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CHILD PROTECTION HANDBOOK
For Teachers and Administration
Content Warning: This document describes child abuse and neglect.
NOTE: This document is an extract of the full child protection handbook and does not include the individual lesson plans and resources shared with our teachers and administrators.
TABLE OF CONTENTS
i
Definition of Terms
Child Protection is a broad term used to describe philosophies, policies, standards, guidelines and procedures to protect children from both intentional and unintentional harm. In this document the term "child protection" applies to protection of children in international schools. Please note that this definition also includes harm to self.
Child Protection Policy is a statement of intent that demonstrates a commitment to protecting students from harm (to self and from others) and makes clear to all what is required in relation to the protection of students. It serves to create a safe and positive environment for children and to demonstrate that the school is taking its duty and responsibility seriously. This handbook considers that schools will provide appropriate child safety classes supported with a well-defined curriculum to increase children's ability to understand abuse prevention.
Child protection concerns include suspected, alleged, self-disclosed, or witnessed abuse of a child by anyone associated within or outside the school which must be investigated and followed by appropriate action.
Child Abuse
According to the World Health Organization, child abuse constitutes "all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child's health, survival, development or dignity in the context of a relationship of responsibility, trust or power."
A person may abuse a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional (e.g. school) or community setting; children may be abused by individuals known to them, or more rarely, by a stranger. Often children may experience multiple forms of abuse simultaneously, further complicating the problem.
Most child abuse is inflicted by someone the child knows, respects or trusts. International school communities have unique characteristics of which school personnel must be aware in terms of the individuals who are around our children. School personnel should be knowledgeable of the potential reasons why children may not be able to talk about any victimization they might have experienced.
To increase BFS community's awareness, this Handbook focuses on four main categories of abuse and provides basic information about the physical and behavioral signs associated with each type.
Physical Abuse
Physical abuse may involve hitting, punching, shaking, throwing, poisoning, biting, burning or burning by scalding, drowning, suffocating or otherwise causing intentional physical harm to a child. (These symptoms could also indicate harm to self, such as, cutting and suicide ideation).
Signs of physical abuse
* Bruises, burns, sprains, dislocations, bites, cuts
* Improbable excuses given to explain injuries
* Injuries which have not received medical attention
* Injuries that occur to the body in places that are not normally exposed to falls, rough games, etc.
* Repeated urinary infections or unexplained stomach pains
* Refusal to discuss injuries
* Withdrawal from physical contact
* Arms and legs kept covered in hot weather
* Fear of returning home or of parents being contacted
* Showing wariness or distrust of adults
* Self-destructive tendencies
* Being aggressive towards others
* Being very passive and compliant
Emotional Abuse
Emotional abuse is the persistent emotional ill treatment of a child so as to cause severe and adverse effects on a child's emotional development. It may involve: conveying to children that they are worthless or unloved; that they are inadequate or valued only insofar as they meet the needs of another person; age or developmentally inappropriate expectations being imposed on children; causing children frequently to feel frightened; or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of ill-treatment of a child, though it may also occur alone.
Signs of emotional abuse
* Physical, mental and emotional development is delayed
* Highly anxious
* Showing delayed speech or sudden speech disorder
* Fear of new situations
* Low self-esteem
* Inappropriate emotional responses to painful situations
* Extremes of passivity or aggression
* Drug or alcohol abuse
* Chronic running away
* Compulsive stealing
* Obsessions or phobias
* Sudden under-achievement or lack of concentration
* Attention-seeking behavior
* Persistent tiredness
* Lying
Sexual Abuse
Sexual abuse involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative (i.e. rape) or non penetrative acts. They may include non-contact activities, such as involving children in the production or viewing of pornographic material or encouraging children to behave in sexually inappropriate ways. Children involved in
commercial sex work are victims of sexual abuse, whether they perceive themselves as victims or not.
Signs of sexual abuse
* Pain or irritation to the genital area
* Vaginal or penile discharge
* Difficulty with urination
* Infection, bleeding
* STDs
* Fear of people or places
* Aggression
* Regressive behaviors, bedwetting or stranger anxiety
* Excessive masturbation
* Sexually provocative
* Stomach pains or discomfort walking or sitting
* Being unusually quiet and withdrawn or unusually aggressive
* Suffering from what seem physical ailments that can't be explained medically
* Showing fear or distrust of a particular adult
* Mentioning receiving special attention from an adult or a new "secret" friendship with an adult or young person
* Refusal to continue with school or usual social activities
* Age inappropriate sexualized behavior or language
Neglect
Neglect is the persistent failure to meet a child's basic physical or physiological needs, likely to result in serious impairment of the child's health or development.
Some indicators of neglect
* Medical needs unattended
* Lack of supervision
* Consistent hunger
* Inappropriate dress
* Poor hygiene
* Inadequate nutrition
* Fatigue or listlessness
* Self-destructive
* Extreme loneliness
* Extreme need for affection
* Failure to grow
* Poor personal hygiene
* Frequent lateness or non-attendance at school
* Low self-esteem
* Poor social relationships
* Compulsive stealing
*
Drug or alcohol abuse
Signs of Offenders
* Has "favorite" student or child
* Attempts to find ways to be alone with children
* Inappropriate language, jokes and discussions about students/children
* Sexualized talk in the presence of students/children
* Gives private gifts or has private chats on facebook/internet
Reporting Guidelines
It is obligatory for faculty, staff, and administrators to report incidents of physical or psychological violence, aggression, harassment, and physical or sexual abuse immediately or within the next school day, to a school counselor who, in turn, shall inform the principal. You will need to either send or follow-up with a brief written report including what happened, when it happened, who was involved, and where and when it was reported. Korean staff are trained in reporting procedures through childsafegaurding.com and will report to the designated office person (Mr. Cheon as of 2021), who will then report to the principal. The principal will meet with the school admin and the counselor to determine the next steps. Students may report incidents about themselves or another student. A report should be made in both cases. Reporting by students may be verbal or in writing and shared with any school employee, who, in turn, shall communicate this information to a school counselor. The counselor shall gather information and provide all written documentation received including the date, person or persons involved, and any additional relevant information. The counselor will report the incident to an administrator, who will convene the response team. If there is reasonable cause to believe child abuse has occurred, the Principal shall follow the steps noted in these guidelines, documenting all aspects of the investigation and resulting actions.
Such actions include, but are not limited to, one or more of the following:
* Conference with students involved
* Parent notification
* Meeting with parents
* Meeting with others pertinent to the case, including the alleged perpetrator(s)
* Offering counseling support
* Reporting to child protection services. Teachers and school officials are mandatory reporters under Korean Law. The hotline number to be used for reporting purposes is 112.
* Legal action and prosecution by the authorities
* Suspension or termination of employment (if a school employee)
BUSAN FOREIGN SCHOOL
Embracing Diversity, Striving for Excellence
When you hear a disclosure, the most important thing is to write it down.
Write down:
* The name of the person
* Who was involved
* What happened
* Where it happened
* When it happened
* How it happened
Remember to review the guidelines in the section "How to Handle a Disclosure" of the Child Protection Handbook on what you should or should not say.
Code of Conduct
As a measure of prevention and setting clear expectations BFS has implemented a Code of Conduct to be agreed to and signed by all school personnel who are part of the school community.
Busan Foreign School is committed to the safety and protection of children. This Code of Conduct applies to all faculty, staff, employees, volunteers and students who represent the school and who interact with children or young people in both a direct and/or unsupervised capacity.
The public and private conduct of faculty, staff, employees, students, and volunteers acting on behalf of BFS can inspire and motivate those with whom they interact, or can cause great harm if inappropriate. We must, at all times, be aware of the responsibilities that accompany our work.
We should be aware of our own and other people's vulnerability, especially when working alone with children and youth, and be particularly aware that we are responsible for maintaining physical, emotional, and sexual boundaries in such interactions. We must avoid any covert or overt sexual behaviors with those for whom we have responsibility. This includes seductive speech or gestures as well as physical contact that exploits, abuses, or harasses. We are to provide safe environments for children and youth at BFS.
We must show prudent discretion before touching another person, especially children and youth, and be aware of how physical touch will be perceived or received, and whether it would be an appropriate expression of greeting, care, concern, or celebration. BFS personnel and volunteers are prohibited at all times from physically disciplining a child.
Physical contact with children can be misconstrued both by the recipient and by those who observe it, and should occur only when completely nonsexual and otherwise appropriate, and never in private. One- on-one meetings with a child or young person are best held in a public area; in a room where the interaction can be (or is being) observed; or in a room with the door left open, and another staff member or supervisor is notified about the meeting.
We must intervene when there is evidence of, or there is reasonable cause to suspect, that children are being abused in any way. Suspected abuse or neglect must be reported to the appropriate school and civil authorities as described in the Child Protection Policy of the school.
Faculty, staff, employees, and volunteers should refrain from the illegal possession and/or illegal use of drugs and/or alcohol at all times, and from the use of tobacco products, alcohol and/or drugs when working with children. Adults should never buy alcohol, drugs, cigarettes, videos, or reading material that is inappropriate and give it to young people. Staff members and volunteers should not accept gifts from, or give gifts to children.
Communication with children is governed by the key safety concept of transparency. The following steps will reduce the risk of private or otherwise inappropriate communication between BFS parents, administration, teachers, personnel, volunteers, and minors:
* Communication between BFS (including volunteers) and minors that is outside the role of the professional or volunteer relationship (teacher, coach, host, etc.) is prohibited.
* Where possible, email exchanges between a minor and a person acting on behalf of the school are to be made using a school email address.
* Electronic communication that takes place over a school network or platform may be subject to periodic monitoring.
* Faculty, staff, and volunteers who use any form of online communications including social media (Facebook, Twitter, etc.) and text messaging to communicate with minors may only do so for activities involving school business.
Protect Yourself as a Teacher
It is your responsibility to set and respect boundaries. When a child attempts to involve an adult in inappropriate behavior, the adult must reject the overture.
* Avoid situations in which you are alone with a child. This includes not transporting youngsters alone in your car.
* When it is necessary to speak privately with a child, find a space out of earshot, but within sight of others for your conference.
* The privacy of children in situations such as toileting, showering and changing clothes should be respected. When it is necessary to supervise children in these situations, at least two adults should be present and intrude only to the extent that the health and safety of the children require.
* Adult volunteers should preserve their own privacy in these situations also. Avoid touching areas that are normally covered by swimming suits; breasts, buttocks, and groin. When hugging is appropriate, hug from the side over the shoulders, not from the front. Sexual jokes, comments of a sexual nature, kissing, sensual massages or sexual gestures are not appropriate behavior for an adult staff member or volunteer.
* When volunteering to supervise overnight activities, adults should not share sleeping quarters with children other than their own.
* Revealing personal information about one's sex life by an adult volunteer or staff member is never appropriate.
* Do not use corporal punishment in any form.
* It is the adult's responsibility to set and respect boundaries.
How to Handle a Disclosure
What to do and say when someone tells you about a child protection concern
General guidelines
* Reassure the person that he/she was right to raise the concern.
* Create trust with the complainant but do NOT promise to keep secrets.
* Take what they say seriously, even if it appears hard to believe.
* Address health and protection needs or contact authorities if this is urgently required.
Gather information on the case
* You are not expected to investigate the case but gather basic information about what may have taken place.
* Record the actual words used as soon as possible, if not immediately.
* Avoid asking too many questions: ask only the number of questions required to gain a clear understanding of the complaint.
* Avoid asking "why" and "how" something took place.
* Establish and record details of all those who may be at risk.
Address issues of confidentiality.
* Explain that information will only be shared with people who need to know.
* Explain that it is in the best interest of the individual disclosing that the concern is reported.
Explain to the complainant what will happen next.
* Explain that the concern will be reported.
* Inform him/her that you will provide feedback on what happens.
Report as per the reporting procedure. 2.
Guidelines when a child tells you he/she has been abused in addition to points listed in the general guidelines above
* React calmly, do not panic.
* Assure them that they are not to blame for the abuse.
* Be aware that the child may have been threatened. Never push for information, repeatedly ask the same question, or ask leading questions. For example, say, "Then what happened", don't say "Did he touch your leg?"
* Do not fill in words, finish sentences, or make assumptions.
* Don't seek help while the child is talking to you.
Things to say
* Repeat the last few words of the child in a questioning manner. "I believe you."
* "I am going to try to help you."
* "I am glad you told me."
* "You are not to blame."
Things NOT to say
* "You should have told someone before."
* "I can't believe it. I'm shocked."
* "I won't tell anyone else."
* "Why? How?"
CHILD PROTECTION HANDBOOK
10
Acknowledgement of Code of Conduct for Signature
I promise to strictly follow the rules and guidelines in this Code of Conduct as a condition of my providing services to the children and youth participating in BFS programs.
I WILL:
* Treat everyone with respect, patience, integrity, courtesy, dignity, and consideration.
* Never be alone with children and/or youth at school activities without another adult being notified.
* Use positive reinforcement rather than criticism, competition, or comparison when working with children and/or youth.
* Maintain appropriate physical boundaries at all times and touch children – when necessary – only in ways that are appropriate, public, and non-sexual.
* Comply with the mandatory reporting regulations of BFS and with the BFS policy to report suspected child abuse.
* Cooperate fully in any investigation of abuse of children and/or youth.
I WILL NOT:
* Touch or speak to a child and/or youth in a sexual or other inappropriate manner.
* Inflict any physical or emotional abuse such as striking, spanking, shaking, slapping, humiliating, ridiculing, threatening, or degrading children and/or youth.
* Smoke or use tobacco products, or possess, or be under the influence of alcohol or illegal drugs at any time while working with children and/or youth.
* Give a child who is not my own a ride home alone.
* Accept gifts from or give gifts to children or youth without the knowledge of their parents or guardians.
* Engage in private communications with children via text messaging, email, Facebook, Twitter or similar forms of electronic or social media except for activities strictly involving school business.
* Use profanity in the presence of children and/or youth at any time.
I understand that as a person working with and/or providing services to children and youth under the auspices of BFS, I am subject to a criminal history background check. My signature confirms that I have read this Code of Conduct and that as a person working with children and youth I agree to follow these standards. I understand that any action inconsistent with this Code of Conduct or failure to take action mandated by this Code of Conduct may result in disciplinary action up to and including removal from BFS.
Name: _______________________________________________
Signature Date: ________________________________________
CHILD PROTECTION HANDBOOK
11
The Scope and Sequence & Lesson Plans for Personal Safety Curriculum
The Scope and Sequence for Personal Safety
T AKEN AND ADAPTED FROM THE C HILD P ROTECTION H ANDBOOK : A SSOCIATION I NTERNATIONAL S CHOOLS IN A FRICA
The scope and sequence and lesson plan concept is organized in the following framework:
| | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 |
|---|---|---|---|---|
| Kindergarten | Identifying safe touch | Identifying unsafe touch | Touching Rule | Safety Steps |
| Grade 1 | Identifying safe and unsafe | The Touching Rule | Whom to tell | Safety Steps |
| Grade 2 | Identifying safe/unsafe touch | Identifying unwanted touch | Touching Rule and Safety Steps (including peers) | Whom to tell and assertiveness |
| Grade 3 | Identifying safe, unsafe, unwanted touch | The Touching Rule and Safety Steps | Telling touching secrets (whom to tell and how) | Learning to be assertive - Stand Up for Yourself! |
| Grade 4 | Identify safe, unsafe, unwanted touch | Review The Touching Rule and Safety Steps | Assertiveness skills | Whom to tell, why it’s important, whom to trust, who can help |
| Grade 5 | Identify safe/unsafe situations and unwanted touch | Review Touching Rule and Safety Steps | Whom to tell, why it’s important, whom to trust, who can help | Relationships and assertiveness |
CHILD PROTECTION HANDBOOK
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We will also be asking questions in letters to a famous special person.
Reception – Spring 1 – Special People
Communication and Language
Physical Development
Personal, Social and Emotional Development
We will spend a lot of time this half term sharing non-fiction books about special people from the past and present. The children will have lots of opportunities to apply their new knowledge and vocabulary about this in a range of ways.
In our PE lessons, we will be listening to music from special people in the past. We will combine different movements to create dances to some of their songs. We will also begin learning about different ball skills such as throwing, catching and kicking. We will continue our daily handwriting lessons using our Kinetic Letters scheme.
We will be listening to music from special people in the past and present. We will talk about how the music makes us feel and how the singer might have felt when they wrote and sang these songs. This will lead to discussions about how we can find out how someone is feeling and how we can help them if they are upset or angry.
| | Literacy | Mathematics | Understanding the World | | Expressive Arts and |
|---|---|---|---|---|---|
| | | | | | Design |
| Specific Areas | In our Literacy sessions, we will be learning the story of How to Catch a Star by Oliver Jeffers. We will be learning the story with a story map and actions. Then we will write a set of instructions about how to catch a star. We will also use Colourful Semantics frames to build sentences to help us. In our phonics lessons, lots of us will be beginning to learn our phase 3 sounds. | In our Maths lessons this half term, we will continue exploring addition and subtraction within five. We will also begin learning about our numbers to ten. We will do this through counting to ten and beyond, number recognition, making amounts in different ways and counting in a variety of ways (forwards, backwards, counting from a larger set, counting regular and irregular objects). | In our afternoon sessions, we will be talking about people who are special to us and what we want to do when we grow up to be special people. We will also be learning about special people from the past and present such as David Attenborough, Neil Armstrong, Barack Obama, Aretha Franklin and Rosa Parks. We will also write letters for a special person we have been learning about. | Our role play area this half term will be the moon, where the children can re-enact parts of How to Catch a Star or showcase their learning about Neil Armstrong. We will be drawing portraits or people that are special to us. In our RE lessons, we will be learning about Chinese New Year and exploring different Chinese art and imagery to create our own whole class art piece. | | | <urn:uuid:5b40e885-e351-44c6-9068-6d54222081c7> | CC-MAIN-2022-27 | https://www.bromley.dudley.sch.uk/_files/ugd/8d1b2b_676db6327c944f8b9fcd1ee36ce0881e.pdf | 2022-07-06T00:52:10+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00136.warc.gz | 701,957,924 | 593 | eng_Latn | eng_Latn | 0.998348 | eng_Latn | 0.998348 | [
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Light up my Life
This term will most definitely electrify you! Can you design and build circuits for a specific function?
Class story: Holes – Louis Sacher
ICT Programming: variables in games: Understand the concept of variables in programming and learn how to improve a game using variables. Design a game using code. Improve and share resulting game.
R.E Life Journey: Christianity
Music: Music and Me
Spanish: pets, animals and countries
P.S.H.E Relationships
Year 6 Term 5
Maths
Geometry: Properties of shape calculate and reason about angles; around a point; vertically opposite; in a triangle; in quadrilaterals and in polygons. Draw 2d shapes accurately and draw nets of 3d shapes. Statistics: Draw, read and interpret line graphs. Learn about circles, draw, read and interpret pie charts, relate to percentages. Calculate the mean.
Science: Electricity
Associate the brightness of a bulb or volume of a buzzer with number of voltage cells in the circuit. Use recognised symbols when representing a simple circuit diagram. Compare and give reasons for variations in how components function including brightness of bulbs, loudness of buzzers and on/off position of switches
English
Explore explanation texts, explaining how and why a process happens. Immerse yourself in classic literature and plays as you delve into the works of 'the bard' William Shakespeare. Refine the range of punctuation used. Demonstrate stamina to write at length. Read and share the texts you choose for pleasure
P.E.
Cricket: Develop range and quality of striking and fielding skills. Learn how to play in roles of bowler, wicket keeper and fielder and batter. Use skill, strategies and tactics to outwit the opposition. Play fairly and with respect.
Athletics: Focusing on long distance running, sprinting, triple jump, discus and shot put, identify areas of strength and development. Set challenges for distance and time. Achieve personal best.
Key drivers:
Be resilient, be independent, be inquisitive and be a global citizen.
Art
Improve mastery of drawing and painting. Create a sketch book to record observations and use to revisit and review ideas. Develop techniques to draw expression, imaginatively. Finalise seaside posters, focusing on posterisation techniques and the use of abrupt colour changes.
Design & Technology
Electrical systems: monitoring and control. Apply knowledge and understanding gained in this term's science to create a product to fulfil a design brief using switches, sensors and circuits. Evaluate and improve designs. | <urn:uuid:111e0cb4-d1eb-447f-a0e2-6bd7d419ce2e> | CC-MAIN-2022-27 | https://www.langtoft.lincs.sch.uk/media/Curriculum/Y6%20T5.pdf | 2022-07-06T01:44:45+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00136.warc.gz | 879,710,588 | 517 | eng_Latn | eng_Latn | 0.994659 | eng_Latn | 0.994659 | [
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Living Things, With No Bone or Tissue, Pose a Quandary for Museums
Britain's National Army Museum on Wednesday returned locks of hair belonging to Emperor Tewodros II of Ethiopia, who died in 1868, to Ethiopia's government.CreditCreditNational Army Museum
ByAlex Marshall
21 March 2019
In April 1868, Emperor Tewodros II of Ethiopia killed himself with a pistol that had been given to him by Queen Victoria, so that he didn't have to surrender to an invading British force.
A British military officer painted the emperor on his deathbed and then cut two locks of hair from his head.
The hair spent 60 years in the collection of Britain's National Army Museum in London. On Wednesday, it was returned to Ethiopia.
It was an important, and sensitive, moment. "Tewodros is seen by many Ethiopians as a father of the country," said Ababi Demissie, a spokesman for the Ethiopian Embassy in London.
But the return of the hair was also a simple case in the wider debate about what to do with human remains in European museums that were removed without the consent of their countries of origin. Others are more complicated.
"Many objects that are seen to be ethnographic items are actually considered to be people's grandparents," Christoph Balzar, a doctoral student in art history at the University of Bonn, Germany, said by telephone.
For example, he said, consider a girdle made from human hair. "What is that? Is it remains? Is it not?" he asked. "You can destroy a museum's collection with a definition."
In the restitution debate swirling through European museums, the treatment of human remains has been cited as an area of steady progress. Museums say that putting skeletons and relics on display aids understanding of world cultures and scientific development throughout history. But some were taken from indigenous groups.
Human remains are among the items on display in a vitrine called "Treatment of Dead Enemies" at the Pitt Rivers Museum in Oxford, England.CreditPitt Rivers Museum
Last year, a report commissioned by President Emmanuel Macron of France that recommended returning artifacts to Africa highlighted France's plan to return the skulls of Algerian resistance fighters taken during its rule of the country. It also mentioned actions by European museums to return preserved, tattooed Maori heads to New Zealand and to send the bones of indigenous people slaughtered by German colonial troops back to Namibia.
But the report focused only on the narrow definition of bodies, or parts of bodies, of people who once lived. But not all revered objects come from bone or tissue.
Churingas — artifacts created by the Aranda people of what is now Australia — are an example of such an item, Mr. Balzar said.
Churingas, or "soul wood," are created after a pregnant woman feels movement in her womb for the first time, he explained, adding that they are seen as "almost the soul of the child."
The father-to-be goes to the place where his partner felt the movement, and finds an item — a stone, a piece of wood — said to have been dropped by the spirit as it enters the womb. That item is turned into the churinga.
"They're human remains in my opinion," Mr. Balzar said.
Most major European museums have churingas in their collections, Mr. Balzar said, adding that he thought very few, if any, are on display.
Some museums are making efforts to return them. Gilbert Lupfer, head of research and scientific cooperation for the Dresden State Art Collection in Germany, said in an email that his museum was in discussions with the Australian government on returning its churingas.
Laura Van Broekhoven, director of the Pitt Rivers Museum in Oxford, England, said in a telephone interview that the museum was drawing up a policy for the return of similar items. "We often invite indigenous peoples to the museum," she said, "and we see on a quite regular basis that things that look like things are more than that: They are ancestors. They are spirits."
"It can be very emotional for people meeting their ancestors again," she added.
Ms. Van Broekhoven said some museums had been long aware of this issue. She previously worked at the National Museum of World Cultures in the Netherlands, and said a shaman from the Wayana people, in what is now Suriname, once came to view an olok, a feathered headdress used in initiation rituals. The Wayana consider it to be a person, she said.
The Emperor Tewodros, whose hair was returned on Wednesday, is seen by many Ethiopians as a father of the country, a spokesman for its embassy in London said.CreditNational Army Museum
The shaman spoke and sung to the headdress, sprinkled it with water and blew smoke at it. Afterward, he asked the museum to treat it similarly, Ms. Van Broekhoven said. "He said to me, 'Laura, if I was to invite you to my house and I did not feed you, talk to you, or give you water, would you want to stay?'"
The Pitt Rivers Museum is also reviewing its policy on how it displays more obvious human remains. One of its most popular display cases shows how different cultures treated enemies killed in battle, she said. It includes shrunken heads made by the Shuar and Ashuar, indigenous peoples of what is now Ecuador and Peru. Some visitors have called the case a "freak show," Ms. Van Broekhoven said, so the museum is reviewing the display to inform visitors about the practice of headhunting.
Daniel Antoine, curator of bioarchaeology at the British Museum, said by telephone that discussions around human remains may have to be extended to photographs and 3D-printed objects.
He said he was involved in a project a few years ago that involved a CT scan of a 4,000year-old mummy from the Nile Valley and then recreated an amulet placed on the body with a 3D printer. "We need to display things like that with the same care, respect and dignity we would human remains," he added.
The British Museum has 5,320 human remains in its collection, including some objects like the preserved, tattooed Maori heads. But it also has sacred objects that some groups consider almost human. Last year, the Chilean government said it wanted a statute known as "Hoa Hakananai'a" to be returned to the Rapa Nui, the indigenous people of Easter Island. Paz Zarate, a lawyer working on the campaign, said by telephone this week that the statue was a spiritual object that the Rapa Nui consider to be a living object.
The case of Britain's National Army Museum, which decided to return the emperor's hair, seems straightforward. But even what were clearly body parts are not always considered human remains. The British government's Human Tissue Act, adopted in 2004 to help museums return remains, excludes hair or nails from a living person.
The National Army Museum has some fingers and toes in its collection, amputated from a man who had frostbite, said Claire Blackshaw, the museum's spokeswoman. "But he's still alive," she added, "so we don't consider them remains."
Mr. Demissie, the spokesman for the Ethiopian Embassy, said the country planned to seek the return of other items, including the remains of Tewodros's son, who is buried in a chapel at Windsor Castle. The country is also seeking artifacts taken from the emperor's fortress. These include 11 replicas of the ark of the covenant that are now at the British Museum.
None of the treasures are considered human, Mr. Demissie said. But, he added, "They are sacred objects. We have asked for them back." | <urn:uuid:b0f2cef0-6022-4906-a961-92d65e32b2eb> | CC-MAIN-2022-40 | http://kooriweb.org/foley/musems%20new/2019/nyt21mar2019.pdf | 2022-10-05T02:37:00+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00485.warc.gz | 28,117,631 | 1,611 | eng_Latn | eng_Latn | 0.999522 | eng_Latn | 0.999622 | [
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Chapter 1
Yu Yang
School of Statistics University of Minnesota
September 9, 2022
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What is Statistics?
Statistics is the art and science of collecting, organizing, interpreting, and learning from data.
Three Aspects of Statistics
1. Design: Planning how to obtain data to answer the question of interest.
2. Description: Summarizing the data that are obtained.
3. Inference: Using sample data to learn about the population and to answer the statistical question.
3.1 Parameter estimation
3.2 Hypothesis testing
3.3 Modeling
Course goal
Learn how to use statistical methods to translate data into knowledge so that we can investigate questions in an objective manner.
Examples:
1. (Parameter estimation) How can we estimate the average age of all students at the U?
2. (Hypothesis testing) Is there any significant difference between the salaries in two companies?
3. (Modeling) What is the relationship between the amount of time spent studying and the score received on an exam?
4.. . .
Definition
* Population: the population is a collection of units of interest.
* Subject: subjects are the individual units of a population.
* Sample: a sample is the subset of the population for whom we have (or plan to have) data, often randomly selected.
NOTE: Very rarely can we observe the entire population of interest.
The basic goal of statistics is to:
instead, observe a sample and use it to learn about the population.
Definition
* Parameter: a parameter is a number that describes a population. It is usually UNKNOWN.
* Statistic: a statistic is a number that describes a sample. It can be computed from data; therefore, it is KNOWN once a sample is obtained.
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
-No, because STAT 3011 is intended for undergraduate students.
What makes a "good" sample?
Estimate the average age of our class
* Population: all the students in the class
* Subject: each student in that class
* Sample: those who filled in the google form
* Parameter: the true avearge age µ of our class. It is UNKNOWN.
* Statistic: Age = Age 1 + Age 2 + ··· + Age 94 94 . It is KNOWN
Question
Can we use this dataset to estimate the average age of all U students?
-No, because STAT 3011 is intended for undergraduate students.
What makes a "good" sample?
It should be representative of the population. This can be obtained by selecting sample subjects randomly (more in Chapter 4).
More example
We want to know the average height of all students at the U. It is logistically impossible to measure everybody. Instead, we take this class as a sample, measure our heights, and average them.
* population:
all U students
* sample: this class
* parameter:
average height of all U students
* statistic:
average height of this class
More example
Suppose we want to know what percentage of Minnesota adults own a firearm. Since it's impossible to ask all adult Minnesotans, we instead take a poll of 1000 Minnesotans by selecting a sample from the phone book.
* What is the population? All adult Minnesotans.
* What is the sample?
The 1000 Minnesotans selected from the phone book.
* Is this a good sample? No. Some people don't have phones, have unlisted phone numbers, or have cell phones.
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TREATY 7
Commemoration of the Signing of Treaty 7
HISTORY
Treaty 7 was signed September 22, 1877, 144 years ago.
T7 was an agreement between the Crown (Queen Victoria) and First Nations of what is now Southern Alberta.
Blackfoot tribes of Siksika, Kainai, and Piikanii, as well as Stoney Nakoda (Wesley, Bears Paw, Chiniki and Tsuu T'ina (Dene), are all included in Treaty 7.
SHS TRADITIONAL LAND ACKNOWLEDGEMENT
Strathmore High School is located upon Traditional Blackfoot Territory of Southern Alberta. We would like to take this opportunity to acknowledge the traditional territories that are a part of Treaty 7. An agreement lasting as long as the sun shines, the grass grows and the rivers flows. Treaty 7 was signed with the Blackfoot Confederacy (comprised of Siksika, Kainai, Piikani and the Blackfeet First Nations), the Tsuu T'ina Nation and the Stoney Nakoda (including the Chinikii, Bears Paw and Wesley First Nations). We are grateful for the traditional knowledge keepers and elders who are still with us today, and those who have gone before us. The province of Alberta is also home to the Metis Nation of Alberta.
TRADITIONAL LAND BASE
Blackfoot territory includes southern Alberta and beyond and extends from the North Saskatchewan River in the north, to the Yellowstone River in the south and from the Rocky Mountains in the west to the joining of the north and south Saskatchewan Rivers in the east in modern day Saskatchewan.
AGREEMENT
During the ceremony at Blackfoot Crossing, on September 22, 1877, Chief Crowfoot and fellow Chiefs of all Blackfoot, Stoney Nakoda, and Tsuu T'ina First Nations, contemplated the terms of Treaty 7 with the Federal government.
The treaty was completed after four days of uncertain and difficult negotiations.
The Crown agreed to provide education, health care, agriculture assistance, and annual treaty payments ($5/year for every man, woman and child), in return for First Nations ceding (give up) their land.
MISCONCEPTIONS
Language barriers played a huge role in the grave misconceptions and misrepresentations of the two sides, due to inadequate interpretation and/or deliberate attempts to mislead.
At the time the Indigenous people believed the Treaty was more of a peace treaty and agreement to share the land - NOT TO SURRENDER THEIR LANDS.
This would only be the beginning of years of oppression and demise for the people of Treaty 7 and ultimately one of many treaties signed with many First Nations across Canada, all with the same intent.
REPERCUSSIONS SINCE SIGNING OF TREATY 7
Invasion of settlers on First Nations traditional lands.
Extinction of the millions of buffalo that once roamed the land which were the First Nation's dominant resource for food, clothing and shelter.
First Nations people were forced to rely on the government for their life resources. A ration system was developed and therefore began the dependency on the Canadian Government, hence the Canadian Government/Crown agreement to provide education, health care, and agricultural assistance.
REPERCUSSIONS Con't
Residential Schools were built in First Nations communities. The Canadian Gov't attempt to assimilate First Nations people and their culture by ways of control and abuse of First Nation children. "Kill the Indian in the child"
Cultural genocide of the First Nations people was the ultimate goal of the Canadian Government.
The Indian Act was developed to govern and control First Nations people.
Intergenerational Trauma - The aftermath of the attempted cultural genocide is still felt in today's First Nations communities. Symptoms of intergenerational trauma include addictions, poverty, MMIW, the Sixty's Scoop and today's foster care system. Sadly First Nations communities will be fighting these issues for a very long time.
RESILIENCY OF FIRST NATIONS PEOPLE AND THEIR COMMUNITIES
Today, First Nations have recognized the damages of INTERGENERATIONAL TRAUMA and continue to work with their people to improve the lives for today and future generations.
The importance of retaining First Nations culture and language has been identified as vital and crucial necessity to preserving their identity.
Thanks to main media outlets (TikTok, Twitter, Instagram, Facebook) and famous icons (Gord Downie, Leonardo DiCaprio, Jagmeet Singh) have developed a modernized platform for First Nations activism.
The awareness of First Nations issues are being brought forth to spotlights all over the world.
Education is key to help prevent racism and ignorance towards First Nations people.
The Canadian Gov't failed to eliminate First Nations people, HOWEVER First Nations people have built their strength and resiliency throughout the last 144 years. | <urn:uuid:27b2e491-b614-4651-9d06-f6ab3546f489> | CC-MAIN-2022-40 | https://www.strathmorehighschool.com/download/381122 | 2022-10-05T02:35:37+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00486.warc.gz | 1,044,305,148 | 1,002 | eng_Latn | eng_Latn | 0.988516 | eng_Latn | 0.993569 | [
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Online Library Rna And Protein Synthesis Answer Key Chapter 13 File Type
Rna And Protein Synthesis Answer Key Chapter 13 File Type
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RNA Protein SynthesisProtein Synthesis Animation Video
DNA vs RNA (Updated)The Genetic Code- how to translate mRNA
Transcription and Translation For A Coding StrandRNA \u0026 Protein Synthesis Gizmo Activity A Codons Practice writing the complementary strand of DNA and mRNA during transcription The Genetic Code
Impact of mutations on translation into amino acids | High school biology | Khan AcademyRna And Protein Synthesis Answer
Protein SynthesisProtein Synthesis (Translation, Transcription Process) Transcription and Translation, excerpt 1 | MIT 7.01SC Fundamentals of Biology Difference between Sense Strand and Antisense Strand of DNA From RNA to Protein Synthesis Transcription \u0026 Translation | From DNA to RNA to Protein Protein Synthesis: Transcription | A-level Biology | OCR, AQA, Edexcel Protein Synthesis Answers - DNA, RNA \u0026 Protein Synthesis Translation (mRNA to protein) | Biomolecules | MCAT | Khan Academy RNA and Protein Synthesis
In the RNA and Protein Synthesis Gizmo, you will use both DNA and RNA to construct a protein out of amino acids. 1. DNA is composed of the bases adenine (A), cytosine (C), guanine (G), and thymine (T). RNA is composed of adenine, cytosine, guanine, and uracil (U). Look at the SIMULATION pane. Is the shown molecule DNA or RNA? How do you know? It is DNA.
RNAProteinSynthesisSE KEY | Translation (Biology) | Rna another nucleic acid, called RNA, is involved in making proteins. In the RNA and Protein Synthesis Gizmo™, you will use both DNA and RNA to construct a protein out o f amino acids. 1.
Rnaproteinsynthesisse Key [qn85p6yq02n1]
The genetic code. The first step in decoding genetic messages is transcription, during which a nucleotide sequence is copied from DNA to RNA. The next step is to join amino acids together to form a protein. The order in which amino acids are joined together determine the shape, properties, and function of a protein.
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Online Library Rna And Protein Synthesis Answer Key Chapter 13 File Type
Start studying Section 12-3 RNA and Protein Synthesis. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
RNA and protein synthesis review (article) | Khan Academy
Section 12-3 RNA and Protein Synthesis Flashcards | Quizlet
“RNA and Protein Synthesis Problem Set” True or False. If the answer is False, change the underlined word(s) to make the statement true. _____ _____ 1) The sugar found in RNA is called deoxyribose. _____ _____ 2) The DNA molecule is double stranded and the RNA molecule is single stranded.
RNA and Protein Synthesis Quiz
Student Task Card: RNA and Protein Synthesis Activity: Each part of this activity looks at RNA and protein synthesis through a different lens. First you will break down the process describing each step, then you will identify and describe individual components, and finally you will answer questions about the process as a whole. Before you start, make sure the "Show hint" box is unchecked ...
Nyah Williams - task card for protein synthesis.docx ...
RNA Synthesis Most of the work of making RNA takes place during transcription. In transcription, segments of DNA serve as templates to produce complementary RNA molecules. In prokaryotes, RNA synthesis and protein synthesis takes place in the cytoplasm. In eukaryotes, RNA is produced in the cell's nucleus and then moves to the cytoplasm to play a
RNA and Protein Synthesis
protein synthesis. 5. Complete the compare-and-contrast table about the types of RNA. true Type Function Messenger RNA Carries copies of the instructions for assembling amino acids from DNA to the rest of the cell Ribosomal RNA Is a part of ribosomes Transfer RNA Transfers each amino acid to the ribosome to help assemble proteins TYPES OF RNA
Section 12–3 RNA and Protein Synthesis
Start studying Amoeba Sisters Video Recap: DNA vs RNA and Protein Synthesis // ANSWER KEY. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Amoeba Sisters Video Recap: DNA vs RNA and Protein ...
DNA, RNA, Protein Synthesis Practice Test DRAFT. 3 years ago. by praisepub. Played 1065 times. 0. ... answer choices . double helix. contains ribose. made of amino acids. contains Uracil. Tags: Question 3 . SURVEY . 10 seconds . Q. Which of the following units are repeatedly joined together to form a strand of DNA? ... During protein synthesis ...
DNA, RNA, Protein Synthesis Practice Test Quiz - Quizizz
Go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein. Time's Up! As a guest, you can only use this Gizmo for 5 minutes a day.
RNA and Protein Synthesis Gizmo : ExploreLearning
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Question: In Order For Protein Synthesis To Occur In A Cell, Which Of The Following Is Always Required? A. RNA Polymerase Must Bind To The RNA Promoter B. RNA Polymerase Must Bind To The Ribosome C. DNA Polymerase Must Bind To The RNA Promoter D. RNA Polymerase Must Bind To The DNA Promoter E. DNA Polymerase Must Bind To The DNA
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Online Library Rna And Protein Synthesis Answer Key Chapter 13 File Type
Promoter A 0.9% NaCl Solution ...
In Order For Protein Synthesis To Occur In A Cell ...
answer choices . It contains the nitrogen base cytosine. It has a sugar and phosphate backbone. It's single stranded. All of these are difference. ... DNA, RNA & Protein Synthesis . 1.6k plays . 15 Qs . DNA-Replication-Transcription-Translation . 1.2k plays . 20 Qs . Protein Synthesis . 3.6k plays . 20 Qs . Dna Transcription and Translation .
RNA and Protein Synthesis | Other Quiz - Quizizz
RNA polymerase I is responsible for transcribing RNA that codes for genes that become structural components of the ribosome. Protein coding genes are transcribed into messenger RNAs (mRNAs) that carry the information from DNA to the site of protein synthesis.
Section 12 3 Rna And Protein Synthesis Answer Key ...
Test your knowledge of protein synthesis! If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.
Transcription and translation (practice) | Khan Academy
RNA and Protein Synthesis Chapter Test A Multiple Choice Write the letter that best answers the question or completes the statement on the line provided. 1. Which of the following are found in both DNA and RNA? a. ribose, phosphate groups, and adenine b. deoxyribose, phosphate groups, and guanine c. phosphate groups, guanine, and cytosine
Name Class Date 13 RNA and Protein Synthesis Chapter Test A
The end products of protein synthesis is a primary structure of a protein A sequence of amino acid bonded together by peptide bonds aa1 aa2 aa3 aa4 aa5 aa200 aa199 copyright cmassengale * Messenger RNA (mRNA) methionine glycine serine isoleucine glycine alanine stop codon protein A U G G G C U C C A U C G G C G C A U A A mRNA start codon ...
Protein Synthesis - BIOLOGY JUNCTION
Section 12 3 rna and protein synthesis worksheet answer key. Chapter 13 rna and protein synthesis study guide section 1 rna rna structure 1. Section 12 3 rna and protein synthesis worksheet answer key one of protein beef cattle diets the biggest bad guys in traditional pancakes necessary to determine the exact cause. What 5 carbon sugar is ...
Molecular Biology of the Cell RNA and Protein Synthesis Anatomy & Physiology Cell Biology by the Numbers Microbiology Biology for AP ® Courses Dissecting Regulatory Interactions of RNA and Protein What do genes do? Anatomy & Physiology The Molecular Basis of Heredity Concepts of Biology Pre-mRNA Processing Gene Quantification The Double Helix The Role of Protein and Amino Acids in Sustaining and Enhancing Performance RNA Recurrent Motifs The Oxford Handbook of Neuronal Protein Synthesis Principles of Biology Biochemistry of Ribosomes and Messenger-RNA. The Nucleolus
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RESIDENT ARTICLE
Promoting Literacy and Developmental Milestones: Teaching Primary Care Pediatricians via the Reach Out and Read Program Model
Adriana Delgado-Alvarez, DO 1 ; Emma Mancini, MD 1 ; Sarah Marsicek, MD 2 1Pediatric Resident, Department of Pediatrics, AdventHealth for Children's, Orlando, FL 2Pediatric Hospitalist, Department of Pediatrics, AdventHealth for Children, Orlando, FL
ABSTRACT
Pediatricians are tasked with the responsibility to educate families and children during annual well-child visits about the importance of literacy as a key part of development. The American Academy of Pediatrics strongly supports the promotion of early literacy. Developing early literacy stimulates optimal patterns of brain development and strengthens parent-child relationships that in turn builds language, literacy, and social-emotional skills. Reach out and Read is a national nonprofit organization that promotes the use of books during well-child visits for children age 6 months and 6 years to encourage families to read together. In our resident pediatric clinic, we strive to utilize this model with our families. In addition to promoting early literacy, we have found that this program offers the unique opportunity to allow resident physicians first-hand education on developmental milestones in pediatric patients.
INTRODUCTION
It has been reported that only 12% of US adults have proficient health literacy. 1,2 As pediatricians, we are tasked with the responsibility to educate families and children during their well-child visits about the importance of literacy as part of their development, as it sets a foundation for their child's development and vocabulary. In addition to developing speech, it also promotes social development, fine and gross motor skills. The American Academy of Pediatrics (AAP) strongly supports the promotion of early literacy. 3 This is accomplished in manners such as reading regularly with young children. These activities then stimulate optimal patterns of brain development and strengthen parent-child relationships that, in turn, build language, literacy, and social-emotional skills. 3 The objective of the Reach out and Read (ROAR) model is to work with pediatric primary care providers to maximize children's development by incorporating books and encouraging families to read out loud, with a focus to start as early as infancy. 4
Our pediatric residents participate in the ROAR model in their continuity clinic by distributing age-appropriate books to all children between 6 months and 5 years of age during their well-child visits. 4 At these visits, we educate parents about the importance of early childhood literacy. As the infants grow, we teach parents how to adapt the reading time activity to the child's age. For example, parents learn to let toddlers point to the pictures, flip the pages, squat to pick up the book, and tell a story from the pictures before learning sight words.
The ROAR model allows physicians to support parents in reading to their children. For residents, it also encourages them to learn and evaluate developmental milestones. Residents are taught about the program at the start of each academic year by the senior resident on the project during a dedicated morning report. This includes an explanation of what the program is and examples of how to best use the books for infants and toddlers. Residents continue to learn about developmental milestones through clinical teaching and hands-on experience throughout the year. When a resident physician provides a parent and child a book, the resident physician is to teach them how to properly use it as appropriate for the child's age. For instance, they are to explain to the parent that at 6 months the infant will grab the book and transfer it from hand-to-hand. It is explained to the family that hardcover books are recommended as infants may explore by putting the book in their mouthes. Alternatively, the resident would discuss with the parents of an 18-month-old the ability of the toddler to squat or pick out the book they wish to read or their ability to point to the pictures as the family reads together. Additionally, each patient room has a laminated pamphlet for parents to browse through while residents are speaking with their attendings. The pamphlet contains examples of how to best utilize the book based on their child's age. This helps reinforce resident knowledge and parental understanding.
METHODS
In 2019, a Quality Improvement (QI) initiative was developed to better understand the utility of the ROAR program in encouraging parents to read to their children. An anonymous survey was given to parents with children 6 months to 5 months of age who had come for a well-child check. The survey specifically measured if the parents were reading to their children prior to their well-child visit, if they took time to read after seeing their physician, and if they have heard about Reach Out and Read. Data was collected over a 5-month period.
RESULTS
From the survey responses, it was found that approximately 89% of surveyed parents read to their children prior to the wellchild visit, 43% of parents read more to their children after receiving a book, and 61% of parents do not remember being told about ROAR. While many parents were already reading to their children, there was a reported increase in reading following having received a ROAR book. Despite this, only 39% recalled learning about the ROAR when they received a book during their appointment.
A review of the data from the initial QI showed that one possible reason that there was a low recollection of ROAR by families is that residents were not dedicating time to discuss it with the families as well as maximizing its potential as a learning tool. Therefore, we implemented a phase to promote literacy and improve physicians' compliance to teach and use the model during their clinic. At the start of this phase, a survey of all resident physicians was sent out. The survey showed that half of the residents gave books to their patients, but only 14% used the laminated pamphlets to talk about the milestones. Overall, 63% of residents polled said that if they were provided a reminder for each visit, then they would be more likely to practice their milestones.
As a result of the survey, we realized residents were not as adherent to the ROAR model as desired, and a multi-pronged approach was initiated to increase participation. Initially, teaching was provided to all residents via a formal presentation on how each age group will benefit from a book and what they should see that specific age do with a book. Secondly, we implemented reminders on all physician computers. A laminated note was taped on the bottom of the screens reminding all physicians before going into a patient room: "Did you hand out a BOOK and discuss milestones?" Thirdly, note templates were addended for well child visits aged 6 months to 6 years to document whether or not ROAR was discussed during the visit.
After the implementation of these changes, there was a significant improvement in the number of residents who reported adherence to the program. Qualitatively, residents have commented on the appreciation of the small reminders to ensure their patients are able to participate in ROAR. Post surveys show 90% of providers agree that the laminated sheets next to their computer is a helpful reminder. There has been a transition that 33% are using the laminated pamphlets in the room based on age to give to parents to read while they are waiting for the physician to come back with the supervising attending. Around 90% of residents are currently using the books to teach families and practice their developmental milestones (up from 14%). Overall, with time and the implemented changes, we hope to see continued improvement of each resident remembering to bring in a book and discuss developmental milestones during their time with their patient and families.
DISCUSSION
Early children's literacy is a key foundation to childhood development. Primary care pediatricians are uniquely positioned to be able to help promote literacy and early development. Through ROAR, physicians make a difference by taking the time to share how to best use a book to help develop skills through multiple developmental domains. In doing so, we are not only able to assist families, but also use this as a teaching tool for resident physicians. Residents are able to use such a source to learn and practice their developmental milestones during their training. Through this quality improvement initiative, we were able to improve the utilization of ROAR in our resident physician clinic. In doing this, we hope to encourage our pediatric residents to continue to use books as a teaching tool for families in order to promote early literacy, develop therapeutic relationships with families, and learn developmental milestones.
REFERENCES
1. Kutner M, Greenberg E, Jin Y, Paulsen C. (2006). The health literacy of America's adults: Results from the 2003 National Assessment of Adult Literacy (NCES 2006–483). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubs2006/2006483.pdf.
2. Understanding literacy and numeracy. (2019, November 13). Retrieved January 24, 2021, from https://www.cdc.gov/ healthliteracy/learn/understandingliteracy.html
3. Council on Early Childhood. Literacy promotion: an essential component of primary care pediatric practice. Pediatrics, 2014;134(2), 404-409. doi:10.1542/peds.2014-1384
4. Home. (2021, January 06). Retrieved January 24, 2021, from https://www.reachoutandread.org/
5. Morrison A K, Glick A, Yin HS. Health literacy: implications for child health. Pediatrics in Review, 2019;40(6), 263277. doi:10.1542/pir.2018-0027 | <urn:uuid:ed8c775b-274f-4997-9071-b8b74501fa39> | CC-MAIN-2022-40 | https://floridapediatrician.org/wp-content/uploads/2022/07/Promoting-Literacy-and-Developmental-Milestones-Teaching-Primary-Care-Pediatricians-via-the-Reach-Out-and-Read-Program-Model.pdf | 2022-10-05T02:30:46+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00485.warc.gz | 295,714,379 | 1,979 | eng_Latn | eng_Latn | 0.986923 | eng_Latn | 0.997899 | [
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Assessment: Evaluating Student Learning and Determining Achievement
Assessment encompasses all of the activities used by the teacher to measure student learning. The two main types of assessments used by the teacher are formative and summative. Assessment AS Learning is the responsibility of the student.
Type of Assessment
Description
Assessment FOR Learning
FORMATIVE
Assessment OF Learning
SUMMATIVE
Assessment AS Learning
RESPONSIBILITY OF THE STUDENT
- Occurs between formative and summative assessments.
- Occurs following summative assessments.
- Invites students to have ownership in their own learning
- Occurs during the learning process. "Is gathered through investigative approaches such as observations, conversations, performance based tasks, and artifacts of student learning." Are checkpoints for the teacher and student to assess learning at a particular point in time and are used to uncover any misconceptions.
- The teacher gives the student feedback (written or verbal) during the learning process.
- These assessments are "strength-based and growthorientated."
- Generally a mark is not awarded. These assessments "point to the next steps for teaching and learning: content and process."
- These assessments summarize "student achievement at a certain point in time." A mark is assigned and directly influences the final grade.
- Students are expected to complete all of these assessments to meet course expectations.
- Students are encouraged to be accountable for their learning by being involved in the assessment process.
- Students will evaluate how well they know a learning outcome prior to an assessment. This involves the use of I Can statements and checklists.
- Students will evaluate how well they know a learning outcome following an assessment. This involves the use of an evaluation checklist to identify areas of strength and weakness. The student will use the information from each evaluation to develop learning goals and indicate how these goal will be achieved.
- Students will attend Learning Strategies and Flex Time if they are having difficulty understanding a learning outcome following a formative or summative assessment.
-Guiding Principles of Assessment in Alberta DRAFT- September 2014
Assessment: Evaluating Student Learning and Determining Achievement
A great analogy to help you understand the different types of assessment is being part of a sports team. What would be the result of the game if the players were not given time to practice, develop their skills (while the coach provides constructive feedback) and work collaboratively? Practice will increase the players' chance for a better game. Video: Chinese Diving Team
Formative assessment is the practice:
[x] a score is not typically given (however records are kept regarding your skill development)
[x] the teacher coaches you
[x] you can ask questions to better develop your skills and understanding
[x] your classmates work with you to help further your understanding
Summative Assessment is the league game. The game you play that day is the score that goes on record. | <urn:uuid:8319dada-8a4e-4abd-bb96-c08e4c5b0641> | CC-MAIN-2022-40 | https://www.strathmorehighschool.com/download/361975 | 2022-10-05T02:29:22+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00490.warc.gz | 1,039,526,409 | 592 | eng_Latn | eng_Latn | 0.996721 | eng_Latn | 0.996684 | [
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Welcome! BA (HONS) EARLY YEARS AND CHILDHOOD STUDIES
Childhood Studies
This area of study looks in depth at the "early years" and includes all areas of a child's life from birth through to Key Stage 1 in the primary school
The early years sector includes all provision for caring for babies and young children up to and including school
Settings include childminders, day nurseries, nursery schools, Reception and Year 1 classes
But what is childhood, How would you define the term childhood?
But what is childhood?
Think back to your childhood.
Task: Add to the 'chat' a childhood memory
What is your definition of childhood?
Define Childhood….
Childhood is social constructed however today
According to the Oxford English Dictionary childhood is defined as… "The state or period of being a child".
"The UN Convention on the Rights of the Child defines a child as everyone under 18. Childhood is the time for children to be in school and at play , to grow strong and confident with the love and encouragement of their family and an extended community of caring adults. It is a precious time in which children should live free from fear, safe from violence and protected from abuse and exploitation. As such, childhood means much more than just the space between birth and the attainment of adulthood. It refers to the state and condition of a child's life, to the quality of those years" (Unicef, 2005, p. 1)
Q: How has the quality of childhood in Britain changed since the Victorian era?
Quality
1856 children over the age of 9 could work 60 hours per week. In 1901 the raised to age 12
1870 Elementary Education Act 1870 introduced compulsory education
1904 The Prevention of Cruelty to Children Act was amended again to give the NSPCC a statutory right to intervene in child protection cases and the power to remove children from abusive or neglectful homes.
1921 - Free milk provided for all children in need.
1933 - Hadow Report on nursery and infant education emphasises need for new open air schools.
1967 - The Plowden Report advocates expansion of nursery schooling and introduction of educational priority areas.
1978 - The Warnock Report on special education gives rise to the 1981 Education Act requiring local authorities to assess pupils and identify the provision they require.
1981 - The Government launches a programme to put a computer in every school.
1989 Children Act " Welfare of the child is paramount" updated 2004
2008 Early Years Foundation Stage curriculum
2014 Children and Families Act ( promoting the voice of the child and family)
2017 Update Statutory Framework Early Years Foundation Stage (DfE,2017)
2018 Working Together to Safeguard Children
2021 update Statutory Framework Early Years Foundation Stage (DfE,2021)
Children's Rights United Nations Convention on the Rights of the Child (UNCRC)
The United Nations was formed on the 24 th October 1945.
It was preceded by the League of Nations which was abandoned when it failed to prevent the Second World War
The aim of the UN was to promote international co-operation to prevent further wars.
In 1959 the United Nations issued its declaration on the Rights of the Child. It was 30 years later on the 20 th November 1989 that the United Nations adopted the Convention on the Rights of the Child.
It became a legally binding international agreement in September 1990
The 54 articles cover everything from the rights of the child to be free from sexual and economic exploitation to their right to education, health care and economic opportunity.
The United Kingdom signed the convention on 19 th April 1990
To date 192 countries have ratified the agreement
Member countries commit themselves to using all their resources to live up to the ethos of the convention. Every 5 years member countries must submit written evidence of what their Government are doing to make the convention a reality
https://www.unicef.org.uk/rights-respecting-schools/wpcontent/uploads/sites/4/2017/01/Summary-of-the-UNCRC.pdf
'Childhood' includes key considerations:
Health
Equality
Education
Protection
Let's take a look at Children's Rights United Nations Convention on the Rights of the Child (UNCRC)
Task: https://www.unicef.org.uk/rights-respecting-schools/wpcontent/uploads/sites/4/2017/01/Summary-of-the-UNCRC.pdf
On the 'chat' write the number of the article which you consider to be particularly important.
Areas of Child Development
Physical
Control over their bodies – gross motor and fine motor skills
Spatial awareness
Hand-eye coordination and manipulative skills
Intellectual
Concentration
Memory
Creativity and Imagination
Concept development
Problem solving
Language
Reading
Writing
Listening
Speaking and Non-verbal communication
Emotional
Self-esteem
Ability to express feelings and cope with fears
Social
Interaction with peers and adults
Independence
Awareness of feelings of others
How Children Learn
Revised EYFS Framework (DfE 2017)
1.8. Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children's development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child's emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.
The School Readiness Debate: https://www.toomuchtoosoon.org/
An increasing number of early years experts in the UK (and particularly England) are expressing concern about current policymaking and the impact that this is having on child wellbeing. They argue that measures of testing and accountability are consistently being put before the best interests of the child - and that young children in the UK deserve something better.
Children learn through play
Play is a very important part of young children's lives. It is by no means the only way children learn, but it's an essential component children can use to make sense of the world around them.
Children are often highly motivated during play and this can help them achieve and learn new and often difficult things. Observing children at play can give you great insights into their individual interests and what they know and understand. Attempting to understand what is going on for children during their play can help you work out if they need support and how to provide it.
Learning through Play – mathematical development
Task: As you watch the video of Seb playing think about how Seb is learning about problem solving, reasoning and numeracy and how this may be nurtured through play:
https://www.sirenfilms.co.uk/library/learning-through-play-mathematicaldevelopment/
Share your notes with the group
Providing quality activities for children
Tasks
1. As you listen to the story make a note of the potential learning opportunities for children
https://www.booktrust.org.uk/books-and-reading/have-somefun/storybooks-and-games/owl-babies/
2. Add to the 'chat' one of the potential learning opportunities for children.
Let's have a look at which UNCRC (1989) articles it this activity links with:
https://www.unicef.org.uk/rights-respecting-schools/wpcontent/uploads/sites/4/2017/01/Summary-of-the-UNCRC.pdf
23, 28 and 29
Any questions?
https://www.bolton.ac.uk
Please access the University of Bolton website for further information:
References
Department for Education. (2017). The Statutory Guidance for the early Years Foundation Stage. Retrieved from
https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWO RK_2017.pdf
Unicef. (2005). Childhood defined. Retrieved from
https://www.unicef.org/sowc05/english/childhooddefined.html
Unicef. (2017). FACT SHEET: A summary of the rights under the Convention on the Rights of the Child. Retrieved from https://www.unicef.org.uk/rightsrespecting-schools/wp-content/uploads/sites/4/2017/01/Summary-of-theUNCRC.pdf | <urn:uuid:43ef0081-2c7d-4705-a7c5-65aee4b090a1> | CC-MAIN-2022-40 | https://www.bolton.ac.uk/assets/Presentation-Define-Childhood.pdf | 2022-10-05T02:14:41+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00497.warc.gz | 718,179,422 | 1,867 | eng_Latn | eng_Latn | 0.962368 | eng_Latn | 0.995484 | [
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Second Regular Session Seventy-third General Assembly STATE OF COLORADO
INTRODUCED
LLS NO. 22-0863.01 Jessica Herrera x4218
SENATE SPONSORSHIP
Buckner and Coleman,
Herod,
Senate Committees
State, Veterans, & Military Affairs
A BILL FOR AN ACT
101 C
102
ONCERNING THE ESTABLISHMENT OF
J
UNETEENTH AS A STATE
HOLIDAY.
Bill Summary
(Note: This summary applies to this bill as introduced and does not reflect any amendments that may be subsequently adopted. If this bill passes third reading in the house of introduction, a bill summary that applies to the reengrossed version of this bill will be available at http://leg.colorado.gov.)
The bill establishes Juneteenth as a state legal holiday.
Be it enacted by the General Assembly of the State of Colorado: 1
SECTION 1. Legislative declaration. (1) The general assembly 2
SENATE BILL 22-139
HOUSE SPONSORSHIP
House Committees
hereby finds and declares that: 1
(a) Juneteenth National Independence Day, commonly known as 2 Juneteenth, officially became the 11th federal holiday on June 17, 2021, 3 and the first holiday to be added to the list of federal holidays since the 4 recognition of Rev. Dr. Martin Luther King, Jr.'s birthday in 1983; 5
(b) Juneteenth marks our country's second Independence day. 6 Although it has long been celebrated in the African American community, 7 this monumental event remains largely unknown to most Americans. For 8 decades, many southern Black communities were forced to celebrate 9 Juneteenth on the outskirts of town due to racism and Jim Crow laws. 10 Early Juneteenth celebrations included church services, public readings 11 of the Emancipation Proclamation, and social events like rodeos and 12 dances. 13
14
15
16
17
18
19
20
21
(c) Juneteenth, also known as Jubilee Day, Freedom Day, and Emancipation Day, commemorates June 19, 1865, when Union soldiers, led by Major General Gordan Granger, arrived in Galveston, Texas, and announced the end of the Civil War and declared that more than two hundred fifty thousand enslaved Black people were free. Many enslavers in the state of Texas and other states had continued to hold enslaved people captive despite the Emancipation Proclamation having been issued by President Abraham Lincoln on January 1, 1863.
(d) On "Freedom's Eve", or the eve of January 1, 1863, the first 22 Watch Night services took place. On that night, enslaved and free African 23 Americans gathered in churches and private homes all across the country 24 awaiting news that the Emancipation Proclamation had taken effect. At 25 the stroke of midnight, prayers were answered as all enslaved people in 26 Confederate states were declared legally free. Union soldiers, many of 27
whom were Black, marched onto plantations and across cities in the south 1
1
6-1-102. Definitions. As used in this article 1, unless the context
2 otherwise requires:
(2.5) "Business day" means any calendar day except Sunday, New 3
Year's day, the third Monday in January observed as the birthday of Dr. 4
Martin Luther King, Jr., Washington-Lincoln day, Memorial day, 5
JUNETEENTH, Independence day, Labor day, Frances Xavier Cabrini day, 6
Veterans' day, Thanksgiving, and Christmas. 7
SECTION 4. In Colorado Revised Statutes, 24-11-101, amend 8
(1) as follows: 9
24-11-101. Legal holidays - effect. (1) The following days, viz: 10
The first day of January, commonly called New Year's day; the third 11
Monday in January, which shall be observed as the birthday of Dr. Martin 12
Luther King, Jr.; the third Monday in February, commonly called 13
Washington-Lincoln day; the last Monday in May, commonly called 14
Memorial day; THE NINETEENTH DAY OF JUNE, COMMONLY CALLED 15
JUNETEENTH; the fourth day of July, commonly called Independence day; 16
the first Monday in September, commonly called Labor day; the first 17
Monday in October, commonly called Frances Xavier Cabrini day; the 18
eleventh day of November, commonly called Veterans' day; the fourth 19
Thursday in November, commonly called Thanksgiving day; the 20
twenty-fifth day of December, commonly called Christmas day; and any 21
day appointed or recommended by the governor of this state or the 22
president of the United States as a day of fasting or prayer or 23
thanksgiving, are hereby declared to be legal holidays and shall, for all 24
purposes whatsoever, as regards the presenting for payment or acceptance 25
and the protesting and giving notice of the dishonor of bills of exchange, 26
drafts, bank checks, promissory notes, or other negotiable instruments and 27
also for the holding of courts, be treated and considered as is the first day 1
of the week commonly called Sunday. 2
SECTION 5. Safety clause. The general assembly hereby finds, 3
determines, and declares that this act is necessary for the immediate 4
preservation of the public peace, health, or safety. 5 | <urn:uuid:d83b603f-174c-4bf5-85f6-a076109cf669> | CC-MAIN-2022-40 | https://leg.colorado.gov/sites/default/files/documents/2022A/bills/2022a_139_01.pdf | 2022-10-05T02:13:11+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00494.warc.gz | 399,965,613 | 1,212 | eng_Latn | eng_Latn | 0.994121 | eng_Latn | 0.995812 | [
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School and Child Care Facility Guide to Communicable Disease Reporting in Bay County
1200 Washington Ave., Bay City, MI 48708 (989) 895-4003
http://www.baycounty-mi.gov/health/
Table of Contents
Communicable Disease Fact Sheet
What are communicable diseases?
Communicable diseases are spread from one person to another or from an animal to a person. The terms infectious, contagious, and transmissible are also used to describe communicable disease.
How are communicable diseases spread?
The spread may occur by many different ways including:
- Direct physical contact with an infectious person
- Eat or drink contaminated foods or beverages
- Contact with infected body fluids and inanimate objects
- Airborne (inhalation)
- Being bitten by an infected insect or tick.
It may be difficult to know whether a person is contagious as they do not have to show symptoms to have the ability to spread the disease.
How to prevent the spread of communicable diseases:
- Encourage frequent hand washing using soap and warm running water by staff and children at school for at least 20 seconds after using the bathroom, nose wiping, as well as before eating or handling food.
- Dry hands with either paper towels and turn off the faucet with the paper towel or the use of an air blow dryer.
- Teach students and teachers to cough or sneeze into tissue or their sleeve and not onto others, food, or food service utensils.
- Keep surfaces clean, neat, and dry by cleaning, sanitizing, and air drying. Immediately wash, rinse, and sanitize articles or surfaces that have been soiled with a discharge such as urine or nasal drainage. Spray or wipe, with a sanitizing solution, those things that cannot be submerged into solution, air dry do not towel dry.
-
Wash and rinse all repeated use food service utensils, then sanitize them by submerging in a sanitizing solution or in water at 170 degree F for one minute. Air dry, do not towel dry.
- Develop a plan for school staff on how to handle illness and reduce spread. Prompt action by staff may prevent a serious outbreak of communicable disease.
Michigan's Communicable Disease Rules
Act No. 368 of the Public Acts of 1978
Schools and Communicable Disease Reporting
Physicians, clinical laboratories, primary and secondary schools, childcare centers, and camps are required to report the occurrence or suspected occurrences of any disease, condition or infection as identified in the Michigan Communicable Disease Rules. In addition, all other health care providers are authorized to report to local health authorities. Together, they play a key role in state and local efforts to control communicable diseases.
Communicable disease reports from health care providers, schools, and childcare centers are reviewed by the staff at the Bay County Health Department to look at trends of illnesses in the county.
Why Report Communicable Diseases
Schools are required to report communicable diseases for a number of reasons. The most common are as follows:
1. Identification of outbreaks and epidemics. If an unusual number of cases occur, local health experts must investigate to identify the source and control the spread of the disease.
2. Enabling preventive treatment and/or education to be provided. Household contacts need to be identified for prophylaxis, treatment, and/or education about how to prevent the spread of some infections.
3. Successful targeting of prevention programs, identification of care needs, and efficient use of scarce prevention resources. Public and private health care funding is scarce. State and local public health authorities and health care providers must make difficult choices about what prevention and treatment services will be provided. Communicable disease data help to maximize the impact of these dollars.
4. Evaluation of the success of long term control efforts. Public health programs must have a means of assessing the continued success of control efforts for some diseases.
5. Facilitation of epidemiologic research to uncover a preventable cause. For some diseases of unknown etiology, reporting is needed to allow studies of the occurrence of the disease to help find the cause or modifiable risk increasing factors.
6. Assistance with national and international disease surveillance and preparedness efforts. For diseases that are unusual in Michigan, or for those that have the potential to be used as bioterrorism agents, we are part of a national network that the federal government depends on to determine whether national or international investigations are needed.
7. Compliance with Michigan's public health laws. All physicians, laboratories, and schools are required by law to report certain cases of communicable diseases.
ACCURATE AND COMPLETE DISEASE REPORTING IS ESSENTIAL TO THE COMMUNITY'S HEALTH
Bay County Health Department on Disease Reporting
Michigan is served by a system of local public health departments that provide basic public health services, including communicable disease-related services, to all Michigan citizens and health care providers in all areas of the state. As such, they set their own priorities for how they allocate the resources available to them.
The goals of the Communicable Disease Division at the Bay County Health Department are to promptly investigate disease outbreaks and implement control measures to minimize further transmission of disease; monitor disease-reporting by physicians and laboratories in order to detect trends and to assess the public health impact of diseases; support communicable between public health agencies, private physicians, and hospital and occupational health infection control personnel, as an essential part of disease control efforts and prevention efforts; and to disseminate health education messages to the community and the media in order to enhance disease control and prevention efforts.
Bay County Health Department plays a key role in efforts to control communicable diseases. The public health system depends upon reports of disease to monitor community health and to provide the basis for preventive action.
Weekly communicable disease reports submitted by schools and childcare facilities are very important in helping the Bay County Health Department monitor the health of our community. It allows us to monitor flu-like illness, gastrointestinal illness, and strep throat which normally occur every year and also helps us to recognize higher than normal disease levels, which could indicate possible outbreaks. Individual reports of serious communicable diseases like pertussis or mumps allow the Bay County Health Department to alert those who may have been exposed to the disease, recommend vaccination and treatment as needed, and provide information to the public.
Remember:
- Schools and childcare facilities should designate a person and a back-up to collect communicable disease information daily and submit the reports every Friday by a specific time.
- Schools and childcare facilities should submit reports every week in session including vacation weeks, even if there are no diseases to report.
If you have any questions about reporting illnesses to the Bay County Health Department please use the contact information below. We look forward to receiving your future reports. Thank you for your contribution to the health of Bay County.
Bay County Health Department
Phone: 989-895-4003Fax: 989-895-2083
http://www.baycounty-mi.gov/Health/CommunicableDisease.aspx
Reporting Guidelines and Requirements for Schools & Childcare Facilities
Primary schools, secondary schools, camps, or child daycares shall report to the local health department within 24 hours of suspecting any of the serious communicable diseases, or the unusual occurrence, outbreak or epidemic among those in attendance of any disease, infection, or condition (except for HIV and AIDS).
A report to the local health department of a condition in an individual shall contain all of the following information:
- The child's full legal name and parent/guardian's name if patient is a minor
- The child's current residential address, including street, city, village or township, county, and zip code
- The child's telephone number
- The child's date of birth or age, sex, race, and ethnic origin
- The name of the disease, infection, or condition reported
- The estimated date of the onset of the disease, infection, or condition, when applicable
- The identity of the reporting person including name, address, and phone number
- Any other information deemed to be related to the health of the public (e.g., other ill family members/contacts, food handler, group living situation, day care attendee/employee, etc.
Mail or Fax each Friday to the Bay County Health Department EVEN IF THERE ARE NO DISEASES TO REPORT
1. Print or have a copy of the Weekly Reporting Form that can be found on the Bay County Health Department website at __________(fill in the future) or attached below.
2. Fill out the appropriate information in Sections 1-5
a. Section 1
i. Week ending: this will always be the Friday date of the school week, even if school week ends on a different date (due to holidays, recesses, etc)
ii. School or Preschool: Name of your facility
iii. District: Fill in the name of the district your facility resides in
iv. Current School Enrollment: This number should reflect the total number of students currently enrolled in your school as of that week
b. Section 2
i. List all confirmed or suspected cases of communicable diseases including: measles, rubella, mumps, hepatitis, scarlet fever, strep throat, scabies, pertussis (whooping cough), chickenpox, Haemophilus Influenzae type b, encephalitis, and meningitis.
ii. Include disease, date first absent, child's first and last name, date of birth, grade, address/city/zip, phone number, and diagnosed by (doctor, parent, teacher).
c. Section 3
i. Indicate by number only suspected or confirmed cases of influenza, gastrointestinal illness, and pediculosis (head lice)
d. Section 4
i. Report if there are no diseases to report or if school was closed due to disease by placing an "x" in the appropriate box
e. Section 5
i. Fill out who the report was submitted by, a telephone number to contact in case the health department has questions, and the date.
3. Add additional sheets as necessary
Aggregate Case Reporting
Do not count the same child twice if he/she is absent for more than one day with the same illness. Enter "0" if there are no cases of the illnesses to report, otherwise:
Individual Disease Reporting
The accuracy and completion of information in this section is very important. Please enter information carefully. In some cases it may be necessary for the health department to follow up on reported illnesses.
- A student needs to be entered only once for the duration of his/her illness unless the student presents with a new illness
- In addition to reporting on the form, call the Health Department IMMEDIATELY at 989895-4003 to report any of the following serious/rare illnesses: measles, mumps, rubella, pertussis, Haemophilus influenza Type B, meningitis, encephalitis, hepatitis, tuberculosis, or any other serious communicable disease.
- Enter the "date 1 st absent" which should reflect the first day of absence even if the student is absent for more than 1 day.
In addition to reporting a school closure on the form, call the Health Department IMMEDIATELY at 989-895-4003
The following conditions are required to be reported within 24 hours, unless noted, to the local health department:
Acquired Immune Deficiency Syndrome (AIDS)
Amebiasis
Anaplasmosis
Anthrax*
Arboviral encephalitides, neuroand non-neuroinvasive, including:
West Nile
Babesiosis
Blastomycosis
Botulism*
Brucellosis
Campylobacter enteritis
Chancroid
Chickenpox (Varicella)
Chlamydial disease, genital
Cholera
Coccidioidomycosis
Cryptosporidiosis
Cyclosporiasis
Dengue fever
Diptheria
Ehrlichiosis
Encephalitis, viral or unspecified
Escherichia coli, O157:H7and all other shiga
toxin positive serotypes
Giardiasis
Glanders
Gonorrhea
Guillain-Barré syndrome
Haemophilus influenza disease,
Meningitis, epiglottitis, or other invasive
disease
Hantavirus pulmonary syndrome
Hemolytic-uremic syndrome (HUS)
Hepatitis viral:
Hepatitis A
Hepatitis B
Hepatitis C
Hepatitis D
Hepatitis E
Histoplasmosis
Human Immunodeficiency Virus (HIV)
Influenza (report weekly aggregate counts)
Pediatric mortality, report individual cases
Novel influenza viruses, report individual
cases
Kawasaki disease
Legionellosis
Leprosy (Hansen's disease)
Leptospirosis
Listeriosis
Lyme disease
Lymphogranuloma venereum
Malaria
Measles (Rubeola)
Melioidosis
Meningitis: bacterial, viral, fungal, parasitic
Meningococcal disease
Neisseria meningitides, sterile sites
Mumps
Smallpox*
Monkeypox
Plague
Poliomyelitis
Creutzfeldt-Jakob Disease (CJD)
Psittacosis
Q fever
Rabies, human
Rheumatic fever
Rickettsial disease, including:
Rocky Mountain spotted fever
Typhus
Rubella
Salmonellosis
Severe Acute Respiratory Disease (SARS)
Shigellosis
Staphylococcus aureus,methicillin
Resistant (MRSA), outbreaks only
Staphylococcus aureus, vancomycin
Intermediate/resistant (VISA/VRSA)
Streptococcus pneumonia, sterile sites
Streptococcus pyogenes, group A
Sterile sites, including Streptococcal Toxic
Shock Syndrome (STSS)
Syphillis
Tetanus
Toxic shock syndrome, non-Streptococcal
Trachoma
Trichinellosis
Tuberculosis
Tularemia*
Typhoid fever
Vibriosis
Viral Hemorrhagic Fever*
Yellow Fever
Yersiniosis
*Category A bioterrorism agent, notify the (989) 895-4003 immediately
Pertussis
Also report the unusual occurrence, outbreak, or epidemic of any disease or condition including healthcare-associated infections.
This list MAY be updated annually; for the most recent version please refer to www.michigan.gov/cdinfo
Exclusion from School
When school officials, local health department staff or personnel reasonably suspect that a student has a communicable condition, they may exclude the student for a period of time sufficient to obtain a determination by a physician or health officer as to the presence of the condition. A student may return to school when it is determined that he or she no longer represents a communicable disease risk to other students. Note: There are provisions in the public health code relating to the non-exclusion of those with HIV infections or AIDS. Check with your local health department or legal counsel if you need more information. For information about HIV privacy issues, see MCL 333.5131 (5) ( c ).
Immunizations- Michigan vaccination requirements
The Michigan Department of Community Health and all local health departments in Michigan support immunization as guided by the federal Advisory Committee on Immunization Practices (ACIP). Compliance with current ACIP recommendations generally fulfills all minimum legal requirements for routine vaccination in Michigan.
Suggestion for Schools to Help with Reporting Diseases
A detailed school answering machine message requesting specific information regarding a child's absence would be helpful for you to perform weekly disease reporting.
Answering Machine Message & Child Illness Inquiry
The school answering machine message should include the following:
1. Symptoms of the illness (vomiting, diarrhea, fever, rash, etc.)
2. Report the type of illness if known and who identified the illness
3. Leave a telephone number where the parent/guardian can be reached or an address if there is no phone
Useful Websites
Michigan Department of Community Health http://www.michigan.gov/mdch
MDCH Communicable Disease Information http://www.michigan.gov/cdinfo
The Privacy Rule in the Health Insurance Portability and Accountability Act of 1996 (HIPAA) allows for the disclosure of protected health information, without individual client or patient authorization, to public health authorities, who are legally authorized to receive such reports for the purpose of preventing or controlling the disease.
MDCH Division of Immunization Information http://www.michigan.gov/immunize Michigan Disease Surveillance System http://www.michigan.gov/mdss
Centers for Disease Control and Prevention (CDC) http://www.cdc.gov
World Health Organization http://www.who.int
While every attempt has been made to accurately reflect legal duties defined by the Michigan communicable disease rules, this booklet should not be considered a substitute for private legal counsel, or as an alternative to understanding and following the rules this booklet strives to summarize.
Please consult the Michigan legislature website at http://www.michiganlegislature.org for more information.
MICHIGAN DEPARTMENT OF COMMUNITY HEALTH
MICHIGAN SCHOOL BUILDING WEEKLY REPORT OF COMMUNICABLE DISEASE TO LOCAL HEALTH DEPARTMENT
According to Public Act 368, of 1978 as amended, the local health department shall be notified immediately of the occurrence of communicable disease (especially rash-like illnesses with fever). In addition to immediate notification by telephone, please include all occurrences on this form and mail to your local health department.
2
DIAGNOSED BY (provide name if available)
(Dr., parent, teacher, etc)
1 WEEK ENDING:
SCHOOL OR
PRESCHOOL:
DISTRICT:
CURRENT SCHOOL ENROLLMENT:
INSTRUCTIONS
A:
Record appropriate information in Sections 1, 2, 3, 4 & 5.
B:
Simply fold, scotch tape, stamp and mail.
C:
MAIL/FAX EACH FRIDAY to your local health department EVEN IF THERE ARE NO DISEASES TO REPORT.
NOTE: FAX EARLY IF DISEASE OF CONCERN.
D.
Add additional sheets as necessary.
LIST ALL CONFIRMED OR SUSPECTED CASES of communicable diseases, including: Chickenpox, Measles, Rubella (German measles), Mumps, Hepatitis, Scarlet Fever, Strep Throat, Scabies, Pertussis (Whooping Cough), Haemophilus influenzae type b, Encephalitis, and Meningitis CASES HERE.
DISEASE
DATE FIRST
ABSENT
CHILD'S NAME
LAST FIRST
BIRTH
DATE GRADE ADDRESS/CITY/ZIP
PHONE
NUMBER(S)
3 Indicate here (by number only) suspected or confirmed cases of:
4 Place an X here if:
DISEASE
NUMBER OF CASES
NO DISEASES TO REPORT
Respiratory Illness*
SCHOOL CLOSED DUE TO DISEASE
Gastrointestinal Illness¹
5
Pediculosis (Head Lice)
*Respiratory Illness (Influenza like): Any student with fever or pneumonia AND any of the following symptoms-sore throat, cough, generalized aching in the muscles of arms/legs/back.
¹ Gastrointestinal Illness (Norovirus like): any student with vomiting and/or diarrhea.
SUBMITTED BY:
TELEPHONE #:
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MOVIE: "Chariots of Fire"
Sub Topic Theme:
What Does God Want From Me?
Lesson Objective:
To provide teens with an inspiring true story of one man who had an unusually clear sense of what God wanted for his life. The life of one of
Scotland's greatest runners, Eric Liddell, as shown in the 1981 movie "Chariots of Fire," provides an example of what God wants us to be like, as well as what God wants us to do.
Below are two links to the movie trailer. The first one from The Internet Movie Data Base (IMDb) has greater clarity but takes somewhat longer to download. The second is from youtube and has more-than-adequate quality. Both clips are the same in content and roughly equal in length (IMDb being slightly shorter). CHEESY ALERT: If you choose to show this preview at a Club setting, it might be worthwhile to remind your teens that this movie is 30 years old so the trailer might seem a little over-hyped. Though old and a little long (124 min), the movie is a classic; one that everyone needs to see at least once.
http://www.imdb.com/video/screenplay/vi3434938649/ http://www.youtube.com/watch?v=CuHUarXZu_s
Intro to the Movie:
The movie opens with a funeral eulogy for Harold Abrahams who died in 1978. The rest of the movie is a flashback to the events surrounding the lives of Eric Liddell and Harold Abrahams and the 1924 Summer Olympics in Paris, France.
The movie showcases these young runners' lives. Harold Abrahams, a devoted Jewish man, runs to prove to the world that his people are not a second-rate class. As a student at Cambridge in 1919, Abrahams has to overcome anti-Semitism from the college staff. But his mental toughness is proved genuine through a string of undefeated victories at national competitions. That streak is eventually ended when he faces off against Eric Liddell, who beats him soundly in the 100 meter dash. It is a defeat that Abrahams does not handle well. But through it, he meets a professional trainer, Sam Mussabini, who commits to work with Abrahams to improve his form and technique. It is a move that draws the criticism of Cambridge's top leadership. However, the young runner
perceptively sees through their feigned concerned as a cover for their anti-Semitic beliefs. With his expert coaching, Abrahams overcomes the setback and wins gold in the 100 meter race in Paris.
Eric Liddell, by contrast, is a deeply committed Christian who runs for God's glory. He is the son of Scottish missionaries to China where he was born on January 16, 1902. At an early age, he is sent to a missionary boarding school. It is there that his athletic prowess begins to emerge. He excelled in both cricket and rugby, but his greatest passion was running. His athletic pursuits are not well thought of by his sister Jennie, who feels his training is a distraction to his faith. When Eric misses a prayer meeting on account of his training, Jennie rebukes him for his lack of commitment. It is then that he assures her that he has every intention to return to China as a missionary and that his devotion to God has not wavered. He says, "I believe that God made me for a purpose. But he also made me fast, and when I run, I feel his pleasure."
It is Eric's religious convictions that preclude him from running in his best event at the Olympic Games, which was scheduled for a Sunday. No amount of coaxing can change Eric's mind. So he decides to run in the 400 meter race instead. Although he is considered the underdog, Eric gets a last-minute boost of encouragement and inspiration. He ends up running his best time ever, which earns him not only a gold medal but also a new world record. It is a stunningly beautiful victory for a man whose national patriotism was doggedly questioned for not running on Sunday. And it stands as an inspiring testimony of God's uncanny ways of honoring those who honor him.
One interesting fact the movie does highlight is that, following the Games, Eric remained true to his promise by returning to China. He faithfully served both the privileged and poor over the next 20 years until his death on February 21, 1945 in a Japanese internment camp.
As you prepare your teens to watch the movie, challenge them to pay particular attention to the characters of Eric Liddell and Harold Abrahams. Invite them to identify what motivates them in their pursuit of excellence. Also, challenge them to identify some of the hurdles each of them had to overcome. Finally, you will want to have them pay attention to how both these two runners understand their purpose in life and which seems to be the more meaningful. These questions are your 3D lenses through which you and your teens will gain a deeper appreciation for this British classic.
(You may want to turn on the subtitle feature because some of the audio is hard to hear.)
Discussion Group Questions:
* As you watched the movie, what qualities did you observe in Eric and Harold that stood out to you? Whose character impressed you more and why? How are the two characters alike? How are they different?
* What was Harold Abrahams' purpose in life? What was Eric Liddell's? As best as you can tell, what do you think was the primary motivator for each of these Olympic athletes? Who seemed to find greater enjoyment in running and why?
* What were some of the hurdles each had to overcome to achieve his goals?
* Looking specifically at Eric Liddell's character; did he see his running as being distinct, or separate, from his Christian faith? Why or why not? Which do you think was more important to him? How do you know?
* Finally, how was Eric able to glorify God through an activity that on the surface has no spiritual overtones?
Group input:
Solicit responses from the large group on reactions to some of the questions.
Gather ideas and themes recognized in the discussion groups and focus on guiding the audience toward the main objective: Eric Liddell is a living example of 1) who God wants us to become and 2) what God wants us to do.
Bullet Objective:
Put this summary section in your own words, but here is an idea you can use:
One of life's most significant questions concerns the issue of purpose: Why am I here? What is the point of my existence? If there is a God, then what does he want from me? Some answer that question from an atheistic or agnostic understanding of the universe. They disbelieve in God's existence. They would argue that macro-evolution provides a suitable answer to life's origins and that when we die, we simply pass into oblivion.
But here at Club Beyond, we believe differently. One reason is purpose. If evolution is true, then it fails to provide a substantial reason for our existence beyond a cruel bout for the survival of the fittest. In fact, the late British philosopher and atheist, Bertrand Russell, once observed: "Unless you assume a God, the question of life's purpose is meaningless." The weak are regarded as inferior and are thoughtlessly swallowed up by the strong. This leaves us with a gnawing, unresolved search for a meaningful purpose.
When I watch a movie like "Chariots of Fire" or hear about men and women like Eric Liddell, it strikes a chord with my soul. His story is inspirational. It's moving because deep down inside each of us we yearn to do something heroic, something daring and bold with our lives, and this is not merely for the sake of self. There is nothing moving about selfishness; however, when someone sacrifices self for the good of others and the glory
of God, we inwardly pump our fists with resolute affirmation: "YES, that's right! That's the way it should be!" And that's my response to Eric Liddell.
Friends, there are two things we can learn from Eric's life. First, he understood God's first purpose for his life – that God desired a personal, abiding relationship with him. God sought him even from a young age, and Eric responded to God by committing to live his life for God's purposes. Eric rightly recognized that God loved him like crazy, and in return, he loved God with all that was in him – his whole heart, soul and mind.
But Eric also understood God's second purpose for his life – that he was to glorify God in all that he put his hand to. God designed Eric to be fast. For him not to run would have been to ignore who God made him to be. When he ran, he felt God's pleasure. Notice that Eric's passion to run and desire to serve God were not separate agendas; they were one in the same. He actually served God through his athletic talents. In fact, his whole life was a living sacrifice to God.
So what does God want from us? What is his purpose for our lives? In the broadest sense, God desires all of us to repent of our sins and return the same affection for him that he has shown us. Second, he desires that we make him look great in all that we put our hands to. How do we make him look great? By how we love those around us.
Believe it or not, Jesus summarizes God's purpose for our lives in Matthew 22:37-39. Jesus is being grilled by the Pharisees and Sadducees, which are two religious groups who hated Jesus' guts. They were actually trying to trap him with carefully crafted and deceptive questions. But Jesus sees through their charade. Their final question to him in this tense scene is, " 36 Teacher, which is the greatest commandment in the Law?" 36 You see, it was commonly believed in Jesus' day that if a Jew were able to perfectly obey even one of the commandments, then that would earn him God's salvation. So the question as to which one of the 600-plus different commandments was the most important was intensely debated. Their thinking was, "Surely, a mere carpenter is not nearly as learned or bright as us trained scholars and theologians. He'll tie his own noose with this question!" Listen to Jesus reply! Without missing a beat, he answers: "'Love the Lord your God with all your heart, with all your soul, and with all your mind.' 38 This is the greatest and the most important commandment. 39 The second most important commandment is like it: 'Love your neighbor as you love yourself.' 40 The whole Law of Moses and the teachings of the prophets depend on these two commandments."
Without a moment's hesitation, Jesus perfectly summarized the whole of Old Testament Law! Amazing! And in doing so, he also carved out for us God's two primary purposes for our lives. Our love for God is shown by the quality of our love for others. Eric Liddell's life serves for us as a shining example of what that ought to look like.
Challenge:
I challenge you to take some time this evening to reflect on these questions:
* Have you fulfilled God's first purpose for your life? If not, is that something you would like for yourself?
* If you have already committed to live your life for God, then are you making him look great? In other words, by your actions and words, are you making God look attractive? Or are there things you regularly do that make God look ugly.
If you still have questions regarding what God wants for you, then please come to talk one of us. We would love to continue the conversation!
Lord, thank you for men and women like Eric Liddell who devote themselves wholeheartedly to your purposes. This evening, I pray that you would grant each of us the desire to pursue your purposes for our lives. And, by your grace and mercy, reorient all that we do in this life to reflect your glory. Help us to represent you well. Amen.
Bibliography
Warren, Rick. The Purpose Driven Life. Grand Rapids: Zondervan, 2002. | <urn:uuid:86f1d9e1-9742-4ee2-a07a-8f0f0d0addab> | CC-MAIN-2022-40 | https://thewarriorsjourney.org/wp-content/uploads/2019/06/SMALL-LARGE-GROUPS-What-Does-God-Want-From-Me-LG.pdf | 2022-10-05T03:23:19+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00493.warc.gz | 607,968,629 | 2,544 | eng_Latn | eng_Latn | 0.999023 | eng_Latn | 0.99924 | [
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Encourage a love of reading, enhance school readiness
The new Frog Street Literature Collections include a series of titles organized by developmental domain or content area to help expand literacy development in the early childhood classroom – and all at special discounted rates!
Offering a variety of book sizes and genres, the Literature Collections will help to enhance a child's love of reading and improve kindergarten readiness. The theme-based options in this program include the following:
LITERACY
The Literacy Collection includes alphabet books, cumulative tales, poems and rhymes, wordless books, and storybooks. Alphabet books build alphabet knowledge and phonological awareness including letter names and sounds. Cumulative tales encourage memory, prediction and sequencing skills.
Awareness of rhymes helps develop memory, language and reading skills. Wordless books help to develop vocabulary and language skills — and provide opportunities for writing. They foster observation and critical thinking, comprehension skills and promote creativity and imagination.
MATH
Have fun with these seven engaging math titles featuring: numbers and operations, geometry, spatial sense, patterning, AND a Building Math Skills and Concepts resource guide. This excellent resource guide features activities that guide young children through a continuum of math skills.
SCIENCE
The sixteen books in the Science Collection include topics from the areas of: earth science, life science, and physical science. The Science Collection includes nine informational books on animals. Books about animals are best-loved by young children. The Welcome to Zippity Zoo book helps children understand concepts of print, for example, a glossary.
SOCIAL STUDIES
The titles in the Social Studies Collection cover a wide-range of topics including: family, community, transportation, construction and diversity. The Social Studies Collection guides children to explore and understand the world around them. These books can also help young learners understand how a book is organized, for example, using a table of contents.
SOCIAL & EMOTIONAL
Reading appropriate stories to children can provide a meaningful way to support social and emotional skills. The titles in this collection help with: assertiveness, sharing, making good choices, kindness, helpfulness, anticipation, self-regulation, relationships, friendships and more!
PHYSICAL DEVELOPMENT
Reading books which encourage movement can benefit children in many ways, including: increasing ability to focus, strengthening muscles, improving coordination, helping regulate emotions, and enhancing language development.
The Continuum of Physical Development guide features activities that help young children develop important physical skills. Differentiated Instruction suggestions for all activities, including gross and fine motor activities are included.
MAKE BELIEVE
Reading traditional stories with children will help to: foster curiosity, boost imagination, develop a positive outlook, promote understanding of a lesson learned, enhance vocabulary, help recognize characters and setting, and provide enjoyment.
Teachers will love using the resource book, Creative Storytelling, written by well-known and bestloved early childhood storyteller, Mary Jo Huff. This book includes many suggestions and patterns for incorporating storytelling into your daily routine.
Build a rich, diverse literature library in your early childhood program with these engaging fiction and non-fiction titles!
Visit frogstreet.com or contact Frog Street to learn more and obtain special discount pricing for your early childhood program!
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Parent's Checklist for REFLUX in Infants 0-12 months old
Lifestyle and Eating Habits
It is normal for an infant to spit up multiple times a day. The spitting up in and of itself is not a problem.
Listed below are lifestyle and eating habits that can help reduce the frequency or amount that your infant spits up. Place a check mark next to the suggestions you have already tried so that you will be able to discuss other alternatives or options with your pediatrician:
Decrease the size of each feeding, but make up for it by feeding more often.
Burp more often throughout the feeding.
Put your baby in a car seat only when driving in the car.
Don’t immediately feed again if the baby spits up. Wait until the next scheduled feeding time.
Avoid tight diapers and waistbands.
Avoid exposure to tobacco smoke.
If your baby is bottle-fed, add up to one tablespoon of rice cereal for every ounce of infant formula or breast milk.
This will thicken the feeding, and because it has more calories, your baby may be satisfied with smaller volume feedings.
Your doctor may also choose to recommend trying a special formula that thickens in the stomach.
Some brands of rice cereal contain milk or soy protein to which some babies may be sensitive. If this applies to your baby, check the label on the rice cereal to see if milk or soy appear as ingredients.
Consider trying a different formula in case protein sensitivity is playing a role.
Parent's Checklist for REFLUX in Infants 0-12 months old
When spitting up causes other problems with your baby, it crosses the line into gastroesophageal reflux disease, or GERD.
Symptoms of GERD
Place a check mark next to any of the symptoms that your infant is experiencing. Sometimes these symptoms may be associated with GERD, but the symptoms can also be caused by other problems. Share this information with your pediatrician, because your description is important in helping the physician determine whether your infant has GERD. It is important to realize that because GERD symptoms come and go, your infant may not show symptoms in the pediatrician's office. Therefore, it is important to talk with your pediatrician to figure out what the symptoms indicate.
* Vomiting associated with
* Breathing problems
Blood (e.g., bright red streaks, blood clots or coffee ground appearance in stomach fluids)
Green or yellow fluid
* Crying
Arching away from breast/bottle with crying or irritability
Persistent crying
* Feeding difficulties
Feeding refusal
Poor growth or failure to thrive
Difficulty eating (e.g., choking or gagging with feeds)
Repeat bouts of pneumonia
Turning blue
Chronic coughing
Wheezing
Your pediatrician may also recommend:
A trial of a medication that decreases acid in the stomach
Referral to a pediatric gastroenterologist (specialist who cares for children with digestive
(i.e., gastrointestinal problems)
Tests to rule out other diseases or irregularities
YOUR SOURCE FOR PEDIATRIC REFLUX and GERD INFORMATION
Takeda Pharmaceuticals, Inc.
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YEAR 10/11
KS4 OCR Creative iMedia and Edexcel Functional Skills ICT
YEAR 10 /11
Creative iMedia
Creative iMedia is a hybrid of ICT and media. The qualification encourages learners to develop independence, creativity and awareness of the digital media sector. Learners will gain essential knowledge, transferable skills and tools to improve their learning in other subjects.
Examining board: OCR
Certificate 120 GLH Award 60 GLH
Topics you will learn
* Unit R081 Pre- Production skills- The purpose, uses and content of different pre-production documents (mood boards, mind maps/spider diagrams, visualisation diagrams, storyboard, scripts).
* Unit R082 Creating digital graphics – The purpose and properties of digital graphics; where and why digital graphics are used; plan and create new digital graphics using a range of editing techniques and review how well the digital graphic meets the client's requirements,
* Unit R084 Story telling with comic strips - The origins and history of multipage comic strips; identifies software that can be used to create a comic strip; create a story and narrative within the strip and produce a final comic strip.
* Unit R085 Creating Multipage websites - Where and why multimedia websites are accessed and how their appearance may differ on different devices. Plan and create new multimedia websites using a range of editing techniques.
How you will be assessed
Assessment is by coursework for three units and one external examination.
Functional Skills ICT
Functional Skills ICT gives learners the skills to operate confidently, effectively and independently in education, work and everyday life. Learners will demonstrate the ability to use ICT; find and select information; develop, present and communication information.
Examining board: Edexcel
45 GLH
Topics you will learn
* Making the most of your computer - Customise computer settings to increase their own efficiency; create files and build folder structures control to save information appropriately.
* Work with structured data - Build a data table, enter meaningful field names, work with different types of data, format data, sort data set and customise Filters (AutoFilter).
* Find and select information – Select and combine appropriate types of information from different source; select appropriate formatting tools to edit images, add features to images; combine text and images to meet requirements.
* Present information to meet requirements - Enter and format numeric data in a Spreadsheet, perform calculations using data in two or more fields and create appropriate charts and graphs.
* Use emails effectively - Compose and send emails for a purpose and audience, follow email etiquette to respect others and stay safe online.
How you will be assessed
Assessment is by a 2 hours online exam on demand | <urn:uuid:d8c73c89-09fe-4d88-b656-3b1c157c8972> | CC-MAIN-2022-40 | https://files.schudio.com/parkcampus/files/documents/KS4_Creative_iMedia_and_Functional_Skills_ICT.pdf | 2022-10-05T01:59:34+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337531.3/warc/CC-MAIN-20221005011205-20221005041205-00495.warc.gz | 279,417,483 | 542 | eng_Latn | eng_Latn | 0.991865 | eng_Latn | 0.991865 | [
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Grade Level
4-8
Length of Lesson
20 minutes
Objective
By the end of the lesson, students will be able to better analyze pictures and make thoughtful connections to them.
Materials Needed
* IAITC Calendar
* Copies of Calendar Connections student worksheet
Standards
Common Core
CCSS.ELA-Literacy.RI.4.7;
RI.5.7; RH.6-8.7; W.4.8
Calendar Connections
Lesson Summary
This is a fun lesson to help students strengthen their analysis skills. Students will use our AITC calendars to analyze images of agriculture and make connections to both facts and personal experiences.
Suggested Sequence of Events:
1. Complete the activity following the procedures:
* Pass out an IAITC calendar and the student worksheet to students.
* Have students follow the directions on their Calendar Connections student worksheet, using the calendar as their secondary source for the information.
2. Whole class discussion and reflection of activity. Pair students together and have them share their facts and discuss their connections to both the fact and the image.
3. Extension Activities:
* Have students do research on the topic of their calendar month and answer all the questions they created on the first page of their worksheet.
* Have students do research on the topic of their calendar month and present to the class.
* Have students create an ag-focused comic strip based on the topic of their calendar month.
* Have students critically think about how the ag topic of their calendar month affects their daily lives.
Student Worksheet
Calendar Connections
What is your birthday month? ________________
Open your AITC calendar to your birthday month and analyze the image. How does the image make you feel?
Now, look down at the calendar page, find your birthday, and read the fact. If your birthday falls on a Saturday or Sunday, read the Friday fact.
Did you know that fact already or is it new information?
Yes No
Do you have any past experiences relating to the fact?
Yes No
If so, explain.
If not, what does the image make you think of?
Come up with 2-3 questions that relate to that fact and write them in complete sentences.
Calendar Connections
Student Worksheet
Now that you've analyzed the fact, look back at the image. Do your feelings change about the image now that you've learned/remembered the fact? How so?
Pick another day and read the fact. How does this change the way you felt about the image?
Think of how that fact relates to you personally. What daily activities do you do that connect back to that fact?
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Cure Tooth Decay
How to Prevent & Cure Tooth Decay & Cavities Naturally in the Comfort of Your Own Home
Table of Contents
Diagnosis
```
Chapter 3: Prevention: Taking Care of Those Pearly Whites Brushing the Teeth Proper Technique Looking for the Right Toothbrush Flossing Gargling Mouthwash Eating Right Lifestyle Choices Pediatric Considerations Chapter 4: Dealing with Tooth Decay Medical Treatment Tooth Remineralization Decreasing the Amount of Phytic Acid in the Diet Home Made Mineralized Toothpaste Oil Pulling The Use of Herbs, Spices and Other Household Ingredients Salt Indian Gooseberry Nutmeg Garlic Clove Conclusion Bonus Content
```
Copyright
Copyright 2015 by Fiona Hathaway - All rights reserved.
This document is geared towards providing exact and reliable information in regards to the topic and issue covered. The publication is sold with the idea that the publisher is not required to render accounting, officially permitted, or otherwise, qualified services. If advice is necessary, legal or professional, a practiced individual in the profession should be ordered.
- From a Declaration of Principles which was accepted and approved equally by a Committee of the American Bar Association and a Committee of Publishers and Associations.
In no way is it legal to reproduce, duplicate, or transmit any part of this document in either electronic means or in printed format. Recording of this publication is strictly prohibited and any storage of this document is not allowed unless with written permission from the publisher. All rights reserved.
The information provided herein is stated to be truthful and consistent, in that any liability, in terms of inattention or otherwise, by any usage or abuse of any policies, processes, or directions contained within is the solitary and utter responsibility of the recipient reader. Under no circumstances will any legal responsibility or blame be held against the publisher for any reparation, damages, or monetary loss due to the information herein, either directly or indirectly.
Respective authors own all copyrights not held by the publisher.
The information herein is offered for informational purposes solely, and is universal as so. The presentation of the information is without contract or any type of guarantee assurance.
The trademarks that are used are without any consent, and the publication of the trademark is without permission or backing by the trademark owner. All trademarks and brands within this book are for clarifying purposes only and are the owned by the owners themselves, not affiliated with this document.
Introduction
Confidence, there is no better way of showing confidence than by standing upright with good posture and having a white, toothy grin plastered upon the face. It is a combination of both mental conditioning and pride in the physical form. However, it is hard to smile when the teeth are infested with cavities.
Around 90% of the overall population has dental cavities, and the statistics only worsen with age. It has been found that 28% of children 5 years old and below have cavities and that a greater portion (about 87%) of the adult population, namely those aged 20 to 39, suffer from this. However, saying that tooth decay comes with aging is erroneous. Poor nutrition and lack of the essential vitamins and minerals that contribute to dental health are among the major reasons behind the drastic increase in figures of tooth decay cases. The condition of the teeth gives away many secrets of an individual's lifestyle and it is therefore important to take care of them.
This eBook will address such concerns by discussing the anatomy of the tooth, followed by a detailed explanation of the causes of cavities. This is imperative in determining how one should deal with these carries. Also, this eBook will talk about proper tooth care and some affordable and effective home remedies for cavities.
Read on and discover some surprising facts about the teeth.
Chapter 1: The Anatomy of the Tooth
The teeth are some of the hardest substances in the body. They are mainly used for mastication and they also aid in speech. The average human adult should have 32 permanent teeth in total, with 28 of these erupting at 13 years old and the last 4 (the wisdom teeth) appearing at 18 years of age.
The Layers of a Tooth
The tooth has three distinct layers, namely the enamel, dentin and pulp. Cavities always affect the outermost layer first and slowly dig their way to the inner portion. The more layers that are affected, the greater the damage dealt by the decay.
Enamel
This is the outermost part of the tooth, which serves as a protection for the inner structures. It is made mostly out of a rock hard mineral called Calcium Phosphatase, which contributes to its sturdiness.
Dentin
After the enamel comes the dentin. It produces a tough mineral substance and contains numerous tubes that connect to the pulp.
Pulp
This is located at the center of the tooth. This is softer compared to the other 2 layers and serves as the living quarters of nerves and blood vessels. Damage to this area will cause pain.
The Parts of the Tooth
The tooth, though small, is made up of several parts. Each of which has a distinct function.
Crown
In terms of structure, the crown is the topmost and most visible part of the tooth. The form or shape of this part determines the function of the tooth.
Cementum
This is a connective tissue that fastens the roots of the teeth to the gums and, subsequently, to the jawbone, preventing it from falling off.
Periodontal Ligament
This is a tissue that, like the cementum, aids in keeping the teeth attached to the gums and jawbone.
Gumline
This is the area where the gums and teeth meet. There is a small groove formed at this area so, without proper brushing technique, plaque or tartar may accumulate and result to various gum and tooth disorders.
Root
This is the bottommost part of the tooth, which comprises about 2/3 of the entire structure. It is implanted into the jawbone.
Different Kinds of Teeth
All humans have a predetermined arrangement and number of teeth regarding its external structure. There are 5 types in total: incisors, canines, molars, premolars, and wisdom teeth.
Incisors
These are located at the front most part of the jaw and are shaped like a chisel. There are 8 in total, with 4 at the top and 4 at the bottom. As the name suggests, these function to cut food.
Canines
Also known as cuspids, these teeth have pointed crowns and serve as the boundary between the premolars and the incisors. There are 4 in total. Because they are sharp, they are used to tear the food the incisors cannot.
Premolars
Premolars are also known as bicuspids because they have two pointed tips (cusps) at the crown. These grow in between the canines and the molars and are mainly used to crush and/or tear food.
Molars
The crowns of these teeth are flat and are used in grinding or chewing food. There are three of these that are lined up at each side of the jaw (upper left, upper right, lower left, lower right), which equates to a total of 12.
3rd Molars a.k.a. Wisdom Teeth
These teeth are the last to erupt, often appearing by the time one turns 18 years old. In most cases, the wisdom teeth have to be taken out as they tend to congest the area where they grow and may impede the growth of the surrounding structures.
Common Non-Congenital Dental Disorders
Poor dental hygiene and inattention to malformations of the structures of the oral cavity could lead to a variety of conditions.
Dental Carries
More commonly known as cavities, these are formed when bacteria accumulate at the enamel. It evades the area and, if not addressed, will dig through the layers of the tooth and may affect adjacent teeth. These are mostly found on the molars and premolars.
Tooth Decay
Most people would erroneously interchange 'tooth decay' with or use it synonymously with 'cavities.' However, unbeknownst to most, tooth decay is a general term which encompasses all diseases of the teeth – a category where cavities fall under. If left untreated, it may lead to more serious conditions such as infection, pain and loss of the affected tooth.
Plaque
This is a thick, sticky, colorless substance formed by clumped up bacteria and their secretions. Sugar-rich foods are the main culprit for the formation of this substance. However, one can easily remove it by brushing the teeth.
Tartar
Failure to remove plaque allows the substance to merge with the surrounding minerals and form a harder substance called tartar. Unlike plaque, removing this is not possible by brushing alone. It needs professional intervention (a.k.a. a visit to the dentist).
Periodontis
'-Itis' is a suffix which refers to inflammation. This means that periodontis is the inflammation of the periodontal cavity (which includes the deeper structures of
the mouth).
Gingivitis
This is the inflammation of the gums, usually starting at the gum line. This is usually caused by the buildup of plaque and tartar at the gums. Tooth Sensitivity
Teeth are normally durable and are capable of handling hot or cold temperatures. However, once the dentin is exposed, the teeth become sensitive to the temperatures they were once able to withstand. This is called tooth sensitivity.
Chapter 2: Why We Get Cavities
The main culprit for tooth decay is bacteria, which comes in the form of plaque. This substance lives off of glucose and secretes acidic substances that corrode the teeth. Additionally, the hypothalamus and parotid glands that control the flow of fluid in the minuscule channels in the teeth, affect the growth of cavities. Now, the big question is what are the factors that increase one's susceptibility to tooth decay?
Millions of years ago, there were no dentists, dental care products, or the like. However, Dr. Melvin Page and Dr. Weston Price, two highly acclaimed dentists, have pointed out the lack of, or even the total absence of cavities in early human fossils from all over the world. As a matter of fact, their teeth should've experienced greater wear and tear due to their diet, which mainly consists of tough protein and at times, raw vegetables and fruits. This is sheer proof that teeth were built to last a lifetime. Then why do so many people (90% of the population, to be exact) suffer from tooth decay? Perhaps, it is the very diet of the early humans that has strengthened their teeth.
Modern man's diet consists mainly of starches, which are rich in glucose and a lot of processed foods jam packed with preservatives and Phytic Acid. Eating these creates a breeding ground for bacteria in the mouth. Furthermore, teeth weaken when there is an imbalance of the levels of essential minerals (phosphorus, magnesium and calcium) and fat-soluble vitamins (D, K, E and A) in the blood.
However, although the diet is a major contributor to dental health, other factors may also influence the occurrence of tooth decay:
Dental Hygiene
Poor dental hygiene or brushing technique is a definite cause of cavities, so is the inability to remove food that is stuck in between the teeth. Not visiting the dentist regularly and having teeth cleaned impedes accurate assessment of dental health.
Medical Conditions
Diabetes involves an inability of the body to regulate glucose levels. As aforementioned, glucose serves as food for bacteria and high amounts of this will increase the amount of plaque in the mouth. Also, eating disorders such as bulimia and anorexia nervosa involve the constant act of purging, which expels the acidic contents of the stomach from the body. These pass through the internal structures of the oral cavity – including the teeth. Doing so repetitively will thin out the enamel, thus causing damage to the teeth.
Additionally, since these people often suffer from dehydration, there is a deficiency on the production of saliva, which is an important element that regulates pH levels in the mouth. GERD (gastroesophageal reflux disease), which is also known as heartburn, works in a similar way to vomiting. The main difference is that only a little amount of stomach acid is refluxed into the mouth. This can still dissolve the enamel of the teeth and is also a point of concern.
Other Factors
Teething children are more vulnerable to bacterial invasion of the tooth because newly erupted teeth are initially weaker and more susceptible to damage from acid. Also, the location of the tooth influences the occurrence of tooth decay. It often affects molars and premolars (teeth at the back of the mouth) as these contain multiple grooves where food particles can accumulate.
Having a dry mouth (usually due to too little saliva) also increases the risk of acquiring cavities as saliva neutralizes pH in the mouth, washes off most sugars and food particles. This may be caused by a variety of health conditions such as xerostomia, Sjögren's syndrome, mouth breathing, aging or dehydration. Moreover, fluoride deficiency is another point of concern as fluoride protects teeth from acid produced by bacteria.
Symptoms of Tooth Decay
The initial stages of decay usually bear no obvert symptoms. These only arise when an infection or a cavity has developed. The most common of which is toothache. This is usually followed by inflammation of the gums surrounding the affected tooth, halitosis and/or a bad taste in the mouth, and tooth discoloration (e.g. brown, gray, or black spots).
Diagnosis
When any of the aforementioned symptoms occur, do see a dentist to have the problem addressed and the condition diagnosed. Upon visit, the dentist will first ask a series of questions in order for him or her to gain an accurate account of the client's dental history. Some questions include prior dental problems and routine tooth care. Then, the dentist shall assess the condition of the teeth with the use of a small mirror and a pointed tool. In some cases, the dentist will let the client have an x-ray of the teeth to visualize the presence of tooth decay more accurately.
Chapter 3: Prevention: Taking Care of Those Pearly Whites
Prevention is better than cure. Ensuring that the teeth are clean, healthy, and properly maintained does not only serve aesthetic purposes, but is also integral in communication, normal development of the surrounding structures (such as the gums and jaw), and can also raise one's self esteem. Once teeth have been damaged, they can never return to their previous state and they become more fragile. Hygiene requirements also become more demanding.
Taking care of the teeth is imperative as it prevents diseases of the gums and teeth that subsequently allow one to save money from potential reparative visits to the dentist. There is a decreased need for fillings or other additional procedures, which makes the bi-yearly dental checkup more pleasant while allowing one to spend much less time on the dentist's chair.
