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Growth, Cost, and Other Excuses: Challenges to Water Conservation
Betsy Woodhouse – Southwest Hydrology, University of Arizona
Water districts across the Southwest devote considerable effort to promoting water conservation, yet many homes and businesses continue to waste water. Why? Southwest Hydrology spoke with water conservation managers to find out what reasons they have heard.
But Bennett also points out that the conservation programs his agency offers to current residents are paid for by the next generation of residents, who will be held to even higher conservation standards.
Conservation Supports Growth
Nearly all managers face customers who claim saving water will only support urban sprawl—"Why should I scrimp so somebody else can move here?" Doug Bennett at Southern Nevada Water Authority (SNWA) asks his audience how many have lived in Las Vegas more than five years; most are recent arrivals and have no real basis for supporting this argument.
Although anti-growth sentiment is often heard, managers believe it is the sentiment of a vocal few rather than the public majority, as overall per-capita water usage is declining. Furthermore, while none of the utilities promote growth as a reason for conservation, they all plan for increasing population.
Conservation is Expensive
This argument has merit, especially for outdoor conservation. Converting a water-intensive landscape to xeriscape with new plantings and an irrigation system is expensive, and because water is relatively cheap, the time for return on investment is long, even with rebates. Melissa Elliott at Denver Water hears this excuse most often. It can take 10 years to see a return; residents may not live in their house that long. Katherine Yuhas at the Albuquerque-Bernalillo County Water Utility Authority agrees cost is a valid objection, although her customers receive an even higher rebate if their new xeriscape uses harvested rainwater. She thinks a change in rate structure is needed to adequately address the issue.
Economic downturn is also impacting conservation efforts, noted both Elliott see Excuses, page 31
and Fernando Molina at Tucson Water. In Denver, the number of rebates given for low-flush toilets continues to rise, but those for efficient washing machines—a larger investment—have recently declined: people replace washing machines that are broken, but not many Excuses, continued from page 22
if they converted to xeriscape. With time, education, and an attractive rebate program, public acceptance shifted and removing grass is now popular.
Likewise, Elliott believes the poor response to her efficiency audit offer was related to social pressure—the targeted
Some people don't believe what they do makes any difference. [
neighborhoods were generally high-income areas where residents may feel judged by the look of their yards.
that are simply inefficient. Toilet and irrigation rebate programs introduced last fall in Tucson have been slow to catch on despite rebate increases in 2009.
Conservation? Huh?
Lack of awareness of or commitment to conservation remains an issue among much of the population, says Jean Witherspoon, formerly with the City of Albuquerque. Some people don't believe what they do makes any difference, and some large residential users may have outrageous bills but don't know or don't care. Bennett at SNWA sees complacency as the biggest source of resistance to conservation: people are content with their lifestyles and water bills.
Denver Water identified more than 350 of its largest and most inefficient residential irrigators and offered them a full irrigation audit, assistance in making efficiency changes, and the opportunity for significant savings. The response rate was just 15 percent; clearly, neither economics nor ignorance were factors.
Several managers noted difficulty reaching people with the authority to make conservation changes in the commercial and industrial sectors. Frequently the person who pays the water bill lives outside the service area and is unaware of local conservation programs; meanwhile, building and grounds managers do not receive conservation messages.
How Will I Look (or Feel)?
The perception of changed social status or personal comfort is another argument against conservation. Bennett thinks peer influence can help or hurt. Ten years ago in Las Vegas, he found some homeowners worried what their grass-growing neighbors would think
Bennett also meets people who think xeriscaping would hurt their lifestyle. And Witherspoon in Albuquerque is convinced some people are emotionally attached to their high-flow toilets and just don't want to give them up!
Molina finds some opponents of conservation have simplified the message in their minds to "Do not use water," which, if implemented, would be a hardship. Tucson Water realizes it must clarify that they're asking people to simply use water more efficiently.
Laziness also is a factor. Elliott claims that getting customers to install a sprinkler system is one thing, but convincing them to make seasonal adjustments to their irrigation schedule is another: people just don't want to mess with them, and few lawns die from excess water.
By the Sectors
When Albuquerque began its conservation program, it first targeted the residential sector to increase public buy-in. That worked; Yuhas has seen the best response from residents, with institutional facilities following suit. The commercial sector is responding, too, but like everywhere else, reaching the right people is a challenge.
In Denver, savings vary by sector. Comparing 2008 water use to pre-2002drought use, the government sector was down 24 percent, commercial and multi-family down 23 percent, singlefamily residential down 16 percent, and industrial down only 5 percent. Elliott noted that some industries cannot change their processes easily or economically.
In contrast, water savings from conservation in Las Vegas are similar across sectors. One area where Bennett continues to see mismanagement of irrigation water is the landscaping of common areas, which represents about four percent of metered water use.
Different Approaches
Conservation programs vary according to local needs. Las Vegas spends three times the effort on outdoor conservation as indoor. The region receives returnflow credits for Colorado River water for nonconsumptive (most indoor) use, thus indoor savings do not extend the region's resources. However, an extensive recycling provides infrastructure, energy, and environmental benefits.
San Diego sits literally at the end of the pipeline—the terminus of both the Northern California and Colorado River water systems. Groundwater is too saline for use. The city has promoted conservation for nearly two decades, but on July 1, implemented its first wateruse restrictions. Kurt Kidman of the City of San Diego reports the switch met little resistance from customers, a response he attributes to strong advance publicity. The mandatory restrictions focus on outdoor water use whereas existing rebate programs target indoor fixtures. San Diego County figures show urban water use has dropped 24 percent compared to last year.
Tucson is still working out specific reasons for conservation, aside from compliance with state mandates. Molina believes any city's conservation response should be appropriate to its needs. Tucson is not San Diego: it has groundwater resources to supplement Colorado River water in times of shortage. Nor is it Las Vegas: indoor savings have value.
To ensure it selected conservation strategies that would be effective and widely supported, Tucson convened a task force that evaluated 123 possible water-conservation strategies and selected 48 that were feasible and appropriate for the community. A cost-benefit analysis of that subset led to the recommendation of 22 strategies for adoption over the next five years, including the recently introduced rebate program. The selections are tied to overall waterresources management and extending the time until new water supplies are needed. As with every community, determining Tucson's conservation needs is far more complex than simply importing programs from elsewhere. ■
NOVEMBER/DECEMBER 2009 | Southwest Hydrology |
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diversity bead activity
Objective: To help students understand how they define diversity and to assist in group development.
Materials
* resealable plastic zipper bags
* beads of several different colors or types
* string
* key rings (optional)
* index cards
Teacher prep
* Start with an even number of resealable plastic bags (8, 10, or 12).
* Fill each bag with several beads of the same color or type. Each bag should contain only one color or type of bead (e.g. one bag of yellow beads, one of green beads, one of red, one of striped, etc.).
* Randomly pair up the bags of different-colored beads. For each pair of bags, fill out an index card on which you've written a particular question with two different answers. For example:
* At different stations around the room, place one index card with a pair of bags. Label one bag with one of the answers on the index card, and label the other bag with the second answer.
* Provide each student with a piece of string on which he or she can string beads collected during the activity. Another option is to give each student a key ring with a piece of string already attached.
Framing the activity
Introduce the students to the idea of diversity, and then ask them:
* Is this group diverse?
* In what ways are we diverse; in what ways are we not diverse?
After some discussion, have students offer their own definitions of diversity and what it means to them.
Procedure
* Have students circulate around the room to every station. After reading the question at each station, students should take a bead from the bag labeled with their answer to that question (instruct students not to select beads based on color). Students should not discuss their answers with classmates.
* Once students have selected all their beads, they can string the beads in any order they choose.
* Moving around the room, students should find one person who has the same color bead(s) as they. Once they find a classmate who shares a bead color, the two students can identify the attribute they have in common. They should then try to identify something else they have in common.
* Students should switch classmates until they've paired up with two or three others.
Questions to use for processing
* Did your opinion of this group's diversity change?
* Did you find someone new with whom you have some things in common?
* Were there any surprises; if so, what?
* Did you find anyone with all the same beads as you?
NCDA guidelines for personal social development
* develop an understanding of yourself to build and maintain a positive selfimage
Vermont's Framework of Standards vital results
Section 3 Personal Development Standards — Making Decisions
3.3 Students demonstrate respect for themselves and others.
3.11 Students interact respectfully with others, including those with whom they have differences
VTSCA career standards
Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others
PS A1.1 Students develop positive attitudes toward self as a unique and worthy person
PS A2.3 Students will recognize, accept, respect, and appreciate individual differences
Vermont Student Assistance Corporation
10 East Allen Street PO Box 2000
Winooski, VT 05404
Toll-free
800-642-3177
In the Burlington area655-9602
Visit our Web site at E-mail us at firstname.lastname@example.org
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ELDER ABUSE AND NEGLECT: TEST
Name: ________________________________________ Date: ________________ Score: ____________
(Need 8 correct answers to receive certificate)
Circle the right answers—some questions have more than one correct answer.
1. If you know of, or suspect, abuse or neglect of an elderly person, you should first:
a. Confront the staff member or family member that you suspect of doing the abuse.
b. Call the state agency that accepts abuse reports.
c. Report it to your supervisor.
2. Some causes of abuse and neglect are:
a. Caregiver stress.
b. Emotional or mental illness.
c. Alcohol or drug use.
3. Threatening an elderly person with punishment for not doing what you tell them to is:
a. Acceptable if done with a soft tone of voice.
b. Verbal abuse, and never acceptable.
c. Useful in disciplining an older person.
4. Exploitation is a form of abuse that involves:
a. Physical harm.
b. Emotional harm.
c. Misuse or theft of money, property, or other financial assets.
5. Some good ways to help prevent abuse are:
a. Education, counseling, and support groups
b. Listening, teaching caregiving skills, and communicating
c. None of the above
6. Symptoms of possible abuse include the following:
a. Dementia
b. Becoming unusually quiet or withdrawn
c. Bruises or burns
7. Symptoms of possible neglect include the following:
a. Necessary medical visits not scheduled or kept
b. Too many outside activities
c. Lack of basic hygiene items and adequate clothing
8. Write the phone number of the state agency that accepts abuse and neglect reports: _________________
9. Improper use of bedrails or other restraints is considered:
a. Physical abuse
b. Rights violation
c. Emotional abuse
10. Abuse and neglect will not occur if we remember that everyone has the right to be treated with _______
Alzheimer's disease test
Name ____________________________ Date ________________ Score ________
Directions: Circle the best answer. (Seven correct answers required.)
1. Which statement is not correct?
a. AD is a form of dementia that makes a person unable to carry out daily activities.
b. AD is a progressive, degenerative brain disease.
c. AD symptoms usually begin suddenly.
d. AD is characterized by memory loss, language deterioration, poor judgment, and indifferent attitude.
2. Behavior is often worse at night. True or False
3. Benefits of exercise are:
a. Helps to retain motor skills
b. Improves circulation
c. Improves sleep
d. Aids in elimination
e. All of the above
4. A daily walk may reduce wandering. True or False
5. During an episode of agitation, choose three things you can do that might help:
a. Argue
b. Offer choices between two options
c. Make calm positive statements
d. Restrain
e. Say, "I'm sorry you are upset; I will stay until you feel better."
6. It is important to focus on things the AD client can still do and enjoy. True or False
7. Serenity and stability reduce behavior problems. True or False
8. You would be surprised to find your AD client having an outburst of cursing or threatening language. True or False
9. When a client exhibits a difficult behavior, the first thing you should do is look for the
a. family.
b. nurse.
c. reason.
d. supervisor.
10. Clients with AD never hide something in the same place twice. True or False
11. It doesn't do any good to try to love or reassure a client with AD. True or False
Behavior Management Test
Name ____________________________ Date ___________ Score _________
Directions: Fill in the blank with the correct answer, or circle the correct answer.
1. Behaviors are forms of _______________________________.
2. Some common causes of behavior problems are:
Choose the correct answer(s).
a. Fatigue
b. Medications
c. Established behavior patterns
d. Conflicts
e. Frustration
f. Dementia/Alzheimer's
g. All of the above
3. Many times, dysfunctional behavior increases at the end of the day.
True or False
4. It is best to ignore agitation behaviors.
True or False
5. It is wise to restrain a client during an outburst.
True or False
6. Sameness and routine help to minimize stress in dementia clients.
True or False
7. A client who paces incessantly may burn off too many calories, thereby requiring additional caloric intake to maintain good health.
True or False
8. A simplified approach to managing agitation behaviors is to modify the
___________________________________.
9. Children mirror their parent's behavior.
True or False
10. Clients with Alzheimer's benefit from large group interaction.
True or False
CARING FOR RESIDENTS WITH DEMENTIA: TEST
Name: ________________________________________ Date: ________________ Score: ____________
(Number correct)
Matching Test. Find the answer that best matches each situation. You will not use all the answers.
1. In the case study about Mr. Blair, the caregivers helped him by providing what? _______
2. We can help people with dementia by doing what? _______
3. Many times a person with dementia behaves in a difficult fashion because he or she is trying to: _______
4. When a person with dementia can't remember how to get in to a car, or starts to brush his hair with his toothbrush, which of the six "Results of Dementia" is causing the problem? _______
5. You should do this when starting a conversation with a resident with dementia: _______
6. When a person can't think of a word, or the words come out wrong or in the wrong order, they are experiencing which of the six "Results of Dementia?" _______
7. This is one way to help a person with dementia perform a task: _______
8. It is important that persons with dementia be allowed to do this as much as possible: _______
9. It is best to use these kinds of questions when dealing with patients with dementia: _______
10. Dementia is a condition that is characterized by: ________
11. We should try not to embarrass people with dementia but instead to________
a. put ourselves in their shoes, trying to understand what they feel and think
b. tell the person how to do each step in simple language, one thing at a time
c. address the person by name, and briefly introduce yourself and state the purpose of your visit
d. treat them with respect
e. watch for loss of muscle organization
f. help them make decisions and retain control over their lives
g. watch for language Loss
h. provide strong visual cues (contrasting colors on things the resident uses)
i. ask them to give you regular reports on the activities in the facility, giving them a feeling of responsibility similar to the work they did in their career
j. ask them to quit complaining and try to be happy
k. ask direct, closed questions such as "Would you like to wear this red dress today?" instead of open-ended questions like "What would you like to wear today?"
l. watch for loss of intellectual abilities, and personality changes
m. cope with or compensate for lost abilities
Name:
Date:
Score:
Child Abuse In-service Test
1: In their 17th annual report of data, the Administration for Children and Families reported that the rate and number of children who were victims of child abuse or neglect is lower for FFY 2006 than it was five years ago.
a. True
b. False
2: All states require healthcare personnel, school personnel, daycare providers, and law enforcement personnel to report child abuse. Failure to do so is a crime.
a. True
b. False
3: Physical abuse is not always intended to hurt the child; but an injury may have resulted from overdiscipline or physical punishment.
a. True
b. False
4: Some signs and symptoms of abuse include a sudden change in behavior, physical signs of being subjected to punishment, or signs of being restrained.
a. True
b. False
5: Neglect is the failure to provide for the child's basic needs including inadequate supervision, physical neglect, unsafe housing, not being fed nutritionally adequate meals, inadequate clothing, grossly inadequate hygiene, and failure or delay in providing health care.
a. True
b. False
6: Child abuse and neglect is any recent act or failure to act on the part of a parent or caretaker that results in death, serious physical or emotional harm, sexual abuse or exploitation.
a. True
b. False
7: Signs and symptoms of physical abuse may be:
a. Open wounds, cuts, punctures, or untreated injuries in various stages of healing.
b. Bone fractures, broken bones, or skull fractures.
c. Bruises, black eyes, welts, lacerations, or rope marks.
d. All answers are correct.
Depression and anxiety: Test
Name: _________________________________ Score: ________ (10 correct answers required)
Here is a list of things that can be done to help people with depression or anxiety. Beside the ones that are helpful in Depression, write a "D." Beside the ones that are helpful in Anxiety, write an "A." If the item is helpful to both disorders, write "Both."
__________ 1. Keep the environment bright and clean.
__________ 2. Listen.
__________ 3. Encourage daily exercise.
__________ 4. Help the person breathe deeply and relax their muscles.
__________ 5. Reassure the person that you will help them and keep them safe.
__________ 6. Encourage the individual to be with people and participate in social events.
__________ 7. Make sure medications are given as ordered.
__________ 8. Keep the environment quiet and non-stimulating.
Fill in the blanks in the statements below:
9. A person who feels unneeded or unwanted may be suffering from __________________.
10. Illness, chemical changes in the brain, and ______________________ side effects can all cause depression or anxiety.
11. Someone who is constantly fearful or restless may be suffering from ________________.
12. Saying ____________________ to loved ones could be a sign that a person is thinking about suicide.
13. Telling a suicidal person that he will hurt his family if he kills himself only makes him feel more hopeless and ____________________, thereby increasing his pain.
14. Losing or gaining ____________________ could be a sign of depression.
Test
Name: _______________________________________ Score: _________ (12 points required)
1. Fill in the chart of normal recommended blood sugar levels with the missing numbers:
(Worth two points)
2. Write the four parts of diabetic treatment: (Worth four points)
a. _______________ b. _______________ c. _______________ d. _______________
3. If a diabetic person becomes weak, tired, and dizzy, you should first: (circle one)
a. Have her lie down until it wears off.
b. Give her something sweet to drink.
c. Call 911.
4. Diabetics should never eat candy, ice cream, or cake. True or False (circle one)
5. You should call 911 if a diabetic has the following symptoms: (circle one)
a. Confusion and personality change
b. Weakness and dizziness
c. Fruity-smelling breath or deep, gasping breathing
d. Itchy skin
6. Having high levels of sugar in the blood over a long period of time can cause heart disease, blindness, and loss of feeling in the feet. True or False (circle one)
7. For most people, blood sugar is too low if it reads less than __________ on a glucose meter.
8. For most people, blood sugar is too high if it reads more than ________ on a glucose meter.
9. All diabetics must take insulin shots. True or False (circle one)
10. All diabetics should monitor their blood sugar, control their diet, exercise, and take their medicines. True or False (circle one)
11. If you notice sores or wounds on the __________ or __________ of a diabetic, you must report them to your supervisor or a medical person. (Worth two points)
12. Low blood sugar can cause heart attacks and strokes in the elderly. True or False (circle one)
Before Meals
At Bedtime
date:
Name: __________________________________ Score: ________ (9 correct answers required)
Fill in the blanks in the statements below.
1. A ______-______________________treatment is anything that maintains one or more bodily functions in a terminally ill person.
2. The "________________ model" of dying says that the end of life is a time when we concentrate on making a dying person comfortable, improving the quality of life, and providing opportunities for the person to meet goals.
3. A dying person has the right to relief from ________________ and suffering.
4. One of the goals of end-of-life care is relief from _____________________and spiritual distress.
5. You can relieve the discomfort of a dry mouth with small sips of liquid, ice chips, hard candy, and ___________ ___________________.
6. You must _______________ a terminally ill person without judging his or her decisions.
7. Nausea, constipation, anxiety, _____________________, difficulty breathing, and other symptoms should be reported to your supervisor so they can be addressed with medications or treatment.
8. Advance directives are any oral or written ____________________ that a person has given about future medical care.
9. Giving food and water only when it is wanted can allow chemical processes to occur in the body that actually _____________________ pain and discomfort.
10. Competent adults have the right to refuse any treatment, including ______________ and water.
11. Sometimes it is necessary for a supervisor to ________________ your responsibilities for a dying person to another caregiver if you cannot accept the dying person's beliefs.
12. People at the end of life may fear being ___________________ by their caregivers when cure is no longer possible. This fear increases their loneliness and discomfort.
13. An order for "Do Not Resuscitate" (DNR) means the person does not want ____________________________ performed if their heart stops and they stop breathing.
End-of-life care: Test
date:
Assisting patients with heart disease and promoting heart health
Test
Name: ________________________________________ Number Correct: _____________________
Answer the questions by circling the correct answer or filling in the blank with the correct word. You must score 12 correct answers to pass (there are 17 answers in the ten questions).
1. The heart is a bag made out of __________________ that works like a large __________________.
2. Someone with heart failure might have swollen ankles or difficulty breathing because the heart is not pumping well, blood flow slows, and fluid backs up in the lungs and body tissues.
True or False
3. Warning signs of a heart attack include:
a. Fatigue, coughing, and swollen ankles
b. Headache and back pain
c. Chest pain and shortness of breath
d. Excessive urination
4. It is impossible to do anything to prevent heart disease. True or False
5. Circle the risk factors for heart disease in the list below (circle four):
a. Smoking
b. Obesity
c. Inactivity
d. Old age
e. High blood pressure
f. Being male
6. List at least four things people can do to prevent heart disease:
1. ___________________________________ 2. ___________________________________
3. ___________________________________ 4. ___________________________________
7. Exercise is good for younger people, but older people won't benefit from it. True or False
8. A heart attack is caused by a lack of ________________________________________ to the heart.
9. Which type of fat is the main cause of blockages in the arteries that feed blood to the heart?
a. Polyunsaturated fat, which is mostly from plant oils
b. Saturated fat, which is mostly from animals
c. Monounsaturated fat, which is mostly from plant oils
10. People that die from heart attacks usually die within the first _____________ after symptoms start.
Name:
Date:
Score:
DIRECTIONS: READ EACH QUESTION CAREFULLY. THEN, DETERMINE THE BEST ANSWER.
C
HECK THE
CORRESPONDING BOX ON YOUR ANSWER SHEET.
DO NOT WRITE ON THIS POST
-
TEST.
1. Which of the following statements best describes the early symptoms of HIV infection?
a. They are similar to symptoms of multiple sclerosis.
b. They are similar to symptoms of severe arthritis.
c. They are similar to symptoms of food poisoning.
d. They are similar to a mild case of flu.
2. Which of the following is not known to be a method of HIV transmission?
a. Casual contact with an HIV-infected person
b. Needle pricks from an HIV-contaminated needle
c. Sexual intercourse with an HIV-infected person
d. Contact with HIV-infected body fluids though open skin
3. The early symptoms of HIV infection are so severe that people who have HIV infections will know they have it.
a. True
b. False
4. When was HIV infection first recognized in the United States?
a. The 1940s
b. The 1990s
c. The 1980s
d. The 1970s
5. Will home health aides always know which patients are infected with HIV?
a. Yes, it will always be on the assignment sheet.
b. Yes, patients with HIV infection will always take lots of pills frequently.
c. No, it's against HIPAA regulations for home health aides to know.
d. No, about one-fourth of the HIV-infected patients themselves don't know they are infected.
6. Which of the following is true about HIV infection?
a. A virus causes it.
b. It is a bacterial infection.
c. It is transmitted through the air.
d. The cause is unknown.
7. Following standard precautions with every patient during every visit is the best protection against becoming HIV infected in the workplace.
a. True
b. False
8. Early symptoms of HIV infection commonly include:
a. Nausea and vomiting
b.
Headache and tired feeling
c. Bruising and bleeding
d. Numbness and tingling
Incontinence and constipation test
Name: __________________________________________ Score: ________ (9 correct required)
Circle or write the correct answer.
1. What are some causes of both bowel and urinary incontinence?
a. Muscle weakness, confusion, or medication reactions
b. Laziness, poor manners, or meanness
c. Stupidity, uncooperativeness, and sloppiness
2. Scheduled toileting, prompted voiding, and habit training are:
a. Not encouraged by physicians, nurses, or state regulations
b. Responsibilities of the nurse or facility manager, not the attendant
c. Recommended behavioral treatments for urinary incontinence
d. Too time-consuming to be practical
3. For the best bowel function, we should consume how much dietary fiber every day?
a. 10–15 grams
b. 25–30 grams
c. 45–50 grams
4. Kegel exercises are done by:
a. Circling the ankles around and around and then up and down
b. Lowering the chin to the chest, then turning the head side to side
c. Tightening the pelvic muscles that control the flow of urine
5. Urinary catheters are often recommended to treat urinary incontinence. T or F
6. Bowel retraining and behavioral treatments for urinary incontinence usually work quickly, fixing the problem within a week or less. T or F
7. Most fruits and beans contain higher dietary fiber than white breads and rice. T or F
8. It is important to keep patients with urinary or bowel incontinence clean and dry so their skin is protected from developing sores. T or F
9. Habit training can be used to help both urinary and bowel incontinence. It consists of:
a. Assisting the patient to the bathroom every two to four hours.
b. Checking the patient often and asking him if he wants to use the bathroom.
c. Assisting the patient to the bathroom at scheduled times every day.
d. Writing the patient's habits down on a form.
10. Stress incontinence might cause urine to leak when someone sneezes or laughs. T or F
11. A person who has a bowel movement only three or four times a week is constipated. T or F
12. A patient with incontinence should be treated as an adult, with dignity. T or F
LIFTING AND TRANSFERRING TEST
NAME: Date: Score:
1. Ergonomics is fitting the ____________________ to the _______________ (2 pts)
2. List five ways to practice preventive care for injuries. (5 points)
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
3. Putting ergonomics to work might include the following. Choose three. (3 pts.)
(a) making sure the worker is strong enough to handle a heavy client
(b) using appropriate equipment
(c) changing how tasks are done
(d) organizing work in new ways
4. As a rule, you should not sleep on your stomach.
True or False
5. Good _________________ helps the body work more effectively and efficiently.
6. _________________ for yourself and the client is the most important consideration when lifting and transferring.
7. When moving a person to the edge of the bed, you should move the upper trunk and then the legs one at a time. True or False
8. You should always face the client when you are lifting and moving him. True or False
9. If a client begins to fall, you should grab him and try to keep him from falling. True or False
10. Good standing posture includes spreading your feet to shoulder width and putting equal weight on each foot. True or False
Malnutrition and dehydration test
Name ___________________________ Date ____________ Score __________
(7 correct answers required)
Answer the questions by selecting True or False.
1. There is a difference in nutritional needs in the elderly compared to younger adults. True or False
2. The elderly need fewer calories and also fewer vitamins and minerals in their food. True or False
3. Any weight loss or weight gain in a client should be reported to a supervisor. True or False
4. Protein needs increase during acute illness or surgery. True or False
5. A diet that does not contain needed amounts of protein, vitamins, and minerals may slow the healing of a wound. True or False
6. Someone who cannot eat enough food at a meal because of fatigue or poor appetite must wait until the next meal to eat (it is healthier to eat only three meals a day). True or False
7. Signs of malnutrition include tiredness, weight loss, and slow healing of a wound sore. True or False
8.
In the elderly, decreased thirst and poor intake of fluids could lead to dehydration.
True or False
9. A person whose body severely lacks fluid can suffer heart and blood vessel collapse and even death if not treated quickly. True or False
10. When you pinch the skin on the back of someone's hand, it will spring back to normal quickly if the person is dehydrated. True or False
MENTAL ILLNESS TEST
Name __________________________ Date ______________ Score __________ (Ten correct answers required)
Directions: Write the correct answer in the blank or circle the correct answer.
1. Mental illnesses are disorders of the ________________.
2. Mental illnesses may be caused by:
a. genetic factors
b. chemical imbalances
c. reactions to stressful events
d. all of the above
3. Anxiety may cause physical symptoms as well as emotional symptoms.
True or False
4. Post-traumatic stress syndrome is caused by overreacting to something mildly unpleasant. True or False
5. The leading cause of disability in the U.S. is ______________________.
6. Depression is a normal part of getting older. True or False
7. If a person must have everything in order and in its place, and is continually cleaning, you might suspect they have ________________ ________________ disorder.
8.
A person with schizophrenia has a "split personality." True or False
9. A person with schizophrenia may hear or see things that are not real.
True or False
10. Risperdal is an ______________ drug used in the treatment of ______________.
11. Elderly people may be sensitive to Risperdal, increasing the risk of side effects.
True or False
12. Fifty percent of people with AIDS develop __________________.
13. Some of the common side effects of medications that treat mental illness are:
___________________________________________________________
14. A person with bipolar disorder has mood swings from severe ________________ to depression.
Basic Nutrition Test
Name/Title: ______________________________________ Score: _________________
(24 correct answers required out of 32)
Write the Special Diet that Fits Each Dish on the Menu
Salmon Fillet with Black Beans
Salmon with poached eggs and black beans
Grilled Chicken Plate
Chicken with green salad and apple wedges
Beef-Vegetable Casserole
Ground beef and cooked vegetables in a creamy casserole
Cream Soup
Strained potato soup, with ice cream for dessert
Pork Chops and Rice
Grilled pork and rice; no sauces, salt, or condiments
Dieter's Delight
Chicken broth with apple juice and black coffee
How much fluid should we take in each day? __________________________________________________
What temperature should meats be cooked to? ________________________________________________
What temperature should refrigerated foods be kept below? _____________________________________
What are the three basic elements of good nutrition? (three points)
______________________________________________________________________________________
List the five types of nutrients and one thing each one does. (ten points)
______________________________________________________________________________________ ______________________________________________________________________________________
List the five basic food groups and the number of servings needed daily for each. (ten points)
______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
Oxygen therapy test
Name ________________________________ Date ______________ Score ________ (10 correct answers required to pass.)
1. When breathing is normal, inhaling causes ___________ to be drawn into the lungs.
2. Exhaling releases ____________________ ____________________from the lungs.
3. People may need short-term oxygen therapy for ____________________________, ____________________, ____________________, and _____________________.
4. It is safe to use electric razors and hair dryers in areas where oxygen is in use. True or False
5. Three types of oxygen delivery systems are used. They are:
___________________, ____________________, and ______________________.
6. You should not adjust the rate of oxygen flow unless the nurse or doctor directs you to do so. True or False
7. If a fire occurs, oxygen should be turned off immediately. True or False
8. If a resident is getting too much oxygen, these signs may be noticed (name three): __________________, __________________, and ____________________.
9. If a resident is not getting enough oxygen, these signs may be noticed (name three):
__________________, __________________, and ____________________.
10. You should report signs or symptoms of too little or too much oxygen immediately. True or False
11. Portable tanks should not leave the building. True or False.
12. Invert the nasal cannula in ______________________ to check if oxygen is flowing.
13. If water in the humidifier bottle is below the fill line, refill it to the line with ____________________ ____________________.
14. If oxygen tank supplies are low, oxygen can usually be delivered within an hour or two of re-ordering. True or False
15. A sign is usually placed on or near the door of a room or apartment to alert visitors that oxygen is in use. True or False
Name: __________________________________ Score: ________ (9 correct answers required)
Match the question on the left with the answer on the right by putting the correct letter in the blank by each numbered question.
1. This kind of pain is severe and goes away when the underlying problem is cured. __________
2. This is a nonverbal sign of pain that should be reported to a nurse or doctor. __________
3. This is a common type of chronic pain. _________
4. This can be a helpful treatment for back pain, headaches, and arthritis. __________
5. This kind of pain is persistent and ongoing and sometimes occurs without a known cause.
_______
a. Mild exercise
b. Guarded movements
c. Chronic pain
d. Acute pain
e. Arthritis
Answer the following questions by circling "T" for true or "F" for false.
6. We should always believe what a resident tells us about his or her pain. T or F
7. Warm or cold compresses aren't helpful in relieving pain. T or F
8. Confused people and the elderly have a higher pain tolerance. T or F
9. Nothing can be done to relieve certain types of pain. T or F
10. Elderly and disabled people are likely to get addicted to painkillers. T or F
11. You should never massage a painful body part that is red or swollen. T or F
12. Any time a resident complains of pain, it should be reported to your supervisor. T or F
Fill in the blank in the question below:
13. Pain is called the __________________ vital sign because we should ask about pain when we are checking people's health status. It should be part of checking the other four vital signs.
Understanding pain: Test
GUIDELINES FOR PROVIDING PERSONAL CARE: TEST
Name: _____________________________________ Number correct: _______________
(Must score a total of 75%, or 15 correct answers out of 20)
1. Use only: (circle one) a. hot water b. cold water to wash, rinse, and soak dentures.
2. Follow these steps and techniques when shaving a man's face (circle two—worth 2 pts.):
a. Apply shaving cream, shave face, then wash face
b. Wash face, apply shaving cream, shave face, wipe clean
c. Cover chest and neck, wash face, apply shaving cream, shave face, wipe clean
d. Use downward strokes on the face and upward strokes on the neck
e. Use upward strokes on the face and downward strokes on the neck
3. Water temperature for personal care (showering, bathing, shampooing) should be between _______________ degrees and _______________ degrees (worth two points).
4. Before washing a resident's hair, the hair should be __________________________.
5. A partial bath means:
a. Bathing only certain parts of the body
b. Bathing without soap
c. Bathing once a week
6. You are assisting a resident with a shower. Put the following procedures in the correct order by placing the numbers 1–7 in front of the appropriate procedure (worth 7 pts).
_______ Help the resident undress and get into the shower
_______ Get the shower water to the right temperature
_______ Assemble equipment and clean the floor of the shower
_______ Clean the shower
_______ Let the resident wash, then wash any areas he or she can't reach
_______ Put a rubber mat on the shower floor and a bath mat in front of the shower
_______ Help the resident out of the shower and assist with drying and dressing
7. When assisting with dressing or undressing, the: (circle one) a. lower half b. upper half should be dressed and undressed first.
8. The correct procedure for assisting a resident in removing pants is:
a. Have the resident stand up while you pull the pants down and he steps out of them
b. Have the resident lie down and push his hips off the bed with his feet while you pull the pants off
c. Pull the pants off the bottom of one leg while the resident stands on the other leg
9. Write the three rules to remember when providing personal care (worth four points):
1. Respect _________________________, dignity, and choices.
2. Observe _________________________ and report problems.
3. Maintain safety and _________________________________.
Psychosocial care test
Name ______________________________ Date _______________ Score _________
(Must score at least 8 correct answers to pass)
Directions: Circle the correct answer.
1. Assisting someone with personal care or giving physical care is not the time to worry about giving psychosocial care. True or False
2. High levels of emotional distress can make illness worse and slow recovery. True or False
3. Untreated anxiety or depression may cause which of the following effects?
a. Decrease in daily functioning
b. Increased risk of accidents
c. Behavior problems
d. All of the above
4. Some medications can induce anxiety or depression. True or False
5. An unconscious client cannot hear, so you may talk about him or her freely with others in the room. True or False
6. Which of these statements gives a good example of active listening?
a. The worker stands in the doorway with one foot out the door while the client talks.
b. The worker sits down and looks at the client while he or she talks.
c. The worker tells the client not to worry about it, that everything will be okay.
d. The worker listens and then says, "Now, here's what you should do . . ."
7. Animals should not be kept around elderly, sick, or disabled people. True or False
8. Persons with a strong personal faith and many social contacts are better able to cope with health problems and more motivated to recover. True or False
9. Elderly, disabled, or sick people should not be allowed to have sexual relationships. True or False
10. Social contact is a basic human need. True or False
11. People who are always learning new things may slow or halt cognitive decline. True or False
Range of motion and positioning test
Name: ______________________________ Date: _______________ Score: _______
(answer 7 questions correctly to pass)
1. Name three health problems that can occur because of lack of activity and exercise. _______________ _____________, __________________, __________________
2. Progressive loss of muscle mass occurs at an average rate of ___________ percent per decade from 25 to 50 years and ____________ percent per decade thereafter.
3. Older persons' muscles, joints, and ligaments are more prone to injury.
True or False
4. Research confirms that regular exercise can slow or reverse many changes associated with the age-related loss of strength, endurance, and flexibility.
True or False
5. ____________________ _______ ____________________ exercises are used to keep joints, muscles, ligaments, and tendons loose and flexible.
6. Even a small change in muscle size can make a difference in strength.
True or False
7. ____________________________ benefits people of all ages.
8. Regular exercise, even in short sessions several times a week, can help to offset a variety of health problems. True or False
9. When confined to bed, clients should change positions at least every _________________________ hours.
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Kerri Bash
HEARTLAND MEMBER
Kerri has been interested in creating art since she was old enough to hold a crayon. Today she works in watercolors, oils, ink and sculpture. She is also interested in pursuing expertise in printmaking, pottery and 3-D illustration. Her favorite subjects to paint are unicorns, slug kitties and environmental and animal-themed work.
When asked why she does what she does, she answered, "I love telling stories with my art. I use folklore, faerie tales, mythology and history as inspirations. With my social content art, I hope to cause viewers to pause and consider their emotional response to the artwork, and to leave still digesting how it affected them."
Kerri has displayed her art throughout Indiana, Louisville, Kentucky, New York, West Virginia and Michigan. She takes commissions and has painted many pet portraits. Kerri teaches art classes and gives private art lessons as well.
Website www.magpiedreamsart.com
Laurie Balla
HEARTLAND MEMBER
Watercolor and Acrylic Artists
I've always had a natural inclination to create. As a child, I was constantly involved in some creative endeavor. My paint by number kits and coloring books were always my favorite.
My art career began over 22 years ago. I worked in oils for a few years and then began noticing the beauty and freedom of watercolor. I tried out the medium and fell in love! I then began studying with such notable artists as G. Bruce Johnson (who studied with the famous Irv Shapiro), Joe Fettingis and Harry Ahn.
I now paint full time in my home studio, both in watercolor and acrylic; nature being my favorite subject matter. Private individuals have been commissioning and quietly collecting my work for over 20 years. I have donated paintings to the WNIT fundraising auction, the Granger Rotary and the SBRMA, held one woman shows at Fernwood Botanical Gardens in Niles, MI and MoonTree Studios at Ancilla College, held a duet show at the Hoosier Salon, won 2nd place in the Chesterton Women's Club show at the Chesterton Art Gallery, 3rd place at the Heartland Artists Gallery Juried Show in Plymouth, IN, and was recently awarded the honor of becoming a member of the Indiana Artisans, who are recognized by the state as being the best in Indiana!
email - email@example.com
Dayle Brown
HEARTLAND MEMBER
Dayle Brown began her artistic training as a small girl watching her father, Paul L. Brown, of Long Beach, Michigan City, IN, in his lifelong career as a commercial artist. After a 33-year teaching and 20-year planetarium career, she remains active in planetarium education.
Dayle works primarily in watercolor and ink. She has written and illustrated a series of six books titled 'Skylore from Planet Earth: stories from around the world'. The books reflect her love of planetarium work, children, and art.
Her illustrations have received awards in juried exhibits. "Ice Maidens" was featured on the cover of the Planetarian, Journal of the International Planetarium Society. She was commissioned by the Hayden Planetarium of Boston, MA, to do 19 paintings for their "Sky Heroes" planetarium production. Her illustrations and books are known around the world.
She is a member of the St. Joe Watercolor Society, NIA (Northern Indiana Artists, Inc.), and the South Bend Museum of Art. As president of the Art League she serves on the Board of Trustees of the SBMA and is the Garden Search Chair for the annual "Arts in Bloom" Garden Walk to benefit programs for the SBMA. She is also the President Elect of the Great Lakes Planetarium Association, and works as the Chair for the Portable Planetarians.
Dayle lives with her husband, David Piser, in South Bend, Indiana. They enjoy traveling and spending time with family. She is the proud mother of two, stepmother of two, and grandmother of six.
Faith Colling
HEARTLAND MEMBER
"Art has, and will always be, a part of my life. I have always enjoyed losing myself in the process of creating artwork. I love exploring all facets of art, especially working with new media. I consider myself a mixed media artist as I enjoy working with a variety of materials that act in different ways.
Incorporating my love for creation into a career, I chose to become an art teacher. I love helping my students determine the best subject matter, ways to communicate, and what materials & processes to use to their advantage. This in turn helps me to remember that some of the most important parts of creating art is to express yourself and have fun in the process! My students in turn inspire me to continually improve my practice.
I grew up in central Michigan spending half of my time on my father's small farm and the other half at my mother's home in the city. This helped me gain some perspective on opposite ends of the spectrum. My father was an artist; his favorite medium was wood-burning. I continue working in this medium in his footsteps. My mother, on the other hand, always encouraged me by providing different craft materials growing up and helping me try new things. She is an avid crafter, known for her work with natural materials.
After graduating with my Bachelors in Art Education from Saginaw Valley State University, I taught six years at the middle school in North Carolina, where I earned my Masters in Education from Grand Valley University.
A few years ago, I moved back to the Midwest, I love my new home in Indiana and position as art teacher at Plymouth High School. I am excited to live in a community blossoming with art involvement and enjoy being a part of the Heartland Artist Gallery."
Rosie Mireles
HEARTLAND MEMBER
Rosie Mireles was born in Texas but lived in Chicago most of her life. She also lived in Miami, Florida where she was a flight attendant for Eastern Airlines. While working for the airlines she had the opportunity to travel to Italy, Portugal, Spain, Greece, Germany, Egypt, Paris, London, the Americas and the Caribbean. During her travels she visited many art museums and some of the studios of artists including Dali, El Greco, Freida Kalo and Diego Rivera. Thus began her love of art and art history.
During her time off in Chicago, she went to the University of Illinois where she studied studio arts, the psychology of color, as well as the different styles of painting and photography through the ages. These are the influences in her life. The last eighteen years of her life were spent on the streets of Chicago as a police officer and was again influenced by the daily comings and goings of the colorful neighborhoods where she worked and lived. Her art is a mixture of emotion and passionate expressions of life through color and application. Rosie paints in pastels and also in acrylic. Her earlier paintings are a combination of acrylic and oil.
SHOWING Heartland Artists Gallery - Plymouth South Bend Museum of Art - South Bend Jewish Federation - South Bend South Bend Civic Theatre Colfax Cultural Center - South Bend CircaArts Gallery - South Bend
Lori Vieting
HEARTLAND MEMBER
"Photography has always been a passion of mine. From the time I was very young I have always loved capturing those special moments in life. As I grew, I realized nature was what I truly enjoyed photographing.
"In all things of nature there is something of the marvelous." Aristotle
More than 20 years after graduating high school, I went through some major life-changing events that gave me a new perspective on life. It was then that I made the decision to go back to school and chose Ancilla College. I had a wonderful instructor in my Digital Photography class, Father Walker, who was encouraging and very helpful. Father Walker gave me the confidence I needed to pursue my newfound passion and I found myself outside taking pictures all of the time, photographing everything nature had to offer. There is something about being out in Nature that is both relaxing and healing.
"Nature is so powerful, so strong. Capturing its essence is not easy - your work becomes a dance with light and the weather. It takes you to a place within yourself." Annie Leibovitz
I am learning more everyday with every shot. It is truly rewarding to do something you are so passionate about and that you love. I have a wonderful supportive family, two grown boys, a beautiful daughter-in-law, and an amazing husband who understands my love of photography, and shares in my love of nature".
James Miller
HEARTLAND MEMBER
James Miller began experimenting with sketches and paint during his recovery from a severe brain injury sustained during a complex IED ambush near Tikrit, Iraq. He used art as a way to express the emotional upheaval, PTSD, and physical pain he experienced during his hospitalization, postsurgery treatments, and his transition throughout.
James believes it is an artist's responsibility to bring awareness on social issues, pop culture, and performance pieces. "Art" is not the final product. Art is the process. Every piece is a social statement. Painting is a process of survival.
From 2011 to 2012 James served as the Art Coordinator at the Veterans Therapeutic Art Center in Northern Indiana. He now works exclusively through the Limp Goat Art Collective, a self-driven outsider art studio that incorporates the gamut from fine art and commissioned murals, to "pop-up" art galleries, graffiti, and public performance pieces.
James holds membership in Heartland Artists and Northern Indiana Artists, inc.
Louis Amundson
HEARTLAND MEMBER
"I first became interested in art at a very early age. My report card in Kindergarten listed my interests as 'modeling clay and stringing beads'. During her high school years, the ceramics class rekindled her love of clay.
I create some popular and ordinary things like cups, bowls and teapots, but my favorite things to make are very unusual and unique one-of-a-kind items. That is why I love working in clay; I can squeeze, shape and mold all sorts of things, from the ordinary to the extraordinary; from cups and bowls to sculptures. This is the only art medium in which I have been interested.
It has always been just a mere dream of mine to create with clay, and now is a great time to be creative!
My work is displayed at Heartland Art Gallery and occasionally at some art and craft festivals".
www.limpgoatartcollective.com
email - firstname.lastname@example.org
Gloria Seitz
HEARTLAND MEMBER
Gloria Seitz has loved making art since she was a young child. She received her Bachelor of Arts from Wheaton College in Art Education.
She offers the opportunity for everyone, kids through adults to challenge their artistic side and opens her classes up to both; parents with their children and/or grandchildren with their grandparents.
She has been teaching art in many different settings including Heartland School of Art in Plymouth, Sylvan Way Christian Schools in Bremerton, WA, Good Shepherd Montessori, Bethel College, Arborwood and Juday Creek Retirement Facilities in South Bend.
Gloria's favorite setting for teaching classes has been through her business, New Creations Art Classes, for the last eighteen years. Gloria enjoys working in watercolor, acrylic, pencil and photography. She is also an accomplished muralist and illustrator.
Jayne Jacobson
HEARTLAND MEMBER
Jayne grew up in Wyoming and Montana and then settled in Indiana. She was always interested in drawing and painting, but like so many others, was not able to devote herself to it during college, raising children and teaching elementary school. Whenever possible, she would squeeze in an art class at IUSB, Ancilla, South Bend Museum of Art and Arrowmont School of Arts and Crafts.
Many years ago she enrolled in an art experience class at Ancilla College. Eight different media were taught including weaving, calligraphy, wire sculpture, hooking and enameling. She had no idea what 'enameling' was but thought all the other things sounded interesting. When she took that first glowing piece of glass fused to copper out of the kiln, she was hooked! She has been enameling ever since.
There are many different forms and techniques in enameling which is the fusing of ground glass to a metal- either copper, silver or gold. She chooses to create framed wall pieces and jewelry.
Jayne is fascinated by the many properties and forms of glass. She also creates works in stained glass, fused or slumped glass, glass mosaic pieces and dichroic glass jewelry formed in her kiln. Jayne also teaches enameling at Heartland Gallery, MoonTree Studios and in her studio.
SHOWS Heartland Artists Gallery, MoonTree Studios, Max Black's Fine Art Studio, SBMA's Dot Show www.jaynejacobsonart.com
June Pullen
HEARTLAND MEMBER
"In 1976 I was offered a class in stained glass. It looked interesting and different so I tried it, and found I really enjoyed it. I do quite a few window panels and I really like the challenge of making 3-D pieces.
Most of my art is for family and friends and by commission. I have displayed some at Heartland Artists Gallery in Plymouth. I enjoy beauty in all its forms, but I would probably classify my main interests as being crafts; for example, in addition to stained glass I also do beading, embroidery, crocheting and knitting.
Stained glass requires my concentration; the stress is sufficiently different from my day-to-day tension to require a "shift of gears" to accomplish my goals. I'm "mechanically" inclined, so the technical problems are challenging when I work in 3D.
Keith Blanton HEARTLAND MEMBER
Keith Blanton was born in 1951 to a farming family whose roots can be found in their 1832 homestead farm located on the northeast side of Indianapolis.
His early and middle adult years were spent on the pursuit of an engineering career in the design and construction supervision of roads and bridges throughout Indiana. But, his love has always been in the art of oil painting while capturing on canvas the moment in time, the sparkle in the eye, and the very spirit of the person or scene he is painting.
His earliest memories are of the beautiful people and images associated with the family farm. Beginning with the ability to hold a pencil, he has always sketched and painted the beauty that God has placed around him. It is where he finds his peace and his calling. Like most people his interests over the years have been divided. "I received my education in Engineering from Purdue University. The skills that I possess in art, are gifts from God. I have had no formal art training or education."
I think stained glass is a medium that can be used to express one's artistic taste and talent if you weren't blessed with creative fingers. Glass colors are "pre-chosen" for you, combining is your choice. Construction of 3 dimensional items requires innovation and experimentation ... a little engineering "know-how" also helps!
He has always loved the work and passion found in the paintings of the old masters. His years of work as an engineer has aided in the development of an eye for finite details and an absolute desire to create an heirloom that will be loved and cherished for generations.
Carrolyne Babcock HEARTLAND MEMBER
Carrolyne has lived in Marshall County on a 20 acre farm for over 40 years, where she and Roger raised three children and various cats. Now she grows hay and a beautiful array of perennials, lilies, grasses and cats.
Over the years she has taught classes in painting miniatures and large landscapes, tole and decorative painting and nature printing. She also makes jewelry from polymer clay, dominoes, beads and wood burning techniques on wood and gourd pieces.
She loves taking photos of her flowers and the dragonflies, butterflies and hummingbirds that visit them. She also takes photos of the countryside, old barns and the Yellow River going through Plymouth area, along with visiting birds. The artwork she may create from the photos are done in acrylic, oil, watercolor and pastel. She likes to experiment once in awhile and use a variety of media in a totally different way to create an abstract or add textures.
Carrolyne is a charter member of Heartland Artists, serving as co-chair of the Regional Art Exhibit for 25 years as well as various positions in the organization. She is currently serving as curator of the Gallery and oversees exhibits and receptions.
Jennifer Calhoun HEARTLAND MEMBER
"One of my favorite gifts as a child was a "Learn to Draw" set and I was enthralled by the idea of putting together shapes and shading them. I could create beautiful groupings of objects and shapes that soon became realistic scenes. As an adult I still had this passion to create and was searching for a creative outlet and discovered an artist in the area who gave lessons. She taught a representational style of oil painting that appealed to me and I studied with her for ten years.
I would enjoy bringing your want/need to an artistic reality through my commissioned work."
Although I didn't paint for a number of years, I continually looked at scenery with my artistic eye visualizing how it would look if I painted it. My love of painting has been intensified through this learning experience, I now see and paint more realistically. I also like to improvise by mixing several techniques to create a new style of painting. I am continually tickled to try new mediums, forms, substrates and techniques and wonderfully surprised at the outcome.
AWARDS
Roselle Art Show 1973, Roselle, IL ~ Best in Show, Best in Oils Nappanee Spring into Art 2012, Nappanee, IN ~ Purchase Award Heartland Artists Juried Show 2013, Plymouth, IN ~ Purchase Award Fernwood Gardens Show 2014, Niles, MI ~ Merit Award Heartland Artists Small Wonders Art Show 2014, Plymouth, IN ~ 3rd Place
ONE ARTIST SHOWING 2012 ~ Heartland Artists Gallery 2013 ~ Culver Coffee Company 2014 ~ Heartland Artists Gallery 2015 ~ Kroc Center (Two Person Show)
Janet Reese
HEARTLAND MEMBER
Janet's interest in art began as a child always doodling, drawing and painting. In high school she helped design the yearbook, and was the yearbook photographer. During her school years Janet won several art awards, but never really gave serious thought to pursuing art. In 1982 she enrolled in some evening non-credit art classes, just for fun. Her teacher encouraged her to pursue a career in art so she enrolled in commercial art classes at Ivy Tech. At the time she was also working at a state park. The new nature center in the park was in need of natural history displays, and other promotional art work. That was the start to her working in the graphic and commercial art field for over 27 years. Her experience includes newspaper advertisement, logo designs and corporate identity, outdoor signage, designs for a screen printer, and as a graphic designer in the education field. Janet was dedicated to graphic arts as a freelance designer and worked from her home office.
"I really do not have any major artistic philosophy for the art or ceramic pieces I create. I just thoroughly enjoy the process of working with clay and other media. I'm very thankful for the opportunity to create something someone will use and enjoy."
In 2011 she began turning her attention to fine art, but most seriously pursuing it by the end of 2013. Janet enjoys working with pastels, acrylics, ceramics, creating 3D mixed media art and some photography. She works on graphic projects occasionally, but her current emphasis is pottery and "paintography" which is a combination of her photograph's digitally painted then enhanced further with paint or pastels. Also recently she is "Zentangling" with black ink then digitally adding color, collage effects, quotes and Bible verses.
Through Him all things were made; without him nothing was made that has been made. John 1:3 NIV
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jack and the beanstalk
Let's read a storybook together
A kiadvány az Educatio Kht. kompetenciafejlesztő oktatási program kerettanterve alapján készült.
A kiadvány a Nemzeti Fejlesztési Terv Humánerőforrás-fejlesztési Operatív Program 3.1.1. központi program (Pedagógusok és oktatási szakértők felkészítése a kompetencia alapú képzés és oktatás feladataira) keretében készült, a suliNova oktatási programcsomag részeként létrejött tanulói információhordozó. A kiadvány sikeres használatához szükséges a teljes oktatási programcsomag ismerete és használata.
A teljes programcsomag elérhető: www.educatio.hu címen.
Szakmai vezető: Kuti Zsuzsa
Szakmai bizottság: Enyedi Ágnes, dr. Majorosi Anna, dr. Morvai Edit Szakértő: Faragó Lívia
Szakmai lektor: Gorszkiné Siró Enikő
Idegen nyelvi lektor: Mark Andrews
Alkotószerkesztő: Sákovics Lídia
Felelős szerkesztő: Burom Márton
©
Szerzők: Kiss Natália, Kuti Zsuzsa, Poór Zsuzsánna, Szepesi Judit
Educatio Kht. 2008
information table
type of module
Story-time
description of module
Learners read a traditional storybook together, complete a variety of reading comprehension tasks, learn a rhyme in connection with the story, role-play short dialogues from the story and play a board game in groups at the end of the module.
aims and objectives of module
To introduce a traditional children's story in English
To develop appreciation of authentic children's literature
To develop comprehension skills in understanding a story as a whole
To motivate learners to read storybooks in English
timeframe 6 lessons
Target group language level
10-13-year-old learners
A1 : learners can read and write in English by themselves
Suggested language
competence
Learners
can describe characters in simple sentences, etc.
have some experience in listening to and reading a narrative text
have some experience in role-playing
links of the module
Cross-curricular links Literature – stories in Hungarian
Drama – acting out
Science – growing plants
Art – illustrating a story
Links with other modules The Gingerbread Man
foci of skills development
Communicative language skills
describing characters from a story telling narrative parts of a story
role-playing a short dialogue from the story
General educational skills
Evaluation
suggestions
back up systems
listening attentively to a story and to each other in a role-play
building self-confidence in reading authentic materials
appreciating children's literature in English
This module gives Ls the chance to evaluate each other's performance in a role-play by previously given criteria. T should encourage and make sure that Ls focus on giving positive feedback to each other.
This module is built on a storybook, Jack and the Beanstalk in Penguin Young Readers (published by Pearson Education Limited 2000. ISBN 0582 428599). The materials and the activities are based on this version of the traditional children's story. Any other editions of this story can be used in the lessons with some conscious adaptation.
In shared story telling Ls listen to the T reading out a storybook. Before starting reading make sure each child can see the storybook well. Children should be seated close to the T, on a carpet or on small cushions on the floor. While reading the storybook T should sit on a chair holding the book steadily in one hand on one side at about shoulder height. To convey meaning it is important for the T to explicitly express and identify with her voice and her gestures what the story is about or who is speaking. T can even exaggerate to make her performance clear, meaningful and enjoyable. While reading aloud T can involve the Ls by asking them to point to some pictures, asking questions about details of the story / pictures. At the end discuss the morale of the story (in Hungarian).
Lesson 6 can be devoted to a board game which revises and summarizes vocabulary, phrases, descriptions and dialogues covered in the previous lessons. If needed, instead of playing a board game, this lesson can also be used to complete all the tasks in case the group needs more time. Or the lesson can be omitted if Ls feel they have fully exploited the story in the previous lessons.
Storybooks especially written for language learners:
Jack and the Beanstalk from Penguin Young Readers (Publisher: Pearson Education Limited 2000. ISBN 0582 428599).
Jack and the Beanstalk (Publisher: Oxford University Press 2006. ISBN 0194225380)
Other editions of children storybooks from www.amazon.co.uk
Jack and the beanstalk (Publisher: Ladybird Books Ltd 2005. ISBN 1844223051)
Jack and the Beanstalk
– First Favourite Tales. (Illustrator:
R. Rivers
Publisher: Ladybird Books Ltd 1999. ISBN: 0721497403
Jack and the Beanstalk
– Lift-the-Flap Fairy Tales (Illustrator:
Nick Sharratt. Stephen Tucker.
Publisher: Macmillan Children's Books 2002.
ISBN: 0333962184
Jack and the Beanstalk – A Barefoot Paperback Richard (Illustrator: Richard Walker. Niamh Sharkey. Publisher: Barefoot Books 2000. ISBN: 190122337X)
map of the module
PROCEDURE
LESSON 1: KEY WORDS AND THE MAIN PLOT
Aims of the lesson
to develop Ls' vocabulary in connection with the story
to develop Ls' listening comprehension by following instructions and in picture descriptions
to improve Ls' speaking skills in describing story characters
Materials and resources 1.3 Story picture, 1.3 Word cards, 6-8 sheets of A4 paper, 1.5 Homework task
Before the lesson:Bring in 5 beans in a feelie bag, some soil, a flower pot and some water. Put 1.3 Story pictures on the wall.
Stage 1 Warmer – Guessing game
Time 5 mins
Skills and competencies in focus
Developing senses in touching and guessing
Making improved guesses
Organisation Whole class
Aids and materials A bag with some beans in it
Teacher's activities
1. Introduce feelie bag, walk around and ask Ls to touch and guess what can be in the bag.
3. Initiate a discussion about 'beans'. Elicit answers:
What kind of food do you know with beans? What do you know about beans?
T:
Collect phrases with 'bean' and write them on the board.
Learners' activities
1. Each L puts his / her hand in the bag and touches the content (beans). They guess what is in the bag but do not say it aloud. Ls cannot look at the content of the bag.
2. Ls say what they think is in the bag.
3. Ls reply the questions in Hungarian or in English. Ls: Bean soup, babfőzelék. You can plant them. They grow fast. Ls say phrases with the word 'bean' in Hungarian or in English. Ls: bean soup, Mr Bean, beanstalk
Stage 2 TPR (total physical response) activity – planting beans
Time 5 mins
Skills and
competencies in focus
Understanding and following instructions
Miming
Organisation Whole class
Aids and materials 5 beans, some soil, a flower pot and some water
Teacher's activities
1. Prepare 5 beans, some soil, a flower pot and some water. Introduce what you have got.
T: Look, I've got some soil, some beans, some water and a flower pot. I'm going to plant the beans. Watch.
Say and mime how to plant beans.
T: Make a hole in the soil. Put the beans into the hole. Cover the beans with some soil. Water it. Watch it grow. (Stand by the flower pot and wait.) It grows and grows and grows…into a large beanstalk. (Look up to imitate how high your beans have grown.)
2. Tell the instructions again and mime the actions. Invite Ls to copy your actions.
3. Repeat the instructions and encourage Ls to join in the mime.
Learners' activities
1. Ls listen and watch.
2. Ls mime and follow the actions.
3. Ls join in with text and mime.
Ls: Make a hole in the soil. Put the beans into the hole. Cover the beans with some soil. Water it. Watch it grow. It grows and grows and grows…into a large beanstalk.
Stage 3 Introducing characters and objects – Jack and the beanstalk
Time 20 mins
Skills and
competencies in focus
Vocabulary building
Recognizing words
Building association between words, corresponding pictures and written forms
Reading aloud and pronunciation
Memory
Concentration
Organisation Whole class
Aids and materials 1.3 Story pictures, 1.3 Word cards, 6-8 sheets of A4 paper
Teacher's activities
Learners' activities
1. Show the cover page of the storybook and elicit information about the story. T: I've got a storybook about a large beanstalk. It's Jack and the beanstalk. Do you know this story? What can you remember about it?
1. Ls recall the story if they can in Hungarian. Pl.: Az égigérő paszuly
2. Put 1.3 Story pictures on the wall before the lesson. Introduce 1.3 Story pictures: characters and key objects. Name each picture and ask Ls to go and find the right picture. Start naming the pictures with the ones that Ls may recognize easily.
T: a little boy, an old man, an ugly cow, a beautiful castle, Jack's mother, a magic hen, a green beanstalk
And then gradually carry on with less familiar phrases.
T: a bag of gold, the giant's wife, a golden harp, magic beans, a horrible giant
2. Ls take all the pictures from the wall one by one as T names them.
3. Ask Ls to stand in a circle. Take a picture off the board and name it. Pass on the picture to a L and ask him / her to repeat the word. Carry on.
3. Ls stand in a circle, pass on and name each picture.
L1: a golden harp
L2: a golden harp, etc.
4. When Ls feel confident about repeating the words, T can speed up the process by starting the next round when a picture reaches the 4th L. At the end of the game all the pictures end up with the T.
4. Ls try to catch the rhythm of the game and repeat the word of the picture cards
as they get it.
5. Put pictures back on the board as they arrive. Ask Ls to label each picture with 1.3 Word cards and practise reading. To practise reading aloud change your voice, your mood, the pace of your reading.
5. Ls label each picture with 1.3 Word cards and practise reading aloud. They repeat the words after the T.
6. Play a memory game. Ask Ls to memorize the words, then take off a few word 6. Ls guess what is missing.
cards. Repeat the game with different pictures.
7. Cover 6-8 pictures with A4 sheets. Repeat the game with different pictures.
7. Ls guess and name which pictures are covered
Variation for large classes
Aids and materials 1.3 Story pictures, 1.3 Word cards, 6-8 sheets of A4 paper
description
Make two groups, divide the pictures into two groups and play the games described in Stage 3 Step 6 and 7 simultaneously. When Ls become confident in recognizing and naming the pictures, they change places and play the above games with the other half of the pictures.
Stage 4 Introducing the main plot – Jack and the beanstalk
Time 12 mins
Skills and
competencies in focus
Understanding picture descriptions
Describing pictures
Making logical links between pictures
Constructing a story from details
Organisation Whole class
Aids and materials 1.3 Story pictures
Teacher's activities
Learners' activities
1. Create two groups from 1.3 Story pictures on the board. Select the main characters and their objects.
Group 1: a little boy, Jack's mother, an ugly cow;
Group 2: a horrible giant, the giant's wife, a golden harp, a bag of gold, a magic hen, a beautiful castle.
2. Describe the key situation from the story.
T: (pictures in Group 1) This is Jack. He's a little boy. This is Jack's mother. They live in a small house in the forest. They have got an ugly cow. They have no money, no food. They are poor.
T: (pictures in Group 2) This is the horrible giant and this is the giant's wife. They live in a beautiful castle. The giant is rich. He has got a bag of gold, a magic hen and a golden harp. The giant is huge, he eats a lot.
3. Elicit ideas about the remaining pictures and encourage Ls to guess how the pictures can be connected to the rest.
T: What is the problem here? What do you think Jack wants? How does he get it? What does the Giant do?
Variation for more confident and fluent spaeker
Aids and materials 1.3 Story pictures
description
Ask Ls to describe the pictures in the two groups. Ls: This is a giant. He's huge and tall. Encourage more fluent Ls to say what the story can be about.
Stage 5 Homework task
Time 3 mins
Skills and
competencies in focus
Recognizing words
Vocabulary building
Creativity
Creating visual interpretation
Organisation Whole class
Aids and materials 1.5 Homework task
Teacher's activities
Learners' activities
1. Explain homework and hand out copies of 1.5 Homework task.
T: Draw the 12 story pictures above the words.
1. Ls make note of their homework.
2. Ls listen to the T.
3. Ls say what their guesses are and construct or reconstruct the story in English or in Hungarian.
LESSON 2: READING A STORYBOOK
Aims of the lesson
to improve Ls' skills in describing story characters
to develop Ls' listening comprehension skills in understanding a story as a whole
to improve Ls' skills in listening to a story attentively
to improve Ls' listening comprehension skills in acting out a rhyme
to improve Ls' memory skills
Materials and resources
a ball, Jack and the beanstalk storybook (any edition for beginner young learners), 1.3 Story pictures, 1.7 Homework task, 2.2 Word list (one copy per pairs), 2.2 Gapped text (see Variation 1), 1.3 Word cards, a large empty jar or tin
Stage 1 Warmer – Guessing game
Time 10 mins
Skills and competencies in focus
Recognizing a picture from details, identifying pictures
Grouping
Problem solving in groups Memory
Organisation Whole class
Aids and materials 1.3 Story pictures, a ball, 1.7 Homework task
Teacher's activities
Learners' activities
1. Play a slow reveal guessing game with 1.3 Story pictures. Hide each picture behind an A4 sheet and slowly reveal it from the top, from the bottom or from the sides. 1. Ls name each picture as soon as they recognize it from the details.
Make sure it is not transparent. Encourage Ls to recognize pictures from details.
2. Put all the pictures on the floor and write names of groups on the board. Ask Ls to group the pictures. 2. Ls group the pictures on the board and name each picture again.
Groups: people / animals / plants / objects
3. Ask Ls to memorize which pictures are in each group. Cover a group of pictures on the board and ask Ls to recall which pictures belong to that group.
3. Ls memorize which pictures belong to each group.
T: What's in the 'Objects' group?
Ls: a golden harp, a magic hen, etc.
4. Cover all pictures on the board. Call out a group name. Throw the ball and ask Ls 4. Ls catch the ball and give an example from the given group.
to give an example from that group.
T: People
5. Check 1.5 Homework task. Point to a picture on the wall and ask Ls to name it.
Stage 2
Words and pictures
Time 10 mins
Skills and
competencies in focus
Identifying words and matching to pictures
Describing pictures
Problem solving in groups
Evaluating each others' work
Organisation Pair work
Aids and materials 1.3 Story pictures, 2.2 Word list
Teacher's activities
1. Ask Ls to make pairs. Hand out 2.2 Word list to each pair of Ls.
Word list: tail / ugly / milk / thin / grass – an ugly cow
Word list: tall / hungry / horrible / fat / little boys – a horrible giant
Word list: two legs / nice / golden eggs / bird / seeds – a magic hen
Word list: gold / music / beautiful / strings / sing – a golden harp
Word list: poor / young / clever / fast / hungry – a little boy
Word list: beans / tall / climb up / green / plant – a green beanstalk
(If there are more than 12 Ls in the group make multiple copies from the word lists.)
2.Give feedback on Ls' work.
Ls: a little boy
5. Ls name each picture and check their drawings in 1.5 Homework task.
Learners' activities
1. Ls in pairs get a list of 5 words about one of the pictures. They find which picture the list belongs to and they put their Word list next to the picture.
2. Ls walk around and check the Word lists at each picture. Ls can try and describe the pictures using the words from the list.
Variation for confident readers
Aids and materials 2.2 Word list, 2.2 Gapped text
description
Ls in pairs get a text with missing words to fill in. They use the 5 words from the list. When they are ready, Ls read out the text to others who do the task described in Variation 2. (It is suggested to offer the tasks in Variation 1 and 2 to the same number of Ls so they can pair up when they are finished.)
Key:
This is an ugly cow. It's thin and skinny. It's got a long tail. It eats grass. It gives little milk.
This is a horrible giant. He's very tall and fat. He is always hungry. He likes to eat little boys.
This is a magic hen. It's a special bird. It's got two legs. It eats seeds. It lays golden eggs.
This is a golden harp. It's got golden strings. You can play beautiful music on it. You can also sing along.
This is Jack. He is young and poor. He has no food and he is hungry. He can trick the Giant, he is clever. He can run fast.
This is a green beanstalk. It's a very tall plant. Beans grow on it. You can climb up the beanstalk.
Variation 2 for fluent and confident speakers
Aids and materials 2.2 Word list
description
Ls in pairs describe the characters using their Word list. T monitors. When they have finished their task, Ls listen to others' reading aloud who have done the task described in Variation 1.
Word list: tail / ugly / milk / thin / grass
Ls: This is an ugly cow. It's thin and skinny. It's got a long tail. It eats grass. It gives little milk.
Stage 3 Shared reading – Jack and the beanstalk
Time 10 mins
Skills and
competencies in focus
Understanding a story
Following the actions of a story, identifying characters, noticing details in a story with the help of illustrations
Organisation Whole class
Aids and materials Jack and the beanstalk storybook
Teacher's activities
1. Ask Ls to sit in a circle on their chairs or on cushions on the floor. Take a copy of the Jack and the beanstalk storybook and read it aloud to the class. (For ideas how to do shared reading see Suggestions above.)
While reading aloud involve Ls by asking them to point to some of the pictures.
Point to Jack's mother.
T:
Ask questions about details of the story or the pictures.
T: Where does Jack's cow live? Find Jack in the picture. Where is he? Where did he hide? Look at what the Giant has for dinner. Do you like it? Could you eat this much? Imagine you are Jack. You have a bag of gold. What would you do with it? What did Jack steal from the Giant? Was this nice?
Stage 4 Rhyme – Who stole the cookies?
Time 10 mins
Skills and
competencies in focus
Chanting
Pronunciation
Stress and intonation
Acting out
Concentration
Memory
Organisation Whole class
Aids and materials A large empty jar or tin
Teacher's activities
1. Introduce the rhyme using a large empty jar for acting out. When saying the rhyme pay attention to the stress pattern, too and exaggerate slightly to demonstrate the beat. (E.g.: WHO stole the COOKIES from the COOKIE JAR? MARK stole the COOKIES from the COOKIE JAR.) To add more beat to the rhyme, clap on your hands once and then again on your knees, repeat.
Learners' activities
1. Ls sit comfortably on their chairs or on cushions on the floor for reading.
Ls reply to these questions in Hungarian or in English.
Learners' activities
1. Ls listen to the T telling the rhyme and take part in it.
T: Who stole the cookies from the cookie jar? Mark (L from the group) stole the cookies from the cookie jar.
Mark: Who me?
T and Ls: Yes, you.
Mark: Not me.
T and Ls: Then who?
Mark: Tom.
T and Ls: Tom stole the cookies from the cookie jar. Etc.
(Carolyn Graham: Jazz chants for Children. Oxford University Press 1979. ISBN: 0195024966)
2. Encourage Ls to join in and play the roles.
3. Change the text of the rhyme to fit the story.
T: Who stole the gold from the Giant's home? Mark (L from the group) stole the gold from the Giant's home.
Mark: Who me?
T and Ls: Yes, you.
Mark: Not me.
T and Ls: Then who?
Mark: Jack (from story).
T and Ls: Jack stole the gold from the Giant's home.
T:
Who stole the hen from the Giant's home? Peter (L from the group) stole the gold from the Giant's home.
Peter: Who me?
T and Ls: Yes, you.
Peter: Not me.
T and Ls: Then who?
Peter: Jack (from story).
T and Ls: Jack stole the hen from the Giant's home.
Change the word 'hen' to 'harp' and repeat the chant.
2. Ls join in and play the roles.
3. Ls join in and play the roles.
Stage 5 Run and draw game
Time 10 mins
Skills and competencies in focus
Identifying and understanding words
Making connection between words and their meanings quickly
Non-verbal skills (drawing)
Creating visual interpretation of words
Keeping the rules when playing a game
Co-operation
Organisation Group work
Aids and materials 1.3 Word cards
Teacher's activities
1. Ask Ls to make groups of at least 4 around their desks for the game. Ask one L from each group to come out. Show one of 1.3 Word cards to Ls. Tell Ls to read the phrase, then run back to their groups and start drawing a picture for a signal. Record scores on board for competition.
2. Summarize the game, count the scores and announce the winning group.
Stage 6 Homework task
Time 2 mins
Skills and competencies in focus
Creativity
Designing a task
Organisation Whole class
Aids and materials –
Teacher's activities
Learners' activities
1. Ask Ls to design a picture puzzle about the story using pictures only. E.g.: cut up puzzle, draw a small detail of a picture, etc. 1. Ls make a puzzle or a riddle about the story using the 1.3 Story pictures on separate sheets.
Learners' activities
1. Ls make groups of min 4. One L from each group to comes out and read one of the 1.3 word cards. They run back to their groups, wait for a signal and start drawing a picture. Ls in the group guess the phrase and say it aloud / shout it. The winner is the fastest group.
LESSON 3: READING COMPREHENSION TASKS IN GROUPS
Aims of the lesson
to develop Ls' reading comprehension skills in understanding details of a story
to develop Ls' creativity in completing missing details
to improve Ls' speaking skills in describing pictures of a story
Materials and resources Jack and the beanstalk storybook, 3.3 Reading tasks 1-4 and Keys, 3.4 Homework task
Before the lesson: Arrange the desks into four groups in the classroom for Stage 3 to create 4 workstations.
Stage 1 Warmer – Who stole the cookies?
Time 10 mins
Skills and
competencies in focus
Chanting
Pronunciation
Stress and intonation
Acting out
Concentration
Organisation Whole class, pair work
Aids and materials –
Teacher's activities
1. Revise Who stole the cookies? rhyme from the previous lesson.
2. Pair up Ls to check their homework (picture puzzle or riddle)
3. Give short feedback on Ls' homework. Display a few creative tasks on the wall.
Learners' activities
1. Ls join in the rhyme and act it out.
2. Ls in pairs swap puzzles or riddles and do it. They check each others' work and report back to the T.
Stage 2 Shared reading – Jack and the beanstalk
Time 10 mins
Skills and
competencies in focus
Following instructions and miming Understanding a story as a whole Listening for and understanding details Joining in story telling
Organisation Whole class
Aids and materials Jack and the beanstalk storybook
Teacher's activities
1. Play a story warmer. Ask Ls to mime some instructions.
T: Walk like a giant. Hide under your desk. Run like Jack. Plant the beans. Climb up the beanstalk. Run after the hen. Run away from the Giant. Give some food to the Giant. Play the harp. Throw some beans out of the window. Eat some chicken. Go to sleep. Cut down the beanstalk. Take the hen.
2. Ask Ls to sit around you for story reading. Read out Jack and the beanstalk. (For ideas how to do shared reading see Suggestions above.)
While reading aloud, involve Ls even more actively than in the previous lesson by asking them to point to some pictures.
T: Point to the sleeping Giant. / Point to the ….. next to the …... / Find a ………. in the picture.
Ask questions about details of the story / pictures.
T: What is Jack's cow like? Why is Jack's mother angry? What does the Giant eat for dinner? Why was the Giant angry? Etc.
Learners' activities
1. Ls listen to the T and mime the instructions.
2. Ls listen to the story and reply to the T's questions in Hungarian or in English. If Ls give the answers in Hungarian, the T should repeat them in English.
Stage 3 Workstations – Reading tasks
Time 20 mins
Skills and competencies in focus
Making logical links between questions and answers Identifying words and matching them with the pictures Understanding the details of a text Arranging pictures in the correct order Working out problem solving strategies Working together in groups, helping each other
Organisation Group work
Aids and materials 3.3 Reading tasks 1-4 and Keys
Teacher's activities
1. Arrange the Ls to be seated around 4 workstations. Put one copy of one of the 3.3 Reading tasks on each workstation. Explain that they are going to do all the tasks in groups in rotation. Once the group have finished a task and checked it, they can move to another workstation to carry on. Monitor and provide help for the groups.
2. Decide if you want to explain each reading task for the groups or you let them read the instructions and work out what the task is.
3.3 Reading task 1: Match the questions with the answers. Be careful, there is one extra answer. Then turn the answers over and reply to the questions.
3.3 Reading task 2: Match the pictures of characters with the words. Then spell a word and ask your partners to guess it. Use the words to describe the characters from the story.
3.3 Reading task 3: Read the text and underline the silly words which do not fit in the original story. Read out the text with the correct words.
3.3 Reading task 4: Put the pictures into the sentences. Then read out the sentences.
Learners' activities
1. Ls sit around 4 workstations in groups of 3-4 and do one of the 3.3 Reading tasks. Put the key of the reading task on their desk, too, in an envelope. When they finish a task, they check their work with the help of a key. Then they move on to another desk to do the next task. They carry on until all four tasks are completed by every group.
Whenever it is needed Ls can look at the storybook for the answers.
2. Ls do the reading tasks in their groups. Then they use the key to check their work.
3. Monitor and help with the reading tasks if necessary. Give feedback on the groups' work.
4. Settle the group and ask for some feedback on the reading activities. Find out which tasks Ls have found more or less challenging and ask them to give some reasons, too. Ask Ls to describe what strategies they used when completing each task and briefly analyse these strategies. Explain that they did not need to understand each word in order to complete the tasks successfully and that they had each other to help.
4. Ls reflect on the reading activities and the strategies they have used to complete the tasks in Hungarian.
Variation For less independent or slow learners
Aids and materials 3.3 Reading tasks
description
If 3.3 Reading tasks seem to be too difficult for Ls choose two tasks and do it with the whole class. If you find these reading comprehension tasks too demanding, you can use them for differentiation.
Stage 4 Homework task
Time 5 mins
Skills and competencies in focus
Finding false pieces of information in a text
Organisation Whole class
Aids and materials 3.4 Homework task
Teacher's activities
Learners' activities
1. Explain and hand out 3.4 homework task for Ls.
T: Read the story and find 3 sentences which do not fit. Cross them out.
1. Ls make note of their homework.
LESSON 4: READING COMPREHENSION TASKS AND ROLE-PLAYS
Aims of the lesson
to develop Ls' reading comprehension skills in understanding details of a story
to improve Ls' speaking skills in describing pictures of a story
to develop Ls' speaking skills in role-plays
Materials and resources 3.4 Homework task, Jack and the beanstalk storybook, 4.3 Dialogues 1-4, 4.5 Homework task
Before the lesson: Cover a few details in the storybook with post-it notes for Stage 2.
Stage 1
Warmer – Chinese whispers game
Time 10 mins
Skills and competencies in focus
Listening comprehension
Understanding and following instructions
Pronunciation
Cooperation
Checking each other's work
Organisation Whole class
Aids and materials 3.4 Homework task
Teacher's activities
1. Play a Chinese whispers game. Arrange Ls into two (or more) groups of 6 and ask them to stand in a line. Whisper an instruction to the ears of the first L in each line. Tell Ls to pass on the sentence by whispering it to the L standing in front of them. Ask the last L in the line to act out the instruction. The winner is the group who can correctly act out the instruction first.
T: Walk like a giant. Hide under your desk. Run like Jack. Plant the beans. Climb up the beanstalk. Run after the hen. Run away from the Giant. Give some food to the Giant. Play the harp. Throw some beans out of the window. Eat some chicken. Go to sleep. Cut down the beanstalk. Take the hen.
2. Arrange Ls in pairs and ask them to check 3.4 Homework task
Learners' activities
1. Ls form two (or more) groups of 6 and stand in lines. The first Ls in each line listen to the T's instruction. They pass on the sentence by whispering it to the L standing in front of them. The last L in the line acts out the instruction.
2. Ls in pairs check each other's homework task
Stage 2 Game – What's missing?, shared reading: Jack and the beanstalk
Time 10 mins
Skills and competencies in focus
Understanding a story
Noticing missing details
Memory
Describing pictures
Organisation Whole class
Aids and materials Jack and the beanstalk storybook
Teacher's activities
1. Cover a few details in the storybook with pieces of paper (post-it notes) before the lesson. E.g.: 5 beans, the long nose of the old man, the castle, a piece of furniture or an animal in the Giant's castle, some food, etc.
Ask Ls to sit around you for story reading. Read out Jack and the beanstalk. (For ideas how to do shared reading see Suggestions above.)
While reading aloud point out to some missing details. Encourage Ls to guess and name what is covered.
Stage 3 Preparing for the role-play
Time 15 mins
Skills and competencies in focus
Reading comprehension
Identifying roles
Reconstructing dialogues
Problem solving in groups
Reading aloud
Organisation Whole class, group work
Aids and materials 4.3 Dialogues 2-3, 1.3 Story pictures – characters
Learners' activities
1. Ls listen to the story and guess the covered details in the storybook. They name what is covered.
Teacher's activities
1. Take 4.3 Dialogues 2 and 3. Put all the lines of the two dialogues mixed up on the board on one side and the characters of 1.3 Story pictures on the other side. Ask Ls to find out who takes part in the dialogues and who says what.
Old man:
– I give you 5 beans, give me your cow.
– But they're magic beans.
Jack:
– 5 beans for my cow? My mother will be angry.
– Ok, here is my cow.
Giant:
– Fee, Fi, Fo, Foy. I can smell a little boy. Where is he?
– I want to eat him.
Wife:
– Nobody's here. Sit down and be quiet.
– Eat your dinner.
2. Now ask Ls to arrange 4.3 Dialogues 2 into a logical sequence. Read out the dialogue as in the role-play i.e. with exaggerated intonation and gestures.
Dialogue 2: Old man / Jack
– I give you 5 beans, give me your cow.
– 5 beans for my cow? My mother will be angry.
– But they're magic beans.
– Ok, here is my cow.
3. Ask Ls to do the same with 4.3 Dialogues 3.
Dialogue 3: Giant / wife
– Fee, Fi, Fo, Foy. I can smell a little boy. Where is he?
– Nobody's here. Sit down and be quiet.
– I want to eat him.
– Eat your dinner.
Learners' activities
1. Ls read 4.3 Dialogues 2 and 3 and look at the characters from 1.3 story pictures. They choose two characters and find which text belongs to the selected characters. E.g.: Picture of the old man: I give your 5 beans, give me your cow. / But they're magic beans.
2. Ls put the lines of the dialogue into the correct order together. Ls read out the dialogue after the T according to the roles. Then they do the same with the other dialogue.
3. Ls put the lines of the dialogue into the correct order together. Ls read out the dialogue.
4. Ask Ls to practise reading out 4.3 Dialogues 2 and 3 in pairs.
4. Ls practise reading aloud the dialogues in pairs.
5. Remove pictures from the board and play a guessing game to practise reading aloud. Read out a line from the dialogues and ask Ls to guess who is speaking?
5. Ls work in pairs. L1 reads out a sentence from the board, L2 guesses who says it. Then they change roles.
Variation For confident readers and faster learners all 4 dialogues
Aids and materials
4.3 Dialogues 1-4
description
Follow Stage 3 steps 1-4 above but leave out step 5. Instead arrange Ls into groups and hand out Dialogue 1 and 4 cut up in envelopes. Ls in groups get the pictures of the characters and the lines of Dialogue 1 and 4 on slips. In their groups Ls put the sentences in the correct order to make the dialogues. (One group works on the board with the large copy of 4.3 Dialogues 1-4.) To check the correct order of the sentences Ls read out the dialogues to each other and check each other's work. Practise reading aloud with 4.3 Dialogue 1 and 4 as in the role-play i.e. with exaggerated intonation and gestures.
Dialogue 1: Jack / his mother
– Mother, I'm hungry.
– We've got no money, Jack. Take the old cow to market and sell it.
– Ok, Mother.
– Be careful, son.
Dialogue 4: Giant / Jack / mother
– Stop, come back.
– I can run fast. Mother, the Giant is coming!
– Oh, dear! Let's cut down the beanstalk.
Stage 4 Guessing game – What am I saying?
Time 10 mins
Skills and competencies in focus
Guessing from miming
Making connection between text and characters
Reading comprehension
Organisation Whole class
Aids and materials 4.3 Dialogues 1-4
Teacher's activities
Learners' activities
1. Choose a sentence from one of the 4.3 Dialogues 2-3 or 1-4. Mime it with exaggerated gestures and movements but without words. 1. Ls guess and read out aloud which line the T has chosen and who the T mimes.
2. Then Ls take the T's role. Then Ls do the same in pairs.
Stage 5 Homework task
Time 2 mins
Skills and
competencies in focus
Identifying words and sentences Reading comprehension
Organisation Whole class
Aids and materials 4.5 Homework task
Teacher's activities
1. Explain 4.5 Homework task to Ls.
T: Look at the Runitalltogether text (Dialogue 3). Cut it up into words and sentences.
Copy the sentences.
Learners' activities
1. Ls make note of their homework.
LESSON 5: ROLE-PLAY AND EVALUATION
Aims of the lesson
to develop co-operation and working together in a role-play
to develop Ls' self-confidence by doing a role-play
to develop Ls' skills in listening attentively to each other while performing a role-play
to develop Ls' skills in peer-evaluation in the role-play
Materials and resources a ball, 4.5 Homework task, 4.3 Dialogues 1-4
Before the lesson:Put the line of Dialogue 3 on the board for checking homework
Stage 1 Warmers – Odd man out game, Repeat it, Your favourite phrase
Time 10 mins
Skills and
competencies in focus
Making logical links between words
Reading aloud
Stress and intonation
Understanding and accepting the feelings of others
Organisation Whole class
Aids and materials A ball, 4.5 Homework task
Teacher's activities
1. Write 5 word groups on the board in connection with the story. Play an Odd man out game. Be careful, there is not only one solution in this game but the suggested solutions are in bold letters. In each case ask Ls to explain their choice of word and to give some reasons, explanations. Accept any other logical reasoning, too.
1. angry / poor / fast / happy (key: mother)
2. fast / hungry / poor / old (key: Jack)
3. castle / church / house / market (key: not in the story)
4. a golden harp / a magic hen / an axe / a bag of gold (key: what Jack didn't take)
5. throw out the beans / climb up the beanstalk / hide in the oven / cut down the beanstalk (key: Mother did it)
Learners' activities
1. Ls find the odd word in each word group and write down their idea in their exercise book. When checking Ls give reasons for their choice (in Hungarian if needed).
2. Check 4.5 Homework task. Prepare Dialogue 3 on the board.
3. Read out a sentence from one of the 4.3 Dialogues, throw the ball to a L. Ask the L to repeat the sentence with the same intonation.
4. Ask Ls to choose their favourite line from 4.3 Dialogues.
Stage 2 Preparing for evaluating the role plays
Time 10 mins
Skills and
competencies in focus
Setting criteria for evaluating role-plays
Organisation Whole class
Aids and materials Exercise books
Teacher's activities
1. Explain how Ls will evaluate the role-plays. Present the evaluation criteria in
Hungarian: performance, intonation, clarity and prepare a chart on the board.
2. Ls compare their homework task with the text on the board and correct their mistakes if necessary. Ls read the sentences out loud.
3. Ls repeat the sentences.
4. Ls say that line and give reasons why they have chosen it (in Hungarian if needed).
Ls: I like the words. It's short / long. It's funny. It sounds angry.
Learners' activities
1. Ls prepare a chart in their exercise books. (One line for each group and 3 columns: super, good, OK.)
Stage 3 Role-play and evaluation
Time 25 mins
Skills and competencies in focus
Thinking themselves into various roles and acting them out Acting out dialogues as a role-play Giving feedback to each other based on criteria
Organisation Pair or group work
Aids and materials 4.3 Dialogues 1-4
Teacher's activities
1. Tell Ls to prepare for role-playing a dialogue in pairs or small groups. Put 4.3 Dialogues on the board for help. Allow groups 5 mins.
2. Groups role-play their parts. Invite Ls to give some feedback based on the criteria (performance, intonation, clarity). Encourage Ls to give positive feedback to each other.
NOTE: If Ls did Stage 3 step 1-4 in Lesson 4 then they role-play the two dialogues as many times as needed. If Ls did Stage 3 and the variation in Lesson 4 then they roleplay the four dialogues in the sequence of the story as many times as needed.
Learners' activities
1. Ls in pairs or small groups choose which dialogue they would like to act out and prepare for the role-play. They get a time limit of 5 minutes. They use the text on the board for help.
2. Each group of Ls role-plays their parts. After each performance Ls tick their evaluation chart. They also say their opinion.
Tomi and Sári were super. Group 1 was good
Ls:
.
LESSON 6: A POEM AND A BOARD GAME
Aims of the lesson
to develop Ls' skills in understanding and discussing the moral of the story
to develop appreciation of authentic children's literature, a poem
to motivate learners to read poems in English
to summarize the story and have fun in playing a board game
Materials and resources 6.1 Poem poster, 1.3 Story pictures, 6.3 How to play the board game, 6.3 Board game, a dice, counters for each player except one,
6.3 Picture cards
Stage 1 Warmer – Hangman game, introducing a poem
Time 15 mins
Skills and competencies in focus
Guessing and recognizing a word, discussing and sharing ideas, describing pictures, understanding a poem, joining in reading aloud
Organisation Group work
Aids and materials 6.1 Poem poster
Teacher's activities
Learners' activities
1. Play a hangman game with the title of the poem. Write the correct letters on the board.
When the Giant comes to breakfast
Give feedback and count the scores.
2. Encourage Ls to talk about the title and write their ideas on the board. T: What does a giant eat for breakfast? List some ideas.
3. Put 6.1 Poem poster on the board and encourage Ls to describe the picture.
1. Ls in groups find out the title of the poem. Groups take turns in asking a letter, T writes the correct letter in the phrase on the board. Ls can tell their guess for one word when it is their turn. If they don't guess the word, they miss a turn. The winner is the one who gets the full title correctly first.
2. Ls list some things a giant could eat for breakfast.
100 pizzas, 2 houses, a school, 3 trucks, etc.
Ls:
3. Ls describe what and how much the giant eats for breakfast. E.g.: (from the poem) a lorry load of toast and marmalade, a dustbin of tea, spades of cornflakes (spoonfuls).
4. Read aloud the poem from the poster and show the relevant part of the illustration.
When the giant comes to breakfast
When the giant comes to breakfast
He eats Corn Flakes with a spade, Followed by a lorry load Of toast and marmalade. Next, he takes a dustbin Fills it up with tea, Drinks it all in a gulp, And leaves the mess for me.
(John Coldwell: When the giant comes to breakfast. Poetry Paintbox: A Yellow poetry paintbox. Poetry Paintbox anthologies. Editor: John Foster Publisher: Oxford University Press 2001. ISBN: 0199193940)
Ask for Ls' reactions.
T: What was the funniest part of the poem?
5. Read aloud the poem.
5. Ls join in and read the poem together with the T.
Stage 2 What is the story about?, rhyme: Who stole the cookies?
Time 5 mins
Skills and
competencies in focus
Understanding and discussing the moral of the story
Chanting
Acting out
Organisation Whole class
Aids and materials 1.3 Story pictures
Ls: I like the ' dustbin of tea' part. I like the picture of the lorry.
Teacher's activities
1. Put the pictures of the Giant and Jack from 1.3 Story pictures on the board together with the 3 objects Jack stole (a golden harp, a golden hen, a bag of gold).
Provoke Ls and ask them where to put the objects on the board. Next to the Giant or next to Jack? Elicit a discussion about the moral of the story in Hungarian or in English.
T: Where shall I put the bag of gold? Who has got it? What did Jack do?
2. Recall and revise the rhyme adapted for the story: Who stole the cookies? (See Lesson 2 Stage 4) 2. Ls tell the rhyme.
Teacher's activities
Learners' activities
1. Arrange desks in groups for playing 6.3 Board game and ask Ls to form groups. Explain that this board game is based on the modern version of the story and introduce the main idea of the game: Who stole the Giant's laptop? Then explain the rules 6.3 How to play the board game. If necessary write the useful phrases on the board.
Useful phrases for playing the board game:
It's your turn.
Throw the dice.
Put your counter on …. square.
Ask a question.
Who stole the Giant's laptop?
1. Ls form 3 groups of 3-6 players to play the board game. Each group has a board, a dice, counters for each player except one and 10 6.3 Picture cards.
Learners' activities
1. Ls come up with ideas about the moral of the story in English or in Hungarian.
2. Ls play the game in groups.
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World of Warcraft Lesson Plan Becky Hayes, Danielle Butts, Colleen Griffiths
Concept: Improving social interactions
Grade: 8
Age: 1314
Goals:
* Practice meeting new people
* Improve communication skills
* Increase selfconfidence
Objectives:
* Given an avatar in WoW, learners will speak with 10 other players within one hour.
* Given an avatar in WoW, learners will add 5 friends within one hour.
Required Materials:
* Computer with reliable Internet connection
* WoW
* Avatar
* Realm
* Digital journal OR Paper and pencil, if learner chooses to keep log and reflection on paper
StepbyStep Procedures:
* Get World of Warcraft account
* Download World of Warcraft
* Create avatar in World of Warcraft
* Choose realm
* Explore realm and talk to other avatars
* Talk to other avatars by: use mouse or direction keys on keyboard to go up to avatars; Left click on avatars to talk to them
* Make friends by searching for their name in the search bar, click on their name, and select 'add friend'.
* Write down the names of the avatars you talk to and friend in your journal. Also include your thoughts and feelings on the activity.
Closure:
After one hour, students log out of WoW and come back for debriefing and class discussion.
Assessment:
1. Log of interactions including names of players/avatars and brief summary of interaction
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act!
Volunteering and charity
A kiadvány az Educatio Kht. kompetenciafejlesztő oktatási program kerettanterv alapján készült
A kiadvány a Nemzeti Fejlesztési Terv Humánerőforrás-fejlesztési Operatív Program 3.1.1. központi program (Pedagógusok és oktatási szakértők felkészítése a kompetencia alapú képzés és oktatás feladataira) keretében készült, a suliNova oktatási programcsomag részeként létrejött tanulói információhordozó. A kiadvány sikeres használatához szüksé-ges a teljes oktatási programcsomag ismerete és használata.
A teljes programcsomag elérhető: www.educatio.hu címen.
Szakmai vezető: Kuti Zsuzsa
Szakmai bizottság: Enyedi Ágnes, dr. Majorosi Anna, dr. Morvai Edit
Szakértő: Enyedi Ágnes, Tartsayné Németh Nóra
Idegen nyelvi lektor: Mark Andrews, Peter Doherty
Alkotószerkesztő:
Sákovics Lídia
Felelős szerkesztő: Burom Márton
©
Szerzők: Csibi Erzsébet, Csíky Anna, Dóczi Brigitta, Fehér Judit, Prievara Tibor, Victor Mónika
Educatio Kht. 2008
information table
Type of module
Creative communication
Description of module
Aims and objectives of module
Timeframe
Target group
Language level
Suggested language competence
Links of the Module
Cross-curricular links
Links with other modules
Links with school-leaving exam
This module focuses on volunteering and charity, and their relevance for teenagers. Ls learn about different types of voluntary work and various ways of being charitable. On the last lesson they draw up their own charity proposals: the class votes on the best one, which can actually be implemented in the school.
to familiarize Ls with voluntary service and create a positive attitude in Ls about it;
to arrange to do some voluntary service activity jointly with others;
to practice listening for gist and for detail about voluntary service;
to list the pros and cons of voluntary service done by high school students;
to practise speaking using notes;
to read and speak about different ways of donating money;
to practice writing a proposal following a template
3 lessons
16-19 years-old leaners
B1
Learners can:
work together in a group to complete a task;
read a gapped text and predict what kind of information is missing;
work individually at home as part of team work;
speak continuously on a given topic;
evaluate each other's and their own work critically
Geography, Sociology, Life skills
Protest (16-19 years )
Topic Areas: Society, The world of work, Education Tasks: Reading and listening activities, role play and debate
Foci of skillsdevelopment
Communicative language skills
General, educational skills
Evaluation
Suggestions
Back up systems
speaking about charity and volunteering;
reading for gist and for specific information about charity;
listening for main ideas and for factual details about voluntary service;
arguing for a decision;
exchanging factual information and opinions;
writing a proposal for a charity cause
reflecting on social issues and one's own role in society;
co-operating with peers;
planning action to help others in need
Ls draw up a proposal on the last lesson that comprises everything covered in the module. This proposal is evaluated by the others using a list of criteria that follows from the template which Ls used to write the proposal. Then Ls are asked to evaluate their own performance based on the same list of criteria.
We have written this module to give it actual relevance to Ls' life. By voluntary work, we don't mean unrealistic projects like spending a year in Africa, and nor do we mean millions when we say charity. Most of the stories and movements presented in the module work on the principle that every little can help. Our aim is to sensitise Ls about their social responsibility and offer them some ways to act. We consider it very important that you actually start implementing the charity project the class votes to be the best one on Lesson 3.
The length of many activities in the module will largely depend on how genuinely interested and active your Ls get. If you find that they are interested in the topic, are ready to share ideas, make suggestions and research charity-related topics locally and globally, we recommend that you give them more time than just three lessons. The material can easily fill four lessons if Ls are interested and ready to contribute.
http://www.universalgiving.org/volunteer/
http://www.cheaptickets.com/App/PerformMDLPDealsContent?deal_id=volunteer&cnt=OVI
http://www.globalvolunteers.org/
http://www.charityguide.org/volunteer/vacations.htm http://www.justgive.org/html/ways/vacations.html
http://www.americanhiking.org/events/vv/index.html http://www.volunteerinternational.org/
http://www.justgive.org/html/guide/50wayshomeless.html http://www.transitionsabroad.com/listings/work/volunteer/index.shtml#VolunteerWorkAbroadParticipantReports
http://www.justgive.org/html/ways/index.html
http://www.fairtrade.org.uk/
Phillip Hoose: It's Our World, Too!: Young People Who Are Making a Difference http://www.amazon.com/Its-Our-World-TooDifference/dp/0316372455
MAP OF THE MODULE
PROCEDURE
LESSON 1: Making good use of your time – Voluntary work
Aims of the lesson:
to listen to stories of young people doing voluntary service
to familiarize L with voluntary service and create a positive attitude in Ls about it
to arrange to do some voluntary service activity jointly with others
to list the pros and cons of voluntary service done by high school students
Materials and resources:
1.1 Slips, 1.2 Worksheet, 1.2 Recording, 1.3 Listening task, 1.4 Worksheet, 1.5.A Worksheet, 1.5.B Debating practice Worksheet, Post-its, 1.6 Worksheet
Stage 1 Warmer – So you like volunteer work!
Time 5 mins
Skills and competencies in focus
Asking questions based on prompts
Answering questions
Organisation Whole class mingle
Aids and materials 1.1 Slips
Teacher's activities
1. Tell Ls to think of things they like doing to get themselves into a positive mood and tell the class what these are. If necessary, remind Ls that we use the gerund form of verbs after verbs expressing likes and dislikes, such as like doing and enjoy doing.
2. After some good examples of the sentence structure, give each L one of the 1.1 Slips and tell them to ask at least five of their classmates whether they like the activity shown on the slip. Ask Ls to put a tick on their slip in case the person they have asked answers 'yes'. As this is just a quick poll, turns are supposed to be very short, just a quick question-answer exchange. Give Ls about three minutes.
Note: If your class is small and you need to leave out some of the slips, do not leave out "cooking" and "upgrading bikes and computers" as these will be focused on later.
3. While Ls are milling, monitor and encourage Ls to change partners fast.
Learners' activities
1. If Ls come up with nouns exclusively, ask them to think of activities, too, so that they include gerund forms of verbs.
2. Ls use the prompts on the slips to make 'yes or no' questions to ask their classmates.
4. Have a quick feedback session on the answers your Ls gave to each other. We expect that the majority of the class will answer "yes" to most questions, which means 4. Ls say how many people in the class said they liked the activity on their slips.
they would enjoy a lot of the activities that volunteer workers do! Elicit from Ls what voluntary work means. Ls explain what voluntary work means.
Stage 2 Listening – Whose story?
Time 10 mins
Skills and competencies in focus
Listening and reading for gist: comparing information gained through reading with information gained through listening
Organisation Whole class
Aids and materials 1.2 Worksheet, 1.2 Recording
Teacher's activities
Learners' activities
1. Ask Ls if they have ever done any voluntary work or received help by a voluntary worker. Ask them to share their experience. Tell Ls that they will hear stories about two people who – when they were very young – helped people in need. Give Ls 1.2 Worksheet and explain that the book mentioned there has the stories of twelve children and teenagers who changed people's lives for the better around them. Ask Ls if they have read the book or heard about any of these young people. Get Ls to read the short descriptions what each of the people in
1.2 Worksheet did. Help them with vocabulary as needed. Ask them what the listening task is, and then play 1.2 Recording.
2. After listening, ask Ls whose stories they think the mini radio dramas are about and what they think about these two children.
Answer: Dwaina Brooks and Justin Lebo
Stage 3 Listening – Find the numbers
Time 10 mins
Skills and
competencies in focus
Listening for specific information
1. Ls share their experience of voluntary work, and then do the task in 1.2 Worksheet.
Organisation
Individuals then pairs
Aids and materials
1.3 Listening task
Teacher's activities
Learners' activities
1. Give Ls 1.3 Listening task and give them some time to read it through. Play 1.2 Recording. 1. Ls do the task in 1.2 Recording
2. Ask Ls to compare their answers with a partner. Ask pairs if there is anything they disagree about with their partners and check those with the whole class. You may want to ask your Ls to re-tell the stories.
Key: a.7, b.4, c.9, d.1, e.5, f.10, g.8, h.3, i and j:2 and 11, k:5
3. Ask Ls if they can think of any activity they like and could be a voluntary activity to help others.
Stage 4 Reading – CAS
Time 8 mins
Skills and
competencies in focus
Reading for gist
Inserting parts of a text into their original place
Discussing a new school initiative
Organisation Individual work
Pair work
Aids and materials 1.4 Worksheet
Teacher's activities
1. Tell Ls that there are some schools where youth service is part and parcel of the curriculum and where Ls have the chance to participate in voluntary service programmes organised by the school. Give out the 1.3 Worksheet and ask Ls to follow its instructions.
Learners' activities
1. Ls read the text and identify the place of some missing parts – another task type for reading comprehension at the final exam.
2. Check answers as a class.
1 – G
KEY:
2 – B
4 – E
3 – I
5 – A
7 – C
6 – H
Stage 5A Finding common interests – What voluntary work shall we do?
Time 10 mins
Skills and
competencies in focus
Choosing from different kinds of voluntary service
Persuading someone else to provide voluntary service together
Organisation Individual work
Mingling
Aids and materials 1.5.A Worksheet
Teacher's activities
1. Tell Ls to imagine that the CAS programme has been introduced in their school. Give out the 1.5 Worksheet and ask Ls to choose which three activities they would be the most interested in and tick them on the list. Then ask them to write down some arguments to persuade other people to choose the same activities, too.
Learners' activities
1. Ls choose the kind of activities they would like to do as voluntary service and write arguments to persuade other people to choose the same activities, too.
Suggestion: Instead of using 1.5 Worksheet, you may want to give Ls a list of local institutions and some examples of voluntary activities in them. The type of institu tions and activities may be similar to the ones listed in the 1.5 Worksheet, but you will have the advantage of being able to give the full name of organisations your Ls may know about. The name of the local hospital, a nursery, a school or an animal rights organisation may be more motivating for your Ls and therefore implementing ideas will be much easier and more straightforward.
2. After a few minutes, tell Ls to stand up and find people with whom they could do the service part of the CAS programme together. Tell them to try and persuade as many Ls as possible so that they can give a continuous service. Once they have agreed to provide a service together with someone, they continue to work together and persuade other people to join them. Their aim is to have the largest possible group of who would provide the service together. They have a maximum of 5 minutes to agree about the groups.
Note: The reason why we have asked Ls to tick three activities is to give them flexibility as they establish their groups.
3. Ask Ls to stand in groups according to the activity they have chosen and see which activities and organizations are the most popular in your class and why.
3. Established groups stand together and give their reasons why they have chosen to provide a particular service in a particular institution.
Stage 5B Debating practice – One clap - two claps
Target Group B2 Ls
Time 10 mins
Skills and
competencies in focus
Debating: using arguments flexibly considering both sides
Fluency
Organisation Pairs
Aids and materials 1.5.B Debating practice worksheet, Post-its
Teacher's activities
Learners' activities
1. Put Ls in pairs and give them each a copy of 1.5.B Debating practice worksheet. Ask them to write as many counter arguments, then arguments of their own as they can in about four-five minutes. 1. Ls write counter arguments and arguments of their own.
2. Ls ask each other about their voluntary service preferences, trying to persuade as many Ls as possible to join them and establish groups that would do voluntary work together.
2. Repair Ls and give them a post-it sign with A or B to wear during this activity. If there are level differences, A should be given to Ls with better speaking skills and better fluency. Tell them that As will talk for about one ore two minutes non-stop. During this time, they will have to argue for or against the motion in 1.5.B Debating practice worksheet as A indicates. This indication will be done by clapping. If B claps once, A needs to argue for the motion. If B claps twice, A has to speak against it. Write this on the board:
1 clap – for
2 claps – against
Tell Ls to use the arguments and counter arguments in 1.5.B Debating practice worksheet and elaborate on them. You may want to give a short demonstration asking one of the Ls to do the clapping for you. Encourage clapping at short intervals, after about two or three sentences.
Signal 'start' and time the activity strictly. Give time between 1 and 2 minutes. The better the students, the longer you can give them to talk.
3. Ask Ls to find a different partner with a different letter sign from theirs so that there are new A+B pairs. This time, Bs do the talking and As do the clapping. Again, match the time you give to Bs to talk to the fluency levels of B Ls with a minimum of 1 minute and a maximum of 2.
2. Ls work in pairs. As talk for one or two minutes non-stop arguing for or against the motion as Bs signal by clapping once or twice.
3. Now Bs do the talking and As do the clapping.
4. As a follow-on, you may want to ask your Ls how it was for them to argue both for and against the same motion. Elicit – if possible – that we cannot see the whole picture if we only look at it from one point of view.
Stage 6 Setting homework – Where to go on a volunteer vacation?
Time 2 mins
Skills and
competencies in focus
Research
Organisation At school: whole class; At home: depending on Ls choice can be individuals, pairs or small groups
Aids and materials 1.6 Worksheet
Teacher's activities
Tell Ls that for homework, they will do some research on Volunteer vacationing. Give out 1.6 Task sheet and encourage Ls to work together with the people who have the same interest as established in 1.5.A and share their research and results.
Suggestion: Ls can use 1.6 Task sheet more easily if they get it electronically. If possi ble, instead of printing it and handing it out, either send it to them by e-mail or upload it and give Ls the link to it.
Learners' activities
Using 1.6 Task sheet and the Internet, Ls acquire information on volunteer holidays and choose a holiday for themselves. They may share the research and the information they gain with Ls with similar interests to theirs.
LESSON 2: Making much of little – Charity
Aims of the lesson:
to read about different ways of donating money
to speak about volunteer holidays and choose the appropriate one
to brainstorm ways of charity for different people
Materials and resources:
2.2 Texts, 2.2 Worksheet, 2.3 Worksheet, 2.4 Worksheet
1.6 Worksheet with Ls' homework, 2.1 Role Cards, 2.1 Volunteer holiday options if needed, post-it notes,
Classroom arrangement:
Optionally, have this lesson in a classroom with Internet access and enough computers for every two Ls.
Stage 1 Checking homework – Where to go on volunteer vacation?
Time 15 mins
Skills and
competencies in focus
Giving factual information about a volunteer holiday
Giving opinion about a volunteer holiday
Giving reasons for personal choice
Organisation Pairs
Aids and materials 1.6 Worksheet with Ls' homework, 2.1 Role Cards, 2.1 Volunteer holiday options if needed, post-it notes
Teacher's activities
Learners' activities
1. Ask Ls what volunteer vacationing means and get them to pool their ideas. Ask them if they have found a volunteer vacation that would be interesting to go on. Ask them to get their homework ready: If you are in a classroom with no Internet access, Ls will use their notes. If you have computers with Internet access, ask Ls to open the page where their chosen voluntary work is advertised. If some of your Ls have not done the homework, give them 2.1 Volunteer holiday options to choose from.
2. Tell Ls that in about two-three minutes, they will talk to someone about the volun teer holiday they have chosen. They need to describe the volunteer holiday and explain their choice. They can make notes. Encourage them to ask for help as needed.
Walk around and ask Ls if they need any help.
1. Ls pool ideas on how they understand voluntary work and then they have their home work ready. Ls who have not done the homework can choose a voluntary holiday out of the four described in 2.1 Volunteer holiday options.
2. Ls get prepared individually to describe their volunteer holiday and say why they like it. They use this short time as an opportunity to clarify any language point in the description of the volunteer holiday they have chosen and ask the T's help.
3. Ask Ls to find a partner who has chosen a different volunteer holiday. The easiest way to do that is for Ls to walk around and give other Ls the location and the type of work they have chosen. In pairs, Ls decide who is A and who is B. Give Ls a post-it and ask them to put their letter sign, A or B on it, and wear it. Give out 2.1 Role Cards, cards A to Ls A and cards B to Ls B. Give them a minute to read their roles, then about 3 minutes to act them out.
4. Ask As and Bs to swap role cards, and then form new A and B pairs with Ls who have chosen different holidays. Ls act out the situation again with reversed roles and in new pairs. Again give them about 3 minutes again.
5. As a follow-on, ask Ls if anyone changed their mind and would rather go on a holiday their partner told them about.
Stage 2 Reading – Donations
Time 15 mins
Skills and competencies in focus
Reading for factual details
Organisation Pairs
Aids and materials 2.2 Texts, 2.2 Worksheet
Teacher's activities
1. Ask Ls if they have ever given money, clothes, food, etc. for charity. Give Ls some time to tell the class their stories. Ask the class what they think the smallest amount of money is that can help. Ask them how far they think 50 pence – less than 200 forints – can go, how much it can help.
2. Put 2.2 Texts on the wall. If you have more than ten Ls, make two copies of all the texts so that Ls can get to the texts easily. Ask Ls to be in pairs and give out 2.2 Task sheet. Ask pairs to walk around, read the texts and fill in the forms in 2.2 Task sheet.
3. Ls act out their roles. Ls A use the information on the volunteer vacation they have chosen. If you are in a room with computers, Ls A show the website of their choice to Bs, too.
Learners' activities
1. Ls share stories of charitable donations they may have made so far and discuss how much even a little money can help.
2. Ls walk around in pairs. They read the texts and do the task in 2.2 Task sheet.
3. Check with the whole class. You may want to ask some additional questions regarding the texts and Ls's opinion.
Key:
1. To Conversation International for preserving wild life
2. To Wherever the Need for getting water to a family of four
3. To Care for providing a nourishing meal to 178 hungry children
4. To Charity Village for use in any of these organisation (Ls' choice): Computers for
Schools/Amnesty International – Canada/ Canadian Diabetes Association
5. To Serving Our World for a Back to School Kit for a child
Variation: for classes with computers and Internet access
Aids and materials The electronic version of 2.2 Texts, 2.2 Worksheet
Description
Follow the same procedure as above, but instead of using the printed version of 2.2 Texts, use the electronic one, so Ls will work sitting at the computers in pairs. Allow more time for Ls to check the links.
Stage 3 Communication – How to help?
Time 12 mins
Skills and
competencies in focus
Giving advice
Making suggestions
Organisation Pairs
Aids and materials 2.3 Worksheet
Teacher's activities
1. Ask Ls to be in pairs. Give out 2.3 Task sheet and ask Ls to brainstorm ideas and put these in the worksheet. If you are in a room with computers, tell Ls to use the Internet to find options for these people. Emphasise that both Ls in the pairs have to put down their ideas on their worksheets.
2. While Ls are working, monitor and help as needed.
Learners' activities
1. Using 2.3 Task sheet, pairs brainstorm or find charity options for different people, possibly using the Internet.
3. Put Ls in new pairs. Tell them that they will tell their new partners the charity options they found for the people in 2.3 Task sheet in random order without giving the person's name. Their partner will guess which person the charity option suits. Elicit using 'should' for giving advice and 'could' for suggestion. Give an example. Ask Ls to take turns in giving advice and in guessing the person the advice is given to.
4. Ask Ls if they found any of the suggestions attractive themselves.
Stage 4 Setting homework – What is Fairtrade?
Time 3 mins
Skills and
competencies in focus
Research
Reading for factual information
Organisation At school: whole class; At home: individuals
Aids and materials 2.4 Worksheet
Teacher's activities
Learners' activities
Give out 2.4 Task sheet to Ls and explain that they will learn about an organisation called fair-trade. Also, they will need to visit their website to collect information as next lesson there will be a short quiz. At home, Ls read the short texts in 2.4 Task sheet and visit some websites to gather information about Fairtrade.
3. Some examples:
Perhaps this person could run for a cause. He should find a sponsor and also give away his prize, medal, T-shirt etc. (Mark)
This person should give away her old clothes. She could organise an auction perhaps. (Mary)
This person could adopt an animal in the zoo – 5,000 for a year. (Rebecca)
They could sponsor someone's education – 19,000 for a year (about 1200 per student per year if it's a group of 16 Ls). (Adam and classmates)
This person could build a hotel to boost tourism and give jobs to locals. (Gill Bates)
LESSON 3: We act
Aims of the lesson:
to draw up a charity proposal that the class could later implement
to familiarize Ls with Fairtrade
to evaluate others' work using a list of criteria
to do self-assessment along the same list of criteria
Materials and resources:
3.1 Worksheet A and B, 3.2 Worksheet, 3.2 Template, 3.2 Scoring sheet, 3.3 Self-assessment form Before the lesson: Cut the 3.2 Templates (you will need four copies) along the lines indicated, so that more Ls can work on them simultaneously.
Stage 1
Quiz – What do you know about fair-trade?
Time 10 mins
Skills and competencies in focus
Reading for detail
Speaking using notes
Organisation Pair work
Aids and materials 3.1 Worksheet A and B
Teacher's activities
1. Ask Ls if they liked what they read about the Fairtrade Foundation. Put Ls into two groups, As and Bs. Give each A a copy of the
3.1 Worksheet A, and to each B a copy of the 3.1 Worksheet B. Tell them to do the quiz based on the research they did as homework.
2. Put Ls into pairs, with an A and a B in each pair, and tell them to check their answers by turning each question into a statement with the correct answer included.
3. Ask Ls how many correct guesses they had and which piece of info they find the most shocking. Also ask them how they could become involved in Fairtrade (buying things in one of its World Shops, telling others about Fairtrade etc.).
Learners' activities
1. Ls do the quiz in pairs or small groups, pooling together all the things they can remember about Fairtrade.
2. An example would look like this:
A: I think the price of coffee has dropped 50% in the 1990s.
B: No, actually it was even higher than that: it was a 90% drop.
Stage 2 Communication – Our charity
Time 30 mins
Skills and
competencies in focus
Collecting ideas about fundraising
Deciding what to spend charity money on
Writing a charity proposal
Evaluating other charity proposals
Organisation Group work
Aids and materials 3.2 Worksheet, 3.2 Template, 3.2 Scoring sheet
Teacher's activities
1. Remind Ls about how much 50 pence can do to make the world a better place and ask them what they could do with 50 HUF. If they are at a loss, claiming that you can't buy anything with 50 HUF, ask how many of them could spare 50 HUF every week from their pocket money. Many of them are certain to volunteer and then group pressure would probably help getting everyone's hand up in the air.
Put Ls into groups of four or five and give out the 3.2 Worksheet. Tell them to look at Part I and calculate how much money the group would have if everyone put aside 50 HUF for a whole school year. (For a group of 16 Ls this amount would be around 30,000 HUF.) Check that everyone has the same number.
2. Now tell the groups to move on to Part II and brainstorm ways they could make this amount bigger. Give them a couple of minutes and then pool ideas as a class.
The pictures suggest the following ideas:
2) involving other Ls by telling them about the project
1) asking a wealthy businessman or company to sponsor Ls' cause
3) involving others by advertising the project outside the school, too
3. Give Ls a couple of minutes to decide what cause they are going to raise money for. Tell them to think about all the various projects they have heard about in the module, but also encourage them to come up with other ideas. They should put down the cause and some reasons why it is important under Part III.
Do not check this frontally: walk around and give individual feedback to each group.
Learners' activities
1. Ls calculate how much money they could raise if they all put aside 50 HUF from their own money every week for a school year.
2. Ls collect ways of increasing or even multiplying the money they collect, using visual prompts.
3. Ls decide on a cause for their fundraising and give some reasons for its importance.
4. Now tell Ls to look at the sample proposal in Part IV and then write a similar proposal on the 3.2 Template. Distribute these templates and give Ls 10 minutes to complete it. Emphasise that using notes instead of full sentences is absolutely acceptable in this task.
Keep reminding Ls about how much time they have left.
5. When the ten minutes is up, give each group a copy of the
3.2 Scoring sheet and tell them to write their names on it. Then each group should pass on its proposal and scoring sheet to the group on their left. Ls now have 3 minutes to evaluate the proposal in front of them, using the 3.2 Scoring sheet.
After three minutes, tell Ls to pass on the proposal they have been reading to their left and repeat the evaluation with the new proposal.
After another three minutes, tell Ls to pass on the proposals one last time and fill in the scoring sheet for the last group.
Finally, ask groups to add up their scores and see which proposal got the highest result, which one Ls think is the best. If there is a draw, have a vote. The group that Ls think has the best proposal for implementing nominates a bursar. Start putting aside the money with the class. It might be a good idea to inform the classmaster of the class about the project.
Stage 3 Evaluation
Time 5 mins
Skills and competencies in focus
Self-assessment
Organisation Individual work
Aids and materials 3.2 Scoring sheet, 3.3 Self-assessment form
4. Ls write a proposal about how they would spend the money that they raised, using the sample to help them.
5. Ls evaluate each others' proposals based on the template. Then Ls decide which proposal they like the best and the class can start putting the idea into practice.
Teacher's activities
Learners' activities
Give back the 3.2 Scoring sheet to the group that it belongs to so that they can have a look at it and also give out 3.3 Self-assessment form. Ask Ls to fill in the form consul ting the feedback they received from the others on the 3.2 Scoring sheet. Collect the sheets and file them for future reference. Ls evaluate themselves using feedback from other Ls. | <urn:uuid:20240d9e-86dc-4072-81f0-4426e6b4d142> | CC-MAIN-2018-30 | http://kooperativ.hu/idegen_nyelv/Modulle%C3%ADr%C3%A1sok/ENGLISH/16-19-year-old%20learners/B1/Creative%20Communication/Act/Act%20tanar.pdf | 2018-07-18T21:59:46Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00388.warc.gz | 216,035,245 | 7,128 | eng_Latn | eng_Latn | 0.924921 | eng_Latn | 0.997334 | [
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Youth Art Month is a month of promoting art and art education in the United States. It is observed in March, with thousands of American schools participating, often with the involvement of local art museums and civic organizations.
WHAT IS YOUTH ART MONTH?
A national arts advocacy program, Youth Art Month was initiated in 1961 by the ACMI (Art and /Craft Materials Institute.)The CAE (Council for Art Education, INC.) administers the program along with the sponsorship of NAEA. Its goal was to "emphasize the value of participating in art for all children. "It was renamed Youth Art Month in 1969, to include secondary school student s.
The goals of Youth Art Month are:
* To recognize art education as a viable factor in the total education curricula that develops citizens of a global society.
* To recognize art is a necessity for the full development of better quality of life for all.
* To direct attention to the value of art education for divergent and critical thinking.
* To expand art programs in schools and stimulate new art programs.
* To encourage commitment to the arts by students, community organizations, and individuals everywhere.
* To provide additional opportunities for individuals of all ages to participate in creative art learning.
* To increase community, business and governmental support for art education.
* To increase community understanding and interest in art and art education through involvement in art exhibits, workshops, and other creative ventures.
* To reflect and demonstrate the goals of the National Art Education Association that work toward the improvement of art education at all levels.
Since 1989 Tulare City School Elementary District has partnered with Tulare Historical Museum to showcase excellence in Visual Art by participating in National Youth Art Month Exhibit. Elementary, Middle and High School works will be on display throughout the Month of March in the Heritage Art Gallery honoring the participating student artist with an Artists Reception where scores of students, family and community members attend. This year's artist reception will be held in the Heritage Art Galley 444 W. Tulare with an artist reception for participating artist, their family and friendsMarch 5 th 2015 from 4-‐6 P.M. | <urn:uuid:f58e4297-45ea-49df-8dcf-6a552d65adb6> | CC-MAIN-2018-30 | http://tb1cdn.schoolwebmasters.com/site_0642/Tulare_YouthArtMonth_022315.pdf | 2018-07-18T21:56:45Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00389.warc.gz | 350,459,728 | 809 | eng_Latn | eng_Latn | 0.996902 | eng_Latn | 0.996902 | [
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M.A. Sagaidak
(in collaboration with V.V. Murasheva and B.Y. Petrukhina)
HISTORY OF TOWN-BUILDING
6 TH – EARLY 11 TH CENTURIES
IN OLD RUS'
1. Smilenko, 1982.
2. Sedov V., 1982, p. 14.
3. Лулix, 1972.
4.
Sedov V., 1982.
5.
Kuchera, 1999.
6. Rusanova, Timoshchuk, 1993.
7.
Sedov V., 2007, pp. 758, 841.
The emergence of towns in Rus' had certain original features, although there were also things in common with the history of West European urbanisation in the Middle Ages.
Urban life evolved in about the same manner within each of the zones. Towns developed along similar lines in Britain and southern Germany, Switzerland and Austria in the middle zone. During the Dark Ages following the fall of Rome that area saw primarily the re-use of Roman cities. Many of them did not func tion continuously but withered and re-emerged. Very few urban entities can be said to exist uninterruptedly; one of them is Paris at the site of the former Roman Lutetia, which became a capital city in 507 and throughout the subsequent centuries was the cen tre of royal and church rule, and also of crafts and trade.
Historians traditionally subdivide the European urban sys tem into three zones associated with the boundaries of the former Roman Empire. The internal zone centred on the Mediterranean included southern France and Italy; the middle zone covered the territory between the Rhine and the Danube up to the geograph ical boundaries of Roman urbanisation; the external zone, where there were no Roman settlements, lay to the north-east. It is the latter that Old Rus' belonged in.
In the early centuries A.D. the cultures of the forest and forest-steppe zones of Eastern Europe had no direct contacts with the then civilisations, with the developed urban system, nor did they have towns of their own. At the dawn of our age, at the time of the Zarubintsy culture, the area had both fortified settlements, gorodishches (hillforts), and unfortified ones, selishches.
Settlements were located close to one another in a sort of clusters, which is seen as a reflection of tribal structure. Dwell ings and outbuildings were occasionally situated at different places within the settlement. Dwellings were rectangular semi-dugouts (averaging 4 by 4 metres) with a hearth in the centre. In the middle reaches of the Dnieper the walls were frame-and-wattle, daubed and whitewashed (as were those of Ukrainian cottages later). In the upper reaches the dwellings were different: the walls were made of logs locked into the grooves of vertical posts. There must have been log cabins as well. Roofing was made of straw or reeds placed on posts, and root cellars were dug out next to dwellings.
They were small, with an area of up to 1.5 hectares and 5-12 dwellings and outbuildings each, and stood on high river banks. Promontory hillforts located at river confluences or eleva tions formed by rivers and ravines were escarped, that is, protect ed from the mainland side with earthworks and deep ditches.
Most of the numerous settlements of the Chernyakhov (pre-Slavic) culture of the 3rd-5th cc. were unfortified. Just a few gorodishches fortified with a ditch and earthworks from the main land side are known. They had stone structures, too. The late Scythian tradition was improved as defensive fortifications were built. The design of the earthworks at the Bashmachka gorodish che in the lower riches of the Dnieper consisted of two stone walls with clay filling 1 .
Selishches were usually built up in rows along river banks (up to one kilometre long and 80-100 m wide), and only rarely were houses placed in two or three rows. There were long surface stone and wooden structures with a floor area of up to 40 sq. m . Those large houses similar to old German dwellings were divided into heated and unheated sections. They could be used to accommo date assemblies, prayer sessions, etc. Stone structures were pos sibly food storages. They had double stone walls with the space between them filled with stone, too, making the whole up to 0.5 m thick. Another widespread type of dwelling was the semi-dug out commonly found in Europe with piers and wattle and daub between them. Earth sleeping ledges or benches lined the walls. Kitchen middens or, occasionally, stoves (semi-spherical with a flat hearth) were arranged in wall openings; stone stoves were found in western regions. However, simple centrally positioned fireplaces were more common.
The Alexandrovka gorodishche in the same area could have towers in addition to earthworks with a stone wall.
Settlements of the pra-Slavic Prague culture (5th-7th cc.), spread over vast areas to the west and south of the Kievan Dnieper area, were mostly small selishches (0.5-1.5 ha), occasion ally headland gorodishches with semi-dugouts (of up to 20 sq. m) having gable plank or straw roofs. Their walls were log or, more rarely, post-supported structures, and they had earth floors, sometimes covered with wooden planking. Sleeping ledges cut out in the solid wall and occasionally faced with wood ran along the sides. Surface log houses must have had a similar layout. Stone or adobe stoves in a corner were a characteristic ethnographic feature of Slavic dwellings; fireplaces were also common in the western areas , as were surface outhouses.
Zimno could have been the administrative seat of the chief of a Slavic tribe (the Dulebs?) with his druzhina and a centre of ironmongery and jewellery-making 3 . According to another version, it was a community center, with the long houses hosting various assemblies of community members and providing refuge from armed invasions to people from nearby unfortified settle ments (one of them found 250 m away from the gorodische).
As crop farming progressed and the soil became depleted, the Slavs had to move on to new sites, so their dwellings usually huddled close to one another. Ribbon building in their settle ments was rarer. One example of the latter is Rashkov in the middle reaches of the Dnieper, a large settlement of the 5th-7th cc. Selishches by rivers and lakes were the principle type of settle ments in northern and north-western Rus'. Selishches with pole houses and sunken fireplaces in the centre of dwellings prevailed in the Krivichi lands in the upper reaches of the Dnieper and on the Western Dvina. The Ilmen Slovens had surface log houses with stone stoves in the corner. One of the more noteworthy 6th7th cc. hillforts was the Zimno gorodishche, which stood on a head land between two deep ravines on the high bank of the Luga River, a right tributary of the Bug 2 (its pyramid-shaped area was 135 x 64 x 14 m). It was protected on all sides by wooden walls of stacked logs fastened by vertical posts, which were fortified by earthworks from the outside. The central part of the gorodishche was not built up. Remnants of long multi-cameral surface houses with fireplaces were found along the fortification walls. Archaeol ogists unearthed weapon fragments, silver and bronze ornaments, household utensils and craftsmen's tools at the site.
The Tushemlya gorodishche in the upper reaches of the Sozh River (Smolensk Region) dated the 6th-7th cc. likely was a similar temporary haven. Its oval site measuring about 800 sq. m on a headland bordered by two ravines was protected on the perimeter by two earthworks with wooden fences on top. Three more earthworks with similar wooden fences were raised from the mainland side. On the inside there was a long log structure backing onto the wall; it had a 4-4.5 m wide gable roof and was partitioned into 7-8 rooms, some of which had central fireplaces lined with stones while the others were used for household needs. A sanctuary – a round pad with poles along the edge and a big pole in the center (for the chief idol?) was in the heart of the headland part of the gorodishche 4 . As M.P. Kuchera has demon strated, gorodishches differed from the point of view of both layout and purpose and/or functioning 5 . For example, one of the safe haven gorodishches was Khotomel, an 8th-century settlement in the lower reaches of the Goryn River, a right tributary of the Dnieper in its middle reaches. It consisted of the gorodishche per se and a selishche with semi-dugouts and adobe stoves and had a burial ground with funerary urns. The gorodishche site (30 x 40 m) is surrounded with a circular bank, a second arch-shaped bank and a ditch. The fortified part was used as a temporary safe hav en, which is suggested by the lack of a cultural layer in the middle of the site. Remnants of a long surface public building were found next to the bank, too, which suggests that the gorodishche was most likely a community centre.
The Izborsk (Truvorovo) hillfort in the Pskov land 7 was a tribal and major crafts centre of a Krivichi group; it had a multi ethnic population.The hillfort (with an area of about one hectare) on a high promontory (45 m high) was fortified from the mainland side with an arch-shaped bank of solid clay and stones of up to 6
What is called sanctuary gorodishches have been discovered in various regions, including the Smolensk and Pskov areas, Polesie along the Pripyat River, and at the Rzhavintsy village in Ukrainian Cis-Carpathian. Gorodishches with an area of under 15 m in diameter that were not suitable for habitation and could hardly have been used as safe havens must have performed the functions of sanctuaries 6 . The cultural layer is virtually absent from such gorodishches, instead there are stone-paved ashpits (traces of fires with animal bones, etc.). Fires were also made on banks and in ditches. The site of the 9th-10th century gorodishche at the Rzhavintsy village is 23 m in diameter. It is surrounded by two concentric banks with paved spots for fire-making and two ditches with low-sloped walls. Long (about 25 m) surface houses stood be tween the banks, and fractured animal bones have been found in side them. A crudely worked four-faceted stele stood in the centre of the gorodishche; it must have been an object of worship, but wa dumped into the ditch after the rites had been discontinued. Rites could also be performed in haven gorodishches, such as Khotomel.
8.
Khvoiko, 1905, pp. 93-104;
Braichevsky, 1952, pp. 163-73;
Braichevsky, 1951, pp. 155-64;
Braichevsky, 1955, pp. 67-76;
9. Even at that time there were quite a few European cities in which government institutions and centres of trade and crafts coexisted 10. Slavs and Norsemen, 1986, p. 76.
11. For example, when comparing the layout of the Swedish city of Birka in its closing phase and that of another Swedish city, Sigtuna,
12. Magdeburg on the Elbe had a special role to play in that system. It is mentioned in the 805 chronicles (Magdeburg, 1974, S.
13. Pritsak, 1997, vol. 1, p. 89.
14. Excavations indicate that the settlement with an area of slightly more than 10 hectares could have a population of up to one thousand. 15. Jankuhn, Wachholtz, 1956. Berichte, 1969; Jankuhn, 1986.
m high and a 3 m ditch and from the headland with a low bank . There was a square (for assemblies?) of about 25 m in diameter in the centre of Izborsk. Along with Slavic surface log houses (from 3.5 x 3 to 4 x 4 m) with wooden floors and adobe stoves in a corner it had dwellings with adobe floors and fireplaces that belonged to non-Slavic people. Homes were huddled together.
Rectangular semi-dugouts were the main type of dwellings. The hillfort housed iron smelters, a smithery and a communal grain storage. Archaeologists have discovered traces of jewel lery-making (tools and several troves of silver ornaments) and pottery (polished ware).
In the Dnieper area the situation changed but little in the late7th – middle 8th centuries, with unfortified settlements of 0.52 hectares still prevailing. Settlements were founded at elevated sites on terraces above flood-plains and therefore did not require strong fortifications. A sort of exception from the rule is the Pa styrskoye hillfort on the Sukhoi Tashlyk River in the basin of the Tyasmin, a right tributary of the Dnieper (Cherkassy Region, Ukraine). The population of that major crafts centre with an area of some 25 hectares used ancient fortifications, among them ditches and banks, going back to the Scythian times, without renovating them 8 .
Unfortified settlements remained the main type of settle ments on the left bank in the middle reaches of the Dnieper, where a culture that came to be known as Volyntsevo emerged in the late 7th century. Scythian-period banks and ditches were used even at major hillforts, such as Bititskoye. The dwellings were semi-dugouts with pole-supported or, more rarely, sad dle-notch log walls and gable roofing; the entrance was stepped or sloped. Stoves were arranged right in native soil, their roofs made from shards of pottery stored in advance. In addition to semi-dugouts, archaeologists have found there a large round sunken yurt-like dwelling, which is evidence of the residence of Khazars (representatives of the Saltov culture) at the settle ment. The outbuildings were not sunken into the ground; they had wattle and daub walls and adobe floors. There were large structures with remnants of iron-smelting furnaces.
At the same time in the late 6th – early 7th centuries Europe saw the rise of trade and crafts.
However, there is no reason to argue that those settlements were economic centres and hubs of commercial routes to other regions, near and distant. Handicrafts were made primarily to meet local needs or serve as barter items.
Cities built at the sites of Roman settlements began to re gain their important role in middle zone. They included, for example, Canterbury, London, Winchester and York in Britain. Archaeologists believe that as early as the 8th century London with its port within Roman walls could serve as both an adminis trative and a commercial centre 9 .
Depending on the local economic, political and geographic conditions new urban centres could function and grow, but under certain circumstances there occurred a "city transfer" 10 . Several new seasonal trading stations appeared on the Baltic shores in the early 8th century, with Ribe on Jutland's west coast and Lidkop ing in the south being especially important. They also included the Paviken and Visby on the Island of Gotland. One essential condition for the growth of such a city was its location at a cross ing of commercial routes, at transshipment stations, piers, season al barter centres or crafts communities; another important factor was the availability of a suitable river or sea harbour to match the status of a territory where commercial operations enjoyed appro priate legal and physical protection. Buildings were used as tem porary premises and were grouped in individual "clusters". The planning axis was the coastline if trade was conducted through both waterways and land routes, or the main street where ware houses and craftsmen's shops could be comfortably located.
Along with that there emerged new cities in the wake of the economic boom, that is, the development of trade and crafts. Usually located next to Roman fortresses on river banks or on the seaside, they could have no fortifications. Such cities resembled the ancient emporium, that is, the commercial centre. In written sources they are known by the Latin word portus, and since the 7th-8th cc., when British cities began to be involved in interna tional trade, mostly through French hubs, the syllable "vik" ap peared in their names as an equivalent of the German word for a bay (and a settlement in its vicinity).
At the early stage of the growth of such a city its layout with the balanced division of its territory reflected the social equality of its residents. In Ribe shallow ditches dividing virtually unde veloped sites were identified . With time the emergent social hier
archy made itself felt in the location of homesteads relative to the assembly or commercial square, the citadel or the ruler's resi dence 11 . Excavations in central Sweden indicate that the struc ture of "new cities", including street layouts and plans of plots, homesteads and houses, was gradually changing. Such changes were especially pronounced in the location of the residential unit, which initially nested along the main street (Phase I), then shifted to the centre of the homestead (phases II and III) and, finally, became part of the multifunctional complex whose main façade overlooked the street (Phase IV). These changes, on the one hand, reflected the growing influence of wealthy residents and, on the other, were a sign of the growing importance of public areas. Re ality introduced new elements into the structure of the mediaeval city. Alongside the ruler's residence and the commercial square there appeared temples, which made the urban fabric markedly more complex. The city space became divided into several zones of influence. Political rule grew stronger, making an immediate impact on the layout.
The growth of the urban system was shaped by the spe cialisation of individual regions due to geographical factors and economic traditions. The start of urbanisation processes in the external zone, which had not had any city-building tradition at all, is linked to the growth of trans-continental trade eastward and southward in the 8th-10th centuries. Urban centres in the western and eastern parts of the Baltic region began to estab lish direct links. According to written sources, Birka merchants visited Dorestad and Frisian craftsmen and merchants appeared in Ladoga. All this is evidence of robust economic growth.
