text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
BEECH GROVE PRIMARY SCHOOL BEHAVIOUR POLICY
INTRODUCTION
All children in our school are entitled to a broad and balanced curriculum, which will be modified to accommodate different learning needs and preferences.
They are entitled to a caring and supportive atmosphere where high expectations of behaviour are established for all.
In all aspects of our provision, children will be treated equally irrespective of race, gender, religion or disability.
AIM
To help our children to develop the ability and skills to behave in ways which are acceptable to the school community, and which will enable them to become responsible citizens in a rapidly changing world.
APPROACH
* We will encourage good behaviour by providing the right physical and emotional environment for learning
* Members of staff will develop strong supportive relationships with their pupils and role-model good behaviour at all times
* We will make children feel valued by using a positive approach and building self-esteem
* All staff will maintain high expectations of behaviour and challenge what is not acceptable
* Staff will take the opportunity to draw attention to children doing well and make positive comments
* We will work with parents and outside agencies to support positive behaviour
* A range of behaviour management approaches have been developed, to respond to individual, class and whole school needs. They include conflict resolution and (when absolutely necessary) moderate and caring physical intervention in line with Team Teach principles.
5 GOLDEN RULES
Our school promotes and works to a set of generic rules, which are displayed in all teaching areas. These simple statements reflect the positive behaviour and attitude that is expected from everyone who is part of our school.
5 GOLDEN
Respect each other
Use kind and caring words
Look after property
Enter and leave areas sensibly
Share your problems
CARE PLANS
Where children regularly behave in ways that might put other pupils or staff at risk, or where a child needs significant additional support to behave in a way that is acceptable to the school community, staff make an individual care plan. This contains information about the child and the triggers to their different behaviours, and is a valuable tool to enable staff to understand what interests or upsets a child, and how to steer them towards positive behaviour.
GOLDEN TIME
Because younger children find it difficult to work towards long-term rewards, the use of praise is the immediate reward in all situations. However, to help children see the longer-term benefits of good citizenship we allow a short period at the end of each week where they can choose from a range of activities. This can include games, computers, art, sport etc. All children are allocated this time if they have not been on the behaviour tracking sheet, but all or part of it can be withdrawn to complete unfinished work or to make up time lost through unacceptable behaviour.
TOKEN REWARD SYSTEMS
We have adopted the whole school token reward system from Assertive Mentoring, where children collect 'smiley' tokens on a card as a reward for good behaviour. As various milestones (e.g. 10 smileys) are reached, a card is sent home. Whole classes may also be rewarded with additional time on a chosen activity when they all reach a milestone. Smiley tokens are also entered into a weekly draw, and a prize awarded to the winner from each team.
CELEBRATION ASSEMBLIES
Each week we hold a celebration assembly where good work and behaviour are given public praise. The 'Star of the Week' award may include praising an individual piece of work done by a child, or recognising the fact that they have behaved well. Each term, we celebrate good attendance, and reward children for meeting their individual targets in a particular subject.
PLAYGROUND BEHAVIOUR MANAGEMENT
Behaviour in the playground that endangers or annoys others or involves disrespect for staff will be dealt with in the first instance using warnings and explanations of why it is unacceptable.
Should the behaviour continue, the child would initially be shown a yellow card and asked to withdraw to the side of the playing area for 5 – 10 minutes. If negative behaviour persists or escalates, or in the case of a serious incident, the child will be shown a red card and removed from the playground for the remainder of the break time. Parents will be informed by letter if children have had repeated red cards, and may be asked to take them home for lunch for a specified period (usually one day). Children on free school meals are given a packed lunch.
SERIOUS INCIDENTS
A serious incident is one where the child is in danger of hurting themselves or someone else, or causing serious damage to property. This may have required physical intervention by members of staff.
Where this has occurred, a Significant Incident Record must be completed by the supporting members of staff within 24 hours and given to the Head Teacher as soon as possible. A copy of the record will be shared with parents by the PSA.
PHYSICAL INTERVENTION
Following circular 11/07, schools have clear guidelines on when physical intervention may be used. We believe that this should be only as a last resort, and where every possible de-escalation strategy has been attempted first. All but the most severe of the challenging behaviours in our school can be resolved through other means. Any physical intervention will be graded and opportunities for de-escalation offered throughout. Staff will be trained and rehearsed in managing conflict and aggressive behaviour, including the use of physical intervention. This training will be updated regularly, and approaches reviewed in the light of government and LA guidelines.
EXCLUSIONS
We do not normally consider exclusion as an appropriate tool for supporting children, unless there has been serious breach of school rules or where the health and safety of pupils or staff is at risk. However where behaviour has reached an unacceptable and inoperable level and where all other avenues have been explored, the Head Teacher may decide to exclude a child. In the absence of the Head Teacher the next most senior teacher can decide on exclusion.
Parents or carers will be contacted to take the child home as soon as practically possible after the incident. Fixed-term exclusions will be implemented and reported following LA and government procedures.
Following the period of exclusion, parents or carers will be asked to bring the child back into school the next day to meet with the PSA. Targets for improvement will be agreed at this meeting.
John Dixon September 2021
TOOLBOX
Tips for de-escalation | <urn:uuid:44b1fa6b-5455-451c-aae3-cf26e7e17043> | CC-MAIN-2024-10 | https://www.beechgroveschool.org.uk/wp-content/uploads/2021/10/Behaviour-Policy-2021.pdf | 2024-02-27T03:53:15+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00739.warc.gz | 659,446,723 | 1,292 | eng_Latn | eng_Latn | 0.998633 | eng_Latn | 0.998617 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
2391,
5778,
6679,
6712
] | [
2.46875
] | 1 | 0 |
Cambridge IGCSE ™
CHEMISTRY
Paper 1 Multiple Choice (Core)
You must answer on the multiple choice answer sheet.
You will need: Multiple choice answer sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
INSTRUCTIONS
- For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the multiple choice answer sheet.
- There are forty questions on this paper. Answer all questions.
- Follow the instructions on the multiple choice answer sheet.
- Write your name, centre number and candidate number on the multiple choice answer sheet in the spaces provided unless this has been done for you.
- Write in soft pencil.
- Do not use correction fluid.
- You may use a calculator.
- Do not write on any bar codes.
INFORMATION
- Each correct answer will score one mark.
- The total mark for this paper is 40.
- Any rough working should be done on this question paper.
- The Periodic Table is printed in the question paper.
0620/12
May/June 2023
45 minutes
1 Four physical changes of ethanol are listed.
1 condensation
2 evaporation
3 freezing
4 boiling
In which changes do the particles move further apart?
A 1 and 2
B 1 and 3
C 2 and 4
D 3 and 4
2 Which statement explains why water is a compound?
A The hydrogen and oxygen atoms in a molecule of water can only be separated by chemical means.
B The hydrogen and oxygen atoms in a molecule of water can be separated using physical means.
C The number of hydrogen and oxygen atoms in a molecule of water is variable.
D Water has the same chemical properties as both hydrogen and oxygen.
3 An atom of element X contains:
* 5 protons
* 6 neutrons
* 5 electrons.
Which statements about element X are correct?
1 X has an atomic number of 6.
2 X has a nucleon number of 11.
3 X is in Group II of the Periodic Table.
4 X is in the second period of the Periodic Table.
A 1 and 3
B
1 and 4
C 2 and 3
D 2 and 4
4 Which row describes properties of lithium fluoride?
5 Ammonia, NH3, is a covalent molecule.
Which diagram shows the outer-shell electron arrangement in a molecule of ammonia?
A
B
6 Which substance has a giant covalent structure?
A ethanol
B graphite
C methane
D sodium chloride
7 Sodium burns in oxygen to form sodium oxide.
What is the balanced equation for the reaction?
A
4Na + 2O
2Na
2
O
B
4Na + O
2
2Na
2
O
C 2Na2 + O2 2Na2O
D 2Na2 + 2O 2Na2O
8 What is the relative formula mass of Mg(OH)2?
A 21
B 30
C 42
D 58
9 Dilute sulfuric acid is electrolysed using inert electrodes. The apparatus is set up as shown.
30 cm 3 of a gas is collected at the cathode. A different gas is collected at the anode.
Which row is correct?
10 Four statements about hydrogen fuel cells are listed.
1 The fuel cell converts chemical energy into electrical energy.
2 In the fuel cell, hydrogen combines with oxygen.
3 Carbon dioxide and water are produced in the fuel cell.
4 The hydrogen fuel is extracted from the air.
Which statements are correct?
A
1 and 2
B
1 and 4
C
2 and 3
D
2 and 4
11 5 g of four different fuels are set alight and placed under a beaker containing 50 cm 3 of water.
The temperature of the water is taken at the start and after five minutes.
Which fuel releases the most energy?
12 Which changes increase the rate of reaction?
1 increasing the concentration of the reactants
2 increasing the particle size of a solid reactant
3 increasing the temperature
A 1, 2 and 3
B 1 and 2 only
C
Which reaction is reversible?
A an iron nail rusting when left in moist air
B limestone reacting with an acid to form carbon dioxide gas
C magnesium burning in air to produce a white ash
D white anhydrous copper(II) sulfate turning blue when water is added
1 and 3 only
13
D
2 and 3 only
14 The equation for the reaction between iron(III) oxide and carbon is shown.
2
Which type of reaction does iron(III) oxide undergo?
A reduction
B precipitation
C oxidation
D combustion
15 Copper(II) chloride is made when copper(II) carbonate reacts with dilute hydrochloric acid.
What are the other products in this reaction?
A water and carbon dioxide
B carbon dioxide only
C water and hydrogen
D hydrogen only
16 Rubidium is in Group I and strontium is in Group II of the Periodic Table.
Which row describes the nature of rubidium oxide, Rb2O, and strontium oxide, SrO?
17 Magnesium sulfate is a soluble solid which is formed when insoluble magnesium oxide reacts with dilute sulfuric acid.
Which method is used to prepare solid magnesium sulfate?
A Excess sulfuric acid is reacted with magnesium oxide. The mixture is evaporated to dryness.
B Excess sulfuric acid is reacted with magnesium oxide. The precipitate is filtered, washed and dried.
C Sulfuric acid is reacted with excess magnesium oxide. The mixture is filtered and the filtrate is evaporated to dryness.
D Sulfuric acid is reacted with excess magnesium oxide. The precipitate is filtered, washed and dried.
18
20
Q and R are elements in the same period of the Periodic Table.
Q has 7 electrons in its outer shell and R has 2 electrons in its outer shell.
Which statement about Q and R is correct?
A Q is a metal and R is a non-metal.
B Q and R have different numbers of electron shells.
C R is found to the right of Q in the Periodic Table.
D The proton number of R is less than the proton number of Q.
19 Which statement about alkali metals is correct?
A Lithium is more dense than sodium.
B Sodium is more reactive than potassium.
C Sodium has a higher melting point than potassium.
D They are in Group II of the Periodic Table.
Aqueous bromine is added to aqueous sodium iodide.
bromine + sodium iodide
......1...... + ......2......
What are the products of this reaction?
21 Which row describes the properties of a transition element?
22 Which row describes the properties of argon?
23 Which row identifies the properties of zinc?
24 Uses of metals depend on their properties.
Which property is necessary for the use given?
25 Which compounds both contribute to acid rain?
A carbon monoxide and carbon dioxide
B carbon monoxide and oxides of nitrogen
C oxides of nitrogen and sulfur dioxide
D sulfur dioxide and carbon dioxide
26 P, Q, R and S are metals.
P reacts with dilute hydrochloric acid, forming hydrogen.
Q reacts violently with water.
R reacts with water to give hydrogen.
S is formed by heating its oxide with carbon.
Which row identifies the metals?
Which compound is formed when iron rusts?
A anhydrous iron(II) oxide
B anhydrous iron(III) oxide
C hydrated iron(III) hydroxide
D hydrated iron(III) oxide
28 Which reaction in the blast furnace releases heat energy?
A C + O2 CO2
B CaCO3 CaO + CO2
C CO2 + C 2CO
D Fe2O3 + 3CO 2Fe + 3CO2
27
29 A wax candle is made from a mixture of hydrocarbons.
The candle is lit and placed in a gas jar along with a strip of cobalt(II) chloride test paper as shown.
After a short time, the oxygen in the jar is used up and the candle flame goes out.
Which substance does the cobalt(II) chloride paper identify?
A carbon dioxide
B carbon monoxide
C sulfur dioxide
D
water
30 Urea, CO(NH2)2, is used as a fertiliser.
Which element that plants need for improved plant growth is provided by urea?
A carbon
B hydrogen
C nitrogen
D oxygen
31 The percentage composition of gases on Neptune is shown.
Which statement about the atmospheres on Neptune and on the Earth is correct?
A There is more helium on Neptune than oxygen on the Earth.
B There is less methane on Neptune than carbon dioxide on the Earth.
C There is less hydrogen on the Earth than on Neptune.
D There is more helium on the Earth than on Neptune.
32 Which row shows the general formula for alkenes and for alcohols?
33 A molecule has the formula C2H5Cl.
What is its chemical name?
A chloroethane
B chloroethanol
C chloroethene
D chloromethanol
34 Which compound rapidly decolourises aqueous bromine?
A ethane
B ethanoic acid
C ethanol
D ethene
35 Compound Z has the molecular formula C2H6O.
Which statement about compound Z is correct?
A Z is unsaturated.
B Z is a carboxylic acid.
C Z is formed by the reaction of ethane with steam.
D Z is used as a fuel.
36 What is the formula of the salt formed when aqueous ethanoic acid reacts with calcium carbonate?
A Ca(CH3COOH)2
B Ca(CH3COO)2
C Ca2CH3COOH
D Ca2CH3COO
37 Rock salt is a mixture of salt and sand.
The method used to separate the sand from the salt is listed.
step 1 Crush the rock salt, add to warm water and stir.
step 2 Pour the mixture through a filter paper held in a funnel.
step 3 Evaporate the water to crystallise the salt.
Which statement about the method is correct?
A The filtrate in step 2 is pure water.
B The residue in step 2 is pure crystals of salt.
C The solute is salt.
D The solvent is a mixture of salt and water.
38 Chromatography is carried out on mixture Y and dyes E, F, G and H. The chromatogram is shown.
Which dyes are present in mixture Y?
A
E and G
B
E and H
C
F and G
D
F and H
39 A fractionating column is used to separate the hydrocarbon fractions in petroleum by fractional distillation.
Which row describes the properties of the fractions that condense at the top of the fractionating column?
40 When acid is added to salt X, a gas is produced which turns limewater milky.
When sodium hydroxide is added to salt X, a gas is produced which turns litmus paper blue.
What is X?
A
CaCO
3
B (NH4)2CO3
C
NH
NO
4
3
D
ZnCO
3
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
VIII
2
4
10
20
18
40
36
84
54
86
–
–
The Periodic Table of Elements
He helium
Ne neon
Ar argon
Kr krypton
Xe xenon
131
Rn radon
118
Og oganesson
actinoids lanthanoids
The volume of one mole of any gas is 24dm 3 at room temperature and pressure (r.t.p.). | <urn:uuid:357bcfc6-36b0-460e-9e8f-ac926e4c141c> | CC-MAIN-2024-10 | https://pmt.physicsandmathstutor.com/download/Chemistry/GCSE/Past-Papers/CIE/Paper-1/June%202023%20(v2)%20QP%20-%20Paper%201%20CAIE%20Chemistry%20IGCSE.pdf | 2024-02-27T03:45:20+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00744.warc.gz | 465,350,198 | 2,701 | eng_Latn | eng_Latn | 0.965749 | eng_Latn | 0.995464 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1052,
1977,
2262,
2733,
3811,
4995,
5840,
6238,
6783,
7321,
8000,
8857,
9501,
9513,
10526,
10805
] | [
2.828125
] | 1 | 0 |
SQL Language: Exercise
1. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Show the code and the name of the athletes who never attended any Super G competitions (CType = 'Super G').
b) Find the countries for which at least 5 athletes born before 1980 compete, each of whom has participated in at least 10 cross-country skiing competitions.
2. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Find the name of the bookstores where no books from publishers based in Turin have been sold.
b) Find the name of the publishers for which at least 10 publications were sold in 2002 in bookstores in Rome in more than 2,000 copies.
3. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Find the names of students who did not correctly answer any math multiple choice test.
b) Find the names of the students in Turin who achieved the maximum possible score in the math multiple choice test.
```
ATHLETE (ACode, AName, ASurname, Nationality, BirthDate) ATTENDANCE (CCode, ACode, Position, Time) COMPETITION (CCode, Place, Date, CType)
```
```
PUBLISHER(PCode, EditorName, Address, City) BOOK(BCode, Title, AuthorName, PCode) BOOKSHOP(BSCode, BookshopName, Address, City) SALE(PCode, BSCode, Date, NoCopies)
```
```
MC_TEST(TestID, Topic, Score) STUDENT (StudentID, Name, Address, CityA) TEST-RESULT (StudentID, TestID, isCorrectAnswer)
```
4. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Find out the code and departure time of flights departing from Milan to Naples on 1 October 1993, which still have free seats and whose duration (difference between the time of arrival and the time of departure) is less than the average duration of flights from Milan to Naples.
5. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Find the name of the mechanics who have carried out at least one repair of a fault that they did not know how to repair.
b) For cars that required repairs carried out by at least 3 different mechanics on the same day, display the car's license plate, the date of repairs and the types of faults that occurred, sorting the result in ascending order of license plate and descending order of date.
6. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) View the code and maximum number of seats in projector-equipped rooms that have been booked at least 15 times for meetings starting before 3:00 p.m., but have never been booked for meetings starting after 8:00 p.m.
b) View for each room the room code, the maximum number of seats and the number of reservations considering only the last date on which the room was booked
7. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
```
AIRCRAFT (SerialNumber, Model, Capacity) SCHEDULE (Code, Departure, Destination, DepartureTime, ArrivalTime) FLIGHTS (Code, SerialNumber, Date, NoReservations )
```
```
MECHANIC(ID, Name) CAN-REPAIR (ID, FaultType) HAS-DONE-REPAIR (RCode, ID, LicensePlate, Date, Duration, FaultType)
```
```
MEETING_ROOM(RCode, NumberSeats, Projector) BOOKING(RCode, Date, StartTime, EndTime, ECode) EMPLOYEE(ECode, Name, Surname, BirthDate, City)
```
GUIDE (GCode, Name, Surname, Nationality)
TOUR_TYPE (TourTypeCode, Monument, Duration, City)
GROUP (GRCode, NumberParticipants, Language)
GUIDED_TOUR (GRCode, Date, StartTime, TourTypeCode, GCode)
a) Among the monuments for which at least 10 guided tours have been made, view the monument that has been visited by the largest number of people overall.
b) For each tour guide who has never guided a type of tour for French-speaking groups, show name and surname and, for each date, the total number of type of tours guided and their total duration.
8. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
TEENAGER(TaxID, Name, Surname, Birthdate, City)
ACTIVITY(ACode, ActivityName, Description, Category)
SUMMER_CAMP(CCode, CampName, City)
REGISTRATION-FOR-ACTIVITIES-IN-SUMMER-CAMP(TaxID, ACode, CCode,
RegistrationDate)
a) View the first and last name of the teenagers who participated in the largest number of summer camps for the activities in the "Tennis" category.
9. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
CUSTOMER (CustomerID, Name)
ACCOUNT(AccountID, Balance, Branch, Country)
CUSTOMER_ACCOUNT (CustomerID, AccountID)
a) Find all branches that have at least one client who are the only holder (without co-holders) of a single current account (that is, customers to whom no other current account is in the name).
10. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
a) Display the tax ID, name, and average income reported from 1990 onwards by taxpayers whom maximum income reported since 1990 is higher than the average income calculated on all tax retruns in the database.
```
TAXPAYER(TaxId, Name, Street, City) TAX_RETURN(ReturnID, Type, Income) PRESENTS(TaxId, ReturnID, Date)
```
11. Given the following relational schema (primary keys are underlined, optional attributes are indicated by "*")
PERSON (Name, Sex, Age)
PARENT (ParentName, ChildName)
a) Find the name of each person younger than 10 years old who is an only child | <urn:uuid:1bb5c52a-2f19-4f1f-848e-e021b225a2b5> | CC-MAIN-2024-10 | https://dbdmg.polito.it/dbdmg_web/wp-content/uploads/2023/04/SQL-Exercises-partII.pdf | 2024-02-27T03:44:31+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00745.warc.gz | 211,025,618 | 1,324 | eng_Latn | eng_Latn | 0.96411 | eng_Latn | 0.967005 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1524,
3475,
5375,
5627
] | [
2.15625
] | 1 | 0 |
Sage Business Cloud Accounting:
New Company Setup
Page
|
1
Learing Objectives
In this module, you will create a company file in Accounting to be used as a demo account throughout the duration of your course. This account will enable you to do what business owners do on a day to day basis, create and manage customers, vendors, invoices, expenses, reports, inventory, journal entries, taxes and payroll, just to name a few.
* Create a new Sage Accounting company/demo account
* Review Financial Settings
* Edit company information
* Review Sales tax
NOTE: Throughout the duration of the course, you will encounter important icons and visual conventions as part of your learning experience to guide learners through the chapters. The cues are indicated here:
Setting Up Your Company
1. Using your web browser, navigate to http://www.sage.com/ca/about-us/education
2. In the top right of the screen, click Log On and navigate to Sage Business Cloud Accounting.
3. Enter your Email or User ID and Password.
4. Click Log In.
The setup wizard will launch requesting information about your company to complete the basic setup.
1. Begin by creating a new name for your company in the Business Name field. This will appear on customer invoices, credit notes and reports.
2. Select the Type of Business your company will be operating, Sole Proprietorship, Partnership, Corporation, Co-operative or Other.
3. Input a Business Trading Address for your business. Accounting will automagically calculate GST/HST/PST/QST taxes based on the Province selected here.
4
4. Click Save and Continue.
5. In the final step to setting up your company, Accounting will ask if you charge Sales Tax. If you would like your demo company to collect Sales Tax, select 'Collect: I collect GST/HST/PST/QST etc.' If not, select 'I don't collect any tax' and click All Done! You should note that Accounting automatically creates a standard Chart of Accounts in the background so your students need not spend waste less time setting it up.
NOTE: HST/GST/PST/QST numbers are issued by the Canada Revenue Agency when registering for a new business. For purposes of this course, use a fictitious 13digit number if you'd like to collect sales tax in your demo account
Basic Setup Company
Once the initial setup of your demo company is complete, you'll be taken to the Accounting dashboard where you're accounting adventure begins. This screen is a static screen and helps guide you in setting up your company for the first time. It includes an option to Set Up Customers, Connect Bank Accounts, Set Up Vendors, Set Up Chart Of Accounts and Optional Extras, like adding a logo to your invoices.
Editing Business Information,
To change the address of your demo company including Company Name Company Address, Company Contact info, Company Phone, or Company Website:
1. Click the Gear Settings Icon.
2. Select Business Information and make any necessary changes. The other features on this page we're discussed in Module 4 – Settings should you wish to refer back to them.
Company Name: The business name entered here will be displayed on your dashboard at the top right of the menu bar at all times. Accounting also uses your business name in correspondence with customers, including in the subject line of emailed invoices, on statements, at the top of reports, and much more. Your business name is also the default filing name of your business for taxes.
3. Click Save.
Financial Settings
It's important that you understand the big picture of your company. The information provided in the Financial Settings are paramount as they determine the outcome of financial reports, tax returns and other financial documents. The Financial Settings determine your company's 'Accounting Dates' including the Year End Date, Year End Lockdown, and Accounts Start Date of your company.
1. Navigate to Accounting Settings.
Accounting settings determine your financial year end and start date for transactions.
* Year End Date: This is the last day of your company's financial or fiscal year
* Year End Lockdown: Use this field to prevent transactions from being entered before a certain date. For example, if your fiscal year ends on 12/31/2018, enter 01/01/2019 here. This prevents changes in records that would alter balances during closed account periods.
* Accounts Start Date: This is the first date you begin using Sage Accounting.
2. Scroll down to Financial Settings and click on Financial Settings
3. Input the dates for your new company. If you haven't already done so in the previous Settings module, enter todays date as your Accounts Start Date.
Sales Tax
Managing and keeping up with changing sales tax can become complex. If you collect sales tax you can set up tax rates for the products and services you sell. Accounting helps you automate your tax tracking and keep accurate records of the tax that you collect and pay, keeping you compliant. You can also create a combined sales tax rate that includes multiple rates. What's more is Accounting automatically creates the taxes for you, based on the Province your located in, when setting up your company for the first time.
When doing so, you should have your business tax information available from the Canada Revenue Agency or your Minister of Finance. For purposes of this course we'll use a fictious number.
Divine Chocolates would like to review their current sales tax setup and add a new one.
1. To create a new tax rate, navigate to Settings and then Sales Taxes.
|
2. Enter the company Registration Number. This will be provided to you by the Canada Revenue Agency or Provincial Tax Authority registering your company for sales tax. In the case of your demo account, enter any fictitious registration number.
3. Check the box that says I will not collect tax here if you won't collect tax in this Province.
4. Choose the Tax Return Frequency. The options displayed in the drop-down box are determined by the provincial authority. For example, GST/HST allow Monthly, Quarterly or Annually whereas PST for British Colombia allows Monthly, Quarterly, Annually and BiAnnually.
NOTE: Any tax information seen here was automatically brought over when you set up your company for the first time in the set-up wizard seen here.
5. Once done Click Save. You're now ready to start tracking sales taxes on sales and expense transactions.
|
Check Your Knowledge
Answer the following questions about the material covered in this lesson.
Short Answer
Write a short answer to the question below.
1. Once your company is set-up, where are a few places the company name appears throughout Accounting?
True or False
Enter 'T' for True or 'F' for False for each of the affirmations below.
2. _____ If you opt to collect sales tax, Accounting automatically calculuates rates for you
3. _____ Sales taxes can only be set to a frequency of monthly
4. _____ The Year End Lockdown is best used for closing the books at the end of the year
Please note:
Every effort has been made to ensure that the information provided in this educational series is accurate, up-to-date, and complete, but no guarantee is made to that effect. URLs and additional resources 'Beyond the Classroom' are continuously changing. Because the software is customizable in a number of ways, the language used in this guide may be different from what you 'see' when you work with your company's data file(s).
\
©Sage Software 2018. No part of this document may be copied, photocopied, reproduced, translated or reduced to any electronic medium or machine-readable form, in whole or in part in any manner without the permission of ©Sage Software. Any other reproduction in any form without the permission of ©Sage Software is prohibited. All educational materials contained on this site are protected by United States copyright law and may not be reproduced, distributed, transmitted, displayed, published or broadcast without the prior written permission of ©Sage Software. | <urn:uuid:54768b5f-9878-4ac2-a1ac-5aecdfe109e4> | CC-MAIN-2019-47 | https://www.sage.com/en-ca/-/media/files/sagedotcom/canada/documents/pdf/module5sagebusinesscloudaccountingnewcompanysetupcad.pdf?la=en-ca&hash=44F3394B8892E9ACD517438452DC8B8D | 2019-11-21T13:39:29 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00050.warc.gz | 948,149,229 | 1,635 | eng_Latn | eng_Latn | 0.991223 | eng_Latn | 0.997651 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
62,
765,
1275,
1566,
2248,
2883,
3459,
4488,
4641,
5531,
6142,
6401,
6997,
8008
] | [
2.25
] | 1 | 0 |
Cooking for Groups
A Volunteer's Guide to Food Safety
North Dakota State University Fargo, North Dakota
Reviewed August 2016
Food that is mishandled can cause very serious consequences for all, especially infants, the elderly, pregnant women, and people with weakened immune systems. For this reason it is important that volunteers be especially careful when preparing and serving food to large groups.
The goal of this publication is to help volunteers prepare and serve food safely for large groups such as family reunions, church dinners, and community gatherings — whether the food is prepared at the volunteer's home and brought to the event, or prepared and served at the gathering.
The information provided in this publication was developed as a guide for consumers who are preparing food for large groups. Foodservice personnel should be aware that this guide was prepared for consumer use only. Foodservice personnel should contact their local, district or state health department for information on the rules and regulations governing the preparation of food in retail or institutional settings. "Food Safety Basics" (FN-572) is available from county offices of the North Dakota State University Extension Service and is based on FDA and North Dakota Food Code guidelines.
Adapted from a publication by the United States Department of Agriculture Food Safety and Inspection Service
Foodborne Illness: What You Need To Know
What Is Foodborne Illness?
juices or other contaminated products or from food handlers with poor personal hygiene.
Some of the leading causes of foodborne illness outbreaks include:
* Failure to cool food properly
* Food not hot enough
Foodborne illness often presents itself as flu-like symptoms such as nausea, vomiting, diarrhea, or fever, so many people may not recognize the illness is caused by bacteria or other pathogens in food.
Thousands of types of bacteria are naturally present in our environment. Not all bacteria cause disease in humans. For example, some bacteria are used beneficially in making cheese and yogurt.
Bacteria that cause disease are called pathogens. When certain pathogens enter the food supply, they can cause foodborne illness. Millions of cases of foodborne illness occur each year. Most cases of foodborne illness can be prevented. Proper cooking or processing of foods destroys bacteria.
Age and physical condition place some persons at higher risk than others, no matter what type of bacteria is implicated. Very young children, pregnant women, the elderly, and people with compromised immune systems are at greatest risk from any pathogen. Some persons may become ill after ingesting only a few harmful bacteria; others may remain symptom free after ingesting thousands.
How Bacteria Get in Food
Bacteria may be present on products when you purchase them. Plastic-wrapped boneless chicken and ground meat, for example, were once part of live chickens or cattle. Raw meat, poultry, and eggs are not sterile. Neither is fresh produce such as lettuce, tomatoes, sprouts, and melons.
Foods, including safely cooked, ready-toeat foods, can become cross-contaminated with bacteria transferred from raw products, meat
* Infected food handlers
* Preparation a day or more ahead of time
* Raw food mixed with cooked
* Food left in the danger zone (41 o to 140 o F)
* Leftover food not reheated high enough
* Cross contamination
In Case of Suspected Foodborne Illness
Follow these general guidelines:
* Preserve the evidence. If a portion of the suspect food is available, wrap it securely, mark "DANGER," and freeze it. Save all packaging materials, such as cans or cartons. Write down the food type, the date, other identifying marks on the package, the time consumed, and when the onset of symptoms occurred. Save any identical unopened products.
* Seek treatment as necessary. If the victim is in an "at risk" group, seek medical care immediately. Likewise, if symptoms persist or are severe (such as bloody diarrhea, excessive nausea and vomiting, or high temperature), call your doctor.
* Call the local health department if the suspect food is served at a large gathering, from a restaurant or other foodservice facility, or if it is a commercial product.
* Call the USDA Meat and Poultry Hotline (1-800-535-4555) if the suspect food is a USDA-inspected product and you have all the packaging.
When preparing for your special event, remember that there may be an invisible enemy ready to strike. It's called BAC (bacteria) and it can make you sick. But by following four simple steps, you have the power to Fight BAC!™ and keep your food safe.
Clean –– Wash hands and surfaces often.
Separate –– Don't cross contaminate.
Cook –– Cook to proper temperatures.
Chill –– Refrigerate promptly.
4
Fight BAC!™ is a consumer educational campaign sponsored by the Partnership for Food Safety Education. The Partnership is a public-private partnership of industry, government, and consumer groups created to educate the public about safe food handling to help reduce foodborne illness.
You can find more information about Fight BAC!™ at www.fightbac.org.
When You Plan
Select a reliable person to be in charge. The person-in-charge should contact the local health department for information about the rules and regulations governing preparation and serving of food for groups. The personin-charge should provide instructions to the volunteers, answer questions, and oversee the preparations, service, and cleanup of the event.
Make sure you have the right equipment, including cutting boards, utensils, food thermometers, cookware, shallow containers for storage, soap, and paper towels.
For outdoor events, make sure you have a source of clean water. If none is available at the site, bring water for cleaning of hands, utensils, and food thermometers. Develop a plan for transporting equipment for cleanup after the event.
When You Shop
Do not purchase canned goods that are dented, cracked or bulging. These are the warning signs that dangerous bacteria may be growing in the can.
Separate raw meat, poultry, and seafood from other foods in your grocery-shopping cart and in your refrigerator.
Plan ahead to ensure that there will be adequate storage space in the refrigerator and freezer.
Buy cold foods last. Drive immediately home or to the site from the grocery store. If the destination is more than 30 minutes away, bring a cooler with ice or commercial freezing gels from home and place perishables in it.
refrigerator
freezer
When You Store Food
Make sure you set the refrigerator temperature to 40°F and the freezer to 0°F. Check these temperatures with an appliance thermometer.
Refrigerate or freeze perishables, prepared foods, and leftovers within two hours of shopping or preparing. Place raw meat, poultry, and seafood in containers in the refrigerator, to prevent their juices from dripping on other foods. Raw juices may contain harmful bacteria.
When You Prepare Food
Wash hands and surfaces often.
Bacteria can be spread throughout the kitchen and get onto cutting boards, utensils, and counter tops. To prevent this:
* Wash hands with soap and hot water before and after handling food, and after using the bathroom, changing diapers, or handling pets.
* Use paper towels or clean cloths to wipe up kitchen surfaces or spills. Wash cloths often in the hot cycle of your washing machine.
* Wash cutting boards, dishes, utensils, and counter tops with hot, soapy water after preparing each food item and before you go on to the next item. A solution of about one teaspoon bleach in 1 quart of water may be used to sanitize washed surfaces and utensils.
When cutting boards are used:
* Always use a clean cutting board.
* If possible, use one cutting board for fresh produce and a separate one for raw meat, poultry, and seafood.
* Once cutting boards become excessively worn or develop
hard-to-clean grooves, you
should replace them.
6
6
Never defrost food at room temperature. Thaw food:
* In the refrigerator.
* In the microwave (followed by immediate cooking).
Food may also be thawed in cold water. Be sure that the sink or container that holds food is clean before submerging food. Two methods may be used when thawing:
* Completely submerge airtight wrapped package. Change water every 30 minutes.
* Completely submerge airtight wrapped food in constantly running cold water.
Refrigerate or cook food immediately after thawing.
Marinades may be used to tenderize or add flavor to food. When using marinades:
* Always marinate food in the refrigerator, not on the counter.
* Use food-grade plastic, stainless steel, or glass containers to marinate food.
* Sauce that is used to marinate raw meat, poultry, fish or seafood should not be used on cooked foods, unless it is boiled before applying.
* Never reuse marinades for other foods.
Discard any leftover batter or breading after it has come in contact with raw food.
Prepare stuffing and place in poultry cavity or in pockets of thick sliced meat or poultry just before roasting.
Wash fruits and vegetables with cool tap water before use. Thick-skinned produce may be scrubbed with a brush. Do not use soap.
Food should not be tasted until it reaches a safe internal temperature as measured with a food thermometer. Use a clean utensil each time you taste food; otherwise you may contaminate the food.
Use a food thermometer to check the internal temperature of meat, poultry, casseroles, and other food. Check temperature in several places to be sure the food is evenly heated. Wash the thermometer with hot, soapy water after use.
Several types of thermometers are available, including:
* Oven-safe –– insert 2 to 2½ inches deep in the thickest part of the food, at the beginning of the cooking time. It remains there throughout cooking and is not appropriate for thin food.
* Dial instant-read –– not designed to stay in the food during cooking. Insert probe the full length of the sensing area, usually 2 to 2½ inches. If measuring the temperature of a thin food, such as hamburger patty or boneless chicken breast, insert probe sideways with the sensing device in the center. About 15 to 20 seconds are required for the temperature to be accurately displayed.
* Digital instant-read –– not designed to stay in food during cooking. The heat sensing device is in the tip of the probe. Place the tip of the probe in the center of the thickest part of the food, at least ½ inch deep. About 10 seconds is required for the temperature to be accurately displayed.
Never partially cook food for finishing later because you increase the risk of bacterial growth on the food. Bacteria are killed when foods reach a safe internal temperature.
Don't use recipes in which eggs remain raw or only partially cooked. Eggs should be prepared immediately after breaking. When possible, substitute pasteurized eggs for raw eggs in cooked dishes.
When preparing food in the oven, set the oven to at least 325°F. Cook food to the safe recommended temperature. Check internal temperature in several places with a food thermometer.
If a convection oven is used to prepare food, you may reduce oven temperature 25°F. Refer to manufacturer's instructions for additional information.
A microwave oven can be used to prepare food, but care must be taken to make sure food reaches a safe temperature throughout.
* Stir or rotate food midway through the microwaving time to eliminate cold spots and for more even cooking. Cover food.
* Partial cooking may be done in the microwave only if the food is to finish cooking immediately on the range, grill, or in a convectional oven.
* Use a food thermometer or the oven's temperature probe to be sure the food has reached a safe temperature. Check temperature in several places.
* Observe standing times given in recipes so cooking is completed.
* Check manufacturer's instructions.
Recommended Cooking Temperatures*
*These USDA consumer guidelines vary slightly from the FDA and North Dakota Food Code temperatures. Foodservice personnel in commercial settings should consult with the food code.
Keep It Hot – Keep It Cold or Just Don't Keep It!
Danger Zone
Bacteria multiply rapidly between 41 and 140°F. To keep food out of this "danger zone," keep cold food cold and hot food hot. Keep cold food in the refrigerator, in coolers, or on the service line on ice. Keep hot food in the oven, in heated chafing dishes, or in preheated steam tables, warming trays and/or slow cookers.
When You Chill Food
* Place food in the refrigerator at 40°F or lower.
* Don't overfill the refrigerator. Cool air must circulate to keep food safe.
* Divide food and place in shallow containers. Slice roast beef or ham and layer in containers in portions for service.
* Divide turkey into smaller portions or slices and refrigerate. Remove stuffing from cavity before refrigeration.
* Place soups or stews in shallow containers. To cool quickly, place in ice water bath and stir.
* Cover and label cooked foods. Include the preparation date on the label.
When You Transport Food
Keep cold food cold. Place cold food in cooler with a cold source such as ice or commercial freezing gels. Use plenty of ice or commercial freezing gels. Cold food should be held at or below 40°F.
Hot food should be kept hot, at or above 140°F. Wrap well and place in an insulated container.
When You Reheat Food
Heat cooked, commercially vacuum-sealed, ready-to-eat foods, such as hams and roasts, to 140°F.
Foods that have been cooked ahead and cooled should be reheated to at least 165°F.
Reheat leftovers thoroughly to at least 165°F. Reheat sauces, soups, and gravies to a boil.
* On Stove Top –– Place food in pan and heat thoroughly. The food should reach at least 165°F on a food thermometer when done.
* In Oven –– Place food in oven set no lower than 325°F. Use a food thermometer to check the internal temperature of the food.
* In Microwave –– Stir, cover, and rotate fully cooked food for even heating. Heat food until it reaches at least 165°F throughout.
When You Keep Food Hot
It is NOT recommended to reheat foods in slow cookers, steam tables or chafing dishes. This equipment is meant to hold hot foods hot. Reheating in these containers may allow foods to stay in the "danger zone" (41 and 140°F) too long. Bacteria multiply rapidly at these temperatures.
Once food is cooked or reheated, it should be held hot, at or above 140°F. Food may be held in oven or on serving line in heated chafing dishes, or on preheated steam tables, warming trays, and/or slow cookers. Always keep hot food hot.
Hot holding for extended periods may reduce the quality of the food.
When You Keep Food Cold
Store in refrigerator set at 40°F. If there is not enough room in the refrigerator, place food in coolers with ice or commercial freezing gels. Always keep cold food cold.
10
Use clean containers and utensils to store and serve food.
When a dish is empty or nearly empty, replace with fresh container of food, removing the previous container.
Keep It Cold
Place cold food in containers on ice. Hold cold foods at or below 40°F.
Food that will be portioned and served on the serving line should be placed in a shallow container. Place this container inside a deep pan filled partially with ice to keep food cold.
Food like chicken salad and desserts in individual serving dishes can also be placed directly on ice, or in a shallow container set in a deep pan filled with ice. Drain off water as ice melts and replace ice frequently.
Keep It Hot
Once food is thoroughly heated on stovetop, oven or in microwave oven, keep food hot by using a heat source. Place food in chafing dishes, preheated steam tables, warming trays, and/or slow cookers.
Check the temperature frequently to be sure food stays at or above 140°F.
11
When You Finish Up
Discard any food left out at room temperature for more than two hours.
Immediately refrigerate or freeze remaining leftovers in shallow containers.
Additional
Information
Your local NDSU Extension Service county office can provide general information on safe food handling practices. For additional information and to ensure that all state regulations or recommendations for food preparation and service are followed, contact your local/district health department or the state health department.
Visit the NDSU Extension Service website: www.ag.ndsu.nodak.edu/food.htm
Contact your local county office of the NDSU Extension Service for more information about food safety and nutrition.
For information about food storage, request "Food Storage Guide" (FN-579). Handouts and food safety posters promoting handwashing and thermometer use are available, too.
Toll-Free Numbers
USDA's Meat and Poultry Hotline 1-800-535-4555 FDA's Outreach and Information Center 1-888-SAFEFOOD
Food Safety Information is also available on the following sites:
Food Safety and Inspection Service www.fsis.usda.gov
Government Food Safety Information www.foodsafety.gov
Food and Drug Administration www.fda.gov
Centers for Disease Control and Prevention www.cdc.gov/foodsafety
Partnership for Food Safety Education (Fight Bac!™) www.fightbac.org
The NDSU Extension Service does not endorse commercial products or companies even though reference may be made to tradenames, trademarks or service names.
NDSU encourages you to use and share this content, but please do so under the conditions of our Creative Commons license. You may copy, distribute, transmit and adapt this work as long as you give full attribution, don't use the work for commercial purposes and share your resulting work similarly. For more information, visit www.ag.ndsu.edu/agcomm/creative-commons.
For more information on this and other topics, see www.ag.ndsu.edu
County commissions, North Dakota State University and U.S. Department of Agriculture cooperating. North Dakota State University does not discriminate on the basis of age, color, gender expression/identity, genetic information, marital status, national origin, physical and mental disability, pregnancy, public assistance status, race, religion, sex, sexual orientation, or status as a U.S. veteran. Direct inquiries to: Vice Provost for Faculty and Equity and Title IX/ADA Coordinator, Old Main 201, 701-231-7708. This publication will be made available in alternative formats for people with disabilities upon request, 701-231-7881. 3M-06-01, 1M-7-04 | <urn:uuid:e14de9dd-b718-42c7-9dad-f006d3fd8102> | CC-MAIN-2019-47 | https://www.ag.ndsu.edu/publications/food-nutrition/cooking-for-groups-a-volunteer2019s-guide-to-food-safety/fn585.pdf | 2019-11-21T13:40:55 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00055.warc.gz | 682,219,022 | 3,862 | eng_Latn | eng_Latn | 0.987673 | eng_Latn | 0.997248 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
127,
1398,
4384,
5143,
6968,
9403,
11915,
12131,
13396,
14897,
16022,
18456
] | [
3.71875
] | 2 | 0 |
With current rainfall deficit of nearly 70 per cent over the State, experts say this year could witness one of the worst northeast monsoons of the century
Sometimes, when people have serious discussions on the monsoons, the northeast comes off as a poor cousin to its more ferocious southwest monsoon. In fact, the northeast monsoon is also known as the 'post-monsoon' season or 'retreating southwest monsoon' as if the northeast monsoon had little character of its own.
However fickle and temperamental it is, the northeast monsoon is the lifeline of Tamil Nadu, which receives an estimated average 48 per cent of its rainfall in the season between October and December. The difference between a good monsoon and a poor monsoon year is the difference in the quality of life, and the livelihood of the people of this State.
Last November, the State, particularly the coastal districts of Chennai and Cuddalore, was battling one of the most devastating monsoons of the century. In less than a week, Chennai will be into the first year anniversary of the December deluge that left a trail of destruction and clear vision of how unprepared the city was to handle floods of that magnitude at any rate.
But, this November, which is normally the wettest month of the year, presents a stark contrast with hardly any rain. The State stares at a bleak northeast monsoon and is struggling with nearly 70 per cent deficient rainfall so far since October 1. That is the nature of the monsoon.
Cool, wet days of the monsoon have become a distant memory for many residents, and interior districts like Vellore are already experiencing 'winter-like' weather with minimum temperature dipping several notches below normal.
Because of the State's reliance on the northeast monsoon rain, which falls between October and December, for its water requirements, Tamil Nadu is often prone to droughts when the 'winter monsoon' fails. While prolonged dry spells are considered 'normal' in the course of the monsoon, the delayed onset and weak weather systems have been a cause of worry. Is 2016 going to be a year of failed monsoon? The impact on the already-dismal storage levels in waterbodies and in agriculture — where farmers have been doubly disappointed with Cauvery water flow too — is likely to be devastating.
80 per cent shortfall
The data of the Meteorological Department indicates that all districts are grappling with deficit rainfall with only a variation in percentage. Cuddalore and Chennai are among the worst-hit districts with an 80 per cent shortfall so far this month. With the department forecasting that there may not be much rain till November-end, as there is no strong weather system to trigger monsoon activity, November is likely to end up as one of the driest months in the past few decades.
S. Balachandran, Director of Area Cyclone Warning Centre, Chennai, said: "We are likely to have largely dry weather for the next four days across the State. Chilly weather will continue to prevail over most parts of the State because of clear skies. The minimum temperature may dip by three or four degree Celsius in the north-western parts of the State for the same reason."
It may be recalled that the MeT department had worked on a monsoon outlook, predicting that the State would receive 90 to 100 per cent of its average rainfall. Some weather models showed that the monsoon may end on a negative note.
Going by the past
Mr. Balachandran said the northeast monsoon is 'complicated', and it is known to bring in an intense spell of rainfall in a short time too. As it happened in 2015, when nearly 30 cms of rain fell on December 1 alone in Chennai, which was a record-breaking event.
The State, thus, is justified in continuing to pin its hope on December, believing the monsoon is likely to revive. However, the question of whether the rainfall will bridge the shortfall remains to be answered.
S.B. Thampi, Deputy Director General of Meteorology, Regional Meteorological Centre, Chennai, said: "We are expecting rains to revive from the first week of December, with the rainfall intensity increase from the second week. Long range forecast is sometimes not reliable as numerical weather models indicate that the monsoon may wind up on negative side. But, we have to wait till the year end to reevaluate the deficiency and to see if December will compensate for the loss so far."
Meteorologists and weather bloggers cite that easterly wave, which are winds from easterly direction that triggers clouding and rainfall, was weak this time. Two depressions that formed in the southwest Bay of Bengal travelled initially towards Tamil Nadu coast and recurved towards Bangladesh, limiting the chances of rainfall.
Elaborating on the monsoon pattern, Mahesh Palawat, chief meteorologist, Skymet Weather Services, a private weather forecasting agency, said: "The sea surface temperature must be 29 degree Celsius or more to develop weather systems. This year, there is a poor chance for Tamil Nadu to end with good rainfall. It may record only less than 50 per cent of its average rainfall. Some southern parts may get good rains," he said.
Going by the current rainfall deficit over the State, this year could be one of the worst northeast monsoons of the century. Y.E.A. Raj, former deputy director general of meteorology, Chennai, recalled that the State saw a severe drought in 1974 when the rains were inadequate by nearly 60 per cent during winter monsoon. Tamil Nadu records an average of 438.2 mm of rainfall during this season.
"This century has witnessed seven poor monsoon years with below 40 per cent rainfall. Unlike the southwest monsoon or summer monsoon, when convective activity too brings evening showers, this season needs easterlies and moisture to come from the Bay of Bengal to induce rains," he said.
At present, there is more northerly wind, which denotes cold, dry wind, blowing over the region.
Normally, three or four weather systems form over the Bay of Bengal in November. There is, so far, no strong system to bring heavy spells this time.
"In 1974 there was a massive drought which even led to no water supply in Egmore railway station to fill in trains. Following it, drought mitigation efforts like desilting waterbodies were taken in large scale and even talks on cloud-seeding operations were taken up. However, the rains of 1975 solved the issue," he recalled.
Chennai experienced one of the worst droughts recently in 2003, when it recorded only 74 cm against the average 140 cm, he added.
Bloggers chime in
Meanwhile, independent weather bloggers claim that Tamil Nadu is headed for one of the monsoons in 150 years, if December rains do not materialise. Chennaiyil Oru Mazhaikalam's K. Srikanth points out that the State has recorded 11 cm against the normal of 33 cm in October and November.
Overall, 1876 holds the record of the worst monsoon performance with lowest cumulative rainfall of 12 cm.
Given the unpredictable and chaotic nature of the this monsoon, December seems to be Tamil Nadu's only hope. | <urn:uuid:6cfe9f2c-2631-4f9b-8909-c4df4f68b15d> | CC-MAIN-2019-47 | http://igea.in/Rainfall%20Deficit%20facts.pdf | 2019-11-21T14:01:09 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00053.warc.gz | 79,180,919 | 1,494 | eng_Latn | eng_Latn | 0.998538 | eng_Latn | 0.998796 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1200,
3414,
5549,
7068
] | [
2.703125
] | 1 | 0 |
What you need to know about Social Networking
By Sorin Suciu, MEd LIS Secondary Counsellor
Having three children of my own, with two of them now being young adults, I always wanted to keep up with their cyberspace social interaction. After reading numerous articles on the social interaction of young people via the internet I decided to make my findings available to other parents and adults interested in becoming more familiar with the nature and the fundamentals of Social Networking. In other words, with more clarity, the goal of this article is twofold: one, without demonizing the social networks, to make the parents and the students aware of its dangers when used inappropriately and second, to provide some basic information on how to safely surf the cyber-space.
What is Social Networking?
Social networking is a way of connecting people in the virtual world. It exploded in recent years being used mainly for connecting people in both a personal and professional contexts. Across the world there are now a large number of public and private online social networks, with the best-known including Facebook and Twitter. Facebook is one of the largest sites, with over 300 million registered users.
Usually free to join and open to young people and adults (Facebook has a minimum age limit of 13 for registered users) social networking sites allow registered members to set up personal profiles and then communicate with friends, and, if they choose, with other unknown individuals who share their personal interests. A user will have their own home page, with personal details (age, location, marital status, for example) alongside a picture and other information about themselves - the music they like, their favourite movie, the football team they support, etc. They can then utilise their membership to send messages to friends, download games and applications, share photos and music downloads, and chat in real-time.
Users can also join groups, publicise events and invite other users to attend, or start their own blogs. In the case of Facebook and Twitter, they can also provide frequent status updates, broadcasting to those in their networks what they're up to and especially how they're feeling at certain moments in time. Perhaps most importantly, members create a listing of friends which allows them to communicate online and gives mutual access to more private content (such as photos!).
Why Parents should be concerned?
Privacy
Privacy is always a concern for any communication exchange carried out online and children/teenagers often do not understand the risks involved in giving out too much personal information on the Internet (address, date of birth, personal photos etc.). This is of particular worry when such information is made available to individuals who the child/teenager does not know personally; they may argue that someone is an online 'friend' but to all intents and purposes that person is basically a stranger.
To many young people the online world isn't the same as the real world and they can often behave in a way they would never do face to face, and say things they would never say, leaving them much more vulnerable in an online environment. As mentioned above, they
may also be less protective of personal details such as their mobile phone number or address, which could have undesirable implications or consequences for them.
Parents, teenagers and young adults need to be very wary of broadcasting events such as birthday parties or "the weekend mum and dad are away" to their online friends. In the US there have been several news headlines involving children who have posted details of house parties on social networking sites and found their event invaded by hundreds of unknown people, ending in chaos and police involvement.
To read more on the topic of internet privacy go to:
http://blog.sgrouples.com/top-5-online-privacy-myths-about-social-media-debunked/
Cyber-bullying
Unfortunately some users can harness social networking sites to carry out cyberbullying where malicious comments are posted online about an individual and/or that user receives abusive messages or other content. In the American secondary schools this seems to be the most frequent type of bullying resulting in fights, personal socio-emotional distress, severe depression and sometimes acts of suicide.
Some tech-savvy users may even be able to hack into another user's account to harass them so it's important that parents and teenagers are aware of these dangers and understand they must be reported as soon as possible.
As social networking allows people to take on a different online persona, this can encourage individuals who wouldn't be a bully in the real world to take part in unpleasant activities because their real identity can be covered up.
Cyberbullying in the News:
http://topics.nytimes.com/top/reference/timestopics/subjects/c/cyberbullying/index.html
Cyberstalking
Another risk is that of cyber-stalking, or harassment on the Internet. Recent investigations on the frequency of this type of internet activity, warns that this unpleasant practise is set to continue to increase in the US and the UK, with most victims being female. Cyber-stalking via social networking sites usually falls into three categories:
- Ex-boyfriend/girlfriend pursues the victim because they are angry about a relationship break-up;
- A relationship has been initiated online and personal information has been exchanged but that relationship has now gone bad and those personal details become vulnerable;
- Someone is the random victim of a cyber-stalker and their pursuer just gets a kick out of it.
The link below shows a typical example of a cyberstalker:
http://abcnews.go.com/Technology/12-year-sentenced-washington-cyberstalkingcase/story?id=14072315
2
Age-inappropriate content
The Internet provides access to all kinds of content at the click of a mouse - but not all of that content is suitable for children and young people to see. While you may have the appropriate parental controls set up on your computer your child may still be able to access inappropriate material if someone in their social networking circle makes it available to them.
Often young adults will ask parents for a cell phone with data plan. They can access this way any websites they want, including pornography, without parental knowledge.
For example, there is this cool smart phone app Snapchat, which allows people to send pictures and videos that only last a few seconds before disappearing. Because of the picture/video disappearing feature, teenagers may be inclined to use it for sexting, figuring that it's no problem if they take sexy pictures or videos, because they won't last.
To read more about this topic go to: http://techday.com/netguide/news/the-dangers-ofsnapchat/166511/
Online grooming
The most distressing threat to a young person's safety on social networking sites is that of online grooming. Sadly the opportunity for anonymity that the Internet offers means that paedophiles use social networks and chat rooms to befriend children and teenagers. Their scope is to gain their trust online with plans for eventually making actual physical contact with that child.
They use highly deceptive means (pretending they are the same age as the child they are communicating with) and they will eventually find out information about that child where they hang out, which school they attend etc. Once a predator has gained the trust of a child they turn from 'buddy to bully', exposing them to inappropriate sexual imagery and content, and manipulating them into doing what they want.
This is a recent case of online grooming. Please see link below: http://www.mirror.co.uk/news/uk-news/fake-justin-bieber-robert-hunter-2277377
Identity theft
Identity theft isn't limited to adults and now that more and more children and young people are using the Internet regularly they are becoming more vulnerable to this very serious crime. The naive posting of personal details on your child's social networking profile leaves them open to online identity theft so it's absolutely vital your child never gives out personal details in any online context, including their address, phone numbers, email, and, if they are older, any bank or credit card information.
You can read more about the worldwide spreading of Identity Theft here: http://www.couriermail.com.au/news/queensland/social-media-enables-cyber-criminals-tobuild-profiles-for-identity-theft/story-fnihsrf2-1226723950119
Emotional implications
In addition to the above it's worth considering how your child may be impacted emotionally by frequent usage of social networking sites. Recent articles have warned that
3
sites like Facebook can have a negative effect on children who are less confident and selfconfident, as they can equate their happiness and success as individuals with how many friends they have on Facebook. Even if a child isn't being bullied as such, they can experience self-esteem issues if their online network isn't as big as their friends, or they have been excluded from a certain online group.
There are also concerns that young people are substituting their online relationships for physical ones, by spending more time in front of the computer than they do in the real world. And by not having to work at friendships, ironing out problems together when they arise - as is the case in the real world (on social networking sites you simply delete someone from your list of friends) - there is a worry that young people are losing their empathy and not developing the social and emotional skills necessary they'll need as adults.
A recent article published on the American Psychological Association website brings to light the harmful effects of social networking on the teenagers' emotional and social wellbeing: http://www.apa.org/news/press/releases/2011/08/social-kids.aspx
How do I Protect my child on social networking sites?
It would be logical to pull the plug on the home computer and to cancel the data plan after reading the above list of potential threats to your children while using social networking sites. And yet it's important to consider how online communication in one form or another is shaping our children's future. Studies suggest that the internet activity of young people will increase significantly during the next decade becoming an integral part of their daily life.
We also have to remember that most children and young people will have a positive, enjoyable experience when they access their social networking site. However it is essential to supervise your child's activity to an appropriate extent, without your child feeling you are trying to spy on them. Obviously much will depend on your child's age and it becomes trickier to supervise your child once they reach their teens.
By setting some ground rules on home internet usage and showing some interest and understanding of your child's online activities you'll be helping to ensure their online experiences are as safe and happy as possible. There is no reason why parents should not have a Facebook account and be able to "befriend" their own children online. This is not just recommended but also evidence of responsible parenting. Ultimately, the question still remains: "Who pays the bill?"
General tips for parents
1. Take a look at or sign up for some of the social networking sites to get a feel for what they're all about. It's important that parents don't feel left behind by new technologies, or intimidated by them because they think they're not aimed at an older user. Parents will feel much more comfortable about their children using social networking sites if they understand some of the terminology and how it works.
2. Take a good look at the privacy information or safety tips provided on the social networking sites themselves. This will provide a clear idea about how each site would help if the child was the victim of online bullying, for example, or what measures they have taken to protect the child's privacy.
3. Engage with your children about their experiences on the Internet, without making it seem like you're snooping on them. Have honest and open discussions on the content of this article. Show interest in their online activities so they feel comfortable about sharing experiences with you. This way your child will not feel worried about speaking to you should any issue or problem arise, such as online bullying or being sent inappropriate content.
4. Try to set limits together with your children on Internet usage at home. Explain why it's not a good idea for children to spend inordinate amounts of time in front of a screen, be it TV, games console or computer. Make sure you explain once more the need of house rules on how the Internet is to be used at home.
5. Help your child to feel confident about their place in the online community. Make sure that, just as in the real world, it's important they never follow the herd if they're uncomfortable about doing something. Peer pressure can make children publish information they may not wish to broadcast, such as the location and date of a forthcoming birthday party. And just because another person is happy to make provocative statements about themselves online, or portray themselves in a risqué manner, it's important your child realises they don't have to follow suit.
Tips for staying safe on social networking sites
1. Ensure your child is the minimum age required to join a social networking site.
2. Aside from standard software tools and parental controls you may already have to filter out inappropriate emails and websites from your computer, you may like to consider installing a tool that allows you to monitor your child's online activity, limit the amount of time they spend online and even block their ability to send out personal information.
3. Never give out personal details such as addresses or mobile phone numbers on social networking sites. It's also best if your child doesn't use their real name on their profile. 4. Be very wary of accepting friends who you do not know personally.
5. Try to use a 'disposable' email address for registering with social networking sites and avoid using your real name for the address. Hotmail or Yahoo provide free email addresses.
6. Use 'strong' passwords and ensure your child never discloses their password to anyone, even a close friend.
7. Be very selective about uploading images, status updates and messages, even among trusted friends. Once circulated online, images can be shared widely and can be extremely difficult to block or remove.
8. Your child should never agree to meet a stranger they've been communicating with online.
9. Make sure your child is aware of the safety functions they can employ when using social networking sites. Many of these will have a 'block' function to stop unwanted contact with another user.
10. Your child should always tell you if they come across anything they find upsetting or offensive while using social networking sites. Equally if they or you suspect your child may be the victim of any form of online harassment or grooming, you need to seek help immediately. Inform the local authorities!
11. If your child is the victim of any form of harassment or abuse, ensure you keep a record of all communication to pass over to the relevant bodies. | <urn:uuid:14ded29d-8de5-4e99-a323-06ae784afca3> | CC-MAIN-2019-47 | https://www.lis.school/fileadmin/user_upload/PDF/Counselling_Articles/1406_A_Short_Guide_for_the_LIS_Parents_on_Social_Networking.pdf | 2019-11-21T13:09:50 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00056.warc.gz | 874,444,358 | 2,988 | eng_Latn | eng_Latn | 0.998845 | eng_Latn | 0.998909 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3227,
5815,
8734,
12076,
15394
] | [
2.1875
] | 1 | 0 |
Assemblies – Role Models – myfishbites.com
Intro
What is a role model? You've probably heard people use this phrase. Maybe you've hard of other phrases like 'self-fulfilling prophecy' and 'unintended consequences'?
There was a guy called Robert Merton and he was a sociologist which is someone who studies human societies. He actually invented the phrase 'role model' and the other phrases we just heard. It first appeared when Merton studied some medical students and found that individuals compare themselves with reference groups of people who occupy the social role to which the individual aspires. So for example, a role model of medical students may be a doctor who they want to be like. The term has passed into general use to mean any "person who serves as an example, whose behaviour is emulated by others".
Game
There is a game that can be played where you take 5 coins (3 silver, 2 gold).
They are lined up next to each other in this sequence:
Silver - Gold - Silver - Gold – Silver
The Riddle - get the 2 gold coins aligned next to each and the 3 silver coins aligned to each other in 3 moves. On each move, you have to move 2 coins next to each other together.
Click for a YouTube video on this 5 coin puzzle
Do It Yourself
You can either buy some chocolate money if you want to do this 'live' - or we've also designed some large coins for you to cut out, and some smaller ones. Get some good students up front and challenge them - hopefully they won't know how to do it too easily. If they do, get someone else up anyway!!
Download the game and solution as a PDF file..
Role Models Survey
According to a Children's Society survey published a few years ago, four out of five children 'don't have good role models'.
Four out of five adults believe that children do not have good role models in their lives nowadays, according to a survey released today by The Children's Society's National Mentoring Initiative. The survey, conducted by Opinium Research, found that only 20% of respondents, aged over 18, believe that children have appropriate adults to look up to and learn from.
The research showed that while many children used to look up to their fathers, most adults today believe that this is no longer the case. Twenty eight per cent of adults said their father was their most important influence when they were growing up, whilst only 14% think that children feel the same way now. By comparison the status of mothers as role models seems to have held up better than fathers. Some 32% of adults said that when they were children they most looked up to their mother, and that proportion has remained fairly stable, at 30% now.
The National Mentoring Initiative poll also found that grandparents are less highly regarded now as role models than in the past. Some 9% of adults said they looked up to grandparents most when growing up. Only 5% of adults believe children do that now. Predictably, perhaps, the over 55s were the most convinced that grandparents still have the admiration of the younger generation.
Among younger people, pop stars and football players rated as good role models. Football players rated as good role models for adults too. Surprisingly, over one in ten adults (12%) saw Homer Simpson as a positive role model!
The research also found that only 23% of people do voluntary work or actions for the good of society once a month or more. Forty four per cent never volunteer, whilst just 14% volunteer every week or more often.
Movie Clip
'Freedom Writers' - Chapter 12 - 'Heroes'.
Timing: 1:19:09 - 1:25:22 (picture of Mrs Gruwell by board - scene cutting from school)
Alternative shorter timing - 1:21:41 - 1:25:22 (graffiti of 'Miep Gies' on wall - scene cutting from school)
Alternatively, use a clip from Patch Adams on him being a role model to the patients - (goes with the medical theme of the origination of 'role models'. Sorry don't have DVD but will post chapter links as soon as I do).
Point - includes personal stories.
Many of us have been let down by our friends and families. Some of us have had hard things happen from friends and family. I remember a 2 week period where everyone I knew let me down - they cancelled on me, walked away from me because of having a girlfriend suddenly, didn't turn up and even stabbed me in the back. It was a very hard 2 weeks and I actually wrote a song because of it. It felt like it was just me and God. Yet it made me realise I couldn't trust just in human role models.
Role Models of mine - (or use story of Joseph / add own)
Other role models are some friends of mine. Even when their three children were very young it never stopped them travelling and doing things across the globe. A few years back, we took a group of young people to work in Lithuania. They were there with young daughter and a baby son, yet it never stopped them loving the young people, having fun and enjoying life. They have worked with AIDS and HIV orphans, worked as community workers and now work with a church in Uganda. Incredible difference just loving and serving people, while never neglecting their family.
Joseph (don't reveal name til the end)
There was a guy who was in a great family. His dad loved him and bought him great gifts. Unfortunately, his brother's got jealous. They stole his goods and threw him down a well to die. Then they changed their minds and sold him into slavery - a victim of human trafficking. They even told their dad he'd been killed. The dad was absolutely gutted. He was sold to a rich owner in the Middle East and worked hard, despite what had been done to him. So much that he actually became the head of the household while the master was away. Pretty soon, the master's wife who was lonely and bored was attracted to him. She tried to get him into bed, but he refused, not wanting to do something wrong. But instead of getting a reward, she accused him of rape. Having no defence as a servant, he ended up in a grimey prison. In this dark, smelly, rotting place full of human waste, he even had a good attitude here and worked his way up to being in charge of prisoners.
One day something weird happened and someone in prison with him had a dream. The guy actually understood this dream and told his fellow prisoner. As a result, the one who had the dream was even released. He promised he'd tell the King of the land how this guy had helped him, but he forgot him. For years longer, he languished in prison for a crime he hadn't committed. It seemed like the whole world was against him. But one day, the King had a dream that really freaked him out. Suddenly, the prisoner who'd been released years earlier remembered about the guy in prison who could interpret dreams. He told the King. The guy was brought out of prison into light, interpreted the dream and in one day became the Prime Minister of Egypt, got married and was used to save both Egypt and the nation of Israel from famine. He was even reunited with his brothers who he forgave completely, and his long last dad who wept tears to see him. He told his brothers, 'what you meant for harm, God intended for good'.
This guy, called Joseph is my role model. Someone who kept a good attitude and brought good out of evil. You can read about it in the Bible in the book of Genesis.
Conclude
Many of us have other role models who we look up to. But the message of this assembly is that while it's good to have role models, these often change as celebrities fade away and as we change and grow up. In a world that keeps changing, Christians believe that God is unchanging. Christians believe only He is the perfect father and the perfect role model. | <urn:uuid:7b592bc7-a1d7-49e9-a003-61d3eb16d1dc> | CC-MAIN-2019-47 | https://www.myfishbites.com/pdfs/assemblies/assemblies-rolemodels.pdf | 2019-11-21T15:25:31 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00052.warc.gz | 880,854,511 | 1,676 | eng_Latn | eng_Latn | 0.9994 | eng_Latn | 0.999512 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1741,
3741,
6115,
7656
] | [
2.109375
] | 1 | 0 |
Leak Detection Common Household Water Leaks
The Cost of Water Leaks
Water is a precious resource. Doing everything in our power to prevent water waste helps conserve this vital resource while saving money. Two common sources of water waste are leaks and the over-watering of lawns and gardens.
Leaking Toilets
High volume water leaks often come from toilets. They are hard to detect and are usually caused by worn or misaligned parts. A toilet that continues to run after flushing could be wasting 20-40 litres of water per hour — that's 175,000 to 350,000 litres per year, enough water to fill a swimming pool and, if unattended, could cost up to $726 per year.
Finding a Toilet Leak
To check for a toilet leak, use a CRD dye tablet or food colouring. Carefully remove the toilet tank lid. Place a CRD dye tablet or some food colouring in the tank. Wait about 15 minutes without flushing. After 15 minutes check the water in your toilet bowl. If the water is coloured, you have a leak. Toilet repairs may require the assistance of a plumber. For a free CRD dye tablet and Indoor Guide to Household Water Efficiency call 250.474.9684.
Water Saving Toilets
For additional water and dollar savings replace your water guzzling toilet(s) with a 4.8 litre or high efficiency (HET) model. An average household can save up to 30,000 litres of water a year which could equate up to $62 per year.
Faucets & Showerheads
Leaking faucets and showerheads are also big water wasters and worn washers or seats are the most likely cause of leaks in these fixtures. Repairing leaky faucets is usually a straightforward and inexpensive job, and well worthwhile because a little drip can waste significant water and money.
Leaking Faucets & an Intermittent Drip
An intermittent drip from your faucet or showerhead can waste more than 35,000 litres of water or (35 cubic meters) a year, costing up to $72. This amount of wasted water would fill a bathtub 184 times! The costs can add up quickly!
A leaking service line or pipe in your home can add up to serious waste. A small hole in a pipe (1.5mm) wastes 280,000 litres of water in a three-month period. Continual leaking from this size hole could cost you about $580 in that three month time period. This is enough water to do about 900 loads of laundry! If leaks are suspected, contact a plumber to assist you.
Remember if dripping water is hot water your energy dollars are also going down the drain!
Water System Leaks
Whether you use an in-ground irrigation system or a single oscillating head sprinkler, check carefully for leaks. The average garden hose delivers 27 litres of water a minute, so a split in the hose or a poor coupling could be wasting large amounts of water. Make sure the outdoor faucet is turned off after each use, even small drips can add up to big waste. Use garden water as wisely as possible. Consider micro/drip irrigation, and use a watering can whenever possible. Ensure that your hose is equipped with a shut-off nozzle. Attend a free CRD homeowner irrigation workshop. Visit www.crd.bc.ca/workshops to learn more. A leak in your in-ground irrigation system is less noticeable than one in a hose, and can waste even greater amounts of water. If you think your in-ground system may have a leak, check for wet patches in your lawn that do not dry. Contact your irrigation contractor for a system check-up.
Avoid Over-Watering
In-ground irrigation systems are convenient and if properly installed and maintained can provide efficient lawn irrigation. Sprinkler systems can use a lot of water. Most spray or rotor sprinkler heads use between 7 and 11 litres of water per minute, per head. These systems should operate for a maximum of 10 minutes - twice a week - on designated lawn watering days.
A single oscillating head sprinkler uses 27 litres a minute. Watering your lawn for an hour uses about the same amount of water as five dishwasher loads. If you run your sprinkler for five hours a week the cost is about $72 per month.
Calculations based on the CRD Juan de Fuca Water Distribution Services 2018 retail rate of $2.07 per m 3 .
Be A Leak Detective
The best way to check for overall leaks is to use your water meter. Follow these simple steps to determine if you have a leak.
1. Shut off all your water-using appliances and fixtures on the property. These include all water taps inside and outside the house, showers, sinks, washing machines, and any appliances that use water, e.g. fridge.
3. If you have a leak, you will need to play detective to find the source. The most likely culprits are toilets, faucets, showerheads, service lines and sprinkler systems. If you are unable to determine the source of the leak, you may need to contact a plumber.
2. Locate your water meter. If there appears to be a leak in your meter box contact CRD Water Services at 250.474.9600 or your municipal water department.
4. You must contact your municipal water office to advise them of the leak. Typically you have no more than 30 days from your last invoice date to detect, repair and submit a leak application to the office. Please contact your local muncipal office for information.
5. For more information, visit www.crd.bc.ca/water
Capital Regional District
625 Fisgard Street, Victoria, BC V8W 2S6
www.crd.bc.ca/water | <urn:uuid:12e6dd35-0092-4c66-b32d-f02e2e051b4d> | CC-MAIN-2019-47 | https://www.crd.bc.ca/docs/default-source/water-conservation-pdf/leakdetection_2018_final.pdf?sfvrsn=8f01cca_2 | 2019-11-21T14:08:33 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00053.warc.gz | 753,390,048 | 1,191 | eng_Latn | eng_Latn | 0.99854 | eng_Latn | 0.998656 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
43,
1713,
4120,
5310
] | [
3.125
] | 1 | 0 |
What Third Graders are Learning in Writing
(Based on the Grade Expectations for Vermont Framework of Standards and Learning Opportunities
)
THE WRITING PROCESS
We are learning to:
Pre-write: brainstorm/discuss, diagrams, mapping.
Draft: Use the hand paragraph or painted essay.
Revise: Teacher corrects spelling and mechanics.
Edit/Critique: Teacher conferences with student to make suggestions.
Publish: Rewrite for a presentation to the class, on a bulletin board, or at writer's evenings.
WRITING CONVENTIONS
We are learning to:
* Write contractions with and apostrophe and common abbreviations with a period
* Use capital letters for the beginning of sentences and names
* Use end punctuation correctly in simple sentences (period, question mark, exclamation point)
* Recognize indentations for new paragraphs
* Write a variety of complete simple sentences
SPELLING
We are learning to:
* Correctly spell grade appropriate, high-frequency words
* Identify words that might be misspelled
* Use word patterns to correct spelling
* Correctly spell common homophones
WRITING IN RESPONSE TO LITERATURE
We are learning to:
* Connect what has been read to prior knowledge and other texts
* Set context using author, title, and one reference to what text is about
* State a focus when responding to a given question
* Make inferences about content, events, characters, or setting
* Use prior knowledge, details and references to text to support focus
* Organize ideas using basic transition words
* Have a concluding statement or sentence
REPORT WRITING
We are learning to:
* Use basic transition words
* Group ideas into a beginning, middle and end
*
* Include details or information relating to the topic and focus
Establish a topic and state a focus
* Include details for appropriate depth of information (naming, describing)
NARRATIVE WRITING
We are learning to:
* Use details in our writing
* Create a clear, understandable story line with a beginning, middle, and an end
* Identify characters
PROCEDURE WRITING
We are learning to:
* Use numbering or words to arrange the steps in a logical manner
* Provide a purpose for the procedure with clear directions
* Use relevant vocabulary
* Provide a concluding statement
* Provide a list of materials to be used
EXPRESSIVE WRITING
We are learning to:
* Use details to establish a purpose
* Make connections between personal experience and ideas
* Establish a focus when responding to a given question or idea
* Exhibit techniques for reflecting on thoughts or feelings
* Show evidence of individual voice
*
Uses poetry as a means for visual imagery and expression | <urn:uuid:71e14a65-3fd7-4511-a1fb-b2e44af6a93e> | CC-MAIN-2019-47 | https://www.chelseaschoolvt.org/wp-content/uploads/2014/07/what-third-graders-are-learning-in-writing.pdf | 2019-11-21T14:08:58 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00064.warc.gz | 725,170,587 | 555 | eng_Latn | eng_Latn | 0.97915 | eng_Latn | 0.98467 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1768,
2640
] | [
4.28125
] | 1 | 0 |
GCE Examinations
Statistics Module S2
Advanced Subsidiary / Advanced Level
Paper C
Time: 1 hour 30 minutes
Instructions and Information
Candidates may use any calculator except those with a facility for symbolic algebra and / or calculus.
Full marks may be obtained for answers to ALL questions.
Mathematical and statistical formulae and tables are available.
This paper has 7 questions.
Advice to Candidates
You must show sufficient working to make your methods clear to an examiner. Answers without working will gain no credit.
Written by Shaun Armstrong & Chris Huffer
Solomon Press
These sheets may be copied for use solely by the purchaser's institute.
PMT
1. (a) Explain briefly what you understand by the terms
(i) population,
(ii) sample.
(2 marks)
(b) Giving a reason for each of your answers, state whether you would use a census or a sample survey to investigate
(i) the dietary requirements of people attending a 4-day residential course,
(ii) the lifetime of a particular type of battery.
(4 marks)
2. The manager of a supermarket receives an average of 6 complaints per day from customers.
Find the probability that on one day she receives
(a) 3 complaints,
(3 marks)
(b) 10 or more complaints.
(2 marks)
The supermarket is open on six days each week.
(c) Find the probability that the manager receives 10 or more complaints on no more than one day in a week.
(4 marks)
3. The sales staff at an insurance company make house calls to prospective clients. Past records show that 30% of the people visited will take out a new policy with the company.
On a particular day, one salesperson visits 8 people. Find the probability that, of these,
(a) exactly 2 take out new policies,
(3 marks)
(b) more than 4 take out new policies.
(2 marks)
The company awards a bonus to any salesperson who sells more than 50 policies in a month.
(c) Using a suitable approximation, find the probability that a salesperson gets a bonus in a month in which he visits 150 prospective clients.
(5 marks)
PMT
4. A rugby player scores an average of 0.4 tries per match in which he plays.
(a) Find the probability that he scores 2 or more tries in a match. (5 marks)
The team's coach moves the player to a different position in the team believing he will then score more frequently. In the next five matches he scores 6 tries.
(b) Stating your hypotheses clearly, test at the 5% level of significance whether or not there is evidence of an increase in the number of tries the player scores per match as a result of playing in a different position.
(5 marks)
5. The continuous random variable X has the following cumulative distribution function:
(a) Find P(X
(b) Find and specify fully the probability density function f(x) of X. (4 marks)
(c) Show that the mode of X is 2.
(6 marks)
(d) State, with a reason, whether the median of X is higher or lower than the mode of X.
(1 mark)
Turn over
PMT
6. A shop receives weekly deliveries of 120 eggs from a local farm. The proportion of eggs received from the farm that are broken is 0.008
(a) Explain why it is reasonable to use the binomial distribution to model the number of eggs that are broken in each delivery.
(3 marks)
(b) Use the binomial distribution to calculate the probability that at most one egg in a delivery will be broken.
(4 marks)
(c) State the conditions under which the binomial distribution can be approximated by the
Poisson distribution.
(1 mark)
(d) Using the Poisson approximation to the binomial, find the probability that at most one egg in a delivery will be broken. Comment on your answer.
(5 marks)
7. The random variable X follows a continuous uniform distribution over the interval [2, 11].
(a) Write down the mean of X.
(1 mark)
(c)
Find P(
|
X
−
5
|
< 2).
(2 marks)
The random variable Y follows a continuous uniform distribution over the interval [a, b].
(d) Show by integration that
(e) Hence, prove that
Var(
Y
) =
2
12
1
(
b
−
a
)
.
You may assume that E(Y ) = 2 1 (a + b).
(4 marks)
PMT | <urn:uuid:ad5d5bbe-96fa-4ef4-9ab2-1691e7e63307> | CC-MAIN-2019-47 | http://pmt.physicsandmathstutor.com/download/Maths/A-level/S2/Papers-Solomon/for-Edexcel/Solomon%20C%20QP%20-%20S2%20Edexcel.pdf | 2019-11-21T14:22:16 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00064.warc.gz | 123,310,250 | 952 | eng_Latn | eng_Latn | 0.98975 | eng_Latn | 0.994543 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
677,
2039,
2936,
4051
] | [
2.65625
] | 7 | 1 |
Younger children tend to make more informed decisions
19 July 2018
Credit: CC0 Public Domain
A new study from the University of Waterloo has found that in some ways, the older you get the worse your decision making becomes.
The study established that younger children seem to make slightly better decisions than older children. The older children get, the more they tend to ignore some of the information available to them when making judgements, which though efficient can also lead to mistakes.
"It is good for us to know that kids at different ages don't necessarily treat all information similarly when we set out to teach them new things," said Stephanie Denison, an associate professor in the Department of Psychology, who co-authored the study with Ph.D. student Samantha Gualtieri. "Children maybe aren't taking all the information we are giving them at face value. They may be thinking about it in their own way and using the data in the way they think makes the most sense, which is important for parents and teachers to understand," says Gualtieri.
"Our research shows that children around four- years-old are starting to use these shortcuts, but by six-years of age they're using them at levels as high as adults."
In two experiments, 288 children were assessed to determine whether they used numerical, social, or both types of information when making judgments. Ninety-five per cent of the six-year-olds depended on only the social information to make a judgement compared to 70 per cent of five-year-olds and 45 per cent of four-year-olds. The younger children were more likely to take both pieces of information into account.
The researchers do not deem older children's overuse of social as negative, it simply shows how children weigh information when making decisions. Adults also tend to not use all the information at their disposal when making judgments, possibly because it is time-consuming and requires lots of mental energy.
"So, while using these shortcuts is actually very efficient, we need to be aware that they can introduce errors," said Denison. "Therefore, sometimes we should be thinking harder and taking the time to put together all of the information.
"How much time you spend on processing information might depend on the importance of the judgement or the decision you're making. So, thinking about where you want to spend the time is really important."
The study, The development of the representativeness heuristic in young children, was published recently in the Journal of Experimental Child Psychology.
More information: Samantha Gualtieri et al, The development of the representativeness heuristic in young children, Journal of Experimental Child Psychology (2018). DOI: 10.1016/j.jecp.2018.05.006
1 / 2
Powered by TCPDF (www.tcpdf.org)
Provided by University of Waterloo
APA citation: Younger children tend to make more informed decisions (2018, July 19) retrieved 21 November 2019 from https://medicalxpress.com/news/2018-07-younger-children-tend-decisions.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | <urn:uuid:a09b1293-8da2-4f12-91b7-6627bc59995c> | CC-MAIN-2019-47 | https://medicalxpress.com/pdf451186086.pdf | 2019-11-21T13:28:28 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00065.warc.gz | 490,801,992 | 663 | eng_Latn | eng_Latn | 0.991553 | eng_Latn | 0.997798 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2762,
3259
] | [
2.46875
] | 1 | 0 |
Boonsboro Elementary 3rd Grade News
Week of September 7—11, 2015
LANGUAGE ARTS and READING
Science:
SOLs: 3.1, 3.4, 3.5
MATH SOL: 3.1
The students will not have a spelling list this week because of the four day week. Check over lasts week's test in folder. Many students are having trouble sorting by the feature.
The students continue to work daily on a passage in their notebook to explore the many ways to look at and learn from written text. This week we are looking at a thank you letter.
For reading this week , we will be reading about an assigned holiday and sharing our findings with the class to better understand our national holidays.
We will also do a scored writing assessment about our favorite holiday and why.
The students have a new reading log in their AR folder. I will evaluate their reading from the last two weeks and give you a scored report in the Wednesday folder. Remind your child to take the AR test after completing the book.
Mrs. White
We are finishing SOL 3.1 this week. The test for this SOL will be next Monday. This week we are focusing on the rounding portion of SOL 3.1. Students will be rounding to the nearest ten, hundred and thousand in numbers up to 9,999.
IXL homework continues, and students should be writing in their log each night. They should keep track of the assignments the do on the page that will be turned in bi-monthly. They keep track of their 100% completes on the stapled page. If you have questions, feel free to call me.
**Mrs. Cope**
SOL 3.7
We are finishing our study of SOIL this week. We will have a quiz on Friday that will cover the 4 parts of soil, the layers of soil, the importance of soil and soil as a natural resource.
**Mrs. Cope**
Social Studies SOL 3.11
The students will be reading about National Holidays and sharing their knowledge with the other students in the classroom. They will be able to tell when they are celebrated and the reason for the holiday.
Mrs. White
Corrections can be made on any papers in the Wednesday Folder that your child feels could use a grade improvement. Any and all corrected assignments should be returned within a week.
If an assignment says, "Correct and Return," it is expected that the student do those corrections and return them to school.
Please contact us an ytime at our email:
September 9, 2015
Upcoming Events:
September 17—Back to School Night
September 18—Fundraiser Kick Off Assembly.
September 24—Picture Day
Make sure you are looking over your child's agenda in the Binder nightly. Be sure assignments are completed and check for any notes from the teacher. Don't hesitate to write notes back to the teacher in the agenda with questions or concerns.
firstname.lastname@example.org email@example.com | <urn:uuid:d6870bd9-a45b-49d5-a1ae-82e59cc170fc> | CC-MAIN-2019-47 | http://bedfordbnes.sharpschool.net/UserFiles/Servers/Server_1060124/File/Cope/Newsletters/3rd%20Grade%20Week%20of%209-7-15%20to%209-11-15.pdf | 2019-11-21T13:20:14 | crawl-data/CC-MAIN-2019-47/segments/1573496670821.55/warc/CC-MAIN-20191121125509-20191121153509-00067.warc.gz | 25,322,628 | 633 | eng_Latn | eng_Latn | 0.999413 | eng_Latn | 0.999413 | [
"eng_Latn"
] | false | docling | [
2755
] | [
2.34375
] | 2 | 0 |
Chapter 15
PRODUCTION COSTS
Microeconomics in Context (Goodwin, et al.), 4 th Edition
Chapter Overview
Chapter 15 begins by exploring the nature of different kinds of production costs. A numerical and graphical example is presented concerning how production levels, and production costs, change as the use of a variable input is increased. You will learn about total product curves, total cost curves, marginal cost curves, and the long-run average cost curve.
After reading and reviewing this chapter, you should be able to:
1. Understand the economist's notion of production.
2. Define the difference between economic and accounting costs.
3. Distinguish between private and external costs.
4. Understand an economic production function.
5. Describe the relationship between patterns of returns and patterns of (total and marginal) production costs.
6. Discuss economies of scale
Key Term Review
triple bottom line
inputs
outputs
marginal analysis
variable costs
fixed costs (sunk costs)
accounting costs
economic costs
production function
fixed input
variable input
short run
limiting factor
long run
total product curve
marginal product
diminishing marginal returns
constant marginal returns
increasing marginal returns
total cost
total cost curve
increasing marginal costs
constant marginal costs
decreasing marginal costs
average cost (average total cost)
long-run average cost
economies of scale
constant returns to scale
diseconomies of scale
minimum efficient scale
maximum efficient scale
input substitution
Active Review
Fill in the Blank
1. Costs of production that are not borne by persons or entities directly involved in the production are known as _________________________ costs.
2. Annika opens a riding stable. She factors in the cost of buying horses, buying riding tackle, and renting space. However, she does not consider the opportunity cost of her time. Annika is considering only the _________________________ costs of her project.
3. A cost that can be easily adjusted is known as a(n) ________________________ cost.
4. An equation or graph that shows the relationship between types or quantities of inputs and quantity of the output is known as a(n) _________________________.
5. In the short run, a factor that creates a constraint to increasing production is known as a(n) _________________________ factor.
6. When we consider a time scale long enough to allow fixed inputs to become variable, it becomes relevant to consider the long run _________________________ cost of production.
7. Applying fertilizer to a crop of beans is associated with diminishing marginal returns. From this fact, we can deduce that applying fertilizer to beans has _________________________ marginal costs.
8. When a company's long-run average cost increases with increasing output, that company is experiencing _________________________ of scale.
9. A lawn service decides to get rid of its leaf blowing machines and increase its number of workers, who will gather and move leaves using regular, nonautomated rakes. This decision is an example of input _________________________.
True or False
10. The harmful effects of the pesticide DDT on human health can be considered an external cost.
11. The costs of fixed inputs can only be adjusted in the long run.
12. The social costs of production include opportunity costs, accounting costs, and external costs.
13. A process exhibits economies of scale when long run average cost increases with increasing output capacity.
14. A paper mill pollutes a local river by discharging waste containing chlorine and other toxic chemicals. The cost of treating diseases that result from this pollution would be considered an accounting cost of production.
15. A company signs a contract for five years, under which it will pay the same amount every month for property insurance. This cost, which is independent of the level of production in any given month, is referred to as a variable cost.
16. In the long run, all inputs are variable.
Short Answer
17. Suggest a situation in which the economic costs of a project would be lower than the accounting costs.
18. Which is a better guide in making decisions about what projects to undertake: accounting cost or economic cost?
19. The relationship between hours spent studying (input) and knowledge of economics (output) is positive. However, once you have done 20 hours of studying, an additional hour does not add as much to your knowledge as the first hour did. When you graph the relationship between studying and knowledge, is the resulting line straight or curved? Why?
20. Explain the difference between fixed and variable costs.
Problems
1. As Augusta's Hair Salon increases its staff from 1 to 15 hairdressers, it experiences increasing marginal returns, because the hairdressers work faster and better when they are in a larger group. Illustrate this situation on a total product curve graph.
2. A shoe factory has 500 employees and produces a thousand pairs of shoes per hour.
a. What is the shoe factory's productivity per worker per hour? __________
b. The factory hires one new worker. Now, the factory produces 1,002 shoes per hour. Then the factory hires one more worker. Production rises to 1,004 per hour. Does the factory have diminishing, constant, or increasing marginal returns at this level of production?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
c. Graph the production function (total product curve) of the shoe factory at these levels of production, carefully labeling all lines and points.
3. Production at Julia's call center shows the following relationship between the number of workers and the number of phone calls handled (per day).
a. Calculate the marginal return gained from the addition of each worker, filling in the column in the table.
b. Suppose Julie has entered a long term lease for an office space and telephones, and this is her only fixed cost. The lease costs her $50 (per day). Fill in the Fixed Cost column in the table.
c. Julia pays each worker she hires $80 per day, and this is her only variable cost. Fill in the Variable Cost column in the table.
d. Fill in the column for the Total Cost corresponding to each level of production.
4. Producing umbrellas requires inputs of fabric, metal, and labor. Umbra's Umbrella Factory experiences increasing returns to inputs of labor up to a certain point, and constant returns for all levels of production thereafter. There is no range of diminishing returns at Umbra's Umbrella Factory.
a. What is the shape of the production function for Umbra's Umbrella Factory? Sketch (and fully label) it below.
b. Sketch the total cost curve for Umbra's Umbrella Factory.
c. Sketch the marginal cost curve for Umbra's Umbrella Factory.
5. Coretta can build three chairs in her first week of work. In the second week, she starts to get tired and has to take time out to clean the workshop, so she can only make two additional chairs. In the third week, she settles into a pattern of one additional chair per week, which she can maintain for a fourth, fifth, and sixth week. In the seventh week, she's exhausted and can only finish half an additional chair.
a. Make a table showing the number of weeks worked and the marginal and total number of chairs produced.
b. Sketch Coretta's total product curve for chairs, where the variable input is the time she spends, and the output is the total number of chairs produced.
Self Test
For Question # 1, refer to the graph shown below.
Time spent studying
Knowledge of Calculus
Total Product Curve
1. You are taking a calculus course. The graph above shows the relationship between the time spent studying calculus (input) and knowledge of calculus (output). Based on the graph, you can see that …
a. studying calculus is characterized by increasing marginal returns.
b. studying calculus is characterized by diminishing marginal returns.
c. studying calculus is characterized by constant marginal returns.
d. studying calculus has a synergistic effect on calculus knowledge.
e. the slope of the studying production curve is constant.
2. A hat maker pays $500 per month in rent for his production facility. This cost is best described as …
a. an opportunity cost.
b. an external cost.
c. a variable cost.
d. a fixed cost.
e. a marginal cost.
For Question #3, refer to the graph shown below.
3. Babette's Barn produces eggs. The production function for Babette's Barn is shown above. Based on the graph (not on your knowledge of chicken biology), which of the following statements is likely to be false?
a. In region A, there's lots of space in the barn and the chickens are lonely. In this region, adding one additional chicken makes all the chickens happier and more likely to lay eggs.
b. In region B, the barn is overcrowded and each additional chicken increases stress, decreasing the number of eggs laid per chicken.
c. In region C, the barn is overcrowded and each additional chicken increases stress, decreasing the number of eggs laid per chicken.
d. Throughout the range of production shown here, the number of chickens has a positive relationship to egg production.
e. Throughout the range of production shown here, the number of chickens has a direct relationship to egg production.
For Question # 4, refer to the graph shown below.
4. The graph above shows the total cost curve for the alfalfa harvest on Alf's Alfalfa Farm. Based on this graph, which of the following statements about Alf's Alfalfa Farm must be false?
a. In region A, marginal costs are increasing.
b. In region B, marginal costs are constant.
c. Total costs increase as production rises.
d. The marginal cost curve is flat in region B.
e. In region A, the production function is characterized by increasing marginal returns.
5. Jim decides to start a business manufacturing toothpaste. Which of the following would be included in the accounting costs of the undertaking?
a. $100,000 of Jim's own money that he invests to start up the business.
b. Interest Jim could have made if he put the $100,000 into a savings account instead.
c. Money Jim could make if he got a job at a local shampoo factory instead.
d. Costs of toothpaste ingredients Jim needs to purchase each week.
e. Both a and d are true.
6. Albert is interested in opening a bicycle repair shop, but to do so will require getting information about other bike shops in the city, getting a permit to open a new business, and interviewing applicants for the positions of shop manager and accounts manager. All of these factors, which will slow down the process considerably, are
a. extra costs
b. external costs
c. equity costs
d. accounting costs
e. transaction costs
7. Which of the following is an example of external costs?
a. Mark purchases 10 books and pays 10% tax on the entire purchase.
b. Aurelio sells an acre of land but has to pay to have the land surveyed before the sale is completed.
c. Marty opens a chocolate factory and offers free samples to neighborhood children every Friday.
d. Gustave buys a new piece of equipment for his factory.
e. Georgette operates a noisy machine every morning, and scares away the birds from the local wildlife refuge.
8. Suppose in the short run a factory cannot increase its production output without adding more workers. What term would best describe the workers in this example?
a. A fixed input
b. An external cost
c. A limiting factor
d. An opportunity cost
e. A marginal product
9. You have signed a two-year lease on a building in which you are planning to open a day care center. You have no choice about how much money you spend on rent for the next two years, because you are already committed to this agreement. This is an example of …
a. a variable input
b. a short run input
c. a long run input
d. a fixed input
e. a marginal input
10. Suppose that adding fertilizer always increases corn growth. The relationship between fertilizer application and corn growth would be
a. positive
b. direct
c. fixed
d. efficient
e. both a and b are true.
11. Charlie initially leased a one-room space and started a small day care center with only
4 children and one staff member. But he found that the costs per child were very high. When he leased a larger space, and expanded the center to have more children and staff, the cost per child fell. Which of the following factors came into play when Charlie expanded the center?
a. economies of scale
b. diseconomies of scale
c. increasing returns to the labor inputs
d. decreasing returns to the labor inputs
e. input substitution
12. Which of the following statements is true?
a. Long-run average cost is calculated by multiplying marginal cost by the unit of time in question.
b. In computing marginal cost, we can ignore fixed costs.
c. Constant returns to scale result from increasing marginal returns to production.
d. Diseconomies of scale occur when long-run average cost declines with rising output.
e. Increasing factory size always leads to decreasing marginal costs.
Questions 13 to 16 refer to the following graph.
13. The graph above shows the long-run average cost curve for a steel foundry. On this graph, point A is …
a. the minimum efficient scale.
b. the maximum efficient scale.
c. the point where economies of scale begin.
d. the point where diseconomies of scale begin.
e. the optimal level of output.
14. The region marked D is characterized by …
a. economies of scale.
b. increasing returns to scale.
c. constant returns to scale.
d. diseconomies of scale.
e. maximum average long-run cost.
15. Which of the following statements is true regarding the graph?
a. Returns to scale are constant throughout.
b. As production increases, the amount used of all inputs--including the quantity of labor and the size of the factory--increases.
c. In region E, there isn't enough space for all the workers required to produce at this level and they are getting in one another's way.
d. The minimum efficient scale is at a production level of zero.
e. The maximum efficient scale is marked by point A.
16. Which of the points or regions on this graph is associated with diseconomies of scale?
a. A
b. B
c. C
d. D
e. E
17. A self-employed accountant spends a lot of money identifying clients and advertising her services. These activities are an example of …
a. external costs
b. transaction costs
c. fixed inputs
d. marginal returns
e. opportunity costs
18. In economics, the "long run" is a time period in which …
a. all inputs are variable.
b. all inputs are paid for.
c. all outputs are determined.
d. all loans are repaid.
e. all interest is paid.
19. In the case of constant marginal costs, the total cost curve will be …
a. a flat line
b. a straight line sloping upward
c. a straight line sloping downward
d. a curved line sloping upward
e. a curved line sloping downward
20. A production function with diminishing marginal returns …
a. can continue to slope upward indefinitely.
b. is very unlikely in the real world.
c. is quite common in the real world.
d. must eventually display increasing marginal returns.
e. Both B and D
Answers to Active Review Questions
1. external
2. accounting
3. variable
4. production function or total product curve
5. limiting
6. average
7. increasing
8. diseconomies
9. substitution
10. True.
11. True.
12. True.
13. False. Economies of scale are present when long-run average cost declines with increasing output capacity.
14. False.
15. False. This is a fixed cost.
16. True.
17. A project that hires people who would otherwise be unemployed, and pays them the legal minimum wage or union negotiated wage, has economic costs below the accounting costs because it is bringing otherwise unused resources into valuable activity.
18. Economic cost is a better guide, because it takes into account the real value of whatever is given up in order to undertake the project.
19. The resulting line is curved, because marginal returns diminish with increasing time spent studying.
20. Fixed cost is the cost associated with using fixed inputs, which is the same no matter what quantity of output is produced. For example, if you have signed a lease on a factory building, you have to pay the same amount each month regardless of what you produce. A variable cost is the cost of using variable inputs (e.g. raw materials, energy, labor), which rise with quantity of output.
Answers to Problems
1.
# of hairdressers
Haircuts per hour
Total Product Curve
Number of Haircuts
Number of Hairdressers
2. a. 2
2. b. constant
2. c.
3. The completed table is:
4. a.
Labor Quantity of Labor
Umbrellas
Total product curve
Range of increasing
returns
Range of constant
returns
Quantity of Umbrellas
4. b.
Total Cost
Total cost curve
Range of decreasing
marginal cost
Range of constant
marginal cost
Umbrellas Quantity of Umbrellas
4. c.
Umbrellas
Total Cost
Range of decreasing
marginal cost
Range of constant
marginal cost
Marginal cost
curve
Quantity of Umbrellas
Cost
5. a.
5.b.
10
Answers to Self Test Questions
c | <urn:uuid:053ab5dc-28de-463b-8c8c-41383eb6458c> | CC-MAIN-2023-40 | https://www.bu.edu/eci/files/2019/06/MIC_4e_SSG_Ch15.pdf | 2023-09-23T21:37:38+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00622.warc.gz | 785,584,674 | 3,698 | eng_Latn | eng_Latn | 0.988742 | eng_Latn | 0.999158 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1556,
3423,
4697,
5748,
6834,
7488,
8310,
9475,
10894,
12232,
13555,
14797,
15282,
16558,
16714,
17157,
17209
] | [
4.0625
] | 3 | 0 |
Spring, 2020
A Message from Your President
Welcome back everyone! What a year this has been – one certainly for the record books. I imagine you are as tired of this pandemic as I am. We, as social beings, are not meant to be cooped up with limited to no social interaction and I, for one, am looking forward to seeing many of my friends once again face to face. While Zoom has been a blessing during this sequestering, it in no way substitutes for a good hand shake or hug. Hopefully our snow-bird residents as well as other part timers are looking forward to getting back to good ole Diamond Lake once again.
It seems like Memorial weekend really snuck up on us this year as it came a week or so earlier than normal. It was a real shock to us year-rounders to go from almost no vehicles on the roads to the Indy 500 in the matter of a few days! I guess that means that things are beginning to get back toward normal again. This Memorial weekend also included a parade through the towns of Grand View, Drummond, Barnes, and Cable for the Drummond High School Class of 2020 graduates. It was led by a seeming never ending procession of fire trucks from 6 fire departments. Congratulations to all of our graduates in a year they will never forget.
We are actually having a pretty dry spring for the last few weeks and fire permits have been suspended until things get a bit wetter - and indeed they have, as we have had at over 2" of rain in the last part of May (26th -27th). Hopefully that will be enough to lift the burn restrictions. If you are planning to burn, please remember that you do need to get a free burn permit from one of the local Fire Wardens.
Pioneer Road by the boat landing is still unpaved and the Town of Grand View doesn't have an exact date for paving. As a result of putting in the new culvert east of the landing the road surface was raised about a foot. Subsequent re-grading in May has improved the slope from the way it was earlier, but as of this writing the surface is still soft. See the article later in the newsletter for more details.
Your Board of Directors met in early June to get ready for the Association's annual membership meeting. We also made plans for the annual 4th of July Boat Parade to be held
on Friday the 3rd at 5:00 pm. See the articles later in the newsletter for more details.
On a sad note, we lost two of our lake neighbors this spring, Alan Kind, and more recently, Chuck Raths. Our thoughts and prayers go out to their families. There is more about Alan later in this newsletter and we will remember Chuck further in the next one.
Hope to see you all very soon enjoying the great Northwoods and our wonderful lake! Frosty Palmer
A clean launch! An example of our invasive species monitoring system in action from a rainy day in May of this year. The high-resolution video images can be easily enlarged to zoom in on boat registration numbers and license plates if plant material is present.
COVID-19 in the North Country
This year, ice-out on the lake occurred on April 25th freeing it from the grip of winter, but some essential services and activities in the North Country were open and ongoing throughout the winter and early spring. Banks, service stations, groceries and building supply outlets as well as essential services such as plumbing, heating, auto repair, and even construction have all been operating through the pandemic.
While travel advisories issued by local northland counties in March discouraged residents from occupying "second homes" for fear of overwhelming small local medical facilities, fortunately that has not occurred. Bayfield county has reported just three cases, Ashland 2 and Sawyer 7 at the time of this writing. As of May 15th, Ashland and Bayfield counties have put in place a more relaxed "Travel Safer Plan" superseding the earlier travel advisories that gives advice about travel during this next "opening up" phase.
Because the recent Wisconsin Supreme Court ruling has made the state stay-at-home restrictions invalid, the onus on safety has shifted to county and local jurisdictions (not covered in the ruling) as to what may reopen - bars and restaurants in particular. This has resulted in a confusing patchwork of conflicting regulations throughout the state. In our immediate area, some restaurants and bars are beginning to reopen. Check for hours.
Despite the apparent more relaxed response in some areas, the virus is still spreading exponentially and Wisconsin is right now one of the few states with increasing infection rates. MN is still seeing ~ 650 new cases a day, approximately level. It is not "over for the summer" and we urge you all to please take precautions when you visit.
Pioneer Drive Roadwork and our Boat Launch
As many have been following, the roadwork involving a new culvert for water draining from Crystal Lake into Diamond Lake under Pioneer Drive is progressing (albeit s-l-o-wl-y). The culvert replacement was completed during the late winter and a section of Pioneer Drive extending both east and west from the culvert/ boat launch was torn up and now has a gravel surface. As noted earlier, the road level over the culvert has been raised about one foot, and some sections both east and west of the culvert also now have a somewhat steeper drop-off to the shoulder. Caution is advised.
Several DL Board Members and lake residents attended the May Grand View Town Board Meeting to ask about plans for the road and express concerns about the slope at the boat launch. The engineering plan specified that the road level at the boat launch remain unchanged so that the launch itself not be impacted by the new culvert.
That's not quite what happened since requirements for the culvert were also that it have a minimum of one foot of cover. Following that meeting, the township regraded the north side of the road at the boat launch and restored the overall slope closer to what it had been in years past.
The slope is now much improved, but as of this writing the dirt is still soft. As one who looks at the videos of all launches, my advice for a hassle free put-in and pull out is to angle your boat with a slight diagonal from the camera side toward the culvert side. This is easiest if you approach (backing) toward the east from the west-bound lane.
As Frosty noted, paving is a separate contract from the culvert work and the date was left unspecified so is currently not known, though there have been rumors that it may be sooner rather than later. Personnel at the town board meeting noted to us that the roadbed will ultimately be firmer the longer it remains gravel and vehicles continue to pack it down – perhaps a small compensation.
On the other hand, the gravel surface has helped (somewhat) with the perennial speeding problem at the boat launch. We did ask for new warning signage as a part of the completed project and I believe that will occur. – R.J.
DL Membership and the 2020 Annual Meeting
The spring newsletter is ordinarily the time we ask everyone to renew their membership in the Diamond Lakers Association and announce the location of the annual meeting. Due to the Coronavirus pandemic this year we need to do things a little differently. With an abundance of caution, the Board has decided it is safest if we do not gather together at a single location and share food and drink this year. However we would like to try something different with an online Zoom session on July 18th, the date we would ordinarily meet. We are hopeful that by people being able to join in from home, we may get even more participation than in an ordinary year.
To that end we will send everyone an e-mail invitation to join a Zoom session on Saturday July 18th at 4 PM. We will also post details online on the website should you lose the e-mail message. More instructions will be forthcoming in the e-mail, but in terms of planning your participation, we are hoping to have a speaker from the DNR who will talk about the recent fish survey of the lake. We will then conduct some essential items of business (elections among them), and also take time to greet each other and pass along information and answer questions.
Dues for 2020-21
As attendees at last year's meeting and keen readers of the minutes will recall, we had an overwhelming show of support and vote to increase the annual dues to $50 this year (see item in the 2019 Fall Newsletter, here). The main reason for the increase is to support the maintenance of the aquatic invasive species (AIS) camera monitor at the boat launch (about $1200 this y ear) while not depleting resources in the treasury. We have a small continuing grant from the Grand View Township that helps us with this expense, but the remainder is covered by our dues.
In this mood of enthusiastic and generous support for the Association and our monitoring activities last summer, I'm certain that no one had in mind that we would be hit by a devastating pandemic less than a year later. So I am keenly aware that financial circumstances may have changed substantially for some residents.
If you find that you are in support of the goals of the DL Association but do not feel you have the resources for the $50 dues this year, please stay with us. Contribute what you can and reassess in 2021. I am more interested in keeping up our very high percentage of membership participation in the Association than worrying about the balance in the treasury at this point.
Please make checks payable to Diamond Lakers Association and send c/o Bob Jacobel at PO Box 543, Cable, WI 54821. Deadline is July 17th, coincident with the annual meeting. Thank you!
Where does our money go? Over the years, our philosophy in collecting dues has been to meet annual expenses, now about ~ $1500, and to enable the residual to grow slightly, right now around $4200. We have capital expenses from time to time (eg. the ILS system), and in some years we have covered the costs of meals at the annual meeting.
But the main reason for having a residual is a "rainy day fund." If, for example, Diamond Lake is ever infected by AIS, the costs associated with treatment (not eradication) are astronomical we have been warned by lake associations around us, and a few thousand dollars will be just a drop in the bucket. Not a happy thought to entertain, but it's also why we are trying to be proactive.
Notes from the May Board Meeting
The Diamond Lake Association Board of Directors met (via Zoom) in late May to discuss a number of items of business, among them the decision to hold this year's annual meeting online.
Three at-large positions on the Board are opening this year along with the offices of President and Secretary. The Board would like to encourage participation in any of these leadership roles. Especially with so much recent turnover in home ownership on the lake, all members are encouraged to please consider becoming involved. Anyone who is interested in one of these positions should please contact any member of the board to discuss what's involved and to be nominated.
Current Board members and their contact information are as follows:
President, Frosty Palmer (firstname.lastname@example.org)
VP, Ed Wallen (email@example.com)
Treas, Bob Jacobel (firstname.lastname@example.org)
Sec, Michelle Veillette (email@example.com)
Rep at Large, Dianne Klump (firstname.lastname@example.org)
Rep at Large, Raye Lahti (email@example.com)
Rep at Large, Jesse Meschievits (firstname.lastname@example.org)
Rep at Large, Sarah Stivland (email@example.com)
Rep at Large, Tracy Veillette (firstname.lastname@example.org)
Comings and Goings on the Lake
It's been an active fall and winter in terms of real estate turnover on Diamond Lake. While we are sad to be saying farewell to several residents, at the same time we are looking forward to greeting new neighbors.
We are pleased to welcome four new families to the Diamond Lakers Association this summer. Each of them are introduced in the short bio blurbs that follow. Please welcome them when you see new faces.
John and Cathy Rosebush
We are pleased to be moving to our new home on the southern shore of Diamond Lake. John has recently retired from a medical career in the Milwaukee then Fox Cities areas. Our children, John (of Appleton) and Christy (of Minneapolis) are excited for future visits to continue sharing in family enjoyments of biking, kayaking and skiing. Christy and her husband, Steve, already count the days to Birkie 2027 when our first grandchild will qualify for the Junior Event.
Dennis Kruse
Dennis purchased property on Canterbury Trail last fall. His companion at the lake will be an aging English Setter named Hawkeye. Dennis first visited the area when he skied the Birkie in 1978. The following summer he purchased a cabin southwest of Cable and began to take every opportunity from his career as a law professor to visit the northwoods. Since 2001 he has been a permanent resident, enjoying cycling, skiing and paddling. Dennis is looking forward to summer on the lake and only having to travel 15 miles from his residence.
Paul Brown
Paul writes: We are myself, my children, Ellen and Patrick Brown, and Harriet (my Yorkshire Terrier). I purchased a place on the north end of the lake last fall. I own a small law firm in St. Paul and have worked with clients in western and northern Wisconsin for many years drafting estate plans. I have gotten to know the area well and after looking for several years feel incredibly fortunate to have landed at Diamond Lake. I have met a few neighbors and look forward to meeting more. I've been doing a lot of hiking and cross country skiing, and I'm looking forward to doing some fishing.
Pat Arndt
Pat Arndt, son Maxwell Arndt and daughterin-law Lauren Cole have all loved our first spring on Diamond Lake! We've been coming up to this area for years, visiting friends and family on neighboring lakes. Pat (mom) recently retired from the MN DNR and is reveling in time spent on Diamond. Lauren recently earned her Ph.D at FSU and Maxwell is involved in multiple entrepreneurial ventures (including a brewery in Florida!). We eagerly anticipate enjoying the area through all four seasons, meeting our Diamond neighbors and making northwoods memories with friends and family for years to come.
In Memory of Allan Kind
Long-time lake resident Dr. Allan Kind of Minnetonka, MN passed away on April 16, of this year. He practiced internal medicine at the Park Nicollet Medical Center for 35
years and held positions in a number of professional organizations. As an Infectious Disease physician, Allan, with colleagues, initiated outpatient IV antibiotic therapy to make this treatment more convenient and affordable for patients. He was especially proud of this work and coauthored several articles on it. Allan is survived by his wife of 54 years, Betsy, son Brian and daughter Sara. Betsy recalls building their log cabin on Diamond Lake that continued to be a favorite retreat for family and friends over the years. She says that they all have fond memories of the cabin, among them chinking the logs when they first built it. The DL Community will miss Allan and our thoughts and prayers are with Betsy and family members.
ARE THE LOONS BACK?
by Jessie (Homer) Meschieviz
* Male loons are highly territorial and will engage in aggressive behavior that will "evict" another loon, or be the death of one of them.
And the answer to my annual springtime question is YES, the loons were back, April 24, 2020. Over the past 60+ years, from my childhood to seniorhood spending summers at our family property on Diamond Lake, the loons have been so much the sentimental memories of my family's grateful, treasured life on Diamond Lake.
Here are some interesting scientific facts about loons as documented by The Loon Project lead Dr. Walter Piper, the Cornell Lab of Ornithology, and LoonWatch of the Sigrid Olson Environmental Institute.
* Loons can live for 20+ years. The oldest loon on record is a 35 years old female, as reported by the Bird Banding Laboratory in Patuxent, Maryland. The Loon Project that monitors and studies loons on 200 lakes in Northern Wisconsin, has reported a male at least 28 years old. Some longtime residents of Diamond Lake have observed that the same breeding female loon, recognized by her high-pitched call, has been returning to the north end for over 20 years.
* Loons do not mate for life. Most loons have multiple mates in their lifetime, although both members of a breeding pair will return for several years to the same lake.
* The male loon chooses the nesting site. Both adults build the nest. The loons on Diamond Lake have found one secluded spot to nest on a man-made platform that was originally constructed in 1994 by someone who was a skilled carpenter by season, and a known bird rescuer by dedication. It was reconstructed in 2017 by two willing residents after breaking apart due to adverse weather and wave conditions.
* Both adults incubate 1-2 eggs for 26-29 days with their webbed feet. Sudden movements can land an egg in the lake. On Diamond Lake, loons typically are incubating their egg(s) from late May to mid-June. Many summers they have required more than one attempt to hatch a successful "clutch."
* Factors that can result in abandonment of nests or an unsuccessful hatch are: large black fly hatches, inclement weather (late snowstorms, or wind storms that produce waves that wash out the nest), predators (raccoon, dogs), boat wakes, people intentionally or unintentionally getting too close to a nest, or not viable eggs.
* Loon chicks are able to swim within hours of hatching, will ride on an adult's back,
can dive to escape predators (eagles) in 2 to 3 days, or tuck under an adult's wing for warmth. During the first couple of weeks after egg(s) hatch, the adults keep their chicks close to the nest site, in what is called the "nursery". The adults are highly vigilant of their hatchling, swim with it close between them, tuck it under their wing, ride it on their back, and are very vocal about any perceived danger.
* Loons are excellent indicators of water quality as they require crystal-clear lakes to make it easier for them to "peer" underwater for their preferred food - small fishes. Diamond Lake water is tested regularly and results show its quality is "Excellent."
* Loons are completely defenseless on land. Their legs, located back on their bodies, leave them virtually unable to walk on dry land. They need a runway of water to fly in and out of locations.
* Loons are very social and will fly back and forth to other lakes when not protecting a chick or their territory. This social gathering is called "rafting" and can consist of a few individual loons, to dozens.
* Loons do not "fly" under water with their wings - rather they use their feet to dart under water after prey. They are able to extend one foot laterally as a pivot brake, and can execute an abrupt flip-turn.
Diamond Lake has both long-time and new residents who delight in the activities and calls of its loons. But loon population numbers in northern Wisconsin are showing decline and mortality rates rising.
Please!-- when you are out on the lake, give them the distance they need, at least 200 feet, to incubate their eggs, raise their chicks, and search for food.
Be respectful of their presence. Intentional harassment of loons is illegal under the Migratory Bird Treaty Act and carries a fine of $5000.
Loons are vulnerable to lead poisoning by ingesting leaded fishing tackle, so choose to use lead-free sinkers.
We can take pride in our efforts to protect them... and in turn we will be rewarded each spring with the exclamation, "Yes... the loons are back!"
For more information about loons, some suggested websites to visit are: www.allaboutbirds.org/guide/Common_Loon/lifehistory https://loonproject.org/
https://www.northland.edu/centers/soei/loonwatch/
Preserving the Beauty of the Night: Sensible Shoreland Lighting
(Reprinted from the Fall 2017 issue)
[ed note: Those with a keen memory may recall that we ran a version of this story in the 2017 Fall Newsletter. The concern continues to be raised and we would like to ask everyone to please check on your outside lights that may be staying on all night.]
Here on Diamond Lake it is often possible to sit on a dock or a cabin deck on a clear dark summer night, and see the Milky Way stretched across the sky or a meteor tracing its path through the constellations. Unfortunately, this experience can be disturbed or made impossible by outside lights carelessly left on at a neighboring cabin or even lights shining across the open space from another side of the lake or reflecting from the water.
Fortunately for lake home owners, there are easy solutions for providing lighting for safety and security around our property while preserving the clarity of the night sky – in all seasons. The Wisconsin Department of Natural Resources has a pamphlet available here (inspiring some of this article), that discusses these issues and offers a number of simple solutions, including new and inexpensive motion-detecting lamps and ways of reducing upward glare.
One problem that can plague these motionactivated lights is that sometimes they fail to turn off. Occasionally the motion sensor gets bumped and misdirected, or from time to time the photo sensors do fail and the light just stays on all of the time. Most of these lights also have a selectable mode where the usual on/off function alternates with the motion/night mode. It's easy to get the switch set into the traditional on/off mode and have it stay on (or off) all of the time.
This issue comes up frequently from neighbors who are bothered, so it is of more than hypothetical interest. Perhaps the simplest thing for all of us is just to be more aware of the status of our outdoor lights, and to turn them off when not needed. Our neighbors and everyone on the lake will benefit from this simple courtesy.
New Wisconsin Boating Regulations Brochure from the DNR
(From our 2019 fall issue – because it's a timely reminder now as we start the summer season and because safety is so important.)
In 2019 the DNR updated its website with a new brochure on Wisconsin Boating Laws and Responsibilities. While there don't appear to be major changes to the rules themselves, modifications to the formatting make the essential points easier to find and follow. These now include separate sections for boating wake and speed limits, rules for towing skiers etc., and personal watercraft (PWC) rules. The slow-no-wake zone for boats within 100 feet of shoreline and other craft has been emphasized as is the 200 feet no-wake zone for PWC's.
Most of us have probably seen a range in compliance relative to these Wisconsin State Regulations on Diamond Lake, from very respectful operators to those few who seem completely unaware of them. Particularly dangerous are boaters towing youngsters at high speed and accelerating through the large wakes without any spotter accompanying an of-age driver or wide-angle mirror (required). Also worrisome are PWC's "wake jumping" at high speed and/or in tight turns.
Stressing safety above all else, the DNR regulations prohibit reckless operation of any watercraft, and a hotline is provided on the website to call in the event of violations. For convenience we have reprinted a short form of the DNR Boating Laws and Responsibilities on the DL Website (here) and the full brochure on water safety may be downloaded (here). Also the Diamond Lake Guidelines for recreational boating can be found (here).
Fourth of July Boat Parade Still On!
The Board decided that this year we could safely continue the tradition of holding a boat parade on the evening before the Fourth of July. We believe that social distance requirements can be met safely with families and guests in their own boats, but we will forego a BBQ following the parade as in some years past. So please consider decorating your boat and joining us for the festivities which will begin at 5PM on Friday, July 3rd in the center of the lake.
Unfortunate Event at the Diamond Lake Outflow - by Raye Lahti, DL Board Member
On May 1, residents from Diamond Point Road identified a bald eagle lying under the power line. This location is at the junction of Diamond Point Road and North Diamond Lake Drive. The eagle apparently snatched a 16-18 inch northern pike near the outflow and inadvertently struck both live wires on the powerline and fell to the ground. The residents contacted the Wisconsin DNR wildlife specialist, Greg Kessler. Mr. Kessler was unable to respond to the site to investigate (due to Covid-19 DNR protocol) and asked us to look for any identification banding. No bands were found. Mr. Kessler asked us to carry the eagle out of sight in order to avoid further calls or inquiries about the mishap.
On May 3 Conservation Warden Matt Kosholek called and asked us about the Eagle and if there were any known nests on Diamond Lake. He inspected the site where the bald eagle was initially discovered and concurred that the death was likely caused by the power line.
DNR Specialist Kessler later informed us that since this mortality was believed not to be a part of ongoing wildlife mortality events, that a necropsy (an examination of an animal's body to establish how it died) would not be performed. However, these individual cases are documented and the eagle will be sent to the National Eagle Repository in Ashland, Oregon for dissemination of the feathers for Native American cultural uses.
Walleye Again Spotted Spawning in the DL Outflow Stream
In early May, keen-eyed observers Raye and Rose Lahti again spotted Walleye spawning in the DL outflow just below the culvert under North Diamond Lake Drive. Readers of this newsletter may remember Raye's video posted in Volume 23 last spring and information about Walleye. We provide a link to Raye's new 2020 short video, here. Many thanks! | <urn:uuid:a8f48235-fbb5-4824-89a9-f0aa2b13b8cb> | CC-MAIN-2023-40 | https://www.diamond-lakers.org/_files/ugd/d6dcd9_0560e432191448119a679c67f19bbab6.pdf | 2023-09-23T22:08:57+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00621.warc.gz | 813,215,139 | 5,540 | eng_Latn | eng_Latn | 0.999073 | eng_Latn | 0.999174 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2252,
5348,
8196,
11851,
15253,
17709,
20071,
23669,
26046
] | [
0.8359375,
2.171875
] | 1 | 0 |
Delores
By: Barely Functioning Writer
"Segregation is the adultery of an illicit intercourse between injustice and immorality." - Martin Luther King Jr.
Delores Brown was born in 1944 in Brooklyn, New York. She was the fourth child in a family of 10. She had lived in Brooklyn her whole life and went to school there as well. Schools in Brooklyn at that time were quite diverse. Students came in all different colors, shapes, and sizes. In 1951, when Delores was seven, her parents decided to send her to live with grandparents on her dad's side. They sent Delores and her sisters Carol, Eva, and Gene in July to Jamestown, South Carolina. Her parents wanted to buy a new house because they lived in a tenement, so they sent the four sisters away so they could save money. Delores's mother came with them for the ride to South Carolina. Delores's Uncle Samson had an old Cadillac and said he would drive them there. It was a 12 hour journey with none of the modern technologies we have today to keep them entertained. Delores mother had packed fried chicken, white sliced wonder bread, a thermos with water, and apples. She packed all this food because the further south they got they were no longer allowed to eat in the rest stop restaurants due to the segregation. Many restaurants once only allowed black customers to order take-out (Shah). The rest stops were white only and the same went for the bathrooms. Delores was not aware of these rules because she was too young to understand.
Delores, her mom, and her sisters arrived in South Carolina just after the 4th of July. Her mom stayed for a few days, but left with her brother to go visit her parents who lived sixty miles north and then went back to New York. Once settled down, Delores experienced what most people call culture shock. Culture shock is the feeling of uncertainty, confusion, or anxiety that people experience when visiting, doing business in, or living in a society that is different from their own. (Segal) The differences between Brooklyn and Jamestown seemed endless. The first difference was that her grandparents' house was also a farm with no electricity. The farm had cows, pigs, 2 horses, a mule, and 2-3 dogs that stayed outside. Delores liked this part of her grandparents house because she was fond of animals. Everyone who lived at her grandparents had to lend a hand on the farm. If you wanted to live there, you had to work. Her grandparents spoke English, but it was Gullah English, so she couldn't understand them most of the time. a creole language spoken by the Gullah people (also called "Geechees" within the community), an African-American population living in coastal regions of South Carolina (Wikipedia) . This was also the first place she had ever lived without indoor plumbing. There was only an outhouse, which she despised. Also, outside of school and work, everyone would walk around barefoot because it was "too hot for shoes". The ground was mostly sand as well, so the sand would get into your shoes causing irritation. Though all these were unusual to her, she would not learn of the biggest difference until school started in August.
Delores's school (school name unknown) was an old building made from boards, and it was completely segregated. All the teachers and students were black while white kids went to their own school. South Carolina districts believed that the education of African Americans was unimportant. The state had few African Americans schools that went past 10th grade. Delores's school only went to the 7th grade. While she was in South Carolina, the court case Briggs v. Elliott was going on. "Immediately cease discriminating against Negro children of public school age in said district and county and immediately make available…educational advantages and facilities equal in all respects to that which is being provided for whites…"(Harry Briggs). Due to Briggs v. Elliott, South Carolina implemented the idea of separate but equal though it did not seem to reach the small town of Jamestown. The school had old style desks and a stove that burned wood for heat. The classrooms were also shared due to the school being so small. The 3rd and 6th grade shared a classroom and 1st and 2nd grade shared a classroom. During this time the majority of Black schools had a situation similar to this due to the fact that they were not given any funding. In North Carolina, students at Adkin High School, a segregated black school, realized the extreme inequality between their school and the white school. John Dudley, a former student recounts how his classmates and himself dealt with this injustice,"So, that week, leading to Monday, we strategized. And we had everybody on board, 720 students. We told them not to tell your parents or your teacher what's going on. And do you believe to this day, 2013, nobody has ever told me that an adult knew what was going on." They decided on a coded phrase that was read during morning announcements. Every student in the school walked out, picked up placards that had been made in advance, and marched downtown to protest. The students refused to go back to school for a week, and eighteen months later, Adkin High School was renovated and given a brand-new gymnasium (Library of Congress). Each grade didn't have that many students, so they just split the room in half. The school also did not have indoor plumbing, but had outhouses. Students were not allowed to go to the bathroom alone though. The teacher would line everybody and take them out to where the outhouses were located. The students would then use the 2-seater outhouse that had 2 partition between the holes in the boarded bench seat. She hated that.
Delores was not so much bothered by segregation, but more by the rules and people at the school. Gene and Delores were both in 3rd grade while Eva was in 6th grade and Carol was in 8th. She also went to school with many distant cousins of hers. There were people in the school as old as 20 years old in 8th grade. Delores started school early so she was the youngest in her class straight through her whole school career. Delores's teacher was named Mrs. Price. Mrs. Price had a fair complexion, grey hair, and was "one mean old bitch." During class one day, Mrs. Price had asked a math question and Delores knew the answer so she raised her hand. Mrs. Price did not choose her, but chose a student who got the answer wrong. Mrs. Price decided to call on another to student for the answer and once again Delores raised her hand. Once again, Mrs. Price didn't choose her. When she wasn't chosen again, Delores sucked her teeth out of annoyance. Her cousin, Vonzella, heard this and decided to tell the teacher. Mrs. Price proceeded to call Delores up to the front of the class because she felt as though she had been disrespected. Delores did not realize she did anything wrong, which seemed to be another change between the south and the city; another cause if culture shock. Culture shock can arise from an individual's unfamiliarity with local customs, language, and acceptable behavior (Segal). As a matter of fact, Delores didn't even realize she had sucked her teeth. Mrs. Price asked if what Vonzella had said was true, and Delores denied the accusation. Mrs. Price told her to hold out her hand and Delores did. Mrs. Price then hit her hand with a green switch. Delores yelled, cried, and snatched her hand back. Mrs. Price told her to put her hand back out and Delores screamed "No!" and refused to put her hand back out. Mrs. Price called a 6th grade boy to force her hand out, and Mrs. Price hit her two more times. Corporal punishment was an important part of the educational experience of many children educated during the nineteenth and twentieth centuries (Taylor). Till this day, corporal punishment is technically legal in all 50 states, but currently only 19 states allow this type of punishment in schools (Connor). Many people believe that corporal punishment will deter children from misbehaving out of fear of being hit, but according to the National Commission for Protection of Children Rights, "Everyone needs discipline, particularly selfdiscipline. But corporal punishment is not a form of inculcating discipline. Research has consistently shown that that it impedes the attainment of respect for discipline. It rarely motivates children to act differently, because it does not bring an understanding of what they ought to be doing nor does it offer any kind of reward for being good." Her sister, Eva, tried to come to her defense, but was threatened with the same thing. She returned to her desk and cried. Her hand was red and swollen. Her grandmother had to put some ointment on it. She also developed a fever that night and couldn't go to school the next day. When it was time to return to school, her grandfather took her to school in the wagon to talk to Mrs. Price. He told her "not to hit his grandchildren because they are from the city and they don't know it's bad manners to suck your teeth." Delores didn't raise her hand ever again that year. Another time, Mrs. Price asked her to spell the word "sit", but Delores heard "she". So she started, but someone said "she said sit" and so Delores spelled out "Sh-it". Mrs. Price tried to hit her again even after what her grandfather said. "What a nasty bitch she was," Delores said when asked about her teacher this year in November; 68 years after the experience.
Delores hated going to school with older boys. There were 3 boys aged 12-15 in her 3rd grade class. They were allowed to leave school at noon to work on their fathers farms until the reaping season was over. Also kids were allowed to leave school to help pick cotton and tobacco. Most of the boys smoked. She also didn't have a very vivid social life in South Carolina saying, "I didn't make any lasting friends except for the classmates that also happened to be distant cousins who I'm still in touch with several times a year." Though Delores hated the school, she enjoyed the change in pace from the city. She felt as though because her grandparents lived on a farm and because she had such a vivid imagination it was like living "in a dreamland." Her grandfather would tell ghost stories to keep unwanted host visitors off the front porch. She liked her grandparents house, reminiscing about the house she said "Their room smelled of vanilla, cinnamon, and tobacco smoke." She also had never seen a woman smokes a pipe, but her grandmother did. Her grandmother also had two kitchens. The first kitchen was for cooking regular food and her grandmother cooked using wood. The second kitchen was at the very back of the house and her grandmother would prepare the meat and cleaning. Delores at the time was too short to see what her grandmother was doing in the kitchen, so her grandmother got her a stool to sit on so she could watch her cook. When she left to go back to the city, she wouldn't see her grandparents again for another five years. They both passed away by the time she was 16. Delores didn't like going to a segregated schools because, "The teacher was so mean, the books weren't good, we had to walk to get to school and it was chilly in the mornings. We had to carry our lunches and most of the time it was fruit or a sandwich." When she returned to New York for 4th grade she struggled because the curriculum in New York was much higher than in South Carolina. She had to work very hard to catch up with the rest of classmates. She hated this because she had always been at the top of her class. One year in South Carolina and suddenly she was at the bottom of her class. Despite that, she was relieved to be back home. She said, "That one year in South Carolina was the worst year of my life." | <urn:uuid:ad2aca33-9d53-4eae-8a73-b62117c3d688> | CC-MAIN-2023-40 | https://www.barelyfunctioningwriter.com/_files/ugd/c68bd8_65993baefccd4dd99288224218df4442.pdf | 2023-09-23T22:01:59+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00626.warc.gz | 750,336,075 | 2,533 | eng_Latn | eng_Latn | 0.999656 | eng_Latn | 0.999672 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
38,
5694,
9445,
11761
] | [
3.203125
] | 1 | 0 |
Disclosure
of things evolutionists don't want you to know www.ScienceAgainstEvolution.info
Volume 24 Issue 9
June 2020
Buffaloes, Birds, Bass, and Bees
Despite not sharing a close common ancestor, all know how to move in harmony.
Many animals move rapidly in large groups (herds, flocks, schools, swarms) without bumping into each other, so it may seem like it isn't hard to do. But, if you have ever tried to write software that simulates troop movements for war games (or tried to leave a stadium quickly after a football game) you might appreciate how hard it was to program 300 drones to fly in close formation at Lady Gaga's Super Bowl LI half-time show in 2017. 1 To better appreciate the problem, you can find videos on-line describing the technology that was necessary. 2 You no doubt have seen flocks of birds, schools of fish, swarms of insects, or even stampeding animals change directions in unison so quickly as to make any marching band envious. It looks so easy to do—but it isn't.
earliest attempts at flight based on emulation of birds—and many benefits stem from the study of processes, materials, methods, and organizational structures of living organisms. On page 634 of this issue, Nakata et al. exemplify the bioinspired design methodology through their investigation of the sound- and airflow-sensing capabilities of the southern house mosquito Culex quinquefasciatus and subsequent creation of a small quad-copter drone with an autonomous collision avoidance system based on the same sensing principles. The sensor displays compelling advantages in weight, power, and deployability over existing technology. 3
Collision Avoidance
Because flying without colliding isn't easy to do, it was the topic of two articles in the journal Science last month. The editors introduced the subject this way:
Evolutionary pressures in the animal kingdom have, over the course of several hundred million years, produced a diverse array of creatures highly adapted to survival within their own niche environments. Such adaptations coincide with optimized and efficient materials, body structure, and behavior. Humans have long drawn inspiration from nature in the creation of new technologies—for example, the
1 https://en.wikipedia.org/wiki/Super_Bowl_LI#Halftime_show
2 https://www.youtube.com/watch?v=mk7TsDNuhs0
https://www.youtube.com/watch?v=MQlg6i4IdjU,
https://www.youtube.com/watch?v=K-NWKttIh14
If the editors had said, "God created a diverse array of creatures … ," that statement would have been pure speculation which could have been dismissed without a second thought. Instead, they said, "evolutionary pressures" did it, which is equally speculative, but undeniably true. ☺
Seriously, evolutionists believe these diverse creatures don't have a close common ancestor. They have assigned mammals, birds, fish, and insects to four different classes. If evolutionary pressures gave them the ability to move rapidly in synchronism, it either had to evolve at least four different times, or it evolved in the animal kingdom before these classes evolved from a higher phylum. If this capability evolved at the base of the evolutionary tree, and it is clearly
3 John Young, Matthew Garratt, Science, 08 May 2020, "Drones become even more insect-like", pp. 586-587,
,
advantageous, why don't all animals have this capability? Why don't humans (as highly evolved as we are) have it?
Scientists have long watched flocks of birds and schools of fish instantly change directions in unison with no apparent leader, and have been amazed at how they do it. If one individual changes direction suddenly, it should take some time for the individuals closest to him to notice the change and turn the same way. Then the next closest individuals would have to change direction to avoid a collision. There would be a visible wave of motion in the school of fish or flock of birds as the change of direction propagates throughout the group. But no wave motion has been observed. The change of direction seems to happen instantaneously.
The Red Light Problem
For years (probably even decades or centuries) scientists have pondered this problem. You have no doubt experienced it when you were stopped at a traffic light behind several other cars. The first car moved, then shortly thereafter the next car moved, and the next, until you can finally go. Wouldn't it be great if every car was signaled at once, and all started moving at the same time?
But wait! All the cars ahead of you can see the light turn green at the same time. So, why don't all drivers step on the gas at the same time and start moving simultaneously? Theoretically, they could. But it just doesn't work that way in real traffic.
It does work in a real swarm of mosquitoes.
Why? How do all the mosquitoes know when to turn the wheel or step on the gas? There isn't any traffic light for them to see, signaling them to start at the same time.
Mental Telepathy
It is possible that mosquitoes have Extrasensory Perception (ESP)—but that possibility is too incredible to be taken seriously because of our human arrogance. I don't believe in ESP, but just because we can't read other people's minds, we should not think it is inconceivable that mosquitoes can.
Imagine you have a friend who was born without a sense of smell. You go to a house where an apple pie has just been baked. As soon as you open the door, you say, "Somebody baked an apple pie!" There's no way your friend could understand how you know that. The pie didn't make a sound. The pie wasn't in sight. How could you possibly know an apple pie had been baked?
Why does a housefly take off as soon as it sees the fly swatter in my hand? It could not have learned the effects of being swatted first-hand. Nor could it have been warned of the danger by a fly that had been swatted. Once swatted, the fly takes the secret with it to the grave. Perhaps it learned by watching other flies get swatted. Even so, learning by observation requires a significant amount of mental ability. Why assume that behavior just evolved?
The point is that it is good to be curious about things we don't understand, and not to be so quick to dismiss alternative answers without proper consideration. We should not blindly stick with unfounded speculation about evolution.
Active Avoidance
Let's get back to the mosquitoes. The editors summarize the article by saying,
The work of Nakata et al. showcases a simple, reliable, and passive technique for avoiding obstacles at close range, inspired by hearing in mosquitoes. 4
The editors were wrong. It is an active, not passive, technique. Vision, hearing, and smell are passive techniques because they passively detect signals they did not produce themselves. Radar and sonar are active techniques because they actively produce the signals that are detected. Since the mosquitoes hear the reflection of the sound made by their own wings, it is an active, not passive, sensing technique.
Unlike the article editors, the article authors recognized the difference. In the authors' own words,
Some flying animals use active sensing to perceive and avoid obstacles. Nocturnal mosquitoes exhibit a behavioral response to divert away from surfaces when vision is unavailable, indicating a short-range, mechanosensory collision-avoidance mechanism. We suggest that this behavior is mediated by perceiving modulations of their self-induced airflow patterns as they enter a ground or wall effect. We used computational fluid dynamics simulations of low-altitude and near-wall flights based on in vivo high-speed kinematic measurements to quantify changes in the selfgenerated pressure and velocity cues at the sensitive mechanosensory antennae. We validated the principle that encoding aerodynamic information can enable collision avoidance by developing a quadcopter with a sensory system inspired by the mosquito. Such low-power sensing systems have major potential for future use in safer rotorcraft
control systems. 5
Computer Models
They used fluid dynamic simulations to determine how pressure waves change when they get close to walls (as opposed to in the open air). Unlike the models which predict global temperatures decades in advance, and predicted COVID-19 death tolls which are quoted so often on TV, fluid dynamic simulations have been tested and verified many times. Fluid dynamic models aren't just numbers produced by a computer to advance a political agenda. You can trust verified models.
The models show that there is a big enough difference that mosquitoes might be able to hear the difference between the sound of their own wings when they are out in the open, and the sound of their own wings echoing off a nearby surface.
We took inspiration from such neurophysiological evidence and postulated a sensory mechanism for C. quinquefasciatus [mosquitoes] that can explain recent behavioral experiments showing that mosquitoes avoid surfaces invisible to their compound eyes. The absence of visual cues indicates that another source of close-range information exists, and we hypothesized that these alternative cues are manifest within interactions between the fluid and antennae or hair structures. Specifically, we propose that mosquitoes can detect changes to their self-induced flow patterns caused by the proximal physical environment. These changes to the downwash flow patterns initially generated by the flapping wings arise as the jets of air impinge on the obstacle's surface. 6
Their conclusion is that mosquito wings cause vibrations in the air. Those self-induced vibrations bounce off stationary objects and are detected by sensitive mechanosensory antennae and processed by a collision avoidance algorithm.
They didn't just depend on models. They actually built a drone based on what they learned from observation of mosquitoes and fluid dynamic models. They confirmed their hypothesis with an experiment. They did real science!
Nakata's team was actually working on a simple version of the collision avoidance problem.
5 Toshiyuki Nakata, et al., Science, 08 May 2020,
"Aerodynamic imaging by mosquitoes inspires a surface detector for autonomous flying vehicles", pp. 634-637,
6 ibid.
They were just trying to figure out how a single mosquito avoids running into a stationary object. That's a lot easier than trying to figure out how many mosquitoes avoid colliding with many other moving mosquitoes simultaneously. You have to learn how to crawl before learning how to walk (or fly, in this case).
Engineering Imitates Nature
They suggest the same technique can be used to keep a single drone from running into stationary things. That's not new. Human design is often inspired by nature.
This study of mosquitoes reveals a complex solution to a difficult problem; but there is no proof the solution was discovered accidentally through random mutations and natural selection.
As impressive as their work is, we must remind you that their solution to the one-on-one collision avoidance problem pales in comparison to the many-on-many problem (necessary to create an American flag formation of drones in the sky) that has already been solved by intelligent engineers. The half-time display drones flew in formation on purpose with the same goal. Schools of fish swim in unison with some goal in mind; and that goal is not simply to avoid bumping into each other.
The larger problem still remains. How do herds of buffaloes, flocks of birds, schools of fish, or swarms of bees move together with a common goal and no discernable leader? The evolutionists' answer is, "It is an ability that evolved naturally." That's merely an assertion without any factual basis. It isn't a scientific fact. They just accept the notion that it happened by accident because they aren't open to any other explanation.
Almost Pure Science
Nakata's team observed collision avoidance in mosquitoes. They hypothesized that the mosquitoes could hear echoes of their wings off a nearby surface. They used a model to verify the plausibility of their hypothesis. They did an experiment to confirm their hypothesis. They didn't mention the word "evolution" anywhere in their paper. That's real science.
The editors of the journal Science (who don't know the difference between active and passive) introduced the article by attributing collision avoidance to "evolutionary pressure." That isn't true, and it isn't science.
Email
Open Systems
Yet another evolutionist misunderstands why the Second Law of Thermodynamics is a valid argument against the theory of evolution .
JB recently sent us this email:
My friend is at it again. He said this: "The Second Law of Thermodynamics applies ONLY to closed systems. The Earth is not a closed system, since it receives abundant energy from the sun, which is used to fuel all life processes. The fact that a single cell can multiply into an adult human being is an example of that. If a single cell had no energy input from an external source, it would simply die. But human beings are open systems and thus the SLOT [Second Law of Thermodynamics] doesn't apply. Evolution occurs in the same open system as all life processes, and so would have abiogenesis."
I showed him this article that you did: http://www.scienceagainstevolution.org/v 7i1f.htm . In response to that article, he said this:
"If you can find a coherent and relevant argument in his articles and present it, that would be great, but he seems to only be fixated on aspects of thermodynamics that aren't relevant. Entropy is a measure of disorder or randomness of a system. Energy input can decrease that disorder. All life DEPENDS on that fact, and it's why life can grow from a single cell into a multicellular entity with specialized organs. We take in food and convert it into useful energy to allow us to grow–in effect, becoming more and more ordered. That would be impossible if we ourselves were closed systems. That exact same argument works for both abiogenesis and evolution, since they occur in open systems, using the energy from the sun (mostly), which is converted into biomass (and which itself is consumed). Selective forces work within that dynamic, resulting in chemical, biochemical and species evolution. Thus, his whole argument is invalidated."
"It's the same site by the guy whose [sic] demonstrated he doesn't understand abiogenesis, evolutionary theory or even the scientific process. He claims to not be making the same mistake as biologists and physicists (you know…the actual experts in evolutionary theory and the laws of thermodynamics who devote their careers to learning and studying the actual evidence), yet he provides no credible arguments to support his claims.
I know that you don't like getting into arguments, but it seemed that you were starting to get less and less material to review, so I figured I would help you out.
It is true that we haven't gotten any email from evolutionists lately, and are grateful to get this secondhand email.
Some of what JB's friend says about thermodynamics is actually true—but misapplied. The Second Law says that energy will even out in a closed system. The energy is usually expressed in terms of heat and heat flow, which is why the study of it is called "thermodynamics."
Heat Flow
The general concept is that when ice cubes are placed in a cup of hot water, heat will flow from the hot water into the cold ice until all the molecules are the same temperature. Left to itself, warm water will not spontaneously organize itself into ice cubes and hot water.
A "closed" system is one in which energy (heat) does not enter or exit. An "open" system is one in which external energy enters, or in which heat escapes.
The Second Law of Thermodynamics says the water in a closed system will not organize itself into ice cubes and hot water—but, as JB's friend correctly observes, the Second Law does not apply to open systems. So, let's open the system by placing a cup of water on a hotplate. Adding energy will warm all the water uniformly. It will not cause the water to separate into hot water and ice cubes. That's the point that JB's friend misses.
On the other hand, if you stick some refrigeration coils in the cup, and use some energy to force refrigerant through those coils, the water around the coils will freeze while the rest of the water remains liquid. External energy must be intelligently applied to cause heat to organize itself into hot and cold areas in an open system. The refrigerating coils deliberately cause heat to flow unnaturally from a cold place to a hot place.
As long as power is supplied, it continues to be a cleverly designed open system, and the coils, ice, and water will be different temperatures. If you turn off the power, it becomes a closed system. Heat will flow from the hottest place to the coldest place. The temperature of refrigerating coils, ice, and water will equalize, in accordance with the Second Law.
The point is that skillfully applied energy can cause energy to be organized into hot and cold areas in an open system, but energy alone won't produce organization. The energy has to be skillfully directed.
JB's friend said, "Energy input can decrease that disorder," and he was right—as far as he went. What he failed to recognize is that energy has to be purposely directed for that to happen.
He was also correct when he said, "All life DEPENDS on that fact, and it's why life can grow from a single cell into a multicellular entity with specialized organs. We take in food and convert it into useful energy to allow us to grow–in effect, becoming more and more ordered. That would be impossible if we ourselves were closed systems." That was the point we made three months ago when we wrote about an apple seed growing into an apple tree that produces apples. 7 We will come back to that in a moment.
But first, remember JB's friend said, "That exact same argument works for both abiogenesis and evolution, since they occur in open systems, using the energy from the sun (mostly), which is converted into biomass (and which itself is consumed)." That's where he went wrong. The same argument doesn't work for abiogenesis or evolution. Sun shining on a chemical broth does not cause it to organize itself and come to life. Energy does not make one living thing evolve into another living thing. That's the fallacy in the argument advanced by evolutionists.
We were interested in how JB's friend would react to our argument about an apple seed on the ground growing into an apple on the branch of an apple tree, thus increasing its potential energy, apparently defying the laws of physics. So, we asked JB to ask his friend what he thought about our article, Food For Thought. 8 This was his response:
Again, this is from the SAME website. I would recommend you read what the scientists who actually study the evidence conclude. When well over 99% of relevant scientists (biologists, paleontologists, and scientists from related fields) agree that evolutionary theory is accurate, consider that they may know something that this website author doesn't.
The author claims "Was burying his poop a random behavior that gave him a survival advantage? I can't imagine what the advantage would be." This is called an argument from ignorance fallacy. Just because one may not know of a natural answer to something does not mean there isn't a natural answer. In this case various predators hide their feces to hide their presence from other predators or to avoid challenging more dominant rivals. Dogs, however, don't actually bury there feces but instead kick grass or dirt to spread pheromones: https://www.petmd.com/dog/behavior/dogbehavior-why-do-dogs-kick-their-feetafter-pooping. It has nothing to do with any intent to bury seeds. Plants take advantage of EXISTING vectors and can
Having said that, there are a number of problems with the article, but I'll point out two simple ones:
7 Disclosure, March, 2020, "Food For Thought", http://scienceagainstevolution.info/v24i6f.htm 8 ibid.
become dependent upon them as they evolve (in other words, the original seeds weren't dependent on animals for seed dispersal originally, but after animals began dispersing seeds after consuming them, natural selection optimized that more efficient method).
The second problem is his assumption that there was ever a "first" apple tree. That's not how evolution works. Every species can only ever give birth to its own species, but the accumulation of slight genetic variation over time results in a new species. For a helpful analogy, We know Italian, French, Spanish, etc. evolved from ancient Latin, right? Did a Roman suddenly wake up one day speaking Italian? No, little changes to spelling, grammar and vocabulary were gradually introduced to Latin that eventually led to modern Italian and the other Romance languages. Evolution works similarly. Modern apple trees have been heavily modified by humans using artificial selection, but the ancestral trees had no problems reproducing traditionally.
When JB forwarded this response to me, JB added this comment:
I like how he uses that term "Relevant scientists". Who are these people? He doesn't seem to mention who they are.
JB is on the right track—but let's not get ahead of ourselves. Let's analyze the response carefully. It began with a personal attack. He began, "Again, this is from the SAME website." The implication is that the source makes the argument invalid. People who don't have facts on their side often resort to personal attacks.
Then he makes this false claim: "Well over 99% of relevant scientists (biologists, paleontologists, and scientists from related fields) agree that evolutionary theory is accurate." He doesn't cite the source for this outrageous claim because there is none. He probably believes it is true, but he has no proof that it is true. Perhaps he thinks any scientist who doesn't believe in evolution isn't a "relevant scientist." If you exclude everyone who doesn't believe from the survey, then 100% of the people left do believe. ☺
In our Food For Thought essay, we questioned why my dog buried his poop in the desert. The evolutionist replied,
The author claims "Was burying his poop a random behavior that gave him a survival advantage? I can't imagine what the advantage would be." This is called an argument from ignorance fallacy. Just because one may not know of a natural answer to something does not mean there isn't a natural answer.
He's right. Just because I don't know something doesn't mean it isn't true. Arguments from ignorance aren't valid. But this wasn't an argument from ignorance—it was really a rhetorical question. It was designed to get the
reader to wonder, "Can you think of a reason why dogs bury their poop?" It had the desired effect because the evolutionist wrote,
In this case various predators hide their feces to hide their presence from other predators or to avoid challenging more dominant rivals.
How does he know that? Does he communicate with animals, and ask them their innermost thoughts? (Those are rhetorical questions, not arguments from ignorance. ☺)
```
Dogs, however, don't actually bury there feces but instead kick grass or dirt to spread pheromones: https://www.petmd.com/dog/behavior/dogbehavior-why-do-dogs-kick-their-feetafter-pooping. It has nothing to do with any intent to bury seeds.
```
It's true, my dog did not do a very good job of burying his business. There's no grass in the desert; but what he did could be described as kicking sand. That is an observable fact. The claim that he did it to spread his pheromones is merely an opinion. Regardless of whether he did it to spread pheromones or bury seeds, the question remains, "What made him think to do that?" Was it an instinct or a learned behavior? As I said in the original article, I didn't teach my dog to do that. Apparently it was instinctual. This raises the general question, "Where does instinct come from?"
