語で放送されます。 The listening test for the Grade Pre-1 examination is about to begin. Listen carefully to the directions. You will not be permitted to ask questions during the test. Now, here are the directions for Part 1. In this part, you will hear 12 dialogues, No. 1 through No. 12. Each dialogue will be followed by one question. For each question, you will have 10 seconds to choose the best answer and mark your answer on your answer sheet. The dialogue and the question will be given only once. Now, we will begin the Grade Pre-1 listening test. This test has three parts. All of the questions in these three parts are multiple-choice questions. For each question, choose the best answer from among the four choices written in your test booklet. On your answer sheet, find the number of the question and mark your answer. You are permitted to take notes for every part of this listening test. （★=男性A ★★=男性B ☆=女性A ☆☆=女性B） ★No. 1 ★★: Don't tempt me like that! You know I'm still on a diet. I need to lose 10 pounds before we go diving in Guam. ☆: Hey, Tyler. Let's stop and get an ice cream cone. I have a craving for something sweet. ☆: They also sell fat-free frozen yogurt. That wouldn't hurt you. ☆: I have to admit I admire your willpower. A few weeks from now, you're going to look like a different person. ★★: Barbara, calories are calories. I simply have to limit what I eat if I'm going to be successful. ★★: Thanks. Go and indulge yourself, but keep the desserts away from me. ★Question: What do we learn about the man? ★★No. 2 ☆☆: A bit rough. We were missing a key staff member from our design department. ★: Hi, Kathy. How was the trade show last week? ★: That must have made things difficult. ★: That's too bad. What did you do? ☆☆: Well, loads of people came to the booth, but we just couldn't answer the technical questions they had about our products. ☆☆: We had no choice but to say we'd get back to them. Still, at least they seemed impressed by our brochures and displays. ★★Question: What does the woman say about the trade show? ☆☆No. 3 ★: Well, according to the map, the waterfall is just up ahead. ☆: Are we almost there? It seems like we've been hiking for hours. ☆: But I don't hear anything. Let me see that map. 2016 年度第 3 回検定一次試験（準 1 級） 1 ★: OK. See the red line? That's the path we've been walking on. And this blue mark right here? That's the waterfall. It's right in front of us. ★: Oh, come on. What's three kilometers on a nice day like this? ☆: Right in front of us? It's three kilometers away! ☆☆Question: What does the woman imply? ☆No. 4 ★★: I hope so. I just missed my connecting flight to Hartford, and I need to get on the next one. ☆☆: Can I help you, sir? ☆☆: I'm very sorry, but today's last flight to Hartford is full in economy class. Unless there's a cancelation, you'll have to wait until tomorrow morning. ☆☆: Well, if no one cancels, I'll see if I can get you a seat in business class. ★★: But I have to be there tonight. And my inbound flight had a mechanical delay—that's the airline's fault, not mine. ★★: I'd really appreciate that. ☆Question: What will the woman try to do for the man? ★No. 5 ★★: Pretty nice, Mom. It's not as noisy as I expected. I'm not sure if I can get along with my roommate, though. ☆: How's your new dormitory, Greg? ☆: Oh? What's the problem? ☆: Well, he might have a point. After all, I always had to tell you to keep your bedroom at home tidy. ★★: He complains I'm too messy. I admit I do leave a few things lying around, but it's not that bad. ★★: Maybe, but I wish he'd relax a bit. ★Question: Why is Greg unhappy? ★★No. 6 ☆☆ ★: Yeah, it's going to take forever to get some food. : Wow, the festival seems even more crowded than last year. ☆☆: I think I'll skip dinner and browse the arts and crafts area. I might find something nice for the house. ☆☆: OK. Let's meet up after you eat. ★: Well, I'm going to wait—I'm starving. ★: I'd like to hear the folk band on the main stage. ★: Sounds good. ☆☆: Great, I'll meet you there in about an hour. Afterward, we can watch the fireworks. ★★Question: What will the woman do next? ☆☆ ☆: Yusuke, I'm going to a Japanese-style wedding next month. What kind of present should I buy? No. 7 ★: It's pretty easy here in Japan. We just give cash wrapped in a special envelope. 2016 年度第 3 回検定一次試験（準 1 級） ☆: Really? Is that all? ☆: The bride is my best friend in Japan. ★: Yeah, it's the custom here. How close are you to the couple? ★: Ah. In that case, you're looking at around 30,000 yen. ★: Well, good luck. ☆: That much!? I'll have to cut way back on expenses this month so I can cover that. ☆☆ Question: What does the woman tell Yusuke? ☆No. 8 ☆☆: Have you been doing your updates? ★★: Sharon, my computer isn't working properly. I think it has a virus. ★★: What updates? ☆☆: You know, the maintenance tasks to keep your computer running well. ★★ ☆☆: It's easy. I can show you later. But first, you need someone who knows more than me. : I don't know how to do them. ★★ : OK. I'll ask Bill to help. ☆☆ : Unfortunately, he's not here today. You'll have to call someone in the Tech Department. ☆ Question: What will the man probably do next? ★No. 9 ☆: I'll miss everyone, too, Fred. But I'm really excited about starting my new job. ★★: I can't believe you're moving, Janine. Everyone will miss having you as a neighbor. ★★ : Good luck with that! . . . So, how's the packing going? ☆ : I have so much stuff. I may have to throw things away. ★★ ☆: Great idea, but I don't have the time to set it up and let people know. : How about a yard sale? I could help you. ★★ : I'll do all that for you. You've got your hands full. ☆ ★Question: What is one thing we learn from the conversation? : Really? Thanks, Fred. ★★No. 10 ★ ☆☆: Really? I haven't seen him since he was transferred to the research and development department. : Hey, Madeline. I ran into Kyle this morning. ★: He sounds pretty busy with a new project. ☆☆ ★: Actually, his wife just had a baby, so I think he's trying to cut expenses by bringing his own lunch. : I guess he must be. He doesn't even have time to eat lunch with us anymore. ☆☆: Oh, I see. Well, maybe we should all try to eat together in the staff lounge sometime. ★★Question: What is one thing we learn about Kyle? ☆☆No. 11 ★: I'll take care of that. Just give me a list of what we need. ☆: We need to stock up on office supplies. ☆: OK, thanks. Office Ware in Center Mall is the cheapest place to go. ★: You know, it would be better to order through a discount supplier. I have an online account with SmartShop. ★: Even with that, it's still cheaper than getting the stuff ourselves. And more convenient. ☆: OK, but what about the shipping cost? ☆: Well, I'll leave it in your hands. ☆☆Question: What will the man probably do? ☆No. 12 ☆☆: Yeah, it's all done. The whole process was a bit frustrating, though. ★★: Hi, Simone. Have you finished that travel guidebook you've been putting together? ★★: Why? Was it difficult editing all the articles? Travel writers can be defensive about their work. ★★: Well, with this experience, the next one is sure to go more smoothly. ☆☆: No. That was fine, but my boss has been away, so I had to teach myself how to use the publishing software as I went along, which slowed things down. ☆☆: I hope so. ☆Question: What does the woman say about the guidebook? Here are the directions for Part 2. In this part, you will hear six passages, (A) through (F). Each passage will be followed by two questions, No. 13 through No. 24. For each question, you will have 10 seconds to choose the best answer and mark your answer on your answer sheet. The passage and the questions will be given only once. Now, let's begin. ★(A) Toy Soldiers Toy-soldier makers focused on weapons and fancy, colorful uniforms, and the toys became popular with European children. Historian Kenneth Brown believes toy soldiers had a huge effect on society. Brown says they influenced young people's image of war so much that many of them volunteered to serve in the army in World War I. Young people thought it would be an adventure, and so were not prepared for the harsh reality of battle. Mass-produced toy soldiers date back to the 1700s, when a French company began making small lead figures. In those days, however, they were still costly to produce and mostly collected by adults. In 1893, a British toymaker came up with a more economical way of manufacturing them. As a result, toy soldiers became affordable enough to give to children to play with. ☆Questions ☆No. 14 What is one thing Kenneth Brown says about toy soldiers? ☆No. 13 What does the speaker say happened in 1893? ☆☆ (B) Investing Goodspeed also says that people wishing to become investors often attend costly Most people think successful investors do so well because they have a detailed knowledge of stock market statistics and finance. However, bestselling author Bennett W. Goodspeed believes there is another reason. Many top investors say their achievements are thanks to knowledge gained by general reading. Goodspeed believes that reading on a wide range of subjects helps these people develop their creative sides. This helps them to recognize investment opportunities that others might miss. seminars on money management, but they fail to understand the basic factors affecting stock market movements. Here again, a broad knowledge gained through reading can provide valuable information about the societal trends, economic changes, and business decisions that affect stock prices. Goodspeed believes it is not enough to just analyze statistics when investing in the stock market. ★★No. 15 What does Bennett W. Goodspeed say successful investors do? ★★Questions ★★No. 16 According to Goodspeed, what problem do people wishing to become investors have? The John Bull is a steam locomotive that was built in Britain in 1831 and then shipped to the US. Because of its size, the train had to be taken apart to be loaded onto the ship. In the US, engineer Isaac Dripps was in charge of reassembling the pieces. Although he had never seen a locomotive before and had no instructions, Dripps was so skilled that he got the locomotive together in just two weeks. ★★(C) The John Bull Steam Locomotive When the John Bull began operating, though, difficulties arose. Because of the great distances between US cities, low-quality rails had been used to save money. The John Bull was designed to run on the high-quality rails used in Britain, but in the US, it sometimes went off the tracks when going around curves, so the train needed modifications to run. After several decades of service, the locomotive was put in storage. Today, it is on display at the National Museum of American History in Washington, DC. ☆☆No. 17 What did Isaac Dripps do? ☆☆Questions ☆☆No. 18 What is one difficulty the speaker mentions? ☆(D) The High Arctic Camel Scientists once thought that camels' humps and wide feet developed after they had moved to desert areas in Africa and Asia. They now believe the fat-filled humps that help camels survive first evolved for the long Canadian winters, when food is scarce. And while camels' feet are indeed useful for walking on sand, scientists now believe they first evolved to support the animals as they moved over snowy ground. In 2013, bones from a large mammal resembling a modern camel were discovered on Ellesmere Island in Canada. The extinct species, which was about 30 percent larger than camels are today, was named the High Arctic camel. Scientists have long believed that the very first camels evolved in North America and later moved to Africa and Asia. However, they were surprised because they noticed that the High Arctic camel had a large hump on its back for storing fat and wide, flat feet. ★Questions ★No. 20 What do scientists now believe about camels' feet? ★No. 19 What is one thing about the High Arctic camel that surprised scientists? ★(E) Cash In some countries today, cash makes up only a small percentage of the currency in use; the rest is in electronic form. Some economists are now recommending eliminating coins and paper money altogether. Kenneth Rogoff of Harvard University points out that some problems, such as the printing of fake money, would be solved if cash disappeared. Furthermore, Rogoff thinks that using only electronic money would make it easier for the government to collect taxes from those who have been paid in cash until now. Not everyone is ready to say goodbye to cash, however. Many people are concerned about the lack of privacy that a fully electronic monetary system would cause. One possible option would be for governments to stop producing larger bills, such as 50- and 100-dollar bills. This would allow large payments to be tracked while still letting people use smaller bills for everyday purchases. ☆☆No. 21 What does Kenneth Rogoff think about using only electronic money? ☆☆Questions ☆☆No. 22 What does the speaker suggest governments could do in the future? ☆(F) The Woman Who Changed the Champagne Industry Ponsardin's success was also due in part to a business risk she took to make her champagne better known. During the Napoleonic Wars, enemy ships attempted to attack any French ship they saw. Nevertheless, Ponsardin loaded a ship with 10,000 bottles of her champagne and sent it on a dangerous voyage to Russia. After the champagne arrived safely, Russia's leader, Czar Alexander I, announced that he would only drink Ponsardin's champagne. This story helped make her champagne one of the most famous in Europe. During the 1800s, a Frenchwoman named