Tooth decay is unpleasant and often painful. Prevention of such will allow the teeth to last long and decrease the need for dentures upon reaching old age. It also improves overall health and one's hygiene (prevents halitosis). Also, it keeps the teeth nice and pearly white, which allows one to have a beautiful smile.
Basic dental hygiene involves three integral practices: daily flossing and brushing of the teeth, proper nutrition, and bi-yearly visits to the dentist.
Brushing the Teeth
Teeth should be brushed at least twice a day – once after eating the first meal of the day and once before hitting the hay as it removes plaque. Make sure that each session lasts for a minimum of 2 minutes and that all surfaces have been cleaned.
Don't brush right after eating, especially after a highly acidic meal (carbonated beverages, fruit, wine, etc.) as it may do more harm than good. Wait for at least 1 hour after a meal to allow the saliva to interact with the acid in the mouth and neutralize its pH. Also, avoid eating or drinking anything approximately 30 minutes after the teeth have been brushed at it washes out the protective action of the toothpaste.
Proper Technique
The brush must be at about a 45° angle from the gum line. Brush the teeth with gentle, circular strokes. Be sure to brush every tooth and every portion, including the inside and outside areas. Afterwards, clean the tongue with a tongue scraper.
Refrain from rinsing the oral cavity with water or mouthwash after brushing as it washes away the protective qualities of the toothpaste. Instead, spit out the excess toothpaste into the sink.
Children 7 years old and below should be supervised when brushing the teeth. Make sure that they only apply a pea sized amount and that they do not swallow the toothpaste.
Looking for the Right Toothbrush
Both the electric and manual toothbrush are equally good, it is just a matter of personal preference. In choosing a manual toothbrush, look for compact, roundended, medium or soft bristles (hard bristles are harmful). Make sure that it has a small head and there is a mixture of long and short bristle strands. For an electrical toothbrush, it is recommended to choose one with an oscillating or rotating head.
Interdental brushes are special brushes with a single tuft that can be used as an alternative for dental floss. It is effective in cleaning hard-to-reach areas. Consult the dentist for the proper type to suit individual needs.
The toothbrush should be replaced every 2-3 months as they experience wear and tear with each use – it makes them less effective in cleaning the teeth.
Looking for the Right Toothpaste
The toothpaste should be approved by American Dental Association and should contain fluoride as it prevents tooth decay. Children 7 years old and above (including adults) should use family toothpaste, which contains 1,350-1,500 ppm of fluoride. Children 6 years old and below should use toothpaste with at least 1,000 ppm.
Flossing
Flossing involves the use of a thin, sturdy string like object that is about 12-18 inches long. To use, grasp each end and insert it in the spaces between the teeth. Move with 8 – 10 back-and-forth strokes to remove the unwanted particles. It is effective in removing food particles and plaque.
Since dental floss can fit into hard-to-reach areas such as the spaces in between the teeth, it should be used in adjunct with tooth brushing as the toothbrush cannot reach these areas.
Do not use toothpicks as these can damage the gums.
Gargling Mouthwash
Mouthwash contains antibacterial properties that can kill off the harmful bacteria in the mouth, prevents gum disease, and washes out plaque. Ideally, it should contain fluoride and must be alcohol-free. Do not use this right after brushing the teeth as it can damage them. Instead, use at separate occasions, such as after meals. After gargling, do not consume anything within 30 minutes.
Eating Right
The following foods are good for the teeth: fruits, vegetables, whole grains (freshly prepared), dairy products (such as yellow butter, cheese and raw milk), unsweetened coffee, internal organs such as liver, bone marrow or bone broths, sea foods. High fiber foods stimulate saliva production and drinking tea, specifically black and green tea, as well as cranberry juice can diminish the growth of bacteria and the formation of plaque.
Stay well hydrated. Drinking water does not only wash out bacteria, but it also is a key factor in the production of saliva. It is also good for one to chew sugar-free gum after meals. It also stimulates saliva production, which is capable of decreasing acidity in the mouth; too much of which can damage the teeth.
Be sure to have a diet rich in important vitamins (A, D, E, K) and essential minerals (calcium, magnesium, phosphorus, etc.).
Lifestyle Choices
Visit the dentist once every 6 months to have the teeth cleaned. Do not smoke as tobacco and tobacco products do not only cause debilitating health problems, but can also damage the dental enamel and cause oral cancer.
Pediatric Considerations
Before a child turns 1 year old, or about 6 months after the child starts teething (whichever comes first), he or she should be brought to the dentist to have the teeth assessed for potential dental problems.
Chapter 4: Dealing with Tooth Decay
Once damage affects the teeth, it cannot be fully undone. Despite the various treatment modalities employed to heal the damaged teeth, the traces of damage cannot fully disappear. The teeth have reached a more vulnerable state and therefore need extra attention and care.
Medical Treatment
Medical intervention depends on the severity of the tooth decay. During the early stages, prior to the formation of a cavity, intervention is a simple as brushing the teeth with fluoride-rich products. However, once the bacteria dug through the enamel, the dentist may recommend one or a combination of the following:
Filling - this is the removal of the decayed portion and subsequent filling up of the hole with a special material.
Crown or cap - this is the installation of an artificial crown to replace severe, badly damaged portions of the teeth.
Root canal - it is the recommended for infected pulp. It involves the removal of the diseased portion.
Extraction - this is the removal of the entire tooth, which will then be replaced with any of the following: bridge or implant. It is recommended when there is severe, irreparable damage on the tooth.
For pain and inflammation, place ice packs onto the cheek near affected teeth or gums. Keep this on for about 10 to 15 minutes and perform constantly throughout the day. Be sure to place a dry cloth in between the cold pack and the cheek to protect the skin from extreme cold.
Tooth Remineralization
In order to be adequately nourished, one must eat the way the human body was designed to eat. To do so, three main changes must be made to the diet:
Avoid consuming processed grains, bagels, breakfast cereals, sodas, and other processed foodstuff as they can cause ebb and flow of blood sugar levels. Through the course of time, the glands responsible for monitoring these levels become tired and this may cause cavities.
Monitor sugar intake. Avoid sugar-rich foods (bacteria thrive in glucose-rich environments). If unavoidable, only eat sugar-rich foods during meals and not for snacks or alone without anything else. Natural sugars are the preferred choices, but still, consume these in moderation. Unbeknownst to most, some fruits have been genetically modified to be sweeter and bigger to meet mass production needs. Blueberries, dates, and bananas in particular contain high levels of sugar. Stevia and raw honey are healthier alternatives.
Increase consumption of Activator X – a vital component in teeth mineralization. It is found in dairy products derived from the milk of grass-eating cattle. It contains a fertility factor that sends signals to the hormonal systems of the body which, in turn, stimulate the production and growth of healthy teeth and bones. Numerous studies have found that the growth of cavities in subjects who consumed these high quality dairy products was impeded and, ultimately, halted. In fact, some have reported the growth of new teeth structures and whiter, healthier teeth. It is recommended to consume 1 tbsp. of this butter or at least 1 glass of raw milk per day.
Decreasing the Amount of Phytic Acid in the Diet
Phytic Acid is an antioxidant compound that is found abundantly in seeds, grains, beans and nuts. The problem with this substance is that it binds on to enzymes and minerals in the body (calcium, zinc, manganese and iron), which decreases the speed of their absorption. Furthermore, they also leech off the minerals found in the teeth and other bodily structures. Due to this parasitic action, the body experiences digestive problems, lacks nutrition, there is a lack of appetite, and there is formation of tooth decay.
Ancient methods of food preparation which kill off about 50-100% of the phytic acid present in food, particularly sourdough fermentation and sprouting, have been discontinued. This is why the effects of this substance are more apparent today than they were before.
As a solution, simply limit the intake of grains and avoid unfermented soy products. Also, since there are higher levels of Phytol in foods fertilized with high-phosphate materials, it is advisable to look for organic, GMO-free foods.
Home Made Mineralized Toothpaste
Buying toothpaste that has been reinforced with fluoride is a bit more costly than purchasing the regular kind. Also, since these are commercialized products, there isn't an adequate amount of fluoride incorporated into the mix. To create a homemade solution that is cheaper yet perhaps even more effective than these branded tubes, simply mix I the following ingredients: 20 drops of an essential oil (either peppermint or clove), 4 tbsp. coconut oil, 20 drops trace minerals (either magnesium or calcium powder), 1 tbsp. xylitol (an alternative to this would be 1/8 tsp. stevia), and 2 tbsp. aluminum-free baking soda.
Oil Pulling
This is an ancient method that has been used for hundreds of years that is capable of detoxifying the oral cavity and, subsequently, killing off the substances that cause tooth decay. As a matter of fact, it has also been found to alleviate headaches and cure some systematic ailments such as diabetes. This simple method requires one to gargle a tablespoon of oil (sunflower, sesame, coconut or MCT) for about 20 minutes. Afterwards, spit the oil out and quickly rinse it off with warm water or with a salt water solution to provide additional antibacterial benefits. One can then resume with regular dental care and brush the teeth.
Oil pulling should be done every day upon waking up. It is important to note that the oil spit out may appear yellowish or milky white. This is normal and should not be a cause of worry.
The Use of Herbs, Spices and Other Household Ingredients
Some household items can aid in the alleviation of the symptoms that come with tooth decay and even cure the said condition.
Salt
Salt has long been known as a powerful antibacterial, which allows it to halt the growth of bacteria and plaque, and an antiseptic, which prevents infection of wounded structures. It is also effective in easing up pain.
Dissolve 1 tsp. of salt in a glass of lukewarm water and swish the solution in the mouth for an entire minute to achieve the desired effect. Ensure that the solution passes through the affected area. Repeat this process 3 times a day, every day until tooth ache is alleviated.
One may also blend half a teaspoon of salt with mustard oil or lemon extract to create a paste-like consistency. Massage this onto the gums for a couple of minutes to kill of harmful bacteria, then immediately gargle lukewarm water afterwards. Do this twice a day, every day.
Indian Gooseberry
Also known as amla, this is an antioxidant-rich herb that can disinfect the mouth and therefore prevent infection. Moreover, since it is also rich in ascorbic acid, it is capable of promoting connective tissue growth, as well as boosting the healing process.
One could eat this herb on a daily basis. Alternatively, one could also mix ½ tsp. of dried Indian Gooseberry powder in half a glass of water and drink it daily.
Nutmeg
This delicious spice has been found by a group of researchers from Yonsei University, Korea to have anticarcinogenic properties, which can be used to prevent the appearance of tooth decay caused by carcinogenic substances in the mouth.
To use, simply mix a bit of clove oil with some grated nutmeg and apply it onto the damaged teeth. Allow it to stay for about 10 minutes prior to rinsing the mouth with lukewarm drinking water. This should be done 3-4 times in a 24hour period.
Garlic
This contains rich antibacterial properties that aid in the alleviation of the symptoms of tooth decay. It is also a potent antiseptic, which promotes teeth and gum health.
Crush about 3-4 cloves of garlic and mix it with a quarter of a teaspoon of salt to create a paste. Gently dab this onto the affected teeth and allow it to stay for about 10 minutes. Afterwards, rinse it off with mouthwash. Perform this procedure twice a day, every day until symptoms subside.
Alternatively, rubbing garlic oil or chewing on a raw clove of garlic could produce similar results.
Clove
This plant is a potent pain reliever that possesses anti-inflammatory properties that can reduce pain and swelling caused by dental carries. Additionally, it is also an antibacterial that serves to inhibit the growth of plaque and prevent further spread of the carries. Use this in moderation as it only provides temporary relief.
There are two ways to utilize this plant. The first method is to dilute 2-3 drops of its oil extract in ¼ tsp. of sesame seed oil. Then, use a cotton ball to absorb the solution and gently dab it onto the affected area. This should be done at least once a day, every day before going to bed.
The second method is chewing the raw clove whole until its oils are extracted. Then, let it stay underneath the tongue for a couple of minutes.
Conclusion
Thank you for downloading the eBook "Cure Tooth Decay: How to Prevent & Cure Tooth Decay & Cavities Naturally in the Comfort of Your Own Home."
Hopefully, it was able to successfully teach the basics of tooth decay – its causes, symptoms and the required treatments. Furthermore, the author hopes that the aforementioned home remedies and interventions proved to be both convenient and effective in dealing with dental problems.
Continue practicing good dental habits until they become a part of the routine. Remember, healthy teeth and gums are the mark of a clean and physically healthy individual.
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June 15 – June 19
Hello Families!
With this wonderful weather it is easy to forget to take a break and hydrate. It may not seem like you need water during these humid days but this is the scenario where it is most important. People need at least 1 bottle of water every hour during hot and humid days in order to stay properly hydrated.
Dehydration
Dehydration occurs when you use or lose more fluid than you take in, and your body doesn't have enough water and other fluids to carry out its normal functions.
Just the Facts
- Anyone can become dehydrated, but the condition is especially dangerous for young children and older adults.
- The most common cause of dehydration in young children is severe diarrhea and vomiting.
- Older adults naturally have a lower volume of water in their bodies, and may have conditions or take medications that increase the risk of dehydration.
- Even minor illnesses, such as infections affecting the lungs or bladder, can result in dehydration in older adults.
- Dehydration can occur in any age group if you don't drink enough water during hot weather.
- You can usually reverse mild to moderate dehydration by drinking more fluids, but severe dehydration needs immediate medical treatment.
Keep Moving
Lunges for days!!
See how long you can go through the day completing leg lunges.
Nurse Courtney
Email: email@example.com
If you have any questions please do not hesitate to contact me.
Signs and Symptoms
Infant or Young Child
Page 2 of 3
- Dry mouth and tongue
- No tears when crying
- No wet diapers for three hours
- Sunken eyes, cheeks
- Sunken soft spot on top of skull
- Listlessness or irritability
Adult
- Extreme thirst
- Less frequent urination
- Dark-colored urine
- Fatigue
- Dizziness
- Confusion
Severe Dehydration
* If dehydration isn’t alleviated it can lead to:
- Heat injuries
- Seizures
- Urinary and Kidney Issues
- Hypovolemic Shock
Prevention
*Increase water intake when:
- You or your child begin experiencing diarrhea or vomiting
- Participating in strenuous activity-hydrate before, during and after activity
- In hot or cold weather
- During illness
COVID-19 (The Coronavirus)
Where are we?
Phase 2: Part 1
Nothing new is opening this week but the number of cases are trending downwards. Hopefully we will be entering Phase 2: Part 2 soon!
What's reopened already?
*with restrictions and guidelines*
Grocery Stores
Pharmacies
Manufacturing Industries
Construction Industries
Hair Salons
Barbershops
Pet Grooming Services
Places of Worship
Laboratories
Banks
Golf Courses
Restaurants: Outdoor dining
Retail Businesses
Funeral Homes
Lodgings
Flight Schools
Driving Schools
Pools and Playgrounds
Healthy Food of the Week
Challenge your child to eat/try…
Benefits of Pineapple:
1) Low in Calories
2) High in Antioxidants
3) They are natural meat tenderizers due to their ability to break down proteins
4) Boosts Immunity
5) May Lower
Inflammation and
Oxidative Stress.
6) Eases symptoms of arthritis
7) May shorten healing times. | <urn:uuid:00e8ac7f-ee6b-41ca-b52c-f4e1e8133d06> | CC-MAIN-2020-50 | https://cabiautism.org/wp-content/uploads/2020/06/CABI-Nurse-Newsletter-6.15.2020.pdf | 2020-11-29T16:07:06+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00650.warc.gz | 231,121,805 | 699 | eng_Latn | eng_Latn | 0.984249 | eng_Latn | 0.995673 | [
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The Luminous Mysteries of the Rosary
The Life of Carlo Acutis
Yesterday in Assisi – the birthplace of St. Francis, a 15-year-old Italian teenager was Beatified. His name is Carlo Acutis.
Carlo was born May 3, 1991 and died October 12 (Monday) 2006. He died a few weeks after being diagnosed with Leukemia. Carlo had a wonderful devotion to the Eucharist and loved our Blessed Mother. His praying of the Rosary brought his parents back to church. Carlo fell in love with the Rosary at age 7. So this rosary is dedicated to the inspiring life of Blessed Carlo Acutis.
First Mystery: Baptism of Jesus
During this decade, we recall the baptism of Jesus by his cousin John. This was the beginning of Jesus' Public Ministry.
Blessed Carlo's Public Ministry started at a very young age when he started to pray for the return of his parents to church.
During this decade, we pray that many children will be moved to pray for their parents who are disconnected from church.
Second Mystery: The Wedding Feast of Cana
The Wedding Feast of Cana was the first miracle Jesus worked. For someone to be beatified which is one-step from canonization, one miracle is needed. The miracle received as a result of prayers to Venerable Carlo was the healing of a gravely ill young boy in Brazil.
.
During this decade, let us pray that many teenagers will be led to Jesus as a result of learning about the life of Carlo
Third Mystery. The Proclamation of the Kingdom of God and the call to conversion
This decade refers to living our lives according to the values of Jesus. Carlo constantly championed other students at school and would defend them against bullies. He cared deeply for others, often welcoming them into the fold of his own family.
During this decade let us pray that we like Carlo, will always stand up for all who are being put down.
Fourth Mystery: The Transfiguration
Carlo once said 'Always be united with Jesus,- that is my life's programme'. Let us pray now that we too may have that same desire to be united with Jesus.
Fifth Mystery: The Institution of the Eucharist
Carlo received his first communion at age 7 and after that received communion at every chance, he could get. He begged his parents to take him to daily Mass. He built a website chronicling all Eucharistic miracles he could find.
During this decade, let us pray that all of us may grow in our love for the Eucharist. Let us pray that we will do all we can to spread the word about Blessed Carlo Acutis. | <urn:uuid:7bf5347a-503b-419a-bab1-a582e9b4dc77> | CC-MAIN-2020-50 | https://uploads.weconnect.com/mce/f90a34bcd66e597a5d391005bf1e14a7c70f1d2c/Liturgy/The%20Luminous%20Mysteries%20of%20the%20Rosary%20OCTOBER%2011%20%202020.pdf | 2020-11-29T17:37:11+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00650.warc.gz | 540,039,553 | 559 | eng_Latn | eng_Latn | 0.999116 | eng_Latn | 0.999116 | [
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* • • • • • • •
* • •
Online Work to Support the Booklets
Remember, Mr Cottrill is very happy to help. Please email!
firstname.lastname@example.org
Week 1: Week beginning 18 th May
Additional Science Work
Mercia School
May 2020
* Answer knowledge questions in full sentences
* Check answers (using answers page) and correct using green pen.
Lesson 4
* Read the information in the booklet and answer knowledge questions in full sentences
* Check answers (using answers page) and correct using green pen.
* Complete the Friday Quiz:
https://forms.gle/N8MiJ8za6BzvtKQz5
Lesson 3:
* Read information in the booklet
* When you get to the videos, click on this link: https://www.bbc.co.uk/bitesize/topics/zw982hv/articles/z8mmb82
* Answer knowledge questions in full sentences
* Check answers (using answers page) and correct using green pen.
* Make notes on the documentary, pause regularly and use the remaining time in this lesson and next lesson to make your notes (open in chrome) https://www.dailymotion.com/video/x60naop
Lesson 4:
* Continue to watch documentary and make notes, pausing as you go.
* Complete the Friday Quiz:
https://forms.gle/EUrFSDbWdsvQfUER7
Week 2: Week beginning 25 th May (Half term – have a break!)
Week 3: Week beginning 01 st June
| | Year 7 | Year 8 |
|---|---|---|
| Lesson 1 • Read the booklet • Watch the reaction of the alkali metals with water https://www.youtube.com/watch?v=JAPWCJEo9Iw • As you watch the video fill in the results table. • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. • As an extension, go to https://www.bbc.co.uk/bitesize/guides/z3773k7/revision/2 • Make notes on the video • Use this to explain why reactivity increases down group • Complete the quiz on BBC Bitesize. Lesson 2 • Read the booklet • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. • Then memorise the names and symbols of the metals in the reactivity series in order. Do this by doing look, cover, write, check. When you think you have learnt them ask someone to quiz you. Lesson 3 • Read the booklet • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. | | |
* You can watch a video of the reaction mentioned in the booklet here: https://www.youtube.com/watch?v=KmhD8BmEFIo
Lesson 4
* Watch the videos of the displacement reaction experiment: (you will need to watch both videos to know the result):
https://www.youtube.com/watch?v=-QhDuVtS35E https://www.youtube.com/watch?v=7Pm5-ox6YGM
The metals used in the second video are the same, however the some of the metal solutions used are different e.g. magnesium sulfate (MgSO4) rather than magnesium nitrate (Mg(NO3)2). This does not affect the experiment at all as the metals in the solutions are still the same, in this case magnesium.
* Fill in the results table below by writing 'displacement' or 'no displacement' in each of the boxes.
* Answer knowledge questions in full sentences
* Check answers (using answers page) and correct using green pen.
* Complete the Friday quiz:
https://forms.gle/XCg1w83h7mySkj4N9
* Watch the videos:
https://www.youtube.com/watch?v=CVsdXKO9xlk https://www.youtube.com/watch?v=0Anh9HthWgQ https://www.youtube.com/watch?v=BL2MtP7j-xk https://www.youtube.com/watch?v=TsQL-sXZOLc
* Answer knowledge questions in full sentences
* Check answers (using answers page) and correct using green pen.
Week 4: Week beginning 08 th June
| | Year 7 | Year 8 |
|---|---|---|
| Lesson 1 Try to answer the questions from memory first but use the booklet to help you if you need it. • Complete the deliberate practice questions • Check answers (using answers page) and correct using green pen. Lesson 2 Try to answer the questions from memory first but use the booklet to help you if you need it. • Complete the deliberate practice questions • Check answers (using answers page) and correct using green pen. Lesson 3 • Read the booklet and answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. Lesson 4 • Read the booklet • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. • Complete the Friday quiz: https://forms.gle/SG9uAeh11DY1bBV28 | | |
Week 5: Week beginning 15 th June
| | Year 7 | | Year 8 |
|---|---|---|---|
| Lesson 1 • Read the booklet and answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. • There are also instructions in the back of the booklet for making and testing your own indicator. We would love to see a picture of your experiment if you give it a try, send them to Mr Cottrill at email@example.com Lesson 2 • Read the booklet • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. • Watch a video demonstration of neutralisation here: https://www.youtube.com/watch?v=5HpcEaQI40U Lesson 3 • Read the booklet • Answer knowledge questions in full sentences • Check answers (using answers page) and correct using green pen. Lesson 4 • Complete the BIG QUIZ of 100 questions, this will test your knowledge of the entire unit: https://forms.gle/t1eyw3ofGJrLs4TLA | | Lesson 1 • Read the booklet • Watch the videos https://www.youtube.com/watch?v=CsKuHp4bPkQ Warning – The video below contains a dissection of a horse eye https://www.youtube.com/watch?v=kFzGvlFAp_w • Annotate the eye diagram in your booklet • Check your answers and mark with green pen. • Self-test the eye parts and functions. Lesson 2 • Watch the video clip: https://www.bbc.co.uk/bitesize/guides/z8d2mp3/revision/3 • Read the booklet • Answer knowledge questions • Check your answers and mark with green pen. • Watch this interesting hearing video and test yourself: https://www.youtube.com/watch?v=_SHFwmPQ_rQ Lesson 3 • Watch the video clip at: https://www.bbc.co.uk/bitesize/guides/zt7srwx/revision/1 • Answer knowledge question • Check your answer and mark with green pen. Lesson 4 • Complete the BIG QUIZ of 100 questions, this will test your knowledge of the entire unit: https://forms.gle/wtywTp57WbDJxKZx8 | |
Week 6: 22 nd June
| | Year 7 | Year 8 |
|---|---|---|
| Extension • Watch this short documentary on acid rain and make notes: https://www.youtube.com/watch?v=5cqCvcX7buo • Turn this into a piece of extended writing about what acid rain is and what causes it | | |
Week 7: 29 th June
| | Year 7 | | Year 8 |
|---|---|---|---|
| • Make your own knowledge organiser for this unit of work • Have a go on the sporcle quizzes • Self-test yourself on the contents of the unit • Email you work to Mr Cottrill to have it checked or get feedback on how to make it even better. firstname.lastname@example.org | | • Make your own knowledge organiser for this unit of work • Have a go on the sporcle quizzes • Self-test yourself on the contents of the unit • Email you work to Mr Cottrill to have it checked or get feedback on how to make it even better. email@example.com | |
Year 7 Booklet Answers
BOOKLET 2 YEAR 7 – CHECK YOUR WORK! GREEN PEN YOUR RESPONSES.
Week 1: w/b 18 th May
Lesson 1: Metals and Non-metals
1. All metals are good conductors of electricity and heat, lustrous (shiny), ductile, malleable and sonorous.
2. The properties of non-metals are generally the opposite of metals. Where metals are usually solid at room temperature and lustrous, non-metals are usually liquids or gases at room temperature and are dull. Non-metals are poor conductors of heat and electricity and brittle, unlike metals.
3. Plastic is used as a coating for copper in electrical wiring because unlike copper it does not conduct electricity. The plastic around the copper wire stops electricity being conducted to any person or object which touches the wire which would be dangerous.
4. Mercury is a liquid at room temperature. This shows that the intermolecular forces between particles of mercury are weaker than in other metals. At room temperature the intermolecular forces in mercury are too weak to hold the particles together, allowing particles to move freely and flow.
5.
a. The property of metal most useful for making a barbecue is that metal is a good conductor of heat. The metal conducts the thermal energy of the hot coals, which cooks the food.
b. The properties of metal most useful for making water pipes is that metal is malleable and so can be shaped into hollow pipes. Metal is also strong which means that it can withstand the force of being knocked without the pipe breaking.
c. The properties of metal most useful for making a cymbal for a drum kit is that metal is sonorous and so rings when it is hit.
d. The properties of metal most useful for making a car is that metal is malleable and so can be hammered and bent into shape.
Lesson 2: Chemical Reactions
1. A chemical change is when new products are made.
2. The signs that a chemical reaction has taken place are that bubbles of gas are given off, there is a change in temperature, a colour change, or a solid is formed.
3. Freezing water is not a chemical reaction because it does not produce any new substance. The water particles undergo a change of state when their internal energy decreases. This is reversible and increasing the temperature changes the water from a solid back into a liquid.
4. A reactant is a chemical which goes into a reaction.
5. A product is a chemical which is made in a reaction.
6. The reactants in the reaction Methane + Oxygen → Carbon Dioxide + Water are methane and oxygen. The products are carbon dioxide and water.
7. Aluminium + Oxygen → Aluminium oxide
8. Sulfur is a dull, yellow solid and iron is a lustrous, silvery metal solid before the reaction.
9. Heat is needed to start the reaction between iron and sulfur.
10. A chemical reaction has taken place because the appearance of the reactants has changed. The two reactants have formed one new solid product which is a different colour to the reactants.
11. The product of the reaction is a dull black solid whereas the reactants were a dull yellow solid and a lustrous slivery solid. The product of the reaction is also magnetic whereas sulfur was not.
12.
Lesson 3: Metals and Acids
1. When magnesium and hydrochloric acid are added to a test tube bubbles of gas are produced and the temperature of the mixture increases, these are signs that a chemical reaction is taking place.
2. The test for hydrogen gas is called the squeaky pop test. Hydrogen gas is collected in a test tube and ignited using a lit splint. If hydrogen gas is present a squeaky pop sound will be heard.
3. The reactants in the reaction are magnesium and hydrochloric acid, because they are written to the left of the arrow. In this reaction they will react and be used up.
4. The products in the reaction are magnesium chloride and hydrogen, because they are written to the right of the arrow. They will not be present at the start of the reaction but will be made during the reaction.
5. The reactant in the reaction is sodium hydrogen carbonate, because it is written to the left of the arrow. In this reaction they will react and be used up.
6. The products in the reaction are sodium carbonate, carbon dioxide and water because they are written to the right of the arrow. They will not be present at the start of the reaction but will be made during the reaction.
7. Hydrogen is formed in the reaction between nitric acid and zinc metal as nitric acid contains hydrogen atoms. When nitric acid reacts with zinc, the zinc atom replaces the hydrogen atoms in nitric acid to form zinc nitrate. The hydrogen atoms which remain form hydrogen gas.
Lesson 4: Alkali Metals + Quiz
1. The Alkali Metals are called alkali because they react with water to form alkaline compounds.
2. The Alkali metals are found in group 1 of the periodic table.
3. The Alkali Metals react with water to form metal hydroxides.
4. Alkali metals react with water to form hydrogen gas, the squeaky pop test is used to test for the presence of hydrogen.
5. Sodium hydroxide and hydrogen are produced when sodium reacts with water.
Week 2: w/b 25 th May – Have a break
Week 3: w/b 1 st June
Lesson 1: Reactivity of Alkali Metals
1. Reactivity increases down group 1.
2. The Alkali Metals are stored under oil as they react with oxygen in the air which causes them to tarnish. Storing them under oil also prevents them from reacting with water, as some alkali metals react vigorously with water.
```
3. Lithium + Water → Lithium Hydroxide + Hydrogen Sodium + Water → Sodium Hydroxide + Hydrogen Potassium + Water → Potassium Hydroxide + Hydrogen Rubidium + Water → Rubidium Hydroxide + Hydrogen Caesium + Water → Caesium Hydroxide + Hydrogen Francium + Water → Francium Hydroxide + Hydrogen
```
Lesson 2: The Reactivity Series
1. The order of the reactivity series is; K, Na, Li, Ca, Mg, Al, C, Zn, Fe, Pb, H, Cu, Ag, Au, Pt.
2. The most reactive metal in the reactivity series is potassium.
3. The least reactive metal in the reactivity series is platinum.
4. Lithium would be a poor choice of metal for making water pipes as lithium is high on the reactivity series and so easily reacts with water to form lithium hydroxide and hydrogen.
Lesson 3: Displacement Reactions
1. The signs that a chemical reaction has taken place are that bubbles of gas are given off, there is a change in temperature, a colour change, or a solid is formed.
2. The rule of displacement is that a more reactive element displaces a less reactive element from its compound.
3. Magnesium and iron are both more reactive than copper as they both displace copper from copper sulfate. However, magnesium is more reactive than iron as it displaces copper from copper sulfate more quickly.
Lesson 4: Displacement Investigation + Quiz
| | Mg(NO ) 3 2 | CuSO 4 | Zn(NO ) 3 2 |
|---|---|---|---|
| Mg | | Displacement | Displacement |
| Cu | No displacement | | No displacement |
| Zn | No displacement | Displacement | Displacement |
|---|---|---|---|
1. Iron is more reactive than copper because iron can displace copper from its compound, but copper cannot displace iron from its compound.
2. Magnesium is more reactive than copper because magnesium can displace copper from its compound, but copper cannot displace magnesium from its compound.
3. Zinc is more reactive than iron because zinc can displace iron from its compound, but iron cannot displace zinc from its compound.
4. The order of reactivity of the metals tested from most to least reactive is; magnesium, zinc, iron, copper.
5. Magnesium is the most reactive of the four metals because it can displace all of the other metals from their compounds, copper is the least reactive because it cannot displace any of the other metals from their compounds. Zinc is more reactive than iron because zinc can displace iron from its compounds and so is the second most reactive of the metals.
6. If aluminium were placed into magnesium nitrate solution the aluminium will not displace magnesium as it is less reactive.
7. If magnesium metal were placed into aluminium sulfate solution, there would be no chemical reaction as magnesium is less reactive than aluminium and so is unable to displace it from a compound.
8. Zinc + Iron Sulfate → Zinc Sulfate + Iron
9. Lead + Iron Sulfate → Lead + Iron Sulfate
10. No hydrogen is produced when hydrochloric acid is added to copper because copper is an unreactive metal and so does not react with hydrochloric acid.
11. Displacement of metals using metal salts is used in extraction of metals.
Week 4: w/b 8 th June
Lesson 1: Reactivity Deliberate Practice
1. The alkali metals are found in group 1 of the periodic table. They are all soft metals which are lustrous when cut. They appear dull before they are cut as the surface of the metal reacts with oxygen in the air.
All the alkali metals react vigorously with water to form alkaline compounds called metal hydroxides, and hydrogen.
Lithium (Li) – fizzes steadily on surface of water, slowly becomes smaller until it disappears.
Sodium (Na) – melts to form a ball, fizzes rapidly, quickly become smaller until it disappears.
Potassium (K) – quickly melts to form a ball, burns violently with sparks and a lilac flame, disappears rapidly with a small explosion.
Lithium + Water→Lithium Hydroxide + Hydrogen
2
Li + H O → LiOH + H
2
Sodium + Water → Sodium Hydroxide + Hydrogen
2.
```
Na + H2O → NaOH + H2 Potassium + Water → Potassium Hydroxide + Hydrogen K + H2O → KOH + H2
```
3. Reactivity increases down group 1 of the periodic table. This is because all the group 1 elements have one electron in their outer shell, which is given away when the metal reacts with water. This outer electron is negatively charged and so attracted to the positively charged protons in the nucleus of the atom. The number of shells of electrons increases down the group as the atoms get bigger, and so the distance between the outer electron and the nucleus increases. This means that the strength of the attraction between the outer electron and the nucleus decreases down the group and the outer electron is more easily lost, increasing reactivity.
4. The group 1 elements are called the Alkali Metals because they react with water to form alkaline compounds called metal hydroxides, such as lithium hydroxide. Metal hydroxides dissolve in water to give a pH greater than 7. This reaction also produces hydrogen gas which will produce a squeaky pop sound if ignited.
Lesson 2: Displacement Deliberate Practice
1. The order of the reactivity series is; K, Na, Li, Ca, Mg, Al, C, Zn, Fe, Pb, H, Cu, Ag, Au, Pt.
2. The reactivity series shows metals in order of their reactivity and shows which metals a metal will be able to displace.
3. A more reactive metal will be able to displace a less reactive metal from its compound e.g. Magnesium + Zinc Sulfate → Magnesium Sulfate + Zinc.
4.
| Chemical | Symbol / formulae | Chemical |
|---|---|---|
| Iron | Fe | Sodium chloride |
| Sulfur | S | Calcium |
| Oxygen | O | Hydrogen |
| Sulfate | SO 4 | Lithium |
| Magnesium | Mg | Copper sulfate |
| Zinc | Zn | Magnesium sulfate |
| Copper | Cu | Zinc sulfate |
| Potassium | K | Iron sulfate |
| Sodium | Na | Aluminium sulfate |
5.
a. Copper + Copper sulfate → No reaction Cu + CuSO4 → No reaction b. Zinc + Copper sulfate → Zinc Sulfate + Copper Zn + CuSO4 → ZnSO4 + Cu c. Magnesium + Zinc sulfate → Magnesium Sulfate + Zinc Mg + ZnSO4 → MgSO4 + Zn d. Iron + Magnesium sulfate → No reaction Fe + MgSO4 → No reaction e. Magnesium + Iron sulfate → Magnesium sulfate + Iron Mg + FeSO4 → MgSO4 + Fe f. Potassium + Aluminium sulfate → Potassium sulfate + Aluminium K + AlSO4 → Al2(SO4)3 → K2SO4
Lesson 3: Acids
1. Some examples of common acids are citric acid, found in fruits such as lemons and oranges, ethanoic acid found in vinegar, carbonic acid found in fizzy drinks, and tannic acid found in tea.
2. Sulfuric acid and nitric acid are used to make fertilisers.
3. All acids contain hydrogen atoms.
4. All acids release hydrogen ions.
5. A substance which contains oxygen, sulfur and hydrogen and has a sour taste could be an acid because all acids contain the element hydrogen, and some have a sour taste. This substance could be sulfuric acid based on the elements it contains.
Lesson 4: Alkalis + Quiz
1. Bleach, oven cleaner, disinfectant and washing powder contain alkalis.
2. One basic substance which are safe to put in your mouth is baking powder. Basic substances which are not safe to put in your mouth are bleach, oven cleaner, disinfectant, washing powder and soap.
3. If there were no alkalis you would find it harder to clean your body, hair, house and clothes. You would also struggle to make a cake rise as baking powder is a basic ingredient.
4. All alkalis contain the elements hydrogen and oxygen and release hydroxide (OH - ) ions.
Week 5: w/b 15 th June
Lesson 1: Indicators
1. An indicator changes colour based on pH.
2. Red litmus paper does not change in acid but turns blue in an alkaline solution. Blue litmus paper does not change in an alkali but turns red in an acidic solution.
3. If universal indicator is added to a liquid and changes to yellow, the liquid has a pH of 4.
4. As pH number decreases, the strength of an acid increases.
5. As pH number decreases, the strength of an alkali decreases.
Lesson 2: Neutralisation
1. Neutralisation occurs when an acid and an alkali react together to form a salt and water. This produces a solution with a pH of 7.
2. The products of a neutralisation reaction are a salt and water. The name of the salt depends on the acid and alkali which area reacted together.
3. The pH of an acidic solution increases when an alkali is added. This is because the alkali will neutralise some of the acid, producing water which has a pH of 7. As more alkali is added more of the acid will be neutralised and the pH will get closer to 7.
4. As the solution changed from a strong alkali to neutral the colour of the indicator changed from purple to blue to green.
5. If more acid is added to an alkali after the neutral point is reached the pH of the solution will decrease as it becomes more acidic. Universal indicator will turn from green to yellow.
Lesson 3: Neutralisation – Part 2
1. The general equation for neutralisation is Acid + Alkali → Salt + Water
2.
a. Water is always produced in neutralisation.
b. A salt is always produced in neutralisation but the name of the sat will depend on the name of the acid and alkali which are reacted together.
3.
a. Hydrochloric Acid + Sodium Hydroxide → Water + Sodium Chloride
b. Hydrochloric + Magnesium → Water + Magnesium Acid Hydroxide Chloride
c. Sulfuric Acid + Sodium Hydroxide → Water + Sodium Sulfate
d. Sulfuric Acid + Magnesium Hydroxide → Water + Magnesium Sulfate
e. Phosphoric + Potassium → Water + Potassium Acid Hydroxide Phosphate
f. Calcium Hydroxide + Nitric Acid → Water + Calcium Nitrate
g. Barium Hydroxide + Ethanoic Acid → Water + Barium Ethanoate
Lesson 4: Acids and Alkalis Deliberate Practice + Quiz
1. All acids contain hydrogen atoms.
2. All acids release hydrogen ions (H + )
3. Some examples of common acids are citric acid, found in fruits such as lemons and oranges, ethanoic acid found in vinegar, carbonic acid found in fizzy drinks, and tannic acid found in tea.
4. Acids have a pH between 1 and 7.
5. All alkalis contain the elements oxygen and hydrogen.
Additional Science Work Mercia School May 2020
6. All alkalis release hydroxide ions (OH - )
7. Bases take in H + ions. All alkalis are bases which can take in H + ions and dissolve in water.
8. Alkalis found in the home include baking powder, bleach, oven cleaner, disinfectant, washing powder and soap.
9. Alkalis have a pH between 7 and 14.
10. Red litmus paper does not change in acid but turns blue in an alkaline solution. Blue litmus paper does not change in an alkali but turns red in an acidic solution.
11. Universal indicator changes colour depending on the pH of a substance e.g. it is red at pH 1, green at pH 7 and purple at pH 14.
12. An advantage of using universal indicator to test pH rather than litmus paper is that litmus paper can only tell you if a substance is an acid or an alkali, whereas universal indicator can tell you the pH of a substance.
13. Neutralisation occurs when an acid and alkali react together to produce salt and water. If a substance is completely neutralised it will have a pH of 7.
14. Acid + Alkali → Salt + Water
15. Hydrochloric acid + Sodium hydroxide → Water + Sodium chloride HCl + NaOH → H2O + NaCl
16. Universal indicator could be used to show that neutralisation occurs when an acid and an alkali are added together as when universal indicator is added to the acid and alkali, they will turn red and purple respectively. If the alkali is gradually added to the acid the universal indicator will turn from red to yellow to green, showing that the pH of the solution is now neutral.
Year 8 Booklet Answers
BOOKLET 2 YEAR 8 – CHECK YOUR WORK! GREEN PEN YOUR RESPONSES.
Week 1: w/b 18 th May
Lesson 1: Colour
Knowledge Questions
1. What is it that determines colour?
The frequency/wavelength of the light
2. Visible light is one part of what spectrum?
The electromagnetic spectrum
3. Which colour has the lowest frequency?
Red
4. Which colour has the highest frequency?
Blue
5. Which 3 colours of light are needed to make up all other colours?
Red, green and blue
6. What is the collective name for the three colours of light that make up all colours?
The primary colours
7. What rains down from the sun?
White light
8. Why do you get rainbows?
The suns white light is split into its different colours. Different colours of light are reflected at different angles from raindrops.
9. Which colours can our eyes detect?
Red, green and blue
10. How would you make yellow light?
Mix red and green light
11. How would you make white light?
Mix all colours of light
Lesson 2: Light waves
Knowledge Questions
1. Do light waves need to travel through particles?
No
Additional Science Work
Mercia School
May 2020
2. What is faster? Light or sound?
Light
3. How does light travel?
As an electromagnetic wave
4. Can light travel though a vacuum?
Yes
5. How can you detect light?
With our eyes or with cameras
6. Which substances cause light to change direction?
Glass and water
7. How fast does light travel?
300 million metres per second
8. What is the SI unit of speed?
Metres per second (m/s)
Extension Question
9. What is the conversion from m/s to km/h to miles per hour? Use 1 m/s to help you.
Multiply by 3.6
Lesson 3: Sound waves
Knowledge Questions
1. What affects how sounds sound?
The size of the vibrations affects
2. How do sound diffusers work?
It reflects the sound in different directions away from the listener
3. Why do you hear a drum when it is hit?
When you bang a drum its skin vibrates. The harder you bang, the bigger the vibrations. The vibrating drum skin causes nearby air particles to vibrate, which in turn causes other nearby air particles to vibrate. These vibrating particles make up a sound wave.
4. How does sound travel?
Sound travels as a wave
5. How fast does sound travel?
343 m/s
6. How do we detect sounds?
Sounds cause our ear drum to vibrate
Additional Science Work
Mercia School
May 2020
7. What do hard surfaces do to sounds?
Hard surfaces reflect sound well
8. What do soft surfaces do to sounds?
Soft surfaces absorb sounds
Lesson 4:
Sound documentary + Quiz n/a
Week 2: w/b 25 th May – Have a break
Week 3: w/b 1 st June
Lesson 1: Describing sound waves
Knowledge Questions
1. What are the two types of sound?
High pitch and low pitch
2. How do loudspeakers work?
Loudspeakers push on the air next to it repeatedly. This causes the air to push on the air next to it and so the pulse travels away from the speaker.
3. How fast does sound travel?
343m/s
4. What are the two types of wave?
Transverse and longitudinal waves
5. What is frequency?
The number of vibrations, also known as oscillations, per second
6. What is the unit of frequency?
Hertz, Hz
7. What frequency can human hearing detect?
20Hz – 20,000Hz
8. What is the name for a device that takes a sound and represents it as a wave?
An oscilloscope
9. What happens to a speaker as frequency increases?
The speaker moves in and out more times per second
10. What is pitch?
Pitch is the frequency of sound
11. What is the relationship between pitch and frequency?
A high pitch sound has a high frequency
12. What is wavelength?
One wavelength is the distance between one peak or trough of a wave.
13. What is amplitude?
Amplitude is the size or height of an oscillation
14. What does a higher amplitude mean?
A higher amplitude wave has a louder sound
15. Annotate the wave below to identify the following:
Wavelength / Amplitude / Volume / Frequency (frequency is not necessary here)
One wavelength
Amplitude
Volume
Lesson 2: Different sounds
Knowledge Questions
1. From the diagram above, describe in words what is meant by:
a) Amplitude
The distance from the maximum disturbance to the undisturbed position
b) A crest
A crest is the highest point of a wave
c) A trough
A trough is the lowest point of a wave
d) Wavelength
One wavelength is the distance between a trough and the next trough on a wave
2. What would a louder sound look like on the diagram? Use the term amplitude in your answer.
A louder sound would have a larger amplitude
3. What would a high pitch sound look like? – Use the key words from the diagram to describe this.
A high pitch sound has a large frequency. This means it has a short wavelength
4. What is a longitudinal wave?
In a longitudinal wave the oscillations are in the same direction as the direction the wave energy is traveling.
5. When particles are close together how is it described?
High density
6. When particles are far apart how are they described?
Low density
7. How are particles moved?
Particles are moved by being hit by particles next to them
8. What is a transverse wave?
In a transverse wave the oscillations are perpendicular (at a right angle to) the direction of travel of energy
9. What are transverse waves used to show?
Transverse waves represent sound waves on an oscilloscope even though they are longitudinal waves. Light waves are transverse waves.
Lesson 3: Wave behaviour
Knowledge Questions
1. What are the two types of waves?
Transverse and longitudinal
2. What are the typical wave behaviours?
Transmission, reflection, refraction, diffraction, absorption, scattering
3. What is reflection?
Reflection is when waves bounce off a surface
4. What type of surfaces reflect sound?
Hard, flat surfaces
5. What type of surface reflects light?
Smooth surfaces like glass or polished metal
6. What does white light contain?
All the colours of light
7. What determines the colour of light?
The wavelength/frequency of the light
8. What do white objects reflect?
All colours of light
9. What do black objects reflect?
They do not reflect any light
Additional Science Work
Mercia School
May 2020
10. What do red objects reflect?
Red light
11. What do green objects absorb?
All the colours except green
12. What type of objects absorb sound?
Carpets, furniture and curtains
13. How does the substance a wave travels through affect its speed?
Its density affects its speed
14. What is the term for when light is slowed down?
Refraction
15. What is diffraction?
The spreading of a wave after it passes through a gap
16. What is scattering?
When waves depart from the expected path and spread out in different directions
17. What determines how a wave behaves?
The material they hit
Extension Question
18. Why is the sky blue?
The white light from the sun hits air molecules. The blue light scatters out in all directions much more than other colours, so this is the colour of light which hits our eyes when we look at the sky.
Lesson 4: Quiz & Re-cap
Knowledge Questions
1. What is it that determines colour?
The wavelength/frequency of light
2. Visible light is one part of what spectrum?
The electro-magnetic spectrum
3. Which colour has the lowest frequency?
Red light
4. Which colour has the highest frequency?
Blue light
5. Which 3 colours of light are needed to make up all other colours?
Red, green and blue
6. What is the collective name for the three colours of light that make up all colours?
Additional Science Work
Mercia School
May 2020
The primary colours
7. What rains down from the sun?
White light, which contains all the colours of light
8. How would you make white light?
To make a light which appear white you would mix green, blue and red light
9. What is faster? Light or sound?
Light
10. How does light travel?
Light travels as a wave
11. Can light travel though a vacuum?
Yes. (Space is a vacuum so we know this must be true!)
12. How can you detect light?
With our eyes or with an instrument like a camera
13. Which substances cause light to change direction?
Hard, flat surfaces cause reflection
14. How fast does light travel?
300 millions m/s
15. What is the SI unit of speed?
Meters per second, m/s
16. What affects how sounds sound?
The frequency and amplitude of the sound wave
17. Why do you hear a drum when it is hit?
When you bang a drum its skin vibrates. The harder you bang, the bigger the vibrations. The vibrating drum skin causes nearby air particles to vibrate, which in turn causes other nearby air particles to vibrate. These vibrating particles make up a sound wave.
18. What do hard surfaces do to sounds?
Reflect it
19. What do soft surfaces do to sounds?
Absorb it
20. What are the two types of sound?
High pitch and low pitch
21. How do loudspeakers work?
Loudspeakers push on the air next to it repeatedly. This causes the air to push on the air next to it and so the pulse travels away from the speaker.
Additional Science Work
Mercia School
May 2020
Sound waves on an oscilloscope
Week 4: w/b 8 th June
Lesson 1: Reflection
1. Copy the image from the previous page into you exercise book.
2. How are rays drawn on a ray diagram?
With a straight line and an arrowhead pointing in the direction that the light travels
3. What are the names of the two types of ray?
Incident and reflected rays
4. What does a hatched line on a ray diagram represent?
A mirror
5. What is meant by the normal on a ray diagram?
90° to the surface of the mirror
6. What is the relationship between the angle of incidence and the angle of reflection?
The law of reflection states that the angle of incidence equals the angle of reflection
7. What happens if light hits a mirror at the normal?
If a light ray travelling along the normal hits a mirror, it is reflected straight back the way it came
8. What is the name for reflection from a flat surface?
Specular reflection
9. What type of reflection causes scattering?
Diffuse reflection
10. Describe how an image appears when it is reflected in a plain mirror.
It appears to be behind the mirror, is the right way up and is 'laterally inverted' (letters and words look as if they have been written backwards. The letters on the front of an ambulance are written so they can be read from a car rear view mirror).
11. What is the law of reflection?
Angle of incidence = angle of reflection
Lesson 2: Refraction
Knowledge Questions
1. Copy out the diagram above neatly into your exercise book.
2. What is refraction?
Refraction is when light changes speed at the boundary between two substances causing t to change direction
3. How does the angle of incidence determine whether refraction happens?
If there is a small angle of incidence there will be very little refraction but if there is a large angle of incidence there will be a lot of refraction.
Lesson 3: Refraction & Re-cap
Knowledge Questions
1. What happens in refraction?
In refraction light changes speed at a boundary causing it to change direction
2. When does the light bend toward the normal?
When it slows down
3. When does the light refract away from the normal?
When it speeds up
4. Why doesn't the angle of incidence and refraction equal each other?
The light changes direction
5. When doesn't refraction happen when light passes into different substances?
When the density of the substances is the same
6. What is meant by refractive index?
It determines the speed that light travels through the substance
7. Complete the diagram below by drawing on the reflected ray and stating the angle of reflection.
8. If the angle of incidence of a ray is 45° travelling through air into a glass rectangle, would the angle of refraction increase or decrease?
The angle of refraction will be less than 45 degrees
9. When the same light ray passes through the rectangle back into the air, what angle would it be at?
45° because it will bend back when it speeds up as it leaves the glass
Lesson 4: Quiz + Spectrum of light
Knowledge Question
1. What determines the colour of light?
The wavelength/ frequency of the wave
2. How would white be made from light?
Red, green and blue light would need to be mixed
3. What are the three primary colours?
Red, green and blue
4. If an object appears a certain colour, what does that mean about the light it absorbs and reflects?
It reflects the colour it appears and absorbs all other colours
5. Watch the video below and list the order of the electromagnetic spectrum
Radiowaves, microwaves, infra red, visible light, ultra violet, X-rays, gamma rays
Extension Question: Give a use for each type of EM wave.
Week 5: w/b 15 th June
Lesson 1: Detecting light
Task: Watch the videos and annotate the diagram below to show how each part of the eye works. You may need to add further labels.
Sclera –
protective
layer
Choroid – Black
layer that stops
internal reflection
and supplies
blood
Retina -
Location of
the light
sensitive
cells called
rods and
cones.
Optic nerve -
Transfers
information
from the eye
to the brain
Blind spot – no
light sensitive
cells here due to
optic nerve
Pupil -Dark hole
which enables light
to enter the eye
The lens focuses
the light
The Iris controls
how much light
enters the pupil
Cornea – refracts light and
protects the eye
Lesson 2: Detecting sound
Knowledge Questions
1. Which parts of the ear are bones?
The anvil, hammer and stirrup
2. Which part of the ear is a spiral shape?
The cochlea
3. What is the name of the nerve that connects the ear to the brain?
The auditory nerve
4. What is the order that sounds travel down from the ear to the brain?
Eardrum, ossicles, cochlea, auditory nerve, brain
Additional Science Work
Mercia School
5. Which diagram has a wave with the highest amplitude?
Diagram 3
6. Which has a wave with the highest volume?
Diagram 3
7. Which has a wave with the longest wavelength?
Diagrams 1 and 2 have the longest wavelength
8. Which diagram has a wave with the highest pitch?
Diagram 3 has the wave with the highest pitch
Lesson 3: Lenses
Knowledge Question
1. Describe using diagrams the difference between concave and convex lenses
A convex lens is thicker in the middle than at the edges. Light that enters the lens converges (comes together) and meets at the focal point.
Mercia School
A concave lens is thinner in the middle than at the edges. Light that enters the lens diverges (separates) when it leaves.
Lesson 4: Big Quiz
This quiz is self-marking, Good luck! | <urn:uuid:5d8f218a-0c2d-4583-b590-c68209381fac> | CC-MAIN-2020-50 | https://www.merciaschool.com/attachments/download.asp?file=269&type=pdf | 2020-11-29T17:00:35+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00649.warc.gz | 771,702,699 | 9,323 | eng_Latn | eng_Latn | 0.987554 | eng_Latn | 0.996857 | [
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Northern Hawk Owl
The northern hawk owl (Surnia ulula) is a fairly common bird of the boreal forest in Alaska. It is, however, subject to population fluctuations and may at times be rare. It occurs throughout the forested areas of the interior, southcentral, and southwestern (including the Kodiak archipelago) parts of the state. The species has a circumpolar distribution from Norway, across the Soviet Union, through Alaska, and into eastern Canada. The owl is a local resident and does not regularly migrate; however, it is subject to food related movements which can cause it to be found outside its normal range. Due to population irruptions it may be found almost anywhere in the state. The owl is atypical of most owls because it hunts during daylight hours, using sight more than hearing to locate its prey.
General description: The northern hawk owl is so named because of similarities in both behavior and appearance with typical hawks. The owl is of medium size, about 13 inches long (33 cm) with a wing spread of 30 inches (76 cm). It has a small facial disk which is abbreviated in the brow region over the bright yellow eyes. The wings are large and, unlike those of most owls, pointed at the ends. The tail is very long for an owl and tapers at the end. The underside is marked with fine black transverse bars on white. When the bird flies, the pointed wings, long tail, and swift flight appear hawk-like.
The northern hawk owl is usually found perched on the top of a low tree or shrub from which it can scan open areas for its prey. The hawk owl hunts mainly during daylight, but in winter it also hunts at night. Its hearing is not so well-developed as other night-hunting owls.
The call of the bird is rather varied with up to eight different calls. One is a hawk-like chattering "ki-ki-ki-ki-ki" repeated about 12 times. The owl also makes some which sound more like a parakeet than an owl.
calls
The owl occurs in the coniferous and deciduous forests where there are openings or where the trees are widely spaced. It can also be found in open tundra areas where there are tree-lined watercourses. It avoids dense coniferous forest, but habitat requirements are mostly influenced by its prey populations. Open areas are required for hunting, and trees are needed for nesting or roosting. The number of owls is limited by nest site availability and the density of small rodents.
Life history: The northern hawk owl does not build a nest. It lays its eggs in cavities in the broken tops of rotten trees or in large holes in trees. The owl is not afraid of people and will nest close to human settlements. The tolerance of the owl to man and urban disturbances is unusual. The owls are territorial and the closest distance that has been found between nests is 132 yards (1/8 km). In Alaska the hawk owl will start laying eggs from mid-April to mid-May. The owl lays from 3-12 eggs, depending upon whether food is scarce or abundant. Only the female incubates the eggs; the male hunts and brings food to the female. Usually the male will perch within 100-200 yards (90-180 m) from the nest. The persistent presence of a single owl during late April is usually an indication that a nest is somewhere nearby. Incubation begins when the first egg is laid. It hatches about 28-35 days later, and the rest of the clutch hatches on subsequent days in the order laid. If food is plentiful, the younger nestlings will survive; but if food is scarce, only the oldest and largest nestlings will get food and the smaller young will perish. The young leave the nest when 20-22 days old, well before they can fly. Hawk owls are very aggressive at their nests and will attack any intruders. This is especially evident just after the young have left the nest. After the young are large enough to hunt for themselves, they disperse extensively within the boreal forest zone in response to food availability. When Alaska vole populations have sudden declines, the lack of prey can cause large numbers of owls to be found farther south than normal.
Food: According to one study in Denali National Park, 94 percent of the hawk owl's diet is red-backed voles and mice. This owl will occasionally take insects, mammals as large as hares, and birds as large as grouse. They will also cache surplus food such as mice near the nest. The owl may take a higher percentage birds during the winter when mice are more difficult to hunt. The owls regurgitate small pellets of bones and hair.
of in
is the
Conservation and management: The main predators of the hawk owl are great horned owls and northern goshawks. Smaller birds will harass any owl perched the open as a potential predator. The harassment does not lead to physical injury, but it may displace the owl from favorable perches overlooking good rodent hunting areas. In Alaska, the hawk owl is the only raptor present all year which hunts rodents by sight. Conserving dead trees which can be used as nesting sites probably the only conservation measure that man can undertake to aid this owl. Northern hawk owls benefit man by eating "agricultural" pests; however, most of voles eaten are not serious competitors with man for food crops. The hawk owl is protected from hunting by both state and federal laws.
Text: Tim Osborne Illustration: Katherine Hocker Revised and reprinted 1994 | <urn:uuid:c37a4877-b978-4051-9135-f3f12e53ebe8> | CC-MAIN-2020-50 | https://www.wildlife.alaska.gov/static/education/wns/northern_hawk_owl.pdf | 2020-11-29T17:39:56+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00649.warc.gz | 927,082,270 | 1,162 | eng_Latn | eng_Latn | 0.998988 | eng_Latn | 0.998988 | [
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GLOBE Story Books and the K-4 Virginia Standards
- Discoveries at Willow Creek
Updated February 2013
- Do You Know That Clouds Have Names?
- All About Earth
- The Mystery of the Missing Hummingbirds
- The Scoop on Soils
The following standards are introduced within the content of the reading and can be built upon by incorporating activities similar to those detailed in the story.
Discoveries at Willow Creek
Virginia Science Standards
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings.
K.5 The student will investigate and understand that water flows and has properties that can be observed and tested.
K.10 The student will investigate and understand that change occurs over time and rates may be fast or slow.
1. 1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
1.7 The student will investigate and understand weather and seasonal changes.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
2.6 The student will investigate and understand basic types, changes, and patterns of weather.
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
3.8 The student will investigate and understand basic patterns and cycles occurring in nature.
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
4.2 The student will investigate and understand characteristics and interactions of moving objects. (ex. direction and speed)
Virginia English Standards
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.2 The student will use listening and speaking vocabularies.
a) Use number words
c) Use words to describe location, size, color, and shape
g) Begin to ask how and why questions
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
1.2 The student will continue to expand and use listening and speaking vocabularies.
2.1 The student will demonstrate an understanding of oral language structure.
2.2 The student will continue to expand listening and speaking vocabularies.
2.5 The student will use meaning clues and language structure when reading.
2.6 The student will use language structure to expand vocabulary when reading.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
3.1 The student will use effective communication skills in group activities.
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
3.5 The student will read and demonstrate comprehension of fiction.
4.3 The student will read fiction and nonfiction with fluency and accuracy.
4.4 The student will read and demonstrate comprehension of fiction.
Virginia Math Standards
K.8 The student will identify the instruments used to measure temperature (thermometer).
K.10 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or ore of the following attributes: length, height, weight, temperature.
K.14 The student will display gathered data in object graphs, picture graphs, and tables and will answer questions related to the data.
1.14 The student will investigate, identify and describe various forms of data collection.
2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to the nearest 10 degrees.
2.18 The student will use data from experiments to predict outcomes when the experiment is repeated.
3.13 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer.
3.17 The student will collect and organize data, using observations, measurements, surveys, or experiments.
4.7 The student will estimate and measure length, and describe the result in both metric and U.S. Customary units.
Do You Know That Clouds Have Names?
Virginia Science Standards
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings.
K.9 The student will investigate and understand that there are simple repeating patterns in his/her daily life.. a) weather observations
1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
1.7 The student will investigate and understand weather and seasonal changes.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
2.6 The student will investigate and understand basic types, changes and patterns of weather.
3.1 The student will demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and conducting investigations.
4.1 The student will demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and conducting investigations.
4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted.
Virginia English Standards
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.2 The student will use listening and speaking vocabularies.
a) Use number words
c) Use words to describe location, size, color, and shape
g) Begin to ask how and why questions
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
1.2 The student will continue to expand and use listening and speaking vocabularies.
2.1 The student will demonstrate an understanding of oral language structure.
2.2 The student will continue to expand listening and speaking vocabularies.
2.5 The student will use meaning clues and language structure when reading.
2.6 The student will use language structure to expand vocabulary when reading.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
3.1 The student will use effective communication skills in group activities.
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
3.5 The student will read and demonstrate comprehension of fiction.
4.3 The student will read fiction and nonfiction with fluency and accuracy.
4.4 The student will read and demonstrate comprehension of fiction.
All About Earth
Virginia Science Standards
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
K.6 The student will investigate and understand the differences between living organisms and nonliving objects.
K.7 The student will investigate and understand basic needs and life processes of plants and animals.
1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
1.6 The student will investigate and understand the basic relationships between the sun and the Earth.
a) the sun is the source of energy and light that warms the land, air and water 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
2.5 The student will investigate and understand that living things are part of a system.
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
a) living organisms are interdependent with their living and nonliving surroundings 2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits to nature.
3.7 The student will investigate and understand the major components of soil, its origin, and its importance to plants and animals including humans.
3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
Virginia English Standards
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.2 The student will use listening and speaking vocabularies.
a) Use number words
c) Use words to describe location, size, color, and shape
g) Begin to ask how and why questions
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
1.2 The student will continue to expand and use listening and speaking vocabularies.
2.1 The student will demonstrate an understanding of oral language structure.
2.2 The student will continue to expand listening and speaking vocabularies.
2.5 The student will use meaning clues and language structure when reading.
2.6 The student will use language structure to expand vocabulary when reading.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
3.1 The student will use effective communication skills in group activities.
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
3.5 The student will read and demonstrate comprehension of fiction.
4.3 The student will read fiction and nonfiction with fluency and accuracy.
4.4 The student will read and demonstrate comprehension of fiction.
The Mystery of the Missing Hummingbirds
Virginia Science Standards
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
K.7 The student will investigate and understand basic needs and life processes of plants and animals.
1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
1.7 The student will investigate and understand weather and seasonal changes.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings.
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
3.4 The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment.
3.8 The student will investigate and understand basic patterns and cycles occurring in nature.
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
Virginia English Standards
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.2 The student will use listening and speaking vocabularies.
a) Use number words
c) Use words to describe location, size, color, and shape
g) Begin to ask how and why questions
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
1.2 The student will continue to expand and use listening and speaking vocabularies.
2.1 The student will demonstrate an understanding of oral language structure.
2.2 The student will continue to expand listening and speaking vocabularies.
2.5 The student will use meaning clues and language structure when reading.
2.6 The student will use language structure to expand vocabulary when reading.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
3.1 The student will use effective communication skills in group activities.
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
3.5 The student will read and demonstrate comprehension of fiction.
4.3 The student will read fiction and nonfiction with fluency and accuracy.
4.4 The student will read and demonstrate comprehension of fiction.
The Scoop on Soils
Virginia Science Standards
K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described.
a) color of objects
c) textures and feel of objects
1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
3.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties.
3.7 The student will investigate and understand the major components of soil, its origin and its importance to plants and animals including humans.
c) rock, clay, silt, sand, and humus are components of soils
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations.
Virginia English Standards
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.
K.2 The student will use listening and speaking vocabularies.
a) Use number words
c) Use words to describe location, size, color, and shape
g) Begin to ask how and why questions
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
1.2 The student will continue to expand and use listening and speaking vocabularies.
2.1 The student will demonstrate an understanding of oral language structure.
2.2 The student will continue to expand listening and speaking vocabularies.
2.5 The student will use meaning clues and language structure when reading.
2.6 The student will use language structure to expand vocabulary when reading.
2.8 The student will read and demonstrate comprehension of fiction and nonfiction.
3.1 The student will use effective communication skills in group activities.
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
3.5 The student will read and demonstrate comprehension of fiction.
4.3 The student will read fiction and nonfiction with fluency and accuracy.
4.4 The student will read and demonstrate comprehension of fiction. | <urn:uuid:ec32c124-f43f-43f1-a3b5-bbf1aff2c4dc> | CC-MAIN-2020-50 | https://www.globe.gov/documents/10157/2594630/GLOBE+StoryBooks+and+VA+SOLs_February2013.pdf | 2020-11-29T16:48:44+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00649.warc.gz | 693,278,915 | 3,136 | eng_Latn | eng_Latn | 0.997859 | eng_Latn | 0.997862 | [
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News Column for week of April 6, 2020
Kathy S. McEwan Southwind Extension District - Iola Family and Consumer Sciences
Remember Food Safety When Decorating Easter Egg
The Easter holiday is just around the corner and for many decorating Easter eggs is part of the celebration. There are many options for decorating eggs, including paint, glitter, and markers, but dyeing eggs remains the most popular method. Just make sure to use a food-safe dye if you plan on eating them too.
Commercial egg decorating dyes are food-safe, as is food coloring added to a water-vinegar mix. Organic dyes are another option. Tea or coffee will provide a tan or brownish shade. Beet or cranberry juice will produce red dye. For green, use the water from cooked spinach leaves, or for blue, use blueberry juice.
Egg decorators need to remember food safety too. "The main concern when dealing with eggs is Salmonella," said Karen Blakeslee, coordinator of the food safety Rapid Response Center at Kansas State University. "The Center for Disease Control and Prevention reports 40,000 cases of Salmonella each year, and they estimate that up to 20 times that many go unreported."
To decrease the risk of Salmonella, cook eggs properly and keep hands clean so as to not cross-contaminate other foods. Make sure the eggs aren't broken because cracked eggs could be contaminated. People who raise chickens should gather eggs at least once or more each day. Keep eggs refrigerated at all times. If having an Easter egg hunt, only allow eggs to be out of the refrigerator for two hours or less, or better yet, have a separate batch of eggs prepared just for the hunt. Hard-boiled eggs in the shell should be used within a week, or within 2-3 days if the shell has been removed. Uncooked egg contents from hollowed eggs should be used within a day or two.
"By the time you take the eggs out of the refrigerator, they get hidden in a number of possibly contaminated areas, and then kids handle them extensively. They probably should not be eaten," Blakeslee said. "Another option is to use plastic eggs for the Easter egg hunts, and fill them with candy or money for a special treat."
The U.S. Department of Agriculture has published guidelines to encourage the safety of preparing hard-boiled, Easter eggs. The guidelines are as follows:
1. Put eggs in a single layer in a saucepan and add enough tap water to come at least one inch above the eggs.
2. Cover.
3. Put on high heat until water boils.
4. Turn off heat. If necessary, remove pan from burner to prevent further boiling.
5. Let stand in the hot water 15 minutes for large eggs. Adjust time up or down by 3 minutes for each size larger or smaller.
6. Cool immediately and thoroughly in cold water.
7. Decorate and refrigerate until ready for use.
For more information about keeping holiday foods safe, contact Kathy by email at email@example.com. For up to date information about COVID-19, check our website at www.southwind.ksu.edu. | <urn:uuid:aa07f3bf-eabe-4b11-9a02-5e6981429205> | CC-MAIN-2020-50 | https://www.southwind.k-state.edu/newscolumn/4620%20Easter%20Egg%20Food%20Safety.pdf | 2020-11-29T17:33:48+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00649.warc.gz | 864,828,885 | 657 | eng_Latn | eng_Latn | 0.998705 | eng_Latn | 0.998705 | [
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Development of Choral Skills: Director's Desk Reference
VOCAL TECHNIQUE
MUSICIANSHIP
Tonal Technique
Breath Technique
Artistry
Music Reading
LEVEL OF
LITERACY
Level
ENTRY-LEVEL
ALL AGES
CHOIRS OF
Level
MANY
MS, & JH CHOIRS
ELEMENTARY,
EMERGING HS,
COMMUNITY
CHURCH, AND
CHOIRS
BEGINNING
COLLEGIATE
NON-AUDITIONED
CHOIRS
Level 3
ADVANCED
MS, JH CHOIRS
SOME AVERAGE
COMMUNITY &
HS, CHURCH,
NON-AUDITIONED
CHOIRS
COLLEGIATE
MELODY, INTERVAL
READING & AUDIATION
Step-wise and pentatonic
Whole step, minor major scale introduced.
3rd, perfect 4th and 5th,
None to two
Two-part "chords" built on pentatonic scale degrees.
Step-wise and pentatonic of 3rds, 4ths, and 5ths
melodies, introduction
2-part canon or simple counterpoint, dotted notes.
Whole step, half third, perfect fourth, perfect
step, minor third, major fifth, major scale sung with
None to three sharps or three flats,
Two- to three- minor root position, 6ths
part chords, major and
Step-wise
4ths, and 5ths, introduction and pentatonic melodies,
of 6ths in melody, unison to on difficulty, dotted notes,
four-part reading depending major and minor
signs. Non-diatonic intervals scale sung with Kodály hand
with Kodály syllables and hand
None to four sharps or four flats, both major
Three- to four- root position 7th chords, 9ths
| RESONANCE & VOWELS | ENSEMBLE SOUND & BALANCE | VOCAL FACILITY & INDEPENDENCE Range, Agility, Clarity, Divisi | INTONATION | BREATH MANAGEMENT Effort, Airflow, Efficiency, Onset | DYNAMICS | DICTION | ARTICULATION | RHYTHM & TEMPO Precision, Clarity, Expressive Qualities Such as Weight-Momentum-Rubato | EXPRESSION & ARTISTRY Style, Form, Expression | RHYTHM & MUSICAL MARKINGS READING |
|---|---|---|---|---|---|---|---|---|---|---|
| • Shaping vowels with appropriate space, basic vowel uniformity is introduced. • Resonance introduced as “tall” vowels, opening up inner resonating spaces. • Body awareness of jaw, lips, tongue, soft palate introduced and develops. • Resonance is most easily developed with [u, o, i]. • Chest and head resonance is introduced (light / heavy mechanism, thick / thin folds). • Singing in head voice is favored, chest voice is relaxed. • Ensemble sound inconsistent (inappropriate register or space, difcfiult vowels [ε, æ, etc.]). | • Ensemble sound develops through vowel uniformity and “matching vowel.” • Ensemble sound is most successful with [u, o, i]. • Ensemble sound occurs most easily when all singers sing in light mechanism. • Ensemble sound inconsistent due heavy mechanism singing or difcfiult vowels [ε, æ, etc.]. | • Singing range determined by age, gender, vocal quality, and speaking voice, often a 6th to a 10th in all voice parts. • Stepwise and pentatonic melodies and simple intervals sung clearly at a moderate tempo. • Challenging passages can be coached (slower, faster, challenging intervals). • Unison, simple counterpoint introduced and develops clarity (partner songs, canons). • Close parallel harmonies and minor dissonance can be inconsistent. | • Clear intonation in unison singing develops. • Listening skills develop through understanding how vowel uniformity afef cts pitch. • Singers recognize good intonation with pentatonic and simple melodies. • Common pitch issues due to inconsistent vowels, register, or scooping, can be coached. | • Good posture with low, released muscles for breathing is introduced and develops. • Breathing together and energizing the voice are introduced and develop. • Expansive, low breath is reinforced, as clavicular breathing is common. • Singers demonstrate consistent breath efof rt most often in short, loud passages. • Breathing in appropriate places is introduced (punctuation, ends of words or phrases). | • Singing with contrasting dynamics is introduced and develops. • Forte and piano introduced and develop, contrasting dynamics between songs or between major sections within a song is introduced. • Crescendo and decrescendo introduced and develop. • Maintaining ensemble sound in contrasting dynamics is introduced. • Inconsistencies in resonance often occur during changes of dynamic. | • Pronouncing words together is introduced and develops. • Vowel clarity reflects singers’ body awareness of LEVEL 1 Resonance and Vowels. • Consonant clarity varies by age, body awareness, or primary language. • Enunciating consonants at onset and offset of phrases at louder dynamics develops. • Internal consonants often lack clarity. | • Contrasting articulation with text and efof rt is introduced and develops. • Quick and sustained, heavy and light articulation is introduced. • Clarity of articulation can be inconsistent as result of text and volume. | • Singing rhythmically together is introduced and develops. • Demonstrates physical sense of pulse when coached. • Simple rhythms can be sung accurately, syncopation and simple multi-cultural rhythms can be coached. • Rhythmic inconsistencies common, precision is afef cted by age, body awareness, dynamics, diction, and articulation. • Basic count singing is introduced. | • Singing with energy, body involvement, and facial expression to convey mood introduced and develops. Expression varies by age, body awareness, energy, and confidence. • Expressing the mood of a song with general changes of dynamic and articulation as determined by text is introduced and develops. • Form is demonstrated by contrasting formal elements with dynamics and articulation (verses, refrains, and major sections). • Body movements help singers connect physicality to the mood and sound desired. | • Meter: 2/4, 3/4, 4/4. • Note Values: Whole, half, quarter. • Tempo: Andante–Moderato (72–120). • M usical Markings: Adagio, Allegro, p, mp, mf, f. |
| • Resonance develops by discovering inner resonating space, relaxed jaw, and shaping mouth. • Resonant space develops (lips, front / back of tongue, tall, dome, lofted, soft palate). • Vowel uniformity is consistent within middle register, expands with age and experience [i, e, a, o, u]. • Treble voices sing mostly in head voice (light mechanism, thin folds). • Mixing into lower register is introduced (chest voice, heavy mechanism, thick folds). • Voices in transition sing with a relaxed airflow, light efof rt, and emphasize head voice as low notes appear. • Singers recognize breathy, pressed, and balanced tone production. • Resonance inful enced by text, extremes of dynamic and range. | • Ensemble sound develops through vowel uniformity and matching vowel shape. • Ensemble sound demonstrated in slow passages, cadences, and with vowels [i, e, a, o, u]. • Ensemble sound inconsistent in rhythmic or fast-moving sections (text, lack of uniform register, volume, musical elements). • Ensemble sound and balance afef cted by personnel, repertoire, register, and tessitura. • Balance achieved by adjusting numbers of singers on each part or standing arrangements. | • Singing range determined by age, gender, vocal quality, and speaking voice. Range often a 6th to a 12th, expands with age and experience. • Stepwise melodies, slow to moderately fast tempi, and intervals of 3rds, 4ths, 5ths sung clearly. • Unison, partner songs, and simple counterpoint sung with clarity. • Part independence in passages with close parallel harmonies or minor dissonance develops. • Some compositions in three or four parts possible, determined by personnel, range, or composition style. • Singing in non-Western classical styles introduced. | • Listening skills develop through listening to selves and others. • Intonation consistent in middle voice with LEVEL 2 Vowels. Inconsistencies occur (challenges of text, diphthongs, range, and dynamics). • Unison, partner songs, simple counterpoint can be sung with clarity of pitch. Individual tuning issues due register use, volume, or scooping, can be coached. • Tuning homophonic passages or close harmonies is inconsistent, can be coached. • Tuning with piano or other instruments introduced and develops. | • Good posture, and low, released muscles for inhalation develops and becomes consistent. • Low, released muscles without downward pressure develops (beginning of a song, major sections or phrases). • Balanced tone is encouraged (light efof rt, suspension, relaxed airfol w). • Singers recognize aspirate, glottal, and balanced onsets. • Imbalanced tone may result in breathy p, pressed f, poor intonation, decreased legato, et al. • Ability to sustain longer phrases, breathing in appropriate poetic places develops. • “Stagger breathing” for sustained tones, fermata, is introduced. | • Varied dynamics from song to song develops, p–f. • Crescendo and decrescendo develop. • Varied dynamics from phrase to phrase is introduced and develops. • Dynamics mp–mf demonstrate LEVEL 2 Resonance and Vowels. • Dynamic extremes may afef ct resonance and pitch (p breathy, f pressed). | • Clarity of enunciation, projection, and body awareness of articulators introduced and develops. • Vowel clarity reflects LEVEL 2 Resonance and Vowels. • Consonant clarity develops (onset and offset of phrases, louder dynamics). • Consonants before the beat and internal consonants introduced. • Breath plan determined by text and poetry is introduced. • Non-English language texts introduced. | • Basic articulation develops (detached / legato, heavy / light, quick / sustained). • Various types of accents introduced (staccato, marcato). • Legato singing is introduced, often inconsistent as afef cted by text, dynamic, and developing LEVEL 2 Breath Management. • Articulation afef cted by text and volume. | • Rhythmic clarity develops through unifei d diction. • Inner pulse introduced. • Ritardando and Accelerando are introduced. • Rhythms more complex than eighth note patterns can be coached. • Ensemble sings together but rushing or dragging is common. • Count singing at LEVEL 1 is possible. | • Creating a unique style for each piece with dynamic, tempo, articulation, and text develops. • W ord stress / un-stress is introduced. • General mood of poetry is understood, demonstrated by varied musical elements. • Form demonstrated by contrasting musical elements in each piece is introduced (verses, phrases, sections, emphasis of “climactic moment”). • Singers demonstrate facial expression and / or appropriate body movement, especially when coached. | • Meter: 2/4, 3/4, 4/4, cut time (symbol and 2/2), 6/8 • Note Values: Whole, half, quarter, eighth, simple dotted notes and syncopation • Tempo: Andante–Allegro (72–132) • Musical Markings: Adagio, Andante, Moderato, Allegro, Rit.(ardando), Accel. (erando), pp–f,f Cresc.(endo) and Decresc.(endo), Accent mark > |
part chords, major and minor and inversions introduced.
© Geoffrey Boers, 2020
CLaSResources.com
Development of Choral Skills: Desk Reference
VOCAL TECHNIQUE
MUSICIANSHIP
Tonal Technique
Breath Technique
Artistry
Music Reading
LEVEL OF
LITERACY
Level
ADVANCED
HS CHOIRS
EXCELLENT
COMMUNITY
CHURCH AND
CHOIRS
MANY
CHOIRS
COLLEGIATE
Level
HIGH LEVEL
CHURCH,
COLLEGIATE,
COMMUNITY,
PROFESSIONAL
& SEMI-
CHOIRS
Level
TOP & SEMI-
PROFESSIONAL
PROFESSIONAL
CHOIRS
RARE COLLEGIATE
| • Resonance develops through shaping and tuning inner resonating spaces, healthy alignment, body awareness of pharyngeal resonance, resonant vowels, head / chest mix. • Vibrant, over-tone rich, balanced-tone, reflecting LEVEL 4 Breath Management develops. • Resonance consistent in all vowels, including diphthongs and many non-English vowels. • Resonance consistency develops and extends throughout vocal ranges. • Modifciation of vocal tract in extended registers is introduced and develops (specifci resonant vowels, tall or lofted space, relaxed and fel xible jaw). • S/A develop functional mix of head and chest voice. T/B develop a vibrant, expansive mid to lower tones and a lyric, clear upper voice. | • Ensemble sound results from consistent resonance, precise rhythm, and dynamic shape. • Ensemble sound results from a unifei d vocal technique, encourages individual development. • M ethods to create ensemble sound adjusted as voices develop (voice matching, standing arrangements). • Ensemble sound develops across varied vocal styles (vibrato, non vib., historic styles, world music). • Balance addressed by varied standing arrangements, flexible personnel use, dynamic adjustment. • Balance varied based upon repertoire (standing arrangements, fel xible personnel use, stylistic dynamic adjustment for themes, chord tones). | • Ease of extended range and increased agility develops. • Singers demonstrate ease of tessitura in upper voice: S/A voices D5–G5, T/B C–F4. • 16th note passages sung clearly at moderately fast tempo, chromatic intervals when coached (Baroque coloratura). • Divisi within each section is possible. Complexity of divisi determined by personnel. • Vocalization of non-Western classical styles developed. | • Listening skills and tuning individually, within sections, between sections, is consistent. • Intonation consistent throughout vocal ranges, at faster tempi, more challenging intervals, or text. Singers able to make adjustments to correct intonation. • M elodic tuning develops in addition to harmonic tuning. • Complex chords often tune accurately. Inconsistencies occur due to individual development of LEVEL 4 technique, can be coached. • Singers adjust intonation when singing with piano vs. a cappella. • W hen singing a cappella, choir tunes well, even if overall pitch center may move flat or sharp. | • Buoyant, expansive breath posture, maintained from inhalation through phrase, develops. • Efcfiiency of breath efof rt develops in all ranges and dynamics (buoyant intercostal engagement, efcfiient abdominal efof rt and air fol w, balanced and smooth onsets). • O ffset breaths and “catch breaths” re-establish efcfiient efof rt. • Intentional breaths develop (rhythmic breaths, shaping the vocal tract, other musical elements). • Breath and efof rt technique for non-Western classical styles introduced. | • Dynamics from p–f reflect LEVEL 4 Breath Management and Resonance. • Dynamics varied within phrases, phrases contrast to build an overall structure. • Balanced tone and breath efof rt in extreme dynamic ranges develops as LEVEL 4 Breath Management and Resonance develops. • Accuracy of dynamic levels in extremes of range and tessitura develops. • Subtle or quick shaping of dynamics to reflect text, rhythmic patterns, and style develops. | • Diction develops as poetic declamation, in addition to pronunciation and enunciation. • M odifciation of diction creates consistent enunciation in range and dynamic extremes. • Rhythmically placed consonants and internal consonants are consistent and create a sense of forward motion and legato. • Poetic and agogic accent consistently applied (word and syllabic stress / un-stress, weight, length). • Expressive treatment of text develops (duration or placement of consonants and color of vowels for style, dialect). • A more difcfiult language to English-speaking singers may be introduced, enunciation with appropriate dialect in common languages introduced. | • Artistic use of articulations develops. • Articulations are varied and reflect LEVEL 4 Breath Management. • Legato becomes consistent (forward motion, sustained breath efof rt, balanced tone, eliding consonants). • Extreme articulation demands can afef ct resonance and pitch. Balanced breath efof rt develops, can be coached. • Varied weights of repeated articulations introduced (poetic declamation, rhythmic pattern or style, changing dynamics). • O rnaments, non-Western classical styles, and other subtle expressions develop. | • Precision and accuracy through subdivision is introduced and develops. • Rhythmic energy is present in all styles and dynamics. • Accelerando and Ritardando develop with balanced-tone and breath efof rt. • Rhythm as an expressive element introduced and develops (rubato, tempo changes, fermata). • Rhythmic weight, style, or “feel,” develops in addition to metric precision (jazz, multicultural, Baroque). • Rhythmic breathing develops, results in precise and artistic onsets and offsets. • Count singing at LEVEL 3 is possible. | • M usical decisions based both on the composer’s markings as well as conductor’s artistic choices develop. • Historical and contemporary style and performance practices introduced. • Specifci meaning of the text is understood, communicated by poetic declamation of text, LEVEL 4 Dynamic, Diction, and Articulation, resulting in artistically-shaped singing. • Form is communicated through intentional shaping of structural elements, LEVEL 4 Rhythm elements, and musical details. • Extra-musical means of expression develop. (programming, movement, visual elements) | • M eter: 2/4, 3/4, 4/4, cut time (symbol and 2/2), 6/8, 5/4, 6/4, 3/8, 5/8, 7/8, 9/8, 12/8 and changing meters • Note Values: Whole, half, quarter, eighth, sixteenth, dotted notes, syncopation, eighth and quarter note triplets • Tempo: Largo–Presto (56–168) • Musical Markings: Adagio, Andante, Moderato, Allegro, Presto, Rit. (ardando), Accel.(erando), ppp–fff, Cresc(endo) and Decresc(endo), sfz, fp, fermata, subito, piu, meno, Accent >, plus marcato, staccato, tenuto. • Non-Traditional Notation: Developed with opportunities to sing jazz, aleatoric, multi-cultural, or early music. |
|---|---|---|---|---|---|---|---|---|---|---|
| • Vibrant, overtone rich, balanced-tone develops, reflects LEVEL 5 Breath Management, and is consistent in all registers and voice parts, regardless of dynamics, style, or language. • Resonance develops through a naturally and artistically shaped text, resulting in a flexible tonal approach. • Resonance can be inconsistent in the most demanding of passages or languages, can be coached. • S/A lower register is a functional mix of head and chest voice, upper voice balanced, agile, vibrant. • T/B consistently vibrant and expansive in mid to lower voice, upper register is clear, forward. | • Ensemble sound develops with a unifei d vibrant, overtone rich, and balanced-tone, consistent in all vowels, registers; as well as unifei d musical elements. • Ensemble sound consistently develops while individuals maintain a dependable, relaxed and healthy sound, relative to style, language, or type of resonance desired. • Ensemble sound is flexible, determined by repertoire, vocal and stylistic demands. • Balance is varied, determined by musical and stylistic demands of repertoire (standing arrangements, fel xible use of singers, adjustments of resonance, vowel, dynamic). | • Balanced tone and efof rt develops in sustained tessitura in all registers. • Chromatic intervals and passages, complex rhythms, dissonant intervals and harmonies sung clearly, inconsistencies of resonance and clarity occur, can be coached. • Any divisi possible as determined by personnel. • Singers demonstrate flexible tonal approach in non-Western and historic styles. • Challenging coloratura passages can be coached. | • Intonation accurate in all registers. • Intonation accurate in all styles and tempi. • Complex harmonies of varied styles tune easily. Singing in varied temperaments and non- Western tuning can be coached. • Inconsistencies occur due to developing technique, breath management and vibrato, solutions can be coached. • Singers maintain correct pitch center in a cappella singing in addition to melodic, harmonic tuning. • Tuning systems other than equal temperament explored (historical, contemporary, and world music). | • Efcfiiency of breath efof rt develops consistency in all ranges and dynamics (buoyant intercostal engagement, efcfiient abdominal efof rt and air fol w, balanced onsets). • Varied use of appoggio develops (messa di voce, ease of extended registers and dynamics). • Intentional breaths develop (rhythmic breaths, shaping vocal tract for resonant vowel, register, vocal quality, articulation). • Offset and “catch breaths” become artistically, poetically and rhythmically shaped and placed. • Breathing techniques for extended vocal demands develop, can be coached. | • Balanced breath efof rt creates a natural rise and fall of dynamics in all registers. • Subtle or quick shaping of dynamics to reflect text, rhythmic patterns, and style is consistently demonstrated. • Technically demanding dynamics are introduced and develop (sotto voce, messa di voce, fp, sfz, ppp, fff). • Dynamic distortions of resonance, vowel, vibrato, can be coached. • Dynamic markings interpreted as flexible guides through which an artistically shaped musical line is sung, rather than fixed. | • Text is natural and artistically shaped, consistent with LEVEL 5 Resonance. • Enunciates text clearly in a variety of languages, including more challenging languages, with appropriate dialect determined by language, region, or history. • Intentional tonal difef rence resulting from dialect may be desired and coached. • Expressive modifciation of consonants and enunciation develops (rubato, delaying onset, legato, tessitura, balance with instruments). | • Articulation reflects LEVEL 5 Breath Management, develops artistic subtlety. • Articulation determined by language and style develops. • Balanced tone and efof rt develops through long articulated passages, extremes of articulation, dynamics, and tessitura. • Articulation markings interpreted as a reflection of an artistically sung text and musical line, rather than fixed. | • Precision develops, reflects LEVEL 5 Breath Management, in all rhythms and styles. • Inner pulse consistent. Knowledge of subdivision is demonstrated by precise rhythm in all styles. • Balanced tone and efof rt maintained throughout tempo variations and challenging rhythms. • Rhythm as an expressive element, consistently demonstrated with precision (varied weight, momentum, and rubato). • Count singing at LEVEL 4 is possible. | • Mature artistry develops, with consistently shaped phrases, poetic declamation, rhythmic artistry, and informed reading of composer’s indications. • Vocal technique, musical elements are flexible, and shaped by historical or culturally informed practices. • Specifci meaning of the text is communicated through musical elements, conveyed through informed cultural or historical context. • Form results from musical elements and composer’s markings creating an artistic and structural whole. • Creative and thoughtful extra-musical expression (programming, movement, staging) demonstrated. | • Meter: Any can be coached • Note Values: Any • Tempo: Any can be coached • Musical Markings: All common markings, descriptive phrases, e.g., con bocca chiusa, can be coached and understood easily. • Non-Traditional Notation: Developing with opportunities to sing modern styles. |
| • Singers produce a vibrant, overtone rich, sound. • Singers understand balanced registration and all voice parts, regardless of language, dynamics or tessitura. • Approach to sound production is varied and stylistically informed, sung with functional vocal technique regardless of vocal demands. | • Ensemble sound results from a uniform approach to resonance, diction, and artistic elements, regardless of tone desired. • Balance handled through varied standing arrangements, flexible handling of personnel, e.g., moving of voices from section to section, adjustment of numbers of singers. • Balance is determined by performance practice, musical and stylistic demands of repertoire. | • Resonance is clear and consistent in all singers, regardless of dynamic, range or tessitura. • Complex rhythms and harmonies can be sung with absolute clarity of resonance and pitch. • Any divisi is possible. • Singers demonstrate technique to create any non-Western classical sound with healthy vocalism when coached. | • Intonation is flawless. • Accurate within dissonant passages or works, as well as dissonant accompaniment. • Singers adjust ful ently to varied temperaments as needed for historical purposes or instrumental demands. • Singing non-Western styles and with non-Western instruments, microtones or non-Western tuning can be coached. | • Balanced breath efof rt creates an efcfiient and intentional energy and flow throughout all registers and dynamics. • Variations of air flow and efof rt allow singers to create an array of sounds, while remaining vocally healthy. • Intentional breaths for onsets and “catch breaths” are an important expressive component in a musically sung phrase. • Non-Western classical use of breath and body easily coached. | • The entire range of dynamics is sung with consistent LEVEL 6 Resonance, intonation and efcfiient breath efof rt. • Dynamics are the result of a natural mix of composer’s markings, an artistically sung musical line within the musical texture, informed by stylistic or historical performance practice. | • Vowels vary in color and resonance as determined by language, dialect, and stylistic approach, yet maintain uniformity throughout the choir. • All languages have a consistent and dialectic approach, appropriate for musical style. • Subtleties of enunciation, as well as unusual linguistic demands can easily be coached. | • Articulation is uniform throughout, consistently a function of LEVEL 6 Breath Management. • Articulation is determined by style and poetic declamation, and varied with regards to needs for balance, dynamic, tessitura, vocal considerations. | • Inner pulse and subdivision in all singers leads to a vibrant and unifei d rhythmic approach. • Rhythms, sung with intention, are a foundation of all other musical elements. • Rhythm or “feel,” is precise, accurate, and informed by style and performance practice. | • Superb individual artistry mixes with other artists across the ensemble, to create a powerful, expressive performance. • Historically-informed performance practice, deep awareness of style and culture combines with insightful artistry to create meaningful performances. • Text is sung in a poetic and meaningful way, and is expressed with insightful attention to musical detail. • Formal and musical elements combine to create a structural, dramatic, and / or personal artistic statement. • Choir utilizes creative means to efef ctively communicate with audience. | All elements mastered. |
CHOIRS
© Geoffrey Boers, 2020
CLaSResources.com
MELODY, INTERVAL
READING & AUDIATION
Melodies major and minor, unison to
with all diatonic intervals, four-part reading depending
on difficulty, dotted notes,
All intervals, major seventh, minor ninth,
with Kodály syllables and
None to five sharps or five flats,
Three- to
7th chords and inversions, on difficulty, challenging
challenging meter changes
All intervals, major scale and minor sung
Non-diatonic intervals with signs developed through
Kodály syllables and hand application to chromatic
All positions and inversions of chords;
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Parent Handbook 2019-20
Overview Of The Program
Kids Day Out is a part of FBC-Children's ministry and started as a Mother's Day Out program in the 1970's. It was a program for moms that provided a place for their preschoolers to come and play and interact with other preschoolers. It started out one day a week for three hours. It was staffed by mothers of the children.
The program has grown over the past forty years to serve 30-50 children. It has changed from one day a week to two 5 1/2 hour days a week.
The purpose of the program is to minister to preschoolers and their families by encouraging them to develop and grow as Jesus did "Jesus matured in wisdom and years, and in favor with God and with people." (Luke 2:52) To help accomplish this purpose, the program provides love, care and education, to help develop each child enrolled to his/her greatest potential (socially, spiritually, mentally, physically, and emotionally.) This is to be accomplished by providing developmentally-appropriate activities.
Our classes are open to any child regardless of race or religious beliefs. The curriculum is appropriately designed to the age group and to the stage of development of each individual child. Our belief is that children absorb the concept of God from people, things, and experiences that are a part of the environment. Thus, a love and appreciation for God, Christ and the things God has made are stressed through appropriate activities.
We share our rooms with the other organizations of the Church and each has something to offer the child and family.
The Curriculum of a good program for young children is the sum total of all that a child experiences from the time they arrive at school until they go home. All activities whether they be in the classroom, on the playground, at lunch, on field trips, or during transitional movement should be planned for the child keeping his or her physical and developmental needs in mind. We believe in a developmentally appropriate curriculum and individualize whenever we can. We use Wee Learn curriculum.
PreK(4's & 5"s)
1. To meet each child's needs while encouraging independence in self care.
2. To provide an atmosphere in which children have respect for themselves and others.
3. To establish respect for equipment and materials.
4. To provide a relaxed, loving calm atmosphere where selfconcept is enhanced, independence and choices are encouraged, and self-discipline is gained in an environment where the child knows the limits and expectations.
5. To provide a wide variety of activities within a routine where cooperative play is encouraged. These activities should be drawn from the curriculum areas of art, math, science, cooking, music,and movement (small and large muscle), social studies, practical life, dramatic play, language arts, and manipulative play.
6. To develop in the child an active curiosity about the world in which he lives and enthusiasm for learning which stimulates exploratory behavior and creativity.
7. To develop in each child an appreciation for the beauty of God's world.
8. To provide ample opportunity for the use of large motor skills and coordination through physically active play in either indoor or outdoor activities.
9. To establish an observation system in which notes and papers are kept on each child.
10. To establish room awareness among staff to insure a safe environment is present indoors/outdoors.
11. To be supportive of parents encouraging involvement through open and hones communication.
Three Year Olds
1. To provide a wide variety of age-appropriate activities within a routine that draws from the curriculum areas of art, math, science, cooking, music, and movement (small and large muscle), practical life, social studies, dramatic play, language arts, and manipulative activities.
2. To promote emotional growth through building selfconfidence and a sense of self-worth by allowing choices within limits and building successful experiences: through a warm accepting environment for work and play; through encouragement of curiosity and a sense of wonder with emphasis on self-motivation.
3. To provide a nurturing, flexible, and calm atmosphere where physical affection is freely given, self concept is enhanced, independence is encouraged and expectations are made clear.
4. To be supportive of parents encouraging involvement through open and honest communication.
5. To establish room awareness among caregivers to insure a safe environment is present both indoors/outdoors.
6. To meet each child's physical needs while setting the stage for future independence in self-care.
7. To provide ample opportunity for the use of large motor skills and outdoor activities.
8. To provide an atmosphere where the foundations of respect for others is established.
9. To encourage social development through cooperative play.
10. To establish respect for equipment and materials.
11. To develop appreciation for the beauty of God's world.
12. To provide an awareness that each child is special and made by God.
13. To provide activities that introduce numbers from 0-5, shapes (squares, circles, triangles, and rectangles), and letters in their first names.
Our Facilities
Our building is air-conditioned, heated, and furnished with, modern, comfortable equipment. All facilities are shared by the various organizations of the church...Sunday School, Wednesday Night Children's Groups, Extended Session, Summer activities and Kid's Day Out.
We have an outdoor playground that is spacious and furnished with safe equipment.
Clothing
Children need to be brought to the program in clothing and shoes that will enable them to play outside during the day. Comfortable, washable play clothes and tennis shoes are requested. Girls should wear shorts under dresses or skirts. All children will go outside with their class, so please help them to enjoy playing by dressing them appropriately.
A change of clothes (including underwear and socks) should be packed in the bag or backpack of all children. All clothing needs to be labeled with your child's name. We cannot be responsible for items which are not clearly labeled. Lost and Found is in the Preschool Office.
Lunches
Children need to bring a nutritious lunch that they will be able to feed to themselves. We are not able to refrigerate or heat their lunches, so please pack appropriate lunches. Most children will be lying down for rest time shortly after finishing their lunch. This policy does not apply to infants and children on baby food. We have a refridgerator in the bed baby room to keep their bottles cool.
Records
Enrollment information, Emergency medical information, health records, Immunization Record, Tuition Contract Handbook Agreement and Discipline Policy must be on file for all children. All information and forms are required in writing prior to attendance. All forms can be located @ www.fbcbwd.com/kids-dayout/
Photographs and Videos
In the course of the year, Kids Day Out will take many photos/ videos of your child. Your agreement in KDO allows these photos/videos to become the property of FBC Brownwood and be used by FBC/KDO. These photos/videos will be used with our curriculum, on bulletin boards, during programs, for scrapbooks, and/or on the official website fbcbrownwood.org and or Facebook and Instagram. FBC/KDO will use the utmost discretion in the use of these photos/videos. Any objections should be brought to the Director's attention.
Each parent will provide a Tuition Contract included in the enrollment form. Tuition is paid for places reserved for your child, not for periods of attendance. The contract states that the balance for the previous month must be paid to allow a child to continue in the program. Please make arrangements with the Director to keep your account up to date. Tuition is due on the first KDO day of the month. If you need to pay twice a month, tuition is due on the 1st and the 15th.
Tuition and Fee's
Tuition Rates for 2019-20 school year:
Registration- $35
Monthly Tuition- $105
Material Fee for Second Semester - $35 (due in Spring Se- mester)
Arrival and Departure
Arrival
Children will be welcomed by their teachers no earlier than 8:50 a.m. Class starts at 9am. Parents must bring children to their classroom and present them to their teacher upon arriving. The parent will sign the child in correctly each day the child at-
Two Year Olds
1. To provide a wide variety of age-appropriate activities within a routine that draws from the curriculum areas of art, math, science, cooking, music, and movement ( large muscle), practical life, social studies, dramatic play, language arts, and manipulative activities.
2. To promote emotional growth through building selfconfidence and a sense of self-worth by allowing choices within limits and building successful experiences; through a warm accepting environment for work and play; through encouragement of curiosity and a sense of wonder with emphasis on self-motivation.
3. To provide a nurturing, flexible, and calm atmosphere where physical affection is freely given, self concept is enhanced, independence is encouraged and expectations are made clear.
4. To be supportive of parents encouraging involvement through open and honest communication.
5. To establish room awareness among staff to insure a safe environment is present both indoors/out.
6. To meet each child's physical needs while setting the stage for future independence in self-care.
7. To provide ample opportunity for the use of large motor skills and outdoor activities.
8. To provide an atmosphere where the foundations of respect for others is established.
9. To encourage social development through cooperative play.
10. To establish respect for equipment and materials.
11. To develop an appreciation for the beauty of God's world.
12. To provide an awareness that each child is special and made by God.
13. To provide activities that introduce each child to their shapes (circles, squares, and triangles), colors, numbers (1-3), and beginning letter of their first name.
14. Work on social skills (taking turns with toys, waiting your turn to paint, etc.)
Toddlers and Ones
1. To provide a loving, caring atmosphere where physical affection is freely given. To instill in each child a feeling of autonomy and a positive self-concept.
2. To provide a joyful, enthusiastic, and spontaneous approach with the children.
3. To meet each child's physical needs.
4. To establish the foundation for respect for equipment.
5. To establish the foundations for respect of others and social development.
6. To provide opportunities of the child's language development.
7. To make available a good variety and quantify of materials at the child's eye level (manipulative, dramatic play, pull to, etc.).
8. To provide ample opportunity for the use of gross motor skills.
9. To provide a variety of activities that begin to introduce the curriculum areas of art, science, cooking, social studies, dramatic play, manipulative activities, language , large motor, music, and movement.
10. To be supportive of parents, encouraging involvement through open and honest communication.
11. To provide self-help skills in order to create a feeling of independence and confidence in the child. This can be accomplished by toilet training, encouragement to dress himself, feeding self, and helping with responsibilities in the room.
12. To provide care in small sub-groups, in order to give each child more personal attention, to prevent under/over stimulation, to allow freedom of choices and to maintain a more relaxed atmosphere.
13. To provide an awareness that each child is made by God.
14. To provide an appreciation for the beauty of God's world.
15. To provide opportunities to introduce colors, numbers (1-3), and shapes (circles, squares, and triangles).
tends.
Separation from Parents
We ask that parents not enter the room when dropping off their child. Some children have a hard time with separation, and if a parent lingers in the classroom it could affect other children. This makes the transition easier as well as allowing the teacher to keep the class flowing in the morning. Whenever a child begins school, it can be an exciting but difficult period for the child and the parents. The child may appear to be eager in the beginning, but may suddenly realize that you will not be there and balk at your desire to leave. This is completely normal!!! Most children have little difficulty adjusting to school if a few suggestions are followed:
Also please notify us (646-8505 ext. 208) or email email@example.com if your child will be absent. 1. Allow the child to accompany you on your initial visit to the school (church).
Departure/Pick-Up Parents are expected to pick up their children at 2:30. Children picked up after 2:40 will be charged a $5.00 late fee for each ten minute period thereafter. Your child will only be released to persons listed on the enrollment form under Authorized Release of Child. Parents must noti2. As parents leave, he/she needs to hug the child before entering the room. Hand the baby over the door or have your older child walk into the room. Tell your child you will be back soon to get them. It is important that you leave as soon as you drop them off in their room, even if your child begins to cry. Please leave the room and let the teacher deal with your child.
be released to school age siblings or relatives. If it is necessary for you to pick up your child early, please notify the Director/ 4. Sometimes it is helpful if a non-parent brings the child to the program if separation anxiety becomes a problem.
fy the Director and teacher if someone other than the parent will be picking up the child. That person must report to the Director, present a picture I.D. and sign for the child. Children will not 3. It is necessary that parents do not stand at the door or window where your child can see you, they will sense your hesitation and become upset and cry.
Assistant Director prior to your arrival so that the teacher can be notified. 5. Generally, young children will adapt to a new program within two weeks to a month. Please give them a chance, even if they cry for the first month. We will never let a child cry all day, we will call you to come pick up your child if we feel they are not going to settle down and enjoy the day.
6. Parents need to be aware that the child may need extra time or more physical contact in the forms of hugs and kisses and rocking during the first few days of a new routine.
If you have any questions, please discuss them with your child's teacher or the director. Parent-teacher communication is VITAL for the best care of your child.
Health and Safety
We can only accept healthy children. WE ARE DEPENDING ON YOU TO HELP US MAINTAIN THIS POLICY. All children will be examined on arrival each morning.
Parents will be notified when a child has been exposed to a communicable illness within the program. Parents should likewise notify us when children are exposed to something contagious outside the program.
In case of accident or sudden illness, he/she will be isolated from the group. We will immediately try to contact the parent, or persons listed on the enrollment form. If no contact can be made we will contact the child's physician. In extreme emergencies, the child will be taken to the Emergency Room.
Teachers may not administer any medication to a child. The director will administer the medication to the child Please fill out an "Authorization for Dispensing Medication" form. Notify the Director if you need this form and leave the medication with the director. Please no medications in backpacks or diaper bags.
BITING IS VERY SERIOUS WITH LITTLE CHILDREN. The staff will at all times try to work with the child and the family to stop biting. If biting continues, though, a child may be subject to dismissal from the program, with no refund of tuition.
If a child has been infested with lice, he/she may not return to KDO if there are lice or nits attached to hair. After appropriate treatment the child will be readmitted after being brought to the Director's office for a head check.
Discipline Policy
In order to provide an atmosphere conducive to mental and spiritual growth, we have guidelines for student behavior which gives every child the opportunity to benefit from an optimum learning environment. Our concept of discipline is as follows:
1. Children will participate in making rules for their classroom.
2. Teachers will give positive reinforcement of good behavior. This includes praise, progression to another activity (redirection), and occasionally a token reward.
3. When reprimands are necessary, the following measures will be taken:
a. The child will be warned for inappropriate behavior.
PROGRAM GOALS
Infants
1. To care for infants in a warm, affectionate way that lets each child know that he/she is a special person made by God which includes the physical affection and cuddling that is so important at this stage of development.
2. To meet each child's physical needs completely.
3. To implement strict sanitation procedures that are faithfully adhered to.
4. To provide opportunities for exploring, learning, and social interaction through a variety of daily activities.
5. To prepare activities that stimulate the senses.
6. To care for children in small groups; to prevent overstimulation and disorder; and to provide opportunities for one-on-one interaction between child and caregiver.
7. To provide opportunity for the use of large and small motor skills and outdoor activities.
8. To establish awareness that always provides for a safe environment.
9. To provide a consistency between child care and home care practices that will be most beneficial to the infant and will offer the parents an opportunity to influence the kind of care their child receives.
10. To be supportive of parents through involvement and open and honest communication.
11. To develop staff potential through proper supervision by making expectations clear, following through to see that expectations are met, and utilizing staff input and their abilities.
12. To provide an appreciation for the beauty of God's world.
quested by teacher.
KDO Closings—School closings, bad weather, will be the same as Brownwood ISD. If BISD is closed or Delayed due to weather Kids Day Out will CLOSED for the day.
Dismissal/Withdrawal—The program reserves the right to dismiss any child after entering if he/she is unable to participate in group experiences or if fee's are not paid. Two weeks prior notice is preferable for withdrawal and should be directed to the director.
Field Trips—Trips from the building are planned to complement the program. Only the older classes will participate and parents will be notified prior to the trip. Permission slips will be required.
Parent Visits and Conferences—Please visit any time. Do take care not to upset your child. If you wish to arrange a conference, they may be scheduled for a time before or after hours. Our focus during school will be with the children.
Party Invitations—Party invitations may be distributed provided there is one for each child in the class.
Birthday/Celebrations—If you wish to celebrate your child's birthday or other occasion during school hours you are more than welcome to. We ask that you please alert the teacher of your plans. Please be aware of the classes schedule. The best times are during lunch or at the end of the day.
Breast Feeding—If a mother would like to breastfeed her child she needs to notify the director and a place will be provided for her to nurse her child.
b. The child will be removed from group activity but kept in the group area (time-out).
c. If child does not modify behavior they will be removed from the group area to the Director's Office. The teacher shall discuss the problem with the director or assistant privately (not in front of the child or other teachers). It will be decided at this time if parent needs to be contacted.
d. If behavior does not improve, the parents will be called and asked to come for a conference.
e. The child may be suspended/removed from classes for a period of time.
f. If after the suspension, the child's behavior continues, further disciplinary actions up to and including expulsion will be considered. No tuition will be refunded.
Much care is taken to insure that correction is handled properly. We believe in good discipline, not punishment. We will give the child every opportunity to improve his/her behavior according to their development and understanding. Usually a parent will only need to be involved if a child's behavior is extremely disruptive or harmful.
Parents please provide the following for your child:
Infants-Bibs, baby food, spoon, bottles, sippy cups, changes of clothing and diapers. Please be sure to label with your child's name or initials.
Toddlers– The parents will need to bring safe finger foods. Sippy cups, extra clothing and diapers. Please bring something for your child to rest on and label all items.
Two's– Please provide a change of clothing. Pack a lunch that will be easily handled by your child and a towel or blanket, nap mat for rest time. Also provide a sufficient supply of diapers or pull-ups for the day and label all items.
Threes-Pre-K– Provide a change of clothes (including socks and underwear), a lunch and something to rest on, label all items.
Miscellaneous Information
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Researchers discover 'missing' piece of Hawaii's formation
20 November 2020, by Emilie Lorditch
The journey of Hawaii's pancake from its creation at the mantle plume to where it slipped under the Pacific plate and sunk deep into the Earth's mantle. Credit: Michigan State University
An oceanic plateau has been observed for the first time in the Earth's lower mantle, 800 kilometers deep underneath Eastern Siberia, pushing Hawaii's birthplace back to 100 million years, says a Michigan State University geophysicist.
The discovery came when Songqiao "Shawn" Wei, an Endowed Assistant Professor of Geological Sciences in MSU's Department of Earth and Environmental Sciences, noticed something unusual in his data using groundbreaking techniques. Wei's research will be published on Nov. 20 in the journal Science.
The Earth's mantle is mostly solid, but at a midocean ridge it melts creating new oceanic crust between two tectonic plates such as the Pacific Plate. Typically, this new Pacific Ocean crust has a uniform thickness of four miles, Wei said.
As the plates continue to move, a hot plume of solid rocks slowly rises in the mantle melting the tectonic plate to create volcanoes like the Hawaiian Islands. The mantle plume has a mushroom-like shape with a wide head that is thousands of miles across and a thin tail that is only of a few hundred miles across.
Wei said once this mushroom head reaches the Earth's surface in the ocean, it stretches and flattens out, while it melts the overriding tectonic plate to form a pancake-shaped 20-mile-thick oceanic plateau. This process continues as more of the mantle reaches the surface and the overriding plate continues to move. Over time, what remains is a dotted trail of islands.
"Normally, you would see a pancake-shaped oceanic plateau created by the mushroom's head followed by a dotted chain of islands created by the mushroom's tail," Wei said. "The Hawaiian Islands are the end of the tail but where is Hawaii's pancake head?"
There are still debates on whether every mantle plume creates a "pancake" during its earliest history, and the ultimate destination of these pancake-shaped oceanic plateaus. Trying to find ancient oceanic crust, including old oceanic plateaus, is difficult because the crust might have subducted or slid into or underneath an oceanic trench and disappeared from the Earth's surface.
Although scientists generally believe the oceanic crust is preserved in the Earth's mantle after subduction, it is usually too thin to be observed using conventional technology, such as seismic tomography. Up until now, this is what Wei thought happened to Hawaii's "pancake" until he detected a surprising signal in the data.
"I spotted an unusually thick chunk of oceanic crust about 500 miles beneath the Earth's surface," he said. "The thickness of this piece of crust made it distinguishable, but it was still too thin and too deep to be easily found."