JB's friend went on to say, very confidently,
Plants take advantage of EXISTING vectors and can become dependent upon them as they evolve (in other words, the original seeds weren't dependent on animals for seed dispersal originally, but after animals began dispersing seeds after consuming them, natural selection optimized that more efficient method).
"Plants take advantage." Plants must be smarter than most people give them credit for. ☺
He said, "The original seeds weren't dependent on animals for seed dispersal originally." How does he know that? Then, "after animals began dispersing seeds after consuming them, natural selection optimized that more efficient method." What is the experimental data that proves that assertion?
He said, "The second problem is his assumption that there was ever a 'first' apple tree." No, that's not my assumption. It is the paradoxical premise that the theory of evolution is based upon. There weren't any of that kind, and then there was one. It was the first one, which produced more of them. Notice how he tried to finesse the problem.
That's not how evolution works. Every species can only ever give birth to its own species, but the accumulation of slight genetic variation over time results in a new species.
Did he listen to what he said? "Every species can only ever give birth to its own species." That's what every creationist will tell you. Then he contradicted himself in the second half of the sentence when he said, "the accumulation of slight genetic variation over time results in a new species." The issue really isn't about the origin of species. The problem evolutionists have is the origin of phyla. Species don't produce new phyla.
He then said,
For a helpful analogy, We know Italian, French, Spanish, etc. evolved from ancient Latin, right? Did a Roman suddenly wake up one day speaking Italian? No, little changes to spelling, grammar and vocabulary were gradually introduced to Latin that eventually led to modern Italian and the other Romance languages. Evolution works similarly.
That's not really a helpful analogy because it isn't true that every language can only ever give birth to its own language. Latin did give birth to Italian, French, and Spanish.
A better analogy might involve the evolution of the automobile. When did the Ford Model T become the Ford Mustang? It was a gradual change over many years. The Ford Mustang became a Mustang when somebody gave it that name. Mustangs, Appaloosas, and Clydesdales gained those designations when somebody gave horses those names after selective breeding produced those varieties. They are all just horses with distinctive characteristics.
Even that analogy isn't good enough because the real question should be, "When did the Ford Mustang become the P-51 Mustang fighter plane?" The answer to that question is, "It didn't." When did Tyrannosaurus rex become a humming bird? It didn't.
He claimed,
Modern apple trees have been heavily modified by humans using artificial selection, but the ancestral trees had no problems reproducing traditionally.
Yes, modern apple trees have been modified by artificial selection, which was one of the main points in our Food For Thought essay. Furthermore, the essay was inspired by an article which pointed out that apple trees do have problems reproducing naturally. Why should one believe that apple trees used to be able to reproduce traditionally, but evolved and lost that ability?
The problem JB's friend has is that he just doesn't think. He blindly accepts whatever he is told.
Evolution in the News
Young Experts
If you can't believe a 15-year-old, who can you believe?
Science used to be a reliable way to determine the truth. Now science has been corrupted to be nothing more than the opinion of people who claim to be intellectually superior. This change was precipitated by the theory of evolution because the theory of evolution doesn't meet the traditional definition of science. There is no experimental or observational evidence for the theory of evolution. The theory of evolution is merely speculation about what happened in the unobservable past through an imaginary method that cannot be demonstrated in the laboratory. This has opened the door for credibility to be given to all sorts of false ideas simply because "scientists say" they are correct, without any real science to back up the claims.
The Evidence
Here is some evidence we believe supports our claim.
This month's Email column contains an argument by JB's evolutionist friend in which he confuses evolutionary speculation with science. Although his email is an actual example of evolutionary delusion, one might try to write him off as unrepresentative because we don't know his name or his background; but we believe him to be typical because we have heard similar arguments from so many other evolutionists, and we believe you have probably heard similar things from evolutionists, too.
Brilliant Young People
A friend of mine has a daughter who graduated at the top of her class from a prestigious Bay Area university in California. When my friend introduced his daughter to an older woman, his daughter was highly offended because the woman told my friend, "I can see she is a very special young lady." His daughter had never heard the term "special" used in any other context than Special Olympics or special education. She thought the woman was calling her "gifted" (which is another politically correct term for "retarded"). The word "special" has lost its meaning through intentional misuse. In the same way, the word "scientist" has become a politically correct synonym for "lackey."
There have been many brilliant young people in the past and present. Wikipedia lists 24 musical prodigies who accomplished great things before the age of ten 9 and 39 competitors who became chess grandmasters before fifteen. 10 There have been some brilliant young scientists, too.
Blaise Pascal (1623–1662) was a French mathematician, physicist, and religious philosopher who wrote a treatise on vibrating bodies at the age of nine; he wrote his first proof, on a wall with a piece of coal, at the age of 11 years, and a theorem by the age of 16 years. He is famous for Pascal's theorem and many other contributions in mathematics, philosophy, and physics.
Srinivasa Ramanujan (1887–1920), was an Indian mathematician and autodidact who, with almost no formal training in pure mathematics, learned college-level mathematics by age 11, and generated his own theorems in number theory and Bernoulli numbers by age 13 (including independently re-discovering Euler's identity). 11
Today's foremost climate scientist, who has the ear of some world leaders, is young Greta Thunberg. In case you haven't heard of her, here are some excerpts from the Wikipedia article about her.
Greta Thunberg
In August 2018, at age 15, she started spending her school days outside the Swedish parliament to call for stronger action on climate change by holding up a sign reading Skolstrejk för klimatet (School strike for climate).
… She has received numerous honours and awards including: honorary Fellowship of the Royal Scottish Geographical Society; Time magazine's 100 most influential people and the youngest Time Person of the Year; inclusion in the Forbes list of The World's 100 Most Powerful Women (2019) and two consecutive nominations for the Nobel Peace Prize (2019 and 2020).
…
Thunberg says she first heard about climate change in 2011, when she was eight years old, and could not understand why so little was being done about it. The situation made her depressed. She stopped talking and eating, and lost ten kilograms (22 lb) in two months. Eventually, she was diagnosed with Asperger syndrome, obsessive–compulsive disorder
9 https://en.wikipedia.org/wiki/List_of_child_music_prodigies
11 https://en.wikipedia.org/wiki/List_of_child_prodigies
10 https://en.wikipedia.org/wiki/Chess_prodigy
(OCD), and selective mutism. In one of her first speeches demanding climate action, Thunberg described the selective mutism aspect of her condition as meaning she "only speaks when necessary".
Greta struggled with depression for three or four years before she began her school strike. When she started protesting, her parents did not support her activism. Her father said he does not like her missing school but said: "[We] respect that she wants to make a stand. She can either sit at home and be really unhappy, or protest, and be happy".
…
In May 2018, Thunberg won a climate change essay competition held by Swedish newspaper Svenska Dagbladet. In part, she wrote "I want to feel safe. How can I feel safe when I know we are in the greatest crisis in human history?"
…
Her speech during the plenary session of the 2018 United Nations Climate Change Conference (COP24) went viral. 12 She commented that the world leaders present were "not mature enough to tell it like it is". 13
Greta Thunberg is considered to be an expert on the danger of climate change, worthy of numerous awards and two nominations for the Nobel Peace Prize. But she has done no original research. She doesn't know anything. All she has done is repeat what she has been told by people with a political agenda.
She is a "special" little girl who is being passed off by liberal politicians as a "scientist." She hasn't done anything except to be frightened to death by some fear mongers. But this little girl, who hadn't even graduated from high school, wasn't afraid to tell world leaders at the United Nations that they were "not mature enough to tell it like it is".
Why does anybody listen to what she says? Is it because she has scientific proof of what she says? Or is it because she is a frightened snowflake? By her own admission she is completely dominated by fear of what some "scientists say."
She isn't a real scientist. She didn't solve Fermat's Last Theorem 14 or cure cancer. She is just a frightened little girl who was nominated for the Nobel Peace Prize because she is good at frightening other people by repeating what she was told by some fear mongers. That's no reason to listen to her.
12 https://www.youtube.com/watch?v=KAJsdgTPJpU
14 https://en.wikipedia.org/wiki/Fermat%27s_Last_Theorem
13 https://en.wikipedia.org/wiki/Greta_Thunberg (May 15, 2020)
During their heyday, evolutionists claimed that teaching creation in public schools would be the end of science as we know it, which would lead to the decline of the United States and the end of civilization. 15 Instead, teaching evolution in the public schools led to substituting speculation for experimentation, which led to accepting nonsense as scientific fact.
Dangerous "Scientists"
In January, 2020, the United States was enjoying remarkable prosperity. The economy collapsed in less than four months—not because people were too sick to go to work, or too sick to leave their homes to go shopping. It wasn't illness that caused the economy to collapse. It was the political response to the fear that resulted from the words of "scientists" (political lackeys).
In James Bond movies, the villain is often a mad scientist who uses technology to rule the world and make it the way he thinks it should be. In real life, "scientists" are the villains who use fear to take away your car, French fries, soft drinks, plastic straws, schools, sporting events and concerts in order to rule the world and make it safe the way they think it should be.
In the 1960's, people thought scientists were never wrong—because they were never wrong. They sent men to the moon. Now so many people claiming to be scientific experts are wrong so often that the public doesn't believe scientists any more. Scientists have earned a bad reputation by selling out and shilling for politicians. The "scientists" who warned us about the coming "snowball earth" were replaced by "scientists" warning us now about global warming (and scaring poor little girls like Greta).
We aren't the only ones who have noticed it. Scott Adams ran this Dilbert cartoon on June 5, just 11 days before this newsletter was published.
Science hasn't been science since the theory of evolution was declared to be scientific. Consensus replaced experimental proof, which allowed opinion to masquerade as fact. The theory of evolution is a "fact" only because all the "real scientists" say it is. ☺ The truth is that science is against evolution.
15 Disclosure, May, 2005, "Desperate Evolutionists",
by Lothar Janetzko
Questioning Evolution: The Push to Change Science Class
https://www.nytimes.com/2017/11/19/us/retro-reportevolution-science.html
Raising Doubts about Evolution… in Science Class
The website review for this month looks at a RETRO REPORT published in The New York Times in November of 2017. Retro Report consists of essays and documentary videos that re-examine the leading stories of decades past. At the top of the report, you will find a link to a 10-minute video which provides a summary of what is contained in the written report. The video has the following caption: "A growing skepticism of science has seeped into the classroom, and it's revived attacks on one of the most established principles of biology – evolution."
The commentary of the report begins by mentioning the sassy song "Evolution Mama" which dates back many decades and provides a link that allows you to listen to the song found on "JUG BAND SONGS of the Southern MOUNTAINS." You can find the lyrics for the song by searching the Internet.
The line of the song "Evolution mama, don't you make a monkey out of me," serves as the introduction for discussing what the Report believes to be the "enduring strength of the forces that embrace the biblical account of Creation." It is interesting to note that The New York Times writer feels it necessary to state that for some creationists (who are called science skeptics) "rejection of broad scientific consensus extends to issues like climate change and stem-cell research." Bringing politics into a discussion about creation and evolution is quite common in our main-stream media.
The commentary of the Report then discusses anti-evolution court cases which are presented in the RETRO REPORT video. Of course, the first case discussed is the so-called Scopes Monkey Trial held in 1925. The case made national headlines when Mr. Scopes was found guilty of violating a state law that prohibited the teaching of human evolution in state-funded schools. His conviction was overturned on a technicality that is not discussed.
The major outcome of anti-evolution court cases is that the courts have ruled that cases involving the teaching of Creationism in public schools are religious in nature and violate the First Amendment's proscription against "an establishment of religion."
The controversy over a Louisiana law is quite interesting in that the law permits public schoolteachers to "use materials critical of established scientific thought." You can read at length both about those who agree or disagree with this law.
At the end of the article, you will find 247 reader comments that present the widely different views of readers of this RETRO REPORT.
You are permitted (even encouraged) to copy and distribute this newsletter.
Disclosure, the Science Against Evolution newsletter, is edited by R. David Pogge.
All back issues are on-line at ScienceAgainstEvolution.info. | <urn:uuid:3db7bde7-b63d-465e-b799-dcccf33c3927> | CC-MAIN-2023-40 | http://scienceagainstevolution.org/vol24-9.pdf | 2023-09-23T20:58:38+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00625.warc.gz | 32,938,346 | 8,330 | eng_Latn | eng_Latn | 0.999018 | eng_Latn | 0.999334 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3304,
8022,
12488,
17431,
22819,
27686,
32096,
36637,
39576
] | [
2.125,
1.609375
] | 2 | 0 |
How to be a good friend, neighbour, and co-worker to people with an intellectual disability
May 2023
Meet Our Self-Advocate Co-Creators
Image description: Shane and his wife Brenda pose for a photo at their son's wedding. Shane is a white man, with short brown hair and a short beard. They are both in formal clothing and smiling at the camera.
Shane Haddad
Hello, my name is Shane Haddad, self advocate. I've been married to my wife Brenda for 34 years with 3 children and a granddaughter. I strive for full inclusion all across the world, Nothing About Us, Without Us. I have been President of People First of Canada. I love advocating for inclusive communities across Canada. I have presented at the United Nations. I enjoyed working on this project.
2
Image description: Manjeet smiles at the camera. She is a young woman of Indian descent. She has shoulder length dark hair and dark eyes. She is wearing a black top with a colourful print.
Manjeet
Manjeet is a self-advocate from Western Canada. She is a strong advocate for herself and for the rights of people with disabilities. She is passionate about people having choice and control in their own lives. She advocates for person-centered support that puts the person with a disability in the driver's seat.
3
About this document
This document is for people who want to be good friends, neighbours, and co-workers to people with an intellectual disability.
Inclusion Canada and people with an intellectual disability (self-advocates) created this document together.
We share ideas about how to include people at work, at school, at home, and in the community. The document has advice directly from self-advocates.
We ask questions to help you reflect on ways to make your community more welcoming and inclusive. We want people with an intellectual disability to be fully included all across Canada.
"I know from my experience lots of times people don't want to talk to me because I have a disability. They're afraid to talk to me because they don't know how to approach me. They don't know how to talk to me because they think that they're going to offend me or hurt my feelings for asking some questions."
- Self-Advocate
4
Who are people with an intellectual disability?
Each person with an intellectual disability is unique. There is lots of diversity among people with an intellectual disability. Each person has different needs, interests, and opinions.
People with an intellectual disability have many different identities. This includes being parents, siblings, employees, volunteers, entrepreneurs, and community members. Some people with an intellectual disability are Indigenous. Some people with an intellectual disability are members of the 2SLGBTQ+ community. Some people with an intellectual disability are immigrants.
We can't speak for all people with an intellectual disability because each person's experience is different.
We believe our communities are richer when everyone is included. By reading this document you are helping make this happen. Thank you!
What should I do when I meet someone with an intellectual disability?
Self-advocates shared their advice about how to make people with an intellectual disability feel included:
* Say "hi". Acknowledge that we're people. Get to know us.
* Treat adults with disabilities as adults. Don't talk down to us.
5
* Respect our right to make decisions. We are the experts of our own lives. Understand that we may need extra support.
* Speak directly to us. Ask our permission before talking to our support worker.
* Use respectful language. Some words like the R-word are never OK. If you don't know what words to use, ask us.
* Learn how to communicate with us. Ask us about the best ways to communicate with us. Our family members and supporters can help too.
* Use plain language so we can participate fully. When you talk with us, use short, everyday words. Give us the chance to ask questions.
* Learn how to support us. Don't assume you know what we need or want. Ask us.
* Think about how you like to be treated. Show us that same respect.
"Talk to me nicely and respectfully. Support me. Accept me for who I really am as a person, and not judge me by my looks. Flaws and all. I'm not perfect but I still want to be accepted as a person. Just allow me to be me."
- Self-Advocate
6
What if I make a mistake?
Everyone makes mistakes. You won't always say or do the right thing. How you handle these learning opportunities matters.
* Expect that you will make mistakes.
* Accept feedback. Listen when someone tells you that you've done something hurtful. Thank them for telling you. Let the person know you value them.
* Apologize. Be sincere. Take responsibility for your mistake. Even if you didn't mean to be hurtful, acknowledge that you caused harm. Don't try to defend what you did.
* Change your behaviour. Learn from your mistake. Decide how you will act differently next time. Take time to learn about disability and inclusion. Don't expect people with disabilities to educate you.
The next few pages have ideas about how to be welcoming and inclusive at work, at school, at home, and in the community.
7
As you read each section, think about these things:
1. How can I listen to people with an intellectual disability and their families? Am I hearing their experiences and opinions?
2.How can I learn more about inclusion? Are there things I don't know enough about? Whose responsibility is it to teach me?
3. Do I ask people with an intellectual disability about what they need and want? How can I avoid making assumptions or judgements?
4. Do I act when I see people with an intellectual disability being excluded? If not, what is stopping me?
At Work
8
As a co-worker or boss, you can help make people with an intellectual disability feel welcome and included at work.
People with an intellectual disability and their families are also customers. People support businesses that treat customers well. Inclusion is good for business.
"We want people to see the ability first. [Inclusive and welcoming employers] get you to do things. They have faith in you that you'll do it right."
- Self-Advocate
9
These questions can help you think of ways to make your workplace more inclusive.
* Does your workplace employ people with an intellectual disability?
* Are there barriers that prevent people with disabilities from being hired? For example, unnecessary job requirements?
* Are employees with disabilities invited to social events like staff holiday parties, beer & wing night, or team-building activities?
* Are employees with disabilities treated as valuable members of the team? Are they trusted to do their jobs well? Are they encouraged to grow in their career?
* Are employees with disabilities paid the same as employees without disabilities? Do they get promoted?
* Are all employees (with and without disabilities) asked about the accommodations they need to do their job well? Are the supports provided person-centered?
* Is your workplace accessible? Do you know what accessibility looks like for people with intellectual disabilities? The Inclusive Workplace can help!
10
* If employees work remotely, how are they supported to do their job?
* How are customers with disabilities treated at your business? Do staff members receive training about how to support customers with disabilities?
"Lots of times we'd go for coffee, and you can tell by the way they serve you whether they want you in there or not. [If they want you there, they treat you] like they treat everyone else. They talk to you." - Self-Advocate
Students, parents, and teachers all have important roles in creating an inclusive school community.
These questions can help you think of ways to make your neighbourhood school more inclusive.
* Are children with an intellectual disability educated at their local neighbourhood school? Are they provided with the accommodations and support they need to be successful?
* Do children with and without disabilities interact at school? Are they part of the same classroom? Do they eat lunch together?
12
* Are children with an intellectual disability included on field trips and at social events like school dances?
* Do children with an intellectual disability have choices about who they spend time with and what activities they participate in?
* Is the school and playground accessible for all children?
* Do sports team and social clubs at the school include children with disabilities? Do coaches have training about inclusive recreation?
* Do parents of children without disabilities play an active role in championing the importance of inclusive education?
* Are lessons designed so that all students can learn together? Are students encouraged to help and learn from each other?
* Do lesson plans include teaching students about disability and its history in Canada? Truths of Institutionalization: Past and Present can help!
"What worked really well for me, was being able to be in the regular classrooms as much as possible. Definitely with at least some modifications. Make it age appropriate. Person centered, in plain language."
- Self-Advocate
My neighbourhood school isn't inclusive. What should I do?
Speak up. Whether you (or your child) have a disability or not, let the school know how important it is that everyone belongs. Every child has the right to an inclusive education. Every child should feel safe and accepted at school.
Share resources like Inclusive Education Canada with the school.
Get involved with school activities. Suggest ways to make these activities more inclusive for all children.
14
At Home
The values we teach at home can have a big impact on our lives. We learn important lessons about how to treat other people. These lessons come from parents, siblings, and other role models.
Children who grow up in inclusive households and communities can teach adults a lot about how to be a good friend to people with disabilities.
"Don't be afraid to walk up to somebody with an intellectual disability and introduce yourself and get to know them." - Self-Advocate
These questions can help you think of ways that your family can be more inclusive at home.
* Has your family ever talked about disability? How should people with disabilities be treated? Where should people with disabilities live, learn, work and play?
* Are people with disabilities included in your children or family birthday parties?
* Do the TV shows, books, and movies your family enjoys, include people with disabilities? What kinds of roles do they play? How are they treated? Does the show, book or movie reinforce any myths or stereotypes about people with disabilities?
* Do you follow people with disabilities on social media? What are you learning from them? This is Ableism is a great place to start!
* Has your family talked about why some words are hurtful and should not be used?
* Do the members of your family know what to do if they see someone being bullied in person or online?
* Has your family talked about personal responsibility and respecting the choices of other people?
16
"Parents need to be positive role models. The way you can be a positive role model is [to] show them in actions that we are people too. We may look a little different, or do things differently, but the bottom line is, we are people, and that's how we should be treated."
- Self-Advocate
Sports teams, social clubs, and faith communities are places we make friends and lifelong connections. These community spaces can be welcoming and inclusive for everyone.
These questions can help you think of ways to make your recreational, social, or faith community more inclusive.
* Do people with and without disabilities participate in this activity together?
* Do you communicate information about your activity using simple, everyday language that is easy to understand?
18
* Is the location of your activity accessible? Are there accessible parking spaces, entrances, and washrooms?
* Are there accommodations or modifications available so everyone can participate in the activity?
* Do you ask people how you can best support them?
* Does everyone get to choose when and how they participate in the activity?
* Does your organization know how to meaningfully involve people with intellectual disabilities? Do you consider the needs of people with disabilities when planning your activity? Listen, Include, Respect can help!
"For starters, make it easier for us to participate. Make some modifications to the building, if necessary, and to the activities. Allow [people with disabilities] the opportunity to participate."
- Self-Advocate
Next Steps
This document doesn't give you all the answers about building welcoming and inclusive communities. Instead, it asks questions and invites you to think. This is a skill we want you to keep practicing!
We hope you will keep thinking about inclusion. Including everyone starts with wanting to be inclusive. Every day, in every part of your life, ask yourself "who is included and who is left out"?
Then do something about it.
* Learn directly from people with an intellectual disability and their families. People First of Canada and their local chapters are a great resource. Don't expect every person with a disability to freely give their emotional energy and time to educate you. The next page has some great resources to get you started.
* Make changes in your own language and behaviour.
* Think about the types of privilege you experience in life. How can you use your power to create change?
* Ask people with an intellectual disability how you can better support them to participate. Don't make assumptions.
20
* Ask organizations, schools, and businesses how they include people with an intellectual disability.
* Choose to support businesses that show they are committed to inclusion.
* Talk about inclusion with your family and friends and explain why it matters to you.
* Look for opportunities to create new friendships with people with an intellectual disability.
Learn More
Books
* Life Landscapes by People First of Saskatchewan
Documentaries
* The Freedom Tour
* Unloved: Huronia's Forgotten Child
For Kids
* Book: Completely Emme by Dr. Justine Green (Author), Ana Luísa Silva (Illustrator)
* Book: My Friend Isabelle by Eliza Woloson (Author), Bryan Gough (Illustrator)
* Book: We Are All Different: A Celebration of Diversity! by Tracey Turner (Author), Åsa Gilland (Illustrator)
* Sesame Street - See Amazing in All Children
22
Podcasts
* Invisible Institutions
Videos
* I'm not your inspiration, thank you very much
* This is Ableism
Websites
* Inclusive Education Canada
* Listen, Include, Respect
* People First Of Canada
* The Inclusive Workplace
* This is Ableism campaign
* Truths of Institutionalization: Past & Present
Inclusion Canada c/o WeWork 1 University Avenue, 3rd Floor Toronto, Ontario, M5J 291
inclusioncanada.ca email@example.com
@InclusionCanadaFB
@InclusionCA | <urn:uuid:5ae1cbfa-8a1b-499a-8159-17c5fed442d4> | CC-MAIN-2023-40 | https://inclusioncanada.ca/wp-content/uploads/2023/07/Ally-Toolkit.pdf | 2023-09-23T21:50:53+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00627.warc.gz | 352,779,792 | 3,074 | eng_Latn | eng_Latn | 0.922184 | eng_Latn | 0.998685 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
101,
1277,
3365,
5178,
6187,
7616,
9174,
10126,
11420,
12671,
14065,
14849,
15014
] | [
3.671875
] | 2 | 0 |
One Book, One Community 2023
Views From the Hot Seat by Michael Gunther
Curriculum and Program Guide for Schools and Public Libraries
One Book, One Community Committee
Contact Information:
email@example.com
Discussion Questions Or Short Writing Exercises
Standards:
1. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
2. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
4. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
5. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
6. SL.9-10.3 Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
7. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
1. One of Michael Gunther's inspirations for writing this book was a list of "Things to do when you retire". One of the items was to write a book. Another motivator for Gunther was his grandchildren. Gunther wants them to know who their grandfather was. What activities do you participate in that you are passionate about? Who pushes you to continue to be passionate about these activities?
2. Do you have any interests that you wish you had more time or motivation to develop or explore? What is holding you back from developing these interests? How can we support and encourage others to pursue their interests?
3. In a presentation about Views From the Hot Seat, Michael Gunther said, "I'm a firm believer we should thank people long before they die". In what ways do we express our "Thanks" to those around us? What are ways that we receive "Thanks" from those around us? What are ways that we receive "Thanks" from society?
4. How often do you write? What do you typically write about? What inspires you to write? What would motivate you to write more?
5. Michael Gunther has impacted Tuscarawas County and surrounding areas in many ways through teaching and coaching. Gunther said, "I appreciated being part of something special, being loyal to a cause and loyal to a team is something I value". In what ways are you impacting the communities you have connections with? Are you satisfied with the impact that you have?
6. In our childhood, we are shaped and molded by environmental factors that we are not aware of at the time. What factors from your childhood continue to influence you in positive or negative ways?
7. While reflecting on his 35 year career in education, Gunther said, "I wanted to be a teacher that just happened to coach. I had a great career and I have no regrets". What activities/jobs/associations have you had for extended periods of time in your life? In your future, will you be happy that you participated in that activity/job/association?
8. One of Gunther's goals of writing Views From the Hot Seat was to give back to the community of Tuscarawas County that raised him. What ways do we give back to Tusc County? What are ways that we, individually and collectively, can improve the county so that future generations can continue to be impacted in positive ways?
Exploring Themes
Standards:
1. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
3. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
4. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
1. Reading Passages Suggestions:
a. Opinions vs Facts
■ Our Society Does Not Value Education page 16
b. Debates
■ Technology: My Fear page 26
c. Coaches
■ Coaching: Thoughts and Rambling page 30
d. Inspirations
* Thank You - Gratitude
* A Tribute: Charlie Huggins page 19
2. As a group, discuss the different topics that Gunther explores in Views From the Hot Seat.
3. Pose the following prompts to students:
a. What is a specific theme that really spoke to you as you read Views From the Hot Seat? Elaborate on what influence these passages from the text had on you.
b. If you could share one passage in this book with a person that is important to you, which passage would you share? With whom would you share it? Why would this passage be important to that person?
4. Students are to address one of these questions in one of the following ways:
a. Write a 5 paragraph essay about one of the two topics.
b. Create a 2 minute presentation about the chosen topic to share with the class.
c. Create a promotional pamphlet for the book using both of the topics as aspects of why people should read the book.
d. Create a 1 minute promotional video for the book using the prompts as a basis for promoting the video.
Styles of Writing
Standards:
1. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
2. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
3. SL.9-10.3 Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
4. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
1. Divide students into groups.
2. Each groups receives a different style of writing from the following list.
a. Blog
b. Social Media
c. Essay
d. Short Response
e. Thank You Letter
f. Memoirs
g. Autobiography
3. The groups are given 30 minutes to research the components of that writing platform and provide two examples from Gunther's Views From the Hot Seat that fit that style of writing or are about that style of writing.
4. As a follow up, share out in one of the following ways:
a. Rotate members of the groups to rotate to another group. Share the information out in small groups.
b. Students are to create a short presentation with 1-2 discussion questions about the passages from Gunther's books. Present to the class.
Writer's Workshops Ideas
Standards:
1. W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
2. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3. W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
4. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Timed Sprints
Set a timer for 15 minutes and let everyone write either on paper or laptop. At the end of the time, count the words and discuss. Repeat the activity again and count the words and discuss. Explain to everyone in 30 minutes they just wrote that many words imagine what could happen if they wrote 30 minutes everyday for a week? Would they have enough words to start a novella? What would happen if they wrote 30 minutes everyday for a month? Would they have enough words to start a blog?
Memoirs
Give everyone 30 minutes to write a scene about a significant event in their lives and share. Encourage everyone to keep up the practice for a week.
Plotting a Murder in an Hour
Set a timer for an hour and the group will have to come up with murder mystery including characters, setting, plot. Provide sticky notes to arrange on a white board as basic plot points are discussed. An excellent exercise to have writers to plot an entire project before getting to writing it down.
World Building
Discuss the different elements one needs to create a world. Explore different genres, authors, and stories with examples. Bring examples of famous science fiction writings with vivid fantasy worlds. Invite people to write details of a fictional word on paper and share with everyone their worlds.
How to build a fictional world - Kate Messner
Fan Fiction
Discuss online outlets for fan fiction. Have everyone select their fan show, movie, or book series and create an outline for a new story for that world.
Resources
TEDEd - The Writer's Workshop Writing Workshop 5 Mini Lessons to Launch Both Reading and Writing Workshops
Self Publishing Resources
Amazon Self-Publishing Barnes & Noble Nook Press Editorial Freelancers Association
Creating Your Story
How to use social media tools to create your story in a meaningful and creative way to connect with family and friends.
Supplies
* Smart devices connected to a projector system to demonstrate the different social medias
* Bring their own smart devices
Activity
Display the social media of your choice on the projector system and explain the different features and how to use it. Next explain how to use social media to create your own story to share with the world.
Variations
How to use AI (Art Intelligence) programs to create stories and art using words. Include a discussion about the responsibilities of using AI.
Resources
Instagram
Snapchat
TikTok
Midjourney
GoblinTools
Writing Thank You Notes
The art form of writing a proper thank you note for someone who sparked the passion that drives you.
Standards:
1. W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Supplies
* Thank You Cards
* Pens
* Envelopes
* Stamps
Activity
1. Show the teens the proper format to write a thank you
a. Format
i. Greeting
ii. Share your gratitude with specific examples
iii. Share personal conversation details
iv. Say thank you again
v. End with closing
2. Show how to address a letter
a. Format
i. Name
ii. Street Address
iii. City, State, Zip Code
Resource
Gratitude Curriculum
Deliver Gratitude Day
Memory Jar
Part of the reason Michael Gunther wrote his book was so his grandkids could have stories about his life. A Memory Jar is a craft program to create something to jot down memories one would like to share with family. Lots of people create them every year for New Years.
Supplies
* Jars including a lid
* Stickers
* Ribbon
* Cardstock
* Hot-Glue Gun
* Scissors
Activity
Decorate the jar with craft supplies provided and write down your first memory of creating the jar at the library. Write the date on your note.
Variations
Rather than creating a Memory Jar - create a Memory Journal or notebook instead. Decorate the front using Mod Podge using prints of pictures of family memories or other stickers or magazines.
High School Athletes Storytime
Invite local high school athletes to read for storytime.
Book List Recommendations that are Basketball themed:
* I Promise by Lebron James
* The Boy Who Never Gave Up by Anthony Curcio
* I Have A Superpower by Stephen Curry
* B is For Baller by James Littlejohn
* Salt in His Shoes by Deloris Jordan & Roslyn M. Jordan
Display
Interactive Display Ideas
Who Inspired You in Your Community?
* Name teachers, coaches, leaders etc. that inspired your spark for learning
* Post It Notes
- Supplies:
* Pens
* Bulletin Board
Thank You
* Don't Wait to Say Thank You - Do It Now
■ Supplies:
- Create your own thank you note for some special in your life
* Paper
* Stickers
* Writing Utensils
One Book One Community 2023 Views From The Hot Seat By Michael Gunther
Essay Contest: " One Book, One Community Essay writing contest sponsored by Tusc. Co. Writer's Guild.
Theme: Role model: Who was your greatest influencer?
First place price is: $75, second $50, third $ 25. For adults and students.
Winners announced at the events on November 6, 2023 at Kent State Tusc
One Book One Community - Book Clubs Discussions Community List
Continuous Book Club
Tusky Branch - 209 South Main Street, Tuscarawas
September: Views from the Hot Seat by Michael Gunther
Read the monthly book selection then come in and rate the novel 1 to 5 stars
Girls' Night Out Book Club Main Library – 121 Fair Avenue, New Phila Thursday, September 14 th at 6:00 PM
Strasburg Book Discussion Strasburg Branch – 356 Fifth Street SW, Strasburg Thursday, September 14 th at 6:30 PM
Afternoon Book Discussion Main Library – 121 Fair Avenue, New Phila Thursday, September 19 th at 1:30 PM
Teen Tuesday at Dover Library September 26 at 3:00 PM: Tell Your Story Write or tell a story using ideas from random story generators like the Story-Matic game. Free snacks will be served!
Chautauqua Book Club
Deis Hill Park (Dover City Park)
Thursday, September 28 at 12:00 PM
After Hours Book Club Meeting and Book Month Block Party
Gnaden Library
Thursday, October 12, 2023 at 5pm
Michael Gunther will be the guest speaker.
Murder Mystery Book Club Sugarcreek Branch – 120 South Broadway, Sugarcreek Monday, October 16 th at 11:00 AM
Bolivar Book Club Bolivar Branch – 455 West Water Street, Bolivar Tuesday, October 17 th at 6:00 PM
Teen Tuesday at Dover Library October 24 at 3:00 PM: Tell Your Story 2: The Spooky Sequel Challenge yourself to write the scariest stories while enjoying freshly made s'mores.
Claymont Public Library Book Discussion Jerry's Restaurant 103 W McCauley Dr, Uhrichsville. Thursday, October 26th at 12:00 p.m. (noon)
Literacy Connection Day for local high schools
Kent State Tuscarawas
Monday, November 6, 2023 from 10:00-1:30
Final Culminating Event Kent State Tuscarawas Monday, November 6, 2023 at 7:00 p.m. Author Michael Gunther presenting Views From the Hot Seat. | <urn:uuid:b6e8f22c-8984-4467-a034-0a93a514a642> | CC-MAIN-2023-40 | https://tuscliteracy.org/wp-content/uploads/One-Book-One-Community-Activity-Suggestions-2023.pdf | 2023-09-23T21:23:57+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00625.warc.gz | 645,443,885 | 3,776 | eng_Latn | eng_Latn | 0.982968 | eng_Latn | 0.996904 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
221,
4007,
4688,
6615,
8143,
10966,
11363,
12075,
12998,
13732,
14456,
15771,
16649
] | [
4.40625
] | 1 | 0 |
Family and Consumer Sciences National Standards 3.0
Rationale for Family and Consumer Sciences National Standards
Today's students are the future leaders and members of tomorrow's families, workplaces, and communities. They need to develop social, emotional and character maturity to be able to act responsibly and productively to synthesize knowledge from multiple sources, to work cooperatively, and to apply the highest standards in all aspects of their lives.
Family plays a very important role in our individual lives and in society and is widely recognized as the context in which its members learn about relation to and caring for others, acquire attitudes about learning and work, build communication and reasoning skills, learn right from wrong, and form patterns of responsible citizenship. Family members learn to work together within the family and with other families to improve conditions in the home, workplace, community, and world.
Vision and Mission – A Foundation for FCS Standards
The vision and mission statements have been widely publicized and utilized and have made significant impact on the directions taken by Family and Consumer Sciences curriculum and program development at the national, state, and local levels.
Family and Consumer Sciences Vision Statement: Family and Consumer Sciences empowers individuals and families across their life span to manage the challenges of living and working in a diverse global society. Our unique focus is on families, work, and their interrelationships.
The mission of Family and Consumer Sciences Education is to prepare students for family life, work life, and careers in Family and Consumer Sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed for success, including:
* Strengthening the well-being of individuals and families across the life span.
* Becoming responsible citizens and leaders in family, community, and work settings.
* Promoting optimal nutrition and wellness across the life span.
* Managing resources to meet the material needs of individuals and families.
* Balancing personal, home, family, and work lives.
* Using critical and creative thinking skills to address problems in diverse family, community, and work environments.
*
Managing life, employment and careers successfully.
* Functioning effectively as providers and consumers of goods and services.
* Appreciating human worth and accepting responsibility for one's actions and success in family and work life.
Historical Perspective
The foundation for the development of national standards was laid in March 1992, when vision and mission statements for Family and Consumer Sciences Education (FCS Ed) were developed by FCS administrators, educators and others during a strategic planning session in Washington, DC. In October 1993, leaders from the many segments of the FCS profession convened in Scottsdale, Arizona, to explore and redefine future directions for the field. The definitions and directions developed in Scottsdale were in harmony with the vision and mission statements that had been developed for Family and Consumer Sciences Education, and the work was merged. The modified vision and mission statements were officially adopted in December 1994.
The National Association of State Administrators of Family and Consumer Sciences Education (NASAFACS) first began to consider development of national standards for family and consumer sciences at their spring meeting in 1994 and initiated the standards development project in the spring of 1995. The project to develop national standards created an atmosphere that celebrated the variety that exists among state philosophies and blended multiple approaches to standards and educational delivery systems.
The resulting work became a powerful tool for showcasing the transitions that had occurred in this field and the shift from the philosophy of home economics and its emphasis on technical homemaking skills, to Family and Consumer Sciences, with its focus on broader family and society issues and careers in Family and Consumer Sciences, and provided significant guidance for the field. The first edition, National Standards for Family and Consumer Sciences Education (NASAFACS, V-TECS 1998), provided a strong and clear conceptualization and a common direction for Family and Consumer Sciences Education at the national, state, and local levels.
In May 2005, NASAFACS initiated a project to update the national standards, utilizing a highly participatory process to collect recommendations from a wide variety of stakeholders. Over 1,000 reviewers, including FCS educators and subject matter specialists from all states, along with representatives of external organizations, business and industry, agencies with direct connections, and other stakeholders, reviewed the National Standards and provided recommendations for the second edition. Workgroups chaired by NASAFACS leaders analyzed feedback to revise and update the standards and competencies to create the National Standards for Family and Consumer Sciences Education, Second Edition (NASAFACS 2008). The National Standards 2nd Edition reconfirmed the Vision and Mission for Family and Consumer Sciences Education as the basis for national standards, continued the format that highlights competencies and process questions and alignment with FCCLA programs and added alignment with Career Clusters and 21st Century Skills.
In May 2014, NASAFACS initiated a project to update the national standards again, utilizing a highly participatory process that has involved well over 2,000 stakeholders providing recommendations for the third edition. The Family and Consumer Sciences National Standards 3.0 (NASAFACS 2018) continues the proud tradition of providing the framework for national,
Family and Consumer Sciences National Standards 3.0
state, and local programs that prepare students for family life, work life, and careers in Family and Consumer Sciences by empowering individuals and families across the life span to manage the challenges of living and working in a diverse global society.
The FCS National Standards in Action
The process to develop national standards for Family and Consumer Sciences Education has occurred concurrently with the development of standards in several other areas of education. Goals 2000: Educate America Act initiated development of national educational standards as a means of encouraging and evaluating student achievement and provided for voluntary skill standards related to Career Clusters (e.g. Human Services, Education and Training, Hospitality and Tourism, Visual Arts) to encourage youth and adults to be better prepared to meet demands for high-level skills and updated technological requirements.
Standards development that has occurred since then has focused on higher standards for all students and has identified what learners should know and be able to do in discipline-specific content and in thinking and process arenas as well. Reference the FCS Body of Knowledge to expand the understanding of the philosophies foundational to Family and Consumer Sciences.
The Family and Consumer Sciences National Standards 3.0 presents a vision for the future and provides FCS educators with a structure for identifying program outcomes; that is, what learners should know and be able to do at the end of a program of study or sequence of courses. Components of the FCS National Standards 3.0 include Areas of Study, Comprehensive Standards, Content Standards, Competencies, and Process Questions, which are described on the Standards & Competencies portion of the LEADFCS (formerly NASAFACS) website.
The FCS National Standards 3.0
* Are based on knowledge and skills needed for home/personal and family life as well as those needed to succeed in related careers;
* Develop the context for many of the individual career areas within Family and Consumer Sciences Education (e.g. dietetics, early childhood, facilities maintenance, food service, hospitality, interior design, and so forth);
* Provide an excellent system for meeting the needs of individuals preparing for life in a global society while simultaneously preparing for careers;
* Are comprehensive and collectively provide the structure for an integrated approach to Family and Consumer Sciences Education;
* Adaptable and essential to developing an FCS program framework to meet specific needs and courses of study; and
* Address the expectations for quality FCS programs and curriculum design;
* Identify the standards for individual FCS career areas through focused and enhanced content detail and additional direction for specific career paths;
* Apply to all students regardless of age, gender, cultural or ethnic background, disabilities, aspirations, interests or motivations.
Family and Consumer Sciences National Standards 3.0
FCS, like other disciplines, is concerned with the integration of academic knowledge and achievement in a contextual approach. The Family and Consumer Sciences Education National Standards 3.0 form a comprehensive structure designed to accommodate varying state philosophies (e.g. competency-based, conceptual and process perspectives) and multiple issues related to standards and delivery systems.
There is wide variation in what, how much, and when concepts in Family and Consumer Sciences Education are introduced to students and in the level of depth to which any particular standard or competency may be developed. Different students will achieve understanding in diverse ways to different degrees of depth and breadth, depending on interest, ability, context, and age of learner.
It is expected that delivery will vary; however, inquiry based, project based/problem based instruction with community engagement and real-world applications are embedded. Family, Career and Community Leaders of American (FCCLA www.fcclainc.org) is considered best practice for the authentic application and demonstration of skills developed through FCS classroom learning.
Terms of Use
The Family and Consumer Sciences National Standards 3.0, (NASAFACS 2018), the logo, and related materials on the NASAFACS website at https://www.leadfcsed.org/nationalstandards.html are, by copyright, the property of LEAD Family and Consumer Sciences Education (LEADFCS), formerly the National Association of State Administrators of Family and Consumer Sciences (NASAFACS). The copyright was registered with the U.S. Copyright Office in June 2017.
Non-commercial useage:
Individuals and organizations interested in developing new products, programs and initiatives to support family and consumer sciences education are granted permission to download, copy, and use all or parts of the National Standards for any non-commercial purpose on the condition that full and visible credit is given to: LEAD Family and Consumer Sciences Education (LEADFCS) and the LEADFCS/NASAFACS 2018 copyright is cited.
Commercial useage:
Express written permission must be obtained from LEADFCS to copy, reproduce, republish, upload, post, transmit, sell, or distribute any material, including content and graphics, on this web site for any commercial purpose. Include explicit description of intended use, expected outcomes, expected revenue, and benefit to NASAFACS, including proposed financial remuneration or revenue sharing proposal. Allow up to six weeks for processing of requests for permission. Send requests for permission to Dr. Peggy Wild, LEADFCS National Standards Manager, at email@example.com. | <urn:uuid:4c4a818a-c38c-4b43-8863-c9774a6c472e> | CC-MAIN-2023-40 | https://www.leadfcsed.org/uploads/1/8/3/9/18396981/fcs_natstandards_3_updated_2023.pdf | 2023-09-23T20:12:44+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00629.warc.gz | 965,502,541 | 2,123 | eng_Latn | eng_Latn | 0.990714 | eng_Latn | 0.99169 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2516,
5830,
8843,
11576
] | [
2
] | 1 | 0 |
Manifesting Your Intentions:
Clutter-Busting
It is more likely that if you make a list of things to do, the tasks on the list will be accomplished. Lists help us focus and manifest our intentions. We think about what we need to do, visualize ourselves doing it, then write down that we need to do it. My favorite part is crossing things off the list – I love accomplishing intentions! It generally never occurs to us that we can't accom plish what is on our list. No matter how small the task, or how large, if it's on the list, we'll get it done. We're sure of it, we see it happening, we may even prioritize the order in which our goals will be accomplished. And one by one, the tasks on the list are done – as if by magic!
In feng shui, there is an extra boost available for mani festing one's intentions. It's called the Three Secrets Reinforcement. This entails using the mind to visual ize what it is that you want, verbally stating what it is that you want, and finally, using the body in a move ment of some sort to symbolize your intention. This movement can be a mudra – a symbolic hand position or gesture; another movement that means something to you – like crossing yourself; or anything at all – like dancing a little jig. It can also be the movement re quired to write it down.
Taking this idea a step further, we can more easily accomplish our tasks on our list of intentions if we are organized. Having to climb over dirty clothes and old newspapers may make it more difficult to vacuum the floor. If, however, we've cleared out clutter, vacu uming is accomplished in no time at all. Clutter can inhibit accomplishing tasks. If your desk is cluttered it gets very difficult to handle paying your bills. If your kitchen is a mess, cooking may take longer because you have to clean the items needed to complete the preparation. If your garage is a mess, you may not be able to fix the lawn mower.
Clutter often insulates us from being able to focus our intentions enough to manifest what we want or need in our lives. If we keep outdated documents, unused clothing, inherited knick-knacks, meaningless photographs, etc., in our environments, they begin to be so overwhelming that we no longer feel the need to accomplish tasks. Everything is just "too much"
to think about. So clearing clutter helps us focus and manifest our intentions. So check out what's lurking in your closets, hiding in your drawers, taking up all your table tops and start whittling it down.
Once your environment is organized and clutter is minimized on the inside, you also need to look at what is happening on the outside. Are your trees, shrubs, or gardens overgrown? Are they out of control or neatly trimmed and supporting your curb appeal? What's going on with your vehicle? Is it full of trash? Is the trunk or glove compartment an overstuffed hodgepodge of things you've been meaning to clear out of there?
Don't forget to check out what's in your purse, brief
case, or backpack. Clear the clutter from your address book, day runner and wallet. Delete all extraneous documents from your computer or blackberry. Check your junk drawer, your jewelry box, under your bed, your medicine cabinet – leave no clutter un-busted. If it feels overwhelming, try to do only one drawer, or one shelf, or one cabinet at a time. If you really enjoyed it, you can continue, but limit yourself to an hour. Then reward yourself for your accomplishment. Take up more clutter busting the next day. You can even clutter-bust while you're on the phone! To get started, simply evaluate each item you find and ask yourself these questions: 1) Do you love it?; 2) Do you use it?; and 3) If it's broken, will you fix it NOW? Then get three good-sized boxes, bags or baskets and create three piles. If all three of your answers were "yes" then put the item where it belongs. If any of your answers were "no" put it in one of these three piles: Sell, Give Away, or Throw Away.
Once your clutter is cleared you will find that focus ing and manifesting your intentions becomes easier. It will stay that way until the clutter gains ground again, so schedule yourself quarterly clutter-busting sessions. Then make your list and manifest your intentions!
___________________________________________
Trisha Keel of Tomorrow's Key has been practicing the art and science of feng shui since 1995. She was certified by James and Helen Jay, who were trained by Grand Master Thomas Lin Yun, the man who brought feng shui to the Western world. Email Trisha at firstname.lastname@example.org.
— # —
————————— © 2005. Tomorrow's Key. All rights reserverd. All un authorized duplication is a violation of applicable law. | <urn:uuid:cd5f42d9-39f7-4642-9045-95fad4506aaa> | CC-MAIN-2023-40 | https://www.tomorrowskey.com/Manifesting.Clutter.pdf | 2023-09-23T21:16:03+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00630.warc.gz | 1,152,777,532 | 1,070 | eng_Latn | eng_Latn | 0.998724 | eng_Latn | 0.998724 | [
"eng_Latn"
] | false | docling | [
4686
] | [
2.1875
] | 2 | 0 |
Elementary School Prevention Program Description
WISE programming is consistent with federal and state health education standards and based on research and best practices for promoting safety. Lessons are delivered in two parts each school year to build on content and skills learned in previous years of programming with WISE. The strategies of WISE's Prevention and Education Program reflect the Center for Disease Control's Social-Ecological Model. connecting individual, relational, community, and societal factors that influence real and lasting change.
Kindergarten - 2nd Grade: Programming for these grade levels is based on the Care for Kids curriculum, which is designed for children ages 3-8. Content includes developmentally appropriate activities and messages that enhance children's self-knowledge, respect for self and others, and fosters rewarding human relationships. Messages intentionally repeat each year to reinforce important concepts around safety, empathy, and asking for help from trusted adults. Each lesson includes a circle time, activity, and book.
Elementary School Lessons
Kindergarten
Kindergartners think about the many ways we take care of our bodies, discuss how adults can help children stay safe and healthy, and practice caring for babies.
Babies: This lesson uses anatomically detailed baby dolls to help kids identify the many ways we care for our bodies. Students learn the difference between public and private body parts and the accurate terminology for private body parts: bottom, vulva, and penis. Educators model the safe and respectful way that adults help infants take care of their bodies by changing their diaper.
Asking for Help: Students are encouraged to ask adults for help when they need it, especially when they have questions about their bodies or feel unsafe or uncomfortable. Each student identifies adults who they can ask for help both at school and at home.
1st Grade
First graders expand upon last year as they are learning to do more things for themselves! Lessons reinforce asking for help from trusted adults and create expectations for safe and respectful care.
Bodies: With the help of anatomically detailed dolls, students review the difference between public and private body parts and the terms bottom, vulva, and penis. We remember from kindergarten that adults must be safe and respectful when helping kids take care of their bodies. Little kids might need help from trusted adults, but adults and older kids do not need help from younger kids to care for their bodies.
Feelings: Taking care of our bodies includes taking care of our feelings. We make connections to the physical reactions our bodies have to our emotions. Sometimes we feel confused, mixed up, or may have a hard time managing our feelings. Students identify adults who they can ask for help with their feelings.
2nd Grade
Second graders think about respecting other people's bodies, every person's right to say yes or no to being touched, and the amazing things each person's body can do.
Bodies II: Students remember the difference between public and private body parts. Knowing accurate names of body parts decreases the silliness or secrecy that might prevent children from asking for help. Our activity encourages students to celebrate the amazing and unique qualities that each of our bodies have and recognize the different things that our bodies can do.
Asking for Permission: Students learn that each person is the boss of their own body. People should respect our bodies by asking for permission before touching, and we should always ask permission before we touch others, even for things like hugs! Finally, students identify adults who they can ask for help if they ever feel unsafe about a touch or if they are asked to keep a touch a secret.
38 Bank Street
Lebanon NH
every hour, every day 866-348-WISE
wiseuv.org
@WISE
3rd Grade
Third graders spend more time focused on their feelings – how to identify them and how to take care of their feelings in safe and respectful ways.
Feelings Fortune Tellers: Students remember that the most important relationship is the one we have with ourselves. Paying attention to our feelings is an important part of staying healthy. Students learn that both feelings and coping strategies are unique for each person. Students leave class with a Fortune Teller listing their personal coping strategies.
Trusted Adults: There are some feelings we can work through on our own and some feelings we may want to talk through with a trusted adult. Students brainstorm the qualities that make someone a trusted adult and identify specific adults in their lives who they can ask for help.
4th Grade
Fourth graders start to apply what they've learned to relationships outside of themselves. They think about how to navigate conflict in friendships and how to help classmates in need.
Friendships: As students move into their final years of elementary school, peer groups and friendships gain more importance in their lives. This activity asks students to consider what makes a good friendship and how they can respond to conflict in safe and respectful ways.
Asking for Help/Jake's Story: There are some situations that students may feel aren't safe to navigate on their own. Students read a scenario about Jake, a 4th grade boy who is struggling with his emotions. Together, we think through strategies for coping, asking for help, and demonstrating support for friends who might be in situation's like Jake's.
Elementary School Prevention Program - Content Rationale
INDIVIDUAL
* Emotional health and connectedness is a protective factor against perpetration (CDC, 2017).
* Empathy and concern for how one's actions affect others is protective against perpetration (Yarnell, L., et al., 2014 & CDC, 2017).
* Teaching kids to recognize healthy, unhealthy, and abusive behaviors provides a framework for identifying harmful behaviors in themselves and others (Bolen, R.M, 2003).
* Knowing the correct terms for genitalia decreases victimization (Boyle & Lutzker, 2005).
RELATIONAL
* Peers are one of the most significant social risk factors in health behavior (Yarnell, et al., 2014).
* Inadequate social skills, poor peer relationships, and social isolation are risk factors for perpetration (Ryan, G., 2000).
SOCIAL
* Parents, caregivers, teachers, neighbors, and the community taking action to ensure children's health and safety fosters an external asset for healthy development (Search Institute, 2009).
National Health Education Standards
HES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health.
HES 5: Students will demonstrate the ability to use decision-making skills to enhance health.
HES 7: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
HES 8: Students will demonstrate the ability to advocate for personal, family, and community health.
38 Bank Street
Lebanon NH
every hour, every day 866-348-WISE
wiseuv.org
@WISE | <urn:uuid:ee1f6379-85e2-4940-a10e-e2f4cd9e331e> | CC-MAIN-2023-40 | https://wiseuv.org/wp-content/uploads/2023/06/Grades-K-4-Program-Descriptions.pdf | 2023-09-23T22:19:03+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00628.warc.gz | 702,534,917 | 1,437 | eng_Latn | eng_Latn | 0.994873 | eng_Latn | 0.995201 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3885,
7038
] | [
4.65625
] | 3 | 0 |
Day 2 Family Session 3
Topic/Subtheme: Family members and their occupations
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to ask for and give information about family members' occupations
```
Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2
```
Materials: ppt, handouts, word cards
```
做，工作，什么，医生，律师，商人，工程师， 家庭主妇 你+family member +做什么工作？
```
```
Key vocabulary/structures: 他/她是____
```
Procedures:
1. Warm up (5 min.):
Class Chant
Review counting 1-10 with gestures
2. Practice:
Presentation 1 (13 min.):
Review the contents of the first two sessions
Student Centered Activity 1:
Each student interviews 5 classmates to find out how many family members they have and who are they
Presentation 2 (20 min.)
Using TPR to introduce occupations
Student Centered Activity 2:
Am I a (occupation)? Students each assume one with certain occupation, but they don't know what, they have to find out by ask a lot of questions
Student Centered Activity 3:
Students ask each other what the occupations of their parents, then tell the class
Assessment (10 min.)
Students pick one of the students they interviewed and write a report about that students' family and their occupation and report to the class.
3. Closure (2 min.): remind the students about homework and classroom chant.
Day 4 Hobbies Session 1
Topic/Subtheme: Sports and Hobbies
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to express your hobbies and exchange information with others
Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1
Materials: realia, ppt, handouts, word cards
Key vocabulary/structures:
毽子，听音乐，打球，网球，篮球，足球，棒球，美式足球，喜欢，什么，你，我 你喜欢。。。吗？ 你喜欢做什么？
Procedures:
1. Warm up (5 min.):
Class Chant
Review date, time
2. Practice:
Hook: 踢毽子
Presentation 1 (13 min.):
Use realia and TPR to teach all kinds of ball games and the concepts of 打 and 踢
Student Centered Activity 1:
Students ask each other if they like to engage in playing all kinds of balls
Presentation 2 (20 min.)
Introduce terms of all hobbies that the students engage in
Student Centered Activity 2:
Students ask each other what kind of hobbies they have
Assessment (10 min.)
Students interview each other about what they and their family like to do on the week end, then report to the class.
3. Closure (2 min.): classroom chant.
Day 7 Shopping in Beijing Session 2
Topic/Subtheme: clothing items and colors
Proficiency Level: novice low
Grade Level: 8th grade
Time frame: 50 minutes
Learning Objectives:
Students will be able to identify names of colors in Chinese
Students will be able to express their likes and dislikes regarding to clothes and colors
Students will be able to describe a person's outfit
Standards: 1.1, 1.2, 1.3, 2.1, 3.1
Materials: realia, ppt, handouts, color cards
Key vocabulary/structures:
颜色，黄色，红色，蓝色，绿色，咖啡色，黑色，白色，粉红色，橙色，紫色 大/中/小号
你要大好的中好的还是小号的？
你要红色的还是蓝色的？
Procedures:
1. Warm up (5 min.):
Review clothing items and measure words by asking students tell what their classmates are wearing
2. Practice:
Presentation 1 (10 min.):
Introducing colors while review clothing items and measure words
Student Centered Activity 1:
Pair work: students counting how many different colored Skittles they have
Presentation 2 (5 min.)
Teach 还是 with a variety of examples
Student Centered Activity 2:
Students continue with their Skittle activity by asking their partner whether they like red or green skittles
Presentation 3 (15 min.)
Continue to introduce more colors while review clothing items and measure words
Student Centered Activity 3:
"Guess who I'm thinking about" One student draw a name of a classmate, other students ask questions about what that student is wearing to find out who s/he is.
Assessment (15 min.)
Students are given the head shots of Robert Pattison and Kristen Steward and a lot of cutouts of clothing items. They assume roles of celebrity stylists. In pairs, they negotiate and decide how they will dress up the celebrities and color their outfits, then present their projects to the class. | <urn:uuid:09ae623a-b208-4519-831b-9a223314ede9> | CC-MAIN-2023-40 | https://startalkuva.as.virginia.edu/sites/startalkuva.as.virginia.edu/files/wy.lp_.pdf | 2023-09-23T21:51:07+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00630.warc.gz | 604,093,563 | 1,123 | eng_Latn | eng_Latn | 0.988993 | eng_Latn | 0.990982 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1363,
2443,
3861,
4180
] | [
4.5
] | 1 | 0 |
Guide Specifications
Section 08 87 23
SAFETY-AND-SECURITY FILMS
LLumar ® Safety-and-Security Series
Note: Click on "Show/Hide ¶" button to reveal "Specifier Notes" throughout section. Delete this text when editing is complete.
PART 1 - GENERAL
1.1 CONDITIONS AND REQUIREMENTS
A. The General Conditions, Supplementary Conditions, and Division 01 – General Requirements apply.
1.2 SECTION INCLUDES
A. Safety-and-security films
B. [Insert item description.]
1.3 RELATED SECTIONS
A. Section 08 80 00 - Glazing: Substrate for application of safety-and-security film.
B. Section [xxxxx] – [Section Title]: [Include brief description of work specified in another section that is related to the work of this section.]
1.4 REFERENCES
A. American National Standards Institute (ANSI):
1. ANSI Z97.1 - Safety Glazing Materials Used in Buildings - Safety Performance Specifications and Methods of Test.
B. ASTM International (ASTM):
1. ASTM D882 - Standard Test Method for Tensile Properties of Thin Plastic Sheeting.
2. ASTM D3330 - Standard Test Methods for Peel-Adhesion at 180 Degree Angle.
3. ASTM D4830 - Standard Test Methods for Characterizing Thermoplastic Fabrics Used in Roofing and Waterproofing. Section 7: Puncture Strength.
4. ASTM E84 - Test Method for Surface Burning Characteristics of Building Materials.
5. ASTM E903 - Test Method for Solar Absorptance, Reflectance, and Transmittance of Materials Using Integrating Spheres.
C. Consumer Products Safety Commission (CPSC):
1. 16 CFR 1201 - Safety Standard for Architectural Glazing Materials.
1.5 DEFINITIONS
A. Emissivity: The ability of a surface to absorb far-infrared heat and to reflect it. The lower the emissivity, the lower the far-infrared heat absorption and the greater the far-infrared heat reflectance.
B. Far-Infrared Heat: Heat radiated from objects at temperatures below 1300 degrees F such as heat radiated from: room objects, objects heated by the sun, or a home heating system. Farinfrared heat is different from near-infrared heat that is heat radiated from objects at highly elevated temperatures such as the sun.
C. Neutral Solar Films: Films that allow visible light to pass without distortion of color and that have equal visible light transmission properties at all wavelengths in the visible range from 380 to 780 nanometers.
D. Light to Solar Heat Gain Ratio: Ratio of visible light transmission to Solar Heat Gain Coefficient for a glazing system.
E. Solar Heat Gain Coefficient (SHGC): The fraction of incident solar radiation that actually passes through that window, including solar energy that is both directly transmitted and that which is absorbed and subsequently released inwardly by re-radiation and conduction. SHGC is expressed as a number between 0 and 1. The lower a window's SHGC, the less solar heat it transmits. This number is the mathematical complement of the Total Solar Energy Rejection (TSER) value: The sum of the TSER (in decimal form) of a glazing system and its SHGC value is 1; therefore, 1 - TSER = SHGC.
1.6 PERFORMANCE REQUIREMENTS
A. Impact Resistance: Provide films that when applied to 1/8-inch annealed glass pass the impact test requirements of ANSI Z97.1 and CPSC 16 CFR 1201.
B. Peel Strength: >2720 (>6) when tested in accordance with ASTM D3330.
C. Puncture Strength: [45] [70] [79] [111] [145] [156] [187] [223] [78] [164] when tested in accordance with ASTM D4830.
D. Surface Burning Characteristics: Provide films that have Class A ratings when tested in accordance with ASTM E84.
E. Tensile Properties: When measured in accordance with ASTM D882.
1. Minimum Tensile Strength of Film: 32,000 psi, average.
2. Minimum Elongation at Break: >100 percent.
3. Break Strength - Average Load: [56][120][135][181]230][266][269][324][472] lbs/in.
F. Ultraviolet Transmission: Provide safety-and-security films with UV absorbing materials that limit the weighted UV Transmission to [6.0][3.0][2.0][1.0][less than 1.0] percent or less when measured according to ASTM E903.
G. Provide safety-and-security films that do not have a masking sheet.
1.7 SUBMITTALS
A.
Submit under provisions of Section [01 33 00] [______].
B. Product Data: Submit for each product specified indicating:
1. Performance properties.
2. Preparation and installation instructions and recommendations.
3. Storage and handling recommendations.
C. Samples: For each type of safety-and-security film specified, two (2) samples, 12 inches square.
D. Qualification Data: Submit documentation indicating qualifications of safety-and-security film manufacturer.
E. Operation and Maintenance Data: Submit for safety-and-security control film to include in maintenance manuals.
F. Warranty: Submit sample special warranty specified in this section.
1.8 QUALITY ASSURANCE
A. Manufacturer Qualifications: A qualified manufacturer that has a minimum of 10 years of documented experience manufacturing safety-and-security films similar to be used for this project.
B. Installer Qualifications: A firm that is authorized by safety-and-security film manufacturer to install film in accordance with guidelines set forth by the manufacturer.
C. Source Limitations: Obtain each type of safety-and-security film from same manufacturer.
D. Mock-ups: Build mock-ups to verify selections made under sample submittals and to evaluate surface preparation techniques and application workmanship.
1. Construct mock-ups in the location and of the size indicated or, if not indicated, as directed by Architect.
2. Approved mock-ups may become part of the completed work if undisturbed at time of Substantial Completion.
E. Pre-installation Conference: Conduct conference at project site to discuss methods and procedures relating to installation of the safety-and-security films.
1.9 DELIVERY, STORAGE AND HANDLING
A. Deliver, store and handle materials in manufacturer's protective packaging.
B. Store and protect materials according to manufacturer's written recommendations to prevent damage from condensation, temperature changes, direct exposure to sun, or other causes.
1.10 SITE CONDITIONS
A. Ambient Conditions: Maintain temperature, humidity, and ventilation within limits recommended by manufacturer.
1.11 LIMITED WARRANTY
A. Manufacturer's Limited Warranty: Certain restrictions apply. The Manufacturer's Limited Warranty can be viewed in full by clicking here.
PART 2 - PRODUCTS
2.1 MANUFACTURERS
A. Basis-of-Design Product: The design for safety-and-security films is based on LLumar ® Safetyand-Security Films manufactured by an Eastman Chemical Company business: CPFilms Inc., 575 Maryville Centre Drive, St. Louis, Missouri 63141; Telephone: 800-255-8627; Email address: email@example.com; Web Site: www.llumar.com.
B. Representative: [Insert contact information.]
C. Substitutions will be considered, subject to compliance with requirements of this section, under provisions of Section 01 60 00.
2.2 SAFETY-AND-SECURITY FILMS
A. Safety-and-Security Film: LLumar ® SCLSRPS2 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
B. Safety-and-Security Film: LLumar ® SCLSRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
Project Number
C. Safety-and-Security Film: LLumar ® SCLSRPS6 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
D. Safety-and-Security Film: LLumar ® SCLSRPS7 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
E. Safety-and-Security Film: LLumar ® SCLSRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
F. Safety-and-Security Film: LLumar ® SCLSRPS11 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
G. Safety-and-Security Film: LLumar ® SCLSRPS13 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
H. Safety-and-Security Film: LLumar ® SCLSRPS15 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
I. Safety-and-Security Film: LLumar ® R20SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
J. Safety-and-Security Film: LLumar ® R20SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
K. Safety-and-Security Film: LLumar ® N1020SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
L. Safety-and-Security Film: LLumar ® N1020SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
M. Safety-and-Security Film: LLumar ® N1040SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
N. Safety-and-Security Film: LLumar ® N1040SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
O. Safety-and-Security Film: LLumar ® N1050SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
P. Safety-and-Security Film: LLumar ® N1050SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
Q. Safety-and-Security Film: LLumar ® NUV65SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/8-inch clear glass:
R. Safety-and-Security Film: Vista ™ by LLumar ® Luminance V28SRPS4 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of singlepane, 1/8-inch clear glass:
S. Safety-and-Security Film: Vista ™ by LLumar ® Luminance V28SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of singlepane, 1/8-inch clear glass:
T. Safety-and-Security Film: Vista ™ by LLumar ® Mirage V38SRPS8 Safety-and-Security Film with the following performance characteristics when applied to the interior surface of single-pane, 1/4-inch clear glass:
2.3 SAFETY-AND-SECURITY FILM ACCESSORIES
A. General: Provide accessories either manufactured by or acceptable to safety-and-security film manufacturer for application indicated, and with a proven record of compatibility with surfaces contacted in installation.
B. Adhesive: Pressure sensitive adhesive which is activated by pressure and water. It is characterized by its permanently tacky nature and its installation ease. Protect adhesive from contamination by applying a release liner that will be removed and discarded at installation.
C. Cleaners, Primers, and Sealers: Types recommended by safety-and-security film manufacturer.
PART 3 - EXECUTION
3.1 EXAMINATION
A. Examine substrates for compliance with requirements and for conditions affecting performance of safety-and-security film including glass that is broken, chipped, cracked, abraded, or damaged in any way.
B. Proceed with installation only after unsatisfactory conditions have been corrected.
3.2 PREPARATION
A. Comply with manufacturer's written instructions for surface preparation.
B. Clean substrates thoroughly prior to installation.
C. Prepare substrates using methods recommended by film manufacturer to achieve the best results for the substrate under project conditions.
D. Protect window frames and surrounding surfaces to prevent damage during installation.
3.3 INSTALLATION
A. Install in accordance with manufacturer's written instructions.
B. Install with no gaps or overlaps.
C. If seamed, make seams non-overlapping.
D. Do not remove release liner from film until just before each piece of film is cut and ready for installation.
E. Custom cut to the glass with neat, square corners and edges to within 1/8-inch of the window frame.
F. Remove air bubbles, blisters, and other defects. Be careful to remove "fingers" to eliminate any contamination or excess water pockets. It is crucial to remove as much water as possible during installation.
3.4 FIELD QUALITY CONTROL
A. After installation, view film from a distance of 10 feet against a bright uniform sky or background. Film shall appear uniform in appearance with no visible streaks, wrinkles, banding, thin spots or pinholes.
B. If installed film does not meet these criteria, remove and replace with new film.
3.5 CLEANING AND PROTECTION
A. Remove excess mounting solution at finished seams, perimeter edges, and adjacent surfaces.
B. Use cleaning methods recommended by safety-and-security film manufacturer.
C. Replace films that cannot be cleaned.
D. Protect installed products until completion of project.
E. Touch-up, repair or replace damaged products before Substantial Completion.
END OF SECTION
For inquiries inside the U.S. and Canada
Eastman Chemical Company Advanced Materials - Performance Films P.O. Box 5068 Martinsville, Virginia 24115 1-800-2LLUMAR www.llumar.com
Project Location
© 2018 Eastman Performance Films, LLC. Product brands referenced herein with a ™ or ® symbol are trademarks of Eastman Chemical Company or its subsidiaries. All other trademarks are the property of their respective owners. All rights reserved. No liability is accepted for errors. (09/18)
Safety-and-Security Films
For inquiries outside the U.S. and Canada
Contact your regional technical services representative or visit www.llumar.com.
08-87-23
Definitions of Key Terms
% Solar Transmittance (T-sol): The ratio of the amount of total solar energy in the full solar wavelength range (300-2,500 nanometers) that is allowed to pass directly through a glazing system (e.g., a film/glass combination) to the amount of total solar energy falling on that glazing system. Value is usually expressed as a percent.
Relevance to the consumer or specifier: The smaller this number, the cooler objects will be when directly exposed to sunlight passing through the window, since they will be exposed to less incident solar energy.
% Solar Reflectance (R-sol): The ratio of total solar energy which is reflected outwardly by the glazing system to the amount of total solar energy falling on the glazing system. Value is usually expressed as a percent.
Relevance to the consumer or specifier: This number together with the T-sol determines the solar absorption value of the film. This latter value is most critical in determining what film is suitable for a given glass type & situation. Generally, the higher this number, the better.
% Solar Absorptance (A-sol): The ratio of the amount of total solar energy absorbed by a glazing system to the amount of total solar energy falling on the glazing system. Solar absorption is that portion of total solar energy neither transmitted nor reflected. Since solar transmittance and solar reflectance are measured directly, the following equation should be used in calculating solar absorption. Solar absorption =1.00 - (solar transmittance) (solar reflectance).
Relevance to the consumer or specifier: Generally, the lower this number, the better. This number is a critical determinant in the potential for thermal stress (how hot the glass gets). Too much solar absorption can excessively warm the glass cause window failure, either though glass breakage or seal failure. Always use the Film-to-Glass Recommendation Chart (a web app is available for specifiers) to avoid wrongly specifying a film for a given glazing system.
% Visible Light Transmittance (VLT): The ratio of the amount of total visible solar energy (380-780 nanometers) that is allowed to pass through a glazing system to the amount of total visible solar energy falling on the glazing system. Value is usually expressed as a percent. Glare is influenced by visible light transmittance through a glazing system. Visible light accounts for about 44% of the sun's energy reaching Earth's surface. The VLT value is often weighted or measured in the area of the spectrum most easily sensed by the human eye, around 550nm.
Relevance to the consumer or specifier: The smaller this number, the greater the glare reduction. Of concern to many clients because while they want glare reduction, they often do not want a room "too dark."
% Visible Reflectance-exterior and interior (VLR-ext and VLR-int): The percent of total visible light falling on a glazing system that is reflected by that system. Generally, VLR values are for exterior surfaces, those exposed to sunlight, unless otherwise specified. For dualreflectance films, values are often given for each surface, the exterior (usually listed first in specification charts) and the interior (listed second).
Relevance to the consumer or specifier: A guide to how "shiny" a film looks from the exterior of a building relative to other films. Clear glass has a VLR of about 8%. And the lower the interior reflectance value, the less shiny the window will appear at night from the interior when it is very dark outside but brightly lit inside.
% UV Transmission: The ratio of the amount of total UV solar energy (from 300-380 nanometers) that is allowed to pass through a glazing system to the amount of total UV solar energy falling on the glazing system (little if any UV light from 100-300 penetrates glass). Ultraviolet is one portion of the total solar energy spectrum which greatly contributes to fading and deterioration of fabrics and furnishings. Sometimes UV performance numbers are given in term of how much is "rejected," that is, what percentage of incident UV is prevented from passing through the glazing system. UV is generally subdivided into 3 smaller bands, progressively smaller in wavelength (therefore higher in frequency): UVA (380-320nm); UVB (320-280); UVC (280-100). Clear glass blocks very little UVA but most UVB. High quality window films can block well over 99% of both UVA and UVB.
Relevance to the consumer or specifier: This parameter is a very important factor in the purchase of window films. Excessive UV is the most dangerous part of the solar spectrum for human health (it's implicated in cataracts and skin cancer, and adversely affects people with Lupus, Xeroderma Pigmentosum, Porphyria, and other such diseases. UV is generally the biggest factor in damage to drapes, carpets, furniture, though shorter wavelengths of visible light (extending into the violet and blue bands) may play an important role as well. UV blocking is also important for the longevity of the window film itself.
U-value: The U-value (sometimes called the "U-Factor") should be understood as the overall heat transfer coefficient of the glazing system. The U-value is a measure of the heat transfer that occurs through the glazing system between its outer and inner surfaces. This value is a function of temperature, and is expressed in BTUs per square foot per hour per degree Fahrenheit ( BTU/ ft2/hr/°F or w/m2). The lower the U-value, the better the insulation qualities of the glazing system. Alternative definition: The "coefficient of heat transfer;" a measure of the ability of a material to resist heat transfer. The number is actually the number of BTUs per square foot per hour per °F of temperature difference (or w/m2 per °C) across a barrier. The lower the U-value, the slower heat moves by conduction through the material.
Others in the insulation and construction industry use the measure of "R-Value," which denotes a material's ability to act as an insulator. The higher the R-Value, the slower the heat transfer rate; it is the reciprocal of the U-Value, expressed as R = 1/U. A window with a U-value of 0.25 has an R-value of 4.0 (1 divided by 0.25).
U-Value and R-Value measurements are similar—but reciprocal—in nature. They quantify the rate at which heat is transferred through a material due to temperature differences between its opposing surfaces. The window films industry uses two standards of measurement to determine U-values for glazing systems:
Winter U-value: With (a) the outside temperature set at -0.4°F (-18°C), (b) the inside temperature set at 69.8°F (21°C), (c) no sunlight illuminating the glass, and (d) the outside wind speed set at 12.3 mph (5.5 m/s). The "Winter U-value" can be measured in terms of the number of BTU's per square foot per hour (w/m2) lost through the glass.
Summer U-value: With (a) the outside temperature set at 89.6°F (32°C), (b) the inside temperature set at 75.2°F (24°C), (c) sunlight illuminating the exterior of the glass at the intensity of 248.2 BTUs per square foot per hour (783 w/m2), and (d) the outside wind speed set at 6.2 mph (2.8 m/s), the "Summer U-value" can be measured in terms of the number of BTUs per square foot per hour (w/m2) gained through the glass by conduction and re-radiation.
Relevance to the consumer or specifier: U-values of glass are not much affected by most films, although newer classes of low-e films offer significant heat loss reduction in winter, and improved heat rejection in summer by reflecting re-radiated far-infrared energy.
Shading Coefficient (SC): The ratio of the solar heat gain through a given glazing system to the solar heat gain under the same conditions for clear, unshaded double strength window glass (DSA). Shading coefficient defines the sun control capability or efficiency of the glazing system relative to a standard window.
Relevance to customer or specifier: The smaller the number, the greater the solar heat reduction. This term is a standard measure in the glass industry; used to rate the relative effectiveness of a glazing system compared to a "standard window." However, the glazing industry is moving away from use of the term since a "standard window" is no longer a single pane clear window with double strength glass. SHGC is a better term for quantifying glazing performance because it allows for easy comparison of the solar performance of a given window to any other.
% Total Solar Energy Rejected (TSER): The percent of incident solar energy rejected by a glazing system. This value equals solar reflectance plus the part of solar absorption that is both re-radiated and conducted/convected outwardly.
Relevance to the consumer or specifier: The higher this number, the better. Like "shading coefficient" in the glass industry, this term historically has been a standard one in the film industry. The number is a good way to compare relative performance of various film products. (Remember that this number is measured for a film on clear, 3mm glass, unless otherwise stated.)
Solar Heat Gain Coefficient (SHGC): Also known as the g-value, the SHGC is the fraction of incident solar radiation that actually passes through that window, including solar energy that is both directly transmitted and that which is absorbed and subsequently released inwardly by re-radiation and conduction. SHGC is expressed as a number between 0 and 1. The lower a window's solar heat gain coefficient, the less solar heat enters a room space. This number is the mathematical complement of the TSER value. In other words, the sum of the TSER (Total Solar Energy Rejection, in decimal form) of a glazing system and its SHGC value is 1; therefore,
1 - TSER = SHGC
Thus, if the TSER of a specified film/glass combination is 58%, then 1 - .58 = .42, which is the SHGC of the window.
Note: This term is being increasingly used in the window film industry because it is a central term in the window glazing industry which does not use the term "TSER."
Relevance to the consumer or specifier: This is the industry's standard number for comparing the solar performance of a window. The lower this number, the better.
Emissivity: Short definition: the measure of a surface's ability of reflect or emit heat in the form of radiation (wavelengths from 2500-60,000 nm).
Long definition/discussion: Emissivity is a measure of a surface's ability to emit radiation. When heated, a low-E surface will radiate less electromagnetic energy than a high-E surface at the same temperature. The "E" (Emissivity) value is actually the ratio of the amount of radiation emitted from a given surface to the amount of radiation emitted by an ideal "black body" at the same temperature. Thus, emissivity values must be between 0 and 1. (Emissivity simply answers the question: How good does this object radiate heat as compared to a black body?) In the process of emission (re-radiation), the surface is shedding radiant energy to the environment, thus cooling itself. A low-E surface cools itself more slowly than a highly emissive surface. Therefore, installers and sales reps should be aware that sun-exposed Low-E glass with film, all other factors being equal, will tend to remain at a higher temperature than a regular filmed glass. This fact is taken into consideration in the film-to-glass recommendations calculations.
Low-E surfaces also tend to reflect longer wave far-infrared radiation, the kind of radiation emitted by objects at room temperature, indeed by all objects cooler than about 1300°F (705°C). Many low-E coatings on window glass may be excellent reflectors of farinfrared (thus reducing winter heat loss through a home's windows) but very poor reflectors/absorbers of UV, visible, and near infrared wavelengths found in solar radiation, and thus may not be sufficient for solar control purposes without additional coatings (such as high-performance window films). There is some advantage in low-e coatings in summer since such glazing can reduce the transmission of farinfrared energy emitted by objects warmed by the sun outside a home (sidewalks, rocks, pavement, outside adjacent walls, etc.).
Relevance to the consumer or specifier: The lower the emissivity value, the lower the heat gain in summer and the lower the heat loss in winter, including those times when the sun is not shining on the window.
Emissivity is a measure of how much heat is emitted from an object by radiation. Heat is transferred to and from objects through three processes: conduction, convection, and radiation. For instance, on a hot night, heat will be conducted through a window from the outside, causing the inside pane to become warm. Convection, or natural circulation, of the air in the room past the window will transfer some of that heat into the room. But the window will also radiate heat as infrared waves, which will warm objects throughout the room. This radiative heating is why you can feel the heat of a red-hot piece of metal (for instance, a heating element on an electric stove) from several feet away.
Low-emissivity, or low-e, coatings are put on window panes to reduce the amount of heat they give off through radiation. In hot climates, where the outside of the window will typically be hotter than the inside, low-e coatings work best on the interior of the outside window pane. In cold climates, where the inside of the window is typically hotter than the outside, the low-e coatings work best on the inside window pane, on the side that faces toward the outside. To learn more about window coatings, see "Advances in Glazing Materials for Windows," prepared by the U.S. Department of Energy's Energy Efficiency and Renewable Energy Clearinghouse." Quoted from the following Department of Energy web site: http://www.eren.doe.gov/consumerinfo/energy_savers/glossary.html )
Light to Solar Heat Gain Ratio (LSG): the ratio of the amount of visible light to the amount of solar heat that is allowed to pass through a glazing system. If this ratio is greater than 1.00, it means that the glazing system (a window system with film installed on it, for example) blocks more heat than light, which requires the selective blocking of more infrared radiation than visible light. This term is replacing "LE" (luminous efficacy) because of the gradual extinction of the term "shading coefficient." The higher the LSG ratio, the better the glazing is at reducing unwanted solar heat gain and maximizing desirable natural light transmittance. This term is replacing "luminous efficacy" in the industry. VLT / SHGC = LSG.
Relevance to the consumer or specifier: The higher this number, the more efficient the film product is at reducing solar heat gain rather than visible light.
% Summer Solar Heat Gain Reduction (Summer SHGR): The percent by which incoming solar heat energy is reduced by the addition of a filtering material. For example, if a clear glass pane has solar heat gain of 86% (a solar heat gain coefficient of .86), and the addition of a window film yields a new solar heat gain of only 40%, then the HEAT GAIN REDUCTION is from .86 to .40. We compare the difference in heat gain to the original heat gain to get the percentage of heat gain reduction. The calculation runs as follows: (.86 - .40)/.86 = 0.535, or 53.5%.
Relevance to the consumer or specifier: The higher this number, the greater heat gain is reduced. This is an accurate way to directly compare the difference in heat gain before and after a film installation.
% Winter Heat Loss Reduction: The percentage by which heat energy loss (via conduction, convection, and radiation) through a given glazing system is reduced by the addition of an insulating material. For example, if a clear glass pane has heat loss value of .9 BTUs per square foot per hour per degree F, and the addition of an insulating window film reduces the heat loss to .5 BTUs per square foot per hour per degree F, then the HEAT LOSS REDUCTION is from .9 to .5. We compare the difference in heat loss to the original heat loss to get the percentage of heat loss reduction. The calculation runs as follows: (.9 - .5) / .9 = 0.44, or 44%.
Relevance to the consumer or specifier: The greater this number, the better. This value is a way to compare the (non-solar) insulation of a film, irrespective of its solar performance.
% Glare Reduction: The percent by which visible light transmission is reduced by the addition of a filtering material. For example, if a clear glass pane has a VLT of 90%, and the addition of a window film yields a new VLT of 50%, then the GLARE REDUCTION is from 90 to 50. We compare the difference in light transmission to the original transmission to get the percentage of glare reduction. The calculation runs as follows: (.90 - .50)/.90 = 44.4%
Relevance to the consumer or specifier: The greater this number, the better (in terms of reducing harsh or excessive light). | <urn:uuid:f131b0c2-27f8-41a0-8e27-0367feaf5672> | CC-MAIN-2023-40 | https://sunsetwindowtinting.ca/wp-content/uploads/2022/09/LLumar-3p-specs-arch-safety-security2.pdf | 2023-09-23T21:12:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00629.warc.gz | 614,006,230 | 6,872 | eng_Latn | eng_Latn | 0.903669 | eng_Latn | 0.990007 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1564,
4083,
6065,
7356,
7745,
8136,
8527,
9112,
9506,
9900,
10294,
10935,
12366,
14246,
17311,
21096,
24262,
28835,
31173
] | [
0.8125,
2.046875
] | 2 | 0 |
ISSN: 2455-4847
www.ijlemr.com || Volume 04 - Issue 10 || October 2019 || PP. 91-95
Analyzing John Dewey's Educational Philosophy and Its Implications in Today's Classroom
Abstract: Pragmatism is a philosophical perspective that originated in the United States about 1870 (Baert, 2004). Pragmatists promote that the nature of knowledge, language, concepts, meaning, belief, and science and so on should be embodied in practice to verify their uses and successes. As one of the founders of pragmatism, John Dewey creates pragmatistic educational philosophy, which still has been positively affecting today's classroom. This article provides a further discussion of Dewey's educational philosophy (philosophical assumptions, focuses, and practices). Meanwhile, the implication in today's classroom and challenges are examined and analyzed. Hopefully, it could be viewed as guidance for relevant researchers in education.
Keywords: Educational philosophy, John Dewey, today's classroom
Introduction
John Dewey (1929) demonstrates that education does not begin or end in the classroom. In other words, "since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education" (Dewey, 1916, p.51). Based on Dewey's statement, education is a sustained process of growth that has no end beyond itself. In this sense, education is a continual and lifelong reconstruction of experience and realized in the interactions of learners within a changing and diverse world (Garrison, Neubert, & Reich, 2012). In other words, education should help learners develop democratic personal and social values. Because society is always changing, new ideas are vital to make the future better than the past. Accordingly, the statement embodies an imperative part in John Dewey's philosophical notions of education: Namely, instrumentalism relating to pragmatism. It is essentially a view of education that emphasizes the need to learn by doing. Dewey believes that human beings learn through a 'hands-on' approach rather than the rigid memory or the absolute freedom of learning. His educational philosophy not only changes the perspectives of traditional education but also improves the notion of progressive education (William, 2006). In this paper, Dewey's educational philosophy will be analyzed further, particularly, instrumentalism and democratic education based on Dewey's statement. Meanwhile, the practice's significance in today's classroom and the negative aspects of his theory will be discussed.
Analyzing John Dewey's Educational Philosophy
To be more exact, Dewey (1929) presents that educational process starts unintentionally at birth, and sustainably shapes learners' powers, and improves their consciousness. Meanwhile, the process takes shape for learners' habits, trains their ideas, and arouses their feelings and emotions. The process can be divided into two aspects, psychological and sociological. Of the two parts, the psychological part is the foundation. Therefore, children's instincts and powers offer the material and the starting point for all education. If educators ignore the psychological and sociological structure and power of children, the educational process will be unscientific and subjective. As Dewey (1929) thinks:
We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the child's babblings the promise and potency of future social intercourse and conversation which enables one to deal in the proper way with that instinct. (p. 34)
Therefore, the classroom is not the site in which education begins or ends, but rather education permeates the entire lifetime of individuals. Individuals have been accepting education from their birth. Moreover, they will continue to be educated in and out of the classroom, namely, natural and social environment).
Furthermore, as Dewey (1916) in his Democracy and Education demonstrates, education is an accumulation of experiences that stimulates both growth and the capacity for further improvement. Dewey (1938) also mentions, "…the educative experience can be identified with growth" (p.36), and further clarifies that we must understand "growth…in terms of the active participle, growing" (p.36). However, he emphasizes that not all experiences are educative: "Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience." (p.25). He goes on to say "…when and only when development in a particular line conduces to continuing growth does it answer to the criterion of education as growing" (p.36).
International Journal of Latest Engineering and Management Research (IJLEMR)
ISSN: 2455-4847
www.ijlemr.com || Volume 04 - Issue 10 || October 2019 || PP. 91-95
According to Dewey, growth is a process of change or evolution. A learner without the restriction of age is supposed to possess the capability to adapt and grow (Brown, 2017). By developing sound learning habits, learners can engage in natural conditions, or the real world, continuing to grow. Moreover, they can change what needs to be changed (e.g. developing new methods and technologies), and adapt to what needs not to be altered such as the demands of a group or industry) (Brown, 2017). But, if learners grow in negative ways such as absolute freedom of learning and mechanical recitation, it can limit their ability to grow in the future. In traditional education, educators usually hold the fixed assumption that learners must abide by a specific mold, and the things to be learned are determined in number (Brown, 2017). On the other hand, progressive education is extremely free without really knowing how freedom can be most effective in education (Dewey, 1938). According to the explanation above, it clarifies further Dewey's statement that education is a process of increasing growth.
Based on what was mentioned above, it is necessary to analyze John Dewey's educational philosophy in detail. Dewey constantly seeks democratic education and criticizes the traditional methods of education hindering the implementation of his democratic notion (Garrison et al., 2012). Therefore, he actively probes how to make the connection between his democratic ideal and instrumentalism in education
Dewey (1916) argues that education should be democratic with a broader social purpose, which is to help people become more effective members of a democratic society, namely, favouring equal rights, freedom of speech and a fair trial and tolerating the views of minorities. Dewey argues that the one-side delivery style of authoritarian schooling does not provide a good model for life in a democratic society. Instead, students need educational experiences that enable them to become valued, equal, and responsible members of society (Dewey, 1916). He says that people are equal but they are not identical (Dewey, 1916). That is, democratic education should concentrate on the cultivation of individuality focused on difference and participation rather than individualism focused solely upon isolation and competition, and self-interest such as standardized exams (Brown, 2017). Moreover, Dewey's democracy would look at the school as a miniature society in which educators can help children adapt to new societal changes (Brown, 2017). Immaturity of children denotes the dependence and plasticity to grow so educators should have more respects to sympathetic curiosity, unbiased responsiveness, and openness of mind than the subject matters.
In order to implement the democratic ideal, Dewey promotes instrumentalism that "truth is an instrument used by human beings to solve their problems" (Sheerana , Brown, & Baker, 2007, p.96). "Since problems change, truth changes, and therefore there can be no eternal reality" (Sheeran et al., 2007, p.96). That is, a precise theory is supposed to consider initially how thoughts can function in the experimental determinations of future consequences. Dewey (1938) believes that knowledge and skills always are related to human experience and the real world in which individuals interact with the environment. Dewey calls these interactions experience. Moreover, one's present experience is a function of the interaction between one's past experiences and the present situation. The experience has not pre-determinate value. Thus, what may be a useful experience for one individual could be a detrimental experience for another individual. The value of experiences will be examined by the impact that experiences have on individuals' present and future. Therefore, learners need to be active and learn to solve problems by reflecting on their experiences. As Dewey (1916) concludes "the criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact"(p.58). As a result, educators should take up progressively organizing subject matter in a way that takes students' past experiences into account, and provides them with experiences that will help to display learners' access to future growth, thereby improving their likely contribution to society.
Therefore, as has been summarized (Brown, 2017), Dewey comes up with school-based reforms based on his instrumentalism and democratic ideal including two aspects as follows:
- Curriculum renewal
- The cultivation of progressive educators
To be more exact, in terms of curriculum innovation, the relating instruction should embody children's experiences and needs rather than only teach students to focus on a fixed goal, discipline, hard work and respect for authority. Dewey introduces the laboratory or experimental methods as an instructional strategy. The University of Chicago Laboratory School, founded in 1896, is one of the most typical practice of Dewey's educational philosophy. Dewey also promotes using field trips and excursions such as visiting zoos, art galleries, parks, and museums to instruct rather than focusing on textbooks and recitations. The method makes children have vivid feelings in the curriculum. Instruction can be related to broad social, political, and economic issues and problems. Finally, he advocates creating learning situations that encourage collaborative social interaction. The curriculum based on social interaction is reconstructed and centered on so-called "occupations" (Brown, 2017). That is, practical problems and activities are reproduced in typical situations of social and communal life.
ISSN: 2455-4847
www.ijlemr.com || Volume 04 - Issue 10 || October 2019 || PP. 91-95
These innovations encourage students to learn in social interaction and interdependency, which would trigger the society into a great democratic community.
Specifically, rather than learning reading, writing, arithmetic in classrooms, these lessons Dewey promotes focus on more actual life and the meeting basic human needs like food, clothing, and shelter. For example, in cooking, the students learn and practice reading when they look forward to learning cookbooks, write when they want to record their recipes, and calculate when they have to count eggs, weigh flour, and measure milk. In gardening, they can learn how plants grow. The occupations in cooking, weaving, sewing, and gardening, woodwork, and metalwork are lifelike, which motivates dramatically students' natural curiosity and interests in active participation (Phillips, 2000). Moreover, pedagogical opportunities still exist to develop various knowledge areas such as geography, literature, art, history, geography, chemistry, and physics.
Meanwhile, in the aspect of cultivating the progressive educators, Dewey (1904) believes that successful classroom teachers need to possess a passion for knowledge and intellectual curiosity in the materials and methods they teach. As he says, "nobody can be really successful in performing the duties and meeting these demands [of teaching] who does not retain [her] intellectual curiosity intact throughout [her] entire career" (as cited in Simpson & Stack, 2010, p. 34). This capability is an inherent curiosity and love for learning. Also, Dewey (1904) thinks progressive teachers should have the ability to watch and respond to the qualities that her/his students display. Additionally, educators should have a desire to share their experiences with others. The qualities that progressive educators need to possess are not a set of superficially displayed mechanical skills. But rather, they may be internalized as the principles or habits which "work automatically, unconsciously" (Dewey, 1904, p. 15)
Practical Significance in Today's Classroom
According to the analysis above, it is more likely that John Dewey's educational philosophy still is effective and valuable in modern classrooms. In light of the situation of today's classroom, traditional education still occupies the dominant position, particularly in many Asian countries. The curriculum plan embodies four main features as follows:
- Standardized testing
- Teacher-led teaching and students passive learning
- Memory-based training and repeated skills
- Discipline forcing students' attention in the classroom rather than interest
For example, in China, everyone's development is expected to comply with the same model. When it comes to measuring whether a person is successful or not, a unified standard (i.e., academic achievement) usually is used. Curriculum contents are based on the need of the College Entrance Examination. Due to the examination only including the accumulation and extraction of old knowledge, students have to recite and repeat old knowledge and skills. Not exaggeratedly, the teaching contents of primary schools have been permeated into early childhood education (Chan, 2012), which hinders the development of children's creativity, curiosity, and individuality to large extents. Hence, Dewey's educational philosophy is playing a vital role in Chinese educational reform nowadays. The core of Dewey's educational philosophy is respecting students' interests and personal growth, and the unification between the mind and body of students. Chinese educational institutions have been infusing dialogic teaching into the curriculum. The characteristics of dialogue in the curriculum are embodied in three aspects: the dialogue between students and teachers, the dialogue between students and textbooks, and the dialogue between students. The dialogues respect personality, freedom, and equality. Curriculum design reflects the principle of students' subjectivity. Moreover, the multiplicity focusing on human development would provide students sufficient space for development in a lively, vivid, independent and equal teaching environment (Aoki, 1993). Additionally, some intelligent games such as puzzles and riddles and traditional games such as sandbags, hopscotch, and dropping handkerchief without any auxiliary and additional equipment have been employed as a practical curriculum in some schools (Zhou & Hu, 2008). Furthermore, in China, there is a large rural area. According to Dewey, education should be beyond the classroom. Thereby, based on rural geographic conditions, schools attempt to design appropriate rural family games so that parents can learn to care for children properly, and children can learn to exchange with parents. Teachers always take children into the woods to pick up leaves, branches, and mining rattan grass and make handmade stuff, which helps children improve self-invention skills (Zhou & Hu, 2008).
Meanwhile, in the classrooms of Western countries, Dewey's philosophy of education is pervasive. For instance, in Saskatchewan, Canada, many children possess memorable camping experiences to be close to the magical big nature. Grant Road School in Regina often organizes the learning conferences, namely, demonstration of learning and skill-building club in which children are as hosts to display their schooling experiences. In terms of Aboriginal children's education, it tries to follow cultural compatibility theory (Preston,
ISSN: 2455-4847
www.ijlemr.com || Volume 04 - Issue 10 || October 2019 || PP. 91-95
Cottrell, Pelletier, & Pearce, 2012) encompassing respecting cultural uniqueness, giving Aboriginal parents rights, and training high-qualified Aboriginal pedagogy (Preston et al., 2012). Relevant stakeholders have framed the First Nations and Métis education programs, and the curriculum development and learning supports, which attempts to provide appropriate educational resources and opportunities. Furthermore, these policies can be interpreted to be as conservation and revitalization of Indigenous language and culture (Government of Canada, 2017). An illustration can be made that Aboriginal Head Start is an approach to preparing Aboriginal children for school and life (Aboriginal Family Service Center [AFSC], 2015). The Aboriginal Head Start in Urban and Northern Communities (AHSUNC) Program as a national community-based program mainly focuses on early intervention for First Nations, Inuit, and Métis children and their families living off-reserve pertaining to Indigenous culture and language, education and school readiness, health promotion, nutrition, social support, and parental involvement (Government of Canada, 2017). Indigenizing curriculum aims at helping integrate Indigenous rituals into Aboriginal children's education (Armstrong, 2013). Through camping, fishing, hunting, storytelling, art, and environment research, Aboriginal children can obtain scientific knowledge such as biology and animal life cycle (Government of Canada, 2017).
Challenges
On the other hand, dialectically speaking, Dewey's educational philosophy also has disadvantaged factors (Brown, 2017). Initially, Dewey claims that "truth" is discovered through the experimental process and "truths" are judged by their consequences (Dewey, 1938). Russell (1945) notes that Dewey's consequential view of values results in confusion. If an action is to be judged by its consequences, how do we know whether the consequences themselves are good or bad? Since there is no objective way to judge consequences, the outcome of the process-oriented assessment is individualism that measures everything by subject preference. Therefore, based on Dewey's educational philosophy, it is hard for educators to have directed and skill-based strategies to assess students because there is no standard method for teaching and learning in pedagogic practices, particularly when it comes to teaching subjects on the humanity's and critical reading.
Secondly, for Dewey, the classroom teacher, as the provider of social service, has a unique responsibility to produce psychological and social goods that will trigger both present and future social progress (Simpson & Stack, 2010). In this sense, it requires something considerably different from just following and implementing institution-wide policy and curriculum changes, instead, it requires training educators to a higher standard so that they can effectively judge and adjust to the needs of different situations and lessons in their classrooms. However, most teachers have accepted their role in traditional classrooms, namely, teacher-led teaching so it is difficult for them to transform into student-centered classrooms.
Finally, in student-centered classrooms, the chaos and noisiness of the classroom could not be addressed by one teacher because of the large number of students in the public education system. It is a lot more works for the teacher to plan a lesson objective and a variety of activities in order to make the chaos more organized.
Conclusion
To conclusion, John Dewey's educational philosophy is a milestone in the history of educational research because it not only breaks through the restriction of traditional education but also improves the completely free and student-driven education in which students often do not know how to structure their own learning experiences (Neill, 2005). As one of the advocators of progressive education, he stresses the childcentered approach that learning should be considered to be active instead of passive and teaching should mainly focus on the different needs and interests of every child. He promotes that children should live in a democratic community that gives them real, guided experiences that foster their capacity to contribute to society. Moreover, Dewey advocates instrumentalism related to pragmatism. Precisely, education is an increasingly growing process without ending. Accordingly, there is a necessary connection between the process of actual experience and education. In this respect, Dewey's theory of experience rests on two central principles: continuity and interaction (Neill, 2005). What is more, Dewey's theory still has important implications in today's classroom because his theory overthrows teacher-led teaching and students' passive learning in traditional education. However, it is worth noting that Dewey's educational philosophy also has adverse aspects pertaining to the difficulty of teaching evaluation, poorly prepared teachers, and time-consuming and expensive budgets and so on. Even so, the educational business would be triggered to a more profound and scientific stage in the future based on Dewey's educational philosophy.
www.ijlemr.com || Volume 04 - Issue 10 || October 2019 || PP. 91-95
References
[1]. A Profile of Aboriginal Children in Regina: Prospects and Challenges, Saskatchewan Institute of Public Policy, University of Regina, section 10, January2004,from http://www.justice.gov.sk.ca/justicereform/volume2/13section10.pd f.
[2]. Armstrong, H. (2013). Indigenizing the curriculum: the importance of story. First Nations Perspectives, 5(1), 37-64.
[3]. Aoki, T. A. (1993). Legitimating lived curriculum: towards a curricular landscape of multiplicity. Spring, 8(3), 255-268.
[4]. Baert, P. (2004). Pragmatism as a philosophy of the social sciences. European Journal of Social Theory 7(3), 355–369.
,
[5]. Brown, D. (2017). Dewey and the classroom. Handout presented at session of University of Regina, Regina, SK, Canada.
[6]. Brown, D. (2017). Democracy and education. PowerPoint slides presented at session of University of Regina, Regina, SK, Canada.
[7]. Chan, E. (2006). Teacher experiences of culture in the curriculum. Journal of Curriculum Studies, 38(2), 161-176.
[8]. Dewey, J. (1929). My pedagogic creed. Journal of the national education association, 18(9), 291-295.
[9]. Dewey, J. (1916). Democracy and education. New York: Macmillan.
[10]. Dewey, J. (1938). Experience and education. New York: Macmillan.
[11]. Dewey, J. (1904). The relation of theory to practice in the education of teachers. Chicago: University of Chicago.
[12]. Garrison, J., Neubert, S., & Reich, K. (2012). John Dewey's philosophy of education. New York: Palgrave Macmillan.
[13]. Government of Canada. (2017). Aboriginal head start in urban and northern communities (AHSUNC). Retrieved from https://www.canada.ca/en/public-health/services/health-promotion/childhoodadolescence/programs-initiatives/aboriginal-head-start-urban-northern-communities-ahsunc.html
[14]. Neill, J. (2005). John Dewey, the modern father of experiential education. Retrieved on April, 3 rd , 2017, from http://www.wilderdom.com/experiential/ExperientialDewey.html
[15]. Philips, C. (2000). Philosophy, Democracy & Education: Reconstructing Dewey. Seoul: Seoul University Press.
[16]. Preston, J. P., Cottrell, M., Pelletier, T.R., & Pearce, J. V. (2012), Aboriginal Early Childhood Education in Canada: Issues of Context. Journal of Early Childhood Research,10 (1) , 3-18.
[17]. Russell, B. (1945). A history of western philosophy. New York: Simon and Schuster, Clarion Paperback.
[18]. Sheerana , Y., Brown, B. J., & Baker, S.(2007). Conflicting philosophies of inclusion: the contestation of knowledge in widening participation. London Review of Education, 5(3), 249–263. DOI 10.1080/14748460701661302.
[19]. Simpson, D.J., & Stack, S.F. (eds.). (2010). Teachers, leaders and schools: Essays by John Dewey (3336). Carbondale: Southern Illinois University Press.
[20]. William, H. (2006). The progressive education movement: is it still a factor in today's schools? Pennsylvania: Rowman & Littlefield Education.
[21]. Zhao, Lin., & Hu, X. Y. (2008). The development of early childhood education in rural areas in China. Early Years, 28(2), 197-209. | <urn:uuid:1010e9ab-b33b-485e-86b7-a85c3f1cf08e> | CC-MAIN-2023-40 | http://ijlemr.com/papers/volume4-issue10/12-IJLEMR-44257.pdf | 2023-09-23T22:16:43+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00628.warc.gz | 26,252,638 | 5,095 | eng_Latn | eng_Latn | 0.942938 | eng_Latn | 0.995272 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4822,
10737,
16309,
21571,
24687
] | [
1.6875,
2.203125
] | 1 | 0 |
Phonics
Every day we take part in focussed and differentiated groups. The children practise recognising letters and saying the sounds they make. We blend sounds together to read words and are beginning to use our 'Fred Fingers' to spell simple CVC words.
Please help your child at home by watching the RWI videos on our class pages. You can also help by practising the sounds that are sent home daily.
Smithills Farm
This term we will visit Smithills Farm as part of our topic. We will get the chance to ride a donkey, go on a tractor ride, feed the animals, observe the cows being milked and we will even get to cuddle baby chicks and rabbits! We can't wait.
Owls and Hedgehogs Reception Class
Spring 2 Overview – On the Farm Mrs Elliott and Miss Smith
Maths
Theme
Maths is taught every day in a variety of fun ways. We are mastering our knowledge and understanding of numbers to 5. We are subitising, recognising numerals, counting, seeing patterns and comparing every day!
This term we will be learning the following:
- continuing to develop our subitising skills
- ordering numbers
- 1 more and 1 less
- partitioning We will also
continue to develop our knowledge of pattern, shape and measures.
RE
This half term our focus will be 'Stories Jesus Told' and 'Easter'. We will learn about The Good Samaritan, The Sower, The Great Feast and The Lost Sheep. We will also learn about the story of Easter and what this means for Christians.
This half term our theme will be 'On the Farm'. We will also be learning about the season of Spring. We will also be learning about growing and life cycles; we will learn about the life cycle of a seed, bulb, chicken and frog!
As part of our learning we will focus on the following key texts.
- Farmer Duck by Martin Waddell
- The Little Red Hen
- Winnie Wagtail by Neil Griffiths
- Jack and the Beanstalk
- Jasper's Beanstalk by Nick Butterworth
PE
PE day is on Tuesday. Please send your child into school with a named PE kit on this day.
Key Songs
Each day the children will join in with singing known songs and nursery rhymes.
Our focus songs this half term will include:
- Sleeping Bunnies
- The Ugly Duckling
- Old Macdonald had a Farm
- 5 Little Ducks
- 5 Little Speckled Frogs
- Dingle Dangle Scarecrow
We will also take part in fun listening and attention activities everyday to improve our concentration skills!
The Library
Every week we visit our beautiful school library! We enjoy listening to stories and we also get chance for some quiet time with a book by ourselves, or with a friend. | <urn:uuid:e682b89d-e099-4e90-845f-05e753c73a86> | CC-MAIN-2023-40 | https://files.schudio.com/st-matthews-cofe-primary-school/files/documents/Spring_2_Termly_Overview(1).pdf | 2023-09-23T20:19:49+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00633.warc.gz | 286,847,239 | 593 | eng_Latn | eng_Latn | 0.998754 | eng_Latn | 0.998754 | [
"eng_Latn"
] | false | docling | [
2564
] | [
3.25
] | 1 | 0 |
2 O 2 3
HAPPY EASTER FROM LIFEWAY KIDS!
Easter is an important opportunity for families to celebrate what Christ has done. As you go through this week, this devotional will help you lead kids through the events of Holy Week, including the Triumphal Entry, the Last Supper, and the death and resurrection of Jesus.
With talking points, discussion questions, prayer, and activities, our hope is that kids will grow a greater understanding of who they are in Christ and the victorious hope we have in Him and that your families will engage in meaningful gospel conversations. Happy Easter!
SUNDAY, APRIL 2
JESUS ‚ S TRIUMPHAL ENTRY
Bible Story
Today's Point
Explain that during Jesus' public ministry, He taught people, healed them, and did other miracles. Large crowds followed Jesus, and one of those crowds was waiting for Him on His final trip into Jerusalem.
Open your Bible to Mathew 21:1-11 and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus' Triumphal Entry (Based on Mathew 21:1-11)
Jesus and His disciples walked toward Jerusalem. As they neared, Jesus sent two of the disciples into a village. "Go to the village. You will see a donkey and a colt. Untie them and bring them to Me." Jesus fulfilled a prophecy Zechariah made, "Tell Jerusalem that their King will come riding on a donkey. He will come with gentleness and humility." The disciples obeyed Jesus and brought the donkey and the colt. They laid their robes on the animal and Jesus sat on the animal.
A large crowd gathered. The people spread branches and placed them on the road. The
their robes on the road, and some cut palm people shouted, "Hosanna! The King who comes in the name of the Lord is blessed!" The crowds of people kept saying, "This is Jesus!" And everything Jesus did was exactly as the prophet Zechariah had said would happen.
Share that as Jesus entered Jerusalem, He rode on a donkey and a colt to fulfill Zechariah's prophecy from long ago. The prophet Zechariah told of a future King, a Savior, who would humbly come on a donkey and proclaim peace. Jesus came to fulfill God's promise. He is the King the people had been waiting for. Jesus is King over everything, and He is worthy of praise.
Talk About It
How did the people react to Jesus' entering Jerusalem? (laid their robes and branches on the road; shouted praises of "Hosanna!")
What does it mean to worship God? How can we worship and praise God today? (Worshiping God means responding to God with honor and praise. We can worship God through singing, praying, telling God, "Thank You," reading our Bible, and obeying God in our words, actions, and atitudes.)
Pray Together
Pray, praising Jesus as the Messiah and thanking God for providing a plan for salvation because He loves us.
SUNDAY, APRIL 2
PRAISE BANNER
LIVEIT OUT
You will need: 8 sheets of construction paper, markers, stickers (optional), tape
Explain that the people shouted, "Hosanna" as Jesus rode into town. Hosannah means "save now." Some people hoped that Jesus would become king and save them from their enemies, but God's plan was not for Jesus to be an earthly king. Jesus is the King of kings. God sent Him to save people from their sins. God provided this plan because He loves all people.
Guide your kids to make a praise banner. Lead them to write one leter of H-O-S-A-N-N-A-H on each sheet of construction paper and decorate the paper. Tape the banner onto a wall in your home. Throughout the week, add drawings or words of how your family can praise God.
Encourage your family to praise Jesus again with praise prayers. Suggest kids begin by praying: "I praise You, Jesus, because..." and then add their own endings.
JESUS WASHED DISCIPLES ‚ FEET
Bible Story
Open your Bible to John 13:1-2O and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus Washed the Disciples' Feet (Based on John 13:1-2O)
When it was time for the special Jewish Feast of the Passover, Jesus knew that it also was almost time for Him to leave this earth. He planned to have a special supper with His disciples, whom He loved. During the supper Jesus got up, wrapped a towel around Himself, and poured some water in a bowl. Then He began to wash the disciples' feet. They were surprised! Jesus went from one man to the next, washing each man's feet in the bowl and drying them with His towel. When Jesus came to Peter, Peter asked, "Lord, are You going to wash my feet?" Peter did not want Jesus to do such a lowly act of service for him.
Jesus answered, "What I'm doing you don't understand now, but afterward you will know."
Peter insisted, "No! You will never wash my feet!" Jesus explained, "If I don't wash your feet, you have no part with Me."
Immediately, Peter said, "Lord, then don't just wash my feet, but wash my hands and my head also." Peter loved Jesus very much. After Jesus had washed the feet of every disciple, He returned to the supper and asked, "Do you know what I have done?" Jesus explained to them why He had washed their feet. "You call me Teacher and Lord, and you are right. That is who I am! So if I, your Lord and Teacher, have served you by washing your feet, you also should serve one another. Follow My example and serve others. Do the things you have learned from Me, and you will be blessed."
Today's Point
Explain that during the week of Easter, Jesus did something important to help His friends and followers know how to love others. Jesus washed His disciples' feet and cared about them by serving them. Help your child know that the greatest way Jesus served was when He died on the cross and came back to life. Share that we show our love to Jesus as we also serve and obey Him.
Talk About It
What motivated Jesus to wash the disciples' feet? What did He want them to learn? (Jesus served His disciples by washing their feet. Only a few hours later, He would serve them in a much bigger way through His death and resurrection. Jesus wanted His followers to know that they can obey Jesus as a response to His love.)
Pray Together
Pray and thank Jesus for teaching us what it means to serve. Ask God to help your family serve others and show them Jesus' love.
MONDAY, APRIL 3
EASTER EGGS-ERCISES
You will need: a printout of this page, scissors, pen, plastic eggs
Cut out the paper strips with action words below (you can choose to use the action words given or write your own). Place the actions in plastic eggs.
Choose a start and finish location in your home. Explain that family members will choose an egg one at a time and do that activity all the way to the end of the finish line. Play until each person has had a turn and reached the designated finish line. For added fun, encourage family members to follow the leader behind each person.
Say: These exercises were fun, but we may not have been very graceful. Some of us may have even tripped or fallen over, but what matered most is how we kept going and finished. Jesus came to show us how we can serve others. Sometimes serving people is really fun, and sometimes it can be more challenging, but what maters is how we finish. We can follow our leader—Jesus—and love and serve others around us, pointing them to Jesus' love.
SKIP
FROG JUMP
KARATE KICK
BACKWARD STEP
BUNNY HOP
SPIN
Write your own action:
LIVEIT OUT
TUESDAY, APRIL 4
THE LAST SUPPER
Bible Story
Open your Bible to Mathew 26:17-3O and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
The Last Supper (Based on Mathew 26:17-3O, 1 Corinthians 11:23-26)
Jesus and His disciples were in Jerusalem to celebrate the Passover feast. On the first day of the celebration, Jesus gave instructions to some of His disciples about where they should prepare the Passover meal. The disciples meal. That evening while Jesus and His twelve
followed Jesus' instructions and prepared the disciples were eating, Jesus told them that
disciples were upset and each of them began one of them would soon betray Him. The
to ask Jesus, "I'm not the one, am I, Lord?"
Jesus explained to His disciples that He knew it was God's plan for Him to die, but the one who betrayed Him also would face bad consequences. Jesus said, "It is the one who dips his hand in the bowl with Me." That person was Judas Iscariot.
During the supper Jesus prayed, broke the bread into pieces, and gave it to the disciples. He said, "Take and eat this bread. It is My body, given for you."
Jesus wanted the disciples and all believers to remember Him each time they observed this special supper. By eating the bread and drinking from the cup, people would know what Jesus did through His death until He comes again.
After Jesus and the disciples sang, they went out to the Mount of Olives.
Today's Point
Explain that Jesus knew that He soon would die on the cross. At this special supper He gave the disciples instructions for remembering Him that believers still follow today. Comment that the Lord's Supper is a way we remember God's plan for Jesus. Explain that the Lord's Supper is a way for us to remember all that Jesus did for us when He died on the cross for our sins. Because God sent Jesus, we have a way to live forever with God.
Talk About It
Why did Jesus want believers to observe the Lord's Supper? (so that, until Jesus comes again, people would know what Jesus did through His death and resurrection)
Pray Together
Pray and thank God for sending Jesus to be the Savior of the world.
Then Jesus took the cup and gave thanks. He passed it to the disciples and said, "Drink from this cup, all of you. It is My blood that I will pour out for you so that your sins can be forgiven. As often as you drink it, remember Me."
TUESDAY, APRIL 4
SUPPER SYMBOLS
You will need: 5 household objects
Instruct your family to stand. Make sure there is enough room for everyone to move around. Display the five objects. Explain that each object will be a reminder of something. Hold up the objects one at a time. Identify what action the object should remind your family of, and then allow everyone to practice the action. When you set the object down, everyone should stand still.
* Cup—Clap three times.
* Plate—Stomp three times.
* Fork—Wiggle your arms.
* Spoon—Do a jumping jack.
* Napkin—Turn around.
After reviewing the actions, hold objects up one at a time in random order. Everyone should react accordingly. Vary the pace and the order of the objects for an added challenge.
Share that today's Bible story took place before Jesus died on the cross. Jesus died to rescue people from sin and give us a new life of freedom with Him. Followers of Jesus share the Lord's Supper to remember Jesus' life and death and to proclaim Him until He returns.
WEDNESDAY, APRIL 5
PRAYER IN THE GARDEN
Bible Story
Today's Point
Open your Bible to Luke 22:39-46 and and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus Prayed in a Garden (Based on Mark 14:32-4O; Luke 22:39-46)
Jesus and His disciples often went to the Mount of Olives just outside the city of Jerusalem. At the botom of the Mount of Olives was the garden of Gethsemane.
Just before Jesus was arrested, He went to the garden with His disciples. Jesus told the men, "Sit here while I pray." He took Peter, James, and John and walked a litle farther. He said to them, "I am so sad. Stay here and watch."
Jesus walked a short distance away from them, knelt down, and began to pray. He knew that He would die soon. "Father," He prayed, "If You are willing, take this hard thing away from Me." Jesus continued, "But may Your will be done and not Mine."
An angel from heaven appeared and cared for Jesus. Jesus' prayer was strong and powerful. As He prayed, His sweat fell like drops of blood to the ground.
Share that the night before Jesus died, He went to a garden to pray. Jesus knew that God's plan was for Him to die on the cross and take the punishment for sin that we deserve. Jesus could have said, "No, I won't do it," but He wanted to obey His Father no mater what.
Emphasize that because Jesus prayed for God's will to be done and then followed it, forgiveness from sin and eternal life is available to all people.
Talk About It
What did Jesus pray in the garden? (He asked God to take away the hard thing that was about to happen, but also for God's will to be done and not His own.)
Guide your family to talk about the definition of God's will. Explain that God's will is His perfect plan for His creation and each person. When Jesus prayed that God's will be done, Jesus was saying that He knew God was perfect and right. Jesus wanted God to do what He planned to do.
Pray Together
Pray that God would work His perfect plan in the lives of the people you know and love. Guide your child to pray that family members and friends would know God's will and follow it.
When Jesus finished His prayer, He went back to find Peter, James, and John sleeping. Jesus said, "Why are you sleeping? Couldn't you stay awake one hour? Get up and pray, that you will not give in to temptation."
Jesus walked farther ahead and prayed the same thing. Then He went back to the disciples and found them sleeping again.
WEDNESDAY, APRIL 5
PRAYER TIME
LIVEIT OUT
You will need: a printout of this page, crayons to decorate (optional), glue stick
Cut out the template below and allow your child to color and decorate it. Glue and assemble the cube and talk about the prayer prompts on each side. Take turns as a family rolling the cube and spending time praying for the prompt that it lands on.
Remind your family that when Jesus was in the garden, He prayed to the Father three times. Explain that God hears us when we pray. He wants us to talk to Him, and trust His will to be done in our lives.
PETER ‚ S DENIAL
Bible Story
Today's Point
Open your Bible to John 18:1-18, 25-27; 21:12-19 and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Peter Denied Jesus (Based on John 18, 21)
On the night before He was crucified, Jesus went to a garden to pray. One of Jesus' disciples, Judas, planned to betray Jesus. Judas brought soldiers and the temple police. The men came to the garden with lanterns, torches, and weapons.
Peter grabbed his sword and cut off the ear of the high priest's servant. Jesus scolded Peter. "Put your sword away!" Jesus commanded. "Am I not to do what My Father has planned for me?" The men arrested Jesus. Peter followed the soldiers to the high priest's courtyard. Three times, someone asked Peter, "Aren't you one of Jesus' disciples?" Three times, Peter said, "I am not." Immediately, a rooster crowed.
Jesus died, was buried, and was resurrected, just as He had promised. Several days later, Peter and some of the other disciples went fishing in Galilee. They fished all night and caught nothing. Jesus called to them from the shore, but the disciples didn't recognize Him. "Cast your net on the other side!" Jesus said. When they obeyed, the net was full of fish. The disciples recognized Jesus. Peter plunged into the water and swam to the shore. After breakfast, Jesus asked Peter. "Peter, do you love Me?" Peter said, "You know I love You!" Jesus asked Peter this two more times. Each time Jesus told Peter: "Feed My sheep." Then Jesus told Peter: "Follow Me!"
Explain to your child that Peter lied and said he did not know Jesus three times. When Peter realized what he had done, he was very sad. Point out that Jesus asked Peter if he loved Him the same number of times that Peter denied Jesus. Share that Jesus loved Peter and forgave him, even though he lied and denied knowing Jesus. Jesus came to forgive us. He died on the cross and came back to life so we could be forgiven and have life with God.
Talk About It
What did Jesus ask Peter three times? (Do you love Me?)
What is one way you can show others you love and trust Jesus? (Answers will vary.)
Pray Together
Pray, asking God to help your family love, trust, and follow Him.
THURSDAY, APRIL 6
JELLY BEAN BALANCE
LIVEIT OUT
You will need: craft sticks (one per person), jelly beans
Distribute craft sticks, one per person. On your cue, players will place the craft stick in their mouths and try to balance three jelly beans on it. The first player to successfully balance three jelly beans for ten seconds wins. For an added challenge, add more jelly beans!
Invite your family to share the sinful thing Peter did in today's Bible story. (Peter lied three times and denied knowing Jesus.
He betrayed Jesus and was not faithful to Him.) Share that Peter was a sinful person. Like Peter, we are all sinful, but God changes people from sinful to faithful. Everyone sins and disobeys God, but God sent Jesus to take the punishment for our sin. You had to try to balance the weight of the jelly beans. But thankfully, we don't have to carry the weight of our sin anymore. When we trust in Jesus, God forgives us.
FRIDAY, APRIL 7
GOOD FRIDAY
Bible Story
Today's Point
Explain that in today's Bible story, something happened to Jesus that His friends and followers did not understand at first. Jesus came to die on the cross to take the punishment for sin. Jesus suffered many things because He loves us. He was betrayed by Judas and arrested by people who wanted to kill Him.
Open your Bible to Mathew 26:1-4,47-68 and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus was Betrayed and Arrested (Based on Mathew 26-27)
Jesus and His disciples went to a garden called Gethsemane. Jesus prayed, "Father! If it is possible, take this suffering from Me. But only if it is part of Your plan." Suddenly Judas arrived with a large crowd. Judas betrayed Jesus by kissing Him so the crowd would know who Jesus was. The crowd grabbed Jesus and arrested Him.
Jesus was led to the high priest. The religious leaders were trying to find a reason to kill Jesus, but they could not. The high priest asked, "Are You the Messiah, the Son of God?" Jesus replied, "Yes, that's right." The high priest said, "He has spoken against God! He deserves to die!" The religious leaders refused to believe that Jesus was God's Son.
The leaders took Jesus to Pilate, the governor. Pilate could not find that Jesus had done anything wrong. He tried to set Jesus free, but the crowds shouted, "Crucify Him!" Pilate agreed to put Jesus to death.
Share that God sent Jesus to earth to pay the penalty for sin—death. Jesus died on the cross and rose again so we can be forgiven. When we trust in Jesus, God forgives us of our sin because of Jesus' sacrifice on the cross. God's salvation is a gift that every person needs and can receive.
Talk About It
Why did some of the people want Jesus to be arrested and crucified? (They did not believe that Jesus was the Son of God.)
Why is it important that Jesus died on the cross for our sins? (Jesus died to take away the penalty of our sins. When we trust in Jesus, God forgives us and gives us His gift of life forever with Him.)
Pray Together
Pray, thanking God for sending Jesus for us. Ask God to help your family remember the valuable cost of God's plan for salvation—His own Son. Thank Him for the gift of salvation that is possible because of Jesus' death and resurrection.
OUT OF CONTROL
LIVEIT OUT
Give each family member a moment to think about a situation where something felt out of his or her control. Engage in discussions about what is out of our control (circumstances) and what is in our control (responses). Read the following scenarios and guide family members to move to one side of the room if the statement is in our control and to the opposite side of the room if it is out of our control. Allow kids to create additional scenarios.
* Your brother spills milk on your homework (out of our control)
* You yell at your brother for spilling milk on your homework (in our control)
* You choose to clean your room before playing video games (in our control)
* The neighbor rakes all of her leaves into your yard (out of our control)
* You complain about your neighbor to your friends (in our control)
Challenge family members to think of ways to encourage each other when things feel out of control. Maybe think of a family codename ("GIIC"—God is in control) or a hand signal (like two thumbs up and then point up to mean, "It's okay, God's in control").
* You lie to your mom about cleaning your room (in our control)
Remind your family that we can respond to difficult circumstances in ways that demonstrate our faith in God and belief that He is in control of all things.
GOD IS IN CONTROL ‚‚ ‚‚
CRUCIFIXION AND BURIAL
Bible Story
Explain that bad things happen to everyone, but sometimes they end up being good things. Sometimes, when we do not expect it, something good will come from something bad. Tell kids that they will hear the story of when Jesus died, which was a bad thing. Something good came from that bad thing. He rose from the grave and is alive again! God sent Jesus to be the Savior, which is the best thing. Jesus died on the cross for people's sins, and He is alive!
Open your Bible to Mathew 27:27-31,45-54 and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus Was Crucified (Based on John 19:1–42; Mathew 27:62–66)
The religious leaders did not like Jesus. They wanted to get rid of Him. A mob of people found Jesus and arrested Him. They took Him to Pilate. Pilate allowed Jesus to be beaten up. Pilate told the people, "I can't find any reason to charge Him (Jesus)." But the religious leaders yelled, "Crucify Him!" The religious leaders did not believe the truth about Jesus.
Pilate tried to release Jesus. He was afraid of what was happening, but the crowd of people would not give up. They wanted Jesus to be crucified. Finally, Pilate agreed. Pilate had a sign made for the top of Jesus' cross that said, "Jesus of Nazareth, the King of the Jews." While Jesus was dying on the cross, Jesus asked John to take care of Jesus' mother Mary. Jesus knew that every Scripture prophesied about Him would be fulfilled, so He said, "It is finished." Jesus died on the cross to pay for our sin.
Joseph of Arimathea was a follower of Jesus. Joseph went to Pilate and asked permission to bury Jesus' body. Nicodemus and Joseph took Jesus' body and wrapped it in linen cloths. They placed Jesus' body in a new tomb in the garden. The next day, the religious leaders asked Pilate to give orders for the tomb to be guarded because Jesus had said, "After three days I will rise again."
Today's Point
Jesus's crucifixion (the way Jesus died on the cross) took place to pay for the sins of people. Because of Jesus' death on the cross, people can have a relationship with God that is personal and true. God loved people so much that He sent Jesus to provide the sacrifice for sin. Celebrate today for God's good gift for everyone who believes in Him.
Talk About It
What did the religious leaders want to happen to Jesus? (They wanted Jesus to be crucified, even though He had done nothing wrong.)
Why was Jesus' sacrifice a special gift to us? (Jesus died on the cross in our place. He took the punishment for sin so we could have the gift of life with God.)
Pray Together
Lead your family in prayer, thanking God for Jesus' sacrifice. Ask God to help your family to remember the great cost of salvation and to praise God for this amazing gift.
SATURDAY, APRIL 8
GOSPEL BOOKMARK
LIVEIT OUT
You will need: a printout of this page, kid-friendly scissors, markers or crayons, strip of construction paper, glue
Guide your child to share examples of ways people (including kids) sin. Emphasize that everyone has sinned. Sin separates people from God and deserves God's punishment of death.
Explain that God sent Jesus to be the Savior. He lived a perfect life, died on the cross to take the punishment for our sins, and rose again. Jesus paid the penalty for our sins—past, present, and future.
God Provided. God sent His Son, Jesus, the perfect solution to our sin problem, to rescue us from the punishment we deserve. It's something we, as sinners, could never earn on our own. Jesus alone saves us. (John 3:16; Ephesians 2:8-9)
Lead your child to cut apart and color the gospel icons below. As she works, talk about the different icons and how they help us remember the gospel story. Encourage your child to place the bookmark in her Bible. As she reads and learns about God, she can remember the gospel story and share it with others.
God Rules. The Bible tells us God created everything, including you and me, and He is in charge of everything. (Genesis 1:1; Revelation 4:11; Colossians 1:16-17)
We Sinned. Since the time of Adam and Eve, everyone has chosen to disobey God. (Romans 3:23) The Bible calls this sin. Because God is holy, God cannot be around sin. Sin separates us from God and deserves God's punishment of death. (Romans 6:23)
Jesus Gives. Jesus lived a perfect life, died on the cross for our sins, and rose again. Because Jesus gave up His life for us, we can be welcomed into God's family for eternity. This is the best gift ever! (Romans 5:8; 2 Corinthians 5:21; 1 Peter 3:18)
We Respond. We can respond to Jesus. We can admit to God that we are sinners, believe that Jesus is God's Son, and confess our faith in Jesus Christ as Savior and Lord.
Explain that the word gospel means "good news." When we talk about the gospel, we are talking about the message about Christ, the kingdom of God, and salvation. The Bible teaches us that Jesus is our Redeemer. This means that He came to make a way for us to be forgiven of our wrong choices (sins) and have a relationship with God. God loves every person, and He wants everyone to trust in Jesus for salvation. When we share this good news with others, we can help others know more about God and how to trust in Jesus for salvation.
God Rules
We Sinned
God Provided
Jesus Gives
We Respond
SUNDAY, APRIL 9
RESURRECTION SUNDAY
Bible Story
Today's Point
Explain that today is Easter Sunday. This is the day we celebrate Jesus' resurrection. Jesus died on the cross and was buried in a tomb, but He didn't stay dead. After three days, Jesus was raised to life!
Open your Bible to Mathew 27:62–28:1O and read the Bible story. With older children, read the passage aloud and encourage your family to follow along in their Bibles as you tell the story. You can even take turns reading the verses. With younger children, consider reading the provided Bible story with your Bible open.
Jesus' Resurrection (Based on Mathew 27:62–28:1O; Luke 24:1–12)
After Jesus died on the cross, He was buried in a tomb. Jesus' friends and disciples were very sad and did not know what to do. Three days later, on the morning after the Sabbath (Saturday), some of Jesus' followers took spices and perfumes to His tomb. When the women arrived, the stone was rolled away and Jesus was not there. They were confused.
Suddenly two men appeared and asked the women, "Why are you looking for the living among the dead? Jesus is not here. He has been resurrected! Remember, He told you, 'The Son of Man will be betrayed, crucified, and rise on the third day.'"
The women remembered and went to the disciples and shared the good news! Peter ran to the tomb to see. He looked inside and only found the cloths Jesus' body had been wrapped in. He was amazed at what had happened! Jesus is alive!
Jesus died on the cross to provide forgiveness for sin, but He didn't stay dead. Three days later, Jesus rose from the grave. Jesus died to pay the penalty for our sins, and He conquered sin and death. We can celebrate that God brought Jesus back to life and that Jesus is alive today!
Talk About It
Where was Jesus' body placed? (in a tomb sealed with a big stone)
What did the angel tell the women at the tomb? (Jesus is not here. He has been resurrected!)
Why do we celebrate Jesus' resurrection at Easter? (We celebrate Jesus' resurrection because Jesus is alive! He paid the punishment for sin and conquered death so we could have life with God. Because of Jesus' death and resurrection, we can be forgiven of our sin and have a right relationship with God.)
Pray Together
Lead your family in prayer, thanking God for sending Jesus to save people from their sins by dying on the cross and rising again.
SUNDAY, APRIL 9
EGG-CELLENT RELAY
You will need: plastic eggs, plastic spoons, timer (optional)
Decide as a family the best route to take in your home (Ex: Start at the couch, walk around the coffee table, walk into the kitchen, and back to the couch.) Explain that each person will balance a plastic egg on a spoon. On your cue, the first person will walk the route while balancing his egg on his spoon. If he drops the egg, he must start again. The first person to complete the course in the fastest time wins.
The women couldn't wait to share the good news that Jesus was alive. Just like we hurried in this relay race, we should also be in a hurry to tell others the good news that Jesus is alive.
Remind your family that when the angel told the women that Jesus' tomb was empty, they were filled with fear and great joy! The angel told them to go quickly and tell the disciples.
Explain that God sent Jesus to be the Savior. He lived a perfect life, died on the cross to take the punishment for our sins, and rose again. Jesus paid the penalty for our sins—past, present, and future. Share that because Jesus is alive today, they can ask Him to be their Savior and Lord—the One who saves them from sin and leads their lives.
LIVEIT OUT
LET ‚ S BE FRIENDS!
Get free resources, discipleship tips, crafts, family activity ideas, and more from your favorite Lifeway Kids social media account.
@lifeway_kids
facebook.com/lifewaykids
@lifewaykids
Subscribe to our Kids Ministry 1O1 Blog and Podcast at lifeway.com/kids. | <urn:uuid:5aae8fae-cbfc-4c5b-a750-4b8412630d06> | CC-MAIN-2023-40 | https://www.gracechurchdfw.org/wp-content/uploads/2023/04/EasterDEVO_2.pdf | 2023-09-23T22:03:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506528.3/warc/CC-MAIN-20230923194908-20230923224908-00633.warc.gz | 872,100,283 | 7,427 | eng_Latn | eng_Latn | 0.995992 | eng_Latn | 0.99746 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
7,
589,
2987,
3905,
6605,
7734,
10316,
11342,
14007,
14589,
17007,
17945,
20472,
21816,
24824,
27351,
29748,
30996,
31278
] | [
3.3125,
3.125
] | 4 | 0 |
CURRICULUM includes COMPLETION AND SUBMISSION OF WORK, YEARS 7 TO 12
and TEACHING AND LEARNING POLICY
Introduction
At Penola Catholic College, a co-educational Catholic Secondary College, teaching & learning are at the core of our mission. The Penola Catholic College community strives to provide a holistic education, which meets the needs and develops the gifts of each student. Through a relevant and engaging curriculum, we aim to prepare our students for the future. In an ever changing, technologically sophisticated world, we foster the ability to be critically aware and sensitive to local and global issues.
We provide a safe learning environment that caters to individual learning styles and meets the needs of students appropriate to their stages of learning. Our educational programs are student centred and aim to bring out the best in our students, empowering them to take initiative and become independent and inquiring learners who strive for excellence.
We value the importance of creating learning spaces and facilities, which enable utilising the latest technologies so as to enhance the learning environment and educational opportunities for our students.
Our Teaching & Learning Policy is inspired by our College Mission and the Principles of Learning & Teaching. (POLTs - DEET 2004) These principles are fundamental to the implementation of the College Curriculum Policy, which is now incorporated within the Teaching and Learning Policy.
Guiding Principles of Teaching & Learning at Penola Catholic College
Students at Penola learn best when:
The learning environment is supportive and productive.
Teachers reflect this principle by:
- Building positive relationships through knowing, valuing and nurturing every student.
- Promoting an atmosphere that values, respects and celebrates the richness of our social and cultural diversity
- Building students self-confidence by developing resilience and a willingness to be risk-takers in their learning,
- Ensuring students experience success, by recognising individuals' efforts in meeting their personal goals and achievements.
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
The learning environment promotes independence, interdependence and selfmotivation and encourages students to actively set goals for their learning.
In learning environments that reflect this principle the teacher:
- Encourages and supports students' curiosity and interests
- Encourages students to take responsibility for their learning
- Uses strategies that promote individual student learning
- Encourages and supports an atmosphere of cooperation and collaboration.
Penola Catholic College acknowledges that the individual cultural backgrounds, learning styles, gifts and interest of each student impacts on their learning. Therefore, students' needs, backgrounds, perspectives and interests are reflected in the learning program.
- Teachers develop positive relationships through interaction with students and use their understanding of the individual
- Teachers provide a flexible learning environment that encourages comprehensive learning.
Students are challenged and supported to develop deep levels of thinking and application.
Teachers reflect this principle by:
- Planning and delivering lessons that are sequential, relevant and connected to the real world.
- Promoting critical thinking and a spirit of enquiry
- Encouraging students to work to the best of their ability to achieve quality outcomes
- Designing learning activities that promote deep thinking and questioning skills, and an ability to reflect and internalise this learning.
- Developing investigating and problem solving skills
- Fostering imagination and creativity via lateral and creative thinking skills.
Assessment practices are an integral part of teaching and learning. Assessment is an ongoing process that should be positive, providing feedback and encouragement.
Teachers reflect this principle by:
- Encouraging students to review, reflect on and refine their knowledge and skills.
- Ensuring that the task of assessing is a shared task (with students) and an integral part of the learning experience.
- Developing formal and informal assessment practices that are sufficiently varied, flexible and reflect assessment of learning, for learning and as learning.
In acknowledging that students have an important and active role to play in their own learning, some assessment practices are determined in collaboration with the students.
Learning connects strongly with communities and practice beyond the classroom.
In learning environments that reflect this principle the teacher:
- Supports students to engage with contemporary knowledge and practice
- Plans for students to interact with local and broader communities and community practices.
- Uses technologies in ways that reflect professional and community practices.
- Uses resources and strategies to promote a process of critical thought that evaluates current social practices against Christian Gospel values.
CURRICULUM POLICY AND PROCEDURES
Introduction
Curriculum at Penola Catholic College is informed by the Mission Statement of the College as well as current thinking and directions in education, which upholds the principle of a holistic education based on gospel values. In providing a positive learning environment and supported by a comprehensive and varied curriculum, all students will be given the opportunity to develop their personal gifts and talents, their critical awareness, and their sense of social responsibility. Through a contemporary, integrated and relevant curriculum, we aim to meet the individual needs of all students and encourage excellence. It is hoped that all students will experience success and a sense of empowerment and hope for the future.
This document should be read in conjunction with the Promotion Policy and Student Review Process Document.
Definition
Curriculum may be defined as: "All the arrangements the school makes for students' learning and development. It includes the content of courses, student activities, teaching approaches, and the way in which teachers and classes are organised. It also includes decisions on the need and use of facilities". (Ministry of Education Victoria, The School Curriculum and Organization Framework: P- 12)
Core Values
Penola Catholic College provides learning experiences which:
- Are based on the integration of gospel values with life. Students are enriched by the traditions and teachings of the Catholic Church that are made accessible through the Religious Education program and through the celebration of Liturgies and Rituals.
- Are comprehensive and consistent with current educational research and initiatives, ensuring they are equipped with the skills and knowledge required to participate in the technological and contemporary global society
- Challenge students to set their own learning goals, strive for excellence and develop independent learning skills
- Provide students with a continuous process of schooling based on their stages of development
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
- Transmit the richness of our cultural heritage
- Prepare students for varied post-secondary school pathways
- Assist in developing critical awareness within students about issues which require a moral stand and decisions to ensure they are informed and active citizens
- Affirm students as persons of dignity, who respect the learning of all members of the community
Guiding Principles For The Delivery Of Curriculum
- Curriculum at Penola Catholic College is dynamic and evolving. Processes are in place for the ongoing review of curriculum and for the implementation of new courses, new structures and other educational initiatives relevant to the students' needs.
- The Victorian Government's Australian Victorian Essential Learning Standards (AusVELS) provides the framework for the skills and knowledge taught in each of the Key Learning Areas, Disciplines and Domains as well as the cross curricular priorities and general capabilities as identified in the Australian Curriculum.
- The Australian Curriculum Learning Areas form the basis for the groupings and management of individual subjects offered to students. The Learning Areas are:
o The Arts (both Visual and Performing Arts)
o English
o Health and Physical Education
o Humanities
o Mathematics
o Languages
o Science
o Information Technology (separate from the Technology area)
o Technology
In Victoria, most of these now fall into the Discipline-based Learning Strand while others fall into either the Physical, Personal & Social Learning or the Interdisciplinary Learning Strands.
- Religious Education is provided at all levels and forms an additional Key Learning Area. The guidelines and directives of the Catholic Education Office Melbourne provide the framework for the Religious Education courses and programs of the College.
- At the post-compulsory level, Penola Catholic College offers courses of study accredited by Victorian Curriculum and Assessment Authority (VCAA) for the Victorian Certificate of Education (VCE), which include the Vocational Education and Training (VET) programs that are conducted in partnership with a Registered Training Organisation (RTO). In addition, students have the opportunity to partake in the Victorian Certificate of Applied Learning (VCAL) as well as participating in Vocational Education in Schools (VETIS) programs and the School Based Apprenticeship (SBA) program from Year 10.
- The curriculum priorities as identified by Penola Catholic College staff are;
o Literacy
o Information & Communications Technology (ICT) across the Curriculum,
o Numeracy
o Thinking Skills using Art Costa's Habits of Mind etc.
- The following continue to be a ongoing focus:
o Middle Years of Schooling (years 5-9), the Vocational Pathways, Civics & Citizenship, Sustainability and Integrated projects inform and determine programs and structures within the curriculum.
- To cater for mixed ability classes, the College adopts a differentiated curriculum approach integrating the theories of Bloom's taxonomy and Gardner's Multiple Intelligence and others such as DeBono's Hats and Art Costa's Habits of Mind.
- Provision is made for individual learning needs. Courses of study and assessments are enhanced or modified as deemed appropriate by the students Individual Learning Plan (ILP).
- To cater for individual needs, the College provides programs such as Foundation Studies in Mathematics and English, Enrichment Studies in Mathematics and English, Enrichment Italian. Accelerated Programs are offered for those students who have the ability to commence their VCE studies earlier.
- The College assists individuals in the selection of subjects and programs for the senior years of education. Students are able to discuss their choices with subject teachers and the Course Advice Committee.
- Separate EAL classes are also offered from Years 7-12 as appropriate as well as support in the Mainstream as possible.
- Entry into some VCE subjects requires a prerequisite standard or subject that the student must meet.
Curriculum Offerings
Curriculum Offerings Years 7-10
Curriculum offerings are reviewed and updated annually. Please refer to Appendix A for a complete and updated list of subjects offered from Years 7 –10.
Senior School Programs
The Senior Program offers students both a general and a vocational education over the final two years of secondary education, including Religious Education. In addition to the traditional subjects offered, students have the opportunity to undertake studies in up to two Vocational Education and Training (VET) programs, or to pursue the Victorian Certificate of Applied learning (VCAL) as an alternative program to the VCE.
Combining both general and vocational education enables students to create more options towards training and work without detracting from existing pathways to TAFE and University.
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
- Religious Education and the Senior School Programs - VCE
In the first year VCE students are required to complete Unit 2 of the VCE study in Religion and Society or Unit 3 and 4 in either Religion and Society or texts and traditions both VCAA approved courses as an extension study. In the second year of VCE, students are required to undertake the College-based program of Religious Education. This program requires students to choose three units from a broad based selection of electives.
In the second year VCE students may also choose to study Units 3 and 4 of either Religion and Society or Texts and Traditions, if they have not already completed these units in their first year of VCE.
- Religious Education and the Senior School Programs - VCAL
In the first year of VCAL, students will complete a year length course (4 periods per week) of Religious Education that fulfils the requirements of two models units in the Personal Development Skills strand of VCAL. The course involves a combination of practical community work and class-based study. As well students will be required to participate in the prayer, liturgy and retreat program of the College as well as participate in classes and seminars during the year that explore the Christian dignity of work and community service.
Students choosing to complete a second certificate in VCAL will participate in a combination of the College-based program of Religious Education and VCAL modules, which make up the Personal Development Skills requirements.
Guiding Principles For Assessment And Reporting
At Penola Catholic College we believe that assessment and reporting are an integral part of teaching and learning. Assessment and reporting practices that are grounded in the gospel values of justice and compassion will support students and provide them with the opportunity for growth through reflection on their personal goals, and on their progress and learning. Teachers ensure that the teaching and learning programs as well as the assessment tools they use, reflect assessment OF learning, FOR learning and AS learning. The principles for assessment and reporting at Penola Catholic College are as follows:
- A clear relationship and alignment must exist between curriculum content, objectives, teaching and learning practices and assessment and reporting. At Penola Catholic College we accept the Victorian Essential Learning Standards, the Domains, Dimensions and Progression Points provided by the VCAA as the basis of our assessment and reporting from Year 7 to 10.
- Students may also be assessed using commercially prepared assessment instruments eg ACER PAT tests in numeracy and literacy for incoming Year 6 students, or externally mandated assessment and reporting processes such as the NAPLAN tests at Years 7 & 9.
- All students must be assessed against objective criteria based on outcomes that are communicated to them prior to the commencement of a unit of work and pre and post testing are encouraged.
- Formal examinations at Years 9 to 11 are also integral forms of assessment and feedback process.
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
- VCE students will be assessed according to the VCAA procedures and guidelines.
- VCE students completing a Unit 3 / 4 sequence will sit the General Achievement Test (GAT) which is a means of ensuring comparability of schools' assessments throughout the State.
- Formal Practice Examinations during the second week of the September Holidays for students completing Unit 3 / 4 units form part of the Year 12 curriculum.
- Assessment OF learning should be continuous and be sufficiently varied to provide a reliable profile of student achievement.
- Assessment FOR learning should be diagnostic, helping teachers to identify students' learning needs.
- Assessment AS learning should provide students with useful feedback and advice on their learning.
- Assessment is modified for students with special learning needs and is enhanced for the more able students. Students on Modified programs are exempted from AusVELS ratings on their reports. Modified reports are identified by the comment stating that the report is modified and the asterisk next to the grades. Students on enhanced programs are acknowledged through the comment section of the semester reports and the AusVELS rating.
- Records of assessment are maintained in full and these are used to inform all reporting within the college. It is College policy that student assessment records are stored electronically and can be retrieved following the set procedure as outlined in Appendix C.
- All reports are presented in a manner that is objective, in language that is simple to comprehend and generally sensitive to the audience. In reporting to parents, teachers must refer to the "Report Writing Style Manual". Members of the College leadership team (including Year Level Coordinators) may ask teachers to adjust or remove a comment if it is deemed to be inaccurate or inappropriate.
- Reporting at Penola Catholic College ensures that students and parents will receive adequate indication of progress regarding: knowledge, skills, attitudes, work practices, values, social and personal development. In addition the reporting process makes recommendations for student improvement.
- Reporting may occur in a number of forums, both formally and informally. These include: formal progress reports, formal semester reports, parent/teacher meetings and other parent/teacher communication, which may be either written or oral, and which provide feedback on students' work. Reports should focus positively on students' progress and achievement and suggest ways of overcoming difficulties and improving learning. Reports should not contain personal comments about the student.
- Parents are to be informed immediately if the work required to meet expected outcomes is unsatisfactory or if the expectations of students need to be adjusted substantially. Parents must not discover for the first time that their child is not progressing satisfactorily in a subject at Parent Teacher Interviews or via the Semester Report.
- Progress on formal College reports is used to review overall student performance and will also be used to determine student promotion. (Refer to the Student Review and Promotion Policy). This is done via Review information sheets that staff and students on review are required to complete.
Curriculum Procedures
Curriculum Structure And Delivery
Penola Catholic College embraces the Victorian Essential Learning Standards and Australian National Curriculum as the basis for curriculum planning, delivery, assessment and reporting in Years 7 to 10.
These place a number of expectations on teaching staff in the development of the following areas:
- defining the major skills and knowledge relevant to the year levels from within the traditional Discipline or Learning Area as well as making connections with the other non- discipline based Domains and Dimensions, ensuring appropriate scope and sequence in the skills and knowledge covered from Years 7-10
- making general statements of attainment for Domains & Dimensions at a particular level, ensuring progression and development of skills
- devising relevant and engaging student learning activities and assessment tools that contribute to the attainment of the learning outcomes using contemporary teaching and learning strategies
VCE studies are based on the accredited VCE Study Designs from the Victoria Curriculum and Assessment Authority (VCAA) and define the areas of study, key knowledge and skills, and the related outcomes.
VCAL studies are based on the accredited programs from the Victorian Qualifications Authority (VQA). The VQA outlines the compulsory strands to be covered, the key knowledge and skills, as well as, the related outcomes for assessment.
Delivery and content
The following arrangements apply to the delivery and content of programs:
- All teachers are required to teach the courses as established and set out by each of the Learning Areas.
- Courses of study in Years 7 to 12 at Penola Catholic College are semester based.
- Each semester's work for a subject or study is called a Unit.
- VET programs refer to modules and are completed over a two year period.
- VCAL programs make reference to the compulsory strands as well as to units.
- The content of each unit for years 7 – 10 is formed by the AusVELS curriculum focus and learning outcomes for each domain and level and the Australian Curriculum.
- The content for Units 1 – 4 (VCE/VET) is formed by the Victorian Certificate of Education (VCE) Study Designs and Assessment Guides, through the Victorian Curriculum and Assessment Authority (VCAA)
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
- The content for each VCAL strand is outlined in the Victorian Certificate of Applied Learning, Course Accreditation Document that has been developed by the Victorian Qualifications Authority.
Time allocation
Periods are 50 minutes in duration. Period allocation to key learning areas is as follows over a 10 day cycle:
*VCE Units. Most students are likely to undertake the school-based Religious Education elective program at two periods per week in Terms 1, 2 and 3.
Curriculum Planning And Development
Each year the provision is made for Heads of Learning to have Learning Area courses accredited. Any changes to courses for the following year need to be made during this accreditation period. The Deputy Principal, Teaching & Learning accredits courses together with the Curriculum Committee.
There is the opportunity each year for staff to submit curriculum proposals for the following year. The focus of the proposals is to provide programs that will make a difference to pedagogy and improve the learning of the student. Proposals are made using the College proforma and following the outlined procedures. See Appendix D for a copy.