Barbe-Nicole Clicquot Ponsardin transformed champagne from a little-known French drink into one of the world's most well-known wines. Ponsardin developed a process called riddling, where bottles of champagne are stored upside down and gently turned every day. This gradually makes the champagne clearer. The results made her champagne more attractive looking than other varieties. ★★Questions ★★No. 24 What did Ponsardin do during the Napoleonic Wars? ★★No. 23 How was Barbe-Nicole Clicquot Ponsardin's champagne different from other types of champagne? Finally, here are the directions for Part 3. In this part, you will hear five passages, (G) through (K). The passages represent real-life situations and may contain sound effects. Each passage will have one question, No. 25 through No. 29. Before each passage, you will have 10 seconds to read the situation and question written in your test booklet. After you hear the passage, you will have 10 seconds to choose the best answer and mark your answer on your answer sheet. The passage will be given only once. Now, let's begin. ☆(G) You have 10 seconds to read the situation and Question No. 25. ★OK, I see there are more of you than there are names on my attendance sheet. I'm assuming some of you are undergraduates thinking about joining the class. You will only be considered for this class if you've completed the required coursework, in this case, English 303. If so, you'll then need to consult with, and obtain written permission from, your academic adviser. I will then decide whether you're suitable. If I'm satisfied, you can register at the administration office. Space is limited, though, as this course is only offered once a year. ☆Now, mark your answer on your answer sheet. ★★(H) You have 10 seconds to read the situation and Question No. 26. ☆Palmia's about five miles away. The most direct route is to take Interstate 6 north, then take the second exit. No, hang on, the traffic is horrible this time of day, so the interstate will take forever. It would be better to make a left onto Maple Avenue, which is up ahead. Then, drive about five miles, and go right on Baxter Avenue; you can see the mall from there. By the way, if you don't have to go to Palmia, then Shopland Mall's a lot closer. You just go straight until North Broadway, which is two lights down, and it's on the corner. ★★Now, mark your answer on your answer sheet. ☆☆(I) You have 10 seconds to read the situation and Question No. 27. ★★Thanks for holding while I checked on our conference rooms. The Madeira Room, which accommodates 20 people, is $500 for a half day and $800 for a full day. The Grand Room and the Vista Room both hold up to 40 people. The Vista is $900 for a half day and $1,200 for a full one, while the Grand is available at a daily rate of $900. Finally, the Regency Room is $800 a day. It seats a maximum of 25. All rooms come with free coffee and snack service. ☆☆Now, mark your answer on your answer sheet. ★(J) You have 10 seconds to read the situation and Question No. 28. ☆☆If you're just a casual player, I'd recommend either a set of standard clubs or a pro-endorsed set. Alternatively, if you're looking to get into the game competitively, I recommend you let us size you up for custom-made clubs. Clubs made to match your physical characteristics can improve your game tremendously. One final option would be to restore your current clubs by removing the rust and replacing the grips. But if they're more than eight years old, you won't be competitive enough against players with more recent, high-tech clubs. ★Now, mark your answer on your answer sheet. ☆(K) You have 10 seconds to read the situation and Question No. 29. ☆Now, mark your answer on your answer sheet. ★Overall, your presentation was very effective. As for your delivery, your eye contact was excellent; you made sure you looked around at all the audience members. However, you were playing with your pen and moving from side to side a little too much. You were probably just nervous, but it definitely distracted your audience. I would suggest you avoid doing this in the future. In terms of content, the presentation was well organized, and you included real examples, which is important. The slides were clear and to the point, and they helped keep the audience's attention. Your time is up. Stop writing and wait quietly until the answer sheets have been collected. では、時間です。筆記用具を置いて答えの記入をやめてください。これにて試験終了となります。公正なる試験実施にご協力いただきありがとうございました。質問がある方は、ただちに試験監督者にお申し出ください。試験監督者に連絡いたします。これより最終の受験者数を確認してください。その後、解答用紙を回収し枚数の確認を行ってください。なお、問題冊子は回収しません。受験者数と解答用紙の枚数の一致を確認してから、解散の指示を出してください。受験者の皆さんは、身のまわりをよく点検し、忘れものがないように注意してください。受験者の皆さんが退室するときは、別の教室が試験中の場合もありますので、声を出さず、会場出口まで静かに退出してください。それでは、解散の指示を出すまで静かにお待ちください。	<urn:uuid:37988492-3537-4210-9f23-11fd43c23fb1>	CC-MAIN-2018-13	http://www.eiken.or.jp/eiken/exam/grade_p1/pdf/201603/2016-3-1ji-p1kyu-script.pdf	2018-03-17T18:27:29Z	crawl-data/CC-MAIN-2018-13/segments/1521257645280.4/warc/CC-MAIN-20180317174935-20180317194935-00388.warc.gz	366,856,952	4,619	eng_Latn	eng_Latn	0.999204	eng_Latn	0.999445	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2411, 4508, 6681, 9480, 12697, 16054, 18620 ]	[ 2.25 ]	4	0
SOLIDS AND FLUIDS ELASTICITY In solids, the atoms and molecules are free to vibrate about their mean positions. If this vibration increases sufficiently, molecules will shake apart and start vibrating in random directions. At this stage, the shape of the material is no longer fixed, but takes the shape of its container. This is liquid state. Due to increase in their energy, if the molecules vibrate at even greater rates, they may break away from one another and assume gaseous state. Water is the best example for this changing of states. Ice is the solid form of water. With increase in temperature, ice melts into water due to increase in molecular vibration. If water is heated, a stage is reached where continued molecular vibration results in a separation among the water molecules and therefore steam is produced. Further continued heating causes the molecules to break into atoms. Intermolecular or inter atomic forces Consider two isolated hydrogen atoms moving towards each other as shown in Fig As they approach each other, the following interactions are observed. (i) Attractive force A between the nucleus of one atom and electron of the other. This attractive force tends to decrease the potential energy of the atomic system. (ii) Repulsive force R between the nucleus of one atom and the nucleus of the other atom and electron of one atom with the electron of the other atom. These repulsive forces always tend to increase the energy of the atomic system. There is a universal tendency of all systems to acquire a state of minimum potential energy. This stage of minimum potential