Wei and his team compiled the largest dataset of a specific type of seismograms and conducted big data analysis and numerical simulations on the
1 / 3
High-Performance Computing Cluster managed by the MSU Institute for Cyber-Enabled Research. His collaborators include: Peter M. Shearer from Scripps Institute of Oceanography; Carolina Lithgow-Bertelloni and Lars Stixrude from the University of California, Los Angeles; and Dongdong Tian from MSU.
The team also combined the strengths of seismic tomography, seismic reflection and mineral physics. Seismic tomography from previously published work creates a 3-D image which revealed a vague image of the ancient Pacific Plate in the mantle. Seismic reflection results —the core observation of this work—helped the researchers find the thick crust at great depths. Mineral physics was used by the team to prove that the detected signal indicates a piece of oceanic plateau.
Plate reconstruction modeling helped the researchers link the newly found oceanic plateau to the Hawaiian "pancake" that was created during the formation of the Hawaii hotspot approximately 100 million years ago.
One hypothesis is that the Hawaii "pancake" broke into two pieces.
One piece was part of the Izanagi Plate which subducted into the Aleutian Trench and disappeared about 70-80 million years ago. The other piece was part of the Pacific Plate and after it entered the Kamchatka Trench 20-30 million years ago, the heavy oceanic crust sunk deep into the Earth's mantle later until Wei and his team spotted it.
This discovery not only provides clues of Hawaii's early history, but also sheds light on the evolution of other hotspots, seamounts and oceanic plates.The researchers plan to use this new technique combining seismic tomography, seismic reflection and mineral physics to find other "missing pancakes" and to continue looking for evidence of older pieces of Earth's oceanic crust in the deep Earth.
More information: Songqiao Shawn Wei et al. Oceanic plateau of the Hawaiian mantle plume head subducted to the uppermost lower mantle,
Science (2020). DOI: 10.1126/science.abd0312
Provided by Michigan State University
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Bible Hwk: 2.5
Memory Verse:
1 Cor 15:51
Day One.
1. When Paul and others preached. What was the response of the Corinthians? 1 Corinthians 15:11.
2. When Paul preached about Christ resurrecting from the dead, what did people say? Verse 12.
3. If there is no resurrection of the dead what does that mean about Christ? Verse 13.
4. If Christ did not rise what does that mean about Paul's preaching? What does that mean for the gospel? Explain in two to three sentences. Verse 15
5. If Christ did not rise what does the mean for the Believers and their faith? Verse 15.
Day Two.
1. How does Paul give a logical conclusion in verses 15 and 16? If the dead can not be raised what would that have meant for Christ.
2. If Christ was not raised from the dead what would that have meant about the apostles?
3. If Christ could not be raised from the dead what does that mean for the believers? There are two major things. Verse 17.
4. What does it mean for the people who have believed in Christ and have passed away, if Christ did not raise from the dead? Verse 18.
5. If Christ is our only hope, and he could not raise from the dead what would that mean for us? WHat doe Paul say that would make us? Verse 19.
Day Three.
1. Since we know that Christ did rise from the dead what does that mean for the people who have already passed away? Verse 20.
2. Since we all originally came from Adam what does that mean for us? How will we be made alive? Verse 22.
3. Verse 23 talks about Christ resurrecting first. What happens to people who believed in Christ after they have died?
4. When the second coming really does happen what 4 things will happen in verse 24?
5. What will happen to the enemies of Jesus? Verse 25. | <urn:uuid:515706e0-01c1-4c05-8df4-820251642fa8> | CC-MAIN-2020-50 | https://www.bcaelsobrante.org/uploads/3/0/6/9/3069848/7-12th_bible_wk11.pdf | 2020-11-29T16:29:36+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00654.warc.gz | 583,752,046 | 701 | eng_Latn | eng_Latn | 0.998647 | eng_Latn | 0.998647 | [
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Southwind Extension District
Allen ~ Bourbon ~ Neosho Counties
Making a Difference
June 2015
Walk Kansas
When 417 people joined 73 Walk Kansas teams in March to walk the distance across Kansas, little did they know they would log enough miles to circle the globe 2.68 times! Southwind Extension District team participants logged 67,068 miles over the 8 week fitness challenge. This averages 2.87 miles or 43 minutes per person per day. The average of 301 minutes per person per week surpasses the recommendation of 150 minutes of physical activity per week from the US Guidelines for Physical Activity.
Experts know that exercising has many health benefits. Increased energy was the top result reported by participants this year. Participants also reported an increase in endurance, better attitude, improved sleep, increased muscle strength, increased flexibility, decreased weight, and better able to manage stress being. A smaller number reported a decrease in their blood pressure and lowered their cholesterol.
In a parallel challenge to track fruit and vegetable consumption, team members reported eating 61,552 cups of fruits and vegetables during Walk Kansas. This averages to 2.6 cups of fruits and vegetables per person per day. While this is a great effort, it still falls short of the daily consumption advised by the US Dietary Guidelines. The recommendations vary by age, sex and activity level, but most adults should eat 2-2.5 cups of vegetables and 1.5-2 cups of fruit each day, for a combined goal of 3.5-4.5 cups daily.
Forty one of the Walk Kansas teams were from worksites. Work wellness programs, such as Walk Kansas, can have a payoff for employers in decreasing healthcare costs, increased productivity, reduced absenteeism, and improved morale. It is estimated an employer's direct cost from lost time of an employee totals nearly $0.15 on every $1.00 spent on payroll. For every $1 an employer spends in employee wellness has a return of $3. This year's employer return is $5,166 for those who participated in the program.
With all the health benefits of physical activity, it is no surprise that experts have determined there are also health costs associated with inactivity. According to research done at North Carolina State University several years ago, the cost estimate for inactivity is $1,412 in direct and indirect health costs per inactive person per year. By helping Southwind District participants become more active, the potential estimated cost savings of Walk Kansas in the Southwind Extension District is $588,804.
Water Quality in Southeast Kansas
Looking back through history, specific generations have become known for key achievements, traits and ideals. Stereotypes are broadly applied across the United States but what about us? What will this generation of Kansans be remembered for?
In October 2013, Governor Brownback issued a call to action to his Administration to develop a 50-Year Vision for the Future of Water in Kansas stating, "Water and the Kansas economy are directly linked. Water is a finite resource and without further planning and action we will no longer be able to meet our state's current needs, let alone growth."
During the Spring of 2015, K-State Research & Extension Staff in the Southwind District assisted with 5 of the more than 50 goal team meetings and stakeholder outreach events throughout the state of Kansas. Facilitation skills and local resource knowledge greatly assisted the Regional Goal Leadership Team, Kansas Water Office and the Kansas Department of Agriculture better define the water supply future in our State. Participants openly discussed water issues that directly affect Kansans, including: reservoir storage, water quality, and public education on water conservation. Southwind Staff assisted at public meetings in Fort Scott, Paola, Erie, Emporia, and Ottawa.
Feral Hog Management
Wild pigs (also known as wild hogs or feral pigs) are not native to the Americas. Brought by early Spanish explorers, they have now spread across the United States. Wild pigs are highly adaptable and capable of fending for themselves, making them capable of existing in a variety of habitats. Wherever pigs are present, they become a problem, causing damage to livestock, agricultural fields, forests, and the environment, and threatening native wildlife. In the Southwind District, Bourbon County has been impacted the most by the increasing problems associated with feral hogs.
With the help of K-State Research and Extension Wildlife Specialist Charlie Lee, a public forum was set up to address the topic of feral hogs in the area. Southwind and Marias des Cygnes Extension Districts partnered with the United States Department of Agriculture – Animal and Plant Health Inspections Service (USDA-APHIS) to explain feral hog biology and eradication efforts. USDA-APHIS is the branch of the federal government who contracts with the Kansas Department of Agriculture for the control of feral hog populations within the Kansas border. Landowners had the opportunity, not only to learn about feral hogs and control efforts, but also to express their opinions and ideas on the subject.
This meeting, a collaboration between two Extension Districts and the Federal Government, demonstrated how multiple agencies can work together to inform citizens about issues of public concern. All agencies and individuals involved now have a greater understanding about feral hogs, and how we can work together to help reduce their spread in Southeast Kansas.
Building Leadership through Character Development
In the Spring of 2015, the Southwind Extension District introduced fifteen sixth grade students at St. Paul USD #505 to the leadership/team-building curriculum Let's Play. The purpose of this program was to familiarize each student with K-State Research & Extension, the Southwind Extension District, and 4-H Youth Development.
At the start of the series, only two youth knew about 4-H and not one student knew about Extension. Students were presented guidelines and expectations for the Let's Play series on the first day. Each session was a build on what they learned from previous sessions through group activities requiring a team effort. Students learned about the Six Pillars of Character and the Experiential Learning Model. The different activities provided students with the opportunity to gain important life skills, such as: communication, cooperation, and leadership.
Students reported that as a class they were able to develop friendships outside of their typical group of friends by being able to gain a better understanding of others through communication and patience. At the end of the series, they were able to identify the presenter, organization worked for, and the K-State Research and Extension motto. One of the students asked if this program was going to happen next school year because of how much fun it was. The Let's Play series will add one new school each year in the future.
Kids Can Cook
The Southwind District Family Nutrition Program (FNP) offered our annual Kids Can Cook classes in 9 locations throughout the District. Youth must have completed 2 nd -5 th grades to be eligible to participate in the threeday-long classes. 163 youth registered for the classes offered in the Southwind District for the summer of 2015.
Kids Can Cook is a hands-on class that teaches basic cooking, baking and food safety skills that will last a lifetime. For many of the youth, this is their first real experience in a kitchen. Basics - such as the importance of handwashing, safe use of kitchen equipment, proper measuring, cutting and chopping – are taught and youth are provided the opportunity to practice their new skills.
Several youth have been surprised to discover they liked new dishes even if it had an ingredient that wasn't a favorite. Fresh herbs were introduced into several recipes as a new experience – the youth liked the addition of mint in the smoothies. Each participant gets a Kids Can Cook cookbook with the recipes from class and many parents report that the kids love to show off their new cooking skills at home!
Erie Office: 100 South Main, Erie, KS 66733 (620) 244-3826
Fort Scott Office: 210 South National, Fort Scott, KS 66701 (620) 223-3720
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HEALTH AND FITNESS ON NUTRITION NEEDS FOR BODY ESSAY
Nutrition and fitness play two of the most important roles in human health, and it is mostly empty calories and few nutrients, our bodies' performance levels will.
You can also discover recipes to make your meals taste good and also be a healthy decision. To lose weight fewer calories are needed. Getting healthy and fit body and mind requires lots of patience, time, commitment, goal, believe, and a strong mind to face all the struggles. Healthy and fit people become less prone to the medical conditions. Nothing is more important than health and fitness for any human being. Health professionals consider cancer, diabetes and several other mental and physical health issues such as depression, lethargic attitude, etc to deficiencies in fitness and well-being of a person. We need to be aware about all the points of how to keep us healthy both physically and mentally. We should eat green and fresh vegetables, milk, fresh fruits, egg, etc. Male wants to have a muscle bound body whereas female a slim and trim look. The general public as a whole is less healthy the prior days. By no means is obtaining physical fitness an easy task. Lack of sleep â€" People tend to work late at night, constantly use their phones, etc and forego their destined sleep cycle. Obesity and high sodium intake can contribute to ischemic heart disease, while consumption of fruits and vegetables can decrease the risk of developing cancer. Each individual, as per medical norms, should take at least 8 hours of sleep. It keeps on changing as we change our lifestyle, our eating habits, our sleeping routine, our thoughts, etc. Describe two domains in which you believe demonstrate healthy behaviors. Lack of health management it a big part in deaths today. Health and Fitness Essay 5 words Now-a-days, people have been so busy in their hectic life style and do not have time to keep themselves healthy or stay fit. When you are happy on the inside there is a joy that shows on the outside. Leading a healthy lifestyle leads to happiness, success and achievements. Clients will consist of the average high school student. Nutrition scientists of that era focused on defining essential nutrients, primarily vitamins, in order to outline the minimum food intake for good health. Being healthy is not only a body free of diseases, but it also means to have a tensionless mind. For example, this student participated in a three week exercise, in which she set nutrition and exercise goals to restore and improve her overall health and homeostasis. Eating a healthy diet as well as exercising can lead to a better physique. Fitness and mental well-being are essential parts of a healthy life. We should enjoy spending hours on morning walk, running, working out at the gym or other physical activities to keep body functioning well as well as improve muscle endurance. Yoga and meditation increase energy, give freshness and infuse confidence in a person. Following are some paragraphs, short essays and long essays on health and fitness to help students in completing their task. | <urn:uuid:9559dc98-ba0f-49b8-8747-f091c66c2c22> | CC-MAIN-2020-50 | https://nukakuxeronikuwo.ettroisptitspointscompagnie.com/nukakuxeronikuwo/5e79aa63446e046e9195debbc3540d5e.pdf | 2020-11-29T17:21:29+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00652.warc.gz | 420,626,024 | 612 | eng_Latn | eng_Latn | 0.997387 | eng_Latn | 0.997387 | [
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POPULATION
| Year | | Population of St. | Population of NL | Private Houses | Public |
|---|---|---|---|---|---|
| | | John’s | | | Houses |
| | | winter/summer | | | (Taverns) |
| 1677 | 256/1400 | | | | |
| 1700 | | | 4000 | | |
| 1723 | | | 3000 | | |
| 1726 | | | | 420 families | |
| 1735 | | | | 42 | |
| 1738 | | | | 82 | |
| 1740s | 440 | | | | |
| 1742 | 650/2748 | | | | |
| 1743 | | | | | |
| 1750s | 786 | | | | |
| 1751 | | | | 158 | |
| 1760 | 808 | | 5000 | | |
| 1764 | | | | 226 | |
| 1765-66 | 1100 Sir Joseph Banks broke it down into 750 men and 350 women & children. He also noted that the summer population Was nearly half the population of Tennessee. | | | 200-300 | |
| Year | | Population of St. | Population of NL | Private Houses | Public |
|---|---|---|---|---|---|
| | | John’s | | | Houses |
| | | winter/summer | | | (Taverns) |
| 1770s | 1103 | | | | |
| 1775 | 1500 | | | | |
| 1780s | 1446 | | | | |
| 1783-89 | | | 16,000 | | |
| 1784 | | | | | |
| 1785 | | | | | |
| 1787 | | | 18,162 | 2225 | |
| 1788 | | | 18,209 | 2292 | |
| 1789 | | | 19,106 | 2272 | |
| 1790 | | | 16835 | 2305 | |
| 1790s | 2278 | | | Avg. 2232 | |
| 1796 | 3742 | | | | |
| 1798 | 3132 | | | | |
| 1800s | 4519 | | 19,034 - 25,157 | Avg. 3354 | |
| 1801 | 3420 1139 Protestant 2281 R. C. | | | | |
| 1804-5 | 4608 | | about 25,000 | | |
| 1806 | ~6000 | | | | |
| 1807 | | | 20,000 | | |
| 1810s | 7775 | | 25,985 - 40,937 | avg. 4660 | |
| Year | | Population of St. | Population of NL | Private Houses | Public |
|---|---|---|---|---|---|
| | | John’s | | | Houses |
| | | winter/summer | | | (Taverns) |
| 1811 | | | | | |
| 1812 | | | | | |
| 1815 | 10,018 | | | | |
| 1820s | 10914 | | 42,535 - 59,035 | 4874 in 1820 | |
| 1822 | | | | | |
| 1823 | 13287 | | | | |
| 1825 | 13349 this included 340 of the King’s troops. | | | | |
| 1826 | 13349 | | | | |
| 1830s | | | 60,088 - 74,993 | | |
| 1836 | 18296 | | | | |
| 1841 | 18929 | | | | |
| 1845 | | | 96,296 | | |
| 1846 | 20,000 | | | | |
| 1857 | 30476 (St. John’s East and West) | | 124,228 | | |
| 1869 | 28,850 (St. John’s East and West) | | 146,536 | | |
| 1874 | | | 161,374 | | |
| 1884 | 38145 | | 197,835 | | |
| 1877 | | | | | |
| 1891 | 38,145 | 202,040 |
|---|---|---|
| 1901 | 39,995 | 220,249 (220,984 in 1906) |
| 1905 | 39995 | 220,984 |
| 1907 | 20,000 | |
| 1911 | 45,685 | 242,619 |
| 1921 | 52,078 | 263,033 |
| 1926 | 40,059 | |
Depending on which sources you look at, these numbers may vary slightly.
Source: Figures were compiled from a variety of sources including:
1. The British Fishery at Newfoundland, Lounsbury pg. 254
2. Sir Joseph Banks in "The Oldest City", O'Neill, pg. 21-22
3. "The Dissenting church of Christ at St. John's 1775-1975: A history of St. David's Presbyterian Church."
4. J.W. Withers "St. John's a century ago."
5. Hancock, W. Gordon, "So longe as there comes noe women"
6. Shannon Ryan, A History of Newfoundland in the North Atlantic to 1818 (St. John's: Flanker, 2012)
7. The Stateman's Yearbook, 1929 | <urn:uuid:48dd8898-4c08-4967-8f1a-b0e44ee4252b> | CC-MAIN-2020-50 | http://sheilahroberts.com/images_bottoms_up/POPULATION.pdf | 2020-11-29T15:41:58+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00651.warc.gz | 80,709,316 | 1,541 | eng_Latn | eng_Latn | 0.9399 | eng_Latn | 0.940709 | [
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Literary Analysis Checklist: English A and B
These are the types of literary skills that your student will encounter in the K12 Eng- lish curriculum. Your student should have had exposure to 80 percent of these skills in grade appropriate literature. You can use this in your consideration of placement.
Literary Analysis Checklist
Recognize passages/texts from a variety of genres including:
* fi ction, nonfi ction, myths, poems, fantasies, biographies, autobiographies, science fi ction, tall tales, supernatural tales etc
Identify defi ning characteristics of a variety of literary forms and genres
Understand elements of plot development
* Identify cause and effect relationships
* Interpret use of subplots
* Recognize/interpret use of parallel episodes
* Identify climax
* Identify confl ict and resolution
Understand elements of character development
* Identify character traits and motivations
* Recognize stereotypes
* Describe characters based on speech, action, interactions with others
Make inferences and draw conclusions about story elements and relationship to one another, i.e. setting to mood, etc.
* Recognize effect of setting/culture on a literary work
* Compare and contrast works from different time periods to understand effect of culture on works of literature
Identify/Interpret specifi c literary devices
* Flashback
* Foreshadowing
Copying or distributing without K12's written consent is prohibited.
Literary Analysis Checklist: English A and B
Understand/interpret point of view
* fi rst person limited
* third person omniscient
* objective
* subjective
Understand use of language to convey mood
* Understand use of dialect
* Interpret symbolism
* Recognize/analyze use of irony
* Analyze tone
* Recognize allusion
Recognize poetic devices
* Voice
* Sound
* Alliteration
* Assonance
* Consonance
* Onomatopoeia
* fi gurative language: simile, metaphor, personifi cation, hyperbole,
* sentence structure/ punctuation
Identify theme
* Analyze/identify recurring themes such as: good versus evil, bravery, friendship, self versus self, etc.
* Recognize universal themes and connect them to multiple cultures and time periods and genres
Make connections between text and life – analyze connection b/t literature and life.
Copying or distributing without K12's written consent is prohibited.
Literary Analysis Checklist: English A and B | <urn:uuid:1daf328e-3d30-41ef-a4be-65a934bc28b7> | CC-MAIN-2020-50 | https://eprcontent.k12.com/placement/placement/pdfs/lit_analysis_checklist.pdf | 2020-11-29T16:06:00+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141201836.36/warc/CC-MAIN-20201129153900-20201129183900-00653.warc.gz | 278,079,206 | 517 | eng_Latn | eng_Latn | 0.956072 | eng_Latn | 0.97286 | [
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Recommendations for Addressing Violence in Schools
By:
Edward F. Dragan, Ed.D., M.E.L., C.M.C.
Manuscript approved for publication in Voices from the Field: The Journal of the National High School Association, Fall / Winter 2001.
The unthinkable realities of the school killings in Littleton, Colorado and similar tragedies involving today's youths naturally cause us to address the issue of blame. Hit lists posted on Internet sites and plans made by high school students to get even when they are teased continue to cause questions. Bullying, teasing and discrimination are big problems for American children. Our nation's schools are again under that microscope.
For the most part, our schools are getting it right. Nationally, the school dropout rate has steady decline, the number of students with disabilities who are educated in regular classrooms has increased by nearly 20 percent in ten years, and almost sixty percent of our high school seniors go to college. 1
The focus on academic achievement has been quite strong during the past 20 years, almost to a fault. Necessarily, our teachers have been stressing the education of "things." However, there needs to be a renewed emphasis on the education of "character." We need to focus on the development of good people as well as good learners. Philosopher Martin Burber advised teachers that "education worthy of the name is essentially education of character." 2
Do good people taunt and ridicule those who are different? Exclude and isolate those who are not able to make the athletic team? Harass gay and lesbian students because of their differences? Mock individuals with learning disabilities because they cannot "make the grade?" Bring guns and bombs to school and blow away their classmates?
Maybe good people do these things because they lack the information and understanding that lead to empathy. Maybe our students would behave like good people if they knew that hundreds of students commit suicide each year because of harassment. (Gay and Lesbian youth account for approximately one-third of all youth suicides). 3 Maybe fewer students would be less tempted to act out their frustrations in negative ways if they were shown how to be kinder to each other.
Schooling, as we know it today, with its emphasis on competition, academics, and "being on top" often does nothing to promote generosity or a commitment to the welfare of others. To the contrary, students are graduating thinking that being smart means looking out for themselves.
1 Barber, Martin. (1947). Between Man and Man. (R.G. Smith, Trans.). London: Kegan Paul.
3 United States Department of Health and Human Services. (1989). Washington DC: U.S. Government Printing Office. As reported in Prevention of Health Problems Among Gay and Lesbian Youth. Boston, MA: Governor's Commission on Gay and Lesbian Youth. August 1994, p. 13.
2 National Center for Educational Statistics. (2000). Digest of Education Statistics. Washington DC: U.S. Government Printing Office.
Many factors contributed to the atrocity in Columbine High School and other schools around the country. We might think of the concept of three legs of a stool. One is fascination with violent media. Another is easy access to weapons. A third is flawed character. It is unlikely that by itself, no element will turn a brooding student into a killing machine. But taken together, all three elements spell trouble. What we need to realize is that it takes more than just three legs to stabilize a chair.
Teachers and school officials need to look at the forth leg of the stool – the taunting, teasing and harassment that causes students to crawl into a shell or, in the case of some students, helps push them over the line.
No longer can teasing and harassment be thought of as "kids being kids." In today's society, such taunting can create a hostile environment causing some students to feel hatred and plot revenge. If schools fail to develop and implement policies reasonably designed to bring incidents of harassment to the attention of appropriate officials, they are missing opportunities to create safer learning environments and shape better people. If these officials do not take harassment seriously it may be inferred that the school allowed the inevitable result – a hostile environment, where the unthinkable could happen.
Can we totally prevent violence in schools? No, we can't. Can we focus on a proactive intervention process that is more than likely to curtail such violence? Yes, we can if teachers, administrators, parents and students make sure the following policies and procedures exist in their schools.
Recommendation One: Establish, publicize, update and enforce school policies that protect all students of diversity. Written, formal school policies help prevent discrimination, harassment and verbal abuse of students perceived to be different by their classmates. Policies and guidelines should address:
1. Anti-discrimination;
2. Equal access to education and school activities;
3. Anti-harassment; and
4. Multiculturalism and diversity.
Recommendation Two: Train teachers, administrators, counselors, and students in violence prevention. To reduce incidents of harassment and violence, teachers, administrators, school counselors, and students must be trained. To become certified or recertified, teachers, counselors and administrators should be required to receive training in the following areas:
1. Violence prevention – how to intervene when students who are different are harassed or threatened by other students;
2. Crisis intervention – how to respond to students who seek help because of isolation or emotional and physical problems;
3. Counseling referrals – how to make appropriate referrals for students to counselors, including family counselors and youth-service agencies;
4. Diversity workshops – how to meet the needs of students who are different, isolated or have a history of being harassed; and
Recommendation Three: Develop school-based, peer support groups for students. Students are best supported by other students. Isolation and loneliness can lead to suicide attempts, running away, dropping out and a host of behavioral problems. Weekly support groups help to counter isolation and give an ongoing voice to young people who need to talk about their feelings and self-image. The following should be considered when starting any support group:
1. Groups should be open to all students.
2. A faculty advisor trained in the needs of disenfranchised students must be assigned to attend each meeting, listen to students and communicate their needs to the administration
3. The existence of peer support groups should be widely publicized within the school to all students, faculty and parents.
4. Faculty advisors and their peer groups should work with school counselors, who aren't specially trained to help the untrained counselor gain experience to reach out to students who are becoming isolated.
Recommendation Four: Schools should include diversity issues into their curriculums and provide opportunities to connect with isolated students. The classroom is the heart of the school experience. Discussion of student issues and recognition of the contribution that all students can make to the school community should be integrated into all subject areas and departments in an age-appropriate fashion. The following should be considered:
1. Diversity programs, which address a variety of prejudices such as those against women, people of color and gay and lesbian people, should be instituted and available to all students.
2. Academic departments should research ways to include the experiences and contributions of all types of individuals as they pertain to their disciplines.
3. Schools should identify students who aren't in a minority group but are still isolated and develop programs of inclusion.
By incorporating these strategies, schools will be able to create safer and more inviting learning environments where tolerance and understanding are the norm. School would be a place where character development is not left to chance and is as high a priority as academics. It would be a place that would not accept that it is the norm for the "jocks" to harass the "nerds." Instead, counselors and administrators would mediate potentially volatile situations by conducting interventions that would help enable conflicting groups of students to have a better understanding of each other. A proactive approach to conflict resolution is not foolproof but is our best strategy for preventing more unthinkable killings at our schools.
___________________
Dr. Edward F. Dragan is the founder and principal consultant for Education Management Consulting, LLC, Lambertville, NJ. He has a doctorate from Rutgers University in Educational Administration and Supervision, a master's degree in Special Education from The College of New Jersey, and a masters degree in Education Law from Franklin Pierce Law Center. He is also a Certified Management Consultant. He can be contacted at (609) 397-8989 or by visiting the firm's website at www.edmgt.com. | <urn:uuid:c7e0f553-6178-4048-8083-324fa14a5684> | CC-MAIN-2016-40 | http://www.jurispro.com/uploadArticles/Dragan%20-%20Schools.pdf | 2016-09-29T20:23:11Z | crawl-data/CC-MAIN-2016-40/segments/1474738661915.89/warc/CC-MAIN-20160924173741-00056-ip-10-143-35-109.ec2.internal.warc.gz | 554,498,490 | 1,779 | eng_Latn | eng_Latn | 0.998465 | eng_Latn | 0.998577 | [
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Department of Early Childhood, Elementary and Special Education
College of Education
Morehead State University, Morehead, KY40351-1689
Fall 2010
IECE 418-001/ EDEC 418-001
Preschool Program Planning
Hybrid(On-line & Fridays 8:40-10:10am)
INSTRUCTOR INFORMATION
Mee-Ryoung Shon, Ph. D.
Office Location:
401D Ginger Hall
E-mail:
firstname.lastname@example.org
Work phone:
606-783-2856
FAX:
606-783-9102
Office hours:
Tuesday & Thursday 10:10am- 1:10 pm or by appointment
CATALOG DESCRIPTION: Prerequisites: EDEC 253, EDEE 305, IECE 311, and admission to TEP. Investigates needs and interests of early childhood and provides opportunities to explore objectives, materials, and techniques of instruction for this age group. Laboratory experiences are integral parts of this course.
PROGRAM REQUIREMENTS: EDF 207, EDEC253. (For students enrolling IECE418 must be admitted to TEP program)
FIELD EXPERIENCES: (15 hours total): The candidates must complete 15 hours of field experience. Field experiences are to be designed and implemented under the direction of and in collaboration with an experienced teacher and under the guidance of the instructor (age 0 to 5).
Observation & Participation: Verify minimum of 15 clock hours in preschool/ kindergarten level. Complete and submit the out-of-county form to verify participations.
Complete and submit the out-of-county form to verify your participations. This form is available on the Course Information, and you must submit the form at the end of the semester, as we reach the final. (If you use 2 different sites for the class observation and participations, please submit 2 forms. The total hours you combined should meet the minimum field hours-15 hours.
- Consult the Tentative Calendar for due date for each assignment as well as field experience verification form(s). Candidates who wish to submit a digital edition of Portfolio should consult with the instructor.
"Community Engagement: A Light to and from the Mountains"
The Professional Education Unit at Morehead State University delivers rigorous, high quality programs that prepare professionals informed by best national and international scholarship, plus research, literature, and experiences specific to Appalachia- preparing professionals to improve the schools, quality of life, and the communities in which they live and serve. This statement is not only the strategic mission for the College, but it also incorporates the conceptual framework that guides all our activities.
Conceptual Framework Outcomes (CFO's)
The Unit and the faculty within individual programs assess the degree to which its graduates:
1) Master the content knowledge, professional and the twenty – first century skills need to make an optimal contribution to "whole" student learning in education settings.
2) Are competent in the collection and use of data to inform decision – making and to demonstrate accountability for student learning.
3) Demonstrate professional dispositions
4) Are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively "bridge the gaps" (economic, achievement, and geographic) ensuring optimal learning for all students.
5) Engage in authentic field experiences in collaboration with committed school – based partners and are empowered to improve the quality of education throughout this region and beyond.
Student Learning Outcomes (SLO's): By the end of this course, the candidate will be able to:
1) Be knowledgeable concerning the importance of play as it relates to the physical, intellectual, emotional and social development of young children.
2) Be familiar with some of the methods and materials necessary for creating a learning environment that promotes creative play.
3) Demonstrate competency in creating a learning environment that promotes child centered learning.
4) Demonstrate competency in implementing a curriculum that utilizes developmentally appropriate activities (best practices) for young children
5) Reflects individual pattern of growth and cultural impact on children's learning
6) Collaborate with experienced field teachers and class colleagues to design, plan and implement best activities for children aged 3-5.
NCATE/ EPSB Accreditation Alignment of CFO's and SLO's:
| Program: IECE 418/EDEC418 [Preschool Program Planning] | | | |
|---|---|---|---|
| | IECE Kentucky Teacher Standards (KYS) | KERA | Education Professional Standards Board (EPSB) |
| Aligned with | | | |
| Assessment | | | |
| (point values) | | | |
| [ Final Project, | 2, 4, 5, 6, 7, 9 | 1, 2, 3, 5 | 1, 2, 4 NCATE Standard 1, 3, 4 |
| 80point ] | | | |
| CFO: 1, 2, 3, 4 | | | |
| SLO: 1, 2, 3, 4 | | | |
| [ Content Exam, | 1, 2, 3, 4, 9 | 6 | 2, 3 NCATE Standard 1 |
| 80points] | | | |
| CFO: 1, 2, 3,4 | | | |
| SLO: 1 – 6 | | | |
| [midterm project, | 1, 2, 4, 8, 9 | 1, 2, 3, 5, 6 | 1, 2, 4 |
| 50point] | | | | |
|---|---|---|---|---|
| CFO: 1, 2, 4 | | | | |
| SLO: 1, 2, 3, 4, 5, 6 | | | | |
| [Field Experience, | 3 | 1, 3, 5 | 1, 4 NCATE Standard 1, 3,4 | 1, 4b, 4c, 4d |
| 30point] | | | | |
| CFO:3, 5 | | | | |
| SLO:1, 3, 4, 5, 6 | | | | |
| [Teaching | 5 | 6 | 1, 2, 4 NCATE Standard 1 | 3, 5 |
| Reflection, 10point] | | | | |
| CFO: 2, 3 | | | | |
| SLO: 5 | | | | |
Assignment Descriptions:
| Program: IECE 418/EDEC418 [Preschool Program Planning] | | |
|---|---|---|
| Assessment | | Description |
| (point value) | | |
| [Final Project, 80 | COMPILE & SUBMIT PROJECT : Compile in this order: Section 1: Planning (20point) 1) Weekly Thematic Plan: design a weekly plan on “Space” ( 10point) Make sure to include circle time openings for each day (whole class group time) and activities/materials for science, math, dramatic, reading, pre- writing, music, creative art centers) 2) Choose an activity and write a KTIP format lesson plan (10point) Section 2: Environment (20point) Classroom Floor Plan with centers (Preschool or Kindergarten) - 5 point 10 Indoor photographs & 5 Outdoor photographs tied to IECE Teacher Standards. These photographs should be labeled and narrated (include the names of centers where the photo was taken. Digital photographs are preferred. (Try to include a variety of centers such as reading, writing, science, music, dramatic, manipulative, art, computer, sand/water, interactive bulletin board) – 15point Section 3: Teaching Materials (15point) Manufactured Teaching Materials | |
| point] | | |
[Content Exam, 80point]
[Midterm Project, 50point]
- Visit early childhood centers or teaching material retailer & take pictures of 15 developmentally appropriate teaching material photographs (Include 5 Multicultural).
- Connect each photo to Kentucky IECE Standards.
http://www.education.ky.gov/KDE/Instructional+Resources/Early+Childho od+Development/Building+A+Strong+Foundation+for+School+Success+ SeriesCORRECT+ONE.htm
- State how the selected materials benefit children
- Indicate target age group to be used
Section 4: PRE-WRITING or DRAWING Analysis (20point)
Make an arrangement with two children: one 3-4 year old, and another 5-
6 year old.
-ask these children to draw pictures for you...
- analyze their pictures by scribble stages
- suggest additional activities or ideas to help each child to foster their development in pre-writing or drawing. (Make sure to get parent permission. Include the drawings and your analysis)
Section 5: Project Reflection (5point)
Respond to the following reflection points:
1) What part of the assignment was the best?
2) What surprised you in doing your research for this assignment? (State your learning here)
3) Explain what you would change in order to improve the project.
4) Any other comments
"Professional polish" of work will be considered for assessment. All narration must be word-processed. Each document and photograph must be labeled and accompanied with narration. The documents must be submitted in a wellorganized notebook (3 ring binder is recommended). Photographs must be mounted neatly. The quality of the photographs must be good.
Content Exam on curriculums
Chapter 3, 4, 5, 7, 8, 9, 10, 11
Section 1: Lesson Plan (10point)
Design DEVELOPMENTALLY APPROPRIATE (BEST PRACTICES) KTIP FORMAT LESSON PLAN.
Align the early childhood standards, procedures and assessment descriptions.
Consult Kentucky's Early Childhood Standards, assessment Guides to design and plan instruction: Also consult with experienced mentor teachers to design and implement the lesson plans.
http://www.education.ky.gov/KDE/Instructional+Resources/Early+Childhoo d+Development/Building+A+Strong+Foundation+for+School+Success+Seri esCORRECT+ONE.htm
Scoring criteria for lesson plan
KTIP format followed
Objective statement is clear and learner performance based
Appropriate social contexts selected: individual, paired with peer, small group, large group, learning centers
IECE childhood Standards are selected appropriately for objectives
Objective(s), activity procedures, assessment aligned
Scoring guide aligned with AE and activity included and accurate
Depth of Knowledge included and accurate
Design is clearly and comprehensively described
Active learning ingredients evident
Relatively free of surface feature errors
Section 2: Child Observation Record (20point)
Use the provided GOLD observation form and interview/observe a child for evaluation purpose. Design a newsletter for the parents addressing the strength of the child and suggestions for areas of weakness. Include play ideas parents can do at home to facilitate the child’s interests or development.
Section Early Childhood Environment Rating Scale (20point) (ECERS-R) :
Print the form and rate the center of your choice http://www.fpg.unc.edu/~ecers/ (12pages)
[Field Experience including teachings, 30point]
15 hours field experiences are required for this course. Please tape your instruction and present it in the class.
Scoring criteria for participation sessions:
Arrived on time ready to participate
Appropriate and ample materials provided
Students given opportunity to manipulate materials
Children encouraged to explain their thinking
choices encouraged, permitted
Appropriate adult verbal support provided
Appropriate adult non-verbal support provided
Appropriate adult environmental support provided
Formative assessment utilized
Summative assessment utilized
Helpful feedback given to students
Lesson plan objectives communicated
Effective discipline used
-
[Teaching Reflection, 10point]
1) What part of the teaching was the best?
2) What surprised you in implementing your instruction (State your
| | frustration, conflict, unplanned barriers here) 3) Explain what you would change in order to improve your instruction if you would teach it again. 4) Any other comments |
|---|---|
| Total | |
Grading Scale:
COMPLETION OF WORK & Upload on TK20 account: To pass the course, all assignments must be completed and submitted, even if the assignments are submitted after the grace period and receive zero credit.
The documents for TK 20 account is part of the requirements for this course. The documents must be scanned and uploaded as ONE PDF file. Remember to include the grading rubric in your file. The quality of the photographs must be good Writing/Grammar will affect overall grade.
EDEC428 Critical Performance
1. EDEC428 Critical Performance (Learning Environment)
Students will conduct an analysis on the learning environment as part of their field experience as well as project. The three required components for this assignment include:
| Critical Performance : Learning Environment | 10 Indoor photographs & 5 Outdoor photographs tied to IECE Teacher Standards. These photographs should be labeled and narrated (include the names of centers where the photo was taken. Digital photographs are preferred. (Try to include a variety of centers such as reading, writing, science, music, dramatic, manipulative, art, computer, sand/water, interactive bulletin board) |
|---|---|
| | Classroom Floor Plan with centers (Preschool or Kindergarten) Based on the chapter reading on child-centered environment, design your own ideal classroom. Please indicate door(entrance), window(s) as well as water accessibility (sink, bathroom if any). |
| | Early Childhood Environment Rating Scale Use ECERS-R and guided booklet on GH206 Reading center. Print the form and rate the center of your choice http://www.fpg.unc.edu/~ecers/ (12pages). |
| | Teaching Materials Visit early childhood centers or teaching material retailer & take pictures of 15 developmentally appropriate teaching material photographs (Include 5 Multicultural). Connect each photo to Kentucky IECE Standards. http://www.education.ky.gov/KDE/Instructional+Resources/Early +Childhood+Development/Building+A+Strong+Foundation+for+S chool+Success+SeriesCORRECT+ONE.htm State how the selected materials benefit children Indicate target age group to be used |
word-processed. Each document and photograph must be labeled and accompanied with narration.
The documents must be scanned and uploaded as ONE PDF file. Remember to include the grading rubric in your file. The quality of the photographs must be good Writing/Grammar will affect overall grade.
TOTAL
______/55
2. EDEC428 Critical Performance (Lesson Plan)
Students will complete the following assignment during IECE428 course. These assignments are performed as part of midterm as well as final projects. The four required components for this assignment include:
| Critical Performance : Lesson Plan | Unit Planning Design a weekly plan on “Space” Make sure to include circle time openings for each day (whole class group time) and activities/materials for science, math, dramatic, reading, pre- writing, music, creative art centers) |
|---|---|
| | Lesson Plan Design DEVELOPMENTALLY APPROPRIATE (BEST PRACTICES) KTIP FORMAT LESSON PLAN. Consult Kentucky’s Early Childhood Standards, assessment Guides to design and plan instruction: Also consult with experienced mentor teachers to design and implement the lesson plans. http://www.education.ky.gov/KDE/Instructional+Resources/Early+Ch ildhood+Development/Building+A+Strong+Foundation+for+School+ Success+SeriesCORRECT+ONE.htm Scoring criteria for lesson plan KTIP format followed Objective statement is clear and learner performance based Appropriate social contexts selected: individual, paired with peer, small group, large group, learning centers IECE childhood Standards are selected appropriately for objectives Objective(s), activity procedures, assessment aligned Scoring guide aligned with AE and activity included and accurate Depth of Knowledge included and accurate Design is clearly and comprehensively described Active learning ingredients evident Relatively free of surface feature errors |
| Field Experience | 15 hours field experiences are required for this course, including teaching instruction. (Please tape your instruction and present it in the class). |
| including teachings | Scoring criteria for participation sessions: Arrived on time ready to participate Appropriate and ample materials provided Students given opportunity to manipulate materials Children encouraged to explain their thinking choices encouraged, permitted Appropriate adult verbal support provided Appropriate adult non-verbal support provided Appropriate adult environmental support provided Formative assessment utilized Summative assessment utilized Helpful feedback given to students Lesson plan objectives communicated Effective discipline used |
|---|---|
| Teaching Reflection | 5) What part of the teaching was the best? 6) What surprised you in implementing your instruction (State your frustration, conflict, unplanned barriers here) 7) Explain what you would change in order to improve your instruction if you would teach it again. 8) Any other comments |
| TOTAL | |
Scoring Rubric for Assignments
| 100-90% | Exceed minimal expectations by showing depth of problem solving or creative solutions to the situation given. |
|---|---|
| 89-80% | Product addresses, in detail, all of the various parts of the assignment described. |
| 79-70% | Product lacks depth or comprehensiveness of elements described in the assignment. |
| 69% & below | Product does not show effort in addressing all elements of the assignment. |
| 0 | Product has major weaknesses, including grammar, spelling, and lack of elements |
Final Project Evaluation Form
Date:___________ Project Author's Name:____________________________
Project Components: Place a check mark by each of the items that the portfolio includes:
| Table of Contents | Comment |
|---|---|
| Professional appearance – all typed & neatly arranged. Free of mechanical and grammatical errors | |
LATE WORK POLICY: For full credit, assignments must be submitted by due date, unless otherwise approved by the instructor. A grace period of one week is permitted for late work with 20% automatic point reduction, and No credit will be given for late assignments except by special prior arrangement. No makeup will be given for any missed tests.
Required Textbooks:
1. Lissanna Follari (2nd. ed.). (2011). Foundation and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning. Pearson
2. Optional: Bredekamp, S. & Copple, C. (2009). Developmentally appropriate practice in early childhood programs. NAEYC
All students in this course are required to purchase a TK20 account. TK20 plays an essential role as a repository documenting your progress through the teacher education program and is as necessary as any other course requirement. You are expected to have purchased and activated your account by the beginning of the third week of class. Your account may either be purchased at https://payment.tk20.com/ctpayment/options_menu.do or through the University bookstore. (If you are an education major, you only have to purchase this once; if you are taking this course to explore your interest in teaching you can purchase a one semester subscription at a reduced rate. For information on this option contact the College of Education Assessment Office at email@example.com .)
ASSESSMENT STRATEGIES: Record of attendance and participation, scoring guides, self-assessment, qualitative feedback, checklists, open-response examinations, quantitatively scored in-class and take-home examinations and skill demonstrations by discussions/ conferences.
= A*
*All assignments must be submitted to receive final grade.
ATTENDANCE POLICY: Since the regular online participation for any online course is essential to the learning experience, it is the responsibility of all students to be online couple of times a week. If a student would not log in Bb more than a week and miss and assignments, class discussions, tests, etc, the instructor may lower the final grade by one letter grade for each week missed (equal amount of time to a set of three class meeting). Students missing more than two weeks (five clock-hours of class) are advised to drop the course. Students absent from class or lack of participation in on-line/hybrid course for legitimate reasons must consult with the instructor concerning the absence, beforehand face-to face, by email or voice mail. Legitimate absences do not excuse the student from class responsibilities. Legitimate absences include illnesses, accidents, personal emergencies, and death in the immediate family, special academic programs or authorized university functions for which the student's presence is required. Non- legitimate absences include non-emergency dental or doctor appointments, meeting with academic advisor, substitute teaching, lack of child-care or other work-related activities.
Academic Honesty
Cheating, fabrication, plagiarism or helping others to commit these acts will not be tolerated. Academic dishonesty will result in severe disciplinary action including, but not limited to, failure of the student assessment item or course, and/ or dismissal from MSU. If you are not sure what constitutes academic dishonesty, read the Eagle: Student Handbook or ask your instructor. An example of plagiarism is copying information from the internet when appropriate credit is not given. The policy is located at http://www.moreheadstate.edu/advising/index.aspx?id=8311 (also, described at Eagle Handbook pp 39-40, 2009-2010 http://www.moreheadstate.edu/files/units/dsl/eaglehandbook/200910%20Handbook%2080309.pdf?n=7091 )
Americans with Disabilities Act (ADA)
In compliance with the ADA, all students with a documented disability are entitled to reasonable accommodations and services to support their academic success and safety. Though a request for services may be made at any time, services are best applied when they are requested at or before the start of the semester. To receive accommodations and services the student should immediately contact the Disability Services Coordinator in the Office of Academic and Career Services, 223 Allie Young Hall, 606-783-5188, www.moreheadstate.edu/acs/
Campus Safety Statement
Emergency response information will be discussed in class. Students should familiarize themselves with the nearest exit routes in the event evacuation becomes necessary. You should notify your instructor at the beginning of the semester if you have special needs or will require assistance during an emergency evacuation. Students should familiarize themselves with emergency response protocols at www.moreheadstate.edu/emergency .
Other Evaluation and Operational Guidelines
1. MEMBERSHIPS IN PROFESSIONAL ORGANIZATION: Candidates are encouraged to join the Kentucky Association for the Education of Young Children (KAECE), affiliation of the National Association for the Education of Young Children (NAEYC) and the Southern Early Childhood Association (SECA). Students are also encouraged to attend conferences.
2. PROFESSIONAL COLLABORATION AND COOPERATION: Students are expected to collaborate and cooperate with peers and professionals in the field. Students are expected to contribute time, efforts, and insights to projects and activities.
Course Calendar:
| | | | | TENTATIVE CALENDAR | | Fall 2010 | | Dr. Mee Shon |
|---|---|---|---|---|---|---|---|---|
| | Program: IECE 418/EDEC418 [Preschool Program Planning] | | | | | | | |
| WK | | DATE | CONTENTS & READINGS | | ASSIGNMENTS | | POINTS | |
1
Aug.
TPA
- Course Orientation TPA
23-27
http://www.moreheadstate.edu/files/colleges/education/esu/
| 2 | Aug. 30- Sep. 3 | Chapter 3 Professionalism in ECE: Framing Best Practices | TPA (section II: Learning Objectives) KTIP Lesson Plan Design & in-class practice as a group Kentucky IECE Standards. http://www.education.ky.gov/KDE/Instructional+Resources/Early+ Childhood+Development/Building+A+Strong+Foundation+for+Sch ool+Success+SeriesCORRECT+ONE.htm ENVIRONMENT RATING SCALE (Print this and bring it in class) http://www.fpg.unc.edu/~ecers/ | |
|---|---|---|---|---|
| | | | Chapter 3 Test | 5 |
| 3 | Sep 10 (Friday) | Tentative Plan: TS #1: Plan/ Design Instruction Principles to consider in planning for young children | IECE /EDEC students all day Training in Yatesville in a Wetland Growing up Wild and Project Learning Tree | |
| 4 | Sep.13- 17 | Chapter 4 Constructivist Learning: Building Knowledge within | Curriculum (Continued) Kentucky IECE Standards. http://www.education.ky.gov/KDE/Instructional+Resources/Earl y+Childhood+Development/Building+A+Strong+Foundation+for +School+Success+SeriesCORRECT+ONE.htm KTIP Lesson Plan Design & in-class practice as a group: submit your lesson plan writing on Bb group file exchange for peer-review (by midnight of Sep12). In class, we will critique, modify each of your lesson plan as a group!!! | |
| | | | Chapter 4 Test | 10 |
http://www.youtube.com/w Chapter 5 Test
10
atch?v=l2QtSbP4FRg
| 6 | Sep.27- Oct. 1 | Chapter 8 Project Approach http://www.projectappr oach.org/) | In class discussion on your observation Complete part of your Field experience by utilizing GOLD ENVIRONMENT RATING SCALE | | |
|---|---|---|---|---|---|
| | | | Chapter 8 Test | | 10 |
| 7 | Oct. 4-8 | Midterm Project | No Face-to-face class 10/8 (F) Field Experience (Methodist church) | | Midterm due by noon of Oct. 8 (F) |
| 8 | Oct 11- 15 | High Scope Program | Chapter 7 Test | | 10 |
| | | Oct 14& 15 MSU Student Fall Break | | | |
| 9 | Oct. 18- 22 | Chapter 9 Reggio Emilia Program http://video.google.com/vi deoplay?docid=- 6136472070063161213# | Scribble stages (by M. Mayesky) Final Project explanation Field Teaching lesson plan design- Due by midnight of Oct 26 (T) | | |
| | | | Chapter 9 Test | 10 | |
| 10 | Oct. 25- 29 | Chapter 10 Montessori Education http://video.google.com/vi deoplay?docid=- 6136472070063161213#do cid=748019594080989064 | Anti-bias curriculum : tolerance vs. inclusion Lesson plan review | | |
| | | | Chapter 10 Test | 10 | |
| 11 | Nov. 1- 5 | ►Field Teaching (Preschool Class at Morehead Methodist Church) ► Field Teaching (your own) | Be in the child care center by 8:20am. The class starts exactly on 8:30 until 10:00am. | | |
| 12 | Nov. 8- 12 | Field Teaching | Be in the child care center by 8:20am. The class starts exactly on 8:30 until 10:00am. | | |
| | | Evaluation | |
|---|---|---|---|
| 14 | Nov. 22-24 | Chapter 11 | |
| | | | Ch 11 test |
| | Nov 23- 27 | Thanksgiving Holidays: | |
| 15 | Nov. 29- Dec3 | Final Project Week | Instructor will assist you for any inquiries on your project. |
| 16 | Dec. 6- 10 | Final Project Week (presentation) Due by class meeting Friday 10:00am. | |
http://education.uncc.edu/eportfolio/documents/word_files/Standards/naeyc_standards.htm
NAEYC Standards
Standard 1. Promoting Child Development and Learning
Candidates use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for all children.
Standard 2. Building Family and Community Relationships
Candidates know about, understand, and value the importance and complex characteristics of children's families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning.
Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence children's development and learning.
Standard 4. Teaching and Learning
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.
Sub-Standard 4a. Connecting with children and families
Candidates know, understand, and use positive relationships and supportive interactions as the foundation for their work with young children.
Sub-Standard 4b. Using developmentally effective approaches
Candidates know, understand, and use a wide array of effective approaches, strategies, and tools to positively influence children's development and learning.
Sub-Standard 4c. Understanding content knowledge in early education
Candidates understand the importance of each content area in young children's learning. They know the essential concepts, inquiry tools, and structure of content areas including academic subjects and can identify resources to deepen their understanding.
Sub-Standard 4d. Building meaningful curriculum
Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for all young children.
Standard 5. Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
2009 Revised Kentucky's Early Childhood Standards:
COMMUNICATION (BIRTH TO 3)
Benchmark 1.1: Engages in nonverbal
Standard 1: Demonstrates communication skills in order to express self.
Standard 1: Demonstrates general skills and strategies of the communication process.
communication for a variety of purposes.
Benchmark 1.2: Uses vocalizations and/or words (verbal, signed, symbolic) for a variety of purposes.
Standard 2: Demonstrates listening and observing skills and responds to the communication of others.
Benchmark: 2.2: Responds to the verbal and nonverbal communication of others.
Benchmark 2.1: Focuses on and attends to communication of others and to sights and sounds in the environment to gain information.
Standard 3: Demonstrates interest and engages in early literacy activities.
Benchmark 3.1: Demonstrates interest and engagement in print literacy materials.
Benchmark 3.2: Demonstrates interest and engagement in stories, songs, and rhymes.
LANGUAGE ARTS (3S AND 4S)
Benchmark 1.1: Uses nonverbal communication for a variety of purposes.
Benchmark 1.2: Uses language (verbal, signed, symbolic) for a variety of purposes.
Benchmark 1.3: Communicates with increasing clarity and use of conventional grammar.
Standard 2: Demonstrates general skills and strategies of the listening and observing process.
Benchmark 2.1: Engages in active listening in a variety of situations.
Benchmark 2.2: Observes to gain information and understanding.
Standard 3: Demonstrates general skills and strategies of the reading process.
Benchmark 3.1: Listens to and/or responds to reading materials with interest and enjoyment.
Benchmark 3.2: Shows interest and understanding of the basic concepts and conventions of print.
Benchmark 3.3: Demonstrates knowledge of the alphabet.
Benchmark 3.4: Demonstrates emergent phonemic/phonological awareness.
Benchmark 3.5: Draws meaning from pictures, print and text.
Benchmark 3.6: Tells and retells a story.
Standard 4: Demonstrates competence in the beginning skills and strategies of the writing process.
Benchmark 4.1: Understands that the purpose of writing is communication.
Benchmark 4.2: Produces marks, pictures and symbols that represent print and ideas.
Benchmark 4.3: Explores the physical aspects of writing.
-
-
-
-
-
COGNITIVE (BIRTH TO 3)
Standard 1: Explores the environment to gain information.
Benchmark 1.1: Demonstrates curiosity in the environment.
Benchmark 1.2: Responds to the environment.
Benchmark 1.3: Recalls information about the environment.
Benchmark 1.4: Recognizes characteristics of people and objects.
SOCIAL EMOTIONAL (BIRTH TO 3)
Standard 1: Demonstrates trust and engages in social relationships.
Benchmark 1.1: Shows attachments and emotional connection towards others.
Benchmark 1.2: Demonstrates desire to create relationships and understandings of these
relationships with others.
Standard 2: Demonstrates sense of self.
Benchmark 2.1: Expresses and/or recognizes a variety of emotions.
Benchmark 2.2: Develops the ability to control feelings and behavior and understands simple rules and limitations
-
-
-
Standard 1: Demonstrates basic understanding of the world in which he/she lives.
MATHEMATICS (3S AND 4S)
Standard 1: Demonstrates general skills and uses concepts of mathematics.
Benchmark 1.1: Demonstrates an understanding of numbers and counting.
Benchmark 1.2: Recognizes and describes shapes and spatial relationships.
Benchmark 1.3: Uses the attributes of objects for comparison and patterning.
- Benchmark 1.4: Uses nonstandard and/or standard units to measure and describe.
SCIENCE (3S AND 4S)
Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity).
- Benchmark 1.1: Explores features of the environment through manipulation.
Benchmark 1.2: Investigates simple scientific concepts.
Benchmark 1.3: Uses a variety of tools to explore the environment.
- Benchmark 1.4: Collects, describes and/or records information through a variety of means.
Benchmark 1.5: Makes and verifies predictions based on past experiences.
HEALTH/MENTAL WELLNESS (3S AND 4S)
Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments.
Benchmark 1.1: Demonstrates independent behavior.
Benchmark 1.2: Shows social cooperation.
Benchmark 1.3: Applies social problem solving skills.
SOCIAL STUDIES (3S AND 4S)
Benchmark 1.1: Differentiates between events that happen in the past, present and future.
- Benchmark 1.2: Uses environmental clues and tools to understand surroundings.
Benchmark 1.3: Shows an awareness of fundamental economic concepts.
- Benchmark 1.4: Recognizes and/or follows rules within the home, school and community.
Benchmark 1.5: Demonstrates understanding of the roles and relationships within his/her family and/or community.
Benchmark 1.6: Knows that diversity exists in the world.
CREATIVE EXPRESSION (BIRTH TO 3)
Standard 1: Demonstrates interest and participates in various forms of creative expression.
Benchmark 1.1: Enjoys and engages in visual arts.
Benchmark 1.2: Enjoys and engages in movement and dance.
Benchmark 1.3: Enjoys and engages in music.
Benchmark 1.4: Enjoys and engages in pretend play and drama.
MOTOR (BIRTH TO 3)
Standard 1: Demonstrates motor skills in daily activities and adaptive/ self care routines.
Benchmark 1.1: Moves with purpose and coordination.
Benchmark 1.2: Demonstrates balance and coordination.
Benchmark 1.3: Exhibits eye-hand coordination.
Benchmark 1.4: Controls small muscles in hands.
Benchmark 1.5: Expresses physical needs and actively participates in adaptive/self care routines to
have these needs met.
-
-
-
ARTS AND HUMANITIES (3s and 4s)
Standard 1: Participates and shows interest in a variety of visual art, dance, music and drama experiences.
Benchmark 1.1: Develops skills in and appreciation of visual arts.
Benchmark 1.2: Develops skills in and appreciation of dance.
Benchmark 1.3: Develops skills in and appreciation of music.
Benchmark 1.4: Develops skills in and appreciation of drama.
HEALTH/MENTAL WELLNESS (3S AND 4S)
Standard 1: Demonstrates health/mental wellness in individual and cooperative social environments.
Benchmark 1.1: Demonstrates independent behavior.
Benchmark 1.2: Show social cooperation.
Benchmark 1.3: Applies social problem solving skills.
Benchmark 1.4: Show a sense of purpose (future –
hopefulness
PHYSICAL DEVELOPMENT (3S AND 4S)
- Standard 1: Demonstrates basic gross and fine motor development.
Benchmark 1.1: Performs a variety of locomotor skills with control and balance.
Benchmark 1.2: Performs a variety of non-locomotor skills with control and balance.
Benchmark 1.3: Combines a sequence of several motor skills with control and balance.
-
Benchmark 1.4: Performs fine motor tasks using eye-hand coordination.
http://www.education.ky.gov/KDE/Instructional+Resources/Early+Childhood+Development/Building+A+Stro ng+Foundation+for+School+Success+SeriesCORRECT+ONE.htm
KY IECE Teacher Standards
IECE TEACHER STANDARDS FOR PREPARATION AND CERTIFICATION: INTERDISCIPLINARY EARLY CHILDHOOD EDUCATION BIRTH TO PRIMARY: This course most heavily focuses on issues related to the following (for completed standards http://www.kyepsb.net/teacherprep/iecestandards.asp )
Standard 1: Designs/Plans Instruction
The Interdisciplinary Early Childhood Education (IECE) educator designs and plans experiences and instruction that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.
Performance Criteria:
1.1 Designs developmentally appropriate, comprehensive curriculum and instruction aligned with Kentucky Learner Goals
1.2 Selects developmentally and individually appropriate strategies and resources to provide activity-based learning experiences
1.3 Adapts and individualizes curriculum and instruction plans for all children, including those with special needs and disabilities
1.5 Incorporates knowledge of multiple disciplines and strategies from team members
1.4 Plans for the effective involvement of team members including assistants, staff, and volunteers across learning environments
-
1.6 Incorporates family strengths and resources, priorities, and concerns to plan experiences and instruction (e.g., lesson plans, IFSPs, IEPs, and transition plans)
Standard 2: Creates/Maintains Environments
The IECE educator creates and maintains learning environments in a variety of settings that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.
Performance Criteria:
2.1 Creates the physical, social, and temporal environment to engage children and maximize learning aligned with Kentucky Learner Goals
2.2 Creates and maintains developmentally and individually appropriate activity-based learning environments
2.3 Maintains a healthy and safe environment
2.4 Provides developmentally and individually appropriate indoor and outdoor environments
2.5 Creates environments that recognize and value diversity as a strength in children and families
2.6 Adapts environments to support children with special needs and disabilities
2.7 Creates, evaluates, and selects technology, materials, and media to enhance the learning environment
2.8 Facilitates positive interaction between children and adults
2.9 Uses positive guidance techniques to foster children's self-regulation
2.10 Uses responsive techniques to nurture appropriate social interaction and social competence
2.11 Functions within legal, ethical, and professional guidelines
2.12 Applies adult learning principles in supervising and training adults
Standard 3: Implements Instruction
The IECE educator introduces, implements, and facilitates experiences and instruction that support development and learning for infants, toddlers, preschool, and kindergarten children, including those with disabilities.
Performance Criteria:
3.1 Facilitates children's acquisition and integration of behavior, skills, and concepts to support learning aligned with Kentucky Learner Goals
3.2 Implements developmentally appropriate individual and group activities in indoor and outdoor environments
3.3 Encourages children's active involvement in a variety of structured and unstructured learning activities
3.4 Uses instructional strategies that meet the unique needs of each child
3.5 Implements family-centered activities that reflect the family's resources, priorities, and concerns
3.6 Provides learning experiences that support and expand the cultural knowledge and behavior of each child
3.7 Provides guidance, learning cues, and positive feedback to children
3.8 Manages antecedent and consequent conditions to foster self-management behaviors
Standard 4: Assesses & Communicates Learning Results
The IECE educator, in collaboration with others, assesses the development and ongoing learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities, and communicates the results with partners, including families.
Performance Criteria:
4.1 Uses developmentally appropriate and authentic assessments to determine child needs, to plan individualized learning experiences, and to develop and implement IFSPs and IEPs
4.2 Selects, creates, adapts, and uses multiple modes and methods of assessments which are sensitive to the unique cultural and learning needs of the child
4.3 Actively involves families and other team members in the assessment process
4.4 Systematically collects, organizes, and records ongoing assessment data to monitor child progress
4.5 Monitors, summarizes, and evaluates the acquisition of child and family outcomes as outlined in the IEP or the IFSP
4.6 Effectively communicates assessment results and ongoing child progress with families and other team members in everyday language, including native language and communicative mode
Standard 5: Reflects/Evaluates Professional Practices
The IECE educator reflects on and evaluates professional practices that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.
Performance Criteria:
5.1 Engages in ongoing self-reflection to improve professional practices
5.2 Communicates strengths and areas for growth in professional practices as a result of self-reflection
5.3 Applies professional ethics, practices and legal mandates in early childhood settings
5.4 Reflects upon, evaluates, and modifies involvement of team members including assistants, staff, and volunteers across learning environments
5.5 Participates in program evaluation efforts to improve child learning and development
5.6 Identifies the professional development needs of assistants, staff and volunteers and provides support to improve each person's performance
The IECE educator collaborates and consults with team members including colleagues, families, primary caregivers, agency personnel, and other service personnel to design and implement experiences and instruction that support the development and learning of infants, toddlers, preschool, and kindergarten children, including those with disabilities.
Performance Criteria:
6.1 Participates as an effective team member and demonstrates appropriate interpersonal skills to support collaboration in early childhood settings
6.2 Seeks and encourages the participation of families as partners in promoting the child's development, sharing information, making decisions, and implementing and evaluating program plans for the child
6.3 Consults and collaborates with team members to promote the child's development, share information, make decisions, implement, and evaluate program plans for the child
6.4 Seeks advice and collaborates with community members and agencies to provide resources, promote child development, and increase learning in early childhood settings
6.5 Articulates the individual outcomes and unique needs for each child to assistants, staff, and volunteers
6.6 Provides ongoing constructive feedback to team members about professional practices
6.7 Collaborates with families and other team members to support successful transition to next setting
Standard 7: Engages in Professional Development
The IECE educator engages in self-evaluation of professional practices and implements a professional development plan to improve his/her performance.
Performance Criteria:
7.1 Engages in ongoing critical analysis and reflective thinking to assess one's own performance and identify areas for growth
7.2 Develops a professional growth plan
7.3 Documents professional growth and performance
7.4 Demonstrates professional growth through identification with and active participation in professional organizations
7.5 Critically reviews and applies research and recommended practices
7.6 Seeks support and expertise of others to improve professional practice
7.7 Acquires and integrates information from a variety of resources to expand personal knowledge of child development, interdisciplinary practices, diversity, and family-centered services.
Standard 8: Supports Families
The IECE educator supports families through family-centered services that promote independence and selfdetermination.
Performance Criteria:
The extent to which the IECE educator:
8.1 Assists families in articulating resources, priorities, and concerns
8.2 Demonstrates sensitivity to characteristics of each child's family and community and shows respect for cultural preferences and socioeconomic influences
8.3 Implements a continuum of family-centered services which support child development
8.4 Informs families of program objectives, procedures, and legal rights
8.5 Applies adult learning principles to parent education activities
8.6 Promotes family participation in adult education opportunities and school and community activities
8.7 Demonstrates knowledge of family structure, style, and stages of family and adult development
8.8 Communicates with families and other team members in everyday language including their native language and communicative mode, using interpreters if appropriate.
Standard 9: Demonstrates Implementation of Technology
The IECE educator uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, families, and community agencies; and conduct research.
Performance Criteria:
The extent to which the IECE educator:
9.1 Operates a multimedia computer and peripherals to install and use a variety of software
9.2 Uses terminology related to computers and technology appropriately in written and verbal communication
9.3 Demonstrates knowledge of the use of technology in business, industry, and society
9.4 Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations
9.5 Creates multimedia presentations using scanners, digital cameras, and video cameras
9.6 Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the
Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction
9.8 Requests and uses appropriate assistive and adaptive devices for children with special needs
9.7 Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other distance-learning applications to enhance professional productivity and support instruction
9.9 Designs lessons that use technology to address diverse needs and learning styles of children
9.10 Practices equitable and legal use of computers and technology in professional activities
9.11 Facilitates the lifelong learning of self and others through the use of technology
9.12 Explores, uses, and evaluates technology resources: software, applications, and related documentation
9.13 Applies research-based instructional practices that use computers and other technology
9.14 Uses computers and other technology for individual, small group, and large group learning activities
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Division on Earth and Life Studies
Using Graywater and Stormwater to Enhance Local Water Supplies: An Assessment of Risks, Costs, and Benefits
Graywater and stormwater capture and use can expand local water availability while providing additional benefits, such as reduced water pollution (for stormwater) and a droughtresistant year-round water supply (for graywater). Treatment can help address contaminants in the water, but a lack of risk-based treatment guidelines hinders the broader use of stormwater and graywater. There is no single best way to use graywater or stormwater to address local water needs, and many important considerations—including legal and regulatory constraints, potential applications, and source water availability—vary widely with local conditions. Additional information about these factors could make it easier for businesses, households, and water authorities to use stormwater and graywater to augment water supplies.
In many regions of the United States, water is in short supply. Climate change is causing shifts in patterns of precipitation, and multi-year droughts in California and the Colorado River Basin have drained reservoirs to near record-low levels. At the same time, rapid population growth is increasing water demand in many of the nation's most water-scarce regions, including California, Nevada, Arizona, Texas, and Florida, which saw population increase between 85 and 400 percent from 1970 and 2009, compared to 50 percent across the United States during the same period. As a result, the potential use of graywater and stormwater to supplement water supplies is gaining increasing attention.
Some households and businesses have already started to use stormwater and graywater for irrigation and toilet flushing. Some communities also capture stormwater at neighborhood and regional scales to recharge groundwater. In addition to augmenting water supply, capturing and using stormwater reduces pollution from flowing into rivers, lakes, and oceans and lessens the overloading of wastewater treatment facilities after heavy rains. Similarly, the reuse of graywater can enhance water supply reliability and extend the capacity of wastewater systems in quickly growing cities.
Alternative water sources such as stormwater and graywater could help supplement scarce water supplies.
However, with little information available on capturing, storing, and using graywater and stormwater, many utilities have been hesitant to integrate these practices into their water resource plans. Potential public health risks from microbial or chemical contamination also raise concerns, and debate continues over the appropriate regulatory framework to protect public health without adding excessive cost and permitting burdens to these projects. To address these challenges, this report assesses the risks, costs, and benefits of graywater and stormwater use to augment water supplies.
commonly used household-scale rooftop-runoff capture systems: one moderately sized 2,200-gallon storage tank or two 35-gallon rain barrels for a total storage capacity of 70 gallons.
How Much Stormwater and Graywater Is Available for Use?
Potential water savings from graywater and stormwater use vary based on factors such as local climatic conditions, approaches, and scales. The report's authoring committee carried out an original scenario analysis based on mediumdensity residential development in six U.S. locations to examine these factors. The scenarios considered the use of graywater or stormwater for irrigation of turfgrass, toilet flushing, or both, and considered two graywater systems (whole-house and laundry-to-landscape) as well as two
Household-scale stormwater capture leads to the largest potable water savings in locations with year-round rainfall that closely matches the timing of water demands. Using one 2,200-gallon storage tank per house, substantial potential water savings (24 to 28 percent) from the capture and use of roof runoff were calculated for scenario analyses in four eastern or central U.S. cities. In contrast, lower potential potable water savings (5 and 15 percent, respectively) were calculated for the Los Angeles and Seattle scenarios, because of the timing and intensity of rainfall compared to water demands in those locations. Two 35-gallon rain barrels provide much lower potential water savings (less than 2 percent in Los Angeles to up to 10 percent in Newark, for example), because they capture and store a smaller amount of roof runoff.
Neighborhood- and regional-scale stormwater capture projects can contribute significantly to urban water
Box 1. Defining Stormwater and Graywater
The report's authoring committee uses the following definitions of stormwater and graywater:
Stormwater runoff is the water from rainfall or snow that can be measured downstream in a pipe, culvert, or stream shortly after the precipitation event. For the purposes of this report, the term "stormwater" is used broadly to include runoff from rooftops, as well as other runoff from small to large source areas.
supplies, especially in arid climates where stormwater can be stored in aquifers for use during drought or the dry season. Based on 1995-1999 data for Los Angeles, average stormwater runoff from mediumdensity residential developments would be roughly sufficient to meet indoor residential water needs in those areas.
Graywater is untreated wastewater that does not include water from the toilet or kitchen, and may include water from bathroom sinks, showers, bathtubs, clothes washers, and laundry sinks
These water sources can be collected and treated for nonpotable uses including irrigation, toilet flushing, and laundry and outdoor washing. Stormwater can also be captured and used to recharge groundwater supplies.
For graywater, substantial water savings are possible when used for toilet flushing and/or in areas with near-year-round irrigation needs (as in the arid southwest) when irrigation demand is well-matched to graywater availability. Based on the committee's scenario analyses, graywater reuse in Los Angeles provides larger potential potable water savings (up to 13 percent) than household-scale stormwater capture (up to 5 percent), because graywater provides a steady water source during summer months with little or no rainfall.
If water conservation is the primary objective for stormwater and graywater investments, strategies that reduce outdoor water use should first be examined. Significantly reducing irrigation demand, for example through the use of water-efficient landscaping, would provide much larger reductions in water demand than stormwater or graywater use in arid regions. In these circumstances, graywater could be used to supply irrigation water to meet specific small irrigation needs. Otherwise, graywater and stormwater may help facilitate the continued use of landscaping that is inappropriate for local climate conditions and not sustainable in the long term.
Water Quality, Treatment, and Risks
Risk assessment provides a means to determine "fit for purpose" water quality criteria or treatment needs based on human exposures. Considering the low exposures in most non-potable graywater and stormwater applications, pathogens represent the most significant acute risks. However, little is known regarding the occurrence of human pathogens in graywater and stormwater. More work is needed to characterize their occurrence and fate, particularly for commonly-used roof runoff systems. Available risk assessments and the committee's risk calculations using the pathogen data available and various possible exposure scenarios suggest that disinfection is necessary for many uses of graywater, including spray irrigation, food crop irrigation, and toilet flushing, to
Box 2. Graywater Use in an Arizona Prison
The Eloy Detention Center, located in Arizona, reuses graywater from showers and hand-washing to flush toilets. This system was the first large scale (i.e., multi- residential rather than single-home) application of graywater use for toilet flushing in Arizona, and because the state lacks a standard regulation for such systems, the permitting process was lengthy. Since the permit was issued in 2008, the facility has observed water savings of 20 gallons per day per inmate. This equates to approximately 130,000 gallons of water saved per day at full prison capacity (6,492 inmates).
Costs and Benefits
Some costs and benefits of stormwater and graywater use can be readily estimated in monetary terms—for example, the value of water savings or the cost of installing a stormwater tank. However, there are also important social and environmental benefits that may be difficult to quantify, and there is a lack of cost information for many applications.
In theory, simple laundry-to-landscape graywater irrigation systems can offer reasonable financial payback periods but these estimates assume graywater for irrigation actually offsets potable use—an assumption that remains to be demonstrated. Small roof runoff harvesting systems, such as rain barrels, have shorter payback periods (5–26 years in the committee's scenarios) compared to large cisterns (14 to more than 50 years, not accounting for labor), even though the water supply savings are much smaller. The longer payback periods in each range reflect locations where distinct wet and dry seasons do not coordinate well with irrigation demands—for example, the protect human health. Limited data suggest that treatment may also be needed when using roof runoff for toilet flushing, even with the low levels of human exposure, although more research on pathogens in roof runoff is needed.
More research is also needed to characterize the occurrence of organic chemicals in stormwater and their fate during various uses. Enhanced infiltration of stormwater for groundwater recharge poses risks of groundwater contamination and necessitates careful design to minimize those risks.
Figure 2.Several impoundments in California capture and store stormwater for groundwater recharge. The Rio Hondo Spreading Grounds, pictured here, receive controlled releases from the San Gabriel Canyon, Santa Fe, and Whittier Narrows dams.SOURCE: Department of Public Works, Los Angeles County.
arid Southwest. The report also notes that more research is needed on the impact of installing on-site water systems on homeowners' overall water-use behavior.
Economies of scale are evident for large stormwater and graywater use projects. Several regional stormwater capture and recharge projects in Southern California, for example, can pay back large dividends by avoiding the cost of expensive imported water in addition to other social and environmental benefits. Based on available unit cost data, stormwater alternatives designed to recharge groundwater at neighborhood and regional scales tend to be much less expensive than on-site or neighborhood tank capture.
Depending on the stormwater or graywater system design, energy savings are possible compared with conventional water supplies, but data for a comprehensive assessment are lacking. Conventional water systems in the United States that depend on pumping water from its source to a water treatment plant have energy costs from less than 1 kilowatt hour per cubic meter (kWh/m 3 ) to almost 5 kWh/m 3 . In theoretical studies, rooftop stormwater capture systems used only 0.2 kWh/m 3 , although the limited practical studies available report median energy demand of 1.4 kWh/m 3 . Many of the potential variables that affect the lifecycle energy demands, such as scale, pumping, treatment, material inputs, remain poorly understood.
Legal and Regulatory Issues
Graywater and stormwater reuse is being incorporated into law in a variety of respects at the federal, state, and local levels, but not quickly enough to keep up with advances in the technology and its use. Several legal and regulatory constraints remain, hindering the capacity for graywater and stormwater to significantly expand the nation's water supplies.
In most western states, acquisition of water rights is a requirement for large-scale stormwater capture and use projects. In addition, water rights may limit widespread implementation of smaller-scale stormwater and graywater projects for uses, such as irrigation, that have the potential to reduce surface water availability to those downstream. Unless water rights can be acquired or legislative solutions developed, large-scale stormwater capture projects would be limited to coastal regions with no downstream users, or to non-consumptive uses such as toilet flushing.
There is substantial variation in on-site graywater and stormwater regulations at the state level with respect to design and water quality for household-scale projects, which leads to varying exposures and risk. The lack of authoritative, risk-based guidelines for the design and potential applications of graywater and stormwater in the United States is a major impediment to their expanded use.
Developing rigorous, risk-based guidelines for graywater and stormwater across a range of possible uses and exposures could improve safety, build public confidence in the practices, reduce expenditures on unnecessary treatment, and assist communities that lack an existing regulatory framework for on-site water supplies. Such guidelines could be developed by the Environmental Protection Agency, a collaboration of states, or a collaboration of U.S. water organizations working with the Environmental Protection Agency. This guidance could then serve as a basis for developing standards of practice for on-site non-potable water use. Oversight and enforcement of water quality standards for applications with significant exposures is also important but challenging, and local enforcement agencies would benefit from additional guidance on appropriate, cost-effective maintenance, monitoring, and reporting strategies.
Locate information on related reports at http://dels.nas.edu/wstb Download (free) or purchase this report at www.nap.edu
Committee on the Beneficial Use of Graywater and Stormwater: An Assessment of Risks, Costs, and Benefits—Richard G. Luthy (Chair), Stanford University, California; Richard W. Atwater, Southern California Water Committee, Studio City, California; Glen T. Daigger, One Water Solutions LLC, Parker, Colorado; Jörg Drewes, Technische Universität München, Garching, Germany; Benjamin H. Grumbles, Secretary of the Environment, State of Maryland; Arpad Horvath, University of California, Berkeley; Robert E. Pitt, University of Alabama, Tuscaloosa; Marcus M. Quigley, OptiRTC, Boston, Massachusetts; Robert S. Raucher, Stratus Consulting, Boulder, Colorado; Sybil Sharvelle, Colorado State University, Fort Collins; Claire Welty, University of Maryland Baltimore County, Baltimore; Marylynn V. Yates, University of California, Riverside; Stephanie E. Johnson (Study Director), Michael J. Stoever (Research Associate), National Academies of Sciences, Engineering, and Medicine.
The National Academies of Sciences, Engineering, and Medicine appointed the above committee of experts to address the specific task requested by the Environmental Protection Agency Office of Water and Office of Research and Development, National Science Foundation, Water Research Foundation, Water Environment Research Foundation, Los Angeles Department of Water and Power, WateReuse Foundation, City of Madison, Wisconsin, National Water Research Institute, and the National Academies' President's Fund. The members volunteered their time for this activity; their report is peer-reviewed and the final product signed off by both the committee members and the Academies. This report brief was prepared by the Academies based on the committee's report.
For more information, contact the Water Science and Technology Board at (202) 334-3422 or visit http://dels.nas.edu/wstb. Copies of Using Graywater and Stormwater to Enhance Local Water Supplies: An Assessment of Risks, Costs, and Benefits are available from the National Academies Press, 500 Fifth Street, NW, Washington, DC 20001; (800) 624-6242; or as free PDFs at www.nap.edu.
Permission granted to reproduce this brief in its entirety with no additions or alterations.
Permission for images/figures must be obtained from their original source.
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Forestry Note:
Why Do My Trees Have Yellow Leaves?
George L. Geissler, CF Staff Forester
The leaves of most trees should be green, but sometimes in the Great Plains, tree leaves turn from green to yellow. It's a problem called chlorosis. Chlorosis is an abiotic (not caused by a living organism such as a fungus or virus) disease. It's characterized by the greenish-yellow to yellow leaves.
Much of the chlorosis seen in our area on trees is actually iron chlorosis or chlorosis caused by a lack of iron in the plant tissues. Iron is needed for the formation of chlorophyll, the green pigment in leaves. Without the green pigment that allows a plant to utilize sunlight for production of food and energy, the plant will die.
Plants with iron chlorosis first turn yellow-green to yellow between the veins, with the veins remaining a darker green. With more severe chlorosis the leaves become pale yellow and develop brown spots between the main veins. Leaf margins may also turn brown with the leaves later drying up and falling off. Tree growth slows to a stop and dieback of branches can occur when iron chlorosis is extremely severe.
Iron chlorosis is quite common in our area because we tend to have alkaline soil; those are soils with a high pH, often over 7.5. While our soils actually contain adequate amounts of mineral iron, it's in a chemical form unavailable to the plants due to the high pH of the soil. The yellowing or chlorosis can involve the entire tree, or may be restricted to one side or even just one branch. Within the same yard, there may also be perfectly healthy green trees growing right next to ones with iron chlorosis.
Certain types of trees and shrubs are more prone to iron chlorosis than others because they are more sensitive to high pH soils. Those trees most likely to show symptoms of iron chlorosis include pin oak, flowering dogwood, sweet gum, silver maple, tulip tree, and magnolia. Acid-loving shrubs, like azalea, blueberry and rhododendron, are also prone to iron chlorosis. These types of trees and shrubs should be avoided when planting in soils where pH is extremely high.
While it's common to encounter highly alkaline, calcareous soils in our region, a high pH is not the only cause of iron chlorosis. First of all, it may not even be iron chlorosis. Chlorosis can be confused with similar symptoms expressed by mineral deficiencies such as magnesium, manganese or boron.
Cultural factors can also lead to symptoms of chlorosis. Overwatering is probably the most common cause of chlorosis, in fact iron chlorosis can be induced if soils are kept excessively wet as a result of over watering, compacted soils, or poor drainage.
Chlorosis can also be the result of root damage, girdling roots, or trunk damage from mowers and cord trimmers. This is because root restriction, root injury and trunk injury all impair the plant's ability to take up and transport soil nutrients. Chlorosis can also develop in extremely dry soil situations because mineral nutrients must be in solution for a tree to be able to absorb them from the soil. In dry soils they can't absorb the nutrients. One common example is chlorosis on silver maple trees in situations where half of the root zone or more is located in an area that isn't irrigated regularly, such as a dry lot, a gravel driveway, or a ditch bank area.
What can the landowner do about chlorosis? If the cause is excessively wet soils, adjust the watering so the soil doesn't remain saturated for any length of time. You will still need to water the tree adequately so it doesn't undergo drought stress. Watering should be done slowly enough to moisten the soil to a depth of at least 18 to 24 inches without saturating the soil. If the soil is compacted, aeration may help the water penetrate the soil more quickly. If the soil is too dry, the remedy is simple... water regularly to maintain moist soil to a depth of 18 to 24 inches in the entire root zone of the tree.
If watering or compacted soils doesn't seem to be the problem, check for trunk or root problems. Look for trunk injury from physical wounds to the base of the tree from mowers or cord trimmers. See if the bark on the southwest side of the tree has been damaged from winter injury. Check for girdling roots, constricted roots, or damage to the root system. When possible, these problems should be corrected. In some cases the tissue damage may not be able to be corrected and the tree may eventually succumb to its injuries.
Finally, correcting iron chlorosis in alkaline soils isn't an easy task. Before doing anything, it's a good idea to have a soil test performed to find out the alkalinity of the soil. This can be done at home with soil test kits available at most garden centers or through your cooperative extension service. Once you have determined that the soil truly is alkaline, there are several approaches to attempt to correct iron chlorosis.
One of the simplest approaches is to acidify the soil. This is most easily achieved by adding sulfur to the soil prior to planting, but acidification is a slow process and pH change will be slow. To acidify the soil, add sulfur to the soil prior to planting. The easiest sulfur to use is prilled sulfur. This should be applied at the rate of 25 pounds per 1000 square feet of landscape bed and mixed well with the soil to a depth of 18 to 24 inches. If trees and shrubs are already established use an acidifying fertilizer, such as ammonium sulfate.
Another method of correcting iron chlorosis is the application of iron chelates to the soil. Chelated iron is less affected by soil pH and more readily available to plants. Iron chelates must be placed in the root zone by drilling holes in the soil or working it into the soil.
Iron chelates in soluble form or iron sulfate can also be applied to plants through a spray to the leaves. These foliar sprays often result in a quick "greening" of the leaves, but these effects are generally temporary. New growth that develops after application will still be chlorotic.
There are also methods available for injecting iron right into trunk tissues with implants or injections, but these cause wounds to the tree trunk it's not advisable to use them in most situations.
"Forestry Notes" is a publication of Oklahoma Department of Agriculture, Food, and Forestry – Forestry Services Division. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age or disability. To file a complaint of discrimination write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Bldg., 1400 Independence Ave. SW, Washington D.C. 20250-9410 or call (202) 720-6964 (voice and TDD). USDA is an equal opportunity provider and employer.
For additional information on this topic or for any of your forest and tree related questions please contact Oklahoma Forestry Services at 405-2882385 or 800-517-3673. | <urn:uuid:6469444c-2133-4afd-8779-957436f23077> | CC-MAIN-2016-40 | http://www.forestry.ok.gov/Websites/forestry/Images/Why%20Do%20My%20Trees%20Have%20Yellow%20Leaves.pdf | 2016-09-29T20:19:57Z | crawl-data/CC-MAIN-2016-40/segments/1474738661915.89/warc/CC-MAIN-20160924173741-00062-ip-10-143-35-109.ec2.internal.warc.gz | 484,331,826 | 1,540 | eng_Latn | eng_Latn | 0.997844 | eng_Latn | 0.998018 | [
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'Rethinking Languages through COVID-19' A Competition for Year 9 Students *
This competition, which is part of the British Academy-funded MLOE Rethinking with Languages project, invites Year 9 * students to create a poster on how languages and cultures are changing as a result of the COVID-19 crisis. The aim is to celebrate linguistic diversity, creativity, and students' ownership of their learning by allowing them to use the linguistic skills they already have and build on these in preparation for vocabulary studied at KS4, particularly in units on local and neighbourhood areas and social and global issues.
Pupils will be expected to do a small amount of scaffolded research for their entry. A pupil's entry should take no more than three hours to complete, consisting of two hours of class time and one hour of research time at home. The two hours of class time could include an introduction to the competition, a "thought shower" session and the production of the final competition entry. No additional planning is required for these lessons and pupils can follow the handout, which is differentiated, independently.
We strongly encourage entries that use home languages as well as those which use languages studied in school.
The Task
We would like students to do some online research regarding the language and/or cultural changes that have taken place in a country whose language they are studying, or in their home country, during the COVID-19 pandemic. Students should then produce an A3 poster, using the target language, in which they present their knowledge. Posters can be produced individually or in groups of up to four students. Entries should fall into one of the three categories outlined below:
o Option A: What new words / new uses of words have entered the students' chosen language as a result of the COVID-19 pandemic? Which existing words are being used more frequently as a result of the pandemic? Pupils should do some research on new words / new uses of words that have emerged in their chosen language and present these in a glossary-style poster, using textual and visual representations of the key vocabulary. A poster could include, for example, words such as 'hand gel' or 'lockdown', accompanied by images that represent them.
o Option B: How has society changed in the students' chosen country/region as a result of the COVID-19 pandemic? Students should find some key facts about how society in their home country / a country whose language they are studying has responded to and changed as a result of the COVID19 pandemic. This option is designed as a stretch and challenge task. The facts should be presented in a poster, together with photographs and/or drawings which illustrate the changes.
* Year 10 in Northern Ireland.
o Option C: How do students imagine the future in their chosen country, post-COVID? Taking a more creative approach, students should try to imagine what the "new normal" might look like in their chosen country. Their poster should present this "new normal" through both text and image.
The posters must contain some words in the target/home language; however, we would like to give students as much freedom as possible in their poster design. On the poster students might like to include:
* a vocabulary list / glossary
* written descriptions or explanations
* photographs, drawings, images to illustrate the content
Evaluation
The evaluation of the posters will be based on the following criteria:
* Layout
* Images
* Research/cultural awareness
* Language
* Originality
Prizes will be awarded for the winning entries and a selection of posters will be displayed in an online exhibition.
Submission
All posters should be submitted as a digital file. If the poster is created in a paper format, please submit a photograph of the poster. Files should be titled as follows: student(s) first name_school name_option selected (A, B ,C) - e.g. John_MLOE High School_A.
Entries should be sent via email to email@example.com by 5pm on Friday 18th December 2020, however they are also welcome any time before that date. All entries must be sent by a teacher, even if the pupils create their poster independently, outside of class time.
Find out more about the project at www.mloe.org, or by following us on Twitter. | <urn:uuid:ba8cbe9a-92b1-4ad7-898e-fb0bf427e0e0> | CC-MAIN-2020-45 | https://mloeorg.files.wordpress.com/2020/09/mloe-ks3-competition-teacher-1.pdf | 2020-10-29T19:17:48+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00222.warc.gz | 425,587,934 | 871 | eng_Latn | eng_Latn | 0.998642 | eng_Latn | 0.998907 | [
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MTEL Communication and Literacy Skills
DIAGNOSTIC TEST
DIAGNOSTIC TEST READING SUBTEST
Directions for the Reading Subtest
This reading subtest consists of seven reading selections. Each selection is followed by several multiple-choice questions related to the selections. Read each question carefully and choose the ONE best answer based on the information contained in the selection you have just read. You may refer back to the selection to answer the questions.
There are a total of 42 multiple-choice questions in this section of the reading subtest, numbered 1 to 42. Record your answer to each question on the answer sheet provided in this book.
In the multiple-choice section of the reading subtest, the order of information requested by the questions does not necessarily correspond to the order of information in a given selection.
Multiple-Choice Questions
Directions: Read the passage below; then answer the six questions that follow.
Origins of Language
1 For centuries, scholars have discussed and debated how language was invented. In 2011, a paper published in the journal Science provided new evidence as to where language was invented. In this paper, Dr. Quentin Atkinson, a biologist at the University of Auckland, argued that human language originated in southwestern Africa. Dr. Atkinson based his argument on an analysis of the number of phonemes contained in languages spoken throughout the world.
2 A phoneme is the smallest audible unit of sound in a language. For example, the word "six" consists of four phonemes—an /s/, an /i/, a /k/, and an /s/. Dr. Atkinson analyzed 504 languages and found that certain African languages have more phonemes than any other human language, and that the further from Africa one looks, the fewer the number of phonemes one fi nds in the native language. In short, languages refl ect decreasing phonetic diversity with increasing
distance from Africa. But why is this pattern important? Why does this connection between phonetic diversity and distance imply that language originated in Africa?
3 Dr. Atkinson's argument builds on a recent fi nding that the more people who speak a language, the greater the number of phonemes contained in that language. Dr. Atkinson assumed that as small groups split off and move away from larger populations, the number of phonemes in the smaller groups' languages will gradually diminish over time. Thus, one would expect to fi nd the greatest number of phonemes among the population in which language originated. As the fi rst groups of people migrate away from this larger population, the number of phonemes they use will gradually decline. Then, as the splitting off process continues, the number of phonemes will continue to decline among each smaller group.
4 One of the most appealing strengths of Dr. Atkinson's argument is that the link between distance from Africa and phonetic diversity that he reports is consistent with the known link between distance from Africa and genetic diversity. These fi ndings suggest that both the human species and human language originated in Africa. Another strength of Dr. Atkinson's argument is its consistency with independent evidence that African tongues such as Khoisan are among the most ancient human languages. Not all scientists accept his argument, however. Some linguists are suspicious of the mathematical methods that Dr. Atkinson used to relate distance to phonetic diversity. Others are cautious, simply because Dr. Atkinson's fi ndings are new, and in science new fi ndings are not typically accepted until they have been independently replicated.
1. Which of the following words is closest in meaning to the word replicated as it is used at the end of the fourth paragraph of the passage?
(A) disconfi rmed
(B) pondered
(C) repeated
(D) questioned
DIAGNOSTIC TEST
2. Which of the following statements best expresses the main idea of this passage?
(A) A prominent biologist has proposed a new and controversial theory of language.
(B) Languages vary greatly in phonetic diversity.
(C) The evolution of language refl ects a serial founder effect.
(D) Recent evidence suggests that human language originated in Africa.
3. Which of the following phrases best describes the author's main purpose in the third paragraph of the passage?
(A) to explain why the fact that certain African languages have the most phonemes implies that language originated in Africa
(B) to help readers understand what phonemes are and how they play a role in the evolution of language
(C) to stress that migrations of small groups of people result in changes in phonetic diversity
(D) to inform readers as to why the number of phonemes in a language declines as a result of migration away from larger populations
4. Information presented in the passage best supports which of the following conclusions?
(A) Scholars reject the idea that the serial founder effect can be applied to language.
(B) Scandinavian languages are likely to contain fewer phonemes than southern European languages.
(C) A group of people who relocate to a small island will quickly lose phonemes from their language.
(D) Dr. Atkinson's argument is relatively simple and based on one line of evidence.
5. Which of the following statements from the passage expresses an opinion rather than stating a fact?
(A) In 2011, a paper published in the journal Science provided new evidence as to where language was invented.
(B) Dr. Atkinson analyzed 504 languages and found that certain African languages have more phonemes than any other human language, and that the further from Africa one looks, the fewer the number of phonemes one fi nds in the native language.
(C) One of the most appealing strengths of Dr. Atkinson's argument is that the link between distance from Africa and phonetic diversity that he reports is consistent with the known link between distance from Africa and genetic diversity.
(D) Dr. Atkinson assumed that as small groups split off and move away from larger populations, the number of phonemes in the smaller groups' languages will gradually diminish over time.
6. Which of the following types of graphics could best be used to present information contained in the passage?
(A) a world map illustrating the phonetic diversity of languages in different geographic regions
(B) a timeline showing the most important migrations of different human popula-
tions
(C) A bar graph representing the number of phonemes contained in several languages
(D) A fl owchart depicting the migration of one group of people and the subsequent loss of phonetic diversity in their language
DIAGNOSTIC TEST
Directions: Read the passage below; then answer the six questions that follow.
Qianlong
1 The term "renaissance man" refers to a person whose accomplishments span a variety of areas. An excellent example is Qianlong, who ruled China from 1736 to 1799. As the grandson of Kangxi, one of the greatest of Chinese emperors, Qianlong experienced an unusually privileged childhood. However, privilege alone cannot account for the exceptional and varied talents he exhibited from an early age.
2 As a child, Qianlong exhibited keen intelligence and remarkable skill at martial arts. At age 11, his father ascended to the throne and Qianlong became a prince. Over the next decade his leadership skills became increasingly apparent—in modern terms, Qianlong was a successful politician. When his father died, Qianlong, now 26, became emperor. During his sixty-year reign, Qianlong's capacity for empire-building left a permanent mark on East Asia, as the areas now known as Tibet, Xinjiang, Outer Mongolia, among others, were brought under Chinese rule, thereby consolidating China's imperial power. Historians now see most of Qianlong's reign as an extremely prosperous period in China's history.
3 Along with his political activities, Qianlong was a prolifi c artist and collector of artistic works. His own works consist of poetry, essays, paintings, and calligraphy. Particularly impressive is the fact that his collected writings contain more than 40,000 poems. His collections were enormous as well and consisted of tens of thousands of jade items, ancient bronzes, ceramics, seals, curios, and other treasures, all of which form a signifi cant part of the Chinese cultural treasury.
4 Qianlong was not only an artist and collector, but also a great patron of scholarship and art. Many talented and creative people benefi tted from his patronage. The most signifi cant project that Qianlong supported was the Siku Quanshu, or "Complete Library in the Four Branches of Literature." This collection consists of 3,461 manuscripts that were bound together in 36,281 volumes. Altogether the Siku Quanshu comprises more than two million pages and represents one of the largest collection of books in the world.
5 Qianlong's accomplishments are not without criticism. His expansion of China refl ected both skillful diplomacy as well as military subjugation. His reputation as a politician is tarnished somewhat by actions he took late in his reign, including the disdainful rejection of British proposals for increased trade and cultural exchange. As for his artistic interests, Qianlong's poetry is considered an invaluable source of cultural information but does not rank among the treasures of world literature. And although the Siku Quanshu preserved an extraordinary number of books, it also provided the opportunity to suppress works that the emperor deemed insulting or rebellious. In spite of these criticisms, Qianlong's reputation as a man of many talents, a true renaissance man, is central to his legacy, and his political and artistic achievements have had a permanent impact on world culture.
7. Which of the following words is the best meaning of prolifi c as it is used in the third paragraph of the passage?
(A) intriguing
(C) talented
(B) thoughtful
(D) productive
8. Which of the following statements from Paragraph 4 of the passage best expresses the main idea of that paragraph?
(A) Qianlong was not only an artist and collector, but also a great patron of scholarship and art.
(B) Many talented and creative people benefi tted from his patronage.
(C) This collection consists of 3,461 manuscripts that were bound together in 36,281 volumes.
(D) Altogether the Siku Quanshu comprises more than two million pages and represents one of the largest collection of books in the world.
DIAGNOSTIC TEST
9. Which of the following phrases best describes the author's main purpose in the passage?
(A) to present a balanced account of Qianlong's accomplishments
(B) to document how Qianlong's activities contributed to Chinese culture
(C) to introduce the reader to Qianlong as an illustration of a renaissance man
(D) to explain why Qianlong has such a positive reputation among historians
10. Information presented in the passage best supports which of the following conclusions?
(A) Qianlong is the primary source of China's prosperity.
(B) Qianlong was highly accomplished in many areas but not considered the greatest talent in each area.
(C) Qianlong was successful in every endeavor that he pursued.
(D) Qianlong is widely considered to be one of the greatest emperors in history, in spite of his military and p olitical failures.
11. Which of the following statements provides the best evidence for the author's objectivity?
(A) Besides writing about Qianlong's political activities, the author also mentions his contributions to scholarship and art.
(B) In spite of Qianlong's shortcomings, the author provides a glowing account of his cultural infl uence.
(C) Rather than focusing on just one accomplishment, the author writes knowledgably about Qianlong's many accomplishments.
(D) Although clearly positive toward Qianlong, the author also notes criticism of Qianlong's actions.
12. Which of the following types of graphics could best be used to present information contained in the passage?
(A) a circle graph showing the number of years Qianlong devoted to each of his accomplishments
(B) a world map illustrating changes in China's borders from Qianlong's reign through the present
(C) a timeline of Qianlong's life depicting his various accomplishments
(D) a fl owchart representing the impact of Qianlong's activities on world culture
Directions: Read the passage below; then answer the six questions that follow.
School Violence
1 Shootings and other acts of extreme violence on school premises are a rare but worrisome trend in the United States. When these tragic events occur, school administrators frequently ask: Could we have known in advance that the attacks were being planned? What can be done to prevent future attacks? These questions were addressed by the Safe School Initiative (SSI), a collaborative effort carried out by the Secret Service and the Department of Education. The SSI was initiated in June 1999, in response to the attack at Columbine High School in April of that year. The fi nal report of the SSI's investigation was published in 2002.
2 The main goal of the SSI was to identify information that is potentially knowable prior the occurrence of extreme violence. In order to achieve this goal, SSI researchers reviewed 37 incidents of targeted school violence that took place in American schools between 1974 and 2000. For the purposes of their study, "targeted school violence" was defi ned as an incident in which a current or former student deliberately chose his school as the location of an attack using lethal means (e.g., gun or knife). The SSI research team reviewed these 37 incidents in order to identify any patterns in the data. The results were expressed in terms of percentages of incidents that refl ected various characteristics.
DIAGNOSTIC TEST
3 The SSI fi ndings were noteworthy both for the presence as well as the absence of consistent patterns. For example, all of the attackers were male. Analysis of other demographic variables refl ected trends but not complete uniformity. 76% of the attackers were Caucasian, for instance, and 63% came from twoparent families. In other respects, the characteristics of the attackers did not refl ect clear trends. Age, mental health, academic performance, and participation in school activities varied widely across the attackers.
4 The data also failed to support some of the usual stereotypes about the attackers, such as the idea that they are violent loners who had caused trouble at school and experienced rejection by their peers. In fact, about half of the attackers had demonstrated an interest in violent media such as movies and video games, while the other half had not. About two-thirds of the attackers had never been in serious trouble at school. And only about a third of the students were loners, while the rest appeared to be part of the social mainstream at their schools. On the whole, the SSI researchers rejected the idea that a simple, useful profi le of the attackers could be identifi ed.
5 Although the SSI team found no clear profi le of students who engage in extreme school violence, they did identify other characteristics of relevance to prevention. For example, 71% of the attackers felt persecuted or bullied by others prior to their attacks. 98% had experienced a signifi cant failure or loss prior to their attack, and appeared to have diffi culty coping with the failure or loss. Particularly important is the fi nding that 93% of the attackers planned their attack in advance, and in 81% of cases, at least one other person had information that the attack was imminent. These fi ndings suggest some useful implications for administrators as they attempt to maintain safe environments at their schools.
13. Which of the following phrases is the best meaning of imminent as it is used in the fi fth paragraph of the passage?
(A) not very likely
(C) carefully planned
(B) intended to do harm
(D) about to happen
14. Which of the following statements best expresses the main idea of paragraph 4?
(A) The study does not provide consistent information about the attackers.
(B) Most attackers have never been in serious trouble at school.
(C) The characteristics of attackers do not refl ect a single pattern.
(D) The stereotypical attacker is a violent loner who causes trouble and experiences rejection.
15. This passage was most likely written for an audience of:
(A) school administrators.
(B) police offi cers.
(C) sociologists.
(D) high school students.
16. According to information presented in this passage:
(A) targeted school violence is completely unpredictable.
(B) targeted school violence is more likely in some cases than in others.
(C) targeted school violence can be prevented if key information is known.
(D) targeted school violence can be predicted with total accuracy in some cases.
17. Which of the following statements included in the passage best supports the author's assertion that the fi ndings were noteworthy owing in part to "the absence of consistent patterns."?
(A) Particularly important too is the fi nding that 93% of the attackers planned their attack in advance, and in 81% of cases, at least one other person had information that the attack was imminent.
(B) For example, all of the attackers were male.
(C) 98% had experienced a signifi cant failure or loss prior to their attack, and appeared to have diffi culty coping with the failure or loss.
DIAGNOSTIC TEST
(D) In fact, about half of the attackers had demonstrated an interest in violent media such as movies and video games, while the other half had not
18. Which of the following lists best outlines the main topics addressed in this passage?
(A) —questions asked by administrators
—patterns present in data
—patterns not present in data
(B) —purpose for conducting study
—methods of study
—main fi ndings of study
(C) —collaborative agreement
—expected fi ndings
—unexpected fi ndings
(D) —introduction to study
—goal of study
—useful implications of study
Directions: Read the passage below; then answer the six questions that follow.
Orwell, Tolstoy, and Shakespeare
1 No matter how widely accepted an opinion might be, you can always fi nd someone who dissents. A curious footnote to William Shakespeare's reputation as the greatest English language playwright and poet is Leo Tolstoy's opinion that Shakespeare was vastly overrated. Tolstoy, one of the world's most celebrated writers himself, argued that Shakespeare was not only lacking in genius, but that for the most part he did not even rise to the level of average as an author. Tolstoy expressed this rather unusual opinion in an essay entitled Shakespeare
and the Drama, which served as the introduction to a pamphlet about Shakespeare. This essay was in turn the subject of a critical essay, Lear, Tolstoy and the Fool, published in 1947 by the famous author George Orwell. In his oftencited essay, Orwell provides a detailed analysis of Tolstoy's reasoning and, ultimately, a persuasive refutation of the great Russian's objections to Shakespeare.
2 Tolstoy was aware that his opinions were unconventional. Having disliked Shakespeare all his life, he re-reread the entire works of Shakespeare at the age of seventy-fi ve, open to the possibility that he had been mistaken. Instead, he discovered once again that Shakespeare's writing gave him feelings of "repulsion, weariness and bewilderment." Although he acknowledged that Shakespeare had some technical skills as a writer, Tolstoy found the writing bombastic and unnatural, asserting that Shakespeare tended to foist his own thoughts on his characters rather than letting the characters' speech arise naturally out of each situation. Tolstoy described this tendency as refl ecting a "complete absence of aesthetic feeling." He also concluded that Shakespeare's writing is immoral and unoriginal.
3 Orwell's initial response to Tolstoy's essay is that literary merit is subjective rather than a quality that can be defi nitively proven. The only "proof" of the merit of a writer's work is survival, and Shakespeare's work has certainly survived for many centuries. Orwell goes on to say that Tolstoy misrepresented Shakespeare's writing in some of his more specifi c criticisms, and that in fact his condemnation of Shakespeare refl ects malice rather than genuine aesthetic concerns. Put simply, Orwell argues that Tolstoy ultimately objected to Shakespeare's exuberance for life. Orwell claims that Tolstoy's religious views led him to renounce the chaos and confusion of physical existence in order to focus narrowly on spiritual issues. As an old man, according to Orwell, Tolstoy sensed in Shakespeare's characters a pleasure in life that Tolstoy had lost. And, lacking that pleasure himself, Tolstoy disliked observing it in others.
4 Orwell proposes much more about the causes of Tolstoy's disparagement of Shakespeare's work, including the possibility that Tolstoy somehow recognized himself as King Lear, one of Shakespeare's most famous characters, and inwardly despised the similarities. Orwell also notes that Tolstoy simply missed a lot, both in the content of Shakespeare's work (e.g., his social criticism) as
DIAGNOSTIC TEST
well as in its verbal music. In the end, Orwell reiterates that the only defense of Shakespeare, or any other writer, is whether the work survives, and in Shakespeare's case the writing not only survives but continues to be venerated, generation after generation. Shakespeare remains one of our most beloved writers, and that fact alone constitutes evidence of his genius. Orwell closes his essay with the slyly ironic remark that the only reason Tolstoy's essay has not been completely forgotten is the fact that it was written by someone whose own great works of literature continue to survive.
19. Which of the following phrases is the best meaning of disparagement as it is used in the fourth paragraph of the passage?
(A) extreme weariness
(B) contemptuous criticism
(C) mistaken interpretation
(D) unconscious rejection
20. Which of the following statements best expresses the main idea of the passage?
(A) Orwell and Tolstoy disagreed somewhat in their interpretations of Shakespeare's work.
(B) Orwell's objections to Shakespeare's work were different from Tolstoy's objections.
(C) Orwell analyzed and rejected Tolstoy's criticisms of Shakespeare's work.
(D) Orwell was concerned that the reputation of Shakespeare's work would be damaged by Tolstoy's condemnation.
21. Information included in the second paragraph of the passage is primarily intended to:
(A) describe some of Tolstoy's objections to Shakespeare's work.
(B) illustrate the fl aws in Tolstoy's interpretation of Shakespeare
(C) summarize Orwell's response to Tolstoy's criticism of Shakespeare.
(D) explain why Orwell objected to Tolstoy's views on Shakespeare.
22. According to information presented in this passage, Orwell believed that the merits of a literary work would be refl ected in:
(A) objective qualities such as plot and treatment of characters.
(B) the amount of consensus among critics as to its merit.
(C) how persuasively the author expressed an exuberance for life.
(D) the extent to which people continue to read the work.
23. In which of the following statements from the passage does the author most clearly express an opinion rather than state a fact?
(A) Tolstoy found the writing bombastic and unnatural, asserting that Shakespeare tended to foist his own thoughts on his characters rather than letting the characters' speech arise naturally our of each situation.
(B) Orwell's initial response to Tolstoy's essay is that literary merit is subjective rather than a quality that can be defi nitively proven.
(C) Orwell claims that Tolstoy's religious views led him to renounce the chaos and confusion of physical existence in order to focus narrowly on spiritual issues.
(D) In his often-cited essay, Orwell provides a detailed analysis of Tolstoy's reasoning and, ultimately, a persuasive refutation of the great Russian's objections to Shakespeare.
DIAGNOSTIC TEST
24. Which of the following lists best outlines the main topics addressed in this passage?
(A) —Tolstoy's views on Shakespeare
—Orwell's views on Shakespeare
—Orwell's evaluation of Tolstoy's views
(B) —Tolstoy's criticism of Shakespeare
—Orwell's rejection of Tolstoy's criticism
—Orwell's alternative view of literary merit
(C) —Origins of Tolstoy's and Orwell's essays
—Tolstoy's objections to Shakespeare's work
—Orwell's defense of Shakespeare
(D) — Shakespeare's literary reputation
—Tolstoy's attack on Shakespeare's reputation
—Orwell's attack on Tolstoy's reputation
Directions: Read the passage below; then answer the six questions that follow.
Roger Williams
1 Most Americans assume that our country was fi rst settled by colonists who came from England in search of religious freedom. Although this idea is not incorrect, it is certainly incomplete. The colonization of what eventually became the United States was fostered by people from numerous countries who represented a variety of diff erent religious, economic, and political interests. Even for those colonists driven primarily by the search for religious freedom, the details tend to be more complex than represented in the popular imagination. A good example of this complexity can be seen in the story of Roger Williams.
2 Born in 1603, Williams became a Puritan while in college and eventually grew disenchanted with the Church of England. In February of 1631, he and his wife Mary came to Boston in order to join the Massachusetts Bay Colony and,
he hoped, to continue his ministerial work there. This might be the end of the story if Williams had found in Boston the sort of religious freedom that he was looking for. In fact, William's views on religion immediately clashed with those of the Puritan leaders of the colony. Williams found their church to be insuffi ciently separated from the church of England. He also believed that individuals should be free to worship God however they choose.
3 Owing to such views, which were quite progressive, Williams never completely fi t in with the religious administration of the colony. He was off ered a position as assistant minister, but turned it down. He was then off ered a position in Salem that was later withdrawn following objections from Boston church leaders. By the late summer of 1631, Williams had moved to Plymouth colony in order to work in the ministry there. Here again he deemed the local church insuffi ciently separate from the church of England, and he relocated to Salem in 1633. As pastor of the Salem church, he continued to experience controversy, and by 1635 he had been convicted of sedition and heresy, and found himself banished from the colony.
4 Following banishment, Williams made his way to the territory of the Narragansett Indians, and there, with support from two of the prominent chiefs, he established a settlement that he called "Providence," because he felt that God's Providence had guided him and his supporters to their new home. Williams' settlement was based on the notion of complete religious tolerance, a radical idea in his day, and it gradually attracted many other seekers of religious freedom. In 1643 Williams returned to England as a visitor and within a year had secured a charter for his settlement; by 1647 he had united the neighboring towns into a single colony. This colony eventually came to be the "State of Rhode Island and Providence Plantations," or "Rhode Island" for short.
5 Roger Williams was a man of great moral courage whose political and religious views were ahead of their time. Williams opposed the contemporary practice of occupying Native American land without purchase, and he opposed slavery at a time when other colonies were adopting legislation that legalized the practice. The government that Williams established for his colony is considered the fi rst in modern times in which there was a meaningful separation between church and state. In sum, the new world did not off er Williams the religious freedom he was seeking, owing to the disparity between his views and those of most colonists of his day. He had to create for himself and his followers a place where those views could be realized.
DIAGNOSTIC TEST
25. Which of the following words best defi nes the word secured as it is used in the fourth paragraph of the passage?
(A) refused
(C) obtained
(B) proposed
(D) sought
26. Information presented in which of the following paragraphs best supports the author's statement that Roger Williams "had to create for himself and his followers" a place where his views of religious freedom could be realized?
(A) Paragraph 1
(C) Paragraph 3
(B) Paragraph 2
(D) Paragraph 4
27. Information presented in the third paragraph is primarily intended to:
(A) provide some interesting details about the life and career of Roger Williams.
(B) show that Roger Williams' religious views confl icted somewhat with those of colonial church leaders.
(C) illustrate that when Roger Williams came to the new world, he quickly found the religious freedom he was seeking.
(D) demonstrate that Roger Williams found it hard to get along with others, particularly those in positions of authority.
28. Which of the following lists the correct order of places where Roger Williams resided prior to establishing his own settlement?
(A) 1. Boston
2. Salem
3. Plymouth
4. Boston
5. England
(B) 1. England
2. Salem
3. Boston
4. Salem
5. Plymouth
(C) 1. England
2. Boston
3. Salem
4. Plymouth
5. Salem
(D) 1. England
2. Boston
3. Plymouth
4. Salem
5. Plymouth
29. In which of the following statements from Paragraph 5 of the passage does the author most clearly express an opinion rather than state a fact?