Course documentation – Years 7 to 10
All courses must be documented All units of work must contain:
- a clear unit description
- learning outcomes based on AusVELS domains and dimensions
- knowledge and skills required to attain outcomes
- teaching strategies to be employed to develop the required knowledge and skill
- Literacy
- Numeracy
- ICT
- Thinking skills
- resources required for teaching and learning
- assessment tasks and required work for satisfactory completion of the unit
- assessment tasks to determine attainment of the learning outcomes and levels of achievement
- means by which learning activities, required work and assessment tasks can be enhanced and modified to meet student requirements. (differentiated curriculum)
Course documentation – VCE, VCE/VET, VCAL
The VCAA study designs and assessment guides provide guidelines for the planning and development of units of work. Teachers have the responsibility to develop courses that will provide opportunities for students to satisfactorily complete the units of their VCE studies and to complete the graded assessments. The key knowledge and skills listed for each outcome in the study designs should be used as a guide to course design and the development of learning activities.
Teachers are required to document courses. Course documentation should include the following:
- a unit description
- the designated areas of study
- specified learning outcomes
- key knowledge and key skills required by students to attain the outcomes
- teaching and learning strategies to be employed to develop the required knowledge and skills
- resources required for teaching and learning
- required learning activities that students are expected to undertake to satisfactorily complete the unit
- assessment tasks to determine attainment of the outcomes and levels of achievement
- the nature and scope of assessment tasks and the assessment criteria/rubrics
- means by which required work can be modified to meet special needs students if necessary.
Planning for assessment and reporting – Years 7 to 10
In planning for assessment and reporting, the following principles apply:
- The curriculum focus and learning outcomes are integral to curriculum planning, to assessment and reporting of student achievement.
- The strands and levels provide the focus for assessment and reporting
- Assessment of learning outcomes should be based on a range of assessment methods.
- In assessing and reporting student achievement, teachers will make 'on balance' judgements.
- Reports to parents will provide information on a range of student achievement
- Courses should enable students to demonstrate their understanding and skills across a range of standards and progression points.
- Examinations Years 9-10 are part of the assessment and reporting. Guidelines for
the preparation and development of examinations are outlined in Appendix E.
Planning for Assessment and Reporting – VCE, VCE/VET, VCAL
In planning for assessment and reporting, the following principles apply:
- The Area of Study and Learning Outcomes are integral to curriculum planning, to assessment and reporting of student achievement.
- The knowledge and skills provide the focus for assessment and reporting within the VCE framework.
- Assessment of learning outcomes should be based on a range of assessment methods that are within the guidelines set out by the VCAA and the VQA.
- In assessing and reporting student achievement, teachers will follow the criteria for the tasks.
- Reports to parents will provide information on student achievement based on the outcomes of the Assessment Tasks. For students studying Units 3 / 4, these will be based on the SAC's/SAT's.
- Courses should enable students to demonstrate their knowledge and skills of the area of study.
- For students completing Units 1 – 4, the Assessment Tasks completed at school, and which form the SACS/SATS for students completing Units 3 / 4, contribute towards the satisfactory completion of a Unit.
- Students completing Units 1 and 2 are expected to complete semester one and two examinations.
- Students completing Units 3 & 4 are expected to partake in the formal Practice Examinations held during the second week of the Term 3 school holidays.
- Students completing Unit 3 / 4 sequences complete the GAT in June and sit examinations during the November period. The examinations contribute towards a student's ATAR score.
Assessment 7-10
Development of assessment tasks
In developing assessment tasks for students, teachers should:
- allow for demonstration of learning outcomes in a variety of ways and across a range of AusVELs levels to ensure that students can succeed at the appropriate level. Teachers should always include opportunities for students to demonstrate understanding at one level above and one level below the year level standard
- clearly distinguish levels of performance based on ongoing classwork and a range of assessments tasks,
- develop activities that enable the diagnosis of student needs, therefore using data to inform practice in catering to individual needs
- encourage all students to confidently attempt the work,
- assess progress in relation to the AusVELS levels with formative assessment tools,
- provide constructive feedback to students on how to improve their work
- increase the use of ICT, teachers should still provide opportunities for hand written, supervised and timed assessment task. As a guide, it is recommended that at least 50% of assessments are conducted under these conditions, as appropriate.
Assessment judgements
When assessing students' work and assigning Progression Points, teacher judgements should be based on:
- a collection of information on how students have undertaken their work in the day to day program over the semester,
- a range of assessment tasks which clearly reflect course objectives, whereby students have been given multiple opportunities to demonstrate achievement of the outcomes
- student understanding of the expectations contained in the curriculum focus and learning outcomes of the strands covered both discipline based and interdisciplinary domains and dimensions.
Construction and use of Assessment Rubrics
Using the learning outcomes as a base, teachers should establish some broad 'criteria' on which to assess student work. To provide a common basis for assessment and reporting decisions, teachers should co-operatively determine standard assessment tasks in and across year levels and agree on the criteria for the assessment of tasks. Requirements for the construction of Assessment Rubrics are as follows:
- Assessment Rubrics must be constructed for all assessment tasks that appear on semester reports, except for formal examinations.
- Assessment Rubrics should have a minimum of four (4) criteria and achievement descriptors. It is unlikely that a criteria sheet would have more than 10 criteria or achievement descriptors.
- The minimum possible mark for a 'D' cannot be less than the number of criteria.
- Assessment Rubrics can be developed using a 3 point or 5 point scale.
- The criteria or achievement descriptors can be all based on AusVELS progression point descriptors or a mixture of AusVELS progression point and non-AusVELS criteria.
- The correlation between numerical scores and graded assessment should be based on the following table:
Year 7-11 Grading scale correlation with assessment task scores:
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
Assessment - VCE
Development of Units 1 and 2 Assessment Tasks and of School Assessed Coursework (SAC) Units 3 & 4
The requirements for coursework assessment for Units 3 and 4 are set out in the VCE study designs. In most studies teachers select from a range of tasks designated for assessment of unit outcomes. In these cases teachers may decide that all students will do the same task, or they may allow students to select the task. Where options are available, the assessment tasks are of comparable scope and demand. Task selection is a school decision and should be based on what suits the teaching program, the resources available and the needs and interests of students. Teachers within a particular study should work co-operatively to ensure comparability of assessment of coursework. Where there are multiple classes of the same study, teachers are required to ensure a common understanding of the coursework and their approach to its assessment. Recommended procedures to ensure this occurs include:
- Common teaching program
- A common assessment program
- Setting common coursework assessment tasks
While Units 1 and 2 coursework assessment is not subject to statistical moderation, the requirements of internal comparability still apply where there are multiple classes of the same subject. Moderation meetings for these studies are required where there are multiple classes of the same subject.
Development of School-Assessed Tasks (SAT's) Units 3 & 4
The requirements for school-assessed tasks are set out in the VCE study designs. SATs apply to Art, Media, Studio Arts, Visual Communication and Design, Design and Technology, Food and Technology and Systems Engineering.
Teachers are responsible for the initial assessment of school-assessed tasks. The sole basis for this assessment is the set of criteria for the award of grades published each year by VCAA.
Audit of SACS/SATS
Audit of School-assessed Coursework – Units 3 and 4
As part of the VCAA ongoing monitoring and quality assurance program for the VCE, samples of School-assessed Coursework tasks in each VCE study will be requested for audit from schools. Schools will receive notification of audit by email. The audit will also examine school assessments for irregularities; for example, instances of undue assistance and cases where the VCAA's requirements have not been followed.
Results of Audit
The VCAA will draw any irregularities identified by the auditing process to the attention of the Principal. In the event of serious irregularity, the Executive Committee of the VCAA will determine whether disciplinary or other procedures will apply and may alter schools' assessments in the light of evidence presented.
Audit of School-assessed Tasks – Units 3 and 4
The VCAA will audit assessments in each study in a number of schools. The audit will examine school assessments for irregularities including instances of undue assistance, inflated grades and cases where authentication procedures have not been followed.
School assessments, which are audited may be subject to assessment by reviewers.
Results of Audit
Where irregularities are identified by the auditing process, the Executive Committee of the VCAA will determine whether disciplinary or other procedures will apply and may alter grades in the light of evidence presented.
VCE Completion of Assessment Tasks
- Students are expected to complete Assessment Tasks on the dates set by the teacher. Students will be given at least one week's notice of when an Assessment task will take place and an indication of the outcome being assessed and the nature of the task. Students completing a School Assessed Task (SAT) in Year 12 will be given the completion date at the beginning of the unit.
- Students will be given one opportunity to resubmit an Assessment Task if it is unsatisfactory, as long as there has been a reasonable initial attempt to complete the work.
- Resubmission can occur on the same piece of work or an alternative, comparable task can be set. This should be completed under supervision during a normal class period or during a scheduled study period. The original score or grade will stand and the resubmission will only be permitted to enable the student involved to achieve an 'S' for the outcome.
- If the work is still an 'N' after the resubmission or the student fails to meet the conditions of the resubmission, the student may receive an 'N' for the outcome and therefore the unit.
- If a student knows in advance that he/she will be absent for an Assessment task he/she must complete an EXTENSION REQUEST FORM. Extensions must be negotiated before the due date. There are very strict guidelines and conditions for the granting of an extension.
- If a student is absent on the day an Assessment Task is to be completed, he/she must complete an ASSESSMENT TASK ABSENCE FORM.
- Parents will be notified in writing if their son/daughter has failed to complete an Assessment Task.
Assessment judgements
When assessing students' work, teacher judgements should be based on:
- a range of tasks which clearly reflect course objectives,
- understanding of the area of study, key knowledge & skills as outlined in the study design completion of assessment tasks.
Construction and use of Assessment Rubrics Year 11
Using the learning outcomes as a base, teachers should establish some broad 'criteria' on which to assess student work. To provide a common basis for assessment and reporting decisions, teachers should co-operatively determine standard assessment tasks in and across year levels and agree on the criteria for the assessment tasks. The unit 3 & 4 assessment criteria may be used as a guide to units 1 & 2 tasks.
Year 12
Teachers are advised to follow the Assessment Guide reviewed yearly by VCAA.
VCAL
VCAL has three awarded levels:
- Victorian Certificate of Applied Learning (Foundation)
- Victorian Certificate of Applied Learning (Intermediate)
- Victorian Certificate of Applied Learning (Senior)
Development of VCAL Assessment Tasks
The requirements for coursework assessment for VCAL Units are set out in the VCAL Course Accreditation Document. Assessment tasks designed by teachers are granted Quality Assurance and undergo regional moderation.
VCAL Completion of Assessment Tasks
- Students are expected to complete Assessment Tasks on the dates set by the teacher. Students will be given at least one week's notice of when an Assessment task will take place and an indication of the outcome being assessed and the nature of the task. Students will be given further opportunities to resubmit an Assessment Task if it is unsatisfactory, as long as there has been a reasonable initial attempt to complete the work.
- Resubmission can occur on the same piece of work or an alternative, comparable task can be set. This should be completed under supervision during a normal class period or during a scheduled study period, and will enable the student involved to achieve a 'C' (Competent) for the Learning Outcome.
- If the work is still a 'NYC' (Not Yet Competent) after the resubmission or the student fails to meet the conditions of the resubmission, he/she may be provided with further alternative opportunities to achieve a 'C' result.
- If a student knows in advance that he/she will be absent for an Assessment task he/she must complete an EXTENSION REQUEST FORM. Extensions must be negotiated before the due date. There are very strict guidelines and conditions for the granting of an extension.
- Parents will be notified in writing if their son/daughter has failed to complete an Assessment Task.
- If a student is absent on the day an Assessment Task is to be completed, he/she must complete an ASSESSMENT TASK ABSENCE FORM.
Assessment judgements
When assessing students' work, teacher judgements should be based on:
- Understanding of the unit purpose and content summary as outlined in the VCAL Course Accreditation Document
- A range of tasks that clearly reflect the unit purpose
Construction and use of Criteria Assessment Sheets
Teachers are to follow the assessment criteria for each learning outcome as described in the VCAL Course Accreditation Document,
Record Keeping 7-12
Teachers must maintain adequate records of student achievement to provide an overview of student progress in relation to levels, strands, outcomes and assessment tasks. The record-keeping strategy and format should be such that it:
- is the most appropriate method to organise the required information
- is most efficient and manageable
- will adequately inform decision making for reporting purposes.
- will provide results of student achievement
- demonstrates class attendance
- demonstrates the processes associated with granting of extensions of time
- indicates where there have been interviews with students
- indicates where parental contact has occurred
- allows for the nomination of students for subject awards (numerical scores required)
The College requires all teaching staff to keep their VELS, VCAL and VCE Assessment Record in a clear and orderly fashion as per the above guidelines.
Satisfactory Completion 7-10
Satisfactory Completion of a Unit
To achieve satisfactory completion for a semester unit in Years 7 to 10 a student must have achieved a 'D'(50%) or better. This is based on the average of all assessment tasks indicated on the semester report. For Years 9-10 the overall grade includes formal semester examination results.
Guidelines for Student Attendance
At Years 7-10, students are required to attend a minimum of 85% of all scheduled classes for each subject. Students who miss more than 15% of classes without permission may be referred to the Promotions Committee in accordance with the Promotion Policy. Legitimate absences (e.g. illness, accompanied by a doctor's certificate) do not make up part of the maximum absence rate.
It is the expectation of the College that all students have 100% attendance to classes unless the absence can be explained.
Satisfactory Completion VCE
Overall Satisfactory Completion
To satisfy requirements for the awarding of the VCE, students must satisfactorily complete a total of 16 units, including at least:
- three units from the English Group
- three sequences of units 3 and 4 in studies other than English
Satisfactory completion of a VCE unit will be based on the achievement of all outcomes for the unit. Under the VCE, two methods of assessment and reporting will be used:
- satisfactory achievement of outcomes
- level of performance on Assessment Tasks
It is the expectation of the College that all students have 100% attendance to classes unless the absence can be explained. Usually explained absences should not exceed 15% of class time missed unless covered by special provision.
Satisfactory Completion of a Unit
In order to satisfactorily complete a unit, students must demonstrate achievement of each of the outcomes for the unit that are specified in the study design.
In those studies where the set of assessment tasks covers all outcomes designated for the unit, satisfactory performance on these tasks is sufficient evidence to award an 'S' for the unit.
Satisfactory achievement of an outcome means:
- the work is clearly the student's own
- it meets the required standard ie. a grade of E or above in Year 12. At Year 11 a grade of D or above.
- the work was completed by the required date
- there was no substantive breach of rules
A student who does not meet the above criteria may receive an 'N' if:
- there is doubt about whether the work is the student's own
- the work is not of the required standard
- the student has failed to meet a school deadline, including where an extension of time has been granted
- there has been a substantive breach of rules including school attendance rules.
Satisfactory Completion VCAL
Overall Satisfactory Completion
To satisfy requirements for the awarding of the VCAL Certificate, students must satisfactorily complete a total of 10 credits, including at least:
- Literacy & Numeracy skills: one unit of numeracy & one unit of literacy
- Industry Specific skills: one unit made up of a VET Certificate or various modules from a range of VET Certificates
- Work Related skills: one unit made up of work placement or pre-vocational units / modules
- Personal Development skills: one unit in personal development
- Two VCAL units
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
- Five units at the Award level, including one unit of literacy and one VCAL Personal Development unit
NB. If a VCAL student is undertaking a VCE subject he / she must fulfil all of the requirements of that VCE study including completing the semester examinations. Students need to apply for an exemption via the senior programs coordinator.
Satisfactory completion of the VCAL units will be based on the achievement of all outcomes for the unit. Where students are undertaking VCE / VET units the methods of assessment and reporting will be used as described in Satisfactory Completion (above).
It is the expectation of the College that all students have 100% attendance to classes unless the absence can be explained. Usually explained absences should not exceed 15% of class time missed unless covered by special provision.
Satisfactory Completion of a Unit
In order to satisfactorily complete a VCAL unit, students must demonstrate achievement of each of the Learning Outcomes for the unit that are specified in the Course Accreditation Document.
School designed assessment tasks are granted Quality Assurance and undergo regional moderation.
Where students have undertaken VCE units, all assessment must be in accordance with VCAA guideline, as described in 5.8 of this document.
Reporting 7-12
Formal reporting
Formal reporting takes place four times a year:
- Term One Progress Report – followed by parent/teacher meetings (Years 7-12)
- Semester One Report – followed by parent/teacher meetings (Years 7-12)
- Term Three Progress Report – followed by parent/teacher meetings (Years 7-12)
- Semester Two Report (Years 7-11)
As well as the formal reporting, parental contact is maintained throughout the year to inform on students' progress as well as when there are concerns regarding student progress in academic ability, work practices and or behaviour. This can be done via interviews, phone conversations, notations in students' workbooks or planners, and/or using the formal parent notification letters.
Construction of semester reports
- The assessment tasks devised for reports should be discrete assessment activities that represent the essential learning and assessment of outcomes for that unit.
- In areas such as Mathematics and Science where regular tests and practicals take place, a summative grade covering a number of assessment tasks that reflect performance throughout the semester is permissible.
- There should be a maximum of five (5) assessment tasks on the report. This is inclusive if there is a formal examination at the end of the semester.(9-10)
- VCE reports will indicate the outcomes to be tested for the each semester through the areas
- of study, with the grades achieved
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
- VET/VCAL reports will indicate the modules/strands completed for the semester
Reporting codes
Satisfactory Completion Of A Subject
- To satisfactorily complete a subject a student must achieve an overall grade of D (50%) or higher
- This is based on the average of all Assessment Tasks.
Satisfactory Completion Of An Assessment Task
- To satisfactorily complete an Assessment Task a student must achieve a D (50%) or higher.
- If an Assessment Task is comprised of a number of smaller tasks, (e.g. tests and problem solving report) the grade for that Assessment Task will be the average of the smaller tasks.
- A student who achieves an E+ or E will be given the opportunity to resubmit the Task within one week of the original date. Students who do not make a reasonable initial attempt at the Assessment Task will not be entitled to a resubmission ( a reasonable attempt means that the student attempted at least 50% of the task).
- If the student achieves at least 50% on the resubmission, then the Task will be graded D^ (50%)
- If the student achieves less than 50% on the resubmission, then the Task will be given the higher of the original % and the new %.
- If a student is absent from school for a valid reason on the submission date, then the student may submit the task on the next school day without penalty. A note from parent/guardian explaining the reason for the absence must be provided.
- If a student is absent from school for a valid reason on the completion date, then the student may complete the task at the next timetabled lesson without penalty. A note from parent/guardian explaining the reason for the absence must be provided.
- Tasks will be graded NR (Not Required) in exceptional cases of extended approved absence/illness granted by the Year level Co-ordinator or Head of Campus.
- Tasks will be graded NA (Not Assessed) if not completed or submitted at all.
- If the Assessment Task is not submitted by the due date, the maximum possible result is D^ (50%) and the student is not entitled to re-submit (This is consistent with current policy)
Calculating The Overall Grade Or Semester Average
- Each Assessment Task will need to be recorded in teacher chronicle as a percentage as well as a grade.
- Overall Grade will be calculated once percentages for each Task have been entered.
- D^ (i.e. a maximum score for a resubmission) will be counted as 50% when calculating the semester average
- Tasks graded as NR (Not Required) will not be counted when calculating the average (eg. Average based on 4 tasks submitted rather than 5 set for the semester)
- Tasks graded as NA (Not Assessed) will be counted as 0% when calculating the average.
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
YEAR 11
Satisfactory Completion Of A Unit
- To satisfactorily complete an Unit a student must achieve a D (50%) or higher
- To satisfactorily complete a subject a student must achieve an S for each Outcome
Satisfactory Completion Of An Assessment Task
- To satisfactorily complete an Assessment Task a student must achieve a D (50%) or higher
YEAR 12
Satisfactory Completion Of A Subject
- No change to current practice
- To satisfactorily complete a subject a student must achieve an S for each Outcome
Satisfactory Completion Of An Assessment Task
- No change to current practice
- To satisfactorily complete a subject a student must achieve as least an E (40%) for each Assessment Task.
Please refer to the Penola VCE & VCAL Policies and Procedures handbook for Students for details and forms with regard to the completion and resubmission of School Assessed Coursework (SAC's) for Year 11 & 12 Units.
Competent:
Satisfactory completion of all requirements of the modules. (Applies only to VET and VCAL modules/units)
Not Yet Competent:
All requirements of VET/VCAL modules have not yet been satisfactorily completed.
Module Not Completed:
The VET / VCAL modules have not been completed.
Grading scale
The grading scale for Years 7-11 is as follows:
The grading scale for Year 12 is as follows:
- VCE students will be awarded grades and scores on assessment tasks as they are completed. The grades will be formally reported to students and parents at the end of the Unit.
- It should be noted that total scores for Unit 3 & 4 Coursework will be statistically moderated by VCAA and may change as a result of this process. Similarly, results may change as a result of the review process conducted by VCAA.
- For students completing VCE/VET and VCAL programs, modules will be awarded a "Competent" when they are deemed competent using the grading scale below as a guide.
- Students successfully completing the VCE/VET and VCAL programs will be awarded an overall "S" for their VET Units or VCAL Strands.
Proposed VCAL & VET Grading scale table
Reporting process for special needs students
- Students who are on modified programs should be given a report that indicates that they are unable to complete the mainstream work.
- While students may need a modified report in some subjects, it may not be necessary to modify work in all subjects.
- Modified programs may be necessary for students who have a long term:
- Disability or impairment
- Language difficulty
- Learning difficulty
- Parents need to be aware that the student is on a modified program.
- The process to be followed is outlined below.
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
Promotion From Year To Year
Promotion from year to year is not automatic. Student's performance is monitored via a number of reporting processes. At all times throughout the year parents are kept informed of the progress of their son/daughter through these reporting processes. These are:
- Term One and Three Progress Reports
- Semester One and Two Reports
- Student Review Process
- Letters to parents informing them of particular concerns regarding the completion of Assessment Tasks
In cases where a student may not be promoted to the following year, parents together with the Promotions Committee discuss all possibilities for the particular student.
(Please refer to the Promotions Policy and the Student Review Process Document.)
SUBJECTS OFFERED FROM YEARS 7 TO 10
APPENDIX A,
for the
Policy Reviewed Date: Approved by the Board: To be Reviewed:
October 2012
October 2012
October 2015
24
SENIOR SCHOOL PROGRAMS
VCE and VCE-VET Studies Offered
Students enrolling in a VCE program have the choice of the following studies.
- Accounting
- Languages:
- Biology
- Business Management
- Art
- Business Administration (VET)
- Chemistry
Classical Studies
-
- Drama
- Community Recreation Studies (VET)
- Economics
- Engineering (VET)
- Electrotechnology
- English
- Environmental Science
- English Language
- Food and Technology
- Global Politics
- Geography
- Hairdressing (VET)
- History
- Health and Human Development
- Hospitality (VET)
- Information Digital Media and Technology (VET)
- Information Technology (VCE)
- Interactive Digital Multimedia (VET)
VCAL Programs Offered
Students enrolling in the VCAL program must complete the following strands.
Policy Reviewed Date:
October 2012
Approved by the Board: October 2012
25
To be Reviewed:
October 2015
Curriculum
o French
o Japanese
o Italian
- Legal Studies
- Literature
- Mathematics:
o General Mathematics
o Specialist Mathematics
o Mathematical Methods
- Further Mathematics
Media
- Music Performance (Solo & Group)
-
- Outdoor and Environmental Studies
- Physics
- Physical Education
- Product Design and Technology
- Psychology
- (Wood & Textiles)
- Religion and Society
- Systems Engineering
- Studio Arts
- Technical Production (VET)
- Visual Communication and Design
- Texts and Traditions
APPENDIX B
Industry Specific Skills
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
A choice from the VCE / VET studies.
Prior to 2001 reports were produced manually, and are archived in the relevant students file. All reports since Semester One 2001 are stored electronically. For the year 2000, some reports have been stored electronically, however the majority are photocopies stored in the student files.
Accessing reports for students prior to 2001
The College archivist is the key person in accessing these reports for students wishing to obtain another copy of their reports, or for key staff members needing a print out of a particular students report.
Accessing reports for students 2001 - 2003
Requests for reports form 2001 – 2003 are to be made through the ICT Manager
Accessing reports for students 2004 onwards
Student Reports since 2004 are stored on the college network.
To locate a report you will need to know the homeroom of the student you wish to access. (homeroom data from 2003 can be retrieved/viewed on the school administration system, Synergetic)
These reports/documents are stored on the college network in the Microsoft Word format, at the following location
\\penola-fandp\groups\Student Reports - Archive
Select the year required Select the report cycle required Select the home room required Select the student required
Approved by the Board: October 2012
To be Reviewed:
October 2015
CURRICULUM PROPOSAL / PASTORAL PROGRAM PROPOSAL
When considering to submit a curriculum proposal please keep the following in mind:
Does your proposal:
- Clearly connect to a more effective way of engaging students in learning
- Demonstrate how the teaching and learning process is significantly more engaging for our students in classes or in pastoral periods.
If adding a new subject / program, is it substantially different in content from what is already offered and has associated engaging methodology.
All submissions are to be typed using this proforma / format.
Proposed by:
Proposal Topic:
Learning Area / Year Level :
Description of Proposal:
Rationale: How is the ethos of the College expressed through this Proposal (eg Mission Statement, student needs, strategic plan, existing policies)?
To be Reviewed:
October 2015
Implications of the Proposal: What are the possible ramifications – both positive and negative – of this proposal on the following:
Improved outcomes for student learning
Learning area / year level budgets
Facilities / equipment
Timetabling – please discuss the proposal with the Daily Organisers (Keven and Stuart)
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
Staffing and / or Professional Development of staff
Time needs to develop the proposal and relevant skills
Assessment and reporting
Other subjects / Pastoral Programs (within the KLA, at that year level, across the year levels)
Is this proposal to substitute an existing subject / program?
Yes
No
Barriers (what issues need to be addressed in order to allow this proposal to succeed?)
Policy Reviewed Date: October 2012 Approved by the Board: October 2012 To be Reviewed: October 2015
Consultation:
Who have you consulted with to date regarding this proposal?
Did this person / group support you with this proposal?
Yes
No
Signature of Proposer:
Date:
Signature of HOL:
Signature of YLH:
Signature of HOC:
Please return this proposal to the Deputy Principal Pastoral Care or Teaching &
Learning, no later than
Attach any additional relevant support material
Policy Reviewed Date: Approved by the Board: October 2012
October 2012 October 2015
To be Reviewed:
These guidelines have been developed in consultation with the Heads of Learning. It is the expectation that all staff will adhere to them.
Front covers
The attached format is the standard cover sheet to be used for all exams. It is placed on the "G" drive in the Exams folder within the Curriculum Documentation folder.
Printing
Exams are to be printed double sided.
Content of exams
Where there are multiple classes of the same subject, the common curriculum must be examined and, only if necessary, allow for class specific questions. It is the responsibility of the Head of Learning to coordinate the writing of exams where more than one class of the same subject exits.
Exams
- Exams should be appropriately and clearly set out.
- Heads of Learning must keep a copy of all exams produced for their own files and a copy to the Head of Teaching & Learning.
- Heads of Learning are responsible for checking all exams before they are printed to ensure that all guidelines have been met.
- At Year 9 & 10 the examination contributes to 20% or 25% to the Overall Grade.
Exam Guidelines
The following guidelines must be followed when putting an exam together. It is the responsibility of the Head of each Learning to ensure that these guidelines are adhered to.
- Exams are to include a range of material from each major topic covered in the subject during the semester.
- For Years 9-10, a minimum of three different tasks must be set in order to allow for the examining of different skills. Exams for Units 1-2 should reflect the structure of the VCE Unit 3 & 4 end of year exam, as should the Unit 3 & Unit 4 practice exams.
- Skills & Knowledge, as identified in the AUSVELS and the VCE study guides, must be examined.
- A variety of tasks and therefore question styles must be developed in order to challenge the more capable students as well as cater for those students with less abilities (keeping in mind that they need to be given the opportunity to experience success no matter how weak they may be).
- VCE exams should be used as guidelines in terms of structure when exams for Years 9 –11 are being developed. This means if an exam has an oral/aural component as well as a written component in the Year 12 exam, then the same format should be
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
followed when preparing exams for Years 9-11. An example of this may be in the subject areas of Drama & Music.
- Length of exams must be followed as decided by the Curriculum Committee, in consultation with the Heads of Learning. These should reflect progression in length from Years 9-11 (see below).
- Assessment criteria should be developed to assist in marking essay type questions. The criteria used for marking assessment tasks could be used.
- Examinations must be rotated and changes made yearly. The previous year's paper must not be used in its entirety.
Examinations MUST be returned to students for reviewing and discussion with the classroom teachers at the end of the examination period.
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
Exam Storage
The following procedures are to be followed regarding the storing of exams.
Semester One:
- All exams are to be returned to students and used as a tool for revision and/or highlighting possible areas of concern. It is an opportunity for students to identify areas needing improvement. Elective subjects (years 9 & 10) that conclude their courses at the end of the semester will not be able to follow this procedure unless the same students have re-enrolled in the same subject for semester two. Where possible, these teachers are asked to encourage students to see them about their exam.
Once students have had an opportunity to view and discuss their exams with their teachers, subject teachers are asked to collect all exams for filing.
- Exams are to be kept by the subject teacher until the end of August. They are to then be disposed of appropriately. If storage is a problem, subject teachers are asked to see their HOL.
Semester Two
Exams are to be kept by the subject teacher and passed on to the Head of Learning to be kept until February of the following year. They are to then be disposed of appropriately.
Development of exams
It is recommended that exams be rotated and changes made yearly.
Length of Exams
Year 9:
1 hour plus 10 minutes reading time, or 1 hour 20 minutes plus 10 minutes reading time
Year 10:
1 hour 20 minutes plus 10 minutes reading time
Year 11:
1hour30minutesplus 10 minutesreading time
Year 11:
English: 3hoursplus 10 minutesreading time
LOTE: 2 hours plus 15 minutes reading time
Year 12:
With the exception of English, all subjects have either a 1.5 or a 2 hour examination. All exams have 15 minutes reading time included in their times.
See guidelines on the following page for more details
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
Length of Exams: Years 9 to 11
The following information applies to the lengths of exams for both semesters one & two.
Semester One Exams
Year 9 students
Students studying semester subjects will sit an examination at the end of the semester. These are students who are currently studying semester subjects from the elective block.
Year 10 students
All students will sit an examination for all their subjects.
Year 11 students
All students will sit an examination for all their subjects except in VCAL subjects. This includes students studying a VET subject.
Policy Reviewed Date: October 2012 Approved by the Board: October 2012 To be Reviewed: October 2015
Semester Two Exams
Year 9 students
All students will sit an examination for all subjects.
Year 10 students
All students will sit an examination for all their subjects.
Year 11 students
All students will sit an examination for all their subjects except for VCAL subjects. This includes students studying a VET subject.
Year 12 students
All Year 12 students, and any other students completing Unit 3 & 4 VCE or VET subjects, will sit "Practice Examinations" in preparation for their November exams.
There are no examinations for VCAL subjects.
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
VCE UNIT 2 JAPANESE
Written Examination
Date:
insert date
Reading time:
12.30 pm to 12.40 pm (10 minutes)
Writing time:
12.40 pm to 3.00 pm (2 hours 20 minutes)
Name:
Home Group:
Teacher:
Structure of Examination
Student Instructions
Specific Instructions
- Complete all information on the cover sheet
- Attempt all questions
- Students may use a monolingual or bilingual dictionary
At the end of the Task
Submit all work at the end of the examination.
Materials
Question and Answer Book
YEAR 10 JAPANESE
Written Examination
Date:
insert date
Reading time:
12.30 pm to 12.40 pm (10 minutes)
Writing time:
12.40 pm to 2.00 pm (1 hours 20 minutes)
Name:
Home Group:
Teacher:
Structure of Examination
Student Instructions
Specific Instructions
- Complete all information on the cover sheet
- Attempt all questions
- Students may use a monolingual or bilingual dictionary
At the end of the Task
Submit all work at the end of the examination.
Materials
Question and Answer Book
Policy Reviewed Date: October 2012
Approved by the Board: October 2012
To be Reviewed:
October 2015
INSERT KLA
Indicate Unit 1 or 2 (VCE subjects) Indicate Semester 1 or 2 (Years 9 & 10)
Written Examination
Date:
insert date
Reading time:
insert start & finish time (insert number of minutes)
Writing time:
insert start & finish time (insert number of minutes)
Name:
Home Group:
Teacher:
Structure of Examination
Student Instructions
Specific Instructions
- Complete all information on the cover sheet
- Insert any further instructions
- Attempt all questions
At the end of the Task
Insert any instructions.
Materials
Insert any materials, eg dictionaries, calculators, etc
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
Entry Requirements for Units 1 and 2
At Penola Catholic College Year 10 students in Term 3 take an active part in the subject selection / transition program in order to guide them as they make their subject choices for Units 1 & 2. Students are encouraged to work to their full potential in Year 10 in all subjects undertaken and therefore leaving many options open in terms of the range of Year 11 and Year 12 programs available to them.
While the College encourages students to pursue their interests, we realise that sometimes the career pathways, and consequently the subject choices, are not always realistic and appropriate to the student's academic ability. Students sometimes choose subjects that they struggle with, and ignore the indication from the subject teacher that there is a concern with the student continuing a particular subject in Units 1 & 2.
In order to refine the subject selection process further, the following recommendation is made:
Penola Catholic College recommends that under normal circumstances, a student SHOULD be able to achieve an average of a "C" grade in any particular subject before he/she may continue with that same subject in Units 1 & 2.
For the KLA of Mathematics the following applies:
- Maths Methods and General Maths S:
Average "A" grade
- Maths Methods and General Maths M:
Average "B" grade
- General Maths F:
Average "C" grade
Students doing Foundation Maths cannot be considered for VCE maths
For the KLA of Science the following applies:
- Chemistry and Physics:
Average "B" grade
Students who are not capable of achieving a "C" average grade will be looked at individually. Students who are capable of achieving a "C" average grade, but for whatever reason have not worked well during the year, will be asked to present a case for why they should be considered for continuing with the particular subject. Discussions with both parents and students will occur to arrive at a decision.
It is hoped that this recommendation will help guide students to more realistic subject choices at the senior level, as well as encourage those students with potential to be more motivated and focused in their studies.
This information will be passed onto students via:
- Letter to the parents
- Term One Parent Information evening
- Year Level assembly
- Subject teacher
- Publication in the Year 10 student handbook
Policy Reviewed Date: October 2012 Approved by the Board: October 2012
To be Reviewed:
October 2015
Process
- Year 10 semester 2 results are checked against student subject choices
- The Course Confirmation Committee follows up students where there is a concern of the subjects that they have chosen.
- Parent/student meetings are held to discuss the subject choice(s)
- The meetings are to be held in term 4 with the Deputy Principal Teaching & Learning, Senior Program's Coordinator and the relevant Head of Learning
To be Reviewed: | <urn:uuid:bcd2e719-cb03-474f-b395-5e736be557fe> | CC-MAIN-2018-05 | http://penola.vic.edu.au/download/policies_&_documents/policies/CURRICULUM-POLICY.pdf | 2018-01-23T13:47:17Z | crawl-data/CC-MAIN-2018-05/segments/1516084891976.74/warc/CC-MAIN-20180123131643-20180123151643-00084.warc.gz | 249,064,990 | 13,451 | eng_Latn | eng_Latn | 0.965741 | eng_Latn | 0.99536 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2214,
4552,
5089,
7247,
9648,
12213,
15380,
18357,
21062,
22798,
25120,
27785,
29735,
32504,
35461,
37949,
40067,
42266,
45100,
47887,
49619,
50591,
51333,
51500,
52895,
53062,
54372,
55216,
55641,
56137,
56628,
58999,
59806,
61676,
62345,
63000,
63507,
64115,
64812,
67293,
67731
] | [
2.46875,
0.92578125
] | 4 | 1 |
PAUL RAND
DESIGN PLAY INSTINCT a n d t h e
"I demand of art," says Le Corbusier,
"the role of the challenger...of play and interplay, play being the very manifestation of the spirit." 1
The absence in art of a well-formulated and systematized body of literature makes the problem of teaching a perplexing one. The subject is further complicated by the elusive and personal nature of art.
Granted that a student's ultimate success will depend largely on his natural talents, the problem still remains: how best to arouse his curiosity, hold his attention, and engage his creative faculties.
Through trial and error, I have found that the solution to this enigma rests, to a large extent, on two factors: the kind of problem chosen for study, and the way in which it is posed. I believe that if, in the statement of a problem, undue emphasis is placed on freedom and self-expression, the result is apt to be an indifferent student and a meaningless solution.
Conversely, a problem with defined limits, with an implied or stated discipline (system of rules) that in turn is conducive to the instinct of play, will most likely yield an interested student and, very often, a meaningful and novel solution.
Two powerful instincts exist in all human beings which can be used in teaching, says Gilbert Highet: one is the love of play.
"The best Renaissance teachers, instead of beating their pupils, spurred them on by a number of appeals to the play-principle. They made games out of the chore of learning difficult subjects— Montaigne's father, for instance, started him in Greek by writing the letters and the easiest words on playing cards and inventing a game to play with them." 2
Depending on the nature of the problem, some or all of the psychological and intellectual factors implicit in game-playing are equally implicit in successful problem-solving:
motivation competition challenge stimulus goal promise anticipation skill observation analysis economy patience restraint exploitation excitement enjoyment discovery reward fulfillment
perception judgment improvisation coordination interest timing curiosity concentration abstraction discretion discrimination
Without the basic rules or disciplines, however, there is no motivation, test of skill, or ultimate reward—in short, no game. The rules are the means to the end, the conditions the player must understand thoroughly and work with in order to participate. For the student, the limits of a well-stated problem operate in much the same way.
"Limited means," says Braque,
"beget new forms, invite creation, make the style. Progress in art does not lie in extending its limits, but in knowing them better ." 3
Unfortunately, in some of our schools little attempt is made to guide the student's thinking in a logical progression from basic design to applied design. We are all familiar with the so-called practical problems formulated by a teacher in an attempt to duplicate the conditions of industry—the atmosphere of the advertising agency, for example. Such problems are frequently stated in the broadest terms with emphasis, if any, on style and technique in advertising, rather than on interpreting advertising in terms of visual design principles.
Similarly, there are badly stated problems in basic design that stress pure aesthetics and free expression without any restraints or practical goals. Such a problem may be posed in this fashion: arrange a group of geometric shapes in any manner you see fit, using any number of colors, to make a pleasing pattern.
The results of such vagaries are sometimes pretty, but mostly meaningless or monotonous. The student has the illusion of creating great art in an atmosphere of freedom, when in fact he is handicapped by the absence of certain disciplines which would evoke ideas, make playing with those ideas possible, work absorbing, and results interesting.
Without specific formal limitations and without the challenge of play, both teacher and student cannot help but be bored. The product may take the form of a superficial (but sometimes "professional looking") literal translation of the problem, or of a meaningless abstract pattern or shape, which, incidentally, may be justified with enthusiasm but often with specious reasoning.
The basic design problem, properly stated, is an effective vehicle for teaching the possibilities of relationships:
harmony, order, proportion, number, measure, rhythm, symmetry, contrast, color, texture, space.
It is an equally effective means for exploring the use of unorthodox materials and for learning to work within specific limitations.
To insure that theoretical study does not end in a vacuum, practical applications of the basic principles gleaned from this exercise should be undertaken at the proper time (they may involve typography, photography, page layout, displays, symbols, etc.).
"The pupils," says Alfred North Whitehead,
"have got to be made to feel they are studying something, and are not merely executing intellectual minuets." 4
The student learns to conceptualize, to associate, to make analogies; to see a sphere, for example, transformed into an orange, or a button into a letter, or a group of letters into a broad picture.
If possible, teaching should alternate between theoretical and practical problems, and between problems with tightly stated "rules" imposed by the teacher and problems with rules implied by the problem itself. But this can happen only after the student has been taught basic disciplines and their application. He then is able to invent his own system for "playing the game."
"A mind so disciplined should be both more abstract and more concrete. It has been trained in the comprehension of abstract thought and in the analysis of facts." 5
There are many ways in which the play-principle serves as a base for serious problem-solving, some of which are discussed here. These examples indicate, I believe, the nature of certain disciplines and may suggest the kind of problems which will be useful to the student as well as to the teacher of design.
Crossword Puzzle
The crossword puzzle is a variation on the acrostic, a word game that has been around since Roman times. There have been many reasons given for the popularity of the game. One is that it fulfills the human urge to solve the unknown, another that it is orderly, a third that it represents, according to the puzzle editor of the New York Times,
"a mental stimulation... and exercise in spelling and vocabulary building." 6
But the play in such a game is limited to finding the exact word to fit a specific number of squares in a vertical and horizontal pattern. It allows for little imagination and no invention or aesthetic judgment, qualities to be found in abundance, for example, in the simple children's game, the Tangram.
The Tanagram
Here [above] is one possibility. Many design problems can be posed with this game in mind, the main principle to be learned being that of economy of means—making the most of the least. Further, the game helps to sharpen the powers of observation through the discovery of resemblances between geometric and natural forms. It helps the
student to abstract: to see a triangle, for example, as a face, a tree, an eye, a nose, depending on the context in which the pieces are arranged. Such observation is essential in the study of visual symbols.
Hokusai's Drawings
This drawing is reproduced from the first volume of Hokusai's Rapid Lessons in Abbreviated Drawing (Riakougwa Hayashinan, 1812). In the book Hokusai shows how he uses geometric shapes as a guide in drawing certain birds. This exercise may be compared to the Tangram in that both use geometric means. The Tangram, however, uses geometry as an end in itself—to indicate or symbolize natural forms—whereas Hokusai uses it as a clue or guide to illustrate them.
In the artist's own words, his system
"concerns the manner of making designs with the aid of a ruler or compass, and those who work in this manner will understand the proportion of things."
Chinese Characters
This character for the word tan (sunrise) is designed within an imaginary grid. Geometry functions here in a manner similar to the previous illustration, namely as a guide to filling the space correctly, but not to produce a geometric pattern. The Chinese character is always written in an imaginary square. The ninefold square, invented by an anonymous writer of the T'ang dynasty, has been employed as the most useful, because it prevents rigid symmetry and helps to achieve balanced asymmetry. 7) At the same time it makes the writer aware of negative and positive spaces. Each part of the character touches one of the nine squares, thus achieving harmony between the two elements and the whole.
Within this rather simple discipline the calligrapher is able to play with space, filling it as he feels would be most appropriate. The composition of Chinese characters, says Chiang Yee,
"is not governed by inviolable laws...however, there are general principles which cannot be ignored with impunity." 8
The Modulor
The Modulor is a system based on a mathematical key. Taking account of the human scale, it is a method of achieving harmony and order in a given work. In his book, The Modulor, Le Corbusier
The Modulor is a discipline which offers endless variations and opportunities for play. Le Corbusier's awareness of these potentialities is evident from the numerous references to the game and play in his book, such as "All this work on proportioning and measures is the outcome of a passion, disinterested and detached, an exercise, a game." Further, he goes on to say, describes his invention as "a measuring tool [the proportions] based on the human body [6-foot man] and on mathematics [the golden section]. A man-with-arm-upraised provides, at the determining points of his occupation of space—foot, solar plexus, head, tips of fingers of the upraised arm—three intervals which give rise to a series of golden sections, called the Fibonacci series." 9 [1, 1, 2, 3, 5, 8, 13, etc.]
"for if you want to play modulor…" 10
In comparison to most so-called systems of proportion, the Modulor is perhaps the least confining. The variations, as will be seen from this illustration, are practically inexhaustible (and this example utilizes only a very limited number of possibilities). This drawing is one of a limitless number of so-called Panel Exercises, played for pleasure or for some real application in order to discover a most satisfactory or beautiful configuration. If, however, the system should present difficulties which happen to run counter to one's intuitive judgment, Le Corbusier himself provides the answer:
"I still reserve the right at any time to doubt the solutions furnished by the Modulor, keeping intact my freedom which must depend solely on my feelings rather than on my reason.'' 11
The Grid
Like the architect's plan, the grid system employed by the graphic designer provides for an orderly and harmonious distribution of miscellaneous graphic material. It is a system of proportions based on a module, the standard of which is derived from the material itself. It is a discipline imposed by the designer. Unlike the Modulor, it is not a fixed system based on a specific concept of proportion, but one which must be custommade for each problem. Creating the grid calls for the ability to classify and organize miscellaneous material, with sufficient foresight to allow for
flexibility in handling content which may, for one reason or another, be altered. The grid must define the areas of operation and provide for different techniques, pictures, text, space between text and pictures, columns of text, page numbers, picture captions, headings and other miscellaneous items.
Here is a simple grid system for a booklet.
Devising such a grid involves two creative acts: developing the pattern that is suitable for the given material and arranging this material within the pattern. In a sense, the creative ability required for the former is no less than that for the latter, because the making of the grid necessitates analyzing simultaneously all the elements involved.
But once it is evolved, the designer is free to play to his heart's content: with pictures, type, paper, ink, color, and with texture, scale, size and contrast.
The grid, then, is the discipline which frees him from the time-consuming burden of making certain decisions (dimensions, proportions) without which fruitful and creative work is extremely difficult. He can move directly to those aspects of the problem in which individual expression, novel ideas, and freedom of choice are essential.
The grid system has as many detractors as it has adherents. Its detractors generally misunderstand its use or its potential— and that it is merely a tool. It has been condemned as stifling, rigid and cold. But this confuses the product with the process. The grid does not automatically insure an exciting product. The designer must still exercise all the experience at his command, discretion, timing, and a sense of drama and sequence.
In brief, the intelligent designer will recognize that the grid can help him achieve harmony and order, but also that it may be abandoned when and if necessary. To function successfully, the grid system, like all workable systems, must be interpreted as freely as necessary. It is the very freedom which adds richness nd a note of surprise to what might otherwise be potentially lifeless.
Masons' Marks
We find other variations of the geometric plan in Japanese architecture, modern painting, and in Byzantine masons' marks, such as the seal [at right]. This seal
"employs a mathematical key as its design basis. The thick lines represent the mark, the thin lines represent the ground lattice which allows an infinite number of combinations.'' 12
The geometric scheme is the discipline in which the designer works. Designs stemming from such a scheme are limited only by his imagination.
Tatami (floor mats)
The Tatami, a straw mat approximately 3 by 6 feet and 2 inches thick, is the module or standard from which the plan of the house grows. Edward S. Morse, in his book, Japanese Homes, describes the mat system as follows:
"The architect invariably plans his rooms to accommodate a certain number of mats; and since these mats have a definite size, any indication on the plan of the number of mats a room is to contain gives at once its dimensions also. The mats are laid in the following numbers: two, three, four-andone-half, six, eight, ten, twelve, fourteen, sixteen, and so on.'' 13
Once the outer dimensions of the house are determined, the mats, together with the Japanese system of sliding doors, give complete flexibility in the arrangement and number of rooms. A perfect example of form and function, of discipline and play.
The kind of grid employed by Japanese architects in their traditional houses combines the virtues of determining the size of various rooms in the house, floors, walls, furniture, etc., and creating the style and appearance of the house.
Albers
Much of the painting of Josef Albers is based on this geometric pattern. The pattern is not used, however, in the same manner as the masons' lattice.
Here it is the painting itself. It represents a strict, immutable arrangement (theme) in which the artist, by juxtaposing colors (variations) plays the fascinating game of deceiving the eye. The squares as we see them here appear to recede into the picture plane. However, by skillful manipulation of colors, the painting flattens out and is thus seen as a two dimensional picture.
The many variations based on this and similar designs attest to the fascination the artist finds from the interplay of a great variety of color schemes and an extremely limited geometric format.
Cubist Collages
Similarly, the early Cubist collages, in which cut paper played an important part, are products of strict rules, limited materials: newspaper mounted on a surface, with the addition of a few charcoal or pencil lines, usually in black and white and sometimes with tan or brown or similarly muted colors.
These elements were juggled until they satisfied the artist's eye. The playfulness and humor in the production of some of these compositions in no way detracts from the end result of a serious work of art.
Matisse
It is inconceivable to consider Matisse's compositions with cut paper without; in some way, linking them to the play element—the joy of working with simple colors and the fun of
"cutting paper dolls." But the greatest satisfaction, perhaps, is derived from creating a work of art with ordinary scissors and some colored paper— with so simple means, such satisfying ends.
Picasso
One cannot underestimate the importance of restraint and playfulness in almost any phase of Picasso's work. Here, for example, one sees a restrained use of the brush and one flat color. The drawing of the child's face, the ornament and the lettering are all one. Lettering is not used as a complement to the drawing, but as an integral part of the drawing. It serves as both a garland and a verbal image—a visual pun.
What emerges is a kind of game itself, revealing the ingenuity and playfulness of the artist, his ability to deal with problems in the simplest, most direct,
and meaningful manner.
Similarly, this ability to do much with little —to find a bull's head in a bicycle seat and handle bars— is another aspect of Picasso's wizardry, his humor, his childlike spontaneity, his skill as a punster and ability to improvise and invent with limited, often surprising means.
Mu Ch'i
This monochrome, Persimmons, by Mu Ch'i, a thirteenth century Zen priest and painter, is a splendid example of a painting in which the artist plays with contrasts (the male and female principle in Chinese and Japanese painting): rough and smooth, empty and full, one and many, line and mass, black and white, tint and shade, up and down.
It is a study in the metamorphosis of a fruit, as well as of a painting. (The artist, incidentally,
The reader may find a parallel, at least in spirit, never used any color but black.)
between this painting and the preceding one by Picasso. Both employ a single color, and exploit this limitation to achieve as much variety as possible, and both undoubtedly were painted very rapidly, a condition often conducive to utmost simplification and improvisation.
The Photogram
The idea of the photogram or cameraless photography goes back as far as the 19th century with Fox Talbot's photogenic drawings. In our time the pioneers of photography without use of a camera were Christian Schad, Man
Ray, Moholy Nagy, and Kurt Schwitters. Among the first to apply this technique in advertising was the constructivist El Lissitzky. Later, Picasso experimented with the photogram. In advertising, the photogram has yet to be fully exploited.
Although the effectiveness of the photogram depends chiefly on straight-forward mechanical methods (light on sensitized paper), it offers the designer ample opportunity for aesthetic, manual control. In a sense, it is not a picture of the object but the object itself; and, as
in stroboscopic photography, it makes picturization of continuous movement possible as in this photogram of an abacus, by the author. Although some of its effects may be approximated with pen, brush, or scissors, the quality inherent in the subtle light modulations can be achieved, perhaps, only by means of the photogram.
Piet Zwart
The de Stijl movement, founded in 1917, had a profound influence on painting, architecture, and typography. Piet Zwart, the designer responsible for this advertisement for the Dutch firm Nederlansche Kabelfabriek, was associated with this group.
The disciplines which de Stijl encouraged are evident in this Zwart design: functional use of material and meaningful form, and the restrained use of color (black and/or primary colors). From a few simple typographic elements and an ingenious play on the letter O, a humorous, yet
significant design was evolved. A picture is created by typographic means:
a few type characters and type rules are so manipulated as to make a useful product, an advertisement. Many examples of this artist's work reveal this same playful approach and are worthy of serious study.
Japanese Crafts
The earth colors of Africa, the ice of the polar regions, the bamboo of Japan, are among the many challenging materials with which artists and artisans create their idols, their utensils, and their houses—all natural limitations which provide their own built-in disciplines which, in turn, contribute to the creative solution. Some years ago in Kyoto I was fortunate
enough to witness a young Japanese craftsman make the chasen you see here. It is a whisk used in the tea ceremony and is cut from a single piece of bamboo with a simple tool resembling a penknife. Both the material and manufacturing process (about one-half hour) are the quintessence of discipline, simplicity and restraint.
The invention of such an article could not possibly have been achieved by anyone lacking the ability to improvise and the patience to play with a specific material: to see the myriad possibilities and discover the ideal form.
References
1. Le Corbusier, The Modulor, Harvard University Press, Cambridge, MA, 1954, p. 220.
2. Gilbert Highet, The Art of Teaching, Alfred A. Knopf, New York, 1950, p. 194
3. Cahier de Georges Braque, Maeght Editeur, Paris, 1947, p. 33.
4. Alfred North Whitehead, The Aims of Education, Mentor, New York, 1949, p. 21.
5. Ibid., p. 24.
6. The New York Times Magazine, December 15, 1963.
7. Chiang Yee, Chinese Calligraphy, Methuen & Co., Ltd., London, 1938, p. 167.
8. Ibid., p. 166.
9. Le Corbusier, The Modulor, Harvard University Press, Cambridge, MA, 1954, p. 55.
10. Ibid., p. 80, 101.
11. Ibid., p. 63.
12. Matila Chyka, The Geometry of Art and Life, Sheed & Ward, New York, 1946, p. 120.
13. Edward S. Morse, Japanese Homes, Ticknor & Co., Boston, 1885, p. 122. | <urn:uuid:e1efd96d-df6e-45c2-87ee-7bbf503c0b6f> | CC-MAIN-2018-05 | https://static1.squarespace.com/static/52e57857e4b0e199271f50e4/t/54231c84e4b09a25a51e782c/1411587204788/Cheung_Debra_FinalPaulRandBook.pdf | 2018-01-23T13:25:34Z | crawl-data/CC-MAIN-2018-05/segments/1516084891976.74/warc/CC-MAIN-20180123131643-20180123151643-00082.warc.gz | 825,511,480 | 4,642 | eng_Latn | eng_Latn | 0.961923 | eng_Latn | 0.99832 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"zsm_Latn"
] | false | docling | [
43,
188,
1208,
1689,
2178,
2685,
4271,
5232,
6083,
6830,
6844,
7389,
8060,
9089,
10119,
10905,
11801,
13523,
14026,
15119,
15857,
16385,
16767,
17660,
18468,
19547,
20372,
21310,
22084
] | [
2.3125,
1.359375
] | 2 | 0 |
A neuroscience pull-out gifted program in a high school in Hong Kong: Connection of neurodegenerative diseases and traditional Chinese medicine in research-based learning
Suen K.C. 1 , Li M.H. 1 , Chan W.K. 1 , Chang R.C.C. 2 1
2
Po Leung Kuk Laws Foundation College, Tseung Kwan O, Hong Kong, China
Laboratory of Neurodegenerative Diseases, Department of Anatomy, LKS Faculty of
Medicine, The University of Hong Kong, Pokfulam, Hong Kong, China
In 2010, we reported the development of a school-based neuroscience curriculum in a Hong Kong's high school (Suen et. al. 2010). The curriculum highlighted brain cell culture and research-based learning as effective learning activities (Suen et. al. 2008; Suen et. al. 2007). In recent years, we have started developing a neuroscience pull-out program for the students who are scientifically gifted in science (Suen et. al. 2013). In the present report, we describe and evaluate how the gifted students learn neuroscience and develop scientific literacy through doing a scientific research in which neurodegenerative diseases and traditional Chinese medicine are connected. Learning areas related to neurodegenerative diseases may include brain structure, brain functions, structure of neurons, communication between neurons, mechanisms of neuronal cell death and some physiological basis of the diseases. Yet, neurodegenerative diseases are not mentioned in high-school science curricula (integrated science in junior forms and biology in senior forms) in Hong Kong. While traditional Chinese medicine is not unfamiliar in our city, students have rare opportunities in school to conduct learning activities about Chinese herbs. In our neuroscience pull-out gifted program, we aim to develop research-based learning activities in which neurodegenerative diseases and traditional Chinese medicine are introduced and connected. Four scientifically gifted students aged 14-15 were invited to join this pull-out program. They carried out the following tasks in 4 cycles within 6 months: doing literature research on neurodegenerative diseases, studying the common neuroprotective effects of some traditional Chinese medicine, looking for any traditional Chinese medicine which may be potentially neuroprotective against neurodegenerative diseases, setting up experimental models and carrying out the experiments to study the neuroprotective effects of traditional Chinese medicine and acquiring laboratory skills to do cell culture and extract ingredients from the herbal medicine. Peer's assessment among students, teacher's observation on each of the above tasks, practical skills assessment and paper-and-pencil tests about basic neurobiology and nature of science indicated that scientifically gifted students can further develop their scientific literacy and acquire neuroscience knowledge through doing a 6-month scientific research in which neurodegenerative diseases and traditional Chinese medicine were highlighted and connected. | <urn:uuid:bf82372f-e392-4b55-97db-7d074d32680f> | CC-MAIN-2023-06 | http://www.plklfc.edu.hk/attachments/article/586/Abstract%20-%20Neuroscience%20pull-out%20gifted%20program%20in%20a%20high%20school%20in%20HK%20-%20connection%20of%20neurodegenerative%20diseases%20and%20TCM.pdf | 2023-02-02T12:13:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00129.warc.gz | 77,149,091 | 572 | eng_Latn | eng_Latn | 0.994495 | eng_Latn | 0.994495 | [
"eng_Latn"
] | false | docling | [
2988
] | [
2.421875
] | 1 | 0 |
JSC Research Project Guide
Preparation and Research
1. The goal of the JSC Final Project
a. In regular school studies the goal is to learn well established scientific facts.
b. The goal of the research project is to discover areas of new and ongoing research.
c. This is where new science happens through a process of asking questions, experimenting, examining related research, making discoveries, and probing further with new questions.
2. Choosing a topic
a. Strongly related to the theme.
b. Has interesting questions of ongoing research.
c. A good story / human connection is a plus.
d. Has a strong and relevant Judaic connection.
e. Brainstorm a lot of topic ideas, do some initial research, and then choose the best.
3. Research your topic
a. Your goal is to find quality research that may answer one or more of your questions.
b. You may also do your own experiment.
c. Articles and news stories may help you find topics and information, but you need to dig into the sources to find the original academic papers.
d. Include at least 1 academic paper and 2 quality supporting sources.
e. Ideally the research should show something new, interesting, or counterintuitive.
f. Support your research with other quality sources that present the fundamentals of the topic.
g. Look for any conflicting research, opinions, or theories.
Creating your Project
1. Choosing a title
a. Something to pique interest
b. Descriptive subtitle
2. Introducing the topic
a. Make human connection (why should I care?), such as a story or relatable problem or intriguing question. (Unlike the scientific questions, an introductory
question is meant to hook the reader, and can be open ended, ethical, or opinion based in nature.)
b. Give a brief overview of any basic concepts and history that is necessary to understand the research. Make this as simple as possible.
3. Presenting question
a. After getting your reader up to speed, you should present a question about your topic.
b. This question should be something new that points to areas of ongoing research and discovery. (Not well understood or established facts.)
c. This question should be scientific, not ethical, religious, or opinion based. They need to be something that can form a testable hypothesis and so can be proven, or disproven by research.
4. Presenting research
a. Explain what the research was trying to prove or achieve, including any relevant hypotheses.
b. Explain how the experiment was conducted.
c. Present the findings of the research.
d. Be sure to include the data from the experiment.
e. Include graphs, charts, and illustrations to make the experiment more clear, and to present the results clearly.
f. Be sure to explain any data or graphics clearly.
g. Explain the conclusion of the research.
5. Analyzing and weighing research.
a. How does this research potentially answer your question?
b. How would you rate the quality of the research?
i. Was the research published in a reputable source?
ii. Was the paper peer reviewed?
iii. Is it a reliable result?
iv. Has it been repeated?
v. How large was the sample size?
vi. Who funded the research?
vii. Are there any conflicts of interest to be concerned about that might have pushed for a certain result?
c. Be sure to highlight conflicting research, or alternative explanations and theories.
d. What questions remain unanswered?
6. Making a Judaic connection.
a. Present a Judaic question, challenge, or ethical dilemma that relates to your topic.
b. Introduce the Judaic connection and highlight its relevance and importance in Jewish life or thought.
c. Bring primary Jewish sources (Tanach, Talmud, Midrash, Halacha).
d. Bring contemporary sources that relate to this idea.
e. Show how the research of your topic helps answer the Judaic question. This may include a deeper understanding of a Judaic topic, or how new technology may help with a Jewish challenge.
7. Presenting conclusion.
a. Summarize your question, the research, and how it answers your question.
b. How confident are you in this result?
c. Offer alternative explanations.
d. Offer questions for further research.
Presentation
1. Cover
a. Include a cover page or slide with the title and your name.
2. Writing, spelling, and grammar
a. Be sure to proofread your work.
b. Write in a way that is as clear as possible.
c. Use technical jargon only as necessary.
d. Explain the concepts in your own words.
3. Layout and Color
a. Make sure your layout is easy to read.
b. Be sure that text is high contrast.
c. Choose a color scheme or PowerPoint theme that fits the feel of your topic and won't interfere with text.
4. Graphics
a. Be sure that graphics and text don't interfere with each other.
b. Graphics often have very small text that will not be legible. You may need to add your own text under graphics to explain. | <urn:uuid:8cbd885a-3827-4a9f-9613-d72749a778f4> | CC-MAIN-2023-06 | https://walderlab.org/wp-content/uploads/2017/02/2-JSC-Research-Project-Guide-2022-232.pdf | 2023-02-02T12:04:46+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00129.warc.gz | 647,889,866 | 1,050 | eng_Latn | eng_Latn | 0.997809 | eng_Latn | 0.998382 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1624,
3901,
4832
] | [
3.84375
] | 1 | 2 |
Reflections
Teachers Notes and Answers
7 8
9
10
11
12
Introduction
Have you ever noticed how the word "Ambulance" is written on the front of the vehicle? Why is it written this way?
In this activity you will reflect points and graphs on the Cartesian plane. Three different reflections will be considered:
* y axis
* x axis
* y = x
Investigation
Student
Watch the video using the QR code or short-link to help explore and answer the questions in this activity.
https://bit.ly/reflecting-points
Teacher Notes: Encourage students to use their calculator to check their answer(s) by using the corresponding reflection techniques demonstrated in the video. If point A is on the function then A should be on the reflected function.
Question: 1.
The line: 4 y x = − is shown opposite.
a) Write down the coordinates of the x and y axes intercepts. Answers: (4, 0) & (0, -4)
b) The line is reflected in the y axis. Write down each of the following:
i. y axis intercept.
Answer
: (0, -4) It's on the mirror so the point is invariant.
ii. x axis intercept.
Answer
: (-4, 0)
iii. The equation to the reflected line.
Answer:
4
y
x
= −−
.
Teacher Notes:
For b(iii), students may use their answers to parts (i) and (ii) to determine the equation, however the idea is for them to simply precede x with a negative sign. As questions get more challenging, students will be much better off with their reflection (transformation) knowledge.
c) The line is reflected in the x axis. Write down each of the following:
i. y axis intercept.
Answer
: (0, 4)
ii. x axis intercept.
Answer: (-4, 0) It's on the mirror so the point is invariant.
iii. The equation to the reflected line.
Answer: 4 y x = −+ or 4 y x = − or 4 y x − = −
d) The line is reflected in the line: y = x. Write down each of the following:
i. y axis intercept.
Answer
: (0, 4)
ii.
x
axis intercept.
Answer
: (-4, 0)
iii. The equation to the reflected line.
Answer:
4 y x = + or 4 x y = −
Teacher Notes:
Students using 'swap x and y' may find d(iii) easier to do first, however students that visualise or use the calculator to do the reflection should be able to answer d(i) and d(ii) easily.
Question: 2.
The line: 3 y x = − is shown opposite.
a) Write down the coordinates of the x and y axes intercepts.
Answers
: (3, 0) & (0, 3)
b) The line is reflected in the y axis. Write down each of the following:
i.
y
axis intercept.
Answer: (0, 3) It's on the mirror so the point is invariant.
ii. x axis intercept.
Answer
: (-3, 0)
iii. The equation to the reflected line.
Answer:
3
y
x
=
+
.
c) The line is reflected in the x axis. Write down each of the following:
i.
y
axis intercept.
Answer
: (0, -3)
ii. x axis intercept.
Answer: (3, 0) It's on the mirror so the point is invariant.
iii. The equation to the reflected line.
d) The line is reflected in the line: y = x. Write down each of the following:
i. y axis intercept.
Answer:
3
y x = −
Answer
: (0, 3)
ii. x axis intercept.
Answer: (3, 0)
iii. The equation to the reflected line.
Answer:
3
y
x
=
−
Teacher Notes: Sometimes the reflection looks the same as the original. The line is perpendicular to the 'mirror'. Students could be asked to nominate other functions that would look the same if reflected on the line y = x or lines that would appear the same if reflected in the x or y axis.
Texas Instruments 2021. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Question: 3.
The graph of 2 8 15 y x x = − + is shown opposite.
a) Write down the coordinates of the x and y axes intercepts. Answers: (3, 0) & (5, 0) & (0, 15)
b) The graph is reflected in the y axis. Write down each of the following:
i.
y
axis intercept(s).
Answer
: (0, 15)
x
ii.
axis intercept(s).
Answer
: (-3, 0) & (-5, 0)
iii. The equation to the reflected graph.
Answer:
2
8
15
y
x
x
=
+
+
.
Encourage students to use:
x
2
(
)
8(
) 15
y
x
= −
−
−
+
.
c) The graph is reflected in the x axis. Write down each of the following:
i.
y
axis intercept(s).
Answer
: (0, -15)
x
axis intercept(s).
Answer
: (3, 0) & (5, 0)
The equation to the reflected graph.
ii.
iii.
d) The graph is reflected in the line: y = x. Write down each of the following:
i. y axis intercept(s).
Answer
: (0, 3) & (0, 5)
ii.
x
axis intercept.
Answer
: (15, 0)
iii. The equation to the reflected graph.
Answer:
2
8
15
x
y
y
=
−
+
- Students should use the relational graphing tool.
Teacher Notes: Encourage more able students to re-write the equation as 4 1 y x = + .
Extension
Question: 4.
A linear graph is invariant when reflected in the x axis. Determine a possible equation for such a linear function.
Answer: The graph would be of the form x = a. (Vertical line)
Question: 5.
A linear graph is invariant when reflected in the y axis. Determine a possible equation for such a linear function.
Answer: The graph would be of the form y = a. (Horizontal line)
Texas Instruments 2021. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Question: 6.
The graph of 1 y x = is invariant when reflected. Determine the equation of the mirror creating the reflection.
Answer: The mirror would be the line y x =
.
Question: 7.
For what values of h, k and r would the graph of 2 2 2 ( ) ( ) x h y k r − + − = be invariant when reflected in the line y x = ?
Answer: Reflections in the line y x = result in 'swapping' x and y, so provided h k = the graph will be invariant. The graph will be a circle centred on the line y x = .
Question: 8.
The graph of 2 ( 3) 1 y x = + − is reflected in the line 2 x = , determine the equation for the reflected function.
Answer: Students can use the calculator to explore and 'guess and check' their answer or they might use algebra and their knowledge of reflections and translations. 2 ( 7) 1 y x = − −
Teacher Notes: Students can graph the original function and the line x = 2. Use the Geometry tool to draw a line on the graph of x = 2. (Required to function as a mirror). If the graph x = 2 is moved the line will automatically move. Use the transformation tool to create a point on the original function and reflect it. Now use the construction tool to create a locus of the original point and its reflection to see the resulting graph. This doesn't produce the 'answer' (equation), but it provides a powerful visual for students to use and interact with to explore the general solution.
Question: 9.
The graph of 2 ( ) y x h = − is reflected in the line x n = , determine the equation for the reflected function.
Answer: 2 ( 2 ) y x h n = + − Students can check their answer through exploration.
Question: 10.
Explain why the graph of: 2 2 2 2 2 1 0 x y x y xy + − − − + = would be unchanged by a reflection in the line y x = .
Answer: Students may choose to use the relational graphing tool to graph this parabola (symmetrical about the line y = x), however students should note the symmetry of the equation. The equation for a function reflected in the y = x can be obtained by swapping 'x' and 'y' in the equation, doing so in this equation will not result in any changes to the algebraic representation. This was also observed in questions 6 and 7. | <urn:uuid:53156dfb-cfb8-4416-8905-25db76f3ed53> | CC-MAIN-2023-06 | https://education.ti.com/-/media/8BE5757890A2414EA49E256F5CD945DB | 2023-02-02T11:45:04+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00129.warc.gz | 248,948,952 | 1,995 | eng_Latn | eng_Latn | 0.976494 | eng_Latn | 0.986786 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1747,
3584,
5300,
7471
] | [
4.21875
] | 1 | 0 |
TOLLAND PUBLIC SCHOOLS
Tolland, Connecticut
BOARD POLICY
REGARDING: Wellness Policy
Number: 5400
Student
Approved: 3/8/06
Revised: 6/28/07, 6/10/09, Revisions currently under review Spring 2018
POLICY REGARDING WELLNESS
It is the policy of the Tolland Board of Education to promote the health and well-being of district students. In furtherance of this policy, the Board has created a Wellness Advisory Council ("Advisory Council") to review any available state or federal guidance on wellness issues and to assist in formulating recommendations for specific goals and guidelines aimed at promoting lifelong wellness practices among district students. This Advisory Council involves parents, students, representatives from the school food authority, teachers of physical education, school health professionals, school administrators, the board of education, and members of the public. The Advisory Council will be involved in the development and implementation of the policy, the triennial assessment and periodic updating of the policy.
I. GOALS AND GUIDELINES
The instructional staff as well as support staff and administrators are made aware of the wellness policy concerning nutrition and physical activity. The Board, following consultation with the Advisory Council, adopts the following goals and guidelines in order to promote student wellness:
A. Nutrition Education and Promotion
- Age appropriate nutrition education is part of health/PE education classes.
- Include nutrition and health posters, signage, or displays in the cafeteria food service and dining areas and/or bulletin boards that are periodically updated and changed.
- Offer information to families that encourages them to teach their children about health and nutrition, and assists them in planning nutritious meals for their families.
- Collaborate with community health agencies or organizations to promote school wellness.
- Schedule school meals at appropriate times in appropriate settings.
- Parents are encouraged to send in healthy meals and snacks that comply with The Dietary Guidelines for American and Choose My Plate.
B. Physical Activity and Other School-Based Activities
- Provide information through school websites/newsletters promoting healthy eating, healthy recipes and physical activity
- Sponsor family wellness activities and/or family day activities that promote health and wellness.
- Offer staff wellness activities related to health and nutrition.
- Adhere to mandated physical education requirements including time, frequency and intensity.
- Adhere to mandated requirements for recess, including amount of time and scheduling of recess time.
- The district requires students to meet their physical education requirements as set by the board of education.
- The Connecticut Physical Fitness Assessments are administered to students in required PE classes (4-10).
- Recess is outdoors and is prior to lunch whenever possible.
- Offer after school activity programs and/or community/family programs that encourage healthy habits.
- Give students and the community after-school access to school activity facilities.
- Developmentally and age appropriate physical activity is integrated throughout the school day.
C. Nutritional Guidelines for School Food
Tolland Schools is committed to serving healthy meals to children, with plenty of fruits, vegetables, whole grains, and fat-free and low-fat milk; that are moderate in sodium, low in saturated fat, and have zero grams trans fat per serving (nutrition label or manufacturer's specification); and to meeting the nutrition needs of school children within their calorie requirements. The school meal programs aim to improve the diet and health of school children, help mitigate childhood obesity, model healthy eating to support the development of lifelong healthy eating patterns and support healthy choices while accommodating cultural food preferences and special dietary needs.
All non-reimbursable food items and beverages (i.e., á la carte sales) sold on school premises must meet the Connecticut Nutrition Standards and/or all applicable state statutes and regulations. This requirement applies to the sale of food and beverages at all activities on school grounds, whether sponsored by the school or an outside group. Food items that do not meet Connecticut Nutrition Standards and/or beverages that do not meet the requirements of applicable state statute may only be sold to students at the location of an event that occurs after the school day or on the weekend, provided the sale is not from a vending machine or a school store.
All schools within the District participate in USDA National School Lunch Program (NSLP). Currently Birch Grove Primary School also participates the School Breakfast Program (SBP).
School Meals:
- Are accessible to all students.
- Are appealing and attractive to children.
- Are served in clean and pleasant settings.
- Meet or exceed current nutrition requirements and meal patterns established by local, state, and Federal statutes and regulations.
- Include local and regional foods as part of the Farm-to-School Program.
- Promote healthy food and beverage choices using a variety of techniques including those available through Smarter Lunchrooms.
- Are made attractive to students by appealing to their tastes and preferences. Periodically food sampling and taste testing of healthy choices allows student input for new menu items.
Other Key Points:
- Menus and school nutrition resources are available on the Tolland Public Schools School Nutrition Webpage
- Nutrition content of school meals and snacks will be available upon request for items sold in the cafeteria.
- Access to free drinking water via water fountains is available in or near the cafeteria and throughout the schools.
- All schools are compliant with Competitive Foods Regulation.
- Food will not be used as a reward or as a punishment for student behaviors, unless it is detailed in a student's individualized education plan (IEP).
- All schools will follow a no food in the classroom policy for birthdays, celebrations, instruction, or rewards unless approved by Administration.
- Information and applications for free and reduced meal benefits are made available through the Superintendent's bulletin at the beginning of the school year as well as throughout the year. Information and applications are available year round in each school and the food service central office located in the Board of Education building.
- Hazard Analysis and Critical Control Points (HACCP) plans and guidelines are implemented to prevent food illness in schools.
- All foods made available in the child nutrition program will comply with state and local food safety and sanitation regulations.
- Access to the food service operations are limited to food service staff and authorized personnel to assure the safety and security of the food supply.
- Students are encouraged to start each day with a healthy breakfast.
- All school nutrition program directors, managers and staff will meet or exceed hiring and annual continuing education/training requirements in the USDA Professional Standards for Child Nutrition Professionals
- The School Nutrition program strives to be self-supporting.
- Student dietary needs are accommodated during field trips, after school activities, and off-site events when a meal is scheduled.
D. Guidelines for the Marketing of Food on Campus
Food or beverage marketing on campus during school hours shall only be permitted of foods and beverages that may be sold on the school campus during the school day and that comply with competitive food standards. Food marketing includes oral, written or graphic statements made for the purpose of promoting the sale of a food or beverage, product made by the producer, manufacturer, seller or any other entity with a commercial interest in the product. Food marketing includes but is not limited to the marketing of food or beverages on the exterior of vending machines, through posters, menu boards, coolers, trash cans and other food service equipment, as well as cups used for beverage dispensing.
II. MEASURING THE IMPLEMENTATION OF WELLNESS POLICY
A. Oversight of the Wellness Policy
Pursuant to this policy, the Superintendent designates the Wellness Advisory Council Chair to be responsible for the implementation and oversight of the school district's wellness program. The Wellness Advisory Council will be responsible for ensuring that the goals and guidelines relating to nutrition promotion and education, physical activity, school-based wellness activities and nutritional value of school-provided food and beverages are met, that there is compliance with the wellness policy, and that all school policies and school-based activities are consistent with the wellness policy. The council will conduct an annual review of the policy and progress toward goals.
B. Triennial Assessment
At least every three years, the Superintendent will measure and make available to the public an assessment on the implementation of the wellness policy. In this triennial assessment, the Superintendent will indicate the extent to which schools are in compliance with the wellness policy and how the wellness policy compares with model school wellness policies. In addition, the triennial assessment will provide a description of the progress made in attaining the goals of the wellness policy and will provide the basis for appropriate updates or modification to the wellness policy.
C. Informing and Updating Stakeholders
In accordance with federal law and applicable regulations, the Superintendent will inform and update stakeholders (including parents, students, school staff and others in the community) about the content and implementation of its wellness policy as well as the results of the triennial assessment. The results of the triennial assessment will be made available in an accessible and easily understood manner. The Superintendent will make its wellness policy and any updates to the policy available to the public on an annual basis. At this time, the Superintendent will make stakeholders aware of their ability to participate in the development, review, update and implementation of the policy.
D. Recordkeeping
The Superintendent or designee will retain records to document compliance with the local school wellness policy requirements. The Superintendent or designee shall retain the Wellness Policy, documentation demonstrating compliance with community involvement requirements, documentation of the triennial assessment and documentation to demonstrate compliance with public notification requirements.
Legal References:
Connecticut General Statutes:
§ 10-215f Certification that food meets nutrition standards.
§ 10-221o Lunch periods. Recess.
§ 10-221p Boards to make available for purchase nutritious and low-fat foods.
§ 10-221q Sale of beverages.
Public Act 16-37, An Act Concerning Connecticut's Farm to School Program
Federal Law:
42 U.S.C. § 1751
Richard B. Russell National School Lunch Act § 9(f)(1) and § 17(a), codified at 42 U.S.C. § 1758(f)(1), 42 U.S.C. § 1758b and 42 U.S.C. § 1766, as amended by Pub. L. 111-296, § 204, Healthy, Hunger-Free Kids Act of 2010.
20 U.S.C. § 7118, as amended by Pub. L. 114-95, Every Student Succeeds Act. | <urn:uuid:30189ea4-1227-4b3f-b530-7be6e0d32fd5> | CC-MAIN-2023-06 | https://cdn5-ss2.sharpschool.com/UserFiles/Servers/Server_891568/File/Wellness%20Policy%20Final%20Draft%204_9_18.pdf | 2023-02-02T10:56:17+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00132.warc.gz | 193,723,706 | 2,123 | eng_Latn | eng_Latn | 0.967675 | eng_Latn | 0.99632 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1829,
3232,
5455,
7402,
10279,
11368
] | [
2.515625
] | 3 | 0 |
Unit 3: Measures of Center & Spread
Introduction:
In the first lesson, students learn about measures of center by creating and investigating data sets where the mean, median, and mode have particular relationships. This activity allows students to discover intuitive ways to find and interpret measures of center rather than just memorizing a set of steps or rules. In lesson 2 students will work with visualizations of standard deviation within data graphs. This lesson assumes students have some familiarity with calculating mean, median, and mode, but aims to expand those notions and think about them in context.
Lesson 1: Mean, Median, Mode and Mammals
Measures of center film:
Share the film about measures of center. This film shares the mean, median and mode in a visual story about Jo and her dog, Alfie, and the 15 fastest animals on earth. This film is part of the new online course, 21st Century Teaching and Learning. This short film will be released outside of the online course in July, 2020.
Measures of center discussion:
Ask students to discuss any key points or questions they have about the measures of center presented in the animated film. Ask students to review for you, what is a mode? A mean? Or a median? Some students may not have learned or remember these terms and what they stand for. Include in your discussion a key point regarding the median of a set of data when there are an even number of data points and an odd number of data points.
Explore:
Ask students to work in small groups as they explore a data set about mammals using CODAP. The data contains 9 attributes including five that have numerical data. The goal for this exploration is for students to graph each set of numerical attributes individually, including the mean and median, and consider the shape of the data. Students will find different scenarios where the mean and median are the same, the median is less than the mean and the median is greater than the mean. Students should discuss their findings in groups before the class discussion. Students may find it useful to click and hold on a data point to drag it around the graph. The mean and median lines will adjust. Once students let go of the data point it will move back to its original location. Students may find it challenging to determine the median if their graph window is small. In the example below points look aligned but they are not.
You can add the mean and median to a graph of numerical data by choosing on the ruler.
Discuss:
mean. If there are outliers and the data is skewed the median may be a better measure of center since it is not affected by outliers (as the example of Jo's ball throws for Alfie showed). For example, if you have a series of test scores that make up a grade, one very low grade can skew the data towards a lower overall grade if the mean is used. In this case, is the mean a fair measure or would the median be a better measure of student success? Can students think of a situation where the median would be a better measure of center? Or where the mode would be a better measure of center?
Ask students to share their findings and conjectures about the shape of data in their different data graphs. Ask, "Have you found any patterns in the graphs that lead you to know if the mean is greater than the median by the shape of the data?". Ask students to describe what a data set might look like when the mean is less than the median. Ask students to think about other situations that involve the mean, median and mode. Do they have ideas about when one measure might be better than another? Students often only think about the
Look-fors:
* Are students noticing the difference in the median and mean when the data isn't symmetrical?
* Do students notice the difference in the shapes of the graphs? Do they notice some of the data sets are skewed to the right or left while others seem more balanced?
* Are students noticing outliers in the data sets and connecting them to the differences in the mean and median in the data set?
Reflection/journal entry:
What is the meaning of mean, mode and median?
Lesson 2: Standard Deviation
Introduction:
In this lesson students learn about a measure of spread - standard deviation. Students will explore different data representations, watch a short-animated film about standard deviation and use tools in CODAP to calculate standard deviation and show these measures visually. The goal of this lesson is for students to think about standard deviation and the ways it can be useful when talking about the spread of data.
Data talk:
For this data graph talk we have chosen two graphs illustrating name data from an article that you can view at https://fivethirtyeight.com/features/how-to-tell-someones-age-when-all-you-know-is-her-name/. We chose these two graphs because they require careful, close reading. There is a lot of interesting information presented in these two data graphs for the names Anna and Joseph. While the graphs are not complicated the black line, orange bars and median line present an opportunity for good conversation. What do the orange bars mean and why is there white space with no orange bars under the black line? Why is the median shown and not the mean? Where do you think mean would be located? Why? These are all interesting questions and students will most likely find many more questions to wonder about. Students may ask where the data comes from. This is another interesting conversation you may choose to discuss. If students are curious you may want to share the article so they can continue their own study of the name data.
SD Film:
Show the animated short film about standard deviation. This film is part of the free online course for teachers called 21st Century Teaching and Learning. For more information about this course go to https://www.youcubed.org/ resource/data-literacy/.
Discuss:
Ask students, "How might standard deviation be useful as a measure?". You might also ask what they think about the visual representation of the way standard deviation is represented in the film. Another question to consider is, "Who might use standard deviation in their work?"
Investigate:
This investigation follows the Standard Deviation film with a similar data set to the one Jo used in the film. Ask students to go to the CODAP data set for cats.
(https://codap.concord.org/app?url=https://concord-consortium.github.io/codap-data/SampleDocs/ Science/Biology/24cats/24cats.codap) The goal is for students to use CODAP to calculate the standard deviation for the different numerical attributes in the data set. Students can do this by making a graph for each of the attributes and adding the standard deviation using the measure tool (ruler symbol). Students may want to include the median too. The mean is part of the standard deviation measure but they may want to add the mean to the diagram since it makes it easier to see (by choosing it in the measure tool). In the graphs the measure tool only shows one standard deviation on either side of the mean. Ask students to recreate the graphs through screenshots or sketching by hand so they can add more standard deviations to each graph. Ask students to determine the attributes for each cat that are 1, 2, 3 or more standard deviations from the mean. What does this tell us about a specific cat? What does the standard deviation help us see? Ask, "How many standard deviations is Tomodachi Joto's Tail Length from the mean?" Students may want to explore the data set further and in their own way. That is what data scientists do! CODAP has included a box with some other questions that students may want to discuss. We love to encourage exploration in maths. It's a beautiful thing.
Discuss:
Ask students, "Why do you think Tomodachi Joto's Tail Length was so unusual?" Students will most likely have some very interesting ideas about this cat's tail. This is a perfect time to let student discussion flow. Our favorite time is when students start discussing with each other and the conversation is not going to or through the teacher. As students offer their ideas, ask them to clarify their position and provide any justification for their responses.
Are students noticing the mean and the median positions are different when the data doesn't look symmetrical? This is an important point and a discussion about skewed data and outliers is important.
Extension:
Ask students to consider any cats they have at home (they may need to estimate some of the values) and add their class cats to the data set. How does that change the data and the SD's?
Investigate:
The goal is for students to use CODAP to calculate the standard deviation for the different numerical attributes in the data set. Students can do this by making a graph for each of the attributes and adding the standard deviation
This investigation follows the Standard Deviation film with a similar data set to the one Jo used in the film. Ask students to go to the CODAP data set for cats. (https://codap.concord.org/app?url=https://concord-consortium. github.io/codap-data/SampleDocs/Science/Biology/24cats/24cats.codap).
using the measure tool (ruler symbol). Students may want to include the median too. The mean is part of the standard deviation measure but they may want to add the mean to the diagram since it makes it easier to see (by choosing it in the measure tool). In the graphs the measure tool only shows one standard deviation on either side of the mean. Ask students to recreate the graphs through screenshots or sketching by hand so they can add more standard deviations to each graph. Ask students to determine the attributes for each cat that are 1, 2, 3 or more standard deviations from the mean. What does this tell us about a specific cat? What does the standard deviation help us see? Ask, "How many standard deviations is Tomodachi Joto's Tail Length from the mean?" Students may want to explore the data set further and in their own way. That is what data scientists do! CODAP has included a box with some other questions that students may want to discuss. We love to encourage exploration in maths. It's a beautiful thing.
Discuss:
Ask students, "Why do you think Tomodachi Joto's Tail Length was so unusual?" Students will most likely have some very interesting ideas about this cat's tail. This is a perfect time to let student discussion flow. Our favorite time is when students start discussing with each other and the conversation is not going to or through the teacher. As students offer their ideas, ask them to clarify their position and provide any justification for their responses.
Are students noticing the mean and the median positions are different when the data doesn't look symmetrical? This is an important point and a discussion about skewed data and outliers is important.
Extension:
Ask students to consider any cats they have at home (they may need to estimate some of the values) and add their class cats to the data set. How does that change the data and the SD's?
Look-fors:
* Are students paying careful attention to the shape of the graphs? Are they noticing if the graphs are symmetric or skewed in one direction?
* Are students showing creativity? Are students exploring interesting ideas and trying to answer their own questions? Are they engaging with the data in different ways across groups?
* Have students developed some intuition about the shape of a graph and where the median might be in relation to the median? When the data is skewed to one side the mean is often pulled towards those outliers while the median remains towards the center.
* Are students noticing that the width of the shaded region showing the standard deviation changes based on the data? Do they notice or wonder about what might be causing the width differences?
* Are students making connections between the mathematical operation of finding the mean or median and the position of these values in a graph?
Reflection/journal entry:
In your own words, what does standard deviation mean?
Copyright © 2020 youcubed. All rights reserved.
Data Talk | <urn:uuid:657798af-816e-4f03-b26d-1a9c6d5f940d> | CC-MAIN-2023-06 | https://www.youcubed.org/wp-content/uploads/2020/05/Unit-3-v1.pdf | 2023-02-02T12:39:20+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00134.warc.gz | 1,062,766,151 | 2,459 | eng_Latn | eng_Latn | 0.998312 | eng_Latn | 0.999114 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
660,
2501,
4117,
4580,
5627,
8614,
12113,
12124
] | [
4.625
] | 1 | 0 |
İDV ÖZEL BİLKENT PRIMARY AND MIDDLE SCHOOL
SPECIAL EDUCATIONAL NEEDS POLICY
Special Educational Needs Policy
Contents
1. Rationale
2. Aim and Scope
3. Basic Principles and Beliefs
4. Definitions
5. Educational Setting
6. Learning and Teaching
7. Support Services
8. Inclusive Education
9. Assessment of Achievement
10. Admission to School
11. Provisions to Students with Special Educational Needs at IDF Private Bilkent Schools
12. In-service training
13. Monitoring and Supervision of the Policy
14. References
1. Rationale
IDF Private Bilkent Primary and Middle Schools, through this policy document, seek to ensure that the needs of all the pupils with special educational needs and/or disabilities will be addressed and provisions made available to them throughout or at any time during their school career. In addition, the school acknowledges their right to have access to a broad and balanced curriculum, and endeavors to facilitate these opportunities, including maximum possible access to the school curriculum whenever possible.
2. Aim and Scope
IDF Private Bilkent Primary and Middle School's Special Educational Needs Policy has been collaboratively developed with the contribution of all teachers and administrators at the school, and in consideration of the Ministry of Education's Rules and Regulations on Special Education and Guidance Services, Declaration of the Rights of the Child, UN Convention on the Rights of Persons with Disabilities, and IB documents (Special Educational Needs within the International Baccalaureate Programmes, Addressing the Diversity in Student Learning in the Classroom, Making the PYP Happen, MYP: From principles into practice, Pedagogical Leadership in a PYP School, and IB Learner Profile Booklet). The aims of the policy are:
* to clearly present the views about special education to the teachers and all members of the school community and
* to develop a common understanding of and approach to special educational needs that provide a basis that will reflect the aims of implementing the policy.
In order to ensure that Special Educational Needs Policy is understood by all members of the school community including the parents and committee members, the school will take every opportunity to make the policy accessible and comprehensible to a wider audience. Efforts will be spent to raise awareness of special educational needs in all segments of the society, including the family, and to make sure that the rights and the honor of individuals with special educational needs are respected.
The policy is accessible through the school's website in addition to other school documents.
Special Education in the School Community
Differences are respected at IDF Private Bilkent Schools where special educational needs are considered a part of human diversity. It is acknowledged that educational settings must be adapted and arranged to meet the needs of individuals with different learning needs and provisions are made for all students to have meaningful and equal access to the curriculum.
Driven by the belief that "what matters is not the difference, but how we make a difference" and in line with the general aim and basic principles of special education and Turkish National Education, our school aims to enable individuals with special education needs:
a) to become productive and happy citizens who fulfill their social roles, have good relations with others, work in cooperation and can adapt to their surroundings
b) to develop the fundamental life skills to be able to live independently and be self-sufficient
c) to prepare themselves to higher education, professions and life in general through the use of appropriate educational programs, special methods, equipment, and personnel in consideration of their educational needs, attributes, interests and abilities.
3. Basic Principles and Beliefs
Principles governing special educational needs in the school as stipulated in Article 6 of Principles of Special Education in the Ministry of Education's Rules and Regulations on Special Education Services (Official Gazette dated July 21, 2012 and numbered 28360) are presented below. The implementation of these principles is explained in detail in the other parts of this policy.
1. All individuals who need special education make use of special educational services depending on and to the extent of their educational needs, interests, abilities, and capabilities.
2. Education of individuals with special educational needs is started at an early age.
3. To the extent that it is possible, special educational services are planned and provided without separating individuals with special educational needs from their social and physical environment.
4. Considering the educational performances of individuals with special educational needs and making adaptations to the objectives, content, teaching processes, and assessment, priority must be attached to educating them along their peers.
5. In order to ensure that individuals with special educational needs can continue their education of any type and at any stage without interruption, cooperation of institutions and organizations providing rehabilitation services is enlisted.
6. Differentiated education plans are developed and individualized education programs are implemented for individuals with special educational needs in consideration of their personal competencies, attributes in all developmental areas, and capabilities in academic disciplines.
7. Families are educated and their active participation in all dimensions of the special education process is ensured.
8. When developing education policies, cooperation of relevant departments of universities and nongovernmental organizations operating to cater for the individuals with special educational needs is enlisted.
9. Special education services are planned to ensure the interaction of individuals with special educational needs with the society and to facilitate the process of mutual adaptation.
In the framework of the basic principles listed above, we believe that
a) Individual differences are opportunities to support and enrich student learning and to help students reach their full potential.
b) Cultivating positive attitudes in individuals with special educational needs is a way of eradicating prejudices about differences.
c) Individual differences / diversity constitute a valuable source with regard to international mindedness and cross-cultural awareness.
d) Individuals with special educational needs have a right to have a proper and fair diagnosis and evaluation to enable them to get appropriate services to meet their needs.
e) The learning process of all individuals with special educational needs is planned and implemented through joint planning which ensures that they are not separated from their social and physical environment to the extent this is possible.
f) All teachers involved in the learning process of individuals with special educational needs have the necessary knowledge and ability to use this knowledge to fit the needs of individual students.
4. Definitions
4.1. Individual with Special Educational Needs: An individual who differs significantly from their peers in terms of being exposed to risks associated with age, gender, culture and life conditions and/or being above or below the norm with respect to learning abilities.
4.2. Psychological Counselor: Personnel who have a degree obtained from psychological counseling and guidance and psychological services in education departments of universities and who provide psychological counseling and guidance services to students.
The job description of the psychological counselor includes the following in relation to special education: If there are students who need special education or if there are inclusion practices in place in the school, the psychological counselor offers guidance and psychological counseling to relevant students and their parents in cooperation with the guidance research center. Psychological counselors also cooperate with the IEP development unit, teachers, and other relevant personnel to evaluate the individual development of students with special educational needs. S/he attends commissions and meetings about guidance and psychological counseling services, provides information, and expresses opinions in these contexts.
4.3. Psychologist: Personnel who have a degree from the psychology departments of universities.
4.4. Special Education Teacher: Personnel who majored in Special Education or Teaching Students with Special Educational Needs at the university, provide diagnostic and supportive special educational services to students who need special education, and take the necessary measures for their education.
4.5. Classroom Guidance Teacher: Section guidance teacher in primary schools and classroom teachers in middle schools who provide guidance services to particular classrooms and who attend their guidance lessons.
4.6. Non-teaching Staff: Non-teaching staff assists students who need support to move together with the rest of the class. They share their observations with the school, parents and experts, and based on these observations provides the environmental and behavioral support to students as suggested by the classroom teacher, special education specialist and psychological counselor. Non-teaching
staff assist students according to the planning and directions provided by the classroom teacher, special education teacher, and psychological counselor.
4.7 . Parent: The student's mother and father or others who have legal responsibility for the student.
4.8. Inclusive education: Special education practices that are based on the principle of enabling individuals with special education needs to receive education in public or private pre-schools, primary schools, middle schools or public education institutions along with their peers by offering them supportive educational services. It must be ensured that the student does not only share the same physical environment with their peers, but also has education in the least restrictive setting possible through the provision of all the necessary support systems.
4.9. Education Support Room: A setting arranged in the school to provide education support services to individuals with special education needs by making special equipment and education materials available in the areas they have needs.
4.10. Individualized education program (IEP): An individualized education program is a special education program prepared to achieve the outcomes targeted in consideration of individuals' developmental properties, education performances and needs and including education support services to be offered to these individuals.
4.11. Individualized education program development unit: An individualized education program development unit is established in schools and institutions where individuals with special educational needs study in consideration of their education performances and needs.
4.12. Psychological Counseling and Guidance Unit: This unit offers psychological counseling and guidance services in the school.
4.13. Guidance Research Center: These are institutions affiliated with the Ministry of Education and provide free-of-charge services when needed in special education (mental retardation, autism, loss of vision, physical disability) or guidance and psychological counseling.
4.14. Special Education: Special education is aimed to support the needs of students with special needs in their development and academic discipline areas, based on specifically developed educational programs and methods, provided by personnel trained particularly to meet the educational and social needs of the concerned individuals, and carried out in settings that are suitable for special education students' capabilities.
4.15. Individuals who need inclusive education:
A. Intellectual disability due to mental retardation is defined as a condition where the education performance and social adaptation of the individual is mildly-moderately affected in a negative way because of the student's low IQ.
B. Individuals with Hearing Impairments: Individuals who need special education services to compensate for the difficulties they experience in acquiring speech, using language, and communication due to partial or total loss of hearing.
C. Individuals with Visual Impairments: Individuals who need special educational services due to partial or total loss of vision.
D. Individuals with Physical Disability: Individuals who need special educational services because of restricted mobility resulting from muscle, skeleton, nervous system and joint dysfunction associated with diseases, accidents or genetic problems.
E. Individuals with Speech and Language Impairment: Individuals who need special educational services due to the difficulties they experience in using language, acquiring speech, and communication.
F. Individuals with Specific Learning Disabilities: Individuals who need special educational services because of the difficulties they have in the areas of listening, speaking, reading, writing, spelling, focusing attention or doing arithmetic operations required for understanding and using written or verbal language as a result of problems in the process of acquiring knowledge.
G. Individuals with Autism Spectrum Disorders: Individuals who were identified in early childhood to have limited social interaction, verbal and non-verbal communication, interest, and activities and who need special educational services due to these characteristics.
H. Individuals with Attention Deficit and Hyperactivity Disorder: Individuals who have shown symptoms of an attention deficit not appropriate to their age and stage of development, hyperactivity, and impulsivity in at least two settings and for six months, whose symptoms presented themselves before seven years, and who need special educational services in this context.
İ. Individuals with a Chronic Disease: Individuals who need special education and support services due to a disease requiring chronic or long-lasting care and treatment.Gifted
J. Individuals: Individuals who display a higher performance than their peers in areas of genius, creativity, arts, sports, leadership capacity, or specific academic disciplines.
5. Educational Setting
Planning and Development
Objectives targeting students with special educational needs are formulated, implemented, and assessed in the school's strategic plan.
Judgment and Attitudes
Prejudices and attitudes of students, teachers and parents towards differences are identified, and planning is carried out to create a receptive and integrative school environment by providing clear information to prevent any prejudices or negative attitudes.
Participation and Cooperation
Coordination and cooperation between the school administration and school personnel is developed to encourage and manage inclusion practices. All parents, students, teachers, support personnel of the school and other relevant organizations and institutions are encouraged to actively participate in school's activities. Effective communication is established with NGOs.
Accessibility and Continuity
It is of pivotal importance that environments where students can feel safe in the physical, affective, and academic sense, are created in and around the school to make the school easily accessible to students and that all teachers are aware of the affective and psychological needs of students.
Support for the Personnel's Professional Development about Inclusion
Professional development needs of all school personnel in the areas of special education and inclusion are identified and cooperation of all stakeholders is sought for meeting professional development needs. The principle of making the social and educational environments accessible to all students is adopted.
Orientation
Parents are informed about services offered by the school to children with special needs or disabilities.
Motivation
The performance and efforts of all school personnel and students are appreciated and their motivation is given consideration.
Information and Communication Technology
The school provides information to parents about education and administration through its website, e-okul (the information system of the Ministry of Education), and meetings.
Privacy of Information
Information of all students, parents, and school personnel is kept in private personal files. These files are maintained by the related departments (School Management, Human Resources Management, Student Affairs, PCG 'Educational Evaluation and Request Form' and ' Development Report' Unit, Teachers and School Nurse).
6. Learning and Teaching
Identification of Students' Development and Learning Needs
Using an interdisciplinary approach that engages all the relevant members of the school who will support students' learning, the school adopts procedures that are sensitive to the individual characteristics and needs of students and that give due consideration to their social, affective, cognitive and academic differences. Individual attributes and needs of students are identified through multi-faceted assessment procedures. Student progress towards set individual learning objectives is assessed and reported four times a year.
In-School and In-Class Learning Activities
In line with a student-centered approach, the curriculum is updated, as needed, in consideration of the developmental properties and needs of students. Individualized education programs are prepared with regard to the agreed teaching requirements. In-class teaching and learning activities are adapted and arranged in view of the learning style, pace, and characteristics of each student. In the case of students with special educational needs, upon the written application of the parent and the approval of the relevant teacher and school administration, a person to be appointed by the parents is allowed to be present in the school/classroom as a non-teaching staff member to assist the student.
Learning Materials and Technologies
Teaching materials varied in consideration of individual needs (lesson plans, worksheets, educational toys, sample materials used in daily life, etc.) are used and developed. Information and Communication Technology is also utilized to support the student's participation in their own learning and skill development.
Assessment
A student with special educational needs is assessed from a variety of aspects in the learning process. If there are set IEP outcomes, these are assessed at a variety of intervals and through various methods, as needed. The results of teacher(s)'s assessment, IEP files, and other relevant documents are recorded and stored. Grading is based on IEP outcomes. Students with special educational needs who have not been mainstreamed are supported through observation and assessment practices determined according to their individual needs.Assessment and evaluation process is consistent with the school's assessment policy.
Social, Cultural, and Sports Activities
Like all other students, students with special needs are encouraged to take part in social, artistic, cultural and sports activities and their participation in these activities is supported in consideration of the student's individual needs.
Professional Guidance and Orientation
The school's PCG Unit provides counseling services to encourage all students' transition to the next level of education. The unit also raises students' awareness of future possibilities on the basis of the data and observations relating to their development in their learning processes. The unit guides the student and the parent in raising awareness towards the future based on the data and observations of the student's progress.
Opportunities in the Educational Setting
Educational settings in the school, including the library, computer labs, and subject field classrooms are designed to meet all students' educational and social development needs.
7. Support Services
Safety of the School's Physical Environment and Close Vicinity
School grounds including the school yard, corridors, service bus area, and all classrooms are arranged to the standards of private education institutions within the limits of the school budget. Changes to be implemented in consideration of students' needs are planned according to safety needs through joint planning among school administration, special education expert, PCG Unit, and parents.
Safety in Emergency and Risky Situations
There is an emergency provision covering all individuals in the school. All teachers are informed of the precautions to be taken and the action plan to be implemented in risky situations through electronic means. Students with special needs are given priority in planning. When necessary, an adult staff member is assigned to accompany the student.
Accessibility
All plans about student needs are sent to all teachers involved in the teaching process through email. Students are trained about how to access relevant areas in the school –like the infirmary, multipurpose hall, classrooms, PCG Unit, assistant principal's office, principal's office, office of the department teachers, etc. – with an orientation program. The parents can contact the school personnel through the academic assessment module and access teaching content through Moodle on the school's website.
Personal Guidance and Psychosocial Support Services
PCG Unit organizes preventive and developmental guidance efforts. Individual and group interviews are made with students, parents and teachers. There is an action plan prepared to prevent neglect and abuse.
Resources and Support Services
Support for individuals with special educational needs is provided within the classroom and/or in the support room. Individualized materials and tools, written documents for the individual are prepared and used. If needed, special equipment/tool is provided.
Catering Services
School's monthly menu is prepared by food engineers and dieticians to support the healthy development of students. Additional provisions are made for students who have special nutritional needs.
Cleaning Services
Students are regularly trained to observe general rules of hygiene. Students are reminded about basic cleanliness instructions through posted visual aids.
8. Inclusive Education
8.1. Activities designed to foster inclusive education in the school are based on the following considerations:
a) First it shall be ensured that individuals with special needs receive education in the same school with their peers who do not have disabilities.
b) In schools where mainstreaming is implemented, an IEP development unit is established.
c) If the students who are included in the mainstream education receive instruction in the same classroom with their peers, they follow the curriculum of the school. On the basis of the curriculum used, an IEP is prepared in consideration of the relevant students' education performance and needs.
d) Physical, social and psychological arrangements required by the students' disabilities are made in the educational settings. In order to guarantee the effective provision of educational services, special devices and education materials are procured and an education support classroom is used.
e) Students who will be mainstreamed are equally allocated to classrooms so that there will be no more than two students with special educational needs in the same classroom.
f) The number of students in classrooms where there are mainstreamed students is arranged so that in preschool there will be no more than 10 students in classrooms in which two individuals with special educational needs are placed and no more than 20 students in those with one such individual. At other grade levels, classroom size should not exceed 25 in classrooms where there are two individuals with special educational needs and 35 in those where there is one special education needs student.
g) Provisions are made to ensure that mainstreamed students are offered support education services. As such, support education services can be in the form of in-class assistance or provided in the education support rooms.
8.2. Education Support Room
Provision of education services in education support rooms is based on the following considerations:
a) Education services to be provided in the education support room are planned by the school administration.
b) Students who receive education in the education support room are decided upon by the commission offering PCG services at the suggestion of IEP development unit. It is ensured that each student makes maximum use of the education provided in this room, depending on their needs.
c) Weekly class hours that the student will spend in the education support room are planned not to exceed 40% of the total weekly class hours.
d) Education in the support room is provided on a one-to-one basis in consideration of student performance. However, when needed, the students may be grouped with other students who are at the same educational performance level.
e) Education support room is equipped with the tools and educational materials required to cater for the needs of students.
f) Special education teachers, classroom teachers, subject field teachers or assistant teachers are assigned to the education support room based on student needs.
g) When students' achievement is assessed, the results of assessment carried out in the education support room are also taken into account.
h) Educational support services in the education support room are provided within the teaching hours of the school or institution.
8.3 Individualized Education Program (IEP)
Provision of an individualized education program is based on the following considerations:
a) Individualized education programs prepared through collaboration between Guidance Research Center's Special Education Evaluation Board and IEP development unit.
b) The education plan includes the records of annual goals and short-term objectives based on the education program/s the student follows. The plan also contains information about the type, duration, frequency of the education services to be offered and how and by whom the services will be offered; method, technique, equipment, and education materials to be used in teaching and assessment; modifications to the educational setting; measures to be taken and methods and techniques to be used to prevent or reduce attitude problems; and the personal information of the student.
c) Individualized education program is assessed according to the level of the achievement of the goals set for the individual student. The new individualized education program to be prepared for a specific individual and the guidance to be provided to them is based on the assessment made in the IEP.
8.4. Individualized Education Program development unit
Individualized education program development unit is chaired by the school / institution principal or an assigned assistant principal and consists of the following:
a) Special education expert
b) Psychological counselor
c) A teacher responsible for preparing the curriculum
d) The student's classroom teacher
e) The student's subject field teachers
f) The student's parent
g) The student (if they are capable of attending meetings).
If necessary, a member from the special education evaluation board of the Guidance Research Center is also asked to participate in the IEP development unit. The working procedures and principles of the unit are determined by the school administration.
Duties and Responsibilities of the Individualized Education Program Development Unit are
a) To coordinate the efforts including the preparation, implementation, monitoring and evaluation of individualized education programs developed for students with special educational needs
b) To ensure that the IEP is revised or a new IEP is prepared in line with the student's current attributes in all developmental areas and capabilities and needs in academic disciplines
c) To revise education plans prepared for students on a yearly basis
d) To offer suggestions to the school administration and teachers about the arrangement of educational settings
e) To cooperate with the commission implementing PCG services regarding the revisions to the education of students and measures to be taken.
8.5. Duties and Responsibilities in the Provision of Inclusive Education
A. Teachers
The responsibilities of the teachers who have mainstreamed students in their classes are as follows:
- To be amenable to inclusion practices and adopt a receptive attitude towards the student with special educational needs
- To give all students the feeling that each and every student in the classroom is important and valuable by role modeling a positive attitude and behavior and being sensitive to individual differences
- To identify students' level of educational performance (what students can do and which objectives they can meet) and education needs (what students cannot do and which objectives they cannot meet), and continue with individual planning, implementation, and assessment, as needed, by individualizing curricula
- To carry out activities designed to facilitate and support the learning of mainstreamed
students
- To encourage communication between mainstreamed students and others
- To arrange the physical classroom environment in consideration of students' needs
- To adapt teaching to the learning styles of students
- To cooperate with other experts in the inclusion team and parents
B. School Administration
When the school administration believes in the importance and necessity of inclusive education, this will ensure that all procedures within inclusive practices are carried out and the teachers, other students and personnel adopt a positive attitude towards mainstreamed students.
In this context, the duties and responsibilities of the school administration are as follows:
- The school administration must believe in the importance and necessity of inclusion practices.
- The school administration must be sufficiently informed about inclusion practices and Individualized Education Program (IEP).
- The school administration must establish an IEP development unit and inclusion team.
- The school administration must make an effort to inform teachers of inclusion practices and IEPs.
- The school administration must ensure that mainstreamed students are allocated to classrooms in equal numbers and placed in classrooms with smaller class sizes.
- The school administration must arrange the physical school environment to cater to the needs of mainstreamed students.
- The school administration must provide the necessary tools and appoint a special education teacher.
- The school administration must provide an education support room, equipped with appropriate tools to be used for the education of students at certain times.
- The school administration must encourage teachers to assist each other and to reward cooperation and assistance offered to others.
C. Psychological Counselor
The duties and responsibilities of guidance teachers who have mainstreamed students in their classrooms are as follows:
- To help individuals with special educational needs develop self-acceptance
- To help them understand individual differences
- To help them change their unrealistic attitudes
- To help them develop problem-solving skills
- To actively spend efforts to encourage them participate in extra-curricular activities
- To inform school administration, teachers and parents about disability groups, inclusion and IEPs
- To actively participate in the formulation of the IEP and offer suggestions
- To offer suggestions to take measures against setbacks that may be experienced in the inclusion practices and implementation of IEPs
- To ensure coordination between school administration, teachers, students, and parents.
- To monitor the development of mainstreamed students.
D. Parent
When the parents of mainstreamed students are willing to encourage inclusive education and the parents of the other students are also receptive to the mainstreamed students, inclusive education can be implemented more successfully.
Parents of mainstreamed students must demonstrate willingness to cooperate with the school administration, teachers and other school personnel, inform teachers of the primary needs of their children, and actively participate in the efforts spent during the implementation of the program. They should also provide educational equipment when necessary and support their children at home in using and refining the skills they acquired in school.
9. Assessment of Achievement
When assessing the achievement of mainstreamed students with special education needs,
a) The achievement of students who follow the curriculum of the school is assessed according to the provisions regarding examinations and moving on to the next grade levels. However, students' IEPs are also considered in the assessment.
b) Methods, techniques, assessment tools, time and length of assessment, assessment intervals, people in charge of assessment and the setting in which assessment will take place are decided upon in consideration of the suggestions of the IEP development unit.
c) Students with writing impairments and special learning impairments are assessed orally, while students with oral expression impairments are assessed in writing. Individuals who have impairments in both written and oral expression are assessed by observation of their behavior.
d) Written examinations are varied depending on the type of impairment, educational performance and developmental attributes of students. The exams have less number of questions with shorter answers.
e) Students are allowed to use the necessary tools and methods to compensate for the difficulties they experience because of their disabilities. Students can be appointed an accompanying teacher during exams, if need be.
f) Answers presented in Braille alphabet in written exams of students with visual impairments are assessed immediately after the exam by a teacher who asks the student to read their answers. These students are exempted from questions including drawings and figures. Exam questions are written in a larger font and with bold letters for students who have impaired vision.
g) Students who have hearing impairments and mild mental retardation can be exempted, upon their request, from some foreign language skills and knowledge or the entire foreign language class in primary and middle school.
h) Students with mental retardation are assessed in shorter intervals in consideration of the difficulties they have in focusing attention, remembering acquired knowledge, and retrieving information from memory.
i) Assessment of individuals with autistic spectrum disorders and students with attitude problems is carried out in consideration of their communicative skills and social-affective readiness.
j) Assessment of students with attention deficit and hyperactivity disorder is made in shorter intervals and includes shorter answers.
k) Students who have deficiencies in motor skills due to muscle and nervous system disorders are exempted from the practical components of lessons requiring the use of motor skills, upon their request.
10. Admission to School
Registration and Transfer
PCG Unit interviews all students who apply to register at the preschool and grades 1-4. Students who apply to register at Grade 4 take an admission examination. The school principal or assistant principal holds interviews with the student's parents in order to facilitate the student's adaptation to school and to ensure that the student can make the best use of the education to be provided by the school. Results of student interviews and/or exams are presented to the school administration. If special educational needs were are identified during the interview with the parents, provisions of the MoE Rules and Regulations on Special Education Needs and Psychological Counseling and Guidance Services are applied. Students who graduate from IDF Private Bilkent Primary School have the right to directly register to IDF Private Bilkent Middle School. When mainstreamed students graduate (from Grade 4 or Grade 8) and move on to their next level of education, they are oriented to choose a school that will cater to their individual and educational needs. Students who graduate from other schools and want to continue their education at IDF Private Bilkent Middle School take an admission examination. They are granted admission depending on the results of this examination.
In the process of registration of students who were decided to be mainstreamed by the Special Education Services Board of Guidance Research Center at our school; According to Private Schools Regulations Article 48, the class capacities , class sizes, the number and properties of individuals with special educational needs in classes, and the school resources are taken into account (See 8.1 e and f clauses).
When individuals with special educational needs granted admission to IDF Private Bilkent Schools are registered, the schools do not require a placement decision from the Special Education Services Board of Guidance Research Center. However, school administration initiates the legal procedure for a placement decision to be taken for these individuals. If the school where the student is already registered meets the requirements of the placement decision, the student continues their education in their school. However, when there is a placement decision, transfer procedures in conformity with the placement decision are started.
Documents required for registration are
a) Photograph
b) Report from the health board
c) A copy of the decision of the Special Education Services Board
d) Registration form
Registration time
Individuals with special educational needs who are at the preschool or compulsory primary school age can be registered any time irrespective of the registration times identified in the annual work calendar.
Registration age
Children who are older than 37 months as of the end of September in the registration year are registered to preschool education institutions and those older than 69 months are registered to primary schools. However, students who are older than 69 months, but whose preschool education is extended for one more year and who are older than 81 months by the end of September are registered at the preschool.
11. PROVISIONS TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT IDF PRIVATE BILKENT SCHOOLS
a) The process of identifying and monitoring of a student with special education needs
Classroom teachers identify the students who are different from their peers in terms of their affective, behavioral and learning attributes and inform the PCG Unit. PCG Unit meets with the classroom teacher and subject field teachers, as well as the special education teacher to discuss the concerned student. Parents' cooperation is called for in all steps taken by the school to better meet the needs of the student. A process covering evaluation, implementation and monitoring is started. In the process, the teachers carry out systematic activities to make the right decision about the student. The aim is to decide whether the student is really one with special educational needs or one who has different attributes than others but without special educational needs.
The process of evaluation, implementation and monitoring includes the following steps:
1. Student outcomes are determined.
2. An intervention program is prepared.
3. The length of the intervention program is decided.
4. During the implementation period, the teacher makes the necessary arrangements in
* the program
* teaching processes
* class management and
* classroom environment
5. Classroom teacher, subject field teachers, psychological counselor and the special education teacher evaluate whether the adaptations in the teaching processes, class management and environment as part of the intervention program provided the desired development.
6. If the student achieves the outcome targeted by the intervention program, a decision is made to continue with or end the concerned program. However, if the student does not achieve the outcome targeted by the intervention program, then all the actions taken over the program are documented in a report and the student is referred to the Guidance Research Center or Children's Mental Health Center of a general hospital for a detailed examination. The document sent by the specialist for teachers to give feedback on the student is completed with the cooperation of the PCG Unit and is sent directly to the specialist by the school. The reporting process is organized and monitored by the PCG Unit in consultation with the teachers involved in the intervention program. During this process, the 'Educational Evaluation and Request Form' and 'Development Report' forms are filled out by the teachers.
7. Based on the placement decision to be made by the Guidance Research Center, IEP development unit convenes to prepare an Individualized Education Program according to the student's needs. While the program is being prepared, the readiness of the student for their grade level is identified using a variety of assessment tools.
8. The individualized education program is implemented and the process is evaluated.
9. Planned update and information meetings are held with the parents to monitor and evaluate the student's progress.
b) The implementation process of the newly registered student with special education needs
1. When a student with special needs registers to our school, first, an introduction meeting is organized with the student and parents by the PCG Unit.
2. The PCG Unit works with the classmates of the student with special needs and to provide them with general information and how to interact with students.
3. The PCG Unit informs the parents of the classmates about the student with special needs by a written letter. If requested, meetings can be scheduled.
4. In cooperation with the special education teacher and classroom teacher, the student's academic and other developmental goals are specified. When deciding upon the student's goals and needs, classroom observations are organized, individual studies are carried out, and previous educational experiences are discussed with the parents.
5.
All capabilities (behavior, academic, social) of the student with special needs are conveyed to all the teachers of the class by a written document. Meetings are arranged with the teachers to give
more detailed information.
6.
Individualized Education Program (IEP) is prepared by taking the student's needs into consideration.
7.
In order to comply with the needs of the student with special needs, either in-class support and or individual support outside of the class is provided.
8.
In cooperation with the special education teacher and classroom teacher, in-class activities, homework and exams get adapted according to the student's needs.
9.
At least three IEP meetings are carried out in the presence of the parents to evaluate the education progress of the student with special needs.
12. In-Service Training
12.1. Teacher Training
Training sessions aim to increase the awareness of teachers and support personnel of special education and to inform them about the legal requirements of inclusion practices, implementation
and monitoring of forms, types of disabilities and in-class practices. The training needs of teachers and support personnel are determined through a survey. Based on the data obtained through
interviews and observations, training sessions are planned.
Person in Charge: School principal, assistant principal, special education expert, psychological counselor and members of SEN committee.
12.2 Parent Training
Regular training sessions are offered to the parents of classmates of the student with special needs, parents who do not have children with special educational needs in general, and parents of
mainstreamed students on a variety of topics as needed, to increase awareness, for instance.
Person in charge: Psychological counselor, special education expert
12.3. Student Training
The aim is to guide all students to make sure that they see diversity as richness and adopt this principle through its natural course with feelings of empathy. To do this every opportunity is taken in
the education and teaching environment.
Person in charge: All members of staff
13. Monitoring and Supervision of the Policy
SEN policy practices are monitored and updated on a yearly basis.
14. References
Guidance for Writing A Special Educational Needs Policy Post-Primary Development Group. CASS, Schools and Special Education Working in Partnership June 2011.
Rules and Regulations governing Special Education Services of the Ministry of National Education
Rules and Regulations governing Psychological Counseling and Guidance Services of the Ministry of National Education
MoE and EU Project on Strengthening Special Education, School without Barriers Model Road Map, Standards and Performance Indicators, June 2013, Ankara
MoE and EU Project on Strengthening Special Education, Teacher's Guide to Inclusive Education Practices, June 2013, Ankara. | <urn:uuid:1a05fa90-e05f-4b50-8b4a-df2fd95b6c0b> | CC-MAIN-2023-06 | http://www.obieng.bilkent.edu.tr/images/mypseneng.pdf | 2023-02-02T10:36:12+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00133.warc.gz | 73,091,612 | 7,943 | eng_Latn | eng_Latn | 0.927016 | eng_Latn | 0.997293 | [
"nld_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
76,
528,
3857,
7107,
9383,
14334,
15207,
17356,
20068,
22409,
25727,
27399,
29641,
32052,
35389,
37765,
41629,
42520,
44759,
45427
] | [
2.3125,
1.765625
] | 1 | 0 |
Education is in a state of global emergency
The COVID-19 pandemic has disrupted societies worldwide and is jeopardizing years of progress in achieving the Sustainable Development Goals (SDG) and universal human rights. The pandemic is disproportionately affecting the poorest and most marginalised people and communities. Existing inequalities are being exacerbated. While the health crisis has mostly affected older generations, young people and children have been the silent victims of the social and economic crisis. School closures have been a central part of governments' response to controlling the spread of the virus. This meant that in April 2020, 1.6 billion children and young people were out of education – approximately 90% of the entire student population 1 . Among others, many children with disabilities were excluded from distance learning, because of inaccessible options. Approximately 220 million children remain affected today. Across Africa, 120 million girls are affected by school closures. Moreover, two thirds of an academic year have been lost on average worldwide due to COVID-19 school closures. 2
Covid-19 has exacerbated existing structural and systematic educational inequalities and poor-quality learning faced by the most vulnerable children, especially girls. 24 million learners from pre-primary to tertiary education are at risk of not returning to their studies. 3 Amongst them, the poorest and most marginalised children are most at risk. The World Bank predicts the first potential reversal in global child poverty trends since the late 1990s. In sub-Saharan Africa alone, an additional 22–33 million children could be left below the extreme poverty threshold.
The economic crisis acutely threatens public finances and the capacity of governments to maintain present provision let alone expand education to achieve SDG4- a good quality education for every last child. UNESCO estimates at least $210 billion will be cut from education budgets this year simply owing to declines in GDP.
Schools are settings in which many children take advantage of key interventions and activities like school feeding, WASH facilities, sport, and leisure. They are social environments that help children develop and thrive. Children who are pushed into poverty because their families are struggling to make ends meet may be forced to work and will never return to school. Teenage girls face an increasing risk of domestic and gender-based violence, unwanted/early pregnancy or child marriage and have greater chances of never returning to school 4 . There is also a threat that we will roll back on progress made to include children with disabilities in education 5 . Significant setbacks in early childhood education mean another generation will be deprived from experiencing an equal and well-prepared start to formal education in the years to come.
1 UNESCO, (2020) COVID-19 Educational Disruption and Response. https://en.unesco.org/COVID-1919/educationresponse
2 Plan International (2020) African Girls in the COVID-19 Pandemic https://planinternational.org/file/44968/download?token=yi4FVVG-
3 UNESCO (2020) COVID-19 education response: how many students are at risk of not returning to school? https://unesdoc.unesco.org/ark:/48223/pf0000373992.locale=en
4 World Vision (2020) COVID-19 Aftershocks- Out of time https://www.wvi.org/publications/report/coronavirus-healthcrisis/aftershocks-out-time
5 World Bank (2020) Pivoting Inclusion https://www.worldbank.org/en/topic/disability/publication/pivoting-to-inclusion-leveraginglessons-from-the-c-ovid-19-crisis-for-learners-with-disabilities
The European Union is in a unique position to support education
Earmarking at least 10% of human development spending within the Neighbourhood Development and International Cooperation Instrument for education is a unique opportunity to support children and young people. It is also an opportunity to tackle inequalities in partner countries. In the next seven years, the EU should base its support on strengthening government systems, following and supporting the positive model of the Global Partnership for Education, to pave the way for more resilient and inclusive public education systems. Specific focus should be given to countries in Sub-Saharan Africa.
Education in the geographic programmes:
The EU should ensure that education, especially access to basic education, is prioritised in the countries most in need in the National Indicative Programmes. This support should ideally come with a commitment from countries to maintain or increase their domestic spending on education during the period of support.
The EU should support education at national level through a variety of complementary implementation modalities, by applying a gender and inclusion lens to all aspects of education, including planning, budgeting and expenditure:
* Specific focus should be placed on funding governments to ensure the enrolment of out of school children and the return to education of girls, poorer and marginalised children, displaced and refugee children, children with disabilities, with support to Cash Transfers Schemes, complementing universal social protection where such transfers exist, and prioritising the provisioning of accessible technologies for these groups. Sector support should fund the development of quality learning and Accelerated Education Programmes (AEP), teacher training (including specialised education support personnel for children with disabilities) and ensure adequate numbers of qualified teachers, and their adequate remuneration. They should ensure that schools have satisfactory WASH and sanitation facilities and sanitary equipment, appropriate facilities for boys and girls, including Menstrual Hygiene Management. Specific focus should be given to child protection including the prevention and response to school-related gender based-violence (SRGBV) and psycho-social support for vulnerable children.
While early childhood care and development is not prioritised in many low and middle income countries, it is part of basic education and plays an important role in the physical and psychological development of children, particularly of marginalised groups. Kindergartens or other ECD settings offer child protection and nutrition services for children guaranteeing that they are better prepared for school - at least one year of free and inclusive pre-primary education should be supported. Early childhood care and education should be supported by expanding public systems as opposed to forprofit provision, as the latter can exacerbate inequalities between young children. Education must be gender-sensitive as it is a critical time for the socialisation of gender equality, and must combine care, nutrition, protection and stimulation.
* Grants to civil society. Civil society, especially local CSOs, has an important role to play in holding governments to account, and in contributing to the design and, in specific cases, the implementation of education programmes that are fully inclusive. CSOs can deliver education
programmes and support communities in hard-to-reach areas where the State fails or is absent, including for refugees and internally displaced people (IDP), as long as non-State provision supplements but does not supplant the role of the State. CSOs can contribute to teacher training and accelerated learning. NIPs and RIPs should ensure that part of the envelopes earmarked for education will be directly managed by EU Delegations in the form of grants to civil society organisations, with a focus on local actors
* Support technical assistance to develop costed programmes expanding access to key basic services and facilities necessary to ensure a safe and effective learning environment for all students. This would include expanding capacity for equitable access to distance learning initiatives like ensuring infrastructure and networks meet the needs of the most vulnerable, appropriate devices and accessible digital material are available, radios are purchased and distributed. It should support other solutions linked to breaching the digital divide and ensure accessibility for all learners, including children and youth with disabilities;
Over the 7-year period, the EU should strengthen national education budgets, either by direct contributions or by supporting actions that drive public investment in inclusive and quality education. Moreover, if funding is not available through thematic programmes, the EU could earmark funds from the NIPs to cofund Global Partnership for Education (GPE) initiatives in countries that are eligible for support. Delivering aid through multilateral organisations helps EU aid go further, faster, and achieve better results.
Where secondary and vocational training or tertiary education are prioritised in the National Indicative Programmes, the EU must ensure that partner countries already have the capacity and support to reopen schools safely and to continuously ensure access to inclusive quality basic and primary education, as early as possible. Technical, and Vocational Education and Training (TVET) will help address children's needs and job aspirations, increase motivation for education, boost school attendance and transition rates, and enable young people to gain market-relevant skills as well as the knowledge and confidence to succeed in their chosen field of work. Strengthening the TVET sector also requires sector development (education system) components such as harmonizing of fragmented governance, updated curricula, TVET teacher training, apprenticeship models, creating labour market information (LMI) system and career guidance counselling system, decreasing the drop-out and smooth transitions from TVET to labour market or to tertiary level education. We call for gender-transformative and youth-responsive investments in TVET that bring together public and private sector partners (especially employers).
Acknowledging the need for multi-year funding, sufficiently long to address educational needs in protracted crises, geographic programmes should also provide for funding complementary to ECHO support on Education in Emergencies in fragile contexts. Programmes contributing to strengthening education systems (including through WASH infrastructure in schools, cash transfers to support families and school feeding, early childhood and child friendly spaces and AEP) in fragile or conflict affected countries should be supported. This type of programming would contribute to resilience building and to conflict prevention, enabling the operationalisation of the triple nexus.
Education in the thematic programmes and EU commitments to education globally:
The Global Partnership for Education (GPE) is the largest source of multilateral funding for education. The partnership has a unique role – agreeing standards for education planning and policy-making, and mobilising development financing from public and private donors around the world to support and monitor the implementation of national education plans. The EU can increase its impact on education at global level by continuing to fund the Global Partnership for Education as well as Education Cannot Wait (ECW). In order to meet the gaps, the EU should make a pledge of 560 Million euros for the 2021-2025 period at the replenishment conference of the GPE in July 2021 and 60 million euros for ECW over the next two years. If funding from the thematic programmes is not available or sufficient, the EU should consider mobilising additional resources from the emerging challenges and priorities cushion given the global emergency in education.
The international aid architecture for education requires working effectively in multi-stakeholder partnerships. We support the EU's and member states' efforts to ensure coordination between these initiatives at global and national levels and believe that the focus of the EU's collaboration with multilaterals should be on GPE and ECW.
Operationalising the education benchmark
The EU should direct funding for education to all levels of education with a higher proportion of the funding going to basic education. In doing this, the EU should prioritise funding to support public, quality inclusive education that enables all learners, especially girls, to fulfil their potential. This would ensure support for vulnerable countries in reaching SDG4.
In monitoring the implementation of the NDICI, the programmes should be linked to the relevant DAC codes and should consider programmes where education is the main priority sector and multi-sectoral programmes where education is not the main priority but plays a significant role. A greater share of the benchmark should be dedicated to strengthening basic education with links to DAC codes: 11120- primary education, 11230-basic life skills for youth and adults, 11240-early childhood education and 11250- school feeding.
The EU should continue implementing a twin-track approach, by allocating general funding to foster quality and inclusive education systems for all, as well as targeted funding to follow the learners at higher risk of being left behind. In this regard, systematic and consistent use of markers should be ensured, including the OECD DAC policy markers for gender 6 and for disability 7 , which allows tracking of equitable funding for specific groups of learners, within the overall grant portfolio.
6 https://www.oecd.org/dac/gender-development/dac-gender-equality-marker.htm
7
https://one.oecd.org/document/DCD/DAC/STAT(2020)48/en/pdf
A gender-transformative approach should be integrated into education programmes, addressing and challenging gender discriminatory norms and other barriers to girls' and young women's access to education, and ensuring that these programmes also contribute to reaching the 85% gender target in the NDICI regulation.
NDICI co-financing to ERASMUS should not be considered part of the benchmark, to allow more spending from the instrument to be used to support national education systems and global initiatives, and to ensure sufficient funds focus on basic education and poverty reduction. | <urn:uuid:9f2835db-0d6f-4b15-82df-0747595e0063> | CC-MAIN-2023-06 | https://actalliance.eu/wp-content/uploads/2021/02/NDICI-Education-Programming-Civil-Society-Postion-Paper.pdf | 2023-02-02T10:35:16+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00135.warc.gz | 98,354,871 | 2,601 | eng_Latn | eng_Latn | 0.996969 | eng_Latn | 0.997226 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3628,
7099,
10661,
13605,
14194
] | [
2.15625
] | 1 | 0 |
Lost
by Kylie Parry illustrated by Philip Webb
Shared reading
Shared reading provides students with opportunities to behave like readers and to engage in rich conversations about texts that they are initially not able to read themselves. The focus is on engagement, enjoyment, and comprehension. Shared reading involves multiple readings of a text, led by the teacher, with increasing interaction and participation by the students. After many shared reading sessions, children become able to read the small books that accompany the big books, with increasing independence and fluency.
Overview
Finn tells Mum he has found a small lost creature in the garden shed. Mum doesn't look at the creature, so she thinks Finn is playing make-believe. But she plays along and tells Finn that the lost creature will need its mother
Text characteristics
Key text characteristics as described in the reading standards for after one year at school are shown in the boxes with a solid outline. Other boxes show additional characteristics.
The familiar setting (at home) and the context of finding something that is lost
Illustrations that support and extend the meaning but may not exactly match the words (for example, the visual subplot with Mum always looking somewhere else)
Most content explicitly stated but some implicit content that provides opportunities for students to make predictions and simple inferences
The theme of problem solving and caring for others
and Finn will have to find her. After thinking hard, Finn comes up with
a plan. Mum is shocked to discover at the end of the story that Finn wasn't making things up! This delightful fantasy story is actually a poem, narrated entirely in rhyme.
There is an audio version of the text as an MP3 file at www.readytoread.tki.org.nz
Cross-curriculum links
Health and physical education (level 1, personal health) – Describe and use safe practices in a range of contexts and identify people who can help.
This text has close links to the key competencies of managing self and using language, symbols, and texts.
The mix of rhyme, (four-line stanzas with an "a-b-c-b" rhyme pattern), rhythm, and repetition, which engages readers and supports fluent expressive reading
"Eep, eep," said the creature. His eyes looked up at Finn. "Don't worry, little creature. I'll help," Finn promised him.
4
Dialogue between easily identified speakers
Some visual language features (for example, a speech bubble on page 4 and punctuation marks within the illustrations on pages 7 and 8)
Many high-frequency words as a scaffold for independent reading
5
Capitalised print for "BIG" and "HUGE" (on page 12) and a range of punctuation, including speech marks, commas, question marks, and exclamation marks to support phrasing, intonation, and meaning
Interest words (for example, "creature", "eyes", "feelers", "gate", "head", "noise", "paper", "path", "pens", "plan", "posters", "shed"), including a wide range of verbs ("promised", "scooped", "shake", "squealed", "stuck", "waited", "wobbled", "worked" ), and some adjectives ( "dark and dusty", "furry", "great BIG", "green", "HUGE", "little", "small"), that are likely to be in a reader's oral vocabulary and that are strongly supported by the context, the sentence structure, or illustrations
Text and illustrations copyright © Crown
Accessed from www.readytoread.tki.org.nz
COPYRIGHT © NEW ZEALAND MINISTRY OF EDUCATION 2014
Teacher support material for
Lost
Ready to Read, 2014
"Hey Mum!" shouted Finn. There's a creature in the shed. It's small and green and furry, and has feelers on its head."
Many sentences that run over more than one line but do not split phrases, supporting return sweep and phrasing
The clear narrative structure
1
Related texts
Rhyming texts: the Ready to Read poem cards, Splish Splash! (shared)
Texts with fantasy elements: Dragons! Dragons! Dragons!, I'm the King of the Mountain, Monster's Lunch, Number One, (shared); Treasure Island (Green 3)
Texts about losing things or finding lost things: The Crocodile's Christmas Jandals (shared); The Missing Socks (Blue 2)
Texts that feature children solving problems: A Bird in the Classroom (Yellow 2); My Brother (Green 1); Mum's New Job, Tim's Costume (Green 2); I Want to be the Fox (Green 3 ); Stuck (Orange 1)
Reading purposes and learning goals
(What opportunities does this text provide for students to learn more about how to "read, respond to, and think critically" about texts?)
Select from and adapt the suggestions in this teacher support material according to your students' strengths, needs, and experiences.
Each reading purpose is accompanied by learning goals. The learning goals are the sorts of behaviours that you want your students to demonstrate after multiple readings of this text.
Often the first reading of a shared text will be with the whole class, with students joining in as they feel confident. The focus is on making meaning – the teacher leads the reading so that the students can concentrate on responding to the storyline and thinking critically about the theme or main idea. Exploration of word-level features should be left for subsequent readings.
English language learners who are just beginning to learn English may benefit from some language work before you read the shared text with the whole group. For example, encourage them to look at the cover illustration and talk about the setting, the characters, and the idea of the creature being lost, ideally in their first language. Provide some English words and phrases orally, for example,"creature", "dark and dusty", "shed", "small", "green", "furry", "feelers on its head".
Accessed from www.readytoread.tki.org.nz
COPYRIGHT © NEW ZEALAND MINISTRY OF EDUCATION 2014
A suggested purpose for the initial reading
To find out what happens when Finn finds the lost creature
Possible learning goals
The students can:
* make connections to any similar experiences (for example, of losing something, being lost, or trying to find the owner of something) to make inferences about how the characters are feeling and predict what might happen
* notice and discuss some ways the illustrations add to the meaning
* summarise the events in the story
* start noticing language patterns and the teacher's intonation as a support for joining in the reading.
Introducing the text
* Read the title and discuss what is happening in the cover illustration. Who is lost? What will the boy do? Feed the word "creature" into the discussion. Read the name of the author and illustrator.
* Turn to the title page. Encourage the students to make predictions about how the creature is feeling and what might happen. Prompt them to make connections to any experiences they have had of being lost.
* Share the reading purpose.
Reading and discussing the text
* Ensure all the students look at the text as they listen to you read aloud, using a pointer to help them track the words.
* Pages 2 and 3 – Before reading, have the students look at the illustrations and predict what the boy is asking. Pause at the end of page 3 to summarise the situation so far. Ask the students to predict what might happen next.
* Draw attention to the rhyming structure. What are you noticing about the sound of the words in this story? Pause at the end of page 3 and have the students predict what might happen next.
* Pages 4 and 5 – Enjoy the students' response to the "Eep, eep" of the creature and encourage them to infer what he is saying. They may recognise and join in with the repeated description of the creature on page 5.
Teacher support material for
Lost
Ready to Read, 2014
2
* Pages 6 and 7 – Read the page and then discuss what else the illustration is telling them. Wait for their response or prompt them to notice that Mum hasn't seen the creature. Does Mum believe Finn? Have the students think, pair, share their ideas about what Finn is thinking and what he will do next. What can you do if you find someone or something that is lost? How can you find the owner?
* Pages 8 and 9 – Before reading, have the students use the illustrations to review their predictions. What will Finn do with the posters? I wonder if his plan will work.
* Read the last three pages, enjoying the students' anticipation at the end of page 11 and the happy reunion on page 12. Reread the last page, encouraging the students to join in with the first sentence and the words in capitals.
* Draw attention to Mum's reaction. Why is Mum looking so surprised?
* Remind the students of the reading purpose. Support them to recall (summarise) the events, referring to the illustrations as necessary. Is this what you thought would happen?
* Encourage them to think critically: What does the story tell us about Finn? The students might also like to speculate about how the creature became lost and how his mother had tried to find him.
Suggested reading purposes for subsequent readings
You can return to this text many times with a different purpose. Subsequent readings of the big book may be with a group of students who have similar learning needs rather than with the whole class. Select from and adapt the following suggestions.
Suggested reading purposes
To explore some of the ways the illustrator has helped us understand and enjoy this story
To enjoy some of the ways the writer has used language in this story
Learning goals
Over a number of sessions, the students can:
* identify and discuss how the illustrations provide more information about the characters
* explore the descriptive language
* identify and discuss the rhyming words.
Choose one of the suggestions below for each session.
Accessed from www.readytoread.tki.org.nz
COPYRIGHT © NEW ZEALAND MINISTRY OF EDUCATION 2014
* Remind the students that the words and illustrations in a picture book both help to tell the story. Reread the story, using questions and prompts to encourage the students to look more closely at the illustrations. For example, you could prompt them to notice how the illustrations show how the characters are feeling. (They may notice that the creature and Finn often have similar expressions!) Draw attention to the exclamation mark and question mark above Finn's head on pages 7 and 8. What are these telling you about Finn?
* The students could track the visual subplot about Mum. For example, on page 5: Has Mum seen the creature? Why do you think she's smiling? Where is she looking? Draw their attention to Mum's expression on page 11 to reinforce that this is the first time she has noticed the little creature. On page 12, discuss why the characters have reacted in different ways.
* The students could add speech bubbles or thought bubbles for the characters in the illustrations on pages 7, 11, or 12.
* As you read the story, ask the students to listen and look for words and phrases that describe the creature and its mother. Encourage the students to add their own ideas. List the descriptive language and display it for students to add to and use in their own writing. For example, the students could:
– – draw their own creature and write a description of what it looks like, perhaps using the descriptive sentence on page 5 ("It's small and green and furry, and has feelers on its head.") as a model, for example, "It's long and blue and slimy/And has nippers on its head."
– – make a "Found" poster, modelled on Finn's, about something that has been "found" in the playground
– – draw a picture of the creature and its mother and add labels or a sentence that describes them.
* Focus on the rhyming words. Make connections to the students' experiences of reading poem cards or other familiar rhymes, for example, within the shared texts Haere Atu! and Monster's Lunch. Reread the book to the students and ask them to listen for words that rhyme. Emphasise the rhyming words as you read the first two pages and then pause on subsequent pages so the students can come in with the rhyming words. At the end of the reading, go back through the book and make a list as the students recall and locate the rhyming words. Draw their attention to words that sound the same but are spelled differently, such as "do", "you" and "said", "shed", "head".
Teacher support material for
Lost
Ready to Read, 2014
3
* Provide copies of selected pages of the text with spaces left for the rhyming words. Have the students fill in the rhyming words (referring to the book) and illustrate the rhyme.
Suggested reading purpose
To think about the beginning, the middle, and the end of this story
Learning goals
Over a number of sessions, the students can:
* make connections to their knowledge of story structure, particularly in fantasy stories
* identify the events in the story
* identify the beginning, the middle, and the end of the story.
Choose one of the suggestions below for each session.
* Prompt the students to make connections to a familiar story with a similar structure, such as the shared book Dragons! Dragons! Dragons!, and discuss what happens at the beginning (the dragons have a problem), the middle (they try to fix the problem), and the end (the dragons solve their problem). Reread Lost and ask the students to retell the story, referring to the book as required. Now tell the students you want them to think about the beginning, middle, and end of the story. What is the problem at the beginning? What happened in the middle of the story? What did Finn do to try and solve the problem? Draw out the idea that Finn tried two ideas (telling Mum and then making the poster). What happened at the end?
Give the students a simple framework as shown below. Have them draw a picture for each section and complete a sentence to explain what happened, for example:
Accessed from www.readytoread.tki.org.nz
COPYRIGHT © NEW ZEALAND MINISTRY OF EDUCATION 2014
Suggested reading purpose
To read with fluency and expression
Learning goals
Over a number of sessions, the students can:
* draw on their developing reading vocabulary, their overall knowledge of the story and its rhyming structure, and the punctuation, to read with appropriate phrasing, intonation, and expression.
This reading purpose can be returned to many times, with the students building up their confidence and independence. Your modelling of fluent, expressive reading will be a major support for achieving this learning goal. The students can also build up their comprehension and fluency by reading the text while listening to the MP3 file.
Choose one of the suggestions below for each session.
* Reread the story, emphasising the rhythm and use of expression. You could point out particular features of the text that help to support phrasing and expression (for example, the use of commas, question marks, and exclamation marks) and the use of speech marks and attributions to clarify who is talking and what they are saying. Draw attention to the words in capital letters on the last page. How does the writer want us to read this page?
* Provide English language learners with many opportunities to listen and practise with the MP3 file. Offer the students guidance on particular sounds (for example, "t", "d", "k", "l", consonant endings in general, and consonant clusters) or intonation patterns that are causing problems for them in their speaking and listening in English.
* The format of this text as a narrative poem, means that each line begins with a capital letter. You can use this opportunity to build students' familiarity with the capitalised form of several common words (for example, "It", "In", "Are", "Can"). This provides valuable support for students in managing these words when they come across them in guided reading texts.
* Build the students' awareness of word structure by drawing attention to the verbs ending with "ed". For example, reread page 5. What did Finn do? That's right, he "shouted". Write the word "shout" on the whiteboard. This word is "shout". Show me how we can make it into "shouted". Read the word together. Repeat with other examples from the story. Have the students underline the "ed" endings. They could practise creating new sentences (oral or written) using the verbs.
Lost
Teacher support material for
Lost
Ready to Read, 2014
4
ISBN 978 0 478 44609 8 (ONLINE) | <urn:uuid:9a9b941e-ae26-4a51-b918-28b77756b0d6> | CC-MAIN-2023-06 | https://instructionalseries.tki.org.nz/content/download/34530/393383/file/Lost%20TSM.pdf | 2023-02-02T10:54:18+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00136.warc.gz | 334,445,352 | 3,527 | eng_Latn | eng_Latn | 0.998775 | eng_Latn | 0.998941 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3760,
7658,
12290,
16297
] | [
4.90625
] | 1 | 1 |
Amazon farmers discovered the secret of domesticating wild rice 4,000 years ago
October 9 2017
Monte Castelo excavation in progress -- collecting samples. Credit: University of Exeter
Amazonian farmers discovered how to manipulate wild rice so the plants could provide more food 4,000 years ago, long before Europeans
colonised America, archaeologists have discovered.
Experts from the UK and Brazil have found the first evidence that ancient South Americans learned how to grow bigger rice crops with larger grains, but this expertise may have been lost after 1492 when the indigenous population was decimated, research shows.
The evidence of the success of early rice farmers on the vast wetlands near the Guaporé River in Rondônia state, Brazil, could help modern day plant breeders develop rice crops which are less susceptible to disease and more adaptable to the effects of climate change than the Asian varieties. Different species of rice were first grown approximately 11,000 years ago in the Yangtze River, China, and around 2,000 years ago in West Africa.
The University of Exeter study, funded in part by the European Research Council, also shows how important the huge wetlands and tropical forests of lowland South America were in providing food for early human settlers in South America. Ancient inhabitants managed to domesticate cassava, peanuts and chilli peppers crops for food.
Increase in size from wild to domesticated rice phytoliths. Credit: University of Exeter/L Hilbert
The archaeologists analysed 16 samples of microscopic plant remains from ten different time periods found during excavations during 2014 led by the University of São Paulo in South West Amazonia. More phytoliths, hard, microscopic pieces of silica made by plant cells, were found at higher ground level, suggesting rice began to play a larger role in the diet of people who lived in the area - and more was farmed - as time went on.
Changes in the ratio of husk, leaf and stem remains found at different ground levels also suggest the Amazon residents became more efficient harvesters over time, bringing more grain and fewer leaves to the site. The rice grown, Oryza sp, also became bigger over time compared to the wild rice first cultivated by the South Americans. This area has been occupied by humans for at least 10,000 years.
Professor Jose Iriarte, from the University of Exeter, who led the research, said: "This is the first study to identify when wild rice first began to be grown for food in South America. We have found people were growing crops with larger and larger seeds. Even though they were also eating wild and domesticated plants including maize, palm fruits, soursop and squash, wild rice was an important food, and people began to grow it at lake or river edges.
"During a time when the climate was getting wetter and the wetlands expanding, this critical seasonal resource that is ripe at the peak of the flooding season when other resources are dispersed and scarce, residents of Monte Castelo began to grow larger rice"
Evidence for mid-Holocene rice domestication in the Americas by Lautaro Hilbert and Jose Iriarte from the University of Exeter, Elizabeth Veasey, Carlos Augusto Zimpel, Eduardo Goes Neves and Francisco Pugliese from the Universidade de São Paulo, Bronwen S. Whitney from Northumbria University and Myrtle Shock from the Universidade Federal do Oeste de Pará, is published in the journal Nature Ecology and
Powered by TCPDF (www.tcpdf.org)
Evolution.
More information: Lautaro Hilbert et al, Evidence for mid-Holocene rice domestication in the Americas, Nature Ecology & Evolution (2017). DOI: 10.1038/s41559-017-0322-4
Provided by University of Exeter
Citation: Amazon farmers discovered the secret of domesticating wild rice 4,000 years ago (2017, October 9) retrieved 2 February 2023 from https://phys.org/news/2017-10-amazonfarmers-secret-domesticating-wild.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:367f5988-b3ff-4b5d-b593-b44dd50dac20> | CC-MAIN-2023-06 | https://phys.org/news/2017-10-amazon-farmers-secret-domesticating-wild.pdf | 2023-02-02T12:40:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00139.warc.gz | 484,080,546 | 891 | eng_Latn | eng_Latn | 0.974201 | eng_Latn | 0.995371 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
320,
1404,
2794,
3462,
4154
] | [
2.78125
] | 2 | 0 |
YEAR 7
COURSE GUIDE
2022 – 2023
Year 7: Subject Leaders / Teachers
Accuracy:
Grammar
* Agreement S+V
* Word class
* Verb tenses
* Subordination and co-ordination
* Prepositional phrases
* Adverbial phrases
* Noun phrases
English
Subject Leader: Mr R Garry
Students receive four lessons of specialist English teaching per week. They develop their speaking and listening, reading and writing skills through the study of fiction and non-fiction texts. All units are designed to build on skills from previous years, as well as prepare them for the demands of their GCSE courses in English Language and English Literature in the future.
Within English lessons, key literacy skills, are taught explicitly. Students are supported in their writing and given specific targets on which to improve the accuracy of their written communication.
Reading is at the forefront of all English lessons, with students having an extended time dedicated to reading fiction for pleasure.
Autumn Term
* Students start the year by working on the book they were given at the end of Year 6, 'High-Rise Mystery' by Sharna Jackson. There is a focus on writing skills and accessing non-fiction texts on the theme of The Environment.
* 'High-Rise Mystery' Punctuation - revision of capital letter; full stops; commas; question marks; exclamation marks; ellipsis (*Pages: 94-103) Word - nouns; pronoun; adjectives; verbs (*Pages 5-21)
* Following on from Sharna Jackson's 'High-Rise Mystery', the students study a range of nature poetry, including the poetry of Ted Hughes.
Spring Term
* Students study the 'Experience of War' unit in which they read 'Goodnight Mr Tom' and are assessed through an analysis of a passage from the book.