energy corresponds to maximum stability. If the net effect of the forces of attraction and repulsion leads to decrease in the energy of the system, the two atoms come closer to each other and form a covalent bond by sharing of electrons. On the other hand, if the repulsive forces are more and there is increase in the energy of the system, the atoms will repel each other and do not form a bond. The forces acting between the atoms due to electrostatic interaction between the charges of the atoms are called inter atomic forces. Thus, inter atomic forces are electrical in nature. The inter atomic forces are active if the distance between the two atoms is of the order of atomic size ≈ 10 -10 m. In the case of molecules, the range of the force is of the order of 10 –9 m. Elasticity When an external force is applied on a body, which is not free to move, there will be a relative displacement of the particles. Due to the property of elasticity, the particles tend to regain their original position. The external forces may produce change in length, volume and shape of the body. www.gneet.com This external force which produces these changes in the body is called deforming force. A body which experiences such a force is called deformed body. When the deforming force is removed, the body regains its original state due to the force developed within the body. This force is called restoring force. The property of a material to regain its original state when the deforming force is removed is called elasticity. The bodies which possess this property are called elastic bodies. Bodies which do not exhibit the property of elasticity are called plastic. The study of mechanical properties helps us to select the material for specific purposes. For example, springs are made of steel because steel is highly elastic Stress and strain In a deformed body, restoring force is set up within the body which tends to bring the body back to the normal position. The magnitude of these restoring force depends upon the deformation caused. This restoring force per unit area of a deformed body is known as stress. This is measured by the magnitude of the deforming force acting per unit area of the body when equilibrium is established. Unit of stress in S.I. system is N/m 2 . When the stress is normal to the surface, it is called Normal Stress. The normal stress produces a achange in length or a change in volume of the body. The normal stress to a wire or a body may be compressive or tensile ( expansive) according as it produces a decrease or increase in length of a wire or volume of the body. When the stress is tangential to the surface, it is called tangential ( shearing) stress Solved Numerical Q) A rectangular bar having a cross-sectional area of 28 mm 2 has a tensile force of a 7KN applied to it. Determine the stress in the bar Solution Cross-sectional area A = 25mm 2 = 28 × (10 -3 ) 2 = 28 × 10 -6 m 2 Tensile force F = 7KN = 7×10 3 N 2 Strain The external force acting on a body cause a relative displacement of its various parts. A change in length volume or shape takes place. The body is then said to be strained. The relative change produced in the body under a system of force is called strain Strain has no dimensions as it is a pure number. The change in length per unit length is called linear strain. The change in volume per unit volume is called Volume stain. If there is a change in shape the strain is called shearing strain. This is measured by the angle through which a line originally normal to the fixed surface is turned www.gneet.com Longitudinal Strain: The ratio of change in length to original length Volume strain Shearing strain In figure a body with square cross section is shown a tangential force acts on the top surface AB causes shift of Surface by 'X' units shown as surface A'B' ,thus side DA' now mates an angle of θ with original side DA of height h Solved Numerical Q) As shown in figure 10N force is applied at two ends of a rod. Calculate tensile stress and shearing stress for section PR. Area of cross-section PQ is 10 cm 2 , θ=30 O Solution Given cross-section area of PQ = 10 cm 2 Now PQ = PRcosθ 10 = PRcos30 10= PR ( √3 /2) PR = 20/ √ 3 cm 2 or 2/ √ 3 m 2 Now normal force to area PR will be Fcos30 = 10 ×( √3 /2) = 5√3 N Tangential force to area PR will be Fsin30 = 10×(1/2) = 5 N ∴ Tensile stress for section PR Shearing stress for section PR Hooke's Law and types of moduli According to Hooke's law, within the elastic limit, strain produced in a body is directly proportional to the stress that produces it. Where 𝜆 is called modulus of elasticity. Its unit is N m -2 and its dimensional formula is ML -1 T -2 . Depending upon different types of strain, the following three moduli of elasticity are possible (i) Young's modulus: When a wire or rod is stretched by a longitudinal force the ratio of the longitudinal stress to the longitudinal strain within the elastic limits is called Young's modulus Consider a wire or rod of length L and radius r under the action of a stretching force applied normal to its face. Suppose the wire suffers a change in length l then (ii) Bulk modulus: When a solid or fluid ( liquid or gas) is subjected to a uniform pressure all over the surface, the shape remains the same, but there is a change in volume. The force perunit area applied normally and uniformly over the surface is called normal stress. The change in volume per unit volume is called volume or bulk strain. Negative sign indicate reduction in volume The reciprocal of bulk modulus is called compressibility (iii) Modulus of rigidity: According to the definition, the ratio of shearing stress to shearing strain is called modulus of rigidity (η) . in this case the sphape of the body changes but its volume remains unchanged. Consider the case of a cube fixed at its lower face and acted upon by a tangential force F on its upper surface of area A as shown in figure Solved Numerical Q) A solid sphere of radius R made of a material of bulk modulus B is surrounded by a liquid in cylindrical container. A massless piston of area A flots on the surface of the liquid. Find the fractional change in the radius of the sphere (dR/R) when a mass M is placed on the piston to compress the liquid Solution From the formula of Bulk modulus Q) Find the natural length of rod if its length is L1 under tension T1 and L2 under tension T2 within the limits of elasticity Solution From the formula of Young's modulus Let increase in length for tension T1 be x and that for tension T2 be y then On simplification we get Q) A copper wire of negligible mass, 1 m length and cross-sectional area 10 -6 m 2 is kept on a smooth horizontal table with one end fixed. A ball of mass 1kg is attached to the other end. The wire and the ball are