In the second half of the 10th century, when the local rul ers began to tighten their control of commerce, the city started to combine the functions of a political and ideological centre and a commercial hub. Students of mediaeval Norse cities link the area of a city to the number of functions it performed (including administrative, political, religious, commercial and artisan ones) and the balance between them. For example, Lund traces its ori gins to the small commercial and artisan settlement of Uppåkra, which came into being at a crossing of several roads in the 9th century. Its layout was little different from that of other commu nities. Relocated to a new place, Lund became a major Norse urban center: it housed the royal palace and the mint, the seat of the archbishop of East Denmark and the see of Scandinavia as a whole, including Iceland and Greenland. The layout of the city was structured within earthworks and the main street leading to two city gates. The city was divided into blocks by the 22 dom inant churches.
Since most of the quality goods, such as weapons, rich fabrics and objects of precious metals and stones, were produced outside the regions, the new Baltic cities became links between the internal and the middle zone, on the one hand, and the trade systems of the Abbasid Caliphate, on the other 12 . The "vik"-type settlements were built next to hillforts or episcopal seats and occasionally at virgin sites, but always at strategic sections of river, sea or land routes. They had marketplaces, warehouses and lodging houses for itiner ant merchants. They were protected and serviced by mercenaries from among the locals or foreigners, who were known as the Vi kings to the west of the Elbe and the Varangians to the east 13 .
In the early 9th century the Frankish empire overwhelmed the Saxons living on the Lower Elbe and secured access to the Baltic Sea. Following the conquest trade relations picked up in the Baltic lands and merchants obtained privileges from the Frankish state. Christian missionaries followed the merchants eastward. Starting from the Baltic region, merchants went as far as the major centres of the Islamic mediaeval civilisation and trade, among them Baghdad, Bukhara and Samarkand. The "specialty" was primarily weapons and fur sales. There was transit trade in slaves, cattle, Baltic amber, arrows, mail-armour, decorations, honey, wax and even birch-bark along all the routes. In return Islamic silver flowed into Eastern and Northern Europe. Finds (primarily caches of coins) show that in the late 8th century Eastern Europe became
These cities of a new type differed from others, first, by the population numbers, second, by building density, with the layout close to regular 14 , and third, by the fact that they were home to tradesmen and to artisans of different specialties who made their products for mass consumption. One example is the archae ological site known today as Hedeby . It appeared on the border of Northern Germany and Scandinavia, between the tribal lands of the Danes, Frisians, Saxons and Obotrites around the Schlei inlet of the Baltic Sea. The area saw brisk trade between the Frisian lands through southern Denmark with the Gauts and Swedes 15 .
16. The actual volumes of trade between the Orient and Western Europe can be judged from the amount of Islamic silver dirhems
17. A thorough study has been done at the Novotroitskoye hillfort (Sumy Region, Ukraine). Altogether 50 sunken dwellings with outhouses
18. Dovzhenok, 1968, pp. 37-45.
19. Karger, 1958, vol. 1.
20. They also included NovgorodSeversky, Liubech, Vyshgorod, Putivl, Belgorod, Roden, Plesnensk, Voin, Yuriev (see: Archaeology of
21. Tikhomirov, 1956, pp. 58-63.
22. Makarov, 2005, pp. 6-7
23. Sedov P., 1999/2.
a hub of international commerce. The earliest troves of dirhems, found on Gotland Island in Sweden and in Staraya Ladoga 16 , date from the 780s, the time the Umayyad-Khazar wars ended.
In the early 9th century the Volyntsevo culture in the forest zone of Eastern Europe, on the left bank of the Dnieper, was succeeded by the Romenskaya (Romny) culture, which was close to it and at the same time coincident with another culture layer, the Luka Raikovetskaia relics. The Romny culture for its part was close to the Borshevo culture in the Don basin. Habitation in those cultures was typified by headland hillforts and unfortified settlements on high ground that were grouped in "clusters" of 3-7 to 9 in each at 2-5 km apart. Hillforts were protected by a circular system of banks and ditches, with earthwork occasionally topped by walls of logs wedged between paired poles; stone facing of the walls was rarer. Dwelling units were semi-dugouts with walls faced with half-timber and stepped entranceways, over which mud rooms were built. Adobe stoves or fireplaces were arranged in the corners of such dwellings and benches ran along the walls.
European merchants had to spend effort and money to devel op a transcontinental system of roads on the East European plain to reach major trade centres. That infrastructure was needed to sup port the functioning of strongholds that served as both seasonal staging posts and sites for the exchange of goods and for their trans shipment and storage. The mission was all the harder since in the 7th-9th centuries the traditional hillforts and unfortified settlements continued to be the main types of human habitation in the area.
Characteristically, dwellings and middens are "bunched together", without any delineation of backyards. Street planning appeared at a later stage, however 17 . In the 10th century estates began to be built at hillforts (Gornal and others).
Naturally involved in tribal life, they were also used as co ordination centres for tax collection from the local population. Arguably, it was in this way that Kiev, Chernigov, Pereyaslavl and other south Russian cities emerged].
For a long time historians considered only two ways of the emergence of cities. Under one scenario cities grew out of communal centres, such as shrines or haven fortresses, which transformed into administrative centres as the tribal nobility progressed towards feudalism. According to the other, the nucleus of urban development was the fortresses built by central authori ties at new sites. Intended, like castles, to support and consolidate the new social system, they attracted more and more residents and grew into cities 18 . It was also admitted that some of the cities were the result of a long evolution, in the course of which aggre gations of initially autonomous villages merged into cities due to "the benefits of location and convenience of communal life" 19 .
Studies show, however, that most of the 7th-8th century hillforts were abandoned and cities/administrative centres were built at new sites. The few exceptions were Izborsk, where major construction work changing the city topography and general outlook was done in the first half of the 10th century following a devastating fire. Once a tribal centre, it became a two-part early mediaeval city. Its headland part with a square became the cita del of the prince's druzhina, fenced off along the perimeter with a strong wall of oak logs with a gate. No traces of artisan work have been found within the citadel: only household utensils, or naments and weapons have been unearthed. Artisans lived in the outer city (suburb), protected on the mainland side by an archshaped bank of clay with a stone wall along the top and a ditch. The layout of the hillfort was divided into streets and all the dwellings were log-houses. The numerous finds made in the outer city layer indicate that residents pursued ironmongery, bronze casting, jewellery, and bone and stone cutting, while finds of Arab and West European coins, balances, weights and other imported items testify to the development of trade.
This concept, which gave no consideration to the role of trading stations such as Timerevo, Shestovitsy or Gnezdo vo, could not explain the mechanics of such a massive supply of goods to the Orient as to enable Europe to receive so much silver in exchange. Excavations of the past few years have helped to answer this question. It appears that urbanisation in Rus'
Developed crop farming in southern Rus' suggested that there cities emerged earlier than in the north. They were con sidered centres of crop farming areas, which explains intensive urban growth around Kiev. Incipient crafts and trade were not assigned any important role. The presence of a "bunch" of cities between the upper reaches of the Volga and the Klyazma River was also ascribed to the same causes. Scholars argued that trade only created the conditions for the thriving of larger cities 20 and totally ignored the functioning of the Dnieper waterway.
in the 8th-10th centuries was a far more complex process than previously believed: along with settlements of the traditional types, trading settlements were beginning to play a more and more important role. They were the nodes of the infrastructure of trade routes. The Varangians (known as "al-Rus" in Oriental sources and "Rus" in old Russian ones) greatly contributed to the establishment and development of trade contacts. Familiar with Baltic trading centres, they began to set up bases for their com merce across Eastern Europe.
Settlements were built up and developed differently as well. Wood and earthwork fortifications were used in the north but rarely: by far most of the settlements were unfortified. In the south settlements were markedly larger and population density and landscape development levels considerably higher than in the north. Settlements in the south were of different types while in the north most of them nestled close to rivers 21 .
The formation of a single system of communications and, consequently, the unification of the north and south of the vast territory on which the state of Eastern Slavs was to emerge in the late 9th century must have been preceded by a period when the two areas had been developing autonomously. Archaeological studies make it possible gradually to identify the original char acteristics of each of them. For example, it can be assumed that different techniques were used in the north and the south to make work implements. The same is true of the non-ferrous alloys used: brass prevailed in the north and tin and lead tin bronzes in the south. Till the 10th century modelled pottery (alongside wheel-made ceramics) was commonplace in the north while in the south modelled pottery had virtually gone out of use.
Along with that there are reasons to believe that the north ern economy was more commodity-based, which could be an indication of the active involvement of the population of North ern Russia in trade. Part of the explanation of this is the fact that settlements in southern Rus' similar to the northern "proto-cities" of Gnezdovo, Ladoga, Rurikovo Gorodishche and Timerevo have been explored less thoroughly.
"Vik"-type settlements appeared first in Ladoga and then within the mainland, along the main rivers: Rurikovo Gorodish che at the site of future Novgorod, Timerevo and Sarskoye in the upper reaches of the Volga, Gnezdovo in the upper reaches of the Dnieper near Smolensk, Chaadayevskoye Gorodishche near Murom, Krutik near Beloozero, Shestovitsa outside Chernigov and a number of others. Judging by archaeological data, trade and crafts were developing hand in hand in those parts. Thanks to such settlements the Slavic tribes became involved in interna tional trade and established economic and cultural ties, which in turn promoted changes in their entire lifestyles 22 .
This circumstance also prevented an objective evaluation of the role and place of the "vik"-type settlements in the emer gence and development of southern Russian cities. Sometimes they are compared with the well-known hillforts of the 6th-7th century Slavic period, such as Zimno in Volhynia or Pastyrskoye. Though located in farming areas, they were major centres of var ious crafts, including metal smelting and processing, pottery and jewellery-making. However, those settlements are too far removed in time from the mass emergence of cities in the middle reaches of the Dnieper. The lack of solid continuity between the archae ological layers associated, on the one hand, with the proto-Slavic and Slavic cultures and, on the other, with the Kievan Rus' period also makes such suppositions far less plausible.
The chronology of the new settlements and the precise trade routes in Eastern Europe in the late first millennium A.D. remain the subject of scholarly debate. The argument that the geopolitical backbone of the early Russian state was the common north-south axis of the originally autonomous parts centred on the Ilmen and Dnieper areas sounds particularly forceful. Cartographic studies of the discovered Baltic and Norse artefacts and troves of Oriental silver suggest before the mid-10th century Norsemen used different ways to reach the
Settlements of the new type had a different structure. One of them was Aldeigia (or Slavic Ladoga), an ancient Russian
Upper and Middle Dnieper areas 23 . For example, the strate gic route which relied on the key strongpoint of Gnezdovo in the area of Smolensk long barrows passed through the Upper Dnieper and along the Dvina. The Shestovitsa trade station emerged on an important section of the so-called Khazar route. Starting with the late 9th century traffic along that route is traceable by finds along the Desna, Seym, Seversky Donets and Don rivers. In Shestovitsa itself Norse artefacts were found alongside Byzantine and Oriental ones in grave goods dated to the late 9th – mid-10th centuries.
24.
Bulkin, Zatsepko, 1990, pp.
117-123, Zatsepko, 1987, pp. 87-83.
25. Wood and other organic matter is preserved in the Volkhov area cultural layer, so dendrological dating puts the oldest Ladoga
26. See: Brandenburg, 1896; Lebedev, 1985/1, pp. 45-46; Lebedev, 1985/2, pp. 205-210; Kirpichnikov, 1980, pp. 441-
27. Machinsky, 2003, p. 29. 28. Ryabinin, 2002 (see also a survey of production complexes from Staraya Ladoga excavations: Bessarabova, 2001), pp. 214-29.
29. Mochinsky, 2003, p. 32.
30. Petrenko, 1985, pp. 83, 95.
31.
Nazarenko, 1985, p. 157,
Nosov, 1985, pp. 147, 155.
32.
Sedov V., 1982, pp. 61-3,
Petrenko, 1980, pp. 69-76.
33. Lebedev, 1977, p. 181, Lebedev, Sedykh, 1985, No. 9 (No. 10), p. 16.
34. Lebedev, 1982, p. 23; Lebedev, 1985/1, p. 46; Platonova, 2000, pp. 110-3; Svirin K., 2006, pp. 231-51. 35. Lebedev, Sedykh, 1985 (No. 16), p. 17; Petrenko, Shitova, 1985, pp. 181, 185.
36.
Machinsky, 2003, p. 28.
37.
Nosov, 1990; Nosov, 1996/1,
Plokhov, 2005.
pp. 5-17; Nosov, Goryunova, trade and crafts centre, which appeared not later than the mid8th century 24 in the lower reaches of the Volkhov as the main stronghold at the starting point of the two great trade routes "from the Varangians to the Greeks", the Baltic-Volga and the Baltic-Dnieper routes 25 . Traces of unfortified settlements along them testify that in the 8th-9th centuries those lands were inhabit ed and extensively cultivated.
In the 730s-850s Ladoga had a dominant status on the Bal tic-Volga route and could be a central factor in unifying Slavic and Finnish tribes, such as the Ilmen Slovenians, the Chudes, the Merya people and the Vepsians. In addition to the Slavs, Ladoga also housed Norsemen, Finns, Balts and Western Slavs. Trade was thriving with the Chudes to the south-east of Ladoga and tribes in north-eastern Europe.
The original settlement was located on the narrow strip stretching from the Ladozhka River mouth along the left bank of the Volkhov to the Pobedishche highland . The nucleus of that proto-city was the headland between the Ladozhka and the Volk hov and the Zemlyanoye hillfort to the south. A suburb adjoined the fortified core of the settlement. Burial mounds were arranged to the north and south along the river bank. In addition, 8th-10th century in-ground burials and 10th-11th century barrows were found in the vicinity of the original Ladoga.
In the 830s-840s the settled area (10-12 hectares) of the unfortified suburb continued to grow and houses rose on the other bank of the Ladozhka 26 . The settlement was a bunch of stand-alone homesteads. There were dwellings and, perhaps, even guesthouses for visiting merchants and craftsmen. Living quarters were surrounded by outbuildings, workshops and sheds. Remnants of courtyard flooring and pavements have been found, which indicates that the settlement might have seen the develop ment of estates. Along with large bicameral houses (up to 120 sq. m) with stoves in the middle and cold anterooms in the German tradition, there were small square log-houses with stoves in the corner, which were traditional for the Slavs 27 . The Zemlyanoye hillfort was the site of smith's, bronze-casting, glass-making and bone-cutting workshops, boatyards and houses of the nobility, who traded and collected taxes-in-kind. Archaeologists have found a street which in the 10th century was home to glass-mak ing, bone-cutting and amber workshops; each of the unearthed structures yielded objects testifying to the pursuit of one or more types of jewellery-making.
By the late 9th century three parts of the Ladoga layout could be clearly identified: the headland stronghold, the earth hillfort in the south and the settlement on the Ladozhka left bank, about 50 m away from the shoreline. At the time there were at last 60 buildings grouped into estates 29 . The riverside was divided, just as in Swedish Ribe, by shallow ditches into plots of equal size that were about 6 m wide. The ditches were intended for hauling boats up onto dry land. The plots abutted the bank, where there must have been piers for the boats (that was a typical feature of the layout of early North and East European cities). Remnants of a bicameral house have been found on one plot and a furnace, pit and ironworking shop on another.
Fortifications must have appeared on the headland at the time Ladoga had become the Konung's seat and, as some re searchers believe, the capital of Northern Rus' 28 .
In the second half of the 10th century the "bunched" city planning gave way to the street layout. Homestead estates in the suburb were fenced off. Stretched along the north-south axis, they formed the riverside street. The settlement was an agglomeration of individual homesteads, which consisted of bicameral dwelling houses with rectangular fireplaces in the centre of one of the chambers, cold antechambers and outhouses around. There was one original feature about Ladoga: in the 9th-10th century layers "big houses" (up to 160 sq. m), consisting of the main heated chamber and an outer gallery around the house, have been unearthed. At the shorter sides of the house were adobe cook ing and bread-baking stoves. Ladoga students believe that such buildings were a sort of merchant guesthouses which were used by merchantmen's crews to wait out the winter season, attend fairs and repair their ships.
In addition to the above sections, the settlement included three clusters of mounds that formed a sort sacral zone on both banks of the Volkhov. A chain of these mounds edged the river bend on the north and stretched downstream all the way to the Lyubsha hillfort. The earliest burials, the Plakun barrows dated the 860s-870s, are on the low right bank just across from the citadel 30 . Another group of barrows paired with the first one stands on the high Volkhov bank in the Pobedishche urochishche next to Zemlyanoy Gorod. The third group of barrows (mounds), which are up to 4-5 m high and which close the river vista from the north, includes what is known as "Olegova mogila" (Oleg's Grave), which is clearly visible from anywhere in Ladoga.
"Oleg's Grave" is over 5 m high and more than 30 m in di ameter. In plan the territory of the huge mound resembles a 40 m long triangle. The grave itself was at the top, its sides marked by two rows of stonework of neatly laid boulders, closely fitted together and converging towards the foot of the grave 32 . The dominant location of the mound in the Ladoga landscape lends credence to the view of the researchers who believe that in the absence of other complex heathen structures of worship in the area their role could have been played by the burials of revered ancestors 33 .
The mounds on the Volkhov banks and in the Ilmen area were rather complex structures, and their shape was predicated not only on the funerary ritual, but also on their role as objects of worship. The base of such a mound is set in rings of closely fitting large boulders. The number of such rings varies from one to three, each up to 1.5 m wide. The inner part of the base was faced with small slabs. The space between the boulders and the slabs was filled with pebbles and crushed stone and covered with slabs. The mounds were raised in two or three stages because over time ever new cremains were added to the burial site. They formed a sort of tiers, and the top of each of them paved with stone and occasionally had a distinct, more often triangular geo metrical shape. Sometimes stones were used as a sort of facing to reinforce the lower slopes of the mounds. The steep bank of the mound next to the village of Michael Archangel in the lower reaches of the Volkhov, on its high left bank, initially was 5 m high and up to 6 m in diameter at its top paved spot. Eventually, it was banked up by another 2 m, and at the third stage reached a height of 9 m 31 .
The Ladoga Volost stretching for several dozen kilometres along the Lower Volkhov was protected by small hillforts from the south, north and west. For example, as early as the mid-8th cen tury a small (60 x 70 m) stone-and-earth fortress, Lyubsha 34 ap peared at the site of the earth stronghold of the Finno-Ugrians to protect Ladoga against raids from the north. The closest parallels to Lyubsha are Slavic fortresses in the Danube area and Poland 35 . The route on the Volkhov to the south-east was con trolled by a fortress on the Syas River near the village of Goro dishche and Kholopii Gorodok in its upper reaches. In the 9th century wood-and-earth fortifications were built at Rurikovo Gorodishche near Lake Ilmen 36
In the 9th-10th centuries Gorodishche was the first pro to-urban settlement near the Volkhov source. Its area totalled 6-7 hectares, and its central part was fortified with a ditch and, most probably, a bank. The residents were mostly Slavs and Norsemen, warriors of the Russian princely druzhina. Remnants of surface post-supported dwellings and bread-baking stoves, similar to those found among the Balts, have been unearthed at Gorodishche.
. There is a Varangian legend associated with them: when asked to rule, Rurik first settled in Ladoga and then built Novgorod in the upper reaches of the Volkhov, not at the site of the Novgorod Kremlin (citadel), but 2 km to the south, at Gorodishche, upstream of the Volkhov.
Excavations indicate that the parts of the territory that were Novgorod proper – the so-called ends – began to be built up in the 10th century. The early estates were put up right on the plough-land, as in Ladoga. The earliest layers at the site of the future city have been uncovered neither in the Novgorod Kremlin (citadel) nor at the site of the future Novgorod "ends" 37 .
The passage from the Volkhov and West Dvina system of international communications to the Dnieper one in the 10th century was controlled by the Gnezdovo settlement outside Smolensk, one of the major strongholds on the route "from the Varangians to the Greeks".
Studies of Novgorod's cultural layer suggest that the earliest city was a combination of three settlements that were the fore runners of the future "ends": Slavensky, Lyudinsky and Nerevsky. Therefore, the early Russian city formed as a result of the synoe cism of several settlements. The oldest of them came to be named Gorodishche, or the "old town", and the new one, which emerged in the 10th century, Novgorod. They are assumed to have had their own fortifications. Initially they were built up with estates, with both surface log-houses and outbuildings fenced off.
The Gnezdovo layout changed dynamically over its lifetime. The earliest traces of habitation have been found on the right bank of the Svinets River (western unfortified settlement), on the
38. Yashin, Aleshkovsky, 1971, pp. 32-61.
39. For example, one of the excavated structures is more than one metre deep and measures 2.2 x 2.2 m.
40. Nefedov, 1998, pp. 250-9.
41. "Olga goes to Novgorod and establishes settlements along the Msta, and also duties, and more obligations and duties along the
42. Konetsky, 2003, p. 30.
43. Androshchuk, 1999, p. 12.
left bank, in the river plain and in the centre of the fortified set tlement. On the mainland side it was fortified with a bank and a ditch. The unique landscape must have played the decisive role in the choice of location for Gnezdovo: there was a broad floodfree river plain at the outlet of a small Dnieper tributary, which formed a high promontory and two small lakes that could be used both as an inner harbour and reserve water sources for smelting processes .
Clearly, Gnezdovo was a large river port with a sophisticated waterfront infrastructure. Early on it was most probably Lake Bezdonka, connected by a small creek to the Svinka (Svinets) Riv er, that was used as the harbour , and also a system of decks used to get to the water. Later on (perhaps, starting with the second half of the 10th century) the port function was mostly taken up by the riverside, where a tar making pit and remnants of sunken structures (probably warehouses) have been discovered.
Kurgans are clustered on both banks of the Dnieper, with their groups referred as Tsentralnaya, Lesnaya, Glushchenkovska ya, Dneprovskaya, Olshanskaya, Pravoberezhnaya Olshanskaya and Levoberezhnaya. The height of most kurgans is 1-1.5 m, and only few of them rise to 4-7 m. They are rounded, although there occur rectangular ones as well. The Gnezdovo cultural landscape was dominated by the so-called large kurgans (2-9 m high), which usually contained Norse boats with cremains .
The artisan production zone was clearly defined, with jewellers' and smiths' shops located in the east and west unfor tified settlements and in the hillfort. There are traces of many reconstructions and changes of specialisation, yet the overall layout principles persevered. Apparently, the sites of artisan workshops were on the grounds of large and wealthy estates. A fragment of a boundary furrow between neighbouring estates has been found. Later on more than one strong fence was put up in its place. That furrow could have divided the land into parcels as was done in Ribe, Ladoga, Kiev and other settlements. The composition of finds at the site, including luxury goods (such as fragments of Byzantine amphorae and fine glass vessels), testi fies to the wealth of the estate owner. A long trench with pole pits along the edge, which has been explored in the east unfortified settlement, could have served as another boundary of the estate.
Gnezdovo thrived in the second half of the 10th century, when it reached its maximum size. At that time even sites that had been previously considered uninhabitable were built up, such as a damp hollow next to the terrace, which was filled in with sand and developed.
Modelled pottery found in the hillfort, the west unfortified settlement, in the river plain and near Lake Bezdonka is associat ed with the "early" Gnezdovo. Even early layers indicate that the population was multiethnic: Slavic (Romny – Middle Dnieper) pottery was found alongside objects such as a wooden thole of a Norse boat and Baltic trapezoid pendants. Studies in the river plain part of the settlement suggest that it was not uniform but had separate zones for different uses.
Since wood virtually has not survived in the settlement's cultural layer, information about its house-building system and associated architectural tradition is very scarce. Clearly, both sunken structures (dugouts or semi-dugouts) and surface houses were built. Sunken parts of dwellings are of different shapes (oval, round, rectangular), depth and size 38 , yet no traces of stoves or hearths have been found in any of them. One explanation is that sources of heat could have been located in the surface parts of the structures. It cannot be ruled out either that the finds were remnants of small seasonal facilities that did not require any heating.
Surface buildings must have varied as well. A wooden "hen" (a log with a hook supporting rain gutters) is evidence that there were log houses. There were post-supported (as suggested by numerous holes in the ground) and wattle-and-daub structures of dwellings. The practice of using wattle in the Middle Dnieper area could have been borrowed either from the south (Khazar Khaganate) or from the north, where in the Viking Age it was widespread in Dublin, York and elsewhere. Traces of a wattle
The sources of the semi-dugout building tradition in Gnezdovo are not quite clear. On the one hand, sunken dwell ings were typical of the Romny culture; however, Romny-type dwellings had specific adobe stoves, which have not been found in Gnezdovo. On the other hand, sunken structures were wide spread in South Sweden, where most of them were not dwellings, but workshops and outbuildings (Gardelosa community). Since many of the Gnezdovo residents were Norsemen, the northern origins of this house-building practice cannot be ruled out.
mat have been discovered in the river plain part of the settlement; such mats were used extensively to improve settlements in the lands of the Western Slavs and Vikings (York).
The upper reaches of the Volkhov-Volga part of the route "from the Varangians to the Greeks" present a similar picture. Scholars link the intensive development in the area of hillforts, many of which were far away from the main areas of settlement and economic activity, to Princess Olga's campaigns (record ed in the chronicles) to the Msta and the Luga in 947 and the intensive formation of state territory, which at the time had Novgorod as its centre 40 . One such hillfort was Malyshevskoye Gorodishche on a spur of the bedrock bank of the Belaya River 6 km upstream of its inflow into the Msta. The settlement of that place has been traced directly to the construction of fortifications. It had a relatively small area (60 x 75-90 m) and was protected by an earthwork and a wall from the mainland side. The fortifi cations running along the top of the earthwork rose for at least 6 m. The dwellings and outbuildings in a single row of wooden cages (klet') formed part of the earthwork structures. The hillfort had a vacant square in the centre 41 . Hillforts of this type are also from South and West Rus' monuments.
Timerevo in the Upper Volga area and Shestovitsa on the Desna River are typologically similar to Gnezdovo. However, the infrastructure of the route "from the Varangians to the Greeks" involved not only settlements immediately along the banks of the main waterways. The area of Smolensk on the Dvina River, for example, as early as the 10th century already had a full-scale system of hillforts that were neither administrative centres nor part of the farming economy. The fortresses of Surazh, Kasplya, Verzhavsk, Zagoskino and others in the Western Dvina basin, which had no fertile land, controlled a vast, rather desolate but strategically sensitive territory with a ramified system of numer ous waterways. Such fortresses could only be built on the initiative of a central authority 39 .
Today virtually the only well-studied monument in South Rus' that could be classified as an early urban-type settlement associated with the development of international trans-continen tal trade is the Shestovitsa complex. The site of archaeological excavations 18 km away from Chernigov towards Kiev has long provoked the keen interest of students of early Russian cities. The presence of Norse-type artefacts in kurgan burials has put Shesto vitsa alongside those East European early urban centres (among them Gnezdovo, Rurikovo Gorodishche, Ladoga, Timerevo and Sarskoye Gorodishche), the studies of which have prompted a revision of the Norsemen's role in the history of Old Rus'.
The settlement layout is of special interest. It stood on a floodplain bench stretching along the right bedrock bank of the Desna. The southern part of the bench (the Korovel urochishche), which forms a narrow band and is the closest to the bedrock bank, was the site of a 120 x 150 m hillfort surrounded by an earth bank. To judge by the cultural layer chronology, an unfortified settlement stretching along the main street/road running along the river towards Chernigov-Kiev, was the first to appear on the terrace in the 9th – 10th centuries. By the end of the 10th century it had taken up the entire terrace. It was not until the turn of the 12th century that the hillfort took shape. There were large gaps in the development of the highland part of the Shestovitsa complex, which probably is an indication of seasonal habitation.
Kurgan burials with features of a specific burial rite have been found at Shestovitsa. In case of both inhumation and cremation the body or ashes of the deceased were placed into a "chamber", i.e., a specially prepared underground timber struc ture. Chamber burials are usually associated with the Varangians, referred to as the Rus' in chronicles, who are believed to have formed a special group of East Slavic society, one ethnically linked to Scandinavia but gelled into a community on the territo ry of Eastern Europe 42 .
The artisan suburb Podol of Shestovitsa lies on the bank of the small Zherdova River, a right tributary of the Desna . The site was settled in the 10th century. Scholars believe that Podol residents were engaged in river boat repairs and outfitting, a ma jor commercial sector of the period. There were parcels clearly divided by small ditches dug out in solid ground 43 . Such parcelling out of the territory indicates that individual plots could be used for stockpiling large shipments of goods brought in for barter or trade.
The remnants of structures found at Shestovitsa are one more distinguishing feature of that settlement. What archaeolo gists saw little resembled the usual structures of that period in the Middle Dnieper area. Measuring at most 16 sq m, they were
44. Wooden fences were eventually put up in their place.
45. Androshchuk, 1999, p. 92. The dating of the Oriental coins found in burials tally with the campaigns of the Rus' against the Caspian
46. Nosov, 1995/2, p. 268.
47. Tale of Bygone Years, 1997, col. 117.
48. Tikhomirov, 1956, pp. 47-51.
49. Shchapov, 1975, p. 20.
50. Such fundamental feature of the internal organisation of the ancient Russian city as the combination of in-city allotments and artisan
51. Barkhin, 1986, p. 21.
52. Finds at the Castle Hill that belong to the Prague-Korchak culture include pottery sherds dated, according to L.P. Rusanova's
53. Tolochko, 1983, p. 24. Traces of a structure of the PragueKorchak archaeological culture have been studied at the Old Kiev site. A stove
54. aran, 1998, vol. 3. Further proof of this assumption is the fact that no other traces of structures have been found (on a thoroughly
55. Fouand way back in 1940.
56. Shcheglova, 1987, p. 8.
oval, round or elongated. Virtually no stoves have been found, although there are remnants of adobe braziers. The best studied structure, which yielded significant archaeological material, was a mere 1.8 x 1.4 m in size and almost rectangular in shape. Such structures were most likely used as temporary workshops or stor age facilities. Numerous finds and parallels with structures in the Baltic areas and North Russia prompt the suggestion that Shesto vitsa must have been an important transit harbour on the river route. The inflow of silver into the Desna area could bifurcate at Shestovitsa, with one channel going on towards Kiev and the other towards southern and northern Zamglai, which afforded the only passage "to the Radimichs" 44 .
In the same period when the early "druzhina" burials appeared at Shestovitsa, Romny culture settlements continued to thrive in the Chernigov area. There the large druzhina kurgans with Varangian burials dating to the 10th century are evidence that in the new historical circumstances Chernigov had a better potential for development: it became a major administrative centre controlling and protecting an important trade route. Per haps, it signified not just the emergence of a new syncretic urban culture in Kievan Rus', but also the merger of several functions, including economic, administrative and sacral, in one centre.
The link between Chernigov and Shestovitsa gives an idea of the relationships between early urban-type trade settlements and tribal centres that later on evolved into political power centres. Permanent trade settlements that formed the backbone of the commercial system of Rus', took shape from the second half of the 8th century to the middle of the 10th century. Starting with the second half of the 10th century, as state structures grew stronger, Christianity spread and new economic areas emerged on the basis of budding domestic economies, the local elites began to tighten their control of trade. The cities' functions changed as they started to double as commercial and political centres 45 .
Facts show that unlike the old tribal centres – hillforts of the early Slavic age – the early southern Russian cities were not just the centres of farming areas and sites of tribal sanctuaries. Their image formed through the blending of local traditions and out side influences, and they had much in common with West Euro pean cities. The idea of a capital city voiced by Prince Svyatoslav Igorevich, who ruled in Kiev in the first half of the 10th century, has a touch of "mediaeval urbanism": "I don't like sitting in Kiev but want to live in Pereyaslavets on the Danube: that is the middle of my land where all the riches flow: gold, silk/canvases, wine and various fruit from Greece, silver and steeds from Bohemia and Hungary, and furs and wax, honey and slaves from Rus' " 46 .
Naturally, as the territorial interests of the state grew and ex tended, and especially following the adoption of Christianity, the rulers revised their views of the role and place of cities in the state system. While shoring up their dynastic rule politically and legal ly, princes begin to formalize their territorial claims as well. They turn their attention from urban centres to land estates. It was only at that time, in the second half of the 10th and the early 11th century, that the urban centres built or captured by them earlier took on an entirely new function of the node of an emergent hierarchy of satellite cities.
The Prince's knowledge of exporters and goods shows that most probably management of trade rather than trade per se was a major aspect of his rule. He looked for ways of using armed force to control and rearrange goods flows to his benefit.
It was believed until recently that their layout reflected cer tain attributes of feudalism, including the division of society into estates and its hierarchic organisation. This concept was strongly supported by the belief that cities in Old Rus' were built by princ es rather than merchants and other enterprising individuals. This textbook city consisted of two parts: the citadel, which usually included the old original settlement, and the merchant and arti san suburb. The well-fortified citadel was the seat of military and political power as represented by the prince and his druzhina and sometimes the repository of tribal cult objects symbolising the link between the centre and the tribe with its daily life. Compared with the citadel, the suburbs were considered a secondary feature, one that emerged in the 10th century or later as a result of urban development and the separation of crafts and farming. The rise of suburbs was spurred by the growing demand for crafts; that was also reflected in the social structure of the population 47 .
For example, the very structure of the city with its "ends" and street-based layout was seen as evidence of the persevering tradi
Although scholars considered the suburbs to be almost entirely dependent on supreme authority, certain special aspects of self-organisation on their territory were recognized.
tions of communal/tribal organisation of life. It was admitted that "street" organisations had existed in cities ever since their founda tion and that eventually in some of them (such as Novgorod) they gave birth to the veche (popular assembly) form of governance 48 .
The nearly round or oval outline of the old Russian city is assumed to have evolved mostly spontaneously over time. Settle ment growth was easy to manage: one more parallel street was laid out and lined with standard ribbon buildings. This clear-cut and consistent structure with one principal centre and several subordi nate ones and the explicit orientation of the streets from the cita del to the city gate and on to external roads plus sporadic building within individual sections was considered by many researchers to be the most typical feature of the old Russian city 50 . This con cept of the evolution of the early city layout was applied to settle ments in both southern and northern Rus'. Archaeological studies of the past few years in Kiev have prompted a new look at it.
In addition to the territorial communities which had city-re lated duties, were self-governed and chose their "street wardens" to represent the residents in relations with the authorities, histori ans singled out another social structure that influenced the make up of early cities, namely, artisan and merchant corporations. Merchants, potters, jewellery-makers, carpenters, goldsmiths and so on – over a hundred different crafts can be counted in large cit ies – used to choose residence by trade 49 , and the city population kept growing with new arrivals attracted by the different crafts practiced in the artisan suburbs.
The beginning of Kiev's history is usually dated to the late 5th century, the starting point being the discovered settlements of the Prague-Korchak culture. Many scholars believe that this culture (associated with the Slovenians) brought together the Raikovetskaia and Penkovka Slavic cultures of Right-Bank Ukraine. Therefore Kiev with its mix of archaeological cultures (including Zarubintsy, Chernyakhov, Kiev and others), traces of which have been found in the central part of the site, was con sidered the first East Slavic center meeting the definition of the city.
Nor is it quite clear which group of the Prague-Korchak type relics should Kiev's early urban life be associated with. For a long time most of the researchers gave preference to finds from the Old Kiev Hill (Starokievskaya Gora), but finally the Castle Hill (Zamkovaya Gora) was recognized as the site of the original ancient settlement and prototype of the future Kiev citadel 51 The Old Kiev Hill was ascribed the honour of being referred to as the "city" per se because it had a far larger area (compared with the Castle Hill) meeting the prospects of future urban devel opment 52 . However, it cannot be stated with certainty whether those finds are evidence of a dramatic population growth or of the shift of the settlement from the Castle Hill to more prom ising sites, that is, the Old Kiev Hill. It cannot be ruled out that the same estate was "relocating" from one ridge of the Kiev hills to another more than once. Such cases have been recorded by researchers of similar antiquities 53 .
One of the focal points of that concept was the chronicle entry of the Tale of Bygone Years, which described the founding of Kiev by three brothers and a sister. However, it cannot be used for addressing scholarly issues, let alone objective dating. The his torical authenticity of the personality of Kii and events associated with him has never been explicitly interpreted in historiography.
It has been suggested based on the excavated traces of fire and ruin at the sites of Korchak relics occurrence that the Old Kiev Hill settlement and other possible Korchak settlements in the area were abandoned following an armed invasion. The Avars are known to have appeared in Eastern Europe in 560. Their invasion is believed to have been one of the factors to pro voke the exodus of the Middle Dnieper populations westward. Perhaps, this is the reason why few archaeological artefacts that could be dated to the 7th century have survived in Kiev. The question of continuity of Prague-Korchak type relics and those of the subsequent Penkovka culture is still open. An analysis of the ceramic shards found at the Castle Hill 54 shows that the cultural layer with Korchak artefacts with the 6th century upper dating limit was overlaid with horizons of Penkovka culture pot tery dated to the very late 7th– early 8th centuries 55 . A number of other artefacts found at the Old Kiev Hill also belong in the 8th century 56 .
In the late 8th century the Luka Raikovetskaia culture be came dominant in the Right Bank Ukraine while the Volyntsevo culture prevailed in the Left Bank Ukraine. Individual finds from that period in Kiev can be associated with both cultures. How ever, we still have no idea of the buildings or their layout of that
57. An anthropomorphic fibulae, a cast star-like earring and a bronze bracelet with round hollow notched ends found in the southern part of
58.
Kozlowska, 1947, pp. 145-6.
59. The advocates of the evolutionary model countered that with a new concept: now they date the rise of the well-known hillfort
60.
Zotsenko, 2003, p. 7.
61. The instrument-aided stratigraphic analysis of Podol on a large section of the river bank shows that its cultural layer consists
62. For a while the lower part of the Castle Hill accumulated the soil washed down from the main plateau. Eroded soil flooded the
63. Sagaidak, 1996. 64. Based on the 1970s-1980s study of a collection of timber found in excavations on Podol, a dendrological scale was compiled
65. Clearly, the system balance was disrupted by external impacts, and the released energy pushed huge soil masses into the valley. After that
66. The cages spaced at 1.6-2.6 m were fastened to the ground by stakes driven into the ground at the corners both on the inside and
period in the Kiev urban development zone. One reason could be certain special methods in early Slavic crop farming, namely, the extensive use of land clearing to open up new areas. As a result, fields had to be moved to new places every 10-15 years, which could imply the relocation of settlements as well.
The Volyntsevo culture people could have hardly developed most of the Upper Town areas, in particular, at the Castle, Old Kiev, Kudryavets and Detinka hills. We can only talk about the hillfort and its ditch and bank girding a small site on the main plateau of the Old Kiev hill. It stood till the early 9th century, and in the middle of that century there appeared burials of a large kurgan necropolis that were "set" right into the backfill of the ditch of the hillfort 59 . The thick layer testifying to fading human activity on the upper plateau of the Castle Hill was most likely the consequence of the dramatic activisation of geological processes on that territory in the late first millennium A.D. This hypoth esis is based on studies of the geomorphic characteristics of the fast-changing cultural layers of Podol 60 . In view of the topograph ic proximity of the Castle Hill and the Podol right down the slope it is highly probable that the two phenomena are directly linked .
As attempts were made to establish continuity between Up per Town settlements, excavations at the Castle Hill revealed a 40 cm thick sterile loam layer dividing the horizons associated with early Slavic cultures and the time of Old Rus'. According to the excavations journal and published reports, that layer covered "the early Slavic horizon" dating to the 6th – 7th centuries, while the 9th – 10th-century layer was on top of the sterile layer 57 , which means that the latter should be dated the 8th century. This con clusion absolutely overturns the earlier concept that in the second half of the 8th century Volyntsevo culture monuments appeared at the very heart of Kiev, "taking over" urban development from their predecessors 58 .
The isolation of the Castle Hill took little time. The sterile layer of the hill could only be formed by the erosion of soil from the subsided section of higher-up neighbouring areas 61 . Steep ravines became an obstacle to communications between the hill and other parts of the Upper Town, although the hill remained one of the more favoured settlement sites. The chronology of the Upper and Lower Town settlements shows that the most active phase of the natural calamity that made life difficult both at the Castle Hill and on Podol began roughly in the late 8th century and lasted to the end of the 9th century, that is, about 100 years.
The intensification of natural processes could have impacted significantly on the topography of the settlements, in particular, contributing to the loss of its "dominant" position by the Castle Hill (the hillfort on the Old Kiev Hill also disappeared by the mid-9th century).
Confronted with the elements, the people had to keep building. The first settlement of Podol started when landslide processes had somewhat subsided, or rather, when their adverse effects had temporarily eased. A structure studied at the Zhitny Rynok (Rye Market) in 1973 was dendrochronologically dated to 887. It was found more than 10 m below the present surface directly at the foot of the Castle Hill. The next building horizon at Podol is dated 913. It was in the late 9th century that the first burials were made at the large kurgan necropolis of the time of Old Rus' (Necropolis I, according to M.K. Karger's classifi cation), a few burials of which found themselves in the backfill of a ditch of the earliest hillfort on the Old Kiev Hill.
In the late 9th century the development of Kiev's urban structure became more coherent. First, the entire plateau of the Old Kiev Hill became one large kurgan necropolis. The first group of kurgans stretched from the walls of the oldest hillfort in the northwest to the natural boundaries, ravines, in the west and south. The part of the hill over a ravine that divided the future "Vladimir's city" and "Izyaslav's city" had a place reserved for the sanctuary known from a 945 chronicle record (the oath of "the pagan Rus to the Greeks" "on the hills where Perun stood"). The second group of kurgans was located on the territory of the future St. Demetrius's Monastery and St. Michael's Golden-Domed Monastery. Finally, the third group was on a vast plateau of the future "Yaroslav's city", stretching virtually to the Golden Gate.
As a matter of fact, a huge mediaeval city emerged at that place during the 10th century 62 . It was started right on the river bank, at the terrace above the river plain. The terrace stretched
Second, the territory of Podol saw mass-scale urban develop ment. In spite of all the discomfort caused by landslides and flood ing, by the mid-10th century the entire Podol territory became an area of orderly urban construction with a well-developed layout.
between the steep slopes of the shoreline and the Dnieper tributary Pochaina, which offered a comfortable harbour for river boats.
Excavations have shown that the Podol residents grew used to that eventful life, marked by continuous battle with the ele ments. This is confirmed, in particular, by intensive construction after every sand drift during a relatively long period of time (9th – 12th centuries). Altogether 14 sand drifts of varying inten sity hit that area from 913 (the dendrodating of the earliest exca vated timber structure) to 1131 (the chronicled beginning of the construction of the Church of Dormition Pirogoscha).
Studies of the Podol cultural layer have shown that, in addition to human activity, there were other factors actively impacting on the evolution of that layer. Roughly one-half of it consists of belts of clean river sand, clay and loess. The energy of the hills which surrounded Podol in the south and the west caused the river valley terrain to transform. Here, a terrace formed in the valley going down to the Dnieper and grew broader as more and more soil was washed up by the river. Since the terrace appeared on a narrow sloping strip, its expansion was restricted by the slope on one side and the river on the other. In the turbulent flood seasons the river would overflow the entire valley, bringing in a mass of sand and stones. As a consequence the residents of Podol frequently had to flee their homes. Such periods were rather short but impactful: the entire built up area would get covered by drifts, which in places were up to 1.5 m high. Whatever people were unable to carry away would be buried in sand. When the situation returned to normal, people had to build new homes and rehabilitate their estates and neighbourhoods.
The aggregation of stratigraphic data and their correlation with dendrodating opened up prospects for drawing up a detailed chronology of all the horizontal tiers of the cultural layer 63 . The earliest of them lying at the depth of 11.5-12.5 metres is dated 880s-920s, the following tier, a metre above, the period up to the early 11th century. The third tier lying below 8 m is dated 1040s. Structures built in the mid-11th century and found at the level of the fourth tier (7-7.8 m) were again covered by thick sand drifts in the early 12th century.
Since the terrace under the Podol development sloped down towards the Dnieper, it took much effort and many resources to strengthen the shoreline, which virtually coincided with the edge of the terrace. Excavations on Khoriva Street in 1985 re vealed a system of wooden structures over the entire excavated area. It consisted of three parallel rows of cant board cages 65 . Similar structures were found in other areas of Podol; usually they were parts of the main shoreline fortifications or lined the banks of affluent fast streams running downslope into the river.
Interestingly, sand drifting virtually stopped after the con struction of the Pirogoschi Church. This is confirmed by the absence of any traces of them above the level of the church entrance. Over the 218 years between the settlement of the area and the construction of the church the Podol daylight surface rose by over 10 m, whereas in the 869 years between the church construction and the time of writing this paper it went up by little more than 2 m 64 .
Interestingly, these water control structures, which resemble the wooden frame for shipping freight over shallows or river ves sels, were part of the estates in places adjacent to hazardous spots. Some of them stretched deep into the riverside territory 66 .
All the finds in the early horizons of Podol settlement over the 10th century indicate that the front of estate development was shaped along the street running from north-west to south-east, and also from the foot of the Castle Hill towards the Dnieper. The former direction coincided with the edge of the abovemen tioned terrace, while the terrace itself had a very complex shape and stretched not so much along the Dnieper as on the east-west axis. And that was also the orientation of the Podol street layout.
Studies of estate boundaries indicate that the fences were rebuilt 12-17 times, yet the layouts persevered over the centu ries. Identified shifts within or without the estate (for at most 1-1.5 m) were probably caused by more momentous changes, such as modifications in the course of the stream running through Central Podol or shifts of the Dnieper-Pochaina shore line. The fast carry-over of ground was due to snow melting and intensive precipitation; as ravines grew larger, streams began to be formed. Although the banks were shored up, streams changed course swiftly and repeatedly, making people move the fences.
The second line of development (with the earliest dating of 887), which was perpendicular, running from south-west
67.
Such structures were found along the Obolonskaya St. in 1987.
68.
In recent publications I
grounded supposition that supported what I think a well-
Ugorskoye, first mentioned in the chronicle in 882 as
69. Built in the 12th century.
70.
Sagaidak, 2005/1, pp. 6-25.
71. Collected Russian Chronicles, 1998, vol. 2, col. 41-42.
72.
Sagaidak, 1991, p. 22.
73.
Collected Russian Chronicles,
1998, vol. 2, col. 17.
74.
"…And so gathered all
(ibid, col. 321).
Kievans at the Turova Chapel"
75. The city's military administration remained headquartered on the Castle Hill, on and off, till the mid-17th
76. In the West old cities were superseded by new ones also in the second half of the 10th century. In southern Scandinavia Lund
77. Sagaidak, 2005/1, p. 22.
78. Sagaidak, 1991, p. 96.
to north-east, formed around a small affluent river going in the same direction towards the Dnieper. The crossing of the main streets on the Podol layout has the richest cultural layer, which is evidence of vigorous life in that area and suggests that it could be the site of the market and assembly square mentioned in the 1068 chronicle.
The Podol layout had two focal points: one was between the Pochaina bank and the foot of the Castle Hill and the other on the territory of the so-called Flat Part of Podol between the Pochaina right bank and the feet of the nearby hills . The first street with a regular layout probably began to take shape on the road linking the two focal points and led to the Borichev Descent in the north and the north-western descent leading to the Shchekavitsa hills 67 .
Studies of Podol development in the 10th century suggest the conclusion that its specific layout is indicative of a market place rather than any other type of settlement. It was rather large (about 120 hectares) and densely built up. It was a new structure for the entire Dnieper area. The river or, rather, the harbour was the focal point of attraction for the people. The stability of the main components of Podol development testifies to the sustain ability of the social structures which functioned there.
The Borichev Descent leading south-east is mentioned in the chronicles under 945. It went (according to our hypothesis) from central Podol to the site of the future Three-Saints Church 68 (which replaced a pagan sanctuary) and the 10th-century St. Basil Church in the Upper Town.
The important role of Podol's main street is therefore obvi ous. It ran along the river and reached the descents leading in the opposite directions from the city. The northern and southern sections converged on the city's central square, the legendary Tor govishche (Marketplace). The street was also intended as a smooth approach to the river as the main axis of in-city communication, which was navigable throughout the year thanks to the continuous inflow of Dnieper water. At that time the founders of the city on the Pochaina took care to foster trade links, as evidenced by the development of the shoreline. Narrow, but affluent rivulets and streams coming from the valleys provides additional communica tion links. The areas along the main and side streets were divided into quarters within which homesteads were built. A quarter had not fewer than four homesteads, each measuring 300-320 sq. m.
The other descent leading to the west and north started at the site of a church dating to the first half of the 12th centu ry 69 and passed along the Yurkovsky Ravine towards Vyshgorod and Belgorod. Today it is possible to compare it with Ugorskoye, mentioned in an 882 chronicle entry about the murder of Askold and Dyr. The two descents were also used by Lower Town resi dents to the barrows at the upper plateaus of the Old Kiev and Lysaya (Bald) hills (necropolises I and II).
Observations of the formation of Podol's sacral landscape are also of interest. The St. Elijah Church known from the chron icles could be built there way back in the mid-10th century 70 . It marked the direction of the Borichev Descent 71 . Next came the first stone building mentioned by the chronicler as the St. Nicholas Church "in Ugorskoye" 72 . We can now discuss also the predeces sors of Christian churches within the Podol development in the 10th century. The 2003 excavations of an urban quarter in Cen tral Podol revealed remnants of an early 12th-century wooden Christian church, which scholars associate with the Turova Chapel mentioned in the chronicles of Kiev developments under 1146 73 .
The Prince's residence was initially exterritorial with respect to the Podol settlement. At the time the first Rurikids came to the city and till the last quarter of the 10th century (the rule of Olga and Svyatoslav Igorevich) the princely "city" most likely stood on the Castle Hill since all of the Old Kiev Hill was taken up by the kurgan necropolis. The homesteads of members of the Prince's court could also be located there 74 .
An earlier large structure (with over 7 m long walls) was dis covered at the site; it stood in the front part of a homestead. The frame of the older section of the structure, dated the 970s-980s, was made from vertical posts and horizontal boards. Structures of this type are believed to have been used for assemblies and, perhaps, for performing religious rites. Such "halls" were rather common in early mediaeval Norse cities. A similar structure has been found in Ladoga.
At the time of the rule of Oleg, Igor, Svyatoslav and Vlad imir Kiev firmly asserted itself as a capital city, and in the late 10th century Kiev's administrative function and its role as the bulwark of political power and the driving force of the spread of Christianity grew dramatically. Along with that, pagan tem ples and barrows were razed wholesale to make room for urban development, and earth fortifications with a gate were built. The Upper Town became a fortress demonstrating the might of the Kiev Prince. The monocentric structure of the city began to take shape, which was reflected in its layout. The former Necropolis I on the Old Kiev Hill (on its northern edge) gave way to the Prince's chambers and the main Christian temple, the Tithe Church dedicated to the Theotokos 75 . "The city of Vladimir" had one main street lined by allotments of equal size under the homesteads of the Prince's closest lieutenants.
As for Kiev, its status of the capital of all Rus' had to be supported by the development of the new urban complex found ed by Yaroslav in 1037 at the so-called beyond-the-city field, known in historical literature as "the city of Yaroslav". According to indirect evidence of the late 11th century, its capital status was corroborated by its transformation into the common dominion of the Rurik dynasty that ruled Rus' .
Yet initially the new complex looked not so much a city as a large princely court within a city. It was of a representative nature, which was characteristic of North European adminis trative centres, such as Sigtuna in Sweden. However, we do not know whether it had the official status of the capital city. Perhaps, there was no such thing at the time. This is confirmed by the struggle for supreme power between Yaroslav and his elder brother Mstislav, who had prevailed in battle and came to rule the entire left bank territory. After ascending the throne in Chernigov, Mstislav engaged in extensive construction and vigorous ad ministrative activities. He built the Cathedral of the Transfig uration of the Saviour, which was larger than the famed Tithe Church in Kiev, and established a church organisation which, perhaps, had equal rights with the Kiev-based church structure. Some scholars believe that in this way he was explicitly setting Chernigov in opposition to Kiev.
Yaroslav revised the system of succession and also changed the topography and layout of Kiev. He bequeathed the city to three brothers as their common property, which greatly im pacted on the city's topography. In the subsequent period the Upper Town became an amalgamation of autonomous princely settlements, namely, the "city of Vladimir", "city of Yaroslav", "city of Izyaslav" and "city of Svyatoslav" 76 .
After the kurgan necropolis on the Old Kiev Hill was closed for burials, funerals could be performed according to the old rite on the territory of Necropolis II next to Podol's second centre, near the St. Nicholas Church "at Ugorskoye". At the same time in the early 11th century the first Christian cemetery was founded in Podol, next to one of the streams crossing its territory from west to east almost over the Pochaina bank 77 . By that time the Lower Town had reached its maximum size of about 180 hect ares. New streets lines with more homesteads were added. The construction of stone churches was complemented by the appear ance of domestic wooden churches 78 ,
At the same time the territorial division of Podol remained virtually unchanged throughout that period: its streets and lanes had persevered since their very establishment. Streets that had appeared in the late 9th – early 10th centuries ran in the same direction and the fences that marked the boundaries of the home steads stood in place. Just as other structures, over the centuries they had been restored and rebuilt after fires and floods along the same lines (save for insignificant shoreline variations, shifts in stream courses and the restoration of homesteads on new hori zons because of sand drifts).
Which turned over a new page in city history as the social and political situation changed dramatically.
The bulk of imported Norse items in Kiev of the 9th – early 11th centuries came from Podol and the so-called flat land adjoin
Kiev's layout much resembles that of North European cities. However, during the subsequent periods of its growth, especially during the reign of Yaroslav the Wise, Byzantine influences on its structural planning prevailed. Nevertheless, further studies of the city plan of that time, especially the configuration of estates, can yield material for drawing parallels with mediaeval European cities. For example, excavations in 1984 made it possible to study a large section of a main street of the "city of Yaroslav" going from the St. Sophia Cathedral to the city's west gate. Artefacts from these excavations are of the Norse type. Parts of the city territory adja cent to that street had boundaries in the form of small ditches dug in solid ground, as in Visby and Ribe. This reminds us that the wife of Yaroslav the Wise was a Swedish princess, daughter of the Sigtuna konung. Immediately involved in shaping the royal dynasty, she could not have remained indifferent to the image of her capital, and the planning of cities in her homeland could serve as a model.
80. About 70 Norse artefacts dated
to the 9th – 11th cc. have been found at 64 sites on that territory.
ing it from the north-west, and also the Old Kiev Hill rising above Podol together with part of the Mikhailovskoye Plateau and the future "city of Yaroslav". The finds from the Castle Hill offer less evidence of Norse and "Kievan Rus'" physical links. The north European artefacts found in Podol and on the Castle Hill were originally connected with residential and utility complexes of the Upper Town and formed part of Kiev's Necropolis I grave goods. Finds of such artefacts dated to the 9th – 11th centuries shifted to the area of princely palatine ensembles, church and monastery homesteads and the residential and utility complexes of the Kiev nobility 79 . Therefore, the finds of Norse items of the 9th – 11th centuries in Kiev mark out the city's territory, including Podol, the Castle Hill, which was the administrative centre at the time, and the large necropolis at the site of the future Upper Town. The assemblage of items in the said troves indicates their associ ation with the Norsemen. However, there is evidence of reverse associations as well 80 .
Today we have no archaeological evidence to support the hypothesis that the southern Russian city, primarily such as Kiev, evolved from an old tribal or inter-tribal centre. The precise car tography and chronology of the finds of the second half of the first millennium A.D. on the territory of the Upper Town, in the so-called nucleus of urban development, suggest the conclusion that there are no traces of direct transition from the relics of the Prague-Korchak type associated with the Right Bank tribal grouping of the Slavs to the archaeological cultures of the 7th – 8th centuries (Volyntsevo and others) representing the Left Bank and southern tribal groupings. The nature of finds yielded by ex cavations at residential and utility complexes is not indicative of any attempts to form urban-type structures. Rather those were ordinary farming settlements the residents of which used land clearing techniques and therefore had to relocate periodically. Settlement on the Old Kiev hill somewhat stabilized following the construction of a hillfort in the late 8th century, but it was a new population group from the Left Bank Dnieper. The hillfort lasted till the mid-9th century and gave way to a necropolis. At the same time no assemblage of Romny culture relics associated with the Severian population of the Left Bank of the late-9th – 10th cen turies has so far been found in Kiev.
All these facts testify to firm links between urbanisation pro cesses in Eastern and Northern Europe.
Fundamental changes in Kievan city-building and, there fore, in social life came about in the late 9th – early 10th centu ries. The reason apparently was major economic shifts, including trade and barter over long distances, and also crafts. Archaeolog ical material from Podol paints a graphic picture of this process. The organisation of the city plan and the characteristic features of urban estates and house designs make it possible to trace the city back to the early urban settlements of the outer zone of Eu ropean urbanisation. It is important to note that the layout of Po dol along the main street running parallel to the shoreline puts that southern Russian city on a par with early cities in Rhineland, on the British Isles and in Scandinavia, where this type of layout prevailed.
The rise of the "city of Vladimir" and the "city of Yaroslav" in Kiev's Upper Town in the late 10th – early 11th centuries should be related to the age of the emergence of new "adminis trative" cities, called for by the need to centralise political power, buttress the ruling dynasty and baptize Rus'. Changes in Kiev's layout were a reflection of the budding of power in the Old Rus sian state. The city continued to develop as the capital of a medi aeval state.
Подписи к иллюстрациям
56
Long house. Chernyakhov culture. Reconstruction after E.A. Rickman
57
Semi-dugout dwelling. Rashkov II. Reconstruction after V.D. Baran
58
Settlement. Tushemlya. Reconstruction after P.N. Tretyakov
59
Izborsk Gorodishche. 2005 photograph
60
Ribe settlement. Sweden. Reconstruction
61
Hedeby layout. Sweden
62
Dwellings and utility pits. Novotroitskoye Gorodishche. Recon struction and plans after I.I. Lyapushkin
63
East European trade routes (after The Route from the Varangians to the Greeks and Back)
64
Ladoga plan
65
Large house. Ladoga. Reconstruction after E.A. Ryabinin
66
Rurikovo Gorodishche. 2003 photograph
67
Gnezdovo Gorodishche plan
68
Wooden thole. 10th century. Gnezdovo
69
Gnezdovo Gorodishche. 2003 photograph
70
Shestovitsa Gorodishche plan
71
Old Kiev plan
72
Kiev. Lower Town – Podol development (after M.A. Sagaidak)
73
Vladimir's City – Upper Town (after M.A. Sagaidak)
74
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Avonworth High School Personal Pathways Program
Introduction
Students must begin career and college preparation during high school to prepare for the needs of today's global workforce. Today's employers demand a new set of skills from graduates entering a dynamic, competitive market place. A pathway model exposes students to jobs that will match their skills and areas of interest and empowers them to emerge as future leaders and problem-solvers through project-based learning activities in the core curriculum and in their elective choices.
What are Personal Pathways?
The Personal Pathways Program is a focused framework linking curricular choices with career and college readiness and are also referred to as career academies. Career academies have been widely adopted in the United States for over 40 years. The aims of this structure are to blend disciplines and academic rigor with a curriculum spanning college-readiness and workplace knowledge and to engage students with relevant experiences in chosen careers or industries.
After their 9 th grade year, students will have the option of selecting one of six career pathways to focus their elective choices and out-of-school experiences (job shadow, internships, apprenticeships, graduation project) to an area of their own interest. Students may choose to take elective courses outside of their respective academies as well.
Avonworth Personal Pathways
Pathway for Innovative Arts & Communications
Pathway for Business, Finance & Entrepreneurship
Pathway for Health & Medicine
Pathway for Public and International Relations
Pathway for Science Technology , Engineering & Mathematics
The Avonworth Personal Pathways Program complement the career training offered at the A.W. Beattie Career Center that has programs for auto body repair, carpentry, computer systems technology, cosmetology, culinary, early childhood development, among others.
Benefits of Avonworth Personal Pathways Program
Students will gain exposure to many different fields and can personalize their educational journey with elective choices and relevant experiences alongside leaders in their area of interest. Students will develop a portfolio in their area that can be used as a springboard for their graduation project. They will also develop soft skills and will learn about the job market in their potential career path. By extending school/business/community partnerships, our students will also be provided more opportunities to apply knowledge and skills in real-world situations through project-based learning activities in the classroom and through experiences outside of the classroom.
Personal Pathways Framework
Students can apply for a specific pathway after their 9 th grade year. Participation is voluntary. Applications will be reviewed by the high school administration and a pathway teacher leaders. Students will gain career exposure and participate in job readiness workshops during their 9 th grade year, as well as discover connections to careers in their core classes. Students then have the option to apply for a pathway to further personalize their learning through elective choices, career experiences, and extracurricular activities. When a student meets the requirements of their chosen pathway, he or she will be awarded certification upon graduation.
Students can switch from one pathway to another only if there is time to earn enough credits in the newly chosen pathway. In order to complete the transfer students will need to complete a transfer document signed by both pathway leaders. This document will include a checklist of already completed tasks and experience hours.
Students can only participate in one pathway.
A student can join a pathway as a senior only if they agree to present their case for participation in front of 3 or more pathway leaders. The leaders will then make a final decision. Please note that a student cannot earn an honors cord if they have not been in a pathway prior to their senior year.
Graduation Requirements
Personal Pathways Application Requirements
2.5 QPA
Teacher recommendation Letter of interest/Application Good standing with attendance
Personal Pathways Requirements
Career portfolio (career research, resume, cover letter, etc.) Career Experiences with professionals (30 hours minimum) Participation in pathway and workforce seminars (offered annually) Successful completion of professional interview
Pathway Leaders
Each pathway will have one teacher leader.
Duties:
* Review applications for admissions
* Develop, plan, and schedule pathway seminars
* Serve as liaison between students, teachers, administrators, graduation project coordinator, and outside partners
* Review and assess (annually) pathway program
* Track student completion of pathway requirements
* Serve as a mentor to students within the pathway
* Annually review course offerings within each pathway
* Develop short-term and long-term goals (outreach, partnership development, etc.)
Pathway Seminars
Pathway leaders are expected to plan pathway seminars. Seminars can be used for pathway specific programming, which can include guest speakers, ongoing projects, portfolio development, etc. Prior to scheduling for their 10th grade year, students will attend a seminar introducing them to their pathway options.
In the sophomore year, students will participate in the 10th grade seminar including but not limited to college applications, financial aid, getting the most out of high school, cover letters, personal statements, resumes, senior pathway presentations.
In junior year students will participate in the 11th grade seminar including but not limited to a human resource workshop and mock interviews.
In senior year students will participate in the 12th grade seminar including but not limited to exit interviews with the principal, Google Site portfolios, emotional wellness, conflict resolution, and financial literacy.
Teacher Externships
In order to facilitate connections with the classroom and the workforce, teacher externships are encouraged. Externships entail having teachers visit the workplace in industries that apply to their content areas. By being in the work environment, teachers will have a better idea about the needs of the workforce (knowledge, professional skills, soft skills) to incorporate into their teaching.
Avonworth Personal Pathways Program Timeline
The Avonworth Personal Pathways Cohorts are designed to be a four-year program. The freshman year is meant to serve as self-exploration and career introduction. Continued exposure and research is the focus of the second year, targeted experiences the third year, and interview/college & career transition the final year. A portfolio will be built throughout the process and will serve as an end product.
Sophomore Year
Job Exposure Activities
o These activities may be in the form of career-related field trips, guest lectures on campus, and/or workshops on or off campus. Students are expected to participate and give a written reflection on at least two activities per year. These activities may be led by the Personal Pathways Leader and/or through a class in the curriculum.
Professional Communication Workshop in Curriculum
Sophomore Pathway Seminar- In the sophomore year, students will participate in the 10th grade seminar including but not limited to college applications, financial aid, getting the most out of high school, cover letters, personal statements, resumes, senior pathway presentations.
Portfolio
o Students will continue building their digital capstone portfolios. Second year uploads should include examples of professional communication, and at least two job exposure activity reflections.
Portfolio Checklist: Updated resume, personal statements, examples of professional communication, and sophomore reflection with appropriate images from sophomore activities.
Junior Year
Focused Job Shadow/Internship/Apprenticeship
o Each student may complete a job shadow, apprenticeship or approved volunteer experience in a related career pathway by the end of their capstone senior portfolio exhibition. A post-shadow/apprenticeship/volunteer reflection will be required. Guided questions will be provided to complete this task.
Job Exposure Activities
o These activities may be in the form of career-related field trips, guest lectures on campus, and/or workshops on or off campus. Students are expected to participate and give a written reflection on at least two activities per year. These activities may be led by the Pathway Leader and/or through a class in the curriculum.
Junior Year Seminar/ Interview/Human Resource Workshop
o Students will update resumes and participate in a mock interview workshop. Each student will complete two interviews. Feedback will be provided after first interview to prepare students for the second. Human resource experts will serve as the interviewers.
Portfolio
o Additions to portfolio will include job shadow/apprenticeship/volunteer reflection, update to cover letter/resume and at least two job exposure activity reflections.
Portfolio Checklist: Written reflection on any pathways events, updated resume, and junior reflection with appropriate images from junior year.
Senior Year
Job Exposure Activities
o These activities may be in the form of career-related field trips, guest lectures on campus, and/or workshops on or off campus. Students are expected to participate and give a written reflection on at least two activities per year. These activities may be led by the Personal Pathway Leader and/or through a class in the curriculum.
College/Job Application Essay or Cover Letter
o Each student will craft a college application essay or job cover letter.
Senior Seminar In senior year students will participate in the 12th grade seminar including but not limited to exit interviews with the principal, Google Site portfolios, emotional wellness, conflict resolution, and financial literacy.
Pathway for Innovative Arts & Communications
Pathway Focus
The Pathway for Innovative Arts & Communications will provide students opportunities to explore careers in the visual arts, performing arts, and communications, as well as enrich themselves with experiences in the arts and humanities, which can support other career paths. The global workforce needs creative, innovative independent thinkers who possess skills beyond core subjects, and who are flexible and resourceful in today's ever-changing world.
Career Pathways
Career pathways are driven by student interest. Exposure to various careers will be held through pathway seminars, classroom activities, in-school programming, and out-of-school experiences. Career pathways in the pathway for Innovative Arts & Communications can include but are not limited to the following: advertising, arts management, computer-graphics, fine arts, game-design, museum careers, music production, performing arts, web design.
Coursework
A diverse offering of courses are available in the arts and humanities. Students are required to complete five separate courses from the choices below:
Advanced Computer Graphics: Adv. Photoshop
Fine Arts & Crafts
Advanced Computer Graphics: Game Design
Advanced Computer Graphics & Videography
Advanced Fine Arts: 2-Dimensional
Advanced Fine Arts: 3-Dimensional
Band
Broadcasting
Computer Graphics 1
Computer Graphics II
Concert Choir
Creative Writing I
Creative Writing II
Drama
History of American Popular Music
History of Film
History of Musical Theater
Independent Study: Art
Introduction to Art History
Journalism
Journalism II
Music Theory & Composition I
Music Theory and Composition II
Percussion Ensemble
Portfolio
Satire
Related Extracurricular Opportunities
Extracurricular activities provide enriching experiences beyond the curriculum. Students are required to participate in at least one extracurricular activity per year including but not limited to the list below. Other related activities may be considered upon prior approval.
Antelope Film Festival, Art Club, Avonews Student Media, Fall Play, Fragments Literary Magazine, Marching Band, Concert Choir, Pittsburgh Galleries Project, Spring Musical, Warhol Youth Invasion, Yearbook, National Art Honor Society
Pathway for Business, Finance & Entrepreneurship
Pathway Focus
The Pathway for Business, Finance & Entrepreneurship will provide students exposure to careers in business and financial sectors, as well as entrepreneurship. This pathway provides opportunities for authentic learning experiences catering to specific areas, such as marketing, advertising, accounting, and business creation.
Career Pathways
Career pathways are driven by student interest. Exposure to various careers will be held through pathway seminars, classroom activities, in-school programming, and out-of-school experiences. Career pathways in the Pathway for Business, Finance & Entrepreneurship can include but are not limited to the following: accounting, advertising, banking, entrepreneurism, financial advising, human resources, insurance, logistics, marketing.
Coursework
A diverse offering of courses are available in multiple areas. Students are required to complete Accounting, Economics, and Introduction to Business. Two additional courses must be taken from the choices below. All are semester courses unless otherwise noted:
Accounting (full year)*
Interior Design
Advanced Computer Graphics: Adv. Photoshop
Advanced Computer Graphics: Game Design
Advanced Computer Graphics & Videography
Advanced Placement Statistics (full year)
Computer Graphics I
Computer Graphics II
Economics*
Entrepreneurship
*REQUIRED
Related Extracurricular Opportunities
Extracurricular activities provide enriching experiences beyond the curriculum. If desired, students may participate in extracurricular activities, including but not limited to the following: Big Data Jam, Student Council, Key Club.
Introduction to Business*
Journalism
Probability & Statistics (full year)
Psychology
Sociology
Studio Art/Computer Graphics Portfolio (full year)
Pathway for Science, Technology, Engineering, and Mathematics
Pathway Focus
The Pathway for Science, Technology, Engineering, and Mathematics is one of two academies that are related to STEAM (Science, Technology, Engineering, Arts, & Mathematics). In this pathway, science, engineering, and technology can be pure or integrated, depending on the area of interest for each student.
Career Pathways
Career pathways are driven by student interest. Exposure to various careers will be held through pathway seminars, classroom activities, in-school programming, and out-of-school experiences. Career pathways can include but are not limited to the following: architecture, astronomy, chemistry (manufacturing, pharmaceutical, etc.), computer programming, computer systems, engineering (various), environmental science, forensics, and software engineering.
Coursework
A diverse offering of courses are available in areas that support engineering, science, and technology. Students are required to complete six separate courses from the choices below (all are semester courses unless otherwise noted). Additionally, each student is required to take one arts course in order to enhance their understanding of the role that design plays in the technological fields.
Advanced Placement Calculus—AB (full year)
Advanced Placement Calculus—BC (full year)
Advanced Placement Chemistry (full year)
Advanced Placement Physics (full year)
Astronomy
Advanced Placement Statistics - (full year)
CHS Cyber Security
CHS Programming with Python
CHS Website Design and Development
Computer Science 3 - (full year)
Environmental Science
Forensic Science
Intermediate Programming Using Java - (full
year)
Introduction to Computer Programming 1
Introduction to Engineering Design (full year)
Computer Integrated Manufacturing (full year)
Probability & Statistics - (full year)
STEM Chemistry (full year)
STEM Physics (full year)
Trigonometry/Pre-Calculus (full year)
Related Extracurricular Opportunities:
Extracurricular activities provide enriching experiences beyond the curriculum. Students are encouraged to participate in at least one extracurricular activity, including but not limited to the following: Technology Student Association, Math League, Pittsburgh Data Jam, and the Westinghouse Science Honors Institute.
Pathway for Health & Medicine
Pathway Focus
The Pathway for Health & Medicine is one of two academies that are related to STEAM (Science, Technology, Engineering, Arts, & Mathematics). The Health and Medicine pathway will focus on careers in health and medicine and on challenging ethical issues related to 21 st century health and medical advancements.
Career Pathways
Career pathways are driven by student interest. Exposure to various careers will be held through pathway seminars, classroom activities, in-school programming, and out-of-school experiences. Career pathways in the Pathway for Health & Medicine can include but are not limited to the following: anesthesia, imaging technology, medical practice (various), nursing, pharmacy, physical therapy, veterinary practices, etc.
Coursework
A diverse offering of elective courses are available in areas that support medical and biological sciences. Students are required to complete five separate courses from the choices below (all are semester courses unless otherwise noted).
*Advanced Placement Biology (full year)
*CHS Anatomy & Physiology (full year)
Advanced Computer Graphics Photoshop
Advanced Computer Graphics Videography
Advanced Fine Arts: 2-Dimensional
Advanced Fine Arts: 3-Dimensional
Advanced Placement Calculus—AB (full year)
Advanced Placement Calculus—BC (full year)
Advanced Placement Chemistry (full year)
Chemistry II
Child Development
Computer Graphics 1
Computer Graphics 2
Fine Arts & Crafts (full year)
Forensic Science
Latin I (full year)
Psychology
Sociology
Trigonometry (pre-calculus) (full year)
*Students in the Pathway for Health & Medicine must take AP Biology and /or CHS Anatomy & Physiology as one of the five required classes.
Related Extracurricular Opportunities:
Extracurricular activities provide enriching experiences beyond the curriculum. Students are encouraged to participate in at least one extracurricular activity.
Pathway for Public & International Relations
Pathway Focus
The Pathway for Public & International Relations will provide students an opportunity to explore diversity as related to public policies and globalization. Cultural understanding, the study of world languages, and an awareness of local, state, national and global issues frame the focus of this pathway.
Career Pathways
Career pathways are driven by student interest. Exposure to various careers will be held through pathway seminars, classroom activities, in-school programming, and out-of-school experiences. Career pathways in the Pathways for Public & International Relations can include but are not limited to the following: civil service, education, foreign service, law, public policy, research, social work
Coursework
A diverse offering of courses are available in areas that support public and international studies. Students are required to complete five separate courses from the choices below (all are semester courses unless otherwise noted). No more than two world language courses can be applied to the five required courses.
Electives:
World Languages (All language classes are full year)
AP Latin
Related Extracurricular Opportunities
Extracurricular activities provide enriching experiences beyond the curriculum. Students are required to participate in at least one extracurricular activity, including but not limited to the following: Avonews, French Club, Key Club, Latin Club, Model U.N., Spanish Club, Student Council, Global Scholars Program, Chinese Club, Fragments, Yearbook, World Affairs Global Cert
REMOVAL/DISMISSAL FROM PERSONAL PATHWAY PROGRAM
End of year audits will occur annually. Students who have not met the requirements of their pathway will receive probationary notices. The notice must be signed and returned prior to the end of the school year. Failure to remit this notice will result in automatic removal at the start of the subsequent school year. | <urn:uuid:e2cf8643-1e76-4a84-825d-c98574dc6f51> | CC-MAIN-2018-30 | http://avonworth.esvbeta.com/Downloads/2018-2019%20Personal%20Pathways%20Program%20Handbook2.pdf | 2018-07-18T22:03:22Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00390.warc.gz | 38,719,751 | 3,824 | eng_Latn | eng_Latn | 0.989811 | eng_Latn | 0.993089 | [
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Euler Enrichment Stage
Table of Contents
Chapter 1.
Problems I Like – Michael Evans
1. In magic squares, the sum of the numbers in each row, each column and each diagonal is constant. Find A , B , C , D , E in the following magic square.
2. (a) What two whole numbers, neither ending in zero, when multiplied together equal exactly 1 000 000 000?
(b) Repeat for 1 000 000 000 000 000 000.
3. Find three consecutive numbers such that the sum of the first and third is 18.
4. A palindromic number is a number which remains the same when the digits are reversed. For example, 14941 is a palindromic number. What is the next largest palindromic number ?
5. What two-digit number is twice the product of its digits ?
6. Find the values of the letters, each of which stands for a particular but different digit.
7. By replacing the asterisks with a selection of the four operational symbols (+ , −, ×, ÷), complete this equation to make a true statement:
8. A prime number is an integer greater than 1 whose only divisors are itself and 1. 1993 is a prime. What is the next year that is a prime?
9. What is the largest three-digit prime each of whose digits is a prime?
10. A perfect number equals the sum of its factors, excluding the number itself. Since 6 = 1+2+3, 6 is a perfect number. Find another.
11. Divide the face of the clock into 3 parts with 2 straight lines so that the sums of the numbers in the 3 parts are equal.
12. A total of 642 digits was used in numbering the pages of a book. How many pages did the book contain?
13. In the cells shown, place a ten-digit number such that the digit in the first cell indicates the total number of 0s in the entire number, the digit in cell 1 indicates the number of 1s in the number and so on, to the last cell.
Now try Problem 1 in the Euler Student Problems Book.
Chapter 2. Primes and Composites
Factors and Primes
The factors of 6 are: 1, 2, 3 and 6. The factors of 28 are: 1, 2, 4, 7, 14 and 28. The factors of 7 are: 1 and 7.
A natural number, a , is a factor of a natural number, b , if there exists a natural number, k , such that:
If a number greater than 1 has only factors 1 and itself it is said to be a prime. Among the first 100 numbers, the following 25 are prime: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97.
To consider whether a number, n , is prime one method is to consider all the numbers less than √ n and test if they are factors of n .
For example, if n = 97, 9 < √ n < 10. Therefore, we could test the numbers: 2, 3, 4, 5, 6, 7, 8 and 9. However, we do not need to test numbers which are not prime, so we only need to test 2, 3, 5 and 7.
It is found that none of these numbers is a factor of 97. We have found 97 to be prime.
There are infinitely many primes.
Composites
A number, m , is called a composite number if it can be written as a product:
where a and b are numbers greater than 1 and less than m . For example,
This method of expressing a composite number in terms of its prime numbers is called prime decomposition. For each number there is a unique prime decomposition.
One method of determining the prime decomposition is the following. The process is repeated division. Consider the number 24192.
Therefore 24192 = 2
7
×
3
3
×
7.
The number of factors of a number can be determined through the prime decomposition of that number. They can be systematically listed as shown:
This covers all combinations. Thus there are 8 × 4 × 2 = 64 factors of 24192.
Alternatively, we note that the prime decomposition of 24192 is 2 7 ×3 3 ×7 and that 2 7 has 8 factors, 3 3 has 4 factors and 7 1 has 2 factors. Hence 24192 has 8 × 4 × 2 factors. This is investigated further in the Exercises of this chapter.
Exercises
1. Give the prime decomposition of 362880.
2. Give the prime decomposition of 135135.
3. (a) State the factors of 16 = 2 4 (note: include 1 and 16).
(b) How many factors are there of 16?
(c) State the factors of 256 = 2 8 .
(d) How many factors are there of 256?
(e) State the number of factors of 2 n ?
4. (a) State the factors of 125 = 5 3 .
(b) How many factors are there of 5 n ?
5. (a) Give the prime decomposition of 128000.
(b) How many factors does this number have?
6. A number has a prime decomposition of 2 3 × 3 4 × 5 3 × 7 2 . How many factors does this number have?
7. Two and three differ by one and are both prime numbers. What is the next such pair?
8. Find a prime number which is one less than a perfect square. Is there another such number? | <urn:uuid:3e0be3ce-e94d-499c-81e4-4476783987c1> | CC-MAIN-2018-30 | https://www.amt.edu.au/wp-content/uploads/Euler-MCYAEnrich-Sample.pdf | 2018-07-18T22:07:40Z | crawl-data/CC-MAIN-2018-30/segments/1531676590329.62/warc/CC-MAIN-20180718213135-20180718233135-00387.warc.gz | 817,434,843 | 1,307 | eng_Latn | eng_Latn | 0.995404 | eng_Latn | 0.997876 | [
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ADVANCED SUBSIDIARY GCE DESIGN AND TECHNOLOGY
Advanced Innovation Challenge
Session 1 and 2 – Practical Assignment
Candidates answer on the question paper
OCR Supplied Materials:
None
Other Materials Required: None
*
F
5
2
1
0
1
*
INSTRUCTIONS TO CANDIDATES
* Write your name in capital letters, your Centre Number and Candidate Number in the boxes above.
* Read each question carefully and make sure that you know what you have to do before starting your answer.
* Do not write in the bar codes.
* Write your answer to each question in the space provided.
* You will have a total of 6 hours to complete this part of the examination. There will normally be two 3 hour sessions.
INFORMATION FOR CANDIDATES
* The total number of marks for this paper is 60.
* At the end of the examination you must have:
* selected one of the challenges detailed with this paper;
* completed the answer booklet showing your creative thinking and how your idea works;
* produced a model/prototype to show the important features of your design;
* have at least three photographs fixed in your workbook showing your modelling activities.
* Your Practical Assignment Booklet will be collected at the end of
session 1 and 2 and reissued when you sit
Session 3
the reflection test.
* This document consists of 22 pages. Any blank pages are indicated.
Examiner's Use Only:
Session 1
Session 2
Session 3
Total
F521/01
Thursday 7 May 2009 Morning
Duration:
6 hours
Outdoor Festivals and Events
Your local council is organising an event to be held in an open space, such as a park, river bank, town square or beach. The event is designed to bring together young people and celebrate their achievements in music, fashion and the arts.
The local council have approached you as a designer to address one of the following Design Challenges. This will help to develop a range of innovative products that will appeal to the young people they wish to attract.
Design Challenge One
The organisers want to use the event to raise awareness of Healthy Eating. They wish to develop a new creative range of food products that could be sold in a complete meal pack to cook on barbeques at the event.
* The food pack should meet current healthy eating guidelines.
Design Challenge Two
The organisers plan to provide barbeques that can be hired or sold at the event.
* The barbeques must be able to be used safely and then easily stored when not in use.
Design Challenge Three
The event will attract a large number of young people and their families. The organisers require temporary signage to direct visitors.
* It should be easily identifiable in both the day or night.
Design Challenge Four
At large events litter is a problem. The organisers require a method of litter collection that will encourage young people to keep the site litter free.
* The method should raise awareness of sustainability.
Design Challenge Five
The weather can be unpredictable. The organisers want a method of providing shelter in the event of extreme weather that would still allow people to watch the event.
* The method of protection must not obstruct vision at the event.
Design Challenge Six
The organisers need a method of identification to distinguish different levels of event staff, performers and their guests, and members of the public.
* The method should be easily identifiable in both the day or night.
4
BLANK PAGE
PLEASE DO NOT WRITE ON THIS PAGE
F521/01 Jun09
BLANK PAGE
PLEASE DO NOT WRITE ON THIS PAGE
Session 1
1 Explore the chosen Design Challenge. What are your initial thoughts?
Use sketches and notes to communicate your thinking.
2 Which of your initial thoughts offers greatest potential to be taken further? Why?
7
Additional space
Sections 3, 4 and 5 are at the end of this booklet on the fold-out page
6 Start designing. Use annotated sketches and/or models to show your ideas. You may wish to use annotated photographs to communicate modelling.
Ideas continued.
7 What do you think of your ideas so far, how has your job bag helped to inspire/direct your ideas? Use annotated sketches and/or annotated photographs to explain.
8 Which is your best idea? Justify your decision.
9 Reflect and Record
You will be asked to present your ideas (no more than 5 minutes).
Use this space to plan what you will say. Think about your brief, specification and key factors of your design.
10 Feedback
Record any suggestions made by others. Identify further modifications that you could make in response to this feedback.
11 Developing your idea, improvements and modifications
Use annotated sketches and/or annotated photographs to communicate your thoughts.
12 Your Model'
List the materials/ingredients you have chosen to make your prototype.
Show how these components could be joined/combined together.
13 Action Plan for Session 2
Session 2
14 Review
Record any new thoughts about your design. Use annotated sketches and/or notes.
15 Modelling – Test, develop and refine your design proposal.
Progress Report 1
Problems you have come up against so far. What are the possible solutions?
16 Continue Modelling. You have 40 minutes modelling time.
Progress Report 2
Did your solutions work? Why?
Which areas of modelling have been most successful so far?
17 Planning. Plan what you will be doing/making during the final modelling activity.
18 Evaluation of Developed Design Proposal
Describe the effectiveness of your developed design proposal and how it meets the needs of the original Design Challenge. Evaluate your final proposal against your specification, you may use annotated sketches and/or annotated photographs.
Evaluation Continued
3 Decision Time
Photograph 1
Your Design Brief
I am going to design and model a …
4 Key Points:
Examine the contents of your job bag remembering your design brief. Identify key points, which will help you write your specification.
5 Your Design Specification
To be successful my product must …
Photograph 2
Photograph 3
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FOLD OUT THIS PAGE
Copyright Information
OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations, is given to all schools that receive assessment material and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1PB.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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HIGH SCHOOL COURSE CATALOG 2014–2015
PRINTMAKING: POSTERS
This course is devoted to poster design and production. A historical survey of poster designs includes: Japanese nineteenth century playbills, Polish circus posters, Mexican revolutionary leaflets, rock posters of the sixties, and more. This course also works with the Theater Depart ment to produce the posters for school productions throughout the year. Various printing tech niques are explored.
(Lee)
CERAMIC SCULPTURE
Not a pottery course. We explore basic clay building techniques such as coil, slab and pinchpot to generate functional and non-functional sculpture. Various surface treatments are investigat ed: stain, paint, and glazes. Students develop a body of work reflecting an eclectic variety of sources and themes: personal, historical, geometric and organic form, human and animal figure, narrative relief, and architecture.
(Bellfatto)
SCULPTURE
A broad course for both beginning and advanced students. The class investigates the threedimensional form as a medium for self-expression. This exploration uses a variety of sculptural techniques and materials, such as modeling from life in clay and wax, plaster casting and carving, and wood constructions.
(The Department)
6
COMPUTER
We humans are surrounded by the stuff that used to be science fiction—portable computers, artificial intelligence, 3D printing, electronic games, online journals, instant reference books, genetic sequencing, video and still cameras everywhere, nanotechnology, increasingly massive datasets—with more innovations coming backed by data processing, design, number crunch ing, and computer science. Our courses show students how to be more than just consumers or users: they will be independent creators on computers, able to control and help shape the tools of today and tomorrow. Using software that runs similarly on Mac, Windows, Unix/Linux, and tablet computers, our courses teach a range of topics including programming, graphics, circuitry, web, spreadsheet analysis, logic, and other skills that are useful for doing everything from analysis to artwork. Classes are full year and meet twice a week (unless otherwise noted) using desktop and tablet computers. Visit tinyurl.com/sacc2014 for more information about any of these classes.
3D PRINTING
3D printers are personal fabrication tools that are a part of an evolving modern world of technol ogy that allows students to become producers, inventors and artists. Students will create, design, invent and prototype while efficiently and inexpensively taking their digital designs into the real world. Students will be able to easily understand the strengths and limitations of their work and will be encouraged to modify their designs, thereby participating in an iterative engineering design process. Students will learn various 3D modeling techniques and explore several 3D modeling software tools and packages.
(Arum)
ALGORITHMS FOR GENETIC SEQUENCING
For experienced programmers, this class introduces programs that analyze genetic sequences. There are numerous exercises in pattern-matching and string comparisons, calculating family trees based on DNA sequences while taking into account the basic operations of mutation, in sertion, deletion, and transposition. Though we mostly use simplified models of DNA (without worrying about protein folding), this topic gives us a chance to study "design patterns," datastructures and algorithms for large data sets, and basic molecular models. Prerequisite: two programming courses.
(Roam)
ANIMATION ON COMPUTERS
In this class, learn about computer-aided methods of animation. Use Flash to complete frame by frame animations, including the traditional walk-cycle project. Use AfterEffects for more advanced techniques such as pinning digital puppets and working within a 3D space. Create
(The Department)
7
special effects such as lightning and explosions. Additional projects may include stop motion, green screen projects, 3D movie titles (like the iconic Star Wars titles), music videos, and a final animated movie using techniques of the student's choosing. No prior experience is required, though attention to detail and perseverance are a must!
COMPUTING I
The basic information necessary to use computers for schoolwork, learned through creative in dependent projects. We emphasize the use of computers as aids to writing and research (typing, word processing, database, spreadsheet), programming, desktop publishing, web page design, animation, and telecommunication.
(The Department)
DYNAMIC WEB DEVELOPMENT (Hoke)
Students who complete this course will be able to create customized blogs powered by Tumblr or Wordpress, eye-catching portfolios, or simply fun novelty sites (such as snowdaycalculator. com or the recently popular drakeweather.com). In addition to developing a strong foundation with HTML5 and CSS3 (the basic scripting languages in web development), students will also learn how to use JQuery for interactivity and animations, templates and frameworks such as Bootstrap and Foundation for quick design and development, and PHP and MySQL for power ful backend functionality. We will discuss responsive design, so your projects will look great on any screen large or small. Plugins and web APIs will also be covered so you can include Twitter, Instagram, Flickr, Vimeo, YouTube and other feeds on your web pages. A willingness to read documentation and research solutions is the reality of a web developer, and students should be prepared to "google" regularly.
ELECTRONIC MUSIC MACHINES (Hoke)
Are you a fan of electronic dance music? Do you drool over professional launchpads and drum machines in music stores? Have you ever wanted to literally march to the beat of your own drum? In this class, we will investigate electronic music creation through the construction of sequencers, drum machines and MIDI controllers. Technologies we will cover include basic Arduino programming, circuit design, interface design, and an introduction to MIDI messages and music composition.
EXHIBITION SPACE
In this course students will collaborate on a series of temporary, site-specific interactive installa tions in the Ettl Lobby. These installations will respond to the viewers' physical movements and engage them as participants in generating imagery. In class students will explore programming with Processing, OpenFrameworks, and OpenCV, and will be encouraged to experiment with capturing images using cameras, the Kinect and a variety of other sensors. We will also read about and look at examples of site-specific art and installations to provide a grounding for our conceptualizations. Prerequisite: no prior programming experience, but a willingness to work hard is required.
(Arum)
8
GAME PROGRAMMING
Designing games presents unique challenges distinct from the design issues of other interac tive media. In addition to the user interface, one must consider story, culture, modeling, and implementation. This course will explore developing usable and engaging games, human com puter interaction, thematic structures, graphic design, sound effects, and game aesthetics. The course will take into account the history of non-digital and digital games, role-playing, puzzles, interactive fiction, and 3D modeling. Students will plan and create games both individually and collaboratively using a variety of languages and tools such as Unity3D, Livecode, Javascript, Java, and Python. We'll explore the creative possibilities of game design and experience the beauty and logic of programming. Prerequisite: some programming experience or permission of the instructor.
(The Department)
GENERATIVE ART
Codes are instructions, information, rules, and routines that govern our lives and also our tech nologies. As long as there have been codes, there have been artists to break them, play with them, and reinvent them. This course will explore how to use code creatively to generate art works and to understand how artists make codes, use codes and break codes in the process of creating art. In addition to learning how to program with processing, we will also look at nstruc tional procedures, conditional design, self-imposed constraints, generative art, and parametric design. No prior programming experience is necesary but a willingness to work hard is required.
(Arum)
GRAPHICS PROGRAMMING
In this course, we write programs that create 3D computer graphics (houses, robots, land scapes). Once we complete a brief introduction to matrix multiplication, we can start shading, rotating, and animating objects that we have designed. Our programs read and process text files that contain descriptions of 3D graphic objects and display the resulting 3D objects from arbitrary viewpoints. For advanced students, projects include the construction of race car and airplane games with first person and chase plane viewpoints. Prerequisite: Programming 1 or permission of the instructor.
(Roam)
IPHONE PROGRAMMING
Learn how to program with Objective-C, Interface Builder, and XCode on the iPhone and iTouch's unix-based operating system. Understand the way the iPhone applications work and how to build them. Actively and creatively explore this new field of little computers using the iPhone as the main research platform. No iPhone required. Prerequisite: some programming experience.
(The Department)
9
PHYSICAL COMPUTING 1
Learn how to interact physically with a computer without using the mouse, keyboard and moni tor interface. Move beyond the idea that a computer is a box or a system of information retrieval and processing. Using a microcontroller, a single-chip computer that can fit in your hand, write and execute interactive computer programs that convert movement into digital information. Work with components such as resistors, capacitors, diodes and transistors as well as integrated components. Through lab exercises and longer creative assignments learn how to program, prototype and use components effectively. Control motors and interpret sensors, as well as explore advanced concepts in interface, motion and display. Prerequisite: some programming experience or permission of the instructor.
(The Department)
PHYSICAL COMPUTING WORKSHOP
Creating interactive work relies on building a relationship between the object and the viewer. By gathering information in the form of input, processing that into meaningful data, and out putting that contextually, new forms of engagement and interaction with an audience can be established. This class will focus on the input side of physical computing by researching various sensors and sensing methods and developing example methods for their use. By the end of the year, the class will assemble a library of sensor applications for interactive applications. Topics will include: different types of sensors, time and events, amplification and filtering of sensor signals, sensor networks, data processing, gesture recognition, serial and wireless communica tion, I2C, and related topics that aid in making sensor systems effective. By using Arduino, Processing and C++, students will also further develop their programming skills. There will be short one-week exercises that students complete to demonstrate the techniques discussed in class. In addition, students will be responsible for a sensor research project in which they explain the operating principles of a given sensor and present a working example of the sensor in use. Prerequisite: Physical Computing or permission of the instructor.
(Arum)
PROGRAMMING 1
Explore the science and art of computer programming. For students who want to create and modify their own computer software, this course uses the high-level programming languages Java (an internet-savvy version of C++) and Livecode (a multimedia descendent of Hypercard) to introduce the basics of computer control. We use loops, variables, procedures, input, output, and branching decisions (with Boolean logic) to control graphics, sounds, and information.
(The Department)
10
PROGRAMMING 1 (INTENSIVE)
Explore the science and art of computer programming. Learn important problem-solving and design strategies like modularization and iterative design which can apply to both programming and non-programming environments. This intensive, four periods per week class is for students who want to master fundamental programming concepts which include loops, variables, proce dures, input, output, conditionals and data structures. Assignments will allow students to control graphics, sounds, and data while also encouraging them to think creatively, reason systemati cally, and work collaboratively.
(The Department) (4x per week)
PROGRAMMING 2
A continuation of Programming I, for students who are becoming more confident in their ability to combine data types and complex computer routines. We use Java (an internet-savvy version of C++) to look more deeply at object-oriented programming: class definitions, inheritance, methods, fields, arrays, and collections. Large projects include writing an interactive, animated project with control windows and graphics. Prerequisite: Programming 1 or permission of the department chair.
(The Department)
SOFT CIRCUITS: WEARABLE, SOFT AND EXPERIMENTAL CIRCUITS (Arum)
Standard electronic components can be hard, brittle or difficult to work with. Embedding them in soft environments, like clothing or toys, can be awkward. Building circuits using paper, fabrics, thread and paint opens up new possibilities for soft, curly, organic, visible and attractive electron ics. This class will explore materials, components and construction techniques for successfully integrating soft materials with standard electrical supplies. The results will be light, thin, flexible, durable, aesthetic, and even expressive circuits. We will also cover techniques for integrating the Arduino Lilypad microcontroller and XBee radio communication to create interactive and social objects. Students will develop wearable devices and accessories as a means of self-expression and communication. Explore the relationship between the body, fashion, technology and social interaction. Experiment with materials and objects, and develop concepts to refine, construct and test. Make t-shirts that interact with each other, objects that light up in the dark, toys that talk to each other or artwork that responds to a user's movements. The possibilities are almost endless.
TOYS: USE, MODIFY, CREATE
Hack existing toys, take advantage of microcontrollers and research, design, prototype and test your ideas for toys using both digital and non-digital materials. This is a hands-on class that will teach you about sensors and actuators, microcontrollers, 3D modeling, fabricating and how the toys you make may not just be for play, but could be an implementation of therapeutic and assistive devices.
(Arum)
11
VOXEL ENGINES
Imagine an entire world small enough to carry in your pocket. Are you with me? If you can imag ine it, you are almost there. "Voxels" make this possible; they are not magic; they are, in fact, totally logical. Imagine the world is made of little chunks. These chunks are volumetric pixels or voxels. Voxel engines are used to represent 3D data in scientific applications and to create pro cedurally generated terrain in the game Minecraft. In this class, we will have one project for the whole year: to create a voxel engine that procedurally generates terrain from the ground up in Java. We will start by learning to make a single block out of a set of points in 3D space, to pack age these points as a mesh and to get them to show up on screen. From there, we will add the ability to change the appearance of blocks, build randomly generated surfaces out of clumps of blocks and add caves and biomes. As part of our efforts, we will encounter concepts and strate gies that are useful in programming in general. Having a basic understanding of object-oriented programming is a prerequisite for taking the class. Prerequisite: Programming 1 or permission of the instructor.
(Poindexter)
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VEDA'S
JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL)
A
n International Peer Reviewed Journal http://www.joell.in
Vol.5 Spl.Issue 3 2018
NATIONAL SEMINAR PAPER
HUMANISTIC APPROACHES: INNOVATIVE TECHNIQUES TO TEACH ENGLISH IN ELT CLASSROOM
Palle Manohar 1 , Dr.G.Chenna Reddy 2
1 (Research Scholar, Dept. of English, Acharya Nagarjuna University.)
2 (Asso. Prof. Dept. of English, Acharya Nagarjuna University.)
ABSTRACT
The introduction of Humanistic Approaches are the need of the present day education system especially ELT classroom. An explosion of new and innovative approaches to learn a language came to light in the recent years. It seems that drastic changes have taken place in everyday life with English language teaching. With the introduction of computer technology classroom communication has been changing day by day. As a result, students are rapidly turning more cosmopolitan and relaxed, more democratic and less egocentric. At this juncture there is a call for new Approaches in classroom. All these approaches are always considered as Humanistic Approaches. The Humanistic Approaches may relieve the students from stress and strain in the present classroom. Learning should be joyful, it should not be painful. In this paper, an attempt is made to review the new trends in this area of language teaching and some suggestions are made with practical experience.
Keywords: ELT classroom- Humanistic Approaches.
Copyright © 2018 VEDA Publications
VEDA'S
JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL)
A
n International Peer Reviewed Journal
http://www.joell.in
INTRODUCTION
Humanistic Approaches in ELT are an attempt to respond the needs of the students in the classroom. The main principle of these Approaches is to shift the education from teaching to learning So that the teacher is no longer a center in the classroom but someone who facilitate the process of education. Silent Way Method, Total Physical Response, Suggestopedia and Community Language Learning are some of the Humanistic Approaches in English Language teaching.
SILENT WAY METHOD
The Silent Way is a language-teaching method created by Caleb Gattegno that makes use of silence as a teaching method. Gattegno introduced the method in his book Teaching Foreign Languages in Schools in 1963. It is usually considered as an "alternative" language-teaching method. The silent way is a methodology of teaching language based on the idea that teachers should be silent. At the same time learners should be encouraged to speak as much as possible.
"The Silent Way is characterized by its focus on discovery, creativity, problem solving and the use of accompanying materials". Richards and Rodgers (1986:99)
The method emphasizes that the active student participation. Silence is used as a tool to achieve the goals of the students. The teacher uses a mixture of silence and gestures to focus students' attention and to encourage them to correct their own errors. Pronunciation regarded as fundamental to the method with a great deal of time spent on every lesson.
FEATURES OF SILENT WAY METHOD
1. The Silent Way is based on the premise that the teacher should be silent as much as possible in the class room but the learner should be encouraged to produce as much as possible.
2. The Silent Way belongs to the tradition that learning as a problem solving, creative, discovery activity, in which the learner as a principle actor rather than a bench-bound listener.
2018
3. The indirect role of the teacher highlights the importance and the centrality of the learner. In other words teaching is subordinated to learning
4. The Silent Way is also related to a set of premises that we have called "problemsolving approaches to learning." The premises are reflected in the words of Benjamin Franklin:
Tell me and I forget Teach me and I remember Involve me and I learn
ADVANTAGES
Learning through problem solving looks attractive especially because it fosters
creativity,
discovery,
increase in intelligent potency and
Long term memory.
DISADVANTAGES
The Silent Way is often criticized of being a harsh method.
The learner works in isolation and communication is lacking badly in a Silent Way classroom.
With minimum help on the part of the teacher, the Silent Way method may put the learning itself at stake.
The material (the rods and the charts) used in this method will certainly fail to introduce all aspects of language. Other materials will have to be introduced.
TOTAL PHYSICAL RESPONSE
Total Physical Response (TPR) originally developed in1960s by James Asher an American professor of psychology. Total Physical Response is based on the theory that the memory is enhanced through association with physical movement. It is also closely associated with theories of mother tongue language acquisition in young children. Basically they respond physically to parental commands, such as "Pick it up" and "Put it down". Total Physical Response as an approach to teaching a second language is based on listening and this is linked to physical actions and oral pronunciation. Early years of life are the period of emotional, physical, cognitive and language development is very
VEDA'S
JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL)
An International Peer Reviewed Journal
http://www.joell.in
fast. It is the most valuable time to start teaching a foreign language to young children. Although there are different methods and techniques in teaching foreign languages, the most appropriate one for young learners is Total Physical Response method.
Total Physical Response is a method which is built around the coordination of speech and action in other words it is to teach language through activity (Richards and Rodgers, 2001).
There are no texts in the teaching environment but there is a teaching foreign language through songs, games, and stories.Total Physical Response activities contain instructions such as "Walk to the door", "Open the door", "Sit down" and "Give Maria your dictionary". The students are needed to carry out the instructions by physically performing the activities. Such activities can be both motivating and fun.
ADVANTAGES OF TOTAL PHYSICAL RESPONSE
It is a lot of fun, students enjoy it and it can be a real stirrer in the class. It lifts the pace and the mood.
It is very memorable. It really helps students to remember phrases or words.
It is good for kinaesthetic learners who need to be active in the class.
It can be used in large or small classes. It doesn't really matter how many students you have as long as you are prepared to take the lead, the students will follow.
It works well with mixed-ability classes. The physical actions get across the meaning effectively so that all the students are able to understand and use the target language.
It doesn't require a lot of preparation or materials. As long as you are clear what you want to practise (a rehearsal beforehand can help), it won't take a lot of time to get ready.
It is very effective with teenagers and young learners.
It involves both left- and right-brained learning.
Vol.5 Spl.Issue 3 2018
DISADVANTAGES OF TOTAL PHYSICAL RESPONSE
Students who are not used to such things might find it embarrassing.
Students feel happier about copying.
It is only really suitable for beginner levels.
Whilst it is clear that it is far more useful at lower but not with Intermediate and Advanced levels.
Can't teach everything with it and if used a lot it would become repetitive techniques.
SUGGESTOPEDIA
Suggestopedia is a modern teaching method, which focuses on how to deal with the relationship between mental potential and learning ability. "It is very appropriate to use in teaching speaking for young language learners" (Xue, 2005). This method was introduced by George Lazanov in 1975, a Bulgarian psychologist and educator. Maleki (2005) believed that "we are able of learning much more than we think, provided we use our brain power and inner capacities". Lazanov created suggestopedia for learning that capitalized on relaxed states of mind for maximum retention material. Suggestopedia is an effective method with a combination of desuggestion and suggestion to achieve super learning. The most important objective of suggestopedia is to motivate more of students' mental potential to learn by suggestion. Desuggestion means unloading the memory banks, or blocking memories. Suggestion means loading the memory banks with desired and facilitating memories.
ADVANTAGES OF SUGGESTOPEDIA
The most conspicuous characteristics of the method are
1. The decoration, furniture and arrangements of the class room.
2. The use of music, and the authoritative behavior of the teacher.
3. Lozanov acknowledges ties in the traditions of Yoga and Soviet psychology.
4. Dramatic way of learning is a prominent feature of Suggestopedia. Traditional way of the methods doesn't care for the psychological aspects like the perception levels of homogenous and heterogeneous.
VEDA'S
JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL)
An International Peer Reviewed Journal
http://www.joell.in
5. Lozonov promises success through Seggestopedia to the academically gifted and ungifted alike.
6. In the student's role the learner takes part in role playing, games, songs and gymnastic exercises that help the older student regain the self-confidence, spontaneity and receptivity of the child.
DISADVANTAGES
1. It is not possible without the bright decoration of the class room, the musical background the shape of the chairs.
2. Suggesopedia can be applicable in the select schools in India because of the infrastructure provided by the government or the managements.
3. It is very difficult to implement in the overcrowded class rooms.
COMMUNITY LANGUAGE LEARNING
The CLL approach was developed by Charles Arthur Curran, professor of psychology at Loyola University Chicago. Basically he was a counselling specialist. This method refers to two roles: that of the teacher and student learner. Also the method draws on the counselling base and refers to these respective roles as a counsellor and a client. According to Curran, "a counsellor helps a client understand his or her own problems better by 'capturing the essence of the clients concern ...[and] relating [the client's] affect to cognition...;in effect, understanding the client and responding in a detached yet considerate manner".
Community language learning (CLL) is a language-teaching method. Students are work together to develop what aspects of a language they would like to learn. It is based on the Counsellingapproach in which the teacher acts as a counsellor, while the learner is seen as a client.The CLL emphasizes the sense of community in the learning group. It encourages interaction as a vehicle for learning. It also gives much and priority to the students' feelings and the recognition of struggles in language acquisition.There is no syllabus or textbook to follow. It is the students themselves who determine the content of the lesson by means of meaningful conversations in which they discuss real messages. It deals with translation, transcription, and
Vol.5 Spl.Issue 3 2018
recording techniques.C.L.L teachers must be highly proficient and sensitive to nuance in both L1 and L2. As with most methods, C.L.L combines innovative learning tasks and activities with conventional ones. They include: Translation, Group Work, Recording, Transcription, Analysis Reflection and Observation, Listening Free conversation.
CONCLUSION
Linguists say that a strange language can be learnt in six months duration. Though English language is treated as second language in India, majority Indian English learners learn it for more than two decades. In process of learning they learn it under pressure which causes a lot of stress and strain. Majority of the learners practice The Grammar Translation Method, which is not practically inapplicable in the Indian context. Though the teachers have avoided the idea 'spare the rod spoils the child' the teachers have adopted "complete the syllabus and get the pass mark, or first class. In the process of learning English language majority Indian learners feel stress and strain which may be called inhumanistic. In this context it is an urgent task to practice the Humanistic Approaches in Indian class rooms.
REFERENCES
[1]. Richards, Jack C. and Theodore S. Rodgers (1986). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press
[2]. http://teflpedia.com/Suggestopedia#Roles_of_Teacher _and_Students on April 14, 2011.
[3]. Xue, Jinxiang. 2005. Critical Review on Suggestopedia. Division of Language and Communication.20 Jan.2009, pr 1 <http://www.eslkidstuff.com/Articles.htm>.
[4]. Maleki, Ataillah. 2005. A New Approach to Teaching English as a Foreign Language:
[5]. Jack C.Richards and Theodore S. Rodgers.( 2001), Approaches and Methods in Language Teaching.(2nd edition) Cambridge University Press. pp 90-99. | <urn:uuid:1744b45c-c0a3-41ac-b73e-ff9d8d5b871a> | CC-MAIN-2019-04 | http://joell.in/wp-content/uploads/2018/11/63-66-HUMANISTIC-APPROACHES.pdf | 2019-01-17T05:47:21Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00370.warc.gz | 122,597,525 | 2,770 | eng_Latn | eng_Latn | 0.995194 | eng_Latn | 0.997158 | [
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Constructions
April 7, 2018
1. There are two egg timers: one for 7 minutes and one for 11 minutes. We must boil an egg for exactly 15 minutes. How can we do that using only these timers?
2. There are two buttons inside an elevator in a building with 20 floors. The elevator goes 13 floors up when the first button is pressed, and 8 floors down when the second one is pressed (a button will not function if there are not enough floors to go up or down). How can we get to the 8th floor from the 13th?
3. The number 458 is written on a blackboard. It is allowed either to double the number on the blackboard or to erase its last digit. How can we obtain the number 14 using these operations?
4. Cards with the numbers 7, 8, 9, 4, 5, 6, 1, 2, and 3 are laid in a row in the indicated order. We are allowed to choose several consecutive cards and rearrange them in the reverse order. Is it possible to obtain the arrangement 1, 2, 3, 4, 5, 6, 7, 8, 9 after three such operations?
5. The numbers 1 through 16 are placed in the boxes of a 4 × 4 table as shown in Figure (a). We are allowed to to increase all the numbers in any row by 1 or decrease all the numbers in any column by 1. Is it possible to obtain the table shown in Figure (b) using these operations?
6. Is it possible to write the numbers 1 through 100 in a row in such a way that the (positive) difference between any two neighboring numbers is not less than 50?
7. Divide a set of stones which weigh 1g, 2g, 3g, . . . , 555g into three heaps of equal weight.
8. Fill the boxes of a 4 × 4 table with non-zero numbers so that the sum of the numbers in the corners of any 2 × 2, 3 × 3, or 4 × 4 square is zero.
9. Is it possible to label the edges of a cube using the numbers 1 through 12 in such a way that the sums of the numbers on any two faces of the cube are equal?
10. Is it possible to place the numbers 0 through 9 in the circles in Figures 59 without repetitions so that all the sums of the numbers in the vertices of the shaded triangles are equal?
11. Prove that it is possible to cross out several digits at the beginning and several at the end of the 400-digit numbers 84198419 . . . 8419 in such a way that the sum of the remaining digits is 1984.
1
12. Find a two-digit number, the sum of whose digits does not change when the number is multiplied by any one-digit number.
13. Do there exist two consecutive natural numbers such that the sums of their digits are both divisible by 7?
14. Do there exist several positive numbers, whose sum is 1, and the sum of whose squares is less than 0.01?
15. A castle consists of 64 identical square rooms, having a door in every wall and arranged in an 8 × 8 square. All the floors are colored white. Every morning a painter walks through the castle recoloring floors in all the rooms he visits from white to black and vice versa. Is it possible hat some day teh rooms will be colored as a standard chessboard is?
16. Can one place a few dimes on the surface of a table so that each coin touches exactly three other coins? | <urn:uuid:73581b31-096e-4628-8fbd-e4085dd5abc4> | CC-MAIN-2019-04 | https://chapelhillmathcircledotorg.files.wordpress.com/2018/04/int20180407constructions.pdf | 2019-01-17T05:57:56Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00369.warc.gz | 462,869,807 | 814 | eng_Latn | eng_Latn | 0.999365 | eng_Latn | 0.999344 | [
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WMS Curriculum Statement
Winnipeg Montessori School Inc is a non-profit nursery school which provides a safe, nurturing and stimulating environment to help children develop socially, intellectually, emotionally and physically. Our curriculum is based on Montessori principles encouraging self motivated learning, choice making and respect for self and others. We continuously encourage children to engage themselves in activities and to interact with the children and staff around them. We do this by sitting with the children at eye level either on the floor or at a table. We ask questions and provide age appropriate materials to enhance learning. In this way, children learn social and emotional skills such as sharing, turn taking, cooperation, conflict resolution and independence. They develop cognitive skills such as creativity, problem solving and retention of information such as colors, letters, and numbers when they work with the Montessori materials. These materials include letter tracing, phonetic matching, number rods and object counting. The children develop physical skills through fine motor activities such as pouring and spooning, and gross motor activities such as running, jumping and climbing.
The children's daily learning experiences are passed on to the parents by the teachers through verbal communication and our monthly newsletter. We also have a Communication Board in our front entrance that highlights the activities, songs and snack enjoyed by the children that day. This helps us build a positive relationship with our families so they are comfortable sharing with us.
We provide learning experiences based on the interests of the children as observed by the classroom teachers all day long. We also follow a flexible curriculum schedule we have created to further stimulate the learning process. The activities planned by the teachers are actively modeled while the teachers work with the children. The teachers give lessons to the children to demonstrate how an activity is done or how to work with a certain piece of equipment. Each group has their daily program schedule which is flexible based on the developmental capabilities and interest of children and is inclusive of children with additional support needs. We may extend work times when children are actively engaged as this will further their learning and development.
The teachers make observation notes on the children that are used as the basis in planning and implementing age appropriate activities. The duration of developmental activities changes depending on the level of interest of the children. The children's art related to the planned activities is displayed on the classroom bulletin boards to showcase the children's work. The teachers record the planned activities and keep them in bins which store the materials used. Our classrooms are organized based on the 5 Montessori learning areas. The materials in each learning area are regularly changed to support and enhance the interests of the children.
We incorporate the similarities and differences of the children and their families as part of multiculturalism such as getting information from the families about their culture and practices. We share this information during group time. Parents are welcome to come and speak about their culture to the children as well as lend samples of cultural attire to have on display. The teachers also regularly play music from different cultures for the children to enjoy. | <urn:uuid:5d9779cb-5f01-4c05-9d1d-8626921739a3> | CC-MAIN-2019-04 | http://www.winnipegmontessori.com/resources/pages/Curriculum%20%20Statement.pdf | 2019-01-17T05:48:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00371.warc.gz | 430,595,107 | 604 | eng_Latn | eng_Latn | 0.997692 | eng_Latn | 0.997692 | [
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Fly Fishing Etiquette
A basic outline of etiquette rules to help the wade & float fishing angler
Provided by the Colorado Cutthroat Chapter of Trout Unlimited Www.cutthroatctu.org
Compiled and Edited by: Kent Higgins
Contributors: Bob Churchill, Kent Higgins, Van Bliss, Doug & Cathy Houser
F ly F ishing E tiquette —
By — Bob Churchill, Kent Higgins, Van Bliss, Doug & Cathy Houser
L ong before fly fishing, proper etiquette and respect for another's space existed. Although the practice of etiquette is questionable at times, distinct and desirable behaviors are supposed to separate the human race from all other animal species. Therefore, we often need to remind ourselves of proper behaviors while fishing.
These basic rules are intended to help anglers understand how to make their fishing experiences, on or near the water, more enjoyable for themselves and others.
Etiquette On and Off the River
Etiquette On the River
Know the specific state and local fishing regulations for the waters you fish.
Fish barbless hooks
—
do yourself, your friends, and the fish a favor, pinch down all barbs.
Be mindful of your manners and language, particularly around youngsters —
they learn from example.
When water temperature rises significantly —
stop fishing and thus eliminate stressing fish.
If asked to critique another, do it in a positive manner, don't criticize the flies or techniques of others. Offer advice only if asked, and ask only if you're willing to listen.
Talking to another angler is acceptable, and quite proper.
Not talking to another angler is acceptable, and quite proper.
If you spot someone on or near a section of water, that section of water is theirs until they move on — even if they stay for the day.
This respected use belongs to anyone fishing or not. And, as much as it hurts not
to fish there, stay out unless you have
their permission to enter their domain.
Examples:
* An angler just studying the water
* A person or party having a bank-side picnic
* A person or party just sitting on the bank enjoying the scenery
* Children or adults playing in the water
* Bait, spin cast, or flycasting anglers.
When approaching another angler to find out "how they are doing," "what they have observed," "what flies they may be using" or if it's okay to share the immediate area being fished — use care as not to spook the fish in the area.
Example:
* Always approach the angler from behind and to the side. When you address another, do so politely, if there is no response, assume your company or access is not welcome, say "thank you," and move on.
When passing another angler do it with common sense.
Most people don't like to fish where the water has just been beat to a froth by another angler, so leave some unspoiled water between you and the other angler before entering the water. This distance is determined by the ratio of anglers on the water.
Examples:
* if fishing on water where only one or two anglers are in sight, observe the other anglers few minutes to see how fast they are moving upstream – then give them space to fish for about an hour before you enter the water. This could mean leaving two to three prime fishing spots open before returning to the water. When fishing in areas like Deckers, the Green or the San Juan when it's crowded, moving up-stream one hole or run is totally acceptable.
* If on the river bank, swing out upto 20feet as not to spook any fish upstream from the angler.
* Consider crossing the river and proceeding up the other side to another location.
* If several anglers exist and are "leap-frogging" back and forth, leave each plenty of room to fish upstream before you enter the water .
The angler that is traveling up-stream always has the right of way over an angler traveling Down-stream.
Example:
* If an angler wants to retrace their footsteps down-river and sees another down-river, exit the water and go down-river using the bank, staying far enough away to prevent spooking fish.
An angler always has the right of way when they have a fish on.
Example:
* Reel in your line and try to stay out of their way while they fight their
fish. Many times the angler with the fish on is trying very hard to keep out of your space but sometimes circumstances won't allow it. It's totally appropriate to ask the angler with the fish on if they would like you to net the fish for them. Many new friendships have started this way.
Handle fish with care.
The less a fish is handled the better and the greater chance the fish has to survive.
Fish survival hints:
* Make sure your fishing net's web is wet before picking up a fish.
* Wet your hands before handling any fish!
* Don't squeeze a fish's stomach.
* Don't stick your fingers or any object into the fish's gills.
* If you can't remove a hook, from a fish, cut your tippet line and release the fish before the fish becomes overly stressed.
* Quickly photograph a fish and immediately return the fish to water.
* In warmer water conditions try photographing fish in a net that's held partially in the water.
Stay off spawning beds and resist fishing to spawning trout.
The spawning process is a major key in our river's future and what you may catch next year, and the next, and the next!
Wade only when necessary, as all aquatic food chains are fragile.
Have fun.
Be a good sport, if the trout gets off before you land it, laugh it off and consider it a "LDR" (long distance release), there are plenty more fish where that one came from.
Encourage others.
Examples:
* Recognize the talents of others when fishing.
* Promote these simple rules of fly fishing etiquette.
Etiquette Off the River
Don't enter the water on a small river or stream directly across from another angler.
Stay on visible paths and trails.
Example:
* Shortcuts kill delicate vegetation, encourage future erosion and silting which endanger the life of fish and destroy aquatic life!
Report poaching or any other violations.
Don't litter.
Examples:
* Taking along a plastic bag so you can collect and take out trash left by others. Dispose the bag of trash properly.
* Dedicate a small vest pocket to hold the monofilament line you cut off as birds often get tangled in the line and die!
No trespassing means just that — "NO TRESPASSING"
Examples:
* Obtain permission or don't fish
* When granted permission –
* treat the owners land as if it were your own
* close all gates behind you
* do not litter.
Etiquette Float Fishing
Even drift boat and raft anglers can't get away from the crowds; but by following a few simple rules, your drifting experience can still be a pleasant one.
At The Boat Ramp —
Wait patiently while staging for your turn to unload.
Don't stage in a roadway lane that blocks the entry or exit of other vehicles and trailers from the ramp. While waiting, undo the trailer or boat straps and covers, load your gear and have a cup of coffee.
Offer help to others that are unloading.
They may not accept your offer, but this helpful attitude is a great way to start the day off.
Once it's your turn to put-in, do it as quickly as possible.
The boat ramp is no place to practice backing a trailer.
After getting your boat in the water move it away from the ramp. If you need to tie up or anchor your craft and wait for a party member, move your craft upstream of the ramp and thus out of the way of other craft using the ramp.
Don't position your boat to close to another boat treat other people's boats like gold.
Once your boat is in the water, immediately pull your vehicle and trailer out and head for the parking lot.
Make sure your parked vehicle and trailer conform to other parked vehicles - out of the way for future users.
At the end of the float when you are back at the boat ramp, practice the same etiquette in reverse order.
Move your craft down-stream from the ramp — out of the way of other craft approaching or using the ramp. Wait, and only move upstream to the ramp once your trailer is on the ramp.
If you have rented a boat or raft and are not responsible for loading and taking the craft out of the water, always move the craft down-stream from the ramp then tie or anchor the craft, out of the way of ramp users.
Float Fishing On The River —
When you start your float, space yourself evenly from other boats.
Slow down if you're getting to close to another boat or speed up to put a little space between the boats that may be behind you.
As you float, give waders a wide berth.
Leave plenty of room for them to fish. As possible, float on the opposite side of the river and limit your oar use as you pass an angler. Resist making a cast into a hot spot just upstream from them.
If a wader is casting to the middle of the river, it's acceptable to pass behind them (the angler and the bank). As you approach the wader, please inform the angler of your intentions and thus not alarming them.
If a boat or raft is occupying a known hot spot but no one is fishing, never assume you can slam into the spot.
Always ask if they are staying or moving on. Often they may say "come on in" as they are leaving, while others will say "no" and may even be securing the spot for another set of anglers coming down the river. If so, move on, avoid a confrontation.
As a floater, it's your responsibility to know the specific float craft requirements and the location of private and public boundaries.
Laws regarding boat requirements, i.e., an extra oar or flotation vests, and even floater's rights differ from state to state. Obtain and study the specific river rules long before you put in.
Don't leave any trash on the river, pack it up and carry it out.
Take extra trash bags with you.
Demonstrate how everyone can share the river.
Examples:
* Don't Boat Race - put in late and rows downstream as hard as they can, slam on the brakes, and pull in front of the lead boats for a hole.
* Guides and destination anglers should help ease competitive situations in which rowers might find themselves. Instead of pushing for the hot spots and getting to get to them at all costs, share the river.
* Latecomers should float behind those in front of them, instead of turning to aggressive naval maneuvers to secure lead positions.
* Float fish and drift in tranquility, taking what success the day handed out to you.
* If someone else has command of a hot spot, use your skills to find other fish in other places. This is the mark of a real angler.
* You don't need 5,000 fish per mile; you only need one at a time.
* Enjoy the river and don't compete for its limited resources.
Additional sources for fly fishing etiquette:
• Flyfisher's Guide to Colorado by Marty Bartholomew
• Drift Boat Strategies & Drift Boat Fly Fishing by Neal Streeks
• Flyfisher's Guide to Colorado by Marty Bartholomew
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BEOWULF SUMMER READING PROJECT
ENGLISH 12
PAY CLOSE ATTENTION TO ALL INSTRUCTIONS. IF YOU DO NOT FOLLOW THEM, THE ONUS WILL BE ON YOU, NOT ME.
THIS ASSIGNMENT WILL COUNT AS A COMPOSITION GRADE, AND COMPOSITION COUNTS AS 25% OF YOUR TOTAL AVERAGE. Consider what failing to complete this project on time may do to your grade/eligibility early in the school year. Yes, I will read them, and those who plagiarize, as well as those who allow others to plagiarize their answers will receive zeroes.
SINCE TWO (OR THREE) BRAINS ARE BETTER THAN ONE, YOU MAY WORK WITH A PARTNER OR IN GROUPS OF NOT BIGGER THAN THREE, BUT I NEED ALL NAMES ON THE PROJECT. RUN ANSWERS THROUGH SPELLCHECK TO ELIMINATE AS MANY ERRORS AS POSSIBLE!!! EVIDENCE THAT YOU DID NOT DO SO WILL RESULT IN A DEDUCTION ON YOUR GRADE.
Read it together and discuss it to puzzle out the answers. We will have a test over the entire work, so it is best that partners/group members read and work through all the parts together at the same time.
PROCRASTINATION IS KILLER. START IMMEDIATELY AND PACE YOURSELF THROUGH THE SUMMER. ***Warning! The Beowulf movie made a few years ago bears little to no resemblance to the actual story. THUS, IT WILL NOT HELP YOU AT ALL.
Beowulf is a wonderful tale about heroism and high ideals, but it is also about the problems of revenge. PAY CAREFUL ATTENTION TO THE HISTORIES PRESENTED IN ITALICS. They digress from the Beowulf/Grendel story, but they are important to certain concepts/themes as a whole.
There are some basic concepts and history that you need to understand before you begin reading. Read Heaney's introduction, which is extremely helpful, but I will simplify and summarize some things for you below.
The Anglo-Saxon period lasted from 449 A.D. to 1066 A.D. Beowulf was composed before there was a written language, so when a written language (Old English or Anglo-Saxon) was developed, the Beowulf tale had been around for who knows how long. During this time, the Romans were in occupation of the British lands, and they brought Christianity with them to the pagan world of the Jutes, Saxons, and Angles. By the time Beowulf was written down, most likely by a Christian monk (because only the clergy and the very high born could read and write), elements of Christianity crept into the story. You will read references to Wyrd, the god(dess) of fate, in which the pagans (native British peoples) believed, as well as references to God, which reflect the influence of Christianity brought by the Romans.
All Anglo-Saxon literature was poetry because poetry was easier to remember due to its rhythm. Although it didn't rhyme, it contained two half lines with a pause in the middle, called a caesura;
certain syllables were accented; it contained alliteration (repetition of beginning consonant sounds);
and it contained kennings: metaphorical expressions for ordinary things, such as whale-road for the ocean, bone-case or bone-house for the body, or treasure-minder for the dragon. Just because it's hyphenated, however, that doesn't identify it as a kenning. Kennings are nouns.
All literature was recited by the scop, the poet/historian, who composed stories and songs about the people and their exploits. The scop was a very important member of Anglo-Saxon society because he held the history of the culture in his memory. He was both an entertainer and an historian. The AngloSaxons were a warrior clan society, and they would sit in the evenings around the fire while the scop told stories about brave warriors and sang songs. Another entertainer was the gleeman, who also sang songs and told stories, but he was not the historian as the scop was, and in most cases, the stories did not originate with him.
Keep these notes for test reference in the fall, and DEFINE/EXPLAIN the following as TYPED ANSWERS: ALL ANSWERS MUST BE WRITTEN AS COMPLETE SENTENCES, ELSE THEY WILL BE COUNTED WRONG!!!! ANSWERS SHOULD BE FULLY DEVELOPED!!
PART I – define the following:
1. EPIC POETRY
2. COMITATUS
3. WERGILD
PART II
Keep a vocabulary log of any and all words that you do not know or understand and write out their respective definitions.
PART III
The major themes for Beowulf are as follows:
LOYALTY
ENVY
REVENGE
REPUTATION
GENEROSITY
HOSPITALITY
As you read, note one example of a passage which supports each individual theme. Write the page number(s) and the line numbers. In two or three sentences, paraphrase the event/situation that illustrates each theme. I suggest that each partner or group member focus on one or two themes as you read; in other words, divide them up so that each person does not have to waste time focusing on finding evidence for ALL the themes.
In the back of the book is a genealogy for both Hrothgar's Danish family line, Beowulf's Geatish family line, and the Swedish clan. Familiarize yourself with these clans, names, and connections.
1. How are Beowulf and Hygelac related? (Geats is pronounced Yay-uhtz with the accent on the the first syllable.)
2. How are the Swedes and the Danes related?
3. In a journal-type entry, answer TWO of the following, OR THREE, if you're in a group of three: (Be sure to indicate on your answer sheet which questions you are addressing.)
A. What is a hero? Explain your definition and give examples.
B. What is courage? How would most people today define courage?
C. What qualities do you believe a good leader should possess? Discuss leadership in our society. Think of a leader you admire, past or present. What characteristics do you admire about him/her?
D. What does it mean to be loyal? Tell about a time you were loyal or someone was loyal to you.
E. Why is a reputation important? What factors influence a person's reputation?
F. Why is generosity important? What does it mean to be generous? Write about or discuss the most generous person you know.
G. We have many Medieval and warrior type societies and re-enactment groups. Why do you suppose people do this or enjoy this type of thing? (Keep in mind that the Anglo-Saxon period is not the same as the Medieval Period; we just have little information about the A/S Period because for most of it there was no written language to record any of it; therefore, most people choose the Medieval or Elizabethan Period, even the Civil War.)
4. How does Heorot contrast with Grendel's lair?
5. On a symbolic level, what is the significance of Grendel being descended from Cain?
6. Why does Grendel attack Heorot?
7. What had Heorot symbolized or represented?
8. Why is Hrothgar's coast guard concerned about the arrival of Beowulf and his men?
9. How does the coast guard recognize Beowulf as a hero?
10. Why does Unferth bring up Beowulf's swimming match with Brecca? How does Beowulf respond?
11. What is Wealhtheow's role in Heorot? For what does the narrator praise her?
12. What is the significance of Hrothgar's speech in lines 655-661? p. 45
13. What are Beowulf's thoughts as he waits for Grendel's arrival?
14. Why does Beowulf wait, allowing Grendel to kill one of the Geats, before he attacks Grendel?
15. Describe the battle between Beowulf and Grendel. (Do not quote the lines; paraphrase in your own words.)
16. Why can't the other warriors come to Beowulf's aid?
17. How does Beowulf wound Grendel?
18. What purpose does the comparison between Beowulf and Siegmund serve? The comparison between Beowulf and Heremod?
19. How does Beowulf respond to Hrothgar's praise on p 65
20. How does Hrothgar reward Beowulf?
21. What does Hrothgar's generosity say about his character?
22. Summarize the story of Finn, pp 71-81 (italics)
23. Why is the story of Finn included just before Wealhtheow appears? What do lines 1163-1167 imply will happen?
24. Why does Grendel's mother attack Heorot? What does she take with her?
25? Who was Aeshere?
26? What does Hrothgar ask Beowulf to do in lines 1376-1379?
27. How does Beowuld respond?
28. Describe the lake (mere/swamp).
29. What does Unferth give Beowulf? Why?
30. Describe the battle between Beowulf and Grendel's mother.
31. How does Beowulf defeat her?
31. What does Beowulf do before he swims back to land? What do Hrothgar and the other warriors think has happened?
32. To what does Beowulf attribute his victory? Why?
33. What two things does Hrothgar warn Beowulf about in his speech? pp 119-121 - You may paraphrase
34. Describe Beowulf's departure.
35. Compare and contrast Hygd and Modthryth.
36. What social roles to women appear to have in the world of Beowulf? What does Beowulf think about this? Lines 2028-2031
37. What gifts does Beowulf give Hygelac? Hygd?
38. How is Beowulf rewarded by Hygelac?
39. Describe Beowulf's position at the end of Part 31.
40. How is it that Beowulf becomes king of the Geats?
42. Describe what happened to those who held the dragon's treasure.
43. How does the dragon react when it notices its cup has been stolen?
44. What event is foreshadowed in lines 2341-2345?
45. Why doesn't Beowulf fear the dragon?
46. Why does Beowulf refuse the crow offered by Hygelac's widow? When does Beowulf become king?
47. What does Beowulf's boast in lines 2511-2515 say about his character? Recall Hrothgar's speech (lines 1709-1768). How well has Beowulf followed Hrothgar's advice?
48. Why does Beowulf want to fight the dragon alone?
49. When does Beowulf realize he's losing the battle with the dragon? What does he do?
50. What do Beowulf's followers do when they realize he's losing? What does Wiglaf do?
51. How is the dragon killed?
52. What request does Beowulf make in lines 2043-2750; you may paraphrase
53. How is Beowulf killed?
54. Summarize Beowulf's last words to Wiglaf.
55. Summarize what Wiglaf says to the rest of Beowulf's followers, as well as what he predicts. Lines 2860-2890
56. What was the burial practice of the Geats? What memorial did they erect in Beowulf's honor?
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Procedure name: Clothing and Footwear Procedure
Review date: June 2021
Purpose and Scope
Comfortable, appropriate clothing is important as it makes it easier for children to take part in daily activities and to perform routine tasks as well as providing sun protection. As respected professionals employed by the Education Directorate all CWSC Preschool educators are required to dress in a professional manner which allows for their tasks to be carried out safely.
Procedure
Families' Responsibilities
Families are asked to dress their child in the CWSC school uniform which is easily laundered, fits into the sun protection guidelines and allows the child to participate in all experiences. It also assists the child to develop their sense of belonging.
Families will:
* Provide at least one complete set of spare clothing. This includes underwear, socks, bottoms, t-shirt and a warm top. Please note that the weather in Canberra can be very changeable and a variety of clothing is recommended
* Label each item with the child's name
* Provide additional clothing for their children in the process of toilet learning
* Ensure that their child's shoes fit correctly, do not have slippery soles and are firmly secured to the foot. Thongs, dress-up high heels, backless and platform shoes should not be worn
* Provide a t-shirt or a rash vest ('rashie') when students attend all day outdoor swimming carnivals or water based activities.
Educators' Responsibilities
Educators will:
* Ensure that each child is adequately dressed for weather conditions and play experiences
* Ensure that children are comfortably dressed for rest-time
* Respect the children's individual/cultural clothing preferences
Preschool Responsibilities
The Preschool will:
* Have a supply of school clothing which will cater for different weather conditions should a child not have the appropriate items of clothing available
* Make available protective clothing (aprons, smocks etc.) for messy activities.
Educators
Educators are required to dress in a professional manner, and a way, which is appropriate to their role within the preschool. Appropriate footwear can minimize injuries to the feet as well as contribute to safety for back care particularly for those who are engaged in regular physical activities with the children.
Educators will:
* Wear clothing that does not restrict their ability to perform their duties
* Wear clothing that is respectful (i.e. no mid-drift tops, no short clothing, no underwear revealed)
* A wide brimmed hat must be worn at all times outdoors, except for the months of June and July according to our Sun Protection procedures.
* Wear at least a t-shirt or a rash vest ('rashie') when attending all day outdoor swimming carnivals or water based activities.
April 2018 | <urn:uuid:2050f25f-3c99-47ed-8dbc-ec71b148f8f9> | CC-MAIN-2019-04 | http://www.charlesweston.act.edu.au/__data/assets/pdf_file/0020/425522/ClothingandFootwearProcedure.pdf | 2019-01-17T04:53:53Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00375.warc.gz | 278,452,761 | 548 | eng_Latn | eng_Latn | 0.996578 | eng_Latn | 0.996703 | [
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John Perry Primary School
Handwriting Policy
Review Date October 2018
HANDWRITING POLICY 2017
Introduction
The Handwriting Policy is intended to enable all children in the school to develop a consistent and legible script that will assist their writing. It follows the guidance of the National Curriculum and is supported by the use of the Nelson Thornes Handwriting Scheme. Effective teaching of handwriting can only be achieved through modelling. Teachers must demonstrate letter formation and joins regularly for children to practise by copying and repeating.
Key Principles
* Handwriting and having a correct pencil grip should be taught explicitly in short frequent sessions. It should be modelled by staff and then supervised.
* Staff should be modelling correct handwriting at all times E.g. when writing on the board and marking children's books.
* Where possible, especially in EYFS/YEAR 1 it should be linked to phonics and spelling patterns.
* High expectations of writing are needed; children should repeat handwriting if incorrect.
* A pen licence will be issued at the discretion of the class teacher when the child can write with speed, fluency and legibility.
Model used
John Perry Primary School uses the Nelson Thornes Handwriting Scheme with the following letter formation:
Lower case letters
Capitals
ABCDEFGHIJKLMNOPQRSTUVWXYZ
Numbers
The Four Joins
1. to letters without ascenders eg. in, am, on
2. to letters with ascenders eg. ab, ch, il
3. horizontal joins eg. wo, og, wi
4. horizontal joins to letters with ascenders eg. wh, ob, al
Children must be taught individual letters first so that they see them as individual units before learning to join.
