text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
These programs offered by the Utah Safety Council offer practical strategies to reduce collision related injuries and fatalities on Utah roadways.
Safety Fact Sheet
WHAT TO DO IF YOU HAVE A BLOWOUT ON THE HIGHWAY
Having a flat tire while driving on any road is always a problem. Experiencing a flat or blowout while traveling on an interstate highway or other high-speed roadway can present special dangers.
The Utah Safety Council offers these tips for coping with tire trouble:
* At the first sign of tire trouble, grip the steering wheel firmly
* Turn your emergency flashers on
* Don't slam on the brakes
* Let the car slow down gradually by taking your foot off the gas pedal
* Work your vehicle toward the breakdown lane or, if possible, toward an exit
* If it is necessary to change lanes, signal your intentions to drivers behind and do so smoothly and carefully, watching your mirrors and the traffic around you very closely
* Steer as your vehicle slows down. It is better to roll the car off the roadway and into a
safe place than it is to stop in traffic and risk a collision from other vehicles
* When all four wheels are off the roadway—brake lightly and cautiously until you stop
* It's important to have the car well off the pavement and away from traffic before stopping, even if proceeding to a place of safety means rolling along slowly with the bad tire flapping. You can drive on a flat if you take it easy and avoid sudden moves. Don't worry about damaging the tire. It is probably ruined anyway
* Once off the road, keep your emergency flashers on. If you know how to change a tire, have the equipment and can do it safely without being near traffic, change the tire as you normally would
* Remember that being safe must take precedence over your schedule or whatever other concerns you may have. Changing a tire with traffic whizzing past can be nervewracking at best and dangerous at worst. Therefore, it may be best to get professional help if you have a tire problem or other breakdown on a multi-lane highway
* Raise your hood and tie something white to the radio antenna or hang it out a window so police officers or tow truck operators will know that you need help
* Don't stand behind or next to your vehicle
* All interstate highways and major roads are patrolled regularly. If you have a cell phone you can call right from the roadside. It is inadvisable to walk on a multi-lane highway. However, if you can see a source of help and are able to reach it on foot, try the direct approach by walking but keeping as far from traffic as possible.
These are the most important things to remember when dealing with a flat tire on the highway:
* Don't stop in traffic
* Get your vehicle completely away from the roadway before attempting to change a tire
* Tackle changing a tire only if you can do so without placing yourself in danger
* Finally, the National Safety Council recommends that you have a qualified mechanic check your vehicle after having a flat tire to be sure there is no residual damage from the bad tire or the aftermath of the flat
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The pitfalls of eco-efficiency
January 16 2020, by Régis Chenavaz
Credit: AI-generated image
The saying "the road to hell is paved with good intentions" can be applied to many situations, and among them are companies' efforts to preserve natural resources. For example, changes intended to reduce resource use can in the end have the opposite effect.
For a company, "eco-efficiency" means using fewer natural resources in the production process to obtain the same quality and quantity of a
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particular product. Coca-Cola and Nestlé, for example, strive to reduce their water use and Siemens is trying to use less electricity. This environmental effort is important, knowing that Coca-Cola needs 70 liters of water to produce 1 liter of soda and that they are responsible for considerable plastic pollution.
While "greener" products are very much in vogue, energy savings have the advantage of lowering production costs. Offering consumers products that are less resource intensive also sends out a positive signal. Let's take a closer look at the mechanics of such an approach and how it can sometimes backfire.
Rebound effects
Many believe that an eco-efficiency approach aligns business' economic objectives with the environmental objectives of reducing the use of natural resources. However, it is not that simple. We need to distinguish between the natural resources used per unit produced—often highlighted by companies engaged in an eco-efficiency approach—and the natural resources consumed overall, which are linked to global demand for these resources. It is this last point that determines the environmental impact.
For example, let's examine the case of a car that is more fuel efficient, traveling more miles per gallon of gasoline. Less fuel is required to make the same trip, which also means that the same trip has now become cheaper. This money savings can encourage us to drive more, and therefore to consume more petrol—this is known as the "rebound effect."
We observe the same effect for LED bulbs, which cost less to use than incandescent bulbs. We can make fewer efforts to turn off these lowconsumption lights than those with incandescent bulbs, which can paradoxically can increase energy use.
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By reducing production costs, eco-efficiency can thus have a "cost effect": As production costs decrease, the selling price also decreases and, consequently, demand and production can rise. We consume more, which runs counter to our environmental objectives. This argument seems valid in mass markets. When total resource use increases as a result of an eco-efficiency policy, it is said that there is a "rebound," with an ultimately negative impact on the environment.
The case of luxury goods
But there is also what we call a "negative rebound," when resource use decreases more than expected. This is the case for luxury goods or niche markets, when companies use the green credentials of their products as a sign of differentiation. The consumer is then ready to pay more for greener products—for example for electric or hybrid cars or recyclable batteries. Today, hybrid cars are more expensive to produce than conventional ones, the process being relatively new and cost of development needing to be amortized. But at the same time, price is also higher because consumers are attracted to hybrid cars.
If companies take advantage of this and increase their prices, this results in a decrease in the quantities demanded and therefore in the total resources consumed. In the end, the environmental benefit is greater than expected. Paradoxically, it is when companies raise their prices for more eco-efficient products that the environmental impact will be most favorable.
To be genuinely beneficial to the environment, eco-efficiency policies must therefore not encourage demand too much and manage both the efficiency of resource use and the total amount of resources consumed. Such an holistic eco-efficiency management carefully balances the impact on price and demand, ensuring that good intentions become good environmental deeds.
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Writing
Reading
SPAG
Mathematics
Medium Term Plan
Year __ – Term 4 – 2022/2023
Fiction: Meeting Stories
Secondary Unit: Discussion Texts
Model Text: The Meeting
Handwriting:
* Maintain legibility in joined handwriting when writing at speed.
Composition:
* Openings and endings – explore the critical role of openings and endings in stories, and common pitfalls in our own stories.
* Explore how more dramatic openings or endings might be achieved through restructuring: use a flashback, flashforward or 'memory' of the two characters parting ways.
* Explore the types and styles of conflict that might suit in a meeting plot pattern.
Class Text: Midnight Fox
Comprehension focus(es):
* Focus 1 (weeks 1 & 2) plot/structure: using initial clues from opening chapters, consider onward trajectory of the plot, linking to other known narratives with similar openings. Consider how initial questions & predictions are based on balancing consideration of known facts.
* Focus 2 (weeks 3 & 4) role of character: signpost the core characters that have been introduced throughout the story so far. What role do each play on our overall understanding of the text? What is the role of the fox? What is the role of the uncle? What is the role of Petie throughout th narrative?
* Focus 3 (weeks 5 & 6) viewpoints/perspectives, leading into themes/ideas. Deep dive on Tom; Consider his viewpoint relative to the viewpoints of Uncle Fred/Aunt Millie. Draw in supplementary characters as appropriate. Link to themes/arguments: what points might Betty Byars be making, if any?
Picture Book: Varmints
* Link particularly to themes & ideas from above: what is Varmints 'about'? What similarities and differences between this and Midnight Fox? What point is that author trying to make?
Spelling
* The 'i before e except after c' rule where the sound spelt by ei is /i:/ including specifically: deceive, conceive, receive, perceive, ceiling, conceive, receive, perceive, receipt, ceiling
Problem Solving
* Looking for patterns.
Statistics
* Solve comparison, sum and difference problems using information presented in a line graph.
Geometry: Properties of Shape
* Identify 3D shapes, including cubes and other cuboids, from 2D representations.
* Use the properties of rectangles to deduce related facts and find missing lengths and angles.
* Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.
* Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles.
* Draw given angles, and measure them in degrees.
Science
Religious Education
Medium Term Plan
Year __ – Term 4 – 2022/2023
Living things and their habitats
* That scientists identify scientific evidence to support or refute ideas or arguments.
* To compare the life cycles of mammals, amphibians, insects and birds and ask questions. What is similar about their life cycles? What is different?
* Use secondary sources and, where possible, first-hand observations to find out about the life cycle of a range of animals.
* To observe the changes that occur over time: Some young undergo a further change before becoming adults e.g. caterpillars to butterflies. This is called a metamorphosis. This is when the structure of their bodies changes significantly as they grow (for example, from tadpole to frog or caterpillar to butterfly).
* To record the changes in a class log.
* To compare the lifecycle of mammals, amphibians and birds, as well as their gestation periods.
* To draw conclusions from pattern seeking (creating graphs and/or tables) with a degree of trust in the results (Look for patterns between the size of an animal and its expected life span).
* To know that as part of their life cycle, plants and animals reproduce. Most animals reproduce sexually. This involves two parents where the sperm from the male fertilises the female egg. Animals, including humans, have offspring which grow into adults. The offspring are similar to but not identical to the parent.
* To compare the offspring of humans and other animals (e.g. born live, such as babies or kittens, and then grow into adults. Whereas in other animals, such as chickens or snakes, there may be eggs laid that hatch to young which then grow to adults.
* To identify and label different parts of the plant (anther, bulb, flower, petal, seed, stigma, ovary, receptacle, filament).
* To know that plants reproduce both sexually and asexually. Bulbs, tubers, runners and plantlets are examples of asexual plant reproduction which involves only one parent. Asexual reproduction will produce offspring that is identical to the parent.
* To know that sexual reproduction in plants, occurs through pollination, usually involving wind or insects. Gardeners may force plants to reproduce asexually by taking cuttings.
How plants reproduce
* Male gametes can be found in the pollen.
* Female gametes can be found in the ovary (they are called ovules).
* Pollination occurs when pollen from the anther is transferred to the stigma by bees and other insects.
* The pollen then travels down and meets the ovule. When this happens, seeds are formed this is called fertilisation.
* Seeds are then dispersed so that germination can begin again.
* Some plants, such as daffodils and potatoes, can also produce offspring using asexual reproduction.
If God is everywhere why go to a place of worship?
* Why some places (specifically a church, mosque and synagogue) are sacred and what are their key features. To appreciate that there are readings, prayers, an altar and quiet reflection.
* What makes some places special and the positive effect it has on their lives and religious beliefs. (Community is the Body of Christ).
* That religious believers will visit places of worship to feel closer to their God.
* About the duty of pilgrimage in Hinduism, which is seen as a wider part of worship. This concerns the need for Hindus to be seen by the deity worshipping at a particular shrine.
* About the destruction of the Jewish Temple 'the house of God' and the 'wailing wall' as affirmation that religious buildings are important. In the absence of the 'house of god', Jews visit synagogues in modern times.
* To be able to reason why we could sell religious buildings to feed the poor and form their own opinions on whether this is right or wrong.
* That forming personal opinions is an important aspect of religious education
* To be able to appreciate and explain why going to a Church or Mosque or community centre has a positive effect on people's beliefs e.g. community is the 'body of Christ.'
Physical Education
Geography
PSHE
Medium Term Plan Year __ – Term 4 – 2022/2023
Otherwise it is just a building. In a Church, people have the images of God which makes them feel he is more present. They can pray and sing together and encourage each other.
* That for some people a Church represents an institution with rules and they don't like those constraints. Christians do not have to go to Church to be a believer.
* That worshipping in a home or outside can help with meditation; allow for silence; be a simpler way and can be calming.
* That religious academics ask questions to religious and non-religious groups about the importance and meaning of a place of worship to develop their understanding.
* To consider the following: Can you be a religious follower such as a Christian, Hindu or Jew if you do not visit a place of worship?
Krav Magra
* To develop self-defence techniques and tactics (basic).
* To develop dealing with conflict skills (basic).
* To develop situational awareness (basic).
* To understand what is right and wrong in a self-defense scenario.
* To focus.
* To develop discipline.
* To develop self confidence.
* To develop fitness, flexibility, and motor skills (fine & gross).
* To develop perseverance.
* To develop dedication.
* To develop secondary school preparation.
To empower children with mutual respect and a sense of camaraderie.
Tennis
* To develop returning the ball using a forehand groundstroke.
* To develop returning the ball using a backhand groundstroke.
* To work cooperatively with a partner to keep a continuous rally.
* To develop the underarm serve and understand the rules of serving.
* To develop the volley and understand when to use it.
* To use a variety of strokes to outwit an opponent.
* To work cooperatively with others and show honesty and fair play.
Sustainability
* That natural resources are materials or substances that are produced by the environment. Humans use natural resources to survive.
* That human activity has an impact on the environment.
* That sustainability means a process, resource or state can be maintained at a certain level for as long as is needed.
* That non-renewable energy sources include oil, natural gas and coal.
* That non-renewable energy sources cannot be easily replaced, because they have taken millions of years to form.
* Some renewable energy resources are wind power, wave power, solar power, geothermal power and biofuel.
* That renewable energy sources do not run out or can be easily replaced.
* Some of the different ways we get our energy, including wind and solar farms.
* That there are advantages and disadvantages to each energy source.
* That some geographical knowledge is open to debate, challenge and discussion.
* That land use is often determined by the climate and physical Geography of a location.
* That Romney Marsh has a wind farm with 26 turbines.
* That there is a non-operational nuclear power station located at Dungeness.
* That your carbon footprint is the amount of carbon dioxide released into the air because of your own energy needs.
* Ways to reduce carbon footprint.
* That food miles is the distance food has travelled to get to your plate.
* The pros and cons of importing our food.
Communities
* That everyone has human rights and that children have their own special rights set out in the UN Declaration of the Rights of the Child.
Art
Primary Languages – Spanish
Medium Term Plan
Year __ – Term 4 – 2022/2023
* About the relationship between rights and responsibilities and there are different kinds of responsibilities, rights and duties at home, at school, and in the community.
* That we have shared responsibilities for caring for other people and living things.
* To think about the lives of people living in other places, and people with different values and customs.
* To appreciate the range of national, regional, religious and ethnic identities in the UK specifically diversity and the benefits of living within a diverse community.
* That everyone is entitled to their own beliefs and values which are important to them and the actions we take now can impact on our lives forever.
Economic Well-being: Money & Aspirations, Work and Career
* About the role money plays in their own and others' lives.
* About the concepts of 'interest', 'loan', 'debt' and 'tax', and increase their understanding of how to manage their money and become a critical consumer.
* That some jobs are paid more than others and money is one factor which may influence a person's job or career choice.
* That some people may choose to do voluntary work which is unpaid.
Media literacy & digital resilience
* That communication happens in a variety of ways when online (including GIFs, emojis, memes).
* That there are advantages and disadvantages to communicating online, with disadvantages including privacy issues, such as hacking; lack of physical, face-to-face contact; misinterpretation; possible online abuse.
* What a 'digital footprint' is and that information about you online can affect someone's opinion of you.
Cubism and abstraction of still life
* That cubism was an art movement heralded by Pablo Picasso and Georges Braque which sought to bring different views of subjects (objects or figures) together in the same picture, resulting in paintings that appear fragmented and abstracted.
* That a subject in art is the object that is being observed and drawn/painted.
* That abstract art still follows 'rules' – reasons for why artistic decisions have been made/applied, such as specific colour palettes or compositional choices.
* To express clear preferences of artwork and give some clear reasons for these choices based on aesthetic.
* That artists do not have to choose and stick with one art style – this may change throughout their life, e.g. Pablo Picasso's change from traditional to modern.
* That abstraction starts with observation, but allows for creative decisions when representing what you can see (e.g. drawing a sticker on a banana that does not actually have one).
* This keeps the original idea clear to a viewer, but is not restricted by observational 'copying'.
* That effective composition includes balancing the light and shadow across a piece of art.
* That negative space means the empty space around the subject of an art piece.
* That you can create contrast in many ways, such as using round observed shapes with sharper abstracted shapes and angles, or use warm and cool colours to create contrast between the foreground and the background of a piece of art.
* To balance the composition a piece of art by spreading out the use of light and shadow (abstraction upon observation) or contrasting cool and warm colours.
Weather (¿qué tiempo hace?)
* To repeat and recognise the nine weather expressions in Spanish.
* How to describe, verbally and in writing, the weather in Spanish using the vocabulary they have learnt.
* How to describe location in Spanish
* How to ask what the weather is like today and respond.
* To describe the weather in different regions of Spain using a weather map with symbols.
*
That exclamation marks and question marks are used at the start and end of sentences.
* The difference between 'hay' and 'hace' and that often in different languages, structures can be unique and don't always have a word for word translation.
* That accents can be placed on some words like 'qué' to indicate a question word.
Computing
Music
Medium Term Plan Year __ – Term 4 – 2022/2023
Website design & HTML
* To know that a website is a collection of pages that are all connected usually comprised of a homepage and subpages as well as clickable links to new pages, called hyperlinks.
* To know that a website can be altered by identifying the code 'beneath' the site.
* To discuss pros and cons to being able to edit webpages.
* To understand what copyright is.
* To understand that anyone can publish content online and therefore it cannot always be trustworthy.
* To be able to design a website for a given purpose using google sites.
* To be able to include hyperlinks within a website.
* To know the difference between online and offline bullying.
* To know what to do if you or someone you know is being bullied (linked to SMART rules) and what organisations and people can help in these situations.
To recognise when you should inform others of a e-safety issue.
UKULELE
* To know that a triad is a three-note chord and how they are formed.
* To know that a drone is a sustained tone over which a melody is played, often found in Folk music.
* To know that a groove is a pattern of repeating rhythms which defines the feel of a song or piece of music.
* To improvise freely over a drone, using tuned percussion and melodic instruments.
* To improvise over a groove
* To experiment with wide range of dynamics.
* To perform simple chordal arrangements to form mixed ensembles.
* To read and perform pitch notation within an octave.
* To understand the differences between semibreves, minims, crotchets and crotchet rests, paired quavers and semi quavers | <urn:uuid:5b5b4f4b-c48f-4c7d-b582-9b66e7a28819> | CC-MAIN-2023-50 | http://www.sandgateprimaryschool.co.uk/wp-content/uploads/2023/04/Year-5-Medium-Term-Plan-Term-5.pdf | 2023-12-11T13:30:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00207.warc.gz | 86,851,435 | 3,270 | eng_Latn | eng_Latn | 0.997442 | eng_Latn | 0.998084 | [
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PART V Connected Speech
Chapter
11
Linking and Sound Change
Chapter
12
Consonant Clusters
11
Linking and Sound Change
OBJECTIVES
In this chapter, you will learn how to:
* link or connect words within thought groups.
* identify common sound changes when words are connected in the stream of speech.
SUMMARY
In written English, there is space between words: What is her name?
In spoken English, there is no space between words: Whatsername?
Words in a thought group are linked or joined together and often sound like one long word. It is sometimes difficult to tell the end of one word from the beginning of the next.
When words are connected, sounds may change. Learning to recognize common sound changes will improve your ability to understand conversational English, and learning to make a smooth connection from the end of one word to the beginning of the next will improve your fluency.
A Listen. Do the phrases in each pair sound the same or different?
CheckSameorDifferent. CD 3; Track 2
EXERCISE 1
Notice
Same Different
1. art class
arc class
2. ate breakfast
ape breakfast
3. bad credit
bag credit
4. made your bed
major bed
5. let her
letter
6. light green
like green
7. them all
the mall
8. all of her
Oliver
B Discuss your answers from part A with your class.
Rules and Practice
When we link one word with the next, sounds shift, change, and/or get dropped. As a result, phrases like them all/the mall, light green/like green, and let her/letter sound almost the same.
Linking Same Consonant Sounds
Listen. What happens when you link a word ending with a consonant sound to another word beginning with the same consonant sound? CD 3; Track 3
class schedule we'll look
take control
Circle the correct answer to complete the rule.
RULE 11.1 When you link two consonant sounds that are the same, say the sound (once / twice), but hold it a little longer.*
*Note: When you link two consonant sounds that are almost the same (made in the same place), make only one tongue or lip placement for the two sounds: late dinner come back face time
EXERCISE 3
Linking Consonant to Vowel
Listen. What happens when you link a final consonant sound to a beginning vowel sound? CD 3; Track 4
beautiful eyes (sounds like beautifu-lies)
clean up (sounds like clea-nup)
job offer (sounds like jo-boffer)
Circle the correct answer to complete the rule.
RULE 11.2 When you link a final consonant sound to a beginning vowel sound, it sounds like the (consonant / vowel) moves to the next word or is shared by both words.
A Close your book. Listen and repeat the phrases you hear. Say each phrase as if it were one word. CD 3; Track 5
B
Open your book. With a partner, take turns reading each phrase.
bad day class schedule
look good speak clearly
business school come back
need time think it over
check it out log on
pick it up web based
A With a partner, find the hidden words in the quotes. Then take turns saying the quotes.
Hidden Words
Quotes
Linking Consonant to Consonant
What happens when you link one word ending with a consonant sound to the next word beginning with a different consonant sound? Listen and circle the sound you hear at the end of the fi rst word. CD 3; Track 6
I already ate breakfast. /t/ /p/
He has bad credit.
/d/ /g/
She's still in Boston.
/n/ /m/
RULE 11.3 When you link two consonant sounds that are different, the fi rst sound often changes to be more like the next sound.*
*Note: The fi nal consonant sounds most likely to change are /t/, /d/, and /n/.
Linking and sound change are natural parts of spoken English. The amount depends on the speaker, the formality of the situation, and the rate of speech.
A Work with a partner. The underlined word in each sentence sounds like one of the words in the box above it. Write the word in the blank.
1. cheek cheap
a. They cheat by copying other peoples' work.
b. Don't go there. They cheat customers.
2. ache ape
a. There are eight girls on the team.
b. There are eight boys on the team.
3. quip quick
a. They need to quit being critical.
b. They need to quit complaining.
4. sung some
a. You need sun protection.
b. You need sun cream.
B Discuss your answers to part A with your class. Practice saying the sentences with the words you wrote in the blanks.
cheap cheek
A Listen to the sentences with natural pronunciation. Then write the proper spelling of each underlined word. CD 3; Track 7
B Discuss your answers to part A with the class. Then, with your partner, take turns saying each sentence with the spoken and written forms. Which way is easier to say?
In North American English, the voiceless /t/ sometimes sounds like a quick, voiced /d/ called a "fl ap /t/" because the tongue taps or fl aps against the back of the front teeth. The fl ap /t/ occurs when /t/ is between two vowel sounds and the second vowel is unstressed.
metal
sounds like
medal
data
sounds like
dada
The fl ap also occurs across words that are linked:
right away
sounds like
righ-daway
put it on
sounds like
pu-di-don
A Listen to phrases with the flap /t/. Fill in the blanks with the phrases you hear. CD 3; Track 8
1. Sorry your order is taking so long. It should be .
2. Laila her cold in three days.
3. Don't let this stress you out. Take .
4. This is my sister. I don't think you've ever .
5. Ray had his cell phone out and his teacher told him to.
6. I had an awful morning, but I need to go and move on.
B Check your answers to part A with your class. With a partner, take turns saying each sentence in part A with a flap /t/.
Linking /t/ to /y/
Listen. What sound do you hear when /t/ is linked with /y/? CD 3; Track 9
Don't you know?
Haven't you heard?
Can't you go?
RULE 11.4 When a word ends in /t/ and the next word begins with /y/, the resulting sound is /tʃ/, as in choose.
Linking /d/ to /y/
Listen. What sound do you hear when /d/ is linked with /y/? CD 3; Track 10
Did you know?
Would you help?
made your bed
RULE 11.5 When a word ends in /d/ and the next word begins with /y/, the resulting sound is /dʒ/, as in job.*
*Note: The /tʃ/ sound is common in negative questions with you. For example, Don't you sounds like don-chə .
*Note: The /dʒ/ sound is common in affirmative questions with you. For example, Did you sounds like di-jə .
A
Listen to each sentence. Does the speech sound linked or unlinked? Check the form you hear.
CD 3; Track 11
B
Compare your answers to part
A
with your class. Practice saying the sentences.
Which ones are easier to pronounce—the ones with linking or without linking?
TIP Using di-j ə and don-ch ə
It is not necessary to use di-jə or don-chə in your own speech. It is more important that you recognize common changes like this in the connected speech of others. If you practice saying these forms, however, you will likely get better at identifying them.
Communicative Practice Rules of the Road
A With a partner, take turns reading the following questions about driving rules. Link the words in the highlighted phrases.
1. On which side of the road / should you drive?
2. If you see a police car with flashing lights behind you, what should you do?
3. If you start to fall asleep while driving, / what should you do?
4. How should you set your car's headlights / in foggy weather?
5. If you're feeling dizzy / and need to get home, / what should you do?
6. If your gas tank is almost empty, / what should you do?
7. If you need to make a turn, / what should you do?
8. What should you do with your phone / while driving?
B Student A, ask the questions in part A. Student B, select answers from the box. Each answer should sound like one word.
Note: Driving laws vary from state to state and country to country. Consult your local government's traffic laws if you have questions about driving in your area.
Pronunciation Log Linking and Sound Change
Knock! Knock! jokes are often based on two features of spoken English: reductions and connected speech.
A With a partner, read the jokes. The underlined word in each joke sounds like a phrase in connected speech. Write that phrase on the lines.
X: Knock! Knock!
Y: Who's there?
X: Letter.
Y: Letter who?
X: Letter in. It's cold out.
("Letter" =)
X: Knock! Knock!
Y: Who's there?
X: Oliver.
Y: Oliver who?
X: Oliver friends are coming over.
("Oliver" =)
X: Knock! Knock!
Y: Who's there?
X: Dewey.
Y: Dewey who?
X: Dewey have to keep telling these silly jokes?
("Dewey" =)
B Practice saying the jokes with your partner.
C Record yourself saying the jokes. Listen to your recording. Are the words in each line smoothly linked? If not, re-record. Submit the recording to your teacher. | <urn:uuid:5e91b9f0-5470-424c-8974-8b43b53c71df> | CC-MAIN-2023-50 | https://eltngl.com/assets/downloads/wellsaid4ed_pro0000000610/wellsaid_partv_sample.pdf | 2023-12-11T12:38:03+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00204.warc.gz | 255,577,829 | 2,201 | eng_Latn | eng_Latn | 0.981659 | eng_Latn | 0.997972 | [
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Phonic elements and phonological awareness – and play
EARLY YEARS
As usual, we start our school year with the focus on our students making meaning. The children have largely been in an aural environment over the holiday break, and while there may have been some interacting with print, visual or online text during this time, possibly not.
Our job is to get our students focused on the skills, knowledge and strategies of working with text across all modes and in all subjects.
In the early years, this starts with the sounds of the language, the basis for our written language.
There is a need for explicit instruction in letter sound connections (phonics) and word analysis skills: this should always occur within genuine literacy events and in contexts meaningful to the student. (emphasis added)
Australian Literacy Educators' Association Literacy in 21st Century Australia: The ALEA Declaration
We could start with the individual sounds that the students will need to use as they read and write. But that gives no sense of the value or relevance to communication, to the range of experiences - fun and academic – or to the richness and variety of English text.
As well, such a narrow focus ignores the 'literacy-rich practices' that our students bring with them. (Beecher and Arthur in Lowe, Hill and Delany 2001).
What we can do, to make sure we are using 'genuine literacy events' and contexts, is to incorporate other rich literacy practices, such as games, rhymes and poems. That is, children using what they already know and understand to listen to, respond to, engage in, and share the language, right from the beginning of their school learning. This surely sets the scene for exploring how to use the language purposefully, in writing in particular.
The types of situations we are looking for include opportunities where a student:
* Responds to spoken texts; responds to short phrases relying on key words; recognises and generates one-syllable rhyming words; repeats familiar words heard in a text (all in LsS2)
And
* Listens actively to short texts consisting of a few sentences; recalls one or two ideas; responds to simple statements, commands or questions; uses a small range of listening strategies; discriminates individual words in a short spoken sentence; Identifies familiar objects and actions heard in a text (all in LiS3)
And
* Responds to simple and predictable texts (in LiS4)
Australian Curriculum
In the NSW English syllabus, the introduction to the sounds, rhythms and communication possibilities of English sit in Early Stage 1, some in Reading and viewing 1, Outcome ENe-4A
[Students] Develop and apply phonemic knowledge - join in rhymes and chants; understand that spoken words are made up of sounds; recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439); consistently identify words that start with the same initial sound; identify the beginning and end sounds of words
NSW Syllabus English K-10 p.37
What better way to begin formal learning than to be introduced to repeated phonic and structural elements in powerful ways that build on what the child already knows, are meaningful, enjoyable and entertaining? What we need to beware of is 'wasting children's valuable time by teaching them what they already know' (Lowe, Hill & Delany 2001).
What does this look like?
We can decide the subjects and complexity of the texts we will present, based on our class context, our school context, the interests of the students, the topics we are working on, and the themes and ideas that have come up in stories or in class. Here are some ideas.
EARLY STAGE 1-STAGE 1
Educational jingles:
* 30 days has September …
* 1, 2, 3, 4, 5 – Once I caught a fish alive … etc.
Melodies and ideas for class transitions can be found on the internet. Here is one site.
Repeated phonic elements - oral:
* 'Tongue Twisters' – introduced slowly (it is not a race, we are looking for clarity here), eg
- Peter Piper picked a peck of pickled peppers
- She sells sea shells by the sea shore.
- More tongue twisters are available here and on numerous internet sites. Plan beforehand. Work with students to make up your own for your class – parents can be included in this as a homework activity: collecting words beginning with ….
- NOTE: Children may not have the muscular/articulation ability to clearly make some sounds in English until they are 7 or 8 years old. This site provides a chart to guide your understanding. If you are repeatedly working on vocalization and a child appears to be continuing to have difficulties, your local speech therapist can assist with information about how the sounds in English are made so you can understand the issue; they may suggest exercises you can use with the whole class.
* Nonsense
Nonsense verse and word play are particularly appealing to students. They provide a range of new possibilities for the use of the language.
- Kerry Mallan's Laugh Lines (1993) PETAA: Newtown is a great introduction to many aspects of humorous verse appropriate for use in our classrooms. Mallan includes Spike Milligan, Edward Lear, C.J. Dennis, Margaret Mahy (NZ writer – see her fabulous playground constructed as part of the rebuilding of Christchurch), Allan Ahlberg, Joanna Cole, Michael Rosen, Ogden Nash, and dozens more – all worth inclusion in your classroom. Become familiar with these authors and use the ones that suit you best. They use the rhyme, rhythm, repetition and phonic elements your students need to meet syllabus outcomes.
- N.M. Bodecker's Let's Marry Said the Cherry and Other Nonsense Poems (1974) Faber & Faber: London (I love 'The island of Yorrick is intensely historic …')
- Elizabeth Honey's Honey Sandwich (1993) Allen & Unwin: Australia. Honey uses family and everyday contexts for her mad and poignant rhymes and ideas in this collection, eg 'My umbrella has a broken wing. Poor thing.'
- Robin Klein's Snakes and Ladders (1985) Allen & Unwin: Australia. Poetic narratives about the lives and imaginations of children, such as 'Monday's Blues'. To Stage 2.
- Geoffrey Summerfield's Junior Voices Books 1-4 (1970) Penguin Education: London is a wonderful collection of international, word play, historical, suburban and country poems – a little bit of everything. K-6
NOTE: Many of the books in this collection have been gleaned from library discards (almost a criminal offence), second –hand bookshops, markets and boot sales. They are not all ancient, but have been kept because the poems work for children. They are almost certainly out of print. Try abebooks.com.
* Games – based on repeated elements, memory and collaboration
- One student starts by saying 'I went shopping and I bought …' (or other appropriate context) and adds an item. Each person around the group repeats all that is said before and adds a new item. This can be done using alphabetical order, starting with 'a', and each item beginning with the next letter. Have the alphabet available for reference. (variations – 'I went to the zoo and saw …', I went on a picnic and ate …'etc.) NOTE: This activity also allows for repeated modelling of the indefinite articles 'a' and 'an' – an apple, a box of chocolates, etc
- 'Simon/Simone says …': Children listen and respond to commands with the appropriate words at the beginning, and ignore the ones that don't. This game has a place in numerous languages and cultures. You can introduce the appropriate phrasing in other languages for your students to learn. A comprehensive overview is here. There are some great ideas here, such as 'Simon says play air guitar' (you'll have to ignore the million ads on this site).
* Clapping and body percussion.
- The teacher claps a rhythmic pattern and students repeat. Extend to using stamping, slapping thighs and upper arms, and on to percussion instruments.
- Clapping syllables – use students' names, colours, favourite foods, animals, whatever is appropriate. Introduce your own name –'My name is Annette. If I clap my name, I need to use 2 claps.' Say and clap to demonstrate. Invite students to say and clap together. Introduce other names – your cat, a friend – use one, two, three and four-syllable names to model. Ask students to say their name, and invite the correct number of claps, one for each syllable. Prepare beforehand, so you know which names might be tricky. For example students may say that 'Min' has two syllables – 'M-in', which is actually the
onset and rime. Gently correct and move on. This not a test. Make the activity enjoyable, and repeat frequently so all students are able to participate.
- Use clapping syllables to construct a song to the tune of Frere Jacques or similar simple song. Try to include all children's names. (This version gives you the melody and the English version so you can plan for the numbers of syllables you need for each line). Syllabification is an integral component of spelling. This activity provides a solid base for future examination of words, and how they are constructed and pronounced.
Poetry Resources
- Sing a Song of Popcorn Poems selected by de Regniers, Moore, White & Carr (1988) Scholastic: NY
- Someone is Flying Balloons Poems selected by Jill Heylen & Celia Jellett (1983) Omnibus Books: Adelaide
- Rattling in the Wind Poems selected by Heylen & Jellett (1987) Omnibus Books: Adelaide
You may not find these in book shops as they are probably out of print. Try abebooks.com.
- Tadpoles in the Torrens (Teachers' Edition) Edited by June Aquilina (2013) Wakefield Press: SA
- ALEA 'Little people's literacy learning' resources at
- https://www.alea.edu.au/publicresources/resources-for-parents-and-community/littlepeoples-literacy-learning accessed 2/2/2019
LATER STAGE 1 & STAGE 2
By the time students are in Year 3, they have a pretty good command of the majority of the basic spoken elements. Don't stop the enjoyment of it. Now is the time for students to be introduced to the more sophisticated play with words that has engaged writers for centuries.
Word Play
* Introduce students to Spoonerisms – 'Spooner or Later' by Paul Jennings, Ted Greenwood and Terry Denton
* 'Esio Trot' by Roald Dahl provides a good fun introduction to the possibilities of word play as the basis for the construction of a full novel. Read the whole novel through first. You can draw your students' attention to elements of the text they may need in order to 'solve' the puzzle. Don't give the game away. Let students discover the secret for themselves. Use the text for lots of follow-up. See Kath Cartwright's blog on Primary Learning which includes some ideas for examining texts https://primarylearning.com.au/2019/02/04/mathsinspiring-english/
* Palindromes can be interesting – names such as Eve, Ava, Hannah, Bob. Sentences can be challenging to construct. The idea is that sentences are sensible, and have some elegance, such as A man, a plan, a canal: Panama. There are entire novels and musical compositions that are palindromic.
All of the above provide students with repeated opportunities to use their already diverse knowledge of the sounds of the language to be active participants in making meaning. Students will have a store of genuine literacy events upon which to build their further exploration of English. The explicit and systematic work with early writing formalities will have a background of meaningful contexts.
References
Australian Literacy Educators' Association Literacy in 21st Century Australia: The ALEA Declaration https://www.alea.edu.au/memberscentre/alea-declaration-and-advocacy/aleadeclaration Accessed 2/2/2019
Lowe, K., Hill, T., & Delany, V. (2001) More than a sound a week PEN 131 PETAA: Newtown
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Very Basic English Grammar
By
Shams Bhatti
© www.Keystonelt.com
Noun
Countable Noun & Uncountable Noun
* A countable noun has two forms: singular (1) or plural (1+).
* You can add numbers with the countable nouns, e.g. one chair, three tables etc.
* You can use Indefinite Articles (a / an) with singular countable nouns: a student, a book etc.
* You DO NOT use Indefinite Articles (a/an) with plural countable nouns.
* You can use, "some, any, many, and few" with plural countable nouns:
* They have read some books. / I don't have any apples. / Did you buy any oranges? / I took many pictures. / I have a few jobs to complete.
)
* An uncountable noun has only one form and does not have a plural.
* An uncountable noun is NOT countable, so you cannot use numbers or Indefinite Articles (a/an) with it.
* You can use, "some, any, much, and little" with the uncountable nouns.
* Please, give him some advice. / Did you buy any juice? I don't have any news. / We didn't do much shopping. / I have a little work to do before going there.
* Some uncountable nouns: furniture, progress, information, scenery, behavior, luck, traffic, bread, luggage, weather, damage, permission.
Pronoun: A word used in place of a noun.
First Person
Second Person
You
(Singular / Plural)
(You are a nice person. /
You are brilliant students.)
You
(I am talking to you.)
Yourself
(Please try to complete this activity,
yourself.)
Yours
(You have paid, so the car is yours.)
Pronoun: A word used in place of a noun.
Third Person
SB Verb : A word used to express action , time or condition.
Types of Main Verbs
Regular Verbs Irregular Verbs
)
SB
Types of a sentence
Declarative Sentence
(Statement-Simple Sentence)
* These sentences are a complete statement or a clause that begins with Noun / Pronoun (Subject) with a capital letter and ends with a full stop. It fully conveys the meaning independently. It is also called Independent Clause.
* Examples
1. He is a teacher in the ITC.
2. They work for a company.
3. She could write essays.
4. It was in the kitchen.
)
Imperative Sentence
(Request or command)
* This type of a sentence is used to express a request or a command. These sentences begin with a Verb and end with a full stop / period.
* Examples
1. Open the door, please.
2. Go to page number 58.
3. Listen carefully.
4. Pass me that container.
)
Interrogative Sentence
(Question)
* This type of a sentence is used to ask questions. These sentences begin with an Auxiliary Verb, a Modal Verb or a Wh-Question word and end with the Sign of Interrogation (Question Mark). Some statements use Tag Questions to form an interrogative sentence.
* Examples
1. Do you work here?
2. Is he a teacher?
3. Can you help me?
4. What is your name?
5. You are a student, aren't you?
Exclamatory Sentence
(expresses emotions and feelings)
* This type of a sentence is used to express emotions and feelings. They are statements but end with Sign of Exclamation (!).
* Examples
1. It's alive!
2. I can't believe it!
3. You can't fight in here!
4. Get out!
5. It has worked!
)
SB
Basic sentence structure
Sentence
* Subject + Verb / Auxiliary + (Object /Compliment)
Ahmad walks in the garden. (Action-Main Verb)
She studies English. (Action-Main Verb)
They live in Saudi Arabia. (Action-Main Verb)
Ali is a teacher. (Information-Compliment)
We are friends. (Information-Compliment)
I am your best friend. (Information-Compliment)
Past
TENSES (Time)
Present
Future
Present
Examples:
1. He is a pilot. He flies an airplane.
2. She is a teacher. She teaches in a school.
3. They are friends. They go to the job together.
4. Ahmad works in a factory.
5. All the chairs in this room are clean.
6. This is a classroom.
)
Present Simple
Present Simple expresses habits and events and situations that exist always. It expresses routines and facts that have existed in the past, exist now and probably will exist in the future. In Present Simple Tense we add, "s" or "es" with the main verb for the singular nouns and pronouns.
Structure
```
Subject + Verb1 + Object He + works + in a refinery. Subject + Auxiliary Verb + Compliment He + is + a teacher.
```
Present
Examples:
1. He is reading a book.
2. They are taking part in a campaign.
3. She is talking to her friend.
4. Bandar is watching TV.
5. Ali and Ahmad are studying English.
)
Present Progressive
It expresses an action in progress at the present time. It started in the past, in progress at the present and probably will continue in the future.
Structure
Subject + Aux + Present Participle
+ Object
He +
is
+
working
+ in a refinery.
Past
Future
Present
Examples:
1. I have finished my homework.
2. She has cooked all the dishes.
3. They have collected all the papers in the room.
4. Saud has read all the units in the book.
5. Abdul-Aziz has finished his class.
)
Present Perfect
It expresses an action or an event that finished sometime before now. The exact time is not important.
Structure
```
Subject + Auxiliary + Verb3 + Object He + has + worked + in a refinery.
```
Examples:
1. I have been studying for three hours.
2. I have been waiting for you since morning.
3. He has been spying on you all along.
4. She has been writing a book since childhood.
5. They have been commenting on this crime.
)
Present Perfect Progressive
It expresses an event that was in progress before now or up to now. It is commonly followed by a time reference to clarify the duration of the event.
Structure
```
Subject + Auxiliary + been + Present Participle + Object He + has + been + working + in a refinery for two years.
```
Past
Future
Present
Examples:
1. He was a teacher. He taught English in Saudi Arabia.
2. I drank water. It was very cold.
3. He played football. He was a great player .
4. I wore my clothes. My shirt was new.
5. He saw my car . He decided to buy it.
6. She read the book. She was a regular reader .
Past Simple
It expresses an action or an event that started and finished at one particular time in the past.
Structure
Subject + Verb2 + Object e + worked + in a refinery.
Subject + Auxiliary Verb + Compliment He + was + a teacher.
Past
Future
Present
Examples:
1. I was reading a book when the bell rang.
2. They were working in a refinery.
3. She was cooking when someone knocked at the door.
4. Bandar was texting while driving.
5. He was trying to run away when the police caught him.
)
Past Progressive
It expresses the action or an event that was in progress at a particular time in the past. It probably continued.
Structure
```
Subject + Auxiliary + Present Participle + Object He + was + working + in a refinery.
```
Examples:
1. When we arrived there, he had already left.
2. After I had completed my degree, I joined Aramco.
3. He had finished his breakfast before the class.
4. I had seen the movie before we went to the cinema.
5. I had had a Ford before I bought a Toyota.
Past Perfect
It expresses the action or an event that started and completely finished before another action or an event in the past.
Structure
Subject +
Auxiliary
+
Verb3
+
Object
He + had+ worked + in a refinery.
Examples:
1. I had been studying for three hours before he came here..
2. Before I left for home, I had been waiting for you two hours.
3. He had been teaching here before you came.
4. Before joining the school, she had been writing a book.
Past Perfect Progressive
It expresses an event that was in progress before another event in the past. It is commonly followed by a time reference to clarify the duration of the event.
Structure
Subject + Auxiliary + been + Present Participle + Object He + had + been + working + in an other company for two years before he joined this job.
Past
Future
Present
Examples:
1. I will go home next month.
2. I will get there in two days.
3. Look at those black clouds. It is going to rain.
4. He will study English.
5. I am planning to go to the USA to study. I am going to join a course to develop my language skills.
Future Simple
It expresses an action or an event that will happen at a particular time in the future.
Structure
```
Subject + Auxiliary + Verb1 + Object He + will + work + in a refinery. Subject + is going to + Verb1 + Object He + is going to + work + in the refinery.
```
Past
Future
Present
Examples:
1. I will be going away this summer.
2. I will be leaving the house at 8 o'clock.
3. This time next week, I will be swimming in the ocean.
4. Everyone will be watching the match on the TV this evening.
5. I can't meet you today because I will be playing tennis all day.
)
Future Progressive
It expresses an action or an event that will begin in the future and will be in progress at a particular time in the future. The action will probably continue.