* The students will work on a wide-ranging sequence of resources which explore the theme of the experience of war, including non-fiction accounts, extracts from fiction and poetry, and an interview with a real evacuee.
* Sentence - simple sentences; main clause (simple sentences); compound sentences; subordinate clause (complex sentences); varying sentence structure; passive and active voice (*Pages: 63-66, 71)
* Punctuation - colon to introduce a list and use of semicolons in a list; use of hyphens; apostrophes for contraction; speech punctuation (*Pages: 103-105)
Summer Term
* After Easter students will focus on studying for and preparing a project called 'Shakespeare's World.'
* They will be studying sections of 'Romeo and Juliet' in depth.
* They will, through non-fiction and media texts, explore the background to the plays and the values and conditions of Elizabethan and Jacobean societies.
* They will analyze how Shakespeare entertains and interests his audiences.
* They will write a literary essay investigating the language and dramatic techniques in a choice from two scenes.
* Cohesion - connectives; repetition; qualifications and comparisons; beginning a new paragraph; layout devices (*Pages: 88-90)
* Students spend some time revising for their Year 7 end of year exams during this term.
* Determiners and pronouns
* Comparative, superlative adjectives
* Relative pronouns
* First, second and third person
*
Clauses and phrases
*
Non-finite clauses
* Active and passive voice
*
Nominalization
Punctuation
* Punctuating clauses
* Proper nouns and capitals
* Use of question marks etc.
Structure
* Structure of paragraphs
* Structure of essays
Spelling
* Weekly spelling tests on Class charts to be set centrally across classes
Student Work
All work during Year 7 is completed in exercise books. One homework task is normally set each week and should take approximately 30 minutes to complete. Students will complete various writing tasks across the course. Students' work receives regular feedback from the class teacher, with key targets written following extended written responses which are done in assessment booklets.
Helping at Home
* Talk about the work that they are doing in lessons and for homework
* Encourage students to proofread their work in order to correct errors
* Encourage students to maintain a regular personal reading habit – at least 10-15 minutes of reading per night
* Talk to students about their literacy targets and use the suggested websites to practise the skills
* * indicates the relevant pages of the Oxford School Spelling Punctuation and Grammar Dictionary that can be used to focus study at home
* Don't hesitate to contact the school and talk to the English department.
Useful Websites: www.bbc.co.uk/schools/ks3bitesize/english
www.grammar-monster.com
Mathematics
Subject Leader: Mrs E Griffiths
Mathematics is a statutory subject at Key Stage 3. The main themes of number, algebra, geometry & measures and data handling are revisited regularly throughout each year. All Key Stage 2 topics are recapped throughout the year. There will be a focus on problem solving and using and applying mathematics skills in context throughout. Topics for Year 7 are as follows:
Autumn Term
* Place value and Integer Calculations
* Co-ordinates
* Measures
* Negative Numbers
* Statistics
Spring Term
* Shape Properties
* Basic Algebra
* Number properties
Summer Term
* Area and Perimeter
* Constructions
* Decimals
Student Work
The majority of mathematics work is completed in exercise books. Homework set every week, should take approximately 30 minutes and will vary in style. Following every assessment, students will be set targets to address for homework.
Assessment
Students are assessed at regular intervals throughout the Key Stage. Some assessments are divided into a calculator and non-calculator section where appropriate.
Helping at Home
* Use the mymaths website to review topics or work towards a particular level
* Use a Key Stage 3 revision guide and/or workbook to review or practice topics
* Contact the mathematics department directly with any queries
* Discuss the mathematics found in everyday life or in your employment regularly.
Useful websites
www.mymaths.co.uk (students will be issued log in details in the Autumn Term)
www.subtangent.co.uk www.counton.org
www.nrich.maths.org
www.murderousmaths.co.uk
www.bbc.co.uk/schools/ks3bitesize
www.mathschallenge.co.uk
Science
Subject Leader: Mrs C Jones
Science is a statutory subject at Key Stage 3. We spend Year 7 developing a sense of excitement and curiosity about science. Students are encouraged to understand how science can be used to explain observations, predict what will happen and make conclusions based on results.
Six main units are taught throughout the year, each integrating investigative skills alongside science content.
Autumn Term
Students begin Rotation 1 which is made up of two units:
* Being Alive - cells and organ systems
* The Force is with You - forces in action
Spring Term
Students begin Rotation 2 which is made up from two units:
* New Life - reproduction and healthy lifestyle
* Slime and Smells - particles and separation techniques
Summer Term
Students begin Rotation 3 which is made up of two units:
* Colourful Chemistry - chemical reactions
* Energy for Life - electrical circuits and energy transfers
Student Work
Work is completed in exercise books which are regularly checked. In science, all exercise books are seen as a means for developing knowledge and understanding. Homework will be set weekly where the work will relate to the unit being studied.
Assessment
Within each unit, there are two main assessments, one is the end of unit test and the other assesses class work and application of skills. The results are collected and used to monitor progress. Student progress is monitored from their own Key Stage 2 starting point and against age related standards. Each student has a progress tracker sheet in their folder to help them see how they are progressing and brief notes on how to improve.
Exam week – one 60-minute paper covering aspects of work completed throughout Year 7.
Helping at Home
* Talk to your child about their work
* Encourage your child to logon to 'Educake', an online homework and revision package
* Direct students to the appropriate pages in their revision guide
* Don't hesitate to contact the school and talk to the science department
* Encourage attendance at the weekly lunchtime support session for Key Stage 3 Science.
Useful Websites
https://www.bbc.co.uk/bitesize/subjects/zng4d2p https://app.senecalearning.com/login
https://www.educake.co.uk/my-educake http://www.scibermonkey.org/
Art and Design
Subject Lead: Ms S Keeling
Art education at Mary Webb School is intended to engage, inspire and challenge pupils. Through thematic schemes of work students will develop their knowledge, practical skills and creative thinking. Art students will experiment with confidence, invent and create their own works of art.
As pupils progress through the curriculum, they will develop a more rigorous understanding of Art and Design, including how creativity shapes our history, and contributes to the culture and wealth of our nation.
Students will follow a three-year course for one hour every week, within an Art, Graphics and Design Technology Curriculum. Students will have the opportunity to develop independent learning, thinking and planning skills, through a diverse and challenging programme of study.
Drawing underpins the project-based work and is a thread which runs throughout year 7 allowing students to experience and value drawing for different purposes. Students will explore use of line, tone, mark making and will learn how to create space and depth in their work. It is intended that year 7 offers a range of creative opportunities which will allow all students to experience success in their creativity, and develop confidence. This is in readiness for in depth study and sustained development of skills and ideas in years 8 and 9.
Project 1
Year 7 students will have the opportunity to work as an artist, using a sketchbook to develop ideas based on the local landscape and inspired by other's creative response to the natural environment. Students will develop skills in drawing, painting and printmaking to develop visual reflections on the local environment. Students will explore their own relationship with the landscape, refining ideas and ultimately creating a final outcome, which is original and of value.
Project 2
Year 7 students will be introduced to the colour wheel and be guided to explore how they use colour in artworks. Students will apply their knowledge of colour theory and symbolism in the development of a still life artwork and a self-portrait. Students will consider why art is made now, and investigate why it was made in the past. Students will use a range of techniques including collage and photography.
Student Work
Sketchbooks are used to plan and explore ideas as well as a means of practising skills and for homework assignments. Homework is set as an extended homework task over two or more weeks. Students can expect to receive an extended homework task in each project.
Helping at Home
* Encourage students to look at a range of artists' work around studied topics - look at art books, visit art galleries and use the internet for research.
* Talk to your child about their work.
* Allow them access to their own art materials.
Art and Design
Computing
Subject Leader: Mrs C Jones
Computing in Year 7 develops students' digital literacy, programming and creative skills.
Autumn Term
* Collaborating online respectfully
The importance of setting strong passwords and e-safety, using RM Unify and the school email system, organising files and making a presentation
* Using media – Gaining support for a cause
We start off looking at features of word processors, then moving on to learn how to critically evaluate information online before putting all the skills together to write our own blog.
Spring Term
* Networks from semaphores to the Internet
Looking at hardware and how devices communicate. We will explore the internet and the 'Internet of Things' and think about the advantages as well as disadvantages, focusing on privacy and security.
*
Modelling data – Spreadsheets
We introduce the concept of spreadsheets and why they are useful before discovering key functions to analyse data and create charts.
Summer Term
* Programming essentials using scratch
We spend the summer term developing problem solving and logical thinking skills. Students are introduced to the importance of sequencing and how to make simple programs as well as fault find and debug programs.
Student Work
Work is completed using project-based activities that enable progress at all levels of ability. Students work online storing work locally and have exercise books to support studies. Students are also encouraged to make an account with iDEA (Inspiring Digital Enterprise Award) where they can work towards achieving a bronze certificate by completing tasks aimed to develop their digital, enterprise and employability skills.
Homework is set either fortnightly or as a project depending on the unit being studied.
Helping at Home
In Computing we use a wide range of different software applications; some of which are free to download. Where relevant, a list of these open source software titles will be made available at the start of each module of study. Students are able to access the school network and their documents from home providing they have a suitable broadband connection. Students are also able to have a free download of Microsoft Office which they can install on up to 5 devices. This is obtained by logging into RM Unify from home and selecting the correct tile to download. Don't hesitate to contact the school and talk to Mrs Jones.
Useful Websites
www.thinkuknow.co.uk (e-safety)
www.scratch.mit.edu
(Block editor)
https://idea.org.uk/ (challenges to work towards bronze and silver awards)
https://groklearning.com (online programming website)
https://learn.code.org
Design and Technology/ Food Preparation & Nutrition
Subject Leader: Mr A Walker
Secondary Design and Technology builds on the skills and knowledge pupils have already learnt at primary school. Year 7 students will encounter increasingly sophisticated resources, including dedicated teaching environments, manufacturing equipment and specialist teaching. Students will be given the opportunity to focus on specific aspects of the subject such as product design, food preparation and nutrition, engineering, systems and control, electronics, textiles and graphics. However, at its core is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others' needs, wants and values. To do this effectively, they will acquire a broad range of subject knowledge and draw on additional disciplines such as mathematics, science, engineering, computing and art
In Food, the focus is on the development of culinary skills and understanding the nutritional and functional properties of nutrients.
The Rotations
Students will be in mixed form groups and will move between the following areas (although not necessarily in this order):
* Food Preparation and Nutrition:
Students are introduced to the food room and the making of food products. Students will be introduced to equipment commonly used within the food room and experience lots of practical work. Theory work will initially focus on food safety, hygiene and nutrition, followed by where food comes from.
* Graphics:
Students are introduced to a range of drawing techniques that they can use to convey their ideas to others. These skills will be used to help them develop ideas in future projects.
* Product Design:
Students will use Computer Aided Design and Manufacture (CADCAM) technology to design and make products. They will explore a range of themes and then design a product to suit a particular target audience.
* Product Design (Electronics):
Students will be introduced to electronics. They will manufacture their own circuit boards to make simple torches and then consider the packaging required to make a complete product.
Student Work
Students will work in different ways as they move around the material areas giving them experiences that might be called upon in Key Stage 4. In some areas students will record their work in their technology book but in others students will use an electronic portfolio. During each module weekly homework will be set. This may be given as a number of discrete tasks or as a larger piece of work.
Helping at Home
* Talk to your child about their work
* Ask your child if any materials are required for the forthcoming lessons (particularly in food!)
* Don't hesitate to contact the school and talk to the technology faculty
* Encourage attendance at lunchtime workshop sessions where appropriate
* Cover the small charge made to cover material costs if a student wishes to take their practical work home.
Useful Websites http://www.technologystudent.com/ http://www.designandtech.com/ http://www.bbc.co.uk/schools/gcsebitesize/design/
Subject Leader: Mr P Lee
"Widen minds, broaden horizons"
The aim of our Key Stage 3 course is for our pupil's to develop deeper geographical knowledge, understanding and skills that allow them to make decisions about the world and the role they have in the world.
We aim to inspire pupils' curiosity to know more about where they live and beyond – to be fascinated by the world. To see the bigger picture; make links from local to global, the interconnectivity in the world and to understand changes over time. We work from the known to the unknown.
Our aim is for teaching and learning to equip pupils to ask perceptive questions, think critically, consider evidence, sift arguments, and develop perspective and judgement as an individual. We see the role of Geography as helping pupils to understand the complexity of people's lives, the process of change, the sustainable use of resources, the diversity of societies and relationships between different groups in differing locations, as well as their own identity and the challenges of their time. We aspire to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
We want students at Mary Webb school to enjoy their Geography lessons and to have a love for the subject that stays with them. That's why we became Geography teachers, to share and to pass on this passion for the subject we love to a new generation of Geographers.
Geography is one of the foundation subjects at Key Stage 3, which is part of the Humanities department.
Autumn Term
* 'What is Geography?' - Making Connections
* Where can I live? Settlement
* Map Skills
Spring Term
* Map Skills
*
Who are we? Exploring Britain
* Where shall we go?
Summer Term
* Why do we have National Parks?
* Should the Quarry expand?
Student Work
Classwork and homework tasks are completed in workbooks which are regularly checked. These books allow the students to complete tasks, but also provide a place for them to develop their own ideas and thoughts and so at times they may resemble jotters. Homework is set once a week and relates to the topic being studied. Some homework may be set over a longer period of time, depending upon the nature of the topic being studied.
Geography
Assessment
Assessment takes place throughout the course using a variety of methods that are both informal and formal - tests, decision-making exercises and extended pieces of writing are all used. Key assessments take place in each topic throughout the year. Students are provided with individual feedback on their achievements and what they need to do in order to improve and progress further in their learning.
Year 7 examination – 45 minutes examining autumn and spring term topics.
Helping at Home
* Discuss the learning taking place in lessons
* Encourage the reading of local and national newspapers
* Watch and listen to appropriate news and current affairs programmes on TV, online and on the radio
* Use an atlas, OS maps and maps of the local area
* Don't hesitate to contact the school and talk to the Humanities department
* Use the geography links at www.marywebbschool.com
Useful Websites
www.mapzone.ordnancesurvey.co.uk/mapzone www.geography.learnontheinternet.co.uk/ks3/ks3.html
www.bbc.co.uk/education/subjects/zkw76sg www.acegeography.com/
www.digimapforschools.edina.ac.uk/
www.coolgeography.com www.timeforgeography.co.uk/videos_list/
www.educake.co.uk/
www.timeforgeography.co.uk
Subject
Leader: Mr P Lee
"Widen minds, broaden horizons"
The aim of our Key Stage three course is for our students to gain a coherent knowledge and understanding of Britain's past and that of the wider world. We aim to inspire pupils' curiosity to know more about the past. Our aim is for teaching to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We see the role of history as helping pupils to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
We want students at Mary Webb school to enjoy their history lessons and have a love of history that stays with them for their adulthood.
History is a foundation subject at Key Stage 3, which is part of the Humanities department. Students study a variety of periods, events and individuals from both British and World History – some traditional and some more contemporary. Historical skills of enquiry, interpretation of sources and investigation are used to develop student knowledge, understanding and interest.
Autumn Term
* What is History?
* The Norman Conquest
Spring Term
* Medieval Monarchs
* The Black Death
Summer Term
* Differing Interpretations of Henry VIII
* Successful Tudor Monarchs
Student Work
Classwork and homework tasks are completed in workbooks which are regularly checked. These books allow the students to complete tasks, but also provide a place for them to develop their own ideas and thoughts and so at times they may resemble jotters. Homework is set once a fortnight, although some homework may be set over a longer period of time depending upon the nature of the topic being studied.
Assessment
Assessment takes place throughout the course using a variety of methods that are both informal and formal - tests, decision-making exercises and extended pieces of writing are all used. Key assessments take place in each topic throughout the year. Students are provided with individual feedback on their achievements and what they need to do in order to improve and progress further in their learning.
Year 7 examination – 45 minutes examining Tudor Monarchs.
Helping at Home
* Discuss the learning taking place in lessons
* Encourage the reading of local and national newspapers
History
* Watch and listen to appropriate news and documentary programmes on TV, online and on the radio
* Read books about the topics and of the local area
* Don't hesitate to contact the school and talk to the Humanities department
*
Use the history links at www.marywebbschool.com
Useful Websites
www.marywebbschool.com www.bbc.co.uk/history
www.spartacus.schoolnet.co.uk www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland/TheTudors/HenryVIII.aspx
www.historyonthenet.com www.nationalarchives.gov.uk
www.timelines.tv www.marywebbschool.com
www.bbc.co.uk/bitesize/subjects/zk26n39
Modern Foreign Languages
Subject Leader: Ms J Thompson
During Year 7, students access French and Spanish through a variety of topic areas using a wide range of strategies to suit different learning styles. Our approach is based on EPI (Extensive Processing Instruction) methodology. Students are taught for two hours per week, rotating French and Spanish weekly: week 1 is French and week 2 is Spanish. In this way there is an equal exposure to both languages throughout the Key Stage. Students have the opportunity to extend their language skills from their language learning in Primary School, as well as developing their knowledge and understanding of the countries where French and Spanish are spoken.
We aim to enable the students to become successful and confident with a lifelong interest in language learning.
Autumn Term
* French – Students begin the term with a module that builds on students' prior knowledge and allows them to gain confidence in speaking, listening, reading, writing and translating skills. They are encouraged to be open-minded and independent in their learning and to appreciate the importance and usefulness of learning other languages. The emphasis is on students having good basics in French and on being familiar with the French sound system, regardless of the language that they learnt in KS2.
* Spanish – The first module helps to familiarise them with Spanish pronunciation and introduces them to the vocabulary and structures necessary to have a basic conversation in Spanish, giving information about themselves and other people. Again, the aim is for students to enjoy the experience and gain confidence and autonomy in language learning.
In both languages students will cover the following topics in Term 1.
Talking about age, birthday, describing hair and eyes.
Spring Term
* In both French and Spanish, students continue to build upon their knowledge of vocabulary and grammar through a variety of topics as well as practicing all four skills: listening, speaking, reading and writing.
The following topics are covered in Term 2:
Saying where we live, giving opinions and talking about family.
Summer Term
Students will cover the following topics in the final term of Year 7:
Describing ourselves and other members of the family. Talking about our pets.
There is also a film project in the last part of the summer term.
Student Work
Work is completed in exercise books and on work sheets. In MFL, all exercise books are seen as a means for developing knowledge and understanding and students are encouraged to take pride in their work. Work that covers different skill areas is organised in their books in a way that shows progression. Homework will be set weekly and may include vocabulary learning, written work, investigation or worksheets. Students should expect to spend between 30 and 40 minutes on each piece set.
Helping at Home
* Talk to your child about their work
* Assist with developing strategies for learning new vocabulary to include spellings
* Don't hesitate to contact the school and talk to the M.F.L department
Useful Websites
http://zut.languageskills.co.uk/
http://www.languagesonline.org.uk/
http://www.bbc.co.uk/schools/gcsebitesize/french/spanish
Music
Subject Leader: Mr G Sassano
Year 7 students are taught music in tutor groups for one hour per week. Over the course of the year they will study the interrelated core areas of performance, composition, listening and appraising through a variety of topics. Each topic includes the delivery of aural and listening exercises as well as the delivery of music theory.
Autumn Term
* Cartoon Music: Using cartoon music as a stimulus, this unit looks at how music is used to create a successful atmosphere. Students are introduced to the leitmotif. Tempo, dynamics and timbre are explored along with the importance of instrument choice. By the end of the unit students are expected to compose a piece of music for a Tom and Jerry cartoon to reflect what they have learnt.
* Keyboard Skills: This unit introduces students to reading music with the outcome being able to perform a piece of written music on the keyboard.
Spring Term
* Chinese Music: This unit introduces students to the pentatonic scale whilst exploring music from another culture. It builds on the previous units, using the pentatonic scale to compose a melody with a simple structure. Pentatonic scales were developed independently by ancient civilisations: they are a music scale with five notes per octave. Students are expected to notate their compositions as well as perform them. The expectation is that they can compose a piece of Chinese style music using the pentatonic scale that demonstrates tempo, dynamics and rhythm.
* "Written in the Stars": This unit introduces chords to students. The expectation is that by the end of the unit, students can play their part in a class performance of "Written in the Stars": the unit develops the skills of linking chords with a melody and maintaining time.
Summer Term
* Music of Africa: A topic that develops students' knowledge of African music whilst exploring the history and culture. Using a variety of drums available in the department, students learn about rhythmic notation and compose their own rhythms. Vocal call and response is an integral part of this topic which is incorporated in drumming performances. All three core areas are covered in this topic.
* Adverts: This unit introduces students to composing a piece of music for an advert. It draws upon previous skills acquired from other units of work. The outcome being able to create and compose music for an advert using a variety of instruments, including voice overs.
* Great Composers (Baroque): A topic that introduces some of the greatest Baroque composers by developing listening and performance skills. Research activities about Bach and Mozart.
Student Work
A high proportion of work is practical. Written tasks consolidate work during lessons and provide a means of reference for students to revise from. Homework is set during in preparation for music theory/vocabulary/performance assessments. These take the form of revision for spelling tests, research tasks or to rehearse.
Assessment
Through the marking of key pieces of work and regular verbal feedback, students know how well they are doing and what they need to do to improve. Students are encouraged to self-evaluate their work and the work of others. Feedback is based on shared success criteria. Formal assessment takes place on completion of a unit of work or a particular skill.
Helping at Home
* Encourage participation in extra-curricular activities such as singing group, keyboard club or WebbRock.
* Listen to a wide repertoire of music
* Encourage singing at every opportunity
* Don't hesitate to contact the school and talk to Mr Sassano
Useful Websites
http://www.soundjunction.org/ http://www.bgfl.org/virtualkeyboard/ www.cansing.org.uk www.incredibox.com www.musictutorapp.com
Physical Education
Subject Leader: Mrs V Jevons
The focus for year 7 is to initially establish the routines and expectations to make PE fun and purposeful for all students. The ethos promoted is one of support where all students are encouraged to be involved.
Students will continue to combine, refine and apply fundamental movement and sport skills from their initial introduction in primary schools. By the end of the year they will have experienced a range of increasingly challenging recognisable individual and team activities and adapted sports. They will have been taught the basic skills, tactics and rules they need to know in order to participate safely and they will understand why being active is important to a healthy lifestyle.
Through PE the students will become confident at working on their own and with familiar and unfamiliar students. They will be taught ways in which to cooperate and communicate effectively with their peers and staff, and they will be able to, demonstrate their self-confidence, resilience and enthusiasm for learning both as participants and or leaders. They will develop their personal organisation skills with their kit, organising of equipment needed for the lesson and the space in which they will work.
Students learn that sport is a means of bringing people together; students experience Sports day as an athletics meet, and inter house competitions throughout the year, with their contribution to the overall outcome being as valued as any other student in any other year group.
Physical Education (P.E.) is a statutory subject at Key Stage 3. Students receive two 60-minute lessons in Year 7. Students follow the activities listed below where each activity lasts three weeks.
Autumn Term
A selection from:
* Basketball
* Problem Solving
Spring Term
A selection from:
* Badminton
* Healthy Active Lifestyle
Summer Term
A selection from:
* Athletics
* Football
* Netball
* Orienteering
* Cricket
* Gymnastics
* House Competitions
* House Competitions
* Rounders
Student Work
All class work is practical. In P.E. we aim not only to develop students' skills but also encourage them to develop strategy and decision making, along with important leadership and communication skills needed when working as part of a team.
Helping at Home
* Encourage your child to participate in extra-curricular clubs and support them when they are representing the school
* Ensure that the correct kit is brought to each lesson, especially shin pads and other protective equipment
* Talk about what is being done in lessons
*
Encourage your child to be active at home, e.g. walk the dog, ride their bike and play football with friends
* Provide a healthy, balanced diet.
Useful Websites
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/physical-education/keystage3 www.bbc.co.uk/schools/ks3bitesize/PE
Personal, Social, Health and Citizenship Education (PSHCE)
Assistant Headteacher, Key Stage 3: Miss S Pugh
PSHCE aims to develop students' knowledge and understanding of personal, social, health and citizenship education.
The personal, social and health part of this is achieved through units of work that look at 'Understanding Themselves' (for example, managing emotions, making decisions and managing money), 'Keeping Healthy' (for example, growing and changing, smoking, eating and exercise, drugs and drug taking) and 'Developing Relationships' (for example, getting on with others, bullying, you and other people, and you and your responsibilities). The citizenship work aims to develop a student's understanding of the world around them, gain knowledge and understanding of what it means and how to be an active citizen.
Through the academic year students will be taught:
* Being Me in My World
* Celebrating Difference
* Dreams and Goals
* Healthy Me
* Relationships
* Changing Me
Student Work
Much of the work will be class discussion which aims to encourage students to reflect on individual progress and identify what needs to be done to build on their achievements.
Helping at Home
* Talk through the issues covered, asking how they feel about them
* Help organise them so that they are prepared to participate in all lessons.
Please see the @MWS tab on the school website for support with mental health, LGBTQ+ and eSafety
Useful Websites
www.bullying.co.uk https://www.mind.org.uk
https://kooth.com https://www.marywebbschool.com/@MWS
Subject
Leader: Mr P Lee
"Widen minds, broaden horizons"
The aim of our Key Stage 3 course is to equip pupils with knowledge and understanding of a range of religions and non-religious worldviews, insights, beliefs and practices.
We aim to inspire pupils' curiosity to question the ultimate meaning and purpose of life, beliefs about God or ultimate reality, issues of right and wrong and what it means to be human.
To enable pupils to develop their own views, values and identity. To develop an aptitude for dialogue in pupils and the capacity to participate positively as members of a diverse society and a globalising world. Pupils should learn how to study religions and non-religious worldviews systematically and to an increasing level of complexity and depth. They make progress by reflecting with increasing sophistication on the impact of religions and non-religious worldviews on contemporary life; and develop skills of interpretation and the capacity to evaluate evidence through this process. They learn to articulate clear and coherent accounts of their personal beliefs, opinions, values and experiences while respecting the right of others to have different views, values and ways of life.
Religious Education is a foundation subject at Key Stage 3, which is part of the Humanities department. Students study a variety of religions and beliefs. The main religions that are studied are Christianity, Islam and Hinduism. These religions are investigated so that students have a full understanding of religion in the world today.
Autumn Term
* What is belief?
* Where can we find meaning? (1)
Spring Term
* Where can we find meaning? (2)
* Who is God? (Christianity)
Summer Term
* Who is God? (Christianity and Islam)
* How do I Show What I Believe?
Student Work
Classwork and homework tasks are completed in workbooks which are regularly checked. These books allow the students to complete tasks, but also provide a place for them to develop their own ideas and thoughts and so, at times, they may resemble jotters. Homework is set once a fortnight, although some homework may be set over a longer period of time depending upon the nature of the topic being studied.
Assessment
Assessment takes place throughout the course using a variety of methods that are both informal and formal - tests, decision-making exercises and extended pieces of writing are all used. Key assessments take place in each topic throughout the year. Students are provided with individual feedback on their achievements and what they need to do in order to improve and progress further in their learning.
Year 7 examination – 45 minutes examining The Trinity.
Religious Education
Helping at Home
* Discuss the learning taking place in lessons
* Encourage the reading of local and national newspapers
* Watch and listen to appropriate news and documentary programmes on TV, online and on the radio
* Read books about the topics and of the local area
* Don't hesitate to contact the school and talk to the Humanities department
* Use the links at www.marywebbschool.com
Useful Websites
www.bbc.co.uk/religion www.bbc.co.uk/schools/religion
www.bbc.co.uk/bitesize/examspecs/zm9pd6f https://www.bbc.co.uk/teach/ks3-religious-studies/z72qf4j
https://www.bbc.co.uk/bitesize/topics/zc63cdm https://www.bbc.co.uk/bitesize/topics/z73d7ty
https://www.bbc.co.uk/bitesize/topics/zsdtsbk www.reonline.org.uk/ks3/indexx.php
YEAR 7 REGISTRATION PROGRAMME 2022 – 2023 | <urn:uuid:897971dd-80d5-41ae-9f51-06b468e89946> | CC-MAIN-2022-49 | https://marywebbschool.com/wp-content/uploads/2022/09/Course-Guide-2022-2023-Year-7_V2.pdf | 2022-12-01T14:25:21+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00051.warc.gz | 423,184,821 | 7,864 | eng_Latn | eng_Latn | 0.98859 | eng_Latn | 0.998105 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
33,
70,
3041,
4563,
6211,
8484,
11306,
13964,
16736,
17123,
19428,
20643,
23063,
23656,
26764,
26909,
29891,
30669,
32700,
33536,
35100,
37796,
38533,
38576
] | [
4.375,
3.859375
] | 2 | 0 |
PART I : MATHEMATICS SECTION 1 (MAXIMUM MARKS: 24)
- This section contains EIGHT (08) questions.
- The answer to each question is a NUMERICAL VALUE.
- For each question, enter the correct numerical value of the answer using the mouse and the onscreen virtual numeric keypad in the place designated to enter the answer. If the numerical value has more than two decimal places, truncate/roundoff the value to TWO decimal places.
- Answer to each question will be evaluatedaccording to the following marking scheme:
1. Considering only the principal values of the inverse trigonomateric functions, the value of
Full Marks : +3 If ONLY the correct integer is entered;
Zero Marks : 0 If the question is unanswered;
Ans. (2.36)
2. Let be a positive real number. Let f : R R and g : , R be the functions defined by
Ans. (0.50)
3. In a study about a pandemic, data of 900 persons was colledcted. If was found that 190 persons had symptom of fever,
220 persons had symptom of cough,
220 persons had symptom of breathing problem.
330 persons had symptom of fever or cough or both.
350 persons had symptom of cough or breathing problem or both,
340 persons had symptom of fever or breathing problem or both,
30 persons had all three symptom (fever, cought and breathing problem).
If a person is chosen randomly from these 900 persons, then the probability that the person has at most one symptom is ______.
Ans. (0.80)
MATHEMATICS
4. Let z be complex number with non-zero imaginary part. If
$$2 2 3z 4z 2 3z 4z $$
is a real number, then the value of 2 z is ________.
$$ 2 16 5 5 16 log x 68log x 5 x is ________.$$
Ans. (0.50)
5. Let z denote the complex conjugatge of a complex number z and let i 1 . In the set of complex numbers, the number of distinct roots of the equation.
2
2
zzizz
is ________.
Ans. (3)
6. Let 1 2 100 , ,..., be consecutive terms of an arithmetic pprogression with common difference 1 d , and let 1 2 100 w , w ,...w be consecutive terms of another arithmetic progression with common difference 2 d , where 1 2 d d 10 . For each i 1, 2, ...,100 , let i R be a rectangle with length i , width i w and area i A . If 51 50 A A 1000 , then the value of 100 90 A A is _________.
Ans. (1980)
7. The number of 4-digit integers in the closed interval [2022, 4482] formed by using the digits 0, 2, 3, 4, 5, 6, 7 is ________. Ans. (531)
8. Let ABC be the triangle with AB 1, AC 3 and BAC 2 . If a circle of radius r 0 touches the sides AB, AC and also touches internally the circumcircle of the triangle ABC, then the value of r is ______. Ans. (1.50)
SECTION 2 (Maximum Marks : 32)
MATHEMATICS
- This section contains SIX (06) questions.
- Each question has FOUR options (A), (B), (C) and (D). ONLY ONE OR MORE THAN ONE of these four options(s) is(are) correct.
- For each question, choose the option(s) corresponding to (all) the correct answer(s).
- Answer to each question will be evaluatedaccording to the following marking scheme:
Partial Marks : +3 If all the four options are correct but ONLY three options are chosen;
Partial Marks :
+2 If three or more options are correct but ONLY two options are chosen, both of which are correct;
Partial Marks :
+1 If two or more options are correct but ONLY one option is chosen and it is a correct option;
Zero Marks : 0 in unaswerered;
Negative Marks : –2 In all other cases.
Full Marks :
+4 ONLY if (all) the correct option(s) is(are) chosen;
9. Consider the equation
Which of the following statements is /are TRUE
(A)No, a satisfies the above equations
(B) An integer a satisfies the above equation
(C) An irrational number a satisfies the above equation
(D) More than one a satisfy the above equation.
Ans. (CD)
10. Let 1 2 3 a , a , a ,...be arithmetic progression with 1 a 7 and common difference 8. Let 1 2 3 T , T , T , . . . be such that 1 T 3 and n 1 n n T T a for n 1 . Then, which of the following is/are TRUE?
(A) 20 T 1064
(B)
k
T
10510
(C)
30
T
3454
(D) 30 k k 1 T 35610
Ans. (BC)
20
k 1
11. Let 1 P and 2 P be two planes given by
Which of the following straight lines can be ang edge of some tetrahedron whose two and z P ?
x y 4 z
x y 4 z
Ans. (D)
12. Let S be the reflection of a point Q with respect to the plane given by
Where t, p are real parameters and ˆ ˆ ˆ i, j, k are the unit vectors along the three positive coordinate axes. If the position vectors of Q and S are ˆ ˆ ˆ 10i 15j 20k and ˆ ˆ ˆ i j k respectively, then which of the following is/are TRUE.
13. Consider the parabola 2 y 4x . Let S be the focus of the parabola. A pair of tangents drawn to the parabola from the point P 2,1 meet the parabola at 1 P and 2 P . Let 1 Q and 2 Q be points on the liens 1 SP and 2 SP respectively such that 1 PQ is perpendicular to 1 SP and 2 PQ is perpendicular to 2 SP . Then , which of the following is/are TRUE?
(A) 1 SQ 2
(B)
1
2
Q Q
(C) 1 PQ 3
(D) 2 SQ 1
Ans. (BCD)
3 10
5
MATHEMATICS
14. Let M denote the determinant of a square matrix M. Let g : 0, R 2 be the function defined by
where
Let p(x) be quadratic polynomial whose roots are the maximum and minimum values of the function g , and p 2 2 2 . Then, which of the following is/are TRUE?
Ans. (AC)
SECTION 3 (Maximum Marks : 15)
- This section contains FOUR (04) Matching List Sets.
- Each set has ONE Multiple Choice Question.
- Each set has TWO lists: List-I and List-II.
- List-I has Four entries (I), (II), (III) and (IV) and List-II has Five entries (P), (Q), (R), (S) and (T).
- FOUR options are given in each Multiple Choice Question based on List-I and List-II and ONLY ONE of these four options satisfies the condition asked in the Multiple Choice Question.
- Answer to each question will be evaluatedaccording to the following marking scheme:
Full Marks :
+3 If ONLY the correct option is chosen;
Zero Marks : 0 If none of the options is chosen (i.e. the question is unanswered);
Negative Marks : –1 In all other cases.
15. Consider the following lists
List I
List II
(II)
x,
:
3 tan3x
1
5
5
18 18
(Q)
has three elements
(III)
x,
: 2cos 2x
3
6
6
5
5
The correct option is
Ans. (B)
16. Two players, 1 P and 2 P , play a game against each other. In every round of the game, each player rolls a fair die once, where the six faces of the die have six distinct numbers. Let x and y denote the readings onthe die rolled by 1 P and 2 P , respectively. If x y , then 1 P scores 5 points and 2 P scores 0 point. If x y , then each player scores 2 points. If x y , then 1 P scores 0 point and 2 P scores 5 points. Let i x and i Y be the total scores of 1 P and 2 P , respectively, after playing the th i round.
Consider the following lists
List I
List II
(R)
(S)
(T)
has four elements has five elements
has six elements
864
(T) 77 432
The correct option is
(D) (I)
(P); (II)
(R); (III)
(Q); (IV)
(T)
Ans. (A)
17. Let p, q, r be nonzero real numbers that are, respectively, the th 10 , th 100 , and th 1000 terms of a harmonic progression. Consider the system of linear equations
10x 100y 1000z 0
qr x pr y
pqz
0
List I
(I)
If
10
q
r
, then the system of linear equation has
(P)
(II) If p 100 r , then the system of linear equation has (Q)
List II
x
0, y
, z
10
9
1
9
as a solution
x
, y
, z
0
10
1
9
9
(III) If p 10 q , then the system of linear equation has
(R) infinitely many solutions
(IV) If p 10 q , then the system of linear equation has
The correct option is
Ans. (B)
(S) no solution
(T) at least one solution
as a solution
18. Consider the ellipse
Let H ,0 ,0 2 , be a point. A straight line drawn through H parallell to the y-axis corsses the ellipse and its auxiliary circle at poitns E and F respectivey, in the first quadrant. The tangent to the ellipse at the point E intersects the positive x-axis at a point G. Suppose the straight line joining F and the origin makes an angle with the positive x-axis.
List I
List II
The correct option is | <urn:uuid:ca27d818-1cc1-43fb-b95f-e73633d18ca7> | CC-MAIN-2022-49 | https://rgacademy.co.in/sites/default/files/2022-08/IIT-JEE_2022_Maths_Paper-I.pdf | 2022-12-01T12:59:24+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00053.warc.gz | 519,724,445 | 2,794 | eng_Latn | eng_Latn | 0.91766 | eng_Latn | 0.982724 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1420,
2615,
4054,
4982,
6019,
6851,
7619,
8053
] | [
2.265625
] | 1 | 0 |
Beau Lotto
Neuro-Scientist and Founder and CEO of Lab of Misfits Studio
Dr Beau Lotto is a globally renowned neuroscientist as well as Founder and CEO of Lab of Misfits Studio, the world's first neuro-design studio.
Beau Lotto's Background
Public engagement, in the broadest sense, is at the core of what Beau does. By enabling people to experience what it is to be a scientist, Lotto's aim is to encourage them to see science not as an academic investigation but as a way of being that is relevant to every aspect of their lives.
The lab creates unique real-world 'experiential-experiments' that places the public at the centre of the process of discovery. By spanning social and personal boundaries between people, brands and institutions, the Lab's aim is to create, expand and apply their insights into what it is to be a perceiving human.
Beau Lotto has always looked outside the lab environment in order to collaborate with those who share his interest in exploring different ways of seeing – and doing – things, be they scientist, artists, musicians, educationalists, designers or entire businesses. As a result, his domain is as much a creative studio as a lab, whose output ranges from art installations and visual illusions to workshops designed for corporate leaders.
Beau Lotto is currently a Professor at University London Goldsmiths College and a Visiting Scholar at NYU.
Lotto's ambitious ideas about the relevance of science to ordinary people have taken him to places where few other scientists have ventured – including into exhibition space inside the world's best-known Science Museum, in London, where Lab of Misfits was resident from 2010–12. While at the museum, Lab of Misfits pushed public engagement in science to new levels by involving the public directly in experiments. Lotto's education programme led to the publication of the first-ever, peer-reviewed scientific paper written by school children.
In 2017, Beau Lotto published his first major book, Deviate The Science of Seeing Differently. He draws on over two decades of pioneering research to explain that our brain hasn't evolved to see the world accurately.
Beau's talks
innovation
There are two aspect to innovation: efficiency and creativity. I.e. the ability to create novel solutions to a meaningful problem and ability to realise that solution. Indeed, innovation is itself inherent in both of these processes. In recent decades we focused – at times almost exclusively – to efficiency.
Leadership
What makes a good leader? When asked this question of a diverse audience, I'll receive many, many different possible qualities that are 'essential'. Here we will address these questions from the perspective of behavioural neuroscience, and consider a new answer: the quality of a leader is defined by how he/she leads others into uncertainty.
Data
In fact THE fundamental challenge that the brain evolved to solve is to take meaningless data and make it meaningful. This is true even at the most fundamental level of our senses: seeing light. Which is why we never see the world in any direct sense.
There is no inherent value in any piece of information! Data is meaningless. Why? This is because the brain deals with meaning and not information since information doesn't tell you what to do.
Instead what we see is the meaning of information grounded in our personal, cultural and evolutionary histories. And it's the historical meaning of stuff that we literally see, experience and know (not the stuff itself). Here we'll explore – and experience – how to see new meaning in data that has always been there, but remains hidden.
The result will be an understanding of the principles by which the brain makes the meaningless meaningful.
Change
Here, using principles in behavioural and perceptual neuroscience, we'll explore what lives at the heart of change: why it's often essential for Success but equally the most feared of human activities. Indeed, to ask 'why?' is historically the most dangerous thing you can do. Hence, organisation, businesses, religions and even our education systems are designed to reduce question-asking.
There is no inherent value in change. Whether change is good or bad is – like everything else in life – context-dependent.
And yet all revolutions (and revelations) begin with a joke ("you mean it could be different from this?"). In this talk, we'll see how and why questions and metaphor are mediators of change; what makes a good question; and how change – when properly pursued – has no direction or goal. Which means change is personal and – when properly considered – inevitable.
Risk/Uncertainty
We are genetically programmed to do so: Sea-sickness, and indeed most of our mental health problems being direct manifestations of our fear. The deep irony, however, is that nothing interesting begins without it. So taking the risk to step into uncertainty is an essential aspect of
Arguably one of the most dangerous things one can experience in life is doubt. During evolution, if your ancestors weren't sure whether that 'thing over there' was a predator, well … it would was too late for them. Thus, we hate doubt … and that's usually a good idea (throughout evolutionary history).
adaptation, which we know is at the root of success in all natural systems. What's more, nature also tells us when it's best to risk uncertainty.
So how to deal with uncertainty is the fundamental problem that your brain evolved to solve. Here we discuss in a highly experiential way how and why everything is uncertain, and nature's solution to it.
Education
Here using the neuroscience of perception, we will explore this new way of thinking about education through concrete examples in the world of science education where children became the youngest published scientists in history. Born out of our research on perception, we will discuss a framework for a learning that is based on an openness to uncertainty and discovery that influences not just the way schools educate, but even the very architecture and design of schools.
Success in most educational systems is measured by the ability to memorise and reiterate facts. This is because education is in the service of society and businesses, which emphasizes efficiency over creativity. Schools – like business, then, focus on answers not questions through a competitive – not collaborative – environment. Getting the right answer and prosecuting it efficiently through competition is in fact a good strategy in a stable world. The problem is that our world is different … it's complex, uncertain and evolving. Which is why to succeed in nature requires being adaptable to change (creativity). A necessary corollary of this view is the we need to teach not what to see, but why to look?
Conceptual framework
The 5 'C's
Our framework is called 'Seeing Myself See', which recognises the importance of perception, of experience and imagination in shaping who we are as an individual – and also has the capacity to foster a different kind of learning: 'this is how you see it now, but with a bit of courage it is possible for you to see it differently'. In this way children are guided away from the admittedly more comfortable black and white view of the world, to the more challenging, but a more enlightening realisation of the greys in between.
We have distilled the idea of 'Seeing Myself See' in the context of education into five principles, which we call the 5 C's: Compassion, Community, Choice, Creativity and Courage. These principles provide the intertwined threads of a tapestry, the actual colours and textures of which must be woven by the individual school. We argue that these principles can be achieved only if they become what we call the actual 'ecology of education'. They are as much about teaching as learning, since teaching compassionately teaches compassion; teaching creatively teaches creativity; by guiding children rather than instructing them, they learn freedom and responsibility to choose; and situating one's students in the context of a community enables the learner to become a unique part of a whole.
Branding
Branding is about creating a narrative and way of being that enables a brand to have a relationship with their audience. But brands treat people as averages, hence their stories do not foster what the brain truly needs to feel valued, meaningful and loyal. Understanding the mechanisms and principles of behavioural neuroscience that enable relationships to start, as well as what is need to maintain them (which are not the same thing) is essential to any brand. And key to this is authenticity.
Imagine having a relationship with someone and treating them as the average man or woman. Not surprisingly, it's not going to work for very long. The value of any relationship is defined by how well you 'know' someone: the more nuanced, creative and personal the narrative, the more essential it becomes.
So how can brands be authentic? How can they understand themselves and communicate that to their audience? Who is your audience … at the human level? Are there general principles we can
Powered by TCPDF (www.tcpdf.org)
use? These are the questions with which we will engage in a highly experiential way through the neuroscience of perception.
Speakers Associates Ltd | +44 (0)1628 636600 | firstname.lastname@example.org | www.speakersassociates.com | <urn:uuid:2d7e5d24-d288-4c8d-9159-4623a815dc8b> | CC-MAIN-2022-49 | https://www.speakersassociates.com/wp-content/plugins/dynamic-content-for-elementor/assets/pdf.php?post_id=7051&element_id=a3f2395 | 2022-12-01T13:08:50+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00052.warc.gz | 1,033,602,081 | 1,865 | eng_Latn | eng_Latn | 0.993627 | eng_Latn | 0.998995 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2154,
5241,
9144,
9408
] | [
2.671875
] | 1 | 1 |
English
Book Study Unit: The Miraculous Journey of Edward Tulane by Kate DiCamillo
* Explore illustrations linked to the text and use to predict the plot and character information
* Hot seating as main characters
* Role on the wall for different characters
* Write in role as the main character and Rosie
* Write poetry based on a character's actions and feelings
* Rewrite part of the story as a play script and perform in groups
* Retell the story and compare to other stories with familiar and imaginative settings
* Create detailed story map of plot so far
* Summarise the story and journey of the characters
* Consider the relationship of two characters using poetry, music and song writing
Year 4 –Miss James Mrs Lonsdale Curriculum Overview
First Half of the Autumn Term 2022-2023
Mathematics
Topic
Number and place value -Mental – telling the time on analogue and digital clocks -count in multiples of 6, 7, 9, 25 and 1000 -find 1000 more or less than a given number -count backwards through zero to include negative numbers -recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000
Including: Art & design, Design & technology, Geography, History
Ancient Egypt
* To be able to identify where Ancient Egypt fits on a timeline and how long the period of the ancient Egyptians lasted.
* To locate key physical and human features in Ancient Egypt
* To understand where ancient Egypt was and why the physical geography of the environment was important for the Egyptians.
* To learn about what life was like for people living in ancient Egyptian times
* To carry out an in-depth study of ancient Egypt
* To know what is left of the ancient Egyptian civilization and their impact on our modern life. • To know about the achievements of the earliest civilizations.
* To learn about what life was like for people living in ancient Egyptian times
Addition and subtraction -Mental – times tables –recap x2,x3,x4,x5,x10 add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate -solve addition and subtraction problems in contexts, deciding key words and whether your answer fits the question Measurement - Mental –converting between units of time eg. Minutes into hours -rounding values to nearest 10,100,1000 -read, write and convert time between analogue and digital 12and 24-hour clocks -solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Number and place value -4 days Mental –recap x2,x3,x4,x5,x10 and division facts -identify, represent and estimate numbers using different representations -count in multiples of 6, 7, 9, 25 and 1000 -count backwards
Science
* Compare and group materials together, according to whether they are solids, liquids or gasses.
States of Matter
* Observe that some materials change state when they are heated or cooled, measure or research the temperature at which this happens in degrees Celsius.
* Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
PE
* To develop the range and consistency of their passing and receiving
Hockey/tag Rugby
* Use rules and adapt tactics in different situations
* Develop the range and consistency of their skills
* Use and adapt tactics, such as creating space and communicating, in different game situations
Year 4 –Miss James Mrs Lonsdale Curriculum Overview
First Half of the Autumn Term 2022-2023
through zero to include negative numbers -recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) Geometry –properties of shapecompare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes identify acute and obtuse angles and compare and order angles up to two right angles by size Measures - Mental – 6 times table and division facts -converting from hours to minutes; minutes to seconds; years to months; weeks to days. -calculate differences on temperature scales. Convert between different units of measure [for example, kilometre to metre; hour to minute] Number –place value - -order and compare numbers beyond 1000 -solve number and practical problems with increasingly large numbers.
Recorders
Music
* Play and perform in solo and ensembles
* Use and understand simple musical notations
* Play with increasing accuracy, fluency, control and expression
* Compose simple pieces of music
* Listen to the performances of others
Computing
Writing for a different audience (English link – newspaper reports) (N.C. Ref: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information; use search technologies effectively, appreciate how results are selected
RE
* Explore how Abra(ha)m's decision to follow God impacted on him and his family.
How Did Belief In God Affect The Action of People From The Old Testament? (6 sessions)
* Reflect on how Abraham demonstrated faith in God and how people today might do that.
* Understand how Moses felt about following God's 'calling' and the consequences of this.
Year 4 –Miss James Mrs Lonsdale Curriculum Overview
First Half of the Autumn Term 2022-2023
Year 4 –Miss James Mrs Lonsdale Curriculum Overview
First Half of the Autumn Term 2022-2023 | <urn:uuid:0ee9b88b-5708-4c45-8133-986a76426e26> | CC-MAIN-2022-49 | https://www.stpauls.hounslow.sch.uk/documents/Year_4_Curriculum_Overview_-_Autumn_1_-_2022-2023.pdf | 2022-12-01T13:20:58+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00050.warc.gz | 1,068,901,836 | 1,191 | eng_Latn | eng_Latn | 0.940958 | eng_Latn | 0.993283 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3196,
5415,
5509,
5603
] | [
4.15625
] | 1 | 0 |
Racial Equity Report Card
* 2020-2021
What are the Racial Equity Report Cards (RERCs)? The RERCs use public data to provide a snapshot of a community's school-to-prison pipeline, including any racial disproportionalities that exist.
What is the school-to-prison pipeline (STPP)? The STPP is the system of policies and practices that push students out of school and into the juvenile and adult criminal systems. The STPP has many entry points. Once students are caught in the pipeline, it can be very difficult for them to reengage and be successful in school. In almost every NC community, students of color are overrepresented at each entry point to the pipeline.
What is the purpose of the RERCs? The RERCs are a starting point for community education, discussion, and advocacy. There are many causes of racial disproportionality including implicit racial bias of decision-makers, institutional and structural racism, and explicit discrimination against people of color. Together, these forces fuel racial disproportionality in a community's STPP. The RERCs are not intended as an attack on the critically important public institutions that serve our youth, but rather, as a call-to-action for students, educators, parents, advocates, policy makers, and stakeholders to collectively examine the causes of racial inequity in their community and develop solutions that will help young people, especially youth of color, avoid and escape the school-to-prison pipeline.
Want to learn more? To see RERCs for other school districts or the state, learn more about the RERCs, and access additional resources, visit us at www.southerncoalition. org/resources/racial-equity-report-cards/
Henderson County Schools
* • • • • • • • •
IN THIS DISTRICT • • • • • • • • •
3.9X
White students in grades 3-8 were 3.9X times more to score "Career and College Ready" on final likely exams than students. Black
2.9X
Black students were 2.9X times more than students to receive a likely White short-term suspension.
Page 1 of 4
28.4%
28.4% of all juvenile delinquency complaints in the County were school-related.
SCHOOL PERSONNEL
A diverse school staff representative of the student body is one important way to help equalize opportunities for students of color. A recent study revealed that low-income Black students in North Carolina who had at least one Black teacher in elementary school were significantly more likely to graduate high school and consider attending college. Despite this, North Carolina's teaching force remains disproportionately White. In 2020-21, 79.8% of the state's teachers were White, even though only 45.8% of the state's student population was White.
School Year 2020-21
Students by Race
White
Black
Other
Teachers by Race
Academic Achievement
Students who are behind academically are more likely to have attendance issues, experience behavior struggles, and drop out of school. Statewide, only 13.1% of Black students in grades 3-8 scored "College and Career Ready" on their final exams, compared to 34.8% of White students in of the state's teachers were White, even though only 2020-21. While standardized test scores are not a reliable measure of true ability for all students, they serve as the basis for many important decisions (e.g. course placement, grade promotion, identification as academically or intellectually gifted). Thus, low test scores can negatively impact a student's overall academic opportunities and outcomes.
School Year 2020-21
% of Students in Grades 3-8 Scoring "College and Career Ready" on End-ofGrade Exams *
% of Students in Grades 9-12 Scoring "College and Career Ready" on End-ofCourse Exams *
% of Students Who Graduate High School Within 4 Years of Entering *
Page 2 of 4
SCHOOL DISCIPLINE
Any time a student spends out of the classroom for disciplinary reasons is time that student is not learning. Research shows that out-of-school suspension is ineffective at correcting student misbehavior and, instead, increases a student's chances of experiencing negative academic outcomes and future court involvement. Further, the use of suspension has no measurable positive impact on overall school safety.
Importantly, some students are more likely to receive a suspension. Statewide, Black students received 36.2% of all short-term suspensions, even though they made up only 25.0% of the This disproportionality exists despite the fact that studies show Black student population in 2020-21. and White students misbehave at similar rates.
While many schools have decreased suspensions in recent years, there has been an increase in other discipline measures that take students out of their normal classroom or school, such as in-school suspension or transfers to alternative schools. Like suspension, these measures disrupt student learning and are often ineffective unless appropriate support is provided in the alternative setting.
% of Short-Term Suspensions by Race †
Short-Term Suspension Rates by Race †
---- MISSING INFORMATION ----
Unfortunately, statewide data is not publicly available for many important measures such as:
Use of in-school suspension at the school and district level
Suspensions disaggregated by offense, grade, length, etc.
Assignments to alternative programs at the school and district level
School-based arrests and use of force at the school and district level
These are only a few examples of data that should be collected and reported by the N.C. Department of Public Instruction.
Use of in-school suspension at the school and district level
Assignments to alternative programs at the school and district level
School-based arrests and use of force at the school and district level
Page 3 of 4
% of Juvenile Complaints in County that were School Based
July 2020-June 2021
% of School-Based Complaints by Race
School Year 2020-21
COURT INVOLVEMENT
Criminalization of youthful misbehavior has immediate and long-term consequences. Studies show youth who are court involved are more likely to reoffend and experience lifelong entanglement in the criminal system. Furthermore, court involvement can impact a youth's access to education, employment, housing, public benefits, voting rights, and other sources of opportunity and support.Statewide, 8.1% of juvenile court referrals came from schools in 2020-21. Further, 33.5% of all juvenile complaints were filed against Black youth even though they make up only a quarter of the population.
The data in this section only includes youth under 16 years old. Until December 2019, all 16- and 17-year-olds in North Carolina were automatically sent to the adult criminal system regardless of the offense. This changed on December 1, 2019. Now, most youth under age 18 are sent to the juvenile system, with only the most serious offenses sent to adult criminal court.
% of Students in District by Race
School Year 2020-21
Data Notes:
*Lack of data in a category indicates the district did not have sufficient data for reporting in that category. Percentages greater than 95 or less than 5 are reported by the state as >95 and <5 respectively. Here, they are displayed as 95 and 5 respectively.
Southern Coalition for Social Justice's Justice Systems Reform group works to ensure equity, fairness, and justice for youth in high-quality education, juvenile, and criminal systems.
† In some instances, it is impossible to know the exact number of suspensions for a racial group because of the way suspension data is publicly reported. If there is enough data to approximate percentages or rates by race, the RERCs display those approximations. All approximations are equal to or slightly lower than the actual percentages or rates.
Page 4 of 4
For more information, visit us at http://www.southerncoalition. org/ | <urn:uuid:30b75ec4-6cc5-4477-9aea-68d0dc4d335f> | CC-MAIN-2022-49 | https://rerc.southerncoalition.org/pdf/report-card-by-agency?var=agencyId:henderson-county-in-north-carolina-nc&var=reportCardStartYear:2020 | 2022-12-01T12:27:27+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00054.warc.gz | 525,275,077 | 1,659 | eng_Latn | eng_Latn | 0.998115 | eng_Latn | 0.998375 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2108,
3745,
5707,
7778
] | [
2.703125
] | 493 | 0 |
Phone: (614)-339-8500
Toll Free: (866)-373-8462
Sugat S. Patel, M.D. Louis J. Chorich III, M.D. Dino D. Klisovic, M.D. Lisa M. Borkowski, M.D. Dominic M. Buzzacco, M.D. Johnstone Kim, M.D.
Macular Degeneration Information
What is age-related macular degeneration?
Age-related macular degeneration (AMD) is a disease associated with aging that gradually impairs central vision. Central vision is needed for seeing objects clearly and for common daily tasks such as reading and driving.
AMD affects the macula, the part of the eye that allows you to see fine detail. AMD causes no pain.
In some cases, AMD advances so slowly that people notice little change in their vision. In others, the disease progresses faster and may lead to a loss of vision in both eyes. AMD is the leading cause of vision loss in Americans 60 years of age and older.
AMD occurs in two forms: wet and dry.
Where is the macula?
The macula is located in the center of the retina, the lightsensitive tissue at the back of the eye. The retina instantly converts light, or an image, into electrical impulses. The retina then sends these impulses, or nerve signals, to the brain.
What is wet AMD?
Wet AMD occurs when abnormal blood vessels behind the retina start to grow under the macula. These new blood vessels tend to be very fragile and often leak blood and fluid. The blood and fluid raise the macula from its normal place at the back of the eye. Damage to the macula occurs rapidly.
With wet AMD, loss of central vision can occur quickly. Wet AMD is also known as advanced AMD. It does not have stages like dry AMD.
An early symptom of wet AMD is that straight lines appear wavy. If you notice this condition or other changes to your vision, contact your eye care professional at once. You need a comprehensive dilated eye exam.
What is dry AMD?
Dry AMD occurs when the light-sensitive cells in the macula slowly break down, gradually blurring central vision in the affected eye. As dry AMD gets worse, you may see a blurred spot in the center of your vision. Over time, as less of the macula functions, central vision is gradually lost in the affected eye.
The most common symptom of dry AMD is slightly blurred vision. You may have difficulty recognizing faces. You may need more light for reading and other tasks. Dry AMD generally affects both eyes, but vision can be lost in one eye while the other eye seems unaffected.
One of the most common early signs of dry AMD are drusen.
What are drusen?
Drusen are yellow deposits under the retina. They often are found in people over age 60. When significant numbers of drusen accumulate behind the macula, dry macular degeneration is present. Your eye care professional can detect drusen during a comprehensive dilated eye exam.
Drusen alone do not usually cause vision loss. An increase in the size or number of drusen raises person's risk of developing either advanced dry AMD or wet AMD. These changes can cause serious vision loss.
Dry AMD has three stages, all of which may occur in one or both eyes:
1. Early AMD. People with early AMD have either several small drusen or a few medium-sized drusen. At this stage, there are no symptoms and no vision loss.
2. Intermediate AMD. People with intermediate AMD have either many medium-sized drusen or one or more large drusen. Some people see a blurred spot in the center of their vision. More light may be needed for reading and other tasks.
3. Advanced Dry AMD. In addition to drusen, people with advanced dry AMD have a breakdown of light-sensitive cells and supporting tissue in the central retinal area. This breakdown can cause a blurred spot in the center of your vision. Over time, the blurred spot may get bigger and darker, taking more of your central vision. You may have difficulty reading or recognizing faces until they are very close to you.
If you have vision loss from dry AMD in one eye only, you may not notice any changes in your overall vision. With the other eye seeing clearly, you still can drive, read, and see fine details. You may notice changes in your vision only if AMD affects both eyes. If blurriness occurs in your vision, see an eye care professional for a comprehensive dilated eye exam.
Ninety percent of all people with AMD have this type. Scientists are still not sure what causes dry AMD.
Frequently Asked Questions about wet and dry AMD:
Which is more common,the dry form or the wet form?
The dry form is much more common. More than 85 percent of all people with intermediate and advanced AMD combined have the dry form.
However, if only advanced AMD is considered, about two-thirds of patients have the wet form. Because almost all vision loss comes from advanced AMD, the wet form leads to significantly more vision loss than the dry form.
Can the dry form turn into the wet form?
Yes. All people who have the wet form had the dry form first.
The dry form can advance and cause vision loss without turning into the wet form. The dry form also can suddenly turn into the wet form, even during early stage AMD. There is no way to tell if or when the dry form will turn into the wet form.
The dry form has early and intermediate stages. Does the wet form have similar stages?
No. The wet form is considered advanced AMD.
Can advanced AMD be either the dry form or the wet form?
Yes. Both the wet form and the advanced dry form are considered advanced AMD. Vision loss occurs with either form. In most cases, only advanced AMD can cause vision loss.
People who have advanced AMD in one eye are at especially high risk of developing advanced AMD in the other eye.
Causes and Risk Factors:
Who is at risk for AMD?
The greatest risk factor is age. Although AMD may occur during middle age, studies show that people over age 60 are clearly at greater risk than other age groups. For instance, a large study found that people in middle age have about a 2 percent risk of getting AMD, but this risk increase to nearly 30 percent in those over age 75. Tens of millions of Americans have AMD.
Other risk factors include:
- Smoking. Smoking may increase the risk of AMD.
- Race. Whites are much more likely to lose vision from AMD than African Americans.
- Family history. Those with immediate family members who have AMD are at a higher risk of developing the disease.
- Gender. Women appear to be at a slightly greater risk than men.
Can my lifestyle make a difference?
Your lifestyle can play a role in reducing your risk of developing AMD.
- Eat a healthy diet high in green leafy vegetables and fish.
- Don't smoke.
- Maintain normal blood pressure.
- Watch your weight.
- Exercise.
Symptoms and Detection:
What are the symptoms?
Both dry and wet AMD cause no pain.
For dry AMD: the most common early sign is blurred vision. As fewer cells in the macula are able to function, people will see details less clearly in front of them, such as faces or words in a book. Often this blurred vision will go away in brighter light. If the loss of these light-sensing cells becomes great, people may see a small--but growing--blind spot in the middle of their field of vision.
For wet AMD: the classic early symptom is that straight lines appear crooked. This results when fluid from the leaking blood vessels gathers and lifts the macula, distorting vision. A small blind spot may also appear in wet AMD, resulting in loss of one's central vision.
How is AMD detected?
Your eye care professional may suspect AMD if you are over age 60 and have had recent changes in your central vision. To look for signs of the disease, he or she will use eye drops to dilate, or enlarge, your pupils. Dilating the pupils allows your eye care professional to view the back of the eye better.
AMD is detected during a comprehensive eye exam that includes:
1. Visual acuity test. This eye chart test measures how well you see at various distances.
2. Dilated eye exam. Drops are placed in your eyes to widen, or dilate, the pupils. Your eye care professional uses a special magnifying lens to examine your retina and optic nerve for signs of AMD and other eye problems. After the exam, your close-up vision may remain blurred for several hours.
3. Tonometry. An instrument measures the pressure inside the eye. Numbing drops will be instilled in your eye for this test.
Your eye care professional also may do other tests to learn more about the structure and health of your eye.
During an eye exam, you may be asked to look at an Amsler Grid. The pattern of the grid resembles a checkerboard. You will cover one eye and stare at a black dot in the center of the grid. While staring at the dot, you may notice that the straight lines in the pattern appear wavy. You may notice that some of the lines are missing. These may be signs of AMD.
If your eye care professional believes you need treatment for wet AMD, he or she may suggest a fluorescein angiogram. In this test, a special dye is injected into your arm. Pictures are taken as the dye passes through the blood vessels in your retina. The test allows your eye care professional to identify any leaking blood vessels and recommend treatment.
Treatment
How is wet AMD treated?
Wet AMD can be treated with laser surgery, photodynamic therapy, and injections into the eye. None of these treatments is a cure for wet AMD. The disease and loss of vision may progress despite treatment.
1. Laser surgery. This procedure uses a laser to destroy the fragile, leaky blood vessels. A high energy beam of light is aimed directly onto the new blood vessels and destroys them, preventing further loss of vision. However, laser treatment may also destroy some surrounding healthy tissue and some vision. Only a small percentage of people with wet AMD can be treated with laser surgery. Laser surgery is more effective if the leaky blood vessels have developed away from the fovea, the central part of the macula. (See illustration at the beginning of this document.) Laser surgery is performed in a doctor's office or eye clinic. The risk of new blood vessels developing after laser treatment is high. Repeated treatments may be necessary. In some cases, vision loss may progress despite repeated treatments.
2. Photodynamic therapy. A drug called verteporfin is injected into your arm. It travels throughout the body, including the abnormal blood vessels in your eye. The drug tends to "stick" to the surface of the abnormal blood vessels. Next, a light is shined into your eye for 83 seconds. The light activates the drug. The activated drug destroys the abnormal blood vessels and leads to a slower rate of vision decline. Unlike laser surgery, this drug does not destroy surrounding healthy tissue. Because the drug is activated by light, you must avoid exposing your skin or eyes to direct sunlight or bright indoor light for five days after treatment. Photodynamic therapy is relatively painless. It takes about 20 minutes and can be performed in a doctor's office. Photodynamic therapy slows the rate of vision loss. It does not stop vision loss or restore vision in eyes already damaged by advanced AMD. Treatment results often are temporary. You may need to be treated again. Sometimes, Photodynamic Therapy is used once along with a series of injections
3. Injections. Wet AMD can now be treated with new drugs that are injected into the eye (anti-VEGF therapy). Abnormally high levels of a specific growth factor occur in eyes with wet AMD and promote the growth
of abnormal new blood vessels. This drug treatment blocks the effects of the growth factor. You will need multiple injections that may be given as often as monthly. The eye is numbed before each injection. After the injection, you will remain in the doctor's office for a short time and your eye pressure will be monitored. This drug treatment can help slow down vision loss from AMD and in some cases improve sight.
How is dry AMD treated?
Once dry AMD reaches the advanced stage, no form of treatment can prevent vision loss. However, treatment can delay and possibly prevent intermediate AMD from progressing to the advanced stage, in which vision loss occurs.
The National Eye Institute's Age-Related Eye Disease Study (AREDS) found that taking a specific high-dose formulation of antioxidants and zinc significantly reduces the risk of advanced AMD and its associated vision loss. Slowing AMD's progression from the intermediate stage to the advanced stage will save the vision of many people.
Age-Related Eye Disease Study (AREDS):
What is the dosage of the AREDS formulation? The specific daily amounts of antioxidants and zinc used by the study researchers were 500 milligrams of vitamin C, 400 International Units of vitamin E, 15 milligrams of beta-carotene (often labeled as equivalent to 25,000 International Units of vitamin A), 80 milligrams of zinc as zinc oxide, and two milligrams of copper as cupric oxide. Copper was added to the AREDS formulation containing zinc to prevent copper deficiency anemia, a condition associated with high levels of zinc intake.
Who should take the AREDS formulation?
People who are at high risk for developing advanced AMD should consider taking the formulation. You are at high risk for developing advanced AMD if you have either:
1. Intermediate AMD in one or both eyes.
OR
2. Advanced AMD (dry or wet) in one eye but not the other eye.
Your eye care professional can tell you if you have AMD, its stage, and your risk for developing the advanced form.
The AREDS formulation is not a cure for AMD. It will not restore vision already lost from the disease. However, it may delay the onset of advanced AMD. It may help people who are at high risk for developing advanced AMD keep their vision.
Can people with early stage AMD take the AREDS formulation to help prevent the disease from progressing to the intermediate stage? There is no apparent need for those diagnosed with early stage AMD to take the AREDS formulation. The study did not find that the formulation provided a benefit to those with early stage AMD. If you have early stage AMD, a comprehensive dilated eye exam every year can help determine if the disease is progressing. If early stage AMD progresses to the intermediate stage, discuss taking the formulation with your doctor.
Can diet alone provide the same high levels of antioxidants and zinc as the AREDS formulation? No. The high levels of vitamins and minerals are difficult to achieve from diet alone. However, previous studies have suggested that people who have diets rich in green leafy vegetables have a lower risk of developing AMD.
Can a daily multivitamin alone provide the same high levels of antioxidants and zinc as the AREDS formulation? No. The formulation's levels of antioxidants and zinc are considerably higher than the amounts in any daily multivitamin.
If you are already taking daily multivitamins and your doctor suggests you take the high-dose AREDS formulation, be sure to review all your vitamin supplements with your doctor before you begin. Because multivitamins contain many important vitamins not found in the AREDS formulation, you may want to take a multivitamin along with the AREDS formulation. For example, people with osteoporosis need to be particularly concerned about taking vitamin D, which is not in the AREDS formulation.
How can I take care of my vision now that I have AMD?
If you have dry AMD, you should have a comprehensive dilated eye exam at least once a year. Your eye care professional can monitor your condition and check for other eye diseases. Also, if you have intermediate AMD in one or both eyes, or advanced AMD in one eye only, your doctor may suggest that you take the AREDS formulation containing the high levels of antioxidants and zinc.
Because dry AMD can turn into wet AMD at any time, you should get an Amsler Grid from your eye care professional. Use the grid every day to evaluate your vision for signs of wet AMD. This quick test works best for people who still have good central vision. Check each eye separately. Cover one eye and look at the grid. Then cover your other eye and look at the grid. If you detect any changes in the appearance of this grid or in your everyday vision while reading the newspaper or watching television, get a comprehensive dilated eye exam.
If you have wet AMD and your doctor advises treatment, do not wait. After laser surgery or Photodynamic Therapy, you will need frequent eye exams to detect any recurrence of leaking blood vessels. Studies show that people who smoke have a greater risk of recurrence than those who don't. In addition, check your vision at home with the Amsler Grid. If you detect any changes, schedule an eye exam immediately.
What can I do if I have already lost some vision from AMD?
If you have lost some sight from AMD, don't be afraid to use your eyes for reading, watching TV, and other routine activities. Normal use of your eyes will not cause further damage to your vision.
If you have lost some sight from AMD, ask your eye care professional about low vision services and devices that may help you make the most of your remaining vision. Ask for a referral to a specialist in low vision. Many community organizations and agencies offer information about low vision counseling, training, and other special services for people with visual impairments. A nearby school of medicine or optometry may provide low vision services.
Current Research:
What research is being done?
The National Eye Institute is conducting and supporting a number of studies to learn more about AMD. For example, scientists are:
- Studying the possibility of transplanting healthy cells into a diseased retina.
- Evaluating families with a history of AMD to understand genetic and hereditary factors that may cause the disease.
- Looking at certain anti-inflammatory treatments for the wet form of AMD.
This research should provide better ways to detect, treat, and prevent vision loss in people with AMD.
Main Office: 6655 Post Road Dublin, Ohio 43016
Mansfield Office: 466 South Trimble Rd Mansfield, Ohio 44906
Mount Vernon Office: 1355 Yauger Rd Mount Vernon, OH 43050
Zanesville Office: 2935 Maple Avenue Zanesville, Ohio 43701
Lancaster Office: 618 Pleasantville Road Lancaster Ohio 43130
East Office: 150 Taylor Station Road Columbus, Ohio 43213
Arena Office (Eye Center): 262 Neil Avenue Columbus, Ohio 43215
Chillicothe Office: 159 E. Second Street Chillicothe, OH 45601 | <urn:uuid:ec9be384-2336-4434-9f96-29320322168b> | CC-MAIN-2022-49 | http://midwestretina.com/dist/pdf/MacularDegenerationInformation.pdf | 2022-12-01T13:55:43+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00059.warc.gz | 38,919,081 | 3,876 | eng_Latn | eng_Latn | 0.995782 | eng_Latn | 0.999276 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1468,
3050,
4826,
6381,
7727,
9377,
11457,
13245,
15309,
16959,
17411,
18452
] | [
2.25
] | 2 | 0 |
AS91157 Demonstrate understanding of genetic variation and change Punnett Squares
(2017,1) PIGEON GENETICS
Pigeon wing pattern and leg feathering both show complete dominance. The bar wing allele (B) is dominant to the barless allele (b). The allele for leg feathers (F) is dominant to the allele for not feathered (f). These two genes are not linked.
Not feathered legs Feathered legs
(a) A breeder crossed a pigeon homozygous for the bar allele and the leg feathers allele with a pigeon that had a barless wing pattern and no feathers on its legs.
State the genotype of the F1 generation: ___________________________
State the phenotype of the F1 generation: __________________________
(b) Use the Punnett square to show the gametes of the F1 generation and all of the possible genotypes of the F2 generation.
(c) Describe the predicted phenotype ratios produced by this cross.
(d) If the wing pattern and leg feather genes were linked, the phenotype ratios would be 3:1 with:
* 12 bar wings and leg feathers
* 4 barless wings and no leg feathers.
Discuss why the phenotype ratio from the F2 cross in part (c), is different to the 3:1 ratio of the linked genes.
You should refer to your Punnett square in part (b), and the given phenotype ratios, in your discussion. Note: Crossing over is NOT required in your answer.
In your answer include:
* a description of linked genes
* a discussion that contrasts how independent assortment affects the inheritance of linked genes AND unlinked genes
* a discussion of how linked AND unlinked genes affect the genetic variation of offspring. You may use diagrams to clarify your discussion.
No Brain Too Small
BIOLOGY
(2016,1 part (a, b and c)) INHERITANCE AND MEIOSIS
Roses display complete dominance in both their flower colour and in their susceptibility to some diseases.
The allele for red petals (R) is dominant to the allele for white petals (r). In addition, the allele for healthy leaves (H) is dominant to the allele for being susceptible to leaf lesions (h).
Leaf lesions are spots on the leaf that are very prone to disease and injury. The genes for petal colour and healthy leaves are located on different chromosomes.
A rose that was homozygous for both red petals and healthy leaves was crossed with a white rose that was susceptible to leaf lesions.
(a) State the genotype of the F1 generation this cross produces. ____________
(b) Use the Punnett square below to show the gametes of the F1 cross, and all of the possible genotypes of the F2 generation
(c) Describe the predicted phenotype ratios produced by this cross.
(2014, 1)
DIHYBRID INHERITANCE
In pumpkins or squash (Cucurbita pepo), white skin colour (W) is dominant to yellow skin colour (w) and disk-shape (D) is dominant to sphere-shape (d).
The genes controlling colour and shape in pumpkins are located on different pairs of homologous chromosomes.
A pumpkin homozygous for white skin colour and disk shape is crossed with a pumpkin homozygous for yellow skin colour and round shape. All the next generation pumpkins (F1) have the same genotype.
(a) Describe the genotype of the F1 generation.
(b) Two of these F1 pumpkins are crossed to produce the F2 generation.
Use the Punnett square to show the gametes and all the expected genotypes of all the possible F2 offspring.
(c) Give the phenotype ratio for the cross completed in part (b) AND describe the appearance of each phenotype.
(d) Discuss how crossing over and linked genes affect genetic variation in a population.
In your discussion:
* describe the process of crossing over, including when it occurs
* describe what linked genes are
* explain the effect of crossing over on linked genes
* compare and contrast how both linked genes, and crossing over, affect genetic variation in a population. You may draw diagrams to support your answer.
Demonstrate understanding of genetic variation and change.
BIOLOGY
(2013, 1)
DIHYBRID INHERITANCE
In the sweet pea plant, Lathyrus odoratus, the allele for purple (P) flower colour is dominant over the allele for red (p) flower colour. A second gene determines the shape of the pollen. Long (L) pollen is dominant over round (l) pollen.
(a) A purple, long-pollen plant, PPLL is crossed with a red, round-pollen, ppll plant.
Give the genotype of the F1 generation,
Two F1 generation plants were crossed to produce the F2 generation plants.
(b) Use the Punnett square to show the gametes and the expected genotypes of all the possible F2 offspring from these two F1 plants.
(c) Give the expected phenotype ratio for the cross you have completed.
(d) When biologists crossed the F1 plants to produce F2 offspring, their observed phenotype ratio was different from the expected phenotype ratio in (c).
Demonstrate understanding of genetic variation and change.
No Brain Too Small BIOLOGY
They concluded that the gene for colour and the gene for pollen shape were not independently assorting as expected, therefore the genes must be linked.
Discuss why the expected phenotype ratio you calculated is different from the observed ratio the biologists actually observed.
In your answer:
* describe linkage
* explain why linked genes do not assort independently
* explain how crossing over produces recombinants
* discuss how crossing over resulted in the low occurrence of purple, round pollen and red, long-pollen phenotypes.
The following questions were collated from the expired Level 2 AS 90459 Describe genetic variation and change but are still useful for the new AS91157
(2011:2)
In a particular breed of sheep, wool colour is determined by two pairs of genes: natural / domesticated and black / brown.
'Natural' sheep that have never been domesticated show a pattern of coloured wool on their heads and necks (collars) and white wool on their bodies. Most domesticated sheep show a solid colour throughout. The natural pattern (N) is dominant to the domesticated (n). Black (B) is dominant to brown (b).
A male sheep (ram) and a female sheep (ewe) that breed over several seasons produce offspring that show a 9:3:3:1 phenotypic ratio.
(a) State the genotypes of the male and female sheep, and use the Punnett square below to determine the phenotype of their offspring.
Male genotype __________________ Female genotype _______________
(b) Describe the phenotype of the individuals for the given ratio 9:3:3:1.
9 = __________________________ 3 = __________________________
3 = __________________________ 1 = __________________________
Demonstrate understanding of genetic variation and change.
BIOLOGY
(c) A breeder of this type of sheep wants to establish a flock (group of sheep) that all have the 'natural' wool pattern with a brown collar.
Discuss why the male and female sheep used in part (a) are not a suitable starting point for establishing this new flock, and how the breeder could determine which of his sheep were suitable. In your answer you should refer to:
* the crosses that would have to be carried out
* the genotypes of the ram (male sheep) and ewe (female sheep) that would establish the flock that the breeder wants.
(2010:2)
Pygmy goats have different coat colours and patterns.
)
An Agouti coat pattern has white hairs mixed between coloured hairs. Agouti (A pattern is dominant to full colour (a).
Another pattern, Frosting, is where there are white hairs on the tips of the ears. Frosting (F) is dominant to non-frosting (f).
Use the information provided in the pedigree chart below to answer the following questions.
(a) Determine the genotypes of the individuals B and G.
(b) Explain why the genotype of 'H' cannot be determined from the information given in the pedigree chart.
(c) Discuss why it would be necessary to carry out a test cross to determine the genotype of 'I', and how this would be carried out.
You may draw Punnett squares to help explain your answer.
(2009:1)
A new plant variety is established that shows variation in both the pattern of the veins and the lobe shape of the leaves. The genes controlling these features are located on different pairs of homologous chromosomes.
R = allele for regular patterned veins r = allele for irregular patterned veins
D = allele for deep lobes d = allele for shallow lobes.
BIOLOGY
A plant with leaves that are regular and shallow, RRdd, is crossed with a plant with leaves that are irregular and deep, rrDD.
(a) Give the genotype of the F1 generation.
Two of these F1 plants are then crossed to produce the F2 generation.
(b) Use the Punnett square to show the gametes and the genotypes of all the possible F2 offspring from these two F1 plants.
(c) Give the phenotype ratio for the cross you have completed. Include a description of the appearance.
The phenotype ratio in this cross is quite different from the genotype ratio.
(d) Explain why genotype and phenotype ratios can sometimes be different. Use examples from parts (b) and (c) above to support your answer.
(e) Discuss how a test cross can be used to establish true breeding plants with regular patterned veins, and deep lobes on the leaves.
BIOLOGY
(2008:2)
In pea plants, two commonly studied features are the colour and the shape of the seeds. The genes controlling these features are located on different pairs of homologous chromosomes.
R = allele for round seeds
r = allele for wrinkled seeds
Y = allele for yellow seeds
y = allele for green seeds
(a) Use the Punnett square to show the gametes and the genotypes of all the possible offspring from these two F1 plants. Make sure you write your letters clearly
(b) State the appearance of the offspring AND give the phenotypic ratio for the cross you have completed:
(c) A plant breeder wants to establish a population of pea plants that are pure-breeding for wrinkled and yellow seeds. The breeder has a stock of pea seeds of unknown genotypes that are all round and yellow.
Discuss the genetics involved in establishing the desired pure-breeding population from the stock seeds. Support your answer with the possible genotypes of the plants involved, using the letters for the alleles given in part (a).
(2007:1)
.
(a) Define the term mutation
Drosophila melanogaster, the common fruit fly, is used in genetic experiments. A normal population of Drosophila consists of flies with long wings and grey bodies. Many mutant forms are found naturally in a population, and one such example is a fly with short wings and a black body.
BIOLOGY
A homozygous normal male with the genotype WWGG, is crossed with a homozygous mutant female with the genotype wwgg. The offspring of this cross all have the same genotype as each other.
Two of these F1 offspring are then bred together to produce the F2 generation.
(b) Use the Punnett square to show the gametes and the genotypes of all the possible F2 offspring from these two F1 flies.
(c) Give the phenotypic ratio for the F2 offspring in part (b) above.
(2006:2)
Budgies are small birds kept as pets. There are many colourful varieties.
The Spangle (A) colour pattern was first seen in 1974 and is caused by a dominant allele. The recessive allele is Saddleback (a).
The Dutch Pied (D) variation appeared in 1934. The recessive allele is Danish Pied (d).
(a) Describe how these new variations have arisen.
(b) Determine the genotype and phenotype of the possible offspring from a mating of a pure breeding Spangle / Danish Pied budgie with a pure breeding Saddleback / Dutch Pied budgie.
You may use a Punnett square to help you.
The pedigree below shows the pattern of transmission of alleles from the mating of a Saddleback (a) and Danish Pied (d). Saddleback individuals are indicated by a solid upper half of the symbol: those showing Danish Pied are indicated by a shaded lower half.
(c) (i) What is the genotype of I-2?
(ii) Explain your answer to (i) above.
(d) A breeder has a Spangled / Danish Pied budgie. Discuss which individual in the cross on the previous page could be used to determine the genotype of this budgie.
(2005:2)
Some dogs bark when working, others are silent. The barker (B) allele is dominant to the silent (b) allele. Tail shape is also controlled by a single gene. The allele for normal tail (T) is dominant to the allele for twisted tail (t).
A farmer has a litter of pups from a true breeding male dog, silent and with a normal tail, and a true breeding female dog, a barker with a twisted tail.
(a) Describe the genotype and the phenotype of the pups from these two dogs.
One of the female pups from the litter is mated with a dog heterozygous for both genes.
(b) Use a punnet square to work out the genotypes of all the possible offspring from these two dogs.
(c) Give the phenotypic ratio for the offspring in part (b) above.
(d) A farmer is considering using another barker dog with a normal tail for breeding. Discuss how he could determine the genotype of this dog and establish a true breeding group of normal tailed dogs. | <urn:uuid:71c25230-f8fa-403a-86d7-8872f2d867d2> | CC-MAIN-2021-25 | https://www.nobraintoosmall.co.nz/students/biology/NCEA_Level2/pdfs/bio2_91157_collated_punnett_squares.pdf | 2021-06-14T05:14:27+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00499.warc.gz | 824,919,628 | 2,949 | eng_Latn | eng_Latn | 0.995328 | eng_Latn | 0.996584 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
842,
1668,
2622,
3944,
4842,
6608,
8290,
9127,
10484,
11796,
12977
] | [
3.859375
] | 1 | 0 |
ESTUARY TRENDS: WEATHER & WATER QUALITY
Resilient estuaries and coastal watersheds ‐where human and natural communities thrive.
ACE Basin National Estuarine Research Reserve (NERR)
………………………………
2018 HIGHLIGHTS
This reserve helps protect the natural beauty, abundant wildlife, and unique cultural heritage of the South Carolina lowcountry. The ACE Basin is one of the largest undeveloped estuaries on the East Coast. It is named for the Ashepoo, Combahee, and Edisto Rivers, which meet at St. Helena Sound. Although the basin is largely undeveloped, it is influenced by growth in the nearby cities of Charleston and Beaufort. The reserve protects cypress swamps, historic plantation homes, old rice fields, oyster reefs, and expansive tidal marshes while providing a variety of outdoor recreational opportunities.
For more information go to: http://www.dnr.sc.gov/marine/ NERR/index.html
……………………………… It was wetter - rainfall was above average compared to the long-term historical average.
……………………………… ………………………………
Air temperatures were fairly consistent with the long-term historical average- except for a slightly warmer February.
Nutrient quality overall was fairly consistent with the long-term historical average.
Salinity was decreasing at three sites compared to the long-term historical average.
Water quality issues influence human and environmental health. The more we monitor our water, the better we will be able to recognize and prevent problems.
HOW IS OUR ESTUARY CHANGING?
Precipitation is increasing.
Air Temperature is not changing.
Phosphorus (ortho-phosphate) is decreasing at two out of four locations.
Algae growth is decreasing at two out of four locations.
Dissolved Oxygen is not changing.
ACE Basin Sampling Locations
Weather Station
Water Quality
Sample Location
Weather & Climate – What is the Difference?
WEATHER is what you see outside on any particular day in terms of precipitation, temperature, humidity, cloudiness, visibility and wind.
CLIMATE tells us the average daily weather for an extended period of time (years, decades, centuries) at a certain location.
Weather Can Have A Major Impact On Water Quality Precipitation & Air Temperature
Rainfall was ~15 inches greater than the long-term historical average in 2018. * No data. **Missing data.
Air Temperature was fairly consistent with the long-term historical average in 2018, except for a warmer February.
Weather data helps scientists and managers understand water circulation patterns, plant growth, shellfish and fish distribution, storm frequency and intensity and much more…
Phytoplankton (also called microalgae) are tiny, plant-like organisms that need nutrients (nitrogen and phosphorus) to grow. Phytoplankton are critical to estuarine and ocean health. However, some conditions, such as excess nutrients, can cause phytoplankton blooms. The blooms can decrease the dissolved oxygen underwater life needs to survive, negatively impact human health, and close fishery harvest areas.
Nitrogen
A critical threshold value is used to determine if a water quality measurement is at a level where negative impacts may occur.
Dissolved inorganic nitrogen (DIN) is the type of nitrogen in the water phytoplankton need to grow. At ACE Basin NERR, data show that DIN concentrations are not changing over the long-term. Most of the measurements are in the fair to good range. The critical threshold of 0.5 mg/L has not been exceeded at any ACE Basin sampling location.
How is Oxygen Changing?
Dissolved oxygen is not changing at ACE
Basin locations. Most of the measurements
were within the fair to good range.
Increasing
Not Changing
Decreasing
Insuff. Data
Algae
Small Changes You Can Make To Help
* Limit use of fertilizers/pesticides and apply responsibly
* Use compost as fertilizer in gardens
* Collect pet droppings
* Plant trees and rain gardens
Phytoplankton growth is measured by chlorophyll a concentrations. At ACE Basin NERR, data show that chlorophyll a levels are decreasing over the long-term at the two locations and not changing at one location. Most of the measurements are in the fair to good range. Concentrations exceed the critical threshold of 20 ug/L, at times, at two out of four sampling locations. Concentrations most often exceed the critical threshold at Fishing Creek.
* Redirect downspouts away from impervious surfaces like driveways and sidewalks
* Wash cars and boats on lawn and not the driveway
Water Quality is a MAJOR Driver of Ecosystem Change
What happens on the land affects the quality of the water and the health of the plants and animals that live in the estuary.
Economic Impacts
Community Benefits
Coastal shoreline counties provided 53 million jobs and contributed $7.4 trillion (nearly 44%) of the nation's gross domestic product in 2012.
Estuaries protect coastal communities by reducing flooding and storm surge impacts, enhancing water quality, and providing commercial and recreational benefits.
Tracking The Health of Our Estuaries 24/7
The NERRS is a partnership program between NOAA and the coastal states to manage designated reserves. More than 1.3 million acres of estuarine land and water are protected. Each reserve is managed on a daily basis by a lead state agency or university with input from local partners. The health of every reserve is continuously monitored by the System Wide Monitoring Program (SWMP). SWMP is a robust, long-term, and versatile monitoring program that uses the NERRS network to intensively study estuarine reference sites for evaluating ecosystem function and change. Reservegenerated data and information are available to local citizens and decision makers. For more information, go to: https://coast.noaa.gov/nerrs/
Healthy Ecosystems
Up to two-thirds of the nation's commercial fish and shellfish spend some part of their life cycle in an estuary or depend on this resource for food.
Habitat types include shallow open waters, freshwater/salt marshes, swamps, sandy beaches, mud/sand flats, rocky shores, oyster reefs, mangrove forests, river deltas, tidal pools and seagrasses.
NERRS is a network of 29 coastal reserves established for long‐term research, education and stewardship.
More Information…
For Stakeholders
For Scientists
Have Questions?
Access data at the System Wide Monitoring Program (SWMP) Graphing Application website: https://coast.noaa.gov/swmp/
Access data at the Central Data Management Office (CDMO) website: http://www.nerrsdata.org/
ACE BASIN NERR ‐ providing the science needed for today and tomorrow
Contact Denise Sanger email@example.com (843) 953-9074
Habitat Diversity | <urn:uuid:9495791d-02bd-4a8f-ae36-8dda4dbfcf48> | CC-MAIN-2022-49 | https://www.dnr.sc.gov/marine/NERR/pdf/waterqualityintheace.pdf | 2022-12-01T12:54:35+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00061.warc.gz | 771,715,721 | 1,550 | eng_Latn | eng_Latn | 0.991054 | eng_Latn | 0.993949 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1470,
2596,
4634,
6638
] | [
3.046875
] | 1 | 3 |
The Mental Game: What's the Best Way to Encourage My Child?
Welcome to The Mental Game, a feature with Rob Polishook, MA, CPC. Rob, a mental training coach who founded and directs Inside the Zone Sports Performance Group, helps athletes compete with confidence, calm, and concentration, often the difference between winning and losing.
Rob is no stranger to tennis. He works directly with tennis players, coaches, parents and teams at all levels. He is a regular speaker for the USPTA and has spoken internationally in Israel and India.
In this installment, Rob Polishook teaches how to praise your child's efforts by focusing on the process.
Growing up is tough! Certainly you remember what it was like? Well, maybe not… So let's go back in time: it was full of failures, successes, setbacks, discoveries, and obstacles. Most of all, it was a time of experimenting, trial and error. Usually, when left to our own devices, we managed to figure things out. Think about learning to walk: it usually necessitated many instances of falling, receiving encouragement and support from others, and then viola! Suddenly you were standing on your own two feet! Children thirst for approval. They also need to feel emotional safety and unconditional support. This emotional safety is like a free ticket which says, "Try it! If you fail it's ok we still love you."
There are two ways in which a child is usually encouraged after succeeding, or failing, at a project, test, sport or anything else. The first is to praise the result: "You're so smart Johnny" or "You're the best Mary!" The second way is to praise the process, that is, what it took to make the result happen. For example, "I'm proud of you for working so hard on this project Johnny" or "I admire how you stuck to it and bounced back in that match Mary."
Carol Dweck, author of Mindset and a professor at Stanford University, conducted research on the best ways to empower and motivate children. From her research, she discovered that kids who were praised on the result only, became afraid to try new things. If they failed, they viewed themselves as less than worthy. However, kids that received praise based on their process were much more likely to experiment with new tasks, and were not afraid to attempt more difficult ones. In fact, these kids reveled at the challenge, because they knew it wasn't about the end result only. Instead, they placed importance on the effort they put into the project or game. However, the kids that received feedback on results alone shied away from trying new challenges, especially if they were then presented with more difficult tasks.
So, how can we apply this to tennis? What's the best way to encourage your child? I suggest bringing the focus of your feedback toward how they accomplished the task, rather than simply that they completed it. Focus on the traits they used to complete their work. Refer to traits such as perseverance, focus, concentration, endurance, awareness, aptitude, and desire.
Here is an example of a conversation between a parent and her child during a tennis win based around providing process-driven feedback:
Child: Mom, Mom, I won today!
Mom: Congratulations! That's great! How did you do that?
Child: Um…I don't know…, I just played hard.
Mom: I'm proud of you. It's really impressive how hard you worked and never gave up, even when things got tough, I admire that in you.
Child: (big smile) wow…can we get some ice cream tonight?
Conversely, here is an example of a conversation between a parent and child providing process driven feedback when they lose a match.
Child: Mom, I lost! (sniffling)
Mom: Yes, we were watching, I can see you're really sad about it.
Child: I am, I hate losing!
Mom: You're right…It's disappointing. It's ok to feel like that.
Child: Yea, it hurts.
Mom: I understand…However, I want you to know that I'm really proud of how you competed and never gave up.
Child: Really? Thanks.
Mom: That's what succeeding is all about - competing as hard as you can. You did that. The scoreboard doesn't tell the whole picture. In order to improve and even win, a player needs to learn from matches. Improvement is a constant process. Remember - even Roger Federer loses sometimes.
Child: Yea I guess you're right.
Mom: Let's get some Pizza, tomorrow will be another day, and I trust you will make it a good one.
You will notice that in both scenarios the parent was acknowledging the child's feelings and even validating them. This helps the child to feel accepted and put them in a safe place. All the while there was a focus on providing feedback to the process rather than the outcome.
Remember, winning and losing is beyond a player's control. However, how a player prepares and competes is within their control. These are the things we should be reinforcing, behaviors and things which they can control. Strong preparation, providing a complete effort, never giving up are also skills that a child will use effectively for life both on and off the court.
For more information about how to help you or your child achieve peak performance visit www.insidethezone.com.
Don't forget to mention that you read about Rob Polishook on USTA Eastern's website! | <urn:uuid:04c4a2b8-43b4-4983-a412-221568a11077> | CC-MAIN-2022-49 | https://www.usta.com/content/dam/usta/sections/eastern/pdfs/Best%20Way%20to%20Encourage%20My%20Child.pdf | 2022-12-01T13:21:44+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00059.warc.gz | 1,120,476,242 | 1,125 | eng_Latn | eng_Latn | 0.999286 | eng_Latn | 0.999258 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3709,
5229
] | [
2.625
] | 1 | 0 |
Radial Weavings
Mandalas are a form of art that uses radial symmetry and geometric shape. This work, Mandala Cosmic Tapestry in the 9th Roving Moon Up-Close, features complex crocheted patterns, colors, and textures. The artist, Xenobia Bailey is known for their textile works, especially crocheted mandalas. Bailey famously draws inspiration from funk music and Native American, African, Hindu, and Buddhist cultures when creating her work. Experiment with radial symmetry and textile techniques to create a radial weaving.
Xenobia Bailey (American, born 1955) Mv:#9 (Mandala Cosmic Tapestry in the 9th Roving Moon Up-Close) from the series Paradise Under Reconstruction in the Aesthetic of Funk, Phase II, 1999, Crochet, acrylic and cotton yarn, beads and cowrie shell. Purchase: The Reverend and Mrs. Van S. Merle-Smith, Jr. Endowment Fund, 2000. (2000.17.2)
Supplies Needed:
* Cardboard or paper plate
* A circle tracer or compass
* Yarn, string or fabric scraps
* Scissors
Follow these steps to make your radial weaving:
Step 1: Trace and cut out a cardboard circle. You can also use a paper plate or paper bowl. This will be your loom.
Step 2: Use your scissors to make an odd number of cuts into the edge of your loom. They should be evenly spaced out, like slices of pizza. Your cuts should be about an inch long.
Step 3: Tie a knot at the end of a long piece of string. Slide it through the back of one of the cuts in your cardboard. Thread your loom by running the long piece of yarn through all of the cuts in the loom. Tie a
Radial Weavings
knot on the back of your loom once every notch is threaded. These are your "Warp" strings.
Step 4: On the front of your loom, start your radial weaving by tying a new piece of yarn to a warp string, close to the center. This is the "Weft". Make a radial weaving by pulling your weft over your warp, then under. Repeat this pattern, going over and under in a circle to build your weaving.
Step 5: When you run out of weft material, tie another piece of material on. Try switching between different colors and textures. Leave about an inch of free space between the edge of the warp and your weaving. When you are finished, tie the weft to a warp string. Use a pair of scissors to cut each warp string. Tie a knot at the edge of the warp string through the weft to keep your weaving together. | <urn:uuid:f7664971-29fd-4614-ba41-689eb4e6994e> | CC-MAIN-2022-49 | https://www.allentownartmuseum.org/wp-content/uploads/2021/01/Radial-weavings.pdf | 2022-12-01T14:35:44+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00060.warc.gz | 687,766,319 | 571 | eng_Latn | eng_Latn | 0.99785 | eng_Latn | 0.998102 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1544,
2355
] | [
2.515625
] | 1 | 1 |
NYC YOUTH SPEAKS FACILITATION GUIDE & SOCIAL ACTION TOOLKIT Citywide Youth Survey Launch
Materials: Facilitation guide and social action kit and survey link
Length of Time
: 45 minutes (for survey only) or 2–3 class periods (for lessons, survey, and social action activities)
Vocabulary:
Federalism, Three Branches of Government, Adams Administration, Civics, Data, Reparations, Community
Conversations, Activism
Suggested Videos: Review of the Three Branches of Government/Separation of Powers and Equity vs. Equality
* Separation of Powers and Checks and Balances - Crash Course Government and Politics
* Branches of the Government: Politics on Point
* Equity vs. Equality
1. Introduce students to NYC Speaks.
From the NYC Speaks Team:
* NYC Speaks is a citywide engagement initiative designed to ensure that all New Yorkers have an opportunity to be heard concerning priorities and policies of the Adams administration.
* Phase 1 of NYC Speaks is a citywide survey followed by in-depth conversations hosted by community organizations across the city.
* Data and ideas will be collected from these conversations which will fuel action planning workshops in the late spring. The details and proposals that come out of the workshops will feed into the upcoming Strategic Plan for the City.
* Our goal is to make sure you are heard!
2. Provide more information about NYC Youth Speaks.
An Excerpt from the Press Release:
NEW YORK (January 31, 2022)--Mayor Eric Adams, Schools Chancellor David C. Banks, and NYC Speaks today announced the launch of NYC Youth Speaks, a new piece of the NYC Speaks civic engagement initiative designed to engage public school students and young people from across the city.
The launch of NYC Youth Speaks features a youth version of a citywide survey that is currently being distributed throughout the five boroughs and online to inform the policies and priorities of the new mayoral administration. This survey has been adapted for students from grades 9 through 12 by students and can be found at nycspeaks.org/youth. In addition, the New York City Department of Education (NYCDOE) is introducing the NYC Youth Speaks curriculum for public high school students, which will engage young people in the classroom about civic action, city government, and ways to make change.
Both the adult and youth surveys will remain open until February 11th. Extending the NYC Speaks survey for two additional weeks will provide more New Yorkers whose voices are too little heard in government an opportunity to be heard. Survey data will be used to shape Community Conversation events that will add qualitative insights, including events led by students for students. The survey data is anonymous and will be compiled into a report, which will be delivered to Mayor Adams, Chancellor Banks, and the administration and made available to the public.
More About NYC Youth Speaks:
* NYC Youth Speaks will deeply engage students in building the future of NYC, will teach students more about the role of city government, and will ensure young voices are being elevated in these important conversations.
* The first phase of this initiative is the survey that will seek input from our youth on issues such as education, transportation, housing, climate change, public safety and racial equity.
* The NYC Youth Speaks surveying period runs from January 28 to February 11, 2022.
* Prior to taking the survey, teachers and school staff guiding students through this process are encouraged to prepare students by activating their prior knowledge and engaging in one or more of the recommended pre-survey activities below (word web, introductory discussion, government primers from Civics for All).
* School teams are also encouraged to build excitement for the survey by planning for and implementing one or more of the recommended school wide activities in this Facilitation Guide.
* After these initial activities, students should be given the link for the survey and provided with time during the school day to complete the survey.
* Post survey activities are also included in this Facilitation Guide to support with building learning extensions from the survey and to keep students engaged in these and other civic activities.
3. Discuss (some of) the key issues addressed in the survey and why NYC youth should be heard.
ACTIVATING PRIOR KNOWLEDGE
* Using a word web, teachers will solicit responses from students about pressing issues in their communities.
* Draw NYC in a bubble on the board and gradually build the word web based on student responses.
* As student responses are shared, the teacher/adult facilitator will create a word web on the board, highlighting areas of overlap and making connections to content students are learning about in their social studies, civics and government courses.
* This should be a student-led discussion! Students should drive this conversation, bouncing ideas off of each other.
* Students should be encouraged to celebrate areas where their communities are thriving and to think of areas where improvements might be needed.
* Some suggested key issues for this activity are: education and youth development, equity and racial justice, civic engagement, public safety, housing and neighborhoods, economic vitality and workforce development, health and well-being, and climate and infrastructure.
KEY ISSUES RAISED IN THE NYC YOUTH SPEAKS SURVEY
* Have an introductory discussion with students about the issues raised in the NYC Youth Speaks survey which are areas of concern raised by community members throughout the city.
* As these issues are discussed, reference the word web students created to build on connecting lines of thought that were previously discussed.
4. Use NYC Youth Speaks suggested pre-survey lesson plans and activities.
To further prepare students to actively engage in the NYC Youth Speaks surveying process, additional pre-survey lessons and activities are provided below. School teams should consider which materials are most appropriate for their respective schools and students, and should leverage this opportunity to build on course content.
LESSON PLANS & ACTIVITIES
CIVICS FOR All ACTIVITIES
The NYCDOE strongly believes civic engagement is an essential part of every students' core academic experience. The Civics for All initiative was launched to "strengthen opportunities for students to develop skills and knowledge related to democracy." The goal is for all our students to become engaged citizens who can think critically and are empowered to chart the course that our city and country take. Civics for All helps schools support students in making connections between history, current events, and democratic structures.
There are many ways that schools can introduce and discuss the purpose of the NYC Youth Speaks survey and its relevance to civic engagement. A range of applicable lessons can be found in the NYCDOE Civics for All curriculum. Below are some suggested civics topics and lessons to consider.
* Lesson on "The Individual in a Representative Democracy" — (Students will be able to analyze the responsibilities of representatives at each level of government—which can be found in the Civics for All Curriculum Guide Grades 9-12 Part 1.)
- Suggested Lesson 3; pages 96–103.
* Lesson on "Introduction to Budgeting" and "New York City's Budget" — (Students will be able to analyze the purpose and function of creating a personal budget—which can be found in the Civics For All: Participatory Budgeting in Your School Guide.)
- Suggested Activity #1; pages 16–19: Introduction to Budgeting.
- Suggested Activity #2; pages 20–33: New York City's Budget.
* Lesson on "Elected Officials Roles and Duties" — (Students will be able to analyze roles and functions of local officials to understand which officials can best address their needs and concerns—which can be found in the Vote: An Instructional Guide to Elections.)
- Suggested Activity #7; pages 27–34.
SCHOOL-WIDE SOCIAL ACTION ACTIVITIES (in collaboration with student government)
These activities can be done during class (advisory, history, government, civics) and/or as part of an after-school club.
Youth Engagement Video Review & Discussion
Record a Social-Action Video (This might be coordinated with student government after-school with COSA or student advisor)
and how youth actions shaped decisions made by their government (The Little Rock Nine (1957), Ruby Bridges desegregates her school (1960), The Greensboro Four (1960), Sit-ins in Greensboro, North Carolina (1960) and in Birmingham, Alabama (1963), University uprisings in the US (1968), Youth uprisings in South Africa and the Death of Hector Peterson (1976), Tiananmen Square (1989), The Velvet Revolution (1989), Apartheid Divestment (the 1970s-80s), University uprisings in Iran (1999), The Children's Crusade (1963), and Black Lives Matter (2013 to present).
* Introduce youth engagement examples through videos:
- Sarafina: Musical-type video of South African teens at a burial of teens killed in SOWETO during Apartheid singing, "Freedom is Coming Tomorrow."
- "I can't breathe": Youth Protest in Portland, Maine. A call to activate and prioritize teens of color and condemn shootings of black men.
- Student Activism: The Power of Using Your Voice: Short interviews from youth activists sharing their experiences about why they are speaking up because youth voice matters.
- This is Equity: California students have big dreams. Unfortunately some students face a much tougher road to achieve them. Students share their ideas on ways they can be supported.
* Have students record short social-action videos.
* In 1–2 minutes, introduce your cause with "I am speaking because…" and then mention an issue that you care about as a New Yorker and would like Mayor Adams to address. To end your video, say, encourage your peers to Speak up!
* For example, you can say: I'm from [NEIGHBORHOOD], [BOROUGH] and I am in the ______ grade. I am speaking because…
* Students can remix "Sarafina" by re-writing a song, music, and dance routine relevant to the issues students face in New York City.
- "Hi! Have you taken the NYC Youth Speaks Survey about the future of city government? I want to make sure your voice is in the mix. Complete the NYC Youth Speaks Survey!
- Useful note: high school students should be directed to the NYC Youth Speaks Survey whereas older family members should be encouraged to participate in the NYC Speaks surveying process.
5. Administer the NYC Youth Speaks Survey.
* Although optional, offer all students the opportunity to take the NYC Youth Speaks Survey. It is suggested that the survey be administered in small groups as part of a 45-minute block or a class period (e.g., can be done in advisory and/or a social studies, civics, or government class).
* If students are absent, please provide the link and allow them to complete the survey during their free time.
* Consider survey completion as a participation grade for students (in all classes where grades are given).
6. Obtain feedback from students about the survey.
* Have class discussions on key issues that students personally connected to.
* Think about opportunities for students to be involved and allow them to connect with elected officials or other youth organizations, to take action.
* Consider arranging a town hall meeting with students to discuss the survey and brainstorm ways in which students can get involved.
7. Support your student government by creating more opportunities for youth engagement and to participate in community conversations.
After students take the survey, the work continues! All students are invited to participate in community conversations across the boroughs. Students can organize a group at their school or join existing organizations (more details to follow). Please find a list of youth organizations (this list is not exhaustive):
* NYCDOE organizations and programs designed to encourage and empower youth voice:
- My Brother's Keeper NYC, My Sister's Keeper NYC, Emerging Leaders for Social Justice Institute, Students and Educators for Equity (SEE) and Student Advisory Councils - Borough and Chancellor's Student Advisory Councils (BSAC and CSAC).
* State and Citywide, community-based and youth-led organizations designed to support student organizing and social justice advocacy (including educational policy change at city and state levels) (this list is not exhaustive):
- Brotherhood Sister Sol, Sistas and Brothas United, Asian American Student Advocacy Project (ASAP), Dignity in Schools, Girls for Gender Equity, IntegrateNYC, Make the Road New York, NYCLU Teen Activist Project (TAP), Rockaway Youth Task Force, Teens Take Charge, Urban Youth Collaborative, YA-YA Network, Inter-Generational Change Initiative, NYC Youth Leadership Council, Participatory Budgeting Youth Fellowship, NYC Youth for Equity and Solidarity (YES) Council, New York City Youth Council, New York State Youth Leadership Council
* College/University and non-profit simulated programs designed to promote civic engagement (this list is not exhaustive):
- Harvard, Yale, Princeton, Columbia Model Congress
- Harvard, Yale, Princeton and Columbia Model United Nations,
- National High School (NHSMUN) and Change the World (UN)
- New York City Urban Debate League, New York Parliamentary Debate League,
QUESTIONS? Email Melissa Cisco at firstname.lastname@example.org | <urn:uuid:ae21e186-6ebe-4e84-9127-15f4cfa46e01> | CC-MAIN-2022-49 | https://infohub.nyced.org/docs/default-source/default-document-library/nyc-youth-speaks---survey-launch-facilitation-guide-and-social-action-toolkit.pdf | 2022-12-01T13:44:37+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00061.warc.gz | 350,564,523 | 2,727 | eng_Latn | eng_Latn | 0.980789 | eng_Latn | 0.997395 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2880,
5603,
5749,
7313,
8201,
10162,
12029,
13460
] | [
4.25
] | 2 | 0 |
Course: Earth Sciences
Grade Level: Third
Understandings:
Toms River Science Curriculum
Board Approved: April 2016
Title of Unit:
Weather and Climate
Stage 1 - Desired Results
Essential Questions:
Students will understand that…….
* data in tables and graphs can illustrate typical weather conditions expected during a particular season
* climates in different regions of the world can follow patterns
* there are ways to design solutions that reduce the impact of a weather-related hazard
Knowledge:
Students will know….
* scientists record patterns of the weather in order to make predictions about what kind of weather might happen next
* climate describes an area's typical weather conditions and the changes over many years
* many different kinds of natural hazards occur in nature
* What is the weather in different parts of the world and during different times of the year?
* How can the impact of weather related hazards be reduced?
Skills:
Students will be able to….
* create tables and graphs that show weather patterns
* describe and investigate the climate in different areas of the world
* make predictions about the climate based on the previous observations
* design a solution to reduce the impact of weather-related hazards
* although we cannot eliminate natural hazards, we can take steps to reduce their impact
Standards: (Note: Include reference to relevant standards in the Core Content Area as well as technology and 21 st -century life and careers.)
NGSS:
* 3-ESS2-1 - Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season
* 3-ESS2-2 - Obtain and combine information to describe climates in different regions of the world
* 3-ESS3.1 - Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard
CCSS: ELA
* R3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
* R3.9 - Compare and contrast the most important points and key details presented in two texts on the same topic
* W3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons
* W3.7 - Conduct short research projects that build knowledge about a topic
* W3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
CCSS: Mathematics
* 3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem
* 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs
Stage 2- Assessment Evidence:
Performance Tasks and other evidence:
* written responses to thinking questions STEM activities - engineering challenge results and explanations
* lab/exploration results
* quizzes
Stage 3 – Learning Plan
Learning Activities:
* Thundercake by Patricia Polacco - https://www.youtube.com/watch?v=YhhtKGCsAyY
* A Time of Wonder by Robert McCloskey
* Hurricane by David Weisner https://www.youtube.com/watch?v=Sw7qzB12HCg
*
Bringing the Rain to Kapiti Plain by Velma Aardema
https://www.youtube.com/watch?v=14_E5EQDqBY
* Feel the Wind by Arthur Durros
* Hide and Seek Fog by Alvin Tresselt
* Schoolwide- What Will Weather Be?
* Schoolwide- Weather Patterns
* Schoolwide- Temperature
* Scholastic Anthology- Tornado
* Engineering Adventures, www.EIE.org - "To the Rescue - Engineering Aid Drop Packages" - & accompanying Student Journal. While travelling in Thailand, Jacob and India learn that monsoon rains can cause severe flooding that cuts people off from important supplies. Kids will help Jacob and India engineer "aid drop packages" that can be dropped from an aircraft, protect what's inside, and are easy to find once they reach the ground - see preview included in teacher binder
* Science probes - simple activities that explore student knowledge prior to study of a topic - the teacher pages explain common misconceptions that students may have and how to correct them through activities - all of the below listed probes are included in teacher binder
- What are Clouds Made Of? - ideas about clouds
- Rainfall - ideas about precipitation
- The Mitten Problem - ideas about the source of heat
- Beach Sand - ideas about weathering, erosion, and landforms
- Wet Jeans - ideas about where water goes after it evaporates
- Where Did the Water Come From? - ideas about condensation
- Summer Talk - ideas about the seasons
* "The Slippery Glass" - short mystery - exploration that explores concept of condensation included in teacher binder
* Create a weather station www.ciese.org/curriculum/weatherproj2/en/activity1.shtml
l
* Mystery Science Website - The World of Weather
- Lesson 1 - Water Cycle, Phases of Matter - "Where do Clouds Come From?"
- Lesson 2 - Local Weather Patterns, Weather Predictions - "How Can We Predict When It's Going to Storm?"
- Lesson 3 - Climate, Geography, and Global Weather Patterns - "Why Are Some Places Always Hot?"
- https://mysteryscience.com/weather/weather-climate-water-cycle#anchor
* Cloud Finder Wheel www.scholastic.com/lessonrepro/reproducibles/profbooks/cloudkey.pdf
* Weather related experiments www.weatherwhizkids.com
* The Water Cycle Song https://www.youtube.com/watch?v=TWb4KlM2vts
* Water Cycle QR codes
* National Weather Service- to predict severe weather http://www.weather.gov/
* National Geographic-natural disaster videos
http://environment.nationalgeographic.com/environment/natural-disasters/
* How Do Tornadoes Form? (video) http://ed.ted.com/lessons/how-do-tornadoes-form-jamesspann
* The Weather Classroom's "Elementary Weather" Teacher's Guide
http://www.myips.org/cms/lib8/IN01906626/Centricity/Domain/8123/ElementaryWeather_new.pd
f
Modifications: (ELLs, Special Education, Gifted and Talented)
* Follow all IEP modifications/504 plan
* Teacher tutoring
* Peer tutoring
* Cooperative learning groups
* Modified assignments
* Differentiated instruction
Presentation accommodations allow a student to:
* Listen to audio recordings instead of reading text
* Learn content from audiobooks, movies, videos and digital media instead of reading print versions
* Work with fewer items per page or line and/or materials in a larger print size
* Have a designated reader
* Hear instructions orally
* Record a lesson, instead of taking notes
* Have another student share class notes with him
* Be given an outline of a lesson
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given a written list of instructions
Response accommodations allow a student to:
* Give responses in a form (oral or written) that's easier for him
* Dictate answers to a scribe
* Capture responses on an audio recorder
* Use a spelling dictionary or electronic spell-checker
* Use a word processor to type notes or give responses in class
* Use a calculator or table of "math facts"
Setting accommodations allow a student to:
* Work or take a test in a different setting, such as a quiet room with few distractions
* Sit where he learns best (for example, near the teacher)
* Use special lighting or acoustics
* Take a test in small group setting
* Use sensory tools such as an exercise band that can be looped around a chair's legs (so fidgety kids can kick it and quietly get their energy out)
Timing accommodations allow a student to:
* Take more time to complete a task or a test
* Have extra time to process oral information and directions
* Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:
* Take more time to complete a project
* Take a test in several timed sessions or over several days
* Take sections of a test in a different order
* Take a test at a specific time of day
Organization skills accommodations allow a student to:
* Use an alarm to help with time management
* Mark texts with a highlighter
* Have help coordinating assignments in a book or planner
* Receive study skills instruction
Assignment modifications allow a student to:
* Complete fewer or different homework problems than peers
* Write shorter papers
* Answer fewer or different test questions
* Create alternate projects or assignments
Curriculum modifications allow a student to:
* Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
* Get graded or assessed using a different standard than the one for classmates
Notes: Indicate any special considerations as well as materials, resources (online, print, video, audio) or equipment.
Course: Life Sciences
Grade Level: 3rd Grade
Title of Unit: Interdependent Relationships in
Ecosystems
Stage 1 - Desired Results
Understandings:
Students will understand that…….
* that some animals form groups that help group members survive
* data from fossils can provide evidence of the organisms and the environments in which they lived long ago
* in a particular habitat some organisms can survive well, while some survive less well, and others cannot survive at all
* when an environment changes, the types of plants and animals that live in it may change, and a variety of solutions may be used to solve this problem. Each of these possibilities may have advantages and disadvantages.
Knowledge:
Students will know……
* being part of a group helps animals obtain food, defend themselves, and cope with changes
* there are different reasons for groups
* some kinds of plants and animals that once lived on Earth are no longer found anywhere
* fossils provide evidence about the types of organisms and environments from long ago
* explain with evidence how some habitats allow animals to survive or die out
* environmental changes cause organisms to survive and reproduce, move to new locations, and die out
* animals live in a variety of habitats and change in those habitats to fit in them
Essential Questions:
* What happens to plants and animals when their environment changes?
* How are plants, animals, and environments of the past similar or different from current plants, animals, and environments?
* How can fossils provide evidence that animals and plants have changed over time?
Skills:
Students will be able to….
* create an argument with evidence that shows how animals form groups to survive
* use fossils to make connections between how animals lived long ago and how they live today
* explain with evidence how some habitats allow animals to survive and flourish or die out. Explain how environmental changes affect the animals that live in the environment
Standards: (Note: Include reference to relevant standards in the Core Content Area as well as technology and 21 st -century life and careers.)
NGSS:
* 3-LS2-1 - Construct an argument that some animals form groups that help members survive
* 3-LS4-1 - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago
* 3-LS4-3 - Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all
* 3LS4-4 - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change
CCSS: ELA
* RI3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
* RI3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea
* RI3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
* W3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons
* W3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly
* W3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
* SL3.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
CCSS: Mathematics
* 3.NBT.A.1 - Use place value understanding to round whole numbers to the nearest 10 or 100
* 3.NBT.A.2 - Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and subtraction
* 3.NBT.A.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations
* 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs
* 3.MD.B.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters
Stage 2- Assessment Evidence:
Performance Tasks and other evidence:
* written responses to thinking questions
* STEM activities - engineering challenge results and explanations
* lab/exploration results
* quizzes
Stage 3 – Learning Plan
Learning Activities:
* Opening activity: observe and identify components of an ecosystem - 5 m circle on ground, observe and record observations of everything in your ecosystem, take small samples of everything in a bag, discuss importance of each item in the bag
* Read: Oil Spill by Melvin Burger -
- Do the experiment - "Cleaning bird feathers in oil" - lab pages included in teacher binder
- Coat 4 feathers in Crisco, place into 4 different cups containing laundry detergent, shampoo, hand soap and dish detergent. Discussion questions: Which soap will work best to remove oil from bird feathers?
* Hop to It: Safe Removal of an Invasive Species - Engineering is Elementary - Engineering Adventure - Oh no! India and Jacob accidentally brought a cane toad from Australia to New Zealand. Cane toads are pests. They're an invasive species that hurts native species in Australia—and they could do the same in New Zealand. Kids will help India and Jacob engineer a humane trap to catch the toad. - see preview included in teacher binder
* Scholastic Tradebook- Turtle Watch
* Scholastic Anthology- Dragon in the Rocks
* Scholastic Anthology- Wild and Woolly Mammoths
* Scholastic Anthology- Fire! In Yellowstone
* Schoolwide Library - What Happened to the Dinosaurs?
* Just a Dream by Chris Van Allsburg
* Down the Drain: Conserving Water by Anita Ganieri and Chris Oxlade (book) - activity included in teacher binder - students keep track of water use for a day, explore ways to conserve water, and create a Water Watch campaign - to understand that clean water is limited in some places on Earth and the consequences of poor water quality on people, plants, and animals
* Rice is Life by Rita Golden Gelman (book) - activity included in teacher binder - explore the importance of rice as a food source, the differences among types of rice, the life cycle of rice, and rice production methods - explore controls, variable, and experimental design by investigating how rice grows and by designing their own plant growth experiments
* Science probes - simple activities that explore student knowledge prior to study of a topic - the teacher pages explain common misconceptions that students may have and how to correct them through activities - all of the below listed probes are included in teacher binder
- Habitat Change - ideas about adaptations
- Mountaintop Fossil - ideas about mountain formation & location of fossils
- Plants in the Dark and Light - ideas about plant growth
* Life as a Plant - Plant adaptations. Multi-media and activities - video and explanation about plant life in the desert/adaptations
* kidsdiscover.com-explore various science topics such as ecosystems, plants, and animals
* studyjams.scholastic.com
* environmental adaptations activity - storing water - wet 2 paper towels, wrap one in wax paper, observe and record observations after a day - discussion questions: How does each paper towel feel? How does the waxy skin help desert animals survive? What would happen if there were environmental and/or physical changes? (food sources, weather, etc.)
* Mystery Science Website - Animals Through Time
- Lesson 1 - Habitats & Environmental Change
- Lesson 2 - Structures & Adaptations, Fossil Evidence, & Classification
- Lesson 3 - Fossil Evidence & Behavior
- https://mysteryscience.com/animals/habitats-heredity-change-over-time#anchor
Plant Adventures
* Lesson 4 - Adaptations & Habitat
* Lesson 5 - Adaptations & Habitat
- https://mysteryscience.com/plants/structure-function-adaptations#anchor
* Use the Engineering Design Process to build a model biodome of a particular environment.
* plant dependence on water - students explore 3 plants with different amounts of water and decide how the plants will change over time - make predictions about which plant will grow the tallest/shortest - discussion questions: How did the plants change over time? What happens to some plants when there is a flood?
Modifications: (ELLs, Special Education, Gifted and Talented)
* Follow all IEP modifications/504 plan
* Teacher tutoring
* Peer tutoring
* Cooperative learning groups
* Modified assignments
* Differentiated instruction
Presentation accommodations allow a student to:
* Listen to audio recordings instead of reading text
* Learn content from audiobooks, movies, videos and digital media instead of reading print versions
* Work with fewer items per page or line and/or materials in a larger print size
* Have a designated reader
* Hear instructions orally
* Record a lesson, instead of taking notes
* Have another student share class notes with him
* Be given an outline of a lesson
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given a written list of instructions
Response accommodations allow a student to:
* Give responses in a form (oral or written) that's easier for him
* Dictate answers to a scribe
* Capture responses on an audio recorder
* Use a spelling dictionary or electronic spell-checker
* Use a word processor to type notes or give responses in class
* Use a calculator or table of "math facts"
Setting accommodations allow a student to:
* Work or take a test in a different setting, such as a quiet room with few distractions
* Sit where he learns best (for example, near the teacher)
* Use special lighting or acoustics
* Take a test in small group setting
* Use sensory tools such as an exercise band that can be looped around a chair's legs (so fidgety kids can kick it and quietly get their energy out)
Timing accommodations allow a student to:
* Take more time to complete a task or a test
* Have extra time to process oral information and directions
* Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:
* Take more time to complete a project
* Take a test in several timed sessions or over several days
* Take sections of a test in a different order
* Take a test at a specific time of day
Organization skills accommodations allow a student to:
* Use an alarm to help with time management
* Mark texts with a highlighter
* Have help coordinating assignments in a book or planner
* Receive study skills instruction
Assignment modifications allow a student to:
* Complete fewer or different homework problems than peers
* Write shorter papers
* Answer fewer or different test questions
* Create alternate projects or assignments
Curriculum modifications allow a student to:
* Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
* Get graded or assessed using a different standard than the one for classmates
Notes: Indicate any special considerations as well as materials, resources (online, print, video, audio) or equipment.
Course: Science
Grade Level: 3rd Grade
Title of Unit: Inheritance and Variation of
Traits: Life Cycles and Traits
Stage 1 - Desired Results
Understandings:
Essential Questions:
Students will understand that…….
* organisms have unique and diverse life cycles but they all have these things in common: birth, growth, reproduction, and death
* data can provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms
* evidence supports the explanation that traits can be influenced by the environment
* evidence can be used to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
Knowledge:
Students will know……
* plants and animals have unique and diverse life cycles
* plants and animals inherit traits from their parents
* traits of plants and animals can change to adapt to the environment; changes can range from diet to learning abilities.
* plants and animals look and act differently as a result of environmental and/or inherited traits
* How do organisms vary in their traits?
* What kinds of traits are passed from parents to offspring?
Skills:
Students will be able to….
* plants and animals have different life cycles, but share similarities in birth, growth, reproduction, and death
* collect and analyze data to give evidence that plants and animals have traits that are passed down from parents
* similar plants and animals share traits but also have differences
* use evidence to show how traits can be influenced by the environment
* variations of traits help plants and animals survive, choose mates, and reproduce in specific ways
* show how variations of traits help plants and animals survive, choose mates, and reproduce
Standards: (Note: Include reference to relevant standards in the Core Content Area as well as technology and 21 st -century life and careers.)
NGSS:
* 3-LS1-1 - Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death
* 3-LS3-1 - Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms
* 3-LS3-2 - Use evidence to support the explanation that traits can be influenced by the environment
* 3-LS4-2 - Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
CCSS: ELA
* RI3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
* RI3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea
* RI3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
* RI3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
* W3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly
* SL3.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
* SL3.5 - Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details
CCSS: Mathematics
* 3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs
* 3.MD.B.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters
Stage 2- Assessment Evidence:
Performance Tasks and other evidence:
* written responses to thinking questions
* STEM activities - engineering challenge results and explanations
* lab/exploration results
* quizzes
Stage 3 – Learning Plan
Learning Activities:
* What if You Had Animal Teeth? by Sarah Markle (YouTube Version read aloud)
* What if You Had Animal Hair? by Sarah Markle
- Student Response Page
* What Do You Do With a Tail Like This? by Steve Jenkins (Online read aloud)
* Schoolwide mentor text - What are Camouflage and Mimicry? (Digital Version)
* Schoolwide mentor text- A Butterfly is Patient (YouTube Version read aloud)
* Growing Patterns by Sarah C. Campbell (investigating Fibonacci numbers in nature)
* STEM activity: Bird Beak Adaptations (refer to binder)
* Blubber Gloves (exploration) hands on investigation on how an animal's blubber or fat layer helps it to survive in a cold climate
* Predators and Prey M & M Survival Challenge (hands on activity) to hunt for M & M prey in a series of different habitats to discover which M & M's survive in each habitat and why www.sciencebuddies.org
* Dissect lilies/carnations to investigate plant reproduction
* Plant life cycle-hands on activity to observe the life cycle of a plant in a ziploc bag
* Butterfly life cycle-ongoing, hands on activity to observe the life cycle of a butterfly www.iinsectlore.com
* A Tiny Seed by Eric Carle
- https://www.youtube.com/watch?v=VSFNr777V0A
- https://www.youtube.com/watch?v=ls6wTeT2cKA
- Project Learning Tree Lesson
:
* "Engineering a Frog" - engineering challenge - students will engineer a new species of frog to adapt to a specified environment and complete an informational essay - activity included in teacher binder
* EIE: Just Passing Through: Designing Model Membranes http://www.eiestore.com/designingmodel-membranes-unit.htm
* Engineering design challenge - start with book, The Mixed Up Chameleon by Eric Carle investigate and explore animal adaptations, then students will take an idea or drawing and design a moving part for their animal or will make sure that their animal's structure can function as it was intended.(i.e. wings will support the animal so it can glide; tail with stinger can move from side to side to sting its prey; a dangling lure like a fishing pole; a claw that can open and close) - see preview pages in teacher binder -
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/31239
* Mystery Science Website - Animals Through Time
* Lesson 4 - Heredity, Variation, & Selection
* Lesson 5 - Heredity, Variation, & Selection
* https://mysteryscience.com/animals/habitats-heredity-change-over-time#anchor
Modifications: (ELLs, Special Education, Gifted and Talented)
* Follow all IEP modifications/504 plan
* Teacher tutoring
* Peer tutoring
* Cooperative learning groups
* Modified assignments
* Differentiated instruction
Presentation accommodations allow a student to:
* Listen to audio recordings instead of reading text
* Learn content from audiobooks, movies, videos and digital media instead of reading print versions
* Work with fewer items per page or line and/or materials in a larger print size
* Have a designated reader
* Hear instructions orally
* Record a lesson, instead of taking notes
* Have another student share class notes with him
* Be given an outline of a lesson
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given a written list of instructions
Response accommodations allow a student to:
* Give responses in a form (oral or written) that's easier for him
* Dictate answers to a scribe
* Capture responses on an audio recorder
* Use a spelling dictionary or electronic spell-checker
* Use a word processor to type notes or give responses in class
* Use a calculator or table of "math facts"
Setting accommodations allow a student to:
* Work or take a test in a different setting, such as a quiet room with few distractions
* Sit where he learns best (for example, near the teacher)
* Use special lighting or acoustics
* Take a test in small group setting
* Use sensory tools such as an exercise band that can be looped around a chair's legs (so fidgety
kids can kick it and quietly get their energy out)
Timing accommodations allow a student to:
* Take more time to complete a task or a test
* Have extra time to process oral information and directions
* Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:
* Take more time to complete a project
* Take a test in several timed sessions or over several days
* Take sections of a test in a different order
* Take a test at a specific time of day
Organization skills accommodations allow a student to:
* Use an alarm to help with time management
* Mark texts with a highlighter
* Have help coordinating assignments in a book or planner
* Receive study skills instruction
Assignment modifications allow a student to:
* Complete fewer or different homework problems than peers
* Write shorter papers
* Answer fewer or different test questions
* Create alternate projects or assignments
Curriculum modifications allow a student to:
* Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
* Get graded or assessed using a different standard than the one for classmates
Notes: Indicate any special considerations as well as materials, resources (online, print, video, audio) or equipment.
Course: Physical Sciences
Grade Level: Third
Title of Unit: Forces and Motion
Stage 1 - Desired Results
Understandings:
Essential Questions:
Students will understand that……..
* an investigation can provide evidence of the effects of balanced and unbalanced forces on the motion of an object
* observations and/or measurements of an object's motion can be used to provide evidence that a pattern can be used to predict future motion
* there is a cause and effect relationship of electrical and magnetic interactions between two objects not in contact with each other
* a simple design problem can be solved by applying scientific ideas about magnets
Knowledge:
Students will know……
* a force can be a push or a pull
* objects remain in motion or at rest until another force changes the direction or changes the speed
* friction slows objects down
* some changes in motion require objects to touch and some do not require objects to touch (electrical or magnetic forces)
* magnets are attracted to some objects that contain certain metals
* How do equal and unequal forces on an object affect the object?
* How can magnets be used?
Skills:
Students will be able to…..
* give evidence of the effects of balanced and unbalanced forces on the motion of an object
* collect measurement data to provide evidence of an object's motion
* use data to predict future motion
* demonstrate how two objects do not need to be in contact with each other to cause motion
* static electricity between hair and a balloon is an electrical force
* define a simple design problem that can be solved by applying scientific ideas about magnets
Standards: (Note: Include reference to relevant standards in the Core Content Area as well as technology and 21 st -century life and careers.)
NGSS:
* 3-PS2-1 - Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object
* 3-PS2-2 - Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion
* 3-PS2-3 - Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other
* 3-PS2-4 - Define a simple design problem that can be solved by applying scientific ideas about magnets
CCSS: ELA
* RI3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
* RI3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
* RI3.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)
* W3.7 - Conduct short research projects that build knowledge about a topic
* W3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
* SL3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
CCSS: Mathematics
* MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem
Stage 2- Assessment Evidence:
Performance Tasks and other evidence:
* written responses to thinking questions
* STEM activities - engineering challenge results and explanations
* lab/exploration results
* quizzes
Stage 3 – Learning Plan
Learning Activities:
* "Paper airplanes" (exploration) How People Learned to Fly by Fran Hodgkins (book) – great intro activity – making and flying paper airplanes to explore the "vocabulary" of force – 2 days – collecting data about distance, force, adding paper clips in charts & writing explanations - The Secrets of Flight activity included in teacher binder
* "Sheep in a Jeep" (exploration) Sheep in a Jeep by Nancy E. Shaw (book) – activity and lab pages included in teacher binder – rolling cars down a ramp to explore the "vocabulary" of motion and friction with written explanation - try different surfaces & then obstacles at the bottom (connection to seat belts in a vehicle) - also website http://www.macombscience.org/uploads/5/8/3/4/583452/sheep_in_a_jeep.pdf
* Newton and Me by Lynne Mayer – (book) - to accompany Newton's Laws of Motion activities
* "Roller coasters" – (Engineering design challenge) - build a coaster using pipe insulation split lengthwise and a marble, criteria for success – coaster must have 1 hill and 1 loop, when marble is released, the marble should travel through the entire coaster and fall into a cup at the end (Use engineering design process – Ask, Imagine, Plan, Create, Improve - Amy is playing checkers inside.)
* "Pendulum activity" – (exploration) – create a pendulum, make changes in the length of the string to explore & provide evidence that patterns can be used to predict future motion http://www.mccracken.kyschools.us/NGSS.aspx and http://pbskids.org/zoom/activities/sci/pendulumchallenge.html -
* "Balloon rockets" – (exploration) - tie a piece of fishline with a straw on the string between 2 chairs, blow up a balloon but do not tie it off, hold the end while taping the balloon to the straw, then let go - students can measure the distance traveled and the time to travel the distance http://www.education.com/science-fair/article/volume-air-far-balloon-rocket-travels/
* "Catapults" (marshmallows or candy) - (engineering) - http://kidsactivitiesblog.com/55055/15easy-catapults-to-make -to build a catapult to launch marshmallows or candy - test for the furthest distance etc
* "Static electricity" – (exploration) –
http://www.enchantedlearning.com/physics/Staticelectricity.shtml - rub a balloon on a piece of woolen fabric, predict what will happen when you put the balloon near your hair (creates static electricity), make and record observations, predict & record observations about what will happen when you put the balloon near a tin can - mccracken.kyschools.us
* "What is magnetic?" – (exploration) – https://amandarussell71.wordpress.com/lessons/ -make a collection of items in a bag, predict which items will be magnetic, test with magnets, discuss which are and are not and why
* "Magnet stations" – (exploration) – 4 stations exploring like/unlike poles of magnets www.mccracken.kyschools.us/NGSS.aspx (great website ideas in all NGSS units)
* "Magnet races" (exploration)-use of magnets to create push or pull http://www.terrificscience.org/lessonpdfs/OffToTheRaces.pdf
* "Toxic popcorn challenge" – (engineering design challenge) – http://tryengineering.org/lessonplans/toxic-popcorn-design-challenge -design a product and process to safely remove "toxic"
popcorn and save the city - see preview included in teacher binder
* "Build a hovercraft" (engineering design challenge) – investigate friction by designing a hover craft that will glide along without being slowed down)
https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_mechanic s/cub_mechanics_lesson05_activity1.xml
* "Bocce, Anyone" - short mystery - exploration that explores concept of patterns in rolling objects/games - included in teacher binder
* "The Magnet Derby" - short mystery - exploration that explores concept of magnets - strengths, attraction, and uses in everyday life, including toys - included in teacher binder
* Force & Motion - hands on, engaging activities, anchor charts & explorations https://drive.google.com/file/d/0B1EBJbKtMbf3ZXpUaWJxTXU5UzA/view?usp=sharing
* Science probes - simple activities that explore student knowledge prior to study of a topic - the teacher pages explain common misconceptions that students may have and how to correct them through activities - all of the below listed probes are included in teacher binder
o Rolling Marbles - ideas about motion on a ramp
o Talking About Forces - ideas about forces
o Does It Have to Touch? - ideas about whether forces have to touch to cause movement
o Force & Motion Ideas - ideas about relationship between force and motion
o Friction - ideas about friction
o Pizza Dough - ideas about whether shape affects weight and mass of objects
o Experiencing Gravity - ideas about gravity
o Apple on the Ground - ideas about gravity
o Apple on a Desk - ideas about balanced forces
o Rolling Marbles (2) - ideas about circular motion
o Dropping Balls - ideas about falling objects
Modifications: (ELLs, Special Education, Gifted and Talented)
* Follow all IEP modifications/504 plan
* Teacher tutoring
* Peer tutoring
* Cooperative learning groups
* Modified assignments
* Differentiated instruction
Presentation accommodations allow a student to:
* Listen to audio recordings instead of reading text
* Learn content from audiobooks, movies, videos and digital media instead of reading print versions
* Work with fewer items per page or line and/or materials in a larger print size
* Have a designated reader
* Hear instructions orally
* Record a lesson, instead of taking notes
* Have another student share class notes with him
* Be given an outline of a lesson
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given a written list of instructions
Response accommodations allow a student to:
* Give responses in a form (oral or written) that's easier for him
* Dictate answers to a scribe
* Capture responses on an audio recorder
* Use a spelling dictionary or electronic spell-checker
* Use a word processor to type notes or give responses in class
* Use a calculator or table of "math facts"
Setting accommodations allow a student to:
* Work or take a test in a different setting, such as a quiet room with few distractions
* Sit where he learns best (for example, near the teacher)
* Use special lighting or acoustics
* Take a test in small group setting
* Use sensory tools such as an exercise band that can be looped around a chair's legs (so fidgety
kids can kick it and quietly get their energy out)
Timing accommodations allow a student to:
* Take more time to complete a task or a test
* Have extra time to process oral information and directions
* Take frequent breaks, such as after completing a task
Scheduling accommodations allow a student to:
* Take more time to complete a project
* Take a test in several timed sessions or over several days
* Take sections of a test in a different order
* Take a test at a specific time of day
Organization skills accommodations allow a student to:
* Use an alarm to help with time management
* Mark texts with a highlighter
* Have help coordinating assignments in a book or planner
* Receive study skills instruction
Assignment modifications allow a student to:
* Complete fewer or different homework problems than peers
* Write shorter papers
* Answer fewer or different test questions
* Create alternate projects or assignments
Curriculum modifications allow a student to:
* Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
* Get graded or assessed using a different standard than the one for classmates
Notes: Indicate any special considerations as well as materials, resources (online, print, video, audio) or equipment. | <urn:uuid:60045351-7524-4c35-9935-53ffcda48ecf> | CC-MAIN-2021-25 | https://www.trschools.com/curriculum/docs/20161310_122200_86_Grade%203%20Science%20Units%202016.pdf | 2021-06-14T06:22:57+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00498.warc.gz | 950,600,998 | 9,067 | eng_Latn | eng_Latn | 0.988179 | eng_Latn | 0.992993 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2110,
5128,
7788,
9030,
11025,
13956,
17905,
20151,
20725,
23389,
26588,
28885,
30543,
32879,
34143,
37844,
40491,
42149
] | [
4.71875,
4.53125
] | 2 | 0 |
ץרא לארשי ונייחב Israel In Our Lives
Life-Long Learning About the Land of Israel
Rabbinic Career Paths in Jewish Education
Spring 2002
Steve Burnstein
Introduction
Many of my strongest memories of synagogue, Judaism and Jewish education center around Israel. I remember preparing elaborate floats for the annual community Israel Independence Day celebration; being energized by the enthusiasm of the Israeli Scouts; seeing the blue JNF Tzedakah box proudly displayed in Jewish owned stores and in the homes of my family and friends; meeting and hosting Shlichim (emissaries) and exchange students from Israel; seeing photos and hearing stories from my grandparents, cousins, sister, father and brother after their visits to Israel; and, anxiously waiting until I would be old enough to go to Israel.
For many of my generation Israel became an exotic, exciting, mystical and spiritual place where the collective soul of the Jewish people resided. A place that somehow seemed just a bit closer to God than Kansas City. The first generation in 2000 years to live with a vibrant Jewish State in Israel, every subject we learned in "Hebrew School" somehow connected to this magical place. The stories of the Torah and Holidays take place there. Hebrew is spoken there. Prayers express our yearning to return there. For us, Israel is the spiritual and cultural center of Judaism and the Jewish people. Israel embodies Kaplan's and others' dreams. Ahavat Tzion, Love of Zion, is an integral part of our Jewish identity – and a rallying point and source of tremendous pride for the world Jewish community.
The purpose of this project is to help us discover and explore the centrality of the Land of Israel in our lives as Jews. This does not mean to say that Israel is the only place one may legitimately choose to live a Jewish life. Nor does it mean we cannot be critical of particular policies and actions of the Israeli Government. But this project does seek to provide a framework and system for developing a deeper connection, understanding and love of the Land of Israel. To
teach about Israel means to confront the anxieties, hostility, confusion and disappointment we often feel with the State of Israel. However, before we deal with these feelings, I believe we must first teach a love for the Land of Israel. In this way we can approach our issues and concerns regarding the modern state and political challenges from a loving and compassionate perspective, appreciating the symbolic, historical and spiritual meaning that Israel can provide.
3
Why Focus on Israel?
The Land of Israel is inseparable from Jewish life. You can take the Jew out of the Land, but you can't take the Land out of Judaism or the Jew.
Several times each day Israel comes up in our prayers. We pray for the rebuilding of Jerusalem. We pray for peace in Israel. We pray for the restoration of Zion. Our Jewish consciousness cannot remain a Jewish consciousness if we exclude Israel from our thoughts and deeds. 1
Many of us have difficulty with the traditional reading for the second paragraph of the Shema because of the supernatural theology if offers. We may therefore miss the deep connection reflected to the Land of Israel.
If you truly listen to my biddings, as I bid you now – loving The Fount of Life, your God, and serving God with all your heart, with every breath – then I will give you rain upon your land in its appointed time, the early rain and later rain, so you may gather in your new grain, wine, and oil. Deuteronomy 11:14
The "land" here is Eretz Yisrael, the Land of Israel, the collective land of the Jewish people. Israel is the direction we pray. Israel is the spiritual, historical, and cultural center of the Jewish people. Jews all over the world add a special prayer during the winter months for rain in Israel. Even in the Diaspora, Jews have always lived according to the calendar of Israel, celebrating the spring and harvest when Israel celebrated its spring and harvest. When we gather in the grain, wine and oil mentioned above, we are harvesting three of the seven species. 2 Every Shabbat and Holiday Jews all over the world light candles (oil), bless wine (grapevine), and give thanks for "bringing bread from the earth" (wheat – new grain). When we recite these blessings we join Jews from all times and places in the affirmation of our connection to the Land of Israel.
1 Teutsch, David. "Israel and the Diaspora: A Reconstructionist Reconsideration of Zionism." p. 48-54. The Reconstructionist. Volume 62, #2, Spring 1998.
2 Seven Species indigenous to the Land of Israel which appear frequently in the Bible, liturgy and ritual. A land of wheat and barley, of vines, figs, and pomegranates, a land of olive oil and honey. Deuteronomy 8:8
Eretz Yisrael is not merely a piece of land. Rather, it is the heart and soul of 3000 years of Jewish history. Were Judaism rooted in Antarctica, every Friday evening Jews all over the world might bless the snow and ice. However, we say:
בורא פרי הגן . . . להדליק נר של שבת . . . המוצא לחם מן הארץ .
Because our Jewish roots, no matter where we live, are in the Land of Israel.
A Model for Quality Experiential Education
Beginning in 1995, I had the opportunity to be part of an innovative experiential educational project called Pinat Shorashim 3 . Located at Kibbutz Gezer (adjacent to the Biblical site of Tel Gezer), Pinat Shorashim is a Biblical park and garden built by learners to be used by future learners. A process of learning which incorporates a unique combination of text study and Jewish educational construction work, participants explore and create the texture of Jewish text. For example, participants studying the Passover story built an obstacle course depicting the Exodus from Egypt (see Appendix A) including a mosaic design of Joseph's Coat of Many Colors, pyramids, a balance beam depicting the ten plagues and other components. Other areas in the park, also built by program participants, include: the Isaiah Sculpture Garden, Paths of the Seven and Four Species, an Outdoor Sanctuary, Havdalah Herb Garden, Biblical Wine Press, Creation Sand Garden, and others. Over the last ten years thousands of people studied and built in Pinat Shorashim – each group benefiting from the efforts of those who worked before them. At the same time, they created new areas which become a rich source of learning for future participants. Whether kinesthetic, visual, or auditory learners – participants enjoyed activities designed to meet their needs and bring out their strengths. The success of the project is measured not only by the transmission of information – but by the synthesis of that information and the creation of Jewish memories.
My involvement with this project taught me, in a concrete way, the importance of multisensory, creative and fun education for learners of all ages. It reminded me that the techniques we take for granted when working in early childhood education can tremendously enhance the success of adult learners as well. This creative, hands-on approach is the model for much of what
3 Additional background on Pinat Shorashim is available at www.pinatshorashim.org.il.
is contained in this document. Israel in Our Lives incorporates music, text storytelling, art, and drama in order to provide a variety of learning opportunities to meet assorted learning styles.
A Reconstructionist Approach
In many ways, "secular" Israel is the embodiment of Kaplan's philosophy and dream of Judaism as an evolving civilization - where tradition has a vote, but not a veto. Religion and culture are inseparably linked in Israel. The best and brightest of our affiliated Diaspora families and students often do not have the level of Jewish education, identification, commitment, knowledge and practice of Israelis that we call "secular." In Israel, the Land is inseparable from religious tradition and culture. Learning the history of the modern State of Israel must include the study of Torah, Talmud and Jewish culture.
Mordecai Kaplan describes Judaism as an evolving, organic community which places people before tradition. He emphasizes that Judaism is an outgrowth of the historical experience of the Jewish people – and, by definition, changes over time. 4 Throughout history the relationship between Jews and Eretz Yisrael has changed and developed as part of our evolving civilization. However, Kaplan maintained that our roots as a historical people remained in the soil, in the land, of Israel. While his, and our, understanding of the terms: "exile" and "Diaspora" continues to develop, Kaplan recognized that:
Jewish history and values are the product of the interaction between the Jewish People and Eretz Yisrael. World Jewry without Eretz Yisrael is like a soul without a body; Eretz Yisrael without World Jewry is like a body without a soul. 5
Our challenge is to continue to explore our ever-evolving relationship to Eretz Yisrael and its significance in our lives as Jews. What does the voice of Zion say to us today? And what do we, as Reconstructionists, say to Israel in reply? 6
4 Schwartz, Sidney. Reinventing the Synagogues and Prayer: Briding the Gap between Keva and Kavanah.
5 Kaplan, Mordecai. A New Zionism. Herzl Press and the Jewish Reconstructionist Press. New York. 1959. p.
139.
6 Shulewitz, Sheryl Lewart. Israel and Zion: A Reconstructionist Experience. Reconstructionism Today, Spring 1995.
Project Design – Lifelong Learning
Israel in Our Lives is designed to meet the needs of many ages in a variety of settings. Divided into nine different categories of learners, the project gives ideas and sample activities for:
1. Early Childhood & Lower Elementary The focus for this age group is on Multi-Sensory Israel. Using activities that incorporate tastes, smells, creativity and physical activity we explore the wonder of Israel and our relationship to it as a people. At this early developmental stage, we introduce an assortment of places, songs, words, foods and "artifacts," each with its own story to share.
2. Fourth – Sixth Grades
As most of our students are in some stage of preparation for Bnai Mitzvah at this age, our focus here is Israel in Prayer and Holidays. Incorporating Hebrew language study, these students will explore the centrality of the Land of Israel in many of our prayers, rituals and holiday celebrations. Specifically we will look at the Shema and accompanying paragraphs, blessings over candles, wine and bread, Mi Chamocha, Mah Tovu and Tzadik Katamar. Additionally, we will explore the connection between the three pilgrimage festivals, Sukkot, Simchat Torah and Pesach, and Eretz Yisrael by focusing on their agricultural significance.
3. Seventh – Eighth Grades
During the year of Bnai Mitzvah (and beyond) we will focus on Israel: Land, Peoples and Responsibility. Focusing on environmental issues, the many faces of Israel, and Israel as both a Holy Land and a Whole Land ( .)בין קדש לחולOne of the key elements at
this stage is twinning with students, classes and communities in Israel. Participants will explore similarities and differences between the preparation, celebration and meaning of Bnai Mitzvah in Israel and America. Students will also be introduced to the diversity of peoples in Israel, including their histories and connections to Eretz Yisrael, as well as the challenges they face today.
4. High School
In the upper grades we will explore different historical and modern perspectives on Zionism. Here we also introduce Kaplan and Reconstructionist views of Israel as Historical, Cultural and Spiritual Center of Jewish Civilization. Participants will examine the similarities and differences between Hatikvah and the Star Spangled Banner as national anthems. We will also look at text and liturgy from a variety of streams and perspectives within the spectrum of Jewish life and their views toward Israel. The key activity for this age is a high school or family trip to Israel sponsored by the Jewish Reconstructionist Federation. During the trip participants will have an opportunity to meet their Bnai Mitzvah twins. The Israel trip will be most effective within the framework of the overall program so that proper preparation and follow-up are incorporated. High school students must also be introduced to the wide variety of options for additional travel to Israel (Year abroad, OTZMA, Young Judea, Habonim Workshop, etc. . . ).