rotated with an angular velocity of 20 rad/s. if the elongation in the wire is 10 -3 m, obtain the Young's modulus. If on increasing the angular velocity to 100 rad/s the wire breaks down, obtain the breaking stress. Solution Given m = 1kg, ω= 20 rad/s, L = 1m ∆L = 10 -3 m, A = 10 -6 m 2 Tension in the thread T = mω 2 L = 1×(20) 2 ×1 = 400N On increasing the angular velocity to 100 rad/s, the wire breaks down then Q) A cube is subjected to pressure of 5×10 5 N/m 2 . Each side of the cubic is shorteed by 1%. Find volumetric strain and bulk modulus of elasticity of cube Solution 3 V = l Now dV = 3l 2 dl Thus Sides are reduced by 1% thus dl/l =- 0.01 Thus reduction in volume = -0.03 Normal stress = Increase in pressure www.gneet.com Q) A rubber cube of each side 7cm has one side fixed, while a tangential force equal to the weight of 300kg f is applied to the opposite face. Find the shearing strain produced and the distance through which the strained site moves. The modulus of rigidity for rubber is 2×10 7 dyne/cm 2 g = 10m/s 2 Solution Here L = 7cm = 7×10 -2 m F = 300 kg f = 300×10 N Modulus of rigidity η = 2×10 7 dynes/cm 2 = 2×10 6 N/m 2 As X = hθ X = 7 × 0.3 = 2.1 cm Poisson's Ratio: It is the ratio of lateral strain to the longitudinal strain. For example, consider a force F applied along the length of the wire which elongates the wire along the length and it contracts radially. Then the longitudinal strain =∆l/l and lateral strain = ∆r/r , where r is the radius of the wire For rectangular bar: let b be breadth and h be thickness then The negative sign indicates that change in length and radius is of opposite sign. Change in volume due to longitudinal force Due to application of tensile force, lateral dimension decreases and length increases. As a result there is a change in volume (usually volume increases). Let us consider the case of a cylindrical rod of length l and radius r. www.gneet.com Since V=πr 2 L From above equations or radius and Length ∆𝑙 Longitudinal Strain: 𝜀 𝑙 = 𝑙 Above equation suggest that since ∆v > 0, value of σ cannot exceed 0.5 Stress –Strain relationship for a wire subjected to longitudinal stress Consider a long wire ( made of steel) of cross-sectional area A and original length L in equilibrium under the action of two equal and opposite variable force F as shown in figure. Due to the application of force, the length gets changed to L +l. Then, longitudinal stress = F/A and Longitudinal strain = l/L The extension of the wire is suitably measured and a stress – strain graph is plotted (i) In the figure the region OP is linear. Within a normal stress, strain is proportional to the applied stress. This is Hooke's law. Up to P, when the load is removed the wire regains its original length along PO. The point P represents the elastic limit, PO represents the elastic range of the material and OB is the elastic strength. (ii) Beyond P, the graph is not linear. In the region PQ the material is partly elastic and partly plastic. From Q, if we start decreasing the load, the graph does not come to O via P, but traces a straight line QA. Thus a permanent strain OA is caused in the wire. This is called permanent set. (iii) Beyond Q addition of even a very small load causes enormous strain. This point Q is called the yield point. The region QR is the plastic range. (iv) Beyond R, the wire loses its shape and becomes thinner and thinner in diameter and ultimately breaks, say at S. Therefore S is the breaking point. The stress corresponding to S is called breaking stress. www.gneet.com Elastic potential energy or Elastic energy stored in a deformed body The elastic energy is measured in terms of work done in straining the body within its elastic limit Let F be the force applied across the cross-section A of a wire of length L. Let l be the increase in length. Then If the wire is stretched further through a distance of dl, the work done dw Total work done in stretching the wire from original length L to a length L +l ( i.e. from l = 0 to l = l) Solved Numerical Q) The rubber cord of catapult has a cross-section area 1mm 2 and total unstrtched length 10 cm. It is stretched to 12cm and then released to project a body of mass 5g. taking the Young's modulus of rubber as 5×10 8 N/m 2 , calculate the velocity of projection Solution It can be assumed that the total elastic energy of catapult is converted into kinetic energy of the body without any heat loss L = 12cm = 12 × 10 -2 -3 2 -6 m , l = 2cm = 2 × 10 m , A = 1mm = 10 m Now K.E of projectile = elastic energy of catapult V = 20 m/s FLUID STATICS Thrust and Pressure A perfect fluid resists force normal to its surface and offers no resistance to force acting tangential to it surface. A heavy log of wood can be drawn along the surface of water with very little effort because the force applied on the log of wood is horizontal and parallel to the surface of water. Thus fluids are capable of exerting normal stress on the surface with it is in contact Force exerted perpendicular to a surface is called thrust and thrust per unit area is called pressure Variation of pressure with height Let h be the height of the liquid column in a cylinder of cross sectional area A. If ρ is the density of the liquid, then weight of the liquid column W is given by W = mass of liquid column × g = Ah ρ g By definition, pressure is the force acting per unit area. dP = ρg (dh) This differential relation shows that the pressure in a fluid increases with depth or decreases with increased elevation. Above equation holds for both liquids and gases. Liquids are generally treated as incompressible and we may consider their density ρ constant for every part of liquid. With ρ as constant, equation may be integrated as it stands, and the result is P = P 0 + ρ gh The pressure P0 is the pressure at the surface of the liquid where h = 0 Force due to fluid on a plane submerged surface The pressure at different points on the submerged surface varies so to calculate the resultant force, we divide the surface into a number of elementary areas and we calculate the force on it first by treating pressure as constant then we integrate it to get the net force i.e FR = ∫P (dA) The point of application of resultant force must be such that the moment of the resultant force about any axis is equal to the moment of the distributed force about the axis Solved Numerical Q) Water is filled upto the top in a rectangular tank of square cross-section. The sides of cross-section is a and height of the tank is H. If density of water is ρ, find force on the bottom of the tank and on one of its wall. Also calculate the position of the point of application of the force on the wall Solution Force on the bottom of thank Area of bottom of tank = a 2 Force = pressure × Area