Structure
```
Subject + Auxiliary+ be + Present Participle + Object He + will + be+ working + in a refinery.
```
Past
Future
Present
Examples:
1. I will have finished my homework before the class starts.
2. She will already have eaten her lunch before they arrive.
3. They will have collected all the papers in the room before the meeting.
4. Saud will have read all the units in the book before the exam next month.
5. Abdul-Aziz will have finished his class before the break time.
)
Future Perfect
It expresses an action or an event that will be completely finished before an other event in the future.
Structure
Subject + Auxiliary + Verb3 + Object
He + has + worked + in a refinery.
Examples:
1. I will have been studying for three hours before he reaches there.
2. I will have been waiting for you for two hours by the time you arrive.
3. He will have been teaching here for 10 years before he decides to leave.
4. She will have been writing a book for five years before she publishes it.
)
Future Perfect Progressive
It expresses an event that will be in progress before another event in the future. It is commonly followed by a time reference to clarify the duration of the event.
Structure
Subject + Auxiliary + have + been + Present Participle + Object He + had + been + working + in an other company for two years before he joined this job.
Punctuation
Full Stop / Period - .
* Use full stop / period to mark the end of a sentence that is a complete statement.
* My name is Ahmad. / His name is Ali and he lives in Riyadh.
* Use full stop with some abbreviations.
* Dec. / p.m. / etc.
* If an abbreviation consists of the first and last letters of a word, the American rule is to include a full/stop period at the end: Mr . / Dr . / St.
* If the abbreviation consists only of the first part of a word, then you should put a period at the end: Wed. (= Wednesday), Dec. (= December)
* The first letter of the word that follows a full stop / period is always capital.
* He works in a shop. He is a shop-assistant.
Comma - ,
* Use comma to separate different items in a list.
* His weekly diet includes eggs, mushrooms, meat, and tomatoes.
* Use comma to separate clauses in a complex sentence.
* I first saw him in Jeddah, where I lived in 1990.
* Use comma after transition words.
* Moreover, / Furthermore, / On the other hand, / In addition,
* Use comma to separate a part of a sentence that is not part of the main statement.
* Punctuality, of course, is a requirement of any job
* Use comma before the tag in a question tag.
* You are a student in ITC, right?
* It's a beautiful morning, isn't it?
)
Question Mark - ?
* Use Question Mark / Sign of Interrogation to end a question.
* What is your name?
* You are a student, correct?
* Are they our friends?
* Use capital letter after a question mark.
* What is your name? Where are you from?
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The Beam
Objective:
To get the beam to hit as many discs as possible over the course of the game.
Components:
* 6 x 6 grid - row and columns labelled 1-6
* 12 discs - 3 red, 3 yellow, 3 green, 3 blue
* 24 sticks - 12 for mirrors, 12 for barriers
* 24 number cards
Set up:
* Remove six cards numbered 1-6 from the pack.
* Place three discs of one colour on each row as detailed below. Determine the positions of each disc by randomly drawing one of the six cards. The number on the card indicates the column to place the disc in.
- 3 yellow discs on row 3
- 3 blue discs on row 4
- 3 green discs on row 5
- 3 red discs on row 6
* Place a barrier on the grid line on the bottom edge of each square containing a disc.
* Replace the six cards, shuffle the whole deck and split the deck in half - forming two separate decks.
How to play:
There are 12 rounds to the game. On each turn, players each have a specific task - Task 1, Task 2, Task 3, and Task 4. The tasks are always performed in order - from 1 to 4. After each round, the players rotate to the next task. Each player will execute each task 3 times during the game.
Players may not talk!
Task 1: Turn over two cards
Turn over the top card of each deck - revealing two numbers.
Task 2: Allocate numbers
Choose which of the revealed numbers represents the mirror . Give this card to the player executing Task 3. The other number represents the beam. Give this card to the player executing Task 4.
Task 3: The mirror
Take a mirror action on the row that corresponds to the allocated numbered card. Choose one of the following mirror actions:
* Place a new mirror on one of the empty squares on the row. A mirror is placed diagonally across a square.
* Rotate a mirror on the row. Rotate through 90 degrees so that the mirror is on the other diagonal.
* Remove a mirror from the row completely.
Task 4: The Beam
Stand at the bottom of the grid by the column that corresponds to the allocated card. Now move into the grid - moving upwards along the column. You are taking the path of a beam of light.
* If you reach a barrier - the beam stops. Your journey ends.
* If you reach a mirror - bounce off it at 90 degrees - according to the angle of the reflection and continue the path of the beam.
* If you reach a disc - pick up the disc and continue in the same direction.
* If you reach the edge of the board - the beam stops. Your journey ends.
Place any discs you have collected in a scoring pile, well away from the grid.
After task 4, the round is complete. Players now rotate roles as detailed below and a new round begins.
❏ Task 1 → Task 2
❏ Task 2 → Task 3
❏ Task 3 → Task 4
❏ Task 4 → Task 1
End Game & Scoring
The game ends after 20 minutes or after the 12th round (when both decks of cards are empty), whichever is first.
The team calculates their score according to the number of discs they have removed from the board.
Yellow discs = 1 point Blue discs = 2 points Green discs = 3 points Red discs = 4 points
Notes on Physical Movement
Each player should have a spot on the floor which they must start the round on as shown in the diagram.
Player doing Task 1 - stands in position 1. The two decks of cards are to the far left and far right of the top of the grid, as shown, so this player must move from their starting position to the far left to collect one card and then the far right to collect the second card. They must then take the cards to the player standing in position 2. This player may now stay at Position 2 (ready for the next round).
Player doing Task 2 - stands in position 2. This player first gives one card to the player in position 4, then gives the other card to the player in position 3. This player may now stay at Position 3 (ready for the next round).
Player doing Task 3 - stands in position 3. The player takes a mirror action on the row indicated. The pile of mirrors is close to position 3. This player now moves to Position 4 (ready for the next round).
Player doing Task 4 - stands in position 4. The player walks the path of the beam on the grid. Any discs that are collected are placed in the scoring pile behind position 1. This player now moves to Position 1 (ready for the next round). | <urn:uuid:1496ba65-c4a6-4522-8b36-9fe7c6dcb13e> | CC-MAIN-2023-50 | https://www.thedarkimp.com/wp-content/uploads/2021/02/The-Beam-1.pdf | 2023-12-11T11:51:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00209.warc.gz | 1,125,253,320 | 1,032 | eng_Latn | eng_Latn | 0.997617 | eng_Latn | 0.998477 | [
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Advocacy Statement
Collective Singing as Intangible Cultural Heritage
Call to safeguarding collective singing traditions
In an era of increasing cultural awareness and preservation, it is imperative to acknowledge that Collective Singing represents a vital facet of our Intangible Cultural Heritage.
With the European Union declaring 2018 as the European Year of Cultural Heritage, broader public awareness for the safeguarding of our heritage increased across Europe, and new initiatives and projects were born. Yet, despite the 20-year existence of the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage, there is still and too often a focus on tangible heritage, or as it says in the blog of the Europeana project: "In the past, the importance of intangible heritage has not always been fully recognised and little effort was invested in documenting, preserving and sharing it."
According to UNESCO, "Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as oral traditions, performing arts, social practices, rituals, festive events, knowledge, and practices concerning nature and the universe or the knowledge and skills to produce traditional crafts". Music has an important place within the performing arts, and vocal music has the biggest number of examples listed, which includes numerous choral and other collective singing traditions.
In a recent webinar, the European Choral Association presented the Baltic Song and Dance Celebrations in Estonia, Latvia and Lithuania, which were recognised as UNESCO intangible cultural heritage of humanity in 2008. Other examples are the Canto a tenore, Sardinian pastoral songs recognised in 2008 and Klapa multipart singing of Dalmatia in Southern Croatia – recognised in 2012. Next to the UNESCO lists (good safeguarding practices, representative list and list of ICH in urgent need of safeguarding), there are also national lists of intangible cultural heritage, and in Germany, this list includes singing in amateur choirs.
The UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage recognises the "importance of the intangible cultural heritage as a mainspring of cultural diversity and a guarantee of sustainable development". It is "transmitted from generation to generation and provides them with a sense of identity and continuity, promoting respect for cultural diversity and human creativity."
To recognise intangible cultural heritage is to recognise the value inherent in every culture of the world, as well as to understand that heritage is a living practice of communities globally and a vector for social cohesion, democratic participation and improved physical and mental health (see #BenefitsOfSinging and www.cultureforhealth.eu/knowledge).
Yet, many traditions considered as intangible cultural heritage are under threat, and collective singing has especially suffered for being banned in many countries during the pandemic. It is therefore more important than ever to promote the safeguarding of these traditions through performances, recordings and documentation, research and educational activities.
We therefore call on:
- decision-makers to recognise the importance of all activities contributing to the safeguarding of intangible cultural heritage including collective singing practices and to adopt appropriate measures of support, protection and promotion;
- cultural heritage professionals to fully recognise the importance and role of intangible cultural heritage worldwide and to join efforts to document, research, preserve and share it;
- persons active in the formal and non-formal education sector to integrate collective singing traditions in their work with children, youth and adults; | <urn:uuid:1a7895ee-24d5-453d-a637-fb08536f4bf9> | CC-MAIN-2023-50 | https://europeanchoralassociation.org/wp-content/uploads/2023/09/Advcacy-Statement-CS-as-Intangible-Cultural-Heritage.pdf | 2023-12-11T12:45:54+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00211.warc.gz | 270,851,985 | 696 | eng_Latn | eng_Latn | 0.994776 | eng_Latn | 0.994776 | [
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ESOL Skills for Life
Reading - Level 1
Candidate Paper ESOLRL1AC/P
Time limit: 1 hour 15 minutes Number of tasks: 4
Fill in the boxes below
First name
Surname
Date of Birth
For centre use only
Learner ID
Centre Name
Marks Date completed
Tutor signature
Task 1
Task 2
Task 3
Task 4
Total Marks
Pass Mark 26/40
Pass
Fail
Internal Quality Assurer signature
Date
External Quality Assurer signature
Date
Marker use only
This page is intentionally blank
Instructions
* Use a pen.
* You have 1 hour 15 minutes to complete four tasks.
* Some questions must be answered with one tick in a box ✓. If you change your mind about an answer, put a line through the box ✓ and then mark your new answer with a tick ✓.
Information
* This paper has 40 marks.
* The marks for each task are shown at the bottom of the page.
* You may use a monolingual dictionary.
Advice
* You should spend about 15-20 minutes on each task.
* Read each question carefully before you start to answer it.
* Try to answer every question.
* Check your answers if you have time at the end.
* You do not need to write in full sentences.
Task 1
Read the text and answer the questions that follow.
Marker use only
1. What does each of the underlined words mean in the context of this text? Choose from the words below and write the correct number in the box.
a) refurbished
b) versatile
c) maximise
1. adaptable
2. revamped
3. redecorated
4. exploit (3 marks)
2. The following words appear in the text. Use a dictionary to find out what they mean in this context.
a) stimulating
b) haven
(2 marks)
Choose which nursery. Answer questions 3 to 6 with the letter A, B or C.
A. Balfour Day Nursery
B. Carrington Nursery
C. First Learning
3. Which nursery has the best computer equipment?
(1 mark)
4. Which nursery has the best security?
(1 mark)
5. Which nursery would appeal to working parents?
(1 mark)
Total marks for Task 1: 12 Marks
Marker use only
Put a ✓.tick in the correct three boxes
7. The following words appear in the text. Use a dictionary to find out what they mean in this context.
a) to advise
b) to invite
c) to warn
d) to inform
e) to instruct
f) to describe
(3 marks)
6. Which nursery offers learning a foreign language?
(1 mark)
Task 2
Read the text below and then answer the questions that follow.
Put a ✓.tick in the correct box
Marker use only
8. existing
a) new
b) future
c) current
d) additional
(1 mark)
9. expired
a) old
b) dead
c) new
d) child
(1 mark)
10. replacing
a) stealing
b) paying for
c) looking at
d) substituting
(1 mark)
11. request
a) demand
b) ask for
c) record
d) ask about
(1 mark)
12. identical
a) large
b) recent
c) matching
d) new
(1 mark)
13. delayed
a) held up
b) rejected
c) put down
d) charged
(1 mark)
Total marks for Task 2: 10 Marks
14. identity
Marker use only
a) what you want
b) worth
c) value
d) who you are
(1 mark)
Put a tick in the correct box ✓.
15. When would you have to send additional documents with your passport application?
a) when your passport has been stolen
b) if your application is not completed correctly
c) when your name changes after marriage
c) if your photos are not acceptable
(1 mark)
Put a tick in the correct box ✓.
Marker use only
16. Which of the following statements is true?
a) all applications must go through the 'Check and Send Service'
b) passports can be renewed before the date they expire
c) passports will always be delivered by Royal Mail
c) one photo must be signed by yourself
(1 mark)
17. Which section contains a warning?
a) how long it takes
b) apply for a passport
c) counter signatories
d) receiving your new passport
(1 mark)
Total marks for Task 2: 10 Marks
Task 3
Read the text and answer the questions that follow.
18. Why does Gaynor Francis not like shopping in supermarkets? Give two reasons.
i)
ii)
(2 marks)
19. At which supermarket does Tony Middleton prefer to do his shopping and why?
i)
ii)
(2 marks)
20. Name three food items according to the text that Tony Middleton tends to buy in Lidl.
i)
ii)
iii)
(3 marks)
21. According to the article, give three advantages of shopping at supermarkets.
i)
ii)
iii)
(3 marks)
Total marks for Task 3: 10 Marks
Task 4
Read the text and answer the questions that follow.
WESTSHIRE LEISURE CENTRE (WLC)
WLC – fitness for all the family!
"I started working at WLC when it was built over 20 years ago and it is still the only council-run leisure facility in Westshire with the cheapest prices and membership. As part of our continual effort to meet the needs of local people we have two special offers this month." Lea Jones (Manager)
Swimming
Indoor Bowls
20% discount on all week for day and evening swimming sessions, including lessons for all age groups.
"Although I was a non-swimmer, I was keen for my toddler to learn to swim. I never thought about myself, but after a few lessons not only was my 3 year old able to keep afloat but I was able to swim a length of the pool. Sadiq, who's been here for 10 years, is extremely patient and all the staff are great. I'm so proud of what I've achieved." (Melanie M)
You're never too old to learn to swim. It may save your life one day.
WLC boast a 30 metre-long indoor bowls rink that has been used for regional championships. If you are over 12, you too can enjoy this increasingly popular sport that is not weather dependent. Oh, and it's not just for oldies!
"I'm Joe Leyton and I'm the Westshire under-18 indoor bowls champion. Bowls is great fun for all ages and abilities. The rink at WLC has certainly helped me to reach national finals. I've been working part-time at WLC for a year now and practice bowls every day. Give it a try; you'll love it!"
For further information on swimming lessons or membership go to the WLC website or email Sadiq on email@example.com
Join the WLC Bowling Club this month and receive free tuition and 30% off your first ten sessions.
Contact Rita on 07700 900887 or pop in on Tuesday evenings for a chat.
For general enquiries (not membership details) telephone 01632 960713 For all other enquiries visit www.wlc.bizuk Or just call in anytime!
Put a ✓ tick in the three correct boxes.
Marker use only
22. How can you find out more information about the offers featured in the leaflet?
a) You can pop in on Thursday evenings to speak to Rita.
b) You can ring Sadiq about swimming lessons on 01632 960713.
c) You can call into the Leisure Centre at any time.
d) You can find out about membership at www.wlc.bizuk
e) You can find out about indoor bowls by ringing 07700 900887.
f) You can email Lea Jones to find out more about both activities.
(3 mark)
23. Who has competed competitively in their sport?
(1 mark)
Marker use only
24. Who has worked the longest at WLC?
(1 mark)
25. Who praises the staff working at the centre?
(1 mark)
26. The following words are underlined in the text. What do they mean in this context? You may use a dictionary.
a) continual
b) patient
(2 marks)
End of Assessment
The texts and illustrations in this assessment paper have been incorporated solely for the purposes of the examination in accordance with Section 32 of the Copyright, Designs and Patents Act 1988, as amended by the Copyright and Rights in Performance (Research, Education, Libraries and Archives) Regulations 2014. No copyright or clearance for any other use has been obtained or sought.
Gateway Qualifications Gateway House 3 Tollgate Business Park Colchester, CO3 8AB
01206 911 211
firstname.lastname@example.org
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Impact Area 1: Preparing low-income and at-risk children and youth for success
A.
Outcome:
Children are school-ready upon entering kindergarten
Indicators:
- Percentage of families provided quality, affordable and/or culturally competent child care options
- Percentage of parental involvement and engagement in their child's early childhood education
- Percentage of parents acquiring knowledge and skills to prepare children for school
-
Percentage of young children who exhibit developmentally-appropriate language, learning, cognitive and literacy skills
- Percentage of young children with social-emotional competence
- Percentage of young children provided preventive and comprehensive medical, dental, mental and behavioral health care
B. Outcome: Youth are healthy and successful in school and have the skills necessary for self-sufficiency and success as an adult Indicators:
- Percentage of students who have four or more absences during any one month or 10 days during a school year
- Percentage of youth engaging in risk behaviors (as defined by the Youth Risk Behavior Survey)
- Percentage of youth who graduate from high school
- Percentage of dropout youth who obtain their GED
- Percentage of youth who complete career technical training or post-secondary education
- Percentage of parental involvement and engagement in their child's education
- Percentage of youth with significant or chronic disabilities or special needs with a transition plan to adult-centered services and/or adult life
Impact Area 2: Improving economic well-being, independence and self-reliance for adults
A.
Outcome:
Individuals and families have a path toward greater financial independence and security
Indicators:
- Percentage of adults who complete basic adult literacy and/or GED
- Percentage of lower-income individuals acquiring skills to maintain stable housing, employment, education and/or assets
- Percentage of individuals completing career or job readiness training
- Percentage of individuals who establish a support network of resources and services in order to avoid crisis
- Percentage of individuals moving toward increased wages or stable income to meet basic needs and away from (or decreased) public or private assistance
B. Outcome: Individuals who have continuing and long-term needs achieve or maintain healthy, safe and independent lives to the maximum extent possible
Indicators:
- Percentage of individuals provided community-based services and resources
- Percentage of individuals provided transportation
- Percentage of elderly and/or individuals with disabilities who are able to maintain independent living
Impact Area 3: Meeting basic needs for individuals and families
Outcome: Individuals and families at-risk or in crisis access services to help meet immediate and/or basic needs
Indicators:
- Percentage of individuals and/or families provided affordable, nutritious food
- Percentage of individuals and/or families provided transportation
- Percentage of individuals and/or families enrolling in public benefits
- Percentage of individuals and/or families who are at-risk of homelessness receiving short-term assistance to prevent homelessness
- Percentage of homeless individuals and/or families provided emergency shelter
- Percentage of homeless individuals and/or families moving into transitional housing
- Percentage of homeless individuals and/or families moving into permanent supportive or permanent housing
- Percentage of individuals and/or families provided preventive support and treatment for dental, mental and physical health care
- Percentage of clients that develop, implement and/or complete recovery/treatment/service plans
- Percentage of individuals and/or families receiving emergency services referred to other agencies for longer term case management and/or services
- Percentage of individuals and/or families with a medical home
Impact Area 4: Building a safer community*
Outcome: Individuals and families access services to prevent and reduce interpersonal violence in their lives; remain safe and crime-free in their neighborhoods; and have the tools and resources to prevent future harm.
Indicators:
- Percentage of individuals and/or families who establish a support network to help remain free from abuse or recidivism
- Percentage of individuals and/or families provided services that provide safety
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Steps to Manhood
William P. Pearce
Contents
1. Be Polite
2. Be Truthful
3. Be Dutiful
4. Be Temperate
5. Be Kind
6. Be Cautious
7. Be Hopeful
8. Be Faithful
9. Be Patriotic
10. Be Christian
Copyright 2022 by John Howard All rights reserved
Unless otherwise noted, all Bible texts are from the New King James Version (NKJV), copyright 1979, 1980, 1982 by Nelson, Inc., Publishers.
Be Polite
William of Wickham was so convinced of the value of manners that he had the phrase, "Manners Make a Man," inscribed in several places on the walls of many of his buildings. Ralph Waldo Emmerson said, ''Good manners are made up of petty sacrifices." A pleasant attitude, mixed with kindness, are gentle delights that win the esteem of others and often contribute to one's success, while harsh words, bad habits, and "who cares" attitudes lock doors and close hearts.
Cultivation of politeness is like putting the finishing touch on a picture or like a flower bed encircling a lawn. It beautifies the character. Like a lamp in a dark room, it makes one's presence cheerful. Nothing has greater influence. As Matthew Arnold said, "It is three-fourths of life." As honey on the skin is a protection from bee stings, so politeness will protect from the stings of the world. Doors will open at its knock, sunbeams will sparkle in its presence, and everywhere, with everyone, it will be like a magic passport.
Politeness has been defined in different ways, but all meet at the same point, like the spokes of a wheel that meet in the center. "It is the art of showing, by external signs, the internal regard we have for others." Lord Chatham says, "It is benevolence in little things," like giving preference to others in every enjoyment at the table, walking, sitting, or standing. "It is a willingness to please and
to be pleased." "It consists in treating others just as you love to be treated yourself."
Jesus said, "whatever you want men to do to you, do also to them" (Matt. 7:12). All other things being equal, the boy who follows this advice will be the one who succeeds. It makes him an acceptable companion, wins friendship, and creates popularity.
There was a mother who had just scolded her son because he failed to entertain his friend who had been visiting. "I treated him the same way he treats me. When I go to his house, he doesn't even seem to notice me," the boy told his mother. "Do you enjoy that?" she asked. ''Oh! I don't mind. I don't stay long," he said. The mother replied, "I would be considered a very selfish person if my friends came to see me and I ignored them." "Well, that's different. You're grown up," answered the son. "So you really think that politeness and courtesy are not needed among boys?" The boy replied, "Well, I didn't mean it like that." His father, overhearing the conversation, approached his son and said, "A boy or a man who measures his treatment of others by how they treat him has no character of his own. He will never be kind or generous. If he ever wants to be a gentleman, he will be so even when others are not nice to him. If he wants to be noble, no other boy's meanness will change his nature. Remember, every time you treat someone bad because someone else treated you bad, you are not hurting them but lowering yourself. Be true to your best self, and no boy can drag you down, nor will he want to."
The real gentleman stands for such personal qualities as honesty, truthfulness, gentleness, and gracefulness, which characterize a boy or man. Such a gentleman will control his appetite, refine his taste, subdue his feelings, and be careful with his words. When accidentally bumping into someone, he will say, "I'm sorry," or "Excuse me." When receiving a gift or extending a favor, he will reply, "Thank you."
The truly polite boy is not only respectful to his parents but also to his sisters and brothers, always returning a pleasant "Thank you" for any kindness received from them and showing as much courtesy to all at home as to those in the home of a neighbor. "A beautiful behavior," says an American essayist, "is better than a beautiful form; it gives a higher pleasure than statues or pictures; it is the finest of the fine arts," it gives grace to one's bearing and enables one to look on the bright and beautiful side of things.
The manner in which a person conducts himself in the home largely determines his course and conduct in life. He who is polite and kind to his parents, considering their wishes, heeding their advice and counsel, paves the way to future happiness and success. But those who ignore paternal suggestions, speaking and acting disrespectfully, are seldom respected and are always at a disadvantage. When Prince Bismarck was a boy, he was scolded by his father for speaking poorly about the King. "Learn to speak reverently of his Majesty," said the old squire of Varzin, "and you will grow accustomed to thinking of him with respect." Bismarck took the advice to heart and profited from it.
Be Truthful
While a ship was crossing the English Channel, a man stood beside one of the helmsmen. It was a calm, pleasant evening, and no one expected a storm. Then the officer on watch heard the sail start flapping as if the wind had suddenly shifted, and springing to the wheel, he looked at the compass. "You are a halfdegree off course," he said sharply to the man at the wheel, who quickly turned and fixed the direction. The man watching said, "It must be important to steer very accurately if only half a degree off course is so important." "Certainly," the officer replied, "a half a degree is enough to bring us crashing directly into the rocks." What a lesson for every boy. Such a small turn from strict truthfulness strands one on the rocks of liars.
Perhaps the shortest definition of a lie is "The intention to deceive." It may not be a complete lie to hide a crime or to remain silent to protect one's self, but if the intent is to mislead or deceive others, it is still wrong. Dewey said, "The essence of the thing lies in the intention," and if the intention is to mislead, it is, as Immanuel Kant says, "a destruction of personal integrity." As he contends, "a lie is the abandonment, or, as it were, the annihilation of the dignity of man." It will undermine the noble instincts of any boy and cause his character to collapse.
Much is said nowadays about degrees in lying. That is, lying in a small way. There is the so-called white lie of custom, when a certain term is slightly misrepresented to make a bargain; the white lie of
courtesy, when one makes politeness the garb behind which he deceives; the white lie of necessity, when one would evade the truth by nodding the head or giving a wrong impression. Some men, and even great men, have maintained that this is sometimes a necessity. They say, "You must speak the truth generally, but you may tell a little white lie when it is convenient," but nothing so corrupts early simplicity, quickly destroys the nobler instincts, and depraves the heart as a lie.
If a boy will lie about one thing, he cannot be trusted in anything. If he is branded as a liar, what teacher will respect him, what businessman will engage him, and what court will accept his testimony? "I have seldom known anyone," said Paley, "who deserted truth in trifles, who could be trusted in matters of importance." Oliver Wendell Holmes said, "Sin has many tools, but a lie is the handle which fits them all." It destroys confidence, establishes false friends, and saps the joy of life. It is the root of all wrongs, oppressions, cruelties, and crimes, and what boy is there who dare do it when God prohibits it?
Owen said, "One lie must be interwoven with another, or it will soon rain through." Lying brings misery. It troubles the conscience, destroys peace of mind, and makes one suspicious of others. Because of this, Eugene Field, while still a young man, walked thirty miles to confess to his employer, and to ask forgiveness for a lie he had told him. Lying brings punishment, for "Lying lips are an abomination to the Lord" (Prov. 12:22). Because of
this, Elisha's servant was struck with leprosy, Ananias and Sapphira with death, and many others have had the seal of God's wrath placed upon them.
One day, as Archbishop Leighton was going from Glasgow to Dunblane, a storm of lightning and thunder burst upon him. He was observed from a distance by two men of bad character. They did not have the courage to rob him, but wanting to get his money, one said, "I will lie down by the side as if I were dead, and you tell the archbishop that I was killed by the lightning, and beg for money to bury me." When the Archbishop arrived, the wicked wretch told the fabricated story. The Archbishop sympathized with the pretended survivor, gave him money, and proceeded on his journey. But when the man returned to his companion, he found him really dead. Immediately, he began to cry aloud, "Oh, Sir! He's dead! Oh, Sir, he's really dead!" And with this, the Archbishop discovered the fraud. Turning to the living man, he said solemnly, "It is a dangerous thing to trifle with the judgment of God." How much better and safer it is to speak the truth, for as Alice Cary wrote, "There is nothing so kingly as kindness, and nothing so royal as truth."
A lie, as one King of Prussia said, "sometimes does good for twenty-four hours, but like a battle well fought, right comes off more than conqueror." Falsehood is always defeated. It shrinks at detection and, in due time, is compelled to confess. Truth is sure and has a firm foundation because it is an attribute of God. And "God and truth," said Theodore Parker, "are always on the same side."
Be Dutiful
"Duty" may be defined as the thing that can be done because it is the thing that should be done. To be dutiful implies a respect and reverence for others who are placed in positions of authority in whatever capacity, whether parents and grandparents, pastors and elders in the church, bosses and managers at work, or Presidents and Kings of nations.
The boy who is not an orphan is fortunate, and blessed is he who knows how to appreciate his parents. If God has been kind enough to spare father and mother, children should be smart enough to respect them. There is nothing more inconsiderate than a disrespectful attitude toward parents. Solomon said, "The eye that mocks his father, and scorns obedience to his mother, the ravens of the valley will pick it out" (Prov. 30:17). The boy who heeds parental counsel shall be included in the promise of the first commandment, "Honor your father and your mother, that your days may be long upon the land which the Lord your God is giving you" (Ex. 20:12).
A boy should obey his parents because God commands it. It is a law written in our natures as well as in the Bible. General Hancock once hastily rose from his table and exclaimed, "'I left my boy on London Bridge, and told him to wait there till I came back." He hurried to the spot, and there the brave boy was, and had been for several hours! Such obedience was the groundwork of a noble character.
Obedience to parents is an evidence of Christian piety. It should be prompt, cheerful, and
without protest. This will give great pleasure to them, as well as to the son or daughter. When the great general, Epaminondas, conquered Sparta and saved his country, he was greatly applauded but responded, "My joy arises from my sense of that which the news of my victory will give my father and mother." Disobedience produces the most painful suffering in the parent, which sooner or later reacts on the child. "A wise son heeds his father's instruction, but a scoffer does not listen to rebuke" (Prov. 13:1). "A foolish son is a grief to his father, and bitterness to her who bore him" (Prov. 17:25).
A boy should obey his parents because God's law contains a reason; "that your days may be long upon the land" (Ex. 20:12). Here we see that obedience to our parents will lead to long life and prosperity. By it, the boy learns self-control, and a prompt submission, as a principle of action. "Such a boy will, in all probability, soon become a man of the same character. He will obey the laws of health. Entering business, he will obey the laws of success, industry, perseverance, economy, and enterprise. In complete control of his life, he will also be a lawabiding citizen in society. Such character tends to long life and the enjoyment of the gift of God."
When Washington was a young man, he wanted to be a sailor, and his mother gave a reluctant consent. All things were ready. The ship waited on the river. His luggage was in the boat waiting to take him to it. As he went to say goodbye to his mother, he found her in tears. At once, he ordered his trunk to be returned and sent word to the ship that he would
not go. "I will not break my mother's heart to gratify myself," he said, and his mother replied, "George, God has promised to bless those who honor their parents, and He will surely bless you." Did God not bless George Washington? He lived to be nearly seventy years of age and became not only a prosperous man but the first President of his country. "I was sure," said his mother, "that George would be a great man because he was a good boy."
Coming home from the hayfield, a tired and hungry young man was met by his father at the gate and was asked to go two miles away into town on an errand. At first, he wanted to say no, but a thought came to his mind, and he decided to do it cheerfully. "Thank you," said his father, "you have always been good to me. I was going to go myself, but somehow I don't feel very strong." Again the father thanked his son and turned to the house. The son hurried away, and soon returned. As he neared the house, he saw that something unusual had occurred. The farm workers were all standing around the door of the house. As the son approached, one of the men turned to him with tearful eyes and said, "Your father is dead. He fell just as he reached the door. The words he spoke to you were the last he uttered." Years passed, and that son, relating this incident, said, "I have thanked God over and over again for the last words of my father on earth, 'You have always been good to me.'" May the same be said of each of us.
As Charles Kingsley wrote, "Do noble things, not dream them all day long, And so make life, death, and that vast forever, One grand sweet song."
Be Temperate
Among the greatest curses in our land is the use of drugs and alcohol. They result in broken homes, crime, and death. John Gough once said that "ninetynine out of every hundred men are ruined morally, intellectually and religiously by the use of drink," or perhaps some other drug.
When Colonel Alexander Hogeland was sitting in his room in Louisville some years ago, a lame boy knocked at the door. He said, "My father is going to be hung tomorrow. The Governor will not pardon him. He killed my mother when he was drunk. He was a good father, and we were always happy, but he could not stop drinking. Will you go pray with him, and then come to our house when his body is brought to us?" The Colonel did as requested, and found that the demon drink was the sole cause of that family's ruin. The father was hung, and when the body was taken to the home, he was there. Six poor orphans were curled up on a bundle of straw and rags, crying with a grief that would make the hardest heart break. The crippled boy, only fourteen years old, was the sole support of the little family. The father's body was brought in by two officers. The plain board coffin was rested on two old chairs, and the officers hurried out of the room, away from the terrible scene. "Come," said the crippled boy to the children, "come and kiss papa's face before it gets cold," and all six children kissed the face of that father and, smoothing the brow, sobbed in broken accents, "Whiskey did it. Papa was good, but whiskey did it."
Alcohol, like other drugs, is a deadly poison. Drop a little on the eye, and it destroys the sight. Sprinkle a few drops on the leaf of a plant, and it will kill it. Immerse a tadpole in it, and it ceases to live. Drink it, and its action produces weakness, and its reaction, nervousness. In a word, alcohol is the devil's best drug and the boy's worst enemy. General Harrison said, "I was one of a class of seventeen young men who graduated at college. The other sixteen now fill drunkards' graves. I owe all my health, happiness, and prosperity to a resolution I made when starting out in life, that I would avoid drinking alcohol. That vow I have never broken."
It pays to abstain from alcohol, marijuana, and other drugs. They destroy the moral sensibilities, weaken the nerves, impair the brain, feed disease, and at last bite "like a serpent" (Prov. 23:32). On the other hand, as Theodore Parker said, "Temperance is corporeal piety; it is the preservation of divine order in the body." Nothing is so conducive to one's happiness and success in life than total abstinence from drugs and alcohol.
The good and wise Governor Buckingham of Connecticut gave as his reason for total abstinence: "If I indulge in alcohol, I am not safe. There is no degradation so low that a man will not sink to it and no crime so horrible that he will not commit it when he is drunk. But even if someone could prove to me that I could drink and not be injured, I would still refrain because I would fear that someone, seeing me, would be influenced to drink because of me, and fall into the pit of a drunkard because they were unable to
quit." If there were more men as considerate, there would be fewer drinking husbands and damaged children because of drunken fathers.
You never hear stories of men who grow up and say, "I'm sorry I didn't learn to love alcohol, or marijuana, or some other drug when I was younger," but all through history, there have been millions who have regretted drinking alcohol and using drugs. There are endless stories of men and women who cry, "I wish I had never taken a drink, smoked marijuana, or used drugs. It has made a mess of my life." Be wise and decide never to use drugs or alcohol.
It is a great lie to think it is cool or manly to drink or use drugs. Manliness implies strength and courage. A man who gets drunk or high lacks both. Being a man also implies using reason. Liquor and other drugs rob men of this, and a boy shows his manliness by leaving it alone and helping others stay away from it as well.
My boy, be temperate. Do your best to stop the great tide of pain and sorrow caused by drugs and alcohol. They are a dirty, dangerous, and expensive habit. They injure the body, mind, and soul. There is no way to calculate the damage that has been done by these substances or to estimate the evil they produce. So many aspiring young men and women have lost their ambition and destroyed their lives once they became slaves to drugs or alcohol. While the God that made you made the drug, He did not make the mouth for this purpose, so please be wise and do not ridicule the contents of this chapter. Listen to the warning, and turn away from drugs and alcohol.
Be Kind
Many years ago, General David S. Stanley was laying out the route for a long railroad across the country. There were two thousand men, twenty-five hundred horses and mules, and a row of two hundred and fifty heavily loaded wagons. One day, the general was riding in front of a long chain of wagons when suddenly his voice rang out, "Stop!" A bird's nest lay on the ground directly in front of him. In another moment, the horses would have trampled on the baby birds. The mother bird was flying about and chirping in great anxiety, but the brave general had not brought out his army to destroy a bird's nest. He stopped for a moment, looked at the little birds, and then gave the order, "Go around it!" Men, horses, mules, and wagons turned and spared the home of the helpless bird. Years later, those who crossed the plains saw a great bend in the trail. It was the bend made to avoid crushing the bird's nest. Kindness paves the way for others to follow.
Kindness is one of the greatest words in the English language. It is both mighty and gentle. Few things cost so little, but benefit so much as kindness. Boys should be kind to one another. Unkind acts are as permanent as ink. They are like letters written in lemon juice, which become visible when brought before the fire. They stir the heart, awaken the memory, and distress the soul.
There was once a king who had a boy that he loved dearly. He gave him beautiful rooms to live in, with rich pleasures, and servants to wait on him
wherever he went. He also gave him teachers to gain knowledge, but with all this, the young prince was unhappy. He wore a frown wherever he went, and was always wishing for something he did not have. One day a magician came to the palace. Determined to cheer the boy up, he wrote something with invisible ink on a piece of paper. He then gave the boy a candle and told him to light it, hold it under the paper, and see what he could read. When he left, the boy did what he said, and the invisible ink turned into beautiful blue letters, forming the words, "Do something kind to someone every day. Try to make those around you smile." The prince was so impressed with the words that he decided to put them into practice, and this resulted in his becoming very popular and useful in the kingdom. If each boy would daily see how often he could make those around him smile, the world would be a much better place.
My boy, be kind. "A man who has friends must himself be friendly" (Prov. 18:24). John Ruskin once said, "A little thought and a little kindness are often worth more than a great deal of money." Of Cornelius Vanderbilt, it was said, "He was a man of the utmost kindliness. He treated people of all positions with the same courtesy and of all ages with the same respect." It is kindness in the heart, on the lips, and at the fingertips that wins the affection not only of animals and birds, but also of men, women, and children.
Be kind in voice. No body part has more power for good or evil than the mouth. A single word may sting like a bee or soothe like lotion. It can inspire to
action, drive to madness, or lower to despair. It can cut the heart like sorrow or cheer like sunshine. Look out for your words. Be careful what tone of voice you use. It is not always the words one says that are important, but also the way they are spoken. Elihu Burritt wisely stated, "there is no one thing which love so much needs as a sweet voice, to tell what it means and feels… One must start in youth, and be on the watch night and day, at work and at play, to get and keep a voice which shall speak at all times the thoughts of a kind heart."
During the famine in Russia, when thousands were on the verge of starvation, Count Tolstoy passed a beggar on the street corner. Stretching out his gaunt hands, the miserable creature asked for money. Tolstoy felt inside his pockets for a coin to give him. He turned his pockets inside out but found nothing. His money had already been spent on charity, and he had nothing. Taking the beggar's hand in both of his, he said, "Do not be angry with me, brother. I have nothing with me." The gaunt face lit up as the man lifted his bloodshot eyes, and his pale blue lips parted in a smile as he replied, "But you called me brother, and that was a great gift." Yes, kind, gentle, sympathetic words cost nothing, but they greatly help others. They are like oil to machinery. They can calm anger and be a tonic to the disheartened. Therefore, watch your words, for words are powerful things. Like bees, they may be sweet as honey or sharp like a sting. They can bless like the warm, glad sunshine and brighten the lonely life, or they can cut in the strife of anger, like a two-edged knife.
Be Cautious
There once lived a knight named Sir John Giffard of Chillington, who had a beautiful leopard. One day the animal escaped from its cage, and Sir John and his son immediately went after it, knowing that the leopard would attack and kill anyone it came across. At the top of a hill, a mile from his house, the knight saw the animal about to attack a woman and child. Sir John drew his bow and arrow, but he was breathless from running so hard. His son, fearing he may be too weak to kill the animal, shouted, "Take aim, draw strong!" Then, mustering his strength, he aimed and shot the leopard's heart, saving the woman and baby. In consideration of this brave and skillful deed, the Giffards of Chillington adopted, as their crest, a leopard's head and an archer with a bent bow, bearing the motto, "Take aim, draw strong."
This is what many great men have done in regard to some forms of entertainment, the influences of which have proved destructive to the character. To enjoy oneself is a God-given right, provided that the enjoyment does not injure our health, weaken our morals, or compromise our estimate on living.
Entertainment is used as a means of refreshing the mind and replenishing the strength of the body, that the work of life may be easier and better done. When it begins to be the main thing in our lives, or when it is used to defile the mind and impair the mental health, it becomes dangerous.
Amusements that consume the hours of the night that were intended for sleep, making a person
nervous, creating an unnatural desire for romance and adventure, are wrong. Entertainment that arouses or stimulates impure desires and appetites, suggests wrong things, or leads us to be dissatisfied with our lives, should be avoided because their tendency is downward instead of upward.
Care must be taken in choosing what kind of music we listen to, movies we watch, books we read, and games we play. Things should be chosen that have some advantage—things that educate, uplift, or inspire. We should avoid places that lead to bad company, drinking, horse racing, gambling, or any place where so many are allured to destruction. Multitudes of boys have been dragged down morally, socially, financially, and spiritually under their influences.
Christians must be careful of the games and various forms of entertainment they indulge in, especially today. If they are a threat to your mental or spiritual health or violate your moral standards, shun them like a plague. Orange trees cannot live and bear fruit in Labrador. Neither can holy lives thrive among sinful pleasures that attack modesty and honesty of purpose. Don't throw away your time in immoral forms of entertainment. Time is precious. As Schiller says, "The moment we forego eternity itself cannot retrieve." Use time wisely.
Murillo, a Spanish painter, painted a wonderful picture of a monk in his prison cell, with pencil in hand, waiting on death row, while writing out the story of his life. It was said that the monk was called to his execution but pleaded for just a little more time
to finish his autobiography, which was granted. The famous artist painted the moment the monk returned to his cell as he wrote with intensity, racing against time. Murillo wanted to capture that feeling of the value of time, which was quickly running out. So all of us have limited time. We should use it to our advantage, guarding against wasted dangers that corrupt and destroy us while focusing on those things that are lovely, just, and true.
An old sea captain was once asked if he knew where all the rocks were on the path he sailed. There is a world of wisdom in his answer. He said, "I do not need to know where all the rocks are. I only need to know where the rocks are not, and stay in the clear pathway." By watching, reading, listening to, and playing "whatever things are true, whatever things are noble, whatever things are just, whatever things are pure, whatever things are lovely, whatever things are of good report," we may safeguard ourselves against the rocks that Satan throws out to sink us and sap us of our spiritual vigor (Phil. 4:8).
Why should we feast on garbage when there are plenty of good things out there: healthful forms of entertainment. The Christian life is not void of fun. We simply have fun the right way. Enjoy yourself. To dry up the fountains of joy within, to crush out the spontaneous impulses of fun that are a part of our complete life, is a crime against nature. Life will have enough sorrow without making ourselves chronically cheerless. The right of enjoyment is a divine right and should be lawfully used and enjoyed. Not only that, but it is invigorating.
Be Hopeful
Life belongs to the hopeful. It has been said that a pessimist is one who has the choice of two evils and takes them both. A discouraged man is defeated before he begins. Hope is a source of consolation to know that, in whatever circumstance a boy may be placed, there is, even in the darkest place, a door of comfort and a north star to fix his eyes on— namely hope. Without it, the world would be a desert and man the most wretched of all God's creatures. With it, no circumstance can defeat us.
There may be failures, but hope believes in final success. It whispers, ''nothing is impossible," smiles on the struggling, sustains the aspiring, and cheers with an assurance that leads us to success. It lit the lantern on the ship of Columbus, waved the torch before Bacon as he descended into nature's laboratory, supported the steps of Newton when he wandered into the dim solitude of unknown worlds, sprinkled the canvas of Titian with purple lines of summer, sent Watts' engine snorting along the rails, and Fulton's steamboat puffing up the Hudson.