(A) Roger Williams was man of great moral courage whose political and religious views were ahead of their time.
(B) Williams opposed the common practice in his day of occupying Native American land without purchase, and he opposed slavery at a time when other colonies were adopting legislation that legalized the practice.
(C) The government that William established for his colony is considered the fi rst in modern times in which there was a meaningful separation between church and state.
DIAGNOSTIC TEST
(D) In sum, the new world did not offer Williams the religious freedom he was seeking, owing to the disparity between his views and those of most colonists of his day.
30. Information presented in the passage best supports which of the following conclusions?
(A) Roger Williams was largely unsuccessful in fi nding a place where he could practice the kind of religious freedom he championed.
(B) Roger Williams changed the colonists' views on the relationship between church and state.
(C) Roger Williams did not give up easily in his quest for religious freedom.
(D) Roger Williams was among the most successful organizers in colonial history.
Directions: Read the passage below; then answer the six questions that follow.
Ancient Olympics
1 Those of us who are familiar with the modern-day Olympic Games would barely recognize them in their original form. For one thing, the ancient Olympics, held between the 8th century BC and the 4th Century AD, consisted of both athletic events and religious rituals. Prayer and animal sacrifi ce were included as a way of honoring Zeus, the king of the Gods in Greek mythology, and each athlete was required to take an oath in front of a statue of Zeus prior to participation in an event. Apart from these and other rituals, many other details distinguish the early Olympics.
2 To illustrate the diff erences between the contemporary and ancient Olympic Games, imagine walking toward a stadium on the last day of competition two millennia ago. You are in Olympia, certainly, as the location of the Games did not change as it does now. If it is a time of war, you feel relatively safe, as a truce had been enacted among the warring city-states in order to allow the Olympics to proceed. As you approach the stadium, you pass open air markets as well as tents where audience members from out of town are temporarily housed.
3 Perhaps the fi rst thing you notice upon entering the stadium is that the athletes are nude, as the Games are intended in part to be a celebration of the human body. The bodies glisten with olive oil in the morning sun. Upon closer examination, you notice an unusual degree of physical homogeneity among the athletes. At that time, participation was restricted to free men who spoke Greek. For this and other reasons, most of the Olympic athletes hail from Greek citystates.
4 Once you fi nd your seat, you hear people discussing chariot racing and other events that you have never seen before. However, on the particular day of your attendance, you have no diffi culty identifying each event. There is boxing, wrestling, a combination of the two, and foot races. And yet...even these familiar events seem strange in some ways. The boxing is far bloodier than its contemporary version, with neither rest periods nor rules against hitting a man when he is down. Even the foot races are diff erent from the running events to which you are accustomed. For instance, you watch a 5 kilometer race in which the runners leave the stadium, make their way through the Olympic grounds, and then return to fi nish inside the stadium. At the end of the day, there is a shorter race in which the participants wear armor and carry shields.
5 When the athletes are honored for their victories, you feel once again a curious mix of familiar and strange. No medals are awarded. Rather, immediately after each event, the winner's name is announced. A judge places a palm branch in the winner's hands while the crowd cheers and throws fl owers. As a further sign of victory, red ribbons are tied on his head and hands. When you come back the next day, you follow a procession to the Temple of Zeus where the winners are once again honored. A herald announces each winner's name, father's name, and place of birth, and then a judge places an olive wreath on his head.
31. Which of the following words is closest in meaning to homogeneity as it is used in the third paragraph of the passage?
(A) variety
(C) similarity
(B) strength
(D) size
DIAGNOSTIC TEST
32. Which of the following statements best expresses the main idea of the fourth paragraph in the passage?
(A) The ancient Olympics included boxing, wrestling, a combination of the two, and foot races.
(B) Athletic events that are familiar to us now were conducted differently in the ancient Olympics.
(C) Athletic events in the ancient Olympics lasted all day.
(D) Some of the athletic events in the ancient Olympics would be completely unfamiliar to us now.
33. Which of the following phrases best describes the author's main reason for writing about "red ribbons" in the fi fth paragraph of the passage?
(A) to stress that winning athletes were honored in the ancient Olympics
(B) to describe a practice that is no longer part of the Olympics
(C) to provide an interesting anecdote about the ancient Olympics
(D) to illustrate how some aspects of the Olympics have never changed
34. Information presented in the passage best supports which of the following conclusions?
(A) The Olympics has always been an international competition represented by athletes from around the globe.
(B) The ancient Olympics consisted of a one-day competition, followed the next day by an award ceremony at the Temple of Zeus.
(C) The Olympic Games have been held every four years since the 8th century BC.
(D) The ancient Olympics consisted of a mixture of religious rituals and athletic events.
35. Which of the following statements best expresses one of the author's key assumptions?
(A) The reader will have some knowledge of the customs of ancient Greece.
(B) The reader will understand the rules and conventions of major sporting events.
(C) The reader will have some familiarity with the characteristics of the modern Olympics.
(D) The reader will know something about Greek political history.
36. Which of the following types of graphics could best be used to present information contained in the passage?
(A) a timeline of key developments in Olympic history
(B) a table listing key differences between ancient and modern Olympics
(C) a map of ancient Greece
(D) a circle graph of athletic and religious events in the ancient and modern Olympics
Directions: Read the passage below; then answer the six questions that follow.
Singaporean Success
1 What makes an educational system successful? This is a question of great interest to American educators, legislators, and parents, particularly when concerns are expressed about the quality of education provided to our students. There are many ways to defi ne educational "success," including student achievement. Achievement itself can be defi ned in terms of how well students perform on standardized test scores. Another indicator of achievement is graduation rate: the percentage of students who graduate from high school.
2 Over the past few decades, Singapore has been among the world leaders in student achievement. For example, Singapore has consistently ranked among the top fi ve countries in student scores on assessments such as the Programme
DIAGNOSTIC TEST
for International Student Assessment and the Trends in International Mathematics and Science Study. Moreover, the graduation rate in Singapore is over 98%, a startling and admirable fi gure in the eyes of American educators, especially now that our graduation rate has dipped under 70%. A question of interest, then, is what distinguishes the educational system in Singapore? Keeping in mind that student achievement is not the only indicator of success, what lessons does the Singaporean model hold for education in the U.S.?
3 Singapore's educational success can be attributed in part to factors that would be impossible to approximate in our country. In particular, Singapore has a much smaller population. There are just over half a million students in Singaporean schools, or about one percent of the total in the U.S. National educational policy can thus have a much stronger and more consistent impact on educational practice in Singapore than it can in America, where the educational system is much larger and more strongly determined by state-level policies. Educational reform can also take place more quickly and effi ciently in Singapore owing to its small size.
4 Small size facilitates but does not guarantee the success of an educational system. About 20% of the Singaporean national budget is devoted to education—a much greater proportion than in countries such as America—and the funding sustains a longer school year as well as better-trained teachers. Students in Singapore enter school at age three and remain in school most of the calendar year, thus preventing the well-known loss of learning experienced by American students during the long summer vacation. Singapore's teachers are recruited from among the highest-performing college graduates, and once they have entered the profession they receive a relatively high degree of support through mentoring and professional development opportunities. These are a few of the characteristics that, taken together, distinguish the educational system in Singapore and may contribute to its success.
5 American educators are not oblivious to Singapore's success. School districts in the U.S. have already begun to borrow techniques such as the Singapore Math Method, which has been shown to boost math achievement through strong emphasis on problem solving, simple explanations of math concepts that progress from concrete to pictorial to abstract, and careful sequencing that requires less instructional time for re-teaching previously introduced concepts. However, in order to match Singapore's success in achievement test scores and graduation rates, the U.S. will need to incorporate more than just one particular approach to the math curriculum.
37. Which of the following words is closest in meaning to facilitates as it is used in the fourth paragraph of the passage?
(A) supports
(C) broadens
(B) weakens
(D) alters
38. In paragraph 4 of the passage, the author's states that Singapore's teachers receive "a relatively high degree of support." This statement is most likely meant to imply that:
(A) in Singapore teachers receive more support after they enter the profession than they do during their training.
(B) working teachers tend to receive more support in Singapore than they do in the U.S.
(C) Singaporean teachers receive more support than fi nancial compensation once they enter the profession.
(D) in America the teaching profession does not include mechanisms of support.
39. Statistical information included in the second paragraph of the passage is primarily intended to:
(A) illustrate that the American educational system is struggling.
(B) demonstrate that Singapore has the most advanced educational system in the world.
(C) support the contention that Singapore is a world leader in student achievement.
(D) suggest that American educators should follow Singapore's educational practices.
40. Information presented in the passage best supports which of the following conclusions?
(A) The size of a country is the primary determinant of the success of its educational system.
DIAGNOSTIC TEST
(B) The educational systems of all countries would benefi t from the adoption of Singaporean educational methods.
(C) It is unclear why Singapore is one of the world leaders in student achievement.
(D) Many factors contribute to the success of a country's educational system.
41. Which of the following statements from the passage expresses an opinion rather than stating a fact?
(A) For example, Singapore has consistently ranked among the top fi ve countries in student scores on assessments such as the Programme for International Student Assessment and the Trends in International Mathematics and Science Study.
(B) There are just over half a million students in Singaporean schools, or about one percent of the total in the U.S.
(C) Students in Singapore enter school at age three and remain in school most of the calendar year, thus preventing the well-known loss of learning experienced by American students during the long summer vacation.
(D) However, in order to match Singapore's success in achievement test scores and graduation rates, the U.S. will need to incorporate more than just one particular approach to the math curriculum.
42. Which of the following statements best expresses the main idea of the fi rst paragraph of the passage?
(A) Educational success is an important topic only if it is defi ned in terms of student achievement.
(B) People are concerned about educational success.
(C) Educators do not agree on how concepts such as educational success and student achievement are defi ned.
(D) Educational success can be defi ned in terms of student achievement, and student achievement can be defi ned in terms of test scores and graduation rates.
WRITING SUBTEST
Directions for the Multiple-Choice Section Of The Writing Subtest
This multiple-choice section of the writing subtest is based on several passages. For testing purposes, the passages contain numbered "parts" (e.g., sentences, sentence fragments, run-on sentences that should be punctuated as two sentences); these are the "parts" to which the test questions refer. In this part of the writing section, the term error refers to language that does not conform to standard English conventions.
Each passage is followed by several multiple-choice questions related to the passage. Read each passage carefully and then read the questions that refer to that passage. For each question, choose the ONE best answer based on the information contained in the passage you have just read.
For this section, there are 35 multiple-choice questions in all, numbered 1–35. Record your answer to each question on the answer sheet provided in this booklet.
Multiple-Choice Questions
Directions: Read the passage below; then answer the three questions that follow.
1Most of us who are accustomed to fl ying in planes do not realize that less than a century ago, dirigibles were a much more common means of air travel. 2The dirigible, or airship, consists in a large container of gas, underneath which one or more gondolas provide space for passengers. 3 Dirigibles typically contained an engine of some sort, to provide thrust, as well as a steering mechanism. 4 Common types of dirigibles include blimps, which are non-rigid, as well as rigid airships such as the Zeppelin, a famous German brand.
5Dirigibles were widely used for both domestic and international travel until the 1930's, when their popularity declined owing to the increasing superiority of airplanes as well as to a number of widely publicized accidents. 6The most famous of these accidents occurred near Lakehurst, New Jersey on May 6, 1937, when the Hindenburg burst into fl ames and crashed immediately before landing. 7 The cause of the crash was never identifi ed. 8 Ultimately, the demand for air travel via dirigibles never recovered from the tragedy. 9 Because
DIAGNOSTIC TEST
this tragic event was witnessed by a large crowd and fi lmed, public confi dence in dirigibles was almost immediately dimminished.
1. Which of the following changes would make the sequence of ideas in the second paragraph clearer?
(A) Delete Part 6.
(B) Reverse the order of Parts 7 and 8.
(C) Delete Part 7.
(D) Reverse the order of Parts 8 and 9.
2. Which change is needed in the passage?
(A) Part 2: Change "in" to "of."
(B) Part 4: Change "such as" to "besides."
(C) Part 5: Change "for" to "to."
(D) Part 7: Change "of" to "in."
3. Which underlined word in the passage is spelled incorrectly?
(A) accustomed
(C) immediately
(B) publicized
(D) dimminished
Directions: Read the passage below; then answer the four questions that follow.
1Poverty is an enduring problem in American society that sap the potential of many citizens. 2 Among the numerous organizations designed to fi ght poverty, one that has received much attention in recent years is the Harlem Children's Zone (HCZ). 3 Founded by Geoffrey Canada in the 1990's, the HCZ currently serves over 17,000 adults and children in a roughly 100 block area of Harlem.
4Thus far, the organization reports success in terms of its students' retention rates, standardized test performance, and college admissions. 5 The HCZ consists of parenting workshops, a preschool, three charter schools, afterschool programs, and other services available to the local community. 6 Broadly, the goal of HCZ is to provide a network services that support children from birth through college.
7
___________________________________________________________
___. 8 President and CEO Geoffrey Canada has frequently refuted this charge. 9For instance, in an October 13, 2010 op-ed piece, Mr. Canada notes that HCZ spends about $16,000 per year on its students, as compared to a fi gure of about $14,500 per student in New York City public schools. 10 Mr. Canada points out that the $1,500 difference per student allows HCZ schools to offer a 30% longer school year and additional teacher support. 11 Moreover, the successes of HCZ also justify the extra expense according to Mr. Canada.
4. Which sentence, if added as Part 7, would be the most effective topic sentence of the third paragraph?
(A) Critics of HCZ claim that the organization represents an approach to education that cannot be readily duplicated.
(B) Critics of HCZ assert that the organization overspends on families and fails to provide evidence that the students achieve success.
(C) Critics of HCZ acknowledge the organization's successes but charge that the HCZ spends far too much money on its students.
(D) Critics of HCZ acknowledge the organization's superior fi nancial management but hold that the graduates of HCZ schools are academically underprepared.
DIAGNOSTIC TEST
5. Which of the following changes would make the sequence of ideas in the second paragraph clearer?
(A) Move Part 4 immediately after Part 6.
(B) Delete Part 5.
(C) Move Part 6 immediately after Part 4.
(D) Delete Part 6.
6. Which change is needed in the passage to correct an error in subject-verb agreement?
(A) Part 1: Change "sap" to "saps."
(B) Part 3: Change "serves" to "serve."
(C) Part 4: Change "reports" to "report."
(D) Part 11: Change "justify" to "justifi es."
7. Which change is needed in the passage to correct an error in punctuation?
(A) Part 2: Delete the comma after "poverty."
(B) Part 3: Delete the comma after "1990's."
(C) Part 10: Insert a comma after "year."
(D) Part 11: Insert a comma after "expense."
Directions: Read the passage below; then answer the four questions that follow.
1Written during the late 12th Century, "The Lais of Marie de France" consist of twelve short narrative poems that explore themes of romantic love. 2Adultery is frequently the source of the pain. 3Love is depicted in the lais as a beautiful and consuming experience, but one that is associated with suffering. 4Truly happy endings are uncommon. 5For example, in Equitan, a king falls in love with the wife of one of his offi cers and the two begin an affair. 6 The lovers plot to kill the offi cer by luring him into a bathtub of boiling water. 7 However, when the offi cer discovers the two together, the king, feeling ashamed, leaps into the scalding water. 8 The offi cer, angered by his wife's infi delity, throws her into the tub as well.
9Lais such as Equitan present a view of love that contrasted sharply with the teachings of the Church at the time. 10 Although very little is known about Marie de France. 11 She must have been a woman of great courage to have explored themes of adultery and seduction in her writing. 12 These themes are not consistent with the teachings of the Church in her day. 13 At the same time, her conection with a royal court doubtless provided a worldly and receptive audience for her work.
8. Which part of the passage contains a redundant expression of ideas or information?
(A) Part 2
(C) Part 12
(B) Part 5
(D) Part 13
9. Which of the following changes would make the sequence of ideas in the fi rst paragraph clearer?
(A) Place Part 2 after Part 4.
(B) Reverse the order of Parts 2 and 3.
(C) Place Part 1 after Part 4.
(D) Reverse the order of Parts 3 and 4.
DIAGNOSTIC TEST
10. Which part of the passage is a sentence fragment?
(A) Part 5
(C) Part 10
(B) Part 8
(D) Part 12
11. Which underlined word in the passage is spelled incorrectly?
(A) consuming
(C) conection
(B) infi delity
(D) worldly
Directions: Read the passage below; then answer the four questions that follow.
1Picasso's so-called "Rose Period" refers to the time when his paintings incorporated a distinctive mix of orange and pink hues. 2 This period lasted from 1904 through 1906. 3 In contrast to the Blue Period that immediately preceded it, the canvases from the Rose Period are lighter, warmer, and less somber in mood. 4 Circus artists are a frequent subject.
5One of Picasso's great works from 1905, Family of Saltimbanques, can be considered transitional, in that they refl ect some of the somberness of the Blue Period while illustrating the relatively bright palette of the Rose Period. 6 In this painting, a family of six saltimbanques, or acrobats, have paused during a journey. 7 The landscape behind them is utterly desolate. 8 None of the fi gures makes eye contact with other family members or with the viewer, and their expressions seem detatched and introspective. 9 The overall atmosphere is one of isolation. 10 The saltimbanques have paused in this desolate scene. 11 Critics have suggested that Picasso intended to represent the colorful but marginal status of artists by means of saltimbanques, who were themselves marginal members of the society of their day.
12. Which part of the passage contains an error in pronoun-antecedent agreement?
(A) Part 1
(C) Part 7
(B) Part 5
(D) Part 11
13. Which underlined word in the passage is spelled incorrectly?
(A) incorporated
(C) desolate
(B) preceded
(D) detatched
14. Which part of the passage contains a redundant expression of ideas or information?
(A) Part 2
(C) Part 8
(B) Part 7
(D) Part 10
15. What change is needed in the passage to correct an error in subject-verb agreement?
(A) Part 3: Change "are" to "is."
(B) Part4: Change "are" to "is."
(C) Part 6: Change "have" to "has."
(D) Part 10: Change "have" to "has."
Directions: Read the passage below; then answer the four questions that follow.
1The world's fi rst electronic digital computer, the ENIAC, was very different from the personal computers, laptops, and other electronic devices that we are accustomed to. 2 Created in the 1940's, the ENIAC was used by the U.S. Army between 1947 and 1955 for ballistics calculations. 3 World War II had just ended. 4 At the outset of that period, the ENIAC was approximately one thousand times faster than any other calculating machine of the day. 5 By the early 1950's, other computers were beginning to surpass the ENIAC's capabilities, but they were not fundamentally different in design.
6
____________________________________________________________
_______________.
7Containing more than a hundred thousand separate parts, the ENIAC weighed 30 tons and occupied about 1800 square feet of fl oor space. 8 It was a large and wieldly device.
DIAGNOSTIC TEST
9Computers have become smaller, faster, and more powerful since the ENIAC was developed. 10 Its developers would be amazed by current computer technology. 11 At present, an inexpensive home computer is superior in performance to the ENIAC by many orders of magnitude. 12 Even so, the computers we are familiar with owe a profound debt to the ENIAC as they are based on the same design concepts and components.
16. Which part of the passage draws attention away from the main idea of the fi rst paragraph?
(A) Part 1
(C) Part 3
(B) Part 2
(D) Part 4
17. Which sentence, if added as Part 6, provides the best transition from the fi rst paragraph to the second paragraph?
(A) One of the distinctive characteristics of the ENIAC was its enormous size and complexity.
(B) The ENIAC was one of the most extraordinary technological products of its day.
(C) One of the key limitations of the ENIAC was poor reliability in functioning.
(D) The ENIAC was nonetheless one of the army's most powerful and useful tools.
18. Which part of the passage contains an error in word usage?
(A) Part 3
(C) Part 8
(B) Part 7
(D) Part 9
19. Which change is needed in the passage?
(A) Part 2: Insert a comma after "1955."
(B) Part 4: Insert a comma after "faster."
(C) Part 7: Insert a comma after "tons."
(D) Part 12: Insert a comma after "ENIAC."
Directions: Read the passage below; then answer the four questions that follow.
1The fi rst climbers to reach the summit of Mount Everest were Edmund Hillary and Tenzing Norgay. 2 After several decades of failed expeditions and a number of casualties, Hillary and Norgay ascended the summit on May 29 th , 1953. 3 This extraordinary feat represented a team effort that had begun several months earlier. 4 In March of 1953, an expedition of over 400 people led by John Hunt, set up base camp on the south side of Everest. 5 The expedition then slowly made its way up to South Col, where they established a fi nal camp. 6From here, Tom Bourdillon and Charles Evans made an unsuccessfull attempt to reach the summit on May 26.
7On May 29, Hillary and Norgay awoke at 4 a.m. and prepared themselves for the ascent. 8 Hillary discovered that his boots had frozen and spent two hours defrosting it. 9 At 6:30 a.m. the two men left camp, and by 11:30 a.m. they had completed the diffi cult climb to the summit. 10 They were only able to spend 15 minutes on the summit owing to limited oxygen. 11 Hillary was 33 at the time, and Norgay was 38. 12 Hillary took photographs, Norgay left a food offering, and after looking around, the two men made their way back down the mountain and into a prominent place in history.
20. Which part of the passage draws attention away from the main idea of the second paragraph?
(A) Part 9
(C) Part 11
(B) Part 10
(D) Part 12
21. Which change is needed in the passage?
(A) Part 3: Insert a comma after "effort."
(B) Part 4: Delete the comma after "Hunt."
(C) Part 8: Insert a comma after "frozen."
(D) Part 12: Delete the comma after "photographs."
DIAGNOSTIC TEST
22. Which part of the passage should be revised to correct an error in pronoun-antecedent agreement?
(A) Part 4
(C) Part 8
(B) Part 6
(D) Part 11
23. Which underlined word in the passage is spelled incorrectly?
(A) casualties
(C) ascent
(B) unsuccessfull
(D) prominent
Directions: Read the passage below; then answer the four questions that follow.
1 Pasta is widely considered to be one of Italy’s most famous inventions. 2 However, scholars now believe that pasta originated in China, where 4,000-year-old noodles have been identifi ed at an archaeological site in Qinghai province. 3 Unlike modern noodles, which are made from wheat fl ower, these ancient noodles were created from millet grains.
4
____________________________________________________________
_____________.
5 Over the centuries, Italian chef’s have been most creative with their pasta dishes. 6 The spiral-shaped fusilli, for example. 7 Other culinary innovations from Italy include the tubular pastas, such as penne, rigatoni, and ziti. 8 In addition, stuffed pastas such as ravioli, cannelloni, and manicotti can be found in an authentic Italian restaurants. 9 Nobody knows how the most ancient pastas were prepared or what they tasted like.
24. Which part of the passage draws attention away from the main idea of the second paragraph?
(A) Part 5
(C) Part 8
(B) Part 6
(D) Part 9
25. Which sentence, if added as Part 4, provides the best transition from the fi rst paragraph to the second paragraph?
(A) Lasagna, gnocchi, and other pasta dishes are distinctive to the Italian cuisine and very popular among diners around the world.
(B) China is not the only place in the world where one can fi nd pasta, even though it may be where pasta originated.
(C) Even if Italy is not the original source of pasta, Italian chefs have made signifi cant contributions to world cuisine.
(D) Spaghetti, lasagna, and gnocchi are among the delicious pasta dishes that can be found on any complete Italian menu.
26. Which of the following revisions is needed to correct an error in the use of apostrophes?
(A) Part 1: Change "Italy's" to "Italys',"
(B) Part 5: Change "chef's" to "chefs."
(C) Part7: Change "innovations" to "innovation's."
(D) Part 9: Change "pastas" to "pastas'."
27. Which part of the passage is a sentence fragment?
(A) Part 2
(C) Part 6
(B) Part 3
(D) Part 7
Directions: Read the passage below; then answer the four questions that follow.
1In more than a dozen volumes of poetry, Robert Frost distinguished himself as one of the greatest American poets of the 20th century. 2 A superfi cial reading of Frost suggests that he is a regional poet, in that most of his work is set in New England and depicts rural scenes distinctive to that region. 3Moreover, at fi rst glance some the poems seem a bit unsophisticated—the
DIAGNOSTIC TEST
sing-song musings of a country gentleman rather than the insight's of a deep thinker. 4 However, a close look at any one of Frost's great works reveal a complex, multilayered treatment of universal themes.
5Frost's poetic depth can be seen in the fi rst two lines of "Stopping by woods on a snowy evening," his most famous poem: "Whose woods these are I think I know. / His house is in the village though;" 6 At fi rst glance, the lines seem simple, if not mundane. 7 The tone is contemplative, the speaker is pausing in the woods of someone whose residence is in a nearby village. 8 This is an extremely simple idea. 9 However, as the poem unfolds, the woods become both ominous and alluring, and a contrast emerges between their dark appeal and the safety of the village. 10 Moreover, as some scholars note, the owner of the woods might be considered God, in which case "His house" is the poet's reference to a church safely nestled somewhere in the village.
28. Which part of the passage contains a redundant expression of ideas or information.
(A) Part 3
(C) Part 5
(B) Part 4
(D) Part 8
29. Which part of the passage contains a run-on sentence?
(A) Part 3
(C) Part 7
(B) Part 6
(D) Part 10
30. Which change is needed in the passage?
(A) Part 3: Change "insight's" to "insights."
(B) Part 4: Change "Frost's" to "Frosts'."
(C) Part 7: Change "whose" to "who's."
(D) Part 10: Change "poet's" to "poets'."
31. Which part of the passage should be revised to correct an error in subject-verb agreement?
(A) Part 2
(C) Part 9
(B) Part 4
(D) Part 10
Directions: Read the passage below; then answer the four questions that follow.
1Jeanette Pickering Ranking, the fi rst woman elected to the U.S. Congress, attracted media attention not only for her gender but also for her anti-war sentiments. 2 Rankin was elected to the house of representatives in 1916 and 1940 as a Republican representative from Montana. 3 During each of her terms in Congress, she worked on a variety of political issues, and she introduced legislation to fund programs that would reduce the infant mortality rate in the U.S. 4 However, she also receives considerable media attention for her anti-war views
5In 1917, only one month into her fi rst term, Ranking was one of the few members of the House who voted against a resolution for the U.S. to enter World War 1. 6 Widely criticized in the press for the negative vote, Rankin defended herself articulately while supporting the war effort. 7 Rankin worked as a lobbyist in between congressional terms. 8 In 1941, following the attack on Pearl Harbor, Rankin once again voted against the U.S. entering the war. 9This time she was the only member of Congress to do so. 10In spite of the fact that her antiwar views had been instrumental in her election to the House, she was once again vilifi ed by the press for voting against U.S. participation in a World War. 11 Following her second term in Congress, Rankin participated in numerous antiwar activities involving the Korean War, the Vietnam War, and other military actions.
32. Which part of the passage contains a redundant expression of ideas or information.
(A) Part 2
(C) Part 5
(B) Part 4
(D) Part 8
DIAGNOSTIC TEST
33. Which part of the passage draws attention away from the main idea of the second paragraph?
(A) Part 7
(C) Part 9
(B) Part 8
(D) Part 10
34. Which underlined word in the passage should be replaced by a more appropriate verb form?
(A) elected
(C) receives
(B) reduce
(D) supporting
35. Which part of the passage contains an error in capitalization?
(A) Part 2
(C) Part 8
(B) Part 5
(D) Part 11
DIRECTIONS FOR THE SHORT-ANSWER SECTION OF THE WRITING SUBTEST
The short-answer section of the writing subtest consists of seven questions. Each question asks you to revise text that contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, and punctuation) For each item, rewrite the text so that the errors are addressed and the original meaning is maintained. In addressing the errors, you may restructure the syntax of the original text, but the essential elements (e.g., names, places, actions) and relationship among those elements (e.g., cause/effect, before/after) must be maintained. Your rewrite should not introduce any new errors in construction, grammar, usage, spelling, capitalization, or punctuation. Note that proper names of people and places are correctly spelled within the text.
Write or print your responses on the response sheet in the space that follows each question.
SHORT-ANSWER ASSIGNMENTS AND RESPONSE SHEET
36. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
A person will fi nd it diffi cult to maintain a successful career, if they are unable to compromise with others.
37. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
Jake is very persistant, he does not give up when his projects fail.
38. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
My understanding is that people from Portugal and Brazil both speak portuguese.
DIAGNOSTIC TEST
39. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
Ready at a moment’s notice, fi refi ghter’s courage in diffi cult situations cannot be praised too highly.
40. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
I would imagine that either Bill Gates or Donald Trump have more money then most people do.
41. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
Kendra gave the china set to Harry and I on the second anniversary of our Wedding.
42. The following sentence contains two errors (e.g., in construction, grammar, usage, spelling, capitalization, punctuation). Rewrite the text so that the errors are addressed and the original meaning is maintained.
Steve had collect baseball cards since he was a child; by the time he was 60, his collection had become gastronomical in size.
DIRECTIONS FOR THE WRITING SUMMARY EXERCISE OF THE WRITING SUBTEST
This section of the writing subtest presents a passage for you to summarize in your own words. The passage can be found on the next page. Prepare a summary of approximately100 to 150 words.
Your summary should effectively communicate the main idea and signifi cant supporting details of the passage in your own words. You are expected to identify the relevant information and communicate it clearly and concisely without introducing your own ideas.
Your summary will be evaluated based on the following criteria:
* FIDELITY: The extent to which the response accurately and clearly conveys the main ideas and signifi cant supporting details of the original passage.
* CONCISENESS: The extent to which the response is of appropriate length, containing enough specifi city to convey the main ideas and signifi cant supporting details, while omitting insignifi cant content.
* EXPRESSION: The extent to which the candidate uses his or her own words to clearly and coherently convey the main ideas and signifi cant supporting details.
* GRAMMAR AND CONVENTIONS: The extent to which the response shows control in the use of standard English conventions.
DIAGNOSTIC TEST
The fi nal version of your summary should conform to standard English conventions, should be written legibly, and should be your own original work.
Write or print your response in the space provided following the exercise.
WRITING SUMMARY EXERCISE
Directions: Use the passage below to prepare a summary of 100–150 words.
According to a recent study, almost a quarter of elementary school students own their own cell phones. In some cases, allowing children this young to have cell phones is justifi able. Some children have medical conditions that could require immediate contact with a parent or medical professional at any time. Other children, who walk home from school or otherwise spend brief periods of time away from adult supervision, may need cell phones as a means of quickly contacting an adult. However, most children have no pressing need to own a cell phone. Parents need to recognize that for the majority of young children, the disadvantages of owning a cell phone vastly outweigh the advantages.
A serious concern in this regard stems from the fact that most children who own cell phones bring them to school. Children are easily distracted, and their natural distractibility is exacerbated when a cell phone is close at hand. Younger students may use their phones to play games, while older children may be playing games or texting friends. In either case, attention to the teacher is diminished. The problem is worse among students who have "smart phones" that allow them to surf the Internet and use various applications. Even when students are not using their phones, the temptation of having them nearby may constitute a distraction. Of course, when a student's cell phone goes off during class, the disruption will affect everyone.
One might argue that cell phone ownership is acceptable for young children so long as they do not bring their phones to school. However, the very fact that these children have their own phones is troubling. Some studies show that heavy cell phone use is associated with an increased risk of brain cancer. Although not all studies point to such an association, the fact that some do should be cause for concern. Cell phones have not been in existence long enough for us to know what risks they present to young users. Allowing
children to own their own cell phones might be dangerous unless use of the phones is suitably restricted. Unfortunately, it is not clear from the research what degree of restriction would be suitable.
Cell phones are useful and convenient. There is no question that all children could benefi t on occasion from having their own phones. But in the hands of young children, the benefi ts are clearly outweighed by the risks to their academic achievement and their health.
DIRECTIONS FOR THE COMPOSITION EXERCISE OF THE WRITING SUBTEST
This section of the writing subtest consists of one writing assignment. The assignment can be found on the next page. You are asked to prepare a multiple-paragraph composition of approximately 300 to 600 words on an assigned topic.
Your composition should effectively communicate a whole message to the specifi ed audience for the stated purpose. You will be assessed on your ability to express, organize, and support opinions and ideas. You will not be assessed on the position you express.
Your composition will be evaluated based on the following criteria:
* APPROPRIATENESS: The extent to which the response addresses the topic and uses language and style appropriate to the given audience, purpose, and occasion.
* MECHANICAL CONVENTIONS: The extent to which words are spelled correctly and the response follows the conventions of punctuation and capitalization.
* USAGE: The extent to which the writing shows care and precision in word choice and is free of usage errors.
* SENTENCE STRUCTURE: The effectiveness of the sentence structure and the extent to which the sentences are free of structural errors.
* FOCUS AND UNITY: The clarity with which the response states and maintains focus on the main idea or point of view.
* ORGANIZATION: The clarity of the writing and the logical sequence of ideas.
DIAGNOSTIC TEST
* DEVELOPMENT: The extent to which the response provides statements of appropriate depth, specifi city, and/or accuracy.
The fi nal version of your composition should conform to standard English conventions, should be written legibly, and should be your own original work.
Write or print your response in the space provided following the exercise.
COMPOSITION EXERCISE
Directions: Read the passages below about looping (the practice of advancing teachers from one grade to the next so that they stay with the same students) ; then follow the instructions for writing your composition.
Looping is an Appropriate Educational Practice
Looping is Not an Appropriate Educational Practice
Classroom instruction is most effective when teachers can follow the the same students from grade to grade. Teachers become quite familiar withstudent's personalities, learning styles, strengths and weaknesses. Instructional time will not be lost at the beginning of the year in getting to know studentsand establishing classroom rules. A sense of community can be established.
Classroom instruction is impaired when teachers follow the same students from grade to grade. The negative impact of an ineffective or unfair teacher will be exacerbated. Students will not be exposed to a range of perspectives and teaching styles. New students may fi nd it diffi cult to fi t in. The logistics are more diffi cult for school administrators to implement.
Your purpose is to write a persuasive composition, to be read by a classroom instructor, in which you take a position on whether or not looping is an appropriate practice. Be sure to defend your position with logical arguments and appropriate examples.
PRACTICE TEST ANSWER KEY
READING SUBTEST – MULTIPLE-CHOICE SECTION
WRITING SUBTEST – MULTIPLE-CHOICE SECTION
DIAGNOSTIC TEST
SHORT-ANSWER SECTION SAMPLE RESPONSES
36. Errors: 1. inappropriate comma. 2. lack of pronoun/antecedent agreement.
Sample Correct Response:
People will fi nd it diffi cult to maintain a successful career if they are unable to compromise with others.
37. Errors: 1. spelling. 2. run-on sentence.
Sample correct response: Jake is very persistent, in that he does not give up when his projects fail.
38. Errors: 1. use of an inappropriate word. 2. lack of capitalization.
Sample Correct Response:
My understanding is that people from Portugal and Brazil all speak Portuguese.
39. Errors: 1. Misplaced modifi er. 2. incorrect use of an apostrophe.
Sample Correct Response:
Firefi ghters are ready at a moment's notice, and their courage in diffi cult situations cannot be praised too highly.
40. Errors: 1. lack of subject/verb agreement. 2. use of an inappropriate word.
Sample Correct Response:
I would imagine that either Bill Gates or Donald Trump has more money than most people do.
41. Errors: 1. use of an inappropriate pronoun. 2. inappropriate capitalization.
Sample Correct Response:
Kendra gave the china set to Harry and me on the second anniversary of our wedding.
42. Errors: 1. incorrect verb tense. 2. use of an inappropriate word.
Sample Correct Response:
Steve had collected baseball cards since he was a child; by the time he was 60, his collection had become astronomical in size.
Sample of Strong Response for Writing Summary Exercise:
About a quarter of elementary school students own cell phones. A personal cell phone is useful for children who have medical conditions or need quick access to adults. But for most children, the disadvantages of owning their own phones outweigh the benefi ts. One such disadvantage is that cell phones create distractions in the classroom. Children's natural distractibility is exacerbated by using (or being tempted to use) their phones in class, or by hearing another student's phone ring. Another disadvantage is that the use of cell phones may increase children's risk of contracting brain cancer. It is unclear from recent studies how much cell phone use should be restricted. In sum, even though children may benefi t from owning cell phones, the benefi ts are overshadowed by the risks to their academic performance and neurological health.
Sample of Strong Response for Composition Exercise:
On the whole, looping is an appropriate and desirable educational practice. One of the teacher's most important goals in the classroom is to establish a community of learners. As members of the community, students internalize the rules and expectations of the classroom, and they learn how to treat each other and their teacher with respect. Looping fosters this sense of community, because it provides the opportunity for teachers and students to forge deep connections with each other. Over a period of years, students become more than just classmates, and the teacher becomes more than just a voice emanating from the front of the room. Just as the teacher learns more about the students, so the students learn more about the
DIAGNOSTIC TEST
teacher and about each other, and the bonds of community are gradually forged. This is an important experience for students, as they will be leaving the classroom someday and entering the community of adult citizens.
The notion of community, as described here, is somewhat abstract. Looping is advantageous in more concrete ways as well. Teachers who have worked with their students for more than a year do not need to spend much time at the beginning of each year discussing the rules of classroom behavior. Moreover, teachers' understanding of their students is enriched by observing them develop over time. Because teachers become so familiar with their students, they are able to tailor their instruction somewhat in light of each student's personality, interests, and strengths and weaknesses as a learner.
Looping does have some potential disadvantages. If the teacher cannot foster a sense of community in the classroom, modify instruction for individual students, or otherwise provide an healthy learning environment, students will end up worse off than they would be after only having the teacher for one year. In short, looping is an advantageous system only insofar as students move from grade to grade with an eff ective teacher. Moreover, even the eff ective teacher will need to ensure that students are exposed to a variety of perspectives, so that his or her own views do not completely dominate instruction. Finally, looping is relatively diffi cult from a logistical perspective, and thus it requires a sustained commitment from school administrators. In spite of these potential limitations, looping is preferable on the whole. With the right teacher in place, students can benefi t on many levels from sustained experience with that individual and with each other. | <urn:uuid:a82443ae-030f-4528-97ad-4e65155c53e7> | CC-MAIN-2020-45 | http://www.rea.com/mtel/mtelcomm/MTELOnlineDiagtest.pdf | 2020-10-29T20:34:44+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00220.warc.gz | 175,954,528 | 16,753 | eng_Latn | eng_Latn | 0.977124 | eng_Latn | 0.998911 | [
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Year 2 Newsletter 16.9.19-27.9.19
Our Learning: This term's topic is 'Fire! Fire!"
Next week we will be …
Dates and Reminders
English:
In Year 2 children will no longer be in RWI groups, they will be taught English as whole classes. This week we have been talking about our book Too Hot to Hug and doing lots of work based on it. We have started to sequence the story and will be writing it over the next week.
Through this book we will be covering the English curriculum including grammar looking at past and present tense.
Maths:
We will continue working on our place value by moving onto addition using tens and ones. The following week we are going to focus on subtraction. We have been doing lots of work on adding and subtracting tens (e.g. 45+10, 45-10). Please use Doodle Maths.
Topic:
We have started our new topic 'Fire, Fire'. The children have started learning about The Great Fire of London. They have been learning about where the fire started and next week they will be learning about how the fire spread. If you visit a library or have access to the Internet, please support your child in researching this topic. Your child can bring in their research to share at school.
Requests/Other Information
Please tell your child's class teacher if you would like to help out in class.
☺Year 2 Teachers
☺
P.E. Kits: P.E. Kits should now be in school as the children are having their P.E sessions twice a week. As the children will be doing P.E. outside, they may keep dark coloured tracksuit bottoms at school, although it is essential that they still have shorts in order to use the apparatus in the hall.
Uniform: Please ensure every item of your child's uniform and P.E. kit is clearly labelled with their name.
Harvest Assembly: Friday 11 th October. Harvest festival assembly. This will be led by the Year 1 children. Year 2 will be joining in the singing.
Friday 18 th October: School closed INSET Day.
How you can help at home:
There are lots of fun games on the Internet for them to use e.g. ictgames.com. To reinforce our work on tens and units, you can play a game e.g. You: "I'm thinking of a number. It has 4 tens. What could it be?" Child: "41? 47?". You will receive further information through their homework on the strategies we will be using, which will enable you to support them further.
Please read with your child at home and ask them questions about the book. In Year 2 our focus will be on answering comprehension questions as well as decoding and reading with expression. | <urn:uuid:86a6d25b-48a7-4bbc-b890-73f55bc55568> | CC-MAIN-2020-45 | http://www.cotefordinfantschool.co.uk/wp-content/uploads/2019/09/Autumn-1-Week-2-Year-2-Newsletter.pdf | 2020-10-29T20:06:35+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00222.warc.gz | 129,516,549 | 576 | eng_Latn | eng_Latn | 0.999446 | eng_Latn | 0.999446 | [
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NEHRU INTERNATIONAL PUBLIC SCHOOL ANNUAL REPORT
ACADEMIC ASCENT 2019-20:
Nehru International Public School, Noida over the years has grown and has spread its wings in every sphere to rise and achieve educational excellence. A total of 64 students appeared for the Secondary School Examination and 65 students from the Senior Secondary.
Akshita Bhatt with 97.6% topped Class X .The Science topper in Class XII is Riya Tiwari with 96%. Nidhi Singh and Pragati topped the Commerce stream with 93.2%. The school has achieved a distinction of a 100% result with no failures, despite students coming from varied socio- economic backgrounds.
Sports Achievements in 2019-2020:
Our school believes in inculcating overall growth through excellence in sports. Sports plays a dominant role at NIPS and the year 20192020 saw the following endeavours in its glory:
1. First position in National Skates Kho Championship, held at Panjim Goa.
2. Representation at First National Skates Kho Championship in under 14 and under 12 category at Pune.
3. First position at 70 th Republic Day Taekwondo Championship, held at Noida Stadium.
4. Second Position at Delhi/NCR skating Championship.
5. Bronze for Sahil Bisht at the CBSE Cluster XIX, Skating Tournament.
6. NIPS students bagged 11 gold, 9 silver and 9 bronze at the State Taekwondo Championship 2019.
Inter-House and Intra School events were also attended and hosted by our school, as a normal feature of our curriculum.
WATER CONSERVATION AND WASTE MANAGEMENT PRACTICES IN OUR SCHOOL
Water harvesting is an age- old concept in India and is highly locale specific. In our school also, we have made Tank to capture every trickle of rain water that fall on the land and utilises the same for the purpose of gardening.
For segregation of waste we have kept separate containers for DRY and WET waste. The wet waste container is used to put fallen or left over food, used tea leaves, fruits peelings etc. All these, along with the other waste collected from garden like- dry and fallen leaves, twigs, dead organisms in the soil etc. are put in a compost pit dug in our school for composting. The manure prepared is used by our students and gardener to nourish our plants.
The dry waste container that contain plastic, glass, rubber, metal etc. is picked up by Noida Authority van and sent to factories for recycling.
We have also created a PAPER REUSE CENTRE, in which we have set up a box and teachers and other staff can place paper with a blank side. It can be picked up and used by any of our students to do rough work.
We are reducing the use of paper by sending most of the circulars online through whatsApp and email to the students.
Newspaper and other used papers collected from waste container are used in the Art and Craft class by the students to make many creative items by PAPER MOLDING.
Electronic waste or e- waste describes discarded electrical or electronic devices. If it is not disposed off properly, then it can be detrimental to our health and environment. In Science exhibition, we encourage our students to make projects out of e- waste. We are also sending our e-waste to vendors for recycling, as electronic devices are made up of many raw materials like- copper, lithium, tin, silver etc. Those metals are segregated by them and rest is recycled.
This is how we are recycling and reducing the waste in our school and encouraging our students for conservation and sustainable development of resources. | <urn:uuid:f7e26286-4959-4cf5-b1e9-7009b2ef61dd> | CC-MAIN-2020-45 | http://www.nipschoolnoida.com/admin/files/school_annual%20report.pdf | 2020-10-29T19:25:16+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00225.warc.gz | 160,845,254 | 773 | eng_Latn | eng_Latn | 0.996033 | eng_Latn | 0.997904 | [
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One Teaching Residency Program Examines Features that Promote "Going Rural"
Ann Schulte, PhD
California State University, Chico email@example.com
400 West First St.
Chico CA 95929-0222
530-898-5248
This submission has not been previously published, is not under review elsewhere, and will not be submitted elsewhere while under review.
The IRB considered this research exempt.
One Teaching Residency Program Examines Features that Promote "Going Rural"
Preliminary data from the Rural Teacher Residency program assessment research in northern California has provided some insight into graduates' preparation for, and inclination to pursue, teaching in a rural school. Focus groups, surveys, and field-based interviews were analyzed for themes related to program features that most contributed to graduates' sense of preparation for, and interest for teaching in, rural schools. Findings indicate that a strong collaborative community of educators, both among the preservice teachers and in the partner schools, creates conditions that support both the recruitment and retention of teachers in rural schools.
2
3
Much has been written about teacher shortages impacting the United States now and in the near future, and these shortages may be most especially felt in the rural areas of the country (Fong, Makkonen, & Jaquet, 2016). Many teacher preparation programs have concentrated on ways to address these impending teacher shortages, and some of these programs have focused on the importance of preparing teachers specifically to "go rural" (e.g. Trinidad et al. 2014, Azano & Stewart, 2014). The Rural Teacher Residency (RTR) program at California State University, Chico (http://www.csuchico.edu/soe/advanced/education/rtr/index.shtml), in the far northern and relatively sparsely populated part of the state, sought to deliver teacher preparation with features, based in the research (e.g. Hammer et al., 2005), for more successfully recruiting and retaining teachers in harder to staff contexts. The program was a one-year residency where candidates cotaught with a mentor teacher in one of four high-need rural partner school districts. After completing the credential requirements, Masters level coursework, and classroom action research (see Schulte & Halpern-Klipfel, 2015), graduates earned a Masters degree in Education and a credential in either multiple subjects or special education. CSU, Chico's residency program, funded by a federal government Teacher Quality Partnership (TQP) grant, is one of only a few designed specifically for a rural context. Because of this funding, program participants were provided a loan, for living expenses during the highly intensive RTR year, which was forgiven if they worked in a high need district for three years upon completion of the program.
Teacher shortage research by Fong, Makkonen, and Jaquet (2016) found that the percentage of teachers expected to retire between 2014 and 2024 in the 12 counties served by CSU, Chico ranged from 19% (Sutter) to 49% (Colusa) averaging 32% across all counties (p. A2-A-3) and showing variation based on subject area. Because the research (e.g. Reininger, 2012) suggests that teacher education graduates often choose to live near their hometown, the RTR
4
program worked to recruit program participants from CSU, Chico's primarily rural region. In addition, there was some hope that RTR graduates who were not predisposed to teaching in rural contexts might choose to, as a result of their experience in the residency program.
Participants, Data Sources, and Analysis
The RTR program was funded for five years and had a total of 87 completers. Two years after the program ended, program faculty collected both quantitative and qualitative data on the impacts of the features of the RTR program on graduates' preparation. (Additional articles will report on, for example, the impact of co-teaching with a mentor and the impact of having conducted action research as a preservice teacher.) Program assessment data of the RTR program have provided some insight into how graduates were impacted in terms of their preparation for and their inclination to want to work in rural communities.
This article will outline some preliminary findings of two focus groups (26 participants total), which were used to develop a survey sent to all graduates, which had 70 respondents. Themes were derived from the focus group transcripts and the survey responses were tabulated. The researcher used constant comparative methods to reveal conceptual themes and emerging theories. Comments from the survey were analyzed deductively, as well as inductively using the themes from the focus groups. This data was compared to quantitative sets of data previously collected from each cohort of RTR graduates as part of the university system's general program assessment. The analysis of focus groups and surveys was then used to determine which program graduates with whom to do field visits in their current teaching context.
The purpose of the field observation and interview was to further document the selfreported levels of preparation by the graduate and to meet with other teachers and administrators from the partner schools to further inform the themes from the focus groups and surveys. These visits also helped to determine in what ways the RTR program might have contributed to the graduates' choice to work in a rural school and what qualities of the rural school contributed to the teachers staying there. Observation data and interview notes were used to confirm or deny themes from the previous data sets.
5
Program Coursework: The Community Study
There are a plethora of teacher education programs to prepare urban teachers, but very few that address the needs of rural contexts (Schafft, 2016). The RTR program was designed with a goal to prepare more teachers for rural schools and therefore course readings and assignments addressed research and theories about rural education, which was a departure from the typical teacher preparation program at CSU, Chico. One RTR graduate noted: "The teachers that I teach with now are surprised that I went into a credential program that focused on rural schools" (focus group 1).
All students completed a major assignment in the summer before they began teaching; as a group, students conducted a community study of the rural town where they would spend their residency (see Appendix). As part of this project, the group spent time in the community, walking the area nearest to their schools, creating a map designating resources in the community, and researching information about the school. In the assignment students were asked to focus on the assets and strengths of the community and were encouraged to meet some local citizens. The purpose of this assignment was to inform and/or challenge any preconceived ideas they might have had about this rural place, and rural places in general. Theobald and Wood (2010) explain that negative constructions of rurality go as far back as seventeenth-century Europe and have proliferated with globalization and mass media. It is therefore necessary to address the narratives that incoming candidates had about rural places, even when they might have come from those places.
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The community study assignment also was intended to encourage the students to begin to attach themselves to a place where they would become more than residents but seek a sense of inhabitance. Orr (2013) writes, "Good inhabitance is an art requiring detailed knowledge of a place, the capacity for observation, and a sense of care and rootedness (p. 187). Gruenewald (2003) suggests rural education can be enhanced by place-conscious pedagogy because it becomes more relevant to the lived experience of students and teachers, and citizens in tangible ways… furthermore, it aims to enlist teachers and students in the accountability is reconceptualized so that places matter to educators, students, and firsthand experience of local life and in the political process of understanding and shaping what happens there. (p. 620)
Throughout their yearlong placement, residents were encouraged to engage with activities outside of the school community and to connect their curriculum to their place so that they might nurture connectedness in their students.
Findings
The yearlong residency in one classroom appeared to have a major impact for most of the graduates. All but three survey respondents credit the residency as a major factor in their sense of preparedness overall and 84% reported that being in one classroom for a full year was important in preparing them to work collaboratively. Across both the survey and the focus groups, participants felt very confident about their preparedness to teach. When asked what aspects of the program most contributed to their sense of preparedness, 34% included "the rural context" in their top five.
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All but two of the 70 survey respondents felt they were prepared to work collaboratively with other professionals. In related questions, all but one person felt prepared to ask for assistance that leads to professional growth and 97% reported that they had been sought out by their colleagues for their perspectives on teaching. The majority of respondents credit the coteaching and co-planning model and the full year in a school with professional development communities. The cohort model (having the same classmates throughout all the coursework) was cited as supportive by 83% of respondents. Some graduates pointed to the importance of collaboration in understanding how to respond to issues in their rural communities: "I think the other thing too that was important about our program in general is the fact that we were all in the same types of schools, all in these rural settings, Title I settings, and hearing how each different community was maybe dealing with or approaching their types of students and learning the different ways and that kind of thing" (focus group 2).
In the focus groups and the survey, the one issue that came up repeatedly, about which some of the graduates felt under-prepared, was the negative life circumstances of many of their students. Educators have begun to refer to these traumatic conditions as Adverse Childhood Experiences (ACE) (Center for Youth Wellness, 2014). One of the counties in which the residents were placed had the highest ACE scores in the state (Center for Youth Wellness, 2014). "I guess I wasn't prepared for the fact that because of the shortage of counselors and psychologists, that they've cut out of schools, it's really hard to teach when you have to cater to children who have moms and dads in rehab and in jail and they know it and another child whose dad held up another store and is in jail and they go visit him on the weekends" (focus group 1). In the survey, 76% reported that they did feel prepared by the program to meet the needs of students living with trauma, but in the qualitative data, a variety of community concerns
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surfaced. "It's definitely culture shock…but because there's no industry, the drugs have taken over and so unfortunately, I had to call on a parent, they were arrested. I never thought as a teacher I was going to be in the position to watch one of my student's parents get cuffed in front of carpool. You don't expect that" (focus group 2). One focus group participant said "especially meth, in rural areas being more prevalent and that hugely affects your classroom because of the home lives and the baggage" (focus group 1).
Though many of the graduates expressed concerns about their ability to support kids who had challenging home lives, at least one person related to those challenges. "I was that drug house, welfare child that my teachers looked out for me. So I was prepared for all of that. I was prepared for the small hick town. I was prepared for kids coming in that had abuse issues or any kind of thing that would prevent them from speaking out in class, or knowing that your dad got taken to jail the night before for beating your mom, or whatever it was. What I wasn't prepared for was the language issues– it was the emerging bilinguals that we faced every day that I really wasn't prepared for" (focus group 1). This candidate's perspective was atypical; 94% of survey respondents said they felt prepared to meet the needs of English learners. However, this example speaks to the ways in which a teacher's life experience, or lack thereof, impacts their sense of competency. Researchers in this study sought to understand to what extent the experience of having grown up rural, or not, affected the sense of preparation for teaching in rural settings.
Researchers observed a graduate who had been teaching three years after the RTR program, in her sixth grade classroom in a rural community. The teacher noted that she felt very comfortable teaching in a rural community because she had grown up in one, and although it was not the community in which she currently taught, she also lived in a small town nearby. But her concerns for her rural students were not unique to a rural context. In our interview, she said:
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The home and family is the basic unit of society and in education and government we're putting pressure on teachers and schools to provide more, but we only get them for six hours. I see a huge rise in behavior issues, depression and anxiety, so many just need attention, so they resort to getting attention however they can. When they are on task, they are great smart kids, but they just need more relationship. Until we do something to help families to help themselves, because I don't think the answer is to provide more before and after school time. (personal communication, May 8, 2017)
Preparation for Rural Schools
Walker-Gibbs, Ludecke, and Kline (2015) theorize that the preparation of teachers for rural schools is directly influenced by "an individual's conceptions and experiences of rurality" (p. 81). Teachers who are raised rural are more likely to live and teach in rural places (Reininger, 2012), and those who are not, are less likely to choose rural contexts (Boyd, Lankford, Loeb, & Wyckoff, 2005). "So for me I continue to work in the rural schools just because I grew up in it; it's basically all I know. I really like that experience" (focus group 2). Although 12 of the survey respondents who reported having grown up rural were not seeking jobs in rural places, it was true that the majority of respondents who had grown up rural reported that they had sought rural jobs at the completion of RTR.
Both survey responders and focus group participants noted that they chose rural because that is what they knew or where they were currently living. For example, one focus group participant said, "I own a house here in town and I have family in town. Everywhere around here is rural, so if you're going to work here and be in this area, and if you're going to stay here, of course, then we have to stay in the program" (focus group 1). Two teachers who had been recruited as paraprofessionals in one of the RTR partner districts described how they completed
the program and sought jobs in their home district. "We both worked for our school district for several years before being teachers there. It was understanding the climate, the population, the clientele that we were dealing with. It was important to me" (focus group 1).
Corbett (2016) has noted one classic problem in rural education research has been an insensitivity to differences across contexts; "as the old saying goes, if you have seen one rural community, you have seen . . . well, one rural community" (p. 278). The data supported this, in that having grown up rural didn't necessarily prepare candidates for the rural communities in which they were placed. "I think I came very quickly to understand that there are different types of rural experiences. I grew up in a very small rural farming community. We didn't have a stoplight; everybody went and hung out at the store on the corner after school. My experiences are that nobody in my community struggled with money issues, we didn't have the poverty …you're walking into that rural different perspective or different lens; it was eye opening" (focus group 1).
In the survey, nearly half (14/32) who said they did not have a rural upbringing also replied that they did not seek rural jobs: "I'm moving to Los Angeles, so yeah, probably I would work in a rural school, if I was willing to live in a more – so to me Chico is small. Where I'm from, Chico is rural in my perspective, so likely not" (focus group 1). One focus group participant said, "Being totally honest, my interest wasn't in rural populations. I was really interested in being able to get my credential and my Masters in one year, and I was interested in working with disadvantaged, who come from disadvantaged backgrounds, not so much rural" (focus group 1). Unfortunately, one survey respondent who identified as Mexican/Hispanic, who did not grow up rural and was not interested in teaching rurally, noted in the final comment section: "I would really really, really suggest the openness of the community to diversity be
taken into account when placing your residents in rural communities. No one should feel unwelcome during their first experience in teaching due to their nationality" (survey response, #38).
Impact of RTR Program on Going Rural
Program researchers elicited information that might help determine whether or not this program encouraged more graduates to seek out jobs in rural districts. Although the survey data is not comprehensive, this data could begin to point at how effective the RTR program was in encouraging teachers, who might not typically choose a rural school, to "go rural." Sixteen of the survey respondents reported that they a) did not have a rural upbringing, b) agreed (ten strongly agreed) that they sought jobs in rural places and c) were likely to stay rural (two were unsure). Although program candidates were not asked before they started the program if they were seeking to teach in rural places, the survey did ask what factors most influenced their decision to apply to RTR. Six of the 16 respondents in this group (those who did not grow up rural but were seeking rural jobs) said the fact that they would be placed in a rural context was in their top four reasons for choosing this program. This data may indicate that those six were in some way predisposed to the possibility of locating in a rural place, so the pool of potential graduates to be observed and interviewed in a field visit narrowed to ten.
The question remained about what may have influenced the ten remaining respondents in this group – those that did not grow up rural, did not choose RTR for the rural context, but after graduating sought rural jobs, and wanted to stay rural. To what extent did the RTR program influence their inclination to teach in rural contexts? One member of the focus group admitted that she looked for any job, and learned to love her rural school:
I just wanted to get out and work and I applied everywhere locally because this is where I wanted to be and maybe it started out as I just wanted any job and [nearby small town] just happened to be the only school that hired me… Now that I'm there and this is into my fourth year, my husband's like, I hate that you have to drive there, and there's so many things about this school because it's a rural school that – there's so many things that outweigh other things… now that I've been there, there's just something about the experience that wants me to stay working with these underdogs. (focus group 2)
The ten respondents were analyzed in terms of suitability for follow up interviews and observations; accessibility to their current location was also a factor. Of the ten, two of them did not agree to both an observation and an interview so they were discarded and the list narrowed to eight. In order to narrow down the list for follow up data collection, the responses to two survey questions were examined. Those questions were: "In your opinion, what are the benefits to students of being in a rural school? (please specify)" and "In your opinion, what are the challenges students face from being in a rural school? (please specify)"
Perspectives on the Benefits and Challenges of Rural Schools
The responses to the survey questions regarding the benefits and challenges of rural schools were analyzed with respect to the dispositions about rurality. Sharplin (2002) describes the binary discourse of preservice teachers with respect to expectations of teaching in rural and remote areas. Her research found that pre-service teachers "rely on narrow stereotypes of rural and remote teaching. They hold, sometimes simultaneously, images of rural and remote teaching as an idyllic retreat and outback hell" (Implications, para 7). The RTR program sought to instill strengths-based perspectives about students and a view of rural places that included hope and opportunity.
Based on their combined responses to the survey questions, respondents would be selected from the group of eight (who did not grow up rural, did not select RTR because it was rural, but chose to go and stay rural, and agreed to a visit). Two graduates both reported that they felt prepared to be an effective teacher in all of the categories, and that they engaged in their community beyond school-sponsored activities. Both indicated that they had positive relationships with their RTR mentors with whom they were still in contact. Both indicated that the action research process prepared them to use data to reflect on their teaching. In order to determine which survey respondent would warrant a follow-up visit by researchers that would include an interview and an observation, their answers to the questions about benefits and challenges were analyzed for asset-based dispositions. An example of someone who was not chosen for follow-up was a respondent who noted she was not engaged in the broader community beyond school-sponsored activities and wrote that the reason for staying rural was "Providing a positive and safe environment for students and encouraging students to push themselves to be better. Believing in students that family members may not believe in." One of the candidates had taken a teaching position in one of the RTR partner districts, so she was selected for an in-person visit, which also included an interview with additional members of the school staff associated with the RTR program.
This is home and always has been… since right after I got over being placed here: A Case Study
Melissa (a pseudonym) grew up in an urban area of southern California, with 700 students in her high school class. She went to Chico for her undergraduate degree and began to feel at home there after a couple years. When she entered the RTR program after graduating with her bachelor's degree, she was assigned to her rural school and she was not pleased about it. She had not heard good things about this place and even after conducting the community study in the
summer course, she did not begin that placement feeling very confident. But, she came to love the people and the school, and soon after completing RTR, she accepted a permanent teaching position in that district. In her survey responses, Melissa wrote that her reason for staying rural was "I love the close community and the love and support our school campus has for all our students and families. There really isn't anything quite like working in a rural setting." Melissa had previously worked for several years as an after school teacher and instructional aide and had been teaching for five years since completing the RTR program when researchers visited her at her school. When asked in the survey what the benefits of a rural school were for students, she wrote, "Smaller grade-level teams and school in general. We tend to have more chances to interact with our families outside the school setting. The teachers and staff are either from the area or deeply committed to the community where rural schools are located. There are generations of teachers and students in the school." In her interview, Melissa spoke about how the school staff feels like a family and about how invested they are in the children of this community. "No one says 'your kid' – we always say 'our kids'." The principal had been a graduate of the school and most people who work there, tend to stay there for their whole career. Melissa commented during the site visit, "I intend to retire from Room 3." Melissa credits, in part, her residency experience in the RTR program to her feelings of belonging at this rural school because she never felt like a guest at the school, she always felt like a teacher from the beginning.
In her survey responses, Melissa described the challenges of rural schools as: "Lack of parental involvement on the school level can be tough. I think the biggest challenge that faces the largest percentage of my kiddos is lack of resources or access to resources that families/students in larger more suburban or urban areas have. Even in 2017 a surprising number of our kiddos
don't have a computer at home and even more don't have access to the internet off school campus. Some parents need supports to help their students and many must work many, many hours in order to provide adequately for their families." Melissa shared in her interview that collaboration and the collective ownership of the school and its students are how they are able to respond to the challenges. When a teacher or a student is struggling, all of the teachers rally to find ways to support them. Melissa said, "I've never felt alone in handling a student situation."
Melissa lives in Chico and commutes to her rural school, as do the majority of teachers in that district. She appreciates the amenities of a bigger town, and belongs to a gym and a church where she has met many friends. She noted that if she had a family she might consider moving closer to her school, but the commute doesn't bother her. Her morning coffee gets her going in the morning and she decompresses on the way home. She said, "After I got comfortable with the commute, I never wanted to work anywhere else."
Collaboration and a Strong Sense of Community
In a field interview with RTR mentor teachers and administrators in Melissa's district, they echoed some of her comments about the collaborative atmosphere, often referred to as familial. Both mentors teachers and administrators praised the RTR program's focus on professional development communities and opportunities for collaboration with other educators, not only for the residents but for the mentor teachers as well. The mentor teachers credit the yearlong residency for creating a sense of investment in the school community and in the kids. One teacher noted that the passion to work together "rubs off on you and makes you want to be a better teacher." All of the mentors reported being in contact with most of their previous residents, continuing to support one another in the challenges and practice of teaching.
Developing the case study about Melissa allowed researchers to look deeply at one graduate who appeared to have been "converted" to the idea of teaching in a rural school through her experience in the RTR program and at that particular rural school. Data suggests that in this case, the high levels of support and collaboration among the staff creates a school climate that feels affirming and inclusive and results in teachers wanting to stay teaching there, many for their whole career. This type of climate also contributes to the confidence and hope teachers need to address the many challenges associated with the life experiences, such as poverty and trauma, of the students who live in this rural community. This type of confidence implies that teachers are more likely to maintain a strengths-based perspective.
It is difficult to point to one aspect of the RTR program that was most influential in preparing effective teachers for rural schools; however, it is clear from the data presented here that program features that most contribute to building a strong collaborative community of educators both among the preservice teachers and in the partner schools, creates conditions that support both the recruitment and retention of teachers.
Further Research
Melissa, like many rural teachers in the CSU, Chico region, commutes from Chico to her school in a smaller town. Additional data will be collected during visits to graduates who did not grow up rural, did not choose RTR because it was rural, but have decided to work and live in a rural town. Although residing in a place does not always equate inhabitation (see Orr, 2013), it does potentially increase the connectedness a teacher can have to the students and the community. Further interrogation of the program assessment data may uncover some findings with respect to this.
Program directors expected that the forgivable loan for service in high needs schools would encourage graduates to work in rural schools, at least in the short term, however the research literature has indicated these types of incentives have limited success (e.g. Hammer et al., 2005). Within these data sets, when asked why they chose to teach rural, very few of the graduates pointed to the money as the reason for seeking rural jobs. One reason might be that there are a variety of high need non-rural schools that would qualify for loan forgiveness. One focus group participant who grew up urban noted that she did start out working in a rural school in order to meet her "service obligation" but stayed because she loved being a part of that community. In this case, this type of financial incentive was only successful because her sense of belonging further encouraged her to stay. This theme of connectedness and belonging has surfaced in some of the RTR graduates data, but it is also appearing in program interviews with rural schools in the region where they have had success with retention of teachers. CSU, Chico faculty are pursuing further research to better understand how this type of school climate can be supported through partnerships between the rural school and the university.
Although the RTR program ended with completion of the federal grant, that successful experience led to CSU, Chico receiving another TQP grant for the Residency in Secondary Education (RiSE) program (http://www.csuchico.edu/soe/rise/index.shtml). RiSE is modeled closely after RTR, partnering with rural districts, employing co-teaching, and using action research as the Masters culminating activity. Instead of elementary teachers, the new program prepares secondary teachers specifically in the high need areas of math, science, English, and special education. The careful attention to rural contexts has continued in the RiSE program and also has begun to spread to other teacher preparation pathways. Future research will focus on building interdisciplinary partnerships in the partner schools.
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References
Azano, A. P., & Stewart, T. T. (2015). Exploring place and practicing justice: Preparing pre-service teachers for success in rural schools. Journal of Research in Rural Education, 30(9), 1-12.
Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers' preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113–132.
Center for Youth Wellness (2014). A hidden crisis: Findings on adverse childhood experiences in California. San Francisco, CA.
Corbett, M. (2016). Rural futures: Development, aspirations, mobilities, place and education. Peabody Journal of Education, 91(2), 270-282.
Fong, A. B., Makkonen, R., & Jaquet, K. (2016). Projections of California teacher retirements: A county and regional perspective (REL 2017–181). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2017181.pdf
Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619654.
Hammer, P.C., Hughes, G., McClure, C., Reeves, C., & Salgado, D. (2005). Rural teacher recruitment and retention practices: A review of the research literature, national survey of
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rural superintendents and case studies of programs in Virginia. Retrieved from http://files.eric.ed.gov/fulltext/ED489143.pdf.
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Orr, D. (2013). Place and pedagogy. The North American Montessori Teachers Association Journal, 38(1), 183-188. Retrieved from http://files.eric.ed.gov/fulltext/EJ1078034.pdf
Reininger, M. (2012). Hometown disadvantage? It depends on where you're from: Teachers' location preferences and the implications for staffing schools. Educational Evaluation and Policy Analysis, 34(2), 127–145. http://eric.ed.gov/?id=EJ963419
Schafft, K. (2016). Rural education as rural development: Understanding the rural school- community well-being linkage in a 21 st century policy context. Peabody Journal of Education, 91(2), 137-154.
Sharplin, E. (2002). Rural retreat or outback hell: Expectations of rural and remote teaching. Issues in Educational Research, 12. Retrieved from http://www.iier.org.au/iier12/sharplin.html
Schulte, A. K. & Klipfel, L. (2016). External influences on an internal process: Supporting preservice teacher research. The Educational Forum, 80, 457-465.
Theobald, P. & Siskar, J. (2014). Place: Where diversity and community can converge. In D. A. Gruenewald & G. A. Smith (Eds.) Place-based education in a global age: Local diversity (pp. 339-376). Hoboken, NJ: Taylor and Francis.
Theobald, P. & Wood, K. (2010). Learning to be rural: Identity lessons from history, schooling, and the U.S. Corporate Media. In K. Schafft & A. Y. Jackson (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world (pp. 17-33). University Park, PA: Pennsylvania State University
Press.
Trinidad, S., Sharplin, E., Ledger, S., & Broadley, T. (2014). Connecting for innovation: Four universities collaboratively preparing pre-service teachers to teach in rural and remote Western Australia. Journal of Research in Rural Education, 29(2), 113.
Walker-Gibbs, B., Ludecke, M. & Kline, J. (2015) International Journal of Pedagogies and Learning 10(1), 81–89 http://dx.doi.org/10.1080/22040552.2015.1086292
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Appendix: School and Community Study
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There is an old adage "It takes a village to raise a child." Although children spend a major part of their childhood in school, there are many people in a community that contribute to a child's education. This assignment will assist you in learning about community, the ways in which they interact with K-12 schools, and how these relationships may figure into (or not) a democratic approach to schooling. Below are some of the activities that will support you to complete the assignment.
1. Description of the district and your school (group presentation)
A. Include a description of your school's mission, demographics, facilities, etc.
Use the school/district handbook and/or website or other resources available to you.
B. What local agencies or organizations provide services for the school/district?
D. What are some examples of democratic practices? (see course readings)
C. What programs do the school/district provide to serve ELL, SPED, gender non-conforming, students who are experiencing homelessness, or other students with specific schooling needs?
2. Community Map and Discussion Post (group post)
After you have mapped your school community with your group, discuss the strengths and challenges presented by it. How is it we construct a neighborhood as "good" or a "bad"? How do we come to value particular characteristics? What aspects of a neighborhood are most important and to whom? What aspects did you notice that may not be included on this list? How are/might "nourishing habitats" be cultivated in this place? (Wilson, 1997, p. 191) How can you imagine students might personalize this place? What type of place-based learning might occur here? Have one person post a brief summary of this discussion on the Community Walk discussion board in BBL. Reference this discussion, where possible, in your final individual paper.
"A theory of place that is concerned with the quality of human-world relationships must first acknowledge that places themselves have something to say" (Gruenewald, 2003, p. 624). Go to your assigned school and conduct a community walk. Draft a rough map of the neighborhood of the school (5-8 block radius). What qualities contribute to a "sense of place" (Wilson, 1997, p. 191). (see check list online)
3. Meet community members (individual)
You are provided multiple days to visit the community under study. "Where in a community, for example, might students and teachers witness and develop forms of empathetic connection with other human beings? How might these connections lead to exploration, inquiry, and social action?" (Gruenewald, 2008, p. 316). See online for a set of questions.
4. Present group findings (group presentation)
As a group, you should highlight your community map, any pertinent information about your community study, connections to "habits of place" (Budge, 2006) and a formal presentation of community resources and place-based curriculum ideas that can be used in a future presentation to your school/district colleagues.
5. Analyze community information, and your role in preparing students in a democracy (individual)
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Synthesize the data you collected about the school and community, refer to any information you gained from your tour, your interview, and interactions with the community members, and reference the readings from class or other research you have read.
* What is your overall initial impression about this place? What is the role of the school(s) in the community? How does this compare to what you've read about rural schools? (refer specifically to group discussion and agency information)
Some suggested questions to address are:
* How does this information impact the ways you think about working in this community?
* What examples of place-based learning can you imagine happening there?
* Where do you think the "heartbeat" of the community is and what makes you think that?
* What questions do you have or will you pursue as a result of what you have learned?
* Describe specific ways that you (will) use this community information to enact these philosophical beliefs in your practice.
* How does this information inform your purpose for teaching?
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Motivate Young Eaters with Positivity
Article written by Tara Dunker (firstname.lastname@example.org)
What you say matters when it comes to the eating behaviors of young children. For better or worse, eating behaviors formed during childhood often follow a person into adulthood. Eating behaviors play a key role in one's ability to maintain a healthy relationship with food for a lifetime. The messages a child regularly hears regarding food—in both the home and caregiver settings—can either help or hinder this development process.
Phrases that Hinder
- "I will be sad/mad if you don't eat that" or "You're a good boy for finishing your broccoli." These phrases teach children to eat for approval, ignoring their own signals of hunger, fullness and personal preference in the process.
- "Eat one more bite before you leave the table." This phrase teaches children to ignore feelings of fullness. It is better to stop eating when satisfied, rather than when the plate is clean. Over time, children and parents/caregivers will better understand what portion sizes are needed to feel satisfied, meaning less food left uneaten on the plate.
- "You can have dessert if you eat your vegetables" or "If you stop crying, you can have a piece of candy." Offering dessert as a reward for finishing vegetables teaches children that some foods are better tasting than others are. Using food to resolve upset feelings teaches children to eat to feel better, which can lead to overeating.
Phrases that Help
- "This strawberry is sweet and juicy" or "These carrots are crunchy." These phrases teach children to pay close attention to the sensory qualities that make each food unique and can be used to encourage children to try new foods in a mindful way.
- "Are you feeling hungry?" or "Are you feeling full?" These phrases can seem a bit obvious, but it is important to teach children to recognize feelings of hunger and fullness. This can prevent overeating and eating for reasons other than satisfying hunger.
- "Everybody likes different foods" or "Which one is your favorite?" These phrases acknowledge a child's ability to make choices regarding the food they eat. It also shifts the focus toward the taste of food, rather than who was right.
- "I am sorry you are sad. Would a hug help you feel better?" Instead of using food, reward children with your undivided attention and concern. Comfort each unique and individual child in the ways that work best for them.
©2020
Feeding Children is Challenging
Caring for and feeding young children comes with daily challenges, many of which shift and change in unexpected ways as the child grows and develops. If you have spoken the hindering phrases listed above in moments of frustration, or with the well-meaning goal of getting a child to eat their peas, know that you are not alone. When we know better, we can make the effort to do better for the children in our care.
…………………………………
Check out more Food Fun for Young Children Newsletters: http://go.unl.edu/chi
Sources:
1. Fletcher, J., Branen, L., (n.d.). Phrases that Help, Phrases that Hinder. Feeding Young Children in Group Settings: http://www.cals.uidaho.edu/feeding
2. Phrases that Help and Hinder, United States Department of Agriculture's ChooseMyPlate: https://bit.ly/2W0IpvS | <urn:uuid:93769d50-d20d-4a3a-a82a-4da7b375b11a> | CC-MAIN-2020-45 | https://food.unl.edu/newsletters/documents/motivate-young-eaters-with-positivity-fffyc_0.pdf | 2020-10-29T19:36:57+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00225.warc.gz | 332,902,119 | 703 | eng_Latn | eng_Latn | 0.998475 | eng_Latn | 0.998475 | [
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CHAPTER I
INTRODUCTION
In this chapter, the researcher explained about a general subject area to a particular field of research, they are; background of study, statement of problem, purpose of study, significance of the study, scope and limitation, and definition of key term.
A. Background of Study
English is an international language that should be learned by everyone. English is one of subjects that are taught in Indonesia's Education. English can support social life of people in the world, for example: to interact a person with the other people in different country that have different languages. In Indonesia, English is studied as a foreign language. Therefore, English is taught at various levels of education, there are Elementary School, Junior High School, Senior High School and University.
English has some aspects of skill that need to be learned. According to Heny (2011: 1), in learning English the students have to learn at least four skills, they are; listening, speaking, reading, and writing. These fourth skills will help students in learning English. These basic skills are expected to prepare the students to continue their study to higher education.
Reading is one of the important skills in learning English. Hopewell et al (2003: 25) stated that reading is one of the first and most important academic skills taught to the students for school success and accomplishment in the basic activities of daily life. Reading can support the students to be successful, because many activity that the students need reading skill every day, for example for reading newspaper, reading new material in the class, reading magazine, and soon. If the students' reading skill is poor they are very likely to fail in their study and they will have difficulty in making progress.
According to Karasaloglu (2012: 40), reading is a basic strategy as a reference for learning, it is a skill that all of the teachers should develop and necessary in almost all the stages and types of teaching. The teacher's role is also very important that should provide motivation for students. In addition, teachers are required to provide workable methods in order to the students can master the English quickly. This action will encourage students to get a good learning achievement. Many methods and strategies can be used by teacher to increase the reading skill of students. The teacher must choose the best way to teach reading, for example using accompanist music during teaching learning process in order to make the students understand the material of reading and enjoy class.
Music is vocal or instrumental sounds (or both) combined in such a way as to produce beauty of form, harmony, and expression of emotion. Music is an important part of life for many adolescents and young adult worldwide that is usually used to support their activity, for example studying, doing sport, driving, and soon. In learning, Music is usually used by the teacher as accompanist music during teaching learning process happen. The purpose of using accompanist music is to make the students relax and always make a feeling good. Music also can make the students enjoy when attending the class. In reading skill, the students need to focus in order to know the meaning and the purpose of the text.
In learning English, the teacher usually used a long text to evaluate the students' reading skill. The students sometimes feel very bored if the students must read in a long text, whereas the students must read that in a short time. After reading a text, the teacher always prepares some questions to evaluate the student's reading skill. The students must answer the questions about the text in 2 x 40 minutes. With this condition, the teachers usually use music in order to make the student understand the text and can answer the questions correctly. The accompanist music's that are usually used by the teacher in teaching learning process are Mozart music or Beethoven music (Western Music).
The previous research, Dosseville et al (2012: 258-262) showed that playing quite classical music during a recorded lecture improved learning from the lecture. Still in line, Kigger (1989: 531-534) stated that played a highly repetitive piece of music and compared it with a dissonant, rhythmically varied piece (and silence too) while the students were reading. The students reading scores were higher in accept the information while using music than the other condition.
In line with statement above, Javanese has a classical music called Karawitan. Karawitan music is the art of musical sounds either vocal or instrumental areas that have clarification and development of the region itself. Drummond (2011: 12) stated that Karawitan music is the instrumental and vocal music of Javanese which uses either gamelan or, in the case of purely vocal music, the turning systems associated with gamelan. Practically, Karawitan music is commonly used to accompany dances or song, but rarely show only displays musical performances alone, not accompanied singing or dancing.
There are 3 kind of Karawitan, they are Karawitan Sekar, Karawitan Gending, and Karawitan Sekar Gending. Karawitan Sekar is a karawitan music that consists of the vocal of human. Karawitan Gending is a karawitan music that consists of the instrument. Then, Karawitan Sekar Gending is a Karawitan music that consists both of them, vocal of the human and the instrument.
The type of good music that used is synthetic. It means that the music is just instrumental and natural sounds with no human speech (lyrics). Type of Karawitan music that can be used in reading is Karawitan Gending that just consists of the instrument. In the fact, many teachers in Indonesia still use the western music like Mozart and Beethoven to make the students understand the reading material. With the fact above, the teachers also can try to use Karawitan music which a classical music truly Indonesia to make the students understand the material and relax in learning English, especially in reading skill.
SMP Negeri 4 Kecamatan Ponorogo is one of the favorite Junior High School in Ponorogo. The students of SMP Negeri 4 Kecamatan Ponorogo are more than 800 students. The students are in grade VII, VIII, and IX. There are some extracurricular to develop the students' skill in SMP Negeri 4 Kecamatan Ponorogo, one of the extracurricular is Karawitan Extracurricular. With this fact, it means that SMP Negeri 4 Kecamatan Ponorogo is also supporting the local wisdom music of Ponorogo. With this condition, researcher hoped that Karawitan also can be used in teaching learning process, not only in extracurricular.
The researcher hopes that the local wisdom music like Karawitan can be used in educational program. In this research, researcher wants to know the effectiveness of Karawitan music towards the students' reading ability. Based on the background of study above, researcher wants to do a research about "The Effectiveness of Karawitan Music Towards the Students' Reading Ability at the Eighth Grade Students of SMP Negeri 4 Kecamatan Ponorogo in The Academic Year 2016/2017".
B. Statement of Problem
Based on the background study above, the statements problem in this research are:
1.
Does Karawitan as accompanist music at the eighth grade students of SMP Negeri 4 Kecamatan Ponorogo in the academic year 2016/2017 effective in the students' reading ability?
2. How far the effectiveness of Karawitan as accompanist music during teaching learning process effect the students' reading ability at the eighth grade students of SMP Negeri 4 Kecamatan Ponorogo in the academic year 2016/2017?
C. Purpose of Study
The purpose of this study is:
1. To know the effectiveness of Karawitan as accompanist music during teaching learning process towards the students' reading ability at the eighth
grade students of SMP Negeri 4 Kecamatan Ponorogo in the academic year 2016/2017.
2. To measure the effectiveness of Karawitan music to improve the students' reading ability at the eighth grade students of SMP Negeri 4 Kecamatan Ponorogo academic year 2016/2017.
D. Significance of Study
1. For the school:
It helps the school create more proud of the local wisdom and guard it, for example: the school always play Karawitan music in break time and teaching learning process.
2. For the teacher:
Karawitan music can be the alternative music choice in teaching English, especially use local wisdom music not western music in reading's teaching learning process. It can help the teacher to teach reading easier and the students will know the reading material well.
3. For the students:
The students know about our local wisdom, especially Karawitan Music. Besides that, the students can be relaxed and enjoyed in the class.
4. For the researcher:
It helps the researcher to get the new experience and insight of knowledge. In the other hand, it helps the researcher to create teaching learning activity to be more interesting.
7
5. For the next researcher:
It helps the other researcher to get the reference from this research as the discourse to finish his/her research.
E. Scope and Limitation
1. Scope
There are many kinds of music that usually is used in the teaching learning process; there are Beethoven, Mozart, Kitaro, Karawitan, etc.
2. Limitation
In this research, researcher only uses Karawitan music to know the influence toward the students' reading ability at the Eighth grade of SMP Negeri 4 Kec. Ponorogo. However, when the researcher wants focus to the reading skill, in the other hand there are some skills also there in every meeting on English Teaching and Learning process like listening, speaking, and writing because SMP Negeri 4 Kec. Ponorogo uses KTSP (Kurikulum Tingkat Satuan Pendidikan). With this condition, the researcher not only teaches on reading skill but also she must teach three others.
F. Definition of Key Term
There are some definitions of key term in this research:
1. Karawitan music : The instrumental and vocal music of Javanese which uses either gamelan or, in the case of purely vocal music, the turning
systems associated with gamelan (Drummond, 2011: 2).
2. Reading ability : The ability to read text, process it, and understand its meaning (Hermida, 2009: 23). | <urn:uuid:8038c78f-5e7b-42e2-83cb-2c85be19b8b5> | CC-MAIN-2020-45 | http://eprints.umpo.ac.id/2964/2/BAB%20I.pdf | 2020-10-29T20:14:10+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00225.warc.gz | 36,013,596 | 2,197 | eng_Latn | eng_Latn | 0.979797 | eng_Latn | 0.998223 | [
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Puberty information for boys and girls
FAST FACTS
Puberty brings about physical and emotional changes in your body. These are a natural part of growing up and are nothing to worry about.
Puberty usually starts between 9 and 16 – exactly when varies from person to person, but girls often start younger than boys.
During puberty you may start thinking about sex. This is perfectly normal but make sure both you and your partner are ready, and that you understand how to avoid unwanted pregnancy and prevent HIV and other sexually transmitted infections.
As you start to become an adult, your body goes through lots of changes and you'll notice that your moods and behaviour change too. From starting your periods to growing body hair, find out what to expect when you go through puberty.
What is puberty?
Puberty is when your body starts to develop and change, showing that you are starting to become an adult. These changes are very normal and are kick-started by the body producing specific hormones in girls and boys. As well as physical changes during puberty you may also start to have sexual feelings and notice your moods and emotions changing, too.
When does puberty start?
There is no set age for puberty so try not to worry if your body changes earlier or later than your friends'. For girls, puberty often happens between 9 and 15. Boys usually hit puberty between 11 and 16.
Remember that changes will happen over time. Everyone's body is different so some people develop very quickly and others more slowly. Your first signs of puberty may also be different from your friends'.
Puberty in girls – what are the stages and changes to the body?
Sex organs
One of the main physical changes of puberty is the growth and development of the sex organs – used to have sex and make babies.
During puberty your vagina changes and starts to produce a clear or milky liquid called discharge. It may seem strange at first but it's a positive sign as it helps to keep your vagina healthy.
Breasts
Your nipples and breasts will start to fill out during puberty. However, breasts grow into a variety of shapes and sizes, and many women's breasts remain small.
All my friends wear bras every day but I don't know if I am ready to wear a bra yet. My mum says 'Your breasts are developing', but they are really small! I only have two bras so far, and when I wear them I feel like my breasts are fake because they are padded ones.
It's normal for one breast to grow faster than the other. Usually breasts become more even as they reach full development, but most breasts will always be slightly uneven in shape and size.
Periods
One of the biggest changes for girls is periods starting. Again, this happens at different times for different people. While the average age for periods to start is 12, many girls experience them earlier and lots don't get them until later.
Periods show that your body can now have a baby. Each month one of your ovaries releases an egg which can be fertilised by a boys' sperm to create a pregnancy. If the egg isn't fertilised, the lining of the womb breaks down, creating the blood that passes through your vagina during your period.
Periods generally last between 3 and 5 days. Girls usually use cloth, towels or tampons to absorb the blood and protect clothing.
Other changes for girls
Hair grows under your arms and between your legs. Your leg hair may get thicker and darker and you may grow hair on your upper lip.
Your hips will start to broaden. This is preparing your body to be able to have babies.
Many girls start to get spots.
It's normal to experience more body sweat and many girls start to use deodorant.
Rapid growth spurts may happen from time to time.
Puberty in boys – what are the stages and changes to the
body?
Sex organs
As a boy goes through puberty his penis grows thicker and longer, and his testicles move lower down his scrotum (ball sack). Sometimes one testicle grows faster than the other, and it is natural for one to hang lower than the other.
Erections and ejaculation
It's usual to start getting more erections – when your penis temporarily grows and hardens – at odd times, often when you aren't thinking about sex. Erections are normal and happen when sponge-like tissue inside your penis fills up with blood – as a result of messages sparked from your brain (from a smell, touch, sight, or sound).
You might also have 'wet dreams' - when you ejaculate in your sleep. Ejaculations are the way your body pushes out semen (sperm and other fluids) through your penis. If the sperm in the semen meets a girl's egg (following sex) it can fertilise the egg to create a pregnancy.
Other changes for boys:
Pubic hair starts to grow at the base of your penis and lower abdomen, on your scrotum, and under your armpits.
You start growing facial hair – how much and how soon varies a lot.
Your voice starts to get deeper, also known as 'breaking'. For some boys this happens quickly and for others it takes time.
It's normal to experience more body sweat and many boys start to use deodorant.
Many boys start to get spots.
Rapid growth spurts may happen from time to time.
What if I don't fit 'girl' or 'boy'?
Lots of people don't fit simply into the category 'girl' or 'boy' – whether that is physically, biologically or emotionally. There is support out there and you aren't alone.
You may think you are 'transgender' - where you have a girl's body but feel like a boy, or the other way around. Or you may feel you don't fit into the confines of being exclusively male or female (nonbinary). Or you may think you are 'intersex' – where your sex organs don't fit typical male or female characteristics.
If you are experiencing any of these, you may find the information on the Advocates for Youth site, the AIS-DSD intersex support group, and the InterACT Youth site useful.
New feelings and emotions
It's perfectly normal to start thinking about sex a lot more during puberty, and most people start to explore and touch their bodies too. This is called masturbation. It may seem strange when you start doing this, but masturbation is a very natural way to make yourself feel good and is nothing to be ashamed of.
Some people find that they start becoming attracted to people of the same sex, the opposite sex, or both during puberty. Others may not be attracted to anyone. This is perfectly normal, and you shouldn't feel worried about it. Some people discover their sexuality when they are very young, during puberty or when they are much older – this is fine too.
Taking control of your sexual health
When you think you are ready to start exploring sex, make sure you understand how to avoid unwanted pregnancy and prevent HIV and other sexually transmitted infections (STIs).
Remember that sex must always be with your consent and you should never feel pressured into doing anything that you don't want to. It's also OK to ask the person you are with to stop at any point if you're no longer feeling comfortable.
With the right knowledge you can stay healthy and make the right choices for you.
Getting support if you need it
It can be exciting to start developing new emotions and feelings, but it may sometimes bring sad thoughts and feelings too.
If you're experiencing mood swings or feeling aggressive or depressed it often helps to talk to someone you trust, such as a friend or relative. If you feel you need more support it may also help to contact a healthcare professional or a helpline.
HELP US HELP OTHERS
Avert.org is helping to prevent the spread of HIV and improve sexual health by giving people trusted, up-to date information.
We provide all this for FREE, but it takes time and money to keep Avert.org going.
Can you support us and protect our future?
Every contribution helps, no matter how small.
PLEASE DONATE NOW
Photo credit: ©iStock.com/digitalskillet Photos are used for illustrative purposes. They do not imply any health status or behaviour on the part of the people in the photo.
Photo credit: ©iStock.com/Eduardo Luzzatti Buyé
Photo credit: ©iStock.com/Eduardo Luzzatti Buyé
Last full review:
30 August 2017
Next full review:
29 August 2020
Sources:
Childline (2017) 'Puberty for girls'
Brook (2017) 'Puberty'
NHS Choices (2017) 'Starting periods'
Childline (2017) 'Periods'
NHS Choices (2017) 'Puberty'
Kidshealth (2017) 'Puberty'
Childline (2017) 'Puberty'
Womenshealth.gov (2017) 'Menstruation and menstrual cycle' | <urn:uuid:d34692c3-44ac-47c2-8c99-b2ad28419f93> | CC-MAIN-2020-45 | https://www.avert.org/printpdf/node/65 | 2020-10-29T20:08:19+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00224.warc.gz | 608,647,584 | 1,891 | eng_Latn | eng_Latn | 0.992358 | eng_Latn | 0.998246 | [
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Honors English 9 – Summer Reading
Required Readings:
1. Maus I: A Survivor's Tale: My Father Bleeds History by Art Spiegelman
Maus I is a true story that depicts Art Spiegelman, a young man at the time, interviewing his father about his experiences as a Jew living in Poland and surviving the Holocaust. First published in 1980, Maus I became the first graphic novel to win a Pulitzer Prize in 1992 and continues to be widely read and taught in classrooms today.
(Note: Students will read Maus II: And Here My Troubles Began (Art Spiegelman) at the beginning of the academic school year. Please buy a copy as soon as convenient over the summer.)
2. I Will Always Write Back: How One Letter Changed Two Lives by Caitlin Alifirenka, Martin Ganda, and Liz Welch
I Will Always Write Back is a New York Times bestselling memoir that highlights the friendship between a girl from America and a boy from Zimbabwe. Kaitlin and Martin came into each other's lives because of a simple school assignment in 1997 and continue to be friends to this day.
Summer Reading Assignment:
While reading, compose at least five reading journal entries per novel chronicling your response to Maus I and I Will Always Write Back. A reading journal helps to keep track of what you read and your honest reactions to the text. Writing down your responses will help you to pause and reflect, ask questions, and possibly make connections from the text to your own life. Each journal entry should clearly state which novel, chapter, and page number(s) you are discussing. Each entry must be at least 150 words to receive full credit.
Possible journal lead-ins:
* This (character, event) reminds me of… because…
* What I found most interesting about (character, event, chapter) was… because…
* When I read (chapter) I felt… because…
* I predict… because…
* This chapter makes me want to…
* The part that confused me the most was…
* This (character, event, chapter) makes me think about _______ because…
* I learned…
* If I were (character) at this point, I would…
Submission Requirements:
All summer reading assignments must be typed. The printed copy of your assignment is due on the first day of school. Students will additionally be required to turn in a digital copy of their assignment through Canvas, so please save your work! Instructions on how and when to submit your assignment digitally to Canvas will come after school starts.
Have a great summer and I can't wait to meet you! | <urn:uuid:0ac6e1c1-ae50-43e3-8cbb-ace15a9903f3> | CC-MAIN-2020-45 | https://www.bishopluers.org/assets/Honors-English-9-Summer-Assignment.pdf | 2020-10-29T19:34:48+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00230.warc.gz | 623,102,725 | 537 | eng_Latn | eng_Latn | 0.997552 | eng_Latn | 0.997552 | [
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_______________
Babylon University – College Of Medicine Department of Community Medicine
Lectures in Community Medicine For 4 th Stage Students By Dr. Hassan Baiee 2010 – 2011
Lecture 10 Primary Health Care
In 1977 the World Health Assembly adopted the historic resolution on health: Health for All by the Year 2000.
In September 1978 the world community at Alma–Ata international conference called for urgent action by all to protect and promote the health of all people of the world using the Primary Health Care approach.
Primary Health Care (PHC) is defined as essential health care based on practical, scientifically sound and socially acceptable methods and technologies, made universally accessible to individuals and families in the community through their full participation and at cost the community and country can afford to maintain at every stage of their development in the spirit of self reliance and self determination.
The aim of PHC is: to provide the best possible health services to everyone everywhere in the district. The universal goal of the health system is to assure adequate access to quality care at a reasonable price.
(Equity for provision and equity in utilization of services)
1 . Essential
Essential services means that these services or activities are needed and important for improving the health status of the community and so community can not go without it. E.g. Immunization
2. Acceptable
Are the health services acceptable to the people?
- Through health education, people will understand the benefits of the services.
- The services should be friendly with short waiting times.
3. Accessible
How do people reach the health services?
- It is especially important in areas with no clinic, bad roads and no public transport.
- Access should be equal to all members in the community.
4. Available
- We must be sure that all areas have health service coverage.
- This means that enough health facilities should be available so that every member of the community can reach them when needed.
5. Appropriate
Do the health services deal with the right problems?
Health staff should give most of their time and interest to the common diseases which cause most ill-health and deaths in the population rather than concentrating on few people with rare and interesting diseases.
6 . Community Full Participation:
The participation of individuals is vital because they should identify and tell their own problems.
7. Affordable
Essential health care services should be provided at a cost that a country can afford
The Main Elements Of PHC Program:
1. Health education.
2. Promotion of adequate nutrition.
3.
Immunization against the main infectious diseases.
4. Maternal; and child health care including family planning.
5. Ensuring accessibility to safe and adequate water supply and basic sanitation.
6. Control of locally endemic diseases.
7. Treatment of common diseases and injuries.
8. Provision of essential drugs.
Other elements can be added according to the health needs of the community examples are promotion of mental health, school heath services and oral health services.
_______________ _______________
whatever the components are health education is central to all PHC programs in any community
We can see from the above that PHC services are not only promotive and preventive but also curative and rehabilitative.
Supportive programs of PHC:
1- Health information system.
2- Guide-lines, supervision and follow up.
3- Continuing education.
4- In services training.
5- Effective training.
Problems Facing PHC:
1- Financial
2- Administrative and technical
3- Political
The major PHC programs in Iraq:
1- Expanded Program of Immunization (EPI)
2- Control of Diarrhoeal Diseases (CDC)
3- Control of Acute Respiratory Infection (ARI)
4- Maternal and Child Health (MCH)
5- Promotion of Breast Feeding (BF)
6- Training of Traditional Birth Attendants (TBAs) | <urn:uuid:3f32248f-a4ea-4339-a091-3893215fc1df> | CC-MAIN-2020-45 | http://repository.uobabylon.edu.iq/2010_2011/4_19776_587.pdf | 2020-10-29T19:39:24+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107905777.48/warc/CC-MAIN-20201029184716-20201029214716-00228.warc.gz | 83,082,865 | 798 | eng_Latn | eng_Latn | 0.976812 | eng_Latn | 0.995046 | [
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First test results are great!
In September 2018 the team of Tharfood started planting trees in the Thar desert. This was the first project in India where the Growboxx® was used. Although this was our first practical experience with this new device, we achieved a survival rate of 94% after two months.
This demands a follow up. During our work we designed a new way with both reforestation of the desert and benefits for the local community.
Description of the test
Location
Almost one hour away from the city of Jaisalmer we fenced a plot of 300 by 450 feet. The climate is typical for the region:
* Hot summer days with temperatures higher than 40°C/110°F
* Cold winter nights with temperatures lower than 5°C/40°F
* An average of 3 to 5 rainy days with all together 200 mm per year
We have chosen this location to test the first delivery in India of the Growboxx®. The main reasons where the availability of a substantial water pond and the challenge. If it is possible to plant trees here, it can be done in lots of other places.
Method
At first, we would have liked a more scientific approach, but soon it became clear that we were not ready for that. Due to practical issues and our lack of experience with the Growboxx® we started a learning experience. Now we can say we have a solid method to plant trees.
In September our supplies arrived and we started planting 370 trees.
Growboxx®
In 2017, the UN recommended the Growboxx® in their Global Opportunity Report. Next to that this device has won several awards. The mass production started in August 2018.
The box is made of recycled paper and promises a high survival rate. In earlier test they achieved 95% and more. Also important is the limited usage of water. We used 30 liters to prepare the soil and another 20 liters during planting. After that refilling the box with extra water does not seem to be necessary.
Trees
For the selection of trees our starting point was the preference for indigenous species. In the cities of Jaisalmer and Jodhpur we found high quality nurseries. We planted 25 different species. Most of them are fruit trees.
| Amaltas | 10 | Jamun | 21 |
|---|---|---|---|
| Amla | 9 | Khejri | 7 |
| Annar | 7 | Khumbat | 10 |
| Apple ber | 79 | Mango | 24 |
| Aradu | 12 | Mendi | 11 |
| Babul | 9 | Mossmi | 9 |
| Ber | 10 | Nimbu | 16 |
| Champa | 13 | Pommegranate | 2 |
| Chikku | 14 | Rohida | 2 |
| Gourel | 6 | Sesame | 5 |
| Guava | 27 | Siris | 17 |
| Gunda | 36 | Vig | 5 |
| Gundi | 9 | | |
Research questions
Our focus was on the following questions:
1. What is the survival rate of the trees?
2. How much water is needed?
Testresults
The trees are planted in the period from 21/10/2018 till 7/12/2018. On 12/12 we counted 370 plantations and 22 mortalities. This means a survival rate of 94%. This result confirms the tests of the supplier Groasis.
Statistics
The main cause for mortality we discovered in the first two weeks. Termites ate the paper box, which causes leakage and drought. Roots did not develop and the tree died. The second cause was our inexperience in planting the small apple ber saplings. Normally we cut the main root for planting to activate the root system. For the apple bar saplings this was not a good idea. This tree survives better with an uncut root.
The usage of water was a little bit more than expected. During the preparation of the soil we used 30 liters of water. This is done to develop the capillary system in the soil. While planting we used about 20 liters of water to put in the box. Due to leakage and some big sized saplings we had to refill sometimes. The refill took 5 liters per tree. This mainly concerned the trees that were planted in the first three weeks and has suffered from termites. .
Bonus
Because cattle could not graze in our fenced area, sewan grass (Lasiums sindicus) had the time to mature. It was confirmed by the local people that if there has been rain, the grass will grow almost everywhere around the village. This is also typical for the region. sewan grass is the main source of fodder for the goats, sheep, cows and wild life that inhabits the area.
Conclusion
The first results are very hopeful. Now it is to early to draw conclusions but it seems that we can confirm the previous results of the supplier and that it is possible to plant trees on arid grounds with a high survival rate with a minimum amount of water.
Next steps
In the upcoming period, we will extend our plantation within a new fence on a more remote location. There we will plant 32 forest trees. These trees will most likely not be cut by people because of their religious meaning (peepal and banyan) or added value (neem)
Next to the tree the Growboxx® has seed pockets to grow vegetables, flowers of other plants. Until now we are not able to grow vegetables in a cost effective and successful manor. The main opponent is mice and the climate. Our search for the right species and planting method will be continued. Until now there are two successes, basil and green peas.
Project Green Kandiyala
In May 2019 we will start the follow up. These components will be the main part of our scope:
* 12.000 trees, which will restore the soil and the landscape
* A fenced area of 125 ha
* Rainwater harvesting; the amount harvested should be enough for our own project; we will use new and affordable harvesting techniques
* Cultivation and sales of sewan grass, the whole year long, preferably fresh green grass
* Local farmers will have the whole year long acces to high quality fodder for their cattle
* Agreement with the government about land usage and additional water supply when needed
* After the temporary usage of the land, the governance will go from the project organization to a local NGO; a better way of land utilization will be a major part of their duty
* A business case for future projects
We will find answers to the following questions:
* How much water can we harvest?
* What is the yield from sewan grass (dry and fresh)?
* What are the costs for reforestation? Can we earn this investment back in a few years?
* What are the benefits for the village?
The whole project will be a showcase for reforestation of the Thar desert and the development of rural India.
In the upcoming months we will reach out to possible partners. The next report will be written in February 2019.
Contact
If you want to see more about us, you can follow us on our website and on our social media: Youtube channel, Facebook and Instagram. Tharfood is a DutchIndian cooperation.
Yours sincerely,
Wim van der Zwan, founder and investor | <urn:uuid:52ca78f5-bc2a-4b0f-89d3-34bdf6d86a31> | CC-MAIN-2023-40 | https://www.groasis.com/images/scientific_results/20181226_Appendix_49_-_First_Growboxx_plant_cocoon_results_in_India_are_great.pdf | 2023-09-23T23:48:33+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00465.warc.gz | 876,046,521 | 1,565 | eng_Latn | eng_Latn | 0.998857 | eng_Latn | 0.999165 | [
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HE-0757
Plan
2. Keep paper and pencil in the kitchen to list foods you need.
1. Take time to plan your meals and make a grocery list. This usually takes less time than the time spent going back to the store for a forgotten item.
3. Check kitchen cabinets and refrigerator when making your grocery list.
5. Plan some meals without meat. Use dried beans, eggs, or peanut butter as a main dish.
4. Before going to the grocery store, plan a weekly menu of favorite dishes using healthy foods.
6. Read the weekly food section and check the Sunday newspaper to see what is on sale.
8. Finish your grocery list before going shopping. The best memory does not substitute for a well-planned list.
7. Plan your meals to use seasonal foods such as oranges in the winter and peaches in the summer.
9. Use a grocery list to help manage your stress. For example, do you really like to strain your coffee through a paper towel when you are out of filters?
Shop
11. Keep in mind that items from convenience stores often cost more.
10 . Shop only once a week. The more trips to the store, the more money you spend. It is hard to purchase only a few items on any trip to the grocery store.
101 + Ways to Save Food Dollars
12. Pick the grocery store with the best prices for foods you buy.
14. Check out dollar stores. Canned fruit and snack crackers can be purchased here cheaply.
13. Think of mileage. Shopping at many stores may not be worth the extra time and gasoline cost.
15. Find a local farmers market. Fruits and vegetables tend to be fresher and cheaper.
17. Look for grocery stores that offer extra savings on "Seniors Day."
16. Purchase foods at low-cost stores such as food cooperatives or warehouse food stores.
18. Find stores with super food sales during special times such as "Friday and Saturday Blow-out Sales" or "10 Items for $10."
19. Know when to stick to the shopping list. The only time to go off the list is when you can get a good buy such as store sales and double coupon offers.
24. Shop early when the store is not crowded. You will get through the store faster and spend less.
20. Know when not to use the list. Take the farmers' market approach with fruits and vegetables. Buy what is fresh, cheap, and in season. Adjust your menu to fit these finds.
25. Shop when you are not in a hurry. Take the time to compare the price of similar foods and purchase the cheapest. For example, which is cheaper, fruit cocktail or pears? Would it be cheaper to buy an item fresh, frozen, or dried?
22. Do not shop when you are hungry because you will buy extra food. Better yet, have a small snack before shopping so you won't buy a candy bar at checkout.
21. Don't go down every aisle when you shop.
23. Shop without your children. Unwanted items can creep into the cart with too many "helping hands." Take turns with a friend for child care.
27. Avoid buying sample foods. Some stores offer "try something new" samples to get you to buy the food. If the food is not on your list, do not buy it. Think about it for a future list when you can use the food in your menus.
26. Bring only the cash you have budgeted to the store. Decide how much you can spend weekly. Bring only that amount with you so you will not be tempted to spend more money.
Savings
Savings
Buy
29. In place of national brands, buy store brands when the taste and quality suit your needs. Compare brands!
28. Upon entering the grocery store, check store flyer for sale items and stock up!
30. Compare the unit price of food items. The cost per ounce or per pound helps find the best value.
32. Buy items by-the-case to save a lot of money. Make sure you have storage space for the food items.
31. Check the unit price of different size containers of the same food. The largest container is not always the cheapest.
33. When buying large amounts of food, split the food and cost with a friend. You both will save money.
35. Avoid buying large amounts of foods that will go bad quickly. Spoiled food is a waste of money.
34. When available, buy bulk foods for about 2 weeks at a time.
36. Buy family packs of meats, cheese, poultry, and luncheon meats. Divide into servings, freeze, and use as needed.
38. Smaller-sized fruits and vegetables may be cheaper than larger ones.
37. Buy foods in season to save money. When fruits and vegetables ripen, grocery stores are flooded with these low-cost fruits and vegetables. You will find something year-round that is in season, which makes it affordable.
39. Instead of buying canned fruits and vegetables in large pieces, buy these foods canned in smaller pieces. For example, pineapple chunks and diced tomatoes usually cost less than pineapple rings and whole tomatoes.
43. When shopping for food, buy nonfood items only if you have extra money for them.
42. Avoid buying foods packaged together, such as cheese and crackers, meat and cheese trays, and frozen garlic cheese bread, when you can buy the items separately for less.
44. Check sell by and use by dates to be sure you buy fresh foods.
Use Coupons Carefully
46. If you can save 25 or 50 cents off the price of something you already use, go for it.
45. Be careful when using coupons.
47. To use coupons, you usually have to go to a common supermarket, so watch your prices carefully.
49. If you use a coupon to buy an item you do not need and would not have bought otherwise, you will be spending money you could have spent somewhere else.
48. You can usually buy a food item cheaper at a discount store than you can buy it with a coupon at a big supermarket.
50. In the store, use point-of-purchase coupons if the food item fits into your meal plan.
52. Bottom line? Use coupons when they will help you save, but do not become a coupon junkie.
51. Take advantage of manufacturer's rebates by mailing in coupons.
Track
53. Know the regular prices of items you usually buy. A sale will then be easy to spot.
40. For best buys of healthy foods, stock up on fruit juices, milk, grits, peanut butter cookies, and popcorn for snacks. Avoid junk foods.
54. Make a cheat sheet so you will know what you usually pay for an item that you use a lot.
41. Avoid buying single servings of such foods as snack crackers, vegetable juice, and ice cream.
55. Remember the trick is to buy on the markdowns. You don't have to change your habits. Just buy when items are at low cost.
2 Alabama Cooperative Extension System
56. Sometimes, buy one, get one free is not a lot cheaper because the cost of the first item is too much.
58. Use itemized food receipts when checking out to help track food costs.
57. Make sure all purchases are rung up correctly.
59. Divide grocery bill into food and nonfood items to get the cost of food. To make it easy, separate food items and nonfood items when checking out.
60. Compare prices of nonfood items at the grocery store with the same item at a discount store.
Choose Bargains
62. Stick to the edges. In general, the healthier, less processed foods are at the edges of the grocery store. These foods - fruits and vegetables, dairy and meat - are healthy and also go further in the kitchen.
61. Give those grocery shelves the once-over. Grocery stores put items they most want to sell on the shelves between knee- and shoulder-height. The highest markup items are the ones about chest level. These are easy to grab and toss in the cart.
63. Check the clearance section of the grocery store for items such as soap, cereal, and household products. These items may be piled in shopping carts throughout the store. Only buy if you know it is a good deal. Do not buy cans with dents.
65. Shop for meats carefully. Bones and fat on meat cost a lot of money. It is hard to compare prices of meats with bones and extra fat.
64. Shop when the store opens to find the marked down meats. You must come early because the meats get snapped up quickly. Either cook the meat and eat it the same day or freeze it for later use.
66. Use leftover meats for sandwiches instead of buying packaged sandwich meats.
67. Buy day-old bread from the quick sale table or, if available, a bakery outlet. Toast or freeze it for good eating.
68. Buy plain breads and cereals. They are usually better buys than fancy breads and cereals.
70. Quick cooking oatmeal and grits are less expensive and almost as fast as the single serving instant cereals.
69. Buy regular rice. It is usually a better buy than quick cooking rice or fancy rice blends.
71. Buy a head of lettuce and wash it instead of buying lettuce in a bag.
73. Ignore the checkout display. This is the store's last attempt to take your money. Consider checking out magazines at the library. If you ate a snack before shopping, you will be able to resist buying a candy bar.
72. Look over all fresh fruits and vegetables. If you are paying full price, make sure all perishable foods are in top shape.
Keep Food Safe
75. Try to get cold foods packed together in a bag when checking out. To make it easy, place all meats together, all frozen foods together, and all dairy foods together. When these foods are sacked together, they are easy to spot when you get home.
74. In the grocery store, shop for cold items last. These are frozen vegetables, meats, dairy products, and salad bar ingredients.
76. Lessen the time foods are in the car. Keep perishables out of direct sunlight or out of a hot trunk.
78. Examine bags of potatoes, onions, and fruits. Throw out bad ones. Store potatoes and onions in a cool, dry place. Store fruits and other vegetables in the refrigerator.
77. Put foods away quickly when you get home. Find grocery sacks with the cold items that need to be refrigerated first.
79. Go through kitchen cabinets regularly to make sure canned and packaged foods are used before expiration dates.
Prepare at Home
81. Recycle the roast! Purchase a large roast on sale. Cook and eat some of it the first night. Freeze the rest for later.
80. Make large amounts of recipes that freeze well such as spaghetti sauce, chili, and soups. Label and freeze them for later use.
82. Cook a whole chicken and use for more than one meal.
84. Bake more than one item while the oven is hot. Your can cook the main dish, dessert, vegetables, quick breads, or other foods at the same time if they are to be cooked at the same temperature.
83. Stretch ground meat with bread crumbs, oatmeal, or tomato sauce.
85. Do not leave food in the oven overnight. Cooked foods, such as meats, could make you very sick when left at room temperature for more than 2 hours.
87. For cooking, use dry milk in place of the more expensive regular milk. Store the box of powdered milk in a large baggie in the freezer. Keep a measuring cup in the plastic bag to make mixing easy.