Force = H ρ ga 2 Force on the wall and its point of application Force on the wall of the tank is different at different heights so consider a segment at depth h of thickness dh Pressure at depth h = hρg Area of strip = a dh Force on strip dF = hρg a dh Total force at on the wall The point of application of the force on the wall can be calculated by equating the moment of resultant force about any line, say dc to the moment of distributioed force about the same line dc Moment of dF about line cd = dF (h) = (hρgadh) h = ρgah 2 dh ∴ Net moment of distributed forces Let the point of application of the net force is at a depth 'x' from the line cd Then the torque of the resultant force about the line cd = Now Net moment of distribution of force = Torque Hence, the resultant force on the vertical wall of the tank will act at a depth 2H/3 from the free surface of water or at the height of H/3 from bottom of tank www.gneet.com Pascal's Law Pascal's law states that if the effect of gravity can be neglected then the pressure in an incompressible fluid in equilibrium is the same everywhere.. This statement can be verified as follows Consider a small element of liquid in the interior of the liquid at rest. The liquid element is in the shape of prism consisting of two right angled triangle surfaces 3 Let the areas of surface ADEB, CFEB, ADFC be A1, A2, A It is clear from figure that A2 = A1cosθ and A3 = A1sinθ Also, since liquid element is in equilibrium F3 = F1cosθ and F3 = F1sin θ now pressure on surface ADEB is P1 = F1 / A1 Pressure on the surface CFED is And pressure on the surface ADFC is Since θ is arbitrary this result holds for any surface. Thus Pascal's law is verifiedPascal's law and effect of gravity When gravity is taken into account, Pascal's law is to be modified. Consider a cylindrical liquid column of height h and density ρ in a vessel as shown in the Fig. If the effect of gravity is neglected, then pressure at M will be equal to pressure at N. But, if force due to gravity is taken into account, then they are not equal. As the liquid column is in equilibrium, the forces acting on it are balanced. The vertical forces acting are www.gneet.com (i) Force P1A acting vertically down on the top surface. (ii) Weight mg of the liquid column acting vertically downwards. (iii) Force P2A at the bottom surface acting vertically upwards. where P1 and P2 are the pressures at the top and bottom faces, A is the area of cross section of the circular face and m is the mass of the cylindrical liquid column. This equation proves that the pressure is the same at all points at the same depth. This results in another statement of Pascal's law which can be stated as change in pressure at any point in an enclosed fluid at rest is transmitted undiminished to all points in the fluid and act in all directions. Characteristics of the fluid pressure (i) Pressure at a point acts equally in all directions (ii) Liquids at rest exerts lateral pressure, which increases with depth (iii) Pressure acts normally on any area in whatever orientation the area may be held (iv) Free surface of a liquid at rest remains horizontal (v) pressure at every point in the same horizontal line is the same inside a liquid at rest (vi) liquid at rest stands at the same height in communicating vessels Application of Pascal's law (i) Hydraulic lift An important application of Pascal's law is the hydraulic lift used to lift heavy objects. A schematic diagram of a hydraulic lift is shown in the Fig.. It consists of a liquid container which has pistons fitted into the small and large opening cylinders. If a1 and a2 are the areas of the pistons A and B respectively, F is the force applied on A and W is the load on B, then This is the load that can be lifted by applying a force F on A. In the above equation a2/a1 is called mechanical advantage of the hydraulic lift. One can see such a lift in many automobile service stations. Buoyancy and Archimedes principle If an object is immersed in or floating on the surface of a liquid, it experiences a net vertically upward force due to liquid pressure. This force is called as Buoyant force or force of Buoyancy and it acts from the centre of gravity of the displaced liquid. According to Archimedes principle, "the magnitude of force of buoyancy is equal to the weight of the displaced liquid" To prove Archimedes principle, consider a body totally immersed in a liquid as shown in the figure. The vertical force on the body due to liquid pressure may be found most easily by considering a cylindrical volume similar to that one shown in figure The net vertical force on the element is dF = (P 2 - P 1 ) A But volme V = hA Thus F = Vρg ∴ force of Buoyancy = Vρg = Weight of liquid displaced Expression for immersed volume of a floating Body Let a solid of volume V and density ρ floats in liquid of density ρ0. Volume V1 of the body is immersed inside the liquid The weight of floating body = Vρg The weight of the displaced liquid = V1ρ0g For the body to float Weight of body = Weight of liquid displaced ∴ Immersed volume = mass of solid / density of liquid From above it is clear that density of the solid volume must be less than density of the liquid to enable it to float freely in the liquid. How ever a metal vessel floats in water though the density of metal is much higher that the that of eater because floating bodies are hollow inside and hence displaces large volume. When thy float on water, the weight of the displaced water is equal to the weight of the body Laws of floatation The principle of Archimedes may be applied to floating bodies to give the laws of flotation (i) When a body floats freely in a liquid the weight of the floating body is equal to the weight of the liquid displaced (ii) The centre of gravity of the displaced liquid B ( called the centre of buoyancy) lies vertically above or below the centre of gravity of the floating body G Solved numerical Q) A stone of mass 0.3kg and relative density 2.5 is immersed in a liquid of relative density 1.2. Calculate the resultant up thrust exerted on the stone by the liquid and the weight of stone in liquid Solution Volume of stone V = mass/density V = 0.3/2.5 = 0.12 m 3 ρ Upward thrust =buoyant force = V 0 g =0.12 × 1.2 × 9.8 = 1.41 N Weight of stone in liquid = Gravitational force – buoyant force =0.3 × 9.8 – 1.41 = 1.53 N or 0.156 kg wt Q) A metal cube floats on mercury with (1/8) th of its volume under mercury. What portion of the cube will remain under mercury if sufficient water is added hust to cover the cube. Assume that the top surface of the cube remains horizontal in both cases. Relative density of mercury = 13.6 From the formula Here V1 is volume immersed in mercury = V/8 given and ρ0 density of mercury, ρ density of metal ρ =1.725 is density of metal Now let V' be the volume immersed in mercury then V-V' is volume immersed in water then Weight of metal = Buoyant force due to Water + Buoyant force due to mercury V(1.725) g= (V-V')×1×g +V'×13.6g V(1.725) = (V-V') × 1 + (V' × 13.6) V(0.725) = 12.6V' Thus in the second case only (1/18)th of the volume of the cube is under mercury Q) A rod of length 6 m has a mass of 12kg. If it is hinged at one end at a distance of 3m below a water surface (i) What weight should be attached to the other end so that 5 m of rod be submerged? www.gneet.com (ii) find the magnitude and direction of the final force exerted on the rod exerted by hinge. Specific gravity of the material of the rod is 0.5 Solution Since one end is fixed in water we have to calculate moment of force Moment of force due to weight of rod about point O= Wg(L/2)cosθ Moment of force due to additional weight about point O =wL cosθ Moment of force due to Buoyant force(F) about point O = F(l/2)cosθ Here l is the length of rod immersed in water = 5m And L is total length of rod Since rod is at rotational equilibrium at equilibrium F(l/2)cos θ = wL cos θ + Wg(L/2)cos θ F(l/2) = wL + W(L/2)g --- eq(1) But F = V ρ g Since 5m is immersed in water thus (5/6) of volume of rod is immersed Volume of rod = mass/density = 12/0.5 = 24 m 3 Thus F = (5/6) × 24 × 1 × g = 20g N Substituting values in eq(1) we get ∴ 20(2.5)g = w(6) + (12)(3)g 50 = 6w + 36 w = 14g/6 = 2.33g N w = 2.33 kg wt Now R = W+w-F R = 12g +2.33g – 20g R = -5.67g N R = -5.67 kg wt The negative sign indicates that the reaction ( vertical) at the hinges acts downwards Liquid in accelerated Vessel Variation of pressure and force of buoyancy in a liquid kept in accelerated vessel Consider a liquid of density ρ kept in a vessel moving with acceleration a in upward direction. Let height of liquid column be h Then effective gravitational acceleration on liquid = g +a Thus pressured exerted at depth h P = P 0 + ρ (g+a) h Similarly if liquid in container moves down with acceleration a www.gneet.com Then effective gravitational acceleration on liquid = g –a Thus pressure exerted at depth h, P = P0 + ρ(g-a) h Also Buoyant force on immersed body when liquid is moving up FB = Vρ(g+a) Buoyant force on immersed body when liquid is moving down FB = Vρ(g+a) V is volume of the liquid displaced Shape of free surface of a liquid in horizontal accelerated vessel When a vessel filled with liquid accelerates horizontally. We observe its free surface inclined at some angle with horizontal. To find angle θ made by free surface with horizontal, consider a horizontal liquid column including two points x and y at the depth of h1 and h2 from the inclined free surface of liquid as shown in figure Force on area at x = P1A = h1ρg Pseudo force at y= mass of liquid tube of length L and cross sectional area A ×acceleration Pseudo force at y=ρ(LA) Total force at y = P 1 A + Pseudo force Force on area at y = h1ρg + ρ(LA) Since liquid is in equilibrium Force on area at x = Force on area at y h1ρg = h1ρg + ρ(LA) (h1 – h2 ) g = La From geometry of figure Q) Length of a horizontal arm of a U-tube is 20cm and end of both the vertical arms are open to a pressure 1.01×10 3 N/m 2 . Water is poured into the tube such that liquid just fills horizontal part of the tube is then rotated about a vertical axis passing through the other vertical arm with angular velocity ω. If length of water in sealed tube rises to 5cm, calculate ω. Take density of water = 10 3 kg/m 3 and g = 10 m/s 2 . Assume temperature to be constant. www.gneet.com Solution when tube is rotated liquid will experience a centrifugal force thus water moves up in second arm of the U tube. When centrifugal force + pressure in first arm = force due to pressure in second closed arm +force due to liquid column then equilibrium condition is established ---eq(1) Calculation of force due to pressure in closed tube Before closing pressure P i = 1.01 × 10 3 N/m 2 Volume before closing V i = 0.1A ( A is area of cross-section) After closing the other arm Pressure Pf and volume Vf = 0.05A From equation P i V i = P f V f (1.01×10 3 )× 0.1A = Pf ×(0.05A) P f = 2.02 × 10 3 Force due to pressure = (2.02×10 3 )×A Pressure in first arm = 1.01×10 3 Calculation of force due to liquid column in second arm Height of liquid column = 0.05 m Thus pressure due to column = h ρ g = 0.05 Force due to liquid column PA= 0.5A Calculation of centrifugal force Mass of the liquid in horizontal part = volume ×density = (0.2-0.05)A×10 3 =150A Centre of mass of horizontal liquid from first arm 'r' =0.05 + 0.2−0.05 2 = 0.125 𝑚 Centrifugal force = mω 2 r = 150A×ω 2 ×0.125 = (18.75A)ω 2 Now substituting values in equation 1 we get (18.75A)×ω 2 + (1.01 × 10 3 ) × A = (2.02 × 10 3 ) × A + 500A (18.75)×ω 2 +1.01×10 ω = 8.97 rad/s Fluid dynamics Streamline flow The flow of a liquid is said to be steady, streamline or laminar if every particle of the liquid follows exactly the path of its preceding particle and has the same velocity of its preceding particle at every point. Let abc be the path of flow of a liquid and v1, v2 and v3 be the velocities of the liquid at the points a, b and c respectively. During a streamline flow, all the particles arriving at 'a' will 3 = (2.02 × 10 3 ) + 500 × 10 3 × 10 =500 N/m 2 www.gneet.com have the same velocity v1 which is directed along the tangent at the point 'a'. A particle arriving at b will always have the same velocity v2. This velocity v2 may or may not be equal to v1. Similarly all the particles arriving at the point 'c' will always have the same velocity v3. In other words, in the streamline flow of a liquid, the velocity of every particle crossing a particular point is the same. The streamline flow is possible only as long as the velocity of the fluid does not exceed a certain value. This limiting value of velocity is called critical velocity. Tube of flow In a fluid having a steady flow, if we select a finite number of streamlines to form a bundle like the streamline pattern shown in the figure, the tubular region is called a tube of flow. The tube of flow is bounded by a streamlines so that by fluid can flow across the boundaries of the tube of flow and any fluid that enters at one end must leave at the other end. Turbulent flow When the velocity of a liquid exceeds the critical velocity, the path and velocities of the liquid become disorderly. At this stage, the flow loses all its orderliness and is called turbulent flow. Some examples of turbulent flow are : (i) After rising a short distance, the smooth column of smoke from an incense stick breaks up into irregular and random patterns. (ii) The flash - flood after a heavy rain. Critical velocity of a liquid can be defined as that velocity of liquid upto which the