Hope is a beautiful word. Its definition makes every bosom bound and burn. It is called "music to the ear of the young," "health to the sick," and a "glorious expectation" of all. To the athlete, it is the victor's crown. To the student, it is passing the test. But to the Christian, it means more. It is so intimately associated with practical godliness that religion is called "hope by grace," "a better hope," "the blessed hope," and "a living hope" (2 Thess. 2:16; Heb. 7:19;
Titus 2:13; 1 Peter 1:3). The Christian's God is named "the God of hope," "Jesus Christ, our hope," and His finished work, "the hope which is laid up for you in heaven" (Rom. 15:13; 1 Tim. 1:1; Col. 1:5).
The boy who places his trust in God is never hopeless. Sinful pleasures may tempt him and even at times defeat him, but hope hangs its rainbow on the darkest cloud. To give up hope is to give up the beauty of life. Paul called hope "sure and steadfast" (Heb. 6:19). Like the anchor that is locked on stone, holding the ship still in the storm, so hope keeps the Christian firm, joyful, and faithful when life sweeps over us, engulfing us under the waves of sorrow and despair. Why? Because the rope that holds the anchor is faith, and the rock that holds the anchor is Christ, and the reason we believe it is because the Word of God says so.
Now anchors are not needed in mid-ocean, because the rocks are so far down that they cause no threat to the ship. With a storm before or behind it, the ship could smile and say, "I can race as fast as you can drive," but when nearing the coast, extra care must be taken. If a storm rises close to shore, the anchor is prepared because the wind may push the ship against the rocks, crush it, and sink it. In the same way, the anchor of hope is not as much needed in the mid-ocean of prosperity, peace, and the fullness of God's love, as it is near the shore when we see storms rise in our lives. The anchor of hope in Jesus Christ must be prepared for these times.
Without this strong anchor, many boys have crashed on the rock of skepticism. When the breeze
of laughter or the winds of arguments are brought against them, some boys forget their promises and begin to drift towards the deadly rocks of unbelief. No boy's anchor is safe if they watch godless movies, read books of skeptics, listen to music that inspires doubt, or hang around with unbelieving friends.
Without this sure and steadfast anchor, many boys have drifted upon the reefs of temptation. An unanchored ship may rest on the waters as calmly and beautifully as in a painted picture, but almost before one realizes, the undercurrent carries it away, and a terrible crash informs the captain that it has been stranded on a reef or struck a rock. Hundreds of boys have been ruined in the same way, not by the breeze of adversity or strong winds of persecution, but by the subtle undercurrents of temptation.
Thank God, this hope in Christ is "sure and steadfast." You may have smashed against the rocks, or, as Theodore Cuyler said, "you may be obliged to throw out much of your cargo into the sea, but if Jesus Christ is in your soul, you cannot wreck." The anchor will hold you under every circumstance, in every storm, and in every trial.
When the enemy sends his waves of tragedy or seeks to allure you into some sin, invisible power will help you to escape him. When all appears dark and gloomy, look up. Whether you see it or not, above the dark clouds rests a shining sun. Soon you will hear the lark break forth in song. When discouraged and washed with grief, be quiet and listen to the Savior whispering, "Hold on! Put your hope in Christ, 'and your hope will not be cut off'" (Prov. 23:18).
Be Faithful
Life must not be measured by the number of years one lives as we would number the pages of this book, but by what one feels, thinks, and does. Paul said, "To live is Christ" (Phil. 1:21). In Queen Mary's time, Julius Palmer, being asked to recant his faith in Christ, said he would rather yield his life.
Many boys start well in the Christian life, but soon after, they stray away. They put their hand to the plow but start looking back. They boil over with enthusiasm, but when trials and ridicule come, they follow Christ at a distance. They renounce the world for a season but, like Demas, soon return to it again. Many who have at some time been numbered with the saints have later turned out to be betrayers.
Benedict Arnold, who fought for America in the Revolutionary War, later defected and went to the side of the enemy, where he plotted to betray his homeland. It is sad to read of his last hours in London. It is said that as he was about to die, he put on his old American uniform that Washington gave him after his victory at Saratoga and said, "Let me die in this old uniform that I fought in. May God forgive me for ever putting on any other."
Unfaithfulness is a gradually increasing sin. There is first a lack of love for God. Then disbelief creeps into the heart, earnestness is lost, unwatchfulness results, joy vanishes, and sinful living follows. In the end, unless there is a returning to God, like the prodigal son to his father, death becomes sad and eternity awful.
On the other hand, faithfulness is beautiful and noble. It never fails to bring respect and honor. Fame comes only to a few, but faithfulness should actuate the life of every boy. When John was banished to the island of Patmos, he had a vision in which he was commanded to write to the pastor of the church in Smyrna concerning many things. He closed his letter with these words, "Be faithful until death, and I will give you the crown of life" (Rev. 2:10). What a promise! No other person ever offered such a reward with such a condition. Faithfulness must characterize the aspirant, not for a few days, months, or years, but "until death." The Christian has nothing to fear. Just like the bee loses its power to hurt when its stinger has been removed, death has lost its power to sting those who are safe in Christ. It lost its power to harm when Christ died for us.
In the first century lived a boy by the name of Polycarp. He was taught by John the Apostle. After embracing the Christian religion, he studied theology and finally became a bishop. After years of service, persecution ignited against the Christians, and Polycarp was arrested. Placed on trial, he was urged to renounce Christ, to which he replied, "For eightysix years I have served Him, and He has never wronged me. How can I blaspheme my King who saved me?" Then he was led away and burned at the stake, which he made memorable by one of the most beautiful prayers ever uttered.
My boy, what better advice can this book close with than the call to be faithful? You are the architects of your life. You are the one who must
build your own character. While your parents may guide you, the choice is up to you. Be courageous like Joshua, self-reliant like Nehemiah, obedient like Abraham, persevering like Jacob, decisive like Moses, administrative like Solomon, above reproach like Daniel, long-suffering like Paul, self-disciplined like David, prayerful like Elijah, masters of passions like Joseph, bold like Peter, self-surrendered like Noah, godlike like Enoch, faith-acting like Abel, and in all things, with all persons, at all times, exemplify the spirit of Christ.
Be faithful to your Christian profession, to your church, and to Christ. Be faithful under all circumstances and in all places, faithful unto death. Above the grave of his hero, Homer wrote the words, "He was a brave man." Above his hero, Plato wrote, "He was a wise man." Above his hero, Alcibiades said, "He was a rich man," but the motto for the Christian's tomb are the words written on Lincoln's tomb, which he wanted more than anything, stating that, "He was faithful." And that of Reverend Henry Weston Smith, who was killed by the Indians while on his way from Deadwood, Dakota, to preach at Crook City, were the words, "Faithful unto death."
Five years after Allen K. Capron entered the services, he rose to the rank of captain. That same year, he was killed at Las Guasimas, the first officer to die in the Spanish-American War. Approaching the body, his father lifted the hat that covered his face and said, "Well done, my boy." May others say of you, "He was faithful," and may Christ say to you, "Well done!" May the same be said of each of us.
Be Patriotic
For centuries, nations have employed patriotic songs to inspire courage and love of country. France sings her "Marseillaise," Norway the "Song of the Battle Axe," England, "God Save the King," but best of all is our national hymn which sings, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims' pride; from every mountain side let freedom ring!"
The United States is a symbol of greatness. Beautiful memories surround it. Great names are associated with it. It is honored in songs, applauded in legislative halls, inscribed on banners, lisped by juvenile tongues, and honored by all nations.
Learn to love and admire the national flag. Honored with priceless traditions, its stars and stripes tell stories of the sufferings of the past, the prosperity of the present, and the glories of the future that will attend the onward march of this great Republic. It is the hallowed emblem of the world's greatest nation and of its noble citizens. Of Sherman, it was said that he never failed to salute the flag by taking off his hat in its presence. That flag is the emblem of all we are and all we expect to be.
Be patriotic. Study the questions that have a bearing on the well-being of the people. In the past two hundred years, millions of foreigners have settled in this land. Many are God-fearing men and women, but many more are entirely out of harmony with our principles and institutions. Truly America is the "mother with the ever-open door."
The government of the United States is unique. It has given more freedom than any other nation. "Nowhere else has government so ennobled man, so elevated woman, so inspired its young men with heroism and ambition, so helped them in their aims in life, so made citizenship glorious by the expansion of Christian morality and intelligence, so fostered letters, the arts and sciences, so protected every creed, so smoothed the road of life and given to all an equal chance for happiness and homes."
Many men, as well as boys, think patriotism means fighting, but that is not true. "A patriot is a person who loves his land, honors its history, applauds its achievements, does not minimize its motives, but says, my heart and hand for its prosperity and perpetuity, upholding and upbuilding." To cultivate this spirit, every boy needs to read and study the history of this nation, follow the Pilgrims across the Atlantic, associate with them and their descendants in their hardships, fight with them in their battles, share with them in their victories, and then he will be thoroughly imbued with this spirit.
It may be that you will never fight in a war, but that is no reason why you should not be just as patriotic. The boy who is law-abiding, who opposes everything that undermines the national fabric, who is faithful to God's law, avoids bad language, bad literature, and all sins, is a patriot in the true sense of the word and can be relied on in times of peace, as well as war, to do his best for the country.
To be patriotic requires honesty. We must treat all people fairly, even if they believe differently than
we do about how to deal with some of the important issues facing our nation. We do not always see and understand alike, but we must strive to promote and preserve the integrity of the nation. In the opening hours of the French Revolution, Mirabeau inspired a fight in Paris which led to social chaos, provoking Madame Roland's dying words, "Oh, liberty, what crimes are done in thy name!" We still have some like Mirabeaus here in America, always starting fights, but as lovers of our country, we must hate wrong, uphold right, and defend the principles of the
Declaration of Independence.
In 1820, Sydney Smith, of England, asked the questions contentiously, "In the four quarters of the globe, who reads an American book? Or looks at an American picture, or statue? What new constellations have been discovered by the telescopes of Americans? What have they done in mathematics? Who drinks out of American glasses? Or eats from American plates? Or wears American coats or gowns? Or sleeps in American blankets?" If Sydney Smith had lived only a half-century longer, he would have found the food, clothing, literature, inventions, gold, and influence of what he once referred to as "this self-adulating race," controlling the markets of the world more than any other. America has invaded the business centers of every nation, has set a pace in civilization and evangelization that few can keep up with, has become a peace factor among the warlike people of the world, and in almost everything, as Herbert Spencer said of our mechanical appliances, is "ahead of all nations."
Be Christian
Many names and titles are significant, but none of them mean so much or have such honor as the word "Christian." A Christian is a Christ-lover and a worshipper of Christ because he sees God in Christ, and in Christ, he sees the world's Redeemer and his own personal Savior. He lives in the world but is not of the world. His goal is "not to make a living," as Governor Russell of Massachusetts used to say, "but to make a life." He is far more concerned about this than about dying.
To become a Christian is not a hard thing, but to live the life of one is a battle with the world, the flesh, and Satan. There are three specific instructions in the New Testament to become a Christian. First, repentance. "Jesus came to Galilee, preaching… Repent, and believe in the gospel" (Mark 1:14, 15). Repentance means being sorry for the bad things we did in the past and having a desire to change. Second, confession of sin. "If we say that we have no sin, we deceive ourselves, and the truth is not in us. If we confess our sins, He is faithful and just to forgive us our sins and to cleanse us from all unrighteousness" (1 John 1:8, 9). Third, faith in Christ to save. Paul said to the jailer, "Believe on the Lord Jesus Christ, and you will be saved" (Acts 16:31).
A father and son were once walking on a dangerous trail in the mountains. As they were walking by some beautiful flowers, the boy, seeing a lovely flower waving in the breeze, quickly reached down to grab it, when his foot slipped. He rolled
down the steep hill, on the edge of the cliff, where he grabbed some tall bushes. With all his strength, he held on, calling out for help, fearful of falling to his death. It was impossible for the father to reach his son with his hands, but he carried a cane with a hook on the end of it. Stretching it out over the cliff, he latched it around the boy's belt and began to pull him up, but the boy could not see his father over the cliff and was fearful, so he continued to cling to the bush. Finally, he heard the voice of his father calling, "Let go of the bushes, my son, and I will save you." To the boy, it felt like he would fall to his death if he let go, but trusting his father's command, he let go of the bush and was pulled up the hill to safety.
That boy was saved through faith, trusting in his father. His belief in his father's word saved him. If he kept holding onto the bushes, not trusting his father, he would have died. To be saved, every boy must let go of his hold on sin and give himself up to Christ's power and mercy, and then he will find to his joy that Christ saves "to the uttermost" (Heb. 7: 25).
Solomon said there is "a time for every purpose under heaven" (Eccl. 3:1), and no purpose is greater, and no time more important, than when a boy becomes a Christian. Youth is the most important period of one's life. It is the time when the mind is most susceptible, the heart is most tender, and the will is most moldable. This is the time when tastes and biases are created, habits are acquired, and character is formed, to a great degree. No other time in life is full of greater possibilities or opportunities for usefulness than this time.
Solomon said, "Remember now your Creator in the days of your youth" (Eccl. 12:1). That is the best and most profitable time to turn to Christ. Jeremiah and John the Baptist loved and worshipped God in their youth. Josiah knew the Lord at eight years old. Timothy knew the Scriptures and loved Christ from childhood. Polycarp accepted Christ at nine, Jonathan Edwards at seven, Isaac Watts at nine, Adam Clarke at four, William Penn at nine, Matthew Henry at eleven, Robert Hall at twelve, Augustus Toplady at sixteen, while Joseph Griggs not only became a Christian very young but wrote his first hymn when he was ten years old.
Youth is the best time to become a Christian. A boy should be a Christian for the sake of safety. As one grows away from boyhood, he grows away from the opportunities for salvation. He is liable to drift where the current is too strong for human power to battle against. What better promise can a young man find than the King James Version of Proverbs 8:17, which says, "those that seek me early shall find me"?
A boy should be a Christian that he may be happy – since holiness and happiness are inseparable. A boy should be a Christian to be useful. The boy who loves Christ will be a rich blessing in many ways to others. A boy should also be a Christian because it is right. Right is better than might, and worth more than gold. My boy, be a Christian. To be a Christian is the most satisfactory, honorable, influential course to pursue. It gives unspeakable joy in life, peace in death, and glory hereafter. So why not come to Christ now?
32
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Sharing Environmental Education and Outreach Ideas Tribal Communities of Alaska
Shu'naq Tribe of
Working on get solid waste training in Kodiak. We have ICWA program (Indian Child Welfare Act), and
Chalkyitsik
From Venetai, work in Ft Yukon as Gwich'iin Tribal Council
what creating to make project. Plastic lids….
- With plastic lids make windchimes. Also make windchimes with "eekeetooks," dried out reeds in fall and hollow just like bamboo. Dry and cut and laminate, and make windchimes. Always something for reuse.
- Used paper cut up and make notepads, take to post office and their gone!
- With food wastes, coffee grounds, veggie skins, egg shells, bits of bone. Small grant purchased compost buckets called "Bukachi", that Japanese use in their small apartments, they don't smell! Use the activator to put in plants, and for community garden, and use to clean out sinks.
- Plastic bottles, we'll make fish mobiles.
- Look on internet for neat ideas to recycle plastics. "Google: Recycling Project"
- Cardboard, not had problem, no storage, so flatten out and use as mats for rain break. Use for floormats in steam bath and then burn up.
- Make paper logs out of cardboard to raise money for student fund.
- Old posters make rain sticks: roll up, stick in toothpicks on end, put rice in, and paper machè outside.
- Before each project we do with the students, one send out newsletter about dangers of plastic or other item, with notice to say doing a demonstration project with that item, so send in what you have.
- Takes time to change behaviors, use outreach and teach what's contaminants and what's not.
- Use VHF announcements. Flyers.
- Our village is on Black River, known as "Chaan sit", people on the Black River.
- New landfill in Chalkyitsik. Use local men who have expertise in welding, cutting metal, steel barrels, create local enviro burn barrel in community.
- Every fall seems influx of out of towners, non-residents come up to go hunting in Black River area. In the NE corridor area, going into Salmon River and Cheetsik, we offer to pick up whatever we can take in: pop cans,etc, We give them used cardboard boxes to bring back their trash to community to keep area clean and pristine.
- Use traditional ecological knowledge in community.
- Env. program envision will have far reach, successful project!
- When we started, there was already a backhaul project going on. Have staging area set up. Successful because had a lot of vehicles brought in. We leave them there for people to use as parts. Old snowmachines, really good parts from them. At school, told kids that parts down there to use. So, they got and get bigger mufflers to put on their machines!
- Good recycling program there. Had trouble with people taking recycle bins for trash cans, but with help from kids and community, they've stopped. Local businesses started recycling too.
- Main thing teach our people and kids on how to recycle. And what is good to recycle. Like paper boxes and paper to build fire, etc. Teach our kids how, and then they bring it home. When kids goto
Algaaciq Tribal Govt in St. Mary's
AVCP: work with 56+- tribes in YK area
school, we don't see their parents everyday. Kids see them everyday, so they teach their parents.
- Looking at health issues along with all the waste. Don't need that in landfills anymore, stuff go in that could go into incinerator to ashes. Not cans and metals. Teach not dump things just anywhere. Everybody in town knows now where to put refrigerators and freezers. Keep staging area clean and nice with signs so people no where to put their recyclables or big waste items.
- Need to teach people on the river to respect the rivers, to back haul all their stuff. If they don't, the animals get into it, build their houses out of it, (spread garbage around).
- Housing materials: big crates and boxes, they get busted down, and people re-use them, like for making dog houses. We told the Housing Office, we want these boxes, and they save them for us. We have vocational classes all week for some older kids, but then on weekend nothing to do. So they work on making trash boxes out of the materials we get from the Housing Office, so crows and animals don't get into trash. Boxes are donated to elders to help them. To keep our village pristine, so visitors can see what a good community we have. Making boxes, they learn measurements, mathematics, how to properly paint a box, they're helping the communities. Setting example.
- Teaching about separating trash, so can recycle cans, and burn other trash. Tell them different way and how it's gonna help them.
- Coworker had privilege to intro banning plastic bags. Council allowed him to go to city to ban plastic bags and styrofoam cups. And was passed! Don't see the "white birds"(plastic bags) flying into the trees. Come out really good in community.
- Also, provided brochures to all community members on hazards of burning some items in burn boxes. Also provided info on locations to drop off recyclables. And info on city for where and when they do local trash haul. Get word out on hazards of burning.
- This year working on quarterly newsletter to tribal members. Very important to keep educating, keep pushing, a lot of people didn't know these things. Parents and grandparents talked and taught us about how to respect land and water and air. Now spoiled about all these things we have.
- Important to keep going so get info on recycling and reusing.
- Another project, wind study. Gathered data on internet, and met with AK Energy Authority, approached AVEC who does power and got them into it, and now study wind speed, and turbulence. One more year to get our wind turbines.
Respect is really important word. Need to respect what our mother earth provides in all aspects of survival, air water food to eat. So really important to include in your information.
- Communication through email, or fax, or mail.
- We do quarterly newsletter too. Feature villages that have successful programs For example, Nightmute's Solid Waste Program. After that their IGAP Coordinator said he was getting so many phone calls from other villages interested in their successful program.
Elim
Kalskag
Kaltag
- About 700+ super sacks (heavy duty woven sacks) filled and ready to go.
- Like to recognize tribes working hard and what their doing through education outreach.
- Also, it motivates other villages to see success stories of what's going on in YK.
- So if any AVCP region villages want to be in newsletter can do that.
- Doing water quality sampling, with onslaught of all the prospecting for minerals. Involving students in that. Water sampler- sends those to the university and they go to Albuquerque for analysis. Kids are involved and they make a report on it to get school credit.
- Got rid of trash bags about 10 years ago. Used power of city at meeting, where all people agreed. Got rid of all at once.
- Hire teenagers, teaches them about recycling and they go to Elders and separate their trash. Take cans to connex for recyclables, pick up batteries.
- Plastic bags, with yarn, make bags. Good "muqli" bags and bullet bags. Went to local stores and asked them to get rid of plastics and styrofoam.
- Presentations to K-12, goes to city and tribal govts and lets them know what works and what doesn't. Monthly newsletter encouraging people to keep land and water clean.
- Every Friday picks up yellow full bags of recyclables and then gives them new empty bag.
- We have a community garden, the 3-4 student workers help with that, and then pick veggies at end of season and give to elders and those who need.
- Last year, with grant with First Alaskan's grant and tribal gov't involved. A few day summer camp, did water samples at campsite, learned about beavers, and talked to kids about how keep environment clean.
- Made recycle bins out of 55-gallon barrels, and put around town. When full they pick up and take to spot in the dump for that.
- Pick up trash for elders every Friday for no cost.
- We have Clean Up-Green UP every summer, with kids, and a picnic.
- Grant with Upper and Lower Kalskag and tribal govts to clean up dumpsite cause we share it. Looking for grant to get new one.
- Funding for loading dock for barges that come in.
- Want new connex for store recyclables until barge takes it away.
- Recycling cans which is doing good. Work with school staff, first grade to 8th grade. With this one, get more kids, focuses attention, like activities we take to school, fun and learning experience.
- Got a "paper log roller" and use for old papers. Taught kid how to use it, and then kids come after school to roll them. Good firestarters, like little logs, passed out to elders and others who need it. They like doing that.
- Also, to keep them more interested in recycling, have a monthly EPA party where we have games, | <urn:uuid:6a1ff406-36b0-4679-a0d3-4784e6689cbc> | CC-MAIN-2023-50 | https://zendergroup.org/wp-content/uploads/2021/03/comm_involv_AK.pdf | 2023-12-11T13:27:22+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00211.warc.gz | 1,198,458,978 | 2,035 | eng_Latn | eng_Latn | 0.94702 | eng_Latn | 0.998606 | [
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Milestone Early Years Home Activities 'Night and Day' Term 3 201516
Welcome to our new parents who have joined us through the last term and this term.
https://www.youtube.com/w atch?v=I3k7a_DO4L
Physical Development We are enjoying gymnastics sessions with Beam Gymnastics. It is great to encourage you child to follow your movements stretching, bending, curling, rolling, jumping and balancing.
Topic Story One
Once there was a boy, and that boy loved stars very much. So much so that he decided to catch one of his very own. But how? Waiting for them to grow tired from being up in the sky all night doesn't work. Climbing to the top of the tallest tree? No, not tall enough. The boy has a rocket ship . . . but it is made of paper and doesn't fly well at all. Finally, just when the boy is ready to give up, he learns that sometimes things aren't where, or what, we expect them to be.
Topic Story Two
https://www.youtube.com/ watch?v=9U9y35kWBvM
The hour was late and Mr. Bear was tired. But he could not sleep however he tried and wherever he tried. Snore, Snore went Mrs. Bear. TickTock, TickTock went the clock. Would he never get to sleep?
Stay and Play
Wednesday 3rd February
Parents and Carers come and join us - enjoy a fun morning followed by coffee and updates on Tapestry and behaviour strategies.
Save your stars from Christmas and enjoy counting activities, big and small. Find them in, under and on objects in the home and garden.
Make rockets
Make starfish from sandpaper and feel the texture. Find other textures around the house.
Join us and explore at home
Soft feeling something soft can immediately make you feel better. Some everyday items that have a soft texture may include a favorite stuffed animal, a fleece sweater and cotton balls.
Smooth What do a polished rock, common? They're all smoothtextured piece of satin,and a window have in and easily touched for a learning experience. Have fun putting your cheek on a cool window or running a smooth rock up and down your arm. Bumpy S andpaper has different types of rough surfaces. A tightly woven basket, for example, has a rough, bumpy texture upon feeling it. A single layer of macaroni noodles or beans spread in the bottom of a bowl as a rough texture when you place your hand on it.
Topic Story 3
https://www.youtube.com/w atch?v=e6aYYiyQUmY
watch and listen to the story
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Observation and Progress Report
MAT_Satisfactory
College Supervisor First Name
Janet
College Supervisor Last Name
Johnson
College Supervisor Email Address
email@example.com
Grade Level(s)
Check at least one response.
12
Content Area Assignment (if applicable)
English
Teacher Preparation Program
Secondary Education English - MAT
Person Completing This Observation College Supervisor
Date of Observation
2-11-10
Observation Number
1
The College Supervisor, Cooperating Teacher, and Student Teacher have conferred in the summary of the candidate's classroom performance. The selection below attests to our judgments regarding the proficiency of the teacher candidate. As professional educators we recommend the student observed do the following:
Continue with preparation for a teaching license
Page 2
PLANNING Planning Indicators
1.The design of the lesson demonstrates careful planning and organization, from appropriate set induction to closure.
-- 5 Target
2.Lesson objectives are measurable and observable.
-- 4 Acceptable
3.The lesson plan objectives are aligned with GLEs, GSEs, and/or appropriate standards.
-- 5 Target
4.The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) in this lesson plan demonstrate attention to students' experience, preparedness, and/or learning styles.
-- 4 Acceptable
5.The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) in this lesson plan demonstrate attention to issues of access, equity, and diversity for students.
-- 4 Acceptable
6.The lesson design demonstrates an accurate understanding of content.
-- 5 Target
7.The lesson is designed to engage students in meaningful instructional tasks related to content.
-- 5 Target
8.The lesson is designed to be student-centered, take advantage of students' curiosity, and be highly engaging.
-- 5 Target
9.Formative and/or summative assessments are aligned with objectives.
-- 4 Acceptable
10.The lesson incorporates flexibility and plans for reteaching and/or extension, if needed.
-- 4 Acceptable
Comments on Planning Indicators
Scaffolding is off the charts!! awesome.Excellent engagement.Connect assessments to texts and theme of ambition.Like that kids are working together.
Page 3
Implementation Indicators
1.The teacher candidate arranges the physical environment to maximize learning in this particular lesson.
-- 4 Acceptable
2.The teacher candidate attends to individual student needs, including learning and behavioral issues.
-- 5 Target
3.The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity.
-- 2 Developing
4.The pace of the lesson is appropriate for the developmental levels/needs of the students and the purposes of the lesson.
-- 5 Target
5.The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).
-- 2 Developing
6.The teacher candidate uses multiple forms of assessment (e.g., observation, rubrics, oral questioning, etc.) to measure student learning.
-- 3 Acceptable
7.The teacher candidate's questioning strategies are likely to enhance the development of student conceptual understanding/problem solving (e.g., emphasized higher order questions, appropriately used "wait time," identified prior conceptions and misconceptions).
-- 4 Acceptable
8.The lesson is modified as needed based on formative assessment within the lesson.
-- 4 Acceptable
Comments on Implementation Indicators
Great transitionsMake sure kids understand what is meant by "character traits"Good job going over characters ahead of timeOrganization problematic at end of class--confusion about HW, Quiz, reading.
Content Indicators
1.The content of the lesson is significant and worthwhile.
-- 5 Target
2.The content of the lesson is appropriate for the developmental levels of the students in this class.
-- 5 Target
3.Students are intellectually engaged with important ideas relevant to the focus of the lesson.
-- 5 Target
4.The teacher candidate provides accurate content information and displays an understanding of important concepts.
-- 5 Target
5.Appropriate connections are made to other areas of the discipline, to other disciplines, and/or to real-world contexts.
-- 6 Target
Comments on Content Indicators
Great connections among the novel, MacBeth, and the case study.Are your questions better than those provided in the case study?Interesting that kids see only negative ramifications to cheating.Outstanding scaffoldingTerrific choices for people who may/may not have reached American Dream
Climate Indicators
1.The teacher candidate demonstrates positive relationships with his/her students through interactions, including talk, body language, comments on papers, etc.
-- 4 Acceptable
2.There is a sense of community in the classroom. Students treat each other and the teacher candidate with respect.
-- 5 Target
3.Active participation of all is encouraged and valued.
-- 5 Target
4.The teacher candidate's language and behavior clearly demonstrate that she/he is approachable, sensitive, and supportive to all students.
-- 5 Target
5.The climate of the lesson encourages students to generate ideas, questions, conjectures, and/or propositions.
-- 5 Target
6.Intellectual rigor, constructive criticism, and the challenging of ideas are evident.
-- 4 Acceptable
7.There was a high proportion of student-to-student communication about the content of the lesson.
-- 6 Target
Comments on Climate Indicators
Kids engaged--thoughtful answers on American Dream questionBe purposeful about creating groupsGive time limits for group assignmentsKids are enjoying this--talking to each other about the handout
Classroom Management Indicators
1.The teacher candidate has an effective way of getting all students in the class to be attentive.
-- 5 Target
2.The teacher candidate does not try to "talk over" the students.
-- 4 Acceptable
3.The majority of class time is spent devoted to academic tasks, and time is divided in a meaningful, constructive way.
```
-- 5 Target
```
4.The teacher candidate circulates the room in order to keep students on task, to listen, and to challenge students with questions, when appropriate.
```
-- 5 Target
```
5.The teacher candidate provides clear, concise, and specific directions prior to transitions and checks for understanding before moving on to the next task or activity.
-- 4 Acceptable
6.The teacher candidate applies a set of fair classroom rules, and behavioral interventions are based on logical consequences.
-- 4 Acceptable
Comments on Classroom Management Indicators
Agenda on boardKids get started right away on "Do Now"Careful about time mgmt--rushed at the end and kids may not have gotten what they were supposed to do for HWDon't hand out papers when kids are working on another task
Page 5
Capsule Rating
4
Rationale for Capsule Rating
This lesson was thoughtfully planned and well-executed. There are minor organizational issues, but overall it was excellent.
Page 6
REFLECTION Reflection Indicators
1.The teacher candidate describes how s/he made decisions for planning and implementation.
-- 5 Target
2.The teacher candidate discusses the strengths and weaknesses of the lesson and generates appropriate ideas for possible improvements.
-- 5 Target
3.The teacher candidate accurately analyzes and assesses student engagement, progress toward meeting the lesson objectives, and classroom management issues.
```
-- 5 Target
```
4.The teacher candidate is aware of how his/her demeanor, actions, and reactions affect the classroom climate and individual students.
```
-- 5 Target
```
5.Based on this lesson, the teacher candidate sets concrete goals (e.g. related to flexibility, pace, response to behavioral issues, etc.) s/he will focus on for future lessons.
-- 5 Target
Comments on Reflection Indicators
We all had similar reactions to the lesson. Strong reflective skills.
Goals Use the space below to record goals for the teacher candidate. Goals are based on the observation and subsequent conversation with the teacher candidate. Note to observer: Review goals prior to next observation.
Be tactical/purposeful when putting students into groups.Don't rush at the end; find ways to give HW assignments before kids start packing up.
Page 7
Professional Behavior Indicators
1.The teacher candidate treats his/her cooperating teacher, administrators, other teachers, and paraprofessionals with courtesy, respect, and honesty.
--
2.The teacher candidate is on time and is prepared.
--
3.The teacher candidate dresses professionally.
--
4.The teacher candidate attends, is attentive, and when applicable, takes an active role in department, faculty and other meetings relating to students (i.e., IEP meetings, parent conferences, Open House).
--
5.The teacher candidate is able to accept constructive feedback and make the appropriate adjustments.
--
6.The teacher candidate balances collaboration (with his/her cooperating teacher, special education teachers, etc .) and independent work in a professional manner.
--
7.The teacher candidate is a thoughtful listener to his/her students, colleagues, and parents.
--
8.The teacher candidate maintains a nonjudgmental stance toward students, parents, and colleagues.
--
9.The teacher candidate is a student advocate.
--
Comments on Professional Behavior Indicators
Not Answered
Technology Indicators
1.The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity.
--
2.The teacher candidate develops technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
--
3.The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).
--
4.The teacher candidate demonstrates fluency with available technology systems.
--
5.The teacher candidate communicates relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
--
6.The teacher candidate models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
--
Comments on Technology Indicators
Not Answered
Identify technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) within the classroom that are available to the teacher candidate. Check all that apply. Not Answered
Page 8
Please Re-Enter Your Email Address Once you have completed this evaluation, a copy of your responses will automatically be sent to this email address. | <urn:uuid:ca17564c-9889-4b6d-b8a9-632523b48f26> | CC-MAIN-2018-34 | http://ricreport.org/spa/English%20Language%20Arts%20MAT/OPRsatisfactory.pdf | 2018-08-21T12:07:29Z | crawl-data/CC-MAIN-2018-34/segments/1534221218122.85/warc/CC-MAIN-20180821112537-20180821132537-00400.warc.gz | 335,022,519 | 2,262 | eng_Latn | eng_Latn | 0.906411 | eng_Latn | 0.991632 | [
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Francis Norton woke up Sunday morning and realizing it was an exceptionally beautiful and sunny early spring day, decided he just had to play golf. So... he told the Associate Pastor that he was feeling sick and convinced him to say Mass for him that day. As soon as the Associate Pastor left the room, Father Norton headed out of town to a golf course about forty miles away. This way he knew he wouldn't accidentally meet anyone he knew from his parish.
Studies have found napping raises your stamina 11 percent, increases ability to stay asleep all night by 12 percent, and lowers the time required to fall asleep by 14 percent.
Rules for Non-Pet Owners Who Visit and Like to Complain About Our Pets 1. The cats live here. You don't.
2. If you don't want cat hair on your clothes, stay off the furniture
3. I like my cats a lot better than I like most people
4. To you, they're cats. To me, they're an adopted son or daughter who is short, hairy, walks on all fours and doesn't speak clearly
5. Cats are better than kids. They eat less, don' t ask for money all the time, are easier to train, sometimes come when called, never drive your car, don't hang out with drugusing friends, don't smoke or drink, don't worry about buying the latest fashions, don't wear your clothes, don't need a gazillion dollars for college, and if they get pregnant, you can sell the kittens.
6. They ignore you until you are asleep.
When a guy's printer type began to grow faint, he called a local repair shop where a friendly man informed him that the printer probably needed only to be cleaned.
Pleasantly surprised by his candor, he asked, "Does your boss know that you discourage business?"
Because the store charged $50 for such cleanings, he told him he might be better off reading the printer's manual and trying the job himself.
"Actually, it's my boss's idea," the employee replied sheepishly.
"We usually make more money on repairs if we let people try to fix things themselves first."
Setting up on the first tee, he was alone. After all, it was Sunday morning and everyone else was in church! At about this time, Saint Peter leaned over to the Lord while looking down from the heavens and exclaimed, "You're not going to let him get away with this, are you?"
Just then Father Norton hit the ball and it shot straight towards the pin,
The Lord sighed, and said, "No, I guess not."
dropping just short of it, rolled up and fell into the hole. It WAS A 420 YARD HOLE IN ONE!
The Lord smiled and replied, "Who's he going to tell?"
St. Peter was astonished. He looked at the Lord and asked, "Why did you let him do that?"
One woman was talking to her friend, "You should listen to my neighbor," she says. "She is always bad-mouthing her poor husband behind his back. I think that's so rude. Look at me! My husband is fat, lazy and cheap; but have you ever heard me say a bad word about about him?"
There are two equinoxes every year – in March and September – when the sun shines directly on the equator and the length of day and night is nearly equal. Seasons are opposite on either side of the equator, so the equinox in March is also known as the "spring equinox" in the northern hemisphere. However, in the southern hemisphere, it's known as the "autumnal (fall) equinox".
Yorkton
March 20 at 5:02 am
Don't knock the weather 9/10 of people couldn't start a conversation if it didn't change once in a while
The Romans named March for Mars, the god of war (it was a traditional time to resume military campaigns), and made it the first month of their year.
March is notoriously temperamental weather-wise. According to old weather proverbs, if it comes in like a lion, it will go out like a lamb.
The month is alive with fast-moving weather systems, tantalizingly warm days, and record-breaking storms.
One old man said, "My grandson asked me what I did during the sexual revolution." Another old guy asked, "What did you tell him?" "I told him I was captured early and spent the duration doing dishes!"
Events - 2013
Mar 14 - garbage day
Mar 16 - John Lange's retirement tea -
2 - 4 at the Hall
Mar 20 - First day of spring
Mar 28 - garbage day
Mar 30 - Lions "ham-o-rama"
Mar 31 - Easter Sunday
Apr 1 - 5 Easter Holidays for school
May 11 - Begin 10 digit dialing
May 12 - Mother's day
Experience is simply the name we give our mistakes.
Four high school boys afflicted with spring fever skipped morning classes. After lunch they reported to the teacher that they had a flat tire. Much to their relief she smiled and said, "Well, you missed a test today so take seats apart from one another and take out a piece of paper."
Still smiling, she waited for them to sit down. Then she said: "First Question: Which tire was flat?"
Man will never be content until each man makes his own weather and keeps it to himself
Isn't it interesting that the same people who laugh at science fiction listen the weather forecast and economists?
A woman came home to find her husband in the kitchen, shaking frantically with what looked like a wire running from his waist towards the electric kettle. Intending to jolt him away from the deadly current she whacked him with a handy plank of wood by the back door, breaking his arm in two places. Until that moment he had been happily listening to his iPod.
Finally, the good-natured boss was compelled to call Smith into his office.
"It has not escaped my attention," he pointed out, "that every time there's a home game at the stadium, you have to take your aunt to the doctor."
"You know you're right, sir," exclaimed Smith. "I didn't realize it. You don't suppose she's faking, do you?"
Divorce Case
"Mr Edwards, I have reviewed your petition very carefully," the divorce court Judge said, "And I've decided to give your wife $600 a week,"
"That's very fair, your honour," the husband said, "and every now and then I'll try to send her a few dollars myself."
A restaurant patron continually bothered his waiter about the air conditioning: it was too hot, it was too cold, then too hot... this went on and on. To the other customers' surprise, the waiter remained patient and pleasant. Finally another customer asked, "Why don't you just throw out that pest?" The waiter grinned and said, "Oh, I don't mind. We don't even have an air conditioner!"
Ways of Life
2. The smallest good deed is better than the grandest intention.
1. If you want your dreams to come true, don't oversleep.
3. Of all the things you wear, your expression is the most important.
5. The 10 commandments are not multiple choices.
4. The best vitamin for making friends....B1.
6. The happiness of your life depends on the quality of your thoughts.
8. Ideas won't work unless YOU do.
7. Minds are like parachutes...they function only when open.
9. One thing you can't recycle is wasted time.
11. The heaviest thing to carry is a grudge.
10. One who lacks the courage to start has already finished.
12. Don't learn safety rules by accident.
14. Jumping to conclusions can be bad exercise.
13. We lie the loudest when we lie to ourselves.
15. A turtle makes progress when it sticks its head out.
17. A friend walks in when everyone else walks out.
16. One thing you can give and still keep ...is your word.
18. The pursuit of happiness is: the chase of a lifetime!
"What kind of music do you sing?"
"Aqua-pella."
"Don't you mean 'a cappella', singing without instrumental accompaniment?"
"Nope. I mean 'aqua-pella', singing accompanied only by the water coming out of the shower-head."
Two farmers are talking to each other over a 5-bar gate when one turns to the others and asks, 'Do your cows smoke?
No, answered the first one, surprised.
Well then your cowshed must be burning!
Did you know that it's been statistically proven that 6 out of 7 dwarfs aren't Happy?
Eighty percent of all life on earth is found under the ocean surface.
Some people bend over backward not to insult others. A while ago, I overheard my sister, a travel agent, confirm her client's flight this way: "Your confirmation code is F as in Foxtrot, R as in Romeo, and I as in, uuuh, Native American."
Email (2012 by-the-numbers)
Bad winter?
2.2 billion – Number of email users worldwide.
61% – Share of emails that
144 billion – Total email traffic per day worldwide.
were considered non-essential.
35.6% – Usage share of the
4.3 billion – Number of email clients worldwide in 2012.
most popular email client, which was Mail
425 million – Number of active Gmail users globally, making it the leading email provider worldwide.
for iOS (Apple).
68.8% – Percentage of all email traffic that was spam.
0.22% – Share of worldwide emails that comprised some form of phishing attack.
50.76% – Percentage of all spam that was about pharmaceuticals, the top category of all spam.
Phishing is the act of attempting to acquire information such as usernames, passwords, and credit card details (and sometimes, indirectly, money) by masquerading as a trustworthy website or bank.
weather or not u like it there will always b weather
During the most recent North American glaciation, during the latter part of the Wisconsin Stage (26,000 to 13,300 years ago), ice sheets extended to about 45 degrees north latitude. (the US border is at the 49th) These sheets were 3 to 4 km thick
I am so clever that sometimes I don't understand a single word of what I am saying'. (Oscar Wilde!!)
How long does it take for a giraffe to throw up?
Ribbit! Said one frog to the other: times fun when your having flies!
"The past is a foreign country; they do things differently there."
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Week 9: Jesus Loves the Children
Scripture:
Matthew 19:13-15
Memory Verse:
Psalm 139:14a - I am fearfully and wonderfully made.
Song Tune: Deep and Wide I- am, fearfully (point to self, arms out) And- wonderful-ly- made (wave arms in the air) I- am, fearfully And wonderfully- made
God-- said, in the Psalms (point up, place hands together to form a book) 139 verse 14 I- am, fearfully And wonderfully- made
Song:
Jesus Loves the Little Children
Traditional
Jesus loves the little children (point up) All the children of the world (spread arms wide) Red and yellow, black and white (point 4x across body) They are precious in His sight (point to eye) Jesus loves the little children of the world (point up)
Comprehension Questions:
Who wanted to see Jesus? Who tried to stop the children from seeing Jesus? Why do you think the men didn't want the children to see Jesus? Why did Jesus want to see the children?
Objective:
Jesus loves children.
Books of the Bible
Song:
Galatians - 2 Thessalonians
Activity and Craft
Supplies:
* Heart Printable
* Glue
* Tissue Paper Squares
Choose the activities that are best for your children and situation.
Snack Options:
Teddy Grams
To Purchase Books and Licenses: ABCJesusLovesMe.com/sunday-school-curriculum
© ABCJesusLovesMe.com/JLM Media, LLC
1
Use in home or with Active License Only
Week 9: Activities
Activity:
Red Light, Green Light: Using only the green (go) and red (stop or freeze) concepts of this game, instruct the child to walk toward you when you say "come, come, come" and go backward when you say, "no, no, no."
Craft:
Jesus Loves Me Heart: Give each child a heart printable. Glue squares of tissue paper on the heart.
Poem:
Jesus Loves Me (Adapted from LoopKids.org):
Jesus loves me if I'm small (squat down) Jesus loves me if I'm tall (reach for sky) No matter what I've said or done (shake head no) Jesus loves me and everyone (hug, reach out)
Additional Ideas:
Additional teaching ideas
are available on the
ABCJLM website.
* ABCJLM Ideas: ABCJesusLovesMe.com/ideas/jesus-loves-the-little-children
To Purchase Books and Licenses: ABCJesusLovesMe.com/sundayschool-curriculum
© ABCJesusLovesMe.com/JLM Media, LLC
2
Week 9: Bible Time
Flannelgraph:
* Bible
* Water/Sky Board with Land, S4
* Jesus on rock - 4, 194
The flannelgraph provides a visual component, but is 100% optional.
* Children - 108, 110, 114, 119, 120
* Disciples - 20, 21
Today we are going to talk about one of the most important things that you will hear at church. Jesus loves you. Even if you are little, Jesus loves you because Jesus loves children! Say, "Jesus loves kids!"
But one time in the Bible some people said that Jesus didn't have time for children! These people thought that kids were too little for Jesus to care about. But they were wrong.