5. College
During the college years, congregations will have the responsibility to work with the Jewish Reconstructionist Federation in order to maintain contact and nurture their relationship with students. Where possible, working with Hillel and other organizations at
the universities, participants should be encouraged to take participate in a year abroad at one of the overseas programs in Israel.
6. Young Adults
While traditionally the least affiliated age group in congregational life, recent college graduates are anxious to find forums to meet others who share their interests and concerns. Working with other congregations, Federation and Jewish Community Centers, sponsoring opportunities to meet others who have been to Israel and participate in Israel centered activities can prove to be an excellent method of reaching these young people. Sponsoring a biannual young adult Israel trip can also help to strengthen commitment to Israel and provide another opportunity to develop relationships within the Jewish community.
7. Adult / Continuing Education
Educational modules for adult learning are designed to enhance understanding of all the areas above as well as examining current issues surrounding Israel. We will look at how to balance the dream of Israel and the reality of the Jewish State. Using the resources of the Jewish community we will look how we can compassionately, responsibly and intellectually be involved and actively Engaged with Israel. Working in conjunction with the Israeli Consulate, Federation, Sister City International, Chamber of Commerce, and other organizations, local business leaders can be encouraged to develop relationships with individuals and organizations in Israel.
8. Family & Multi-Generational Experiences
Providing opportunities for family education helps to reinforce the role of parents and families as primary transmitters of Jewish values and learning. Encouraging parents to
participate in adult and continuing education opportunities parallel to the religious school curriculum enables them to take a more active role in the Jewish education of their children. Specific to Israel, congregations can explore how to best incorporate a family Israel trip to meet the needs of their members. Additionally, siblings, parents, grandparents and other congregants and community members should be used as resources in sharing their personal experiences with Israel.
9. Life-Long Learning
The twinning program can be expanded, possibly in conjunction with Partnership 2000, as a way of developing relationships between individuals, families, classes, congregations and communities in Israel and America. These relationships, over time, can prove to be the richest source of learning and connection to Israel.
Project Overview and Suggested Activities
High School
Zionist Thinkers
Bnai Mitzvah Twinning – A Sample Activity
The Bar Mitzvah student is at a difficult age when issues of identity development, ethics, and interpersonal relations are at the forefront. By exploring relationships with peers in Israel, our young people can deepen their understanding the unifying forces we have in common as Jews – no matter where we live – which make us one common-unity, or world Jewish community.
In the best case scenario, the congregation will be paired with a synagogue in Israel affiliated with the Israel Movement for Progressive Judaism. Seventh graders in both communities will have guided opportunities to learn about each other and the significance of Bnai Mitzvah in Israel and America.
Introductions
1. Describe your family, home, school and synagogue.
2. What do you do to prepare for Bnai Mitzvah?
3. What are the central or most significant parts of your Bar/Bat Mitzvah?
4. What type of celebration or party will you have for your Bar/Bat Mitzvah?
5. How will your parents and other family be involved in your Bar/Bat Mitzvah?
Follow-up questions to ask Israeli students
1. Will you lead a service and/or read from the Torah for your Bar/Bat Mitzvah?
2. What activities will you do in school, synagogue and community related to Bnai Mitzvah – and how are they different?
Expectations
To illustrate some of the possible outcomes of this project, we will use Kibbutz Gezer and Kehilat Birkat Shalom (the synagogue at Gezer, affiliated with the World Union for
Progressive Judaism) as a model. Only about 50% of the seventh graders at Gezer actually participate in a service and read from the Torah as part of their Bnai Mitzvah. However, all students are involved in a year long program at the Kibbutz and their "secular" school designed to make Bnai Mitzvah a meaningful lifecycle event.
Students participate in a social justice project as a group activity. They will also learn about various organizations dedicated to social justice issues in Israel. In the past, students have collected toys for a synagogue and daycare center that was destroyed by fire, visited children's hospitals, collected money for various causes, and organized petitions for particular issues.
Each year the seventh graders, through their school, participate in an Aliyah L'Yerushalayim – a hike to Jerusalem. Over the course of several days, the students walk to Jerusalem, camping out along the way with parents bringing meals and supplies. This is part of the Talmudic tradition that every adult should make a pilgrimage to Jerusalem – and the first time should be by foot, reinacting the Exodus story from slavery to freedom – from Egypt to Israel.
At Gezer, the end of the seventh grade year is marked by a production (usually a play or musical) by the seventh grade class in honor of their Bnai Mitzvah. This is in conjunction with a group celebration with the entire community marking their efforts over the course of the year.
Text-Texture Project
Each group (Israeli and American) should divide in to smaller group of 3-4 students. Small groups will choose a quote from the list in Appendix B. Using clay, students will work together to create an artistic interpretation of their quote. Students will video tape presentations of their work – explaining the significance and meaning of their creations. These tapes will be exchange between the two groups.
Over the course of this encounter, including the introduction and activity, students will be encouraged to continue their correspondence on their own. The class will also continue to share other activities and thoughts throughout the year via letters, holiday greetings, photos, videos, and communication over the internet.
Opportunities for Project Expansion
Personal Israel Reflections
The March of the Living publishes a book of recollections every year following their trip to Eastern Europe and Israel. These personal thoughts and reactions are a valuable resource to understand the impact of a trip to Israel. Using these types of reflections help those who may not yet have visited Israel an opportunity to understand the significance of an Israel trip and make Israel a more tangible, real place for them.
Being Critical of Israel
Those of us who share a deep love and connection to Eretz Yisrael also share tremendous pain when the State of Israel acts in ways we see as contrary to Jewish values, social justice and peace. Critical analysis of the actions and policies of the State certainly have a place in our educational systems. Blindly accepting without criticism is not helpful toward developing a meaningful relationship and dialogue between Israel and the Diaspora. However, such criticism is most constructive when it clearly comes from a place of love and connection. We must be careful to begin our educational process by exploring our bonds to Israel and developing a clear understanding of the significant role Israel plays in our lives as Jews and its centrality to Judaism. Then, as members and partners in the community of Israel, we can begin to take a more critical view of each other.
Tradition teaches that Yerushalayim is plural because there are two Jerusalems: upper and lower. Upper Jerusalem (shel ma'ala) is the heavenly, celestial city – the ideal we strive to reach to become complete (shalem). Lower Jerusalem (shel mata) is the earthly reality. May we all work together to bridge the gap between Yerushalim Shel Ma'ala and Yerushalim Shel Mata.
Appendix B
Bnai Mitzvah Quotes
We came to the land you sent us to...it flows with milk and honey and this is its fruits. ויאמרו באנו אל- הארץ אשר שלחנו וגם זבת חלב ודבש היא וזה- פריה Numbers 13:27
A land of wheat and barley, of vines, figs, and pomegranates, a land of olive oil and honey.
ארץ חיטה ושערה וגפן ותאנה ורימון ארץ זית שמן ודבש
Deuteronomy 8:8
And Yehudah and Yisrael dwelt in safety, everyone under his vine and under his fig, from Dan to Beer Sheva, all in the days of Solomon.
וישב יהודה ויש ראל לבטח איש תחת גפנו ותאנתו מדן ועד באר שבע כל ימי שלמה Kings I 5:5
I will give you the rain for your land in season...you shall gather in your new grain, wine, and oil. ונתתי מטר ארצכם בעתו יורה ומלקוש ואספת דגנך ותירשך ויצהרך
Deut. 11:14
You shall take...the fruit of a goodly tree, branches of palms, balms of a leafy tree and willows of the brook and you shall rejoice...
ולקתם לכם ביום הראשון פרי עץ הדר כפות תמרים וענף עץ עבות וערבי- נחל ושמחתם לפני ה ' אלהיכם שבעת ימים Leviticus 23:40
They reached the wadi of Eshcol, and there they cut down a branch with a single cluster of grapes- it had to be borne on a carrying frame by two of them - and some pomegranates and figs. (Numbers 13:23)
The green figs form on the fig tree; The vines in blossom give off fragrance. (Song of Songs 2:13)
You plucked the vine out of Mitzryim, You expelled nations and planted it. You cleared a place for it; it took deep root and filled the land. (Psalms 80:9-10)
Appendix D Zionist Thinkers
1. "We must become aware of the fact that until a great humanistic idea unites all the families of the earth, thousands of years may still go by and until that time, a people whose home is everywhere and for whom no place is a home, will be regarded everywhere as a strange body in the human organism. Y.L. Pinsker 1882 - Auto-Emancipation
2. "We are no more justified in leaving our national fortune entirely in the hands of the other peoples than we are in making them responsible for our national misfortune." Y.L. Pinsker 1882 - Auto-Emancipation
3. "Zionism was a response to the challenges of liberalism and nationalism much more than a response merely to anti-Semitism, of and for this reason couldn't have occurred at a period before the 19th and 20th centuries."
Shlomo Avineri
4. "`To live' -- these two words have always been the main prop and stay of all our nation's concerns, hopes and future."
Nahum Sokolov 1902
5. "Our physical requirement is great and we need a healthy body. We have greatly occupied ourselves with spirituality and we have forgotten the holiness of the body. We have neglected healthiness and physical strength, we have forgotten that we have a holy flesh no less than we have a holy spirit."
Physical = Israel
Spiritual = Judaism
Rabbi Avraham Kook (Rav
Kook) 1865-1935
6. "Our primary obligation is to develop our own self-respect. It follows that from now on selfknowledge must be the foundation and core of our national education." Jabotinsky 1936
7. "This land of Israel which we hope to build will not be a mere imitation of what already exists in the world - it will be better than it." Chaim Weizmann, 1917
8. We wish to ascend to a higher level of culture, to bring about prosperity, to pave new paths of trade between people and to find a solution for social justice." Herzl, 1889 Third Zionist Congress
9. "A people that aspires to a dignified existence must create a culture, not only apply one but create one, create it with its own hands and its own implements and materials and impress it with its own seal."
Chaim Nahman Bialik, 1935, Inauguration of Hebrew University
10. "The Jewish State without the elements of social justice would be foreign to the Jewish spirit, while social equality alone would be of no redeeming value to the Jewish people unless it struck roots in its own soil."
Nahum Syrkin
11. "There is no doubt about the right to self-determination of the Arab population of Palestine; our duty is to recognize and support it. But the right of self-determination of the Arabs of Palestine does not mean the right to ownership of Palestine. We absolutely deny the exclusive ownership of the Arab population over the whole country." Chaim Weizmann, 1931- First
Conference of Labor Palestine
12. "We look on the war for freedom now being waged by the Arab people with heartfelt love and strong interest...Once again we are seeing the formation of a strong and united Arab political body, the renaissance will revive the wonderful tradition of Arab science and literature, which are so close to our hearts." Chaim Weizmann, 1937
13. "There is no necessity for the state which is to arise to be a state of Jews but a true Jewish State. There is no true Jewish state other than the state in which the rules of Moses' law concerning equality of wealth are maintained and in which social justice as preached by the prophets is realized in a way that encompasses the economic conditions of our era and dominates them." Martin Buber, 1918 - Zion and Youth
14. "Zionism like all national movements can be good or bad depending upon its social conduct." Ben Gurion
15. "The state of Israel will be tested neither by its richness, its army nor its technology but by its moral image and its human values." Ben Gurion, 1964
16. "We came to Eretz Yisrael to revive the people and the land. But the main thing is the people. The renaissance of the people precedes the redemption of the land." A.D. Gordon, 1920- People & Labour
17. "In order for the world to consider the Jews seriously, the Jewish people must first consider itself seriously; in order that the Jewish people ultimately achieve what it aspires to it must first announce its demands."
Max Nordau, 1899- Address to 3rd World Zionist Congress
Brief Biographical Sketches
Ahad Ha'am: b. 1856, Ukraine. Part of Hibat Zion movement, he believed in spiritual, not political, Zionism.
Avineri Shlomo: Professor of Political Science, Hebrew University, he was Director General of the Ministry of Foreign Affairs during the Labor government from 1975-1977.
Ben Gurion, David: b. 1886, Poland. First Prime minister and Minister of Defense from 19481953, and 1955-1963, he was an active Zionist since his Aliyah in 1906, and one of the founders of the Labor party. He was instrumental in bringing about the proclamation of Independence in 1948.
Bialik, Chaim Nahman: b. 1873, Ukraine. Well known Hebrew and Zionist poet, who made Aliyah in 1924.
Brenner, Yosef: b. 1881, Ukraine. Came to Israel with the Second Aliyah in 1909, was a wellknown writer, as well as a founder of the Jewish labor federation, the Histradrut. He was killed in Arab riots in 1921.
Buber, Martin: b. 1878, Vienna. Renowned Jewish philosopher who believed in a dialogue between Man and God as the basis of religious faith, and who extensively studied the Hasidic movement, he made Aliyah in 1937, and taught at Hebrew University. He promoted peace between Arabs and Jews.
Eshkol, Levi: b. 1895, near Kiev, Russia. Israeli labor leader and Prime Minister succeeding Ben Gurion.
Gordon, A.D.: b. 1856, Ukraine. Made Aliyah in 1904 at age 50, and worked the land at Degania until his death in 1922. He extolled creative physical labor.
Herzl, Theodore: b. 1960, Budapest. Authored The Jewish State in 1886 and convened the first Zionist Congress in Basle in 1887 to garner support for Jewish statehood and founded the World Zionist Organization.
Jabotinsky, Vladimir Zeev: b. 1880. Zionist Revisionist leader and mentor of the dissident "Irgun" underground movement and Herut political party.
Katzelnelson, Berl: b. 1887, Bobruisk, Belarussia. Major Socialist Zionist Labor Movement ideologue and spokesperson of the Second Aliyah, and founder of the newspaper Davar.
Kook, Avraham Yitzhak: b. 1865, proponent of Religious Zionism, Chief Ashkenazi Rabbi, 1921, who addressed contemporary problems from rabbinical teachings.
Nordau, Max: b. 1849, Budapest. Political Zionist and physician, he was actively involved in the Zionist movement from its inception.
Pinsker, Leo: b. 1821, Poland. Author of Auto-Emancipation calling for the need for independent land to help the Jewish nation solve its problems of pogroms and anti-Semitism.
Sokolov, Nahum: b. 1860, Poland. Active Zionist leader and author who took part in the negotiations leading to the creation of the Balfour Declaration.
Syrkin, Nahman: b. 1965, Russia. Socialist Zionist ideologist, participant in the First Zionist Congress, and advocate of the Uganda solution for a Jewish state.
Weizmann, Chaim: b. 1878, Russia. Scientist, Balfour Declaration author, founder of the Weizmann Institute of Science, and first president of the State of Israel.
Appendix E The Land of Israel Through Text
We came to the land you sent us to...it flows with milk and honey and this is its fruits. ויאמרו באנו אל- הארץ אשר שלחנו וגם זבת חלב ודבש היא וזה- פריה Numbers 13:27
I will gather the strays of my flock from all of the countries which I drove them, and bring them back to their folds; and then they will be fruitful and increase.
ואני אקבץ את שארית צאני מכל האר צות אשר הדחתי אתם שם והשבתי אתהן על נוהן ופרו ורבו Jeremiah 23:3
The eternal placed the human being in the Garden of Eden to till and tend it.
אלהים את האדם וינחהו בגן - עדן לעבדה ולשמרה
ויקח ה'
Genesis 2:15
Just as you came and found trees planted by others you must plant for your children. כשם שנכנסתם ומצאתם נטיעות שנטעו אחרים אף אתם היו נוטעים לבנכם .
Midrash Tankhuma Kedoshim
A land of wheat and barley, of vines, figs, and pomegranates, a land of olive oil and honey.
ן ותאנה ורימון ארץ זית שמן ודבש
ארץ חיטה ושערה וגפ
Deuteronomy 8:8
And Yehudah and Yisrael dwelt in safety, everyone under his vine and under his fig, from Dan to Beer Sheva, all in the days of Solomon.
וישב יהודה וישראל לבטח איש תחת גפנו ותאנתו מדן ועד באר שבע כל ימי שלמה Kings I 5:5
And they knew they were naked; and they sewed fig leaves together to make loin cloths.
וידעו כי ערומים הם ויתפרו עלה תאנה ויעשו להם חגרת
Genesis 3:7
Your limbs are a paradise of pomegranates, and of all luscious fruits henna and nard.
שלחיך פרדס רמונים עם פרי מגדים כפרים עם נרדים Song of Songs 4:13
You plucked the vine out of Egypt; you expelled nations and planted it.
You cleaned a place for it; it took deep root and filled the land.
ישראל אם תשמע לי לא יהיה בך אל זר ולא תשתחוה לאל נכר
Psalms 80:9&10
The dove came back... and there in its beak was a plucked-off olive leaf.
וישלח את היונה ולא- יספה שוב אליו עוד.
Genesis 8:11
שמע עמי ואעידה בך
He fed them the finest wheat I satisfied you with the honey from the rock..
ויאכלהו מחלב חיטה ומצור דבש אשביעך
Psalms 81:17
A good and spacious land, a land flowing with milk and honey.
וארד להצילו מיד מצרים ולהעלות מן הארץ ההוא אל ארץ טובה ורחבה אל-
ארץ זבת חלב ודבש אל מקום הכנעני
האמרי והפריזי והחיוי והיבוסי
והחיתי ו
Exodus 3:8
I will give you the rain for your land in season...you shall gather in your new grain, wine, and oil. ונתתי מטר ארצכם בעתו יורה ומלקוש ואספת דגנך ותירשך ויצהרך
Deut. 11:14
You shall take...the fruit of a goodly tree, branches of palms, balms of a leafy tree and willows of the brook and you shall rejoice...
אלהיכם שבעת ימים
ולקתם לכם ביום הראשון פרי עץ הדר כפות תמרים וענף עץ עבות וערבי- נחל ושמחתם לפני ה'
Leviticus 23:40
The righteous bloom like a date palm, they thrive like a cedar in Lebanon.
.
צדיק כתמר יפרח כארז בלבנון ישגה
Psalms 92:13
As the etrog has flavor and fragrance so Israel has people who have knowledge of Torah and the fragrances of good deeds.
Leviticus R.30-12
By the rivers of Babylon, we sat and wept as we remembered Zion. On the willows we hung our harps.
על נהרות בבל שם ישבנו גם בכינו בזכרנו את ציון על ערבים בתוכה תלינו כנרותינו.
Psalms 137:1&2
He who studies Torah but does not teach is like a myrtle in the wilderness.
כל הלומד תורה ואינו מלמדה דומה להדס במדבר .
Talmud Balvi RH 23A
I will heal their affliction,
Generously will I take them back into love;
For my anger has turned away from them.
I will be to Israel like dew;
They shall blossom like the lily, striking root like a Lebanon tree.
Their boughs shall spread far,
Their beauty shall be like an olive tree's, and fragrance like that of Lebanon.
Those who sit in their shade shall be revived;
They shall bring to life new grain,
They shall blossom like the vine;
Their scent shall be like the wine of Lebanon.
(Hosea 14:5-8)
Your belly like a heap of wheat, hedged about with lilies. Songs 7:3)
(Song of
He fed them the finest wheat; I satisfied you with honey from the rock. 81:17)
(Psalms
Naomi returned from the country of Moab; she returned with her daughter-in-law Ruth the Moabite. They arrived in Bethlehem at the beginning of the barley harvest.
(Ruth 1:22)
If there is no flour there is no Torah; If there is no Torah there is no flour.
(Avot 3,17)
When you reap the harvest of the land, you shall not reap all the way to the edges of your field, or gather the gleanings of your harvest. You shall not pick your vineyard bare, or gather the fallen fruit of your vineyard; you shall leave them for the poor and the stranger.
(Leviticus 19 9-10)
Oh, give me of the kisses of your mouth, For your love is more delightful than wine. (Song of Songs 1:2)
They reached the wadi of Eshcol, and there they cut down a branch with a single cluster of grapes- it had to be borne on a carrying frame by two of them - and some pomegranates and figs. (Numbers 13:23)
The green figs form on the fig tree; The vines in blossom give off fragrance. (Song of Songs 2:13)
You plucked the vine out of Mitzryim, You expelled nations and planted it. You cleared a place for it; it took deep root and filled the land. (Psalms 80:9-10)
Why is Israel here compared to a grapevine?
When you want to improve it's fruit, you dig it up and replant it elsewhere and it improves. So when the Holy one wanted to make Israel known in the world, what did God do? God uprooted them from Egypt and brought them to the wilderness where they flourished. They received the Torah and became known in the world. (Midrash Exodus 44.1)
The trees have borne their fruit; Fig tree and vine have yielded their strength. (Joel 2:22)
When the woman saw that the tree was good for eating and a delight to the eyes, and that the tree was desirable as a source of wisdom, she took of its fruit and ate. She also gave some to her husband, and he ate. Then the eyes of both of them were opened and they perceived that they were naked; and they sewed together fig leaves and made themselves loincloths.
(Genesis 3:6-7)
Whoever guards the fig tree will eat its fruit, And one who cares for the master will be honored. (Proverbs 27:18)
Why is Torah here compared to a fig tree? Because most trees, olive, date and grape, have their fruit picked at one time, but the fig's fruit is picked gradually. And so the Torah: you learn a little today and more tomorrow for you can't learn it in one or two years.
(Midrash Numbers Rabbah 12.9; 21.5)
Your stately form is like the palm
Your breasts like clusters.
I say: let me climb the palm,
Let me take hold of its branches,
Let your breasts be clusters of grapes,
Your breath like the fragrance of apples.
A good and spacious land, a land flowing with milk and honey.
The righteous person flourishes like a date palm
(Song of Songs 7:8)
(Exodus 3:8)
(Psalms 92:13)
As no part of the date palm is wasted-
Its dates being eaten, its branches used for ritual blessing, its fronds for covering a sukkah, its fibers for rope its leaves for sieves, its planed trunks for roof rafters-
So are there none worthless in Israel:
Some are versed in Bible; others know Mishna; some are masters of agadah; others so good deeds; still others promote social equity. (Midrash Numbers Rabbah 3.1)
My son eat honey for it is good,
Let its sweet drops be on your plate
Know: such is wisdom for your soul;
If you attain it there is future;
Your hope will not be cut off.
Pleasant words are like honeycomb,
Sweet to the palate and a cure for the body.
Your limbs are an orchard of pomegranates
And of all the fruits of henna and nard.
(Song of Songs 4:13)
On the hems of the robe they made pomegranates of blue, purple, and crimson yarns, twisted. (Exodus 39:24)
But I am like a thriving olive tree in God's house.
(Psalms 52:9)
Your wife shall be like a fruitful vine within your house,
Your children, like olive saplings around your table.
(Proverbs 24:13)
(Proverbs 16:24)
(Psalms 128:3) | <urn:uuid:3390fd20-a941-43ab-858e-2f1e6b21fea7> | CC-MAIN-2022-49 | https://archive.reconstructingjudaism.org/sites/default/files/resources/document/lifelong-israel-burnstein.pdf | 2022-12-01T14:36:40+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00061.warc.gz | 135,395,977 | 9,613 | eng_Latn | eng_Latn | 0.951176 | eng_Latn | 0.9957 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"heb_Hebr",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
154,
2085,
2561,
4782,
5163,
7204,
7400,
9466,
11036,
12749,
14424,
15252,
15295,
15326,
16824,
18712,
19037,
20804,
22291,
24688,
27191,
29542,
31405,
33302,
35468,
37395
] | [
2.9375,
1.3671875
] | 3 | 0 |
Oak Hill Academy Curriculum Newsletter Autumn Term 1 – Year 6
Year 6 Curriculum Overview
Welcome to the first half of the Autumn Term! We are all extremely excited to start our main topic this half-term: Ring of Fire. Our learning in this area will be linked to a study of North America and will be underpinned by our Aspirations focus- Belonging. Geography will be a key area of learning, as will our studies in Science, History, Computing, English and Maths, combining to form our exciting 'No Limits Assignment'. The children will also be continuing with Specialism Days every other week, where they will take part in Religious Education, Spanish, Music and PE.
English
No Limits- 'Ring of Fire'
Maths
This half term, we are reading "I Survived" by Lauren Tarshis, with a writing focus on the following genres:
-Narrative writing -Informative texts -Setting/character description
Each learning journey will see the children complete a variety of creative tasks, as well as undertaking a range of SPaG activities. In Reading, we will cover the main content domains and use a variety of texts to base our comprehension work on.
As part of Humanities, we will examine areas of North America (in particular, Yellowstone National Park) where particular disasters are most common, using our map skills. We will then learn about the causes and effects of eruptions and earthquakes; we will also look at specific case studies of particular disasters and consider the environmental impact that daily life has in this region.
Within Science, we will be covering Evolution and Inheritance; we will also be using our investigative skills to decipher fact from fiction!
In Maths Mastery, we will cover a range of strategies and skills across the curriculum. The following areas will be covered this half term:
-Place value
-All four calculation operations, including mental strategies -Integers
-Algebraic problemsolving
As well as this, children will be working on their arithmetic maths skills on a daily basis.
Other News
Our PSHCE topic will be Friendship (and related issues); in Computing, we will be focussing on E-safety, whilst Painting will be examined in Art and Construction is our DT learning. Homework in Year 6 will continue to move in line with what we are focussing on within the curriculum, and will vary from week to week; we will be sending it via Google Classroom in a way similar to how distance learning has been carried out in recent times. Thank you.
If you would like to contact your child's teacher, please use the following email addresses:
Mr Clifton firstname.lastname@example.org
Miss Seymour email@example.com
Mr Harrison firstname.lastname@example.org Miss Caldwell email@example.com | <urn:uuid:ed8d62f9-bb87-4741-b383-bab18d83ed79> | CC-MAIN-2021-25 | https://oak-hill.academies.aspirationsacademies.org/wp-content/uploads/sites/16/2021/01/Autumn-1-Year-6-Curriculum-Newsletter.pdf | 2021-06-14T06:08:37+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00504.warc.gz | 400,273,021 | 585 | eng_Latn | eng_Latn | 0.997944 | eng_Latn | 0.997944 | [
"eng_Latn"
] | false | docling | [
2763
] | [
2.890625
] | 1 | 0 |
Radio Frequency Operations and Technology
Mobile Device Investigations Program
(b)(6)
Senior Instructor Technical Operations Division DHS - FLETC
RF Operation and Technology
Radio propagation – the eletromagnetic phenomenom discovered by Henrich Hertz in the late 1880's. It's how energy travels through a given medium.
The medium can be air, water, aired cable, fiber optics and the like. Radio signals travel at the speed of light through the air – 186,282 miles per second.
The only significant difference cellular systems and conventional landlines is the radio link that connects the wireless network to the cell base station.
RF Operation and Technology
Different radio signals have different properties, i.e. High frequencies and Low frequencies
Signal Refraction - signals bend through the atmosphere
Signal Diffraction - signals bend around obstructions
Signal Reflection - signals bounce off obstructions or solid objects
RF Operation and Technology
Examples of radio signal actions
Diffraction Air careens over a moving car and off the back end
Reflection Light bouncing off a mirror
Radio Frequency propagation refers to how well radio signals radiates or travels in free space.
RF Operation and Technology
Wireless signals are basically omnidiriectional
Omnidirectional; all directions, propagation is often described as waves.
Pebble In Water - size of pebble, water and enegey
RF Operation and Technology
Radio Frequency coverage from any base station is determined by three factors;
1. The height of the antenna
3. The Radio Frequency Power Level emitted.
2. The type of antenna used
This is true no matter where the antenna is placed
Signal Fading and Ducting
There are a number of things that may interfer with the propagation of a radio signal.
Some of the ongoing issues wireless carriers have to deal with are;
1. Ducting
2. Signal Fading
Ducting
Ducting is defined as the trapping of RF in the boundary area between two air masses.
Ducting of RF is an atmospheric anomaly known as temperature inversion
Ducting is unavoidable because it is a natural meteorological phenomenon.
Downtilting or directing the RF toward the ground may compensate for ducting.
Absorption
Absorption describes how a radio signal is absorbed by objects
The greater the amount of absorption the less geographical area can be covered.
Organic material absorbs more wireless signals than in non-organic.
Absorption
Absorption can be compensated for in the following ways:
1. By using higher-gain antennas
2. By using higher RF power levels in order to cover the same geographic area
3. By decreasing the distance between Base Stations
Free Space Loss
Free-space Loss or Path Loss describes the attenuation of a radio signal over a given distance.
The higher the frequency the greater the free space loss. PCS carriers operating at 1.9MHz will have greater loss than wireless carriers operating at 850 MHz.
Power Levels of a Base Station signal and antenna gain will determine when a wireless signal will fade
Multipath/Rayleigh Fading
Multipath or Rayleigh Fading; how the transmitted base signal reacts to physical features or structures creating multiple signal paths.
Using the pebble in the water analogy, think of rocks, sticks or other objects in the water.
Mutlipath/Rayleigh fading will occur in both directions.
Multipath/Rayleigh Fading
(b)(7)e
Multipath/Rayleigh Fading
Obviously strongest signal will always be the signal directly from the mobile unit to the Base Station.
The indirect signals will arrive at the base either in phase or out of phase with the direct signal.
Wireless Frequency Bands
The radio frequency assigned to the early cellular industry was the mostly unused 850 MHz UHF television spectrum.
The 850 MHz radio propagation is beneficial for the following reasons;
Wireless Frequency Bands
It has a very short wavelength, about 12 inches
It tends to be line of sight, unlike shortwave radio signals
It is easily reflected off objects.
It is easily absorbed by foliage, which can be good or bad. It can help with frequency reuse or in certain urban areas or highways it can degrade the signal.
Wireless Frequency Bands
The 1.9 MHz signal used by PCS carriers is good for wideband services, but has penetration problems as it relates to buildings and the like.
The 1.9 MHz signal does not propagate as well as the 850 MHz signal because it has an even shorter wavelength.
Wireless Frequency Bands
It has a very short wavelength, less than12 inches
It tends to be line of sight, unlike shortwave radio signals
It is easily reflected off objects.
In-Building Coverage
Due to the nature of building construction and structure it is often difficult receive and maintain RF inside.
(b)(7)e
This method is also used to provide WiFi Hotspots.
Frequency Coordination
Frequency Coordination is the effort by carrier RF Engineers to place base stations in a orderly fashion to minimize interference.
This is done by adhering to the Distance to Reuse ratio within their own system.
RF Engineers from the various carriers often coordinate with each to comply with the FCC mandates.
System Interference
Interference is defined as any adverse interaction between two or more radio signals that cause noises or cancels out each other.
This generally occurs when transmitting RF to close to each other or on the same frequency.
Cochannel Interference
Cochannel Interference
The RF Engineer considers the following when planning cell placement
1. RF power levels at cochannel cell sites
2. Geographic distance between cochannel cells
3. Types of antennas used at cochannel cells
Cochannel Interference
Options available to the RF Engineer to reduce or eliminate cochannel interference;
1. Downward tilting antennas when and where appropriate
2. Used reduced-gain antennas
3. Decrease RF output at base stations
4. Reduce the height of the tower
Channel Interference
Other types of Channel Interference are;
Adjacent Channel Interference – the inability of a mobile unit to filter signals of adjacent channels assigned to nearby cells
Intermodulation Interference or IM – IM describes the effect of several signals mixing together to produce unwanted signals or no signals.
Radio Frequency Channelization
All carriers no matter what air interface must break up their assigned radio spectrum into usable portions.
Each standard has it's own method of doing so. Regardless of the air interface technology certain functions must be handled.
Paired Channels
All wireless conversations require paired channels to function.
Mobile or portable phones conduct simultaneous twoway transmissions. This is known as Full Duplex.
One channel is used for transmitting and one channel is used to receive.
Depending on the technology, the frequency may be the same or they maybe different.
Paired Channels
When the frequency is the same this is known as Time Division Duplexing.
When the frequency is not the same it is known as Frequency Division Duplexing.
The only time duplexing will not take place is when there is one-way transmissions as in SMS or streaming media.
The channel from the base station to the mobile unit is known as the downlink or forward channel.
The channel from the mobile unit to the base station is known as the uplink or reverse channel.
Channel Spacing
Channel Spacing refers to the actual bandwidth space that is allocated to every wireless channel allocated out of the total spectrum amount.
The following are the standard Channel Spacing for the listed air interfaces;
AMPS – 30 KHz or 60KHZ for downlink and uplink
GSM - 25 KHz or 50 KHz for downlink and uplink
CDMA – since CDMA uses spread spectrum technology and
is assigned 1.25 MHz per channel. More Later!!!!
Control Channels
Understanding the function of the Control Channel is one of the most important artifacts a Law Enforcement will need to know.
The Control Channel performs numerous function that leaves evidence of a mobile users activities.
The Control Channel handles the administrative functions and overhead of a wireless systems.
Since the wireless carrier must know at all times if a subscriber is in their service area or not constant contact will the Control Channel is necessary.
Control Channels
The Control Channel completes this task by having contact with the;
mobile unit
cell base stations
base station controllers
the mobile switching center
Some of the administrative task assigned the Control Channel are as follows;
Control Channels
1. Setup wireless calls, mobile originated or terminated (destined), locating mobile phones to make contact with them.
2. Collecting information for billing operations
3. Collecting traffic measurements on base stations
4. Autonomous mobile registration, registering the phones on the system (both home and roaming)
5. Initiating and assisting with call handoff
Control Channels
Each channel set in a wireless network has a Control Channel.
When a mobile unit is powered on it seeks out the Control Channel.
The carrier sets one of it's strongest frequencies as the Control Channel when they launch.
The mobile unit re-tunes to the Control Channel periodically to maintain a strong connection with the Control Channel.
There are other technologies in use that are being incorporated into the wireless cellular and mobile device arena.
Bluetooth – The most well known of the technologies. These devices are designed to offer wireless connectivity to devices with a wide range of capabilities.
Bluetooth enables any electrical device to wirelessly communicate on the unlicensed 2.5MHz frequency. It is envisioned to replace cable connections using a single radio link.
Bluetooth is a short range enabling technology.
A number of equipment companies such as IBM, Intel, Nokia, Toshiba, Erricson, Microsoft and later Motorola form the Special Interest Group (SIG).
The SIG agree to share technology and require that all participants integrate and market the Bluetooth technology.
Bluetooth has a range of 10 – 100 meters and supports point to point data transfer. This data includes voice cochannels as well.
Bluetooth uses frequency hop schemes, which allows it to work in high interference areas.
Ultra-Wideband Wireless or UWB – UWB is a digital pulse technology designed to transmit large amounts of data over a wide spectrum of frequency bands.
UWB carries large amounts of data in distances up to 230 feet at very low power levels.
The digital pulses produced by UWB are timed precisely over the very wide spectrum at the same time.
One company, Time Domain uses a microchip manufactured by IBM, reports sending 1.25 million bits per second.
Time Domain reports the potential for sending data in the billions of bits per second.
UWB wireless technology is defined as any wireless transmission scheme that occupies a bandwidth of more than 25 percent of a center frequency or 1.5 MHz.
UWB can also be defined as wireless communications technology that can transmit data at speeds between 40 megabits and 60 megabits per second.
The two main difference between UWB and other narrowband or wideband systems;
1. The bandwidth of UWB is greater than any other current technology used for communication
2. UWB is typically implemented in a carrierless fashion, meaning it is not constricted by the RF allotment schemes.
There are four major trends pushing UWB;
1. Growing demand for wireless data capabilities at higher bandwidth but lower cost and power usage
2. Congested spectrums that is segmented and licensed by regulatory authorities
3. The growth of high-speed wired access across the Internet in businesses, homes and public spaces
4. Shrinking semiconductor cost and power consumption for signal processing.
UWB advantages are;
1. High throughput
2. Effectiveness in environments with high levels of multipath fading
3. Short range high data rate
4. Carries a large amount of data with low power consumption
5. Impressive accuracy measuring positions of objects and people
UWB advantages are
6. Has the ability to carries signals through doors and other obstacles that tend to reflect signals.
7. Can Directly modulate a baseband pulse
8. Can be made nearly all digital
9. Low probability of intercept or interference
10. Low Cost
11. Flexibility in the form of dynamic tradeoff; throughput for distance
UWB can be used to provide connectivity to
1. WPAN – Wireless Personal Access Networks
2. Desktops and Laptops
3. Printers, scanners, and storage devices
4. Mobile devices
5. Mobile phones, MP3 players, PDAs, etc
UWB can be used to provide connectivity to
6. Handheld handsets, 3G handsets
7. Wireless DVD, HDTV and wireless television
8. Cameras and camcorders
9. Wireless infrastructure for smart homes
10. Control Centers for automating security and heating systems, remote control of appliances and home entertainment systems
UWB pulse technology has proven effective in the areas of radar and sensor technology. It can be adapted for use in;
1. Motion Detection
2. Radar imaging for objects buried underground or behind walls
3. Radar imaging in the medical field
6. Rescue application
Current wireless carrier protest the use of UWB based on that argument that because they transmit on all frequencies, they may cause interference within their wireless networks.
UWB proponents argue because it transmit across such a wide spectrum and at such low power rates it will be impossible for it to interfere with current wireless networks
UWB seeks to replace Bluetooth as a short range connection technology, as well as;
1. Code Division Multiple Access (CDMA)
2. Global System for Mobile Communication (GSM)
3. General Packet Radio Service (GPRS)
4. Enhanced Data GSM Environment (EDGE)
5. Wideband-CDMA (W-CDMA)
Two other RF technologies are Software Defined Radio (SDR) and Cognitive Radio (CR).
Software Defined Radio uses a software package to administer the all the functions used in wireless communication.
Everything from RF and channel selection, to handoff and logging is handled independently by the software program.
Cognitive Radio uses software as well but has the ability to store and react to the users dominate needs and typical environment.
This is achieved by either pre-set codes or an algorithm created by the software manufacturer.
The cognitive radio seeks to think and react.
More on both technologies later if time permits. | <urn:uuid:a34a49af-0825-42d3-bb4e-f76653e2ded7> | CC-MAIN-2021-25 | https://www.eff.org/files/filenode/radio_frequency_operations.pdf | 2021-06-14T05:45:59+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00501.warc.gz | 664,398,553 | 2,956 | eng_Latn | eng_Latn | 0.96999 | eng_Latn | 0.996863 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
148,
640,
945,
1210,
1416,
1679,
1892,
2214,
2440,
2674,
3052,
3368,
3404,
3638,
3852,
4187,
4467,
4645,
4788,
4840,
5178,
5423,
5447,
5677,
5946,
6278,
6545,
6887,
7369,
7810,
8303,
8557,
8938,
9300,
9801,
10064,
10286,
10629,
10983,
11416,
11816,
12083,
12416,
12631,
12950,
13214,
13565,
13843,
14162,
14486
] | [
2.03125
] | 1 | 0 |
AS91173
Demonstrate understanding of electricity and electromagnetism Level 2 Credits 6
Assessment is limited to a selection from the following:
Static Electricity:
* electric field strength
* uniform electric field
* force on a charge in an electric field
* work done on a charge moving in an electric field.
* electric potential energy
DC Electricity:
* circuit diagrams
* parallel circuits with resistive component(s) in series with the source
* voltage
*
* current
* energy
resistance
* power.
(Note that removed from old standard are: voltage or current characteristics of diodes.)
Electromagnetism:
* force on charged particles moving in a magnetic field
* force on a current carrying conductor in a magnetic field
* induced voltage generated across a straight conductor moving in a uniform magnetic field. (Note that removed from old standard are: a simple generator.)
Replacement Information
This achievement standard replaced AS90257.
RELATIONSHIPS:
This achievement standard replaced AS90257.
Static Electricity
If you rub a plastic ruler on a cat, you will build up a charge. When you touch something earthed, the charge flows from your body and you feel the shock. Vehicles can build up a charge as they move along the road. Because tyres are made of rubber they are insulators and so the charge stays on the vehicle.
Some cars give you a shock when you get out of them as the charge goes through you to the ground. Refueling a jumbo jet requires the fuel line to be earthed to make sure that any electric charge created by the rubbing of the fuel on the fuel line cannot form a spark. Clouds can build up charges. Sometimes there is enough energy to form long sparks called lightning.
When you use a cloth to rub an insulator such as a balloon or a plastic ruler, electrons are rubbed from one to the other object to the other.
Electrons carry negative charges. A negatively charged object has had electrons rubbed on to it. A positively charged object has had electrons rubbed off it.
Each electron carries 1.6 x 10 -19 Coulombs of charge.
If charged particles are in an electric field – negative charges – such as electrons and beta particles - move towards positive plate. Positive particles - including alpha particles – move toward the negative plate. As the charges move, electrical potential energy is converted to kinetic energy (E = ½ mv 2 ). This is used in processes such as the painting of car bodies.
Δ
E
p
=
Eqd
This behaviour can be predicted by electric field lines. Electric fields have both magnitude and direction. The arrows indicate the direction of the force that a positive charge would experience.
The field strength, E, of the field can be calculated by
The unit for Electric field strength is V/m or Vm -1
The electric field strength can be used to calculate the value of the force experienced by the charge in an electric field by using the equation
If charged particles are moving through an electric field – negative charges move towards positive plate in an arc. Positive particles move toward negative plate in an arc.
Electrical potential is often referred to as voltage where 1 volt = 1 joule /1 coulomb
An electric current is a movement of charge.
In conductors, the electrons that carry the negative charges are free to move. The current in an electric circuit is caused by the movement of the charges through the conductors of the circuit.
Charge, current and time are linked by the following relationship:
By convention – conventional current flows from positive to negative even though this is NOT the direction of the electrons.
DC Electricity:
Circuit symbols
Electrical symbols are used instead of pictures for the parts or components used in an electrical circuit. You should be able to draw and identify the following circuit symbols:
Ammeter
Lamp
Battery
Resistor
Switch
Voltmeter
Cell
Variable resistor
Series and parallel circuits
In a series circuit there is only one path for the current. Here is an example of such a circuit.
[x] The current in a series circuit is the same at all places in the circuit.
[x] The sum of the voltages across components in series is equal to the voltage of the supply.
[x] The supply voltage is shared between components in a series circuit.
[x] The voltages across the components in a series circuit are in the same proportion as their resistances. This means that if two identical components are connected in series, the supply voltage divides equally across them.
In a parallel circuit there is more than one path for the current to follow. At some points in a parallel circuit there will be junctions of conductors. Junctions are shown by dots on circuit diagrams. This circuit shows two lamps in parallel.
[x] The current in a parallel circuit splits into different branches then combines again before it goes back into the supply. When the current splits, the current in each branch after the split adds up to the same as the current just before the split.
[x] The voltage across components in parallel is the same for each component.
Ohms Law
Individual components in a circuit still obey ohms law. The quantities voltage, current and resistance are linked by the relationship.
There are ohmic conductors (usually resistors maintained at a constant temperature) which have the same resistance – a graph of V against I produces a linear graph.
There are non-ohmic conductors (semiconductors such as diodes, LEDs, LDRs and thermistors and resisitors which change temperature) which have changing resistance – a graph of V against I produces a non-linear graph.
Resistors in series and parallel
To add up resistors we must consider whether they are in series, or parallel, or part of a complex circuit.
For resistors in series
For resistors in parallel
Power
Electricity is used to carry energy which is transferred as some other type of energy.
Power is the rate at which energy is transferred.
The electrical energy transferred each second is found by multiplying voltage by current.
The power dissipated across individual components may be calculated by using the equations above.
An example of a parallel circuit with resistive component(s) in series with the source:
To solve:
1. Use ... + + = 2 1 1 1 1 R R RT and ... + + = 2 1 R R RT to calculate the total resistance of the circuit (6.55 Ω)
3. Use IR V = to calculate the voltage across the single 4.5Ω resistor the power supply (8.2 V)
2. Use IR V = to calculate the current leaving the power supply (1.83 A)
4. The Voltage across both the 3.4 Ω and 5.2 Ω resistors can be calculated by 12 – 8.2 (3.8 V)
5. The current through the 3.4 Ω and 5.2 Ω resistors can be calculated using IR V =
Electromagnetism
Magnets have two poles called the North and South poles. Like magnetic poles (e.g. N and N) repel. Unlike magnetic poles (e.g. N and S) attract.
Magnets attract iron and other ferromagnetic materials. The only way to tell if an object is magnetised is to see if it repels another magnetised object.
The strength and direction of a magnetic field is represented by magnetic field lines. Field lines by convention go from North to South outside magnets. Compasses point towards the North- seeking pole of the Earth which is actually a magnetic South Pole.
The magnetic field around a bar magnet
The magnetic field around a coil of wire
The magnetic fields from each of the turns in the coil add together, so the total magnetic field is much stronger. This produces a field which is similar to that of a bar magnet. A coil of wire like this is often called a solenoid.
Moving charges can create magnetic fields e.g.
The magnetic field around a current-carrying wire
To draw magnetic fields going into a piece of paper we use x
e.g. x x x x x x x x x x x x x x x
To draw magnetic fields coming out of a piece of paper we use.
e.g.
. . . . .
. . . . .
. . . . .
We need this convention when considering the interaction of magnetic field, electric fields and movement.
Magnetic fields exert forces on magnets and ferromagnetic materials.
Electromagnetic induction
Magnetic fields exert forces on individual moving charges – this may be calculated by
F
Bqv
The direction of this force may be worked out by use of Flemings left hand rule.
The motor effect can be used to induce movement in a wire.
The force can be predicted by:
Moving a current-carrying conductor through a magnetic field can induce a Voltage (more correctly termed an EMF) – this may be calculated by | <urn:uuid:e350a51d-f761-4f84-ad1c-e7b399d5e890> | CC-MAIN-2021-25 | https://www.nobraintoosmall.co.nz/students/physics/NCEA_Level2/L2_Electricity/pdfs/phys_91173_revise.pdf | 2021-06-14T05:01:45+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00504.warc.gz | 817,565,657 | 1,856 | eng_Latn | eng_Latn | 0.996424 | eng_Latn | 0.998466 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1019,
2470,
3623,
5084,
6145,
7287,
8213,
8529
] | [
3.203125
] | 1 | 0 |
Writing and Study Skills Services – Laurier Brantford Constructing an Argument – As Outlined in the Brief Penguin Handbook
An argument is needed throughout your paper to convince readers that the claim you are making in your thesis statement is valid. In your written argument, you should outline and explain the evidence and reasoning that supports your thesis, but also be sure to acknowledge opposing viewpoints.
The Warm Up
- Make sure you understand the assignment requirements
- Consider your audience and prepare to write with appropriate formality
- Know what issue you are responding to
Where Are You Going?
There are two types of arguments (Faigley, Graves and Graves 111-13):
- Position Argument – Make a claim about a controversial issue
[x] Define the issue and take a clear position
[x] Make a convincing argument
[x] Acknowledge opposing views
- Proposal Argument – Proposing a course of action
[x] Define the problem and propose a solution
[x] Explain why the solution will work and is feasible
Do Not Enter Zones
Topics that are not easily argued
- Statements of fact – Facts can be challenged on the basis of what they are founded on, but to argue a fact head-on is generally unsuccessful. For example, it is hard to argue that Sarah is 5'2" unless you are disputing the techniques used to measure her.
- Personal taste – If you dislike asparagus, no argument is going to convince you otherwise.
- Claims of belief – Of course individuals still discuss topics of belief and faith. Yet if a claim is accepted "as a matter of faith or religious belief, that claim is true for that person and cannot be refuted" (Faigley, Graves and Graves 113).
Gathering Support
- Think about your argument from different angles and try to challenge what you are claiming by asking yourself why? how? so what? etc.
Know Your Route
When coming up with good reasoning for your argument, there is a series of questions that can help to support your claim as outlined in The Brief Penguin Handbook (116-18):
[x] Can you argue by definition?
[x] Do you think that your topic could be thought of in a different way?
- E.g. While many people think that chocolate is an unhealthy junk food, it offers many health benefits and is better thought of as wise dietary decision.
[x] Can you argue from value?
[x] When providing examples about your subject matter, can they be discussed in terms of good, better, best (or bad, worse, worst)?
- E.g. There are many pastries available to choose from, but none has the light flakiness, airy sweetness, and nuanced flavour of the Passion Flakie.
[x] Can you compare or contrast?
[x] Does your topic share similarities or differences with other events or situations?
- E.g. Despite the perceived similarities in chocolate content between Mississippi Mud ice cream and Maui Brownie Madness ice cream, the extra macadamia nuts within the Maui create a distinct and entirely separate flavour palate.
[x] Can you argue from consequence?
[x] Although many people assume that an event resulted from a specific cause, could an alternative event have lead to the outcome?
- E.g. Sharon's friends believed that Sharon ate an entire box of chocolates because of a PMS craving. However, Sharon was, at that time, also trying to put on weight to move up a weight category for her upcoming wrestling tournament.
[x] Can you counter objections to your position?
[x] Are you able to anticipate opposing arguments and use your responses to support your own claim?
- E.g. Some experts recommend that parents completely forbid their children from eating any sort of "junk food" for fear of the development of poor eating habits. In fact, as many esteemed paediatricians have noted, by exposing children to a variety of foods with proper guidance, parents can encourage their children to learn how to make smart dietary choices.
You Are Ready, So Get Set, And Go!
But Remember:
o Be sure you are clearly addressing the question.
o Be specific about your viewpoint on the issue.
o Demonstrate critical thinking in your analysis of the issue.
o Show your reasoning so that readers can follow your train of thought: E.g. "Proofread your paper." versus "Proofread your paper because then you will be able to correct the mistakes you made while writing your essay."
Work Cited:
Faigley, Lester, Roger Graves and Heather Graves. The Brief Penguin Handbook. Canadian ed. Toronto: Pearson Longman, 2008. 111-119. Print. | <urn:uuid:8530914c-a63b-4c59-9d83-f20381dc9a43> | CC-MAIN-2021-25 | https://downloads.wlu.ca/downloads/academics/support-and-advising/documents/Accessible/constructing-an-argument-AC.pdf | 2021-06-14T04:49:49+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00501.warc.gz | 213,714,171 | 938 | eng_Latn | eng_Latn | 0.998261 | eng_Latn | 0.998336 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2018,
4456
] | [
2.890625
] | 2 | 0 |
We follow in the footsteps of Jesus as we live, love and learn together.
Bereavement Policy
This policy will be reviewed regularly and re-presented to The Governing Body as appropriate if significant changes are made.
Policy reviewed: April 2019
To be reviewed : Summer 2021
Reviewed by:
Date:
Signature:
Date:
Chair/Vice of Governors Signature:
Date:
St Luke's Catholic Primary School
Bereavement Guidelines and Policy
Date Last Reviewed:
Contents
Guidelines
General aims of these guidelines Reactions to grief Use of words Definition of Death
How we can help the child/children with death and grief
Death of an immediate family member
Death of a pupil
Death of a member of staff
Multiple loss in the school
Preparing for a pupil to return to school
School as a safe haven
Ongoing Remembrance
Children's Understanding and Reactions to Bereavement
Children of junior school age
Grief Reactions
Self care for those working with the bereaved
KEY POINTS FOR SUPPORTING THE BEREAVED
School Policy
The role of the Head teacher/Deputy Procedure to be followed in the event of the death of a current pupil and/or the death of a pupil's immediate family member Additional procedure to be followed in the event of the death of a member of staff
Guidelines
This safeguarding bereavement policy is intended to reflect our positive ethos and contribute to the caring community we wish to nurture. It is hoped it will contribute considerably to the emotional health and well-being of our school community.
The main aim of the policy is to ensure that all pupils and all members of staff faced with bereavement are provided with support.
This support includes the opportunity for them
- to express their feelings in a safe environment,
- to be given space and time to come to terms with their loss
- and access to specialist advice if necessary.
It is recognised that the situation for the child, young person and/or family will be monitored over time. It is our hope that anyone faced with bereavement will regard our community as a place where children and young people can grow and face the challenges that lie ahead. This, in turn, will contribute to our learning community.
Therefore the general aims of these guidelines are:
* For everyone to have a clear understanding of what bereavement means and to be aware of the different stages of bereavement.
* To help children and adults cope with bereavement as well as possible.
* To appreciate that everyone will react differently to bereavement.
* To understand that the breakup of a family through separation or divorce is a traumatic bereavement for a child.
* To have in place a course of action agreed upon by staff and the governing body, which is understood by everyone who comes into contact with the children.
Reactions to grief:
* Open distress
* Tears
* Panic
* Withdrawal
* Aggression
* Anxiety
* Fear
* Refusal to co-operate
* Any other signs of stress / change of mood, which may be expressed in unexpected ways e.g. nervous giggling, stoical bravery, untypical aggression, becoming the class clown, or even total denial.
THESE ARE ALL NORMAL GRIEF REACTIONS
Use of words:
* When talking to a bereaved child about death, the words we use are very important. If death has been referred to as "falling asleep" it is logical for children to become fearful of sleeping or of going to bed. "Loss" implies that something is lost and could be found again. Please note, research has found that children as young as seven can grasp the concept of never returning.
Do not say to a bereaved child –
* "I know how you feel" – you don't.
* "You'll get over it" – they won't, they will learn that life goes on but that it will be different.
Do say
* I care. I'm here, anytime, anywhere. I will cry with you if need be – I will talk about your mum, dad, Nan etc, and we will laugh about your happy memories.
I won't mind how long you grieve for – grieving is so natural and acceptable.
* I don't know how you feel but with sharing perhaps I will learn a little of what you are going through. Perhaps you will feel comfortable talking to me – do you want to give it a try?
Definition of Death:
This may be of use with some children.
Death is a natural part of life. All living things – plants, animals and people, are special parts of the natural world. Nature usually gives us long, healthy lives, but not always. Like all other living things though, people grow old and reach the end of their life. This is called death or dying.
How we can help the child/children with death and grief
Death of an immediate family member:
Being realistic and honest is the best any teacher or adult can do for a child. No child is taken in by pretend cheerfulness. Be aware of and respect the wishes and beliefs of the family.
Encourage children to express their feelings. Do not tell a child how to feel.
Help children use up their feelings in a positive way.
Children learn to mourn by observing others. They need to be warned about different adult reactions and receiving mixed messages.
Emotional pain is catching – be prepared.
Try not to single out a grieving child for special attention. They need to feel part of the class and it helps if you expect them to continue to perform, though obviously at a different level.
Death of a pupil:
Whilst the issues raised will all apply, the following points should also be noted:
Where a pupil has died, the effected class will grieve far longer than the rest of the school.
Those who had a close relationship with the deceased will need extra care.
The child's workspace should be left as it is for a while, and should be referred to. This allows grief to continue in the hearts and minds of the children. The deceased made a contribution to the class and continues to be part of it because of his/her death.
Death of a member of staff:
Children generally believe that teachers / support staff leave the school for other posts or to retire. For most, it is quite inconceivable that they might die whilst still being employed by the school. We as adults have an inbuilt resistance to accepting death, especially if it is someone of our own age or younger. When such an event occurs it is usually extremely traumatic, especially for members of staff forced to deal with their own grief as well as comforting the children. Planning how we as a school would manage such an event is very important.
Multiple loss in the school:
Where several children and/or staff die in one accident, staff, pupils, parents, governors, outside agencies and the press, all become entwined. Areas of responsibility need to be very clear. It is essential to gather together all of the facts and details of the accident, and then determine the likely impact on the whole school.
This then has to be dealt with appropriately. In the case of multiple deaths, additional support and resources may well be required. Additional staff may also be needed. In such instances, effective communication channels are essential.
Preparing for a pupil to return to school:
For the bereaved child or member of staff, returning to school will be traumatic. It is essential to pave the way for their return. It is important that everyone in school is aware of what has happened. If everybody knows, and the bereaved person is aware of this, then it should make the situation more bearable. It is also important for everyone to be aware so they can appreciate and make allowances for uncharacteristic behaviour. If staff find a pupil in a distressed state, they will at least be prepared in their own minds as how best to deal with it.
School as a safe haven:
Whilst it is only natural to show compassion and allow expression to those suffering grief, it is important not to forget that for the bereaved, school, with its routines and rituals, can provide a respite. Death brings unpredictability, fear and uncertainty.
For the bereaved, family life at this traumatic time can be particularly distressing, routines upset, relationships strained, and the future uncertain.
Ongoing Remembrance:
It is important to remember that anniversaries often spark a revival of feelings associated with the initial bereavement. The family and close friends will remember the deceased person's birthday, as they will the anniversary of the death. Siblings in school will be
particularly vulnerable at these difficult times. Staff should be made aware of such dates in order that they may react with the necessary sensitivity and respect.
Children's Understanding and Reactions to Bereavement:
One of the most painful stresses with which a child has to cope is the loss of a parent, a close family member or a friend. Children grieve, they experience pain and sadness but they eventually need to detach their feelings from the deceased just as adults do. Research shows that children do understand death from an early age. This develops from a belief in the reversibility of death in the pre-school years, to a gradual understanding of death's finality and irreversibility. Children's understanding of death develops alongside their cognitive development; it may occur at different speeds, but the sequence appears to be the same in the majority of children.
Children of junior school age
During this time children begin to understand the permanence and irreversibility of death. They know the person is gone and will not return. They understand that death means the cessation of all bodily functions and can be as a result of external causes, such as accidents or an inner process such as illness. Although interested in finding out and understanding the real process involved in death, they may still at times use magical thinking. For example, although they know the body of the person has been cremated they may still believe they can converse with the dead person and insist that he/she can see, hear and influence them. Adults in the home can exacerbate this by using the deceased person as a threat or way of controlling a child, especially if they are finding it difficult to discipline them effectively, due to their own grief. This can frighten and add to the child's feeling of guilt and inadequacy, thus preventing them fully accepting both the reality and the emotional impact of their loss. These children begin to be aware of other's feelings and can show empathy to those also affected by the loss. Sometimes their concern for a remaining parent can prevent them from showing their own grief and they take on an adult pseudo role, which can prevent them from mourning themselves.
Grief Reactions:
Junior school age children may show some of the grief reactions of much younger children, such as bed-wetting. They may also suffer with eating or sleeping problems. They can become irritable and show aggression towards other children and adults, or may simply become clingy and show separation anxiety.
Some of these behaviours can be aggravated by their fear for the physical safety of the remaining family members. This may result in the child not wanting to leave the family home. It is also common for these children to develop psychosomatic illnesses, headaches, sickness and diarrhoea. These problems can disrupt their school attendance, resulting in a fall in academic learning. Due to peer pressure, children may be less able to express their feelings. It is very important for them to appear the same as the others, signalling the message that they are not grieving and therefore do not require support. Unless the process of grieving is completed however, they may have difficulties in developing future relationships, leading to potential emotional and social problems in later life. Children need both the opportunities to be able to express their grief without fear of being ridiculed by their peers, and the chance to forget at times and get on with their normal daily activities.
A teacher dealing with children of junior school age should remember that many children might have difficulty in being able to verbally express their feelings adequately. It is therefore not uncommon to observe behavioural outbursts, fighting with other children, tantrums or hysterical crying. This tends to happen more at playtime and in situations that are less structured and controlled. This needs to be dealt with in a sensitive but firm way, thus providing both the bereaved and the other pupils with a sense of security in the fairness, consistency and stability of school discipline. Teachers should also be aware that although instinctively they may wish to give special attention to a bereaved child, this can cause resentment among their peers, potentially leaving them more vulnerable.
Self care for those working with the bereaved:
It's easy to overlook the stresses and anxieties placed on those dealing with the bereaved. In many instances these can be quite exacting and yet because our sympathy and attention naturally rests with those grieving we can easily forget the emotional weight resting on the shoulders of those offering support.
The following points are worth bearing in mind.
Anticipate possible reactions you may experience with grief and loss. Each one of us is likely to react differently depending on our age, personality, cultural and religious backgrounds. If you are ever unsure about how you should react to others' grief, honesty is always the best line of approach.
Try to accept that you may experience emotional reactions yourself. Such an event might trigger thoughts of your own past grief experiences. You may find yourself doubting your own abilities. It is not unusual to experience existential thoughts and find yourself querying life's injustices, questioning perhaps your own beliefs.
Panic attacks and worries about death – your own, or perhaps that of your family – may also become a preoccupation.
Try to accept that giving such support can affect you in ways perhaps you had not considered. Normally these reactions will subside after a few days or weeks but if they persist do not be afraid to ask for professional support.
Never take on too much. If you find that you are having difficulty in managing to cope, look to other support – a partner, friend or colleague.
It is important to remember that you alone cannot carry other people's grief.
KEY POINTS FOR SUPPORTING THE BEREAVED
* Offer support, but don't be obtrusive.
* Share grief.
* Allow discussion.
* Allow expression.
*
Talk openly but honestly about the person who has died.
* Be aware of other people's beliefs and values.
* Reassure those who feel that they are in some way to blame.
* Be honest with explanations.
* Be compassionate but firm.
* Be prepared to ask for extra help if needed.
* Expect regression.
* Never avoid the bereaved.
* Never pretend life will be the same.
* Never put a time limit on how long you expect the grieving period to last.
* Be honest at all times.
School Policy
The role of the Head teacher/Deputy
In the event of the death of a pupil, a member of staff or a multiple loss within the school, the Head would obviously take control of the situation and ensure that the following points are remembered.
Inform all members of staff, including teaching, non-teaching, dinner ladies, kitchen staff, and site manager. If it is felt necessary (possibly because it is the weekend or holiday time) this should be by telephone. Otherwise an immediate staff meeting at the earliest possible time, perhaps with the support of the SMT or Leadership Team.
Arrange a set time, agreed by all staff, for teachers to inform their class what has happened. It is very important to agree on exactly what is to be said.
Make as much TA support as possible to be distributed throughout the school. Time must be allowed for different reactions to be accommodated.
Consider whether absent pupils need to be informed.
Inform governors.
Organise supply cover – again seeking help from the Infant School if necessary.
Write a newsletter to parents – should be on the first day. Give the basic facts, as would have been given to the children and alert parents to the possible distress their children will be feeling.
Deal with the media, if necessary. It is imperative that only the Head teacher/Deputy performs this role.
Remain in discreet contact with the deceased family, to ensure their wishes are respected.
Keep all staff, ex-members of staff and anyone else closely involved with the school, fully informed of any funeral arrangements / memorial service.
In the immediate future – remember to fully inform any supply staff, students on teaching practice and any parent helpers, of the situation.
Keep all staff up to date with any further information – regular, or if necessary even daily staff meetings may be held.
If need be to contact the school's religious contact member in order that they advise the senior management and to offer support as required
St Luke's Catholic Primary School Bereavement Policy April 2019
Lead a specially prepared assembly, after the children and staff have all been told.
Arrange for extra pastoral care / counselling, if it is felt necessary.
Be responsible for arranging a memorial service or setting up of a permanent memorial – planting a tree, special award, seat/bench. This will encourage forward thinking.
Procedure to be followed in the event of the death of a current pupil and/or the death of a pupil's immediate family member.
Head teacher to inform class teacher and support staff immediately.
Head teacher to arrange an immediate staff meeting for all teaching and nonteaching staff – everyone must be included.
Facts must be made as clear as possible and it should be decided at his meeting, exactly what all the children will be told.
Class to be told as soon as possible, by own class teacher.
Teacher to be responsible for telling any children who are absent.
Rest of school to be told by their own class teacher at an agreed time.
This should be before any breaks or play times, which can be re-arranged if necessary.
Additional procedure to be followed in the event of the death of a member of staff
Head teacher to arrange an immediate staff meeting for all members of staff. It is vital that everyone is present at this meeting.
An early morning assembly is a good time for this, enlisting the help of Deputy.
As above, the facts must be made clear and it should be decided at this meeting exactly what the children are to be told, and when.
Obviously some members of staff will be more distressed than others and some may not be able to return to class immediately. It will be the responsibility of the Head teacher to make any arrangements to allow the staff some time to themselves, should they need it.
Following the death of a member of staff outside of school hours, the Head teacher/Deputy must inform all members of staff, parents and children (following the above procedures).
At St Lukes's Primary School we place value on -
B Bereavement support. Bereaved children are entitled to receive the support they need.
E Expressing feelings and thoughts. Bereaved children should feel comfortable expressing all feelings and thoughts associated with grief, such as anger, sadness, guilt and anxiety and to be helped to find appropriate ways to do this.
R Remembering the person who has died. Bereaved children have a right to remember the person who has died for the rest of their lives if they wish to do so. This may involve re-living memories (both the good and the difficult) so that the person becomes a comfortable part of the child's continuing life story.
E Education and information. Bereaved children are entitled to receive answers to their questions and information that clearly explains what has happened, why it has happened and what will happen next.
A Appropriate and positive response from our school. Bereaved children can benefit from receiving help and understanding from their teachers and peers.
V Voicing important decisions. Bereaved children should be asked if they wish to be involved in important decisions that have an impact on their lives (such as planning the funeral and remembering anniversaries).
E Everyone being involved. Bereaved children should receive support which includes their parent(s) or carers and siblings and which respects each child's confidentiality.
M Meeting others. Bereaved children can benefit from the opportunity to meet other children who have had similar experiences.
E Established routines. Bereaved children should be able to choose to continue previously enjoyed activities and interests.
N No to blame. Bereaved children should be helped to understand they are not responsible and not to blame for the death.
T Telling their story. Bereaved children have a right to tell their story in a variety of ways and for those stories to be heard, read or seen by those important to them.
From Winston's Wish Website
APPENDIX 1
Sunshine Primary School will make use of the 'Positive Responses to Supporting Bereaved Children' file, resources and School Support Pathway.
Useful Website for dealing with loss and bereavement in the school community:
www.winstonswish.org.uk
Useful telephone numbers and addresses:
- Winston's Wish Family Line ~ 0845 2030405 – national helpline offering guidance, information and support to anyone caring for a bereaved child, including professionals and family members
- Childhood Bereavement Network ~ 020 7843 6309 – a network of child bereavement services
- Forget-me-not Bereavement Counselling ~ Teesside Hospice Care Foundation. (01642) 296912 or 296913
- CRUSE Bereavement Care (0870) 167 1677 www.crusebereavementcare.org.uk | <urn:uuid:485802b6-ac5d-4941-b892-305a95fd2152> | CC-MAIN-2021-25 | https://stluke.knowsley.sch.uk/wp-content/uploads/2019/04/BEREAVEMENT-POLICY-Apr-19.pdf | 2021-06-14T05:44:37+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00506.warc.gz | 485,086,194 | 4,376 | eng_Latn | eng_Latn | 0.992793 | eng_Latn | 0.99851 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
361,
1266,
3115,
5307,
8364,
11906,
14778,
16925,
18928,
20944,
21698
] | [
2.65625,
1.3203125
] | 17 | 0 |
Demonstrate understanding of wave systems
Subject Reference Physics 3.3
Title
Demonstrate understanding of wave systems
Level 3
Credits 4
Assessment External
This achievement standard involves demonstrating understanding of wave systems.
Assessment will be limited to a selection of the following:
Phenomena, concepts and principles of wave systems:
Interference (quantitative) of electromagnetic and sound waves, including multi-slit interference and diffraction gratings; standing waves in strings and pipes; harmonics; resonance; beats; Doppler Effect (stationary observer for mechanical waves).
Relationships:
Note:
2 1 B f f f − = was not given on the Achievement Standard or in the resource booklet but is still very useful to explain Beats.
Wave Properties
A wave is a regular vibration that carries energy.
Waves that travel through material media are of two basic kinds: transverse waves and longitudinal waves.
We can look at both kinds of waves using a slinky spring stretched out on a smooth floor. Keeping one end fixed and shaking the other end from side to side will produce a transverse wave.
Keeping one end fixed and pushing the other end in and out will produce a longitudinal wave.
The frequency (f) of a wave is the number of oscillations per unit time. The frequency of a wave is the same as the frequency of the source that produces the wave. The unit of frequency is the hertz.
The period (T) of a wave is the time that it takes for one complete oscillation. The unit of period is the second. The period and frequency of a wave are linked by the following relationship,
The speed (v) of a wave is the distance travelled per unit time by the wave. The unit of speed is the meter per second, ms -1 . The speed, frequency and wavelength of a wave are linked by the following relationship,
The energy carried by a wave depends on the amplitude of the wave. The bigger the amplitude the more energy the wave carries.
Electromagnetic Waves
Electromagnetic waves are transverse waves that travel at the speed of light in a vacuum. Electromagnetic waves travel at different speeds in different media.
Sound waves
Sound waves are longitudinal waves consisting of a series of compressions and rarefactions.
The vibrations of the loudspeaker set up a series of compressions and rarefactions in the air. The graph of air pressure as a function of distance from the speaker is a sine curve.
Sound waves are longitudinal produced by vibrating objects which could be:
* a string which is plucked (guitar), bowed (violin) or hit (piano)
* a column of air in a wind instrument or organ pipe
The amplitude of the sound is the maximum displacement of the air particles from their rest position. It is also the difference between the maximum air pressure in a sound wave and normal air pressure. The greater the amplitude of the sound wave, the louder the sound.
Sound waves travel at different speeds in different media but a lot slower than electromagnetic waves.
In air, sound travels at 331 ms -1 at a temperature of 0°C but the speed of sound changes with temperature. Sound travels faster in warm air than in cold air. The speed of sound in a medium depends on the density and compressibility of the medium so is different for different materials (much like light passing through different materials).
Wave Behaviour
Reflection, refraction, diffraction and interference are behaviours of all types of wave.
Reflection occurs when a wave bounces from the surface of an obstacle.
None of the properties of a wave are changed by reflection. The wavelength, frequency, period and speed are same before and after reflection. The only change is the direction in which the wave is travelling (and possibly a phase change causing it to invert).
Refraction occurs when a wave moves from one material to another. The speed and wavelength are changed by refraction. The frequency of the wave stays the same. The direction in which the wave is travelling may or may not be changed by refraction.
Diffraction occurs when a wave passes through around an object or through a gap (called a slit or an aperture).
When a wave passes through a gap the diffraction effect is greatest when the width of the gap is about the same size as the wavelength of the wave.
Smaller obstacles and smaller gaps lead to more diffraction or bending of waves than larger obstacles or gaps, when you are comparing waves with the same wavelength.
There is more diffraction or bending of waves with larger wavelength than of waves with smaller wavelength. The same happens with sound waves. This is the reason that you hear the thumping bass sounds from your local boy racers' car stereo without hearing the smaller-wavelength higher sounds of the melody. Diffraction of light using blue and red light:
Diffraction is caused by interference between rays passing through a single slit. Notice that, unlike an interference pattern, the light bands in a diffraction pattern are of decreasing intensity and decreasing width as you look along from the center of the pattern.
The diffraction of light is harder to detect than the diffraction of sound because of the very small wavelength of light. Diffraction of sound waves through doorways and window openings is easily observed, and we can hear around corners, but we cannot see around corners.
Interference
When waves run into each other, they usually don't reflect. Instead, they combine. If the amplitudes of two waves add up then the new wave has larger amplitude. This is called constructive interference.
When two waves of the same wavelength and frequency occur in the same place, they will have an effect on each other. If two waves are in sync, (the crest from one wave coincides with the crest from the other), they add up: this is a constructive interference.
If the waves had opposite amplitudes (one pointed up and the other pointed down), then the new wave has a smaller amplitude. This is called destructive interference.
If two waves are half a wavelength out of sync (the crests from one wave coincides with the troughs from the other), they cancel out, and the resulting wave will be zero; this is a destructive interference.
Constructive interference will make a sound louder while destructive interference will make a sound quieter.
Two coherent sources of waves can produce an interference pattern. For coherence:
* The frequency of the sources is the same
* There is a constant phase relationship between the sources.
Young's Double-slit experiment
For any kind of wave, an interference pattern can be produced in a 'double-slit' experiment.
A wave detector may be moved across the interference pattern to find points of constructive and destructive interference. For visible light, a screen is used to show the interference pattern at the plane of the screen.
When white light is incident on a grating the central maximum is white. Spectra are produced at the other order maxima with blue light closest to the central maxima and red furthest. With a suitable grating, several orders of spectra may be observed.
The central maximum is also called the zero order maximum.
If Monochromatic light (light of one frequency) is used then constructive interference occurs at points where a wave from S1 arrives in phase with a wave from S2.
To model this effect mathematically, we begin with two slits separated at their mid-points by a distance d. The slits are very small compared to the wavelength of light. Two light rays, r1 and r2, originating from a single light source, pass through the slits and strike a screen at a distance L from the slits. A series of light and dark bands called fringes will be seen on the screen.
If the distance d << L, then the path difference between the two rays, r1 - r2 = d sin θ Where:
θ is the angle between the light rays and a line drawn from a slit perpendicular to the screen.
x is the distance measured from a point on the screen opposite the center of the slits, and the point where the two rays meet. If x << L, then sin θ ≈ x/L.
Since the rays are in phase when they pass through the slits, constructive interference (bright bands of light) will occur when the path difference, d sin θ, is equal to a whole number of wavelengths.
For constructive interference, d sin θ = n λ where n = 0, 1, 2, 3, ...
Destructive interference (dark bands) will occur when the path difference, d sin θ, is equal to an odd number of half-wavelengths.
Destructive interference occurs at points where a wave from S1 and a wave from S2 arrive out of phase.
For destructive interference, d sin θ = (n + ½) λ where n = 0, 1, 2, 3...
Diffraction Gratings
A grating consists of many slits, or lines, close together. In a grating, the spacing between adjacent lines is constant. The distance between the slits, d = 1/n where n is the number of lines per metre.
Gratings are also used to produce interference patterns. When waves are incident on a grating all of the lines act as coherent sources of the waves.
Compared to a double slit, the interference pattern produced by a grating has fewer, more widely spaced points of maximum intensity.
The diagram above illustrates the effect of a grating on a monochromatic source of light. For any particular grating d is constant and sin θ depends only on wavelength and so the bigger the wavelength the bigger the angle θ (hence why red is further from the central maxima).
Standing Waves
When two or more waves pass a point in a medium at the same time, their effects are added (algebraically) or superimposed.
Addition of waves: the combined effect of the waves is constructive if the waves are causing the particles to move in the same direction;
Addition of waves: the combined effect is destructive if the waves are causing the particles to move in opposite directions.
Resonance
Resonance depends on the fact that every object has its own natural frequency of vibration. If impulses are applied to an object with the same frequency as the natural frequency of vibration of the object, the object will begin to vibrate. If the applied impulses continue, the amplitude of vibration of the object will increase
Examples of resonance are:
*When pushing a child on a swing, the pushes are timed to coincide with the frequency of the swing, thus increasing the amplitude of the swing's vibration.
*A bridge has its own natural period of vibration. Soldiers marching over a bridge break step. This is because if their marching beat is the same as the bridge's vibration period, the bridge will be set into vibrations of increasing amplitude, which could eventually break the bridge.
*A piano string of a particular frequency can be set vibrating by a singer nearby singing a strong note of the same pitch.
*A singer can smash a nearby glass if she sings a note whose frequency is the same as the natural frequency of vibration of the glass.
Harmonics and overtones
When a pipe or a string is made to sound such as in a musical instrument the actual sound that is heard depends upon the mode of vibration. In the case of a pipe this depends upon how hard it is blown (blowing hard gives a higher note) and in the case of a string it depends upon the tension of the string the (greater the tension the higher the note).
.
In a pipe or string the lowest frequency is called the fundamental
Overtones have a frequency that is an integral multiple of the fundamental and are said to form a harmonic series. The fundamental is the first harmonic.
If the fundamental (first harmonic) has a frequency f then the harmonic with a frequency of 2f is called the second harmonic or first overtone.
The harmonic with a frequency of 3f is called the third harmonic or second overtone
And so on and so on.
Each musical instrument adds ups these harmonics in a subtly different way. The particular addition of the harmonics gives the instrument its distinctive quality.
Standing waves: strings
Reflection and superposition can give rise to standing waves. The reflection of a pulse on a string with fixed end is shown below:
Strings fixed at each end are plucked in the middle; waves travel to each end and are reflected. The reflections cross and interfere to produce a standing wave with a frequency which is a natural or resonant frequency of the string. When a wave reflects, it comes back inverted (for example a crest becomes a trough).
The reflected wave and the incoming wave interfere. At the reflecting surface the two waves are always exactly equal and opposite - so they always cancel out. Such a place is called a node(N). At other points along the waves, the two ways always are the same - so they add together or interfere constructively and make a double size wave. Such points are called antinodes(A or AN).
A - places where the waves interfere constructively and make double height wave.
N - places where the two waves always 'cancel' out so there is no movement.
The distance between two NODES or between two ANTINODES is half a wavelength, λ /2.
The distance between a NODE and the next ANTINODES is one quarter of a wavelength, λ /4.
There is always a node at the fixed end of a vibrating string and there may be other nodes along the length of the string. The string may vibrate in several ways, known as harmonics.
Fundamental or first harmonic: L = λ/2; λ = 2L
The lowest possible frequency standing wave that can fit on the string will be:
This is called the fundamental frequency, and it is the longest wavelength for that string.
: L = λ; λ = L
Second harmonic
If we increase the frequency and decrease the wavelength, the next wave that will fit will be:
Third harmonic: L = 3 λ /2; λ = L / 3 etc…
Standing waves: Pipes
Pipes can be either blocked at one end or open at both ends.
A closed end of a tube must always be a node and an open end of a tube must always be an anti-node
Open Pipes
In the tube open at both ends the fundamental wavelength is 2L/1 where L is the length of the pipe:
The next possible oscillation mode is where wavelength = L. This is the second harmonic or first overtone.
The next possible oscillation mode is where wavelength = 2L/3. This is the third harmonic or second overtone.
The next possible oscillation mode is where wavelength = 2L/4. This is the fourth harmonic or third overtone, etc.
Closed Pipe
If the tube open at one end, the fundamental wavelength is 4/1 L (where L is the length of the pipe). The fundamental frequency standing wave that can fit in a pipe with one open end will be:
The third harmonic or first overtone is the next possible oscillation mode is where wavelength =4/3 L. Note: there cannot be a second (or 4 th or 6 th or…) harmonic because there is a node at one end and an antinode at the other.
The next possible oscillation mode is where wavelength = 4/5 L. This is the fifth harmonic or second overtone etc.
End Correction: The waves don't end exactly at the open ends and instead will go slightly further out of the pipe. If you need to adjust for this in a calculation you just add on the extra distance to the length of the pipe. (Scholarship stuff really these days).
Beats
When waves of the same type occupy the same point in space they will the overall effect is an algebraic summation of the waves. For this effect to be visible (in the case of light) or audible (in the case of sound) the waves must be of closely similar frequencies or the same frequency.
If the waves are similar but not the same, you will get beats as opposed to interference. This can be heard when you are tuning a guitar.
The closer the two frequencies the lower will be the beat frequency and this will become zero when they are perfectly in tune. The human ear is normally very sensitive to pitch and the two notes have to be close for beats to be heard.
Even if we take C and B on the musicians' scale, the beat frequency would be 262 - 247 = 15 Hz, about fifteen beats per second! This would not give audible beats, only an unpleasant discord.
Two waves that add together might have different frequencies. That means that the peaks won't always line up the same way because one wave is moving faster than the other. When this happens, there are times when the waves interfere constructively and times when they interfere destructively.
It can be shown that the frequency of this variation is given by
where fB is the frequency of the beats and f1 and f2 are the frequencies of the two constituent waves e.g. a 440 Hz and 444 Hz wave combine to produce a beat of 4 Hz.
The frequency of the actual resultant wave is simply the average of the two constituent waves
The Doppler Effect
Beats are used in police radar speed traps. The outgoing and reflected signals are fed to the detector and the speed of the car is determined from the beat frequency using the Doppler shift.
When a car sounding its horn speeds past, the note heard by an observer changes pitch. When approaching, the pitch is higher; when moving away, the pitch is lower. This is an example of the Doppler effect: when there is relative motion between a source of sound and an observer, the observed (apparent) frequency is different from the actual frequency.
Moving source
In this case because the source is moving the waves are compressed ahead of the source and stretched out behind it. Thus an observer ahead of the source hears a higher apparent frequency, f ', and an observer behind the source hears a lower apparent frequency, f '. The greater the velocity of the source, the greater the Doppler effect.
Where f ' is the apparent frequency, f is the actual frequency, vw is the velocity of the wave and vs the velocity of the source.
You use:
* (vw - vs) if the motion is towards the observer
* (vw + vs) if the movement is away from the observer.
Proof of the equation for a stationary observer:
The one thing in all this that does not change is the actual speed of the waves through the medium (vw) so
Other uses of the Doppler Effect are for calculating the speed of stars due to the Doppler shift changing the relative position of the emission spectra from stars.
And for use in radar speed traps
But since the NCEA now only assess for stationary observers for mechanical waves (basically sound), the use of the Doppler Effect to prove the big bang theory and the use of radio waves in speed traps are only for interest. I guess at least we still have Sheldon's Doppler Effect party custom and sound effect "Neeeeoooowwwww!" | <urn:uuid:f7e774e5-b28a-44df-9b61-422c73028bfa> | CC-MAIN-2021-25 | https://www.nobraintoosmall.co.nz/students/physics/NCEA_Level3/L3_Waves/pdfs/phys_91523_summaries.pdf | 2021-06-14T05:39:08+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00510.warc.gz | 835,789,865 | 3,926 | eng_Latn | eng_Latn | 0.995446 | eng_Latn | 0.998814 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
760,
1960,
3347,
5088,
6860,
8662,
9856,
12106,
13326,
13906,
14908,
17224,
18182,
18512
] | [
2.140625
] | 1 | 0 |
2
Document name:
Activity 1: What is reflection?
Document date:
May 2013
Copyright information: Creative Commons licence 'Attribution-Non-Commercial-Share-Alike'
OpenLearn Study Unit:
Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url:
http://www.open.edu/openlearn/
What is reflection?
When we reflect, we consider deeply something that we might not otherwise have given much thought to. This helps us to learn. Reflection is concerned with consciously looking at and thinking about our experiences, actions, feelings, and responses, and then interpreting or analyzing them in order to learn from them (Atkins and Murphy, 1994; Boud et al., 1994). Typically we do this by asking ourselves questions about what we did, how we did it, and what we learnt from doing it.
Reflecting on academic or professional practice in this way may make your personal beliefs, expectations, and biases more evident to you. This understanding of yourself should help you to carry out your studies more successfully, since it makes you aware of the assumptions that you might make automatically or uncritically as a result of your view of the world.
Becoming reflective
The skills associated with stepping back and pausing to look, listen, and reflect are closely related to those concerned with critical thinking which also requires you to 'unpack' whatever you are focusing on, not simply accept what you read or hear at face value. Through this process you will probably identify things you would not otherwise notice. Moon (2004: 181) notes similarities between being reflective and using an imaginary instrument called a 'pensieve' (Rowling, 2000: 518) in Harry Potter and the Goblet of Fire:
'One simply siphons the excess thoughts from one's mind, pours them into the basin, and examines them at one's leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.'
The key to reflecting is spotting the patterns and links in thought that emerge as a result of your experiences in life and in learning. Sometimes this is difficult for learners because the focus is on you and this might not feel comfortable—especially in an academic context where you are usually encouraged to depersonalize your work such as your essays and reports.
Remember that you try to avoid saying 'I' in essays? So, when writing reflectively, you need to find a way to be both academic and also personal—and that is not always easy. You may be both
2
Document name:
Activity 1
2
: What is reflection?
Document date:
May 2013
Copyright information: Creative Commons licence 'Attribution-Non-Commercial-Share-Alike'
OpenLearn Study Unit: Learning to learn, Reflecting backwards, reflecting forwards
OpenLearn url:
http://www.open.edu/openlearn/
referencing academic theory and, in the same piece of writing, describing an exciting learning experience you had—becoming reflective is in part about feeling comfortable with this dual process.
The great benefit of including reflection in your learning is that by understanding why you do something in a particular way and recognizing how you feel about it, you can spot where your strengths and weaknesses lie. This gives you the chance to build on your strengths and develop strategies to minimize your weaknesses.
The critical thinking model
The critical thinking model is especially helpful for those learners for whom reflective thinking and writing seems at odds with the type of study they usually do—but it is, of course, a useful model for everyone. The critical thinking model contains a set of carefully ordered questions which move you, step-by-step, through a thinking process. First you are encouraged to be descriptive, then analytical, and finally evaluative. Each part of this process is important, but taken altogether, it provides a framework for questioning that constitutes reflection:
* Descriptive:
Who was there?
* Descriptive: What did she say?
* Descriptive: What did I say?
* Analytical/reflective: Why did I respond in that way?
* Analytical/reflective: How did each of us feel as a result?
* Analytical/reflective: What if I had chosen my words more carefully?
*
Reflective/evaluative: So what? Would that have made any difference to the outcome?
* Reflective/evaluative: Where can I go from here in my interactions with this person? | <urn:uuid:29ff5a62-b154-4d70-8117-4b92511f90ec> | CC-MAIN-2021-25 | https://www.open.edu/openlearn/ocw/pluginfile.php/319986/mod_resource/content/9/Activity%2011%20What%20is%20reflection.pdf?forcedownload=1 | 2021-06-14T05:47:27+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00508.warc.gz | 823,631,593 | 904 | eng_Latn | eng_Latn | 0.996888 | eng_Latn | 0.997158 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2492,
4372
] | [
2.90625
] | 4 | 1 |
November 8: Leadership Training
Introduction: Leadership training takes a variety of forms and methods. Today, we will be exploring a couple skills that leaders need.
1. The first is an activity in assessing a situation, thinking on your feet and making a decision:
Assess and Decide: Options, risks, what do you do? Consequences? Weigh pros and cons and decide what is the best decision.
The Situation: Your team has prepared a fabulous game with a great theme that involves décor throughout the whole building. Not only does it look epic, it takes over a lot of the church space, blocking access to other supplies you don't need while leaving pathways and doors clear. Thirty junior highs are thoroughly enjoying this game as they run wild throughout the building. You've designed this game to take the full night on its own and to be played through only once (it's a mystery you just can't re-solve). The game is almost over, and you realize you still have 40 minutes left in your night and those thirty junior highs are hyped up. Having free time for 40 minutes just won't do with all of the set-up you had done for the game blocking the games and supply closet.
What do you do?
1. Think about some options on your own. Write down some ideas you have, weigh the pros and cons of each then circle which one you decide.
After thinking on your own, check out the next page with some options. If these were your only choices, which would you do and why? (There is no correct answer in this scenario. Each has its own drawbacks)
Option A: Throw in a sudden twist that extends the game another fifteen minutes. Then choose a game that takes no supplies to fill the last of the time.
Option B: After the game ends, switch to playing a game that requires no supplies, then end the night ten minutes early for some time to chat.
Option C: Take a ten-minute rest break after the game to grab water, use the restroom and relax. Meanwhile, you move décor to access the supplies and open it up for free time for the next half hour.
Self-assess:
* How did you feel as you made your decisions?
* In what ways did you find it challenging?
* What areas/skills do you feel you would excel?
* What skills would you most like to work on in the future?
2. Ability to set/achieve goals. How good are you at setting and achieving goals? The whole point of this exercise to be able to set and achieve increasingly difficult goals. Your task is to 1. Set a realistic goal (examples below). 2. Work at completing that goal in the time you set. 3. Think about what you need to complete it, what could stand in your way, and how you'll overcome the distractions/obstacles/etc that can make it hard to complete. And finally, 4. Once you achieve that goal, pick a new and harder goal.
Choose something you don't already do!
Goal Examples:
* Give 3 people a sincere compliment today.
* Read my Bible every day for a week.
* Do my chores without complaint for a month.
* Make my bed every morning for a month.
* Each day this week, make a list of five positive attributes of someone I don't like or don't understand.
* Put aside $5 of every paycheck this year for a charity.
3.
4.
5. | <urn:uuid:fff4f6a5-81c2-4b66-891b-03c4829eb1cd> | CC-MAIN-2021-25 | https://firstb.net/wp-content/uploads/2020/11/Lesson-9-Nov-SR.pdf | 2021-06-14T06:20:21+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00511.warc.gz | 244,718,181 | 704 | eng_Latn | eng_Latn | 0.999079 | eng_Latn | 0.999227 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1534,
3162,
3174
] | [
2.015625
] | 1 | 0 |
Use of Research Based Pedagogical Tools in Science Education
A.S. Masram
Department of Zoology L.A.D. and Smt. R. P. College for Women, Nagpur email@example.com
Abstract:-
In present scenario of flooding information and overuse of technology ,Research-Based Pedagogical Tools (RBPTs) is prove to be a highly effective tool to inculcate the research attitude and provide firsthand experience to the science students who need practical knowledge to understand the concepts. The present study concentrates the use of RBPT to explain the topic like Identification and classification of Fishes and how this technique involves more number of students and creates interest, enthusiasm, leadership quality, communicative skills, and applicability knowledge among the students. RBPT helps to inculcate the Research attitude and firsthand experience enhances critical thinking, analytical skills, decision making, data interpretations and troubleshooting. This method is useful to apply the knowledge in their real life experiences.
Keywords:-
Research Based Pedagogical Tool, Identification and classification of fishes, Enthusiasm, Leadership quality, Communicative skills, Data interpretations, troubleshooting.
I. INTRODUCTION
RBPTs are pedagogical tools that recognise, require, refine, reward and report research activity. They are pedagogical tools not research. They exist primarily to teach science and mathematics although authentic research will occur. Through RBPTs, students develop their research experience and skills and acquire relevant domain knowledge. To apply this tool one need A research question, Data that can be collected that informs the research question, an insight to form the patterns or relationships in the data.
According to theory of social facilitation, the people often perform better in the presence of others than alone (Cook, 2001). Working in groups is thought to better enhance students' learning perceptions, problem solving skills and overall learning abilities than learning alone (Hiltz et al. 1999). Blending research with teaching can acts as an effective vehicle for developing true scientific understanding, vital knowledge for the world community now and in the future (mooKIT). Research based pedagogical tools (RBPTs) are one of such methods in which students work in a groups to find the solution of real life problems with scientific temperament. In this paper we will discuss about elements of Research-Based Pedagogical Tools (RBPTs) for teaching science at Higher Education Institutes (HEIs).
In the present study plan students would attempt to the learn the topic of their syllabus –Identification and classification of fishes using RBPT.
II. IDENTIFICATION AND CLASSIFICATION OF FISHES USING ELEMENTS OF RESEARCH-BASED
PEDAGOGICAL TOOLS
Research Based Pedagogical Tools (RBPTs) are pedagogical tools used to infuse research with teaching. RBPTs have many other name like research-based learning (RBL), problem-based learning (PBL), inquiry based learning (IBL), project based learning (PBL) and learning by doing, co-operative learning, science in the real world, etc. The main purpose of the RBPTs is to provide learner centric environment in the classroom, providing exercise wherein the student is engaged in research activity to develop the knowledge of a particular topic in inquiry mode. They are pedagogical tools and not the research. They are primarily used to teach science and mathematics although authentic research occur. The RBPTs develops research skills and deep content understanding among the students and acquired a relevant domain knowledge. RBPTs focus on process of science rather than routine for conceptual understanding. They includes methods and essential elements of logic, critical thinking, interpretation, analysis and help to imbibe problem solving, research skill with domain knowledge. (mooKIT and handbook STEM workshop).
Teaching by this method, research is an integral component. The entire pedagogy should consist of 4 Rs: there should be a component of Research; which should get Refined along the way and the outcome of the learning exercise should be Reported. Students' work should be Rewarded for the research component — by way of grades or equivalent. Students do an activity designed by the teacher to find about or understand a concept. The teacher's role is more of a facilitator, helping students refine their research, to overcome glitches or obstacles in their investigations.
These components would help the facilitator to frame a problem . The first requirement for framing a problem is the context. It may be a news headline, Television news , any doctrine by a philosopher or a scientist, etc.
So for the present study the Context was a newspaper headline as- " Due to Eutrophication Menace fishes found dead on the bank of the Ambazari lake".
On the basis of this context students would be asked to frame a problem as- How Fishes play important role to maintain the pond ecosystem?
To answer this problem students need to study different fishes ,their habits and habitat, etc.
Content of their study are their learning objectives.
As-
- Students should able to Collect and identify the fishes from the source ( in this case its Ambazri lake.
- They should be able to collect and document their collection. E.g. Size, shape, color, fin formula, lateral line system, time, temperature, oxygen demand of the fshes.
- They should be able to identify them as edible, Weed, Carnivorous, predatory, herbivorous fishes.
On the basis of their learning objectives
Activity will be planned.
- Collection of fishes with the help of local fisherman.
- They would document their collection in their personal diary and release the fishes back to the water.
- They will refer the literature for identification of fishes.
To collect this data they would require some resources such as
Camera, Fish net, Boat, basket, Chloroform (optional), Online resources, Identification keys.
Assessment-
To know the authenticity and significance of the collected data the teacher who is now a facilitator will assess the data and collection.He will help the students to identify the fishes up to genus level.
Teacher will ask the students to display the picture of each fish with its information on a cardboard.
III. OUTCOME
- This activity will create a huge collection of fish biodiversity and its information.
This information will serve as a guide to the researchers for the conservation and other research purposes
- During the fish collection if new species found ,which remained unidentified it will further send it to Zoological survey of India and nomenclature would be done by the name of the students ( Publication).
- This firsthand experience students will be able to apply this knowledge in their real life correlate it with human existence and its significance in life.
IV. CONCLUSION
In the era of ICT, when every information is available on the fingertips, conservative classroom teaching i.e. Lecture method or Chalk duster method is going through a transition period and to face this new change, as a teacher one must evolve new techniques and tools of the teaching. Research Based Pedagogical Tool proves to be a very useful technique which can be used to teach a topic for the better understanding of the students. The present study concentrates the use of RBPT to explain the topic like Taxonomy of Pisces (fishes) and how this technique involves more number of students and creates interest, enthusiasm, leadership quality, communicative skills, applicability knowledge among the students. RBPT helps to inculcate the Research attitude and firsthand experience enhances critical thinking, analytical skills, decision making, data interpretations and troubleshooting. This method is useful to apply the knowledge in their real life experiences.
V. ACKNOWLEDGEMENT
The Author would like to thank to the entire COESME Team at IISER, Pune and experts from Sheffield Hallam University for training in RBPTs during regional and national STEM Workshop on Research Based Pedagogical Tools held at Amravati and Jaipur respectively.
TRJ Vol. 7 Issue 1 January-February 2021 ISSN: 2454-7301 (Print) | ISSN: 2454-4930 (Online)
VI.
REFERENCES
[1]. Cook, R. Social psychology in project management. 2001. Retrieved November 20, 2009, from http://www.pmforum.org/library/papers/ pmpsych1.htm.
[2]. Hiltz S R, Coppola N, Rotter N, and Turoff, M. Measuring the importance of collaborative learning for the effectiveness of ALN: A multimeasure, multi-method approach. Journal of A synchronous Learning Networks. 1999. 4: 103-125.
[3]. RBPT handbook- provided by trainers, Sheffield Hallam University and ISSER Pune, Funded under Newton- Bhabha, DBT and MHRD sponsored PMMMNMTT scheme.
Weblinks-
https://indiabioscience.org/columns/education/ug-teachers-workshop-on-research-based-pedagogical-tools-a-participantsperspective-1 | <urn:uuid:56781d3b-1fe5-4d1f-a5d4-7ee5ad206075> | CC-MAIN-2021-25 | https://nebula.wsimg.com/e5ae4c63fca9c588e08f8b0bc1296e85?AccessKeyId=809C1E9E538F4C38BEAB&disposition=0&alloworigin=1 | 2021-06-14T05:59:22+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00508.warc.gz | 372,786,476 | 1,844 | eng_Latn | eng_Latn | 0.933167 | eng_Latn | 0.99343 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4496,
8171,
8980
] | [
2.09375
] | 2 | 0 |
Making It Happen Making It Happen
Overcoming Barriers to Providing Infant-Early Childhood Mental Health
Introduction
Public policy has been slow to catch up with neuroscience. For decades, the science of child development has demonstrated the impact of positive and negative early experiences on brain development, school success, and adult physical and mental health. Meanwhile, advances in neuroscience have progressed at a rapid pace, setting the stage for public policy initiatives that would support the healthy development of very young children. Yet we are only now beginning to see federal and state policies that incorporate the social and emotional aspects of child development into early learning and development systems.
What Is Infant-Early Childhood Mental Health?
In the terminology of the child development field, social and emotional development is also referred to as infantearly childhood mental health(I-ECMH). We now know from studies of the long-term outcomes of child development programs that efforts to improve the health and education of young children or the financial stability of their families will not be effective unless they also address social and emotional health. Social and emotional development is inextricably linked to other domains and, along with
© 2012 by ZERO TO THREE. All rights reserved.
Infant-early childhood mental health (I-ECMH), sometimes referred to as social and emotional development, is the developing capacity of the child from birth to 5 years of age to form close and secure adult and peer relationships; experience, manage, and express a full range of emotions; and explore the environment and learn—all in the context of family, community, and culture.
It should be noted that there is a shift toward using the term behavioral health instead of mental health. However, the field of I-ECMH has been deliberately growing its identity, so we use the prevailing term.
1
cognitive development, forms the foundation— the bricks and mortar—of development.
The science is clear: Public policies and programs intended to support the development of infants and young children must address I-ECMH. Although challenges continue to exist in the delivery and financing of infant mental health promotion, prevention, and treatment, we know what needs to be done.
To catch up to and keep pace with the science of child development, we must ensure that our state and federal policies create a continuum of strategies to prevent mental health problems, to promote social and emotional well-being, and to treat mental health disorders beginning in pregnancy and continuing on throughout the early years of life and beyond. Successful early learning and development systems must include a strong and well-financed I-ECMH component.
© 2012 by ZERO TO THREE. All rights reserved.
This article is intended to illuminate the scientific evidence for I-ECMH policies; examine issues faced by national, state, and local program directors and mental health practitioners in providing I-ECMH services; and propose a set of recommendations for policy improvements at the federal level. Additionally, we seek to provide a context for the issues and barriers states face when financing services for those most in need and during a time when those services would have the highest rate of return. These significant issues faced by states include the lack of a service delivery system for provision and reimbursement of I-ECMH services, underutilization of Medicaid financing for
Successful early learning and development systems must include a strong and well-financed I-ECMH component.
I-ECMH services, insufficient numbers of adequately trained mental health specialists, and a lack of intentional focus on promoting the social-emotional development of young children in state policy.
The bottom line is that states and communities don't have the I-ECMH services that infants and young children need, don't have the people to provide them, and don't have a system that will pay for them. These issues need to be taken up by federal and state decision-makers so that the early foundational development of all infants and young children will enable them to realize their full potential.
2
The Science of I-ECMH
Early experiences matter. The early experiences of infants and toddlers influence the physical architecture of their brain, literally shaping neural connections and pathways. These experiences determine the course of children's social-emotional development, which in turn affects early learning, behavior, relationships, and the ways in which children react and respond to the world around them throughout their lives. Social-emotional development is the cornerstone of healthy development; it provides a foundation upon which all future development rests: physical growth and health, cognitive skills, and communication.
Strategies to improve I-ECMH fall along a promotion, prevention, and treatment continuum. Promotion strategies, such as a public awareness campaign on the importance of I-ECMH and tips for caregivers on what they can do to support it, focus on promoting well-being among all children. Prevention strategies are aimed at children who are at risk for mental health problems and may include screening for I-ECMH or home visiting for at-risk families. Treatment involves specialized services for infants, toddlers, and families who are already exhibiting symptoms of mental health disturbances.
Infants, toddlers, and parents can have serious mental health problems that affect
development. Contrary to common belief, mental health problems can occur in children under the age of 5 years. Infants and toddlers have the capacity to experience peaks of joy and elation as well as depths of grief, sadness, hopelessness, intense anger, and rage. 1 Mental health problems for infants and toddlers might be reflected in physical symptoms (poor weight gain or slow growth), delayed development, inconsolable crying, sleep
© 2012 by ZERO TO THREE. All rights reserved.
problems, aggressive or impulsive behavior, and paralyzing fears. Over time, untreated symptoms of mental health problems can "take root" in young children and accumulate to seriously affect their ability to learn and function. Because infants and young children develop in the context of close, consistent relationships, their own emotional well-being is directly tied to the emotional functioning of their caregivers and families. 2 Untreated parental depression, substance abuse,
3
domestic violence, and trauma disrupt parenting and can affect the mental health of children.
It is estimated that between 9.5% and 14.2% of children age birth to 5 experience emotional or behavioral disturbance. 3 Symptoms of depression and anxiety, post-traumatic stress disorder, attention-deficit/hyperactivity disorder, and other mental health issues can begin to manifest in infancy and toddlerhood. 4 Also of concern is the prevalence of maternal depression, which can lead to mental health issues not only in the parent but in the child as well. 5 However, mental health issues identified in young children and their parents are treatable (and sometimes preventable), and there is a growing body of evidence on the effectiveness of I-ECMH services. 6,7,8,9,10
Untreated mental health disorders affect
multiple domains of development and have detrimental effects on future health and developmental outcomes. Undiagnosed or untreated mental health disorders can have serious consequences for early learning, social competence, and lifelong health. 11 That is why early identification and treatment is so important.
The encouraging news is that when early experiences lead to poor social-emotional development, I-ECMH problems can be identified and treated. Research demonstrates that early prevention and treatment strategies are more beneficial and cost-effective than attempting to treat emotional difficulties and their effects on learning and health after they become more serious. 12 However, despite evidence that earlier intervention is effective, the availability of appropriate treatment for infants and toddlers is scarce.
© 2012 by ZERO TO THREE. All rights reserved.
What is dyadic therapy?
Dyadic therapy is an intervention approach provided to infants and young children with symptoms of emotional disorders. Therapy includes the child and the parent and focuses on rebuilding a healthy and secure relationship between them. Research suggests that these types of therapy are useful in helping the parent and child to regain trust and to work through trauma and fears.
Both early development and effective I-ECMH treatment occur through
relationships. Infants and young children learn and develop in the context of interactions and engagement with the significant adults—parents and other consistent caregivers—in their lives. In the earliest years, therefore, mental health disorders often result from problems in the child's primary attachment relationship. In order to address this underlying principle, promoting, preventing, or treating the mental health of a child under the age of 5 must involve the child's caregiver. Dyadic therapy is one effective treatment approach. 13 And as an evidence-based treatment, parent– child psychotherapy, a form of dyadic therapy, presents an opportunity for encouraging Medicaid reimbursement.
4
Identifying Barriers to the Provision of I-ECMH Services and Supports
T o get a sense of the significant issues facing states in providing I-ECMH services, the ZERO TO THREE Policy Center identified key informants at the state and national level and then interviewed each one to learn about barriers, successful strategies, and possible recommendations for federal policy action. Efforts were made to select participants who were wellversed in I-ECMH practices and policies and who had either implemented various system elements (e.g., credentialing systems, Medicaid, and other financing strategies) or had integrated I-ECMH into home visiting or early care and education. Telephone interviews were conducted with 23 leaders in 10 states: California, Florida, Illinois, Louisiana, Michigan, New Mexico, Ohio, Pennsylvania, Washington, and Wisconsin. National experts and organizations were invited to participate as well, and various materials on the topic (e.g., published research, reports, presentations, and state reports) were reviewed. Once the interviews were completed, the information was synthesized for sharing with key informants. A conference call was convened to seek additional input and consensus on the federal recommendations.
Initially, this project was intended to identify the issues that arise when using Medicaid to finance I-ECMH interventions unique to infants and young children (such as dyadic therapy) as well as those provided in nonclinical settings. However, as key informant interviews were carried out, it became obvious that financing was not the only barrier to the provision of I-ECMH. The issues raised by those interviewed related to virtually all aspects of providing and receiving reimbursement for I-ECMH across the promotion, prevention, and treatment continuum.
These state and national experts initially identified 10 sets of barriers to the provision of I-ECMH, which we have consolidated into five categories. Although the following summary is not necessarily comprehensive or representative of the barriers faced by all states and providers, the five barriers listed present an important sampling of the issues that hinder the provision of appropriate I-ECMH services.
© 2012 by ZERO TO THREE. All rights reserved.
5
Barriers to Provision of I-ECMH Services
Barriers in Brief
A. The evidence base for I-ECMH is not reflected in public policy for mental health, early learning and development, or health care reform (including Medicaid and managed care).
with Disabilities Education Act (IDEA) and in early education programs concerned with challenging behaviors in young children. However, these are only glimmers of progress and are not necessarily part of an overall public policy strategy to improve I-ECMH.
B. Systemic reimbursement issues hinder the ability to pay for I-ECMH.
C. Eligibility determination and diagnosis impede appropriate I-ECMH services.
D. There are not enough providers with training in I-ECMH.
E. The broader system that serves young children does not adequately incorporate I-ECMH services.
A. The evidence base for I-ECMH is not reflected in public policy for mental health, early learning and development, or health care reform (including Medicaid and managed care). There is a distinct lack of I-ECMH focus in federal policy regarding mental health, early education, child welfare, health care, and related fields. The isolated cases in which federal policy touches on I-ECMH fall far short of what is needed to reorient public policy to the needs of infants and young children. For example, there has been some attention paid to I-ECMH in Part C of the Individuals
© 2012 by ZERO TO THREE. All rights reserved.
Each of the state experts interviewed for this project identified gaps between research evidence and state policy. For example, mental health systems are designed around adult needs and prioritize the deep end (serious emotional disturbance) of the spectrum. New mothers are not routinely screened for postpartum depression in pediatricians' offices. And parents and young children suffering from exposure to trauma have trouble accessing dyadic therapy.
What would a system with an I-ECMH orientation look like? A system informed by the science of I-ECMH would invest much earlier in the prevention of adverse childhood experiences by meeting basic health needs and offering high-quality early care and education programs. Such a system would actively promote I-ECMH through practices such as routine social-emotional development screening for infants, depression screening for pregnant women and new parents, and home visiting for families of infants and young children. And the I-ECMH informed system would use all available resources (and increase funding where necessary) to train an I-ECMH workforce and assure access to I-ECMH services.
The evidence base for an early childhoodoriented approach is robust. The impacts of early development on later physical and mental health—and even economic outcomes—are well established. The Adverse Childhood Experiences (ACEs) study has identified important links between adverse childhood experiences and later adult health outcomes. 14 Indeed, untreated mental health
6
disorders can have serious consequences for early learning, social competence, and lifelong health. 15 Nobel Prize-winning economist James Heckman demonstrated the economic impact of investing in early childhood development: Early intervention yields huge cost savings—with estimated returns of $7 to $9 for every $1 invested—but those returns diminish the later the intervention is administered. 16 According to Heckman, there is a steep decline in economic returns even by the end of the first 3 years of life. In other words, the later the intervention, the more costly the remediation. Heckman's economic analysis and the ACEs study illustrate the critical role that social-emotional development plays in driving both individual and societal health. They also present a strong case for early intervention and investment in the continuum of promotion, prevention, and treatment with young children.
Research has also shown that, because of the key role caregivers play in the lives of infants and toddlers, treatment of the child must include the adult. 17 In the earliest years, mental health disorders often result from problems in the child's primary attachment relationship. For example, maternal depression or stress can affect parenting and manifest behaviorally, emotionally, or even physically in the child. In the general population, it is estimated that between 5% and 25% of new mothers experience depression; in poor mothers, the rate rises to 40%–60%. 18 Yet less than 15% of state Medicaid programs permit reimbursement for maternal depression screening at pediatric visits. 19 In cases like these, only treatment that responds to the needs of mother, child, and the relationship will comprehensively and successfully address the underlying issue and possibly prevent further harm.
© 2012 by ZERO TO THREE. All rights reserved.
B. Systemic reimbursement issues hinder
the ability to pay for I-ECMH. A second set of barriers to the provision of I-ECMH services relates to financing the services through Medicaid and other mechanisms. Problems include (a) not reimbursing services appropriate for infants and young children in the settings where they are most effective; (b) limitations imposed by the mental health services system and/or Medicaid in times of scarce resources, sending infants and young children to the back of the line; (c) limitations that arise because services to infants and young children don't fit into the categories of care for adults; and (d) transitions in delivery systems for health care and mental health care. Throughout, barriers result from an unfamiliarity with issues related to the identification and treatment of I-ECMH issues. In this section, we discuss these problems as they relate to financing, managed care, and state Medicaid limitations.
Medicaid should be a primary payment source for adequate mental health care for infants and toddlers who are most at risk for social and emotional developmental problems, but it falls short. In the United States, 35 million children living in low-income and poor families receive their health coverage through Medicaid, the federal health insurance program for low-income individuals. 20 In 2008, 40% of all infants in the United States were receiving health coverage through Medicaid or the Children's Health Insurance Program (CHIP). 21 Infants and toddlers who are covered by Medicaid— young children who are living in families facing unemployment or poverty, chronic health and mental health problems, and multiple other stressors—have disproportionate needs for mental health services.
Infants and toddlers in the child welfare system also rely on the Medicaid system to cover their health care and mental health costs. However, Medicaid's mental
7
With so many young children depending on Medicaid for their health care, it is critical that the program respond to their unique health and developmental needs.
health coverage isn't designed to fit the needs of infants and young children. 22 With so many young children depending on Medicaid for their health care, it is critical that the program respond to their unique health and developmental needs. In addition to Medicaid's provision for Early Periodic Screening, Diagnosis, and Treatment (EPSDT), mental health workers across the country rely on the program to provide reimbursement for dyadic therapy and other appropriate I-ECMH services received in nonclinical settings (e.g., during maternal child home visits or at child care centers). However, the lack of Medicaid reimbursement continues to pose a major obstacle to early and effective intervention, and while some states are successfully navigating it, the majority struggle to consistently and effectively use Medicaid and other health insurance to cover I-ECMH services.
It is important to note that there is nothing in federal Medicaid policy that specifically prohibits reimbursement for I-ECMH services for eligible children. Some states and individual providers successfully bill Medicaid for I-ECMH; however, these are exceptions. The variability in states' use of Medicaid funds for I-ECMH services results from a variety of circumstances, including barriers related to financing,
© 2012 by ZERO TO THREE. All rights reserved.
managed care, coding, and specific limitations on treatment imposed by Medicaid at the state level. Success or failure in using Medicaid as a funding source depends, among other things, on interdepartmental relationships; billing pathways; availability of funding and matching funds for Medicaid; the state's Medicaid plan; and each party's familiarity with I-ECMH issues. (Golden and Fortuny 23 provide detailed information on how Medicaid can enhance the delivery of necessary mental health services to parents and families.) This section explores some of these barriers.
Financing
The use of Medicaid for I-ECMH services varies by state, region, locality, program, and managed care provider, and depends heavily on relationships between agencies and individuals. Within these jurisdictions, billing pathways for mental health services vary: the billing might go through a state department of mental health, the Medicaid agency, or a managed care organization (MCO).
Access to federal Medicaid funding is bounded by issues including capacity (understanding how to seek reimbursement and availability of matching funds) and a state's willingness to modify its reimbursement policies to meet the needs of infants and young children (e.g., changing its state Medicaid plan, or submitting a federal waiver request or state plan amendment). Furthermore, mental health systems have incurred large budget cuts, and in some states, services for young children have received disproportionate cuts (including cuts to child welfare and Part C of IDEA).
When budgets are tight, mental health systems (including those that are carved out of Medicaid as well as the systems that Medicaid purchases services from) impose restrictions such as limiting the provider pool, lowering the number or length of services
8
allowed, reducing or freezing reimbursement rates, denying any new eligible populations or services, or prioritizing service populations—and infants and young children rarely make the priority list. Part C early intervention systems in all but a very few states have completely eliminated the at-risk population from their eligibility definitions. Even within states, mental health funding can shift between agencies, into behavioral health managed care contracts where few infants and toddlers benefit, or to community health centers for the public safety net.
Another barrier to financing and especially to obtaining reimbursement from Medicaid and other insurers results from some local providers not having the administrative capacity to do their own billing. Providers in private practice may have very few resources to dedicate to navigating the world of Medicaid reimbursement, which may hinder their ability
© 2012 by ZERO TO THREE. All rights reserved.
to be reimbursed. On the other side of the equation— within Medicaid agencies—authorizations for Medicaid reimbursement are made by prior authorization from medical reviewers who may not understand I-ECMH. As a result, these reviewers routinely reject prior authorizations for I-ECMH services.
Managed Care
The states we included in our study have multiple health maintenance organizations (HMOs) and MCOs whose representatives, like those in the state Medicaid agency, may lack expertise in I-ECMH as it pertains to Medicaid reimbursement. Because training in this area is difficult to facilitate and is often left undone, those making decisions about reimbursement within HMOs and MCOs often do not have the requisite knowledge about appropriate I-ECMH services. This results in inappropriate
9
Making It Happen
reimbursement decisions and reduces access to care.
States are undergoing several transitions. Some state mental health and Medicaid systems are transitioning to managed care contracts, others to capitated rates, while others are preparing to meet the Affordable Care Act 1 a provisions or carving behavioral health out of Medicaid. The impacts of these changes on I-ECMH remain to be seen. In addition, states are moving to performancebased contracting, and the performance expectations for I-ECMH are unclear. Finally, there may be carve-outs, separate behavioral health managed care or other insurance contracts for children in out-of-home care (e.g., foster care). Therefore, while the child's point of entry should not determine the I-ECMH services the child receives, our interviews reveal that it often does.
below in Section E.) They also may not reimburse for important services like observation. If the child is not present or is sleeping, the therapist might be able to bill the session as consultation instead of assessment or treatment, but the number of allowable consultation sessions is limited. If a state has defined I-ECMH as a "rehab option," all treatment must be rehabilitative in nature: The provider must demonstrate that the child has had a problem for a certain period of time, prior to which he or she did not have the problem, and that the treatment can rehabilitate him or her. Proving all of these elements when dealing with an infant or toddler is challenging because often the child is too young to have the requisite health history for the rehabilitative designation.
State Medicaid Limitations
State officials we interviewed reported that their Medicaid policy placed a variety of constraints on reimbursable services, which interfered with the provision of I-ECMH treatment. Time, frequency, age, and other restrictions on treatment curb providers' ability to meet families' needs. For example, although the most effective services for infants and toddlers are relationship-based and offered in the home, child care centers, or other venues familiar to the child, some state Medicaid agencies will not reimburse for treatment in nonclinical settings. (We discuss this issue further as it relates to broader early childhood system issues
a The Affordable Care Act consolidates the Patient Protection and Affordable Care Act ('Pub. L. No. 111-148, 124 Stat. 119) and the amendments made by Title X of the Act and the Health Care and Education Reconciliation Act of 2010 ('Pub. L. No. 111-152, 124 Stat. 1029).
© 2012 by ZERO TO THREE. All rights reserved.
C. Eligibility determination and diagnosis hinder appropriate I-ECMH services. A
third set of barriers raised in our sample relates to eligibility determination and diagnostic processes. Medicaid eligibility restrictions, together with the underutilization and lack of recognition of ageappropriate diagnostic tools for very young children, prevent these children and their parents from receiving the I-ECMH services they need. Despite the fact that efforts to improve the health and development of young children will not be effective unless they appropriately address mental health, other challenges contribute to the eligibility and diagnostic barriers that stand in the way. These include instances when one member of the dyad is eligible for Medicaid while the other is not, or when both the parent and the child are affected and yet the relationship cannot be designated as the client; excessively stringent or inappropriate criteria for children to be eligible for Medicaid reimbursement for I-ECMH
services; and use of adult diagnostic codes rather than codes from an infant diagnostic classification system.
Eligibility
Several problems emerged that relate to eligibility, including the following:
1. Eligibility allows only one "patient," prohibiting dyadic therapy (which focuses on the parent and the child together);
2. If there is a mechanism to pay for dyadic therapy, often either the parent or the child isn't eligible for Medicaid;
3. I-ECMH providers are reluctant or unable to accurately diagnose an infant or young child because the financing mechanism (Medicaid or other insurance provider) doesn't allow an age-appropriate instrument;
4. Infants and young children can slip between Medicaid and state CHIP coverage.
These problems are explored in more detail below.
One of the most common barriers to receiving dyadic therapy occurs when one member of the dyad (either parent or child) is eligible for Medicaid and the other is not. Although parents who are not eligible for Medicaid may receive some parenting education through their child's health care coverage, these services do not constitute sufficient treatment when a mental health disorder has been identified. As a result, many of the most vulnerable children and parents find themselves unable to access dyadic therapy. For example, children born of immigrant parents in the United States are U.S. citizens and, as such, are eligible for Medicaid. Their parents, however—whether legal or illegal—often are not.
© 2012 by ZERO TO THREE. All rights reserved.
Unauthorized immigrants cannot receive Medicaid benefits, and legal immigrants face a 5-year waiting period before becoming eligible. This issue is compounded by the fact that many of these families are at extreme risk for health and mental health disorders due to poverty, substance abuse, violence, and other trauma experienced in their home country or after arrival in the United States.
The issue of mismatched eligibility has also been magnified by increased perinatal screening for disorders such as maternal depression. Although heightened screening identifies and diagnoses more mothers with clinical depression,
Children born of immigrant parents in the United States are U.S. citizens and, as such, are eligible for Medicaid. Their parents, however—whether legal or illegal—often are not.
this early identification does little to support mothers and children if it is not followed with quality treatment. In many of these cases, dyadic therapy would be an appropriate companion intervention to medication, but this course of treatment proves inaccessible because only one member of the dyad is eligible for Medicaid.
In most states, current Medicaid policies do
not allow intervention and reimbursement to be directed at the parent–child relationship even though the science of I-ECMH points to the relationship as the "client." Instead, Medicaid reimbursement requires a single identified patient. Some states have defined I-ECMH in a way that allows a parent and child to be treated together, but there is no consistency in this strategy across the states.
I-ECMH providers are reluctant to make the child the patient due to concerns over stigmatization and inappropriate diagnostic requirements, but appropriate treatment often relies on this designation because Medicaid requires an eligible client to be identified. However, if the parent is the identified patient, treatment may need to be delivered by a provider who does not specialize in I-ECMH. Eligibility requirements for reimbursement will be higher, and it is likely that fewer sessions will be covered than would have been available under EPSDT. Finally, eligibility for Medicaid is elusive for children whose family's income fluctuates between meeting eligibility for Medicaid and qualifying for state CHIP coverage.
Diagnostic Barriers
Some state mental health eligibility and diagnostic definitions require children to meet stringent criteria—a diagnosis of "severe emotional disturbance," imminent risk of out-of-home placement, or "involvement with two or more systems"—in order to be eligible for Medicaid services. Infants usually do not meet these criteria. Furthermore, Medicaid requires a qualification of medical necessity before making an appropriate diagnosis, carrying out treatment planning, and
© 2012 by ZERO TO THREE. All rights reserved.
securing reimbursement despite the fact that appropriate application of current medical necessity guidelines to this age group is unclear.
More specifically, some states require infants and toddlers to be diagnosed with a major mental health disorder b 2† to qualify for Medicaid mental health reimbursement. These diagnostic criteria are too
Diagnostic barriers to the provision of I-ECMH services underscore the need for mental health and financing systems to reorient to the developmental needs of infants and young children.
stringent—and simply inappropriate—for infants and toddlers. For example, the requirement to "show disruption across multiple venues" is unattainable for infants who are not living, working, or attending school in multiple venues. This makes it difficult for infants and toddlers to meet the access to care standards. It further demonstrates a lack of
b † Some states require the use of Axis 1 diagnoses from the Diagnostic and Statistical Manual of Mental Disorders (DSM) to qualify for mental health services under Medicaid. Common Axis 1 diagnoses from the current DSM, Fourth Edition, Text Revision (DSM–IV–TR) manual include depression, bipolar disorder, attention-deficit/hyperactivity disorder, autism spectrum disorders, anorexia nervosa, bulimia nervosa, and schizophrenia.
understanding of how mental health problems manifest in infants and toddlers.
Although adult diagnostic codes are inappropriate for young children, most insurers— including Medicaid, HMOs, and MCOs—do not recognize codes from an infant diagnostic classification system such as the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (DC:0-3R). In 2005, it was reported that only five states (Maine, Minnesota, Tennessee, Texas, and Washington) use codes from the DC:O3R, a classification of mental health and related disorders in children age birth to 3, to bill through Medicaid. 24,25 Other states have adopted the DC:0-3R, actively promoted its use, and provided training on it, but have not adopted it as a billing code.
When I-ECMH providers use the DC:0-3R for clinical assessment of infants and young children, they may need to create a "crosswalk" between that and adult diagnostic codes for billing purposes. There is no universal crosswalk between the DC:03R and adult diagnostic codes. States including Arizona, California, Florida, Indiana, Maine, Maryland, Michigan, Minnesota, Missouri, New Mexico, Ohio, and Tennessee have adopted their own crosswalk between developmentally appropriate diagnostic coding for very young children and reimbursable adult mental health coding (DSM– IV–TR) or medical and health care billing codes (International Statistical Classification of Diseases and Related Health Problems, 10th Revision).
Finally, despite research that confirms the importance of screening, there is an underutilization of age-appropriate screening tools for very young children. A 2005 study reported that 40% of state Medicaid agencies did not permit reimbursement
© 2012 by ZERO TO THREE. All rights reserved.
for the use of standardized screening tools to identify emotional problems in very young children. 26 Diagnostic barriers to the provision of I-ECMH services underscore the need for mental health and financing systems to reorient to the developmental needs of infants and young children.
D. There are not enough providers with
training in I-ECMH. Despite the need for a trained, skilled workforce to deliver mental health services to young children and their families, the states in our study reported a dearth of qualified providers in the field. Barriers include a lack of specialized training opportunities, the time-intensive nature of providing treatment services, a shortage of jobs in the field due to reimbursement challenges, and a lack of credentialing opportunities. Most states do not require special I-ECMH certification or credentials to provide I-ECMH services. 27
Filling the gap in I-ECMH services means interrupting a vicious cycle: Without a way to recover costs and receive reimbursement for these services, programs are reluctant to hire specially trained I-ECMH providers. There are few jobs in the field, and budget cuts and subsequent layoffs have exacerbated this problem. Because there is little incentive to invest in training and credentialing in a field where there are few jobs, this leads to a lack of training and credentialing opportunities. This lack of systemic professional development pathways to I-ECMH competence, together with the lack of training suited to the full range of individuals who work with infants and toddlers, prevents the professionals who work with young children from receiving the mental health training they need. This includes early care and education professionals, home visitors, social workers, nurses, marriage and family therapists,
Making It Happen
psychologists, and psychiatrists. This, in turn, results in a workforce that is insufficient to meet the demand for services. Compounding the deficit of providers is the fact that I-ECMH services are time-consuming, so a single I-ECMH professional has time for fewer cases than providers in other health and mental health fields. Although beyond the scope of this article, it is important to note that some states and communities are expanding capacity to meet the mental health needs of very young children by creating new networks of I-ECMH consultants.
for the field and a barrier to reaching children who need care. I-ECMH and promotion of social-emotional development are not just mental health system issues. I-ECMH is an essential building block to promoting greater success for high-needs children when they reach school. Child care, child welfare, health, family strengthening, Part C early intervention, home visiting, and early education all need to be involved and considered when planning
Furthermore, most states do not adequately credential I-ECMH professionals—only 17 states have a credentialing mechanism or competency system for their I-ECMH providers. c, 3 28 In addition, I-ECMH credentials are not widely acknowledged, valued, or required by states in order to provide services or be reimbursed. Some trained I-ECMH specialists do not meet state Medicaid provider guidelines if they are not child psychologists; and in some states, only providers on the approved provider panel can administer services and be reimbursed, further limiting the pool of I-ECMH providers. Also, I-ECMH providers may not be familiar with all of the HMOs and MCOs working in their states and may be denied as providers or not included on MCO panels.
E. The broader system that serves young children does not adequately incorporate
I-ECMH services. Failure to sufficiently infuse early learning and development systems with I-ECMH workers and services is a missed opportunity
c ‡ As of July 2011, 13 states (Alaska, Arizona, Colorado, Connecticut, Idaho, Indiana, Kansas, Minnesota, New Mexico, Oklahoma, Texas, Wisconsin, and Virginia) have been licensed for the Michigan Infant Mental Health Association credentialing materials, and California, Florida, Indiana, and Vermont have created their own competency systems.
© 2012 by ZERO TO THREE. All rights reserved.
I-ECMH is an essential building block to promoting greater success for highneeds children when they reach school.
and administering policies and programs that support social-emotional development. However, existing systems of care lack the financing mechanisms, workforce, and access to services necessary to prevent the lifelong effects of untreated infant mental health problems. None of the public systems that care for the health and well-being of infants and young children currently have adequate capacity to deliver the continuum of I-ECMH promotion, prevention, and treatment services and supports.
There needs to be discussion at the federal and state level about integrating I-ECMH into personnel preparation and workforce development initiatives across child development, early education, special education and early intervention, and mental health. Professionals who work with infants, young children, or
parents in any system should be prepared to promote and support healthy social and emotional development. These professionals should be able to identify issues that require consultation with a mental health professional. Systems should then be prepared (with reimbursement mechanisms and practice approaches) to bring appropriately trained mental health professionals into early childhood and family programs.
To be effective, mental health services must be available for families and be coordinated across service providers. As described in a previous section, in many states, current policy dictates that, to receive Medicaid reimbursement for mental health treatment of an infant, some providers must deliver their services in a clinical setting. This is not always appropriate for infants, who might be best served in their home or child care center, for example. This approach affords the provider the opportunity to witness normal feeding, sleep, and playtime routines that would be altered in a clinical setting and—in the case of home-based treatment—allows the provider to observe the natural dynamic between child and caregiver in a comfortable setting. In some states, reflective supervision and consultation in child care settings is further restricted by the lack of appropriate
© 2012 by ZERO TO THREE. All rights reserved.
billing codes for these services in state Medicaid plans. To maximize the efficacy of I-ECMH services, health care systems must give practitioners permission to provide and bill for I-ECMH services in a variety of settings such as primary health care, families' homes, child care, Early Head Start, Part C early intervention, and other settings where families and very young children spend time.
Although there are many possible points of entry for access to I-ECMH services (including pediatric primary health care, community services such as newborn home visiting and family resource centers, child care and other early care and education programs, and the child welfare system), the point of entry should not determine the diagnosis (or trigger for eligibility) or type of treatment that the child requires. Furthermore, there may be a lack of communication and collaboration between programs and systems, which hinders the delivery of comprehensive I-ECMH services. For example, Part C early intervention and child welfare systems have yet to fully address the intent of the referral requirements in the Child Abuse Prevention and Treatment Act, d 4 and some states report that community mental health centers are difficult to engage on this issue. There also remains a broader lack of consistency, continuity, and alignment between assessment, diagnosis, and treatment approaches to emotional health in adult and child mental and behavioral health systems, the child welfare system, the health care system, and other systems such as child care.
d The Child Abuse Prevention and Treatment Act Reauthorization Act of 2010 (CAPTA; Pub. L. No. 111-320) was signed into law on December 20, 2010. Since 2003, CAPTA has required states that receive CAPTA funds to develop provisions and procedures for the referral of a child under the age of 3 who is involved in a substantiated case of abuse or neglect to early intervention services funded under Part C of IDEA.
Federal Recommendations in Brief
1. Centers for Medicaid and Medicare Services (CMS) should:
a. Issue guidance to state Medicaid agencies expressing the CMS's intent to include infants and young children in mental health treatment;
b. Urge consistency across states and regions in I-ECMH screening, diagnosis, and treatment;
c. Encourage the development of state policies to support reimbursement of I-ECMH.
2. Substance Abuse and Mental Health Services Agency (SAMHSA) should:
a. Develop and adopt federal policies, and encourage development of state policies that support I-ECMH concepts and interventions;
b. Address the needs of infants and young children who are affected by adult domestic violence, substance abuse, trauma, and mental health issues;
c. Increase the focus on I-ECMH throughout all SAMHSA initiatives.
3. Department of Education's Early Learning Initiative team and the Office of Special Education Programs should:
a. Develop and adopt federal policies, and encourage development of state policies that support I-ECMH concepts and interventions;
b. Provide resource materials to states to highlight the connections between I-ECMH and early learning, including supports for children with special needs and their families;
c. Support the development of comprehensive state early learning and development systems, especially financing strategies that are inclusive of I-ECMH promotion, prevention, and treatment.
© 2012 by ZERO TO THREE. All rights reserved.
Recommendations for Federal Policy Action
Identifying barriers and challenges is just a first step in improving the provision of I-ECMH. The following recommendations emerged from interviews with state leaders, national experts, and organizations about their struggles and successes in providing I-ECMH services in general, and specifically in obtaining Medicaid reimbursement for I-ECMH services. Although there are other federal agencies whose work is closely related to I-ECMH, the recommendations addressed here are the ones that would immediately assist states in providing I-ECMH. To close the gaps between research, policy, and practice, the recommendations should be given priority attention by the appropriate federal agency.
Federal Recommendations
1. The Centers for Medicaid and Medicare Services (CMS) should:
a. Issue a guidance letter/memo/directive to state Medicaid agencies clarifying current policy and expressing the CMS's intent to include infants/young children as a population in state Medicaid and related managed care and mental health plans.
b. Urge consistency across regions and states regarding Medicaid policies for I-ECMH screening, diagnosis, and treatment.
© 2012 by ZERO TO THREE. All rights reserved.
Making It Happen
c. Support and encourage the development of state policies that would:
i. Allow for defining "medical necessity" to better address the unique needs of infants and young children;
ii. Allow reimbursement of dyadic therapy if either individual in the dyad meets medical necessity;
iii. Accept the relationship (the parent–child dyad) as the identified client for reimbursement of dyadic therapy.
2. The Substance Abuse and Mental Health Services Agency (SAMHSA) should:
a. Develop and adopt federal policies and encourage the development of state policies and program guidelines that support I-ECMH concepts and interventions.
b. Publish educational materials, papers, and other resources for state and community agencies on topics such as use of federal prevention funds for I-ECMH services, the connections between I-ECMH and adult mental health and substance abuse, children who are in the child welfare
system due to parental mental health and substance abuse, intergenerational evidence-based practices such as residential drug treatment programs for mothers/babies, and the relationships between domestic violence, substance abuse, trauma, and mental health in children and adults.
c. Increase the focus on infants and young children throughout SAMHSA initiatives, including dissemination of evidence-based and promising I-ECMH practices, partnering on the National Children's Mental Health Awareness Day, and promoting evidence-based I-ECMH approaches through financial and other support.
3. The U.S. Department of Education's Early Learning Initiative team and the Office of Special Education Programs should:
a. Develop and adopt federal policies and encourage the development of state policies and program guidelines that support I-EMCH concepts and interventions.
b. Publish educational materials/papers for states on topics such as the connections between early childhood mental health, early learning, and support for young children with special needs and their families.
c. Support the development of comprehensive state early learning and development systems, especially financing strategies, so that financing opportunities work in concert to maximize Medicaid utilization and improve access to I-ECMH.
© 2012 by ZERO TO THREE. All rights reserved.
Conclusion
Across the country, as states plan early learning and development systems to include social-emotional development, they struggle to provide and finance I-ECMH services. Financing continues to be one of the several barriers to young children and families receiving needed services across the promotion, prevention, and treatment continuum. This project has added to the evidence base on financing issues and other barriers to service provision for I-ECMH services, but there is still more work to be done. Further examination of these issues is needed, and the next phase of work will be to highlight successful state and local strategies. With this information, it is expected that early learning and development systems will capitalize on the scientific evidence and reduce barriers to infants, young children, and their families getting access to the quality I-ECMH supports and services they need.
Authors:
Julie Cohen, Associate Director, ZERO TO THREE Policy Center Cindy Oser, Senior Policy Analyst, ZERO TO THREE Policy Center Kelsey Quigley, Federal Policy Analyst, ZERO TO THREE Policy Center April 2012
Acknowledgments:
We are extremely grateful to the many individuals who contributed to this paper. First we would like to thank our colleagues at ZERO TO THREE for their thoughtful comments and assistance: Patty Cole, Barbara Gebhard, Linda Gillespie, Amy Hunter, Dia Jackson, and Debbie Rappaport. We would also like to thank our colleagues in the states who shared critical insight and provided invaluable information.
This paper was made possible by a generous grant from the A.L. Mailman Family Foundation.
© 2012 by ZERO TO THREE. All rights reserved.
About Us:
The ZERO TO THREE Policy Center is a nonpartisan, research-based resource for federal and state policymakers and advocates on the unique developmental needs of infants and toddlers. To learn more about this topic or about the ZERO TO THREE Policy Center, please visit our website at www.zerotothree.org/policy.
Making It Happen
Disclaimer
ZERO TO THREE grants to individual users of this publication non-assignable permission to photocopy and distribute the document for personal use or educational use. Receipt by an institution does not constitute a site license. This license does not grant the right to reproduce these materials for sale, redistribution, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, and handouts or slides for lectures or workshops, or trainings, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of the sponsoring organizations.
These materials are intended for education and training. Use of these materials is voluntary and their use does not confer any professional credentials or qualification to take any registration, certification, board or licensure examination, and neither confers nor infers competency to perform any related professional functions.
The user of these materials is solely responsible for compliance with all local, state, or federal rules, regulations or licensing requirements. Despite efforts to ensure that these materials are consistent with acceptable practices, they are not intended to be used as a compliance guide and are not intended to supplant or to be used as a substitute for or in contravention of any applicable local, state, or federal rules, regulations or licensing requirements. ZERO TO THREE expressly disclaims any liability arising from use of these materials in contravention of such rules, regulations or licensing requirements.
1 National Scientific Council on the Developing Child, Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life. Working Paper No. 6. National Scientific Council on the Developing Child, 2008, www.developingchild.net.
2 National Scientific Council on the Developing Child, Young Children Develop in an Environment of Relationships. Working Paper No. 1. National Scientific Council on the Developing Child, 2004, www.developingchild.net.
9 Karen VanLandeghem and Cindy Brach, Mental Health Needs of Low-Income Children With Special Health Care Needs. The Child Health Insurance Research Initiative, Issue Brief No. 9. Rockville, MD: Agency for Healthcare Research and Quality, 2009. AHRQ Pub. No. 09-0033.
19 Jill Rosenthal and Neva Kaye, State Approaches to Promoting Young Children's Healthy Development: A Survey of Medicaid, Maternal and Child Health and Mental Health Agencies. Portland, ME: National Academy for State Health Policy, 2005. 20 Children's Defense Fund, Medicaid Works for Children and for America. Children's Defense Fund, 2011, www.childrensdefensefund.org.
3 Cheryl B. Brauner and Cheryll B. Stephens, "Estimating the Prevalence of Early Childhood Serious Emotional/Behavioral Disorders: Challenges and Recommendations." Public Health Reports 121 (2006): 303–310.
4 Helen L. Egger and Adrian Angold, "Common Emotional and Behavioral Disorders in Preschool Children: Presentation, Nosology, and Epidemiology." Journal of Child Psychology and Psychiatry 47, no. 3/4 (2006): 313–337.
5 Jane Knitzer, Suzanne Theberge, and Kay Johnson, Reducing Maternal Depression and Its Impact on Young Children: Toward a Responsive Early Childhood Policy Framework. New York: National Center for Children in Poverty, 2008, www.nccp.org.
6 Rachel Masi and Janice L. Cooper, Children's Mental Health: Facts for Policymakers. New York: National Center for Children in Poverty, 2006.
7 Carrie Mills, Sharon H. Stephan, Elizabeth Moore, et al., "The President's New Freedom Commission: Capitalizing on Opportunities to Advance School-Based Mental Health Services." Clinical Child and Family Psychology Review 9, no. 3-4 (2006): 149–161.
8 Kathryn Taaffe McLearn, Cynthia S. Minkovitz, Donna M. Strobino, et al., "The Timing of Maternal Depressive Symptoms and Mothers' Parenting Practices With Young Children: Implications for Pediatric Practice." Pediatrics 118 (2006): e174–e182.
10 Paula D. Zeanah, Brian Stafford, and Charles H. Zeanah, Clinical Interventions to Enhance Infant Mental Health: A Selective Review. Los Angeles: National Center for Infant and Early Childhood Health Policy at UCLA, 2005.
11 National Scientific Council on the Developing Child, Mental Health Problems in Early Childhood.
12 National Scientific Council on the Developing Child, Persistent Fear and Anxiety Can Affect Young Children's Learning and Development: Working Paper No. 9. National Scientific Council on the Developing Child, 2010, www.developingchild.net.
13 Zeanah, Stafford, and Zeanah, Clinical Interventions to Enhance Infant Mental Health.
14 Robert F. Anda and Vincent J. Felitti, The Adverse Childhood Experiences Study, www.acestudy.org.
15 Center on the Developing Child at Harvard University, The Foundations of Lifelong Health Are Built in Early Childhood. Center on the Developing Child, 2010, www.developingchild.harvard.edu.
16 James J. Heckman, The Case for Investing in Disadvantaged Young Children. n.d., www. heckmanequation.org/content/resource/caseinvesting-disadvantaged-young-children.
17 Joy D. Osofsky and Alicia F. Lieberman, "A Call for Integrating a Mental Health Perspective Into Systems of Care for Abused and Neglected Infants and Young Children." American Psychologist 66, no. 2 (2011): 120–128.
18 Knitzer, Theberge, and Johnson, Reducing Maternal Depression and Its Impacts on Young Children.
Design: Metze Publication Design
Photo Credits: 1, 5,15,17, 18–Gina Weathersby, Kiwi Street Studios; 2, 9–Debbie Rappaport
3–iStockphoto.com/Daniel Bendjy
Models in images are for illustrative purposes only.
© 2012 by ZERO TO THREE. All rights reserved.
21 National Association of Children's Hospitals, Fact Sheet: Make Health Care Work for Children. National Association of Children's Hospitals, 2011, www.childrenshospitals.net.
22 Jennifer E. Pelletier and Genevieve M. Kenney, Improving the Lives of Young Children: Increasing Referrals and Follow-Up Treatment in Medicaid and CHIP. Washington, DC: Urban Institute, 2010.
23 Olivia Golden and Karina Fortuny, Improving the Lives of Young Children: Meeting Parents' Health and Mental Health Needs Through Medicaid and CHIP so Children Can Thrive. Washington, DC: Urban Institute, 2011.
24 ZERO TO THREE, Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised Edition (DC:03R). Washington, DC: ZERO TO THREE Press, 2005.
25 Rosenthal and Kaye, State Approaches to Promoting Young Children's Healthy Development.
26 Ibid.
27 Ibid.
28 Jon Korfmacher and Aimee Hilado, Creating a Workforce in Early Childhood Mental Health:
Defining the Competent Specialist. Research Report
No. 1. Chicago: Herr Research Center for Children and Social Policy at Erikson Institute, 2008. | <urn:uuid:caa0a0a7-ccbe-4a39-96b6-8c8f497e46c8> | CC-MAIN-2021-25 | https://zero-to-three.s3.amazonaws.com/documents/349/432c1d9d-b099-4015-92e0-35551d1262ec.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAJXDANSTLKXIZVO5Q%2F20210614%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20210614T051855Z&X-Amz-Expires=10&X-Amz-SignedHeaders=host&X-Amz-Signature=526b74f41062280ee674c19e13b2d59b0e3bf116f17f1d247ec47cdb050b1320 | 2021-06-14T05:18:56+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00506.warc.gz | 1,000,088,760 | 11,000 | eng_Latn | eng_Latn | 0.988758 | eng_Latn | 0.997074 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1938,
4237,
6533,
9402,
11675,
14632,
18397,
21709,
23476,
27103,
29823,
32807,
36417,
39730,
43039,
44520,
45764,
48061,
50075,
56984
] | [
2.734375,
1.234375
] | 2 | 0 |
Solutions Solubility Curves Answers
Recognizing the habit ways to get this books solutions solubility curves answers is additionally useful. You have remained in right site to start getting this info. get the solutions solubility curves answers partner that we provide here and check out the link.
You could buy lead solutions solubility curves answers or acquire it as soon as
feasible. You could speedily download this solutions solubility curves answers after getting deal. So, taking into consideration you require the ebook swiftly, you can straight get it. It's for that reason extremely easy and in view of that fats, isn't it? You have to favor to in this proclaim
Sacred Texts contains the web's largest collection of free books about religion, mythology, folklore and the esoteric in general.
SOLUBILITY CURVES WORKSHEET
Add different salts to water, then watch them with solid precipitate. Compare the number of dissolve and achieve a dynamic equilibrium ions in solution for highly soluble NaCl to other slightly soluble salts. Relate the charges on ions to the number of ions in the formula of a salt. Calculate Ksp values.
Solutions and Solubility Curves - SAS
ANSWER KEY Exam #9 Review: Solutions, Solubility Curves and Water Chemistry 1. Circle the condition that will cause the Page 3/16
File Type PDF Solutions Solubility Curves
Answers
sugar to dissolve faster in water: a. Whole cube or granulated sugar? b. When allowed to stand or when stirred? c. At a higher temperature or a lower temperature? 2.
Quiz & Worksheet - Solubility and Solubility
Curves ...
SOLUBILITY CURVE WORKSHEET KEY Use your solubility curve graphs provided to answer the following questions. 1. What are the customary units of solubility on solubility curves? Degress Celsius and grams of solute/100g of water 2. Define solubility. A measure of how much solute can dissolve in a Page 4/16
File Type PDF Solutions Solubility Curves
Answers
given amount of solvent. 3.
Solubility Curves (solutions, examples, activities ...
In this lesson, students will learn about the components that make up liquid solutions as well as environmental factors that can change its characteristics. Students will also examine solubility curve graphs to explore how environmental factors affect the amount of solubility present in solutions. Students will:
Salts & Solubility - Solubility | Salt | Page 5/16
Solutions - PhET ...
Solution: Solubility increases As the elevation from sea level increases, thetemperature decreases.Thus, at highe view the full answer. Previous question Next question Transcribed Image Text from this Question. Question 1 1. In Denver, Colorado the elevation is about 5,280 feet above sea level. Explain what potential effects this may have on ...
Salts and Solubility 3: Solution Equilibrium and ... - PhET
Using the data in the above table, graph the Page 6/16
solubility of the compound vs temperature. Connect the data points with a smooth curve. Suppose 0.1 g of this compound is mixed with 1.0 mL of water and heated to 80° C. Would all of the compound dissolve? Explain. The solution prepared in (b) is cooled.
Solutions Solubility Curves Answers
The solubility curves for potassium nitrate and five solids, A, B, C, D and E, are shown for the temperature range 0 °C to 100 °C. The solubility is given in grams of the solid that will dissolve in 100 grams of water. For Page 7/16
File Type PDF Solutions Solubility Curves
Answers
each question, select from the graph the letter A, B, C, D or E that represents the solid described.
Crystallization Technique Quiz - Organic
Chemistry
View concentration and molarity phet answer key from SCIENCE 2031 at University of Colorado, Denver. concentration and molarity phet answer key.pdf FREE PDF DOWNLOAD NOW! Source #2: concentration and
Solved: Question 1 1. In Denver, Colorado The Elevation Is ... Page 8/16
www.glencoe.com
Solubility Curves - AP Chemistry
Part 1 – Solubility Curves - USE YOUR SOLUBILITY CURVE GRAPH TO ANSWER #1-4. 1. At what temperature does 135 grams of KI dissolved in 100 grams of water form a saturated solution? 2. How many grams of KNO 3 will dissolve in 400 grams of water at 60 oC? 3. If 10 grams of KClO 3 are dissolved in 100 grams of water at 30 oC, is the solution ...
www.glencoe.com
File Type PDF Solutions Solubility Curves
Answers
answer. The particles settle out to the bottom, this is like going from beaker C to D. ... 2 POGIL Saturated and Unsaturated Solutions and Solubility KEY.pdf. Sign In. Displaying 2 POGIL Saturated and Unsaturated Solutions and Solubility KEY.pdf. ...
Solubility Curves Worksheet Answers |
Winonarasheed.com
Some questions will ask you to identify the false answer in the provided choices. Supersaturated solutions and solubility curves will be a part of the quiz. ... The lesson Solubility and ... Page 10/16
2 POGIL Saturated and Unsaturated Solutions
and Solubility ...
Worksheet 7—More Solubility Problems Answer Key 1. A solution is made with NaI and NaCl such that it is 0.01 M in both I-and Cl-.To 1 L of this solution 0.01 moles Ag(NO3) are added (you can ignore any volume change).The
Solubility Curve Worksheet Answer Key | Mychaume.com
The Nature of Solutions ppt video online from Solubility Curves Worksheet Answers, source: slideplayer.com. C 1 Supplement solubility Page 11/16
and solubility Curves Worksheet Answers from Solubility Curves Worksheet Answers, source: careless.me. 32 Inspirational solubility Curve Practice Problems from Solubility
Curves Worksheet Answers, source: tblbiz.info
ANSWER KEY Exam #9 Review: Solutions,
Solubility Curves ...
solutions and solubility curves sas 15 worksheet an polskidzien from Solubility Curve Worksheet Answer Key , source: polskidzien.com Acids and bases worksheet answers & Acids And Bases Worksheet from Solubility Curve Worksheet Answer Key Page 12/16
Solubility Curves - Basic Introduction Chemistry Problems
The lines on the solubility curve indicate a saturated solution - a solution that has the maximum amount of solute dissolved in 100 g of water. Any amount below the line for a particular substance...
SOLUBILITY CURVE WORKSHEET
a graph that shows the solubility of several solutes at different temperatures (100g H20)
Solutions and Solubility Curves Flashcards | Page 13/16
File Type PDF Solutions Solubility Curves
Answers
Quizlet
Answer--> A Explanation: See Table G. Steep curves reflect the greatest effect. Solubility curves that change the least (y axis) reflect compounds for which temperature has the least effect. Notice how solubility of SO 2 decreases with an increase in temperature.
Solubility and Solubility Curves - Video &
Lesson ...
Salts and Solubility 3: Solution Equilibrium and Ksp (Inquiry Based) Description I have written a series of five activities using the Page 14/16
File Type PDF Solutions Solubility Curves
Answers
Soluble Salts simulation to be used throughout the year. This is the third in the series. I plan to use this during second semester as part of Equilibrium.
Worksheet 7—More Solubility Problems Answer
Key
This chemistry video tutorial provides a basic introduction into solubility curves. It contains plenty of examples and practice problems on calculating the solubility of an ionic compound at a ...