Progression of skills
Handwriting in the EYFS:
Good handwriting relies on secure motor control and hand-eye coordination. Children in EYFS should learn handwriting through movement, play and opportunities to use their fingers and hands.
Children will:
* Draw lines and shapes.
* Manipulate objects with control eg. play-dough.
* Re-trace lines with control.
* Engage in activities requiring hand-eye coordination.
* Use one handed tools and equipment.
* Develop their fine motor skills through activities such as cutting and Finger Gym.
* Develop their gross motor skills through large scale movements.
Pupils should be taught:
EYFS
Pre-writing stage; mark making.
Use a range of writing tools such as chalk, pencils, paint, crayons.
Sit correctly at a table.
Form lower case letters in the correct direction, starting and finishing in the right place.
Word formation based on word groups.
Hold a pencil comfortably and correctly.
YEAR 1
Form lower case letters to the correct size relative to one another.
Continue to form lower case letters and capital letters in the correct direction, starting and finishing in the right place.
Continue to develop the right posture in order to write correctly.
Understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these.
Make links with spelling and phonics.
Start using horizontal and diagonal strokes to join letters.
Form capital letters
Form digits 0-9
Understand the vocabulary related to handwriting eg. entry, exit points, horizontal and
diagonal strokes, ascenders, descenders.
Children to regularly practise their handwriting in a tracked book.
YEAR 2
Children to continue to regularly practise their handwriting in a tracked book.
Form lower-case letters of the correct size relative to one another
Understand which letters have an ascender and which letters have a descender.
Write capital letters of the correct size, orientation and relationship to one another and to lower case.
Use spacing between words that reflect the size of the letters.
Continue to develop the right posture in order to write correctly.
YEAR 3/4
Use horizontal and diagonal strokes to join letters and understand which letters are best left un-joined.
Increase the legibility, consistency and quality of their handwriting.
Continue to develop the right posture in order to write correctly.
Children aim to gain a pen licence for correct formation, fluidity and correct joins (Note: The giving of a pen licence will be at the class teacher's discretion and children will then be able to use a pen in all their work except for Maths).
YEAR 5/6
Write legibly and fluently with increasing speed and personal style.
Choose which shape of letter to use when given choices and deciding, as part of their personal style, whether or not to join letters.
Seating and posture
* Chair and table should be at a comfortable height
* The table should support the forearm so that it rests lightly on the surface and is parallel to the floor
* Encourage children to sit up straight and not slouch
* The height of the chair should be such that the thighs are horizontal and feet flat on the floor
* Tables should be free of clutter
* Rooms should be well lit
Assessment
Class teachers must have high expectations of children in regards to handwriting and presentation of work in books. Children must be encouraged to take pride in their work. Children's writing and presentation in books will be monitored by class teachers on a daily basis. Children should be observed as they write during handwriting lessons – the teacher must circulate, monitor and intervene. Phase leaders and strategic leaders will monitor children's writing and presentation in books regularly (at least termly). The following should be considered:
* Is the writing generally legible?
*
*
*
*
*
*
Are the letters correctly shaped and proportioned?
Are the joins made correctly?
Are the spaces between the letters, words and lines appropriate?
Is the size of the writing appropriate?
Is the writing properly aligned?
Are the writing standards achieved by the majority of pupils in line with the age related expectations in the National Curriculum?
Supporting Individual Children
Left-handed children should sit to the left of right-handed children to avoid their arms bumping each other. Left-handed children should sit with their body and paper at a slant to the right. This enables them
to see their pencil tip, prevents children smudging their work with their writing hand and allows the pencil to move more freely.
Some children may also need to use different tools to support their handwriting development, for example; pencil grips, a sloping surface or a thick triangular pencil.
SEN children will move through each stage at the time that is right for them but should still be exposed to their age appropriate phase. The overall idea of each new letter formation and relevant
task is for everyone to learn.
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HIGHAM FERRERS NURSERY AND INFANT SCHOOL
"Together, we enjoy learning in a happy, caring and friendly environment"
COMPUTING POLICY INCLUDING ONLINE SAFETY, INTERNET ACCESS, SOCIAL NETWORKING, USE OF MOBILE PHONES, WEBSITE AND ACCEPTABLE USE POLICY
This Policy was agreed by the Full Governing Body in Summer 2 (2018) It will be reviewed in Summer 2 (2021)
Signed:
20
20
CONTENTS
HIGHAM FERRERS NURSERY AND INFANT SCHOOL COMPUTING POLICY
1.INTRODUCTION:
At Higham Ferrers Nursery and Infant school we appreciate how computing is changing the lives of everyone. Through teaching computing we equip children to participate in a rapidly-changing world where work and leisure activities are increasingly transformed by technology. We enable them to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. Computing skills are a major factor in enabling children to be the confident, creative and independent learners of today and citizens of the future.
2. AIMS:
Our aim is to produce learners who are confident and effective users of ICT. We are striving to achieve this by:
- Enabling teachers to become confident in the implementation of the computing National Curriculum.
- Providing good quality up to date hardware, software and technical support.
- Developing a curriculum that will help all children to use computing with purpose and enjoyment, help them to develop the necessary skills to become autonomous users and to utilise computing in all subject areas, and help them to evaluate the benefits of computing and its impact on society.
- Meeting the requirements of the National Curriculum and helping all children to achieve the highest possible standards of achievements by implementing the skills taught through cross curricular approaches in our connected curriculum.
- Celebrating success in the use of computing through displays, computing portfolio on server.
- Using ICT to develop partnerships beyond the school and with other schools.
- Networking all the computers in the school.
- Exploring attitudes towards computing and its value to individuals and society in general for example, to learn about issues of security, confidentiality and safety.
3. TEACHING AND LEARNING STYLE
3.1 As the aims of computing are to equip children with the skills necessary to use technology to become independent learners, the teaching style that we adopt is as active and practical as possible. We teach specific computing skills and plan for opportunities throughout the curriculum for the children to implement those skills.
3.2 We recognise that all classes have children with widely differing computing experiences and abilities. This is especially true when some children have access to ICT equipment at home, while others do not. Through careful observation and assessment we are able to plan for the varied skills the children have in each class, providing suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child.
4. CURRICULUM PLANNING
The school uses the National curriculum for computing, alongside the 'Rising Stars' scheme as the basis for its curriculum planning.
We carry out the planning for computing in three phases (long-term, medium-term and short-term). The long-term plan maps the computing topics that the children study in each term during each key stage. Our long-term ICT plan shows how teaching units are distributed across the year groups and how these fit together to ensure progression.
Our medium-term plans give details of the unit of work to be taught for each term. They identify the key skills for each unit.
Individual computing skills lessons are taken straight from the 'Rising Stars' scheme of Work and these plans list the specific learning intentions of each lesson.
In KS1 each class teacher is responsible for the delivery of these skill based lessons. These skills are implemented through cross curricular links. The opportunities to apply the computing skills that are taught should be clearly marked on all planning throughout the whole curriculum.
The computing subject leader monitors the planning and feeds back to year group leaders. The class teacher is responsible for annotating the short-term plans from every subject to show how computing is being used in a cross curricular way.
5. EARLY YEARS FOUNDATION STAGE
Early Years foundation staff go out on home visits at the beginning of the year and find out what ICT experiences the children have. This enables teachers to pitch the work at the right level and challenge those with more experience. The computing subject leader uses this baseline data from to gain a picture of the children's awareness of computing. Computing in the Foundation Stage classes is taught as an integral part of the topic work covered during the year. Using the Early Years Foundation Stage Framework teachers ensure that ICT is delivered through all aspects of the children's work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Progress and attainment in computing is monitored and measured four times a year on the school's tracking system – O Track.
The children have the opportunity to use i-pads, interactive whiteboards and programmable toys, and engage in role play with day to day equipment (for example toy washing machines, toasters and telephones.)
Apps on the i-pads are also used to support children with phonics, letter formation, number and shape recognition.
6. THE CONTRIBUTION OF ICT TO TEACHING OTHER CURRICULUM AREAS
6.1 ICT contributes to teaching and learning in all curriculum areas. For example, graphics work links in closely with work in art, and work using databases supports work in mathematics, while apps and the Internet prove very useful for research. Computing enables children to present their information and conclusions in various ways.
6.2 ENGLISH
Computing is a major contributor to the teaching of English. Through the development of keyboard skills and the use of computers, children learn how to edit and revise text. They have the opportunity to develop their writing skills and learn how to improve the presentation of their work.
6.3 MATHEMATICS
Many Computing activities build upon the mathematical skills of the children. Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically.
6.4 PERSONAL, SOCIAL AND HEALTH EDUCATION, (PSHE) AND CITIZENSHIP
Computing makes a contribution to the teaching of PSHE and citizenship as children learn to work together in a collaborative manner. Through the discussion of moral issues related to electronic communication, children develop a view about the use and misuse of ICT, and they also gain a knowledge and understanding of the interdependence of people around the world.
7. TEACHING COMPUTING TO PUPILS WITH SPECIAL NEEDS AND DISABILITIES
7.1 Computing forms part of our school curriculum policy to provide a broad and balanced education for all children. We provide learning opportunities that are matched to the needs of children with learning difficulties. In some instances the use of ICT has a considerable impact on the quality of work that children produce; it increases their confidence and motivation.
8. ASSESSMENT AND RECORDING
8.1 Teachers assess children's work in computing by making informal judgements as they observe them during lessons. Pupils' progress is closely monitored by the class teacher and at the end of each term; each pupil will be levelled for the strand of computing which has been studied. Early Years assessments are entered onto O-Track. Key Stage 1 class assessments are recorded on an assessment grid by each class teacher. When appropriate pupils save work into their folders on the server.
8.2 The ICT subject leader views samples of the children's work from 3 levels of achievement from specific strands. This demonstrates the expected level of achievement in ICT for each age group in the school.
9. RESOURCES
9.1 At present, we are undergoing hardware updates. There are still netbooks and tablets for the children to use, but these are quickly becoming outdated. In addition there are now 36 ipad minis for sharing across the school. Each classroom has a PC (in the process of being upgraded) and one full-sized ipad.
There is a computer in the Staffroom for all staff to access. This computer is linked to a colour printer and a photocopier.
Each classroom in has an interactive whiteboard. In EYFS this is a smartboard, in KS1 smartboards have been upgraded to clevertouch panels. Every computer in the school is linked to the internet and also has the McAfee VirusScan program. We keep resources for ICT, including software, in classrooms and the staffroom. We have boxes of programmable toys which are shared across the school. Each class has a laptop which can be used for planning and assessment.
9.2 The school has a variety of 2Simple software installed on their computers. We also have a Volume Purchasing Program with Apple which enables us to bulk buy apps at a much reduced rate.
9.3 The school now uses the cloud based system 'google drive' for email and also for the sharing and storage of information. Information can be stored and selectively shared via this system.
10. MONITORING AND REVIEW
10.1 The monitoring of the standards of the children's work and of the quality of teaching in ICT is the responsibility of the ICT subject leader and the Leadership Team. The ICT subject leader is also responsible for supporting colleagues in the teaching of ICT, for keeping them informed about current developments in the subject and for providing a strategic lead and direction for the subject in the school. The ICT subject leader has regular meetings with the headteacher to review the ICT subject improvement plan (SIP). The ICT subject leader meets with the ICT link Governor throughout the year.
In addition to this the ICT subject leader
- Writes (and actions) a subject improvement plan, which is shared with the Head teacher and Governors annually.
- Liaises with the link Governor.
- Attends regular cluster and county ICT meetings.
- Reviews the quality and appropriateness of hardware and software in school regularly.
HIGHAM FERRERS NURSERY AND INFANT SCHOOL
ONLINE SAFETY
11.0 INTRODUCTION
It is the duty of all staff at our school to ensure that every child in our care is safe, and the same principles apply to the 'virtual' or digital world as would be applied to the real world. Increasingly, children are accessing material through the internet and games consoles which is not always age appropriate. It is essential to address this and to encourage a lifestyle which incorporates a healthy balance of time spent using technology.
This policy, supported by our Acceptable Use Policies (AUP; see appendices) for staff, governors, visitors and pupils, is to protect the interests and safety of our whole school community and aims to provide clear advice and guidance on how to minimise risks and how to deal with any infringements. It is linked to the following Higham Ferrers Nursery and Infant School policies: Safeguarding and Child Protection, Whistleblowing, Staff Code of Conduct, Awareness and Prevention of Child Sexual Exploitation (CSE), Behaviour, Anti-Bullying and Data Protection,.
Both this policy and the Acceptable Use Policies (Appendix one)(for all staff, governors, visitors and pupils) are inclusive of both fixed and mobile internet, technologies provided by our school (such as PCs, laptops, whiteboards, tablet, digital video and camera equipment, etc) and technologies owned by staff.
ICT and the internet have become integral to teaching and learning within schools; providing children, young people and staff with opportunities to improve understanding, access online resources and communicate with the world, all at the touch of a button. At present, a wide-variety of internet based technologies are used extensively by young people in both the home and school environment.
Whilst this technology has many benefits for our school community, it is recognised that clear procedures for appropriate use and education for all staff, governors, visitors and pupils about online behaviours, age restrictions and potential risks, is crucial.
12.0 THE TECHNOLOGIES
ICT in the 21st Century has an all-encompassing role within the lives of our children and adults. New technologies are enhancing communication and the sharing of information. Current and emerging technologies used in school and, more importantly in many cases, used outside of school by children include:
- The Internet
- E-mail
- Instant messaging
- Blogs
- Social networking sites
- Chat Rooms
- Gaming Sites
- Text and picture messaging
- Video calls
- Podcasting
- Online communities via games consoles
- Mobile internet devices such as Smart Phone and Tablets.
13.0 WHOLE SCHOOL APPROACH TO THE SAFE USE OF ICT
Creating a safe ICT learning environment includes three main elements at our school:
1. An effective range of technological tools which are filtered and monitored;
2. Policies and procedures, with clear roles and responsibilities;
3. A comprehensive Online safety education programme for our pupils, our staff and our
parents.
14.0 STAFF RESPONSIBILITIES
Online safety is recognised as an essential aspect of strategic leadership in our school and our Head Teacher, with the support of governors, aims to embed safe practices into the culture of our school. Our Head Teacher ensures that the policy is implemented and compliance with the policy monitored. All staff are encouraged to create a talking culture in order to address any online safety issues which may arise in classrooms on a daily basis. All visitors also receive an online safety briefing on arrival at our school by way of our Safeguarding Leaflet. The responsibility for online safety has been designated to a member of our senior leadership team.
Our Information Communication Technology (ICT) subject leader ensures that they liaise with our Designated Safeguarding Leads in order to keep up to date with all Online safety issues and guidance through organisations such as The Child Exploitation and Online Protection (CEOP) and training delivered by our external Online safety trainer. Our school's ICT subject leader ensures that our Head, Senior Management Team and Governors are updated as necessary.
15.0 STAFF AWARENESS
- All staff receive regular information and training on Online safety issues through a number of means:
Annual Online safety staff training
Monday briefing (which always includes safeguarding issues)
In-house safeguarding updates and training
GDPR Awareness Training
- New staff receive information on our school's AUP as part of their induction.
- All staff are made aware of individual responsibilities relating to the safeguarding of children within the context of Online safety and know what
to do in the event of misuse of technology by any member of our school community.
- All staff incorporate Online safety activities and awareness within their curriculum areas and through a culture of talking about issues as they arise.
- If there are Online safety concerns staff know that a Cause for Concern (C4C) form must be completed as soon as an incident occurs. These forms can be located on any of our five Safeguarding Stations, located around our school. Once completed, the C4C form must be placed in a sealed envelope and reported/passed directly to any member of our school's designated safeguarding leads.
All staff working with children are responsible for demonstrating, promoting and supporting safe behaviours in their classrooms and following school Online safety procedures. These behaviours are summarised in our AUPs which staff sign to say they have read and understood, at the beginning of each new school year, or if they are new to our school.
15.1 INTERNET
- At Higham Ferrers Nursery and Infant School will use TalkStraight "filtered" Internet Service, which will minimise the chances of pupils encountering undesirable material.
- Staff, pupils and visitors have access to the internet through our school's fixed and mobile internet technology.
- Staff should email school-related information using their @hfi.education address and not personal accounts. Staff and Governors have been asked not to access GMail accounts via the App on a device as this prevents the user from being able to log out of the account. Use the browser route and ensure account is fully logged out when finished.
- Staff will preview any websites before recommending them to pupils.
- The CEOP Report Abuse button is available on our school website.
- If staff or pupils discover an unsuitable site, the screen must be switched off immediately and the incident reported to any of the Designated Safeguarding Lead(s) detailing the device and username. TalkStraight can then be informed.
- Staff are aware that school based email and internet activity will be regularly monitored and can be explored further if required. A monitoring report sent from the ISP (TalkStraight) is analysed by the Head Teacher and/or the IT Technician.
- Pupils using the World Wide Web are expected not to deliberately seek out offensive materials. Should any pupils encounter any such material accidentally, they are expected to report it immediately to a teacher and then this will be reported to TalkStraight so that further access to the site can be blocked.
- Pupils are expected not to use any rude or offensive language in their searches on the internet.
- Internet searches are conducted using the Safe Search homepage found at http://www.safesearchkids.com/
- Pupils consistently choosing not to comply with these expectations will be warned, and subsequently, may be sanctioned following our school's behaviour policy.
- These Online safety rules are summarised in our Home/School Agreement which pupils are asked to sign with the support of their parents, ensuring that they are aware of expectations. Copies of the agreement are distributed to parents to ensure that key messages are reinforced at home.
15.2 PASSWORDS
- Use a strong password (strong passwords are usually eight characters or more and contain upper and lower case letters. Staff are asked to refrain from using numbers in passwords as these days, this type are increasingly easy to decode.)
- Passwords should not be written down.
- Passwords should not be shared.
15.3 MOBILE TECHNOLOGY (LAPTOPS, IPADS, NETBOOKS, ETC)
- Staff laptops should not be left in cars. If this is unavoidable, it should be temporarily locked out of sight in the boot.
- Staff should only use the laptop which is allocated to them and will be asked to sign an updated laptop agreement in light of GDPR legislation.
- Staff and Governors will be allowed to use their own devices, such as phones and tablets providing they are securely protected by a complex password or pincode. No photos, data or pupil information is to be stored on these devices and staff will be subject to checks on these devices if they have been used.
- Staff should not upload any programmes to their school laptop. This should only be completed by our in-house IT technician.
- Staff are aware that their school laptop based email and internet activity will be regularly monitored and can be explored further if required.
- Mobile technology for pupil use, such as iPads and netbooks, are stored in a locked cupboard. Access is available via our school ICT subject leader.
- Mobile Technology assigned to a member of staff as part of their role and responsibility have a passcode or device lock so unauthorised people cannot access the content.
- When they are not using a device staff should ensure that it is locked to prevent unauthorised access.
- No personal devices belonging to staff are to be used during lessons at school. If staff bring in their own devices such as mobile phones, these are to be used during break times only, out of sight of children and kept on silent.
15.4 DATA STORAGE
- Data will be stored in line with GDPR requirements.
- Staff are expected to save all data relating to their work onto Google drive or on their Laptop if they have been assigned one.
- If staff need to use removable media, it must be in the form of an encrypted memory stick provided by our school or via Google drive. STAFF MUST NOT
USE A NON-ENCRYPTED MEMORY STICK TO SAVE SCHOOL BASED DATA AT ANY TIME.
- Laptops should be encrypted if any data or passwords are stored on them.
- IEPs, assessment records, pupil medical information and any other data related to pupils or staff should not be stored on personal memory sticks but stored on an encrypted USB memory stick provided by school or on Google drive.
- Staff must only take off site information that they are authorised to and only when it is necessary and required in order to fulfil their role. If they are unsure, they should speak to one of our Designated Safeguarding Lead(s).
15.5 SOCIAL NETWORKING SITES
- Use such sites with extreme caution.
- Be aware of the nature of what is being published on-line in relation to professional position. Do not publish any information online (as a member of staff at Higham Ferrers Nursery and Infant School) which you would not want your employer to see.
- Under no circumstances should school pupils or parents, past or present, be added as friends, unless known to you as a friend or relative prior to your appointment.
- All staff roles in our school require a high degree of professionalism and confidentiality.
- Any communications or content published by any members of staff that causes damage to our School, Local Authority, any of its employees or any third party's reputation may amount to misconduct or gross misconduct to which our School and Local Authority Dismissal and Disciplinary Policies apply.
- Where applications allow the posting of messages online, users must be mindful that the right to freedom of expression attaches only to lawful conduct.
- The Local Authority expects that users of social networking applications will always exercise the right of freedom of expression with due consideration for the rights of others and strictly in accordance with these Terms of Use.
- Any communications made in a professional capacity through social media must not either knowingly or recklessly:
- place a child or young person at risk of harm;
- bring our School into disrepute;
- breach confidentiality;
- breach copyright;
- breach data protection legislation; or do anything that could be considered discriminatory against, or bullying or harassment of, any individual, for example by:
making offensive or derogatory comments relating to sex, gender reassignment, race (including nationality), disability, sexual orientation, religion or belief or age;
using social media to bully another individual; or
posting images that are discriminatory or offensive or links to such content.
Our School reserves the right to monitor staff internet usage. Our School considers that valid reasons for checking internet usage include concerns that social media/internet sites have been accessed in breach of this Policy.
15.6 DIGITAL IMAGES
- Use only digital cameras and video cameras provided by our school and under no circumstances use personal equipment such as digital cameras or camera phones to store images of children.
- Ensure you are aware of the children whose parents/guardians have not given permission for their child's image to be used in school. An up to date list is kept in the school office.
- When using children's images for any school activity, they should not be identified by their name.
- Do not store school based photographs on in-house devices for long periods of time.
- Regularly download them onto Server-T under the appropriate class or year group number.
Members of staff who breach our acceptable use policy may face disciplinary action. A misuse or breach of this policy could also result in criminal or civil actions being brought against you.
16.0 PROVIDING A COMPREHENSIVE ONLINE SAFETY EDUCATION TO PUPILS AND PARENTS
- All staff working with children must share a collective responsibility to provide Online safety education to pupils and to promote Online safety in their own actions.
- Formally, an Online safety education is provided by the objectives contained in the ICT unit plans for every area of work for each year group. Even if Online safety is not relevant to the area of ICT being taught, it is important to have this as a 'constant' in the ICT curriculum.
- Informally, a talking culture is encouraged in classrooms which allows Online safety issues to be addressed as and when they arise.
- The ICT subject leader will lead an assembly each term on Online safety, highlighting relevant Online safety issues and promoting safe use of technologies.
- All classes will follow a themed week at least once per year, during which their class teacher will lead lessons and activities designed to educate children in keeping safe when using the internet and other new technologies.
- When children use school computers, staff should make sure that they are fully aware of the Online safety guidelines outlined in this policy.
- Parents/carers will be invited to attend an Online safety awareness workshop once per year, run by our school's ICT subject leader in conjunction with pupils and an external Online safety trainer.
- Children will have the opportunity to educate parents through assemblies and classroom activities on an annual basis.
17.0 MAINTAINING THE SECURITY OF THE SCHOOL IT NETWORK
TalkStraight maintains the security of our school network and is responsible for ensuring that virus protection is up to date at all times. However it is also the responsibility of IT users to uphold the security and integrity of the network.
The school also employs an independant IT technician who is DBS checked and GDPR compliant who supports in the maintenance of the system and all linked devices.
18.0 OUR WEBSITE
Higham Ferrers Nursery and Infant School values the contribution that a website can make to the life and role of our school in a modern society. Our website has three important roles:
- To promote our school
- To provide information to prospective parents/carers, teachers and the wider community
- To act as a communication channel between our teachers, parents/carers, pupils and school management
18.1 WEBSITE STRUCTURE
Our school website is http://www.highamferrersinfants.org.uk . The site is hosted on TalkStraight servers and is provided by the Joomla CMS Open Source platform.
There are two main sections to the site: -
- The front end published site, which is available to anyone in the world with Internet access
- The private back end site, which is available only to authorised members of the school community
Access to the private back end is controlled by username and password. Joomla allows the Site Administrator to create an unlimited number of users that can access and add content to the site. Users are teachers and authorised administration staff. User accounts are only created with the approval of the Head Teacher.
18.2 SAFEGUARDS
The safety of children and other users who appear or are referred to on the published site is of paramount importance. The school will ensure that no pupil can be identified or contacted either via or as a result of using, the school website.
The following best practice procedures have been put in place by our school to ensure the safeguarding of our children on our website:
- Right click protection is applied to all photographs posted onto our website to prevent them being copied.
- Permission will be obtained from parents or carers before any pupil's image is used.
- Permission will be obtained from parents or carers before publishing the work of any pupil. Only first names and year group will be used to identify the work.
- No close up pictures of individual children will be available online – only group photographs with two or more children.
- A general written statement will be placed against the photograph so that individual children are unable to be singled out.
- Any images of children will not be directly labelled with their names.
- Names and photographs of children will only be used if permission has been given by parents/carers. (See appendix 1)
- Adults' names will be published as their title and last name e.g. Mr. Smith. Children's names will be published as their first name only e.g. Jacob, or if required, first name and year group e.g. Jacob P4.
- Children will only be shown in photos where they are suitably dressed.
- Personal details of children or staff such as home addresses, telephone numbers, personal e-mail addresses, etc, will NEVER BE released via our website.
- Links to external websites will be checked thoroughly before inclusion on the school website. The sites will be checked for the suitability of their content for their intended audience.
- Any text written by pupils will be reviewed before inclusion to ensure that no personal details are accidentally included that could lead to the identification of the pupil e.g. membership of after school clubs.
- All written work will be reviewed to ensure that it is in no way defamatory.
- Written work will be checked to ensure (as far as possible) that no copyright or intellectual property rights are infringed.
- All written material will be checked for its suitability for its intended audience.
- Parents/Carers reserve the right to withdraw permission for their child's image or first name to be used on our website.
18.3 ACCESS AND APPROVAL
Content on the school website is controlled by secure access. There are 2 roles: Super Administrators and Administrators. All material submitted to the site is initially given a status of 'Unpublished' and cannot not appear on the live site until promoted from 'Unpublished' to 'Published' status by an authorised person with the Administrator role.
Administrators are allowed to submit new pages and upload photographs via the backend for approval prior to publication. Administrators are allowed to edit their own content and also other Administrator's content. They are allowed to promote 'Unpublished' content to 'Published' status. Administrators may also demote 'Published' content to 'Unpublished'.
Super Administrators have full access to the Joomla environment for the purposes of maintaining the software and the underlying technical environment. This includes tasks such as user administration and software maintenance and upgrade. Super Administrators have the ability to publish content but will not publish materials to the site unless expressly authorised by the Head Teacher.
Privacy
Adults have the right to refuse permission to publish their image on the site.
Parents have the right to refuse permission for their child's work and/or image to be published on the site.
Those wishing to exercise this right should express their wishes in writing to the Head Teacher, clearly stating whether they object to work, images, or both being
published. Parents will be notified of this right by publication of this policy on an annual basis with an acknowledgement receipt attached.
18.4 MONITORING
An Administrator will check material before it is uploaded or published to ensure that it is suitable and complies with the record of objections held by the Head Teacher and with copyright laws (as far as is possible). Any persons named on a web page can ask for their details to be removed.
New pages will be tested for errors immediately after installation.
The web pages will be regularly reviewed for accuracy and will be updated as required. This review will occur at least annually. It will be the responsibility of an Administrator, school management, staff or authorised agents to ensure this happens.
18.5 MAINTENANCE AND EDITING
Written instructions and manuals will be available and maintained by the Administrator covering how to update the website.
At least two people should have the knowledge to maintain and edit the site, and they must pass on their knowledge to a successor at the end of a term of office.
18.6 EMAIL
The site uses a single email address to notify a nominated email account that content is awaiting action (for example that a website visitor needs information). This address is generic (i.e. not identifiable to a single person) and monitored by those users assigned the role of administrator. It used solely for the purpose of communicating to administrators that content requires action and not for any other purpose.
18.7 COMPLAINTS PROCEDURE
As with other areas of school, if a member of staff, a child or a parent / carer has a complaint or concern relating to Online safety then they will be considered and prompt action will be taken. Complaints should be addressed to the Head Teacher who will undertake an immediate investigation and liaise with those members directly involved. Incidents of Online safety concern will be recorded using a Cause for Concern proforma and reported to our school's Designated Safeguarding Lead(s), in accordance with our school's Safeguarding and Child Protection policy. Complaints of Cyberbullying are dealt with in accordance with our Anti-Bullying Policy.
19.0 MONITORING
The Head Teacher/Deputy Head Teacher or other authorised members of staff may inspect or monitor any ICT equipment owned or leased by the school at any time without prior notice.
17 | P a g e Monitoring includes: intercept, access, inspect, record and disclose telephone calls, E-mails, instant messaging, internet/intranet use and any other electronic communications (data, e-mail, texts or image) involving employees without consent, to the extent permitted by law. This may be to confirm or obtain School business related information; to confirm or investigate compliance with School policies, standards and procedures, to ensure the effective operation of School ICT, for quality control or training purposes, to comply with a Subject Access Request under the Data Protection Act 1998, or to prevent or detect crime.
20.0 BREACHES OF POLICY
Any policy breaches are grounds for disciplinary action in accordance with our School
Disciplinary Policy. Policy breaches may also lead to criminal or civil proceedings.
22.0 THE ROLE OF THE GOVERNORS
- Support appropriate safeguarding procedures by allocating resources effectively;
- Ensure school buildings and premises support effective delivery of our website to our parents/carers and community;
-
- Monitor the website regularly with the website administrator in light of safeguarding;
- Monitor processes which lead to effective safeguarding of our website;
- Ensure that staff development and performance management support appropriate levels of professional conduct;
- Review effectiveness of our website through school self-review processes and parent/carer questionnaires.
23.0 THE ROLE OF THE PARENTS
- Parents have a fundamental role in supporting their child's learning.
- Parents have a responsibility to ensure that they supervise their children when using the internet to ensure that they use age appropriate software and programmes.
- Fulfill the requirements set out in our Home/School Agreement.
APPENDIX 1 ACCEPTABLE USE POLICY
HIGHAM FERRERS NURSERY AND INFANT SCHOOL
ICT Acceptable use policy for staff, governors and visitors
These rules are designed to protect staff and visitors from Online safety incidents and promote a safe E-learning environment for pupils.
- I will only use our school's internet, email, computers, laptops and mobile technologies for professional purposes as required by my role in school.
- I will not disclose my password to anybody else.
- When accessing school emails, or any other sensitive information relating to Higham Ferrers Nursery and Infant School, I will ensure that it is conducted on a device that has the appropriate security measures (anti-virus, firewall, encryption) and one which will be locked down when I am away from the device and I will log off each of the sites after use. I will access my school Gmail account via a browser and not via the Gmail application.
- I will ensure that any online communications with staff, parents and pupils are compatible with my professional role.
- I will not give out my own personal details to pupils or parents.
- I will send school business emails using my school email address, if I have been provided with one, not my personal email address.
- I will ensure any data that I store is stored on a secure, encrypted device.
- I will not browse, download, upload or distribute any material which could be considered offensive, illegal or discriminatory.
- Images of pupils will only be taken and used for professional purposes in line with school policy with consent of the parent or carer. Images will not be distributed outside of school without the permission of the parent/carer and Head Teacher.
- If it is necessary to bring my own personal devices into school, these will only be used during non-contact time without pupils if for personal use. If for school use then I understand they must not be used to store pupil data, photos or information regarding staff members and the device must be password protected.
- I will report any Online safety concerns to the designated safeguarding officer immediately using the Online safety Record of Concern.
- Mobile phones will be out of sight and switched to silent.
- I will ensure that my online activity, both in school and outside school, will not bring my professional role into disrepute.
- I will support the school's Online safety policy and help pupils to be safe and responsible in their use of ICT and related technologies.
I understand the procedures and agree to follow them with immediate effect.
Print Name: ______________________
Signed: ___________________________ Date: _________________
Appendix 2
Data Security
HIGHAM FERRERS NURSERY AND INFANT SCHOOL
Data Security
Following a review of procedures in place to store sensitive data in line with National recommendations the following practice is to be adhered to:Sensitive data consists of any information which is personal to individuals or deemed sensitive or valuable to the school.
Staff should only save sensitive data in the following secure formats:-
- On the encrypted USB memory stick provided
- On an encrypted laptop provided
- On Google drive
This ensures that no legal action can be taken for lost data.
Staff are encouraged to hold all of their data on their school laptop that has a built-in level of encryption. If this is not possible and they have not been allocated a laptop they are encouraged to save all of the data onto their encrypted memory stick or onto Google drive.
If you lose your encrypted memory stick or are unable to open it because of a password error, you must inform the Head Teacher without delay. It is imperative that you do not share or write down your password. You may add a question prompt reminder when first accessing your memory stick, which can be used if you have forgotten your password. It is your responsibility to keep the data from your memory stick regularly backed up in another secure format as detailed above. Sensitive data should not be sent via email to external agencies, third party agencies or those not employed by our school unless it is encrypted/password protected.
Failure to follow these guidelines will be treated seriously and could lead to disciplinary procedure.
I understand the procedures and agree to follow them with immediate effect.
Name _______________________ Signed_______________________________
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Pigeonhole Problems
1. Can one find 4 integer numbers such that the sum and the product of these numbers are both odd?
2. A high school is struggling to come up with football(11 players), basketball(5 players), baseball(10 players), and volleyball(6 players) teams. Students are free to choose which team they want to be on(only one team per student). How many students need to sign up so that at least one team will be definitely complete(the minimum)?
3. At a party 20 people shook hands. Nobody shook hands with himself and no two shook hands twice. Prove that there are at least 2 people who shook hands the same number of times.
4. A contractor needs to create a team of 9 carpenters, a team of 3 electricians, and a team of 4 plumbers. Each available worker can perform only one kind of job. What is the minimal number of workers the contractor needs to choose from to guarantee that at least one team is complete?
5. 102 animals(cats and dogs) broke into McDonalds and ate 506 burgers. Each cat ate 5 burgers, and each dog ate 6 burgers. How many cats and dogs were there?
6. Show that in any group of n people, there are two who have an identical number of friends within the group.
7. Six distinct positive integers are randomly chosen between 1 and 2006, inclusive. What is the probability that some pair of these integers has a difference that is a multiple of 5?
8. Prove that among any ten points located on a circle with diameter 5, there exist at least two at a distance less than 2 from each other.
9. Prove that from any set of one hundred whole numbers, one can choose either one number which is divisible by 100, or several numbers whose sum is divisible by 100.
10. You want a fruit basket to contain either at least 8 apples, or at least 5 bananas, or at least 7 pears. What is the smallest number of pieces of fruit you need to choose from to guarantee this?
11. You have 5 bags with gold coins that look the same. 4 bags have real coins, 1 bag has fake coins. Real coins weigh 10 grams each, but fake coins weigh 11 grams each. The pirates have a scale that can tell you the exact weight of coins, but it can only be used once. | <urn:uuid:60413b6c-8221-499e-a4a2-ab62e2e9154d> | CC-MAIN-2019-04 | https://chapelhillmathcircledotorg.files.wordpress.com/2017/06/int20171004pigeonholeprinciple.pdf | 2019-01-17T05:54:55Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00379.warc.gz | 474,487,448 | 519 | eng_Latn | eng_Latn | 0.999563 | eng_Latn | 0.999565 | [
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nutrition
18 CHOICES
september 2009
elow are five facts you need to know about diet soda. The first one will make diet-soda fans smile, but the next four won't.
FACT 1:
Diet sodas are calorie-free. If your main reason for drinking diet soda is to consume fewer calories, you are meeting your goal. For example, both Diet Coke and Diet Pepsi have zero calories. Meanwhile, regular soda is full of calories. A twoliter bottle of regular Coke contains 100 calories per serving. The same is true of a two-liter bottle of regular Pepsi. That's a lot of calories.
FAct 2: Diet soda lacks nutrients to help your body stay healthy. Other than sodium, diet soda contains nothing of substance for your body. Contrast that with calcium-fortified orange juice, which contains not only calcium but also nutrients like vitamin C, vitamin D, folic acid, thiamine, and potassium.
FAct 3: Diet soda doesn't contain
a diet soda nutrition label.
sugar, but it still has a sweet taste. That taste comes from the artificial sweetener aspartame. While the U.S. Food and Drug Administration has assured consumers that aspartame is safe, some studies have linked it to health problems. Aspartame has been connected to severe headaches and depression, according to Betty Kovacs, a registered dietitian and director of nutrition for the New York Obesity Research Weight Loss Program.
FAct 4: Drinking diet soda may actually
FAct 5:
Use the words in the box to complete each sentence. You will not use every word in the box. Answers are in the Teacher's Edition.
test YOURSELF
gain stomachaches lose nutrients headaches diet
1Even though diet soda is supposed to help people consume fewer calories, some people actually _________________ weight when they drink lots of it.
contribute to weight gain. Recent research has shown that artificial sweeteners in soda may interfere with the body's ability to estimate how many calories have been consumed. The result is that you end up eating more than your body needs, which leads to putting on weight. For every diet soda you sip daily, your risk of becoming overweight can rise by 37 percent, according to researchers at the University of Texas Health Center in San Antonio, Texas.
Drinking excessive amounts of diet soda can lead to a combination of serious health problems, including high blood pressure, elevated glucose levels, and obesity. This triple threat can lead to development of type 2 diabetes and heart disease. In a 2008 study published in the scientific journal Circulation, people who drank diet soda on a daily basis were 34 percent more likely to develop high blood pressure, elevated glucose levels, and obesity.
Scientists at Purdue University have also been studying this issue. "Sweet tastes trigger the body to believe that nutrients are coming," says Susan Swithers, a professor of psychological sciences at Purdue University. "When you consume artificially sweetened products, the sweet receptors of your taste buds are activated, but your stomach never receives the anticipated calories. That could disrupt the body's physiological response, possibly causing people to eat more food overall."
So are we telling you to stop drinking diet soda altogether? No. It's not realistic to expect teens to never drink soda. "Diet-soda drinkers can take heart—as long as they are not overdoing it or using diet soda as an excuse to consume lots of calories from other foods," says Jeannie Moloo, a spokesperson from the American Dietetic Association. In other words, balance your diet-soda intake by drinking other fluids like juice, milk, and water.
—Alexis Burling
2The artificial sweetener aspartame has been linked to severe _________________ and depression.
3Orange juice contains many _________________ that diet soda doesn't have.
CHOICES
september 2009
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ASSESSMENT AND FEEDBACK / OVERVIEW
How to transform teaching through Assessment for Learning
3 Summary
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2
Summary
Assessment for Learning (AfL) is crucial to effective teaching. It is a continual learning process: in the course of teaching, assessments of student learning are made in order to inform the next step in the teaching and learning process. AfL increases student engagement and self-efficacy, improves learning outcomes, raises achievement and produces more equitable learning. However, it can be challenging to implement well. It involves a transfer of ownership of learning to students, particularly through emphasising self- and peer assessment, and requires the development of students' skills. It also calls for a supportive learning space. Here we provide useful strategies, techniques and examples to help teachers implement AfL. We encourage teachers to reflect on their practice and take steps towards transforming classroom learning by taking on these new practices and making them habitual.
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3
What is Assessment for Learning?
Assessment for Learning (AfL) is about undertaking assessment during the flow of learning in order to impact upon that learning. It sounds appealing and simple. However, it can be surprisingly challenging to put into practice. As a result, it doesn't always have the positive impact on learning that is expected.
Assessment for Learning refers to the formative use of assessment information, gathered from both formal tests and informal observations of students, their work, and their responses in classroom discussion, to gain insight into the students' learning progress, so that teachers and students can adapt their teaching and learning strategies to better support that learning.
Examples of AfL include:
* Teaching all content of a unit in the first eight weeks of term, then testing students. Analysing the test scripts and using that information to plan the content for the final two weeks of term.
* Giving each student an index card at the close of a lesson and asking them to respond to a question to assess their understanding of what was covered in the lesson; e.g. "Why are historians concerned about bias in historical sources?" Collecting in the cards and using this information to plan the next lesson.
* Asking students to predict the results of an experiment by raising hands, to check their understanding of a concept. Observing which students are very confident and accurate in their predictions, and which seem confused, and then using this information to pair confident students with less confident students for the lesson's activity.
* Students using a framework to evaluate each other's work in pairs, and to suggest one way their partner can improve, before supporting each other to revise their work.
* Providing students with the terms of a concept map, and asking them to organise the terms to show their understanding of the interrelationships. Moving around the class to monitor their progress, stopping to ask students to explain their reasoning and addressing any misconceptions.
* Hot-seating the teacher: encouraging questioning of the teacher by the students, to prompt students to identify the information or knowledge they need, as well as for the teacher to learn about students' thinking from their questions.
* 'Taking an answer around the class': asking students to build on one student's initial answer, to get a selection of responses from students, as well as to enable students to learn from each other.
Why do AfL?
When done well, AfL enhances learning by indicating where learners require additional support and what is appropriate next as a learning challenge. It is a process of 'learning, for learning, in learning' — teachers and students are continually learning about what understanding the students have gained, in order to inform the next teaching and learning act.
AfL is a collaborative partnership between teachers and students in which teachers and students learn together about students' learning progress and needs. AfL supports the transfer of the ownership of learning to the students, so that students gradually come to manage their own learning.
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4
It is based on increasing use of self- and peer assessment which, in primary and secondary education, are shown to:
* increase student engagement and enable greater autonomy from the teacher
* reduce the gap between the highest and lowest achievers, and raise achievement overall
* support more equitable outcomes for all students
* improve motivation and perseverance
* develop students' self-regulation skills and metacognition (understanding of their learning)
* give students a strong sense of self-efficacy for developing their own effective study habits
* enrich students' reasoning and improve communication skills
* create a more egalitarian and supportive classroom environment
AfL generates:
* information for teachers to use for their instructional decisions
* information for students to use for improving their performance
* information that motivates students' learning (Brookhart, 2007).
The challenges of AfL
AfL is based on teachers and students making significant changes to beliefs and practices around learning. It entails a renegotiation of roles and identities. Teachers become facilitators, rather than directors, of learning, and have to share their previously exclusive role of evaluation. Students have to rethink what it means to participate in class (expressing their thinking rather than regurgitating the right answer), and are increasingly held accountable for their learning progress. Some students resist change to AfL practices because the emphasis on thinking for themselves can be very threatening.
It also takes time to develop students' awareness of their own learning processes and skills so that they can self-assess. This is done by building practices into routines and carrying them out long enough for them to be viewed as normal and natural. Students are often well socialised to school routines and teaching practices so short-term experiments with AfL make little impact. Perseverance is necessary.
Students can only appraise their own and others' work and effectively in a safe, supportive and respectful environment. Teachers need to cultivate positive relationships and a safe space so students can negotiate new learning identities.
How to introduce AfL
Take courage and start small. Reflect on what you do now, then try out some changes. Perhaps begin by using questions to encourage thinking. Or try improving your feedback. Work slowly towards changes such as peer and self-assessment.
Consider starting with one technique, and give it the time and practice required for it to become habitual.
Perhaps consider one thing that you need to stop doing in order to make time for the new technique.
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5
What does AfL look like for teachers?
AFL is an ongoing and integral process within teaching and learning. As teachers ask questions, monitor independent activity, and engage in dialogue with students, they are informally assessing students' understanding and determining how to respond. In an AfL classroom, students are continually demonstrating their learning, usually in an explicit way directed by the teacher. Discussion, observation, and reviewing of students' work through structured learning opportunities enables AfL.
Teachers can use assessment information in the planning of future lessons, and during interactions within the lesson being assessed. For example, a teacher uses students' responses to questions to adjust the course of a lesson, or to include remediation activities and corrective instruction after a sequence of teaching.
AfL example
A sixth-grade [year 7] class has been learning about different kinds of figurative language. In order to check on the class's understanding, the teacher gives each student a set of six cards bearing the letters A, B, C, D, and E. On the interactive white board, she displays the following list:
A. Alliteration
B. Onomatopoeia
C. Hyperbole
D. Personification
E. Simile
She then reads out a series of statements:
1. He was like a bull in a china shop.
2. This backpack weighs a ton.
3. He was as tall as a house.
4. The sweetly smiling sunshine. . .
5. He honked his horn at the cyclist.
As each statement is read out, students have to hold up letter cards to indicate what kind of figurative language they have heard. The teacher realises that almost all the students have assumed that each sentence can have only one kind of figurative language. She points out that the third sentence is a simile, but is also hyperbole, and she then re-polls the class on the last two statements, and finds that most students can now correctly identify the two kinds of figurative language in the last two statements. In addition, she makes a mental note of three students who answer most of the questions incorrectly, so that she can follow up with them individually later. (Wiliam, 2011, p. 11)
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6
Five steps to implementing AfL
1. Prime students first. Let the class know that you will be conducting the lesson in ways that they might be unfamiliar with. Explain that the purpose of assessment is for you to see how they are going in their learning and how you can help. Tell students that in your class learning is less about getting the right answer and more about their capacity to express and discuss their own understanding.
2. Plan classroom activities that will elicit evidence of learning. Think about your 'opening move' and spend time framing questions which will explore the critical understandings. These might include:
* recap quizzes
* concept maps
* brainstorming and recording students' ideas on a whiteboard
* journal writing
* role play
* drawing understanding or writing a sentence on an 'exit-card' handed in at the end of the lesson
* holding up fingers or number cards in response to mathematical problems.
3. Engage rich, thoughtful and reflective dialogue focused on evoking and exploring students' understandings. Use open questions, phrased to invite students to explore their thinking, and ask students follow-up questions to clarify, explain, elaborate, and suggest connections and applications.
Allow more time for thinking — extend pauses after your questions and after students' contributions.
Find ways for all pupils to have an opportunity to think and express ideas (consider paired or group discussion, or a choice of responses to vote on, or asking all students to write down an answer). Invite students to expand on or argue against another student's answer before responding yourself. Write questions such as "How do you know?" or "Why might this be incorrect?" and give students time in class to write a response. Be confident and flexible to explore unexpected answers.
4. Develop classroom routines that enable you to have individualised, one-on-one conversations with students. Use dialogue to respond to and reorient students. For example, asking "Are your characters going to be talking or will you just provide a caption at the bottom?" enables the student to maintain ownership of the plans for improvement while also being guided into appropriate actions for improvement.
5. Consider the cultural and linguistic aspects of assessment. Be sure you are assessing skills and knowledge rather than students' literacy skills or the task's cultural interpretations. Understand students' cultural and linguistic backgrounds to ensure feedback is given appropriately.
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…and where you could go wrong
* Not pausing long enough to get students to think or continue expressing ideas.
* Asking rhetorical questions or answering your own questions. Students soon learn not to bother thinking about a response if they know you are going to answer it anyway.
* Directing the student to the correct answer. Over time students work out they are not required to think out their own answers, but only to guess what the teacher expects to hear.
* Relying on eager hand-raisers to fuel discussion. Develop expectations for all students to engage with questions, and consider ways to randomise the way you call on students.
* Not asking follow-up questions to probe students' thinking further. Consider asking students why or how they came to their answer.
* Comparing students' performance with that of other students; instead compare current performance with previous performance.
* Wasting time on record-keeping. It is unlikely there is much use in recording formative assessment.
What does AfL look like for students?
Students require knowledge of assessments, as well as the skills, strategies, and dispositions to use that knowledge. Students that are 'assessment-capable' are able to recognise and assess their own learning, interpret feedback and make "what next?" decisions, and adjust their actions or goals accordingly. They inquire into their performance, asking questions such as "Why did I get this answer wrong?" or "What am I doing that is incorrect?" They use feedback beyond that of the teacher, including self-and peer assessment, and direct feedback from computer-based technologies.
The teacher develops a culture in which students are encouraged to feel deeply accountable for their own learning, and supports students to be motivated and effective autonomous learners, over time gradually giving more control to students to selfregulate learning.
Students can use assessment information to plan how to carry out a task, to adjust their work as they go along, or retrospectively make changes to submitted work. However, AfL is not just about providing students with feedback about current achievement (this is associated with only modest benefits). Its main focus is on improvement. Ideally, assessment information enables students to evaluate how good particular strategies are for meeting their learning goals, and to adjust them accordingly. When students do so, the effects on learning can be profound.
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8
Eleven strategies for developing assessment-capable students
1. Clarify learning goals and success criteria. Assessment requires reference against something, a standard of achievement or goal for learning, so that it can provide information about the gap between current and desired performance. Make expected learning outcomes explicit through sharing (or co-constructing with students) learning goals and success criteria. Make goals worthwhile, meaningful and challenging, and talk about why this learning is important.
Use rubrics, worked examples, and exemplars which illustrate the success criteria, and promote focused discussion to clarify what constitutes quality work. It is usually more effective if students help set the criteria. For example, ask students to analyse a set of exemplars and determine what makes them effective in order to generate success criteria for their own work. Or brainstorm with students what might be important in a given learning intention or activity (such as reading aloud to others). Group common ideas together, and display, use and regularly revise them.
Make sure the language of goals and criteria is accessible and meaningful. Remind students of expected components in their work through verbal prompts and posters, checklists, thinking routines and graphic organisers.
Example: Co-constructing success criteria for writing summaries
Students were led through the co-construction of assessment criteria for writing summaries. Then in small groups they were asked to differentiate among five exemplars of summaries of the same article using the criteria they developed. Students had to assign a level of achievement to each exemplar — from level 1 representing a weak text, to level 4 representing an excellent text —and explain their reasoning.
The goal was to help students develop internal standards for quality work, and support their capacity to make better judgments about their own work. Next, using their co-constructed assessment criteria, students assessed their own summary.
Students were later asked to read two examples of feedback for the level 1 exemplar and to select the feedback that was most effective. Subsequently, students determined the essential components of effective feedback (e.g., identify strengths and weaknesses, suggest a strategy to improve upon a weakness) and practised their newly honed skill on the level 2 exemplar. (Bourgeois, 2016, p. 353-4).
2. Create a positive climate. Make your classroom a non-comparative, non-competitive environment, free of risks to self-esteem, based on co-operation and dialogue. Frame making mistakes and risk taking as positive behaviours and valuable learning opportunities for other students. Normalise mistake making and confusion by modelling your own learning and problem solving. Teach students that seeking feedback from oneself and others is a hallmark of a successful learner. Encourage students to work in friendship pairs and friendship groups.
3. Integrate feedback that enables the student to adjust their actions so they can improve. Provide substantive, ongoing opportunities for assessment conversations with students. Link feedback to the desired goal and give information about the students' present position in relation to the goal, and what they need to do to meet the goal. Ensure feedback is clear and specific (e.g. "Make sure you give a few hints at the beginning of your story about who is responsible for the crime" rather than "Review the example of an introduction given in class"). Use feedback to enable students to make their own decisions about how to improve their work. Circulate feedback among learners so all learners benefit.
4. Teach students how to access, interpret and use assessment evidence. Discuss why and how students can go about seeking evidence to improve their learning. Discuss what kinds of feedback are most helpful, and why it can sometimes be difficult to assess their own and others' work. Give students time to give, receive, and reflect on descriptive feedback (and an opportunity for discussion with the teacher), as well as to set and reset their goals and success criteria.
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9
5. Encourage students to use assessment information to improve their work during its production. Assessment information needs to be available to students while they are working so that students can adjust their performance/production of work. Collaboratively set and check visible intermediate goals towards outcomes as the lesson proceeds. Review student-generated success criteria – is there anything that needs to be added, changed, taken away?
6. Give students time to revise a piece of work once they have received feedback on it. Emphasise that good outcomes are about effort, and thoughtful improvement, rather than getting it right first time.
7. Engage students as owners of their own learning. Encourage students to decide what to do to improve their performance and devolve responsibility to them. Consider offering a selection of appropriate moves or strategies. Attempt to create a dialogue with students rather than telling them what they need to do. Direct students to other students who are on the right track. Involve students in decisions about timeframes, for example: "There are five minutes to finish – raise your hand if this is not enough time". Ask students to collect and organise their own evidence of learning, and to thus be accountable for their learning.
8. Build students' assessment skills through peer assessment opportunities. Peer assessment enables students to develop the skills they need for self-assessment. Students can be more objective appraising someone else's work, as well as gain insights into different ways to approach tasks, and their common problems. Embed peer assessment opportunities into instruction, and teach and model strategies for peer assessment. Show students collections of samples or exemplars and ask them to record what they think is important in the work, as well as one or two things that could be done to improve the work. Ask students the kinds of things they need to look for in other pupils' work. Create loops of dialogue and feedback around the class.
9. Create occasions for students to showcase their work to other audiences, including their parents and other classes, through special events or simply by giving students their own personal display area on a bulletin board. Engage students in selecting their work for presentation, and invite them to reflect on what they want this audience to notice about their work. Ask the audience to give some brief feedback – perhaps two things they really liked and one suggestion for improvement.
10. Provide opportunities, and support, for students to engage in self-assessment. Teach students the language to describe, discuss, and evaluate learning. Display exemplars and ask them to compare their work to the exemplars and decide which sample most resembles their work and why. Support them to interpret and apply success criteria, and give students feedback on their self-assessments. Help students to use self-assessment data to improve their performance. Provide sufficient time for revision after self-assessment.
11. Use summative assessments for formative purposes. For example, ask students to analyse past papers, or to set questions and mark answers. Get students to reflect on their work in order to plan effective revision, or to rework examination answers in class. Ensure students are the beneficiaries, rather than victims, of summative tests.
…and where you could go wrong
* Being the only person in the classroom who knows what the class is trying to learn and what it should look like – this severely hampers students!
* Giving numerical scores or grades alongside feedback; students ignore comments when marks are given. Abandon giving marks so that students will better engage in improving work.
* Testing at the end of a unit or module when it is too late to work with the results.
* Attributing performance to a lack of ability rather than a lack of effort. Comparisons between students and competitive environments encourage low-achieving students to view themselves as low ability, and hence reduce effort.
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10
How can AfL support students' motivation?
What assessment information is gathered and how, and the ways in which it is subsequently used, impacts upon learners' willingness, desire and capacity to learn. Motivation and self-esteem are crucial influences in learning, and without students being motivated to improve, deep and significant learning is unlikely. Feedback needs to be presented in a form that motivates students to respond by increasing their effort or their aspirations. If not framed positively, feedback can lead to negative responses, in which students prioritise their emotional well-being over the tensions and difficulties of learning and making mistakes.
The ways in which students respond to assessment information and feedback depends on their experiences of learning and assessment, their identity or self-concept as learners (the learning reputation they have acquired over time, and how they are viewed by their peers and teachers). Negative views of their capabilities need to be addressed. Positive views of themselves as learners can be developed through AfL, when students are taught how to make their own assessment decisions and come to understand their learning gains.
Eight AfL practices that motivate students
1. Build positive relationships with students to improve participation. Achieving goals and meeting success criteria leads to students developing a sense of themselves as capable learners.
2. Consider how an assessment is going to assist students to learn, and ensure it does so.
3. Acknowledge students' motivation, experiences, and interests in setting meaningful and challenging goals with them. Goals can be long-term, describing intended progress over a term or year, or short-term, identifying the next step in the learning or how to improve a specific piece of work. Give students opportunities to set their own goals, or explain why particular teacher-set learning goals are important for students.
4. Create explicit success criteria and use these as the basis for descriptive feedback. Students can appreciate feedback that is designed to help them meet their goals. Make feedback descriptive and focused exclusively on the quality and content of the student's work.
5. Use questioning and feedback that supports a student's self-efficacy, so that the student believes they are leading the discussion and solving the problem. This makes students more engaged and increases motivation.
6. Set challenging but attainable targets and get students to keep a record of their achievement to increase their sense of selfefficacy.
7. Show a range of samples rather than only exemplars of the highest level, so that all students can see samples close to their working level.
8. Promote student ownership of learning and student self-assessment to increase engagement. Use assessment as a means to empower learners. Give students access to their own assessment records, and encourage them to engage with them. Involve students in all kinds of feedback loops. By delivering feedback to others, students become more receptive to receiving feedback. For a positive impact on self-esteem, create opportunities for self-assessment that demonstrate improvement.
…and where you could go wrong
* Making AfL teacher-centred rather than student-centred. AfL has to engage students in self-evaluative practices.
To explore more research guides, visit www.theeducationhub.org.nz
11
Teachers' checklist: How assessment capable are you?
Are you assessment-literate? Do you have knowledge of ways of assessing what students know and can do, and know how to interpret the results of these assessments? Do you know how to apply these results to improve student learning? Are your students benefiting from your assessments?
Teachers must have assessment capability in order to guide and support their students' assessment capability. Teachers who are assessment capable (like assessment-capable students) take ownership of their learning, recognise areas for improvement, and take steps to improve their assessment capability. The following quiz might help you to identify how well versed you are in quality assessment practices, and to identify where you might changes in order to improve.
To explore more research guides, visit www.theeducationhub.org.nz
12
To explore more research guides, visit www.theeducationhub.org.nz
13
Adapted from Booth,B., Dixon,H., & Hill, M. F. (2016). Assessment capability for New Zealand teachers and students: Challenging but possible. SET (2), 28-35. Retrieved from www.nzcer.org.nz/nzcerpress/set/articles/assessment-capability-new-zealand-teachers-and-students-challenging-possible
To explore more research guides, visit www.theeducationhub.org.nz
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Talking about Touching (TAT) Lesson Plans – Grade 4
GRADE 4 – LESSON 1 – Learning to be Assertive – Standing Up for Yourself
Concepts
Children need to respond assertively and safely when they find themselves in uncomfortable or dangerous situations in public
Objectives –Children will be able to
Demonstrate verbal and nonverbal assertiveness skills
Safety Rules to Periodically Review
The Touching Rule – No one should touch your private body parts except to keep you clean and healthy. Your private parts are anything covered by a bathing suit.
The Always Ask First Rule – Always ask your parents or the person in charge first if someone you know wants to give you something.
Always ask your parents or the person in charge first if someone you know asks you to go somewhere with him/her.
Parent Information
Movie theater and other public places can become the setting for uncomfortable or dangerous situations for children. If this happens, children need to know how to protect themselves by being assertive. Explain to children that standing up for yourself means saying "No" in a strong tone of voice, looking right at the other person, and using body language that lets the other person know that you are serious.
Lesson
Discuss the concept of being assertive. Share with your child that they may get into situations where they have to say "No" to people who are bothering them or who want them to do something they don't want to do. Explain to your child that they sould look at them, use a strong voice, and stand tall and say "No".
Imagine a man sits down behind Marta and Shareese in a movie theater. He puts his arm on the back of Marta's seat and touches her hair. Then he tells her that her hair is beautiful.
How do you think Marta felt?
Uncomfortable, embarrassed, afraid
How do you think Shareese felt?
Uncomfortable, embarrassed, afraid
If Marta wanted the man to stop what he was doing, how could she let him know in an assertive way? She could say, "I don't talk to strangers" or "Stop that!" Her facial expression and body language could also tell the man that she means what she says.
How could she make sure that the man will understand that she means what she says?
She could use a strong tone of voice, stand tall, be confident.
What are some other things Marta could do to stay safe?
She and Shareese could move to different seats where there are more people around.
They could report the incident to someone who works at the theater.
Give your child some other situations that they might get into and role play saying "no".
GRADE 4 – LESSON 2 – Dealing with Bullying – Asking for Help
Concepts
Elementary school children may be victims or perpetrators of bullying
Bullying is unkind and unfair.
When standing up to bullying doesn't work, asking for help is another way for children to be assertive
Objectives –Children will be able to
Determine when to ask for help with being bullied Identify which grown ups they can go to for help
Parent Information
Bullying behavior can be expressed either directly or indirectly. Direct bullying includes causing physical harm, taunting, insulting, name calling, or telling a child in a mean way that he/she can't play. Indirect bullying, which is meant to exclude a child socially or ruin a child's status within a peer group, ranges from spreading malicious rumors to actively urging others not to play with a particular child.
Children need to be taught that bullying is unkind and unfair no matter where it takes place (at school or away from school). Children who are bullied need to be taught assertiveness skills to deal with bullying. They should also be encouraged to ask trusted adults for help if the bullying doesn't stop. Your school should communicate to all children a clear "no tolerance" policy when it comes to bullying. The school should follow through with appropriate consequences whenever bullying occurs.
Lesson
Imagine this situation. Jason and Dylan go to the same school. Dylan just moved to town a few weeks ago. He doesn't know many kids yet. He has a problem, and he is not sure what to do about it. A boy named Jason is demanding that Dylan give him his lunch money. The first two times it happened, Dylan gave Jason his lunch money because Jason threatened to beat him up. This is the third day in a row that Jason has threatened Dylan.
How do you think Dylan feels? Scared, anxious
It is wrong to bully others. Bullying is unkind and unfair.
What can Dylan do?
Ignore Jason Say "No" assertively Get away Ask for help
Who could Dylan go to for help if Jason doesn't leave him alone?
Teacher, older friend, school counselor
If Jason is bigger or older than Dylan, or if Dylan doesn't feel safe, Dylan should ask for help immediately.
Has anything like this ever happened in your school? What did you do?
What would you do if you saw someone bullying another student?
Tell the person doing the bullying to stop
Tell a teacher
Discuss other types of bullying that you/your child is aware of. Role play saying "no" assertively.
GRADE 4 – LESSON 3 – Harassment – Knowing What to Do
Concepts
Elementary school children may be victims or perpetrators of harassment
Harassment includes unwanted touch and rude comments or actions Children should respond assertively to harassment and tell a trusted grown up
Objectives –Children will be able to
Identify harassment
Know that they can ask their peers to help if they are being harassed
Ask a grown up they trust for help
Parent Information
Sexual harassment among elementary children is a growing problem. Children need to be taught what sexual harassment is and be reminded of the differences among appropriate and in appropriate words, touches, and behaviors.
Lesson
Share with your child that harassment includes unwanted touch and rude comments or actions. Saying to a girl, "Girls can't do that" or to a boy "You throw a ball like a girl" are examples of harassing comments. Making someone uncomfortable by commenting on private body parts, staring, telling dirty jokes, or showing dirty pictures are other examples of harassment.
Imagine that Susan is a third grader. She is walking home from school with two of her friends. David is staring at her. He has been making rude comments to her lately. He has said that he wants to get her along and touch her.
How do you think David's comments make Susan feel?
Scared, anxious, angry, unsafe
How do you think her friends feel?
Scared, anxious, angry, unsafe
Are rude words and threats something Susan should be concerned about? Why?
Yes because they make her feel unsafe
Was it a good idea for Susan to ask her friends to walk with her? Why?
Yes so she won't feel as scared
What else could her friends do to help her with this problem?
Give support by listening
Encourage her to report it
David keeps his distance from Susan when she is with her friends. Should she still tell a grown up about the things he has been saying to her? Why?
Yes because David needs help to stop what he is doing. Susan needs to feel safe – she may not always be able to walk home with her friends.
Are there examples that you have seen at your school?
Review the following examples and decide which ones involve harassment and which ones do not
Telling dirty jokes to someone who doesn't want to hear them – harassment
Asking permission before touching someone – not harassment
Commenting on someone's body parts – harassment
Making obscene hand or arm gestures – harassment
Shaking hands – not harassment
Reaching out to steady an elderly person who's about to fall – not harassment
Staring at someone's private body parts – harassment
Showing dirty pictures to someone who doesn't want to see them – harassment
Touching someone who asks you not to – harassment
Hugging someone who says it's okay – harassment
Lifting up someone's skirt or pulling down someone's pants – harassment
Grabbing the hand of a child who is about to run into the street – not harassment | <urn:uuid:a2a3b443-4121-4894-b514-6defc1a8e6a3> | CC-MAIN-2019-04 | https://smlplymouth.org/documents/PCYI-4th_Grade-Lesson_Plans.pdf | 2019-01-17T05:09:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583658702.9/warc/CC-MAIN-20190117041621-20190117063621-00378.warc.gz | 645,470,307 | 1,719 | eng_Latn | eng_Latn | 0.998414 | eng_Latn | 0.998522 | [
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CS/MC 4122
11 June 2019
Dear Parents
Bring a song
Year 3 have been invited to Stockham Primary School on Friday 14 June 2019 for a music afternoon, an event for all Springline Partnership Schools. We have organised a coach to pick up the children at 1.00 pm and they will return in time for the end of the school day.
Permission is to be granted through the tucasi payment system.
Swimming
There will still be swimming on Friday 14 June 2019 and children are asked to bring in pyjamas for teaching water survival techniques. Please no onesies, as these are heavy. If you do not have pyjamas, please provide a loose t-shirt and something full leg length (e.g. leggings). This will be worn over their normal swimwear.
Please also see the water safety code SAFE on the reverse of this letter.
Yours sincerely
Chris Savage
Year 3 letter
The Hendreds Primary School Ford Lane East Hendred Wantage Oxfordshire OX12 8JX
tel: (01235) 833379
e-mail: firstname.lastname@example.org Website: www.hendreds.oxon.sch.uk
Headteacher: Christopher Savage
The water safety code
1. Spot the dangers
Whenever you're near water always take extra care:
- Never fool around or run besides water – you might trip and fall in
- Take care on the riverbank – it may be slippery and can crumble
- Keep away from the edge of canals – the water is often very deep
- Beware of locks and weirs – the water flows very quickly
2. Take safety advice
To be safe, choose a swimming pool or beach where there are lifeguards:
- Always follow the advice of a lifeguard – find out where and when it is safe to swim
- Look for signs or flags which tell you if it is safe to swim
- Never swim where a sign or flag tells you not to
3. Do not go alone
If you're alone there will be no-one to help you if you get into trouble in the water:
- Never go swimming, fishing or boating on your own
- Go with a friend who can help you if you're in trouble in difficult water – even if they cannot help you out, they can get help
- Always make sure a grown-up knows where you are going and when you will be back
4. Learn how to help
If you see someone in trouble in the water, here's how you can help:
- Keep calm – always think before you act
- Try and get help – shout "help, help" as loud as you can
- Reach out with a stick, a pole, a towel or clothing to pull the other person to the water's edge – always lie down when you are trying to pull someone to the side so that you don't get pulled in
- If you can't reach the person and no-one comes when you shout for help, telephone 999 or 112 and ask for help
NEVER JUMP INTO WATER YOURSELF! | <urn:uuid:27f7e36d-e8f7-45a3-b2b9-9d98a18fa493> | CC-MAIN-2019-26 | https://www.hendreds.oxon.sch.uk/assets/documents/year-3-letter-11-june-2019 | 2019-06-26T15:02:47Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00389.warc.gz | 760,695,045 | 659 | eng_Latn | eng_Latn | 0.995413 | eng_Latn | 0.997791 | [
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BOOKNOTES BOOKNOTES
EDUC ATO R S G U I D E
picture book biographies
Grades preK–4
a note to teachers
There is no better way to connect students with history than by reading the life stories of intriguing people. A well-written biography has the same elements as any great story: characters that face challenges and difficulties, situations that excite and inspire, and narratives that urge the reader to keep turning the pages until the story's conclusion.
in the classroom
Below are some ideas for incorporating picture book biographies into the curriculum:
* Share with students that the word biography literally means "life writing" and comes from the roots bio and graphia. Have them try their hand at writing a picture book biography by choosing a person of interest to research and write about. Students can work independently to write and illustrate a biography, or work with a partner. Have plenty of picture book biographies in your classroom to use as models when the children begin their writing and illustrations.
Picture book biographies illustrated with colorful, engaging pictures can be read to children as easily as a favorite fiction story. More advanced readers will marvel at the images that accompany the moving stories of legendary heroes, such as Joan of Arc or Christopher Columbus. They will delight in discovering how ordinary people can accomplish extraordinary things, such as how a young boy from Philadelphia named Ted Geisel grew up to become a writer named Dr. Seuss.
* Create a separate space in your classroom library devoted to picture book biographies. Keep it stocked with a wide range of texts that will appeal to your class, and be sure to include books written at varying reading levels so that all students may enjoy this genre.
* Schedule time to read aloud a new picture book biography each week (even older students will look forward to this weekly foray into the past). Use this time as an opportunity to tie in to specific themes of study, or to celebrate months that are devoted to specific groups, such as Black History Month or Women's History Month.
Visit Teachers @ Random at www.randomhouse.com/teachers
vocabulary use of language
Ask students to write down unfamiliar words and define them by taking clues from the context of the book.
Such words may include: imaginary, snickers, huddled, independence, potholed, clutching, legendary, sponsoring, unofficial, lush, harmony.
Young Pelé: Soccer's First Star
about the book
Some of today's most popular celebrities are sports stars. As wealth, fame, and acclaim has come to define what it means to be a professional athlete, it is easy to overlook the humble beginnings from which many of the world's most successful sports figures hailed, and the obstacles they had to overcome to rise to the pinnacle of their professions. In Young Pelé: Soccer's First Star, readers will meet Edson do Nascimento, a young Brazilian boy who dreams about his one true passion: soccer. Through hard work, drive, perseverance, and practice, Edson grows up to become an international sports superstar known the world over by a single name: Pelé. Pelé became an inspiration to children all over the globe, and this story of his beginnings will inspire readers as well.
questions for discussion
* In school Edson often daydreams about becoming a star soccer player. How does Edson's daydreaming help him to fulfill his dream? Do you think Edson's teachers were right in the ways they chose to discipline him for ignoring his studies? Explain. Why is imagining yourself in a position of success or accomplishment an important step in reaching a goal or fulfilling a dream?
* Even though Edson's family is poor, his father is able to support his dream of playing professional soccer. How does he do this? Is it important to have fancy equipment and uniforms to excel at a sport? Explain. What character traits did Edson possess that enabled him to become the best soccer player in his village, and eventually in the world?
curriculum connections
Language Arts—A proverb is a saying that carries an important meaning or imparts a basic truth, such as, "The foot of the poor man doesn't have a size." What does this proverb, spoken by Pelé's coach, mean in the context of the story?
Social Studies—Brazil is the largest country in South America. Work with students to explore this fascinating country, home to the Amazon rain forest, Rio de Janeiro, and of course, Pelé.
internet resources
Answers.com
www.answers.com/topic/pel
A comprehensive page from Answers.com with information about the life and career of Pelé. Also includes links to additional sites devoted to Pelé.
Time for Kids
www.timeforkids.com/TFK/specials/goplaces/0,12405,104221,00.html This page features information on Brazil.
vocabulary use of language
Ask students to write down unfamiliar words and define them by taking clues from the context of the book.
Such words may include: tomboy, nickin', possibility, scrounged, ritziest, convinced, society, opponent, seasoned, coveted, honor, satisfying.
Nothing but Trouble: The Story of Althea Gibson
about the book
How did a wild tomboy from Harlem, a girl many people saw as "nothing but trouble," become the first African American tennis player to compete and win the prestigious Wimbledon lawn tennis title? In this inspirational biography, readers meet one of the 20thcentury's true sports superstars: Althea Gibson. Born with natural athletic ability, boundless drive, and indomitable spirit, Gibson learned to harness and channel her gifts to reach the top of a sport that excluded people of color from competing for its top honors. With the help of a mentor who saw in her "pure possibility," readers will root for Althea as she breaks the color barrier of professional tennis and forever changes the world of professional sports.
questions for discussion
* What traits and qualities did Althea Gibson possess that made people consider her "nothing but trouble"? How did those same traits propel her to tennis greatness?
been able to become a world champion at Wimbledon? Why are mentors so important in the lives of children?
* What is a mentor? If Althea Gibson did not have a mentor like Buddy Walker, do you think she would have
* What does Buddy Walker mean when he says the following to Althea: "Are you going to play your game or are you going to let your game play you?"
curriculum connections
Physical Education—After reading Nothing but Trouble, try to show footage of Althea Gibson playing tennis. Work with students on the basic strokes and rules of the game. Invite a local tennis pro from a health club to come and demonstrate how the game is played. Give students time to work on their newly acquired skills and, if possible, partner with your local parks and recreation department to start an after-school tennis clinic.
Social Studies—Work with students to start a school mentorship program in which older students mentor younger students. Mentors can read to their mentoring "buddy," help with homework, share lunch time once or twice per week, or spend time with them after school.
internet resources
The Official Althea Gibson Web Site www.altheagibson.com
This Web site contains a biography, images of Gibson, and information on the Althea Gibson Foundation.
Optimist International
www.optimist.org/default.cfm?content=jooi/read2.htm
This Web site explains a special program called Kids Mentoring Kids and offer suggestions on how the program can be replicated in your school.
classroom connections
FOR MORE FASCINATING PICTURE BOOK BIOGRAPHIES
A Library for Juana: The World of Sor Juan Inés
How did Juana's early sense of curiosity lead her to crave books? Why is the word why such an important word? Discuss Juana's words: "Why decorate the outside of my head if the inside is empty?"
Work with students to organize a school-wide book drive to collect used children's books for needy schools, children's hospitals, day-care centers, and families in need. Work with a local literacy organization for help in finding recipients for the books that students collect.
Alfred A. Knopf HC: 978-0-375-80643-8 (0-375-80643-1) Spanish edition PB: 978-0-440-41765-1 (0-440-41765-1) Spanish edition GLB: 978-0-385-90863-4 (0-385-90863-6)
Anne Frank
During her brief life, how did Anne Frank exhibit an internal strength of character? What part of her story most resonates with you and why?
Anne's diary has become one of the most widely read pieces of literature ever written. Read The Diary of a Young Girl by Anne Frank aloud to your students. After each reading, have students write a journal entry reflecting on the words of this remarkable young person.
Alfred A. Knopf HC: 978-0-375-83242-0 (0-375-83242-4) GLB: 978-0-375-93242-7 (0-375-93242-9)
The Boy on Fairfield Street: How Ted Geisel Grew Up to Become Dr. Seuss
How did Ted's family influence who he would become? What elements of his neighborhood and upbringing would influence him in his career as a writer and illustrator?
On page 20, the author writes that while in art class, Ted's "biggest 'crime' was exaggerating things." Show students many examples of illustrations by Dr. Seuss, pointing out elements that feature exaggeration: creatures, plants, people, etc. Give students time to draw a person or animal, exaggerating features for humorous effect.
Random House HC: 978-0-375-82298-8 (0-375-82298-4) GLB: 978-0-375-92298-5 (0-375-92298-9)
The Champ: The Story of Muhammad Ali
Do you agree with Ali's refusal to fight in the Vietnam War? Why is it important to stand by your beliefs?
Muhammad Ali had a way with words. Review some of his sayings and poems, such as his motto "float like a butterfly, sting like a bee," pointing out literary devices such as simile and metaphor. Have students write original mottos to describe this great champion.
Dragonfly PB: 978-0-440-41782-8 (0-440-41782-1) Alfred A. Knopf HC: 978-0-375-82401-2 (0-375-82401-4) GLB: 978-0-375-92401-9 (0-375-92401-9)
The Daring Nellie Bly: America's Star Reporter
Discuss the meaning of Nellie's motto: "Energy rightly applied and directed will accomplish anything."
After Nellie finished her cross-country race, the mayor of Jersey City, New Jersey, declared that, "She will be recognized as pushing and determined, independent, able to take care of herself wherever she may go." Challenge students to write additional lines of this speech, further describing the character of Nellie Bly.
Alfred A. Knopf HC: 978-0-375-81568-3 (0-375-81568-6) GLB: 978-0-375-91568-0 (0-375-91568-0)
Coming Spring 2008!
Muhammad Ali: Champion of the World Schwartz & Wade HC: 978-0-375-83622-0 (0-375-83622-5) GLB: 978-0-375-93787-3 (0-375-93787-0)
classroom connections
FOR MORE FASCINATING PICTURE BOOK BIOGRAPHIES
Diego
Discuss some of the experiences that Diego had as a child and how those experiences contributed to his life as an artist.
Diego Rivera is best known as a muralist. Describe to students what a mural is, and bring in examples of murals by Rivera and other well-known muralists. Work with the school art teacher to design and paint a mural in the style of Diego Rivera.
Dragonfly PB: 978-0-679-85617-7 (0-679-85617-X) Alfred A. Knopf HC: 978-0-679-81987-5 (0-679-81987-8) GLB: 978-0-679-91987-2 (0-679-91987-2)
Follow the Dream: The Story of Christopher Columbus
Peter Sís illustrates his story of Christopher Columbus using many interesting compositional styles. Some pictures appear to be seen as if through a window, some appear to be pasted into a book, some appear as maps, some as stage sets, and others appear as storyboards. Have students work in groups to create an "extra" illustration for this book, using one of the above devices.
Have students choose one illustration from the book. Working alone or in groups, have students write dialogue to accompany their chosen picture.
Alfred A. Knopf HC: 978-0-679-80628-8 (0-679-80628-8) GLB: 978-0-679-90628-5 (0-679-90628-2)
Joan of Arc
Although Joan was determined to defeat the British, she did not forsake her compassion for her opponents. How does this heroine display her goodness even when her life is being threatened?
Many artists have depicted Joan of Arc in their work. Go on a Web quest with students to find images of the Maid of Orleans.
Alfred A. Knopf HC: 978-0-679-89041-6 (0-679-89041-6)
Only Passing Through: The Story of Sojourner Truth
When Isabella went to court to get back her son, Peter, she said she felt "the power of a nation." Discuss what this might mean? How did this experience encourage Isabella to her true calling? Why did Isabella choose the name Sojourner Truth?
Have students choose an illustration from the story that includes Isabella/Sojourner. Instruct them to write a thought bubble describing what she might be thinking (or saying) in the picture.
Dragonfly PB: 978-0-440-41766-8 (0-440-41766-X) Alfred A. Knopf HC: 978-0-679-89186-4 (0-679-89186-2) GLB: 978-0-679-99186-1 (0-679-99186-7)
classroom connections
FOR MORE FASCINATING PICTURE BOOK BIOGRAPHIES
Strong Man: The Story of Charles Atlas
Discuss some of the qualities young Angelo possessed that allowed him to reach his goal of getting strong and fit. Why do you think he didn't give up when his first attempts at building muscles failed to work?
After reading the book, have students do online research on Charles Atlas and his fitness program. Compare Atlas's original plan with what fitness professionals recommend today. Work with the school physical education teacher on a school-wide fitness plan for all students, inspired by the life of Charles Atlas.
Alfred A. Knopf HC: 978-0-375-82940-6 (0-375-82940-7) GLB: 978-0-375-92940-3 (0-375-92940-1)
They Called Her Molly Pitcher
Although Molly was not a pretty woman, she had other qualities that would benefit her on the battlefield. Discuss those qualities and why outer beauty is less important than inner strength.
Place students in pairs. One student will be Molly after she returned back to her life as a wife and mother, and the other will be a newspaper reporter sent to interview her. Have students write the interview questions and Molly's responses. Allow time for pairs to conduct their interviews in front of the class.
Dragonfly PB: 978-0-553-11253-5 (0-553-11253-8) Alfred A. Knopf HC: 978-0-679-89187-1 (0-679-89187-0)
Tomás and the Library Lady
Why do you think Tomás's mouth "felt full of cotton" as he approached the library for the first time. Share an experience that you have had when you felt apprehensive or nervous about experiencing something new.
Why do you think books are so important to Tomás? What is so special about books and reading? Why are books an important part of your life?
Dragonfly PB: 978-0-375-80349-9 (0-375-80349-1) Alfred A. Knopf HC: 978-0-679-80401-7 (0-679-80401-3) Spanish edition PB: 978-0-679-84173-9 (0-679-84173-3)
Woody Guthrie: Poet of the People
Discuss what the author means by, "Woody Guthrie became their voice, and songs were his way of speaking." Why do you think Guthrie's songs were so powerful and still have meaning to this day?
The subtitle of this book is called "Poet of the People." Bring in examples of lyrics by Woody Guthrie and have students read them aloud. Then, if possible, play examples of the songs. Have students illustrate a particular line or lines of lyrics from a Guthrie song of their choice. Alfred A. Knopf HC: 978-0-375-81113-5 (0-375-81113-3)
For bios, teachers guides, and more visit our free online site at www.randomhouse.com/teachers | <urn:uuid:0c537cd1-c7a5-4bc5-b5fe-2d03ebbf1a6d> | CC-MAIN-2019-26 | http://www.randomhouse.com/catalog/teachers_guides/9780375835995.pdf | 2019-06-26T14:27:16Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00387.warc.gz | 292,405,063 | 3,738 | eng_Latn | eng_Latn | 0.995414 | eng_Latn | 0.997204 | [
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"All Politicians Need to be Scientifically Aware"
Science Holds the Key
Cherry on the Ice Cream
Dangers of little
Science holds the key to progress. Politicians need to be aware of the latest developments in science so that they can implement efficient as well as ecofriendly projects that help the masses. Increase in scientific knowledge often offers better and easier solutions to many problems plaguing our country. Hence it is necessary for the leaders and politicians to be scientifically aware as it will help in the development of the country.
Tamoha Sengupta Haldia Institute of Technology, West Bengal firstname.lastname@example.org
For Developing the Country
Today the comfortable life that most of us lead is due to developments in science and technology. These developments are felt in all realms of our life, whether it is medicine, agriculture, defence etc. Elected
representatives work to bring about development in the country and in the life of the country's citizens. In this advanced age, no development can be brought about without the help of science. Therefore, if the politicians are scientifically aware they can make the best use of science in developing the country. Saumoneel Mandal
Asansol, West Bengal.
email@example.com
Science is not only studying subjects; rather it is observing, reasoning, questioning and explaining the events occurring around us. It also helps in developing modern techniques and technologies. This constitutes the soul of all scientific fields. Politicians who discuss the national issues, observe them and try to find their remedy. They exchange opinions and resolve differences for the public and the nation. So, what politicians do is what the science has in its soul. Being scientifically sound will be helpful for rational discussion with appropriate logic. Therefore, scientifically sound politicians are a cherry on the ice cream for the nation.
Vidyut Bhaskar Muzaffarpur,Bihar firstname.lastname@example.org
Building The Nation, Scientifically
For the development of any nation, science plays a vital role. Science is progressing fast in each and every field whether in education, agriculture or in medical
field. Any invention can make a revolutionary change in the nation. Therefore, politicians too should have a scientific temperament.
knowledge
Politics and science are two very diverse fields. So it is rather naïve to expect all politicians to be scientifically alert and aware. It is sufficient if they evince appreciation and interest in it. Sometimes politicians with a smattering of science harbour a know-all attitude. This arrogance creates complications for others. They should be aware of the fact that little knowledge is a dangerous thing, so they should make concerted efforts to understand the nuances of a scientific idea or project that comes up to them for sanction, review or consideration.
Dr Shiv Kumar Jaipur, Rajasthan
Knowledge of Science Affects Quality of Political Decisions
Lack of awareness in politicians about science
may derail many sciencerelated programmes like environmental conservation etc. as the decisionmaking power rests in the hands of politicians. Scientific awareness of politicians will result in quality decision-making. Ashesh Ateendra
Class X, Kachhawa Christian School Mirzapur, UP
This will play an important role in developing the nation as they are in governance and have the power to make a change in this country.
Mamta Prasad
email@example.com
Always Welcome
Nothing can be better than having scientifically aware politicians. Scientifically aware politicians means they can think scientifically, they have knowledge about S&T, they are aware of the effects of global warming, pollution etc. Politicians with scientific thinking can take decisions after enough reasoning. Such decisions will be fruitful.
Anirban Nanda
Haldia Institute of Technology, Haldia, W.B. firstname.lastname@example.org
For Sound Policy Making
Politicians around the world are supposed to be policy makers. So, all politicians need to be scientifically aware of the
pros and cons of the benefits of scientific discoveries, which need to be handled with great care. Any kind of mishandling may be dangerous for human beings and other living organisms.
Apurva Kishan DAV Public School, Darbhanga email@example.com
Compulsory Choice
Scientifically aware politicians are a requirement today. Politicians should think rationally, observe the circumstances, use reasoning and logic to solve problems faced by the nation. This can only be done in the presence of a scientific temper in the crisis manager, who is the politician. If the politician does not have scientific awareness it will not only hamper the further development of the nation, but also send it to the prehistoric period of the uncivilized. After all, the difference between that period and today's period is only due to science. Scientifically aware politicians should not just be the preferred choice, but the compulsory choice.
Shashank Mishra
IX-B, K V No.2 Gwalior
Role Models
As elected representatives of common people, politicians should be the role models for them. Politicians who are not scientifically aware may perpetuate superstitious beliefs and practices in the society and remain just mute spectators to the ageold false beliefs and orthodoxy. So, we need politicians with a scientific bent of mind who can guide the general populace on the path of progress and enlightenment. For example, they should convince people of their respective constituencies that a man is solely responsible for the birth of a girl or male child. A woman's womb is merely a receptacle for all the chromosomes floating around after copulation. We are living in an era of science and IT where hackneyed myths need to be jettisoned. And politicians should be the prime movers in this regard and keep open their minds to scientific breakthroughs taking place around the world.
Jyotiranjan Biswal
Odisha
Backbone of Country
It is said that politicians are the backbone of a country. It is also well known that science is the foundation of the universe. So, politicians need to be scientifically aware for steady and substantial growth of our beloved motherland. If politicians are scientifically aware, they will not throw themselves on a chair after a major epidemic; rather they will take preventive measures to check it. Science & technology are the basic needs of development, and a politician is a developer. So he/she needs to be scientifically aware for a good and efficient economy, as well as society. The scientific knowledge of a politician should be crisp and logical to avoid mishappenings.
Vatsal Vardhan
Patna, Bihar
Wheels of the Chariot
If we compare the country with a chariot, the politicians are its wheels. The chariot cannot proceed without any of its wheels. A politician without scientific knowledge would be just like an unarmed soldier in the battlefield. Scientific knowledge would definitely help him analyse any critical situation practically and take the most appropriate decision. Science would give them a positive view of the betterment of the country. The progress of science would elevate the country in the international field both technologically and economically. Scientific knowledge is important to deal with subjects such as water distribution, nuclear testing etc. Hence, to ensure the glowing future of the country, all politicians should be well equipped with the weapon called 'Science'.
Olimpiya Biswas
West Bengal
For Logical Decision Making
A politician once said, "What will be left in water if we remove electricity out of it?" We never expect a politician saying something like this. Science helps in developing logic and analytical ability in a person. It changes one's attitude towards life and makes a person capable of thinking about a problem in a step-by-step manner. A person having this temperament can actually deal with any complicated problem. Politicians have tremendous responsibility on their shoulders. They are the ones who solve the problems of the people and work for the betterment of the society. So they need such qualities that scientific awareness can only help in developing them.
Shuborno Chakroborty Ghaziabad, Uttar Pradesh firstname.lastname@example.org
Aware of Basic Concepts
Scientific awareness is a predisposition to think critically and logically. Scientifically aware
politicians use scientific knowledge and scientific ways of thinking to make decisions and to better understand many problems for their effective solutions. All politicians should be aware of the basic concepts of science, the nature of science and the ethics that are required to oversee the scientific work and the relationship of science, technology and society. With scientific awareness, politicians can improve the cultural health, public health, economic wellbeing and security of the nation, and take more constructive and democratic decisions. Such politicians can help eliminate, to some extent, problems such as poverty, injustice, terrorism, war and environmental crisis like global warming, ozone layer depletion, landair-water pollution, deforestation, desertification, etc.
Mohammad Arif Dar
Srinagar, J&K
email@example.com
Now write in your thoughts on this topic:
"Superstitions & irrational beliefs arise due to ignorance."
Be short, crisp and logical. Send in your photo, if you like. | <urn:uuid:8e6ed3c7-b7f6-4d04-9266-50576e53c6e3> | CC-MAIN-2019-26 | https://www.niscair.res.in/jinfo/sr/2012/SR%2049(8)%20(Point%20Counterpoint).pdf | 2019-06-26T14:14:31Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00388.warc.gz | 830,560,278 | 1,865 | eng_Latn | eng_Latn | 0.996671 | eng_Latn | 0.996776 | [
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Read more about Climate Solutions in the Spring 2008 issue of YES! Magazine, Stop Global Warming Cold.
Back copies at YesMagazine.org/store
Related articles at YesMagazine.org/climatesolutions
START HERE
Year 1
A Big Difference from Small Changes
The family starts off with easy changes: They wash clothes in cold water and air dry them in the sum mer, replace incandes cent bulbs with compact fluorescents (CFLs), turn off their computer when not in use. That's an instant, virtually free savings of 6,200 pounds of CO2. They make one simple transportation change: One of the adults commutes by bus three days a week—enough to see whether it can be done, but keeping the sec ond car just in case. That's worth another 2,200 pounds. They're down to 51,600 pounds and it hasn't cost them anything but the price of the CFLs and a clothesline. They're actually saving money.
60,000 lbs 8,400 lbs 51,600 lbs
Year 2
Home Improvement
They stop donating so much heat to the outdoors: attic and base ment insulation, sealing and insulating heat ducts, and patching the large air leaks typical of standard construction saves them a whopping 7,100 pounds. These savings aren't free up front, but the savings in heating and cooling bills will repay the cost over time. Besides, Mrs. Jones is handy with home repair, and does a lot of this work herself. Down to 44,500 per year.
51,600 lbs 7,100 lbs 44,500 lbs
Year 3
House and Car
The bus commute's gone well, so Mr. Jones now buses to work all the time. They've worked on consolidating trips outside work, and find they can do without the second car altogether. That's 5,900 pounds gone. They finish weatherproof ing their house: beefing up wall insulation, weatherizing doors and windows, and upgrad ing to high performance windows. Another 1,800 pounds disappear. They're at 36,800.
44,500 lbs 7,700 lbs 36,800 lbs
Year 4
Shed Carbon on Vacation
Instead of flying for their annual vacation, the Joneses take the train: a leisurely way to save 7,200 pounds every year. (If they took the bus, they'd save even more.) They're at 29,600 pounds per year—half way there a year early.
36,800 lbs 7,200 lbs 29,600 lbs
Year 5
Car Upgrade
Time to replace the car. Thanks to consumer demand, electric cars have become widely available, and they buy one. Even charging on dirty power, they save 9,000 pounds. Household total is now 20,600.
29,600 lbs 9,000 lbs 20,600 lbs
Brooke Jarvis and Doug Pibel
Meet the Joneses. They're your average U.S. energy consumers. They haven't yet up graded to energy-efficient appliances, their house needs better insulation, and they keep the place as cool in the summer and warm in the winter as most Americans do. The two adults commute 30 miles each per day, in separate cars with average fuel efficiency, and every year they each drive an additional 4,500 miles running errands and taking their child to soccer games and violin practice. The family takes one vacation trip per year, flying to visit grandparents 1,350 miles away. How much CO2 do their house and cars produce? We figure it at 60,000 pounds, or 10 tons for each family member.
Lately, though, the Joneses have been reading about cli mate change, and they're getting worried. Ecological crisis has never felt so urgent before. Even little Joey Jones is talking greenhouse gases—he learned at school that sci entists are predicting a worldwide climate catastrophe that will change the rest of his life, unless we stop the worst effects by making big changes in the next ten years. The Joneses decide: change is necessary, and they're ready to do their part. But how much can they really do? A lot, it turns out.
In 10 years, without sacrificing their way of life, the Jones family eliminates the CO2 emissions that their home and transportation used to create—the bulk of their carbon footprint.
Year 6
Hot and Cold
They improve their water system, includ ing insulating their hot water heater and their pipes, and also lower the temperature of their water heater: 1,000 pounds down. When the old refrigerator kicks the bucket, the Joneses buy a new energy-ef ficient one and finally unplug a second fridge in the garage, knocking off another 1,300. Total remaining: 18,300.
20,600 lbs 2,300 lbs 18,300 lbs
Year 7
Close to Home
Grandma and Grandpa retire and move nearby. The Joneses now vacation within the range of their electric car, saving 3,300 pounds of CO2 each year. The city converts its bus fleet to clean electricity, which saves another 1,200 pounds. They're down to 13,800.
18,300 lbs 4,500 lbs 13,800 lbs
Year 9
Electric Bikes
While the Joneses have been on this journey, their town has responded to citizen pressure and gone bike friendly. The new bike paths make it easy for both to ride to work. To ease the hills, they buy electric bikes. There are four months of the year when they can't bike, so they continue their usual commute pat terns then. Savings: 3,500. Total remaining: 8,300.
11,800 lbs 3,500 lbs 8,300 lbs
Year 10
Green Power
The Joneses' furnace has been groaning and working overtime. They replace it with an electric heat pump, which also cools the house in summer. They also buy certified green, renewable power from their electric company, and the switch from coal plants eliminates the remaining 8,300 pounds of CO2 produced by the electricity for their house and car.
8,300 lbs 0 lbs
Year 8
A Few More Things Around the House
An efficient clothes washer saves carbon on its own, and saves dryer time. With all the money they're saving, they decide it's time to invest in a solar hot water sys tem. Total: 2,000. Leaving 11,800.
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Listening: A1 Shopping for clothes
Listen to a conversation in a shop to practise and improve your listening skills.
Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
Preparation task
Write the words in the correct group.
jumper green
red shirt
black trousers
large skirt
extra large medium
blue small
Tasks
Task 1
Put the questions in the order that you hear them.
Where are the changing rooms?
Would you like a bag for that?
What size do you need?
Can I help you?
How much is this?
Can I pay by credit card?
Task 2
Match the answers with the questions.
Yes, you can. Of course.
It's £29.
I'm just looking, thanks.
Yes, please.
They're over there.
Extra small, please.
1.
Can I help you? …………………………………………………………………
2. Where are the changing rooms? …………………………………………………………………
3.
What size do you need? …………………………………………………………………
4. How much is this? …………………………………………………………………
5. Can I pay by credit card? …………………………………………………………………
6. Would you like a bag for that? …………………………………………………………………
Discussion
Do you enjoy shopping? How often do you go shopping for clothes or shoes?
Transcript
1
Shop assistant: Hello, can I help you?
Customer: I'm just looking, thanks.
2
Customer: Excuse me?
Shop assistant: Yes?
Customer: Where are the changing rooms?
Shop assistant: They're over there. Behind you.
Customer: Thank you.
3
Customer: Hi. Excuse me again. Do you have this jumper in black?
Shop assistant: Yes, just a moment. What size do you need?
Customer: Extra small, please.
Shop assistant: Here you are.
4
Customer: How much is this?
Shop assistant: It's £29.
Customer: Can I pay by credit card?
Shop assistant: Yes, you can. Of course.
5
Shop assistant: Would you like a bag for that?
Customer: Yes, please.
Answers
Preparation task
Task 1
2. Where are the changing rooms?
1. Can I help you?
3. What size do you need?
5. How much is this?
4. Can I pay by credit card?
6. Would you like a bag for that?
Task 2
2. They're over there.
1. I'm just looking, thanks.
3. Extra small, please.
5. Yes, you can. Of course.
4.
It's £29.
6. Yes, please. | <urn:uuid:795622c6-e5b7-47e7-bf14-aa354b56f843> | CC-MAIN-2019-26 | https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-Listening-A1-Shopping-for-clothes.pdf | 2019-06-26T14:03:47Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00393.warc.gz | 492,373,698 | 539 | eng_Latn | eng_Latn | 0.989045 | eng_Latn | 0.998901 | [
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From Wikipedia, the free encyclopedia
Magnesium chloride is the
name for the chemical compound with the formula MgCl2 and its various hydrates MgCl2(H2O)x. These salts are typical ionic halides, being highly soluble in water. The hydrated magnesium chloride can be extracted from brine or sea water. In North America, magnesium chloride is produced primarily from Great Salt Lake brine. It is extracted in a similar process from the Dead Sea in the Jordan valley. Magnesium chloride, as the natural mineral bischofite, is also extracted (via solution mining) out of ancient seabeds; for example, the Zechstein seabed in northwest Europe. Some magnesium chloride is made from solar evaporation of seawater. Anhydrous magnesium chloride is the principal precursor to magnesium metal, which is produced on a large scale. Hydrated magnesium chloride is the form most readily available.
1 Structure, preparation, and general properties
2 Applications
2.1 Use in dust and erosion control
2.2 Use in ice control
2.3 Nutritional supplement
Magnesium chloride
Other names
Magnesium dichloride
Molar mass
95.211 g/mol (anhydrous)
203.31 g/mol (hexahydrate)
MgCl2 crystallizes in the cadmium chloride motif, which features octahedral Mg. A variety of hydrates are known with the formula MgCl2(H2O)x, and each loses water with increasing temperature: x = 12 (−16.4 °C), 8 (−3.4 °C), 6 (116.7 °C), 4 (181 °C), 2 (ca. 300 °C). [1] In the hexahydrate, the Mg 2+ remains octahedral, but is coordinated to six water ligands. [2] The thermal dehydration of the hydrates MgCl2(H2O)x (x = 6, 12) does not occur straightforwardly. [3]
As suggested by the existence of some hydrates, anhydrous MgCl2 is a Lewis acid, although a very weak one.
In the Dow process, magnesium chloride is regenerated from magnesium hydroxide using hydrochloric acid:
Magnesium chloride is most commonly used for dust control and road stabilization. Its second-most common use is ice control. In addition to the production of magnesium metal, magnesium chloride also is used for a variety of other applications: fertilizer, mineral supplement for animals, wastewater treatment, wallboard, artificial seawater, feed supplement, textiles, paper, fireproofing agents, cements and refrigeration brine. Mixed with hydrated magnesium oxide, magnesium chloride forms a hard material called Sorel cement.
This compound is also used in fire extinguishers: obtained by the reaction of magnesium hydroxide and hydrochloric acid (HCl) in liquid form along with water in gaseous state. [6][7] Magnesium chloride also is used in several medical and topical (skin related) applications. It has been used in pills as supplemental sources of magnesium, where it serves as a soluble compound that is not as laxative as magnesium sulfate, and more bioavailable than magnesium hydroxide and magnesium oxide, since it does not require stomach acid to
produce soluble Mg 2+ ion. It can also be used as an effective anesthetic for cephalopods, [8] some species of crustaceans, [9] and several species of bivalve, including oysters. [10]
MgCl2 is also commonly utilized in the polymerase chain reaction(PCR). The magnesium ion is necessary for both in vivo/vitro DNA synthesis.
Use in dust and erosion control
Magnesium chloride is one of many substances used for dust control, soil stabilization and wind erosion mitigation. [11] When magnesium chloride is applied to roads and bare soil areas, both positive and negative performance issues occur which are related to many application factors. [12] Water absorbing magnesium chloride (deliquescent) attributes include
it starts to absorb water from the air at 32% relative humidity, almost independent of temperature, 1.
more effective than calcium chloride solutions for increasing surface tension, 2.
treated roads can be regraded and re-compacted with less concern for losing moisture and density. 3.
However, limitations include
a minimum humidity level is required to absorb moisture from the air, 1.
it is more suitable in drier climates, 2.
in concentrated solutions it is very corrosive, 3.
it attracts moisture thereby prolonging the active period for corrosion, 4.
rainwater tends to leach out highly soluble chlorides, 5.
if there is a high fines content in treated material then the surface may become slippery when wet, 6.
when less than 20% solution it has performance effectiveness similar to water. [11][12] 7.
The use of magnesium chloride on roads remains controversial. Advocates claim (1) Cleaner air, which leads to better health as fugitive dust can cause health problems in the young, elderly and people with respiratory conditions; [13] and (2) Greater safety through improved road conditions, [14][15] including increased driver visibility and decreased risks caused by loose gravel, soft spots, road roughness and flying rocks. [16] It reduces foreign sediment in nearby surface waters [17] (dust that settles in creeks and streams), helps prevent stunted crop growth caused by clogged pores in plants, and keeps vehicles and property cleaner. [18] Other studies show the use of salts for road deicing or dust suppressing can contribute substantial amounts of chloride ions to runoff from surface of roads treated with the compounds. The salts MgCl2 (and CaCl2) are very soluble in water and will dissociate. [19] The salts, when used on road surfaces, will dissolve during wet weather and be transported into the groundwater through infiltration and/or runoff into surface water bodies. [15] Groundwater infiltration can be a problem and the chloride ion in drinking water is considered a problem when concentrations exceed 250 mg/l. It is therefore is regulated by the EPA's drinking water standards. The chloride concentration in the groundwater or surface water depends on several factors including:
application rate, 1.
composition and type of soil, 2.
type, intensity, and amount of precipitation, 3.
the drainage of the road system. [20] 4.
In addition, the chloride concentration in the surface water also depends on the size or flow rate of the water body and the resulting dilution achieved. In chloride concentration studies carried out in Wisconsin during a
winter deicing period, runoff from roadside drainages were analyzed. All studies indicated that the chloride concentration increased as a result of deicing activities but the levels were still below the MCL of 250 mg/L set by the EPA. [21][22][23][24][25] Nevertheless, the long-term effect of this exposure is not known.
Although the EPA has set the maximum chloride concentration in water for domestic use at 250 mg/l animals can tolerate higher levels. At excessively high levels, chloride is said to affect the health of animals. [26] As stated by the National Technical Advisory Committee to the Secretary of Interior (1968), "Salinity may have a two-fold effect on wildlife; a direct one affecting the body processes of the species involved and an indirect one altering the environment making living species perpetuation difficult or impossible." One major problem associated with the use of deicing salt as far as wildlife is concerned is that wildlife are known to have "salt craving" and therefore are attracted to salted highways which can be a traffic hazard to both the animals and motorists.
Regarding the accumulation of chloride salts in roadside soils including the adverse effects on roadside plants and vegetation physiology and morphology, documentation dates back to World War II era times [27] and consistently continues forward to present times. [28] As far as plants and vegetation are concerned, the accumulation of salts in the soil adversely affects their physiology and morphology by: increasing the osmotic pressure of the soil solution, by altering the plant's mineral nutrition, and by accumulating specific ions to toxic concentrations in the plants. Regarding the intentional application of excessive salts: see Salting the Earth.
Road departments and private industry may apply liquid or powdered magnesium chloride to control dust and erosion on unimproved (dirt or gravel) roads and dusty job sites such as quarries because it is relatively inexpensive to purchase and apply. Its hygroscopy makes it absorb moisture from the air, limiting the number of smaller particles (silts and clays) that become airborne. The most significant benefit of applying dust control products is the reduction in gravel road maintenance costs. [29] However, recent research and updates indicate biological toxicity in the environment in plants as an ongoing problem. [28] Since 2001, truckers have complained about "Killer Chemicals" on roads and now some states are backing away from using salt products. [30][31]
Also a small percentage of owners of indoor arenas (e.g. for horse riding) may apply magnesium chloride to sand or other "footing" materials to control dust. Although magnesium chloride use in an equestrian (horse) arena environment is generally referred to as a dust suppressant it is technically more accurate to consider it as a water augmentation activity since its performance is based on absorbing moisture from the air and from whatever else comes in contact with it.
To control or mitigate dust, chlorides need moisture to work effectively so it works better in humid than arid climates. As the humidity increases the chloride draw moisture out of the air to keep the surface damp and as humidity decreases it diffuses and releases moisture. These naturally occurring equilibrium changes also allow chlorides to also be used as a dehydrating agent including the drying out of and curing and preservation of hides. [32]
As a road stabilizer, magnesium chloride binds gravel and clay particles to keep them from leaving the road. The water-absorbing (hygroscopic) characteristics of magnesium chloride prevent the road from drying out, which keeps gravel on the ground. The road remains continually "wet" as if a water truck had just sprayed the road. [33]
Use in ice control
Magnesium chloride is used for low-temperature de-icing of highways, sidewalks, and parking lots. When
highways are treacherous due to icy conditions, magnesium chloride helps to prevent the ice bond, allowing snow plows to clear the roads more efficiently.
Magnesium chloride is used in three ways for pavement ice control: Anti-icing, when maintenance professionals spread it onto roads before a snow storm to prevent snow from sticking and ice from forming; pre-wetting, which means a liquid formulation of magnesium chloride is sprayed directly onto salt as it is being spread onto roadway pavement, wetting the salt so that it sticks to the road; and pre-treating, when magnesium chloride and salt are mixed together before they are loaded onto trucks and spread onto paved roads.
While it is generally accepted that ongoing use of any de-icer (ice melter) will eventually contribute to some degradation of the concrete surface to which it is applied, some de-icers are gentler on concrete than others. Conflicting information in regards to magnesium chlorideand calcium chloride-based liquid de-icers have left many unsure which choice is best-suited for their needs.
Past studies have often utilized high temperatures to accelerate the impact to concrete. By setting parameters that more closely represent real-world de-icing conditions, Purdue University researchers measured the impact of magnesium chloride and calcium chloride to concrete. Their study concluded that calcium chloride damages concrete twice as fast as magnesium chloride. [34]
Nutritional supplement
Magnesium chloride is a type of neutraceutical preparation of magnesium.
Use in hydrogen storage
Magnesium chloride has shown promise as a storage material for hydrogen. Ammonia, which is rich in hydrogen atoms, is used as an intermediate storage material. Ammonia can be effectively absorbed onto solid magnesium chloride, forming Mg(NH3)6Cl2. Ammonia is released by mild heat, and is then passed through a catalyst to give hydrogen gas. [35]
Niche uses
Magnesium in natural seawater values are between 1250 mg/L and 1350 mg/L. (approximately 3.7% of the total seawater mineral content. See thumbnail chart.) Dead Sea minerals contain a significantly higher magnesium chloride ratio (50.8%). Carbonates and calcium are essential for all growth of corals, coralline algae, clams, and invertebrates. Magnesium can be depleted by mangrove plants and the use of excessive limewater or by going beyond natural calcium, alkalinity, and pH values. [36]
Culinary use
Magnesium chloride (E511 [37] ) is an important coagulant used in the preparation of tofu from soy milk. In Japan it is sold as nigari (にがり, derived from the Japanese word for "bitter"), a white powder produced from seawater after the sodium chloride has been removed, and the water evaporated. In China, it is called lushui (卤水). Nigari or lushui consists mostly of magnesium chloride, with some magnesium sulfate and other trace elements. It is also an ingredient in baby formula milk. [38]
Gardening and horticulture
Because magnesium is a mobile nutrient, magnesium chloride can be effectively used as a substitute for magnesium sulfate (Epsom salt) to
help correct magnesium deficiency in plants via foliar feeding. It is advisable to use a smaller dose when using magnesium chloride compared to the recommended dose of magnesium sulfate (20 g/L). [39] This is due primarily to the chlorine present in magnesium chloride, which can easily reach toxic levels if over-applied and/or applied too often. [40]
It has been found that higher concentrations of magnesium in tomato and some pepper plants can make them more susceptible to disease caused by infection of the bacteria Xanthomonas campestris, since Mg is essential for bacterial growth. [41]
Magnesium ions are bitter-tasting, and magnesium chloride solutions are bitter in varying degrees, depending on the concentration of magnesium.
Magnesium toxicity from magnesium salts is rare in healthy individuals with a normal diet, because excess magnesium is readily excreted in urine by the kidneys. A few cases of oral magnesium toxicity have been described in persons with normal renal function ingesting large amounts of magnesium salts, but it is rare. If a large amount of magnesium chloride is eaten, it will have effects similar to magnesium sulfate, causing diarrhea, although the sulfate also contributes to the laxative effect in magnesium sulfate, so the effect from the chloride is not as severe.
Plant Toxicity: Chloride (Cl − ) and magnesium (Mg 2+ ) are both essential nutrients important for normal plant growth. Too much of either nutrient may harm a plant, although foliar chloride concentrations are more strongly related with foliar damage than magnesium. High concentrations of MgCl2 ions in the soil may be toxic or change water relationships such that the plant cannot easily accumulate water and nutrients. Once inside the plant, chloride moves through the water-conducting system and accumulates at the margins of leaves or needles, where dieback occurs first. Leaves are weakened or killed, which can lead to the death of the tree. [28][42]
Eco Toxicity levels related to terrestrial and aquatic organisms for magnesium chloride are listed in the Pesticide Action Network Pesticide Database. [43][44]
The presence of dissolved magnesium chloride in the well water (bore water) used in locomotive boilers on the Trans-Australian Railway caused serious and expensive maintenance problems during the steam era. At no point along its route does the line cross a permanent fresh watercourse, so bore water had to be relied on. No inexpensive treatment for the highly mineralised water was available and locomotive boilers were lasting less than a quarter of the time normally expected. [45] In the days of steam locomotion, about half the total train load was water for the engine. The line's operator, Commonwealth Railways was an early adopter of the dieselelectric locomotive.
Acceptable daily intake
Magnesium oil
Notes
Holleman, A. F.; Wiberg, E. Inorganic Chemistry Academic Press: San Diego, 2001. ISBN 0-12-352651-5. 1.
,
Wells, A. F. (1984) Structural Inorganic Chemistry Oxford: Clarendon Press. ISBN 0-19-855370-6. 2.
see notes in Rieke, R. D.; Bales, S. E.; Hudnall, P. M.; Burns, T. P.; Poindexter, G. S. "Highly Reactive Magnesium for the Preparation of Grignard Reagents: 1-Norbornane Acid", Organic Syntheses, Collected Volume 6, p. 845 (1988). http://www.orgsyn.org/orgsyn/pdfs/CV6P0845.pdf 3.
N. N. Greenwood, A. Earnshaw, Chemistry of the 4.
Elements, Pergamon Press, 1984.
Hill, Petrucci, McCreary, Perry, General Chemistry, 4th ed., Pearson/Prentice Hall, Upper Saddle River, New Jersey, USA. 5.
http://www.ask.com/question/what-is-magnesiumchloride 6.
http://www.ilo.org/oshenc/part-ix/metals-chemicalproperties-and-toxicity/item/142-magnesium 7.
Messenger JB, Nixon M, Ryan KP. (1985 ). Magnesium chloride as an anaesthetic for cephalopods. Comp Biochem Physiol C. 82(1):203-5. 8.
Archived (https://web.archive.org /web/20091010083530/http://webs.lander.edu/rsfox /invertebrates/homarus.html) October 10, 2009, at the Wayback Machine. 9.
Culloty, S. C. & Mukahy, M. F. 1992. An evaluation of anaesthetics for Ostrea edulis (L.). Aquaculture. 107: 249–252. 10.
http://www.fs.fed.us/eng/pubs/html/99771207 /99771207.html#EI 11.
http://www.nrcs.usda.gov/Internet /FSE_DOCUMENTS/stelprdb1043546.pdf 12.
Schwendeman, T., Dust Control Study, Dust Palliative Evaluation, Gallatin National Forest", USDA Forest Service, 1981 13.
http://www.cdc.gov/niosh/nas/rdrp/appendices /chapter3/a3-23.pdf 14.
http://www.mountain-plains.org/pubs/pdf /MPC04-156.pdf 15.
Lohnes, R.A. and Coree, B.J., Determination and Evaluation of Alternate Methods for Managing and Controlling Highway-related Dust, Dept of Civil and Construction Engineering, Iowa State University, 2002 16.
Hass, R.A.., "Dustproofing Unsurfaced Tank Trails Grafenwohr Training Area, Federal Republic of Germany. June 15–29, 1985." U. S. Army Corps of Engineers, Paper GL-86-40, 1986; the appendix of this report summarized the environmental effects of the use of magnesium chloride, saying: "A comprehensive literature search (Toxline, Medline, Chemline, Hazard Lie, Biological Abstracts, Toxic Data Bank and other available sources) was made. There appears to be no reported evidence that MgCl2 has had or will produce any effects on the groundwater, the water table, or vegetation following single or repeated applications to soil." 17.
Han, C. Dust Control on Unpaved Roads, Minnesota Local Road Research Board, 1992 18.
Snoeyink, V.L. and D. Jenkins. Water Chemistry. John Wiley & Sons, Inc., New York. 1980 19.
Pollock, S.J., and L.G. Toler. Effects of Highway Deicing Salts on Groundwater and Water Supplies in Massachusetts. Highway Research Board, No. 425 17-21. 1973 20.
Schraufnagel, F.H. Chlorides. Commission on Water Pollution, Madison, Wisconsin. 1965. 21.
Hutchinson, F.E. The Influences of Salts Applied to Highways on the Levels of Sodium and Chloride Ions Present in Water and Soil Samples – Progress Report I. Project No. R1084-8. 1966. 22.
Pollock, S.J., and L.G. Toler. Effects of Highway Deicing Salts on Groundwater and Water Supplies in Massachusetts. Highway Research Board, No. 425 17-21. 1973. 23.
Hutchinson, F.E. The Influences of Salts Applied to Highways on the Levels of Sodium and Chloride Ions Present in Water and Soil Samples – Progress Report I. Project No.R1084-8. 1966. 24.
Schraufnagel, F.H. Chlorides. Commission on Water Pollution, Madison, Wisconsin. 1965 25.
Heller, V.G. "Saline and Alkaline Drinking Waters." Journal of Nutrition, 5:421-429 1932 26.
Strong, F.C. A Study of Calcium Chloride Injury to Roadside Trees. Michigan Agr. Exp. Station, Quarterly Bulletin, 27:209-224. 1944 27.
http://www.ext.colostate.edu/pubs/garden/07425.html 28.
http://www.epa.gov/owow/NPS/gravelroads/sec4.pdf 29.
http://www.truckinginfo.com/blog/all-thats-trucking /story/2011/12/some-states-are-backing-away-fromkiller-chemical-de-icers.aspx 30.
http://www.truckinginfo.com/magazine/issue /2001/09.aspx 31.
http://wyndmoor.arserrc.gov/Page/1999%5C6706.pdf 32.
http://www.soilworks.com/docs/soilworksarmy-dust-control-field-handbook-2006.pdf 33.
*Jain, J., Olek, J., Janusz, A., and JozwiakNiedzwiedzka, D., "Effects of Deicing Salt Solutions on Physical Properties of Pavement Concretes", Transportation Research Record: Journal of the Transportation Research Board, No. 2290, Transportation Research Board of the National Academies, Washington, D.C., 2012, pp. 69-75. DOI: 10.3141/2290-09 34.
*Christensen, C. H., Sorensen, R. Z., Johannessen, T., Quaade,U. J.,Honkala, K., Elmøe, T. D., Køhler, R., and Nørskov, J. K., "Metal ammine complexes for hydrogen storage, " J. Mater. Chem. 15(2005) 4106–4108 35.
"Aquarium Chemistry: Magnesium In Reef Aquaria — Advanced Aquarist | Aquarist Magazine and Blog". Advancedaquarist.com. 2003-10-15. Retrieved 2013-01-17. 36.
Food Standard Agency. "Current EU approved additives and their E Numbers". Retrieved 22 March 2010. 37.
"Listed under ingredients for Similac Hypoallergenic Infant Formula with Iron (Abbott Nutrition)". abbottnutrition.com. Retrieved 2013-07-22. 38.
Comparison of Magnesium Sulfate and THIS Mg Chelate Foliar Sprays (http://pubs.aic.ca/doi/pdf /10.4141/cjps85-018) 39.
Magnesium Chloride Toxicity in Trees (http://www.ext.colostate.edu/pubs/garden /07425.html) 40.
Effect of Foliar and Soil Magnesium Application on Bacterial Leaf Spot of Peppers (http://www.apsnet.org/publications/plantdisease /backissues/Documents/1983Articles /PlantDisease67n06_623.pdf) 41.
Pesticide Action Network Database, http://www.pesticideinfo.org /Detail_Chemical.jsp?Rec_Id=PC32916 42.
43.
http://www.pesticideinfo.org
/Detail_Chemical.jsp?Rec_Id=PC32916#Ecotoxicity
http://www.pesticideinfo.org /Docs/ref_ecotoxicity3.html#AvgGroupToxicity 44.
"Overland Locomotive:Feed Water Problems". The Argus. 1927-03-21. Retrieved 2014-03-11. 45.
References
Handbook of Chemistry and Physics, 71st edition, CRC Press, Ann Arbor, Michigan, 1990.
Magnesium Chloride as a De-Icing Agent (http://www.usda.gov/rus/electric/engineering /2001/magnesium_chloride.htm)
MSDS file for Magnesium Chloride Hexahydrate (http://www.mistralni.co.uk /msds/mmgc200.gdsbusapb.pdf)
Retrieved from "https://en.wikipedia.org/w/index.php?title=Magnesium_chloride&oldid=755580848"
Categories: Chlorides
Magnesium compounds
Metal halides Deliquescent substances Food additives
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Storm Data and Unusual Weather Phenomena - January 2019
Location
Date/Time
Deaths &
Injuries
Property &
Crop Dmg
Event Type and Details
ALABAMA, Central
DALLAS COUNTY --- 2.1 NW TYLER [32.35, -86.91], 5.0 NNE TYLER [32.39, -86.84]
0
0
Tornado (EF1, L: 5.26 mi , W: 75 yd)
01/19/19 13:47 CST
01/19/19 13:54 CST
Source: NWS Storm Survey
National Weather Service meteorologists surveyed damage in eastern Dallas County and determined that it was consistent with an EF1 tornado, with maximum sustained winds near 100 mph. The tornado touched down near the intersection of County Road 74 and County Road 885. The tornado either snapped off or uprooted hundreds of trees as it moved northeastward. As the tornado moved parallel to County Road 461, it damaged some large farm irrigation equipment. The tornado turned slightly eastward as it neared the intersection of County Road 461 and County Road 462, then crossed the Alabama River into Autauga County.
AUTAUGA COUNTY --- 5.1 SW MULBERRY [32.39, -86.84], 4.4 SW MULBERRY [32.40, -86.82]
01/19/19 13:54 CST
0
Tornado (EF0, L: 0.87 mi , W: 75 yd)
01/19/19 13:55 CST
0
Source: NWS Storm Survey
National Weather Service meteorologists surveyed damage in southwest Autauga County and determined that it was consistent with an EF0 tornado, with maximum sustained winds near 70 mph. This tornado was a continuation from Dallas County where it crossed the Alabama River. The tornado was in a weakening phase once it moved into Autauga County and only produced minor tree damage. The tornado lifted near County Road 1.
AUTAUGA COUNTY --- 3.2 S INDEPENDENCE [32.48, -86.73], 2.0 SW POSEYS XRDS [32.55, -86.59]
01/19/19 14:04 CST
0
Tornado (EF1, L: 9.08 mi , W: 400 yd)
01/19/19 14:17 CST
2
0
Source: NWS Storm Survey
National Weather Service meteorologists surveyed damage in Autauga County and determined that it was consistent with an EF1 tornado, with maximum sustained winds near 90 mph. The tornado touched down at Shiloh Drive and County Road 45. The tornado caused minor roof damage to one home and also produced minor tree damage. The tornado continued almost due east to County Road 19, where one home suffered roof damage and numerous trees were snapped and uprooted. At this point, the tornado turned toward the northeast and traveled through a forested and swampy area. As it reached Seaside Road, the tornado destroyed a small business garage, damaged a few outbuildings, and continued to cause more tree damage. At this point, the tornado again turned toward the east traveling through a large wooded area and uprooting numerous trees along the way. At County Road 46, two homes suffered minor roof and siding damage along with more tree damage. The tornado continued producing tree damage as it crossed US Highway 82, County Road 69, and County Road 21. Between County Road 21 and Goodson Howser Road, a couple of homes received minor roof damage, a few outbuildings were damaged, and trees were uprooted. One unsecured mobile home was rolled over and destroyed. Two occupants of the mobile home were injured. The tornado lifted before reaching Goodson Howser Road.
ELMORE COUNTY --- 2.3 SSW WETUMPKA [32.52, -86.24], 1.6 E COTTON [32.68, -85.99]
01/19/19 14:52 CST
0
Tornado (EF2, L: 18.11 mi , W: 700 yd)
01/19/19 15:15 CST
4
0
Source: NWS Storm Survey
National Weather Service meteorologists surveyed damage in Elmore County and determined that it was consistent with an EF2 tornado, with maximum sustained winds near 135 mph. The tornado began near the Coosa River just southwest of downtown Wetumpka. It quickly intensified as it moved northeast into downtown Wetumpka. The extent of damage done to multiple structures in Wetumpka indicated a tornado with high-end EF2 wind speeds. The damage included: collapse/failure of exterior walls, significant damage to interior walls, roof failures, shifting of structures, and collapse of structures due to direct and indirect causes. Several vehicles were also tossed or rolled, with debris puncturing framing. Trees were also snapped and uprooted. The First Presbyterian Church was heavily damaged, but rescue/clean-up efforts precluded an accurate assessment of damage.
The tornado continued northeastward, crossed the Coosa River, and then paralleled State Route 170 as it continued to damage structures and snap and uproot trees. The tornado cycled as it moved northeast into the northern portions of the town of Eclectic, evident via a new radar TDS (tornado debris signature) and fluctuating degree of damage. The tornado dissipated just before Lake Martin, near Holly Mill Road.
COOSA COUNTY --- 2.0 W COTTAGE GROVE [32.85, -86.16], 1.7 SSE HISSOP [32.88, -86.14]
01/19/19 14:58 CST
0
Tornado (EF1, L: 1.70 mi , W: 112 yd)
01/19/19 15:01 CST
0
Source: NWS Storm Survey
National Weather Service meteorologists surveyed damage in Coosa County and determined that it was consistent with an EF1 tornado, with maximum sustained winds near 100 mph. The tornado touched down near County Road 101, about one mile north of County Road 61. The tornado tracked northeast and paralleled County Road 101, where it snapped or uprooted hundreds of trees. The tornado lifted on County Road 30, about one mile south of Highway 22.
LEE COUNTY --- 0.9 SW J C MEADOWS XRDS [32.49, -85.18]
01/19/19 16:54 CST
01/19/19 16:55 CST
0
0
Page 1 of 5
Thunderstorm Wind (EG 50 kt)
Source: Public
Storm Data and Unusual Weather Phenomena - January 2019
Location
Date/Time
Deaths & Injuries
Property & Crop Dmg
Event Type and Details
Several trees uprooted near the intersection of Lee Road 440 and Lee Road 179.
A strong storm system developed over the southern Plains on Friday. A surface low deepened as it moved northeastward across the lower Mississippi Valley early Saturday. Increasing southerly surface winds ahead of the surface low ushered in lower 60s surface dew points into south-central Alabama. The storm system was accompanied by high shear values and strong forcing aloft. The combination of a high-shear and low level instability was conducive for severe thunderstorm development.
Several rotating thunderstorms were present within a broken line of storms that moved through Central Alabama Saturday afternoon. A total of 4 tornadoes touched down and affected Dallas, Autauga, Elmore and Coosa Counties. In addition to these tornadoes, there were a few reports of damaging straight-line winds and numerous reports of trees down due to the strong winds both ahead and behind the strong cold front.
First Baptist Church, Wetumpka, Alabama. Photo taken by NWS survey team.
BARBOUR COUNTY --- 1.5 NNE CLAYTON MUNI ARPT [31.90, -85.47]
01/23/19 19:02 CST
0
01/23/19 19:03 CST
0
Thunderstorm Wind (EG 50 kt)
Source: Public
Several trees uprooted and power lines downed near the intersection of Highway 51 and County Road 11.
A cold front moving across Alabama encountered a highly sheared environment across east Alabama. Brisk southerly winds ahead of the cold front ushered in a narrow zone of limited instability across southeast Alabama. The line of intense showers with embedded thunderstorms produced localized damaging winds in Barbour County.
Page 2 of 5
Location
Storm Data and Unusual Weather Phenomena - January 2019
Date/Time
Deaths &
Property &
Event Type and Details
Injuries
Crop Dmg
-85.94]
ALABAMA, North
JACKSON COUNTY --- 0.9 NE WOODVILLE [34.64, -86.27], 0.8 NNE WOODVILLE [34.64, -86.27], 0.5 NE WOODVILLE [34.64, -86.27], 0.7 ENE
WOODVILLE [34.64, -86.27]
0
0
Flash Flood (due to Heavy Rain)
01/19/19 15:45 CST
01/19/19 22:00 CST
Source: Emergency Manager
EMA reported upwards of 2 feet of water flowing across County Road 8 just north of Woodville. The road is being barricaded now.
DEKALB COUNTY --- 0.8 SW IDER [34.71, -85.69]
2K
0
Thunderstorm Wind (EG 52 kt)
01/19/19 20:30 CST
01/19/19 20:30 CST
Source: Trained Spotter
A few trees were snapped just west of Ider.
Rainfall of 2-3 inches was reported in portions of north central and northwest Alabama. This resulted in flash flooding in southwestern Jackson County, and areal flooding in other locations. Strong winds snapped a few trees near Ider in DeKalb County during the afternoon hours of the 19th.
(AL-Z010) DEKALB
0
0
Winter Weather
01/19/19 21:00 CST
01/20/19 04:00 CST
Rain changed to light snow during the evening of the 19th and lasted into the morning of the 20th. Accumulation on grassy areas of near 1/2 inch was reported via social media photos atop Lookout Mountain near Mentone.
DEKALB COUNTY --- 1.4 S ELLIOT XRDS [34.60, -85.78], 1.7 WSW ELLIOT XRDS [34.61, -85.81], 2.2 NNE SYLVANIA [34.60, -85.81], 2.0 S ELLIOT
XRDS [34.59, -85.78]
0
0
Flood (due to Heavy Rain)
01/23/19 17:23 CST
01/24/19 00:00 CST
Source: Emergency Manager
A creek and fields were flooding portions of County Road 122 between Sylvania and Henagar.
JACKSON COUNTY --- 1.1 NE WOODVILLE [34.64, -86.27], 0.9 NNE WOODVILLE [34.64, -86.28], 0.3 SSE WOODVILLE [34.63, -86.28], 0.8 E
WOODVILLE [34.63, -86.27]
0
0
Flood (due to Heavy Rain)
01/23/19 17:35 CST
01/24/19 00:00 CST
Source: Emergency Manager
Six inches of flood water reported at the 1200 block of County Road 8 between Butler and Union Streets.
MORGAN COUNTY --- 3.3 SSE NEEL [34.43, -87.02], 3.6 S OAK RIDGE [34.43, -87.01], 3.3 N MASSEY [34.42, -87.02], 2.9 E DANVILLE [34.42, -87.03]
0
0
Flood (due to Heavy Rain)
01/23/19 19:35 CST
01/24/19 00:00 CST
Source: Emergency Manager
Flooding was reported at the intersection of New Cut Road and Highway 36. The road has been barricaded.
LIMESTONE COUNTY --- 1.7 E GREENBRIER [34.67, -86.82], 2.2 E GREENBRIER [34.67, -86.81], 2.2 E GREENBRIER [34.67, -86.81], 1.7 E GREENBRIER
[34.67, -86.82]
0
0
Flood (due to Heavy Rain)
01/23/19 19:52 CST
01/24/19 01:00 CST
Source: Broadcast Media
Flooding of the west-bound lanes of Old Highway 20 near Segers Road. The flooded portion of the road has been barricaded by Huntsville Police.
DEKALB COUNTY --- 0.6 W DAWSON [34.30, -85.94], 0.3 W DAWSON [34.30, -85.94], 0.4 WNW DAWSON [34.30, -85.94], 0.6 WNW DAWSON [34.30,
0
0
Flood (due to Heavy Rain)
01/23/19 20:13 CST
01/24/19 01:00 CST
Source: Trained Spotter
Flooding reported along County 192 just west of Dawson. Up to 3 inches of running water from a creek out of its banks is flooding CR 192.
Page 3 of 5
Location
Storm Data and Unusual Weather Phenomena - January 2019
Date/Time
Deaths &
Event Type and Details
Injuries
Property & Crop Dmg
Rainfall of 2-3 inches fell during the afternoon and evening hours in north central and northeast Alabama. This resulted in flooding of a few small streams and creeks in the area.
(AL-Z006) MADISON, (AL-Z008) MARSHALL, (AL-Z009) JACKSON, (AL-Z010) DEKALB
01/29/19 02:00 CST
0
Winter Weather
01/29/19 07:00 CST
0
A cold front brought a band of light rain that changed briefly to snow during the early morning hours. Light accumulations less than an inch (mostly a dusting) were received atop the higher elevations of north central and northeast Alabama, including Sand and Lookout Mountains.
ALABAMA, Southeast
HENRY COUNTY --- 2.6 SSW LAWRENCEVILLE [31.62, -85.28], 2.5 SSW LAWRENCEVILLE [31.62, -85.28]
01/04/19 04:38 CST
0
Tornado (EF0, L: 0.15 mi , W: 35 yd)
01/04/19 04:40 CST
0
Source: Emergency Manager
An EF0 tornado with max winds of 85 mph briefly touched down about 1.5 miles north of Abbeville. A semi was blown off the road with no injuries, and tree damage occurred.
A QLCS moved through southeast Alabama during the early morning hours with one brief tornado confirmed.
A power line was blown down.
A strong cold front moved through the area, accompanied by a line of strong to severe storms with impacts to trees and power lines.
ALABAMA, Southwest
Page 4 of 5
Storm Data and Unusual Weather Phenomena - January 2019
A very cold airmass moved into the area in the wake of a strong cold front. The rain changed to light snow in parts of southwest Alabama.
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K-3rd Grade | Core Academic Track Curriculum Book List | 2019-20
Welcome to the 2019-20 School Year!
Our K-3rd Grade Core Academic Track provides delight-filled, hands-on unit studies using the best in childrenʼs literature. We aim to launch learning in the classroom so that it can be connected and expanded at home in the areas of Language Arts, Science, Social Studies, Bible, and Art. All families have access to grade-specific Home Lesson Plans (HLPs), which provide a learning guide for each book, including project ideas, discussion questions, resource hyperlinks, and assignments.
At the elementary school level, Circle requires five core subjects to be taught – Language Arts, Math, Science, Social Studies, and Bible. However, Language Arts should be divided into categories in order to ensure complete coverage of the subject. Here is a summary of what our K-3rd Core Track covers (and what it does not):
Language Arts: Reading Comprehension, Writing Composition, Grammar & Vocabulary | Included in Home Lesson Plans; no additional curriculum needed.
Science | Included in Home Lesson Plans; no additional curriculum needed.
Social Studies | Included in Home Lesson Plans; no additional curriculum needed.
Bible | Included in Home Lesson Plans; no additional curriculum needed.
Math | NOT provided in Core Home Lesson Plans. Parents responsible for instruction and curriculum.
K-3rd Core Track academic requirements:
* Purchase or borrow the books for your child's grade
* Have your student regularly attend class
* Complete 1-3 HLP assignments per subject area, per week at home
* Add Math, Reading, Handwriting, and Spelling curriculum and instruction at home
Parent Partnership
Through Home Lesson Plans (HLPs), our classroom teachers provide assignments to complete at home and opportunities for students to present what they are learning each week. In class, teachers launch learning and celebrate student work, but they do not grade assignments.
At home, we invite parents to use our HLP resources to guide the early elementary years of their children. Depending on a student's grade level, parents will need to round out language arts by selecting curriculum. Also, parents are responsible for selecting and teaching a math curriculum. Parents grade all student work and complete monthly reports in compliance with Circle policy.
Please see the included list of our suggested at-home curriculum.
Have a Great Summer!
We look forward to seeing you at our Lower School Orientation!
Language Arts: Reading Instruction/Phonics, Handwriting & Spelling | NOT provided in Core Home Lesson Plans. Parents responsible for instruction and curriculum.
Welcome to Kindergarten!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to First Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to Second Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877.
Welcome to Third Grade!
Books may be purchased new or used, borrowed from friends, or checked out of the library.
When purchasing online, please consider using Amazon Smile and selecting "Circle Christian School, Inc" to support.
For additional assistance in selecting curriculum for your student, call the Circle Bookstore at 407-740-8877. | <urn:uuid:25b61045-f6cb-4380-a401-cba870706ebc> | CC-MAIN-2019-26 | https://circlechristianschool.s3.us-east-2.amazonaws.com/2019-20+Documents/K_3rd_Grade___Core_Curriculum_Book_List___2019_20.pdf | 2019-06-26T14:25:13Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00396.warc.gz | 386,565,780 | 807 | eng_Latn | eng_Latn | 0.995901 | eng_Latn | 0.995165 | [
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PO Box 1544 Millerton 7435
Phone : (021) 555-2881
Fax : (021) 555-2888
E-mail : firstname.lastname@example.org
Website : www.wcapd.org.za
ShareCall :
0861 APD INFO 0861 273 4636
More information
Western Cape Cerebral Palsy Association (021) 685-4150 email@example.com
adding value to lives
Cerebral Palsy Focus on …
Description of disability
Cerebral Palsy is a disability of posture and movement caused by damage to, or the imperfect development of those areas of the brain, which control movement. The damage may occur before or during birth or during childhood. The effect is that the control by the brain over the functioning of the musculature and coordination of the body is disturbed. There is no direct injury to the limbs as such. Sometimes damage results in deafness and some people with cerebral palsy experience perceptual difficulties. Others have such a severe degree of handicap they will not seek employment. Few people with cerebral palsy have above average intelligence although they may appear to be
mentally retarded because of speech difficulties. However, as a result of their disability most cerebral palsied people are below average intelli- gence so accurate assessment is essential. It is a static condition and will not result in deterioration. While the essential feature of cerebral palsy is that there is inadequate brain control over movement, other areas of the brain are very frequently also involved, so that the vast majority of persons with cerebral palsy have additional disabilities. The most important of these is mental impairment. A small percentage of all children with cerebral palsy have above average, average or only slightly below average intelligence and are therefore capable of profiting from formal education, the remainder have moderate to very severe intellectual disabilities, and these benefit from admission to training schools or special care centres.
Speech difficulties, ranging from slightly slurred speech to lack of any intelligible speech can create severe problems. Recurrent seizures (epilepsy) occur in about 20% of these children. Visual and hearing impairments are also quite common. A number of children experience difficulties in perception, that is to say the ability to give full meaning to what they see, hear or touch., leading to learning problems.
In some cases the associated difficulties may be more handicapping than the movement problems. Probably the most devastating disability is the inability to communicate. Where a child has neither use of his hands nor intelligible speech, it often requires a considerable time, patient observation and experience to determine the child's true intellectual level.
What Causes Cerebral Palsy?
Cerebral Palsy is not a disease and it is unusual for two cases to occur in the same family. Broadly speaking, a child with Cerebral Palsy is born once in every 400 live births. Cerebral Palsy may be caused by many factors, not all of which have yet been identified. Problems may occur during pregnancy, during birth or immediately after birth. Another group of cases, known as acquired cerebral palsy, occur as a result of damage to the brain during childhood. This may arise as a result of illness
(meningitis or encephalitis) or may be due to accidental brain injury, especially resulting from motor vehicle accidents, which are unfortunately becoming more frequent.
Classification of Cerebral Palsy
There are three main forms of Cerebral Palsy-
Spasticity, Athetosis and Ataxia.
Spasticity is the most common type. This results from damage to the motor cortex of the brain. The spastic child has increased tone in the affected muscles and frequently develops joint contractures requiring surgical intervention. The spasticity may affect one side of the body only (hemiplegia) or both legs with only slight arm involvement (diplegia) or all limbs and trunk may be affected (quadriplegia or 'Total Body Involvement).
The main feature of athetoid Cerebral Palsy is fluctuating muscular control associated with involuntary movements. The child with ataxia has an unsteady gait, with tremor on attempting activities and difficulty with balance and co-ordination. It is linked to injury to the cerebellum. It is a much less common form of Cerebral Palsy.
Some may have a combination of more than one of these three types. Whatever the classification, they may be mildly, moderately or severely affected. It may be difficult to diagnose cerebral palsy with any certainty in very young infants and it is often not possible to classify them into one or other type when they are very young.
Treatment of Cerebral Palsy
Cerebral Palsy cannot be cured as no way has yet been found to restore damaged or underdeveloped brain cells. The damage will not increase , but the effect of the damage may become more obvious as the child grows older. However, correct treatment given early in life can offer great benefit. Diagnosis and assessment should be followed by a comprehensive treatment programme and the parents should be shown how to carry out a part of it at home as they have an essential part to play in the programme. The treatment is undertaken by physiotherapists, occupational therapists and where necessary, speech therapists. One person alone cannot manage Cerebral Palsy - ideally there should be team involvement. Apart from the parents, the doctor looking after the child and the therapists, other important members of the team include other medical specialists, the social worker, the psychologist, teachers and other caregivers. Many children, especially those with spasticity require orthopaedic surgery.
Prognosis
While some educable cerebral palsy children can cope in mainstream schools, with extra assistance where necessary, others, especially those with additional disabilities, need special schools, which can provide for all their educational needs. The aim of the treatment and the management of all children with cerebral palsy is to provide them with the best possible quality of life and to enable them to reach their own maximum potential as adults and be integrated into the life of their community, and if feasible, earn their living. | <urn:uuid:f5b36605-0057-4c16-81d4-4c8405928635> | CC-MAIN-2019-26 | http://www.wcapd.org.za/wp-content/uploads/2015/11/Fact-Sheet_CP.pdf | 2019-06-26T15:09:13Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00394.warc.gz | 321,095,332 | 1,269 | eng_Latn | eng_Latn | 0.99868 | eng_Latn | 0.99868 | [
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Comet Class - Term 5 Learning News!
Maths
Life Skills
Literacy
Number: We will be generalising our number knowledge in all areas of our school curriculum. We will be counting vegetables in cooking, counting steps on our walks and counting items/places on maps.
Shape, Space and measure: We will talk about the shapes and sizes of vegetables and countries.
ICT
We will be using ICT for leisure and learning purposes. We will be developing our sharing and turn taking skills through the interactive whiteboard screen. We will also look for different places on maps.
PE
In Term 5 we will take part in simulated road crossing activities at school. We will also practice how to wait at a real zebra crossing out in the community during our ASDA trip.
LIFESTYLES
This term in PE we will continue using benches and apparatus to create different circuits to develop our gross motor skills, core stability and strength. We will also learn different relaxing techniques.
Food Technology
This term we will be chefs! We are learning about different jobs. We are going to role-play that we are chefs and we will promote healthy eating by learning how to make salad.
Speaking: We will be developing our communication skills with unfamiliar people.
Listening: We are developing our turn taking skills and sharing skills whilst using the interactive whiteboard screen to choose English/Maths songs.
Writing: We will make marks/circle on maps to find familiar places.
Reading: We will be reading instructions to make pasta.
General Homework Ideas…
Chopping some vegetables to help make salad. Making marks/drawing on maps. Talking about different jobs that people have. Playing games such as bingo, Pop-Up Pirate and iPad games to develop turn taking and sharing skills.
Art
This term we will be making marks on maps and we will follow different paths to find our way to the school/shop/park, etc.
Class News Term 5 2018
Forest School will continue on Thursdays throughout this term, we go out in most weather so please ensure pupils have waterproof coats and wellies if you have them.
Each week we will be going shopping to ASDA and then to the Café to choose a drink. Please can we have a voluntary contribution of £1 every week. Thank you
Elm the Tree Farm will continue on Fridays, throughout this term, we go out in most weather so please ensure pupils have waterproof coats and wellies if you have them.
We like to hear about exciting events at home such as days out, birthday celebrations, holidays. So, we can have supported conversations with pupils about their evenings/weekends. We also love to celebrate pupil success so please let us know about achievements, such as new words/signs, increased independence with selfcare/life skills etc. A note in the diary or an email and even photos would be lovely, thanks! | <urn:uuid:6c1d6bc6-e11f-4709-a2e9-a1cf635c1570> | CC-MAIN-2019-26 | https://www.kingsweston.bristol.sch.uk/attachments/download.asp?file=226&type=pdf | 2019-06-26T14:36:37Z | crawl-data/CC-MAIN-2019-26/segments/1560628000353.82/warc/CC-MAIN-20190626134339-20190626160339-00393.warc.gz | 789,104,196 | 576 | eng_Latn | eng_Latn | 0.998847 | eng_Latn | 0.998973 | [
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The Little Red Hen
By J.P. Miller
In this classic tale, the hen finds out that none of her lazy friends are willing to help her make the bread, but all of them would like to help her eat it.
BEFORE READING:
- Show the children the front of the book. Ask them to guess what the book is about.
- Ask them what the animal is doing on the back of the book.
- Ask them if they know what animals are on the front cover.
WHILE READING:
- Stop at any time if there is something you or the children would like to talk about.
- Ask them questions so that they can connect what is happening in the book to things they already know about. Try some of these ideas:
What things do you do around the house like Little Red Hen?
Have you ever baked a loaf of bread?
What kind of bread do you like to eat?
AFTER READING:
Spend some time talking about the story. Ask the children things like:
What did Little Red Hen do with the wheat she found?
Why didn't the other animals help Little Red Hen?
Who ate the bread that Little Red Hen made?
Read this book several times to the children. Hearing the same story again and again helps them learn new words and understand the ideas they hear better. Each day, pick a different activity to do with the children after reading "The Little Red Hen".
MSU is an affirmative action, equal opportunity employer. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age,
height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status.
MATH AND SCIENCE
Find a recipe that you and the children can make. Count the number of ingredients you will need. Measure each ingredient, or show the children how to measure. Let them pour it into the bowl. Be sure to use words like one half, cup, tablespoon, and full so they hear about measuring tools and fractions.
READING READINESS
Before reading the story, ask the children to listen for how many times the little red hen asks for help from her friends. Have them raise a finger each time the hen asks so they can keep track. At the end of the story, ask them if they remember what the hen's friends offered to help with.
MUSIC AND MOVEMENT
Make a list of two or three chores the children could do together. Play music and sing and dance as you work.
MOTOR SKILLS
Play follow-the-leader with the children. Tell the children to do exactly what you do. Move your arms and walk, hop, skip and jump around the room. Then, take turns and follow them as they lead.
THINKING SKILLS
Set out cups or bowls that are different sizes. Ask the children to put them in order from biggest to smallest. When they are finished, ask them if they can think of another way to sort them.
ART
Experiment with making dough. Have the children put some water and flour into a large mixing bowl. Have them stir the mixture until it is blended together and doughy. Then sprinkle some flour on the counter and have them roll the dough with a rolling pin or a full pop can. See how flat they can make the dough. Then, have them cut out shapes with cookie cutters or roll out the letters in their name.
PRETEND PLAY
Pretend that you are the little red hen and one of her friends. Make believe that you are making a loaf of bread, and do everything the little red hen did. Take turns with the children thinking of nice ways to ask for help as you pretend to make the loaf of bread together.
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Over the summer, you can support your child's reading development by…
reading aloud to your child for at least 20 minutes each day.
providing many books and opportunities for your child to read.
making reading part of the whole family's daily routine.
bringing books instead of video games while waiting at an appointment or while riding in the car.
choosing books from a variety of authors, bestsellers, and different genres or types.
visiting the public library as a regular part of the summertime schedule.
encouraging reading on an e-reader or the computer (with supervision as needed).
downloading an app that tracks summer reading.
Did you know…
many students experience a drop in their reading ability over the summer?
the Massachusetts Department of Elemen-
tary & Secondary Education recommends certain authors for students to read?
Resources to get your summer reading started:
Borrow print and digital books for e-readers for free from the
Marlborough Public Library:
http://www.marlborough-ma.gov/gen/ MarlboroughMA_PubLibrary/index
Scholastic Summer Reading Challenge:
This website includes activities children can complete after they read a book and lists of books for parents. There are also resources for graphing reading time.
http://www.scholastic.com/parents/resources/ collection/more-reading-resources/keep-your-kidsreading-all-summer-long
Kid Reading by the Numbers from Scholastic http://www.scholastic.com/teachers/sites/default/ files/asset/file/reading.pdf
Research Summary on the lasting importance of reading 20 minutes a day- http://www.nea.gov/research/toread.pdf
Brochure created May 2013 By the Marlborough Public Schools For students entering 2nd or 3rd Grade (book cover graphics retrieved from amazon.com)
Marlborough Public Schools: Summer Reading
Summer reading suggestions for students entering Second and Third Grade
Dear Marlborough Family,
The Marlborough Public Schools values the importance of reading in school and at home. Over the summer, it is recommended that students continue to read at home. Research shows that reading just twenty minutes a day drastically improves school performance, vocabulary, thinking skills and reading skills. Help foster the love of reading and improve your child's success by reading to or with your child everyday.
Great Reads
Humorous Books by John Scieszka
Other Great Books:
Let's Read and Find Out Science Series
That's Not a Good Idea by Mo Williems
Freckle Juice by Judy Blume
Summer According to Humphrey by Betty Birney
Up, Tall and High by Ethan Long
Readers
Early Chapter Books
Mercy Watson Series By Kate DiCamillo
Calendar Mystery Series
Judy Moody by Megan McDonald
Other chapter books or series books to read:
Stink books by Megan McDonald
How to Train Your Dragon by Cressida Cowell
Ivy and Bean by Sophie Blackall
Junie B. Jones by Barbara Park
Flat Stanley by Jeff Brown
Favorite Authors
Check out a book by these favorite authors for young readers-
Recommended authors are listed in the Massachusetts English Language Arts Curriculum Framework- http:// www.doe.mass.edu/frameworks/ela/0311.pdf | <urn:uuid:45276741-1a74-4c11-87ac-0590c742a26a> | CC-MAIN-2017-17 | http://marlborough.schoolfusion.us/modules/groups/homepagefiles/cms/1389957/File/2015-2016/2015%20Summer%20Reading%20Info/2015%20Summer%20Reading%20Grades%202-3%20ENG.pdf?sessionid=9b8ff7a8e0cf953ebe27c507b166a3cb | 2017-04-26T13:55:18Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00049-ip-10-145-167-34.ec2.internal.warc.gz | 261,186,472 | 672 | eng_Latn | eng_Latn | 0.991105 | eng_Latn | 0.996459 | [
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Level 4 – Let Go of the Past
When a player reaches Level 4, the space s/he lands on tells them which item on the Let Go of the Past card they must complete (A, B, or C). In Level 4, players must tell stories or list items about their past (For Example: Could you imagine selling everything you own and starting over? Why or why not? or Do you require an apology before you will forgive a person? ). A player must successfully complete the challenge or use a Have Faith card in order to move ahead. If a player cannot complete the challenge or does not want to use a Have Faith card, the player loses a turn. To move from Level 4 to Level 5, a player must make a statement about his or her past using any one of the Wonder Word cards. (For Example: If you drew the word "Giving" you might state, "I remember my Grandparents giving me special gifts.")
Level 5 – Find Strength Through Adversity
When a player reaches Level 5, the space s/he lands on tells them which item on the Find Strength Through Adversity card they must complete (A, B, or C). In Level 5, players read a statement about a famous person who has faced adversity. (For Example: Bankrupt three times, ridiculed in school, said to be a poor artist, Walt Disney faced a lot of adversity but succeeded. Explain how you have faced adversity and succeeded.). If a player cannot accomplish this, the player loses a turn, unless s/he uses a Have Faith card.
To move from Level 5 to Level 6, a player must make a statement about deriving a positive from a negative. (For Example: If you drew the word "Faith" you might state, "I Have Faith that things will turn out alright.")
Level 6 – Live to Give
The first player to reach the end of Level 6 gets to open and read aloud all the goals placed in the My Miracle envelope. At this time the players take each other's goals and write a "Potential Promise" on each goal without looking at, or writing on their own goal (this means a player does not know what other players have promised to support each other). A "Potential Promise" is a promise to assist the winner of the game to reach his/her goal, and help s/he live their life to their full potential.
These goals with the "Potential Promises" are then placed back in the envelope. When other players arrive at Level 6 they simply roll the die and move through the spaces until they reach the last space. However, before moving from Level 6 to Level 7, a player must make a statement about giving to others using one of his/her Wonder Word cards. (For Example: If you drew the word "Dream" you might state, "My dream is to give back to those who have given to me.")
Level 7 – Choose to be Happy
When a player reaches Level 7, the space s/he lands on tells them which item on the card they must complete (A, B, or C). In Level 7, players are asked to make statements and tell stories about things that make them happy. (For Example: Tell a story about a time you were sad and someone made you feel happy.) A player must make a statement or tell a story according to instructions on the card. If a player cannot accomplish this, the player loses a turn, unless s/he uses a Have Faith card. To move from the end of Level 7 and begin living to your full potential "Tomorrow," a player must make a statement about being happy. (For Example: If you drew the word "Trust," you might state… "I trust in God that I will find happiness.")
Winning the Game
The first player to move to "Tomorrow" wins. The winner then opens the My Miracle envelope and reads aloud the goals and promises of all players. The other players must now help the winner reach his/her goal by fulfilling their promises to live YOUR Best Life NOW!
YOUR Best Life NOW
YOUR Best Life NOW
The life-changing game that helps you live at your full potential.
Game Rules
Inspired by Joel Osteen's #1 New York Times bestseller, this is the first family board game in which play extends beyond the board and into real life after the last move has been made.
Ages
Teen and up
Players
2 to 6 players
Contents
300 YOUR Best Life NOW cards divided into the following six categories:
Enlarge Your Vision
Develop a Healthy Self-Image
Discover the Power of Your Thoughts and Words
Let Go of the Past
Find Strength Through Adversity
Choose to Be Happy
50 – Wonder Word cards
12 - Have Faith cards
1 - My Miracle envelope
1 - Writing Pad
1 - Game Board
6 - Play Tokens
1 – Die (6-sided)
6 - Pencils
1 - Mirror
1 - Fifteen-second Timer
Object
To be the first player to reach the end of Level 7 (Choose to be Happy) move into "Tomorrow" and begin living to your full potential.
Set Up
Find a room that is warm and comfortable and with a setting that will make all players feel welcome. Make sure everyone has a beverage and munchies.
Place the game board and writing pad within easy reach of all players.
Shuffle the Wonder Word cards. Someone deals seven (7) Wonder Word cards to each player.
Each player takes two (2) Have Faith cards. These can be used if a player cannot answer a challenge and will prevent a player from losing a turn.
Each player selects a game token and sets it on the "Today" (Start) space. You're starting the game "Today" and playing for your full potential "Tomorrow."
Each player takes a piece of paper from the Writing Pad and writes down a goal that s/he would like to reach, s/he also writes her/his name on the back of the piece of paper. Each player folds their paper (so that the name can be read) and places it in the My Miracle envelope. This envelope is then placed under the board at Tomorrow. It will come into play later.
Special Cards
Wonder Word Cards: Each card has a single, positive word imprinted on it. The instructions about what you have to do to make a move from level to level are included with the following descriptions of each level of the game board. Refer to these instructions when you stop on the last space of each level. Once you have used a Wonder Word card, it is out of play and may be discarded.
Example: To move from Level 1 to Level 2, a player is asked to make a statement about a new goal or vision. If you drew the word FAMILY, you might say –
I want a happier family life, or I want to spend more time with my family, or I want to go with my family on a great vacation, or I want to do something special for my family, or I want my family to know me better.
Have Faith Cards: You may use one of these cards if you cannot answer any challenge. The card prevents you from losing a turn. Each card may only be used once, so you only have two (2) chances to use these cards.
My Miracle Envelope: Before the game starts, players write down a specific goal on piece of paper from the writing pad. Each player's goal is placed inside the My Miracle envelope. An example of a goal may be: "I want a more positive attitude."
Game Play
The youngest player goes first by rolling the die and moving the correct number of spaces in the Enlarge Your Vision level. Players proceed clockwise, alternating turns and completing the required challenges at each level.
When a player reaches the last space of each level, s/he must take any one of their seven (7) Wonder Word cards and complete the task that corresponds to the level they are on.
Level 1 – Enlarge Your Vision
A player draws an Enlarge Your Vision card and, looking at the picture on it, searches for images within the image. There are no correct or incorrect answers in this visual challenge. If you see a cat in a cloud, for example, point it out. It's okay to be original if you can justify what you see in the shape, shading, lines, or color of an image. You can find things in the whole picture or in parts of it. If a player cannot accomplish this challenge, s/he loses a turn and returns the Enlarge Your Vision card to the bottom of that deck. On his/her next turn, s/he draws a new Enlarge Your Vision card and attempts to complete the challenge. (Note: On any level, for any challenge, a player may opt to use a Have Faith card instead of completing the challenge. But, remember, you only have two (2) Have Faith cards so use them wisely.)
To move from Level 1 to Level 2, a player must make a statement about a new goal or vision using any one of her/his Wonder Word cards (like the examples under Wonder Word cards to the left). If a player cannot think of a goal or vision using one of their Wonder cards, s/he may play a Have Faith card to move to the next level. If a player decides not to use a Have Faith card, s/he loses a turn and forfeits one Wonder Word card, and then may move to the next level.
Note: No matter what number a player rolls, s/he must stop on the last space of each level and complete the task listed for that particular Level.
Level 2 – Develop a Healthy Self Image
When a player reaches Level 2, the space s/he lands on determines which item on the Develop a Healthy Self Image card s/he must complete (A, B, or C).
On Level 2, players must look into the mirror as they make positive statements about themselves with a fifteen second time limit. If a player cannot complete this challenge within fifteen seconds, that player loses a turn, unless s/he uses a Have Faith card.
Examples:
List three things that you like about your face.
On the cover of what magazine would you most likely appear? Who in your life would be happiest to get a letter from you right now?
Complete the sentence "I am beautiful in God's eyes because _________."
To move from Level 2 to Level 3, a player must make a statement about a positive self image using any one of the Wonder cards. (For Example: If you drew the word "Love," you might state…"I love the fact that I married Sheryl.")
Level 3 – Discover the Power of Your Thoughts and Words
When a player reaches Level 3, the space s/he lands on tells them which item on the Discover the Power of Your Thoughts and Words card they must complete (A, B, or C). Players are given a negative word that s/he must write down on a sheet of paper, then build positive words off the letters in a crossword fashion.
Example:
D
H
F
Play is against the timer. Players have fifteen seconds to list a minimum of three positive words. If they cannot do this, the player loses a turn, unless s/he uses a Have Faith card.
To move from Level 3 to Level 4, a player must make a positive statement using any one of the Wonder Word cards. (For Example: If you drew the word "Caring," you might state, "I believe that by caring for others we can teach others to be compassionate.") | <urn:uuid:45f5e581-0d04-4990-b0ba-f504d9b144d1> | CC-MAIN-2017-17 | http://endlessgames.com/wp-content/uploads/instructions/YBLN_Instructions.pdf | 2017-04-26T13:47:11Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00054-ip-10-145-167-34.ec2.internal.warc.gz | 117,597,150 | 2,379 | eng_Latn | eng_Latn | 0.996987 | eng_Latn | 0.997076 | [
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Photo :
The Crow's Nest
"Preserving the heritage of Ferndale for future generations"
NEWSLETTER OF THE FERNDALE HISTORICAL SOCIETY
MAGIC WAS SQUARE: PLAYGROUNDS IN MID-20 TH CENTURY FERNDALE
Sharon Kaiser
The streets of Ferndale were teeming with kids in the 1950s. According to the 1954 school census, 4,350 children aged 1-5 lived in the Ferndale School District. By the early 1950s the city had been built up to such an extent that there was little available green space for playgrounds. Kids often took to the streets for their ball games and other sports. Civic leaders, along with city and school officials, became increasingly concerned about the lack of play-space for Ferndale's young residents.
The goal of the Recreation Advisory Committee was to build four squares and two half-squares (60' x 120') throughout Ferndale. In 1955 a community drive for funds was launched. Everyone got into the act, from Boy Scouts and school-aged children to adults, business leaders, PTA groups, service clubs, and industries. A model of the Magic Square was taken to meetings and displayed while the pitch for funds was given. John W. Armstrong of the Darin & Armstrong Construction Co. underwrote the cost of the first Magic Square, located in Roosevelt Park (now Geary Park).
Because little space was available to create play areas, members of the city's Recreation Advisory Committee and its Director, Bud Brown, had to come up with a way of making the most use of limited resources. The Committee devised the idea of a year-round, multi-purpose, fenced, lighted, and curbed 120-foot cement-based square that could be marked and lined for various games. During warmer months games such as tennis, badminton, volleyball, hop-scotch, shuffleboard, and basketball could be played; at night, teen-age dances and square dances for adults could be held. During winter months the square could be flooded for ice-hockey and ice-skating. Ruth Romig, who served on the Committee, recalls, "The name we hit upon [for these areas] was an eye-catcher: MAGIC, I said, SQUARE, said the others."*
Ultimately, the community came up with the $45,000 needed for the whole program, which took 10 years to complete. Magic Squares were located in Roosevelt, Wilson, Harding, Garbutt, Mapledale, and Wanda parks and were in use for over twenty years. They all were then converted to tennis courts, then to basketball courts, and most recently to roller rinks. (Continued on Page 2)
Magic Square Playground Plan, 1955.
Designer, Leonard Keller; Bud Brown,
Recreation Director, Ruth Romig, Chairman,
Financial campaign.
Courtesy Daily Tribune, Jan 13, 1955
Skating on a Ferndale Magic Square, 1968 Photo: Courtesy Ferndale Gazette, Jan 4, 1968
FALL 2009
Page 2
In the 20-year history of the Magic Squares, there was one tragedy: On June 17, 1955, a 10-year-old Pleasant Ridge boy, Robert Chambers Jr., was killed when he and his younger sister were watching workmen at Roosevelt Park lay the surface for the first square. The driver of an asphalt truck did not see the children, backed up, and hit Bobby--who was instantly killed. In place of flowers for his funeral, Bobby's parents requested that donations be made to the Magic Square Program or to his church. A plaque in memory of Bobby was located by the square in Roosevelt Park for years; it soon will have a permanent home in the Ferndale Historical Museum
Through generosity and hard work, Ferndale's citizenry came together and created magic for all to enjoy.
Ferndale was one of the first in the country to come up with the Magic Square concept. The city received inquiries from all over the U.S. asking for information and plans.
*Source quoted: Ruth Romig, in Ruth Rodgers Elmers, June Waugh Kotlarek, Gerry Kulick (Ed.), Old Timers Tell It Like It Was (Ferndale Historical Society, 1987): 154
FERNDALE'S MEMORIAL ART, 1955: THE CHAMBERS MURAL
Sharon Kaiser
The large mural, "Christ Teaching" (also called "Suffer the Little Children" in some sources), located on the west wall of the Drayton Avenue Presbyterian (Pinecrest/Drayton) baptistery, is an example of little-known memorial art work in the city. It was painted by Duane Perrigo, in memory of his grandson by marriage, Robert Chambers Jr., who was killed in June 1955 during the construction of the Magic Square at Roosevelt Park, the first of Ferndale's Magic Square playgrounds.
The resulting work, for which two children from Drayton, Suzanne and Elizabeth Sandling (pictured to the left, holding the woman's hands), and several neighborhood children, posed as models, has remained a focal point of Drayton's north transept despite changing uses of the area over the years—and holds a special place as an outstanding example of memorial art work in Ferndale.
An award-winning mural artist based in Chicago, Perrigo worked on various mural projects in Detroit's public buildings, theaters, and churches, and was especially known for scenic mural wall papers. In September 1955, while the architect and the Drayton Avenue Presbyterian Church Arts and Decoration Committee were still in the planning stages for the new church addition (completed 1958), Perrigo offered to paint the Chambers memorial mural on any subject of their choice.
Source: Archives Committee, Drayton Avenue Presbyterian Church, Drayton Dimensions in Time, 1924-2004: The Story of Drayton Avenue Presbyterian Church, September 2004: 33-34.
Drayton Avenue Presbyterian Church, Mural by Duane Perrigo
Photo: Victor Paul
So You Think You Know Ferndale?
1. When was Ferndale first incorporated as a city?
2. How many elementary schools did Ferndale have in the 1940s?
3. What was the name of the old high school in Ferndale?
4. What was the old name of West Drayton Avenue?
5. Who was the first mayor of Ferndale?
6. What was the first name of Woodward Avenue?
7. What was the name of the first church in Ferndale?
8. Who was the first woman to own a business in Ferndale?
9. What year did the Ferndale Library open?
10. Did Ferndale ever have any Civil war veterans?
For the answers to these questions please turn to page 5.
HISTORICAL BOOKS FOR SALE AT THE MUSEUM
FERNDALE OF YESTERYEAR
$25.00
By Maurice F. Cole
OLD TIMERS TELL IT LIKE IT WAS
$15.00
By Ruth Rogers Elemers, June Waugh Kotlarek, Gerry Kulick
TOUGH AS NAILS: A HISTORY OF THE FERNDALE FIRE DEPT.
$36.00
By Chief Roger Schmidt
These items may be purchased at the Historical Museum in person or requested by mail for small shipping & handling fee of $5.00. Checks should be made out to: Ferndale Historical Society. 1651 Livernois, Ferndale, MI 48220
City Employees About 1933
City Commission seated at table on the right
Gordon McKissen standing in aisle (second from right)
Donated by Mrs. Stella McKissen
Ferndale Honors "Caesar of the Pacific"
Lynne Prudden
On Friday, May 16 th , 1952 General Douglas MacArthur spoke to the people of Ferndale. The area in the center of Woodward, just North of Nine mile was sectioned off and set up with amplifiers so everyone would be able to hear this most famous war hero general. He was welcomed by Mayor Garbutt and Introduced by Carl W. Forsythe to many of Ferndale's dignitaries. Many people came to see this great general who never grew tired, lost courage, or lost faith in his men.
General MacArthur graduated from West Point with the highest honors of anyone to come out of the Military Academy. He held the rank of Colonel, chief of staff, and commander of the Rainbow Division during World War I. He was superintendent of West Point in 1919; in 1922 he was sent to the Philippines again. In 1930 President Hoover made him chief of staff and a full general. General MacArthur retired in 1937 at the age of 72, but was recalled to active duty by President Roosevelt to be commander of the United States Army in the East. During World War II, he ran one of the greatest offensive campaigns of all time. He believed deeply in his God, his country, and his men. He told them just that and they loved him and believed in him. General MacArthur's philosophy seemed to emanate from some deep and mysterious reservoir, ever kindled with hope, patriotism, and nobility, a true characteristic of the world's greatest leaders. Ferndale was privileged to greet and honor so great a dignitary and so famous a general who always managed to pluck victory from the jaws of defeat!
Source: The Ferndale Gazette, May 15, 1952 Photo courtesy: Bob Thomas
General Douglas MacArthur, wife Jean Marie & son, Arthur.
Courtesy: Joan Stefanski
Photo credit to Bob Thomas
General Douglas MacArthur Courtesy: Joan Stefanski Photo Credit to Bob Thomas
Ferndale Museum Wish List
1. Photographers to photograph Ferndale houses
2. Biographies of our venerable residents
3. A new building to house our growing Museum
4. Monetary Donations -- we are self-sustaining
5. Items from your Ferndale attic that might be historical
6. Any St. James year books
7. New ideas to make our Museum special
Page 5
Dear Society Member,
I would like to thank you for your continued generous support of the Ferndale Historical Society and Museum. This note is to inform you that membership dues are now due as of September 30, 2009 for the year 2010. Please be sure to check that your dues are up to date. This will insure continued delivery of your newsletter. For your convenience we have included a membership form. Please fill out the form and return it to museum so we can update our records and to be sure that your membership does not lapse.
Thank you and warm regards,
Garry Andrews
Museum Director
Ferndale Historical Society Operators of the Ferndale Historical Museum
MEMBERSHIP APPLICATION
Name ______________________________________
Individual $ 10.00
Return to: Ferndale Historical Society
Family $ 25.00
1651 Livernois
Lifetime $100.00
Ferndale, MI 48220
Address _____________________________________
City _____________________ State_____ Zip_____
Officers of the Ferndale Historical Society
President
Roger Schmidt
Board of DirectorsDavid Lungu
Vice PresidentFrank Flores
Dan Harteau
Recording SecretaryChristine Kole
Lisa Harteau
TreasurerGarry Andrews
Theresa Schwartz
Corresponding SecretaryJean Spang
Trustees
Phyllis Hill
Historian/MembershipLynne Prudden
Robert Bruner, City Manager
Communications/PublicityGarry Andrews
ANSWERS TO: So You Think You Know Ferndale
1. The Village of Ferndale was incorporated in1918 and became a city in 1927.
2. There were 10 elementary schools in the 1940s in Ferndale.
3. The name of the old high school was Lincoln High School.
4. West Drayton was once called Park Blvd.
5. The first mayor of Ferndale was called a manager and his name was Carl H. Peterson.
6. Woodward Avenue was once called Saginaw Trail.
7. The first church (1917) in Ferndale was called "The Tabernacle" at 9 Mile & Bermuda.
8. Mary Ann Chappell owned a tavern; people called her "Mother Handsome". The tavern was locatedat Woodward and Oakridge in the 1830s.
9. The Ferndale library opened its doors in 1930.
10. Yes, his name was Francis Stockman, a Union soldier; he lived at 235 Cambourne and died in 1938.
THE PIANO
Roger schmidt
In February of 1944, the department decided to get rid of the piano that was in the living quarter at the Headquarters Fire Station. The piano has been a fixture for eighteen years, since the days of George Smith. A deal was brokered with a salesman names Whitney Smart for the price of ten bucks.
As the station had been added onto and the stairway took on a few new twists, the piano had been moved from room to room. As part of the sales agreement the firemen were required to move the piano from the second floor to the first and out to a waiting van. The men were willing but none of them had given any thought to the matter until they hit the first turn on the stairs. There the piano got stuck and had to be hauled back up. Next they tried a "gin Pole" (A single standing pole angled over the load and supported by guy ropes. A hoisting rope or block and tackle is attached at the top.) When they tried to erect it on the main floor it proved to be too long and then too short to reach from a lower level. They looked at the windows but they were too narrow. The situation had Chief Norman Pritchard and several bystanders laughing uncontrollably, and Smart looking for a bottle of aspirin.
A professional piano mover was called. He took one look at the piano, another look at the stairway with its bends and said as he was leaving, "I've been moving pianos for 20 years, but I know when I'm licked. I give up."
The chief, who had calmed down by now, looked at the men and said, "let's take it apart." Smart agreed and the men grabbed their screwdrivers and wrenches. In a matter of minutes everything that could be removed was, and all that was left were the ends and sides, which were glued together. Once more they headed down the stairs, only to get stuck again. One of them gave a hard tug at a leg and the rest of the frame fell apart. The pieces were carried down and laid in a pile. With a scratch of their heads, the men began to reassemble the piano but nothing fit. One by one they gave up and walked away.
Smart tried in vain to sell it back for one dollar, but got no takers. As he left to get more aspirin and someone to put the piano back together, one of the men handed him the piano stool the only thing still in one piece, and said, "you'll need this when you are learning to play this piano like a harp."
Source: Daily Tribune, Special Servicemen's Edition, 2-21-44
Courtesy: The Daily Tribune
FROM THE OLD TO THE NEW: Ferndale's Fire Department
1936 Chevrolet Coupe, Chief's car with Chief Donald Post. Source: Roger Schmidt Collection
Source:
Roger Schmidt Collection
1996 Pierce Pumper, September 2003
Source: Gasper Bommarito photo
Page 8
Please Look Inside!
Page 1 Magic was Square
Page 2 Magic was Square (continued.), Ferndale's Memorial Art
Page 3 So you Think you Know Ferndale,
Page 4 Ferndale Honors "Caesar of the Pacific"
Page 5 Membership Form
Page 6 The Piano
Page 7 From the Old to the New: Ferndale's Fire Department
Calendar of Events:
Thursday, November 19 6 pm
Board Meeting, Historical Society, held at the Museum, public is welcome
Thursday, January 28 6 pm
Board Meeting, Historical Society, held at the Museum, public is welcome
Thursday, February 25 6 pm
Board Meeting, Historical Society, held at the Museum, public is welcome
The Crow's Nest, Fall 2009
Copyright and published quarterly by:
Editor: Jean Spang
The Ferndale Historical SocietyGraphics/Layout/Production: Lynne Prudden
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Ferndale Historical Society
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Curriculum Guide by Mike Peterson
text copyright 2007, Mike Peterson illustrations copyright 2007, Christopher Baldwin
Preface
"Tommy and the Guttersnipe" is fiction, but it is based on the world of the poor and homeless in New York City in the late 19th Century, and, in particular, on the world of the poor newsboys. In eight chapters, we can only present a snapshot of this complex time, but we want teachers to have the information they need to teach the story effectively.
The best beginning is to list the major influences on this story. You'll see primary documents throughout this teaching guide, many of which come from these sources. For additional background, see the resource list. Meanwhile, let me introduce those without whom this story would not be possible:
Jacob Riis (1849-1914)
One of the first photojournalists, this Danish immigrant experienced poverty in New York city before turning his camera and writing talents into a journalistic crusade to tear down the slums and bring economic justice to the poorest of the poor. His book "How the Other Half Lives" opened the eyes of America's middleclass to the problems of the tenements, but he had already made many important improvements through his newspaper and magazine work, while his friendship with Theodore Roosevelt was an important influence in turning the future president into a crusader for the unfortunate.
Helen Campbell (1839-1918)
Helen Campbell was a pioneer in the field of home economics. She wrote children's books and a textbook, "The Easiest Way in House-Keeping and Cooking" before turning her investigative and writing skills on the problem of poor women. Her 1882 book, "The Problem of the Poor" was followed by "Prisoners of poverty: women wage-workers, their trades and their lives" and the book for which she is best known, "Darkness and Daylight, or, Lights and Shadows of New York Life."
Horatio Alger, Jr. (1832-1899)
When people speak of a "Horatio Alger story," they mean one in which a poor boy becomes a wealthy man, but that's too simple a way to see his work. Alger wrote some 135 boys' novels, starting in 1856, mostly about young boys who made a success of themselves through honesty, hard work and what was called "pluck" -- a combination of courage and initiative. Alger was not a gifted writer, but he was a very gifted story-teller, and his books were best-sellers that influenced generations of young men. This story is consciously, and affectionately, modeled on his work.
Mike Peterson author
Table of Contents
Teacher's Guide Description
Preface
Newspaper Background
Additional Resources
Adapted Literature Circle Activity
Chapter One:
Up In Smoke
Graphic Organizers
Chapter Two: Boy Not Wanted
Chapter Three: Stork Enforces the Rules
Chapter Four: Tommy the Newsboy
Chapter Five: The Best Policy
Chapter Six: A Proper Wash-up
Chapter Seven: A Well-Known Customer
Chapter Eight: Tommy in the Newsroom
Jeopardy! Game Cards
Standards Matrix
Teacher's Guide Description
Suggestion: Have students clip each chapter of the reading serial and create a Big Book to help them review plot and character development.
The graphic organizers can be used with multiple chapters.
All questions and writing prompts are intended for modification and adaptation to your classroom and ability levels. Let them be fun!
Each chapter includes questions for literal and inferential meaning to guide discussion and measure comprehension.
Newspaper Activities are suggested to draw contemporary parallels and to help students develop critical analysis skills.
"In your own words" section can serve as discussion topics, journal exercises or writing prompts.
Quotes from primary documents provide background information and historical references and may also be jumping off points for independent research.
The standards checklist serves as a document to record the standards met throughout the unit
Resources for teachers include web sites to support teaching.
And invite your students to join the discussion, chapter by chapter, at a blog for the story: http://tommyandtheguttersnipe.blogspot.com (Don't worry -- all comments are reviewed before being posted!)
.
TOMMY AND THE GUTTERSNIPE
Front page -- Typically the front page covers the most important news.The decision of what to put on Page One is made during meetings.The most important news is located above the fold in broadsheet newspapers (papers that are folded horizontally).The front page of a newspaper contains information such as the name of the paper, its year of origin, the date and often an index.
NEWSPAPER BACKGROUND INFORMATION
Classified Advertisements -- These ads are within the classified section and are listed by categories (classifications) such as homes for sales, automobiles, help wanted, lost and found, etc.They are brief and contain information such as telephone numbers, cost, salary, etc.
Editorial Page -- An editorial page usually contains an editorial and an editorial cartoon.
Editorial -- Editorials are written using fact and opinion.They represent the view of an editorial board rather than one person and provide commentary and opinion on issues, debates and events. Editorials appear on the editorial page, but, unlike columns, do not give the writer's name, because they represent the entire newspaper and not just one person.
Editorials have several functions:
(2) To influence action
(1) To interpret
(3) To praise or commend
(4) To entertain
Editorials often use persuasive writing to convince others to adopt a view or belief. Persuasive writing often involves three basic steps. First, the opinion must be stated. Second, the opinion needs to be supported with convincing reasons and concrete evidence.Third, the body of the argument should end with a conclusion which can be a prediction, a summary, or a call to action.
Editorial/Political Cartoons -- Editorial cartoons are graphic illustrations that provide commentary on an issue through the use of elements such as symbols.
Good editorials:
* Reflect logic *
* Get to the point quickly
Make the reader think
* Use anecdotes, examples, statistics, and facts to support the argument
* Use plain language
Web Site Resource
This site offers lesson plans for using editorial and political cartoons as teaching tools.
http://www.cagle.com/teacher/
TOMMY AND THE GUTTERSNIPE
NEWSPAPER BACKGROUND INFORMATION
Display/Retail Advertisements -- These are ads for goods and services.They are located throughout the newspaper except on the front page. These advertisements contain pertinent information such as telephone numbers, store hours, sale prices and location of the business or organization.Ads may contain graphic illustrations and/or photographs.They vary in size and shape.
Opinion Columns -- Opinion columns are written by individuals and may not necessarily represent the views of the editorial board.The opinions expressed in the columns are those of the individual column writer.
Sports Section -- Usually the sports stories found in this section are written using descriptive language and often literary styles such as simile, metaphors, etc.
Feature Writing --Feature articles are written pieces that are not considered hard news.They may be timely if written as a review or highlighting an upcoming event or production but they are usually stories that do not contain "breaking news." Features stories are often human interest articles and sometimes are strictly informational and process oriented. For example, a story about decks may include a how-to section.
Headlines
A headline tells what the story is about. It uses big letters and just a few words so readers can decide quickly if they are interested in the story and want to read it.
Inverted Pyramid Writing Style
Obituaries:
The inverted pyramid style of writing involves writing the most essential details and information at the top and less important details in later paragraphs.The questions answered are often referred to as the 5 W's and How -- what, who, when, where, why and how.
An obituary is a notice placed by a funeral home to announce someone's death. Until recently, obituaries were considered news and, at most newspapers, subject to the same rules as any news stories. Each newspaper had its own style (rules) about things like what terms could be used, how many surviving relatives could be listed and whether or not hobbies and interests could be mentioned.Today, many papers consider obituaries a type of ad. Families pay to have obits in the paper, but, in return, they can make them much more personal than in the days when they were "news items."
Web Site Resource
This site offers lesson plans for teaching about and with newspapers. Also includes links to other teacher sites.
http://www.education-world.com/a_lesson/02/lp258-04.shtml
TOMMY AND THE GUTTERSNIPE
Although literature circles are built around student-selection of reading materials, teachers can use the principles and modify for use with one particular piece of literature. This reading serial lends itself to discussion and can adopt many of the strategies employed in literature circles.
ADAPTED LITERATURE CIRCLE SUGGESTIONS
For each chapter, have students discuss the text in small groups. Assign or allow students to designate a role to each member of the group:
Illustrator: Illustrate a significant scene or idea from the reading.
Vocabulary Master: Selects words in the text that are interesting, unfamiliar, or unusual. This person uses the dictionary to define.
Connector: Finds connections between the reading material and something outside of the text, such as personal experience, a different work of literature, something in the news, or a topic from another discipline.
Literary Summarizer: Summaries the events, main ideas and plot development of the chapter.
Discussion Recorder: Records questions from the group about the text. Records interesting passages or quotes from the text and comments from the group.
After small meeting groups have had a chance to meet, the information can be discussed as a whole group.
If you use this strategy, over time all students will have the opportunity to fulfill each of the roles. Eventually, the process becomes natural and the designation of roles is no longer necessary.
The role of the teacher is mostly of facilitator who monitors group progress and engagement in the task.
The use of literature circles is an effective strategy to help ESL students and reluctant readers.
Web Site Resource
http://www.cdli.ca/CITE/lang_lit_circles.htm
This site offers many links with lesson plans and literature circle activities.
Additional resources for this serial:
The History Project
University of California, Davis, houses this wonderful collection of historic photographs. A terrific way to bring Tommy's world to life, and they like it when students use the pictures in non-commercial projects.
http://historyproject.ucdavis.edu/imageapp-us.php
Jacob Riis resources:
This is a good overview of Jacob Riis, while the next site documents his groundbreaking work as a photojournalist.
http://www.richmondhillhistory.org/jriis.html
"Documenting How The Other Half Lives"
http://xroads.virginia.edu/~MA01/Davis/photography/home/home.html
Incidentally, while Riis's autobiography, "The Making of an American" is okay for young readers of some maturity, his documentaries, "How the Other Half Lives," "The Battle with the Slum" and others, are strongly steeped in the ethnic and racial stereotypes typical of the time. His views were absolutely well-intentioned and most adult readers will be able to appreciate his work (with the occasional gasp), but it's not something you'd want to have to explain to young readers. It was another era.
Disney's "Newsies"
"Newsies" is a 1992 Disney musical that may come to your attention during this unit of study. Set among the newsboys a few years after our story, it is bad history but popular with the young girls who like boy-groups and dancing. (Same choreographer as "Dirty Dancing.")
Be aware, however, that it does bring up some of the less savory aspects of the newsboys' lives that we decided to gloss over -- including tobacco use and hanging around tawdry vaudeville theaters. It is also a very inaccurate depiction of a brief strike in which the newsboys protested changes in their relationship with the newspapers -- it was not nearly this dramatic or prolonged, and the newspaper owners were not evil villains. On the other hand, if it's clear to the kids that this is not history, they might enjoy it as pure Disney entertainment.
http://www.imdb.com/title/tt0104990/
The story of the Newsboys' Strike of 1899
This is a more accurate accounting of the Newsboys Strike, which lasted a week and involved papers raising the price of a bundle from 50 cents to 60. After the strike, the price remained the same, but newspapers would buy back unsold papers -- a benefit Tommy and Jake did not enjoy two years earlier, when papers were only 50 cents a bundle but unsold papers represented lost money for the boys.
http://www.peachtree-online.com/printer/newsboys.htm
The Newsboys' Lodging House
The Newsboys Lodging House is referred to in all discussions of newsboys and homeless children of the era and is mentioned in our story as well. This is an amateur site about the home at 9 Duane Street, which would likely have been the lodging house Tommy and Baby Jake would be familiar with. (The first such home was on the fifth and sixth floors of the New York Sun's own building.)
http://nineduane.queenitsy.com/index.html
1
Vocabulary
tenement income bootblack sooty tattered ferry
Chapter One:
Up in smoke
Facts and Details: Literal Meaning
1. How old is Tommy?
2. What is his last name?
3. What is his nickname?
4. Where does he live?
5. What kind of transportation does he use to get home from school?
What's Going On?: Reading Comprehension
1. Why does Tommy say he is dropping out of school?
2. What are some ways you can tell this story is set in the past?
3. What are some reasons Tommy's mother doesn't like the neighborhood?
4. What are some ways you can tell Tommy's family is poor?
5. Why is this chapter title "Up In Smoke" appropriate?
In your own words...
Does Tommy want to drop out of school because he doesn't value his education? Write about Tommy's decision and about a sacrifice that someone you know has made for the good of their family or their community.
1892 STANDARD OF LIVING
(This story is set in 1896)
Average weekly wages by industry:
Textiles -- $6.91
Clothing -- 10.88
Building -- 12.67
Metallic Work -- 11.26
Wood Work -- 12.34
Other Industries -- 11.59
Average weekly wages:
Men …$11.58
Women … 6.09
Young people … 5.10
Children … 3.81
Percentage of expenditure of workingmen by annual income, on Subsistence/Clothing/Lodging/Fire and Lighting
$225-$300 -- 62/16/12/5
$450-$660 -- 55/18/12/5
$750-$1100 -- 50/18/12/5
("Subsistence" includes food, medicine and other daily necessities except those specified
Average rent for 1 room -- 66 cents per week, $2.86 month, $34.38 year
-- Reynolds, Marcus T. The housing of the poor in American cities :the prize essay of the American Economic Association for 1892. [Baltimore] : American Economic Association, 1893.
Newspaper Activity
Find people in the newspaper with nicknames. Where do you think their nicknames came from? (Are any of those nicknames ones you think Tommy's mother would not approve of?)
NICKNAMES
They have never known a mother's or a father's care, and have no sense of identity. ... As a rule they are known by nicknames and nothing else, and in speaking of one another they generally do so by these names. As a rule these names indicate some personal peculiarity or characteristic. On a recent visit to a Newsboys' Lodging House pains were taken to learn the names of a group of boys who were holding an animated conversation. It was a representative group. A very thin little fellow was called "Skinny"; another boy with light hair and complexion, being nearly as blonde as an albino, was known only as " Whitey." When "Slobbery Jack" was asked how he came by his name, "Bumlets," who appeared to the chief spokesman of the party, exclaimed. "When he eats he scatters all down hisself." " Yaller" was the name given to an Italian boy of soft brown complexion. Near him stood " Kelly the Rake," who owned but one sleeve to his jacket. In newsboy parlance a "rake" is a boy who will appropriate to his own use anything he can lay his hands on. No one could give an explanation of "Snoddv's" name nor what it meant,— it was a thorough mystery to even the savants in newsboy parlance. In the crowd was "The Snitcher,"— "a fellow w'at tattles," said Bumlets, contemptuously ... and so also was "Jake the Oyster," a tender-hearted boy who was spoken of by the others as "a reg'lar soft puddin'."
-- Helen Campbell, Darkness and Daylight
Chapter 1: Answer Key
Facts and Details:
1. 12
2. McMahon
3. Shakespeare
4. New York City
5. ferry
Reading Comprehension:
1. He has to work to help support his family.
2. The types of merchants in the street, the fact
that Tommy's father travels by train, the clothing in the illustration.
3. It's dirty and she fears Tommy is making friends with thieves like Stork Shanahan.
4. His mother is worried, their home is not very nice, Tommy's decision to quit school and earn money.
5. Their hopes of survival and of Tommy's finishing school appear gone with the fire.
2
Vocabulary
respectable connections gestured figures blacking
Chapter Two:
Boy Not Wanted
Facts and Details: Literal Meaning
1. What does Dutch give Tommy to help him find work?
2. What three useful skills does Tommy have?
3. What does his baby sister have for toys?
4. What does Tommy decide to do to earn money?
5. Who threatens him at the ferry dock?
What's Going On?: Reading Comprehension
1. What does Dutch tell Tommy he doesn't have that he needs? Why is it important?
2. What is the difference between the job of an "office boy" and just a "boy"?
3. What do Tommy and his mother include when they figure out a price for the shirts?
4. Why does the man laugh when Tommy says he has another shirt the same size?
5. What does Stork probably mean when he asks Tommy who gave him permission to sell shirts at the ferry dock?
In your own words...
When Tommy tells the man he has studied Latin, the man gently says that Latin isn't of much use to his business. Do you think it's worthwhile to study things that won't help you find a job? Are there reasons to study things besides the specific things you need for work? Why or why not?
As soon as a little child can be of the least possible help, it must add to the family income by taking a share in the family toil. A child 3 years old can straighten out tobacco leaves or stick the rims which form the stamens of artificial flowers through the petals. He can put the covers on paper boxes at four years. He can do some of the pasting of paper boxes, although as a rule this requires a child of 6 to 8 years. But from 4 to 6 years he can sew on buttons and pull basting threads. A girl from 8 to 12 can finish trousers as well as her mother. After she is 12, if of good size, she can earn more money in a factory. The boys do practically the same work as the girls, except that they leave the home work earlier, and enter street work, as peddlers, bootblacks, and newsboys. I have seen but two children under 3 years of age working in tenements, one a boy 2 1/2 years old who assisted the mother and 4 other children under 12 years in making artificial flowers. The other, and extraordinary case of a child of 1 1/2 years, who assisted at a kind of passementerie*.
-- The Wreck of the Home: How Wearing Apparel is Fashioned in the Tenements Annie S. Daniel Charities 14, No 1. (1 April 1905)
*i.e., assisting with putting ornamental trim on garments
Multidisciplinary Connections
Office boys are seen not only in this story but in other stories like "Great Expectations," where Pip has a job copying papers in an attorney's office.
List some technological advances since the 19th century and how they have changed office work. For instance, what machine takes the place of office boys copying papers? What might have been some job duties before fax machines were invented that are no longer needed?
Newspaper Activity
Look through the Help Wanted ads in the classified section of the newspaper. How many say that they require experience? Looking at ads for jobs that require experience and ads for jobs that don't, can you tell anything about the kinds of jobs that fall into each category?
Chapter 2: Answer Key
Facts and Details
come his lack of work experience.
1. A free shoe shine
2. He can read, write clearly and do math.
3. A pot and some scraps of cloth.
4. Sell the shirts his mother makes.
5. Stork Shanahan
Reading Comprehension
1. Connections -- important friends to help over-
2. The office boy copies notes and writes down figures and adds them up, while a "boy" just runs errands.
3. Ifor example) Rent, food and more cloth to make more shirts.
4. He admires his nerve in trying to sell him a second shirt.
5. Stork's gang controls street business there.
3
Vocabulary
guttersnipe urchin defiantly
Chapter Three:
Stork Enforces The Rules
Facts and Details: Literal Meaning
1. Who starts the trouble?
2. What happened to ruin the shirts?
3. What does Dutch call the little homeless boys?
4. How much does it cost to buy a bundle of newspapers?
5. Who does Dutch decide should help Tommy sell papers?
What's Going On?: Reading Comprehension
1. Why does Stork want to stop Tommy from selling shirts at the ferry?
2. Why do the guttersnipes say they have lots of homes?
3. What does Dutch mean by "For a guy with an education, you don't know much"?
In your own words...
Tommy offers Dutch the ruined shirts, but Dutch doesn't take them. If you were Dutch, would you take the shirts or not? Explain your answer.
FROM: "HOW THE OTHER HALF LIVES" -- JACOB RIIS
The Street Arab* is as much of an institution in New York as Newspaper Row, to which he gravitates naturally, following his Bohemian instinct. Crowded out of the tenements to shift for himself, and quite ready to do it, he meets there the host of adventurous runaways from every State in the Union and from across the sea, whom New York attracts with a queer fascination, as it attracts the older emigrants from all parts of the world. A census of the population in the Newsboys' Lodging-house on any night will show such an odd mixture of small humanity as could hardly be got together in any other spot. It is a mistake to think that they are helpless little creatures, to be pitied and cried over because they are alone in the world. The unmerciful "guying" the good man would receive, who went to them with such a programme, would soon convince him that that sort of pity was wasted, and would very likely give him the idea that they were a set of hardened little scoundrels, quite beyond the reach of missionary effort.
But that would only be his second mistake. The Street Arab has all the faults and all the virtues of the lawless life he leads. Vagabond that he is, acknowledging no authority and owing no allegiance to anybody or anything, with his grimy fist raised against society whenever it tries to coerce him, he is as bright 'and sharp as the weasel, which, among all the predatory beasts, he most resembles His sturdy independence, love of freedom and absolute self-reliance, together with his rude sense of justice that enables him to govern his little community, not always in accordance with municipal law or city ordinances, but often a good deal closer to the saving line of "doing to others as one would be done by"--these are strong handles by which those who know how can catch the boy and make him useful. Successful bankers, clergymen, and lawyers all over the country, statesmen in some instances of national repute, bear evidence in their lives to the potency of such missionary efforts. There is scarcely a learned profession, or branch of honorable business, that has not in the last twenty years borrowed some of its brightest light from the poverty and gloom of New York's streets.
Anyone, whom business or curiosity has taken through Park Row or across Printing House Square in the midnight hour, when the air is filled with the roar of great presses spinning with printers' ink on endless rolls of white paper the history of the world in the twentyfour hours that have just passed away, has seen little groups of these boys hanging about the newspaper offices; in winter, when snow is on the streets, fighting for warm spots around the grated vent-holes that let out the heat and steam from the underground press-rooms with their noise and clatter, and in summer playing craps and 7-11 on the curb for their hard-earned pennies, with all the absorbing concern of hardened gamblers. This is their beat.
(To read more of this important backgrounder, visit: www.yale.edu/amstud/inforev/riis/chap17.html)
* This common term for homeless boys is non-ethnic and refers to their nomadic existence
Newspaper Activity
Instead of throwing them away, Tommy and Dutch give the shirts to the guttersnipes. Find an example in today's newspaper of someone making good use of something another person might think wasn't worth anything.
Facts and Details
Reading Comprehension
Chapter 3: Answer Key
1. Stork
2. One is torn, both are stained with boot blacking (shoe polish)
3. Guttersnipes
4. 50 cents
5. Baby Jake
1. Tommy isn't part of his gang and Stork doesn't think Tommy's tough enough to stand up to him.
2. They don't think it's anyone's business; They sleep wherever they can.
3. Tommy's smart, but he doesn't have experience in the tough world of the streets.
4
Vocabulary
Streetcar steam grate
Chapter Four: Tommy the Newsboy
Facts and Details: Literal Meaning
1. Where did Baby Jake sleep the night before?
2. What happened to Baby Jake's mother?
3. What happened to his sister?
4. What newspaper did Baby Jake decide they should sell?
5. What happened to Tommy's bundle of papers?
What's Going On?: Reading Comprehension
1. Why doesn't Baby Jake stay at the Newsboy's Lodging House?
2. How did Baby Jake become homeless?
3. How much profit would Tommy make if he sold a whole bundle of papers?
4. How does Baby Jake get people to buy newspapers from him?
5. How did Baby Jake get the money to buy more newspapers?
In your own words...
When Tommy hears Baby Jake's story, he doesn't know what to say to him. Imagine that you were in Tommy's place, and write a journal entry about how you feel about what Baby Jake told you.
FROM: "HOW THE OTHER HALF LIVES" -- JACOB RIIS
A little fellow who seemed clad in but a single rag was among the flotsam and jetsam stranded at Police Headquarters one day last summer. No one knew where he came from or where he belonged. The boy himself knew as little about it as anybody, and was the least anxious to have light shed on the subject after he had spent a night in the matron's nursery. The discovery that beds were provided for boys to sleep in there, and that he could have "a whole egg" and three slices of bread for breakfast put him on the best of terms with the world in general, and he decided that Headquarters was "a bully place." He sang "McGinty" all through, with Tenth Avenue variations, for the police, and then settled down to the serious business of giving an account of himself. The examination went on after this fashion:
"Where do you go to church, my boy?"
"We don't have no clothes to go to church." And indeed his appearance, as he was, in the door of any New York church would have caused a sensation.
"Well, where do you go to school, then?"
"I don't go to school," with a snort of contempt.
"Where do you buy your bread?"
"We don't buy no bread; we buy beer," said the boy, and it was eventually the saloon that led the police as a landmark to his "home." It was worthy of the boy. As he had said, his only bed was a heap of dirty straw on the floor, his daily diet a crust in the morning, nothing else.
Into the rooms of the Children's Aid Society were led two little girls whose father had " busted up the house " and put them on the street after their mother died. Another, who was turned out by her stepmother "because she had five of her own and could not afford to keep her," could not remember ever having been in church or Sunday-school, and only knew the name of Jesus through hearing people swear by it. She had no idea what they meant. These were specimens of the overflow from the tenements of our home-heathen that are growing up in New York's streets to-day
(To read more of this important backgrounder, visit: http://www.bartleby.com/208/15.html)
Newspaper Activity
Find an article, picture or advertisement in today's paper about someone who might be able to help a person like Baby Jake.
Chapter 4: Answer Key
Facts and Details
Reading Comprehension
1. In a pile of waste paper by the steps of Tommy's building.
2. She got sick and died.
3. His father "sold" her to someone who made her work.
4. The World
5. The other newsboys ruined his papers.
1. He doesn't have enough money and would rather spend it on other things.
2. His mother died and his father left him on the street by himself.
3. 50 cents.
4. He makes up exciting news that isn't really in the paper.
5. He stole a wallet. (Picked a man's pocket)
Vocabulary
Chapter Five:
The Best Policy
Facts and Details: Literal Meaning
sneered lifting thieving clarion reluctantly pinched
1. What does Tommy give to the man?
2. Why does the man start to give Tommy some money?
3. What newspaper does the man tell Tommy he ought to sell?
4. What happened to Goldstein's grocery store?
5. Who does Baby Jake think is responsible for the fire?
What's Going On?: Reading Comprehension
1. Why does Tommy decide to tell the man the truth about the wallet?
2. How much money does Tommy owe the man? Why?
3. Why don't Tommy and Baby Jake go get a bundle of Clarions right away?
4. Why does Baby Jake say he's going to change Tommy's nickname?
5. How does Baby Jake think the fire started at Goldstein's?
In Your Own Words ...
The man says, "I suppose the question is, will he become a better boy by being around you, or will you become a worse boy by being around him?" Do you think that's a fair question? Write a letter to Tommy talking about that question and telling him what you think.
"I suppose the question is, will he become a better boy by being around you, or will you become a worse boy by being around him?"
The Fourth Ward has equaled the Sixth Ward in the potency of its influences for making criminals. What could be expected of the children of criminals, growing up in an atmosphere of crime, taught crime by their parents and associates, and compelled to shift for themselves in tender youth? ...
The downtown army of newsboys is made up largely of children of the Fourth Ward. Many of these will grow up to be criminals, but with good influences they would become good citizens. It is a matter for thanksgiving and hope that there are such influences at work, and one of the best and most practical beneficences in our City is the Newsboys' Lodging-house, through which, in the most sensible way, right principles are established in the lives of many of the street waifs.
Theoretically (again we say it) the State is bound to take care of its children who are not properly housed and nurtured; and there ought to be some broad, grand, effective method of caring for the armies of children who are now growing up to recruit the criminal ranks of the future. The knots of young toughs that infest Cherry Hill are composed of restless lads who have imbibed such antisocial ideas that their standing among their fellows will not be assured until they have done a turn in prison, and when that event has taken place they will be criminals for life.
-- The American Metropolis From Knickerbocker Days to the Present Time New York City Life in All its Various Phases, by Frank Moss, LLD, 1897
Newspaper Activity
Look in today's newspaper for an example of someone offering someone else an opportunity to change his or her life for the better. (This might include an organization as well as an individual.) Does the article explain what conditions are put on the help that is being offered?
Chapter 5: Answer Key
Facts and Details
1. He gives him back his wallet.
loan and the other half was a gift.
2. As a reward for finding the wallet.
3. The Morning Clarion.
4. It burned down.
5. Stork Shanahan.
Reading Comprehension
1. He feels guilty because the man doesn't realize what really happened to his wallet.
2. Fifty cents, because half the money was a
3. Most people who want a morning paper probably already bought one.
4. Tommy "preaches" to him, telling him when he's done something wrong, like lying to sell papers or picking pockets.
5. The gang started it, either because Mr. Goldstein wouldn't give them money or because he got Stork arrested for shoplifting.
Vocabulary
knickers proper
room and board
Chapter Six: A Proper Wash-up
Facts and Details: Literal Meaning
1. What did Tommy do when he got home that he had never done before?
2. What did Tommy and Baby Jake buy at the store?
3. What is just outside Tommy's apartment that surprises Baby Jake?
4. What did Mrs. McMahon do to Baby Jake's shirt?
5. What time did Tommy and Baby Jake get to the Morning Clarion the next day?
What's Going On?: Reading Comprehension
1. How did Tommy feel about not telling his mother the truth?
2. Why did Tommy's mother feel sorry Mr. Goldstein's store had burned?
3. What does the Irish expression "we're not so high above you" mean?
4. How do the McMahons get hot water for baths?
5. How has Baby Jake's life changed by the next morning?
In your own words...
Do you agree or disagree with Tommy's decision not to tell his mother the truth about what had happened that day? Explain your answer.
A PROPER WASH-UP
(U)nclean habits are not due solely to the laziness or indifference of the tenants. When there are no apartments for bathing purposes separate from the common living rooms, and when all the water used has to be carried up three or four flights of stairs from a hydrant in the yard below, the landlord who refuses or neglects to provide bathing facilities must bear a large share of the blame.
That such facilities are lacking in the vast majority of tenement houses is shown by the fact that only one-third of New York's tenements have water in them, and that only 306 persons out of a total of 255,033 investigated by Mr. Gilder's Committee have access to bathrooms in the houses in which they live …
That an environment of dirt is not preferred by the poor, is evinced by the salutary effect which asphalt pavements and an efficient street-cleaning service have on the persons, dress, and character of the people.
-- The Children of the Other Half, Prof. William Hull, Phd, Swarthmore College, The Arena, June 1897
Chapter 6: Answer Key
Facts and Details
less convenient for her.
1. He lied to his mother.
2. Bread, milk, bacon, cabbage and peaches.
3. A sink with running water and a bathroom.
4. She shortened it so it would fit him better.
5. Four-thirty.
Reading Comprehension
1. It made him uncomfortable and he planned to tell her the truth later.
2. She felt sorry for him, even though she didn't like him, and it would also make shopping
3. We're not very much better off that you are.
4. They have to bring in water from the hallway and then heat it on the stove.
5. He has a home, new clothing and a way to earn a living.
Newspaper Activity
Tommy finds seven stories that would be interesting to different kinds of people. As a class, think of seven different kinds of people. Then, working in small groups, find seven things in today's paper, one to help sell the paper to each of those kinds of people.
7
Vocabulary
spunk snitching
tell-tale newsies
commission
Chapter Seven:
A Well-Known Customer
Facts and Details: Literal Meaning
1. How long have Tommy and Baby Jake been selling newspapers when this chapter begins?
2. What do they pay for with the money they earn?
3. Who is the famous person Tommy sells a newspaper to?
4. What crime do the men want Tommy and Baby Jake to help them solve?
5. Where is police headquarters located?
What's Going On?: Reading Comprehension
1. How many newspapers do Tommy and Baby Jake sell every day?
2. How can you tell Baby Jake is more forceful than Tommy in the way he sells?
3. Why does Roosevelt think Tommy has a lot of nerve?
4. Why is Baby Jake reluctant to tell the men what he knows about the fires?
5. Why does Roosevelt think it's not tattling for Baby Jake to tell him what he knows?
In your own words:
Why do you think Mr. Andrews never told Tommy who he was?
Theodore Roosevelt and the problems of poverty
In the two years that he was Police Commissioner there were not many days when the pugnacious and forceful head of the police did not furnish the reporters with interesting copy and the city editors with headlines. --The Life of Theodore Roosevelt By William Draper Lewis, 1919
''It could not have been long after I wrote 'How the Other Half Lives' that he came to the Evening Sun office one day looking for me. I was out and he left his card merely writing on the back of it that he had read my book and had "come to help". That was all, and it tells the whole story of the man. I loved him from the day I first saw him; nor ever in all the years that have passed has he failed of the promise made then. No one ever helped as he did. For two years, we were brothers on Mulberry Street." -Jacob Riis, Making of An American, 1901
"It is an excellent thing to have rapid transit, but it is a good deal more important, if you look at matters with a proper perspective, to have ample playgrounds in the poorer quarters of the city, and to take the children off the streets so as to prevent them growing up toughs. In the same way it is an admirable thing to have clean streets; indeed, it is an essential thing to have them; but it would be a better thing to have our schools large enough to give ample accommodation to all who should be pupils and to provide them with proper playgrounds." -- Theodore Roosevelt, letter to Jacob Riis, 1894
Newspaper Activity
Find a story in the paper about a problem that might be solved if someone would come forward and tell what they know about it. Create an advertisement that might persuade people to help solve that problem by telling what they know.
Chapter 7: Answer Key
Facts and Details
1. Two months
2. Rent, coal, food and shoes.
3. Theodore (Teddy) Roosevelt
4. The store fires
5. Mulberry Street
Reading Comprehension
1. 100
2. He sells newspapers to people who are trying to walk past him, and
jumps up on a moving carriage to sell papers to the people inside.
3. He sells a copy of the Morning Clarion to the man who publishes it.
4. He has lived on the street most of his life and has always been taught not to snitch.
5. Innocent people have died in the fires, or lost their jobs, or lost their businesses.
8
Vocabulary
penitentiary typesetters
Look it up: "Castle Gardens"
Chapter Eight:
Tommy in the Newsroom
Facts and Details: Literal Meaning
1. Where are Tommy and Baby Jake going to work?
2. Why does Mr. Andrews want Baby Jake to go to school?
3. What happened to Stork Shanahan?
4. What job does Mr. Andrews want Tommy to try?
5. Who is the man who wrote the letter looking for his family?
What's Going On?: Reading Comprehension
1. Why does Tommy like Mr. Roosevelt's idea?
2. Why doesn't Baby Jake want to go to school?
3. What do Tommy and Jake do at the Clarion?
4. How have the McMahons lives changed since the last chapter?
5. Why did Mr. Andrews really ask Tommy to find out more about the letter?
In Your Own Words...
This story only has eight chapters. If there were one more chapter, what do you think would happen in it? Write Chapter Nine of this story.
NEWSPAPERS ADS FOR MISSING FAMILY MEMBERS
Patrick McDermott, a Native of the County Kildare, and who was married in Kingston, near Dublin, is hereby informed that his wife and four children have arrived in Boston. They understand that he left Roxbury, in this State, about twelve months since, to obtain work as a stone mason; they are extremely anxious to hear from him. He is hereby requested to write or come for his poor family, to this city, as soon as possible. -- Boston Pilot, October 1, 1831
This example is cited in an article in Boston College Magazine about the advertisements for missing Irish people published in the Boston Pilot between 1831 and 1921. The college has created "Information Wanted," a searchable database of these ads as an aid to people tracing their roots. The site does not, unfortunately, include the actual ads, but the article is interesting. These types of advertisements were not unusual in 19th century newspapers.
http://bcm.bc.edu/issues/spring_2005/ll_pilot.html
Here is another example of the ads in the Pilot, this one from 1852:
Of Hugh or Michael McDonald, son to Hugh McDonald, Esq., parish Kilcummin, near Keeper Hill (Co. Tipperary); a gentleman who acted a distinguished part in the movement of '98, after which he emigrated to this country, in which he found a home. His son, Hugh, was in Perry township, Brown County, Ohio, 10 years ago. Should either of them, or any person knowing them, see this, they will confer a favor by writing to CORNELIUS O'BRIEN, St. John, N.B., who will inform their friends in Ireland.
Taken from a very interesting article on the Boston College "Information Wanted" site itself: http://infowanted.bc.edu/history/famine/
Newspaper Activity
Look through the Help Wanted section in the classified ads. How many of the jobs there would require you to be able to read and write? Circle the ads that mention some kind of education as part of their requirements. Choose one and find out where you could get the education needed.
Facts and Details
Chapter 8: Answer Key
1. At the Morning Clarion.
because he can't read and write.
2. To learn to read and write.
3. He was sent to jail (the penitentiary).
4. Reporter
5. Tommy's father.
Reading Comprehension
1. His parents wanted him to go to school, but the family needs money.
2. He's afraid people will think he's stupid
3. They carry copy (stories on paper) from reporters to editors and from editors to the typesetters.
4. Jake lives with them all the time, they have a nicer place to live, and Mrs. McMahon is working again.
5. He knew that the man who wrote the letter was Tommy's father.
Story Map Use this story map to outline a chapter of the reading serial.
Chapter Title
Setting Description
Characters
Problem/Conflict
Action/ Story Event
Action/Story Event
Solution
Ending
Character Profile Chart
At the beginning.......
Use this chart to develop a character report
Description of Appearance ....... List words......
At the end......
By the end of the story has the character changed in any way? How and why?
What has happened in the story that has affected this character? Would you categorize this character as onedimensional or multi-dimensional?
Tommy and the Guttersnipe
Vocabulary Acquisition Graphic Organizer
Use this sheet to record new vocabulary you learn while reading the story.
Jeopardy Sheet
Create your own Jeopardy answers and questions. Cut out squares, assign values and play with a partner.
The question is
Value $
The answer is .
The answer is .
The answer is .
The question is
Value $
The question is
Value $
The question is
Value $
The answer is
The answer is
The question is
Value $
The question is
The answer is
Value $
The question is
The answer is .
Value $
The question is
The answer is
Value $
Note-Taking Recording Sheet
Recorder's Name _______________________________________________
Chapter Title___________________________________________________________
Characters mentioned in this chapter______________________________________
_________________________________________________________________________
Main Event/Action
___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________
Special terms or interesting words in this chapter
____________________________________________________________
Some feelings I had while I read this chapter_________________________
________________________________________________________________
Self-Monitor Checklist for Group Discussion
In today's discussion, I would give myself the following rating:
1. Excellent
2. Good
3. Needs Improvement 4. Did not do
_____ I completed the note-taking recording sheet.
_____ I used the recording sheet during discussion.
_____ I contributed to the discussion meaningfully. _____ I listened while others contributed to discussion.
_____ I learned while preparing notes.
_____ I learned during group discussion. _____ I enjoyed the group discussion.
P REDICTION R ECORD SHEET
Character Development: BioPoem
1st Line -
Character's name
2nd Line - "It means..." List 3 adjectives to describe the character
3rd Line - "It is the number..." Pick any number that reminds you of the character
4th Line - "It is like..." Pick a color that reminds you of the character. Do
not name the color rather describe it.
5th Line - "Relative of or friend of ..." Name 1-3 people related to character
6th Line - "Who does..." Name something unique that the character does
7th Line - "Who has..." Name something unique the character possesses
8th Line - "Who fears..." Name something the character fears
9th Line - "Who wants..." Name something the character wants or needs
10th Line -
"Resident of..." Name the location where the character resides or describe the setting
Title: ______________________________________________________________
1st Line:
_______________________________________________________________
2nd Line: _______________________________________________________________
3rd Line: _______________________________________________________________
4th Line: It is like________________________________________________________
5th Line: _______________________________________________________________
6th Line: Who does ______________________________________________________
7th Line: Who has _______________________________________________________
8th Line: Who fears ______________________________________________________
9th Line: Who wants _____________________________________________________
10th Line: Resident of _____________________________________________________
NCTE/IRA Standards for the English Language Arts Matrix
The following matrix is based on English Language Arts learning standards set forth by the National Council of Teachers of English and the International Reading Association. After creating your lesson plan for each chapter, note the standards met so you can track which may still need to be addressed.
ELA Standards
Students read a wide range of print and non-print texts to build an understanding of texts, or themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students participate as knowledgeable, reflective creative, and critical members of a variety of literacy communities.
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
New York State Standards for the English Language Arts and Social Studies Matrix
The following matrix is based on English Language Arts and Social Studies learning standards set forth by the state. After creating your lesson plan for each chapter, note the standards met so you can track which may still need to be addressed.
NYS ELA Standards
Students read from informational texts such as: newspapers, biographies, web sites, and reference materials.
Students write to transmit information: business letters, directions, and new articles.
Students listen to interpret data, facts, and ideas. Students listen to class discussions, newscasts, and presentations.
Students speak to share data, facts, and ideas in small and large group discussions, and presentations.
Standard 2 English Language Arts
Students read, view, and interpret imaginative texts and performances.
Students write interpretive and responsive essays.
Students write original imaginative texts, such as: stories.
Students will listen to comprehend, interpret, and respond to imaginative texts and performances.
Students will speak to present interpretations and responses to imaginative texts in class and small group discussions, and in formal presentations
1.1
The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices and traditions.
1.2
Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
NYS Social Studies Standards
NYS Social Studies Standards
1.3
Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
1.4
The skills of historical analysis include the ability to: explain the significance of historical evidence; with the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
2.1
The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
4.1
The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.
4.2
Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
5.1
The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
5.2
The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
5.3
Central to civics and citizenship is an understanding or the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.
5.4
The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
Chapters:
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MATHEMATICS
KEY STAGE 2 2001
TEST A
CALCULATOR NOT ALLOWED
First Name
Last Name
School
PrimaryTools.co.uk
PrimaryTools.co.uk
PrimaryTools.co.uk
PrimaryTools.co.uk
Instructions
You may not use a calculator to answer any questions in this test.
Work as quickly and as carefully as you can.
You have 45 minutes for this test.
.
If you cannot do one of the questions, go on to the next one You can come back to it later, if you have time.
If you finish before the end, go back and check your work.
Follow the instructions for each question carefully.
This shows where you need to put the answer.
If you need to do working out, you can use any space on a page.
Some questions have an answer box like this:
For these questions you may get a mark for showing your working.
PrimaryTools.co.uk
PrimaryTools.co.uk
Write in the missing numbers.
Write these amounts of money in order of size, starting with the smallest amount.
smallest
PrimaryTools.co.uk
PrimaryTools.co.uk
2
1 mark
2
This table shows the increase in bus fares.
Sohan's new bus fare is 72p.
How much has his bus fare gone up?
Millie says,
'My bus fare has gone up by 10p'.
How much is Millie's new bus fare?
PrimaryTools.co.uk
PrimaryTools.co.uk
3
Total
3a
1 mark
3b
4
Draw the reflection of the shaded shape in the mirror line.
You may use a mirror or tracing paper.
PrimaryTools.co.uk
PrimaryTools.co.uk
4
1 mark
1 mark
4
5
Draw two more straight lines to make a rectangle.
Use a ruler.
Lewis makes a call from a telephone box.
He has £2 in coins.
He uses these five coins to make the call.
How much money has he got left from the £2?
PrimaryTools.co.uk
PrimaryTools.co.uk
5
Total
1 mark
6
7
Put a tick () in each row to complete this table.
One has been done for you.
9
Write in the missing digits to make this correct.
4
6
2 0 5 2
t
PrimaryTools.co.uk
PrimaryTools.co.uk
6
2 marks
1 mark
1 mark
8
9a
9b
PrimaryTools.co.uk 2012
k
PrimaryTools.co.uk
PrimaryTools.co.uk
PrimaryTools.co.uk
2012
2012
2012
2012
2012
2012
2012
This was the time on Selin's watch when she set off for a walk.
Total
Calculate 847 ÷ 7
11
10a
1 mark
10b
1 mark
What time did the watch show 20 minutes before this?
What time did it show an hour and a half after she set off for the walk?
1 mark
11
7
PrimaryTools.co.uk
PrimaryTools.co.uk
0
Here is a diagram for sorting numbers. 12
Write these three numbers in the correct boxes.
You may not need to use all of the boxes.
9
17
20
This shape is three-quarters of a circle.
PrimaryTools.co.uk
PrimaryTools.co.uk
8
13
12
2 marks
13
Lee bought these three books in the sale for £14.50
How much money did he save altogether compared to the full price of the books?
PrimaryTools.co.uk
PrimaryTools.co.uk
9
Total
PrimaryTools.co.uk
PrimaryTools.co.uk
2012
14
2 marks
2012
0
2012
2012
2012
Here are two spinners, A and B.
Each one is a regular hexagon.
For each statement, put a tick () if it is true.
Put a cross () if it is not true.
Scoring '1' is more likely on A than on B.
Scoring '2' is more likely on A than on B.
Scoring '3' is as equally likely on A as on B.
Zara spins both spinners.
The score on A is added to the score on B.
She says,
'The sum of the scores on both spinners is certain to be less than 7'.
Yes / No
Is she correct? Circle Yes or No.
Explain how you know.
PrimaryTools.co.uk
PrimaryTools.co.uk
10
1 mark
1 mark
15a
15b
16
Calculate
1025 –
336
Measure accurately the longest side of this shape.
Give your answer in millimetres.
Measure accurately the smallest angle in the shape.
Use a protractor (angle measurer).
Total
PrimaryTools.co.uk
PrimaryTools.co.uk
11
PrimaryTools.co.uk 2012
P i
T
l
k
PrimaryTools.co.uk
PrimaryTools.co.uk
PrimaryTools.co.uk
2012
2012
2012
2012
16
1 mark
17a
1 mark
17b
18
Calculate
509
t
24
19
Complete these fractions to make each equivalent to
PrimaryTools.co.uk
PrimaryTools.co.uk
12
3
5
19
A is the point (10, 60)
B is the point (20, 20)
M is the midpoint of line AB.
Write the coordinates of M.
C is on the x-axis, directly below B.
Write the coordinates of C.
PrimaryTools.co.uk
PrimaryTools.co.uk
13
Total
20a
20b
Triangle ABC is isosceles and has a perimeter of 20 centimetres.
.
Sides AB and AC are each twice as long as BC
Calculate the length of the side BC.
Do not use a ruler.
PrimaryTools.co.uk
PrimaryTools.co.uk
14
2 marks
21
This chart shows the amount of money spent in a toy shop in three months.
How much more money was spent in the shop in December than in November?
Stepan says,
'In November there was a 100% increase on the money spent in October'.
Is he correct? Circle Yes or No.
Explain how you can tell from the chart.
PrimaryTools.co.uk
PrimaryTools.co.uk
15
Yes / No
Total
PrimaryTools.co.uk 2012
k
PrimaryTools.co.uk
PrimaryTools.co.uk
PrimaryTools.co.uk
2012
2012
2012
22a
1 mark
1 mark
22b
Here is a sequence of patterns made from squares and circles.
The sequence continues in the same way.
Calculate how many squares there will be in the pattern which has 25 circles.
PrimaryTools.co.uk
PrimaryTools.co.uk
16
2 mark
23
2012
2
2012
2012
2012
Calculate 15% of 460
This is a centimetre grid.
Draw 3 more lines to make a parallelogram with an area of 10cm 2
Use a ruler.
PrimaryTools.co.uk
PrimaryTools.co.uk
17
Total
1 mark
24
25
© Qualifications and Curriculum Authority 2001
QCA Key Stage 2 Team, 83 Piccadilly, London W1J 8QA
Order refs:
QCA/01/700 (Pupil pack) QCA/01/695 (Mark schemes pack)
PrimaryTools.co.uk
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Alternative Breakfast-Serving Models — Getting Your Program Started
Under the Healthy Schools Act, D.C. Public Schools and public charter schools must serve breakfast through "alternative serving models" if more than 40 percent of students in the school qualify for free or reduced-price meals.
Alternative breakfast models include:
* Breakfast in the Classroom:Breakfast is delivered to the classroom and eaten in the classroom during homeroom, announcements, or other morning activities.
* Second Chance Breakfast: Breakfast served after first period between classes and finished during 2nd period or during a break.
* Grab-and-Go Breakfast: Breakfast is packaged into bags, which are available at a convenient spot in the school for students to "grab" on the go. Students pick up breakfasts before school or just before homeroom or first period, and eat in the classroom, hallway, or other location in the school.
All three models are flexible and can be adapted to fit the schedule, physical space, and other needs of each school. Schools even can create hybrid programs that combine elements of several different models. Alternative breakfast models include the same amount of food and nutrition that breakfast served in the cafeteria contains.
*
Breakfast in the Classroom
Required for: Elementary schools where more than 40% of students qualify for free or reduced-price meals
Encouraged for: Middle and high schools where more than 40% of students qualify for free or reducedprice meals, and any school where 40% or less of students qualify for free or reduced-price meals
Why serve Breakfast in the Classroom? Breakfast in the Classroom yields the highest participation rates and ensures that students who want to eat can eat. It is a great model that reaches students who live in households struggling with hunger, who do not have time to eat before school, or who are not able to get to school early enough for breakfast served before the start of the school day.
How does Breakfast in the Classroom work? Students eat Breakfast in the Classroom at the beginning of the school day, in homeroom, or during morning break time. Breakfast in the Classroom is very easy to set up! Follow these step-by-step instructions:
Breakfast in the classroom is the best way to bring the benefits of school breakfast to all the students. Once you bring the food to the children, just about every child eats.
1) Preparation. Breakfast in the Classroom begins with food service workers. The food service staff pack individually-wrapped breakfast meal items into easy-to-carry insulated bags. In each bag, there are enough breakfast meals to give one to each student. Some schools purchase pre-packaged breakfasts from vendors. Breakfasts can be either hot or cold, depending on a school's facilities.
Children can look forward to a good breakfast in the comfort of the familiar surroundings of their classroom.
If the cafeteria is too small, crowded, or in use, breakfast served in class allows more students to eat.
Additionally, each day the food service workers place a current student classroom roster into the breakfast bag. The roster makes it easy for classroom teachers to check off which students take a breakfast.
2) Delivery. Next, the breakfast bags are delivered to each classroom. Breakfast should be delivered before class (or homeroom) begins. Anyone can deliver breakfast—food service staff, students, parent volunteers, or other members of the school community. In addition to the insulated bags, breakfast can be transported on carts or in boxes.
3) Eating. The Breakfast in the Classroom only takes 10 to 15 minutes for the students to receive and eat. Each student who chooses to eat must take one of every breakfast component. (The school only gets the federal reimbursement when a complete meal is served.) Teachers simply check off on a class roster the names of students who take all three breakfast meal components.
In the classroom, students can take each breakfast item directly out of the bag, or a student or class helper can first spread all the items out on a table. Each student takes her meal back to her desk and eats there. To help keep desks clean, some schools provide disposable trays or placemats for students to eat on.
During breakfast time, teachers can take attendance, collect homework, deliver announcements, read to the class, or share current events. Alternatively, students can listen to announcements, complete their homework, read silently, work on individual exercises, or talk quietly with each other.
4) Clean-up. Everyone helps with a quick clean-up. Each student puts breakfast trash in bags outside the classroom door for custodial staff to collect. Uneaten food and unused trays are returned to the delivery bag. Following breakfast, students or staff can return the bags to the cafeteria.
Suggested Equipment and Supplies for Breakfast in the Classroom:
Tip for purchasing: a Google search for "insulated food bags" will return a number of online stores
* Trash bags—e.g., one per classroom or one per hallway
* Insulated food bags with carrying handles or rolling wheels selling appropriate bags.
* Trash cans—e.g., one per hallway
* Desk wipes / hand wipes
* Placemats or disposable trays
* Name tags or badges for student breakfast helpers
* Class rosters / meal attendance record sheet
See It In Action!
* School for Arts In Learning (SAIL) Public Charter School is happy with its Breakfast in the Classroom program, too. Learn more here: http://www.dchunger.org/pdf/sail_breakfast_program.pdf.
* Friendship Public Charter School has a very successful Breakfast in the Classroom program. Read about it here: http://www.washingtonpost.com/wp-dyn/content/article/2009/11/15/AR2009111502535.html? hpid=moreheadlines
*
Grab-and-Go Breakfast
Option for meeting requirement for: Middle and high schools where more than 40% of students qualify for free or reduced-price meals
Encouraged for: Any school where 40% or less of students qualify for free or reduced-price meals. Graband-go breakfast works particularly well in the middle and high schools because older students enjoy the flexibility of this model. Grab-and-go also works well in schools where students arrive just before the start of classes.
Why serve a grab-and-go breakfast? Grab-and-go breakfasts make it very convenient and flexible for students to eat breakfast. Grab-and-go breakfasts also are convenient for food service staff also, because they can take less time to prepare than traditional breakfasts. Due to the ease and efficiency of grabbing breakfasts in this model, schools are able to serve breakfasts more effectively by reaching many students very quickly.
How does a grab-and-go breakfast work?
1) Preparation. Grab-and-go breakfasts are packed by food service staff into paper or plastic bags, boxes or trays. Preparation can take place either the day before or before school in the morning. Alternatively, schools can purchase prepackaged breakfasts from vendors. Grab-and-go breakfasts are usually cold; however, with a little bit of preparation in the morning, they can include hot items as well. The general rule is that the breakfast items must be portable.
2) Pick-up. Breakfast can be served from carts or tables located in the hallway, school entrance, cafeteria, or other high-traffic areas at the school. The carts are operated by food service staff or other school personnel or volunteers.
To keep track of the number of meals served, the carts can have a computer with software to count the number of breakfasts served, or a simpler system, like a school roster where students (or a food service employee, volunteer, or teacher)check off themselves that they have taken breakfast.
Students pick up their breakfast first thing in the morning before homeroom or first period and are able to eat it when and where they want, within school guidelines.
3) Eating and Clean-up. Students can take the breakfast and eat it outside, in the hall, in class, or in the cafeteria, depending on what the school decides is appropriate. This aspect is flexible and can be adapted depending on the school's needs and the school's policies as to where and when students can eat.
The students are responsible for disposing of trash in appropriate places.
Suggested Equipment and Supplies for Grab-and-Go Breakfast
* Wheeled carts or tables for serving breakfast
* Insulated bags, coolers, or other containers Tip for purchasing: a Google search for "insulated food bags" will return a number of online stores selling appropriate bags.
* Napkins/wipes
* Trash bags & trash cans
* Paper bags (if breakfasts are packed into individual meals)
*
Second Chance Breakfast
Option for meeting requirement for: Middle and high schools where more than 40% of students qualify for free or reduced-price meals.
Encouraged for: Any school where 40% or less of students qualify for free or reduced-price meals.
This model is also known as breakfast after first period, or "nutrition break." Breakfasts can be served in a grab-and-go fashion, often offered from mobile carts or tables located in high-traffic areas after school has begun, usually after first period. It also can be served in the cafeteria. Breakfasts can either be hot or cold.
Why serve a second chance breakfast? Many schools already offer a break from classes in the morning, and by serving a breakfast meal at this time, students who were not hungry first thing in the morning or missed the "regular" breakfast time still have a chance to eat. These reimbursable meals also provide a healthy option over what students may otherwise obtain from nearby convenience stores or á la carte options.
How does second chance breakfast work?
1) Preparation. Preparation for second chance breakfast is much like preparation for grab-and-go breakfast. Breakfasts are packed by food service staff into bags or boxes or onto trays. Preparation can take place either the day before or before school in the morning.
Second chance breakfasts are usually cold. Hand-held, easy-to-eat foods work best. Schools can purchase prepackaged breakfasts from vendors.
2) Pick-up. Like grab-and-go breakfasts, second chance meals are served from carts or tables stationed at high-traffic areas—ideally, areas where students pass through between classes. To keep track of the number of meals served, the carts can have a computer with software to count the number of breakfasts served, or a simpler system, like a school roster where students check off themselves that they have taken breakfast.
Students pick up their breakfast between classes, or at a mid-morning break.
3) Eating. The school can choose the locations—e.g., in the cafeteria, multi-purpose room, or designated classrooms —where students can eat breakfast. After picking up their meals, students take the food to approved locations.
4) Clean-up. Students are responsible for throwing away their trash. Extra trash cans in the eating areas, and other areas where students congregate between classes, helps to minimize trash.
The Healthy Schools Act allows schools to develop "hybrid" breakfast programs that incorporate alternative breakfast models with traditional breakfast. For example, a school required to use an alternative breakfast model could serve traditional breakfast (before school, in the cafeteria) and offer second chance breakfast. | <urn:uuid:e821141e-bddc-4567-9efc-72b4333e7bce> | CC-MAIN-2017-17 | http://dchunger.org/pdf/alternative_breakfast_models.pdf | 2017-04-26T13:49:02Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00051-ip-10-145-167-34.ec2.internal.warc.gz | 95,037,090 | 2,311 | eng_Latn | eng_Latn | 0.999449 | eng_Latn | 0.999509 | [
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WIND ENERGY
* An indirect form of solar energy stored in kinetic form
* Induced chiefly by the uneven heating of the earth's crust by the sun.
Uses: (1) Home owners may generate electricity, charge batteries, sell excess power to utility (2) Large, modern turbines in wind farms can produce electricity for utilities (3) Remote villages can generate power, pump water, grind grain, meet their basic energy needs.
Topics - Wind Energy
Wind Energy, Its Uses and History
Global Wind Resource Potential
Basic Principles of Operation & Components
Power Output and Maximum Efficiency
Types of Wind Mills and Examples
Cost of Wind Power (Capital, O&M, Levelized)
Applicability, Advantages, Disadvantages
Environmental Impact & Risks
Global Wind Resource
* Wind is the movement of air in response to pressure differences within the atmosphere, caused primarily by uneven heating by the sun on the surface of the earth, exerting a force which causes air masses to move from a region of high pressure to a low one.
* About 1.7 million TWh of energy each year is generated in the form of wind over the earth's land masses, much more over the globe as a whole. Only a small fraction can be harnessed to generate useful energy because of competing land use.
* A 1991 estimate puts the realizable global wind power potential at 53,000 TWh per year.
National Wind Resources
US, UK and China have vast wind resource potential. With only 6% of total land area available for wind, US could generat about 500,000 MW. Present US capacity is 2,500 MW. Philippine capacity stood at 10 kW (Pagudpud) and 120 MW is being planned for Ilocos Norte by PNOC.
SOURCE: Paul Breeze, "Power Generation Technologies"
American Wind Association, "The Most FAQ About Wind Energy", 2002
Philippine Wind Energy
* Philippines has vast potential for wind energy development. Wind Mapping Project of PCIERDDOST, DOE and NREL estimated the country's potential for wind power at about 76,600 MW.
* Ilocos Norte was estimated to have a combined potential of 80 MW. Northern Luzon most attractive with average annual wind of 5.39 m/s.
* 10-kW wind turbine generator of PCIED has been supplying the power needs of 23 households in a small fishing village in Pagudpud, Ilocos Norte.
* PNOC-EDC is establishing a 120-MW Wind Power Project in Ilocos Norte in 3 phases of 40 MW each.
US Wind Potential – Wind Map
Philippine Wind Potential
Philippine Monthly Wind Power
Basic Principles and Components of a Modern Wind Turbine
Turbine rotor captures the wind energy and converts it into mechanical energy fed via a gearbox to a generator
Combined rotor and nacelle mounted on a tower fitted with a yawing system keeps the turbine rotor facing into the wind always
Gearbox / generator housed in an enclosed nacelle with the turbine rotor is attached to its front
Wind Turbine Aerodynamic Lift
Total Power Output of Wind Turbines
Total power output of a wind turbine is proportional to the incoming wind velocity raised to the 3 rd power:
```
i ρ = density kg/m 3 A = cross-sectional area m 2 V i = incoming velocity m/s g = 1.0 kg/(N s 2 )
```
```
c i where m = mass flow = ρ A V kg/s c = conversion factor
```
Ideal or Maximum Theoretical Efficiency of Wind Turbines
Maximum power is obtained by differentiating turbine power equation P with respect to exit velocity V e and equating to zero:
Solving for optimum exit velocity Ve yields:
Ideal efficiency therefore that could not be more than 60%:
Types of Modern Wind Turbines
* Vertical-Axis Windmills – early machines known as Persian windmills; evolved from ship sails made of canvas or wood attached to a large horizontal wheel; when used to grind grain into flour, they were called windmills.
* Horizontal-Axis Windmills –first designs had sails built on a post that could face into any wind direction, and were called post mills; evolved throughout the Middle Ages and was used for grinding grain, drainage, pumping, saw-milling.
Examples of Wind Turbines
Shown below are examples of a horizontal-axis and vertical-axis wind turbines.
California, USA
Cost of Wind Power
* Cost of wind power (EIA, 1996):
* Availability factor of 90% and load factor of 30-40%, sometimes higher at 45% during favorable wind patterns; because of this 1/3 average load factor, a wind farm would be 2.5 times as large as a conventional power plant of same rating and 80% load factor.
* Cost of generating wind power in US (EPRI) - $0.05/kWh
* Competitive tender bids in UK – as low as $0.032/kWh
Resource type
Intermittent, predictable
Capacity factor
20 – 44 %
Real levelized cost (1998$) 4 – 6 cents / kWh
Construction lead time 1 – 3 years
Overnight capital cost
$857 / kW
Fixed O&M costs
$0.256 / kW / year
Variable O&M, $/kWh
nil
Cost of Philippine Wind Power
Proposed 120 MW wind farm in Pagudpud, Ilocos:
* 1 st phase of 40 MW will cost $54 million for 56 units of 750-kW wind turbine generators and 43.5 km transmission system
* Selling price to electric coop would be P2.50/kWh below the NPC grid price of P3.00/kWh
* 2 nd and 3 rd phases will cost lower at $36 and $30 million, respectively, for each 40 MW.
Historical Cost of Wind Power
Future Cost of Wind Power
Applicability of Wind Power
* Economics of wind power depend strongly on wind speed raised to the 3 rd power; double the wind speed and energy increases 8 times; actual wind turbines, however, do not yield that much extra power
* Wind speed also varies with height ; the higher the turbine is raised above the ground, the better wind regime it will find; a 50m tower can capture 20% more energy than 30m:
* Economic cut-off wind speed - 6.5m/s at 25m above ground and 7.0m/s at 45m above ground level
* Wind speed-height equation makes higher sites more attractive, such as hilly and mountainous sites
* Offshore wind speeds are higher and smoother over surface water than land areas, making offshore wind attractive
Advantages of Wind Power
* Home owners (250W-25kW) - generate their own electricity, charge batteries, and in some cases, sell excess electricity to the utility, a practice called "net metering"
* Hybrid systems – used with other technologies like photovoltaic panels, batteries and diesel generators for round-the-clock renewable power and reliable back-up power; cost-effective at remote, cold sites
* Remote villages ( < 100kW) - wind turbines can power small grids, charge batteries, grind grain or pump water, thus improving their quality of life
* Wind farms ( > 200kW) - large wind turbines can operate together to produce green power - clean and renewable electricity for utilities; income to rural farmers - $55/acre
* Distributed generation – building power plants where power is needed and feeding into distribution rather than transmission systems helps improve the network
Disadvantages of Wind Power
* Not steady or reliable - its production does not coincide with demand, hence, it may have to be stored in batteries during off-peak hours or have to be hybrid with other reliable back-up power like diesel generators.
* Higher capital and O&M costs - although the cost of wind energy from wind has dropped by 85% over the last 20 years, the need to hybrid wind turbines with other technologies to make it a reliable and stable system tend to increase its capital and operating costs
* Some doubts on structural integrity to protect investment - tropical climate of the Philippines which is regularly visited by typhoons with speeds over 100-300 kph, may affect structural integrity of the system even at "stowed position" to withstand such sustained winds over a few hours and sudden wind gusts
Environmental Impact
* Green power technology - because wind has only minor impacts on the environment and produces no air pollutants or greenhouse gases - fights global warming
* A 1 MW wind farm in UK will prevent the production of 2,200 mt of CO 2 , 30 mt of SO 2 and 10 mt of NOX each year based on UK's generation mix in 1990.
* Aesthetics and visual impacts – elements that influence visual impacts include the spacing, design and uniformity of the turbines.
* Birds and other living resources – likely to be affected by the wind turbines as they fly their migration routes.
* Noise – wind turbines produce some low level frequency noise when they operate.
* TV/radio interference – older turbines with metal blades caused interference; modern composites have reduced this
Risks
* Risk associated with the reliability of the wind power resource – should be minimal if an adequate feasibility study has been performed on the site, otherwise, the wind will not blow as it was expected; while the strength of the wind on a particular day and site could not be predicted, wind is normally reliable over longer periods – a windy site will not turn into a windless site.
* Risk attached to the use of wind power equipment – while the industry is now well established and many design features have been proven, development is continuous and that always carries a certain risk; wind turbines are becoming larger while experience with them is limited; it is vital to obtain historical performance data to establish its reliability for commercial operations
WISCONSIN WIND PROJECT
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Usage
Comma Splices & Run-ons
Comma splices and run-on sentences are two common punctuation errors. These punctuation errors are different but are corrected in similar ways.
COMMA SPLICES
A comma splice occurs when two independent clauses (groups of words that can stand alone as sentences) are joined together by only a comma.
COMMA SPLICE: Lazy Lou heard that a particular machine would d o half his work, he ordered two.
The above sentence is a comma splice because the clauses on both sides of the comma can stand alone as complete sentences.
RUN-ON SENTENCES
A run-on sentence occurs when two or more independent clauses are joined without proper punctuation or conjunctions.
RUN-ON: I bought a gas grill two weeks ago I like to cook every day.
The above sentence is a run-on because it can be separated into two complete sentences.
CORRECTING COMMA SPLICES AND RUN-ON SENTENCES
Correct a comma splice or run-on sentence with one of the following options:
1. Separate the two independent clauses with a period, and make two sentences.
EXAMPLE: Lazy Lou heard that a particular machine would d o half his work. He ordered two.
2. Use a coordinating conjunction (for, and, nor, but, or, yet, so) after a comma and between two independent clauses.
EXAMPLE: I bought a gas grill two weeks ago, and I like to cook every day.
3. Add a subordinating conjunction (after, before, if, once, since, so that, though, where, while, unless, until etc.) to the beginning of one independent clause to make it dependent.
E
XAMPLES:
When
Lazy Lou heard that a particular machine would do half his work, he ordered two!
I bought a gas grill two weeks ago because I like to cook every day.
4. Connect the two independent clauses with a semicolon.
EXAMPLES: Lazy Lou heard that a particular machine would d o half his work; he ordered two.
,
5. Use a semicolon plus a conjunctive adverb (accordingly, however, meanwhile, therefore, furthermore nevertheless, etc.) and a comma to separate independent clauses.
EXAMPLES: I bought a gas grill two weeks ago; however, I have not yet used it.
,
Usage
Sentence Fragments
SENTENCE FRAGMENTS
A sentence needs to form a complete thought and have both a complete subject and a complete verb. Sentence fragments are usually missing one or more of these elements.
EXAMPLE
: Have been going to school regularly. (no subject)
The man wearing the red hat. (no complete verb)
On my desk, beside the stapler and under the pencils. (no subject or complete verb)
Although she is my friend. (not a complete thought)
CORRECTING SENTENCE FRAGMENTS
ADDING A SUBJECT
When a sentence lacks a subject, it does not make sense because it does not say who is doing the action or whose state of being is being described.
FRAGMENT: Doesn't make much sense.
Correct this mistake by adding the subject.
CORRECT: This sentence doesn't make much sense.
ADDING A COMPLETE VERB
When a sentence lacks a complete verb, the reader does not know what the subject is doing, thinking, feeling, being, etc.
FRAGMENT: The teacher who said that grades don't matter.
To be complete, this sentence needs a phrase to show what the teacher did. Add a verb phrase or remove the word who, making said the action of the sentence rather than a description of the teacher.
C
ORRECT
: The teacher who said that grades don't matter was only trying to comfort me.
The teacher said that grades don't matter.
ADDING A SUBJECT AND A COMPLETE VERB
A sentence that lacks a subject and a complete verb does not say what is going on or who is acting.
FRAGMENT: Helping Jackie decorate her car for the festival.
You can fix this sentence by adding a subject and changing the verb to a form that works on its own, or you can use helping as the subject and add a phrase with a complete verb.
C
ORRECT
: Michelle helped Jackie decorate her car for the festival.
Helping Jackie decorate her car for the festival wasted Michelle's Saturday afternoon.
COMPLETING AN INCOMPLETE THOUGHT
Some phrases have a subject and a verb, but they still don't make sense when they are separated from the writing around them. These are often dependent clauses and start with a subordinating conjunction (after, when, unless, while, even though, until, since, etc.).
FRAGMENT
: Because I love to read and write.
In this fragment, the reader is confused about what happens because you love to read and write. To make this complete, either remove the subordinating conjunction that makes it a dependent clause (because), or add an independent clause (a phrase with a subject and verb that makes sense on its own). You can add the independent clause either before or after the dependent clause.
CORRECT: I love to read and write. (remove of subordinating conjunction)
Because I love to read and write, I became an English major. (add independent clause)
Utah Valley University Writing Center | <urn:uuid:8e68e0af-a281-4ab3-a10d-2fe8cc9c61aa> | CC-MAIN-2017-17 | http://basiccomposition.com/resources/UVU/Usage%20-%20Comma%20Splices,%20Run-ons,%20Fragments.pdf | 2017-04-26T13:41:49Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00059-ip-10-145-167-34.ec2.internal.warc.gz | 35,846,801 | 1,073 | eng_Latn | eng_Latn | 0.998724 | eng_Latn | 0.998727 | [
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At the CampsiteBurning Wastes
If disposable dishes, cups, and glasses cannot be avoided, bring paper products which burn cleanly.
Do not burn plastics, polystyrene (Styrofoam), glass, batteries or any metal in the park.
Recycle or burn all you can and dispose of the rest of your garbage in the proper place.
Enjoy your stay in Bremer County!
Turn in Polluters!
Dumping of garbage or items considered not recyclable in the recycling bins is considered Illegal Dumping. Illegal Dumping is punishable by a $150.00 fine, in addition to court costs and community service.
Campers who see instances of illegal dumping or non-campers using the garbage dumpsters, are asked to call the BCCB office at (319) 882-4742 or call the Sheriffs Department at (319) 352-4500.
Bremer County Conservation Board
1104 S. Main
P.O. Box 412
Tripoli, IA 50676
Phone: 319-882-4742
Fax: 319-882-4741
E-mail: firstname.lastname@example.org
Recycling at Cedar Bend Park
A guide to the recycling facilities available for park and campground visitors.
Waste Disposal is No Picnic!
The cans, bottles, wrappers, food waste, and other items discarded by campers and park visitors really add up.
After years of collecting garbage in the parks, park workers discovered that much of what was tossed in the dumpster each year could be recycled instead.
In the summer of 1999, Bremer County Conservation Board staff spruced up an old shed for campground recycling in Cedar Bend Park.
Help us conserve resources, save energy, and lengthen the life of the County Landfill by placing materials in the Recycling Shed instead of in the dumpster.
Recycling Shed
Recyclable Items
1. Tin Cans, rinsed
2. Clear Jar Glass Only, rinsed, no lids
3. Milk Jugs & #1 and #2 Plastics, rinsed w/ no lids (No plastic bags)
4. Paper, (Newspaper, Junk Mail, Magazines, Office Paper)
5. Nickel Deposit Beverage Cans and Bottles
Reduce, Reuse, Recycle!
Reduce wasteful habits by:
* purchasing reusable products
* avoiding disposables and individually wrapped items
Reuse resources by:
* selecting durable rather than disposable dishes, cups, & bowls
* renting or borrowing camping items you use infrequently
* using washable cloth napkins, table cloths, and towels
* refilling liquid fuel stoves and lanterns. Avoid butane cylinders and sterno cans.
Recycle :
at the recycling shed located near the maintenance shop at the beginning of the campground. | <urn:uuid:3a807d76-2beb-4dc8-bd98-d59a535e8920> | CC-MAIN-2017-17 | http://hcpcme.org/environment/hotel/Cedar-Bend-Recycling-Brochure.pdf | 2017-04-26T13:38:32Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00056-ip-10-145-167-34.ec2.internal.warc.gz | 158,583,671 | 580 | eng_Latn | eng_Latn | 0.991604 | eng_Latn | 0.992544 | [
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Ask the children: "Please mention some examples of when we can give the good news with a few simple words?" (On the train, while visiting friends, etc.) Let the people give examples.
Draw a cross, for the children to copy.
* Let the older children help the younger.
* Let them show the pictures to the adults at the worship time and explain that it shows how Jesus suffered and died.
* Let them tell the Good News in three parts:
1. Jesus was punished for our sins and died.
2. He rose from the dead and lives always.
3. God forgives our sins and gives us new life.
Memorize the Good News in Luke 24:46-49. Small children might learn only verse 46.
Poem. Let three children each recite a verse from Psalm 13:3, 4 & 5.
Prayer: "Dear Lord Jesus, you suffered and died for us, just as the Scripture said you would. You rose back to life on the third day. You let us repent and be forgiven from our sins in your name. You send us your Spirit so that we can tell others the Good News with your power. You fill us with great joy."
Jesus Told His Followers to Tell His Good News to Others
Teach children how to tell the Good News in simple words.
Prayer. Dear God, please help the children to know and tell the Good News about Jesus."
Choose any, or all, of these children's learning activities.
Let an older child or teacher read the story of how Jesus, after rising from death, told the Good News, Luke 24:1–8 and 36–50. This story shows how we can tell the Good News to others in a short, easy message.
After telling the story, ask:
* What made the disciples fearful, when they saw Jesus risen from the dead? [Answer: verse 37]
* How did Jesus show to them that he had a real body? [39–43]
* Where in the Bible can we find prophesies about Jesus? [44]
* What did the Scriptures say would happen to the Christ? [46]
* What did Jesus tell us to proclaim to all nations? [47]
Paul-Timothy Children's study — Evangelism, #50 — Page 2 of 4
* What did Jesus promise that His disciples would receive from 'on high'? [49]
* What did the disciples do after Jesus ascended to heaven? [52] Dramatize parts of the story of the Good News.
Use your time with the children to prepare this drama. You may shorten it.
Let older children or adults play the parts of …
* Jesus. Have a table or chair ready, and something simple to eat.
* Narrator. Summarize the story and help the children remember what to say.
Let younger children play the parts of the Disciples.
Drama, Part 1, Luke 24:36–43
Narrator: Tell the first part of the story (verses 36–43). Say, "Hear what the disciples say."
Disciples: "Can Jesus be alive?" "Did he rise from death back to life?" "Peter said he saw him." "The two disciples from Emmaus said that they saw him!" "I do not believe it!"
Jesus: "Peace be with you!"
Disciples: Act frightened. Scream. Say, "Oh, no!" "It's a ghost!" "I am afraid!"
Jesus: "I am not a ghost. Touch me! Look at me. Give me something to eat. A ghost does not eat, for it has no body! I have a body."
Disciples: Give Jesus something to eat. Say, "Look, he is eating fish. He cannot be a ghost!"
Drama, Part 2, Luke 24: 44–53
Narrator: Tell the second part of the story (verses 44–53). Say, "Hear what Jesus says."
Jesus: "Why are you surprised? The Bible told you this would happen to me. I had to suffer, die and rise again."
Disciples: "How wonderful! We did not understand!"
Jesus: "Now you are to proclaim repentance and forgiveness of sins in my name to people in every country. But wait until my Father sends his Spirit so that you can witness with his power. Come, let us go."
All: Walk together for a moment.
Jesus: Raise your hands to bless the disciples, and then go up into 'heaven' (climb up on a chair or table).
Disciples: Kneel on the ground and sing a verse of a worship song to God. Rise and say, "Jesus is Lord!" "We will worship and serve Him with all our hearts!" "We will tell everyone about him."
Narrator or older child: Thank everyone who helped with the drama. Thank the adults for listening.
Arrange with the leader of the congregation for the children to:
* Present the drama to the adults during the worship time.
* Ask the adults the questions that are listed near the beginning of this study.
* Present the poem, show their pictures and anything else that they have prepared. | <urn:uuid:e08c585a-4968-4d27-91d0-c12eb4da1c37> | CC-MAIN-2017-17 | http://cvi2.org/paul-timothy/studies/pt_050-2_a4fold.pdf | 2017-04-26T13:38:40Z | crawl-data/CC-MAIN-2017-17/segments/1492917121355.9/warc/CC-MAIN-20170423031201-00056-ip-10-145-167-34.ec2.internal.warc.gz | 82,226,673 | 1,077 | eng_Latn | eng_Latn | 0.998087 | eng_Latn | 0.999183 | [
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choices & decisions
Loans & Expenses
Unit 04 Cars and Loans
.04.
Bill Gates
" If GM had kept up with technology like the computer industry has, we would all be driving $25 cars that got 1,000 MPG.
"
Overview
Buying a car is like jumping into a lake. Without some planning and research into what you might encounter, you could be in too deep before you know it.
Should I buy or lease a car? Should I buy a new car or a used car? Where is the best place to finance my car purchase? Should I reduce my "environmental footprint" by using public transit or auto share?
Relax. You're going to be prepared. If you take the car-buying process one step at a time and do a little homework, the water will be fine.
Goal
To investigate the financial responsibilities of buying, leasing, maintaining, insuring, and operating a car, and translate those responsibilities into a monthly budget.
Time Frame
```
Four 75-minute periods Lesson 02.04.01 Costs of owning and operating a car Lesson 02.04.02 Shopping for a car Lesson 02.04.03 Deciding on the right purchase for you Lesson 02.04.04 Car insurance and warranties End-of-unit quiz and answer sheet Each lesson includes black-line print masters for overheads and activities.
```
section 02. loans & expenses
80
Section 02
Loans & Expenses
Unit 04
.04.
Cars and Loans
Lesson 01
Costs of owning and operating a car
.01
Overview
Before you get too excited about how much you can afford and start looking at the fanciest sports cars or most luxurious sedans, remember that your expenses will include not only your car payment, but also your insurance, gas, maintenance, and other miscellaneous costs associated with operating a vehicle. As a general rule, the more expensive the car, the more it costs to insure and maintain it.
In this lesson, students are asked to identify costs associated with owning and operating a motor vehicle and investigate the financial alternative of leasing.
section 02. loans & expenses choices & decisions
Goal
To investigate the financial responsibilities of buying, leasing, maintaining, insuring and operating a car and translate those responsibilities into a monthly budget.
Objectives
Identify the costs associated with owning and operating a car. Estimate various costs associated with owning and operating a vehicle.
Understand the concepts related to leasing a vehicle. Demonstrate an understanding of the things you should research and decisions you should make before you begin to shop for a car.
Timeline
Class discussion
Student activity
Instructions
Classroom Discussion
Ask if there are students in the class who already have their own car. These students will be very helpful to call on during the discussion.
Discuss and list as a large group the cost of owning a car and the costs of operating a car before you show the students Overhead A. Using the overhead explain all items on the list from depreciation to service contracts.
Discuss with students the factors that influence the selection of a motor vehicle. Use Overhead B, Real cost of operating a car to demonstrate the different costs based on different vehicles.
Discuss the cost advantages of operating a hybrid vehicle or a smart car and the benefits to the environment. This is a good time to discuss the need for a vehicle depending on where you live (city, rural). Have students go to www.oee.nrcan.gc.ca and check out "Top 10 Tips for Safe Fuel-efficient Driving" and the "Fuel Efficient Vehicles of the Year," (Note the litre/100km. and the CO 2 emissions/yr. depending on the vehicle).
Using Overhead C, Leasing a car, and overheads D and E, Monthly lease payment formula, explain what a lease is, the advantages and disadvantages of leasing a vehicle and how to calculate the monthly payment. Give students a number of different scenarios to practice calculating monthly lease payments using the formula given on Overhead E.
Student Activity
Have students use the Internet or newspaper to find a vehicle they would like to purchase that would fit into their budget now or when they go to work.
Using Activity A, The operating costs of a car, have students estimate various costs associated with owning and operating the vehicle. The students can use an on-line car loan calculator (like the one at www.practicalmoneyskills.ca) to determine the annual interest on a car loan. Use the car loan calculator at www.canadian driver.com/tools /loan.htm to see the effect of a down payment on the cost of the loan.
At this point you can give them an estimated figure for annual insurance costs based on males and females between the ages of 16 and 19. To determine the average price per litre, check on-line. The average Canadian drives 18,000 km per year. The Canadian Automobile Association estimates it costs $8,000 to $14,725 each year to own and operate a car in Canada.
Have students investigate the "Additional Web resources" suggested below and in a paragraph for each in their notebook explain what they discovered.
Teacher Notes
Contact an automobile insurance broker to obtain an estimated annual insurance cost for a male and female between the ages of 16 and 19.
Contact Transport Canada to determine the license and registration fees.
Prepare a number of different scenarios for students to practice buying a car if it is financed over 5 years. and then sold or traded in.
Visit a local car show or dealership.
Required Materials
Overhead A, The cost of owning and operating a car
Overhead B, Real cost of operating a car
Overhead C, Leasing a car
Overhead D, Monthly lease payment
Overhead E, Formula + Calculation
Activity A, The operating costs of a car
Assessment and Evaluation
Participation in classroom discussions—communication mark.
Evaluation of Activity A.
Supplemental Activities
Consider inviting the following to class to discuss buying a vehicle with the students:
Bank loans officer
Auto insurance broker
Dealership sales representative
Check out the ownership costs and operating cost of a hybrid vehicle.
Go to www.practicalmoneyskill.ca—select: student, select: life events, select: buying a car.
Additional Web Resources
Canadian Driver
www.canadiandriver.com/tools/loan.htm
Automobile Protection Association
www.apa.ca
Auto Trader.ca
www.autotrader.ca
Canadian Automobile Association
www.caa.ca
Search: driving costs
Select: driving costs brochure
Government of Canada—Office of Energy Efficiency
www.oee.nrcan.gc.ca
choices & decisions section 02. loans & expenses
30 minutes
45 minutes
overhead A
Overhead A
The cost of owning and operating a car
02.04.01
Ownership (fixed) costs
* Insurance
* Service contract (if purchased)
* Interest on loan (if buying on credit)
* Registration fee, license, taxes, GST
* Depreciation (based on purchase price)
Operating (variable) costs
* Tires
* Tickets
* Gasoline
* Parking and tolls
* Oil and other fluids
* Maintenance and repairs
section 02. loans & expenses
82
choices & decisions
overhead B
Overhead B
Real cost of operating a car
02.04.01
Ownership costs include insurance, finance charges, license, registration, taxes, and depreciation.
Operating costs include gas, oil, tires, and maintenance.
Notes
(1) The above figures are based on a provincial average to account for the fact that it costs more to operate a vehicle in some areas of the country than in others. These include ownership and operating costs.
(2) The operating costs are based on 24,000 km driven annually, approximately 15.9¢/km or 29% of the total costs.
choices & decisions section 02. loans & expenses
84
02.04.01
Advantages
* Smaller initial outlay than down payment when buying on credit
* A lower monthly payment than you would pay on a loan for the same vehicle
* You pay tax only on the monthly payment rather than up front on the full price of the vehicle
* The opportunity to drive a new vehicle more often
* The comfort of knowing your vehicle is under warranty for all or nearly all of the ownership period
* Options at lease end (return the vehicle, buy the vehicle if your lease has a purchase option, or let the leasing company sell it)
* You avoid tying up your money in a vehicle
Disadvantages
* No ownership interest in the vehicle
* Must meet requirements similar to applying for credit
* Additional costs occur (such as penalties for extra kilometres over the limit, certain repairs, penalties for ending lease early)
Here are some questions you should ask yourself in considering the loan or lease question.
* Can I afford to pay cash or carry the monthly payments of a loan? If no, then leasing may be an option. But remember, paying cash or short-term borrowing is always cheaper than a lease.
* Do I typically keep my vehicle for more than five years? If yes, then leasing is likely not a good idea unless you just cannot afford the monthly loan payment.
*
Do I drive a lot?
Most consumers in Canada drive 20,000 to 25,000 km per year. If you drive a lot more than this, then leasing can get quite expensive because of the excess kilometre charges.
section 02. loans & expenses choices & decisions
overhead D
Overhead D
Monthly lease payment
02.04.01
Car Lease
Leasing is a method of financing that only pays for a portion of a vehicle's value. Leasing is an alternative to financing a vehicle's total value. Lease payments, which are based on a vehicle's expected depreciation, are significantly lower than loan payments. Vehicles that depreciate at a slower rate make the best lease deals. The lease is actually a loan for the amount of the depreciation.
Your monthly payment is determined by the total price of the vehicle minus your trade-in minus your down payment, minus what they expect to be able to sell the car for at the end of your lease. That number is then divided by the number of months in the term of the lease. Then they add a finance charge and a profit margin.
Always negotiate the price of the vehicle first before you discuss monthly payments. The lower the price you negotiate the lower the monthly payment.
Definitions of Terms
Negotiated price—the price you agreed to pay for the vehicle
Trade-in value—the price the dealership agreed to give you for your old vehicle
Net capital cost—Negotiated price minus trade-in value minus down payment
Residual value—the predicted lease-end value of a vehicle, how much of a vehicle's original value (sticker price; not selling price) will remain after the vehicle has aged and been driven for a specified period of time and a specified number of miles. Simply put, what the vehicle is worth at the end of the lease. (For our calculation we can assume a 45% residual value at the end of a 48-month lease and a 50% residual value at the end of a 36-month lease.)
Money factor—interest rate divided by 2400
Interest rate—the negotiated interest rate for the lease (example 3.3%)
Down payment—the amount of money you put down on the vehicle at time of purchase (amount required will depend on customer's credit rating)
Depreciation—the steady reduction in a vehicle's value as the vehicle gets older and as more miles are driven
Finance fee—what you pay to borrow the amount that represents the amount of the depreciation
Term—number of months in the lease choices & decisions
section 02. loans & expenses
overhead E
Overhead E
Formula + calculation
02.04.01
Formula
Lease payment = Depreciation fee + Finance fee + Sales tax
Depreciation fee = Net capital cost – Residual / Months in the lease
Finance fee = Net capital cost + Residual x Money factor
Example
Negotiated Price
= $18,872
Trade-in
= $2,000
Down payment
= $1,000
NET CAPITAL COST
= $15,872
Residual value = $8,446
Term of lease = 48 months
Money Factor (interest rate / 2400) = .0013750 Interest Rate = 3.3%
Lease calculation
Depreciation Fee = Net capital cost – Residual /48
= $15,872 – $8,446 / 48
= $154.71
Finance Fee = Net capital cost + Residual value x Money factor
= $15,872 + $8,446 x .0013750
= $33.44
Sales tax
= (Depreciation fee + Finance fee) x .13
(GST & PST) = $24.46
Lease payment = Depreciation fee + Finance fee + Sales tax
= $154.71
+ $33.44 + $24.46
= $212.61 per month
If the dealership comes up with a different monthly payment, you better ask why. Remember: always negotiate the price of the vehicle first before you discuss monthly payments.
section 02. loans & expenses choices & decisions
02.04.01
name:
date:
Model year
Make, size, model
Fixed costs
Depreciation—Purchase price $ __________ divided by estimated life ______ years
$
Annual interest on car loan (if applicable)
$
Annual insurance costs
$
License, registration, taxes
$
Variable costs
Gasoline—estimated kilometres per year __________
divided by ______ km/litre times the average price of ______ per litre
$
Oil changes for the year
$
Tires
$
Maintenance, repairs
$
Parking and tolls
$
Total costs
$
Divided by kilometres per year
Equals
Cost per kilometre $
Part 2…
Based on business visits, phone calls, advertisements, and the Internet, obtain information for the cost of (a) an oil change, (b) a tune-up, (c) new brakes, (d) tires.
choices & decisions section 02. loans & expenses
88
Section 02
Loans & Expenses
Unit 04
02
.04.
Cars and Loans
Lesson 02
Shopping for a car
.02
Overview
There's no sense getting all worked up about a car you can't afford. So save yourself some disappointment and figure out a payment amount you can handle before you start looking.
Start with your budget. How much room is there in your budget? Could you, for example, fit an extra $200 a month in your budget without strapping yourself too much or eliminating your savings? If so, can you fit an extra $300 a month in your budget? No? How about $250? Continue that process until you have a general idea of how much extra room you have in your budget. That's how much you can afford to pay for a car every month.
section 02. loans & expenses choices & decisions
Goals
Provide the information necessary to help students make responsible, affordable decisions when buying a vehicle.
Objectives
Given a budget, decide how much money can safely be spent each month to own, operate, and maintain a car.
Timeline
Class discussion
30 minutes
Demonstration (car loan calculator) 10 minutes
Student activity
35 minutes
Instructions
Classroom Discussion
The first thing to consider when buying a car is how much can you afford. Using Overhead A, How much can you afford, discuss the 20–10 guideline. Discuss Overhead B, Shopping for a car loan; Overhead C, How to calculate the total cost of a loan. Teacher can demonstrate the use of an on-line "car loan calculator."
Student Activity
Using the scenarios provided in activities A and B, have students decide how much can be spent safely each month to own, operate, and maintain a car. After completing the budget worksheets, answer the questions for each scenario. Use a loan calculator to help you recommend how much can be spent on a vehicle in each case. Keep in mind the 20–10 guideline. GOOGLE "car loan calculator" or use Overhead C to calculate, in each case, "Total Cost of Loan," "Monthly Payment," and "Total Amount Financed."
Teacher Notes
By showing students how to use an on-line "car loan calculator," you can very nicely demonstrate the effect of different down payments, interest rates, and lengths of the loan, on monthly payments, total finance charge and total to be repaid.
After students have completed the activity, a number of students can share with the class their recommen-
dations for Scenario 1 and Scenario 2 from Activity A.
Required Materials
Overhead A, How much can you afford?
(the 20–10 guideline)
Overhead B, Shopping for a car loan
Overhead C, How to calculate the total cost of a loan
Activity A, How much should you spend? (four pages)
Activity B, Shopping for a car loan.
Assessment and Evaluation:
Notebook check for completion of Activity A.
Supplemental Activities
Activity B, Shopping for a car loan, is an excellent choices & decisions
enrichment activity. Have a few students complete the assignment by going to a number of financial institutions in the community and reporting back to the class. Alternatively have the students complete the assignment by going on-line.
Go to www.practicalmoneyskills.ca and read about buying a car.
Select: Consumer
Select: Life Events
Select: Buying a Car
Additional Web Resources
Car Buying Tips.com www.carbuyingtips.com
Insurance Institute for Highway Safety www.carsafety.org
Canadian Driver www.canadiandriver.com
section 02. loans & expenses
Never borrow more than 20% of your yearly net income
* If you earn $3,000 a month after taxes, then your net income in one year is.
12 x $3,000 = $36,000
* Calculate 20% of your annual net income to find your safe debt load.
* So, you should never have more than $7,200 of debt outstanding.
* Note: Housing debt (e.g., mortgage payments) should not be counted as part of the 20%.
Monthly payments shouldn't exceed 10% of your monthly net income.
* If your take-home pay is $3,000 a month
* Your total monthly debt payments shouldn't total more than $300 per month.
section 02. loans & expenses choices & decisions
02.04.02
Variables include
* Annual percentage rate (APR)
* Length of the loan
* Monthly payments
* Total finance charge
* Total to be repaid
Example of how loans can vary
* Borrowing $8,000 at different rates
choices & decisions section 02. loans & expenses
To estimate the total cost of financing a loan
* Amount of the loan x APR x number of years*
* Example:
$10,000 x 0.10 x 5 years = $5,000
To estimate the amount of monthly payments
* Total to be paid divided by number of months of the loan*
* Example:
$15,000 / 60 = $250 per month
*These formulas produce estimates that are slightly higher than your actual costs and payments because they do not account for the reduction of interest payments as you repay the loan.
section 02. loans & expenses choices & decisions
02.04.02
name:
date:
Scenario 1
Manuel wants to buy a car. But before he goes shopping, he wants to know exactly how much he can afford to spend each month on owning, operating, and maintaining a car.
Manuel's net monthly income is $2,560. His fixed expenses are
* $700 for rent
His flexible monthly expenses are
* $150 for savings
* $350 for food
* $50 for utilities
* $70 for transportation (bus fare)
* $80 for entertainment
* $300 for tuition and books
* $40 for personal items
* $58 for household items
If Manuel gets a car, he expects to spend about $120 a month on gas and oil, and about $60 on parking and bridge tolls.
Manuel needs to have car insurance. He has shopped around and expects that a car insurance premium for the type and year of car he wants will cost about $325 a month.
Use the attached budget sheet to complete the following chart and answer the following questions.
choices & decisions section 02. loans & expenses
94
Activity A
How much should you spend? (continued)
02.04.02
name:
date:
Scenario 2
Rose is thinking about buying a car. She has $1,000 saved for a down payment. Before she goes shopping, she wants to know how much she can afford to spend each month on a car.
Rose brings home $1,252 each month from her first job, and $1,348 from her second job.
Her fixed expenses include:
* $500 for rent
* $74 for a credit payment on some furniture she bought several months ago
Her flexible monthly expenses are:
* $200 for savings
* $350 for food
* $40 for telephone
* $90 for transportation (bus fare)
* $40 for school supplies
* $400 for tuition
* $80 for clothing
* $40 for household supplies
* $80 for entertainment
* $65 for personal items
If Rose gets a car, she expects to spend about $80 a month on gas and oil, and about $40 on parking and bridge tolls.
If Rose gets a car, she will need car insurance. She has done some research and she expects her car insurance premium to be about $210 a month.
Using the attached budget sheet and the computer-based activity "Comparing the True Cost of Loans," complete the following chart. Then, answer the questions that follow.
section 02. loans & expenses choices & decisions
Activity A
How much should you spend? (continued)
activity A
02.04.02
name:
date:
Budget Questions
choices & decisions section 02. loans & expenses
02.04.02
96
choices & decisions
section 02. loans & expenses
name:
date:
Budget Questions
How much would you recommend spending on a car? Try a number of situations before you decide. Use the loan calculator at www.canadiandriver.com/tools/loan.htm or type into GOOGLE "car loan calculator" or use Overhead C to calculate, in each case, "Total Cost of Loan," "Monthly Payment," and "Total Amount Financed."
Loan Calculator
Results
Purchase price __________
Total amount financed __________
Loan term
__________
Total interest paid
__________
Interest rate % __________
GST total amount __________
Province
__________
PST/HST amount __________
Total cost of loan
__________
Monthly payment __________
1. What is the most you could spend on a vehicle based on the budget?
2. What would you recommend spending on a vehicle based on the budget?
3. What are the terms of the loan that would allow buying a vehicle and still staying within the budget?
4. What were the main differences between the budget you set up using the income and expenses and the budget that was provided?
activity B
Activity B
Shopping for a car loan
02.04.02
name:
date:
Amount of loan $
Pretend that you have decided to purchase a new car. Select the model you would like and find out what it costs. Then, shop around for the best car loan terms. Try several different institutions, such as a bank, a credit union, and car dealerships. When you have finished, look at your chart. Which loan would you take? What features make it more appealing than the others? Which institutions offered the best rates, and why do you think they did so?
Financial institution or dealership
APR
Length of loan
Monthly payment
Total finance
charge
Total to be repaid
choices & decisions section 02. loans & expenses
98
Section 02
Loans & Expenses
Unit 04
.04.
Cars and Loans
Lesson 03
Deciding on the right purchase for you
.03
Overview
What actions should a person take when buying a vehicle?
Start searching for a vehicle according to what you need. Once you've found several choices that match with your requirements, narrow down your choices according to what you want. For example, you might need room for transporting your snowboard or camping equipment and a price that fits your budget. You also want a car that looks cool and is fun to drive.
section 02. loans & expenses choices & decisions
Goals
To provide the student with an understanding of the decisions involved in purchasing a vehicle.
To help students become educated consumers when planning and negotiating the purchase of a vehicle.
Objectives
Identify the decisions related to buying a vehicle. Compare the different shopping decisions related to buying a used vehicle versus a new vehicle.
Timeline
Class discussion
20 minutes
Student activity
55 minutes
Instructions
Classroom Discussion
Discuss as a large group the concept of needs and wants and deciding to spend your money using Overhead A, Consumer decision-making. Discuss deciding on the right purchase, reviewing decisions on quality, services, repairs, new, used, affect on the environment, etc.
Using Overhead B, Shopping for a used car, discuss with the students things you should consider before you begin shopping and as you shop.
Review with the students Overhead C, Sources of used cars, and Overhead D, Shopping for a new car.
Activity
Have students develop a personal scenario where they are buying or leasing a new or used vehicle and already own a vehicle they will have to get rid of. The student will do the following: determine how much they can afford, determine the monthly lease or loan payment, determine the value of their vehicle independent of a dealer's trade-in offer, decide if they will trade-in their old vehicle or sell it privately, research the reliability of the model, determine if repair facilities and parts are readily available, and determine the reputation of the source of the vehicle. Also find out what type of warranty and service contract comes with the vehicle.
If you don't know much about car prices, you'll need a price guide. A good bet is the Kelley Blue Book www.kbb.com.
Consumer Reports publishes an issue related to reliability of vehicles. www.consumerreports.org.
APA (Automobile Protection Association)
www.apa.ca provides information about vehicle defects, new vehi-
cle dealer ratings, class actions, etc. An excellent source of information for the assignment.
Industry Canada has a handy on-line tool that can help you make up your mind. Go to www.ic.gc.ca and type into the search tool, "vehicle lease or buy calculator."
Teacher Notes
After the activity, students could pair-and-share the results of the activity.
choices & decisions
For the activity have students use the monthly lease payment formula from lesson one or a car loan calculator to determine monthly payment required.
Required Materials
Overhead A, Consumer decision-making
Overhead B, Shopping for a used car
Overhead C, Sources of used cars
Overhead D, Shopping for a new car
Assessment and Evaluation
Participation in classroom discussions—communication mark.
Evaluation of activity.
Supplemental Activities
Have a dealership salesperson come into the class and role-play with the teacher the negotiations related to the purchase of a vehicle.
As an enrichment activity have students go to www.practicalmoneyskills.ca
Select: Consumer
Select: Life events
Select: Buying a Car, Scoring a Good Deal
Additional Web Resources
Kelley Blue Book
www.kbb.com
ConsumerReports.org www.consumerreports.org
Automobile Protection Association www.apa.ca
Autotrader.ca
www.autotrader.ca
section 02. loans & expenses
Deciding to spend your money
* Do I really need this item?
* Is it worth the time I spend making the money to buy it?
* Is there a better use for my money right now?
Deciding on the right purchase
* What level of quality do I want (low, medium, or high)?
* What level of quality do I need?
* What types of services and repairs does the dealer offer?
* Should I wait until there is a sale on the type of car I want?
* Should I buy a new or a used car?
* If I buy a used car, should I buy it from a dealer or from a private party?
* Should I choose a car with a well-known name even if it costs more?
* Do I know anyone who owns the type of car I want?
* Are the warranty and the service contracts on the car comparable with warranties and service contracts on similar cars?
* What do consumer magazines say about the type of car I want?
* Should I consider the effect the vehicle has on the environment?
section 02. loans & expenses choices & decisions
100
overhead B
Overhead B
Shopping for a used car
02.04.03
Before you begin shopping
* Decide how much you can afford to spend.
* Decide which car models and options interest you.
* Research the reliability of the model of car you want.
* Find out where the nearest repair facility is that works on the type of car you want.
* Find out whether parts are readily available for the type of car you want. Find recent prices in used-car "blue books" in the library, on the Internet, in newspaper ads, consumer magazines, etc.
* Shop for financing.
* Factor in the costs of the loan and the cost of maintenance.
* Know how to read a "Buyer's Guide" sticker.
As you shop
* Find out the reputation of the dealer.
* Find out what type of warranty comes with the car.
* Find out what type of service contract comes with the car.
choices & decisions section 02. loans & expenses
101
New-car dealers
Provide quality used vehicles; service department available; higher prices than other sources
Used-car dealers
Specialize in previously owned vehicles; limited warranty (if any); vehicles may be in poor condition
Private parties
May be a good buy if vehicle was well maintained; few consumer protection regulations apply to private party sales
Other sources
Such as auctions or sales by government agencies, auto rental companies, and on the Internet; most of these vehicles have been driven many kilometres section 02. loans & expenses
choices & decisions
102
overhead D
Overhead D
Shopping for a new car
02.04.03
Before you begin shopping
* Decide which car model and specific options you want.
* Find out the invoice price and the true cost to the dealer of the model and options you want.
* Decide how much you are willing to pay the dealer above the invoice price.
* Make your offer to as many dealers as possible.
* Compare final sales prices with other dealers and buying services.
* Compare financing costs from various sources.
* If you already have a car, find out its value independent of the dealer's trade-in offer.
* Try to sell your old car yourself (dealers usually give better deals without a trade-in).
* Decide whether you need an optional service contract or credit insurance.
choices & decisions section 02. loans & expenses
103
104
Section 02
Loans & Expenses
Unit 04
.04.
Cars and Loans
Lesson 04
Car insurance and warranties
.04
Overview
Insurance is as much a necessity of owning a car as gas. You simply cannot do without it. As a matter of fact, it's the law.
A warranty is the manufacturer's or dealer's promise, usually in writing, that a product is of a certain quality. It may apply to the entire product, parts and labour, or to parts only. It usually promises that the product or defective parts will be replaced free of charge for a certain period of time.
section 02. loans & expenses choices & decisions
Goals
To help students develop an understanding of car insurance, types of coverage and how rates are determined.
To help students develop an understanding of a warranty and why it is important when purchasing a new or used vehicle.
Objectives
Identify the types of car insurance coverage and factors affecting insurance costs.
Explain the differences between various kinds of warranties.
Timeline
Class discussion
30 minutes
Student activity
45 minutes
Instructions
Classroom Discussion
As a large group discuss car insurance using Overhead A, Types of car insurance coverage (liability, collision, comprehensive). See how many the students can come up with, and what their explanation is of each before you show the overheads. Work from what the students know to what they don't know. Do the same with Overhead B, How insurance rates are set. Discuss the effect of driving convictions (speeding, careless driving, drinking and driving) on insurance rates. Also discuss the effect of higher deductibles on the insurance rates and driving under parents' insurance.