Let's look in the book of Mathew to find the true story about Jesus and children. Open your Bible to Matthew, the first book in the New Testament.
One day some parents brought their children to Jesus so Jesus could pray for the children. But the disciples scolded the parents for bothering Jesus. That means that the disciples weren't very nice to the parents. The disciples told the parents, "Get these children out of here!"
The disciples thought Jesus was too busy for the children. The disciples thought that Jesus needed to be spending His time healing people and telling people about God's love. Pretend to be a disciple, shake your finger at the parents and say, "Go, go, go."
When Jesus saw what was happening, Jesus was frustrated with His disciples. Show me a frustrated face. Jesus was frustrated because Jesus loves children. Jesus said to the disciples, "Let the children come to me. Don't stop them! For the Kingdom of God belongs to those who are like these children. I tell you the truth, anyone who doesn't receive the Kingdom of God like a child will never enter it." Jesus told the disciples that He loves children and that adults need to slow down and look at Jesus like children do. Pretend to be Jesus, wave to the children, and tell the children, "Come, come, come."
Then Jesus took the children in His arms and placed His hands on their heads and prayed for them. Jesus took time to hug children just like you because Jesus loves you a whole lotta much! Give yourself a hug and say, "Jesus loves me!"
To Purchase Books and Licenses: ABCJesusLovesMe.com/sunday-school-curriculum
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Page No: 13
Exercises
1.1. Some of the most profound statements on the nature of science have come from Albert Einstein, one of the greatest scientists of all time. What do you think
did Einstein mean when he said : "The most incomprehensible thing about the world is that it is comprehensible"?
Answer
The Physical world around us is full of different complex natural phenomena so the world is in-comprehensible. But with the help of study and observations it has
been found that all these phenomena are based on some basic physical laws and so it is comprehensible.
1.2. ""Every great physical theory starts as a heresy and ends as a dogma"". Give some examples from the history of science of the validity of this incisive remark.
Answer
The statement above is true. Validity of this incisive remark can be validated from the example of moment of inertia. It states that the moment of inertia of a body
depends on its energy. But according to Einstein's mass-energy relation (E = mc2), energy depends on the speed of the body.
Ncert Solutions For Class 11 Physics
Chapter 1 : Physical World
1.3. ""Politics is the art of the possible"". Similarly, ""Science is the art of the soluble"". Explain this beautiful aphorism on the nature and practice of science.
Answer
It is well known that to win over votes, politicians would make anything and everything possible even when they are least sure of the same. and in Science the various natural phenomena can be explained in terms of some basic laws. So as 'Politics is the art of possible' similarly 'Science is the art of the soluble'.
1.4. Though India now has a large base in science and technology, which is fast expanding, it is still a long way from realizing its potential of becoming a world leader in science. Name some important factors, which in your view have hindered the advancement of science in India.
Answer
Some important factors in our view which have hindered the advancement of science in India are:
→ Proper funds are not arranged for the development of research work and laboratories. The labs and scientific instruments are very old and outdated.
→ Most of the people in India are uneducated and highly traditional. They don't understand the importance of Science.
→ There is no proper employment opportunity for the science educated person in India.
→ There are no proper facilities for science education in schools and colleges in India.
1.5. No physicist has ever ""seen"" an electron. Yet, all physicists believe in the existence of electrons. An intelligent but superstitious man advances this analogy
to argue that 'ghosts' exist even though no one has ''seen'' one. How will you refute his argument?
Answer
No physicist has ever seen an atom but there are practical evidences which prove the presence of electron. Their size is so small, even powerful microscopes find it difficult to measure their sizes. But still its effects could be tested
On the other end there is no phenomena which can be explained on the basis of existence of ghosts.
Our senses of sight and hearing are very limited to observe the existence of both. So there is no comparison between the two given cases.
1.6. The shells of crabs found around a particular coastal location in Japan seem mostly to resemble the legendary face of a Samurai. Given below are two explanations of this observed fact. Which of these strikes you as a scientific explanation ?
(a) A tragic sea accident several centuries ago drowned a young Samurai. As a tribute to his bravery, nature through its inscrutable ways immortalized his face by imprinting it on the crab shells in that area.
(b) After the sea tragedy, fishermen in that area, in a gesture of honor to their dead hero, let free any crab shell caught by them which accidentally had a shape resembling the face of a Samurai. Consequently, the particular shape of the crab shell survived longer and therefore in course of time the shape was genetically propagated. This is an example of evolution by artificial selection.
[Note : This interesting illustration taken from Carl Sagan's 'The Cosmos' highlights the fact that often strange and inexplicable facts which on the first sight appear 'supernatural' actually turn out to have simple scientific explanations. Try to think out other examples of this kind].
Answer
Explanation (b) is correct is a scientific explanation of the observed fact.
Page No: 14
1.7. The industrial revolution in England and Western Europe more than two centuries ago was triggered by some key scientific and technological advances. What were these advances ?
Answer
More than two centuries ago, England and Western Europe invented steam engine, electricity, theory of gravitation and the explosives. Steam engines helped them in the field of hat and thermodynamics, theory of gravitation in field of motion and making guns and cannons. These progresses brought about industrial revolution in England and Western Europe.
1.8. It is often said that the world is witnessing now a second industrial revolution, which will transform the society as radically as did the first. List some key contemporary areas of science and technology, which are responsible for this revolution.
Answer
Some of the key contemporary areas of science and technology which may transform the society radically are:
→ Development of super fast computers
→ Internet and tremendous advancement in information technology
→ Development in Biotechnology
→ Development of super-conducting materials at room temperature.
→ Dvelopment of robots.
1.10. Attempt to formulate your 'moral' views on the practice of science. Imagine yourself stumbling upon a discovery, which has great academic interest but is certain to have nothing but dangerous consequences for the human society. How, if at all, will you resolve your dilemma?
Answer
In our view a type of discovery which is of great academic interest but harmful for human society should not be made public because Science is for the society, society is not for science.
1.11. Science, like any knowledge, can be put to good or bad use, depending on the user.Given below are some of the applications of science. Formulate your views on whether the particular application is good, bad or something that cannot be so clearly categorized :
(a) Mass vaccination against small pox to curb and finally eradicate this disease from the population. (This has already been successfully done in India).
- Good
(b) Television for eradication of illiteracy and for mass communication of news and ideas.
- Good
(c) Prenatal sex determination
- Bad
(d) Computers for increase in work efficiency
- Good
(e) Putting artificial satellites into orbits around the Earth
- Good
(f ) Development of nuclear weapons
- Bad
(g) Development of new and powerful techniques of chemical and biological warfare).
- Bad
(h) Purification of water for drinking
- Good
(i) Plastic surgery
- Good
(j ) Cloning
- Good
1.12. India has had a long and unbroken tradition of great scholarship — in mathematics, astronomy, linguistics, logic and ethics. Yet, in parallel with this, several superstitious and obscurantist attitudes and practices flourished in our society and unfortunately continue even today — among many educated people too. How will you use your knowledge of science to develop strategies to counter these attitudes ?
Answer
Poverty and illiteracy are the two major factors which make people superstitious in India. So to remove the superstitious and obscurantist attitude we have to first overcome these factors. Everybody should be educated, so that one can have scientific attitude. Knowledge of science can be put to use to prove people's superstitious wrong by showing them the scientific logic behind everything happening in our world.
1.13. Though the law gives women equal status in India, many people hold unscientific views on a woman's innate nature, capacity and intelligence, and in practice give them a secondary status and role. Demolish this view using scientific arguments, and by quoting examples of great women in science and other spheres; and persuade yourself and others that, given equal opportunity, women are on par with men.
Answer
Some people in our society have the view that women do not have the innate nature, capacity and intelligence.
To demolish this view there are many examples of women who have proven their abilities in Science and other fields.
Madam Curie, Mother Teresa, Indira Gandhi, Marget Thatcher, Rani Laxmi Bai, Florence Nightingale are some examples. So in this era women are definitely not behind man in any field.
1.14. "It is more important to have beauty in the equations of physics than to have them agree with experiments". The great British physicist P. A. M. Dirac held this view. Criticize this statement. Look out for some equations and results in this book which strike you as beautiful.
Answer
An equation which agrees with experiment must also be simple and hence beautiful. We have some simple and beautiful equations in Physics such as
→ E = mc2 (Energy of light)
→ E = hv (Energy of a photon)
→ KE = 1/2mv2(Kinetic energy of a moving particle)
→ PE = mgh (Potential energy of a body at rest)
→ W = F.d (Work done)
All have the same dimensions. One experiment shows dependency of energy on speed, the other shows dependency on frequency & displacement.
That's the beauty of equations in Physics coming from different experiments. | <urn:uuid:3b338cb5-702e-411b-9def-dfaaf6bd19c0> | CC-MAIN-2024-18 | https://devlibrary.b-cdn.net/wp-content/uploads/2019/02/ch1-12.pdf | 2024-04-12T14:31:15+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00187.warc.gz | 184,191,713 | 1,936 | eng_Latn | eng_Latn | 0.986193 | eng_Latn | 0.998475 | [
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Experiment 8
Temperature & Thermometers
▲ Warning: Liquid nitrogen may be used. University regulations require students to have splash proof safety goggles, long pants, and closed toe shoes.
In this experiment you "build" a thermometer by calibrating the output of a thermometric system. The system is a sealed container of air at fixed volume. The output is the pressure of the gas in the container. The calibration is achieved by relating the pressure to temperature in units of degrees Celsius. Once you have a working thermometer, you use it to determine some temperatures.
Preliminaries.
Temperature scales are based on convenient and accessible points, usually the freezing and boiling points of water. The Celsius scale assigns 0 o C to the freezing point and 100 o C to the boiling point, evenly splitting these points with 100 divisions. Once the degree size is determined, the Celsius scale is extended above 100 o C and below 0 o C. But how far does this linearity go? All the way to zero thermal energy?! At this point, the molecules hitting the walls of the vessel are not moving? The pressure they exert is zero? Can we show this? This point would be called Absolute Zero, or 0 K, for Kelvin. Do you think things can get colder than this?
State the ideal gas law, and using this fluid model, what do you expect to happen to the pressure of the gas as the temperature drops?
State the assumption of kinetic gas theory, and what does this say about what should happen as the temperature of the gas drops?
Physical systems cannot be cooled beyond a certain limit, called absolute zero. This observation underlies the Kelvin scale, which is the most useful in physics. The Kelvin scale has units of Kelvins (K). A Kelvin is the same size as a Celsius degree. Absolute zero is, by definition, at 0 K .
You may notice that, on some gauges, the interval from 0 to 5 psi is subdivided into only four divisions, not five. In fact, 1 psi is not included on the gauge. To read the gauge properly for pressures less than 5 psi, read down from 5 rather than up from zero.
As you change the temperature of the bulb, what changes, and what is always the same?
At one point, you can open the valve of the bulb – when the valve is open, what do we know for sure about the gas in the bulb? What does this action change?
Procedure.
* How do you make sure that the bulb is thermalized (all at one constant temperature)?
* Atmospheric pressure is about 14.7 psi. What if the treading doesn't agree with this because the needle has been pushed? What will you do?
* Make a graph of temperature and pressure. Should this be linear, or is there some other way you should graph it? Extrapolate your graph to be where the pressure is zero. What temperature does this correspond to?
* Do this experiment for different amounts of air in the bulb, at least two. How would you change the amount of air in the bulb? Put these data on your graph. What do you notice.
Questions (Answer clearly and completely).
1. What value do you determine for the Celsius value of absolute zero? What is the percent difference from the accepted value? Is this within your expected uncertainty?
2. What value do you determine for the temperature of the carbon dioxide / alcohol solution? What is the percent difference from the accepted value?
3. Estimate how many moles of air, molecules of air, and grams of air are in the bulb
My expectations:
Please submit to me a Lab Report complete with:
1) A statement of purpose
3) A graph
2) A drawing
4) A conclusion that must use the words… something like:
a) "our findings are consistent (inconsistent) with…." Or "our findings support (conflict) with…."
b) …based on the xyz of our graph
PVS. 5/15
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Charting the Course: Navigating the Seas of Language Curriculum Development
Daisy Pino * (email@example.com)
Department of Language and Literature, Penn State University, USA
Received: November 29, 2023, Manuscript No. jflet-24-124458; Editor assigned: December 01, 2023,
PreQC No. jflet-24-124458 (PQ); Reviewed: December 15, 2023, QC No. jflet-24-124458; Revised:
December 20, 2023, Manuscript No. jflet-24-124458 (R); Published: December 27, 2023
Introduction
Language is the cornerstone of communication, a bridge that connects cultures and individuals. In the realm of education, the development of a robust language curriculum is pivotal, shaping the linguistic landscape for learners and setting the course for effective communication. In this opinion piece, we will delve into the significance of language curriculum development, exploring its challenges, opportunities, and the crucial role it plays in molding the linguistic skills of future generations.
Description
First and foremost, a well-crafted language curriculum serves as a roadmap for learners, guiding them through the intricacies of language acquisition. It provides a structured framework that not only covers the essential elements of grammar and vocabulary but also integrates cultural nuances, pragmatic communication skills, and critical thinking. A comprehensive curriculum ensures that learners acquire a holistic understanding of the language, preparing them for real-world communication scenarios. Adapting to the evolving landscape of language use is a constant challenge in curriculum development. Language is dynamic, influenced by cultural shifts, technological advancements, and societal changes. Therefore, a curriculum must be flexible enough to accommodate these shifts while remaining rooted in foundational linguistic principles. Balancing tradition with innovation is a delicate dance, and curriculum developers must be attuned to the evolving needs of learners in an interconnected and rapidly changing world. The incorporation of technology is a critical consideration in contemporary language curriculum development. In the digital age, where information is at our fingertips, leveraging technology enhances the learning experience. Interactive multimedia, online resources, and language learning apps can enrich traditional classroom instruction, providing diverse and engaging materials. Integrating technology into the curriculum not only captures the attention of tech-savvy learners but also prepares them for a world where digital communication is ubiquitous. Cultural competency is another cornerstone of effective language curriculum development. Language is inseparable from culture, and a curriculum that incorporates cultural elements fosters a deeper understanding of the language's context. Exposure to literature, films, music, and traditions allows learners to connect with the language on a personal and cultural level, transcending mere linguistic proficiency to achieve true fluency. The importance of communication skills cannot be overstated in language curriculum development. While grammar and vocabulary are fundamental, the ability to communicate http://jflet.com/jflet/
effectively is the ultimate goal. Curriculum designers must emphasize the development of speaking, listening, reading, and writing skills, ensuring that learners can navigate a variety of communication contexts with confidence. Real-world applications, such as role-playing exercises, group discussions, and authentic language tasks, should be integrated to reinforce practical communication skills. Inclusivity is a key consideration in language curriculum development, acknowledging the diverse linguistic backgrounds and learning styles of students. A curriculum that embraces diversity accommodates learners with varying levels of proficiency, ensuring that all students can progress at their own pace. Incorporating materials that reflect the linguistic diversity of the global community not only broadens the educational experience but also fosters a sense of inclusivity and respect for different cultures. Assessment methods are a critical component of language curriculum development, providing a means to measure and evaluate learners' progress. Traditional exams have their place, but a well-rounded curriculum incorporates a variety of assessment tools, including project-based assessments, portfolios, and real-world tasks. This multifaceted approach ensures a comprehensive evaluation of learners' language proficiency and their ability to apply their skills in practical situations.
Conclusion
In conclusion, language curriculum development is a multifaceted and dynamic process that shapes the educational journey of language learners. A well-crafted curriculum navigates the seas of linguistic acquisition, incorporating technology, cultural competency, communication skills, inclusivity, and varied assessment methods. As we chart the course for future generations of language learners, it is imperative that curriculum developers remain responsive to the evolving landscape of language use, equipping learners with the skills they need to communicate effectively in an interconnected world.
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Math 10 Chapter 1
1. Identify the following data by type (categorical, discrete, continuous)
a. Number of tickets sold at a rock concert.
c. Age of a fossil.
b. Make of automobile.
d. Temperature of a nuclear power plant core reactor.
f. Cost per unit at a state University.
e. Number of students who transfer to private colleges.
g. Letter grade on an English essay.
2. Identify the following level (nominal, ordinal, interval, ratio)
a. Number of tickets sold at a rock concert.
c. Age of a fossil.
b. Make of automobile.
d. Temperature of a nuclear power plant core reactor.
f. Cost per unit at a state University.
e. Number of students who transfer to private colleges.
g. Letter grade on an English essay.
3. 1038 Americans were asked, "What is your favorite sport to watch?" The results were summarized into a pie graph.
a. Interpret the pie graph.
b. Do you think a different graph would have a clearer way to show this data? Explain.
c. Using the same data create a bar graph. Instead of labeling each bar with counts, use percentages.
d. Compare the bar graph to the pie graph. In your opinion, which of these two graphs better explains the data?
4. The two frequency histograms represent the ages of 78 Male US Senators and 22 Female US Senators. Ages were evaluated on October 20, 2017.
a. Estimate the center of each graph. Does there seem to be a difference in average age due to gender in the US Senate?
b. Estimate the range of each graph. there seem to be a difference in age spread due to gender in US Senate
c. Is there a difference in shape between the two graphs?
d. Senator Diane Feinstein of California, who is 84 years old, represents an outlier among the females. Would your answers to parts a, b or c change if Senator Feinstein were removed from the data? Explain.
5. An experiment was conducted on string bean plants. The plants were broken into three groups. The first group was given Fertilizer 1, the second group was given Fertilizer 2, and the third group was given no fertilizer. After 2 months, the heights in inches were measured with results shown in the dot plot. From the dot plots, describe the center, spread, shape and unusual features of each group, and then make an overall statement about the fertilizers. | <urn:uuid:4913e8f7-8a22-4509-91b4-63d21c083461> | CC-MAIN-2024-18 | https://www.professormo.com/Math10/OnlineHW/hw01.pdf | 2024-04-12T15:13:15+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00183.warc.gz | 829,454,735 | 514 | eng_Latn | eng_Latn | 0.99717 | eng_Latn | 0.998505 | [
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Vitamina C1 Curso De Espanol De Nivel Superior Ku
Celiac Disease and Non-Celiac Gluten Sensitivity
Letting Go
Curso de español Vitamina A1
Vitamina C1
Diálogos C1
Derecho de la competencia europeo y español
VITAMINA A1
Vitamina A1. Curso de español / Kursbuch
Vitamina C1
Etapas plus C1
Etapas plus C1
Vitamina A1
Vitamina básico
Literatura espanola y latinoamericana. Vol. 1-2. Con CD Audio. Per le Scuole superiori
Vitamina. A1. Per le Scuole superiori
Human Body Activity Book for Kids
Vitamina A2. Curso de español / Kursbuch
A User's Guide to the Brain
Nuevo prisma, Curso de espanol para extrajeros
Vitamina A2.
The Magic of Thinking Big
Vitamina. A2. Per le Scuole superiori
Vitamina
Gramática Básica Del Estudiante de Español, Versión Inglés
Curso de español para extranjeros
Modern Languages Study Guides: El laberinto del fauno
The Wheatgrass Book
I, Rigoberta Menchu
VITAMINA
C de C1 : curso de español de nivel superior
Vitamina A2
La diversidad del español y su enseñanza
Family Nutrition Guide
El bilingismo en el mundo hispanohablante
Curso de español Vitamina B1
Ikigai
Vitamina C1
Curso de español Vitamina B1
C de C1
Vitamina C1 Curso De Espanol De Nivel Superior Ku
LOWERY NELSON
Celiac Disease and Non-Celiac Gluten Sensitivity Penguin
This practical guide contains information designed to improve the feeding and nutrition of families in developing countries, primarily written for health workers, nutritionists and other development workers involved in community education programmes. Topics cover basic nutrition, family food security, meal planning, food hygiene and the special feeding needs of children, women and men, old, sick and malnourished people.
Letting Go Hachette UK
Esta amplia introducción al bilingüismo en español abarca los contextos sociales, políticos y culturales del español en EEUU, España y Hispanoamérica. Escrito para estudiantes no nativos de español, es el primer libro de texto de estas características para los estudiantes de lingüística hispánica. Este libro de texto en español presenta los temas fundamentales en el estudio del bilingüismo a estudiantes y profesionales Explora comunidades bilingües en Estados Unidos, Hispanoamérica y España Crea conciencia crítica sobre la complejidad del bilingüismo como un fenómeno sociopolítico y cultural Se organiza en tres secciones principales centradas en la sociedad y el individuo: el bilingüismo y la sociedad; el bilingüismo y el individuo; y la política y la educación Incluye mapas, recuadros de resumen del capítulo, vocabulario y conceptos clave y preguntas de comprensión, así como preguntas para reflexionar, investigar y comentar al final de cada capítulo This wide-ranging introduction to Spanish bilingualism covers the social, political, and cultural contexts of Spanish in the US, Spain, and Hispanoamérica. Written for non-native Spanish learners, it offers the first textbook of its kind for students of Hispanic linguistics. This Spanish-language textbook introduces students and professionals to the fundamental issues in the study of bilingualism Explores bilingual communities in the United States, Hispanoamérica, and Spain Raises critical awareness of the complexity of bilingualism as a sociopolitical and cultural phenomenon Organized in three main sections which focus on both society and the individual: bilingualism and society; bilingualism and the individual; and politics and education Includes maps, chapter summary boxes, key terms and concepts, and comprehension questions, as well as questions for reflection, research and discussion at the end of each chapter
Routledge
Exam Board: AQA, Edexcel & Eduqas Level: AS/A-level Subject: Modern Languages First Teaching: September 2017 First Exam: June 2018 Film analysis made easy. Build your students' confidence in their language abilities and help them develop the skills needed to critique their chosen work: putting it into context, understanding the themes and director's technique, as well as specialist terminology. Breaking down each scene, character and theme in El laberinto del fauno (Pan's Labyrinth), this accessible guide will enable your students to understand the historical and social context of the film and give them the critical and language skills needed to write a successful essay. - Strengthen language skills with relevant grammar, vocab and writing exercises throughout - Aim for top marks by building a bank of textual examples and quotes to enhance exam response - Build confidence with knowledge-check questions at the end of every chapter - Revise effectively with pages of essential vocabulary and key mind maps throughout - Feel prepared for exams with advice on how to write an essay, plus sample essay questions, two levels of model answers and examiner commentary
Curso de español Vitamina A1 Food & Agriculture Org. The Students' Basic Grammar of Spanish (SBG) is a self-study grammar book for students at Common European Framework of Reference (CEFR) levels A1-B1. It tackles the traditionally difficult grammatical problems faced by students of Spanish through clear, straightforward explanations,accompanied by a variety of engaging, accessible and practical exercises.Designed as
Downloaded from data.avac.org by guest
1
a self-study book for students, the SBGS can be used outside the classroom, or as a study aid for a language course. It can also be used at levels above B1.It offers clear, precise and thorough explanations expressed in plain language.It contains over 470 illustrations that make it easier to understand the grammar points covered.It provides more than 370 exercises to help learners understand and assimilate the grammar presented and avoid common mistakes.It offers helpful examples of real, communicative Spanish and contains a wide range of text types.It also includes:An answer keyRegular and irregular conjugated verbsA complete and easy-to-use thematic index Vitamina C1 Literatura espanola y latinoamericana. Vol. 1-2. Con CD Audio. Per le Scuole superioriVitamina C1Vitamina C1Vitamina C1. KursbuchVitamina C1VitaminaMétodo dirigido a adultos nivel C1 MCER, orientado a la acción con textos reales. Temas universales y variados con un renovado e interesante punto de vista. Actividades significativa y variadas que favorecen la progresión en la competencia comunicativa y lingüística. Dividido en 12 unidades cada una de las cuales se componen de distintos apartados que pueden dividirse para crear itinerarios flexibles que se adapten al grupo. Incluye actividades ara preparar el DELE. Al final del libro hay un apéndice de Gramática y comunicación con actividades extra. Solucionario de todas las actividades del libro. Transcripción de las audiciones. El audio puede ser oído y descargado en ele.sgel.es/descargas.asp. Vídeo en YouTube,El bilingismo en el mundo hispanohablante
The timeless and practical advice in The Magic of Thinking Big clearly demonstrates how you can: Sell more Manage better Lead fearlessly Earn more Enjoy a happier, more fulfilling life With applicable and easy-to-implement insights, you'll discover: Why believing you can succeed is essential How to quit making excuses The means to overcoming fear and finding confidence How to develop and use creative thinking and dreaming Why making (and getting) the most of your attitudes is critical How to think right towards others The best ways to make "action" a habit How to find victory in defeat Goals for growth, and How to think like a leader "Believe Big," says Schwartz. "The size of your success is determined by the size of your belief. Think little goals and expect little achievements. Think big goals and win big success. Remember this, too! Big ideas and big plans are often easier -- certainly no more difficult - than small ideas and small plans." Diálogos C1 Wiley-Blackwell
John Ratey, bestselling author and clinical professor of psychiatry at Harvard Medical School, lucidly explains the human brain's workings, and paves the way for a better understanding of how the brain affects who we are. Ratey provides insight into the basic structure and chemistry of the brain, and demonstrates how its systems shape our perceptions, emotions, and behavior. By giving us a greater understanding of how the brain responds to the guidance of its user, he provides us with knowledge that can enable us to improve our lives. In A User's Guide to the Brain, Ratey clearly and succinctly surveys what scientists now know about the brain and how we use it. He looks at the brain as a malleable organ capable of improvement and change, like any muscle, and examines the way specific motor functions might be applied to overcome neural disorders ranging from everyday shyness to autism. Drawing on examples from his practice and from everyday life, Ratey illustrates that the most important lesson we can learn about our brains is how to use them to their maximum potential.
Derecho de la competencia europeo y español OmniaScience
Now a global bestseller, the remarkable life of Rigoberta Menchú, a Guatemalan peasant woman, reflects on the experiences common to many Indian communities in Latin America. Menchú suffered gross injustice and hardship in her early life: her brother, father and mother were murdered by the Guatemalan military. She learned Spanish and turned to catechistic work as an expression of political revolt as well as religious commitment. Menchú vividly conveys the traditional beliefs of her community and her personal response to feminist and socialist ideas. Above all, these pages are illuminated by the enduring courage and passionate sense of justice of an extraordinary woman. VITAMINA A1 Vintage
Discover super fun activities to help kids ages 4 to 8 learn all about their bodies. From teeth to eyes and ears to skin and bones, there's a lot to discover about the human body for kids! Featuring crosswords, mazes, and more, this human body workbook is bursting with all kinds of activities to help kids understand how their bodies work to keep them healthy and spark their interest in how to care for their bodies. This amazing guide to the human body for kids includes: A FULL BODY BREAKDOWN: Simplify human anatomy for kids with informative, illustrated chapters broken down by anatomical system. ENGAGING ACTIVITIES: Keep lessons engaging with everything from connectthe-dots and crosswords to hands-on experiments. SCIENCE FOR KIDS: Did you know hair grows slower at night and that you're taller in the morning than the evening? Make kids want to learn more with the unique and fun trivia in this human body book. Teach children the joy of learning by doing with this collection of activities all about the human body for kids.
Vitamina A1. Curso de español / Kursbuch Rockridge Press
INTERNATIONAL BESTSELLER • 1.5 MILLION+ COPIES SOLD WORLDWIDE "Workers looking for more fulfilling positions should start by identifying their ikigai." ―Business Insider "One of the unintended—yet positive—consequences of the [pandemic] is that it is forcing people to reevaluate their jobs, careers, and lives. Use this time wisely, find your personal ikigai, and live your best life." ―Forbes Find your ikigai (pronounced ee-key-guy) to live longer and bring more meaning and joy to all your days. "Only staying active will make you want to live a hundred years." —Japanese proverb According to the Japanese, everyone has an ikigai—a reason for living. And according to the residents of the Japanese village with the world's longest-living people, finding it is the key to a happier and longer life. Having a strong sense of ikigai—where what you love, what you're good at, what you can get paid for, and what the world needs all overlap—means that each day is infused with meaning. It's the reason we get up in the morning. It's also the reason many Japanese never really retire (in fact there's no word in Japanese that means retire in the sense it does in English): They remain active and work at what they enjoy, because they've found a real purpose in life—the happiness of always being busy. In researching this book, the authors interviewed the residents of the Japanese village with the highest percentage of 100-year-olds—one of the world's Blue Zones. Ikigai reveals the secrets to their longevity and happiness: how they eat, how they move, how they work, how they foster collaboration and community, and—their best-kept secret—how they find the ikigai that brings satisfaction to their lives. And it provides practical tools to help you discover your own ikigai. Because who doesn't want to find happiness in every day?
Vitamina C1 Difusion
The Wheatgrass Book is written by Ann Wigmore - the woman who introduced wheatgrass juice to America 30 years ago. Ann's book contains a wealth of information on wheatgrass - from its nutrient properties to ways of easily growing it for the home juicer. Chapters include: green power from wheatgrass, how wheatgrass chlorophyll works, super nutrition from wheatgrass, how to grow and juice wheatgrass and the many uses of wheatgrass. This is a must for the person serious about incorporating wheatgrass into his or her health regimen.
Etapas plus C1 Hay House, Inc
Método dirigido a adultos nivel C1 MCER, orientado a la acción con textos reales. Temas universales y variados con un renovado e interesante punto de vista. Actividades significativa y variadas que favorecen la progresión en la competencia comunicativa y lingüística. Dividido en 12 unidades cada una de las cuales se componen de distintos apartados que pueden dividirse para crear itinerarios flexibles que se adapten al grupo. Incluye actividades ara preparar el DELE. Al final del libro hay un apéndice de Gramática y comunicación con actividades extra. Solucionario de todas las actividades del libro. Transcripción de las audiciones. El audio puede ser oído y descargado en ele.sgel.es/descargas.asp. Vídeo en YouTube,
Etapas plus C1 Librería-Editorial Dykinson
This groundbreaking bestseller describes a simple and effective way to let go of challenges from world-renowned author, psychiatrist, clinician, spiritual teacher, and researcher of consciousness, David R. Hawkins, M.D., Ph.D. "Letting Go" is a guide to helping to remove the obstacles we all have that keep us from living a more conscious life, it is truly a life-changing book. Many of us have trouble Letting Go in our lives even though it can have profound impact on our life." —Wayne Dyer During the many decades of Dr. David Hawkins', clinical psychiatric practice, the primary aim was to seek the most effective ways to relieve human suffering in all of its many forms. In Letting Go, he shares from his clinical and personal experience that surrender is the surest route to total fulfillment. This motivational book provides a mechanism for letting go of blocks to happiness, love, joy, success, health, and ultimately Enlightenment. The mechanism of surrender that Dr. Hawkins describes can be done in the midst of everyday life. The book is equally useful for all dimensions of human life: physical health, creativity, financial success, emotional healing, vocational fulfillment, relationships, sexuality and spiritual growth. It is an invaluable resource for all professionals who work in the areas of mental health, psychology, medicine, self-help, addiction recovery and spiritual development. "Letting go is one of the most efficacious tools by which to reach spiritual goals." — David Hawkins, M.D., Ph.D. This profound self-development book offers a roadmap to release emotional burdens, unlock inner peace, and embrace a life of fulfillment. It is a classic that will help you break free from limitations and unlock your true potential. Learn how to navigate challenges with grace and emerge as a stronger, more resilient version of yourself. By incorporating the principles of surrender, "Letting Go" provides practical tools for personal growth and transformation. This consciousness-expanding book will help you: · Release past traumas, negative beliefs, and selfimposed limitations. · Experience a newfound sense of freedom, joy, and authenticity. · Recover from addiction · Enhance your personal relationships · Achieve success in your career Join millions who have experienced profound transformations through the principles outlined in "Letting Go." "Letting Go" is a must-read for anyone on a quest for personal growth, spirituality, and selfimprovement. Whether you're new to the realm of self-help books or a seasoned seeker, Dr. David Hawkins' insights will inspire you to embrace a life of conscious living, emotional well-being, positive thinking, and unlimited possibilities. Experience the transformative power of letting go and unlock a life of healing, success, and spiritual growth.
Best Sellers - Books :
* The Collector: A Novel
* If Animals Kissed Good Night By Ann Whitford Paul
* Never Lie: An Addictive Psychological Thriller
* Lessons In Chemistry: A Novel
* 8 Rules Of Love: How To Find It, Keep It, And Let It Go By Jay Shetty
* The Legend Of Zelda: Tears Of The Kingdom - The Complete Official Guide: Collector's Edition
* Beyond The Story: 10-year Record Of Bts By Bts
* Can't Hurt Me: Master Your Mind And Defy The Odds By David Goggins
* Blowback: A Warning To Save Democracy From The Next Trump By Miles Taylor
* How To Catch A Mermaid By Adam Wallace
2
Vitamina C1 Curso De Espanol De Nivel Superior Ku
2
Vitamina A1 Penguin
La diversidad del español y su enseñanza es la primera publicación concebida para reflexionar sobre la diversidad de la lengua desde un punto de vista crítico, interdisciplinario, institucional, aplicado e internacional. El análisis de doce lecturas y de una detallada guía de explotación didáctica potencian la adquisición de conocimientos sobre la lengua y desvelan la complejidad de la investigación sobre las variedades del español. Características principales: • Artículos de investigación desde diferentes enfoques y perspectivas; • Actividades de reflexión para verificar la asimilación de contenidos; • Análisis crítico de extractos y citas de autoridad (español e inglés); • Preguntas analíticas sobre el estado de la cuestión y recursos institucionales; • Modelos metodológicos de investigación empírica sobre la diversidad de la lengua; • Propuestas de temas para la investigación y el debate dentro y fuera del aula; • Pautas bibliográficas detalladas para profundizar sobre la materia; • Selección de conceptos clave para potenciar la adquisición de terminología lingüística; • Glosario bilingüe en línea (español e inglés) sobre variedades del español, sociolingüística aplicada y política lingüística; • Soluciones de las guías de lectura e información complementaria. Diseñado como libro de texto o material de autoaprendizaje, La diversidad del español y su enseñanza es una herramienta imprescindible para familiarizarse con la diversidad de la lengua. La información será de interés y aplicable en contextos académicos y profesionales de enseñanza, diseño curricular y elaboración de materiales didácticos de español como lengua extranjera o segunda y de herencia. Cualquier investigador, profesor, estudiante o lector podrá acceder de manera crítica y pautada a esta importante parcela de conocimiento sobre el idioma. La diversidad del español y su enseñanza brings together twelve articles that investigate Spanish linguistic variation and the impact this has on Spanish language teaching. Based on a special edition of the Journal of Spanish Language Teaching, each chapter here presents an article from the Journal with an additional reading guide designed to transform the information into a pedagogical tool that can be used and applied in the classroom. Each article is accompanied by critical analysis, reflection activities, questions for future research and debate, and suggestions for further reading. A bilingual glossary covering key terms within Spanish language variation, applied sociolinguistics and language policy is available online at www.routledge.com/9780367651695. This book is a practical overview of the evolution and current state of the study of Spanish language variation and will be of most interest to researchers and teachers of Spanish as a second language who will gain insight into how to include linguistic variation in their teaching.
Vitamina básico Verso Books
Literatura espanola y latinoamericana. Vol. 1-2. Con CD Audio. Per le Scuole superioriVitamina C1Vitamina C1Vitamina C1. KursbuchVitamina C1Vitamina
Literatura espanola y latinoamericana. Vol. 1-2. Con CD Audio. Per le Scuole superiori Penguin Celiac disease is a systemic autoimmune process and appears in genetically predisposed individuals, with a well-known cause, consisting in a permanent intolerance to gluten, a protein contained in the flour of wheat, rye, barley and oats. Worldwide celiac disease affects to 1% of the Caucasian and there is recent evidence that the disease is increasing in USA and Finland among other regions in the world. It is considered to be the most prevalent disease with a genetic predisposition. The clinical forms of presentation are varied. The classical form consisting of diarrhea, anemia and failure to thrive is still common in children, but in the adult patients the symptoms resemble the irritable bowel syndrome. Mono-symptomatic forms with extra-intestinal manifestations are frequent. Hematological, cutaneous, articular, hepatic, bone and neurological manifestations are often described. This protean presentation and the lack of awareness explain the delay in diagnosis and suggest that screening in high-risk groups is indicated. The publication of this book written mainly by Spanish and Latin-American clinicians, researchers, and teachers, demonstrates the wide interest and the involvement of different disciplines that are necessary to understand celiac disease and gluten-related pathologies, such as non-celiac gluten-sensitivity. This has a great impact in the general public and in the industry. However, the knowledge of non-celiac gluten-related pathologies remains scarce but presently in the process of being properly defined. This book also highlights the importance of recognizing non-celiac gluten-sensitivity and briefly discusses a new definition. It also provides some perspectives to take into account when studying celiac disease in China and Central America. It describes new observations in Mexico, El Salvador and Costa Rica. The psychosocial impact as studied and reported by Argentinean investigators also adds to the value of this book. Written with a multidisciplinary team, we think that this book could be of interest to a great variety of medical specialists. Due to the systemic nature and variable presentation of celiac disease it certainly is of interest to pediatricians, gastroenterologists, hepatologists, specialists in internal medicine, general practitioners as well as hematologists, immunologists, geneticists, pathologists, rheumatologists, dermatologists, neurologists, gynecologists, neurologists, psychiatrists, psychologists, orthopedic surgeons, specialists in rehabilitation medicine, endocrinologists. Being gluten the cause of these disorders, the food industry, dietitians and nutritionists will benefit from the valuable information presented in this book.
Vitamina. A1. Per le Scuole superiori
Nuevo PRISMA es un curso de espanol estructurado en seis niveles que sigue un enfoque comunicativo, orientado a la accion y centrado en el alumno con el fin de fomentar el aprendizaje de la lengua para la comunicacion en espanol dentro y fuera del aula, con actividades que desarrollan el aprendizaje cooperativo y las estrategias de aprendizaje y comunicacion para que el alumno reflexione sobre su proceso de aprendizaje. Nuevo PRISMA, asimismo, facilita la reflexion intercultural y el acercamiento a la diversidad cultural del mundo hispano. Nuevo PRISMA incorpora todo el potencial que aportan las nuevas tecnologias para enriquecer y facilitar el proceso de ensenanza y aprendizaje del espanol.
Human Body Activity Book for Kids
Vitamina A2. Curso de español / Kursbuch A User's Guide to the Brain Nuevo prisma, Curso de espanol para extrajeros
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STOCKHOLM INTERNATIONAL WATER INSTITUTE
HEALTH
2014 STOCKHOLM STATEMENT ON WATER
Global demand for freshwater is projected to grow by 55% between 2000 and 2050. This poses a huge risk for increased competition over water from different users.
A Sustainable Development Goal (SDG) on water is a unique opportunity to holistically address our world's water related challenges, avoiding potentially fragmented and unsustainable solutions which can increase competition between different water users.
SUSTAINABLE GROWTH
AGRICULTURE
ENERGY
CLIMATE
THE EFFECTS
of climate change impact the agricultural sector, specifically increased competition over
resources and extreme, increasingly unpredictable water patterns. Global food and water security depends on the agricultural sector achieving greater water use efficiency and sustainability.
WHAT IS HAPPENING NOW?
Rainfall and snowmelt patterns that affect the water cycle are being distorted by our changing climate. Simultaneously, demand for finite and irreplaceable water resources is booming. As an outcome of the World Food Summit in 2009, it was suggested that by 2050, 70% more food will be needed to meet the growing global population's dietary demands as compared to 2005/7. In 2012, FAO and other agencies revised the figure to 60%. Currently 800 million people are undernourished. They also predominantly come from the same underprivileged communities who lack safe sanitation. As a large and relatively inefficient water user, the agricultural sector holds a major key to unlocking the global water demand dilemma.
WHAT NEEDS TO HAPPEN NEXT?
The effective and sustainable use of fresh water is critical to achieving global food security. Major changes across the entire food chain and in consumer behaviour are needed to ensure that available water resources are properly used to meet growing demands for food and other agricultural products. Improving rainfed farming systems through, conservation agriculture including rain water management, as well as increasing water productivity in irrigated farming systems are key elements.
► Watch SIWI's five thematic films
and corresponding Stockholm Statements on Water to learn more about the centrality of water in building resilient future societies.
www.siwi.org/stockholmstatement2014
A Sustainable Development Goal
(SDG) on Water is essential for our shared future
What would an SDG mean for Agriculture?
A dedicated SDG on water will facilitate coherent decisions on how to best share water between users, helping to provide a stable and sustainable supply of global food resources.
FACTS
* THE TOTAL AMOUNT OF WATER available for irrigation globally is projected to decrease by around 350 km 3 (15%) between 2000 & 2050, as demand for freshwater grows in other economic sectors.
* RAINFED AGRICULTURE is the world's predominant agricultural system, and also hosts the majority of the rural poor. Yields in rainfed systems vary but are often much below the potential in many low-income countries. Inadequate and variable rainfall is generally a significant constraint in agricultural production and a more widespread challenge as compared to land availability. | <urn:uuid:a8020359-204e-417c-a711-1127321d8de4> | CC-MAIN-2024-18 | https://siwi.org/wp-content/uploads/2014/08/2014-Stockholm-Statement-papers-Agriculture-final.pdf | 2024-04-12T14:11:26+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00186.warc.gz | 472,318,814 | 628 | eng_Latn | eng_Latn | 0.997048 | eng_Latn | 0.997048 | [
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NCERT Solutions for Class 11 Economics
Indian Economic Development Chapter 6
Unit III- Rural Development
Exercise : Solutions of Questions on Page Number : 113
Q1 :
What do you mean by rural development? Bring out the key issues in rural development.
Answer :
Rural areas support the bulk of India's population. Simultaneously, these areas are the breeding ground of poverty, hunger and starvation. So, to accelerate the process of growth and development of a country, rural development must be accorded priority. Rural development refers to the actions and initiatives taken for the social and economic development of the rural or backward areas. The key issues in rural development are as follows:
1. Human Capital Formation- Rural areas lack quality human capital. Therefore, rural development programmes should aim at development of human resources by investing in education, technical skills development through on-the-job training, health care, etc.
2. Development of Productive Resources- Productive resources help in generating employment opportunities. In rural areas, the main occupation is agriculture that usually suffers from low productivity, lack of infrastructure and disguised unemployment. Thus, rural development must aim at development of alternative sources of occupation. Development of productive resources reduces excess burden on the agricultural sector, thereby, increasing productivity and income of the rural people.
3. Development of Rural Infrastructure- Infrastructure development is a very crucial issue at the micro level. It provides a support system to all the production activities in the economy, the absence of which makes economic growth and social development impossible. Development of rural infrastructure includes development of bank, credit societies, electricity, means of transport, means of irrigation, development of markets, facilities for agricultural research, etc.
4. Land reforms- Land reforms along with technical reforms must be initiated in the rural areas. These enable the use of modern techniques and methods, thereby, increasing the productivity and aggregate volume of farm output. In addition, land reforms lead to efficient and optimum use of land, enabling large scale production.