86. For drinking, use nutritious, low-cost instant nonfat dry milk. Thoroughly chill it before drinking for better taste.
88. To make milk go twice as far, mix an equal part of instant nonfat dry milk made by the directions with an equal amount of regular milk.
90. If you are unable to eat ripe bananas right away, use them in muffins. Or freeze the entire banana in the peel for later use. A frozen banana turns black and looks gross but it is safe.
89. Make your own mixes for biscuits, pancakes, and other prepared foods. Already prepared mixes sometimes cost a lot more than homemade mixes.
91. Make extra pancakes. Wrap separately, freeze, and reheat in a toaster or microwave.
92. Save bread ends and crusts. Toast them when baking something else. Crush to make bread crumbs; store in the freezer.
94. Make iced tea from scratch. Premade iced tea in jugs is expensive; iced tea in bottles is even more expensive.
93. Make desserts from scratch. They are usually cheaper than store-bought ones.
95. Use a toaster oven, if you have one, when only a small amount is to be baked.
97. Choose home-popped popcorn for a snack. It is less expensive than microwave popcorn and much cheaper than chips. Hint: Use an electric skillet for popping. Store leftover popcorn in an airtight plastic bag.
96. Use an electric skillet, if you have one, to "bake" a chicken or roast or to make spaghetti sauce. It is easy to drain the fat from meat—just tilt the skillet slightly.
98. Make tasty salads using leftover vegetables, fruit, meat, or cereal.
100. Make casseroles to use leftovers and to offer new foods to your family.
99. Keep a "soup container" in the freezer. Add all vegetable liquids as well as leftover meats and vegetables to create a delicious soup or stew for next to nothing.
101. Make foods from scratch (homemade). It can be cheaper (and healthier) than store-bought, convenience items.
102. Make sure convenience foods are good buys. Some good buys are canned vegetables and frozen juice. Others, such as ready-made pudding, may cost a lot more.
Be Creative
104. Grow herbs in a flowerpot or in a windowsill container.
103. Grow your own fruits and vegetables.
105. Pick fruits and vegetables at U-pick farms.
Be Smart
106. Can or freeze fruits and vegetables in the summer when they are plentiful. Use them in the winter.
107. Waste less. Use all food before it spoils.
109. Plan for using leftovers.
108. Store foods correctly. Poor storage can cause dried out, stale, or molded food.
110. Take your lunch to work instead of buying it.
112. Put together a snack bag of easy-to-eat items to enjoy in the car or at games.
111. Avoid vending machines. Pack similar items at home in small bags and bring drinks bought by the case.
113. Plan snacks for kids. Carrot sticks are cheaper than candy bars.
114. Entertain with potlucks or inexpensive buffets, such as lasagna and salads.
Eating Out
128. Enroll children in the free or reduced meal plan at school. All public schools offer this plan at lunch, and some schools also serve breakfast.
127. Enroll in the Women, Infants, and Children (WIC) program for supplemental foods for pregnant and breastfeeding mothers and children to 5 years old.
129. Enroll preschool children in a Head Start program.
131. Visit a local food bank or community food distribution center.
130. Enroll children in a summer lunch program through the Summer Food Service Program.
132. Take advantage of soup kitchens.
134. Take free courses in food selection and preparation provided by experts with the Alabama Cooperative Extension System. Also visit your local Extension office for more information on ways to save money. Look under your county section of the phone book for local offices.
133. Use meals-on-wheels programs and nutrition centers for weekday lunches.
135. Make arrangements with a neighbor who fishes for any extras.
If you are eligible, find help.
119. Do not load up on side dishes. Share the fries and you will save money and calories too.
118. When ordering, think smaller. It is not a value meal if you are paying for more than you want.
120. Order ice water. It is usually free. To make it tastier, order it with lemon.
122. If eating in, order the smallest size beverage or even a kid size cup. Most fast food places offer free refills.
121. Eat dessert at home. Dessert is one of the most marked-up items on the menu.
123. Look between the buns. The patties are usually very small and the vegetables look limp. Your homemade burgers will look better and, even with the vegetables, be cheaper.
125. Do not forget your pet. The Styrofoam containers that burgers and entrees are packed in make excellent pet dishes. Just wipe out and take home. Cut the top and bottom apart for two dishes—one for the cat and one for the dog. Toss them out when the edges get worn.
126. Apply for an Electronic Benefits Transfer (EBT) card through the local Food Stamp Program. Food stamps help single people and families with little or no income to buy food. Look in the U.S. Government pages of the phone book. You can find a listing for food stamps under Social Services Department or Human Services Department.
137. Find a neighbor who has a garden and is willing to share or trade.
116. To save gas money, park the car and walk inside to order. You get a little exercise too!
115. Limit eating out. Regardless of the fast food advertisements, it does cost a lot of money.
117. Do not upgrade or super size your order. You are only super sizing your bill and your waistline.
Barbara Struempler,Associate Dean, Assistant Director, Human Sciences Extension,Professor, Auburn University
This material was funded by USDA'S Supplemental Nutrition Assistance Program - SNAP. This institution is an equal opportunity provider.
For more information, contact your county Extension office. Visit www.aces.edu/directory.
The Alabama Cooperative Extension System (Alabama A&M University and Auburn University) is an equal opportunity educator and employer. Everyone is welcome! Please let us know if you have accessibility needs.
124. Cooking extra and freezing the remainder at home is just as convenient as going to the drive-through.
136. Call any meat processor during hunting season to see if they have any donated wild game such as venison. | <urn:uuid:96bd05d3-207f-4e7c-a88a-0ef70fa6c578> | CC-MAIN-2023-40 | https://www.aces.edu/wp-content/uploads/2021/12/HE-0757_101WaysSaveFoodDollars_121521L-G.pdf | 2023-09-24T00:33:39+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00470.warc.gz | 715,309,592 | 3,766 | eng_Latn | eng_Latn | 0.999008 | eng_Latn | 0.999124 | [
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Westminster Warriors Soccer Club
Policy 006 – Codes of Conduct
Players Code of Conduct
Arrive for training and matches in good time to prepare thoroughly.
Play for your own fun and enjoyment and the love of the game - not just to please your parents and coach.
Learn and play by the rules
Never argue with a referee or assistant referee (official) – use your energies for playing better. If you disagree, have your captain, coach or team manager approach the official on your behalf, during the break or after the completion of the match.
Control your temper. Verbal abuse of officials or other players, or deliberately fouling, distracting or provoking an opponent, are all unacceptable behaviours and not permitted in soccer.
Be a good sport - win with modesty, lose with dignity. Recognise and applaud all good plays whether they are by your team or the opposition.
Treat all players, as you would like to be treated. Do not interfere with, bully or take unfair advantage of another player or competitor.
Co-operate with your coach, team mates and opponents. Without them there would be no game.
Work equally hard for yourself and your team – your team's performance will benefit and so will you.
Respect the rights, dignity and worth of all participants, regardless of their gender, ability, cultural background or religion.
Always thank officials and opponents at the end of every game.
Parents Code of Conduct
Remember that children play football for their enjoyment, not yours. If a child is reluctant to play, encourage but do not force them.
Praise your child's efforts and performance, whether they win or lose.
Assist in setting realistic personal goals related to his/her ability.
Encourage children to always play according to the laws of the game and to settle disagreements without resorting to hostility or violence.
Never ridicule or yell at a child for making a mistake or losing a game.
Remember that children learn best by example. Applaud good performances and skilful plays by both teams.
Encourage children to recognise the value of an honest effort so that the result of each game is accepted without undue disappointment.
Respect officials' decisions and teach children to do likewise. Show your appreciation of volunteers, coaches, officials and administrators – without them, your child could not participate.
Support all efforts to remove verbal and physical abuse from all sporting activities.
Spectators Code of Conduct
Remember that children play organised sports for their own enjoyment, not yours.
Applaud good performances and efforts by your team and the opponents. Congratulate both teams on their performance regardless of the game's outcome.
Show respect for your team's opponents. Without them, there would be no game.
Never ridicule or scold a child for making a mistake during a game. Positive comments are motivational.
Condemn the use of violence in any form. Support all efforts to remove verbal and physical abuse from all sporting activities.
Respect all officials' decisions and at all times demonstrate appropriate social sporting behaviour and teach children to do the same.
Encourage players to always play by the rules and accept the officials' decisions.
Zero tolerance for alcohol being consumed at any field, anytime.
Cont..... Policy 006 – Codes of Conduct
Coach's Code of Conduct
Set a good example which others can follow.
Arrive in plenty of time to set up your activities and ensure safety. Also ensure that equipment and facilities meet safety standards and are appropriate to the age and ability of the players.
Remember that children play for fun, pleasure and enjoyment and that winning is only part of the fun.
Keep yourself informed about sound coaching practices and the principles of children's growth and development.
Be reasonable in your demands on children's time, energy and enthusiasm they need other interests too.
The successful coach invests in the well-being and interests of their players, not their win/loss record.
Avoid overplaying the talented players. The just average players need and deserve equal time.
Teach your team that honest effort if more important than victory so that the result of each game is accepted without undue disappointment.
Never ridicule or shout at a child for making a mistake or losing a game.
Teach players to be fair, to follow rules and develop team respect for the ability of opponents and for the judgements of officials and opposing coaches.
Whenever possible, group players to ensure that everyone has a reasonable chance of success.
Divide your time equally between all standards of players.
Ensure you and your players have respect for their opponents, the officials and opposing coaches and supporters.
Follow advice from a professional when determining if an injured player is ready to recommence playing or training.
Take responsibility for the young people in your care until they have safely left the activity.
Coaches are not to smoke cigarettes whilst undertaking their duties at training or fixture matches.
Official's Code of Conduct
Modify rules and regulations to match the skill levels and the needs of children.
Compliment and encourage all participants.
Be consistent, fair, objective and courteous when making decisions.
Condemn unsporting behaviour and promote respect for all participants.
Emphasise the spirit of the game, rather than errors.
Promoting the values of sport, good sportsmanship and respect for all persons above winning and losing.
Honouring and respecting the spirit of the sport.
Encourage and promote rule changes, which will make participation more enjoyable.
Be a good sport yourself. Actions speak louder than words. Your behaviour and comments should be positive and supportive.
Keep up to date with the latest trends in officiating and knowledge of children's growth and development.
Prioritising the safety and welfare of participants.
Respecting the rights, dignity and worth of all persons involved in the game regardless of their gender, ability, ethnicity or religion.
Zero tolerance for alcohol being consumed at any field, anytime.
Administrator's Code of Conduct
Involve mature young people in the planning, leadership, evaluation and decision-making related to our sport.
Give all children equal opportunities to participate.
Ensure that rules, equipment, length of games and training schedules suit the age, ability and maturity level of players.
Provide appropriate supervision and quality instruction for all players.
Remember that children participate for enjoyment. Do not over-emphasise awards.
Help coaches and officials highlight appropriate behaviour, skill development and help improve the standards of coaching and officiating. | <urn:uuid:b9378703-08bb-4861-bc2a-6ed9c43df9ff> | CC-MAIN-2023-40 | http://www.westminstersc.org.au/UserFiles/File/Downloads/Westminster%20Warriors%20Soccer%20Club%20Policy%20006%20-%20Codes%20of%20Conduct.pdf | 2023-09-24T00:57:24+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00470.warc.gz | 92,706,560 | 1,466 | eng_Latn | eng_Latn | 0.996331 | eng_Latn | 0.997831 | [
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Risk Management Services
WINTER HOLIDAY FIRE SAFETY
Winter holidays are a time for families and friends to get together in warm homes and workplaces with festive decorations displayed. But unfortu nately, that also means a greater risk for fire. According to the National Fire Protection Agency (NFPA), nearly 47,000 fires occur during the winter holidays claiming more than 50 lives, causing more than 2,200 injuries, and costing $554M in property damage per year. Following a few simple tips on the most common exposures can help ensure a happy and fire-safe holiday season!
Tips for Christmas Tree Fire Safety:
* Grasp a branch and pull firmly while allowing the branch to slip through your hand. If you pull off very many needles, this is an indication that the tree is dry and should not be selected
Select green and fresh trees
Tree base
* Keep the tree secured and in a container of water until you are ready to bring it into the building
* Cut off 1-2 inches from the base of the tree's trunk to allow the stem of the tree to take in water
* Cut the stem of the tree at an angle to increase surface area for greater exposure to water
* Protect trees from the wind and sun to help it retain moisture
Tree stand and water
* The tree stand should be large and stable enough to prevent the tree from tipping over
* It should also be large enough to hold at least a 2-day supply of water
* During the first week, expect your tree to "drink" 1 quart of water for every 1-inch in trunk diameter (4inch diameter tree will consume 1 gallon of water per day)
Tree location
* Ensure trees do not block hallways or doors that need to serve as exit ways in the event of an emergency
* Don't place your tree near heat sources that can dry out your tree or serve as ignition sources
Disposal
* Trees should be used for no more than 2-3 weeks and removed if dried out
* Watch for the tree to become excessively dry if needles fall or are easily pulled off
* The tree should be removed and placed in an area at least 10 feet from your building
* Try to have the tree disposed of as soon as possible. Contact your municipality about a recycling program or waste disposal service to determine when and how they can help with your tree disposal
Artificial trees
* Should be labeled "Fire Resistant"
* This does not mean the tree will not burn, although a fire resistant tree will be more resistant to ignition and should extinguish more easily
* Artificial trees with built-in electrical lights should be stamped with an Underwriters Laboratory (UL) label
* Don't use electric lights with a metal-framed or metallic tree, as lights that are defective may result in the tree being electrically charged
Tips for Lights and Decorations:
* Use UL labeled lights
Lights
* Only use indoor labeled lights indoors and outdoor labeled lights outdoors
* Before use, check all lights for broken or cracked sockets, frayed or bare wires, or loose connections. Discard lights that cannot be repaired
* Never use lights with empty sockets
* Follow the manufacturer's recommendation on the maximum strands of lights connected in series
* Ensure that no electrical outlets are overloaded. If needed, use a surge protector with multiple outlets
* Low energy, miniature lights should be used on your tree, as they draw less electricity and produce less heat
* Extension cords should be:
- Only secured away from walking areas, ideally against the wall
- Only plugged into the wall sockets
- Above and never underneath rugs
* Turn off all holiday lights when your facility is closed, unless you have a guard service or other fire safeguards approved by your fire department
WINTER HOLIDAY FIRE SAFETY - continued
Decorations
* Choose decorations that are flame resistant or flame retardant
* Keep decorations away from doors and windows for egress purposes
* Clips should be used instead of nails to hang lights, so the cords do not get damaged
Tips for the use of Candles
* Candles should never be used as a decoration on a tree
* Flameless candles are a great alternative to real candles
* Candles should be blown out when you leave the room or go to bed
* Avoid using candles in the bedroom and other areas where people may fall asleep
* Children should never be left alone in a room with a burning candle or any open flame
* Keep matches and lighters stored up high and out of children's reach
* Keep candles at least 12 inches away from decorations and anything that can burn
* Light candles carefully. Keep your hair and any loose clothing away from the flame
* Only use candle holders that are sturdy and difficult to tip over
* Candle holders should only be placed on a surface that is sturdy and orderly
* Don't burn a candle all the way down. Candles should be put out before it gets too close to the holder
* Never use a candle if oxygen is used in the home or building
Wood Burning Fireplaces
* The fireplace flue should be inspected and cleaned on an annual basis by a certified chimney specialist to prevent buildup of creosote within the flue
* Burn only seasoned wood. Never burn wrapping paper, cardboard, debris, or packing materials
* Don't burn your tree or tree parts in a fireplace. Dry trees burn very rapidly and very hot
* Always use a mesh screen spark arrestor when using a fireplace to prevent sparks from entering the home or building. Use the damper and ensure adequate venting of your fireplace
* Only place a limited amount of decorations on the mantle and ensure they are flame resistant or flame retardant
* Maintain a minimum of a 3 foot clearance around the boilers and furnaces with any combustible materials
* Clear the area around your hearth of combustible materials
* Do not use flammable liquids to start a fire
* Have proper equipment in place:
- Support grate to place your logs on
- Fireplace tools
- Operational smoke and carbon monoxide detectors
- Non-combustible container for disposing of ash once it is cooled
- Working fire extinguisher
* Never leave a fire unattended – extinguish it before leaving the building
Portable Space Heaters
* Only use space heaters that have a UL label or stamp or that of a nationally accredited testing lab
Portable space heaters should not be used, unless there are no other adequate sources for heat. It's common for combustible materials to be placed too close to the heater, or for the heater to not be turned off prior to leaving the room or building. If portable space heaters have to be used, follow these safeguards:
* The space heater should have updated safety features, such as a tip-over safety switch that will shut off the heater if it is tipped over
* Maintain minimum of a 3 foot distance between your space heater and any materials that may burn
* Keep your space heater away from foot traffic – especially children and pets
* Plug space heaters directly into electrical outlets, not extension cords. Do not use if the cords or outlets are damaged
* Do not store objects on top of the heater or use the heater to dry clothes
* Propane and kerosene heaters should only be used indoors for emergency situations and only with good ventilation present. Always check your local ordinances to see if indoor use is allowed
* Use only clear, 1-K kerosene in kerosene heaters, not gasoline or camp stove fuel
* For refueling kerosene heaters, allow them to cool completely and refuel outside
* Read and follow the manufacturer's instructions
* Always turn off and unplug the space heater when you go to sleep or leave the area
* Make sure that you have operational smoke and carbon monoxide detectors in place
WINTER HOLIDAY FIRE SAFETY - continued
Summary
The safeguards presented here are proven solutions to help protect your operations from the risk of fire. For additional information on fire preven tion and other risk management best practices, please log into your "MyPHLY" account at PHLY.com. Select "Risk Management Services", and select your corresponding industry segment from the drop-down menu.
References
1. The National Safety Council ( http://www.nsc.org/learn/safety-knowledge/Pages/news-and-resources-holiday-safety.aspx
)
2. The National Fire Protection Association ( http://www.nfpa.org/safety-information/for-consumers/causes/heating )
3. The city and county of Denver ( https://www.denvergov.org/content/dam/denvergov/Portals/678/documents/Holiday%20Safety.pdf )
800.873.4552 |PHLY.com
Ed. 111615
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Daily Point-of-Service Count Types of fluid milk
* Children 1 year old. Children one year of age must be served unflavored whole milk.
* Children 2 through 5 years old. Children two through five years old must be served either unflavored low-fat (1 percent) or unflavored fat-free (skim) milk
* Children 6 years old and older. Children six years old and older must be served unflavored low-fat (1 percent) or flavored or unflavored fat-free (skim) milk.
Month:
Milk Type: _
| | Breakfast | | Lunch | | Snack | | Dinner | | Totals | |
|---|---|---|---|---|---|---|---|---|---|---|
| Day | ½ pints served to children | ½ pints served to adults | ½ pints served to children | ½ pints served to adults | ½ pints served to children | ½ pints served to adults | ½ pints served to children | ½ pints served to adults | ½ pints | ½ pints |
| | | | | | | | | | served to | served to |
| | | | | | | | | | children | adults |
| 1 | | | | | | | | | 0.00 | 0.00 |
| 2 | | | | | | | | | 0.00 | 0.00 |
| 3 | | | | | | | | | 0.00 | 0.00 |
| 4 | | | | | | | | | 0.00 | 0.00 |
| 5 | | | | | | | | | 0.00 | 0.00 |
| 6 | | | | | | | | | 0.00 | 0.00 |
| 7 | | | | | | | | | 0.00 | 0.00 |
| 8 | | | | | | | | | 0.00 | 0.00 |
| 9 | | | | | | | | | 0.00 | 0.00 |
| 10 | | | | | | | | | 0.00 | 0.00 |
| 11 | | | | | | | | | 0.00 | 0.00 |
| 12 | | | | | | | | | 0.00 | 0.00 |
| 13 | | | | | | | | | 0.00 | 0.00 |
| 14 | | | | | | | | | 0.00 | 0.00 |
| 15 | | | | | | | | | 0.00 | 0.00 |
| 16 | | | | | | | | | 0.00 | 0.00 |
| 17 | | | | | | | | | 0.00 | 0.00 |
| 18 | | | | | | | | | 0.00 | 0.00 |
| 19 | | | | | | | | | 0.00 | 0.00 |
| 20 | | | | | | | | | 0.00 | 0.00 |
| 21 | | | | | | | | | 0.00 | 0.00 |
| 22 | | | | | | | | | 0.00 | 0.00 |
| 23 | | | | | | | | | 0.00 | 0.00 |
| 24 | | | | | | | | | 0.00 | 0.00 |
| 25 | | | | | | | | | 0.00 | 0.00 |
| 26 | | | | | | | | | 0.00 | 0.00 |
| 27 | | | | | | | | | 0.00 | 0.00 |
| 28 | | | | | | | | | 0.00 | 0.00 |
| 29 | | | | | | | | | 0.00 | 0.00 |
| 30 | | | | | | | | | 0.00 | 0.00 |
| 31 | | | | | | | | | 0.00 | 0.00 |
T
ot als:
0.00
0.00
Unit of Milk Conversion Factor:
One quart equals 4 ½ pints
8 ounces equals a ½ pint
One ½ gallon equals 8 ½ pints
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Fantech's Whole House HEPA Filtration System
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www.fantech.net
United States 1712 Northgate Blvd. Sarasota, Florida 34234 Phone: 800-747-1762 Fax: 800-487-9915
Ontario &
Quebec &
Western Canada
10-6665 Tomken Road
Mississauga, Ontario L5T 2C4
Phone: 800-407-6195
Fax: 800-407-8965
Atlantic Provinces
50 Kanalflakt Way
Bouctouche, NB E4S 3M5
Phone: 800-565-3548
Fax: 877-747-8116
Installation:
Model CM3000
Unit installs on the return airside duct. Air is directed through the by-pass HEPA filter which allows the heating/cooling system to easily deliver clean, fresh healthy air throughout the entire home.
Model CM3000 I
Use Model CM3000 I for installation in unconditioned spaces such as an attic, crawl space or garage. Mounts horizontally or vertically. Use independently or on an existing forced air furnace or air handler.
For More Information Contact:
CM3000-0902 | <urn:uuid:baabc7ff-32ce-480f-a03f-082177636bd0> | CC-MAIN-2023-40 | https://www.hvacquick.com/catalog_files/Fantech_HEPA_Filter_Brochure.pdf | 2023-09-24T00:51:31+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00468.warc.gz | 914,563,200 | 1,401 | eng_Latn | eng_Latn | 0.970227 | eng_Latn | 0.995573 | [
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Bees equipped with radar solve waggle dance controversy
May 14 2005
A paper published in Nature on May 12th provides new data that resolves a long-standing scientific controversy. In the 1960s, Nobel Prize winning zoologist, Karl von Frisch, proposed that honeybees use dance (the "waggle dance") as a coded message to guide other bees to new food sources. However, some scientists did not accept von Frisch’s theory. Using harmonic radar, scientists have now tracked the flight of bees that had attended a "waggle dance" and found that they flew straight to the vicinity of the feeding site, as predicted by von Frisch. The tracks
1/3
allowed the scientists to determine how accurately bees translate the dance code into successful navigation, and showed that they correct for wind drift even when en route to destinations they have never visited before.
Image: A honeybee equipped with a radar transponder
If a honeybee worker discovers a good feeding site it is believed that she informs her nest mates through a dance that describes the distance and direction of the feeding site. This ‘dance language’ was first described by Karl von Frisch in the 1960s but his experiments also showed that bees that had attended the dance (recruits) took far longer to get to food than would be expected. This time delay caused other scientists to argue that the recruits did not read the abstract code in the dance at all, but found the food source simply by tracking down the smell that they had picked up from the dancing bee. Another suggestion was that recruits simply followed the dancer when she flew back to the food, and then other bees joined in. The controversy has persisted because prior to the advent of harmonic radar, no one could show exactly where the recruits flew when they left their hives.
The scientists watched the waggle dance occurring in a glass observation hive and identified recruits. They captured these recruits as they left the hive, attached a radar transponder to them and then tracked their flight paths using harmonic radar. Most recruited bees undertook a flight path that took them straight to the vicinity of the feeding site where they all spent a lot of time in searching flights, trying to locate its exact position. This searching behaviour accounts for the time lag that caused the original controversy.
In another set of experiments, bee recruits leaving the hive were taken to release sites up to 250m away. These bees flew, not to the feeding site, but in the direction that would have taken them to the feeding site had
2/3
Powered by TCPDF (www.tcpdf.org)
they not been displaced from the hive. This result add weight to von Frisch’s original theory and allow alternative hypotheses about bee behaviour to be firmly discounted.
Paper: The flight paths of honeybees recruited by the waggle dance' Nature J. R. Riley, U. Greggers, A. D. Smith, D. R. Reynolds & R. Menzel
This article might be of interest as well: Radar tracking reveals that butterflies follow decisive flight paths
Source: Rothamsted Research
Citation: Bees equipped with radar solve waggle dance controversy (2005, May 14) retrieved 23 September 2023 from https://phys.org/news/2005-05-bees-equipped-radar-waggle-controversy.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.
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Table Rocks Curriculum
BLM logo
Wildlife and Fire
Objective: Students will identify animals present in the Table Rocks' ecosystem and how each responds to wildfire. Students will play a guessing game to learn how various animals on the Table Rocks may benefit or be harmed by fire.
Benchmarks Targeted: 1 and 2 (Grades 1-5)
Oregon Standards:
Subject Area: Life Science
Common Curriculum Goals: Diversity/Interdependence: Understand the relationships among living things and between living things and their environments.
Benchmark 1: Describe a habitat and the organisms that live there.
Benchmark 2: Describe the relationship between characteristics of specific habitats and the organisms that live there. Describe how adaptations help a species survive.
Common Curriculum Goals: Organisms: Understand the characteristics, structure, and functions of an organism.
Benchmark 1: Recognize characteristics that are similar and different between organisms.
Benchmark 2: Group or classify organisms based on a variety of characteristics. Describe basic plant and animal structures and their functions.
Subject Area: Social Sciences
Common Curriculum Goals: Geography: Understand how people and the environment are interrelated.
Benchmark 1: Understand how people's lives are affected by the environment.
Benchmark 2: Understand how physical environments are affected by human activities.
Subject Area: The Arts
Common Curriculum Goals: Create, present or perform: express ideas, moods, or feelings through various art forms.
Subject Area: English/ Language Arts
Common Curriculum Goals: (All Grades) Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas.
Demonstrate knowledge of spelling, grammar, punctuation,
Common Curriculum Goals: (All Grades) capitalization, and penmanship across the subject areas.
Common Curriculum Goals: Writing: (Grade 5) Write narrative, expository and persuasive texts using a variety of written forms to express ideas appropriate to audience and across the subject areas.
Subject Area: Social Science Analysis
Common Curriculum Goals: Identify and analyze an issue.
Benchmark 1: Identify how people or other living things might be affected by an event, issue, or problem.
Benchmark 2: Identify characteristics of an event, issue, or problem, suggesting possible causes and results.
Length of Lesson:
45 minutes
Materials:
"Guess Who" cards (provided)
Color pictures of the plants and animals described on the "Guess Who" cards (not provided - many photos can be found on the Table Rocks website in "Natural History": <http://www.blm.gov/or/resources/recreation/tablerock/index.php>)
Key Vocabulary: adaptation, ecosystem, organism, predator, scavenger, species
Background:
All living things have traits that enable them to deal with disturbances or changing conditions in their environments. In order for a species to survive, it must be able to adapt to natural events such as extreme temperature changes, floods, or wildfire. Plants and animals that have structural or behavioral adaptations to survive in habitats frequented by wildfire are said to live in a fire-dependent community. Most animals will either flee a wildfire or burrow deep underground.
Wildlife species have developed different methods or strategies to escape wildfires. Animals such as deer, coyotes, and bobcats are able to flee the flames by running and jumping. Other animals such as gophers, snakes, lizards, and mice burrow deep underground to escape a fire. Mature birds can fly to a safer area until the flames have passed. Nestlings and chicks however may not be able to fly and escape. Their remains attract scavengers and predators such as coyotes, foxes, and vultures to recently burned areas.
Organisms, like worms, that inhabit the litter or humus layer (the top few inches of soil) often decrease after a wildfire. Although some insect populations decline as a result of wildfire, ants seem to thrive. Ant populations have been recorded as more numerous in burned areas than in unburned areas. Many microbial organisms (decomposers) also increase in numbers following a wildfire.
For further information on fire ecology, see the Chapter Introduction.
Procedure:
Preparation:
Discuss information provided in the Background section. For grades 3-5, you may want to do the "Fire Tag" lesson, included in the Fire Ecology chapter, as an introduction. Ask students to share and come up with a list of words that come to mind when they hear the term "wildfire." Define adaptation and ask students what types of adaptations different animals may have that could help them to survive wildfire. Write these on the board. Try to incorporate the words run, hop, burrow, and fly into the list.
Activity:
Using the "Guess Who" cards included with this lesson, describe an animal living on the Table Rocks and allow students to guess the animal. A suggested technique is to have students silently place their finger on their nose once they know the answer. This allows you to finish reading the card without interruption from a student yelling the answer on the first sentence and gives everyone in the class an opportunity to listen, learn about the animal, and guess the animal's identity. After reading the entire "Who am I?" clue, say "I am a …1…2…3 __________!" (allowing students to fill in the blank). As an addition, find pictures that illustrate each animal as you discuss them. Once the students have guessed the animal being described, ask the students to determine:
1) How would the animal escape or survive wildfire?
2) How might the animal benefit from wildfire?
3) How might wildfire harm the animal?
Some benefits of wildfire include:
Improved habitat for certain wildlife species- after a wildfire a greater diversity of plant species will grow providing more types of food and shelter for animals
Insect and disease control- plants will be healthier
Removal of noxious weeds- noxious weeds often lack food value for animals and can even be toxic. They also can take over important habitat
Return of nutrients to the soil- healthier plants, better chances for seed germination, and consequently more food and habitat for wildlife
New sprouts- shrubs and other plants provide food for smaller animals and are often preferred by larger grazers like deer and elk
Removal of underbrush- less cover for small animals means easier hunting for their predators
Creation of snags- provides homes for animals like birds, raccoons, woodpeckers, and other animals who live in cavities
Food for scavengers- remains of animals who did not survive the wildfire attract vultures, coyotes, and other scavengers
Ways a wildfire may harm an animal include:
Removal of Coverage: clearing brush and fuels may benefit the forest, but predators and prey alike are more visible and unable to hide
Food Stock Removal: Species that store food may lose their supply. Acorn Woodpeckers' granary trees may be destroyed
Destruction of Homes: Many animals may have to rebuild their home or find a new one. During this process, the animal is more likely to be spotted by a predator and must put itself in danger while searching for a new home or gathering material to rebuild its home
Invasive Species: While wildfire can destroy noxious weeds, often noxious weeds and invasive plants take over areas just after a burn. Noxious weeds outcompete native plants that serve as a food source or habitat for wildlife. Many noxious weeds are inedible and some are even poisonous!
Severity/Intensity of Fire: The severity of the fire can have different implications in an ecosystem. A low intensity wildfire can enhance an ecosystem; whereas, a high intensity, severe wildfire can have detrimental affects on the overall recovery of the forest and its inhabitants.
Follow up:
* After completing the above activities, ask students to revisit the pictures or lists they created to represent their feelings and thoughts on wildfire. Have their thoughts and feelings about wildfire changed? Give students time to create a visual or written representation of this "before and after" in the form of a collage, poem, or essay.
* Ask students to choose an animal that lives on the Table Rocks. Have them write journal entries from the perspective of that animal for the day before a wildfire, the day of a wildfire, and the day after a wildfire, giving them specific points to address. Students can then create news reports, skits, or puppet shows about the challenges their animal faced to the class.
Extensions:
Investigate the US Forest Service website at http://www.fs.fed.us/database/feis/about.html, and learn about the effects of wildfire on plants and animals. There is also a great glossary on wildland fire terms you could use to create a list for a spelling or vocabulary quiz.
Explore the website http://www.smokeybear.com/wildfires.asp for more information, teacher resources, and activities.
Explore additional resources at: http://www.blm.gov/education/LearningLandscapes/teachers.html
Discussion Questions:
How can wildfire keep a forest healthy?
Burned plants give the soil nutrients, which in turn helps new plants grow, providing food and shelter for wildlife. Wildfires also clear clutter, preventing high intensity severe fires from occurring and creating space and sunlight for new plants to grow. Wildfires kill pests and diseases that may be taking over an area. Wildfires can also create habitats for wildlife. Fallen logs and limbs provide homes for all sorts of insects, small mammals, and plants! More species live in a dead tree than a live tree. Wildfires keep the forest diverse in age and variety of species, which means a healthy forest!
Do you think wildfire is a good thing or a bad thing? Why?
For the above mentioned reasons wildfire is a good thing. However large-scale, uncontrollable, high intensity severe wildfires can disrupt and damage the ecosystem. Homes built in or on the outskirts of the forest are at a greater risk of destruction by wildfire, and more and more homes are being built there. These forests have had fire excluded for a hundred years. This fire exclusion can lead to large-scale, unconventional wildfires that can damage the ecosystem and the surrounding homes and people. Small-scale, regular interval fires that are closely monitored are more beneficial for forest health and fire prevention.
If you could choose to be any of the animals that live on the Table Rocks during a fire, which would you choose and why? How would you survive the fire and how could it help or harm you?
Answer will vary based on student's choices.
References:
"Fire." BLM Learning Landscapes. Michael Smith. 2002. Bureau of Land Management. 3 December 2007 <http://www.blm.gov/education/LearningLandscapes/teachers.html>.
Fire Effects Information System. Jane Smith. 2006. USDA Forest Service. 4 December 2007 <http://www.fs.fed.us/database/feis/about.html>.
McGlauflin, Kathy, ed. Project Learning Tree: Environmental Education Pre K-8 Activity Guide. Washington, D.C: American Forest Foundation, 1995.
National Interagency Fire Center. 25 October 2006. US Department of the Interior. 11 February 2008 <http://www.nifc.gov>.
"Only You". Smokey Bear. USDA Forest Service. 11 February 2008 <http://www.smokeybear.com/wildfires.asp>.
Table Rocks Environmental Education. 2007. USDI BLM. 16 October 2007 <http://www.blm.gov/or/resources/recreation/tablerock/index.php>.
I have brown-gray fur and a bushy tail with a black tip. My scientific name means "barking dog" because you will sometimes hear my family and me in the distance at night yipping and barking. I rely on my strong sense of smell and excellent hearing to capture my food. I like to eat rabbits, squirrels, mice, berries, and anything else I can find. I normally spend my days sleeping and hiding in my den. I am very active at sunset, which is when I do most of my hunting.
Answer: Coyote
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who am I?
I have large ears and use my strong sense of hearing to warn me of predators such as mountain lions and hunters. I am most active during the early morning and evening, as well as on moonlit nights. I like to eat grass and other low-growing plants but will also eat blackberries, acorns, apples, and the twigs of bushes or trees. As a male, I have antlers on my head that I use for protection and to compete with other males for the attention of females.
Answer: Black-tailed Deer
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who Am I CardWho Am I Card
I have very long, brown ears that have a white border. I use my excellent sense of hearing to protect me from predators including coyotes, owls, and bobcats. My fur is a combination of grey, black, tan, and white. My tail is short and fluffy and it has a black strip on it, which is where I get my name. I have very large hind feet and can hop 5 to 10 feet at a time. I enjoy eating low-growing plants such as grass and alfalfa, but will also eat twigs and dried plants during the winter months. I spend my days resting and hiding in the grasses and shrubs. I am most active during the late afternoon.
Answer: Black-tailed Jackrabbit
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who am I?
I am the most common wildcat. My soft fur is light tan with black spots and stripes. I am good at climbing trees and I have a short, stubby tail. My ears have tufts of hair at the tips that point upward. I hunt small animals like mice, gophers, rabbits, and birds. I spend my days sleeping or hiding in dens found in rock piles or hollow logs. I am most active at night, when I am hunting.
Answer: Bobcat
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal. Who Am I CardWho Am I Card
I have a large patch of bright red on the top of my head and a clownlike face. My body is black and white and my black wings have white patches underneath. I like to hang out near oak trees, where I can be seen pecking with my strong, sharp beak. I look for insects hiding in the bark. In the fall, I collect acorns with my family and store them in special trees called "granaries" so we will have enough food to eat during the winter. I live with my family in holes or cavities in trees.
Answer: Acorn Woodpecker
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who am I?
I am a small critter who likes to eat bugs and worms. I sleep under rocks and tree bark. When it's sunny outside, I sit on top of rocks and bask in the sun to get warm. My scaly skin is black and grey with bright blue patches on both sides of my belly. I use the blue patches to attract females. Sometimes I do pushups for females or to show other males where I live, telling them they should stay away! When something dangerous comes near, I scurry for a hiding spot. I'm often heard rustling around in the leaves.
Answer: Western Fence Lizard
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal. Who Am I CardWho Am I Card
I'm a long, lean, hunting machine. I move very quickly by slithering across the ground and I like to hunt small animals. First I bite them and inject them with my venom, and then I swallow them whole! My bite is also poisonous to humans but I don't really want to bite them. I usually bite things I want to eat and humans are too big although I may bite them if I'm startled or threatened. When I get excited I shake the tip of my tail, which makes a rustling or rattling sound, as a warning. I lie in the sun when I want to get warm and hide under a rock or in the shade if I need to cool down.
Answer: Western Rattlesnake
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who am I?
I'm sometimes found near ponds and pools where I go to lay my eggs. Because I live part of my life in the water and part on land, I'm called an amphibian. I am small and move around by hopping with my strong back legs. My toes look like little suction cups which I use to grab onto smooth surfaces. My coloring can vary greatly depending on my habitat, but I always wear a black "mask" on my face. I like to eat insects. If I am male, I have a loud call.
Answer: Pacific Tree Frog
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal. Who Am I CardWho Am I Card
I fly by gliding on wind currents with my large wings extended. You can recognize me because I fly with my wings in a V-shape. It's windy way up high, so sometimes I wobble a bit when I'm flying. I have black feathers and a bright red, featherless head. Some people call me a "cleaner of the land" because I like to eat animals that have died and are starting to smell bad. My strong sense of smell and great eyesight help me find carrion (food) even when I'm a mile away!
Answer: Turkey Vulture
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who am I?
I am a tiny insect. I live with all of my relatives in colonies where we burrow underground. Sometimes there are millions of us in one colony! I eat dead insects, flower nectar, grass seeds, tree sap, and lots of other things. I am part of a caste system, consisting of workers, drones, and queens. I cannot fly, however my queen has wings and is able to fly. I need year round moisture in order to survive.
Answer: Ant
Your job is to decide:
1) How this animal would escape a fire.
2) How this animal might benefit from a fire.
3) How fire might harm this animal.
Who Am I CardWho Am I Card
Answer Key
Coyote and fire: Coyotes can escape most fires by running away. After the fire has burned some of the bushes and trees, coyotes can see birds and other prey animals better, making it easier to hunt. The tender new grasses and plants that grow after a fire attract many small animals the coyote likes to eat.
Deer and fire: Deer have long legs and can escape fire by running and leaping to safety. After a fire, deer like to eat the new sprouts on plants because they are so tender and delicious. Fire also makes it easier for deer to see predators by clearing low brush, eliminating the cover needed by hunters like mountain lions. However, a high intensity severe fire can destroy important habitat for the deer and it may take a while for new sprouts to grow for the deer to eat!
Jackrabbit and fire: Jackrabbits will either hop quickly away from fire or try to burrow into the ground to wait it out. After a fire has passed, jackrabbits like to feed on newly sprouting plants. Fires often remove much of the brush that jackrabbits use for cover, so they are more vulnerable to predators while feeding in the open. A high intensity severe fire can destroy important habitat for the jackrabbit and it may take a while for new sprouts to grow for the jackrabbit to eat!
Bobcat and fire: Bobcats escape fire by running. When fire removes underbrush, it is easier for bobcats to hunt the small animals that come to eat the newly sprouting plants. On the other hand, when the underbrush is gone it is difficult for the bobcat to conceal itself from its prey.
Acorn woodpecker and fire: Woodpeckers can fly away from fire. After a fire, woodpeckers return to feast on insects (like ants) that are drawn to burnt areas. A fire may also create more snags, or dead trees, which make good nesting spots. Woodpeckers can see predators better after a fire but may lose stored acorns or an entire granary tree if the fire burns too hot.
Western fence lizard and fire: This lizard will usually hide in a hole, under a rock, or beneath moist leaf litter during a fire. After the fire it finds lots of insects to eat. Although the fire may remove much of the brush where it hides, this may make it easier for the lizard to see predators.
Western rattlesnake and fire: Rattlesnakes may either slither far away from a fire or hide in deep underground burrows. After a fire, when new plants sprout, rattlesnakes will hunt the small mammals that eat these new sprouts. Rattlesnakes may also bask in sunny clearings opened up by fire.
Pacific tree frog and fire: If water is nearby, Pacific tree frogs will usually stay put and remain underwater. After a fire, tree frogs might find more bugs or be able to see predators more easily. Usually, they move to a moister area where there are more plants for cover.
Turkey Vultures and fire: Turkey Vultures have such a good sense of smell that they can easily smell smoke and fly away from a fire. Because they like to eat dead animals they will return immediately after the fire to scavenge for animals that did not survive. They also enjoy sitting on burned, leafless trees because they get a better view of the land.
Ants and fire: Burrowing populations can escape fire by going underground. Ant populations are more numerous in burned areas than in unburned areas; they actually thrive after fire! Ants also help the forest to regenerate after fire because they loosen the soil and spread seeds. In addition they help to recycle the nutrients from the burned vegetation and fallen trees into the soil. However, really hot fires can destroy the soil and kill ants. | <urn:uuid:182e5e9f-012a-4767-8fdc-b96aaec08b76> | CC-MAIN-2023-40 | https://www.blm.gov/sites/blm.gov/files/tablerocks_wildlife_fire.pdf | 2023-09-24T01:51:41+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506539.13/warc/CC-MAIN-20230923231031-20230924021031-00466.warc.gz | 756,088,166 | 4,805 | eng_Latn | eng_Latn | 0.961552 | eng_Latn | 0.998808 | [
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PLASTIC SCULPTURES
GRADE LEVELS
Create a flower and vase using nonrecyclable plastics.
MISSION
This activity is appropriate for grades K-5.
VOCABULARY
EARTH DAY: an annual event celebrated around the world on April 22 to demonstrate support for environmental protection.
LANDFILL: place to dispose of refuse and other waste material by burying it and covering it with soil.
RECYCLING: the process of collecting and processing materials that would otherwise be thrown away as trash and turning them into new products.
NONRECYCLABLE ITEM: an item that is not able to be processed or treated for reuse in some form.
POLYMER RESIN: a clear liquid plastic product that hardens to create a thick, durable, glossy coating.
ABOUT THIS ACTIVITY
In America, 2 1/2 million plastic bottles are used each hour. Since plastic bottles are designed to be disposed after one use, these bottles will eventually end up in the local landfill. Some of these plastic bottles also find their way to our oceans. Plastic bottles are among the most common sources of ocean debris. Plastic bottles in the ocean can be easily mistaken as a source of food, which can be dangerous for local marine life.
There are many ways to keep plastic out of our landfills and oceans. Recycling is a process where used materials can be converted into new materials. Rather than throwing items away, many can be reused in the future. Recycling codes can be found on the bottom of plastic containers. Depending on what code they have on their labels, different plastic bottles can be recycled in different ways. Learning how to identify the difference between plastics can help you recycle them properly. Most bottles and jugs are #1 plastic (PET) or #2 plastic (HDPE), which are both accepted by most curbside recycling programs. Another way to recycle plastic water bottles is to turn them into craft projects. In this activity, you will create beautiful flowers out of nonrecyclable plastics and then use a plastic bottle as a vase for your flowers.
Creating Change for a Sustainable Energy Future
MATERIALS
» Any size clear plastic cups, bowls or plates (look for recycling code 6)
» Permanent marker
» Pipe cleaners
» Glue gun
» Scissors
» Empty plastic water bottle to display finished flowers
INSTRUCTIONS
Before you begin, read The Adventures of a Plastic Bottle by Alison Inches. This book is a fun way to introduce the process of recycling plastic bottles to children.
Preheat the oven to 350 ºF. 1
Look around your house for used polystyrene (Styrofoam) or clear plastic bowls, cups, or plates. Sometimes eggs come in polystyrene containers as well. Most plastic bottles can be recycled, but some plastics cannot. Plastics with code 6, known as polystyrene, are one of these types. This project will reuse polystyrene to create flowers. Make sure that whatever material you use is clean and dry before coloring. 2
Color your plates, cups, and bowls with permanent marker. Color the plastic as completely as possible, especially in the very center because that's where the glue to hold the stem goes. The glue will show if you don't color that part. 3
Carefully, cut slits in the sides of the plastic using scissors. From the top of the plastic, cut 1 to 2 inches down into the plastic. The slits will make the petals of the flowers. 4
Cut off pieces of colored plastic to add to your flower for extra layers. 5
Place plastic pieces on a foil covered baking sheet and bake for 2 to 5 minutes. Be sure to watch your pieces in the oven, both because it's cool to see them melt and curl up, and also to make sure you don't leave them in too long. Additionally, it is also a good idea to put the fan on or open a window for ventilation because melting plastic can get a little smelly. 6
Let the plastic cool, then use a hot glue gun to attach your pipe cleaner to the back center of the newly made plastic flower. This is where you can also glue on an additional pieces of plastic that you want to add to the flower. 7
Add the finished flowers to your water bottle to display them on Earth Day or any day! 8
Creating Change for a Sustainable Energy Future
THE SCIENCE BEHIND IT
This fun recycling project works because of the characteristics of the plastic in the cups and plates. The heat of the oven changes the alignment of the polymer chains within the plastic. When manufacturers make the plastic cups, plates, and bowls, a polymer resin is heated, extruded, rolled into flat sheets and then molded. This process aligns the polymers into an orderly pattern, but the heat of the oven returns them to their naturally disordered, clumped state.
The placement of the cuts defines how they crumple. Plastic with code 6 works well in this project because its melting point can be reached in the ovens we have in our homes. This plastic also works well because most recycling centers will not accept them for recycling.
EXTENSIONS
» What do you think impacts the final shape of the flower? Form a hypothesis, then try varying the number and size of the cuts as well as the time in the oven. Did the results match your hypothesis? Form your conclusion.
» What other items can you make out of the plastic items? Could you make animals?
» What would happen if you changed the temperature of the oven?
» What would happen if you changed the type of plastic?
» Would this work with other kinds of markers? Why or why not? Test it to be sure.
RESOURCES
» How to Recycle Plastic Bottles & Jugs: https://earth911.com/recycling-guide/how-to-recycle-plastic-jugs-bottles/
» Which Plastic is Which Shrinking Cup Experiment: https://leftbraincraftbrain.com/plastics-shrinking-cup-experiment/
LEARN MORE
Students + Parents + Educators
For information on grants, training and student opportunities, curriculum ideas, and other resources, please visit stem.inl.gov.
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Mini Lesson: Environmental Health
Learning Targets
* I understand what environmental health is
* I understand the relationship between environmental health and environmental justice
Warm Up Question!
PAUSE YOUR VIDEO
What in your indoor environment impacts your health? (name three things!)
Example: When I don't clean the filter of my air conditioner, it makes me sneeze a lot!
PAUSE YOUR VIDEO
What is Health?
Our state of physical, mental and social well-being, and, not only the absence of disease
What is Environmental Health?
Things in our environment, and the things that surround us, that can impact our health and well-being and our ability to live up to our full potential as human beings.
What is Air Quality?
Our air is made many different things (oxygen, dust particles and more!)
When we refer to air quality, we mean how the air will impact our health and the surrounding environment. If the air has particles that are harmful to human health, we call that poor or hazardous air quality. If the air has more particles that don't harm our health, we call that good air quality.
Indoor Environmental Health?
Indoor Air Quality (IAQ) refers to the air quality within and around buildings and structures, especially as it relates to the health and comfort of building occupants.
Indoor Pollutants
- Pollen
- Pet Dander
- Pests
- Lead
- Pesticides
- Smoke, and more!
How does Environmental Health relate to Environmental Justice?
- Our the status of our health and environmental health impacts our life expectancy, and quality of life.
- As a whole, our personal health and environmental health varies depending on:
- Our genes
- How much money we make or inherit
- Pollutants in our environment
- Our access to resources (like health care and nutritious foods!)
How does Environmental Health relate to Environmental Justice?
- When we don't have fair access to healthcare, resources, or even information, our health can decline
- Environmental Justice actions around healthcare issues can ensure that people of all backgrounds have a longer and healthier lifespan
Case Study: Samira (Grades 6-8) PAUSE YOUR VIDEO
Samira loves to play outside!
She especially loves to play at her local park
Samira's family also lives near a factory that creates smoke and pollution
Questions:
1. How will Samira's health become impacted by her environment?
2. What in your environment impacts your health?
PAUSE YOUR VIDEO
Case Study: Jonathan (Grades 9 - 12)
Questions:
None of the stores around Jonathan sell fresh fruits or vegetables
1. How does access to healthy foods relate to Jonathan's environmental health?
2. How will lack of healthy foods impact Jonathan's long term health? What are some solutions for these issues?
3. Are the solutions that you gave in question number two fair and accessible to all people regardless of their income? If not, how would you make them more equitable?
Thanks for Watching!
If there is a related topic that you'd like to know more about, contact firstname.lastname@example.org | <urn:uuid:891d03c8-5ebf-4f53-8493-d47cbc6eb374> | CC-MAIN-2023-06 | https://www.weact.org/wp-content/uploads/2020/09/WE-ACT-for-Environmental-Justice-Mini-Lesson-Environmental-Health-Presentation.pdf | 2023-02-03T21:14:43+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00004.warc.gz | 1,060,650,788 | 636 | eng_Latn | eng_Latn | 0.986123 | eng_Latn | 0.997001 | [
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Hit your targets and score one for health
Know if you're at risk
At each visit to the doctor, write down the numbers your doctor finds for each of the categories below. These numbers will help you monitor your levels of LDL (bad) cholesterol, HDL (good) cholesterol and triglycerides. These numbers can tell you important things about your overall health. Talk to your doctor about what your target numbers should be.
| Date | Blood pressure | LDL | HDL | Triglycerides |
|---|---|---|---|---|
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
| | / | | | |
over
Get more online. Log in to myModa at modahealth.com to get more out of your health plan.
modahealth.com/oebb
Number standards
Blood pressure
<120/<80 = normal 120/80 – 139/89 = prehypertension 140/90 – 159/99 = Stage 1 hypertension 160/100 – 180/120 = Stage 2 hypertension >180/>120 = see a doctor right away
HDL (good) cholesterol 60 or greater = best 40 – 60 = average Lower than 40 = high risk
Blood sugar
125 or greater = high risk 100 – 125 = risk Lower than 100 = best
Important numbers to track
Your BMI and waistline are vital signs
Your Body Mass Index (BMI) is one indicator of your health. Talk to your doctor about your BMI and what you can do to improve your number and your health.
| Date | Waist circumference | Weight |
|---|---|---|
Keep an eye on your waistline
Your waist circumference is an indicator of abdominal fat. A larger waist increases your risk for type 2 diabetes, high blood pressure, high cholesterol and heart disease.
Determine your waist circumference by placing a measuring tape snugly around your waist, level with your navel.
Health risks increase with a waist circumference of:
More than 40 inches (102 cm) for men. More than 35 inches (88 cm) for women.
Number standards
Body Mass Index standards 30 or greater = obese 24.9 – 30 = overweight 18.5 – 24.9 = normal weight Less then 18.5 = underweight
Figure out your BMI
(kg/m2)
BMI =(weight in pounds x 703)
height in inches2
Example:
BMI =(140lbs x 703)
64
2
=(98420)
4096
BMI =24 | <urn:uuid:d9888891-4f54-4291-ac8e-bd61d6663725> | CC-MAIN-2023-06 | https://modahealth.com/pdfs/oebb/wellness/learn_numbers.pdf | 2023-02-03T19:09:35+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00005.warc.gz | 401,440,721 | 688 | eng_Latn | eng_Latn | 0.971309 | eng_Latn | 0.978803 | [
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Global Educational Researcher Winner of USD1 million TED Prize
TED Prize winner Sugata Mitra is at the forefront of a new approach to education which challenges how we teach today's children in a technological age. He is Professor of Educational Technology at Newcastle University, UK and previously a Visiting Professor at MIT in the US. Sugata is currently working on the School in the Cloud, which is the culmination of over a decade of research and observations from all over the world. The School in the Cloud is learning at the edge of chaos - a community, place and experience to discover and explore children's learning as a self-organising system.
From his earliest experiments while working at NIIT in Delhi with the Hole in the Wall project, through to setting up SOLEs (self organised learning environments), Sugata discovered that children's innate sense of learning is magnified when they are given the freedom to explore the internet in small groups. Children in these environments, regardless of who they are or what language they speak, can competently search for answers to 'big questions', drawing rational, logical conclusions from their research. These are questions far ahead of what is expected of them in their school curriculum.
In 1999 Sugata and his colleagues at NIIT made a hole in a wall bordering an urban slum in Delhi, installed an internet-connected PC, and left to see what happened. Almost immediately, children from the slum began playing with the computer and in the process taught each other how to use it and get online. This experiment, which inspired the book 'Slumdog Millionaire' that went on to become the Oscar winning film of 2009, was replicated in other parts of India, both urban and rural, with similar results.
It challenged some of the key assumptions of formal education, demonstrating that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity could result in learning through self-instruction and peer-shared knowledge. However, his research has shown that it's not simply a case of taking teachers out of the equation: children in remote areas often perform poorly at school because they do not have access to good teaching. As a result of further research which showed the importance of an encouraging adult in these circumstances, the Granny Cloud was born, after Sugata put out a plea for retired teachers in the UK to come forward who were willing to interact with children in India via Skype.
*
email@example.com
*
+603 2301 0988 LondonSpeakerBureauAsia.com• The world's leading speaker and advisory network
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National Children's Resource Centre
Information Pack Child Protection
Created : Summer 2002
Contents:
Principles for Best Practice in Child Protection
The principles that should inform best practice in child protection include the following:
- The welfare of children is of paramount importance.
- A proper balance must be struck between protecting children and respecting the rights and needs of parents/carers and families; but where there is conflict, the child's welfare must come first.
- Children have a right to be heard and taken seriously. Taking account of their age and level of understanding, they should be consulted and involved in relation to all matters and decisions that affect their lives.
- Early intervention and support should be available to promote the welfare of children and families, particularly where they are vulnerable or at risk of not receiving adequate care or protection.
- Parents/carers have a right to respect and should be consulted and involved in matters which concern their family.
- Actions taken to protect a child, including assessment, should not in themselves be abusive or cause the child unnecessary distress. Every action and procedure should consider the overall needs of the child.
- Intervention should not deal with the child in isolation; the child must be seen in a family setting.
- The criminal dimension of any action cannot be ignored.
- Children should only be separated from parents/carers when all alternative means of protecting them have been exhausted. Re-union should always be considered.
- Effective prevention, detection and treatment of child abuse require a co-ordinated multi-disciplinary approach.
- Any intervention should be culturally sensitive and take account of the languages spoken by all parties involved, e.g. Irish speakers.
- In practice, effective child protection requires compulsory training and clarity of responsibility for personnel involved in organisations working with children.
- Early intervention and support should be available to promote the welfare of children and families, particularly where they are vulnerable or at risk of not receiving adequate care or protection.
(Taken from Guidelines for the Protection of Children in Early Childhood Services by Barnardos NCRC)
The Legal Context
* The UN Convention on the Rights of the Child
* Child Care Act, 1991
* Domestic Violence Act, 1996
* Freedom of Information Act, 1997
* Protections for Persons Reporting Child Abuse Act, 1998
The UN Convention on the Rights of the Child
Ireland ratified the UN Convention on the Rights of the Child in 1992. The Convention is essentially a "bill of rights" for all children, outlining rights relating to every aspect of children's lives such as the right to survival, development, protection and participation. Principles such as:
* non-discrimination – all rights apply to all children;
* the best interests of the child – all actions concerning the child shall take account of his or her best interests;
* the child's opinion – the child has the right to express his opinion and have it taken account of in any matter or procedure affecting him or her.
* survival and development – every child has the inherent right to life, and the state has an obligation to ensure the child's development;
In addition, the Convention recognises the critical role of the family in the life of the child.
The Child Care Act, 1991
The main legislation governing the care and protection of children is the Child Care Act, 1991.
* In addition, it strengthens the powers of the health boards to provide childcare and family support services.
* It places a statutory duty on every health board to "promote the welfare of children in its area who are not receiving adequate care and protection."
* It enables the immediate intervention of health boards or An Garda Síochána where children are in danger.
* It provides arrangements for the notification and inspection of pre-school services –Child Care (Pre-school Services) Regulations, 1996, Child Care (Pre-school Services) (Amendment) Regulations, 1997 and Explanatory Guide to Requirements and Procedures for Notification and Inspection.
* It enables the Courts to place children who have been abused or who are at risk, in the care of or under the supervision of the health boards.
* It revises the provisions for registration and inspection of residential care centres.
Domestic Violence Act, 1996
This Act introduced major changes in the legal remedies for domestic violence. These are:
Safety Order – which prohibits a person from further violence, but does not require that person to leave the family home.
Barring Order – which requires the violent person to leave the family home.
This Act gives the health boards the power to intervene to protect individuals and their children from violence, and to apply for orders on behalf of a person, if they are deterred from doing so through fear or trauma.
Freedom of Information Act, 1997
This Act enables members of the public to obtain access to information in the possession of public bodies. Under the Act, a person has:
1. A right of access to personal information relating to themselves, subject to certain conditions;
2. A right to correct this information if it is inaccurate.
The exemptions and exclusions which are relevant to child protection include the following:
1. Protecting records covered by legal professional privilege;
2. Protecting records which would facilitate the commission of a crime;
3. Protecting records which would reveal a confidential source of information.
Protections for Persons Reporting Child Abuse Act, 1998
The main provisions of this Act are:
1. The provision of immunity from civil liability to any person who reports child abuse "reasonably and in good faith";
2. The provision of significant protections for employees who report child abuse.
(Taken from Guidelines for the Protection of Children in Early Childhood Services by Barnardos NCRC)
Definition and Recognition of Child Abuse
Introduction
Child abuse can be categorised into four different types: neglect, emotional abuse, physical abuse and sexual abuse. A child may be subjected to more than one form of abuse at any given time. The National Guidelines have adopted the following definitions of child abuse:
Neglect
Neglect is normally defined in terms of an omission, where a child suffers significant harm or impairment of development by being deprived of food, clothing, warmth, hygiene, intellectual stimulation supervision and safety, attachment to and affection from adults, or medical care.
Harm can be defined as the ill treatment or the impairment of the health or development of a child. Whether it is significant is determined by his/her health and development as compared to that which couldreasonably be expected of a similar child.
Neglect generally becomes apparent in different ways over a period of time rather than at one specific point. For instance, a child who suffers a series of minor injuries is not having his or her needs met for supervision and safety. A child whose ongoing failure to gain weight or whose height is significantly below average may be being deprived of adequate nutrition. A child who consistently misses school may be being deprived or intellectual stimulation. The threshold of significant harm is reached when the child's needs are neglected to the extent that his or her well being and/or development are severely affected.
Emotional Abuse
Emotional abuse is normally to be found in the relationship between a caregiver and a child rather than in a specific event or pattern of events. It occurs when a child's needs for affection, approval, consistency and security are not met. It is rarely manifested in terms of physical symptoms.
Examples of emotional abuse include:
(i) persistent criticism, sarcasm, hostility or blaming;
(ii) conditional parenting, in which the level of care shown to a child is made contingent on his or her behaviours or actions;
(iii) emotional unavailability by the child's parent/carer;
(iv) unresponsiveness, inconsistent or inappropriate expectations of a child;
(v) premature imposition of responsibility on a child;
(vi) unrealistic or inappropriate expectations of a child's capacity to understand something or to behave and control himself in a certain way;
(vii) under or over or under protection of a child;
(viii) failure to show interest in, or provide age appropriate opportunities for, a child's cognitive and emotional development;
(ix) use of unreasonable or over harsh disciplinary measures;
(x) exposure to domestic violence.
Children show signs of emotional abuse by their behaviour (for example, excessive clinginess to or avoidance of the parent/carer), their emotional state (low self-esteem, unhappiness), or their development (non-organic failure to thrive). The threshold of significant harm is reached when abusive interactions become typical of the relationship between the child and parent/carer.
Physical Abuse
Physical abuse is any form of non-accidental injury that causes significant harm to a child, including:
(i) shaking;
(ii) use of excessive force in handling;
(iii) deliberate poisoning;
(iv) suffocation;
(v) Munchausen's syndrome by proxy (where parents fabricate stories of illness about their child or cause physical signs of illness);
(vi) allowing or creating a substantial risk of significant harm to a child.
Sexual Abuse
Sexual abuse occurs when a child is used by another person for his or her gratification or sexual arousal, or for that of others. For example:
(i) exposure of the sexual organs or any sexual act intentionally performed in the presence of a child;
(ii) intentional touching or molesting of the body of a child whether by a person or object for the purpose of sexual arousal or gratification;
(iii) masturbation in the presence of a child or involvement of the child in the act of masturbation;
(iv) sexual intercourse with the child, whether oral, vaginal or anal;
(v) sexual exploitation of a child;
(vi) consensual sexual activity between an adult and a child under 17 years. In relation to child sexual abuse, it should be noted that, for the purposes of the criminal law, the age of consent to sexual intercourse is 17 years. This means, for example, that sexual intercourse between a 16 year old
girl and her 17 year old boyfriend is illegal, although it might not be regarded as constituting child sexual abuse.
(Taken from "Children First : national guidelines for the protection and welfare of children" by the Department of Health and Children)
Recognising Child Abuse
The ability to recognise child abuse depends as much on a person's willingness to accept the possibility of its existence as it does on knowledge and information. It is important to note that child abuse is not always readily visible, and may not be as clearly observable as the ‘text book’ scenarios
outlined in these guidelines suggest. The recognition of abuse normally runs along three stages,
(i) considering the possibility — if a child appears to have suffered an inexplicable and suspicious looking injury, seems distressed without obvious reason, displays unusual behavioural problems or appears fearful in the company of parents/carers.
(ii) observing signs of abuse — a cluster or pattern of signs is the most reliable indicator of abuse. Children may make direct or indirect disclosures, which should always be taken seriously. Less obvious disclosures may be gently explored with a child, without direct questioning (which may be more usefully carried out by the health board or An Garda Siochana). Play situations such as drawing or story telling may reveal significant information. Indications of harm must always be considered in relation to the child's social and family context, and it is important to always be open to alternative explanations.
(iii) recording of information — it is important to establish the grounds for concern by obtaining as much detailed information as possible. Observations should be recorded and should include dates, times, names, locations, context and any other information which could be considered relevant or which might facilitate further assessment/ investigation.
(Taken from "Children First : national guidelines for the protection and welfare of children" by the Department of Health and Children)
Questions which may help staff when they are concerned about a child's welfare
What are the concerns?
* Is the child behaving normally for his/her age and stage of development?
* Does the child present a change in behaviour?
* For how long has this behaviour been observed?
* How often does it occur? Where?
* Has something happened which could explain the child's behaviour?
* Is the child showing signs of distress? If so, describe (e.g. behavioural, emotional, physical signs).
* Does the behaviour happen everywhere or just in the childcare setting?
* Is the child suffering?
* Does the behaviour restrict the child socially?
* Does the behaviour interfere with the child's development?
* What effect, if any, does it have on others (e.g. other children)?
* What are the child's parents(s) views, if known?
(Taken from Guidelines for the Protection of Children in Early Childhood Services by Barnardos NCRC)
HOW TO RESPOND IF A CHILD DISCLOSES CHILD ABUSE
Some Guidelines:
- Be as calm and natural as possible. Remember that you have been approached because you are trusted and possibly liked. Do not panic.
- Be aware that disclosures can be very difficult for the child.
- Remember, the child may initially be testing your reactions and may only fully open up over a period of time.
- Listen to what the child has to say. Give them the time and opportunity to tell as much as they are able and wish to. Do not pressurise the child. Allow him/her to disclose at their own pace and in their own language.
- Do not show signs of disgust, anger or disbelief.
- Be careful when asking questions. Questions should be supportive and for the purpose of clarification. Avoid leading questions such as asking whether a specific person carried
out the abuse. Also, avoid asking about intimate details or suggesting that something else may have happened other than what you have been told. Such questions and suggesting could complicate the official investigation.
- Assure the child that you believe them. False disclosures are very rare in young children.
- It is important to differentiate between the person who carried out the abuse and the act of abuse itself. The child quite possibly, may love or strongly like the alleged abuser while also disliking what was done to him/her.
- It is important therefore to avoid expressing any judgement on, or anger towards, the alleged perpetrator, while talking with the child.
- It may be necessary to reassure the child that your feelings towards him/her have not been affected in a negative way as a result of what he/she has disclosed.
-
Do not promise to keep secrets. At the earliest opportunity tell the child that:
a) You acknowledge that they have come to you because they trust you.
b) There are secrets which are not helpful and should not be kept because they make matters worse. Such secrets hide things that need to be known if people are to be helped and protected from further ongoing hurt. By refusing to make a commitment to secrecy to the child you do run the risk that they may not tell you everything or indeed anything, there and then. However, it is better to do this than to tell a lie and ruin the child's confidence in yet another adult. By being honest, it is more likely that the child will return to you at another time.
Think before you promise anything. Don't make promises which you cannot keep.
At the earliest possible opportunity:
a) Record in writing what the child has said, including, as far as possible, the exact words utilised by the child.
b) Inform your supervisor/manager immediately and agree measures to protect the child, i.e. report the matter directly to the health board.
c) Maintain appropriate confidentiality.
Ongoing Support
Following a disclosure by a child, it is important that the staff member continues in a supportive relationship with the child.
Disclosure is a huge step for many children. Staff should continue to offer support, particularly through:
- Maintaining a positive relationship with the child.
- Keeping lines of communication open by listening carefully to the child.
- Continuing to include the child in the usual activities.
Any further disclosure should be treated as a first disclosure and responded to as mentioned above.
Where necessary, immediate action will be taken to ensure the child's safety. The process involved in the assessment of reported concerns about child protection is usually as follows:
PHASEI
1. Allegation of child abuse (neglect, emotional, physical or sexual)
2. Referral to Health Board Social Work Department
3. Social Worker consults records and makes initial enquiries (both internal and external enquiries).
4. Social Worker consults with Line Manager (Team Leader or Senior Social Worker.
PHASE II
1. Notification to Childcare Manager, options at this point may include:
(i) notification to An Garda Síochána
(ii) strategy meeting with key people
(iii) health board assessment
PHASE III
1. Child Protection (Case) Conference. Negotiation of a child protection plan involving all key people (i.e. parents/carers, health board staff, other relevant professionals), treatment intervention if required.
2. Child protection review.
(Taken from Guidelines for the Protection of Children in Early Childhood Services by Barnardos NCRC)
Reporting Child Protection Concerns
Introduction
Child abuse is a difficult subject, and it is understandable that people may at times be reluctant to acknowledge its existence. Members of the public or professionals may be afraid of being thought insensitive, afraid of breaking confidence or afraid of being disloyal if they report suspected child abuse to the health board or An Garda Siochana. However, early intervention may reduce the risk of serious harm occurring to a child in the future. Persons uncertain about the validity of their concerns may discuss them with a health board social worker or public health nurse. This may enable them to decide whether or not to make a formal report.
The Protection for Persons Reporting Child Abuse Act, 1998 provides immunity from civil liability to persons who report child abuse 'reasonably and in good faith' to designated officers of health boards or any member of An Garda Siochana. This means that, even if a reported suspicion of child abuse proves unfounded, a plaintiff who took an action would have to prove that the reporter had not acted reasonably and in good faith in making the report. Giving information to others for the protection of a child does not constitute a breach of confidentiality.
Responsibility to Report
Any person, who suspects that a child is being abused, or is at risk of abuse, has a responsibility to report their concerns to the health board. This responsibility is particularly relevant to professionals such as teachers, child care workers and health professionals who have regular contact with children in the course of their work. It is also an important responsibility for staff and volunteers involved in sports clubs, parish activities, youth clubs and other organisations catering for children. The following examples would constitute reasonable grounds for concern:
(i) a specific indication from a child that (s)he was abused;
(ii) a statement from a person who witnessed abuse;
(iii) an illness, injury or behaviour consistent with abuse;
(iv) a symptom which may not in itself be totally consistent with abuse, but which is support by corroborative evidence of deliberate harm or negligence;
(v) consistent signs of neglect over a period of time.
A suspicion, which is not supported by any objective signs of abuse, would not constitute a reasonable suspicion, or reasonable grounds for concern
Standard Reporting Procedure
If child abuse is suspected or alleged, the following steps should be taken by professionals and members of the public who come into contact with children
(i) a report should be made to the health board in person, by phone or in writing. Each health board has a duty social worker who is available each day to meet with or talk on the telephone to persons wishing to report child protection concerns. (A list of contact numbers is available in Appendix 1)
(ii) it is generally most helpful if personal contact is made with the duty social worker by the person who first witnessed or suspected the alleged child abuse.
(iii) in the event of an emergency or the non-availability of health board staff, a report may be made to An Garda Siochana at any Garda Station.
NOTE: A suggested template for the Standard Reporting Procedure is contained in Appendix 2, which may be of use for staff or volunteers in organisations who work with children or are in contact with children.
The health board or An Garda Siochana, on receiving a report, will require as much as possible of the following information:
(i) names and addresses of the child, parents/carers and any other children in the family;
(ii) name and address of the person alleged to be causing harm to the child;
(iii) a full account of the current concern about the child's safety or welfare;
(iv) the source of any information which is being discussed with the health board;
(v) dates of any incidents being reported;
(vi) circumstances in which the incident or concern arose;
(vii) any explanation offered to account for the risk, injury or concern;
(viii) the child's own statement if relevant;
(ix) any other information about the family, particularly any difficulties which they may be experiencing;
(x) any factors relating to the family which could be considered supportive or protective, e.g. helpful family members, neighbours or services;
(xi) name of child's school;
(xii) name of child's general practitioner;
(xiii) reporter's own involvement with child and parents/carers;
(xiv) details of any action already taken in relation to the child's safety and welfare;
(xv) names and addresses of any agency or key person involved with the family;
(xvi) identity of person reporting, including name, address, telephone number, occupation and relationship with the family.
In cases of emergency, where a child appears to be at immediate and serious risk, and a duty social worker is unavailable, An Garda Siochana should be contacted.
Under no circumstances should a child be left in a dangerous situation pending health board intervention.
Co-operation with Parents/carers
Any professional who suspects child abuse should inform the family if a report is likely to be submitted to the health board or An Garda Siochana, unless doing so is likely to endanger the child. Co-operation with the family is essential in order to ensure the safety of the child; it is more likely to be achieved if professionals can develop an open and honest relationship with parents/carers. Involvement in a child protection assessment can be difficult for parents/carers. Families may have rights to know what is said about them and to contribute to important decisions about their lives and those of their children. Sensitivity must be used, and parents/ carers should be made fully aware of what is expected of them. Professional staff must strike a balance between showing respect for families and using authority appropriately.
(Taken from "Children First : national guidelines for the protection and welfare of children" by the Department of Health and Children)
The Case for Mandatory Reporting of Suspected Child Abuse and Neglect
1. What is mandatory reporting?
Mandatory reporting is a system whereby certain designated persons are obliged by law to report cases of suspected or actual child abuse to the relevant authorities.
2. Why is the introduction of mandatory reporting important?
There are two main reasons.
Firstly, a mandatory reporting law would be a clear and unambiguous statement by our society that child abuse is a matter of public importance and that all necessary steps will be taken to ensure that cases of suspected abuse are reported and acted upon.
Secondly, while the arrangements for reporting and investigating cases of abuse have improved significantly, with the publication in September 1999 of detailed guidelines, 1 these guidelines still do not have formal legal authority. The Report of the Kilkenny Incest Investigation, when recommending in favour of mandatory reporting, concluded that "Experience suggests that some professionals dealing with children may still be prepared to turn a blind eye to the unpleasant reality of child abuse and studies show that professionals and voluntary agencies often refer children on an ad-hoc, discretionary and inconsistent basis…". 2 Systems of mandatory reporting were recommended also by the 'Kelly Fitzgerald' and 'Madonna House' enquiries.
In considering a survey on Child Sexual Abuse in Dublin, conducted in 1987, the Law Reform Commission commented "Even the most cautious reading of these statistics suggests that there still remains a significant number of child sexual abuse cases that go unreported." 3
A further survey, 4 conducted by the ISPCC/Irish Marketing Surveys in 1993, found that 16% of Irish adults reported having been sexually abused in childhood. In the same year, the country's eight health boards received reports of suspected abuse in respect of just 0.34% of the country's child population.
Mandatory reporting will assist in tackling these issues of inconsistent or under reporting of abuse.
3. How will mandatory reporting help children?
Mandatory reporting will make a critical contribution in more cases of suspected abuse being referred to the appropriate authorities. While it is acknowledged that other measures, such as increased public awareness or enhanced services, are extremely important, it is clear that mandatory reporting has a central role to play in any comprehensive child protection system.
Mandatory reporting of child abuse has been in operation in all States in America since the 1970's. Since that time there has been a significant increase in the reporting of child abuse cases. In 1976, for example, reporting rates were at 10 per 1000 of the child population, but by 1987 this had risen to 34 per 1000 and in 1997 was 47 per 1000 of the child population. Nationally, in 1997 there were over three million reported cases compared to just 150,000 in 1963. 5 6
This experience suggests that mandatory reporting in Ireland will lead to more children being protected.
4. How will mandatory reporting benefit those working with children?
Not only will mandatory reporting benefit children, it will also assist those mandated to report, and indeed our child care system generally.
,
1 Department of Health and Children, (1999), Children First: National Guidelines for the Protection and Welfare of Children Dublin: The Stationery Office
2 McGuinness, C., (1993), Kilkenny Incest Investigation, Dublin: The Stationery Office
3 Law Reform Commission, (1989), Child Sexual Abuse, Dublin: Law Reform Commission
4 I.S.P.C.C.,(1996), Another Brick From the Wall, Dublin: ISPCC
5Zellman, G. and Fallen, K., Reporting of Child Maltreatment in J.Brier et al (Eds) 1996, APSAC Handbook on Child
Maltreatment, New York: Sage Publications
6 Nang, C.T.and Daro, D., (1997), Currents Trends in Child Abuse Reporting and Fatalities: The Results of the 1997 Annual Fifty State Survey, Chicago: N.C.P.C.A.
- Mandatory reporting will provide a clearer legal framework within which mandated professionals will be obliged to operate. The element of discretion will be removed and reporters who may be reluctant, or afraid, to report cases will be able to do so with the support of the law. In considering this matter the Law Reform Commission noted that "to many professionals the most attractive feature of a mandatory report law is its 'empowering' nature. It relieves them from some of the onus of discretion." 7 Consequently, there should be a reduction in the concerns reporters may have about legal action being taken against them.
-
The introduction of mandatory reporting, with the Protections for Persons Reporting Child Abuse Act, 1998, can be seen as an important legislative complement to the establishment of clear systems for reporting and investigating cases of suspected abuse. Along with the 1999 National Guidelines for the Protection and Welfare of Children it will ensure that reporters will be clear about who to report to and in what format. Equally, those charged with investigating reports will operate in a more clearly defined structure. With a more consistent approach in operation throughout the country, public confidence in the 'child protection system' will be improved.
As with the National Guidelines, the introduction of mandatory reporting will require adequate training for mandated reporters both in understanding and identifying child abuse and in operating the reporting system. While this will require considerable investment, it will result in large numbers of people who work with children becoming more aware of child abuse and being clear about how they can properly report their concerns.
5. Are there arguments against the introduction of mandatory reporting?
Yes, arguments against mandatory reporting have been put forward by professionals and agencies working with children. While Barnardos does not agree with these arguments, it is important that they are recognised and responded to.
The principal arguments are:
(i) There would be an increase in the number of unsubstantiated cases reported, and this would lead to scarce resources being put into investigation as opposed to other services.
In response, Barnardos would point out that dealing with unsubstantiated cases is an inevitable part of the child protection system and the investigative process. In 1997 over half of the cases of suspected abuse referred to health boards were unconfirmed. While somewhat similar trends can be expected after the introduction of mandatory reporting, what we can also anticipate is adequately trained reporters who will be clearer about which cases they should or should not report.
However, the essential response to this argument is that while there may be an increase in the number of unsubstantiated cases reported, there will also be an increase in the number of confirmed cases of child abuse reported and detected, with more children protected as a result.
(ii) The child care system will be "swamped" and resources will not be available to meet demand. Whatever resources are available will be diverted into investigation with less available for treatment or preventive services.
7 Law Reform Commission, (1989), Child Sexual Abuse, Dublin: Law Reform Commission
While these concerns are real, from the point of view of children's needs and rights, Barnardos does not consider the "resources" argument to be sustainable.
Putting it bluntly, it is not acceptable to say to children 'we cannot investigate or deal with suspected cases of abuse because we do not have the staff/time/resources to do so'. Mandatory reporting will certainly require increased investment in our child care services, but that is the price we should be prepared to pay to properly protect children.
Indeed, it can equally be argued that the introduction of mandatory reporting will lead to an overall enhancement of our child care services. One commentator has noted that "in countries with mandatory or quasi mandatory reporting … professionals and politicians alike cannot avoid the issues. They have to respond to the problem itself and they have to respond to the size and quantity of the issue. They have to provide money, they have to provide services, they have to train people, they have to clarify and allocate tasks and responsibilities, and for better or worse they have to deal with the need for therapy and protection of vastly increased numbers of abused children". 8 It is quite likely, therefore, if teachers, doctors, social workers and nurses are all designated as reporters, that they will seek guarantees that their reports will be dealt with efficiently and that necessary services will be available.
The argument that resources will be diverted from therapeutic or support services into investigation is not acceptable or valid. We should not have to make choices between different types of necessary services. Barnardos is committed to a comprehensive range of services for children ranging from support to therapeutic to protection interventions. All are important and all need to be resourced.
(iii) The professional/client relationship will be damaged. Parents, for example, may be reluctant to bring a child suspected of abuse to a doctor if the doctor is obliged to report the matter. Adults/young people who have been sexually abused may not engage in therapy if they know the therapist is obliged to report the matter on and that they may be involved in an official investigation.
These concerns are legitimate and they raise sensitive issues concerning professional practice. In response, Barnardos would make the following points:
- At a national level the introduction of mandatory reporting will need to be accompanied by appropriate information and education strategies. These should be designed to educate the public and professionals about the requirements of the new system and the requirements it places on certain professionals.
- It will be important for relevant professionals to explain to clients about the limits to the principle of confidentiality. Indeed, such limitations are not new and have been set out clearly by, for example, doctors and psychologists who currently acknowledge the need to pass on information to protect other people.
- With regard to therapeutic situations it is clear that these must be handled in a sensitive manner. While professionals engaged in therapeutic work will be obliged to report certain information, good practice suggests that this responsibility will be used as a means of working with clients both in understanding why this is necessary and in facilitating them to be active participants in the process.
8 Furniss, D., (1996), Does Mandatory Reporting Help to Protect Children?, in Journal of Child Centred Practice, Vol 3 No 2
Therefore, while the above arguments have some validity, when they are analysed they do not constitute proper grounds against the introduction of mandatory reporting.
(Taken from Barnardos Policy Briefing No. 4)
Websites, Contact Details and Resources for further information:
Barnardos National Children's Resource Centres:
Christchurch Square, Dublin 8.
Tel: 01 4549699
Fax: 01 4530300
Email: email@example.com
Bowling Green, White St., Cork
Tel: 021 4310591
Fax: 021 4310691
Email: firstname.lastname@example.org
10 Sarsfield St, Limerick
Tel: 061 208680
Fax: 061 440214
Email: email@example.com
River Court, Golden Island, Athlone
Tel: 090 6479584
Fax: 090 6479585
Email: firstname.lastname@example.org
41 – 43 Prospect Hill, Galway
Tel: 091 565058
Fax: 091 565060
Email: email@example.com
http://www.barnardos.ie/
Copies of "Barnardos Policy Briefing No. 4: The Case for Mandatory Reporting" and copies of "Guidelines for the Protection of Children in Early Childhood Services" can be referenced at your nearest NCRC. "Policy Briefing No. 4" is also available free of charge and can be obtained by sending an A4 SAE with 60c to cover postage to your nearest NCRC.
Child Abuse Prevention Programme (CAPP) The Lodge Cherry Orchard Hospital Ballyfermot Dublin 10 Tel: 01 6206347
Fax: 01 6206347
Website: www.staysafe.ie
Aims to prevent child abuse and bullying by providing training for teachers and parents of primary school children and by developing safety skills education programmes for children at primary level.
Children at Risk in Ireland Foundation (CARI) 110 Lower Drumcondra Road, Dublin 9
Tel: 01 8308529
Fax: 01 8306309
http://www.cari.ie/
Provides post-assessment specialised child-centred psychotherapy to children and adolescents who have experienced sexual abuse and to their non-abusing members of the family. Services include individual counselling, play therapy, sand therapy, art therapy and group therapy. CARI also provides support, information and parenting advice to the non-abusing parents. Also includes outreach programme.
Commission to Inquire into Child Abuse Second Floor, St. Stephen's Green House, Earlsfort Terrace, Dublin 2
Tel: 01 662 4444
Callsave: 1850 20 11 20 (Rep. of Ireland)
Lo-Call: 0845 3098 139 (N.I. and U.K.)
http://www.childabusecommission.ie/
The Commission has been given three tasks under the Commission to Inquire into Child Abuse Act, 2000: To listen to the experiences of people who were abused as children in institutions, to investigate abuse of children in institutions and find out why it happened and who was responsible for it;and to report directly to the public within two years about: what happened in the past, what should be done to help survivors of abuse now, what should be done to protect children not in the care of their parents now and in the future.
Department of Health and Children Hawkins House, Hawkins Street, Dublin 2
Tel: 01 6354000
Fax: 01 6354001
http://www.doh.ie/
Department of Health and Children website contains a link to publications where a copy of "Children First: national guidelines for the protection and welfare of children" can be downloaded.
Sexual Abuse Assessment Units
Guidelines on the identification and referral of the cases of sexual abuse are issued by the Department of Health and Children. For further information, contact your local health board community care office.
Support Network for Professionals in Child Protection C/o 70 Lower Leeson St., Dublin 2.
Tel: 01 6614911
Fax: 01 6610873
Laragh Counselling Service offers therapy to adults, male and female, who have been sexually abused in childhood. Clients can be seen individually or in a group setting. Training, supervision and consultancy can be provided by Laragh to other services who are likely to encounter this clientele and can be offered free of charge to other public services, subject to availability of resources. | <urn:uuid:66e9adab-eb77-4428-90ce-a3887f1b4b4b> | CC-MAIN-2023-06 | https://knowledge.barnardos.ie/bitstream/handle/20.500.13085/625/oir_child_protection_2002_0494.pdf?sequence=1&isAllowed=y | 2023-02-03T21:02:36+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00003.warc.gz | 370,175,351 | 7,662 | eng_Latn | eng_Latn | 0.927034 | eng_Latn | 0.997527 | [
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WHAT TREE AM I?
These are all trees that you will see on your Table Rocks hike. Read the tree description on the left, then look at the six pictures on the right and decide which one it best describes. Write the correct letter next to the description.
A. Douglas-fir
My leaves have rounded lobes and my fruit is an acorn. I grow in the savannah in the lower elevations of the Table Rocks. 1) ____
I have needles in bundles of three. I protect my seeds in cones and when I get older, my bark gets thicker and helps protect me from fire. 2) ____
My leaves have pointed lobes and grow larger than my relative who lives lower on the Rocks. I also have acorns as my fruit. 3) ____
My bark is reddish and peels away showing my inner bark. My broad leaves are dark green and leathery. I am an evergreen because I keep my leaves all year. I have bright, red berries. 4) ____
I am a conifer with short needles. My seeds look like a snakes tongue that sticks out of my cone. 5) ____
C. California Black Oak
Sometimes I am a shrub, but I can grow up to 40 feet! My leaves are fuzzy and I keep them throughout the year. My seeds look like they have a feather on them. 6) ____
E. Mountain
D. Ponderosa Pine
F. White Oak
Mahogany
B. Pacific Madrone
These are all trees that you will see on your Table Rocks hike. Read the tree description on the left, then look at the six pictures on the right and decide which one it best describes. Write the correct letter next to the description.
< KEY > WHAT TREE AM I?
A. Douglas-fir
1) ____ F My leaves have rounded lobes and my fruit is an acorn. I grow in the savannah in the lower elevations of the Table Rocks.
D 2) ____ I have needles in bundles of three. I protect my seeds in cones and when I get older, my bark gets thicker and helps protect me from fire.
3) ____ C My leaves have pointed lobes and grow larger than my relative who lives in the lower elevations. I also have acorns as my fruit.
B
4) ____
My bark is reddish and peels away showing my inner bark. My broad leaves are dark green and leathery. I am an evergreen because I keep my leaves all year. I have bright, red berries.
A
5) ____
I am a conifer with short needles. My seeds look like a snakes tongue that sticks out of my cone.
E
6) ____
C. California Black Oak
Sometimes I am a shrub, but I can grow up to 40 feet! My leaves are fuzzy and I keep them throughout the year. My seeds look like they have a feather on them.
E. Mountain Mahogany
D. Ponderosa Pine
F. White Oak
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Newly available GPS data helps scientists better understand ionosphere
October 6 2021
The Global Positioning System (GPS) is a constellation of satellites orbiting the Earth approximately 11,000 miles in space. The GPS satellites in this animation are not drawn to scale. However, their orbits and orientation to the Earth are approximately correct. GPS satellites are organized into six different orbital paths completely covering the Earth. Looking at the Earth top down from the North Pole, the six orbits are spaced at 60-degree intervals. Looking at the Earth from the equator, each orbit is moderately tilted at 50 degrees. Credit: NOAA
1/4
A new data source to help scientists better understand the ionosphere and its potential impact on communications and positioning, navigation, and timing—an essential utility for many critical operations—is now available to the public. The data, which was collected by sensors on GPS satellites in 2018, was released today through a collaborative effort by Los Alamos National Laboratory and the National Oceanic and Atmospheric Administration (NOAA).
"Radio signals from satellite or ground-based transmitters can travel through the ionosphere or bounce off of it, so ionospheric conditions have the potential to disrupt communications depending on the density of electrons," said Erin Lay, a remote-sensing scientist at Los Alamos who was a technical lead on the project. "This new set of data will help us better model and predict the behavior of the ionosphere and possibly improve the reliability of our communications and positioning, navigation, and timing services, which are critical for both everyday life and national security."
The ionosphere is the boundary between Earth's atmosphere and space, stretching approximately 40 to over 250 miles above Earth's surface. It is composed of tenuous atmosphere and charged particles (ions and electrons) that interact with traversing radio waves. The behavior of the ionosphere reacts to weather on Earth, such as thunderstorms, wind, and hurricanes, as well as space weather created by solar winds impacting Earth's magnetic field.
"NOAA's Space Weather Prediction Center (SWPC) serves a huge customer base interested in space weather effects on communications and GPS-reliant technologies," said Bill Murtagh, program coordinator at SWPC. "We expect access to these Los Alamos data sets to improve the development, validation, and testing of models used at SWPC for characterizing and forecasting ionospheric disturbances."
2/4
The new data comes from unique measurements of lightning events, each of which produces a flash of radio waves that gets dispersed through the ionosphere before it is detected on satellite receivers. Each measured flash provides a snapshot of the ionospheric conditions at that instant, and many lightning measurements accumulated over time provide a unique view of ionospheric weather. This is the first-ever global set of ionospheric electron density data to use a naturally occurring source phenomena. Prior to this release, the data available to feed ionosphere models was primarily from arrays of ground-based receivers, which are limited because they only monitor fixed locations. According to Lay, "the new data is gathered from lightning that happens all over the world and will give scientists the opportunity to study the ionosphere in ways previously not possible."
The release of underutilized data sets was a priority established in the 2019 National Space Weather Strategy and Action Plan. Los Alamos processed the data from its radio-frequency sensors that are onboard GPS satellites and used for nuclear treaty monitoring, and then worked with a government interagency group, called the Space Weather Operations, Research, and Mitigation (SWORM), to facilitate public release. NOAA's National Centers for Environmental Information will host the data on existing sites that serve terrestrial weather and space weather resources.
More information: The data is available at www.ncei.noaa.gov/access/metad … ov.noaa.nodc:0241206
Provided by Los Alamos National Laboratory
Citation: Newly available GPS data helps scientists better understand ionosphere (2021, October 6) retrieved 3 February 2023 from
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This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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EVERFI
Financial Education Impact Report 2016-2017 School Year
Financial Education Program Reach
For the 2016-2017 School Year
Since our founding in 2008, EVERFI's financial education courses have reached millions of students in communities across the country.
Through our partnerships with private-sector leaders, forward-leaning foundations and nonprofits, these digital courses are available to K-12 school at no charge to the school or district
Across North America
1.1 Million Students
11.2 Thousand Schools
2.74 Million Hours of Learning
Financial education courses cover everything from introductory topics like saving and budgeting to advanced topics like insurance, taxes, and investing.
After completing EVERFI's financial education program, students have a more thorough understanding of financial concepts and are better prepared to make decisions now that will help them achieve their financial goals in the future.
Knowledge Gain: Vault
After taking Vault – Understanding Money, your students increased their scores on assessment tests by an average of 33%. Here's how they performed by topic:
Students showed the most gain in Responsible Money Choices and Savings and Investing.
Preparedness: Money Management
Research shows that feelings of self-efficacy – confidence in one's ability – are an important outcome of financial education, contributing to financial capability into adulthood. After taking EVERFI – Financial Literacy, students are more confident and better prepared to make financial decisions.
Here's what they told us they are now prepared to do after taking a financial education course:
Decide how much of their money to spend and how much to save. Up 19% from before the course.
Choose the right type of bank account for their money. Up 37% from before the course.
Know which payment type to use for a purchase. Up 25% from before the course.
Check their credit score and understand what it means. Up 88% from before the course.
Apply for financial aid or loans to help pay for college. Up 76% from before the course.
Decide whether to rent or buy a home in the future. Up 33% from before the course.
Preparedness: Money Management
For young students, learning to engage with the financial system and save for the future are important outcomes of financial education. Students who took FutureSmart – Financial Education report increased levels of financial system engagement and more deliberate saving behavior.
Engagement with the Financial System
Many students report already having their own savings account. Fewer students, though, report having – or planning to open – a checking or pre-paid account, allowing them to put the information they learn in the course into practice.
(Note: All students surveyed are at least 13 years old.)
More students have a checking account or plan to have one within a year, compared to before taking FutureSmart.
Saving for the Future
When asked to think about money they earn or are given, most students report saving some of their money toward a specific purpose. After the course, more students are also focused on saving money for saving's own sake.
More students save a portion of their money without a specific purchase in mind.
From Students and Educators
From Students
"I like that you get to interact with the courses. …The games force you to figure out the answers for yourself. It challenges you in a good way."
Student Washington, DC
From Educators
"The EverFi program is an invaluable resource for our students as a method for engaging instruction in the principles of financial literacy. We include this program in our economics course because of its relevant and authentic application to students' lives. Students grow as a result of this program in extremely positive ways – both in their understanding of financial literacy and their interest in the subject matter. "
Social Studies Curriculum Director, AP Coordinator
Des Moines Public Schools, Iowa
"EverFi made me more comfortable, and even excited to go out in to the real world, and it helps me understand how good planning and money management can effect my future. The modules are interactive, and I love that. I can honestly say the modules I went through provided answers to many of my financial questions."
Student Fairfield, California
93% of teachers would recommend the EVERFI course they used this year to a fellow teacher.
"With quality design and implementation support, EverFi makes blended learning instruction much more accessible for a greater number of teachers."
Assessment, Research, and Evaluation Consultant Niagara Catholic School District, Ottawa | <urn:uuid:9f6e8793-fca0-4664-b3a1-5316d8a51aed> | CC-MAIN-2023-06 | https://peavyfamilyfoundation.org/wp-content/uploads/2017/09/News_NATIONAL-IMPACT.pdf | 2023-02-03T18:58:07+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00008.warc.gz | 471,174,363 | 963 | eng_Latn | eng_Latn | 0.998348 | eng_Latn | 0.998603 | [
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president's COLUMN
Well-crafted selection policies serve as a record of the proper ways to develop school library collections as well as guidelines for school librarians to reference when in doubt about whether a resource or book will fit within the collection.
Balancing Beautiful Collections
Jennisen Lucas, 2021–2022 AASL President | firstname.lastname@example.org
"You love buying books! How hard can it be?" my husband said to me when I sat down at home one night with my computer in my lap to put together a book order. He's right. I love buying books, but as all of my fellow school librarians know, it isn't as easy as it sounds. Collection development is both a science and an art. Thankfully, the more we do it, the easier it gets, but having a good policy to follow also helps.
A few years ago when my school district faced a challenge to a book in the library, the district committee that was pulled together to discuss the book was unsure how to handle the process because we had a policy for choosing instructional material but not for choosing library resources. These two types of material have very different uses and purposes, the committee determined, and the same criteria may not apply. There was a lot of discussion about how they would be offended if their child were expected to read the book in question, but if "someone else" chose to read it, wasn't that different? This led to our school board reviewing and rewriting the selection-development policy for library materials.
Backing up a little, we first need to think about school library collections. These must be general collections of materials, encompassing as many topics, interests, subjects, etc. as possible. Balance of all types of resources is needed: fiction stories of all genres and formats as well as nonfiction of all topics and formats. Yes, we have to ensure that our school curriculum is well represented and that we provide resources that will help our learners extend their thinking about what is
4 Knowledge Quest
|
AccessDeniedDefended
If you are currently working on rewriting your selection policy, or you are just beginning the process of creating one, I recommend starting with ALA's "Selection & Reconsideration Policy Toolkit for Public, School, and Academic Libraries."
taught in each class. However, we also need to provide a variety of materials that can spark the interest and imagination of any learner in our school. We need as wide a variety of topics, situations, experiences, characters, formats, and stories as we can afford because our collections should spark a myriad of links between educational thought and the imaginations that visit them. Collection development is not just buying what looks good to us as individuals.
This is where the science of "library science" comes in. Ensuring a balanced collection of materials means looking at a lot of different pieces and making choices based on what is current, relevant, new, necessary, and popular. It means knowing about a lot of different subjects and what the current theories are. Developing and maintaining a balanced, relevant
collection means keeping a finger on the pulse of a variety of youth interests. It means monitoring the number of checkouts, the copyright dates, the projects being assigned in the classrooms, and all changes in standards or curriculums. The art involved is making this look easy.
Unfortunately, in today's political climate, many members of the general population appear to have ignored all of this expertise, thought, and effort by searching for anything that offends their personal ideals or sensibilities. The delicate balance is being ignored, and school librarians are perceived as people who just "buy books," possibly according to an agenda. Now a lot of people are out to find materials they personally find offensive and insist on their removal. Removal of materials that had been carefully selected for the collection upsets its balance, which upsets the balance of our learners' education. Of course, removal of materials of interest and value to our learners also upsets us as school librarians.
This reality is why selection policies are vitally important to explain the processes by which we choose the materials for school libraries. Well-crafted selection policies serve as a record of the proper ways to develop school library collections as well as guidelines for school librarians to reference when in doubt about whether a resource or book will fit within the collection. These policies are locally developed to ensure that local input and standards are reflected. When my district rewrote our policy a few years ago, much discussion surrounded everything from whether the school librarian should get to par ticipate in the writing of the policy, to whose role it was to choose the books for the library, and what types of materials should be represented within our collection. Ultimately, I am glad to say, I was included in writing the policy, and school librarians are still the choosers of the materials.
While we were rewriting our selection policy, we also reworked our reconsideration policy to include library books, as they differ from instructional materials in that library books are not assigned to students. Our reconsideration policy follows a few steps: speaking to the school librarian, speaking to the librarian and building principal, and filing a formal request for reconsideration that is reviewed by a standing district committee. The district committee members read the book in question and discuss it in relation to the selection policy to see if the challenged book fits the selection criteria.
If you are currently working on rewriting your selection policy, or you are just beginning the process of creating one, I recommend starting with ALA's "Selection & Reconsideration Policy Toolkit for Public, School, and Academic Libraries." We relied on this heavily for information on background, word choice, and content for my district's policy, and everything I needed was included.
Not only is it time to return to our policies and remind others of the science of our profession, this is also a key time to look toward our art of collection development and school librarianship. For the sake of our learners, we must use the art of persuasion to return the focus to how great school libraries contain something to inspire everyone. We must persevere through the current negative discourse and shine light on the wonders that come out of school libraries: the new understandings developed by our learners and the inspiration that a true, open, and honest education in the world can provide. We must remind ourselves and our learners that school libraries transform learning and allow our learners to create their futures.
Recommended Resource:
"Selection & Reconsideration Policy Toolkit for Public, School, and Academic Libraries" <www.ala.org/tools/challengesupport/ selectionpolicytoolkit>
Jennisen Lucas (she/her/hers) is the 2021–2022 AASL President. She is the district librarian for Park County School District #6 in Cody, Wyoming. She earned her MLS from the University of North Carolina at Chapel Hill in 2003, and earned National Board Certification for 2006–2026. She has been chair of the Wyoming School Library Interest Group and has been a member of or chaired multiple AASL committees.
Volume 50, No. 5
|
May/June 2022 5 | <urn:uuid:637b340a-2084-4979-8d70-1675cb7b091c> | CC-MAIN-2023-06 | https://knowledgequest.aasl.org/wp-content/uploads/2022/12/Pres-Column_Lucas_WEB_CR.pdf | 2023-02-03T19:44:34+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00011.warc.gz | 353,251,822 | 1,453 | eng_Latn | eng_Latn | 0.998855 | eng_Latn | 0.99883 | [
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Student Survey Introduction
NSBLC wrote this Student Rig about asserting rights to priva invasive questionnaires. ghts Survey to help inform students and the ate information and the right to refuse to ans ir community swer personally
This survey assesses a stude information and their rights to written permission to answer o ent's understanding of their rights to private p refuse to answer until their parents have re other surveys. protected ead and given
This survey should be offered at the third-grade level or high semester after parents have g survey questions. twice during the school year to all students her. This survey should be given at the begi given written permission for their student to a s who can read nning of each answer these
Once this survey is taken by s students that understand their students our services will offer a summary o r rights to refuse to answer questionnaires. of the % of
This survey helps students un student's rights to refuse to an nderstand their rights and gives parents the nswer questionnaires. control of their
This survey is available for fre ee.
Student survey on students s' knowledge of their rights to private info ormation.
Conducted by the Institute o
on Surveys and Survey Awareness
Instructions: Complete the foll will not be used to determine y knowledge regarding various your ability. This exercise is co answer sheet. lowing survey on surveys. This survey is no your grade. This survey will collect informat surveys you may encounter. Please answe ompletely voluntary. Please enter your ans ot a test and it tion about your r to the best of swers on the
Questions:
1. How many surveys a are you asked to complete during each scho ool each year?
a. 0-1 surveys
b. 2-10 surveys
c. 11-50 surveys s
d. More than 50 surveys
2. Considering all the s you spend completing s surveys you take each year at school, how m surveys? much time do
a. A few minutes s
b. A few hours
c. A few days
d. Zero, we don’ ’t do any surveys
3. When you are prese is VOLUNTARY? ented with a survey at school are you told tha at participation
a. Always
b. Sometimes
c. Never
d. I don't recall
4. Do you understand t that VOLUNTARY means you don’t have to do it?
a. Yes
b. No
c. Sometimes
5. Have you been aske behavior, or your family ed to complete a survey with questions abou y? ut you, your
a. Yes
b. No
6. Do you know that ex you and your family do xcept when you are at school and school fun is no one else’s business? nctions what
a. Yes
b. No
7. When you are prese your behavior, choose ented with a VOLUNTARY survey at school the best explanation as to why you do it any that asks about yway.
a. I am afraid my y grade will be affected.
b. I am a nice pe erson and do what I'm told to do.
c. My teacher or r principal said I had to.
d. I do it to furthe er science.
8. Do you get your pare ents' permission to fill out surveys?
a. Yes
b. No
9. If you are told that fil will not fill it out becaus lling out a survey is required, do you tell the se you know you have privacy rights? teacher you
a. Yes
b. No
10. If you haven't put th why. his VOLUNTARY survey in the trash yet ple ease explain
a. There is a lon ng line at the trash can and I am waiting unti il it clears.
b. I am afraid my y teacher or principal will think poorly of me.
c. Not doing eve erything I'm told will get me in trouble.
d. I don't want to o be called rebellious. | <urn:uuid:1f7e8803-addd-44a5-891e-7ce79348f332> | CC-MAIN-2023-06 | https://nationalschoolboardleadershipcouncil.com/wp-content/uploads/2022/09/NSBLC-Surveyon-Privacy-Rights.pdf | 2023-02-03T19:20:11+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00015.warc.gz | 429,018,846 | 841 | eng_Latn | eng_Latn | 0.998174 | eng_Latn | 0.998877 | [
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osé: Who are you today? Tonya: Today I'm the big sister. I have a boyfriend and if you play daddy you get to fuss when I don't come home for dinner. J
José: Why don't you come home? Tonya: Because I go to the football games.
Dramatic play is one of a child's primary tools for learning and making sense of complex activities and interactions. It's a reßection of a child's emerging ability to deal with symbols as well as a mirror of social and emotional development.
José: Well, I don't want to play daddy. Today I can be a footballer. You can watch.
Tonya: No, I can cheer and jump. Cheer people wear short skirts and shake paper things.
José: OK. Can Jenny play too? She can throw and catch.
Tonya: OK.
osé and Tonya are engaged in dramatic play. They are curious about the world of adults and are trying on roles and exploring activities. Their play offers Tonya and José opportunities to create adventures, practice real-life skills, act out fantasies and fears, and interact with people and materials in their environment. J
8
Through play children learn. Learning—like play—happens when children have experiences, process those experiences, and then make the experience meaningful in their lives. For example, 4-year-old Tonya has heard the word football, has seen the Dallas Cowboys play on television, and has kicked her brother's football. In her play she's trying to make sense of her sister's interest in football; she wants to understand the things her near-adult sister Þnds important. She tests ideas with José and symbolizes and recreates her family experiences. Tonya is engaging all areas of development—cognitive, language, social, emotional, and physical—in her play.
Developing learning skills through dramatic play
Imaginative play allows children to build social relationships, practice and improve verbal communication, solve problems, negotiate, and cooperate. It's a major contributor to intellectual development as a pure form of symbolic thought (Mayesky, Neuman, and Wlodkowski 1985).
To pretend, children need to be able to think symbolically—to make an object stand for or symbolize something it is not. Working with symbols is essential to reading, writing, doing math, reading a map, and writing music. Language and dramatic play develop together as children learn to create and manipulate symbols.
Sometimes parents challenge the notion of play, speciÞcally dramatic play, contending that it is a waste of time and not real learning. Consider responding with some of these reasons why play is essential to development.
Cognitive development.
Dramatic play enables children to
■ imagine and execute activities;
■ explore and manipulate concepts;
■ test ideas;
■ focus on tasks;
■ plan strategy;
■ practice, test, and evaluate skills;
■ make connections among past experiences;
■ practice sequential and chronological memory;
■ think imaginatively; and
■ represent objects and ideas symbolically.
Social and emotional development. Pretend play enables children to
■ develop friendships and trust;
■ take turns, share, and cooperate;
■
listen to others;
■ negotiate and resolve conßicts;
■ learn the relationship between feeling and behavior;
■ learn the consequences of behaviors;
■ express feelings;
■ safely act out fear or anger;
■ modify personal behavior to group goals;
■ understand another person's point of view; and
■ delay gratiÞcation. Physical development.
Dramatic play offers children the ability to
■ practice small (Þne) and large (gross) muscle skills;
■ develop hand-eye coordination;
■ develop spatial and distance awareness;
■ practice ßexibility; and
■ negotiate and adjust physical space needs.
Language and literacy development. Dramatic play
helps children learn to
■ express ideas freely;
■ tell and listen to stories;
■ practice sequence and chronology;
10
■ develop activity-speciÞc language;
■ use language for problem-solving and analysis;
■ increase vocabulary;
■ practice oral and written communication; and
■ direct or respond to ideas and activities.
Building an effective learning center
The learning center where children engage in dramatic play may be called home living, housekeeping, pretend play, dramatic play, or living practice. Regardless of what you call it, the focus is the same. The center offers children a safe, rich, undirected place to explore relationships with people and things.
Support dramatic play by following these tips:
■ Provide space for play.
Dramatic play need not be limited to the corner of the room; it occurs all day, inside and out. Make sure the space is safe and the props appealing. Ideally children will self-select dramatic play groups—usually three to Þve children. Encourage this ideal by designating enough space and providing enough props and dress-up clothes.
■ Schedule enough time for play. Rich dramatic play takes time to develop. Give children at least 45 minutes in the center. Avoid disruptions from timer bells that go off every 15 minutes. Such disruptions undermine the skill building that extended play periods provide. Instead, let play wind down naturally or simply ask children if they are ready to move on.
■ Plan prop and material purchases with multi-use, openended activities in mind. Simple props that children can use in multiple ways are costeffective and offer better creativity experiences than singlefocus toys. Make sure props work properly and are matched to the developmental levels of their users.
■ Encourage play and offer assistance when appropriate. Offer help to children who lack social experience, are new to the group, or have developmental delays. Make sure your dramatic play areas are accessible to children with disabilities. Check materials and ensure that they are appropriate for every child using them. Make modiÞcations to meet the needs of individual children.
■ Respond to children's interests and needs. The most successful dramatic play is not directed by adults but develops from children's questions, curiosity, and need. Observe children's play and help create activities that bridge current skills to new opportunities.
■ Consider storage and organization. Rich dramatic play centers require lots of props and equipment. Plan how you will rotate materials to keep the center interesting and how you will store extra supplies. Consider storing props for each dramatic play theme in a separate box. Enlist families to sew, wash, and repair props.
Covering the essentials
Dramatic play activities engage children of all ages, including infants and toddlers. Remember the Þrst essential is to keep children safe. Make sure the area is easy to supervise and props are safe for the children using them.
Provide adequate space for the dramatic play center. Successful centers are often placed in a corner, offering wall space for a mirror and clothes hooks. Heavy shelves or props mark the outer boundaries of the space. Establishing the center near the similarly noisy block and construction center encourages children to expand their play across both centers.
Infants. Once infants become mobile—crawling, toddling, or walking—a home-life dramatic play area is appropriate. Infants and toddlers need experiences with concrete, familiar objects. They typically focus their dramatic play on domestic or housekeeping themes. They
TEXAS CHILD CARE / WINTER 2005
imitate and practice adult roles like cooking, cleaning, and caring for a baby, repeating activities over and over. They likely will play side-by-side, learning the body mechanics of moving dishes, clanging pot tops, and catching a glimpse of themselves in a mirror.
Provide a baby bed for dolls, small rocking chair, full-length mirror, and low table. Hang simple dress-up props like scarves and hats from wall hooks. Additional props can include home appliances (purchased or made from wood or cardboard boxes), a variety of empty food containers, real plastic dishes, and cooking pots. Make sure you have duplicates of popular props so children younger than 3 aren't expected to share.
Keep these materials available throughout the year. Rotate the basic props periodically to maintain interest and enrich play. As babies become comfortable in the dramatic play center, add new materials and props like doll blankets, dressable dolls, squares of sheer fabric (to make house roofs, wedding veils, and baby blankets), and plastic or wooden fruits and vegetables.
Toddlers. Build dramatic play areas for older toddlers on the infant basics. Add more props and rotate them more often to encourage exploration and role playing. Introduce real equipment, like a telephone, alarm clock, or radio that you have cleaned and stripped of dangerous electrical wires.
Rugs, pillows, and curtains add softness and help absorb sound in this active, noisy area. Cleaning materials—child-sized brooms and mops, a dustpan, dust cloths, bucket, sponge, and even a lownoise, battery-operated hand vacuum cleaner—expand the center and reinforce self-help and socialization concepts.
Preschoolers. Children 3 and older have generally learned to use symbols in their play. They enjoy a learning center that allows uninhibited practice of roles and activities. Typical themes include health, safety, and rescue—evidence of broadening experiences and increasing awareness. Superhero themes and play that focus on good/evil and weak/strong conßicts reveal the fears and expectations that children often work out in dramatic play.
As pretend play themes expand, offer children more control over their play. They aren't looking to you for solutions to life's problems and challenges. Instead children need the time and support to explore complex problems, roles, and relationships. Watch for and respond to emergent play themes; these give you a clue to what's meaningful in their lives.
Offer new materials and props gradually—and always with an explanation about their function and use. But don't limit the use of materials. Dramatic play allows children to turn a block into a telephone and a red cape into a costume for Superman, Little Red Riding Hood, and a parent going to a party.
Help extend play with gentle direction and then move away gracefully. For example, Verna wants to join the restaurant play. Help her enter the play and then pull back. You might say to the group, "Looks like the Morning Call has new customers coming
11
in." And to a waiter, "Can we have a table for two?" After a moment you can break away by hearing a pretend phone ring and saying, "Oh excuse me! I really have to take this important phone call."
Supporting common dramatic play themes
In addition to basic housekeeping themes, children often expand their play in predictable ways. These dramatic play themes emerge from personal experiences (ßying on an airplane or buying new shoes), from the media (space travel), and from family activities (camping or going to the beach).