Explain to the students what a warranty is and why it is important when purchasing a new or used vehicle. Using Overhead C, Warranties, explain the different kinds of warranties in relation to the purchase of a vehicle (as-is, implied, dealer, unexpired). Using Overhead D, Service contract, outline with the students the questions you should ask before buying an extended warranty.
Activity 1
Using Activity A, Shopping for insurance, have students research the cost of car insurance based on their age, gender, marital status, frequency of car use, where they live, driving record, type of cars they want and the amount of insurance they think they need. Discuss their findings—would the cost of insurance alter their budgets or change their plans about the types of cars they want? Can they still afford a vehicle? Many insurance companies have on-line calculators to determine the approximate cost of insuring a certain vehicle.
Activity 2
Now that you have learned all about the ins and outs of buying, leasing, maintaining, insuring, and operating a car, and translated those responsibilities into a monthly budget, how about saving the environment and your budget by not owning a car at all. Have stu- choices & decisions
dents research car share programs such as "Autoshare" and "Zip Car" and complete Activity B, To own or not to own.
Have students try the quiz.
Teacher Notes
Students can go on-line and get free auto insurance quotes based on different scenarios.
Required Materials:
Overhead A, Types of car insurance coverage
Overhead B, How insurance rates are set
Overhead C, Warranties
Overhead D, Service contract
Activity A, Shopping for insurance
Activity B, To own or not to own
Activity C, Warranties and service contracts
Assessment and Evaluation:
Participation in classroom discussions—communication mark.
Evaluation of activity.
Supplemental Activities
Invite a car insurance representative to class to answer students' questions.
Using Activity C, Warranties and service contracts, have students collect examples of automobile warranties and service contracts. Discuss how various warranties and service contracts differ.
Go to www.ibc.ca. In the search tool type "How Cars Measure Up" and check out the frequency of insurance claims related to your vehicle (theft, collision etc.).
Additional Web Resources
Insurance Bureau of Canada www.ibc.ca section 02. loans & expenses
105
Insurance coverage and costs are under provincial jurisdiction and as such vary greatly from province to province. Car owners are advised to check with the appropriate provincial government department to determine exactly what kind of coverage is required in their province.
Liability (40–50% of premium)
* Bodily-injury coverage
* Property-damage coverage (e.g. to another person's car)
Collision (up to 30% of premium)
* Pays for the physical damage to your car as a result of an accident
* Limited by deductible
Comprehensive (about 12% of premium)
* Pays for damage caused by vandalism, hailstorms, floods, theft, etc.
Medical
* Covers medical payments for driver and passengers injured in accident
Rental reimbursement
* Pays a specific amount per day to rent a car while yours is being fixed
Towing and labour
section 02. loans & expenses choices & decisions
106
overhead B
Overhead B
How insurance rates are set
02.04.04
Personal characteristics
* Age
* Gender
* Marital status
* Personal habits (e.g., smoking)
* Type and frequency of vehicle use (e.g., commuting)
Geographic location (often classified by postal code)
* Rural locations usually have lower rates; urban locations usually have higher rates
Driving record
* Accident with death, bodily injury, or property damage may trigger a surcharge on premium for three years
* Number and kind of moving violations (and total of associated points)
* Number of years insured with the company
Vehicle characteristics
* Damage, repair, and theft record of type and model of car
* Age of car
choices & decisions section 02. loans & expenses
107
As-is (no warranty)
* No expressed or implied warranty.
* If you buy a car and have problems with it, you must pay for any repairs yourself.
* Some provinces do not permit "as-is" sales on used cars.
Implied warranties
* Warranty of merchantability—a product will do what it is designed to do.
* Warranty of fitness for a particular purpose—a product will do what the seller promises it will do.
* Always in effect unless the product is sold as-is or the seller says in writing that there is no warranty.
Dealer warranties
* Offered and specifically written by the dealer.
* Terms and conditions can vary greatly.
* Useful to compare warranty terms on similar cars or negotiate warranty coverage.
Unexpired manufacturer's warranties
* Manufacturer's warranty can sometimes be transferred to the new owner. There may be a fee for the transfer process.
section 02. loans & expenses choices & decisions
108
Before deciding to buy a service contract, find out
* The cost
* Which repairs the contract covers
* Whether the warranty already covers the same repairs
* Whether the vehicle is likely to need repairs and, if so, the potential cost of repairs
* Whether there is a deductible and, if so, how much?
* Whether repairs and service can be performed at locations other than at the dealership
* Whether the contract covers incidental expenses such as towing
* Whether there is a cancellation or refund policy and, if so, the cost
* Whether the dealer or company offering the service is reputable
* Whether you can purchase the service contract later
choices & decisions section 02. loans & expenses
109
activity A
Activity A
Shopping for insurance
02.04.04
name:
Minimum coverage required by province
Company 1
________________________
Agent
Address
Phone
Bodily-injury liability
Property damage
Personal injury protection
(no-fault insurance province)
Other
Coverage you desire
Which company best suits your needs?
110
section 02. loans & expenses choices & decisions
________________________
________________________
________________________
Amount of Coverage date:
Company 2
Agent
Address
________________________
________________________
________________________
Phone
________________________
Premium for Company 1
Premium for Company 2
02.04.04
name:
date:
What real-life experiences have you had that would verify the conclusion?
My research says
(Record related information.)
I think
What do I think is being said in the research?
Therefore...
(Conclusion based on all of the information gathered and prior knowledge.)
choices & decisions section 02. loans & expenses
111
activity C
Activity C
Warranties and service contracts
02.04.04
name:
date:
Find an example of a car warranty and of a service contract. Then, answer the following questions:
1. What is the purpose of the warranty?
2. What type of warranty is it (as-is, implied, dealer, manufacturer's)?
3. List the basic terms of the warranty.
4. What is the service contract for?
5. List the basic terms of the service contract.
112
section 02. loans & expenses choices & decisions
quiz
Cars and Loans
02.04.
True/False (4 marks)
1. _____ Most used cars sold by private parties have a one-year warranty.
2. _____ A service contract is designed to help consumers avoid costly repairs as a motor vehicle gets older.
3. _____ Bodily-injury liability covers the damage to another person's car for which you were at fault.
4. _____ Collision insurance covers damage caused to a motor vehicle by vandalism or floods.
Multiple Choice (5 marks)
Case Application (6 marks)
Celine drives a seven-year-old car that recently needed $1,300 in repairs. Each day, she drives 46 kilometres to and from her job. What actions should she take to decide if she should (1) keep this car, (2) buy a newer used car, or (3) buy a new car?
name:
date:
5. The most reliable source for buying a used car is usually
A. a rental car company
B. a police auction
C. a new car dealer
D. private party sales
7. In a car lease residual value refers to
A. amount financed
B. the amount of money you put down on the vehicle
C. features of an extended warranty
D. what the vehicle is worth at the end of the lease
6. _______ warranty refers to the fact that a product will do what it is designed to do.
A. An extended
B. An implied
C. A dealer
D. An unexpired manufacturer's
8. The auto insurance coverage for damage to your vehicle as a result of an accident is called
A. property damage
B. comprehensive
C. liability
D. collision
9. Doctor costs for injuries to others resulting from an accident are covered by _______ liability.
A. medical
B. collision
C. bodily injury
D. comprehensive
choices & decisions section 02. loans & expenses
113
Cars and Loans
True/False (4 marks)
1. F Most used cars sold by private parties have a one-year warranty.
2. T A service contract is designed to avoid costly repairs as a motor vehicle gets older
3. F Bodily-injury liability covers the damage to another person's car for which you were at fault.
4. F Collision insurance covers damage caused to a motor vehicle by vandalism or floods.
Multiple Choice (5 marks)
5. The most reliable source for buying a used car is usually
C.
a new car dealer
6. _______ warranty refers to the fact that a product will do what it is designed to do. B. An implied
7. In a car lease residual value refers to D. what the vehicle is worth at the end of the lease
8. The auto insurance coverage for damage to your vehicle as a result of an accident is called D. collision
9. Doctor costs for injuries to others resulting from an accident are covered by _______ liability. C. bodily injury
Case Application (6 marks)
Celine drives a seven-year-old car that recently needed $1,300 in repairs. Each day, she drives 46 kilometres to and from her job. What actions should she take to decide if she should (1) keep this car, (2) buy a newer used car, or (3) buy a new car?
Many factors go into this decision. First, Celine must consider her financial situation.
Based on a realistic budget, what amount can she afford to spend for buying a different vehicle? Next, will her current car (after the recent repairs) give her reliable
transportation? In addition, how do the expected operating costs of the various vehicles compare?
section 02. loans & expenses choices & decisions
114
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John Willmott School Guide to E-Safety
Does your child:
- Use a mobile phone?
- Play online games?
- Use the Internet?
- Use Youtube?
- Use MSN?
- Use a social networking site such as Facebook or Twitter?
If the answer is yes, then read this guide to help protect your child in the virtual world
Dear parents,
Today at school we have been celebrating 'Safer Internet Day 2013.' (Tuesday 5 th February) and the pupils have been taking part in a number of activities during form time, guidance and all the house assemblies during the course of the coming week. Please take your time to read this booklet, and discuss all the issues inside as it goes hand in hand with what they've learned today. Communication is the key to staying safe online.
The internet is such an integral part of children's lives these days. It opens up so many educational and social opportunities, giving them access to, quite literally, a world of information and experiences. Whether on a computer at school, a laptop at home, a games console or mobile phone, our pupils are increasingly accessing the internet whenever they can and wherever they are. As you would protect your child in the real world, you will want to make sure that they are safe whatever they are doing. If your child understands the risks and can make sensible and informed choices online, they can get the most from the internet and stay safe whilst doing so - particularly from those people who might seek them out to harm them. So, how can you protect your child online? The answer is simple. If you understand the internet and understand what the risks are, there are a number of things you can do that will make your child safer online. According to Ofcom, 7 out of 10 young people aged between 12 and 15 years old in the UK have a social network profile. A large percentage of these access these sites through their mobile phone rather than a computer. This has changed the way that children and young people communicate with their friends and family.
On the whole, our pupils have a very positive experience surfing the web or chatting with their online friends; however, as a parent or guardian there are some potential risks you should be aware of, such as cyberbullying, downloading and copyright issues, identity theft, excessive use of technology, inappropriate, illegal and harmful content and grooming. This booklet will hopefully help you prevent any issues, such as these, from arising, and how to deal with them if they do. I hope you enjoy reading this booklet and it informs you on many e-safety issues that you may or may not already know about.
Also within this booklet, we will be giving you information on a new reporting system within school, who to approach regarding any e-safety issues as well as information regarding the new e-safety policy within school.
Finally, as a school we have embarked on a new e-safety accreditation called the '360 degree safe mark.' We are the first Birmingham School to start this process, which will show our good practice when it comes to e-safety.
Regards,
Mr A Thomas,
Encourage your children to report inappropriate behaviour
If your child is experiencing problems or is being cyberbullied encourage them to come to you for help. If they are uncomfortable speaking with you, tell them to speak with a trusted adult - an aunt, uncle, a teacher or older sibling - to lend an ear. Be sure your child knows how to report abuse or inappropriate behaviour to social networking sites. With Facebook, for example, they can report abuse by clicking the report link. Other social network sites also have reporting mechanisms. We have also set up a SHARP (School Help Advice Reporting Page) system within school. There will be more information about this further on in the booklet.
What to talk to your child about?
- Make sure your child knows how to change their privacy settings.
- Don't allow anyone to bully you online, encourage your child to speak to an adult or teacher.
- Not to spend too much time online, using a mobile phone, gaming console etc.
What can I do as a parent?
Good communication between a parent and child is critical: Check the privacy policy of your child's internet, mobile, social networking and games providers so that you understand what kind of information they collect and what they use it for. Encourage your child to only share their personal information with people or companies they know. Suggest that they use a nickname (not their real name) on websites, chat rooms and other online forums. Help them to set up strong passwords (a combination of letters, numbers and symbols) and explain why they shouldn't share them with anyone. Make sure they use a PIN lock on their mobile. Discuss the fact that not everyone on the internet is who they say they are. Explain how information they use to register for websites, competitions, downloads and other internet and mobile services could be used by the companies in question (e.g. to send marketing emails). Advise your child to get permission from friends and family before taking photos or videos of them and to check that they're happy for the images to be published - not everyone wants to be famous. Make sure you have up-to-date anti-virus and anti-spyware software on your child's computer and make the most of built-in tools like popup blockers and spam filters. Teach them the risks and dangers of sharing passwords, phone numbers, addresses and other personal information. Consider where you place your computer, keep an eye on what your child is looking at. Be sure you have computer security software with parental controls. Encourage your children not to spend too much time online, using a mobile phone, gaming console etc. Encourage other activities and sports. Ask about your child's online friends, encourage them to have their "real" friends as their friends on social networking sites. If your child has an online profile, ask if you or a close relative can be an online friend (to help and support them).
Parents A to Z guide to technology
Apps: An abbreviation for application. An app is a piece of software. It can run on your computer, or phone or other electronic device.
Blog:Short for web log, this is an online journal that users update.
Cyberbully:A cyberbully is like the traditional playground bully, but the harassment of his/her victims takes place online. Harassment can include teasing another person, posting rumours/lies about someone, or publishing unwanted pictures of the targeted person in public forums such as social networking profiles, message boards, chat rooms etc.
Facebook:A popular and rapidly growing social networking site based on circles of networks. A person selects a network, such as a school or geographic location, and can then make friends with others in that network. www.facebook.com
Flickr:Online photo management and sharing application. www.flickr.com
Friending:"Friending" describes the act of making friends online through sites such as Bebo, Myspace and Facebook.
InstantMessaging:Also known as AIM and IM'ing. Instant messaging is communicating using a program, such as AOL Instant Messenger, Facebook chat or MSN, which allows you to communicate via text in real time. It's like a phone conversation conducted with your fingertips. Some mobile phones also support instant messaging.
Podcast/vodcast: Downloadable items that can be listened to via your computer and/or portable music player. Podcasts usually contain only audio while a vodcast contains audio and video. An example of a popular vodcasting site is YouTube.
Profile: Sometimes referred to as a "page", a profile is a user-created web page that enables the user to enter information about him/herself that they want to share online.
Skype:A software application that allows users to make voice and video calls and chat over the internet. Calls to other users within the Skype service are free, while calls to both traditional landline telephones and mobile phones are chargeable. www.skype.com
Smartphone:A mobile phone that offers more advanced computing ability and connectivity, example a Blackberry or iPhone.
SocialNetwork:Internet social networks focus on building online communities with like-minded people. They allow people to communicate and share information on a wide scale, and to find others who share similar interests. People share information by creating a user profile and then updating their profiles with status alerts, pictures, and other items of interest to them, e.g. Facebook, Bebo and Myspace.
Spyware:A software downloaded onto a computer without the user's consent or knowledge that can monitor and track a user's behaviour. It can collect information about web sites visited, and interfere with computer activity by redirecting to other web sites, install other software, and slow connection speeds.
Installing and regularly running programs such as anti-spyware or anti-virus software can help direct and eliminate spyware on your computer.
Tablet:A tablet PC is a wireless, portable personal computer with a touch screen. Usually a tablet is smaller than a notebook computer but larger than a smartphone, examples include the iPad.
Tagging:A label assigned to content on the internet in order to find it through searches more easily. Users on social networking sites such as Facebook can tag pictures with the name of the person in the picture so that others can find and view pictures of that person more easily.
Twitter:Sometimes also called a "tweet". Tweets are live updates from a person sent via the web, SMS, or IM using the social network www.twitter.com allowing users to keep their friends posted on what they are doing at that moment. www.twitter.com
Wi-Fi:Short for "Wireless Fidelity". A Wi-Fi enabled device such as a laptop or a mobile phone can easily connect to the internet when it detects that a wireless network is available. Wi-Fi hotspots make it convenient for owners of such devices to connect to the internet when away from home or work.
Video games – how to set parental controls
Sharp system
There are many reasons why young people decide not to talk about incidents – confrontational, face to face, lack of confidence, scared, peer pressure, scared in case someone sees them talking to or seen in the schools office but to name just a few. As a result, we have set up a site that can help pupils report any issues.
The system is called S.H.A.R.P (School Help Advice Reporting Page).
The system can help us gather information as well as providing a lot of information for pupils regarding e-safety.
The link is found here…
http://johnwillmott.thesharpsystem.com/
On the webpage, pupils can anonymously make a report by clicking on the 'make a report' button on the bottom left hand side of the page. As well as this, they can look down the left hand side of the page.
PEGI AGE RATINGS AND DESCRIPTORS FOR VIDEO GAMES
Many of our children play video games, so it's important to understand the age ratings and descriptors provided on the back of all the video games that your children play.
The content of games given this rating is considered suitable for all age groups. Some violence in a comical context (typically Bugs Bunny or Tom & Jerry cartoon-like forms of violence) is acceptable. The child should not be able to associate the character on the screen with real life characters, they should be totally fantasy. The game should not contain any sounds or pictures that are likely to scare or frighten young children. No bad language should be heard and there should be no scenes containing nudity or any scenes referring to sexual activity.
Any game that would normally be rated at 3 but contains some possibly frightening scenes or sounds may be considered suitable in this category. Some scenes of partial nudity may be permitted but never in a sexual context.
Video games that show violence of a slightly more graphic nature towards fantasy characters and/or non graphic violence towards human-looking characters or recognisable animals, as well as video games that show nudity of a slightly more graphic nature will fall into this category. Any bad language in the category must be mild and fall short of sexual expletives.
This rating is applied once the depiction of violence (or sexual activity) reaches a stage that looks the same as would be expected in real life. More extreme language, the encouragement of the use of tobacco and drugs and the depiction of criminal activities can be included in this category.
This adult rating is applied when the level of violence reaches a stage where it becomes gross violence and/or includes elements of specific types of violence. In general terms it is where the level of violence is so visually strong that it would make the reasonable viewer react with a sense of revulsion. This rating is also applied where the level of sexual activity is explicit which may mean that genitals are visible. Any game that glamorises the use of real life drugs will also probably fall into this category.
The video game may refer to or depict the use of drugs.
The video game may be frightening or scary for young children.
The video game may contain depictions of or material which may encourage discrimination.
The video game may encourage or teach gambling.
The video game may show nudity in a sexual setting.
The video game can be played online possibly with or against other people
The video game will contain bad language. At a 12 rating this will be mild swearing but at a 16 rating and above it will include sexual expletives.
The video game will contain depictions of violence
The video game may show sexual behaviour or sexual references
E-Safety policy
We have introduced a new E-Safety policy at John Willmott School, covering many of the issues below. A full copy is available on the school website, or if you would require a paper copy, please contact Mr A Thomas or Mr N Seabridge on the school phone number.
What our new E-Safety policy covers…
- THE IMPORTANCE OF INTERNET USE
- BENEFITS OF INTERNET USE IN EDUCATION
- USE OF THE INTERNET TO ENHANCE LEARNING
- PUPIL EVALUATION OF INTERNET AND ONLINE CONTENT
- MANAGING INFORMATION SYSTEMS
- INFORMATION SYSTEMS SECURITY AND MAINTENANCE
- EMAIL MANAGEMENT
- MANAGEMENT OF PUBLISHED CONTENT
- PUBLICATION OF PUPILS WORK OR IMAGES
- MANAGEMENT OF SOCIAL NETWORKING AND SOCIAL MEDIA
- INTERNET FILTERING
- MANAGEMENT OF VIDEOCONFERENCING
- EMERGING TECHNOLOGIES
- PROTECTION OF PERSONAL DATA
- INTERNET ACCESS AUTHORISATION
- ASSESSMENT OF RISKS
- SCHOOL RESPONSE TO INCIDENTS OF CONCERN
- E-SAFETY COMPLAINTS
- COMMUNITY INTERNET USE
- CYBER BULLYING
- USE OF THE VIRTUAL LEARNING ENVIRONMENT
- USE OF MOBILE PHONES AND PERSONAL DEVICES
Useful links for E-Safety issues
www.ceop.police.uk www.childnet.com
http://www.saferinternet.org.uk/
http://www.iwf.org.uk/
http://johnwillmott.thesharpsystem.com/
http://www.swgfl.org.uk/
http://www.360safe.org.uk/7
http://www.thinkuknow.co.uk/
A parental ticklist for E-Safety
A how-to-guide to have good e-safety within your home
Twitter page
John Willmott School are now on Twitter – please follow us for updates and important information.
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OVERVIEW
Minnesota's Knowledge and Competency Framework (KCF) outlines what early childhood professionals need to know and what they need to do when delivering quality care. The Minnesota Department of Education (MDE) created the KCF in 2015 to replace the Minnesota Core Competencies and align with Board of Teaching Standards.
[x] The KCF can be used to:
* Give providers a clear path to plan professional growth
* Highlight skills providers need to help children succeed
[x] There are three versions:
2. Infants and Toddlers
1. Preschool-Aged Children in Center and School Programs
3. Family Child Care
[x] There are eight content areas (*seven for Family Child Care):
II. Developmentally Appropriate Learning Experiences
I. Child Development and Learning
III. Relationships with Families
V. Historical and Contemporary Development of Early Childhood Education
IV. Assessment, Evaluation and Individualization
VI. Professionalism
VIII. Application through Clinical Experiences*
VII. Health, Safety and Nutrition
[x] There are three levels of progression in each content area:
2. Implements: Understands developmental stages; Focusing on needs of individual children; Reflection leads to improvement
1. Explores: New to the field or content area; Relies on observation
3. Designs and Leads: Highly involved in decision making; Constantly evaluating, communicating, and collaborating to improve
[x] There are several KCF resources available:
* Download KCF versions on the MN Department of Education website
*
* Questions? Email Cory Woosley at Child Care Aware of Minnesota (firstname.lastname@example.org)
Search for training events by KCF content area on Develop (www.developtoolmn.org)
* COMING SOON! Statewide KCF training for all trainers and providers.
CONTENT AREAS
While the KCF was designed to replace the Minnesota Core Competencies, many of the new KCF content areas align or overlap the Minnesota Core Competencies. The icons below represent the eight different content areas. The chart on the next page shows how each KCF content area aligns with the Minnesota Core Competencies and CDA content areas.
I. Child Development and Learning II. Developmentally Appropriate Learning Experiences
IV. Assessment, Evaluation and Individualization
III. Relationships with Families
V. Historical and Contemporary Development of Early Childhood Education
VII. Health, Safety and Nutrition
VI. Professionalism
VIII. Application through Clinical Experiences*
(Applies to only Preschool-Aged, and Infants and Toddlers)
CONTENT CROSSWALK
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PRESENTATION OF DATA
PRESENTATION OF DATA
Shahbaz Baig
Abstract: Most scientific experiments are conducted in an attempt to answer some specific questions and generally result in the collection of data in the form of batches of numbers, usually referred to as sample. To extract information from the sample, there is need to organize and summarize the collected data. There are many ways of describing a sample. Commonly, we use either a graph or a small set of numbers which summarize some properties of the sample such as its center and spread. Arrangement of data according to the values of a variable characteristic is called a distribution. When the defining variable is expressed in terms of location, we get a spatial or geographical distribution.
Key words: Table, Graph, Chart, Frequency Distribution, Histogram, Polygraph, Whiskers Plot.
Introduction
Most scientific experiments are conducted in an attempt to answer some specific questions and generally result in the collection of data in the form of batches of numbers, usually referred to as sample. To extract information from the sample, there is need to organize and summarize the collected data. There are many ways of describing a sample. Commonly, we use either a graph or a small set of numbers which summarize some properties of the sample such as its center and spread 1 .
Classification
The term classification is defined as the process of dividing a set of observations or objects into classes or groups in such a way that
i Observations or objects in the same class or group are similar
ii Observations or objects in each class or group are similar to observations or objects in other class or group.
Classification is thus the sorting of data into homogenous classes or groups according to their being alike or not.
When the data are sorted according to one criterion only it is called a simple classification or a one-way classification. Classification is called a two-way classification when the data are sorted according to two criteria.
A manifold classification or crossclassification is made according to several criteria.
Data may also be classified according to qualitative, temporal and geographical characteristic.
Article Citation: Baig S, Presentation of Data. Indep Rev Jan-Jun 2017;19(1-6): 61-75.
Date received:
18/03/2017
08/05/2017
Date Accepted:
Dr. Shahbaz Baig,
Correspondence Address:
1. Dr, Shahbaz Baig, MBBS, MPH Assitant Professor Community Medicine, Independent Medical College, Faisalabad.
MBBS, MPH
Assistant Professor of Community Medicine
Independent Medical College, Faisalabad.
Arrangement of data according to the values of a variable characteristic is called a distribution. When the defining variable is expressed in terms of location, we get a spatial or geographical distribution. Temporal arrangement of values is referred to as a time series 2 .
Aims of classification
The main aims of classification are:
i. To reduce the large sets of data to an easily understood summary;
ii. To display the points of similarity and dissimilarity;
iii. To save mental strain by eliminating unnecessary details;
iv. To reflect the important aspects of the data; and
v. To prepare the ground for comparison and inference 2 .
Basic principles of classification
While classifying large sets of data, the following points should be taken onto consideration.
i. The classes are categories into which the data are to be divided, should mutually exclusive and no overlap should be exist between successive classes. In other words, classes should be arranged so that each observation or object can be placed in one and only one class.
ii. The classes or categories should be all inclusive. All inclusive classes are classes that include all the data.
iii. As far as possible, the conventional classification procedure should be adopted.
iv. The classification procedure should not be so elaborate as to concentrate all the data in one or two classes 2 .
PRESENTATION OF DATA
Statistical data can be presented in two main groups:
I. Tables
II. Graphical Presentation
a) Diagrams
b) Graph
TABLE
A table is a systematic arrangement of data into vertical columns and horizontal rows. The process of arranging the data into rows and columns is called tabulation.
Depending upon the number of characteristics involved the tabulation may be classified as;
* Simple
* Double
* Complex
General rules of tabulation
There are certain rules which should be followed in tabulation.
* A table should be simple, easy to understand. There should be no need to go through footnotes or explanations.
* If the observations are large in number they can be broken into different groups and more then one table can be prepared.
* Proper and clear headings for columns and rows should be used.
* Thick lines should be used to separate the data under big classes and thin lines to separate the sub-classes of data.
* The unite of measurement under each heading and sub-heading must be indicated.
* Totals of columns should be preferably at the bottom of the table and the totals of rows should be at the extreme right side of the table.
It is not possible to make right rules for tabulation. In general tables should suit the needs and requirements of an investigation3.
Types of Tables
Statistical tables classified according of purpose, are of two types, General purpose (primary) tables.
The general purpose tables are large in size, are extensive with vast coverage and are constructed for reference purses. Specific purpose (derived or text) tables.The specific purpose tables are simpler in structure and deal with one or two criteria of classification only. Such tables are used to analyses or to assist in analyzing data.
CONSTRUCTION OF TABLES
Following are the parts of table out of which first four are main part.
Title
A title is the heading at top of the table. The title should be brief and self explanatory. It describes the contents of the table.
Column Captions and Box-head
The heading for different columns are called column captions and this part of column captions is called Box-head. The column captions should be brief, clear and arranged in order of importance.
Row Captions and Stub
The headings for different rows are called row captions and the part of the table containing row captions is called Stub. Row captions should be brief, clear and arranged in order of importance.
Body of the Table
The entries in different cells of columns and rows in a table is called body of the table. It is the main part of the table. The data may be arranged qualitatively, quantitatively, chronologically, geographically or alphabetically.
Source Note
Source notes are given at the end of the table which indicate the compiling agency, publication, the data and page of the publication.
Spacing and rulings
To enhance the effectiveness of a table, spacing and ruling is used. It is also used to separate certain items in the table. Thick or double lines or single lines are used to separate row captions and column captions. To indicate no entry in a cell of the table, dots (…) or dashes (---) are used. Zeroes are not used in a table for this purpose.
Prefatory Notes and Footnotes
The prefatory note is given after the title of the table and the footnotes are given at the bottom of the table. Both are used to explain the contents of the table. The footnotes are usually indicated by 3 .
FREQUENCY DISTRIBUTION
The organization of a set of data in a table showing the distribution of the data into classes or groups together with the number of observations in each class or group is called a frequency distribution. The number of observations falling in a particular class is referred to as the class frequency or simply frequency and is denoted by f. Data presentation in the form of a frequency distribution are also called grouped data while the data in the original form are referred to as ungrouped data. The data are said to be arranged in array when arranged in ascending
in descending order magnitude. The purpose of a frequency distribution is to produce a meaningful pattern for the overall distribution of the data from which conclusions can be drawn. A fairly common frequency pattern is rising to a peak and then declining. In terms of its construction, each class or group has lower and upper limits, lower and upper boundaries, an interval and a middle value 2 .
Class limits
The class-limits are defined as the number or the values of the variable which describe the classes; the smaller number is the lower class limit and the larger number is the upper class limit.
* Class limits should be well defined and there should be no overloading. In other words, the limits should be inclusive, i.e. the values corresponding exactly to lower limit or the upper limit be include in that class.
* The class-limits are therefore selected in such a way that they have a same number in significant places as the recorded values.
* Suppose the data are records to the nearest integers. Then an appropriate method for defining the class limits without overlapping, for example, may be 10-14,15-19, 20-24, etc. The class limits may be defined as 10.0-14.9, 15.0-19.9, 20.0-24.9, etc.
* When the data are recorded to nearest tenth of an integer.
* Sometimes, a class has either no lower class limit or no upper class-limit. Such a class is called an open-end class. The open-end classes, if, possible, should avoided as they are a hindrance in performing certain calculations. A class indicated as 10-15 will include 10 but not 15, i.e. 10≤X<152.
CLASS BOUNDARIES
The class boundaries are the precise number which separate one class from another. The selections of these numbers remove the difficulty, if any, in knowing the class to which a particular value should be assigned.
A class-boundary is located midway between the upper limit of a class and the lower limit of next higher class, e.g. 9.5-14.5, 14.5-19.5, 19.5-24.5, or 9.95-14.95, 14.95-19.95, etc.
The class-boundaries are thus always defined more precisely than the level of measurements being used so that the possibility of any observation falling exactly on the boundary is avoided. That is why the class boundaries carry one more decimal place than the class limits or the observed values.
The upper class boundary of a class coincides with the lower class boundary of the next class.
Class Mark. A class mark also called class midpoint, is that number which divides each into two equal parts.
In practice, it is obtained by dividing either the sum of the lower and upper limits of a class, or the sum of the lower and upper boundaries of the class by 2 but in a few cases, it does not hold, particularly in modern practice of age grouping.
For purposes of calculations, the frequency in a particular class is assumed to have the same values as the class-mark or midpoint. This assumption may introduce an error, called the grouping error, but statistical experience has shown that such errors usually tend to counterbalance over the
entire distribution.
The grouping error may also be minimized by selecting a class (group) in such a way that its midpoint corresponds to the mean of the mean of the observed values falling in that class 2 .
Class Width or Interval
The class-width or interval of a class is equal to the difference between the class boundaries.
It may also be obtained by finding the difference either between two successive lower class limits, or between two successive class marks.
The lower limit of a class should not be subtracted from its upper limit to get the class interval.
An equal class interval, usually denoted by h or c, facilitates the calculations of statistical constants such as the mean, standard deviation, moments, etc. That is why in practice, it is desirable to have equal classintervals.
But in some types of economic and medical data, it is wise to use unequal class-intervals on account of greater concentration of measurements in certain classes. Such class intervals usually become uniform when logarithms of class are taken.
It should be noted that some people use the terms "class" and "class-interval" interchangeably and the width of the class is referred to as the size or length of the classinterval2.
Constructing a Grouped Frequency Distribution
The following are some basic rules that should be kept in mind when constructing a grouped frequency distribution:
Decide number of classes
There are no hard and fast rules for deciding on the number of classes which actually depends on the size of data. Statistical experience tells us that no less than 5 and no more than 20 classes are generally used. Use of too many classes will defeat the purpose of condensation and too few will result in too much loss of information.
H.A. Sturges has proposed an empirical rule for determining the number of classes into which a set of observations should be grouped. The rule is k= 1 + 3.3 log N
Where k denotes the number of classes and
N is the total number of observations. For example, if there are 100 observations, then by applying sturges rule we should have k = 1+3.63 (2.0000) = 7.6, i.e. 8 classes
Thus eight classes are required but this rule is rarely used inn practice.
Determine the range of variation in the data, i.e.
The difference between the largest and the smallest values in the data.
Divide the range of variation by the number of classes:
To determine the approximate width or size of the equal class-interval. In case of factional results, the next higher whole number is usually taken as the size or width of classinterval.
If equal class-interval are inconvenient or be undesirable, then classes of unequal size are used. But in practice, intervals that are multiple of 5 or 10, are commonly used as people can understand them more readily.
Decide where to locate the class-limit: Of the lowest class and then the lower class boundary.
The lower class usually stars with the smallest data value or a number less than it. It is better if it is a multiple of class-interval.
Find the upper class boundary by adding the width of the class-interval to the lower classboundary and write dawn the upper class limits too.
The open-end classes, i.e. classes with the lowermost or uppermost class boundary unknown, should be avoided if possible.
Determine the remaining class-limits: And class boundaries by adding the class-interval repeatedly.
The lowest class should be placed at the top and the rest should follow according to size.
In some cases, the highest class is placed at the top.
Distribute the data into the appropriate classes.
This is best done by using a Tally-Column where values are tabulated against appropriate classes by merely making short bars or tally marks to represent them.
It is customary for convenience in counting to place the first four bars vertically and the fifth one diagonally and to leave a space.
The number of tallies is then written in the frequency column.
The tally column usually omitted in the final presentation of the frequency distribution.
But in case of small number of values, the actual values should be shown against each class to mitigate chances of error.
Finally, total the frequency column: To see that all the data have been accounted for. These rules are applied to group raw data which arte assumed to be continuous.
In case of discrete data which carry only integral values, the concept of a class boundary is unrealistic as there can be no points where, the adjoining classes meet.
In spite of this logical difficulty, when the discrete data are sufficiently large, they are treated for convenience of calculations as continuous and hence are grouped in the same way as the continuous data.[2]
Example
Make a grouped frequency distribution from the following data, relating to the weight recorded to the nearest grams of 60 apples picked out at random from a consignment.
By scanning the data, we find that the largest weight is 204 grams and the smallest weight is 68 grams so that the Range is 204-68= 136 grams.
Suppose we decide to take 7 classes of equal size. Then size or width of the equal class interval would be 136/7 = 19.47.
But we take h=20, the next integral value higher than 19.47 to facilitate the numerical work.
Let us decide to locate the lower limit of the lowest class at 65. With this choice, the class limits will be 65-84, 85-104, 105124,…….
the class boundaries become 64.5-84.5, 84.5-10.5,104.5-124.5,…….,and the classmarks are 74.5, 94.5, 114.5…. The grouped frequency distribution is then constructed as follows:
By listing the actual values
Frequency Distribution Of
Weights Of 60 Apples
This table is sometimes known as an entry table. The values against each class may be arranged in an array.
By Using A Tally – Column:
Frequency Distribution Of Weights Of 60 Apples
CUMULATIVE FREQUENCY DISTRIBUTION
The total frequency of a variable from its one end to a certain value (usually upper class boundary in grouped data), called the base, is known as the cumulative frequency, less than or more than the base of the variable.
A table that shows the cumulative frequencies, is called a cumulative frequency distribution. The cumulative frequency of the last class is the sum of all frequencies in the distribution.
If the cumulation process is from the lowest value to the highest, it is referred to as "a less than" type cumulative frequency distribution. Where the frequencies are cumulated from the highest value to the lowest value, it is called a "more than" type cumulative frequency.
Relative Frequencies
If the class frequencies against various classes are divided by the total frequency, we get the relative frequencies which always add to one. The class frequencies may also be expressed as percentages, the total of which would be 100. A percentage cumulative distribution is useful to read off the percentage of values falling between certain specified values.
A "less then" type cumulative frequency distribution is shown below:
A "more than" type cumulative frequency distribution is given below:
STEM – AND – LEAF DISPLAY Introduction
A clear disadvantages of using a frequency table is that the identity of individual observation is lost in grouping process. To overcome this drawback "John Tokey" 1977 introduced a technique known as the stem and leaf display. This technique offers a quick and novel way for simultaneously sorting and displaying data sets where each number in the data set is divided into two parts a stem and a leaf.
* A stem is the leading digits of each no and is used in sorting.
* A leaf is the rest of the number or the trailing digits and shown in display
A vertical line separates the leaf/leaves from the stem.
Example:- The number 243 could be split two ways.
All possible stems are arrangede in order from the smallest to the largest and placed on the left hand side of the line.
The stem – and – leaf display is a useful step for listing the data in an array. Leaves are associated with the stem to know the numbers. The stem – and - leaf table provides a useful description of data set and can easily be converted to a frequency table.
It is a common practice arranges the trailing digits in each row from smallest to highest2.
Make a stem and leaf table for the following data.
GRAPHIC REPRENTATION
Statistical tables contain data in the form of figures. But numerical are usually not attractive and some people find it difficult to get a clear picture from the numerical data. A more attractive method of presenting the data is to make good looking diagrams and graphs. There are very large number of graphs, pictures and diagrams which are used to represent data. Good looking diagrams and pictures leave an everlasting impression on the mind of the observer.
The modern advertising is mainly based on picture of various type to attract the consumers.
The visual representation of data is known as graphical representation. Such visual representation can be divided in to:
A. Diagrams
B. Graphs
The basic difference between a graph and a diagram is that a GRAPH is a representation of data by a continuous curve while, DIAGRAM is any other visual representation.[4]
DIAGRAMS
When ever a comparison of the same type of data at different places is to be made, diagram will be the best way to do that. Diagrammatical representation has several advantages over tabulation. Beautifully and neatly constructed diagrams are more attractive than simple figures. Comparison is made easier with diagrams. Diagrams are further divided in to following groups2.
Types of Diagrams a): Bar Charts:
i. Simple bar charts
ii. Multiple bar charts
iii. Component bar charts
b): Pie Diagram
c): Pictogram
d): Scatter Diagram
e): The Box and the whisker
Bar Charts
A graph drawn using rectangular bars to show how large each value is.
The bars can be horizontal or vertical 5 .
Bar charts are useful methods of presenting data by the length of bars.
They are frequently used because they are better retained in the memory.
Have powerful impact
Used as a tool for comparing mutually exclusive discrete data
* Simple bar charts
* Multiple bar charts
* Component bar charts 2
Simple bar charts
It consists of simple charts.
a. Bar charts (vertical / Horizontal) are most useful, widely used popular, easy way of expressing statistical data of nominal or ordinal variable .
b. The categories / variable are usually indicated on the X – axis (abscissa) and frequencies are indicated on Y-axis (ordinate).
c. The length of bar is proportional to the magnitude of the variable.
d. The bars are separated form each other.
e. Each axis is labeled.
f. The figure is numbered and fitted.
OR
A seprat horizantal or vertical bar is drawn for each category, its length being perpotional to the frequency in that category. The bars are seprats by small gapes to indecate that the data categoricalll for discrete 6 .
Example:- The data of Mayo Hospital blood band suggests that
Multiple Bar Chart
A multiple bar chart shows two or more characteristics corresponding to the values of a common variable in the form of grouped bars whose lengths are proportional to the values of the characteristics and each of which is shaded differently for identification. 7
Example
Draw a multiple bar chart to represent the male population of four divisions of Punjab in 1961, 1963, and 1970.
Component Bar Chart
In component bar chart each bar is divided into two or more sections. The length of the bar represents the total and various sections represent the components of total.
Example
Draw a sub-divided bar chart to represent the male and female population of four divisions of Punjab in 1961.
PIE DIAGRAM
A pie diagram consists of a circle divided into sectors whose areas are proportional to the various parts into which the whole quantity is divided. The proportion that each component part bears to the whole quantity will be the corresponding proportion of 360 degree.
A pie chart is a simple, easily understood chart in which the size of the "slices" or wedges shows the proportional contribution of each component part. Pie charts are useful for showing the proportions of a single variable's frequency distribution.
Given current technology, pie charts are almost always generated by computer rather than drawn by hand. But the default settings of many computer programs differ from recommended epidemiologic practice. Many computer programs allow one or more slices to "explode" or be pulled out of the pie. In general, this technique should be limited to situations when you want to place special emphasis on one wedge, particularly when additional detail is provided about that wedge .
Multiple pie charts are occasionally used in place of a 100% component bar chart, that is, to display differences in proportional distributions. In some figures the size of each pie is proportional to the number of observations, but in others the pies are the same size despite representing different numbers of observations.
More About Constructing Pie Charts. Conventionally, pie charts begin at
12 o'clock.
The wedges should be labeled and arrangedfrom largest to small proceeding clockwise, although the "other" or "unknown" may be last.
Shading may be used to distinguish between slices but is not always necessary.
Because the eye cannot accurately gauge the area of the slices, the chart should indicate what percentage each slice represents either inside or near each slice8.
Example: Represent the following data through a pie diagram:
Pictogram
These consist of pictures or small symbolic figures representing the statistical data. It is the presentation of data for easy understanding of sweet persons (common man).
It is frequently used for quantization data.
Scatter Diagram
Scatter diagram is used to see the relationship between variables.
Example:
Types of Graphs Graph of time series or Historiogram
Histogram
Frequency polygon & Frequency curve Cumulative Frequency polygon or Ogive Percentage cumulative frequency polygon
Historiogram
Historiogram is constructed by taking
1. Time along X-axis and
2. Value of the variable along Y-axis
3. Plot the points and
4. Connect the points by straight line segments to get the historiogram 9 .
Example:
The data represent the records of a company's savings over the years. Construct a time series plot to represent it
HISTOGRAM
A Histogram consists of a set of adjacent rectangles whose bases are marked off by
* Class boundaries along the X-axis
* Frequency along Y-axis
* Draw rectangles whose height are proportional to the frequencies with respective classes 10 .
EXAMPLE
Frequency Polygon
* Frequency polygon is a graphic from of a frequency distribution,
* Take midpoints along X-axis
* Class frequency along Y-axis
* Plot the points and then connected by sraight line segments
* And extra class midpoint at both ends
of the with zero frequency so that the polygon does form a closed figure with the horizontal axis 11 .
(Polygon is a closed figure having many sides)
Frequency Curve
Frequency curve is constructed by taking the midpoints along X-axis and class frequency along Y-axis. Points are plotted and are then connected by free hand curve 10.
CUMULATIVE FREQUENCY POLYGON OR OGIVE
A cumulative frequency polygon known as ogive is a graph obtained by
* On X-axis are the values of the variables and on Y axis cumulative frequencies.
* To construct "OGIVE" an ordinary frequency distribution table has to be converted into a cumulative frequency table. We place a point at upper class boundary of each class interval.
* Each point represents the cumulative frequency.
* OGIVE is computed by connecting all the points by a free hand curve.
* It is useful to compare two sets of data.
* Percentile may be obtained from an OGIVE.
* Shape of OGIVE somewhat resembles English letter "S"12.
THE BOX PLOTS
The Box Plots, which are graphically very simple, are based on the Median, a measure of location and the Integrative. Range (IQR), a measure of data's variability. They are informative and effective for comparing two or more data sets / distributions.
A box plot is constructed by drawing a rectangle (he box) with the ends (called the hinges) drawn at the lower and upper quartiles (Q1 Q3). The median of the data is shown by the line dividing the box . The straight lines (called the whiskers) are dawn from each hinge to the most extreme observation. The entire graph is called a Box and Whiskers plot. If one whisker is longer, the distribution of data is skewed in the direction of the longer whisker. The box plot given below represents the distribution of examination marks given.
When two or more distributions are to be compared by drawing box plots, the scale of measurement is usually plotted vertically. Sometimes, two sets of limits, called inner fences and outer fences are also used13.
REFFERENCE
1. Singh, Simon (2000). The code book : the science of secrecy from ancient Egypt to quantum cryptography (1st Anchor Books ed.). New York: Anchor Books. ISBN 0385495323.^ Ibrahim A. Al-Kadi
2. (STATISTICAL METHODS & DATA ANALYSIS BY FAQIR MUHAMMAD) (Shair Muhammad Chudhary) (INTRODUCTION STATISTICAL THEORY BY SHAIR MUHAMMAS )
3. (A Text Book ofStatistics ,punjab text board book)
4. (BASIC STATISTICS BY KIANI)
5. Pierce, Rod. "Definition of Bar Graph" Math Is Fun. Ed. Rod Pierce. 13 Aug 2011. 27 Feb 2012 <http://www.mathsisfun.com/definitions/bargraph.html
6. (MEDICAL STATISTICS AT A GLANCE)
7. Biostatistics for all Brigadier khan I A
8. Displaying Public Health Data Page 4-51principles Of Epidemiology In Public Health Practice Third Edition An Introduction To Applied Epidemiology And Biostatistics U.S. Department Of Health And Human Services Centers For Disease Control And Prevention (Cdc) Office Of Workforce And Career DevelopmentAtlanta, Ga 30333
9. Hanif M Biostatistics
10. Glaser AN.High yield Biostatistics 3rd edition.Lipi cot williams and wilkin.
11. Rao KV.Biostatistics; a manual of statistical methodes for use in health, nutrition and anthropology 2nd edition .Jaypee brothers medical publishers new Dehli India.
12. Lecture notes by Dr Anayat Khan HOD state department UAF | <urn:uuid:bf630316-1631-45b7-8f5d-21dfe65f74dc> | CC-MAIN-2017-51 | http://admin.indepreview.com/article/VOL.%2019%20No.%2001/009%20Presentation%20of%20Data.pdf | 2017-12-17T07:48:52Z | crawl-data/CC-MAIN-2017-51/segments/1512948594665.87/warc/CC-MAIN-20171217074303-20171217100303-00605.warc.gz | 7,433,522 | 6,139 | eng_Latn | eng_Latn | 0.972296 | eng_Latn | 0.998026 | [
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ASTRONAUT'S VIEW
| ASTEROID EXPLORATION
An asteroid companion
By Tom Jones
|
firstname.lastname@example.org
|
www.AstronautTomJones.com
A newly discovered asteroid will orbit in loose formation with Earth for centuries. Its presence reminds NASA exploration planners of attractive opportunities for robotic and human exploration as they examine varied paths toward deep space and Mars.
I n April, astronomers sifting through images from the University of Hawaii's Panoramic Survey Telescope & Rapid Response System in Maui discovered a faint near-Earth asteroid, now designated 2016 HO3. Analysis of its orbit soon showed that the 50- to 100-meter-wide object circles the sun on a path very much like Earth's, flying formation within a few million miles of our planet for at least the next century.
University of Hawaii's Panoramic Survey Telescope & Rapid Response System in April detected a near-Earth asteroid, designated 2016 HO3, that has been orbiting in Earth's celestial backyard for almost a century — and will be around for centuries longer.
The discovery of HO3 underscores the practical possibility of exploring nearby asteroids as a way to gain valuable deep-space experience in preparation for journeys to Mars. A skeptical Congress seems unwilling to fund NASA's proposed Asteroid Redirect Mission, a crewed mission to an asteroid fragment placed in lunar orbit. HO3 and other, even more accessible asteroids may serve as alternate destinations: far enough beyond the moon to test astronauts on a multi-month, deepspace expedition, but not nearly as challenging and risky as a full-up, multi-year journey to the red planet. A reasonable path toward Mars may take astronauts from a lunar orbit outpost, to one or more near-Earth asteroids, and then to the Mars system in the 2030s.
12
| SEPTEMBER 2016 | aerospaceamerica.com
Rob Ratkowski
Upper right: This painting by artist Pat Rawlings shows astronauts exploring a near-Earth asteroid. Asteroids could serve as alternate destinations to Mars and provide deep-space experience.
Because of HO3's relative proximity, ªwe refer to it as a quasi-satellite of Earth,º Paul Chodas, manager of NASA's Center for Near-Earth Object Studies at the Jet Propulsion Laboratory in Pasadena, California, said in an article on nasa.gov. ªOur calculations indicate 2016 HO3 has been a stable quasi-satellite of Earth for almost a century, and it will continue to follow this pattern as Earth's companion for centuries to come.º
As HO3 alternately races ahead of and falls behind Earth in its yearly trek around the sun, it ranges out to about 100 times the moon's distance, then closes to as few as 38 lunar distances: from 38 million down to 14.7 million kilometers.
Other asteroids make closer approaches to Earth, and can be reached with less rocket propellant. But what makes HO3 special is that it's always around for a visit: It offers a launch opportunity every year for the next few decades. Other typical near-Earth asteroids offer only periodic, infrequent launch windows. HO3's discovery is a timely reminder to NASA that if it wants to get astronauts out beyond the moon in the 2020s or early 2030s, either HO3 or another attractive target is nearly always within range.
Sifting the skies
HO3's discovery resulted from NASA's ongoing survey of the inner solar system for potentially hazardous objects. Since 1998, when Congress directed NASA to search for near-Earth objects such as comets and asteroids large enough to cause global damage if they struck Earth, the space agency has been funding a growing array of dedicated search telescopes and the astronomers who operate them. Today, the NASA search program's $50 million annual budget covers search, orbit cataloging, asteroid deflection research and spacecraft mission definition. It also identifies candidate targets for NASA's planned Asteroid Redirect Mission, ARM, in which robotic spacecraft would lift a 10- to 20-ton boulder from an asteroid and nudge the fragment into lunar orbit. Once stabilized there, an Orion astronaut crew aerospaceamerica.com | SEPTEMBER 2016 |
13
Paul Chodas/Jet Propulsion Laboratory
Earth
to Sun
Left: Asteroid 2016 H03 has been orbiting the sun in near proximity to Earth for decades. For an observer looking down on Earth as it orbits the sun, the blue lines track the asteroid's movement relative to Earth between 1960 and 2020.
Center: Artist's rendering of Asteroid Redirect Mission, NASA's proposed crewed mission to an asteroid fragment placed in lunar orbit. Congress seems unwilling to fund the mission, providing impetus to send astronauts to nearby asteroids instead.
would rendezvous with the object, examine it, and carry samples to Earth.
NASA-funded telescopes are discovering close to 2,000 near-Earth objects each year; the program has found 98 percent of the nearly 15,000 of those cataloged so far. NASA today is working to fulfill a 2005 congressional mandate to find asteroids capable of causing regional damage on Earth, meaning those 140 meters or larger in diameter. It has already cataloged an estimated 95 percent of those larger objects (based on near-Earth object population statistics and the rate at which search telescopes "rediscover" known objects). As of July 13, 1,714 objects in the catalog — some 12 percent — were termed "potentially hazardous," capable of colliding with Earth in the distant future. None poses a significant threat of impact within the next century.
Accessible asteroids
HO3 joins dozens of other known near-Earth asteroids, NEAs, accessible to human explorers. NASA filters NEA discoveries through its NEO Human Spaceflight Accessible Targets Study, or NHATS, identifying objects whose orbits make possible roundtrip expeditions by robots or humans in 450 days or less, and a total mission velocity change, rV, of 12 kilometers per second or less (think of rV as a stand-in for how much rocket fuel you'll need to fly the mission). President Obama set a goal of an astronaut expedition to an asteroid in its native, solar orbit by mid-2020s. But when it became evident under the president's budgets that the combination of Orion, the Space Launch System booster, deep-space propulsion and a habitation module would not be ready by the end of the 2020s, NASA proposed the Asteroid Redirect Mission in-
14
| SEPTEMBER 2016 | aerospaceamerica.com
NAMING ASTEROIDS
An asteroid's initial designation is assigned by the Minor Planet Center following a formula based on the year of discovery, two letters and, if need be, further digits. 2016 HO3, for example, was discovered in 2016, in the second half of April (H), and was the 90th object discovered in the latter half of April (O3).
stead. With ARM, astronauts could visit an asteroid fragment delivered to lunar orbit no earlier than 2026, but NASA would still fulfill the presidential asteroid directive, after a fashion.
Does HO3 offer NASA a new, game-changing asteroid target? Veteran astrodynamicist and former NASA Johnson Space Center flight dynamics officer Dan Adamo told me in an email that although 2016 HO3 has long-term proximity going for it, it's hardly the most attractive target out there. Writes Adamo: "As of July 11, 2016, a total of 1765 NHATS-compliant near-Earth objects was known. Of these, 566 nearEarth objects can be accessed with shorter round-trip durations than any 2016 HO3 mission. Likewise, 184 NHATS-compliant near-Earth objects can be accessed with less delta-V than any 2016 HO3 mission."
In fact, HO3's orbital tilt, or inclination, of 7.77 degrees imposes a significant velocity-change penalty on visiting spacecraft. By contrast, the NEA 2000 SG344 has an inclination of just 0.11 degrees, yielding a minimum mission velocity change of 3.56 kilometers per second, according to Adamo. In 2029, for example, a five-month roundtrip to SG344 requires a velocity change of only about six kilometers per second.
Dan Durda/Southwest Research Institute
Nevertheless, HO3's loitering behavior makes it a regularly accessible exploration target Ð a launch window to it is always handy. In any given year, for example, a 154-day round trip to HO3 could be mounted for a total velocity change of roughly 12 kilometers per second. Stretching the mission duration to one-year reduces the velocity change to 6.1 kilometers per second Ð significantly less than landing that same spacecraft on the moon, which takes about 9 kilometers per second. Both HO3 missions would include eight days of surface exploration time at the asteroid.
Where next Ð if anywhere?
Although far from the optimum candidate, HO3's discovery in our celestial backyard keeps asteroids, along with the moon, in the conversation as targets for science, human exploration and possible commercial exploitation. It's a timely discussion: If ARM does not win support in 2017 from a new administration and a skeptical Congress, near-Earth asteroids like HO3 represent the closest physical destinations for astronauts beyond the moon.
By the mid-2020s, NASA should have flown its Orion spacecraft and SLS booster several times. By adding habitation and propulsion modules to Orion, NASA would then be able to dispatch astronauts to nearby objects like HO3.
NASA is already conducting habitation module studies, and such extra living space could be available a decade from now for an asteroid roundtrip. But such a deep-space journey will still confront planners with many of the risks of a Mars expedition: radiation exposure, the effects of prolonged free-fall, and psychological isolation as Earth recedes to the size of Carl Sagan's ªpale blue dot.º Supply considerations are daunting, too: a crew of four would need to pack almost 2.5 metric tons of food for a one-year asteroid roundtrip.
Still, an asteroid expedition would be less challenging in terms of time, distance, and logistics than the two-plus-year journey to the Martian moons and back. An NEA mission could offer NASA just the right-sized first step on the road to Mars.
Right: Rendering of a near-Earth asteroid. A handful of asteroid candidates exist that astronauts could reach in the next two decades at a lower propellant cost than going to the lunar surface.
Carpe diem
More accessible NEAs like HO3 and SG344 will be found in the coming decade, offering NASA more asteroid targets of opportunity. NASA could team with robotic mining companies to send small robotic scouts to a promising few. By the mid-2020s, Orion and SLS should be ready. If ARM delivers its asteroid boulder to lunar orbit, astronauts should visit it forthwith. But in case ARM is detoured, NASA is probably already thinking of how to reorient its exploration hardware: from lunar orbit, to ªlocalº near-Earth object missions, to eventual journeys to the Mars system.
Although I think NASA's interest in human Mars exploration is genuine, the proof of that commitment will be its willingness to seek approval and funding for an earlier deep-space foray, millions of kilometers beyond the Earth-Moon system. A nearEarth asteroid expedition is just such a ªno kiddingº step toward Mars, far more daunting than a return to the moon (whose advantages I've discussed in recent columns). A NASA serious about Mars must move beyond talk, and actually do. Near-Earth asteroids represent just the terra incognita needed to demonstrate that seriousness of purpose. ★
aerospaceamerica.com | SEPTEMBER 2016 |
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FFX 2-3 Maths Revision Material
Name:
Class:
Date:
A Counting and understanding numbers:
1. 5.8 ÷ 100
1 mark (L5/1)
2. Round the following to one decimal place.
2.24 5.38 7.45 4.61 3.96
2 marks (L5/2)
3. Find two prime numbers that add together to make 98.
_____ and _____
1 mark (L5/3)
4. Here are some number cards.
7 5 9 3
11
(a)
Usetwoof the cards to make a fraction which isless than
2
1.
1 mark (L5/4)
(b) How much less than 1 is your fraction?
...............................
4 (c) Complete the table to show equivalence:
2 marks (L5/4)
5. Write ⁴/₃₂ in its simplest form
B Calculating
6. Write in the missing numbers.
÷ 22.6 = 7.5
50 – (14.24 + 16.36) =
7. Here is a pattern on a grid.
What percentage of the grid is shaded?
%
1 mark (L5/5)
1 mark (L5/6)
1 mark (L5/6)
8. Calculate 283 x 16
11. Write in the missing digit.
Ridlington
Altburn
Carborough
Temperatures ºC
London
Moscow
New York
Paris
Sydney
–4º –6º –9º +6º +14º
2 marks (L5/8)
9. Here is a table of temperatures at dawn on the same day.
(a) What is the difference in temperature between London and Paris?
..................................1 mark (L5/9)
At noon the temperature in New York has risen by 5°C.
(b) What is the temperature in New York at noon?
1 mark (L5/9)
10. This map has a scale of 1 centimetre to 6 kilometres.
The road from Ridlington to Carborough measured on the map is 6.6cm long.
What is the length of the road in kilometres?
km
1 mark (L5/10)
*C
*C
Show
your
You may get a mark.
working.
Ridlington
Altburn
Carborough
The answer does not have a remainder.
3
2 6
8
1 mark (L5/11)
C Shape, Space and Measure
12. Here are four statements.
For each statement put a tick ( ) if it is possible. Put a cross ( ) if it is impossible.
A quadrilateral can have no parallel sides.
A triangle can have 2 parallel sides.
1 mark (L5/12)
A triangle can have 2 right angles.
A quadrilateral can have 2 obtuse angles.
1 mark (L5/12)
13. (a) Draw all lines of symmetry on the shape below.
1 mark (L5/13)
(b) What order of rotational symmetry does the shape have?
1 mark (L5/13)
14. Work out the size of 'f'
f
150
0
f
f
15. Here is a triangle on a square grid.
The triangle is translated so that point A moves to point B.
Draw the triangle in its new position.
Use a ruler.
2 marks (L5/15)
16. On the grid below, use a ruler and angle measurer to draw a triangle that has a right angle and a 65% angle.
.......................1 mark (L5/14)
17. This piece of cheese has a mass of 1350 grams.
Mark an arrow () on the scale to show the reading for 1350 g.
Complete the table by writing a sensible metric unit on each dotted line.
The first one has been done for you.
19. Here is an equilateral triangle inside a square.
The perimeter of the triangle is 48 centimetres. What is the perimeter of the square?
18.
1 mark (L5/17)
1 mark (L5/18)
Not actual size
bananas
oranges
peaches
apples
your
You may get a mark.
working.
cm
2 marks (L5/19)
D Data Handling
20. Here are eight marbles in a bag.
Four marbles are blue (B), two marbles are red (R) and two marbles are green (G).
Steve takes a marble at random from the bag.
On the probability scale, mark with the letter B, the probability that Steve will take a blue marble.
2
1
0
1
1 mark (L5/20)
21. Write a different number in each of these boxes so that the mean of the three numbers is 9
1 mark (L5/21)
Write a number in each of these boxes so that the range of the five numbers is 15.
1 mark (L5/21)
22. You toss a coin 100 times and count the number of times you get a head. A robot is programmed to toss a coin 1000 times.
Who is most likely to be closer to getting an equal number of heads and tails? Why?
............................................................................................................................................................................................................
..................................................................................................................................................................................1 mark (L5/22)
23. Some children work out how much money two shopkeepers get from selling fruit. They use pie charts to show this.
Mrs Binns gets a total of £1000 Mr Adams gets a total of £800.
G
R
B
B
G
B
R
B
bananas
bananas
oranges
oranges
peaches
peaches
apples
apples
bananas
oranges
peaches
apples
Mrs Binns
Mr Adams
Estimate how much more Mrs Binns gets than Mr Adams for selling peaches.
£
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Sunsmart Policy
Mooroopna Primary School
PURPOSE
The purpose of this policy is to encourage behaviours at Mooroopna Primary School to minimise the risk of skin and eye damage and skin cancer.
This policy provides guidelines to:
* support staff and students to use a combination of sun protection measures all year
* ensure that there are outdoor environments that provide adequate shade for students and staff
* ensure students are encouraged and supported to develop independent sun protection skills to help them to be responsible for their own protection
* support our school's strategies to meet its duty of care and occupational health and safety obligations to minimise harmful UV exposure and associated harm for students and staff.
SCOPE
This policy applies to all school activities, including camps and excursions. It is applicable to all students and staff.
POLICY
Excessive exposure to the sun's ultraviolet (UV) radiation can cause health problems including sunburn, dehydration, damage to skin and eyes, and an increased risk of skin cancer.
UV radiation:
* cannot be seen or felt
* can be reflected off surfaces such as buildings, asphalt, concrete, water, sand and snow
* can pass through light clouds
* varies in intensity across the year (highest in Victoria from mid-August to the end of April)
* peaks during school hours
Sun safety is a shared responsibility and staff, parents and students are encouraged to implement a combination of sun protection measures whenever UV levels reach 3 and above (typically from midAugust to the end of April in Victoria). Information about the daily local sun protection times is available via the free SunSmart app or at sunsmart.com.au or bom.gov.au.
Mooroopna Primary School has the following measures in place to help reduce the risk of excessive UV sun exposure for staff and students.
Shade
Mooroopna Primary School will provide for sufficient options for shelter and trees to provide shade on school grounds.
Sunsmart Policy
Mooroopna Primary School
When building works or grounds maintenance is conducted at Mooroopna Primary School that may impact on the level of shading available to staff and students, a review of the shaded areas available will be conducted and further shading installed as appropriate.
Sun protective uniform and hats
Mooroopna Primary School's school uniform and dress code includes sun-protective clothing, including:
* loose, cool, closely-woven fabric
* shirts with a collar and/or high necklines
* broad brimmed hats
* sunglasses (optional)
When predicted UV levels are 3 and above during the months of September through to the end of April, students must wear a hat at recess and lunch times and when playing outside.
Staff and families should role model SunSmart behaviour and are encouraged to apply SPF 30+ (or higher) broad-spectrum, water-resistant sunscreen and wear a hat when outside from September to the end of April, and whenever UV levels reach 3 and above.
Sunscreen
Mooroopna Primary School encourages all staff and students to apply SPF 30+ (or higher) broadspectrum, water-resistant sunscreen daily at a minimum from September to the end of April and whenever UV levels reach 3 and above. Sunscreen should be applied at least 20 minutes before going outdoors and reapplied every two hours if necessary. Mooroopna Primary School has strategies in place to remind students to apply sunscreen before going outdoors. Mooroopna Primary School students are welcome to access sunscreen in their classrooms. Staff and students who may suffer from allergic reactions from certain types of sunscreens are encouraged to provide their own sunscreen.
Curriculum
Students at our school are encouraged to make healthy choices and are supported to understand the benefits and risks of sun exposure. Mooroopna Primary School will address sun and UV safety education as part of Health and Physical Education lessons. Staff are encouraged to access resources, tools, and professional learning to enhance their knowledge and capacity to promote sun smart behaviour and Vitamin D education across the school community.
This policy will be communicated to our school community in the following ways:
* Available publicly on our school's website (communication method)
* Included in staff induction processes
* Included in staff handbook/manual
* Included in transition and enrolment packs
* Discussed at parent information nights/sessions
Sunsmart Policy
Mooroopna Primary School
* Reminders in our school newsletter
* Discussed in student forums
* Hard copy available from school administration upon request
FURTHER INFORMATION AND RESOURCES
* the Department's Policy and Advisory Library:
o Sun and UV Protection Policy
o Duty of care
* SunSmart
* Achievement Program's SunSmart policy
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Grade 10 Life Science Exam Papers
Life Sciences, Grade 10
This edited book provides a global view on evolution education. It describes the state of evolution education in different countries that are representative of geographical regions around the globe such as Eastern Europe, Western Europe, North Africa, South Africa, North America, South America,Middle East, Far East, South East Asia, Australia, and New Zealand.Studies in evolution education literature can be divided into three main categories: (a) understanding the interrelationships among cognitive, affective, epistemological, and religious factors that are related to peoples' views about evolution, (b) designing, implementing, evaluating evolution education curriculum that reflects contemporary evolution understanding, and (c) reducing antievolutionary attitudes. This volume systematically summarizes the evolution education literature across these three categories for each country or geographical region. The individual chapters thus include common elements that facilitate a cross-cultural meta-analysis. Written for a primarily academic audience, this book provides a much-needed common background for future evolution education research across the globe.
Consolidated Treaties and International Agreements is the only up-to-date publication available that offers the full-text coverage of all new treaties and international agreements to which the United States is a party. Treaties that have been formally ratified but not officially published, aswell as those pending ratification, are included to guarantee the most comprehensive treaty information available. Executive agreements that have been made available by the Department of State in the previous year are also included. A unique and thorough indexing system, with indices appearing ineach volume, provides readers with quick and easy access to treaties.
* Bridge the gap between you and selection in CSIR NET Life Science Exam 2021 through EduGorilla. • Thoroughly researched by experts to help you clear the exam with good grades. • Most relevant questions for the CSIR NET Life Science Exam 2021exam MCQ type questions. •Council Scientific Industrial Research NET Life Science Exam 2021 comes with 8 Mock Test questions, 6 sectional tests and 3 year previous paper with well-researched and quality content that increases your chances of recruitment by 5 times. • The latest National Testing Agency Guidelines have been followed while preparing the CSIR NET Life Science Exam 2021 Mock Tests. • Well-constructed solutions to explain Economics concepts thoroughly in the CSIR National Eligibility Test- Life Science Exam 2021 Practice Kit. • Smart Answer Sheets reflecting the Success Rate of Students in all the Questions in EduGorilla's CSIR NET Life Science Exam 2021 Practice Kit. • Best Book for CSIR NET Life Science Exam 2021 with objective-type questions as per the prestigious Council Scientific Industrial Research Standards. Chapter Discussion Question: Teachers are encouraged to participate with the student as they complete the discussion questions. The purpose of the Chapter Purpose section is to introduce the chapter to the student. The Discussion Questions are meant to be thought-provoking. The student may not know the answers but should answer with their, thoughts, ideas, and knowledge of the subject using sound reasoning and logic. They should study the answers and compare them with their own thoughts. We recommend the teacher discuss the questions, the student's answers, and the correct answers with the student. This section should not be used for grading purposes. DVD: Each DVD is watched in its entirety to familiarize the student with each book in the course. They will watch it again as a summary as they complete each book. Students may also use the DVD for review, as needed, as they complete each chapter of the course. Chapter Worksheets: The worksheets are foundational to helping the student learn the material and come to a deeper understanding of the concepts presented. Often, the student will compare what we should find in the fossil record and in living creatures if evolution were true with what we actually find. This comparison clearly shows evolution is an empty theory simply based on the evidence. God's Word can be trusted and displayed both in the fossil record and in living creatures. Tests and Exams: There is a test for each chapter, sectional exams, and a comprehensive final exam for each book.
Concepts of Biology is designed for the single-semester introduction to biology course for non-science majors, which for many students is their only college-level science course. As such, this course represents an important opportunity for students to develop the necessary knowledge, tools, and skills to make informed decisions as they continue with their lives. Rather than being mired down with facts and vocabulary, the typical non-science major student needs information presented in a way that is easy to read and understand. Even more importantly, the content should be meaningful. Students do much better when they understand why biology is relevant to their everyday lives. For these reasons, Concepts of Biology is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand.We also strive to show the interconnectedness of topics within this extremely broad discipline. In order to meet the needs of today's instructors and students, we maintain the overall organization and coverage found in most syllabi for this course. A strength of Concepts of Biology is that instructors can customize the book, adapting it to the approach that works best in their classroom. Concepts of Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand--and apply--key concepts.
Beautiful Data is both a history of big data and interactivity, and a sophisticated meditation on ideas about vision and cognition in the second half of the twentieth century. Contending that our forms of attention, observation, and truth are contingent and contested, Orit Halpern historicizes the ways that we are trained, and train ourselves, to observe and analyze the world. Tracing the postwar impact of cybernetics and the communication sciences on the social and human sciences, design, arts, and urban planning, she finds a radical shift in attitudes toward recording and displaying information. These changed attitudes produced what she calls communicative objectivity: new forms of observation, rationality, and economy based on the management and analysis of data. Halpern complicates assumptions about the value of data and visualization, arguing that changes in how we manage and train perception, and define reason and intelligence, are also transformations in governmentality. She also challenges the paradoxical belief that we are experiencing a crisis of attention caused by digital media, a crisis that can be resolved only through intensified media consumption.
Help your child succeed on the Texas statewide assessments with the premiere resource used by parents and teachers! With Practice More for the TAKS [grade 10, science], you will strengthen your understanding of key concepts needed to succeed on the TAKS exam, studying just the subject matter you need help with. You'll gain confidence by
practicing and exercising the skills learned in class, whether at home or school, alone or with friends and family to help. In Practice More for the TAKS [grade 10, science] students will understand the core test objectives of the Science portion of the exam by: . Demonstrating an understanding of the nature of science . Demonstrating an understanding of the life sciences . Demonstrating an understanding of the physical sciences . Demonstrating an understanding of the earth sciences Authoritative, thorough, and engaging, Life: The Science of Biology achieves an optimal balance of scholarship and teachability, never losing sight of either the science or the student. The first introductory text to present biological concepts through the research that revealed them, Life covers the full range of topics with an integrated experimental focus that flows naturally from the narrative. This approach helps to bring the drama of classic and cutting-edge research to the classroom - but always in the context of reinforcing core ideas and the innovative scientific thinking behind them. Students will experience biology not just as a litany of facts or a highlight reel of experiments, but as a rich, coherent discipline.
NOW IN ITS SIXTH ANNUAL EDITION, The Reality of Aid has for the first time analysed the 'fair share' of bilateral aid for basic social services basic education, basic health, reproductive health, nutrition, clean water and sanitation - that should come from each donor; an analysis which shows only two donors meeting their fair share and the G7 nations (Canada, France, Germany, Italy, Japan, UK, US) falling behind by over US$5 billion. This year and next, The Reality of Aid focuses on basic education, as a right and not a privilege, and its role in development cooperation and poverty elimination. A key feature of The Reality of Aid 1998/1999 is the ten chapters offering analysis of development cooperation from the perspective of southern NGOs. Many of these focus on basic education and raise issues around transparency, gender and civil society. 'If policies were programmes and promises were dollars, The Reality of Aid could report great progress on the road to eradicating global poverty this year. But at a time when donors acknowledge that ending poverty is possible, it seems that commitments are being offered instead of resources and real change.' From the Summary Part I presents a useful Summary, highlighting the steps that donors could take now to make progress towards poverty eradication, and reviews the trends in development cooperation, debt relief measures targeted towards the new millennium and commitment to the goal of ensuring basic education for all. Part II gives a full report on the overseas aid performance of OECD country aid donors and the European Union over the last year. Part III sets out a Southern perspective on development cooperation. Part IV provides 'at a glance' comparisons of donors' aid outlook and commitment to development cooperation in the 21st Century, poverty eradication, gender and public support. Part V contains handy reference material. Throughout the book, information is presented in easily interpreted diagrams and graphs. The Reality of Aid has established itself as a unique source of independent evaluation and comment on aid policies and development. It is indispensable for all in the field, whether in the official or voluntary sectors. 'Indispensable ... it gives you most of the hard facts you need to know about the major issues' New Internationalist 'The most comprehensive and rigorous independent analysis of the aid and development policies of the world's wealthiest nations ... Essential reading' Charity World 'The Reality of Aid remains an essential purchase by the libraries of development institutions and an invaluable reference for development practitioners' Development & Change 'A reliable 'watchdog' for anyone interested in this important aspect of international relations' ORBIT 'An accessible reference ... [it] encompasses many key issues and stimulates further research' Commonwealth & Comparative Politics Originally published in 1998
Study & Master Life Sciences was developed by practising teachers, and covers all the requirements of the National Curriculum Statement for Life Sciences. Learner's Book: Ž module openers, explaining the outcomes Ž icons, indicating group, paired or individual activities Ž key vocabulary boxes, which assist learners in dealing with new terms Ž activities to solve problems, design solutions, set up tests/controls and record results Ž assessment activites Ž case studies, and projects, which deal with issues related to the real world, and move learners beyond the confines of the classroom Teacher's Guide: Ž An overview of the RNCS Ž an introduction to outcomes-based education Ž a detailed look at the Learning Outcomes and Assessment Standards for Life Sciences, and how much time to allocate to each during the year Ž information on managing assessment Ž solutions to all the activities in the Learner's Book Ž photocopiable assessment sheets
"Coordination and Control Quiz Questions and Answers" book is a part of the series "What is High School Biology & Problems Book" and this series includes a complete book 1 with all chapters, and with each main chapter from grade 10 high school biology course. "Coordination and Control Quiz Questions and Answers" pdf includes multiple choice questions and answers (MCQs) for 10th-grade competitive exams. It helps students for a quick study review with quizzes for conceptual based exams. "Coordination and Control Questions and Answers" pdf provides problems and solutions for class 10 competitive exams. It helps students to attempt objective type questions and compare answers with the answer key for assessment. This helps students with e-learning for online degree courses and certification exam preparation. The chapter "Coordination and Control Quiz" provides quiz questions on topics: What is coordination and control, types of coordination, anatomy, autonomic nervous system, central nervous system, disorders of nervous system, endocrine glands, endocrine system, endocrine system disorders, endocrinology, glucose level, human body parts and structure, human brain, human ear, human nervous system, human physiology, human receptors, life sciences, nervous coordination, nervous system function, nervous system parts and functions, neurons, neuroscience, peripheral nervous system, receptors in humans, spinal cord, what is nervous system, and zoology. The list of books in High School Biology Series for 10th-grade students is as: - Grade 10 Biology Multiple Choice Questions and Answers (MCQs) (Book 1) - Biotechnology Quiz Questions and Answers (Book 2) - Support and Movement Quiz Questions and Answers (Book 3) - Coordination and Control Quiz Questions and Answers (Book 4) - Gaseous Exchange Quiz Questions and Answers (Book 5) - Homeostasis Quiz
Questions and Answers (Book 6) - Inheritance Quiz Questions and Answers (Book 7) - Man and Environment Quiz Questions and Answers (Book 8) - Pharmacology Quiz Questions and Answers (Book 9) - Reproduction Quiz Questions and Answers (Book 10) "Coordination and Control Quiz Questions and Answers" provides students a complete resource to learn coordination and control definition, coordination and control course terms, theoretical and conceptual problems with the answer key at end of book. Biology for AP® courses covers the scope and sequence requirements of a typical two-semester Advanced Placement® biology course. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology for AP® Courses was designed to meet and exceed the requirements of the College Board's AP® Biology framework while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum and includes rich features that engage students in scientific practice and AP® test preparation; it also highlights careers and research opportunities in biological sciences. "Inheritance Quiz Questions and Answers" book is a part of the series "What is High School Biology & Problems Book" and this series includes a complete book 1 with all chapters, and with each main chapter from grade 10 high school biology course. "Inheritance Quiz Questions and Answers" pdf includes multiple choice questions and answers (MCQs) for 10th-grade competitive exams. It helps students for a quick study review with quizzes for conceptual based exams. "Inheritance Questions and Answers" pdf provides problems and solutions for class 10 competitive exams. It helps students to attempt objective type questions and compare answers with the answer key for assessment. This helps students with e-learning for online degree courses and certification exam preparation. The chapter "Inheritance Quiz" provides quiz questions on topics: What is inheritance, Mendel's laws of inheritance, inheritance: variations and evolution, introduction to chromosomes, chromosomes and cytogenetics, chromosomes and genes, co and complete dominance, DNA structure, genotypes, hydrogen bonding, introduction to genetics, molecular biology, thymine and adenine, and zoology. The list of books in High School Biology Series for 10th-grade students is as: - Grade 10 Biology Multiple Choice Questions and Answers (MCQs) (Book 1) - Biotechnology Quiz Questions and Answers (Book 2) - Support and Movement Quiz Questions and Answers (Book 3) - Coordination and Control Quiz Questions and Answers (Book 4) - Gaseous Exchange Quiz Questions and Answers (Book 5) - Homeostasis Quiz Questions and Answers (Book 6) - Inheritance Quiz Questions and Answers (Book 7) - Man and Environment Quiz Questions and Answers (Book 8) - Pharmacology Quiz Questions and Answers (Book 9) - Reproduction Quiz Questions and Answers (Book 10) "Inheritance Quiz Questions and Answers" provides students a complete resource to learn inheritance definition, inheritance course terms, theoretical and conceptual problems with the answer key at end of book. Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.
"Homeostasis Quiz Questions and Answers" book is a part of the series "What is High School Biology & Problems Book" and this series includes a complete book 1 with all chapters, and with each main chapter from grade 10 high school biology course. "Homeostasis Quiz Questions and Answers" pdf includes multiple choice questions and answers (MCQs) for 10th-grade competitive exams. It helps students for a quick study review with quizzes for conceptual based exams. "Homeostasis Questions and Answers" pdf provides problems and solutions for class 10 competitive exams. It helps students to attempt objective type questions and compare answers with the answer key for assessment. This helps students with e-learning for online degree courses and certification exam preparation. The chapter "Homeostasis Quiz" provides quiz questions on topics: What is homeostasis, introduction to homeostasis, plant homeostasis, homeostasis in humans, homeostasis in plants, anatomy, human kidney, human urinary system, kidney disease, kidney disorders, urinary system facts, urinary system functions, urinary system of humans, urinary system structure, and urine composition. The list of books in High School Page 3/7
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 science-related 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.
Biology Series for 10th-grade students is as: - Grade 10 Biology Multiple Choice Questions and Answers (MCQs) (Book 1) - Biotechnology Quiz Questions and Answers (Book 2)
Answers (Book 5) - Homeostasis Quiz Questions and Answers (Book 6) - Inheritance Quiz Questions and Answers (Book 7) - Man and Environment Quiz Questions and
- Support and Movement Quiz Questions and Answers (Book 3) - Coordination and Control Quiz Questions and Answers (Book 4) - Gaseous Exchange Quiz Questions and
Answers (Book 8) - Pharmacology Quiz Questions and Answers (Book 9) - Reproduction Quiz Questions and Answers (Book 10) "Homeostasis Quiz Questions and Answers"
Earn College Credit with REA's Test Prep for CLEP* Core Exams Everything you need to pass 6 CLEP* exams and get the college credit you deserve. CLEP* is the most provides students a complete resource to learn Homeostasis definition, Homeostasis course terms, theoretical and conceptual problems with the answer key at end of book.
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STEM Activity: Sensational Science will inspire you with super-fun activities and puzzles related to atoms, genes, gravity, acids, magnets, and more! Bite-size factoids explain the scientific theories, scientists and discoveries behind them. Complete the electrical circuits, unscramble the renewable energy sources, spot the differences in the space station, test your magnet knowledge, colour in the shapes to reveal the awesome x-ray! These are just some of the write-in activities featured in STEM Activity: Sensational Science. Also available: STEM Activity: Amazing Maths, STEM Activity: Extreme Engineering and STEM Activity: Terrific Technology
CliffsNotes AP Biology 2021 Exam gives you exactly what you need to score a 5 on the exam: concise chapter reviews on every AP Biology subject, in-depth laboratory investigations, and full-length model practice exams to prepare you for the May 2021 exam. Revised to even better reflect the new AP Biology exam, this test-prep guide includes updated content tailored to the May 2021 exam. Features of the guide focus on what AP Biology test-takers need to score high on the exam: Reviews of all subject areas Indepth coverage of the all-important laboratory investigations Two full-length model practice AP Biology exams Every review chapter includes review questions and answers to pinpoint problem areas.
The present book "SET Life Science: Solved Papers" is specially developed for the aspirants of SET Life Sciences Examinations. This book includes previous solved papers SET Life Science papers of Maharashtra, Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, Gujarat and Rajasthan. Main objective of this book is to develop confidence among the candidates appearing for SET examination in the field of Life Sciences. Both fundamental and practical aspects of the subject have been covered by solved questions. This book meets the challenging requirements of CSIR-NET, GATE, IARI, BARC and Ph.D entrance of various Indian universities.
How to use this lesson planner This course is intended to help a student assess information about evolution and creation, and based on the information provided for each, form his or her own understanding of this issue. The author spent 30 years in a challenge to prove evolution, yet the more he learned, the more the truth of God's Word became apparent in the evidence and interviews he found while travelling the world speaking to scholars, museum officials, and viewing artifacts. While originally designed for classroom use, this course represents substantial value and flexibility for those who choose to home educate. The content and organization of the teacher manual, means that this course can be used by more than one student at a time, or even multiple times for a single student without reusing course testing materials. Chapter Objectives:These are presented in a way that is perfect for students to answer in a notebook – having students copy the question and then answer in the notebook is even more helpful by putting the question and answer in proximity and context. These notes in combination with the chapter tests are excellent resources for preparing for sectional tests (if given) or a final exam at the end. Chapter objective can be shared with a student or students, and then kept in a binder for future use if needed. Students are also encouraged to keep these questions and answers for pre-test studying. Chapter Exams: For each chapter, an A, B and C test is provided in the teacher's manual. Here is how you can extend your use of this material: Option 1: You can follow the instructions in the book which are designed for one student. Or you can modify one of the following options for your student, and still have enough course materials to use the course multiple times. Option 2: You could have up to three students taking the course at the same time, with each student having different tests if you assign each Test A to one student, Test B to another, and Test C to a third. This insures each student has a different test and educators can better assess each student's individual understanding of the material at each point. Alternate sectional and final exams are included in this manual for your convenience. Option 3: Adjust the testing and materials to your educational program. For example, each chapter test could be used as additional worksheet material for one or more students, with only the included sectional exams to be administered. Or even just use a final exam for testing comprehension of material if you wish to assign several essays, project, or a term paper based on individual
questions of your choice from the exams and objectives or based on a chapter topic. This option would allow for additional writing and research opportunities and for some students, while engaging them more fully in comprehension and application of knowledge for this educational material. Sectional Exams: If used for a single student, a combination of "B" tests from the teacher's manual form the basis of a sectional exam. Alternate sectional exams are included in this package to give you added flexibility in using this course per your own educational program needs whether are teaching one or multiple students at one time, or for future use. Final Exam: "C" tests form a 190 page final exam if you are using the book per its instructions. If you are choosing one of the alternate options discussed, you will find an alternate final exam in this packet for your convenience.
This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes – enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed: First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how. Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps. Third, most of the attention to examining intellectual enhancement, and in accounting for and closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning. Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.
For those involved with the education of infants, this book aims to offer enlightening educational truths and guidelines on the history of infant education. The author traces the history of infant education through the ages and compares the development of and provision for the education of infants in various countries.
My Destiny is a autobiography of Mjaju Mathe a young South African born in Carlertonville. This book is about his life and journey of chasing his dream and doing whatever he has to do to make his dream a reality
Page 5/7
From genetics to ecology — the easy way to score higher in biology Are you a student baffled by biology? You're not alone. With the help of Biology Workbook For Dummies you'll quickly and painlessly get a grip on complex biology concepts and unlock the mysteries of this fascinating and ever-evolving field of study. Whether used as a complement to Biology For Dummies or on its own, Biology Workbook For Dummies aids you in grasping the fundamental aspects of Biology. In plain English, it helps you understand the concepts you'll come across in your biology class, such as physiology, ecology, evolution, genetics, cell biology, and more. Throughout the book, you get plenty of practice exercises to reinforce learning and help you on your goal of scoring higher in biology. Grasp the fundamental concepts of biology Step-by-step answer sets clearly identify where you went wrong (or right) with a problem Hundreds of study questions and exercises give you the skills and confidence to ace your biology course If you're intimidated by biology, utilize the friendly, hands-on information and activities in Biology Workbook For Dummies to build your skills in and out of the science lab. Grade 10 Biology Multiple Choice Questions and Answers (MCQs): Quizzes & Practice Tests with Answer Key PDF (10th Grade Biology Worksheets & Quick Study Guide) covers exam review worksheets for problem solving with 1850 solved MCQs. "Grade 10 Biology MCQ" with answers covers basic concepts, theory and analytical assessment tests. "Grade 10 Biology Quiz" PDF book helps to practice test questions from exam prep notes. Biology quick study guide provides 1850 verbal, quantitative, and analytical reasoning solved past papers MCQs. "Grade 10 Biology Multiple Choice Questions and Answers" PDF download, a book covers solved quiz questions and answers on chapters: Biotechnology, coordination and control, gaseous exchange, homeostasis, inheritance, internal environment maintenance, man and environment, pharmacology, reproduction, support and movement worksheets for school and college revision guide. "Grade 10 Biology Quiz Questions and Answers" PDF download with free sample test covers beginner's questions and mock tests with exam workbook answer key. Grade 10 biology MCQs book, a quick study guide from textbooks and lecture notes provides exam practice tests. "10th Grade Biology Worksheets" PDF with answers covers exercise problem solving in self-assessment workbook from biology textbooks with following worksheets: Worksheet 1: Biotechnology MCQs Worksheet 2: Coordination and Control MCQs Worksheet 3: Gaseous Exchange MCQs Worksheet 4: Homeostasis MCQs Worksheet 5: Inheritance MCQs Worksheet 6: Internal Environment Maintenance MCQs Worksheet 7: Man and Environment MCQs Worksheet 8: Pharmacology MCQs Worksheet 9: Reproduction MCQs Worksheet 10: Support and Movement MCQs Practice Biotechnology MCQ PDF with answers to solve MCQ test questions: Introduction to biotechnology, genetic engineering, alcoholic fermentation, fermentation, carbohydrate fermentation, fermentation and applications, fermenters, lactic acid fermentation, lungs, and single cell protein. Practice Coordination and Control MCQ PDF with answers to solve MCQ test questions: Coordination, types of coordination, anatomy, autonomic nervous system, central nervous system, disorders of nervous system, endocrine glands, endocrine system, endocrine system disorders, endocrinology, glucose level, human body parts and structure, human brain, human ear, human nervous system, human physiology, human receptors, life sciences, nervous coordination, nervous system function, nervous system parts and functions, neurons, neuroscience, peripheral nervous system, receptors in humans, spinal cord, what is nervous system, and zoology. Practice Gaseous Exchange MCQ PDF with answers to solve MCQ test questions: Gaseous exchange process, gaseous exchange in humans, gaseous exchange in plants, cellular respiration, exchange of gases in
humans, lungs, photosynthesis, respiratory disorders, thoracic diseases, and zoology. Practice Homeostasis MCQ PDF with answers to solve MCQ test questions: Introduction to homeostasis, plant homeostasis, homeostasis in humans, homeostasis in plants, anatomy, human kidney, human urinary system, kidney disease, kidney disorders, urinary system facts, urinary system functions, urinary system of humans, urinary system structure, and urine composition. Practice Inheritance MCQ PDF with answers to solve MCQ test questions: Mendel's laws of inheritance, inheritance: variations and evolution, introduction to chromosomes, chromosomes and cytogenetics, chromosomes and genes, co and complete dominance, DNA structure, genotypes, hydrogen bonding, introduction to genetics, molecular biology, thymine and adenine, and zoology. Practice Internal Environment Maintenance MCQ PDF with answers to solve MCQ test questions: Excretory system, homeostasis in humans, homeostasis in plants, kidney disorders, photosynthesis, renal system, urinary system functions, and urinary system of humans. Practice Man and Environment MCQ PDF with answers to solve MCQ test questions: Bacteria, pollution, carnivores, conservation of nature, ecological pyramid, ecology, ecosystem balance and human impact, flow of materials and energy in ecosystems, flows of materials and ecosystem energy, interactions in ecosystems, levels of ecological organization, parasites, photosynthesis, pollution: consequences and control, symbiosis, and zoology. Practice Pharmacology MCQ PDF with answers to solve MCQ test questions: Introduction to pharmacology, addictive drugs, antibiotics and vaccines, lymphocytes, medicinal drugs, and narcotics drugs. Practice Reproduction MCQ PDF with answers to solve MCQ test questions: Introduction to reproduction, sexual reproduction in animals, sexual reproduction in plants, methods of asexual reproduction, mitosis and cell reproduction, sperms, anatomy, angiosperm, calyx, endosperm, gametes, human body parts and structure, invertebrates, microspore, pollination, seed germination, sporophyte, and vegetative propagation. Practice Support and Movement MCQ PDF with answers to solve MCQ test questions: Muscles and movements, axial skeleton, components of human skeleton, disorders of skeletal system, elbow joint, human body and skeleton, human body parts and structure, human ear, human skeleton, invertebrates, joint classification, osteoporosis, skeletal system, triceps and bicep, types of joints, and zoology. Under pressure and support from the federal government, states have increasingly turned to indicators based on student test scores to evaluate teachers and schools, as well as students themselves. The focus thus far has been on test scores in those subject areas where there is a sequence of consecutive tests, such as in mathematics or English/language arts with a focus on grades 4-8. Teachers in these subject areas, however, constitute less than thirty percent of the teacher workforce in a district. Comparatively little has been written about the measurement of achievement in the other grades and subjects. This volume seeks to remedy this imbalance by focusing on the assessment of student achievement in a broad range of grade levels and subject areas, with particular attention to their use in the evaluation of teachers and schools in all. It addresses traditional end-of-course tests, as well as alternative measures such as portfolios, exhibitions, and student learning objectives. In each case, issues related to design and development, psychometric considerations, and validity challenges are covered from both a generic and a content-specific perspective. The NCME Applications of Educational Measurement and Assessment series includes edited volumes designed to inform research-based applications of educational measurement and assessment. Edited by leading experts, these books are comprehensive and practical resources on the latest developments in the field. The NCME series editorial board is comprised of Michael J. Kolen, Chair; Robert L. Brennan; Wayne Camara; Edward H. Haertel; Suzanne Lane; and Rebecca Zwick.
This comprehensive and cutting-edge book portrays a vision of how digital media can help transform schools, and what kinds of curriculum pedagogy, assessment, infrastructure, and learning environments are necessary for the transformation to take place. The author and his research team spent thousands of hours observing classes and interviewing teachers and students in both successful and unsuccessful technology-rich schools throughout the United States and other countries. Featuring lessons learned as well as analysis of the most up-to-date research, they offer a welcome response to simplistic approaches that either deny the potential of technology or exaggerate its ability to reform education simply by its presence in schools. Challenging conventional wisdom about technology and education, Learning in the Cloud: critically examines concepts such as the "digital divide," "21st-century skills," and "guide on the side" for assessing and guiding efforts to improve schools; combines a compelling vision of technology's potential to transform learning with an insightful analysis of the curricular challenges required for meaningful change; and discusses the most recent trends in media and learning, such as the potential of tablets and e-reading.
Study & Master Life Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-touse course helps learners to master essential content and skills in Life Sciences. The comprehensive Learner's Book includes: * an expanded contents page indicating the CAPS coverage required for each strand * a mind map at the beginning of each module that gives an overview of the contents of that module * activities throughout that help develop learners' science knowledge and skills as well as Formal Assessment tasks to test their learning * a review at the end of each unit that provides for consolidation of learning * case studies that link science to real-life situations and present balanced views on sensitive issues. * 'information' boxes providing interesting additional information and 'Note' boxes that bring important information to the learner's attention
The need for a cohesive and comprehensive curriculum that intentionally connects standards, instruction, and assessment has never been more pressing. For educators to meet the challenging learning needs of students they must have a clear road map to follow throughout the school year. Rigorous Curriculum Design presents a carefully sequenced, hands-on model that curriculum designers and educators in every school system can follow to create a progression of units of study that keeps all areas tightly focused and connected. Science Tests and Reviews, consisting of science sections of the first seven MMYs and Tests in Print II, includes 217 original test reviews written by 81 specialists, 18 excerpted test reviews, 270 references on the construction, use, and validity of specific tests, a bibliography on in-print science tests, references for specific tests, cumulative name indexes for specific tests with references, a publishers directory, title index, name index, and a scanning index. The 97 tests covered fall into the following categories: 23 general; 14 biology; 35 chemistry; 3 geology; 6
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miscellaneous; and 16 physics.
"Reproduction Quiz Questions and Answers" book is a part of the series "What is High School Biology & Problems Book" and this series includes a complete book 1 with all chapters, and with each main chapter from grade 10 high school biology course. "Reproduction Quiz Questions and Answers" pdf includes multiple choice questions and answers (MCQs) for 10th-grade competitive exams. It helps students for a quick study review with quizzes for conceptual based exams. "Reproduction Questions and Answers" pdf provides problems and solutions for class 10 competitive exams. It helps students to attempt objective type questions and compare answers with the answer key for assessment. This helps students with e-learning for online degree courses and certification exam preparation. The chapter "Reproduction Quiz" provides quiz questions on topics: What is reproduction, introduction to reproduction, sexual reproduction in animals, sexual reproduction in plants, methods of asexual reproduction, mitosis and cell reproduction, sperms, anatomy, angiosperm, calyx, endosperm, gametes, human body parts and structure, invertebrates, microspore, pollination, seed germination, sporophyte, and vegetative propagation. The list of books in High School Biology Series for 10th-grade students is as: Grade 10 Biology Multiple Choice Questions and Answers (MCQs) (Book 1) - Biotechnology Quiz Questions and Answers (Book 2) - Support and Movement Quiz Questions and Answers (Book 3) - Coordination and Control Quiz Questions and Answers (Book 4) - Gaseous Exchange Quiz Questions and Answers (Book 5) - Homeostasis Quiz Questions and Answers (Book 6) Inheritance Quiz Questions and Answers (Book 7) - Man and Environment Quiz Questions and Answers (Book 8) - Pharmacology Quiz Questions and Answers (Book 9) - Reproduction Quiz Questions and Answers (Book 10) "Reproduction Quiz Questions and Answers" provides students a complete resource to learn reproduction definition, reproduction course terms, theoretical and conceptual problems with the answer key at end of book.
Peterson's Private Secondary Schools is everything parents need to find the right private secondary school for their child. This valuable resource allows students and parents to compare and select from more that 1,500 schools in the U.S. and Canada, and around the world. Schools featured include independent day schools, special needs schools, and boarding schools (including junior boarding schools for middle-school students). Helpful information listed for each of these schools include: school's area of specialization, setting, affiliation, accreditation, tuition, financial aid, student body, faculty, academic programs, social life, admission information, contacts, and more. Also includes helpful articles on the merits of private education, planning a successful school search, searching for private schools online, finding the perfect match, paying for a private education, tips for taking the necessary standardized tests, semester programs and understanding the private schools' admission application form and process.
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KEY ENGLISH TEST
for Schools
Listening
SAMPLE TEST 1
Time Approximately 30 minutes (including 8 minutes' transfer time)
INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number on your answer sheet if they are not already there.
Listen to the instructions for each part of the paper carefully.
Answer all the questions.
While you are listening, write your answers on the question paper.
You will have 8 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.
At the end of the test, hand in both this question paper and your answer sheet.
INFORMATION FOR CANDIDATES
There are five parts to the test.
Each question carries one mark.
You will hear each piece twice.
For each part of the test there will be time for you to look through the questions and time for you to check your answers.
Questions 1 – 5
You will hear five short conversations.
You will hear each conversation twice.
There is one question for each conversation.
For each question, choose the right answer (A, B or C).
Example: Which is the girl's horse?
1 How many children went on the school trip?
A
B
2 Which campsite did Josh stay at last year?
A
B
2
B
C
C
C
3 How much is the skirt?
A
B
4 What's the weather like now?
A
A
B
B
C
C
C
Questions 6 – 10
Listen to Nick talking to a friend about his birthday presents.
What present did each person give him?
For questions 6 – 10, write a letter A – H next to each person.
You will hear the conversation twice.
Example:
0 Cousin B
PEOPLE
PRESENTS
6 Mum
A bike
B book
7 Brother
C cinema tickets
8 Aunt
D clothes
E computer game
9 Uncle
F mobile phone
10 Grandmother
G money
H music CD
4
Questions 11 – 15
Listen to Susie talking to her friend Matt about going to the cinema.
For each question, choose the right answer (A, B or C).
You will hear the conversation twice.
Example:
0 Who is going to the cinema with Susie?
A Jane
B Sam
C Pete
11 Which film will they see?
A Sunny Day
B Field of Green
C Heart of Gold
12 They are going to the cinema
A by the market.
B in the shopping centre.
C opposite the park.
13 How will they get there?
A by car
B on foot
C by bus
14 Matt should meet Susie at
A 3.45.
B 4.15.
C 4.20.
15 The cinema tickets will cost
A £5.50.
B £6.20.
C £8.00.
Questions 16 – 20
You will hear a girl, Milly, asking a friend about guitar lessons.
Listen and complete each question.
You will hear the conversation twice.
Guitar lessons
Day:
Saturday
Teacher's name:
(16)
0000000000
Price per hour:
(17) £0000000000
Place of lesson:
34 Purley Lane, near the
(18)
0000000000
Teacher's phone number:
(19)
0000000000
Must call before:
(20)
0000000000 p.m.
6
Questions 21 – 25
You will hear a man on the radio talking about a new TV quiz show.
Listen and complete each question.
You will hear the information twice.
New quiz show
Name:
Answer That!
Day:
(21)
0000000000
Number of teams:
(22)
0000000000
Questions will be about:
Films, TV and
(23)
0000000000
This week's prize:
(24)
0000000000
To be on the show, phone:
(25)
0000000000
You now have 8 minutes to write your answers on the answer sheet.
Turn Over
-
Candidate Name If not already printed, write name in CAPITALS and complete the Candidate No. grid (in pencil).
Candidate Signature
Examination Title
Centre
Supervisor:
If the candidate is ABSENT or has WITHDRAWN shade here
Centre No.
Candidate No.
Examination Details
KET Paper 2 Listening Candidate Answer Sheet
Instructions
Use a PENCIL (B or HB).
Rub out any answer you want to change with an eraser.
For Parts 1, 2 and 3:
Mark ONE letter for each question.
For example, if you think C is the right answer to the question, mark your answer sheet like this:
For
Parts 4
and
5:
Write your answers in the spaces next to the numbers (16 to 25) like this: | <urn:uuid:b5981733-f639-4cc6-9637-d2edbc020767> | CC-MAIN-2021-49 | https://www.europalso.gr/download/11902/ | 2021-12-05T10:55:43+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00450.warc.gz | 833,208,896 | 1,034 | eng_Latn | eng_Latn | 0.991973 | eng_Latn | 0.997692 | [
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REDUCE MAINTENANCE BY REMOVING NOXIOUS WEEDS
By Gwen Steele
One of the biggest causes of escalating landscape maintenance tasks is the failure to remove weeds before they set seed or establish extensive root systems.
Recently I discovered an infestation of Blueweed on the edge of a downtown gravelled parking lot. Like many noxious weeds, they thrive in dry conditions and populate disturbed soil.
Blueweed (Echium vulgare) is about two feet high and of variable width. Masses of small brilliant blue flowers are followed by up to 2,000 burr-like seeds. They spread easily by sticking to clothes and animal fur. It has the same invasive potential as knapweed so we all need to act now to eradicate it in our area.
The plant looks nice, so is not recognized as a weed until it comes up everywhere the next year.
Do not put noxious weeds in your green waste bin. Put them into your garbage bin to be buried in the landfill.
For more information and pictures of local invasive weeds search:
http://bcinvasives.ca/ resources/publications/growme-instead-booklet and http://bcinvasives.ca/ resources/publications/fieldguide-to-noxious-weeds-andother-selected-invasive-plantsof-BC.
In the past, two species of large shade trees have been used extensively for their fast growth.
Both are now considered invasive in many parts of North America.
Late in May, Siberian Elms (Ulmus pumila) 'snow' their millions of white dime-sized discs of seeds all over the valley. The trees can be seen in the small park to the west of the road into Knox Mountain Park.
This month, Tree of Heaven (Ailanthus altissima) will be topped with a froth of orange/ yellow flowers. From late summer to next spring they each shed millions of seeds. The trees look a bit like Sumac or Walnut but are easily identified by rubbing leaves or bark – both stink, hence the common name, Stink Tree.
Very bad infestations of Tree of Heaven can be found on the west face of Knox Mountain in Poplar Point, along the hike to Paul's Tomb, and throughout Okanagan Centre. Seeds of both these species are blown everywhere. Because they are tough and need little water they grow almost anywhere.
They are often found growing in cracks in sidewalks and against foundations where they are hard to remove. Both are invading the wild, out-competing native species. With their fast growth and massive root systems, these two species are a weeding nightmare.
Unless they are noticed and removed when very small they are hard to dig out, especially when they have hidden inside hedges or grown up through other plants. Search on Google images to identify their seedlings.
Although not invasive in the wild, in irrigated landscapes Maple trees produce many seedlings. These are also difficult to remove when allowed to grow past seedling size.
As with all deciduous trees (ones that drop their leaves in fall), unless all roots are removed, they will continue to grow even when cut down. | <urn:uuid:7b5c6656-d48b-4cf2-b74e-86350a582f3f> | CC-MAIN-2021-49 | https://okanaganxeriscape.org/wp-content/uploads/2020/03/article-noxious-weeds.pdf | 2021-12-05T10:52:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00452.warc.gz | 495,643,602 | 638 | eng_Latn | eng_Latn | 0.998797 | eng_Latn | 0.998934 | [
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The Development of Coherence in Narratives: Causal Relations
Wen-hui Sah
Department of English, National Chengchi University firstname.lastname@example.org
Abstract
in applying knowledge of goal/plans to integrate narrative events coherently.
This study explored Mandarin-speaking children's ability in maintaining narrative coherence. Thirty Mandarin-speaking fiveyear-olds, 30 nine-year-olds and 30 adults participated. The narrative data were elicited using Frog, where are you? Narrative coherence was assessed in terms of causal networks. The results displayed children's development in achieving narrative coherence by establishing causal relations between narrative events. Results were considered in relation to capacities for working memory and theory of mind. Narrators' differences in communicative competence and cognitive preferences were also discussed.
1 Introduction
Previous research relied on a variety of schemes to explore how narrators relate categories of information in a narrative (e.g., Berman and Slobin, 1994; Trabasso et al., 1992). Some researchers examine narrative structure (Peterson and McCabe, 1983); some concern more about the conceptual basis for relating narrative information (Trabasso and Nickels, 1992; Trabasso et al. 1992). Regarding cognitive processing, capacities for working memory and theory of mind were considered relevant to a narrator's ability to organize and integrate narrative information (Trabasso et al., 1992). Given the significant role of narratives in children's development (Chang, 2004), the present work aimed to explore Mandarinspeaking children's progress in relating events and hence in maintaining coherence in narratives.
Acknowledging the significance of goal/ plan knowledge aside, Trabasso et al. (Trabasso and Sperry, 1985; Trabasso and van den Broek, 1985) indicated that it is causal inferences that unite elements (such as goals, actions, and outcomes) in a goal-plan. Similarly, Stein and Albro (1997) suggested that causal reasoning is required to organize content and structure coherently. In other words, causal relation is regarded as a basic mechanism for integrating episodic and thematic information. As KarmiloffSmith (1985) indicated, coherence refers to global representation of story meaning and connectedness, which is embodied in the temporal and causal structure of a story.
Given the significance of causal relations for narrative construction, Trabasso and Sperry (1985) outlined procedure to identify causal networks so as to assess causal connectivity between linguistic units in a narrative. Research has shown that causal networks provide explanations for variance in story recall (Trabasso et al., 1984). In particular, compared with measures of story grammar, causal networks were found to be a more reliable predictor of story recall (Trabasso and van den Broek, 1985). Research has also shown that the derived causal connections correlated with the importance ratings for narrative events (Trabasso and Sperry, 1985). Additional credence of the predictive power of causal networks is given by Diehl et al.'s (2006) research, which revealed that the system of causal networks is a potential tool to assess narrative coherence.
One intriguing assumption of the research by Trabasso et al. (1992) is that narrators tend to encode a protagonist's actions as relevant to a goal plan. They suggested that knowledge of goal/plans serves as the conceptual basis underpinning narrative representations. Children, with increasing age, were found to be more advanced
In recent decades, most developmental research of Mandarin-speaking children's narrative ability has focused on typicallydeveloping preschool children (e.g., Chang, 2004; Chen et al., 2011; Li, 2012). Many of these studies used high-point analysis or story grammar to analyze preschoolers' narrative structure. However, very little is known about older Mandarin children's ability to relate
27th Pacific Asia Conference on Language, Information, and Computation pages 173
－
180
narrative events. Even less is known about Mandarin children's progress in maintaining narrative coherence. Much prominent research on other languages adopted a cross-sectional research paradigm to investigate narrative development by examining data based on the frog story (e.g., Bamberg and Marchman, 1990; Berman and Slobin, 1994); nevertheless, only a few studies (Chang, 1995; Li, 2012; Sah, 2013) on Mandarin-speaking children followed this paradigm. Among them, Chang's (1995) and Sah's (2013) research included both preschool and school-age children, while the other studies focused on only preschoolers (Li, 2012). Nevertheless, we still lack of knowledge about Mandarin children's development in maintaining narrative coherence. It is, however, important for us to understand more about this, for such ability is integral to narrative construction. To extend the line of frog-story-based research and to replicate previous findings based on causal networks, the present study explored how Mandarin-speaking children maintain narrative coherence by posing the following research questions.
(1) Is there any difference in Mandarinspeaking five- and nine-year-olds' ability to encode events in the causal chain?
(2) Is there any difference in five- and nineyear-olds' ability to establish causal connections between narrative events?
(3) Is there any difference between the two groups of children in encoding events with different levels of causal connectedness?
2 Method
2.1 Participants
Participants included 60 children and 30 adults. The children were divided into two age groups: 30 five-year-olds (Mage= 5;8) and 30 nine-yearolds (Mage= 9;6). They were all typically developing children, with no learning disabilities, or speech or hearing problems. Additionally, 30 college students (Mage= 19;5) participated in this study. There were an equal number of participants of each gender in each group. All the participants were from similar middle-class socio-economic backgrounds.
2.2 Material
Much research of narrative development has focused on data based on the picture book Frog, where are you? (Mayer 1969), considered a reliable tool to tap children's narrative abilities (Bamberg and Marchman, 1990; Berman and Slobin, 1994). To control the content of the narrative data, we also used the frog story to elicit narratives. This book depicts an elaborate series of events which allow narrators to provide various links among events, so it is suitable to our research goal.
2.3 Procedure
The interviews were carried out individually, and consisted of an initial warm-up conversation followed by a narrative task based on Frog, Where are You. Participants were first asked to look through the entire book and then asked to tell a story while looking at the pictures. The interviews were audio-taped and transcribed.
2.4 Data Analyses
Clauses were used to quantify story length. A clause consists of a verb and its arguments, and corresponds roughly to a single event. Children's ability to maintain narrative coherence was examined in terms of events in the causal chain and causal connections (Diehl et al., 2006; Trabasso and Sperry, 1985).
A causal connection was established between a pair of events when the criterion of necessity was satisfied. 1 The necessity was tested by using counterfactual argument of the form: If not A then not B. In other words, if event A had not happened in the story, then event B would not have happened. Accordingly, the two events are considered causally connected. For instance, in the story, event A is "the dog smashed the jar"; the ensuing event B is "the boy was angry with the dog". If the dog had not smashed the jar, the boy would not be angry with it. As such, these two events are judged as causally connected. Based on this criterion, we identified interconnections between events, which not only signal causal dependency between events but quantify relative importance of story events.
Apart from causal connections between events, we examined the causal chained events encoded by narrators. Causal chained events form the gist of a story (Trabasso and Sperry, 1985). To determine these, we first identified
1 The criterion of necessity was originally proposed by lawyers (Hart and Honoré , 1959) and reviewed by Mackie (1980). It provides reliable identification of causal relations in stories and has been used extensively (Diehl et al., 2006; Trabasso and Sperry, 1985).
opening and closing events. The opening events include setting information, which introduces the protagonist, time and place, and the initiation part, which triggers the ensuing episodes. The closing events refer to protagonists' goal attainment/failure. The events with causes and consequences which can be traced from the opening through closing of the narratives belong to the causal chain (Appendix).
The pattern of causal connectedness within each narrative was also examined. To this end, four types of causal connectedness were differentiated, namely, C0, C1, C2, and C3+. C0 type refers to the discrete event which has no connection with other events in the story; the C1-event has connection with only one other event; the C2-event has connections with two other events. And events with three or more connections were collapsed into the category C3+ because they were used infrequently.
3 Results
Since analyses regarding causal chains and causal connections were considered in relation to story length, the overall story length for three groups of participants was first established. To this end, the number of clauses was used as an indication of story length. The mean numbers of clauses were, respectively, from the youngest to oldest group, 35.93, 41.23 and 72.03. Kruskal-Wallis test indicated a significant age main effect, χ 2 =43.46, p < .001. Post-hoc MannWhitney tests revealed significant pair-wise differences: adults produced significantly more clauses than both nine-year-olds (U = 81.50, p < .001) and five-year-olds (U = 62.50, p < .001). The mean numbers of different words were, from the youngest to oldest group, 113.80, 139.87 and 228.63. A significant age main effect was also obtained here, χ 2 =45.71, p < .001. Post-hoc Mann-Whitney tests revealed significant pairwise differences between adults and nine-yearolds (U = 106.00, p < .001) and between adults and five-year-olds (U = 34.00, p < .001). For both story length and variety of words, the differences between the two groups of children, however, were non-significant.
Causal chained events and causal connections were relied on to infer children's development of narrative coherence. In the analysis based on 'plot' components, researchers found developmental increases in children's ability to establish global plotline (Aksu-Koç and Tekdemir, 2004; Berman and Slobin, 1994). In light of this, we predicted that, compared with nine-year-olds, five-year-olds would be less sensitive to the global plotline so they might encode less causal chained events. In addition, previous research also found age-related increases in applying knowledge of goal/plans to relate narrative information (Sah, 2013; Trabasso et al., 1992). Given this, we presumed that, along with advancement in knowledge of goal/plans, children would be more likely to encode causal relations between narrative events. Thus narratives produced by nine-year-olds would be more causally connected, and more coherent than those by five-year-olds.
Regarding the first research question, our data revealed age-related increases in mean number of causal-chained events. One-way ANOVA (analyses of variance) yielded a significant age main effect for it. Post-hoc analyses further displayed significant pair-wise differences: adults encoded significantly more chained events than nine-year-olds; nine-yearolds, more than five-year-olds. The reverse pattern, however, is shown for the density of causal-chained events. 2 Regarding this, one-way ANOVA yielded a significant age main effect. The post-hoc analysis revealed significant differences: children outperformed adults. The difference between two groups of children did not reach significant level (Table 1).
With respect to the mean number of causal connections, as predicted, one-way ANOVA yielded a significant main effect of age. Post-hoc analyses confirmed the developmental trend: adults encoded significantly more causal connections than did children; nine-year-olds outperformed five-year-olds. For the density of causal connections, a significant age main effect was again obtained from ANOVA. Subsequent analyses revealed that densities of causal connections for both adults and nine-year-olds were significantly larger than that for five-yearolds. Measures of causal connections suggested that, with increasing age, children were more likely to establish causal relations between narrative events, hence, more skillful in enhancing narrative coherence (Table 1).
2 To control overall story length, we also measured story connectedness in terms of the density for causal chained events and that for causal connections (Diehl et al., 2006). The densities were obtained through dividing the total number of causal chained events and that of causal connections in each story, respectively, by the total number of clauses in that story.
* p< .001
Table 1: Number and density of causal chained events and causal connections
Next, four types of causal connectedness were differentiated: C0, C1, C2, and C3+. We calculated proportions of events for each type within each story. Arc sine transformations were applied to the percentage data to normalize the distribution; two-way ANOVA were performed.
The statistical analyses yielded significant Age x Type interaction, F(6, 261) = 14.65, p<.001, η 2 partial = .25. Further examination shows age-related preferences for encoding events with different types of causal connectedness. Figure 1 reveals that five-year-olds were far more likely to encode discrete events (C0 events) than did nine-year-olds and adults. Reverse patterns were shown for the use of C2 and C3+ types of events; namely, nine-year-olds and adults tended to encode events with more causal connections than did five-year-olds. ANOVA yielded significant age main effects for all types (Table 2). Post-hoc analyses displayed age-related differences for each type. For C0 events, five-year-olds were significantly more likely to employ them than did nine-year-olds and adults. A reverse pattern, however, is shown for C3+ events. While C1 event is the dominant type for five-year-olds, C2 event was preferred by nine-year-olds. C3+ events were encoded more by both adults and nine-year-olds.
4 Discussion
Most cross-sectional narrative studies on
* p < .001 Table 2. Proportions of events for each type of causal connectedness (%)
Mandarin-speaking children focused on preschoolers' narrative performance (e.g., Chang, 2004; Chen et al., 2011; Li, 2012). Scarcity is the research included both preschool and school-age children (Chang, 1995; Chang, 2001; Sah, 2013). Given so, we know little about Mandarin children's progress in establishing narrative coherence from preschool to school years. Another limitation of previous studies is that only a few of them based on the frog story to tap Mandarin children's narrative ability (Chang, 1995; Chen et al., 2011; Li, 2012; Sah, 2013). The present work thus aimed to fill the gap by examining development of coherence in narratives by including both preschool and school-age children and by eliciting narratives based on the frog story, which combined makes it possible to compare findings of other crosssectional research out of similar research paradigms (e.g., Trabasso et al., 1992).
Though developmental differences in basic narrative measures were not significant, agerelated increases manifested in number of causal chained events, which suggest that, with increasing age, children were more sensitive to the relative causal importance of narrative events. On the other hand, the density of chained events reversed the above pattern in which children outperformed adults. Given the fact that adults produced far more clauses than did children, the seemingly contradictory pattern of density is explicable since adults' markedly larger amount of clauses might lead to their lower density.
Consistent with our prediction, the results revealed children's developmental progress in inferring and establishing causal relations,
which is largely compatible with findings in previous studies on English-speaking children (Trabasso and Nickels, 1992; Trabasso et al., 1984). The increasing ability in establishing causal relations gains additional support from the preferred types of events used by participants of different age groups. While the youngest group preferred C0 and C1 events, nine-year-olds and adults were more likely to encode events with more causal connections. To sum up, with increasing age, children appear to be more capable of encoding essential narrative elements and of integrating them into a coherent whole via causal relations.
Among earlier endeavors, only Chang's (1995) research examined Mandarin children's narrative development by means of causal networks. The researcher relied on causal connections to assess narrative coherence, but did not detect significant age effect for it. Unlike Chang's work, we included a larger sample with wider age span, and confirmed the age-related progress in enhancing narrative coherence found in English-speaking children (Trabasso and Nickels, 1992; Trabasso et al., 1992).
The developmental progress detected here might be explicated from an information processing standpoint. Working memory is an integral part of the information-processing system (Baddeley and Hitch, 1974). Its storage and processing components are presumably relevant to constructing narratives based on a picture book, since narrators need not only to understand individual events portrayed in pictures but also to integrate and store the information as a memory representation. Better performance in narrating a picture-book story, therefore, would require larger working-memory capacity. In the narrative study by Trabasso et al. (1992), one finding is suggestive: younger children's insufficiency in encoding planning components was partly attributed to their limited working-memory capacity. As Gathercole et al. (2004) noted, age-related increases in workingmemory capacity manifested for participants from age four through fifteen. In view of this, adults would be expected to have larger working-memory capacity than do children, and nine-year-olds would have an advantage over five-year-olds. As such, the developmental difference in working-memory capacity is likely to contribute to the age-related differences found in the present study. This interpretation is, however, open to further empirical inquiry.
Other than storing and organizing information, a successful narrator needs to possess communicative competence, which ensures the narrator to construct a narrative that is understandable to listeners by selecting what is relevant based on the listener's needs. The knowledge about listeners' needs may embody in the extent to which a narrator conforms to the Gricean maxims (Grice, 1989). Children of different ages may have different assumptions about communicative necessity. Trabasso et al. (1992), for instance, reported that older children showed a better understanding of Grice's maxim of quantity than did younger children. They presumed that younger children's limited communicative competence related to the absence of certain essential information in narratives. Likely, in this study, five-year-olds' less causally-connected narratives may be relevant to their difficulty in adhering to the maxims, for they may have insufficient knowledge about what their listeners need. Further research is needed to test such speculation.
Apart from working-memory capacity, children's ability in theory of mind (ToM) is also relevant to how well they relate narrative information (Colle et al., 2008). As indicated by Tager-Flusberg and Sullivan (1995), ToM is essential to narrative construction, for a successful narrator relies on ToM not only to elaborate the internal states of story characters to account for their actions, but also to take account of listeners' needs. The intertwined relationship between ToM ability and narrative representation is also noted in Sah's (2013) research, in which the absence of emotion attribution by five-year-olds was considered reflecting their limited ToM ability. In view of this, we speculate that five-year-olds' limited ability in ToM might relate to their insufficient communicative competence, which presumably led to less causal connections encoded by them, and, hence, contributed to the developmental differences exhibited in this study.
Children's progress in enhancing narrative coherence implies their increasing ability to integrate essential narrative information. It is a cognitive tendency to integrate elements into a higher level of organization (Frith and Happé, 1994). The gradual unfolding of the ability to integrate relevant information is evident in research of narrative development (e.g., Bamberg and Marchman, 1990; Trabasso et al., 1992). For instance, it is noted that, initially, preschoolers are likely to encode narratives in
terms of discrete events; gradually, they evolve to infer and establish proper interrelationships between events (Berman and Slobin, 1994). The progress from differentiation to integration may relate to cognitive preferences of children in different ages. According to Piaget (1969), children between ages four and seven belong to the intuitive period of cognitive development. During this period, their understanding of objects or events mainly relies on the most salient perceptual features of the target items, rather than on logical or rational thinking processes. This cognitive preference is also evident in Perner's (1991) research of distinction between appearance and reality, in which preschoolers' responses were mostly based on apparent perceptual features. Nineyear-olds, however, belong to a different developmental stage, the concrete operational stage, and they perform better in providing logical links between things. Such difference in cognitive preferences helps to explain why children of different ages performed differently in the present study: five-year-olds mostly valued salient details so they preferred to encode C0 and C1 events; comparatively, nine-year-olds focused more on relations between events, so they constructed narratives with more causal connections, hence their narrations more coherent. Put another way, the tendency to value piecemeal details at the expense of the whole picture of things may presumably render fiveyear-olds' narrative less coherent.
To sum up, the present study advanced our knowledge about Mandarin-speaking children's development of maintaining coherence in narratives. It also demonstrated that the system of causal network provides an alternative to quantitatively assess narrative coherence.
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Trabasso, Tom, & Sperry, Linda L. (1985). Causal relatedness and importance of story events. Journal of Memory and Language, 24, 595-611.
Trabasso, Tom, Stein, Nancy, Rodkin, Philip, Munger, Margaret, & Baughn, Camille. (1992). Knowledge of goals and plans in the on-line narration of events. Cognitive Development, 7, 133-170.
Trabasso, Tom, & van den Broek, Paul. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612-630.
Appendix. Causal Chain and Causal Connections by One Child
Note: Each number in the map stands for one story event. Circled numbers are the events on the causal chain; causal connections between events are represented by arrows. And arches connect co-occurring events. The story events corresponding to the numbers in the map are given below.
1. xiao nanhai you liang ge chongwu '(One) little boy has two pets.'
2. you yi tian xiao nanhai zai shuijiao 'One day when the little boy is sleeping,'
3. han xiaogou zai shuijiao 'and his dog is sleeping,'
4. qingwa jiu cong guanzi li pao chulai le 'the frog runs out of the jar.'
5. ranhou tian liang le 'Then the sky gets brighter,'
6. tanmen jiu faxian qingwa bujian le 'they realize the frog has gone.'
7.
tamen jiu daochu zhaozhaokan
'They look everywhere.'
tamen dakai chuanghu
8.
'They open the window'
9. zhao qingwa 'to look for the frog.'
10. ranhou xiaogou buxiaoxin diao xiaqu le 'Then, the dog falls down out of its carelessness.' ba qingwa de quzi shuaihuai le
11. '(It) breaks the frog's house.'
12. ranhou tamen dao senlin fujin zhao 'Then they search nearby the forest.'
13. xiao nanhai zai dongkou li zhao 'The little boy searches inside the hole.'
14. nage xiaogou kan shu shang de fengwo
'That dog looks at the beehive in the tree.'
15. di limian pao chu yi zhi yanshu 'A gopher runs out of the hole on the ground.'
16. fengwo li you mifeng
'There are bees inside the beehive.' 17. xiao nanhai pa shang shu
'The little boy climbs up to a tree.'
18. xiaogou buxiaoxin yao shu 'The dog carelessly shakes the tree.'
19. ba fengwo neng diao le '(It) knocks down the beehive.'
20. mifeng dou pao chulai le 'All the bees run out.'
21. xiao nanhai dao shu shang de dong li zhao 'The little boy searches (the frog) in the tree-hole.'
22. yi zhi maotouying jiu fei chulai 'One owl flies out.'
23. xiao nanhai jiu die xiaqu le 'The little boy then falls down.'
24. mifeng jiu zhui zhe xiaogou pao 'The bees then chase the dog.'
25. xiao nanhai pa shang shitou 'The little boy climbs up a rock'
26. zhaozhaokan qingwa 'to look for the frog.'
27. ranhou yi zhi lu pao chulai 'Then a deer runs out.'
28. xiao nanhai jiu die dao ta shen shang 'The little boy then falls onto the deer.'
29. lu jiu dai zhe xiao nanhai pao 'The deer then carries the little boy around.'
30. ranhou tanen diao jin shanggu li le 'Then they fall into the valley.'
31.
zuihao tamen die jin chitang li
'Finally they fall into the pond.'
32. tamen qilai dao an shang 'They get up onto the bank.'
33.
ranhou dao mudui qianmian zhao
'Then (they) look for (it) in front of a pile of woods.'
zhaodao le liang zhi qingwa
34.
'(They) find two frogs'
35. haiyou zhaoao shengxia de xiao qingwa 'and find the rest of the little frogs.'
36. xiao nanhai jueding ba qingwa dai huijia 'The little boy decides to take the frog home'
37. jiu gen naxie qingwa shuo zaijian 'Then (he) says good-bye to those frogs. | <urn:uuid:9b4617f5-31c8-4a93-bc8a-ee645c672069> | CC-MAIN-2021-49 | http://aclanthology.lst.uni-saarland.de/Y13-1015.pdf | 2021-12-05T12:10:14+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00453.warc.gz | 3,016,704 | 6,860 | eng_Latn | eng_Latn | 0.94329 | eng_Latn | 0.994023 | [
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Common Core Mathematics Practice for Grade 4
Search I4C Website
CCSS.Math.Content.4.NF.A.2 - Worksheet #31348
Name:
____________________________________
Standard: CCSS.Math.Content.4.NF.A.2
Description: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Order three fractions (Hard) from smallest to largest:
1. 93/84 85/63 64/56:
6. 88/92 33/29 93/83:
2. 68/68 74/91 21/23:
7. 54/24 73/34 53/29:
3. 81/87 19/20 61/67:
8. 50/57 79/97 73/95:
4. 26/48 66/98 43/79:
9. 56/49 88/94 43/45:
5. 53/72 76/97 62/87:
10. 13/14 31/36 75/70:
Printable #: 31348-CCSS.Math.Content.4.NF.A.2
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Disciplinary literacy is an emphasis on the shared ways of reading, writing, speaking, and thinking within a particular content area or academic field.
Dog on wheels
By National Geographic Staff
AVID's Critical Reading Process
This lesson uses the three phases of the critical reading process.
ACTIVATE
Planning for Reading
Establish a purpose for reading. Then, intentionally identify strategies that are needed to successfully read the text. Both content and skill development play a role in planning, as does identifying how a "content expert" would read the text.
Selecting the Text
Educators will select texts initially, with the goal being that students will eventually play a role in the selection process. To maximize the effectiveness of texts, use the suggested text-selection criteria to identify the ideal text.
Pre-Reading
Determine what work needs to be done prior to the successful reading of a text. Preview the text and connect to or build background knowledge by looking both inside and outside the text.
ENGAGE
Building Vocabulary
Understand and connect key academic and content-related vocabulary to aid in deeper comprehension of the text.
Interacting With the Text
Interact with the text to process information as it is read, including numbering paragraphs or chunking texts, marking texts to isolate key information, writing in the margins, questioning, and visualizing texts. Usually, a deeper processing of a text occurs over multiple reads with varying purposes for each read.
EXTEND
Extending Beyond the Text
Utilize the text to complete the assigned academic task. "Extend" strategies focus on the development of academic thinking skills such as apply, analyze, evaluate, and synthesize.
©2021 AVID ELEMENTARY WEEKLY
| November 2021 | Page 1
LEVEL OF DIFFICULTY:
☒ Emerging (K–2)
☐ Expanding (3–6)
☐ Bridging (6–8)
☐ ELL
FOCUS AREA:
☐ Career and Technical Education
☐ College and Career Readiness
☐ ELA
☐ Health
☐ Math
☒ Science
☐ Social-Emotional Learning
☐ Social Studies
☒ STEM
☐ Technology
This lesson uses the WICOR (Writing, Inquiry, Collaboration, Organization, Reading) methodology and strategies from AVID's curriculum library and is designed for a variety of learning environments.
AVID Elementary Weekly Resources
Visit the AVID Elementary Weekly matrix for links to lessons, articles, and additional resources.
Academic Task:
Examine the interactive text and two videos in "Dog on wheels," which focuses on STEM, through a "Did You Notice?" strategy to develop a KWLA chart.
Learning Objectives:
* Students will engage with an interactive text to gain an understanding about force and how it is used in "Dog on wheels."
* Students will engage in activities to analyze how force shows up in our everyday lives.
Essential Question:
How does force show up in our everyday lives?
Focused Note-Taking: A variety of note-taking formats may be utilized throughout the stages of the critical reading process, including a KWLA chart. Consider using a fillable template available in the Teacher Resources section of the AVID Elementary Weekly website.
Getting Started:
Estimated Preparation Time: 15 minutes
Instructional Time: 45–60 minutes
Resources Needed:
* Please see the AVID Elementary Weekly matrix for links to the Student and Educator Resources mentioned here in a variety of formats.
* Visit the Blended Learning Toolkit on the AVID Elementary Weekly Teacher Resources webpage for ideas, tools, and tip sheets supporting learning and collaboration within your blended learning environment.
* The "Dog on wheels" interactive text and videos from National Geographic, linked below and on the AVID Elementary matrix.
o Kindergarten version
o 1 st and 2 nd grade version
ACTIVATE
Establish a purpose for reading, build background knowledge, and set students up for success.
PLANNING FOR READING
Restate the academic task and identify the strategies that will be needed to successfully engage with the text. Recognize where students are in the gradual release of responsibility; decide whether this activity will be modeled with the entire class, in small groups, or with students working individually; and identify opportunities for blended learning. See the Teacher Resources page for more information about AVID instructional methodologies and blended learning.
Think through or have students respond to the following questions and identify how the chosen text fits within the broader context of your instructional unit so students are making connections to their prior knowledge.
* What key content-related or general academic vocabulary do students need to know prior to reading the text?
* What technology skills and knowledge will students need to access the text and complete the academic task?
SELECTING THE TEXT
This text meets the following features of an ideal text:
☐ Rigorous
☒ Develops key content or academic thinking skills
☒ Length is appropriate for the purpose
☐ Format allows for interaction
☐ Balanced perspective or multiple viewpoints
☐ Culturally relevant
* This text provides students with the opportunity to develop disciplinary literacy through content-specific academic language development and analytical thinking.
* The length of this text lends itself to modeling how to identify and read an excerpt of a text to accomplish the reading purpose.
©2021 AVID ELEMENTARY WEEKLY
| November 2021 | Page 2
PRE-READING
Focused Note-Taking
Allow students an opportunity to set up their notes and record the Essential Question before engaging in the learning.
KWLA: Part 1
1. Ask students to create four-column notes and label the columns as follows: K: Know, W: Want to Know, L: Learned, and A: Apply. For scaffolding, this can be completed in partners or small groups or as a whole-class activity with teacher modeling. For additional scaffolding, the students may draw their responses and label them with letters or words.
2. Ask students to use the K: Know column to write what they know about "force."
3. Ask students to use the W: Want to Know column to write what they wonder about "force."
4. Instruct students to set their KWLA aside until the end of the lesson.
ENGAGE
Build vocabulary and engage in purposeful rereads.
BUILDING VOCABULARY
Vocabulary development can happen at any point in the reading process.
* Academic words:
o ride (p. 10)
o fast (p. 14)
* Content-area words:
o move (p. 13)
o force (p. 9)
o push (p. 12)
List–Group–Label
Visit "Making Thinking Visible" in the Blended Learning Toolkit for ideas and strategies for facilitating List– Group–Label.
1. Using chart paper or a digital whiteboard or slide have students brainstorm all the words they think relate to "force." For scaffolding, as the students brainstorm words, the teacher may write and read the words generated, modeling appropriate spelling and pronunciation.
2. Allow for productive struggle and the opportunity for students to make mistakes.
3. Add words to the list to deepen students' thinking.
4. Share the digital version of the brainstorm to all students through your blended learning platform, as needed.
Group
5. Divide the class into small groups. Have the groups transfer the words to index cards or sticky notes and sort the words into categories based on important relationships, or have the groups work together to sort the words into categories by color-coding the words by highlighting, circling, or underlining each word. For scaffolding, the students can create drawings to accompany their words.
6. Ask students to explain their reasoning for placing words together.
7. Groups may ask each other questions and change their groupings based on new learning.
Label
8. Invite students to suggest a category label for their groups of words. They should be able to justify the thinking behind the labels they have chosen. Prompt students to share their slide or whiteboard as a visual aide during the class discussion. To adapt this lesson, provide preestablished categories and have students categorize words, then gradually release students to categorize independently.
9. Facilitate a discussion with the whole class around the categories they have identified, including their justification for each category. Possible sentence stems are:
©2021 AVID ELEMENTARY WEEKLY
| November 2021 | Page 3
List
o I placed these words together because…
o These words are similar because…
o The best label for this group of words is… because…
10. After students have collaborated and discussed their list, give them an opportunity to add their new learning to their notes.
INTERACTING WITH THE TEXT
Students process information during this stage. Purposeful rereads are essential for learning.
First Read: Read for the Gist
Have students read the text "Dog on wheels" and view the videos on pages 11 and 14 one time through to identify the main idea, or for scaffolding teachers may conduct a read aloud or have students use the audio function in the interactive text; this is a "pencil-down, digital-ink-free" read.
1. Pair students up with elbow partners or small groups to discuss what they got from the first reading and viewing.
2. Ask students to capture the main idea that sums up the gist of the text in their notes.
3. If students are struggling to identify the main idea, ask that they identify the 5 W's (who, what, where, when, why) and the H (how). This can be modeled, done with a partner, or done individually.
Second Read: Get Organized
Review pages 9–14 in the interactive text. As you review each page, ask students to identify key information by adding thoughts, questions, drawings, or new learning to their notes, identifying the page it came from. This can be completed individually or as a whole class with teacher modeling.
Purposeful Reread: Did You Notice?
1. Show students the videos on pages 11 and 14 to model how to notice details or themes about the topic. Ask students to pay attention to what is happening. Then, have them talk in pairs about the following questions:
a. Why did someone make this?
b. How is it supposed to affect the viewer?
2. View the videos on pages 11 and 14 and the interactive text "Dog on wheels" a second time and ask students to notice things they think indicate its purpose and contribute to its effect.
3. Explain that this process helps us notice the deliberate decisions made by the creators of the video, image, or nonlinguistic representation and that we can learn more about how to make an effective video or nonlinguistic text by pinpointing these things. The same is true about noticing things as we read that help us improve our own writing.
EXTEND
Reading tasks should be directly connected to what students will do with the text after they have read and understand it.
EXTENDING BEYOND THE TEXT
This stage uses the text to develop academic thinking skills.
ACADEMIC THINKING SKILLS:
☐ Analyze
☐ Evaluate
☐ Synthesize
☒ Apply
©2021 AVID ELEMENTARY WEEKLY
| November 2021 | Page 4
KWLA: Part 2
1. Ask students to retrieve the KWLA they set aside at the outset of the lesson.
2. Instruct students to use the L: Learned column and reflect what they learned about "force."
3. For scaffolding, this may be completed in partners or small groups or as a whole-class activity with teacher modeling. For additional scaffolding, the students may draw the ideas and label them with letters or words. Encourage students to revisit their notes as a resource for learning.
4. Ask students to use the A: Applied column and think about what they can apply from the research, especially as it relates to "force." Provide a sentence frame to support students' writing such as the following: "I learned that force is _______________. I see force every day when ________________."
©2021 AVID ELEMENTARY WEEKLY
| November 2021 | Page 5 | <urn:uuid:07e5b9a1-97d1-4f96-b3fa-55d219e5bac7> | CC-MAIN-2021-49 | https://avidopenaccess.org/wp-content/uploads/2021/11/21Nov_DogOnWheels_Em_Lesson.pdf | 2021-12-05T12:10:59+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00453.warc.gz | 192,166,586 | 2,489 | eng_Latn | eng_Latn | 0.995573 | eng_Latn | 0.996315 | [
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Crops absorb livestock antibiotics, science shows
Consumers have long been exposed to antibiotics in meat and milk. Now, new research shows that they also may be ingesting them from vegetables, even ones grown on organic farms.
By Matthew Cimitile Environmental Health News
January 6, 2009
For half a century, meat producers have fed antibiotics to farm animals to increase their growth and stave off infections. Now scientists have discovered that those drugs are sprouting up in unexpected places.