5. Lessening Poverty- Poverty is one of the main causes of rural underdevelopment. Poverty is not a problem in itself; in fact, it gives rise to many other interrelated problems like unemployment, inferior human capital, underdevelopment and backwardness, inequalities, etc. An important step that should be taken in order to tackle t poverty is to develop income-earning assets. Such assets would generate income, raise living standards and make rural people self-sufficient.
Q2 :
Discuss the importance of credit in rural development.
Answer :
Finance and credit are the two essential requirements for rural development. The rural areas often suffer from low income leading to low rate of savings. Farmers find it very difficult to increase their productivity by investing on their farm lands. Further, the limited number of banks that are available in the rural areas prefer to forward credit to the farmers with large land-holdings. Getting credit from banks being difficult, the small and marginal farmers fall easy prey to the money lenders. The infusion of credit is very essential for the growth of agricultural sector, leading to rural economic development. The importance of credit in rural development is highlighted in the following points:
1. Credit helps the farmers to commercialise their farming. In other words, commercial farming requires funds that are provided via credit. As the small and the marginal farmers produce only for their subsistence, they fail to generate sufficient surplus to reinvest on their lands leading to degradation of the land.
2. Secondly, given the long gestation period between sowing and harvesting of the crops, credit is extended to the farmers for meeting their initial requirements of farm inputs like seeds, fertilisers, etc.
3. Credit saves the farmers from the vicious circle of poverty. The farmers require funds for meeting their general and specific needs. These needs are to be fulfilled via credit.
4. Lastly, agriculture has always been dependent at the vagaries of climate. In the absence of good monsoon or crop failure, farmers are worst hurt. Thus, in order to save them from such tragedy, crop insurance and farm credit plays a vital role.
Q3 :
Explain the role of micro-credit in meeting credit requirements of the poor.
Answer :
Micro credit refers to credit and other financial services provided to the poor through Self Help Groups (SHGs) and non government organisations. The Self Help Groups are playing a crucial role in meeting the credit requirements of the poor by inculcating saving habits among the rural households. The individual savings of many farmers are pooled together to meet the financial requirements of the needy members of the SHGs. The members of these groups have been linked with the banks. In other words, SHGs enable the economically poor individual to gain strength as part of a group. Also, the financing done through SHGs reduces transaction costs for both the lenders and the borrowers. The National Bank for Agricultural and Rural Development (NABARD) played a key role in providing credit at special concessional rates. Presently, more than seven lakhs SHGs are operating across different rural areas. SHGs' programmes are becoming popular among the small and marginal borrowers owing to their informal credit delivery mechanism along with minimum legal formalities.
Q4 :
Explain the steps taken by the government in developing rural markets.
Answer :
The following are the various steps initiated by the Indian government to develop the rural markets:
1. Regulated Markets: The government came up with the concept of regulated market where the sale and purchase of the products are monitored by the Market Committee. This Market Committee consists of farmers, government agents and traders. This practice infuses greater transparency in the marketing system through the use of proper scales and weights. Such committees ensure the farmers and the consumers in receiving fair price in exchange of their products
2. Infrastructure Development: The present infrastructure is not sufficient to meet the growing demands of the farmers. Indian government provided cold storages and warehouses that help the farmers to sell their product at the time when the price is attractive. Also, railways offer subsidised transport facilities to the farmers. This enables the farmers to bring their product to urban areas where they can earn huge profits.
3. Co-operative Agricultural Marketing Societies: The government also started co-operative marketing under which the farmers get access to fair prices. This is due to the better and enhanced bargaining power of the farmers via collective sale in the market.
4. MSP Policy: Minimum Support Price is a minimum legislated price that a farmer may charge in exchange for his products. This enables them to sell their products in the open market at a higher price. The MSP insulates the farmers in case of price fall as this is the minimum price that they can receive. The need of such assurance to the farmers is of immense importance as farming in India is subject to many uncertainties.
Q5 :
Why is agricultural diversification essential for sustainable livelihoods?
Answer :
The agricultural diversification implies diversification of crop production and shifting of agricultural workforce to other allied activities such as livestock, poultry, fisheries, etc. and non-agriculture sector. The shift from the crop farming to non-farm employment is essential in order to raise income and to explore alternative avenues of sustainable livelihood. The importance of agricultural diversification can be explained with the help of the following points:
1. A substantial portion of Indian farming is dependent on the vagaries of monsoon, making it a risky affair to rely upon solely. Accordingly, the need for diversification is required to enable the farmers to earn from other alternative non-farm occupations. This lessens excess burden on agriculture by reducing disguised unemployment.
2. The kharif season opens up ample opportunities for agricultural employment. However, owing to lack of irrigation facilities, the farmers fail to get gainful employment opportunities during the Rabi season.. Therefore, the need of diversification arises during the Rabiseason.
3. Agriculture being over crowded cannot further generate employment opportunities.. Therefore, the prospects of the non-farm sectors should be opened up in the rural areas to provide job opportunities, thereby, diverting workforce from the already crowded agricultural sector.
4. The non farm sector has several segments that possess dynamic linkages. Such linkages enhance the healthy growth of an economy.
Q6 :
Critically evaluate the role of the rural banking system in the process of rural development in India.
Answer :
With the nationalisation of the commercial banks after 1969, the concept of social banking came into existence. It implies extending institutional credit at moderate rate of interest. The National Bank for Agricultural and Rural Development (NABARD) has made a significant progress in the field of rural credit. It cannot be denied that the institutional credit has freed the farmers from the trap of money lenders and mahajans. But, on the other hand, institutional credit is not free from deficiencies. The rural or institutional credit has invariably been associated with security or collateral. Consequently, a substantial number of farmers cannot avail credit. Also, the commercial banks failed to encourage the habit of thrift among farmers. In addition to this, the leniency on the part of the government to collect taxes was another setback in the rural banking. This further led to the emergence of the feeling among the farmers of not repaying the borrowed amount. This increased the defaulter's rate and led to financial unfeasibility for the rural banks.
Q7 :
What do you mean by agricultural marketing?
Answer :
Agricultural marketing refers to all those processes that are involved from harvesting to final sales of the products by the farmers. These processes involve:
a) gathering the product after harvesting.
b) processing the product
c) grading the product, according to, different quality norms
d) packaging the product
e) storing the product for future use
f) selling the product at attractive prices
In other words, it does not simply refer to the farmers' act of bringing their product to the market for the purpose of sale. But it also includes all those activities that help the farmers to fetch the maximum price for his product.
Q8 :
Mention some obstacles that hinder the mechanism of agricultural marketing.
Answer :
Agricultural marketing does not simply refer to the farmers' act of bringing their product to the market for the purpose of sale. But it also includes all those activities that help the farmers to fetch the maximum price for their product. The following are some of the obstacles that hinder the mechanism of agricultural marketing:
i. Farmers are vulnerable to defective weighing techniques and misappropriation of accounts.
ii. Farmers are often ill-informed about market prices and market conditions. Being ignorant, farmers are forced to sell their product at lower prices.
iii. The farmers lack access to proper storage facilities to store their produce for future sell at better prices.
iv. The farmers cannot avail agricultural credit, leading to their exploitation by the moneylenders and mahajans.
Q9 :
What are the alternative channels available for agricultural marketing? Give some examples.
Answer :
The small and marginal farmers, selling their product through the middlemen, were exploited by these middlemen. The farmers were not given appropriate price for their product. In this context; there arose a need for an alternative marketing channel. Under this channel, the farmers can sell their product directly to the consumers that would fetch them comparatively higher price, thereby, attractive profits. Some of the examples of alternative agricultural marketing are Apni Mandi in states like Punjab, Haryana and Rajasthan, Hadaspar Mandi in Pune, Rythu Bazars in Andhra Pradesh, Uzhavar Sandies in Tamil Nadu. Another alternative channel for agricultural marketing is the contract of direct sales between the farmers and the national and international companies. These companies offer advance payments to the farmers for supplying products at pre-determined rates. These alternative agricultural channels raise farmer's income and simultaneously reduce price risk for the small and marginal farmers.
Q10 :
Distinguish between 'Green Revolution' and 'Golden Revolution'
Answer :
Green Revolution
The combined use of HYV seeds and increased use of fertilisers and developed irrigation facilities jointly to increase the production of rice and wheat. This increase in the production of the food grains is known as the Green Revolution.
It led to increase in the production, especially, of rice and wheat.
As a result of this revolution, India became selfsufficient in the production of wheat and rice.
Golden Revolution
The rapid growth in the production of the horticultural crops such as fruits, vegetables, tuber crops, flowers, etc. is known as Golden Revolution.
It led to increase in production of fruits, vegetables, flowers, aromatic plants, spices, etc.
As a result of this revolution, India became a world leader in the production of mangoes, bananas, coconut and spices.
Q11 :
Explain four measures taken by the government to improve agricultural marketing.
Answer :
The following are the various steps initiated by the Indian government to develop the rural markets:
1. Regulated Markets: The government came up with the concept of regulated market where the sale and purchase of the products are monitored by the Market Committee. This Market Committee consists of farmers, government agents and traders. This infuses greater transparency in the marketing system through the use of proper scales and weights. Such committees ensure the farmers and the consumers in receiving fair price in exchange of their products
2. Infrastructure Development: The present infrastructure is not sufficient to meet the growing demands of the farmers. The government of India has provided cold storages and warehouses that help the farmers to sell their product at the time when the price is attractive. Also, railways offer subsidised transport facilities to the farmers. This enables the farmers to bring their product to urban areas where they can earn huge profits.
3. Co-operative Agricultural Marketing Societies: The government also started co-operative marketing under which the farmers get access to fair prices. This is due to the better and enhanced bargaining power of the farmers via collective sale in the market.
4. MSP Policy: Minimum Support Price is a minimum legislated price that a farmer may charge in exchange of his products. This enables them to sell their products in the open market at a higher price. The MSP insulates the farmers in case of price fall as this is the minimum price that they can receive. Given the uncertainties faced by the farmers, the need of such assurance to them is of immense importance.
Q12 :
Explain the role of non-farm employment in promoting rural diversification.
Answer :
The non-farm areas of employment are essential with a view to raise income and exploring alternative avenues of sustainable livelihood besides agriculture. The following are the importance of non-farm employment opportunities in promoting rural diversification:
1. A substantial portion of Indian farming is dependent on the vagaries of monsoon, making it a risky affair to rely upon solely. Hence, non-farm employment opportunities are to be explored to enable the farmers to earn from alternative non-farm occupations. This will lessen the excess burden on agriculture by reducing disguised unemployment.
2. The kharif season opens up ample opportunities for agricultural employment. However, due to lack of irrigation facilities, the farmers fail to get gainful employment opportunities during the Rabi season. Therefore, absence of opportunities in agriculture sector should be compensated in non-farm sectors.
3. Agriculture being over crowded cannot further generate employment opportunities to the farmers. Therefore, the prospects of the non-farm sectors should be opened up in the rural areas to provide job opportunities, thereby, diverting workforce from the already crowded agricultural sector.
4. The non-farming sector has several segments that have dynamic linkages. Such linkages enhance the healthy growth of the rural areas.
5. The non-farm sector provides employment opportunities for the whole year as compared to the farming occupation. So, it helps to eradicate poverty from the rural areas.
6. Most of the output of non-farm sectors acts as an input for the large scale industries. For example, agro-processing industries, food processing industries, leather industry, tourism,etc. This has two-fold benefits. First, the large scale industries can specialise in their final output by relying on the processed inputs from the non-farm sectors. Secondly, such dependence of the large scale industries provides impetus to the non-farm sectors reducing the urban-rural regional disparities.
Q13 :
Bring out the importance of animal husbandry, fisheries and horticulture as a source of diversification.
Answer :
Importance of Animal Husbandry
Animal husbandry is the most important non-farm employment in India. It is also known as Livestock Farming. Poultry, cattle and goats/sheep are the important components of livestock farming in India. Most of the rural families carry out livestock farming together with crop farming in order to increase their income. The share of livestock farming is comparatively higher in the semi arid and arid areas than the irrigated areas. This is because the arid areas have lesser access to irrigation facilitiesand thereby, crop farming is less feasible. Thus, in other words, it can be said that livestock farming provides sustainable livelihood to the people in the semi arid and arid regions where farming can't be performed well. Further, capital investment in livestock farming is comparatively less than that in crop farming. In addition, livestock farming is an important source of employment for rural women. Presently, animal husbandry is the most important source of alternative employment, employing approximately 70 million small and marginal farmers. Besides providing employment, livestock farming has resulted in increased production of milk, eggs, meat, wool and other byproducts, enhancing the consumption bundle qualitatively and nutritionally.
Importance of Fisheries
'Fisheries' are an important source of livelihood in the coastal states such as Kerala, Maharashtra, Gujarat and Tamil Nadu. The fishing community in India depends on water bodies- both inland and marine water bodies. Inland sources include rivers, lakes, ponds, and streams, while, the marine sources include seas and oceans. The increasing efforts by the state governments have attracted funds in this sector, boosting the production. But this community remains one of the backward communities in the country due to low per capita earnings, lack of labour mobility to other sectors, illiteracy and indebtedness. Despite a significant segment engaged, this sector contributes only 1.4% to India's total GDP.
Importance of Horticulture
Horticulture is emerging as an important source of livelihood in the rural areas. Horticultural crops include fruits, vegetables, medicinal and aromatic plants and flowers. Presently, India is the second largest producer of fruits and vegetables that includes mangoes, bananas, coconuts, cashew nuts and variety of species. There has been a considerable rise in the income levels of families engaged in horticultural production. The increase in horticultural production has lowered the vulnerability of small and marginal farmers. This has provided a gateway of opportunities for employment for women. It generates employment for 19% of India's total labour force. In contrast to fishing, Horticulture does not suffer from ecological and environmental problem. Hence, horticulture must be promoted with sufficient investment and infrastructure.
Q14 :
'Information technology plays a very significant role in achieving sustainable development and food security' â€" comment.
Answer :
Information technology (IT) plays a very significant role in achieving sustainable development and food security. IT enables to provide and store data related to the past and future conditions providing inputs for policy decision and for adopting various corrective measures. For example, with the help of IT, weather conditions can be forecast. If ,for example, there is a probability of crop failure, then preventive measures can be taken to avoid or mitigate the impact of food insecurity. Information technology facilitates the storage and dissemination of information on emerging technologies, weather and soil conditions for growing various crops, etc, which ease the decision making process vis-a-vis production and productivity. Now days, the farmers can consult Kisan Call Centres and various web sites providing valuable information regarding measures to improve farm productivity and quality of farm inputs, seeds, fertilisers and various modern techniques. It acts as a tool for identifying the experts on food security and sustainable development. . IT sector also generates employment opportunities in the backward areas via developing 'info kiosk' (i.e. PC with internet, scanner, etc.) in the rural areas. Thus, it can be said that IT plays a vital role in assuring food security and sustainable development in India.
What is organic farming and how does it promote sustainable development?
Answer :
Organic farming refers to a system of farming that sustains and enhances the ecological balance. In other words, this system of farming relies upon the use of organic inputs for cultivation. The traditional farming involves the use of chemical fertilisers, toxic pesticides, etc. that harms the eco system drastically. So, this type of farming is practiced to produce toxic-free food for the consumers while simultaneously maintaining the fertility of the soil and contributing to ecological balance. This type of farming enables eco friendly sustainable economic development.
Q16 :
Identify the benefits and limitations of organic farming.
Answer :
Organic farming has some notable advantages as compared to the conventional farming. The advantages of the organic farming are as follows:
1. Discards Use of Chemicals: Unlike conventional farming, organic farming is free from synthetic chemicals. The chemicals present in the chemical fertilisers penetrate into the ground water and raises its nitrate content. This cause health hazards and also pollutes the environment. So, organic farming is an environment friendly method of farming.
2. Sustains Soil Fertility: The use of chemical fertilisers leads to erosion of soil fertility. Organic farming discards the use of chemical fertilisers. Therefore, this farming is practiced to produce non-toxic food for the consumers without degrading the soil fertility.
3. Healthier Food: Organically grown crops have high nutritional value than the conventionally grown crops. Also, the demand for organic farming rises rapidly even at a higher price.
4. Inexpensive Technology for Small and Marginal Farmers: The small and marginal farmers constitute the bulk of the farming. Organic farming offers an inexpensive farming technique to these small and marginal farmers.
5. Generates Income from Exports: It generates higher income from exports as there is huge international demand for organic crops.
Limitations of Organic Farming:
Despite the above mentioned benefits, Organic Farming suffers from the following limitations:
1. Organic Farming offers lesser yield than the conventional farming. Therefore, the productivity of the Organic Farming is lower than that of the conventional farming.
2. The popularity of organic farming depends on the awareness and willingness of the farmers to adopt this technology. Due to lower productivity, farmers lack initiative to adopt Organic Farming techniques.
3. The inadequate infrastructure and problem of marketing are the major concerns that need to be addressed to promote Organic Farming.
4. As Organic Farming offers lesser yield than conventional farming, this farming is not financially viable for the small and marginal land-holdings farmers.
Q17 :
Enlist some problems faced by farmers during the initial years of organic farming.
Answer :
In the initial years, it has been observed that the yields from Organic Farming are lesser than the modern agricultural farming. So, the farmers found it difficult to undertake large scale production. Also, due to the low yield per hectare, this technique was not financially viable for the small and marginal workers. The products obtained from organic farming have shorter life and are quicklyperishable. Moreover, the choice in production during off-season is quite limited in Organic Farming. Despite these shortcomings in the initial years, India has attained comparative advantage in Organic Farming due to labour intensive techniques. Hence, the availability of labour in abundance popularised Organic Farming in India. | <urn:uuid:abec126d-d388-415b-9134-ccaf9142c3e7> | CC-MAIN-2024-18 | https://devlibrary.b-cdn.net/wp-content/uploads/2019/02/ch6-13.pdf | 2024-04-12T14:18:47+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00191.warc.gz | 180,895,221 | 4,770 | eng_Latn | eng_Latn | 0.997696 | eng_Latn | 0.997876 | [
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Class Reference Information: Reception Robin and Wren (EYFS/Foundation Stage)
Key Stage 1
(KS1) Year 1: Swift, Nightingale Year 2: Woodpecker and Kingfisher
Lower Key Stage 2 (LKS2) Year 3:Osprey, Falcon, Year 4: Buzzard and Skylark
Upper Key Stage 2 (UKS2) Year 5: Kestrel, Red Kite Year 6: Owl and Eagle
Newsletter 3
6 th October 2023
It has been a busy couple of weeks at school with children doing all sorts of different activities to enhance their learning.
The children in Reception have been helping their puppet friends to learn how to count this week. They have been using a magic counting wand to practise with the puppets which number to start with and which number we end up with to find the total amount.
This week Year 1 have been learning about St Paul's Cathedral. We experienced what it is like to paint a ceiling by attempting to colour in a pattern that was taped to the underside of a table. It made everyone's arms ache, so we decided it would have been very tricky to have painted the huge ceiling!
Year 2 enjoyed an interactive bridge building workshop run by Tower Bridge. We constructed a variety of bridges and tested them for strength.
The children in Years 4 and 5 have been learning all about positive communication and resilience when trying to complete challenges as part of a team. They had a special team building day.
On Wednesday morning, the Year 5 and 6 pupils went to Bourn Farm to participate in the Network CB23 Year 5 and 6 Careers Convention. There was an exciting range of exhibitors attending this year, from archaeology to medical physics, apprenticeships to engineering, and sustainability to IT. All the exhibitors volunteered their time and were very helpful and willing to answer questions about the various job and career paths in their field for our pupils. The children spent time brainstorming some good questions to ask during the event and enjoyed participating in the interactive stands, filling in their booklets throughout the morning. We also had many happy faces collecting the badges, stickers, and bags on the day! The organiser of the event sent a follow up email to compliment the school on the children's behaviour and their enthusiasm. The teachers were very proud of them.
A successful partnership between parents and school will have a positive impact on children's well-being and learning. At GVP, we aim to work closely with parents so that they know what their children have been learning about and how they can best support them. This is one of the reasons that we do productions and class assemblies – we plan for each year group to do one of these. We also arrange meetings between parents and teachers regularly. Our formal parent consultations are coming up immediately after the half-term holidays; some parents are invited in next week. Sign up for these. We have open classrooms to inform parents about their child's work. Look out for more information on Parenthub.
At school, we seek to work positively with parents. If you have any concerns, please do ask to meet with class teachers so that we can work together to bring about a resolution.
Reminders:
Coming Up:
Between 8:30am and 9:00am and 3:00pm and 3:30pm, the school car park is only for staff, blue badge holders and taxis. Part of the car park is coned off to allow children to walk safely through the car park – please use the paths and coned off area to keep everyone safe.
Reading Books:
We are very excited to announce that we have a free trial to MyOn. This is an online reading platform for children to access articles, non-fiction and fiction texts on any device. This links to their school Renaissance Accelerated Reader account and any quizzes that are completed will be reflected on their account and work towards their targets which is excellent. Our trial ends on 23rd October and we are hoping to see many children log on and have a go. With many different books available from several different genres there is something for everyone! To log in please follow the instructions below.
Go to https://www.myon.co.uk and enter your login information:
School Name: Summer Reads
Username: Emma
Password: SUMR123!
Monday 16 th Oct.:
Individual photos
Monday 16 th Oct.:
BMX Assembly
Monday 16 th Oct.:
EYFS open classrooms
Tuesday 17 th Oct:
LKS2 open classrooms
Wednesday 18 th Oct:
KS1 & UKS2 open
classrooms
Wednesday 18 th Oct:
Kestrel Class Assembly
Thursday 19 th Oct:
Red Kite Class Assembly
Friday 20 th Oct:
Run for Fun Day
Friday 20 th Oct.:
Last day of Autumn 1
Monday 30 th Oct:
Return to School
Wednesday 1 st Nov:
RSE Consultation @ 9am
Wednesday 1 st Nov:
Parent Consultations
Thursday 2 nd Nov:
Parent Consultations | <urn:uuid:fa5026a2-2743-42da-a0c6-fc80d99c02b2> | CC-MAIN-2024-18 | https://www.gamlingayvp.org/download.php/03%20-%20October%2023 | 2024-04-12T14:01:46+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00190.warc.gz | 685,696,079 | 1,057 | eng_Latn | eng_Latn | 0.99875 | eng_Latn | 0.99875 | [
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1 st Session
Day 7
20 th Assembly
HANSARD
Wednesday, February 21, 2024
Pages 145 - 168
The Honourable Shane Thompson, Speaker
Legislative Assembly of the Northwest Territories
Members of the Legislative Assembly
Speaker Hon. Shane Thompson (Nahendeh)
___________________________________________________________________________________________________
Hon. Caitlin Cleveland
Hon. Vince McKay
Hon. Lesa Semmler
(Kam Lake)
Minister of Education, Culture and
Employment
Minister of Industry, Tourism and
Investment
Mr. Richard Edjericon
(Tu Nedhe-Wiilideh)
Mr. Robert Hawkins
(Yellowknife Centre)
Hon. Lucy Kuptana
(Nunakput) Minister responsible for Housing Northwest Territories Minister responsible for the Status of Women
Hon. Jay MacDonald
(Thebacha) Minister of Environment and Climate Change
(Hay River South)
Minister of Municipal and Community
Affairs
Minister responsible for the Workers'
Safety and Compensation
Commission
Minister responsible for the Public
Utilities Board
Mr. Danny McNeely
(Sahtu)
Ms. Shauna Morgan
(Yellowknife North)
Mr. Julian Morse
(Frame Lake)
Mr. George Nerysoo
(Mackenzie Delta)
Ms. Kate Reid
(Great Slave)
Mr. Denny Rodgers
(Inuvik Twin Lakes)
Minister of Health and Social Services
Hon. R.J. Simpson
(Hay River North) Premier Government House Leader Minister of Executive and Indigenous Affairs Minister of Justice
Mr. Kieron Testart
(Range Lake)
Hon. Caroline Wawzonek
(Yellowknife South) Deputy Premier Minister of Finance Minister of Infrastructure Minister responsible for the NWT Power Corporation
Mrs. Jane Weyallon Armstrong (Monfwi)
(Inuvik Boot Lake)
Mrs. Sheryl Yakeleya (Dehcho)
________________________________________________________________________________________________
Officers
Clerk of the Legislative Assembly
Mr. Glen Rutland
Deputy Clerks Ms. Kim Wickens Ms. Jolene Saturnino
Committee Clerks
Law Clerks
Mr. Michael Ball (Clerk of Journals) Ms. Cynthia James Ms. Katie Weaver Charpentier
Mr. Toby Kruger
Ms. Sandra Mackenzie
_____________________________________________________________________________________________
Box 1320
Yellowknife, Northwest Territories
Tel: (867) 767-9010 Fax: (867) 920-4735 Toll-Free: 1-800-661-0784
http://www.assembly.gov.nt.ca
TABLE OF CONTENTS
ORDERS OF THE DAY .......................................................................................................................................... 166
YELLOWKNIFE, NORTHWEST TERRITORIES
Wednesday, February 21, 2024
Members Present
Hon. Caitlin Cleveland, Mr. Edjericon, Mr. Hawkins, Hon. Lucy Kuptana, Hon. Jay MacDonald, Mr. McNeely, Ms. Morgan, Mr. Morse, Mr. Nerysoo, Ms. Reid, Mr. Rodgers, Hon. Lesa Semmler, Hon. R.J. Simpson, Mr. Testart, Mr. Thompson, Mrs. Weyallon Armstrong, Mrs. Yakeleya.
The House met at 1:32 p.m.
Prayer
---Prayer
SPEAKER (Hon. Shane Thompson): I'd like to thank Annie Inuktalik for the opening blessing.
Members, I want to go back to my original words to you when I first took this Chair. I promised to do everything in my power to be a Speaker that enables in-depth debate of ideas; a Speaker that enforces the rules; a Speaker that allows for freedom of speech that respects order and decorum. Members, healthy debate will often come close to the line and in some cases the line is crossed. If you are unsure, watch the reaction of Members. You will see on the faces of others that your remarks have crossed the line and caused disorder. You will also hear about it from me.
February is a time to celebrate our territory's diverse Indigenous languages and acknowledge the significance of language revitalization as these languages form the foundation of our territory's identity, pride, and community. This year's Indigenous Languages Month campaign is called Say it in Our Languages. Residents can keep an eye out for campaign materials on Government of the Northwest Territories' websites and social media channels, at community events, online learning resources, contests, and even on coffee sleeves at coffee shops.
Here in this Chamber, we all have a role to play in healthy debate. I can tell you the previous sitting days, we set a positive tone and the public appreciated it. However, we must maintain it. If we don't, we will lose the public's trust in us and have a big hole we will need to get out of. Thank you.
Ministers' statements. Minister of ECE.
Ministers' Statements
MINISTER'S STATEMENT 13-20(1): CELEBRATING NWT OFFICIAL LANGUAGES
HON. CAITLIN CLEVELAND: [Translation] Mr. Speaker, hello, my name is Caitlin Cleveland. My mother is Carol and my father is Randy. I am from and live in Yellowknife. [Translation ends]
As the Minister responsible for Official Languages, I am proud that all our official languages are celebrated every year, and I would like to begin by wishing my colleagues [Translation unavailable].
Mr. Speaker, this campaign matters because the loss of Indigenous languages is an ongoing challenge in our territory and around the world. Throughout Canada's relatively short history, colonial policies aimed at assimilating Indigenous peoples have had a devastating impact on Indigenous languages. To reverse the loss of language and keep Indigenous languages alive and thriving, they must be spoken in our communities. Using Indigenous languages every day, whether at home, school or out in public, is critically important to their survival. We do not have to be fluent in the language to make a difference. Practicing Indigenous languages and incorporating them into daily life is a step we can all take to reverse further language loss, which is fundamental to healing our territory.
Mr. Speaker, last year we awarded a record-high 18 scholarships to students enrolled in post-secondary programs supporting Indigenous language revitalization. Additionally, our mentor-apprentice program, a nine-month immersive learning program where a fluent Indigenous speaker teaches a language learner. The program had 45 pairs in six different language groups last year. This is an increase of 12 pairs compared to the previous year. Last week I had the pleasure to virtually meet with many of our mentor-apprentice program pairs at their final gathering. I was inspired by their personal commitment to revitalize their languages and appreciated their advocacy for more action to support language learning.
Mr. Speaker, the Government of the Northwest Territories is committed to preserving, developing, and enhancing all official languages as supported by Article 13 of the United Nations Declaration of the Rights of Indigenous Peoples. As the only political region in Canada that recognizes 11 official languages, the NWT has so much to celebrate during Indigenous Languages Month.
In celebration, we have organized for tea and bannock in the Great Hall during this afternoon's break for all Members, interpreters, translators, and staff of the Legislative Assembly. I hope you can all make it, and I encourage my colleagues to join me in practicing to speak our Indigenous languages together.
I'd like to take this moment to thank our interpreters here in the House of the Legislative Assembly and also Members who continue to speak their language during Members' statements and also the Member for Monfwi who continues to help me learn more words in her language as well. Thank you.
MR. SPEAKER: Thank you, Minister of Education, Culture and Employment. Ministers' statements. Minister for Environment and Climate Change.
MINISTER'S STATEMENT 14-20(1): OUR COMMITMENT TO CARIBOU STEWARDSHIP
HON. JAY MacDONALD: Thank you, Mr. Speaker. Mr. Speaker, barren-ground caribou are extremely important to the people, cultures, and communities of the Northwest Territories. They have supported northern Indigenous peoples from time immemorial, and it is important that we all work together to ensure caribou populations remain strong for future generations. In recent years, many herds across the NWT have undergone significant declines, particularly the dramatic 99 percent decline in the size of the Bathurst herd. These changes are driven by multiple interacting factors, including harvest, predators, and the impacts of climate and environment. This is a serious concern as the Bathurst herd remains at extremely low levels with the latest estimate at approximately 6,850 caribou in 2022.
Mr. Speaker, last summer we got some positive news when we saw an increase in the size of the Bluenose-East caribou herd, which had undergone serious declines since 2010. After years of hard work with our co-management partners, the herd increased from 23,200 animals in 2021 to 39,500 animals in 2023.
Caribou management is a shared responsibility. The Government of the Northwest Territories has been working closely with Indigenous governments, Indigenous organizations, renewable resource boards, and the Government of Canada, neighboring jurisdictions, industry, non-government organizations, and other partners to take strong conservation measures to protect caribou. This collaborative work is being done as part of the NWT's well-established wildlife co-management system where everyone is at the table to help guide caribou management, conservation, and recovery.
Mr. Speaker, the Department of Environment and Climate Change works with partners on key research, monitoring, and management initiatives that rely on the best available local, Indigenous, and scientific knowledge. Population surveys are scheduled for July of 2024 to assess the current status of the Bluenose-West, Cape Bathurst, and Tuktoyaktuk Peninsula herds. We are also supporting a wide range of caribou monitoring and guardian initiatives led by our co-management partners, implementing herd-specific management plans, and meeting with partners every year to review the status of individual herds based on all available information. This approach allows us to make hard decisions and take strong actions together in the best interests of the caribou.
Mr. Speaker, with the winter harvest season now underway, it is important that we continue our work with the Indigenous governments, Indigenous organizations, renewable resource boards, and other partners to ensure safe and respectful harvest. While most people harvest safely, legally, and respectfully, a small number of people do not.
Environment and Climate Change hosted a meeting of respected harvesters in December 2021 with representatives from communities that traditionally harvest from the Bathurst herd. Participants provided eight recommendations to leaders from Indigenous governments and the GNWT, including the need for all parties to work together, support monitoring and guardian programs, enhance enforcement efforts, and launch a public information campaign on respectful harvesting.
Mr. Speaker, it is our hope that this collaborative work will encourage the use of traditional harvesting practices and promote respect for the protections put in place to support collaboratively-developed caribou conservation and recovery. Important conservation measures such as the mobile core Bathurst caribou management zone are
put in place in collaboration with our co-management partners.
,, Mr. Speaker, caribou are a vital part of the cultures, traditions, and social fabric of our communities. The Government of the Northwest Territories is committed to working closely with all of our wildlife co-management partners to support the safe and respectful harvest of caribou while ensuring compliance with collaboratively-developed conservation measures, the Wildlife Act, and traditional practices and teaching. Take only what you need. Do not leave anything behind. Share what you have when you get back to your community. And listen and learn from your elders. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Environment and Climate Change. Members' statements. Minister for Housing NWT.
MINISTER'S STATEMENT 15-20(1): TENANT HANDBOOK AND PROGRAM UPDATES
HON. LUCY KUPTANA: Mr. Speaker, Housing NWT offers a range of programs and services to meet different housing needs across the NWT. As Housing NWT engaged with stakeholders as part of their strategic renewal, Housing NWT recognized that it needs new tools to offer a clear understanding of the role of Housing NWT and the local housing organizations as landlords and the rights and responsibilities of tenants in our units.
Coming out of these conversations and the related recommendations, I am very pleased to announce that some of the initiatives that Housing NWT is implementing to support clients across all areas of housing programs.
Mr. Speaker, Housing NWT has developed a tenant handbook to support tenants in public housing and to increase education and awareness on the rights and responsibilities of tenants and landlords. Existing tenants will receive a copy and new tenants will receive one as part of their check-in. The handbook explains the rights and responsibilities of public housing tenants, landlords, and agents involved in public housing in the NWT under the Residential Tenancies Act and related regulations. The handbook is written in plain language and covers a wide range of topics such as moving into a public housing unit, rent and security deposits, care of the unit, safety resources and understanding the processes if a tenant is not compliant with their tenancy agreement.
In addition to the handbook, Housing NWT has created a complementary online tenant education tool for clients to use that will go live in April. This is an interactive learning module that can be used by existing clients but would also be useful for individuals for example that are on the housing waitlist and hope to be a tenant of public housing in the near future.
Mr. Speaker, another outcome of the Housing NWT renewal was to remove barriers to accessing programs. One good example of this is related to the Solutions to Educate People, or STEP courses. These courses were a requirement of applicants to Housing NWT's homeownership programs. Unfortunately, the requirement became a barrier to clients successfully accessing these programs. With Housing NWT removing the requirement for STEP courses, we hope to see an uptake of these programs to empower clients to own and operate their own homes.
Another program that has undergone changes to support clients is the Canada-NWT Housing Benefit. The Canada-NWT Housing Benefit, also known as the CNHB program, is a rent subsidy program that is cost shared 50/50 between Canada and Housing NWT. It is designed to help households that pay more than 30 percent of their income on their rent. Since April 2021, this benefit has provided qualified households with up to $800 per month for rent.
Mr. Speaker, the program is a great example of how strong partnerships with the federal government can improve the lives of NWT residents. In 2022, this benefit supported 265 NWT households and is currently accepting new applicants with no waitlist. This benefit is a tangible, positive difference in the lives of residents in the private housing market. A total of $1,017,800 was provided in support for the 2022-2023 fiscal year, supporting clients who had affordability issues and therefore are defined as a client in core housing need.
New changes coming to this program include an increase in funding for survivors of gender-based violence, seniors, and persons with disabilities. There has also been an elimination of the two-year cap on the program so residents can access this program for as long as they need it.
I am pleased with the improvements that Housing NWT has made to tailor its programs to the needs of people across the NWT, including commitment arising from the strategic renewal. As Minister responsible for Housing NWT, I am looking forward to continuing this work to increase the well-being of individuals and communities by providing fair access to quality housing support for people most in need. Quyananni, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Housing NWT. Ministers' statements. Mr. Premier.
MINISTER'S STATEMENT 16-20(1): MINISTER ABSENT FROM THE HOUSE
HON. R.J. SIMPSON: Mr. Speaker, I wish to advise Members that the Honourable Caroline Wawzonek will be absent from the House for the remainder of the week to attend the meetings for federal, provincial, territorial Ministers responsible for transportation and safety in Montreal. Thank you.
MR. SPEAKER: Ministers' statements. Members' statements. Member from Great Slave.
Members' Statements
MEMBER'S STATEMENT 75-20(1): MEDICAL TRAVEL
MS. REID: Thank you, Mr. Speaker. I like being in your line of eyesight now.
Mr. Speaker, over the next three and a half years, you will hear me say to Ministers of the GNWT that people need to come first in the delivery of government programs and services. When a policy or process doesn't work continually, government can't keep defending it as being right without cause. There should be a genuine effort to learn from and listen to those who are affected. We must remove barriers that don't support the goal of service and move towards a client service model that enables continued improvement.
Mr. Speaker, when I still worked in the public service, I mentioned to some coworkers that I would likely need medical travel in the future. Most of the people I spoke to sighed and told me to buckle up for a hard ride. As it turns out, Mr. Speaker, my appointments were scheduled for after I was elected. Once I became MLA, there was a point of contact for GNWT medical travel made available to me, which was appreciated for confidentiality reasons. But even then, it was still a confusing process to navigate. I'm a white woman in Yellowknife with a graduate degree and for me to find it confusing is troubling considering that many people in our territory do not have the same privileges I do. This past weekend in the grocery store, I overheard people speaking loudly in the produce section about how difficult medical travel was to navigate outside of the GNWT. As well, I've gotten feedback from a constituent whose company helps folks in the regions access medical travel supports for children. Their stories are down right depressing, Mr. Speaker. I'm sure my colleagues can and will relay those frustrating accounts in the days and months to come about their regions.
Mr. Speaker, as 19 MLAs, one of the topics we could almost all universally agree on is that medical travel needs improvement. I'll have questions for the Minister of Health and Social Services at the appropriate time. Thank you.
MR. SPEAKER: Thank you, Member from Great Slave. Members' statements. Member from Range Lake.
MEMBER'S STATEMENT 76-20(1): HEALTH CARE SUSTAINABILITY
MR. TESTART: Mr. Speaker, of all the institutions that are important to Canadians and that unite us, few are as cherished as universal public health care. No matter who we are, we all proudly pay into the same system and trust it will be there for us when we need it the most. It's a public service we've enjoyed longer than many of us can remember yet it remains incumbent upon every generation to ensure health care remains in public hands where it belongs. That is why my constituents are very concerned with the GNWT's increasing reliance on private agencies in the NWT health care system. This is undermining public health care and impacting the morale of our health care workers.
Over the last few years, the government has turned to private agency nurses as a stop gap solution to retain health care work in the Northwest Territories. Year after year, this nursing shortage has grown without any solutions. Now to keep health services available, the government is advertising for temporary private workers to fly in and out at a hefty price to taxpayers. These agency nurses are paid far more than local professionals, recieving higher wages, as well as lucrative bonuses and per diems. They come with little understanding of our communities and no connection to our residents. In turn stifling the ability to make meaningful connections for Northerners with their health care providers. The more we rely on private agencies, the more we are undermining our own local workforce. I fear our government is sending a message to our health care workers that they are worth less than those who come from the south.
It is understandable that in order to keep our health care services available that gaps in the system need to be filled but at some point a line needs to be drawn. Why are we spending so much money on private agencies when our nurses are underpaid and undervalued? What does it say about our health care system when
,, we make it more attractive to health care workers to leave permanent jobs for un-unionized private agencies? It cannot be true that this government is prioritizing private profits over the needs of public health care workers. This is just another example of how underfunding health care is the first step towards health care privatization. This is privatization by stealth, Mr. Speaker.
Building failure into the public system creates space for private agencies to move in, and that's exactly what has happened. We need to treat our health care workers with the respect and dignity they deserve and offer them wages and benefits that will keep them in the North and keep them working for Northerners. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Member from Range Lake. Members' statements. Member from from the Sahtu.
MEMBER'S STATEMENT 77-20(1): HOLDOVER WILDFIRE ASSESSMENTS
MR. McNEELY: Thank you, Mr. Speaker. Mr. Speaker, holdover fires is inevitable in many parts of the Northwest Territories, a harsh reminder of last summer's wildfire disasters. NWT residents not only remember; they never forgot the devastation and most importantly losses. It is unimaginable the trauma that family displacements left with direct losses.
Mr. Speaker, these fires smolder through the winter only to return in the spring and are becoming a huge cause for concern amongst researchers and fire managers. Mr. Speaker, as of January the 1st, Alberta wildfires is reporting 51 active wildfires in the province - a notice of reality, Mr. Speaker.
Mr. Speaker, last summer was a unprecedented year for wildfires throughout Canada. The Northwest Territories seen the loss of 4 million hectares. Mr. Speaker, by no means I share this statement to residents on reliving the past or the trauma, only taking a proactive measure on fire management readiness and preparedness with the first step on holdover fire assessments. Later I will have questions for the appropriate Minister. Mahsi.
MR. SPEAKER: Thank you, Member from the Sahtu. Members' statements. Member from Frame Lake.
MEMBER'S STATEMENT 78-20(1): INDIGENOUS LANGUAGES MONTH
MR. MORSE: Thank you, Mr. Speaker. Mr. Speaker, I appreciated the Minister's earlier statement about Indigenous Languages Month.
The GNWT has been clear about the need for language revival and preservation in this year's Indigenous Languages Month campaign, which I will quote from directly: The loss of Indigenous languages is an ongoing challenge in our territory and around the world. To reverse the loss of language and culture and keep Indigenous languages alive and thriving, they must be spoken in homes and communities.
While the statement about homes and communities is true, and we should be proud that NWT is currently the jurisdiction with the largest rate of Indigenous speakers, this rate is in steep decline, Mr. Speaker. According to the latest census data, we lost 25 percent of our Indigenous language speakers between 2016 and 2021 alone. If we truly want to reverse the loss of language and culture, Indigenous languages must be taught in school. And similar to French language schooling, this could be established as a right at the territorial level. Nunavut did it in 2009 with the passing of the Inuit Language Protection Act. Quebec has had legal provisions regarding the right to education in Indigenous languages since the late 1970s. As a result of this, four in ten First Nation children in Quebec can speak their language. This is double the rate of the NWT. In the NWT, there is one exception we can look to which has begun to turn the tide of language loss in the NWT.
The Tlicho language currently has more youth speakers than those 65 and older. This is a direct result of the leadership and dedication of the Tlicho people who have ensured Tlicho is not only taught as a second language but is actually a language of instruction. We could follow this example and complete the vision that this Assembly had when it gave official status to our Indigenous languages by enacting the right to education in Indigenous languages.
Thankfully much of the work towards this has already been done by the previous Assembly. It was a key recommendation of the Standing Committee on Government Operations when it reviewed the Official Languages Act less than a year ago. Recommendation of the four of the committee was that the Department of Education, Culture and Employment implement an exercisable right for Northerners to full K to 12 immersion in each local Indigenous official language. We have the opportunity now to pick up where the previous Assembly left off, and I look forward to continuing that discussion with my colleagues. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Member from Frame Lake. Members' statements. Member from the Mackenzie Delta.
MEMBER'S STATEMENT 79-20(1): SOCIAL PASSING AND EDUCATION
MR. NERYSOO: Thank you, Mr. Speaker. Mr. Speaker, it's very difficult to sit back as an elected official and watch as our young people are being neglected. This is exactly what is happening with our education system, especially in our smaller communities. The larger regional centres and Yellowknife seem to be benefitting more in this area.
Mr. Speaker, two weeks ago I did my Member's statement on the income support program. In my statement, I referred to the recipients who are young adults who are being let down by the education system. The young eager students are being socially promoted to graduating with no academic skills to go on to post-secondary schools because they do not qualify. Then these students are at the doors of the income support office only to be stuck there.