Choose from the themes below to help children develop new cognitive, social, emotional, and language skills.
Airplane
Basic props: travel posters, suitcases, extra clothes to pack, plane chairs, seat belts, oxygen masks, emergency cards, photos of planes, tickets, trays for snack, hats for pilots, aprons for ßight attendants, maps
Suitcases
Here's what you need:
■ cardboard boxes shaped like suitcases. Vary the sizes but make sure the boxes will nest to maximize storage space.
■ craft knife
■ glue
■ 1-inch-wide nylon webbing
■ hook-and-loop fastener
■ wide strapping tape
■ stapler
■ colored permanent markers
■ adhesive-backed labels
12
1. Glue each box closed on all sides. Let dry.
2. Using the craft knife, cut 2 inches from the top around three sides to open the box.
3. Apply strapping tape along the back to make a hinge for the suitcase.
4. Make a handle by stapling a 6inch length of nylon webbing to the front.
5. Make latches by stapling two lengths of hook-and-loop fastener on the front about 2 inches from the edges.
6. Use the markers to draw destination stickers on the labels.
Decorate the suitcases.
Instrument panel
Here's what you need:
■ tri-panel display board
■ aluminum foil
■ permanent markers
■ straight edge
■ craft knife
■ plastic bottle caps
■ glue
■ colored plastic tape
■ construction paper
■ scissors
■ photograph of scenery
1. Cut the display board in half horizontally, making two, tripanel boards.
2. Cover one panel with aluminum foil and glue in place. Save the second panel for another use.
3. Cut out a photograph of scenery and glue this "view" to the panel.
4. Glue bottle caps to the panel to represent dials.
5. Draw gauges on construction paper and glue to the panel.
6. Outline the view, dials, and gauges with colored plastic tape.
Oxygen masks
Here's what you need:
■ plastic margarine tubs or other plastic containers with straight sides
■ orange, adhesive-backed plastic
■ scissors
■ permanent marker
■ clear vinyl tubing, 10-inch lengths for each mask
■ craft knife
■ elastic, 15-inch lengths for each mask
■ hole punch
1. Cover the margarine tubs with orange plastic.
2. Punch holes on opposite sides of the tub, near the edge.
3. Thread a 15-inch length of elastic through the holes and tie securely.
4. Cut 10-inch lengths of clear plastic tubing.
5. Draw an outline of the diameter of the tubing on the bottom of the tub.
6. Carefully cut an X on the bottom of the tub and push the tubing into the hole. The Þt should be tight enough that it won't need to be secured with tape or glue.
Note: If any children in the group haven't ßown, you'll need to explain the function of the oxygen mask and how it drops from the overhead compartment.
Beach
Basic props: beach or golf umbrella, beach ball, towels, sunglasses, empty sunscreen bottles, sun hats, swim goggles, radios, beach chairs, swim suits, wading pool Þlled with sand, wading pool Þlled with shredded paper or Styrofoam ® peanut "water," beach cabana, sea shells
Make the umbrella safe for the classroom. Try to borrow a patio
umbrella with its stand. Or use a large golf umbrella. Secure the shaft to a table leg using three or four plastic tie-wraps.
Cabana
Here's what you need:
■ large box from a washing machine or refrigerator
■ strapping tape
■ permanent marker
■ straight edge
■ craft knife
■ 4 yards brightly colored fabric, bought or donated. Nylon ripstop is sturdy and will last for years. Cotton remnants are available for less than $1 a yard.
■ scissors
1. Remove any staples from the box. Tape the box closed on the top and bottom.
2. Draw cutting lines on each side of the box. Make them about 4 inches from the top and the right and left side edges.
3. On each side of the box, cut the bottom ßush to the base of the box. Cut on the drawn cutting lines along the left and right side edges and the top. Repeat for the other three sides. The corners, ßat top, and base will make the box sturdy enough for play.
4. Fold the fabric along the width, making four yard-long panels.
5. Cut 1-inch-wide strips through all four layers. Start at the bottom selvage and cut to about 3 inches from the top selvage.
6. Tape the fabric curtain to the top of the box. Adjust to make sure all four openings have fabric strip doors.
Note: The cabana will allow children to feel that they are using private space; you will still Þnd it easy to supervise.
14
Birthdays
Basic props: gift boxes, wrapping paper, ribbon, party hats, cakemaking equipment, candles, play food, calendar, birthday crown, stuffed animals and dolls, writing materials for making birthday cards, ice cream scoops and painted Styrofoam ® ball "ice cream," Happy Birthday sign
Camping
Basic props: tent, canteens, rope, ßashlights, logs for Þre, bandanas, hats, lanterns, Þshing boat and poles, backpacks, trail mix, sleeping bags, binoculars, nature guides, recordings of nature sounds
Tent
If you don't have access to a real tent, improvise!
Here' what you need:
■ bed sheet
■ rope, 10 feet long
■ twine
■ plastic tent stakes
■ hammer
1. Tie a 10-foot length of rope between two trees about Þve feet from the ground.
2. Toss the sheet over the rope.
3. Cut twine into 2-foot lengths
4. Twist the twine around each corner of the sheet.
5. Pound the tent stakes into the ground at four points.
6. Tie the ends of the twine to the stakes creating an A-frame tent.
Binoculars
Here's what you need:
■ cardboard tubes
■ scissors
■ cotton twine
■ hole punch
■ black liquid tempera
■ silver duct tape
1. Cut two 6-inch lengths of cardboard tube.
2. Paint the tubes black.
3. Place the pieces side-by-side and tape together. The tape both secures the tubes and adds decoration.
4. Punch holes for a neck strap.
5. Tie an 18-inch length of twine through the holes.
Fishing boat
Here's what you need:
■ cardboard appliance box
■ craft knife
■ permanent marker
■ heavy tape
■ liquid tempera
■ paintbrushes
■ long cardboard tubes
■ cardboard
■ scissors
■ glue
1. Cut the appliance box in half along the longer side. This will allow you to make two boats from one box. Draw a cutting line so that the front of the boat is slightly higher than the back. Use the craft knife to cut carefully. Do this away from children.
2. Remove any staples, and tape over any rough cardboard edges.
3. Invite children to paint the boat with tempera. Allow to dry thoroughly.
4. With scissors cut two 4-inch slits into one end of the cardboard tubes.
5. Cut an oar shape from the cardboard, one for each paddle.
6. Slide the cardboard into the oar handle. Glue the cardboard in place.
7. Use the boats indoors or outdoors. Encourage the children to paddle to their favorite Þshing hole.
Fire station
Basic props: Þre hats, hard hats, rain boots, raincoats, hoses, cardboard houses, wireless radios, Þre truck, ladder
Wireless radios
Here's what you need:
■ small rectangular boxes
■ glue
■ aluminum foil
■ permanent marker
■ drinking straws
■ black electrical tape
■ black Styrofoam ® tray
1. Glue the box closed.
2. Cover the box with aluminum foil. Glue in place.
3. Cut two circles from the black tray. Glue in place on the lower half of the box.
4. Draw a "speaker" screen on the upper half of the box.
5. Cover the drinking straw with foil.
6. Use black tape to afÞx this "antenna" to one long side of the box.
Paper bag raincoats
Here's what you need:
■ brown grocery bags
■ permanent marker
■ scissors
■ yellow and black plastic tape
1. Cut away the two narrow sides of the bag.
2. Open the bag ßat and cut a hole from the reinforced bag bottom. Make the hole large enough for a child's head.
3. Turn the bag inside out.
4. Cut and place tape strips to indicate a placket, buttons, and Þre department insignia on the front.
5. Use the permanent marker to draw a large ID numeral on the back of the jacket.
Fire hats
Here's what you need:
■ posterboard
■ scissors
■ permanent marker
■ clear, adhesive-backed plastic or laminator
■ heavy tape or stapler
1. Draw an outline of the hat on the poster board. You should be able to get three hats from one sheet.
2. Draw large numerals on the front of the hat.
3. Laminate the posterboard. Laminating before cutting reduces the process to one step instead of two.
4. Cut out the hat and the semicircle as shown in the photographs below.
Option: Cut a 1-inch-wide and 8-inch-long strip from the posterboard waste. Attach the strip across the crown of the hat to hold it on the child's head.
Note: FireÞghters call their coat, boots, pants, and hat "turnout gear."
TEXAS CHILD CARE / WINTER 2005
15
Restaurant
Basic props: menus, plates, silverware, kitchen supplies, apron, chef's hat, play food, cash register, order pad, placemat, table and chairs
Cash register
Here's what you need:
■ flat gift box
■ colored adhesive-backed shelf paper
■ unused sponge
■ scissors
■ permanent marker
■ glue
■ colored construction paper
■ poker chips
1. Cover the bottom and the lid of the box with shelf paper.
2. Mark and cut the sponge into 12 equal-size squares.
3. Write the numerals 1 through 10 plus 00 and "No Sale" on the squares.
4. Glue the sponge pieces onto the box to look like a cash register keypad.
5. Make play money from cut construction paper and poker chips.
6. Store the money in the cash register.
Chef's hat
Here's what you need:
■ large sheets of white paper
■ posterboard
■ stapler
■ heavy tape
■ scissors
1. Cut 3-inch-by-20-inch strips of posterboard.
2. Staple each strip of posterboard into a circle to Þt children's heads, making a hat band.
3. Cut the white paper into a 24inch diameter circle.
TEXAS CHILD CARE / WINTER 2005
4. Pleat and fold the circumference of the circle to Þt around the hat band.
5. Tape the paper into place on the inside of the hat band.
Science lab
Basic props: dust Þlter masks, latex gloves, white lab coats, hair nets, safety goggles, small metal trays, cotton swabs, eyedroppers, magnifying glass, tweezers, scale, thermometer, clear vinyl tubing, lab journal and pencil, and materials to examine like rocks, seeds, and plants.
Lab coats
Here's what you need:
■ White, long-sleeved dress shirts. Ask for donations, or check the used clothing stores where they will be priced at less than $2.
■ scissors
■ white cloth tape
■ sewing machine (optional)
■ hook-and-loop fasteners
■ glue
1. Cut the hem of the shirt straight across.
2. Remove the button placket and collar.
3. Cut a 12-inch length of tape. Attach it to the back of the shirt, side seam to side seam, at the child's waist, gathering fabric as you tape. Or sew in place by machine.
4. Cut the sleeves to about 12 inches long.
5. Cut two tape cuffs. Gather and tape the sleeve ends, or sew by machine.
6. Line the front placket and neckline with tape. Or turn under raw edges and hem by machine.
7. Glue hook-and-loop fasteners to the front of the lab coat.
Space travel
Basic props: space helmets, Mylar ® space suits (or smocks), spaceship, lunar landing site, walkie-talkies (see Fire Station wireless radios), instrument panel (see Airplane theme on page 12), rocks, NASA posters, space food packets, air tanks.
Spaceship
Here's what you need:
■ large rectangular box
■ craft knife
■ black posterboard
■ silver duct tape
■ liquid tempera
■ paintbrushes
1. Tape the top and bottom of the box closed with silver duct tape—it's both structural and decorative.
2. Cut out the top of the box to allow supervision. Children can step into a long, low box. If the box is too tall for easy entry, cut out an entrance door on one side.
3. Cut the posterboard in half. Fold into two cones and tape to hold the shape.
4. Tape the cones to the back of the box. These are the booster rockets.
5. Make an instrument panel inside the front of the spaceship.
6. Invite children to help paint the spaceship, adding stars and insignia.
17
Landing site
Here's what you need:
■ white sheet
■ chunks of soft and hard foam
■ scissors
■ needle and thread or sewing machine
■ silver duct tape
■ black and green liquid tempera
1. Fold the sheet in half across the width.
2. Sew the open sides together leaving a 2-foot opening on one side.
3. Dribble splotches of black and green paint on the sheet.
4. When the paint is dry, add decorative strips of silver duct tape.
5. Place blocks of foam between the sheet layers. Use enough to create low craters and ridges. These will move around as children climb on the "lunar surface."
6. Sew the opening shut.
7. Open the landing site on the ßoor near the rocket ship. Invite children to pretend weightlessness as they explore the rocky surface.
Space food packets
Here's what you need:
■ posterboard
■ silver duct tape
■ scissors
■ permanent markers
1. Cut rectangles of posterboard.
2. Place tape along each of the posterboard edges.
3. Label each rectangle "package" with a food name—beef stew, macaroni and cheese, scrambled eggs, green beans, and ice cream, for example.
18
Air tanks
Here's what you need:
■ large plastic soda bottles
■
craft knife
■ scissors
■ silver duct tape
■ aluminum foil
■ glue
■ file-folder rubber bands, 7 to 10 inches long
■ clear vinyl tubing, 24-inch length for one set of tanks
1. Cut the tops off two soda bottles.
2. Cover the bottles with aluminum foil and glue in place.
3. Tape the two bottles together in two places—one near the top and one near the bottom.
4. Make shoulder straps from Þlefolder rubber bands. Place the bands parallel to each other along the lengths of each bottle.
5. Run a third length of tape near the center of the bottles through the bands to hold the straps in place.
6. Cut a 24-inch length of tubing.
7. Tape one end of the tubing to the bottom of one of the bottles.
Store
Create playful shopping experiences with a variety of stores— grocery, ßower shop, pet store, shoe store, and bakery. Gather basic props like cash register, pretend money, wallets, price stickers, signs, aprons, and display shelves to use for all stores. Use the following ideas for creating specialty shops.
Shoe store: Variety of old shoes like ballet slippers, western boots, baby shoes, heels, slippers, work boots, and sport shoes; shoe boxes; shoe polish, brushes, and bufÞng rags; advertising displays; size charts.
Pet store: Pet cages and tanks (borrowed), stuffed animals, leashes, bowls, brushes, empty food containers, aquarium nets, plastic Þsh, zip-top plastic bags.
Gardening store: plastic ßower pots, gardening gloves, watering cans, spray bottles, plastic ßowers on stems, empty seed packets.
Bakery: bread and mufÞn pans, plastic bowls, wooden spoons, chefs' hats, cookie cutters, rolling pin, measuring spoons and cups, recipe books, pot holders, pie tins.
Grocery: Bins, empty food boxes, brown paper bags, advertising signs, shopping baskets.
Theater
Basic props: musical instruments; curtain; puppets; dolls; sparkly, evening-wear costumes like fancy purses, sequined dresses, boas, long gloves, top hats, and silky scarves; programs; ticket booth and tickets; MC's microphone; character costumes
Microphone
Here's what you need:
■ cardboard tube
■ Styrofoam ® ball
■ craft knife
■ glue
■ black liquid tempera
1. Cut an 8-inch length of tube.
2. Glue a Styrofoam ® ball to one end.
3. Paint the instrument black.
Ticket booth
Make removable signs for this prop. The same box will serve as a bank ATM machine, a bank teller's booth, and a post ofÞce.
Here's what you need:
■ cardboard appliance box
■ craft knife
■ permanent marker
■ strapping tape
■ liquid tempera
■ paintbrushes
■ permanent marker
■ cardboard
■ scissors
■ glue
1. Remove all heavy staples from the box.
2. Tape the bottom and top closed.
3. Cut a window out of the front of the box. Make the cut so that the bottom of the opening is about chest high on the children. A 4-inch frame around the opening will help keep the box stable.
4. Cut a swinging door in the back of the box. Make hinges with lengths of wide strapping tape.
5. Invite children to help paint the box. Try to keep the colors neutral if you'll use this with more than one theme.
6. Make a sign that says TICKETS. Tape the sign in place over the window.
7. Make smaller signs that indicate ticket prices. Hang these on the inside of the door, behind the ticket taker.
TEXAS CHILD CARE / WINTER 2005
Character costumes
Make character costumes from brown paper bags (see FireÞghter theme on page 15) or make these simple headbands that identify different characters.
Here's what you need:
■ posterboard
■ scissors
■ wide strapping tape
■ drawings or pictures of characters
■ glue
■ clear, adhesive-backed plastic or laminator
■ hook-and-loop fasteners
1. Cut 4-inch-wide strips of posterboard. Wrap around children's heads to Þt. Tape securely. Make one for each child.
2. Glue a 2-inch length of the hook side of hook-and-loop fastener to the front of the head band.
3. Cut out, copy, or draw pictures of characters. Make these no larger than 6 inches square.
4. Laminate the pictures or cover with clear adhesive-backed plastic.
5. Glue a 2-inch length of the loop side of hook-and-loop fastener to the back of the character piece. The hook-and-loop tape system allows children to trade characters.
Keeping parents informed
Regularly share your dramatic play plans with parents. Take the opportunity to ask for help with needed props or construction projects. Invite parents to share ideas: Always ask "What is your child talking about at home?" Use this information to extend dramatic play with new props and equipment.
Often parents have the expertise to enrich the center. What better than to have a real veterinarian visit the center when the theme is a pet shop?
Resources
Barbour, Ann and Blanche Desjean-Perrotta. 2002. Prop Box Play. Beltsville, Md.: Gryphon House.
Isbell, Rebecca and Christy Isbell. 2003. The Complete Learning Spaces Book for Infants and Toddlers. Beltsville, Md.: Gryphon House.
Koralek, Derry (Ed). 2004. Spotlight on Young Children and Play. Washington, D.C.: National Association for the Education of Young Children.
Mayesky, M., D. Neuman, and R.J. Wlodkowsik. 1985. Creative Activities for Young Children.
New York: Delmar Thompson.
Mitchell, Linda C. 2004. Making the most of creativity in activities for young children with disabilities. Young Children. 59 (4): 46-49.
Myhre, Susan M. 1993. Enhancing your dramatic-play area through the use of prop boxes. Young Children 48 (5): 6-11.
Rogers, Cosby S. and Janet K. Sawyers. 1988. Play in the Lives of Children. Washington, D.C.: National Association for the Education of Young Children.
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Year 11
Resources to help you prepare for Science, Maths and Engineering A Level – 20 points per box
Complete this course
Listen to this radio
in which you will learn the physical processes behind climate
variation around the world to better understand the causes of climate change.
Causes of Climate Change
University of Bergen and Bjerknes Centre for Climate Research
Listen to this radio
programme which
explores why NASA's third bid to land on the moon was
flawed from the start.
13 Minutes to the Moon
BBC Sounds
Complete this course
which is an entertaining and illuminating exploration into the impact dentistry has on our lives.
Discover Dentistry
The University of Sheffield Available now or 15 th June 2020
www.pixl.org.uk programme
in which
BBC security correspondent Gordon Corera goes inside Britain's secret listening station
GCHQ Cracking the Code
BBC Sounds
Read this article from a clinical psychologist which provides practical ways to overcome whatever life throws your way.
8 tips to help you become more
resilient
Ideas TED
Watch this TED talk
which explains why surfers are
masters of complicated physics.
The Physics of surfing
TED Talk – Nick Pizzo.
Watch this TED talk in
which neuroscientist Robert Sapolsky asks the question:
How can humans be so compassionate and altruistic -- and also so brutal and violent?
The biology of our best and worst selves
TED Talks – Robert Sapolsky
Complete this course which explores the organic chemistry behind everyday things such as perfume, medicine and sport.
Exploring Everyday Chemistry
University of York (starts 29 th June)
Listen to this radio
programme which
explores all sorts of science-related topics
(including the Coronavirus).
BBC Inside Science
BBC Sounds
Read this article in which evolutionary biologist Barbara Natterson-Horowitz and writer Kathryn Bowers make the case for why parents — animal and human — should remain involved in the lives of their full-grown offspring.
Humans aren't the only ones that help out their adult kids
Ideas TED
Listen to this radio programme in which
Brian Cox meets some celebrity physics enthusiasts, including Alan Alda and Eddie Izzard.
Physics Rocks
BBC Sounds
Listen to this radio programme in which Susan Marling asks why the UK has the lowest proportion of female engineers in Europe.
Britain's Hidden Talent: Women Engineers
BBC Sounds
April 2020
Complete this course,
which aims to demystify the ageing process, and learn how our everyday behaviours are likely to affect our long-term musculoskeletal health.
The science of staying active in old age
The Universities of Leeds, Sheffield and Newcastle
Watch this TED talk which explores the science behind making cookies. Once you have watched this, why not try and make your own?
The chemistry of Cookies
TED Talks – Stephanie Warren
Watch this TED talk
which George Zaidan describes the physics
behind this frustrating phenomenon.
Why is ketchup so hard to pour
TED Talk – George Zaidan
BETTERFUTUREBRIGHTER
in
HOPE
Year 11
Resources to help you prepare for Science, Maths and Engineering A Level – 20 points per box
Read this article from marine scientist Roger Hanlon. In it he explores how the heck
Complete this course which will teach you how to solve encrypted maths
Complete this course and explore the diverse skills and knowledge required
colour-blind cephalopods — octopus, squid and others — achieve such a good colour match when they camouflage (in short: amazing, distributed brains).
Oddballs with high-level intelligence: a Q & A with Roger Hanlon about the amazing octopus www.pixl.org.uk
puzzles, in which numbers are replaced by letters or symbols.
Maths Puzzles: Cryptarithms, Symbologies and Secret Codes Weizmann Institute of Science (starts on 15 th June)
Watch this TED talk
which examines the pharmaceutical industry
and its impact on doctors and the wider medical world.
What doctors don't know about the drugs they prescribe
TED Talk – Ben Goldacre
Watch this TED talk
in which Angelina Arora
shares how a lasting combination of curiosity and strategically applied science could help solve the world's problems.
What creating a toxin-free plastic taught me about problem-solving
TED Talk – Angelina Arora to be a nurse and find out where a career in nursing could take you.
Introduction to Nursing: Bioscience, Psychology, and Sociology University of Leeds Starts 29 th June 2020
Complete this course which is ideal for anyone considering working in residential care homes or nursing. You will also learn about the 6 'Rs' of medicine administration: right patient, right medicine, right route, right dose, right time and resident's right to refuse.
Understand the key principles of medicine administration
University of East Anglia
April 2020
Listen to this radio programme which tackles the big issue of lack of diversity in engineering. In the UK, 91% of jobs in the engineering industry are filled by men and 92% of jobs are filled by white people. So what can we do about it?
BBC Live Wires How can we make UK engineering more diverse?
BBC Sounds
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Office of Disability Integration and Coordination
Washington, DC 20472
Federal Emergency Management Agency U.S. Department of Homeland Security
Language Guidelines for Inclusive Emergency Management
FEMA is committed to emergency management language and practices that are inclusive of people with disabilities and recognizes the power of language in setting the stage for successful whole community efforts.
The table below offers language guidelines when referring to people with disabilities, people who may be disproportionately impacted during a disaster, and other with access and functional needs. These guidelines are based on several basic, key principles:
- Use people-first language; place the emphasis on the individual instead of the disability.
- Use terms consistent with the integration mandate in the Americans with Disabilities Act of 1990 (ADA), which requires public agencies to provide services "in the most integrated setting appropriate to the needs of individuals with disabilities."
- Use language that is respectful and straightforward.
- "Disability" is a legally defined term for a protected class of individuals and remains an appropriate term.
- When referring to "access and functional needs," FEMA is referring to people with and without disabilities who have physical, programmatic, and effective communication accessibility requirements. Meeting disaster survivors' access and functional needs ensures equal access to emergency programs for the whole community.
- Refer to a person's disability only if it is relevant.
- Avoid terms that lead to exclusion (e.g., "special" is associated with "separate" and "segregated" plans and services).
- Avoid terms that are judgmental, negative, or sensational (e.g., special, brave, courageous, dumb, frail, super-human, vulnerable).
- Avoid making assumptions or generalizations about the level of functioning of an individual based on their diagnosis or disability. Individuals are unique and have diverse abilities and characteristics.
- Avoid all forms of certain outdated terms (e.g., "special needs" and "handicap").
- Avoid acronyms (e.g., PWD, AFN, etc.) when referring to people.
Language influences behavior. Inclusive behavior is a powerful ingredient for achieving successful outcomes that are beneficial for the whole community. The meaning behind a message can get lost if inappropriate terminologies are used. As Mark Twain said, "the difference between the almost right word and the right word is really a large matter—it's the difference between the lightning bug and the lightning."
Terminology to Use versus Terminology to Avoid
Preferred Terminology and Examples
Terminology and Examples to Avoid
| People with disabilities | The handicapped; the disabled; the impaired; the challenged |
|---|---|
| Individual or person with a disability | Disabled person; PWD; PAFN |
| Access and functional needs; the access and functional needs of people with or without disabilities; people with disabilities and others with access and functional needs | Special needs; vulnerable; vulnerable populations; AFNs; she’s an AFN |
| Equal access; universal access; universal design; physical access, program access, and effective communication access; reasonable accommodation | Special access; handicapped access; special accommodations; AFN accommodations |
| Disproportionate impact; disproportionately impacted | Vulnerability; vulnerable populations; special populations; at-risk populations |
| Deaf; hard of hearing; hearing loss; sensory disability; deaf-blind | Deaf and dumb; the deaf; deaf mute; hearing impaired |
| Accessible communication; effective communication | Special communication; special needs communication |
| He has a speech disability | He has a speech impairment; speech impediment |
| He is blind; he has low vision | The blind; sight impaired; vision impaired |
| She has a mobility disability | She’s mobility impaired; physically challenged; crippled; an invalid; lame; differently-abled; bedridden; house-bound; shut-in |
| She has… (e.g., multiple sclerosis, cancer, etc.) | Suffers from, afflicted with; stricken with; impaired by |
| He uses a wheelchair; he uses a scooter; he uses a mobility device | Wheelchair bound; confined to a wheelchair; wheelchair person |
| Assistive devices; assistive technology; and durable medical equipment | Handicapped equipment; special devices |
| Power chair; motorized wheelchair; scooter | Electric wheelchair; electric chair; cart |
| She sustained a spinal cord injury; she has paralysis; she is a spinal cord injury survivor; she has paraplegia/quadriplegia/limb loss | She’s paralyzed; she’s a cripple; she’s trapped in her body; her body is lifeless; crippled; useless |
| Prosthesis; prosthetic limb | Fake leg; wooden leg; peg leg |
Preferred Terminology and Examples
Terminology and Examples to Avoid
| He has epilepsy; he has seizures | He has spells or fits |
|---|---|
| She is a little person; she has dwarfism; he is of short stature | She’s a dwarf; she’s a midget |
| She has Down syndrome | She’s Downs; a Down’s kid; mongoloid; retarded |
| He has a learning disability | He is learning disabled; slow; slow learner; dumb |
| A person with an intellectual disability; developmental disability | The mentally retarded; retard; retarded; mental retardation; mentally impaired |
| A women with a cognitive disability; a person with dementia or Alzheimer's Disease | Senile; demented |
| A child with a traumatic brain injury or a person who sustained a head injury | Brain damaged; slow |
| He has autism; He is autistic (this is not people- first language, but it is preferred by many people with autism on the autism spectrum). | Mental; mentally impaired; retarded; dumb |
| She has a mental illness; mental health support; psychiatric disability; she has a diagnosis of schizophrenia or bipolar disorder; uses behavioral health services | Emotionally disturbed; disturbed; crazy; psycho; schizo; insane; manic; manic depression; mental; mental patient; he’s a behavior problem; he needs behavior management; she’s a problem child; he is crazy; they are out of control |
| Congenital disability; sustained a birth injury; acquired at birth | Birth defect; defective |
| Children who receive special education services; children with Individual Education Plans | Special education kid; special needs child; rides the short bus; SPED; he’s special ed; he is special needs |
| Senior; older person; older adult; or older adult with a disability | The frail; elderly; the elderly |
| Accessible bathroom; accessible parking; accessible housing; accessible transportation | Handicapped bathrooms; handicapped parking; special needs housing; special housing; special transportation |
| Medical needs; acute medical needs; health care needs | Special Medical Needs |
| She requires support or assistance | She has a problem with… |
| Planning with people with disabilities; disability inclusive planning | Planning for the disabled |
Preferred Terminology and Examples
Terminology and Examples to Avoid
| Whole community planning; inclusive planning; integrated planning | Special needs planning; special plans; special needs annex |
|---|---|
| Universal cot; accessible cot | ADA cot; special needs cot; special medical cot |
| Personal assistance services; personal care assistance for children, youth, and adults; caregiver (more appropriate with children) | Patient care, caregiver (for an adult); carer; takes care of |
| Functional needs support services in a general population shelter; accessible shelter; universal shelter | Special needs shelter; special shelter; special functional needs shelter |
| Medical Shelter | Special Medical Shelter |
| Person who receives or utilizes disability services | Client; patient (unless referring to the acute care services of a nurse or doctor); consumer; burden; welfare case |
Resources for Inclusive Language and Inclusive Emergency Management
- FEMA disability-related topic webpage: http://www.fema.gov/disability.
- FEMA Office of Disability Integration and Coordination webpage: http://www.fema.gov/office-disability-integration-and-coordination.
- "Language Is More than a Trivial Concern" by June Isaacson Kailes: http://www.jik.com/language%20FINAL-L-12.27.10.pdf.
- "Moving beyond 'Special Needs': A Function Based Framework for Emergency Management and Planning" by Alexandra Enders and June Isaacson Kailes: http://www.jik.com/HHS%20Special%20Needs%20_2_.pdf.
- U.S. Department of Justice Revisions to ADA Requirements – Effective Communication: http://www.ada.gov/effective-comm.htm.
- People First Language webpage by the Nebraska Statewide Independent Living Council (NESILC): http://www.nesilc.org/personfirst.html.
- Directive Number: 065-01: Nondiscrimination for Individuals with Disabilities in DHSConducted Programs and Activities (Non-Employment): http://www.dhs.gov/sites/default/files/publications/dhs-management-directivedisability-access_0.pdf.
- U.S. Department of Homeland Security (DHS) video: "Our Commitment to Implementing Section 504 of the Rehabilitation Act across DHS:" https://www.dhs.gov/ourcommitment-implementing-section-504-rehabilitation-act-across-dhs.
- "A Guide to Interacting with People who Have Disabilities: A Resource Guide for DHS Personnel, Contractors, and Grantees from the Office of Civil Rights and Civil Liberties" http://www.dhs.gov/sites/default/files/publications/guide-interacting-with-peoplewho-have-disabilties_09-26-13.pdf.
- DHS "Tips for Effectively Communicating with Protected Populations during Preparedness, Response, and Recovery" webpage: http://www.dhs.gov/publication/tips-effectively-communicating-protected-populationsduring-preparedness-response-and.
- "Don't Call Me Special" on Curbcut.net: http://curbcut.net/advocacy/dont-call-mespecial/. | <urn:uuid:c5bd0757-5b95-4228-8efe-43d4f1d93881> | CC-MAIN-2023-06 | https://thefrewgroup.com/wp-content/uploads/2019/06/Language_Guidelines_Inclusive_Emergency_Management_2017_06_15.pdf | 2023-02-03T20:50:19+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500074.73/warc/CC-MAIN-20230203185547-20230203215547-00017.warc.gz | 580,907,159 | 2,059 | eng_Latn | eng_Latn | 0.929212 | eng_Latn | 0.978848 | [
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Results based on 2681 survey(s).
Note: Survey responses are based upon the number of individuals that responded to the specific question.
1 What grade are you in?
2
Gender
3 How would you rate your technology skills compared to other students in your class?
4 Which of these mobile devices do you have for your own use (but not provided to you by your school)? (Check all that apply)
5 When you are at home or where you live most of the time, how do you usually get online to do homework or get class or school information? (Check all that apply)
(c) Project Tomorrow, 2019
6
What prevents you from using technology at your school? (Check all that apply)
7 Which of these are true for you most of the time when you are at school? (Check all that apply)
(c) Project Tomorrow, 2019
8 How do you use mobile devices (smartphones, laptops, tablets, Chromebooks) to help you with schoolwork or studying? Check all that apply.
9 Which of these statements are true for you about your experiences in school? (Check all that apply)
(c) Project Tomorrow, 2019
10 How often do you use any of these types of digital content, tools and resources in your classroom to support learning? Augmented or virtual reality environments
(c) Project Tomorrow, 2019
Daily or almost daily
(c) Project Tomorrow, 2019
170
8%
8%
12%
(c) Project Tomorrow, 2019
Software/apps to help students develop skills (like reading, writing, math, foreign language)
(c) Project Tomorrow, 2019
Daily or almost daily
At least once a week
At least once a month
A few times a year
Do not have access to these tools
Virtual labs
Response
Daily or almost daily
At least once a week
At least once a month
A few times a year
Do not have access to these tools
Web-based conferencing and online meeting tools
Response
Daily or almost daily
At least once a week
At least once a month
A few times a year
417
619
612
461
301
# of
Responses
93
236
498
557
879
# of
Responses
155
234
370
518
17%
26%
25%
19%
12%
%
Responses
4%
10%
22%
25%
39%
%
Responses
7%
10%
16%
22%
20%
25%
23%
18%
13%
State %
5%
11%
24%
24%
36%
State %
7%
10%
15%
19%
23%
24%
22%
16%
15%
National
%
7%
13%
22%
20%
38%
National
%
8%
12%
15%
17%
Do not have access to these tools
1090
46%
48%
47%
11 Imagine you are designing your dream school. Which of these tools would have the greatest positive impact on your learning? (Check all that apply)
(c) Project Tomorrow, 2019
12 Check the box if you agree with these statements. As a result of using technology, I am...
13 What is your level of interest today in a future job or career in any of these fields? Engineering
(c) Project Tomorrow, 2019
Not interested
774
33%
37%
37%
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 10 of
Some schools are providing classes or programs for students to learn about different forms of
15
computer programming or "coding." How interested are you in learning about computer programming or coding?
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 11 of
If your community offered a special program outside of school time (such as after school, on a
17 Saturday or during the summer) to help students learn more about STEAM (science, technology, engineering, arts or math) topics, how interested would you be in participating in that type of a program?
18 What types of STEAM activities would make this type of program most interesting for you? (Check all that apply)
19 How often do you use these social media tools or online activities in your free time (not for schoolwork)? Facebook
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 12 of
Instagram
Response
State %
Never
Rarely
Sometimes
Often
All of the time
Snapchat
Response
Never
Rarely
Sometimes
Often
All of the time
# of
%
National
Responses
816
137
188
437
714
# of
Responses
982
167
184
300
642
Responses
36%
6%
8%
19%
31%
%
Responses
43%
7%
8%
13%
28%
38%
6%
9%
18%
29%
State %
40%
7%
8%
13%
32%
%
32%
7%
10%
17%
35%
National
%
34%
8%
10%
14%
35%
Twitter
YouTube
Response
State %
Never
Rarely
Sometimes
Often
# of
%
National
Responses
60
94
307
593
Responses
3%
4%
13%
26%
3%
4%
11%
25%
All of the time
1269
55%
58%
21 How often do you engage in the following activities because you want to learn a skill or know more about something educational that interests you (but not just because it was an assignment or homework)?
Find experts online to answer my questions
Response
Never
Rarely
Sometimes
Often
(c) Project Tomorrow, 2019
# of
Responses
1162
490
379
100
%
Responses
54%
23%
17%
5%
State %
55%
21%
17%
5%
%
2%
3%
9%
22%
64%
National
%
51%
21%
18%
6%
Page 13 of
Data as of 3/13/19
All of the time
38
2%
2%
3%
Play an online game or augmented/virtual simulation activity
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 14 of
All of the time
Use online writing tools to improve my writing
Response
Never
Rarely
Sometimes
Often
All of the time
Use social media to identify people who share my interests
Response
Never
Rarely
Sometimes
Often
48
# of
Responses
781
444
505
240
114
# of
Responses
1014
371
427
221
2%
%
Responses
37%
21%
24%
11%
5%
%
Responses
47%
17%
20%
10%
3%
State %
41%
21%
21%
11%
5%
State %
48%
17%
18%
11%
All of the time
114
5%
7%
4%
National
%
41%
21%
21%
11%
6%
National
%
43%
17%
19%
12%
9%
Use social media to learn what others are doing or thinking about a topic that interests me
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 15 of
22 We are interested in your experiences with YouTube specifically. Read these statements and check the ones that are true for you.
23 Which of these statements are true for you about your experiences outside of school? (Check all that apply)
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 16 of
24 Since school started this year, check all of the places where you have used the Internet to do homework or schoolwork assignments?
25 As you know not everyone uses technology or the Internet appropriately. Which of the following have you or other students at your school or in your community experienced? (Check all that apply)
(c) Project Tomorrow, 2019
Data as of 3/13/19
Page 17 of
26 How would you rate your digital citizenship skills compared to other students in your class or school?
27 How much do you agree with this statement: Administrators and teachers at our school are interested in listening to and acting upon ideas from students about how to improve school and our education.
28 Are you participating in any of these programs at your school this year? (Check all that apply)
%
(c) Project Tomorrow, 2019
Data as of 3/13/19
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The West Cumberland Utility District has exceeded the maximum contaminant level for Lead.
During our last Lead & Copper sampling the 90 th percentile action level for lead was exceeded. West Cumberland Utility is educating the customers that received these high levels on ways to reduce the exposure to lead in their water. The lead came from the customers service line and is not in the water system.
We are currently engaged in steps to identify the source of lead in the drinking water. We encourage residents of this location to take extra precautions with the drinking water until this issue is resolved.
WCUD is taking the following steps to mitigate the high lead levels sampled: resampling to isolate where the greatest exposure risks are, service lines from our main lines to the customers meter have been replaced and we are working to identify the consumers service lines for lead through the lead service line inventory.
We are currently engaged in steps to identify the source of lead in the drinking water. We encourage residents of this location to take extra precautions with the drinking water until this issue is resolved.
The results of the most recent testing period has shown that at least 10% of tested connections have experienced lead levels of at least 0.0479 mg/L.
The MCLG, or maximum contaminant level goal for lead is zero mg/L. It is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety. The action level for lead is 0.015 mg/L. It is the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
Lead is a common metal found in the environment. Although most lead exposure occurs when people eat paint chips and inhale dust, or from contaminated soil, the EPA estimates that 10 to 20 percent of human exposure to lead may come from lead in drinking water. Lead is rarely found in source water, but enters tap water through corrosion of plumbing materials. Homes built before 1986 are more likely to have lead pipes, fixtures and solder. However, new homes are also at risk: even legally designated "Lead-Free" plumbing may contain up to 8 percent lead. The most common source is brass and chrome-plated brass faucets and fixtures which can leach significant amount of lead into water, especially hot water.
Exposure to lead in drinking water can cause serious health effects in all age groups. Infants and children can have decreases in IQ and attention span. Lead exposure can lead to new learning and behavior problems or exacerbate existing learning and behavior problems. The children of women who are exposed to lead before or during pregnancy can have increased risk of these adverse health effects. Adults can have increased risks of heart disease, high blood pressure, kidney, or nervous system problems.
The following are ways customers can reduce their exposure to lead in drinking water:
(I) Run your water to flush out lead. If it hasn't been used for several hours, run water for 15-30 seconds, or until it becomes cold, or until it reaches a steady temperature before using it for drinking or cooking. Flushing removes water containing lead from the plumbing lines.
(II) Do not cook with or drink water from the hot water tap. Lead dissolves more easily into heated water. Boiling water does not reduce lead. Use cold flushed water for cooking and preparing baby formula.
(III) Look for alternative sources or treatment of water. You may want to consider purchasing bottled water or a water filter. Read the packaging to ensure the filter is approved to reduce lead or contact NSF International at 800-NSF-2010 or www.nsf.org for more information on performance standards for water filters.
(IV) Test your water for lead.
(V) Get your child tested. Visit the Tennessee Department of Health to learn more about children and lead, or contact your healthcare provider to find out how you can get your child tested for lead if you concerned about lead exposure. http://www.tn.gov/health/article/lead
(VI) Identify your plumbing fixtures containing lead. New brass faucets, fittings, and valves, even those advertised as "Lead-Free" may contribute lead to drinking water. Tennessee law currently restricts the sale of plumbing fixtures not considered to be "lead-free."
For more information on reducing lead exposure around your home/building and the health effects of lead, visit EPA's Web site at www.epa.gov/lead, contact your health care provider, or reach out to the State of Tennessee Department of Environment and Conservation by e-mailing: email@example.com ATTN: Lead and Copper in Drinking Water.
Your local water utility can be reached at (931) 277-5376.
PWS Name
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6
KQ editorial board liaison COLUMN
This issue of Knowledge Quest explores ways that our fellow superhero school librarians are forming powerful collaborative relationships.
School Librarians Are Collaboration Superheroes
Melissa E. Gardner
|firstname.lastname@example.org
I grew up in the mid 1970s and early 1980s, the heyday of Saturday morning cartoons. As a child each weekend I would look forward to sitting down in front of the TV with my bowl of cereal to watch my favorite cartoons. One of my all-time favorite cartoon series was Super Friends. Super Friends was created by Hanna-Barbera Studios and was based on the DC Comics' Justice League comic books. The show starred Superman, Batman and Robin, Wonder Woman, and Aquaman, and it often featured other DC Justice League superheroes as guest stars. Although each superhero was a star in his or her own right, together they could defeat any evil and solve any problem set before them. Each had his or her special power and weakness, but they were stronger together than any individual member.
that our powers are truly realized. In AASL's National School Library Standards, the Collaborate Shared Foundation is defined as "work[ing] effectively with others to broaden perspectives and work[ing] toward common goals" (2018). This issue of Knowledge Quest explores ways that our fellow superhero school librarians are forming powerful col laborative relationships.
Like the Super Friends, school librarians are powerful and have skills that other educators may not have, such as specialized training in research and locating and using resources. We are skilled educators in our own right. However, it is when we join forces—collaborate—with other educators, learners, parents, and administrators
Each grade-level inquiry unit demonstrates the power of collaboration among the various educators and among the learners.
Mary Catherine Coleman, this issue's content expert, shares how school librarians can be leaders in profes sional development in their schools. Her article, "School Librarians Take the Lead Collaborating on Professional Development," describes how she and her school library department, made up of cross-divisional teachers, col laborated with her school's administrators to create a professional development day for the teachers in her school. She offers many great suggestions and resources for school librarians to use in planning professional development with and for their teachers and staff.
In "Collaborating to Transform Teaching and Learning," Kathryn Roots Lewis and her research partners describe a collaboration between educators and school librarians involving Guided Inquiry Design (GID). They integrated GID with making to create a school climate in which collaboration, learner choice, and learner voice are encouraged. This research project was part of a three-year Institute of Museum and Library Services National Leadership Grant for Libraries. The grant included an elementary, middle, and high school in the Norman Public Schools district. School librarians and teachers collaborated to combine the GID inquiry method with
Knowledge Quest
|
School Librarians Take the Lead Collaborating on Professional Development
It is when we collaborate with others—parents, learners, teachers, administrators, other librarians, etc.—that we become even more powerful.
making in the school curriculum. With the assistance of the school librarian, classroom teachers, a gifted resource teacher, and a reading specialist first-grade learners utilized inquiry circles to research and share what they discovered about animal adaptations and survival. Middle school learners used digital inquiry journals as they answered their questions about littering's effect on the environment and ways to reduce waste. The high school librarian and Algebra II teachers collaborated on a unit dealing with parabolas. Each grade-level inquiry unit demonstrates the power of collaboration among the various educators and among the learners.
Jennifer Sutton and Mariela Siegert outline how they brought multiple local middle schools and the high school together for a mini Comic Con. Their article, "Making the Comic-Con Connection: Using Student Interests to Foster Unique Opportunities for Collaboration," describes how they collaborated with other librarians, administrators, and the community to make it happen. They discuss the early beginnings of their mini Comic Con and how collaborations with various educators, administrators, and other stakeholders have helped it to grow into a vital program for the district's learners.
In "The Zine Project" Jillian Ehlers describes the col laborative lessons she learned during a case study at the Metropolitan Expeditionary Learning School. The case study involved learners researching and creating a zine (a short, self-published work) to demonstrate their learning. Learners selected and researched an issue in their community and then proposed a solution to solve the issue. They created a zine to share their issue and solution with the community. Jillian provides tips for how school librarians can work with other educators on this type of project.
School librarians are skilled educators. Many of us hold bachelor's, Master's, or even doctoral degrees in subjects in addition to our library science degrees. It is when we collaborate with others—parents, learners, teachers, administrators, other librarians, etc.—that we become even more powerful. Like the superheroes from my Saturday morning cartoons, we are effective on our own, but the possibilities when we collaborate with others are limitless.
Melissa Gardner is the school librarian at Campbell County Middle School in Alexandria, Kentucky. She is a member of AASL and is currently a member of the Knowledge Quest Editorial Board and the AASL Practice Committee. She also serves as the constitution/handbook chair for the Kentucky Association of School Librarians (KASL) and is a past-president of KASL. In 2017 she was awarded KASL's Barby Hardy Lifetime Achievement Award.
Work Cited:
AASL. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.
Volume 49, No. 2 November/December 2020
|
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PURPOSE OF THIS HANDBOOK
Every year Maryland school systems suspend thousands of students, many of whom have disabilities. When students are suspended they lose instructional time and their learning is interrupted. The shared goal of educators and families should be to keep students in school and learning. For students with disabilities, challenging behavior may interfere with that goal. How a school chooses to respond to behavior is critical, since responses such as suspension, expulsion, exclusion, seclusion and restraint are severe disciplinary consequences that can have a lasting impact on a student.
This handbook is intended to provide parents, 1 guardians, caregivers and advocates with basic information about the disciplinary procedures in Maryland's public schools, the rights of students facing disciplinary removal, and the special protections under the law for students with disabilities who are disciplined.
This handbook also includes information on seclusion, exclusion and restraint in schools. Further, it discusses some of the preventative measures that schools can use instead of suspensions, expulsions, restraint or seclusion. Finally, this handbook addresses some basic information about school-based referrals to the juvenile justice system and exclusion from school due to certain arrests that occur in the community, sometimes referred to as "reportable offenses."
It is important that you obtain and review your local school system policies, as each school district may implement disciplinary procedures in a slightly different way. These policies can be found on a school system's website. If you do not have access to a computer, ask your school for a copy of discipline policies and procedures and the student handbook.
We hope that this handbook will assist you in preparing for meetings and conferences with the school system and in advocating effectively for your child.
This handbook is not a substitute for the advice of a competent attorney or advocate.
1 Throughout this handbook, the use of the term "parent" is used broadly and is intended to include guardians and caregivers.
TABLE OF CONTENTS
WHY DOES SCHOOL DISCIPLINE MATTER?
The decision by school systems or individual school administrators to use out-ofschool disciplinary measures is serious, since these responses can impact the wellbeing of a student. Students who face out-of-school discipline, such as suspension and expulsion, are at-risk for poor academic performance, being held back, and school drop-out. Students who spend more time out of school also have an increased likelihood of becoming involved with the juvenile justice system, 2 which can result in an increased likelihood of involvement in the adult criminal system, among other negative outcomes. 3 Unfortunately, students with disabilities and minority students are more likely to be suspended and expelled. 4
The Maryland State Board of Education recognizes that students need access to teachers, peers and instruction in order to develop and learn, and that the use of out-of-school discipline practices can be harmful to a student. In 2014, in an effort to address concerns about disciplinary practices that exclude students, the Board implemented changes to the State's discipline regulations. The changes to the regulations reflect a focus on discipline policies that encourage and teach positive behavior and keep students in school whenever possible. The Board stated that policies that automatically result in suspension and expulsion without discretion, such as "zero tolerance" policies, are inappropriate, and that exclusionary discipline practices should only be used as a last resort. 5 The 2014 discipline regulations are an important step towards creating a more positive school environment and keeping students in school and learning. 6
2 Advancement Project, Test, Punish, and Pushout: How "Zero-Tolerance" and High-Stakes Testing Funnel Youth into the "School-to-Prison Pipeline," 2010; American Psychological Association Zero Tolerance Task Force, Are Zero Tolerance Policies Effective in Schools? An Evidentiary Review and Recommendations, American Psychologist Dec. 2008.
3 Uberto Gatti, et al., Latrogenic Effect of Juvenile Justice, Journal of Child Psychology and Psychiatry 50:8, 2009.
4 Center for Civil Rights Remedies, A Summary of New Research, Closing the School Discipline Gap: Research to Practice, 2013, http://civilrightsproject.ucla.edu/events/2013/summary-of-new-research-closing-the-schooldiscipline-gap-research-to-policy/Research_Summary_Closing_the_School_Discipline_Gap.pdf.
5 School Discipline and Academic Success: Related Parts of Maryland's Education Reform, Report of the Maryland State Board of Education, July 2012, http://archives.marylandpublicschools.org/NR/rdonlyres/42ED8EDA-AF344058-B275-03189163882D/32853/SchoolDisciplineandAcademicSuccessReportFinalJuly2.pdf.
6 The state discipline regulations, and other state education regulations, are found in the Code of Maryland Regulations (COMAR). A copy of the discipline regulations can be found on page 32.
SUSPENSION AND EXPULSION
A school administrator should only recommend removing a student from school as a last resort. In most instances in which the behavior was not violent or dangerous, out-of-school suspension should not be used. Only the most serious behaviors that either create a safety risk or significantly disrupt the learning environment may warrant a referral for out-of-school suspension or expulsion. Students in prekindergarten through 2 nd grade may not be suspended or expelled except under very limited exceptions. It is also important to know that out-of-school suspension cannot be used for attendance-related behavior such as cutting class, truancy or lateness. 7 In addition, a student can only be removed from his regular school program by formal "suspension" or "expulsion." It is illegal to send a student home or ask a parent to pick the student up for disciplinary reasons without following the formal disciplinary procedures. Most school systems now have a level system of responses to behavior that is based on the seriousness of the behavior. It is important to review your school system's student code of conduct to understand the different category of offenses and to understand your child's rights. If you do not have a copy of the student handbook, it can be found on the school system's website or you can request a copy.
Students with disabilities may be subjected to in-school and out-of-school suspensions just like non-disabled students; however, special rules apply when students with disabilities are removed for more than 10 school days. See "Special Protections for Students with Disabilities" on page 11 for more information.
In-School Suspension
An "in-school suspension" is the removal of a student from his regular education program for 10 or fewer school days in a school year, while the student remains within the school building. In-school suspension is different from a short-term or long-term suspension because the student is not removed from the school building.
A removal from the classroom is not always considered an in-school suspension. A removal will not constitute a day of suspension if the student is afforded the opportunity to:
7 See Md. Code Ann, Educ. § 7-305(b)(1).
- Progress in the curriculum;
- Receive instruction similar to what is provided in the regular classroom; and
- Participate with peers as the student would in his current education program.
Before an in-school suspension takes place, the student must be informed of the reasons for the suspension and be given an opportunity to respond. The principal should provide the student's parents with written notification of the in-school suspension. If a student receives 10 days of in-school suspension within one school year, the principal should meet with the parents and the student.
Out-of-school Suspensions for 10 School Days or Fewer What Is a Short-term Suspension?
A "short-term suspension" is the removal of a student from school by the principal for 1-3 school days for disciplinary reasons.
What Is a Long-term Suspension?
A "long-term suspension" means the removal of a student from school by the principal for 4-10 school days for disciplinary reasons.
Exception for students in prekindergarten through 2 nd grade: As of July 1, 2017, students in prekindergarten to 2 nd grade may not be suspended or expelled except under very limited exceptions. Under the exceptions, a student in these grades can be expelled if he or she brings a firearm to school or can be suspended up to 5 school days if the school administrator in consultation with a school psychologist or other mental health professional determines that there is an imminent threat of serious harm to other students or staff that cannot be reduced or eliminated through interventions and supports.
Procedures for Suspensions that Are 10 School Days or Fewer
When a school administrator suspends a student for 10 school days or fewer, the student and the student's parent must promptly be given a conference with the principal and any other appropriate personnel during the suspension period. The principal must make every effort to schedule the conference promptly.
Either before or at the conference, the student should be told orally or in writing what the charges are against him. If the student denies the charges, the principal or vice-principal must provide an explanation of the school's supporting evidence and allow the student an opportunity to present his side of the story.
A student may be removed from school immediately (without a conference) if he poses a continuing danger to persons or property or an ongoing threat of disruption. In that situation, the notice and conference must be provided as soon as possible.
Often the principal or vice-principal asks the student to write a statement about the incident. This statement will be used as evidence against the student at the parent conference and other suspension hearings. Statements made by the student to school personnel could also be used in criminal or delinquency proceedings.
Preparing for a Suspension Conference
It is very important for you and your child to attend the suspension conference with the school administrator. To prepare for the conference, you should take with you any evidence or information that supports a determination that your child should not be suspended for additional days, including any evidence that may exist that he did not do the behavior he is accused of doing. In order to make your arguments as to why your child should not be suspended for additional days, it may be helpful to consider the following questions when preparing for this conference:
- Is this your child's first incident?
- How old is your child? Is he old enough or mature enough to understand what he did wrong and the consequence?
- How are your child's grades? Are the grades strong or is he struggling?
- Is your child receiving services outside of the school system, such as counseling or mentoring to address behavior issues or concerns?
- Does your child have a disability or do you suspect that your child has a disability that is impacting his behavior in school?
- What does the student code of conduct say about the behavior? Were any interventions or strategies, other than suspension, tried to address the behavior?
These questions are important to consider so that you can determine whether suspension was an appropriate response to the behavior and whether the school should consider other strategies and supports to address the behavior. For example, a kindergartener who was having a temper tantrum should not be suspended out-of-school in response to the behavior. Instead the school system needs to consider other more effective and age-appropriate ways to support the student.
Appealing a Suspension of 10 School Days or Fewer
State law does not require that a school system provide the right to appeal a suspension of 10 days or fewer. However, if you believe that such a suspension was unwarranted or that there were factors that were not considered, your school system may have a procedure in place to appeal. If the district does not have a procedure in place, you can send a letter to the principal stating your objections and that you wish to appeal. Include reasons for your appeal, such as that your child denies the allegations, or that there are other circumstances that should be considered, such as your child's disability.
A Student's Rights During a Short-term or Long-term Suspension
During a suspension, a student may not be on school property or attend schoolrelated or school-sponsored activities.
However, during a short-term suspension (1-3 school days), the student will have the opportunity to complete the schoolwork he missed while out without any penalty. The school must provide the student and his parent with the name of a school employee who will ensure the student has access to the academic work.
Students suspended for four school days or more, including a "long-term" suspension, are entitled to receive daily schoolwork and assignments from each of his teachers, which must be reviewed and corrected on a weekly basis. The principal is required to assign a school staff person to communicate weekly with the student and his parents via phone or email about the school work.
Students with disabilities suspended for 10 school days or fewer are treated the same as other students. They are entitled to the same opportunity to make up assignments and receive daily schoolwork.
School Removals for More than 10 School Days
What Is an Extended Suspension?
An "extended suspension" is the exclusion of a student from school for a time period between 11 and 45 school days. An extended suspension may only be implemented when the school principal recommends it, and the superintendent, or the superintendent's designee, determines one of the following:
(1) The student's return to school prior to the completion of the suspension period would pose an imminent threat of serious harm to other students and staff; or
(2) The student has engaged in chronic and extreme disruption of the educational process that has created a substantial barrier to learning for other students across the school day, and other available and appropriate behavioral and disciplinary interventions have been exhausted. 8
It is important to note that this new definition of extended suspension sets a very high standard for justifying an out-of-school suspension of 11 to 45 school days. This means that the school system cannot exclude a student unless the facts support a finding that (1) an imminent threat of serious harm would exist if the student returned to school; or (2) there was chronic and extreme disruption that impacted the learning environment. It is important for parents to understand this new standard and to argue the facts of the incident as it relates to these requirements.
8 See COMAR 13A.08.01.11 (B)(3).
For example, was the student engaged in dangerous behavior? Is there reason to believe that returning him to school would pose "an imminent threat of harm"? Has the student's behavior been chronic or ongoing? Did the behavior create "extreme disruption"? If the answer is no to these questions then the student cannot be subjected to an extended suspension and removed from his regular academic program for more than 10 school days. However, the behavior may justify other consequences and require other appropriate responses.
What Is an Expulsion?
An "expulsion" is the exclusion of the student from the student's regular school program for 45 school days or longer, which may occur only under the following circumstances:
(1) The superintendent or designated representative has determined that the student's return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students or staff;
(2) The superintendent or designated representative limits the duration of the exclusion to the shortest period practicable; and
(3) The school system provides the excluded student with comparable educational services and appropriate behavioral support services to promote successful return to the student's regular academic program. 9
This new definition of "expulsion" likewise sets a very high bar for excluding a student for 45 school days or longer. Such an exclusion can only take place if returning the student to school would "pose an imminent threat of serious harm." Under this new definition of expulsion, behavior such as "chronic disruption" does not rise to the level of an expulsion. Parents should carefully note the charges discussed at the expulsion conference. If the school administrator is saying that the student is consistently disrupting the classroom, but does not list safety concerns for other students and staff, then an expulsion is not appropriate.
Process for Removal for More than 10 School Days
A school cannot make the decision to suspend or expel a student for more than 10 school days without the approval of a school system superintendent or the
9 See COMAR 13A.08.01.11 (B)(2).
superintendent's representative or designee. The principal of the school may send a request to the superintendent to suspend for more than 10 school days. The superintendent's designee is required to conduct a thorough investigation of the matter. If the designee finds that the suspension or expulsion may be warranted, he will hold a conference with the student, parents, and school representatives.
The investigation and the conference with the superintendent's designee must be completed by the 10 th school day of the initial suspension. If the designee needs additional time, he must inform the parents and return the student to school on the 11 th day. The only time that a student is not allowed to return on the 11 th day following the initial suspension is if the designee determines that the student's return to school would pose an imminent threat of serious harm to other students and staff.
At the conference, the designee will review all the evidence, including the school's statement of the incident and any witness statements. The parent or student may present any relevant evidence to the designee, including letters or statements from other students or teachers who observed the incident and letters about the student from community members, religious leaders or mental health workers. Parents can present information and facts to support a determination that the student should not be excluded from school. The student should also be given an opportunity to tell his side of the story. Based on the facts, it may be appropriate to argue that the behavior does not meet the very high standard set forth in the new regulations (the imminent danger standard or chronic disruption standard), and therefore the student should be returned to school.
After the presentation of all the evidence, the designee will decide whether an extended suspension or expulsion is warranted and the length of time the student will be out of school. Sometimes the designee will decide that the student must meet certain requirements prior to returning to school.
Preparing for the Conference with the Superintendent's Designee
It is very important that you prepare for the meeting with the superintendent's designee because this person will decide if your child will be excluded from his school program and for how long. You may bring legal representation or an advocate to this conference in order to ensure that your child's rights are protected
and that the best argument is made as to why your child should not be suspended or expelled.
Before the conference, the school will provide a packet of information (sometimes called the "suspension packet") to the superintendent. You are entitled to review this packet. It is a good idea to request a copy of the "suspension packet" before the conference. If you are unable to obtain a copy before the conference, you should advise the office of the designee that you plan to arrive early to review it before the conference. Prior to the meeting, you can also request copies of all school policies that apply to suspension procedures and about the particular offense. This information may also be found in the student code of conduct.
It may be helpful to try and obtain statements from witnesses, teachers, mental health workers, or your child's employer attesting to either the facts of the incident or your child's good character. Take copies of these statements to the conference. Make sure to keep copies for your records.
The designee will lead the conference, and a representative of your child's school, will most likely present a case supporting the request for an extended suspension or expulsion.
Appealing an Extended Suspension or Expulsion
To appeal an extended suspension or expulsion, you must write a letter to the local school board or to the person who held the "designee's conference" within 10 calendar days of the extended suspension or expulsion determination. This letter of appeal must be either mailed or hand delivered. Check your local school system policies and procedures for the exact process and address. Keep a copy of your appeal letter.
The school board has 45 calendar days from the date the appeal was received to hold a hearing and issue a decision. You may ask for additional time to prepare for the hearing. If the local school board believes it needs additional time to hold the hearing, it must ask the State Superintendent for permission for an extension.
Unless you ask for a public hearing, the hearing will be private. Only people who the school board considers necessary or desirable to have at the hearing will be allowed to attend.
You and your child will be provided with a list of the witnesses the school system will call to testify at the hearing, as well as any documents the school system intends to use. You also have the right to bring witnesses. You may be represented by an attorney. The school system will not provide an attorney for you. You should consider having an attorney if you are appealing a longer suspension or expulsion. See "Legal Resources" on page 30 for possible attorney resources.
It is important to know that during the appeals process, the decision about the student's suspension or expulsion status stands. For example, a student who has been expelled will remain expelled until the board has issued its decision.
A Student's Rights During Removals Greater than 10 School Days
During long term suspensions, extended suspensions, and expulsions, a student should receive daily schoolwork from each of his teachers, which must be reviewed and corrected on a weekly basis. Principals are required to assign a school staff person to stay in contact with the family and communicate weekly with the student and his parents via phone or email about the school work. This is a new provision from regulations adopted in 2014. 10 The goal is to ensure that students are not falling behind and at risk of failing due to the disciplinary removal. There are additional rights to educational services for students with disabilities who are suspended or expelled. See "Special Protections for Students with Disabilities" on page 11 for more information.
WHEN STUDENTS ARE SENT HOME WITHOUT A FORMAL SUSPENSION
Sometimes school administrators will send a student home before the school day ends or ask the student's parent to keep the student home because of challenging
10 See COMAR 13A.08.01.11(F).
behavior in school. Unless there is a formal suspension, this is an illegal exclusion from school. Under no circumstances is this allowed.
When an administrator asks a parent to pick a child up from school or keep her home because of a behavior, it is a suspension. The school must send home formal suspension papers that tell the parent why the student was suspended and for how long. Parents often think that it is better to have an informal or undocumented suspension because it does not show up on the student's record. However, insisting on formal suspension paperwork protects a student's due process rights and documents the number of days that student has missed instruction for behaviorrelated incidents. This is especially important for students with disabilities, who have additional rights after the 10 th day of suspension.
If a school administrator sends your child home without formal paperwork, contact the school and ask if your child has been suspended. Request that formal suspension paperwork be sent home to you. If the school is regularly sending your child home, you may request a meeting with a school administrator. If your child has an IEP or Section 504 plan, you should request a meeting with the IEP or Section 504 team to discuss the behavior concerns and consider additional supports for your child.
SPECIAL PROTECTIONS FOR STUDENTS WITH DISABILITIES
There are two federal laws that provide protections and rights to students with disabilities: the Individuals with Disabilities Education Act (IDEA) 11 and Section 504 of the Rehabilitation Act (Section 504). 12 Under these laws, students with disabilities may qualify for certain services, supports and protections to help them be successful. Some students with a disability may qualify for special education and related services under the IDEA. These services are outlined in a document called an IEP. Other students with disabilities may need accommodations and supports
11 The federal special education law is called the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400, et seq., 34 C.F.R. Part 300. The regulations for Maryland's special education laws can be found in the Code of Maryland Regulations (COMAR), Title 13A.05 and 13A.08.
12 Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104.
which are described in a document called a Section 504 plan. Although this handbook does not go into detail about the special education and Section 504 procedures and due process rights, it is important to understand that students with disabilities have special protections when they exhibit behavior related to their disabilities. 13
Both federal and state law recognize that a student's behavior can be caused by, or have a direct relationship to, a student's disability. A student's disability may impact communication, decision-making, emotional regulation, social skills, and many other areas of functioning. A student's disability can impact how he navigates the school environment, including academic demands and social interactions.
Although the focus should be on supporting students with disabilities and providing positive behavior interventions and supports, there are times when the school system may seek to suspend a student for more than 10 school days due to alleged misconduct.
Determining "Manifestation"
When a school system suspends a student with an IEP or a Section 504 plan (or a student who is "thought to be eligible" 14 for an IEP or Section 504 plan) for more than 10 consecutive school days, the IEP or Section 504 team must meet within 10 school days from the date of the suspension for a "manifestation meeting." This meeting must take place before the conference with the superintendent's designee as described above. At the manifestation meeting, the IEP or Section 504 team will determine whether the student's conduct for which he is being proposed for an extended suspension or expulsion was a "manifestation" of his disability—in other words, whether the behavior was related to the student's disability. If the behavior was related to the disability, the student will be permitted to return to school, unless the incident involved guns, drugs or serious bodily injury.
13 For more information about IEPs and Section 504 plans, see the publications page on DRM's website: http://www.disabilityrightsmd.org/publications-2/.
14 Students are "thought to be eligible" if they have not yet been identified as a student with a disability but 1) a parent has expressed concern about the need for special education or related services in writing to school staff; or 2) the parent has requested an evaluation to determine eligibility; or 3) school staff have expressed concerns about a pattern of behavior to the director of special education or other supervisory staff. See COMAR 13A.08.03.10.
When there is a series of suspensions that add up to more than 10 school days in a school year, the IEP or Section 504 team must meet to determine whether the suspensions constitute a "change in placement." The team will consider whether each removal is for similar behavior, the length of each removal, the total amount of time the student is removed, and the amount of time between each suspension. 15 If the team finds that the series of suspensions is a change in placement, it must make a manifestation determination as described above. In practice, most Maryland districts will hold a manifestation meeting after 10 cumulative days of suspension in one school year.
What Happens at the Manifestation Meeting?
As with all IEP or Section 504 team meetings, parents have the right to, and should, participate in the manifestation meeting. Parents may not receive much notice about the meeting, but they should work with their school to find a mutually agreeable time.
In order to determine whether a student's behavior was a "manifestation" of his disability, the team must consider information the parents provide, teacher observations of the child, the behavior intervention plan (if there is one), and the IEP or Section 504 plan, as well as any other relevant information. If the student has professionals who work with him outside of school, such as a psychologist or social worker, parents may bring them to this meeting, ask that they participate by phone, or have them write a statement to be brought to the meeting. Parents should be sure to speak up and offer their opinion and perspective. A parent's opinion should be recorded in the meeting minutes, especially if they disagree with the team.
The IEP team must find that a student's behavior was related to her disability if either:
(1) The student's conduct was caused by, or had a direct and substantial relationship to his disability; or
(2) The student's conduct was the direct result of the school system's failure to implement his IEP.
15 See COMAR 13A.08.03.05(B).
If the student has a behavior intervention plan (BIP), that is part of the IEP and should be considered when determining manifestation.
What if the IEP Team Finds Manifestation?
If the IEP team decides that a student's behavior is related to his disability, he must be reinstated to his regular school program immediately.
Exceptions: If the incident involved drugs, weapons, or serious bodily injury the school system can place your child in an interim alternative education setting for up to 45 school days even if the team found "manifestation." See the Glossary for federal definitions of "drugs, weapons and serious bodily injury."
There is also an exception for students with a Section 504 plan who engage in illegal use of alcohol or drugs and are current users. Section 504 does not consider current users of drugs and alcohol to be a protected "individual with a disability," and therefore can be disciplined for an alcohol or drug related offense. See 29 U.S.C. § 705(20)(C)(iv).
Additionally, if the IEP team finds manifestation, it must complete a functional behavior assessment and develop a behavior intervention plan or determine whether an existing plan needs to be modified in order to address the behavior and support the student. See "Positive Behavioral Supports and Intervention Strategies" on page 20 for more information.
Whenever there is a suspension, the IEP team should consider whether the student's program is still appropriate or if it should be changed. This may mean adding services or behavioral goals, or conducting a new functional behavior assessment and developing a behavior intervention plan. Such changes should be included in the IEP or Section 504 plan. If the team does not schedule a meeting, parents should ask for one to discuss these possibilities.
What if the Team Finds No Manifestation?
If the team finds that the behavior was not related to the student's disability, the student is treated as a student without a disability and can be suspended for more than 10 days or even expelled.
If the IEP team decides that your child's behavior is not related to his disability and you disagree, you have the right to appeal and/or file for mediation. You can ask at the manifestation meeting what the process is to appeal the decision. If a parent challenges the manifestation determination, the student remains in alternative placement/suspension until the appeal is resolved or until the end of the suspension period, whichever comes first.
Educational Services for Students with Disabilities on Extended Suspension or Expulsion
The school system must continue providing special education and related services to a student with a disability who has an IEP and is on an extended suspension or is expelled for conduct not related to his disability. While excluded from the school building, the student must continue to receive services that permit him to participate in the general curriculum, although in a different setting, and make progress toward meeting the goals set forth in the IEP. 16 The student must be provided an appropriate level of services that meets the legal standard. The law entitles every eligible student with a "free appropriate public education" (FAPE).
Home and Hospital instruction during which the student receives instruction in the home by a teacher for a limited number of hours per week is not an appropriate special education placement while a student with an IEP is on extended suspension or expulsion. Likewise, a few hours of instruction per week provided at the school or in a community library also does not meet the legal obligation to provide FAPE. E-learning or instruction via the computer may also not be appropriate for a student with an IEP. If your child is on extended suspension or expulsion, you will need to advocate for appropriate services that keep your child accessing the curriculum, earning credits and working towards his IEP goals.
Under federal and state special education law, when a student with an IEP is excluded for more than 10 cumulative days of suspension, the student is entitled to services on the 11 th day. 17 This service requirement ensures that students continue to receive appropriate special education and related services. It is therefore important for parents to keep their own record of when their child has
16 Students with a Section 504 plan receive the same level of services as nondisabled students during extended suspensions and expulsions.
17 See COMAR 13A.08.03.03(B)(5).
been suspended or excluded from school to ensure that the school system accurately counts days of suspension and provides services on the 11 th day.
Protections for Students with a Suspected Disability
Sometimes there is reason to believe that a student may have a disability even though the he has not yet been identified. In fact, many children are identified as having a disability and in need of special education services only after a disciplinary incident at school.
If the school system had "knowledge" that a student may have been eligible for special education before the disciplinary action, then the student is "thought to be eligible" and the discipline protections for students with disabilities will apply. A school system is deemed to have "knowledge" if:
(1) A parent has expressed concern about the need for special education or related services in writing to school staff; or
(2) The parent has requested an evaluation to determine eligibility; or
(3) School staff have expressed concerns about a pattern of behavior to the director of special education or other supervisory staff. 18
If you think that your child may have a disability that is related to the behavior that led to the disciplinary action against him, you should immediately ask for an IEP team meeting and provide the team with any medical reports or other information you have in support of your position. If the school system keeps your child out of school while he is being assessed, it must expedite the assessment process.
Filing a State Special Education Complaint
If you believe that the special protections and rights of a child with an IEP have been violated, you may file a formal complaint with the Maryland State Department of Education (MSDE). This complaint must be made in writing to MSDE. When you file a complaint, you should include as much detail as possible about what rights you believe were violated. MSDE has 60 days to investigate your complaint and issue a "Letter of Finding." If MSDE finds that a violation did occur,
18 See COMAR 13A.08.03.10.
it may order compensatory services to make up for the violation. Compensatory services may include paying for tutoring or other services that address the needs of your child under the IEP. 19
EXCLUSION, RESTRAINT AND SECLUSION
What Is Exclusion?
Exclusion is the removal of a student to a supervised area for a limited period of time during which the student has an opportunity to regain self-control and is not receiving instruction including special education, related services, or support. 20
School personnel are permitted to use exclusion in the following situations:
- When a student's behavior unreasonably interferes with the student's learning or that of others;
- When a student's behavior constitutes an emergency and exclusion is necessary to protect a student or other persons from imminent, serious, physical harm and other less intrusive, nonphysical interventions have been attempted and failed or determined inappropriate;
- When exclusion is requested by the student; or
- When exclusion is supported by the student's behavior intervention plan. 21
Exclusion must take place in a room with adequate lighting, ventilation, and furnishings and should be in an area free of locks or other barriers to prevent exit. School personnel must be able to see the child at all times during exclusion. School personnel must ensure that the duration of the exclusion is appropriate to the developmental level of the student and the severity of the behavior. Exclusion should not exceed 30 minutes. If exclusions occur frequently and accumulate to 10 school days, the procedures governing the removal of students for 10 or more days apply.
19 For more information on the complaint process see the Maryland State Department of Education website: www.marylandpublicschools.org.
20 See COMAR 13A.08.04.02(B)(4).
21 See COMAR 13A.08.04.04(A).
Exclusion cannot be used as punishment, discipline or for retaliatory purposes. Whenever exclusion takes place, school personnel must provide the student with an explanation of what behavior resulted in her exclusion and instructions on what behavior is required to return to the learning environment.
What Are Restraint and Seclusion?
Restraint is the use of physical force that restricts the movement of a student. Seclusion is the placement of a student alone in a room from which she is prevented from leaving. If a student is prevented from leaving the area, it is seclusion, not "exclusion" as described above, and all the requirements discussed below for imposing and documenting "seclusion" apply. Restraint or seclusion can only be used in the following situations:
(1) There is an emergency situation and restraint or seclusion is necessary to protect the student and others from imminent, serious, physical harm after less intrusive interventions have been attempted or deemed inappropriate;
(2) The student's IEP or behavior plan describes the specific behaviors and circumstances in which restraint or seclusion can be used; or
(3) A parent of a student without disabilities has provided written consent while a behavior plan is being developed.
Generally speaking, because restraint and seclusion can always be used in emergency situations, it is usually not necessary to include them as a behavior intervention on an IEP or behavior intervention plan, particularly since these interventions can have a lasting negative impact on a student. However, if the IEP team determines that restraint or seclusion is going to be used as a planned behavioral intervention, it must be included on the IEP or behavioral intervention plan.
Restraint can only be done by trained staff and only reasonable force can be used. Mechanical restraint, which is a device or material used to restrict a student's movement, is prohibited in all public schools.
Seclusion must take place in a room where the child will be safe and can be viewed at all times. Seclusion can only to be applied by trained staff and the child must be reassessed, at a minimum, every 30 minutes.
School staff must document each incident of restraint or seclusion and include the following:
- Other less intrusive interventions that failed or were deemed inappropriate;
- The precipitating event that took place before the use of restraint or seclusion;
- The behavior that prompted the intervention;
- The names and signatures of the school personnel who observed the behavior that prompted the use of the restraint;
- The names of the staff members who implemented and monitored the use of the restraint or seclusion;
- If restraint was used, the type of restraint;
- If seclusion was used, the justification for initiating the use of seclusion;
- The length of the restraint or seclusion;
- The student's behavior and reaction during the intervention; and
- The administrator who was informed of the use of restraint or seclusion.
In addition, the parents or guardians must be notified in writing or orally within 24 hours of the use of the restraint or seclusion.
If school staff use restraint or seclusion for a student and the IEP or behavioral intervention plan does not include these interventions, the IEP team must meet within 10 business days to consider the need for the creation or revision of a functional behavior assessment and a behavioral intervention plan. If restraint or seclusion is included on a student's IEP, the IEP must describe how often the IEP team will meet to review and revise the IEP and/or behavioral intervention plan.
If restraint or seclusion is used for a student who is not identified as having a disability, the student shall immediately be referred to the school's student support team or IEP team.
POSITIVE BEHAVIORAL SUPPORTS AND INTERVENTION STRATEGIES
Positive behavior supports and interventions are proactive strategies to address challenging student behavior. They help students learn appropriate skills and coping strategies in order to eliminate behavior that interferes with learning. These strategies should be used instead of out-of-school disciplinary responses. Some examples of positive behavior supports and interventions include teaching "replacement" behaviors and how to manage emotions, providing verbal reinforcement for positive behavior, increasing choice-making, creating a reward system, and modifying the classroom environment.
The use of positive intervention and supports are encouraged, and mandated in certain circumstances by federal and state law. IEP teams must consider positive behavior interventions, strategies, and supports to address behavior whenever the behavior impedes the student's learning or the learning of others.
Functional Behavior Assessments
A functional behavior assessment (FBA) is a collaborative, student-centered process used to identify challenging individual behavior resulting in learning or behavior issues, and to recommend possible interventions for addressing the behavior. An FBA is important because it helps figure out the reasons why a behavior is or is not occurring. For example, an FBA will look at what classroom, social or personal factors are triggering the behavior. Once the team identifies when, where and why a behavior occurs, it can develop effective and positive ways to address the behaviors identified.
An FBA takes time to develop, and involves collecting data throughout the school day and over a period that could last several weeks. You may work with the team to identify the behaviors to be monitored.
Once the team has identified the behavior to be observed, it should then use specific strategies for collecting data about the behavior. This data should document when the behavior occurs, including what was happening leading up to the behavior, how the behavior was addressed, and the success of the response. For example, if the student's behavior is failing to follow verbal directions in class, then data collection may reveal that this only happens when the student is assigned independent work. If the student does not understand the classwork, he may become overwhelmed, refuse to attempt the assignment, and instead act out. This information would allow the team to discuss, for example, whether the student needs regular contact with the classroom teacher to check for understanding, or additional academic support in order to complete assignments.
While you may request that your child's school conduct an FBA, there are certain situations when an FBA is required for students with disabilities. See "When Must an FBA and BIP be Implemented or Amended?" on page 22. It is best practice to conduct an FBA prior to developing any behavior intervention plan.
Behavior Intervention Plans
A behavior intervention plan (BIP) is an individualized plan designed to assist a student in replacing challenging behavior with appropriate behavior. Developed using data and a thorough FBA, the BIP describes appropriate responses to the problematic behaviors. These responses should include positive interventions, strategies and supports. The strategies can be used to prevent the behavior, such as providing choices or an incentive program. The strategies can also address the function of the behavior. If the student is overwhelmed and tries to avoid academic work, then one strategy might be to break up the assignment into smaller assignments. The BIP should also be reviewed and updated regularly, particularly if a student continues to have challenging behavior. A BIP is not just for students with an IEP or Section 504 plan; it can be used for any student who is having challenging behavior.
When Must an FBA and BIP be Implemented or Amended?
An FBA and BIP can be developed any time a student's behavior is impacting his education. If you are concerned about your child's behavior, ask the IEP team about
ordering an FBA. However, there are certain times during the manifestation process for students with disabilities when an FBA and BIP are required:
- If at a manifestation meeting, the IEP team decides that the behavior is a manifestation of the student's disability, then an FBA must be conducted and BIP developed if one does not exist. If a BIP is already in place, the team must review it and make any necessary changes.
- If manifestation is not found, the IEP team may still order an FBA and BIP, if appropriate.
- If restraint or seclusion is used for a student with a disability, and the student's IEP or behavior intervention plan does not include the use of restraint or seclusion, IEP team must meet within 10 business days of the incident to consider the need for an FBA and BIP.
All BIPs should be reviewed and updated regularly, particularly if the student is continuing to have behavioral difficulties.
ADDITIONAL STRATEGIES FOR ADDRESSING CHALLENGING BEHAVIOR
There are many positive ways that schools may choose to address challenging behavior that do not involve punitive measures. These strategies may be implemented at both the individual student and school-wide levels. In July 2014, MSDE adopted the Maryland Guidelines for a State Code of Discipline, which provides an expansive list of responses and interventions school systems may use. Below is a list of some possible strategies, but there are many more that schools can implement. School administrators may not always consider non-disciplinary interventions, so parents should consider asking about some of the following alternatives:
- Community Conferencing: A trained facilitator brings students, school staff and others together to work through a school conflict, reach a resolution and repair the harm. It is an evidence based practice that focuses on communication and accountability.
- Mentoring Programs: Schools can assist in identifying outside programs or can create mentorship opportunities for students with school staff or other individuals.
- Peer Mediation: This is a form of conflict resolution where students assist other students to work through disputes.
- Referral to Community Programs: Communities often have programs geared towards youth development and leadership, which schools can utilize to support students with behavioral needs.
- Referral to the Student Support Team: Schools can utilize Student Support Teams to discuss a student's needs and identify interventions for addressing inappropriate behavior. A case manager will lead the team, which may be composed of the school principal, teachers, social workers, the school psychologist, and/or outside agency representatives. A referral to the Student Support Team would be appropriate for a student who is not receiving special education services but is exhibiting challenging behavior.
- Restorative Justice Practices: These practices are aimed at allowing individuals involved in an incident or conflict to come together to discuss their grievances and formulate a plan for resolution.
- School-wide Positive Behavior Interventions and Supports (PBIS): PBIS is a school-wide system of support that utilizes proactive strategies to create a positive school environment. PBIS allows schools to choose programming specific to their student body and individual students that is geared towards reducing disruptive behavior while eliminating the need for harsh, reactive disciplinary practices. Ask your school principal if your child's school is a PBIS school. 22
22 See www.PBISmaryland.org.
THE JUVENILE JUSTICE SYSTEM AND SCHOOL-BASED ARRESTS
Many schools in Maryland have school resource officers or police assigned to a building. This means that students may be subject to a school-based arrest if they engage in delinquent behavior on school grounds. The presence of school resource officers or police in schools increases the risk of students being arrested for behavior that should be handled by the school administrators. Under the new discipline regulations, school system administrators are encouraged to handle nonviolent or less serious behaviors, such as minor fights or disrespect, and not involve police or school resource officers.
If your child is arrested at school or referred to the Department of Juvenile Services (DJS), you will have an interview with a DJS intake officer. This is not a court proceeding. At the intake interview, the DJS intake officer will review the incident, discuss what you, as the parent, have done to address your child's behavior, what your child has done to change or make amends for his behavior, and review your child's school and DJS record. Based on this information, the DJS intake officer may recommend dismissal of the charge, informal supervision, or that the case be sent on to the State's Attorney's office.
If your child has a disability and has an IEP, Section 504 plan or behavior intervention plan, it is important for you to tell the DJS intake officer this information. If there was a manifestation determination, it is critical that you inform the DJS intake officer if the behavior was found to be a manifestation of your child's disability. It will be helpful for the DJS intake officer to hear what steps the school system is taking to address the behavior—in particular, changes to your child's IEP or Section 504 plan. Sharing this information with the DJS intake officer may impact the outcome, particularly if it is explained that the behavior was related to a disability and is being addressed by the special education or Section 504 team.
If your child has been arrested or referred to DJS, and you suspect that your child has a disability, immediately request an evaluation from the school system. Advise the DJS intake officer that you are advocating for additional services for your child at school.
COMMUNITY-BASED ARRESTS AND THE IMPACT ON EDUCATIONAL PROGRAMMING
Sometimes students engage in behavior outside of school that leads to an arrest. Under state law, certain community-based arrests are made known to the district school superintendent. These arrests are known as "reportable offenses." 23 While state law allows local law enforcement agencies to communicate this information to the local school system, there are procedures in place to ensure that the student's privacy is maintained.
The superintendent may share the arrest information with the student's school principal, even if the student has a disability and attends a non-public school. The principal must assemble a team of appropriate school personnel to determine whether the student presents a safety issue to the school environment. If the team determines that the student poses a significant threat to the safety of other students or staff, the student's education plan may be changed. This may include restricting the student's movements within the school building, changing the student's schedule, transferring the student to an alternative school, or providing direct instruction to the student. A significant risk of safety is the only basis of modifying or changing a student's school program.
Parents may be invited to participate in this team meeting or to provide additional information that would assist in developing the educational plan if one is required. If the student's placement is to be changed, the principal must schedule a conference with the parent.
In addition, school systems must continue to comply with a student's IEP or Section 504 plan. A school system cannot unilaterally alter the IEP and the services the student is to receive based on a "reportable offense." Additionally, if the student has an IEP or Section 504 plan then the appropriate team should meet to determine whether the IEP or Section 504 plan needs to be revised.
Any plan that changes the educational programming of the student has to be put into place no later than 5 days after the receipt of the arrest information. It is the responsibility of the principal and other appropriate school staff to review the plan
23 See COMAR 13A.08.01.17.
periodically. The Maryland State Department of Education recommends the plan be reviewed every 30 days until the criminal matter is resolved.
A school system may not suspend or expel a student based solely on the notice of arrest. Furthermore, notice of the arrest must be kept as confidential as possible. The arrest information should not be included in the student's permanent file, and should be destroyed when the student graduates, permanently leaves school, or turns 22 – whichever occurs first.
The parent has the right to appeal any decision made by the school team to change the student's educational program. The appeals process is created by the school system. Check the student handbook or ask your local school system for appeal procedures.
STUDENT SEARCHES AND QUESTIONING BY POLICE
Searches
School administrators may search a student's locker, backpack and personal belongings if they have a reasonable belief that it contains weapons, drugs or other contraband. Police officers may search students and lockers only upon the authority of a search warrant, unless the search is essential to prevent imminent danger to the safety of the student, school personnel or school property. 24
Questioning by Police
The police may not question students on school premises, unless it is in connection with a crime committed on school grounds or one that would endanger the lives or safety of students or school personnel. A school official must be present during the questioning. 25 Students who are questioned by police at school are generally considered to be "in custody" in the sense that they do not feel free to leave and should receive their "Miranda" warnings, including being advised of their right to remain silent.
24 See COMAR 13A.08.01.14.
25 See COMAR 13A.08.01.13.
GLOSSARY
Behavioral Intervention Plan (BIP): A proactive plan based on an assessment of behavior that is individualized for the student and the settings where the behavior occurs. See COMAR 13A.08.04.02(B)(1).
COMAR: Code of Maryland Regulations. Regulations developed by the State to regulate administrative procedures. It is found in some public libraries or online.
Exclusion: The removal of a student to a supervised area for a limited period of time during which the student has an opportunity to regain self-control and is not receiving instruction including special education, related services, or support. See COMAR 13A.08.04.02(B)(4).
Expulsion: The exclusion of the student from the student's regular school program for 45 days or longer under limited circumstances. See COMAR 13A.08.01.11(B)(2).
Extended suspension: The exclusion of a student from school for a time period between 11 and 45 school days under limited circumstances. See COMAR 13A.08.01.11(B)(3).
Free Appropriate Public Education (FAPE): FAPE refers to a public school system's legal obligation to provide educational services designed to meet the specific needs of a student with a disability. School systems cannot charge additional fees for these services.
Functional Behavioral Assessment (FBA): A comprehensive and systematic student-centered evaluation of information used to reliably predict the conditions and/or circumstances triggering a student's problem behaviors. The assessment is used to help determine what supports a student may need. See COMAR 13A.08.04.02(B)(5)(a).
Illegal Drug: Illegal drug means a controlled substance, but does not include a controlled substance that is legally possessed or used under the supervision of a licensed health care professional or that is legally possessed or used under any other authority under the Act of any other provision of federal law. See 34 C.F.R. §300.530(i).
Individualized Education Program (IEP): A written legal document that describes the special education and related services an eligible student with a disability will receive through the public school system. It is reviewed, and revised annually. See COMAR 13A.05.01. 03(B)(34).
In-school suspension: The removal within the school building of a student from the student's current education program for up to but not more than 10 school days in a school year for disciplinary reasons by the school principal. See COMAR 13A.08.01.11(B)(4).
Long-term suspension: The removal of a student from school for 4-10 school days for disciplinary reasons by the principal. See COMAR 13A.08.01.11(B)(5).
Mechanical restraint: Any device or material attached or adjacent to the student's body that restricts freedom of movement or normal access to any portion of the student's body and that the student cannot easily remove. See COMAR 13A.08.04.02(B)(8).
Physical restraint: The use of physical force, without the use of any device or material that restricts the free movement of all or a portion of a student's body. Physical Restraint does not include briefly holding a student to calm or comfort the student; holding a student's hand or arm to escort the student safely from one area to another; moving a disruptive student who is unwilling to leave the area if other methods such as counseling have been unsuccessful; or intervening in a fight in accordance with Education Article §7-307, Annotated Code of Maryland. See COMAR 13A.08.04.02(B)(11).
Protective or stabilizing device: Any device or material attached or adjacent to the student's body that restricts freedom of movement or normal access to any portion of the student's body for the purpose of enhancing functional skills, preventing self-injurious behavior, or ensuring safe positioning of a person. See COMAR 13A.08.04.02(B)(13).
Seclusion: Seclusion is the confinement of a student alone in a room from which the student is physically prevented from leaving. See COMAR 13A.08.04.02(B)(17).
Section 504 Plan: A plan developed for a qualified student with a disability that documents the accommodations, program modifications and/or supplementary services needed to provide the student with a free appropriate public education.
Serious Bodily Injury: The term "serious bodily injury" as used in the IDEA means bodily injury which involved–
(A) a substantial risk of death;
(B) extreme physical pain;
(C) protracted and obvious disfigurement; or
(D) protracted loss or impairment of the function of a bodily member, organ, or mental faculty. See 18 U.S.C. § 1365(h)(3).
Short-term suspension: The removal of a student from school for 1-3 school days for disciplinary reasons by the principal. See COMAR 13A.08.01.11(B)(7).
Superintendent's Designee: Refers to a person the school system employs to determine whether a student should be suspended over 10 days or be recommended for expulsion. Note: The law requires that the Superintendent of Schools review every expulsion recommendation and make an independent decision.
Weapon: The term "weapon" as used in the IDEA is defined as a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than 2 ½ inches in length. See 18 U.S.C. §930(g)(2).
INFORMATIONAL RESOURCES
Maryland State Department of Education
- Maryland State Department of Education: The Maryland Guidelines for a State Code of Discipline
http://archives.marylandpublicschools.org/msde/divisions/studentschoolsvcs/student_s ervices_alt/docs/MDGuidelinesforStateCodeDiscipline_08072014.pdf
- Maryland State Department of Education: Discipline of Students with Disabilities http://archives.marylandpublicschools.org/MSDE/divisions/earlyinterv/Special_Ed_Info. html
- Maryland State Department of Education: Model Policy Bulletin on School Use of Reportable Offenses
http://archives.marylandpublicschools.org/MSDE/divisions/studentschoolsvcs/student_ services_alt/docs/ReportableOffensesModelPolicy.pdf
General School Discipline Resources
- Advocates for Children and Youth
http://www.acy.org
- Circle of Restorative Initiatives for Maryland
http://www.crimaryland.org/
- Community Conferencing Center
http://www.communityconferencing.org/
- PBIS Maryland
http://www.pbismaryland.org/
- U.S. Department of Education: School Climate and Discipline http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
Special Education Resources
- Disability Rights Maryland: Special Education Rights Handbook http://disabilityrightsmd.org/publications-2/
- Wrights Law: an Online Resource for Special Education Law and Advocacy
http://www.wrightslaw.com/
LEGAL RESOURCES
Bar Association Lawyer Referral Services
Many counties in Maryland provide lawyer referral services for individuals looking for an attorney.
http://www.msba.org/public/lawyer-referral.aspx
Disability Rights Maryland
Provides technical assistance and representation for students with disabilities statewide facing school discipline issues, including suspension, expulsion, restraint and seclusion.
(800)233-7201; (410)727-6352 http://www.disabilityrightsmd.org
Maryland Office of the Public Defender
Provides representation for low-income youth involved in the juvenile justice system.
(877) 430- 5187
http://www.opd.state.md.us
Maryland Volunteer Lawyers Service
Provides pro bono legal representation for low-income students without disabilities facing suspension, expulsion or other discipline issues.
(410) 547-6537 (Baltimore metro area); (800) 510-0050
http://mvlslaw.org
MARYLAND STATE DISCIPLINE REGULATIONS
COMAR 13A.08.01.11 Disciplinary Action 26
A. Local Board Authority. Each local board of education has both the responsibility and authority to adopt policies designed to create safe schools. In the context of school discipline, by the beginning of school year 2014—2015, each local board shall review and revise its student discipline policies and regulations with the goal of maintaining an environment of order, safety, and discipline necessary for effective learning. The policies and regulations at minimum shall:
(1) Reflect a discipline philosophy based on the goals of fostering, teaching, and acknowledging positive behavior;
(2) Be designed to keep students connected to school so that they may graduate college and career ready;
(3) Describe the conduct that may lead to in-school and out-of-school suspension or expulsion;
(4) Allow for discretion in imposing discipline;
(5) Address the ways the educational and counseling needs of suspended students will be met; and
(6) Explain why and how long-term suspensions or expulsions are last-resort options.
B. Terms Defined. In this regulation, the following terms have the meanings indicated:
(1) "Confer" means a discussion or dialogue by any means, for example, telephone, electronic mail, or face-to-face meeting, where the views of the teacher are communicated and considered.
(2) "Expulsion" means the exclusion of the student from the student's regular school program for 45 school days or longer, which only may occur under the following circumstances:
(a) The superintendent or designated representative has determined that the student's return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students or staff;
(b) The superintendent or designated representative limits the duration of the exclusion to the shortest period practicable; and
(c) The school system provides the excluded student with comparable educational services and appropriate behavioral support services to promote successful return to the student's regular academic program.
26 Please check http://www.dsd.state.md.us/COMAR/ComarHome.html for the most up-to-date version of the regulations.
(3) "Extended suspension" means the exclusion of a student from a student's regular program for a time period between 11 and 45 school days, which only may occur under the following circumstances:
(a) The superintendent or designated representative has determined that:
(i) The student's return to school prior to the completion of the suspension period would pose an imminent threat of serious harm to other students and staff; or
(ii) The student has engaged in chronic and extreme disruption of the educational process that has created a substantial barrier to learning for other students across the school day, and other available and appropriate behavioral and disciplinary interventions have been exhausted.
(b) The superintendent or designated representative limits the duration of the exclusion to the shortest period practicable; and
(c) The school system provides the excluded student with comparable educational services and appropriate behavioral support services to promote successful return to the student's regular academic program.
(4) "In-school suspension" means the removal within the school building of a student from the student's current education program for up to but not more than 10 school days in a school year for disciplinary reasons by the school principal.
(5) "Long-term suspension" means the removal of a student from school for a time period between 4 and 10 school days for disciplinary reasons by the principal.
(6) "Principal" means the principal of a school or the principal's designee.
(7) "Short-term suspension" means the removal of a student from school for up to but not more than 3 school days for disciplinary reasons by the principal.
(8) "Suspension" means the application of extended suspension, in-school suspension, shortterm suspension, or long-term suspension.
C. Suspension and Expulsion.
(1) In-School Suspension.
(a) An in-school removal is not considered a day of suspension as long as the student is afforded the opportunity to continue to:
(i) Appropriately progress in the general curriculum;
(ii) Receive the special education and related services specified on the student's IEP, if the student is a student with a disability in accordance with COMAR 13A.05.01;
(iii) Receive instruction commensurate with the program afforded to the student in the regular classroom; and
(iv) Participate with peers as they would in their current education program to the extent appropriate.
(b) A student may not receive an in-school suspension unless the student has been informed of the reasons for the suspension and has been given an opportunity to respond before the suspension becomes effective.
(c) The school principal shall provide the student's parents with written notification of the inschool suspension action taken by the school.
(d) After 10 days of cumulative in-school suspension, the student, the student's parents or guardian, and the principal shall confer.
(e) The student's school of current enrollment shall make provision for the student's education during the period of in-school suspension.
(f) Local school systems shall develop policies pertaining to a student's participation in extracurricular activities if the student receives an in-school suspension.
(g) Local school systems shall develop and implement a behavioral program of positive interventions to address the causes of misbehavior as part of the in-school suspension.
(2) Suspension for Not More Than 10 Days.
(a) In accordance with the rules and regulations of the local board, each principal of a public school may suspend for cause, for not more than 10 school days, any student in the school who is under the direction of the principal.
(b) The student or the student's parent or guardian promptly shall be given a conference with the principal and any other appropriate personnel during the suspension period.
(c) At or before the conference, the student shall receive oral or written notice of the charges against him or her. If the student denies the charges, the student has the right to an explanation of the evidence supporting the charges and an opportunity to present the student's side of the story.
(d) A student whose presence in school poses a continuing danger to persons or property or an ongoing threat of disrupting the academic process may be removed immediately from school, if the notice and conference required by this subsection is provided as soon as possible.
(e) If the principal finds that an extended suspension or expulsion is warranted, the principal immediately shall report the matter in writing to the local superintendent.
(3) Suspension for More than 10 Days or Expulsion.
(a) At the request of a principal, a local superintendent or the designated representative may suspend a student for more than 10 school days or expel the student.
(b) Upon receipt of a written report from a principal requesting an extended suspension or expulsion, the local superintendent or designated representative promptly shall make a thorough investigation of the matter.
(c) If after the investigation the local superintendent or designated representative finds that an extended suspension or an expulsion is warranted, the superintendent or designated representative promptly shall arrange a conference with the student and the student's parent or guardian.
(d) The process described in §C(3)(a)—(c) of this regulation shall be completed by the 10th school day of the initial suspension. If additional time is necessary to complete the process, either because of delays due to parent or guardian unavailability or due to the complexity of the investigation, the student shall be allowed to return to school, unless the local superintendent or designated representative determines that the student's return to school would pose an imminent threat of serious harm to other students or staff.
(e) If the student is not allowed to return to school after the 10th day, the superintendent or designee shall notify the student and the parent or guardian within 24 hours and provide the reasons for the delay in the process and the denial of reentry and send a copy of the notice to the State Superintendent of Schools;
(f) If after the conference the local superintendent or designated representative finds that an extended suspension or an expulsion is warranted, the student or the student's parent or guardian may appeal to the local board within 10 days after the determination.
(g) If an appeal is filed, the local board or its designated committee or hearing officer shall have 45 days from the date the appeal was received to hear the appeal and issue a decision, as follows:
(i) This timeline period may be extended if the parent, guardian, or his/her representative requests additional time; and
(ii) This timeline shall also apply in the event that the local board elects to use a hearing examiner.
(h) If due to extraordinary circumstances or unusual complexity of a particular appeal, the local board determines that it will be unable to hear an appeal and issue a decision within 45 days, it may petition the State Superintendent for an extension of time.
(i) The student or the student's parent or guardian or representative:
(i) Shall be provided the school system's witness list and a copy of the documents that the school system will present at the hearing 5 days before hearing; and
(ii) May bring counsel and witnesses to the hearing.
(j) Unless a public hearing is requested by the parent or guardian of the student, a hearing shall be held out of the presence of all individuals except those whose presence is considered necessary or desirable by the board.
(k) The appeal to the local board does not stay the decision of the county superintendent.
(l) The decision of the local board is final.
(4) A student expelled or suspended from school shall remain away from the school premises during those hours each school day when the school the student attends is in session, and may not participate in school-sponsored activities. The expelled or suspended student may return to the school premises during the prohibited hours only for attendance at a previously scheduled appointment, and if the student is a minor then only if accompanied by the student's parent or guardian.
(5) A student suspended or expelled from school shall be allowed to return to school on the day that the terms and conditions of the suspension or expulsion are met whether or not the student, parent, or guardian has filed an appeal of the suspension.
(6) If a student has been suspended or expelled, the principal may not return the student to the classroom without conferring with the teacher who referred the student to the principal, if the student was referred by a teacher, other teachers as appropriate, other appropriate school personnel, the student, and the student's parent or guardian.
(7) If a student's disruptive behavior results in action less than suspension, the principal shall confer with the teacher who referred the student to the principal before returning the student to that teacher's classroom. The principal may satisfy this requirement by consulting with the teacher before returning the student to the classroom.
(8) A local superintendent may deny attendance to a student who is currently expelled or on extended suspension from another school system for a length of time equal to that expulsion or extended suspension. A school system shall forward information to another school system relating to the discipline of a student, including information of an expulsion or extended suspension of the student, on receipt of the request for information.
D. Restitution. Unless the student is referred to the Department of Juvenile Services, if a student violates a State or local law or regulation and during or as a result of the commission of that violation damaged, destroyed, or substantially decreased the value of school property or property of another that was on school property at the time of the violation, as part of a conference on the matter with the student, the student's parent or guardian, and other appropriate individual, the principal shall require the student or the student's parent or guardian to make restitution. The restitution may be made in the form of monetary restitution not to exceed the lesser of the fair market value of the property, or $2,500, or by the student's assignment to a school work project, or both.
E. Corporal Punishment. Corporal punishment may not be used to discipline a student in a public school in the State.
F. Minimum Education Services. In order to establish accountability and keep suspended or expelled students on track with classroom work, as is reasonably possible, each local board shall institute education services that at a minimum provide that:
(1) Each student suspended or expelled out-of-school who is not placed in an alternative education program shall receive daily classwork and assignments from each teacher, which shall be reviewed and corrected by teachers on a weekly basis and returned to the student; and
(2) Each principal shall assign a school staff person to be the liaison between the teachers and the various students on out-of-school suspension or expulsion and to communicate weekly about classwork assignments and school-related issues by phone or email with those out-of-school suspended/expelled students and their parents.
G. Education Services During Short-Term Suspensions.
(1) For short-term suspensions, the local board of education shall inform all schools under their jurisdiction:
(a) To provide all students who receive short-term suspensions with the opportunity to complete the academic work they miss during the suspension period without penalty; and
(b) To provide all students who receive short-term suspensions, and their parents or guardians, with the contact information for a school employee who will be responsible for ensuring that the requirement described in §G(1)(a) is met.
(2) All other aspects of the process for suspended students receiving missed assignments, completing missed assignments, and making up tests shall be identical with each school's established policy and practice for makeup work in the event of any other excused absence.
MARYLAND STATE MANIFESTATION DETERMINATION REGULATIONS
COMAR 13A.08.03.08 Manifestation Determination
A. The IEP team shall meet to determine whether a student's behavior that resulted in a disciplinary removal is a manifestation of the student's disability each time the student is subject to a removal:
(1) As set forth in Regulation .03B of this chapter;
(2) That constitutes a change of placement in accordance with Regulation .05 of this chapter; or
(3) To an interim alternative educational setting in accordance with Regulation .06 of this chapter.
B. The IEP team shall meet within 10 school days of the date when school personnel take disciplinary action for the removal of a student with a disability as set forth in §A of this regulation to determine:
(1) Whether the student's behavior that resulted in disciplinary removal is a manifestation of the student's disability; and
(2) The services to be provided during the removal in accordance with Regulation .06C of this chapter to ensure the provision of FAPE.
C. In determining whether the student's behavior was a manifestation of the student's disability, the IEP team shall review:
(1) All relevant information in the student's file;
(2) Any teacher observations;
(3) Any relevant information supplied by the parents; and
(4) The student's IEP.
D. To determine that the behavior subject to the disciplinary action is a manifestation of the student's disability, the IEP team and other qualified personnel must make the determination that the student's behavior was:
(1) Caused by or had a direct and substantial relationship to the student's disability; or
(2) The direct result of the public agency's failure to implement the student's IEP.
E. If the IEP team determines the student's conduct was the direct result of the public agency's failure to implement the student's IEP, the public agency shall take immediate steps to remedy those deficiencies in accordance with 34 CFR §300.530(e)(3).
F. If any of the determinations set forth in §D of this regulation are made, the IEP team shall consider the behavior a manifestation of the student's disability.
G. If the IEP team determines that the student's behavior is a manifestation of the student's disability, the IEP team shall, as appropriate:
(1) Conduct a functional behavioral assessment and implement a behavioral intervention plan if the public agency had not conducted such assessments prior to a disciplinary removal in accordance with Regulation .03B or .05 of this chapter;
(2) Review the student's behavioral intervention plan and modify it, if necessary, to address the behavior; and
(3) Return the student to the student's placement from which the student was removed unless the parent and the public agency agree to a change of placement as part of a modification of the student's behavioral intervention plan.
H. If the IEP team determines that the behavior is not a manifestation of the student's disability:
(1) The student may be disciplined in the same manner as students without disabilities, including a period of suspension or expulsion, as set forth in COMAR 13A.08.01.11C; and
(2) The IEP team shall determine the extent to which services are necessary during the period of suspension or expulsion to enable the student to appropriately:
(a) Progress in the general curriculum; and
(b) Advance toward achieving the goals of the student's IEP.
I. On initiation of disciplinary actions as set forth in §H of this regulation, the principal shall transmit the student's special education and disciplinary records to the local school superintendent. | <urn:uuid:94d801a6-94eb-4837-83a2-bb3d4bce4604> | CC-MAIN-2021-21 | https://nebula.wsimg.com/c67e6a0d3b9a7d103ce455d429902f0c?AccessKeyId=AB71C8A62DC88BF7171E&disposition=0&alloworigin=1 | 2021-05-07T14:48:57+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00253.warc.gz | 443,583,922 | 16,133 | eng_Latn | eng_Latn | 0.985664 | eng_Latn | 0.998992 | [
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Copyright : thetroveapp.com
Online Library Fun Learning Facts About Koalas Illustrated Fun Learning For Kids Ninja Kids Volume 1
Fun Learning Facts About Koalas Illustrated Fun Learning For Kids Ninja Kids Volume 1
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Fun Learning Facts About Koalas Then join National Geographic Kids as we check out ten fascinating koala facts! Facts about koalas. 1) Koalas are found in the eucalyptus forests of eastern Australia. They have grey fur with a cream-coloured chest, and strong, clawed feet, perfect for living in the branches of trees! 2) Cuddly critters, koalas measure about 60cm to 85cm long, and weigh about 14kg.
10 fascinating koala facts! | National Geographic Kids
Check out these 18 fun and interesting facts about koalas & learn something new! Koalas are only 25 to 35 inches long, and weigh just 30 pounds or less! A baby koala which has been just born is usually less than 1 inch long. A new-born koala usually stays inside the mother's pouch for about six months. The word koala means "An animal which does not drink". A koala mostly eats eucalyptus leaves and hardly drinks any water.
18 Interesting Facts About Koalas | The Fact Site
Koala Can Climb Trees Easily: Koalas are about 23-inches to 33-inches in length and weigh around 13 kgs. They have a cream-coloured chest and have grey fur all over them. Koalas can crawl up tall trees thanks to their sharp claws and strong feet! 2.
Interesting Facts & Information About Koalas for Kids
The closest living relative of the koala is the wombat. Koalas have sharp claws which help them climb trees. Koalas have similar fingerprints to humans. Koalas have large noses that are coloured pink or black. Outside of breeding seasons, koalas are quiet animals. A baby koala is called a 'joey'.
Fun Koala Facts for Kids - Interesting Information about ... Koalas do not drink very much water; instead, they get moisture from the leaves of the eucalyptus. [5] Koalas are herbivores. [3] Currently, the primary animal predators of koalas are domestic dogs. [3] Koalas have fingerprints and are the only mammal, apart from humans and chimpanzees, to have them. [3]
37 Astounding Koala Facts and Trivia | Fact Retriever
Fun facts about Koala teach us that while there are more than 600 varieties of Eucalyptus available in the Koala's habitat, the animal really loves to eat roughly 30 of these species. Koalas tend to like high protein varieties of Eucalyptus. It's a common myth that Koalas only eat Eucalyptus leaves.
Fun Koala Facts for Kids: 10 Interesting Facts about Koala ...
Koala Facts – 10 Interesting Facts about Koalas. Koalas Can Hold Food in Their Belly for Over 8 Days. Koalas Really Love Only 30 of the 600 Varieties of Eucalyptus. Koalas Sleep 20 Hours a Day. Koalas Only Spend 15 Minutes a Day Hanging Out. There Are 40 Compounds in the Chest Gland Secretions of Koalas.
Koala Facts - 10 Interesting Facts about Koalas ...
Koalas measure about 60 to 85 centimeters (24 to 33 inches) long, and weigh about 14 kilograms (31 pound). The koalas cute and cuddly looks makes them is one of the most loved marsupial mammals to people of all ages. Koalas have large noses that are coloured pink or black. In the wild Koalas can live 12-14 years.
Interesting facts about koalas | Just Fun Facts
7. Koalas can sleep up to 18 hours a day . Despite the rumours, koalas don't 'get high' or 'drugged out' on eucalyptus leaves. It's because the leaves are so low in nutrients that koalas need more sleep than most animals which basically helps them conserve energy. 8. Koala chlamydia is a serious disease
10 Interesting facts about koalas – WWF-Australia - WWF ...
Koalas are very picky when it comes to the choice of leaves. There are about 600 varieties of eucalyptus but koalas just eat only three or four of them. Also, they like to choose it from the kind of eucalyptus that is available in their "area". So koalas from different regions have different diets.
17 Interesting Facts About Koalas | OhFact!
Tucked into forks or nooks in the trees, koalas may sleep for 18 to 22 hours. Koalas usually don't drink much water as they get most of their moisture from these leaves. Koalas can even store...
Koala, facts and photos
The koala usually grooms itself with its hindpaws, but sometimes uses its forepaws or mouth. After a pregnancy of 35 days, the newly born koala is about a quarter of an inch long, and is born with no ears, eyes, or hair. It crawls into its mothers pouch on its own.
Koala Facts for Kids
Koalas are herbivores, meaning they only eat plants. They are choosy eaters, too, and only eat eucalyptus (pronounced you-kuh-LIP-tuss) leaves. They usually spend about three hours eating, usually...
Koala Facts: Lesson for Kids | Study.com
One of the most interesting facts about koala bears is that you'll rarely find them in a different color fur other than gray. For example – Mick, is an incredibly rare white Koala having white fur and dark-colored eyes. 4. Koala Bears are Speedy.
10 Interesting Facts about Koala Bears - Four Paw Square
Read on to learn more fun facts about koalas… 1) Sleeping Beauties Koalas love their sleep! They can sleep between 18 – 22 hours a day and are usually more active at night. They live on a diet purely of eucalyptus leaves and can eat up to approximately 400g of leaves a day, which is a huge amount for their size.
5 Fun Facts about Koalas from WILD LIFE Sydney Zoo
- The Australian Koala Foundation estimates that as a result of the loss of their habitat, around 4,000 Koalas are killed each year by dogs and cars alone. - Australia has one of the highest land clearing rates in the world. 80% of Koala habitat has already disappeared.
Interesting Facts | Australian Koala Foundation Koalas are marsupials that are native to the Australian continent. Their scientific name, Phascolarctos cinereus, is derived from several Greek words meaning pouch bear (phaskolos arktos) and having an ashen appearance (cinereus).They are often called koala bears, but that is scientifically incorrect, since they are not bears.Their most distinctive characteristics are their fluffy ears and ...
Koala Facts: Habitat, Behavior, Diet - ThoughtCo
Koala Facts For Kids! Learn how to draw a koala and cool facts about koalas with this educational video for children. Enjoy!
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OCTOBER 2014
Village of Tweed Drinking Water Source - System Summary
Drinking Water from Municipal Wells
Groundwater is the source of drinking water for the Village of Tweed. This community of about 1,500 people is located on the southern fringe of the Precambrian shield along the western shore of Stoco Lake in the Municipality of Tweed. Land use in the village is a mixture of residential, commercial and open space with some areas of industrial land. Outside the village, particularly to the west, the land use is primarily agricultural and undeveloped rural land.