Vegetables such as corn, potatoes and lettuce absorb antibiotics when grown in soil fertilized with livestock manure, according to tests conducted at the University of Minnesota.
Today, close to 70 percent of the total antibiotics and related drugs produced in the United States are fed to cattle, pigs and poultry, according to the Union of Concerned Scientists. Although this practice sustains a growing demand for meat, it also generates public health fears associated with the expanding presence of antibiotics in the food chain.
People have long been exposed to antibiotics in meat and milk. Now, the new research shows that they also may be ingesting them from vegetables, perhaps even ones grown on organic farms.
The Minnesota researchers planted corn, green onion and cabbage in manure-treated soil in 2005 to evaluate the environmental impacts of feeding antibiotics to livestock. Six weeks later, the crops were analyzed and found to absorb chlortetracycline, a drug widely used to treat diseases in livestock. In another study in 2007, corn, lettuce and potato were planted in soil treated with liquid hog manure. They, too, accumulated concentrations of an antibiotic, named Sulfamethazine, also commonly used in livestock.
As the amount of antibiotics in the soil increased, so too did the levels taken up by the corn, potatoes and other plants.
"Around 90 percent of these drugs that are administered to animals end up being excreted either as urine or manure," said Holly Dolliver, a member of the Minnesota research team and now a professor of crop and soil sciences at the University of Wisconsin-River Falls. "A vast majority of that manure is then used as an important input for 9.2 million hectares of (U.S.) agricultural land."
Manure, widely used as a substitute for chemical fertilizer, adds nutrients that help plants grow. It is often used in organic farming.
The scientists found that although their crops were only propagated in greenhouses for six weeks--far less than a normal growing season-antibiotics were absorbed readily into their leaves. If grown for a full season, drugs most likely would find their way into parts of plants that humans eat, said Dolliver.
Less than 0.1 percent of antibiotics applied to soil were absorbed into the corn, lettuce and other plants. Though a tiny amount, health implications for people consuming such small, cumulative doses are largely unknown.
"The antibiotic accumulation in plants is just another negative consequence of our animal agriculture industry and not surprising given the quantity fed to livestock," said Steve Roach, public health program director for the non-profit Food Animal Concerns Trust.
For highly processed plants such as corn, the drugs would most likely be removed, added Dolliver. But many food crops such as spinach and lettuce are not processed, only washed, allowing antibiotics to remain.
"Nobody particularly eats corn or soybean directly," said Satish Gupta, a University of Minnesota professor of soil science and study leader. "But there are crops I am much more worried about, like cabbage and lettuce, because these are leaves we eat directly and consume raw."
One finding that particularly worries food scientists is the accumulation of antibiotics within potato tubers. Tubers are an enlarged, underground stem that uptake and store nutrients from the soil. In crops like potatoes, carrots and radishes, it is the part humans eat.
"Since these tubers and root crops are in direct contact with the soil they may show a greater propensity for (antibiotic) uptake," said Gupta.
Health officials fear that eating vegetables and meat laced with drugs meant to treat infections can promote resistant strains of bacteria in food and the environment.
Roach said "the clearest public health implication" from treating livestock with antibiotics is the development of resistant bacteria that reduces the effectiveness of human medicine. Past studies have shown overuse of antibiotics reduces their ability to cure infections. Over time, certain antibiotics are rendered ineffective.
Scientists believe antibiotics also may have contributed to the explosive rise in asthma and allergies in children over the last 20 years. Researchers at Henry Ford Hospital in Detroit, following 448 children from birth for seven years, reported that children who received antibiotics within their first six months had a higher risk of developing allergies and asthma.
Such health concerns led the European Union in 2006 to ban antibiotic use as feed additives for promoting livestock growth. But in the United States, nearly 25 million pounds of antibiotics per year, up from 16 million in the mid 1980s, are given to healthy animals for agriculture purposes, according to a 2000 report by the Union of Concerned Scientists.
Livestock producers contend that the spread of resistant strains of bacteria stems from the overuse of all medicines to treat infectious diseases in both humans and animals. Removal of antibiotics, they say, would only lead to increased disease in animals and reduction in food safety.
Tainted manure can impact more than just the soil. Once applied to the land, antibiotics can infiltrate water supplies as it seeps through the soil into aquifers or spills into surface water due to runoff, explained Dolliver.
"The other thing to remember is that the field is not a sterile environment. Mice, rabbit and foxes traverse farmland while other animals graze, all with the potential to become vectors for the resistant bacteria organisms and spread it throughout different animal populations," said Pat Millner, a U.S. Department of Agriculture microbiologist based in Maryland.
The presence of antibiotics within the food chain is likely to increase as the U.S. Food and Drug Administration has permitted greater use of controversial drugs on farm animals. For example, this past October, the FDA dropped plans to halt use of cefquinome, a potent antibiotic, after it said in July it would push against its use in animals.
While there are restrictions on use of raw manure in U.S. organic farming because of concern over bacteria, no such rules are in place regarding antibiotics or hormones. Not all organic growers use manure with antibiotics, but many do, said Gupta. Even if a product has the USDA organic label, it still might harbor traces of antibiotics. [Correction 1/6/09: FDA was changed to USDA]
High-temperature composting of manure, designed to kill pathogens, is required for crops certified under the USDA organic label. That could eliminate some antibiotics. But others are resistant, according to a study by Dolliver and Kupta published last year. Growers are not required to monitor crops for the drugs.
"Antibiotic uptake by plants may be of particular concern to organic crop producers....To our knowledge, there is no current plan or standardized methodology for monitoring antibiotics in animal manure, which is often obtained from nonorganic farms where antibiotics are commonly used," Dolliver said in the 2007 study.
Added Gupta, "We urgently need to find some way to put guidelines in place on organic food regarding these chemicals."
Gupta said all growers should be told that composting manure can help reduce antibiotics. Composting decays piles of food or manure as microbes decompose organic matter using oxygen to survive, grow and reproduce. Heating up the material creates conditions conducive for bacteria to break down antibiotics and pathogens.
A pilot study by USDA scientists in Maryland added straw to a beef cattle manure pile, heating up the dense material while allowing spaces for air to penetrate. The higher temperatures sped up the decaying process of harmful substances.
"The process happens very rapidly, in this study it took about 10 days," said Millner. "This is not too surprising since antibiotics are not a thermally stable chemical compound."
In another study, the same researchers who discovered the uptake of antibiotics by plants tested four of these drugs to determine how effective composting would be in reducing harmful chemicals in turkey manure. After 25 days using a combination of natural heat generated by microbial activity, three of the four antibiotics broke down under the high energy conditions created, said Dolliver.
Composting reduced concentrations of three antibiotics by 54 percent to 99 percent, although one drug, sulfamethazine, did not degrade at all, according to their study, published in May in the Journal of Environmental Quality.
"These findings suggest manure management can be an important strategy for reducing the overall impact for these compounds making their way into the environment," said Dolliver.
Many questions still remain. Currently, projects are underway to grow crops for a full season in antibiotic laced manure, to grow them in fields rather than greenhouses and to analyze the concentrations and locations of the antibiotics within the plants. Researchers also want to determine which antibiotics are more likely to be picked up, which plants are more prone to uptake, what composting methods are most effective in reducing harmful material in manure and what antibiotics may be resistant to composting.
There are serious societal implications regarding the discoveries already made and the questions yet to be answered, Gupta concluded.
"We are a chemical society and humans are the main user of pharmaceutical products," said Gupta. "We need a better understanding of what takes place when chemicals are applied to sources of food and must be more vigilant about regulating what we use to grow food and what we put in our bodies." | <urn:uuid:2eefd096-06f2-4cad-bcbc-4e41cb8d7cf9> | CC-MAIN-2021-49 | http://qcmaxmuscle.homestead.com/articles/Crops_absorb_livestock_antibiotics.pdf | 2021-12-05T12:07:02+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363157.32/warc/CC-MAIN-20211205100135-20211205130135-00454.warc.gz | 67,705,442 | 1,955 | eng_Latn | eng_Latn | 0.999129 | eng_Latn | 0.999062 | [
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Communication and Interaction Team
Supporting Safeguarding Conversations for Children and Young People with Communication and Interaction Needs
"The need for good communication is crucial when considering safeguarding concerns. It is important to remember that communicating with young people is a two-way process – it not only relates to a young person's ability to communicate but also relies upon the professional's competency in communication." NAS: Safeguarding Young People on the Autistic Spectrum
It is important to recognise that children and young people with communication and interaction needs may be more vulnerable to abuse because of differences in communication, social interactions or interpretation of others' motives. Management of a disclosure or a conversation around safeguarding with a child or young person with SLCN or autism can be particularly complex All adults supporting a child or young person with Communication and Interaction needs should be aware of the following:
* The TED approach - (Tell me, Explain, Describe) requires a high level of receptive and expressive language skill. Some children and young people will benefit from visuals to prompt and support the conversation, even if they can usually express themselves verbally. These visuals should be at an appropriate language level to the child or young person. It is important that the visuals are not used to present leading questions however. Ensure that these resources are named, copied and shared with the disclosure so that, in the possible event that at a later date there is challenge around 'leading questions' being assumed, there is a clear record of the support materials used to enable voice of the child and that these are part of the support for an individual's language and understanding.
* Sometimes seemingly good expressive language skills can mask the difficulties a child or young person may experience with interpreting others' motivations interpreting non-verbal cues. A supporting adult may need to be curious around different situations of concern or behaviours the child or young person is showing.
* Naturally, conversation around safeguarding will increase the anxiety levels of a child or young person and this anxiety is very likely to diminish a child or young person's ability to communicate – to both speak and understand. Again, visuals appropriate to the ability of the child or young person may be needed to support their communication. In addition to this, try to keep questions simple, using limited language.
* Allow a child or young person time to process questions asked. Repeating it or re-phrasing of questions too quickly may delay or confuse processing.
* Explicit verbal reassurance or feedback might be needed to assure a young person that they are doing well during a
* Children and young people who appear to have good expressive language skills or a large vocabulary, may not necessarily be able to communicate abuse or know how to ask for help. This means that it is important to consider what a child or young person is communicating nonverbally about an indicator of possible abuse. Asking non-leading questions can help to start a conversation if you are worried for example – "Tell me the best and worst thing today?"
difficult conversation. They will not necessarily be able to read the listener's non-verbal cues.
Useful Links:
* It is likely that a child or young person will need a break if making a disclosure or communicating about an uncomfortable subject. This break will support regulation and so effective communication. A visual tool such as a 'break card' can be used to support the young person's ability to request a break. In addition to this the adult may need to notice that a break is needed and initiate introducing it for the young person.
* In terms of seating arrangements, it may be better for a child or young person to be sat by the side of an adult, which is less demanding than sitting face to face.
* Consider where a safeguarding conversation will take place. A child or young person is most likely to be able to communicate best within a familiar and comfortable environment.
* A visual, for example a simple flow chart which is appropriate to the language level of the child or young person, will support their understanding of the process following disclosure. They are likely to need time to process any information given verbally. A visual is concrete and permanent and is something the child or young person can refer back to for reassurance if needed.
'How it is' is an image vocabulary that has been developed to help children communicate about a range of important issues. It has been developed by Triangle and funded and supported by the NSPCC
* https://learning.nspcc.org.uk/safeguar ding-child-protectionschools/safeguarding-children-withspecial-educational-needs-anddisabilities-send
Safeguarding children with SEND:
* https://learning.nspcc.org.uk/safeguardin g-child-protection-schools/safeguardingchildren-with-special-educational-needsand-disabilities-send
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Supplemental Methods:
The Report Support Program covered the preparation and revision of figures and figure captions, Materials and Methods, Results, and brief Discussion with references and in-text citations. Abstracts, Introduction, and extended Discussion sections are covered in the second year of the Biology program. We focused on the simplest report sections in first-year labs, allowing us to devote time to developing writing and revision skills. The assignments began with data presentation and descriptive writing and moved towards analysis and integration. This scaffolded approach allowed students to practice and build confidence with basic skills before attempting more complex writing tasks. A description of the major components and methods of the program follows.
1. Figure with caption (Graph)
1.1 Workshop and tutoring
This assignment was technical (data entry, graphing with MS Excel) with limited writing, and thus was not supported by an in-lab writing workshop or tutoring. Students received written feedback from instructors on the style and format of their graph, and on the contents of their figure caption. Students were permitted to correct and re-submit their graph and caption.
1.2 Written instructions
Assignment: Prepare a figure with descriptive caption.
Title and author information: You do not need a separate title page. At the top of the page, type "Figure with caption." Then give your report a descriptive title. Next, type your name, student number, and the course title and number. Finally, type the assignment's due date. Each of these items should be separated with line breaks.
Figure and Caption: Data that have been collected need to be presented clearly and simply. Graphs are an effective method to display comparisons, show trends, or establish relationships in the data. In a lab report, graphs are referred to as "Figures," and are numbered sequentially in the order of presentation in the report (Figure 1, Figure 2, etc.). A figure legend or "key" must be included in the graph, if multiple datasets are shown. Every figure should have a caption that appears below the figure. The caption should include a figure number and informative title, and provide details necessary for understanding the data, such as a brief description of the graph or data collection methods, explanations of any abbreviations, and citations for any non-original data. A figure with a good caption should convey the general result to a reader who has not yet read the entire Results section, but be aware for future reports that figures are not self-explanatory and must be summarized in the paragraphs of the Results section.
Preparing a graph: The first step in making a graph is to enter your data into a table in a program like Excel. Graphing is made simpler if you set up your table properly: the first column should contain values from the independent variable. These will be placed on the x-axis. The second column should list the experimental results – the values from the dependent variable. These will be placed on the y-axis. If you have more than one dependent variable, add more columns to the right.
In this example, Daphnia were immobilized and their heart rate (dependent variable) was measured each minute for 10 minutes (independent variable). Next, select the entire table, and ask Excel to make a chart called a scatterplot. The resulting graph must be edited for clarity and simplicity. Here is the default output:
Here is an example of the final graph with descriptive figure caption:
minute (arrows).
Notice both axes are labeled, including units of measure. The independent variable is on the x-axis and the dependent variable is on the y-axis. The figure is black and white, and each data point is identified with shaped dots. The line is fine, rather than thick and colored with a shadow. There is no box around the graph or grid lines within the graph. Many of these features were changed from the default graph produced by Excel.
In the caption, the figure is numbered and titled, followed with a brief description of how the data were obtained. Notice the figure title includes both the independent and dependent variables of the experiment. Also note that the graph title is in the caption, and not above the graph–you should delete the title if Excel adds one above your graph.
1.3 Scoring Rubric
2. Materials and Methods (Report 1)
2.1 Workshop and tutoring
The first workshop emphasized the following concepts, which were also raised during tutoring according to each student's needs:
(1) Purposes of a Materials and Methods section: to allow someone else to replicate the experiment, and to allow the reader to assess whether the methods are appropriate to the research question (and, therefore, whether the results are valid).
(2) Choosing relevant details: for example, results will be affected by the species of bacteria used, but not by whether cells were streaked with a toothpick or a sterile loop. Likewise, it is assumed that you washed your hands and wiped the bench.
At this point in the workshop, students were asked to complete a LEGO construction activity where groups had to rebuild a structure using only their classmates' written instructions. In this activity, groups were given a selection of LEGO pieces, and were instructed to build a structure containing six components, while writing a description of their process (a Materials and Methods). Once complete, each group deconstructed their structure, and exchanged their LEGO pieces and instructions with another group. The receiving groups were asked to reconstruct the original structure from the descriptions provided. Before-and-after photos were used to assess success. This activity generated discussion on appropriate levels of detail in Materials and Methods sections.
(3) Format and verb tense: describe methods in complete sentences that integrate equipment and reagents as they are used. A Methods section is not a cookbook: do not list materials or give instructions in imperative voice. Use past tense, because you are describing events that have already taken place.
(4) Passive voice: we use passive voice in science methods to place emphasis on the action, not the actor. Our scientific approach is universal, so anyone should be able to do the work and get the same results.
Student received a handout with a sample M&M paragraph showing how all these elements come together.
This was the first report where students had the option to revise and resubmit their graded work. Due to time constraints, the process of revision could not be discussed in detail during inclass workshops. The following phases of revision were discussed with students during one-onone tutoring sessions:
(1) Revision: Revision means "re-visioning" your paper. It is "big picture" work. Step back and ask yourself: does the paper you wrote respond directly to the assignment and its audience, and answer the questions that were posed? Is the argument clear? Is it sufficiently complex? Check to see if any of the ideas need to be developed, and if you've articulated the relationships among ideas. See if you need to add further evidence or support. Revision can require adding material, taking material away, working with the big strokes of the paper. It might involve changing the order of paragraphs and re-crafting topic sentences/transitions. It may demand re-drafting the introduction and checking the conclusion to see what should be brought up to the front of the paper. All of this is when you "re-vision" your paper.
(2) Editing: People often refer to all stages of revision as "editing," but editing is what you do after you revise. Editing involves crafting with a fine tool, and it leads to style and coherence. Here is where you consider your paper as a writer/artist. Try reading your paper aloud, slowly, in parts. Is the voice clear and confident? Is there a sense of rhythm and flow in each paragraph, each sentence? Do the sentences connect up with one another like well-constructed joints?
Editing is when you correct any awkwardness that may have occurred in the initial drafting or in revision (for example, revision helps clarify the big picture, but copying and pasting may create smaller-scale problems within paragraphs). The editing phase is also a good time to check the clarity of your title and the accuracy of your reference or works cited page(s). Careful editing is critical to a polished, well-written paper.
(3) Proofreading: Proofreading comes last and consists of a final sweep through your paper with an eye for errors. When proofreading you make your final check for errors in sentence structure, grammar, verb tense and punctuation. You also look for mistakes in spelling, use of quotations, citation details, etc. Look not just for the tricky mistakes but also for any typos. It is important to check that your name is on your paper and it is desirable to number your pages or include a word count. This is the final read-through of your paper, your last chance to impress your reader and show your commitment to your work. Reading aloud at this stage or any other stage of the revision process can help you focus more carefully on your work.
2.2 Written instructions
Assignment: Prepare a Materials and Methods section. Explain clearly how you conducted your study so a reader can evaluate your work and replicate your study.
Title and Author information: You do not need a separate title page. At the top of the page, type "Materials and Methods report". Then give your report a descriptive title. Next, type your name, student number, the course title and number. Finally, type the assignment's due date. Each of these items should be separated with line breaks.
Materials and Methods section: Begin with the heading "Materials and Methods." The Materials and Methods section of the report gives a detailed account of the procedures that were followed in the lab. Provide the reader with a clear understanding of your experimental design. State what you are trying to measure and tell the reader how you plan to measure it. Be sure to describe any controls, treatments, variables, and what you actually observed and measured.
Describe the procedures in sufficient detail so that another student could repeat your work and obtain the same results. Include solution names and concentrations, volumes, and incubation times. When describing experimental and control treatments, use descriptive phrases rather than in-lab notations such as "tube 1" or condition "E3."
Note: If you find yourself repeating information, try to integrate the experimental design with the data collection procedures.
Describe how the data were compiled and analyzed. This includes the names of software used, and how any calculations or statistical tests were done.
There are several common mistakes in the Materials and Methods section of a lab report. One major concern is deciding upon the correct level of detail. A good guideline is to include only what is necessary to allow another first-year biology student to recreate the experiment. Keeping this in mind will lead to a Materials and Methods section that is thoroughly written, but without the kind of unnecessary detail that breaks the flow of the writing.
Another common mistake is to present a list of materials. Your materials and equipment should be mentioned in your methods paragraphs, as they were used during the lab. Enough detail should be included in the description of the materials so that the experiment can be repeated.
Finally, Materials and Methods should be written in the third-person past-tense using passive voice. For example, you could write: "A plastic pipette was used to transfer 3 mL of 1 M CaCl2 to a fresh, disposable cuvette." It is incorrect to use instructions like "Use a pipet to add 3
mL of 1 M CaCl2 to a disposable cuvette," or first-person active statements like "I added 3 mL of 1 M CaCl2 to a disposable cuvette."
2.3 Scoring Rubric
3. Results (Report 2)
3.1 Workshop and tutoring
The second workshop focused on the purposes and style of a Results section. As the following concepts were introduced, students implemented them by writing and revising a practice Results paragraph:
(1) Presenting data: complex data should be presented in either a table or a figure (not both), while simpler data can be summarized in the text alone.
(2) Highlighting key results: we use the text of our Results section to draw attention to extremes, trends, and other critical features of the data.
Students received a handout of a graph with caption and were asked to draft a paragraph describing the most important results
(3) Formatting and citing: Figures and tables should contain enough information to be comprehensible without reference to the text. This may include: numbering, titles and captions, axis labels, and other features. When describing results in the text, remember to refer the reader to the data (e.g. Figure 1).
Students were asked to revise their paragraphs with these guidelines in mind. They were also reminded of the elements of scientific style and tone and told to apply those to their drafts.
(4) Content: Results sections are straightforward summaries of data without any interpretation, which is reserved for Discussion sections.
Students were given an out-of-sequence list of statements from a published journal article and asked to identify whether the sentences belonged in the Methods, Results, or Discussion section of the paper.
3.2 Written instructions
Assignment: Prepare (1) a figure with a descriptive figure caption and (2) a Results section to describe the results of this week's lab.
Title and Author information: You do not need a separate title page. At the top of the page, type "Results report." Then give your report a descriptive title. Next, type your name, student number, the course title and number. Finally, type the assignment's due date. Each of these items should be separated with line breaks.
Results section: This section presents the results of the investigation. It should begin with the heading "Results." The Results section describes the outcomes of the experiments and draws attention to key findings and relationships. Present your data in paragraph form, accompanied by tables or graphs. Write this section so that another first-year university student could read the text to learn what you did and what you found. Allow the reader to form their own conclusions based on the data. Results are written in past tense because you are reporting experiments that are already completed.
A common mistake in this section is to report observations or reference figures and tables without explanation. Rather than saying, "Figure 1 shows the effect of alcohol on Daphnia heart rate," you should state and explain the actual results; for example, "Alcohol reduces Daphnia heart rate by 20%, and this effect was quickly reversed when the alcohol was removed (Figure 1)."
Present detailed data in tables and figures, which are referenced in the text. The written portion should summarize and emphasize, not repeat all of the details shown in the visuals. State trends in the data and relationships between variables or different figures, but avoid extensive analysis or interpretation––this should be left for the "Discussion" section.
Figure and Caption: Data that have been collected need to be presented clearly and simply. Refer to the instructions for the first lab report for help with your figure.
3.3 Scoring Rubric
4. Final Report
4.1 Workshop and tutoring
For their Final Report, for a new experiment, students were required to write: a Materials and Methods section, a Results section, and a Discussion section. After a quick review of common errors students had made in Reports 1 and 2, the workshop for the final report provided details on writing an effective Discussion section, and the correct use of in-text citations and references.
Specific goals of the workshop were to:
(1) Remind students that the entire report is tied together by a scientific question. Understanding that question (i.e., the underlying reason for the experiment) guides the writing of all sections, but especially the Discussion.
(2) Explain the purposes of the Discussion section: to discuss (review) the key results, to explain what the results mean in light of the scientific question (interpretation of the data) and to integrate the results of the experiment with pre-existing knowledge in the field (placing results within the context of the literature).
(3) Provide a handout of a sample Discussion paragraph for students to refer to and annotate. A colour-coded version of this text was projected, and we explained the function (discuss, explain, integrate) of each sentence in the paragraph, and how they worked together to create a unified whole.
(4) Explain why citations are important and when they should be used. Examples in the sample paragraph were used to demonstrate in-text citation formats. Differences between in-text citations and reference lists––including why both are necessary, and how they work together–– were presented.
We used a group activity to relieve students' anxiety about formatting citations. Each group received an APA reference sheet and a baggie containing printouts of reference list entries. Entries for different types of sources (e.g., lab manual, textbook) had been printed on different coloured stock, and each entry had been cut into individual components (e.g., author, title, city of publication). Students were required to identify the type of source and, using the reference handout, reassemble the reference list entries.
The final lab report was due at the end of term, so there was no option to revise and resubmit. Depending on their progress, students who chose to attend tutoring were offered guidance in planning, writing, revising, and proofreading.
4.2 Written instructions
Assignment: Prepare (1) a Materials and Methods section, (2) a Results section containing two figures with descriptive figure captions, and (3) a Discussion section.
Title and Author information: You do not need a separate title page. At the top of the page, type "Final lab report." Then give your report a descriptive title. Next, type your name, student number, the course title and number. Finally, type the assignment's due date. Each of these items should be separated with line breaks.
Materials and Methods section: Begin with the heading "Materials and Methods." You can use subheadings to organize this section. Refer to the instructions from the second lab report for a description of this section.
Results section: Begin with the heading "Results." You can use subheadings to organize this section. Refer to the instructions from the first and third lab reports for a description of what to include in this section.
Discussion section: Begin with the heading "Discussion." In paragraphs, interpret, and explain the significance of your experiments, observations, and results. Present the central conclusions of your work. Show the reader how you reached your conclusions by referring to (1) specific results that you included in the Results section, and (2) results from other publications. If your results contradict what other researchers have shown, including what is in the textbook or lab manual, and try to rationalize why your results are different. Was there something different with your assumptions, your equipment, or your technique that would produce different results?
References section: There are two parts to citing your sources. (1) In-text citations. Cite sources that support your reasoning, and when referring to previously published ideas. The standard format is to put the author and year in parentheses (e.g., (Campbell, 1989)) at the end of the sentence in the text. Every reference at the end of your report needs in-text citations. (2) In a separate References section at the end of the report, list complete references in alphabetical order. For example:
REFERENCES
Campbell, N.A., & Reece, J.B. (2005). Biology (7th ed.). San Francisco, CA: Benjamin/Cummings.
Dansereau, D.A. (2014). Molecular and cellular biology lab manual (Lab 3). Department of Biology, Saint Mary's University, Halifax, NS.
Phillips, D.C. (November 1966). The three-dimensional structure of an enzyme molecule. Scientific American, 215(11), 78-82.
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Kedron State Schools Expectations
Be Respectful Be Responsible Be Safe Be a Learner
Year 2 Curriculum – Term 3, 2023
Classroom teachers – Tierie Haberfield, Michelle Lupton, Ed Barker, Janelle Andrea & Sandra Glover
English
Maths
Science
Stories of families and friendships through exploring characterisation in stories.
Students explore texts to analyse how stories convey a message about issues that relate to families and friends. Students write an imaginative new narrative about family relationships and/or friendships for a character with imaginative images that match the text for the purpose of engaging an audience.
Assessment
Imaginative narrative
Imaginative response – written Students create a new narrative about family relationships and/or friendships for a character and support the narrative with appropriate images to match the story.
Reading comprehension
Short answer questions
Students read aloud and respond to comprehension questions, focusing on literal and inferred meaning.
Number and place value - count to and from 1000, represent three-digit numbers, compare and order threedigit numbers, partition three-digit numbers, read and write three-digit numbers, recall addition number facts, identify related addition and subtraction number facts, add and subtract with two-digit numbers, represent multiplication and division, use multiplication to solve problems and count large collections.
Fractions - divide shapes and collections into halves, quarters and eighths, solve simple fraction problems.
Location and transformation describe the effect of one-step transformations, including turns, flips and slides, identify turns, flips and slides in real-world situations.
Money and financial mathematics count collections of coins and notes, make and compare money amounts, read and write money amounts.
Using units of measurement -
compare and order objects, measure length, area and capacity using informal units, identify purposes for calendars and explore seasons and calendars.
Assessment
Counting, multiplying and dividing.
Investigating numbers to 1000.
Ordering shapes and objects using informal units.
Using a calendar to identify dates, months and seasons.
Connecting every learner, every day in every way for success
Exploring Growth – Good to Grow In this unit, students examine how living things, including plants and animals, change as they grow. They ask questions about, investigate and compare the changes that occur to different living things during their life stages. Students consider how Aboriginal peoples and Torres Strait Islander peoples living a traditional lifestyle use the knowledge of life stages of animals and plants in their everyday lives. They conduct investigations including exploring the growth and life stages of a class animal and plant. Students respond to questions, make predictions, use informal measurements, sort information, compare observations, and represent and communicate observations and ideas.
Assessment
Good to grow!
Students describe and represent the changes to a living thing in its life stages. They compare the life stages of two different living things.
Humanities and Social Science – HaSS – Semester 2
Impacts of technology over time
How have changes in technology shaped our daily life? In this unit, students will identify how and why the lives of people have changed over time while others have remained the same; sequence events in order; use sources provided to answer questions and compare objects from the past and present. Students will use a range of terms related to time in their responses.
In this unit, students will investigate the following inquiry question:
The content provides opportunities to develop historical understandings through the key concepts of continuity and change, cause and effects and perspectives.
Assessment
Research: students interpret, compare and sequence objects from the past and present and investigate the impact of changing technologies on people's lives over time.
Health
Help me stay safe
In this unit students explore safe and unsafe situations so that they understand their responsibility in staying safe. They examine the safety clues than can be used in situations and identify the emotions they feel in response to safe and unsafe situations.
Assessment
Portfolio of student work.
Digital Technologies – Semester 2 led by Mrs J Davison
Tech Explorers: Changing Technology, Data Adventures & Online Safety
Uncover the ever-changing nature of technology and its impact on our lives. Dive deep into the world of data, learning how to explore and make sense of it. Get a taste of pre-programming concepts and develop crucial online safety skills for a secure digital presence.
Assessment
Portfolio of student work.
Australian Curriculum – Parent Information sheets
Information for parents Foundation year
Find specific information about the Australian Curriculum for your child's year level. These information sheets give an overview of what your child will typically learn in each of the eight learning areas.
Information for parents years 1–2
The ARTS – Media
In this unit, students explore manipulation and representation of self.
Students will:
* explore self-portrait representations which change reality and the ability of technology to manipulate and present new realities
* experiment with manipulation of still or moving images to present alternate character representations (costume and props; special effects or video effects)
* present manipulated images in digital or print form to share understanding of generational relationships
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EKO - Report 08/2020
Food connecting people
Author: Anna Matula (Graduate of Law and Public Health, and currently an ESC Volunteer by EKO. Privately, a cooking lover and a seeker of new flavors)
EKO: email@example.com
According to Eurostat¹, in 2017, people living in the EU but born in a non-EU country had a 38.3 % at-risk-of-poverty-or-social-exclusion rate, which was twice higher compared with native residents (20,7 % of them were at risk of poverty or social exclusion). This indicator has increased by 1,2 percentage point since 2010².
What can be done to help these people integrate into society and help them find their own place, feel welcome in a new country so that they can feel like at home, without fear of being excluded, among kind, open-minded and tolerant people? It has become increasingly clear that social integration does not mean forced assimilation, i.e. expecting people to give up their language and culture in order to fit into a new community. Integration is about creating spaces of encounter, spaces which are open and non-threatening, that promote knowledge, that allow one to get to know the "other" and their humanity, that help create ties and construct a different image than the stereotypical one.
Some people are curious about new culture but a lot of people are afraid of alterity/ otherness, in line with the common "fear of the unknown". According to R. N. Carlton "fear of the unknown may be a, or possibly the, fundamental fear"³. People still experience constant anxiety about dangers that can strike without warning. Unfortunately many people perceive an "unknown" culture as a danger foreigners bring with them, which leads to reluctance to live in a multicultural society. Mixophobia, is what Z. Bauman called "a highly predictable and widespread reaction to the mind-boggling, spine-chilling and nerve-breaking variety of human types and lifestyles that rub shoulders in the streets of contemporary cities"⁴.
How to change people's attitudes towards unknown culture? The answer is simple. Get to know them, the culture they are afraid of, show them that there is no such a big difference between us, and if there is, is nothing wrong about it, because we are all equal. Remind them what H. Jackson Brown Jr. wrote "remember that everyone you meet is afraid of something, loves something and has lost something". How to do this? This answer is not that easy. This is where the plot thickens. There are a lot of social campaigns which make sense, of course, but the "refugees/migrants are cool" campaign doesn't reach the people. We don't need just a concept of multiculturalism or integration, but effective practices of incorporating these concepts into our daily lives.
Food and cooking. You might be surprised. Food is not only an essential element of our life and health which meets our physiological needs. The social context of food is becoming increasingly acknowledged. Food is used to build individual and group identity, it is an essential element of cultural identification. Cooking is a complex set of activities, which is a part of culture. By exploring what, where, how, and why others' food choices and eating habits take a specific form, we develop a better understanding of ourselves and others. Food choices made by social groups can provide knowledge about their culture, set of beliefs, susceptibility to change and assimilation⁵. From theory to practice: let's move on to examples of social integration projects through food.
Musa Dağdeviren, called a "culinary anthropologist", owner of three restaurants in Istanbul, gave an example how food can unify people from different backgrounds. In the 90s there were a lot of political problems in Turkey, and consequently Istanbul became polarized. A "you-versus-me fight" atmosphere was reflected in every aspect of life, including food service. People would come to restaurants saying: "I don't eat at a Sunni's/ Armenian's/Turk's restaurant". And they would leave. That was something Musa couldn't understand.
He decided to travel all over Turkey, he visited many villages, learning from an elderly how to cook traditional Turkish food, keeping many regional dishes from being forgotten. He wanted to publish a cookbook, but he changed his mind and implemented the idea of familiarizing his countrymen to the regional dishes - regional dishes of their "enemies" as his customers would say at the time, in the "Çiya" restaurant.
It was a great success. People gathered and their purpose wasn't just to eat, but to feel the acceptance of their culture's existence. Musa's dream materialized; his customers' diversity was the manifestation of the food served in his restaurant. As Musa said: "They are all different and they share their differences at one table". One of the Turkish chefs, Mehmet Gürs, described the essence of Musa's restaurant: "Going to Çiya you get rid of your mental ethnic borders, the religious borders, the national borders. We don't have to be enemies".
The above sentence may fit to any place because food plays an important role no matter where we are. Prejudice against people from another country can be overcome by getting to know them and their culture because "being empathetic is seeing the world through the eyes of the other, not
seeing your world reflected in their eyes 1 ". One way to achieve this may be through food. The dinner table is a place that unites people, breaks down barriers, and connects souls. The food is carrier of our culture, so let's exchange it! Ask someone from another country in a restaurant if you can join him, get to know him, ask the waiter/ cook in a bar/restaurant with a foreign cuisine for the recipe, ask where the dish comes from and what is the story behind it. Start the conversation. Be curious, do not be indifferent.
And do not forget C. Chavez words: "if you really want to make a friend, go to someone's house and eat with him... the people who give you their food, give you their heart".
What else can we do? Next step in making society tolerant and open to all cultures is educating children because they are our future and they have possibility to repair everything what we have not been able to do so far.
Kids are generally innocent of stereotypes held by adults. They are naturally curious about the world and people around them. Children desire to define themselves as individuals, what might be the root of their questions about skin, habits, outfit, way of living, religion and other differences. What we can do is show them all of these differences and teach them it is a part of the world we live in. Diversity is an essential component of life. The lessons we need to give children should always end with the idea: "not better, not worse, just different". One of the options to teach children tolerance in natural way (through non formal education) through cooking workshops in a multicultural context, bringing together children with different nationality and background. Exploring the world of cultural diversity through new flavors and stories hiding behind them it is something what kids will not forget. It would be a precious practical lesson of social integration. The message will be: we are different, but we can sit at the same dinner table, be curious about our otherness and respect it in natural way.
These "multicultural cooking workshops" could be organized in a school, as a part of a classes or as a series of extracurricular activities. The presence of the parents on it would be desirable because the truth is that children imitate them, observe their demeanour and then incorporate it in their own behavioral repertoires. As James Baldwin said "Children have never been very good at listening to their elders, but they have never failed to imitate them." Hence, what we need to do as caretakers of
1 Carl Rogers
the next generation is give children something great to imitate.
You can present an idea of multicultural cooking workshops to the school authorities in your city! Convince them how big an impact it can have on their pupils' way of thinking, their social life, world they are going to live in! A world we all want for our children, our brothers and sisters – a world without judgment and prejudice, full of tolerance, kindness, curiosity, where everyone has their own place. A world with different colors, flavors and fragrances.
References:
1 https://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=ilc_peps06&lang=en
2 https://ec.europa.eu/eurostat/statistics-explained/index.php/Europe_2020_indicators_- _poverty_and_social_exclusion#General_overview
3 R.N. Carleton, Into the Unknown: a review and synthesis of contemporary models involving uncertainty, Journal of Anxiety Disorders, 39 (2016).
4 Bauman, Z., Liquid love: On the frailty of human bonds, Cambridge: Polity Press, 2003.
5 Mennell S., Murcott A., van Otterloo A.H., The Sociology of Food: Eating, Diet and Culture, Sage, London, 1992. | <urn:uuid:07d55ef2-6b2e-40ee-adab-fc5e44290299> | CC-MAIN-2023-40 | https://ekogreece.com/wp-content/uploads/2020/08/Food-Connecting-People.pdf | 2023-09-28T22:07:44+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00126.warc.gz | 254,452,140 | 1,907 | eng_Latn | eng_Latn | 0.968416 | eng_Latn | 0.998356 | [
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PHOTOGRAPHY
The purpose of this project area is to establish basic to advanced knowledge of and abilities in using photographic equipment, lighting, and composition to capture images, express feelings, and communicating ideas. Participant can work through the three project levels progressing from basic to advanced photography skills and techniques.
A. 4-H Photography Units II and III will be allowed to exhibit at the State Fair.
B. 4-H'ers can exhibit only one photography level.
C. 4-H members may enter up to two exhibits per class but no more than one exhibit per class may go to State Fair.
E. Cameras- Photos may be taken with any type of film or digital camera, including phones, tablets, and drones.
D. An image may only be used on one exhibit except for the portfolio which may include images entered in other classes.
F. Photos must be shot by the 4-H member during the current project year except for Portfolios which may include images captured and/or exhibited in previous years.
H. Portfolios – All portfolios must include the following information: 1) 1-page max bio, 2) table of contents, 3) year each photo was taken, 4) title for each image, 5) device make and model used to capture each image, and 6) reflections for each photo. When writing reflections, youth should focus on what new photography techniques or skills they were practicing when they took the photo, what makes the image successful, and what could have been done to improve the image. Portfolios may be presented in either print or digital formats.
G. Securely attach photos, mats, backing, and data tags. Exhibits that are poorly attached may be disqualified. Do not use photo corners, borders, or place coverings over the exhibits.
1. Printed portfolios should be presented in an 8.5" x 11" three-ring binder or similar book format. Recommended photo size is 8 x 10. Matting is not necessary.
2. Digital portfolios may be presented online and must be exhibited along with a single 8.5" x 11" flyer. Flyers must include a link, URL, or QR code that takes users (judges and fairgoers) to their online portfolio.
I. Display Exhibits - Display Exhibits are only accepted in Level 2. Displays consist of three 4" x 6" photos mounted on a single horizontal 11" x 14" black or white poster or mat board. Incorrect sizes will not be accepted. No foam board backing should be used. Each photo in the display must be numbered using a pencil. Number should be readable but not distract from the overall display. No titles, captions, or stick-on numbers will be allowed. Photos may be mounted vertically or horizontally. Appropriate Data Tags are required see rule regarding Data Tags).
J. Print Exhibits – Print exhibits must be 8" x 10" prints mounted in 11" x 14" (outside size) cut matting with a sandwich mat board backing. No foam board should be used for matting or backing. Incorrect sizes will not be accepted. Mat openings may be rectangular or oval. Photos may be horizontal or vertical. No frames are allowed. Appropriate data tags are required (see rule regarding Data Tags).
K. Display Exhibits – At State Fair, display exhibits are only accepted in Level II. Displays consist of three 4" x 6" photos mounted on a single horizontal 11" x 14" black or white poster of mat board. Incorrect sizes will not be accepted. No foam board backing should be used. Each photo in the display must be numbered using a pencil. Numbers should be readable but not distract from the overall display. No titles, captions, or stick-on numbers will be allowed. Photos may be mounted vertically or horizontally. Appropriate Data Tags are required.
L. Entry Tags – Entry tags should be securely attached to the upper right-hand corner of the exhibit.
M. Data Tags – Data Tags are required on all print and display exhibits. Data tags are not required for portfolios. Each exhibit must have the appropriate number and level of data tags as outlined below. Data tags should be securely attached to the back of the exhibit. Current data tags and help sheet is available https://go.unl.edu/ne4h-photography
a. Prints – Level 2 prints must have a Level 2 Data Tag
c. Level 3 Prints – All Level 3 prints must have a Level 3 Data Tag.
b. Displays – Level 2 Displays: Each photo of the display must include a separate Level 2 Data Tag. Data Tags should be numbered with the corresponding photo's number.
M. Exhibits not following these rules will be dropped one ribbon placing and will not be allowed to be selected for State Fair.
Scoresheets, forms, contest study materials, and additional resources can be found at https://go.unl.edu/ne4hphotography.
PHOTOGRAPHY BASICS - UNIT 1
Purple $3.00 Blue $2.00 Red $1.00 White $ .50
1. Unit 1 photos can be either a 5" x 7" or 8" x 10" but must be matted.
2. Display exhibits are encouraged for Level 1 exhibitors. Displays consist of three 4x6 photos mounted on a single horizontal 11x14 black or white poster or mat board. No foam core backing board is allowed. Each photo in the display must be numbered using a pencil. Numbers should be readable but not distracting from the overall display. No titles, captions, or stick-on numbers are allowed. Photos may be mounted vertically or horizontally. Data tags are required for each photo in the display. Use numbers to identify which photo each data tag corresponds with.
3. Resources: URL: https://4hcurriculum.unl.edu/index.php/main/program_project/28
B404001 Fun with Shadows – Look around for an object with an interesting shadow and capture some mysterious photos. (Activity 4)
B404002 Get in Close Display or Print – Photo should capture a close-up view of the subject or object (Activity 8)
B404004 Tricks and Magic Display or Print - Photos should capture visual trickery or magic. Trick photography requires creative compositions of objects in space and are intended to trick the person viewing the photo. For example, if someone is standing in front of a flowerpot, the pot might not be visible in the image, try making it look as if the flowers are growing out of the person's head or ear. (Activity 11)
B404003 Bird's or Bug's Eye View Display or Print – Photo should capture an interesting viewpoint of a subject, either from above (bird's eye view) or below (bug's eye view). (Activity 10)
B404005 People, Places, or Pets with Personality Display or Print - Photos should have a strong focal point, which could be people, places, or pets. Photos should capture the subject's personality or character. Photos may be posed or un-posed. (Activity 13)
B404007 Art of the Selfie – Know your best side, have an interesting expression – don't be too "posed", remember natural light is the best. You can include yourself and friends.
B404006 Black and White Display or Print – Photos should create interest without the use of color. Photos should show strong contrast and/or textures. Photos may be captured in black and white or captured in color and edited to black and white. (Activity 15)
NEXT LEVEL PHOTOGRAPHY - UNIT 2
Purple $3.00 Blue $2.00 Red $1.00 White $ .50
Level 2 photographers should be utilizing all the skills and techniques they have developed thus far in their photography careers, especially topics covered in Book 1 Photography Basics and Book 2 Next Level Photography. Resources: URL: https://4hcurriculum.unl.edu/index.php/main/program_project/29
*B181010 Level 2 Portfolio – Level 2 portfolios should represent the photographer's best work and must include 5-7 different images from the 4-H member's photography career. At least 2 images must have been taken during the current year. The remaining images may have been taken at any time during the member's 4-H experience and may have been previously exhibited. Portfolios may include photos which are exhibited in other Level 2 classes during the same year. (SF88) Portfolios must include:
1. 1-page max bio
2. Table of contents
3. Year each photo was taken
4. Title for each image
5. Device make, and model used to capture each image
6. Reflections for each image. When writing reflections, youth should focus on what new photography techniques they were practicing when they took the photo, what makes the image successful, and what could have been done to improve the image.
*B181020 Creative Techniques & Lighting Display or Print - Photos should capture a creative use of lighting, such as diffused lighting, backlighting, or hard lighting, reflections, or another lighting technique covered in Activity 3, 4, 5. (SF87)
*B181030 Creative Composition Display or Print – Photos should capture a creative composition using the Rule of Thirds, Golden Triangle, Golden Rectangle, or another composition technique covered in Activity 6, 7, 8, 9. (SF87)
*B181050 Candid Photography Display or Print – Candid photos should capture a special moment or meaningful interaction Photos should be un-posed (Activity 10) (SF87)
*B181040 Abstract Photography Display or Print – Photos should be abstract or capture a small piece of a larger subject. Abstract photos may not look like anything but should be able capture a viewer's attention (Activity 11) (SF87)
*B181060
Expression Through Color Display or Print – Photos should capture a creative use of color or a color scheme, such as complimentary, contrasting, monochromatic, warm, cool, primary, secondary, or tertiary. (Activity 13) (SF87)
MASTERING PHOTOGRAPHY - UNIT 3
Purple $3.00 Blue $2.00 Red $1.00 White $ .50
Level 3 photographers should be exploring and experimenting with advanced techniques. This may include but does not necessarily require using an SLR camera, manual adjustments, or other advanced equipment. Level 3 photographers should be utilizing all the skills and techniques they have developed throughout their photography career, especially topics covered in Book 1 photography Basics, Bo 2 Next Level Photography, and Book 3 Mastering Photography. Resources: URL: https://4hcurriculum.unl.edu/index.php/main/program_project/30
*B182010
Level 3 Portfolio - Level 3 portfolios should represent the photographer's best work and must include 9-11 different images from the 4-H member's photography career. At least 3 images must have been taken during the current year. The remaining images may have been taken at any time during the member's 4-H experience and may have been previously exhibited. Portfolios may include photos which are exhibited in other Level 3 classes during the same year. (SF88) Portfolios must include:
1. 1-Page max bio
2. Table of contents
3. Year each photo was taken
4. Title for each image
5. Device make, and model used to capture each image
6. Reflections for each image. When writing reflections, youth should focus on what new photography techniques they were practicing when they took the photo, what makes the image successful, and what could have been done to improve the image.
*B182020 Advanced Techniques & Lighting Print – Photos should show an experimentation or exploration of advanced lighting, such as low-light or silhouette photography or another advanced photography technique, such as astrophotography, underwater photography, or infrared photography (Activity 3, 4, 5, or 12) (SF89)
*B182030 Advanced Composition Print –Photos should show advanced compositions, such as using diagonal, horizontal, or vertical lines or repeating shapes to frame a subject or lead the viewers eye through a scene; breaking the rule of thirds to compose a discordant image; or another advanced composition technique covered in Book 3 Mastering Photography (Activity 6, 7) (SF89)
*B182040 Portrait Print – A great portrait captures not only a person's physical image, but also something of the person's character or personality. Photos may be either formal or informal, but must be of one or more human subjects (Activity 9) (SF89)
*B182050 Still Life Print – Photos should capture non-moving objects that have been arranged in an interesting way. Photos should demonstrate advanced control over lighting and composition (Activity 8) (SF89)
*B182060 Freeze/Blur the Moment Print – Photos should capture a subject in motion. Photographers should adjust shutter speed to either freeze or blur the movement (Activity 11) (SF89)
COMMUNICATIONS
Purple $3.00 Blue $2.00 Red $1.00 White $ .50
Static exhibits in this division will be evaluated on clarity of purpose/message in relation to communication, accuracy of information, originality, creativity, evidence of exhibitor's learning in this area, and educational value of exhibit to viewers.
Scoresheets, forms, contest study materials, and additional resources can be found at https://go.unl.edu/ne4hcommunications.
Communications – Module 2
Use one or a combination of the experiential activities in the Communications, Module 2 curriculum to create an educational poster or essay sharing with others what you have learned. Topics may include but are not limited to: identifying cultural differences in communication; developing guidelines for internet etiquette; evaluating another person's presentation; identifying communication careers; preparing a presentation using a form of technology.
*B154001
Poster 2
– Create a poster, measuring either 22" x 28" or 24" x 36" that showcases what was learned in
*B154002
this project area.
Essay Level 2 – Write an essay (3-5 pages) that showcases what was learned in this project area.
Communications – Module 3
Use one or a combination of the experiential activities in the Communications, Module 3 curriculum to create an educational poster, essay, or digital media sharing with others what you have learned. Topics may include, but are not limited to composing a personal resume; completing research on a speech or presentation topic; identifying ways to reduce risks online, evaluating own cell phone usage and etiquette, critiquing advertisements, job shadowing a communication professional
*B154003
Poster Level 3 - Create a poster, measuring either 22"x 28" or 24" x 36", that showcases what was learned in this project area.
*B154004
*B154005
Essay Level 3-
Write an essay (3-5 pages) that showcases what was learned in this project area.
Digital Media - Design a form of digital media (advertisement, flyer, short video or presentation, social media, or web page, etc.) that showcases what was learned in this project area. Upload the digital media file to an online location (web site, Dropbox, Google Drive, YouTube, Flickr, etc.) and using the web address of the digital media file, create a QR code (using any free QR code creator, ex. qr-codegenerator.com). Print the following on an 8.5" x 11" sheet of cardstock: 1) the QR code, 2) 1-3 sentences about what viewers will see when they access the QR code on their mobile device. | <urn:uuid:9a83d5ab-c65f-4e01-8a01-fe2fb7f480f9> | CC-MAIN-2023-40 | https://extension.unl.edu/statewide/cheyenne/Photography%20and%20Communications.pdf | 2023-09-28T22:15:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00123.warc.gz | 270,436,577 | 3,247 | eng_Latn | eng_Latn | 0.993775 | eng_Latn | 0.995174 | [
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Feuille de renseignements Fact Sheet
Ministry of Community Safety and Correctional Services
Ministère de la Sécurité communautaire et des Services correctionnels
Fall 2006
Evacuation
Evacuation is a protective action that may be ordered by emergency officials when there is a significant threat posed to a specific area or community. Causes of an evacuation could include a natural, accidental or human-caused disaster such as a chemical release, nuclear incident or severe weather.
When you should evacuate:
* Evacuate only when instructed to do so by your local emergency officials. In some cases it may be safer to remain inside (shelter-in-place).
* If ordered to evacuate listen to media reports to learn about areas being evacuated and which routes are safest to take.
How will I know to evacuate?
* Evacuation orders are typically broadcast through the media or delivered directly to homes and businesses by emergency responders, such as the police. Some areas are equipped with public alerting systems such as automated phone calling or in-home tone-alert radios. To learn more about notification in your community, please contact your local emergency management coordinator.
What should you do if ordered to evacuate?
* Offer to assist neighbours who may not be able to evacuate on their own. If possible, make these arrangements in advance.
* Take your family emergency survival kit, important documents (e.g., medical and vaccination records) and your personal valuables (e.g., cash, credit cards and jewellery). For more details on preparing your family's emergency survival kit, please refer to www.ontario.ca/emo
* Evacuate the area affected by the emergency exactly as directed. Remain calm, do not speed and obey official directions as some roads may be closed or rerouted.
* Don't take shortcuts. Doing so might lead you to a blocked or dangerous area.
* If evacuating during a chemical, biological, radiological or nuclear (CBRN) incident, keep your car windows and vents closed and air-conditioner turned off.
* During some evacuations, you may be asked to report to a reception centre. These may be set up to check people and vehicles for contamination, record evacuee contact information or arrange for temporary housing.
* Avoid using the telephone unless you are reporting an emergency or it is absolutely necessary. Emergency responders and those who need immediate emergency assistance will need all available lines.
* Listen to media reports to stay informed about further announcements from your local emergency officials.
What to expect at a reception centre:
* Upon arrival at a reception centre you may be asked to sign in and supply personal information. Supplying this information assists in contacting you, reuniting you with your family and loved ones and/or notifying you of when it will be safe to return home.
* Depending on the emergency, you may be checked for exposure to hazardous materials.
* In the event of radiological exposure, you may be provided with Potassium Iodide (KI) pills. KI pills can help block the thyroid gland's uptake of radioactive iodine and can help prevent thyroid cancer and other thyroid related diseases caused by radiation exposure.
* For additional information on reception centre locations in your community, please contact your local emergency management coordinator.
Evacuation checklist (if time permits):
* Before you leave your home, close and lock all windows and exterior doors.
* Turn off all fans, vents and heating/air conditioning systems and close the fireplace damper.
* If evacuating your home for a prolonged period during a winter power failure, drain water from the plumbing system. Turn off the main water supply and then, starting at the top of the house open all taps, flush toilets several times and open the drain valve in the basement. Drain your hot water tank by attaching a hose to the tank drain valve and running it to the basement floor drain. Turn off the pilot light if draining a gas-fired water tank. (Remember you will need a professional to turn the gas back on.)
* Before leaving your home, check on your neighbours, friends or family members in the area that are without transportation and consider offering them a ride.
Pets and Evacuations:
* Many evacuation centres, used for temporary shelter or housing during an emergency, will not accept pets (with the exception of service animals, such as guide dogs, that are permitted).
* It may be difficult, if not impossible, to find shelter for your animals during an emergency. It is best to make arrangements in advance. You may wish to check with your local emergency management coordinator for more information on arrangements in your community. You might also consider arranging with friends or relatives who live outside your community to care for your pets in the event of an evacuation.
* Whether or not your pets can remain with you, you should consider having an emergency pet kit ready to accompany your pet.
* For information on emergency pet kits and additional tips on pets and evacuations visit www.ontario.ca/emo and refer to the Pets and Emergencies Fact Sheet or contact the Ontario Society For The Prevention of Cruelty to Animals (OSPCA) at www.ospca.on.ca or 1-888ONT-SPCA.
Contact:
Emergency Management Ontario Ministry of Community Safety and Correctional Services (416) 314-3723
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Volatile Organic Compounds (VOCs) Fact Sheet
VOCs are a group of chemicals that are released into the air as gases. They can be formed during the burning of tobacco and fuels, such as gasoline or oil. Some VOCs are also used to make consumer products like household cleaners, paints, and carpets. VOCs are generally found at higher levels indoors compared to outdoors.
VOCs are found in
Possible health concerns
* Tobacco smoke and aerosol from electronic cigarettes.
* Motor vehicle exhaust.
* Smoke from burning of wood, oil, and gas; building fires; and wildfires.
* Emissions to indoor air from:
o Some laser printers, 3-D printers, and photocopiers.
o Some building materials, such as certain types of insulation, carpets and carpet backing, and synthetic rubber flooring.
o Consumer products, including some rugs made with synthetic materials, furniture, household cleaners, glues, paints, and craft kits.
o Fumes from cooking oils heated at high temperatures, such as when deep-frying foods.
* Emissions to outdoor air from vehicle service stations, natural gas and petroleum products, waste disposal sites, pesticide use, and some industrial processes, such as chemical, rubber, and plastics manufacturing.
* Residue on food treated with some pesticides.
* Food and beverage containers made from plastics and foam, such as some reusable plastic cups, thermoses, and take-out containers.
* Some contaminated drinking water sources.
Health concerns associated with VOCs depend on the specific chemical. Some VOCs:
* Can increase cancer risk.
* Can harm the nervous system.
* Can harm the development of the child if exposure occurs during pregnancy.
* May cause eye, nose, and throat irritation.
* May cause kidney damage.
* May harm the reproductive system in men and women.
Possible ways to reduce exposure
* Do not smoke or allow others to smoke in your home, car, or around your child.
* To reduce exposure to vehicle exhaust, start and operate motor vehicles in a well-ventilated area. Do not idle cars inside garages, especially garages attached to your home. When exercising outdoors, choose areas away from highways and other high traffic roads.
* Increase ventilation when using products that emit VOCs (e.g., printers, household cleaners, paints, glues) and turn off equipment when not in use. Avoid burning wood, especially for home heating.
* Always use an exhaust fan or open windows when cooking indoors, especially when cooking with oils heated at high temperatures, or whenever using a gas stove.
* If possible, use a high-efficiency filter in your home's central heating and air system. Consider buying a portable air cleaner (or "air purifier") that can remove VOCs from the air in your home. See links to additional resources below.
* Limit contact with gasoline and fumes. Pump gasoline carefully to avoid spillage or contact with skin.
* Choose non-plastic containers for food and drink when possible and avoid heating food or drinks in plastic or foam containers that may contain VOCs (often labeled with the recycling symbol "6" or "7").
* Consider purchasing carpets, rugs, or other products that have lower VOC emissions.
* If you use well water, have it tested for VOC contamination (especially benzene). Water from a public system is tested regularly.
For more information:
HEPA filters: https://www.epa.gov/indoor-air-quality-iaq/what-hepa-filter
Guide to air cleaners: https://www.epa.gov/sites/default/files/2018-07/documents/guide_to_air_cleaners_in_the_home_2nd_edition.pdf
Identifying greener carpets: https://www.epa.gov/greenerproducts/identifying-greener-carpet
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DIFFERENT APPROACH, DIFFERENT RESULTS: A STUDY OF MASTERY LEARNING INSTRUCTION IN A DEVELOPMENTAL READING CLASS AT AN URBAN COMMUNITY COLLEGE
by
Patricia L. Hill-Miller
A dissertation submitted to the faculty of The University of North Carolina at Charlotte in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction
Charlotte
2011
Approved by:
____________________________________
Dr. Robert J. Rickelman
____________________________________
Dr. Lyndon Abrams
____________________________________
Dr. David Pugalee
____________________________________
Dr. Chuang Wang
©2011 Patricia L. Hill-Miller ALL RIGHTS RESERVED
ABSTRACT
PATRICIA L. HILL-MILLER. Different approach, different results: A study of mastery learning instruction in a developmental reading class at an urban community college. (Under the direction of DR. ROBERT RICKELMAN)
Mastery learning is an instructional strategy that was popular at one time and recently resurfaced in higher education environments. Mastery learning attempts to capture the most effective components of individualized tutoring and replicate those strategies in a group setting. This study explored the effectiveness of mastery learning instruction. More specifically, mastery learning and non-mastery learning instruction were compared using 73 students in four sections of a developmental reading class.
A Solomon four-group research design was employed. One instructor taught two sections using mastery learning and a different instructor taught two sections with nonmastery learning instruction. Each section included identical course objectives, course content, and unit exams. The independent variable was instructional method. The dependent variables included academic achievement, reading skill, and reading attitude. Quantitative data were collected in the following forms: final grades, unit exam scores, reading skills assessment scores and reading attitude survey results.
In terms of academic achievement, the results indicated that there was a statistically significant difference between groups on three of the five unit exams and retest opportunities resulted in improved achievement in the mastery learning conditions. In addition, statistical analysis revealed that there was no statistically significant difference in the reading attitudes of students in the mastery and non-mastery learning conditions.
DEDICATION
This doctoral dissertation is dedicated to several members of my family. First and foremost, to my mother, Catherine M. Hill, who instilled in me a value of education at a very early age. She is the source of my inspiration and a constant cheerleader in all that I do. As a single-parent of six, she is a great role model and the epitome of what I believe a good mother should be. When I grow up, I want to be just like her. I love you, Mom!
This dissertation is also dedicated to my siblings, Cynthia Ricks, Letitia Harris, Katrena Robbins, Vanessa Reaves, and Thaddeus Hill, who have always bent over backwards to support and encourage me in all of my pursuits. Unselfishly, they have always given of their time, blood, sweat, and tears to help when needed. I love and appreciate you all so dearly.
I would also like to make a special dedication to my children, Richard II, Braeden, Madison, and Aidan. This is all for you! I hope that my hard work is not in vain and that one day you too will understand and appreciate the value of education as I do. I love you all! This also includes an extra special dedication to my dissertation baby, Aidan, for having perfect timing and thriving during all of this dissertation mayhem. We truly share a unique bond.
ACKNOWLEDGMENTS
I would like to thank the members of my doctoral committee, Dr. Robert J. Rickelman, Dr. Lyndon Abrams, Dr. David Pugalee, and Dr. Chuang Wang. I sincerely appreciate their tireless efforts on my behalf and their willingness to give so freely and unselfishly of their time and energy to support me in this endeavor. A special thanks to Dr. Robert J. Rickelman whose gentle disposition, patience, guidance, and persistence were just the right ingredients to help propel me forward in the pursuit of this degree. In addition, I appreciate the assistance of Dr. Chuang Wang who graciously answered my many questions and devoted several hours to assist with statistics.
A special thanks to my colleagues, friends, and family for their continued support. I could never have accomplished this goal without their love, encouragement, and flexibility. Specifically, thanks to my special friends: Norfrette Bellamy, Dianne Cates, Lisa Foley, Mary Gau, Susan Harvey, Deanna Highe, Maria McGarvey, Staci Rose, Jenene Seymour, and Cathy Threatt. Thanks for providing childcare, cooking meals, lending an ear, and doing all those wonderful things that true friends do when you need them. In addition, a special thanks to my niece, Tomeca Whitehead, who gave so freely of her time and energy to support my family and me during this study. Without her assistance, the culmination of this degree would not have been possible. In addition, thanks again to my children, Richard II, Braeden, Madison, and Aidan. You are truly the source of my inspiration and the reason that I smile each day. Thanks for your patience and understanding as I pursue my educational goals.
Last, but not least, I would like to thank the members of the Project Delta team at Florida State College at Jacksonville who re-introduced mastery learning to me.
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION
Armed with open admissions policies, cost-effective tuition, workforce development and quality instruction, community colleges are of great appeal to today's students. According to reports compiled by the National Center for Education Statistics (2008), in 2006-07, approximately 6.2 million students were enrolled in over 1,045 community colleges. This number translates into approximately 35 percent of all postsecondary enrollments for that year. Figuratively speaking, community colleges are bursting at the seams in terms of enrollment. As the enrollments continue to grow, so does the number of underprepared students. Consequently, as the number of underprepared students attending community college increases, so does the demand for quality instruction. As a result, community colleges often face the challenge of addressing the needs of many with fewer resources.
For many community college students, developmental education is an integral part of their college experience. Since a majority of community college students arrive unprepared for college-level work, many community colleges employ developmental education programs. Typically, the terms developmental and remedial are used interchangeably to refer to this system of instruction that is provided to community college students who enter college underprepared. However, the term developmental will be used primarily in this study. According to a survey of beginning college students in
2003-04, approximately 29 percent of community college students reported taking remedial courses during their first year of school (National Center for Education Statistics [NCES], 2008). At that time, enrollments in remedial math courses were highest with 22 percent of beginning community college students registering for these courses. In addition, the survey also indicated that approximately 10 percent of beginning community college students were enrolled in a remedial writing class. However, in 2008, it was reported that 59 percent of students in colleges participating in the Achieving the Dream: Community Colleges Count initiative enrolled in at least one developmental education course. This national initiative launched in 2004 and funded by the Lumina Foundation and others involves at least eighty-three community colleges in at least fifteen states. These percentages are expected to continue to grow steadily as more and more students show up to colleges and universities ill-prepared (Bailey, 2009).
Statement of the Problem
According to Bailey (2009), developmental education is one of the most difficult issues that community colleges face today. Since community colleges provide the majority of instruction for developmental students, these institutions have been thrust into the national spotlight (albeit not by choice) and are the subject of much debate. One area of great interest in the developmental education arena is developmental reading. According to data collected as part of the Achieving the Dream: Community Colleges Count initiative, nearly 33% of the students in the sample were required to take a developmental reading class. This sample included data on more than 250,000 students from fifty-seven colleges in 7 states (Bailey, 2009). In order to reconcile these facts,
developmental educators are taking a long, hard look at the programs and services that are available to developmental reading students.
Members of the academic community are not the only scrutinizers of developmental education; other stakeholders have also taken notice. The national initiative, Achieving the Dream: Community Colleges Count, includes goals for developmental students. The over-arching theme of this initiative, funded by the Lumina Foundation and others, is to help more community college students succeed. One specific goal of the program is to help more students successfully complete developmental courses and advance to college-level courses (Achieving the Dream [ATD] , N.D.). The success and retention rates of developmental students are of great interest to the program developers as well as other members of the academic community. Nationally, these rates are not good and many stakeholders are looking at quality instruction as one of the vehicles to motivate and retain developmental students.
Developmental educators have made efforts to increase the retention and success rates of students attending developmental classes. Specifically, developmental reading educators have explored various instructional methodologies to address the needs of this population. Historically, the pendulum in developmental reading instruction has shifted from the traditional, behaviorist approach to a more modern, psycholinguistic approach (Wood, 2003). This paradigm shift required that reading instruction move away from the ―reading as a product‖ approach to more of a ―reading as a process‖ approach. However, the pendulum is once again swinging back to more traditional methods to address the needs of the students.
Today, many developmental reading educators are revisiting past approaches that have roots in behaviorism. Recent trends indicate that developmental reading educators are exploring the more traditional methods of self-paced learning, accelerated learning, mastery learning, differentiated instruction, direct instruction and individualized instruction as means of addressing the varying needs of developmental students. Many of these strategies support what some consider as the old notion of teaching reading. However, it seems as if developmental educators may need to look to the past to address the problems of today.
Significance of the Study
One instructional approach that was very popular during the 1970s is mastery learning. However, it seems that this approach is currently experiencing some sort of resurgence in higher education. More and more, many two-year and four-year institutions are utilizing mastery learning as a viable solution to increase student learning. Even though there is extensive research in the area of mastery learning as an instructional method, there is little research that examines mastery learning instruction in community college developmental reading classes. Even Bloom (1968) initially expressed reluctance in using mastery learning with students who have deficits.
―For such subjects (subjects that are late in a long sequence of learning ie 6 th grade reading, 8 th grade arithmetic, advanced mathematics etc.), it is unlikely that mastery learning can be attained within a term for a group of students who have had a long history of cumulative learning difficulties in the specific subject field.‖ (p. 8)
While mastery learning is no stranger to higher education, it is more commonly used in subject areas other than reading. However, since the initial introduction of Bloom's Learning for Mastery model much research has been conducted. Also, many variations of the model have been developed to address specific content areas that were not originally intended to be used by the model. Some of these mastery learning models have proven to be effective in the areas of developmental English and developmental math (Blackburn & Nelson, 1985; Sheldon & Miller, 1973).
To date, little research has been conducted to determine if Bloom's Learning for Mastery model or a variation is effective in developmental reading classes. This study serves as a first step towards adding to that limited research base and offers a better understanding of the role of direct instruction in reading. This study explored the implementation of mastery learning in a developmental reading class at an urban community college and provided some insights as to whether or not this approach is effective with this population. This study has the potential to impact developmental reading students, educators, administrators, and other community college stakeholders. Now, more than ever, there is great interest in developmental reading instruction and addressing the needs of this population.
Purpose of the Study
The primary purpose of this study was to compare academic achievement in a developmental reading class taught with mastery learning to academic achievement in classes that use non-mastery learning instruction. A secondary purpose of this study was to compare the reading skills and reading attitudes of students in developmental reading classes taught with mastery learning with those in non-mastery learning environment.
The knowledge gained from this study will add to the limited literature base that exists concerning the effectiveness of mastery learning instruction in developmental reading classes.
Research Questions
This study addressed the following research questions:
Research Question 1: What is the difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Research Question 2: What is the difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Research Question 3: What is the difference in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Definition of Terms
1. ACCUPLACER is a collection of computer-adaptive placement tests used in many community colleges to assess the reading, writing, and math skills of incoming students.
2. Developmental education is defined as ―a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum‖ (National
Association for Developmental Education, 1995). Typically, community colleges offer developmental education programs.
3. Developmental reading is the reading instruction provided for developmental reading students. Typically, developmental reading students are placed in developmental reading courses based on weak reading test scores, and they are expected to successfully complete these courses as a prerequisite before taking college-level classes leading toward a degree.
4. Mastery Learning is an instructional philosophy whose roots can be traced back to the 1920s. Primarily, there are two types: group-based and individualized. Bloom's Learning for Mastery (LFM) is the most common. It is a group-based, teacher-paced model. In LFM, whole group instruction is supported by enrichment and corrective instruction to meet the needs of the students. Keller's Personalized System of Instruction (PSI) is an individual-based, self-paced approach. In PSI, students learn independent of classmates.
5. Myreadinglab is an online application that includes diagnostic assessments, practice exercises, and tests to improve student reading skills and reading level. Reading skills are improved through a mastery-based format of practice exercises. These practice exercises include objective-based items, short answer items and combined skills exercises. One of the most widely used reading measures today, Myreadinglab is the end result of the collaboration of two premier publishers: Longman and Prentice Hall.
6. Reading attitude is defined as a cognitive and affective state which makes reading more or less likely to occur (Smith, 1992).
7. RED 090 is an upper-level developmental reading course offered in community colleges in North Carolina. According to the course description listed in the Common Course Library of North Carolina Community College System: The course is designed to improve reading and critical thinking skills. Topics include vocabulary enhancement; extracting implied meaning; analyzing author's purpose, tone, and style; and drawing conclusions and responding to written material. Upon completion, students should be able to comprehend and analyze college-level reading material.
CHAPTER TWO: LITERATURE REVIEW
The purpose of this study was to compare academic achievement in mastery learning instruction and non-mastery learning instruction developmental reading classes. The study also examined differences in reading skill and reading attitude between these two groups. This literature review explores the use of mastery learning as an instructional approach. A brief history and explanation of the model are discussed. Both developmental reading instruction and reading attitude are discussed in historical and theoretical contexts. This review is divided into the following sections: mastery learning, mastery learning in higher education, criticisms of mastery learning, developmental reading, and reading attitude.
Mastery Learning
A Brief History of Mastery Learning
Mastery Learning is no stranger to the world of academia. It was developed as a way for educators to provide more appropriate and higher quality instruction for students (Guskey, 1987). Early introductions can be traced as far back as the 1920s when Washburne and his associates (1922) developed the Winnetka Plan. The Winnetka plan promoted the notion of allowing students more time to achieve mastery and attempted to individualize instruction. Students were allowed to work at their own pace to achieve mastery and if they needed more time, they were given more time. The premise was that within the curriculum, time should be the variable and achievement should be the
constant. Early on, Washburne's form of mastery learning placed time allowed to learn as an integral component of mastery learning (Washburne, 1922).
In 1963, the mastery approach resurfaced when Carroll introduced a ―Model of School Learning‖. In this model, Carroll challenged long standing beliefs concerning aptitude (Guskey, 1997). Traditionally, student aptitude was viewed as the level at which a student could learn. It was also believed that students with high aptitude could learn more complex concepts and students with low aptitude could only learn the basic fundamentals. Instead, Carroll argued that all students have the potential to learn even more complex concepts, but that the difference is the time each individual student requires to learn the information or skill (Guskey, 1997). Carroll proposed that these differences among students were a function of the following five characteristics: time allowed, perseverance, aptitude, quality of instruction, and ability to understand instruction (Block, 1971). The well-known formula that Carroll used is listed below:
Degree of Learning = f
(
1. time allowed 2. Perseverance
)
3. Aptitude 4. Quality of Instruction
5. Ability to Understand Instruction
Carroll's conceptual model proposed that if a student's aptitude, the quality of instruction, and innate ability to understand instruction were high, then little additional learning time would be necessary. However, if a student's aptitude, the quality of instruction, and innate ability to understand instruction were low, then additional learning time would be necessary (Block, 1971). Carroll's model was limited in that it did not address the problem of how to provide adequate time or how to improve the quality of instruction (Guskey, 1997).
Despite Carroll's efforts, it seems that mastery learning did not gain in popularity until a few years later when Bloom (1968) published his famous work, Learning for Mastery. Building upon the work of Washburne (1922) and Carroll (1963), Bloom focused on what he determined to be the most effective elements of one-to-one tutoring and individualized instruction. Specifically, Bloom examined how he could transfer the merits of these effective instructional methods to whole group instructional settings (Guskey, 1997). Bloom was able to develop what many consider to be an effective working model for mastery learning (Block, 1971). Bloom's Learning For Mastery (LFM) model is most widely recognized and is credited as the core foundation for other models developed later.
Primarily, mastery learning can be categorized as two types: group-based and individualized. The most common form of mastery learning, Bloom's Learning For Mastery (LFM) model, is a group-based, teacher-paced model. In this model, whole group instruction is supported by enrichment and corrective instruction to meet the needs of the students. The second form, the Personalized System of Instruction (PSI), or the Keller Plan, is an individually based, self-paced approach in which students learn independently of their classmates. Typically, students work at their own rate and move on to new material after they have demonstrated mastery of each unit. In this form, students can take as many tests as they desire to document that they have achieved mastery (Guskey, 1997). In this study, the term mastery learning referred to the groupbased, teacher-paced model that is primarily associated with Bloom and his work.
The Bloom Method
The mastery learning strategy proposed by Bloom was originally designed for classroom use where the time allowed for learning was fixed. Mastery is defined in terms of a set of objectives or criteria students are expected to master. The subject matter is broken down into learning units and the unit objectives are defined. The instructor teaches each unit using typical whole group instructional methods. Following the initial unit instruction, a quiz or a test is administered to the entire group. Each test covers each unit's objectives. This assessment is designed to give students feedback on their learning (Guskey, 1997). These feedback devices are brief, diagnostic (formative) evaluations and they also include direct instructions and suggestions to students concerning what they can do to remedy any learning deficits identified by the instrument. Students are placed in groups based on the results of the formative test. The test results assess each student's level of mastery or non-mastery. Corrective and enrichment activities supplement the basic instruction, to ensure that each student receives high quality instruction. If students do not attain mastery after the initial formative test, additional instructional correctives are administered to help students overcome learning problems. Once students complete these corrective activities, a second parallel, formative test is administered that addresses the same concepts and objectives as the initial test. This allows students another opportunity for success and another attempt at achieving mastery. However, if students do attain mastery after the initial formative test, enrichment activities are administered to expand student learning. Both corrective and enrichment activities take place before the whole group instruction resumes on the next unit.
Bloom believed that by providing students with favorable learning conditions, many students could learn and truly master unit concepts (Guskey, 1997). The old adage, ―same actions, same results,‖ can be applied to the premise of Bloom's model. In much of his early work, Bloom attacked the popular use of the normal distribution as the sole determinant to assess student performance. Bloom suggested that educators have utilized the normal curve for so long that grade expectations and grading policies are set to confirm the normal distribution. Much of Bloom's contention centered on the strong beliefs he held concerning the relationship between aptitude and achievement. Bloom disputed that if students were normally distributed with respect to aptitude for a subject and if students were provided the same instruction in terms of quality and learning time, then achievement would be normally distributed. The relationship between aptitude and achievement would be high yielding the same results and expectations. Conversely, if students were normally distributed with respect to aptitude but each learner received high quality instruction and the learning time necessary, then a majority of the students could be expected to achieve mastery. There would be little or no relationship between aptitude and achievement (Block, 1971). Hence- different actions, different results. Meta-Analyses and Syntheses of Research
Since the publication of Bloom's model, Learning for Mastery (LFM), extensive research has been conducted at all levels of education. Nationally and internationally, numerous studies have been devoted to the topic of mastery learning. Many researchers have attempted to synthesize the information presented in these studies by conducting meta-analyses and syntheses of research articles. This section will discuss the metaanalyses and syntheses of research articles that focus on mastery learning. Specifically,
group-based mastery learning instruction in higher education was explored since this was the focus of the study.
Historically, one of the earliest reviews of mastery learning was conducted by Block and Burns (1976). These researchers set the stage for subsequent reviews by categorizing mastery learning research into classes or types. According to the researchers, mastery learning research can be classified into four types of studies. These research types have subsequently evolved over time as more individuals studied mastery learning.
The first type, labeled Type 1, includes many of the initial mastery learning studies. These studies examined the effectiveness of the approach and addressed the question, ―Does mastery learning work?‖ Type 1 research focused on cognitive outcomes such as student achievement and retention. Block and Burns (1976) examined 17 Type 1 LFM studies. Out of those 17 studies, only four examined mastery learning instruction with postsecondary students. These four studies will be discussed in more detail later in the literature review: Block & Tierney (1974); Glassnap, Poggio, & Ory (1975); Jones, Gordon, & Schechtman (1975); and Poggio (1976). Of those four studies, however, none were conducted in developmental reading classes. According to Block and Burns, the results of the Type 1 studies suggested that mastery approaches to instruction do work.
A second type, labeled Type 2, included studies that examined the other effects of mastery learning strategies. Block and Burns (1976) suggested that these studies addressed the following questions: Did mastery learning strategies have positive effects on students? Did the strategies help students learn? The authors reviewed nine Type 2
LFM studies. Out of those 9 studies, only four studies examined the affective consequences of mastery learning with postsecondary students. The following four studies included in the review will be discussed in more detail later in the literature review: Block & Tierney (1974); Jones, Gordon, & Schechtman (1975); Ely & Minars (1973); and Poggio, Glassnapp, & Ory (1975). Out of those 4 studies, none were conducted in developmental reading classes. The findings concerning Type 2 studies did not clearly indicate the affective consequences of mastery learning. However, the results do seem promising. Block & Burns (1976) asserted that more research is necessary to truly determine whether favorable responses are a function of mastery learning or a fleeting moment of enjoyment.
A third type, labeled Type 3, included studies that examined why mastery approaches worked and attempted to identify conditions that yielded success or failure in the application of the approach. Most of the Type 3 studies examined student-entry characteristics (prior learning and feelings about the subject matter that students possess) and/or an analysis of the various components of mastery learning strategies. The authors suggested that there were too many Type 3 studies to list in the article. However, the following two studies conducted in higher education and included in the review were specifically mentioned and will be discussed in more detail later in the literature review: Block & Tierney (1974); and Poggio, Glassnap, & Ory (1975). Of those two studies, neither was conducted in developmental reading classes. The results of the Type 3 student-entry characteristics studies meshed with the Type 3 component studies and suggested that the unit mastery requirement and the attainment of that preset level of mastery had major influence on student learning.
The fourth type, labeled Type 4, included studies that addressed the question of ―How does mastery learning work?‖ This area of research focused on creating and distributing teacher-training materials that would assist teachers with teaching for mastery (Block & Burns, 1976). In this section, only two studies examining mastery teacher-training materials for LFM were discussed. Neither of them were developed to assist teachers in implementing mastery learning instruction in higher education.
Subsequently, Guskey & Gates (1986) followed the lead of Block and Burns (1976) when they conducted one of the first syntheses of research articles focused on mastery learning instruction with school-aged children. Specifically, Guskey & Gates (1986) analyzed and synthesized the research on the effects of mastery learning in elementary and secondary classrooms. No mastery learning studies conducted in higher education or developmental reading classes were included in this review. Even though most researchers of mastery learning will often include a discussion of both the groupbased and the individualized mastery learning models in the analysis and synthesis of information, Guskey & Gates (1986) focused only on studies that examined the effects of group-based mastery learning programs. Their findings indicated that mastery learning instruction produced strong positive effects on student achievement.
Similar to the work conducted by Guskey & Gates (1986), Slavin (1987) also examined the research on achievement effects of group-based mastery learning programs in elementary and secondary schools. No mastery learning studies conducted in higher education or developmental reading classes were included in this review. In addition, Slavin used a review technique coined as ―best-evidence synthesis‖. In this process, Slavin (1987) combined characteristics of both analytical and traditional narrative review
types. Surprisingly, Slavin (1987) found no evidence to support the effectiveness of group-based mastery learning on standardized achievement measures. However, on researcher-made or teacher-made assessments, Slavin (1987) found that achievement effects were positive but moderate in magnitude. He also found that the marginal achievement effects did not last over time. His review sent shockwaves through the field of mastery learning research as it refuted previous research that reported consistently positive effects for mastery learning as an effective strategy to increase student achievement.
In contrast, Guskey & Pigott(1988) presented a meta-analysis of group-based mastery learning programs and reported positive effects on both cognitive and affective student learning outcomes. The researchers included 46 studies that contained findings on program effects in the following areas: student achievement, student learning retention, time variables, student affect, and teacher variables. Of those 46 studies included in the meta-analysis, only 12 were conducted in higher education. The following 12 studies included in the meta-analysis will be discussed in more detail later in the literature review: Blackburn & Nelson (1985); Block & Tierney (1974); Clark, Guskey, & Benninga (1983); Denton, Ory, Glassnap, & Poggio (1976); Duby (1981); Guskey, Benninga, & Clark (1984); Guskey & Monsaas (1979); Jones, Gordon, & Schechtman (1975); Omelich & Covington (1981); Sheldon & Miller (1973); Wire (1979); and Yildiran (1977). Of those 12 studies, none were conducted in developmental reading classes.
In terms of student achievement, only 43 of the 46 studies reported outcomes of student achievement. Additionally, many of the 43 studies discussed showed positive
effects for the implementation of group-based mastery learning strategies. However, in three of the college studies, students in the control group scored higher on achievement measures than the students in the mastery group. In addition, five studies investigated student retention. Of those five, only two were conducted in higher education and none involved developmental reading students. Overall, the results showed that group-based mastery learning does have a positive effect on student retention. Also, eight studies examined time variables. Specifically, these studies examined time on task, student attendance and course attrition, and time spent. Mastery learning, by nature, requires much time on task. Therefore, mastery learning does have positive effects on time on task, time spent, course attrition, and student attendance. In terms of student affect, 13 studies were discussed. Results of these studies indicated that mastery learning procedures have a positive effect on student affect. Only four studies examined teacher variables. Of those four studies, none were conducted in higher education or developmental reading. The findings indicated that the successful implementation of mastery learning can have strong effects on many teacher variables (Guskey & Pigott, 1988).
Kulik, Kulik, & Bangert-Drowns (1990) analyzed 108 studies in their metaanalysis. The analysis revealed that mastery learning had positive effects on student achievement. Of the 108 studies included in the meta-analysis, only 36 were categorized as utilizing Bloom's Learning for Mastery approach and only 19 of those studies involved college students. As a result, the following 19 studies included in the metaanalysis will be discussed in more detail later in the literature review: Benson & Yeany (1980); Blackburn & Nelson (1985); Clark, Guskey, & Benninga (1983); Decker (1976);
Dustin & Johnson (1974); Fehlen(1976); Goldwater & Acker (1975); Guskey, Benninga & Clark (1984); Guskey, & Monsaas (1979); Honeycutt (1974); Knight, Williams, & Jardon (1975); Lewis (1984); Martin & Srikameswaran (1974); Myers (1976); Nation, Knight, Lamberth, & Dyck (1974); Nation, Massad, & Wilkerson (1977); Nation & Roop (1975); Sheldon & Miller (1973); and Yeany, Dost, & Matthew (1980). Of those 19 studies, none were conducted in developmental reading classes. Upon closer examination, four of those 19 studies: Knight, Williams, & Jardon (1975); Nation, Knight, Lamberth, & Dyck (1974); Nation, Massad, & Wilkerson (1977); and Nation & Roop (1975) employed a Programmed Student Achievement model which required students to demonstrate 100% mastery of unit material. The Programmed Student Achievement model included many of the components associated with Bloom's Learning for Mastery and was considered a mastery learning approach by Kulik, Kulik, & BangertDrowns (1990). Therefore, discussion of these studies will also be included in the literature review.
More recently, Anderson (1994) synthesized the research on mastery learning and examined outcomes in the areas of achievement, retention, student affect and other related variables. This review included a discussion of both group-based and individualized mastery learning studies conducted in elementary, middle, secondary, and college classrooms. In the area of achievement, the researcher examined seven reviews (Block and Burns, 1976; Guskey & Gates, 1985; Guskey & Pigott, 1988; Kulik et al 1990a; Kulik et al 1990b; Slavin, 1990; and Willett et al, 1983) that analyzed 279 studies conducted between 1970 and 1990. Regarding retention, three reviews (Block & Burns, 1976; Guskey & Pigott, 1988; and Kulik et al, 1990) examined 43 studies that included
retention data. Five reviews (Block and Burns, 1976; Duby, 1981; Guskey & Pigott, 1988; Kulik et al 1990; and Willett et al, 1983) that analyzed 60 studies with student affect outcome data were discussed. Other variables included student aptitude, curriculum, mastery level, time teacher variables, type of test, and pacing (Anderson, 1994). The examination conducted by Anderson (1994) revealed that a majority of the studies indicated that mastery learning had a positive effect on achievement and student affect.
As previously stated, much research has been conducted on mastery learning and the literature base is vast. The number of meta-analyses and syntheses of research conducted are indicative of not only the level of interest, but also the level of usage in elementary, secondary and postsecondary classrooms. In the section that follows, the research that has been conducted concerning mastery learning in higher education and identified in the meta-analyses and the syntheses mentioned earlier will be discussed in more detail.
Mastery Learning in Higher Education
Historically, much of the research in mastery learning has occurred at the elementary and secondary school levels. However, the very first studies conducted by mastery learning theorists were often conducted in higher education settings. It should be no surprise that some of these first studies were conducted in Chicago, since Bloom served as a Professor of Education at the University of Chicago. One such study involved the faculty of Olive-Harvey College in Chicago. These instructors worked firsthand with Bloom to implement mastery learning in their classrooms during the fall of 1972. This approach served as a last resort to address the needs of the many
underprepared students entering Olive-Harvey College at that time. The participants were students enrolled in the following classes: Economics, Biology, Social Science, Business, English, Mathematics, Spanish, Humanities, and Chemistry. The results reported by Jones et al. (1975) indicated that the implementation of mastery learning instruction led to significant improvements in student achievement, reduced rates of attrition, and fostered more positive attitudes toward learning for both students and instructors.
Similarly, Littlejohn (1973) examined mastery learning in undergraduate educational psychology courses at Winthrop College. In this study, students were allowed to retake alternate forms of quizzes until mastery was achieved. The researcher indicated that mastery learning itself was very time-consuming, but the gains in student affect were worth the effort. According to Littlejohn (1973), student reactions to the mastery learning approach utilized in this study were favorable.
Likewise, Sheldon & Miller (1973) found positive results when they conducted research on mastery learning in five community colleges in southern California. The participants were students enrolled in elementary Algebra and remedial English courses at the following institutions: Cerritos College; Los Angeles City College; Rio Hondo College; San Diego City College; and San Diego Mesa College. The researchers examined the effects of teaching one additional lesson per unit to students who did not achieve mastery. In addition, the effects of providing students with behavioral objectives were also examined. These non-mastery students were subjected to a testing and remediation cycle.
The results indicated that the Algebra students who received testing and remediation earned significantly higher final exam scores than students in the control group. However, there was no significant difference between mastery rates for experimental and control group students. On the other hand, the English students who received detailed behavioral objectives earned significantly higher final exam scores than the students in the control group who did not receive the objectives (Sheldon & Miller, 1973).
Conversely, Ely & Minars (1973) investigated mastery learning to determine if this approach had an effect on students' self-concept. The researchers examined an instructional system called Preprofessional Individually Paced Instruction (PIPI) that was developed and implemented at Oklahoma State University. PIPI consisted of a forty credit hour integrated curriculum that included freshman and sophomore level math, chemistry, English, speech, physics, computer science, and computer graphics. The PIPI system utilized mastery learning concepts, but was self-paced. The researchers hypothesized that PIPI students would have a higher self-concept than students in traditional, non-PIPI classes. One hundred six prospective engineering students participated in the study. Of this number, fifty-three students were randomly assigned to the PIPI group and the remaining fifty-three were assigned to the traditional group. Two weeks before the end of the semester, students were administered the Tennessee SelfConcept Scale. As was hypothesized, the PIPI students had a higher mean score and therefore had a higher self-concept.
In contrast, Block & Tierney (1974) examined a component of mastery learning to determine the impact on college students' grades, achievement and attitudes.
Specifically, the researchers investigated the aspect of ―correction‖ procedures used in both Bloom (LFM) and Keller's (PSI) mastery learning strategies. The sample included 44 college students enrolled in a European historiography course. These students were randomly assigned to three treatment groups: control group, redirected study group and small-group study group. Subjects in the control group received traditional lecture/discussion instruction. These students attended 50-minute lectures three times a week and read six required books. Subjects in the redirected study group used the traditional approach plus a Keller-type correction procedure- returning the student to the original instructional materials for the content that he or she is having difficulty. Subjects in the small-group study group used the traditional approach plus a Bloom-type correction procedure. Three measures were used to assess impact: final letter grade; raw score on a 50-item achievement test; and 10-item Likert-type attitude scale adapted from the Attitude Toward Mathematics subscale. The results indicated that periodic correction can improve student achievement if it is used within Bloom's LFM strategy. In addition, the findings also suggested that pretesting can impact student achievement and attitude.
In another study, Martin & Srikameswaran (1974) examined the correlation between frequent testing and student performance. The subjects were 304 students enrolled in a first-year introductory chemistry course. The students in the experimental group were exposed to a frequent testing procedure and students in the control group were not. The frequent testing procedure involved allowing students three attempts to achieve mastery. Mastery proficiency was set at 75% and students who did not achieve mastery were retested. Tutorial assistance was available for these students. Common to both groups was the course content, tutorial and lab sessions, and the lecturer. The
researchers concluded that the students in the experimental group performed better than the students in the control group and that this was most likely because of the frequent testing method employed.
In 1974, Honeycutt was one of the first researchers to explore computer-managed instruction (CMI) in a mastery learning environment. In this study, CMI served as an information system, keeping track of and providing information about student progress. More specifically, Honeycutt (1974) examined the effectiveness of CMI as a support to the mastery of factual content in comparison to the method of frequent, pre-announced quizzes. Participants included junior and senior students enrolled in early and middle childhood education courses at the Ohio State University. Two sections of the class served as the experimental and control group. A CMI program was developed based upon the principles of mastery learning. A mastery level of 90% was established. Students in the experimental group received CMI. Students in the control group were administered four pre-announced quizzes and a final examination in class. In-class tests were comprised of questions from the same test pool as the CMI program. Students who achieved mastery were allowed to proceed to the next unit of study. Students who did not meet the level of mastery were assigned supplemental readings and then allowed to retest. The results indicated that CMI was a very effective tool for supporting student mastery of factual content.
However, Nation, Knight, Lamberth, & Dyck (1974) did not use CMI to compare two mastery learning programs in psychology. Instead, the researchers investigated the avoidance hypothesis as it related to Programmed Student Achievement (PA). The avoidance hypothesis suggests that students avoid failure by achieving mastery and
exhibiting a high level of performance. According to the authors, Programmed Student Achievement (PA) is a mastery learning program that includes a motivation and reward system. The participants were 159 students enrolled in four sections of an Introductory Psychology course. These students were assigned to one of four groups. The PA-Full (PA-F) treatment required students who failed to demonstrate 100% mastery on each weekly quiz to retake parallel forms of the quiz as many times as necessary to reach mastery. If a student did not demonstrate mastery by the end of the week, the student earned a grade of ―F‖. The PA-Partial (PA-P) treatment included the loss of a letter grade if a student failed to achieve 100% mastery on at least three of the seven weekly quizzes. A mid-term and final exam were administered to students in both the PA-F and PA-P groups. The Standard Control (S-C) Group was required to take the weekly quizzes, the mid-term and final with no set mastery requirement. The Normal Control (N- C) group was only required to take the mid-term and the final examination. The results indicated that the PA treatment increased student performance. Students in both PA groups outperformed students in the non-PA groups. Also, students in PA groups outperformed students in the non-PA groups on an unannounced retention test. In addition, the results suggested that an avoidance interpretation of Programmed Student Achievement may be inappropriate. It could not be proven that students avoided failure by performing better. The researchers suggested that the better performance shown in the PA groups could have been a result of positive reinforcement.
In a similar study, Nation & Roop (1975) compared Programmed Student Achievement (PA) and Total Mastery Learning (TML). In the PA treatment group, students were required to achieve perfect mastery (100%) on quizzes throughout the
semester. Students who failed the quizzes were required to take alternate quizzes on the same material until mastery was achieved. In terms of grading, the students only received the score that was earned on the first attempt. Conversely, Total Mastery Learning (TML) involved the articulation of clearly defined performance objectives. In TML, students were allowed to improve quiz scores by completing an alternate examination on the same content material. However, in TML, students received the higher of the two quiz grades (Nation & Roop, 1975).
The participants in the study were 302 students enrolled in 3 sections of Introductory Psychology. The individual sections formed the three treatment groups: PA group, TML group and the Standard Control group. In all three groups, the students received the same instruction. Weekly quizzes, a pretest, and mid-term and final examinations were the assignments in common. In this study, students in the PA group were allowed to retake the quizzes as many times as necessary to achieve mastery; the students in the TML group were allowed one retest and the control group students were not allowed to retake any quizzes.
The pretest results indicated that students in the PA group had the lowest basic understanding of psychological concepts. However, these same students in the PA group had better performance on the last four quizzes and showed the largest gains from the initial quiz to later quizzes than the other groups. The researchers concluded that students in the PA group outperformed students in the TML group on both the weekly quizzes and the mid-term. Also, the PA group students outperformed the students in the control group on the weekly quizzes. The results also indicated that the TML students' performance was not statistically different than the students in the control group on the
weekly quizzes, mid-term or final examination (Nation & Roop, 1975). This study asserted that mastery learning is most effective when the standard is set high and students are afforded multiple opportunities to achieve mastery.
In another study, Knight, Williams, & Jardon (1975) also examined Programmed Student Achievement (PA). The subjects were 95 students enrolled in three sections of an introductory psychology course. Each section was randomly assigned to a treatment condition. The PA group used a testing technique which required the student who did not achieve 100% mastery on a weekly quiz to retake the same quiz a second or third time if necessary. However, if after three attempts 100% mastery was not achieved, students were subjected to one of two consequences. One section was under a PA-Full (PA-F) treatment where failing one weekly quiz resulted in a grade of ―F‖ for the course. Another section used a PA-Partial (PA-P) contingency which used the loss of a letter grade as the consequence to be avoided. A third section was a control (C) condition where no level of mastery was required. All students received identical quizzes and exams. Students in the PA-P and PA-F groups were allowed three attempts to retake quizzes, but only the grade earned on the first attempt was used to compute the final course grade. The results showed that PA students performed significantly better than students in the control group on weekly quizzes and exams. However, there were no significant differences between the PA groups.
In addition, Goldwater and Acker (1975) examined the value of a system that included both a level of mastery and short assignment length within the constructs of instructor-pacing and mass-testing. The participants in the study were 234 students who registered for an introductory psychology course at the University of Victoria.
Approximately half of these students were assigned to the experimental group and the other half were assigned to the control group. The students were assigned to the one group for one term and then reassigned to the other group for the second term. Data were collected during the first term only. Students in both groups attended common lectures during the first hour of class. During the second and third hour of the class, students in the experimental group were administered a 10-item quiz. Students in the experimental group were required to pass one of the two weekly quizzes with 80% mastery. These students were given two opportunities to pass each weekly quiz. Tutorial services were provided for all students. Students in the control group spent the second hour in small discussion groups. A second lecture was offered during the third class hour and both students from the control group and students that passed the weekly quiz from the experimental group could attend. Attendance at both lectures was optional. At the end of the first term, both groups were administered a 100-item test. A course evaluation and questionnaire accompanied this examination. The results indicated a significant advantage for the students in the experimental group. The data suggests that a weekly quiz procedure and an established mastery criterion are enough to produce significant gains in student performance (Goldman & Acker, 1975).
Unlike Goldman & Acker (1975), Deaton et al (1976) investigated grade expectations of students in mastery and non-mastery undergraduate measurement courses. The purpose of the study was to examine grade expectations between groups and to analyze within-mastery effects on self-perception of performance. The experimental group of 144 students was taught using a mastery learning model. The control group of 112 students was taught using a traditional lecture-recitation format.
Students in the experimental group were given the opportunity to take up to 11 formative exams and their final grade was based only on the final exam results. Students in the control group were administered three exams during the semester and a final exam at the end of the semester. Their final grade was based on their performance on all four of these assessments. Data collection involved using self-reported pre-instruction grade predictions, post-instruction grade expectations, grade point average and the number of formative exams taken. The results indicated that students' grade expectations became more accurate as instruction progressed. The researcher suggested that the feedback component of mastery learning allowed the students the opportunity to make realistic self-assessments of their performance (Deaton et al, 1976).
Decker (1976) examined the effectiveness of four instructional strategies used to produce mastery. The four instructional strategies were: conventional instruction with no make-up opportunities; unlimited make-up opportunities with the end of the semester as the deadline; unlimited make-up exams over a two-week period; and unlimited makeups with a two-week deadline and weekly booster sessions with academic advisors. The subjects included Vocational-Technical students enrolled in a Physics course and Liberal Arts students enrolled in a Physical Science course. The results indicated that students with unlimited test opportunities had better performance than those without; those students with two-week deadlines outperformed the students with the end of the semester deadlines; students that received advisor input performed better than those without advisor input; and IQ was not a significant determinant of student performance.
Additionally, Fehlen (1976) investigated the use of selected mastery techniques in a mathematics class for prospective elementary teachers. The sample included seventyseven students enrolled in two sections of mathematics for prospective elementary teachers at the University of Minnesota and fifty students enrolled in two sections of mathematics for prospective elementary teachers at Mankato State College. First, the mathematics course was divided into units and objectives were established for each. At the completion of each unit, a test was administered that addressed the unit objectives. Mastery level was set at 90%. All groups were taught in a traditional lecture format. All students were pre- and posttested with an achievement test that measured course objectives, Dutton's attitude scale (Dutton, 1962) and Aiken's Likert-Type attitude scale (Dutton, 1962). The only treatment difference was in the use of retesting and tutorial services. Students in the Treatment 1 Group were allowed up to three retakes of a unit test if they did not achieve mastery. Students in Treatment Group 2 who did not achieve mastery on a unit test were required to spend one hour receiving tutorial help on the objectives missed before they were allowed to take a retest. Students in Treatment Group 3 were not allowed to take retests or receive special tutorial help. All students could receive the customary assistance and support from the class instructor. The results indicated that an established mastery level combined with the use of retesting or the use of tutorial services with retesting produced consistently higher mean achievement scores and higher mean attitude scores than when retesting was not utilized. The results also indicated that it did not matter whether tutorial services were provided or not. The most important factor seemed to be the retest opportunities that were made available. These results suggest that mastery learning techniques can be effective when applied in a traditional lecture classroom environment.
In 1977, Nation, Massad, & Wilkerson examined the effects of Programmed Student Achievement yet again. The subjects were 214 students enrolled in two sections of an introductory psychology course. During the first eight weeks of the semester, students in the PA class were required to retake quizzes as many times as necessary if they did not achieve 90% mastery on each quiz. If the PA students did not achieve mastery by the end of the week, they would receive a grade of ―F‖. Students in the Standard Control (S-C) group were required to take quizzes without retest opportunities. In addition, during the first 8 weeks, both groups were required to take a mid-term exam. At the beginning of the 9 th week of the semester, students in the PA group were told that the PA contingencies were being dropped. During the 9 th -16 th weeks of the semester, the PA group and the S-C group operated in the same manner. The findings indicated that in order to achieve optimal results, PA contingencies must be maintained throughout the entire semester.
One study conducted by Denton & Seymour (1977) examined the acquisition of higher order intellectual processes for teaching candidates enrolled in a teaching methods course. Specifically, the study tried to determine if unit pacing and other mastery learning strategies influenced the acquisition of higher order thinking skills in these students. The participants included 123 junior and senior university students. Approximately half (57) of these students were also involved in student teaching. The study involved four treatment groups: a 6-week mastery and a 15-week mastery; and a 6week active control and a 15-week active control. All four groups were subjected to the same curriculum and were administered the same formative tests. A higher order cognitive achievement test was administered to all treatment groups at both the beginning
and the end of the semester. All treatment groups were paced by respective course instructors. Students in mastery groups that did not attain mastery on formative tests, experience a brief remediation period and were then administered an alternate form of the test. This remediation-retest cycle was repeated throughout the duration of the course. Students in the active control group did not receive any additional instruction or remediation. Instead, they were given the option to complete reports. The reports were due at the same time that the remediation-retest cycles ended for students in the mastery group. The results suggested that curriculum compression that involved decreasing the number of meeting days, but not the class meeting time (hours) reduced higher order thinking skill performance.
Another study by Denton & Seymour (1978) examined the acquisition of higher order intellectual processes for teaching candidates enrolled in a teaching methods course. This study is very similar to the previous study, Denton & Seymour (1977), in that it also tried to determine if unit pacing and other mastery learning strategies influenced the acquisition of higher order thinking skills in these students. However, the results of this study suggested that remediation strategies which specified in detail how to correct learning is optimal for instruction with few time constraints. However, less specific remediation works best for intense, brief instructional periods (Denton & Seymour, 1978).
Glassnap, Poggio, and Ory (1978) analyzed both end-of-course and long-term retention outcomes for mastery and non-mastery instruction. The sample included 207 students in five mastery sections and 189 students in five non-mastery sections. The course objectives and course outlines were the same for students in both groups. In the
non-mastery group, the grading was norm-referenced and the course grade was calculated using standard scores on three summative exams and a final exam. In the mastery group, the grading was criterion-referenced and based on student performance on an end-ofsemester summative assessment. Three parallel formative exams were available for each unit of content. Students were allowed to take any of the formative exams at any point during the semester between the first day of class and the day before the summative final examination. Corrective procedures for the treatment group included individual and/or group tutoring and textbook resources. The researchers acknowledged that voluntary class attendance impacted the results of the study by increased student procrastination and decreased student participation. However, performance on knowledge, comprehension, and application items for mastery students was as high as for nonmastery students that experienced a more structured learning environment. The researchers also noted that mastery student performance at the higher levels of Bloom's taxonomy was significantly greater than non-mastery student performance. The researchers suggested that a positive aspect of this study was that students in the mastery group, which allowed for more student freedom, performed as well as the students in the traditional non-mastery group, which provided more structure.
At Durham College in North Carolina, Wire (1979) reported some success in first attempts at mastery learning. At the time, Durham College was a historically black college and they were experiencing increased numbers of underprepared students. During this project, eight faculty members developed mastery learning materials for courses at the institution. The findings indicated a slight improvement in student performance during the study. Seventy-eight percent of the mastery students achieved
final grades of A-B as compared to 75 percent of the control group. The researchers concluded that as the faculty became more experienced in the area of mastery learning, further study could yield even more positive results.
A study conducted by Guskey & Monsaas (1979), examined student achievement levels and attrition rates in the City Colleges of Chicago. During this study, 37 instructors implemented mastery learning techniques in introductory courses in the following nine subject areas: biology, Spanish, English composition, counseling, history, mathematics, nursing, psychology, and reading. Data were collected from 77 classes with 2,249 students. The results indicated that in almost all of the subject areas, students in mastery learning classes scored higher on final examinations, earned higher final course grades, and were less likely to withdraw than students taught in the traditional manner (Guskey & Monsaas, 1979).
In addition, Yeany, Dost & Matthews (1980) assessed the effects of diagnostic prescriptive teaching strategies and locus of control on three cognitive levels of science achievement for introductory biology students. The researchers also examined the interaction between the instructional strategy and students' locus of control. Student attitudes were also studied. The participants were freshman and sophomore students enrolled in two sections of an undergraduate biology course for preservice elementary teachers at the University of Georgia. These two sections formed the experimental and the comparison group.
The treatment period was a two-week unit study of Organic Evolution. Both groups were taught by the same instructor, were provided with the same unit objectives, and followed the same time schedule. However, the comparison group experienced
instruction that included lecture-discussions, a slide presentation, two lab sessions, and one homework assignment. This type of instruction was considered normal for this course. In addition to the previously mentioned items, subjects in the experimental group completed regular diagnostic assessments and received remedial assignments when necessary. Two remedial assignments were available for each unit objective. No class time was used to reteach objectives. Remediation was prescribed through the diagnostic remedial strategies and students were responsible for completing these on their own. Achievement data were collected both before and after the treatment period. Data on the locus of control were collected using the Rotter LOC (Rotter, 1966) measure during the week before the treatment period began. Student attitude data were collected using an affective instrument that contained Likert-type items. The results indicated that the experimental group had documented significantly higher achievement levels than students in the comparison group. This study provided evidence that science achievement of university students can be increased with the use of diagnostic prescriptive instruction. In addition, the greatest gains were seen on low-levels of Bloom's Taxonomy areas such as recall. No effects of locus of control were observed. Attitudes were generally positive for both groups and there was no significant difference between groups.
In a similar study, Benson and Yeany (1980) examined the effect of diagnosticprescriptive instructional strategies on the student achievement of 43 preservice elementary education majors enrolled in an introductory biology course. Locus of control was also studied in conjunction with student achievement. Students were assigned to one of two groups: treatment group and control group. Both groups used the
same materials and were identical in nature with the exception of diagnostic-prescriptive materials that were used with the treatment group. Students in the treatment group were prescribed individual remedial assignments when they failed to demonstrate mastery on a diagnostic test. Treatment group students received immediate feedback on their performance and pre-written assignments were disseminated to those in need of remediation. Remediation assignments were to be completed outside of class. The students were then retested. If a student did not achieve mastery on the second attempt, the student was advised to meet with the instructor for individual tutoring. The results indicated that the diagnostic-prescriptive treatment had varying effects on student achievement in the two groups. No significant difference was found in achievement between the two groups during the first unit of study. However, there was a significant increase in achievement by the treatment group students in the second and third units of study. The students in the treatment group also performed significantly better and earned higher scores on the final exam than the students in the control group. The locus of control was shown to be of little importance in determining student achievement. The researchers felt confident that the use of diagnosis with remediation resulted in increased student achievement. The authors also suggested that students benefit most from the diagnostic-prescriptive strategy once they have fully become familiar with the process.
The role of attributions in achievement environments and whether attributions could be changed by the implementation of specific instructional conditions was the focus of a study conducted by Duby (1981). The participants were 189 first and second year community college students from four different content areas attending classes at four different campuses of a community college in Chicago. Four instructors taught
seven classes using mastery learning instruction. Six control group classes were taught using non-mastery learning approaches. The Adult Achievement Responsibility Scale (Duby, 1981) was administered to students in all treatment groups to gather attributional information. The findings showed that causal attributions are related to achievement measures, involvement, and effort. More specifically, increases or decreases that took place in students' attributions were parallel to gains or losses in the amount of information learned, rates of involvement, and frequency of absenteeism. The researchers also suggested that attributions could be changed on a short-term basis. The findings also indicated that there is a strong linkage between teacher imposed learning conditions and the development of attributional perceptions (Duby, 1981).
Omelich & Covington (1981) investigated the psychological costs of repeated test taking procedures in mastery learning and non-mastery learning classes. Specifically, the researchers examined the end-of-course reactions of undergraduate psychology students who experienced various instances of test-taking failures. These subjects were assigned to a mastery group and a conventional group. The students in the mastery group experienced multiple study/test options and relative grading standards. The students in the conventional group experienced one attempt on each mid-term with relative grading standards. The pool consisted of 425 undergraduate students enrolled in an introductory psychology course. These students were randomly assigned to a norm-referenced or criterion-referenced grading condition and within those conditions, students were assigned to a one-test or two-test condition. As a result, four conditions existed: one-test, criterion-referenced (C1); one-test, norm-referenced (N1); two-test, criterion-referenced (C2); and two-test, norm-referenced (N2). Out of the 425 students enrolled in the class,
approximately 219 students experienced failure on two mid-terms while participating in the study. The subjects then became 74 students who experienced subjective failure on both of two mid-terms in the conventional group and 145 students who failed multiple times (two, three, or four times) under repeated test conditions. A final course evaluation was administered to assess the impact of repeated failures. The results indicated that despite the number of repeated failures experienced by the students in the mastery group, there was no greater deterioration of feelings of personal control, achievement, or sense of enjoyment. Specifically, the mastery students expressed significantly greater levels of confidence and aspirations. They also seemed to assess the mastery system as more fair. The authors concluded that behavioral instruction appears to be beneficial for all students especially slow learners (Omelich et al, 1981).
Similarly, Guskey et al (1983) examined the effect of mastery learning on achievement and student attributions for learning outcomes. The participants were 122 undergraduate students enrolled in seven sections of a required general education course. Of this number, 34 students were enrolled in the two mastery learning sections and 88 were enrolled in the five control sections. All groups were taught the same content and administered the same tests. However, only two class sections received regular checks on learning progress and specific corrective feedback. Also, all students were administered a pre-test, a final exam, and a revised version of the Adult Achievement Responsibility Scale (Duby, 1981). The results indicated that mastery learning did enhance the achievement of these students. However, the research also showed that mastery learning did not significantly change student attributes. These findings are
contrary to Duby (1981) who suggested a strong relationship between positive changes in achievement and attributions (Guskey et al, 1983).
In a similar study, Clark et al. (1983) and Guskey, Benninga, and Clark (1984) attempted to determine the effectiveness of mastery learning in undergraduate education courses at the university level. 197 undergraduate education students participated in the study. Of this number, 55 students were in the mastery learning group and 142 students were in the control group. These students were enrolled in six classes and two of the six classes were taught using mastery learning instruction. All groups were taught the same content and administered formative tests. In addition, all groups were administered: a pretest, academic self-concept questionnaire, and affect toward education questionnaire. The results indicated that students in classes taught using mastery learning had higher levels of achievement. Specifically, the analysis showed that students in mastery learning sections scored higher on the final exam, earned higher final course grades, and were absent less often than their counterparts in the sections taught using traditional methods. However, there was no statistically significant difference between groups in terms of pretest scores, academic self-concept, and affect toward education (Clark et al., 1983; Guskey, Benninga, & Clark, 1984).
Also, Blackburn & Nelson (1985) investigated student achievement and attitudes towards mathematics in developmental mathematics courses. Specifically, the researcher compared student attitude and achievement in classes using a mastery learning approach and classes using a traditional approach. The participants were 36 students enrolled in a developmental math course at the University of Georgia. The same instructor taught both sections of the course. Two instruments were used to assess student affect as it pertained
to mathematics. They were as follows: The Inventory of Affective Aspects of Schooling by Haladyna and Shaughnessy (1982 as cited in Blackburn & Nelson, 1985) and the V Scale Aiken (1974 as cited in Blackburn & Nelson, 1985). Students in the traditional group were taught using the traditional format. These students were presented with lectures and scheduled tests during regular class time. Students in the mastery learning group went to a math lab for testing. At the math lab, peer tutors administered and graded the tests. After administering and grading the tests, the peer tutors provided immediate, corrective feedback to the students. If students did not achieve mastery, they were required to return to the lab and take a similar version of the test. The students continued this process until mastery was achieved. Students in both groups took a teacher-made mid-term and final exam. No retests were permitted for the mid-term or the final exam. The results indicated that students in the mastery learning group performed significantly better on the final exam. These students also appeared to feel an increased awareness of the importance of mathematics. Also, mastery learning students tended to have a more positive post-instruction attitude toward mathematics
In addition, Mevarech & Werner (1985) conducted a study to determine if mastery learning strategies were beneficial for problem-solving skill development. Participants were fifty-eight sophomores majoring in physical therapy. All of these students were enrolled in an Introduction to Gerontology class. Students were randomly assigned to three treatment groups: Frontal Lecture Strategies (FLS), Mastery Learning Strategies (MLS), and Experiential Mastery Learning Strategies (EMLS). FLS students were exposed to thirteen 2-hour lectures presented by field experts. MLS students were exposed to the same lecture series as FLS students, but they were also required to read
articles and answer questions. Students who did not achieve 80% mastery were required to complete corrective activities that included redoing the work. The EMLS group received the same corrective treatment as the MLS group, but they did not listen to the lecture series. Instead, the students in the group interviewed senior adults, visited convalescent homes and facilities for geriatrics, participated in group discussions, played simulation games, and viewed films concerning gerontology.
Problem-solving was assessed by three instruments: a visual device, case study reports, and an end-of-semester exam. The end of semester exam contained items that were classified into Higher (HMP) and Lower Mental Processes (LMP) according to Bloom's Taxonomy (1956). Overall, the results indicated that mastery learning strategies tended to increase achievement on the HMP subtests. Specifically, the EMLS group had much higher problem-solving scores than the other two groups. The students in the EMLS group had the highest scores on all measures of problem-solving. However, the FLS students scored higher on LMP tasks.
For approximately 10 years, mastery learning research conducted in higher education seemed to be at a stand-still. Then, in 1996, Livingston & Gentile caused a little bit of a stir when they examined Bloom's decreasing variability hypothesis as it relates to mastery learning. Student performance on unit tests in mastery learning classrooms was used to test two variations of Bloom's well-known hypothesis. Basically, Bloom hypothesized that under favorable mastery learning conditions, differences in faster and slower learners will decrease over successive units leading to the following: a) smaller variances on successive units and b) smaller correlations between an initial measure of aptitude and achievement on successive units. Data for the study was
collected during four semesters. A total of 376 students enrolled in a graduate class were participants in this study. The course was divided into three units. After each unit, students were administered one of three forms of a mastery test during class time. One form was administered to the entire class and the other two forms were used as retests following remediation. Students who did not achieve mastery were required to attend remedial sessions conducted by the instructor and/or graduate assistants. The student was then administered a retest. If a student still did not achieve mastery, an appointment was scheduled to individualize instruction. This process was repeated until the student achieved mastery. The results did not support Bloom's decreasing variability hypothesis. Instead, no change occurred over time. The findings show little evidence that mastery learning reduces initial differences in learning rates among students.
Additionally, Aviles (1998) seemed to breathe new life into mastery learning research in higher education when he examined mastery learning instruction in an undergraduate social work course. He specifically compared mastery learning instruction to non-mastery learning instruction. The participants included 137 students that registered for four sections of a junior-level introductory social work course. These four sections formed two groups: mastery and non-mastery. All sections included the same course content, outlines, readings, texts, exams, enrollment numbers, and meeting days. Non-mastery instruction consisted of a combination of lecture and discussion methods. Mastery learning was implemented using a) curriculum alignments, b) three written study guides, c) six ungraded quizzes, d) three graded exams, e) one retest for each exam, and f) instructor-led feedback and correctives, both in-class and outside class. The findings indicated that the mastery group outscored the non-mastery group on all three exams
when make-up scores were considered. The mastery group also had slightly higher retention. There were no differences between groups in terms of attitude toward course topic. The mastery learning instructor spent more outside class time with students. The author concluded that mastery learning is an effective method of instruction in a social work course.
Criticisms of Mastery Learning
Mastery learning does not remain unscathed and free from criticism. Like any other instructional approach, it has its fair share of non-supporters. One initial source of skepticism lies in the belief that mastery learning stifles individuality. Glickman (1979) crystallized this view of mastery learning when he suggested that mastery learning supported a ―utopian traditional vision of education wherein which all students are equal and should be treated the same‖ (p. 100).
Another criticism is that mastery learning is time consuming (Honeycutt, 1974). Most supporters and detractors will agree that implementing a mastery learning program is time intensive. However, since time is an integral component of mastery learning, this factor can be viewed as both a positive and a negative. It is positive in that it requires more of a time commitment for both students and educators, but also negative in that the demands for more time might not intersect well with individual schedules and plans.
In addition, many critics suggest that mastery learning benefits slower learners at the expense of fast learners. The proponents of this criticism contend that master students stop learning and wait for the students that did not achieve mastery to attain the desired level of mastery (Palardy, 1986; Glickman, 1979). This does not sit well with
many detractors as it seems to impose limitations on the learning of more advanced students as they wait for less advanced students to achieve mastery.
Other detractors contend that mastery learning promotes grade inflation. However, Denton & Henson (1979), suggested that grade inflation is not a problem. These researchers contend that the instructional design of mastery learning ―positively influenced‖ the grade inflation problem. Specifically, more students attained desired levels of mastery and therefore, earned higher grades.
In the language arts, many critics do not feel that mastery learning is effective.
Lee Cronbach (as cited in Barone, 1978) argued this point when he stated that:
―In subjects…such as reading comprehension, achievement is multidimensional. There is the level of knowing what the author said, and the level of knowing what the author meant, and the level of understanding things the author said that the author wasn't aware he had said. These aspects of reading comprehension are developed continuously and the child who has been ―brought up to mastery‖ on only one of the dimensions probably hasn't mastered the other dimensions. Nor does the teacher know what to do to cause him to ―master‖ reading in all these ways. The teacher can only hope that repeated interactions with material, discussed at whatever level the pupil can discuss these obvious meanings, will successfully move the child along.‖ (p. 188)
Barone (1978) supports Cronbach's assertions by suggesting that very few studies have examined mastery learning instruction in language arts classes and those that had did not show significant positive results. Additionally, other critics suggest that mastery learning
is rigid, mechanistic, training strategies that can only give students the simple skills required to live in a closed society (Cronbach, 1972).
Despite the criticisms, many researchers contend that the positives outweigh the negatives. This is evident by a resurgence of recent interest in the approach, the increasing utilization in higher education environments, and the vast body of research that has been conducted concerning this topic.
Developmental Reading
―If one skill is needed in college, it is reading. Students know how to avoid mathematics, and they can reduce writing to the barest necessity; but reading is something they cannot avoid.‖ (Waters, 1980, p.91).
No one knows the depth of truth in this statement more than a developmental reading instructor. While the number of students that enter college and require developmental reading courses steadily climbs, there is little research that exists to aid in the development of quality programs that are effective for developmental students (Paulson, Laine, Biggs, & Bullock, 2003). Many reading instructors are left with the monumental task of discerning on their own what works for those students who appear in their classrooms.
Since most of the reading research is primarily conducted with school-aged children, developmental reading instructors are sometimes left with very few strategies in their toolkits (Nash-Ditzel, 2010). Research articles that focus on community college developmental reading programs are pretty much nonexistent, despite the increasing spotlight on the success of the students in these programs (Nash, 2008). In addition, it is problematic that the field of developmental reading does not have a universal approach to
effectively address the needs of developmental readers (Reynolds & Werner, 2003). The sparse literature base on developmental reading programs revealed three basic types of instruction: skills-based, content-based, and strategy-based (Nash, 2008).
Content-based Programs
Very few studies have examined the concept of content area reading in developmental reading classes (Olson, 1995). Typically, content area courses are paired with developmental reading courses and the materials from the content course are used to guide the reading instruction. Usually, these programs are teacher directed and contentcentered. These programs have yielded mixed results.
Strategy-based Instruction
Strategy-based instruction is another developmental reading model that is found in the research literature. In this model, students are taught critical thinking strategies to bolster their reading development. Typically, strategy-based instruction focuses heavily on metacognitive strategies. Metacognition refers to a student's awareness and prior knowledge that they already possess. Strategy-based instruction is more student focused and the instructor attempts to incorporate student needs in the learning experience. Many studies have been conducted concerning the implementation of metacognitive reading strategies. However, the definition of metacognitive reading strategy varies between studies. This is a definite shortcoming of strategy-based instruction.
Pressley and Afflerbach (1995) asserted that strategic readers use a finite set of cognitive and metacognitive processes including prediction, imaging, interpretation, and comprehension.
Skills-based Instruction
Despite many developmental educators suggesting that student-centered approaches like reader-response (Chamblee, 2003) are key to student success, a direct instruction, skills-based approach continues to have firm footing in college developmental reading programs. This is most evident by the many college reading textbooks that emphasize skill building. According to Wood (2003), the existence of these textbooks reflect the type of teaching that exists in our developmental reading classrooms today (Paulson, 2006). Typically, the skills-based model focuses on teaching specific reading skills in order to prepare students for college-level reading material (Nash, 2008). These discrete skills may include vocabulary development, comprehension, and word attack skills (Maxwell, 1997). Often, these skills are taught through isolated reading passages designed to practice a specific skill.
In addition, the resurgence of skills-based textbooks supports the notion that developmental reading instruction is experiencing an evolutionary process that is cyclical in nature. This cycle began with behaviorist direct instruction and moved to socioconstructivist indirect instruction in an attempt to address the needs of developmental reading students. However, the continual shift in developmental reading mirrors the continual shift that is taking place in reading classrooms across America. Reading educators are reverting back to the implementation of many behaviorist approaches that were implemented so many years ago.
Reading Attitude
According to Good (1973), an attitude is a ―predisposition… to react specifically towards an object, situation, or value [which is] usually accompanied by feelings and
emotions‖ (p. 215). Fishbein and Ajzen (1975) defined attitude as a learned predisposition to respond to a given phenomena in a consistent manner, and they claim that learners' beliefs, attitudes, intentions, and behavior, are intertwined. More specifically, Smith (2001) defined reading attitude as a state of mind accompanied by feelings and emotions that make reading more or less probable.
Despite the varying definitions, most reading theorists would agree that a student's reading attitude does impact reading behavior. Wixson and Lipson (1991) acknowledged that ―the student's attitude toward reading is a central factor affecting reading performance‖ (p. 626). It is commonly accepted that readers who have positive attitudes toward reading, usually enjoy reading. Conversely, it is assumed that readers with negative attitudes toward reading tend to be disinterested in reading and dislike engagement in reading activities (Tse et al., 2006).
Reading Attitudes and School Aged Children
Historically, most of the research pertaining to reading attitudes has been conducted primarily with school-aged children. One of the most notable studies was conducted by McKenna and Kear (1990). These researchers are well-known for creating The Elementary Reading Attitude Survey (ERAS). This instrument is one of the most widely used measures of reading attitude, and it has enabled teachers to estimate attitude levels efficiently and reliably. McKenna and Kear (1990) found that students' reading attitudes toward academic and recreational reading steadily declined across the elementary school years. One of the most comprehensive studies completed on the reading attitudes of elementary students was conducted by McKenna, Kear, and Ellsworth (1995). Participants in this study consisted of a national sample of over 18,000
students enrolled in grades one through six. Findings included the following: 1) recreational and academic reading attitudes begin at a positive point in Grade 1 and end in indifference by Grade 6; 2) increasingly negative recreational attitude is closely related to ability; 3) girls possess more positive attitudes than boys at all grade levels; 4) ethnicity appears to play little role in the negative trend in either recreational or academic reading attitude; and 5) a teacher's reliance on basal readers does not appear to be significantly related to recreational or academic reading attitude.
Reading Attitudes and Adults
Ivan Quandt (1972) pondered the following: ―It is one thing to be aware that reading attitudes are important. Do certain conditions foster more positive attitudes?‖ (p. 1). In an attempt to address Quandt's question, many of the research studies conducted with adult learners were cross-sectional designs that compared the reading attitudes of one group of adults with another (Dwyer & Joy, 1980). For example, a study conducted by Dwyer and Joy (1980) examined reading attitude across the lifespan using a crosssectional design. The researchers compared six groups of both children and adults across three age categories: two groups of 6 th graders (1971, 1978 cohorts), two groups of university students (remedial students and freshmen); young adults that had never attended college but were the same age as the university students; and adults aged 60 years and older. The findings indicated that there were no differences between the children and old adults, but significant differences existed among the older adults and the freshmen and the non-college students. The students who did not attend college displayed the least positive reading attitudes, and the older adult group had the most positive reading attitudes. The findings suggested that there was a positive change in
attitude from youth to older adulthood. Dwyer and Joy (1980) suggested that changes in attitude in the non-college students were due to factors and situations that occurred after 6 th grade.
A study conducted in 1984 (Ferguson and Bitner) examined the differences in reading attitudes between developmental reading students and non-developmental, college-level freshman English students. The study also examined self-concept and learning styles. The sample consisted of mostly Caucasian students between the ages of 17 to 21 years of age. The participants completed the Mikulecky Behavioral Reading Attitude Measure (MBRAM), (Mikulecky, 1976) which details five stages (Attending, Responding, Valuing, Organization, and Characterization) that an individual passes through in developing reading attitudes. Both groups responded similarly to many items; however, differences showed up on items in the Responding stage. The developmental students indicated an unwillingness to read, chose not to read and did not enjoy reading. The opposite was true for the non-developmental freshman English students. The researchers concluded that while developmental reading students understood that reading is a valuable skill to possess, they still tried to avoid participation in reading activities. Interestingly, at least 64% of the developmental students blamed themselves for their poor reading abilities and only 34% blamed educators.
In 1988, Smith examined the development of reading comprehension skills, metacognitive reading skills, and reading attitude among 84 individuals from childhood to middle adulthood. The participants completed The Adult Survey of Reading Attitude (ASRA), which was an adaptation of a questionnaire created by Wallbrown, Brown, and Engin (1977), as well as other questionnaires regarding reading behavior, reading habits,
reading perceptions, and perceptions of how their reading skills changed over time. Fifty-six of the students also completed an abbreviated version of the Nelson-Denny Reading Tests to correlate reading ability. The findings indicated that adults with positive reading attitudes spent more time reading and read a larger variety of materials than the adults with negative reading attitudes. Smith concluded that a positive attitude played an important role in adult reading behavior (Brooks, 1996).
In a landmark longitudinal study, Smith (1990) examined the development of reading attitude from childhood to adulthood. More specifically, the study examined the development of reading attitudes among a group of 84 individuals, many of whom were followed for over 40 years. All of the subjects were Caucasian and were participants as children in two previous longitudinal studies (Kreitlow, 1962, 1966). Reading attitude assessments were given to participants in (a) 1 st , 6 th , 9 th , and 12 th grades, (b) 5 years after high school graduation, and (c) either 21 or 26 years after high school graduation. The participants completed The Adult Survey of Reading Attitude (ASRA), which was an adaptation of a questionnaire created by Wallbrown, Brown, and Engin (1977), as well as other questionnaires regarding reading habits and perceptions. Smith (1990) found that the early adult measures accounted for one third of the variance on the adult attitude measure. Although childhood measures seem to be poor predictors of adult attitude, there was evidence of stability in reading attitude over time (Smith, 1990).
In yet another study, Smith (1992) compared the reading attitudes of adult readers at a large mid-western university. Specifically, the study examined differences in the reading attitudes of good and poor readers. Participants in the sample included freshman developmental reading students, upper division undergraduate teacher education students
and non-faculty employees representing a broad spectrum of educational and occupational backgrounds. The participants completed The Adult Survey of Reading Attitude (ASRA), which was an adaptation of a questionnaire created by Wallbrown, Brown, and Engin (1977). The ASRA was divided into the following five subscales: 1) reading activity and enjoyment, 2) reading anxiety and difficulty, 3) social reinforcement, 4) learning modes, and 5) assisting others. Significant differences were found among the groups on four out of the five subscales. The developmental students reported higher levels of reading anxiety and difficulty, less enjoyment and an indication of a preference for modes other than reading for learning in comparison to the other two groups.
Another study involving developmental students was conducted by Gillespie (1993). This researcher examined the various aspects of adult reading attitude. She suggested that affective factors that might motivate students to read were being ignored. The sample included 191 students enrolled in a developmental reading class at a midwestern university. The participants completed an open-ended questionnaire concerning attitudes toward reading, self-concepts related to reading, and recollections of learning to read at home and at school. The results indicated that over 50% of the respondents believed reading to be skills-based. Approximately, 50% of the students labeled themselves as non-readers. None of the students seemed to have developed strong attitudes toward reading at home. These students also felt that their reading skills were sufficient for college level work and that they should not be enrolled in the developmental reading class. Many of the students reported that they found time to read for pleasure and time to read for class assignments. Many also reported that their worst experiences prior to college included oral reading and book reports. Based on these
many findings, Gillespie (1993) concluded that attitude assessment was critical in that it provides guidance for instruction and can inform practice. The researcher contends that cultivating positive attitudes and encouraging reading for pleasure will promote the development of life-long readers.
Brooks (1996) examined the differences in attitude toward reading between adult remedial readers enrolled in developmental reading classes, and proficient adult readers enrolled in traditional English Composition classes. The sample consisted of 129 adult learners from both high school and college populations. A reading attitude survey was administered to the participants. Attitude differences were found to be significant within the high school population. Remedial high school readers were found to have a negative reading attitude, and proficient high school readers were found to have a positive reading attitude. Both the proficient college readers and the developmental college readers indicated positive attitudes toward reading. In addition, the reading attitudes of high school remedial readers were also compared with developmental college readers. Even though the high school remedial readers indicated a negative attitude and the developmental college readers indicated a positive attitude, there was no statistical significance between the two groups.
Many of the studies that focused on the reading attitudes of community college students also explored how participation in a particular program or reading intervention impacted reading attitude. For example, Manning (1997) investigated the relationship between critical thinking and reading attitude. The study was conducted with 31 students enrolled in a Critical Reading class. Two groups were included in the study: a regular curriculum group and a critical thinking group. Both groups were given pretreatment and
posttreatment reading attitude and critical thinking assessments. The results indicated that no statistically significant correlation existed between attitude toward reading and critical thinking.
Although most of the research conducted concerning reading attitudes focuses on school-aged children, the gap in the literature pertaining to the adult learner population can no longer be ignored. In a society where the current trends indicate that individuals are reading less as they age, and the number of students enrolling in developmental classes is increasing, the implications for adult learning is enormous, especially, in the developmental education arena. It is imperative that we gain a deeper understanding concerning how instructional methods impact reading attitude and reading skill in these settings. Therefore, an examination of the literature pertaining to mastery learning is a first step in the right direction toward achieving this goal.
For the most part, proponents of mastery learning view it as an effective tool to produce positive effects on student achievement and student affect. Their beliefs are supported by the research that has been conducted, however, the research base has not touched all areas. Today, very little mastery learning research has been conducted in reading classes and no mastery learning research has been conducted in developmental reading classes at community colleges. This gap becomes even more obvious when the research literature abounds with mastery learning studies that were conducted in subject areas other than reading.
This study examined mastery learning instruction in developmental reading classes. Specifically, the researcher examined the three domains that psychologists use to understand people and that educators use to learn more about readers. The three domains
are as follows: affect, behavior, and cognition. The first domain, affect, involves whether an individual likes to read or is interested in reading. The second domain, behavior, involves whether an individual engages in the act of reading. Since reading is an invisible process, behavior is usually self-reported. The third domain, cognition, is the domain that most educators focus on. It includes what an individual believes, thinks, and knows about reading. These three domains are interrelated as we can infer affect and cognition from behavior (Mizokawa & Hansen-Krening, 2000). The cyclical relationship of these three domains to reading was the basis for the methodology of this study. All of the variables examined in the study were included because together they present an accurate picture of the reader. The reading attitude survey used in this study examined reading affect, reading behavior, and reading cognition. In addition, the myreadinglab assessment, unit exams, and final grades examined the cognitive domain of reading for this study.
CHAPTER THREE: METHODOLOGY
Chapter Organization
This study compared student achievement and the reading attitudes of developmental reading students enrolled in developmental reading classes at an urban community college. The purpose of the study was to determine if students enrolled in a developmental reading class with mastery learning instruction had higher achievement success than students enrolled in a developmental reading class that did not use mastery learning instruction. The study used a quantitative approach to measure the academic achievement, reading skill, and reading attitude of students. The methodology of this study included the use of a Solomon four-group design to compare the achievement, reading skill, and reading attitudes of developmental reading students.
This chapter describes the research questions, the sample population, the methodology of the research, the data collection process, the data analysis process, and a concluding summary.
Research Questions
This research was guided by the following research questions:
Research Question 1: What is the difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Null Hypothesis 1: There are no significant differences in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Alternative Hypothesis 1: There is a significant difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Research Question 2: What is the difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Null Hypothesis 2: There are no significant differences in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Alternative Hypothesis 2: There is a significant difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Research Question 3: What is the difference in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Null Hypothesis 3: There are no significant differences in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Alternative Hypothesis 3: There is a significant difference in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Population and Setting
The population in this study consisted of developmental reading students who attended a large, public, urban community college located in the southeast region of the United States. At this community college, developmental reading students are students who earn a score of 34-79 on the ACCUPLACER Reading Comprehension Placement Test. The range of scores on this test is 20-120. At this particular institution, developmental students that score 34-56 on this test are considered moderate readers (RED 080) and students that score 57-79 are considered intermediate readers (RED 090). Specifically, this study was conducted with developmental reading students who were registered for RED 090, an upper level developmental reading course. In order for a student to be eligible to take RED 090, the student must earn a score within the range of 57-79 on the ACCUPLACER Reading Comprehension Placement Test. The site of the study was one of the six campus locations of the large, public, urban community college. This community college boasted enrollments of more than 61,403 students during the 2008-09 academic year (Fact Book, 2008-09). Of this figure, 57% of these students were female and 43% were male. Also, 52% of this population were members of racial/ethnic minority groups (self-reported, non-white) and 48% were members of racial/ethnic majority groups (self-reported, white, non-Hispanic). The primary researcher teaches developmental reading at this institution.
Sampling
To be included in this study, all participants must have been enrolled in developmental reading classes (RED 090) during spring semester, 2011. In order for students to register for RED 090, they had to have had an acceptable score on the ACCUPLACER Placement test. After meeting these criteria, students registered for specific course sections based on how the class fit into their schedules and seat availability. Written consent forms were used to inform students about the nature of the study (see Appendix A). The sample consisted of four intact groups of up to 20 students each (4 developmental reading classes-RED 090) for a total sample size of 73. A convenience sample was used. The four classes became the following four groups: Group PT (n = 19)-students received the myreadinglab pretest, reading attitude surveypre administration, and the mastery learning treatment; Group T (n = 20)-students received only the mastery learning treatment; Group P (n = 18)-students received only the myreadinglab pretest and reading attitude-pre administration; and Group N (n = 16)students did not receive the pretests or the mastery learning treatment. In order to avoid instructor bias, instructor names did not appear with the course offerings. Instead, instructor names were posted after the official registration period ended. The course sections were taught twice a week at the same exact times: two sections met on Monday and Wednesday and two sections met on Tuesdays and Thursdays.
Sample Description
The sample included 73 students registered in one of four sections of a developmental reading class. Five students officially withdrew from the course early during the semester, so they were not included in the analysis. In addition, 22 students
did not complete the course or stopped attending the course so they also were not included in the analysis. The sample included 40 females and 33 males. More than half of the sample (63%) were black with a mean age range of 18-20. Also, more than half (59%) of the sample attended school full-time. The average ACCUPLACER score ranged from 58.72-62.50 for all groups included in the sample.