Copyright : visualnews.com
File Type PDF Solutions Solubility Curves Answers
```
Copyright code : d947cf9a95a51581f3ea751632ed536e
``` | <urn:uuid:448655c3-9564-4da0-833f-678a03a89ea2> | CC-MAIN-2021-25 | http://visualnews.com/cgi-bin/open/file.php?title=solutions+solubility+curves+answers+pdf&id=d947cf9a95a51581f3ea751632ed536e | 2021-06-14T05:16:01+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00515.warc.gz | 54,200,779 | 1,783 | eng_Latn | eng_Latn | 0.929862 | eng_Latn | 0.985996 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
379,
806,
1312,
1895,
2399,
2887,
3414,
3896,
4309,
4874,
5361,
5892,
6328,
6856,
7313,
7451
] | [
2.265625
] | 1 | 0 |
STEM Stories: All the Water in the World Lesson Plan
STEM Career Connections: Mechanical Engineering and Environmental Scientist
STEM Disciplines: Science, Technology, Engineering, & Mathematics
Non-STEM Disciplines: English Language Arts
Design Challenge Problem/Scenario:
In Africa, two out of five people do not have clean water. Because so much of Africa's water is contaminated, many people struggle to stay healthy, go to school/work, grow food, and build houses. The villagers do not have a lot of money or materials available to them, so it is a challenge for them to find a low-cost, simple way to clean their water. Your team knows that a source for clean water would help solve these problems and improve the lives of thousands of people. So you decide to plan a trip to an African village and help.
Engineering Design Challenge:
Before leaving for Africa, your team's challenge is to design, build, and test a filtration system that could be used to remove harmful pollutants/contaminants from water. It is important to conserve clean water. While testing your design, beads will symbolize water and marbles will symbolize contaminated water.
Essential Question Students Investigate:
How can my team design a water filtration system that can provide clean water to a village in Africa?
Enduring Understandings:
*The use of collaboration and the engineering design process are both important when designing a product that can improve the quality of human lives.
*Throughout the hydrologic (water) cycle, contaminated water can move into an environment's water source, and harm organisms that live in that ecosystem.
English Language Arts Standards:
* RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
* RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
* RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
* W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
* SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
* SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Science Standards:
Science Inquiry and Applications, Technological and Engineering Design
During the years of PreK to grade 4, all students must develop the ability to:
* Plan and conduct simple investigations
* Employ simple equipment and tools to gather data and extend the senses
* Communicate about observations, investigations and explanations
* Review and ask questions about the observations and explanations of others
* Identify problems and potential technological/engineering solutions
* Understand the design process, role of troubleshooting
Grade 1: EARTH AND SPACE SCIENCE: Sun, Energy and Weather
* The physical properties of water change.
Grade 1: LIFE SCIENCE: Basic Needs of Living Things
* Living things have basic needs, which are met by obtaining materials from the physical environment.
* Living things survive only in environments that meet their needs.
Grade 2: EARTH AND SPACE SCIENCE: The Atmosphere
* The atmosphere is made up of air.
* Water is present in the air.
Grade
3: EARTH AND SPACE SCIENCE: Earth's Resources
* Earth's resources are limited.
Grade
4: LIFE SCIENCE: Earth's Living History
* Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
Mathematics Standards:
* Represent and interpret data. CCSS.MATH.CONTENT.3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units--whole numbers, halves, or quarters.
* Use place value understanding and properties of operations to perform multi-digit arithmetic. CCSS.MATH.CONTENT.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
* Use place value understanding and properties of operations to perform multi-digit arithmetic. CCSS.MATH.CONTENT.3.NBT.A.2 Multiply one-digit whole numbers by multiplies of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
* Represent and solve problems involving multiplication and division. CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
* Represent and solve problems involving multiplication and division. CCSS.MATH.CONTENT.3.OA.A.1 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
* Multiply and divide within 100. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
* 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b
Materials List:
Activity 1
Prior Set-up:
Put the following words on the board or on chart paper before the lesson begins:
Flows, Wobbles, Cascaded, Meandered, Wavered, Guzzles, Avalanche, Stampede, Wealth, Rustle, and Precious. Find these words in the book, All the Water in the World. You might want to mark them with post-it notes for later.
Introduction: 5 minutes
Review the Engineering Design Challenge from the last module and ask students about their favorite parts. Explain that today we are beginning a new challenge and it has to do with water. On the board, write the word "water" in big letters, and invite the students to brainstorm what they know about water. Create a web from the word "water" with the students' contributions.
Pre-Reading: 10 minutes
Ask students to close their eyes, and imagine their favorite activity with water. When you ask them to open their eyes, invite them to share what they imagined. Share some pictures of water activities (pictures are at the end of the PowerPoint presentation), and ask the students to share connections to them. Talk with the class about the important role water plays in our lives, from playing and having fun to cleaning, eating and drinking. All living things rely on water, and humans rely on clean, safe water to stay healthy.
Read Aloud: 15 minutes
Introduce the book, All the Water in the World by George Ella Lyon by showing the students the cover. Tell the students the book is written like a poem, and ask them to share what they know about poetry. Share that a poem is writing that plays with words. Read the book aloud, for enjoyment of the poetry and figurative language. Try to read the book with few stops for discussion or comments.
Post Reading: 20 minutes
Have the students look at the following list of words that were written on the board or on a large piece of chart paper before the lesson begins.
1. Flows
2. Wobbles
3. Cascaded
4. Meandered
5. Wavered
6. Guzzles
7. Avalanche
8. Stampede
9. Wealth
10.Rustle
11.Precious
Pass out the Vocabulary Knowledge chart handouts. Read each word, and ask the students to give a thumbs up if they think they know what the word means, and a thumbs down if
they do not know the word. You can use this as an informal assessment of their vocabulary knowledge. Also, ask the students to mark how well they think they know each word. Tell the students to pay attention to these words as the story is read again, and try to infer their meaning from the story.
Read the book again, stopping each time you come to one of the identified words to invite inferences about its meaning. Spend just a minute or two on each word, and offer a definition after inviting the students to share inferences.
Ask the students to share a favorite word or line in the book, and talk about how the author creates beautiful images of water with specific words. Poets choose words carefully to communicate a specific message.
Wrap up: 5 minutes
* Ask the students to tell what a poem is and one new word they remember from the story, including what it means.
* Ask the students why water is important and to name some ways we use water.
* Preview next session by telling the students that they will learn about the Engineering Design Challenge.
* Distribute the parent letter to each student.
Activity 2
Introduction: 10 minutes
* Show students All the Water in the World.
* Remind students that we learned some new words yesterday (have anchor chart displayed). Have students use a hand signal whenever they hear one of the words in the story (could be hand to ear like they are listening, or a thumbs up).
* Re-read story and watch for student hand gestures, stop when students make hand gestures and ask them if they remember what the word means
* Have students re-state the main idea of the book to a partner ("What is this story mostly about?").
Quick Write: 20 minutes
Ask students to open up their STEM notebooks, and write "Entry #(x)" and the date on the next blank page. Pass out the strips of paper with one line from the book on each. Ask students to paste their strip at the top of the blank page.
Tell each student to read their line out loud to a partner, then write what the line makes them think or feel about water. They can write about how they use water, what their line reminds them of about water in their daily life, or something else the line makes them think or feel.
Students can also draw pictures to illustrate their line and their written response. Students should try to write or draw for 7-10 minutes. Use an online stopwatch or a timer to help students keep time. When time is up, ask students to share their responses with a different partner, then invite students to share in "author's chair" with the large group.
Application: 20 minutes
* Display slide 1 of the PowerPoint: Ask the students to share some ideas about what engineers do for their jobs.
* Slides 2 & 3: Continue the discussion about what engineers do for their jobs.
* Slide 4: Show the Engineering Safer Drinking Water in Africa video
* Slide 5: Present the Design Challenge Problem.
- Design Challenge Problem:
In Africa, two out of five people do not have clean water. Because so much of Africa's water is contaminated, many people struggle to stay healthy, go to school/work, grow food, and build houses. The villagers do not have a lot of money or materials available to them, so it is a challenge for them to find a low-cost, simple way to clean their water. Your team knows that a source for clean water would help solve these problems and improve the lives of thousands of people. So you decide to plan a trip to an African village and help.
* Slide 6: Present the Engineering Design Challenge.
- Engineering Design Challenge:
Before leaving for Africa, your team's challenge is to design, build, and test a filtration system that could be used to remove harmful
pollutants/contaminants from water. It is important to conserve clean water.
While testing your design, beads will symbolize water and marbles will symbolize contaminated water.
* Slide 7: Explain the Design Goals.
■ Beads represent clean, drinkable water.
- Build a filtration system with a mixture of beads and marbles that will be used to symbolize water where:
■
Marbles represent contaminates in the water.
- The cup must be able to collect and hold clean water (beads). The design can be attached to the cup.
- Only materials provided may be used: a cup, toothpicks, rubber bands, string, and cardstock.
- Only clean water (beads) should fall into the cup, while the contaminated water (marbles) remain above the filter.
- Have fun!!
* Slide 8: Introduce the resources/materials available.
* Slide 9: Explain the design testing procedures.
- Pour a mixture of marbles and beads onto the filter.
- A successful design will:
■ Allow only beads to collect in the cup.
■ Filter (block) all marbles from entering the cup.
* Slide 10: Explain the Engineering Design Process
- Give students the Engineering Design Process Graphic Organizer STEM Challenge handout and the All the Water in the World: Engineering Design student handout.
* Slide 11: Have the students complete the "Ask" step of the Engineering Design Process.
- Ask the students to notice that the word Ask is in one of the circles of the Engineering Design Process both on the PowerPoint and the All the Water in
the World: Engineering Design student handout.
- Students should Ask themselves what materials they would like to use to build their water filtration device.
- Students should write these materials on their STEM Challenge handout.
- Walk around as the students complete the Ask step of the Engineering Design Process.
* Explain to the students that the next time they meet, they will spend time on the Imagine step in the Engineering Design Process. In fact, you can ask students to start imagining what their product will look like when they are at home, and they can share their ideas with their families.
Wrap Up: 10 minutes
Review what was learned during today's session.
* Ask the students one word they remember from the story, including what it means.
* Ask the students why water is important and to name some ways we use water.
* Remind the students of the Engineering Design Challenge.
* Preview the next session by explaining to students that they will continue the Engineering Design Process so that they can imagine and plan building their water filtration device.
* Distribute the parent letter to each student.
Activity 3
Introduction: 5 minutes
* Remind the students that during the previous session they read and discussed the book All the Water in the World by George Ella Lyon and were presented with a Design Challenge Problem and Engineering Design Challenge. Generate a discussion about the Design Challenge Problem and Engineering Design Challenge. Do a "picture walk" through the book to remind students of the main idea.
Engineering Design Process: Imagine and Plan, 20 minutes
* Distribute the students' folders and ask them to take out the All the Water in the World: Engineering Design student handout and STEM Challenge handout.
* Display slide 12 of the PowerPoint:
- Ask the students to notice that the word Imagine is in one of the circles of the Engineering Design Process both on the PowerPoint and the All the Water in the World: Engineering Design student handout.
- Students should Imagine what their water filter will look like. Remind the students that the design should allow the small beads to pass through and land in the cup while filtering out the larger marbles.
- Students should draw a picture or write a description of their water filter on their STEM Challenge handout.
- Walk around as the students complete the Imagine step of the Engineering Design Process.
- Ask the students to share their ideas with their team.
- Walk around as the students share their ideas with their teammates. Make sure that each student is given ample time to share his or her ideas. Students get excited about wanting to make a water filter and often rush through the sharing process. Remind students that the sharing process is extremely important as engineers often alter their designs based on ideas shared during the brainstorming process.
- Ask the students to notice that the word Plan is in one of the circles of the Engineering Design Process both on the PowerPoint and the All the Water in the World: Engineering Design student handout.
- Students should Plan as a team what their water filter will look like.
- Students can use a teammates' ideas or a combination of the teams' ideas, but remind them that they must create one water filter together as a team!
- Students should draw a picture or write a description of their water filter on their STEM Challenge handout.
- Walk around as the students complete the Plan step of the Engineering Design Process.
- Make sure all students are contributing to the planning process. Often the dominant students expect the other students to use his or her ideas. Remind students that coming to a team consensus is important as engineers are often expected to work and plan with a group of people.
- Ask the students probing questions about their water filter:
■ How did you combine your individual design ideas?
■
Why did you choose that design?
■ How did you create the idea for this design?
■ What are your reasons for selecting the materials for your water filter?
■ Suppose a company decided to use your team's ideas for an actual water filter that they plan to build. How easy would it be for them to mass produce your design?
- Before allowing teams to build their water filter, require them to gain approval of their sketch of the team's prototype design idea. You can write "Approved" beside the sketch on a student's paper or hand them a note card with "approved" written on it. A colored note card works nicely as you can easily see if a team has the note card on their desk or table before they begin to work with the materials.
Buying Time!: 15 minutes
* Students work as a team to decide what materials they want to purchase to create a water filter. The materials are on the All the Water in the World: Buying Time! handout. Students should use the table in the handout to record the number of each item they want to purchase, the cost associated with each item, and the total cost of all items.
* Walk around the room as the students discuss the materials they would like to purchase.
* Once a team is ready to purchase their materials, have them tell you the cost of the materials they would like to purchase and the change they should receive.
Teams Build Their Water Filters: 20 minutes
* Slide 12:
- Ask the students to notice that the word Create is in one of the circles of the Engineering Design Process both on the PowerPoint and the All the Water in the World: Engineering Design student handout.
- As the students are building their water filters, walk around the room and ask them probing questions about their design. For example:
■ Why did you select that material for your design?
■ How big are the beads? How big are the marbles?
■ Will your design be sturdy enough if we pour marbles on it?
Notes for design and building:
The goal is to design a filtration system that will filter out the beads from the marbles. The filter can be placed on top of the cup so that the beads collect inside the cup, while the marbles remain above the filter (assuming the marbles are larger than the beads). Thus, the design needs to be placed inside the lip of the cup. The filter should be built using toothpicks, rubber bands, string, and cardstock. Filters may be integrated into the cup (the design doesn't need to have a removable filter).
Informal Testing: If time allows or for early finishers
* Slide 12:
- Ask the students to notice that the word Improve is in one of the circles of the Engineering Design Process both on the PowerPoint and the All the Water in the World: Engineering Design student handout.
- Tell the students that the official testing of the water filters will take place next time, but that they can try pouring marbles and beads on their designs as a means for helping them to improve their designs.
Wrap Up: 5 minutes
* Ask students to place their handouts and materials in a safe location and to clean up their area.
* Distribute the parent letter to each student.
Activity 4
Introduction: 10 minutes
* Show the students the book, All the Water in the World, and ask them to raise their hands and offer a one-sentence summary of the book. Invite as many one-sentence summaries as time allows. Alternatively, ask the students to turn to a partner and tell a one-sentence summary of the book. Remind students that they are working on designing a water filter.
* Help teams of students locate their handouts and materials.
* Remind the students that during the previous session they built a water filter.
* Today, students are going to test their water filter.
Water Filter Official Testing: 20 minutes
* Each team tests their prototype water filters while other teams observe.
- A mixture of marbles and beads are poured onto the filter. A successful design will:
■ Allow only beads to collect in the cup.
■ Filter (block) all marbles from entering the cup.
- After each test, place the team's cup in a safe place so that the beads and marbles stay in the cup. Students will need to count the beads and marbles in their cup after each team's water filter is tested.
- Celebrate each team's design by having the class applaud for that team after that team shares their design.
Fractions of the Mixture: 10 minutes
- Ask students to:
■ Count the number of beads in their cup.
■ Count the number of marbles in their cup.
■ Calculate the sum of the number of beads and marbles.
■ Create a fraction that represents the number of beads in the total mixture.
■ Create a fraction that represents the number of marbles in the total mixture.
- Have students share their results with the entire class.
Reflection/Wrap up: 15 minutes
* Slide 13: Ask students to discuss with their team:
- What do you like best about your water filter design?
- What would you change about your water filter design?
- What aspects of other team designs stood out to you?
- Did other designs give you ideas for ways to improve your design?
- What modifications would you make if we had time to complete the design challenge again?
- How did the materials affect the ability of your water filter to withstand the forces applied to them?
- Why is it important to protect the Earth's water?
- How does having the ability to filter contaminants from polluted water benefit an ecosystem's living things, including humans?
* Students should complete the All the Water in the World: Test and Improve Your Device handout.
* If time permits, ask some students to share their ideas with the entire class.
* Ask the students if they have any ideas as to what type of scientist or engineer might work with water filters?
* Ask students to place their handouts and materials in a safe location and to clean up their area.
Activity 5
Introduction: 5 minutes
* Last time we tested our designs and reflected on how we can make our designs better.
* Today we are going to redesign our water filters and test them again to see if we have made them better.
Water Filter Redesign and Construction: 30 minutes
* Slide 14:
- Students use what they have learned testing their first designs to build a second redesigned water filter.
- As the students are building their redesigned water filters, walk around the room and ask them probing questions about their redesign. For example:
■ How well did your first design work?
■ Why are you making that change?
Redesigned Water Filter Testing: 20 minutes
* Each team tests their redesigned water filters while other teams observe.
- A mixture of marbles and beads are poured onto the filter. A successful design will:
■ Allow only beads to collect in the cup.
■ Filter (block) all marbles from entering the cup.
- Celebrate each team's design by having the class applaud for that team after that team shares their design.
Wrap Up: 10 minutes
* Ask students to place their handouts and materials in a safe location and to clean up their area.
* Slide 15: Conclude by discussing the following questions as post-activity surveys are distributed.
- What ideas do you have for engineering a better world?
- How can you turn ideas into reality?
* Allow time for students to complete their post-activity survey.
* Distribute the parent letter to each student.
Activity 6 (Optional)
Optional Day:
* This is a follow up to the poetry book, All the Water in the World and gives the students time to work on writing poetry.
* This is also a follow up to the water filtration activity that sorted objects based on their size. It discusses the ideas of mass, volume, and density.
Materials:
* Scale
* Large clear cups
* Small clear cups
* Small bowls
* Plastic spoons
* Snacks such as raisins, Oyster crackers, dried peas, Cheese Puffs, etc…
* Salt
* Sugar
Introduction: 5 minutes
* Help teams of students locate their handouts and materials.
* Remind the students that during the previous session they read a book and explored water filtration.
* Today, students are going to create poetry and make a snack.
Physical Properties of Materials: 15 minutes
* Place the words "filter" and "sort" on the board.
* Ask the students how these words are the same and how they are different.
(Sort: to separate according to certain criteria)
(Filter: verb: to sort, sift, or isolate, noun: a device used to separate items)
* Ask the students what criteria they used to sort the marbles from the beads. Collect the ideas of the students on the board and discuss them. Typically, all of the student's designs for a water filter are designed to sort based on the criteria of size.
* Ask the students for other physical properties that can be used to sort objects. Collect these ideas on the board. Some possible physical properties are size, shape, color, phase (solids, liquids, gases), material, density, etc.
* Ask the students to name their five senses and which of them could be used to sort objects by the physical characteristics on the board.
Sorting Using Gravity: 15 minutes
* Place the words "mass" and "volume" on the board.
* Have the students discuss with each other:
- The definition of these words.
- How we can measure these physical properties.
* Ask the students if the words are related. Will an object with a bigger volume always have a bigger mass? The answer is yes if they are made of the same material, but only if they are made of different materials.
* Different materials have different densities, which is a physical property that tells us how tightly packed together the matter is in an object. A material that packs its matter into a small volume is said to be dense. For two objects with the same volume, the one that has less mass is less dense.
* To be specific, density is mass/volume.
* Gravity sorts objects by density, with the less dense objects floating on top of the more dense objects. For example, wood floats in water because it is less dense than water. Metal sinks in water because it is more dense than water.
Snack Density: 15 minutes
* Students will rank the density of the snack foods by measuring the mass of one large cupful of the snack food. Each student should be given a Snack Density Handout. After entering the masses of the snack foods in the table, the students should rank the snacks by density.
* This works best if each cup is filled to level at the top.
Sorting using gravity: 15 minutes
* Place two different snacks in a bowl. Do not fill the bowl more than half full. Using a spoon, mix them up.
* Gently shake the bowl to allow gravity to sort the snacks. Which snack ended up on the bottom and which snack ended up on the top?
* Record your test and results on the back of your Snack Density Handout. For example, "Raisins and Oyster Crackers: Raisins on bottom and crackers on top".
* Does this agree with your ranking for the snack densities?
* Repeat with other snacks.
Discussion about conserving water: 15 minutes
When Max brushes his teeth, he leaves the water on. It takes him two minutes to brush his teeth. Max's sister told him to turn off the water while he brushes his teeth because he is wasting water. Max doesn't think he is wasting much water. To prove his sister wrong, Max puts a small bucket in the sink to collect the water while he brushes his teeth. He then put the water in a measuring cup and was surprised that he wasted four cups of water. Max decided to figure out how much water his class would waste if they each left the water on while brushing their teeth. There are 25 students in Max's class, including himself. How much water would Max and his class waste in one day if they each brush their teeth twice per day? How much water would Max and his class waste in one week? One month? One year? Depending on the ability of your students, you can ask them to convert the total cups of water wasted to gallons of water wasted for each question.
Wrap up: 5 minutes
* Ask students to place their handouts and materials in a safe location and to clean up their area.
* Distribute the parent letter to each student.
Activity 7 (Optional)
Introduction: 5 minutes
* Talk about how All the Water in the World was written in poetry form.
* Have students describe the characteristics of a poem.
* Discuss what happened last class and what they learned about physical properties and using their senses.
* Explain that students will be writing their own poems today and then get to test out the physical properties of something using taste.
Poetry: 30 minutes
* Thinking about our senses and the world around us, discuss writing a poem that describes objects using our senses and the object's physical properties.
* Remind students of our five senses, and give an example of each.
* Using interactive writing, create a short poem together as a class on the board or chart paper about a familiar object, using the five senses.
* Ask the students to open their STEM journals and date and title a new entry, "Entry #x, Poem".
* Pass out some objects, or ask the students to find something in their desk or in the classroom, and ask the students to write a poem about it. If the students are stuck, they can list words or connections they make to the object in their notebook. This is a poem, too!
Sorting Using Taste: 10 minutes
* Prepare small cups for tasting by adding a little sugar to one set of cups and a little salt to another set.
* Give the students one cup of sugar water and one cup of salt water.
* Ask them if they can sort them using their eyes.
* Ask them if they can sort them using their taste buds.
* We cannot see the salt and sugar because they have dissolved in the water making a homogeneous mixture that we call a solution.
Finding Invisible Contamination: 5 minutes
* There is a career connection with work being done at Wright Patterson Air Force Base and the University of Dayton.
* We can use our taste buds to find the invisible salt and sugar in the water, but we would not want to use our taste buds to check for types of contamination that might make us sick.
* Scientists and engineers at The University of Dayton and Wright Patterson Air Force Base are doing research to find these contaminants using lasers and other devices.
Wrap Up: 10 minutes
* Ask students to place their handouts and materials in a safe location and to clean up their area.
* Distribute the parent letter to each student. | <urn:uuid:aa7f08fd-806c-4d43-b5e4-c27a9818a1a8> | CC-MAIN-2021-25 | https://udayton.edu/engineering/k-12-programs/stem-stories-for-third-grade-students/_resources/2019/all-the-water-in-the-world/all-the-water-in-the-world-lesson-31.pdf | 2021-06-14T06:49:44+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00515.warc.gz | 522,643,659 | 6,643 | eng_Latn | eng_Latn | 0.996534 | eng_Latn | 0.998588 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2197,
4878,
5747,
5764,
7944,
10522,
13127,
15603,
18384,
20739,
22864,
24656,
26796,
29214,
31408
] | [
4.84375,
4.90625
] | 4 | 0 |
Tips for a Successful Keyboard Percussion UNT Audition: Marimba, Vibraphone, Xylophone, Glockenspiel By Mark Ford
1. Read everything that is written on the UNT Percussion audition page that pertains to your audition: https://percussion.music.unt.edu/percussion-auditions
2. In order to become a great musician, you need to become a great Listener. Listen to yourself practicing in order to craft your sound. Record yourself often performing a short section of your audition music. Listen carefully while you study the score. Write down on your music areas to practice and refine. Practice these sections and then re-record and evaluate. Repeat as necessary.
3. Prepare a Four-Mallet Marimba (or Vibraphone) solo and also a short Two-Mallet Etude or Orchestral Excerpt. Develop a consistent practice routine that incorporates daily and weekly goals for your musical selections. Keep a log of your practice and write down your goals and progress. Your audition is not dependent on which solo you play, but rather how you perform it.
4. Work on sight reading daily for marimba (and snare drum). Utilize a metronome. Your ability to sight read and interpret music effectively is dependent on being able to recognize pitch and sticking patterns as you gradually develop the skills to hear the music in your head. Sing/count often as you sight read. Sight reading every day for 5-10 minutes can bring huge benefits over time. Dedicated, consistent practice will help you reach your goals.
5. Scales: Know and practice all of the major and minor scales. Follow the website instructions above concerning your audition video and scales.
6. Focus on the tone and expression of your music. Every phrase should have musical direction, and every note should have a role in shaping that phrase or motive. Incorporate all instructions on the music to create artistic integrity within the composer's intentions. Listen to professional recordings and strive to emulate these artists' tone and musical expression.
7. Dress professionally for your audition.
8. Here are links to marimba instructional videos that may be helpful as you develop your Keyboard Percussion Skills:
The Secret to Playing the Marimba https://www.youtube.com/watch?v=sM8Rwbg3dvo
Listen with Your Eyes?
https://www.youtube.com/watch?v=5YkK-cHnw8k
Marimba: One -Handed Roll Exercises https://www.youtube.com/watch?v=5M3SwDjhhzU&t=31s
Holding on to the Marimba Mallets!
https://www.youtube.com/watch?v=kxeC5JGGV74&t=132s
Single Independent Strokes - Marimba Floor Exercises https://www.youtube.com/watch?v=i6k-06bqUXU&t=7s
Marimba Technique https://www.youtube.com/watch?v=DX_AO9YNc8c
To Ripple or Flop? Rolling on the Marimba https://www.youtube.com/watch?v=swetW_vCkh0&t=70s
Mark Ford Discusses the Musser-Stevens Marimba Grip https://www.youtube.com/watch?v=z2sdbaf9lOA&t=156s
We look forward to meeting you and hearing your audition! | <urn:uuid:6d5f3890-6c51-489e-87ab-bd3269be01ac> | CC-MAIN-2021-25 | https://percussion.music.unt.edu/sites/default/files/UNT%20Keyboard%20Percussion%20Audition%20Tips%20-%20Ford.pdf | 2021-06-14T06:42:52+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00515.warc.gz | 408,210,506 | 701 | eng_Latn | eng_Latn | 0.979843 | eng_Latn | 0.993073 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1647,
2926
] | [
2.078125
] | 1 | 1 |
We follow in the footsteps of Jesus as we live, love and learn together.
Behaviour and Relationships Policy
This policy will be reviewed regularly and re-presented to The Governing Body as appropriate if significant changes are made.
1
St Luke's Catholic Primary School
Behaviour and Relationships Policy
Philosophy
St Luke's Catholic Primary School offers a positive, safe learning environment for our community, in which everyone has equal and individual recognition and respect. We celebrate success and are committed to the continuous improvement and fulfilment of the potential in every child. We encourage increasing independence and self-discipline amongst the pupils. Everyone within the school has an important role to play in sharing responsibility for the development of positive behaviour and attitudes.
Aims
In order to fulfil this policy, all staff involved will be guided by the following principles:
* To understand and value the whole child as an individual with individual needs.
* To expect high standards of behaviour at all times.
* To be firm, fair and consistent with an awareness of particular circumstances where appropriate and home background.
* To encourage positive self-esteem through praise to build confidence.
* To set a good example and be positive role models in a happy and secure environment.
* To give the children opportunities to take responsibility for themselves and for others.
* To encourage independence of thinking and learning.
* To encourage Growth Mind set.
* To be aware of emotional intelligences.
* To be emotionally intelligent.
We aim to support the relationship between children and key adults with the goal of improving children and young people's ability to manage difficult feelings and ultimately behaviour! It is an emotionally intelligent philosophy or style, a 'way of being' rather than a discrete programme.
Coaching includes:
* recognising and working with each child's unique emotional style, this might mean that different tactics are necessary with different children.
* adults recognising the emotions that children are feeling, acknowledge these to the children and teach them problem solving skills.
* Helping the child label their emotions, communicate empathy and understanding;
* Sets limits on behaviour – if necessary. Connect before correct
* Awareness of growth mind set compared to fixed mind set.
School Principles, Rewards and Strategies
This consists of 3 sections.
The content of each section should be shared with children and displayed in large format at the front of the class. The principles are displayed around the school as a reminder to our school community.
School Principles
At all times in all areas of school we will observe our school values:
* Be Respectful.
* Be Ready.
* Be Resilient.
Rewards and Praise
In St Luke's we aim to recognise, acknowledge and celebrate good behaviour, effort and achievement, regardless of ability.
All positive contributions to school life are praised; progress, improvement, team work, sustained effort, and helping others, are all rewarded along with academic achievement.
We also have some standard rewards across the school which are embedded in our school life;
* verbally praise the children who are displaying appropriate behaviour
* children are given individual ' Dojo Points' which also contribute to their house teams points;
* positive postcards sent home to parents including during lockdown periods:
* each week we nominate a child from each class to receive a 'Pupil of the week' certificate and various focus awards are given in the school assembly. There will be group photos of all the children of the week put on our social media platforms. Letters are also given to parents to celebrate the selected children from each class on a weekly basis.
* "Golden Learners". This will be a termly event to recognise children who have made and sustained a great contribution to their learning and school. Two children will be chosen from each class and their teacher will write a paragraph explaining what makes this pupil really shine as a learner. Their photographs will be displayed in the school entrance corridor.
Strategies:
* It is important that we know our children, their family circumstances and any other specific needs. This does not mean that we excuse poor behaviour, but that we are better placed to support each child who needs help to improve their own.
* Our use of language is crucial. Specific positive praise and encouragement must always outweigh criticism and negative comment.
* Engagement in lessons is crucial: Curriculum, planning, lessons and classroom organisation need to be planned carefully so that we do not inadvertently set up negative behaviours.
* Heart Smart language has to be used to recognise emotions and develop problem solving in pupils.
* Teach children to be confident communicators
* We all need to be positive role models in the way that we talk and behave with children and each other.
* Aim to catch children being good
* We must always respond to situations calmly and speak politely.
* We must always demonstrate fairness and consistency.
* On occasions, we will need to support pupils who need help learning good behaviours.
* Ensure children feel valued; their views, opinions and feelings matter.
* Use regular verbal and non-verbal praise and affirmation;
* Be aware of positive body language;
* Implement a daily system to recognise and promote positive behaviour. This could be a simple 'smiley' face chart, sunshine and rainbow system, dojo awards. It is imperative that pupils are recognised for their good and improved behaviour choices and this is shared with parents regularly either verbally or through Dojo messages.
Behaviour Management Steps
Give a clear verbal reminder
Give a clear reminder with guidance of expected behaviour stated clearly, e.g. reminder of the class rules. In this instance, maximum emphasis needs to be placed upon the child improving the situation themselves by behaving appropriately.
Sit the child away from the main group
Moving a child within the class, possibly to work alone, if appropriate. This may be a pre-emptive measure thinking about does the child need a sensory break, a calm space or cooler space etc.
It may also be necessary to sit the child away from others e.g. another classroom, breakout room in order to remove their 'audience' or to give them time to think about their behaviour. Once again, a focus for the child should be how they themselves can improve the situation. Before returning to the group, reflection and discussion about the behaviour with the teacher should take place.
Restorative/Fix it Conversations
Staff will give quality time for a conversation that sends a strong message of care to the student. It is vital that the child and adult are in agreement that they feel ready to talk in order to restore relationships. This process will give the student an opportunity to say what happened / give the student a voice and communicate to the student how it made them, the adult and others feel. They will reiterate the high expectations and they will create a plan together that sets the student up for success (using Behaviour Reflections Sheet. This should be used for minor and infrequent behaviour issues) (see appendix 1).
Report poor behaviour to parents
Restorative plan sheet is shared with parents preferably on the day or as near to it as possible and plans are shared on CPOMS with SLT. It is vital that parent's input is used positively at an early stage, as they hold a key role in the support process to encourage good behaviour. They may also be able to bring a new understanding of events to the situation. It is vital that parents are involved and informed when things are going well too, and that positive information goes home on a regular basis. Any meetings with parents should be shared on CPOMS.
Referral to Manager in each Key Stage
The Manager in each Key Stage can decide upon additional action to take. This should only happen after the above has been tried several times and has failed to make a significant positive impact on the child's behaviour. This will include the child verbally reporting on a daily basis to the allocated manager. If there is no improvement in that week, the manager will consider alongside the teacher recommending and supporting a Stage 1 Behaviour Support Plan (appendix 2), which can last for 6 to 8 weeks in order to change and embed behaviours and attitudes.
Referral to the Deputy or Headteacher Stage 2 Behaviour Support Plan (appendix 3)
The Head or Deputy will deal with serious behaviour. Once again, this referral may be due to the above actions repeatedly being used with no apparent improvement to the child's behaviour. There may be circumstances that are extremely serious (such as bullying, racist remarks, or violence towards an adult in the school) which would require the immediate attention from the Headteacher or Deputy Headteacher and would usually result in the parents being contacted.
The Use of Exclusion
There are various forms of exclusion which include:
* Exclusion from a lesson
* Exclusion from a break or lunch time
* Exclusion from their own classroom
* Fixed term exclusion from school
A decision to exclude a child for a fixed period or permanently will be a last resort and if there is evidence that all other strategies have been employed and have not resulted in the required improvements. Following DFE guidance an external exclusion will only be made by the Headteacher or Deputy Headteacher in their absence. Before the decision is made the Headteacher takes the following steps:
* Consider all relevant facts
* Allows the child to give his/her version of the facts
* Consults the child's Parent/Carer
The Headteacher will in turn inform the Chair of Governors of the decision to exclude. The Headteacher will inform the parents by phone of the decision to exclude, and confirm the exclusion in writing.
Parents do have the right to appeal to the Governors against the decision to exclude the child if the child is excluded for more than five days. If parents wish to appeal against a decision to exclude, they will be assisted in the appeal process.
The above is for consideration and does not indicate that a restrictive, defined, stepped, approach will always be used. Judgement will always be used to ensure the approach used, suits the needs of the situation. Sanction will be given in line with the degree of the misdemeanours.
See also: Knowsley Behaviour Intervention Framework – Appendix 4
Understanding the root causes of negative behaviours:
A key to appropriate support for children lies in an understanding of the reasons why negative behaviours may occur. Each child comes to school with individual experiences and needs. We are aware that a wide range of factors will affect individuals. Some of these factors will affect the child for life, whereas other difficulties will be temporary. Our school has control over a fraction of these factors, and so it is vital that the school's input is effective, appropriate, positive and consistent.
Strategies to prevent / reduce difficult situations occurring:
The school will pursue strategies that encourage children to take responsibility for developing good behaviour. The following are examples of these strategies:
* Collective Worship (spiritual and moral development)
* Circle time
* Playground Buddies
* School Council's input to resolve issues
* Stimulating lessons / tasks to meet the needs of individual children
* Parental involvement
* Pupil of the Week
* Good work award
* Certificates
* Positive postcards/ letters sent home
* Bright Start (morning greeting paused due to COVID 19)
* Mindfulness
* Class Dojo points
* Individual targets / reward system
Dealing with Conflict Resolution (see appendix 5 – Conflict resolution in 3 steps)
All children from time to time have conflicts over a range of issues. It is vital that these are dealt with in the proper way (use appendix 5). This method should be used when dealing with all nature of conflicts, serious and minor.
Bullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.
Bullying is, therefore:
* Deliberately hurtful
* Repeated, often over a period of time
* Difficult to defend against
Bullying can include:
If there is an incident that the school deem to be bullying:
Members of staff will:
* Decide upon a good time to deal with the issue.
* Listen to all parties concerned individually and record in brief or report important details. Use open questions and deal with the primary behaviour.
* Assure the children that the situation will be dealt with until it is resolved.
* Make the children aware of the consequences of their actions and the rules they have disregarded.
* Involve and work with parents to resolve the situation.
Dealing with Racism in School:
We work hard to establish positive relationships and a happy and secure learning environment, and therefore racial harassment of any kind will not be tolerated. Sanction will be given in line with the degree of the misdemeanours. Our programme for personal and social education will also confront racist attitudes; any racism will be reported on CPOMS to the SENCO & Headteacher. Parents will also be informed and support given.
Control and Restraint:
In exceptional circumstances it may be necessary to use reasonable force to restrain a child or to remove them from an area of the school where there is immediate / high risk of injury. The law requires that force should only be used when other approaches have been tried and that all practical methods to de-escalate the situation have been employed. All the staff within the school are trusted to use their professional judgement and the degree of force must be in proportion to the circumstances of the incident.
A senior member of staff must be informed immediately and the incident must be logged on CPOMS and parents informed.
When should control/ restraint be used?
There is a variety of situations in which reasonable force might be appropriate or necessary to control or restrain pupils.
Teachers are generally permitted the use of reasonable force to prevent pupils from hurting themselves or others, from damaging property, or from causing disorder. The DfE guidance on the 'Use of Reasonable Force' provides that teachers can use reasonable force:
* to remove disruptive children from the classroom where they have refused to follow an instruction to do so.
* to prevent a pupil behaving in a way that disrupts a school event or a school trip or visit.
* to prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others
* to prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the playground
* to restrain a pupil at risk of harming themselves through physical outbursts.
The statutory provisions can apply when a teacher or other authorised person is:
* on the premises of the school or
* elsewhere at a time when, as a member of school staff, he or she has lawful control or charge of the pupil concerned, for example, on an out-of-school activity
What should a member of staff do to control a child?
All staff should take the following steps:
* Stay calm/ attempt to keep their voice quiet / speak slowly/ stay in control of themselves.
* Give time where appropriate for the situation to de-escalate.
* Give the child clear instructions.
* Call for assistance from another colleague. (SLT/ Or a colleague who knows the child well).
* If possible-remove child from situation/their peers/ failing that remove the remainder of the class to a safe location.
* A clear verbal instruction to stop dangerous or threatening behaviour should always precede any physical Intervention
Physical intervention may include: (Taken From DFEE Circular 10/98)
* Blocking a child's path
* Holding a child's hand
* Moving two children apart
* Leading a pupil away from a situation
* Shepherding a child out of a situation by placing a hand in the centre of the pupil's back
* Restraining a child from behind by holding their hands
* All intervention will be carried out in a skilled and controlled manner.
* A written record must be made of all incidents involving use of physical restraints and record on CPOMS.
Any physical intervention will be an absolute last resort.
Action in Self Defence
Staff have a right to defend themselves against an attack, providing they do not use disproportionate force to do so.
Children with Behaviour or Mental Health Difficulties
It is recognised that some children do suffer from behaviour and / or mental health difficulties and need very specific guidance and management of their behaviour. Set out below is guidance for teachers to follow on how to deal with the behaviour these children display.
Key Points:
* A working relationship is established with the child.
* The teacher does not take the child's behaviour personally.
* The teacher clearly communicates in a direct discreet way, using straight forward language.
* The teacher will make polite suggestions rather than demands.
* The teacher will remain calm and try not to get into a critical or cross mode.
* The teacher will try to ensure the work is broken down into small achievable steps that allow frequent opportunity for reviewing progress/giving encouragement and rewarding success along the way.
* The teacher will avoid allowing the child to become over dependent on him/her and will expect the child in time to cope alone without him/her using a teaching assistant where necessary.
* The teachers will be positive in their approach. They will look for good things that are happening or about to happen. The child's self-esteem will be built up by celebrating their strengths.
* If a child displays angry outbursts, the child will be given time to restore his/her dignity.
* Clear boundaries will be established for the children. The teachers will check that the children understand those boundaries, the rewards and the time-scale of the work expected.
* All staff should be role models and demonstrate the standards of courtesy expected from the children (3 R's)
* Staff should be consistent with the use of positive reinforcement –'I am pleased to see Joe is working quietly'.
* Staff should make sparing use of consequences. (These should be phrased in positive terms) Private rather than public whenever possible.
* Continually observe and scan the behaviour of the class.
* Good attendance and punctuality will be promoted and praised during Assembly.
The above is for consideration and does not indicate that a restrictive, defined, stepped, approach will always be used. Judgement will always be used to ensure the approach used, suits the needs of the situation.
Monitoring Children with Emotional and Behavioural Difficulties
It may be necessary to monitor a child with EBD. A Behaviour Support Plan should be in place if individual input is required to amend a child's behaviour. This must be done on a daily basis if support is to be sought. Evidence can then be presented to the SENCO/Senior Management team if support from outside agencies is to be sought. Parental input is critical. Rewards and Consequences will be given at home as well as in school.
Transfer of Discipline Records to Secondary Schools
Records for all children will be discussed at transition meetings and appropriate documentation transferred.
Review and Monitoring of Policy
This policy will be reviewed using a consultative process that identifies teacher and pupil feedback once per year and any amendments will be agreed by the governing body.
This policy should not be considered in isolation and should be read in line with the other policies of the school.
Appendix 1 – Behaviour Reflections Sheet
Name:
Date:
Year Group:
Think about how these behaviours made people feel.
Think about why you have made those behaviour choices and how you feel about them now.
Why?
Plan for improvement:
I will
Signed Child:
Signed Adult:
Not be safe
push
shout
kick
poor learning behaviours
hurt others
be un-kind
You
Other children
Adults
breathe
take a break
use a fidget
count
think
be kind
talk calmly/ get adult help
Appendix 2 – Stage 1 Behaviour Support Plan
Child Name:
Plan Number:
List those involved in support plan:
Date:
Assess
What are the behaviours that are causing concern? List a maximum of 3. Be specific and indicate how often they occur (eg. once a week, twice a day).
What do you think might be causing those behaviours?
Plan
Write up to two targets for the student to work towards. Use the format when… instead of… I will… Be as specific as possible.
What whole class strategies will be implemented to support the student? (Maximum of 2) Strategies must be practicably implemented by in the context of a 1:30 adult:student ratio.
Review date: No longer than 6-8 weeks from today
Review
What impact did the plan have on the behaviours specified
above? Think about the frequency and severity of the behaviours.
What should happen next?
Plan was effective – student no longer
requires support(plan discontinued)
Plan was effective – continue support at
current level(renew plan or write new
plan at this level)
Student requires additional support
(write plan at Stage 2)
Date:
Appendix 3 – Stage 2 Behaviour Support Plan
Child Name:
Plan Number:
List those involved in support plan:
Date:
Assess
What are the behaviours that are causing concern? List a maximum of 3. Be specific and indicate how often they occur (eg. once a week, twice a day).
What do you think might be causing those behaviours?
Plan
Write up to three targets for the student to work towards. Use the format when… instead of… I will… Be as specific as possible.
What whole class strategies will be implemented to support the student? (Maximum of 2) Strategies must be practicably implemented by in the context of a1:30 adult:student ratio.
1
2
3
Home Strategy
What strategy will be implemented at home to support the student?
Group Work (Adult led intervention)
What will be the purpose of the intervention (e.g. improve interpersonal skills, emotional self-regulation)
How will the success of the intervention be measured?
Which adult will run the intervention? Where will it be run? When (day and time)? How long will the intervention run for?
Environmental Changes
What environmental changes will be made to support the student?
Other Support
If necessary, write any further support to be offered below.
Support
Purpose
Impact measurement
How will you measure the impact of the intervention? Incorporate an objective, numeric measure.
Review date: No longer than 6-8 weeks from today
Review
Indicate progress achieved towards each objective.
Not achieved Some progress Achieved
1
2
3
What impact did the plan have on the behaviours specified
above? Think about the frequency and severity of the behaviours.
What should happen next?
Plan was effective – student now requires less intensive support(write
plan at Stage 1)
Plan was effective – continue
support at current level(renew plan
or write new plan at this level)
Student requires additional support
Referral to behaviour team –
behaviour passport
Date:
Parental Views
Appendix 4
Knowsley Behaviour Intervention Framework
School Action prior to referral
Graduated Response
* Pupil will have received significant 'in school' interventions eg; SENDCo assessment, mentoring, TA support, Behaviour Support Plans etc.
* At risk of or already received fixed term exclusions
* Early Help Assessment and/or external agency support in place
Referral Route
Stage 1
* Lead Behaviour Professional requests a meeting with Inclusion & Behaviour Officer (using Part 1 of Pupil Passport)
* IBO will contact school within 3 days, to discuss pupil needs
* Advice/support provided by IBO in relation to school interventions, where appropriate
* IBO may engage the 'Advice and Guidance Team' if this would benefit pupil & family
* IBO may refer to LEVEL 2 Outreach Support, to assist the school
* School may commission a place on Meadow Park Turnaround provision
Stage 2
* Once a graduated response has been exhausted & despite extensive support offered, the pupil is still at risk of exclusion, the school will be advised to complete Part 2 of the Pupil Passport
* IBO will present Pupil Passport to 'Inclusion Triage Panel' for consideration
* Recommendations will be made for next steps
Central Provision Panel
Stage 3
* If the agreed 'next steps' is CPP, the IBO will notify school of a time & date for next meeting
* School will ensure all relevant external agencies are invited to panel meeting
* IBO will invite Headteacher representatives, Educational Pyschologist, SEND lead and CLA team, where appropriate
* School IBO will present the Pupil Passport to members of the panel
* Discussion, recommendations and decisions on an appropriate pathway will then take place leading to:
- Assessment route for EHCP
or
- Fair Access Panel to consider a managed move/transfer
Glossary of Terms
External Agency Support
-Local Authority Special Educational Needs Link Officer
-Special Educational Needs Outreach Manager
- Educational Psychologist
- School Nurse
- Family First
- Child and Adolescent Mental Health Service
- Counselling Services (Butterflies/Listening Ear, KOOTH)
- Youth Offending Service
- Will engage parents/carers and the pupil, where relationships have become strained or disengaged
- Will complete short term interventions with the pupil and their parents/carers where appropriate
- Will assist in accessing external agency support through Early Help Assessment or Single agency referrals
Outreach Work (Stage 1 Intervention)
- Provided by a Behaviour Specialist
- Observation & Assessment of the pupil
-
Advice & strategies
- Team Teaching where appropriate around the implementation of strategies
-
Meadow Park Turnaround Provision (Stage 1 Intervention)
- Pupil observed in mainstream setting as part of referral & assessment
- Pupil attends Meadow Park full time for 10 wks following Literacy/Numeracy curriculum with strong focus on developing social, emotional & behavioural skills
- Progress& re-integration with school participating in a mid-point review
- Final report detailing how the pupil can best respond to structure and routines
-
Inclusion Triage Panel (Stage 2 Intervention)
- Education Improvement Officer for Inclusion
- Education Improvement Officer for Admissions
- Education Improvement Officer for SEND
- Principal Educational Psychologist
Central Provision Panel (CPP) (Stage 3 Intervention)
- Headteacher representatives
- Educational Psychologist
- SEN/D lead
- CLA (Children Looked After) Team (where appropriate)
-
Alternative Education Provision (Stage 3 Intervention)
- Meadow Park Behaviour Modification
- Designated Specialist Provision
- Special Education& Mental Health Provision
- Alternative Provider | <urn:uuid:fc3e165e-3d84-451f-a473-4b8fa0f35f17> | CC-MAIN-2021-25 | https://stluke.knowsley.sch.uk/wp-content/uploads/2021/03/Behaviour-and-Relationships-Policy-March-21-St-Lukes.pdf | 2021-06-14T05:46:41+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00515.warc.gz | 482,941,834 | 5,400 | eng_Latn | eng_Latn | 0.98871 | eng_Latn | 0.99823 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
238,
2392,
3821,
6709,
9822,
12379,
14149,
16649,
19540,
20026,
20503,
21602,
22825,
23569,
25701,
27270
] | [
2.28125,
2.484375
] | 2 | 0 |
International Journal of Academic Research and Development
ISSN: 2455-4197, Impact Factor: RJIF5.22
www.academicsjournal.com
Volume 1; Issue 9; September 2016; Page No. 69-72
Teaching epsilon-delta definition of limit in class
Patanjali Sharma, PK Chaurasia
Department of Education in Science and Mathematics, Regional Institute of Education (National Council of Educational Research and Training), Ajmer, Rajasthan, India
Abstract
The process of limit is the heart of Calculus. Most of the students in the class are interested in the techniques of finding the limit, rather than getting concept of limit. This happens, due to the usual practice of mathematics teachers to introduce the concept and techniques of derivative first and, limit later in the class. Almost each Textbook of Calculus and Analysis first introduces the concept of limit and then derivative, but in the classroom often the process is in reverse order. Our experience among U.G. students of Calculus, many students face difficulty in understanding the Epsilon-Delta definition of limit, however they have been using the limit process in their courses of study since two-three years. The aim of this paper is to show, how one can introduce Epsilon-Delta definition of limit in class before introducing derivative. We believe that after learning with steps or methods presented in the paper students will definitely get inside the concept of limit and will be able to explain it.
Keywords: Limit, Epsilon-Delta Definition, Calculus
1. Introduction
The process of limit is the heart of Calculus. Most of the students in the class are interested in the techniques of finding the limit, rather than getting concept of limit. This happens, due to the usual practice of mathematics teachers to introduce the concept and techniques of derivative first, and limit later, in the class. Almost each Textbook of Calculus and Analysis first introduces the concept of limit and then derivative, but in the classroom often the process is in reverse order.
The concept of limit and continuity was initially given by Sir Isaac Newton (1642-1727) and Gottfried Wilhelm Leibniz (16461716). However, mathematicians had an imperfect understanding of these fundamental ideas even as late as the last century. Definitions of the limit given by Augustin-Louis Cauchy (1789-1857) and others referred to variables approaching indefinitely a fixed value and frequently made use of infinitesimals, quantities that become infinitely small but not zero.
Definition 1
Let 𝑓(𝑥) be defined on an open interval about a point '𝑎', except possible at '𝑎' itself. Then 𝐿 is the limit of 𝑓(𝑥) at '𝑎', and is written as 𝑙𝑖𝑚 𝑥→𝑎 𝑓(𝑥) = 𝐿 , if for all 𝜖> 0 , there exists a corresponding number 𝛿> 0 such that
The now accepted Epsilon-Delta (𝜖−𝛿) definition of limit given above was formulated by German mathematician Karl Weierstrass (1815-1897) in the middle of the nineteenth century as part of his attempt to put mathematical analysis on a sound logical foundation.
2. Idea of limit
In order to give the idea of limit we propose the following example of a function with the answers given during the classroom situation:
x−3 S: Not defined, Cannot determine?
T: What is the value of f(x) = x 2 −9 at x = 3 ?
T: What is the value of 𝑓(𝑥) = 𝑥 2 −9 𝑥−3 at = 3.1 ?
T: What is the value of 𝑓(𝑥) = 𝑥 −9 𝑥−3 at = 3.01 ?
S: After doing some calculations: 6.1 2
S: After doing some calculations: 6.01
S: After doing some calculations: 6.001
T: What is the value of 𝑓(𝑥) = 𝑥 2 −9 𝑥−3 at = 3.001 ?
T: What is the value of 𝑓(𝑥) = 𝑥 2 −9 𝑥−3 at = 3.0001 ?
S: After doing some calculations: 6.0001
T:
What is the value of
𝑓(𝑥) =
𝑥
−9
at
= 2.9
S:
2
𝑥−3
After doing some calculations: 5.9
T:
What is the value of
𝑓(𝑥) =
𝑥
2
−9
𝑥−3
at
= 2.99?
S: After doing some calculations: 5.99
S: After doing some calculations: 5.999
T: What is the value of 𝑓(𝑥) = 𝑥 2 −9 𝑥−3 at = 2.999 ?
T:
What is the value of
𝑓(𝑥) =
𝑥
2
−9
at
= 2.9999?
S:
𝑥−3
After doing some calculations: 5.9999
The above discussion may be summarize in the following tables:
Table 1
Table 2
T: When 𝑥 approaches 3, then 𝑓(𝑥) goes near to which number?
S:
6.
T: We may also say that, lim 𝑥→3 𝑓(𝑥) = 6 or may write
3. Observations?
The above figure was shown to the students as three different possible situations for the image of a point
Formal Definition of limit
Let 𝑓(𝑥) be defined on an open interval about a point '𝑎', except possible at '𝑎' itself. We say that 𝑓(𝑥) approaches the limit 𝐿 as 𝑥 approaches '𝑎', and write
If, for every number 𝜖> 0, there exists a corresponding number 𝛿> 0 such that for all 𝑥
T: Try to rephrase the definition of limit in your own words ?
S1:
What is 𝜖 ?
S2: What is 𝛿?
S3: How clumsy these expressions are ?
S4: What is mean by 0 < |𝑥−𝑎| < 𝛿 ?
.
Further, we explain the above Fig. 2 in connection to the formal definition of the limit. This figure is quite helpful in explaining the definition of limit. Then we introduce the following questions to the students and if they feel difficulty in solving them we provide them solutions as well as steps involved in the process.
Problem 1
For input 𝑥, in order to keep output 𝑓(𝑥) = 2𝑥−1, restricted between 2 units of 7. How close 𝑥= 4 must we hold ? i.e. For what values of 𝑥, the function [𝑓(𝑥) −7] is restricted between 2 units of 7 ?
We have
Thus keeping 𝑥 within 1 unit of 𝑥= 4 will keep 𝑓(𝑥) within 2 units of 7.
Problem 2
If 𝑓(𝑥) = 𝑥+ 1, 𝐿= 5, 𝑎= 4, 𝜖= 0.01. Then find a value for 𝛿> 0 such that for all 𝑥 satisfying 0 < |𝑥−𝑎| < 𝛿 the inequality |𝑓(𝑥) −𝐿| < 𝜖
Step 1
Solve the inequality |𝑓(𝑥) −𝐿| < 𝜖 to find an open interval (𝑢, 𝑣) about 𝑎 on which the inequality holds for all 𝑥≠𝑎.
Step 2
Find a value of 𝛿> 0 that places the open interval (𝑎−𝛿, 𝑎+ 𝛿) centred at 𝑎 inside the interval (𝑢, 𝑣), i.e., minimum of (𝑎− 𝑢, 𝑣−𝑎). The inequality |𝑓(𝑥) −𝐿| < 𝜖 will hold for all 𝑥≠𝑎 in this 𝛿-interval.
Problem 3
Prove that: . If, lim 𝑥→1 𝑓(𝑥) = 1
Step 1.
Solve the inequality |𝑓(𝑥) −𝐿| < 𝜖 to find an open interval (𝑢, 𝑣) about 𝑎 on which the inequality holds for all 𝑥≠𝑎
Step 2
Find a value of 𝛿> 0 that places the open interval (𝑎−𝛿, 𝑎+ 𝛿) centered at 𝑎 inside the interval (𝑢, 𝑣), i.e., minimum of (𝑎− 𝑢, 𝑣−𝑎). The inequality |𝑓(𝑥) −𝐿| < 𝜖 will hold for all 𝑥≠𝑎 in this 𝛿-interval.
4. Conclusions
In this paper we share our experience of teaching Epsilon-Delta definition of limit in class and how one can teach limit, before introducing derivative in the class. We believe that our experience is helpful to the students or teachers who wish to introduce limit before derivative. For more details one can consult the excellent texts (see [1, 2, 3] ).
5. References
1. Bartle RG, Sherbert DR. Introduction to Real Analysis, John Wiley and Sons, Inc., Third Edition, 2013.
2. Kreyszig E. Advanced Engineering Mathematics, John Wiley and Sons, Inc., Ninth Edition, 2006.
3. Thomas GB, Finney RL. Calculus and Analytic Geometry, Addsion-Wesley Publishing Company, Ninth Edition, 1998. | <urn:uuid:7fbdc27a-1662-41ed-b2cd-aa47268fa65a> | CC-MAIN-2021-25 | https://www.academicjournal.in/download/161/1-9-30-833.pdf | 2021-06-14T05:00:48+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487611445.13/warc/CC-MAIN-20210614043833-20210614073833-00513.warc.gz | 581,702,998 | 2,255 | eng_Latn | eng_Latn | 0.978273 | eng_Latn | 0.991845 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3595,
4267,
5733,
7039
] | [
2.4375
] | 2 | 0 |
Where is Mali?
Mali is located on the continent of _______________.
Mali is a part of ____________ Africa.
Physical Characteristics
Niger River: The ________________ River is the largest river. In the south, this river provided water for ________________, laundering and
transportation.
Sahara Desert: This desert, known as the "______ ____ __________," is the largest desert in the world. Sahara means "desert" in Arabic.
Timbuktu: a great ______________ center and home of an ancient ___________________ and library which contained Greek and Roman _______________.
Mali is a part of ____________ Africa.
Ancient Mali
Study Guide
Name:
___________________
Virginia SOL's covered:
3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade).
3.4 The student will develop map skills by
a)
locating West Africa;
b) describing the physical and human characteristics of West Africa;
c) explaining how the people of West Africa adapted to and/or changed their environment to meet their needs.
3.7 The student will explain how producers in ancient West African empire of Mali used natural resources, human resources, and capital resources in the production of goods and services.
Oral Tradition – Griots
Ancient Mali had storytellers called ________________.
These storytellers retold Mali's _________________ from generation to generation.
They often use musical instruments when telling their __________________.
Griots were close to the _____________ and were responsible for memorizing the history of Mali.
Families had their own _____________ to retell their family histories.
Government
Ancient Mali was ruled by powerful ______________.
The first king to bring Mali together was Sundiata, the __________ King. When he was king, Mali grew in ____________, _______________, and _____________.
Mansa Musa was another famous king in Ancient Mali. He put a large ________ on all things __________ and traded within Mali. He built the first Islamic university in the city _______________________. The university had many Greek and Roman ________________.
Economic Development
Trade was very important to Ancient Mali.
Trade means to exchange or swap one thing for another.
*_____________ and ______________ were the natural resources found in Ancient Mali.
*Salt was used to preserve ______________.
*Gold is a precious, rare ________________.
*On the trade routes across Mali, people traded ___________, nuts, and ivory from the south.
*People from the north, near the Sahara Desert traded ____________, cloth, and pearls.
*All things traded were ____________.
*People would go to marketplaces throughout Mali to ____________ things they had for things they ______________.
*Producers (people) in Mali would farm, mine, and _______________ to make a living. (human resources)
Interdependence & Ancient Mali
Producers are people that make or produce goods or services.
Consumers are people who trade or buy goods or services.
Interdependence is when groups of people depend on each other for things they need, but can't make themselves.
People needed _____________ and traded for _____________.
Others may have a goat and trade for books they need.
Mosques (temples) were built in Ancient Mali. They practiced the Islam religion. Mosques were also used as ________________ and courts.
What would the natural resources be to build a mosque?
*
__________________
*
some ____________
Human resources?
*
__________________ | <urn:uuid:9dae77b4-283f-40cc-9c25-21c8bd6aa20e> | CC-MAIN-2019-22 | https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/9557/Ancient_Mali_study_guide.pdf | 2019-05-27T11:50:41Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00464.warc.gz | 819,737,315 | 745 | eng_Latn | eng_Latn | 0.997406 | eng_Latn | 0.998829 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1302,
3584
] | [
4.15625
] | 1 | 0 |
Application for Early Entrance to Kindergarten
Please complete this application if you believe your child demonstrates academic achievement, social, emotional, and physical maturity appropriate for kindergarten placement. Your submission of this application serves as petition for your child to be considered for early placement in kindergarten and confirms that your child will turn 5 years old on or before October 1. Proof of residency in the Russell County School District must be provided.
The completed application must be submitted to the school principal no later than June 30. Assessment will take place prior to the July school board meeting as the enrollment of any child meeting the following criteria must be approved by the local school board.
CRITERIA FOR EARLY ENTRANCE
Proof of Age - must be turning 5 between August 2 and October 1
Proof of Residency – student must reside in the Russell County School District
Early Entrance Application
Scores at or above the 95 th percentile in all domains of the DIAL-4 Assessment
Letter of Recommendation from child care provider, if applicable
Determination of opening based on state student-teacher ratios within 14 calendar days of the 1 st day of school
Child's Name______________________________________________Birthdate_____/_____/_________
Last First MI
Address_____________________________________________________________________________
Street City State Zip Code
Child's First Language____________________________________________ Gender: Female Male
Parent/Guardian Name(s)_______________________________________________________________
Home Phone_____________________Cell_______________________Work______________________
Parent Questionnaire Please answer each question below. If more space is needed, attach additional paper.
1. Why do you believe your child should be considered for early entrance to kindergarten?
2. What responsibilities does your child have at home? What types of prompting is required for your child to fulfill those responsibilities?
3. How does your child respond when he/she tries something that is new and challenging? How does your child respond when not successful?
4. How long does your child maintain interest in an activity of his/her choosing? In an activity of your choosing?
5. Describe your child's interaction with books at home.
6. What kinds of experiences has your child had with crayons, pencils, markers, and scissors?
7. What could your child show or tell me about letters, numbers, shapes, and patterns?
8. How does your child respond to change?
9. On a scale of 1 – 10 how would you rate your child's ability to do things for her/himself? Why did you choose that rating?
10. Describe your child as your child works/plays with other children.
Permission is granted for my child to be assessed/screened for possible early enrollment. I also understand that if my child is granted early enrollment, he/she may not have 6 or more unexcused absences or tardies during the school year, and I understand that if this occurs, he/she will be dropped from enrollment and will return the next school year as a Kindergarten student.
____________________________________ __________________________________
Parent/Guardian 1
Parent/Guardian 2
Early Settings Information
Child's Name______________________________________________Birthdate_____/_____/_________
Last First MI
Name of Program Attended______________________________________________________________
Program Address_____________________________________________________________________
Street City State Zip Code
Phone______________________________ Dates Attended _____/_____/_____ to _____/_____/_____
Name of Person Completing the Early Settings Information _____________________________________
Role or Position________________________ Signature______________________________________
Please respond to each of the following statements by circling the most appropriate choice based on this child's typical performance in your classroom.
N – Not Yet – This child demonstrates this skill with accuracy less than 10% of times attempted or does not yet attempt this skill.
E – Emerging –This child demonstrates this skill with accuracy more than 10% of times attempted, but less than 80% of times attempted.
M – Mastered – This child demonstrates this skill with accuracy more than 80% of times attempted.
What strengths does this child demonstrate that would facilitate success upon early entry into the kindergarten setting?
What supports might this child need to be successful upon early entry into the kindergarten setting?
Other comments or concerns regarding this child's early entry into the kindergarten setting?
Early Learning Experience
List all preschools (public and private), Head Start, childcares, therapy services and/or other early learning experiences in which your child has participated.
Name of School/Program Teacher's Name Dates of Attendance #Hours/Week
____________________________ _________________________ ________-________ _________ ____________________________ _________________________ ________-________ _________ ____________________________ _________________________ ________-________ _________
Kindergarten Early Entrance Expectations:
Kentucky's school readiness definition "Ready to Grow… Ready to Learn…Ready to Succeed" means that each child enters school ready to engage in and benefit from early learning experiences that best promote the child's success.
Five developmental areas (approaches to learning, health and physical well-being, language and communication development, social and emotional development and cognitive and general knowledge), along with a series of readiness indicators, provide an overview of the expectations of primary schools for incoming students. The indicators provide teachers and parent a tool to better inform them about the specific strengths and needs of each individual child.
Minimum Early Entrance/School Readiness Indicators
Health and Physical Well-being
- Eats a balanced diet
- Gets plenty of rest
- Receives regular medical and dental care
- Has had all necessary immunizations
- Can run, jump, climb and does other activities that help develop large muscles and provide exercise
- Uses pencils, crayons, scissors, and paints and does other activities that help develop small muscles
Language, Math and General Knowledge
- Uses 5-6 words sentences
- Sings simple songs
- Recognizes and says simple rhymes
- Can write name and is learning to write address
- Can recite alphabet and can write most letters
- Knows the difference between print and pictures
- Listens to stories read to them
- Asks questions
- Is learning to count, understand one-to-one correspondence, and recognize numbers
- Can identify and name basic colors and common shapes
- Beginning to sort and classify objects
- Is able to notice similarities and differences
- Understands simple concepts of time (night/day, today, yesterday, tomorrow)
Social and Emotional Development
- Follows simple rules and routines
- Is able to express his or her own needs and wants in an appropriate manner
- Accepts direction or limit setting without temper tantrums
- Is curious and motivated to learn
- Explores and tries new things
- Plays/shares with other children
- Is able to be away from parent/family without being upset
- Is able to work well alone
- Has the ability to attend to tasks/listen for 10-15 minutes in a group setting
- Attends to and completes tasks without constant adult direction or assistance
Self-Help
- Able to perform self-care task such as using the bathroom, wiping nose, and washing hands independently
- Able to dress self including outdoor clothing
- Takes care of personal items and classroom materials
FREQUENTLY ASKED QUESTIONS
What is the DIAL-4?
The DIAL-4 tests a child's motor skills (skipping, jumping, cutting, writing), conceptual skills (knowledge of colors, counting), and language skills (knowledge of letters and words, ability to solve problems). In addition, the Parent and Teacher Questionnaires measure a child's self-help skills (dressing, feeding, bathing) and social-emotional skills (getting along with others, staying on task). The skills measured by the DIAL-4 are proven to help predict a child's success in the classroom.
What does scoring at or above the 95% percentile mean?
A percentile takes the raw score (number of correct responses) and compares it to the scores of other children who are the same age. When compared to 100 children who were administered the test, a child who scored at or above the 95 th percentile did better than 95 of them.
Where will the assessment be given?
When possible, the assessment will be given at the school where the child will be attending and will be administered by a qualified staff member.
How will results be reported to parents?
Parents will receive a letter with the results of the assessment.
Can my child be retested, or is there an appeal procedure?
The assessments will only be given once, and there is not an appeal procedure.
Will bus transportation be provided?
If approved for early entrance, your child will be entitled to bus transportation like all other Kindergarten students. Please be aware that because of our rural setting, students in Kindergarten ride the same bus as students who are in Grades 1 through 12.
Since we are obtaining early entrance at a younger age, is my child still subject to compulsory attendance laws?
Although your child is not subject to compulsory attendance laws, since you are choosing to enroll your child in Kindergarten, he or she will be subject to good attendance. If your child becomes a truant, he/she may be dropped from enrollment in Russell County Schools and will be asked to return the next year as a Kindergarten student.
A truant is a student "who has been absent from school without valid excuse for three (3) or more days, or tardy without valid excuse on three (3) or more days". A warning from the school will be issued at (3) unexcused absences or tardies. A letter from the Director of Pupil Personnel officially withdrawing your child from school will be issued at (6) unexcused absences or tardies. | <urn:uuid:93fa842b-c702-494a-93fd-184a7228b097> | CC-MAIN-2019-22 | https://www.russell.k12.ky.us/userfiles/249/my%20files/early%20enrollment%20application.pdf?id=15021 | 2019-05-27T11:37:31Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00469.warc.gz | 899,782,328 | 2,026 | eng_Latn | eng_Latn | 0.995511 | eng_Latn | 0.999248 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1934,
3508,
4853,
5744,
8302,
10758
] | [
2.515625
] | 1 | 0 |
Welland Primary School Summer Challenge Book 2015
We hope this book of ideas helps you have a fun and busy summer. You don‟t need to do the activities in order just write the number of the activity on the page where you are recording it. For some of the activities you will need an adult to help you, but some you can do on your own.
Don‟t forget to bring your filled in book to school in September - there will be prizes for interesting books, children who have worked hard on their book and children who have done as many of the summer challenges as possible.
Find plenty of things to do this summer holiday!
1. Make a den. It does not matter where, inside or out. You don‟t need much, a blanket and some clever thinking. Can you draw it or photograph it and stick it in your book and then tell us where you have made it? We wonder where the most unusual den is made.
2. You have to save this one for a wet day- run around in the rainget wet- enjoy it. Can you write down five words telling us how it feels to do something different? We normally run indoors and shelter from the rain. The more adventurous might like to write a rain poem.
3. So now you need the wind. Go fly a kite. If you don‟t have a kite, you can make one - find out how at 50things.org.uk. Can you write a short sentence telling us where you flew your kite. Did it stay up?
4. Create some wild art. You can use leaves, twigs, grass, seed pods, stones, feathers, anything you can find in the garden or at the common or in a park. Just collect your natural things, find a sheltered spot and get creative. Don‟t forget to wash your hands afterwards and also don‟t forget to take a photo or draw what you have made so you can share it with the rest of us. Many of you will have done this with Mrs Sidwell.
5. Go visit a farm. There are lots of local ones to choose from. If not a farm, a place of interest. Stick the entry ticket in your book and tell us what the best bit about your visit was.
6. Climb a huge hill. British Camp is always a good start or May Hill. We are lucky we have lots of hills to choose from. At the top tell us what you can see. You could sketch it or write about it!
7. Go for a walk. Which of your family members and friends can you take with you? How many walks can you go on in the holiday? Let us know and don‟t forget to record it in your book. Can you tell us what you see on the way? Write a list of 10 things you see whilst out on your walk please.
8. If you go to the beach this holiday, tell us how many times you swim in the sea and write a list of things you could easily collect at the beach. Seaweed, shells - what else?
9. If you do get to go to the beach can you stand and jump over the waves? How many can you jump over before you fall in? Let us know in the book.
10. If you go anywhere, can you send the school a postcard please? We will collect them and put them all up, Also, we will try and read them all out in assembly. The address is: Welland Primary School, Marlbank Road, Welland, Malvern, Worcestershire, WR13 6NE
11. Nature Watch - can you write a list of all the nature in your garden? If you don‟t have a garden, you can do this at the park or on the Common. If you sit still and watch, what do you actually see? Ants? Snails? Birds? Bees? You can add to your list throughout the summer holiday.
12. Go on a barefoot walk. Ask an adult to check that it is safe to do so and agree your route so they are happy you are not going to step on anything nasty. Once you have done your walk can you write a couple of lines telling us how it felt. Did it tickle your feet?
13. Play pooh-sticks. You will need to wait until you find a nice safe bridge to do this on. Start collecting sticks whenever you find a good one. What makes a stick a good pooh stick? This means, when you find that bridge you will have your perfect sticks. Make a record which stick came 1 st , 2 nd and 3 rd . It might be worth decorating your sticks beforehand so it is easy to tell the winner!
14. Put some music on and dance in the lounge. Who can you get to join you? Write and tell us who you danced with and what song, it was that got you up dancing.
15. Make some music! With a little imagination, we can all make an instrument, pasta in a pot, stretched elastic bands are great and even old saucepans make good drums. Can you get a band together with your friends? Can you write and tell us the name
of your band? What would you call yourselves? Who was in your band?
16. Go on a picnic. It can be in the garden or further afield. Who, when and where- that‟s what we want to know.
17. Create a special drink. You need to do this one with an adult‟s help or certainly permission. If you add fruit to your normal drink, what can you create? Can you make a smoothie or a milkshake or just a refreshing drink with some delicious fruit in it? Let us know what you made; we might want to try it.
18. Go and lay down somewhere outside, you decide where, close your eyes and listen. What can you hear? You need to lay and listen for at least 10 minutes, all the time remembering what you have heard because we need to know. Write it down and tell us what you have heard.
19. When you were very little you used to play in the bath. Do it again. After a hard day of holiday fun enjoy a relaxing bath for a change. You don‟t need to write anything about this apart from „Bath- done‟.
20. Invent a new and tasty sandwich. Try a different combination, something you think will be delicious for a change. Can you draw a picture and tell us what you thought of it? Score your invention out of 10.
21. Do something nice for an adult in your family. Go up to them and ask them what you can do for them today. It will make you feel good and it will make the adult very happy. Can you write and tell us what good deed you did please?
22. Go outside and draw a flower or a plant. You can do it, don‟t be like lots of adults and say "oh I can‟t draw!" have a go. Just sit and look at it really carefully then put pencil to paper. We will be impressed with what you have done.
23. Smelly day. Today keep a list of all the different smells you smell. Toast? Coffee? Flowers? Shower gel? Soap? You tell usbe a sniff detective all day.
24. Play a game of football. The great thing about football is you can play it with as many people as you want. Just tell us who you played with and what the score was. Mrs Smith will be interested in this!
25. What can you see out of your bedroom window? Write down 5 things you can see.
26. Ask your adults if you can go on a night time walk, maybe before bed. What is different about a night time walk? Can you hear things more clearly? Can you smell things more easily? Write a quick sentence telling us about your walk.
27. Make a cake or biscuits. If this worries your adult suggest Rice Crispie cakes as they are quick and easy. Once you have made them, invite someone over to share your cakes. Can you write and tell us what you made and who ate them with you. A picture would be great too. We hope they are tasty.
28. Skim a stone. You will need to be by the water for this. Find flat stones, the smoother, rounder and flatter the better. Throw it hard and low so it spins quickly across the top. Make sure there is nothing you are going to hit by throwing your stone. This skill takes practise, record your highest number of bounces.
29. Don‟t watch TV all day. Can you do it? Write and tell us out of 10 how hard it was. 1 is easy and 10 is really, really hard.
30. Go on a bike ride. Can you tell us who you went with and where you went?
31. Learn a joke and then tell as many people as possible. Write your joke down please Mr Williams always needs new jokes.
32. Make a list of 10 things you like about yourself. We hope this is easy for you to do.
33. If you go to the beach, build a sandcastle. Plan ahead before your trip- what tools do you need to make a good one? Bucket, spade, flags, what else? Don‟t forget to either draw it or take a photo of it.
34. Make a paper aeroplane and fly it. This will be Mr Weston‟s favourite. You might need to keep working on the design, refining it until you get your aeroplane to fly a good distance. Record how many steps your plane flew.
35. Wash up! Go on make your adult‟s day! Draw a picture of their smile when you offered to wash up.
36. Make your own assault course in the garden. What can you climb over or through and what can you run around? Don‟t forget to add something which will mean you will have to crawl too. List the things you used in your assault course and what time you completed it in.
37. Have you ever played leap frog? Give it a go on a soft surface. If you are not sure how to play it, ask an adult. Can you draw a picture of you playing or write a list of the people you played with?
38. Read a book or magazine outside! Enjoy - you could read it in the den you have made - or even make a new one.
39. Play hide and seek. Get the grown ups involved but don‟t let them fall asleep!
40. While you are out and about you could do a bark rubbing. Can you name the tree the bark is from?
41. Paint a stone and bring it in to school in September. We would love to have a collection of them.
42. Have a think about something you would like to achieve next year at school. It could be joining a new club or doing your homework on the day you get it. Write it down in the book to remind you in September.
43. Take part in Mr Williams‟ Summer Reading Challenge.
We hope this booklet has given you some fun ideas of things to do and we are looking forward to reading all about what you have been up to. Happy Holidays! | <urn:uuid:d6e9b570-4361-493c-9861-a55039b9116a> | CC-MAIN-2019-22 | https://wellandprimaryschool.co.uk/wp-content/uploads/1-Welland-Primary-School-doc50-ways-to-keep-busy-this-summer.pdf | 2019-05-27T11:45:49Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00468.warc.gz | 699,616,531 | 2,372 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999181 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
49,
613,
2464,
4421,
6236,
8009,
9641
] | [
3.84375
] | 1 | 0 |
H ARDING A CADEMY
Est. 1924
Parent & Student Elementary Handbook 2018-2019
Striving to be a Christ – centered school that cultivates a love for learning, while educating the heart and mind for eternity
PARENT/STUDENT ELEMENTARY HANDBOOK
2018-2019
1529 East Park Searcy, AR (501) 279-7201 academy.harding.edu firstname.lastname@example.org 501-279-7200 Fax: 501-279-7213
Mailing Address: Harding Academy Box 10775 Harding University Searcy, Arkansas 72149-0775
Membership in & Accreditation by: AdvancED (formally North Central Association N.C.A.) National Christian School Association (N.C.S.A.) Arkansas Nonpublic School Accrediting Association (A.N.S.A.A.)
MISSION STATEMENT
Welcome to Harding Academy. We are glad you have decided to join us in this special place and we look forward to working with you and your family.
The goal of our faculty and staff is to fulfill our mission of "striving to be a Christ-centered school that cultivates a love for learning, while educating the heart and mind for eternity." Our prayer is that your time at Harding will prepare you for your adult life as well as your eternal life.
VISION STATEMENT
Harding Academy will be recognized as a leader in advancing Christ-centered living and learning through its spiritual development, high quality academics, and co-curricular programs for prekindergarten through 12th grade students.
PHILOSOPHY
Spiritual
Harding Academy seeks to provide…
* A distinctively Christian learning environment.
* The example of Christ and His principles as the ultimate source and authority in every involvement and activity.
* The development of the desire for Christian leadership roles at school, at home, in the community, and in the church.
* The development of an awareness of Biblical teachings and principles as they apply to our daily living.
* The development of an awareness of Biblical teachings and principles as they apply to our Christian heritage.
* The acquisition of skills and understandings for use in the development of Christian character and intelligent citizenship.
Academics
Harding Academy offers a challenging academic curriculum. The combination of average and above average students and a disciplined learning environment makes it possible for the students to experience notable progress and for the teachers to provide enrichment within the regular curriculum.
The Pre-K program for three and four-year olds include learning through play and planned instruction. Each child is considered a unique individual and is encouraged to progress at his own rate of development. Learning takes place both from discovery and guidance from the teacher. The activities of each classroom are hands-on and child guided. In a relaxed learning situation, the curriculum covers alphabet recognition, math activities, science participation, music, art, language activities, and Bible stories. Playtime includes blocks, housekeeping, books, puzzles, musical instruments and dramatic plan.
The Kindergarten program for five-year olds is academic in that all readiness skills necessary for first grade are taught. The program is coordinated so all classes are taught the same course of study. Phonics, reading of short sentences and stories, math concepts, science investigation, handwriting, art activities, and Bible stories are the main components of the curriculum.
In grades 1-6, importance is placed on the academic areas of language arts and math. The reading program emphasizes phonics, basic reading skills, and the joy of reading through the use of Accelerated Reader (AR), comprehension in the context of enjoying literature. Grammar, language usage, vocabulary, spelling, penmanship, and creative writing are also integral parts of the language arts program.
The math program stresses problem solving and mathematical applications while also emphasizing learning basic facts and computational skills. Technology is used to reinforce math skills and sharpen the student's ability to reason and figure.
The areas of science and social studies are a part of the curriculum at each grade level. Hands on discovery and research are a large part of the instructional plan to teach students the importance and enjoyment of asking questions and discovering answers.
Art, music, library, physical education, and computer education are enhanced by specialized teachers working with the students weekly during the school year. These special area programs are taught by highly qualified and certified teachers who have a love for their specialized programs. Special programs and exhibits throughout the year show evidence of learning and mastering techniques taught in these specialized areas.
Questioning, problem solving, research, group cooperation, and successful oral and written communication are invaluable skills for a lifetime of learning and working. Teachers strive to incorporate these skills into all areas of the curriculum.
The Academy endeavors to aid each child in developing an understanding of God while cultivating a willingness to obey His commands. Daily chapel and Bible classes, a scoped and sequenced Bible curriculum, and a thematic memory verse program are all ways in which students are exposed to God's Word.
Harding Academy seeks to provide…
* A quality scholastic program.
* The stimulation of intellectual curiosity.
* A preparatory situation for the development of leadership skills during, and following the formal educational years.
* The opportunity for the development of clear, logical, and effective communication in the areas of reading, writing, speaking, and listening.
* The opportunity for individual exploration and for the development of logical reasoning and critical thinking in the areas of science and math.
* The development of a respect for culture, traditions, and ideals of our democratic society.
Social
Harding Academy seeks to provide…
* The development of socially responsible citizens.
* Meaningful lines of communication among students, parents, faculty, and administration.
* The development of constructive peer relationships.
* The development of a respect for positive guidance and authority.
* The encouragement of courtesy and politeness on the part of all individuals.
* The development of a respect for the property belonging to others and to oneself.
Emotional
Harding Academy seeks to provide…
* The development of personal understanding and self-esteem.
* The development of the ability to make decisive choices.
* The development of the ability to discern one's own faults and the decisiveness to make appropriate changes when necessary.
* The development of an appreciation for other individuals and their strengths and weaknesses.
Physical
Harding Academy seeks to provide…
* The development of an interest in and a desire for a healthy and sound physical condition on the part of each individual.
* The development of interest in and appreciation for lifetime skills and sports.
* The development of a desire for a wholesome appearance depicting neatness, cleanliness, and appropriateness of dress and manners.
Responsibility Statement
(Grades PRE-K-6)
The educational success of students is a collaborative effort of teachers, students, and parents. By fulfilling the following responsibilities, the goals set forth in Harding Academy's mission statement can be achieved.
1. It is the responsibility of a Harding Academy teacher to:
* Be a Christian role model
* Treat children fairly and with respect
* Create an attractive and safe classroom environment
* Present the appropriate grade level curriculum using effective teaching techniques
* Support and enforce school rules
Establish behavior guidelines and carry them out consistently
*
* Expect good work habits and appropriate behavior
* Provide opportunities to learn responsibility and cooperation
* Use professional judgment in accurately reporting a child's work and progress
* Keep open lines of communication with parents
* Seek appropriate resources in addressing a child's needs
2. It is the responsibility of a Harding Academy student to:
* Be a Christian role model
* Demonstrate Christian character and attitude
* Treat others with kindness and acceptance
* Accept responsibility for his own actions
* Accept responsibility for his own work
Obey those in authority
*
* Obey classroom and school rules
* Abide by the guidelines set forth in the student handbook
* Listen and follow instructions
* Complete all assignments and submit them on time
* Cooperate and participate in class activities
3. It is the responsibility of a Harding Academy parent to:
* Be a Christian role model
* Have the child at school daily and on time
* Support the teacher and school policies
* Expect the child to listen and obey
* Expect the child to be accountable and responsible for his own actions and work
* Expect the child to carry out his responsibilities himself
* Provide a time and a place for the child to do homework
* Teach a good work ethic by encouraging the child to complete homework
* Look over work and weekly folders sent home
* Keep an open line of communication with the teacher
ACADEMIC INFORMATION
Grading
The purpose for grading is to provide a communication link between the school and home regarding a student's academic and social progress. Grades serve as a tool to help develop the whole child. Grade reports are sent home according to the school calendar. Midterm grades are posted on RenWeb for grades 1-6.
The academic grading scale for grades 1-6 is as follows:
```
A — 90-100 B — 80-89 C — 70-79 D — 60-69 F — Below 60 E – Excellent S – Satisfactory N- Needs Improvement U- Unsatisfactory Conduct: A- Exceptional B- Good C- Poor D- Unsatisfactory
```
In all grading, the teachers use their professional judgment. This is especially true for grading projects and hands-on classroom activities which are difficult to grade with numerical percentages. Grades are affected by the following in grades 3-6.
* The difficulty of an exam is considered by the teacher.
* The final grade for a grading period reflects the average achievement throughout the grading period. Tests may be weighed more heavily than daily work in determining a grade.
Make-Up Work for grades K-3rd
At the discretion of the teacher, students must make up school work missed because of absences. When a student is absent, the parent may call the school to request assignments after the 2 nd consecutive day. School work will then be sent down and can be picked up in the front office. Daily school work is expected within the number of days missed for full credit.
Make-Up Work for grades 4-6th
At the discretion of the teacher, students must make up school work missed because of absences. When a student is absent, the parent may call the school to request assignments after the 2 nd consecutive day. School work will then be sent down and can be picked up in the front office.
Daily school work is expected within the number of days missed for full credit. Work that is turned in ONE day after the expected date is considered late and will only receive ½ credit. After this late date has passed, all outstanding work will result in a "0". All work is expected to be turned in regardless of the grade that may or may not be given. All assignments have purpose and validity and students are held to a high standard of accountability and responsibility.
Tests administered while a student is absent must be scheduled with the teacher and taken within a reasonable, agreed upon amount of time. Any test not made up will result in a "0".
If a student is given an at-home suspension, the student must make up the work the teacher deems appropriate, and the student will be given the grade he earns. The same guidelines identified above are applied to suspension days.
Honor Roll and Principal's List
Students are eligible to be on an Honor Roll and Principal's list (grades 3-6) the first three nine week grading periods if the following minimum qualifications are met. Students will be recognized for this achievement at the end of the year awards chapel. The top two students in 6 th grade, based on the highest GPA, are honored at both the awards chapel and sixth grade promotion. This average is figured using all grades including specials for the first three quarters of their 6 th grade year.
* Principal's List - All A's and A in Conduct
* Honor Roll - All A's & B's and A or B in Conduct
Achievement Tests
Students in 1, 2, 3, 4, 5 and 6 grade are administered a nationally standardized achievement test in the spring to measure academic progress. Results of this test are made available to the school administration and teachers to better prepare students in specific areas of weakness. Results of individual students will be included in the fourth quarter report cards.
Communication about Progress
In fostering the best possible cooperation between home and school for each student, every effort shall be made by the teacher to keep parents informed of their child's progress. Each teacher is interested in any background information to ascertain effective methods of working with each student. These are some of the means of home-school communication.
* Individual parent-teacher conferences
* Conferences with an administrator
* Students' papers sent home weekly
* Quarterly Report cards
* Quarterly Progress Reports emailed to parents from RenWeb
* Teacher weekly updates
* RenWeb for grades 3-6
Our ParentsWeb website allows parents access to students information. Parents (3-6 grades) can access grades, homework assignments as well as events and activities posted on our calendar. You may go to www.renweb.com to set up your account.
The district code is HA-AR
Conferences
Parents are invited to a conference with the teacher on a designated day in the fall and spring. The student's progress and goals for the year are discussed. A parent-teacher conference may be initiated by either party at any time. An advance appointment is necessary when a student's progress is to be discussed, because an impromptu evaluation of a student may not be thorough. Students need the teacher's full attention during school hours, so teachers are not available to talk to parents or prepare make-up assignments during class time. You will be e-mailed when it is time to call the office to set up an appointment.
Promotion and Retention
Three important factors are involved in a student's promotion: academic progress, work habits, and maturity level. The Academy reserves the right to recommend retaining a student if it is determined that he/she is lacking in any of these three areas. Few elementary students at Harding Academy fail specific subjects or grade levels. However, some children who can do grade level work or slightly below are not prepared for all of the challenges of the next year. Also, students' maturity levels may not be commensurate with that of their peers, and they may need to repeat a grade.
In grades 4-6 th the following guidelines will apply to remediation:
* An F average in one skill subject (reading, language, spelling, and math) or in both content subjects (science or social studies) requires 30 hours of summer tutoring to reenroll in the next grade. A list of recommended tutors will be made available upon request from the principal.
* An F average in two skill subjects requires repeating the grade.
* An F average in one skill subject and both content subjects requires repeating the grade.
* An average is determined by all four (4) quarters combined.
In grades K-3 rd , if the administration and classroom teacher make the recommendation to retain a student, it is the right of the parent or legal guardian to forgo the recommendation and send the child on the next grade if they so choose. The parent or legal guardian must sign a waiver stating the refusal of the recommendation which will be kept in the student's permanent file and the child will be placed on academic probation for one year. If after one year the child has not made significant advancement, the recommendation to retain may be repeated and the child will either be retained or be placed in a school with a specialized curriculum which can better meet the academic needs of the child.
A student may repeat only one grade in elementary school (K-6 th grade). If a student who already has repeated a year is not eligible for promotion, he/she is recommended for placement in a school with a specialized curriculum which can better meet the academic needs.
New students must maintain a 2.0 average in all subjects and satisfactory conduct, and work habits grades to be eligible to return the next year. New students are considered to be on an academic watch list until the end of their first year.
Harding Academy students moving from the 6 th grade to the 7 th grade with a core subject GPA of less than 2.0 will be admitted under a 1 year under probationary status and will be required to meet with the Academic Review Board on a quarterly basis throughout the year and will work with a designated faculty mentor throughout the year. If, at the end of the 7 th grade, the student has not demonstrated sufficient progress, the Academic Review Board may recommend that the student be required to complete a specific course of action for academic improvement for continued enrollment at Harding Academy. This course of action can include, but is not limited to, summer instruction and private tutoring (at parents' expense). The Academic Review Board may also recommend other educational opportunities for the student to pursue.
Accelerated Reader
Students enjoy participating in the Accelerated Reader (AR) program in which they read books, answer questions on the computer, and accumulate AR points for their successful performance on the tests. The teacher helps each student set a point goal for each semester. The students receive school wide recognition for completion of their goals.
Our ultimate goals would be to:
* Create an inner love of reading first and foremost
* Focus on maximizing academic learning time
* Promote appropriate practice
* Monitor student progress through effective assessment, goal setting, and testing outcomes
* Identify and teach skills needed for each student's success
Accelerated Math
As an added supplement to the math curriculum, students enjoy participating in the Accelerated Math (AM) program. AM helps teachers personalize dynamic math practice based on state standards by grouping students according to STAR Math interim assessment data. Teachers can easily provide tailored math practice while monitoring progress toward success on summative exams at a glance using the teacher dashboard. The students receive school wide recognition for completion of their goals.
Our ultimate goals would be to:
* Create an enjoyment of math
* Focus on maximizing academic learning time
* Promote appropriate practice
* Monitor student progress through effective assessment, goal setting, and testing outcomes
* Identify and teach skills needed for each student's success
Homework
Homework is assigned in order to enhance classroom learning and instill self-discipline. Newsletters are sent home or posted on RenWeb on Mondays to inform parents of weekly homework assignments and activities.
Each student may have some form of homework almost every night. The teacher tries to assign homework requiring the average primary student 15-20 minutes to complete, or the average intermediate student 30-45 minutes to complete. Wednesday evening assignments will be limited to enable students to attend evening Bible classes at church. Tests requiring lengthy study are not given on Thursdays. If a student spends an excessive amount of time on homework, a conference with the teacher is needed.
It is very important for the student to have a daily study time away from extraneous noise and activity such as radio and television. The student should be expected to use this time for study regardless of the assigned homework. If a specific assignment is not made, the time can be used to study math facts, spelling words, etc. A daily study routine will develop good study habits for the future. All students are expected to complete all homework. Homework serves several valuable functions.
* Reinforces skills
* Teaches self-discipline and responsibility
* Gives parents insight into their child's academic strengths and weaknesses
* Encourages special projects more conveniently worked on at home
* In some cases parents may provide supervision and assistance such as dictating spelling words, listening to the child read aloud, or helping with number facts. However, parents are urged not to make a habit of sitting with their children as they do homework. This can create a dependency that can limit progress toward self-reliance.
Take Home Projects
On occasion throughout the year, take home projects are assigned that are developed to enhance what is being taught in the classroom. Research, planning and development of the project are all a part of the design to engage your child and encourage parental oversight. However, parents are urged to provide supervision and limited assistance so that the end result can be graded accurately and fairly.
School Records and Educational Records
According to The Family Education Rights and Privacy Act (FERPA) of 1974 (Public Law 93-380), all academic and personal records pertaining to individual students are confidential and can only be inspected by students, parents, and school officials.
Parents of students may inspect their children's records and challenge any records that they feel may be misleading, inaccurate, or otherwise inappropriate.
Right of Access to Records
Parents may have access to educational records by making a written request. A request must be submitted to the building principal. Available records include copies of report cards/evaluations, diagnostic testing reports, and results of achievement and school ability tests.
Custody
When one parent of a student has custody of the child, a photocopy of the official custody papers must be submitted to the school administrator's office. When this document is on file, a student will not be released to the non-custodial parent without the permission of the custodial parent unless specified otherwise by the courts. A non-custodial parent may not designate another person to pick up a child without the custodial parent's consent.
Any non-custodial parent of a student enrolled in Harding Academy may request to receive a copy of his/her student's report card, notice of school attendance, name of teacher, class schedules, standardized test scores, and any other records customarily available to parents. This request must be in writing and must include the non-custodial parent's mailing address. Such written requests must be submitted to the principal.
Academy Library
Full scale library services are offered to all Harding Academy students. In addition to being able to check out books regularly, students have opportunities to use reference and periodical materials. Fiction and non-fiction books may be checked out for two weeks and may be re-checked upon request. Reference materials however, are to be used in the library only, unless permission is secured from the librarian to take them elsewhere.
Lost or damaged books or videos must be paid for by the student whose name appears last on the computer check-out list. A refund will be made if a lost book is found. All book fines and/or replacement costs must be paid before final report cards may be obtained. If a student has overdue book(s) they will not be allowed to checkout any more books until the overdue book is returned.
Textbooks
Books and workbooks for the students in all grades will be issued and checked in by the teacher. The cost of this service is included in the book fees. Assessments will be made for books that are lost or damaged. The fine for any lost or destroyed book will be the total replacement of book. Not every content area requires a text book. Some text may be issued as a class set and kept in the classroom unless checked out through the classroom teacher.
Instructional Accommodations Policy
Harding Academy strongly believes that each and every child is uniquely blessed by God, having "different gifts-according to the grace given" by our Heavenly Father (Rom. 12:6). Because they recognize the unique learning strengths and challenges of each child, teachers utilize a variety of instructional strategies as they equip students to effectively serve the Father. However, the administration and faculty recognizes Harding Academy's limitations in meeting some instructional needs. Harding Academy does not have the resources necessary for pull-out, intensive one-on-one
instruction, and/or therapies. Consequently, the Academy is not equipped to meet the instructional needs of students with moderate to severe learning challenges and cannot be expected to admit students whose instructional, social, and/or emotional needs exceed the school's capabilities.
Instructional modifications are not allowed at Harding Academy. Students are expected to perform at or above grade level expectations. Instructional modifications require changes to the level of classroom instruction (what the student is expected to learn) and affect learning expectations. Accommodations address the format of the instruction and performance (how the student learns & is assessed) and do not affect learning expectations. Consequently, Harding Academy does allow some minor accommodation to be implemented to assist students with mild learning challenges.
Some minor accommodations may be implemented based on teacher recommendation. However, most accommodations will require documentation of instructional need. Documentation may be provided by a licensed child psychologist, speech therapist, occupational therapist, physical therapist, and/or behavioral specialist and must include (a.) results of evaluation measures that point to specific instructional needs and (b.) recommended accommodations and/or instructional strategies. All evaluations will be completed at the parents' expense. Copies of all evaluation records and recommendations will be kept on file with the Coordinator of Enhanced Learning and/or with the student's academic file.
Accommodations will be documented by the classroom teacher and/or Coordinator of Enhanced Learning (CEL). This documentation of effective accommodations and teaching strategies will be kept on file and shared with the student's teachers as he/she progresses through school. Harding Academy reserves the right to require specific evaluations (including, but not limited to, intelligence, individual achievement, audio/visual perceptual, behavioral, and speech/language) before implementing any instructional accommodations. Evaluations may be conducted by the student's public school district or by a private evaluator. Evaluations completed through a public school system will be coordinator by the CEL. Private evaluations will be conducted at the parents' expense. Harding Academy also reserves the right to not implement accommodations due to insufficient resources and/or potential disruption to the learning environment.
The policies outlined above are designed to assist students with mild learning challenges. Harding Academy is not equipped to meet the instructional needs of students with moderate to severe learning challenges. The school cannot be expected to admit students whose instructional needs exceed the school's resources. In the event the administration – through information provided by teachers, the CEL, and other support staff – feels that the Academy is not meeting the educational needs of a student, Harding Academy reserves the right to dismiss a student on grounds that his/her needs exceed that of the school's resources and could best be met through other educational services.
GENERAL INFORMATION
Admissions policy - Kindergarten
* Child must be 5 years old before August 1 of the enrolling year
* Completion of an online Application
* Completion of Early Prevention of School Failure Screening and follow-up conference
* Copy of official Birth Certificate from the State
* Copy of Social Security Card
* Copy of up to date shot record
* Completed Physical – signed by Physician
* Completion of Student Survey - online
* Completion of two on-line references
* $50.00 nonrefundable placement fee is assessed when completed online
* Completion of Financial Agreement Form found online
Admission policy – Elementary School
* Completion of Application online
* Completion of 2 references from previous teachers and school personnel - online
* Request for transfer of records from former school (must contain up to date shot record, medical forms, birth certificate, social security card, Accelerated Reader records, achievement test scores and grades.)
* Copy of current report card from previous school year
* Completion of Financial Agreement Form - online
* $50.00 nonrefundable placement fee
* 1 st through 3rd Grade Assessment Testing
* Principal Interview with parent and student
Transfer Students
Students who are transferring to Harding Academy from Home-schooling must be evaluated and screened by Harding Academy personnel to ensure proper grade placement upon entrance. Achievement test scores are recommended. The evaluation results, along with a portfolio of current work samples, age, achievement test scores, and past academic history, will be taken into consideration to determine an appropriate grade placement.
When students transfer from another public or private school into Harding Academy they must have successfully completed the previous grade before they can enter the subsequent grade. Transfer students may be required to take an assessment placement test upon entrance. All required information must be turned into the office before students can begin attending school.
Priority Enrollment
Priority enrollment will be granted to those students who:
* have a parent who works within the Harding System
* have siblings who are already enrolled in Harding Academy
* were enrolled in Harding Academy or Harding Pre-K the previous year
Non-Discrimination Policy
Harding Academy admits students of any race, color, and national origin or ethnic origin. Also, as required by Title IX, Harding Academy does not discriminate on the basis of sex.
Student Conduct Expectations
Students are encouraged to display good conduct at all times. School personnel endeavor to use positive methods in guiding students' behavior. Each staff member is given the authority to correct any misbehavior. Unless there is an immediate safety issue, parents must not confront other children about their behavior. Any parent with a complaint about another child's behavior should discuss the problem with school personnel.
If, after learning what is expected of students and parents at the Academy, you find that you cannot wholeheartedly support its principles and regulations, you are encouraged to bring your concerns to a member of the administration. If your concerns cannot be resolved to your satisfaction, you should seek another school more consistent with your expectations.
Respect for Authority
Students must comply with reasonable directives and requests of administrators, staff, and support personnel. Students who refuse to do so are considered to be insubordinate. Persistent insubordination may result in suspension or expulsion.
Classroom Behavior
Students must comply with the following guidelines:
* I will follow rules and regulations respectfully.
* I will be in my seat with all materials when class begins.
* I will be kind and considerate at all times.
* I will keep my hands and feet to myself.
* I will speak with permission.
ANY activity contrary to the mission statement of Harding Academy may result in dismissal. The following behaviors are regarded as major infractions and may result in suspension or expulsion upon the first offense:
*
Use or possession of tobacco in any form
* Illegal use or possession of drugs or other toxic substances
* Possession or use of alcoholic beverages
* Stealing
* Sexual immorality or other inappropriate sexual behavior
* Use, possession, or threats related to firearms, knives, or other potentially harmful devices
* Physical endangerment of self or others
Punishment
Consequences for misbehaviors are proportionate to the seriousness of the offenses. The school reserves the right to determine the appropriate consequence. Various consequences, administered with care and concern for the student, are used after counseling with the student to be certain he/she relates the consequence to the misbehavior.
Misbehavior such as defying authority, destroying property, lying, cheating, fighting, stealing, profanity, inappropriate language or gestures, bullying, name calling, demeaning another student, making threats, deliberately hurting someone, bringing an explosive device or weapon to school, or continuously exhibiting disruptive behavior are considered serious offenses.
When a student chooses to commit a serious offense, he also chooses to receive consequences that will help him/her make better choices. The consequences for serious offenses include, but are not limited to, in-class separation, student's call to the parent, in-school suspension, suspension, loss of school activity privileges (field trip, sports, etc.), physical work (such as cleaning), loss of privileges, lunchroom duty, after school detention corporal punishment and expulsion.
Harassment/Bullying Policy
Harding Academy students are entitled to an environment free from all forms of discrimination and from conduct that can be considered harassment of intimidation or bullying of any kind. Harding expects that all of its students will treat each other with courtesy, dignity, and respect. Harding does not tolerate violation of federal and state laws prohibiting harassment.
Harassment, intimidation, or bullying means any act that substantially interferes with a student's educational benefits, opportunities, or performance that takes place on school grounds, at any school-sponsored activity, on school-provided transportation, or using school property, and that has the effect of:
* Physically harming a student or damaging a student's property
* Knowingly placing a student in reasonable fear of physical harm to the student or damage to a student's property
* Creating a hostile educational environment
Harassment includes but is not limited to:
*
Physical, verbal, or emotional bullying
* All forms of insulting remarks about race, gender, socioeconomic status, disability, or sexual orientation, including oral, written, or printed remarks or images
* Threats, intimidation, or coercion in any form
* Unwelcomed or inappropriate contact
* Crude, vulgar or inappropriate contact or communication by phone, e-mails, text messages, or in other source of social media. This would include direct or indirect
Acts of bullying or harassment are not limited to those acts which happen during the school day or at a school sanctioned event. Any act, regardless of its origination that may disrupt the school day is subject to the administrations investigation.
A student who believes he/she is a target of harassment, intimidation, or bullying must report such conduct immediately to any teacher or administrator.
A prompt and thorough investigation of the alleged incident will be conducted, and appropriate corrective action will be taken. Any complaints of harassment, intimidation, or bullying will be treated as confidential to the extent consistent with adequate investigation and appropriate corrective action.
Retaliation against any student who, in good faith, reports a claim of harassment, intimidation, or bullying, or who cooperates in the investigation of any such claim, will not be tolerated and will be subject to appropriate disciplinary action.
In-School Suspension
When deemed appropriate, in-school suspension (ISS) can be used as a punishment. The student will be provided school work that is being missed while out of the classroom as well as other school work that the teacher/administration feels is appropriate.
The student will spend their detention where the administrator feels is a safe, monitored environment, and will serve the amount of time deemed necessary and appropriate by the administrator.
Home Suspension
Home school suspension (HSS) is a more severe form of punishment and will be assigned when the administer feels it is appropriate. When a student is assigned a HSS, the student must make up the work the teacher deems appropriate, and the student will be given the grade he/she earns for those assignments. No additional time or due dates will be provided for this work, it will be due upon the students return to school. Students who have missed school due to a HSS consequence, are not allowed to participate in any extracurricular activity that same day. This would include but not be limited to PeeWee sports, cheerleading, or chorus or play performances.
Any student who is given HSS must meet with the principal and his parents before returning to the classroom. He or she must apologize to the appropriate person(s) and have a statement of how his/her behavior will improve.
Corporal Punishment
If in the event it is decided that corporal punishment is to be used as a consequence, the following guidelines will be followed:
* Parents or guardian will be contacted before punishment is made
* Is administered by the principal or other authorized person in the presence of another staff member
* Is not administered in the presence of other students
* Is administered without malice or anger or in excess
* Is preferably administered in the principal's office and witnessed by another employee
* The person administering must file a written report in the principal's office, stating reasons for the punishment, the number of swats administered, and the name of the adult witness
Search and Seizure
The Academy reserves the right to search and seizure of students' lockers, desks, personal effects, and clothing whenever reasonable suspicion exists. Parents of enrolled students are deemed to have given implied consent to this policy.
Weapons
Students/parents may not take any explosive devise or weapon, including any type of knife, to school or to any school activity. Likewise, parents may not take weapons onto school property or take them to any school activity. All weapons or semblance of a weapon are strictly prohibited from school grounds and functions unless permission from the dean has been granted under special circumstances.
Appearance and Dress Code
The purpose of the dress code is to maintain an appearance among students that is appropriate for high academic and Christian standards. A neat appearance is of utmost importance for all students. Students' attire must reflect good taste. It must not attract undue attention.
Members of the faculty and administration have the responsibility to counsel and advise students on matters of appearance. Teachers and principals make every effort to carry out this responsibility with tact so the student will not be embarrassed. A student wearing something to school that is inappropriate will be instructed not to wear it again and may be asked to call home for an immediate change. However, any student who is uncooperative in complying with school standards of appearance may be asked to make an immediate adjustment. Students who fail to comply with the guidelines regarding the length of shorts may lose the privilege of wearing them for a period of time.
When classes are going on field trips, students and chaperones must select clothing that will appropriately represent Harding Academy.
On days students have physical education classes, they should wear athletic shoes.
Because of changes in styles, an all-inclusive dress standard cannot be established. Specific guidelines will be given as needed. The following basic guidelines need to be followed when selecting school attire.
Shorts
Shorts may be worn to school between the beginning of school and the last day of October and again from April 1 st though the end of school. Shorts must be no shorter than three inches above the knee and modest in style. Shorts are defined as short pants that reach mid-calf or higher.
General Dress Code
* Girls should appear feminine, clean, and modest. Blouses must cover midriff and no spandex may be worn. Shirts and tops must have a minimum of a 1" strap on the shoulders. Skirts must follow the same guidelines as shorts regardless of what is warn under them. Shirts and tops worn with leggings must be long enough to cover the midsection.
* Boys are to appear masculine, clean, and modest. No tank tops without an undershirt. Earrings may not be worn.
* Caps are not to be worn inside the building.
* Jeans must not have holes in the fabric.
* Hair is to be clean and neatly cut above the eyebrows and not touching the shoulder.
* Hair should not be tinted, dyed, painted or cut to an unnatural color or style. The school administrator will determine what is natural and unnatural in questionable circumstances. Hair styles which are not permitted would include mohawks and sheared messages within the cut.
Academy students are expected to be neat and well-groomed at all times. Dress must be modest and appropriate for the occasion.
Problem Resolution
Grievances are handled best at the level at which they occur. If a grievance should arise with any Harding Academy program or the administration of discipline at Harding Academy, parents are encouraged to handle all such grievances by going to the appropriate person at the school and communicating their grievance by utilizing the following procedure.
* If a parent has a staff or faculty related grievance, an effort must be made to settle the matter first with the staff or faculty member.
* If the matter is not resolved, the parent would then direct the grievance to the principal.
* If the matter is not resolved at the principal level, the parent would then contact the Superintendent and schedule a conference. The conference may include all parties involved.
* Matters related to the administration's decision to suspend or expel a student may be appealed. A written appeal must be filed within five days of the decision. Specific guidelines for the appeal procedure are available through the office of the Superintendent
The process of this resolution policy originated from the text Matthew 18. Jesus goes into great detail on how we are to resolve conflicts. Throughout the problem resolution process, all parties should demonstrate mutual respect. The dignity of all parties involved must be preserved. No reprisal or retaliation of any manner will be taken against any student or parent for utilizing this procedure.
It is the desire of administration and the teaching staff of Harding Academy to resolve all concerns before they become problems. Many times today, even in Christian circles, our first response to problems with others is to post our complaints on social media, looking for those who may agree with the way we feel rather than discussing the matter as recommended in Matthew 18 directly with the person we have an issue with. Parents and students are strongly encouraged to refrain from discussing problems with other students or parents on social media. Rather, administrators, teachers, parents, and students are encouraged to openly discuss these issues while we pray and ask God for wisdom and discernment while resolving any differences which may come between us.
Lost and Found
The elementary lost and found is located inside the main entrance by the administrative office. Parents and students are encouraged to check there for missing possessions. Items left on a bus, in the gym or on the playground can be claimed there. Twice a year the contents of the lost and found are donated to a local charity. The unclaimed items are taken over Christmas break and when school is dismissed.
Proper labeling will help prevent permanent loss of most items at school. It is important for all belongings, especially jackets, sweaters and lunch bags, to bear the student's name.
Attendance
Two very important factors for a student's success in school are arriving on time every day and being at school every day. Tardiness and absenteeism adversely affect the student, teacher, and classmates. Problems of excessive lateness and absences will be handled on an individual basis. They can result in not being permitted to make up work, required tutoring, retention in a grade, or dismissal from Harding. Teachers are not expected to give individual directions and instruction to frequent late comers. More than five tardies and/or early dismissals make a student ineligible to receive a perfect attendance award.
School Hours
8:05 a.m. - 3:05 p.m.
The school building is open at 7:30 a.m., and large-group supervision is provided until 7:55. No student should be dropped off prior to 7:30 a.m. unless they have made arrangements with the principal. The ideal time to arrive is about 7:45. It is very important for students to arrive in time to get out their books and materials so that they are prepared for the day when school commences. Arriving late often adversely affects the entire day for a student, and it disturbs the rest of the class. Students arriving at school after 10:00 will be given a half day absence. If a student leaves school by or before 12 noon, he or she will be given a half day absence.
Students are expected to be picked up promptly at their dismissal time. Any student who is not picked up by the end of the car line or 3:35 will be asked to phone home and will be waiting in the office area. Consistent late pick-ups without prior approval from the principal may be charged an additional fee for child care. These fees would be for $10 per/half hour and charged to your child's account.
Parents must call the school office by or before 9:00 a.m. when their children are absent.
* In accordance with Act 60 of 1983, Harding Academy complies with compulsory school attendance laws for students.
* Students must attend a minimum of 160 days each year in order to receive credit for the year's work. This means a student may not accumulate more than 20 absences within one calendar school year. Exceptions may be made for students whose absences are due to illnesses for which a physician has given a written excuse or for absences related to highly unusual circumstances.
* Absences will be considered excused for the following reasons:
1. Personal illness, injury, or physician's appointment which cannot be scheduled after school hours. (Repeated appointments, such as orthodontist appointments, should be scheduled at different times of the day so that the same classes will not be missed.)
2. Illness in the family which requires the student's presence.
3. Death in the family.
4. Absences which have been approved by the principal prior to the occurrence. All other absences are likely to be considered unexcused.
* When there is advance knowledge that an absence will occur, a student should bring a note from his parents to the principal several days prior to the absence, requesting permission. If permission is granted, the student should notify each teacher who will be affected by the absence in order to get assignments or instructions on make-up test.
* Students may not leave the building during the school day without permission from the principal's office or being checked out by a parent or person designated by the parent.
* The penalty for UNEXCUSED ABSENCES may be a withdrawal of privileges, in-school suspension, or other measures deemed appropriate by the administration. In addition, missed work may not be made up.
* Suspension of a student from a class for disciplinary reasons for any portion of a period will be treated as an unexcused absence for the entire period.
* Students who miss school because of illness may not participate in extracurricular activities later on the day of the absence unless they have been in classes from noon until the end of the school day.
* Students are considered tardy at 8:05 a.m. Tardies will be recorded. Late students need to report to the office for a tardy pass and order a lunch. Each student must be signed in prior to receiving their tardy pass to class.
* When a child is absent, it is the child's responsibility to make up assignments the teacher deems necessary. It is impossible for the teacher to re-teach certain concepts as presented in the classroom.
Doctor Visits and Appointments
Dental appointments and other activities should be scheduled after school hours, if possible. If it is necessary to take a child from school, a note must be sent to the teacher. A note from the doctor or dentist must be sent the next day. Please make every effort to schedule hair appointments for after school hours.
Parents must go to the office to pick up thier child. For the safety of all children, every visitor on campus is requested to check-in at one of the three school offices when entering the building. Children are not permitted to wait at the door or office to be picked up during the day for safety reasons and to minimize loss of class time.
Student Pick-up
At the end of the school day, parents may pick up their child from school in one of two ways. They may choose to pick up their child as a "walker", which means their child will be released from the classroom at 3:05 to get into line with the other walkers. This line then proceeds by escort to the parking lot on the north side of Park St. and Moss where parents are waiting for their children. Any child not picked up, will be escorted back to Harding to be delivered back to their classroom. During questionable weather, a parent alert will be sent from the office to indicate whether the decision is to walk or hold the walkers. .
The second alternative is to be picked up through the car line. Parents will enter the parking lot on the far east entrance off of Park Ave. forming two parallel lines then merging to follow the car line to the front of the academy. Their child will then be loaded with the assistants of the safety patrol and assigned staff members. Please notify substitutes of the process and order of this procedure.
Please make the decision to either walk or ride prior to your dropping off your children in the morning. Being consistent will work better for your children and make things easier on your classroom teachers. Communicate your decisions to your classroom teacher so that they will be aware of your intentions.
Caution about releasing children is exercised. When a child is to be picked up by someone other than the usual person, a note of explanation to the teacher is mandatory. Students will not be released to another parent without either written consent or phone contact with the classroom teacher, secretary or school principal. Please assist us in this regard. If you know your child is to ride with another adult, please write a note to the homeroom teacher or call the school office BEFORE 3:00 to notify us of the change. The school phone may not be answered during dismissal.
If a high school student is to pick up an elementary student, the high school student will need to come to the elementary foyer or drive through to pick them up line. Elementary students are not allowed to wait on the high school side for older siblings.
If a student does not live with both parents, the child will be released only to the parent who has legal custody unless otherwise instructed by the custodial parent. Custody documents must be on file in the Elementary Office.
Early Pick-ups
It is very important for the student to be in the classroom the entire school day. Instruction continues until the last few minutes of the day when final homework instructions are given and students have time to gather their things to go home. A student who leaves early disrupts the teacher, other students and the office staff at a very critical and important time of the day. Therefore, a student should leave early only when circumstances make it a necessity.
Parking Lot Safety
Extreme caution must be exercised while driving on parking lots. In the interest of the students' safety, vehicles must be driven very slowly on school parking lots. Unattended vehicles must not be left running. Drivers must not use cell phones while driving on the school campus.
Family Trips
When at all possible, trips should be scheduled during school vacations since any absence affects the learning process. This is especially true in the elementary grades since so many activities missed cannot be made up. When trips must be made, we request the following:
* Contact the school office to obtain permission from the principal.
* When permission is granted, the family trip form should be signed by the office, must be taken to the teacher(s) and arrangements made for make-up work. These arrangements will be at the teacher's discretion and approval.
* Students are to make up all work within the allotted time or a grade of zero (0) will be given for any work not completed. It is the responsibility of the students and parents to see that all make-up work is finished and turned in on time.
Technology
All Harding Academy students spend time reviewing the Acceptable Use Policy for Harding Academy Technology. Each student must sign an agreement to abide by this policy, and it must be on file before a student is permitted to use the computers. A violation of the agreement may result in the loss of computer privileges. Depending on the severity of the offense, additional disciplinary actions may be taken. In general, the child must agree to the following.
* Software must be used as intended and copyright laws respected. .
* Hardware must not be damaged intentionally.
* Students may go only to teacher-approved Internet sites.
* The teacher must be informed if inappropriate or questionable matter comes across the Internet.
* Hardware, software, and telecommunications must be used only for projects which pertain to the class.
Personal Technology
Technology devices such as Game Boys must not be brought to school. All cell phones that are brought to school MUST be turned off and turned into the principal's office by or before 8:05 a.m. and picked up after school.
When personal technology devices are brought to school for academic use, the following will apply. Using technology in the classroom is a special privilege, as well as added responsibility for the child who brings it to school. Personal tech devices that are currently permissible to have in the classroom include: Kindles, Nooks, iPads, and other E-Readers and tablets.
Please read carefully the guidelines detailed below. These guidelines are also stated on a contract entitled, "Personal Technology Contract for Harding Academy Elementary School". If you agree to the stipulations provided, you will be required to send a signed copy to the elementary office prior to your child bringing their device to school. A PDF copy of this contract may be downloaded through RenWeb under Resource Documents.
Rules for having personal tech devices in the classroom are as follows:
* Individual teachers will stipulate the extent tech devices can be used within their own classrooms.
* Students may not loan or allow other students to use their device at any time.
* Devices brought from home are the sole responsibility of the student who brings it, and the parent who allows their child to bring the device to school. Harding Academy will not be held liable if the tech device is damaged, stolen, or lost.
* Devices with 3G/4G capabilities must be set so that 3G may not be activated at school.
* Accessing the wireless network for internet searches will be under the supervision of the classroom teacher only and is not allowed under any other circumstances.
* E-books are not to be shared or copied among students without written consent of a parent and assuming guidelines from the provider are followed. No infringed copyrights.
* Applications (apps) on these devices may only be used with permission of the classroom teacher.
* All devices brought to school must have a protective case and a screen saver.
* Teachers will not be responsible for maintenance, upkeep, or general technical problems.
* All devices brought to school will be used primarily for reading purposes only.
* All devices must be taken home for re-charging. It is recommended that all devices be taken home each day. Devices being left overnight are the responsibility of the student. Please note our classrooms are not locked until late afternoon/evening for the benefit of the custodial staff. Please do not leave devices unattended.
Please discuss with your child the importance of taking care of any tech device that is brought to school and the responsibility of following the stated guidelines. Any student who does not follow the guidelines may lose the privilege of bringing his/her device to school. By signing this document, you are agreeing to the stipulations set forth and assume the responsibility of the tech device your child brings to school.
Property Damage
Students are expected to acknowledge and reimburse the school for property they damage. Parents are encouraged to check their homeowners insurance which sometimes covers such damages.
Health Records and Medications Shot Records
All Students must have a medical examination including a shot record on file in their accumulative folders upon admission to Harding Academy. All immunizations must be current with Arkansas regulations.
Medications
Harding Academy is very concerned about protecting the health and safety of each student. Parents are urged to administer medications to their children outside of school hours. If this is not possible, the following requirements of the State Board of Education will apply to students self-administering medication at school.
* All medications, prescription or nonprescription, must be correctly labeled and brought to school in their original containers and taken to the school office. Prescription medicines must have a label from the pharmacy or from the physician's office. The label must include the following information.
1. Student's name
2. Name of the medication
3. Strength of each unit of the medication
4. Dosage amount and time
5. Physician's name/phone number
* Non-prescription (over-the-counter) medication such Tylenol/Ibuprofen and cough drops will be on hand when the need arises. Parental permission must be provided before children will be given any non-prescription medication. Children will not be given any medication prior to 10 am. A log will be kept in the office containing information on when students have been given medications. In addition to the log, parents are emailed when a child has been provided medications.
* Permission for long-term medications must be renewed annually. When the duration of a medication is complete, the parent/guardian is responsible for picking up the remaining portions of the medication.
* No student will be allowed to carry any medication with him/her during the school day Students will not be permitted to take any medication without the supervision of school personnel or their parents.
* Only those medications which absolutely must be given during school hours should be sent to school.
.
How Sick Is Too Sick for School?
Determining whether or not a child should attend school due to illness is not always an easy call. It's sometimes not easy to distinguish simple theatrics from true illness. There are a few rules of thumb you can follow when determining whether a child is up to the task of a full day at school.
Fever
In the best interest of all students, it is fairly standard that children are required to be fever-free without medicine for 24 hours before returning to school. This practice is a useful method of limiting the spread of infection during the period when children are thought to be most contagious. A fever is defined as a temperature at or above 100°.
A fever isn't the only symptom to track when it comes to judging a child's ability to attend school. Vomiting, diarrhea, rashes, and a host of other indicators can also determine if a child needs to stay home.
Vomiting and Diarrhea
Vomiting and Diarrhea can be a tremendous source of discomfort for children if severe or uncontrolled. In these cases, home may be the best option. If a child is vomiting, it is inconvenient for the teacher and the other classmates. If a child feels OK and has not vomited since midnight the night before, the child should be OK to attend school the next day.
Rashes
Rashes, especially those that cannot be readily explained, may also be a cause to keep your child at home – and perhaps even require a doctor's opinion.
Pink Eye
Children with a case of conjunctivitis – more commonly known as pink eye – should also be kept home from school. Students should not return to school until after they have been medicated for a minimum of 12 hours.
Severe Cough, Cold Symptoms, and Strep
A serious cough could be a symptom of contagious conditions like whooping cough, viral bronchitis, or coup. It can also be a warning sign of asthma or allergies. A student with a mild cold can come to school, but if your child has been diagnosed with strep throat, they need to stay home for at least 24 hours after they have started on antibiotics.
Parental Instincts
In most cases, the decision of whether or not to send a sick child to school will not be clear-cut. Parents must ask themselves certain questions to help them decide.
* Will the illness prevent my child from participation in normal school activities?
* Will my child's illness place an unusual burden on the staff at school?
* Will my child's illness pose a risk to other children or staff members?
Accidents While Attending School
While a child is attending school or on a school sanctioned trip, and is injured with a non-life threatening or considered to be a less serious injury, the following steps shall be take.
* The child will be sent to the office or looked at by the adult "in-charge" for an evaluation of the injury.
* If it is warranted, the high school athletic trainer may be called in for an additional evaluation.
* If it is warranted, a phone call will be made to the parents to alert them of their child's situation and provide information regarding their injuries and what steps may need to be taken.
While a child is attending school or on a school sanctioned trip, and is injured with a life threatening or considered to be a more serious injury, the following steps shall be take.
* Emergency medical personnel will be called
* Emergency and trauma treatment will be provided until the EMP arrive
* Parents will be notified and informed of the situation along with information regarding where the child is being taken and for what reason.
Head Lice
Occasionally students will contract head lice. Head lice most commonly is contracted through head-to-head contact, but sometimes can be contracted in public places such as fair rides or movie theatres. There are numerous websites available through a simple Google search which will provide you with pictures of what to look for in the event you think your child make have them. Sites will also provide you with information regarding treatments and preventative measures from spreading the condition.
There are some common sense tips to prevent head lice from spreading
* Avoid head-to-head contact
* Don't share what's on your hair such as combs, brushes, hats, hair bands, ribbons, etc.
* Don't use pest sprays or fogs – use pharmacy suggested shampoos and sprays
* Say "no" to sleepovers for a while
* Removed lice from your home – pillows, bedding, towels, hats, etc.
Students must be clear and free from either lice and or nits before being admitted back into the school classroom.
* A "No-Nit" Policy is enforced. Students must have written clearance from a physician or be cleared by the school administrator before they can returning to class.
* Students may be rechecked by the administration for up to 2 weeks after returning to class.
Classroom Head Checks
Typically we wait to do an entire class head check until we at least two students in that class who have checked positive for lice. If we have reason to believe that students may have been exposed, we will check those individual students as deemed necessary. In the event we have multiple students in one or more classes with head lice, we will begin taking the following measures to better insure that no other students contract them.
* Taking up and treating shared stuffed animals, hats, and dress-up clothing.
* Taking up and treating bean bag chairs, rugs, and other student sitting areas.
* Treating auditorium seats
* Requesting that students wear their hair up in ponytails
Student Accident Insurance
Harding provides student accident insurance for accidental injury during the school day or while participating in school-sponsored activities. The insurance is designed to pay medical expenses not covered by the family's health policy, within limits of the policy. In case of injury, contact the assistant to the Superintendent's office at 279-7202 for information about filing a claim.
MISCELLANEOUS INFORMATION
Emergency School Closing and Severe Weather
In case of severe weather, snow, low temperatures, ice, etc., the primary announcement for school closings will be provided to you through the use of RenWeb with texts and email. In addition, global notifications will be posted on the following television stations:
In addition, global notices will be sent via RenWeb in the form of texts and email.
Cyber Day
In the event Harding Academy is closed during a regular school day, students can access Cyber Day activities via RenWeb. These activities are designed to avoid having to make up the day missed due to inclement weather or some other significant event. Every student is held accountable for the assignments which have been posted and all assignments are due within one week of the day we are out of school.
School Safety
Our mission is to create a safe learning environment for our children by partnering with Harding University Security and Searcy law enforcement. Through this collaboration, we have spent hours developing a very comprehensive school security plan of action which better prepared us for many varied scenarios. Through the planning and preparation process for this plan, we developed a better understanding of the security needs of all learning institutions, and we were able to develop a needs list for the protection and well-being of all Harding Academy students and staff members. School safety is an ongoing process and our goal is to continue to provide a safe and happy place to work and learn.
Emergency Preparedness
Emergency preparedness drills and or procedures are in place for fire, earthquake, storm/tornado, bomb threat, and crisis situations which might endanger the students. Drills are executed on a regular basis and are monitored by school administrators, teachers and support staff. In the event of an emergency, parents will be notified via our emergency notification through RenWeb. The entire facility is equipped with entrance locked on all exterior doors and a camera/doorbell system for gaining entrance to each or the main entrance locations. The facility is also equipped with cameras to monitor interior hallways and major entrances. Our facility is closely monitored by Harding University security as well as safeguarded with high end fire and severe weather alarms and communication devices. Each classroom is equipped with a Emergency Response Chart which breaks down the response and responsibility of each teacher for any one of many threats to our facility or school community.
Volunteers/Parent Involvement
Many factors contribute to the academic success of a student. One very significant factor, according to studies, is parent involvement in the educational process; and Harding expects parents to be involved. Some of the many avenues for parental involvement are staying abreast of homework assignments and verifying that homework, including studying for tests, is completed; being apprised of classroom and school-wide activities by reading weekly notes from the teacher and the principal; volunteering to help with special activities; participating in P.F.T.A.; being a homeroom parent; and attending special meetings and programs.
Some parents may not be able to attend every meeting and event. However, some are critically important, and every effort should be made to attend these: Kindergarten and New Student Orientation, parent/teacher conferences, and Open House.
At Harding Academy, volunteers are used in meaningful and effective ways, including:
* Parents demonstrate talent in special areas such as art, foreign cookery, medicine, and coaching, during the Outdoor Education Program and other special projects planned by teachers.
* Parents sometimes have input in the planning of the curriculum; parents who are specialists in certain areas are used in an advisory capacity.
* Each class has numerous homeroom mothers who plan two parties each school year, assist at P.F.T.A. (Parents-Friends-Teachers-Association) functions. In addition, they help with decorations and costumes for the fall and spring programs.
* In the Kindergarten Superstar Program, parents and grandparents share their hobbies, professions, and personal collections with the kindergarten students.
* Parents assist in clerical work, in the office and the library.
* Harding University education students perform volunteer duties in cooperation with classroom teachers. Teacher aide work and tutoring are required by certain classes at the University.
* Parent volunteers are used in various special event activities such as the P.F.T.A. golf tournament organizers, Silent Auction organizers, etc.
* Local professionals-physicians, dental hygienists, policemen, artist, and florists-visit the school and talk with students.
* Local physicians administer physical exams to children participating in athletics.
* Parents assist with the construction and maintenance of some of the outdoor equipment.
* Student nurses from Harding University administer physical screenings.
* Watch D.O.G.S. (Dads of Great Students) – volunteer dads, stepfathers, grandfathers or father figures sign up to be a special guest on campus for a day.
Parents are surveyed in order that they may specify their preferences with respect to volunteer activities. Responses are organized and volunteer service is recorded in order to help encourage and ensure widespread participation.
The administration must be made aware of the situations in which volunteers are used. For security reasons, Parents and Volunteers should check in through the office and obtain a guest sticker upon arrival in the building. Exceptions to wearing stickers are days when many people are in the building for a major, special activity. Background checks on parents and other volunteers may be warranted depending upon the activity of the school.
Teacher Request
Teachers and administrators confer about students' class placements in an attempt to balance classes academically, socially, and numerically in the best interest of all students. Classes are mixed from year to year so that groups do not remain static. With these goals as priorities, parent requests for certain teachers cannot always be honored.
Requests may be made but must be made in writing to the principal and received between May 1 and June 15. Not all requests can be met because of limited classroom availability and other factors which have already been described.
Changes in requests will not be accepted. If a request is made for a teacher who does not return, the student will be placed in the class of the incoming teacher. Due to time constraints, teachers are not available to be interviewed.
Class List
Class assignments are finalized prior to teacher in-service. Notification is made by posting class list outside the elementary office and RenWeb at 3 pm on the Friday before school is scheduled to start. Class rosters will not be given over the telephone.
Telephone Use
With teacher permission students can use the telephone in the office to phone home or working parents. This will only be allowed in an emergency situation. Forgetting homework or school supplies is not considered an emergency situation.
Student Cell Phones
Personal phones are not allowed in class during the typical school day. Elementary age students are encouraged not to bring a cell phone to school unless it is determined by the parents that it is necessary for communication purposes after school hours.
For those students who bring a cell phone to school it must be turned in to the office prior to the start of school. All phones are to be placed in the basket in the principal's office where it can be picked up after the dismissal bell and with permission from the homeroom teacher. Failure to follow these guidelines will result in the phone being taken up and held in the principal's office
until the parent of that child personally picks it up. Continued failure to follow this policy will result in the phone being held until the end of the current semester.
Student/Family Services
The following services are available for the well-being of the student body.
Guidance and Counseling
Guidance and counseling are part of the Academy's program. The entire faculty provides friendly counsel in regard to personal and educational decisions. Counseling is offered on a limited basis to elementary students by a licensed counselor during the school day. Referrals may be made to the principal's office if you feel your child is in need of counseling services.
Additional, more in-depth counseling is available through the Harding University Counseling Center or the Marriage and Family Therapy Program.
Medical and Therapeutic Services
The university maintains a health service for all students, including Academy students. A qualified nurse is in charge.
* Minor medical attention is provided. More serious problems result in a phone call to parents and are referred to local physicians.
* A health form including an immunization record, required by law of all students, is kept in the Academy office.
* Physicals are required before a child may participate in athletics.
* A "No-Nit" Policy is enforced. Students must have written clearance from a physician or be cleared by the school administrator before they can returning to class.
* Harding Academy requests that students NOT attend school until they are free from fever and/or vomiting for 24 hours.
* Harding University School of Nursing provides vision, hearing, and scoliosis screenings.
* Speech therapy is available through the Department of Communications at Harding University.
Food Services/Cafeteria/RenWeb Lunch Ordering
Lunches, milk and/or juice may be purchased daily from ARAMARK. Lunch accounts must be kept in the positive. An email will be generated from RenWeb when your students balance is at 0. Students may bring sack lunches. If possible, students who bring a lunch need to bring it to school when they arrive. It is the responsibility of the student to check the office before they go to the cafeteria for their lunches that are arriving late. Parents are welcome and encouraged to join their children for lunch. You are welcome to sit with your child or at the tables set up outside the classroom tables. If you choose the latter we ask that you take no more than one classroom friend to sit with you. Birthday treats should be passed out while students are seated. We ask that you bring any needed plastic ware and plates. We also request that you not set up any decorations. Microwaves are not provided for elementary age students. For students without a lunch, one will be provided by ARA at the expense of the parents.
Parents can order lunch from home using ParentsWeb. Go in to your ParentsWeb account, Click Student Information and then click Lunch, a menu will pop up. Click the lunch item for the date
your student will be eating. You can order for as many days as you desire. Lunch payments should be sent to your child's teacher.
Book/ELearning Fees
This fee will be posted on your Business Office Account. Any damages that have been identified as the responsibility of the renter, appropriate repairs or replacement fines will be assessed.
Activity Fee
An Activity Fee will be charged to your business office account. This fee covers; Outdoor Education, music programs, class parties, HU Spring Sing, Homecoming musicals, and all expenses in which your child may require throughout the school year. This would also include but not be limited to field trips, special events, particular classroom needs and other items needed by the classroom teacher for special projects. There may be additional items that are requested which will be communicated either on your student supply list or discussed by your teacher at the beginning of school.
Financial Policies
At registration, parents are given a brochure with accurate information about tuition and fees.
Charges for tuition and fees are payable at the beginning of each term. Students must complete registration before attending classes. Registration is not complete until satisfactory financial arrangements have been made with the office of the superintendent.
Payment of Accounts
You must choose one of the following options. All accounts must be paid in full by May 15, 2019.
4 Payment Options
1. Pay entire year in full – Pay the total balance by 8/23/18 (a 2% discount on tuition will apply for this option – No discount will be given after 8/10/18)
2. Pay by semester- Pay ½ of year balance by 8/23/18 and 1/11/19. (No fees or interest will apply)
3. Automatic Bank Withdrawal (ACH) - forms available in each office. There is an annual enrollment fee of $35.00 for this option. We draft on the 1 st or 15 th of each month.
4. Payroll deduction - Harding University faculty/staff will be eligible for this choice.
A $25 late fee will be assessed at the end of each month in which a payment is not received.
Accounts must NOT be more than 30 days past due in order for report cards to be received and to allow participation in ANY extra-curricular activities. Transcripts will be withheld on any student leaving the Academy with an outstanding balance until paid in full.
Late Registration for New Students
Tuition charges will be pro-rated for new students entering school 30 days after start date.
If a student leaves school for reasons other than disciplinary reasons, the refund policy is as follows:
* The registration, insurance, admission, tech, book, and activity fees as well as the post office box will NOT be refunded.
* Tuition: 1 st and 2 nd week – 90% refund 3 rd week – 80% refund
4
5
th week – 60% refund
th week – 40% refund
6
th week – 20% refund
* If withdrawal results from a student's misconduct, the institution is under no obligation to make any refunds and the full tuition for the semester is due immediately.
Neither student grades nor school records will be released until all accounts are paid. Any necessary conference concerning an account should be requested early in the semester.
Harding University International Program Studies
Harding Academy students who travel with their parents while teaching in Harding University in Florence (HUF), Harding University in Australia (HUA), Harding University in Greece (HUG) etc. The following payment policies apply:
The Registration, Building, Book/ELearning, Tech, and Activity fees are required. These fees cover the teacher assisted lessons through the semester and also holds a place for your child in the classroom upon their return. You will be responsible for tuition the semester your child is in class.
EXTRA-CURRICULAR ACTIVITIES
Harding Academy provides diverse extracurricular activities programs. Students participate in academic contests, sports, fieldtrips and music presentations. Our programs are designed to build strong bodies, teach healthy attitudes toward competition, and develop self-confidence, leadership, and cooperation.
* Students must maintain good academic standing in order to participate in extracurricular activities. Good academic standing is determined by a 70% or better in each curricular area and maintaining good standing in the area of conduct.
* Each participant of an activity must attend a half-day of school on the day of the event unless the event is being held on a weekend. If a child has been suspended for any reason, they may not participate on the same day as a suspension.
* Class interruptions are kept at a minimum, but if situations arise when the student participating in the activity is absent, he or she is expected to do any work missed because of the activity.
* Each student participating in a group is expected to have behavior which would be a credit to the school.
* The dress and appearance of the participant is expected to be neat and appropriate for the activity.
Sports
1. Football (Boys in Grades 4-6)
* Practice is after school.
* Games are played after school, and/or at half-time of senior high games
2. Basketball (Boys and Girls in Grades 5-6)
* Practice is during the regular P.E. class period.
* Players will be divided into teams and play each other.
3. Track (Boys and Girls Grades 5-6)
* Practice is during the regular P.E. class period.
* Class participation will be used to choose participants for the White County schools track meet.
Cheerleaders
* All sixth grade girls who desire to be cheerleaders may do so (no tryouts).
* Cheerleaders must provide their own uniforms.
* Uniforms must meet the dress code of the school. Skirts must be no more than two inches above the knee.
* Uniforms must be worn at times determined by the sponsor.
* Cheerleaders may wear uniforms to school on game days.
* Cheerleaders are expected to cheer at all games unless they have received permission from the sponsor.
* If the number demands, the group will be divided into squads.
* Cheerleaders are expected to display a cooperative attitude at all times.
* Cheerleaders practice during the regular P.E. class period or after school upon sponsor request.
Academic Contests
* Harding Academy participates in the White County Spelling Bee, Art Contest, Quiz Bowl, and Robotics.
* A teacher is selected by the principal to act as sponsor-coach of the contestants.
* Practices are held during special periods and before school.
* Contestants are expected to attend all practices.
* Contestants are expected to do extra study on their own.
* An alternate is selected from each grade. The alternate is also expected to attend practices.
Kindergarten/New Student Orientation
A visit is scheduled prior to the opening of school for all Kindergarten students and their parents and for new students in Grades 1-6 and their parents. This provides an opportunity to meet the teachers and to see the classroom before the first day of school.
Open House
Each year an open house is planned so that parents and students may visit the classroom to see exhibits of work and projects. No conferences will be possible on this evening, and any discussion of progress or problems will be deferred to another time.
Programs
Students may be asked to participate in an evening performance. The purpose of this is to provide the experience of performing before an audience. Because it is designed to benefit the student and school hours are used for practicing, every student is required to participate unless satisfactory prior arrangements are made with the classroom or music teacher. Unexcused absences from programs directed by the music teacher affect music grades.
Class Parties
Harding Academy celebrates with 2 classroom parties every school year. The first is Christmas then followed by Valentine's Day. The expenses for both parties are included in each student's activity funds. Classroom parties are held on campus unless other alternatives are discussed and approved by the principal ahead of time. One hour is allotted for each party and time will be provided for set-up if weather permits or gyms are available. Room mothers and other volunteers for the classroom parties may seek reimbursement of up to $2 per/student per/party. All original receipts must be turned in to the elementary office following the party for reimbursement.
Birthday Parties
Many parents wish to celebrate their child's special day at school. We too want to honor our children; however in an effort to minimize the loss of instructional time, parties in the classroom are not permissible. If you would like to provide your child and their classmates a simple snack, we request that you bring it to the cafeteria and pass them out towards the end of their lunch break. We also request that you either bring enough for the entire class or you are welcome to bring enough for the grade level. Please do not bring decorations or party favors. (Please review "Food Services/Cafeteria on page 26 for more information)
Special Deliveries
Parents sometimes wish to have flowers or balloons delivered to their child at school. To avoid a disruption to the academic school day these items are left in the school office and delivered to the student prior to the end of the school day.
Party Invitations
Attempts are made to consider all students' feelings. At school, students may distribute invitations to personal parties only if all students or if all students of the same gender in the class are invited, otherwise we request that party invitations be delivered outside of school.
Private Parties
Harding Academy recognizes and encourages celebrations and shared the student/family times (i.e. birthday parties, sleepovers and other events). At the same time, we must be sensitive to the feelings of all students and parents. Arrangements for these types of events should be made outside of the school.
1. Invitations should be mailed, not handed out at school
2. Birthday gifts, sleeping bags, or other overnight gear may not be brought into the building. We realize that these arrangements may be inconvenient; however, in an effort to be considerate of every family/students' feelings, we will follow these procedures.
Field Trips and Overnight Stays
Occasional field trips and overnight stays such as Ocean Camp or Outdoor Education are scheduled as extensions of classroom learning situations. Parents are informed when a trip is planned and asked to return permission forms. Only bus transportation is used under normal circumstances.
Parents may be asked to chaperone these trips but there are those trips which limit the number of overall participants and parents may be asked not to volunteer. The following guidelines must be followed when a parents travels with the school group.
* Students must be kept with the volunteer at all times and supervised carefully, correcting any misbehavior and attending to any potentially dangerous situation.
* Students must be sent to the restroom in pairs.
* Students will not be released to anyone, including their parents, without the teacher's consent.
* In the interest of the feelings of students in the entire class, treats should not be purchased for a small group.
* If space permits, parents may ride the bus but siblings may not.
* The attire of chaperones should reflect the modesty standards of Harding Academy.
* Chaperones are not permitted to smoke, consume alcoholic beverages, or carry weapons on any school sponsored event.
The number of chaperones needed on any given trip will be determined by several factors which include but are not limited to:
* Destination
* Age of students
* Request of host
* Transportation
* Venue space
* Learning environment
All students who wish to participate in non-athletic events including field trips and overnight excursions must maintain a minimum 2.0 GPA. Students who wish to attend overnight extracurricular field trips must be current on all financial obligations to Harding Academy.
Field Trips and Overnight School Sponsored Trips
* A parental permission release is required for all school-sponsored trips.
* Notes/emails are sent home to remind both parents and students of upcoming trips
* Field trips are planned to complement or extend regular classroom experiences.
* Background checks may be requested of the volunteers.
Outdoor Education for grades K through 6th
To expand learning outside the classroom, Harding Academy has an Outdoor Education (OE) experience each year at Camp Tahkodah located just 45 minutes from Searcy in the Ozark Mountains. The program is under the supervision of the superintendent, principal, and classroom teachers. Parents are encouraged to attend as cabin and group chaperones, teacher's assistants and kitchen help.
Topics for study rotate every other year and are extensions of the classroom.
* Kindergarten, first & second grade spend one full day at OE.
* Third & fourth grades spend two days and one night.
* Fifth and sixth grades spend three days and two nights at OE.
5 th Grade Ocean Camp
To expand learning outside the classroom, Harding Academy has an Ocean Camp experience each year at Gulf Shores in Alabama. This program is under the supervision and direction of the principal and classroom teachers. Parents who are interested in attending are encouraged to enter a random drawing. Six men and six women are drawn as chaperones to attend this event. Chaperones are responsible for 3-4 like gender students throughout the event and assist with kitchen help, cooking, cleaning, and monitoring students. Each chaperone will be required to have completed a background check prior to attending.
HARDING ACADEMY Pre-K PROGRAM
Program Philosophy
Jesus said, "let the little children come to me and do not hinder them, for the kingdom of God belongs to such as these." Mark 10:14 is the foundation on which Harding Academy Pre-K operates daily. Children need to know they are a blessing to God, to their parents, and to other Christians. Parents are the most important teachers and nurturers of their children. We want to partner with parents in teaching each child that they are special because God made them. Helping parents write the word of God on their child's heart is our passion.
Developmental Goals for Children
The children will experience intellectual growth and educational stimulation by:
* Developing positive attitudes toward learning.
* Making choices and decisions about what to do and how to do it.
* Sharpening sensory awareness by exploring, observing, listening to, touching, tasting and smelling their environment.
* Developing language skills by verbally expressing thoughts, ideas and feelings, speaking about, dramatizing, and graphically representing experiences.
* Developing the ability to comprehend others' spoken, written, dramatic, and graphic representations.
* Developing concepts and understandings to the world from mathematics, science, social science, language arts, and other curriculum areas.
* Experimenting with materials, tools, and equipment.
The children will experience emotional growth by:
* Developing a positive self-concept by learning to value themselves as unique individuals.
* Becoming independent and thinking of themselves as capable individuals.
* Learning to persevere and experience success.
* Learning how to deal with opposition and lack of success.
* Identifying and expressing emotions in acceptable ways.
The children will experience social growth by:
* Building positive relationships with their family, peers, and other adults.
* Learning to respect the rights of others.
* Accepting responsibility for oneself and the group; learning how to cooperate.
* Participating as a leader as well as a follower.
* Accepting responsibility for caring for oneself, possessions, and the property of others.
* Accepting the limits involved in a democratic society.
The children will experience physical growth by:
* Developing both large and small muscle control and coordination.
* Establishing desirable health habits.
* Developing wholesome attitudes toward the body and bodily functions.
* Practicing safety procedures, including poison, fire, and traffic safety, as well as safety practices during work and play.
* Experiencing a balanced program of activity, relaxation, and rest.
* Accepting and understanding individual differences in themselves and others.
The children will experience creative growth by:
* Using language and art as well as other materials to express thoughts, ideas and feelings.
* Being allowed to explore and discover for oneself.
* Exploring actively with all the senses.
* Discovering relationships through direct experiences.
* Being allowed to choose materials and activities for oneself.
* Drawing, painting, and making models out of clay, blocks, etc.
The children will experience spiritual growth by:
* Listening to and appreciating Bible stories and music.
* Interacting with Christian teachers.
* Developing an awareness of God and His love.
* Developing an overall Christian attitude toward life.
Attendance
The Harding Academy Pre-K is open from 7:30 a.m. to 3:30 p.m., Monday through Friday. The PRE-K will follow the same vacation schedule as Harding Academy. We ask that all children arrive to school no later than 8:00 a.m. If you arrive between 8:00 and 8:25 you are requested to go to the elementary office to sign in and then stay with your child until the class has returned from chapel. Children may arrive as early as 7:30 a.m. and stay as late as 3:30 p.m. depending on their scheduled times. A monetary fee of $10 per/half hour will be assessed when you pick up your child after 12:00 a.m. for morning attendance or 3:30 p.m. for all day attendance.
3 Year Old Student Sign-in/out
Students in the 3 year old class must be by state law, signed in and out by a parent or legal guardian who is at least 18 years of age. The sign-in sheet is located just inside the classroom.
4 & 5 Year old Drop off and Pick Up
Parents of 4 and 5 year olds in the Pre-k class have the option of either parking on the east side of the facility and walking with your student into the classroom or dropping them off on the north side of campus with the other elementary students in the drop off zone. Once your child learns the routine, the drop off will become an easier way for you to come and go without having to park and come inside. One of our pre-k teachers/aids will be on the patio or in the doorway to assist your child to their classroom.
After school pick up for 4 and 5 year olds parents have the option of either picking up your child in the car line or park and enter the building through the pre-k entrance. Having your child as a "walker" is only possible if they have an older sibling that can assist them in making their way to your parked vehicle.
We must also have on file a list of anyone who has permission to pick up your child. Please cooperate with us in this matter as this is for your child's safety.
Schedule
You are invited and encouraged to come visit the school at any time throughout the day. There are observation rooms located where you may watch unobtrusively, or you may arrange a time with the teacher to come visit the class in person. A daily schedule is posted in each classroom. Please allow for flexibility.
Policy and Procedure
The program is operated by Harding Academy and provides opportunities for child care experiences for Harding University students, while offering a quality learning environment for young children. The head teachers have at least a bachelor's degree in education.
Harding Academy Pre-K is fully licensed by the Department of Human Services and the Arkansas Quality Approval System. Harding Academy Pre-K shall make no distinction in its admission or operating policies with regard to an individual's race, color, gender, and national or ethnic origin because we recognize that there can be no preferential treatment with God. (Romans 2:11) Classes will be filled in the following order: Students who have a parent working for Harding on a full time basis; New students of siblings already enrolled in Harding Academy; Date of received application as space permits. The program is designed primarily for the 3, 4 and 5 year old child. Children must be 4 by August 1 to enroll in the PRE-K. Children must by 3 by August 1 st to enroll in the 3 year old class. All children must be potty trained before enrolling in the program.
Your understanding of and cooperation with these policies is an important factor in making the Harding Academy Pre-K program a good place for your child. If you have any questions regarding these policies, feel free to speak with the director or head teacher about them at any time.
After School Day Care
At Harding Academy Pre-k, we now offer an after school day care for students whose parents choose to leave their children with us from 3:30-5:30 PM. Child care providers oversee this extension of our program with classroom activities, free play time, snacks and videos. Parents who wish for their child to participate must register their child. There is a 20 student cap and the program is set up on a first come, first serve basis. If you would like to complete a registration form, please contact the director or assistant director for the proper forms.
The fee for this service will be $25 per week and charged to your account. Credit will be provided for those days in which the pre-k is closed due to professional development dates and or predetermined school closings. When registered, billing will be accrued for every week your child is attending the Harding Academy Pre-k and school is in session.
Financial Policies
At registration, parents are given a brochure with accurate information about tuition and fees.