flow is streamlined and above which its flow becomes turbulent. Equation of continuity Consider a non-viscous liquid in streamline flow through a tube AB of varying cross section as shown in Fig. Let a1 and a2 be the area of cross section, v1 and v2 be the velocity of flow of the liquid at A and B respectively. ∴ Volume of liquid entering per second at A = a 1 v 1. If ρ is the density of the liquid, then mass of liquid entering per second at A = a1v1ρ. Similarly, mass of liquid leaving per second at B = a2v2ρ If there is no loss of liquid in the tube and the flow is steady, then mass of liquid entering per second at A = mass of liquid leaving per second at B (i.e) a1v1ρ = a2v2ρ or a1v1 = a2v2 www.gneet.com i.e. av = constant This is called as the equation of continuity. From this equation v is inversely proportional to area of cross-section along a tube of flow i.e. the larger the area of cross section the smaller will be the velocity of flow of liquid and vice-versa. Bernoulli's Equation The theorem states that the work done by all forces acting on a system is equal to the change in kinetic energy of the system Consider streamline flow of a liquid of density ρ through a pipe AB of varying cross section. Let P1 and P2 be the pressures and a1 and a2, the cross sectional areas at A and B respectively. The liquid enters A normally with a velocity v1 and leaves B normally with a velocity v2. The liquid is accelerated against the force of gravity while flowing from A to B, because the height of B is greater than that of A from the ground level. Therefore P1 is greater than P2. This is maintained by an external force. The mass m of the liquid crossing per second through any section of the tube in accordance with the equation of continuity is a1v1ρ = a2v2ρ = m Or As a1 > a2 , v1 < v2 The force acting on the liquid at A = P1a1 The force acting on the liquid at B = P2 a2 Work done per second on the liquid at A = P1a1 × v1 = P1V Work done by the liquid at B = P2a2 × v2 = P2V ∴ Net work done per second on the liquid by the pressure energy in moving the liquid from A to B is = P1V – P2V If the mass of the liquid flowing in one second from A to B is m, then increase in potential energy per second of liquid from A to B is = mgh2 – mgh1 Increase in kinetic energy per second of the liquid. According to work-energy principle, work done per second by the pressure energy = (Increase in potential energy + Increase in kinetic energy) per second www.gneet.com Since subscripts 1 and 2 refer to any location on the pipeline, we can write in general The above equation is called Bernoulli's equation for steady non-viscous incompressible flow. Dividing the above equation by gh we can rewrite the above equation as Term h is called elevation head or gravitational head Above equation indicates for ideal liquid velocity increases when pressure decreases and vice-versa Q) A vertical tube of diameter 4mm at the bottom has a water passing through it. If the pressure be atmospheric at the bottom where the water emerges at the rate of 800gm per minute, what is the pressure at a point in the tube 5cm above the bottom where the diameter is 3mm Solution Rate of flow of water = 800 gm/min = (40/3)gm/sec Now mass of water per sec = velocity ×area × density 40/3 = V 1 ×[π (0.2) 2 ]×1 1 V = (333.33/π) cm/sec Now A 1 V 1 = A 2 V 2 Thus 2 V = (4/3)V 1 V2 = (444.44/π) cm/sec is the velocity at height 25cm Now P1 = atmospheric pressure = 1.01×10 7 dyne Now from Bernoulli's equation On solving P2 = 0.98×10 6 dyne Now pressure = hρ0g here ρ0 is density of mercury = 13.6 in cgs system 0.98×10 6 = h×980×13.6 H = 73.5 cm of Hg Q) Water stands at a depth H in a tank whose side walls are vertical. A hole is made at one of the walls at depth h below the water surface. Find at what distance from the foot of the wall does the emerging stream of water strike the flower. What is the maximum possible range? Solution Applying Bernoulli's theorem at point 1 and 2 The vertical component of velocity of water emerging from hole at 2 is zero. Therefore time taken (t) by the water to fall through a distance (H-h) is given bu Required horizontal range R = v2t the range is maximu when dR/dh = 0 This gives h = H/2 Therefore Maximu range = Q) A tank with a small circular hole contains oil on top of water. It is immersed in a large tank of same oil. Water flows through the hole. What is the velocity of the flow initially? When the flow stops, what would be the position of the oil-water interface in the tank? The ratio of the cross-section area tank to the that of hole is 50, determine the time at which the flow stops, density of oil = 800 kg/m 3 www.gneet.com Solution: Pressure at hole and pressure at point on the bottom of water is different thus water flows through the hole Pressure at point 1 P 1 = P 0 + h ρ 0 g here h = 15m and ρ 0 = 800 kg/m 3 Pressure at point 2 is P 2 = P 0 And potential = 5ρ0g +10ρg here ρ is density of water For continuity equation A1V1 = A2 V2 15 × 800 × 10 + 2 1000𝑣 1 1 2 = 5 × 800 × 10 + 10 × 1000 × 10 + Let x be the height of water column when flow of water is stopped Applying Bernoull's equation between point a and x we het Since velocities are zero Let at any moment of time height of water column be y then level of oil in samll tank is ( 15-y) accoding to bernolli's equation av1 = Av2 1 2 1 50 1000 × (𝑣 ) 2 www.gneet.com Neglecting term Differentiating But Negative sign since vleocity is decreasing Integrating Venturimeter: This is a device based on Bernoulli's principle used for measuring the flow of a liquid in pipes. A liquid of density ρ flows through a pipe of crosssectional area A. Let the constricted part of the cross-sectional area be 'a'. A manometer tube with a liquid say mercury having a densityρ0 is attached to the tube as shown in figure If P1 is the pressure at point 1 and P2 the pressure at point 2, we have Where v1 and v2 are the velocities at these points respectively We have Av1 = av2 Volume of liquid flowing through the pipe per second Q = Av Speed of Efflux As shown in figure a tank of cross-sectional area A, filled to a depth h with a liquid of density ρ. There is a hole of cross-section area A2 at the bottom and the liquid flows out of the tank through the hole A2 << A1 Let v1 and v2 be the speeds of the liquid at A1 and A2. As both the cross sections are opened to the atmosphere, the pressure there equals to atmospheric pressure Po. If the height of the free surface above the hole is h1 Bernoulli's equation gives By the equation of continuity, A1v1 = A2 v2 www.gneet.com If A2 <<< A1, the equation reduces to v2 =√(2gh) The speed of efflux is the same as the speed a body that would acquire in falling freely through a height h. 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