Research Methodology
This study primarily used a Solomon four-group research design and the developmental reading classes were four conditions arranged as a factorial (Sarafino, 2005) as indicated in Figure 1. One factor is the presence or absence of a pretest, and the other factor is the presence or absence of a treatment. All subjects received posttests (both myreadinglab and reading attitude survey-post administration). Therefore, mastery learning instruction and non-mastery learning instruction were compared using four sections of the same 16-week developmental reading class (RED 090). The four sections were taught during spring semester, 2011. One RED 090 section was taught using mastery learning instruction and administered both a myreadinglab pretest and a reading attitude survey-pre administration (Group PT). Another RED 090 section was taught using mastery learning instruction only and no myreadinglab pretest or reading attitude survey-pre administration (Group T). A third RED 090 section was taught in the traditional manner and administered the myreadinglab pretest and reading attitude survey-pre administration (Group P) and a final RED 090 section was not administered the myreadinglab pretest, reading attitude survey-pre administration or the mastery learning treatment (Group N). All groups were administered a myreadinglab posttest and a reading attitude survey-post administration.
Myreadinglab Pretest and Reading Attitude Survey Pre-Administration
Yes
No
Yes
Mastery Learning
Treatment
No
Figure 1. Solomon Four Design. This figure illustrates the Solomon four-group research design used in the study.
This research design was ideal as it helped control variance by testing for potential confounding variables (Sarafino, 2005). Not only was the effect of the treatment assessed, but also the effect of the pretests and the interaction between the two factors was also assessed. Quantitative data were also collected from the following sources: ACCUPLACER test scores, myreadinglab pre-test and posttest scores, unit test scores, reading attitude survey-pre and post administration, and final grades.
The four RED 090 sections included in the study had similarities as well as differences. Items in common included the following: course objectives, syllabi, content, exams, readings, textbooks, grading scale, reading attitude inventory, meeting days and times. Items that were different included the instructional method (mastery and nonmastery) and the instructors. Group equivalence minimized the following three threats to internal validity: history, maturation, and instrumentation (Campbell & Stanley, 1963).
To further reduce the threat of instrumentation, the primary investigator explained, distributed, and collected consent forms, myreadinglab assessments, and reading attitude survey instruments.
Additionally, the mastery learning instructor (and primary investigator) is an African American female with 20 years teaching experience and the non-mastery learning instructor is a white female with 30 years teaching experience. Both instructors have taught developmental reading at the same community college for twelve years. Both instructors have Master's degrees in Education and have prior elementary school teaching experience. The variables of instructor and instruction were confounded in this study. Controlling for the variable of instructor and instruction was not possible.
Instrumentation
The instruments utilized in this study included both instructor-created and existing instruments. A description of these instruments is included in the next section.
Quantitative Measures
No standardized achievement measures existed in the RED 090 courses being studied. Therefore, academic achievement was measured by five, 50-item exams that were created by the Reading staff of the urban community college. Exams were administered for the following five units: Unit 1-Active Learners; Unit 2-Reading as a Process; Unit 3-What's the Main Idea?; Unit 4-Thinking Critically; and Unit 5-Reading for Information. All tests contained objective, multiple-choice and true/false type questions. Objective test formats are considered more reliable than subjective test formats (Roid & Haladyna, 1982). The Unit 1-Active Learners exam consisted of 50 multiple-choice items that assessed active learning and test taking skills. The Unit 2-
Reading as a Process exam consisted of 50 multiple-choice items that assessed the stages of reading and vocabulary skills. The Unit 3-What's the Main Idea? exam consisted of 50 multiple-choice items that assessed main idea and patterns of organization. The Unit 4-Thinking Critically exam consisted of 50 multiple-choice items that assessed critical thinking and inference skills. The Unit 5-Reading for Information exam assessed textbook organization and graphic illustrations. All exams were worth 100 points each. A final grade was determined by computing an average of the five unit exam scores. Another parallel form of each 50-item exam was used for the retest cycles in the mastery learning group. The content covered in both forms of the exams was similar. In this study, mastery was defined as an exam score of 70 or higher. Mastery was set at 70 or higher because the grading scale at this urban community college defined an acceptable passing grade as ―C‖ or above. Any student that did not achieve mastery could retake the unit exam. The highest grade of any two attempts was used to compute the final grade average. Both forms of the exams were pilot-tested during fall semester 2010 in developmental reading classes at the large, public, urban community college. Validity
Validity of the achievement measures were addressed by expert review and participant feedback. First, the faculty of the Reading department at the urban community college created the unit tests. Each test was reviewed by each faculty member and they all agreed that the test items addressed the content to establish face validity. The three faculty members have all taught at the same community college together for at least 13 years. They all have earned Master's degrees in Reading and they equally participate in the curriculum development of the courses at this institution.
Reliability
The reliability of the five exams were checked using Cronbach's alpha. This approach examined the measure of internal consistency of the mean of the items at the time of administration during fall 2010. (Sarafino, 2005). Cronbach's alphas for the unit exams were as follows: Unit 1 Exam, α= .86; Unit 2 Exam, α= .90; Unit 2 Exam, α= .93; Unit 4 Exam, α= .80; and Unit 5 Exam, α= .82.
Another instructor-created measure used in the study was the reading attitude survey. This instrument is an adaptation of The Adult Survey of Reading Attitudes (ASRA) developed by Wallbrown, Brown, and Engin (1977). The ASRA was selected because it has been shown to have high reliability with Cronbach's alpha=.93 and test retest=.87 (Smith, 1991). The reading attitude survey included 48-items that measured student attitudes toward reading. Items 1-14 on the instrument assessed the affective construct of reading. Items 15-20 assessed the cognitive aspects of reading attitude and Items 21-34 assessed reading behaviors. Items 1-33 used a 5-item Likert Scale and the raw score was equal to the sum total of the responses. The range of scores is 0-165. Items 35-48 were demographic and for informational purposes only. This instrument was pilot-tested using groups of developmental reading students in RED 090 courses during fall 2010. The instrument was administered pre/post instruction to show score changes. Instrument reliability and stability were checked using Cronbach's alpha. The Reading Attitude pre administration was found to be highly reliable (33 items; α = .91). The Reading Attitude post administration was also found to be highly reliable (33 items; α = .90). The instructor created survey is included in Appendix B.
Existing publisher-created measures used in the study to assess reading skill were the myreadinglab-pre and posttest instruments. Myreadinglab is an online application that includes diagnostic assessments, practice exercises, and tests to improve student reading skills and reading level. Reading skills are improved through a mastery-based format of practice exercises. These practice exercises include objective-based items, short answer items and combined skills exercises. One of the most widely used reading measures today, myreadinglab is the end result of the collaboration of two premier publishers: Longman and Prentice Hall. Instrument reliability was checked using Cronbach's alpha. The myreadinglab pretest was found to be reliable (32 items; α = .86). The myreadinglab posttest was also found to be reliable (32 items; α = .80).
Teaching Procedure
Instructional content was selected and divided into five instructional units: Unit 1Active Learners; Unit 2-Reading as a Process; Unit 3-What's the Main Idea?; Unit 4Thinking Critically; and Unit 5-Reading for Information. A sample of the Unit 4 materials is included in Appendix C. Each unit was completed within a two-week period followed by one-week of correctives or enrichments. These units were taught in the same order and sequence for both the mastery and the non-mastery learning groups. Once a group had completed a unit of instruction then the corresponding unit test was administered. Students in the non-mastery learning group had no opportunities for a retest. However, students in the mastery learning group who did not score at least a 70 on a unit exam were provided with corrective activities and then had the opportunity to take a retest. Students in the mastery learning group that achieved mastery on the initial attempt were provided enrichment activities to promote continuous student learning.
Both corrective and enrichment activities lasted for one week and occurred directly following the initial two weeks of unit instruction.
Both the mastery learning and the non-mastery learning groups were administered the same five exams. Once the exams were collected and graded, all students participated in an in-class discussion of the exam. This review included the disclosure of the correct answers for all items on the exam. At this point, the exams were recollected and enrichment and corrective assignments were announced.
Corrective activities included mandatory, group review sessions conducted both inside and outside of class meeting times. These review sessions occurred the next two class sessions immediately following the review of the unit exam. During the next two class sessions, the instructor met with students in the corrective group and proceeded to reteach unit content material using different examples and readings. Outside class, students were required to attend individual tutoring sessions at the campus learning center. In addition, students were required to complete skills-based assignments in myreadinglab for more practice. After attending the review sessions and completing corrective activities, students in the corrective group were allowed to take the retest. The instructor recorded the highest of the two grades on both attempts.
During that same two-class session (one week) period, students that achieved mastery on the initial unit exam were exposed to enrichment activities. These students were assigned independent and group assignments related to the unit theme. The projects not only required these students to demonstrate their achieved level of skill mastery, but also involved thinking critically at the highest levels of Bloom's Taxonomy (Bloom, 1956).
Data Collection
Data collection procedures are summarized in this section. Quantitative data were collected from both groups (at least five times from the non-mastery group and up to ten times from the mastery group) during the 16-week semester. Each instructor administered and collected exam materials for each of their respective course sections. However, retests for the mastery learning groups were taken at the campus testing center. All exams were scored by the primary researcher.
Myreadinglab pre and posttesting instruments were administered to Group PT and Group P during the second week of classes and the last week of classes, respectively. In addition, a reading attitude survey was also administered to these groups during the second and the last week of classes.
Data Analysis
All quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS). A multivariate analysis of variance (MANOVA) coupled with a t-test were used to determine if differences existed in achievement, reading skill, and reading attitude based on instructional method. The independent variable was instructional method- mastery learning versus non-mastery learning instruction. The dependent variables were the myreadinglab pre and posttest scores; the reading attitude- pre and post administration results, the unit exam scores, and final grades. A total of seven independent statistical tests were performed. Sidak (1967) correction ( c fw i / 1 ) 1( 1 ), where fw is the family-wise error rate, i is the test-wise error rate, and c is the number of tests was applied to control possible inflation of Type-I error with multiple tests. In this case, c = 7. A family-wise error rate of .15 was used in this
study as recommended by Keselman, Cribbie, and Holland (2002). Therefore, the testwise error rate was .02.
Summary
The methodology chapter presented the research methodology which included the following: the research questions, sample information, the research design, the instruments utilized, data collection, and data analysis procedures. Chapter Four will include the results of the quantitative analyses.
CHAPTER FOUR: RESULTS
This chapter opens up with a restatement of the purpose of the study. The three primary research questions are discussed along with the quantitative data associated with each question.
Research Questions
The purpose of this study was to determine if students enrolled in a developmental reading class with mastery learning instruction had better achievement success than students enrolled in a developmental reading class that did not use mastery learning instruction. Three major research questions guided the study. Quantitative data collection procedures were utilized to address each of the following questions:
1. What is the difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
2. What is the difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
3. What is the difference in the reading skill of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Quantitative Results
In the sections that follow, quantitative results that addressed the following variables are discussed: academic achievement, reading skill, and reading attitude. The results include a discussion of the data as it pertains to all groups, within groups, and between groups differences in the study.
Academic Achievement
A MANOVA was used to analyze data to address the first research question: What is the difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods? This analysis involved examining unit exam scores and final grades. The null hypothesis stated that there would be no significant difference in the academic achievement of these two conditions. A MANOVA statistical analysis revealed that there was a statistically significant difference between groups on three of the five unit exams. Specifically, Unit 1 Exam (F(1, 71) = 52.03; p < .02; partial η 2 = .42); Unit 2 Exam (F(1, 71) = 7.60; p < .02; partial η 2 = .10); and Unit 5 Exam scores (F(1, 71) = 5.40; p < .02; partial η 2 = .07). In examining the results, students in the mastery learning condition had higher mean exam scores on two out of five unit exams initially. Group PT had a higher mean exam score on the Unit 3 Exam (M = 86.47, SD = 6.23) and Group PT and Group T had higher mean exam scores on the Unit 5 Exam (M = 87.74, SD = 5.75) and (M = 82.60, SD = 11.00), respectively. However, retest opportunities resulted in improved achievement in the mastery learning conditions. When final grades were examined, the results showed that both groups had similar mean final grades.
Consequently, the null hypothesis was rejected that there is no difference in the academic achievement of students in the mastery learning versus non-mastery learning conditions.
Several analyses were conducted to address the first research question concerning academic achievement. The first analysis examined the academic achievement of students in the mastery learning versus non-mastery learning conditions. This analysis involved examining student performance on the five unit exams. There was a statistically significant difference between the academic achievement of students in the mastery learning groups versus students in the non-mastery learning groups, F(4, 67) = 15.74, p < .02; Wilk's λ = .46, partial η 2 = .54.
The next analysis examined how the unit exam scores differed based on the instructional method. This analysis involved checking for homogeneity of variances using Levene's Test of Equality of Error Variances. All unit exams had homogeneity of variances (p > .05). The results of the MANOVA are presented in Table 1.
Table 1 MANOVA Results: Academic Achievement
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Table 1 indicates that the mastery learning condition had a statistically significant impact on academic achievement. Specifically, Unit 1 Exam (F(1, 71) = 52.03; p < .02; partial η 2 = .42); Unit 2 Exam (F(1, 71) = 7.60; p < .02; partial η 2 = .10); and Unit 5 Exam scores (F(1, 71) = 5.40; p < .02; partial η 2 = .07). There was a statistically significant difference between groups on the following Unit Exams: Unit 1, Unit 2, and Unit 5. However, there was no significant difference between groups on the Unit 3 Exam or the Unit 4 Exam.
Additional analysis examined achievement data for all groups with all original scores and then the achievement data were examined a second time for all groups when the retest scores replaced the original exam scores in the mastery learning groups (Group PT and Group T). The non-mastery learning groups (Group P and Group N) did not take retests. These results are discussed first (Table 2).
Table 2 Mean Exam Scores for All Groups Combined-Retests Included and Excluded
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The descriptive statistics show that the mean exam scores were similar for all groups. The mean score for the Unit 2 Exam remained the same for all groups with retests excluded and retests included in the calculation. This is a strong indication that no students completed a retest on that exam. There were very moderate increases between the mean scores for Unit 1, Unit 3, Unit 4, and Unit 5 exams. The mean exam scores that included retests were slightly higher than the mean exam scores without retests. Sixteen retests were taken by 11 students in the mastery learning groups during the semester (Group PT and Group T). The difference in the mean scores of all groups was very nominal.
Additional analyses examined the mean scores on the Unit Exams between groups. This analysis included the mean scores on all five exams for each group and excluded retests for the mastery learning conditions (Table 3).
Table 3 Mean Exam Scores for All Groups Uncombined-Retests Excluded
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A side-by-side comparison shows not only how the mastery learning groups performed on the Unit Exams, but also how each individual group or class section performed as well. The mastery learning groups (Group PT and Group T) had lower mean exam scores on the following exams: Unit 1, Unit 2, and Unit 4. However, at least one of the mastery learning groups (Group PT and Group T) had a higher mean exam score than at least one of the non-mastery learning groups (Group P and Group N) on the Unit 3 and Unit 5 Exams. No retest scores were included in these calculations.
However, further analysis examined the mean exam scores for all groups and included retests for the mastery learning conditions (Group PT and Group T). These calculations include scores for the 16 retests that were taken by 11 students during the semester (Table 4).
Table 4 Mean Exam Scores for All Groups Uncombined-Retests Included
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Even after the inclusion of the retests for the mastery learning conditions, the results indicate a subtle change. The mastery learning groups (Group PT and Group T) had lower mean exam scores on the following exams: Unit 1 and Unit 2. However, at least one of the mastery learning groups (Group PT and Group T) had higher mean exam scores than at least one of the non-mastery learning groups (Group P and Group N) on the Unit 3, Unit 4, and Unit 5 Exams. Retest scores were included in these calculations for the students in the mastery learning conditions (Group PT and Group T).
Additional analysis of the academic achievement data examined the 11 students who took the 16 retests in the mastery learning conditions only (Group PT and Group T). A Paired Samples t-test was used to compare student performance on the original tests and the retests. The retest scores for the 11 students (M = 78.86, SD = 4.83) were significantly higher than the original exam scores for these same students (M = 75.23, SD = 3.46), t(10) = 5.55, p < .02.
The analysis also included the examination of final grades. The MANOVA results indicated that there was a statistically significant difference between the final grades of students in the mastery learning conditions versus students in the non-mastery learning conditions, F (1, 69) = 1.97, p > .02; Wilk's λ = .95, partial η 2 = .05.
Additional analysis examined how the final grades differed based on the instructional method. This analysis involved checking for homogeneity of variances using Levene's Test of Equality of Error Variances. All final grades had homogeneity of variances (p > .05). The results of the MANOVA are presented in Table 5. Additional analysis examined achievement data for all groups with all original scores and then the achievement data were examined a second time for all groups when the retest scores
replaced the original exam scores in the mastery learning groups (Group PT and Group T). The non-mastery learning groups (Group P and Group N) did not take retests. Achievement results before retest scores replaced original exam scores and after retest scores replaced original scores (in the mastery learning groups) are discussed first (Table 5).
Table 5 MANOVA Results: Final Grades- Retests Included and Excluded
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Table 5 indicates that the mastery learning condition had a statistically significant impact on final grades.
The next analysis examined the mean final grade averages between the mastery and the non-mastery learning groups. This analysis included a calculation of the average of all five unit exams that were used to determine the final grade for both the mastery and non-mastery learning conditions (Table 6).
Table 6 Final Grade Averages for All Groups Uncombined-Retests Included and Excluded
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A side-by-side comparison shows not only the mean final grades for the students in mastery learning groups, but also the mean final grades for each individual group or class section. The mastery learning groups (Group PT and Group T) had lower mean final grades before retests than the students in the non-mastery learning groups (Group P and Group N). However, after retests were included in the final grade calculation, at least one mastery learning group (Group PT) had higher mean final grades than the students in at least one non-mastery learning condition (Group P). Additionally, the inclusion of the retests in the final grade calculations increased the mean final grades for both mastery learning groups, Group PT and Group T.
Reading Attitude
A MANOVA was used to analyze data to address the second research question: What is the difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning
instructional methods? The null hypothesis stated that there would be no significant difference in the reading attitudes of the students in these two conditions. A MANOVA statistical analysis revealed that there was no statistically significant difference between groups. Therefore, the null hypothesis is accepted that there is no difference in the reading attitudes of students in the mastery learning versus non-mastery learning conditions.
Several analyses were conducted to address the second research question concerning reading attitude. The first analysis examined the reading attitude of students in the mastery learning versus non-mastery learning conditions. This analysis examined the post administration of the reading attitude survey. The reading attitude surveys were administered at the end of the semester to all groups. There was no statistically significant difference between the reading attitude of students in the mastery versus nonmastery learning groups, F (5, 136) = 1.13, p > .02; Wilk's λ = .91, partial η 2 = .48.
A Solomon-four group research design was used in this study to determine if the pre administration of the reading attitude survey influenced the post administration of the reading attitude survey. Only two groups (Group P and Group PT) took the reading attitude survey at the beginning and the end of the semester. The results of a MANOVA indicated that the pre administration of the reading attitude survey had no influence on the post administration of the reading attitude survey, F (3, 32) = .61, p > .02; Wilk's λ = .93, partial η 2 = .07. This analysis also involved checking the homogeneity of variances using Box's Test of Equality of Covariance Matrices. Assumptions are met (p > .05). The results of the MANOVA are presented in Table 7.
Table 7 MANOVA Results: Reading Attitude for Pre and Post Administration Groups
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This analysis also involved checking for homogeneity of variances using Levene's Test of Equality of Error Variances. All reading attitude post administration scores had a homogeneity of variances (p > .05). MANOVA results for post administration of reading attitude showed no statistically significant difference among the four groups, F(3, 69) = 0.37, p > .02.
A Paired Samples t-test was used to compare student performance on the pre administration of the reading attitude survey and the post administration of the reading attitude survey. The analysis involved the 37 students in Group P and Group PT. The reading attitude survey used a 5-item Likert scale. The pre administration mean scores (M = 3.43, SD = .48) were not significantly different than the post administration mean scores for these same students (M = 3.44, SD = .46), t(36) = -.19, p > .02. The descriptive statistics show that the mean scores on the pre and post administration of the reading attitude survey were very similar.
Additional analyses examined the mean scores on the post administration for all groups. The results are included in Table 8.
Table 8 Mean Post Administration Reading Attitude Scores for All Groups
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A side-by-side comparison shows not only how the mastery learning groups performed on the post administration of the reading attitude survey, but also how each individual group or class section performed as well. One mastery learning group (Group T) had a slightly higher mean score than all other groups on the post administration of the reading attitude survey.
Reading Skill
A MANOVA was used to analyze data to address the third research question: What is the difference in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods? The null hypothesis stated that there would be no significant difference in the reading skills of the students in these two conditions. A MANOVA statistical analysis revealed that there was no statistically significant difference between groups. Therefore, the null hypothesis is accepted that there is no difference in the reading skills of students in the mastery learning versus non-mastery learning conditions.
Several analyses were conducted to address the third research question concerning reading skill. The first analysis examined the reading skills of students in the mastery learning versus non-mastery learning conditions. This analysis examined the posttest scores on the myreadinglab reading skills test. The myreadinglab posttests were administered at the end of the semester to all groups. There was no statistically significant difference between the reading skills of students in the mastery learning versus non-mastery learning conditions, F (5, 136) = 1.13, p > .02; Wilk's λ = .91, partial η 2 = .48.
A Solomon-four group research design was used in this study to determine if the myreadinglab pretest influenced the myreadinglab posttest. Only two groups (Group P and Group PT) took the myreadinglab reading skills test at the beginning and the end of the semester. The results of a MANOVA indicated that the myreadinglab pretest had no influence on the myreadinglab posttest, F (3, 32) = 0.61, p > .02; Wilk's λ = .93, partial η 2 = .07. This analysis also involved checking the homogeneity of variances using Box's Test of Equality of Covariance Matrices. Assumptions are met (p > .05). The results of the MANOVA are presented in Table 9.
Table 9 MANOVA Results: Reading Skill for myreadinglab Pretest and Posttest
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A Paired Samples t-test was used to compare student performance on the myreadinglab pretest and the myreadinglab posttest. The analysis involved the 37 students in Group P and Group PT. The myreadinglab pretest and posttest scores ranged from 0 to 100. The myreadinglab pretest mean scores (M = 50.70, SD = 10.58) were statistically significantly different than the myreadinglab posttest mean scores for these same students (M = 55.59, SD = 11.06), t(36) = -2.675, p < .02. Therefore, the
Additional analyses examined the mean scores on the myreadinglab posttest for all groups. The results are included in Table 10.
Table 10 Mean myreadinglab Posttest Scores for All Groups
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A side-by-side comparison shows not only how the mastery learning groups performed on the myreadinglab posttest, but also how each individual group or class section performed as well. The mastery learning groups (Group PT and Group T) had lower mean scores on the myreadinglab posttest than the non-mastery learning groups.
CHAPTER FIVE: DISCUSSION
Chapter Five includes a discussion of the major findings of the quantitative analyses, implications for developmental reading education, limitations of the study, and suggestions for further research.
Summary
This study attempted to discern whether mastery learning is an effective instructional tool in developmental reading classes. Three primary research questions guided this study:
1. What is the difference in the academic achievement of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
2. What is the difference in the reading attitudes of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
3. What is the difference in the reading skills of community college developmental reading students when taught by traditional instructional methods versus mastery learning instructional methods?
Quantitative data collection methods were used to ascertain if mastery learning instruction is a viable alternative instructional method for developmental reading students. The sample included 73 students enrolled in four sections of a developmental reading class. One instructor taught two sections using mastery learning instruction.
Another instructor taught two sections using non-mastery learning instruction. A Solomon four-group research design was used in the study. This research design was ideal as it helped control variance by testing for potential confounding variables (Sarafino, 2005). Not only is the effect of the treatment assessed, but also the effect of the pretests and the interaction between the two factors is also assessed. The site was a public, urban community college located in the southeast region of the United States.
Conclusions
A few broad conclusions can be drawn from this study concerning mastery learning instruction as it pertains to the following: academic achievement, reading attitude, and reading skill. These conclusions are summarized in the sections that follow.
Academic Achievement
In this study, the researcher examined the differences in the academic achievement of community college developmental reading students when taught by mastery learning instruction versus non-mastery learning instruction. The analysis included an examination of both student performance on unit exam scores and the final grades that students earned in the RED 090 class. Students in the mastery learning classes had: (a) similar mean exam scores, (b) similar mean final grades and, (c) no D or F grades. Retest opportunities resulted in improved academic achievement for the mastery learning subjects.
Similar to the findings of Aviles (1998), students in the mastery learning groups had higher mean scores than students in the non-mastery learning group on three of the five unit exams when retests were considered. This second chance opportunity made the difference between passing and failing the class for the 11 students that took advantage of
the retest opportunities. During the first retest cycle, six students in the mastery learning condition took advantage of the opportunity to retest and to improve their grade. However, by the second retest cycle, no students failed the Unit 2 Exam and subsequently did not require a retest opportunity. One possible reason is that students had grown familiar with the style of tests that were being administered in the class. Another possibility is that students that were unprepared for the first test took the necessary steps to be better prepared for the Unit 2 Exam. A third reason might have been avoidance. It is probable that the students that participated in the corrective activities that followed the Unit 1 Exam were better prepared to ensure that they passed the Unit 2 Exam. Adequate preparation and study may have allowed these students to pass the test and avoid corrective activities that might have been viewed as additional work.
The data also indicated that students in the mastery learning conditions had the lowest mean scores on the Unit 1 and Unit 4 Exams, respectively. One possible reason for the low performance on the Unit 1 Exam is the ―novelty effect‖ and the order of succession. Since this exam is the first exam of the semester, students might lack adequate preparation and readiness for the exam. It seems that by the Unit 2 Exam, the ―novelty effect‖ had worn off and students became more accustomed to the testing environment and were better prepared. In addition, the content of the Unit 4 Exam typically poses a problem for developmental reading students. Unit 4 involves critical thinking and inference. These skills require students to move beyond the literal level of reading to a more sophisticated level of reading. Unit 4 involved ―reading between the lines‖ and interacting with text at the inferential level. Both groups had the lowest mean scores on the Unit 4 Exam. The non-mastery learning groups had slightly higher mean
scores on the Unit 4 Exam than the mastery learning groups. However, neither group had a stellar performance on this particular exam.
Reading Attitude
This study also examined the differences in the reading attitudes of community college developmental reading students when taught by mastery learning instruction versus non-mastery learning instruction. The analysis included an examination of student performance on a pre and post administration of a reading attitude survey. The results indicated that there were no significant differences in the reading attitudes of mastery learning and non-mastery learning students. All groups had similar mean scores on both the pre and post administration reading attitude survey. The findings indicated that the reading attitudes of the students that participated in this study were relatively low and that it remained the same over the treatment period. This finding was similar to the research conducted by Ferguson and Bitner (1984), when they compared the reading attitudes of developmental reading students with non-developmental, college-level freshman English students. Likewise, Ferguson and Bitner (1984) concluded that developmental reading students had poor reading attitudes and would try to avoid participation in reading activities.
Many developmental students will openly share that they do not like to read. The finding that the developmental readers in this study did not have good reading attitudes is no surprise to the researcher. The fact that the students were in different treatment conditions did not change the fact that they were all developmental reading students, who were required to take at least one extra class in order to be eligible to take college-level reading or English classes. However, the researcher was hopeful that more time spent
working on remedying deficits would have resulted in a positive change in reading attitude. Consequently, no positive change was observed in either group and students in the mastery learning group may actually have been annoyed that they were required to complete more work in a subject area that they were not excited about in the first place. Once again, these students might have viewed the enrichment and corrective activities as additional work and this might have impacted the reading attitude of these students.
Reading Skill
Likewise, this study also examined the differences in the reading skills of community college developmental reading students when taught by mastery learning instruction versus non-mastery learning instruction. The analysis included an examination of student performance on a pre and post administration of the myreadinglab reading skills assessment. The results indicated that there were no significant differences in the reading skills of mastery learning and non-mastery learning students. The findings indicated that the reading skills of the students that participated in this study were relatively low, as mentioned previously, however, the myreadinglab pretest mean scores were statistically significantly different than the myreadinglab posttest mean scores for these same students.
The finding that the developmental readers in this study did not have good reading skills is no surprise to the researcher. The fact that the students were placed in developmental reading classes is a good indication that their reading skills are deficient. However, the results did indicate that the mean scores on the myreadinglab posttest were higher than the mean scores on the myreadinglab pretest for both groups. The increase in
mean scores is an indication that both students in the mastery learning and the nonmastery learning condition made positive gains in their reading skills during the study.
Implications
Given the results of this study, developmental reading educators should consider the following implications about mastery learning. First and foremost, there is little conclusive research that examines mastery learning instruction in community college developmental reading classes. While this single study cannot provide enough evidence to make the claim that all developmental reading classes should employ mastery learning as an instructional method, it does suggest that developmental reading students can benefit academically from mastery learning.
However, this potential benefit does come with a cost. Just as Littlejohn (1973) discovered while examining mastery learning in undergraduate educational psychology courses, mastery learning itself is very time-consuming. When planning for mastery learning instruction, one needs to take into account the importance of extra planning for the corrective and enrichment activities that follow the initial teaching and testing cycle. The enrichment and corrective procedures allow the students to either work independently to enrich their skills or receive corrective instruction that reteaches skills and allows for retesting opportunities, respectively. This component of mastery learning instruction requires time and an instructor needs to take this factor into account when planning instruction for the semester.
In addition, developmental reading educators need to consider the inherent nature of many developmental reading students before employing mastery learning instruction. Many of these students bring years of reading deficits to the classroom. Some of these
students do not enjoy reading, lack reading motivation and resent placement in a developmental reading class. Most likely, these students will not be willing participants in reading activities that are not required or graded. Therefore, developmental reading students might resist mastery learning and view it as more work in a subject area that they do not enjoy.
Another implication that should be considered is the multi-dimensional nature of reading as a subject area. Reading experts cannot agree on the best method to teach reading, but each reading educator has a strong sense about how they believe reading should be taught. Even Bloom (1968) suggested that reading is not a subject that is best suited for mastery learning. However, in order for reading to be taught in a mastery learning environment, a skills-based approach is most likely the best method. The implementation of a skill-based approach might pose as a philosophical conflict for those individuals that do not endorse a skills-based approach to reading instruction.
Developmental reading educators must make careful consideration before deciding to employ mastery learning in their classrooms.
Also, another aspect to consider is the interrelatedness of the three domains of reading: affect, behavior, and cognition. These three domains are interrelated as affect and cognition can be inferred from behavior (Mizokawa & Hansen-Krening, 2000). However, to affect change in an individual's affect, behavior or cognition, time is essential. The length of a 16-week semester might not be sufficient to see real change in these three domains.
A final implication to consider is the recent trends and developments that influence the state of developmental education. Currently, policy makers and other
stakeholders are looking closely at the curriculum and instructional practices of developmental educators. Fueled by budget cuts associated with the economic recession, many agencies are moving towards modular or lab-based instruction to replace the traditional instructor-led classroom. These cost-cutting measures call for developmental students to literally ―teach themselves‖ in self-paced environments. Consequently, this movement affects an instructor's ability to implement the group-based, teacher-paced model of mastery learning, but not the individualized, self-paced model. It seems that this trend aligns very well with Keller's Personalized System of Instruction (PSI).
Limitations
This study had a few limitations that could not be avoided. First, the confounding of instructor with the instructional method was a limitation. It was impossible to separate the effects of the instructor from the method of instruction. While every effort was made to ensure that both instructors taught the same content in a similar fashion, differences in presentation style and teaching techniques are inherent when different instructors are teaching the content.
A second limitation was the use of a convenience sample. The registration procedures at the host institution made random assignment virtually impossible. Students were allowed to register for any section that suited their schedule and met their needs. However, only students who earned a score of 57-79 on the ACCUPLACER Reading Comprehension Test were eligible to register for RED 090, an upper developmental reading course, at this institution. Therefore, students that registered for the class sections that were taught by the two instructors involved in this study comprised the convenience sample used in the study.
In addition, a third limitation of the study involved the time constraints of the 16week semester during which the study was conducted. A big component of mastery learning involves allowing students extra time to achieve mastery. This facet becomes a challenge when the time period is fixed and students require more time than the semester allows.
A fourth limitation was the use of instructor created exams instead of standardized instruments. Typically, standardized instruments have met a standard of rigor that includes the following criteria: history of use, widely accepted use, statistical analysis, norming procedures, and established reliability and validity standards. Instructor created exams do not undergo the same rigorous process before being administered. Typically, instructor created exams are developed and administered without any formal review process. The formal review processes that standardized instruments undergo make these instruments more valid and reliable.
Future Research
First and foremost, more research needs to be conducted that examine mastery learning instruction in developmental reading classes. This study will add to the limited literature base that now exists, but it did not yield strong enough results to make the case to all developmental reading educators that mastery learning is a viable instructional method to utilize in their classrooms. Additional studies need to be conducted to add the depth and breadth necessary to expand the literature base. Only additional research will inform developmental reading educators about the strengths and weaknesses that mastery learning instruction has to offer.
Future studies could replicate this study and include a qualitative analysis to gain more insight on student and instructor perceptions. Both students and instructors play huge roles in a mastery learning classroom in order for the instruction to be successful. It would be quite informative to tap into the perceptions and experiences of both students and instructors as they participate in a mastery learning environment. Interviews could be conducted with both students and instructors to determine their thoughts, feelings, and attitudes about mastery learning instruction.
An additional area to investigate might include examining if mastery learning impacts student motivation in a developmental reading class. Many developmental reading students lack motivation and their level of motivation declines as they have negative academic experiences. The opportunity to receive reteaching and retesting in order to achieve success might impact student motivation.
Also, another study for future research would be to examine if gender or race impacts student performance in a mastery learning environment; specifically, in a developmental reading class within which the majority of the students are minority students. It would be informative to learn if males or females respond more positively or negatively to mastery learning or whether a particular racial or ethnic group responds more positively or negatively to mastery learning instruction.
Additionally, another potential area of interest might be to examine the impact of the inclusion of culturally relevant reading materials in a mastery learning environment. Much of the research indicates that students enjoy reading most when they can relate to the reading material and that students tend to read more if the material is culturally relevant. It would be informative to learn how developmental reading students in a
mastery learning environment would respond to culturally relevant materials. Since this population traditionally has little interest and low motivation to read, it would be particularly interesting to explore if exposure to other types of reading materials influences the reading behavior, reading motivation, and reading attitudes of these students.
Finally, another suggestion would be to examine the implementation of an individualized mastery learning instruction program. This study and many others have focused primarily on group-based mastery learning instruction because that is typically how classrooms are organized. However, self-paced learning, programmed instruction, and modular based instruction in lab settings are becoming more common. More studies that use Keller's Personalized System of Instruction or a variation should be conducted to see if these programs might be more effective instructional methods for developmental reading students.
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APPENDIX A: CONSENT FORM
Informed Consent for Urban Community College Student's Reading Achievement and Attitude
Project Title and Purpose:
You are being invited to participate in a research study entitled, ―Different Approach, Different Results: A Study of Mastery Learning Instruction in a Developmental Reading Class At An Urban Community College‖. The purpose of this project is to compare student achievement and reading attitudes of urban community college students who are enrolled in developmental reading classes with either mastery learning instruction or traditional instruction. Mastery Learning is an instructional philosophy whose roots can be traced back to the 1920s. It is a group-based, teacher-paced model within which whole group instruction is supported by enrichment and corrective instruction to meet the needs of the students. Retesting opportunities are also a component of mastery learning instruction.
Investigator:
The primary investigator in this study is Patricia Hill-Miller, a doctoral student at The University of North Carolina at Charlotte (UNCC) and Reading Instructor at Central Piedmont Community College. The responsible faculty member at UNCC is Dr. Robert J. Rickelman.
Description of Participation:
You are being asked to participate in this study because you are enrolled in a reading course at Central Piedmont Community College (CPCC). During this semester, you will be asked to complete a myreadinglab pre-test and post-test. You will also be asked to complete an online reading attitude inventory that consists of 50 questions. Accuplacer Placement Test scores will be obtained from your educational record. In your classes, you will receive either mastery learning instruction or traditional instruction. Both the mastery learning sections and the traditional sections, will receive the same syllabus, learn the same content, and abide by the same grading scale. However, the students in the mastery learning sections will receive retest, corrective, and enrichment opportunities.
Length of Participation:
Your participation in this project will take approximately 16 weeks, the time needed to complete spring semester 2011.
Risks and Benefits of Participation:
There are no foreseeable risks or discomforts in participating in this study. Benefits to the subject include participating in a study and adding significant knowledge to the research literature concerning reading. Benefits to society include (a) improvement of literacy programs, and (b) breaking down barriers to higher education. You will not be paid for participation in this research project.
Volunteer Statement:
You are a volunteer. The decision to participate in this study is completely up to you. If you decide to be in the study, you may stop at any time. You will not be treated any differently if you decide not to participate in the study or if you stop after you have started. All data will be reported collectively, as a whole group, and not individually. If you choose not to participate in the study, no information will be reported.
Confidentiality:
All data collected by the investigators will not contain any information that will link the data back to you or your participation in this study. The following steps will be taken to ensure this anonymity: (a) students' names and community college attended will not be reported, and (b) written reports will describe statistical results of the entire class, not individual responses.
Fair Treatment and Respect:
UNC Charlotte wants to make sure that you are treated in a fair and respectful manner. Contact the university's Research Compliance Office (704-687-3309) if you have questions about how you are treated as a study participant. If you have any questions about the actual project or study, please contact Patricia Hill-Miller at 704-330-6977 or firstname.lastname@example.org or Dr. Robert Rickelman at 704-687-8890.
Approval Date:
This form was approved for use January, 2011 for use for one year.
Participant Consent:
I have read the information in this consent form. I have had the chance to ask questions about this study and about my participation in the study. My questions have been answered to my satisfaction. I am at least 18 years of age, and I agree to participate in this research project
Participation: YES __________
NO___________
Participant
Signature_________________________________________________________
Date
Investigator
Signature_________________________________________________________
Date
APPENDIX B: READING ATTITUDE SURVEY
Reading Attitude Survey
Directions: In this questionnaire, many of the statements will be about two types of reading. When the term ―traditional reading materials‖ is used this refers to traditional printed materials such as books, magazines and newspapers. When the term, ―digital reading materials‖ is used this refers to online materials such as internet websites, blogs, ebooks, online newspapers or magazines and emails. Please read the following statements and click on the most appropriate response. Your answers will not affect your grade in any way.
The scale for the reading attitude instrument will be:
SD – Strongly Disagree
D – Disagree
N – Neutral
A – Agree
SA – Strongly Agree
Affective
1. I feel uncomfortable reading in front of people.
2. I enjoy reading.
3. I get excited about traditional reading materials.
4. I get excited about digital reading materials.
5. I like to read traditional reading materials.
6. I like to read digital reading materials.
7. When I read the traditional reading materials, I feel anxious.
8. When I read digital reading materials, I feel anxious.
9. When I read the traditional reading materials, I feel relaxed.
10. When I read the digital reading materials, I feel relaxed.
11. While reading traditional reading materials, I am absorbed in what I am reading.
12. While reading digital reading materials, I am absorbed in what I am reading.
13. I enjoy discussing traditional reading materials that I have read with others.
14. I enjoy discussing digital reading materials that I have read with others.
Cognitive
15. I believe reading gives me confidence.
16. I believe reading is an important part of my life.
17. I believe reading is a good way to spend my spare time.
18. I believe reading is an effective way to learn new things.
19. I believe reading is difficult.
20. I think I read too slowly.
Behavior
21. I often look for reading materials related to something that interests me.
22. I usually check out a book when I go to the library.
23. I usually purchase ebooks.
24. I usually read while I am on vacation.
25. I intend to read for pleasure.
26. I intend to read to learn.
27. I intend to read traditional reading materials as often as possible.
28. I intend to read digital reading materials as often as possible.
29. I like to read when I have free time.
30.
I like to read to escape from problems.
31. I find time to read.
32. I only read when I have to complete an assignment.
33. I read unassigned material.
34. I spend hours a week reading (this can include books, emails, ebooks, blogs, websites, magazines, newspapers, manuals, etc.)
a. 0 to 3 hours per week
b. 4 to 7 hours per week
c. 8 to 11 hours per week
d. 12 to 15 hours per week
e. 16 hours or more per week
Childhood Reading Experiences
When you were a child…
35.
did a parent or guardian encourage you to read?
36. did a parent or guardian read to you?
37. did you see a parent or guardian reading traditional reading materials?
38. did you see a parent or guardian reading digital reading materials?
39. did your parent or guardian expect you to be a good reader?
40. did you have discussions with a parent or guardian about the books that you read?
41. did a parent or guardian influence your attitude positively about reading?
42. did a parent or guardian influence your attitude negatively about reading?
Demographic Information
43. What is your age?
44. What is your gender?
a. Female
b. Male
45. Please indicate your race.
a. White/Caucasian
b. Black/African-American
c.
Latino/Hispanic
d. Asian/Asian-American
e. American Indian/Alaska Native
f. Multiethnic
g. Other, please specify
46. How many credit hours are you taking this semester?
a. 11 hours or less
b. 12 hours or more
47. Please indicate the class section that you are enrolled.
48. Please enter your student ID # .
APPENDIX C: UNIT 4 SAMPLE MATERIALS
Unit 4 Sample Exam Questions
RED 090
Unit 4, Test A
Answer the following multiple-choice questions based on the information you learned. Please use the scantron sheet for your answers (20 points).
1. The literal level of the reading process
a. is the "highest" level.
b. presents the facts.
c. deals with motives, feelings, and judgments.
2. In the reading process, the level of inference requires the reader to
a. "read between the lines" to understand the meaning.
b. merely memorize factual information.
c. pronounce each word clearly in his or her mind.
3. All of the following imply meaning rather than directly state it except
a. advertisements.
b. jokes.
c. almanacs.
4. Connotations are
a. emotionalism surrounding a word.
b. specific meanings of words.
c. synonyms for denotations.
5. For the most part, idioms are
a. words that are fresh and unique.
b. phrases that have been used for many years.
c. used only by cults and gangs.
6. The difference between a simile and a metaphor is that a
a. metaphor is indirectly stated.
b. simile uses "like" or "as" in the comparison.
c. simile is figurative language.
7. Of the following, which would not be categorized as figurative language?
a. Metaphors
b. Irony
c. Connotations
RED 090
Unit 4, Test B
Answer the following multiple-choice questions based on the information you learned. Please use the scantron sheet for your answers (20 points).
1. The inferential level of the reading process
a. allows you to point to the words on the page to answer questions.
b. presents the facts.
c. is often called reading between the lines.
2. In the reading process, the literal level
a. requires the reader to "read between the lines" to understand.
b. presents factual information.
c. requires the reader to pronounce each word clearly in his or her mind.
3. All of the following imply meaning rather than directly state it except
a. cartoons.
b. jokes.
c. almanacs.
4. Denotations are
a. emotionalism surrounding a word.
b. specific meanings of words.
c. synonyms for denotations.
5. For the most part, idioms are
a. words that are fresh and unique.
b. phrases that have been used for many years.
c. used only by cults and gangs.
6. The difference between a simile and a metaphor is that a
a. metaphor is indirectly stated.
b. simile uses "like" or "as" in the comparison.
c. simile is figurative language.
7. Of the following, which would not be categorized as figurative language?
a. Metaphors
b. Irony
c. connotations
8. Which of the following situations is ironic?
a. My teacher lived in Alaska for ten years before she came to CPCC.
b. The soft drink machine near my office has been empty for five days.
c. The copy machine at the Xerox office has been out of order for two weeks.
Unit 4 Enrichment Group Assignment-Figurative Language Project
- Search the Internet, literature texts or any publications for poetry,
prose or song lyrics that contain figurative language. Make sure that your poem or song is appropriate for class discussion.
- Once you have selected your song or poem, write up an analysis of the piece.
See below for a sample outline.
- Your analysis should by typed and at least 1-2 pages in length. A copy of the poem or song should be turned in with your analysis.
- Oral presentation- Be prepared to share your analysis with the class on the
a CD or cassette, so that I can make plans to have a player in the classroom that day.
day that projects are due. Please let me know if you are planning to bring in
- Sample outline: The analysis should include the following:
o Title: Title, author and genre of the piece. What does the title have
o to do with the poem? Think about how the title relates to the rest of the piece.
o Identify the types of figurative language being used in the piece and provide specific examples from the piece as support.
o Paraphrase the poem: Put the poem into your own words. What does it mean on a literal level?
o Also, include in your discussion how the author makes use of the figurative language to enhance the piece.
Unit 4 Corrective Group Assignment
- Attend in class-review sessions during the week following the Unit 4 Exam.
- Complete myreadinglab assignments: Critical Thinking and Inference.
- Attend at least one tutoring session at the Academic Learning Center during this week.
- Take the Unit 4 Retest at the Central Campus Testing Center within 1 week after retest cycle. | <urn:uuid:9755ecb2-104a-47ac-aa0a-71e8f3fca018> | CC-MAIN-2023-40 | https://ninercommons.charlotte.edu/islandora/object/etd%3A493/datastream/PDF/download/citation.pdf | 2023-09-28T21:01:00+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00124.warc.gz | 457,792,408 | 39,694 | eng_Latn | eng_Latn | 0.97562 | eng_Latn | 0.997467 | [
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The Maple family is a large group of trees and shrubs with only 6 species native to Ontario. Maples can be distinguished from other tree species by their wing-shaped fruit. Maples are an important symbol of Canada and have ecological and economic significance. Maple tree sap contains sugar and is boiled into syrup which was first discovered by Indigenous peoples. Canada is a leading producer of maple syrup and other maple products. Maple trees have also been used for their wood and medicinal properties and are known for their brilliant fall colours of red, orange and yellow 1 .
There are three non-native, invasive maples that are present in the Severn Sound Environmental Association (SSEA) area: Amur Maple (Acer ginnala), Manitoba Maple (Acer negundo), and Norway Maple (Acer platanoides). Manitoba and Norway maple are the most common invasive maples.
___________
1 The Canadian Encyclopedia (2019). Retrieved from https://www.thecanadianencyclopedia.ca/en/article/maple
LEAF ANATOMY
The leaf can be the easiest way to tell maple species apart. Lobes are partially rounded portions of the leaf that are divided by a Sinus. The Sinus is the deep indentations in the leaf. The Petiole is the stalk that attaches the leaf to the stem.
MAPLE IDENTIFICATION FEATURES
Identification features for Norway maple, Manitoba maple and four common native maple species.
Name(s)
Status
Leaf shape
Autumn leaf
colour
Fruit
)
* Divided into 3-5 smaller leaves that are attached to the same petiole (resembles ash leaves)
Up to 3 lobes
NORWAY MAPLE
The Norway Maple is an invasive tree that originates in Europe and western Asia. It was introduced to North America as an ornamental tree, and is now commonly planted as a street tree across Ontario. Norway Maple grows quicker than native maples and produces a dense canopy. It becomes a threat when it invades forests as it blocks sunlight from other native trees and plants. Its roots grow shallow which can also prevent native plant growth.
To learn about the black spots that appear on Norway Maple, visit SSEA's YouTube Channel.
MANITOBA MAPLE
Manitoba maple is native to the Canadian prairies, however, in Ontario, it is considered invasive. Manitoba maple grows fast, is relatively short-lived and forms a dense canopy at maturity, shading out native plant species. Branches are brittle and often break during storms, creating a hazard.
WHAT CAN YOU DO?
Participate
* Participate in the Ontario Invasive Plant Council's Look Before You Leave Awareness Program.
* Report sightings of invasive species.
* The Grow Me Instead Guide helps you to landscape with native plants and avoid invasive ones
Participate in the Ontario Invasive Plant Council's Look Before You Leave Awareness Program.
We can accidentally introduce invasive species to new areas by not properly cleaning vehicles, equipment, clothing and pets. Make sure when you are leaving an area, you are free of mud, plants and wildlife, which can all be carriers of invasive species.
Report sightings of invasive species.
* You can report your local sightings to SSEA at email@example.com
* Submit sightings online to EDDMapS Ontario
* Call the toll-free invading species hotline (1800-563-7711)
Remove invasive trees and replace with native alternatives.
Avoid using invasive plants while landscaping on your property. The Grow Me Instead Guide helps you replace invasive plants with native ones. To remove invasive maple trees, follow the Ontario Invasive Plant Council Best Management Practices. You may require a Registered Forestry Professional to remove an invasive tree.
To report an invasive species in the Severn Sound area, email us at: firstname.lastname@example.org
FOLLOW US ON:
489 Finlayson St, PO Box 460, Port McNicoll ON L0K 1R0
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2008 AMC 8
Time limit: 40 minutes
Typeset by: LIVE, by Po-Shen Loh
https://live.poshenloh.com/past-contests/amc8/2008
Copyright: Mathematical Association of America. Reproduced with permission.
1. Susan had to spend at the carnival. She spent dollars on food and twice as much on rides. How many dollars did she have left to spend? $50 $12
A
12
B
14
C
26
D
38
E
50
2. The ten-letter code represents the ten digits in order. What 4-digit number is represented by the code word BEST OF LUCK 0 −9, CLUE?
A 8671
B
8672
C
9781
D
9782
E
9872
3. If February is a month that contains Friday the what day of the week is February 13 th , 1?
A
Sunday
B
Monday
C
Wednesday
D
Thursday
E
Saturday
4. In the fgure, the outer equilateral triangle has area the inner equilateral triangle has area and the three trapezoids are congruent. What is the area of one of the trapezoids? 16, 1,
A
3
B
4
C
5
D
6
E
7
5. Barney Schwinn notices that the odometer on his bicycle reads a palindrome, because it reads the same forward and backward. After riding more hours that day and the next, he notices that the odometer shows another palindrome, What was his average speed in miles per hour? 1441, 4 6 1661.
A
15
B
16
C
18
D
20
E
22
6. In the fgure, what is the ratio of the area of the colored squares to the area of the uncolored squares?
A
3 : 10
B
3 : 8
C
3 : 7
D
3 : 5
E
1 : 1
8. Candy sales from the Boosters Club from January through April are shown. What were the average sales per month in dollars?
A
B
C
D
E
60
70
75
80
9. In Tycoon Tammy invested dollars for two years. During the frst year her investment suffered a loss, but during the second year the remaining investment showed a gain. Over the two-year period, what was the change in Tammy's investment? 2005 100 15% 20%
A
5% loss
B
2% loss
C
1% gain
D
2% gain
E
5% gain
10. The average age of the people in Room A is The average age of the people in Room B is If the two groups are combined, what is the average age of all the people? 6 40. 4 25.
A
32.5
B
33
C
33.5
D
34
E
11. Each of the students in the eighth grade at Lincoln Middle School has one dog or one cat or both a dog and a cat. Twenty students have a dog and students have a cat. How many students have both a dog and a cat? 39 26
A
7
B
13
C
19
D
39
E
46
12. A ball is dropped from a height of meters. On its frst bounce it rises to a height of meters. It keeps falling and bouncing to of the height it reached in the previous bounce. On which bounce will it not rise to a height of meters? 3 2 2 3 0.5
A
3
B
4
C
5
D
6
E
7
13. Mr. Harman needs to know the combined weight in pounds of three boxes he wants to mail. However, the only available scale is not accurate for weights less than pounds or more than pounds. So the boxes are weighed in pairs in every possible way. The results are and pounds. What is the combined weight in pounds of the three boxes? 100 150 122, 125 127
15. In Theresa's frst basketball games, she scored and points. In her ninth game, she scored fewer than points and her points-per-game average for the nine games was an integer. Similarly in her tenth game, she scored fewer than points and her points-per-game average for the games was also an integer. What is the product of the number of points she scored in the ninth and tenth games? 8 7, 4, 3, 6, 8, 3, 1 5 10 10 10
17. Ms.Osborne asks each student in her class to draw a rectangle with integer side lengths and a perimeter of units. All of her students calculate the area of the rectangle they draw. What is the difference between the largest and smallest possible areas of the rectangles? 50
A 160
B
170
C
187
D
195
E
354
14. Three three and three are placed in the nine spaces so that each row and column contain one of each letter. If is placed in the upper left corner, how many arrangements are possible? A's, B's, C's A
A
2
B
3
C
4
D
5
E
6
A
35
B
40
C
48
D
56
E
72
16. A shape is created by joining seven unit cubes, as shown. What is the ratio of the volume in cubic units to the surface area in square units?
A
1 : 6
B
7 : 36
C
1 : 5
D
7 : 30
E
6 : 25
76
120
128
132
136
18. Two circles that share the same center have radii meters and meters. An aardvark runs along the path shown, starting at and ending at How many meters does the aardvark run? 10 20 A K.
10π + 20
10π + 30
10π + 40
20π + 20
20π + 40
19. Eight points are spaced around at intervals of one unit around a square, as shown. Two of the points are chosen at random. What is the probability that the two points are one unit apart? 2 × 2 8
A
1 4
B
2 7
C
4 11
D
1 2
E
4
7
20. The students in Mr. Neatkin's class took a penmanship test. Two-thirds of the boys and of the girls passed the test, and an equal number of boys and girls passed the test. What is the minimum possible number of students in the class? 3 4
A
12
B
17
C
24
D
27
E
21. Jerry cuts a wedge from a -cm cylinder of bologna as shown by the dashed curve. Which answer choice is closest to the volume of his wedge in cubic centimeters? 6
48
75
151
192
603
22. For how many positive integer values of are both and three-digit whole numbers? n n 3 3n
12
21
27
23. In square and What is the ratio of the area of to the area of square ABCE, AF = 2FE CD = 2DE. △BFD ABCE?
1
6
2
9
5
18
1
3
7
24. Ten tiles numbered through are turned face down. One tile is turned up at random, and a die is rolled. What is the probability that the product of the numbers on the tile and the die will be a square? 1 10
A
1 10
B
1 6
C
11 60
D
1 5
E
7 30
25. Margie's winning art design is shown. The smallest circle has radius 2 inches, with each successive circle's radius increasing by 2 inches. Which of the following is closest to the percent of the design that is dark-colored?
A
42
B
44
C
45
D
46
E
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Essentials for Christian Living Study Guide
OUR RELATIONSHIP WITH GOD
LESSON 2: DEVELOPING A PERSONAL RELATIONSHIP WITH GOD
INTRODUCTION
This lesson is part of a Disciple Essentials module entitled Our Relationship with God. This series of lessons examines the relationship we have with God. It begins by understanding our identity in Christ which is a result of our becoming a child of God. This series of lessons looks at the attributes of God, how we learn about God and know Him better, and how we develop this personal relationship. Understanding ourselves in God's eyes, and having a clearer picture of who God is, will help us live the life that God designed for us.
The Student's Guide is intended for an individual to look deeper into a specific lesson on their own. The lessons can be used in conjunction with other Discipleship Essentials materials, such as the video and audio productions found on www.discipleshipessentials.org.
Essentials for Christian Living: Study Guide
OUR RELATIONSHIP WITH GOD
LESSON 1: DEVELOPING A PERSONAL RELATIONSHIP WITH GOD
JUST SO YOU KNOW…
WHAT IS IT ABOUT?
Of all the relationships in our lives, our relationship with God is the most important. It determines how we live our lives today, and where we will spend eternity! But just like all relationships, it can be developed through communication. This lesson will equip you to develop your personal relationship with God.
Since the beginnings of Christianity, followers of Jesus have set aside time daily to spend with God alone – often in prayer, reading the Word of God or practicing other spiritual disciplines. Many Christians feel this is vital to their faith. If they don't make time for God everyday, their relationship with God weakens. There are no specific rules about this time, or even that it must happen the same way each day. The Bible provides no script – after all, this is a relationship and what you will talk about should change often! If you have not developed a regular time alone with God, please consider what is hindering you. There are resources at the end of this lesson which may be helpful.
GETTING STARTED
1. If you have not had a regular daily quiet time, would you like to start? What are some of the barriers to developing this habit?
2. If God is everywhere and His Spirit is always with us, why should we set aside special time to focus on Him?
Essentials for Christian Living: Study Guide
STUDY
ABOUT OUR RELATIONSHIP WITH GOD: A strong relationship with God starts with a deep longing for His presence. People who love to be in one another's presence cannot wait to be reunited after a time of separation. While we are never separated from God in one sense, setting aside time for our relationship with God will strengthen and increase our love for Him.
Read Psalm 68. Does King David -who wrote this- make it sound like meeting with God regularly was a chore? Describe what feelings David has towards God in this Psalm:
David spent much time with God and made it a priority in His life. The more He knew of God, the more He wanted to spend time with Him. David knew in his heart that God was his source of satisfaction, his help and strength, and his refuge, even though he was a king. We often don't make it a priority to spend time with God daily. It has been said that it takes 21 days to build a habit. When we repeatedly do something it becomes easier to make it a habit. Spending time with God becomes more rewarding the longer we do it.
BIBLICAL EXAMPLES: Many godly men and women in the Bible rose early in the morning to meet with God. This is not a practice invented by today's Church, rather it has been a habit for people who want to know God more.
Read each of the Biblical examples, and write down what we can learn from their example of having a regular time with God.
Abraham Genesis 19:27
Jesus
Mark 1:35
Moses
Exodus 24:4, 34:4
Joshua Joshua 6:12
Hannah
1 Samuel 1:19
Mary Magdelene John 20:1
The Biblical examples seem to suggest a benefit to rising early to spend time with God. Read Psalm 5:3, Psalm 59:16, Psalm 63:1. Think for a moment – why would planning to meet with God early in the morning be a good idea? What are the advantages?
OUR DAILY QUIET TIME: When we read about godly people in the Bible, we often see them rising early to be with God. Sometimes our regular time with God is referred to as our daily devotions, or daily quiet time, or even our morning watch. Whatever you call it, it is an excellent habit and discipline to develop.
What happens during your daily quiet time? There is no formula for spending time with God. You will not always spend time with God in the same way every day. Activities may vary, but the goal is to connect with Him. Remember that relationships take time. You just need to be committed to spending time with God regularly.
The following are some ideas of what you could do during your quiet time:
o Get Quiet: It should be quiet and free of distractions so that you can give God the attention He deserves. Find a place you can be alone, or face a wall to minimize distractions. Take a few moments to still your body and mind.
o Read God's Word: Hear what God wants to tell you from His word. Read thoughtfully and ask yourself questions about the text. What can you learn?
o Read Wise Words: Sometimes you may wish to read wise words written by other Christians for devotional purposes. These may be books, or written sermons or short thoughts. Remember to spend time in God's Word yourself, and don't rely only on someone else's words.
o Praise and Prayer. Before asking God for anything, it's a good practice to thank Him for His many blessings. Be specific about these things which we often take for granted. Praise Him for who He is. Then ask God to reveal Himself to you. Be honest with God and tell Him what you are feeling, what your worries are, what you need help with.
o Record Your Thoughts: You may wish to use a journal to record what you are praying about, what God is teaching you, answers to prayer, etc. It can be encouraging to look back and read what God has done in your life. This will keep you on track.
Benefits to us: This time with God will help us focus on what is truly important. We must never be too busy to pray! When we commit the plans of the day to the Lord, we receive His help, His peace and assurance of His presence in order to accomplish all that is before us.
Be consistent: It is important to set a regular time each day to pray. It does not have to be accomplished sitting quietly. Some people pray as they go for a walk. You can change the place you pray without changing the purpose.
Shake things up: While forming a habit takes repetition, sometimes a routine can become boring and not beneficial. If you find that as you meet with God you are reading without thinking and saying words without really meaning them, you may want to try a new place, new method or new materials. It is important to keep this time with God alive and meaningful.
Following this lesson are several pages of Ideas for spending time in God's Word. If you have not started a daily habit of reading God's Word, this could be a good place to start.
IN SUMMARY
Developing a relationship with God involves a regular time of prayer, reading and worship.
The Biblical example of godly people rising early to meet with God should inspire us to do likewise
There are many things we can do during our time with God – including prayer, reading the Bible, reading wise words, praise and recording our thoughts in a journal.
It is important to be purposeful, consistent and to keep this time between us and God meaningful.
Essentials for Christian Living: Study Guide
REFLECTION QUESTIONS
1. What are the benefits of meeting with God every day?
2. What would you say to someone who suggests that we can have a strong relationship with God without a regular habit of prayer and Bible reading?
3.
After this lesson, what can you do to improve your relationship with God?
Essentials for Christian Living: Study Guide
IDEAS FOR SPENDING TIME IN GOD'S WORD
The following ideas can be used for spending time in God's Word during your daily quiet time. It might be helpful to try a new approach to your time with God in order to see God in a new way. Spend time in God's Word, in stillness and in prayer, and you will be rewarded with a closer relationship with God!
1. ASKING WHAT THE BIBLE IS SAYING TO YOU
The simplest way to meditate on God's Word is to read through the Bible, a passage every day, and ask yourself questions. Write down the answers in your journal. Think quality over quantity. Go slowly through the Bible and think about what it is saying. Some questions you could ask are:
o Is there a command to obey?
o Is there a promise to claim?
o Is there a sin to avoid?
o Is there a lesson to learn?
o Is there a new truth to carry with you?
2. FINDING GOD IN THE PSALMS
Each day, pick one psalm to read. After reading the psalm, pick out all the attributes (character traits, descriptive words) of God you can find. They may be right there in the text or implied. Write these traits in your journal. Pray and thank God for who He is. Think about these things. God is much more than we could ever understand in our lifetime. Try and learn to see Him better every day!
3. PUTTING THE BIBLE IN YOUR OWN WORDS
This activity will help you understand Scripture in a more personal way. First, pick a passage to translate. It can be a chapter, a psalm or a few paragraphs. Read over the passage several times, and divide it into smaller pieces. Ignore the numbers in the text and work sentence by sentence. Then write down each sentence in your own words. A single sentence may be translated into three of your own sentences, this is okay! Understand the meaning of the passage, working through a few sentences each day. Reflect on what you have learned and write down what it teaches you about God, about yourself, and about living the life of a Christian. Some passages to start with might include:
Romans 5-6
Romans 12
Matthew 5-7
2 Corinthians 4
Ephesians 2
1 John
Psalm 1
Psalm 23
1 Thessalonians 4-5
4. LOOKING FOR JESUS
Sometimes when we're reading the Bible it is easy to get caught up in one detail or another, or not really pay attention to what we're reading. Here is a way to learn more about Jesus and practise
Essentials for Christian Living: Study Guide
focusing on Him. First, use only the book of Mark. Skim through the book until you find a chapter heading that has the word Jesus in it (that will be most of them!). Read this story, and as you read focus on Jesus. What is He doing? How is He doing it? What kind of person is He? Why is He doing what He is doing or saying what He is saying? How did people react to Him? Write down what this passage taught you about Jesus. Consider what example Jesus is for you, and what Jesus is telling you.
5. GETTING THE WORD INTO YOUR HEART
Have you ever wished you could remember a verse you heard a long time ago? Have you ever been comforted by a verse that just 'popped' into your head? The psalmist said "I have stored up your word in my heart, that I might not sin against you." (Psalm 119:11).
Learning how to get God's Word into your heart could be one of the most useful habits you ever develop. God's Word has power to change your life and the lives of others, but first you have to get it inside you! Set a goal for memorizing. You may want to memorize a few verses a week to start. Find a method of memorizing that works for you. You could write it down repeatedly, repeat it out loud to yourself, then just write down the first letter of each word and try to recite the verse using just the letters as your cue. Some people like to put verses to a tune to sing them. Keeping the verse on a small card to carry with you through the day can be helpful too.
Remember to review verses you have memorized, and consider what they mean for your life! Here are a few sets of verses that may be of interest for you to memorize.
Salvation: Romans 5:8; Romans 6:23; Romans 10:9,10; Romans 6:6; Ephesians 2:8-9; Isaiah 59:2; Acts 4:12
God's Guidance: Proverbs 3:5,6; Psalm 16:11; Psalm 119:31-33; Isaiah 42:16; Isaiah 30:21; Isaiah 58:11; Psalm 143:10; John 16:13; Romans 8:28
Promises of God: Daniel 9:9; 1 Corinthians 2:9; 2 Chronicles 7:14; Jeremiah 29:13; Psalm 37:4; Isaiah 41:10; Hebrews 13:5; Matthew 7:7,8; James 1:17
Dealing with Temptation: Matthew 26: 41; 1 Corinthians 10:13; James 4:7-8; 2 Thessalonians 3:3; Hebrews 2:18
The Christian Life: Hebrews 12:2,3; Deut. 31:6; Galatians 5:22–23, Philippians 4:6; Romans 10: 13-15; 1 Timothy 4:12; 1 John 3:23; 2 Timothy 1:7; Titus 2: 11-14; Romans 8:9; Micah 6:8
Longer Passages: Psalm 1; Psalm 23; Psalm 25: 1-15; Psalm 100; 1 Corinthians 13; Romans 12; 1 John | <urn:uuid:0849dbde-d22a-4361-a250-e7c08b2bf853> | CC-MAIN-2023-40 | https://43e7603ae3f035212791-100d86e44e17fcd52c99a4cdb992ef35.ssl.cf2.rackcdn.com/423348.pdf?site=twr360 | 2023-09-28T21:17:05+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00133.warc.gz | 90,724,863 | 3,106 | eng_Latn | eng_Latn | 0.990719 | eng_Latn | 0.991989 | [
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PRESS RELEASE
Turkey Takes Sweeping Action to Protect Endangered Sharks & Rays
Conservation Groups Applaud Big Step Toward Safeguarding Mediterranean Species
London, UK. April 20, 2018. A year after denouncing Turkey for the landing of 30 Endangered Giant Devil Rays, the Shark League is applauding the country for announcing protections for this and 13 other species of rays and sharks. The fish are being added to the government's list of prohibited species, which until now included only five kinds of sharks.
"Turkey's new rules will help safeguard some of the most threatened sharks and rays in our oceans, including Critically Endangered angel sharks and Shortfin Makos," said Ali Hood, Director of Conservation for the Shark Trust. "We congratulate the Turkish government officials and conservation groups involved in this decision. It represents a significant step toward Mediterranean shark and ray conservation and a solid example for other countries in the region."
In 2012 the General Fisheries Commission for the Mediterranean (GFCM), which includes Turkey, adopted a measure to end fishing and retention of 24 imperiled shark and ray species listed under a special protocol of the Barcelona Convention. Implementation at national levels, however, has been slow.
"We are particularly excited to welcome Turkey's first protections for skates and rays, as these exceptionally vulnerable species are too often overlooked," said Sonja Fordham, President of Shark Advocates International, a project of The Ocean Foundation. "We are relieved that our calls to prevent another significant take of Giant Devil Rays have been heeded, and also pleased to see new protections for six other ray and skate species, especially the Mediterranean's two Endangered guitarfishes."
(Before this action, Turkey had prohibited take of Basking Sharks, Spurdog, Porbeagle, Tope, and Sandbar Sharks.)
The Shark League will use a GFCM Working Group meeting next week in Beirut as an opportunity to press for continued progress towards full implementation of the 2012 GFCM shark and ray measure. Specifically, the coalition is urging other Mediterranean countries to follow Turkey's lead in protecting endangered sharks nationally, while encouraging Turkey to protect the remaining species listed in the GFCM measure, including Smooth Hammerheads, Spiny Butterfly Rays, and White Sharks.
Media contact : Patricia Roy, tel: +34 696 905 907, email: email@example.com
Shark Trust, Shark Advocates International, Project AWARE, and Ecology Action Centre form the Shark League, a coalition focused on responsible regional conservation of sharks and rays in the Atlantic and Mediterranean. | <urn:uuid:c72aaad3-d8fa-4601-b39a-be703ee77d19> | CC-MAIN-2023-40 | https://www.sharkleague.org/wp-content/uploads/2018/04/Turkey-GFCM-Protections-Press-Release-April-2018-1.pdf | 2023-09-28T21:22:02+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00132.warc.gz | 1,082,658,309 | 528 | eng_Latn | eng_Latn | 0.995653 | eng_Latn | 0.995653 | [
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PHOTO ESSAY
Now more than ever, the power of storytelling ought to be harnessed. But telling a story with photos takes more than just a skillful photographer. An impacting photo story can only be developed by skillful photographers who understand the emotions and concepts behind ever-great story.
In the last twenty years, video and film have become the predominant forms of modern storytelling. But before video, there was photography. And for the last one hundred years photography and storytelling went hand in hand.
The form of such a story is called the photo essay.
A photo essay is very simply a collection of images that are placed in a specific order to tell the progression of events, emotions, and concepts. Used by world class photojournalists such as Lauren Greenfield, James Nachtwey, and Joachim Ladefoged to name a few, the photo essay takes the same story telling techniques as a normal essay, translated into visual images.
A photo essay isn't simply for photojournalists however. Every human being is drawn to stories. Whether you are an amateur or a professional, the photo essay is a brilliant way to bring your images to life and touch your family, friends, and coworkers.
1. Find a topic: Photo essays are most dynamic when you as the photographer care about the subject. Whether you choose to document the first month of a newborn in the family, the process of a school drama production, or even a birthday party, make your topic something in which you find interest.
2. Do your research: If you document a newborn's first month, spend time with the family. Discover who the parents are, what culture they are from, whether they are upper or lower class. If you cover the process of a school's drama production, talk with the teachers, actors and stage hands; investigate the general interest of the student body; find out how they are financing the production and keeping costs down. If you photograph a birthday party, check out the theme, the decorations they plan on using, what the birthday kid hopes to get for his or her gifts. All of these factors will help you in planning out the type of shots you set up for your story.
3. Find the "real story": After your research, you can determine the angle you want to take your story. Is the newborn the first son of a wealthy family on whom the family legacy will continue? Or does the baby have a rare heart condition? Is the drama production an effort to bring the student body together? Or is it featuring a child star? Is the birthday party for an adolescent turning 13, or the last birthday of a dying cancer patient? Though each story idea is the same, the main factors of each story create an incredibly unique story.
4. Every dynamic story is built on a set of core values and emotions that touch the heart of its audience. Anger. Joy. Fear. Hurt. Excitement. The best way you can connect your photo essay with its audience is to draw out the emotions within the story and utilize them in your shots. This does not mean that you manipulate your audience's emotions. You merely use emotion as a connecting point.
5.Plan your shots: Whether you decide to sit down and extensively visualize each shot of the story, or simply walk through the venue in your mind, you will want to think about the type of shots that will work best to tell your story. I recommend beginners first start out by creating a "shot list" for the story. Each shot will work like a sentence in a one-paragraph story. Typically, you can start with 10 shots. Each shot must emphasize a different concept or emotion that can be woven together with the other images for the final draft of the story.
Remember that story telling takes practice. You don't have to be an incredible writer to pull off a powerful photo essay. All you need is a bit of photographic technique, some creativity, and a lot of heart. And once you begin taking pictures in stories, your images will never be the same. | <urn:uuid:b3a645de-b374-4106-a64a-6298252ce98f> | CC-MAIN-2023-40 | http://www.stjoesgraphicdesign.com/uploads/1/0/8/7/10872485/photo_essay.pdf | 2023-09-28T21:26:02+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00133.warc.gz | 80,767,334 | 819 | eng_Latn | eng_Latn | 0.998499 | eng_Latn | 0.998918 | [
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New Evidence for Huge Water Reservoirs Deep in the Earth
Megan Fellman, Northwestern University
EVANSTON, IL — Researchers from Northwestern University and the University of New Mexico report evidence for potentially oceans worth of water deep beneath the United States. Though not in the familiar liquid form — the ingredients for water are bound up in rock deep in the Earth's mantle — the discovery may represent the planet's largest water reservoir.
The presence of liquid water on the surface is what makes our "blue planet" habitable, and scientists have long been trying to figure out just how much water may be cycling between Earth's surface and interior reservoirs through plate tectonics.
Northwestern geophysicist Steve Jacobsen [1] and University of New Mexico seismologist Brandon Schmandt [2] have found deep pockets of magma located about 400 miles beneath North America, a likely signature of the presence of water at these depths. The discovery suggests water from the Earth's surface can be driven to such great depths by plate tectonics, eventually causing partial melting of the rocks found deep in the mantle.
The findings, published June 13, 2014, in the journal Science [3], will aid scientists in understanding how the Earth formed, what its current composition and inner workings are and how much water is trapped in mantle rock.
"Geological processes on the Earth's surface, such as earthquakes or erupting volcanoes, are an expression of what is going on inside the Earth, out of our sight," said Jacobsen, a co-author of the paper. "I think we are finally seeing evidence for a whole-Earth water cycle, which may help explain the vast amount of liquid water on the surface of our habitable planet. Scientists have been looking for this missing
Page 1 of 4
New Evidence for Huge Water Reservoirs Deep in the Earth
Published on Scientific Computing (http://www.scientificcomputing.com)
deep water for decades."
Scientists have long speculated that water is trapped in a rocky layer of the Earth's mantle located between the lower mantle and upper mantle, at depths between 250 miles and 410 miles. Jacobsen and Schmandt are the first to provide direct evidence that there may be water in this area of the mantle, known as the "transition zone," on a regional scale. The region extends across most of the interior of the United States.
Schmandt, an assistant professor of geophysics at the University of New Mexico, uses seismic waves from earthquakes to investigate the structure of the deep crust and mantle. Jacobsen, an associate professor of Earth and planetary sciences at Northwestern's Weinberg College of Arts and Sciences, uses observations in the laboratory to make predictions about geophysical processes occurring far beyond our direct observation.
The study combined Jacobsen's lab experiments in which he studies mantle rock under the simulated high pressures of 400 miles below the Earth's surface with Schmandt's observations using vast amounts of seismic data from the USArray [4], a dense network of more than 2,000 seismometers across the United States.
Jacobsen's and Schmandt's findings converged to produce evidence that melting may occur about 400 miles deep in the Earth. H2O stored in mantle rocks, such as those containing the mineral ringwoodite, likely is the key to the process, the researchers said.
"Melting of rock at this depth is remarkable because most melting in the mantle occurs much shallower, in the upper 50 miles," said Schmandt, a co-author of the paper. "If there is a substantial amount of H2O in the transition zone, then some melting should take place in areas where there is flow into the lower mantle, and that is consistent with what we found."
If just one percent of the weight of mantle rock located in the transition zone is H2O, that would be equivalent to nearly three times the amount of water in our oceans, the researchers said.
This water is not in a form familiar to us — it is not liquid, ice or vapor. This fourth form is water trapped inside the molecular structure of the minerals in the mantle rock. The weight of 250 miles of solid rock creates such high pressure, along with temperatures above 2,000 degrees Fahrenheit, that a water molecule splits to form a hydroxyl radical (OH), which can be bound into a mineral's crystal structure.
Schmandt and Jacobsen's findings build on a discovery reported in March in the journal Nature in which scientists discovered a piece of the mineral ringwoodite inside a diamond brought up from a depth of 400 miles by a volcano in Brazil. That tiny piece of ringwoodite — the only sample in existence from within the Earth — contained a surprising amount of water bound in solid form in the mineral.
"Whether or not this unique sample is representative of the Earth's interior
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New Evidence for Huge Water Reservoirs Deep in the Earth
Published on Scientific Computing (http://www.scientificcomputing.com)
composition is not known, however," Jacobsen said. "Now we have found evidence for extensive melting beneath North America at the same depths corresponding to the dehydration of ringwoodite, which is exactly what has been happening in my experiments."
For years, Jacobsen has been synthesizing ringwoodite, colored sapphire-like blue, in his Northwestern lab by reacting the green mineral olivine with water at highpressure conditions. (The Earth's upper mantle is rich in olivine.) He found that more than one percent of the weight of the ringwoodite's crystal structure can consist of water — roughly the same amount of water as was found in the sample reported in the Nature paper.
"The ringwoodite is like a sponge, soaking up water," Jacobsen said. "There is something very special about the crystal structure of ringwoodite that allows it to attract hydrogen and trap water. This mineral can contain a lot of water under conditions of the deep mantle."
For the study reported in Science, Jacobsen subjected his synthesized ringwoodite to conditions around 400 miles below the Earth's surface and found it forms small amounts of partial melt when pushed to these conditions. He detected the melt in experiments conducted at the Advanced Photon Source of Argonne National Laboratory and at the National Synchrotron Light Source of Brookhaven National Laboratory.
Jacobsen uses small gem diamonds as hard anvils to compress minerals to deepEarth conditions. "Because the diamond windows are transparent, we can look into the high-pressure device and watch reactions occurring at conditions of the deep mantle," he said. "We used intense beams of X-rays, electrons and infrared light to study the chemical reactions taking place in the diamond cell."
Jacobsen's findings produced the same evidence of partial melt, or magma, that Schmandt detected beneath North America using seismic waves. Because the deep mantle is beyond the direct observation of scientists, they use seismic waves — sound waves at different speeds — to image the interior of the Earth.
"Seismic data from the USArray are giving us a clearer picture than ever before of the Earth's internal structure beneath North America," Schmandt said. "The melting we see appears to be driven by subduction — the downwelling of mantle material from the surface."
The melting the researchers have detected is called dehydration melting. Rocks in the transition zone can hold a lot of H2O, but rocks in the top of the lower mantle can hold almost none. The water contained within ringwoodite in the transition zone is forced out when it goes deeper (into the lower mantle) and forms a higherpressure mineral called silicate perovskite, which cannot absorb the water. This causes the rock at the boundary between the transition zone and lower mantle to partially melt.
"When a rock with a lot of H2O moves from the transition zone to the lower mantle it
Page 3 of 4
New Evidence for Huge Water Reservoirs Deep in the Earth
Published on Scientific Computing (http://www.scientificcomputing.com)
needs to get rid of the H2O somehow, so it melts a little bit," Schmandt said. "This is called dehydration melting."
"Once the water is released, much of it may become trapped there in the transition zone," Jacobsen added.
Just a little bit of melt, about one percent, is detectible with the new array of seismometers aimed at this region of the mantle because the melt slows the speed of seismic waves, Schmandt said.
The USArray is part of EarthScope [5], a program of the National Science Foundation that deploys thousands of seismic, GPS and other geophysical instruments to study the structure and evolution of the North American continent and the processes the cause earthquakes and volcanic eruptions.
The National Science Foundation (grants EAR-0748797 and EAR-1215720) and the David and Lucile Packard Foundation supported the research.
The paper is titled "Dehydration melting at the top of the lower mantle [6]." In addition to Jacobsen and Schmandt, other authors of the paper are Thorsten W. Becker, University of California, Los Angeles; Zhenxian Liu, Carnegie Institution of Washington; and Kenneth G. Dueker, the University of Wyoming.
Source URL (retrieved on 08/20/2014 - 8:46am):
http://www.scientificcomputing.com/news/2014/06/new-evidence-huge-waterreservoirs-deep-earth
Links:
[1] http://www.earth.northwestern.edu/people/faculty/jacobsen-steven.html
[2] http://www.unm.edu/%7Ebschmandt/Brandon_Schmandts_site/Welcome.html
[3] http://www.sciencemag.org
[4] http://www.usarray.org
[5] http://www.earthscope.org
[6] http://www.sciencemag.org/content/344/6189/1265.short
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Jiang Shuo
Biography
Jiang Shuo was born in 1958 in Beijing, China. She studied sculpture at the Central Academy of Arts and Design, now the Academy of Fine Arts, Tsinghua University, Beijing, China from 1978–1982, and was one of the few women to do so. She studied under the sculptor Professor Zheng Ke for three years, becoming the first sculptress in China to complete a post-graduate degree. Jiang then became a lecturer at the school from 1986-1989. After winning a scholarship to a university in Austria in 1989, she immigrated with her sculptor husband, Wu Shaoxiang and their three-year-old son. They settled in Klagenfurt, Carinthia where they established a joint studio. Since then Jiang has widely exhibited her sculptures around the world, including Austria, Indonesia, Singapore, and Switzerland. Her works are also regularly sold through galleries, and at auctions in Beijing, Hong Kong, and New York. Many of her works are included in major private and museum collections as well.
Early works
Jiang's earlier works in bronze possess a folk-like quality. These achieved recognition in China before she left for Austria in 1989. Such sculptures hint at blissful childhood memories of innocent children enjoying themselves in sport, playing music, and returning their mothers' warm embrace – which suggest Jiang's strong family values.
Later works
Red Guards - Going Forward! Making Money!, a 2004 sculpture by Jiang Shuo, exhibited in the lobby of Langham Place Hotel, in Hong Kong.
However, Jiang became famous with her iconic "Red Guard" series begun in 2003. These anonymous, open mouthed warriors who wear the Red Guard uniform, are cast in the ancient lost wax technique. They carry either a red flag or The Little Red Book, and reflect both her personal experience as a young Red Guard during the Cultural Revolution, and her observations from abroad of China's emergence into a capitalistic machine.
In 1993, after her family gained Austrian citizenship, Jiang returned to China and witnessed first-hand the changes that were occurring, and the ironic situation that was taking place; the Red Guards who previously persecuted the "bourgeois" elements of society had now become the successful businessmen or capitalists driving China's burgeoning economy.
As Jiang's work progressed her Red Guard figures, for example, Cloud Rider Terracotta Red (2008), and Run 2 (2006), began posing alongside material items that replaced The Little Red Book. They now sang karaoke, drank Coca Cola, ate McDonalds, rode atop flashy automobiles – all reflective of the lifestyles of rich businessmen pursuing a life filled with commercial luxury. | <urn:uuid:2bf7da79-7a57-450f-b25f-33d3b406846f> | CC-MAIN-2022-27 | https://asiacontemporaryart.com/artists/dir_attachments/1418_0.pdf | 2022-06-30T00:53:01+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00789.warc.gz | 151,306,583 | 553 | eng_Latn | eng_Latn | 0.997876 | eng_Latn | 0.997876 | [
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Dr. Cordelia A. Greene
Cordelia Agnes Greene was born near Lyons, New York on July 5, 1831. Her parents, Jabez and Phila Cooke Greene, were farmers from New England. Cordelia Greene was one of five children.
As a young girl, Greene was affected by the religious revivals then sweeping through upstate New York. Her parents, once Quakers (Society of Friends), had converted to Presbyterianism. Greene herself had a conversion experience which would influence her commitment to social causes throughout her life.
When she was sixteen, Greene earned her teacher's certificate. She taught in country schools until her father opened a water-cure sanitarium in Castile, New York in 1849. At that time, the water cure (or hydrotherapy) was a popular treatment for a number of chronic diseases. It involved taking frequent baths and drinking lots of water, combined with outdoor exercise.
Greene quit teaching and went to work for her father as a nurse in the sanitarium. With the money she earned from this job, she was eventually able to pursue her dream of becoming a physician. She moved to Philadelphia and enrolled in the newly-opened Women's Medical College of Pennsylvania, where she became their first student to receive a medical degree, in 1853. She continued her studies in Cleveland, where she graduated with honors from Cleveland Medical College (later Case Western Reserve) in 1856. One of the three women in her class was Marie Zakrzewska, who later went on to found the New England Hospital for Women and Children.Photograph of Cordelia Greene
Greene returned to Upstate
New York after her graduation and assumed a position as the assistant to Dr. Henry Foster, a fellow graduate of Cleveland Medical College who owned the water cure establishment in Clifton Springs. She worked there for six years, until her father's death, when she returned to Castile take over his sanitarium at the suggestion of her brother. She was to hold her position as the medical director at the Castile sanitarium until shortly before her death, when her niece, Dr. Mary T. Greene, took her place.
Cordelia Greene was a respected member of the medical community. She often gave lectures on preventive medicine, and at one point chaired the Educational Committee of the Woman's Medical Society of New York State.Image of letter from E. Crossett to C. Greene A member of the American Medical Association (AMA), she served on the AMA's Committee for Preventive Medicine. She was also a member of the New York State Medical Association, and served as president of their Wyoming County branch, which often held their meetings at her facility. One of her assistants at the Sanitarium, Dr. Clara Swain, was a sister graduate of the Woman's Medical College of Pennsylvania who later went on to become a medical missionary in India, where she was to establish the first hospital for women in Asia. Greene wrote a book, The Art of Keeping Well: or, Common Sense Hygiene for Adults and Children, which was published in 1906, the year after she died.
Greene supported a number of reform causes throughout her life, including temperance and women's suffrage. She was active in the Wyoming County Suffrage Image of booklet cover: Political Equality Club Association, and she served for many years as president of the local Political Equality Club. One year she refused to pay her taxes in order to protest her lack of the right to vote. She was also known as a generous financial donor to the cause of suffrage. She donated a $500 subscription, which was eventually used to help publish the History of Woman
Greene was known for generosity and warmth in her private life and as a citizen of Castile as well. Image of letter from Anna Shaw Although she never married, she adopted six children, and her home and sanitarium became a popular resting spot for such famous activists as Susan B. Anthony, Frances Willard and Mary A. Livermore. Greene was also involved in the Presbyterian church home, served on foreign missionary boards, and was instrumental in the formation of the Castile Public Library. This library, named in her honor, was built on land she donated in 1897 at 11 South Main Street. Greene also provided the library with a $12,000 endowment and $500 for books.
Greene died on January 28, 1905. Her funeral was in Castile and her ashes are in Grace Cemetery.
Bibliography of Suggested Books & Articles
- Garraty, John A. and Mark C. Carnes, eds., American National Biography, New York: Oxford Univ. Press, 1999. v. 9, pp. 522-23. (Biography by Regina Morantz-Sanchez)
- Harper, Ida Husted, The Life and Work of Susan B. Anthony, Indianapolis and Kansas City: The Bowen-Merrill Company, 1898 – 1908. Volume 3.
- Stanton, et al., History of Woman Suffrage, Rochester, NY: Susan B. Anthony, 1887. Volumes II, IV.
- Sherr, Lynn, Susan B. Anthony Slept Here: A Guide to American Women's Landmarks New York: Times Books, 1994, pp. 304 –305.
https://rrlc.org/winningthevote/biographies/cordelia-greene/
, | <urn:uuid:e6a6c57f-1f77-41f6-b1d6-81e5cc83dd35> | CC-MAIN-2022-27 | https://www.ochs.org/wp-content/uploads/2017/04/Dr.-Cordelia-Greene.pdf | 2022-06-30T01:43:50+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00789.warc.gz | 960,946,607 | 1,115 | eng_Latn | eng_Latn | 0.992999 | eng_Latn | 0.996465 | [
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Getting The Health Care You Need: Section 2
When To Talk To Or See A Health Professional
You can make good decisions about your health and your family's health. To make good health decisions, you need to know the following:
- how to treat yourself or your family,
- how to practice preventive health care to stay healthy,
- the difference between emergency and non-emergency situations, and
- how to make and keep an appointment with a health professional.
Regular Checkups/Preventive Care
Do you have regular checkups with your doctor and dentist even when you are not having problems? If you do, then you are getting preventive health care. Checkups tell health professionals about your health. If they find a problem, then they can help you.
Talk to your health professional about how often to have checkups. Most people should see a doctor once a year and a dentist every six months for checkups. Babies usually have checkups more often.
During a checkup, a doctor will examine you. The doctor may also do tests that screen for medical problems like high blood pressure, diabetes, and high cholesterol. Doctors may give you shots to prevent flu, tetanus, hepatitis, and other diseases. During a dental checkup, a dentist will examine your teeth, gums, and tongue, and a dental professional will clean your teeth.
Preventive care is more than having checkups. Preventive care is also how you take care of yourself between checkups. For example, you use sun block on your skin before spending time in the sun. You brush your teeth twice a day and use floss to keep your teeth and gums healthy.
Getting The Health Care You Need: Section 2, continued
Emergency Care
It is important to know the difference between health emergencies and non-emergencies. Sometimes people have very serious health problems that need immediate treatment by a health professional. Examples of emergencies are swallowing poison, having a very high fever, losing a lot of blood, breaking a bone, or having a heart attack. People with these kinds of serious problems need help right away. Someone may have to call an ambulance for emergency care. Paramedics or EMTs will come to treat the patient right away. They will also take the patient to the hospital if needed. You can also get emergency help at an immediate care center or hospital emergency room.
People can also have pain or accidents with their teeth. They should call a dentist right away if they have bad tooth pain or if a tooth breaks or is knocked out.
In an emergency, there are things you can do to help. For example, if your tooth is knocked out, put your tooth in a glass of milk and take it with you to the dentist. The dentist may be able to fix it. If someone swallows poison or too much medicine, take the bottle of poison or medicine with you to the hospital. Then the doctors will know how to help.
Getting The Health Care You Need: Section 2, continued
Self-Care And Non-Emergency Care
People can often treat small health problems themselves. For example, if you fall and hurt your ankle, you can put ice and a bandage on your ankle.
People often have things at home to treat small health problems. You may have bandages, ice packs, heating pads, and over-the-counter medications in your home. Over-the-counter medications are medications that you can buy without a prescription. These include pain and fever medications (like aspirin, Tylenol, and Advil), cold and allergy medications, cough medications, and antiseptics. You can ask a pharmacist which over-the-counter medicines to buy and how to use them.
If your problem does not get better or gets worse after you try to treat it yourself, then you should talk to or see a doctor. For example, if your ankle does not get better after you put ice and a bandage on it, then you should call your doctor. The doctor may examine you and do tests. The doctor will tell you what to do to feel better. You should follow all of the doctor's instructions. If you still don't get better, you should call the doctor again.
Making And Keeping An Appointment With A Health Professional
If you want to see a health professional, you might have to make an appointment. When you have an appointment, the health professional knows you are coming and will have time to see you. If you can't keep your appointment, then you should call right away. Health professionals want to know if you are not coming in.
Sometimes you don't have to make an appointment. Some clinics let patients walk in and wait to see the health professional who is in the clinic that day. | <urn:uuid:aea4247e-6282-40ca-bad0-bd4a63f22b68> | CC-MAIN-2022-27 | https://lincs.ed.gov/sites/default/files/health_int/pdf/s2/s2_2_2.pdf | 2022-06-30T01:05:43+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00789.warc.gz | 411,908,807 | 988 | eng_Latn | eng_Latn | 0.998777 | eng_Latn | 0.999163 | [
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Teacher Guide
Lessons for Elementary School Students: Grades 3-6
Technology Project using
Google Forms
Design a Trivia Quiz
In this project, students become quizmasters. They design a fun trivia quiz using Google Forms. Thought-provoking questions, challenge players' knowledge about odd, interesting, and silly facts. The game will use a scoring system and answer key to provide helpful feedback. Upon completion, students host a Trivia Time Event to invite others to test their wits. Extension activities have students create a Pick Your Own Ending story, team up to build a Trivia Game, and host a Battle of the Brains.
Copyright © 1993 – 2022 TechnoKids Inc. All Rights Reserved
Contents
Introduction Getting Started
Session 3 Plan Your Trivia Quiz
Session 3 Getting Started ..................................................................................................................... 37
Assignment 8 Brainstorm Trivia Topics ................................................................................................. 41
Session 6 Study Trivia Responses
TechnoTrivia Overview
Introduction to TechnoTrivia
In this project, students become quizmasters. They design a fun trivia quiz using Google Forms. Thought-provoking questions challenge players' knowledge about odd, interesting, and silly facts. The game will use a scoring system and answer key to provide helpful feedback. Upon completion, students host a Trivia Time Event to invite others to test their wits. Extension activities have students create a Pick Your Own Ending story, team up to build a Trivia Game, and host a Battle of the Brains.
Students complete the following tasks:
- In session 1, students test their wits. To jump start the fun, they are introduced to trivia quizzes by completing the Wacky Animal Quiz. Once familiar with the structure and purpose of this type of game, students rate their quizmaster type. Get ready to entertain friends and family with odd, silly, and interesting questions.
- In session 2, students build a trivia quiz about their country. It will test knowledge about the capital city, flag, landmarks, facts, and national symbols. Students will learn how to pose questions, set the point value, and create an answer key. This activity provides an understanding of Google Forms features and the structure of a quiz.
- In session 3, students become quizmasters. They design a trivia quiz for their family and friends to play. To start, they brainstorm topic ideas. Once they have selected a theme, they formulate a plan. An organizer is used to record the questions, correct answers, and points. Students apply helpful tips to generate thought-provoking questions.
- In session 4, students build their trivia quiz using Google Forms. They follow their plan to create the questions, scoring system, and answer key. Upon completion, the quizmasters conduct tests to verify the game is working properly. They then assess the quality of the trivia quiz using a checklist to highlight areas for improvement.
- In session 5, students take part in a Trivia Time Event. Students invite others to take their quiz. They then test their knowledge by taking quizzes made by classmates. Who is a know-it-all?
- In session 6, students analyze players' answers to the trivia quiz. Using Google Forms, they view a summary of responses. Graphs for each question illustrate the items that players found easy and difficult. Based on their evaluation, they make recommendations on how to change the trivia quiz to make it even better.
Technology Integration Ideas
By formulating questions to build a trivia quiz, TechnoTrivia offers a fun way for students to develop critical thinking, improve information recall, and enhance communication skills. The trivia theme can be about a unit of study or based upon personal interest. Discover how to integrate TechnoTrivia into language arts, mathematics, social studies, geography, history, or science. There are many ways to integrate TechnoTrivia into curriculum:
* Spelling Bee: Expand vocabulary. Host a competition that has participants identify the definition, find the misspelled word, or spell a term correctly.
* Reading Response: Form a connection to text. Respond to a novel or short story. Design a quiz that has readers match a character to a statement, describe the setting, or determine the significance of an event.
* Grammar Exercise: Practice grammar skills. Create an activity that challenges classmates to punctuate a sentence, recognize parts of speech, or pick the correct homonym.
* Drill and Practice: Master basic addition, subtraction, multiplication, or division facts. Produce a simple worksheet that has students choose the correct answer or complete an equation.
* Brainteaser: Boost reasoning. Construct a brainteaser with word problems or puzzles that test a person's wit.
* Unit Study Guide: Prepare for an upcoming test. Develop a study tool that focuses on the meaning of keywords, recall of essential facts, and the importance of key concepts.
* Civic Pride Contest: Celebrate your country. Invent questions that has fellow citizens label capital cities, finish the national anthem, or select famous places.
* Where in the World? Showcase a place. Use map outlines, flags, tourist attractions, and tidbits of information to explore the importance of a location.
* Local Legend Quiz: Appreciate your hometown. Invite community members to answer trivia about local sports teams, current events, sites, or personalities.
* Who am I? Riddles: Acknowledge significant people and their contributions. Generate riddles using famous quotes, photos, or achievements to provide clues to their identity.
* Historical Timeline: Determine the importance of events. Invent a quiz that has history buffs identify dates, sequence events, and pinpoint the cause or effect of an incident.
* Research Review: Gain a deeper understanding of scientific concepts. Create a review to help fellow classmates recall experimental steps, results, and meaning of findings.
* Name that Tune: Host a music tournament. Test competitors' ability to select the correct song line, title, or artist.
* Wacky News Stories: Explore current events. Questions include sensational headlines with information about the news story. Players must determine if they are true or false.
* Pick Your Own Ending Story: Transform the quiz feature into a short story that has readers pick what happens next. The decision affects the ending. (See Extension Activity 3)
* Trivia Game: Invent a game to entertain your friends. Divide questions into categories using sections. (See Extension Activity 5)
* Battle of the Brains: Design a trivia game that collects the name and email address of participants. Analyze results to declare a winner. (See Extension Activity 6)
* Art Crawl: Appreciate art. Design a gallery walk that includes questions about famous painters, paintings, and techniques.
Assignment 2 Take the Wacky Animal Quiz
A trivia quiz is fun for people to take. The questions are often silly or odd.
Test your wits!
Take the Wacky Animal Quiz made using Google Forms. When you are done, answer the questions. What did you think about it?
Test Your Wits
Take the quiz below or complete it online: http://bit.ly/trivia_WackyAnimal.
1. The cheetah is the fastest four-legged animal. What is the second fastest?
О Pronghorn Antelope
О Blue Wildebeest
О Lion
О Thomson's Gazelle
2. Which animal does not drink water?
О Kangaroo Rat
3. How long does it take before a baby is born? Pick the two animals that have the longest pregnancy.
Grant's Zebra
Sperm Whale
African Elephant
4. True or False? The proboscis monkey will die if it eats ripe fruit.
О True
О False
5. What is the name of this animal?
О Blobfish
О Glopper Fish
О Pink Squid
Check Your Score
How well do you know wacky animal facts? Find out!
* If you did the trivia quiz electronically, click View score.
* If you did the trivia quiz on paper, use the Wacky Animal Quiz Score Sheet in the Trivia folder to check your answers. The answer sheet is a sample of the actual quiz in Google Forms. It lists the correct answers, feedback, and key features.
What Did You Think About the Trivia Quiz?
1. How many wacky questions did you get right?
2. A trivia quiz should be fun to take. The Wacky Animal Quiz has many features. Which four do you think are the most important?
There are a variety of question types: multiple choice, true/false, and checkboxes.
The questions highlight interesting facts about the topic.
Pictures illustrate questions to improve understanding.
Choices challenge players to pick the correct answer.
Answers include pictures to add interest.
Feedback for answers offers encouragement and provides helpful information.
Background theme relates to the topic.
Points are set for each question.
3. What did you like about the Wacky Animal quiz?
4. You will be building your own trivia quiz. List three topics you know a lot about or find interesting. Would they make a good trivia quiz?
I know lots about…
Would the topic make a good trivia quiz?
7
Assignment 4 Prepare to Build a My Country Quiz
You are going to make a trivia quiz about the country where you live. It will have questions about:
* Capital city
* Flag
* Famous landmarks
* Interesting fact
* National symbol
You may already know the facts you need to create the quiz. If you do not, use the Internet to research the information. Record the information below.
About My Country
1. What is the capital city?
2. What does the flag look like? Describe the colors and symbols.
3. List two famous landmarks. A landmark is an object or structure that is well-known and is an interesting feature in the area . It could be a mountain, river, lake, waterfall, building, tower, bridge, or statue.
4. What is an interesting fact about your country?
5. What is a national symbol? A symbol is an object that represents the country. It could be an animal, plant, sport, or other unique item.
Assignment 5 Describe the My Country Quiz
A trivia quiz must have a catchy title and an interesting description. This will grab the attention of your players. Follow the instructions to start creating a quiz using Google Forms.
Open Google Forms
1. Sign in to Google Drive.
Click New. Click Google Forms.
Pick the Quiz Settings
Click Make this a quiz.
3. Set quiz options:
o Immediately after each submission
o Missed questions
o Correct answers
o Point values
Click the Questions tab.
Create a Quiz Title
4. Replace Untitled form with a catchy Quiz Title.
When done, click Untitled form at the top to update the name of the file.
Title Ideas:
How Much Do You Know About ___? Test Your National Spirit Are You Canadian at Heart? Country Name Brainteaser Proud to Be American
Describe the Quiz
5. Replace Form description with a description of the quiz, such as How well do you know your country? Let's find out!
Apply a Theme that Suits Your Country
6. Click Customize Theme.
Pick a banner for the top of the quiz. In the Header area, click Choose image.
Under THEMES, pick an image that suits your country. Click INSERT.
7. From the Theme options, pick a theme color, background color, and font style.
Close the pane.
Preview the Quiz and Exit Google Forms
8. Click Preview. Look at your quiz.
Click Edit this form to exit Preview mode.
Exit Google Forms.
Assignment 6 Develop Questions for My Country Quiz
Your trivia quiz will have five questions. Follow the instructions to build the quiz. Refer to Assignment 4 for the correct answers.
Open the My Country Quiz in Google Forms
What Is the Capital City?
Write a multiple choice question that has the player pick from a list of choices.
1. Replace Untitled Question with What is the capital city of Country Name?
Select Multiple choice as the question type. Add the choices:
o Replace Option 1 with the Capital City.
o Click Add option. Replace Option 2 with an incorrect answer.
o Click Add option. Replace Option 3 with an incorrect answer.
Click
Required.
Set
Required
to stop
people from skipping
the question.
Incorrect answers should be large cities to make the answer difficult to guess.
2. Set the points and correct answer:
o Click Answer key below the question.
o Change the points to 1.
o Select the correct answer.
3. Add feedback:
o Click Add answer feedback.
o Select Incorrect answers. Type No. The correct answer is capital city.
o Select Correct answers. Type Yes!
Click Save. Click Done.
Feedback is a way to offer encouragement or share information.
Which Is the Country's Flag?
Create a multiple choice question that includes pictures as options.
4. Click Add question from the Tools panel.
Replace Question with Which is the flag of Country Name?
Select Multiple choice as the question type. Add a picture option:
o Select Option 1. Click Add image at the end of the line.
o Click GOOGLE IMAGE SEARCH.
o Type Country Name flag.
o Press ENTER.
o Pick a flag you like. Click INSERT to add it to the question.
Use your skills to add two incorrect flags.
Click Required.
5. Set the points and correct answer:
o Click Answer key below the question.
o Change the points to 1.
o Select the correct answer.
6. Add feedback:
o Click Add answer feedback.
o Select Incorrect answers. Type No. The flag is… Describe the colors or symbol
o Select Correct answers. Type You are right!
Click Save. Click Done.
.
Which Two Are Famous Landmarks?
Checkboxes allow for more than one answer. Ask a question about famous landmarks.
7. Click Add question.
Replace Question with Pick two famous landmarks of Country Name.
Select Checkboxes as the question type.
Add four landmarks:
o Replace Option 1 with a Landmark Name.
o Click Add image. Search for an image of the landmark. Insert the image.
o Click Add option. Replace Option 2 with another landmark from your country.
o Click Add option. Replace Option 3 with another landmark from another country.
o Click Add option. Replace Option 4 with another landmark from another country.
Click Required.
8. Select the number of correct options:
o Click More. Pick Response validation.
o Click the Select at least arrow. Pick Select exactly.
o Type 2 as the Number.
o Replace Custom error text with Pick two landmarks.
o Change the points to 2.
o Select the two correct answers.
9. Set the points and correct answers:
o Click Answer key.
Landmark Ideas mountain
river or lake waterfall
building tower
bridge
10. Provide answer feedback:
o Click Add answer feedback.
o Click Incorrect answers. Type No, landmark and landmark are not in Country.
o Click Correct answers. Type Terrific!
Click Save. Click Done.
Is the Fact True or False?
Add a true or false question. It will use a dropdown list that allows players to pick from a menu. Insert an image to add interest.
11. Click Add question.
Replace Question with True or False? Add an interesting fact.
Click Add image from the question line to add a picture about the fact.
Drag a corner handle to resize the picture.
Click off of the picture to deselect it. The More button will appear.
Format the image:
o Click More on the picture.
o Align the picture.
o Click More again. Click Add a caption. Type name of the picture.
12. Select Dropdown as the question type.
o Replace Option 1 with True.
o Click Add option. Replace Option 2 with False.
Click Required.
13. Set the points and correct answer:
o Click Answer key.
o Change the points to 1.
o Select the correct answer.
14. Add feedback:
o Click Add answer feedback.
o Select Incorrect answers. Type No. Give information about the fact.
o Select Correct answers. Type Super! You know a lot about Country Name.
Click Save. Click Done.
Can You Identify the National Symbol or Object?
A picture can also be part of the question. Try it!
15. Click Add question.
Replace Question with What is the name of this national symbol or object?
Click Add image from the question line to insert a picture of the symbol or object.
Resize , align , and add a caption to the picture.
Set the question type to Dropdown or Multiple choice. Add the options.
Click Required.
16. Click Answer key. Set the points to 1 and select the correct answer.
17. Add feedback:
o Click Add answer feedback.
o Select Incorrect answers. Type No. Give information about the symbol or object.
o Select Correct answers. Type Great work!
Click Save. Click Done.
Order the Answer Options for Each Question (Optional)
You can change the order of the answers.
18. Click on a question to select it.
Rest to the left of an answer. Drag the handle up or down to change the position.
Exit Google Forms.
Session 3 Review: 25 Fill-in-the-Blank Trivia Questions
Need help writing questions?
Use the list below to come up with ideas for your trivia quiz.
1. Who invented ___?
2. Who was the first person to ___?
3. Who won ___?
4. Why is ___ famous?
5. What year did ___ happen?
6. What is the meaning of ___?
7. What do ___ eat?
8. What is the second largest ___?
9. What is another name for ___?
10. What is the oldest ___?
11. Look at the picture. What is the name of the object?
12. Which of the pictures in the list below is a ___?
13. Which is the fastest ___?
14. Which items are used to ___?
15. Which item does not belong?
16. Which ___ is missing from the list?
17. Which of the following is true?
18. Where was ___ born?
19. Where is ___ located?
20. When did ___ end?
21. When was ___ created?
22. How many ___ are in ___?
23. How many times does it take to ___?
24. How often does ___ happen?
25. How long is ___?
Assignment 12 Improve the Trivia Quiz Design
Your trivia quiz should be working great! It is almost ready for players.
Use the checklist to assess the design. What should you change to make it even better?
Preview the Trivia Quiz
Open the trivia quiz in Google Forms. ClickPreview.
Check each item on the checklist. Then edit the trivia quiz.
Edit the Trivia Quiz Using the Checklist
Exit Google Drive
Session 4 Extension Activity: Customize the Theme Header
You can add a saved picture file to the top of your trivia quiz. Try it!
Search the Internet to locate a picture that suits your topic. It should be wider than it is tall.
Copyright and Images on the Internet
Before you get started, it is important to know that you cannot just take any image you want from the Internet. Some pictures are copyright protected. This means that the creator of the image decides who has the right to use a copy and how they can use it. If you use a picture without permission, it is stealing.
Copyrighted pictures often have a © symbol on the image with the date or name of the owner. This is a way of identifying who owns the picture. Be mindful of copyright laws when choosing an image.
Find an Image
1. Open a web browser. Go to www.google.com.
2. Enter a keyword to search for an image. Press ENTER.
3. Click the Images link to filter the results to just pictures.
4. Click Tools. Click Usage Rights and choose an option that allows free use of images.
• topic name
• trivia
• question mark background
• quiz wallpaper
Save the Image as Banner
5. Click on an image to enlarge it.
6. Right click on the image and choose Save image as. Choose a place to save the image.
7. Type banner into the file name box. Click Save.
Upload the Banner into Your Quiz
8. Open the Trivia Quiz document in Google Forms.
9. Upload the banner:
a. Click Customize Theme.
b. Click Image uploaded.
c. Click PHOTOS.
d. Select the banner file and click Open.
If your image does not upload, save a different image.
10. Resize and move the box to crop the image. Click Done.
Trivia Quiz Marking Sheet
Trivia Quiz Design
* The topic of the trivia quiz appeals to people.
* The title and description attract attention.
* The theme of the quiz fits the topic.
* Pictures and text combine to create a fun quiz.
* The sequence of questions is from simple to difficult.
* The correct answer is not always in the same spot.
* Spelling and grammar are correct.
/10
Challenging Questions
* The questions are about interesting facts.
* A range of question types adds variety.
/10
Thought-Provoking Answer Options
* The correct answer has been fact-checked and is right.
* The incorrect answers sound like they could be correct.
/10
Informative Answer Key
* A suitable point value is set for each question.
* The correct answer is selected for each question.
* Feedback shares information about the topic.
* Feedback uses a mixture of encouraging comments.
/10
Comments:
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The Number Seven 1
Warm-up
A six-digit number having 1 as its leftmost digit becomes three times bigger if we take this digit offand put it and the end of the number. What is this number?
1Problems from Numberphile and from the Berkeley Math Circle)
1 Dividing by Seven
Below, divide 100 .... 0000 (20 zeroes) by 7.
Do you see a pattern? What is it?
How could you have saved yourself work?
Now, on a piece of scratch paper, divide 20 ... 000 (20 zeroes), 30 ... 000 (20 zeroes), 40 ... 000 (20 zeroes), etc., by 7, and write your results in the table below.
10· · ·000 (20 zeros) ÷7
20· · ·000 (20 zeros) ÷7
30· · ·000 (20 zeros) ÷7
40· · ·000 (20 zeros) ÷7
50· · ·000 (20 zeros) ÷7
60· · ·000 (20 zeros) ÷7
70· · ·000 (20 zeros) ÷7
Therefore, the decimal representation of each fraction is as below:
1÷7
2÷7
3÷7
4÷7
5÷7
6÷7
7÷7
Now, on a separate sheet of paper, multiply 142857 by 1, 2, 3, 4, 5, 6, and 7, and look at the results.
2 Tricks with 142857
1. Split and add trick.
(a) Take the number 142857 and split it into three 2-digit by drawing three vertical lines. Add up the three numbers. What do you get?
(b) Take the number 142857 and split it into two 3-digit numbers by drawing one vertical line in the middle. Add up the two 3-digit numbers. What do you get?
(c) Take the number 142857 and write it twice. Split the resulting 12 digit number into 4-digit numbers. Add the 4-digit numbers. What do you get?
(d) Can you find a similar trick adding 5-digit numbers?
2. Multiplication trick.
(a) Pick any number.N between 1 and 100.
(b) Multiply 142857 by that number.
(c) If your answer has more than 6 digits, draw a line to the left of the 6 rightmost digits.
(d) Add together the numbers on the left and right of the line.
(e) Compare your answer to your neighbor's answer.
Try to predict which numbers N give you similar answers and which give you different answers.
3. Addition trick: Consider the following numbers, all permuted from each other.
142857
428571
285714
857142
571428
714285
Pick any two of the numbers on the list and add them up. Do you get anything interesting?
4. Doubling trick: Start with the number 14, double it to get 28, double that to get 56, and so on. Write each of these numbers in a long list, shifting over by 2 decimal places each time, as below.
Add up this list of numbers. What do you get?
3 Numbers other than Seven
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Power Outage
Regardless of whether a power outage in your home happens because of a grid failure or severe weather like a hurricane, there are things you can do to stay safe and improve day-to-day life without electricity.
Power Outage Safety
* Keep extra cash on hand since an extended power outage may prevent you from withdrawing money from ATMs or banks.
* Keep a disaster supply kit handy with water, nonperishable foods, medicine, printed copies of essential documents, baby supplies, pet food, and more. See the full list here.
* Maintain a supply of flashlights, batteries, hand-crank cell phone chargers, battery, and solar-powered radios.
* Identify an alternative power supply for any family members who are dependent on electric medical equipment.
* Keep one or more coolers with an ample ice supply to keep your food cold in case a power outage is prolonged. Avoid storing perishable foods above 40 degrees Fahrenheit for more than two hours.
* Open your refrigerator or freezer only when necessary and seek guidance from your local officials to determine the average amount of time your food will remain safe in your area without power.
* Never use candles as they pose a dangerous fire hazard.
* Turn off any electrical equipment that was in use before the power outage but leave one light on to alert you when power resumes.
* Check on elderly neighbors, friends, or relatives who may need assistance if the weather is severe during the outage.
* During a power outage, resist the temptation to call 9-1-1 for information—use radios, online news sources, or social media channels for updates.
* Keep your car fuel tank at least half-full as gas stations rely on electricity to power their pumps.
* Be careful when driving through intersections as traffic lights may not be working.
* Once power is restored, wait a few minutes before turning on major appliances to avoid problems caused by a sharp increase in demand.
Power Outage
Generator Use and Safety Reminders
If you are using a portable power generator, thoroughly read and follow all manufacturers' instructions, and keep these safety tips in mind:
* Understand the primary hazards to avoid when using a generator—carbon monoxide (CO) poisoning from the toxic engine exhaust, electric shock/electrocution, and fire.
* Use gas-powered generators only in well-ventilated outdoor areas. Always operate the generator outdoors and away from open windows and doors -- NEVER operate it inside, including the basement, enclosed patio, or garage.
* Keep the generator dry to avoid electrocution.
* Plug appliances directly into the generator, or use a heavy-duty, outdoor-rated extension cord that is rated (in watts or amps) at least equal to the sum of the connected appliance loads. Check that the entire cord is free of cuts or tears and that the plug has all three prongs, especially a grounding pin.
* Only connect individual appliances to portable generators and never plug a generator into wall outlets. Plugging generators into the home's electrical system can feed electricity back into the power lines. Known as "backfeeding," this practice puts utility workers, your neighbors, and your family at risk of electrocution.
* Be sure to turn the generator off and let it cool down before refueling. Gasoline spilled on hot engine parts could ignite.
* Store fuel for the generator in an approved safety can. Use the type of fuel recommended in the instructions or on the generator label.
* Ask your local fire department if local laws restrict the amount of fuel you may store at your location. Store the fuel outside of living areas in a locked shed or other protected area. To guard against accidental fire, do not store it near a fuel-burning appliance, such as a natural gas water heater in a garage.
* Before the start of hurricane season, be sure to start your generator to ensure that it is working properly.
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Curriculum Policy
Equal opportunities lie at the heart of all that we do at Silverwood School. We are committed to ensuring that every member of the school community is given the same chance as any other to access the services and support of the school
We have carefully considered and analysed the impact of this policy on equality and the possible implications for pupils with protected characteristics, as part of our commitment to meet the Public Sector Equality Duty (PSED) requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations.
This policy is designed to meet the needs of all pupils, working through pre-formal, semiformal and formal curricula. It is inclusive of students who function at early/preverbal levels of language and communication, through to those who express themselves verbally and in writing. The policy is designed to be child-centred and to make sure as far as is possible that pupils understand what is happening in their lives, why, and what options are available to them
Context
Silverwood School is a new maintained co-educational special school for pupils aged four to nineteen years. We have provision across three main sites. We have 410 pupils across the age range. At Silverwood we support pupils with Complex needs including, Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD) and Moderate Learning Difficulties (MLD).
We are a happy, thriving and successful community where every child and young person is recognised as an individual. Our aim is for all children to reach their potential. Learning is at the centre of everything we do both in and out of the classroom and with so many opportunities at Silverwood School, we are exceptionally proud of the achievement of all our children.
Due to the complex nature of the pupils that attend Silverwood, it is our responsibility to provide them with the most appropriate curriculum focussing on academic learning, life skills and Preparing for Adulthood.
A curriculum is the basis for any school to provide a meaningful and effective education to the pupils who attend. At Silverwood we believe this should be a broad and balanced approach which identifies and meets the needs of our pupils. The curriculum, alongside specialist teaching approaches, provides consistency throughout the school, whilst recognising developmental and age related aspects to learning.
We have an ambitious vision to create a truly integrated and inclusive system of outstanding education for all children and young people with special educational needs and disabilities (SEND) in Wiltshire.
Silverwood School Vision
Building Community, Inspiring Learning
Mission Statement
We will enhance opportunities, enjoyment and outcomes for Silverwood pupils
Providing each pupil with a first class education in a safe, supportive environment that promotes integrity, motivation and excellence in learning
Providing pupils with an inclusive, broad, balanced and appropriate curriculum to reach their full potential Teaching every pupil as an individual, providing learning journeys that cater for their different needs and abilities
Welcoming and encouraging the interest and participation of parents/carers, Governors and other members of the community into Silverwood
Providing equality of opportunity for all pupils by promoting tolerance and respect for individual differences, abilities, needs and beliefs
Encouraging pupils to care for themselves, each other, their community, their environment, and to develop self-esteem and positive values
Providing a programme of first rate professional development that enables staff to enhance their skills to meet the individual needs of all our pupils
Values
Cooperation – Courage - Honesty – Perseverance – Respect –Kindness
Intent
Silverwood School is passionate about delivering a creative and diverse curriculum that meets the needs of all pupils ensuring they are successful in their lives, both in the school community and beyond. The ambitious curriculum is under-pinned by a strong belief in our core values; it ensures that all pupils reach their full potential and develop into the most independent and successful young adults that they can be. Silverwood School is a strong, nurturing community, which creates a sense of belonging and celebrates individual success at every opportunity.
Provision, which is based on strong positive relationships, identifies the needs of each individual pupil to develop communication, independence and their own sense of self. The school believes that working within communities and fully utilising all aspects of Learning Outside the Classroom are central to supporting wellbeing and preparation for adulthood. Providing different pathways through a holistic approach allows pupils to progress on personalised learning journeys. The curriculum is reflective of pupil need, regardless of cognitive level, and seeks to build progress in a bespoke manner. It is not limited by an age-specific approach, but instead pathways are shaped by needs identified within EHCPs, including as appropriate, access to a range of qualifications and accreditations. The curriculum at Silverwood School is designed to develop transferable skills that equip children and young people for life beyond school.
Implementation Framework and design
The following diagram represents the structure of the curriculum across Silverwood School. The EYFS curriculum underpins the curriculum model. Beyond the EYFS curriculum offer, our curriculum is designed in areas within Pre-Formal, Semi-Formal and Formal pathways. This allows for dove tailing across the entire continuum of need, offering breadth and balance. The whole school themes develop opportunities for a more holistic approach to learning.
Early Years Foundation Stage
At Silverwood School we believe that all children have the right to access an inclusive early year's curriculum where they are placed with their peers and learn in an active learning environment. Children are supported to develop characteristics of effective learning and become life-long learners.
We endeavour to ensure that all children leave our early years classes with a developing method of communication, a range of self-help skills, a variety of interests and the ability to self-occupy in a meaningful and productive way.
We value all the experiences and learning that have taken place prior to starting at Silverwood. We use a range of strategies to ensure we gather as much information as possible in order to fully understand each child's unique starting point.
At Silverwood we recognise the key areas of development that are linked and contribute to the sum of a student's cultural capital. There is a high level of focus on the Prime Areas of Learning whilst ensuring our curriculum provides breadth and balance across all seven areas of learning identified in the Early Years Foundation Stage Profile. We ensure there is a suitable balance between adult directed activities and child led learning throughout the day. Children in year R and 1 are supported by Early Years specialists who are skilled in extending learning during daily free flow sessions. We offer children a range of motivating and stimulating activities to explore and engage with, which promote choice making and independent exploratory play skills. Each classroom has different areas of learning including a book area, art area, sensory play, home area, small world and outside space.
Our EYFS curriculum is based on a set of core quality texts that form the basis of our teaching. All children will be taught pre-phonic and phonics skills and we support children to develop a love for books. Each class participates in weekly book share. Attention Autism principles are used throughout the classes and children are supported to develop their attention and concentration skills.
At Silverwood, we adopt a holistic approach and work to support children and families in all areas of their learning. We follow toilet training plans for all children and work with families with areas such as widening restricted diets. We work in partnership with families and invite parents in as often as possible for sessions such as Singing and Stay and Play.
Pre-formal Curriculum
The Pre-formal Curriculum is for pupils who have profound and complex needs. The curriculum is designed to meet the needs of pupils through a personalised approach, valuing the process as much as the achievement and offering flexibility in order to be responsive to the needs of the individual learner.
It focuses on the early communication, social, emotional and cognitive skills that are the foundation of learning. It is a curriculum that recognises the importance of play in a child's development and the need for sensory and multi-sensory approaches to learning. It acknowledges what learners can do by supporting and developing their strengths and abilities and it is designed to be delivered in an integrated way, incorporating learning, therapy and health needs.
Semi-formal Curriculum
The Semi-formal curriculum is delivered through a thematic based approach. It recognises that many of our pupils have a range of complex needs as well as learning difficulties. We meet each pupil's needs through a personalised approach delivered through a bespoke curriculum.
For some pupils a social communication, emotional regulation and transactional support focus provides pupils with the skills and tools to be able to manage their own feelings, anxieties and behaviour, as well as understand and utilise effective and appropriate methods of communication. This equips our learners with the ability to meaningfully interact with, and convey needs to, familiar people; as well as those who help to support us in the wider community.
The curriculum is designed to be fun, engaging, practical and meaningful and match to pupils learning and developmental needs. It aims to promote life skills, independence, communication and sensory integration activities to prepare children for learning. Regardless of physical, emotional and learning challenges, teaching through the Semi-formal curriculum captures the interest and imagination of our pupils.
Formal Curriculum
The formal curriculum consists of adapted National Curriculum subjects, along with life skills, Learning outside the Classroom and creative subjects. The Formal curriculum is for those pupils who may have a range of needs, but who are cognitively able to access many aspects of a more formal curriculum framework, modified in line with pupil's developmental level and additional needs. Pupils experience the formal curriculum in both a discrete and theme based approach that aims to develop thinking and independent learning skills enabling us to build learning capacity and lifelong skills. At Silverwood we have adapted subjects and topics to reflect the needs of our pupils, whilst ensuring they provide challenge and progress.
The formal curriculum, which includes a rich diet of both core subjects and more diverse subjects, works to ensure that the experience of learning is smooth, and that cyclical learning topics support learners in embedding skills and knowledge into long term memory through 'over learning' as well as contextualised opportunities for application. Subjects taught underpin the core values through explicit references; practical subjects are designed to support fine and gross motor skills as well as providing pupils with very real opportunities to develop skills for independent living and work beyond school. All subjects are designed to develops pupil's ability to communicate effectively, and also to learn about other communities, countries and cultures; an important part of British Values for Silverwood School.
We support pupils to consider different learning opportunities and apply them to real life situations. If pupils require a more bespoke curriculum, we adapt and tailor it to the needs of the individual. Where pupils show an aptitude in a particular area, they are encouraged to develop this to the highest level.
The formal curriculum at Silverwood goes beyond the academic, and focuses on developing skills for life. Pupils at Silverwood will have the opportunity to practice and rehearse these skills in different contexts. Everything we do is there to support every child towards an independent as possible adulthood. We recognise that for each pupil, this will present different challenges and opportunities, therefore thorough preparation and practice is essential in every subject area as well as ad hoc learning opportunities. We pride ourselves on the responsive and adaptive curriculum we offer every pupil at Silverwood.
Many pupils go onto gain nationally recognised accreditations during key stage 4 and 5.
Post 16
The Silverwood Post 16 curriculum is matched to need and pupil interest. It also ensures links with different provisions wherever possible.
Our Post 16 curriculum aims to;
* provide equal life chances as a pupil moves into adulthood
* provide a holistic learning experience
* Be highly personalised ,challenging learning
* Build upon prior learning and planned next steps
* Deepen learning over time
The curriculum is based on the four Preparing for Adulthood (PfA) outcomes outlined by the Department for Education; Employment, Health, Independent living and Community Participation.
Each young person follows a personalised learning programme, which is built up of a range of qualifications, vocational learning, work experience opportunities and therapeutic/sensory input.
Accreditations include:
* ASDAN Personal Progress
* ASDAN Personal and Social Development
* ASDAN Life Skills Challenges
* ASDAN Towards Independence
* Duke of Edinburgh – at Bronze or Silver
* Functional Skills English
* Functional Skills Maths
We develop employability skills through vocational learning experiences within the local community, dedicated work experience and supported internships where appropriate.
Roles, Responsibilities and Monitoring
The governing board
The governing board will monitor the effectiveness of this policy and hold the Executive Head Teacher to account for its implementation.
The governing board will also ensure that:
* A robust framework is in place for setting curriculum priorities and aspirational targets
* Enough teaching time is provided for students to cover the curriculum and other statutory requirements
* All courses provided for students that lead to qualifications, such as BTEC and Entry Level certificates, are approved by the secretary of state
* The school implements the relevant statutory assessment arrangements
* It participates actively in decision-making about the breadth and balance of the curriculum
* It fulfils its role in processes to dis-apply pupils from all or part of the National Curriculum, where appropriate, and in any subsequent appeals
Executive Head teacher
The Executive Head Teacher is responsible for ensuring that this policy is adhered to, and that:
* All required elements of the curriculum, and those areas which the school chooses to offer, have aims and objectives which reflect the vision/mission statement/values of the school and indicate how the needs of individual students will be met
* The amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing board
* The school's procedures for assessment meet all legal requirements
* The governing board is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
*
The governing board is advised on whole-school targets in order to make informed decisions
* Proper provision is in place for students with different abilities and needs placed at Silverwood and the EHCP targets identified inform teaching and learning approaches
Other staff
Teaching staff will ensure that the school curriculum is implemented in accordance with this policy.
The Director of Learning, Heads of Learning and Assistant Heads of Learning have specific oversight of Teaching and Learning and the Curriculum.
Monitoring arrangements
Governors monitor coverage of curriculum areas and compliance with other statutory requirements through:
* School visits
* Curriculum reports and presentations
* Executive Head Teacher reports
Curriculum leaders monitor the way their area is taught throughout the school by:
* Meetings with teachers, supporting planning, observing practice, student evidence checks and support
This policy will be reviewed at least Bi – annually by Senior Leadership Team. At every review, the policy will be made available to the full governing board.
Links to other Policies
This policy links to the following policies and procedures:
* Feedback and Assessment policy
* LOtC Policy
* Non-examination assessment policy
* SEN policy and information report
* Equality information and objectives | <urn:uuid:99260977-f17f-4bd6-98c8-1b9af11fdb1c> | CC-MAIN-2022-27 | https://www.silverwood.wilts.sch.uk/uploads/1/3/6/5/136583151/curriculum_policy_.pdf | 2022-06-30T02:01:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00790.warc.gz | 1,055,474,683 | 3,071 | eng_Latn | eng_Latn | 0.997208 | eng_Latn | 0.997825 | [
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LSU EE 4720
Homework 4 Solution
Due: 4 September 2010
Questions in this assignment are about VAX, an ISA that was mentioned in class but for which no details were given. Use the VAX-11 Architecture Reference Manual (Cover, 1982; text, 1980), which is linked to the course references page, as a reference for this assignment. (The VAX MACRO and Instruction Set Reference Manual can be used as a secondary reference; you may also use any other resources that you can find.) Chapter and section numbers in this assignment refer to the VAX-11 manual, not to the VAX MACRO manual.
Problem 1: Compare the design goals for VAX as described in Section 1.1 to the design goals for SPARC as described in the SPARC Architecture Manual V8 Section 1.1 (also linked to the course references page).
(a) List the design goals for each architecture that are considered defining elements of the respective ISA family (CISC and RISC). Explain whether the design goals in VAX and SPARC are mutually exclusive (meaning you can't easily do both).
The solution below is based on the EE 4720 ISA Families Overview notes. One VAX goals that is consistent with defining elements of CISC ISAs is "High bit efficiency," which implies variable instruction size. Another "Systematic, elegant instruction set . . . " can be interpreted to mean a large variety of immediate sizes and addressing modes, which is a CISC characteristic. (Of course, with no context "systematic, elegant" can mean anything.) If instead one interprets the "systematic, elegant" goal only to mean that there are few special-purpose registers and data types, then the goal is consistent with both CISC and RISC.
The SPARC goal of being "Easily pipelined" matches a goal and characteristic of RISC ISAs.
Mutual exclusivity will be discussed for family-consistent goals (the ones mentioned above): High bit efficiency, which implies variable instruction size, is not consistent with easy pipelining because instruction fetch of one instruction would depend upon the decoding of the prior instruction, making it cumbersome to do both (fetch and decode) at the same time.
(b) List a feature or design goal for each ISA that is unrelated to the features of the respective ISA family. Briefly explain why it is unrelated.
For VAX: Extensibility, because that only indicates that new instructions can be added, it says nothing about what those instructions might be.
For SPARC: Register Windows, because that would be just as useful on a CISC ISA.
Problem 2: Answer the following questions about VAX and RISC instruction formats.
(a) MIPS has three instruction formats for the integer instructions, SPARC has from three to five (depending on how you count). The VAX ISA seems to have a simpler format, according to Section 2.6 (it takes just half a page to describe). Even if the VAX format is conceptually simpler (and many would dispute that), why is it more complex in a way that is important to implementers. Hint: This is an easy question.
A VAX instruction can have zero to six operands, and each operand can be a variety of sizes. In a RISC ISA given a format, one knows exactly which bits a particular piece of information (say, a register number) will occupy. That's why the address inputs of the register file in our MIPS implementation can connect directly to the instruction register, no decode logic is needed. In VAX to find, say, a register number for the third operand one must look at the opcode, and the first two operands just to determine where to look. For this one needs decode logic and a shifter or multiplexor to extract the bits that are needed.
(b) In class each operand of a typical CISC instruction had a type and info field to describe its addressing mode. What are the corresponding VAX field names?
The type field is part of the operand specifier in VAX, and info field is part of the operand specifier field and the specifier extension field.
Grading Note: Many answered access type and data type for this question. Those refer to the two general pieces of information that an operand specifier conveys, they do not refer to specific fields in the instruction.
(c) Some RISC instructions have something like a type field, though not capable of specifying the wide range of operand types as the VAX type fields (see the previous problem). Find two examples of MIPS instructions that have an equivalent of a type field. Identify the field and explain what operand types it specifies. Hint: Consider instructions that deal with floating-point numbers.
The format for floating-point operate instructions, such as add.d, has a fmt field which indicates whether the operand is single- or double-precision.
(d) Both MIPS and SPARC have an opcode field that appears in every instruction format and some kind of an opcode extension field that appears in some of the formats. Name the opcode extension fields in MIPS and SPARC. What is the closest equivalent to an opcode extension field in VAX?
The opcode extension in MIPS is called func, the opcode extension in SPARC is called op2 in format 2 and op3 in format 3. The closest VAX equivalent is the second byte of a two-byte opcode.
Problem 3: Find the VAX addressing modes requested in the problems below. The term addressing mode can refer to registers, immediates, as well as memory addresses.
(a) Find the VAX addressing modes corresponding to the addressing mode used by the indicated operands in each instruction below.
Name the mode, and show how the operand would be encoded in the instruction (there is no need to show the entire instruction).
```
# SOLUTION addi r1, r2, 3 # Both source operands. # # r2: Register mode. # 7 6 5 4 3 2 1 0 <- Bit positions # ! 5 ! 2 ! <- Field values. # # 3: Literal Mode # 7 6 5 4 3 2 1 0 <- Bit positions # ! 0 ! 3 ! <- Field values. lw r1, 0(r2) # Source operand. Note that the displacement is zero. # # 0(r2): Register Deferred # 7 6 5 4 3 2 1 0 <- Bit positions # ! 6 ! 2 ! <- Field values. lw r3, 4(r4) # Source operand # # 4(r2): Displacement Mode, with a byte displacement # First Byte Second Byte # 7 6 5 4 3 2 1 0 7 6 5 4 3 2 1 0 <- Bit positions # ! 10 ! 2 ! ! 4 ! <- Field values. ld [l1+l2], l3 # SPARC insn, source operand # No equivalent VAX addressing mode. (Sorry)
```
(b) Find the VAX addressing mode that can be used in place of the three instructions below. Name the mode, and show how it is encoded.
```
sll r1, r2, 2 add r3, r1, r4 lw r5, 0(r3)
```
# Solution
```
# Indexed addressing: VAX assembler: (r4)[r2] # 7 6 5 4 3 2 1 0 7 6 5 4 3 2 1 0 <- Bit positions # ! 6 ! 4 ! ! 4 ! 2 ! <- Field values. # # instruction that uses the operand. For example for ADDB3 (add byte
```
# Note: The amount by which r2 is multiplied is determined by the # with two source operands) the value of r2 is multiplied by 1, for # ADDL3 the value is multiplied by 4 (a VAX longword). | <urn:uuid:6366cdf4-ef7c-4497-bc8c-5ab404805ef7> | CC-MAIN-2022-27 | https://www.ece.lsu.edu/ee4720/2010f/hw04_sol.pdf | 2022-06-30T01:37:43+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00789.warc.gz | 784,822,527 | 1,753 | eng_Latn | eng_Latn | 0.986969 | eng_Latn | 0.993019 | [
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Text for a Brochure Describing the UT - Pan American Sundial
© Ross McCluney November 4, 1996 24 June, 2003
La Plaza del Sol
Strolling down the sidewalk next to the new Engineering Building on the UT Pan American campus in Edinburg, Texas, one sees a beautiful thin obelisk in the distance, rising vertically from the new Plaza of the Sun, or Plaza del Sol. Walking around the plaza, one sees in its surface strange rune-like markings inlayed into the concrete. Some are shaped like large disjointed figures-of-eight. Between them are simpler lines, curving gracefully outward, seeming to emanate from a point several feet to the south of the obelisk.
If the sun is shining, a pronounced shadow from the obelisk can be seen, crossing this pattern of odd markings on the plaza floor. Adding to their apparent complexity is another set of 7 additional curved lines, crossing the former lines and extending roughly east and west from one edge of the plaza to the other. The color of the concrete exhibits subtle shifts from one area to
another. Inside the figures-ofeight, for example, there is a slightly greener color, a shift that accentuates the shapes of the graceful curves surrounding these areas.
The obelisk is topped with a beautiful, shining dark blue sphere, which casts a noticeable shadow on the plaza floor below. Putting these observations together, the alert visitor may think there's a connection between these mysterious markings and the fact that they are located on a University campus, in an area of the campus noted for its technical focus.
Fig. 1. Pattern of markings on the Plaza of the Sun at the UT - Pan American campus in Edinburg.
plaza to indicate the hour lines, however, and the complicated pattern of markings is probably an enigma to the casual observer. "How do you tell time with this crazy thing?" would be a natural
By now it is evident that this must be some kind of sundial (Reloj de Sol). There are no numbers on the response. The sundial's pattern of markings is shown in Fig. 1. The obelisk position in the center of the circular plaza is indicated by the "+" sign and north is "up" on the drawing.
Solar Time and Standard Time
To answer the puzzle of how to tell time with this dial, we need first to understand the difference between the standard time kept by our clocks and watches and another kind of time, called solar time.
Standard time is the time kept when the year is divided into precisely equal intervals of time, delineated by hours, minutes, and seconds. The master standard for time is kept by very accurate clocks in national standards laboratories around the world.
Standard time was introduced fairly recently in human history, mainly to accommodate a need of the railroads to keep accurate schedules when crossing vast land areas. Throughout most of human history, standard time has not been available, and every town and city generally followed its own time, synchronized to the sun's position in the sky. Through some eras and in some locations, time was referenced to sunrise or sunset; in others it was referenced to the sun's highest position in the sky each day. Standard time has changed all that, putting nearly all the cities of the world on a more coordinated, synchronized, time schedule.