Charges for tuition and fees are payable at the beginning of each term. Students must complete registration before attending classes. Registration is not complete until satisfactory financial arrangements have been made with the office of the superintendent.
Payment of Accounts
You must choose one of the following options. All accounts must be paid in full by May 15, 2019.
Payment Options
1. Pay entire year in full – Pay the total balance by 8/23/18 (a 2% discount on tuition will apply for this option – No discount will be given after 8/10/18)
2. Pay by semester- Pay ½ of year balance by 8/23/18 and 1/11/19. (No fees or interest will apply)
3. Automatic Bank Withdrawal (ACH) - forms available in each office. There is an annual enrollment fee of $35.00 for this option – We draft on the 1 st or 15 th of each month.
4. Payroll deduction - Harding University faculty/staff will be eligible for this choice.
A $25 late fee will be assessed at the end of each month in which a payment is not received.
Accounts must NOT be more than 30 days past due in order for report cards to be received and to allow participation in ANY extra-curricular activities. Transcripts will be withheld on any student leaving the Academy with an outstanding balance until paid in full.
Late Registration for New Students
Tuition charges will be pro-rated for new students entering school 30 days after start date.
If a student leaves school for reasons other than disciplinary reasons, the refund policy is as follows:
* The registration, insurance, admission, tech, book, and activity fees as well as the post office box will NOT be refunded.
* Tuition:
* If withdrawal results from a student's misconduct, the institution is under no obligation to make any refunds and the full tuition for the semester is due immediately.
```
1 st and 2 nd week – 90% refund 3 rd week – 80% refund 4 th week – 60% refund 5 th week – 40% refund 6 th week – 20% refund
```
Late Registration for New Student.
Tuition charges will be pro-rated for new students entering school 30 days after start date.
Tuition Discount.
There are no tuition discounts for Pre-K students.
Health Policies
In order to maintain as healthy an environment for the children as is possible, it is necessary for you to provide us with the following information. The medical release form allows the school to take action in an emergency situation. In case of a medical emergency, every effort will be made to contact you, but an additional name of someone to contact is also requested.
The state of Arkansas requires that all children be immunized for several diseases before being enrolled. An up-to-date copy of your child's immunizations must be filed with the PRE-K on the first day of school. Hepatitis "B" vaccine and Chicken Pox vaccine are now required for all children who are enrolled in licensed day care centers.
A sick child should not be brought to the center until he is past the period when he is infectious and is able to participate in the regular activities of the center. The child will not be allowed to stay if fever is present or a possible contagious rash or diarrhea is apparent. He should be kept at home for at least 24 hours after his temperature returns to normal or at least 24 hours has passed since he last experienced vomiting.
Please call the school early in the day if your child is ill or will be absent. If medication is to be given to your child, you must first complete a release form to be filed with your child's records.
Snacks and Meals
Snacks are served at mid-morning and at mid-afternoon. A child-sized portion of food from two different food groups is served at each snack. Please do not send breakfast or snack foods to school with your child.
Lunches are catered by ARAMARK Food Service and meet nutrition guidelines established by the USDA. Lunch is served at 11:30 a.m.
Nap Time
Nap time is from 12:45 p.m. till 1:45 p.m. for the 3 year old class and 1:00 p.m. till 2 p.m. for the 4 year old classes. According to licensing standards, every child who is at the center during nap time must lie down. The children who nap at school should bring a small travel size pillow, and a blanket will be provided. Please put your child's name on all of his belongings. Children may bring one soft toy to hold at naptime.
Child's Personal Supplies
Each child has a cubby in which to keep his supplies. Please bring a complete change of clothes for your child as we sometime have spills and accidents. Please provide clothes and outer garments such as caps and gloves for outdoor play as we go outdoors every day unless it is raining or temperatures are extreme.
Please label everything. With many different children, this is a must. Be sure to check your child's cubby daily and take home art projects, etc. that accumulate there.
Behavior Guidance Policy
Loving, yet firm and consistent discipline is used in our center. Behavior guidance shall be individualized for each child; it shall be appropriate to the child's level of understanding and be directed toward teaching the child acceptable behavior and self-control. Physical punishment such as spanking, slapping etc. is not used. We try to help a child see, by talking and reasoning with him how to change his misbehavior to a more socially acceptable form of behavior. If reasoning and discussion do not work, we will remove him/her from the group temporarily, or he/she may not be permitted to play with a particular toy or in a particular area, etc.. The length of time a child spends in time out shall not exceed one minute per year of the child's age. If a child's behavior is
unacceptable and we, in the center, are unable to deal with it successfully, we will contact the parent to try to work out a solution to the problem. In serious situations counseling may be recommended. If all else fails, the center reserves the right to ask the parent to withdraw the child from the program.
Parent-Center Communication
We feel that parents are a vital part of the program here, and communication is carried out in several ways. Newsletters and memos are printed from time to time and will be near the door when you come to pick up your child. The center will also hold parent meetings periodically. At least one parent is expected to attend the orientation meeting at the first of the year. You are encouraged to participate in other parent functions as well. At the end of each year the head teacher will hold parent-teacher conferences to discuss your child's progress and evaluate the program in general. Feel free to talk with the director at any time if you have any questions or suggestions for improvement.
Miscellaneous Suggestions
Holiday and birthday parties are usually held during snack time. Parents wishing to have a birthday party for their child should make arrangements with the head teacher in advance. Parents usually provide the food and sometimes the drinks. Parents are welcome to come to school for the party. When you provide snacks for a party, please remember to check with the head teacher concerning the number of children to be served.
Child Abuse
Harding Academy Pre-K reports all suspected child abuse and/or neglect. The school also cooperates with investigations of child abuse and/or neglect conducted by the Department of Human Services and/or the Police Department.
Classroom
Each classroom is centered upon teaching children to love God and each other through a variety of individualized activities. Every child is considered a unique individual and encouraged to progress at his or her own rate of development. Hands-on learning takes place through guided discovery and instructional activities. Center times allow children the opportunity for choice play experiences in Blocks, Housekeeping, Dramatic Play, Art, Books, Puzzles, Science & Discovery, Music, and Fine & Large Motor activities. Our classrooms are designed to engage children as they explore and grow in their understanding of God and their place in His world.
Table of Contents
Student Conduct Expectations .................................................................................................................. 14
Respect for Authority ................................................................................................................................. 14
Student Cell Phones.................................................................................................................................... 28
Miscellaneous Suggestions ......................................................................................................................... 41 | <urn:uuid:7d49377a-57cd-4f67-83a4-bbb8f8766380> | CC-MAIN-2019-22 | https://www.harding.edu/assets/www/academy/academics/2018-2019%20elem%20student%20and%20parent%20handbook.pdf | 2019-05-27T11:04:27Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00469.warc.gz | 782,298,805 | 20,982 | eng_Latn | eng_Latn | 0.973691 | eng_Latn | 0.998184 | [
"eng_Latn",
"dag_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown"
] | false | docling | [
204,
654,
2976,
5849,
8029,
9991,
12853,
15586,
18827,
21594,
24872,
28307,
30560,
33254,
36140,
38886,
41661,
44498,
47719,
50955,
54173,
57141,
59798,
62512,
65271,
67306,
70741,
73670,
76689,
79462,
81990,
84387,
87515,
89758,
90392,
92982,
95745,
98820,
101111,
104232,
106632,
106799,
106955,
107111,
107263
] | [
2.765625,
0.95703125
] | 2 | 0 |
Name of School
Gidea Park Primary School
Policy review Date
October 2017
Date of next Review
October 2020
Who reviewed this policy?
Georgina Delaney
RELIGIOUS EDUCATION POLICY
INTRODUCTION
Religious education is a legal entitlement for every pupil and forms part of the basic curriculum as set down in the 1998 Education Act. Its place in the curriculum is an acknowledgement of the fact that religious beliefs and practices play an important part in the lives of many people worldwide, and have done so throughout history. An understanding of religion can help children develop a better appreciation of themselves, the people around them and the world in which they live.
The education acts require that the religious education should be provided according to the Agreed Syllabus for Religious Education in Redbridge and Havering. This document is available in school.
AIM
As part of the London Borough of Havering, our school believes that Religious education contributes dynamically to children and young people's education by provoking challenging questions about meaning and purpose in life. The Havering agreed syllabus expresses the following aim:
'The core purpose of RE is to engage pupils in exploring and responding to challenging questions raised by religion and worldviews, so that they can develop the knowledge, understanding and skills needed to appreciate and appraise varied responses to these questions, including their own.'
In essence, RE should:
- Help pupils in their search for meaning and purpose in life;
- Encourage pupils to have confidence in their own sense of identity, as well as valuing and respecting diversity in others;
- Not promote or undermine any particular religious stance;
- Help pupils to develop a positive attitude towards living in a society of diverse religions
- Be accessible to pupils and teachers of any religious persuasion or none;
CURRICULUM
Contribution of Religious Education to teaching in other curriculum areas
Through RE children have the opportunity to develop many key skills such as thinking, researching, evaluating, reflecting and empathising. Wherever possible, links are made between RE and other subjects.
Curriculum Organisation
Religious Education is taught through a combination of classroom work and work linked to assemblies. This work is co-ordinated to ensure the highest quality of learning experiences for the pupils and to cover the requirements of the Havering Agreed Syllabus.
The curriculum is planned to deliver R.E. through a combination of methods:
- Religious education is taught mainly through weekly lessons. The R.E. Schemes of work are linked with cross curricular school topics whenever possible;
- The opportunity is taken to deliver identified areas of R.E. through assemblies. The work is carefully planned and followed up in class when appropriate;
Further details can be found in the plans and schemes of work.
Curriculum Time
The School gives 5% of curriculum time to religious education in line with the recommendations of the Havering Agreed Syllabus. It is anticipated that the actual amount of time given each week will vary.
Early Years Foundation Stage
We teach RE to all children in the school, including those in the Early Years Foundation Stage.
In the Reception classes RE is an integral part of the topic work covered during the year. We relate the RE aspects of the children's work to the objectives set out in the Early Learning Goals which underpin the curriculum planning for children aged 0 – 5 years and with reference to the Havering Agreed Syllabus.
Equal Opportunities
The school equal opportunities policy is used throughout the curriculum and must be adhered to at all times. In addition it is important in religious education to ensure the work being covered is appropriate to pupils who come from any religious background or none.
Planning and assessment
The Agreed Syllabus for Religious Education contains appropriate levels of attainment for the subject which help teachers both plan and assess work.
COLLECTIVE WORSHIP
Collective worship in Gidea Park Primary aims to provide the opportunity for pupils and staff to:
- celebrate together e.g. festivals, school values, individual achievements
- experience a variety of styles of worship
- build a sense of community/foster corporate identity;
- look beyond the physical, material and measurable;
- develop a reflective approach to living which sometimes encourages understanding of and invitation to prayer;
- worship God or reflect on human values;
- participate and respond, through active involvement in the planning, leading, presentation and evaluation of worship
- consider spiritual and moral issues and to explore their own beliefs;
- feel safe and affirmed in doing any of the above
Statutory Requirements
By law, collective worship must:
- be wholly or mainly of a broadly christian character;
- take place for every child not withdrawn by their parents every day;
- take account of the ages, aptitudes and family backgrounds of the pupils;
- take place on the school premises, except on occasions, with agreement of governors;
Therefore, at Gidea Park Primary School our collective worship reflects the broad traditions of Christian belief without being distinctive of any particular Christian denomination. Not every act of collective worship must comply with this; just the majority so we can include material from other religions and nonreligious world views.
The Act of Collective Worship
We use a variety of styles, active and interactive methods and a range of resources in our in acts of collective worship. Leaders make decisions about these elements according to what is most appropriate to the content, the ages, aptitudes and the backgrounds of the pupils. Where prayer is included in our acts of worship it is introduced with a form of words that invites but does not coerce pupils to participate. Our prayers are addressed to 'God' rather than Jesus as this is inclusive of the beliefs of our non-Christian religious pupils. We hope that pupils who prefer not to pray will use these moments to reflect on the important messages shared in our worship.
MANAGEMENT
Co-ordination
The day to day support for religious education is provided by the subject leader who is responsible to the headteacher for:
- supporting teachers in their medium and short term planning;
- devising and maintaining the scheme of work;
- attending relevant in-service courses to keep up to date on religious education and reporting to staff;
- co-ordinating the links with local places of worship and religious and non-
- managing the resources for religious education;
- religious representatives;
- evaluating the quality of provision in R.E.
Withdrawal
Our policy sets out clearly our aspiration that collective worship and our RE curriculum will be a valuable and valued experience for all members of our school community whatever their backgrounds and beliefs. It is invitational and reflective in nature and never coercive or indoctrinatory. We teach the importance of tolerance throughout this curriculum.
Parents have a right to withdraw their children from all or any acts of worship and staff are also free to withdraw from involvement in this aspect of school life. We request that those who wish to exercise this right inform the Head Teacher in writing so that school records are accurate. We also appreciate opportunities to speak with parents and staff who have concerns about collective worship as we are always keen to develop our understanding of sensitivities and to overcome difficulties where possible. Those pupils who are withdrawn from worship are cared for by a member of the school's staff; parents may provide suitable activities for children to complete whilst they are withdrawn. The right to withdraw a pupil from RE does not extend to other subjects that may teach about religion.
Community
The school has good links with local places of worship and each year we visit St Michael's church at Christmas, using Gidea Park Methodist Church to find out about Christian worship and with representatives from different faiths being invited into assemblies across the year. A range of special occasions is planned throughout the year to which parents and friends are invited. These include Class Assemblies, Harvest Festival Assembly, Musical Assemblies and Christmas performances. | <urn:uuid:df70bfa6-c93c-4ec0-85b3-3000ace0e5b5> | CC-MAIN-2019-22 | https://s3.eu-west-1.amazonaws.com/jotter2.files/8223151?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dre-policy-10.17.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190527%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190527T122211Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=41ec05d41d130f53f0dd61952a901679e3e1a7eac5ba0bf47e09ad032017dcd2 | 2019-05-27T12:22:11Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00467.warc.gz | 617,035,307 | 1,579 | eng_Latn | eng_Latn | 0.997099 | eng_Latn | 0.997329 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2480,
5155,
8437
] | [
3.4375
] | 1 | 0 |
An Interactive Introduction to L A TEX
Part 3: Not Just Papers: Presentations & More
Dr John D. Lees-Miller
December 2, 2017
L A TEX Recap
- You write your document in plain text with commands that describe its structure and meaning.
- The latex program processes your text and commands to produce a beautifully formatted document.
The rain in Spain falls \emph{mainly} on the plain.
The rain in Spain falls mainly on the plain.
L A TEX Recap: Commands & Arguments
- A command starts with a backslash \ .
- Some commands take an argument in curly braces { } .
- Some commands also take optional arguments in square brackets [ ] .
Image license: CC0
L A TEX Recap: Environments
- The \begin and \end commands are used to create many different environments — contexts.
- The itemize and enumerate environments make lists.
L A TEX Recap: Mathematics
- The equation environment makes a numbered equation.
```
\begin{equation} \sum_{k=1}^{n} \frac{1}{2^k} \end{equation}
```
n
k
=1
- Use dollar signs $ to mark mathematics in text.
- Always use dollar signs in pairs — one to begin the mathematics, and one to end it.
```
% not so good: Let a and b be distinct positive integers, and let c = a - b + 1. % much better: Let $a$ and $b$ be distinct positive integers, and let $c = a - b + 1$.
```
```
Let a and b be distinct positive integers, and let c = a - b + 1. Let a and b be distinct positive integers, and let c = a − b + 1.
```
In fact, we could have written $...$ as \begin{math}...\end{math}
1
2
k.
(1)
L A TEX Recap: Document Structure
- Starts with the \documentclass — what type of document.
- Metadata (\title and \author) and packages in the preamble.
- Content between \begin{document} and \end{document}.
- The \maketitle command creates the title; \section commands create numbered sections.
```
\documentclass{article} % preamble \title{The Title} \author{A. Author} \begin{document} % body \maketitle \section{Introduction} In this paper we \ldots \end{document}
```
```
The Title A. Author April 30, 2013 1 Introduction In this paper we . . .
L A TEX Recap: Exercise
1. Here is the text for a short article: 1
Click to open this exercise in Overleaf
2. Add L A TEX commands to the text to make it look like this one:
Click to open the model document
Hints
- Use the enumerate and itemize environments for lists.
- To typeset a % percent sign, escape it with a backslash (\%).
- To typeset the equation, use \frac for the fraction and the \left( and \right) commands for the parentheses.
1
Based on http://www.cgd.ucar.edu/cms/agu/scientific_talk.html
Presentations with beamer
- Beamer is a package for creating presentations (such as this one!) in L A TEX.
- It provides the beamer document class.
- Use the frame environment to create slides.
```
\documentclass{beamer} \title{Welcome to Beamer} \author{You} \institute{Where You're From} \date{Date of Presentation} \begin{document} \begin{frame} \titlepage % beamer's \maketitle \end{frame} \end{document}
```
Welcome to Beamer
You
Where You're From
Date of Presentation
Presentations with beamer: Following Along
- As we go through the following slides, try out the examples by typing them into the example document on Overleaf.
Click to open the example document in Overleaf
Presentations with beamer: Frames
- Use \frametitle to give the frame a title.
- Then add content to the frame.
- The source for this frame looks like:
```
\begin{frame} \frametitle{Presentations with beamer: Frames} \begin{itemize} \item Use \texttt{frametitle} to give the frame a title. \item Then add content to the frame. \item The source for this frame looks like ... \end{itemize} \end{frame}
Presentations with beamer: Sections
- You can use \sections to group your frames, and beamer will use them to create an automatic outline.
- To generate an outline, use the \tableofcontents command. Here's one for this presentation. The currentsection option highlights the current section.
L A TEX Recap
Presentations with beamer
Drawings with TikZ
Notes with todonotes
Spreadsheets with spreadtab
\tableofcontents[currentsection]
Presentations with beamer: Multiple Columns
- Use the columns and column environments to break the slide into columns.
- The argument for each column determines its width.
- See also the multicol package, which automatically breaks your content into columns.
```
\begin{columns} \begin{column}{0.4\textwidth} \begin{itemize} \item Use the columns ... \item The argument ... \item See also the ... \end{itemize} \end{column} \begin{column}{0.6\textwidth} % second column \end{column} \end{columns}
Presentations with beamer: Highlights
- Use \emph or \alert to highlight:
- Or specify bold face or italics:
- Or specify a color (American spelling):
- See http://www.math.umbc.edu/~rouben/beamer/ quickstart-Z-H-25.html for more colors & custom colors.
```
I should \emph{emphasise} that this is an \alert{important} point. I should emphasise that this is an important point.
```
```
Text in \textbf{bold face}. Text in \textit{italics}. Text in bold face. Text in italics.
```
```
It \textcolor{red}{stops} and \textcolor{green}{starts}. It stops and starts.
Presentations with beamer: Figures
- Use \includegraphics from the graphicx package.
- The figure environment centers by default, in beamer.
```
\begin{figure} \includegraphics[ width=0.5\textwidth]{gerbil} \end{figure}
```
Image license: CC0
Presentations with beamer: Tables
- Tables in L A TEX take some getting used to.
- Use the tabular environment from the tabularx package.
- The argument specifies column alignment — left, right, right.
- It also specifies vertical lines; use \hline for horizontal lines.
- Use an ampersand & to separate columns and a double backslash \ \ to start a new row.
```
\begin{tabular}{lrr} Item & Qty & Unit \$ \\ Widget & 1 & 199.99 \\ Gadget & 2 & 399.99 \\ Cable & 3 & 19.99 \\ \end{tabular} Item Qty Unit $ Widget 1 199.99 Gadget 2 399.99 Cable 3 19.99
Presentations with beamer: Blocks
- A block environment makes a titled box.
- How exactly they look depends on the theme. . .
Presentations with beamer: Themes
- Customise the look of your presentation using themes.
- See http://deic.uab.es/~iblanes/beamer_gallery/ index_by_theme.html for a large collection of themes.
```
\documentclass{beamer} % or Warsaw, Bergen, Madrid, ... \usetheme{Darmstadt} % or albatross, beaver, crane, ... \usecolortheme{beetle} \title{Theme Demo} \author{John} \begin{document} \begin{frame} \titlepage \end{frame} \end{document}
Presentations with beamer: Animation
- A frame can generate multiple slides.
- Use the \pause command to show only part of a slide.
\begin{itemize} \item Can you feel the \pause \item anticipation? \end{itemize}
- Can you feel the
Presentations with beamer: Animation
- A frame can generate multiple slides.
- Use the \pause command to show only part of a slide.
\begin{
itemize
}
\item
Can you feel the
- Can you feel the
\pause \item anticipation?
\end{
itemize
}
- anticipation?
- There many more clever ways of making animations in beamer; see also the \only, \alt, and \uncover commands.
Presentations with beamer: Exercise
Recreate Peter Norvig's excellent "Gettysburg Powerpoint Presentation" in beamer. 2
1. Open this exercise in Overleaf:
Click to open this exercise in Overleaf
2. Download this image to your computer and upload it to Overleaf via the files menu.
Click to download image
3. Add L A TEX commands to the text to make it look like this one:
Click to open the model document
2
http://norvig.com/Gettysburg
Drawings with TikZ
- TikZ is a package for drawing figures in L A TEX.
- It defines a powerful drawing language inside L A TEX. Short programs can draw surprisingly complicated things.
- We'll start with simple things. To draw a line in TikZ:
```
\begin{tikzpicture} \draw (0,0) -- (1,1); % a line \end{tikzpicture}
Drawings with TikZ: Coordinates
- The default coordinates are centimeters, with the usual sense:
- It helps to draw a grid when you are working with TikZ:
Drawings with TikZ: Lines
- Arrow heads and line styles are specified as options to the \draw command.
- End each draw command with a ; semicolon.
```
\begin{tikzpicture} \draw[help lines] (0,0) grid (3,3); \draw[->] (0,0) -- (1,1); \draw[<->, thick] (2,1) -- (1,2); \draw[<-, thick, dashed] (2,2)--(3,3); \end{tikzpicture}
Drawings with TikZ: Paths
- You can specify multiple points to form a path.
- Arrows will appear only at the ends of the path.
```
\begin{tikzpicture} \draw[help lines] (0,0) grid (3,3); % axes: \draw[<->, thick] (0,3)--(0,0)--(3,0); % diamond: \draw (1.5,0.5) -- (2.5,1.5) -(1.5,2.5) -- (0.5,1.5) -cycle; % close the path \end{tikzpicture}
Drawings with TikZ: Colours
- Colours are also specified as options to \draw.
```
\begin{tikzpicture} \draw[help lines] (0,0) grid (3,3); % axes \draw[<->, thick, red] (0,3)--(0,0)--(3,0); % diamond \draw[thick, blue, fill=yellow] (1.5,0.5) -- (2.5,1.5) -(1.5,2.5) -- (0.5,1.5) -cycle; \end{tikzpicture}
Drawings with TikZ: Shapes
- TikZ has built-in commands for simple shapes.
Drawings with TikZ: Nodes & Labels
- Use nodes to place text (and math) in TikZ drawings.
- You can also use nodes as coordinates — useful for diagrams.
Drawings with TikZ: Functions
- You can even plot some simple functions.
```
\begin{tikzpicture}[scale=0.5] % y axis \draw[<->, thick] (0,2) -- (0,-2); % x axis \draw[ ->, thick] (0,0) -- (7, 0); % curves \draw[cyan,domain=0:2*pi] plot (\x, {sin(\x r)}); \draw[magenta,domain=0:2*pi] plot (\x, {cos(\x r)});
```
```
\end{tikzpicture}
Drawings with TikZ: Examples
▶
Check out TEXample.net for many Ti
k
Z examples:
Computer Science
practical
algorithms
data
structures
pro-
gramming
languages
software
engineering
applied
databases
WWW
technical
theoretical
Behavioural Domain
Structural Domain
Physical Domain
Systems
Algorithms
Register transfers
Logic
Transfer functions
Processors
ALUs, RAM, etc.
Gates, flip-flops, etc.
Transistors
Physical partitions
Floorplans
Module layout
Cell layout
Transistor layout
Figure 1: Gajski-Kuhn Y-chart
Drawings with TikZ: Exercise
Draw this in TikZ: 3
3
Based on http://xkcd.com/1022
Notes with todonotes
- The \todo command from the todonotes package is great for leaving notes to yourself and your collaborators.
- Pro Tip: define your own commands with \newcommand
```
\todo{add results} \todo[color=blue!20]{fix method} add results fix method
```
```
\newcommand{\alice}[1]{\todo[color=green!40]{#1}} \newcommand{\bob}[1]{\todo[color=purple!40]{#1}}
```
This can save a lot of typing:
Notes with todonotes
- Only inline notes are supported with beamer, but margin notes are supported for normal documents.
- There is also a handy \listoftodos command.
1
Spreadsheets with spreadtab
- Now that you've seen how L A TEX can replace Word and PowerPoint, what about Excel?
- Homework: try the spreadtab package !
Thanks, and happy TEXing! | <urn:uuid:e4bc97b8-7b45-47e2-b945-8f1d10abb19c> | CC-MAIN-2019-22 | https://www.overleaf.com/static/latex/learn/free-online-introduction-to-latex-part-3.pdf | 2019-05-27T11:33:39Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00470.warc.gz | 881,013,351 | 3,137 | eng_Latn | eng_Latn | 0.902437 | eng_Latn | 0.973796 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
127,
435,
658,
830,
1530,
2085,
2602,
3083,
3292,
3695,
4135,
4635,
5201,
5448,
6000,
6128,
6566,
6801,
7176,
7621,
7938,
8095,
8421,
8765,
9071,
9148,
9303,
9641,
10148,
10234,
10642,
10814,
10970,
10997
] | [
2.296875
] | 2 | 0 |
WHY DO I HAVE TO PREPARE MY CHILD FOR THE SACRAMENT OF RECONCILIATION?
When you presented your child to the Church for Baptism, you were reminded that you have the responsibility of "raising them in the practice of the faith" (Rite of Baptism 109). This obligation and privilege extend to sacramental preparation. Think of this as an opportunity to deepen your faith and understanding as well as your child's.
What do I have to do to prepare my child?
Your parish will have certain expectations that will be explained to you when you begin the process. Our Family Formation "First Reconciliation" program provides you with ideas and suggestions in the Preparing Your Child for First Reconciliation section and throughout the Child's Book.
What if I do not go to the Sacrament of Reconciliation?
As you probably already know, what you do or do not do speaks volumes. If this is the case, now may be a good time for you to look at your attitude toward the sacrament as you go through the process with your child. Examine your reasons. Is it because you are not sure what to do and you feel embarrassed or are there other reasons? Are you willing to speak to a priest or someone about it? As a parent, you set the tone. If you participate in the Sacrament of Reconciliation, your child will most likely want to do so as well.
When do we have to go to confession?
Catholics must go to confession once a year. They must also go to confession before receiving Holy Communion if they have committed a mortal sin.
What does my child need to know to celebrate the Sacrament of Reconciliation?
* The difference between right and wrong.
* That sin is a choice not an accident or mistake.
* That sin is a choice to turn away from God's friendship.
* God is loving and merciful.
* God will always forgive us if we ask.
* Jesus gave us the Sacrament of Reconciliation.
* In the Sacrament of Reconciliation, our sins are forgiven through the power of the Holy Spirit and the words and actions of the priest.
* In the Sacrament of Reconciliation, we receive the grace to live as God's children.
* We must be willing to forgive others, just as God forgives us.
How can I tell if my child is ready for first reconciliation?
Here are some indicators that your child is ready to celebrate the sacrament.
* Does your child take responsibility for wrongdoing?
* Does he or she say "I am sorry" or ask forgiveness without being told.
* Can your children express sorrow and forgiveness in their own words?
* Does your child sincerely try to change or "do better"?
How can we as a family continue to participate in the Sacrament of Reconciliation?
* Continue the conversations and reflections you will begin in this process. Discuss choices for right and wrong and temptations toward wrong as they occur in your family life. Talk about how those temptations can be addressed? Help children see what the options for change and conversion are in their life.
* As a family, plan to participate in parish celebrations of reconciliation during Lent and Advent each year. Make these celebrations a familiar and serious commitment. Plan ahead so family members will all be able to participate. | <urn:uuid:4223da12-db46-4db4-a519-bff2cb31e96d> | CC-MAIN-2019-22 | https://ecatholic-sites.s3.amazonaws.com/1265/documents/First%20Confession%20Facts.pdf | 2019-05-27T11:29:10Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00472.warc.gz | 448,683,371 | 673 | eng_Latn | eng_Latn | 0.998809 | eng_Latn | 0.998858 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2215,
3175
] | [
2.1875
] | 3 | 0 |
1. My _____________: God's ____________ ______________ in the _________.
2. My ____________________: __________ glory ________________ on ______________ .
3.
My _________: ___________ ____________ revealed _____ ________________.
Pray: This week as we continue to study Jesus' prayer, we will be looking at what it means to know Him in truth. As Jesus says in John 17:8, "For I have given them the words that you gave me, and they have received them and have come to know in truth that I came from you; and they have believed that you sent me." As you begin today, ask the Lord to open your eyes to the truth of who He is. Thank Him that through Jesus you can know the Father and walk with Him in truth.
Memorize: We will be memorizing John 17:19 together over the next few days. Begin by reviewing verses 17-18 now. Then write verse 19 on the lines below.
John 17:19, "And for their sake I consecrate myself, that they also may be sanctified in truth."
_____________________________________________________________________________________ _____________________________________________________________________________________
Study: Read our passage for the week, John 17:6-9. As you read, think about the role of the Father, the Son, and yourself in knowing the one true God. Then answer the questions.
1. Fill in the chart below with as many characteristics from the passage that describe the role of the Father, the Son, and us as we come to know the Lord in truth.
2. Summarize the role of the Father in the process of knowing Him, or discipleship. ____________
______________________________________________________________________________
Summarize the role of the Son in discipleship. ________________________________________
______________________________________________________________________________
3. Summarize the part that we play in discipleship. ______________________________________
______________________________________________________________________________
4. To know the Lord in truth means that we have come to know by personal experience through valid facts that Jesus truly is from the Father and represents the Father. Why is it so important that we know the Lord in truth? ___________________________________________________ ______________________________________________________________________________
5. Look at John 4: 39-42, the story of the Samaritan woman at the well. This passage is a great example of what it means to know the Lord in truth. How was it that the people in this town came to know that Jesus is the Savior of the world? ___________________________________
______________________________________________________________________________
6. Why was it important that their knowledge of the Lord came not only through the testimony of the woman, but also through first-hand experience? ___________________________________ ______________________________________________________________________________
7. Can you think of a time where you came to know the Lord in truth, either as a part of when you first believed that Jesus died for you or as you have come to know the Lord and experience Him in your life? Share a little about it on the lines below. __________________________________
______________________________________________________________________________ ______________________________________________________________________________
Pray: Respond to the Lord by writing a prayer to Him. Thank the Lord now for all the ways that He has personally revealed the truth of who He is to you. Ask Him to continue to open your eyes to the truth of who He is. ____________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Pray: Who is the Father? How can I personally come to know the Father more and more? These are just a few of the questions that we will be looking at today. As you begin your study time, meditate on John 1:18, "No one has ever seen God (the Father); (but) the only God (the Son) who is at the Father's side, he has made him known." Thank the Father now that He has revealed Himself through the Son, and ask Him to continue to open your heart to the truth of who He is.
Memorize: Continue memorizing John 17:19 by saying it out loud a few times. Then check yourself by filling in the correct words in the blanks below.
John _____: ______ "And for their ___________ I ________________ myself, that they also may be ___________________ in ____________."
Study: Read our passage for the week, John 17:6-9. Then answer the questions as you think about the passage.
1. Look at John 17:6-9 again and write down any verb that you see used in reference to God the Father ________________________________________________________________________ ______________________________________________________________________________
2. The word give (gave, given) in this passage means, "to give one to someone else to follow as a leader or master; to bestow, commit, or deliver." What particularly is the Father giving and to whom is He giving it? ____________________________________________________________ ______________________________________________________________________________
3. What does this tell you about who the Father is and what He does? _______________________ ______________________________________________________________________________
4. Think about the significance of verse 7, "Now they know that everything that you have given me is from you." Look up the following scripture passages. What are some of the things that the Father has given the Son?
a. Daniel 7:13-14 (the Son of Man in this passage is Jesus, and the Ancient of Days is God
the Father): ______________________________________________________________ ________________________________________________________________________
b. John 10:29 (read verses 27-30 for context): ____________________________________
________________________________________________________________________
c. John 17:6-9 (there are 2 different things from our passage that the Father has given the Son that haven't been listed yet): ____________________________________________ ________________________________________________________________________
5. Think about all the Father has given the Son. Why is this significant? ______________________ ______________________________________________________________________________
6. James 1:17 says, "Every good gift and every perfect gift is from above, coming down from the Father of lights with whom there is no variation or shadow due to change." What else does this verse teach you about God the Father? ______________________________________________
______________________________________________________________________________
7. On the lines below list some of the gifts that the Father has given you, remembering that everything you have ultimately comes from Him. ______________________________________
______________________________________________________________________________ ______________________________________________________________________________
8. There is one other verb in this passage that is associated with the Father: send. To send means "to commission, to be sent on a defined mission by a superior." The Father sent the Son on a mission to save us! What else does this tell you about the Father as the great giver?
______________________________________________________________________________ ______________________________________________________________________________
Pray: Write a prayer of response to the Father now, thanking Him for being the giver of all good things. Specifically thank Him for giving the Son, and ask Him to open your eyes to the truth of his goodness in your own life. _________________________________________________________________________
_____________________________________________________________________________________ _____________________________________________________________________________________
Pray: In John 14:8, Philip asks Jesus to show Him the Father. Jesus replies in verse 9, "Have I been with you so long, and you still do not know me, Philip? Whoever has seen me has seen the Father." Today as we look at the role of the Son in knowing the Father, ask the Spirit to open your eyes to any ways that you are not clearly seeing the truth of who the Father and the Son are.
Memorize: Continue memorizing John 17:19 by saying it out loud a few times. Then check yourself by filling in the correct words in the blanks below.
John _____: ______ "And ________ their ___________ I __________________ ___________,, that __________ _________ may be __________________ in ____________."
Study: Read our passage for the week, John 17:6-9. Then answer the questions as you continue to study.
1. Look at verse 6. Here Jesus speaks to his purpose while on earth: to manifest the Father. The word manifest means "to reveal, to shine forth." Make sure to look at the ESV version; what particularly is Jesus manifesting about the Father? _____________________________________ ______________________________________________________________________________ ______________________________________________________________________________
2. To the Jews, names were very important. They represented the nature, attributes, and character of a person. List some ways that Jesus manifested the nature, attributes, and character of the Father. _______________________________________________________________________ ______________________________________________________________________________
3. Jesus' purpose in coming to earth was to flesh out the Father so that we could see a living illustration and example of what the Father is like. Read Hebrews 1:3. What does this verse tell us about Jesus' nature in relationship to the Father? ___________________________________ ______________________________________________________________________________ ______________________________________________________________________________
4. Read John 1:1-18 now. What can you learn about the Son (and therefore the Father) from this passage? Record your thoughts on the lines below as you read through each section of Scripture.
a. Verse 1-2: (the Word in this section of Scripture is referring to Jesus Christ)
________________________________________________________________________ ________________________________________________________________________
b.
Verse 3: _________________________________________________________________ ________________________________________________________________________
c.
Verse 4-5,9: ______________________________________________________________ ________________________________________________________________________
d.
Verses 10-11: ____________________________________________________________ ________________________________________________________________________
e.
Verses 12-13: ____________________________________________________________ ________________________________________________________________________
f.
Verses 14-16: ____________________________________________________________ ________________________________________________________________________
g.
Verses 17-18: ____________________________________________________________ ________________________________________________________________________
5. Summarize what you can learn about the Father by looking at the Son from John 1:1-18.
______________________________________________________________________________ ______________________________________________________________________________
6. Think about the Scriptures we've looked at today. How do we come to know the truth of who the Father is and what He is like? _ _________________________________________________ ______________________________________________________________________________
7. In John 17:8, Jesus is praying for His disciples. He says, "...(they) have come to know in truth that I came from you; and they have believed that you sent me." It was important that the disciples were completely confident that Jesus was truly the representative of the Father and that everything He did was from, by, and for the Father. Do you share the disciples' conviction that Jesus is the true representative of the Father? How does this belief affect your life?
______________________________________________________________________________ ______________________________________________________________________________
Pray: Aren't you so thankful that the Father has revealed himself through the Son so that we can know Him? Tell Him now how thankful you are that He has revealed the fullness of His nature through the Son, and ask Him to continue to open your eyes to the truth of who He is.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Pray: Knowing the Lord in truth will not only shape our view of God, but it will also shape how we view ourselves as his children. Today as we look at the role that we play in knowing the Lord, begin by meditating on John 1:12-13, "But to all who did receive him, who believed in his name, he gave the right to become children of God, who were born, not of blood nor of the will of the flesh nor of the will of man, but of God."
Memorize: Continue memorizing John 17:19 by repeating it a few times out loud. Then write it on the lines below.
_____________________________________________________________________________________ _____________________________________________________________________________________
Study: Read our passage for the week, John 17:6-9. Use the questions to help you study the role you play in knowing the Lord.
1. In this passage of Scripture, Jesus is specifically praying for and referring to the 12 disciples who have been with Him throughout His ministry time on earth. As we study the disciples' role, it will give us insight into our own role in growing in the knowledge of the Lord. Read the passage and record in the chart the verbs that refer to the disciples' role in knowing the Lord. Also record what each verb is referring to. One example has been done for you.
2. Let's look more closely at the actions the disciples took in response to the Father and the Son.
a. The first response of the disciples was that they kept the Word (logos). This means the disciples obeyed and guarded the commands of God, particularly those found in His written Word. Think about your own life. Are you guarding the commands of the Lord in your own life, being careful to know and observe His Word as you watch over your heart and ways? Respond on the lines below. _______________________________________
________________________________________________________________________
b. Secondly, the disciples responded by knowing. This means that they came to realize through personal experience that everything that Jesus had, did, and was came from the Father. He was the real deal! What hinders the truth of who Jesus is from affecting your life on a daily basis? _______________________________________________________ ________________________________________________________________________
c. Third, the disciples responded by receiving the Word. Word (rhema) used in verse 7 is different from word (logos) used in verse 6. Rhema refers to the Lord speaking His dynamic, living Word into our hearts and birthing faith within us. This phrase means that the disciples actively took hold of the truths that Jesus spoke, and that as they took hold of these truths the Holy Spirit birthed faith in their hearts. What keeps your heart from receiving the work of the Spirit, allowing the Spirit of the Lord to birth faith in you as He molds and shapes you? ____________________________________________________
________________________________________________________________________
d. Finally, the disciples believed that Jesus was sent from the Father. This means that the disciples had full trust and faith in the fact that the Father had commissioned the Son
with a defined mission. Though at this point they did not fully understand that mission, they trusted the Father. Think about your own life. Do you fully trust the Father with the mission that He has given you, whether or not you understand the specifics of it?
Respond on the lines provided. ______________________________________________ ________________________________________________________________________
3. Think about the four actions that were a part of the disciple's role in knowing the Lord: keeping, knowing, receiving, and believing.
a. Which of these are easier for you and why? ___________________________________
________________________________________________________________________
b. Which actions are more difficult on a day to day basis and why? ___________________
________________________________________________________________________
c. What steps could you take to prepare your heart to better receive the Word and work of the Holy Spirit in your life? ________________________________________________ ________________________________________________________________________
d. Where do you struggle to believe in the Father's plans and ways? Why? _____________
________________________________________________________________________ ________________________________________________________________________
Pray: Respond to the Lord now by writing a prayer. In it confess any struggles you face in regards to keeping, knowing, receiving, and believing. Tell the Lord of your desire to cooperate with His work in your life as He molds and shapes you into the image of Christ.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Pray: Today we will look a little more at the position we have before the Father as His child. Begin by meditating on 1 John 3:1, "See what kind of love the Father has given to us, that we should be called children of God; and so we are." Then thank the Lord that through Christ you are his child, and ask Him to open your eyes to how that truth can transform your daily life.
Memorize: Begin by quoting our verse for the week, John 17:19. Then quote John 17:17-19 from memory to review what we've learned so far.
Study: Read our passage one more time, John 17:6-9. Then answer the questions as you continue to study.
1. Look at verse 9.
a. Who is Jesus praying for? ___________________________________________________
b. Who is he not praying for at this moment? ____________________________________
c. Why is he praying for them? ________________________________________________
2. Oftentimes Jewish rabbis would offer special prayers for their pupils. This appears to be what Jesus was doing. The disciples were the ones who would continue the work of the Father on the earth. Who do the disciples ultimately belong to and why is it significant? __________________
______________________________________________________________________________
3. Through Christ you belong to the Father. How does this truth affect your life? _______________
______________________________________________________________________________
4. Look at the following verses that talk about what it means to be a child of God. What truths can you learn from these Scriptures and what is your response to them? Use the chart below to help in your response. (See next page.)
5. How should the truth that you are a child of the living God affect….
a. your actions and your speech? ______________________________________________ ________________________________________________________________________
b.
your thoughts? ___________________________________________________________ ________________________________________________________________________
c. your choices and your desires? ______________________________________________ ________________________________________________________________________
6. What hinders these truths from transforming your life in each of the above areas?
______________________________________________________________________________ ______________________________________________________________________________
7. Here is a special challenge. Take one or two of the Scriptures used in the chart and write them on a notecard. Then commit to reading through them and meditating on them daily for the next week. Allow the truth of who you are in Christ to transform you in new ways!
Pray: Write a prayer now to the Lord, asking Him to transform your life with the truth that you are his child.
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ | <urn:uuid:9ad5e6c5-b2ae-4637-b70d-f9760443e346> | CC-MAIN-2019-22 | http://8fceb942096fcf9407d2-20c5ff882b477b20529d08a30bc17c49.r85.cf2.rackcdn.com/uploaded/0/0e5481211_1475168523_092816-notes.pdf | 2019-05-27T12:08:41Z | crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00471.warc.gz | 5,537,343 | 3,618 | eng_Latn | eng_Latn | 0.96394 | eng_Latn | 0.99359 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
155,
232,
1477,
3891,
5760,
8196,
10229,
12716,
15085,
16443,
18323,
19992,
21415
] | [
1.453125,
2.046875
] | 1 | 0 |
Name
Weekdays: Typical bedtime
Pediatric Hypersomnolence Survey
Date
Typical wake up time
Weekends: Typical bedtime
Typical wake up time
You are being asked questions about symptoms of a possible sleep problem. Think about your last week while you were in school when choosing your answers.
Check "Often" if the symptom happens 3 times or more per week. Check "Sometimes" if the symptoms happens 1–3 times per week Check "Never" if you do not have the symptom.
Check "DNK" for do not know if you are not sure if you have the symptom.
| 1. I fall asleep in class | | | | |
|---|---|---|---|---|
| 2. I miss things in class because I am sleepy | | | | |
| 3. My friends tell me I fall asleep easily | | | | |
| 4. I fall asleep in the bus/car after school | | | | |
| 5. I ask to go to the nurse’s office or somewhere quiet to sleep during the school day | | | | |
| 6. I feel weak in the knees when I laugh with my friends | | | | |
| 7. My voice slurs when I laugh hard | | | | |
| 8. My body feels weak briefly when I get excited or laugh | | | | |
| 9. I dream when I sleep at night | | | | |
| 10. My dreams seem very real | | | | |
| 11. When I wake up, I can’t move for a few minutes | | | | |
| 12. I write silly things when taking notes in class because I am sleepy | | | | |
| 13. It takes me a long time to do my homework because I am so tired | | | | |
Instructions
Add up total points in each column:
Often = 3 points
Sometimes = 2 points
Never = 1 point
Do not Know = Ask your provider to explain symptom if you are unsure how to respond.
Total Score (1–14):
Sleepiness Subscale Score (1–5, 12):
Interpretation
This screening questionnaire is not a substitute for medical advice and should not be used to diagnose or treat a health condition.
Total score >24 suggests high risk for narcolepsy or idiopathic hypersomnia. Please take this form to your health care provider or sleep medicine specialist to discuss your sleep related concerns.
Sleepiness Subscale Score >8 suggests severe daytime sleepiness. Please take this form to your health care provider to discuss your sleep related concerns.
Sleep Center
300 Longwood Avenue, Mailstop, Boston, MA 02115 781-216-2570 | bostonchildrens.org
Dear Colleague:
Thank you for your interest in the Pediatric Hypersomnolence Survey (PHS). This survey was designed by a group of researchers led by Dr. Kiran Maski at Boston Children's Hospital for children and adolescents ages 8-18 years, to improve early identification of narcolepsy (type 1 and type 2) and idiopathic hypersomnia (IH). The PHS is a screening tool that can be used by clinical health providers, school professionals, and concerned family to help identify children and adolescents in need of further evaluation and testing for pediatric IH and narcolepsy. Of note, insufficient sleep for age and delays in bedtime/wake time (suggesting delayed circadian sleep phase) are more common causes of daytime sleepiness in children/adolescents and ideally should be corrected before screening.
Reliability and validity data has been collected on a sample of 331 participants. Included in the sample are patients with narcolepsy, IH, other sleep disorders, and healthy controls. The manuscript detailing the psychometric properties, validity, and reliability of the PHS will be published in the journal Neurology in May 2022.
Scoring: The PHS is a 14 item self-reported questionnaire with 4 domains (sleepiness, fatigue, REM related symptoms, and cataplexy). The PHS response options are "Often" =3 points, "Sometimes" =2 points, "Never" =1 point, and "Do Not Know" =0. If the response is "Do Not Know" the provider is encouraged to review symptoms in more detail with the patient for clarification. The sum of questions 1-5 and question 12 comprise a Sleepiness Subscale Score. The Total PHS Score is the sum of all items 1-14.
Analysis:
Total PHS Score: An ROC curve analysis identified a Total PHS cut-off score of 24 to identify CNS disorders of hypersomnolence (narcolepsy and IH) vs. healthy controls and other sleep disorders. At this cutoff score, the Total PHS score had a sensitivity of 81.3% (95% CI: 73.7-87.5) and specificity of 81.2% (95% CI: 75.10-86.4) for these CNS disorders of hypersomnolence. Because the PHS total score includes questions about cataplexy, the PHS total score may be best for identifying patients with narcolepsy type 1.
PHS Sleepiness Subscale Score: We encourage users to also calculate the PHS Sleepiness Subscale Score for evaluation of IH and narcolepsy type 2. A cut off score of 8 on the PHS Sleepiness Subscale Score has a sensitivity of 88.9% (95% CI 73.9-96.1) and specificity of 70.6% (95% CI 63.7-76.8) for IH. The sensitivity and specificity for narcolepsy type 2 specifically was not tested due to low sample size.
We would appreciate receiving feedback from you if you utilize the PHS in your clinical practice and research. You are also welcome to translate the instrument into other languages. It would be most helpful if you could forward a copy of any translations, so we can make these available to other researchers. You can contact us at email@example.com.
Sincerely,
Kiran Maski, MD, MPH Assistant Professor of Neurology, Harvard Medical School Boston Children's Hospital | <urn:uuid:7bb3a352-7384-406a-bf38-555cfc12508d> | CC-MAIN-2022-21 | https://wakeup-qnewmedia.netdna-ssl.com/wp-content/uploads/2022/04/BCH-Pediatric-Hypersomnolence-Survey.pdf | 2022-05-19T22:16:32+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00227.warc.gz | 670,694,308 | 1,447 | eng_Latn | eng_Latn | 0.994435 | eng_Latn | 0.994305 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1450,
2207,
5383
] | [
2.28125
] | 1 | 1 |
Direct Quotations
Handout courtesy of Angela Gulick
A direct quotation is a word-for-word, 100% accurate presentation of original information. You have to be very careful with direct quotations that they match the original information exactly. This handout will walk you through the steps of creating effective direct quotations.
Step 1: Decide what information you want to use.
Make sure there is a logical connection between what you have already written and the direct quotation you choose to include. You will need to explain what this quoted information is intended to illustrate or argue.
Step 2. Create a signal phrase for the first time you use the quoted information.
The signal phrase should include the full name(s) of author(s), the "Article Title in Quotation Marks with All Major Words Capitalized," and the page or paragraph number. Here are some examples:
In “The Reality of the Fashion Industry: Project Runway,” Harold White writes, “________________” (66).
Harold White, author of “The Reality of the Fashion Industry: Project Runway,” writes, “________________” (66).
According to Harold White, author of “The Reality of the Fashion Industry: Project Runway,” “________________” (66).
Here is an example with two authors:
Dominique G. Ruggeiri and Elizabeth J. Leebron, authors of “Situation Comedies Imitate Life: Jewish and Italian American Women on Prime Time,” argue, “________________” (par. 6).
Here is an example with three authors:
Sakari Lemola, Thomas Ledermann, and Elliot M. Friedman, authors of " Sleep Duration Related to Subjective Sleep Quality and Subjective Well-Being,” write, “________________” (44).
Here is an example with four or more authors: When you have four or more authors, provide the first author’s name followed by “et al.,” which stands for “and others.”
Daniel Benton, et al., authors of "Vampire Bats and Rabies: An Ecological Solution to a Public Health Problem, claim, “________________” (par. 11).
Step 3. Create a signal phrase for the second, third, fourth times you quote information.
The signal phrase should include just the last name(s) of author(s) and the page or paragraph number.
One Author: White also states, "________________" (68).
Two Authors: Ruggeiri and Leebron also write, "________________" (par. 9).
Three Authors: Lemola, Ledermann, and Friedman also comment, "________________" (48).
Four or More Authors: Benton, et al. also argue, "________________" (par. 14).
Step 4. If information is fewer than four complete typed lines, do the following:
If a quotation is fewer than 4 typed lines, you keep it in the text of the paragraph and enclose it with "double quotation marks."
Step 5. If information is 4 or more complete typed lines, do the following:
If a quotation is 4 or more typed lines, it is called a block quotation and is set off from the rest of the text by being indented one inch from the left. Here is an example:
In "Pun Work Helps English Learners Get the Joke," Kristin Lems states the following: <<<Note the lead-in to the block quotation is a complete sentence with a colon.
Indent a block quotation 1 inch from the left margin. Omit quotation marks, and put the period before the page or paragraph number.
Humor also helps bring people together through shared frames of reference, which are often framed through the jokes told. When English learners learn humorous English words and phrases as part of their language study, it can help their metalinguistic awareness, or conscious awareness of the forms of language; this, in turn, is positively associated with literacy development. (2)
Step 6. Assemble your signal phrases and your quoted information.
Special Uses of Punctuation with Direct Quotations
Using Single Quotation marks
Use single quotation marks when you have a quotation enclosed within a larger quotation. Here are 2 examples:
Flora Arnold wrote, "My favorite quotation is from Yogi Berra, who said, 'I didn't really say all of the things I said' '' (14).
Flanders and Jacobs write, "According to a 2008 study, marriage counselor Judy Bowen argues, 'Marriage preparation is extremely important in a society that emphasizes fleeting relationships' illustrating that as a culture, a premium is put on permanent monogamous relationships" (par. 19).
>>>In these examples, each has a quotation that exists within the larger "direct quotation." To indicate these quotations within quotations, 'single quotation marks are provided.'
Using Other Forms of Punctuation with Quotation Marks
The following chart will help you know how to incorporate other points of punctuation:
Adding Information to a Direct Quotation
Use [brackets] to indicate anything you have added to a quotation to improve clarity or correctness:
Original: Kate Hostager, author of "Tales from My Fiction Class," states, "After taking his class for a few weeks, he couldn't believe he had made such progress" (39). >>> We don't know who "he" and "his" refer to, so bracketed details clarify matters.
Revised: Kate Hostager, author of "Tales from Fiction Class," states, "After taking [Dr. Martone's] class for a few weeks, [Jon] couldn't believe he had made such progress" (39).
Original: According to Jarrod Littleton, author of "Building a Nest Egg," "Those who offer economic advice state that investing in retirement funds such as Roth IRAs should be the top priority for young adults" (11).
Revised: According to Jarrod Littleton, author of "Building a Nest Egg," "[I]nvesting in retirement funds such as Roth IRAs should be the top priority for young adults" (11). >>> The "i" in "investing" needed to be capitalized because it is now the first word of the sentence.
Removing Information from a Direct Quotation
Use ellipses (…) to indicate anything you have removed from a direct quotation. You cannot remove something that substantially changes the quotation's meaning. If you end a quotation before the end of the original sentence, include ellipses to indicate that omission. Otherwise, you don't need ellipses at the beginning or the end of a sentence.
Original quotation: Marshall writes, "After running around all day, Lily collapsed into a chair, feet and head throbbing, wondering why she always felt so exhausted in the evenings" (25).
Omission in the middle of a sentence: Marshall writes, "After running around all day, Lily collapsed into a chair . . . wondering why she always felt so exhausted in the evenings" (25).
Omission at the end of a sentence (because the end of the sentence was omitted): Marshall writes, "After running around all day, Lily collapsed into a chair . . . . (25).
Note: When you do use ellipses at the end of a quotation to show you have cut a thought off mid-sentence, you actually need 4 "dots": the three ellipses plus one period.
Note: You never use ellipses before a quotation to indicate omitted material. Ellipses are used in the middle or at the end of a quotation to indicate omitted material. | <urn:uuid:deb668b3-d5da-4a5f-b3ff-91e083d3602c> | CC-MAIN-2022-21 | https://spark.parkland.edu/cgi/viewcontent.cgi?article=1002&context=cas_research | 2022-05-19T22:05:53+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00226.warc.gz | 577,357,088 | 1,532 | eng_Latn | eng_Latn | 0.998314 | eng_Latn | 0.998781 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2679,
4620,
6976
] | [
3.59375
] | 2 | 0 |
Transforming Early Childhood Community Systems (TECCS)
WHAT IS TECCS Working with neighborhoods, cities, and counties, TECCS supports an innovative approach to measuring and mapping
HOW TECCS DOES IT
The TECCS initiative is led by UCLA's Center for Healthier Children, Families & Communities with key partners including the United Way Worldwide, the Kellogg Foundation, Doris Duke Foundation and participating communities. TECCS works directly with local early childhood organizations and coalitions on making city or countywide improvements for all children. TECCS helps its partner communities establish a population-level snapshot of children's health, development and school readiness and analyze the community-level findings, neighborhood by neighborhood to identify challenges and then design and implement improvements across sectors, programs, and levels of government.
TECCS has already helped over 85 local communities in more than 18 states measure and map their assets and barriers and use this information to engage broad community participation in improving conditions for families and their young children. With over 300,000 children assessed over the past ten years helping TECCS to map children's developmental outcomes, TECCS is the first national effort to provide holistic and comparable, population-level school readiness data to a large and diverse set of communities. Through the TECCS learning network, this effort has created a common currency and dialogue that allows communities to compare outcomes and learn from each other's best practices.
TECCS provides coaching and tools to partner communities to establish or strengthen local coalitions and develop a community-level index to assess child health, development and school readiness, using the Early Development Instrument (EDI). TECCS then helps local coalitions turn data into actionable information through the use of detailed maps and data dashboards that inform planning and lead to measurable, scalable, and sustainable improvements for all children.
TECCS guides communities through a process of convening key local players at all levels (from parents, to providers, to policymakers) and from all sectors (health, education, social services, etc.), to help focus and align their combined efforts to ensure that children become healthy and productive members of the community. TECCS communities can then engage city-level partnerships with school districts, parks and recreation, libraries, and police departments to raise awareness and catalyze action around improving conditions for young children. In addition to providing tools and coaching, TECCS hosts a community-to-community learning network to make sure that local TECCS partners can spread their innovations quickly in order to implement effective, scalable, and sustainable solutions.
FIVE CORE PRINCIPLES OF TECCS The TECCS whole child, whole community approach to improving early childhood outcomes is grounded in five
EVERYONE BENEFITS: Though important, TECCS is not focused on the individual child or an individual program. Rather, TECCS aims to help ALL children and families in the community receive the attention and services that they need, with particular attention on those children most in need, so that they receive necessary and additional supports.
HOLISTIC THINKING: TECCS considers all aspects of a child's well-being including their physical health, social and emotional development and their cognitive and communication skills. Also, TECCS does not look at one challenge in isolation, but takes into account the many factors (positive and negative) affecting early childhood, including those that relate to their family, school, community and broader policy environments. By understanding the complex realities of children's' lives, and by developing comprehensive solutions to support children and families, the TECCS approach helps communities to ensure all children will be better able to meet their potential.
COLLECTIVE ACTION: TECCS helps communities work to break down silos and develop collaborative solutions with a shared vision, common agenda, and coordinated action among all of the players influencing early childhood development—from health and education to housing and public safety. The TECCS platform is also being used at a local level to compliment a variety of existing state and national early childhood efforts including Promise Neighborhoods, Project Launch, the Social Innovation and the Maternal and Early Childhood Home Visiting Program.
COLLABORATIVE LEARNING ENVIRONMENT: TECCS hosts a platform for shared learning across communities through regular meetings and conference calls. For communities ready for a more structured and intensive approach, TECCS helps partnering communities build an ongoing culture of learning through a structured process that allows communities to create and test new ideas and then put in place real-time feedback loops that can then inform a new and ongoing cycle of innovation and improvement.
FUTURE PAYOFFS: By working to remove barriers to healthy development and helping to put children on a better trajectory as early as possible, TECCS communities are focused on raising a generation that will contribute positively to society.
TECCS VALUES FOR WORKING WITH COMMUNITIES
In working with communities, the TECCS team embraces a set of values which include having a relationship based on respect for community partners and their unique challenges and strengths, openness in our methods and conversations, and, most importantly, optimism about the future of communities and their children. | <urn:uuid:6e6ae0cb-422c-41f6-978e-3146a2d21f8b> | CC-MAIN-2022-21 | http://teccs.net/wp-content/uploads/2022/01/1.teccs_FactSheet_-updated-2020.pdf | 2022-05-19T23:17:33+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00228.warc.gz | 50,553,615 | 1,034 | eng_Latn | eng_Latn | 0.996173 | eng_Latn | 0.996299 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2840,
5637
] | [
2.078125
] | 2 | 0 |
Spotswood Primary School Behaviour Management Plan
"To promote an inclusive, safe and supportive school culture through modelling, teaching and acknowledging positive behaviour"
| Classroom teacher Student |
|---|
| Classroom teacher Student |
| Classroom Teacher Student Team Leader Whānau |
| Classroom Teacher Student Team Leader/Assistant Principal Whānau |
Spotswood Primary School Expectations
"To promote an inclusive, safe and supportive school culture through modelling, teaching and acknowledging positive behaviour"
| | Aroha | | Kōrero |
|---|---|---|---|
| | (Emotional) | | (Communication) |
| Share with others Take Turns Help others Take responsibility for the things I do If someone is hurt, help them Share equipment | | Tell the truth Use polite and appropriate language Listen carefully to speakers Greet people by name Ask new people if you can help them | |
| Share the equipment Put your hand up to speak and wait to be called on to answer Be patient when waiting for the teacher's attention | | Use an inside voice Allow others the chance to speak Actively participate in the learning Put your hand up to contribute | |
| Take turns Be patient and wait for your turn | | Use encouraging language Use your manners | |
| Respect everyone’s belongings | | Use an inside voice | |
| Respect personal space Take your turn at listening and singing Give way to students that are junior to me Model hall behaviour to others | | Speak at appropriate times Listen to the speaker Clap at appropriate times | |
| Take turns sharing the sporting equipment If someone is hurt, ask if they are ok, and ask how you can help Show sportsmanship | | Use positive language Support and encourage ALL players | |
| Let younger students cross before you | | Listen to instructions given by the patrollers and staff | |
| Move quietly Walk in lines | | Listen to instructions given Use a quiet voice | |
| Share the space Be patient and wait your turn Show others what to do if they are stuck | | Keep your personal details to yourself Ask if you’re unsure Use age appropriate sites Tell the teacher if you see something you think is inappropriate | |
| Be a school ambassador | | Use polite and appropriate language Listen carefully to speakers Ask appropriate questions | |
Minor/Major Behaviour Definitions
Minor Problem Behaviour
Definition
* Defiance/noncompliance
* Disrespect
* Disruption
* Inappropriate Language
* Lateness to class
* Property misuse
* Physical contact / physical aggression
* Technology violation
* Inappropriate food choices
Major Problem Behaviour
* Abusive or inappropriate language / profanity
* Displaying gang affiliation
* Defiance / disrespect / insubordination / noncompliance
* Disruption
* Fighting
* Harassment
* Inappropriate display of affection
* Inappropriate location / out of bounds
* Lying / cheating
* Physical aggression
* Property damage / vandalism
* Skipping class
* Technology violation
* Theft / forgery
* Use / possession of minor combustibles
* Other
* Student fails briefly or in a minor way to respond to adult requests
* Student engages in low intensity but inappropriate disturbance
* Student briefly or in a minor way uses words and/or a tone of voice that undermines others
* Student engages in a low-intensity instance of rude or insulting language
* Student engages in non-serious but inappropriate bodily contact
* Student arrives late at class after Morning Tea or Lunchtime
* Student uses property inappropriately in a minor way
* Eating lollies or drinking sugary drinks (juice, fizzy, energy) from home
* Student engages in non-serious but inappropriate use of technology
Definition
* Student delivers verbal messages that include swearing, name calling, or other offensive words
* Student uses gestures, dress, and/or speech to display affiliation with a gang
* Student refuses to follow directions, talks back, and/or is socially rude in interactions
* Student causes an interruption in a class or activity. Disruption includes sustained loud talk, yelling or screaming; noise with materials; horseplay or rough housing; and/or sustained out-of-seat behaviour
* Student participates in an incident involving relatively minor physical violence
* Student engages in inappropriate, consensual (as defined by the school) verbal, and/or physical gestures or contact of a sexual nature with another student
* Student delivers disrespectful messages (e.g., negative comments, notes, threats, unwanted physical contact, or intimidation towards another person based on race, religion, gender, age, national or ethnic origin, disabilities, or other personal matters)
* Student is in an area that is outside of school boundaries (as defined by the school)
* Student engages in actions involving physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, biting)
* Student delivers a message that is untrue and/or deliberately violates school rules
* Student participates in an activity that results in destroying or disfiguring property
* Student engages in seriously inappropriate (as defined by the school) use of technology (e.g., a cell phone, music or video player, camera, computer)
* Student leaves or misses class without permission
* Student is in possession of someone else's property , has passed it on or is responsible for removing it, or has signed a person's name without that person's permission
* Student has or uses substances or objects capable of causing minor bodily harm and/or property damage (e.g., matches, lighters, spray paint, firecrackers)
* Student engages in any other major problem behaviour that does not fall within the above categories | <urn:uuid:cf55ac93-42c0-4305-8947-cef25edf9727> | CC-MAIN-2022-21 | http://www.spotswoodprimary.co.nz/uploads/1/4/0/7/140728116/spotswood_primary_school_behaviour_management_plan_revised_version_1.02.2022.pdf | 2022-05-19T22:17:06+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00231.warc.gz | 113,932,557 | 1,187 | eng_Latn | eng_Latn | 0.989512 | eng_Latn | 0.991468 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
363,
2304,
5732
] | [
3.875
] | 1 | 0 |
Dangerous Products, Plants, Vermin and Objects Policy
Policy Statement
Young children have limited understanding of the potential dangers of products, plants and objects in the environment. With this in mind, the Service follows the recommendations and guidelines from recognised health and safety authorities regarding the handling, labeling, storage and use of these items to minimise any risk to children's safety while they are at the Centre
Links Education and Care Centres National Regulations 2018, National Quality Standard 2018
Regs 85 Incident, injury, trauma and illness policies and procedures
QA 2.1.2 The service implements injury management processes such as risk identification
2.2.1 Children are adequately supervised at all times
2.2.1 Every reasonable precaution is taken to protect children from harm and hazard likely to cause injury
2.2.2 Plans to effectively manage incidents are emergencies are developed in consultation with relevant authorities. practised and implemented
Procedures
[x] During their orientation, all staff are made aware of the need to strictly adhere to the contents of this Policy, and the Policy is discussed during team meetings and when required.
[x] The service maintains an up-to-date list of all chemicals and cleaning agents used in the Centre. Material Safety Data Sheets (MSDS), together with any additional first-aid instructions required, are maintained for each item, and kept wherever potentially hazardous materials are stored. The MSDS are filed in a way that staff can readily retrieve the information in an emergency. In such emergencies, staff follow the procedures detailed on the particular MSDS. In addition, staff seek advice from the Poisons Information Centre whose number is posted beside the service telephone.
[x] All potentially hazardous materials are kept in locked child-proof cupboards and, wherever possible, beyond the reach of children, when not being used. Only frequently used items are stored in the rooms that children access.
[x] Clear warning signs are displayed wherever potentially hazardous materials are stored. As part of the program, educators discuss with the children various safety issues relating to hazardous materials, poisonous plants and other dangers such as vermin.
[x] Wherever possible, hazardous products are kept in their original labelled container. When decanted, the alternative container is clearly labelled with the product name as written on the supplier's label, and the date of decanting. Staff check all labels regularly for legibility.
[x] When using any hazardous products, all staff follow the instructions on the labels. Staff members who cannot understand the instructions seek guidance from other staff.
[x] Hazardous products and chemicals are disposed of in strict accordance with the instructions on the labels.
[x] Staff, conduct daily safety checks of the building and outdoor play areas for foreign objects, vermin, sharps, possible harmful plants or damaged equipment.
[x] The service's Administration of Medication Policy contains guidelines for parents when bringing medications into the Centre, and for the staff handling and storing these medications.
[x] Any item brought into the service is checked by educators to ensure it does not pose any danger to children, and any identified risk discussed with the family to ensure they are aware of the danger and why the item cannot be left at the service.
[x] Safety plugs are fitted to all power points. Electrical appliances are inaccessible to children. All electrical appliances are appropriately 'tested and tagged' annually.
[x] Poisonous and hazardous plants are identified and action taken in accordance with advice from the Poisons Information Centre (Telephone 13 11 26). Educators intentionally teach children of the danger posed by these plants.
[x] In the event of a sharp/dangerous object such as razor or knife blade or broken glass being found at the service, the item is disposed of immediately.
[x] In the event of a hypodermic needle being found at the service
o Educators:
[x] Do not attempt to pick up the syringe
[x] Remove children from the area and keep them away until the needle has been removed
[x] Notify the Nominated Supervisor immediately
o The Authorised Supervisor will:
[x] Call the sharps hotline (Queensland 1800 633 353) to find out how and where to safely dispose of the syringe
[x] Act according to advice from the hotline.
[x] In the event of a snake being found at the service
o Educators:
[x] Do not attempt to pick up or kill the snake
[x] Remove the children from the area and keep them away until the snake has been removed, or the Nominated Supervisor gives direction to the contrary
[x] Notify the Nominated Supervisor immediately
o The Nominated Supervisor will:
[x] Call the relevant herpetologist/wildlife authority on the emergency list displayed beside the telephone
[x] Act according to the advice from that authority.
Links to other policies
[x] Administration of Medication
[x] Supervision Policy
Sources, further reading and useful websites
Sources
[x] DET Education. (2012). Health & Safety Factsheet: Safe handling & disposal of needles and syringes.
http://education.qld.gov.au/health/pdfs/healthsafety/usedneedles- factsheet.pdf
accessed 29 March 2012
[x] Education and Care Centres National Regulations 2018
[x] National Quality Standard 2018
[x] RSPCA. (2011). There's a snake in my backyard what should I do? http://kb.rspca.org.au/Theres-a-snake-in-my-backyard-what-should-I-do_443.html
Useful websites
[x] Kidsafe – www.kidsafe.com.au
Comments
Date created: October 2014
Date reviewed: August 2021 | <urn:uuid:d05a79a7-932e-422f-945a-0146be2765b3> | CC-MAIN-2022-21 | https://www.fun4uhelensburgh.com.au/_files/ugd/dfeecc_9409b7d1a4f4496db7e3ca225a4b8420.pdf | 2022-05-19T21:49:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00232.warc.gz | 877,028,954 | 1,164 | eng_Latn | eng_Latn | 0.980267 | eng_Latn | 0.995252 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2566,
4804,
5670
] | [
2.140625
] | 2 | 0 |
11th Grade Social Science Week 2 Optional Learning Activity
Objective
What can we learn about the economy and the Great Depression (1929 - 1939) from examining economic statistics? As well as connecting ideas of how involved the United States Government should be involved in the unemployment rate, (past Great Depression) and (present COVID-19 crisis)
Part 1 A - Directions: You have been assigned to review data tables from the Great Depression. Review the data closely. Below the tables, draft a claim about the impact of the Great Depression on the United States. Circle evidence in the table that supports your claim.
Part 1 B - Directions: Review your findings.
| | What does this document tell me about the Great Depression? (SAME) | What new things does this tell me about the Great Depression? (DIFFERENT) |
|---|---|---|
| Data Table 1&2 ___________________ ___________________ | | |
| Data Table 3&4 ___________________ ___________________ | | |
| Data table 5&6 ___________________ ___________________ | | |
Unemployment Rate: The unemployment rate is the percentage of the labor force that is willing and able to work, does not currently have a job, and is actively looking for employment. The labor force consists of people ages 16 and over who are employed or actively seeking work.
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
1 Bureau of Labor Statistics , "Graph of U.S. Unemployment Rate, 1930-1945," HERB: Resources for Teachers , accessed August 2, 2019, https://herb.ashp.cuny.edu/items/show/1510 .
Bank Suspensions: Includes all banks closed to the public by supervising authorities or by the bank’s board of directors because the bank is having financial difficulties. Most bank suspensions were the result of consumer panic (consumers pull their money out of bank accounts because of fear of bank failure).
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
Federal Spending: How much money the federal government spends. Note: President Roosevelt was elected in 1932, and took office in 1933.
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
3 Data: American Social History Project/Center for Media and Learning, "Graph of Federal Spending (in millions of dollars), 1929-1945," HERB: Resources for Teachers , accessed August 2, 2019, https://herb.ashp.cuny.edu/items/show/1509 .
Consumer Price Index: A measure of the average change over time in the prices paid by consumers for a market basket of consumer goods and services. It indicates the cost of living for a typical consumer. Negative CPI suggests that there is a steady decrease in the prices of goods and services, which suggests that unemployed Americans can't buy any goods and services at any price.
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
Unemployment Rate: The unemployment rate is the percentage of the labor force that is willing and able to work, does not currently have a job, and is actively looking for employment. The labor force consists of people ages 16 and over who are employed or actively seeking work.
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
5 Chart by NV - Data from To Ask for an Equal Chance by Cheryl Greenberg
Real GDP: Gross Domestic Product is the total market value of all final goods and services produced in an economy in a given year. A drop in GDP means less goods and services are being produced by the economy, in response to a lower demand for goods and services.
In the space below, draft one claim about the impact of the Great Depression (1929 - 1939) on the United States. Circle evidence in the table that supports your claims.
___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________
6 Data; St Louis Federal Reserve Bank
Great Depression Statistics
Analysis
Objective
What can we learn about the economy and the Great Depression (1929 - 1939) from examining economic statistics?
Directions: Using information from the document above, please respond to the following task.
Task: Using the documents above, and your knowledge of US history, respond to the prompt below:
Based on the graphs above, what was the economic impact of the Great Depression on America?
* Explain at least two impacts of the Great Depression on the economy.
How did the Great Depression impact Americans of different races? What else was happening at the time in America that might have contributed to the Great Depression having a different impact on different races of Americans?
* Explain how African Americans and white Americans experienced the Great Depression differently.
- Also Connect the Newsela Article below and suggest how much you believe the US should be involved to regulate the economy, as well as keeping in mind what the United States is doing today during the COVID-19 to regulate an economy. Any Similarities or differences explain.
The U.S. government's role in regulating the economy has grown over time
By Gale Cengage
An economy must be structured to work well, so governments set rules for the economy. An economy is the way in which a nation or region creates, sells and buys goods and services.
America operates on what is called a "free market," which means anyone is allowed to own and operate a business. With so many people participating in the free market, rules are necessary to regulate how those businesses are run.
Governments have many different ways to regulate the economy. The two main ways are through regulating interstate commerce and maintaining a central bank, which issues money and performs other services.
Early Action Eliminated Marketplace Monopolies
Interstate commerce is business conducted between states. Governments regulate it by passing laws such as the Sherman Antitrust Act of 1890. The act was passed in response to the emergence of monopolies at the end of the 19th century. Monopolies are when one company has all the power in a particular product or service, forcing consumers to use only their company.
One monopoly was the Standard Oil Trust formed in 1882. Led by founder John D. Rockefeller, it was a monopoly in which all of the Standard Oil properties were merged under one company. This one large company reduced competition. Without other oil companies to compete for customers, Standard Oil Trust was able to set whatever price it wanted to charge customers.
States began passing laws preventing the formation of these monopolies. The federal government took action in 1890, when the U.S. Congress passed the Sherman Antitrust Act. The law gave Congress the right to declare trusts illegal, punishable by fine and imprisonment. So, the federal government found itself involved in regulating the economy.
It has continued to pass laws to protect business competition and consumers ever since.
Responding To The Great Depression
The U.S. government got involved again in the 1930s, when the American economy spiraled so far out of control that the decade has become known as the Great Depression, from 1929 to 1939. Set for disaster by the Stock Market Crash of 1929, the economy suffered when many banks were forced to close because they had put vast sums of their customers' savings in the stock market. When banks went out of business, anyone who had accounts with those banks lost all their money. For millions, this meant the loss of their homes, their jobs, food and even necessities. It was a time of great panic.
President Herbert Hoover believed, as experts did, that the trouble would soon pass. As months went by and economic conditions only worsened, it became clear that this was not a short-term situation. He tried to fight the effects of the Great Depression in several ways.
Hoover established a public works program with $635 million for construction projects. Then in October 1930, he created the President's Emergency Committee for Employment, which supported private business responses to rising unemployment rates. He started the Reconstruction Finance Corporation in January 1932 to lend money to struggling businesses. He worked to foster harmony between employees and their laborers. Still, economic trouble worsened.
Although Hoover gave aid to public works projects, he did not want to give people money directly. He also didn't support the federal government setting prices or controlling businesses. He believed that would lead the country toward socialism, an economy in which the production of goods and services is owned by the government and private competition does not exist.
Hoover's beliefs and ineffective policies led the public to perceive him as an uncaring leader. Communities could be found across America where people had built shacks out of boxes and tin and any other materials they could find. These towns of homeless citizens became known as Hoovervilles.
Roosevelt's New Deal
Roosevelt designed a program called the New Deal. When he took office in 1933, more than 13 million people, almost 25 percent of the workforce, were unemployed. Roosevelt spent his first months in office passing banking laws and developing relief programs as part of the New Deal.
The New Deal created many new programs that helped Americans. They include the Works Progress Administration (WPA), Civilian Conservation Corps (CCC) and the Agricultural Adjustment Administration (AAA).
Established in 1935, the WPA was an agency that provided jobs on the construction of roads, bridges, parks, schools and public buildings. The CCC was created in 1933 and employed young men to work to protect natural resources. Projects included planting trees, building dams and fighting forest fires. The AAA, also established in 1933, was a program aimed at farmers. The program paid farmers to reduce the number of crops they produced. Limiting the crops available would increase the price of these crops. The program was voluntary and the money the farmers received made up for the crops they didn't produce.
Roosevelt's New Deal was a success. It created millions of jobs and brought relief to Americans, jump-starting the economy and restoring confidence in banks. Creation of New Deal agencies ended in 1938 as the economy improved. The New Deal spent more than $11 million in unemployment relief.
Programs Designed To Assist America's Poor
More recent examples of public service programs include the Head Start Program, Medicare and Medicaid. Established in 1965, Head Start provides early childhood education, nutrition and health services to low-income families and children. It has served tens of millions of preschool children.
Medicare was signed into law in 1965. It guarantees health insurance access to Americans age 65 and older, provided they have been employed during their lifetime and had Medicare taxes taken out of their pay checks. The program also covers people under the age of 65 with disabilities.
Medicaid was enacted in 1965. It is a health insurance program for low-income individuals and families. It also provides for costs such as nursing homes, hospice care and services like physical therapy for the elderly and people with disabilities.
Other public services include food and housing programs for people with low incomes or disabilities and programs for veterans. | <urn:uuid:da9336bc-7d12-4cdc-a78e-2205645e67dd> | CC-MAIN-2022-21 | https://sandbox.washingtonunified.org/wp-content/uploads/2020/03/11th-Grade-OLA-Week-2-1.pdf | 2022-05-19T20:48:19+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00231.warc.gz | 577,300,794 | 2,532 | eng_Latn | eng_Latn | 0.933341 | eng_Latn | 0.998451 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1035,
2178,
3171,
4233,
5302,
6338,
7320,
9924,
12884,
14792
] | [
4.21875
] | 1 | 0 |
Aerodynamics The Airplane And Basic Aerodynamics
When people should go to the ebook stores, search opening by shop, shelf by shelf, it is really problematic. This is why we offer the ebook compilations in this website. It will categorically ease you to look guide the airplane and basic aerodynamics as you such as.
By searching the title, publisher, or authors of guide you really want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be all best place within net connections. If you ambition to download and install the the airplane and basic aerodynamics, it is completely simple then, since currently we extend the colleague to buy and create bargains to download and install the airplane and basic aerodynamics fittingly simple!
eBooks Habit promises to feed your free
Aerodynamics eBooks addiction with multiple posts every day that summarizes the free kindle books available. The free Kindle book listings include a full description of the book as well as a photo of the cover.
The Airplane And Basic Aerodynamics
Some of the topics included are: Newton's basic equations of motion; the motion of a free falling object, that neglects the effects of aerodynamics; the terminal velocity of a falling object subject to both weight and air resistance; the three forces (lift, drag, and weight) that act on a glider; and finally, the four forces that act on a powered airplane. Because aerodynamics involves both the motion of the object and the reaction of the air, there are several pages devoted to basic gas ...
Beginner's Guide to Aerodynamics STRAIGHT AND LEVEL FLIGHT. In straight and level flight, lift is equal to weight
Aerodynamics and thrust is equal to drag. Airspeed and altitude do not change. Note: Whether in straight and level flight, a climb, or a descent, weight always points directly down, toward the center of the Earth, due to gravity.
Basic Airplane Aerodynamics - The Backseat Pilot
The web site was prepared to provide background information on basic aerodynamics and propulsion for math and science teachers, students, and lifelong learners. We have intentionally organized the Beginner's Guides to mirror the unstructured nature of the world wide web.
Beginner's Guide to Aeronautics
Aero-dynamics is the study of the dynamics associated with the motions of air over a moving object. When an aircraft accelerates down the runway to take off, it produces a relative motion between the air and the aircrafts wings.
Aerodynamics Basic Aerodynamics Theory Aerodynamics - Engineering ...
Exactly how lift is created on the wing of an airplane is still a topic that is not agreed upon by all who study aerodynamics. Traditional theory was that because of the curved surface on the top of the wing, this created a longer path than the flat surface of the bottom of the wing creating a lower pressure on the top surface causing the wing to be sucked upward.
Learn Basic Aerodynamics | AMA Flight School
As much as it seems sometimes that airplanes fly by magic, it's important for every pilot to understand at least the basic fundamentals of aerodynamics. These principles dictate not only how the aircraft stays aloft, but what make it either stable or unstable. Understanding these concepts will create a smoother and safer pilot.
Quiz: Basic Aircraft Aerodynamics -
Aerodynamics Student Pilot News
Pressure Atmosphericpressurevarieswith altitude.The higher an object rises above sea level, the lowerthepressure. Density It varies directly with the pressure and inversely with the temperature. With the same horse power, an aircraft can fly faster at high altitude because of less resistance of air at there.
Basic aerodynamics - [PPT
Powerpoint]
The four forces acting on an airplane in flight are: Lift, weight (Gravity), thrust and drag Which statement relates to Bernoulli's principle? Air traveling faster over the curved upper surface of an airfoil causes lower pressure on the top surface
Basic Aerodynamics Flashcards | Quizlet
Air traveling faster over the curved upper surface of an airfoil causes lower pressure on the top surface. The angle between the chord line of an airfoil and
Aerodynamics the relative wind is known as the angle of. attack. Changes in the center of pressure of a wing affect the aircraft's. aerodynamic balance and controllability.
Basic Aerodynamics Flashcards | Quizlet
The air that travels above the wing travels a longer distance, which means it has to travel at a higher velocity than the air below resulting in a lower pressure environment. On the other hand, the air that passes below the wing doesn't have to travel as far as the air on top of the wing, so the air can travel at a lower velocity than the air above resulting in a higher pressure environment.
How a Sail Works: Basic Aerodynamics – Nomadic Sailing
Exactly how lift is created on the wing of an airplane is still a topic that is not agreed upon by all who study aerodynamics. Traditional theory was that because of the curved surface on
Aerodynamics the top of the wing, this created a longer path than the flat surface of the bottom of the wing creating a lower pressure on the top surface causing the wing to be sucked upward.
Basic Aerodynamics With a Lesson | Ideas-Inspire
Aerodynamics Aerodynamics is the study of forces and the resulting motion of objects through the air. Studying the motion of air around an object allows us to measure the forces of lift, which allows an aircraft to overcome gravity, and drag, which is the resistance an aircraft "feels" as it moves through the air.
Aerodynamics | How Things Fly
Atmosphere and Basic Aerodynamics As an aircraft operates in the air the properties of air that affect aircraft control and performance must be understood. Air is a mixture of gases composed principally of nitrogen and oxygen. Since air is a combination of
Aerodynamics gases, it follows the laws of gases.
BASIC AERODYNAMICS - KSU
Aerodynamics is the way air moves around things. The rules of aerodynamics explain how an airplane is able to fly. Anything that moves through air reacts to aerodynamics. A rocket blasting off the launch pad and a kite in the sky react to aerodynamics.
Aerodynamics even acts on cars, since air flows around cars.
What Is Aerodynamics? | NASA
Newton's three laws on force and motion are applicable to aerodynamics. The four forces acting on an aircraft are weight, lift, thrust, and drag. Flight becomes possible when lift overcomes weight and thrust overcomes drag. The two kinds of airfoils used on Army aircraft are symmetrical and asymmetrical.
BASIC AERODYNAMICS MilitaryNewbie.com
This video covers the basic
Page 8/10
Aerodynamics aerodynamics that allow for all different types of aircraft to fly. Everything in this video should only be applied in theory flight simulation.
The Aerodynamics of Flight
Basic Aerodynamics, Beginners' Guide and lots of useful information about R/C Model Aircraft. Basic Aerodynamics, Beginners' Guide and lots of info about R/C Model Aircraft Updated: May 8, 2019 Contents: Tweet. Share - Our Calculators - Center of Gravity: Calculates Center of Gravity (CG), Aerodynamic Center (AC), Neutral Point (NP),
R/C Model Aircraft and Aerodynamics
Aerodynamics Aerodynamics is the study of objects in motion through the air and the forces that produce or change such motion. INTRODUCTION It is unnecessary that a mechanic be totally versed on Aerodynamics and Theory of Flight .
Copyright : iphonewalls.net
Where To Download The Airplane And Basic Aerodynamics
Copyright code: d41d8cd98f00b204e9800998ecf8427e. | <urn:uuid:8b0e760f-3065-4c0a-871c-dbb9f7046b49> | CC-MAIN-2022-21 | https://iphonewalls.net/the_airplane_and_basic_aerodynamics.pdf | 2022-05-19T21:03:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00229.warc.gz | 364,021,558 | 1,585 | eng_Latn | eng_Latn | 0.986453 | eng_Latn | 0.998814 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
814,
1676,
2493,
3346,
4180,
5036,
5885,
6694,
7487,
7622
] | [
2.28125
] | 3 | 0 |
Announcements
To join clicker to class today ( Clickers with LCD display ): join automatically
* Exam 3 next Monday.
* ( Turn on the Clicker the red ). LED comes on
* Friday mostly review. Bring questions.
* " " Push J oin button followed "20" by followed by the " " ( Send button switches to flashing green LED if ). successful
* Quiz in discussion today.
* Section 9.7 was inadvertently left off or the reading assignment. We will talk about it today. Please read by Friday.
* No shorts, sandals or skirts allowed in Lab!!
Review
* Systematic method for drawing Lewis structures.
* How CFCs destroy the ozone layer.
– A catalyst is a substance that speeds up a reaction, but is not consumed in the process.
– O3 protects us by absorbing lower energy UV light than other molecules in the atmosphere.
* Resonance structures, last example was O3.
*
For Period 1 and 2 atoms there are some quick rules for Lewis structures. See web tutorial.
Systematic Lewis Structures
1. Octet rule: all main group (s and p block) elements except B (6) and H (2) will share electrons to get 8 valence electrons.
2. Count the total number of valence electrons on all atoms. Add or subtract from this to account for the overall charge on the species.
3. Next draw single bonds from each of the outer atoms to the central atom. Subtract two electrons from the total number of electrons for each bond you have made = # electrons you have left to use elsewhere.
4. Put electrons on the outer atoms to give each atom a total of eight (an octet). (H) hydrogen only needs 2 electrons. (B) boron usually only 6 electrons. Keep track of how many electrons you are using. If you run out of electrons before filling the outer atoms' octets, stop.
5. Any electrons that were not used up in step 3 should be put on the central atom. You should now have no unused valence electrons.
6. If any atoms do not have octets, make multiple bonds (double and triple) by sharing electron pairs from atoms that do have octets.
7. Look for resonance structures. If you have made multiple bonds or have odd electron species where all the atoms cannot have octets, there may be more than one way to arrange the multiple bonds or place the odd electron. If so, the molecule is better modelled as an average of all the possible structures.
8. Use "Formal Charge" to pick best resonance structures.
Formal Charge
* Useful for determining most likely resonance structures.
* Formal charge = the charge an atom would have if all bonding electrons are shared equally.
* Calculation: Formal Charge = # valence e -
-[# non-bonding e - + (1/2)•(# bonding e - )]
* Electroneutrality Principle: the resonance structure with formal charges closest to zero is the largest contributor. | <urn:uuid:78a8716b-f2a7-4ab8-a391-92b6fa5a758e> | CC-MAIN-2022-21 | https://cms.gutow.uwosh.edu/gutow/Chem_105_S07/Lewis_3.pdf | 2022-05-19T22:01:37+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00235.warc.gz | 231,315,707 | 636 | eng_Latn | eng_Latn | 0.995159 | eng_Latn | 0.998062 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
527,
951,
2372,
2751
] | [
2.46875
] | 1 | 0 |
Science Autumn 1: Electricity.
- We will make our own electric circuits, using switches, bulbs and buzzers.
- We will investigate how to fix broken circuits.
- We will identify symbols in a circuit.
- We will create a working light or buzzer effect to light the lamppost in Narnia.
Autumn 2:
Light:
- Sort and categorize sources of light.
- Look at and label the eye, showing where light enters.
- Develop scientific enquiry by planning our own investigation linked to shadows and light.
- Complete accurate diagrams to show how light travels.
- Create invisible messages using filter paper.
SMSC/ PSHE: We will focus on:
- To carry out a weekly class debate on key issues in the news.
- Anti-bullying activities, creating posters and presentations to promote good choices.
- To explore laws in this country and how parliament creates laws.
- To explore racism and the effects it has on cultural relationships.
Computing
This term we will focus on:
See Miss L Ferguson for extended planning.
- Computer Science Create our own blog and look at a new network, which will allow children to understand the relationships between networks and also the wider Internet. Create a scratch programmes and look at mistakes in algorithms.
- Digital literacy We will look at the nature of online audiences and permanency of information online. We will understand how to be good digital citizens.
- ICT – Create French presentations including a range of different media
Music:
- We will continue to learn how to play a musical instrument- the Ukulele.
We will focus on:
- We will learn how to work as a group to create our own pieces of music linked to our topic, focusing on tone and rhythm.
- Christmas choir performances.
- Hymn practices.
French:
- Talk about clothes we wear in winter.
This term we will focus on:
- Discuss the weather in a weather report.
- Create a presentation about seasons and winter customs in France.
Through the Wardrobe; doorways to
Activities
other worlds!
Miss Wright Year 6
Autumn Term Planning 2016
Novel: The Lion, The Witch and The Wardrobe
Design and Technology
Art and Design
This term we will focus on:
- To create our own Turkish delight for Edmund.
- To choose our equipment safely and work together in teams to create part of
- To provide a healthy menu for a Narnian Feast.
This term we will focus on:
- Create a clay model of an animal from Narnia.
- Create our own sketchbooks and research work from Georgia O'Keefe
- Create a flower painting in the style of Georgia O'Keefe
History
This term we will focus on:
- Discover and research the effects of WW2 for evacuees.
- Explore the impact of WW2 on Britain.
- To look at sources from children who were evacuated in WW2.
- Further analyse and evaluate a range of sources to explore historical accuracy.
PE
This term we will:
- Create a gymnastic sequence involving a range of movements, linked to a piece of music.
- Perform our routines for an audience.
- Evaluate our performances given specific feedback to improve our work.
- Use apparatus and mats safely, to create more complex sequences.
- Develop our throwing skills using rugby techniques.
- Work in teams to develop our knowledge of rugby rules and the game itself.
- Work to lead our own warm-ups and set out our own equipment for team games.
- Develop our fitness in circuit challenges and also develop our stamina.
- Develop our co-ordination and ability to defend and attack effectively, in a game situation.
Science Autumn 1: Electricity.
- We will associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in a circuit.
- We will use and recognize symbols when presenting a simple circuit in a diagram.
- We will compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches.
Autumn 2: Light:
- Identify sources of light & revise facts that light travels in straight lines & opaque objects form shadows.
- Understand that to see, light needs to enter the eye.
- Investigate light reflection & refraction, white light made of many colours & the speed of light
Art and Design
Computing
This term we will focus on:
- Improving our mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for examples pencil, charcoal, paint and clay)
- Selecting images as starting points for our own work.
- Improve quality of sketchbook with mixed media work and annotations.
- Using a range of mediums on different backgrounds.
- Look at the work of artist Georgia O'Keefe
- Developing fine brush strokes.
This term we will focus on:
- Computer Sciencesolving problems by decomposing them into smaller parts; use logical reasoning to detect and correct errors in algorithms
- Digital Literacy appreciate how search results are ranked
- IT - combining a variety of software to accomplish given goals and select, use, combine software.
See Miss L Ferguson for extended planning
Music:
- Playing instruments with control and rhythmic accuracy.
We will focus on:
- Playing simple chords in a sequence.
- Recognising different speeds of music.
- Playing with increased control, expression, fluency and musical expression.
- Ukulele Lessons with Durham Music Service.
This term we will focus on:
French:
- Following descriptions in order to find specific information.
- Read and understand the main points and some detail from a short written passage.
- Prepare a short presentation on a familiar topic.
- Write sentences using some description.
- Investigate cultural differences.
SMSC/ PSHE: We will focus on:
- Researching, discussing and debating topical issues, problems and events.
- Reflecting on spiritual, moral social and cultural issues, using imagination to understand other people's experiences;,
- Realising the consequences of antisocial and aggressive behaviours, such as bullying and racism, on individuals and communities.
Design and Technology
This term we will focus on:
- Carrying out research, using surveys, interviews, questionnaires and web-based resources.
- Identify the needs, wants, preferences and values of particular individuals and groups.
- Selecting appropriate equipment to cook safely.
- Develop a simple meal specification to guide our thinking.
- To know that recipes can be adapted to change the appearance, taste, texture and aroma.
- Work out ratios in recipes.
- To measure accurately.
- Understand and apply the principles of a healthy and varied diet.
History
This term we will focus on:
- Using dates and historical language in our work
- Drawing a timeline with different time periods outlines.
- Describing historical events from different periods.
- Making comparisons between historical periods explaining what has changed and what has stayed the same.
- Exploring how significant events in history help shape the country we live in today.
- Developing a good understanding of how crime and punishment has changed over the years.
- To use historical artefacts help us understand more about the past.
PE
This term we will focus on:
- Developing our skills to maximise team effectiveness.
- Using the skills of throwing and catching to gain points in competitive games.
- Using tactics while attacking and defending.
- Applying rules of fair play to competitions.
- Understanding why exercise is good for fitness, health and wellbeing
- Suggesting improvements in our own and others' performances
- Developing flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- Making up longer, more complex sequences, including changes of direction, level and speed.
- Developing our own solutions to a task by choosing and applying a range of compositional principles.
- Combining and performing gymnastic actions, shapes and balances.
Through the Wardrobe; doorways to other worlds!
Miss Wright Year 6
Skills
Autumn Term Planning 2016
Novel: The Lion, The Witch and The Wardrobe | <urn:uuid:8aedcacf-8fe8-4c02-b419-9856a0b7d384> | CC-MAIN-2022-21 | https://www.ourladyoflourdes.durham.sch.uk/wp-content/uploads/sites/125/2015/07/Class-6-Autumn-Term-2016-Topic-Web-Through-the-Wardrobe-joorways-to-other-worlds.pdf | 2022-05-19T21:12:56+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00235.warc.gz | 1,041,039,543 | 1,640 | eng_Latn | eng_Latn | 0.997436 | eng_Latn | 0.997479 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3488,
8056
] | [
4.40625
] | 1 | 0 |
Talking Sense Good Communication in Marriage
Marriage is like opening a gift sometimes what you find inside is not quite, what you expected. Whether or not you married, the right person is primarily up to you. There is no perfect spouse-- you have to learn how to speak in each other's language.
I. What the Bible says about communications
II. How happily married couples differ from unhappily married couples
1. They talk more to each other.
2. They convey the feelings that the understood what is being said to them.
3. They have a wider range of subjects available to them to talk about.
4. They preserve the communication channels and keep them open. (Idea spend 3-5 minutes finding solutions and come back to share without negativity.
5. They show more sensitivity to each other's feelings.
III. How communication works: The SIX MESSAGES OF COMMUNICATION
a. What you meant to say
b. What you actually said
c. What your spouse actually hears
d. What your spouse thinks he/she hears
e. What your spouse says about what you said
f. What you think your spouse said about what you said
A tape recorder will teach you more about communication than reading five books and becoming an expert in the field of communications..
IV. How to clear up Communication: Listening
A. Definitions of listening
1. Listening means that when another person is speaking you are not thinking about what you are going to say when the other person stops talking.
James 1:19 Proverbs 18:18
2. Listening is complete except that without judgment of what is said and how it is stated.
3. Listening is the ability to restate accurately for both the content and the feeling of the message
B. Listening involves Work and Effort
Physiologically we can listen five times as fast as we can speak. If someone speaks one hundred and twenty words per minute and you can listen at 600 words per minute what are you doing with all that extra time?
C. Barriers to listening
Defensiveness
Personal Biases
Different Listening Styles
Inner Struggles Intra-psychic, vs Inter-psychic
The Habit of Interrupting Mental Overload Bad Timing Physical Exhaustion Selective Attention
V. How to communicate effectively
A. Our Messages are made up of three components
Content and 7%
Tone 38%
Nonverbal 55%
B. There are five levels of communication
Six if you live in a trailer park
a. Facts and Information and
b. Ideas of Others
c. My own Ideas and
d. Personal Information and Emotions
e. This is who I am:
Feelings and Emotions
Communication Chart :
Lowest Intimacy
Low
Moderate
Intimacy
High Intimacy
Intimacy
Highest Intimacy
This is Who I am Feelings & Emotions
Personal Information & Emotions Information
Your Own Ideas
& Opinions:
RISK begins
Ideas of Other
Facts & Info
C. The first four minutes of the day.
The last four minutes before you depart for the day.
The First four minutes when you see each other again.
The Last four minutes at the end of the day.
D. How to speak another person's Language.
1. Learning styles:
Visual
Auditory Kinesthetic (or feeling)
2. Personality styles:
1.
Extroverts: have to talk to think, and they need information from others
2. Introverts: the best way to approach introverts is to give them time to think: introverts have to think to talk: introverts are drained by being with people.
3. Communication styles:
a. The rambler sometimes called the babbling brook
b. This straight arrow in or dead sea
4. Gender differences
a. The brain : women use 40% more brain connectors than men; Women use more of the left and right sides of their brain at the same time so they can use reduce several things and one time; whereas men are often challenged to do more than one thing at a time.
b. Gender statements can be hurtful or bias
c. Gender styles
1. Expanders = are often Women
2. Condenser = Men
Homework questions:
1. How do happily married couples differ from unhappily married couples?
2. What would the six messages of communication what are the barriers to listening?
3. There are five levels of communication. What are they? When are the prime times for communicating during the day?
4. What does it mean to speak and others persons language ? How do you communicate with an extrovert ? How do you communicate with an introvert ?
5. List at least two gender statements that you use one occasion.
References and bibliography in reading list
1. Mars and Venus together forever, 1996 John Gray.
2.
The intimacy factor
1995, Stoop, David, and Jan
3. You just don't understand 1991, Tannen Deborah
4. Type talk
1993 Thueson, Janet
5. Communication: key to your marriage 2000 Norm Wright | <urn:uuid:d2be2c7f-05de-4f01-892f-f30dd950a7ba> | CC-MAIN-2022-21 | https://askdoctorken.com/wp-content/uploads/2021/10/Talking-Sense-converted.pdf | 2022-05-19T22:32:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00235.warc.gz | 163,747,769 | 1,091 | eng_Latn | eng_Latn | 0.995022 | eng_Latn | 0.998435 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2019,
3111,
4676
] | [
2.03125
] | 1 | 0 |
Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
Remember: To convert from kilometres to metres, multiply by 1000. To convert metres to kilometres, divide by 1000.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 2275m |
| | 6923m |
| 1525m | 1206m |
2) Use < or > to compare these measurements:
3) Order these measurements from shortest to longest:
4) It is 3.755 km from the Stinky Swamp to the Angry Alligator. However, the explorers took a shortcut and cut out 1522m from their journey. How far did they end up walking? Write your answer in metres.
5) It was 6123m between the Talking Toucan and the Angry Alligator, but the Talking Toucan flew 2.602km further away. What is the distance between them now? Write your answer in kilometres.
Treasure Trove Answers
Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 4753m |
| | 3210m |
| | 4103m |
2) Use < or > to compare these measurements:
3) Order these measurements from shortest to longest:
4) In the table below, James has converted four measurements from kilometres to metres. However, Lucy says he has got some of them wrong. Decide whether each measurement is right or wrong and give it a tick or a cross. If it is wrong, write the correct measurement in the table next to it.
5) It is 4613m from Gecko Rock to the Smiling Snake. However, the explorers got slightly lost and ended up walking 1.35km further than they needed to. How far did they end up walking? Give your answer in metres.
| Metres | or |
|---|---|
| 4744m | |
| 23.56m | |
| 321m | |
Treasure Trove Answers
Treasure Trove
I can convert metric measures involving length (kilometres and metres).
Here are some mysterious directions to find buried treasure. Some of the directions have been written in metres and some in kilometres.
Change the measurements in kilometres to metres and the measurements in metres to kilometres. Write the conversions on the chart below.
1) Convert the measurements given in metres to kilometres, and the measurements given in kilometres to metres:
| Measurement (m) | Measurement (m) |
|---|---|
| | 4370m |
| | 3005m |
| | 1039m |
2) Order these measurements from shortest to longest:
3) In the table below, James has converted four measurements between kilometres and metres. However, Lucy says he has got some of them wrong. Decide whether each measurement is right or wrong and give it a tick or a cross. If it is wrong, write a short note for him explaining the mistake he made and how he could get it right next time.
4a) It is 4370m from Monster Mountain to the Murky Marsh. However, on the way there, the explorers got slightly lost and ended up walking 1.02km further than they needed to. How far did they end up walking on the way there? Give your answer in kilometres.
| Metres | or |
|---|---|
| 3005m | |
| 1900m | |
| 690m | |
| 9090m | |
b) When they had followed the directions all the way from White Shark Bay to the cave containing the treasure chest, how far had James and Lucy walked in total? (Don't forget the extra distance they walked because they got lost.) Give your answer in metres.
c) On the way back to White Shark Bay, the two explorers managed not to get lost. Instead, they found a shortcut that made their journey 3.5km shorter. Find the difference, in metres, between the distance they walked on the way there and the way back.
Treasure Trove Answers | <urn:uuid:7168a1cc-42ca-4f23-b91b-65b594124da5> | CC-MAIN-2022-21 | https://www.primet.lancs.sch.uk/attachments/download.asp?file=3524&type=pdf | 2022-05-19T22:03:30+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00236.warc.gz | 1,078,296,665 | 1,075 | eng_Latn | eng_Latn | 0.995359 | eng_Latn | 0.998068 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
682,
1181,
1205,
1768,
2439,
2463,
3026,
4271,
4295
] | [
4.34375
] | 1 | 0 |
Schools and Mental Health Project
Schools, Mental Health, & Well Being in the African American Community: A Community Forum held February 27, 2019
Meeting Summary
The Commission collaborated with Be Smooth, Inc. to hold a community forum on Schools, Mental Health, & Well Being in the African American Community on February 27, 2019 in Stockton, California. This forum was part of a broader stakeholder outreach strategy for the Commission's project on Schools and Mental Health. This strategy includes engaging with stakeholders and members of diverse communities to inform Commissioners and to help them develop an action agenda for improving access to services and supports. The meeting was facilitated by Lecia Harrison, Founder and Executive Director of Be Smooth, Inc., a non-profit organization that provides support and services to students to promote wellness and success in schools.
About 60 community members and providers attended the community forum, which began with a community building and networking lunch, followed by a structured panel presentation and roundtable discussions. The panel presentation and roundtable discussions focused on three questions:
1. What is your experience with school age children and mental health in your community?
2. What are some challenges you see in addressing mental health problems with school age children (and in particular, in the African American community)?
3. Given your experiences how can we meet the needs of school age, and in particular, African American children more effectively?
The following key themes emerged from the panelist's presentations and roundtable discussions.
Key Themes - Barriers and Challenges
Widespread Exposure to Trauma
When asked about mental health in school-age children, the greatest source of difficulties identified by both participants and panelists was unrecognized or unidentified exposure to trauma. Panelists said that many children in their community experience significant trauma and adversity; both in the form of discrete traumatic events such as exposure to violence, physical and sexual abuse, removal from home (foster care), as well as chronic experiences of abuse, homelessness, food insecurity, and family instability.
_____________________________________________________________________________
My son has had severe trauma and many transitions: An absent father, instability in the home, homeless from age 1-6... Frequent moves, house to house, city to city. He would cry a lot, he lacked social skills and didn't understand his peers. What calmed him down was one teacher that took the time to understand my son. And she would hug him when he needed it."
______________________________________________________________________________
This Parent Participant's quote illustrates the negative impact of chronic stress and adversity on a child's development, especially when it occurs in the first 5 years of life. The quote above also illustrates that traumatic events are not always discrete, individual experiences. Instead, these events can be chronic and cumulative over time; unfolding in the broader context of community and intergenerational trauma.
Community and Intergenerational Trauma
Participants discussed how children's experience of trauma and adversity was compounded by community and intergenerational trauma. Community trauma involves concentrated trauma among people in a community environment 1 and includes poverty, limited or long-term unemployment, violence, crumbling infrastructure, and damaged/disconnected social relations. In addition, the long history of forced separation of black families through government policies (such as slavery and mass incarceration) has led to the fragmentation of black families, the intergenerational experience of trauma, and a pervasive sense distrust of government institutions. Many parents described experiencing trauma themselves, and not knowing how to shelter or protect their children from similar experiences.
_____________________________________________________________________________
"As a mother, when trauma happens to your child it's difficult to know how to face it every day. It takes me back to some of the things I survived."
______________________________________________________________________________
Given exposure to trauma, including chronic adversity, discrete traumatic events, community trauma, and intergenerational trauma, children may arrive at school struggling to manage their emotions and engage in a learning process. Often these emotional reactions can manifest in acting out and disruptive behaviors in the classroom, difficulties with peer interactions, and difficulties with transitions.
Lack of Resources and Capacity to Support the Social and Emotional Needs of Children
Participants suggested that for children with significant social and emotional needs due to exposure to adversity, the schools have few resources available. Teachers often do not have the training or expertise to recognize when a child's behavior is due to exposure to a traumatic event. Furthermore, even when teachers are aware of how trauma was affecting their students, they often do not know how to help children cope or have the resources (time, energy, and attention) to manage emotional symptoms in a classroom setting.
______________________________________________________________________________
The next teacher did not ask how she could help, instead she punished him. She spoke to me as if I was the child. Too much on me and on my son. I needed to go to work every day. With my PTSD, I feared getting everything taken away, because I had been homeless. The Principal said, "I have to be honest with you we just don't have the resources to deal with your son."
______________________________________________________________________________
Participants also noted that there are not enough mental health professionals in schools to support children or school staff. Furthermore, when mental health professionals are available, they often do not reflect the diversity of the community. Participants noted a general lack of African American educators, school staff, and mental health providers. This contributes to feelings of mistrust and disconnection from institutions like schools because there are not enough professionals who truly understand African American culture and history.
Punitive Disciplinary Practices
While participants at times identified specific teachers or school personnel who helped children overcome challenges by caring and connecting with them, for the most part participants observed that schools responded with punitive disciplinary actions, at times even re-traumatizing children. Parents described receiving repeated calls from teachers and school administrators that resulted in their child being suspended from school for behavior that could have been more effectively addressed through positive discipline practices. Participants discussed how these punitive discipline practices often label and target black boys, pushing them out of school. Participants also expressed concern that police presence on school campuses leads to unwarranted detainment and arrest of Black students.
Lack of Trust in Institutions Including the School System
History of CPS Involvement in African American Communities
The issue of "trust" was mentioned frequently throughout the forum. Parent participants described a deep lack of trust for systems that had historically oppressed and inflicted trauma on the African American community. Most notably, participants reflected on the removal of African American children from their homes by Child Protective Services, and the fear that these actions elicit in the community. This fear prevents parents from accessing supportive services and mental health care that they need and want.
Disconnection and Disengagement
In addition, this mistrust extends to relationships with schools. Participants suggested that many parents do not feel like a part of the school community and have difficulty advocating for their children's needs. Further, many parents are barred from volunteering in the classroom or participating in school activities due to criminal records. Given the bias and disproportionality in the criminal justice system, African American parents are more likely to have criminal records and to thus be marginalized from their children's educational experiences.
______________________________________________________________________________
"I believe it all boils down to trust. It's very difficult to establish trust. We grew up seeing it. Kids getting split up. Its' difficult to place the trust in people at school."
______________________________________________________________________________
Furthermore, the mistrust described by participants goes both ways: parents distrust schools and school personnel often are reluctant to bridge the gap due to their own biases about the community. Participants suggested that teachers often lack a passion for their role as educators and a connection with the community they are serving. Even for those teachers who are willing
to forge relationships with communities, fears about the safety of neighborhoods may prevent them from reaching out.
Solutions
Recognizing and Addressing Trauma
A key first step to addressing the mental health needs of African American children is recognizing that some of the challenging behaviors stem from exposure to trauma. Instead of disciplining and punishing children who are facing extraordinary adversity, experiences of trauma must be identified and addressed. Children who experience sexual and physical abuse, extreme poverty, homelessness, and other adversities may require support, connection, nurturing, and even, in some cases, ongoing psychotherapy to be able to participate effectively in a classroom setting.
Interventions suggested by panelists include equipping teachers with the awareness to recognize trauma and the skills and resources to help children cope with trauma. As one participant said, "Teachers need to lead with compassion and empathy." Other recommendations made by participants to increase the capacity of schools to recognize and address trauma included:
* Training for all school personnel (including bus drivers and food services workers) on mental health, trauma, and implicit bias.
* Changing policies that disproportionately lead to suspension and expulsion of African American students.
* Providing on-site, campus resources such as quiet rooms and classroom aides.
* Hiring intervention specialists in schools who work with local mental health agencies to address the health and wellness needs of parents and families.
* Reducing the presence of police on school campuses.
* Building greater collaboration between schools and community-based organizations such as local churches to address community trauma.
* Recruiting African Americans into the teaching and mental health professions.
__________________________________________________________________________
"If a child tells you, "My daddy isn't here. My daddy is dead. My daddy is not in the picture." Don't shy away from that. They are already parentified. They are already latch-key kids. They are socially and economically defunded."
______________________________________________________________________________
Building Relationships
A prominent theme throughout the discussions was the lack of trust and connectedness between parents and communities, and schools and providers. Participants suggested that bridging these gaps may ensure that children experiencing trauma are identified early on. Furthermore, establishing relationships based on mutual trust will enable parents, providers, and schools to forge partnerships and to address children's needs more effectively. Building these relationships will require significant investment on the part of schools and providers to recognize and combat
implicit biases, to examine their own disciplinary practices, and to reframe behavior problems as manifestations of suffering and distress.
______________________________________________________________________________
"On the provider side, how are we going to reach the kids? I became a wrap facilitator but felt the disconnect between the schools and the homes. It's gotta be a whole family situation. You have to be able to touch everyone and be willing to help everyone."
______________________________________________________________________________
Participants suggested ideas for building greater trust to successfully partner with families, including employing a school team of parent and peer navigators and providing opportunities for parents with criminal histories to volunteer in the classroom.
Cultural Humility
Panelists and participants alike discussed the importance of the value of cultural humility. Cultural humility is different from cultural competence, which implies mastery of cultural knowledge. Cultural humility is a lifelong process of self-reflection that includes being flexible and humble in learning from others about their beliefs, values, and customs. Providers and school personnel must be aware of the experiences of trauma, the history of racism, discrimination, and family disintegration which form part of the fabric of the African American community. Recognizing the effects of this history on African American communities is a first step
Cultural humility is "the ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person]." 2
3 key characteristics:
1. Commitment to self-evaluation and self-critique.
2. Desire to address power imbalances.
3. Partner with other people to advocate for change. 3
towards bridging the gaps and forging relationships based on trust and the shared goals of supporting children's social emotional and academic development.
______________________________________________________________________________
"We are caught up in diagnoses for billing, hours, boundaries. When you try to reach the African American community, what you see as boundaries from western philosophy that has to go out the door. They must see that in you first. I cannot be color blind. I cannot care about white fragility. I need you to be white conspirators, not allies. You are standing with the people of color."
______________________________________________________________________________
Identifying and Building on Community Strengths
Participants in the community forum included parents, school personnel, and community based providers who shared their passion and dedication to improving mental health for children in their communities. The forum galvanized a sense of purpose and shared goals among participants, as well as a willingness to collaborate to promote better care for children. With
continued support and engagement, the leaders present in this group may be instrumental developing and promoting policy and practice change in the community.
Furthermore, participants shared the importance of celebrating cultural and historic achievements, as well as providing positive mentors for children. One panelist discussed the importance of having posters of African American heroes such as Colin Kaepernick and Shirley Chisholm posted on classroom doors, as well as regular events celebrating African American history. Another participant mentioned the importance of mentorship, particularly for African American boys. These strategies hold promise for building resilience and fostering a climate of inclusion and equity in schools.
Next Steps
Information gathered from this meeting will be incorporated into the project's final report to be submitted to the Commission. During and after this time, staff will continue to engage with community stakeholders as we develop policy recommendations that address the educational and mental health needs of African American children and their families. Ongoing dialogue and feedback from diverse communities is critical to the success of this project.
References
1 Pinderhughes, H., Davis, R., & Williams, M. (2015). Adverse community experiences and resilience: A framework for addressing and preventing community trauma. Prevention Institute, Oakland CA.
2 Hook, J. N., Davis, D. E., Owen, J., Worthington Jr., E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology 60(3): 353-366.
,
2 Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Undeserved, 9, 117-125. | <urn:uuid:2de64dd6-6270-438c-87fa-c484b1e21799> | CC-MAIN-2022-21 | https://www.besmooth.org/_files/ugd/38c0c3_eb474f2387ae4e03b014a737ad8d90dd.pdf | 2022-05-19T21:56:32+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662530066.45/warc/CC-MAIN-20220519204127-20220519234127-00233.warc.gz | 739,584,882 | 2,886 | eng_Latn | eng_Latn | 0.99707 | eng_Latn | 0.999386 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2761,
5868,
9191,
12014,
14994,
16863
] | [
2.796875
] | 1 | 0 |
Optimising children's positive experiences
Helping children develop optimism
Helping children to reframe their unhelpful thoughts, feelings and behaviours into helpful ones
Reconnection and repair when things go wrong
Supporting children to cope with everyday stress
Children who cope better with life's everyday setbacks develop good mental health and wellbeing. Some ways adults can suppport children's developing coping skills include:
Optimising children's positive experiences
f f Keep stress within a manageable everyday range
f f Arrange opportunities for 'ups' that involve fun, joy, and pleasure which provide a bank of positive emotions to buffer against life's everyday 'downs' that may involve hurt, disappointment, frustration or conflict.
Helping children develop optimism
f f Children learn by observing others. Show them how to be optimistic by your own attitude and what you say when things go wrong for you
f f Look for solutions and avoid blaming others or yourself
f f Give children opportunities to succeed
f f Give realistic praise and encouragement.
Helping children to reframe their unhelpful thoughts, feelings and behaviours into helpful ones
f f Help children turn setbacks into a drive to try again
f f Help children to think positively. 'I know that puzzle was hard today, but yesterday I saw you get a hard puzzle out. You kept trying until you found the right place to put the pieces.'
Reconnection and repair when things go wrong
When things go wrong between parents and carers and a child, the most important thing to do is to reconnect and repair the relationship. This is not only essential for the child's mental health and wellbeing but also enables them to learn to deal with relationship problems.
It may not be possible to reconnect right at the time because of strong feelings, but as soon as you can, offer a hug and some words to show that you understand and accept how the child felt.
Maya's story
Three-year-old Maya had a day when things went wrong and thought her father should have been able to make it alright. At bedtime she started to kick and pinch him. He asked her to stop but she continued. He said she would not let her hurt him or anyone else and held her hands to prevent her pinching. She became very upset. He was angry too because he had been doing his best to help her that day. After a little time, Maya's father put his arms around her and said it was not okay to kick and pinch, and asked if she was upset and confused. Maya nodded, cuddled in to him and stopped trying to hurt him. Maya's father said he could not always prevent things going wrong but would always keep her safe and take care of her.
When things go wrong between you and a child, whether small or more important, the chance to repair and reconnect allows the child to feel safe and secure in their relationship with you and in themselves.
HAPPY Principles
The HAPPY Principles also offer some ways to help your child have an optimistic outlook.
| Have a go | Accept both success and loss | Practise | Plan for the best outcome |
|---|---|---|---|
| Break tasks and games into manageable pieces so children can succeed. Try to celebrate your child’s successes. | Keep and eye on your helpful and unhelpful thinking as this may influence your child. | Allow your child to watch you practise and persevere at activities you enjoy. This will teach your child to do the same. | Encourage children to think situations over and choose outcomes that are enjoyable and build confidence. |
Thisfresourcefandffurtherf informationfonfthef nationalfKidsMatterfEarlyf Childhoodfinitiativefisf availableftofdownloadfatf www.kidsmatter.edu.au.f ThefKidsMatterfEarlyf Childhoodfteamfalsof welcomesfyourffeedbackf whichfcanfbefsubmittedf throughfthefwebsite.
The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health and Ageing. While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or reliance upon, the content of this publication. | <urn:uuid:28fccd38-c874-49b9-b65f-1c869bd899b3> | CC-MAIN-2018-17 | https://www.kidsmatter.edu.au/sites/default/files/public/KMECC2-201205-02_ups-and-downs-stress.pdf | 2018-04-22T08:55:40Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00126.warc.gz | 799,644,005 | 875 | eng_Latn | eng_Latn | 0.996213 | eng_Latn | 0.997227 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1942,
4198
] | [
3.578125
] | 1 | 0 |
The Oak Tree Academy
AntiBullying Policy
Introduction
At The Oak Tree Academy we believe that all our pupils have the right to an educational environment where they feel safe and which is free from harassment and bullying. This policy is implemented in partnership with the school's Discipline Policy and PSHE Policy.
Definition
Bullying is any behaviour which is deliberately intended to hurt, threaten or frighten another person or group of people. It is usually unprovoked, happens again and again as part of a pattern of behaviour and can continue for a long period of time. It always reflects the abuse of power, with one (or more) person(s), a victim and the other, a bully. It is the dominance of the powerful over the powerless.
Bullying includes:
Physical:
Pushing, kicking, hitting, pinching and other forms of violence or threats of violence
Verbal: Name calling, sarcasm, spreading rumours, persistent teasing
Emotional: Excluding, tormenting, ridicule, and humiliation
Racist: Racial taunts, graffiti, gestures
Sexual: Unwanted physical contact or abusive gestures.
Aims
* To maintain a community in which everyone feels valued and safe and where individual differences are appreciated, understood and accepted.
* To promote a secure and happy, caring environment where kindness and helpfulness are expected.
* To praise and reward positive behaviour.
* To teach pupils to respect themselves and others, promoting crucial self-esteem.
* To reduce the emotional and mental distress of any bullying enabling all pupils the right to enjoy their time at school.
* To inform pupils and parents of our expectations in order to foster a productive partnership, where each and everyone has a role to play.
Strategies
* To help pupils make the right choices and not to succumb to peer pressure.
* To listen to all parties involved in incidents and always take allegations from victims seriously.
* To re-assure pupils that the school will protect and support all parties involved while the issues are being resolved.
* To foster by example the values we as a school believe in.
* To investigate as fully as possible.
* To use a range of strategies which challenge bullying behaviour.
* To include long term curriculum work about bullying and other forms of anti-social behaviour.
The Role of the Principal
The Executive Principal and Head of Academy is responsible for promoting good behaviour and discipline in line with the governing body's general principles.
The Executive Principal or Head of Academy should ensure that staff, pupils and parents are aware of the school's policy for discipline, anti-bullying and of the school's behaviour code.
All staff should:
* Show by example that they are committed to stopping bullying in the school.
* Create an atmosphere of trust and respect where pupils feel their concerns are taken seriously.
* Show by example that it is possible to be fair, clear and firm without being a bully.
* Listen to complaints and concerns about bullying and take appropriate action.
* Make sure that those who have been bullied are informed about what action has been taken.
* Develop and use a wide range of approaches when taking action against bullying.
* Make sure that visitors to the school are aware of policy and procedures against bullying.
* Know when and where most bullying is likely to take place.
All pupils should:
* Show respect to every person in the school and avoid saying or doing anything which hurts others.
* Report all incidents of bullying.
* Take every opportunity to show that they are against bullying and not "follow the crowd" or "turn a blind eye".
* Support school projects against bullying.
* Offer support to anyone they see being bullied.
* Advise the school about ideas which they think will help to stop bullying.
Parents should:
* Expect the school to take bullying seriously.
* Support the school in its policy against bullying by discussing it with their child.
* Encourage their child to follow the school code of conduct.
* Inform the school if their child is being bullied.
* Support the school in its actions against those who bully.
* Always contact the school if they have a concern about bullying.
The Role of the Governing Body
The Governing Body is responsible for setting the overall direction and ethos of the school. They should monitor the work of the Executive Principal and Head of Academy and the implementation of policy to ensure that:
* The ethos of the school, its values and the boundaries of acceptable behaviour are not broken.
* The moral code is maintained.
* Positive and constructive rules of conduct are followed.
* The rewards and punishments are fairly and consistently applied.
Conclusion
Reporting Bullying
As a school we will:
* Encourage victims and witnesses to speak up.
* Treat incidents seriously however trivial they seem at first glance.
* Be alert for changes in behaviour, attitude and well being.
* Listen to parental concerns and follow up any repeated incidents.
Responding to Bullying
We will endeavour to:
* Take all bullying problems seriously.
* Deal with each incident individually and to access the needs of each pupil separately.
* Investigate all incidents thoroughly.
* Ensure that bullies and victims are interviewed separately.
* Obtain witness information.
* Keep a written record of the incident, investigation and outcomes.
* Inform staff about the incident.
* Ensure that action is taken to prevent further incidents.
Such action may include:
Imposition of sanctions. Obtaining an apology. Informing parents of both bully and bullied. Provide support for both victim and bully.
Anti-Bullying Policy
Staff Guidance
Positive Strategies
Classroom practice and curriculum will be positively used as a vehicle for raising awareness and understanding the concept.
* We will:
Teach children to work and play co-operatively.
Teach about cause and effect and rights and responsibilities.
Teach children that you don't lose face if you apologise.
Teach children to examine their behaviour to see if it is proactive.
* We will ensure members of school and community are aware of and understand the School Anti Bullying Policy by making it a timetabled agenda item at staff and governor meetings.
As part of the curriculum at the beginning of each year pupils will be made aware of the policy.
* We will regularly use assemblies to communicate our message.
* We will provide purposeful activities outside the classroom environment, e.g. play equipment at break times.
* We will implement positive interventions wherever possible e.g.,
Seeing the opportunity for teaching and learning within the misdemeanours.
Making the steps clear, being persistent and consistent, sharing responsibility and giving clear messages of our vision. Seizing opportunities to reward co-operative behaviour.
Specific Action
* The school will keep adequate records of all bullying incidents.
* All staff must use 'Good to be Green' behaviour system.
* The school will work with parents of the victim to assist their son/daughter to avoid being bullied in the future.
* The school will assist the perpetrator(s) to change his/her behaviour.
* The school will work with the parents of the perpetrator to establish joint strategies for behaviour modifications.
* Resistance to behaviour changes and repeated offending, if proven, will lead to consequences as follows:
Sanctions
Immediate
Apology to victim
Report to Principal
Parents notified
Possible loss of privileges
Sanctions – a reminder about what those are, a warning, detention, suspension for a set period or exclusion , anything the school deems to be appropriate, given the age of the pupils (staying in at playtime for a number of days, moving class etc).
If bullying re-occurs
Involvement of parents or carer
Behaviour contract
If no improvement
Involvement of parents or carer
Exclusion at lunchtimes
Exclusions for a fixed time period
Permanent exclusion
Rewards
Praise – we will never miss an opportunity to offer praise
Encouragement – acknowledge children and positive actions in Assemblies e.g. award of any of a range of certificates, both individual and whole class rewarded publicly.
These will accumulate so that pupils can earn:
Extra playtime
Out of school activities and visits
Positive letter home
Remembering our children is our greatest asset.
Implications for staff
* Contact school if you are aware or suspect bulling is taking place
* Encourage children NOT to be aggressive with other people
* Support the school if further action needs to be taken
Implications for pupils
Pupils need to;
* Trust staff to take action if being bullied. Be aware of rewards and sanctions
* Understand that your actions will have consequences. Tell staff if you are being bullied or warned about a friend being bullied
* Not stand by and do nothing or laugh when bullying is taking place
* Try to be helpful and kind to other people at all times
* Accept sanctions if found bullying
* Approach the child and make sure the problem has not re-occurred
* Not be afraid to complain again if bullying continues
Implications for Governors
Governors need to:
* Make sure they understand their role and know about the bullying policy
* Support staff in implementing the policy
* Take an active role in the review and maintenance of the policy
* Recognise their responsibility and play a role in the implementation and enforcement of the bullying policy
Implications for staff
Staff need to:
* Be prepared to find time to listen to children and take them seriously in a way which will not lead them to being humiliated or embarrassed, i.e. by ensuring privacy
* Look out for possible bullying behaviour and be aware of 'bullying hot spots'
* Establish routine opportunities for children to talk about bullying
* Include teaching about positive behaviour through the curriculum
* Implement the rewards and sanctions as quickly as possible
* Recognise that other staff may need help and they must not be afraid to seek it if appropriate
Implications for lunchtime supervisors
* Be prepared to listen to children and take them seriously in a way which will not lead to them being humiliated or embarrassed, i.e. by ensuring privacy
*
Carry out rewards and sanctions. Look for opportunities to reward children and their co-operative behaviour
* Do not be afraid to implement sanctions if they are appropriate and as soon as possible
* At the end of the lunchtime report any incidents to the class teacher, Executive Principal or Head of Academy. Report instances of positive behaviour too
* Examine our own behaviour to make sure we are not bullying pupils or colleagues
* Encourage collective responsibility for ownership of the problem
Implications for Management
* Establish and maintain an effective two way reporting system with Lunchtime Supervisors
* Upkeep and monitor incidents of bullying and recording systems
* Communicate with parents and co-ordinators, governors and staff
* Investigate policy review and make sure it doesn't get forgotten
* Wherever possible allow the class teacher to resolve the situation personally
In terms of this school, bullying is detrimental to the ethos of the school and therefore against everything we are working towards.
Document control sheet:
Key Staff lead for The Oak Tree Academy: Debra Murphy & Elizabeth Pollitt Status: live working document
Governor's signature: …………………………………………
Chair of Governors
Review Date Agreed: November 2016 | <urn:uuid:cc5883dd-3d6d-499e-979b-ab892c157316> | CC-MAIN-2018-17 | http://theoaktreeacademy.org/file/oaktree/3-131-18-259-anti-bullying-policy.pdf | 2018-04-22T08:29:06Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00122.warc.gz | 303,618,660 | 2,271 | eng_Latn | eng_Latn | 0.996542 | eng_Latn | 0.998043 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
765,
3369,
5491,
7422,
9155,
11186,
11548
] | [
3.984375
] | 4 | 2 |
1 of 1
Save state forestland from deer
By Jeffrey D. Corbin, Commentary Published 2:58 pm, Tuesday, December 3, 2013
New York's forests generate billions of dollars in economic value each year, from timber to tourism. They also generate billions more by providing clean drinking water, preventing flooding and erosion, and removing carbon from the atmosphere. Finally, they host more than 1,000 species of plants and animals, some of which are found in our region and nowhere else.
Unfortunately, our forests are in a state of crisis. The explosive growth in the number of white-tailed deer in recent decades threatens trees' ability to regenerate and provide these economic, recreation and ecological benefits.
The forests of the future can be seen in the carpet of tree seedlings growing slowly in the understory shade of their parents. However, that carpet is a thin one through much of our state, thanks to hungry deer who consume nearly every tree seedling save the few species they find unpalatable. Where there should be many young trees ready to replace adults as they die, instead there is little of the species variation that should form the raw material for successful resilience in the face of climate change and other environmental stresses.
Today, deer overpopulation poses a greater threat to New York's forests than anything except bulldozers. There are more than 1 million deer in New York, an average of more than 30 deer per square mile of forest. In some areas, particularly in the southeast including Long Island, the Lower Hudson Valley and the southern Catskills, you can find more than twice that density. Yet, studies tell us that forest damage is evident above 20 deer per square mile.
Scientists with The Nature Conservancy have found that in nearly one-third of the state, deer have stunted tree regeneration so much that our forests may not be able to replace themselves. Deer also depress forest growth, reduce plant biodiversity and contribute to the decline of songbird populations and forest wildflowers.
In order to save our forests and all the benefits that they provide, the State Department of Environmental Conservation should sharply reduce deer densities. With few natural predators, hunting is the primary control on deer populations, and it should be a key component of strategies to reduce deer herds to appropriate levels. Hunters can maximize their effect by focusing on does, which drive deer population growth to a greater extent than the "trophy" bucks.
Recreational hunting alone, however, is not likely to solve the problem. Regulated, commercial hunting should be permitted in rural areas of the state. Such hunting could be encouraged by, for example, loosening restrictions on the sale of venison to the public.
Smaller deer populations make for a healthier forest. A healthier forest benefits all of the other components of the ecosystem — from the red-spotted newt to the cerulean warbler to the red trillium to the myriad of benefits that New York's forests provide to people.
And, a healthier forest benefits deer. Deer can so completely denude a forest that they run out of food. Deer have suffered spasms of starvation in the past, for example in the Alleghany Plateau of northwestern Pennsylvania in the 1930's. After witnessing this tragedy, along with the extreme damage the desperate herds did to the forest, no less a conservation icon than Aldo Leopold argued that managed culling was necessary to control deer populations.
A forest is more than a collection of the trees that make up its canopy. It is a community of plants and animals that interact in complex ways. Elevating any one species above the rest, as we have done with deer, is misguided and doomed to fail. Deer populations need to be managed properly — for the sake of our forests and the benefits they provides to people, and for sake of the health of deer populations themselves.
Jeffrey D. Corbin is an associate professor at Union College's Department of Biological Sciences.
12/4/13 10:53 AM | <urn:uuid:76a67373-3aac-4e55-bc99-a10295009ed4> | CC-MAIN-2018-17 | http://northforkdeer.org/files/80703697.pdf | 2018-04-22T08:26:28Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00131.warc.gz | 224,306,820 | 814 | eng_Latn | eng_Latn | 0.99781 | eng_Latn | 0.99781 | [
"eng_Latn"
] | false | docling | [
4039
] | [
2.71875
] | 1 | 0 |
United Nations Children’s Fund
UNICEF is the world's leading agency for children, working in 190 countries to help children realize their rights to survival, development and protection. It was created as the United Nations International Children's Emergency Fund in 1946 to provide emergency help to children suffering from the aftermath of World War II. In the 1950s, UNICEF's mission grew from a post-war emergency fund to a development agency for children.
UNICEF is guided by the Convention on the Rights of the Child and strives to help establish children's rights as enduring ethical principles and international standards of behaviour towards children. UNICEF is committed to ensuring special protection for the most disadvantaged children, victims of war, disasters, extreme poverty and all forms of discrimination, violence and exploitation.
UNICEF's history in Iran goes back to 1950, when Iran's Government turned to UNICEF to fight tuberculosis. Opening an office in the country, UNICEF focused its programmes on child health and nutrition in the early years of its activities in Iran. Later on, education, child protection and Juvenile Justice, HIV/AIDS,child rights monitoring and child poverty reduction were added as additional fields of cooperation. UNICEF is also active in providing humanitarian assistance following emergencies and assisting national partners to prepare for, and reduce the risk of, sudden onset disasters.
In association with other UN agencies, UNICEF is committed to assist national stakeholders in achieving the Millennium Development Goals (MDGs). Six out of eight MDGs are directly related to children and women. At the international level, UNICEF has prioritized five focus areas in relation to key elements of the MDGs which guide UNICEF development assistance around the world. These are;
1) Young child survival and development, 2) Basic education and gender equality; 3) HIV/AIDS and children; 4) Child protection from violence, exploitation and abuse; and 5) Policy advocacy and partnerships for children's rights.
In doing so, UNICEF seeks to address the rights and needs of children most in need first by applying a so-called equity-based approach. For UNICEF, equity means that all children have an opportunity to survive, develop, and reach their full potential, without discrimination, bias, or favoritism. This interpretation is consistent with the Convention on the Rights of the Child (CRC).
An equity-based approach to UNICEF's programmes and policies seeks to understand and address the root causes of inequity so that all children, particularly those who suffer the worst deprivations in society, have access to education, health care, sanitation, clean water, protection, and other services necessary for their survival, growth, and development.
United Nations Children's Fund
The primary role of UNICEF in Iran is as a provider of technical assistance and as a bridge between Iranian policy makers and practitioners and their peers abroad, ensuring knowledge on social development and child rights becomes available in Iran and part of national policies. In addition, UNICEF commits itself to assist national authorities and other partners in response to natural or man-made disasters to help ensure the basic rights and needs of children are met during and following any instance of humanitarian emergencies. Currently, UNICEF works in Iran under a Basic Cooperation Agreement, operationalized by an agreed five-year programme of cooperation. This programme focuses on reducing regional disparities in child health and nutrition, girls' education and women's empowerment, child protection, HIV/AIDS and Adolescent Friendly Services and monitoring the Convention on the rights of the Child. UNICEF Iran currently implements projects in these areas in three Iranian provinces: Sistan and Baluchistan, Hormozgan and West Azerbaijan. These projects include:
Girls' Education and Women's Empowerment: The Education Programme works in partnership with the Ministry of Education and Ministry of Interior, Bureau of Aliens and Foreign Immigrants (BAFIA). It aim to ensure quality primary education services for marginalized and at-risk girls, boys and women and empower women to participate in community development through capacity building activities in 12 selected districts in three disparity provinces. The cooperation with BAFIA comes in the framework of a project designed to advocate for and support Basic Education for Refugee Children and Women.
Integrated Early Childhood Development(IECD): The Integrated Early Childhood Development (IECD) works in partnership with the Ministry of Health, State Welfare Organization, Ministry of Interior, Ministry of Welfare and Social affairs and Civil Registration Organization. The programme seeks integrated approaches to the development of the young child and consists of three projects: Child Health and Nutrition, Birth Registration and Early Childhood Development.
HIV/AIDS prevention: In close partnership with the Ministry of Health and Iran University of Medical Sciences, the HIV/AIDS programme aims to empower most at risk children, youth and women to protect themselves from HIV and related risk factors by providing information, education, counseling and referral services in Health Centres and also creating an enabling environment in the community. The programme also aims to develop workable models for providing effective HIV prevention interventions.
Child Protection: UNICEF's Child Protection Programme works in partnership with the Judiciary, the State Welfare Organization, Ministry of Health and Ministry of Welfare and Social Affairs. It is designed to protect girls and boys of all age groups from abuse, exploitation and violence, within the household, school system and community, and strengthen the protective environment for children in Iran. The programme includes two main projects that intend to ensure a protective environment for all children: 1)Legal Reform and Policy Development 2)Prevention of Child Abuse Child Right Convention Monitoring: UNICEF in partnership with the Ministry of Interior, through District Approach project advocates for and supports to strengthen the capacities of the local government and local communities, enabling and empowering them to develop formal mechanisms for child rights monitoring, build alliances and leverage resources for children, generation of knowledge on children's situation, bringing children's best interest to the centre of policy making, and to serve as a possible model to be applied and brought to scale at national level.
13 | <urn:uuid:8a9a3b96-2816-402c-b9dd-b66a5dad4256> | CC-MAIN-2018-17 | http://unic-ir.org/directory/e-Unicef.pdf | 2018-04-22T08:54:20Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00137.warc.gz | 333,563,574 | 1,215 | eng_Latn | eng_Latn | 0.993929 | eng_Latn | 0.993929 | [
"eng_Latn"
] | false | docling | [
6631
] | [
2.3125
] | 2 | 0 |
Contents
f What do partnerships between families and early childhood staff look like?
f Partnerships benefit children, families and early childhood staff
f The building blocks of partnerships
f Building positive partnerships
Mary's story
A staff member Mary was having a difficult time with threeyear-old, James. He was refusing to do what she asked and often throwing tantrums. Mary was unsure about whether to talk to anyone; she felt she should be able to manage and was worried her work might be judged. After talking with staff, Mary approached James's mother Cathy. She asked if they could catch up later in the day to talk about James. When they caught up, Cathy described to Mary how she supported James at home, the boundaries she used and the approaches that generally seemed to work. Cathy shared her understanding of her child and how things might be different for him at preschool. The information Cathy provided allowed Mary to understand James in a new way and to reflect on how she might support him. The two agreed to meet again to talk about how James was going and how they could work together to support him.
Building partnerships between families and early childhood staff
What do partnerships between families and early childhood staff look like?
We have relationships with many people in our lives, for example with family, friends and neighbours, however we do not always develop partnerships with all of them. Relationships turn into partnerships when the people involved share a common goal, for example supporting the mental health and wellbeing of children, and share the responsibility for reaching that goal. Partnerships start with positive relationships and involve:
f everyone being equal and contributing in different ways
f each person being valued and respected for what they think even if there are differences
f listening and talking to each other
f making an effort to understand and trust other people's points-of-view
f checking in with each other when making important decisions and staff following a parent's or carer's lead.
Within early childhood services, families and staff may be in different stages of building partnerships. Some families and staff may have a relationship, but not yet developed a partnership. Some may be in the process of building a partnership. Others will have built and maintained partnerships over a long period of time and know each other quite well. Families may choose to be involved with their early childhood service at different levels. Whether a family and service shares a relationship or a partnership, they are able to work together to support children. Building partnerships takes time and ongoing effort and everyone needs to keep working at it; taking small steps works best. Families and staff who build partnerships experience more satisfaction when they interact with one another. Children benefit from this positive environment as it helps promote their mental health and wellbeing.
Families and staff who share partnerships experience more satisfaction when they interact with one another.
Partnerships benefit children, families and early childhood staff
How do families benefit from partnerships?
'Young children do best—now and later— when they are nurtured within a tightly woven web of love.' 1
How do children benefit from partnerships?
Young children flourish when the adults caring for them work well together. Families and staff can share discussions about how children are going and how best to meet their needs. Families know their child's strengths, personality, moods and behaviours very well. Staff can also get to know a child well through their daily experiences and can share their understanding of how children develop. When families and staff work together they can exchange information and can focus on meeting each child's needs and supporting their development.
Partnerships allow children to see important people in their lives working well together. When children see positive communication between their parents or carers and staff, they begin to learn it is important to build healthy relationships. For example, children who see their parents or carers communicating well and being friendly with staff can learn this is how to relate well to others. Children can trust and feel safe with staff who are respected and supported by their family and who respect and support their family in return. Children can then feel comfortable at their early childhood service and enjoy positive experiences. Children feel valued and important when families and staff support and respect each other equally and take an interest in their lives. Parents and carers who are positively involved with their children can help reduce mental health difficulties.
Through participation at their early childhood service, families have increased opportunities for connecting with other families that attend the service. Families benefit greatly from having a support network of people they can share information with and work through challenges together. Early childhood services may be able to connect families with one another or help access support in their community. With support from staff, families can feel comfortable leaving their children with people who are working in their child's best interests. When families feel understood and supported by those around them they experience better health and wellbeing.
Partnerships can help families and staff feel comfortable about approaching each other and relying on one another for support.
In a partnership, families and staff can share their experiences with each other and their understanding of how their bond is important to a child. For example 'Ben really likes it when we read our farm book together and he just loves the animal noises I make'. Children are still developing and find it hard to separate their experiences from one environment to another, for example, being comfortable in the care of those at home as well as staff. When families and staff are in a partnership, children are more able to negotiate differences between settings, such as home and the early childhood service, as they see the adults who care for them working together. For example, children are able to manage different rules and routines in different places when they have an understanding of what the rules and routines are and when they are supported. The greater the predictability in care, the easier it is for children to develop a sense of who they are and what they can expect from those around them.
1Baker, A.C. & Manfredi Petitt, L.A. (2004) Relationships, the heart of quality care: creating community among adults in early care settings. Washington: National Association for the Education of Young Children, p. 7
Building partnerships between families and early childhood staff
How do early childhood staff benefit from partnerships?
When staff share positive bonds with children's families, it helps the staff feel more connected, valued, rewarded and appreciated. Staff can more easily respond to children's needs by understanding a child's relationship with their parents, carers and siblings. Staff can also develop a deeper understanding of how each family would like their child to be raised. Having a 'bigger picture' of a child's world allows staff to relate to children in a way that makes them feel understood which then strengthens relationships. Relationships and partnerships assist staff feel confident and satisfied in their role of supporting the child and their development.
Mutual benefits of partnerships
Working together can help families and staff trust one another and communicate openly. When information is shared, families and staff are able to gain a deeper understanding of:
f how to work together to support children
f children's behaviour at home and at the early childhood service
f the most effective ways to support children's learning
f what children enjoy and what their strengths are
f resources for addressing children's difficulties.
Interacting within a partnership helps families and staff:
f feel welcome, respected and valued
f feel comfortable, confident and supported in their roles
f feel a sense of satisfaction from the trust others place in them
f work through differences, allowing adults to continue working together to support children
f benefit from the resources, ideas and energy that others provide
f benefit from shared decision-making
f see things from other people's perspectives
f develop strong connections with children
f feel a sense of satisfaction when children explore, learn and develop their skills
f have more opportunities to discuss child development.
Working together helps develop trust and communication.
The building blocks of partnerships
Building and maintaining partnerships takes time and effort from the people involved. There are four building blocks of positive partnerships between families and staff. These are family-centred care, communication, empathy and respect for diversity.
1. Family-centred care
Family-centred care is about families and staff being actively involved in the care and education of children. Utilising family knowledge and understanding, resources, and strengths assists shared decision making for children in the early childhood service. Family centred care also occurs when staff share information about children in an open, respectful and collaborative way. This enables parents and carers to feel acknowledged in their parenting role and have their own needs acknowledged. This helps provide the base for partnerships between families and staff. To provide family-centred care, it is important that staff and families:
f appreciate and value each other's knowledge and use this in caring for children
f communicate openly
f share information and decision-making
f recognise and respect diversity
f build support networks as needed.
2. Communication
Effective communication helps build partnerships. Honest, respectful communication and a genuine interest in one another helps to build trust. Trust allows people to be open about their thoughts and feelings. For families, effective communication assists them in explaining how they would like their child cared for in the service. For example, when a family member describes how they manage a behaviour at home so a similar approach can be used in the service. Communicating well involves two-way sharing of information, helps develop a common understanding and means it is easier for parents, carers and staff to support one another.
What kind of information may be beneficial to communicate?
f Beliefs and values in families and services
f The child's interests, strengths and challenging behaviours
f Social supports outside of the early childhood service
f Early childhood milestones and expected behaviours
f Family expectations and circumstances
f Service expectations and practices.
3. Empathy
Empathy is the effort made to understand others by considering and respecting their thoughts and feelings. It does not always mean people will agree with each other, but refers to being able to respect and accept differences. Empathy helps people feel connected with one another and means people are more willing to accept differences, helping relationships and partnerships survive. When parents, carers and staff show empathy and try to see things from each other's point of view they can become more connected. For example, when a parent or carer is too busy to stop and chat at pick up time, having empathy means understanding how stressful it can be when time is limited.
Ways to be empathetic toward others can include:
f Showing respect for other people's point of view, even when you do not agree
f Having a sense of goodwill or kindness towards other people
f Valuing the experience, knowledge and commitment the other brings to a partnership
f Being aware of the difficulties and challenges others face.
4. Respect for diversity
Diversity refers to differences between individuals, for example differences in family values, cultural or community background or people with a disability. Diversity also refers to differences in family structures, such as single-parent/ carer families, same-sex parents and carers or inter-racial family compositions. Respect for differences between individuals means it can be easier to work with one another and share their background, values and beliefs. This helps people communicate their needs, find common ground, share an understanding and work together to achieve shared goals. For example, some individuals may have beliefs about the type of food they eat or have ways of dressing that are part of their community background. It helps for both families and staff to understand these beliefs and preferences and then also help children develop an understanding of diversity.
4 Building partnerships between families and early childhood staff
Building positive partnerships
Sometimes, a partnership means trying to understand things from another person's point of view. Every now and then, this can be difficult. The table below shows some common situations and suggestions for families and staff to work through them.
| When things are difficult | What families might do | What staff might do |
|---|---|---|
| Feeling like your values are not respected | Bring something to the early childhood service to share your value or belief. For example, bring photos of special occasions or festivals that can be shown to staff and shared with children. | Share information or feelings with other staff during a team meeting to try to understand the family’s point of view. Display the values of the early childhood service so families have access to see them (e.g., all families are welcome at the service) |
| Feeling like they are the only ones responsible and best able to care for children’s safety and needs | Understand the demands on staff (e.g., having to care for many children, relate to different families and think about multiple family needs) and that they are doing the best they can. | Understand the family’s situation and that they are doing the best they can. Share specific safety policies (e.g., sun smart policy), provide information in the newsletter or in the common area of the service. |
| Not feeling comfortable with each other | Learn the names of staff members and use their names when you greet them. Ask them about their day and take an interest in staff as you would your own friends. Share information about your own day and interests. Relationships develop as people start to share some personal information. | Learn the names of family members and use their names when you greet them. Ask them about their day and take an interest in families as you would your own friends. Share information about your own day and interests. Relationships develop as people start to share some personal information. |
| When things are difficult | What families might do | What staff might do |
|---|---|---|
| Disagreeing with other people’s opinions | Find a time to speak to the staff member when you are not rushed and try to be clear about your issue or concern. Try to see things from the other person’s perspective. Try to find a common understanding if possible. If not, acknowledge differences. | Find a time to speak with the parent or carer when you are not rushed and try to be clear about your issue or concern. Try to see things from the other person’s perspective. Try to find a common understanding if possible. If not, acknowledge differences. |
| Not knowing who to approach or how to ask questions | Ask a staff member you feel comfortable with. If you can’t identify anyone ask to speak to the person in charge. Ask another parent or carer how they might approach the situation. Use the communication book in your service or email or phone with your questions. Provide the service with a family contact person in case staff have any questions, need help understanding your family or child’s needs or wish to share information. | Approach family members and check who you can talk to if you have questions. Have information evenings to let families know which staff they can approach if they have questions or give contact phone numbers and email. Explain how the service communication book works to families. Provide families with a key staff contact person in case families have any questions about the service, their child’s wellbeing or wish to share information. Put up posters in highly visible areas letting families know who they can go to if they have questions. |
This resource and further information on the national KidsMatter Early Childhood initiative is available to download at www.kidsmatter.edu.au. The KidsMatter Early Childhood team also welcomes your feedback which can be submitted through the website.
The KidsMatter Early Childhood information sheets are resources that have been developed in collaboration and with funding from the Australian Government Department of Health and Ageing. While every care has been taken in preparing this publication, the Commonwealth does not accept liability for any injury or loss or damage arising from the use of, or reliance upon, the content of this publication.
Building partnerships between families and early childhood staff | <urn:uuid:d40aea90-171c-427f-abc2-4b70e94b9f30> | CC-MAIN-2018-17 | https://www.kidsmatter.edu.au/sites/default/files/public/KMEC_C4_201205_03_building-partnerships.pdf | 2018-04-22T08:49:03Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00137.warc.gz | 823,056,413 | 3,197 | eng_Latn | eng_Latn | 0.995564 | eng_Latn | 0.995583 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3088,
6846,
8754,
12947,
14939,
17336
] | [
4.46875
] | 1 | 0 |
Talking through angry feelings
Children who have trouble managing anger
Children lack strategies for thinking through the situations that are troubling them. They may fi nd it diffi cult to know what is making them angry or to talk about their feelings. Talking with children in supportive ways about angry feelings helps to teach them effective ways of managing anger and builds positive relationships.
It is best to wait until the child is calm and relaxed to talk about angry feelings. When angry feelings are running high it is very hard for children to listen and think coolly. Parents, carers and school staff can help by encouraging children to explain their points of view and listening sympathetically. Being able to talk about angry feelings allows children to feel understood and supported. It helps them to think more calmly and fi nd better solutions.