Mr. Speaker, there are other alternative measures that the department can explore instead of placing our young people in a failing environment. Back in the 1980s, the department used a different approach to deal with students who were not academically ready to pursue post-secondary institutions.
Students were given the opportunity to participate in the trades component within the high school curriculum. And these are success stories that I have witnessed. We have former students who are now journeymen in their chosen trade and owners of their own companies.
Mr. Speaker, we have to start investing in our greatest resource, and that resource is our youth. It's time for the education department to focus on getting our students ready for the real world and implementing these similar programs within our high school curriculum. These students need career paths where they can have a secure future for themselves and their families. We do not want them to be knocking at the doors of the income support office and not coming out. Thank you, Mr. Speaker. I will have questions for the Minister at the appropriate time.
MR. SPEAKER: Thank you, Member from Mackenzie Delta. Members' statements. Member from Tu Nedhe-Wiilideh.
MEMBER'S STATEMENT 80-20(1): REPRESENTATION OF INDIGENOUS PEOPLE IN THE PUBLIC SERVICE
MR. EDJERICON: Mr. Speaker, the North is full of dedicated Indigenous people who are eager to contribute their great skills to our public services.
In the 19th Assembly, I was closely involved in looking for ways to increase Indigenous hiring to the GNWT workforce, participating in the reports on the Indigenous representation in the Northwest Territories public service. I want to thank my colleagues at the time who participated and the chair and the cochair, Rylund Johnson and Frieda Martselos, as well as the Member from Kam Lake and the other Member from Inuvik Twin Lakes. A lot of hard work went into this subject in the 19th Assembly because it was vital that we make our public service representative of our population. Unfortunately, successive governments have been working towards these goals for decades but the number of Indigenous people in our public service has remained the same. I know now that the Ministers are preparing a work plan to increase Indigenous hiring in their departments, so now this government has another great opportunity to shape our -- and start making meaningful action towards achieving a diverse public service that is truly representative of the Northwest Territories. This is why I want to mention some of the things I'm hearing from my communities.
I have heard about several instances and situations of my constituents on this matter that are very concerning. These constituents are proud Indigenous people who have a lot to offer the GNWT, were forced out of their positions and replaced by non-Indigenous staff. One constituent worked for 12 years before she was forced out of their position so their supervisor could accommodate a P3 transfer. This constituent is not only one example. I have seen this happen all too often in my departments. We can talk about representation of workforce all we want. We can write action plans, strike committees, and give speeches in the House about our priorities for every department but we need to follow those words with action. Action means we cannot keep turning a blind eye to managers and administrators ignoring Ministers' guidelines and hire their friends and family instead.
Hearing these stories from my constituents tells me that we are moving forward but moving backwards and that if we keep moving backwards then our public service will be stuck at 30 percent of Indigenous hires. Mr. Speaker, I will have questions for the Premier at the appropriate time. Mahsi.
MR. SPEAKER: Thank you, Member from Tu Nedhe-Wiilideh. Members' statements. Member from Deh Cho.
MEMBER'S STATEMENT 81-20(1): WATER LEVELS AND CLIMATE CHANGE
,, MRS. YAKELEYA: Mahsi, Mr. Speaker. Last year the Deh Cho and the Mackenzie River reached historical water levels across the NWT. There are many news stories about this, and many people shared their own photos online of receding shorelines up and down the Valley. These low water levels caused a lot of problems for many people, from harvesters unable to cross the river to go hunting to tugboats running aground and getting stuck, to barge deliveries cancelled and unable to deliver goods to Norman Wells and Tulita. These are just some of the issues low water levels have caused us in the last year.
In addition, Mr. Speaker, it wasn't just the Mackenzie River with low water levels. The Liard River, the Great Slave Lake also experienced historic low water levels over the past two years. In fact, Great Slave Lake is currently at its lowest water level ever recorded. Both Great Slave Lake and Mackenzie River water levels remain extremely low largely due to hot and dry conditions in northern Alberta and British Columbia and the southern NWT. This is also impacting hydro electric energy generation across the NWT and other provinces. What's worse, Mr. Speaker, is that it's not only the NWT who are experiencing this either. Most of western Canada has been in a drought for the last two years. Alberta is experiencing extremely low water levels in many parts of the province due to below average snowpack and precipitation in recent months resulting in less runoff to rivers, lakes, and reservoirs. This is contributing to widespread dry conditions and water shortages.
In closing, Mr. Speaker, recently Alberta is beginning conserving its water usage province-wide. Alberta has established a drought command team, and they are encouraging people to plan for water shortage during 2024, including conserving water now. This is an extremely troubling situation. Climate change is real and happening now, and this is further evidence to that. This is also partly what fueled the worst fire season ever.
MR. SPEAKER: Member from the Deh Cho, your time is up.
MRS. YAKELEYA: To conclude my statement.
---Unanimous consent granted
MRS. YAKELEYA: Thank you, Mr. Speaker. This is also partly what fueled the worst fire season ever had last summer. Our government needs to respond to this, Mr. Speaker. I will have questions for the Minister of ECC. Thank you.
MR. SPEAKER: Thank you, Member from the Deh Cho. Members' statements. Member from Monfwi.
MEMBER'S STATEMENT 82-20(1): ELDERS AND HOUSING NORTHWEST TERRITORIES MORTGAGES
MRS. WEYALLON ARMSTRONG: Thank you, Mr. Speaker. Mr. Speaker, [Translation] this item that I am going to talk about is about housing mortgage and the policies that are in place and how they work with people in the community. This mortgage has been in place for a long time since 1978, and it's affecting the people in the community and now we have a lot of elders that are over 60 that are dealing with this issue. That is what I'm going to talk about. [Translation ends]
Mr. Speaker, I have seniors in my riding who entered into mortgage agreements not understanding what exactly they were signing because there was no interpreter. In many cases, these clients fell behind on payments, and Housing NWT provided refinance agreements as the only option to maintain their homes. Mr. Speaker, people signed these documents and follow along with the options Housing NWT provides but, in many cases, they do not understand what they are committing to. There is little meaningful effort from Housing NWT to ensure clients, mostly elders, understand the process and what they are signing.
Mr. Speaker, constituents in my regions have a mortgage with Housing NWT but they don't even know how much they owe. To these people, it's a mortgage sentence for life. Many people don't know how they will ever pay for their home in their lifetime. Housing NWT does not appear to be providing annual mortgage statements to clients. For clients that have fallen into arrears, they may eventually be referred to collections. In the collection process, clients have to deal with the law firm. There is no language or liaison person assigned to support clients in arrears and specifically for elders in arrears.
Mr. Speaker, this is a disservice to our elders. Seniors who have been paying into mortgages for 10, 20 years should be given more support from Housing NWT so they can become homeowners. With a mortgage, Housing NWT clients are on track to homeownership. This is something Housing NWT should be supporting, not penalizing. Often there are language barriers but dealing with bureaucracy and government administration is also a barrier.
What is being done to support elders, especially those who are residential school survivors, to be able to age in place in their homes and in their communities?
MR. SPEAKER: Member from Monfwi. Members' statements. Member from Yellowknife North.
MEMBER'S STATEMENT 83-20(1): FUNDING FOR NON-GOVERNMENTAL ORGANIZATIONS
MS. MORGAN: Thank you, Mr. Speaker. I want to reflect today on the problematic way that our government funds and works with nonprofit organizations who are providing essential social services. Yesterday in Committee of the Whole, I raised the urgent situation of the Spruce Bough supportive living housing facility where the non-profit Yellowknife Women Society is housing and providing wraparound services for 26 people with complex medical needs and addictions issues.
Ever since this facility opened its doors in 2020 with capital funding support from the feds, it's been cobbling together short-term operational funding, mostly from the GNWT. Now, a lot of our basic social safety net is operated by non-profits. They put roofs over the heads of seniors or the underhoused population or women and children fleeing violence. They provide daycare to children so their parents can go to work or school and put roofs over the heads of their families. These are services that we can't allow to fail. And if they do, the government is under considerable pressure to step in and take over these services to stop people from dying or to stop the economy from grinding to a halt. And we've seen the GNWT have to step in and the extra cost of that.
In recent years, the GNWT has taken over the day shelters and sobering centres in both Inuvik and Yellowknife, and we see in our supplementary estimates that that facility in Yellowknife alone costs us an extra $2 million a year on top of what it used to cost to have a non-profit running. The reason, of course, that NGOs provide these services more cheaply is that they rely heavily on volunteer and low paid labour. We rely on goodwill, but that is a fragile currency that can easily dissolve.
And yet we seem to treat these essential social services as if they were any other contract. Pretend that we are the one in control, that we can drive costs and set the terms, and that any NGO would be lucky to be chosen as the winning bidder. But in many cases, we need those few non-profits as much or more than they need our funding.
The GNWT has done reports on how to better support NGOs in general but there are differences between the government throwing chunks of funding here and there to host fun community events and throwing short-term --
MR. SPEAKER: Member from Yellowknife North, your time is up.
---Unanimous consent granted
MS. MORGAN: I was saying there's a difference between throwing chunks of funding haphazardly for community events and throwing short-term chunks of funding haphazardly to keep roofs over peoples' heads. And so I don't want to stand here and plead with the government to have a heart and please donate money to these heroic organizations because that's part of what got us into this mess thinking that we can just offer charity when we have extra money in our pockets. I'm asking this government to think practically about what services our residents expect and how we can make longer term plans to collaborate with NGO partners with stable (audio).
MR. SPEAKER: Thank you, Member from Yellowknife North. Members' statements. Member from Yellowknife Centre.
MEMBER'S STATEMENT 84-20(1): FAMILY DOCTORS
MR. HAWKINS: Thank you, Mr. Speaker. It comes as no surprise to you, and all the Members of this House, that how important it is to have a family doctor on your health care journey. So whether you live in the Mackenzie Delta or you live in the Sahtu, I can tell you it matters to them. I mean how many times have people from Aklavik driven all the way to Inuvik to find a new doctor that they have to explain their story to them over and over again? How many times does someone from Deline have to take that goat trail all the way to the Wells to explain their story why they need their prescription changed or adjusted, Mr. Speaker? Or you live in Yellowknife and you have to explain to the locum doctor that you've never met before how many times your diabetes medication has been changed and tried and yet they continue to offer the same thing?
Mr. Speaker, it's well known that family doctors are key. They know your story. They know you. Even the Canadian Medical Journal points out about the relationship is number one. That's the difference between a family doctor and a locum.
I've reached out to the department of health and I asked how many people are on the waiting list. A non-transparency list in other words, Mr.
Speaker. A list that doesn't exist but apparently they're keeping numbers.
,, I'm sorry to report it wasn't 100 people waiting to have a doctor, Mr. Speaker. It wasn't two. It wasn't 300 people. It wasn't four. Mr. Speaker, I could auctioneer this off for another ten minutes. Why don't we jump to the conclusion?
The department said 2,000 people are sitting on the non-transparency waiting list to see if they can get a family doctor, Mr. Speaker. That's a shameful process in this first world country in a territory as rich as ours. My goodness, Mr. Speaker, a family doctor should be a right, and that should be it.
So I asked them how can doctors refuse patients? Their answer was pretty much bare. I ask them about how do they get more doctors? They send me to Practice NWT as the result. And as a matter of fact, looking at that website it looks for attractive as they spell out the benefits of being a locum doctor better than they spell out to be a regular doctor in our communities, Mr. Speaker.
Mr. Speaker, having a doctor is key whether you're in the early season of your life, whether you're new, or you're renewed like some of us and certainly maybe even those who are heading into the winter of their life. That special relationship is key. And as this government unilaterally ponders their policy and how to carve out $50 million here and there, it has Northerners worried. Thank you, Mr. Speaker. I'll have questions later today.
MR. SPEAKER: Thank you, Member from Yellowknife Centre. Members' statements.
MEMBER'S STATEMENT 85-20(1): PAUL STIPDONK MEMORIAL SOCCER TOURNAMENT
HON. SHANE THOMPSON: Good afternoon, Members. Two weeks ago I had the pleasure of attending the Paul Stipdonk Memorial Soccer Tournament. It was the second time since the pandemic they cancelled the previous tournaments. As I stated previously in this House, this tournament is a bit unique in that they don't keep score, teams are mixed up, and we do not have winners or losers. The focus is on the youth having fun and playing the sport; something that the namesake was all about.
Besides playing the sport, the youth are given the opportunity to attend a skills competition event on Saturday. This year, we had athletes from Yellowknife, Fort Providence, and Fort Simpson. They were great sportsmen and ambassadors of their respective communities. It was amazing to see all those smiling faces and the fun that they had over the weekend. I am proud to say the Fort Simpson athletes were great hosts and really enjoyed the games as they made new friends from the region and the territories. I am proud to say that parents and families of the athletes, whether they were from the community or from out of town, did an amazing job cheering and encouraging the youth. It was awesome to see the stands and the small hall full of supporters.
A special shout goes to the Mackenzie Recreation Association, Municipal and Community Affairs, the village of Fort Simpson recreation staff who kept the facility nice and clean, and most importantly Kali Norn and Jackie Whelly who dedicated many hours organizing and making sure the event ran smoothly.
To the speed skating moms, thank you for catering the whole weekend.
I would like to thank the Fort Simpson high performance athletes, especially Amaria Tanche Hanna and Gina Hardisty, for being the coaches of the teams, helpers, and being great role models to the youth. It was great to see this capacity being built. I take great pride when I see younger athletes paying back to the sport.
In closing, I would like to say a big thank you to the Stipdonk family for letting us to honour their husband, dad, grandfather, and my friend in a way that brings so many smiles to the youth. Thank you.
Members' statements. Member from Inuvik Boot Lake.
MEMBER'S STATEMENT 86-20(1): EULOGY FOR VINCE SHARPE
MR. RODGERS: Thank you, Mr. Speaker. Mr. Speaker, it's with a heavy heart today that I announce that the late Vince Patrick Sharpe, aged 76, passed away peacefully on February 15, 2024, at Stanton Territorial Hospital here in Yellowknife.
Vince was born on February 10th, 1948, in Nova Scotia to Walter J. Sharpe and Margaret M. Sharpe. Vince is one of six siblings, with two brothers and four sisters.
Vince left Nova Scotia at the young age of 19 and was soon captivated by the lure of the North and moved to Inuvik in 1968, initially working for Slim Semmler and John Camaralie. In 1968, he took a position then as Transport Canada firefighter at the Inuvik airport and volunteer firefighter of the Inuvik volunteer fire department.
He met his first wife Mabel Keevik in 1971. Vince has three beautiful children - Sheryl, Mike, and Harmony. And three wonderful grandsons, Brent, Colton, and Daniel.
He met and married his second wife Lena Allen, which then grew their family by two more children, Jimmy and Jenny Kalnik.
Vince went on to become a successful general contractor employing many local people for Inuvik and the surrounding areas.
On November 17th, 2007, Mr. Speaker, Vince was awarded the medal for bravery from the Governor General of Canada for rescuing two occupants from a burning structure in Inuvik.
Vince is predeceased by his father Walter Sharpe, Toronto, Ontario; his mother Margaret, Turo, Nova Scotia; and, brother David Sharpe, Gjoa Haven.
Mr. Speaker, Vince was one of the first people I met when I moved to Inuvik 30 years ago and we remained close friends since that time. Vince has always been an incredible advocate for our community that he so dearly loved. He served several years as a municipal councillor. He was a staunch supporter of the Inuvik fire department, any local protective services, and he supported and fundraised for community events such as the Muskrat Jamboree, the Firefighters Gala, the Children's First Centre, and many, many more, Mr. Speaker, that I could probably go on for an hour.
Vince's favourite place on the planet was at Ya Ya Lake where he spent many, many -- well, pretty much every weekend that he could out there in the summer hosting tourists, family, friends. As anybody who knows Vince, and I know some colleagues from the Beaufort Delta who are with me, and yourself, Vince lived life on his own terms always and was a true pillar for Inuvik and a legend for Inuvik, and he'll certainly be sorrily missed.
Mr. Speaker, I offer my condolences to his family and friends and funeral services will take place on Thursday, February 22nd, 2024, beginning at 2 p.m. at the Midnight Sun Complex, the Roy Sugloo Arena in Inuvik. Burial at the cemetery will take place following the ceremony.
Mr. Speaker, I will be absent from the House Thursday, February 22nd, and Friday, February 23rd, to attend the service with family and friends for Mr. Sharpe. Thank you.
MR. SPEAKER: Thank you, Member from Inuvik Boot Lake. Our condolences go out to the family and friends of an amazing individual that I had the pleasure of knowing since 1988.
So he will be sadly missed. So please pass on our condolences to the family and friends. Thank you.
Members' statements. Return to oral questions. Recognition of visitors in the gallery.
Recognition of Visitors in the Gallery
MR. SPEAKER: I see there's some people in the gallery and we would like to thank you very much to be here in your Chamber. I hope you're enjoying the proceedings. It's always nice to see people in the gallery. Thank you for being here.
Acknowledgements. Oral questions. Member from Monfwi.
Oral Questions
QUESTION 63-20(1): HOUSING NORTHWEST TERRITORIES POLICIES ON MORTGAGE AND RENTAL ARREARS RECOVERY
MRS. WEYALLON ARMSTRONG: Thank you, Mr. Speaker. Mr. Speaker, this is a question for the Minister of Housing. Can the Minister explain the process that the department follows when a mortgage client has fallen into arrears on their payment? Is the collection process different for people with a mortgage or people renting units? Thank you.
MR. SPEAKER: Thank you, Member from Monfwi. Minister for Housing NWT.
HON. LUCY KUPTANA: Mr. Speaker, the process for collecting on a mortgage and rental arrears with Housing NWT is not different. It's the same institution, Housing NWT, same corporation. So the process is not different, Mr. Speaker. Thank you.
MRS. WEYALLON ARMSTRONG: Thank you, Mr. Speaker. What supports are in place to assist elders as they deal with Housing NWT?
HON. LUCY KUPTANA: There's many supports in place, Mr. Speaker. We have tenant relations officers. We have district office. We have the local housing associations. And we also have government services officers in the communities. So we have many supports in place, Mr. Speaker.
MRS. WEYALLON ARMSTRONG: Thank you. Thank you, Mr. Speaker. I know this is long overdue, and I want to ask the Minister, will the Minister do the right thing and commit to doing a mortgage write off of its clients? It's been there since -- for over 20 years. Some of those are from early 1990s. So I just wanted to ask
the Minister if she will do the right thing and do a mortgage write off because those are the people -- the people that we're talking about are 65 and over now. Thank you.
,, HON. LUCY KUPTANA: Thank you, Mr. Speaker. In my heart of hearts, I wish I could write everybody off, but I can't. We're a housing corporation and we use this revenue to provide more housing throughout the Northwest Territories. But we look at individual cases every year. Housing NWT does look at individual cases, and we follow the Financial Administration Act. And if there is cases that the Member would like us to look at, we can look at those. We can review things but, again, we have to follow the law and our regulations. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Housing NWT. Member from Monfwi. Final supplementary.
MRS. WEYALLON ARMSTRONG: Thank you. Thank you, Mr. Speaker. Mr. Speaker, if a client is referred to collection, a law firm represents Housing NWT. Housing NWT has a law firm to represent them, but the clients have no extra support to represent their interests. Can the Minister commit to a liaison person who can support Housing NWT clients in the collections process? Thank you.
HON. LUCY KUPTANA: Thank you, Mr. Speaker. A very serious process and ensuring that clients have the proper legal support, that's something I can look into and then follow up with the Member on to make sure that the information is correct and proper. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Housing NWT. Oral questions. Member from Range Lake.
QUESTION 64-20(1):
USE OF PRIVATE AGENCY NURSING IN
THE NORTHWEST TERRITORIES
MR. TESTART: Thank you, Mr. Speaker. Mr. Speaker, Quebec has passed legislation to ban private health agencies in major centres by December of this year and throughout the province by the end of 2025. So my question is to the Minister of health, will she also ban the use of agencies in the Northwest Territories so we can restore integrity to our public health care system in the Northwest Territories? Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Member from Range Lake. Minister for Health and Social Services.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, this is a conversation that I actually had with Minister Holland last week, is the effect of, you know, agency nurses on our health care system and this is a discussion that I will continue -- I will be raising at the national level because as currently right now in the Northwest Territories, we have seven agency nurses working. And so if I was to say we are out of the 400 and some staff positions, for me to say I'm banning agency nurses and the rest of Canada doesn't do that, you know, I hear what the Member is saying, but the Northwest Territories can't do it alone so we're going to need -- I'm going to need help from the rest of the territories and provinces to do something like this. And I'm glad to hear, you know, some of the work that's going on in the rest of the country because this is an issue. This is an issue on our health care system. Thank you.
MR. TESTART: Thank you, Mr. Speaker. Well I heard a no, but I appreciate the Minister's position. So can she explain why we're so reliant on agency -- on public -- or private agencies in the Northwest Territories? Thank you.
HON. LESA SEMMLER: I could let Minister of housing answer, but I don't know if he'll get the answer he wants. Sorry, Mr. Speaker.
Mr. Speaker, you know, the North -- the NTHSSA uses agency nurses as a last resort. This is not something that we want to do but when it comes to closing beds, closing units, you know, we seen this happen two years ago when the obstetrics -- you know, that -- you know, and we raised it in this House. It was raised in this House that, you know, the costs of the two-month closure and the impact on all of those families that had to travel due to the closure, you know, if we're talking about closing a unit versus hiring some nurses to ensure that people are not sitting down in Edmonton incurring us costs and away from their family for -- you know, sometimes they leave two weeks before and then they are there two weeks after their due date before they deliver. So, you know, there's many other things.
We also will use them in surgery, in the dialysis, in the operating room, post anesthetic, and most recently we ended up in an emergency situation where Inuvik Regional Hospital had to close down their birthing -- you know, members that were due had to fly out for that short period of time.
So these are specialty areas and so in order for us to keep those units going and less impact to the patients, that's where we use them. We don't want to use them but if we had the option
to hire a term or something, we would. Thank you.
MR. TESTART: Thank you, Mr. Speaker. Mr. Speaker, I'm glad the Minister doesn't want to use them. So how much is it costing us? How much is it costing us a day and how much -- and over time, has it changed since COVID? That's my question. Are we paying more now than before the pandemic? Thank you.
HON. LESA SEMMLER: Thank you, Mr. Speaker. And keep it short, yes, we are paying more now before the pandemic because we didn't use them for 15 years before without the OBS unit closed. Thank you, Mr. Speaker.
MR. TESTART: Thank you, Mr. Speaker. Thank you to the Minister for the brief answer. Mr. Speaker, how is the authority -- the health authority communicating to our local workforce that these aren't temporary measures, these are not replacing them, and we value their work, and we want to pay them what they -- for the hard work they do for our communities? Thank you, Mr. Speaker.
HON. LESA SEMMLER: Sorry, Mr. Speaker. I can do it short, but I can do it -- so I could give the answer. So currently the NTHSSA is finalizing its formal employee engagement strategy. This is a draft strategy that's been distributed to all the staff members for their input, and they are actively seeking feedback. So executive-led council meetings provide a platform for discussion and feedback gathering, to communicate effectively with staff, the NTHSSA uses various channels, including daily staff emails, monthly coffee breaks, COO communication with staff monthly through their own newsletter, regular staff tailgate. You know, and I know that this area is hard because they work 12 hours a day, 24 -- or 12-hour shifts 24 hours a day and sometimes they're not able to always get the information. So if there's ways that -- and I mentioned it yesterday -- to better this communication, you know, please feel free to bring those discussions to me. Thank you.
MR. SPEAKER: Minister of Health and Social Services. Oral questions. Member from Yellowknife Centre.
QUESTION 65-20(1): USE OF PRIVATE AGENCY NURSING IN THE NORTHWEST TERRITORIES
MR. HAWKINS: Thank you, Mr. Speaker. Mr. Speaker, I'm going to have questions for the Minister of health as well, and as a matter of fact I have doctor questions but I was just realizing I have nursing agency questions, so I'm going to build on my colleague's questions here, Mr. Speaker.
What has the department done to reengineer the nursing agency problem because this is an attack on the health system as pointed out by my good colleague. And even the Premier of Manitoba has defined it as a crisis and attack on the health system. So in other words, to the question, Mr. Speaker, what is the department doing to reengineer the nursing agency problem and fixing it here in the Northwest Territories? Thank you.
MR. SPEAKER: Thank you, Member from Yellowknife Centre. Minister of Health and Social Services.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, like I said in my previous statement is that we haven't used agency nurses pre-COVID for at least 15 years, and so this is something that has come because of the health care crisis post -- like, post the pandemic. And so right now what we're doing is strategically within the NTHSSA and within the department is, you know, we're identifying where there's high needs and, you know, and I think the plan -- like, the work that's going on right now is to try and home grow -- like, some of the nurses that are employed by our department in these specialty areas. So that is one way that we can try and eliminate using the use of agency nurses. Thank you, Mr. Speaker.
MR. HAWKINS: Thank you, Mr. Speaker. Mr. Speaker, I've recently talked to some nurses -- let me try it again. Agency nurses; there we go. So I'm not sure, there's six, there's ten, there's a hundred; I have no idea. How does the Minister know that there's this minimum, or maximum as she's trying to describe as six or seven, and where are they? I'm trying to -- because if she says the numbers are so low, it should be easy to explain where they are. Thank you.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, the reason that I know this number because it was asked of me, and so I asked the department, where are these nurses and how many do we actually have right now working, and there was seven and they're in obstetrics. Thank you, Mr. Speaker.
MR. HAWKINS: Well yeah, I'll start with that. That's a good point. Seven too many, of course. And I spoke to one who was a former nurse in the Northwest Territories, and she told me it's way more lucrative to quit her job and move south to become an agency nurse. Mr. Speaker, as I said, what is the department doing to reengineer the nursing agency problem and to define this; what is the issue that seems to be blocking the problem that the department doesn't seem to understand? Why are nurses quitting to become agency nurses to
come back home to the Northwest Territories and work?
,, HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, I'm not sure how many nurses have left the health care system to become agency nurses or to become term nurses because they want to go be closer to their family. There are different reasons for it, Mr. Speaker. Myself who worked as a -- alongside agency nurses at the beginning of my nursing career, there wasn't an option for me to pack up and go live some other territory because I was from here. So, you know, I think that's -- you know, when I hear the Member saying that it's more lucrative, well, you know, we have, you know, a different group of individuals that are coming out of nursing school and they're not settling down, wanting to live in this one certain area. Some of the nurses that I've -- like had spoken to throughout my career say they're fine with just travel because it gets them around the country and because it's the nature of the health care system right now. They're able to go and people are paying for them to fly around the country. They're seeing the world. They're taking off the time when they need to. Right now, the Northwest Territories is doing what they can do to work with the staff to try to promote. I think I've read off a list of things that we're doing that we can do. You know, our salaries are equivalent to the rest of Canada. There's -- and I'll -- I'll leave it there, Mr. Speaker.
MR. SPEAKER: Minister of Health and Social Services. Final supplementary. Yellowknife Centre.
MR. HAWKINS: Thank you, Mr. Speaker. And I appreciate your eye on the clock because, my goodness, we'd be through question period before we got to all the Members based on some of these answers.
She said we're doing whatever we can. You're paying the agencies too much. It's that simple. That simple. Mr. Speaker, money is the problem and the Minister says well, you know, I don't know but the reality is people leaving here because they know they get paid more coming back here. It's not about family.
So, Mr. Speaker, my question specifically to the Minister is is she willing to table publicly a wage comparison package of what our local nurses are paid versus what the agencies are paying their staff just to come back to the Northwest Territories and work? Thank you, Mr. Speaker.
HON. LESA SEMMLER: Thank you, Mr. Speaker. I would be able to table what our nurses are making but I can only table what we pay the agency because they don't disclose to us what they pay their staff. Thank you, Mr. Speaker.
MR. SPEAKER: Minister of Health and Social Services. Oral questions. Member from Mackenzie Delta.
QUESTION 66-20(1): EDUCATION POLICIES, CURRICULUM AND SOCIAL PASSING
MR. NERYSOO: Thank you, Mr. Speaker. Mr. Speaker, my question is to the department of education. Is the department looking at eliminating the practice of socially promoting our students of the Northwest Territories? Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Member from Mackenzie Delta. Minister of Education, Culture and Employment.
HON. CAITLIN CLEVELAND: Thank you, Mr. Speaker. Mr. Speaker, while the department doesn't practice social passing as a policy so to speak, it does endorse peer group placement for students in the Northwest Territories. This is researched-based education practice, and it's used in many jurisdictions across Canada and worldwide. What I want to add here, though, is that peer group placements do not prevent parents, students, teachers, and also even the education system as a whole, from holding appropriate expectations for students to continue growing in our territory. And I think it's really important that amendments that were made to the Education Act ensure that parents are notified when students are working below grade level and are placed on a modified education plan. So it's really important that parents know what's happening with students and have the ability to step in if they want to. Thank you, Mr. Speaker.
MR. NERYSOO: Thank you, Mr. Speaker. The industrial arts and home economic courses were very popular in high school. It gave the students something positive to look forward to. Can the department look at bringing these courses back into the school curriculum to start the process of building the self-esteem of our students? Thank you, Mr. Speaker.
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. Mr. Speaker, in the Northwest Territories we currently have -- so schools have access to arts and trades programming through career and technology study courses. As we transition to a BC curriculum, these will then be known as applied design and skilled technology courses. So just a name change there. And these, within the BC curriculum, are known as experiential hands-on programming, learning through design and
creation, and really is able to pull on skills and concepts from traditional and Indigenous practices as well. But what it comes down to is the capacity of the schools and the interest of students as well to be able to offer this type of programming. But I want to say I'm very happy that we're having this conversation on the floor of the House today. Thank you.
MR. NERYSOO: Thank you to the Minister for that answer. Mr. Speaker, with the past success of these trade programs being in the school of the 1980s give the students the opportunity to get involved in a certain trade when they weren't academically ready to go to post-secondary institutions. So will the department commit to exploring these similar options to eliminate the social promoting of our students? Thank you, Mr. Speaker.
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. Mr. Speaker, in regards to the peer group placement, I want to start there. And what is really crucial about that and what determines if, you know, a student -- well, what it calls on is that a student stays with their age group because studies have shown that has a huge benefit to students. And what's really important there is when students stay with their grade level, that when they go up to the next grade that they are given an education plan that outlines the student needs and how those will be met in the next grade level to ensure that we are still meeting students where they're at and providing them with the supports they need. So what I want to say there is that is a crucial, crucial part of this being effective. But when I said before that I'm really happy we're having this conversation on the floor of the House, I absolutely agree with the Member that we need to get more students and more Northerners interested in different vocational training and what opportunities might be out there for them and how they can take advantage of those. And so while it depends on what the capacity of a school is, there are also other programs in communities that exist and what I really want to highlight here for the Member and all Members is the SNAP program. And if we go back to 2016, the SNAP program had no students across the territory in it. Today, there are 37 students in the territory in the SNAP program. And I would love to be able to work with every Member here to -- over the course of this term see SNAP students in all of our communities. So I look forward to maintaining that relationship with our colleagues. Thank you.
MR. SPEAKER: Thank you, Minister of Education, Culture and Employment. Final supplementary.
Oral questions. Member from Frame Lake.
QUESTION 67-20(1):
AURORA COLLEGE GOVERNANCE
MR. MORSE: Thank you, Mr. Speaker. Mr. Speaker, this is related to a statement I gave a couple of weeks ago related to the importance of post-secondary education. Now that we've established our priority of having a strong economic foundation, I wanted to ask the Minister some questions about the college transition.
So first, can the Minister first describe to me the department's relationship with Aurora College now that the Aurora College board of governors has been reestablished? Thank you.
MR. SPEAKER: Thank you, Member from Frame Lake. Minister of Education, Culture and Employment.
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. So, Mr. Speaker, in the course of the last term we did a lot of work on legislation to do with Aurora College. So we had the Aurora College Act itself that was done. We did the Post-Secondary Education Act, and we also had the opportunity under the previous Ministers to reestablish the Aurora College board of governors. And in terms of my role within that, I provide as Minister responsible for post-secondary oversight of the NWT post-secondary system as a whole, and including holding post-secondary institutions accountable under the Aurora College Act itself and the Post-Secondary Education Act, and then there's also now, because Aurora College is arm's length and has its public board reinstituted, the board of governors is responsible for oversight of the operation matters to do with Aurora College and then Aurora College is responsible for the programming that occurs within its institution. Thank you, Mr. Speaker.
MR. MORSE: Thank you, Mr. Speaker. Mr. Speaker, I note that a new president has been appointed to the college, and I congratulate Ms. James on her appointment. Can the Minister tell me what role she or the department had in the recruitment process?
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. Mr. Speaker, in short, none. And the slightly longer more informative answer in that is that under the Act, because Aurora College is arm's length, the board of governors oversees hiring of the president and the president reports directly to the board chair. Thank you.
MR. MORSE: Thank you, Mr. Speaker. And thanks to the Minister for the answer. The third question is how does the Minister provide direction to the college, and how is the college
held accountable to the priorities set in the Legislative Assembly and the priorities of the funders of the college; how are they held accountable to the Minister and this Assembly? Thank you.
,, HON. CAITLIN CLEVELAND: Thank you, Mr. Speaker. Mr. Speaker, I am not responsible for operations within the college itself, but I am responsible for the oversight and also the funding provided to the college. And I do have a few accountability tools that I can use in that role. So the first, of course, is regular discussions with the chairperson and regular check-ins, and I can state that we've already started those together. There's also the strategic mandate agreement, and the agreement sets out the operating parameters of the college itself and is developed by the college with input from ECE and with approval by myself. And then there's the accountability framework as well, which will be coming and implemented in the 2024-2025 school year. This framework is for all post-secondary education institutions, not just Aurora College. And the reporting required -- sorry, it will outline the reporting required by ECE every year and will help identify the financial stability of institutions and programs, whether or not they're operating effectively or not. So those are some of the tools, and some of those will be, of course, publicly reported to my colleagues in this House.
MR. SPEAKER: Education, Culture and Employment. Final supplementary. Frame Lake.
MR. MORSE: Thank you, Mr. Speaker. Mr. Speaker, will the Minister agree to the board chair and president of Aurora College appearing in front of a standing committee should the committee make such a request? Thank you.
HON. CAITLIN CLEVELAND: Thank you, Mr. Speaker. And thank you to the Member for the question. As the Aurora College is arm's length and it is its own institution, the chair would be able to be contacted by the committee and be invited to appear in front of committee. I think it would be a great idea for committee to form that relationship with the college and be able to understand the board of governors' vision and where they'd like to take the college. Thank you.
MR. SPEAKER: Thank you, Minister of Education, Culture and Employment. Oral questions. Member from Yellowknife North.
QUESTION 68-20(1): DELIVERY OF ESSENTIAL SERVICES BY NON-GOVERNMENT ORGANIZATIONS
MS. MORGAN: Thank you, Mr. Speaker. My questions are for the Premier, who is also the Minister for Executive and Indigenous Affairs. Does the government keep any inventory of contracts for essential social services and housing that are delivered by non-profits in our communities?
MR. SPEAKER: Thank you, Member from Yellowknife North. Mr. Premier.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. No, there is no centralized collection of those. There is a number of departments and agencies with contracts and contributions with non-profits, but I can say that the -- as part of our homelessness strategy, A Way Home, the integrated services delivery team is tasked with compiling those into a central repository. Thank you.
MS. MORGAN: Thank you, Mr. Speaker. So that's great news. I'm also wondering does the government have a sense of how much turnover there is amongst the non-profits who are actually taking on these contracts for essential social services and housing? So another way (audio) same question might be are there lots of different NGOs available and willing to take on these contracts, or is it the same ones over and over again doing this year after year consistently? If that makes sense. Thank you, Mr. Speaker.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. So the government has relationships with the NGOs and so is aware of the turnover within NGOs and even just personally, you know, I'm aware of my constituency of the issues NGOs have in retaining staff. And so, yes, we are aware of those staffing turnovers.
To the Member's question about organizations and whether or not those same organizations are delivering services, I'm not sure what awareness the department has but I think they must -- they probably have a pretty good sense as well. They're the ones who are signing the contribution agreements. And I know from my own experience that there are only so many NGOs, especially outside of Yellowknife. There's actually very few NGOs. And so we do rely on those same NGOs year after year to continue to deliver services. Thank you.
MS. MORGAN: Thank you, Mr. Speaker. So, then, in dealing with these non-profits who have been providing the same basic social services in our communities year after year, often for
decades, to what extent does the GNWT negotiate these contracts and the terms of reference for the funding contributions collaboratively with those non-profits? Thank you, Mr. Speaker.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. Many of those contracts are based on federal funding and so we have very limited abilities in those situations. When it's GNWT funding, there's a greater ability to collaborate. But I'll just take a guess that we could probably do more collaboration. I think we can always do more collaboration, and that's going to lead to more -- to better results and more satisfied organizations and people. So it is -- you know, I've been preaching about this for quite some time now, so I look forward to enhancing our collaboration with the NGOs. Thank you.
MR. SPEAKER: Thank you, Mr. Premier. Final supplementary. Yellowknife North.
MS. MORGAN: So this is all great news. So my final question is, will the government commit to developing a policy on how such contracts will be developed collaboratively with stable multi-year funding attached for NGOs? Thank you, Mr. Speaker.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. And once again, I think this is great timing for these questions because as we embark on implementation of the homelessness strategy, those are the types of actions that we will be undertaking - how can we ensure that NGOs have stable funding? You know, I don't think that the Member needs to convince me of anything. I agreed with much of what she said in her statement. NGOs can provide -- they do provide core services often at a much lower price than the GNWT can, and so we need to strengthen that partnership as we go forward and try to live within our means as a government. Thank you.
MR. SPEAKER: Thank you, Premier. Oral questions. Member from the Sahtu.
QUESTION 69-20(1): WILDFIRE SEASON PREPARATION AND HOLDOVER FIRES
MR. McNEELY: Thank you, Mr. Speaker. Further to my statement on holdover fires aka zombie fires, my first question to the Minister of Environment and Climate Change, in preparation for the upcoming 2024 summer fire season what is the Department of ECC doing to assess holdover fires in our territory? Thank you.
MR. SPEAKER: Thank you, Member from the Sahtu. Minister of Environment and Climate Change.
HON. JAY MacDONALD: Thank you, Mr. Speaker. And thank you, Member, for the question. I would say climate change and the extended drought that we've had over the last couple of years has certainly shown us the need to be proactive in how we're approaching these types of fires over the winters, and I think one of the things that we're doing is we're monitoring. We've got staff currently monitoring fires throughout the winter. And as the fall came and last fire season ended late in October, staff identified that these are potential challenges for the early spring. So the department has worked to plan to bring our staff and resources on earlier in the spring to ensure that we're prepared and ready to address any of the existing fires that were held over over the winter. There's a plan to do aerial as well as drone scanning early in the spring as well as having staff on the ground also doing assessments on fires. Currently, as they're monitoring over the winter, there has been some action on a fire at Paradise Gardens outside of Hay River because there was significant smoke that was bellowing from there that was bothering some of the residents. Thank you, Mr. Speaker.
MR. McNEELY: Thank you, Mr. Speaker. And thanks to the Minister for that response.
Moving on to my next question, I'm glad to see that there is a monitoring assessment and an inventory of these holdover fires in the different locations across the territory. In particular, I've heard remarks made to me on several sites along the winter road south of Tulita, so if the Minister could put that on the radar for assessment.
My next question is is there communications underway with each community on the assessment and inventory catalog to the holdover fires close to the communities? Thank you, Mr. Speaker.
HON. JAY MacDONALD: Thank you, Mr. Speaker. Yes, annually the department regional wildfire management staff teams undertake community engagement every winter as part of an annual process. They meet with all the community governments, Indigenous governments, Indigenous leaders, and community members, provide them with information regarding wildfire response. And then also the community members are given an opportunity to bring forward their concerns from the past fire season, more concerns or thoughts they have on the upcoming fire season, and there's a public forum which gives them an
opportunity to address those issues. Thank you, Mr. Speaker.
,, MR. McNEELY: Thank you, Mr. Speaker. My last question to the Minister on the subject here is I'm very glad that there's a working relationship, more importantly communication with the department and the communities so the community leaders could feel very comfortable and safe as we approach the summer months here.
My next question is, is the department working to upgrade the emergency response plans in each community? Mahsi.
HON. JAY MacDONALD: Thank you, Mr. Speaker. Mr. Speaker, the emergency response plans are the responsibility of the community governments, and they're the ones that are responsible to prepare, adopt, and maintain the emergency plans and programs, including reviewing their emergency response plans annually. Environment and climate change is indirectly involved with these plans as they move forward or as they come into implementation in that we provide, you know, support and information to those activities. Over the winter, I know MACA will be delivering community emergency planning workshops to assist community governments in developing, updating their community emergency plans. MACA's also been delivering tabletop exercise workshops for community governments who want to validate their emergency plan and increase preparedness through practice. MACA has also had a wide variety of tools and supports for community governments for their emergency management role to add and build to capacity, including community emergency plan templates, an EMO portal for community governments to assess tools and templates to assist with community emergency management programs, a community emergency management video series to educate community emergency management officials on basic emergency management in the NWT emergency management system, and programming to be involved in the incident command system. Thank you, Mr. Speaker.
MR. SPEAKER: Minister of Education, Culture and Employment. Oral questions. Member from the Tu Nedhe-Wiilideh.
QUESTION 70-20(1): INCREASING INDIGENOUS HIRING WITHIN THE GOVERNMENT OF THE NORTHWEST TERRITORIES
MR. EDJERICON: Thank you, Mr. Speaker. The Indigenous representation report from the 19th Assembly was expected to increase Aboriginal hiring in the public services. I raise two issues here today on P1 positions. Mr. Speaker, in the 20th Assembly I heard from the Premier, Minister, that they were -- they want to work collaboratively and to build trust with Indigenous governments. My question to the Premier -- and I want to apologize for not getting these questions to you a little bit earlier. And I just want to say that can the Premier provide an update to the House about what action the 20th Assembly's taken to increase Indigenous hiring and to help restore the broken trust with Indigenous governments? Mahsi.
MR. SPEAKER: Thank you, Member from Tu Nedhe-Wiilideh. There's two questions there. Mr. Premier.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. And I'll do my best of course. The Minister of Finance isn't here today, and so I know that questions directed to other -- it would normally go to other Ministers than come to the Premier when the appropriate Minister is not here. Just a bit of education to the public on why I'm answering these. So I'll do my best. It's a big question because there actually is a lot happening. This was a huge focus in the last government as the Member recalls, and so a lot of work has begun. So I can't go through everything that is happening but if you look at the Indigenous Recruitment and Retention Framework and Action Plan, that is the plan that is going to lead us through the next few years. There's a number of actions in there but overall the priorities are creating a culturally inclusive workplace, building capacity and career development, and fostering Indigenous leadership through talent management. So, basically, we want to create an environment where Indigenous people want to work for one thing. We need to figure out what are the barriers to Indigenous people for working in the GNWT, and that goes to things like reviewing the job actions. So every department now has a plan to -- job description -- sorry. Every department has a plan to review a certain number of job descriptions each year until they completely review those to ensure there are no barriers in those. There's exit interviews. So when employees leave, if there were issues, if there were -- they felt like there was issues of discrimination or systemic racism, those can be brought to the forefront and addressed. We have the Indigenous Career Gateway Program, which -- and I believe this -- it feels like it's getting more and more use. We have an Indigenous eligibility list for pre-qualified candidates. And I could go on and on and on but I'll wrap it up there, Mr. Speaker. Thank you.