Time Zones
Since the earth rotates 15 degrees about its axis each hour, the earth was divided up into 24 standard time zones, at roughly 15 degree spacings around the globe. Whenever you travel from one time zone to the next, you change your clocks and watches by exactly one hour. (There are some exceptions, such as in Australia, with its half-hour time zones.) Each time zone is linked to what is called a standard meridian or line of longitude. The standard meridians start out with the zeroth one at 0 degrees, 0 minutes, and 0 seconds (0Ε 0' 0"), which passes through Greenwich England and is called the Greenwich meridian. It is sometimes also called the prime meridian. Standard time in the zeroth time zone is called Greenwich Mean Time (also denoted GMT, ZULU, or universal time). Counting westward, the Eastern Standard Time (EST) zone in the U.S. is the fifth zone from Greenwich and its standard meridian is at 75Ε west longitude. The Central Standard Time (CST) zone is the sixth one from Greenwich and has its standard meridian at 90Ε west longitude.
The standard meridians lie roughly at the centers of each of the time zones around the earth. Ideally their boundaries should lay exactly half way between the standard meridians. However, the actual boundaries have been drawn by the relevant political bodies to more closely match practical political and geographic boundaries. In consequence, some time zone boundaries are considerably deformed from the ideal, and many actually cross the standard meridians of other time zones. China, for example, has but one time zone, synchronized to the time in the country's capital, Beijing. This is true even though this one time zone includes almost 5 standard meridians! Other apparent anomalies can be found around the world. Australia, for example, has a time zone that is but one-half hour different from the ones on either side of it.
Solar time, in contrast, is different from this. First of all, solar noon is the time when the sun is at its highest point in the sky each day, and is due south in the northern hemisphere and due north in the southern hemisphere. The other solar hours in the day are spaced in equal intervals of earth rotation about its axis, every fifteen degrees of rotation. Solar time is referenced to solar noon at whatever location you are in. If you try to keep solar time with your wrist watch, you will have to reset it each day throughout the year to keep accurate solar time.
The earth makes one complete revolution in 23 hrs 56 minutes hours and there are 365.26 days in a year. Thus, at the end of each year we actually come up short about 1/4 of a day in time. This is why every four years we have to remove one whole day from the "leap year" calendar to make up the difference and get our clocks back on track. There are other very small corrections that astronomers insist on making in our master time clocks from time to time, but these are too small to be of much interest here.
To see how solar time is different from standard time, let's suppose one goes outdoors each day, say at 11:00 AM, and takes a picture of the sky in the sun's direction at precisely this same standard time each day, repeating these exposures in the same direction and on the same frame of film each day. Dennis DiCicco was the first to actually perform this experiment. You can order a copy of his photograph from Sky Publishing, (order P0023) phone: 1-800-2530245.
This beautiful photograph reveals the changes in the sun's position in the sky at a given time each day throughout the whole year. The "path" of the center of the sun as it moves through the sky over a year at 11:00 AM each day, in solar altitude and azimuth angle coordinates, is shown Fig. 2 above.
This plot shows that the sun "moves" through the sky from day to day, even though the exposures were all taken at precisely 11:00 AM standard time throughout the year.
Because of this, the shadow of a fixed object in the air, projected onto the ground, will also follow a pattern much like this from day to day at 11:00 AM standard time.
Because of the way solar time is defined, however, the sun follows a much simpler path in the sky at a fixed solar time, the one shown in Fig. 3. The shadow of this same object at 11:00 AM solar time each day also follows a simpler path.
Sundial Hour Lines
Comparing Figs. 2 and 3 with Fig. 1, it is clear that the UT sundial is really two sundials in one, a solar time one and a standard time one. It has hour lines for solar time and separate hour lines for standard time.
The solar time hour lines are displaced from the standard time hour lines. As you can see in Fig. 1, the solar time hour lines for the UT-Pan American campus fall in between the standard time hour curves.
The vertical straight line in the center of Fig. 1 is the solar noon hour mark. Knowing that, it is easy to figure out which are the remaining solar time hour lines on the plaza, just by counting down or up from 12.
The standard time hour curves shown in Fig. 1 are more of a mystery. Which parts of these complex curves are the portions delineating the hours? The answer can be figured out from the dates shown on the curve in Fig. 2. However, these positions of the sun in the sky have to be projected through the center of the sphere at the top of the obelisk and onto the plaza surface to be in the right relationship. When this projection is completed, one finds that it is the upper left and lower right half of each "figure-eight" standard time curve shown in Fig. 1 that must be used from 21 June through 20 December. During this half of each year, standard time should be read from the dial only using these portions of the hour curves, ignoring the other portions (upper right and lower left).
During the other half of each year, the reverse of this is true. One way to tell which portion of the figures of eight are to be read for a given day would be to visit the dial precisely on an hour and look at the dial to see on which portion of the appropriate hour curve the gnomon's shadow is centered. Following this exercise you can also use this unique sundial to reset your watch to correct standard time.
The Dial's Shadow Path Lines
Only a small part of each hour line is needed to tell time on any given day. During each day, the shadow of the gnomon (the shadow of the sphere on top of the obelisk) follows a slightly curved path across the dial from the 50 foot plaza radius on the western side to the 50 foot plaza radius on the eastern side. This path is called a shadow path line, since it is the path followed by the shadow during the course of a day. Each shadow path line crosses all the solar and standard time hour marks. To help keep track of the paths of the shadow across the dial face, and to know where to look for the shadow on partly cloudy days, shadow path lines have been added to the dial for 12 days in the year.
The solstices are the two dates each year when the sun reaches its highest and lowest point in the sky at solar noon. The equinoxes are the two dates of the year when the sun rises exactly due east and sets exactly due west. These dates also have equal day and night, which is where the name comes from. The times of the solstices and equinoxes for Edinburg are tabulated below for years 1996 through 2000. Shadow path lines for these dates in 1998 were calculated and incorporated in the dial markings.
```
SOLSTICES AND EQUINOXES, 1996 through 2000
```
```
LATITUDE = 26:18:21 LONGITUDE = 098:10:14 TIME ZONE = 6 OR CST Local times are central standard time MAR EQUINOX JUN SOLSTICE SEP EQUINOX DEC SOLSTICE DA HR MIN SEC DA HR MIN SEC DA HR MIN SEC DA HR MIN SEC 1996 20 2 4 18 20 20 24 52 22 12 1 28 21 8 7 24 1997 20 7 55 58 21 2 21 6 22 17 57 11 21 14 8 34 1998 20 13 55 54 21 8 3 45 22 23 38 37 21 19 58 1 1999 20 19 47 11 21 13 50 20 23 5 32 58 22 1 45 21 2000 20 1 36 37 20 19 48 55 22 11 29 2 21 7 39 0
```
As can be seen in Figure 1, the equinox shadow path line is a very straight line, running due east and west. The others are curved slightly, the curvatures increasing out toward the summer and winter solstice sunpaths which have the maximum curvatures. Additional shadow path lines have been added, for the intervening months between the solstices and equinoxes, with the dates for these months chosen as follows. The days for the intermediate months from July through November were chosen to be approximately equally spaced in time between the nearest equinox and solstice. Then dates in the months January through May were selected which produced shadow paths that most closely matched those for the dates chosen in the July to November time period. The dates of the sun path lines on the dial are:
June 21
To make the process of reading the dial a little easier, annotations are added to the plot shown in Figure 1 and the result is shown in Fig. 4.
A consequence of the widening of the distance between hour marks that occurs in going from the summer months to the winter ones is that the time scale between the hour marks changes from day to day. The presence of the other halves of the "figure eight" standard time curves and the solar time marks makes interpolation between hour marks somewhat difficult. This difficulty can be alleviated through the use of a simple mechanical instrument, like the one diagrammed in Fig. 5. The ends of this expanding and contracting scale are placed on adjacent hour marks and the intervening marks show the locations of the 10 minute interval points between the hour curves.
Converting Solar Time to Standard Time
Two corrections are needed to convert between solar time and standard time. The first one results from the fact that the sundial is displaced 8Ε 10' 14" west from the 90Ε standard meridian for Central Standard Time. This is equivalent to 8.17 degrees. Since the earth rotates 15 degrees in an hour, solar noon in Edinburg occurs 8.17/15 = 0.544 of an hour later than solar noon on the standard meridian. This means we have to add 0.544 hour, or 32 minutes and 41 seconds, to solar time, in order to correct it to the proper time on the standard meridian.
The second correction comes from the fact that the earth circles the sun in an elliptical orbit once every year, and it rotates around an axis (the polar axis) that is tilted 23½ degrees relative to the plane of the earth's orbit around the sun. This means that in addition to the earth's rotation speed of once per 24 hours, we have to add or subtract an additional amount resulting from the fact that the earth is moving around the sun in an elliptical orbit, and that, in consequence, the angular speed of that rotation relative to the sun varies from day to day throughout the year. Because of this, the sun appears to be in a slightly different place in the sky every 24 hours as it moves around the sun. This change in the position of the sun in the sky at 11:00 AM standard time is plotted in Figure 2.
The result of all this is that solar time sundials give times of day that speed up and slow down, relative to accurate standard time clocks, as we move through the days of the year. The amount of correction needed to account for this speeding up and slowing down is called the equation of time. The equation of time is plotted in Figure 6.
If the solar time in Edinburg on a given day is Sundial in hours past midnight, then to convert this time in decimal hours to standard time one first adds the fixed 0.544 hour to Sundial time to account for Edinburg's westward longitude of 98° W from the standard meridian at 90° W. Then one looks up the value of the Equation of time plotted in Figure 5 for that day and adds this to Sundial time as well. The result of these two additions is the standard time (or "clock" time) Clock in decimal hours. If we denote the value of the equation of time on day D with the symbol EOT, then the conversion from solar time to standard time in Edinburg is given by the equation
Clock = Sundial + 0.544 + EOT( D )
This equation gives the standard time in decimal hours past midnight corresponding to solar time Sundial at Edinburg. To convert Clock into hours and minutes, multiply the fractional part of Clock by 60 to get the minutes. To get the seconds, multiply the fractional part of the minutes by 60 to get the seconds. For example, suppose the result of this calculation is a standard time of 14.324 hours past midnight. This is equivalent to 14 hours and .324 x 60 = 19.44 minutes past midnight, or approximately 2:19 PM. Since 0.44 minute is 0.44 x 60 = 26.4 seconds, a more accurate expression of this time would be 2:19:26 PM.
It is fortunate that Edinburg lies at a longitude approximately half way between two standard meridians (the 90W and 105Wones). The need for a half-hour fixed correction to account for the longitude difference is a consequence of this. This means that the standard time hour lines on the sundial lays approximately half way between the solar time lines, and they do not intersect or overlap them.
About the UT Pan American Sundial
The "Plaza of the Sun" sundial at the University of Texas Pan American Campus in Edinburg, Texas was designed by the architectural firm of Kell, Munoz, and Wigodsky of San Antonio. Calculations to determine the positions of the sundial markings were made by Dr. Ross McCluney of the Florida Solar Energy Center at Cocoa, Florida. Construction of the sundial was completed in October 1996 by BFW, Inc. of Dallas, the construction company in charge of the project.
The height of the obelisk which serves as the dial's gnomon or pointer is 19.58 ft above the concrete surface of the plaza. This is the distance from the base of the obelisk to the center of an 8" diameter stainless steel sphere at the top of the obelisk. Thus, the overall height of the obelisk, to the top of the sphere, is 23.58 feet. The plaza surface contains a series of curved metal marking strips, inlayed into the concrete, which serve as the hour and shadow path lines of this large sundial.
At solar noon each day, the shadow cast by the gnomon is centered on a straight line running true north-south. At the precise time of the summer solstice each year the circular shadow of the gnomon on the plaza reaches the southmost end of this noon line. The noon line is called a noon mark by dialists. Due to the southern latitude of Edinburg, this end of the noon mark comes very close to the base of the obelisk, almost touching it, since at solar noon on the summer solstice, the sun's center is but 2.86Ε south of the zenith (straight up), corresponding to a solar altitude angle of 87.144Ε. On the winter solstice, the solar noon shadow is centered at the other end of the noon line, since at this time the sun is 49.71Ε south of the zenith, at an altitude angle of 40.29Ε.
The UT Pan American dial is one of a small but select group of sundials that tell both solar time and standard time. It was the largest of this class of sundials known to exist at the time of its construction. One may ask why the numbers of the hours were left off of the dial. One reason is so that the graceful curves of the hour lines and sun path lines could be kept uncluttered by annotations. Another was to make the dial more mysterious, encouraging observers to try and figure it out on their own. The dial's presence on a University campus, a place of learning, made it easy for the designers to complicate the dial's appearance a bit by including both solar and standard time hour markings, and to leave off all but a few textual annotations giving the months of the shadow path lines.
Early Sundials and Sundial History
In the late 20th century there still exist examples of early sundials from 15th century Egypt. The earliest known records of sundials date from 2000 B.C. in Babylon. The first solar timekeeping device, probably dating from about 3500 B.C., consisted of a vertical shaft in the ground, called a gnomon in Greek, which cast a shadow of the sun to show the time. This is where the name gnomon comes from for the portion of a sundial that casts a shadow on the time markings. The UT Pan American sundial design therefore connects back through 40 centuries to the earliest known sundials, which were marked for solar time.
The UT-Pan American dial effectively bridges past and present. A modern computer program was used to calculate the locations of its markings and the stainless steel sphere atop the obelisk was given a special, high-tech coating to produce its lustrous appearance.
Sundials came into general use during the thirteenth century A.D. All early sundials kept solar time. Solar time is the time followed by our body clocks, known as the circadian rhythms. It can be argued that solar time is more natural than standard time, since it follows the sun rather than some mechanical contraption invented by humans.
The mechanical clock, which supplanted the sundial in the fifteenth century, divided the year into precisely equal intervals of time, the year being defined in terms of the earth's rotation around the sun. Clocks were expensive, however, and few kept good time, so sundials were still widely used until relatively inexpensive and accurate clocks and watches began to be marketed widely.
Sundials keeping solar time are still designed and built in the modern era, even though standard time clocks are widely available, but mostly as a curiosity or for interests other than the keeping of time.
Large Sundials
Until recently, the largest sundial in the world was the one at Jaipur, India. Built by Jai Singh in 1724, it is called the Samrat Yantra. Its sloping gnomon is 150 feet long and its peak is about 90 feet above the ground. (See "Stairways to Heaven" by Peter Engel in the 6 June 1993 issue of Natural History, p. 48.) A larger sundial was completed in May of 1991 as part of a regional headquarters office building at Disney World in Florida. The Disney sundial currently holds the world record as the largest and can be found in the Guiness Book of World Records, which refers to the outside diameter of the sundial (at its base) as 122 ft, corresponding to a wall thickness of a little over 1 foot. The Disney dial is 120 ft high, 120 ft in diameter at the bottom, 84 ft in diameter at the top, and the center of the top opening is offset from that of the base circle by 6.86 feet. It's gnomon is a 2 ft diameter sphere located in the center of the top circular opening. The sundial structure is free-standing, unsupported by any of the building elements that surround it. Dr. Ross McCluney, technical consultant on the UT Pan American dial, also served in this capacity for the Disney dial.
Celebrating the Sun
Thank you for taking an interest in this sundial. It was designed to be a celebration of the sun and its importance in our lives. It calls us to reconnect with the source of all life on earth, that energy-giving star we call our sun, and to pay more attention to the natural, solar-phased rhythms our bodies would prefer to follow. Being located in an educational setting, and keeping civil time as well as solar time, the dial encourages us to learn more about the eternal dance of time our earth celebrates with the sun each day.
"The sundial bridges past and future, earth and space, nature and technology. Sundials personalize and maybe even humanize time. Certainly the daily observation of a sundial projects our understanding of Earth's place in the cosmos. Sundials show change, motion, and relationships. They help us realize how dependent we are on the sun, not only for the keeping of biological time, but also for other important life-giving functions on earth, including photosynthesis, and the provision of heat and light." -- David La Hart
More Information about Sundials
There are several books about sundials available through major public libraries, and a few are still in print, obtainable from major booksellers. Titles and authors include Sundials Their Construction and Use by R. N. and M.W. Mayall, Sundials Their Theory and Construction by Albert E. Waugh, A Choice of Sundials by Winthrop W. Dolan, and Sundials, History, Theory, and Practice by Rene R. J. Rohr.
The North American Sundial Society was formed in February 1994 by Ross McCluney, Fred Sawyer, and Bob Terwilliger as an international association of people from a variety of disciplines who are interested in the study, development, history, and preservation of sundials and the art of sundial design. Dr. McCluney, Technical Advisor on the UT Pan American dial, also served as the first President of NASS. The Society can be reached at the following site on the internet's world wide web: www.sundials.org. The Society publishes the Compendium, a quarterly journal, in both print and digital formats. | <urn:uuid:53917ea2-05ef-4302-bfc5-93046da6ea51> | CC-MAIN-2022-27 | https://sundials.org/images/NASS_Registry/Dial_478/478_tx_edinburg_ut_2.pdf | 2022-06-30T01:47:28+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00790.warc.gz | 595,452,052 | 5,647 | eng_Latn | eng_Latn | 0.998383 | eng_Latn | 0.998694 | [
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Albright-Knox
Art Gallery
Pre-visit Activity, Grades 6–12
Emotions and Scent
Out of Sight! Art of the Senses brings together contemporary works of art that actively engage with how our bodies meet the wider world through the five basic senses. In this exercise, students will explore how the brain associates smells with memories and emotions.
Activity
Additional Activities
The students can categorize those lists into a Venn diagram to demonstrate what emotions had overlapping scents.
Divide the students into small groups and assign each group an emotion. Examples may include: joy, happiness, surprise, anger, disgust, fear, sadness, contentment, anticipation, etc.
Ask each group to create a list of smells that remind them of that emotion. It may remind them of a certain food or a specific place. Encourage them to think of why that particular scent came to mind with that emotion.
Once the students have created their lists, have each group present to the rest of the class. While the students are sharing, they should write down any of the scents that repeat or are similar. This can lead to a discussion about why certain smells have collective connections to our emotions.
Add in a category of a visual art element (such as color or texture) to connect with each emotion.
(Math connection: Data analysis and probability)
(Visual Art connection: Relating artistic ideas with personal meaning and external context)
Ask the students to find a song that corresponds with their assigned emotion. They should note the tone, the lyrics, and the rhythm, and think of how those aspects of the song can help create a sense of emotion.
Nam June Paik (South Korean, 1932–2006). Installation view of Piano Piece, 1993. Closed-circuit video sculpture, 120 x 84 x 48 inches (304.8 x 213.4 x 121.9 cm). Collection Albright-Knox Art Gallery, Buffalo, New York; Sarah Norton Goodyear Fund, 1993 (1993:9a-ii). © 1993 Nam June Paik.
(Music connection: Influence of tempo and rhythmic unit in musical emotion)
Albright-Knox
Art Gallery
Post-visit Activity, Grades 6–12
Ask the students if any of the works surprised them and why. Do they think it is a good idea to introduce different senses other than sight in an artwork? Why or why not?
Have the students create works of art inspired by what they saw on their guided tour. Perhaps they can make works of art that one can touch, smell, hear, and taste!
Have the students look for found materials that they can use to make works of art (such as cardboard, beads, shoeboxes, feathers, Legos, straw, etc.).
Create a "larger-than-life" sculpture inspired by Robert Therrien.
Construct a work of art that invites the viewer to exit from one place to enter a new one, inspired by Felix GonzalezTorres.
Create a work of art that protrudes from the wall and uses lighting to create shadows, inspired by Robert Irwin.
Inspired by Takashi Murakami, invite your students to construct a short animation. Using whatever technology is available, use this artist as inspiration and combine the playful and the menacing nature of his works.
Collaborate with the music teacher at your school and create a work of art that introduces sound to the viewer.
If you have a Family and Consumer Science class, collaborate to create edible art! Yum!
Robert Therrien (American, born 1947). Installation view of No title (folding table and chairs, beige), 2006. Paint, metal, and fabric; table: 96 x 110 x 110 inches (243.8 x 279.4 x 279.4 cm); four chairs: 104 x 64 x 72 inches (264.2 x 162.6 x 182.9 cm) each, unfolded. Collection Albright-Knox Art Gallery, Buffalo, New York; Sarah Norton Goodyear Fund, 2007 (2007:1a-e). © Robert Therrien / Artists Rights Society (ARS), New York. | <urn:uuid:9bff0bb3-3527-4943-9195-d742f5517156> | CC-MAIN-2022-27 | https://www.albrightknox.org/sites/default/files/pre-post-visit_activities_art_of_the_senses_grades_6-12.pdf | 2022-06-30T01:41:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00794.warc.gz | 672,422,611 | 862 | eng_Latn | eng_Latn | 0.996794 | eng_Latn | 0.996807 | [
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Orange Unified School District
UNITED STATES HISTORY
(Year Course)
GRADE LEVEL: 8
PREREQUISITES: None
INTRODUCTION TO THE SUBJECT:
Students in grade eight study the ideas, issues and events from the framing of the Constitution up to World War I, with an emphasis on America's role in the war. After reviewing the development of America's democratic institutions founded in the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions. During this course the students will concentrate on the critical events of the period from the framing of the Constitution to World War I. Students should also master the social studies skills, including research skills and vocabulary necessary to successfully accomplish the goals of the course.
ADOPTED TEXT: The American Journey. Appleby, Joyce, Alan Brinkley, Albert S. Broussard, James M. McPherson, Donald A Ritchie. McGraw Hill Glencoe © 2006.
(SDAIE) Explore the United States, Langston, Leila A. Ballard & Tighe © 1998.
FIRST TRIMESTER
ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. Why did the colonists resist old ideas and embrace new ones (religious, political and social) and how did resistance shape the new United States government?
2. How did the foundations of the American nation reflect both continuity and change with regard to the roles and responsibilities of both government and citizens?
Essential Learning: Students relate the founding of the nation to the development of American constitutional democracy.
Essential Learning: Students understand the political principles underlying the U.S. Constitution.
SECOND TRIMESTER ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. As the country's territory expanded, in what ways did American regionalism, government, and foreign relations change?
2. How did territorial growth unite or divide the nation?
THIRD TRIMESTER ASSESSMENT BLUEPRINT:
POSSIBLE GUIDING QUESTIONS:
1. What did progress mean to Americans from 1860 to 1900?
2. How did the Civil War and industrialization of the United States change the economy, society, and politics of the nation?
Trimester 3 Topics
Text
Standards
Time
Essential Learning: Students analyze causes and key events of the Civil War.
Civil War, nullification and state's rights, Abraham Lincoln
Chapter 13
and speeches, key battles, technological advances, Lee's
8.10.1
8.10.4
surrender
(SDAIE text)
Chapters 11-13
8.10.6
Essential Learning: Students analyze Reconstruction and its lasting consequences.
Reconstruction, effects and consequences of Reconstruction,
Chapter 14
8.11.1
Freedman's Bureau, Jim Crow laws, new Constitutional amendments, end of Reconstruction
(SDAIE text)
Chapter 13
8.11.2
8.11.3
8.11.5
CST prep, review, testing
3 weeks
Essential Learning: Students analyze changing social and political conditions after the Industrial Revolution.
1 week
2 weeks
Final Projects, End of Year activities Trimester Exam during Week 11
DATE OF CONTENT REVISION:
October 2010
DATE OF BOARD APPROVAL:
October 21, 1999
CALIFORNIA CONTENT STANDARDS: GRADE 8
# of
%
CALIFORNIA CONTENT STANDARDS: GRADE 8
# of
%
# of
***The analysis skills are embedded in 19 (25%) of the content items for grade 8.
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Counting Indigenous American Indians and Alaska Natives in the US census
Michele Connolly a , b , ∗ and Bette Jacobs c
aCo-Chair International Group for Indigenous Health Measurement, USA
bSpecial Population Groups Editor, IAOS, USA
cO'Neill Institute for Global Health Law, Georgetown University, USA
Abstract. US census data on Indigenous American Indians have progressed from no data at all to very poor and inconsistent data to smaller (but still significant) undercounts on Indigenous lands. The first US census, conducted in 1790, explicitly excluded American Indians from being counted, in accordance with the US Constitution. Much has changed. As the U.S. gears up for the 24 th decennial census in 2020, the very first Americans to be counted reside in the remote Indigenous village of Tooksook Bay, Alaska. This paper describes how the Indigenous American Indians and Alaska Natives came, first to be counted and secondly, to be counted accurately in national censuses. Joint efforts by American Indian Tribes, the National Congress of American Indians and the U.S. Census Bureau have evolved to obtain accurate and complete counts. The results of these efforts may be useful in other countries to improve participation in censuses of Indigenous people in other countries.
Keywords: Indigenous populations, American Indians Alaska Natives, census, remote populations, hard to count populations
1. Overview
This paper describes the experience of Indigenous people in a national census, specifically American Indians and Alaska Natives (AIAN). The United States (US) has the longest continuous census in the world [1]. In 1790, the first US census explicitly excluded American Indians from being counted as part of the population, in accordance with the US Constitution [2]. Since a primary purpose of the census was to determine representation in the US House of Representatives in Congress, this exclusion meant that American Indians were not only uncounted, but unrepresented. Instead, American Indians were seen as citizens of their respective sovereign Tribes.
munities in Alaska, will receive the census about two and a half months earlier in late January, when transportation is easier, while the ground is still frozen and before hunting season [3].
Much has improved. As the US gears up for the 24 th decennial census on April 1, 2020, the very first Americans to be counted reside in the Indigenous village of Tooksook Bay, Alaska [3]. They, along with other com-
∗ Corresponding author: Michele Connolly, Co-Chair International Group for Indigenous Health Measurement, USA. Tel.: +1 410 997 5921; E-mail: firstname.lastname@example.org.
The US census has become the primary source of data on AIAN people, as well as the basis of funding for many Tribal programs and policies [4,5]. Census data are assumed to measure actual population change. Changes in questions and methods have an impact, but US census data are viewed as resilient. However, the US census is conducted only once a decade. Undercounts, particularly on reservations and other Tribal lands, result in loss of funds for some of the poorest Americans. These undercounts remain until the next census is conducted ten years later. In modern times, most Americans received census forms in the mail. Causes of AIAN undercounts include the lack of mailing addresses on reservations and remote rural locations. Since the census is conducted once each decade, undercounts have a long-lasting impact. In 2020, for the first time, most Americans will answer the census on-line. This is anticipated to be an issue on reservations, where internet access is much less than the rest of
⃝
1874-7655/20/$35.00 c
2020 – IOS Press and the authors. All rights reserved
This article is published online with Open Access and distributed under the terms of the Creative Commons Attribution Non-Commercial License (CC BY-NC 4.0).
the country [6]. The Tribes, the National Congress of American Indians (NCAI), which represents federallyrecognized Tribes and other American Indian groups have worked with the US Census Bureau to raise participation rates and improve results. There is much to learn from these joint efforts, which may improve participation and reliability in counting Indigenous populations world-wide.
2. Indigenous people throughout the world
Altogether, there are over 300 million Indigenous people in the world. Many countries have Indigenous populations, but data are scarce [7]. Whereas Indigenous populations vary widely in where they live, there are similarities across countries. Typically, Indigenous people tend to be the original inhabitants of their respective countries, have a small share of the total population, reside in remote areas and have different cultures and languages. Data on Indigenous people are hard to obtain, as national population surveys and studies often do not have large enough samples to disaggregate and provide separate reliable estimates. Thus, Indigenous people are often invisible in population studies in their own countries, making it difficult or impossible to address their issues. This is critical as Indigenous peoples tend to be less well-off economically and to have poorer health [7].
National censuses throughout the world have an essential role to provide data on Indigenous people. Since censuses count everyone within their borders, small Indigenous population and sample sizes are much less of an issue in obtaining reliable estimates.
3. Indigenous people in the US
This article describes the experience of two Indigenous groups – American Indians and Alaska Natives (AIAN) – in the US census, history, how it is conducted, how it is used and what is anticipated for the 2020 census. The United States has four major Indigenous population groups: American Indians, Alaska Natives, Native Hawaiians and other Pacific Islanders (i.e. Guam, American Samoa, Marshall Islands). According to the last census, conducted in 2010, out of nearly 310 million residents, 5.3 million (1.6 percent) reported their race was AIAN, either solely or in conjunction with another race. About 2.9 million (0.9 percent) reported AIAN as their only race. About 1 million re- ported their race as Native Hawaiian (with or without another race) or Other Pacific Islander. This paper does not cover the Native Hawaiian or Other Pacific Islander populations, because their history and legal status are so different from the AIAN peoples [7].
American Indians are the original Indigenous inhabitants of the continental US, having lived there for many thousands of years. The continental United States consist of 48 States, excluding Alaska and Hawaii. Alaska Natives include certain American Indian Tribes, Eskimos and Aleuts (from the Aleutian Islands). The AIAN population consists of 574 federallyrecognized Tribes and about 60 state-recognized Tribes. Federal recognition came mainly from treaties between Tribes and the US government, although some have been recognized through Executive Orders from the President, judicial action or legislation to be federallyrecognize [8]. On December 20, 2019, the Little Shell Tribe of Montana became the latest Tribe to achieve federal-recognition after more than 100 years of negotiation [9]. Federal legislation, policy and programs overwhelmingly cover commonly members of federally-recognized Tribes. Membership is determined by criteria set by each Tribe, often those possessing one-quarter or more ancestry (blood quantum).
Federally-recognized Tribes are sovereign nations with their own governments (e.g. Tribal councils) and boundaries with distinct cultures, histories and (often) languages. Tribal lands include reservations, pueblos, colonies, Rancherias and villages (in Alaska), but are often referred to collectively as reservations. Altogether, Tribal lands are often referred to as Indian Country [8].
The AIAN people are also referred to as Native Americans, particularly by non-AIAN people.
4. Historical overview
Censuses, which count entire populations have been conducted for thousands of years. It will probably never be known which census is the oldest. One of the earliest censuses, according to the Population Research Bureau, was an agricultural census undertaken nearly 6,000 years ago in Babylon. The oldest surviving population census was collected by the Han Dynasty in the year 2 CE [10]. In what is now the United States, some Tribes conducted their own censuses prior to American settlement, often through oral histories and paintings on buffalo hides [8].
While the US Census is not the oldest census, it is noteworthy for many reasons and much more than
a population count. The purpose of the census, in the Constitutional mandate, is to draw districts within States for which members of the House of Representatives in Congress, can be elected. The US became the first nation to use a census "...to apportion political representation" [1]. Over time, the purposes of the census were expanded. Legislation was written to allocate funding for policy initiatives and program funding on the basis of census population counts in jurisdictions (i.e. state, counties, metropolitan areas and Tribes). Finally, the decennial census has been and continues to be used for scientific research and population trends.
The first mention of American Indians in the U.S. Constitution is the exclusion of American Indians, because, as Tribal members, they were not considered Americans and not taxed [2].
". . . Representatives...according to their respective Numbers, which shall be determined by adding the whole Number of free Persons, including those bound to service for a Term of Years, and excluding Indians not taxed, three-fifths of all other Persons."
This exclusionary language concerned two aspects of how American Indians lived in the first 100 to 150 years of American history: citizenship and residence on tribal lands. American Indians were excluded from the census, since, as non-citizens, they could not be represented in Congress. American Indians were considered citizens of their Tribes, but not American citizens. The phrase "Indians not taxed" was shorthand for the vast majority who lived with their Tribes on Indian lands. Over the decades, this meant American Indians who lived on reservations. The effects of noncitizenship and residence on Tribal lands directly impacted if and how the census was conducted until modern times.
The US census has been gathering data every ten years from 1790 to 2020. As such, it is often referred to as the decennial census. During the early decades, census data was collected by US Marshalls going door to door, often on horseback. Table 1 contains census counts of the AIAN people [8]. As can be seen, census counts began not in 1790, but a century later in 1890. What little we know before 1890 for the vast majority who lived on Tribal lands is from a few Tribal censuses, such as the Cherokee census of 1835. During this period, very few American Indians had left their Tribes and assimilated into the general American population. They were counted in the censuses, but there was no way to separately identify them, because the only racial categories were White, Black and Mulatto [8,11–15].
Until 1887 (three years before the 1890 Census), American Indians had lost almost all of their lands, due to removal, war and treaties with Tribes. Tribal members were confined to reservations, administered by Indian Agents from the Department of War. Tribal members could not leave their reservations without written permission from an Indian Agent. Indian Agents also counted American Indians for the decennial censuses. There were no uniform criteria, but there were census schedules, intended to obtain degrees of assimilation. Such data included degree of Indian blood, Tribe, traditional dress, place of residence, polygamy and language. Indian Agents continued to provide census and annual planning data until around 1930 [13].
Indian Agents faced operational statistical difficulties. The term "Indians not taxed" was especially problematic. In 1870, even the Superintendent of the Census, Francis Walker, was baffled. For example, by 1870, while the vast majority of American Indians lived on Tribal lands, there was intermarriage. What did it mean when a Tribal member was of mixed-race parentage? How were Whites counted if they lived on reservations? How were American Indians in Tribes counted if they lived adjacent to (but not on reservations)? Was there double counting? Were people excluded? No neat solutions were forthcoming, so discretion was given to the Indian Agents [1].
While many statistical issues arose when Indian Agents collected population data, one thing was clear. The population of American Indians had dropped precipitately to less than 240,000 people, as shown in Table 1. Although the original Indigenous population of the continental United States is not known, estimates range from four to twelve million [1,8].
US Marshalls collected census data from 1790 to 1870, but as the population grew, the Census Bureau trained special workers, known as census workers or enumerators, to gather data from 1880 to 1950. Enumerators, like the US Marshalls before them, went from house to house. Race was recorded by observation [1,12,13]. On reservations and other Indian lands, Indian Agents continued to collect data until about 1930 [1,12,13].
In 1924, the Indian Citizenship Act was enacted. This gave American Indians citizenship and the right to vote. American Indians remained members (i.e. citizens) of their respective Tribes. It is important to note that, while many American Indians got the right to vote in 1924, that full voting did not occur until the 1970's, as a result of the Civil Rights and Voting Rights Acts of 1964/5 [8].
Table 1 US Census counts of American Indians/Alaska Natives
∗ Reporting of the allowance of multiple races began. Sources: Connolly, Michele; Gallagher, Mehgan; Hodge, Felicia; Cwik, Mary; O'Keefe, Victoria; Jacobs, Bette and Adler, Amy. "Identification in a time of invisibility for American Indians and Alaska Natives in the United States". Statistical Journal of the International Association of Official Statistics. 35 (71–89). March, 2019.
The 1930 census was the first one after the Indian Citizenship Act. Indian Agents were asked to count Tribal members not only on, but off reservations [12]. A major change was made to how American Indians were viewed. Descriptions went from "Indians in the United States. .." to "Indians of the United States" [1]. This change in law and tone resulted in census enumerators (not Indian Agents) performing census counts. In 1940, the phrase "Indians not taxed" was struck down in federal court, removing the final barrier to counting American Indians in the census on their own behalf [17].
5. 1960 census
tion that carries over to this day. The US government had transferred interactions with the Tribes from the Department of War to the Bureau of Indian Affairs (BIA), located in the Department of Interior. The BIA identified AIAN people as those who were members of federally-recognized Tribes. As described previously, the process of federal recognition has complicated legal and historical connotations. The census (also a part of the government) identified racial categories in a broader demographic fashion based on the continent of origin. Specifically, AIAN was defined as those "...having origins in the original peoples of North America, and who maintain cultural identification through tribal affiliation or community recognition" [19].
The 1960 census was a landmark one throughout the entire country. The 1960 census was the first one after Alaska and Hawaii achieved statehood as the 49 th and 50 th states, respectively. This meant that racial categories for two categories of Alaska Natives (Aleuts from the Aleutian Islands and Eskimos) were added to the list of races, but only in Alaska. Similarly, two racial categories were added only in Hawaii (Native Hawaiians and part-Native Hawaiians [18].
For the first time, mail-in questionnaires were sent out, rather than door-to-door enumerators. Census enumerators continued to be used, but only in cases of hard to reach populations (such as remote reservations) and those who did not return their mail-in questionnaires. Race became self-reported, not recorded by census enumerators through observation [1]. Most AIAN people now lived outside Indian Country in cities, suburbs and rural areas.
The 1960 census highlighted an important distinction in how AIAN people were identified: a distinc-
6. 1970 to 2010 censuses
Space was provided on the 1970 census for those who identified as AIAN to write in their Tribe. The 1970 census was the first one to provide separate estimates of American Indians on each of the reservations [Tribal] Directive 15 of 1977, which contained uniform racial criteria across the census and other federal surveys [19].
In 1980, a special supplement was added on to reservation and other Tribal lands to find out more detail about the lives of AIAN people. The questionnaire was tailored to be more appropriate for this population. For example, sheep herders and rug weavers were added to the list of occupations [20].
OMB Directive 15 was expanded for the category AIAN to include Indigenous people from the continent of South America and specifically mentioning Central America. This allowed Indigenous people from North
and South America (but not originally from the United States) to identify as American Indians. Many of these respondents could be ascertained by the Tribe they wrote on the census [19].
Starting in 1980, there were and continue to be joint efforts on the part of the Census Bureau, Tribes and groups, notably the NCAI to increase AIAN participation, particularly those residing on reservations and other Tribal lands [4,21]. The census is the only effort large enough to include all AIAN people. National population surveys do not have samples large enough to adequately provide separate reliable estimates on a year to year basis. Dress rehearsals of census procedures were held on reservations prior to the 1990 and 2000 censuses, while cognitive studies and focus groups on reservations were held for the 2010 and 2020 censuses. Local American Indians and Alaska Natives were recruited to be census enumerators on their reservations and Tribal lands. This helped with participation rates, finding remote dwellings and providing language skills [4]. In addition, extensive public relations campaigns were launched. These included posters, radio ads and art contests.
Despite efforts, there were undercounts on reservations. Undercounts of those who lived on or near reservations was calculated by the Census Bureau to be 12.2 percent in 1990 and 4.9 percent in 2010. Although this was an improvement, it was the highest undercount rate in the country [22]. The effects of these undercounts are estimated to be about $3,000 per person, while AIAN people have the highest poverty rates of any racial or ethnic group in the country at nearly 25 percent [22,23].
The Census Bureau identifies those who live on or near reservations as hard to count. Causes of AIAN undercounts include the lack of mailing addresses on reservations and remote rural locations. Tribes rely on census counts to allocate program funding. During the 20 th century, the Census Bureau created and refined a definition for where Americans reporting in the census live. In order to describe the place of residence for each person and household, the Census Bureau assigns small geographic units called census tracts and census blocks across the country, including places such as territories and reservations. These data can be aggregated in different ways, but most are commonly characterized as rural and urban. Standard definitions are updated for each census [24].
Reservations and other Indigenous lands are typically remote and rural. By 2010, most people who reported AIAN as their only race did not live on reser- vations or other American Indian lands. Specifically, almost one in three (32.9 percent) lived on reservations, other American Indian lands or Alaska Village areas [25].
Funding for many Tribal programs is dependent on census data and is written into legislation or regulations. These programs include Education Grants, Head Start (for preschoolers), Native American Employment and Training, the Indian Health Service (the primary source of health care on reservations), Medicaid (health care for people with disabilities or in poverty), Urban Indian Health Program, SNAP (vouchers for food to low-income families and individuals), Aging Programs, Indian Housing Block Grant, Indian Community Development Block Grant and Housing Choice Vouchers [4,26]. In addition, adherence to the Voting Rights Act and the Equal Employment Opportunity Act are dependent on census data [4]. Besides programs, it is important to note that census data affects policy, markets, distribution chains and investment for the entire population, including AIAN people.
7. Multiple races in the 2000 and 2010 censuses
In 1960, 551,700 (0.3 percent) of the population identified themselves as AIAN. This number almost quadrupled by 1990 when nearly two million American identified themselves as AIAN. This growth was deemed demographically impossible and could not be explained by immigration of Indigenous people from Central and South America. Part of the increase was due to people who no longer had the stigma of reporting their race as AIAN and part was due to other Americans who believed they had some AIAN ancestry, whether or not they had proof. Thus, while reservations and other Tribal lands experienced undercounts, the population off the reservations seemed to experience overcounts [8].
Beginning in 2000, multiple races were allowed to be reported on the census. This had little effect on the numbers of larger racial groups, such as white, African-American and Asians. However, it had an outsize impact on the AIAN population due its small size. In 2000 as shown in Table 1, approximately 4.1 million people (1.5 percent) reported themselves as AIAN. However, of these, only 2.5 million (59.4 percent) reported AIAN as their only race, while the remaining 1.6 million (40.6 percent) reported AIAN along with another race. By 2010, 5.2 million people (1.7 percent) reported their race as AIAN, of which 56.2 percent reported AIAN as their only race. In 2010, of the nearly 2.3 million people who reported AIAN along with another race, the majority (62.6 percent) reported themselves as white and AIAN, followed by 11.8 percent who reported African-American along with AIAN. Characteristics for those who reported AIAN as their only race were different from those who reported multiple races, including AIAN. The BIA reported in 2010 that 1,969,167 people were enrolled members of federally-recognized Tribes: a figure closer to the number of the 2.3 million who reported AIAN as their only race than to the total of 5.2 million [8]. While no official preference is given to AIAN only versus AIAN with other races, most research is performed using the AIAN only population [8].
8. American community survey
The decennial census is considered a worthwhile, if not perfect, effort. Its main limitation is that it is conducted only once every decade. This is not likely to change as the mandate is written into the Constitution. Other countries, such as Australia and Canada, have censuses every five years or so. Besides differences in periodicity, there are differences in how undercounts are adjusted. For example, Australia used a Census Post-Enumeration Survey (PES) in 2011 and 2016 to rebase the Australian Estimated Resident Population. The PES is a valuable data source for small populations in Australia, although it brings its own flaws and limitations [27]. The US takes a somewhat different approach with its post enumeration census surveys. The purpose of PESs, called Census Coverage Measurement (CCM) in 2010, are intended to measure coverage errors overall and for subpopulations, such as AIAN living on reservations and other Indigenous lands. Results are used to improve the next census [28].
An attempt to gather data at the local level (i.e. states, counties, metropolitan areas and Tribes) was undertaken with the implementation of the American Community Survey (ACS). From 1940 to 2000, the Census Bureau collected data using a short form and a longer version (called the long form). The short form was used for redistricting and certain policy and research purposes, but the long form provided a richness of socio-demographic and economic data. The ACS is conducted continuously (not just every ten years) and is based on data from previous long forms. In this way, rich local data can be collected and analyzed every year, not just once a decade [8].
In the 2010 census, as well as the 2020 census, only the short form was used. The ACS samples are not as representative of AIAN remote communities as the decennial census. This is due to sampling concerns pertaining to remote reservations in smaller populated areas of the US. There is a discrepancy between total AIAN population counts from the census and those from ACS. In fact, ACS yearly estimates dropped after the 2010 census [29]. NCAI has recommended that population totals only be used from the decennial census. In 2010 and 2020, data on most sociodemographic and economic characteristics can only be obtained from the ACS. However, there is a note of caution. The NCAI recommends that percentages be used from the ACS, but not population figures derived from those percentages. For example, while the percentage of AIAN in poverty can be quoted from the ACS, it is not recommended that a total number of AIAN in poverty be derived and used [30].
9. 2020 census
The 2020 race question appears in Fig. 1 [31]. The 2020 census will be the first to include the provision for respondents to answer on-line, as well as by mail or an enumerator. Since AIAN have much lower rates of broadband coverage and access to the Internet, this is expected to be a concern. The NCAI and the Census Bureau have been planning accordingly by outreach efforts and hiring AIAN enumerators, including those who speak AIAN languages [32,33].
As in earlier recent censuses, outreach efforts are being developed to include radio and television ads, posters, brochures and digital materials to target AIAN people and address their concerns. An example is shown below [34]:
2020 Census Snapshot for American Indian/Alaska Natives
What is the census? Every 10 years, the United States counts everyone living in the country on April 1. Our tribes do not share enrollment numbers with the government, so it is important for all American Indians and Alaska Natives to participate in the 2020 Census.
What's in it for me? The 2020 Census is an opportunity to provide a better future for our communities and future generations. By participating in the 2020 Census, you help provide an accurate count of American Indians and Alaska Natives. Your responses to the 2020 Census can help shape how bilFig. 1. 2020 US Census race question.
lions of dollars in federal funds are distributed each year for programs and grants in our communities. The 2020 Census is our count. Our responses matter.
Regardless of age, nationality, ethnicity, or where we live, we all need to be counted. Responding to the 2020 Census is: Easy In early 2020, every household in the United States will receive a notice to complete the census online, by phone, or by mail. Safe Your responses to the 2020 Census are confidential and protected by law. Personal information is never shared with any other government agencies or law enforcement, including federal, local, and tribal authorities. Important The federal government and local American Indian and Alaska Native leaders and decision-makers will use 2020 Census data in a variety of ways that can benefit Native people and our communities. 2020 Census. Gov.
How AIAN people will be counted in the 2020 census depends on the overall census environment in the US. For the 2020 census overall, eight factors have been identified as overall data concerns in a challenging environment with escalating costs: (1) fiscal constraints, (2) rapidly changing use of technology, (3) information explosion, (4) distrust of government, (5) declining response rates, (6) increasingly diverse population, (7) informal complex living arrangements and (8) a more mobile population [35]. Each of these factors affect census data collection among AIAN, however distrust is arguably the most potent. Many government policies and exploitation by researchers has had negative effects for Tribes and AIAN people.
Deciding on standard census materials and methods is a complex and detailed process. The most salient influence on how a census should be conducted are its purposes, which are representation in congress and to get a complete count and basic description of US residents. Other factors, including stewardship of public funds, influence the planning process for each US census. Advocacy groups of various types often lobby to shape the US census. Elected officials represent their constituents in important ways. There are some groups that give voice about counting AIAN people in the census. Perhaps the most notable group is the NCAI. On January 9, 2020, the NCAI gave written testimony to the US House of Representatives Committee of Oversight and Reform in the Oversight Hearing on Reaching Hard-to-Count Communities in the 2020 census. This testimony formalized concerns about census methods impacting redistricting (i.e. boundaries for Congressional representatives) and voter registration, federal funding and local Tribal governance. The NCAI testimony detailed challenges in Indian Country and specified how census participation can improve to assure accuracy [36].
10. Research uses
The Census Bureau will release a report on AIAN people. Data dissemination efforts are being undertaken in conjunction with Tribes and the NCAI. The ACS will continue on-line profiles for individual reservations. In addition, the NCAI is committed not only to collecting data, but in using it for policy and program research to improve the lives of American Indians and Alaska Natives. Tribes are being encouraged in data dissemination and research. The right to be counted includes the right to tell their own stories in their own ways. There are many research efforts that have been or will be undertaken.
Examples from the NCAI include data books about reservations, online descriptions of reservations, analyses on Tribal justice, population trends, cancer registries, analyses from the Indian Health Service and local analyses by states [4,37].
One of the most creative examples comes from the National Center for Health Statistics within the Centers for Disease Control and Prevention. The National Center for Health Statistics plans to produce reliable and unbiased mortality estimates, including national life tables and life expectancy measures for the US American Indian and Alaska Native (AIAN) population. Previous estimates of AIAN mortality were judged to be inaccurate due to problems with race reporting on death records (conventional death rate measurement) or because of insufficient sample size in previous linkage studies (data from the National Longitudinal Mortality Study). The current project will link all AIAN re- spondents from the 2010 US Census (both those who self-identified as AIAN only or in combination with another race) to the National Death Index (NDI). Under this project, linkage of census records with the NDI will eliminate known racial deficiencies in AIAN death records; use of the entire AIAN population will ensure a sufficient number of deaths to produce reliable mortality measures. Current plans are to link the AIAN population from the 2010 Census to the NDI for one year of mortality follow-up [38].
11. Conclusions
American Indians have come a long way with respect to the American census. There was no virtually participation during the first 100 years, as American Indians were not considered citizens of the US. By 1890, counts of American Indians on reservations was made by Indian Agents, not American Indians themselves. The Indian Citizenship Act of 1924 was a pivotal event, because American Indians became citizens and had the right to be counted. Attempts to count the AIAN people has been a journey, where undercounts on Tribal lands have steadily decreased. Although there remains risk for systemic exclusion in the 21 st century, differently, but as important as in the 19 th and 20 th centuries. Joint efforts between the Tribes, the NCAI and the Census Bureau are working to ensure full participation. Operationally, this has meant hiring of local native enumerators, who know their communities and culture. Census interviews can be undertaken in native languages. Outreach and advertising campaigns are done at the local level with the participation of AIAN. These approaches are working, because communities are informed of the importance of answering the census and benefits to their local areas. In this way, AIAN people have a say in their own stories in their own lands. It is hoped that other countries can use these methods to include their own Indigenous people and enable them to tell their own stories.
Acknowledgments
We wish to thank the co-chair, Dr. Sam Notzon, International Group for Indigenous Health Measurement, the Population and Housing Censuses editor and editor of this special edition Jean-Michel Durr for his interest and encouragement, as well as the current Editorin-Chief Dr. Pieter Evaraers and General Editor, Dr.
Kirsten West. This article would not be possible without the love and sacrifice of our ancestors. We dedicate this paper to them, as well as to American Indians and Alaska Natives in the United States who continue to keep our culture alive. Of special note are those who left us far too early, especially Ari Gerzowski of the Blackfeet Tribe.
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[38] Arias E, Schauman WS, Eschbach K, Sorlie PD, Backlund E. The validity of race and Hispanic origin reporting on death certificates in the United States. National Center for Health Statistics. Vital Health Stat. 2008; 2(148). | <urn:uuid:8b375154-9c2c-451a-9188-ab29c29ba83b> | CC-MAIN-2022-27 | https://content.iospress.com/download/statistical-journal-of-the-iaos/sji200615?id=statistical-journal-of-the-iaos%2Fsji200615 | 2022-06-30T00:41:07+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00793.warc.gz | 222,416,408 | 8,975 | eng_Latn | eng_Latn | 0.951963 | eng_Latn | 0.99501 | [
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- With focus on 'Play + Learn'
Designing for Children
Design and Delivery of an Experiential Learning Model for Children
Priya Srinivasan, The Pomegranate Workshop, Mumbai, India, firstname.lastname@example.org
Abstract: 'Design and Delivery of an Experiential Learning Model' deals with the construction and delivery of a reading program for ages 6-8 years - The Pomegranate Magic Reading Room. This paper looks at the process of book selection, identification of story attributes, constructing methodology and lesson plans, delivery of the program, assessment and observations.
Key words: Experiential, story attributes, creative, theatre, visual art, workshop, methodology, construction.
1. Introduction
"A story that matters to us whether ancient of modern becomes a bundle in which we wrap truth, hope and dread. Stories are how we teach, how we explain, how we entertain…and for those reasons they are central to civilization." Robert Fulford, Triumph of the Narrative
The Pomegranate Workshop develops and delivers experiential learning programs through institutions, as well as independent programs, with a network of over 35 leading practitioners in the fields of visual art, performing art, language arts and math and design.
The paper 'Design and Delivery of an Experiential Learning Model for Children' will take an in depth look at the construction and delivery of a Reading Program by Pomegranate Workshop. This program titled The Pomegranate Magic Reading Room (MRR) has been put together with key components from practitioners in writing, theatre and visual art.
The program engages practitioners (writers, theatre professionals, contemporary artists) at every stage to assimilate best in class practices and create effective learning methods.
Narratives are being increasingly appreciated as possibly the most powerful drivers of learning in young children.
2. Selection of Books for the Program
The core reading list of 40 books each for grades 1,2 and 3 was drawn up by a published children's writer. The books have been picked for their universal and timeless qualities. A strong conceptual element, an enjoyable story with a vibrant and inspiring emotional element, a humanistic theme wherever possible, and absorbing, colourful visuals were points of focus whilst drawing up the list.
Most of the books in the MRR list are winners of prestigious international awards like the Caldecott Medal (USA) or the Kate Greenaway Prize (UK) for their art.
3. Governing Principles for Methodology
Pomegranate MRR decided to adopt the workshopping process for every session with the following points of focus:
* Workshop as a Socializing process – curiosity, interest, enthusiasm - as a class the children need to develop a cohesive social fabric which lends itself towards reading. All facilitators needed to be aware that a first of all a 'socializing' process for the group.
* Arriving at an equality or level playing field in the workshop. This is an ongoing challenge because children are very different in any given class. But within the framework of the workshop a level playing field was worked at consciously.
* Overcoming inhibitions. An Ice breaker one day alone is not enough. Consistent 'ice breakers' are necessary. So all processes which aid in preparation of the child's loosening of inhibitions and 'confidence building' are being carried out in every session.
* The Evaluation is not a numeric one but one that lends itself to ongoing developments with the child.
* Creating an experience in the course of the session. The story needs to relate to the experience of life and for this it becomes imperative that every session weaves in simulated situations that will enable the child to experience some aspect of the story right there.
4. Lesson Plan Construction
Each lesson has a broad pattern that aligns itself with the overall objectives of the program. Pomegranate MRR has become a 'popular' period but not disruptive period within the school day. A lesson plan template has been generated and every individual facilitator is able to make plans that ensure continuity and progression of the overall program.
The primary tool is non - instructional teaching. The facilitator always leads by example and initiates activities in a way where children gravitate towards him/her.
The Pomegranate Associate who is with the program right through, manages the program in terms of continuity, session focus areas, familiarity with the children and assessments of the children. Assessments are purely done through observation and not testing of any kind.
4.1 The Identification of Book Attributes & Session Construction
Transferring the material text to experiential learning methodology is a challenge. Why is it necessary though? Since we are working with multiple practitioners from performing and visual art, they need some common markers which would help them translate the book into their own realm of practice. The attributes of any give book were identified under the following heads:
Table 2. Book List with Keywords
4.2 Program Progression
The chart below is a sample of how the first three segments (each segment is roughly 5 weeks) are expected to proceed in terms of book progression, learning outcomes and strategies employed.
Table 3. Program Progression Chart
The progression of the books and learning outcomes are very closely interlinked. The first four books of grade one for instance start the children off on a journey with non narrative texts with emphasis on rhythm and beat, body parts and even 'non sense'.
The strategies in segment two undergo a marked change with the material content of the sessions undergoing a change. Leading in from segment two, segment three continues the progress with a gradual introduction to self reading.
4.3 Learning Outcomes
The children progress from understanding Pomegranate MRR as a safe space into exploring the material content of the sessions through art, storytelling and reading. Now let's turn to the defined learning outcomes.
Oral language development was identified as a key criterion for development of the reading habit. Since this is an English language reading program, the point of focus here is comfort with English. Every session incorporates a great deal of discussion time with children. Creating the safe space right from the start was therefore crucial.
Ability to comprehend and sustain attention – again this is a core pre requisite for reading. Comprehension is not gauged through predictable tasks like answering questions. The ability to understand the brief for an activity and see it through is also a clear indicator.
5. Session Construction
5.1 Extension of Book Attributes into Methodology
The construction of individual lesson plans draws heavily from theatre practices to make every book a lived experience and this is a significant component of the Pomegranate MRR.
With Grade 3 whilst dealing with Amelia Bedelia, a book series where the protagonist constantly assigns new meanings to words thereby 'messing up' on tasks given to her. The lesson began with the children in a circle where they were handed a typical object – a toy plastic plane. They were asked to use it as anything but a plane. So the plane became a steering wheel, a game, float, gun, paintbrush, shaving razor, gameboy, racquet, spinning top, comb, iron, fairy wand, polish shoes in the hands of the children. Getting them to interpret a given object laterally thereby legitimizing the 'anything is possible' premise. The facilitator then 'made up' a story about a series of confusing incidents which had the children in splits. The session then transitted into the reading of the book. Amelia Bedelia continued to be one of the class' favourite characters for a good part of the year. It also succeeded in making books the 'talking point' in the class for the first time. Other titles like Franklin The Turtle, Madeline the little girl, Dr Seuss and all of his titles for young readers became very popular at discussion time and the children grew increasingly comfortable with negotiating book titles in regular conversation.
5.2 Creating Play and Creative Response Opportunities
For the story of the Monkey and The Crocodile, the facilitator played a 'conscience game' where children were picked in turns and made to hear a 'good voice' and a 'bad voice' on any given issue (the 'voices' were two classmates standing of the child and giving them instructions).
So a child confronted with an open fridge door and fridge laden with goodies for a party in the evening was encouraged to go and ahead and nibble at something by one voice while the other actively dissuaded the child. The child had to take a call depending on whose argument he/she found most compelling. In order to ensure success of this exercise it was important for the facilitator not to be judgmental about the choices. Many children opted to go with the 'bad voice'.
Usage of props is another theatre application that is being continuously explored. For the book titled 'My Mothers Sari', the children were given saris and asked to construct stories around it as a prop. The sari was transformed from hospital stretcher to flowing river by the children depending on their story.
In the case of The Foot Book by Dr Seuss which belongs in genre of 'non-sense' the session began with the three legged race where children had one leg each tied together so between them they had three legs to negotiate with. After the race, they traces their own feet out on paper and then filled the outline with any theme of their choice. Once 'feet' were established as the core of the session tin this way, the facilitator took them through the 'Foot Book'
5.3 Simulating Life Situations
For the book Madeline where a little girl in an orphanage gets sick, the facilitator began with a discussion on the last time the children felt really sick, what it felt like and whether they felt cared for. Curiously, the children slipped into this mode very easily recounting all sorts of real and imaginary instances of sickness! The children then made each other 'get well soon' cards following which the book was actually introduced and all their sympathies were with Madeline right through.
5.4 The 'Anything is Possible' Principle
It is important to emphasize constantly that anything is possible in class. The Pomegranate MRR constantly has games that hinge on the 'non sensical. Eg an imaginary ball is passed around. Its size, shape, colour, dimension are all imaginary but the children pass it around with great care not ever altering the imaginary dimensions. Sometimes they even 'bounce it off the floor' and kick it to the next person. Creating this zone of non-sense becomes important since often in books like 'Cat in the Hat' or Wacky Wednesday by Dr. Seuss for instance where non sense drives the whole book. The sessions have also had 'exaggeration circles' where one action is begun by a child and it is carried around the circle with each child getting progressively more exaggerated with the action till the action has assumed a huge magnitude. Words that often don't go together like 'happy sickness' for instance are given to the children who need to enact the two words together. In another instance of anything is possible games, the children climbed into an imaginary box, crouched together in it and then described the box in detail from the inside! These facilitated activities help greatly in putting the children in a state of readiness for books that harbour on non sense or books like Franklin Goes To School where there are fleeting and transitory emotions.
5.5 Incorporating Physical Movement
Physical movement is a pre requisite for all children's workshops. A good part of any Pomegranate program session is devoted to physical games and activities like the ones described above that often directly link up with the book for the session. It puts children in a state of readiness for the book and has also helped them connect with one another as a class. Whilst dealing with 'The Nutcracker', the children actually watched and tried out the dance movements in Tchaikovsky's Nutcracker Ballet.
6. The Role of Visual Art in Pomegranate MRR
In the third month of the program, The Pomegranate Magic Reading room revisited some of the books that had already been tackled in the first couple of months, using the visual medium entirely. Aspects of central character, narrative and sequencing were all dealt with entirely through art based activities.
6.1 Revisiting Text with Art
For Grade one, we revisited 'Head to Toe' By Eric Carle which draws attention to body parts and movement entirely through riveting illustration. The facilitators handed out sheets of white paper on which certain scenes had already been drawn out with white wax crayon and were therefore invisible. The children were then told the story of 'Sunny' a boy who wakes up one morning, sees a lion appear at his bedroom window and then run away. Sunny follows the lion and the story takes the children from scene to scene drawing attention to Sunny and his physical movements through the story. The children then used flat brushes to apply ink on this wax drawn surface so the scene became 'visible'. Each child had an entirely different scene on his/her paper. They started talking among themselves and realized gradually that all the magically appeared scenes they had between themselves made for a continous single story. The facilitator then handed out Sunny's limbs, torso, head and clothes which had been cut out from glossy magazine paper. Each child was handed a set of these and had to assemble Sunny from 'head to toe' appropriately on the page to complete the scene. The session this dealt with the central character, the composition of this character, narrative progression and sequencing all at one shot. When each child's scene was placed one after the other on completion, the children actually saw the whole story that they had created.
6.2 Character, Narrative, Sequencing with Art
Similarly drawing attention to character, narrative and sequencing, grades 2 and 3 worked on The Little Egg and The Nutcracker stories. For the Little Egg where the egg has a minor adventure of sorts before it hatches, the children applied a thick coat of wax on their individual sheets of paper and followed that up with a thick coat of dark paint. While the paper was drying they were individually given a scene from a made up story where a space shuttle loses its way, lands on earth and the adventures it has. Once the paper dried each child got down to 'scraping out' their respective scenes with a sharpened ice cream stick that scraped away the paint and wax coat to show up embossed images. The technique was fascinating and in addition the children each interpreted their own scene working the material in different ways. Finally the sheets were all put up on the class notice board in sequential order.
6.3 Focus on Central Character
For a revisit of the Nutcracker, the children were given ice cream sticks to create a 'candy man', the candy man was given very specific body movements for interpretation in each scene and the children created their own backdrops for the candyman depending on the requirements of the scene he was part of.
In all of the above, the central character was emphasized continuously through which the children constructed narratives and followed through with sequencing thereby taking the story apart in their own way and reassembling it with their own imagination. The central character was a 'dhoti' in one of the visual art sessions where the dhoti slips off a clothesline and lands up as a fisherman's net. The dhoti was a piece of gauze handed out to each child. With some children the attention to detail was so great that they made marks to soil the gauze as it proceeded on its adventure!
7. Assessment
The Assessment at Pomegranate MRR is a non numeric one. The children are observed and assessed on the above mentioned criteria. They are rated as Over Proficient, Proficient, Developing and Beginner under various heads. The words for rating have also been chosen keeping in mind positive reinforcement and avoidance of negative terms.
Please refer seg 4.2 Table 3 Program Progression for assessment criteria and learning outcomes
The observations are shared with parents every quarter.
8. Observations and Conclusions
Being within a conventional school setup the Pomegranate MRR had to establish itself as relevant and a valuable resource within the school. The program also had to establish the importance of narratives in general for all learning environments. Gradually class teachers of grades 1-3 started approaching the Pomegranate Associate for stories dealing with concepts in class like body parts, germination, and air. The teachers began to report back that story building activities in regular class were getting popular and the children were developing an extensive vocabulary. Concepts of sequencing which was a topic for the first grade was actually dealt with through art and narrative (explained above) in the Pomegranate MRR. The school began to organize teacher workshops with Pomegranate particularly dealing with story creation so teachers could start constructing narratives to propel the learning process.
Stories we believe are indeed complete learning packages. The best acknowledgement of this premise lies in the fact that we now see immense interest in teachers who want to develop basic story construction skills so they can facilitate the understanding of concepts across language, science, math and history.
Acknowledgements
The following practitioners have all been instrumental in construction and delivery of the Pomegranate Magic Reading Room:
* Anita Vachhrajani (creator of book list and progression of books)
* Divya Bhatia (advisor on methodology)
* Lovleen Mishra (theatre practitioner – construction and delivery of MRR sessions)
* Suruchi Aulakh (theatre practitioner – construction and delivery of MRR sessions)
* Pramod Pathak (theatre practitioner – construction and delivery of MRR sessions)
* Shrinivas Agawane (contemporary artist – construction and delivery of art based MRR sessions)
* Prajakta Madane (contemporary artist – construction and delivery of art based MRR sessions)
* Akshat Nigam (identification of book attributes leading to methodology)
* Ritika D'Souza (Pomegranate Associate managing MRR – continuity, observation and assessment of program and individual children)
References
Moore, Tiina, (2002), The Importance of Narrative to Drama Education in Primary School Journal 4, Griffith University Press, Australia
Fulford, Robert (1999) The Triumph Of Narrative: Storytelling In The Age of Mass Culture, House of Anansi Press, Canada
Gallagher S (2006) The Narrative Alternative to Theory of Mind in Radical Enactivism, ed R Menary, John Benjamins, Amsterdam
O'Neil, Daniella (2004), Narrative Skills Linked to Mathematical Achievement, In Literacy Today (Issue no. 41), Literacy Trust, UK | <urn:uuid:a336ec8e-ffb6-4c8f-a92a-767813f210e4> | CC-MAIN-2022-27 | https://dsource.in/sites/default/files/resource/designing-children-papers-2010/national-speakers/file/26_priya-srinivasan-designingforchildren.pdf | 2022-06-30T01:56:03+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103646990.40/warc/CC-MAIN-20220630001553-20220630031553-00795.warc.gz | 295,509,590 | 3,825 | eng_Latn | eng_Latn | 0.974097 | eng_Latn | 0.998469 | [
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Civil War History A Big Hit for Springwater-Webster Crossing Historical Society Meeting By Judy Tripp-Neu
More than 30 people came out Tuesday evening for the Springwater-Websters Crossing Historical Society's monthly meeting. Brian West of Websters Crossing spoke on a subject near and dear to his heart, the Civil War. Specifically he detailed the campaign that took William Tecumseh Sherman through the South and into Atlanta and on to Savannah. Georgia. He also spoke on the role the NY 136th Infantry Regiment known as the "Ironclads" played in the success of this campaign. The 136 th was recruited by Colonel James Wood, Jr., and organized at Portage. The companies were sworn in on September 25-26, 1862 and were signed for three year enlistments. Companies B, C, and I had several recruits from Springwater.
William Tecumseh Sherman (February 8, 1820 - February 14, 1891) was an American soldier, businessman, educator, amateur painter and author. He served as a General in the Union Army during the American Civil War (1861-65), for which he received recognition for his outstanding command of military strategy as well as criticism for the harshness of the "scorched earth" policies that he implemented in conducting total war against the Confederate States. History books call him the first "modern general" and to this day his strategies are taught and studied in military schools. German Field Marshall, Erwin Rommell, was known to have studied thoroughly Sherman's strategies and employed them in North Africa during World War II.
Sherman, known affectionately by his fellow soldiers as "Uncle Billy" was admired by his men for his "wink and blink" type of advance. According to West he often chose not to engage the enemy directly as much as outmaneuver them by doing the unexpected. He was a master of psychological warfare. As part of his campaign planning, he studied census records to ascertain where the wealthiest, most productive areas were located so he could travel light but feed his men well. He sent out "bummers" dressed in costumes to forage for food, animals, and any material possessions that could be converted into money to support the war effort.
Sherman was considered a very harsh commander and believed that the enemy should be punished for seceding from the Union. He was known to use prisoners of war as human detonators of improvised explosive devices that the Confederates had planted along the roadways. He had no qualms taking the last resources from the enemy even if it meant that women and children would starve during the harsh winter months. Sherman, who graduated sixth in his class at West Point, seldom slept and often joined his men around the campfire. He had suffered what many believe was a nervous breakdown in 1862.
[His early military career had not been spectacular. He saw some combat during the Second Seminole War in Florida, but unlike many of his colleagues, did not fight in the Mexican-American War, serving instead in California. As a result, he resigned his commission in 1853, took work in the fields of banking and law briefly and unsuccessfully before becoming the superintendent of the Louisiana Military Academy in 1859. At the outbreak of the Civil War, however, Sherman resigned from the academy and headed north, where he was made a colonel of the 13th United States Infantry.]
Sherman first saw combat at the Battle of First Manassas, where he commanded a brigade of Tyler's Division. Although the Union army was defeated during the battle, President Abraham Lincoln was impressed by Sherman's performance and promoted him to brigadier general in 1861, ranking seventh among other officers at that grade. He was sent to Kentucky to begin the Union task of keeping the state from seceding. While in the state, Sherman expressed his views that the war would not end quickly, and was replaced by Don Carlos Buell. Sherman was moved to St. Louis, where he served under Henry W. Halleck and completed logistical missions during the Union capture of Fort Donelson. During the battle of Shiloh, Sherman commanded a division, but was overrun during the battle by Confederates under Albert Sydney Johnston. Despite the incident, Sherman was promoted to major general of volunteers on May 1, 1862.
After the battle of Shiloh, Sherman led troops during the battles of Chickasaw Bluffs and Arkansas Post, and commanded XV Corps during the campaign to capture Vicksburg. At the battle of Chattanooga Sherman faced off against Confederates under Patrick Cleburne in the fierce contest at Missionary Ridge. After Ulysses S. Grant was promoted to commander of all the United States armies, Sherman was made commander of all troops in the Western Theatre, and began to wage warfare that would bring him great notoriety in the annals of history.
By 1864 Sherman had become convinced that preservation of the Union was contingent not only on defeating the Southern armies in the field but, more importantly, on destroying the Confederacy's material and psychological will to wage war. To achieve that end, he launched a campaign in Georgia that was defined as "modern warfare", and brought "total destruction" upon the civilian population in the path of the advancing columns of his armies. [Commanding three armies, under George Henry Thomas, James B. McPherson, and John M. Schofield,] Sherman employed his superior numbers to consistently outflank Confederate troops under Joseph E. Johnston, and captured Atlanta on September 2, 1864.
After the fall of Atlanta, Sherman left the forces under Thomas and Schofield to continue to harass the Confederate Army of Tennessee under John Bell Hood. Meanwhile, in December 1864, Sherman cut off all communications to his army and commenced his now-famous "March to the Sea," leaving in his wake a forty to sixty mile-wide path of destruction through the heartland of Georgia. [On December 21, 1864 Sherman wired Lincoln to offer him an early Christmas present: the city of Savannah.]
Sherman is quoted as saying "I am tired and sick of war. Its glory is all moonshine. It is only those who have neither fired a shot nor heard the shrieks and groans of the wounded who cry aloud for blood, for vengeance, for desolation. War is hell."
Following his successful campaign through Georgia, Sherman turned his attentions northward and began marching through the Carolinas, chasing the Confederates under the command of Joseph E. Johnston. He continued his campaign of destruction, in particular targeting South Carolina for their role in seceding from the Union first. He captured Columbia, South Carolina, on February 17, 1865, setting many fires which would consume large portions of the city. He went on to defeat the forces of Johnston in North Carolina during the Battle of Bentonville, and eventually accepted the surrender of Johnston and all troops in Georgia, Florida, and the Carolinas on April 26, 1865, becoming the largest surrender of Confederate troops during the war.
[After the war, Sherman remained in the military and eventually rose to the rank of full general, serving as general-in-chief of the army from 1869 to 1883. Praised for his revolutionary ideas on "total warfare," William T. Sherman died in 1891].
As a side note, one soldier in the NY 136th Infantry Regiment, Pvt. Dennis Buckley, of Company G, captured the battle flag of the Confederate 31st Mississippi, knocking down the Confederate color bearer with the butt of his musket and wrenching the colors from his grasp. While Buckley was waving the captured flag defiantly at the ranks of the enemy a bullet fired at him struck the flagstaff, glanced off, and hit him in the forehead, killing him instantly. A year or more after the war ended the War Department awarded posthumously the Medal of Honor to the mother of Dennis Buckley, in recognition of his "heroism at the battle of Peach Tree Creek and the capture by him of one of the enemy's flags."
On the morning of July 22d the brigade advanced within two miles of Atlanta, where it occupied various positions during the siege that followed. For six weeks the 136 th laid in the trenches before the city under fire daily, many of the men being killed or wounded while in the works, which, towards the close of the siege, were advanced to within close range of the enemy's lines. The Confederate troops evacuated Atlanta during the night on September 1st, and the Twentieth Corps, now under command of General Slocum, entered the city and took possession. "Atlanta was ours, and fairly won."
With the occupation of the city came a period of rest and quiet for ten weeks, a pleasing respite from the privations and dangers of the previous campaign. On November 15, 1864, refreshed and strengthened by its stay at Atlanta, the regiment started with Sherman's army on the March to the Sea.
.
The army arrived at Savannah, December 11, 1864, and immediately laid siege to the city, which was evacuated on the 21st.
After a month's stay at Savannah the army started northward January 16, 1865, on the campaign of the Carolinas, arriving at Goldsborough, NC on March 24th, after a march of 454 miles, part of which was made over difficult roads and over many rivers and swamps, some of which had to be waded through.
During the after remarks, Leola Moore Teed, wife of Harvey Teed, stated she has entered approximately 1018 names of men who served in the NY 136 th VOL Infantry Regiment. Find A Grave is a free website where genealogists and historians can find many graves of ordinary people with added notes or photos added by family members. It is a fascinating research tool, a virtual cemetery, but also interesting for anyone who loves to search in graveyards.
Mr. West was heartily applauded for his presentation and we look forward to hearing more from him in the future.
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Road to Emmaus
Were our hearts not burning within us? (Lk 24:32)
TARGET AUDIENCE
K
1
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Overview
Teacher Background
Supporting Content
3
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This Object is based on the scriptural account of Jesus' encounter with two disciples on their way to Emmaus; the longest single post-resurrection narrative in the gospels. The concepts of Eucharist as memorial, nourishment and experiencing the presence of Christ made evident in the biblical passage are developed in the commentary.
The multimedia element is an animation with audio of Jesus' encounter with the disciples while on the way to Emmaus. The text of the audio is Luke 24:1335.
Teachers are encouraged to review the 'Exploring the Mass' section of the DVD Rom Become One Body One Spirit in Christ to deepen their understanding of the scriptural, historical and theological foundations of the Eucharist.
In particular, the following aspects of Become One Body One Spirit in Christ provide entry points and context for this Learning Object:
* Within the pathway 'Scriptural Foundations' click on the tab 'Emmaus'. It would be pertinent to read the other scripture passages in this pathway under the tabs 'The Last Supper', 'Passion & Death', 'Resurrection', and 'Ascension'.
Where appropriate, use this material with the students.
This text supports the focus of the multimedia element.
Luke 24:13-35
13Now on that same day two of them were going to a village called Emmaus, about seven miles from Jerusalem, 14 and talking with each other about all these things that had happened. 15 While they were talking and discussing, Jesus himself came near and went with them, 16 but their eyes were kept from recognising him. 17 And he said to them, 'What are you discussing with each other while you walk along?' They stood still, looking sad. 18 Then one of them, whose name was Cleopas, answered him, 'Are you the only stranger in Jerusalem who does not know the things that have taken place there in these
Road to Emmaus
Were our hearts not burning within us? (Lk 24:32)
Supporting Content
days?' 19 He asked them, 'What things?' They replied, 'The things about Jesus of Nazareth, who was a prophet mighty in deed and word before God and all the people, 20 and how our chief priests and leaders handed him over to be condemned to death and crucified him. 21 But we had hoped that he was the one to redeem Israel. Yes, and besides all this, it is now the third day since these things took place. 22 Moreover, some women of our group astounded us. They were at the tomb early this morning, 23 and when they did not find his body there, they came back and told us that they had indeed seen a vision of angels who said that he was alive. 24 Some of those who were with us went to the tomb and found it just as the women had said; but they did not see him'. 25Then he said to them, 'Oh, how foolish you are, and how slow of heart to believe all that the prophets have declared! 26 Was it not necessary that the Messiah should suffer these things and then enter into his glory?' 27 Then beginning with Moses and all the prophets, he interpreted to them the things about himself in all the scriptures.
28As they came near the village to which they were going, he walked ahead as if he were going on. 29 But they urged him strongly, saying, 'Stay with us, because it is almost evening and the day is now nearly over'. So he went in to stay with them. 30 When he was at the table with them, he took bread, blessed and broke it, and gave it to them. 31 Then their eyes were opened, and they recognised him; and he vanished from their sight. 32 They said to each other, 'Were not our hearts burning within us while he was talking to us on the road, while he was opening the scriptures to us?' 33 That same hour they got up and returned to Jerusalem; and they found the eleven and their companions gathered together. 34 They were saying, 'The Lord has risen indeed, and he had appeared to Simon!' 35 Then they told what has happened on the road, and how he had been made known to them in the breaking of the bread.
Commentary
Adapted from the International Bible Commentary pp 1435 – 1437 On the road to Emmaus Jesus appears to two disciples. This is the longest single post-resurrection narrative in the gospels. Just prior to this encounter, Jesus appears to Mary of Magdala in John. Luke's account of Jesus' appearance in the afternoon is unique. Alfred Plummer (Plummer, Commentary, 552) believes that Luke received the narrative from an eyewitness account and that the narrator was Cleopas.
Jesus appears mysteriously to the depressed and disillusioned disciples on the road to Emmaus on the afternoon of his Resurrection. This road is
Road to Emmaus
Were our hearts not burning within us? (Lk 24:32)
Supporting Content
approximately 11 kilometres from Jerusalem. The disciples think that Jesus is a pilgrim who must have witnessed Jesus' Death. During the walk Jesus remains ignorant about the events of the past few days. He listens intently to their discussion. The disciples tell him of their shattered hopes and dreams for Jesus, the prophet, who through his great and mighty works and preaching would redeem Israel. The concept of redemption for these disciples and for many other Jews meant that a conquering, all-powerful Messiah would come and lead them to freedom. Their idea of redemption had been decimated by the death of Jesus. They also believed that the women's story of Jesus' Resurrection was simply an idle tale.
Jesus, still the stranger to the disciples, proceeds to explain through scriptures that fulfilment of the expectation of the People of God for a Messiah had been accomplished through the Life, Death and Resurrection of Jesus.
Upon arriving at Emmaus the disciples welcome the stranger, who has now become the companion on the journey, to stay and prepare to spend the night with them. Jesus remains and takes bread, gives thanks, breaks it and gives it to them. It is at this moment, as the scriptures have been explained to them that their hearts burn, they are transformed and they realise their companion is the Risen Jesus. It is the message of faith nourished by Jesus, the living bread that many believers take from this narrative. Believers are sustained by faith in Jesus that burns within their hearts.
Another universal message for believers is that death does not put an end to one's life. However, the essence of this passage is that the Messiah must suffer and die before he enters glory (24:26). This explains that the death of Jesus, the Messiah was in keeping with God's purpose.
Select one or more of the following activities for students to complete.
1 Road to Emmaus is one of two Objects on the Emmaus story, the other one being A Surprise Along the Road. Screen for the students the multimedia elements of these two Objects. Invite the students to name three insights they have gained into the foundations of the Eucharist as a result of viewing both.
2 Invite the students to write a self-reflection.
Describe an Emmaus experience that you have read about or seen in a story or film.
For Reflection and
Discussion: Ideas for Use
Road to Emmaus
Were our hearts not burning within us? (Lk 24:32)
For Reflection and
Discussion: Ideas for Use
3 Invite the students to share a personal encounter with the class:
* Retell an experience when you were so happy to be in the presence of a special person who inspired you so much that you did not want him or her to leave your side.
* Explain the ways you have tried to be like somebody who has been an inspiration to you in your life.
* When have you wanted Jesus to stay close to you?
* What would you like Jesus to help you to understand?
4 Use the following questions to check the students'
understanding of the story:
* Why did the disciples decide to leave Jerusalem?
* Where were they walking?
* When did they leave Jerusalem?
* What were they talking about?
* Why were they confused?
* Who joined them on their journey?
* Why did they not recognise the stranger when he joined them?
* When did they begin to recognise the stranger?
* What feelings and words were expressed?
* How did Jesus Christ remain in the hearts of the disciples?
* How is the Emmaus story reflected in the celebration of Mass today?
* Where might we see Jesus Christ in the world today?
Magliano, Tony, 'Road to Emmaus story provides priceless lessons', Catholic Courier December 2009
Road to Emmaus – Who was with Jesus
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GEOGRAPHY TRIVIA QUESTIONS IX
( www.TriviaChamp.com )
1> What is the only European country that still has territory on the South American continent?
a. France
b. Great Britain
c. The Netherlands
d. Portugal
2> Of the "lower 48", which American state's Smith County is smack dab in the middle at the geographic center?
a. Iowa
b. Kansas
c. Indiana
d. Nebraska
3> The US may be the land of the free, but what country's name was changed in 1939 to a name meaning "land of the free"?
a. Taiwan
b. Sri Lanka
c. Thailand
d. Congo
4> What tiny Caribbean country has produced two Nobel Prize winners, writer Derek Walcott and economist Arthur Lewis?
a. Jamaica
b. Trinidad and Tobago
c. St. Lucia
d. Antigua
5> What is the only Central American country in which you cannot go for a swim in the Caribbean?
a. El Salvador
b. Costa Rica
c. Guatemala
d. Nicaragua
6> Naturally enough, you'd find a radio station called WING in what home to the Wright Brothers?
a. Erie, Pennsylvania
b. Dayton, Ohio
c. Kitty Hawk, North Carolina
d. Omaha, Nebraska
7> England, Scotland and Wales are Great Britain. Lesser Britain is better known as Brittany. Where is Lesser Britain?
a. Ireland
b. Germany
c. France
d. Norway
8> What place's name may mean "place of drunkenness," in reference to a supposed incident in which Henry Hudson got wasted with the local chiefs?
a. Tallahassee
b. Manhattan
c. Chicago
d. Toronto
9> Until 2011, what had been the only nation with a monochrome flag? (It was solid green.)
a. Libya
b. Uzbekistan
c. Nepal
d. South Africa
10> Little Diomede Island is an American island, and it is less than three miles from which country?
a. Canada
b. Russia
c. Cuba
d. Mexico
11> What continent's only real river is the Onyx River, which feeds Lake Vanda?
a. Africa
b. Australia
c. Antarctica
d. South America
12> What country occupies 80 percent of the Iberian Peninsula?
a. Denmark
b. Scotland
c. Spain
d. Greece
13> Known locally as the Coat Hanger, what city's Harbor Bridge had future movie star Paul Hogan as one of its welders?
a. Sydney
b. San Francisco
c. New York City
d. London
14> Apulia is the "heel" and Calabria is the "toe" of what peninsula?
a. Greece
b. Italy
c. Denmark
d. Crimea
15> What country turned the G7 into the G8?
a. Italy
b. Russia
c. Canada
Answers:
1> France - That would be French Guiana, which is part of France the way Hawaii is part of the US.
2> Kansas - It is near the town of Lebanon on the Nebraska border. The geographic centre of North America is next door in Osborne County, to the south.
3> Thailand - It had been called Siam.
4> St. Lucia - Arthur Lewis won the 1979 Nobel Prize for Economics, while in 1992 Derek Walcott won the Nobel Prize for Literature.
5> El Salvador - It does border the Pacific, though, so you can swim there.
6> Dayton, Ohio - It's the seat of Montgomery County.
7> France - Once a kingdom and a duchy, it is found on a French peninsula and is clinging to Breton, a dying Celtic language.
8> Manhattan - That was back in 1610.
9> Libya - In 2011, the country brought back the 1950s flag of the Kingdom of Libya.
10> Russia - Russia's Big Diomede Island is just 2.5 miles from Alaska's Little Diomede, which are also on opposite sides of the International Date Line.
11> Antarctica - It is said to be the only river in world flows inland from the sea.
12> Spain - Portugal is the rest. The peninsula is separated from the rest of Europe by the Pyrenees Mountains.
13> Sydney - Sydney Harbour Bridge is often lit up as New Year's Eve fireworks go off, producing a spectacular sight, given the nearby opera house.
14> Italy - Apulia, or Puglia in Italian, is so strategically important it has made it a target for invaders for centuries.
15> Russia - It joined in 1997.
Links to Free Trivia on the Net
Movie Trivia Movie Trivia Questions Elvis Trivia Questions Beatles Trivia Questions | <urn:uuid:7df8fbfa-366a-46be-9a8d-b96016eef39b> | CC-MAIN-2024-10 | https://triviachamp.com/pdf/Geography%20Trivia%20Questions%20IX.pdf | 2024-02-27T03:16:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00733.warc.gz | 589,614,121 | 1,013 | eng_Latn | eng_Latn | 0.970775 | eng_Latn | 0.985238 | [
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Keeping a denture or bridge clean
Why is cleaning important?
Just like natural teeth, dentures and bridges collect bits of food, plaque (a sticky film, mostly made up of bacteria) and tartar (hardened plaque). By keeping them clean, you can stop decay in any remaining natural teeth, help prevent gum disease (which can lead to tooth-loss) and reduce the risk of bad breath (halitosis). It's also good for your comfort and appearance to clean dentures, as dirty dentures can make your mouth swollen and sore.
Cleaning a denture is quite easy because, of course, you can take it out of your mouth. Cleaning all round and underneath a fixed bridge is harder. Your dentist or hygienist will show you how to do it.
How do I look after a denture?
* Clean the denture over a basin of water so that it does not break if you drop it.
* Brush the denture inside and out every day. Use a soft-to-medium brush so that you do not scratch the denture. Use your normal toothpaste, or soap and water. Then rinse the denture.
* Ask your dentist about denture-soaking solutions. Soaking a denture will not clean it. You also need to brush it. Rinse the denture before you put it back in your mouth.
* Ideally, dentures should be left out of the mouth for several hours in every twenty-four, preferably over night. However, if you find this impractical or embarrassing, you should still make sure you clean your dentures by brushing with toothbrush and toothpaste.
* Keep a denture in a denture-soaking solution when you are not wearing it. These solutions are mild disinfectants available at all chemists' shops.
How do I clean a bridge?
* How you clean will depend on where the bridge is in the mouth and its design. As well as normal brushing with a fluoride toothpaste and flossing at each end of the bridge, you need to keep the bridge clean underneath.
You might use:
* floss with a threader or a special floss with a stiff end which you can poke underneath the bridge and pull through
* 'bottle brushes' (your dentist will tell you what size and shape to buy)
* water jets - sending a stream of water underneath the bridge.
What are the benefits?
* By keeping a denture or bridge clean, you help keep your gums and teeth healthy and avoid bad breath.
* People who wear dentures sometimes get an infection called oral thrush. Thrush is more likely if you wear the denture all the time.
Good denture hygiene is important for preventing oral thrush. | <urn:uuid:bc37e3b9-cc5d-4a73-9d3e-fd8c3192724f> | CC-MAIN-2022-27 | https://www.cadis.org.uk/_files/ugd/d9c795_76023abfa6c24f159e0178264a41c5a2.pdf | 2022-06-30T04:54:51+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103661137.41/warc/CC-MAIN-20220630031950-20220630061950-00000.warc.gz | 750,034,028 | 550 | eng_Latn | eng_Latn | 0.998607 | eng_Latn | 0.998607 | [
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promisingpractices
Deborah Nielsen
"A Gift to Our School"
Inclusion of the Medically Complex Student
Cheryl Skura and Michelle McGowan have a dream: they imagine a school that truly welcomes all children – a caring community that embraces all learners with their many needs and diversities. And they've gone the distance to make that dream come true. These two dynamic women are the driving force behind a team of teachers who are dedicated to providing all students with optimum opportunities for learning.
In November 2002, Cheryl (a resource teacher) and Michelle (a school counsellor) accepted an award on behalf of Charleswood Junior High School, which is located in Pembina Trails School Division in Winnipeg, Manitoba. The staff of their school was recognized by the National Association for Community Living for "Best Practice in Inclusive Education in Canada".
accommodation of a child who was wheel-chair bound or a child with mild learning difficulties. These students were generally capable of achieving academic success with input from the resource teacher. It was unheard of to have students with complex medical needs in the regular classroom. Children with chronic illnesses did not attend school.
Our son, Mark, was the focus of an innovative program that embodies the philosophy of the Pembina Trails School Division – that schools are for all children.
An Intensive Care Patient In A Classroom?
"Inclusion" was not an educational concept when I began my teaching career in the early seventies. When "integration" occurred in the classroom in that era, it typically referred to the
Today, modern health care and lifesaving technology have made it possible for children with all types of disabilities and complex health conditions to be successfully raised and educated in their own neighbourhoods. These advances have led to a new group of children in our schools. There are an estimated 200 Canadian children under the age of 18 who are considered "medically complex". In the past, these children would have been cared for in a hospital. Now they attend their local schools and are instructed alongside their peers.
A medically complex diagnosis can include cerebral palsy, muscular dystrophy, spina bifida, cancer or, as in Mark's case, multiple conditions which threaten the child's ability to survive. These are the children who require the services of a doctor on a weekly basis and a registered nurse daily. Medical interventions can include respiratory life support, tube feeding, intravenous monitoring, chest physiotherapy, lung suctioning, administration of oxygen and the management of medications.
Life and Death
It was with some trepidation, therefore, that my husband and I sent our first child into the Manitoba school system in 1992. Mark was born in 1987 with an undiagnosed neurological disorder. It was two years before we were able to bring him home from the hospital, and even then he required 24-hour care. His condition required me to leave teaching indefinitely.
There are an estimated 200 Canadian children under the age of 18 who are considered "medically complex". In the past, these children would have been cared for in a hospital. Now they attend their local schools and are instructed alongside their peers.
involved the monitoring of breathing, body temperature, tube feeding and other bodily functions. There were also untold mobility issues.
Many schools across Canada are now making good attempts at the inclusion of students with disabilities. It is widely accepted that there are mutual and reciprocal benefits for all in an inclusive school community. In an inclusive school, the students get to know each other on a close personal basis, and they learn about the uniqueness of each person. However, inclusion of a medically complex child raises an array of issues. The peer group is asked to accept and develop a relationship with a student who could, at any time, present them with a complicated situation – possibly involving life and death!
Although Mark's elementary years went very smoothly, we were not optimistic about his entrance into grade seven. As a teacher, I knew that it is often difficult for students in this age group to accept differences. Conformity is valued. My husband and I were worried that Mark would be ostracized or, at the very least, ignored.
Gentle Teaching
Mark experienced severe respiratory and feeding complications, as well as physical and mental disabilities. Care
We enrolled Mark in our local junior high. This facility houses 600 grade seven to nine students. The philosophy of the school is based on the concept of "Gentle Teaching", a mandate that encourages the staff to honour each student, especially those most marginalized. The school's mission statement
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EN BREF
Il est déjà assez difficile pour de jeunes adolescents d'interagir, sans avoir en plus à composer avec un handicap et la technologie. Chaque jour, l'équipe formée d'enseignants, d'infirmières, d'aides-enseignants, d'orthopédagogues et de conseillers en orientation organisent des moments propices à l'enseignement alors que Mark interagit avec ses camarades de classe. La présence de Mark a eu une influence positive sur les autres élèves qui ont noté qu'il a besoin de faire partie du groupe. Les élèves du Charleswood Junior High School sont encouragés par le fait que si on peut avoir des plans, des espoirs et des rêves pour un enfant aussi vulnérable et handicapé que Mark, ils peuvent sûrement réaliser leurs propres rêves.
makes a commitment to "a safe, supportive environment where trust, mutual respect and an acceptance of differences are consistently practised."
One needs only to make a casual visit to the school to experience the effect of their philosophy. A positive, purposeful atmosphere pervades the building. Students are relaxed and engaged with each other as well as with staff. There is a strong sense of caring and camaraderie. Students with special
They made a plan to connect students with Mark in a natural way, emphasizing common interests and appealing to the students' sense of normalcy.
Within the classroom setting, Mark was initially presented as a student with an ordinary family and friends, who liked music and computers. The issues of his health and disabilities were not minimized in the explanation, but kept in a perspective of "who Mark is". A large disciplinary team drew up his program with this normalizing connection in mind. A personal agenda of individual skill development was delineated in his Student Education Plan. This plan comprised Mark's main program, but he would also attend classes alongside his peers. The key to the success of this program was the registered nurse who accompanied Mark throughout the day. This position was shared by two nurses who were trained to carry out the objectives of the Student Education Plan in addition to monitoring and attending to Mark's medical needs. Each day, the team of teachers, nurse /teaching assistant, resource teacher and counsellor planned and watched for teachable moments as Mark interacted with his classmates.
There was no end to the creativity that ensued around these attempts. Mark's lessons evolved from whatever his friends were doing. If they were bowling in gym, Mark would join them
Mark's inclusion has enhanced professional teamwork at the school. He has helped focus groups of people on jointly developed objectives as they have addressed his learning needs.
needs are difficult to identify among the energetic groups of adolescents filling the hallways. The distinct hum of power wheelchairs is the only obvious sign that inclusion is a part of the school setting.
Cheryl Skura and Michelle McGowan realized that one of the main barriers to accommodating students with special needs is the self-consciousness of this age group. Certainly with Mark there was reason to be concerned. It is hard enough for young teenagers to approach each other without having to deal with disabilities and technology.
30
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using a rainspout to transfer the ball from his hand to the alley. In a Musical Theatre production, Mark played his part as a soldier outside a castle. The Home Economics teacher ensured that interaction between the students and Mark occurred by putting him in charge of electrical power. Using a switch, Mark would start the current needed to run the appliances.
Mark's morning job was to collect the class attendance slips and deliver them to the office. With each personal interaction opportunity that presented
itself in these situations, Mark was taught how to greet people and how to engage in conversation. In summary, the approach consisted of supporting the belief that even with major obstacles, all students can achieve their potential in a normal educational environment.
The Gift of Professional Challenge
As Mark makes the transition into high school, he has achieved most of the goals that had been set out for him in grade seven. His communication and social skills have improved. He has perfected the complicated science of driving an electric wheelchair using head controls.
Assisted by adaptive computer technology, he has continually worked at mastering skills that will further aid him in his journey of connecting with others and becoming increasingly independent.
Mark's inclusion has enhanced professional teamwork at the school. He has helped focus groups of people on jointly developed objectives as they have addressed his learning needs. Primarily due to his health concerns and the sometimes over-whelming
intensity of his needs, a support network has developed among the staff. The group meets regularly to discuss Mark's program. Individuals, however, also find themselves exchanging ideas and sharing expertise at the informal level. My husband and I are also invited and consulted, and we are considered equal members of the team. Each person who works with Mark has learned to rely solidly on others for ideas and for reinforcement. This has helped build a collaborative framework that has assisted in the support of all students. Together with continuous problem solving and shared responsibility for the divisional philosophy, accountability for the diversity of all student needs has been fostered. The focus has shifted to the child, with curriculum and related tasks becoming secondary to relationships.
The classroom teachers report that Mark's presence in their classes has had a positive impact on student attitude. There is a greater acceptance of students who were formerly marginalized. Students can be observed reaching out to assist, interact and be touched by the unique situations involved in these relationships. The students have demonstrated an increased tolerance of differences in each other.
Cheryl and Michelle speak of Mark as a gift to their school. He has provided them with new challenges and with new professional opportunities. They echo the feelings of some of Mark's classmates who have volunteered to be involved in his planning process. At one of the meetings, the students expressed their concerns. They observed that Mark needs to be "one of the gang." He needs the same chance to learn. The students said, "If we can, so can Mark." The students at Charleswood Junior High are inspired by the fact that if there are plans, hopes and dreams for one who is so vulnerable and compromised, then surely they can realize their own dreams.
Deborah Nielsen is a former teacher in the Assiniboine South School Division. She currently volunteers with special needs students. She can be contacted at email@example.com
Changing Face...
Change is part of growth and development, and we can see that the education of Aboriginal students continues to transform, as the voices of the Aboriginal people get stronger in the process of formal education for their children. It is important that both the Aboriginal and Non-Aboriginal peoples recognize this strength when negotiating with the different governments for quality education for Aboriginal people.
The Aboriginal people have experienced many changes in their educational situation. They started with their traditional culture, language and traditional ways of being. The Euro-western school system negated the Aboriginal way of life. This left the Aboriginal people in a deficit position without a strong voice for many years. It is only recently that the Aboriginal people have taken it upon themselves to strength their voice in relation to education programs and curriculum for Aboriginal students. With the strength of voice and the growth and development in Aboriginal education, there is hope for Aboriginal people to continue to strive for cultural wholeness. This cultural wholeness can only come, as the Aboriginal children experience the changes to the educational system so they can carry on their nations with traditional knowledge and values.
1 S. Watt-Cloutier, "Honouring Our past, Creating Our Future: Education In Northern and Remote Communities," in Marlene Brant Castellano, Lynne Davis, and Louise Lahache, eds., Aboriginal Education, 2000.
2 In this report, the term "Aboriginal" refers to First Nations, Inuit and Métis persons and collectivities. The terms "Indian," "Native," or "Indigenous" may also be used, depending on the context and the usage current in the regions, or work environments. Where experience in a particular territory is under discussion, the Nation name (e.g., Odawa, or Oneida) is usually preferred.
3 Unpublished Thesis In Search of Voice: A Collaborative Investigation on Learning Experiences of all Onyota'a:ka
4 A. Solomon, "Education" in Michael Posluns, ed., Songs for the People: Teachings on the Natural Way (Toronto: 1991), 79.
Author's note: I would like to take this opportunity to thank Sister Eva M. Solomon for permission to use her father's poem "Education". Contributions to assist Aboriginal students can be made to: The Eva and Art Solomon Bursary Fund, c/o Diane Beauparlant, Laurentian University, 935 Ramsey Lake Rd. Sudbury, ON P3E 2C6.
5 Marie Battiste, Introduction to Marie Battiste and Jean Barman, eds. First Nations Education in Canada: The Circle Unfolds (Vancouver: UBC Press, 1995) viii.
6 Literacy and Aboriginal Success (n.d.). The Movement for Canadian Literacy (MCL). [on-line] http://www.literacy.ca/litand/13.htm
7 E. Hampton, "Toward a Redefinition of Indian Education," in Marie Battiste and Jean Barman, eds., First Nations Education in Canada: The Circle Unfolds (Vancouver: UBC Press, 1995) 31.
8 Ibid.
9 G.M. Charlston, Tradition and Education. (Ottawa:Assembly of First Nations, 1988) 1.
10 J.Archibald, "Locally Developed Native Studies Curriculum: An Historical and Philosophical Rationale," in Marie Battiste and Jean Barman, eds. First Nations Education in Canada: The Circle Unfolds (Vancouver: UBC Press. 1995) 289.
11 Coalition for the Advancement of Aboriginal Studies, Learning About Walking in Beauty: Placing Aboriginal Perspectives in Canadian Classrooms (Toronto: Coalition for the Advancement of Aboriginal Studies, 2002) 58.
12 S. Willet and C. Willet, An Aboriginal Landscape, (Unpublished report. Ottawa: Canadian Teachers' Federation, 2002) 5.
13 Canadian Teachers' Federation, Ad Hoc Committee on the Aboriginal Voice in CTF Report (Ottawa, 2000) 17.
Dr. Eileen Antone, a member of the Oneida of the Thames First Nation, is a faculty member in the department of Adult Education, Community Development, and Counselling Psychology at the Ontario Institute for Studies in Education, as well as a member in the Transitional Year Programme of the University of Toronto, where the primary focus of her work is with Aboriginal students achieving university studies. Her primary area of research is Aboriginal Literacy.
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OFSTED FRAMEWORK 2019
The four areas are:
* overall effectiveness
* behaviour and attitudes
* personal development
* leadership and management
Inspectors will make a judgement on the personal development of learners by evaluating the extent to which:
* the curriculum extends beyond the academic, technical or vocational and provides for learners' broader development, enabling them to develop and discover their interests and talents
* the curriculum and the provider's wider work support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy
* at each stage of education, the provider prepares learners for future success in their next steps
* the provider prepares learners for life in modern Britain by: equipping them to be responsible, respectful, active citizens who contribute positively to society; developing their understanding of fundamental British values; developing their understanding and appreciation of diversity; celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.
Relationships and sex education expectations
By the end of secondary, pupils will need to know:
Families
* That there are different types of committed, stable relationships
* How these relationships might contribute to human happiness and their importance for bringing up children
* What marriage and civil partnerships are, including their legal status (e.g. that marriage and civil partnerships carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony)
* Why marriage and civil partnerships are an important relationship choice for many couples and why it must be freely entered into
* The characteristics and legal status of other types of long-term relationships
* The roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting
* How to determine whether other children, adults or sources of information are trustworthy; how to judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others' relationships); and how to seek help or advice, including reporting concerns about others, if needed
Respectful relationships, including friendships
* The characteristics of positive and healthy friendships (in all contexts, including online), including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship
* Practical steps they can take in a range of different contexts to improve or support respectful relationships
* How stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice)
* That in school and in wider society they can expect to be treated with respect by others, and in turn they should show due respect to others, including people in positions of authority, and due tolerance of other people's beliefs
* About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying, and how and where to get help
* That some types of behaviour within relationships are criminal, including violent behaviour and coercive control
* What constitutes sexual harassment and sexual violence and why these are always unacceptable
* The legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal
Online and media
* Their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online
* About online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online
* Not to provide material to others that they would not want shared further and not to share personal material which is sent to them
* What to do and where to get support to report material or manage issues online
* The impact of viewing harmful content
* That specifically sexually explicit material (e.g. pornography) presents a distorted picture of sexual behaviour, can damage the way people themselves in relation to others and negatively affect how they behave towards sexual partners
* That sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail
* How information and data is generated, collected, shared and used online
Being safe
* The concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships
* How people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online)
Intimate and sexual relationships, including sexual health
* How to recognise the characteristics and positive aspects of healthy one-toone intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex, and friendship
* That all aspects of health can be affected by choices they make in sex and relationships, positively or negatively (e.g. physical, emotional, mental, sexual and reproductive health and wellbeing)
* The facts about reproductive health, including fertility and the potential impact of lifestyle on fertility for men and women
* That there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others
* That they have a choice to delay sex or to enjoy intimacy without sex
* The facts about the full range of contraceptive choices, efficacy and options available
* The facts around pregnancy, including miscarriage
* That there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help)
* How the different sexually transmitted infections (STIs), including HIV/AIDS, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing
* About the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment
* How the use of alcohol and drugs can lead to risky sexual behaviour
* How to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment
Health education expectations
By the end of secondary, pupils will need to know:
Mental wellbeing
* How to talk about their emotions accurately and sensitively, using appropriate vocabulary
* That happiness is linked to being connected to others
* How to recognise the early signs of mental wellbeing concerns
* Common types of mental ill health (e.g. anxiety and depression)
* How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health
* The benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness
Internet safety and harms
* The similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image or how people may curate a specific image of their life online); over-reliance on online relationships including social media; the risks related to online gambling including the accumulation of debt; how advertising and information is targeted at them; and how to be a discerning consumer of information online
* How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours
Physical health and fitness
* The positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress
* The characteristics and evidence of what constitutes a healthy lifestyle and maintaining a healthy weight (including the links between an inactive lifestyle and ill health, such as cancer and cardio-vascular ill health)
* About the science relating to blood, organ and stem cell donation
Healthy eating
* How to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer
Drugs, alcohol and tobacco
* The facts about legal and illegal drugs and their associated risks, including the link to serious mental health conditions
* The law relating to the supply and possession of illegal substances
* The physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood
* The physical and psychological consequences of addiction, including alcohol dependency
* Awareness of the dangers of drugs which are prescribed but still present serious health risks
* The facts about the harms from smoking tobacco (particularly the risk to lung cancer), the benefits of quitting and how to access support to do so
Health and prevention
* About personal hygiene, germs (including bacteria and viruses), how they are spread, treatment and prevention of infection, and about antibiotics
* About dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist
* In late secondary, the benefits of regular self-examination and screening
* The facts and science relating to immunisation and vaccination
* The importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn
Basic first aid
* Basic treatment for common injuries
* Life-saving skills, including how to administer CPR (best taught after 12 years old)
* The purpose of defibrillators and when one might be needed
Changing adolescent bodies
* Key facts about puberty, the changing adolescent body and menstrual wellbeing
* The main changes which take place in males and females, and the implications for emotional and physical health
7
Physical Health & Fitness section –
Nutrients in
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The following materials are excerpted from the Culinary Medicine Curriculum, which is available in full for free download at https://lifestylemedicine.org/culinary-medicine . Feel free to edit and repurpose with attribution as noted in the Culinary Medicine Curriculum.
Eating Healthy on a Budget
For many individuals, a significant barrier to healthy eating is cost. Foods higher in nutrient density, such as fruits and vegetables, are associated with higher per-calorie costs than refined grains and sweets. 83 Additionally, the extra time required for preparing and cooking healthy meals may make healthy eating seem more difficult for those with limited time and money. Although the relatively low calorie density of whole, plant foods can be beneficial in maintaining a healthy weight while feeling satiated, eating a plant-based diet may also make it difficult for some with very limited food budgets (e.g., those using safety net food programs such as food banks or governmental food assistance) to achieve adequate caloric intake on a budget. In addition, the investment in equipment necessary for cooking, as well as access to a kitchen, may be obstacles for some individuals. However, those with even a modest food budget can eat a diet rich in whole, plant foods—if they know how to cook, meal plan, and have access to a kitchen.
Counseling patients on adopting a healthier diet requires not only an understanding of culture, nutrition, and cooking skills, but also an understanding of how economic barriers contribute to underconsumption of healthy foods. A key step when working with patients is to acknowledge cost as a barrier to healthy eating, and to discuss individual concerns and limitations with patients when introducing steps toward a healthy diet. Approach dietary behavior change as moving along a spectrum toward a healthier diet. This is particularly useful in working with those of limited means because it acknowledges the varying levels of difficulty that people face in making dietary changes, encourages changes of any size, and acknowledges that any step toward healthier lifestyle is positive and beneficial.
Although fresh, whole foods might cost more per calorie than highly processed foods, there are ways to make a healthy diet more affordable for those with limited food budgets. These include:
n Don't buy prepared foods. Whole plant foods can actually be quite inexpensive if purchased in their unprepared states. The grocery bills really add up when purchasing prepared or partially prepared dishes made with these same ingredients.
n Learn to cook and do it often. Find the time and learn the skills needed to cook. The more you cook, the healthier you'll eat and the less money you'll spend.
n Buy in bulk. Many dry pantry staples, such as grains, legumes, nuts, and seeds, can be purchased in bulk at grocery stores and supermarkets. When purchased in bulk, these items are usually lower cost than pre-packaged staples. For fresh items, make sure to buy in bulk only if you can use the quantity purchased—either by eating fresh or freezing—before it spoils. Some people buy fresh in bulk and split with others in their neighborhood or community.
n Buy just what you need from bulk bins. Rather than large amounts, "bulk" can also refer to bulk bins (or jars), such as those at markets that allow you to buy just what you need. This is great for herbs or spices that are expensive to buy as a full jar and may go otherwise unused on a shelf. Bulk bins are also nice when trying new beans or grains to make sure you like them before committing to buying larger quantities.
n Avoid food waste. Know what fresh items you have and make a plan to use or freeze them.
n Turn cooking into a social activity and practice meal prepping. Because lack of leisure time is a key barrier to healthy eating, frame cooking as an activity that the whole family can participate in. This may make it more appealing to those who currently see cooking as a time-consuming activity that doesn't fit into their busy schedule. Similarly, strategizing how to meal prep to efficiently prepare several meals in advance may be appealing to those who do not have time to cook on a daily basis.
n Don't pay for beverages. Water is the healthiest drink and most tap water is safe and (almost) free. If you do purchase beverages, stick with unsweetened coffee and tea that you make at home. These options are naturally sugar-free and nearly calorie-free.
n Avoid meat. Meat is expensive; eating less can save you money and improve your health. Opting for plant-based proteins in their unprocessed or minimally processed states—such as legumes or tofu—will benefit your budget and your health.
n Buy in-season and look for sales. These are great strategies to save money on produce. Similarly, look for grocery stores in your area that carry produce that has limited shelf-life remaining to find steep discounts.
n Go back for "seconds" at the farmer's market. Seconds are produce that either need to be used quickly to prevent spoiling or that have an imperfect appearance, but still taste good. You can often purchase these for a fraction of the price of the more perfect produce. Finding ways to turn these items into soups or sauces will allow you to freeze for later use.
n Go to the farmer's market near closing time. You can bargain with vendors for steeply reduced rates on produce because they don't want to have to take leftover produce back with them when the market closes.
n Stretch your SNAP (aka. "food stamp") benefits at the farmer's market. You can double your dollars at the main market stand at many farmer's markets, allowing you to purchase twice as much produce.
n Avoid canned fruits and vegetables. If you have a freezer, it is generally more economical to purchase frozen over canned fruits and veggies. Frozen also tastes better than canned and is less likely to have added sugars, salt, or chemicals leached from the plastic lining that occur in commercially canned food. If you do buy canned, avoid those with syrups and high salt contents.
n Avoid empty calories like white bread, cakes, cookies, and other items that are highly processed and filled with refined flours and added sugars because these may, contribute to food cravings and have limited nutritional value beyond extra calories.
n Use water instead of stock in recipes or make your own stock from vegetable scraps.
n Learn when buying organic matters. Emphasize that fresh produce does not have to be organic to be a healthy choice. Any produce that can be added to the diet is better than none at all. If individuals can afford to avoid exposure to non-organic pesticides, direct them to the Environmental Working Group's Dirty Dozen and Clean 15 lists which highlight produce items most and least likely to have high levels of pesticides and contaminants, respectively. If able to spend money on only limited organic produce, opt for those on the Dirty Dozen list. 84
n Make use of restaurant supply stores and second-hand stores for essential equipment. More information on finding affordable cutlery, bakeware, and gadgets can be found in the Essential Kitchen Equipment & Tools handout. Along with finding less-expensive sources, distinguishing necessary equipment from superfluous kitchen gadgets is key.
Although these strategies are intended to make it easier for individuals to afford healthy changes to their diets, this is not to say that eating a healthy diet on a low-income budget is easy even when one implements these money-saving strategies. Lack of a living wage, the persistence of food deserts in low-income regions, disparities in leisure time, and the initial investment required to purchase tools and regular access to a kitchen are all barriers to healthy eating and should be taken into consideration when counseling individuals about strategies to adopt a healthier diet.
Food Insecurity
Make sure to screen all patients for food insecurity—a highly prevalent condition affecting 1 in 8 people in the U.S. and 1 in 9 (820 million) around the globe. 85,86 Food insecurity is defined by the U.S. Department of Agriculture as lack of consistent access to enough food to live an active, healthy life. 87 This is distinct from hunger—a related concept referring to an uncomfortable, physical sensation. Food insecurity refers to the lack of available financial and other resources needed for food at the household level. 87
The following is a validated, 2-question screener to assess for food insecurity 88 :
Script: "I'm going to read you two statements that people have made about their food situation. For each statement, please tell me whether the statement was often true, sometimes true or never true for your household in the last 12 months."
1. "We worried whether our food would run out before we got money to buy more." Was that often true, sometimes true, or never true for your household in the last 12 months?
2. "The food that we bought just didn't last, and we didn't have money to get more." Was that often, sometimes, or never true for your household in the last 12 months?
A response of "often true" or "sometimes true" to either question = positive screen for food insecurity.
Anyone with a positive screen for food insecurity should be connected with local resources to assist with acquisition of free, healthy foods. Familiarize yourself with food resources in your area, particularly if you treat a high proportion of patients with food insecurity. In the U.S., you can find a local food bank by searching on the Feeding America website: https://www. feedingamerica.org/. In addition to direct provision of food, food banks can also generally assist clients in signing up for federal and state food assistance programs.
Cultural Considerations
All of us are influenced by our cultures of origin and the people who surround us. These cultural influences vary from person to person. Taking time to understand the cultural and emotional importance individuals place on food is important when counseling them on healthy dietary behavior changes. Lifestyle Medicine rightly emphasizes healthy relationships, stress management, physical activity, sufficient sleep, and not abusing substances in addition to a predominantly whole food, plant-based diet. Make sure that diet recommendations don't take away from health in these other areas. For example, you might recommend incorporating produce, other healthful ingredients, and cooking techniques commonly used in a given patient's food tradition as the basis for dietary recommendations rather than recommending healthy foods from your own cultural food tradition. Additionally, encourage patients to engage their household in making healthy dietary changes so as not to alienate them around mealtimes. Recommend changes that don't take a lot of time and don't have a steep learning curve to limit added stress.
Take time to better understand the food cultures in your community of practice so that you can tailor your dietary recommendations accordingly. Most cuisines can be tailored to focus on healthier aspects without excluding traditional foods entirely, and many traditional cuisines are healthier than modern, ultra-processed and fast food options. Many food traditions around the world draw more heavily on produce, legumes, and spices than the SAD. Emphasize increasing or reintroducing these traditional foods for those that have begun to adopt SAD or similar diets. For food traditions heavy in meat and highly processed carbohydrates, approaches such as the Protein Flip and Dessert Flip (described previously) may be good places to start. Knowledge about easy substitutions can also be useful (e.g., healthier cooking techniques, replacing refined grain products with whole grain options, making sauces creamy without butter and heavy cream, etc.).
Throughout this curriculum, different flavors from around the world are highlighted to give students experience with ingredients and techniques they may not have used before. The techniques chosen are common to many food traditions around the world and are therefore highly translatable for providers and patients of varying backgrounds. The final project for this curriculum is a potluck wherein each student chooses a dish that means something to them, and highlights lessons learned in the course. They prepare this dish and share it with the class, describing the dish, what it means to them, why it highlights lessons learned in the course, and how they will use what they learned in the course to help their current and future patients. This capstone experience gives further insight to students about varying food cultures and provides more proof that any type of cuisine can be prepared in a healthy way. | <urn:uuid:e21df9ad-ad9b-479a-96d1-cd7caf8165f1> | CC-MAIN-2024-10 | https://www.bluecirclehealth.org/wp-content/uploads/2023/06/Food_Insecurity_Screener_and_budget-friendly_eating.pdf | 2024-02-27T04:05:27+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00735.warc.gz | 676,649,659 | 2,463 | eng_Latn | eng_Latn | 0.998744 | eng_Latn | 0.998831 | [
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ENGLISH PRE-VISIT ACTIVITIES
1. a) The game of hockey is covered by a variety of media outlets. Choose a game to study. Find material from each platform below and describe the projected audience, tone, style and purpose.
Twitter:
Newspaper:
Video Commentary:
Team Website:
b) Which of these two outlets differed the greatest? Why do you think that is?
2. Select an upcoming game and predict the results. Create three of the following:
* A minimum of five tweets for before, during and after the game
* A newspaper article written after the game to appear in the paper the following day
* A video commentary for any one period of the game
* A pre-game match up article for the team website
Consider tone, style, purpose, timing, and audience in your writings.
ENGLISH HALL VISIT ACTIVITIES
Hint: To help you find the answers, use the guide map found at the end of the English section.
1. Locate the NHL Retro display in the Hyundai NHL Zone. List a jersey featured from a nowdefunct team ____________________________________. What are some possible arguments for a team to fold?
2. a) In the Montreal Canadiens Dressing Room you'll find a famous passage written on the wall. This passage is from the poem __________________________________________
b) The passage is used to motivate and inspire players before the game. What quote would you pick if the choice was up to you?
3. In The Mask Presented by Imports Dragon, select one of the many colourful masks on display and describe it. Take note of the symbols, characters, colours, text, and placement.
4. In Upper Deck Collectors Corner, you'll find a variety of memorabilia from screenplays of hockey movies to cereal boxes. Choose an item and write a short commercial for it. Consider the product and audience.
(Continued…)
5. On the way to the Esso Great Hall, you'll find the team photo of _____________________ from the most recent Stanley Cup championship. In your opinion, what is the best quality in a teammate? Describe your ideal teammate below.
6. In the Esso Great Hall, locate the case of Stanley Cup rings. Each year, the championship team has an extra created and donated to the Hockey Hall of Fame. The team captain and Keeper of the Cup, as well as various media, are present for this special ceremony. Using the space below write a short media release for the occasion.
7. Who is Lord Stanley and where is he from? How can you describe his legacy concerning the game of hockey?
8. Compose possible tweets based on your experiences at the Hockey Hall of Fame. While considering tone, audience and purpose, use the perspectives from the following accounts:
a) Your personal account:
b) The Hockey Hall of Fame account:
c) A celebrity visitor:
d) A travel company:
ENGLISH POST-VISIT ACTIVITY
1. Choose one of the essay topics below. Using what you learned at the Hockey Hall of Fame and also from external research, support your arguments in 1000 to 1500 words.
a) In order for a player to be eligible for Induction, they must wait for a three-year period after they retire. Should the three-year waiting rule be waived for individuals under extraordinary circumstance?
b) Should NHL players be allowed to play in the Olympics? Consider the perspectives of fans, players and management in your answer.
c) How does the economy of a city reflect the success of a team? Consider the reasons why clubs have folded in the past as well as the expansion that involved the Vegas Golden Knights.
d) How does hockey link Canada to the rest of the world? Spend time touching on the following aspects: economic aspects, cultural influences and the perspectives of other nations on Canada and Canadians around the world.
e) First Nations Perspective - How did First Nations people play a role in the development of hockey? How did hockey play a role in First Nations life? Who were key First Nations individuals that contributed to the growth of hockey.
f) How did the game of hockey play a role in the growth of Canada as a society and its role in what it means to "be Canadian"?
HOCKEY HALL OF FAME GUIDE MAP
1. Entrance Foyer Displays
11. TSN/RDS Broadcast Zone
2. Hyundai NHL Zone
3. Stanley Cup Dynasties
4. Canadiens Dressing Room
5. TSN Theatre
6. St. Louis Bar & Grill Arena Zone
7. Changing Face of Hockey – Diversity in our Game
8. Vintage Hockey Hub
9. Franchise Alley
10. NHLPA Game Time
12. Video Game Kiosks
13. Upper Deck Collectors' Corner
14. The Mask presented by Imports Dragon
15. Tim Hortons Theatre
16. National Bank World of Hockey
17. Women's Hockey: Celebrating Excellence
18. Esso Great Hall & NHL Trophies
19. Spirit of Hockey Retail Store
20. Exterior Sculptures | <urn:uuid:7b36d093-7524-45ff-9d59-6ae25acb050f> | CC-MAIN-2024-10 | https://legends.hhof.com/pdf/EdProgram_Senior-EnglishProgram_Sep2023.pdf | 2024-02-27T03:15:39+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00735.warc.gz | 357,813,140 | 1,027 | eng_Latn | eng_Latn | 0.942253 | eng_Latn | 0.9976 | [
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Exercise Questions Page number - 75
1. List conditions under which combustion can take place.
Soln:
The burning of a substance in the presence of oxygen is defined as combustion.
The conditions under which combustion can take place are
- The presence of fuel plays a significant role.
- The presence of air or oxygen.
- Ignition temperature is maintained (It is defined as the substance that catches fire at its lowest temperature.)
2. Fill in the blanks.
(a) Burning of wood and coal causes of air.
(b) A liquid fuel, used in homes is .
(c) Fuel must be heated to its before it starts burning.
(d) Fire produced by oil cannot be controlled by .
Soln:
(a) Burning of wood and coal causes Pollution of air.
(b) A liquid fuel, used in homes is Kerosene .
(c) Fuel must be heated to its Ignition Temperature before it starts burning.
(d) Fire produced by oil cannot be controlled by Water.
3. Explain how the use of CNG in automobiles has reduced pollution in our cities.
Soln:
CNG played an important role in reducing pollution among automobiles for the following reasons
- The CNG can be an alternative for diesel, petrol and propane/LPG.
- The combustion of fuels like petroleum causes many un-burnt carbon particles along with carbon monoxide which leads to respiratory diseases.
- It usually contains few undesirable gases than the other fuels mentioned above.
- CNG is comparatively a cleaner fuel.
4. Compare LPG and wood as fuels
Soln:
Wood
- It is considered as a traditional fuel used for both domestic and industrial purposes.
- Wood produces a lot of smoke which pollutes the atmosphere and cause respiratory diseases.
- The usage of wood to a large extent causes deforestation.
- The calorific value of wood ranges between 17000 to 22000 kJ/kg
- However, wood may be used as a furnace, stove or fireplace in indoors while it is used for a campfire, furnace at outdoors.
LPG
- The usage LPG (Liquefied petroleum gas) has replaced wood.
- It doesn't release smoke and other pollutants
- It is a cleaner fuel
- The fuel efficiency of LPG is more than that of wood.
- The calorific value of LPG is 55000 kJ/kg
- Hence LPG is mostly preferred choice
5. Give reasons.
(a) Water is not used to control fires involving electrical equipment.
(b) LPG is a better domestic fuel than wood.
(c) Paper by itself catches fire easily whereas a piece of paper wrapped around an aluminium pipe does not.
Soln:
a)
b)
NCERT Solution for class 8 Science Chapter 6 Combustion and Flame
- Water is a good conductor of electricity.
- If added to an electrical fire, the water would just spread the electricity further.
- The person dousing the fire might get an electric shock
- LPG being a cleaner fuel than wood doesn't release smoke and other pollutants.
- Wood on the other hand releases lot of smoke and fumes polluting the atmosphere causing pollution and leading to respiratory diseases.
- Hence LPG is a better domestic fuel than wood.
c)
- The paper by itself catches fire easily because of its low ignition temperature
- The piece of paper wrapped around an aluminum pipe doesn't catch fire because aluminum is a good conductor of electricity.
- While the paper wrapped around an aluminum pipe results in an increase in ignition temperature. So there is a transfer of heat from paper to the aluminum pipe. Hence it doesn't catch fire.
6. Make a labelled diagram of a candle flame.
Soln:
7. Name the unit in which the calorific value of a fuel is expressed.
Soln:
Calorific value is defined as the energy contained in the fuel. It is expressed in the form kJ/kg kJ-kilo joules
kg- kilogram
8. Explain how CO2 is able to control fires.
Soln:
CO2 is a non-combustible gas and extinguishes fire in two ways:
(i) It is heavier than oxygen and it covers the fire like a blanket and cuts off the contact between oxygen and fuel.
(ii) In cylinders,CO2 is kept in the liquid form. When released, it expands enormously. This brings down the temperature of the fuel, which helps in controlling the fire.
9. It is difficult to burn a heap of green leaves but dry leaves catch fire easily. Explain.
Soln:
A heap of green leaves contains a lot of moisture in it, hence its ignition temperature is high. Therefore it does not catch fire easily.
But dry leaves have no moisture content in it, hence its ignition temperature is low. Therefore it catches fire easily.
10. Which zone of a flame does a goldsmith use for melting gold and silver and why?
Soln:
The goldsmith mainly uses non-luminous flame which is termed to be the outermost part of the flame. This part of the flame is used because the outermost flame undergoes complete combustion and is considered as the hottest part of the flame.
11. In an experiment 4.5 kg of a fuel was completely burnt. The heat produced was measured to be 180,000 kJ. Calculate the calorific value of the fuel.
Soln:
12. Can the process of rusting be called combustion? Discuss.
Soln:
No, because rusting is an exothermic process as heat is liberated during rusting. On the other hand combustion is a chemical process in which a substance reacts with oxygen to release energy in the form heat or light.
13. Abida and Ramesh were doing an experiment in which water was to be heated in a beaker. Abida kept the beaker near the wick in the yellow part of the candle flame. Ramesh kept the beaker in the outermost part of the flame. Whose water will get heated in a shorter time?
Soln:
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Year 1 Weekly Homework Week 4
Rights Respecting Article 28 - Every child has the right to an education.
Global Goal 4: Quality Education
MATHS
Counting in 2s, 5s and 10s - https://www.youtube.com/watch?v=Ftati8iGQcs&list=PLM95cb_Szq3am4n6jJw127QbBlDivZgIc
https://www.youtube.com/watch?v=EemjeA2Djjw https://www.youtube.com/watch?v=GvTcpfSnOMQ
Practise number bonds - ways of making 5, 10 and 20
Practise using coins at home to make different amounts of money.
Practise 2, 5 and 10 times tables with division facts.
Maths Daily Lessons (Mon 8th May - Friday 12th May)
Measurement Oak Academy Lessons:1-5
https://classroom.thenational.academy/units/measures-length-9abe
LITERACY
Spellings:
pulled heaved tugged yanked would move an
Make sure you check the meaning of all new words in a dictionary.
Literacy Daily Lessons (Mon 8th May - Friday 12th May)
Oak Academy Lessons: 1-5
https://classroom.thenational.academy/units/instructions-how-to-make-a-paper-crown-aa36
Reading - select a book of your choice https://www.purplemash.com/sch/osmani
Phonics - see weekly links (text message)
SCIENCE
Plants all around us
Deciduous and Evergreen Trees https://classroom.thenational.academy/lessons/what-is-the-difference-between-deciduous-and-
evergreen-trees-c5j6ar
Geography
Where is your fruit from?
In which countries do different fruits grow?
Find the different countries in which these fruits grow on a world map.
kiwis- New Zealand, melons- Thailand, coconuts- Malaysia, grapes- Spain, grapefruits- Barbados
RE
How do Muslims welcome a new baby? What happens at the Aqiqah ceremony? Watch the video clip and find out more information.
https://www.youtube.com/watch?v=ya5wYKKT4kc
Write to explain why Muslims have an Aqiqah ceremony and what happens during the ceremony.
.
PE- Daily workouts
Creative Arts/DT/Music
Find a leaf either in your garden or in the park. Look at it very closely and notice all the different features it has. Use different mark making mediums you have in your house to create leaf rubbings.
Drawing
https://classroom.thenational.academy/lessons/observational-drawing-6th3ac
Tower Hamlets Music Service Lessons with Cynthia
https://towerhamlets.app.box.com/s/jtw540rixq8h7k4dtihndkbtu7s0y6d5
Music Exploration Online
https://musiclab.chromeexperiments.com/
Scrap Colouring http://scrapcoloring.com/texts/coloring-pages
Design Museum
https://designmuseum.org/whats-on/families/create-and-make/create-and-make-at-home
PSHE
Relationships: People who help us.
Look at the different scenarios. Decide for each one, who could help you if you were in that situation.
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HISTORY
Who was the hero: Richard or Saladin? BRITAIN 1500-1900 How do we know if Henry VIII was a good King? Why did Henry want to end the Pope's control over the Church? Does Bloody Mary deserve her nickname? Should Mary Queen of Scots be executed? Why did Edmund and Ralph end up at War? (the English Civil War) Oliver Cromwell: hero or villain? Did the Pendle Witches receive a fair trial? How did the Romans keep control? Was life in Roman Britain good for everyone? Why did Spain want to take over the Aztec Empire and what were the results? Why did slavery happen? Why were slave conditions so dreadful? Why was the slave trade abolished? Why is Harriet Tubman so significant? Who did child labour benefit? Did the Industrial Revolution improve everyday life? What impact did Titus Salt have on life in Bradford?
Why did the Second World War become a World War? Pearl Harbour and the Japanese Prisoner of War camps
What were the key events of the Troubles? How did the Troubles come to an end, and is there lasting peace in Northern Ireland?
'America was right to drop the atomic bomb.' How far
do you agree?
When was the world closest to nuclear war? The
Cuban Missile Crisis
HOLOCAUST
What is the background to the Holocaust?
Why were Jews persecuted in Nazi Germany?
Why were Jews placed in ghettos?
How did the Final Solution happen?
How did the Jews fight back?
CIVIL RIGHTS
What are civil rights and why are they important? 'Women achieved the vote because of the Suffragette campaign.' How far do you agree? Did Emily Davison intend to kill herself? What is the background to the campaign for black civil rights in America? Who were the Ku Klux Klan and what impact did they have on Black America? Why is the story of Rosa Parks so important? How and why did the Civil Rights movement achieve change in the 1950s and 1960s? 'Martin Luther King achieved more than Malcolm X in civil rights for black Americans.' How far do you agree with this view? Why did black people turn to Black Power? How far have women's rights improved in the 20 th and early 21 st century? What is the history of gay rights in the UK?
SECOND WORLD WAR/COLD WAR
Why were childrens' experiences of Evacuation so different?
SECOND WORLD WAR/COLD
WAR Why were childrens' experiences of Evacuation so different? How did the British people survive the Blitz? What impact did the Second World War have on everyday life?
HOLOCAUST What is the background to the Holocaust? Why were Jews persecuted in Nazi Germany? Why were Jews placed in ghettos? How did the Final Solution happen? How did the Jews fight back?
How far did life improve for
Key Stage 5
How were cults of personality used? How effective was Soviet government control over culture and the arts? How successful was the Soviet government in providing social security for the people between 1917 and 1985? What were the key features of social stability under 'developed socialism'? How far did the role and status of women change under Soviet rule? How and why did Government attitudes towards the family change? How successful were Soviet government attempts to improve the provision of education?
CHINA How successful were the Communists in creating a political system that would give them control of power? To what extent did the status of women change between 1949 and 1976? How successful were the changes made to education and health provision? Why did the Communists attempt to change Chinese culture? How did the Communists seek to destroy the practice of religion?
How successful was the Soviet government in providing social security for the people between 1917 and 1985? What were the key features of social stability under 'developed socialism'? How far did the role and status of women change under Soviet rule? How and why did Government attitudes towards the family change? How successful were Soviet government attempts to improve the provision of education?
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sequence overview
Matter and relativity
Background
These SPICE resources are intended to assist teachers when teaching aspects of physics that have not previously been included in Western Australian syllabuses. This includes concepts related to the standard model of fundamental particles and force, and Einstein's special and general theories of relativity.
Where possible, the resources include elements of the constructivist learning approach based on the 5-E model — Engage, Explore, Explain, Elaborate and Evaluate. However, it is not feasible to align each learning activity with all five elements of the model, within the teaching time available.
Purpose
These learning resources enable students to:
* extend their understanding of subatomic particles to include neutrinos and quarks;
* describe qualitative aspects of special relativity, such as reference frames and the equivalence of mass and energy; and
* describe qualitative aspects of general relativity, such as effect of gravity on time.
Learning resources
Matter and relativity 1: Quarks
Quarks consists of a teachers guide, fact sheet and presentation.
The presentation contains images, facts and questions to enable students to understand and explain the structure of matter. The fact sheet provides students with information about the Large Hadron Collider: what it is; where it is located; what it does; and what physicists hope to learn from using it. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 2: Introduction to relativity
Introduction to relativity consists of a teachers guide, two presentations and a student worksheet.
Students use the presentations and worksheet to explore and explain aspects of Einstein's special and general theories of relativity. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 3: Satellite clocks
Satellite clocks consists of a teachers guide, interactive learning object and student worksheet.
Students use an interactive learning object to explore effects of speed on time (special relativity) and effects of gravity on time (general relativity) for an Earth-orbiting satellite. See the teachers guide for detailed information on the purpose and use of this resource.
Matter and relativity 4: Measuring time
Measuring time consists of a teachers guide, background sheet and three minute video.
The video, Measuring time, draws together many concepts of modern physics, including special and general relativity, quarks, and some interesting aspects of cosmology. It features Professor Andre Luiten's research at The University of Western Australia to construct the world's most accurate clock. See the teachers guide for detailed information on the purpose and use of this resource.
Acknowledgements
Banner image: Composite image of the Crab Nebula (X-ray: NASA/CXC/SAO/F.Seward; Optical: NASA/ESA/ ASU/J.Hester & A.Loll; Infrared: NASA/JPL-Caltech/ Univ. Minn./R.Gehrz)
Thanks to Professor Ian McArthur and Professor Andre Luiten, School of Physics, The University of Western Australia.
Designed and developed by the Centre for Learning Technology, The University of Western Australia. Production team: Graham Baker, Leanne Bartoll, Alwyn Evans, Jenny Gull, Trevor Hutchison, Paul Ricketts and Michael Wheatley, with thanks to Fred Deshon, Roger Dickinson, Bob Fitzpatrick, Warwick Mathews, Richard Meagher and Wendy Sanderson.
SPICE resources and copyright
All SPICE resources are available from the Centre for Learning Technology at The University of Western Australia ("UWA"). Selected SPICE resources are available through the websites of Australian State and Territory Education Authorities.
Copyright of SPICE Resources belongs to The University of Western Australia unless otherwise indicated.
Teachers and students at Australian schools are granted permission to reproduce, edit, recompile and include in derivative works the resources subject to conditions detailed at spice.wa.edu.au/usage.
All questions involving copyright and use should be directed to SPICE at UWA.
Web: spice.wa.edu.au
Email: firstname.lastname@example.org
Phone: (08) 6488 3917
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PSHE Curriculum
PSHE Curriculum Map
By the end of primary pupils should know:
Relationships and Sex Education (RSE)
Families and people who care for me
R1 that families are important for children growing up because they can give love, security and stability.
R2 the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives.
R3 that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care.
R4 that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up.
R5 that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
R6 how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
Caring Friendships
R7 how important friendships are in making us feel happy and secure, and how people choose and make friends.
R8 the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
R9 that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
R10 that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
R11 how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
R12 the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
R13 practical steps they can take in a range of different contexts to improve or support respectful relationships.
R14 the conventions of courtesy and manners
R15 the importance of self-respect and how this links to their own happiness
R16 that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
R17 about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
R18 what a stereotype is, and how stereotypes can be unfair, negative or destructive.
R19 the importance of permission-seeking and giving in relationships with friends, peers and adults.
Online relationships
R20 that people sometimes behave differently online, including by pretending to be someone they are not.
R21 that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous.
R22 the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
R23 how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
R24 how information and data is shared and used online.
Being safe
R25 what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
R26 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.
R27 that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
R28
how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
By the end of primary pupils should know:
KS1 Coverage of statutory RSE and HE curriculum
PSHE Knowledge Progression
(this is wider than the statutory RSE and HE curriculum - we include here the content from our wider PSHE curriculum which goes beyond the statutory RSE and HE curriculum)
Know that people have different
homes and why they are
important to them
if they get lost
Know that germs cause
disease/illness
Know about people according to the
situation
Know some of the reasons some people
related to body image pressure
Know some of the risks linked to
exploited and made to do things that are
against the law
Know why some
Know that their start to smoke
misusing alcohol, people join gangs and
who can keep them bodies are
including antisocial the risk that this can
Know a range of strategies to
keep themselves safe
PSHE Skills Progression
Identify and use skills to stand up
for themselves
Identify feelings
Know ways to help a person who is
being bullied
Identify emotions
Understand that boys and girls can be different in lots
of ways and that is OK
Can choose to be kind to support if
necessary
Be able to show appreciation for
Identify feelings that a bystander might
feel in a bullying situation
different faith and cultural
backgrounds
Develop respect
Be able to vocalise their thoughts and feelings
about prejudice and discrimination and why
it happens associated with
someone who is being their families,
for cultures associated with
making a new bullied
parents and
Identify reasons why different from
Use a range of strategies
make a healthy choice
Identify which people they most want to be
friends with
Can make informed
decisions about whether they
choose to drink alcohol when they
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