Water supply is provided by two wells and sewage is collected and treated in a municipal sewage treatment facility. The two wells are on the western edge of the community. The first well, off the Hungerford Road, was installed in 1954 to a depth of 132.6 m. The well was drilled through 12.5 m of sand and gravel into the underlying Precambrian bedrock, finding water at a depth of 130.5 m. The yield is in the order of 755 L/min, however the water contains elevated levels of uranium and so the well is used for backup purposes only. Prior to use the water is treated to reduce uranium levels. The other well is about 700 m to the south of Well # 1 along the Crookston Road. This well was installed in 1995 to a depth of 122.2 m through 10.1 m of sand and gravel into Precambrian Bedrock, finding water at depths of 15.5 and 47.2 m. This well is classified as Groundwater Under the Direct Influence (GUDI) of surface water. This classification is related to the shallow depth of the aquifer as opposed to the presence of nearby surface water features.
Vulnerable Areas
Through the science of the Assessment Report (available at www.quintesourcewater.ca), zones were mapped that show which areas surrounding the well are most vulnerable to pollution and contamination. These are called Wellhead Protection Areas (WHPAs) and include the land above and below ground where land use activities could affect the quality of water flowing toward the well. The location and size of a WHPA is determined in part by the direction the groundwater moves, the speed/rate it moves, and the volume of water that is pumped from the wells. There are four zones of vulnerability:
* WHPA A is a 100 metre radius around the well .
* WHPA B is the zone in which it would take a contaminant 2 years or less to reach the well; the two year time of travel zone • WHPA C is the zone in which it would take a contaminant 5
years or less to reach the well; the 5 year time of travel zone.
* WHPA D is the zone in which it would take a contaminant 25 years or less to reach the well.
Vulnerability Scores
Vulnerability scores help to quantify how vulnerable the drinking water source is to contamination. Scores are calculated based on the ground conditions around the well, taking into account how contaminants might move. An area with a higher vulnerability score is more likely to allow contaminants from that area to reach the drinking water intake. The vulnerability score of the highest concern is 10. The vulnerability scores for the Tweed wells are: WHPA A & B = 10, WHPA C = 8, WHPA D = 6.
www.quintesourcewater.ca
Drinking Water Issues
Drinking water issues are chemicals or bacteria in the untreated water that exceed allowable values. The raw water quality data that represent conditions at the Village of Tweed wells was screened to identify issues in the source water. Using a 4-step screening process it was confirmed that no issues in the raw water exist.
Drinking Water Threats
Threats to the drinking water source within the WHPAs were evaluated based on categories prescribed by the Ministry of the Environment and Climate Change. Threats were inventoried by field observations, air photos and satellite images, existing databases and landowner contact. The threats were then ranked as significant, moderate or low. Thirty-nine parcels of land were found to have one or more of the following significant threats types:
- handling and storage of fuels (home heating oil and fuel for agriculture)
- use of land as livestock grazing or pasturing land, an outdoor confinement area or a farm-animal yard
- residential and commercial septic systems and municipal sanitary sewer
- handling and storage of organic solvent
- handling and storage of non-agricultural source material
- application of commercial fertilizer to land
- application of pesticide to land for areas greater than one hectare
- storage of agricultural source material (manure)
- application of agricultural source material to land
No threats have yet been identified based on the presence of any past land uses or pre-existing conditions. Moderate and low threats are shown in tables in the Assessment Report.
Made possible through the support of the Government of Ontario
Source Protection Plan
The Approved Quinte Region Source Protection Plan includes policies, developed by the Source Protection Committee in consultation with the local community. The 63 policies in the plan address the drinking water threats identified in the science-based Assessment Report. The Assessment Report, identified the vulnerable areas surrounding the 11 municipal drinking water sources in the Quinte Region and ranked the threats as significant, moderate or low.
The source protection planning process is governed by the Clean Water Act, 2006 and directed and funded by the Ontario Ministry of the Environment and Climate Change. The Quinte Region Source Protection Plan comes into effect January 1, 2015.
For more information, including the complete Assessment Report and the Source Protection Plan visit:
,
www.quintesourcewater.ca. | <urn:uuid:a66983ca-ea7a-4e18-9d6f-e28624f8af17> | CC-MAIN-2021-21 | https://www.quinteconservation.ca/en/watershed-management/resources/Documents/tweed.pdf | 2021-05-07T13:28:10+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00255.warc.gz | 986,340,853 | 1,190 | eng_Latn | eng_Latn | 0.996591 | eng_Latn | 0.997118 | [
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Before you watch...
Take some time to make sure your space is comfy and cozy to settle in for the adventure!
Use blankets, pillows, and stuffed animals to get your little one excited! Make sure your viewing device is at eye level or connected to a larger screen for best viewing!
SLIDESMANIA.COM
SLIDESMANIA.COM
Post-Show Fun!
1. Mirror, Mirror
2. Chalk Zone
3. Obstacle Solutions
4. Travel Buddy Craft
5. Connecting Conversations
Mirror, Mirror
In this matching activity, take turns with your little one mirroring each other's movements.
Some Tips:
- Start with simple movements that your little one can easily follow.
- Use your arms, legs, and different facial expressions.
- After they have mastered following your movements, let your child become the leader!
SLIDESMANIA.COM
Chalk Zone
Just like our characters, you can create your own world, too! Take some time and go outside to create a miraculous imaginary world all of your own. There are no wrong creations- you could make a mountains filled with trees, an underwater world, and more!
Obstacle Solutions
Our characters traveled through many problems they had to solve together, and now it is your turn!
Create a big body movement obstacle course for your adventurer to crawl through, climb on, jump around, and solve on their own.
For older children, you can add some simple riddles for them to solve in order to move to the next part of their obstacle course.
Some Tips:
* Use a pillow to jump over
* Tables and chairs are great for crawling underneath
* Put a reward at the end:
- A stuffed animal to save
- A favorite treat
Every adventurer needs a travel companion. On the last slide of this document, print the buddy outline so your child can have a friend to go on the adventure with them.
Give them crayons, markers, glue, and fun bonus items to decorate their friend!
Travel Buddy
Connecting Conversations
After the show here are some guiding questions to help guide conversations with your little:
* How would you feel if you couldn't spend time with a friend?
* What ways can we create our own worlds?
* What did you feel during the show?
- What did you like?
- Did you have a favorite part?
* How can we make ourselves feel better when we are feeling sad or angry?
SLIDESMANIA.COM
Print me! I'm your travel buddy! | <urn:uuid:24f89154-237a-4e14-9b88-69298fed9399> | CC-MAIN-2021-21 | https://www.artsonthehorizon.org/uploads/2/1/9/2/21925244/once_upon_a_zoom-_ed_guide.pdf | 2021-05-07T12:16:06+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00256.warc.gz | 667,657,790 | 522 | eng_Latn | eng_Latn | 0.939515 | eng_Latn | 0.997422 | [
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Information for Our Children - Return to School
We are really looking forward to seeing you back at school. It may feel a little different, as we will be missing some of our children and will be working in much smaller groups. So we thought it would be useful to give you a little information so that you know what to expect. There is also a video which you will be able to watch on our website.
- You will need to wear your school uniform but not your tie and you may wear trainers or pumps instead of school shoes. You will not need a school bag, just a water bottle and a healthy snack! If you are in Year 6, and have a packed lunch, you will need to bring this. Please don`t bring anything else to school with you.
- You are going to be coming into school through a different entrance and will be coming in through the double gates and up the slope into the Junior Activity Playground.
- There are some red footprints painted on the ground for you to stand on in a line. Your parent can come in with you and will remind you to keep a safe distance from your friends - but you can wave and smile!
- Mrs Coxon will come to the playground to welcome you. She will ask you to use hand sanitiser to clean your hands so that we have Healthy Hands (clean) and not Horrid Hands full of microbes (germs). Then follow the stars to the classroom.
- Once inside school you will enter your classroom. This will be your `Learning Bubble` where you will be based. In this classroom you will have 9 friends from your class to learn alongside plus Mrs Coxon and Mrs Tiffen.
- Inside your new classroom you will have a special table. This table belongs to you and no one else. It is your special place at which you can complete your activities. Your table will have all the equipment you need such as pencils and crayons in your tray. We will not be sharing these.
- When you go into your classroom you will need to put your water bottle and snack on your table and coat (if you have one) on your chair.
- Once you have put your things on your table you will then need to wash your hands in the sink in your classroom – remember to do it for 20 seconds and to wash all the different parts of your hand. Can you remember the song?
- Your tray on the table will also have tissues! These are for catching sneezes, coughs and things that run out of your nose! Germs can come out of our noses and mouths so we have to CATCH them in our tissues and then put the tissue in the bin.
- This is a special bin with a lid on it – you just press the pedal with your foot to open it.
- When you`ve used a tissue and put it in the bin you will need to wash your hands -
remember we want Healthy Hands not Horrid Hands!
- Washing our hands all the time will become part of our routine - Chasing those germs away throughout the day! The teachers will be helping you to wash your hands well especially after using the toilet!
- We will all try our hardest not to touch our faces.
- Hopefully the weather will be lovely when we return so that we can go outside to learn and play! When we are outside we may see other children playing in their own `Learning Bubble` they too will have two teachers. We can wave and smile and shout hello, but we must stay within our own bubble
- Each bubble will have their own space outside to play. All your games will be fun but they will not involve touching, hugging or being too close!
- At lunchtime your bubble, including your two teachers, will have lunch together in your classroom or outside. We will be sitting a little further apart than usual, but we will be able to chat, smile and wave!
- At the end of the day, one of your teachers will take you to your parents, who will be waiting for you! Remember to keep your distance here too!
We are looking forward to seeing you on Tuesday! | <urn:uuid:d500b909-b5fe-4796-aefc-734be2b82e31> | CC-MAIN-2021-21 | https://files.schudio.com/kirkham-wesham-primary-school/files/documents/Y1_Information_for_Our_Children.pdf | 2021-05-07T13:19:11+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00255.warc.gz | 290,171,247 | 841 | eng_Latn | eng_Latn | 0.998527 | eng_Latn | 0.998519 | [
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Think, pair, share
Discuss in pairs
Think about the topic or subject:
Share your combined ideas:
I used to think this but now I think this
I used to think:
But now I think:
2
I noticed this but why?
I noticed that:
Why is it that way?
What makes you say that
What's going on?
What makes you say that?
Compass
Need to know
•What additional
information would
help you to evaluate
things?
Excited
•What excites you
about this idea or
proposition?
Worrisome
•What do you find
worrisome about
this idea or
proposition?
Stance or
suggestion
•How might you
move forward in
your evaluation of
this idea?
Why is it like this…
What if it…
What do you know about this…
What would you change about it…
How do you know…
Question starts?
?
?
?
?
3. Initial thoughts…
2. Initial questions…
1. Initial comparison…
Bridge
3. New thoughts…
2. New questions…
1. New comparison…
1. What do you think you know about this?
2. What puzzles you?
Think, puzzle, explore
3. What does this make you want to explore?
Connect, extend, challenge
How are the ideas and information presented CONNECTED to what you already knew?
What new ideas did you get that EXTENDED or pushed your thinking in new directions?
What is still CHALLENGING or confusing? What questions, wonderings or puzzles do you now have?
Write the main idea/concept/subject in the shaded shape, then add more as needed…
Mind map
Describe the subject:
Key point 1
Key point 2
Key point 3
Key point 4
Key point 5
Pick the most important point and say why:
Five key points
Draw/Sketch
Construct an answer to the question and write it here
Investigate the question using whatever tools you have and note progress here
Start here:
Express the question you have or given by a teacher in your own words
Wonder or think further and make notes here
Reflect on the question and note the next steps here
Does this question connect with other ideas or knowledge you have?
Enquiry learning
1. Define the problem you are solving by using some of these questions:
2. Research and answer the question(s) using the information supplied to you or that you find yourself.
3. Write the answer here:
Critical thinking
List and describe
List:
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But Why: A Podcast for Curious Kids
Why Are Mammoths Extinct?
March 12, 2021
Jane [00:00:21] This is But Why: a Podcast for Curious Kids from Vermont Public Radio. I'm the host of the show, Jane Lindholm.
Jane [00:00:30] Imagine you're running across a field trying to get to the river where you know you can catch some fish.
Jane [00:00:36] All of a sudden you notice something moving out of the corner of your eye and you look over and it's a woolly mammoth. Oh, and I should probably mention you've also traveled 12,000 or so years back into the past to see this woolly mammoth. So anyway, what does this creature you're looking at actually look like?
Ross [00:00:58] You would be seeing something that reminded you very powerfully of an elephant, but it would look different. For one thing, it would have lots of hair and very long hair which modern elephants, the surviving elephants don't have.
Jane [00:01:12] That's Ross MacPhee. He's the senior curator of mammals at the American Museum of Natural History in New York City. A curator oversees collections in a museum, in Ross's case, it's bones and teeth of mammals that are no longer alive. Ross has also written a book called End of the Megafauna: The Fate of the World's Hugest, Fiercest and Strangest Animals. That book includes a lot of information about these hairy beasts we're talking about today. Here's Ross with more about what you would have seen if you had encountered a woolly mammoth.
Ross [00:01:49] The tusks would also be weird looking to you, maybe because they would be kind of corkscrew shaped or at least curved. They had enormous, enormous tusks. And that required that they have several kinds of adaptations just to be able to move the head around. So they have muscle markings which suggested that the muscles that are responsible for making motions like this and like this were very much larger, relatively speaking.
Jane [00:02:17] And I'll just point out for our listening audience that when you say like this and like this, you're moving your head up and down and side to side. You're saying they had to have really strong neck muscles to hold up those giant tusks?
Ross [00:02:30] They did. They did. So why why did the dust get so big? Another thing that we don't know is they never know, but it's distinctive of them. The ears would be much smaller and also the trunk would end in kind of a weird not a hand, but more like a clasping claw or something like that. Modern elephants don't have that particular adaptation or it's not as good, let's put it that way.
Jane [00:02:56] What did that grasping end of the trunk do for woolly mammoths?
Ross [00:03:01] Well, if we only knew, we just have to assume that it behaved very much like modern elephants. In modern elephants the trunk is really very much like a hand or a hand plus an arm. They can do everything with it in terms of grasping and pulling and bringing food up to their mouths. It's an amazing tool and mammoths certainly would have been similar in that. But how to distinguish things like that, you would have to have observations. And we don't have because mammoths died out a long time ago.
Jane [00:03:32] Like thousands of years ago, scientists believe woolly mammoths evolved about 400,000 years ago and they lived during what is known as the last Ice Age. They lived all over, primarily in the northern parts of Asia, Europe and North America. Their numbers started declining a lot, probably around 14,000 or 12,000 years ago. And within a few thousand years, woolly mammoths were totally gone, extinct. But they did overlap with early humans, so when I invited you to picture yourself running into one as you went about your day 12,000 years or so ago, that wouldn't have been totally impossible. We're going to learn more about woolly mammoths in today's episode and answer some of the questions you have sent us about these elephant-like mammals.
Jane [00:04:22] But we were inspired to do this episode right now because of some news about a woolly mammoth that was found right here in Vermont, where we make this show. A long time ago some people digging up land to make a new railroad found the bones of a woolly mammoth in Vermont. Those bones were given to various museums in New England and they've been on display or in storage for the last 150 years. But recently, two researchers at Dartmouth College in New Hampshire decided to see if they could find out how old this woolly mammoth is. They used a technique called radiocarbon dating on one of the rib bones.
Nathaniel [00:05:02] So the radiocarbon date that came back is about 12,700- 12,800 years old. And that is just about the same time or maybe just a little bit older than than some of the earliest radiocarbon dates we have on archeological sites, the oldest archeological sites in the region.
Jane [00:05:22] That was Nathaniel Kitchell, one of the researchers studying this mammoth bone. And he is saying that the age of this rib bone is right in line with the age of some of the evidence of early human settlements here in northern New England. Paleontologists, people who study the bones of ancient animals have known that mammoths and humans lived together in other parts of the United States and Europe and Asia. But they didn't know if humans and mammoths overlapped here. Figuring out the date of these bones shows them that, yes, humans and mammoths probably did overlap in New England. But that doesn't come as a surprise to John Moody, an ethno-historian for the Winter Center for Indigenous Traditions here in Vermont. John says native New Englanders known as the Abenaki have a word for the woolly mammoth.
John [00:06:17] The word is adebaskedan, and it means essentially lip rolled up.
Jane [00:06:21] Lip rolled up? Is that what you said?
John [00:06:25] Yeah, lip rolled up.
Jane [00:06:26] John Moody says that while it's important to use new kinds of technology that can tell us about, say, the age of a bone, it's also really important to pay attention to oral tradition, the stories handed down from the earliest people in this area and to preserve the language, Abenaki using the stories and culture of the people who have been here for thousands of years, can deepen our understanding of what the scientific data tells us.
John [00:06:53] You know, it it adds material to our understanding it in the life and that eliminates it makes it more three-dimensional.
Jane [00:07:02] But New Englanders aren't the only people interested in woolly mammoths and what the world was like when they were alive. Many of you are, too. So let's get to your questions with help from the Museum of Natural History, Ross MacPhee.
Karen [00:07:16] Hi, my name is Karen and I live in Wilmington, Delaware, and I'm four years old. Tomorrow I'm turning five. And my question is, what is the Ice Age?
Jane [00:07:31] Karen wants to know what was the ice age? That might help us place woolly mammoths.
Ross [00:07:38] Hi, Karen. The most recent Ice Age lasted from about 120,000 years ago to something like 15,000 years ago. Slow to begin. Slow to end. And it really means what it says, that ice on land became a huge thing. You know, in wintertime right now, at least in this part of the world, we got snow.
Ross [00:08:05] But as we go, as we now are from winter into into spring, the amount of snow declines and eventually it's gone. The idea is that depending on orbital characteristics of the earth and by that I mean the actual position and its tilt and other features of the globe of Earth relative to the sun, there are times when it gets warmer and times when it gets colder. And one of the ways in which it gets colder - so it's thought this is the theory - is that the winters never ended or the snow never, it never ended. Meaning that you'd have snow falls in the winter and it never really got warm enough to get rid of it completely, so you'd have snow in some places, right. The next year that would be built on and built on and built on. And the thing about snow, as we all know, who live in snowy regions is that it kind of makes its own local weather. If you have enough snow, then it's very cold and that tends to preserve the snow pack for a very long period of time. So now you have to think in terms of hundreds of years, if that process continues over a very long period of time, then what you're going to get is not just snow, but the snow is going to be compacted because it's water, it weighs something. And as it compacts, it turns to ice. And that gives us the ice at the Ice Age.
Jane [00:09:30] So it's like when you go sledding, if the sledding hill has a lot of fluffy snow, but you sled down it enough times and then walk up it enough times, that snow gets harder and harder and harder and pack down and packed down and it gets more and more slippery over time. Eventually that would kind of turn into ice. Is that sort of like what we're talking about?
Ross [00:09:48] That's exactly what we're talking about. So that's the ice of the Ice Age. The last thing to just visualize, if you can, or look at a map, all of North America north of about, well, the Canadian border, all of that was ice, little pockets here, little pockets there of land for one reason or another without ice, but, of course, very cold. It was the same in Western Europe. There was a big ice sheet there, as we call it, and smaller ice sheets as you go off into Russia and Siberia.
Jane [00:10:20] Giant ice sheets covering much of what is now dry land was one feature of the ice age. But another important thing you should understand is that because so much of the water on Earth was in these ice sheets, the level of the ocean was much lower, about 300 feet lower. There was less water in the ocean, so lots of land was exposed that is now covered by sea water. Animals and humans could actually walk across a land bridge between Alaska and Russia. You can't do it now because it's covered by the ocean, but animals and people could do it then. Let's talk about some of those animals. Here's a question from Quentin.
Quentin [00:10:59] I'm four years old. I live in Quito, Ecuador. Were there giraffes in the ice age?
Jane [00:11:06] Were there giraffes in the Ice Age?
Ross [00:11:08] There were giraffes, but they had a distribution very similar today, meaning they're in Africa from various times the giraffe group did manage to cross into Eurasia because the continents were connected at this time, but they've all disappeared. So you only see living giraffes in Africa and just in parts of Africa. It's not like they're everywhere at all.
Jane [00:11:31] Here's Finlay from Scotland.
Finlay [00:11:34] I'm Finlay. And I come from Scotland. I'm five. Were there any birds in the woolly mammoth time?
Jane [00:11:45] Finlay's question is, were there any birds in the woolly mammoth time?
Ross [00:11:49] Yes, back in the ice ages. Let's talk about a couple of the ones that lived in North America and disappeared at roughly the same time as woolly mammoths. So let's consider condors. Condors are very large birds. One species still lives in California. They're distantly related to things like hawks and vultures and so on. And during the last Ice Age, there was an enormous species of condor that lived not only in California, but had a range that went as far east as where we are now, where I'm speaking from. And like condors, they probably largely lived on dead animals. These are scavengers. And the idea was that when you have a lot of very big animals, as we did 10,000 years ago, then you had a lot you had a lot of available food. And the idea is that scavenging was a good way to earn a living at the time, but then all of these big guys disappeared, almost all of them, and the ideas that had had an effect on other species like these birds I just described, who had a very specific kind of feeding adaptation so they didn't have enough to eat. Did they disappear for that reason? Well, probably many other reasons as well. But it couldn't have made life any better not to have your preferred diet, right?
Jane [00:13:22] If I'm picturing one of these condors that are no longer alive and I, let's say I'm a kid who has about a four foot wingspan, if I push my arms out as far as they'll go, how how much bigger would the condor have been with its wingspan?
Ross [00:13:39] About three times that size.
Jane [00:13:40] Oh, my gosh.
[00:13:41] I can remember many years ago when I was doing an archeological dig in Nevada and I didn't know much at that time, I came across a bone of one of these very large condor relatives. This was an enormous organism, just utterly huge. I would not want to have been just sort of laying on the beach with one of those condors hanging around in case he got a bit hungry, right?
Jane [00:14:07] Me neither. There were also small birds during the last Ice Age. Birds have been around for millions of years and many bird species survived the extinction that killed those massive condors. There were a lot of species, especially of really big animals called megafauna that went extinct during this time period just as the last Ice Age was ending. We're going to talk in a little while about why scientists think so many large animals didn't survive. But first, we want to hear about another animal that used to exist. How about a giant sloth.
[00:14:43] Back in the Pleistocene, back in this Ice Age, there were sloths that had to live on the ground because they were as big as elephants and the same size as elephants. And this is an amazing thing. And these were very successful in the sense that they they evolved in South America, but got up the Isthmus of Panama into North America, the same kind of land bridge thing that we were talking about for the Bering Sea between Asia and Alaska, that we have one today that is still well above water in Central America. And they use that to get up here into into North America. And during warm periods one kind of sloth got all the way to Alaska and Yukon. I wish we could put a slide up or something off of a ground sloth because they're the weirdest looking animals you've ever seen. And the idea that they were so successful that they could go all the way to northern North America during more warm periods, they were not cold-adapted. This is just astounding.
Jane [00:15:48] Ross says he thinks these sloths were probably not as slow moving as the sloths we know about today, partly because they probably had to avoid predators like these.
Ross [00:16:01] Saber tooth cats are actually in the same family as lions and tigers and domestic cats if you have cats. But their outstanding feature was these enormous front teeth called canines. Canines are again, if you have a dog or a cat and you just open the mouth, you see that there are two teeth right at the front that are longer than the others. Well, we call them Saber tooth because it was sort of like that sword, a saber. They were so large that they hung out of the jaw and on on either side of the lower jaw.
Ross [00:16:40] Now, here's another weird fact. So you think, OK, big canines, that these were predators. So they must have used these to bring down their prey. They probably did. But exactly how they use them iis peculiar because although they're very long, they're not very, very wide.
Jane [00:16:58] So these teeth wouldn't have been useful in helping the cats catch prey the way a modern lion or tiger does. But saber toothed cats were highly successful predators until, you guessed it, they went extinct. So why did all of these large animals like mammoths, giant condors, enormous sloths and saber toothed cats all disappear around the same time period? What happened? We'll talk about that coming right up.
Jane [00:17:27] This is But Why: a Podcast for Curious Kids, I'm Jane Lindholm, and today we're talking with Ross MacPhee, he's a paleontologist, a scientist who works with fossils and he specializes in Ice Age animals that went extinct. We've been talking about how big some of these now extinct animals were, they're called megafauna and around the end of the last Ice Age, a whole lot of large animals and some small ones as well all went extinct around the same time. Among the animals that didn't survive this time period were woolly mammoths.
Fiona [00:18:06] My name is Fiona, I live in Arlington, Massachusetts. My question is why are the woolly mammoths extinct? And I'm age six.
Sam [00:18:21] I'm Sam, I'm four and I live in Georgia in the United States of America. Did woolly mammoths die. or what happened with them? If they got eaten?
Jane [00:18:35] Fiona is six and says, why are woolly mammoths extinct? Sam is four and lives in Georgia and says, what about woolly mammoths? Why did they die? What happened? So we've got a couple of kids who want to know specifically about woolly mammoths. But as you've said, Ross, there were a lot of animals that died out around the same time. So what the heck happened?
Ross [00:18:58] Well, Fiona and Sam, I spent a large part of my career trying to answer that question, and it's complicated. So I'm going to give you just things to think about. There's two major ideas. One is the climate did it. Climate change in particular, just like we're experiencing now, in a way. The idea is that a lot of these big guys were adapted to Ice Age conditions. So this is what they had evolved in. This is where they expected to be and the kinds of food supplies that were connected with those conditions. So what happened?
Ross [00:19:40] Well, we had ice, big ice, I guess, is what I'm talking about, where most of Canada was covered up until about 18,000 years ago and then progressively thereafter it disappeared.
Ross [00:19:53] So this is a long period of time. Why would there be a concentrated series of losses right around 11,000? Well, here's the idea, there was an event, its actual cause is disputed, but it seems this is for certain because we've got lots of evidence for this beginning about 12,800 years ago and for about a thousand years. It was getting warmer, the ice was disappearing. It was looking good, and then suddenly within the space of just a few decades the northern part of the world plummeted back into the ice age. So it got terrifically cold almost immediately. Suddenly we went back to tundra, very, very different. So the idea was that this was such a catastrophic event that suddenly you had extinctions that the populations just couldn't survive.
Jane [00:20:57] What could have happened that would have made a gradually warming climate get really cold again all of a sudden?
Ross [00:21:04] I know you know this kids, that the dinosaurs disappeared because there was a huge meteorite or comet that hit the Earth 66 million years ago. There's also an argument that at roughly the same time as this cold snap, there was a comet or meteorite or something like that that hit the earth, maybe in northern Greenland. And what it did was force this particular change that I was just talking about, the really cold conditions.
Jane [00:21:34] It wasn't just that the climate shifted, it's that it shifted so quickly. This shift may have affected the bigger animals, more than the smaller animals, because big animals often take longer to reproduce. So a cold snap of many years would have made it hard for them to have babies. And as older animals died, there weren't enough younger animals alive to replace them. Humans wouldn't have been as affected, Ross says, because we lived in a lot of different parts of the world by then and would have probably been able to survive in the warmer parts. But Ross says many of these other big animals also had wide ranges, so there are a lot of questions about why they would have just died out instead of some animals surviving in places that were warmer.
Ross [00:22:22] But there is another idea, and that's that we did it, not us personally, but members of the human race, especially when humans first came over to the new world again from Asia, probably across the land bridge or maybe by boat, doesn't it really matter. When they came here they came to a place that had never seen humans before. Why is that important? It's important because animals learn, mammals in particular learn. And when they know they're going to be attacked or predated upon by a particular species, say, a saber toothed cat or something like that, they've learned that these are dangerous and they pass that on in one way or the other by learning to their offspring. So over time, the prey species learn who the predators are and they develop all kinds of behavioral and other ways of trying to keep the predation low down. So here's the deal. When humans first got here, let's just say 16,000 years ago, they came to a continent that was full of these large beasts, lots of meat, lots of fur coats, all of this kind of thing. And the argument is that these animals would not have recognized us as dangerous. And you've got to look at it from the animal's point of view, what could be less dangerous than an animal that has no canines about its person stumbles around on its two hind legs? How weird is that? And, you know, is so naked that it requires furs and so on that they've taken off other animals even to survive in places. So idea is that early humans in North America, and elsewhere that the same pattern arguably applies elsewhere, would come up to a herd of mammals. The elephants would look over and say, oh, yeah, that's that weird guy that just recently arrived. No worries. Let's just keep eating. And they could come in and cause any level of destruction that they wanted.
Jane [00:24:36] The trouble with this theory, Ross says, is that it's hard to believe there were enough humans to kill more than 50 species of animals in North and South America that all went extinct over a relatively short time frame.
Ross [00:24:50] Another view, of course, is to combine the two so humans were here causing destruction. We had this Younger Dryas event, this called event, as it's called, and through a combination of those really bad times for the animals, it resulted in all of these losses. And people like me have spent a lot of effort to try and decide which of either of these makes sense. There are other ideas as well, but they're even less successful than those two.
Jane [00:25:23] What do you think happened? Was it humans or was it climate change or was it, as Ross MacPhee believes, a combination of factors that led to the end, led to the demise, of so many of these huge and interesting animals? Maybe you'll become a paleontologist or an anthropologist and work to find more information so we can someday know the answer. As we've learned in so many of our But Why science episodes there is still a lot to learn about our past, our present and our future. You could make the next great discovery.
Jane [00:26:02] That's it for this episode. Thanks so much to Ross MacPhee at the American Museum of Natural History in New York City. His book is called End of the Megafauna: The Fate of the World's Hugest, Fiercest and Strangest Animals.
Jane [00:26:17] If you have a question about anything, tell us about it. You can get an adult to help you record yourself asking your question. Most smartphones have a free voice memo or recording app that comes with the phone. Get up nice and close to the phone and try not to have a car engine or the dishwasher or anything else noisy around you while you're recording. Tell us your first name, where you live and how old you are. Then your adult can email the file to firstname.lastname@example.org. Even though we aren't able to use all of your questions Melody and I listen to each of them and we love hearing what you're curious about.
[00:26:56] But Why is produced by Melody. That's Melody Bodette and me, Jane Lindholm at Vermont Public Radio. Our show is distributed by PRX and our theme music is by Luke Reynolds. We'll be back in two weeks with an all new episode. Until then, stay curious! | <urn:uuid:7f5a2384-a214-4b09-9d64-78500d926290> | CC-MAIN-2021-21 | https://www.vpr.org/sites/vpr/files/202103/But_Why_149_Mammoths_TRANSCRIPT.pdf | 2021-05-07T12:47:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00258.warc.gz | 1,103,432,729 | 5,635 | eng_Latn | eng_Latn | 0.999419 | eng_Latn | 0.999451 | [
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English Firsthand Success Script
This script is © 2010 Pearson Education Asia Ltd.
It is provided to assist teachers using English Firsthand Success in making supplementary materials for their students.
Thanks for using English Firsthand.
We wish you great success in your teaching.
Unit 1
Preview Script/ Answer Key
playing sports: He likes playing sports.
watching movies: She loves watching movies in her free time.
reading: My best friend likes reading books.
dancing: I love music and dancing.
shopping: They like shopping.
Music rock: Rock is her favorite kind of music.
hip-hop: He loves hip-hop!
classical: My father likes classical music.
pop: My sister always listens to pop music.
Favorite Foods fruit: He eats fruit every day.
pizz
A: His favorite food is pizza.
chicken: He likes chicken.
spicy food: She loves spicy food.
sweet food: She loves sweet food.
Fast food: They love fast food.
Listening
Number 1:
A: This is a great restaurant, Madison. Good choice.
B: Uh, thanks. I come here a lot.
A: So, your last name is Hayes, right?
B: Yeah. Hayes.
A: Is that spelled H-A-Z-E?
B:
No. Itʼs H-A-Y-E-S.
A: Thatʼs a nice name.
Number 2
A: When is your birthday?
B: May. May fifteenth.
A:
May fifteenth? Cool. My birthday is on May twentieth.
Number 3
A: And where are you from?
B: Honolulu, Hawaii.
A: Honolulu! Wow. Wow! I would love to go to Hawaii someday.
B: Itʼs beautiful there.
Number 4
A:
Whatʼs your favorite food, Madison?
B:
Hmm. Favorite food. Maybe pizza. Yeah, pizza with sausage and pepperoni and onions and green peppers and black
olives and . . .
A: Pizza. Right. I like pizza too.
Number 5
A:
What kind of music do you like?
B:
Hip-hop. I like lots of music, but hip-hop is my favorite.
A: Thatʼs cool. Iʼm into rock.
Number 6
A: What do you do in your free time?
B: I love dancing. Yeah, dancing is great.
A: Hmm. Dancing.
Number 7
A: What is something you dislike?
B: Something I dislike? Well, Iʼm a student. So, Iʼll say homework. I donʼt like homework.
A:
Yeah. Who does?
Number 8
A: What is something interesting about you?
B: Hmm. You mean something different or unusual?
A: Yeah.
B: Well, I practice karate. I do karate every week.
A: Karate? That is different.
B: Yeah, itʼs really cool to do. Uh, can I ask you some questions now?
A:
Uh, sure.
About you
1. Where are you from? Write your hometown.
2. When is your birthday? Write your birthday.
3. What is your favorite food? Write your favorite food.
4. What kind of music do you like?
5. What do you do in your free time?
Conversation
A: Is this seat taken?
B: No, itʼs not.
A: Where are you going?
B: To Vancouver.
A: Really? Vancouver is beautiful.
B: It sure is. Itʼs my hometown.
A: Your hometown? Itʼs mine too.
B:
Oh, really?
Conversation Drama Coach Video Script:
Hi, everyone. Itʼs Adam, your Drama Coach. Welcome to English Firsthand Success. Iʼm here to help you practice the conversations in this course.
In this scene, youʼre on a bus. One person sits down next to the other. How do you feel about meeting new people? Are you nervous? voice to show how you feel. OK. Are you ready? Letʼs get started.
1 Are you excited? And remember, use your
Interaction Language Model Script/Answer Key
A: Hi. Howʼs it going? Iʼm Emma.
B: Nice to meet you.
A: Can I interview you?
B:
Sure.
A: Whatʼs your favorite food?
B: Chicken, I guess.
A: What kind of food donʼt you like?
B: Hmm, bananas.
A: What do you do in your free time?
B: I like playing sports.
A: Thanks.
B: No problem.
Real Stories Script is in the answer key.
Unit 2
Preview Script/ Answer Key
A: Today Iʼm wearing a green blouse, pink pants, and a purple coat.
B: Iʼm wearing an orange tie, a white shirt, a black belt, and brown shoes.
A:
Today Iʼm wearing a blue skirt, a yellow jacket, and a red scarf.
Patterns
Here are some patterns: checked, flowered, animal print, plaid, polka-dot, solid, striped.
Listening
Number 1
First, we have Jade. Sheʼs wearing a long, flowered scarf. With that flowered scarf, Jade is wearing a solid white blouse and a plain black skirt by Diana Karen. Sheʼs also wearing lovely black shoes. Thank you, Jade.
Number 2
Next up is Austin. Heʼs wearing checked pants and a checked jacket by Hugo Moss. Under his jacket, he has a solid black sweater. And under that sweater, Austin is wearing a striped shirt. Very nice combination! Thank you, Austin.
Number 3
Here comes Emma. Sheʼs wearing wonderful plaid pants. With those plaid pants, sheʼs wearing a solid gray coat by Rudolfo Loreno. Sheʼs also wearing a big belt. And look at those shoes!
Number 4
And hereʼs Tara. Tara is wearing a polka-dot dress by Elisa B. A polka-dot scarf. And polkadot shoes. Look at all those dots! Thank you, Tara.
Number 5
Next, hereʼs Brent. Brent is wearing a dark jacket and white pants by Melvin Kline. Heʼs also wearing a striped shirt and a flowered tie. Thatʼs a very nice tie, Brent. Thank you.
About you
1. What are you wearing right now?
2. What does your favorite shirt look like?
3. What do your favorite shoes look like?
4. What does your favorite coat look like?
5. What kinds of clothes do you dislike?
Conversation
A: Whoʼs that?
B: The man in the plaid jacket?
A: Yeah. The one wearing the striped pants.
B: And the purple shirt?
A: Right.
B: Thatʼs my neighbor.
A: Does he always dress like that?
B: No. Sometimes his clothes are really strange.
Conversation Drama Coach Video Script:
Hi, everybody. Welcome back. In this scene, youʼre at a picnic or an outdoor party. Stand next to each other. And use gestures—maybe hold a drink or a plate. Youʼre talking about a man. What do you think about the manʼs clothes? Are they strange? Are they funny? Show your ideas through your voice. OK, letʼs practice the conversation.
Interaction Language Model Script/Answer Key
I like pink and black. My favorite shirt is black with thick pink stripes. It really looks good on me. I also like black jeans. I spend about a hundred dollars a month on clothes. I want to spend a thousand dollars! How about you?
Real Stories Script is in the answer key.
Preview Script/ Answer Key
Good Health
Here are some things you can do:
do yog
A: Do yoga three times a week.
eat fruit and vegetables: Eat fruit and vegetables every day.
lift weights: Lift weights twice a week.
laugh: Laugh every day.
meditate: Meditate every morning.
apologize: Apologize to others.
forgive: Forgive your family and friends.
exercise: Exercise every day.
relax: Try to relax.
walk: Walk to work or school.
Bad Health
Here are some things you should avoid:
get angry: Donʼt get angry.
smoke: Donʼt smoke.
eat fatty foods: Donʼt eat fatty foods.
drink alcohol: Donʼt drink too much alcohol.
worry: Donʼt worry too much.
work: Donʼt work too hard.
Listening
Number 1. This is Jade.
A: How do you stay healthy? Whatʼs your best advice?
B: Exercise. Exercise at least three times a week. Go running. Go to the gym. But exercise!
Number 2. This is TaeWoo.
A: TaeWoo, how do you stay healthy?
B:
Eat more fruit and vegetables. And eat every color of fruit and vegetables, not just green.
Red tomatoes, orange carrots, yellow corn and . . .
Number 3. This is Rosa.
A: Whatʼs your best advice to stay healthy?
B: Walk. Walk a lot. Donʼt always take a car or a bus. Walk whenever you can.
Number 4. This is Anthony.
A: How do you stay healthy, Anthony? Whatʼs your best advice?
B: Learn to relax. Try yoga or meditation. Relaxing is important to health.
Number 5. This is Yuri.
A: Hi, Yuri. Whatʼs your best advice to stay healthy?
B: Laugh.
A: Laugh?
B: Yes, laugh every day. Itʼs healthy. Babies laugh three hundred times a day. Three hundred! Adults only laugh seven times. What happened? People who laugh live longer.
Theyʼre happier too.
About you
1. Do you do these things? Which ones?
2. Which donʼt you do?
3. Do you like to exercise?
4. Do you like vegetables? What is your favorite vegetable?
5. What else do you do to stay healthy?
Conversation
A: Come here.
B: Who, me?
A: Yeah. Try this.
B: Wow. Itʼs heavy.
A: OK, no problem. Use this.
B: Like this?
A: Donʼt press that button.
B: Huh? Help!
Conversation Drama Coach Video Script:
In this conversation, youʼre at a gym. One of you is the trainer. Youʼre very strong. The other is not very confident. Use gestures when you talk. Trainer, point—use your hands. Student, pick up something heavy. Run on the treadmill. Make sure to use your whole body. OK. Letʼs give it a try.
Interaction Language Model Script/Answer Key
Here are my three ideas for a healthy life. Eat vegetables or fruit every day. Try to exercise every day. Donʼt smoke.
Here are my three ideas for a happy life. Find one good friend. Be positive. Enjoy eating chocolate!
Real Stories Script is in the answer key.
Unit 4
Preview Script/ Answer Key
Let me tell you about my neighborhood. My favorite bookstore is next to the bank. Thereʼs a beautiful old theater between the bookstore and the coffee shop. The bus stop is across from the subway station. Thereʼs a big department store at the corner. My favorite bakery is to the left of the hotel. Thereʼs a good stationery store to the right of the hotel. Thereʼs a great park across from the supermarket. The post office is next to the park. Thereʼs a school on the left and a hospital on the right. Thereʼs a great electronics store next to the school.
Directions
go straight: Go straight past the department store.
turn right: Turn right at the park.
turn left: Turn left at the supermarket.
Listening
Number 1
A: Hey, letʼs get a pizza.
B: Good idea. Do you know any place thatʼs good?
A: Thereʼs a place near here. We go down this street two blocks. Itʼs on the left.
B: On the left?
A: Yeah. Itʼs across from Stewartʼs Department Store.
Number 2
A: Letʼs buy a cake.
B: Good idea. Letʼs stop at that great bakery. Itʼs on the next block.
A: Is that bakery near here?
B: Sure, itʼs next to Burger Inn. Just past Burger Inn.
A: Next to Burger Inn. Oh, now I remember.
Number 3
A: Wow! Great coat! Whereʼd you get that? I need one.
B: I got it at Redfieldʼs Department Store.
A: Iʼve never been there. Where is it?
B: Itʼs close by. Go to the corner and turn right.
A: Right at the corner? By the theater?
B: Yes, Redfieldʼs Department Store is next to the Rose Theater, across from the post office.
Number 4
A: Hey, I need to buy a notebook. Is there a stationery store around here?
B: A stationery store? Yeah, thereʼs one two blocks from here. Go down this street two blocks. Go past the shoe store. Then turn right.
A: Just turn right past the shoe store?
B:
Yeah, the stationery store is on the right. Itʼs between the shoe store and the bookshop.
Number 5
A: I need to buy an iPodTM. Do you know of a cheap electronics store?
B: Electric City is good.
A: Where is it?
B: Go to the corner and turn left. Then go straight two blocks. Itʼs on the left.
A: Oh, across from the bank?
B: Thatʼs right.
A: Oh, thanks!
About you
1. Where is there a department store?
2. Where is a stationery store?
3. Where is a bank?
4. Where is a park?
5. Whatʼs your favorite place to shop? Where is it?
Conversation
A: Excuse me. Whereʼs the Park Hotel?
B: Go down this street to the signal. Turn right and go three blocks.
A: Iʼm sorry. Did you say turn right or left at the signal?
B: Right.
A: Then straight four blocks.
B: No, three blocks! Youʼll see it on the left.
A: Maybe Iʼll take a taxi.
B: Hmm.
Conversation Drama Coach Video Script:
In this scene youʼre lost. You need to ask someone for directions. Use gestures each time you speak to show direction. OK, give it a try.
Interaction Language Model Script/Answer Key
Angel Café is a good place to meet friends. Itʼs near the station. HMV music store is a good place to listen to music. Marioʼs Italian restaurant is a bad place to eat. Itʼs cheap but not very good. My house is the best place to eat. My grandma is a great cook. Thatʼs it. How about you?
Real Stories Script is in the answer key.
Unit 5
Preview Script/ Answer Key
Here are some materials: metal, plastic, paint, wood, cloth, stones, leather, glass, string. Gift Objects
toy: I bought this toy for my cousin.
doll: My grandfather gave me this doll a long time ago.
incense: My best friend got this incense on his trip to India.
neon lamp: I gave this neon lamp to my brother. He loves it!
flowers: I always give my grandmother flowers on her birthday.
candle: My friend gave me this candle. It smells so good!
souvenir: I got this souvenir for my brother. Isnʼt it funny?
jewelry: Jewelry is a great gift for any occasion!
Sizes long, short, thin, thick, round, square
Listening
Number 1
A: What are these?
B: Oh, theyʼre called "spirit stones." I got them when I did a homestay in the U.S.A.
A:
Your homestay? But what are they?
B: Spirit stones are for good luck. They bring happiness to your family.
A: Happiness?
B: Yeah. Itʼs a Native American Indian belief. They were a gift from my homestay family.
A: Cool. What are they made of?
B: Theyʼre stones. You know, little rocks. The picture is painted on them.
A: Cool.
Number 2
A: Wow. Look at this. I havenʼt seen this in years.
B: What is it?
A: This horse. My mom gave it to me years ago.
B: Your mother gave it to you?
A: Yeah. Itʼs from Sweden. My grandparents—my motherʼs parents—came from Sweden.
B: Is it a toy?
A: Not really. Itʼs a decoration. Itʼs made of painted wood.
B:
Nice.
Number 3
A: Whatʼs this little elephant?
B: That? Itʼs an incense burner.
A: Incense. For making a nice smell?
B: Right. I met a student from Thailand last year. She gave it to me.
A: Whatʼs it made of?
B: I donʼt know. Some kind of metal.
A: Here. Letʼs light some incense.
Number 4
A: A pink flamingo?
B: Yeah. A friend gave it to me.
A: Your friend gave you a neon flamingo? Why?
B: I like flamingos. Theyʼre colorful. And kind of fun. And kind of funny-looking.
A: And itʼs a neon light? It works?
B: Yeah, itʼs made of glass. Plug it in and it lights up.
A: Neat.
About you
1. Which thing on this page do you like?
2. Why do you like it?
3. Think of a special gift you got. What is it?
4. When you were a child, what was your favorite toy?
5. What is your favorite thing? What is something you really like?
Conversation
A: Whatʼs this?
B: Oh, I bought that on vacation.
A: What does it do?
B: Uh, it doesnʼt do anything.
A: So, whatʼs it for?
B: Nothing. Itʼs just interesting.
A: Interesting? Actually, I think itʼs kind of strange.
B: I love it.
Conversation Drama Coach Video Script:
Hi. This is Adam, your Drama Coach. In this scene, youʼre two friends at a coffee shop. Youʼre talking about an object. Use some object. What do you think of this object? Is it strange? Interesting? Show your ideas through your voice and gestures. Are you ready? Letʼs give it a try.
Interaction Language Model Script/Answer Key
This is a doll.
It was a gift from my homestay family.
Itʼs from Canada.
Itʼs made of wood and cloth.
I love it. It reminds me of my friends.
Real Stories Script is in the answer key.
Unit 6
Preview Script/ Answer Key
build a house: Theyʼre going to build a house next year.
```
visit Australia: Would you like to visit Australia? help people: My sister wants to help people. be the boss: In ten years he will be the boss. finish university: Sheʼs going to finish university next month. start a company: Sheʼd like to start a company someday. learn Swedish: She will learn Swedish. be rich: She plans to become rich. create things: Sheʼs going to create things. be famous: He might be famous someday. be good at English: She will be good at English. live abroad: They would like to live abroad someday. get my driverʼs license: Heʼs going to get his driverʼs license next year. be a scientist: In the future sheʼs going to be a scientist. explore new places: My brother wants to explore new places. be a grandmother: She really wants to be a grandmother. speak a foreign language: He wants to speak a foreign language perfectly. Time Expressions tomorrow, next weekend, next month, next year, in five years, in ten years
```
Listening
Number 1
A: Whatʼs a place youʼd like to visit someday?
B: Oh, there are so many places. Iʼd like to go to Africa most, I guess.
A:
Africa?
B: Yeah, Iʼm really interested in Africa. I want to know more about all the cultures.
Number 2
A:
Whatʼs your dream?
B: I want to be rich. I want to have a lot of money.
A:
Rich? Really? Why?
B:
I want to have a lot of cars and a big house.
A:
Do you think thatʼll make you happy?
B: Happy? I want to be rich.
Number 3
A: Have you ever thought about helping people, doing good things for people?
B: Oh sure. One day, I hope to build a library in my hometown. I hope to make enough money so that I can build a big library so all the kids in my hometown can find books they love to read.
A: That sounds great! What a cool idea.
Number 4
A:
Whatʼs something youʼd really like to do in five years?
B: Iʼd like to be a perfect speaker of Italian.
A: Perfect? Do you think you can do that?
B: I donʼt know, but I want to try. I want to live in Italy, and I want people there to think Iʼm Italian.
Number 5
A: What do you want to do when youʼre older?
B: Iʼd love to be a grandmother.
A: A grandmother?
B: Yeah, I think itʼd be great to be a grandmother. You can just play and not worry so much about everything — you can just have fun.
Number 6
A: Whatʼs in your future?
B: I want to be the boss.
A: You want to own your own company, be a company president?
B: Well, it can be a small company. I just donʼt want to work for someone else.
Number 7
A: What do you want to do in ten years?
B: You know, Iʼd like to build my own house.
A: Build your own house? You mean, like, make it?
B: No, somebody else can make it. But I want to make a house just like I want it. I donʼt want to live in somebody elseʼs house. I want my own style.
Number 8
A: Whereʼs a place youʼd like to live someday?
B: Iʼd really like to live in another country. I love my country, but Iʼd like to live someplace else, just to experience a different culture.
A:
Any special culture?
B: No, it doesnʼt matter. Just someplace different.
About you
1. What do you want to do next year?
2. Whatʼs a place youʼd like to visit someday?
3. What do you want to do in five years?
4. What do you want to do in ten years?
5. What is something you would like to learn?
Conversation
A: Whatʼs your dream?
B: Someday Iʼm going to be a doctor.
A: A doctor. Wow.
B: Yeah. I want to help people.
A:
Nice.
B: How about you? What do you want to do?
A: Hmm. I donʼt know. Uh, I want to pass this class.
B: Thatʼs all? Dream big!
Conversation Drama Coach Video Script:
Hi again. This is Adam, your Drama Coach. In this conversation, youʼre talking with your friends about your dreams and future plans. How do you feel about your future? Are you positive and optimistic? Are you a little pessimistic? Let your voice show your mood. OK. Letʼs try it. And remember, dream big!
Interaction Language Model Script/Answer Key
A: This year Iʼm going to study information technology.
B:
Where?
A: In five years, Iʼll work for a big company.
B: What kind of company?
A: In ten years, Iʼll have my own company.
B: Great!
A: Someday, I might live in a foreign country.
B: Where do you want to live?
Real Stories Script is in the answer key.
Unit 7
Preview Script/ Answer Key
Last Summer . . .
Max drove to the beach. He tried surfing. He went camping and mountain climbing. When he was climbing, he made a mistake. He fell and hurt his arm. But he learned a lesson: Donʼt go mountain climbing alone.
A Week Ago . . .
Olivia took a big exam. After the exam, she was worried because she didnʼt know some of the answers. The next day she got her scores. She was successful! She passed! She was very surprised. That night, she had a big party. She saw a lot of good friends. She felt really, really great!
Listening
Number 1
Last year I took the entrance exam, you know, for school. The test was really hard. I didnʼt know some of the answers. I was worried. But then I got the letter. I opened it. Yeah! I got in! It felt great. I started school last month!
Number 2
Mattie was such a good dog. A really good friend. Anyway, she was pretty old. Twelve years, which is really old for a dog. And she got cancer. Itʼs pretty common for dogs to get cancer. Anyway, she died. She was such a good dog. I miss her.
Number 3 Two years ago, I was driving my dadʼs car. And I had an accident. The man in the other car didnʼt see me. It was just a small accident. No one was hurt. But, man, were my parents angry. I had to pay for the repairs.
Number 4
Kateʼs birthday party was last month. It was so much fun. It was great. Wonderful food. There were a lot of people there. Really, really good friends. There was great music too. Everyone was dancing. It was super.
Number 5
I was a high school student in this picture. It was the last basketball game of the year. I played really, really hard. We didnʼt win, but I felt so good. Because I love all the team members. The best day of my life. We had a great team.
About you
1. When were you very happy?
2. When was a sad time for you? Why?
3. When you were sad, what did you do?
4. What do you remember about your first day at school?
5. Can you remember a special party? When was it?
Conversation
A: Look. I took this picture on vacation.
B: Really? Where did you go?
A: I went to England.
B: England? Wow. What did you do?
A: I did a homestay. So, how was your vacation?
B: Well, I went on a boat trip.
A: Nice.
B: No. I got seasick. All I saw was the doctor.
A: Oh no.
Conversation Drama Coach Video Script:
Hi. This is Adam, your Drama Coach. In this conversation, youʼre in a coffee shop. Drink coffee while you talk. Youʼre talking about your vacation. Show your pictures. Talk about them. Did you enjoy your vacation? Let your emotions show in your voice. Are you ready? Letʼs give it a try!
Interaction Language Model Script/Answer Key
A: Iʼll talk about the best day of my life.
B: Where were you?
A: I was at the beach.
B: Who were you with?
A: I was with my best friend.
B: What did you do?
A: I met a beautiful girl.
B: How did you feel?
A: I felt very happy!
Real Stories Script is in the answer key.
Unit 8
Preview Script/ Answer Key
Nature
large: The Pacific Ocean is larger than the Atlantic Ocean.
small: Sun Moon Lake is smaller than Lake Victoria.
tall: Redwoods are very tall trees.
long: The Amazon is a very long river.
high: Mount Everest is higher than Mount Fuji.
wide: Niagara Falls is wider than Angel Falls.
Animals
fast: Cheetahs are the fastest animals.
cute: Koalas are the cutest animals.
noisy: Parrots are the noisiest birds.
friendly: Dogs are the friendliest animals.
funny: The penguin is the funniest bird.
heavy: Hippos are the heaviest animals.
dangerous: The crocodile is very dangerous.
interesting: The cat is a very interesting animal.
intelligent: Apes are the most intelligent animals.
pretty: The peacock is the prettiest bird.
Listening
Number 1
A: OK, your turn. Which grows the fastest: a sunflower, bamboo, or pineapple?
B: I think bamboo is the fastest.
A: Thatʼs right. Bamboo is the fastest. Some can grow one meter a day. A meter. Wow!
Number 2
B: Hereʼs an easy one. Which is the most intelligent: a pig, a monkey, or a dog?
A: Yeah, thatʼs easy. A monkey is the most intelligent.
B: Thatʼs right. A monkey is the most intelligent. Did you know one monkey learned over a thousand words?
Number 3
A: OK, hereʼs another easy one. Which river is longer, the Amazon or the Nile?
B: Thatʼs not so easy. The Nile?
A: Correct! The Nile is six thousand six hundred and fifty (6,650) kilometers long.
Number 4
B: Where is the highest waterfall? Is it in Africa, Asia, or South America?
A: The highest waterfall? Gee, maybe in South America? Iʼm just guessing.
B: Good guess. Angel Falls is the highest waterfall. Itʼs in Venezuela, South America. Itʼs nine hundred and eighty meters.
A: Nine hundred eighty meters? Wow.
Number 5
A: Next question. Where is the tallest tree? Australia, Africa, or North America?
B: I think itʼs in North America.
A: Thatʼs right. Itʼs in California. Itʼs over one hundred meters tall. But there used to be some that were even taller in Australia.
B: Hmm, over one hundred meters.
Number 6
B: Which has the most countries? Asia, Africa, or Europe?
A: I think itʼs Africa.
B: Thatʼs right. There are fifty-three countries in Africa.
A: Fifty-three. Thatʼs a lot of countries.
Number 7
A: Which city has more people, Mexico City or São Paulo?
B: Mexico City, I think.
A: Thatʼs right. Mexico City has over twenty-three million people.
B: Twenty-three million people. Thatʼs a lot!
Number 8
B: Hereʼs an interesting one. Which causes more global warming, cars or cows?
A: Cars, I guess.
B: Actually, cows produce more greenhouse gasses than cars, trucks, and airplanes combined. Itʼs cows. They produce eighteen percent of all greenhouse gasses.
A: Eighteen percent? Wow!
About you
1. How many questions did you guess correctly?
2. Which question was the easiest?
3. Which question was the hardest?
4. Do you like this kind of test?
5. Can you think of another question?
Conversation
A: Letʼs get a cat.
B: I donʼt know. Theyʼre a lot of trouble.
A: Well, theyʼre better than birds.
B: How about a fish?
A: Come on! Cats are way more interesting than fish.
B: Maybe.
A: I know! Letʼs get a monkey!
B: A what?
Conversation Drama Coach Video Script:
Hi. This is Adam, your Drama Coach. In this conversation, youʼre talking about pets. One of you really wants to get a pet—you like pets. The other one doesnʼt really want a pet—actually, you donʼt like pets. Show the conflict—the disagreement—with your gestures and your voice. OK. Have fun with this one.
Interaction Language Model Script/Answer Key
A:
Excuse me. What is the coldest month here?
B: Maybe January?
A: Yes, OK.
B: Which is the biggest park in this city?
A: I know that. West Park.
B: Thatʼs right.
B: What is the longest river in the world?
A: Sorry, I donʼt know.
B: The Nile.
Real Stories Script is in the answer key.
Unit 9
Preview Script/ Answer Key
A: Can you do a magic trick?
B: Yes, I can. Watch this.
A:
Can you do math well?
B: No, Iʼm not very good at math.
A:
Can you speak English?
B:
Yes, I can.
A: Can you sing well?
B: Yes, I have a pretty good voice.
A: Can you balance these books on your head?
B: Uh. Iʼll try.
A:
Can you swim?
B: Yeah. I can swim pretty well.
A: Can you use Final Touch Pro?
B: No. That computer program is too difficult for me.
A: Can you play a musical instrument?
B: Yes. I play the guitar.
A:
Can you play War of the Woods?
B: Yes, of course! I love that video game. Wanna play?
A: Do you have a good memory?
B: Yeah, I do.
A: OK. Can you name the last ten prime ministers?
Listening
Number 1
A: I didnʼt know you played the guitar.
B: Yeah, I can play the guitar.
A:
Thatʼs great! Youʼre really good.
B: Thanks, my parents made me take lessons when I was a kid.
A:
You took lessons?
B: Yeah. For years. I worked really hard to get good.
A: I canʼt play guitar, but I can play the piano a little.
Number 2
A: What a perfect day at the beach.
B: Yeah. Weʼre going in the water. Want to come?
A: No thanks. Uh, I canʼt swim.
B: You canʼt? Itʼs easy!
A: No. Never learned. Iʼm afraid of the water.
B: Really?
A: Yeah. I just get scared around water.
Number 3
A: Want to go to karaoke?
B: Uh. No. I really canʼt sing very well. So, I donʼt like karaoke.
A: You canʼt sing well? You should practice.
B: No thanks. I have a terrible voice.
A: I donʼt believe you.
B: Itʼs true. I really canʼt sing.
A: I donʼt have a great voice either, but I can sing karaoke!
Number 4
A: Iʼd like to learn how to use the internet. Could you help me?
B: Sure, Grandma. Itʼs easy. Youʼll like it. We use it at school all the time.
A: Iʼm scared Iʼll break something.
B: Nothingʼs going to happen. Letʼs get started. First, you need to . . .
Number 5
A: I donʼt understand this. Do you?
B: Letʼs see. Uh, yeah. Put "x" here. The answer is "three."
A: Wow, youʼre good at math.
B: Yeah, I can do math pretty well. My momʼs a math teacher.
A: Really? Your momʼs a math teacher?
B: Yeah. She taught me a lot.
A: I can do a little, but Iʼm not very good.
Number 6
A: Can you understand this?
B: Uh. Yeah. I can speak a little Spanish.
A: Where did you learn?
B: I studied in Mexico.
A: Cool. I didnʼt know you studied in Mexico.
B: Yeah. For six months.
B: Wow. Thatʼs great. I donʼt understand a word.
About you
1. Can you play a musical instrument? Which one?
2. Can you swim?
3. Can you sing well?
4. Can you do math well?
5. What is something you can do very well?
Conversation
A: I canʼt do this. I canʼt do anything.
B: Sure you can. Can you speak a foreign language?
A: Yeah. Sure.
B: Well, could you ten years ago?
A: No, I couldnʼt do that then.
B:
Youʼre learning new things every day.
A: Youʼre right! Well, will you help me with this?
B: Sorry. I donʼt understand that stuff either.
Conversation Drama Coach Video Script:
Hi again. This is Adam, your Drama Coach. In this conversation, youʼre two close friends. Youʼre studying together. One of you is frustrated. And the other one is trying to encourage your friend. Show your feelings with your voice and your body language. Use gestures each time you speak. Ready to try it? Good luck!
Interaction Language Model Script/Answer Key
A: Is English class easy or difficult for you?
B: Itʼs difficult.
A: What about understanding the listening?
B: I can understand about half.
A: How about INTERACTION—talking in groups?
B: Thatʼs kind of hard. But itʼs fun.
A: Is REAL STORIES difficult?
B: No, thatʼs pretty easy.
Real Stories Script is in the answer key.
Unit 10
Preview Script/ Answer Key
like to cook: I like to cook.
try to swim: Heʼs trying to swim.
start to hike: Sheʼs starting to hike.
like playing tennis: My sister likes playing tennis.
love to study: She loves to study.
like to go shopping: She likes to go shopping.
hope to get married: They hope to get married.
want to travel: She wants to travel.
learn to read: Her niece is learning to read.
enjoy working out: She enjoys working out.
dislike washing the dishes: My dad dislikes washing the dishes.
finish cleaning the house: He finished cleaning the house.
Listening
Number 1
A: Good evening, ladies and gentlemen, and welcome to everyoneʼs favorite game show, Itʼs a Match. Iʼm your host, Nick Simpleton, and tonightʼs guests are Andrew and Kate. Andrew and Kate, youʼre friends, right?
B and C: Yes.
A: Well, letʼs see how well you know each other. Andrew and Kate, youʼve both written some answers to our questions. Letʼs see how often you can say, "Itʼs a match." First, Andrew, we asked Kate the question, "What is something you like to do?" What did Kate write?
B: Uh. She likes to cook.
A: Kate, what did you write? C: I said I like cooking! B and C: Itʼs a match!
A: Yes, it is, and that match earns you five hundred dollars.
Number 2
A: Next question. Kate, what is something that Andrew dislikes doing at home? C: He dislikes cleaning the house.
A: Andrew, what did you write?
B: I dislike washing dishes. C: We probably agree with both answers, but itʼs no match.
Number 3
A: Our next topic is free-time activities. Andrew, what is something Kate doesnʼt enjoy doing?
B: She doesnʼt enjoy working out.
A: Kate? What did you write down? C: I donʼt enjoy working out. I know I should exercise, but I just donʼt enjoy it. B and C: Itʼs a match!
A: It is a match! Another five hundred dollars!
Number 4
A: OK, Kate, what is Andrewʼs favorite free-time activity? What does he like to do best? C:
He likes to read. Heʼs always reading.
A: Andrew?
B: I love reading!
A: Itʼs a match! Another five hundred dollars!
Number 5
A: Next topic: the future. Finish this sentence: "Someday, I want to . . . " Andrew, what did Kate answer?
B: Someday she wants to go to Paris.
A: Kate? C: I want to own a company, be my own boss.
A: Oh, sorry, great idea, but no match!
Number 6
A: Letʼs continue on the topic of the future. Kate, what did Andrew write? What does Andrew hope to do? C: Andrew wants to speak Chinese really well someday.
A: Andrew?
B: I hope to speak Chinese someday!
A:
Another match! Letʼs take a break.
About you
1. Do you like to cook?
2. Do you like to clean?
3. What is something you enjoy doing?
4. What is something you dislike doing?
5. What do you hope to do someday?
Conversation
A: What do you like to do in your free time?
B: I enjoy going to movies.
A: Really? Me too.
B: I go almost every week.
A: Are you busy this weekend?
B: Well, no.
A: Do you want to go to a movie?
B: With you?
A: Uh, yeah. With me . . .
Conversation Drama Coach Video Script:
Hi, everyone. Itʼs Adam again, your Drama Coach. In this scene, two people meet on campus. One person asks the other to a movie. How do you feel in this scene? Are you nervous? Surprised? Embarrassed? Show your feelings with your voice and your body language. Ready? Letʼs give it a try.
Interaction Language Model Script/Answer Key
A: Do you enjoy playing tennis?
B: Itʼs OK.
A: Do you want to play on Sunday?
B: Sunday. Yeah. OK.
A: Do you like to go to clubs?
B: With you?
A: Yeah. How about Saturday night?
B: Uh, sorry. Iʼm busy.
A: Would you like to go to a movie?
B: Maybe. Which one?
Real Stories Script is in the answer key.
Unit 11
Preview Script/ Answer Key
have to enter: You have to enter the building through the back door.
need to feed: You need to feed the dog every day at five oʼclock.
must turn off: You must turn off your cell phone in the theater.
itʼs OK to have: Itʼs OK to have a pet in this apartment.
should park: You should park your car here.
shouldnʼt have: You shouldnʼt have visitors after eleven oʼclock.
donʼt fall asleep: Donʼt fall asleep during the movie.
canʼt smoke: You canʼt smoke cigarettes here.
can swim: You can swim in the lake. The water is clean.
donʼt have to drink: You donʼt have to drink the water. You can buy bottled water.
donʼt need to wear: You donʼt need to wear a hard hat in this area.
Listening
Number 1
A:
How about music?
B: You have to turn off the music at eleven oʼclock.
A:
At eleven oʼclock?
B: Yeah, you have to turn it off. Other people are trying to sleep. Of course, you can listen with headphones.
Number 2
A: I have a cat. Can I have him here?
B: No, you canʼt have a pet in the dorm. No animals are allowed. Sorry, but you canʼt have your cat here.
Number 3
A: Is food allowed in the rooms?
B: Sure, you can have food in your room if you want. No problem.
Number 4
A: Can I have a refrigerator?
B: A fridge? Thatʼs OK. You can have a refrigerator. Lots of people do.
A: Oh, good.
Number 5
A: I can have friends visit, right?
B: Sure, no problem.
A:
At night?
B: Thatʼs OK. You can have visitors at night.
Number 6
B: Yeah, visitors are not a problem, but you have to be quiet, of course. You donʼt want to bother people.
A: How about putting posters on the wall?
B: Donʼt use nails or tacks to hang them. You should use tape.
A: Tape.
B: Right. You should use tape.
A:
Anything else?
B: Not really. Just be cool.
A: Whatʼs that?
About you
1. What time do you turn off music or TV at night?
2. Can you have a pet where you live? Do you have one?
3. Can you have friends visit at night?
4. Can you listen to loud music?
5. What is a rule you donʼt like? What is something you have to do, but you donʼt like it?
Conversation
A: Iʼm taking that teacherʼs class next year. Is he any good?
B: Yeah, really good. But heʼs strict.
A: Strict?
B: Right. We have to do homework every week.
A: Every week?
B: And you shouldnʼt be late.
A: Hmm. Itʼs an early class. What if I fall asleep?
B: Oh, you wonʼt. Heʼs an interesting teacher.
Conversation Drama Coach Video Script:
Hi there. Itʼs Adam back with another interesting conversation. In this scene, two students are talking. One of you is asking your opinion of the teacher. The other is giving their opinion. You donʼt want the teacher to hear you. So lower your voice— whisper! OK. Give it a try.
Interaction Language Model Script/Answer Key
A: I donʼt have to save money.
B: You donʼt have to?
A: But I should.
B:
You should?
A: My mother has to work late.
B: Your mother has to?
A: But she shouldnʼt.
B: She shouldnʼt?
A: My dog shouldnʼt drink beer.
B: Your dog.
A: But she does.
B:
She does? Really?
Real Stories Script is in the answer key.
Unit 12
Preview Script/ Answer Key
fought, came, stopped: Two guys fought at the soccer game. The police came and stopped the fight.
fell, screamed, used, pulled: A snowboarder fell into a big hole. He screamed for help. His friends used a rope. They pulled him out of the hole.
guarded, saved, burned: A brave dog guarded a baby inside a burning house. Firefighters saved the baby and the dog. The house burned down, but nobody was hurt.
met, got married, watched: A couple met on a skydiving tour. They got married today in the sky. Their friends and family watched from the ground.
Listening
Number 1
Ninja Sword Master Zen got the kingʼs magic eye. How did he do it?
Number 2
First, he went to the castle. A one-eyed giant guarded it.
Number 3
But then, he used magic powder. It put the giant to sleep.
Number 4
Next, in the kingʼs room, he fought twenty men. The king only watched.
Number 5
He killed some. Others ran away.
Number 6
Then, he met the Kingʼs daughter. She fell in love with him.
Number 7
She gave Ninja Sword Master Zen the "magic eye." Now he can see the future.
About you
1. Do you like comics? Which ones?
2. When you were a child, did you like comics? Which ones?
3. What kind of stories do you like?
4. Do you like love stories?
5. Do you like funny stories?
Conversation
A: That was so beautiful. Romeo was so in love with Juliet.
B: Yeah, it was beautiful. They were in love.
A: And Romeo fought so hard for her.
B: Fought hard. Right.
A: And they were so passionate!
B: They were passionate.
A: What did you think of the movie?
B: Me? Uh, well, actually, I fell asleep in there.
Conversation Drama Coach Video Script:
Hi, guys. This is Adam, your Drama Coach, with the last unit of English Firsthand Success. I hope youʼre learning a lot. In this scene, you and a friend are leaving a movie theater. And youʼre talking about the movie. One of you loved it. The other one was bored. As you practice your dialog, walk together. How did you feel about the movie? Was it romantic? Was it boring? Let your emotion show in your voice and your body language. Are you ready? Letʼs give it a try.
Interaction Language Model Script/Answer Key
A: The girl went to the dance.
B: The dance? Right.
A: She met the prince.
B: The prince. I see.
A: They fell in love.
B: Of course.
A: It was twelve oʼclock. She ran home.
B: Home at midnight.
A: She forgot her hat.
B: Thatʼs wrong. She forgot her slipper.
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Feedback form link: https://goo.gl/forms/uZ0uaIu8o0UIKAFz1
The following lesson plan is the result of the joined effort of an international team of trainers. Their focus is to improve quality of debate training. Therefore, an important part of this endeavour is the feedback users provide.
PLEASE HELP MAKE THE PLANS BETTER FOR EVERYONE AND PROVIDE FEEDBACK IF YOU USE THIS TRAINING PLAN here https://goo.gl/forms/uZ0uaIu8o0UIKAFz1
"Tournament debriefing" Lesson plan - structure, all levels
A. Goal of the lesson
To help debaters understand what went right and wrong during the tournament, how they feel about it and how they can improve or avoid similar mistakes in the future. At the end of the lesson, the debaters will ideally have a clear simple objective in mind for their future competitions.
B. Activities
1. Exercise and discussion - How do we feel? (10-15 min)
Start the lesson by asking the debaters to draw a picture of how they felt about the tournament, or to be more specific, how they feel about their experience at the tournament.
Afterwards, collect the drawings and pin them somewhere where the entire class can see them. Talk through each drawing and ask the artist what it represents. The goal is to establish if the emotion associated with the tournament is either positive or negative. Drawing the emotion is easier than verbalizing it, and it's more likely to get an honest answer, rather than asking point-blank.
2. Exercise and discussion - Strengths and weaknesses (30 min)
Ask the debaters to write down one things that went well during the tournament and one thing that could have gone better, or that they're unhappy about. It can be about their own performance, the preparation, their conduct during matches, attitude towards judges, team cohesion, etc.
Discuss each debaters' answers, with the focus on finding out "why". Why did things go well in certain respects and not-as-well in others? If they say they did very well in a debate about civil rights, maybe it's because they prepared well, spent plenty of time on research, or built a very strong case, or cared deeply about the subject and invested more time and energy. If they didn't get along well with
This lesson plan has been created as part of Empowering Youth To Debate Across Europe a project developed with the support of the Erasmus+ programme of the European Union.
their teammates, what generated that friction? Different approaches to teamplay? Differences of opinion regarding debates? Maybe someone made a mistake and their teammates have not forgiven them. If something went well, reinforce the idea/process/context that led to said outcome, and the reverse is true for the faults, find the cause and try to avoid or remove it.
3. Exercise and discussion - Past and future plans (20 min)
Ask the debaters to write down how they prepared, generally speaking, for this tournament and how they plan on preparing for their future tournaments.
Discuss each answer and see if they can correlate poor preparation with the weaknesses they identified earlier in the lesson. If they prepared by doing tons of research, but they had weak cases throughout the tournament, then it makes sense to focus on case building for the next tournament.
It's important to identify a plan that didn't work very well, in order to not repeat the same mistake. For future plans, debaters should establish very clear goals for preparation. Instead of a vague plan like "do more case building and less research", maybe they should try something more structured, for example, maybe it wasn't a problem of doing too much research, but rather inefficient research. Then the plan for their next competition should be "divide research task efficiently and work on prioritising what they research before-hand, with a research plan". This not only gives them a goal, but also a process or method for attaining that goal.
Ideally the debaters should finish the lesson with two clear ideas: something they should not repeat and something to focus on in the future. Establishing clear and simple goals creates a higher probability that debaters will actually try to achieve them.
C. Preparation
Basic preparation is needed, like having paper and pens for debaters to write on, in case they don't bring their own. Also, it would help if you had a board or something similar on which to pin the drawings and answers given by the debaters.
If you are interested in some useful insights on the learning process (which is what a debrief tries to facilitate), you can go through this document:
http://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf
D. Hints
For these types of debriefings, it is recommended to create somewhat compact groups. It becomes very difficult to control the discussion and keep debaters engaged if the group is too big. Under ten seems like a good number.
This type of debriefing works as a sort of counseling session for the debaters, in which they do a bit of constructive introspection. Ideally, the trainer giving the lesson would have a decent degree of experience with debaters and debate in general, because you'll encounter a lot of situations and niche
This lesson plan has been created as part of Empowering Youth To Debate Across Europe a project developed with the support of the Erasmus+ programme of the European Union.
cases/questions/problems that you can't really forsee or prepare for. With more experience in debate and with debaters in general, you can offer more useful insights. Unfortunately, in this case, there isn't a great substitute for experience.
E. Verification
The verification is built in with every step of the process, especially the last one. The best way to verify if the debrief had any effect is to check the results for the final activity, does the debater have a clear idea of what to avoid doing and what to try in future. If so, then the debriefing was probably successful. | <urn:uuid:5d28d5ef-b907-40b9-9dce-e626bc90bd2e> | CC-MAIN-2024-10 | https://ardor.org.ro/wp-content/uploads/2019/04/IDEA_TOT_Erasmus_Tournament-debriefing.pdf | 2024-03-01T23:33:24+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00433.warc.gz | 103,495,831 | 1,233 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.998908 | [
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Goals
This brief we are covering:
- compound interest (appreciation)
- depreciation straight line depreciation
- reducing balance depreciation
- use arithmetic, geometric, and first-order linear recurrence to model and analyse practical problems
Theoretical Components
Practical Components
Resources:
For this week the theory work is in the PDF file: Week 9 and 11 Notes & Exercises
Knowledge Checklist
- Concept of compounding
- Term of investment or loan
- Interest rate per period
- Understand which applications is arithmetic progression
- Understand which applications is geometric progression
- Reducing balance depreciation
- Straight line depreciation
- 1 - where r is less than 1
- Decay as a decrease in value
- Using a spreadsheet
- Difference equations as a recurrence relation
- Effect of -1 ≤ r ≤ 1 in a difference equation
Quiz
Learning Brief
MA3
There are questions to be answered in the booklet Week 9 and 11 Notes & Exercises
All overdue mathspace tasks, booklets, and investigations should be completed and submitted by Thursday of Week 9.
Investigation
See the end of the brief
MATHEMATICAL APPLICATIONS 3
WEEK 9 and 11 NOTES & EXERCISES
Compound Interest
Consider the case where a bank pays compound interest of 5% per annum on an amount of $20000. The amount is invested for 4 years and interest is calculated yearly. Compound interest receives its name because the interest which is earned is paid back into the account so that the next time interest is calculated, it is calculated on an increased amount. There is a compounding effect on the money in the account. If we calculated the amount in the account mentioned above each year, we would have the following amounts.
Start $20000
```
After 1 year $20000 × 1.05 = $21000 After 2 years $20000 × 1.05 × 1.05 = $22050 After 3 years $20000 × 1.05 × 1.05 × 1.05 = $23152.50 After 4 years $20000 × 1.05 × 1.05 × 1.05 × 1.05 = $24310.13
```
The amounts 20000, 21000, 22050, 23152.50, 24310.13, ... form a geometric sequence where a = 20000 and r = 1.05.
We need to be a little careful, however, in using the formula tn = ar n-1 in calculating compound interest. This is because the original amount in the account, that is, $20000, in terms of the geometric sequence would be referred to as t1 or a. In banking terms, t1 would represent the amount in the account after the first lot of interest has been calculated and added in. To be clear and to be safe, it is best to use the following formula for compound interest.
```
A = PR n where R = 1 + A = amount in the account, $ P = principal, $ r = interest rate per period (that is, per year or quarter etc.), % n = the number of periods during the investment.
```
Example 1
Helen inherits $60000 and invests it for 3 years in an account which pays compound interest of 8% per annum compounding each 6 months.
a) What will be the amount in Helen's account at the end of 3 years?
b) How much will Helen receive in interest over the 3-year period?
Example 2
Jim invests $16000 in a bank account which earns compound interest at the rate of 12% per annum compounding every quarter. At the end of the investment, there is $25616.52 in the account. For how many years did Jim have his money invested?
Exercise 1
Q1. $13000 is invested in an account which earns compound interest of 8%, compounding quarterly.
a) After 5 years, how much is in the account?
b) How much interest was earned in that period?
Q2. $10000 is invested in an account which earns compound interest of 10% per annum. Find the amount in the account after 5 years if the interest is compounded monthly.
Q3. $10000 is invested in an account which earns compound interest of 10% per annum. Find the amount in the account after 5 years if the interest is compounded daily. Compare your answer to that in the previous question.
Q4. In an account earning compound interest of 8% per annum compounding quarterly, an amount of $6000 is invested. When the account is closed, there is $7609.45 in the account. For how many years was the account open?
Q5. Helena receives $15627.12 after closing an investment account which earned compound interest of 9% per annum compounding every 6 months. If Helena originally deposited $12000 in the account, for how long was it in the account?
Depreciation
W have looked at compound interest, a situation where amounts APPRECIATE, or increase in value. However, items may also decrease in value- this is known as DEPRECIATION. Cars (usually), machinery, computers and electronics are examples of things that depreciate. In other words, they're worth less over time than when you bought them.
Straight Line Depreciation
Straight line depreciation is similar to simple interest in that the depreciation (amount lost) is the same each year.
Reducing Balance Depreciation
The more common form of depreciation is reducing-balance depreciation. The rules for calculating this kind of depreciation are similar to calculating compound interest. The formula is just slightly different. The depreciation formula is:
A = PR n where R = 1 -
Example
A microwave that costs $400 depreciates at 20% pa. Thus R = 1 - = 0.8
Thus A = 700 (0.8) n
a) What is it's value after 3 years?
b) How long will it take for the microwave to be worthless? Let's assume 'worthless' means less than $1.
Thus 1 = 700 (0.8) n By trial and error n = 30 (value $0.80)
Exercise 2
Q1. James purchased a $18,900 motorbike, which depreciates at a compounded rate of 15% p.a.
a) What is the amount of the depreciation for the first year?
b) What is the expected value after the first year?
c) What is the depreciation for the second year?
d) What is the expected value after the second year?
e) What is the total depreciation over the two years?
f) What is the percentage of the original value remaining after two years?
Q2. Sally purchased an iPod for $800, which depreciates at 15% p.a. What is its resale value after 4 years?
Q3. The government wants to decrease its spending on job creation. Currently it is spending $160 million and will decrease it by 6.15% p.a. over the next $10 years. Calculate the government's spending in $10 years' time. Round your answer to the nearest dollar.
Q4. A netbook depreciated by 28% p.a and was valued at $900 after 7 years. What was the original price?
Difference Equations
A recurrence relation, also called a difference equation, is a rule that specifies a particular term in a sequence using the previous term or terms.
Consider the sequence, 3, 8, 13, 18,……
The first term is 3 and each subsequent term in the sequence is 5 more than the previous term.
We can write this as tn+1 = tn + 5, t1 = 3
This is called a first order difference equation because it links consecutive terms in the sequence.
tn+2 = tn+1 – tn; t1 = 6, t2 = 9 is an example of a second order difference equation as the previous two terms are required to find the next term. The Fibonacci sequence is an example of a second order difference equation.
The general first order recurrence relation is given by tn+1 = rtn + d with t1 = a (first term)
Note: For an arithmetic sequence r = 1 and for a geometric sequence d = 0
The sequences we will be dealing with here are neither arithmetic or geometric.
We will use spreadsheets to do the calculations for us.
Example
Use a spreadsheet to generate 20 values for the sequence, arising from the difference equation tn+1 = 0.8tn + 1.2; t1 = 0.2.
The completed spreadsheet looks like this. Note that you only fill in Row 4 and then use the Fill Down feature.
This is neither an arithmetic or geometric sequence and there is no common difference and no common ratio.
Example
Aaron obtains a loan of $2000 from a bank, with monthly interest of 0.50% (that is, 6% per annum) and monthly repayments of $60.
Using the difference equation tn+1 = rtn + d with an initial term $2000 and d being -60 (as he is reducing the loan)
r = 1 + which becomes 1.005
Note that we start the first month as 0 and again we only need to complete Row 3 and the Fill Down.
There are missing rows which were simply removed to save space. You do not need to do this.
The 37 th Row shows -$26.44 which means that he only had to make a payment of $60 - $26.64 = $33.36 in the 37 th month.
In summary, Steve repaid 36 × 60 + 33.64 = $2193.36 over the 37 months, which means he paid $193.36 in interest.
Exercise 3
Q1. A couple wish to buy a house and plan to borrow $100,000 with monthly repayments of $800 and a monthly interest of 0.50%.
a) Construct a difference equation which may be used to calculate the size of the debt at the end of each month.
b) Construct a spreadsheet which calculates the size of the debt each month.
c) From your spreadsheet, find how many months are required to fully repay the debt and how much is repaid in the last payment.
d) Calculate how much it has cost the couple in total for the loan of the $100,000.
e) Show that this sequence is neither arithmetic or geometric.
Q2. Carol wishes to buy a new Porsche and plans to borrow $150 000 with monthly repayments of $1500 and a monthly interest of 0.60% charged on the amount in the account.
a) Construct a difference equation which may be used to calculate the size of the debt each month.
b) Construct a spreadsheet which calculates the size of the debt each month.
c) From your spreadsheet, find how many months are required to fully repay the debt and how much is repaid in the last payment and how much interest Carol paid.
Q3. Marion is injected with 60 mL of a pain killing drug. Every four hours, the amount of drug in her bloodstream is reduced by 40%. To compensate for this loss, she is given an extra 15 mL of the drug every four hours.
a) Find a recurrence relation for the amount of drug in Marion's bloodstream when she is given her nth dose.
b) How much of the drug is in her bloodstream 12 hours after the initial dose is administered (use a spreadsheet). Remember each term of this sequence represents a four hour difference.
c) Eventually the amount of pain killing drug in Marion's bloodstream stabilizes. In the long run how many mL of pain killer will be present in Marion's bloodstream?
Q4. A vegetable farmer uses water from a storage tank to water his crops. The tank initially contains 50000 litres. Each day, 10% of the water in the tank is used to water the crops and each evening an extra 3000 litres is pumped into the tank from a nearby river. This pattern continues each day.
a) Write a difference equation for this scenario.
b) Use a spreadsheet to determine on which morning the volume of water first falls below 40000 litres.
c) How many litres of water will be contained in the tank in the long term?
Q5.A hedge is planted around the border of a country property. Each year the hedge grows by an estimated 80 cm and at the end of the year it is trimmed to 60% of its total height. When the hedge is planted it is 50 cm tall. Once the hedge reaches a certain height, this height is maintained. What is this height?
2021 MA3
Investigation Week 9 and 11
Task 1
There is a famous legend about the origin of chess which goes like this. When the inventor of the game showed it to an emperor of India, the emperor was so impressed by the new game, that he said to the inventor
"Name your reward!"
The man responded,
"Oh emperor, my wishes are simple. I only wish for this. Give me one grain of wheat for the first square of the chessboard, two grains for the next square, four for the next, eight for the next and so on for all 64 squares, with each square having double the number of grains as the square before."
The emperor agreed, amazed that the man had asked for such a small reward – or so he thought. He asked for a bag of wheat to be brought and assumed the man would soon be on his way. The bag of wheat was soon used up and the emperor now realised that he could never grant the reward as from then one, he would be doubling the bags of wheat on each square.
1. How many grains of wheat are needed for the 64 th square?
2. How many grains of wheat are needed altogether?
3. If a grain of wheat weighs 0.1 grams, how many kilograms of wheat does this represent? (1000 grams = 1 kilogram)
4. Compare this to the world's total production of wheat for 1 year.
Show how the answers are calculated (show your working out) but you may need to look up the answers as the numbers are very big. Express your final answers in scientific notation where necessary.
The area covered by an ice shelf was measured over several years. At the beginning of the first year the ice shelf was spread over an area of 1437 square kilometres, and it was found that this area decreased by 2% each year over the recording period.
a) What area was covered by the ice shelf after 13 years of recording? Give your answer to the nearest square kilometre.
b) By what percentage did the ice shelf decrease over the 13 years.
Marking Rubric
Week 11
Name:
Student Reflection: How did you go with this week's work? What did you learn? What did you find easy? What do you need to work on? | <urn:uuid:c5ac74c5-9481-49fe-a800-97091ff554f3> | CC-MAIN-2021-21 | https://www.hawkermaths.com/uploads/7/7/3/8/77386549/2021_ma3_wk_9_and_11_sequences_and_series.pdf | 2021-05-07T13:19:16+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988793.99/warc/CC-MAIN-20210507120655-20210507150655-00260.warc.gz | 821,767,901 | 3,180 | eng_Latn | eng_Latn | 0.996954 | eng_Latn | 0.99838 | [
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For more resources, visit the CMES Website For more educational resources, visit the CMES Outreach Website
Hanging Odes and Arabic Calligraphy: Investigating the Personal By Trevor Wallace
art/poem tell us about someone's Identity?
Objectives:
technology/engineering.
MA art standard 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or
Embody an idea or fantasy
For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play;
or make images that convey ideas such as friendship.
Teacher:
I will learn how to use vivid language in my poetry.
I will use my poem to inspire my own unique Arabic signature.
Students:
Objectives written on board to be read out by a student after the agenda
6 th
Ideally done in 2 periods or one long block.
Materials/ Procedure
-Handout
-Rubric
-Sketch Paper 2 per student
-Pencils/Erasers
-Rulers
-Ballpoint pens
Knowledge/ Vocab Preteach
Where is the Arabian Peninsula?
Who were/are the Bedouin people?
Cue segment of Empire of Faith 3 Minutes 6:55-7:52
Part 1: Hanging Odes
Hanging Odes: Mu'allaqat
Odes that hung in the Ka'baaa sacred place in Saudi Arabia called Mecca.
Read Sells abridged poem:
Why vivid imagery? Steps to finding the right word:
1.) Imagine you are in that place and visualize it in your
an image on the prezi and first give students a chance to raise hands to activate background knowledge
Give a chance to students to ask questions after Empire of Faith Segment
Give students prompts of words that they need to find a better example- a context and then a general word they can improve on-
Prezi with Map of Arabian Peninsula with Mecca
Pictures of Bedouins
Empire of faith segment embedded in Prezi
Picture of the Ka'baa
Picture of Graffiti tag next to Arabic Calligraphy
Have Slide with steps that you can go back to during guided practice
on its leg So part of this project will be to invent your own word that you will define.
Part 2: Arabic Calligraphy
After writing your poem you are going to sign your name What is Calligraphy?
Arabic calligraphy is similar to other calligraphic arts we are all familiar with and have even studied like Graffiti- It used different abstractions of the form to create beautiful and pleasing images.
If Arabic Calligraphy is used mostly in a religious setting how is it different than graffiti?
In the west calligraphy is not seen as important as other arts such as painting or
Connect NEW to the KNOWN
Have students respond to question about Arabic calligraphy vs. Graffiti tags sculpture but in the Middle East it is the most important
Steps to creating your Arabic calligraphy signature:
1.) Get your name that is cut out
2.) Practice writing it a few times in pencil in your sketchbook
3.) Read back over your poem and think about the most important image
4.) Create a large version (fill the width of your paper) of your name that has elements of that image- write your original name below so the viewer can see how you changed it
-Go over elements of the rubric
-Show exemplar
Have students read out steps
Check for understanding – after modeling
Copy class roster into Google translate and have each student's name in Arabic Script. Cut out names for each student to collect and copy
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Water and agriculture
Conservation agriculture: Farming for the future
Conservation agriculture is proving well worth
South African farmers' investment.
Article by Petro Kotzé.
Traditionally, a farmland is a neat block of upturned soil, divided into clean rows devoid of any vegetation, ready to be sowed with seeds. Though pleasing to behold, the consequences have not always been as pretty. "According to research, we are losing about three tons of topsoil per hectare each year per ton of maize that we produce," says Dr Johann Straus from the Research and Technology Development Services of the Western Cape's Department of Agriculture. A specialist in sustainable cropping systems and conservation agriculture, Dr Strauss is one of a growing group of researchers and farmers calling for more sustainable farming methods.
Conservation agriculture is based on the three principles of minimum soil disturbance, maximum cover and crop diversification. Most available literature would include at least these key elements when discussing conservation agriculture, otherwise known as ZT/CA. The soil is not cultivated, crops are rotated over the years and crop residues are left on the surface.
Zero tillage conservation agriculture
"Conservation agriculture is an alternative way of doing; it entails breaking away from the old way of breaking down earth to plough," explains Dr Strauss. He adds that if he has to sum it up, he would describe it as a sustainable farming method. Yet, perhaps more importantly if conservation agriculture is to become successful: "It is a mind shift."
12
The Water Wheel March/April 2016
Because the soil is thus left undisturbed and permanently covered, "conservation agriculture doesn't always look as pretty as conventional agriculture," explains Dr Strauss. Furthermore, no burning takes place and seeding is done directly into previously untilled soil, with specialised seeding equipment designed to plant seeds into undisturbed crop residue and soil.
This calls for an almost complete opposite approach to agriculture when compared to conventional methods. "Seeing as we're trying to not disturb the soil at all, we do not plough anymore," notes Dr Strauss.
The benefits are plentiful. Conservation agriculture allows the soil to recover from degradation that would have taken place due to traditional practices, and increases organic matter in the soil, and biology as a whole. Because the soil is not cultivated with heavy machinery, soil compaction is reduced, which leaves the old root holes to facilitate internal drainage.
The pulverisation of soil aggregates and formation of pans is averted, draft power for planting is reduced and fauna is provided with shelter, winter food and nesting sites. Crop residues on the surface practically eliminate wind and water erosion, reduce soil moisture loss through the mulch effect, and act as a reserve of organically-compounded nutrients as they decompose to humus.
In a nutshell, if you a want to improve the health of your soil, move away from tilling, manage nourishment and pest control with deeper insight work, improve on biodiversity though cultivating more crops and even cover crops in a rotational system, keep soil cover as optimal as possible and pick the fruit of better returns and lower input costs.
focused on erosion control through continued cover of the soil. Soil conservation became central to their sustainable farming activities, the central pillar of which is zero tillage.
The movement was spearheaded by farmer Herbert Bartz in southern Brazil, who adopted ZT/CA farming in 1972. Ten years later, efforts to expand cultivation into the very difficult production region of the Cerrados, in Brazil's centrewestern savannah (Cerrado biome) were initiated by farmers, researchers, crop consultants and the agro-industry.
Pioneering work was done here by agronomist John Landers. Bartz and Landers are now both widely recognised as forerunners of the movement and key to achieving social, economic and environmental sustainability though ZT/CA. Their work contributed to the reversal of the historically accelerating degradation of soil organic matter and soil structure by abandoning conventional tillage. Adoption of the ZT/CA philosophy and technologies is currently practiced on more than 50% of the annual crop area in Brazil.
The technique has gained traction internationally, particularly in Brazil, one of the first countries to apply it. As is often the case, the movement towards more sustainable and profitable agricultural practices here were driven by necessity. Their entire agricultural industry was threatened by the devastating effects of soil erosion, fuelled by torrential rainstorms common to the southern region. After many unsuccessful attempts, they
In South Africa, the movement started about 35 years ago, though it is still applied in relatively few numbers. For some crops, like rooibos, it's still very much in the beginning phases. For others, like wheat, which is one of the first crops where conservation agriculture was applied and experimented with, the impact has already been astounding.
One of the features of conservation farming is the alternation of crops.
The Water Wheel March/April 2016
13
Water and agriculture
Conservation agriculture in South Africa
In 2013, the Directorate Plant Sciences conducted a survey to assess the adoption and impact of conservation agriculture among wheat producers in the Western Cape. The data was analysed by the Economic Analysis Unit of the Agricultural Research Council (ARC). The information obtained from the survey, along with data from long-term crop rotation trials at Langgewens and Tygerhoek research farms were then processed by the ARC.
At the time of the survey, 166 000 ha of wheat was grown using conservation agriculture methods. The financial benefit to the province from these methods was determined at R341 million since the introduction of conservation agriculture, though that was thought to be very conservative figure.
Farmers (84%) reported an increase in total production, while 94% indicated that total income per ha has increased. It was found to be 16,5% more expensive to fertilise using conventional methods than with conservation agriculture. The average cost to produce three tons of wheat using conventional methods was R4 444/ha, compared to the R2 387/ha using conservation agriculture.
As a result of the application of conservation agriculture, the Western Cape is currently producing nearly double the amount of wheat on less than half of the area previously planted with wheat. Results from the Langgewens long-term crop rotation trial speaks directly to the increase of wheat production within crop rotation systems.
It's tough to argue with the benefits, which is perhaps why the use of conservation agriculture methods among wheat producers in the Western Cape has increased from 5% in 2000 to 60% in 2010, and the idea is slowly taking root more widely, including more types of crops.
"We were approached by rooibos farmers in 2003 for assistance," says Deon Heydenrych, also from the Western Cape Department of Agriculture's Sustainable Resource Management branch. Farmers were reporting that while their parents were able to get
Butch talks about conservation agriculture.
14
The Water Wheel March/April 2016
five to seven harvests per plant, they were getting less and less, and often only managed four harvests per plant.
Traditionally, rooibos fields were ploughed, and the residue burnt before the plot is left to sterilise in the sun for two years. After those two years during which wind and rain removed a lot of good topsoil the rooibos is planted and during its lifetime weeding is done by ploughing between rows. In most soils continuous ploughing over time creates a plough-pan at the depth of the bottom of the plough disc that hinder water and roots to enter deeper into the soil. Where conservation farming is applied to an old land, the land is first inspected to see if a plough-pan is present. If so a deep tine is used to break it. Soil samples is taken and chemical corrections applied if necessary. Then the whole land is planted with oats by the use of a conservation farming planter. At planting of the rooibos, narrow rows are cleared were the rooibos is to be planted between the oats in double rows like train tracks with an open space before the next two rows are planted. This open space, wide enough for a tractor to drive down is used to build up the soil with cover crops. When the current tea comes to the end of its lifetime, the new rooibos will be planted down this open space and were the old tea was flattened with a knife-roller the build-up of soil with cover crops are starting again.
Where conservation agriculture is applied, the plot only lies for one year between rooibos crops instead of the traditional two and the soil is covered instead of being ploughed/burnt clean and left in the elements. Rooibos is planted in the two 'train track' rows with a broader lane in between planted with cover crops. The first two years this will be natural cover, while years three and four is usually lupine. This is then followed with oats again.
During weed control in the conservation farming rooibos lands a boom sprayer is not used anymore to spray the whole land like in the past with traditional rooibos plantations. A kniferoller is used to break the food channels and flatten grassy weeds and broadleaf weeds are spot sprayed with a rucksack sprayer or handgun sprayers connected to a spray tank pulled by a tractor.
Producers, trade and researchers discuss conservation agriculture.
According to Heydenrych their results have been very positive, particularly in terms of the biodiversity that quickly increased. "Things that were not previously there, returned," he says. Earthworms were suddenly found in the soil again, and couch grass and gerbils returned. A solution for the latter was made by erecting poles to attract birds of pretty to the fields to catch the gerbils.
Surging ahead
"Sometimes dune mole-rats give us problems. Then you have to think about how to control them without hurting mole snakes." The biggest change, is changing the way that you think, he says. The producer now has to think innovatively about solutions to problems that will still keep the soil as healthy as possible.
Heydenrych says a challenge that they are currently dealing with is weeds that also returned to the fields. "We are looking at chemical and mechanical control, though the latter is not ideal as the goal is to not disturb the soil." They are also looking at using different cover crops, efforts which are hampered by the previous year's below average rainfall coupled with very hot temperatures. "It's still completely a story in development," he says, "but we simply have it make it work."
Though there has not yet been higher yield from the rooibos plots where conservation agriculture is applied, certain costs have declined significantly. "According to Heydenrych, there has been a 50% reduction off fuel cost alone.
This is echoed by Dr Strauss, who says: "There are growing pains, but you have to stick it out. The biggest hurdle is the cost of the machinery. It takes about five years to get the system going and start reaping the benefits, but making the mind-shift is the most difficult."
"We believe it has to be the accepted method of farming in South Africa," maintains Dr Strauss. Though policies are in the process of being developed, he says that there are still challenges. "We do have the support from the industry, but we need to help them to make the transition." He adds that discounts can perhaps be implemented to help producers carry that financial cost of making the transition, until they see the financial benefits.
More plans include expanding on the cash crops currently produced under conservation agriculture. At the moment, these are mainly canola, grain and legumes. "We'd like to see more diversity of cash crops as well as cover crops. Furthermore, as soon as our cover crops take off, it can be applied as a management resource."
Research is also focusing on developing more low-input agriculture, trials of which are set to start this year. "Though we are spraying considerably less than usual, we are still depending on insecticides. The next step would be to move away from it completely, and we'd like to fine-tune that system," says Dr Strauss.
Heydenrych says he has received phone calls from farmers who say that they do not agree with the new methods, but that they have no other choice. "For me, it became clear very early on that it is about more than merely the implementation. It is about the entire biodiversity, including insect, organism, owls and so forth."
"We cannot afford to lose more of our topsoil," says Dr Strauss. "We have to realise that the old ways of doing things are over."
The Water Wheel March/April 2016
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Nature's Big Year
Film Synopsis: Scientists around the world share their unexpected and astounding discoveries from the year of the pandemic, revealing species that benefited from our absence and showed incredible ability to rebound when humans hit pause.
Age: 10-14
Link to Film: https://www.dropbox.com/scl/fi/t14nm9s9b88ygc7un688w/Nature-s-BigYear.mp4?rlkey=n5g5foejbyyaoem91e1u8v0pj&dl=0
Lesson Plan: Nature's Big Year
Grade: 6-8
Subject: Science
Topic:
Wildlife and Human Connections
Themes:
Human Effects on the environment
Curricular Connections:
Outcome: IE 7.4- Analyze how ecosystems change in response to natural and human influences and propose actions to reduce the impact of human influences and propose actions to reduce the impact of human behaviour on a specific ecosystem.
Materials Needed:
o Journal
o Nature Big Year Film
o Pencil
o Activities provided.
Essential Questions:
How did the global pandemic benefit animals?
How do humans effect the ecosystem and the animals in specific areas?
How can we use this new knowledge to better animals in our area?
Structure:
o During: Students will pick an animal from the provided list to focus on while viewing the film. Notes will be necessary, to allow the students to complete the follow up activity.
o Set: As a class, we will discuss how we think we impact our environment; how can we be better for our environment?
o After: Students will be put into groups to discuss the animal they chose to focus on, ideally each member will have written notes on the different animals from the film. Following, they will complete a small inquiry project in the same groups and present to the class.
Understandings:
Students will understand how humans impact our environment every day, examining various animals in different ecosystems. In the activity, students will investigate how they can get involved and live more sustainably. bettering the ecosystem for the animal they chose to research.
Natures Big Year: Animal Questionnaire
Instructions: Pick an animal from the list below and fill in the question chart WHILE watching the film. Be prepared to share your answers with your classmates.
Animals:
Wolf
Owl
Hummingbird Turtle
Name of my animal:
Where is its ecosystem?
Is it a mammal, reptile, or bird?
Did it experience migration changes during the pandemic?
How was it affected by the pandemic?
Are these changes able to be re-created without a pandemic?
Fun Fact:
Yorkton Film Festival Film Lessons
Email this form to Taynika at
(All information is required)
firstname.lastname@example.org
Name
School
Email Address
Mailing Address
Lesson Used
Number of Viewers
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Peer
Education
Project
How we think and feel about our bodies.
A guide for caregivers
Contents
Supporting yourself with developing a
'Body image' is a term that can be used to describe how we think and feel about our bodies.
Often, when we talk about poor body image, we are referring to a feeling of being unsatisfied with our body – either because of appearance or the way it functions. This is described as 'body dissatisfaction'.
In contrast, healthy body image can be described as being satisfied with our body, holding respect, appreciation and acceptance of its abilities, and having a healthy balance between valuing our body and valuing the other aspects of ourselves that make us 'us'.
Body image concerns are not mental health problems in and of themselves, however, they can be a risk factor for mental health problems.
The relationship we have with our body image can affect our mental health and wellbeing. Often, the challenge as caregivers is knowing what you can do to help your child or young person develop and maintain a good body image. It is important you feel empowered to not only understand and recognise the signs of body image difficulties, but also where to signpost and seek support from.
This guide provides tips and resources on how to support yourself as a caregiver, as well as your child or young person with developing a good body image.
Supporting yourself with developing a healthy body image
Resources to support yourself
Mental Health Foundation resources
Other resources
Our vision at the Mental Health Foundation is for a world with good mental health for all. With prevention at the heart of what we do, we aim to find and address the sources of mental health problems so that people and communities can thrive.
Tips on looking after your mental health
Read these tips on how to look after your mental health.
Tips on how to manage and reduce stress
Read these tips on how to manage and reduce stress.
Tips to improve body image
Read these tips on improving how we feel about our bodies and helping us protect, promote and maintain a healthy body image throughout our lives.
How we think and feel about our bodies podcast
Listen to this podcast discussing body image, the link to mental health and the experiences of poor body image.
A personal story on body image
Read this personal story on overcoming challenges with body image.
Understanding body image and mental health
Read this guide on what body image is and how it can affect mental health.
Practising meditation for a healthy body image
Read this guide on how meditation can help us develop a healthy body image.
Support services for adults
Samaritans
Samaritans are open 24/7 for anyone who needs to talk.
Call: 116 123(free)
Email: firstname.lastname@example.org
Post: Freepost SAMARITANS LETTERS
The Samaritans Self-Help app is a tool to track how you're feeling and receive tips on things you can to do to look after yourself.
Samaritans also have a Welsh Language Line on0808 164 0123(7pm–11pm every day).
Hub of Hope
Hub of Hope is a UK-wide mental health service database, allowing you to search for local, national, peer, community, charity, private and NHS mental health support. You can filter results to find specific kinds of support.
Mind
Mind offers advice, support and information to people experiencing mental health difficulties, and their family and friends.
InfoLine: 0300 123 3393
Lines are open Monday to Friday 9am to 6pm (except bank holidays).
Email email@example.com
Side by Side
Side by Side, hosted by Mind, is an online community where you can listen, share and be heard. The online community is moderated to keep the community safe and supportive.
Beat: Eating disorders
Beat provides helplines for anyone who would like to talk to someone about eating disorders.
The helplines are open 365 days a year, 1-9pm on weekdays and 5-9pm on weekends.
Helpline (England): 0808 801 0677 (free)
Helpline (Scotland): 0808 801 0432 (free)
Helpline (Wales): 0808 801 0433 (free)
Helpline (Northern Ireland):
0808 801 0434 (free)
Young Mind's Parents Helpline
Young Minds provides a parent helpline for parents and caregivers seeking detailed advice, emotional support and signposting about a child or young person up to the age of 25.
Call: 0808 802 5544 (free), available Monday – Friday, 9:30am - 4pm.
Webchat: available Monday – Friday, 9:30am - 4pm.
Supporting your child or young person with developing a healthy body image
Many young people may be concerned about their body image – it's something we all experience from time-to-time. However, there may be times when your child or young person feels very worried about their appearance, and you may notice changes in their behaviour or views on related topics.
Here are some signs of body image concerns to look out for in your child or young person:
Noticeable changes in their mood and interaction with others.
Changes in their eating and exercise patterns.
Showing signs or expressing worries about how they look.
Spending a significant amount of time editing photos and using specific apps to alter their appearance significantly.
Avoiding any photos being taken of them.
Feeling pressured to cover up parts of their body and not wanting to engage in activities where their bodies will be on show e.g. swimming or Physical Education lessons.
Expressing rigid thinking patterns about what is a 'good' vs 'bad' body types.
If you are worried about your child or young person, it is important to give the time and space at home to allow for conversations about how they are feeling and the concerns they have.
MHF Tips for Young People on Body Image
Share these top tip postcards, written by The Mental Health Foundation, to support your child or young to develop good body image.
By understanding and recognising when such body image concerns are negatively impacting their mental health and wellbeing, support can quickly be put in place.
A resource pack to support conversations at home
Read this activity pack for ideas of how to talk about feelings between you and your child or young person.
A guide on parenting for a healthy body image
Read this guide for tips on how to open conversations around body image with your child or young person.
Here are some top tips for supporting your child or young person to build a good body image:
Check in with your own body image.
Try and model positive behaviour - avoid criticising your own appearance (or that of others) around your child or young person, and model healthy eating and activity.
Tips to improve body image
Read these tips on improving how we feel about our bodies and help us protect, promote and maintain a positive body image throughout our lives.
Myth-bust the "perfect body" together.
Talk with your child or young person about how many body images on television, social media and magazines are retouched or changed so the bodies appear "perfect" – and that often it is very hard to notice! Encourage them to not see bodies as 'perfect', but as unique to each person.
Give character-based and achievement-based compliments.
It is important to encourage your child or young person to think about their value beyond just their appearance, and instead appreciate what makes them who they are. You can still compliment their appearance, but it's also helpful to focus your compliments on non-appearance-related qualities and efforts.
Value health not weight.
Focus on the health benefits that a good body image can bring and celebrate individuality.
Encourage communication about their feelings.
Support your child or young person to feel comfortable to express their emotions and communicate their feelings about their bodies.
Tips on talking to your teenager
Read these tips on how to encourage your child or young person to share their worries.
Teach your child or young person that all bodies deserve respect.
Show that people deserve respect regardless of body shape, size, skin tone or ability.
Be active together.
Monitor phone and app use.
Support your child or young person to spring-clean the apps and social media accounts on their smartphone, and encourage them to spend less time on their phones. You can model positive behaviour by spending less time on your phone.
Report adverts that encourage unhealthy relationships with the body.
If you see an advert in a magazine, on television, or online that you think presents an unhealthy body image as aspirational, you can complain to the Advertising Standards Authority.
Support services for young people
The Mix
Childline
The Mix offers online information as well as helpline support to under-25s about anything that's troubling them.
Email: via theironline contact form
Call: 0808 808 4994 (free)
Telephone services available 4pm – 11pm everyday.
Text: THEMIX to 85258
The text service is free, 24/7 crisis support across the UK.
One-to-one chat: Free 1-2-1 webchat
service
A support service for anyone under 19 in need of support.
Call:
08001111
(free)
Telephone services available 24-hours a day, every day.
Young people can sign upfor a free Childline locker (real name or email address not needed) to use Childline's free 1-2-1 counsellor chatand email support service.
Shout
A support text service, available 24-hours a day, every day.
The webchat is available 4pm – 11pm, Monday to Saturday.
Text: SHOUT to 85258
mentalhealth.org.uk
Mental Health Foundation
Mental Health Foundation
mentalhealthfoundation
@MentalHealth
Registered Charity No. 801130 (England), SC039714 (Scotland). Registered Charity No. 801130 (England), SC039714 (Scotland). Company Registration No. 2350846.
Company Registration No. 2350846.
Many thanks to the pupils and staff at Royal High School Bath, St Edmund's
School, St Mungo's High School, Upper Wharfedale School and Whitburn
Church of England Academy for supporting the development of this resource.
Peer
Education
Project
Peer
Education
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The people of God may often fail. But God will keep the promises of His agreement anyway.
Tricked Two Times
9
SABBATH—MAY 21
READ FOR THIS WEEK'S LESSON: Genesis 25:21–34; Genesis 28:10–22; Genesis 29:1–30; Genesis 29:31– Genesis 30:22.
MEMORY VERSE: "Esau said, 'His name is Jacob. That is the right [correct] name for him. He has tricked me twice [two times]. He took away my rights [the spiritual promises that belong to the son who is born first] as the firstborn son. And now he has taken away my blessing.' Then Esau said, 'Have you saved any blessing for me?' " (Genesis 27:36, ERV).
WE NOW LOOK AT THE FAMILY HISTORY of Isaac and his sons, Esau and Jacob. The story doesn't have a good start. Jacob makes mistakes. We see Jacob's weaknesses when he fights with Esau about the promises that belong to the son who is born first (Genesis 25:27–34). Later, the brothers fight over who will get the special blessing from their father (Genesis 27).
Jacob tricks his father. He steals the blessing from his older brother. So, Jacob must run away to save his life (Genesis 28:10–22). After that, Jacob will be tricked by other people, the same as he tricked his father and brother. We see this expe rience in his marriage. Jacob loves Rachel (Genesis 29). But Laban tricks Jacob on his wedding night and gives Jacob his older daughter Leah. So, Jacob will need to work 14 years to earn both his wives. But God also blesses Jacob during that time with many children. God gives Jacob riches, too.
So, we see from this story an important Bible truth. The peo ple of God may often fail. But God will keep the promises of His agreement anyway.
JACOB AND ESAU (Genesis 25:21–34)
Read about Jacob and Esau in Genesis 25:21–34. Compare the personality of Jacob with the personality of Esau. How are the brothers different from each other? Why should Jacob get the blessing from Isaac?
Before Jacob and Esau are born, we see there will be trou ble between the two brothers. When they are inside the belly of their mother, the brothers fight. Their fighting shows us how the brothers will be very different from each other. Esau "became a skilled hunter, who loved to be out in the fields. But Jacob was a quiet man, who stayed at home" (Genesis 25:27, ERV). The word written as "quiet" is the same word used to show us the good behavior of Job, who is "honest" (Job 1:8, NIrV) and Noah, who is "good" (Genesis 6:9, ERV) and "without blame" (Genesis 6:9, NIrV).