MR. EDJERICON: Thank you, Mr. Speaker. And thank you, Premier, for helping answer that question. My next question would be is that will
the GNWT commit to revisiting the decisions that have impacted my constituents who were wrongfully dismissed from their jobs and replaced with non-Indigenous staff? Thank you.
HON. R.J. SIMPSON: Thank you, Mr. Speaker. So if the Member wants to provide the Minister of Finance with some specifics about the instances he's talking about, I'm sure the Minister of Finance will be happy to look into those. Thank you.
MR. SPEAKER: Oral questions. Member from the Deh Cho.
QUESTION 71-20(1): LOW WATER LEVELS IN THE MACKENZIE RIVER
MRS. YAKELEYA: Mr. Speaker. My questions are to the Minister of ECC. Mr. Speaker, can the Minister of Environment and Climate Change explain how his department is responding to the historic low water levels in the Mackenzie River that we seen over the last year? Thank you.
MR. SPEAKER: Thank you. Minister of Environment and Climate Change.
HON. JAY MacDONALD: Thank you, Mr. Speaker. And thank you to the Member for the question. The department's role related to low water levels is essentially providing situational awareness of the current conditions in the Northwest Territories. Our hydrologists regularly review real time data that is provided through a number of mechanisms. This information will tell us the current water level and the flow rates, and this information is provided through monthly bulletins about the current water conditions. This information then can be used by departments or EMO during the freshet, by infrastructure particularly during the barging season, and this helps to understand the short and long-term conditions related to low water levels. Thank you, Mr. Speaker.
MRS. YAKELEYA: Mr. Speaker, can the Minister explain if ECC is anticipating low water levels in this year for the Mackenzie River? Thank you.
HON. JAY MacDONALD: Thank you, Mr. Speaker. Mr. Speaker, while ECC is unable to predict how much rain or snow there will be other the next several months, it's safe to say that we would require an extremely high rainfall amount across the large geographic area to increase our water levels at this point. The winter snowfall amounts across the NWT have been extremely variable, and these very low snowfall amounts in Fort Simpson and -- sorry, ECC will continue to assess water conditions and distribute monthly NWT water monitoring bulletins to the public. Thank you, Mr. Speaker.
MRS. YAKELEYA: Thank you, and thank you to the Minister for that. Mr. Speaker, can the Minister tell us what communications ECC has had with the Alberta government regarding the drought command team that they just recently initiated? Thank you.
HON. JAY MacDONALD: Thank you, Mr. Speaker. Last week, I met with the Alberta Minister of Environment and Parks, Rebecca Schulz. We discussed issues of shared concern, including low water levels. We discussed the concern that had been raised by the NWT Indigenous governments, partners, and residents about our low water levels. We also discussed the water shortage advisory that is currently in place for the Hay River basin in Alberta along with many other water sheds in the province. Water use by temporary and long-term license holders has been affected. Through our transboundary water agreement with Alberta, there's a commitment to continue to transparently communicate about water use during these times of low water levels. Thank you, Mr. Speaker.
MR. SPEAKER: Minister of Environment and Climate Change. Final supplementary. Member from the Deh Cho.
MRS. YAKELEYA: Thank you. And thank you to the Minister. Mr. Speaker, the Government of Alberta has begun telling the residents to conserve water and that they've launched water sharing negotiations with all of their water licensing holders. Can the Minister tell us if the NWT is in a similar boat and our residents will need to begin conserving water usage like Alberta? Thank you.
HON. JAY MacDONALD: Thank you, Mr. Speaker. Any decisions on water conservation will be informed by our snowpack assessments that we do annually and water levels of source rivers. Information would be shared with communities and with multiple parties involved in this discussion and further action. ECC will continue to assess water conditions and distribute monthly monitoring bulletins to the public. Thank you, Mr. Speaker.
MR. SPEAKER: Minister of Environment and Climate Change. Oral questions. Member from Great Slave.
QUESTION 72-20(1): MEDICAL TRAVEL POLICIES AND PRACTICES
MS. REID: Thank you, Mr. Speaker. Mr. Speaker, the process of medical travel can be
,, confusing. Depending on what treatment you need, intake can be different and it's also not really clear to some folks who are not employed by the GNWT as to what stream of medical travel they fall into. From personal experience, the forms for medical travel are also confusing and duplicate information.
Can the Minister explain if there is any work underway to improve standard operating procedures or communications with the public for the different streams of medical travel? Thank you, Mr. Speaker.
MR. SPEAKER: Great Slave. Minister of Health and Social Services.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, medical travel, you know, in the Northwest Territories, we're moving 44,000 people at any -- you know, to be able to access care so it is very, very complex. And so when we think about the -- when I -- you know, as a Minister now that has to oversee this, there is medical travel that are for non-insured health benefits clients, so those who are Inuit or Status, you know, who hold a status card. Then there's extended health benefits and medical travel for those. Then there's Metis benefits for those who qualify and then the travel benefits for them. And there's the GNWT, which the GNWT administers for the six -- you know, whatever -- the amount of employees that we have and their benefits, and that is removed from the department of health now. And then there's those who don't fall in any of these categories. So with that there's things that need -- that are currently being done. So I just needed to make sure that people are aware that there's five different areas that this happens. So work is currently being done to review several areas.
One of the things that we've heard on and on again is the exceptions policy to streamline decisions for benefits for individuals that have undue financial hardship or extraordinary health needs and a unique situation. So that's something that's being reviewed, working collaboratively with the federal counterpart to clarify and improve the administration of the non-insured health benefits, which is very complex. They're reviewing the boarding home services and, you know, this is time -- like, these contracts are coming up within the next fiscal year. Gathering information from Indigenous governments because they're hearing from their residents, so. And working closely with our counter parts, you know, with like all of the airlines and the people that move people throughout the territory. And, again, like I said, yes, and shifting all of the benefits for medical travel out of health and social services to GNWT for those that -- so we only have to deal with the non-GNWTs. Thank you, Mr. Speaker.
MS. REID: Thank you, Mr. Speaker. Mr. Speaker, I'm curious if the department has been looking into any of the most high need areas for medical travel, and what I mean by this is the areas of medical requirements that have a lot of subscription or uptake. So what I'm curious about is does the Minister think that we could bring specialists to the North to remove long haul burden on folks to go out of territory which is also a high cost for the GNWT? Thank you, Mr. Speaker.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, I want to apologize to the interpreters. I know I've been talking quite fast and I've been kind of given the notice.
So, Mr. Speaker, this already occurs in many instances. You know, we have urology, pediatrics, cardiology, neurology that come here. We continue to explore opportunities to further develop sustainable in-territory programs as well as remote services to supplement or replace out-of-territory services. The priority is to deliver sustainable and high quality services. And you know, the medical travel and the people that are travelling not necessarily are related to specialists, there's lots of other -- like, for surgery, for different things, so. And we are monitoring this. And the department, we are currently reviewing everything right now within the medical travel policy because we do know it is very convoluted and complex. Thank you, Mr. Speaker.
MS. REID: Thank you, Mr. Speaker. And it's really wonderful to hear from the Minister that they're looking in-depth to a lot of the issues that I'm highlighting today.
Mr. Speaker, I'm also wondering, though, about improvements to processes that complement medical travel. So right now if someone accesses a practitioner on medical travel in the south who recommends lab work as an example, they then must get the lab requisition redone in the territory so they can have those services completed in the NWT. The question is, can the Minister speak to what work could be done to streamline this process to change southern requisitions into NWT requisitions that can be fulfilled without the need to then go and book an appointment with the overtaxed medical practitioner system that we have? Thank you, Mr. Speaker.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, you know, I think that the problem -- like, this is an issue and this is an ongoing issue because even though we are the Northwest Territories and we do referral
service to Alberta health, their practitioners are not able to -- and the Member has stated -- are not allowed to -- like, you can't take their requisition because they're not licensed in our territory to go in and do the blood work here. And I know that there's back and forth. It's the same thing. Like, we can't take ours and take it down there and get blood work. So you know, there's a lot of work going on behind the scenes to try and work on those types of things. You know, and I think the -- when I look at all of those issues, these are complex. And it has a lot to do with patient health information and the legislation around that too. So when you get your blood work done and you get services done in Alberta, they tend -- they'll send the patient all of the information and then the patient themselves needs to bring that to their practitioner. So I hear the Member where they're saying, and the things that we're doing behind the scenes is trying to figure out ways to mitigate that because we know it is a tax on our -- getting in. And there's different legislation, things that we've all talked about in the past government and this government that's going to try and help that. So thank you, Mr. Speaker.
MR. SPEAKER: Minister of Health and Social Services. Final supplementary. Great Slave. (audio)
QUESTION 73-20(1): SENIOR HOME HEATING SUBSIDY PROGRAM
MRS. WEYALLON ARMSTRONG: Further to the statement that I made a couple weeks ago. It's for the ECE. Can the department increase the senior home heating subsidy rates? That's a question for the Minister.
MR. SPEAKER: Thank you, Member from Monfwi. Minister of Education, Culture and Employment.
HON. CAITLIN CLEVELAND: Thank you, Mr. Speaker. Mr. Speaker, right now the rates are not intended to cover 100 percent of the seniors' heating costs. They aim to help with 80 percent of the heating costs. In early last year, there was a review done on the seniors' home heating subsidy, and it was done to review the amount that was being provided to seniors and to see what we could do from the Department of Education, Culture and Employment in order to either increase that amount or create certainty for seniors. And so what was done at that point was providing costs over the month to seniors in order to ensure that they weren't running out in the coldest months of the year and so providing more certainty. And at that point, when we looked at what we were able to do, we put a little bit more money into the funding. Those funds then were able to be absorbed within the department. And if there's any desire to see additional funding going into the seniors' home heating subsidy on behalf of Members or on behalf of the public, it would need to be additional funds to the program that would need to be approved through the Legislative Assembly because we've stretched our budget as far as possible from within the department. Thank you.
MRS. WEYALLON ARMSTRONG: Thank you, Mr. Speaker. Mr. Speaker, are there barriers for the department to permanently increase the subsidies rate?
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. Mr. Speaker, currently we budget about $2.2 million for this subsidy every year. We added approximately half a million dollars using internal resources in 2022-2023 and then again in 2023-2024 in order to acknowledge that heating fuel costs have gone up. While we recognize that heating fuel fluctuates throughout the year and when it is higher than usual, we do try to put more funding into this subsidy. But like I said before, we cannot afford within the department to continue to fund from within. We would need to have increases done to the program as a whole, and those dollars would have to be approved by the Legislative Assembly. Thank you, Mr. Speaker.
MRS. WEYALLON ARMSTRONG: Thank you, Mr. Speaker. Mr. Speaker, can the Minister confirm how many Tlicho residents are denied because their income exceeds the income threshold? Thank you.
HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. Mr. Speaker, I can confirm that while 59 applicants were approved from Tlicho region, there were 13 people who were denied for the seniors' home heating subsidy and that is because their income was over the income threshold. And what I do want to add here, because I want to acknowledge that some residents participate in seasonal employment, if somebody is denied because their previous year's income is too high but their income -- or their employment has changed in the following year, they can actually seek a reassessment from the department so that their income threshold is reflective of where they are actually at in their employment journey. Thank you, Mr. Speaker.
MR. SPEAKER: Minister of Education, Culture and Employment. Final supplementary. Member from Monfwi.
MRS.
WEYALLON
ARMSTRONG:
Mr.
Speaker, are there barriers for the department to increase the income threshold? Thank you.
,, HON. CAITLIN CLEVELAND: Thank you very much, Mr. Speaker. I would say the biggest barrier is budget. If we want to be able to provide more than the aim or the goal of 80 percent of heating costs to low and moderate income seniors across the territory, we would need to increase the budget for that. If the goal was to provide 100 percent, say, of subsidy for the cost of heat to seniors that are considered low and moderate income and who are not on income assistance, we would need to make sure that our budgets do reflect that and that the policy of the program reflects that as well.
MR. SPEAKER: Oral questions. Member from Frame Lake.
QUESTION 74-20(1): HEALTHCARE STAFFING
MR. MORSE: Thank you, Mr. Speaker. Mr. Speaker, this is a follow-up question to the Minister of health from some of my questions yesterday.
Mr. Speaker, the Minister has said that there will not be job losses associated with COVID -- COVID funding sunsetting but it is not clear to me what changes may occur to where staff were placed in the system. Can the Minister describe in more detail what changes are proposed and how that will affect frontline operations at Stanton? Thank you.
MR. SPEAKER: Member from Frame Lake. Minister of Health and Social Services.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, the funding -- and I guess I tried to explain this yesterday that the COVID funding that has come to -- will come to an end as of March 31st, there are going to be funding for was there for positions but like I said yesterday, there's no job losses because we've been increasing those numbers on those units with casuals and float and relief workers. And, you know, specific to the concerns that, you know, the Member is raising is the new funding that we had -- that I announced yesterday is to replace a lot of those positions that -- you know, to incur some of that cushion for those positions that COVID funding is ending, so. Thank you, Mr. Speaker.
MR. MORSE: Thank you, Mr. Speaker. So can the Minister describe to the House what the department is going to be doing to ensure that frontline staff, particularly nurses, are continuing to be supported in their roles in our hospitals in the NWT? Thank you, Mr. Speaker.
HON. LESA SEMMLER: Thank you, Mr. Speaker. Mr. Speaker, in any one of our hospitals, not just in Stanton, but in any one of our hospitals, so Inuvik and Hay River, you know, the thing is they all have a manager, they all have someone that they have level of acuity. So any given day it's not the same every day. And so the beginning of every shift, you know -- and if we're going to get down into operations, the beginning of every shift there is a level of care that's needed for those patients. I mean, I can talk about this all day. I don't know if the Speaker will give it to me but what I can say is that, you know, these patients that -- the patients that we have and the conversation that we've been having is nursing assistants from the Member's statements yesterday. You know, there is a higher level of patients that need -- and we call ADLs, activities of daily living. So those are patients that high needs for their -- you know, they need help with -- assistance with eating and bathing and those types of things. Those patients are sitting in our medicine units and our acute care units and they -- you know, and so we need extra nursing assistance to do that, and that's what this money has been providing. And with the new funding, you know, there are positions there that are going to mitigate that. So if there's a concern that there's not going to be adequate staffing levels, like I said yesterdaywe will not compromise patient care. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Health and Social Services. Oral questions, the time is up, Members. Oral questions.
Written questions. Member from Yellowknife Centre.
Recognition of Visitors in the Gallery (Reversion)
MR. HAWKINS: Thank you, Mr. Speaker. Mr. Speaker, I seek unanimous consent to return to item number 7 on the orders of the day. Thank you.
MR. SPEAKER: Member from Yellowknife Centre is requesting that we return to item number 7 on the agenda. Any nays? Written questions. Member from Yellowknife Centre.
MR. HAWKINS: Thank you, Mr. Speaker. I seek unanimous consent to return to the orders of the day, item number 5. Thank you.
MR. SPEAKER: Member is requesting us -- Member from Yellowknife Centre is requesting us to return to item number 5 on the
orders of the day. Are there any nays? Seeing no nays. Member from Yellowknife Centre.
MR. HAWKINS: Thank you, Mr. Speaker. I wanted to return -- and thank you, colleagues, by the way -- to recognition of visitors in the gallery. A near and dear friend of mine, their son is a page today. And he wasn't in the gallery earlier when we did it, and I wanted to recognize him when he was here, Mr. Seth Gordon. Thank you very much for being a page in the Legislative Assembly.
MR. SPEAKER: I thank all the pages for doing the great work. Member from Tu Nedhe-Wiilideh.
MR. EDJERICON: Thank you, Mr. Speaker. I too want to recognize the former Dene National Chief Noleen Villebrun.
MR. SPEAKER: Recognition of visitors in the gallery. Written questions. Return to written questions. Replies to Commissioner's address. Petitions. Reports of committees on the review of bills. Reports of standing and special committees. Tabling of documents. Notices of motion. Motion. Notice of motion for the first reading of bills. Minister of Justice.
Notice of Motion for the First Reading of Bills
BILL 2:
MISSING PERSON'S ACT
HON. R.J. SIMPSON: Mr. Speaker, I give notice that on Friday, February 23rd, 2024, I will present Bill 2, Missing Person's Act, to be read for the first time. Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Minister of Justice. Notices of motion for the first reading of bills. First reading of bills. Second reading of bills. Consideration in Committee of the Whole of bills and other matters, Minister's Statement 4-20(1), Minister's Statement 5-20(1), Tabled Document 28-20(1), Tabled Document 29-20(1), with the Member from Tu Nedhe-Wiilideh in the chair.
Consideration in Committee of the Whole of Bills and Other Matters
CHAIRPERSON (Mr. Edjericon): Thank you. I now call the Committee of the Whole to order. What is the wish of the committee? Mr. Rodgers.
MR. RODGERS: Thank you, Mr. Chair. I move that the chair rise and report progress.
CHAIRPERSON (Mr. Edjericon): Thank you. Thank you, committee. We will proceed with the first item. Okay, thank you.
There's a motion on the floor to report progress. The motion is in order and non-debatable. All those in favour? All those opposed? Okay, motion carried. I will now rise and report progress. Thank you.
---Carried
---SHORT RECESS
Report of Committee of the Whole
MR. SPEAKER: May I have the report of the Committee of the Whole. Member from Tu Nedhe-Wiilideh.
MR. EDJERICON: Mr. Speaker, your committee has been considering Minister's Statement 4-20(1), Minister's Statement 5-20(1), Tabled Document 28-20(1), Tabled Document 29-20(1). And, Mr. Speaker, I move the report of Committee of the Whole be concurred with. Mahsi.
MR. SPEAKER: Thank you, Member. Do I have a seconder for the report of the Committee of the Whole? Member from Range Lake. The motion is in order and non-debatable. All those in favour? All those opposed? All those abstaining? Motion has been carried. And the report of the Committee of the Whole has been concurred with.
---Carried
Consideration in Committee of the Whole of bills and other matters. Reports of committee of Committee of the Whole -- oh, I guess that was just said. Sorry. Reports of the Committee of the Whole.
Third reading of bills. Orders of the day, Mr. Clerk.
Orders of the Day
CLERK OF THE HOUSE (Mr. Glen Rutland): Thank you, Mr. Speaker. Orders of the day for Thursday, February 22nd, 2024, 1:30 p.m.
1. Prayer
2. Ministers' Statements
3.
Members' Statements
4. Returns to Oral Questions
- Oral Question 62-20(1): Consultation with Members of the
,,
Legislative Assembly on Policies and Strategies
5. Recognition of Visitors in the Gallery
6. Acknowledgements
7. Oral Questions
8. Written Questions
9. Returns to Written Questions
10. Replies to the Commissioner's Address
11. Petitions
12. Reports of Committees on the Review of Bills
13. Reports of Standing and Special Committees
14. Tabling of Documents
15. Notices of Motion
16. Motions
- Motion 9-20(1): Establishing a Public Inquiry into the 2023 Wildfires
- Motion 16-20(1): Appointment of Deputy Chairpersons of Committee of the Whole
- Motion 17-20(1): Government of the Northwest Territories Response to Tabled Document 27-20(1)
- Motion 18-20(1): Honours Advisory Council
- Motion 19-20(1): Appointment of Equal Pay Commissioner
17. Notice of Motion for First Reading of Bills
18. First Reading of Bills
- Bill 1: An Act to Amend the Legislative Assembly and Executive Council Act
19. Second Reading of Bills
20. Consideration in Committee of the Whole of Bills and Other Matters
- Minister's Statement 4-20(1): 2023 Wildfire Season Review and Planning for the 2024 Season
- Minister's Statement 5-20(1): Emergency Management Preparation
- Tabled Document 28-20(1): Supplementary Estimates (Infrastructure Expenditures), No. 3, 2023-2024
- Tabled Document 29-20(1): Supplementary Estimates (Operations Expenditures), No. 4, 2023-2024
21. Report of Committee of the Whole
22. Third Reading of Bills
23. Orders of the Day
Thank you, Mr. Speaker.
MR. SPEAKER: Thank you, Mr. Clerk. Members, just a reminder of the tea and bannock in the Great Hall at the rise of the House to celebrate our Indigenous language interpreters in Indigenous Language Month.
This House stands adjourned until Thursday, February 22nd, 2024, at 1:30 p.m. Thank you.
---ADJOURNMENT
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Experiment 3
Vibrating Strings
In this experiment you shake a stretched flexible string. When you shake rhythmically at the correct frequency, the string forms a large standing wave pattern. The vibrating string resonates at certain frequencies, which are determined by the properties of the system. You use your observations to determine the wave speed on the string.
Preliminaries.
This experiment investigates the resonance conditions of a simple system consisting of a taut cord fixed at the ends and connected to an external driving mechanism.
Procedure.
* Make sure you know what measurements you are going to take
* Set up standing waves of different frequencies using the speaker driver. How will you identify a resonant frequency? You should try making the amplitude as small as possible and then make it bigger. Setting it too high may damage the speaker!! Is it easier to identify the resonant frequency with small driving amplitude or large driving amplitude? Find out!
Figure 1. Schematic for Standing Waves Experiment
* Calculate the wavelength from the average
distance between nodes.
Introduction
1) What does theory tell us about the speed of a transverse wave on a string? What does it depend on? How will we measure the properties of the string that are necessary to determine the theoretical speed of a wave on the string?
What happens when a generated wave hits a (fixed) boundary and reflects back? Can you explain how a standing wave is formed when the reflected wave interferes with the incident wave? What does your theory tell you about the allowed wavelengths of a standing wave on a string fixed at both ends? Please make a drawing showing the nodes and antinodes. What are the allowed frequencies?
We are able to measure the frequency with which we excite the string, and the wavelength. This will yield the experimental speed of the wave on a string. How you determine the wave speed from experimental measurement of λ and f. Should the wave speed change with different selected values of f ?
* Look for at least four other resonant frequencies. Record the frequency and the wavelength for each standing wave.
* Graph the data with the "wavelength" on the vertical axis and "frequency" on the horizontal axis.
* Make another graph so that there is a linear relationship (it can be fit with a straight line). How will you measure the experimental wave speed from this graph?
* Calculate the theoretical wave speed from string properties.
* State if your experimental results support the predominant theory. Does the experimental measurement of wave speed match the theoretical wave speed within expected uncertainties?
4. Suppose you redo the experiment with the same cord pulled to a longer length. Explain how the
following quantities change: string tension, mass density, wave speed, wavelengths of standing waves, frequencies of standing waves. How would your straight line graph change with this new system?
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Experiment 7
Thin Lenses
We will measure the focal lengths of lenses and investigate the equations that people use for lenses. At every step, you should be able to understand what you see and express it with a ray diagram
Preliminaries Converging Lens
When you make an image with a lens, theory gives the following:
where f is the focal length of the lens, M is the magnification, s and s' are the object and image distances, respectively, and y and y' are the object and image heights. The trick in using equations 1 and 2 is the correct assignment of signs. We won't worry about these rules, but rather, we will understand the geometry with a drawing. Please derive equations 1 and 2 using similar triangles.
A real image is formed if rays actually come from the location of the image. A virtual image forms at the point from which the rays appear to diverge, and it cannot be viewed on a screen. However, you can sometimes make these rays converge to a real image with a converging lens.
Procedure
Part A: Converging Lens
1. Find a way to measure the focal length of the converging lens.
2. Make a real image. Do this a bunch of times. What do you get if you graph s against s'? According to the theory, what would you graph to
make a straight line? How is the focal length expressed in this graph?
3. Do your data support eq. 1 and eq. 2?
4. One interesting thing to try is: Given a distance that is large enough to produce a real image, there are two places you could put a real image. Please verify this. Can you explain why this would happen with a ray diagram?
5. What if you cover part of the lens with a piece of paper? What happens?
6. What happens if you decrease the "aperture" of the lens – that is you cover up all but a smaller circle in the middle? Note what happens if you do this when the image is in the wrong place – that is it is not in focus? Can you explain why this would happen with a ray diagram? What does it mean when we say "Photographers increase the field of view by closing down the aperture."
Part B: Diverging Lens or Other Virtual Image
1. Find a way to measure the focal length of the converging lens if you can.
2. Can you make a real image with nothing but a diverging lens? Explain why with a drawing.
3. View the object through a concave lens. Can you find a way to measure the approximate distance of the image by focusing your eyes or some other method? Can you verify what you see with a ray diagram?
4. Use a converging lens to make a real image from the light making the virtual image you see. As far as the convex lens is concerned, the light producing your real image is coming from the virtual image.
5. Find the distance between the concave lens and
the virtual image. Do this experimentally and data from your graph in part A.
6. From the distances above, calculate the focal length of the diverging lens. Does this agree with the measurement you made in #1?
7. You can repeat this experiment for a virtual image produced by a convex lens too! …if you like.
Questions (Answer clearly and completely).
1. Do your data support equations 1 and 2?
2. Did your two methods finding the focal lengths of the converging lens agree?
3. Did your two methods finding the focal lengths of the diverging lens agree?
4. What happens to the image if half of the converging lens is covered?
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"Expectant Mothers' Faith"
Lesson Text: Luke 1:36–45, 56Background Scripture: Luke 1:1–25, 39–45, 56–60
Devotional Reading: Philippians 4:10–19
Luke 1:36–45, 56 (NIV)
36 Even Elizabeth your relative is going to have a child in her old age, and she who was said to be unable to conceive is in her sixth month. 37 For no word from God will ever fail." 38 "I am the Lord's servant," Mary answered. "May your word to me be fulfilled." Then the angel left her. 39 At that time Mary got ready and hurried to a town in the hill country of Judea, 40 where she entered Zechariah's home and greeted Elizabeth. 41 When Elizabeth heard Mary's greeting, the baby leaped in her womb, and Elizabeth was filled with the Holy Spirit. 42 In a loud voice she exclaimed: "Blessed are you among women, and blessed is the child you will bear! 43 But why am I so favored, that the mother of my Lord should come to me? 44 As soon as the sound of your greeting reached my ears, the baby in my womb leaped for joy. 45 Blessed is she who has believed that the Lord would fulfill his promises to her!"
56 Mary stayed with Elizabeth for about three months and then returned home.
TODAY'S LESSON AIMS
* Learning Facts: To identify the relationship between the two expectant mothers.
* Biblical Principle: To explain the significance of Elizabeth's greeting.
* Daily Application: To suggest one way that you can move closer to having faith as one or both expectant mothers had.
INTRODUCTION
Infectious Joy
Early in our marriage, my wife was not certain whether she ever wanted children. That was something I had to work through because I was certain that I did want children to be part of our family. I ultimately decided that I hadn't married her for her ability to have children, and I had to leave the question in God's hands. However, she was interested in birthing as a profession, and she completed her training to become a doula (a Greek word meaning "female servant"), which is a labor and birth support worker. This means she was with women having babies a lot.
My wife's job had her working both with new parents and parents who were having their fifth or sixth child. In both cases, she witnessed a lot of pain but also the boundless joy of the parents as their babies were born. Her reluctance about having children changed, and now we have three. She desires more, saying that she would happily have six children if she could. This has even led us into looking at adoption. All of this happened because the joy of other parents was infectious.
In this lesson, we will see how joy can be infectious, from the unborn John the Baptist to his mother Elizabeth, to even the shared joy between Elizabeth and Mary.
LESSON CONTEXT
Early church tradition unanimously identified Luke, a physician and traveling companion of Paul, as the writer of the third Gospel and the book of Acts (Colossians 4:11–14). While the evidence is slim, there is a chance that Luke was the only Gentile author in the New Testament. Some scholars put the date of writing at around A.D. 60. This most likely occurred while Paul was imprisoned at Caesarea Maritima (as recorded in Acts 23:33; 24:27), which would have freed up Luke to interview the eyewitnesses of Jesus' earthly ministry (Luke 1:1–3). The accuracy of the resulting research puts Luke in the company of the very best ancient Greek historians.
One of the eyewitnesses that Luke could have interviewed was Mary, the mother of Jesus. Such an interview would not be surprising, for the Gospel of Luke has more material regarding women than either of the other synoptic Gospels, Matthew and Mark. One example of this material unique to Luke's Gospel is Jesus' interaction with Mary and Martha in Luke 10:38–42. Another example is today's text. As the text opens, the birth of the person who came to be known as John the Baptist has been foretold (Luke 1:5– 25), as has been the birth of Jesus (1:26–35)—both by angelic visitation.
Acceptance of the Message: Luke 1:36-38
The one speaking is the angel Gabriel, and the one being spoken to is Mary (Luke 1:26–27). Elizabeth was Mary's relative (v. 36). However, the news of the birth of Elizabeth's son, John the Baptist, didn't reach Mary until this point, six months after the conception (see 1:24). That conception was miraculous, given that Elizabeth and her husband were old and had been childless to this point, given Elizabeth was said to be unable to conceive (compare and contrast Genesis 11:30; 25:21).
This information about Elizabeth's pregnancy would have strengthened Mary's faith. It confirmed what the angel Gabriel had just said about the child Mary would be bearing in the previous verse prior to today's lesson. Gabriel was careful to point out that Mary's Baby would be a "holy one" and would not share the sinful human nature of man (Luke 1:35). Jesus knew no sin (2 Cor. 5:21), He did no sin (1 Peter 2:22), and He had no sin (1 John 3:5). His body was prepared for Him by the Spirit of God (Heb. 10:5) who "overshadowed" Mary.
In verse 37 of today's lesson, the words, "For no word from God will ever fail" are applicable to what God was doing with both Mary and Elizabeth, an allusion to Genesis 18:14: "Is anything too hard for the Lord?" God would keep His promises, even if their fulfillment was impossible from a human perspective (see Matthew 19:26; Mark 10:27).
1. Who is speaking to who in Luke 1:36-37?
What Do You Think?
How does Luke 1:37 encourage your trust in God's Word?
Digging Deeper
How does Jesus' interpretation of Scripture in Matthew 4:1–11 inform your response?
Both the elderly priest Zechariah and the young virgin Mary asked the question, "How?" (Luke 1:18, 34). However, Gabriel's responses to each of them differ. Zechariah asked skeptically for a sign—an inappropriate response from a person of his status. God responded with a sign, though probably not the kind Zechariah had expected (see 1:19–20). Mary's reaction, on the other hand, was one of innocent inquiry, given her subsequent humility, as seen in the verse before us. She was willing to do whatever service that God would require of her. Young Mary's faith surpassed that of an old priest! Mary's faith can be compared and contrasted with Hannah's (1 Samuel 1:10–20).
Mary's statement of belief and submission is important. The term Mary used to describe herself as the Lord's servant is the same Greek word noted in Luke 1:48 and Acts 2:18. In so doing, so she expressed her intended obedience to the Lord.
2. How did Mary respond to the angel's announcement from God? (Luke 1:38)
Joyous Meeting: Luke 1:39–45, 56
Almost immediately after receiving Gabriel's message, Mary prepared to visit Elizabeth some 60 or more miles south of Nazareth in Judean territory. She remained there about three months (v. 56).
Luke indicates that Mary traveled to see Elizabeth with a sense of urgency now that Mary knew she was to become a mother, and that her relative Elizabeth would give birth in three months, she wanted to see Elizabeth so they could rejoice together. The haste in which Mary did so seems to reflect her eager desire to see this wonder that the angel told her of.
3. What did Mary do after she received the message from the angel Gabriel? (Luke 1:39-40)
What Do You Think?
What steps will you take to be a relative who your family can turn to during confusion, crisis, need, or celebration?
Digging Deeper
How will you improve your margin with time and money so that you can better help family members?
Upon Mary's arrival Luke made no mention either of distance or exhaustion. Instead, he focused on the interactions of those present. On entering the home, Mary began a normal exchange of greetings with Elizabeth. There were several common greetings from that period, such as, "The blessing of Yahweh be upon you," or, "Be blessed of the Lord," or, "Peace be with you" (compare Luke 24:36; John 20:19–26).
As Mary entered the house, Elizabeth heard her greeting, and the baby leaped in Elizabeth's womb; and Elizabeth was suddenly filled with the Holy Spirit. God then gave Elizabeth prophetic knowledge of Mary's condition and filled her lips with the fruit of praise to Almighty God!
The Holy Spirit is a key figure throughout the Scriptures written by Luke. His Gospel and the book of Acts combined feature about 60 percent of the New Testament's usages of this designation.
4. What happened as soon Elizabeth heard Mary's voice? (Luke 1:41-42)
Not only was Mary's state revealed to Elizabeth, but also the identity of the child (v. 43)!
There is nothing inherently unusual about a baby moving about in the womb, of course. But the timing of that reaction here (v. 44a) is significant in view of the relationship that later emerges between Jesus (Mary's child) and John the Baptist (Elizabeth's child). The latter was to be "filled with the Holy Spirit even before he [was] born" as empowerment "to make ready a people prepared for the Lord" (Luke 1:15–17). Even before his birth, John began to fulfill his role by signaling to his mother that the anticipated Christ, himself yet unborn, was present by leaping for "joy" (v. 44b).
The thing that Elizabeth emphasized was Mary' faith: "Blessed is she who has believed" (v. 45). We are saved "by grace ... through faith" (Eph. 2:8-9). Because Mary believed the Word of God, she experienced the power of God!
5. What else did the Holy Spirit reveal to Elizabeth? (Luke 1:43-45)
What Do You Think?
Digging Deeper
What distractions do you need to remove in order to do so?
Mary praised God for what He did for her. This section, commonly called the Magnificat, in many ways resembles Hannah's prayer of thanksgiving and praise to God recorded in 1 Samuel 2:1-10. It illustrates Mary's rich acquaintance with the Old Testament Scriptures and the closeness of her fellowship with the Lord.
6. What was Mary's response? (Luke 1:46-55, not in today's lesson)
The three months spent with Elizabeth were undoubtedly an additional blessing for Mary. Here was a safe place for this young woman to adapt to her changed situation as Elizabeth provided support. Mary also was undoubtedly a blessing to Elizabeth in return, as the older woman in the latter stage of her pregnancy probably needed the help of a younger person.
Since the six months of Luke 1:26, 36 plus the three months of the verse before us equals nine months, Mary would have left just before John's birth or just after it. Relatives were at the naming ceremony (see Luke 1:58), and these could have included Mary. But ultimately, this is speculation—the text does not say.
7. If not living in our homes, what are ways that we can be a safe space for people whom God places in our paths? (Luke 1:56)
What Do You Think?
What are some ways you can provide hospitality and support to expectant mothers?
Digging Deeper
How is James 1:27 relevant here?
CONCLUSION
When it comes to belief and faith, great faith is found with Mary. The joy experienced by John the Baptist and Elizabeth resulted from Mary's faith, at least in part. The ripple effect of this joy is also seen in passages such as Matthew 2:10 and Luke 2:10, 21–38 (contrast Matthew 2:3). That ripple effect reaches us here in the twenty-first century as we prepare this week to celebrate the birth of our Lord and Savior Jesus Christ!
PRAYER
Lord, thank You for the example of Mary's trusting belief. Show us how Mary's example can inform our own faith. Help us move ever more toward belief and faith! Thank You for the encouragement of Your faithful people of the past as recorded in Your Word. We pray in Jesus' name. Amen.
THOUGHT TO REMEMBER
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Global Water Governance in the Twenty-First Century
Heather Cooley, Newsha Ajami, Mai-Lan Ha, Veena Srinivasan, Jason Morrison, Kristina Donnelly, and Juliet Christian-Smith
Growing pressure on the world's water resources is having major impacts on our social and economic well-being. Even as the planet's endowment of water is expected to remain constant, human appropriation of water, already at 50 percent by some measures, is expected to increase further (Postel et al. 1996). Pressures on water resources are likely to worsen in response to population growth, shifts toward more meat-based diets, climate change, and other challenges. Moreover, the world's water is increasingly becoming degraded in quality, raising the cost of treatment and threatening human and ecosystem health (Palaniappan et al. 2010). Furthermore, the physical availability of freshwater resources does not guarantee that a safe, affordable water supply is available to all. At least 780 million people do not have access to clean drinking water, some 2.5 billion people lack access to safe sanitation systems, and 2–5 million people—mainly children—die as a result of preventable water-related diseases every year (Gleick 2002; UN 2009; WHO and UNICEF 2012).
There is growing recognition that the scope and complexity of water-related challenges extend beyond national and regional boundaries and therefore cannot be adequately addressed solely by national or regional policies. In a recent report, the United Nations notes that "water has long ceased to be solely a local issue" (UN 2012a, 40). In particular, widespread water scarcity and lack of access to water supply and sanitation threaten socioeconomic development and national security for countries around the world. Additionally, people around the world share and exchange water directly and indirectly through natural hydrologic units and systems and through global trade (i.e., "virtual water," discussed below). Furthermore, climate change and the growing presence of multinational companies within the water sector play a role in globalizing water issues (Hoekstra 2006).
Over the past sixty years, a number of efforts have sought to address the many challenges facing the water sector. Early efforts to address these challenges were almost entirely based on developing large-scale physical infrastructure, such as dams and reservoirs, to produce new water supplies. Amid a growing recognition that technology and infrastructure alone were not sufficient to address persistent water management concerns, discourse about water governance began to emerge in the early 1990s. In its first World Water Development Report, the United Nations strongly stated that the "water
crisis is essentially a crisis of governance and societies are facing a number of social, economic and political challenges on how to govern water more effectively" (UN 2003b, 370). In this chapter, we describe some of the major global water challenges and identify key deficiencies in global water governance in addressing these challenges. We conclude with several recommendations for improving global water governance in order to better address major water concerns in the twenty-first century.
Global Water Challenges
As described below, the scope and complexity of water-related challenges extend beyond traditional national and regional boundaries. Such challenges require broader thinking and more comprehensive solutions.
Water Scarcity
Water scarcity is a major challenge, affecting every continent around the world. Water scarcity occurs when water demand nears (or exceeds) the available water supply. Several groups, including the World Resources Institute and the International Water Management Institute (IWMI), have developed tools to promote a better understanding of where and how water risks are emerging around the world. The IWMI, for example, estimates that 1.2 billion people—nearly 20 percent of the world's population—live in areas of physical water scarcity, where water withdrawals for agriculture, industry, and domestic purposes exceed 75 percent of river flows. An additional 500 million people live in areas approaching physical scarcity. Another 1.6 billion people live in areas of economic water scarcity, where water is available but human capacity or financial resources limit access. In these areas, adequate infrastructure may not be available or, if water is available, its distribution may be inequitable (IWMI 2007).
But water scarcity isn't solely a natural phenomenon; it's also a human one. Numerous human activities—such as untimely water use, pollution, insufficient or poorly maintained infrastructure, and inadequate management systems—can result in or exacerbate water scarcity. As noted by the United Nations, there are adequate water resources to meet our needs, but water "is distributed unevenly and too much of it is wasted, polluted and unsustainably managed" (UN 2012b).
Widespread declines in groundwater levels are one symptom of water scarcity. Groundwater is an important source of freshwater in many parts of the world. Some areas, however, have become overly dependent on groundwater supplies. In the past two decades, advances in well-drilling techniques have significantly reduced the cost of extracting groundwater. Driven, in part, by these technological advancements, groundwater withdrawals have tripled over the past fifty years (UN 2012a). In some areas, the rate of groundwater extraction now consistently exceeds natural recharge rates, causing widespread depletion and declining groundwater levels. A recent analysis of groundwater extraction by hydrologist Yoshihide Wada and colleagues (2010) finds that depletion rates doubled between 1960 and 2000 and are especially high in parts of China, India, and the United States. Much of the groundwater extracted supports agriculture (67 percent), although it is also used for domestic (22 percent) and industrial (11 percent) purposes.
3
Water Quality
While most water assessments emphasize water quantity, water quality is also critical for satisfying basic human and environmental needs. The quality of the world's water is under increasing threat as a result of population growth, expanding industrial and agricultural activities, and climate change. Poor water quality threatens human and ecosystem health, increases water treatment costs, and reduces the availability of safe water for drinking and other uses (Palaniappan et al. 2010). It also limits economic productivity and development opportunities. Indeed, the United Nations finds that "water quality is a global concern as risks of degradation translate directly into social and economic impacts" (UN 2012a, 403).
Water quality concerns are widespread, although the true extent of the problem remains unknown. In developing countries, an estimated 90 percent of sewage and 70 percent of industrial waste is discharged into waterways without any treatment at all (UN 2003a). Asian rivers are the most polluted in the world, and bacteria levels from human waste in these rivers are three times higher than the global average. Moreover, lead levels in these rivers are twenty times more than in rivers in industrialized countries (UNESCO 2005).
Drinking Water and Sanitation Access
The failure to provide safe drinking water and adequate sanitation services to all people is perhaps the greatest development failure of the twentieth century. In an attempt to remedy this failure, the United Nations established the Millennium Development Goals (MDGs), eight targets designed to tackle extreme poverty. At the direction of United Nations member countries, UN organizations and multilateral and bilateral development agencies have been working to achieve these goals by the year 2015. While many of the MDGs are widely acknowledged to be associated with water, including those related to improving gender equality and reducing child mortality, Target 7.C specifically aims to reduce by half the proportion of the population without sustainable access to safe drinking water and basic sanitation by 2015. Although not without their critics, the MDGs have served to highlight the importance of water, sanitation, and hygiene in improving health and economic opportunities (UN 2012a).
By UN measures (which are acknowledged to have important limitations), significant progress has been made in improving access to drinking water. In 1990, 76 percent of the global population had access to an "improved drinking water source"—defined as one that, by nature of its construction or through active intervention, is likely to be protected from outside contamination, in particular from contamination with fecal matter—whereas by 2010, this number had grown to 89 percent (WHO and UNICEF 2012). The global population as a whole is on track to meet the MDG drinking water target; however, global aggregates hide large regional disparities. For example, while India and China have made significant progress, sub-Saharan Africa, where only 61 percent of the population has access to an improved water source, is unlikely to achieve the MDG drinking water target. Additionally, coverage in the least developed countries is worse than in other developing countries. Finally, even within countries, there are disparities between urban and rural communities and between the rich and the poor (WHO and UNICEF 2012).
Despite this progress, access to an improved drinking water source remains out of reach for many people. An estimated 780 million people do not have access to basic
4
water service (WHO and UNICEF 2012). Additionally, the MDG drinking water target is based on access to an improved supply of water with little or no consideration of whether the water is affordable, whether the water is safe for consumption, or whether that access is being maintained over time. For example, naturally occurring arsenic pollution in groundwater affects nearly 140 million people in seventy countries on all continents (UN 2009). In Bangladesh alone, nearly 70 million people are exposed to groundwater contaminated with arsenic beyond the recommended limits of the World Health Organization (UN 2009).