The following examples are for families to use at home. They are most suitable for older primary aged children. The methods described can also be adapted by school staff to help children cope with managing angry feelings at school.
How to talk through children's angry feelings
The following example shows some possible ways a parent or carer might talk with Dylan, who has come home from school grouchy. He is rough with his younger brother and gets angry when he discovers that a toy is missing. Then he gets angry when his mother asks him to help. Here his mother persists, gently but fi rmly, with getting Dylan to say what he is really angry about. She talks to him about ways he could manage his feelings and deal with the problem.
* Acknowledge anger and encourage the child to explain what it's about:
"Are you sure you're not angry about something?
You seemed really angry when you got into the car."
* Empathise with the feeling – but don't excuse aggressive behaviour:
"So, you were upset because your friend blamed you for losing his football."
"You must have been really mad to treat your brother like that."
* Ask about the effects of angry behaviour – on others and on himself: "How do you think your brother felt when you yelled at him?" "How did you feel after you behaved like that?"
* Teach or reinforce ways of managing angry feelings:
"What could you do to cool down your angry feelings so you can think it all through?"
* Discuss ways of solving the problem that has led to angry feelings:
"How can you sort it out with your friend?"
"What could you say that would help him understand how you feel?"
* Support your child's efforts to solve the problem:
"How did it go?"
"Would you like me to help with…?"
* Notice and praise efforts to manage anger: "I like the way you kept your cool with your little brother when he took your stuff."
It is best to wait until the child is calm and relaxed to talk about angry feelings.
This resource is part of a range of KidsMatter Primary information sheets for families and school staff. View them all online at www.kidsmatter.edu.au
Copyright:
© Commonwealth of Australia 2012-13. This work is copyright. You may use this work in accordance with the terms of licence available at www.kidsmatter.edu.au | <urn:uuid:eb49596a-a384-4db5-9c60-e36ad63dcdd4> | CC-MAIN-2018-17 | https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C2_LMA_TalkingThroughAngryFeelings.pdf | 2018-04-22T08:43:35Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00130.warc.gz | 797,984,074 | 636 | eng_Latn | eng_Latn | 0.998561 | eng_Latn | 0.999118 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1094,
3144
] | [
4.09375
] | 3 | 0 |
Food Safety While Hiking, Camping United States Department of Agriculture Food Safety and Inspection Service
Food Safety Information
& Boating
PhotoDisc
Lamb from Farm to Table
Sheep is the oldest domesticated meat species. Sheep have been raised by humans beginning about 9,000 years ago in the Middle East. In many countries, lamb (a young sheep) is the major source of protein. Many Americans think of lamb as a springtime food, but it can be enjoyed year round. The following information answers many questions callers have asked the USDA Meat and Poultry Hotline about lamb.
What is the difference between lamb and mutton?
Sheep (Ovine) carcasses are classified as lamb, yearling mutton, or mutton depending on their age as evidenced by their muscles and bones. For the purpose of this fact sheet we will be discussing lamb. The flavor of lamb is milder than mutton. Lamb is produced from younger animals, typically less than a year old, and mutton is produced from older animals. Most lambs are brought to market at about 6 to 8 months old. A lamb weighs about 140 pounds and yields approximately 46 to 49 pounds of edible lean retail lamb cuts, semi-boneless.
If the phrase "Spring Lamb" is on a meat label, it means the lamb was slaughtered between March and October. The term comes from olden times when lambs born in harsh winter weather would have little chance to survive until the next year. Today with more protected animal husbandry conditions, enjoying "lamb" is not confined to a particular season of the year.
Lambs are nursed by their mothers and when they are weaned, they gradually begin feeding on pasture or coarsely ground grain. They are fed hay and feed consisting of corn, barley, milo (a type of sorghum), and/or wheat supplemented with vitamins and minerals. Lambs are usually "finished" (grown to maturity) in feedlots where they are fed specially formulated feed. While most lambs are finished on grains, some lambs are raised on pasture and are finished on grass instead of grains. Grassfinished lamb is usually distinguished on the label.
All lamb found in retail stores is either USDA inspected for wholesomeness or inspected by state systems which have standards equal to the Federal government. Each lamb and its internal organs are inspected for signs of disease. The "Passed and Inspected by USDA" seal insures the lamb is wholesome and free from disease.
Grading for quality is voluntary. A processing plant may request to have its lamb graded for quality based on traits such as tenderness, juiciness and flavor. USDA-graded lamb sold at the retail level is Prime, Choice, and Good. Lower grades (Utility and Cull) are mainly ground or used in processed meat products.
Lamb quality grades take into consideration maturity (lamb, yearling mutton, and mutton), conformation, and the palatability-indicating characteristics, such as fat streaking within the flank and firmness of the
How are lambs raised?
How is Lamb Inspected?
What Does the Grade Mean?
How is ungraded lamb different?
Can hormones and antibiotics be used in lamb raising?
What to Look for When Selecting Lamb
Retail Cuts of Fresh Lamb
What is a rack of lamb?
What is a lamb chop?
How much lamb Is consumed?
What does "natural" mean?
How and why is some lamb aged?
Food Safety Information lean. Most of the graded lamb sold in supermarkets is USDA Choice; 80% of the American lamb supply is USDA Prime or USDA Choice. The protein, vitamin, and mineral content of lamb are similar in all grades.
All lamb is inspected for wholesomeness; however, since grading is not mandatory, the overall quality of ungraded lamb is unknown—it may be higher or lower than USDA graded lamb found at retail. Since the quality of lamb varies according to the age of the animal, it is advisable to buy lamb that has been USDA-graded since age is taken into consideration.
Yes. Hormones and antibiotics approved by the U.S. Food and Drug Administration (FDA) are permitted to be used in lambs slaughtered for meat. Antibiotics may be given to prevent or treat disease in lambs and hormones may be given to promote efficient growth. A recommended withholding period is required from the time antibiotics are administered until it is legal to slaughter the animal. This is so drug residues can exit the animal's system. FSIS samples lamb carcasses at slaughter and tests for residues. FSIS laboratory results above the tolerance limit set by FDA is considered a residue violation and are investigated by FDA or the State.
When shopping for lamb, look for meat that is fine textured and firm that has red coloring and white marbling (white flecks of fat within the meat muscle). The fat trim should be firm, white, and not too thick. The USDA quality grades are reliable guides.
There are five basic major (primal) cuts into which the lamb carcass is separated: shoulder, rack, shank/breast, loin, and leg. It is recommended that packages of fresh lamb purchased in the supermarket be labeled with the primal cut as well as the product, such as "shoulder roast" or "loin chop."
The "rack" is the primal cut, more commonly known as the rib The rack contains 9 full ribs and can be split (along the back bone) into two lamb rib roasts. A "lamb crown roast" is made by sewing two rib roasts together to form a circle or crown.
Chops can come from various primal cuts. "Loin" chops come from the loin and "rib" chops come from the rack (or rib); these are the most tender and most expensive chops. "Blade" and "arm" chops (from the shoulder) and "sirloin" chops (from the leg) are less expensive but may be just as tender.
According to USDA's Economic Research Service, each American eats about .7 pound of lamb yearly.
All fresh meat qualifies as "natural." Products labeled "natural" cannot contain any artificial flavor or flavoring, coloring ingredient, chemical preservative, or any other artificial or synthetic ingredient; and the product and its ingredients are not more than minimally processed (ground, for example). All products claiming to be natural should be accompanied by a brief statement which explains what is meant by the term "natural."
Lamb is aged to develop additional tenderness and flavor. Usually only the higher quality, more expensive primals, such as racks, ribs, and loins are aged, and these are mainly sold to restaurants. Aging is done commercially under controlled temperatures and humidity. Since aging can take from 10 days to 6 weeks under controlled conditions, the USDA does not recommend aging lamb in a home refrigerator.
2
Why is lamb called a "red" meat?
Additives
Dating of Lamb Products
Rinsing Lamb
How to Handle Lamb Safely
Safe Thawing
Food Safety Information
Oxygen is delivered to muscles by the red cells in the blood. One of the proteins in meat, myoglobin, holds the oxygen in the muscle. The amount of myoglobin in animal muscles determines the color of meat. Lamb is called a "red" meat because it contains more myoglobin than chicken or fish. Other "red" meats are beef, veal, and pork.
Additives are not allowed on fresh lamb. If it is processed, additives such as MSG, salt, or sodium erythorbate must be listed on the label.
Product dating is not required by Federal regulations. However, many stores and processors may voluntarily date packages of raw lamb or processed lamb products. If a calendar date is shown, immediately adjacent to the date must be a phrase explaining the meaning of that date such as "sell-by" or "use before."
Except for "use-by" dates, product dates don't always refer to home storage and use after purchase. "Use-by" dates usually refer to best quality and are not safety dates. But even if the date expires during home storage, a product should be safe, wholesome and of good quality if handled properly and kept at 40° F or below. If the product has a "useby date," follow that date. If the product has a "sell-by" date or no date, cook or freeze the product according to the recommendations in the "Storage Times" section of this publication.
There is no need to rinse raw lamb before cooking because this creates a cross-contamination hazard and is not necessary. Any bacteria which might be present would be destroyed by cooking.
Raw Lamb. Select lamb just before checking out at the register. Put packages of raw lamb in disposable plastic bags (if available) to contain any leakage which could cross-contaminate cooked foods or produce that will be eaten raw such as salad.
Take lamb home immediately and refrigerate it at 40 °F or below. Use ground lamb or stew meat within 1 to 2 days; lamb chops, roasts, and steaks within 3 to 5 days or freeze at 0 °F or below. If kept frozen continuously, it will be safe indefinitely.
It is safe to freeze lamb in its original packaging or repackage it. However, for long-term freezing, overwrap the porous store plastic with storage wraps or bags to prevent "freezer burn," which appears as grayish-brown leathery spots and is caused by air reaching the surface of food. Cut freezer-burned portions away either before or after cooking the lamb. Heavily freezer-burned products may have to be discarded for quality reasons. For best quality, use frozen lamb roasts, steaks, and chops within 6 to 9 months; ground lamb, 3 to 4 months.
Ready-Prepared Lamb. For fully-cooked, take-out lamb dishes such as Kabobs, Gyros, or Chinese food, be sure they are hot at pickup. Use cooked lamb within 2 hours (1 hour if the air temperature is above 90 °F) or refrigerate it at 40 °F or below in shallow, covered containers. Eat it within 3 to 4 days, either cold or reheated to 165 °F. It is safe to freeze ready-prepared lamb dishes. For best quality, use within 2 to 3 months.
There are three safe ways to thaw lamb: in the refrigerator, in cold water, and in the microwave. It's best to plan ahead for slow, safe thawing in the refrigerator. Ground lamb, stew meat, and steaks may defrost within a day. Bone-in parts and whole roasts may take 2 days or longer.
3
Marinating
Storage Times
Food Safety Information
Once the raw product thaws, it will be safe in the refrigerator before cooking 3 to 5 days (for roasts, steaks, and chops) and 1 to 2 days for ground lamb. During this time, if you decide not to use the lamb, you can safely refreeze it without cooking it first.
To thaw lamb in cold water, do not remove the packaging. Be sure the package is airtight or put it into a leakproof bag. Submerge the lamb in cold water, changing the water every 30 minutes so that it continues to thaw. Small packages of lamb may defrost in an hour or less; a 3- to 4pound roast may take 2 to 3 hours.
When thawing lamb in cold water or in the microwave, plan to cook it immediately after thawing. Never thaw on the counter or any other location at room temperature. Leaving food out too long at room temperature can cause bacteria (such as Staphylococcus aureus, Salmonella Enteritidis, Escherichia coli O157:H7, and Campylobacter) to grow to dangerous levels that can cause illness.
Foods defrosted in the microwave or by the cold water method should be cooked before refreezing because they may potentially have been held at temperatures above 40 °F, where bacteria multiply rapidly.
It is safe to cook frozen lamb in the oven, on the stove, or grill without defrosting it first; the cooking time may be about 50% longer. Do not cook frozen lamb in a slow cooker.
Marinate lamb roasts, steaks, or chops in the refrigerator up to 5 days. Lamb cubes or stew meat can be marinated up to 2 days. Boil used marinade before brushing on cooked lamb. Discard any uncooked leftover marinade.
Since product dates aren't a guide for safe use of a product, how long can the consumer store the food and still use it at top quality? Follow these tips:
* Follow handling recommendations on product.
* Purchase the product before the date expires.
* Keep lamb in its package until ready to use.
* If product has a "use-by" date, follow that date.
* Refrigerate lamb roasts, steaks, and chops 3 to 5 days (ground lamb or stew meat, 1 to 2 days); and 3 to 4 days after cooking.
* If product has a "sell-by" date or no date, cook or freeze the product by the times recommended above.
* For best quality, use frozen lamb roasts, steaks, and chops within 6 to 9 months; ground lamb, 3 to 4 months.
* Once a perishable product is frozen, it doesn't matter if the date expires because foods kept frozen continuously are safe indefinitely.
4
APPROXIMATE LAMB COOKING TIMES
Safe Cooking: For safety, the USDA recommends cooking lamb patties and ground lamb mixtures such as meat loaf to a safe minimum internal temperature of 160 °F as measured by a food thermometer. Cook all raw lamb steaks, chops, and roasts to a minimum internal temperature of 145 °F as measured with a food thermometer before removing meat from the heat source. For safety and quality, allow meat to rest for at least three minutes before carving or consuming. For reasons of personal preference, consumers may choose to cook meat to higher temperatures. For approximate cooking times for use in meal planning, see the following chart.
Times are based on lamb held at refrigerator temperature (40 °F). Remember that appliances and outdoor grills can vary in heat. Use a food thermometer to check for safe cooking and doneness of lamb.
| Cut of Lamb | Size | Cooking Method | Cooking Time |
|---|---|---|---|
| Lamb Leg, bone in | 5 to 7 lbs. | Roast 325° | 20 to 25 min./lb. |
| | 7 to 9 lbs. | Roast 325° | 15 to 20 min./lb. |
| Lamb Leg, boneless, rolled | 4 to 7 lbs. | Roast 325° | 25 to 30 min./lb. |
| Shoulder Roast or Shank Leg Half | 3 to 4 lbs. | Roast 325° | 30 to 35 min./lb. |
| Cubes, for Kabobs | 1 to 1 1/2” | Broil/Grill | 8 to 12 minutes |
| Ground Lamb Patties | 2" thick | Broil/Grill | 5 to 8 minutes |
| Chops, Rib, or Loin | 1 to 1 1/2" thick | Broil/Grill | 7 to 11 minutes |
| Leg Steaks | 3/4" thick | Broil/Grill 4" from heat | 14 to 18 minutes |
| Stew Meat, pieces | 1 to 1 1/2” | Cover with liquid; simmer | 1 1/2 to 2 hours |
| Shanks | 3/4 to 1 lb. | | |
| Breast, Rolled | 1 1/2 to 2 lb. | *Braise 325° | 1 1/2 to 2 hours |
*Braising is roasting or simmering less-tender meats with a small amount of liquid in a tightly covered pan.
Microwaving
Refer to the microwave's oven manual for microwaving lamb, and check it with a food thermometer.
Food Safety Information
5
Partial Cooking
NEVER brown or partially cook lamb to refrigerate and finish cooking later because any bacteria present wouldn't have been destroyed. It is safe to partially cook or microwave lamb immediately before transferring it to a hot grill or conventional oven to finish cooking.
What is the Yield of Cooked Lamb?
After cooking bone-in lamb leg or roast, one pound of raw weight will yield 8 to 9 ounces of edible meat. Ground lamb or boneless cuts will yield about 10.5 ounces of edible meat.
Food Safety Questions?
Call the USDA Meat & Poultry Hotline
If you have a question about meat, poultry, or egg products, call the USDA Meat and Poultry Hotline toll free at 1-888-MPHotline (1-888-674-6854)
The hotline is open year-round
Monday through Friday from 10 a.m. to 4 p.m. ET (English or Spanish). Recorded food safety messages are available 24 hours a day. Check out the FSIS Web site at
www.fsis.usda.gov.
Send E-mail questions to firstname.lastname@example.org.
Ask Karen!
FSIS' automated response system can provide food safety information 24/7 and a live chat during Hotline hours.
AskKaren.gov
PregunteleaKaren.gov | <urn:uuid:f829df27-2daf-432f-83da-0a91678b8bef> | CC-MAIN-2018-17 | https://www.fsis.usda.gov/wps/wcm/connect/97af8c77-5e6f-4032-984b-316c20559a45/Lamb_from_Farm_to_Table.pdf?MOD=AJPERES | 2018-04-22T08:48:32Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00138.warc.gz | 825,649,933 | 3,667 | eng_Latn | eng_Latn | 0.998033 | eng_Latn | 0.998764 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3006,
6577,
10018,
12479,
14422,
15561
] | [
2.96875
] | 1 | 0 |
Name: __________________________________________________________________ Period:___________
English 10/Hammond
Antigone Close Reading Questions: Prologue & Parodos
Directions: Answer each question THOROUGHLY and in complete sentences.
1. Given these introductory scenes, how are Antigone and Ismene portrayed as character foils?
2. In lines 46-47, Ismene says, “We are only women, / We cannot fight with men, Antigone!” What does this reveal about gender status in ancient Greece? Is this statement about women still true today? Explain.
3. In line 54, Antigone says to Ismene, “You have made your choice, you can be what you want to be.” What does this reveal about Antigone’s beliefs regarding fate versus free will?
4. Explain Antigone’s motivation to defy Creon and see that Polyneices receives a proper burial.
5. Explain Ismene’s motivation to respect Creon’s decree.
6. How does the information you already know about this family’s history, as well as the discussion between Antigone and Ismene, characterize Creon?
7. Discuss the conflicts (both internal and external) developing so far in the story.
8. At the end of the Parodos, what hopes for the future does the Chorus express? Do you think their hopes will be fulfilled? Why or why not?
Antigone Close Reading Questions:: Scene 1 and Ode 1
Directions: Answer each question THOROUGHLY and in complete sentences.
1. What reasons does Creon give for not allowing Polyneices to be buried? Provide a quote from the play.
2. How does the Choragos react to Creon’s decision?
3. What news is the Sentry reluctant to deliver to Creon?
4. What attitude toward human beings does the Chorus express in Ode 1?
5. What is your impression of Creon as a leader? Does he appear to be concerned with the common good or do you think he is simply a clever politician scheming to maintain his power? Provide a quote from the play.
6. In Line 113, the Choragos asks Creon, “…can it be that the gods have done this?” Why does this suggestion enrage Creon? What does the suggestion imply?
7. How is dramatic irony at work during this scene?
8. What law does Creon champion in this scene, and who supports his view here?
Antigone Close Reading Questions: Scene 2 and Ode 2
Directions: Answer each question THOROUGHLY and in complete sentences.
1. What would you say is the greatest force motivating Antigone in this scene – pride, love, or principle? Provide a quote from the play.
2. There is usually only one stage setting in a Greek drama, and important actions often take place offstage. In Scene 2, the Sentry describes a crucial event that we do not witness. What does he compare Antigone to when she discovers that Polyneices’ corpse has been unburied? How does this simile make you feel about Antigone?
3. In lines 75-76, the Choragos accuses Antigone of being “headstrong, deaf to reason,” and unyielding. Later, Creon calls her behavior “barefaced anarchy.” Could either accusation apply to Creon himself? Who is right, Creon or Antigone?
4. How does Antigone think the citizens of Thebes feel about Creon as a leader? Provide a quote from the play.
5. Why do you think Ismene changes her mind about her brother’s burial? Is Antigone justified in rejecting Ismene’s support, or is she being too hard on her sister?
6. In Ode 2, the Chorus makes an allusion , or reference, to the Oedipus myth that you read before the play. Why does “God’s vengeance” loom over the House of Oedipus? What human fault does the Chorus say is responsible for this “curse of heaven”?
Antigone Close Reading Questions: Scene 3 and Ode 3
Directions: Answer each question THOROUGHLY and in complete sentences.
1. What is your first impression of Haimon? How does your view of him change as the scene progresses?
2. Describe Haimon’s rhetorical style . What tools does he use in his attempt to sway Creon’s thinking?
3. What metaphors does Haimon use to argue that Creon should be more flexible?
4. How do Creon’s attitudes towards women seem to influence his decision about Antigone? Provide a quote from the play that displays his attitude.
5. What do you think motivates Creon to change his mind about Antigone’s punishment?
6. In Ode 3, the Chorus claims that love is Haimon’s motive in defending Antigone. Can you suggest another motive for his actions? Provide a quote from the play.
Antigone Close Reading Questions: Scene 4 and Ode 4
Directions: Answer each question THOROUGHLY and in complete sentences.
1. How does Antigone's tone in this scene differ from her tone in earlier scenes? Provide a quote from the play.
2. Has Antigone’s character changed since the beginning of the play, or is her new tone simply a result of her current circumstances? Explain.
3. Do you agree or disagree with the Chorus’s opinion that Antigone is responsible for her own death? Explain.
4. In line 69, Antigone asks that Creon’s punishment equal her own. What do you predict will happen to Creon? Explain.
5. What does Antigone ask the gods to remember? What motives might she have for making this public request?
6. What does Antigone have in common with Danae, Lycurgos, and Cleopatra? Is Sophocles using this ode to condemn Antigone for her pride or to praise her courage? Explain.
Antigone Close Reading Questions: Scene 5, Paean & Exodos
Directions: Answer each question THOROUGHLY and in complete sentences.
Scene 5
1. Why is it ironic that the prophet Teresias is blind?
9. Who is Eurydice? Why does she say, "Grief and I are no strangers" (line 32)?
2. What mistake does Teresias say Creon has made?
3. What does the prophet predict will happen to Creon in lines 70-84?
4. Why do you think Creon finally agrees to free Antigone and bury Polyneices? Provide a quote from the play that reveals his true motives.
Paean
5. What is the Paean in a Greek play?
6. The Paean is recited AFTER Creon has changed his mind but BEFORE the plot is resolved. At this point in the play, why is it appropriate for the Chorus to call on the god Dionysos to “come with clement feet”? What is the Chorus asking this god to heal?
Exodos
7. What is the Exodus in a Greek play?
8. What important comment on fate vs. free will is the messenger making in lines 1-15?
10. In lines 32-76 of the Exodos, the Messenger says that Creon buried Polyneices first and then went to free Antigone. How might the events have turned out if Creon had reversed the order of his tasks?
11. The plot ’s violent resolution takes place offstage. What does the Messenger report about Antigone, Haimon, and Eurydice?
12. At the end of this tragedy , Eurydice blames Creon for the disastrous turn of events. Creon accepts her curse, saying, “I alone am guilty” (line 121). Is Creon entirely to blame for the play’s outcome? Explain.
13. Summarize the Choragos’ point in lines 139-142.
14. How would you describe the central conflict in Antigone ? Is the conflict a clear-cut case of good vs. evil or rather a struggle between opposing views of what is “good”? What position does Sophocles, the author, seem to take regarding the previous question?
15. What is the main theme of the play? What does it reveal about human life? Provide a theme statement and quotes from the play (from any section) to support your theme.
16. Why is Antigone considered a tragedy ? Who is the play’s tragic hero ? What is this character’s tragic flaw ? Use specifics from the play to support your response. | <urn:uuid:16d3a864-87a1-44cc-9a5a-1051d0001965> | CC-MAIN-2018-17 | http://hammondenglish.wikispaces.com/file/view/Antigone+CR+Questions.pdf | 2018-04-22T08:17:57Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00130.warc.gz | 134,249,013 | 1,810 | eng_Latn | eng_Latn | 0.996541 | eng_Latn | 0.998455 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1260,
2179,
3540,
4350,
5247,
5524,
7430
] | [
3.453125
] | 2 | 0 |
2011 National FFA Forestry
Career Development Event Exam
Directions: Select the best answer and bubble it in on the score sheet provided. You may write on test booklet, if needed.
1. Which of the following is not a common topographic map scale?
a. 7.5 minute 1:24,000 scale, 1 inch represents 2,000 feet
b. 1:63,360 scale, 1 inch represents 1 mile
c. 1:100,00 scale, 1 inch represents about 1.6 miles
d. 1:250,000 scale, 1 inch represents about 4 miles
2. Identify the topographic map symbol.
a. Guard Station
b. Forest Headquarters
c. House of Worship
d. Ranger District Office
3. The total environment of a tree is a complex integration of physical and biological elements. Which of the following is a biological element?
a. Fungi
b. Air movement
c. Precipitation
d. Soil texture
4. Farmer Brown has stacked firewood 4 feet high, 4 feet wide, and 100 feet long. How many cords has he stacked?
a. 8.5 cords
b. 10.5 cords
c. 12.5 cords
d. 14 cords
5. What is the scientific name of Douglas Fir?
a. Picea glauca
b.
Pinus ponderosa
c. Pseudotsuga menziesii
d. Taxodium distichum var. distichum
6. According to the Homelite Owner’s Manual, an operator should move a chainsaw at least _____ feet from the fueling point before starting the engine.
a. 20
b. 30
c. 40
d. 50
7. Which statement is true about carrying a chainsaw?
a. Engine stopped, brake engaged, guide bar/chain to the rear, muffler away from body
b. Engine stopped, brake engaged, guide bar/chain to the front
c. Engine stopped, guide bar/chain to the rear, muffler away from body
d. None of the above
8. The trunk grows in diameter by means of cell division in the ___________.
a. Heartwood
b. Cambium Layer
c. Outer bark
d. Roots
9. Identify the tool: 76" Diameter in inches, 10ths on one side; 20' linear in feet, 10ths, 100ths on other side. 3/8" Wide line with claw hook. Handcrank rewind. Case dimensions: 3-1/2" x 1".
a. Logger’s Tape
b. Bark Gauge
c. Hip Chain
d. Diameter Tape
10. Which statement is correct?
a. Kingdom, order, division, family, genus, species
b. Kingdom, division, order, family, genus, species
c. Division, kingdom, order, genus, species, family
d. Species, genus, family, order, division, kingdom
11. All scientific names of plants consists of two _________ words, first the genus name, followed by the species name.
a. Greek
b. Spanish
c. German
d. Latin
12. Identify the tool: Attaches directly to a quart can without the need for an adapter. Made of lightweight but extremely strong material that keeps your hand warmer in the winter than metal models. Comes with reversible, self-cleaning .021" nickel-finished nozzle.
a. Hypo-Hatchet
b. Drip Torch
c. Tree Marking Gun
d. Tally Meter
13. Who was the President of the United States when Gifford Pinchot became head of the United States Forest Service in 1905?
a. Grover Cleveland
b. William McKinley
c. Theodore Roosevelt
d. William Taft
14. Which of the following is not a part of a mature tree trunk?
a. Lateral bark
b. Heartwood
c. Inner bark
d. Outer bark
15. Identify an example of structural lumber from the list below.
a. Wood for Cabinets
b. Wood for Millwork
c. Dimensional lumber
d. Joists
16. How many board feet are in a 2 inch x 4 inch board 36 inches long?
a. 1
b. 2
c.
3
d. 4
17. Which of the following is not a dendrometer?
a. Biltmore Stick
b. Tree Calipers
c. Clinometer
d. Diameter Tape
18. In an all-aged forest, the dominant trees may damage the growth of the overall stand. Removal of dominant trees to maximize timber volume produced is called _________.
a. Sanitation Cutting
b. Liberation
c. Thinning
d. Salvage Cutting
19. What is a disadvantage of planting seedlings?
a. Complete control over the species
b. Control of tree spacing
c. Fast erosion control
d. Initial investment is high
20. _________ eat their way through the sapwood and heartwood of the tree.
a. Wood Borers
b. Bark Borers
c. Defoliators
d. Tip Feeders
21. Which of the following is not a noninfectious disease?
a. Fungi
b. Acid Rain
c. Sunscald
d. Flood Damage
22. Which of the following is not an advantage of livestock grazing in forests?
a. Control hardwoods
b. Soil compaction
c. Reduce fire hazard
d. Natural Fertilizer
23. Most forest fuels have ignition temperatures of _____ to _____.
a. 200 degrees / 450 degrees
b. 400 degrees / 660 degrees
c. 600 degrees / 880 degrees
d. None of the above
24. Which type of forest fire is the easiest to control?
a. Ground Fire
b. Surface Fire
c. Crown Fire
d. Brush Fire
25. Of all the environmental factors that influence the growth of trees, the most limiting is…
a. Soil quality
b. Temperature
c. Topography
d. Moisture
26. When planting trees, a spacing of 8 x 9 feet will result in how many trees per acre?
a. 340
b. 1015
c. 605
d. 825
27. Aphids excrete a clear, sugary liquid called…..
a. conks
b. manna
c. plant benign cancer
d. honeydew
28. What is the legal description of the shaded tract of land shown below?
a. SW ¼, SE ¼, N ½ , S24, T32N, R18E
b. N ½, SE ¼, SW ¼, S24, T32N, R18E
c. SE ¼, SW ¼, N ½, S24, T32N, R18E
d. N ½, SW ¼, SE ¼, S24, T32N, R18E
29. Using the diagram for question 28, how many acres are in the marked parcel?
a. 20
b. 40
c. 160
d. 640
30. _________ embraces a multi-managerial system that includes municipal watersheds, wildlife and fisheries habitats, outdoor recreational opportunities, landscape design, and the future production of wood fiber as raw material.
a. Timberland
b. Tree Farm System
c. Urban Forestry
d. Multiple-use Forest
31. Which of the following is not a characteristic of an ecosystem?
a. Stratification
b. Zonation
c. Succession
d. Diversity
32. Another name for sapwood is ____________.
a. Phloem
b. Xylem
c. Cambium
d. Heartwood
33. Pores on the underside of leaves are called _____________.
a. Guard Cell
b. Epidermis
c. Cuticle
d. Stomata
34. The _______ bears the flower’s pollen, which fertilizes the pistil, resulting in development of the fruit.
a. Anther
b. Calyx
c. Corolla
d. Filament
35. Which of the following is an example of Angiospermae?
a. Hemlock
b. Aspen
c. Cedar
d. Douglas Fir
36. _____________ is small, dry, one-seeded, and unwinged, but often hairy.
a. Samara
b. Nut
c. Achene
d. Capsule
37. Which species of tree leaves do not turn red in autumn?
a. Red Oak
b. Sweet Gum
c. Maple
d. Cottonwood
38. John’s step factor is 2.2 feet. How many steps does John take to measure the distance of one chain?
a. 25 steps
b. 28 steps
c. 30 steps
d. Not enough information
39. A tree measures 14 inches at DBH, and is 10.9 inches in diameter inside the bark at the top of the first 16 foot log. What is the form class for this tree?
a. 127
b. 1.27
c. 78
d. .774
40. ____________ - shorter, smaller-crowned trees extending just into the general canopy level and receiving little direct sunlight from above.
a. Overtopped
b. Intermediate
c. Dominant
d. Codominant
41. Which forest range type requires the least amount of acres to support a cow during grazing periods?
a. Longleaf-Slash Pine Type
b. Shortleaf-Loblolly-Hardwood Type
c. Upland Hardwood Type
d. None of the above
42. A 2 inch x 6 inch x 13 feet Maple board weighed 48 ounces when cut. When dried, the same board weighed 36 ounces. What was the moisture content of the board?
a. 25%
b. 28%
c. 33%
d. 36%
43. ____________ the process of removing limbs and cutting the tree stem into log or bolt lengths.
a. Felling
b. Loading
c. Skidding
d. Bucking
44. Which statement is not true about coal-tar creosote?
a. Toxic to fungi and insects
b. Corrodes metal
c. Insoluble in water
d. Chemical composition is inconsistent
45. ___________ include working for major wood-based corporations and for marketing and consulting firms or environmental organizations.
a. Public employment
b. Self-employment
c. Private employment
d. Urban employment
46. A tree has a 13.1 inch diameter. Using a 2 inch diameter class, determine the diameter.
a. 10
b. 12
c. 13
d. 14
47. Which of the following is not a harvest cutting?
a. Sanitation Cutting
b. Clear Cutting
c. Seed Tree Cutting
d. Shelterwood Cutting
48. A tractor, mechanical planter, and a two-person crew can set out _____ to _____ seedlings per day on suitable sites.
a. 3,000 / 6,000
b. 4,000 / 8,000
c. 7,000 / 10,000
d. 9,000 / 12,000
49. _________: pricing on the basis of so much per thousand board feet or cords.
a. Load scale
b. Weight
c. Lump sum
d. Tree scale
50. Which species is non-porous?
a. Cedar
b. Maple
c. Black Walnut
d. Ash | <urn:uuid:1ed07f7b-60f7-4720-97d3-cd6c8d37a573> | CC-MAIN-2018-17 | https://tnffa.org/sites/default/files/2011%20Forestry%20Exam.pdf | 2018-04-22T08:31:26Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00136.warc.gz | 731,822,283 | 2,489 | eng_Latn | eng_Latn | 0.958553 | eng_Latn | 0.967544 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1299,
2947,
4276,
5613,
6815,
8240,
8651
] | [
2.90625
] | 2 | 0 |
USING INQUIRY-BASED LAB ACTIVITIES TO INCREASE STUDENT INTEREST AND ACTIVE PARTICIPATION IN LEARNING SCIENCE
by
Jean Philip Christian Mathot
A professional paper submitted in partial fulfillment of the requirements for the degree of
Master of Science in
Science Education
MONTANA STATE UNIVERSITY
Bozeman, Montana
June, 2009
STATEMENT OF PERMISSION TO USE
In presenting this professional paper in partial fulfillment of the requirements for a master's degree at Montana State University, I agree that the MSSE Program shall make it available to borrowers under rules of the program.
Jean Philip Christian Mathot
June, 2009
i
TABLE OF CONTENTS
TABLE OF CONTENTS – CONTINUED
LIST OF TABLES
LIST OF FIGURES
ABSTRACT
The purpose of the research project is to determine if inquiry-based labs increase student involvement and interest in science. Labs given at the middle school level are often of the cookbook variety. The step-by step format limits students' involvement in experimenting with their own ideas. Inquiry-based lab activities allow students more ownership and choice in the experimental design and implementation in doing the lab activities. Students were given three cookbook style labs and three inquiry-based labs over a three month period. Students receiving both lab types preferred inquiry-based over cookbook, felt they were more involved in the experiment and found them more interesting. Assessment results showed no significant difference in student understanding between the cookbook style and inquiry-based lab approaches. Teacher observations suggested that an inquiry-based approach resulted in greater student involvement and less student behavior concerns. An inquiry-based approach is an important comment, along with a cookbook style approach, for offering students a balanced science lab experience at the middle school level.
INTRODUCTION
From the first day that children start their educational journey teachers have been there to help them answer the questions they do not know how to answer. Early on, educators give children some crayons, paper, glittery glue, scissors and the freedom to create whatever they want on those pieces of paper. As students move through the educational system, the crayons are replaced by pens and pencils, scissors and glue by textbooks. The teacher no longer says "create whatever you want," but tells the students to follow the directions and fill in the blanks. Somewhere along the way students learn that there is one best answer: the one that the teacher marks correct. The freedom to explore and imagine is not as prized as correct answers. School stops being a place of wonder and interest and instead becomes a place that requires following the directions to find the right answers. Students are increasingly directed towards shedding their drive to explore in exchange for papers that give them the directions on how to exactly do the work. Thinking "outside the box" has been squeezed from the classroom by the pressure placed on students to have the correct answers. It is important that students see that asking,
"what if" and seeing "what happens" can be just as important as finding the right answers.
One of the more important goals of education is developing the love of learning in students. It is important to instill that they are life-long learners. This can happen if learning encourages students to explore, challenging them to answer their own questions that arise as they learn. Cookbook style labs do not seem to encourage a love for learning or challenge students to explore new ideas. The path the student takes has already been laid. All that is needed is for directions to be followed and post-lab questions to be answered. Inquiry-based lab activities move away from the pre-laid path and into the "what if" or "let me try this" mindset. That is the place where students need to be able to visit so they can really enjoy learning about and using science. These are the type of experiences that allow students to become life-long learners.
Many middle school lab activities are often of the cookbook variety. This step-by-step approach requires little thought nor encourages students to think of "what if" as they conduct and complete the assigned activity. It seems that students are more concerned with getting the right answer than exploring the possibilities for discovery. The thinking mind is turned off and the imagination to explore dimmed so that labs can walk the student to the correct results with neither risk, nor reward. The motivation and ability to explore is lost in the directions. The excitement and allure of thinking and testing the "what ifs" are quelled. Inquiry-based lab activities are the torch that reignites students' interest in doing and exploring the world around them.
FOCUS QUESTION
What is the impact inquiry-based lab activities have when they are used to teach physical science to eighth grade middle school students? The sub questions for this project are:
1. Do inquiry-based lab activities encourage student involvement and interest in doing science lab activities?
2. What is the impact of cookbook style lab activities compared to inquiry-based?
3. What is the nature of understanding and learning of inquiry-based labs?
4. What is the impact on the teacher when an inquiry-based lab approach is used?
SUPPORT TEAM
I have selected three individuals to be my support team for my AR project. Two of the individuals are teachers that work with me at Sierra Vista Middle School in Irvine, CA. The third member of my support team is my father.
Kathy Marvin is an amazing science teacher at our school who also teaches physical science to 8th grade students. She is part of my support team because she has an amazing gift in developing curriculum, creating lessons that get students engaged in hands-on science, and teaching experience in inquiry based science.
Christina Ralston teaches language arts at our school. She is part of my support team to assist me with proof reading, including the grammar and format for my paper. She is very meticulous and will help to keep my paper professional and free from errors.
Last in my support team will be my dad Christian. He has a Ph.D in Physical Chemistry. He has published many papers in leading scientific journals and can advise me on what should and should not be part of my project paper.
Additional support and advice will come from Dr. Walt Woolbaugh and my project reader Dr. Jeff Adams.
LITERATURE REVIEW
This section starts with a description of what inquiry is and what it looks like in the classroom. A review of the literature illustrates the benefits an inquiry-based approach brings to students learning science. These benefits to student understanding, learning, and motivation are discussed and referenced from past studies. A description of the more traditional cookbook lab approach is given along with the concerns that come along with this type of lab activity. Two
published studies help to support the belief that students benefit from inquiry-based instruction.
There are many positives that come from this approach, but some concerns mentioned in other studies are listed at the end of this section.
An understanding of inquiry-based science is necessary to understand how this approach teaches science in a more involved and meaningful way. Llewellyn (2002) defines inquiry as,
"…the science, art, and spirit of imagination. It can be defined as the scientific process of active exploration by which we use critical, logical, and creative thinking skills to raise and engage in questions of personal interests" (p. 16).
Inquiry-based science is "hands-on, minds-on science exploration" (Humprhey, 1995). Students engaged in inquiry-based exhibit many of the following characteristics (Humprhey, 1995):
* Children view themselves as scientists in the process of learning.
* Children accept an "invitation to learn" and readily engage in the exploration process.
* Children plan and carry out investigations.
* Children communicate using a variety of methods.
* Children propose explanations and solutions and build a store of concepts.
* Children raise questions
* Children use observation.
* Children critique their own science practices.
Inquiry-based instruction begins with the formation of a question or introduction of a problem that needs to be solved. Students then develop a way to investigate or explore possible solutions that help answer the question or resolve the problem. Data are then collected and analyzed to help draw conclusions. This process is repeated until a connection can be formed between current understanding, new discoveries, and prior knowledge.
Problem-based learning (PBL) is an inquiry-based strategy that presents students with a problem that needs to be answered with experimentation and implementation. In this type of inquiry-based approach, students take responsibility for accessing information, developing hypothesis, collecting and using data to produce conclusions based on evidence and reasoning (Sungur & Tekkaya, 2006). According to Karabulut (2002), this type of learning creates an environment in which students actively participate in the learning process, initiate their own learning, learn time management skills, identify impediments to solving problems, and access resources. PBL improves critical thinking, communication, mutual respect, teamwork, interpersonal skills, and students' interest in science (Sungur & Tekkaya, 2006).
Students learn science by hearing, doing, and exploring concepts. Gerber, Cavallo, and Marek (2001) break down the three key components that allow students to learn science at school: exploration, term introduction, and concept application. In exploration, students participate in labs that allow them to test ideas, conduct experiments, and collect data. Term introduction expands student understanding of key concepts and ideas allowing them to better understand and utilize collected data. Concept application requires the student to use data to draw conclusions or to answer questions in other learning situations. An inquiry-based approach allows all three components to occur, which allows students to better learn and enjoy science.
Ancillary materials provided with science textbooks include a majority of labs that have step-by-step instructions (Peters, 2005). These lab activities are termed cookbook labs because students are given step-by step instructions (the recipe) to carry out the experiment to obtain the predetermined outcome (Volkmann & Abell, 2003). Lord and Orkwiszewski (2006) noted that the "cookbook" method is common in schools, but very little information is learned by students who plug in the results from the lab into the prepared lab questions.
Inquiry based labs have a far different outcome in student learning. Lord and Orkwiszewski (2006) claim, "Inquiry learning instills higher understanding than simply following step-by-step instructions on a series of lab book pages" (p. 342). It seems that students are able to discuss what procedures to utilize, the controls and variables involved in the experiment and the formulation of valid conclusions (Marbach-Ad & Sokolove, 2000). Students need to be active participants in the learning process. By giving students step-by-step instructions, they are passively learning the material. If students are not given the opportunity to experience inquiry learning, they will mentally tune out, passively awaiting the end of class with little critical thinking taking place (Lord & Orkwiszewski, 2006).
Benefits of an inquiry-based approach have been observed in other studies. In 2003, Tretter conducted a study of 255 high school physical science students and found that the group exposed to inquiry-based labs were more engaged in the course throughout its duration, less likely to give up in the class (11% of inquiry students vs. 29% for non-inquiry), and their attitudes towards the study of physical science improved. A 2005 study by Sungur & Tekkaya involved 61 high school biology students exposed to a PBL or a traditional instructional approach. Those students that were taught using a PBL reported science as being more interesting, important, and useful compared to students instructed in the traditional teaching approach.
For more than a half century, there has been discussion on whether instructional based (cookbook) labs are better for increasing student learning and understanding compared to open inquiry-based (minimally guided) labs. Educators during the 1950s and 1960s suggested that students would learn best in an unguided or minimalist type environment (Mayer, 2004). This viewpoint has been put into practice by many educators, even though it may not always be the best method for student learning. Kirschner, Sweller, and Clark (2006) suggest that current knowledge of human cognitive architecture shows that minimally guided instruction is likely to be ineffective. They advocate for educators to stop using discovery type labs and implement activities that guide students through the experimental and learning process. Inquiry should not be geared towards throwing students into a lab activity, expecting them to know what they should explore or learn from the activity themselves. For an inquiry-based approach to be beneficial to student learning, educators must decide what the learning objectives are for the activity and how to best guide the students towards these learning outcomes.
Both cookbook and inquiry-based labs have their place in the science classroom. The concern is not which is the best method for doing lab activities; but which method engages students when conducting science activities, encourages students to try out ideas, and address their own questions that arise when immersed in learning science. Llewellyn (2002) describes inquiry learning as, "…empowering students with the skills and knowledge to become independent, lifelong learners that are accustomed to finding answers to their own problems through the process of discovery" (p. 10). Students that learn by this approach perceive science as more interesting, important, and useful. These beliefs are held by students that are taught using inquiry compared to a cookbook instructional approach (Tretter & Jones, 2003; Sungur & Tekkaya, 2006).
Research has shown the value and worth of inquiry-based instruction. Students are invited to become the scientist and see how science is really done. They are allowed to be active in their learning, instead of bystanders as with cookbook style labs. An inquiry-based approach allows students to develop a richer, deeper understanding of the concepts and materials they are learning (Smolleck & Yoder, 2006). Learning science requires interacting with the concepts and material on a personal level. A majority of this hands-on interaction is through cookbook style labs. Studies have shown that this type of lab approach alone may not be the most suitable for helping students to learn science or pique student interest in learning the material (Lord and Orkwiszewski, 2006). An inquiry-based approach may be a better instructional strategy to enhance student learning and interest in science (Tretter & Jones, (2003).
TREATMENT
Eighth grade physical science students at Sierra Vista Middle School have historically been given hands-on, activity based instruction while learning chemistry and matter. There is an average of one lab activity per week during this unit of study. Students are generally placed in groups of four or five and share the same lab equipment and lab space while working on the lab activities. The majority of these lab activities are of the cookbook variety because specific directions help ensure the safe usage of chemicals. These labs usually require one to two days to complete. One of the drawbacks of the cookbook lab approach is the small number of students actively engaged in doing the lab or experimentation in each lab group. One or two students are involved in getting the chemicals, adding them together, and utilizing the equipment while the other two or three students sit and wait. This does not allow the majority of the students to be engaged in doing the experimental part of the lab.
Inquiry-based labs, those labs that allow students more latitude in the experimental design and data collection methods, have not historically been used in the study of chemistry because of the need for a safe lab experience. The inquiry-based labs in this study were designed to allow students to participate safely and actively in the experimental part of the lab. All of the labs were designed by the teacher, with the goal of covering the science curriculum in a handson, lab-based approach. The labs were inspired or influenced by labs done in middle school (I Hope it Floats), interesting chemical reactions found in science textbooks (The Making of Silver and Falling Snow) or online, and from demonstrations by professors at the university level (Sublime Lab). The lab write-ups were written and designed by the teacher and were not modified labs taken from science textbooks. The inquiry-based labs were also designed to engage students into thinking and reasoning at a higher level. In the cookbook style labs, students are told exactly what they need, and use very little thinking or their own science intuition. When the responsibility for designing and measuring the experiment falls to students, the interest level of the students may increase.
Table I. Pretreatment and Treatment Labs
| SK8 Motion Lab* | Yes | 5 Days |
|---|---|---|
| Hot Wheels Motion Lab* | No | 1 Day |
| Sublime Lab | Yes | 1 Day |
| Amorphous Blob Lab | Yes | 1 Day |
| Exo/Endothermic Lab | No | 1 Day |
| Making Silver & Falling Snow Lab | No | 1 Day |
| I Hope it Floats Lab | No | 5 Days |
| Build a Boat Lab | Yes | 5 Days |
* SK8 Motion and Hot Wheels Motion Lab were pretreatment test labs
Prior to the administration of the six treatment labs (Table I), of which three were inquiry-based and three were of the cookbook variety, there were two pretreatment test labs given to students in the study. The SK8 Motion Lab and Hot Wheels Motion Lab (Appendix E) were given to see how students would respond to an inquiry-based lab and an equivalent cookbook style lab. The SK8 Motion Lab allowed students to experience the format of an inquiry-based lab, compared to the traditional labs that they had experienced in past science classes. The SK8 Motion Lab was used to gauge how the treatment labs should be presented and the amount of challenges that would be appropriate for future inquiry-based labs. The Hot Wheels Motion Lab represented the cookbook approach and covered similar physics content to that covered in the SK8 Motion Lab.
A total of six physical science lab activities were used in this research project. These lab activities were conducted by students over a four month period commencing in January 2009 and ending in April 2009. Each of the first four lab treatments took one class period (50 minutes) to administer and complete. The last two lab treatments each required one week (five 50 minutes classes). There were three cookbook style labs and three inquiry-based labs. The six labs, plus two pretreatment test labs, were given to the two other eighth grade physical science teachers at the school for peer review to help establish validity and reliability. The six labs were determined to be comparable in the scope of material covered, state standards addressed (Appendix D), the time needed for completion, and the difficulty level required to conduct and complete the labs. They differed mainly in their format, cookbook versus inquiry-based. The labs explored concepts in chemistry, specifically the three states of matter; the unique properties of matter in the different phases; chemical reactions with a look at reactants and products; and finally the
relationship between surface area, buoyancy, density of matter and how that affects objects that are placed in water.
The Sublime Lab (Appendix F) was the first of three inquiry-based lab treatments given to the students. The Sublime Lab has students explore dry ice and phase change, specifically sublimation. Each lab group, each containing three to four students, was given a quantity of dry ice and lab equipment for conducting experiments and recording observations. Students were asked to design a research question and conduct three experiments incorporating the dry ice and its ability to sublime. They recorded their experimental design, observations, and any data collected into their notebook. Using the notes, sketches, and recorded observations, students were asked to address their research question, explain what was happening with the dry ice, and why. They were also encouraged to list any questions or observations they did not understand in their science notebooks. The final step was for them to write down what they learned or discovered in exploration of dry ice. The Sublime Lab was an example of an open-inquiry based lab activity because it required students to develop their own research question and the experimental design to answer the question. The lab took one class period (50 minutes) to administer and complete.
The Amorphous Blob Lab (Appendix F) was the second inquiry-based lab treatment given to students; they explored the characteristics of solids and liquids by using an amorphous solid. The lab activity challenged students to determine if a mixture of water and cornstarch is a solid or a liquid. Students were asked to experiment and play with the mixture and record any observations and characteristics of the matter they created. Students sketched pictures of the activity, recorded characteristics, and listed observations in their notebook as they worked with the material. They were to determine if the matter they created was a solid or a liquid and to give a minimum of three reasons for their belief. The last part of the lab activity asked them to justify why a glass bottle full of salt is a solid and not a liquid, even though the salt pours much like a liquid pours. The Amorphous Blob Lab was an example of a PBL because it asked students to prove the state of matter they created. The lab took one class period (50 minutes) to administer and complete.
The two cookbook style labs were administered approximately two weeks after the two inquiry-based labs above were completed. The Exothermic/Endothermic Lab (Appendix G) was the first cookbook style lab given to the students. This lab had students conducting one exothermic and one endothermic chemical reaction by mixing two different salts (KCl and CaCl2) in water and recording the temperature change over a period of one minute. The lab supplied the students with the step-by-step procedures, a data tablet, and post-lab questions that were answered after the completion of the lab activity. The lab took one class period (50 minutes) to administer and complete.
The Making of Silver and Falling Snow (Appendix G) was the second cookbook style lab given to the students approximately one week after the first cookbook style lab. The focus of this lab was on diluted versus concentrated solutions and the formation of products in a chemical reaction. Students created a diluted and a concentrated AgNO3 solution and added a piece of cooper wire to each solution. Over a period of ten to fifteen minutes they observed the single replacement reaction and formation of silver on the copper wire. Post-lab questions were answered after the reactions had proceeded for at least ten minutes. The second part of this lab focused on the formation of a saturated solution and the parts of a solution, the solute and the solvent. After the lab, students answered questions based on the newly formed solution and its
solubility and concentration. The lab took one class period (50 minutes) to administer and complete.
Two final treatment labs, for a total of six labs, were given a month after the other four labs were administered. The timing reflected the curriculum sequence, not a specific design of this research project. There are three main differences with these two treatment labs compared with the first four. First, the cookbook style lab was administered prior to the inquiry-based lab, which is opposite the ordering of the other four lab treatments. Second, the last two lab treatments are very similar to the topics they had the students explore - buoyancy, surface area, displacement, and density - since they both had students create a boat. The final difference is that the group size for these final two lab activities was two to three students per group instead of the three to five students for the first four labs.
The I Hope it Floats Lab (Appendix G) was the cookbook style lab given over a four day period during the last part of March 2009. The lab activity required students to strictly follow the seven steps of the scientific method as they built a boat out of aluminum foil. Students had an opportunity to design, build, test, and record data on how much cargo (trash) each boat design could float before sinking. The lab required one week (five 50 minute classes) to administer and complete.
The following week students were given the inquiry-based lab treatment with the Build a Boat (Appendix F) lab activity. This lab required students to build a boat out of any material they selected as long as the boat did not have a mass greater than 40 grams and was no larger than 50 cm x 36 cm. Students did not need to follow all seven steps of the scientific method, but were required to keep a daily science journal of what they did, learned, collected, and uncovered each day about their boat and the process of creating a boat. They were given five days to create, test, redesign and produce a boat that could hold the maximum amount of weight, while staying within the lab activity stated requirements. The Build a Boat Lab was an example of an inquirybased lab activity with both open-inquiry and PBL components. The lab required one week (five 50 min classes) to administer and complete.
These six lab treatments allowed students the opportunity to learn science using a handson approach but with significantly different methods for having students learn the material. During the study a number of methods were used to determine which treatment was best able to generate interest and involvement by students learning science.
METHODS
Students were introduced in early Fall 2008 to lab activities that had an inquiry-based approach. These inquiry-based labs set the foundation for the new approach in which many of the students had not been exposed to prior to eighth grade science. Most students had completed lab activities that were of the cookbook lab approach until this point.
Participants
This study was conducted during the 2008-2009 school year involving eighth grade middle school students attending Sierra Vista Middle School in Irvine, California. The school has a population of approximately 1,000 seventh and eighth grade students, of which 140 eighth graders were included in this study. There were five sections of eighth grade physical science, with each period having 32 to 35 students per class. The student population is majority Caucasian followed closely by students of Asian descent. There are a few Persian, Latino, and Afro-American students. Approximately two percent of the student population participates in the reduced or free lunch program.
The participants in the study range in age from 12-14 years old and are almost equally divided between male and female. Each of the 140 students in the study completed the six lab treatments that began in the January 2009 and finished in April 2009. Most of the students have had science lab experience in the classroom prior to eighth grade physical science. Most are currently taking algebra, with five percent taking geometry at Northwood High School in Irvine. Generally, the students are highly motivated to do well in school and come from middle to upper socioeconomic status. Most of them complete their work on time and the majority of students have done well on previous lab assignments. Parent support and emphasis on education are strong at the school and throughout the district.
Instruments
Several methods were used to measure student attitudes and interest levels towards inquiry-based lab activities and to see if these lab activities increased student involvement and interest in doing the labs. An overview of the methods used to collect data for the research project is described in Table II and a timeline for implementation for each is outlined in Table III. To help ensure validity, all lab treatments, student interview questions and attitude surveys were peer reviewed by the five science teachers at the school.
Table II. Methods for Data Collection
| Research Questions | | Methods | | | |
|---|---|---|---|---|---|
| | | 1 | | 2 | 3 |
| 1. Do inquiry-based lab activities encourage student involvement and interest in doing science lab activities? | Likert Attitude Survey | | Student Interviews | | |
| 2. What is the impact of cookbook style lab activities compared to inquiry-based? | Likert Attitude Survey | | Student Interviews | | |
| 3. What is the impact on understanding and learning of inquiry-based labs? | Student Notebooks | | Cookbook vs. Inquiry Assessment | | |
| 4. What is the impact on the teacher when an inquiry-based lab approach is used? | Teacher Observations | | Student Notebooks | | |
Table III. Timeline for Data Collection
| | Data Collection Technique | Timeline |
|---|---|---|
| 1. Likert Attitude Survey (Pre) | | |
| 2. Likert Attitude Survey (Post) | | |
| 3. Student Interviews | | |
| 4. Student Lab Reports | | |
| 5. Teacher Observations | | |
| 6. IOLA Standardized Tests | | |
The first data collection instrument used in this study was a pre-treatment Likert Student Attitude Survey (Appendix A) that was administered October 2008 to each student (n=140) in five physical science classes. It consisted of 17 questions that asked students to gauge their feelings towards science, lab activities, and how they best felt they learned science. The survey asked students to select their preference for lab activities that told them exactly what to do versus labs that allowed them choices in finding the best way to carry out the activity. It also asked the students how they best felt they learned (hands-on vs. textbooks and worksheets). Students were also asked what they most enjoyed about science lab activities. The survey
concluded with three open response questions. The questions asked about the usefulness of lab activities in understanding science. The survey concluded with the opportunity for students to suggest what they felt could be done to make lab activities more interesting.
Students were given a post-treatment Likert Attitude Survey (Appendix A) in April 2009, six months later, after receiving all six treatment labs. This post-treatment attitude survey consisted of 25 questions: the first half of the survey asked students to gauge their feelings towards science, lab activities, and how they best felt they learned science. The second half of this survey focused specifically on the lab treatments in this study. Students were asked to compare the labs and their interest and involvement in the lab activities.
Twenty percent of the students, six students from five separate classes, for a total of 30 students, were interviewed for further insight into how the labs affected their interest and participation in learning science. Students were selected using a stratified random sampling in which ten randomly selected students from the low group (79% and below grade average), ten from the midrange group (80% to 89% grade average) and ten from the high group (90% and above grade average). Two students, both from the same grade level grouping, were interviewed at a time. The students were asked which lab activities during the year were their favorites, which allowed them to be most involved in the experimental process, and which were the most interesting. The interview questions (Appendix C) also focused on how they performed the labs. They were asked if they preferred labs that gave specific step-by-step directions compared to ones that allowed more student direction and decision-making in completing the experiment. Students were then asked to if they preferred having to answer post-lab questions (commonly found in cookbook style labs), compared to keeping an active science journal, that includes inquiry-based lab activities, observations, data, experimental design, and reflections of what they learned or wanted to test while during the lab activity. Students were also asked to compare the lab experience this year with science labs performed the prior year. The responses from these interviews were used to acquire evidence to whether or not the labs are increasing student involvement, participation and interest in learning science and how students felt they learned best.
Student involvement and participation were observed informally by the teacher during the lab activities. At the end of each class period, two to five observations were written down into a notebook kept by the teacher. These notes described the general activity and interest level of the students, number of students engaged in the lab, number of students passively sitting while other group members worked, and how often students had to be encouraged to engage in the lab. There was no formal rubric used for evaluation. The nature of the labs required continual teacher assistance in: delivery of chemicals and supplies, setup of lab equipment, helping individual students, and assessing student work. There was little time available for recording formal observations. The observations that were made were used to reflect upon the study questions that focused on student involvement and interest in doing the labs. These teacher observations helped illustrate student behavior during these lab treatments from the teacher's perspective and as a record of the perceived interest and involvement of the students in conducting the labs. The notes were used to develop questions for student interviews and to reflect upon inquiry-based lab activities as an important and enjoyable teaching tool.
Student science notebooks were used to study the impact on understanding and learning by students while conducting the inquiry-based lab activities. Each of the cookbook style lab entries were compared to the inquiry-based lab activities. The notebooks were checked for completeness, quality, effort, evidence of connections to the science content, and the depth of information recorded. Each treatment lab outlined the notebook requirements for the lab activity. The rubric used to grade and evaluate the notebooks focused on student effort and ability to take something away from the lab activity (Appendix H). There were a total of 30 notebooks, six from each class. Selection was made the same way student interview selection was conducted.
District mandated standardized tests were used to assess student learning and understanding of the standards covered by the treatment labs. The tests were created by science teachers in the district and are used at all the middle schools to assess student learning of the California State Science Standards. Each student completed the IOLA (Irvine On-Line Assessment) district standardized pre- and post-test. The first test covered the chemistry unit and the second covered the density and buoyancy unit. The exact same test was used as the pre-and post-test. The results of the test were used to show that students increased their understanding of the key concepts after being exposed to the lab treatments. The results do not differentiate between which treatment was responsible for the increase between the pre-test and post-test scores. The post-test scores were compared to that of another teacher at the school that used a non-inquiry-based approach to teaching. A significant difference between the two groups was that this group did not receive the pre-test as did the inquiry-based group. The teaching styles of the two teachers are different in approach, but the content covered was similar. The non-inquirybased group received a large portion of their instruction from worksheets, lecture notes, and the textbook. This group had limited exposure to lab activities compared to the inquiry group.
A cookbook vs. inquiry assessment was the final instrument used to measure student understanding. The assessments were administered in class during the first week of June 2009, more than seven weeks after the treatment labs were administered. Students were not given advance notice of the test or allowed to study the material prior to taking the assessments. Each of the two tests contained 10 questions (Appendix I), questions that were specific to each lab and the subject matter covered. Results for the two tests were used to see if there were any significant differences in student understand of the science material.
DATA ANALYSIS
The analysis of the data collected focused on addressing the impact inquiry-based lab activities had on student interest and involvement in doing science. The pre-treatment and posttreatment surveys, along with student interviews, addressed how student attitudes and involvement in science were affected by the introduction of inquiry-based labs. These instruments also helped to see if cookbook style labs bore students and if they excluded some from doing the experiment and being actively involved. Review of student lab notebooks allowed for comparison between the two approaches, charting the depth at which students were engaged in the material. Teacher observations helped support results from the fore mentioned instruments and addressed the impact on the teacher with this type of teaching approach.
Attitudes Towards Science
Students were asked how science compared to their other classes, how interesting they found science, and how interesting they found science lab activities. A comparison of both the pre- and post-survey responses is shown in Figure 1.
Student (n=140) responses for pre- vs. post-treatment. Q1 (1=Hate it, 2=Near the bottom, 3=In the middle, 4=Near the top, 5=My favorite class) Q2 & Q3 (1=Not at all, 2=Very Little, 3=Somewhat, 4=Very Interesting, 5=Extremely Interesting)
The majority of student responses (61%) thought science was very or extremely interesting. Almost all students (99%) thought science was at least somewhat interesting. Students selected science near the top (85%) compared to the other classes they are currently taking. Students that were interviewed mentioned the labs, demonstrations, and projects as what they most enjoyed about the class and why it is one of their favorite classes. One student said, " I really like having all the demos in class. They help me to understand what we are learning and the new vocab we were learning. The labs also help so I could do the stuff after seeing it happen in class." Those students that did not rank science as one they liked said it was because they did not find the material or science interesting or they never do well in science. Student interest in science and doing science activities was high, but their attitudes towards science did not change significantly as a result of the six treatment labs. This was confirmed using a t-test comparing the means from the pre- and post-surveys. The lack of a significant increase in interest over the course of the treatment may be a result of the already high interest at the start of the study.
The one area where there was a difference after the treatment was that students found the actual science lab activities more interesting. A t-test was used to compare means and confirm that there was a significant difference (p=.02). The majority of these students found lab activities very or extremely interesting (86%) post-treatment. The pre-treatment number was lower (74%). A few students (14%) thought the labs were only somewhat interesting after completion of the treatment labs, but was lower than the number prior to doing the labs (21%). The significant impact on students from doing the lab activities is that almost all students (94%) found 8 th grade science labs more interesting than the labs they conducted in 7 th grade. A student that was interviewed said this about the chemistry labs, "We got to mix chemicals together and see something being made. We actually got to make something and see something happen. That was really cool." The reason for this seems to be two fold. First, students that were interviewed explained that they enjoyed learning about physics and chemistry more than biology and health. Second, there were more lab activities and higher involvement compared to last year. One student explained, "We only had a few labs last year and they were not that fun. There are a lot more labs this year and they are a lot more interesting."
Attitudes Towards Learning
The Likert attitude surveys looked at how students felt they best learned science and the type of lab approach they preferred. A comparison of both pre and post survey responses is shown in Figure 2.
Figure 2: (Pre and Post Likert Attitude Survey Results – Attitudes Towards Learning)
Student (n=140) responses for pre vs. post-treatment Likert attitude survey. (1=Disagree, 2=Not Really, 3=Sometimes, 4=Agree, 5=Strongly Agree)
Student attitudes towards how they felt they learned best did not change significantly nor did their preference for cookbook style labs or inquiry-based labs as a result of the treatment. The results suggest that students felt they learn best when doing hands-on and lab based science activities, compared to reading the textbook or completing worksheets. Interviews with students (n=30) revealed that many students thought the teacher demonstrations were as important as doing the hands-on activities in learning and understanding science. This is possibly because teacher demos are accompanied by an explanation of what is happening and why. When students are doing labs on their own, not everything is known by the student. This causes some students to worry about not understanding why or what they should be focused on learning. One student explained, "With demos you get to see the cool experiments and then are told how or why they work. When you have to do labs, sometimes you do not know why for sure stuff happens or how to make it work all the time."
Exposure to inquiry-based labs did not result in an increase in the number of students who preferred labs activities that gave them choices in how to conduct the lab (Figure 3). Prior to the treatment labs, 110 students (79%) preferred labs that allowed them choices compared to 30 students (21%) that preferred labs that told then exactly what to do. After doing the treatment labs, student preference dropped slightly for labs that gave them choices (75%) and rose for labs that told them exactly what to do (25%). A t-test analysis showed the difference (p=.6) was not significant. Of the 140 students, 40 students switched their preference. Of those that switched to labs that allowed them to choose, 16 of the 17 students (94%) in this group had a B average or above in the class. Of those that switched to labs that told them what to do, 11 of the 22 students (50%) in this group had a C average or lower. A possible reason for students with lower grades changing preference might be that they benefit from and need the structure and the guidance found in cookbook labs. The inquiry-based labs required them to take more responsibility for the learning, which many in this group are not accustomed to doing.
(n=140)
Involvement and Interest in Lab Activities
The main hypothesis for this research project was that inquiry-based lab activities would allow students to be more involved and would increase interest in doing science compared to cookbook style labs. Student interviews were used to gauge student involvement in the treatment labs. The student attitude post-treatment survey was also used to see which labs were preferred by students. A comparison between cookbook style labs and inquiry-based lab preferences is shown in Figure 4 for student interviews and Figure 5 for the post-treatment survey responses.
Student preference for lab treatment type: Cookbook vs. Inquiry-Based Labs (n=140)
Figure 5: (Post Treatment Survey – Student preference for Cookbook vs. Inquiry–Based Labs)
Students overwhelmingly selected the inquiry-based over the cookbook style treatment labs as being their favorite (92%). In addition to being the preferred lab approach students also felt they were more involved (86%). The inquiry-based labs were more interesting (60%) compared to the cookbook style labs. Student interviews shed light on why there was such a heavy preference. A majority of the students that participated in the interviews and selected one of the three inquiry labs as their favorite said it was because of the freedom to choose and explore. They felt they were able to make or play with something and they could use their own ideas. One student explained, "I like having the labs with a challenge. I have to use my imagination to solve the problem and I like doing that type of stuff." Another student commented on the Build a Boat lab by saying, "It is fun to build and test and learn what works. If it does not work you can always go back with a friend's help and make it work with what you learned." In most other classes students do not get a chance to choose. They come to science class and it is hands-on. Not only is it hands-on, but the teacher is asking the students to be the experts, to decide how they want to approach a problem or question. Students enjoy being challenged, if for no other reason than to prove that they can do it. One student mentioned that it was a matter of pride for him to be able to solve the challenge and do well in the lab. Students also enjoyed creating and seeing what happens, especially when it is something they have been a part of making. This might be the reason students prefer the inquiry-based labs. These labs allow students to do the things that they normally do not get to do in the classroom. A few students shared the sentiment of one of the students interviewed when he said, "We got to make a boat and had to make it so it could hold a lot of weight. If it didn't work we had to go back and make it work. When we got it to work we felt good about succeeding and getting a good grade."
Student involvement and interest seems to increase when inquiry-based labs are used. There are a few possible reasons. First, inquiry-based lab activities averaged two to four students per group. The cookbook style labs averaged three to five students in this study. The smaller group size means that each student needs to be more involved and cannot just allow the others to do the majority of the work. Second, each student must address the challenge and they can only do that by understanding and doing the lab activity. The lab invites them to try to develop and carry out experiments that they think will address the challenge of the lab. Finally, materials they get to experiment with or create are interesting. In the inquiry-based labs they are given dry ice, cornstarch, and water to explore or even a skateboard to ride. With the Build a Boat a Lab they are able to build a boat that floats and is dependent on how well they perform in meeting the challenge. Interest is sparked because it is challenging; when they meet success it makes them feel like they really accomplished something.
The interviews revealed that almost half of the thirty students interviewed selected Build a Boat as their favorite because it had the highest level of involvement. Most students who selected this lab said, "It was the lab I felt most involved in doing the experiment and it was fun making a boat and trying to make it do better each time you worked on it". The post-survey supported the belief that inquiry labs would be preferred over cookbook labs. Each of the three inquiry labs were preferred over the three cookbook style labs. This was also true for the SK8 Motion lab compared to the Hot Wheels Motion lab. These two labs were pretreatment test labs used to introduce students to an inquiry-based lab approach. Preference for the inquiry-based labs might lay in the hands-on approach and the opportunity for freedom in the experiment. A majority of the students said that they preferred having the freedom to choose and the ability to use their imagination. One student said, "I enjoyed Build a Boat because if you fail you could go back and redesign and try again." Setting kids up to find success is possibly motivating them to enjoy learning science.
Interest Level of Cookbook Labs
A hypothesis in this study was that cookbook labs bored students. This was based mainly on teacher observation and the engagement level of students. Student interviews dispelled this notion. Of all the students interviewed (n=30) none of the students felt these labs were boring (100%). Students believed that all labs, treatment and non-treatment, had been interesting and enjoyable. However, the design of these cookbook labs is atypical. First, they are not taken from the book. All the labs have been created with student interest in mind. Second, they all have the goal of being interesting and producing something unique or cool. The Making of Silver and Falling Snow was perceived as being one of the most interesting of the cookbook style labs. Students really enjoyed making silver and having crystals form on the copper wire. One student explained, "It was a cool lab because you made something that was unexpected and that was cool." Another student mentioned a cookbook style lab that was not included in the set of treatment labs as being her favorite and most interesting. She said, "I like the I Got Worms and So Do You lab and the Slime All Over labs because you got to make something you could keep and take home." It is this "cool" factor and the creating of something different that allowed the cookbook labs in this project to be interesting for the students.
It was also predicted that cookbook labs exclude some students from being involved in the lab activity. Student interviews once again dispelled this teacher belief. Observations by the teacher tended to show that one to two students did the majority of lab work when cookbook style labs were conducted. This was especially true when doing the chemistry labs that required getting and mixing chemicals. A majority (75%) of the students explained that they took turns doing the labs or getting the chemicals. They felt that they were in fact engaged in the lab activities and did not have to be the one getting and mixing the chemicals to still be involved. The other quarter felt they were the one usually getting and doing the experiments, but felt that other group members helped as well. The above view points were not related to student academic performance level, but consistent between the entire range of academic performance. A reason for this discrepancy between teacher and student might have it roots in teacher perception and bias towards those students who do not appear to be working. It might also be that students might have a different idea of what is considered working compared to the teacher.
Post-Lab Questions vs. Journals
Prior to the student interviews, little attention was given to the difference in student responses to questions in cookbook versus inquiry-based lab activities. The most significant finding in this project came from the interview question that asked students if they preferred doing post-lab questions or keeping a science journal for writing reflections on the experimental process and collected data.
The two approaches were used in the treatment labs depending if a cookbook style or inquiry-based approach was used. Cookbook style labs tend to culminate with five to ten post-lab questions that are answered once the experiment is completed. The post-lab questions focus students' attention to the results of the experiment and help students make connections to key concepts explored in the experiment. The inquiry-based labs in this project tend to require students to write in their science notebooks. Students write in these notebooks describing the experimental design, observations, data collected, possible ideas or solutions, and a reflective
piece on what they learned. Students writing in journals are using these written responses in place of the post-lab questions that conclude the cookbook labs. A comparison between post-lab and science journal student preference is shown in Figure 6.
Student (n=30) interview responses for lab write-up preference.
"Do you prefer lab activities that have post-lab questions to answers or lab activities that have you do a science journal for writing your data, observations and what you learned?"
Each of the interviewed students was asked which approach he or she preferred. The majority of students preferred the science journal compared to answering post-lab questions (77%). Students enjoyed the freedom to write down their own thoughts and reflections as they worked on the lab activity. They also felt the journal allowed them to write without the worry of being right or wrong. Some students even said they liked how they could revisit, redo, or rewrite responses in the notebook. One student explained, "It is dynamic. You can write in it and see your growth and progress." Another said, "It allows me to see my step-by-step approach and see my mistakes. I can always go back and redo that part of the lab." A few thought the ability to reflect on what was done and learned was why they preferred this approach.
The majority of those that preferred the post-lab questions also enjoyed the science journal approach. They said they preferred the post-lab questions because the questions helped to prepare for the test and focus their studies on the most important ideas in the lab activity. Two students, both from the lower grade average group, preferred the post-lab questions because they were easier to answer than the science journal.
The interviews suggested that students liked the personalization available in the science notebook. There seems to be a sense of ownership and independence since they can choose what to include for each lab. It goes along with the justification that a journal gives them more freedom to decide what to write. This allows for the science they are doing in class to become a more personal, meaningful experience. One student explained, "I prefer the science journal because I get to decide what is important to write down and not just have to answer the post-lab questions. I like the freedom to write down what I am learning as I do the lab." The one caution here is that students may like the notebooks because there is no real minimum for what they must include. They could use this as a way to do less work compared to the set amount of work that post-lab questions create. Another problem is that students were not given a science notebook grading rubric prior to the lab treatments. This oversight caused many students not to realize the expectations envisioned for each lab activity.
A look at student notebooks helped determine the extent and depth of student understanding and involvement in the science aspect of the inquiry labs. A total of 30 notebooks were collected and scored using a grading rubric (Appendix H). It should be noted that a total of 36 notebooks were collected in all. Six of the notebooks were not used because the students wrote so little or nothing at all; therefore, they could not be graded. These six students would have been in the lowest group. There was a significant difference (p=.02) between the highest grade group (A students) and the middle group (B students) and a significant difference (p=.02) between the highest group versus the lowest group (C and below students). There was not a
significant difference between the middle (B students) and lower (C and below students) groups. Average scores for each group can be seen in Figure 7.
Scores range from 0-16 and are based on 30 notebooks (n=30)
Students in the higher grouped tended to have more elaborate and complete journal entries. Data was more clearly presented, detailed observations, reflections, and conclusions were more evident compared to the other two groups. Scores overall were lower than what had been expected. The reason for this might be that students were not shown a grading rubric prior to doing the labs. Students did not have an understanding of the depth or amount of writing needed to be included in the science notebook. Another possible reason is that students did not take the time to write in the journal as often as was expected. The hope was that students would be entering into the journal as they worked or at the very least, the end of each class period. The problem here is two-fold. First, students were so engaged in the activity that they did not leave themselves time to write in the notebook during the class period. Second, the Amorphous Blob Lab did not allow them to write in their notebooks at all because of the messy nature of the material they were using. It was impractical to try and write while hands were covered with water and cornstarch.
Standardized Test Results
The scores on the district created IOLA pre-test and post-test show that students significantly increased their understanding of the material and concepts (p=.001). The pre-test and post-test mean scores for chemistry and density and buoyancy are shown in Figure 8. There was a 26 point average increase on the chemistry test and a 19 point average increase on the density and buoyancy test. The increase suggests that students understanding and knowledge increased during the treatment, but does not offer insight into which lab approach was most instrumental in the increase.
Student Average IOLA scores for Pre-Test and Post-Test (n=140)
Scores from the inquiry-based classes were compared to the mean scores from four 8 th grade physical science classes (n=140) at the school. The teacher of these classes did not use inquiry-based methods, but utilized a more textbook and lecture driven approach. These IOLA test scores (Figure 9) showed a lower overall mean for the inquiry group on the chemistry test (82) compared to the non-inquiry-based comparison classes (85), although this difference was not statistically significant (p=.2). The mean scores for the density and buoyancy test did not show a significant difference either (p=.09). The inquiry-based students had a higher average mean (85) compared to the non inquiry-based group (81). A possible reason for the differences may be in the IOLA test themselves. The chemistry test is more fact and memorization based, where as the density and buoyancy test has more application type questions that deal with density and the ability to predict whether or not objects will sink or float in water. The later would better suit students that were exposed to a hands-on, inquiry-based approach compared to a more traditional lecture and textbook lessons. Another difference could be attributed to the use of the same test for both pre- and post-tests. This might have allowed the inquiry group to score better because they would have had already taken the test prior to the post-test. The non-inquiry group would not have had this benefit of seeing the pre-test. Both the inquiry-based science classes and the non-inquiry based classroom had a student grade average for the term in the mid "B" range and were not significantly different (p=.3).
Cookbook vs. Inquiry-based Lab Assessment Results
The district standardized test results did not offer conclusive data on measuring differences in student understanding between the two lab approaches, nor did they control for differences in the two teachers and their differing teaching styles. For these reasons, a cookbook versus inquiry-base lab assessment was given to the students to give more validity to and
confidence to any differences seen in student understanding. These two assessments were administered 14 weeks after the completion of the chemistry treatment labs and seven weeks after the density and buoyancy lab treatments.
The mean score for the inquiry-base assessment was higher, but not significantly different (p=.2) from that of the cookbook lab assessment. The mean score for the inquiry-based lab assessment was 83% compared to the cookbook lab assessment with 81%. The one difference was in the score distribution. Of the 129 students that took the test, 79 students (61%) on the inquiry and 67 students (52%) on the cookbook assessment, had a score of 90% or better. The number of students that scored 50% or lower was similar for both assessments. Scoring break down for the two assessments can be seen in Figure 10.
Figure 10: (Inquiry-based vs. Cookbook Lab Assessment Results)
The results suggest that students remembered much of what the treatment labs contained. This might because they were all hands-on which allowed them to understand and remember the material. It suggests that the two approaches are comparable for getting students to understand
and retain the information they learned. This supports studies done by Tretter (2003) and Cacciatore & Sevian (2009) that showed inquiry-based labs did not result in a significant difference in student performance on standardized tests.
The way students performed on these two tests was similar to how many of them historically have scored on science tests. There were a small number of students that scored well on both tests (80% or above), but have historically scored low (below 70%) on other assessments during the year. There were 15 students total that showed a significant score improvement over their historic averages. Of these 15 students, eight had a higher score on the inquiry-based assessment compared to the cookbook assessment.
Impact on Teacher
When looking at implementation of new teaching approaches, it is important not to look at just the benefit for the students, but also the benefit for the classroom teacher. Inquiry-based lab activities can have a positive effect on students and teachers as well. The first thing observed during the first inquiry-based lab, which was the Sublime lab, was the number of students actually engaged in doing the experimentation. Cookbook style lab activities usually result in two to three students doing the majority of mixing, experimenting, and measuring, while the other students sit there minimally engaged. This is more noticeable in those classes where students tend to have behavior issues or struggle academically. When students are not engaged, more time is spent on classroom management. The cookbook style labs in this study are interesting, but do not allow for all students to be engaged at the same time. The limited resources and space to safely conduct the lab play a part in the larger group size and make it necessary to have cookbook labs instead of a more inquiry-based approach.
The three inquiry labs were remarkably different than the three cookbook labs in terms of student engagement. The Build a Boat lab kept the majority of students engaged over the entire week the activity took place. The nice thing about that is that the teacher can move around the room and interact with groups without having to spend time with classroom management issues. Inquiry-based science has a noticeable decrease in the need for disciplining students that are bored. Observations noted in the teacher journal showed that over the one week the Build a Boat lab activity was conducted only two students from all five class periods needed to be redirected back to focusing on the activity. This compares to an average of three to four students per class period needing to be refocused on the activity when cookbook labs were used. The Sublime Lab and the Amorphous Blob Lab were similar in terms of student engagement according to the data collected in the teacher journal. Students were engaged in the experiment for the entire length of the class. The one drawback is that students are sometimes so engaged that they do not write anything into their science journals.
Student observations and interaction with students during the inquiry-based labs showed diversity of thought and resourcefulness that was not observed during the cookbook style labs. Students showed a wide diversity in how they addressed the challenges or conducted experiments. Some students even requested additional lab equipment for the Sublime Lab that was not initially supplied by the teacher. Students were looking for interesting and novel ways to use and test the sublimation properties of dry ice. With the Build a Boat Lab, students had a variety approaches and ideas which they designed and tested. This is something that would not be possible in the I Hope it Floats Lab due to the limitations and more guided direction it afforded the students.
My perception was that an inquiry-based approach was a more positive experience for the teacher compared to the cookbook labs. Observations recorded in the teacher journal showed that during the inquiry-based labs I enjoyed the interaction with the students more, felt they were more engaged, and that the majority of students were actively doing the experiments. Since there was not a rubric or formal data piece to quantify or qualify these observations it should be mentioned that this is a limitation of the study. Conclusions made from these observations are thus limited in their validity.
Change Over Time
It is important for me to have my students like science and enjoy learning about the world around them. If students are not enjoying learning about science, they will have little want to further their understanding later. Two questions on the survey focused on student enjoyment while learning science. Students were also asked if they enjoyed science more now than at the beginning of the year. The other asked them to compare science last year as a 7 th grader with science this year as an 8 th grader.
Figure 11: (Student Post Treatment Survey – Student Preferences)
The most significant piece of data might be how student attitudes and enjoyment of science have changed over the course of the year. According to the post-treatment survey, students' like of science, especially compared to 7 th grade science, has increased significantly (Figure 11). Whether it is the subject matter, the hands-on approach, inquiry-based labs, or some other factor, it is not clear. The important thing to take from this is that something is being done correctly to get students involved and liking science before they move on to high school.
The results show that an inquiry-based approach can increase student interest and involvement in doing science. Students seem to prefer inquiry over a cookbook approach, but respond favorably to both. From a teaching standpoint inquiry is the preferred method of lab instruction. The time requirement for planning and administering inquiry-based instruction is greater, but the decreased need for classroom management and the number and quality of student engagement justify the extra resources required. It appears that both approaches help students to understand the material and allow them to achieve higher scores on standardized tests, although it is not clear which has the greatest impact.
CONCLUSION
The purpose of this project was to describe the impact inquiry-based lab activities have on middle school science students compared to cookbook style labs. The project shed light on how an inquiry-based lab approach can be used to increase student involvement and interest in doing science. The project also looked at student understanding of concepts and material when inquiry-based labs are used. Teacher impact and implication was also explored in the study.
What Was Learned
Student preference for the inquiry-based labs compared to cookbook styles labs significantly differed. The inquiry-based labs were not only preferred over the cookbook labs (78% vs. 22%), but they were also more interesting and students felt that they were more involved in doing the lab. Students enjoyed the freedom to explore and the privilege to have a say in the experimental process. Letting students have a stake in their learning is one of the things that inquiry-based lab activities foster.
The interviewed students all found cookbook and inquiry-based labs to be interesting. They said that the cookbook labs were interesting and enjoyable. It seems some type of hands-on lab approach, whether inquiry-based or cookbook gets students involved and interested. This suggests that a balanced approach between the lab types can achieve the goal of getting students interested and involved in doing and learning science.
Student preference for science journals compared to answering post-lab questions was an interesting finding in the project. A large majority of students (77%) preferred to keep a journal with observations, data, and reflections, compared to answering the required post-lab questions. Many students say the freedom associated with this type of approach was what they liked most. The quality of these journals did vary greatly. There seems to be a correlation between those students who had higher grades, and put more effort into their journals, compared to those who generally had lower grades in science, who put forth less effort. The one interesting thing is that each student made some effort entering observations, data, or reflections from each of the lab activities.
Student understanding of the concepts and materials was comparable to that offered by a non-inquiry-based approach. The student average for the chemistry standardized test was in the
B average range (82%), almost the same as the non-inquiry-based group (85%). The inquirybased group had a higher average mean score on the density and buoyancy standardized test (85%) compared to the non-inquiry-based group (81%). On the two lab assessments, which were given many months after the treatment labs had concluded, students scored similarly on the inquiry-based lab assessment (83%) and the cookbook lab assessment (81%) suggesting that they understood and retained the information they learnt from these lab experiences.
It seems that inquiry-based labs do get students more involved and interest in doing science. A hands-on, demonstration supported approach to teaching science is what students at this level feel they best learn from and enjoy. They also seem to want the freedom to decide, but they also feel that they need some direction and guidance.
The inquiry-based approach has allowed me to enjoy teaching the material a little more compared to a strict cookbook lab approach. Some of the cookbook labs were frustrating because there would always be students who were not engaged in the activity and/or became behavior concerns. With inquiry-based labs this frustration has decreased and allowed me to focus on those students that need guidance or help with the lab. The activities have also sparked my interest because of the unique ways students will execute the lab or address the challenges. There has been some pretty impressive work done by the students in this study. You just do not get this type of variety with the cookbook style labs.
Value and Implications
The project revealed that students at this level enjoy an inquiry-based approach. If students are engaged and interested in doing science at this level, maybe it will carry over to high school and beyond. The inquiry-based lab approach shows students that science can be
interesting and fun. The gathering of data, making mistakes, and testing out ideas are all part of the learning process. Students are allowed to take risks without the fear of answering the questions wrong or not getting the right answer. Self confidence and motivation to meet challenges are of tremendous value to the students. These lab activities allow them to do both.
After seeing how involved and interested students are with the inquiry-based labs, I am more inclined to start transitioning cookbook labs to be more inquiry-based. Not all labs can be made to be completely inquiry-based. Concerns for safety and the need for students to have enough prior knowledge and understanding of concepts make the use of some cookbook style labs an important component of a balance science lab experience. Research done by Kirschner, Sweller, and Clark (2006) suggest that students need some guidance, which cookbook style labs provide, and do not benefit from a minimalist lab approach. The goal would be to bring different degrees or levels to each of the lab activities done in the class. This could mean having students develop their own data tables, procedures, or adding an element of choice in how they showcase their data and findings.
I have only given my students a small taste of inquiry. Over the next few years that taste will increase as I learn more about how to develop quality inquiry activities and work with others at my school in developing worthwhile and meaningful lessons. After I have had more experience using and transferring material to inquiry-based activities, I would like to collaborate with other curricular areas to have them develop activities that have an inquiry touch. If students are exposed to this type of method in all of their classes it will help them to perform inquiry activities at a higher level.
One implication near term is to revisiting and improving the treatment labs I used in this project. The SK8 Motion Lab has already been redone for use next year. I learned a lot from
watching students do the labs and from what they have written in their science notebooks. I look forward to taking the rest of the labs and adjusting them to help students enjoy and meaningfully experience inquiry.
Questions that the Project Raises
The inquiry-based model seems to be a valuable teaching tool, but there are some questions and concerns of its use in the classroom. A list of concerns and questions follow:
* Do students really understand what they are doing and the material they are learning?
* What will be the long term benefit, if any, of being exposed to inquiry-based science as students attend high school and beyond?
* Will this approach allow them to better understand and do science at the next level?
* Does the increased interest in this science class encourage more students towards a path of study or a profession in a science related field?
* How do you develop cookbook style labs into a more inquiry-based approach?
* How do you get other teachers to see the worth of this approach and start implementing inquiry-based activities?
* How do you get students doing inquiry earlier so that they can develop the science skills that inquiry requires?
* How do you encourage those students that do not write much in the science journals to write more?
* How do you correct students when they make incorrect assumptions or conclusions based on what happens in the lab activities?
The goal of the project was to increase student interest and involvement in doing science. In four years it would be interesting to see how this group of students did at the next level and what they plan to study at the university. Educators hear from students from time to time, but most never know if what they did in their classroom had any long-lasting, positive effect on their students.
I would also like to investigate authentic assessments that would be representative of an inquiry-based approach. It would be interesting to see if students that are exposed to the inquirybased approach do well on tests that are inquiry-based.
I would also like to be able to address and answer the questions above. The one thing I have learned going forward is that an inquiry-based approach takes time and effort to implement in the classroom. Not just time creating the materials, but getting students to benefit and learn from the activities they are involved in when doing inquiry. It takes extra time to transfer existing curriculum and lessons into an inquiry-based concept teaching approach.
Much has been learned in terms of how to look at what and how students are being taught and making that experience as involved and interesting as possible. A project like this requires educators to take a look at what we have done and decide if it is what is best for kids. Teachers should always be analyzing what we do and understanding why it benefits kids. There needs to be some point in each student's educational journey that allows and encourages them to explore and answer questions that pop into their heads as they move along. This is what is best for kids, but not always easy to produce in the classroom. It is the job of science teachers to encourage students to start asking the questions, solving the problems, and doing the science that gets them involved in learning and discovery. Inquiry is a tool that allows students to start this journey.
Works Cited
California State Board of Education. (2003). Science content standards for California public schools. Kindergarten through grade twelve. Retrieved May 10, 2009, from California Department of Education
Web site: http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
Cacciatore, K. & Sevian, H. (2009). Incrementally approaching an inquiry lab curriculum: can changing a single laboratory experiment improve student performance in general chemistry? Journal of Chemical Education, 86(4), 498-505.
Gerber, BL, Cavallo, A, & Marek, EA. (2001). Relationships among informal learning environments, teaching procedures and scientific reasoning ability. International journal of science education, 23(5), 535-.
Humphrey, G. (1995). Inquiry based science: what does it look like?, Connect, 8 (58), 13-.
Kirschner, PA, Sweller, J, & Clark, RE. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-.
Karabulut, U. S. (2002). Curricular elements of problem-based learning that cause developments of self-directed learning behaviors among students and its implications on elementary education. Unpublished doctoral dissertation, The University of Tennessee, Knoxville.
Llewellyn, D. (2002). Inquire within: Implementing inquiry-based science standards. Thousand Oaks, CA: Corwin Press.
Lord, T, & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. The American Biology Teacher, 68(6), 342-.
Marbach-Ad, G. & Sokolove, P.G. (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research in Science Teaching, 37, 854-870.
Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19.
Peters, E. (2005). Reforming cookbook labs. Science Scope, 19, 16-21.
Smolleck, L, & Yoder, E. (2006). Further development and validation of the teaching science as inquiry (TSI) instrument. School Science and Mathematics, 108(7), 291-297.
Sungur, S, & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of educational research, 99(5), 307-.
Tretter, TR, & Jones, M. (2003). Relationships between inquiry-based teaching and physical science standardized test scores. School science and mathematics, 103(7), 345-.
Volkmann, M, & Abell, S. (2003). Rethinking laboratories, The Science Teacher, 38-41.
APPENDICES
APPENDIX A
Your Attitude Towards Science and Doing Science (Pre-Treatment)
Directions: Please answering the following questions honestly and as truthfully as you can. Please circle the response (the number) that you most agree with for questions 1-14. For numbers 15-17 give one or more suggestions for each question. Thank you.
1. On the scale below, please rate how much you like science compared to your other classes.
1 Hate It
2 Near the Bottom
3 In the Middle
4
5 My Favorite Class
Near the Top
2. Overall, how interesting do you find science?
1 Very boring
2
3 Somewhat
4 Very
5
Mostly boring
Extremely
3. How interesting are the labs in science class?
1 Not at all
2 Very little
3 Somewhat
4
5 Extremely
Very
4. When I was in elementary school we had many lab activities.
1 None
2 Very few
3 Some
4
5 Always
Many
5. My first real science lab activities were in middle school.
1 Disagree
3
5 Agree
Maybe
6. I learn the most about science when I’m engaged in lab activities.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5
Strongly Agree
7. I think I learn best when I read information from a book or worksheet.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5
Strongly Agree
8. I think I learn best when I can do “hands-on” type science activities
1 Disagree
2 Not Really
3 Sometimes
4
5 Strongly Agree
Agree
9. I prefer lab activities that tell me exactly what to do compare to ones that allow me to explore possible ways to do the lab.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
10. I enjoy doing lab activities that allow me choices in how I do the activity.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
11. I enjoy reading the directions on how to do the activity when doing science lab.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
12. What is the most interesting part of labs in science class?
1 The Introduction
2 The directions
3 Doing the Experiment
4 Seeing the results
5 Answering the lab questions
13. What is the most boring part of labs in science class?
1 The Introduction
2 The directions
3 Doing the Experiment
4 Seeing the results
5 Answering the lab questions
14. Do you prefer activities that tell you exactly what to do or ones that allow you to choose the best way to find a solution?
1 Labs that tell me exactly what to do
2
Labs that allow me to choose
15. How are labs most helpful to you in increasing your understanding of science?
16. How are labs not helpful to you in increasing your understanding of science?
17. Please give one or more ways labs could be made to be more interesting in science.
Attitudes Towards Learning and Doing Science (Post-Treatment)
Directions: Please answering the following questions honestly and as truthfully as you can. Please circle the response (the number) that you most agree with for each question. Thank you.
1. On the scale below, please rate how much you like science compared to your other classes.
1 Hate It
2 Near the Bottom
3 In the Middle
4 Near the Top
5 My Favorite Class
2. Overall, how interesting do you find science?
1 Not at all
2 Very little
3
4 Very
5 Extremely
Somewhat
3. How interesting are the labs in science class?
1 Not at all
2 Very little
3 Somewhat
4 Very
5 Extremely
4. Rate how much you like science today compared to the start of the year?
1 A Lot Less
2 A Little Less
3 The Same
4 A Little More
5 Much More
5. I enjoy the science labs this year (8 th grade) compared to the science labs last year (7
th ).
1 A Lot Less
2 A Little Less
3 The Same
4 A Little More
5 Much More
6. I learn the most about science when I’m engaged in lab activities.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
7. I think I learn best when I read information from a book or worksheet.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5
Strongly Agree
8. I think I learn best when I can do "hands-on" type science activities
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
9. I prefer lab activities that tell me exactly what to do compared to ones that allow me to explore possible ways to do the lab.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
10. I enjoy doing lab activities that allow me choices in how I do the activity.
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
11. When doing a lab I prefer to be given a goal or a challenge to prove (and deciding how to prove it) compared to being told what I must measure or find out (and being told exactly how to do the lab step-by-step).
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
12. When doing a lab I prefer to be told what I must measure or find out (and being told exactly how to do the lab step-by-step) compared to being given a challenge or goal to prove (and deciding how to prove it).
1 Disagree
2 Not Really
3 Sometimes
4 Agree
5 Strongly Agree
13. Do you prefer activities that tell you exactly what to do or ones that allow you to choose the best way to find a solution?
1
Labs that tell me exactly what to do
2 Labs that allow me to choose
14. Thinking back to the Skate Motion Lab, did you enjoy learning about physics this way?
YES
NO
15. Did you feel you were involved in doing the experimenting in the lab?
1 Not at all
2 A Little
3 Somewhat
4 A Lot
5 Completely
16. Did you prefer the Hot Wheels Lab or the Skate Motion Lab?
1 Hot Wheels Lab
2
Skate Motion Lab
17. Thinking back to the Sublime Lab (Dry Ice), did you enjoy learning about matter this way?
YES
NO
18. Did you prefer the Sublime Lab or the Exo/Endothermic Lab (the one that got hot/cold)?
1 Sublime Lab
2
Exo/Endothermic Lab
19. Did you feel you were more involved in doing the experimenting in which lab?
1 Sublime Lab
2 Exo/Endothermic Lab
20. Thinking back to the Amorphous Blob Lab (cornstarch & water), did you enjoy learning about matter this way?
YES
NO
21. Did you prefer the Amorphous Blob Lab or the Making Silver and Falling Snow Lab?
1 Amorphous Lab
2 Making Silver & Snow Lab
22. Thinking back to the Build a Boat (Styrofoam boats), did you enjoy learning about buoyancy & S.A. this way?
YES
NO
23. Did you prefer the Build a Boat Lab or the I Hope It Floats Lab?
1 Build a Boat
2 I Hope It Floats
24. Did you feel you were more involved in doing the experimenting in which lab?
1 Build a Boat
2 I Hope It Floats
25. Why do you enjoy the labs where you are given a challenge and then decide how to test for or solve the problem?
APPENDIX B
Dear Parents and Students,
I am currently working on my final thesis project for my masters in science education at Montana State. One of the requirements for the degree is to develop a project that allows me to explore ways to improve my teaching practices. Over the last year I have incorporated a new lab activity approach that allows students a more inquiry-based experience. It seems to me that this new approach, which allows students more choices in the experimental processes of the labs, has resulted in more interaction and interest in learning science in my class. To confirm that this is true I need to conduct student interviews in addition to the observations I have already made.
With your permission, I would like to ask your son or daughter questions on how they enjoyed and what they learned from the new lab approach. This will be done during class, taking no more than five to ten minutes. The student responses will be used to confirm whether or not students are benefiting from the labs. Names and other student personal information will not be included in my project or paper.
Thank you in advance for your support. A copy of my final project will be available from my website for download later this summer. Please visit
http://www.sierravistams.org/mathot/
to download the document.
Sincerely,
Mr. Jean Philip Mathot
Science Teacher - Sierra Vista Middle School
_____ I give permission for my child to be interviewed for Mr. Mathot's research project.
______I do not give permission for my child to be interviewed for Mr. Mathot's research project.
Parent Signature:____________________________________________ Date: ____________
55
APPENDIX C
INTERVIEW QUESTIONS
1. What was your favorite lab we did this year? Why?
2. Which ones were most interesting?
3. Which labs this year did you find allowed you to be most involved? How?
4. Which labs did you feel you were least involved in doing the experiment? Why?
5. Do you tend to do the work during labs or let some else do the experiments?
6. Do you prefer lab activities that have post-lab questions to answers or lab activities that have you do a science journal for writing your data, observations and what you learned?
7. What physics or chemistry did you learn from the lab activities we did?
8. How do you feel you best learn science (demos, labs, hands-on, notes, vocab, the textbook, lecture)?
9. Which type of lab approach do you prefer: cookbook (step-by step directions) or inquirybased (student decides how to conduct the activity)?
10. Do you enjoy science better this year or science last year? Is it the concepts (Physics and Chemistry vs. Biology and Health) or the labs activities?
11. What could be done to make this class better?
APPENDIX D
California State Science Standards – 8 th Grade
| | Lab Activity | | Standard Covered* |
|---|---|---|---|
| SK8 Motion Lab | | Motion: The velocity of an object is the rate of change of its position. 1b. average speed is the total distance traveled divided by the total time elapsed. The speed of an object along the path traveled can vary. 1c. how to solve problems involving distance, time, and average speed. | |
| Hot Wheels Motion Lab | | Motion: The velocity of an object is the rate of change of its position. 1b. average speed is the total distance traveled divided by the total time elapsed. The speed of an object along the path traveled can vary. 1c. how to solve problems involving distance, time, and average speed. 1e. changes in velocity can be changes in speed, direction, or both. | |
| Sublime Lab | | Structure of Matter: Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. 3d. the states (solid, liquid, gas) of matter depend on molecular motion. 3e. in solids the atoms are closely locked in position and can only vibrate, in liquids the atoms and molecules are more loosely connected and can collide with and move past one another, while in gases the atoms or molecules are free to move independently, colliding frequently. Reactions: Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. 5d. physical processes include freezing and boiling, in which a material changes form with no chemical reaction. | |
| Amorphous Blob Lab | | Structure of Matter: Elements have distinct properties and atomic structure. All matter is comprised of one or more of over 100 elements. 3c. atoms and molecules form solids by building up repeating patterns such as the crystal structure of NaCl or long chain polymers. 3d. the states (solid, liquid, gas) of matter depend on molecular motion. 3e. in solids the atoms are closely locked in position and can only vibrate, in liquids the atoms and molecules are more loosely connected and can collide with and move past one another, while in gases the atoms or molecules are free to move independently, colliding frequently. | |
| Exothermic/ Endothermic Lab | | Reactions: Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. 5a. reactant atoms and molecules interact to form products with different chemical properties. 5c. chemical reactions usually liberate heat or absorb heat. | |
| Making Silver and Falling Snow | | Reactions: Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. 5a. reactant atoms and molecules interact to form products with different chemical properties. | |
| I Hope it Floats Lab | | Density and Buoyancy: All objects experience a buoyant force when immersed in a fluid a. density is mass per unit volume. c. the buoyant force on an object in a fluid is an upward force equal to the weight of the fluid it has displaced. d. how to predict whether an object will float or sink. | |
*Source:California Department of Education (2003) - http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
APPENDIX E
SK8 MOTION LAB
With a skateboard, timing device and measuring device you will plan with your group a way to address the following challenges and mysteries of the science behind riding skateboards. Use your notes on the Scientific Method, Science Vocab #1, Physics Equations #1 and your creativity to safely address the following aspects of motion and physics.
The challenges are listed below. You are to prove that each can be done and performed using a skateboard. All ideas, experiments, data, notes, conclusion, drawings, etc should be written down in your notebook.
The Challenge
1. Find out how fast you are going for each person in your group.
.
2. Find a way to get everyone in your group to have the same velocity
You need to address the following in your notebook:
1. Include a picture and/or sketch of your experiment. Make sure it is SAFE!
2. Explain how you will do your experiment or how you will be collecting data. Your group should conduct a minimum of 3 trials per each rider and take the average of those 3.
3. Include a place to record the data (data table): Quantitatively
4. Include notes, observations or things you learned while doing the experiment Qualitative (characteristic).
5. Write down and discuss what has been discovered or found out by doing this experiment. Look at your data and discuss what you learned and if you were able to all have the same speed.
Hot Wheels Motion Lab
PURPOSE:
To measure and calculate the distance a car travels divided by the time it takes it to go that distance (Average Speed).
MATERIALS
1 Race Track
2 Hot Wheels Cars
2 Stopwatches
1 Meter Stick
PROCEDURES:
Part 1: Average Speed, Velocity, and Acceleration
1. Do not write on this lab. Please write everything in your science notebook.
2. Write down (right now) the formulas for SPEED, AVERAGE SPEED, and ACCELERATION.
3. Use your Physics #1 Equation Notes we took in class to help with the calculations. When doing calculations for this lab please SHOW ALL WORK AND FORMULAS (I will write this again next to the calculations part to help remind you what to do).
4. Get the equipment listed above in the quantities listed above (should be at your table already).
5. Make a data table to record and calculate your measurements (Table 1).
HELPFUL EQUATIONS TO WRITE DOWN IN YOUR SCIENCE NOTEBOOK
* Speed=
* Avg. Speed =
Table I: Distance vs. Time
| | Distance (cm) | Time (sec.) | Distance (cm) |
|---|---|---|---|
| Run #1 | 95 | | 190 |
| Run #2 | 95 | | 190 |
| Run #3 | 95 | | 190 |
| Average*: | 95 cm | _____sec. | 190 cm |
* Add all 3 run times together and divide by 3 to get the average time for that distance
6. Select a car and either lane 1 or 2 for all of your data collection. The two lanes are not the same in how fast they launch the car. This means that you need to use the same lane for ALL of the runs.
7. The first three runs are for getting the time it takes the car to go 95 cm. You will write the time for each run in your data table.
8. Place the cars in the starting area. Push car in so the spring loads.
9. Make sure the yellow finish line flags are DOWN before you launch your cars.
10. Use the meter stick to measure 95 cm down the track (starting from the front of the car).
11. Please make sure not to launch the cars off of the table. Thank you from the garage.
12. One person should launch the car and (start/stop) the stop watch. You can take turns and have a different person do this for each run.
13. Launch the car and record the time for each of the three runs at 95 cm.
14. You will do an addition three runs at 190 cm (entire length of track). Record in data table.
15. After you do three runs take the average time for the three runs (use that as the Average and write in data table). This will be the time you use in your calculations (on back of this piece of paper).
16. Once you have your data table completed with the distances and times, move on to doing the calculations, making the graph and answer the post-lab questions.
CALCULATIONS: (Show all work and formulas. Setup each problem like we did in class with the grocery list approach for all the variables)
1. Calculate the average speed for your car from 0 cm to 95 cm.
2. Calculate the average speed for your car from 0 cm to 190 cm.
3. Calculate the average speed for your car from 95 cm to 190 cm.
4. Calculate the acceleration for the car for the First 95 cm of the track (USE your answer from calculation #1 above for V2 and V1 = 0).
5. Plot a graph of distance vs. time for your car. Use your book for help (Chapter 1& 9) and the graph on the overhead. (Distance will be on the y-axis and time will be on the x-axis). If you are plotting distance vs. time, what are you really plotting? (Hint: shhh, don't talk).
POST LAB QUESTIONS:
1. List three things that are causing the car to accelerate? (Hint: acceleration is change in velocity)
2. Where was the acceleration of the car the greatest? (Think about what is causing it to accelerate)
3. Is the speed of the car constant or does it change as it goes down the track? Explain how you know (Hint: look at your graph).
4. Are the velocity and the speed of the car the same in this experiment? Explain your answer in a complete sentence.
5. In the 1996 Olympics, gold medal winner Michael Johnson had a faster average speed in his 400-meter race compared to his 100-meter race. Why?
6. A man once told me that if someone is going to hit you and you cannot get out of the way of the punch, you should lean in closer to the person as they swing at you. Explain how acceleration relates to this and if the guy gave me good information.
7. What two things could you do to increase the momentum of the car?
APPENDIX F
Sublime Lab
INTRODUCTION:
Dry Ice is composed of the elements Carbon and Oxygen. It is the solid phase of the gas carbon dioxide (CO2). It is a unique compound because it sublimes under normal atmospheric pressure and conditions. This means it does not change to liquid state when it goes from solid to gas. Today, you will have the chance to experiment with this matter.
Remember, lab safety for yourself and other is the most important concern in the classroom. This matter is generally safe as long as you do not misuse or mishandle it (meaning use your goggles at all time, wear gloves and do not do anything unsafe to you or others).
MATERIALS:
* Balance, flask, plastic cups, balloon, film canister, thermometer, tongs and GOGGLES.
CHEMICALS:
* Dry Ice - Carbon Dioxide (CO2)
Things you can do:
* Get water, use the balance, inflate the balloons, put into a container (be careful), use the thermometer, or anything else that is safe and will allow you to experiment with the matter.
What You Need to Do:
* First, put on your gloves and goggles
* Next, observe and list 3 unique characterizes about a piece of dry ice. Sketch a picture into your notebook
* Next, use any of the items at your table to experiment with a piece of dry ice. You will do 3 different experiments or make 3 measurements. Make sure you sketch and describe the experiment you are doing. Record any data you collect (numbers or observations). Explain what is going on and/or what you have learned and discovered.
* Clean up after you have done at least 3 experiments.
Amorphous Blob Lab
INTRODUCTION:
Matter can exist in different states or phases. Most matter we interact with in our daily lives is in the solid, liquid and/or gas phases. When matter changes from one phase to another it represents a physical, not chemical change. The change from one state of matter to another is a result of the movement of the atoms that make up the matter. When a solid (like ice) melts and becomes water, the molecules that make up water (2 Hydrogen and 1 Oxygen) start moving faster (gain energy in the form of heat) and move further apart from one another. If even more energy (heat) is absorbed by the water molecules it can turn into water vapor (a gas). Each of the three states (solid, liquid and gas) have unique characteristics and traits. Solids (atoms tightly packed) have a definite shape and do not take the shape of the container they are place in. Liquids (atoms further apart) take the shape of the container they are placed in and can be poured. Gases (atoms very far apart) fill up container they are placed in and can also be poured.
The tricky part of all of this is that some matter does not fit nicely into the definition of a solid, liquid or gas. Some matter can have characteristics of more than one state or phase of matter. You are going to see such matter today in this lab. Remember, lab safety for yourself and other is the most important concern in the classroom. This matter is generally safe as long as you do not misuse or mishandle it (use your goggles at all time). Enjoy
Definition:
Amorphous Solid – A solid with no definite shape that acts both like a solid and liquid.
MATERIALS:
* Balance, cups, spoon, paper plate and GOGGLES.
CHEMICALS:
Corn starch (C6H10O5)n, Water (H2O), Table salt (NaCl),
The Challenge - What You Need to Do:
* FIRST - Observe and list 3 unique characterizes about the corn starch and water mixture. Sketch a picture into your notebook
* SECOND - Figure out what state of matter the corn starch and water mixture is. Write three compelling (good evidence for) reasons for your beliefs. Make sure you include your observations and any experiments you did to back up your reasoning.
* THIRD – give at least three reasons why salt (NaCl) is a solid and not a liquid. Make sure you look at the definition of a solid and liquid before addressing this challenge
* LAST - Clean up after you have finished the three challenges.
Build a Boat
INTRODUCTION:
There are a couple of factors that determine if an object, such as a boat, will float or sink when placed in water. The density of the object (your boat) relative to the density of the water (1g/cm 3 ) is important to the object floating or sinking. If the density is larger than that of water it is more likely that the object will sink. Another factor that has a significant impact on whether or not it will sink when placed in water is the Surface area of the boat. In general, the larger the surface area the more able the object is to stay afloat in water (even if the density is greater than that of water). The increased surface area allows for a larger amount of water to support the mass of the object over a given area. In other words, the more area the less pressure at any given point. Example: it is easier to stay afloat in a pool if you lay on your back compared to having your feet straight down. The increased surface area (your back) allows more water to support your weight versus to the water underneath your feet.
Any object placed in water will experience a buoyant force upwards (opposes gravity). This results in a decrease in weight of the object because an outside force (buoyancy) is acting opposite gravity (downwards) to reduce the net force acting on the object. This results in a decrease in the weight (which is a force) of the object when placed in water. Interestingly, Archimedes discovered that the mass of water that is displaced (equal to the volume of the object placed in the water) equals the buoyant force experienced by the object. The more displacement your boat has, the more buoyant force it will have and the more weight it should be able to support.
Your goal is to make a boat that will float as much weight as possible. The only catch is that it cannot have a mass greater than 40 grams and must have a length of 50 cm or less and a width of 36 cm or less.
MATERIALS:
* Balance, Styrofoam, plates, wood, glue or anything else you would like to use (be safe).
THE CHALLENGE - What You Need to Do:
* FIRST – List the major factors (at least two) that affect how well a boat floats. Explain how they affect the boat you will design.
* SECOND - Sketch at least one design that you think might work or that you plan to build. You can change, update, or add additional designs as you do this lab activity.
* THIRD - Build a boat out of any of the materials available in class. The requirements are that it can have a maximum mass of 40 grams, a maximum length of 50 cm and a maximum width of 36 cm. Test and retest your boat as you build it. Record observations, data, and insight into how well your design does along the way.
* FOURTH - Test and redesign as often as needed (until due date). Make sure you put all these findings, design notes, and results into your science notebook.
* LAST - Clean up after you have finished the four challenges above.
APPENDIX G
Exothermic /Endothermic Chemistry Lab
INTRODUCTION:
The following two experiments will allow you, the chemist to explore the wonderful world of chemical reactions. Endothermic, exothermic, decomposition reactions, and conservation of mass (matter) are the main concepts demonstrated by the following experiments (see Chem. Notes #2 for more info). In studying the reactions that occur, you will start to get a feel for reaction types and the types of products the reactants form. Remember, lab safety for yourself and other is the most important concern in the classroom. These reactions and chemicals are generally safe as long as you do not misuse or mishandle them.
MATERIALS:
* Balance, 125 ml flask, plastic cup, funnel, thermometer, and GOGGLES.
CHEMICALS:
* PART I- Potassium Chloride (KCl) and water. PART II- Calcium Chloride (CaCl2) and water.
PART I Rxn: KCl + H
2
O→K
+ + Cl
-
+ H
2
O
1. The following is what you need to write down in your science notebook: data table, graph of data for each reaction (temperature vs. time) & all post-lab questions answers.
2. Copy down Data Table I into your science notebook (page 2 of this lab).
3. PUT ON YOUR GOGGLES RIGHT NOW! YES, RIGHT NOW. Continue as normal once this has been completed.
4. Put 50 ml of H2O in the 125 ml flask.
5. Put a thermometer in the flask and record the temperature ( o C) after 1 minute.
6. Write down the starting temperature of the water in your data table.
7. Have ONE person from your group bring the plastic cup to the chemical table (not the beaker) to get the Potassium Chloride. Make sure the balance is zeroed.
8. After zeroing, place the plastic cup on the balance to get its mass (approximately 3g). Move the weights so it is now 15 grams MORE than the mass of the plastic cup (18g total).
9. Measure out 15 g of Potassium Chloride (KCl). As you add the chemical the balance will move to zero and be balanced (this is when you know you have 15 grams of the chemical). Bring the chemical in the plastic cup back to your table.
10. Use the funnel to pour the 15 g of Potassium Chloride into the 50 ml of water (at your table & not at the chemical table). Try not to let the funnel touch the water. You can also turn the funnel upside down or tap it if the chemical gets stuck in the funnel.
11. Mix the chemical quickly for 5 seconds by swirling the flask around carefully.
12. Observe the temperature change over the first minute. Record the temperature every 5 seconds and record into your data table.
13. When finished, pour the solution in the container labeled KCl solution and CaCl2 solution.
14. Rinse the flask out in the sink to get rid of any remaining chemical. You will use the same flask with the second chemical in PART II. DO NOT GET THE PLASTIC CUP OR FUNNEL WET. It is okay if there is chemical still in the plastic cup for Part II.
1. Answer all the post lab questions and create a graph for each reaction AFTER you finish Part II.
Part IIRxn: CaCl
2
+ H
2
O→Ca
+ + Cl
2
-
+ H
2
O
2. Repeat steps 4 through 13 from above for the CaCl2 and H2O reaction. The steps are the same except you will be using the second chemical (CaCl2).
3. When done, clean up your table and pour out the CaCl2 solution. Wash your hands before taking off your goggles. Put goggles back into the goggle cabinet. Thank you.
Graph:
1. Create a graph for each of the two chemical reactions (2 graphs total) showing the data you collected (temperature vs. time). See example graph for more information.
Post Lab Questions:
1. Was this an endothermic or exothermic reaction? How do you know (what data do you have that supports you answer)?
2. Was there any physical change in the solution?
3. Was it a decomposition or synthesis reaction (See Rxn. Equation above)? How do you know?
4. What was the temperature change (show your work)?
5. Where in the real world could this chemical reaction be useful? Why would it be useful in the situation you suggested?
6. If you added twice the amount of Potassium Chloride, what do you think would have happened to the temperature? Why?
Part II: CaCl2 + H2O → Ca + + Cl2 + H2O
1. Was this an endothermic or exothermic reaction? How do you know (what data do you have that supports you answer)?
2. Did it look like anything was reacting? How did you know there was a reaction then?
3. Was there any physical change in the solution?
4. Was this reaction a decomposition or synthesis reaction?
5. Where in the real world could this chemical reaction be useful? Why would it be useful?
6. I did this experiment last night, but the temperature on my thermometer reached up to 65 0 C. Why did my experiment reach a higher temperature then yours (think Chem. #2 notes)?
Data Table 1: Reaction Temperatures (Temperature of H2O at Start, during & Finish of Rxn)
| Time | Temperature | |
|---|---|---|
| | Part 1 (KCl + H 0) 2 | Part 2 (CaCl + H 0) 2 2 |
| 0 sec (the starting temp of water) | | |
| 5 sec | | |
| 10 sec | | |
| 15 sec | | |
| 20 sec | | |
| 25 sec | | |
| 30 sec | | |
| 35 sec | | |
| 40 sec | | |
| 45 sec | | |
| 50 sec | | |
| 55 sec | | |
| 60 sec | | |
| Max Change in Temperature oC | | |
THE MAKING OF SILVER AND FALLING SNOW
PART I:
THE MAKING SILVER OUT OF COPPER WIRE
PURPOSE:
* To watch the affect of solutes dissolving and precipitating out (which means to leave) of a solution as the result of a chemical reaction.
* To see if the concentration of the solution has an affect on how much solute is produced (precipitates out) during a reaction.
MATERIALS:
GOGGLES, 2 test tubes, test tube rack, and graduated cylinder.
CHEMICALS:
AgNO3 (Silver Nitrate), H2O, and copper wire.
PROCEDURES:
1. MAKE SURE YOUR GOGGLES ARE ON YOUR FACE. Ask someone at your table if you are not sure.
2. TRY NOT TO GET ANY SILVER NITRATE ON YOUR SKIN. IT WILL TURN IT BLACK, BUT DOES NOT CAUSE MUCH HARM OTHER THAN THAT. IF YOU DO GET IT ON YOU, WASH YOU SKIN FOR AT LEAST 30 SECONDS.
3. Get 10 ml of silver nitrate solution (AgNO3) and pour into first test tube.
4. For the second test tube get 1 ml of silver nitrate (AgNO3) and 9 ml of Distilled Water (NOT tap water) (for a total of 10 ml). Pour solution into second test tube.
5. Take two pieces of copper wire copper wire back to your table.
6. Place one piece of wire in each test tube and watch what happens. Be patient.
7. Let the reaction proceed for at least 10 minutes without moving the test tubes.
8. Answer the questions that follow (start Part II before you do this).
9. Clean up after you have answered the questions. Put solution in the collection container labeled AgNO3 (including the wire).
POST LAB QUESTIONS: (*Use Chem. Notes #3 to help with the questions)
1. What is happening to the copper wire?
2. What color is the solution turning (it will have a slight color at the end of 10 minutes)?
3. What metal is collecting on the copper wire? (Hint: look at Rxn equation above)
4. What metal is being dissolved into the solution?
5. Which concentration (test tube #1 or #2) has the most metal collecting on the copper wire? Why?
6. How could I make the reaction proceed or go faster? List at least two ways.
7. Sketch a picture of the experiment and a 1 sentence explanation into your notebook.
PART II:
MAKING FALLING SNOW
PURPOSE:
* To add a solute to a solvent and determine if the solute is soluble in the solution.
* To determine if you have created an unsaturated or saturated solution.
MATERIALS:
GOGGLES, glass bottle, and black top
CHEMICALS:
Boric Acid & H2O (Tap Water)
PROCEDURES:
1. PUT YOUR GOGGLES ON AND KEEP THEM ON UNTIL YOUR TABLE IS DONE AND YOU HAVE FINISHED CLEANING UP YOUR TABLE AND WASHED YOUR HANDS.
2. Get boric acid from Mr. Mathot at the chemical table.
3. NOTICE that the crystals completely cover the bottom of the container.
4. Fill glass container almost to the top with water. BE CAREFUL NOT TO OVER FILL AND GET THE ACID SOLUTION ON YOUR HANDS. WASH HANDS THOROUGHLY WITH WATER FOR AT LEAST 30 SECONDS IF YOU SPILL ACID ON YOUR HANDS.
5. Tightly screw black top on bottle. DO NOT OVER TIGHTEN.
6. Shake the glass container to mix the crystals and water (15 seconds only). Be careful that the bottle does not leak.
7. Allow jar to stand still for one minute, and then observe solution while turning it upside down and right side up.
8. Answer the questions that follow.
* Note – No chemical reaction occurred in the mixing of boric acid with water.
9. Cleanup after you answer the questions. Pour boric acid solution into labeled collection container, NOT down the sink. DO NOT DRINK (especially male students).
POST LAB QUESTIONS: (*Use Chem. Notes # 3 & Vocab. to help with the questions)
1. What was the solvent? What was the solute?
2. Did the boric acid mix with the water? Explain.
3. If you added more boric acid, what would you see happen? Why?
4. Turn the bottle upside down. What does it remind you of?
5. What could you have done to make the boric acid dissolve better (list at least 2 ways)?
6. Since not all the boric acid was able to dissolve, we would say the solution is
_____________ and that is why some solute was left on the bottom.
7. How would you make this solution unsaturated (list at least 2 ways)?
8. Sketch a picture of the experiment and a 1 sentence explanation into your notebook.
I HOPE IT FLOATS LAB
A Real World Application of the Scientific Method
You have been selected to design and build a metal boat that will float. The boat will be used as a trash barge that will take the trash in your area (where there is no more room to bury it) to another part of the United State so it can be disposed of properly. If you can create a boat that will take away all the trash your city creates (200 grams), all will be well. If your barge design cannot handle the trash you create each day, your city will be buried in a pile of trash and the people of your city will cease to exist (not good). Please use the outline for the SCIENTIFIC METHOD below to build a trash barge that will save your city. NOTE: You must complete up to step 6 before you can get foil and start making your boats. Please read everything on this page before starting. Remember, this lab has to do with buoyancy, density, mass, volume and surface area. Thank you.
1. PURPOSE (why are you designing and building this trash barge?):
2. INTRODUCTION (Draw/discuss a few possible designs AND define the following):
a. Density:(include formula)
b. Mass:(include units)
c. Volume:(include units)
d. Surface area:
e. Buoyancy:
3. HYPOTHESIS (design you think will work best. (flat, deep hull, narrow, round, etc)):
4. MATERIALS (aluminum foil 10 X 14 inches (5g), metal weights, ruler, & water tank,):
5. PROCEDURES (describe how you will make & test your design - 6 steps min.):
6. DATA record your results in a data table (like the one below, but in your notebook). Include the weight supported by each design/dimension you tested.
| Design | Volume (Length x Width x Height) | Surface Area (Length x Width) | Mass Floated (grams) |
|---|---|---|---|
| 1 2 3 | | | |
7. CONCLUSION (discuss how your design worked. Which dimensions allowed for the greatest weight? Go back through the scientific method (steps 3-7) and try other designs (but only using 1 piece of foil at a time – DO NOT COMBINE THE PIECES OF FOIL INTO ONE BOAT).
APPENDIX H
Science Journal Notebook Grading Rubric
| | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Illustration/ Sketch | Neat, well illustrated drawing of experiment or design. | Good drawing which shows the experiment or design. | Has a drawing, but not of good quality, but does show some of the experiment or design. | Has a drawing, but of poor quality and does not clearly show experiment or design. |
| Observations | Multiple, clearly written, and descriptive observations of the experiment. | Multiple written, and descriptive observations of the experiment. | One or two written observations that may not be totally clear. | Observations have little or no description of experiment. |
| Data Collection | Data table and qualitative data clearly listed | Data table with some qualitative data include | Data table or qualitative data included | An attempt at some type of data collected is present, but not enough to draw significant conclusions from the data |
| Conclusion/ Reflection | Student uses observations and data collected to draw logical conclusions and elaborate on what they learned. | Student uses observations and data collected to draw logical conclusions. | Student uses observations or data collected to make at least one comment on what happened. | Student conclusions make little or no sense of do not support observations or data collected |
APPENDIX I
Sublime, Amorphous Blob, and Build a Boat Lab Assessment
DIRECTIONS: Select the best answer for each question. Just write the capital letter for each multiple-choice question. MAKE SURE YOU READ EACH QUESTION CAREFULLY AND THINK BACK TO THE LABS YOU DID IN CLASS. Good Luck
1. What is it called when a solid goes turns straight into a gas?
A. evaporation B. condensation C. sublimation D. precipitation E. it's impossible
2. How could you make dry ice turn from a solid to a gas faster?
A. Put it in hot water
B. Put it in cold water
C. Put it in the freezer
D. It cannot be made to turn to gas faster
3. In what phase (state) is CO2 (carbon dioxide) in its densest form (most dense)?
A.
Plasma B. Solid C. Liquid D. Gas
4. Which of the following best describes an amorphous solid?
A. a solid that is very sticky
B. a solid that acts like both a liquid and a solid
C. a liquid that flows quickly
D. a liquid with low viscosity
5. Which state of matter has atoms that take the shape of the container they are put into, but cannot be compressed very much?
A.
Liquid B. Solid C. Gas D. Plasma
6. How could you make the cornstarch and water mixture you made act more like a solid?
A.
It cannot be done B. Add more water C. Add more heat D. Add more cornstarch
7 What is the most important thing to increase if you want a boat that floats a lot of weight? A. increase its mass B. increase its density C. increase its height D. increase its surface area
8 When you add your boat to the water and add weight it causes the water to be_________? A. displaced B. dissolved C. made heavier D. less dense
9 What is the upward force pushing on your boat by the water?
A. gravity B. density C. centrifugal force D. buoyant force
10 Why did the taller boats not float that much weight?
A. high center of gravity B. high density C. high surface area D. they were Chabot strong
Exothermic/Endothermic, Making Silver & Falling Snow, and I Hope it Floats Lab Assessment
DIRECTIONS: Select the best answer for each question. Just write the capital letter for each multiple-choice question. MAKE SURE YOU READ EACH QUESTION CAREFULLY AND THINK BACK TO THE LABS YOU DID IN CLASS. Good Luck
1.What is produced during an exothermic reaction?
A. nothing B. cold C. ice crystals D. heat
2. How could you make the reaction with the KCl (potassium Chloride) get colder than it did?
A. Add more KCl to the water
B. Add more tap water to the solution you already made
C. Take out some of the KCl before it all dissolved
D. You cannot make it any colder than it is
3. What type of reaction absorbs heat from the environment?
A. exothermic B. endothermic C. iron rusting D. over reaction
4. What was the metal that precipitated out of the AgNO3 solution and formed on the wire?
A. silver B. copper C. nitrogen D. oxygen E. nitrate
5. How could you make more crystals form on the wire?
A. Make the AgNO3 solution less concentrated
C. Add more distilled H2O
B. Make the AgNO3 solution more concentrated
6. When making the falling snow, not all of the boric acid (the white powder) dissolved. How could you help it to dissolve better?
A. Add more boric acid B. Remove some of the water C. Heat it up and/or shake it
7 Length x Width x Height is equal to what on the aluminum foil boats you made?
A. density B. area C. volume D. mass
8 Why did not the small canoe shaped boats work very well?
A. they did not have a lot of surface area
B. they had too much surface area
C. they had too much volume
D. they were less dense than the other boats
9 Archimedes said that the weight of the water displaced by an object placed in water is equal to the____. A. surface area B. buoyant force C. gravitational force D. friction force
10 Why can metal boats like big aircraft carriers float?
A. The metal they use is less dense than water
B. They displace a lot of water and contain a lot of air inside the hull
C. Metal is denser than the water and helps it float
D. They cannot float in fresh water, only in ocean water which is denser
APPENDIX J
Data Table I: Student Attitude Survey Results – Pre-Treatment (n=140)
(n=30)
| | Question # | | Mean | Number of Students (%) |
|---|---|---|---|---|
| 1 | | 3.9 | | |
| 2 | | 3.6 | | |
| 3 | | 3.9 | | |
| 4 | | 2.9 | | |
| 5 | | 2.6 | | |
| 6 | | 4.0 | | |
| 7 | | 2.6 | | |
| 8 | | 4.1 | | |
| 9 | | 2.9 | | |
| 10 | | 3.9 | | |
| 11 | | 2.8 | | |
| 12. Most Interesting | | Doing the experiment | | |
| | | Seeing the results | | |
| | | The directions | | |
| | | Answering the lab questions | | |
| | | The introduction | | |
| 13. Most Boring | | Answering the lab questions | | |
| | | The directions | | |
| | | The introduction | | |
| | | Seeing the results | | |
| | | Doing the experiment | | |
| 14. Lab Preference | | Labs that tell me exactly what to do | | |
Data Table II: Student Attitude Survey Results – Post-Treatment (n=140)
(n=30)
| | Question # | | Mean | Number of Students (%) |
|---|---|---|---|---|
| 1 | | 4.1 | | |
| 2 | | 3.8 | | |
| 3 | | 4.2 | | |
| 4 | | 4.1 | | |
| 5 | | 4.6 | | |
| 6 | | 4.1 | | |
| 7 | | 2.4 | | |
| 8 | | 4.1 | | |
| 9 | | 3.1 | | |
| 10 | | 3.8 | | |
| 11 | | 3.6 | | |
| 12 | | 2.9 | | |
| 13 | | Labs that tell me exactly what to do. Labs that allow me to choose. | | |
| 14 | | SK8 Motion Lab: Enjoyed learning about physics this way. | | |
| 15 | | 3.9 | | |
| 16 | | Which lab did you prefer? | | |
| 17 | | Sublime Lab: Did you enjoy learning about matter this way? | | |
| 18 | | Which lab did you prefer? | | |
| 19 | | Which one allowed you to be involved the most? | | |
| 20 | | Amorphous Blob Lab: Did you enjoy learning about matter this way? | | |
| 21 | | Which lab did you prefer? | | |
| 22 | | Lab: Did you enjoy learning about matter this way? | | |
| 23 | | Which lab did you prefer? | | |
| 24 | | Which one allowed you to be involved the most? | | | | <urn:uuid:b0ef3a92-54ae-4d24-9c60-1c29a12f6fbf> | CC-MAIN-2018-17 | http://mytoe.org/docs/Mathot_capstone2009.pdf | 2018-04-22T08:17:56Z | crawl-data/CC-MAIN-2018-17/segments/1524125945552.45/warc/CC-MAIN-20180422080558-20180422100558-00136.warc.gz | 225,880,146 | 26,831 | eng_Latn | eng_Latn | 0.961849 | eng_Latn | 0.999171 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"pol_Latn",
"mlt_Latn"
] | false | docling | [
332,
637,
656,
687,
703,
720,
1874,
4066,
5376,
7015,
8740,
10834,
13566,
15326,
17599,
18028,
20022,
22440,
23954,
26267,
27656,
29000,
30797,
33300,
35343,
37380,
38467,
39948,
41553,
42849,
44075,
44856,
46924,
49193,
51828,
52917,
54671,
56508,
57875,
60208,
60625,
61799,
63666,
65610,
66798,
68535,
70441,
72313,
74347,
75759,
77720,
80082,
80341,
80353,
80365,
81724,
83030,
84428,
85982,
86949,
86961,
88635,
88647,
89703,
89715,
92926,
92938,
94336,
95292,
96593,
98073,
98659,
98671,
99843,
100230,
101870,
102652,
104384,
105591,
105603,
106911,
108572,
109708,
110812,
111853,
112891,
113857,
114960,
116352,
116990,
117002,
118363,
118375,
120354,
122591,
122603,
123459,
124592
] | [
4,
3.78125
] | 3 | 1 |
Extract from NV Local Spatial Development Framework (NV LSDF), 2018
1. Unique Natural Environment
Natures Valley, which lies at the foot of the coastal escarpment and is accessible only from the historic Groot River Pass, is bordered by the protected lagoon and estuary, the sea and the indigenous rain forests of the Tsitsikamma Section of the Garden Route National Park (GRNP). Natures Valley is one of only a few villages in South Africa that are surrounded by a proclaimed national park.
2. Geographical Constraints:
The township only comprises 406 erven and, as its boundaries are the Groot River Lagoon, the ocean and the Tsitsikamma Section of the GRNP, no further development outside the residential area is possible. These same constraints impose severe restrictions on any further development of existing infrastructure with particular reference to sewage management and availability of water.
Nature's Valley has limited accessibility due to its location. As far as linkages with Plettenberg Bay and other areas are concerned, the only access is via the N2 and the R102, the old Groot River pass road. Nature's Valley is situated approximately 30 kilometers from the nearest shopping and work opportunities. For this reason, Nature's Valley does not function as a "dormitory town".
3. Services Infrastructure
Nature's Valley's demand for electricity has shown a steady increase over the past two decades however the bulk supply appears adequate provided there is no inappropriate development residential densification.
Civil services infrastructure, especially sanitation infrastructure (or the lack thereof) requires urgent attention to deal effectively with the present volumes and to avoid the contamination of the Groot River estuary which could pose a health threat to residents and visitors.
The potable water supply relies solely on water from the Groot River which, combined with limited reservoir storage is already constrained during periods of high occupancy in Natures Valley.
The stormwater drainage system is inadequate and flooding causes damage to a number of lowlying properties during heavy rains.
4. Natural Environment and Habitats under pressure
The following ecologically sensitive habitats occur in Nature's Valley; coastal forest, ridges, wetlands, costal dune fynbos and estuarine areas. Animal and birdlife are prolific.
Parks/Open Spaces
The public open spaces (parks) are under threat of development. Each of the four park erven have a specific use or function and represent a different type of habitat namely wetland reserve (Erf 380), afro-montane indigenous forest (Erf 381), coastal dune fynbos reserve (Erf 460) and botanical garden (Erf 429). The loss of any one of the parks would result in a loss of environmentally sensitive areas and consequent negative impacts on the ambience and sense of place of Nature's Valley. Open spaces are also used by the Nature's Valley Trust for the purpose of syllabus approved Environmental Education of school children.
Wetland
Wetland is defined by the National Water Act, 1998 (Act No. 36 of 1998) as:
In 2003, the Department Water Affairs and Forestry published a document for the identification and delineation of wetlands.
"Land which is transitional between terrestrial and aquatic ecosystems where the water table is usually at or near the surface, or the land is periodically covered by shallow water, that naturally supports vegetation typically adapted to life in saturated soil."
All the distinguishing conditions exist on Erf 380 and should therefore be protected in terms of the National Water Act.
Indigenous Forest Habitat (Afro-montane)
Erf 381 hosts indigenous forest trees and habitat which is 60 years or older. The National Heritage Act refers to "landscapes and natural features of cultural significance", and especially those older than 60 years". In terms of the Act, these trees have natural heritage value based on their age, let alone their value, and therefore enjoy protection in terms of the National Forest Act of 1998 read with the National Environmental Management Act of 1998 (Act 107 of 1998) (NEMA).
Botanical Garden
The Phyl Martin Park was established as a park during 1955, and developed as a botanical garden a few years later. It currently incorporates an indigenous park landscape, botanical garden and nursery where indigenous plants are propagated. The park has been maintained by the Nature's Valley community since its establishment.
Fynbos Reserve
Erf 460 is a rare remaining example of coastal dune Fynbos habitat.
Fynbos as a vegetation type is under severe pressure, and any opportunity to preserve even small areas should be taken within the context of South Africa's responsibility as the only custodian of this vegetation type in the world.
--- End of extract ---
From the above it is clear that Nature's Valley is unique and that planning and development must be closely scrutinised to retain and protect both the urban and natural environment. | <urn:uuid:235b0422-c5a5-4935-a826-a0ae079fe478> | CC-MAIN-2024-10 | https://nvra.co.za/wp-content/uploads/2023/08/Extract-from-NV-LSDF-FINAL.pdf | 2024-02-24T12:42:40+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00293.warc.gz | 427,926,956 | 1,012 | eng_Latn | eng_Latn | 0.995039 | eng_Latn | 0.995347 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3019,
5013
] | [
2.875
] | 1 | 2 |
@ Home
INSTRUCTIONS
Activity 7: Write a CoronaKindness Song
DETAILS
l Time: 1 hour (or more if you want!)
l Materials/Equipment:
- Pen or pencil, piece of paper
- Your found object instrument, your voice, or any other instruments you have
- (Optional) A smartphone or tablet that can capture video, social media account
WHAT WE BELIEVE (norms & values)
l Everyone can make music
l Music is both universal and individual
l You can create your own musical instruments using objects you have around you
l
Music can help you express or shift your emotions
WHAT YOU WILL GET OUT OF THIS (objectives)
l Practice growth mindset
l Practice songwriting and storytelling
l Express emotions through music
l A greater sense of connection to your community during this isolating time
ACTIVITY
Introduction
There are many ways to compose or create music. Some people hum a melody first and then add words to the tune. Others start by finding a beat or rhythm to build on. For this activity, you will be asked to write your song using the following steps:
l Choose a guiding emotion to be the theme of your song
l Create a beat to express that emotion
l Add in the other elements of music to your song
l Rehearse, improve and perform your song!
Step 1 - Feel Your Emotions
During this time of physical distancing, it's very easy to feel many different emotions. Some of us are feeling scared, while others are feeling angry or frustrated. Some of us might be feeling relaxed, or even happy to have the time with our loved ones. Before you start writing your song, decide what kind of emotion you want to express in your #CoronaKindness song. Do you want your song to be full of energy to make people feel good? Or maybe you want your song to be lower energy and somewhat sad. It can also be high energy and frustrated, or low energy and feeling great. It's up to you! Choose at least one guiding emotion to express with your song.
1
@ Home INSTRUCTIONS
Activity 7: Write a CoronaKindness Song
Step 2 - Feel the Beat
Find something to drum on. It can be a bucket, tin can, or even your lap. Take a few deep breaths and try to feel the emotion you chose in Step 1. With that emotion in your mind, make a beat that you feel matches that emotion. It doesn't have to be complicated. For example, if you are making a song that is high energy and feels good, you can create a fast beat that swings a bit. Keep practicing your beat until you can confidently play it (repeat it) for 30 seconds or more.
Step 3 - Find the Song
Read through the following questions to help you think through important steps in writing a song.
l Do I want to include singing? Spoken words? Specific instruments?
l What tempo (fast or slow), and dynamics (volume changes) will I use in my song to express my guiding emotion, and why?
l How long do I want my song to be?
l How will I start and finish my song?
Once you've answered these questions, you're ready to begin writing your song! If you are including lyrics (words) in your song, it might help to pretend you are writing a short poem to a friend who is also going through the Coronavirus isolation alone. What would you write to them? Write your lyrics on a piece of paper, then play your beat while reading or singing your lyrics to make sure they fit well. Try out different tunes or melodies with your voice or instrument until you feel like it matches your beat and guiding emotion.
Step 4 - Share Your Song
Practice your song until you feel comfortable playing it. Once you are ready to perform your song, ask another person to be your practice audience over video or phone, or across a hall (make sure to keep at least 6 ft or 2 meters away from any audience members). Rehearsing your song will help prepare you for your final performance. After you have played the song for your practice audience, ask them for helpful feedback. When giving feedback, your audience should use the word "because" to explain why they liked or did not like something about the song. For example, "I liked your song because all of you had so much energy! I would enjoy your song more if it was longer because it finished before I could tell what emotion you were trying to express." Once you've made any changes, choose a safe way to perform your song for others. It can be on social media using the hashtag #AmaniProject and #CoronaKindness, or for neighbors from your front porch or balcony (keeping at least 6 ft or 2 meters away). Make sure to have someone record your performance!
*SPECIAL NOTE: For those of you who post your song using the hashtags #AmaniProject and #CoronaKindness, you will be automatically entered into a contest to have your song professionally produced by our Amani Project team! We'll work with you to add instruments and record and produce your song - all virtually!
2
INSTRUCTIONS @ Home
Activity 7: Write a CoronaKindness Song
INSTRUCTIONS: Use the questions below to make sure your young person has completed the activity. If they have missed a step, explain what is missing and what they need to do in order to complete the activity and earn their badge. Once they've successfully completed all the steps, congratulate them and award them the Activity 1 badge to glue onto their Amani Project @ Home Badge Card.
Objectives:
1) Collaboratively compose and perform a song that expresses an emotion colour.
2) Discuss audience interpretations of the song and possible differences in interpretation.
You must be able to answer "YES" to all questions below in order to award the badge.
1. Did the club members compose and perform a song with a friend?
o YES
o
NO
2. Did the club members choose an emotion colour for their song?
o YESo NO
3. Can the club members describe how they used tempo and dynamics to express their song’s guiding emotion?
o YESo NO
4. Did the club members discuss audience interpretations of their song with you?
o YESo NO
Hey Adults! Do you have a suggestion for how to improve this activity? Or just want to tell us how much you liked it? Click here.
www.amaniproject.org
3 | <urn:uuid:ffb4a955-7bcc-4835-82f4-0daa2733f223> | CC-MAIN-2024-10 | https://ciharmony.org/wp-content/uploads/2020/07/Instruction-Card-7_-Write-a-CoronaKindness-Song.pdf | 2024-02-24T13:40:18+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00295.warc.gz | 187,705,013 | 1,340 | eng_Latn | eng_Latn | 0.996743 | eng_Latn | 0.998068 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1932,
4827,
6075
] | [
4.28125
] | 2 | 1 |
SOCIAL MEDIA AND ROGER'S PARADOX
Yuval Noah Hariri, who investigates human history from a different perspective in his popular book, 'Sapiens: A brief history of humankind' has an interesting view of the 'Agricultural Society', which is thought to have lived 10 thousand years ago [1]:
knowledge through their own efforts, from our ancestors who discovered how to make a fire with flints, to the users who search accurate and reliable information on the Internet.
"The agricultural revolution is the greatest deception in history."
The author justifies this claim as follows:
"Rather than heralding a new era of easy living, the Agricultural Revolution left farmers with lives generally more difficult and less satisfying than those of foragers. Hunter-gatherers spent their time in more stimulating and varied ways, and were less in danger of starvation and disease. The Agricultural Revolution certainly enlarged the sum total of food at the disposal of humankind, but the extra food did not translate into a better diet or more leisure. Rather, it translated into population explosions and pampered elites. The average farmer worked harder than the average forager, and got a worse diet in return. The Agricultural Revolution was history's biggest fraud."
Interestingly, history repeats itself and similar problems that experienced during the transition from hunter-gatherer society to agricultural society are actually happening again in the digital age. From that perspective, today's Generation X can be thought of as hunter-gatherers, living in the agricultural society, led by Generation Z.
Kevin Neville Laland, in his book 'Darwin's Unfinished Symphony', has collected people in two distinctive groups as 'Explorers' and 'Imitators' in terms of acquiring information [2]. The basis of this grouping is the 'Social Learning Theory'. The theory simply proposes that new behaviors can be acquired by observing and imitating others.
The 'Explorers' that Laland mentions in his book represent the group that tries to reach knowledge by searching, observing or learning through their own efforts, which the author calls 'Asocial Learning'. This group includes all individuals, trying to obtain
"Asocial learning may be costly but, in contrast to the alternative strategy of social learning, it garners accurate, reliable, and up- to- date information. Social learning, on the other hand, is information scrounging. Through observation, individuals obtain information cheaply from others— concerning, for instance, where to find shelter or how to escape predators." writes Laland in his book, and adds:
"However, social learners are vulnerable to acquiring outdated information or knowledge that is more germane to the individual that they have copied than to themselves, particularly in a changing or spatially variable environment. To get reliable information, individuals need to copy those individuals who have directly interacted with the environment, including, for instance, asocial learners. Consequently, theoretical studies predict a mixture of social and asocial learning in the population."
In order to acquire information in a society, some search, while others are content with the information obtained by the explorers. As long as the existence of these two groups in societies is in a certain balance, it will not cause a problem in terms of dissemination of information. Indeed, there are even some benefits of it, such as making life easier. Obviously, not everyone can be expected to explore the cure of COVID-19 or how to remove the spilled tea stains on the carpet. Hence, it cannot be considered as a wrong behavior to benefit from the experiences of others in order to access an important amount of information, especially the ones that can be acquired through education.
However, according to Alan Rogers, the problem begins when there are more social learners in a community than asocial learners [3]. If the majority of individuals in a community become satisfied with social learning, the number of explorers in that
TUNCA
community will decrease respectively. As a result, limited amount of new or up-to-date information will be produced, and imitators will have to settle for incomplete or incorrect information.
Again, Hariri's book gives a good comparison of letter and e-mail usage to highlight how technology has lured people into the 'luxury trap' from ancient times to the present. According to the author, people have gotten used to comfort so quickly in every period of history that it has not been difficult to adopt the convenience that come with technological innovations. As the letters of the past, each line of which were meticulously written, were replaced by e-mails over time, the messages sent also began to become more ordinary. With the emergence of the need for more messaging over time, the comfort provided by e-mail disappeared, leaving its ease to the stress caused by increasing number of messages that need to be replied quickly. In other words, although the use of e-mail was initially seen as easier and more useful in terms of communication than writing letters, the pace of life increased and dragged people in a more tiring pace over time.
It would not be wrong to say that people experienced a similar situation during the transition period from home lines to cellular phones, or when social media was seen as a sacred source of information. People who want to access more information quickly stopped discovering the right information and became content with what was offered to them by search engines and social media, as a result of being tempted by the unbearable attractiveness of being a social learner. This problem is called as 'Roger's Paradox' in the literature.
Significant number of social media users today are easily trapped to the unbearable attractiveness of social learning. Meanwhile, the number of asocial learners in societies that does not easily believe in the information on social media is gradually decreasing. As a result, it is getting harder and harder to prevent the spread of disinformation on social networks.
December 2021
Prof. Dr. Mustafa Zihni TUNCA Editor-in-Chief
REFERENCES
[1] Harari, Y. N. (2015). Sapiens: A brief history of humankind. London: Vintage.
[2] Laland, K. N. (2018). Darwin's unfinished symphony. Princeton University Press.
[3] Rogers, A. R. (1988). Does biology constrain culture? American Anthropologist, 90(4), 819-831. | <urn:uuid:6cc67304-f111-404f-98ea-145e389efa4a> | CC-MAIN-2024-10 | https://ejderhub.com/index.php/ejder/article/download/37/42/180 | 2024-02-24T13:58:44+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00294.warc.gz | 227,355,659 | 1,279 | eng_Latn | eng_Latn | 0.998176 | eng_Latn | 0.998256 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4058,
6461
] | [
2.421875
] | 1 | 0 |
Reading – Learning Progression of Skills
| EYFS | Y1 | Y2 | Y3 | Y4 | Y5 |
|---|---|---|---|---|---|
| Three and Four- Year Olds Reception Early Learning Goals | | | | | |
correspondences and, where necessary, a few exception words. Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Comprehension Comparing, contrasting and commenting
Be able to express a point of view and debate when they disagree with an adult or a friend, using words as well as actions.
Compare and contrast characters from stories, including figures from the past. Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. Offer explanations for why things might
To listen to and discuss a wide range of fiction, non-fiction and poetry at a level beyond that at which they can read independently. To link what they have read or have read to them to their own experiences. To retell familiar stories in increasing detail. To join in with discussions about a text, taking turns and listening to what others say. To discuss the significance of titles and events.
To participate in discussion about books, poems and other works that are read to them (at a level beyond at which they can read independently) and those that they can read for themselves, explaining their understanding and expressing their views. To become increasingly familiar with and to retell a wide range of stories, fairy stories and traditional tales. To discuss the sequence of events in books and how items of information are related. To recognise simple recurring literary language in stories and poetry. To ask and answer
To recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. To use appropriate terminology when discussing texts (plot, character, setting).
To discuss and compare texts from a wide variety of genres and writers. To read for a range of purposes. To identify themes and conventions in a wide range of books. To refer to authorial style, overall themes (e.g. triumph of good over evil) and features (e.g. greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings). To identify how language, structure and presentation contribute to meaning. To identify main ideas drawn from more than one paragraph and
To read a wide range of genres,
identifying the characteristics of
text types (such as the use of the first
person in writing diaries and
autobiographies)
and differences between text
types. To participate in
discussions about books that are read
to them and those they can read for
themselves, building on their
own and others'
ideas and challenging views
courteously. To identify main ideas
drawn from more than one
paragraph and to summarise these.
To recommend texts to peers
based on personal choice.
discussing, comparing and evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. To recognise more complex themes in what they read (such as loss or heroism). To explain and discuss their understanding of what they have read, including through formal presentations and debates maintaining a focus on the topic and using notes where necessary. To listen to guidance and feedback on the quality of their explanations and contributions to discussions and to
recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.
story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words. Learn rhymes, poems and songs. Sing in a group or on their own, increasingly matching the pitch and following the melody. Develop storylines in their pretend play.
Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with their | <urn:uuid:64aef667-76fb-4735-ae2e-60734945881f> | CC-MAIN-2024-10 | http://www.brinsley.notts.sch.uk/resources/PID11-2015-06-26/Reading%20progression%20document.pdf | 2024-02-24T11:37:37+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00294.warc.gz | 44,414,533 | 960 | eng_Latn | eng_Latn | 0.996433 | eng_Latn | 0.997465 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
177,
479,
3872,
4252,
4836
] | [
4.59375
] | 1 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.