The brothers grow more and more different from each other later in their lives. We see just how different they become from each other in the story in Genesis 27:1– Genesis 28:5. In the story, Esau comes home tired and hungry. Jacob cooks him lentils. For Esau, the food he eats right now (Genesis 25:32) is more important than any future blessing from God (compare with Hebrews 12:16, 17).
"God made promises to Abraham. Isaac and Rebekah held these promises dear to their hearts. Isaac and Rebekah taught their sons about these promises. The boys saw that the promises from God were very important. These special promises from God included more than riches. The promises also included a spiritual blessing. The son who gets this blessing will be the priest, or religious leader, for his family. This son will have many children. The Savior of the whole earth will come from this family line."—Ellen G. White, Patriarchs and Prophets, page 177, adapted.
Esau does not care about this spiritual blessing. But Jacob wants this blessing so much. Later, his mother comes up with a plan (read Genesis 27) to trick his father into giving it to Jacob. Jacob even uses the name of " 'the Lord your God' " (Genesis 27:20, ERV) to trick Isaac. Yes, Jacob wants something that is good. But he should not lie to get it. Lying is never part of God's plan.
Jacob wants something good. But he uses lies and tricks to get it. How can we avoid this same trap? That is, why must we not do evil so that "good" may come?
JACOB AND THE LADDER (Genesis 28:10–22)
Esau learns that Jacob stole the blessing from him. So, Esau sees that Jacob tricked him and took the blessing Isaac wanted to give him (Genesis 27:36). Now Esau wants to kill his brother (Genesis 27:42). Rebekah is worried and wants to stop this crime (Genesis 27:45). So, with the sup port of Isaac, Rebekah tells Jacob to run away to her family (Genesis 27:43). On his way there, Jacob meets God in a dream at a place that he names Bethel. Bethel means "the house of God." There, Jacob makes an oath.
Read about Jacob at Bethel in Genesis 28:10–22. Compare these verses with the story about the Tower of Babel in Genesis 11:1–9. How is Bethel different from Babel? What lesson does the experience of Jacob at Bethel teach us about our connection with God?
In his dream, Jacob sees a wonderful ladder that is connected with God. The ladder is "standing on the earth" (Genesis 28:12, NIrV). The word written as "standing" is the verb "natsav" in the Hebrew language. This same verb also is written in the next verse to show us "the Lord standing by the ladder" (Genesis 28:13, ERV). This verb shows us that the ladder and the Lord are the same thing.
The ladder helps us remember the builders at the Tower of Babel. They wanted to reach heaven. The ladder that Jacob sees also reaches "the door of heaven." But the tower and the ladder are different. The Tower of Babel shows that humans try to enter heaven where God is without obeying God. The ladder of Bethel shows us that we can come near God only if He comes to us. We cannot go to God by our own work.
Before Jacob dreams about the ladder, he puts his head on a stone and falls asleep. This "stone" becomes the word picture of "beth-El," which means "the house of God" (Genesis 28:17; compare with Genesis 28:22), which shows us the temple, the house of God. This house is the center for the work on earth that God does to save humans.
Jacob is filled with a deep feeling of love and respect for God. So, he decides to give to God " 'one-tenth of all he gives me' " (Genesis 28:22, ERV). This one-tenth also is named tithe, as we already saw. Jacob gives tithe to show God that he is thankful for the blessings that God already gave him. So, here again, we see the idea of tithe long before the Israelites were a people on the earth.
JACOB GETS TRICKED (Genesis 29:1–30)
Read the story about Jacob and Laban in Genesis 29:1–30. How and why does God allow Laban to trick Jacob? What lessons does Jacob learn?
The first thing that Jacob sees when he arrives at the well is a stone. The stone helps us remember Bethel. The stone at Bethel is a word picture for how near God is to His people (Genesis 28:18, 19). The stone at the well will give Jacob a chance to talk to Rachel. Jacob learns from the shepherds that Rachel will come soon to give her sheep a drink. Jacob asks the shepherds to roll away the stone. The shepherds refuse. So, Jacob rolls the stone away. Then he introduces himself to Rachel (Genesis 29:11).
Jacob falls in love with Rachel at first sight. "Jacob loved Rachel" so much (Genesis 29:18, ERV). He promises to work for Laban for seven years if Laban will let him marry Rachel. Laban agrees. "So Jacob worked for seven years so he could marry Rachel. But they seemed like [the same as] only a few days to him because he loved her so much" (Genesis 29:20, NIrV).
But at the end of these seven years, Jacob gets tricked. On the night of the wedding, Laban switches Rachel with Leah. The next day, Jacob wakes up next to the "wrong" bride. Then Jacob says to Laban, " 'You have tricked me' " (Genesis 29:25, ERV). "Tricked" is the same word that Isaac said about Jacob after Jacob fooled Isaac and Esau, his brother (Genesis 27:35, NIrV).
So, we see from this story that the very thing that Jacob did to someone in the past is now done to him. We see this important Bible rule elsewhere in the writings of Moses: "An eye must be put out for an eye. A tooth must be knocked out for a tooth. A hand must be cut off for a hand and a foot for a foot" (Exodus 21:24, NIrV; compare with Genesis 9:6). This Bible rule forces the person who does wrong to get the same punishment they gave to the one they hurt.
Jacob now understands how Esau and his father felt. Do you see how God teaches Jacob a lesson about his own lies? God lets Laban trick Jacob and lie to him often. The question that Jacob asks, " 'Why did you trick me?' " (Genesis 29:25, ERV), shows that he knows that lying is wrong.
Why must we learn to trust God when people trick us and lie to us?
THE BLESSING OF A FAMILY (Genesis 29:31–Genesis 30:22)
For 20 years, Jacob worked hard for Laban (Genesis 31:38). At the same time, God blesses Jacob, too. Jacob has 11 of the 12 sons who will become the fathers of Israel.
In Genesis 29:31–Genesis 30:22, we read about the children that are born to Jacob. These verses start and end with these important words: God "made it possible." First, God "made it possible" for Leah to have children (Genesis 29:31, ERV). Then God "made it possible" for Rachel to have a baby, too. What does this wording show us? It shows us that these babies are miracles. They are gifts from God.
Read the story in Genesis 29:31–Genesis 30:22. How are we today to understand what happens in this story?
God gives Leah a baby boy. She names him Reuben. Why does Leah give him this name? The name "Reuben" comes from the Hebrew verb "ra'ah," which means "to see." So, God "saw" that Jacob did not love Leah (Genesis 29:31). Reuben was a gift from God. God gave Leah a son to comfort her.
Leah names her second son Simeon. Simeon comes from the verb "shama', " which means "heard." God "heard" the deep pain and shame that Leah felt. So, God pitied her, just as He felt sorry for Hagar (Genesis 29:33).
The name "Simeon" is connected to the name of Ishmael, the son of Hagar. Ishmael means "God will hear" (read Genesis 16:11). When Leah has her last son, she names him Judah, which means "praise." This name shows us that God has healed Leah so much. Leah does not talk about her pain anymore. She just praises God for His miracles and mercy.
Then God "remembers" Rachel and makes it possible for her to have a child (read Genesis 30:22, NLV). But first, Rachel must wait seven years after her marriage and 14 years after she gets engaged to Jacob (Genesis 29:18, 27). Rachel said, " 'God has taken away my shame.' Rachel named the son Joseph, saying, 'May the Lord give me another son' " (Genesis 30:23, 24, ERV).
We do not always follow God's plan for our lives. We make mistakes, too. How does the story about Rachel and Leah show us God's plan will happen in heaven and on earth anyway?
JACOB LEAVES (Genesis 30:25–32)
Jacob serves Laban for many years. Jacob is a loyal worker. He works hard for his uncle. Jacob does not try to get even with his uncle for tricking him on his wedding night. Laban is not very fair. But Jacob does not complain. He does everything that Laban asks him to do.
When Rachel has her first son, things change. Jacob has worked for his uncle for 14 years (Genesis 30:26). Now Jacob thinks about going home to the Promised Land. But Jacob is worried. Will he have enough money and goods to take care of the needs of his own family (Genesis 30:30)?
Read the story in Genesis 30:25–32. What happens in this story? What reasons does Jacob ask from Laban? How does Laban answer?
It has been many years since Jacob left home. Jacob never expected to be gone for so long. But things happened that kept Jacob away from home for many years. Now it is time to go back and take his family with him.
Why does Jacob wait a long time to go home? Why does Jacob not leave Laban sooner? The answer is that Jacob is a different person now. We see that Jacob learns how to be patient when he works many years for his uncle Laban. Yes, Jacob changed. He understands now that he must wait for God. He must have faith. He waits for God to tell him it is time to go. Jacob leaves only when God finally tells Jacob to leave.
God shows Himself to Jacob as " 'the God of Bethel' " (Genesis 31:13, NIrV). Then God commands Jacob to leave Laban and go back to " 'the land of your family' " (Genesis 31:13, NKJV). God said the same words to command Abram to go away " 'from your family' " (Genesis 12:1, NKJV).
Another thing that helped Jacob see that it was time to go home was the behavior of Laban and his sons (read Genesis 31:1, 2). "Jacob wanted to leave Laban long before this time. But Jacob was afraid of meeting Esau. Now Jacob feels he is in danger from Laban's sons. Laban's family is jealous of the riches of Jacob. Jacob fears they may try to hurt him and steal his riches."—Ellen G. White, Patriarchs and Prophets, page 193, adapted.
So, Jacob takes his family and all his belongings and leaves. He starts on a journey that is the beginning of a new chapter in the plan of the chosen people of God.
ADDITIONAL THOUGHT: God chose Jacob. Jacob did not do anything to earn the favor of God. When Jacob tried to force God's blessing, Jacob failed. He had no success. He ended up cheating Esau, his brother, and lying to his father, Isaac. The same is true for us. We never can force God to bless us. We can't earn mercy, and we can't be saved by our works (read Romans 4:1–5). The Good News is all about how God saves us by His mercy. When Jacob learned how to live by faith, his life changed. Jacob learned to trust and depend fully on God. The experience of Jacob teaches us an important lesson: do not try to get suc cess by tricking other people.
"Jacob tries to lie to get the special blessing. But his behavior only caused him to lose more. Jacob feels that he lost every thing. Jacob thinks he lost his connection with God and his home. Jacob is a runaway with no hope. But what does God do? God looks on Jacob, who feels so hopeless. God sees that Jacob is very disappointed. But God also sees all that Jacob can be and how he will give glory to God. As soon as God sees this hopeless runaway, God shows Jacob the mysterious ladder. This ladder shows us Jesus Christ. Jacob is a word picture for humans who have lost all connection with God. Sin has sepa rated man from God. But the God of heaven looks on man and gives Jesus the permission to save man. Maybe if we were there at Bethel, we would say, 'I wish to touch heaven, but how can I touch it? I see no way.' For sure, that is what Jacob thinks. So, God shows Jacob the dream of the ladder. The ladder connects earth with heaven, with Jesus. A man can climb this ladder because the bottom of the ladder rests on the earth. The top of the ladder goes into heaven."—Ellen G. White Comments, The SDA Bible Commentary, volume 1, page 1095, adapted.
DISCUSSION QUESTIONS:
1 Look at the lives of these people in the Bible: Isaac, Rebekah, Jacob, Esau, Laban, Rachel, and Leah. Look at all the lies they told! What can we learn from their mistakes? What do their mis takes teach us about the mercy and forgiveness of God?
2 What hints can you find in the story of Jacob that he grows and changes in his faith?
3 As Seventh-day Adventists, we have a special blessing from God. Are we like Esau, who did not care about the blessing? Or are we like Jacob, who learns to trust God? How can we make sure we never stop loving God for all the Bible truth He gives us?
MY MOST PRECIOUS TREASURE
When I got on the plane, I opened my Bible to read. I was flying from Namibia to South Africa. As soon as I opened my Bible, the young man next to me started talking to me.
"Do you believe in the Bible?" he asked. He was from Eastern Europe.
"Yes. With all my heart," I answered.
The young man told me that his grandparents used to read the Bible to him. But he didn't believe the Bible stories, least of all the one in Genesis where God made the skies and the earth. I told him how God had changed my life. After 15 years on my own, God saved me and led me to a safe place on this earth. The young man was interested in my story.
"May I hold your Bible, please?" he asked.
I was so happy to see my Bible in his hands. His heart was touched by the experience. After the young man handed the Bible back, I read Isaiah 43 to him. The young man was touched deeply by the promise of God's protection.
Before the plane landed, I asked the young man, "May I give you a gift?" I had a copy of Steps to Christ in my travel bag. The young man did not want to take the book away from me. But I told him that I had another copy. "If you have any questions, please text me," I said. Then I wrote my phone number inside the cover of the book.
To my surprise, the young man texted me the day I arrived home in Ireland. He told me he met a woman in Namibia who prayed daily. "When I saw her pray, I started to think about my grandparents reading the Bible. Then I met you," he said.
"I believe things happen for a reason," I said. "Let God talk to your heart."
We texted once in awhile. I sent him Bible verses, too. Then he sent me a picture of a church next to his house.
I texted back that I wanted to mail him a history of the Christian church. He gave me his address. Then I sent him The Great Controversy. I also sent him a video about God's plan to save us. He wrote, "This video is so wonderful!"
I prayed, "Lord I need to know what I should do next to help him give his heart to You." A strong thought filled my mind: "The young man held your Bible. Give him your Bible."
I mailed my Bible to him. The letter I wrote said, "This is the most precious thing I own. God gave His only Son, the most precious thing He had to save us."
This story shows Spiritual Growth Task No. 5 of the "I Will Go" plan for the Seventh-day Adventist Church. Task No. 5 says: "We will help people and families live more Spirit-filled lives." Read more: IWillGo2020.org.
INSIDE
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Pumps
Noise from pumps can disturb neighbours, disrupt their sleep and interfere with normal daily activities. If loud enough, it can also affect their health. Council receives numerous complaints about noise from pumps each year. Most complaints concern pumps operating late at night. This fact sheet can help you to reduce noise and meet legal requirements.
Be a good neighbour
timer to ensure it operates at appropriate times.
Talk to neighbours. Find out what concerns they may have before installing equipment and seek suggestions about solving any problems. Solutions can often be found that satisfy everyone.
The law
Queensland's Environmental Protection Act includes noise limits for pumps and Council of the City of Gold Coast (Council) is legally required to enforce these limits. If issues between neighbours cannot be resolved and complaints continue, an investigation will be carried out.
If a pump exceeds noise limits, Council may issue an on-the-spot fine to the value of 15 penalty units (for an individual) or 75 penalty units (for a corporation). See the City website for information about penalty unit values.
Allowable noise limits
If noise from a pump exceeds the following levels when measured at a neighbouring premises, the owner may be issued with an on-the-spot fine.
7am to 7pm – where noise is more than five decibels above the background noise level.
7pm to 10pm – where noise is more than three decibels above the background noise level.
10pm to 7am – where noise can be clearly heard.
Background noise is that measured in the absence of the problem noise. For example when the pump is not operating.
Ways you can reduce noise
A range of measures can be used to reduce noise impacts from a pump. These include:
Limiting hours of use
Find out if there are particular times when the pump disturbs neighbours. Most people are concerned about noise at night. Depending on the pump's use, consider a
If it's a swimming pool pump
Know how long the pool filter needs to run for acceptable water quality. In most cases, this is only necessary to allow pool water to turn over once or twice a day. For an average pool, run the pump for three to six hours per day. Make sure the required maintenance measures are carried out, such as chlorination and pH adjustment. Talk to the local pool shop or pool pump manufacturer for information.
Select a quieter pump
Older units can be noisy and an undersized pump may need to run longer to maintain pool water quality. Replacing the pump with a quieter or appropriately-sized model may help solve the problem.
Choose location carefully
Locate the pump as far away as possible from neighbours and away from sensitive areas, such as bedroom windows and offices. When installing a pump, ask the installer for advice. Avoid noise-reflective surfaces, such as walls or alcoves.
Regular maintenance
Lack of maintenance can cause higher noise levels and reduce the effectiveness of the pump. For pool pumps, keep the filter clean and contact the manufacturer or installer for advice.
Install fences or barriers
A solid fence without gaps can help reduce noise levels.
Consider an acoustic enclosure
Consider enclosing the unit in a ventilated wooden box with an absorbent lining. Contact the manufacturer or installer for advice.
Modifications to the motor or pump unit
Sometimes modifications can be made to the unit to reduce noise. Discuss this option with the manufacturer or installer.
For more information
P
07 5581 6220
email@example.com
Wcityofgoldcoast.com.au
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Introduction to Engineering Design First Year Course
Introduction to Engineering Design (IED)
ü Learn the Engineering Design Process; concept to creation.
ü Create Engineering Drawings with pencil and then with Computer Design Tools.
ü Use AutoDesk Inventor CAD Software to create 3D models of parts and engineering drawings.
ü Create a wooden puzzle cube prototype from engineering drawings.
ü Present product ideas to others using modeling tools and prototypes.
Principles of Engineering Second Year Course
Principles of Engineering (POE)
ü This course explores the wide variety of careers in engineering and technology.
ü Students learn to design mechanical machines, electronic control and structural integrity.
ü Activities include building a car powered by water (hydrogen fuel cell) and solar cells.
ü Through projects, students learn how engineers use math, science, and technology in an engineering problem-solving process, to benefit people.
ü Students learn how math and science is used by engineers to design products.
Civil Engineering & Architecture Aerospace Engineering Third Year Courses
Civil Engineering & Architecture (CEA)
ü Students learn important aspects of building and site design and development.
ü Apply math, science, and standard engineering practices to design both residential and commercial projects.
ü Document their work using 3-D architectural design software.
Aerospace Engineering (AE)
ü Students learn the fundamentals of atmospheric and space flight.
ü Students design airfoil, propulsion system, and rockets.
Engineering Design & Development Practicum Fourth Year Courses
Engineering Design & Problem Solving (EDPS)
ü Invent a new product or innovate an existing product.
ü Brainstorm a problem to solve and possible ways to solve it.
ü Do a patent search to research existing solutions.
ü Create design documentation, then build and test a product prototype.
Practicum In STEM
ü Get experience and licensing as a UAS pilot
ü Learn about the opportunities available to UAS operators
PLTW Engineering Teachers at Little Elm High School:
ØValentine Cardenas, firstname.lastname@example.org ØZachary Shaffer, email@example.com
Research shows that Project Lead The Way® (PLTW) students are more likely than their peers to pursue science, technology, engineering and math (STEM) majors in college.
Project Lead The Way® (PLTW) began as a school improvement initiative designed to address the shortage of engineers in the United States. The basic concept was simple—combine a rigorous and relevant curriculum with projectbased and problem-based instruction. After over a decade, almost 3,000 schools in the U.S. offer PLTW courses.
Forging the Innovation Generation
Little Elm HS PLTW Courses:
* Introduction to Engineering (IED)
* Civil Engineering & Architecture (CEA)
* Principles of Engineering (POE)
* Aerospace Engineering (AE)
* Practicum in STEM
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FACT SHEET: Understanding Electricity
(General)
Understanding the basics can make working with electricity much easier.
How Electricity Works
*Conductors - materials, like metals, that have electrons that are easy to detach from their atoms so they can move around freely. Electricity can move through these free electrons easily.
*All matter is composed of Atoms.
*An electron is a particle of energy with a negative charge that revolves around the nucleus as a satellite does around the Earth.
*Atoms are made up of a nucleus in the center surrounded by one or more electrons.
*The nucleus is made up of protons with a positive charge and neutrons which have no charge.
Greenplanet Energy Analytics
*What we call "electricity" is just a flow of electrons from one atom to the next.
-Electrons do not move along a wire like cars on a highway. If you put a new electron in a wire, it will join an atom, and then that atom will deliver an electron to the next atom, and so on. The electrons jump from one atom to the next in a domino effect which is what we call electric current.
Greenplanet Energy Analytics
*Insulators - materials, like wood, glass and plastic, where the electrons are held tightly by the atoms. Since they don't share electrons very well, these types of materials can't conduct electricity well.
How Electricity Gets Moving
*Electricity can move through a conductor but to do so it also needs something to make it flow from one point to another. Some force must be applied to get the first electron moving.
*A battery converts chemical energy into electrical energy.
Batteries
*The chemicals inside the battery slowly go through a chemical reaction so electrons are pulled off atoms, sending them to the negative terminal
*This process continues until the chemical is completely changed. The electrons stop flowing and the battery is dead.
*The electrons then flow through the wires, powering whatever the battery is connected to and continue on to the positive terminal.
magnets
coiled
copper wire
rotate
electricity
Generators use magnets
and motion to make electricity
Greenplanet Energy Analytics
Generators
*If you wave a magnet over a wire made of a metal such as copper, you create a movement of electrons in that wire.
*Generators use magnets to make electricity.
*A generator has a central core wrapped with wires, spinning inside a layer of magnets. This creates an electromagnetic field which makes electricity flow through the wires.
*Interesting Note: Motors are basically the opposite of generators. Motors use electricity to make motion and generators use motion to make electricity.
Circuits
*In order for electricity to flow, you have to form a "circle" or closed loop to keep the electrons moving.
*An electrical circuit always has 3 parts:
*This circular path is called a circuit. If the path is interrupted, the circuit is "broken" and the electricity stops flowing. (This is how switches work.)
-An electrical source
-A set of two wires to carry the electricity between the source and the load
-A load (the device or appliance being powered up)
*Within an electrical circuit, no matter what the source of electricity is (generator, battery, solar cell, etc), three things are always the same:
Light Bulb
(load)
Battery (source)
Closed Switch
Flow of
Electrons
around
circuit
Negative
Terminal
Positive
Terminal
Circuit
Copper Wire
(conductor)
Greenplanet Energy Analytics
Understanding Electricity
Imagine electricity is like water.
1. The source must have two terminals: a positive and a negative.
3. The electrons will flow from the negative terminal to the
2. The source will push the electrons out of the negative terminal at a certain voltage (like water pressure)
positive terminal through a conductor (like copper wire).
*Electrical systems and devices have safety features:
*Any sort of load can be attached in the middle of a circuit and the source will power it with electricity.
-The electrical parts are covered with insulators – materials that do not conduct electricity
-The Earth, (the soil and ground water) is a good electrical conductor. If the insulator fails and electricity is released from a wire or a device, a ground wire, ground rod transfers it directly to the earth. The ground protects people from being electrocuted.
A typical ground rod (left of gray pipe), consisting of conductive steel rod driven into the ground. Below is a ground plate which does the same thing but is easier to install.
*The volume of water moving through a pipe is called flow rate. The amount of electrons moving through a wire is called current or amperage and is measured in Amps.
*Both the generator and the pump move a certain amount electrons or water and apply a certain amount of pressure to push each of them through.
*The amount of pressure pushing the water through a pipe is like the amount of pressure pushing the electrons through a wire which is measured in Volts (V).
*A generator is like a pump pushing water. Just like a pump pushes water molecules through a pipe, a generator pushes electrons through a wire.
*The size of the water pipe is like Resistance in the electrical system. Increasing the size of the pipe will allow more water to flow through. Similarly, increasing
Imagine Electricity is Like Water...
Battery
Page 2 Understanding Electricity
Greenplanet Energy Analytics the thickness of the conductor wire will increase the amount of electricity that can travel along it. Resistance is measured in Ohms.
-Power is a measure of the rate at which energy flows. Watts are basically the speed measurement of the electrical world--they tell you how fast the water is speeding down the pipe
*Electricity is measured in units of power called Watts (W)
-In an electrical system power (Watts) is equal to the voltage (V) multiplied by the current (Amps).
-It's like pointing a hose at a waterwheel. You can increase the power (Watts) in two ways:
How to Measure Energy
*Electric utility companies use a measurement called Kilowatt hours (kWh) to bill customers for the amount of electricity they use.
*If you run a 60-watt lightbulb for one hour, you've used 60 watt-hours (or 0.06 kilowatt-hours, since a kWh is 1,000 watt-hours). In other words, 0.06 kWh is the amount of energy you need to run a lightbulb for an hour.
*While a watt is a measure of power, a kWh is a measure of energy. Energy is defined as the capacity to do work, such as creating heat, light, or motion.
*A kWh is a unit of energy equivalent to 1 kilowatt (1 kW) of power being used for 1 hour of time.
Example Calculation of kWh:
A 60" TV that Uses 170 watts per hour Step One: Calculate Watts per Day
170 watts x 5 hours used per day
= 850 watt-hours per day
Step Two: Convert Watt-hours to Kilowatt hours
850 watt-hours per day/1000
= 0.850 kWh per day
Step Three: Calculate use per month
0.850 kWh per day x 30 days
= 25.5 kWh per month
Step Four: Calculate cost of device per month:
Assume the price per kWh is 10 cents.
25.5kWh x 0.10
= $2.55 per month of TV use
1. Increase the pressure of the water coming out of the hose (Volts), it hits with more force and the wheel turns faster, generating more power.
2. Increase the flow rate (Amps), the waterwheel turns faster because of the weight of the extra water hitting it.
Summary: The voltage is equivalent to the water pressure, the current (amps) is equivalent to the amount of water flowing, resistance (ohms) is like the pipe size and watts would be the speed of the water.
Direct Current Versus Alternating Current
Electricity is provided in two different ways.
*Direct current (DC).
-DC is very simple - easy to make, easy to use and can be carried around
-Current always flows in the same direction
-Used in batteries, fuel cells and solar cells
-The direction of the current reverses, or alternates, 60 times per second
*Alternating current (AC)
-The big advantage of AC is that it is relatively easy to change the voltage of the power, using a device called a transformer.
-The power that comes out of a power plant is AC (about 245,000 volts)
-Power companies save money this way because they can use much smaller wires to transmit the high voltages over long distances to where the power is needed.
-The power is stepped down so that a standard wall socket is 15 amp, 110-volt, 60-cycle AC power.
REVIEW
*Electricity = the flow of electrons through a conductor
*Voltage = the electrical pressure – the push that makes the current flow; measured in Volts (V)
*Electric current (I) = the rate of flow of electricity; measured in Amps (A)
*Power = how much energy is released (supply) or used (demand) per second – measured in Watts (W)
-Power (Watts) = Volts (V) x Amps (A)
*FORMULAS
-Energy Consumption (Kilowatt Hours) = Power (W/1000)) x Time (hours)
More Information
How Electricity Works - howstuffworks (Basic)
https://science.howstuffworks.com/electricity2.htm
VIDEO: How ELECTRICITY works - The Engineering Mindset (Advanced) https://www.youtube.com/watch?v=mc979OhitAg
VIDEO: Bill Nye the Science Guy - S01E18 Electricity (Basic)
https://www.youtube.com/watch?v=SYacUaukaxg&feature=youtu.be
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Name: ______________________
Test Date: _____________
Protein Synthesis and Cell Energy Review
REMEMBER, this is a REVIEW! It is not the same as the test. You must be able to apply this information to scenarios and data.
Study the diagrams below.
Diagram 1
Diagram 2
1. What is the process in diagram 1? ____________________
2. What is the product in diagram 1? ____________________
3. What is the process in diagram 2? ____________________
4. What is the product in diagram 2? ____________________
5. Which diagram shows the genetic code being changed to an amino acid chain? _____
6. Which diagram shows nucleotides being assembled in an mRNA chain? _____
7. Name 3 organelles directly related to handling the proteins during and after production.
________________________, ________________________, ________________________
8. Find the amino acid for CGA ________________ and AAG ________________.
9. Transcribe: 3' TACGCCCGATCCGCTACT 5'
_________ _________ _________ _________ _________ _________
Use the codon chart on the previous page to answer the question below.
10. You are given the DNA triplet 3' AGG 5'. Which of the following will change the amino acid strand made resulting in a mutation? Circle your answer(s).
AGT
TCA
TCG
TCC
AGC
ACG
What type of mutations are illustrated below? Substitution, Deletion or Insertion
11.
Mutation: ___________________
12. Mutation: ___________________
13. Nitrogenous bases are added. Mutation: ___________________
14. Nitrogenous bases are removed. Mutation: ___________________
15. When does a mutation NOT affect the protein?
16. When DNA is transcribed in error, what is directly affected? _____
a. tRNA bonding to mRNA
b. mRNA leaving nucleus
c. mRNA codon sequence
d. bonding of amino acids
17. (PreAP only) Explain how introns and exons function when primary RNA is made.
_________________________________________________________ _________________________________________________________ _________________________________________________________
18. Gene regulation (turning genes on and off) leads to
a. cells that have specialized functions
b. cells that are all the same
c. the mutation of DNA
d. the removal of DNA
19. The pictures of this rabbit were taken at two different times of the year, winter and summer. What likely affected gene expression of fur color?
______________________
20. The pictures below represent butterflies that developed one exposed to green light and one exposed to red light. What likely affected gene expression of wing color?
___________________________________
Draw a DNA and mRNA structure below. Label nucleotides, phosphates, sugars, hydrogen bonds, nitrogenous bases and location of the genetic code.
Cell Energy Review: Photosynthesis and Cellular Respiration
1. Describe the relationship between products of photosynthesis and reactants of cellular respiration.
2. Which organelle absorbs sunlight for photosynthesis? __________________
3. Which organelle in a plant and animal uses glucose energy for cellular respiration?
_______________________
4. What gas is produced through photosynthesis? _____________________
5. What gas is produced through cellular respiration? ___________________
6. What gas is produced in the image below? _______ How do you know?
______________________________________________________________
7. Trace the gases used and produced through photosynthesis and cellular respiration.
8. What are the reactants of photosynthesis?_____________________________
9. What are the products of cellular respiration?__________________________
10. Through what process does the body get energy it needs to function?
11. What is the difference between aerobic and anaerobic respiration?
12. Which produces more ATP, aerobic or anaerobic respiration? ____________________
Brainstorm everything you know about photosynthesis and cellular respiration below. You may use images, words, symbols, etc: | <urn:uuid:32a275ac-2cdd-4ec5-85d2-f73949f3e983> | CC-MAIN-2024-10 | http://www.biologybynapier.com/uploads/4/0/3/7/40376393/energy___protein_synthesis_test_review_2020.pdf | 2024-03-01T23:59:50+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00434.warc.gz | 41,255,643 | 831 | eng_Latn | eng_Latn | 0.990478 | eng_Latn | 0.99428 | [
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TIPS FOR EFFECTIVELY TEACHING YOUR SUBJECT IN ENGLISH
What if you are expected to teach your subject in English? What to do if it is not your first language? Is it just about clear pronunciation, speaking in grammatically correct sentences and using the proper terminology?
Teaching your subject in English requires much more than simply translating your lecture. As a lecturer, you must not only have the necessary proficiency in the English language but, maybe more importantly, you need the didactical skills to connect language and content.
Student Affairs has designed a checklist with important strategies for effectively teaching your subject in English. This checklist will help you identify which adjustments you may have to make in your teaching style. It also gives you insight into the way learning through a foreign language can impact your students.
CREATING TOMORROW
STUDENT AFFAIRS
EFFECTIVE TEACHING IN ENGLISH
1. INTERACTION
Teaching in English has an impact on the interaction with and among students.
- I ask open and activating questions to frequently check if my students have understood the language and concepts
- I write down my questions or put them in my slideshow
- I have students write down their answers or have them discuss these in smaller groups first
- I offer sufficient processing and thinking time for students' response
- I offer various communicative activities (e.g. discussions, group tasks, role play) to develop both language skills and comprehension of the topic
2. LANGUAGE USE
As a lecturer you will have to adjust your language to serve the needs of your students.
- I use language that is adapted to my students' language level: comprehensible and slower-paced
- I use academic as well as non-academic language
- I use linking words and phrases to structure my lesson content
3. LANGUAGE SUPPORT
When selecting your classroom material, keep in mind that you're not just selecting content learning material, but also language learning material. Think about what kinds of language demands your texts make on your students and decide where they might need more support to be able to understand and participate in the lesson.
- I use the whiteboard in addition to my slideshow to write down and clarify terminology or concepts
- I visually support my content through body language, mind maps, charts, tables, etc.
- I check if there is technical or specialised vocabulary that my students need to know for the class or to understand the material I provided. I also provide my students with a list of these key words or phrases and their definitions, either in the syllabus, as a handout or on the whiteboard. I regularly repeat them throughout the lecture series
- I try to use texts that are accompanied by illustrations, have structural markers (headings, sub-headings) and a clear organisation
- I help students by formulating and paraphrasing their answers, providing synonyms and repeating and summarising the content of the lecture
- I help my students with language related skills, such as strategies for reading difficult texts and understanding authentic source documents
- I regularly assess students' understanding of the lecture content, I do this by encouraging student-led discussions, informal mini-presentations and pop-quizzes
4. CONTEXT
When preparing for a lecture, most of us focus on the content we will teach. Often, there is less time spent on bridging the gap between students' existing knowledge and new material. This may cause your students to fail to correctly understand the new concepts.
- I introduce new concepts by contrasting them with concepts that have already been learned. In this way I make use of prior knowledge to aid my students in the learning of these new concepts
- I provide lecture outlines in order to help students follow the larger argument of the lecture. Students can also use them to facilitate their note taking
- I construct learning objectives for content as well as language
5. PRESERVING YOUR TEACHING IDENTITY
Teaching in English can feel restrictive and may cause limitations in your teaching performance. You might feel afraid or unable to use humour, tell anecdotes or give spontaneous examples. You can overcome part of this by changing the way you prepare your lectures.
- I look up the key words and phrases of my story and know how to pronounce them
- I make a list of standard phrases so I can properly instruct my students
- I work out the instructions for group work or other assignments in advance. I break them down into small, distinct steps
- I practice my examples and anecdotes beforehand
- I look up sayings and expressions
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Mains Marathon
Day 36: Morality is not doctrine of how we may make ourselves happy but how we may make ourselves worthy of happiness. (150 words)
15 Aug 2022 | GS Paper 4 | Theoretical Questions
Approach / Explaination / Answer
Give a brief introduction about happiness and morality.
Explain about being worthy of happiness.
Give a fair conclusion.
Answer:
Morality is a set of norms that allow individuals to live harmoniously in their communities. It is what civilizations deem "proper" and "acceptable". Happiness is a state of mind, not a fundamental attribute. it is a momentary, changing situation, as opposed to a long-lasting, permanent feature or personality trait.
People who behave morally deserve to be happy, especially when doing so costs them happiness. Happiness is associated with emotions of satisfaction or pleasure, implying that it should not be mistaken with joy, excitement, bliss, or other stronger emotions. Happiness may be either felt or shown, implying that it is not always an internal or external phenomenon, but can be both. As a value phrase, 'happiness' is basically identical with well-being or thriving. Happiness brings life fulfillment, pleasure, or a favorable emotional state. When someone does the right thing, it faces difficulties and pain but eventually benefits them.
What an individual should do and what an individual wants to accomplish are incompatible concepts. When a person does what they want, they wind up on a path that will provide them instant enjoyment but will not help them in the long term. Morality's objective is not to make us happy, but to do the right thing for the sake of doing it. Doing the correct thing will lead us to our desired destination. If we do not have perfect control over the repercussions of our acts, we should not blame or reward. When making a decision, if a person cannot generalize their behavior without conflict, the decision should be avoided. Emotions are not stable, so it is not a reliable source for moral judgements since they are always changing. People will argue over whether respect is an emotion, but it is not the same as fear or want. Morality in the question alludes to the notion of happiness as something to be worthy of, in order to be worthy of happiness, a person would need to work hard and persistently towards giving shape to and excelling in one's interest.
Happiness is nearly synonymous with well-being or success as a value expression. Life satisfaction, pleasure, or a positive emotional state are all brought about by happiness. Morally upright people should
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be happy, even if it costs them their happiness. We shall arrive where we want to go by acting morally. We shouldn't point the finger or give praise if we can't fully control how our actions will have an impact.
PDF Refernece URL: https://www.drishtiias.com/mains-marathon-daily-answer-writing-practice/papers/202 2/morality-is-not-doctrine-of-how-we-may-make-ourselves-happy-but-how-we-may-make-ourselves-worthyof-happiness-gs4-theoretical-questions/print | <urn:uuid:6713df5b-6f42-47c6-b87f-b32e6cfbc47f> | CC-MAIN-2024-10 | https://www.drishtiias.com/pdf/1660646629.pdf | 2024-03-02T01:00:03+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00436.warc.gz | 729,122,722 | 644 | eng_Latn | eng_Latn | 0.992107 | eng_Latn | 0.99325 | [
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Chickens and Eggs
Have you ever noticed a big difference in prices of the eggs that are sold in grocery stores? Eggs can cost less than $2 a dozen and as much as $8 a dozen. There are several different factors that go into the pricing of the eggs, including population density. In your local store, you might see words like "cage free," "free range," or "pasture-raised". Each phrase has a specific meaning when it comes to how much space each chicken is given.
Cage Free means the chickens are raised with at least 1.5 square feet per hen (.67 chickens/ft 2 ). Free Range means that each bird has a minimum of two square feet (.5 chickens/ft 2 ). To earn the Pasture-Raised description means each bird is given 108 square feet (.01 chickens/ft 2 ). If the egg carton doesn't say cage free, free range or pasture-raised, the eggs are from a large chicken farm where each chicken gets less than half of a square foot and never goes outside.
1) As a consumer, which type of eggs would you prefer to buy? Why?
2) As a farmer, which eggs would you prefer to produce? Why?
Two Chicken Coops
3) What do you notice about the two chicken coops?
4) Record the data for the two chicken coops in a table:
5) Is Coop A or Coop B more crowded? How do you know?
For the next few questions, create your own chicken coops. Decide on the size and how many chickens it will hold. Add the information to the table above.
6) Create a coop that is less crowded than both Coop A and Coop B.
7) Create a coop that is more crowded than both A and B.
Chicken Coop Practice Questions
8) If you added 25 square feet to Coop A, what would the new density be?
9) If you added 50 chickens to Coop B, what would the new density be?
10) What is the area of a chicken coop with a width of 4 feet and a length of 4.5 feet?
A. .5 ft 2
B. 8.5 ft 2
C. 18 ft 2
D. 180 ft 2
11) If you were a farmer, how many chickens could you raise in Coop B…
If you wanted to call the eggs Cage-free? _______________
If you wanted to call the eggs Free Range? _______________
If you wanted to call the eggs Pasture-Raised? _______________
12) Chicken farmers sell eggs at a higher price when they have a lower population density
because ________________________________________________________ _______________________________________________________________
13) Someone who buys eggs might be concerned about population density on poultry
farms because ___________________________________________________ _______________________________________________________________
14) Challenge question: In many large chicken farms, each chicken has the space of an 8 ½" by 11" sheet of paper. What is this area in square feet? ________ sq. ft.
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Youth Think Tank Competition for EAA Flyway Final Report
Instructions: Please complete all fields, and respond to all questions below before 1 st October 2022.
1. Project background information
Project Title: Seabirds of Tubbataha
Country of project implementation: Philippines
Project Location: Tubbataha Reefs Natural Park and World Heritage Site
Is it an EAAFP Flyway Network Site (check here)? No. Yes, Name of the
Flyway Network Site: Tubbataha Reefs Natural Park
Actual Project Start Date: May 2022
Actual Project End Date: August 2022
Project summary (max. 250 words, including background, project objectives, and deliverables):
Tubbataha Reefs Natural Park (TRNP) is the largest no-take marine protected area in the Philippines. It is both an ASEAN Heritage Park and a World Heritage Site. TRNP also became an EAAFP Flyway Network Site in 2015. The two islets of TRNP support over 20,000 seabirds and serve as important nesting and rookery grounds for seven different seabird species, four of which are migratory. Seabirds are highly pelagic, spending most of their time at sea. Their limited interaction with humans due to their isolation may be one reason they are not popular subjects of environmental education activities in the Philippines. Through this project, we designed and implemented a webinar on seabirds and produced a video focusing on the plight of the Black Noddy worcesteri subspecies that was premiered during the webinar. The aim of the project was to increase awareness amongst Filipinos about seabirds, their importance, and the threats they face, a hundred people at a time. We aimed to highlight the conservation needs of the Black Noddy, which is threatened by loss of nesting habitat, and of Tubbataha generally as a vital seabird breeding ground in Southeast Asia. Through dissemination of the film at the webinar and beyond, we hope to inspire early career and future conservationists to espouse seabird conservation and glean recommendations for improving our management efforts.
2. Project Rationale:
Project purpose:
2.1. What was your identified 'Project purpose' in your proposal (i.e., what is the problem(s) you want to solve, what was the overall change you aimed to achieve in the project) (Max. 200 words)
Seabirds are highly pelagic, spending most of their time at sea and landing only on remote oceanic islands and islets to breed. Their minimal interaction with
humans due to their marine lifestyle is one of the reasons why they are not popular subjects of environmental education initiatives in the Philippines. In 2021, the Philippines government began drafting the National Seabird Action Plan, which is still in development, but includes objectives to fill gaps in research and policy, and raise public understanding of seabirds in the country, particularly their status and threats. During the formulation of the Plan, Tubbataha was identified as one of the seabird sentinel sites in the Philippines. However, Tubbataha is not accessible to most people due to its very remote location, making it a particular challenge to meet the goal of raising public awareness about the seabirds of Tubbataha Reefs. Therefore, conducting awareness campaigns is essential for informing the public, and webinars are one valuable tool for doing so.
By holding our webinar and developing a video about the threats facing the Philippine endemic Black Noddy worcesteri subspecies (which is only known to breed in Tubbataha and has been declining since 2014 due to habitat loss and marine debris), we hope to contribute to advancing public understanding of seabirds and achieving one of the objectives of the country's Action Plan, as well as supporting international initiatives to raise awareness about seabirds.
2.2. Describe the new situation (and the change you achieved) you created through your project. What did you achieve in the context of Science, Society, Education, and awareness-raising (Max. 150 words)
The main objective of this project was to raise awareness about seabirds and the threats they face in the Philippines, highlighting in particular the seabirds of Tubbataha. To achieve this aim, the webinar included talks from multiple experts, who introduced the different seabirds of Tubbataha, their ecology and habitat, the threats they face. We also provided participants with a 'tour' of Tubbataha Reefs, a flyway site with the largest congregation of seabirds in the country. Through the video on the Black Noddy, we told the story of this endemic species and the
efforts that are underway at Tubbataha to save their remaining population.
By providing participants with an Evaluation form we were able to document some of the impacts of our work. Through their responses to the Evaluation, we learned that before the webinar, the majority (65%) of participants felt that they knew nothing (rate: 1), very little (rate: 2), or average(rate:3) about seabirds or Tubbataha Reefs. Some had not even heard of the terms before. Through the ratings they gave themselves, and the takeaways stated in the Evaluation form, the number of participants that rated themselves from 1-3 decreased to 16%. This 16% rated their knowledge as 3 (average). No participants rated themselves 1 or 2 after the webinar. Those that ranked themselves between 4 (knowledgeable) and 5 (expert knowledge) increased by 80% from 35%. The participants expressed in their takeaways an increased understanding of seabirds, including a new understanding of the distinction between seabirds and waterbirds in the Philippine context, as well as their significance, and the need to take action to protect the species against anthropogenic threats.
Project objectives:
2.3 List your 'SMART objectives' again as included in your proposal: (Max. 150 words)
1. Raise awareness of the status, habitat, and threats to the seabird populations of Tubbataha Reefs to at least 100 students from local universities and conservation partners during the webinar.
2. Encourage discussions about seabird ecology and conservation amongst the general public and experts on seabirds during the webinar.
3. Produce and launch a video on the plight of the Black Noddy subspecies worcesteri during the webinar.
4. Promote EAAFP's campaign 'Year of the Tern' in project implementation
2.4 Did you achieve these objectives? Use your project indicators to describe the progress. (Max. 150 words for each objective)
We feel that overall we were very successful in meeting each of our 4 documented objectives.
One hundred fifteen (115) individuals, primarily women (62%), answered the evaluation form. Half (52%) of the participants were between the ages of 21 and 30 (31%), followed by those under the age range of 11 to 20 (18%) and those ranging from the ages of 31 and 40 (16%). The remaining percentage included people aged 41 and older.
Objective 1:
We asked the participants about their prior knowledge of the seabirds. Before the webinar, most participants (75%) stated that they had previously heard of seabirds, but most (65%) also felt that their knowledge was average (rate: 3), very little (rate: 2) or no information at all (rate: 1) about this topic.
At the end of the webinar, 79% of the participants felt that their knowledge of seabirds had improved by rating themselves between 3 (average) to 5 (expert). The 21% were those that rated themselves already as an expert on seabirds before the webinar. No participants rated their knowledge 1 (no knowledge) and 2 (very little knowledge) after the webinar.
Sixty (60%) of participants expressed an increased understanding of seabirds, particularly of the diversity of seabirds and their threats, their current status in the country, and the seven species in Tubbataha. Meanwhile, 27% emphasized the need for urgent action to protect the seabirds against their threats.
They also recognized the gaps in the knowledge, including more research on their behavior and biology, which they believe can contribute to the species conservation efforts. Others expressed the desire to study seabirds in the locations where they had observed them, including Sarangani Bay in the Philippines. One of the participants emailed us asking for advice on the seabird counting method. Meanwhile, the live feed on the Tubbataha official Facebook page reached roughly 1.2k individuals from all over the country.
Objective 2:
During the webinar, participants asked the speakers questions. The ten questions asked covered topics including:
* Research needs and opportunities related to seabirds in the Philippines and TRNP.
* Sightings of rare species (i.e., Chinese crested tern) and breeding occurrence in other sites, e.g., Luzon areas.
* Conservation actions of the country to combat threats to seabirds.
* Management action of TRNP for the erosion of the islet
* Agricultural crops (e.g., coconut, corn, ipil-ipil) as a threat to the seabird population.
There were still more than 15 questions unanswered from the Facebook live stream, Zoom, and Evaluation forms, due to the interest of time. These questions were compiled, answered, and sent to the participants after the webinar.
Objective 3.
During the seabird webinar, a short film about the Black Noddy worcesteri premiered. In the Evaluation, the participants stated that one of their key takeaways was learning that the Philippines has a seabird species endemic to the country and is exclusively found in Tubbataha. The video was posted to the Tubbataha Reefs' YouTube channel. The video has currently received 104 views on the YouTube platform.
Some of the participants made recommendations for Tubbataha management to consider. One involved determining how management actions, such as providing nesting structures and materials, improved the population. They also inquired about the long-term maintenance costs of the artificial structures, particularly if
sea level rise becomes a significant issue in the future. To raise funds for the conservation of the species, they also suggested implementing a program like "Adopt-a-seabird."
Objective 4.
We included the 'Year of the Tern' campaign logo in all social media posts for the entire project implementation. It was also mentioned by the host and one of the speakers during the webinar at least twice.
Project activities and deliverables:
2.5 List your activities from your proposal. date, target audiences, number of participants respectively, etc. You can include photos or links of videos. (Max.
150 words for each activity)du
Activity 1. A video highlighting the plight of the Black Noddy worcesteri Produced in July 2022
Target Audiences: Students from the local universities, members of private and public organizations, and the general public
Additional information: The short film highlighted the diminishing population of the worcesteri subspecies, management strategies to restore its breeding habitat, and a
call to action to decrease the use of single-use plastics, educate people about seabirds, and increase awareness. We have since uploaded the video to Tubbataha's social media pages (Facebook and YouTube). We will share the video with schools, hobbyists, and other government organizations with environmental management responsibilities.
Link: Plight of the Black Noddy - Seabirds of Tubbataha - YouTube
Activity 2. Webinar: Seabirds of Tubbataha
Date: 19 August 2022
Target audiences: 100 students from local universities and conservation partners Additional information: The webinar took place via Zoom and was live-streamed on Facebook using the official Tubbataha account. Without counting the speakers and project members, there were a minimum of 115 participants who participated on zoom and answered the evaluation form. Of these, 70% were students from different local universities, including Bulacan State University, Surigao State Colleges and Universities, Rizal Technological University, University of the
Philippines, Silliman State University, Palawan State University, Holy Trinity University, and Western Philippines University, among others.
The other attendees included professionals employed by or connected with governmental and non-governmental organizations, academic institutions, and hobbyist organizations. Participants include representatives from the Bureau of Fisheries and Aquatic Resources, Department of Environment and Natural Resources, Asian Development of the Philippines, Wild Bird Club of the Philippines, and Palawan Council for Sustainable Development, among others.
Link of the Facebook live stream: Livestream - Seabirds of Tubbataha
Figure 4. Presentations on seabirds of the Philippines and of Tubbataha followed by film showing of the Black Noddy video were the highlights of the webinar.
2.6 List and describe the project deliverables, such as publications, materials developed, and multi-media materials such as photos and videos, you can submit the digital materials as attachments in session 5.
* The plight of Black Noddy worcesteri Video
* Official logo of the project
* Photos during the webinar
3. Lessons learned
3.1 Describe what worked well in your project (Max. 150 words)
Identifying each member's strength, weakness, and skill set at the beginning has become an advantage and one of the things that worked well throughout the competition. Tasks were distributed based on these factors at the beginning so along with proper communication, achieving the targeted result was guaranteed.
With a reliable mentor who is always one email away, the project went smoothly and as planned. The constant guidance and encouragement made wonders and helped the team see through setbacks encountered throughout the project.
3.2 Describe what didn't go so well in your project, and how you addressed the challenges you encountered. (Max. 150 words)
We have different roles to fill and are sometimes sent out to the field in remote places with no means of communication. Multitasking and proper time management ensured that the project was progressing as planned.
We also have personal emergencies during the project implementation. During this unforeseen circumstance that cannot be helped, other members would step in and fill the gaps as needed to make sure the project is still moving forwards despite the setback.
3.3 If you have a chance to improve your project, what would you do? (Max. 150 words)
If given a chance, we would like to conduct this kind of public outreach face-to-face in schools starting with local ones. Raising awareness among youth is one of the best things we could do to help with conservation. This ensures that the next generation knows what is needed to conserve what we currently have and perhaps help them thrive even more. Making sure the youth, especially the ones in proximity know enough and have been instilled with the desire for conservation guarantees the future of what we are working hard for right now.
3.3 Do you have any future plan developed from this project? If yes, please briefly tell us how you would sustain the project. (Max. 150 words)
We will turn over the short film on Black Noddy to the Tubbataha Management Office to be used in their CEPA programs. We will also send this to our partner agencies, e.g., the Department of Environment and Natural Resources. We hope to conduct more webinars on seabirds in the future at other schools and also at sites in Palawan and in the Philippines where seabirds are recorded to contribute to the local community and site managers in increasing their knowledge. We will probably look for funding through the Tubbataha Management Office to make this a possibility.
4. Financial report
4.1 Fill in the form of table to show the actual project expenses
4.2. Did you get funding of financial resources to continue this project?
□ Yes
[x] No
5. Attachments
Links of a shared folder of your project's digital deliverables (photos and videos could be shared as zip files)
Link: EAAFP Project - Materials and Video
Link of project video in mp4 format (3-5 mins, this video will be shared publicly)
To follow
6. Declaration
Click the boxes below if you agree:
[x] Consent to disclosure of personal information: The project team's personal information (such as contact information) will not be publicly disclosed, but will be disclosed to the judging panel for review.
[x] I confirm the truth of all statements made by me in this report, and agree to all the terms, conditions, responsibilities, and obligations as set out above.
[x] Consent to the permission of the use of project-related materials to EAAFP: The project team agreed to grant the EAAFP Secretariat free access to any project materials developed under the Youth Think Tank Competition for the EAA Flyway. Ownership of the materials still belongs to the project team.
(Signature)
Name of Team leader: Gerlie
Gedoria
Name of Team:
Ira Patricia Alitagtag, Anthea
Kristha Valenzuela
Date: 5 September 2022
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choose only choose only
Grade 9 Common Form Specifications (PBA and MY) 1 : Operational 2 (Total Reading Pts. = 48; Total Writing Pts. = 45; Total CCR Pts. = 93) DRAFT
# of items/
points for each level of
complexity from
EBSR/TECR
items
1 NOTE—One task per computer-based form on both the MY and PBA assessments will use a digital source as a text stimulus
2 NOTE—PARCC's aim is to assess all standards with even distribution while balancing informational and literary text. When putting forms together, the goal is to approximate the balance of informational and literary text as per the CCSSO criteria.
choose only
Word Count Guidelines 1
PARCC has established the following word count guidelines for each grade span to inform passage selection.
Table 1. Minimum/Maximum Passage Lengths by Grade Band
It should be noted too that for the Mid-Year Assessment and Performance-Based Assessments, the text selected for the first session of the Research Simulation Task and one of the literary texts selected for the Literary Analysis Task should be closer to the end of the word count range 2 listed for the grade band than to the beginning of the range 3 for that grade band.
1 Passage Selection Guidelines for Assessing CCSS ELA
2 A text that is closer to the end of the word count range for a listed grade band is considered an extended text.
3 A text that is closer to the beginning of the word count range for a listed grade band is considered a short text.
3 Note- See Text Selection Guidelines for Assessing CCSS ELA for more information about pairing passages. At each grade level, each student will read one set of paired texts. The pairing may be two literary texts or two informational texts or one literary and one informational text. Note, points for the paired passage set will be reported at the Reading Major Claim level. The paired texts together should have a word count similar to that of a medium/long length text.
Grade 10 Common Form Specifications (PBA and MY) 4 : Operational 5 (Total Reading Pts. = 48; Total Writing Pts. = 45; Total CCR Pts. = 93) DRAFT
# of items/
points for each level of
complexity from
EBSR/TECR
items
4 NOTE—One task per computer-based form on both the MY and PBA assessments will use a digital source as a text stimulus
5 NOTE—PARCC's aim is to assess all standards with even distribution while balancing informational and literary text. When putting forms together, the goal is to approximate the balance of informational and literary text as per the CCSSO criteria.
choose only
Word Count Guidelines 1
PARCC has established the following word count guidelines for each grade span to inform passage selection.
Table 1. Minimum/Maximum Passage Lengths by Grade Band
It should be noted too that for the Mid-Year Assessment and Performance-Based Assessments, the text selected for the first session of the Research Simulation Task and one of the literary texts selected for the Literary Analysis Task should be closer to the end of the word count range 2 listed for the grade band than to the beginning of the range 3 for that grade band.
1 Passage Selection Guidelines for Assessing CCSS ELA
2 A text that is closer to the end of the word count range for a listed grade band is considered an extended text.
3 A text that is closer to the beginning of the word count range for a listed grade band is considered a short text.
Grade 10 Common Form Specifications (EOY): Operational (Total Reading and CCR Pts. = 44) DRAFT
6 Note- See Text Selection Guidelines for Assessing CCSS ELA for more information about pairing passages. At each grade level, each student will read one set of paired texts. The pairing may be two literary texts or two informational texts or one literary and one informational text. Note, points for the paired passage set will be reported at the Reading Major Claim level. The paired texts together should have a word count similar to that of a medium/long length text.
Grade 11 Common Form Specifications (PBA and MY) 7 : Operational 8 (Total Reading Pts. = 48; Total Writing Pts. = 45; Total CCR Pts. = 93) DRAFT
# of items/ points for each level of
complexity from
EBSR/TECR items
7 NOTE—One task per computer-based form on both the MY and PBA assessments will use a digital source as a text stimulus
8 NOTE—PARCC's aim is to assess all standards with even distribution while balancing informational and literary text. When putting forms together, the goal is to approximate the balance of informational and literary text as per the CCSSO criteria.
choose only
Word Count Guidelines 1
PARCC has established the following word count guidelines for each grade span to inform passage selection.
Table 1. Minimum/Maximum Passage Lengths by Grade Band
It should be noted too that for the Mid-Year Assessment and Performance-Based Assessments, the text selected for the first session of the Research Simulation Task and one of the literary texts selected for the Literary Analysis Task should be closer to the end of the word count range 2 listed for the grade band than to the beginning of the range 3 for that grade band.
1 Passage Selection Guidelines for Assessing CCSS ELA
2 A text that is closer to the end of the word count range for a listed grade band is considered an extended text.
3 A text that is closer to the beginning of the word count range for a listed grade band is considered a short text.
Grade 11 Common Form Specifications (EOY): Operational (Total Reading and CCR Pts. = 44) DRAFT
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Stafford Township School District
Science Curriculum Grade 6
2020 New Jersey Student Learning Standards - Science https://www.nj.gov/education/standards/science/Docs/NJSLS-Science_K-12.pdf
Original Adoption: September 12, 2022
Mission
Stafford Township School District, together with parents/guardians and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society.
Philosophy
The purpose of the Stafford Township School District Science Curriculum is to develop scientific understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens). The New Jersey Student Learning Standards for Science reflect the belief that all students can and must learn enough science to assume their role as concerned citizens, equipped with necessary information and decision-making skills.
The need for scientific literacy in today's increasingly technological world, for fundamental reforms in how science is taught, and for established standards in science education are by now well-known and documented. Presidential appeals for excellence, combined with expressions of concern from scientists and educators, have led to national, state, and local initiatives. New Jersey is host to an impressive array of scientific and technological industries, and should play a leadership role in the development and implementation of standards for the teaching and learning of science.
Promoting and respecting individual student growth, the science program recognizes that:
* Develop critical thinking skills which enable them to function as lifelong learners and to examine and evaluate issues of importance to all Americans.
* Students gain an understanding and appreciation of science and its impact on daily life.
* Acquire basic literacy in the core disciplines of science and have the understandings needed to apply this knowledge to their lives as citizens.
* Participate in activities that enhance the common good and increase the general welfare.
* Understand science as the context for future environmental awareness.
1
As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:
* Promote the teaching of critical thinking.
* Have high expectations for all students.
* Value the needs of students as key elements in instructional planning.
* Relate current events as needed to enhance content area instruction.
* Provide adequate resources for children to explore the content area.
* Communicate regularly and clearly with parents/guardians and encourage them to be a part of the learning process.
* Teach the full spectrum of science outlined by the provided strands
Primary Interdisciplinary Connections: Language Arts, Math, Technology
Inclusivity/LGBTQ/Disabilities
* Address how students feel about the group(s) they identify with and if they are represented in the texts, visual/media representations and materials used in Science.
New Jersey Legislation C.18A:35-4.35 requires that the history of disabled and LGBT persons be included in middle and high school curriculum. Instruction shall focus on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district's implementation of the New Jersey Student Learning Standards. In addition, policies, and procedures pertaining to inclusive instructional materials are outlined in Legislation C.18A:35-4.36. Schools shall adopt inclusive instructional materials that portray the cultural and economic diversity of society including the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, where appropriate. The instruction and materials of the course will be made inclusive and representative of all individuals and various groups of people. This course will address the following:
* Always address and discuss whose voice is missing from readings and materials used in class
* Read novels and use material that represent the LGBTQ community and people with disabilities.
* Choose themes in literature that bring LGBTQ perspectives, issues and ideas to teach tolerance and reflect the diversity of our student population.
* Encourage student independent reading that incorporates experiences and perspectives that differ from their own identify in order to create a more positive concept of LGBTQ students.
* Read LGBTQ-themed literature to combat stereotypes and prejudices. In addition, address stereotypes and promote inclusive conservations about LGBTQ persons and people with disabilities through reading.
* Introduce multifaceted perspectives and themes that reflect student diversity and enable students to explore this through writing
* Avoid binary assumptive language and use appropriate gender inclusive language in the classroom. In addition, use appropriate gender terms, preferred names, and inclusive language to ensure all students feel safe and represented in the educational process.
* Assign activities that involve reading, writing and reflecting on the political, economic, and social contributions of persons with disabilities and members of the LGBTQ community.
* Allow students to choose a topic that interests them and provide multiple avenues to approach their final project.
* Make modifications to accommodate any students with specific needs, views and experience
This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
9.2 Career Awareness, Exploration, and Preparation
9.3 Career and Technical Education
9.4 Life Literacies and Key Skills
This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live and work in an interconnected global economy.
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
Evidence of Student Learning
Spaghetti Towers - Students work in teams to apply the Engineering Design Process to build a spaghetti tower strong enough to support a large marshmallow.
Formative Assessments
* Question and Answer
* Teacher Observation
* Conferencing
* Engineering-based Projects and Explorations
Summative Assessments
* Criterion-based Rubrics
Benchmark Assessment
* Benchmark
* Science A-Z Benchmark Assessment
* Group Work/Class Discussion Rubric
Alternative Assessments
* Guided Observations
* Participation Rubric
* Questions Starters
* Modified Tests/Quizzes/Classwork
* Science Related Reading A-Z Activities
* Science A-Z Activities
* Science Related Achieve3000 Articles and Activities
* Fundamentals Unlimited Books and Assessments
* Mystery Science Activities
Knowledge and Skills
Content
Skills
* That the Engineering Design Process (EDP) is a series of five steps applied cyclically.
Students will know...
Students will be able to …
* Work in teams to solve engineering challenges.
* How to safely utilize all equipment, materials, and furniture in the STEAM Lab.
* Apply the Engineering Design Process to solve engineering challenges.
* The various cooperative learning jobs available in the engineering teams.
* Identify careers that utilize the Engineering Design Process.
Instructional Plan
Suggested Activities
Resources
Literature
* Technology: A Byte-Sized World! by Dan Green
* Hit it! History of Tools by Donna H. Rice
* Hidden Worlds: Looking Through a Scientist's Microscope by Stephen Kramer
* Design Thinking by Kristin Fontichiaro
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Partner English learners with strong English speakers
* Group projects & cooperative learning
* Consistent routines
* Language-based science games
* Outlines
* Picture glossary
Gifted and Talented
* Root words
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Advance, accelerated, or compacted content
* Allowance for individual student interests
* Complex, in-depth assignments
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
* Variety in types of resources
* Higher-level text
* Provide extra time
Basic Skills
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Provide extra time
Economically Disadvantaged
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Follow all IEP modifications
Students with IEPs
* Teacher tutoring
* Cooperative learning groups
* Peer tutoring
* Modified assignments
* Listen to audio recordings instead of reading text
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Have a designated reader
* Work with fewer items per page or line and/or materials in a larger print size
* Hear instructions orally
* Have another student share class notes with him
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Be given a written list of instructions
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
* Dictate answers to a scribe
* Use a spelling dictionary or electronic spell-checker
* Use a calculator or table of "math facts"
* Use a word processor to type notes or give responses in class
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use special lighting or acoustics
* Sit where he learns best (for example, near the teacher)
* Take a test in small group setting
* Take more time to complete a task or a test
* 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)
* Have extra time to process oral information and directions
* Take more time to complete a project
* Take frequent breaks, such as after completing a task
Students with 504 plan
* Teacher tutoring
* Follow all 504 plan modifications
* Peer tutoring
* Modified assignments
* Cooperative learning groups
* Differentiated instruction
* Listen to audio recordings instead of reading text
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Record a lesson, instead of taking notes
* Work with fewer items per page or line and/or materials in a larger print size
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given an outline of a lesson
* Be given a written list of instructions
* Dictate answers to a scribe
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
Students at Risk of Failure:
* Take more time to complete a project, task or test
* Strategic grouping
* Small group for assessments
* Pre-teach concepts
* Check in's during experiments to help refocus
* Encourage and monitor positive peer collaboration
* Incorporate social/emotional discussions
* Provide academic resources for both home and school use
* Provide incentives to increase motivation and collaboration
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live and work in an interconnected global economy.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
Evidence of Student Learning
Knowledge and Skills
Content
Skills
* how light interacts with matter
Students will know...
Students will be able to …
* the properties of sound waves
* the ways in which waves interact with matter
* how waves are produced
* how light differs from other forms of electromagnetic waves.
* the factors that affect the strength of electric and magnetic forces (properties of waves)
* Produce sound at different pitches and investigate how changing wavelength and frequency changes pitch.
* Conduct an experiment to interpret the interactions between mechanical waves.
* the difference between electromagnetic and mechanical waves
* Design an invention or model that uses two or three different kinds of electromagnetic waves.
* Distinguish between mechanical and electromagnetic waves and their role in the transfer of energy though models.
* Demonstrate how waves transfer energy
Instructional Plan
Literature
* The Attractive Story of Magnetism with Max Axiom, Super Scientist by Andrea Gianopoulos
* Energy from Water: Hydroelectric, Tidal, and Wave Power by Nancy Dickmann
* Sound Waves by Ian Mahaney
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Partner English learners with strong English speakers
* Group projects & cooperative learning
* Consistent routines
* Language-based science games
* Outlines
* Picture glossary
Gifted and Talented
* Root words
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Advance, accelerated, or compacted content
* Allowance for individual student interests
* Complex, in-depth assignments
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
* Variety in types of resources
* Higher-level text
* Provide extra time
Basic Skills
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Provide extra time
Economically Disadvantaged
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Follow all IEP modifications
Students with IEPs
* Teacher tutoring
* Cooperative learning groups
* Peer tutoring
* Modified assignments
* Listen to audio recordings instead of reading text
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Have a designated reader
* Work with fewer items per page or line and/or materials in a larger print size
* Hear instructions orally
* Have another student share class notes with him
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Be given a written list of instructions
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
* Dictate answers to a scribe
* Use a spelling dictionary or electronic spell-checker
* Use a calculator or table of "math facts"
* Use a word processor to type notes or give responses in class
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use special lighting or acoustics
* Sit where he learns best (for example, near the teacher)
* Take a test in small group setting
* Take more time to complete a task or a test
* 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)
* Have extra time to process oral information and directions
* Take more time to complete a project
* Take frequent breaks, such as after completing a task
Students with 504 plan
* Teacher tutoring
* Follow all 504 plan modifications
* Peer tutoring
* Modified assignments
* Cooperative learning groups
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Have another student share class notes with him
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Be given a written list of instructions
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
* Dictate answers to a scribe
Take more time to complete a project, task or test
* Strategic grouping
Students at Risk of Failure:
* Pre-teach concepts
* Small group for assessments
* Check in's during experiments to help refocus
* Encourage and monitor positive peer collaboration
* Incorporate social/emotional discussions
* Provide academic resources for both home and school use
* Provide incentives to increase motivation and collaboration
Planning and Carrying Out Investigations
* Conduct an investigation to produce that meets the goals of an
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or solutions.
data to serve as the basis for evidence investigation. (MS-LS1-3,4,5,6) Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).
supported by evidence to support or refute an explanation or a model for a phenomenon. (MS-LS1-3,4,6) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods.
* Use an oral and written argument
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are
* In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-2,3)
LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8)
Structure and Function
Energy and Matter
* Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS1-1,2,3)
* Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-2,3,6,8)
Connections to Engineering, Technology and Applications of Science Interdependence of Science, Engineering, and Technology
* Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-LS1-4)
Connections to Nature of Science Science is a Human Endeavor
Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-4)
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
9.3 Career and Technical Education
9.4 Life Literacies and Key Skills
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live and work in an interconnected global economy.
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
Evidence of Student Learning
Knowledge and Skills
Content
Skills
* the parts and use of a compound microscope
Students will know...
Students will be able to …
* know the major contributors to cell theory
* Multicellular organisms begin as a single cell.
* cell structure and specialized function of each organelle in a plant and animal cell
* Organisms grow and develop as a result of cell division.
* that each sense receptor responds to different inputs (electromagnetic, mechanical, chemical) transmitting them as signals that travel along the nerve cells to the brain resulting in immediate behaviors and memories
Suggested Activities
* the levels of organization within an organism
* Demonstrate how to correctly use the compound microscope.
* Compare and contrast structures of different types of cells and relate the structures to the functions the different cells perform.
* Understand the different levels of organization within an organism.
Instructional Plan
Resources
* Describe the structure and function of each organelle in a plant and animal cell.
Literature
* Decoding Genes with Max Axiom, Super Scientist by Amber J. Keyser
* Super Cool Science Experiments: Cells by Matt Mullins
* The World of Genetics by Lynn Van Gorp
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
o https://whyy.org/articles/new-philly-exhibitcelebrates-lives-contributions-of-scientists-withdisabilities/
o https://www.pinknews.co.uk/2018/07/05/queerscientists-history-first-lgbtstemday/
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Partner English learners with strong English speakers
* Group projects & cooperative learning
* Consistent routines
* Language-based science games
* Outlines
* Picture glossary
Gifted and Talented
* Root words
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Advance, accelerated, or compacted content
* Allowance for individual student interests
* Complex, in-depth assignments
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
* Variety in types of resources
* Higher-level text
* Provide extra time
Basic Skills
* Pre-teach vocabulary using visuals and gestures
* Chunk texts
* Preview lessons
* Summarize as you go
* Graphic organizers
* Sentence starters
* Highlight key words
* Prompting and cuing
* Build background knowledge
* Activate schema
Economically Disadvantaged
* Pre-teach vocabulary using visuals and gestures
* Provide extra time
* Chunk texts
* Preview lessons
* Summarize as you go
* Graphic organizers
* Sentence starters
* Highlight key words
* Prompting and cuing
* Build background knowledge
* Activate schema
Students with IEPs
* Teacher tutoring
* Follow all IEP modifications
* Peer tutoring
* Modified assignments
* Cooperative learning groups
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Hear instructions orally
* Have a designated reader
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Be given a written list of instructions
* Dictate answers to a scribe
* Use a spelling dictionary or electronic spell-checker
* Capture responses on an audio recorder
* Use a word processor to type notes or give responses in class
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use a calculator or table of "math facts"
* Sit where he learns best (for example, near the teacher)
* Take a test in small group setting
* Use special lighting or acoustics
* 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)
* Have extra time to process oral information and directions
* Take more time to complete a task or a test
* Take frequent breaks, such as after completing a task
Students with 504 plan
* Take more time to complete a project
* Follow all 504 plan modifications
* Peer tutoring
* Teacher tutoring
* Cooperative learning groups
* Differentiated instruction
* Modified assignments
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Be given a written list of instructions
* Dictate answers to a scribe
* Capture responses on an audio recorder
Take more time to complete a project, task or test
* Strategic grouping
Students at Risk of Failure:
* Pre-teach concepts
* Check in's during experiments to help refocus
* Small group for assessments
* Incorporate social/emotional discussions
* Provide academic resources for both home and school use
* Encourage and monitor positive peer collaboration
* Provide incentives to increase motivation and collaboration
evidence, data, or a model. (MS-LS1- 1)
* Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions. Develop a model to describe phenomena. (MS-LS2-1)
Developing and Using Models
animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as "decomposers." Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A
Energy and Matter
Systems and System Models
* Matter is transported into, out of, and within systems. (MS-LS1-1)
* A system can be described in terms of its components and their interactions. (MS-LS2-1) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
* Science explanations describe the mechanisms for natural events. (MS- LS2-1) healthy ecosystem is one in which multiple species of
Science
* Science explanations describe the mechanisms for natural events. (MS- LS2-1)
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
This outlines concepts and skills necessary for New Jersey's students to thrive in an ever-changing world. Intended for integration throughout all K-12 academic and technical content areas, the 2020 New Jersey Student Learning Standards — Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) provides the framework for students to learn the concepts, skills, and practices essential to the successful navigation of career exploration and preparation, personal finances and digital literacy.
https://www.nj.gov/education/standards/clicks/index.shtml
9.1 Personal Financial Literacy
9.2 Career Awareness, Exploration, and Preparation
This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
9.3 Career and Technical Education
9.4 Life Literacies and Key Skills
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live and work in an interconnected global economy.
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
* Biodiversity by Carla Mooney
* The Pier at the End of the World by Paul Erickson
* Life and Non-Life in an Ecosystem by William B. Rice
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Group projects & cooperative learning
* Partner English learners with strong English speakers
* Outlines
* Consistent routines
* Language-based science games
* Root words
* Picture glossary
Gifted and Talented
* Advance, accelerated, or compacted content
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Allowance for individual student interests
* Complex, in-depth assignments
* Variety in types of resources
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
Basic Skills
* Higher-level text
* Provide extra time
* Chunk texts
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Graphic organizers
* Preview lessons
* Highlight key words
* Prompting and cuing
* Sentence starters
* Activate schema
Economically Disadvantaged
* Build background knowledge
* Provide extra time
* Chunk texts
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Graphic organizers
* Preview lessons
* Highlight key words
* Prompting and cuing
* Sentence starters
* Activate schema
Students with IEPs
* Build background knowledge
* Follow all IEP modifications
* Peer tutoring
* Teacher tutoring
* Cooperative learning groups
* Differentiated instruction
* Modified assignments
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Have a designated reader
* Record a lesson, instead of taking notes
* Hear instructions orally
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given an outline of a lesson
* Be given a written list of instructions
* Dictate answers to a scribe
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
* Use a word processor to type notes or give responses in class
* Use a spelling dictionary or electronic spell-checker
* Use a calculator or table of "math facts"
* Sit where he learns best (for example, near the teacher)
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use special lighting or acoustics
* 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)
* Take a test in small group setting
* 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
Students with 504 plan
* Take more time to complete a project
* Follow all 504 plan modifications
* Peer tutoring
* Teacher tutoring
* Cooperative learning groups
* Differentiated instruction
* Modified assignments
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Be given a written list of instructions
* Dictate answers to a scribe
Take more time to complete a project, task or test
* Capture responses on an audio recorder
Students at Risk of Failure:
* Pre-teach concepts
* Strategic grouping
* Small group for assessments
* Incorporate social/emotional discussions
* Check in's during experiments to help refocus
* Encourage and monitor positive peer collaboration
* Provide incentives to increase motivation and collaboration
* Provide academic resources for both home and school use
Unit 5: Weather and Climate
Duration:
15 days (February - March)
Standards
ESS2.C Develop a conceptual model to explain the mechanisms for the Sun's energy to drive wind and the hydrologic cycle.
Career Readiness, Life Literacies and Key Skills
This outlines concepts and skills necessary for New Jersey's students to thrive in an ever-changing world. Intended for integration throughout all K-12 academic and technical content areas, the 2020 New Jersey Student Learning Standards — Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS) provides the framework for students to learn the concepts, skills, and practices essential to the successful navigation of career exploration and preparation, personal finances and digital literacy.
https://www.nj.gov/education/standards/clicks/index.shtml
9.1 Personal Financial Literacy
9.2 Career Awareness, Exploration, and Preparation
This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.
This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
9.3 Career and Technical Education
9.4 Life Literacies and Key Skills
This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live and work in an interconnected global economy.
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
Literature
* Natural Disasters: Violent Weather by Steve Parker and David West
* Weather by Seymour Simon
* Superstorm Sandy by Lynn Peppas
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Partner English learners with strong English speakers
* Group projects & cooperative learning
* Consistent routines
* Language-based science games
* Outlines
* Picture glossary
Gifted and Talented
* Root words
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Advance, accelerated, or compacted content
* Allowance for individual student interests
* Complex, in-depth assignments
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
* Variety in types of resources
* Higher-level text
* Provide extra time
Basic Skills
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Graphic organizers
* Sentence starters
* Highlight key words
* Prompting and cuing
* Build background knowledge
* Activate schema
Economically Disadvantaged
* Pre-teach vocabulary using visuals and gestures
* Provide extra time
* Chunk texts
* Preview lessons
* Summarize as you go
* Graphic organizers
* Sentence starters
* Highlight key words
* Prompting and cuing
* Build background knowledge
* Activate schema
Students with IEPs
* Teacher tutoring
* Follow all IEP modifications
* Peer tutoring
* Modified assignments
* Cooperative learning groups
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Hear instructions orally
* Have a designated reader
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Be given a written list of instructions
* Dictate answers to a scribe
* Use a spelling dictionary or electronic spell-checker
* Capture responses on an audio recorder
* Use a word processor to type notes or give responses in class
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use a calculator or table of "math facts"
* Sit where he learns best (for example, near the teacher)
* Take a test in small group setting
* Use special lighting or acoustics
* 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)
* Have extra time to process oral information and directions
* Take more time to complete a task or a test
* Take frequent breaks, such as after completing a task
Students with 504 plan
* Take more time to complete a project
* Follow all 504 plan modifications
* Peer tutoring
* Teacher tutoring
* Cooperative learning groups
* Differentiated instruction
* Modified assignments
* Listen to audio recordings instead of reading text
* Work with fewer items per page or line and/or materials in a larger print size
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Be given a written list of instructions
* Dictate answers to a scribe
Take more time to complete a project, task or test
* Capture responses on an audio recorder
Students at Risk of Failure:
* Strategic grouping
* Pre-teach concepts
* Check in's during experiments to help refocus
* Small group for assessments
* Incorporate social/emotional discussions
* Provide academic resources for both home and school use
* Encourage and monitor positive peer collaboration
* Provide incentives to increase motivation and collaboration
describe, test, and predict more abstract phenomena and design systems.
Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
* Develop and use a model to describe phenomena. (MS-ESS11),(MS-ESS1-2), (MS-ESS1-3)
* Analyze and interpret data to determine similarities and differences in findings. (MS-ESS11),(MS-ESS1-2), (MS-ESS1-3)
explained with models. (MS-ESS11),(MS-ESS1-2), (MS-ESS1-3)
ESS1.B: Earth and the Solar System
* Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MSESS1-2)
* The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MSESS1-1),(MS-ESS1-2), (MS-ESS1-3)
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)
* This model of the solar system can explain eclipses of the sun and the moon. Earth's spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1),(MSESS1-2), (MS-ESS1-3)
or designed systems.(MS-ESS11),(MS-ESS1-2), (MS-ESS1-3)
* Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. (MS-ESS1-1),(MS-ESS1-2), (MS-ESS1-3)
Systems and System Models
Structure and Function
Patterns
* Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-ESS1-1),(MS-ESS1-2), (MS-ESS1-3)
* Patterns in rates of change and other numerical relationships can provide information about natural systems. (MS-ESS1-1),(MS-ESS1-2), (MSESS1-3)
* Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS11),(MS-ESS1-2), (MS-ESS1-3)
Scale Proportion and Quantity
Energy and Matter
* Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS1-1),(MS-ESS12), (MS-ESS1-3)
Career Readiness, Life Literacies, and Key Skills
9.4.5.CT.3: Describe how digital tools and technology may be used to solve problems.
9.4.5.CI.3: Participate in a brainstorming session with individuals with diverse perspectives to expand one's thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).
9.4.5.IML.2: Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3).
9.4.5.IML.3: Represent the same data in multiple visual formats in order to tell a story about the data.
Evidence of Student Learning
Students will know...
Alternative Assessments
* Guided Observations
* Group Work/Class Discussion Rubric
* Questions Starters
* Modified Tests/Quizzes/Classwork
* Participation Rubric
* Science A-Z Activities
* Science Related Achieve3000 Articles and Activities
* Science Related Reading A-Z Activities
* Mystery Science Activities
* Fundamentals Unlimited Books and Assessments
Knowledge and Skills
Content
Skills
* how distance and mass affect gravitational attraction
Students will be able to …
* the difference between rotation and revolution
* the current theory of the origin of the Earth's moon
* the 3 laws for planetary motion.
* the causes of the phases of the Earth's moon, eclipses, daily and monthly tides
* the factors that combine to explain the changes in the length of the day and seasons
* Model how the Sun strikes Earth's surface.
* Distinguish between Earth's rotation and Earth's revolution
* Model how solar energy spreads out over Earth's surface throughout the year.
* Illustrate and demonstrate a solar eclipse and lunar eclipse.
* Simulate how the Moon moves around the Earth.
* Design and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
* Demonstrate the gravitational pull between the Sun and a planet.
* Model the different phases of the moon.
* Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
* Analyze and interpret data to determine scale properties of objects in the solar system.
* Construct a scale model of our solar system.
Instructional Plan
Literature
* 12 Things to Know about Space Exploration by Rebecca Felix
* 21st Century: Mysteries of Deep Space by Stephanie Paris
* Solar and Lunar Eclipses by Ruth Owen
Inclusivity/LGBTQ and Individuals with Disabilities Resources
NOGLSTP
BrainPop Inclusivity List
Websites
Accommodations & Modifications
English Language Learners
* Pair with a peer tutor.
* Provide an alarm to help with time management.
* Give extra time to process oral information and directions.
* Speak slowly, distinctly, and write down key terms
* Provide audio books if available.
* Closed Captioning
* Graphic Organizers
* Emphasize visual literacy
* Use charts, graphs and figures
* Partner English learners with strong English speakers
* Group projects & cooperative learning
* Consistent routines
* Language-based science games
* Outlines
* Picture glossary
Gifted and Talented
* Root words
* Interdisciplinary and problem-based assignments with planned scope and sequence
* Abstract and advanced higher-level thinking
* Advance, accelerated, or compacted content
* Allowance for individual student interests
* Complex, in-depth assignments
* Assignments geared to development in areas of affect, creativity, cognition, and research skills
* Diverse enrichment that broadens learning
* Open-ended questions for higher-level thinking
* Variety in types of resources
* Higher-level text
* Provide extra time
Basic Skills
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Provide extra time
Economically Disadvantaged
* Pre-teach vocabulary using visuals and gestures
* Summarize as you go
* Chunk texts
* Preview lessons
* Highlight key words
* Graphic organizers
* Sentence starters
* Activate schema
* Prompting and cuing
* Build background knowledge
* Follow all IEP modifications
Students with IEPs
* Teacher tutoring
* Cooperative learning groups
* Peer tutoring
* Modified assignments
* Listen to audio recordings instead of reading text
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Have a designated reader
* Work with fewer items per page or line and/or materials in a larger print size
* Hear instructions orally
* Have another student share class notes with him
* Record a lesson, instead of taking notes
* Be given an outline of a lesson
* Be given a written list of instructions
* Use visual presentations of verbal material, such as word webs and visual organizers
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
* Dictate answers to a scribe
* Use a spelling dictionary or electronic spell-checker
* Use a calculator or table of "math facts"
* Use a word processor to type notes or give responses in class
* Work or take a test in a different setting, such as a quiet room with few distractions
* Use special lighting or acoustics
* Sit where he learns best (for example, near the teacher)
* 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)
* Take more time to complete a task or a test
* Take frequent breaks, such as after completing a task
* Have extra time to process oral information and directions
* Take more time to complete a project
* Follow all 504 plan modifications
Students with 504 plan
* Teacher tutoring
* Cooperative learning groups
* Peer tutoring
* Modified assignments
* Listen to audio recordings instead of reading text
* Differentiated instruction
* Learn content from audio books, movies, videos and digital media instead of reading print versions
* Record a lesson, instead of taking notes
* Work with fewer items per page or line and/or materials in a larger print size
* Have another student share class notes with him
* Use visual presentations of verbal material, such as word webs and visual organizers
* Be given an outline of a lesson
* Be given a written list of instructions
* Dictate answers to a scribe
* Give responses in a form (oral or written) that's easier for student
* Capture responses on an audio recorder
Students at Risk of Failure:
* Take more time to complete a project, task or test
* Strategic grouping
* Small group for assessments
* Pre-teach concepts
* Check in's during experiments to help refocus
* Encourage and monitor positive peer collaboration
* Incorporate social/emotional discussions
* Provide academic resources for both home and school use
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1. Ejercicios condicionales en inglés para resolver
¿Listo para poner en práctica las reglas? Rellena los huecos utilizando los tres tipos de oraciones condicionales:
1. If I ______ (know) the truth I wouldn't have said that.
2. If you don't hurry up, you _____(be) late.
3. If I ______(win) the lottery, I would travel around the world.
4. Water _____(boil) if you heat it enough.
5. If he ______(speak) better English, he would move to London.
6. If Peter ______(study) more, he would have passed the exam.
7. If Anna was taller, she _____(not wear) heels so much.
8. _______you_____(go) to the park if it doesn't rain?
9. I would be so happy if I _____(be) to get married.
10. If we miss the plane, we ______(go) by bus.
2. Más ejercicios condicionales en inglés
Completa las siguientes oraciones con el tipo de condicional correcto:
1. If I _____ (know) the truth I wouldn't have said those stupid words.
2. If I _____ (have) more money I would buy a new house.
3. John _____ (come) if Mary calls him.
4. If I _____ (be) you, I would visit Ann.
5. You _____ (not arrive) on time unless you hurry up.
6. If I _____ (study) harder I will pass my two exams tomorrow.
7. Rose _____ (come) if you hadn't been so stupid with her.
8. If you heat the water, it _____ (boil).
9. Maria's baby _____ (sleep) if you kept silence.
10. Vanessa _____ (pass) her exams if she feels confident.
3. Ejercicios condicionales inglés PDF: Tipo Condicional
Completa las frases con la forma correcta del verbo que se encuentra entre paréntesis.
Sample
If I win the lottery, I ____ (buy) a new car.
will buy
Q1 of 8
If we spoke better English, we ____ (move) to the United States.
Q2 of 8
If it ____ (rain), we should go to the movies.
Q3 of 8
They ____ (wait, not) in the rain, had you called them to tell them you were going to be
late.
Q4 of 8
If Peter ____ (work) less, he would have more time to study.
Q5 of 8
It would have been a nice holiday, if I ____ (break, not) my leg.
Q6 of 8
_____ you _____ (go) to a different show if you can't get tickets to "Les Miserables"?
you
(go) to a different show if you can't get tickets to "Les Miserables"?
Q7 of 8
If she were shorter, she ____ (wear) high heels more often.
Q8 of 8
_____ you _____ (be) angry if I hadn't called to tell you I would be late?
you
(be) angry if I hadn't called to tell you I would be late?
Soluciones
1 Soluciones:
1. Had known
2. Will be
3. Won
4. Boils
5. Spoke
6. Had studied
7. Wouldn't wear
8. Will / go
9. Was
10. Will go
2 Completa las siguientes oraciones con el tipo de condicional correcto:
1. If I (had known) (know) the truth I wouldn't have said those stupid words.
2. If I (had) (have) more money I would buy a new house.
3. John (will come) (come) if Mary calls him.
4. If I (were) (be) you, I would visit Ann.
5. You (won't arrive) (not arrive) on time unless you hurry up.
6. If I (study) (study) harder I will pass my two exams tomorrow.
7. Rose (would have come) (come) if you hadn't been so stupid with her.
8. If you heat the water, it (boils) (boil).
9. Maria's baby (would sleep) (sleep) if you kept silence.
10. Vanessa (will pass) (pass) her exams if she feels confident.
3 Respuestas
1/8: If we spoke better English, we would move to the United States.
2/8: If it rains , we should go to the movies.
3/8: They would not have waited / wouldn't have waited in the rain, had you called them to tell them you were going to be late.
4/8: If Peter worked less, he would have more time to study.
5/8: It would have been a nice holiday, if I had not broken / hadn't broken my leg.
6/8: Will you go to a different show if you can't get tickets to "Les Miserables"?
7/8: If she were shorter, she would wear high heels more often.
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Julie Garden-Robinson, Ph.D., R.D., L.R.D. Aimee Henning, Student Dietitian Sherri Nordstrom Stastny, Ph.D., R.D., C.S.S.D., L.R.D.
Skin is the largest organ in the body. Skin serves as a protective barrier to help prevent harmful substances from entering the body. Damaging sun rays, chemicals, pollution and smoke all can affect the skin. Therefore, if we really want to protect our bodies, we need to commit to protecting our skin and making it a powerful barrier.
Like other organs, our skin requires special care for optimal function. Two of the most important barriers protecting the skin are sebum, a substance secreted by sebaceous glands to reduce water loss and prevent infection, and pH (alkalinity or acidity). The low pH of the skin's surface helps protect against diseasecausing bacteria.
Arm Your Skin With Sunscreen and Antioxidants
Factors such as the sun, pollution, chemicals, smoke, tanning beds and continual handwashing with antibacterial soaps can break down the skin's essential barriers for protection. These environmental and behavioral factors can lead to damaged skin because of the oxidation process. Continued sun exposure can result in dry, flaky, wrinkled, aged skin and potentially skin cancer.
In addition to applying sunscreen, consuming antioxidants from foods may offer some protection against these damaging factors. Plant-based foods such as fruits, vegetable, beans and nuts/seeds are good sources of natural antioxidants.
Of the foods that scientists have tested, these are some foods especially high in antioxidants:
* Red, kidney, pinto and black beans
* Blueberries, cranberries, blackberries, raspberries, strawberries
* Red delicious, granny smith and gala apples
* Red cherries, prunes, black plums
* Artichokes, potatoes
* Pecans and other tree nuts such as pistachios, walnuts and almonds
North Dakota State University, Fargo, North Dakota
Try these natural facial masks:
1 avocado, mashed
1 tablespoon ground flax
1 carrot, cooked and mashed ½ cup heavy cream
3 tablespoons honey Or
1 tablespoon plain yogurt
1 tablespoon honey
How to Use:
* Mix ingredients together.
* Apply to clean face.
* Leave on for 10 minutes.
* Rinse with a cool washcloth.
A Healthy Skin Diet is Like the Heart-healthy Diet*
* Enjoy more colorful fruits and vegetables every day.
* Obtain healthful fats and nutrients from nuts and seeds, legumes, eggs, and olive, canola and peanut oil.
* Include omega-3 fatty acid-rich foods such as fatty fish, ground flax, walnuts.
* Choose lean meats.
* Decrease the amount of saturated and trans fat in your diet.
* Drink more water and fewer sweetened beverages.
* Make half your grain choices whole grains (aim for at least 3 ounces per day).
* Choose low-fat or nonfat dairy products.
Consume More Omega-3 Fatty Acids From a Variety of Sources*
* Fatty fish such as salmon, albacore tuna, halibut, mackerel and sardines
* Ground flaxseeds or flax oil
* Walnuts, soybeans, pumpkin seeds
* Canola oil, soybean oil, rapeseed oil
* Fish oil or omega-3 fatty acid supplements with EPA (eicosapentaenoic acid) and DHA (docosahexaenoic acid)
Stay Hydrated
Drinking plenty of water and fluids is essential for healthy skin. Getting enough fluid helps your body absorb watersoluble nutrients and carry nutrients and oxygen to cells. We lose fluids through urination, bowel movements, breathing and sweating. One sign
of adequate fluid intake is consistently light-colored urine.
Fluid needs vary for every individual depending on several factors. Your activity level, your weight and height, health status, and environmental factors all influence your fluid needs. For short bouts of exercise (less than an hour) be sure to hydrate before you exercise; for longer periods of exercise, drink at least 6 ounces of fluid every 15 minutes.
For the average person, about 81% of fluid needs come from water and other beverages and 19% comes from water in food. Drink one-third of your current body weight in ounces. For example, if you weigh 175 pounds, your adequate needs for water would be 58 ounces (175/3 = 58). You need additional fluids if you have increased fluid needs from sickness, sweating, urination, vomiting, diarrhea, fever, pregnancy, breastfeeding or living at a high altitude or other environmental conditions.
* Keep a water bottle at your desk.
* Keep a pitcher of cold water infused with lemon, apple, cucumber or berries in the refrigerator.
* Eat plenty of fruits and vegetables.
https://www.ncoa.org/article/how-to-stay-hydrated-for-betterhealth
Get to Know Your Skin
Skin cancer is the most common malignancy in the world. Factors such as skin type, previous history, tanning bed use, unprotected sun exposure, smoking and poor diet all contribute to increased risk. According to one study, self-checks of skin may decrease mortality from melanoma by 63% because doctors do not routinely check for skin abnormalities. Get to know your skin and when it changes. If you notice a suspicious spot, don't hesitate: Get it checked right away. Have annual skin checks, if possible.
Look for skin growths such as moles, birth marks, beauty spots or sores that:
* Change in color, size or texture.
* Have irregular borders.
* Are bigger than ¼ inch (pencil eraser).
* Appear after age 21.
* Appear pearly, translucent, tan, brown, black or multi-colored.
* Itch, hurt, crust over or scab, erode, bleed or don't heal within three weeks.
Tanning Beds and Skin Cancer
In 2009, the World Health Organization and the International Agency on the Research for Cancer classified tanning beds as "carcinogenic to humans" and placed them in the same category as arsenic, asbestos and cigarettes. Tanning bed use before the age of 30 was shown to increase skin cancer risk by 75%. Despite the claims, tanning beds are inefficient at increasing serum vitamin D levels, even for those most at risk for vitamin D deficiency.
Don't Underestimate the Power of Sunscreen
Sunscreen is still the best defense against damaging sun rays. Healthful eating may help your body provide your skin with better barriers, but nothing can replace sunscreen, which offers the best protection. Follow these simple guidelines to protect your skin:
* Apply a broad-spectrum sunscreen with a sun protection factor (SPF) of 30 about 30 minutes before going outside.
* Reapply sunscreen every one and a half to two hours and after swimming or sweating.
* Wear protective clothing such as tightly woven clothes and a wide-brimmed hat.
* Take advantage of the shade or limit being outside between 10 a.m. and 4 p.m.
*Exposure to sun promotes the production of vitamin D in your body. Sufficient vitamin D can be attained with only five to 30 minutes of midday sun exposure to the face, arms, legs or back twice per week for healthy individuals during the spring, summer and fall; a vitamin D-rich diet; or a supplement. The current recommendation for vitamin D is 600 International Units per day.
Hygiene Tips
* Keep your skin moisturized with lotions containing natural oils and ingredients.
* Wash your hands for at least 20 seconds when you wash.
* Use alcohol-based sanitizers if hand-washing facilities are not available. However, alcohol may cause your skin to become dry or cracked.
For More Information
www.choosemyplate.gov - USDA website with information about food/ fitness, nutrition and physical activity. (Also see Dietary Reference Intakes for updated information on individual recommendations for vitamins and minerals.)
www.aad.org - American Academy of Dermatology website with information about selecting a dermatologist, skin cancer and skin care.
www.skincancer.org - Skin Cancer Foundation website with the latest information on skin-related topics.
NDSU Extension 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.
County commissions, North Dakota State University and U.S. Department of Agriculture cooperating. NDSU does not discriminate in its programs and activities on the basis of age, color, gender expression/ identity, genetic information, marital status, national origin, participation in lawful off-campus activity, physical or mental disability, pregnancy, public assistance status, race, religion, sex, sexual orientation, spousal relationship to current employee, or veteran status, as applicable. Direct inquiries to Vice Provost for Title IX/ADA Coordinator, Old Main 201, NDSU Main Campus, 701-231-7708, ndsu.eoaa@ndsu. edu. This publication will be made available in alternative formats for people with disabilities upon request, 701-231-7881. web-6-23 | <urn:uuid:4024fe99-b02e-4c20-b5fa-e7170f9f0d27> | CC-MAIN-2024-10 | https://www.ndsu.edu/agriculture/sites/default/files/2023-07/fn1572.pdf | 2024-03-01T22:58:54+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00440.warc.gz | 880,475,205 | 1,959 | eng_Latn | eng_Latn | 0.990427 | eng_Latn | 0.991749 | [
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Goodbye Global Warming
Deepest Solar Minimum In Nearly a Century
by Gregory Murphy and Laurence Hecht
The authors are editors of 21st Century Science & Technology magazine.
April 9—A continued low in solar activity, as measured by the appearance of irregularities on the Sun's surface known as sunspots, may be responsible for the recent phase of cooling experienced in many parts of the Northern Hemisphere. In the opinion of many specialists, the downturn in solar activity likely marks the beginning of a prolonged cooling period.
The expected cooling will produce many hardships for a human population already stressed by a prolonged downturn in global physical-economic productive capability. But the bright side may be that such bloated windbags as Al Gore and his leaner companion James Hansen, who have led Royal Consort Prince Philip's genocidal global warming promotion, will finally be silenced.
For students of the Sun, the length of the solar cycle, which lasts an average of 11 years but may go longer or shorter, has proven the best historical indicator of short-term climate. At the ends of these solar cycles, sunspot activity first declines, and then picks up markedly, indicating the beginning of a new cycle. The precise relationship between the sunspots, which are thought to be determined by magnetic activity within the Sun, and the energy output of the Sun, is not known. However, long-term studies of the historical record have shown that when the minima in sunspot activity extend beyond the average 11 years, significant declines in temperatures on Earth are experienced. Regular records of sunspot activity go back to the 17th Century.
The current solar cycle, numbered 23, began in 1996, and was expected to reach minimum and transition to solar cycle 24 in January 2007.
It did not. Instead, a prolonged period of excessively
SOHO/MDI
Daily Sun, April 9, 2009: No sunspots.
low solar activity has continued to this moment. In 2008, there were no sunspots observed on 266 of the year's 366 days (73%). "To find a year with more blank suns, you have to go all the way back to 1913," NASA reported in a press release. Since the beginning of the current year, sunspot counts have dropped even lower: As of April 9, there were no sunspots on 89 of the year's 99 days (90%).
The Schwabe Cycle
The approximately 11-year, or Schwabe cycle, was discovered in the mid-1800s by Heinrich Schwabe, a German astronomer and collaborator of Alexander von Humboldt. Schwabe saw that peaks of solar activity were always followed by valleys of relative calm—a pattern that has held true for more than 200 years. The association between longer solar cycles and cooler climate was first demonstrated in 1991 by two Danish researchers, Egil Friis-Christensen, the director of the Danish Space Center, and Knud Lassen, a solar scientist at the Center, in a paper published in Science.
Other researchers, including the Australian geologist David Archibald, have confirmed this relationship, and have also found that for every one-year increase in solar cycle length, there is a 0.5° Celsius decline in sur-
62 World News
© 2009 EIR News Service Inc. All Rights Reserved. Reproduction in whole or in part without permission strictly prohibited.
face air temperature during the following cycle. Archibald points out that the end of the current solar minimum associated with solar cycle 23 could occur in July 2009, but may continue until January 2010, which agrees with NASA's latest estimate. This means that solar cycle 23 will be 13 years in length and, using the relationship that Archibald found, there would likely be a 1.0-1.5°C (1.8-2.7°F) decline in temperature over the next solar cycle. This possible temperature decrease may not sound like much, but it is twice as large as the 0.6°C increase in average global temperature during the 20th Century. (That small average warming trend was already eliminated by the cooling that occurred in the decade after 1998.)
During the last Little Ice Age, which lasted from the 14th to the 19th centuries, a period of prolonged cold known as the Dalton Minimum (1796-1824), began with a solar cycle that lasted for 13.6 years. That solar cycle, numbered 4, was then followed by two very inactive solar cycles. During this time period, there were reports of wide-scale crop failures and food shortages. If similar conditions occur after this present, ongoing, deep solar minimum, and there is a large drop in temperature due to an inactive Sun, the world could see further stress on the food supply. Areas that had become available for growing food during the recent short period of warming, may become too cold again to grow food over the next two cycles.
The Russian Forecasts
The continued solar inactivity is consistent with forecasts from Russia's Pulkovo Observatory in St. Petersburg, over more than a year. On Jan. 22, 2008 senior scientist Khabibullo Abdusamatov, head of the Space Research Lab at the Pulkovo Observatory, said in an interview with RIA Novosti that, "temperatures on Earth have stabilized in the past decade, and the planet should brace itself for a new Ice Age rather than global warming."
Abdusamatov warned correctly, at the beginning of 2008, that global temperatures would drop slightly that year, rather than rise, due to unprecedentedly low solar radiation in the past 30 years, and would continue decreasing, even if industrial emissions of carbon dioxide reach record levels. According to Abdusamatov's 2008 forecast, "By 2041, solar activity will reach its minimum according to a 200-year cycle, and a deep cooling period will hit the Earth approximately in 2055-60. It will last for about 45-65 years and by mid21st Century, the planet will face another Little Ice Age."
Belittling the global warming scare, Abdusamatov pointed out, "According to scientists, the concentration of carbon dioxide in the Earth's atmosphere has risen more than 4% in the past decade—but global warming has practically stopped. Had global temperatures directly responded to concentrations of greenhouse gases in the atmosphere, they would have risen by at least 0.1°C in the past ten years—however, it never happened."
Over a century of climatological studies has demonstrated that longer-term climate is driven by changes in the Earth's orbital relationship to the Sun. Over the past 2 million years, cycles in orbital parameters lasting 20,000, 40,000, and 100,000 years have combined to produce glaciations lasting from 100,000 to 200,000 years over the Northern Hemisphere. The last glacial advance, which ended approximately 12,000 years ago, covered North America, down to the latitude of New York and Chicago, with a blanket of ice estimated to be 1 to 2 miles thick.
The present Earth-Sun orbital relationship is such that the onset of a new glaciation is to be expected at any time soon. The Earth, indeed, has been in a prolonged cooling since the Holocene climatic optimum of 3000 B.C. A descent into a new Little Ice Age, triggered by such short-term variations in sunspot activity as are reported here, is thus a scientific likelihood. For a variety of reasons, the increase in carbon dioxide from human industrial activity has not been able to change the direction of climate dictated by the Sun's output of energy. Carbon dioxide has been much exaggerated as a greenhouse gas. It is not out of the question that the coming Little Ice Age will mark the beginning of a prolonged period of continental glaciation such as the Earth experienced for the 100,000 years prior to the beginning of our current interglacial, about 12,000 to 14,000 years ago.
The immediate possibility of cooling over the next two decades is going to add more challenges in the face of the onrushing global economic crisis. But it is also in times of crisis, that mankind's gift of creativity is of the greatest importance. When mankind uses its creativity, there is no problem or challenge so great that it cannot be solved. | <urn:uuid:0cacc0d3-0464-4700-a667-1a97ee4b0264> | CC-MAIN-2024-10 | https://larouchepub.com/eiw/public/2009/eirv36n15-20090417/eirv36n15-20090417_062-goodbye_global_warming_deepest_s.pdf | 2024-03-02T01:06:49+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947475711.57/warc/CC-MAIN-20240301225031-20240302015031-00441.warc.gz | 356,418,122 | 1,735 | eng_Latn | eng_Latn | 0.998325 | eng_Latn | 0.998528 | [
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FRANKLIN CO PWSD 3
Public Water System ID Number: MO6024213
2016 Annual Water Quality Report
(Consumer Confidence Report)
This report is intended to provide you with important information about your drinking water and the efforts made to provide safe drinking water. Attencion!
Este informe contiene información muy importante. Tradúscalo o prequntele a alguien que lo entienda bien.
[Translated: This report contains very important information. Translate or ask someone who understands this very well.]
What is the source of my water?
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and groundwater wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
Our water comes from the following source(s):
Source Water Assessment
How might I become actively involved?
The Department of Natural Resources conducted a source water assessment to determine the susceptibility of our water source to potential contaminants. This process involved the establishment of source water area delineations for each well or surface water intake and then a contaminant inventory was performed within those delineated areas to assess potential threats to each source. Assessment maps and summary information sheets are available on the internet at http://maproom.missouri.edu/swipmaps/pwssid.htm. To access the maps for your water system you will need the State-assigned identification code, which is printed at the top of this report. The Source Water Inventory Project maps and information sheets provide a foundation upon which a more comprehensive source water protection plan can be developed.
Why are there contaminants in my water?
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (800-4264791).
Contaminants that may be present in source water include:
A. Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
B. Inorganic contaminants, such as salts and metals, which can be naturallyoccurring or result from urban stormwater runoff, industrial, or domestic wastewater discharges, oil and gas production, mining, or farming.
C. Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses.
D. Organic chemical contaminants, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff, and septic systems.
E. Radioactive contaminants, which can be naturally-occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, the Department of Natural Resources prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Department of Health regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
Is our water system meeting other rules that govern our operations?
The Missouri Department of Natural Resources regulates our water system and requires us to test our water on a regular basis to ensure its safety. Our system has been assigned the identification number MO6024213 for the purposes of tracking our test results. Last year, we tested for a variety of contaminants. The detectable results of these tests are on the following pages of this report. Any violations of state requirements or standards will be further explained later in this report.
Wednesday, March 22, 2017
If you would like to observe the decision-making process that affect drinking water quality or if you have any further questions about your drinking water report, please call us at 636-742-5200 to inquire about scheduled meetings or contact persons.
Do I need to take any special precautions?
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
Terms and Abbreviations
Population: 8250. This is the equivalent residential population served including non-bill paying customers.
MCLG: Maximum Contaminant Level Goal, or the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
MCL: Maximum Contaminant Level, or the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
SMCL. Secondary Maximum Contaminant Level, or the secondary standards that are non-enforceable guidelines for contaminants and may cause cosmetic effects (such as skin or tooth discoloration) or aesthetic effects (such as taste, odor or color) in drinking water. EPA recommends these standards but does not require water systems to comply AL: Action Level, or the concentration of a contaminant which, when exceeded, triggers treatment or other requirements which a water system must follow..
TT: Treatment Technique, or a required process intended to reduce the level of a contaminant in drinking water.
90th percentile: For lead and Copper testing. 10% of test results are above this level and 90% are below this level.
Range of Results: Shows the lowest and highest levels found during a testing period, if only one sample was taken, then this number equals the Highest Value.
RAA: Running Annual Average, or the average of sample analytical results for samples taken during the previous four calendar quarters.
LRAA: Locational Running Annual Average, or the locational average of sample analytical results for samples taken during the previous four calendar quarters.
TTHM
: Total Trihalomethanes (chloroform, bromodichloromethane, dibromochloromethane, and bromoform) as a group.
HAA5: Haloacetic Acids (mono-, di- and tri-chloracetic acid, and mono- and dibromoacetic acid) as a group.
ppb: parts per billion or micrograms per liter.
ppm
: parts per million or milligrams per liter.
n/a: not applicable.
NTU: Nephelometric Turbidity Unit, used to measure cloudiness in drinking water.
nd
: not detectable at testing limits.
FRANKLIN CO PWSD 3
Public Water System ID Number: MO6024213
2016 Annual Water Quality Report
(Consumer Confidence Report)
Contaminants Report
FRANKLIN CO PWSD 3 will provide a printed hard copy of the CCR upon request. To request a copy of this report to be mailed, please call us at
636-742-5200.
The CCR can also be found on the internet at www.dnr.mo.gov/ccr/MO6024213.pdf.
The state has reduced monitoring requirements for certain contaminants to less often than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. Records with a sample year more than one year old are still considered representative.
Regulated Contaminants
Violations and Health Effects Information
During the 2016 calendar year, we had the below noted violation(s) of drinking water regulations.
Additional Required Health Effects Language:
Infants and children are typically more vulnerable to lead in drinking water than the general population. It is possible that lead levels at your home may be higher than at other homes in the community as a result of materials used in your home's plumbing. If you are concerned about elevated lead levels in your home's water, you may wish to have your water tested and flush your tap for 30 seconds to 2 minutes before using tap water. Additional information is available from the Safe Drinking Water Hotline (800-4264791).
Certain minerals are radioactive and may emit a form of radiation known as alpha radiation. Some people who drink water containing alpha emitters in excess of the MCL over many years may have an increased risk of getting cancer.
Special Lead and Copper Notice:
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. FRANKLIN CO PWSD 3 is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (800-426-4791) or at http://water.epa.gov/drink/info/lead/index.cfm.
You can also find sample results for all contaminants from both past and present compliance monitoring online at the Missouri DNR Drinking Water Watch website http://dnr.mo.gov/DWW/indexSearchDNR.jsp. To find Lead and Copper results for your system, type your water system name in the box titled Water System Name and select Find Water Systems at the bottom of the page. The new screen will show you the water system name and number, select and click the Water System Number. At the top of the next page, under the Help column find, Other Chemical Results by Analyte, select and click on it. Scroll down alphabetically to Lead and click the blue Analyte Code (1030). The Lead and Copper locations will be displayed under the heading Sample Comments. Scroll to find your location and click on the Sample No. for the results. If your house was selected by the water system and you assisted in taking a Lead and Copper sample from your home but cannot find your location in the list, please contact FRANKLIN CO PWSD 3 for your results.
Wednesday, March 22, 2017
FRANKLIN CO PWSD 3
Public Water System ID Number: MO6024213
2016 Annual Water Quality Report
(Consumer Confidence Report)
Optional Monitoring (not required by EPA)
Optional Contaminants
Monitoring is not required for optional contaminants.
SMCL
0.05
250
0.3
0.1
8.5
250
500
Secondary standards are non-enforceable guidelines for contaminants that may cause cosmetic effects (such as skin or tooth discoloration) or aesthetic effects (such as taste, odor or color) in drinking water. EPA recommends these standards but does not require water systems to comply.
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Verb to be (Am – is – are )
Hello, I……… Duygu. I……… from Turkey. I……… ten years old. I live in Trabzon. I……… a student. My father……… Ali. He ……… very handsome. My mother……… Aslı and she ……… beautiful. They……… teachers. They are kind and generous. I have a brother and His name……… Emre and I have a sister and her name……… Esra. They……… students. I love my family. We……… a great family.
I
He
She
It
We
You
They
am
is
are
I am tall.
He is a teacher.
She is beautiful.
It is a cat.
We are handsome.
You are intelligent.
They are clean.
I'm
Am I tall?
He's
She's
It's
We're
You're
They're
Is he a teacher? Is she beautiful? Is it a cat?
I am not tall.
He is not a teacher.
She is not beautiful.
It is not a cat.
We are not handsome.
You are not intelligent.
They are not clean.
Are we handsome? Are you intelligent? Are they clean?
To be Form
Rewrite the sentences using the short form
1.I am Tim.
……….……….
2.They are happy.
……….……….
3.It is a lion.
……….……….
4.He is fat.
……….……….
5.We are Turkish.
……….……….
6.She is ten years old. ……….……….
7.She is hungry.
……….……….
8.I am not ill.
……….……….
9. She is a doctor.
……….……….
10.It is cloudy.
……….……….
Fill in the blanks with "am – is – are"
1. He………. Tom.
2. I……….sad.
3. They ……….cats.
4. It……….big.
5. He………. Turkish.
6. We………. ten years old.
7. She……….thirsty.
8. You……….right..
9. I………. a farmer.
10. It……….dangerous.
Change the sentences into Negative
1. My father is a teacher.
……………………………..
2. My brothers are at school.
……………………………..
3. There is a cat under the table.
……………………………..
4. They are very rich.
……………………………..
5. I am angry.
……………………………..
Change the sentences into Questions
1. It is expensive.
……………………………..
2. You are nine.
……………………………..
3. They are strong.
……………………………..
4. Ali is old.
……………………………..
5. Trabzon is hot today.
……………………………..
Fill in the blanks with "am – is – are"
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