Far less progress has been made in achieving the MDG sanitation targets. In 1990, nearly half of the global population had access to improved sanitation. By 2010, the percentage of people with access to improved sanitation had increased to 63 percent. An estimated 2.5 billion people still lack access to improved sanitation (WHO and UNICEF 2012). The global population is not on track to meet the sanitation target, and coverage is especially low in sub-Saharan Africa and in southern Asia.
Water and Ecosystems
Freshwater ecosystems are among the most extensively altered systems on Earth. Rivers, streams, and lakes have been subjected to chemical, physical, and biological alteration as a result of large-scale water diversions, introduction of invasive species, overharvesting, pollution, and climate change (Carpenter et al. 2011). An estimated 20–35 percent of freshwater fish are vulnerable or endangered, mostly because of habitat alteration, although pollution, invasive species, and overharvesting are also to blame (Cosgrove and Rijsberman 2000). About half of the world's wetlands have been lost since 1900, and much of the remaining wetland area is degraded (Zedler and Kercher 2005). Freshwater ecosystem conditions are likely to continue to decline unless action is taken to address acute threats and better manage freshwater resources.
Globalization and Virtual Water Flows
Globalization is characterized by the production and movement of goods and services around the world, and water is a key ingredient, either directly or indirectly, in almost every good produced. Consequently, the movement of goods effectively results in the movement of water around the world. Existing patterns of trade, however, are not necessarily water efficient. Many factors are at play when global trade decisions are made, and water is rarely one of them. The concept of "virtual water"—the water embedded in the production of food and other products—has been introduced as a way to evaluate the role of trade in distributing water resources. Some have argued that by allowing those living in water-scarce regions to meet some of their water needs through the import of water-intensive goods, international trade can provide a mechanism to improve global water-use efficiency (Allan 1993). Others, however, have posited that it simply externalizes the environmental burden of producing a particular product. In any case, the facts suggest that countries' relative water endowments are not dictating global trade patterns. Indeed, three of the world's top ten food exporters are considered water scarce, and three of the top ten food importers are water rich (World Economic Forum Water Initiative 2011). Furthermore, globalization increases dependence on others for essential goods and increases vulnerability to external water scarcity (Hoekstra and Mekonnen 2012).
Climate Change
Rising concentrations of greenhouse gases resulting from human activities are causing large-scale changes to Earth's climate. These climatic changes will have major implications for global water resources. As temperatures rise, the flows of water in the hydrologic cycle will accelerate. In short, climate change will intensify the water cycle, altering water availability, timing, quality, and demand. Indeed, all of the major international and national assessments of climate change have concluded that freshwater systems are among the most vulnerable, presenting risk for all sectors of society (Compagnucci et al. 2001; SEG 2007; Kundzewicz et al. 2007; Bates et al. 2008; USGCRP 2013). A technical report on freshwater resources released in 2008 by the Intergovernmental Panel on Climate Change (IPCC) concludes that "water and its availability and quality will be the main pressures on, and issues for, societies and the environment under climate change" (Bates et al. 2008).
A community's vulnerability to climate change will depend upon the magnitude of the impact and the community's sensitivity and adaptive capacity. As noted by Kenneth D. Frederick of Resources for the Future and Peter H. Gleick of the Pacific Institute (1999), "the socioeconomic impacts of floods, droughts, and climate and nonclimate factors affecting the supply and demand for water will depend in large part on how society adapts." The poor and those living in developing countries are the most vulnerable because they have fewer social, technological, and financial resources to enable them to adapt (UNFCCC 2007).
Water-Energy-Food Nexus
Throughout the twentieth century, the close connections between water, energy, and food were largely unknown or were ignored in policy decision making. Water, energy, and food systems, and the governance institutions set up to manage them, were often separated by well-defined silos, and managers rarely communicated with one another. Water systems were often designed and constructed with the assumption that energy would be cheap and abundant, and energy systems were designed and constructed with the assumption that water would be cheap and abundant. Likewise, food systems have been operated as though neither the cost nor the availability of water and energy would constrain production. We now understand that this is no longer true: these critical resources are closely interconnected, and a growing interest in the water-energy-food nexus highlights the need to better understand and manage these interdependencies:
* Agriculture is a major user of water, accounting for 70 percent of all freshwater withdrawals. Agriculture is also a major user of energy, and food prices are sensitive to energy prices and policies on fertilizers, pesticides, and transportation to distribute products. Meeting the food and fiber demands of a growing population that is simultaneously shifting toward a more water-intensive diet will require a rethinking of how water is used.
* Energy is a major user of water. In the United States, for example, thermoelectric power plants account for nearly 50 percent of all freshwater withdrawals (Kenny et al. 2009). Newly proposed energy sources, such as biofuels, are placing additional strains on local water resources and global food systems.
* Large amounts of energy are required to capture, treat, distribute, and use water. Population growth and climate change are prompting some to consider importing water over longer distances, accessing groundwater from greater depths, or developing more marginal, lower-quality supplies that require extensive treatment.
Failure to consider these linkages in policy and decision making can lead to unintended consequences. Biofuels, for example, have emerged as an alternative to traditional, fossil-fuel-based energy sources, and many governments have instituted mandates and incentives to promote biofuel development. The European Union has committed to converting 10 percent of its transportation fuel to biofuels by 2020 (UN 2012a). In 2009–2010, nearly 40 percent of domestic corn use in the United States was for fuel (USDA 2010). However, first-generation biofuels, which represent the vast majority of biofuels produced today, are water and chemical intensive, and their development increases pollution of and competition for limited water resources. Additionally, biofuels compete with food crops for land and water resources, contributing to increased food prices and threats to food security. The impacts of increasing biofuel production make it clear that national decision making is linked to global agricultural output, food prices, and water availability.
The Emergence of Global Water Governance
The importance of governance as a key factor in addressing water-related challenges began to emerge in the late twentieth century amid a growing recognition that technology and infrastructure alone were not sufficient to address persistent water management concerns. Indeed, in its first World Water Development Report, the United Nations issued a strongly worded statement that the "water crisis is essentially a crisis of governance and societies are facing a number of social, economic and political challenges on how to govern water more effectively" (UN 2003b). Early water governance efforts emphasized the local and regional scales, in part because water challenges were largely perceived as local issues. But the scope and complexity of water challenges, as described above, highlight the need for a more comprehensive and coordinated global effort.
Despite the need, discussions about global water governance have been limited. One of the few definitions of global water governance comes from a 2008 study that defines it as "the development and implementation of norms, principles, rules, incentives, informative tools, and infrastructure to promote a change in the behavior of actors at the global level in the area of water governance" (Pahl-Wostl et al. 2008, 422). Thus, global water governance focuses on the processes of international cooperation and multilateralism. It comprises formal and informal instruments—including global governmental and nongovernmental organizations, regimes, actors, frameworks, and agreements— created to balance interests and meet global water challenges that span national and regional boundaries. It informs the way challenges are tackled (or not) at the regional and international levels by various players (from governmental bodies to civil society organizations) and suggests opportunities for, and barriers to, meeting global objectives. Global water governance also facilitates interaction and dialogue among key players to inform the development of solutions to problems at local, national, and regional levels to ease global pressures.
Evaluating the Effectiveness of Global Water Governance Today
Current global water governance systems were established during a time when approaches to water resource development and management differed from those encountered today (Jury and Vaux 2007). Persistent and emerging water challenges suggest that an assessment is needed to determine how global water governance efforts can be improved to more effectively address twenty-first-century water challenges and to leverage opportunities afforded by new thinking and innovative technologies. We describe below some key deficiencies and recommend ways in which governance can be improved to better address major freshwater concerns.
Intergovernmental Organizations Lack Clear Leadership and Coordination
A large number of organizations exist to address water challenges at various scales—particularly the United Nations system, multilateral lending institutions, and regional basin organizations—all working on different aspects of water management and service delivery. While global summits and forums have helped to identify major challenges and issue areas, implementation of coherent action is hampered by differing agendas among organizations and agencies that overlap in some areas but not in others.
At the international level, leadership and coordinated action within the water sector could emerge from the United Nations' system of agencies and programs. UN-Water was created in 2003 to serve as the interagency coordinating mechanism to promote coherence and coordination of UN system actions and other nontraditional partners and stakeholders (e.g., public and private sectors and civil society) related to the implementation of the international agenda defined by the Millennium Declaration and the World Summit on Sustainable Development. UN-Water, however, has several deficiencies. In particular, it "does not have a strong mandate," nor does it make centralized policies (Pahl-Wostl et al. 2008, 427). UN-Water also has its own areas of focus (water and climate change, water quality, water supply and sanitation, and transboundary water), which fail to address the full range of water-related challenges. Additionally, inadequate personnel and funding hamper UN-Water's goal of promoting collaboration among the various agencies and programs that focus on different water-related issues and challenges, among them the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the United Nations Environment Programme (UNEP), the United Nations Children's Fund (UNICEF), the United Nations Development Programme (UNDP), the Food and Agriculture Organization of the United Nations (FAO), the World Health Organization (WHO), and the World Meteorological Organization (WMO).
The lack of clear leadership manifests itself in several ways. In particular, bilateral funding agencies are more likely to focus their efforts on their own priorities. For example, the German development agency GIZ has spent considerable resources on addressing the food-water-energy nexus, climate change, and access to water and sanitation. The US Agency for International Development (USAID), on the other hand, is focused on biodiversity, food security, climate change, and water access and sanitation. While all of these efforts are aligned with global priorities, lack of coordination can hinder their effectiveness.
Recommendation: Secure a Sustainable Funding Source and a Stronger Mandate for Coordinating Intergovernmental Organizations
The global nature of water-related challenges requires clear leadership and coordination. Intergovernmental agreements produced at world summits and forums require effective intergovernmental organizations to play the leading role in coordinating action. The United Nations system, as the sole global governance organization with the legitimacy and authority of member governments, must lead. UN-Water offers a potential starting point, given its existing mandate to coordinate action. To fulfill its mission, however, it (or any other intergovernmental mechanism established to coordinate action) must be given the resources and an empowered mandate to do so. This requires governments to fulfill pledges made at previous UN summits (such as the 2002 World Summit on Sustainable Development, or Johannesburg Summit) to ensure that financial resources are made available. It also requires political will from the United Nations to provide a stronger mandate for the organization and the ability to overcome traditional interagency rivalry that hampers cooperation.
Recommendation: Promote Greater Collaboration to Build Understanding and Coordinate Action
To effectively address the interlinked nature of the problems, it is imperative that waterrelated action be led not from within a silo but rather with a deep understanding of the cross-sector issues—for example, taking into consideration development, energy, biodiversity, climate change, food security, and more. Building this understanding requires close, continuous collaboration among the different organizations and individuals involved. UN-Water's 2013 theme of international cooperation is a positive step in that direction. Government-led efforts to encourage participation by actors through multistakeholder processes (such as the parallel meetings at Rio+20, the 2012 United Nations Conference on Sustainable Development) are key to promoting this collaboration. Likewise, the United Nations' current approach to developing the new Sustainable Development Goals is an encouraging development. By instituting a process that brings together development agencies, civil society groups, and the private sector to define water-related goals and potential actions, the UN approach promotes better understanding, which can lead to more coordinated action and better outcomes.
The Role of Nongovernmental Actors Is Expanding
Today, a study of global governance cannot be limited to merely governmental or intergovernmental processes. The rise and influence of a broad range of new actors, with their own sources of authority and power, are indicative of a more complicated global governance structure. These actors, who come from the private, nongovernmental, academic, and media sectors, act independently or, increasingly, in networks to bring about new thinking and solutions. These new global actors have fostered innovation and performed important functions, such as serving as watchdogs of governmental and private sector activities within the water sector. However, concerns have been raised about some who are engaged in public policy, particularly regarding their legitimacy, accountability, and relationship with existing public governance structures. For example, some of these new initiatives may be undermining government-led efforts, operating outside of local priorities, or, in the case of some privately led initiatives, engaging in policy capture (see, e.g., the discussion of corporate actions regarding water in chapter 2 of this volume). Their
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centers of authority or the constituencies for whom they speak has also been a subject of debate. Although it is clear that these actors will continue to play an important role in global water governance, efforts should be made to understand what their role should be and their relationship with government-led efforts.
Recommendation: Explore and Develop Guidelines and Principles to Help Govern Nongovernmental Processes
As more parties become involved, effort is needed to better understand and define the roles and responsibilities of each in order to leverage unique capabilities. For entities that are actively engaging in areas that are in the traditional realm of governments, clear guidance as to how these new processes should interact with existing processes is needed. Realizing that these processes can potentially undermine one another, some organizations, such as the United Nations' CEO Water Mandate, have developed guidelines and principles to govern how the private sector engages in water policy (see, e.g., Morrison et al. 2010). More efforts like these are needed to ensure that civil society and private sector efforts and initiatives complement existing government-led processes where possible.
Some potential overarching principles developed for sustainability standards systems (many of which are global action networks, or GANs) that could serve as starting points for further exploration include the following (Ward and Ha 2012):
Respect the unique roles of governments and states.
Engage public sector actors.
Support sharing of information and resources with public sector actors.
Build on existing public sector and international norms.
Assess and review the range of public sector implications and relationships.
Water Sector Funding Is Inadequate and Too Narrowly Focused
The international community, including the major economies and international organizations, has played a significant role in funding water sector improvements, especially in developing countries. Yet funding remains limited and too narrowly focused. Funding commitments made by major economies at the 2002 Johannesburg Summit and among the Group of Eight countries have thus far not materialized. Additionally, a recent survey conducted by the World Health Organization (2012) finds that overall funding for the water sector is low—and is skewed toward capital expenditures for drinking water systems in urban areas. Expenditures for sanitation, operation and maintenance costs, and rural systems are much lower.
Recommendation: Develop Financing Mechanisms to Support Ongoing Operation and Maintenance Costs
Funding is needed to support ongoing operation and maintenance costs of water infrastructure. Available funding is insufficient to operate and maintain the existing infrastructure or to support the people and institutions needed to manage it effectively. As a result, systems are poorly managed or fall into disrepair, increasing the long-term costs. Additional funding is needed to support the ongoing operation and maintenance of new and existing water-related infrastructure.
New Funders Often Fail to Abide by Environmental and Social Lending Standards
For much of the twentieth century, the World Bank, the Asian Development Bank, intergovernmental agencies, and bilateral donors were the main funders of large-scale infrastructure in the developing world. In recent years, new economic realities and players have emerged. Commercial banks and energy and construction companies in the global South are playing an increasingly important role and are fundamentally changing water resource management. For instance, Pacific Environment's China program director, Kristen McDonald, and her colleagues reported in 2009 that Chinese financial institutions, state-owned enterprises, and private firms were involved in at least ninety-three major dam projects overseas. These and other new players—predominantly energy and construction companies from Thailand, Vietnam, China, Russia, and Malaysia—had not adopted internationally accepted environmental and social lending standards and norms. Furthermore, these new funders forced the World Bank and the Asian Development Bank to reconfigure their own lending practices to further dilute their environmental and social safeguards (Molle et al. 2009).
Recommendation: Establish New Lending Standards and Compliance Strategies
Commercial banks and energy and construction companies play an increasingly important role in financing water resource development projects. In the case of dam construction, for example, these new players do not meet even the World Bank's standards—which are already weaker than the recommendations of the World Commission on Dams. The failure to abide by social and environmental lending standards poses a threat to local environmental and social systems. New environmental and social lending standards are needed to ensure that lending promotes sustainable development objectives. The new players, along with civil society organizations, should be included in crafting and designing these new standards in order to ensure compliance.
Knowledge and Technology Transfer Efforts Remain Largely Top-Down
Over the past several decades, water-related knowledge and technological innovation have grown tremendously, with new techniques and ideas emerging from governmental bodies, independent research institutions, and academic bodies around the world. The challenge lies in getting this knowledge and technology to places that can implement them. Intergovernmental processes to foster technology and knowledge transfers— mainly through forums such as the annual Water Environment Federation Technical Exhibition and Conference (WEFTEC) and the like—have predominantly been in a topdown manner. There is growing recognition, however, that even innovative technologies that are thought to be highly effective may not be appropriate everywhere. Each technology is developed and crafted according to local circumstances, which can differ dramatically from one region to another. As a result, an off-the-shelf approach to technology and knowledge transfers may not lead to the desired outcome or may lead to unintended consequences. Implementation of Green Revolution concepts to industrialize agriculture in the Punjab region of India provides an example of a top-down, single-focus transfer of knowledge and technology that has led to several unintended consequences, including groundwater overdraft in some areas. Today, the state of Punjab is trying to manage these problems by revisiting and reforming state agricultural policy and regulations using a more bottom-up technology and knowledge transfer approach (Tiwana et al. 2007).
Recommendation: Promote Open-Access Knowledge Transfer
Over the past few decades, there has been tremendous growth in the technologies available for transferring knowledge and information. Geospatial technologies, the Internet, and mobile devices are just a few of the technologies available to improve communication. Although reliance on such technologies must be carefully considered, given the global variations in their application and use, they can provide tremendous opportunity for new ways of getting information to water users and of connecting water stakeholders and researchers with one another and with decision makers. Global institutions can play an important role in facilitating the use and distribution of these new technologies. Extending access to new and emerging scientific findings can enable and empower the local research community to better understand and identify local problems and design or demand specific solutions to improve local water governance (Jury and Vaux 2005; Hutchings et al. 2012). There is also a need for better communication of complicated scientific knowledge to policy makers and decision makers in order to influence development of comprehensive management strategies and inform the policy-making process.
Recommendation: Facilitate Effective Technology Transfer by Engaging Local Communities in the Decision-Making Process
Empowering local communities to identify their water issues and solutions allows them to select an approach that more closely aligns with their social and cultural realities. Onsite education and capacity building play a major role in facilitating successful and effective bottom-up or horizontal technology and knowledge transfer. Especially in regions with very limited access to and understanding of state-of-the-art technological solutions, or with limited institutional capacity to provide local technological training, international institutions such as the UNESCO-IHE Institute for Water Education can foster capacity building and educational efforts to facilitate implementation and operational learning of imported technologies. Also, continuous monitoring and performance assessment of a transferred technology can provide an opportunity to adjust and calibrate implementation and operational processes to prevent undesirable outcomes. Global institutions can also facilitate focused research and development investment, especially by those in the developed world with financial resources, to advance technologies and make them more accessible to the developing world.
Recommendation: Improve Understanding and Communication of Risk and Uncertainty
Some uncertainty inherent in hydrologic and water resource management systems is unavoidable. Yet the development of management practices and strategies relies heavily on future supply and demand predictions, which are fraught with uncertainty. Water resource managers around the world use various supply and demand predictions in their decision-making processes. A better understanding of the uncertainties and risks associated with them can lead to the development of more effective planning and management strategies that reflect these limitations. New decision support tools should include an uncertainty assessment component, which would offer an array of decisions and the uncertainties and risks associated with them in order to provide an opportunity for adaptive and flexible management approaches. Effective communication of these uncertainties and risks to policy makers and the general public is also an important element of adaptive and flexible water resource management practice (UN 2012a).
Data Collection Efforts Are Inadequate
Good data and ongoing monitoring activities are the cornerstones of effective water management and governance. We live in an information era, and vast amounts of water data are collected in different ways and at a variety of temporal and spatial scales, from local stream gauges to global satellites. Current attempts at information sharing, such as UN-Water's Activity Information System, Documentation Center, and Key Water Indicator Portal, provide key data necessary to tackle the water challenges identified earlier. Despite these improvements, there are still regions lacking basic water data and information. Even when the data are collected, they are often not widely available or their quality is poor. Efforts are needed to improve the collection, compilation, and reporting of comprehensive water-related data.
Recommendation: Develop a Centralized Global Water Data Portal
The rational management of water is predicated on the availability of comprehensive data. Capacity needs to be developed in all countries to collect, manage, and analyze water information. Some of the key data needed include precipitation, runoff, virtual water flows, groundwater levels, and overall water demand and supply. Where resources are inadequate to collect and compile these data, they should be provided through international aid or other mechanisms. Also, as developing countries undergo economic transitions, monitoring and reporting need to be integrated into new laws. These efforts would benefit from a centralized global water portal in which to assemble the reported data, especially where local governments lack the financial or technological capacity to provide such services. Finally, international data protocols, standard data formats, and sharing arrangements are needed in order to increase comparability of data worldwide.
Recommendation: Leverage New Data Collection Technologies
New local data collection and monitoring efforts are emerging that engage stakeholders through crowdsourcing, or reporting of information through electronic devices. Mobile connectivity is outpacing fixed landline phones and access to computers, especially in many developing countries that lack telephone network infrastructures. New monitoring efforts that use cell phones and other RSS technologies, such as the WASH SMS Project, capitalize on the widespread and rapidly growing use of mobile devices throughout the world to facilitate the flow of information between communities, governmental entities, and service providers (Hutchings et al. 2012). These data can provide timely information on local water systems, including the availability and quality of water. Small-scale, local data collection and reporting efforts such as these should be encouraged.
Lack of Transparency and Accountability Limits the Effectiveness of Water Sector Investments and Fosters Corruption
The water sector lacks transparency and adequate participation from key stakeholders, especially in marginalized communities, and this in turn leads to an accountability deficit and can result in ineffective or inefficient management strategies and investments. A 2008 report by Transparency International and the Water Integrity Network finds that a lack of transparency and participation contributes to rampant corruption across the water sector, including in water management, drinking water and sanitation service provision, irrigation, and hydropower development. The water sector is especially prone to corruption because of the complex system of agencies responsible for its management
and delivery; the growing presence of private actors and informal providers that operate in legal gray zones (where the actors are the de facto water service providers allowed to operate by governments but who may not have official license); and the large sums of money required for infrastructure investments. Addressing the issue is especially challenging because of the general focus within the sector on technological solutions rather than governance. The report further finds that the poor and most vulnerable are the most likely victims because they are more exposed to the informal sector (where corruption is more prevalent) and have limited resources and avenues to voice their concerns. This, in turn, exacerbates corruption because those most affected by it are unable to call for greater accountability (Transparency International and Water Integrity Network 2008).
Recommendation: Adopt New Standards, Codes, and Best Practices for Water Resource Development and Management to Promote Greater Transparency and Participation
Water resource development and management are guided by a series of standards, codes, and best practices. These standards, codes, and practices, which include both mandatory and voluntary initiatives, must provide a regulatory framework that brings about greater transparency, promotes participation and oversight to tackle corrupt practices, and develops best-practice guidance where regulatory frameworks are weak or poorly implemented. Both governments and GANs can play a key role in their formulation. For example, Kenya has adopted a human rights–based approach to the water sector that places an emphasis on transparency and participation. Likewise, the United Nations' CEO Water Mandate released its Corporate Water Disclosure Guidelines: Public Exposure Draft in an effort to promote greater transparency in the private sector's water use and allow stakeholders to better evaluate this use. These efforts are encouraging; however, more can and should be done.
Recommendation: Promote Capacity Building and Increase Participation in Water Management
To bring about greater participation in water management and better implementation of frameworks that promote transparency, serious effort is needed to build the capacity of governmental officials and civil society groups, especially community-based organizations. Governments and GANs can provide technical know-how and financial resources to ensure that local governmental officials and community-based organizations, two groups with an intimate knowledge of local problems, can be key advocates for change. For example, the Freshwater Action Network focuses much of its effort on providing capacity building to its civil society members in order for them to engage in decision-making processes, call for greater transparency, and hold governmental and private sector actors accountable.
Recommendation: Empower Communities through Long-Term and Short-Term Education and Outreach Efforts
Education and outreach promote greater understanding about a particular issue and can help facilitate change by redefining acceptable behaviors and social norms. Knowledge is power; hence, it can empower communities, especially the poor and most vulnerable, to demand change and accountability. While education and outreach efforts often occur at the local level, global efforts can provide educational tools, platforms, and strategies
for planning effective educational programs. For example, the UNESCO-IHE Institute for Water Education, established in the Netherlands in 2003, was developed to educate and train professionals and build the capacity of sector organizations, knowledge centers, and other institutions in developing countries and countries in transition. These efforts are needed at every scale. Household- and community-scale efforts can promote behavioral changes, facilitate grassroots support and demand for better regulations and enforcement, and bring about transparency and accountability. Education and capacity building at larger scales can promote effective interventions at the watershed, national, and international levels to develop better standards, regulation, and enforcement.
There Has Been a Failure to Adopt Broad-Based Agreements on Transboundary Watercourses
Many rivers, lakes, and groundwater aquifers are shared by two or more nations, and most of the planet's available freshwater crosses political borders, ensuring that politics inevitably intrude on water policy. Indeed, international river basins cover about half of Earth's land surface, and about 40 percent of the world's population relies on these shared water sources. Since transboundary watersheds traverse political and jurisdictional lines, heterogeneous and sometimes conflicting national laws and regulatory frameworks make management a major challenge, particularly when no single national government has authority over another. As such, transboundary water management often requires the creation of international guidelines or specific agreements between riparian states.
While the value of transboundary watershed treaties has regularly been demonstrated, there are political and financial constraints that make their adoption difficult in many parts of the world. In 1997, the General Assembly of the United Nations adopted the Convention on the Law of the Non-Navigational Uses of International Watercourses. This UN convention sets forth principles for equitable and reasonable utilization of international watercourses and for equitable participation. More than a decade after its adoption by the vast majority of the General Assembly, however, the convention has not yet obtained enough signatures to enable it to enter into force and effect. As of February 22, 2013, thirty countries had ratified or acceded to the convention; thirty-five signatures are needed for the convention to enter into force. 1
Recommendation: Bring into Force the United Nations Convention on the Law of the Non-Navigational Uses of International Watercourses
As much as we hope that treaties will be developed in all transboundary watersheds to foster cooperation and collaboration among all riparian states, political and financial constraints make this difficult in many areas of the world. Therefore, adopting an effective international legal framework is a critical step in addressing future challenges. The 1997 United Nations Convention on the Law of the Non-Navigational Uses of International Watercourses represents an important contribution to the strengthening of the rule of law regarding the protection and preservation of international watercourses, and it should be brought into force.
1. See International Water Law Project, Status of the Watercourse Convention as of 22 February 2013, http:// www.internationalwaterlaw.org/documents/intldocs/watercourse_status.html.
Existing Interbasin Agreements Lack Flexibility
Global climate change will pose a wide range of challenges to freshwater resources, altering water quantity, water quality, and system operations and imposing new governance complications. For countries whose watersheds and river basins lie wholly within their own political boundaries, adapting to increasingly severe climatic variability and changes will be difficult enough. When those water resources cross borders and implicate multiple political entities and actors, sustainable management of shared water resources in a changing climate will be especially difficult and will require active coordination, engagement, and participation of all the actors sharing the basin. In particular, most transboundary water agreements are based on the assumption that future water supply and quality will not change. Moreover, most treaties and international agreements fail to include adequate mechanisms for addressing changing social, economic, or climate conditions (for an early analysis of this problem, see Goldenman 1990 and Gleick 2000).
Recommendation: Improve Flexibility of Existing Interbasin Agreements
No two water treaties are the same. Each is developed under unique circumstances, addresses different concerns, and has a particular set of constraints. Additionally, climate change will affect each basin differently. As a result, each treaty must be evaluated to determine what flexibility mechanisms currently exist and where significant vulnerabilities remain. This process should be started before a problem arises so as to improve the atmosphere for cooperation and negotiation. Additionally, transboundary watershed countries should consider incorporating provisions into existing treaties to allow for greater flexibility in the face of change, including (1) creation of flexible allocation strategies and water quality criteria; (2) agreement on response strategies for extreme events, such as floods and drought; (3) development of clear amendment and review procedures to allow for changing hydrologic, social, and climatic conditions or in response to new scientific knowledge; and (4) establishment of joint management institutions that can, for example, facilitate a climate vulnerability and adaptation assessment (Cooley and Gleick 2011).
Conclusions
Throughout the twentieth century, water governance efforts emphasized the local and regional scales, in part because water challenges were largely perceived as local issues. However, there is growing recognition that the scope and complexity of water-related challenges extend beyond national and regional boundaries and therefore cannot be adequately addressed solely by national or regional policies. Discussions about global water governance, however, have been limited. Water governance studies that have taken a broader perspective have largely focused on transboundary water resources. Global water governance has also been discussed within the context of other, more prominent global governance challenges (notably climate change and energy) and within discussions of global development objectives. However, there has been little to no discussion about global water governance that looks more holistically at global water challenges and the structures and approaches needed to meet these challenges.
In this chapter, we have defined global water governance, identified key deficiencies in global water governance, and offered recommendations for how it can be improved to better address major water concerns in the twenty-first century. We noted that the global dimensions of water governance are difficult and complex issues. Such governance and the institutional structures that accompany it are complicated by local, regional, and national factors. Indeed, there is no single practice or policy that will "solve" the water challenges facing the world today. This chapter, however, provides several paths forward to more efficient and effective water governance in an effort to promote a more robust and sustainable approach to solving water problems in the twenty-first century.
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Tiwana, N. S., N. Jerath, S. S. Ladhar, G. Singh, R. Paul, D. K. Dua, and H. K. Parwana. 2007. State of Environment: Punjab—2007. Chandigarh, Punjab: Punjab State Council for Science and Technology. http://www.soeatlas.org/PDF_Map%20Gallery/SoE%20report%20of%20Punjab .pdf.
Transparency International and Water Integrity Network. 2008. Global Corruption Report 2008: Corruption in the Water Sector. Cambridge, UK: Cambridge University Press. http://www .transparency.org/whatwedo/pub/global_corruption_report_2008_corruption_in_the _water_sector.
United Nations (UN). 2003a. Water: A Matter of Life and Death. Fact Sheet. International Year of Freshwater 2003. http://www.un.org/events/water/factsheet.pdf.
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———. 2009. Water in a Changing World. World Water Development Report 3. Paris: UNESCO Publishing; London: Earthscan. http://unesdoc.unesco.org/images/0018/001819/181993e .pdf.
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United Nations Educational, Scientific, and Cultural Organization (UNESCO). 2005. Sound of Our Water: Water Problems. http://unesco.uiah.fi/water/material/05_water_problem_html.
United Nations Framework Convention on Climate Change (UNFCCC). 2007. Climate Change: Impacts, Vulnerabilities, and Adaptation in Developing Countries. Bonn, Germany: United Nations Framework Convention on Climate Change. http://unfccc.int/resource/docs /publications/impacts.pdf.
United States Department of Agriculture (USDA). 2010. USDA Agricultural Projections to 2019. Long-Term Projections Report OCE-2010-1. Washington, DC: United States Department of Agriculture, Economic Research Service.
United States Global Change Research Program (USGCRP). 2013. Draft National Climate Assessment Report. Washington, DC: United States Global Change Research Program.
Wada, Y., L. P. H. van Beek, C. M. van Kempen, J. W. T. M. Reckman, S. Vasak, and M. F. P. Bierkens. 2010. Global depletion of groundwater resources. Geophysical Research Letters 37 (20): 1–5. doi:10.1029/2010GL044571.
Ward, H., and M. Ha. 2012. Voluntary Social and Environmental Standards and Public Governance: Reviewing the Evidence and Setting Principles for Standards-Setters. London: Foundation for Democracy and Sustainable Development; Oakland, CA: Pacific Institute. http://www.sus tainabilitystandards101.org/report/project/public-governance/.
World Economic Forum Water Initiative. 2011. Water Security: The Water-Food-Energy-Climate Nexus, edited by Dominic Waughray. Washington, DC: Island Press.
World Health Organization (WHO). 2012. UN-Water Global Analysis and Assessment of Sanitation and Drinking-Water: The Challenge of Extending and Sustaining Services. GLAAS 2012 Report. http://www.un.org/waterforlifedecade/pdf/glaas_report_2012_eng.pdf (accessed May 11, 2012).
World Health Organization (WHO) and United Nations Children's Fund (UNICEF). 2012. Progress on Drinking Water and Sanitation: 2012 Update. New York: United Nations Children's Fund; Geneva, Switzerland: World Health Organization. http://whqlibdoc.who.int/publications /2012/9789280646320_eng_full_text.pdf.
Zedler, J. B., and S. Kercher. 2005. Wetland resources: Status, trends, ecosystem services, and restorability. Annual Review of Environment and Resources 30:39–74. | <urn:uuid:e15635fb-3685-4b07-9264-4a13d622d40b> | CC-MAIN-2024-18 | http://worldwater.org/wp-content/uploads/2013/07/ww8-ch1-us-water-policy.pdf | 2024-04-12T15:29:57+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00188.warc.gz | 36,502,599 | 11,950 | eng_Latn | eng_Latn | 0.931036 | eng_Latn | 0.996077 | [
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WHAT DOES THE CHURCH AND THE BIBLE SAY ABOUT
CARING FOR THE POOR?
BIBLESTUDIESFORCATHOLICS.COM
May be copied and used for Bible Study and Catechesis purposes.
POOR AND NEEDY – "Those who are oppressed because of the lack of bodily necessities. The Church continues, as always, to assist the poor in their plight by appealing to the generosity of the faithful" (Catholic Dictionary, p. 599).
POOR BOX – "Sometimes called the alms-box, a slotted box to collect alms for the needy; found in churches from the earliest days of Christianity" (Catholic Dictionary, p. 599).
ALMS – "(From Greek: eleemosyne, mercy, pity) Material or financial offerings for the poor, prompted by charity. Provision for the needy is admonished throughout the Old Testament (cf. Prv. 3:27; 22:9; 28:27; Tb 4:6-11; Sir 3:30-4:10; Dn 4:24). Giving all that one has to the poor is a condition for discipleship (Mt 6:24; 19:21; Mk. 10:21; Lk 18:22); thus the early Church cared for the needs of the poor in the community (Acts 4:32-37; 2 Cor 8-9). In Christian tradition, almsgiving is a corporal work of mercy" (Catholic Dictionary, p. 54).
Catechism of the Catholic Church 2247 – "Works of mercy are charitable actions by which we come to the aid of our neighbor in his spiritual and bodily necessities. Instructing, advising, consoling, comforting are spiritual works of mercy, as are forgiving and bearing wrongs patiently. The corporal works of mercy consist especially in feeding the hungry, sheltering the homeless, clothing the naked, visiting the sick and imprisoned, and burying the dead. Among all these, giving alms to the poor is one of the chief witnesses to fraternal charity: it is also a work of justice pleasing to God:"
'He who has two coats, let him share with him who has none; and he who has food must do likewise. But give for alms those things which are within; and behold, everything is clean for you. If a brother or sister is ill-clad and in lack of daily food, and one of you says to them, "Go in peace, be warmed and filled," without giving them the things needed for the body, what does it profit?' (p. 588).
CARING FOR THE POOR IN SCRIPTURE
Deuteronomy 15:7-8 7 If one of thy brethren that dwelleth within the gates of thy city in the land which the Lord thy God will give thee, come to poverty: thou shalt not harden thy heart, nor close thy hand, 8 But shalt open it to the poor man, thou shalt lend him, that which thou perceivest he hath need of. (Douay-Rheims Version)
Prov. 11:25 - Be generous, and you will be prosperous. Help others, and you will be helped. (Good News Translation)
Prov. 14:31 - If you oppress poor people, you insult the God who made them; but kindness shown to the poor is an act of worship. (Good New Translation)
Prov. 19:17 - He that hath mercy on the poor, lendeth to the Lord: and he will repay him. (DouayRheims Version)
Prov. 21:13 - If you refuse to listen to the cry of the poor, your own cry for help will not be heard. (Good New Translation)
Prov. 22:9 - The Lord blesses everyone
who freely gives food to the poor. (Contemporary English Version)
Prov. 25:21-22 21 If your enemies are hungry, give them something to eat. And if they are thirsty, give them something to drink. 22 This will be the same as piling burning coals on their heads. And the Lord will reward you. (Contemporary English Version)
Lev. 19:9-10 9 When you harvest your grain, always leave some of it standing along the edges of your fields and don't pick up what falls on the ground. 10 Don't strip your grapevines clean or gather the grapes that fall off the vines. Leave them for the poor and for those foreigners who live among you. I am the Lord your God. (Contemporary English Version)
Psa. 41:1-3 1 Happy are those who are concerned for the poor; the Lord will help them when they are in trouble. 2 The Lord will protect them and preserve their lives; he will make them happy in the land; he will not abandon them to the power of their enemies. 3 The Lord will help them when they are sick and will restore them to health. (Good News Translation)
Matthew 19:21 - Jesus said to him, "If you want to be perfect, go and sell all you have and give the money to the poor, and you will have riches in heaven; then come and follow me." (Good News Translation)
Luke 3:11 11 He said to them in reply, "Whoever has two cloaks should share with the person who
has none. And whoever has food should do likewise." (New American Bible)
2 Cor. 9:6 - Now this I say: He who soweth sparingly, shall also reap sparingly: and he who soweth in blessings, shall also reap blessings. (Douay-Rheims Version)
Gal. 2:10 - Only that we should be mindful of the poor: which same thing also I was careful to do. (Douay-Rheims Version)
James 1:27 - What God the Father considers to be pure and genuine religion is this: to take care of orphans and widows in their suffering and to keep oneself from being corrupted by the world. (Good News Translation)
1. Read Deuteronomy 15:7-8. If there are poor among you: a. do not be selfish or greedy toward them. b. don't be mean and selfish with your money. c. do not be selfish and refuse to help them. d. you must not shut your heart or hand against them. e. all of the above.
2. Read Proverbs 11:25. If you want to prosper: a. be generous. b. help others. c. don't pay workers a fair wage.
3. Read Proverbs 14:31. If you oppress poor people: a. you can make more money. b. you insult God.
4. Read Proverbs 19:17. He that has mercy on the poor: a. will be rewarded for what he has done. b. lendeth to the Lord. c. will be well repaid. d. all of the above.
5. Read Proverbs 21:13. If you refuse to listen to the cry of the poor: a. don't expect to be heard when you cry out for help. b. you will be ignored in your own time of need. c. all of the above.
6. Read Proverbs 22:9. The Lord blesses everyone who: a. feeds the poor. b. shares his food with those who are poor. c. all of the above.
7. Read Proverbs 25:21-22. If your enemies are hungry: a. starve them out. b. let them suffer. c. give them something to eat.
8. Read Leviticus 19:9-10. Always leave something: a. to give to the poor. b. to deposit in the bank. c. in your wallet.
9. Read Psalms 41:1-3. Those who are kind to the poor: a. will not have many rich friends. b. will not be liked. c. the Lord will help. d. the Lord will protect and preserve. d. will not be abandoned to their enemies. e. the Lord will help when they are sick and will restore them.
10. Read Matthew 19:21. By giving to the poor, you can have: a. a lot less money. b. you can have riches in heaven. c. bad credit.
11. Read Luke 3:11. Whoever has abundance should: a. have a garage sale. b. share with the poor.
12. Read 2 Corinthians 9:6. If you give little, you will get little. True or False
13. Read Galatians 2:10. The Apostles told Paul to: a. save his money for a rainy day. b. always remember to help the poor.
14. Read James 1:27. What God the Father considers to be pure and genuine religion is: a. to give a dollar in the offering each week. b. to help and care for orphans and widows.
BIBLESTUDIESFORCATHOLICS.COM
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BA/BSc 6 th SEMESTER (GENERAL)
PAPER 601: ECONOMIC, POLITICAL AND ENVIRONMENTAL GEOGRAPHY
Unit 2: Geography of Resources
Concept of Resources and Classification
The term 'resource' refers to two separate words —'re' and 'source' —that indicate any thing or substance that may occur unhindered many more times. Eminent professor of economics Erich W. Zimmermann promulgated his famous "Concept of Resource", the idea became so popular that numerous articles and papers started pouring in the contemporary Economic Geographical literature. According to Prof. Zimmermann's inimitable definition runs: "The word resource does not refer to a thing or a substance but to a function which a thing or a substance may perform or to an operation in which it may take part, namely, the function or operation of attaining a given end such as satisfying a want. In other words, the word resource is an abstraction reflecting human appraisal and relating to a function or operation". So, resource satisfies individual human wants or attains social objectives. It also refers to the positive interaction between man and nature. Man is, of course, the most important and integral part of resource creation, as he is situated in the top of the hierarchy of resource consumption. Only the satisfaction of human beings converts anything or a substance into resource. A thing or substance is not considered as resource when it fails to give satisfaction to human beings. Proven reserves of petroleum in the midst of inaccessible terrain or in the abyss are not considered resource as they fail to yield any satisfaction to either society or individual. Geo-thermal energy in this contemporary world is considered to be the most useful resource, but, till recently, this heat-flow was not considered as resource—because man was absolutely ignorant about its uses. Resource must possess two important properties i.e. Function ability and Utility. To define anything or substance as resource, one must critically examine whether it has the property of either utility or function ability. The presence of both utility and function ability is mandatory for resource creation.
Classification of resources
A. Biotic resources: These resources include all living elements of the environment. Forests and forest products, crops, birds, wildlife, fishes and other marine lives are the examples of biotic resources. These resources reproduce and regenerate themselves, hence, are renewable. Coal and mineral oil are also biotic resources but they are non-renewable.
Abiotic resources: These resources include all non-living elements of the environment. Land resources, water resources, air (atmospheric resources) and minerals resources e.g., iron, copper, gold, silver etc are abiotic resources. They are exhaustible and non-renewable as they cannot be regenerated or reproduced.
B. Non-renewable resources: They are formed over very long geological periods. Minerals and fossils are included in this category. Since their rate of formation is extremely slow, they cannot be replenished, once they are depleted. Out of these, the metallic minerals can be re-used by recycling them, but coal and petroleum cannot be recycled.
Renewable resources: Resources such as forests and fisheries, can be replenished or reproduced relatively quickly. The highest rate at which a resource can be used sustainably is the sustainable yield. Some resources, like sunlight, air, and wind, are called perpetual resources because they are available continuously, though at a limited rate. Their quantity is not affected by human consumption. Many renewable resources can be depleted by human use, but may also be replenished, thus maintaining a flow. Some of these, like agricultural crops, take a short time for renewal; others, like water, take a comparatively longer time, while still others, like forests, take even longer. Dependent upon the speed and quantity of consumption, over-consumption can lead to depletion or total and everlasting destruction of a resource. Important examples are agricultural areas, fish and other animals, forests, healthy water and soil, cultivated and natural landscapes. Such conditionally renewable resources are sometimes classified as a third kind of resource, or as a subtype of renewable resources. Conditionally renewable resources are presently subject to excess human consumption and the only sustainable long term use of such resources is within the so-called zero ecological footprint , wherein human use less than the Earth's ecological capacity to regenerate.
C. Human Resources: Human resources refer to the talent or highly skilled labor a population has to offer society, like the number of carpenters or doctors or engineers or welders, etc.
Natural Resources: Anything and everything that is available naturally on earth is a natural resource. Natural resources refer to the amount of animals, crops, minerals, fresh water, rain, sunshine, oil, lumber, creeks & rivers, and any other naturally occuring objects that the land might contain. | <urn:uuid:0e6599f4-f8e4-4b2e-98b5-9ece8a970715> | CC-MAIN-2024-18 | https://adpcollege.ac.in/online/attendence/classnotes/files/1628695654.pdf | 2024-04-12T14:24:28+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00196.warc.gz | 79,522,883 | 975 | eng_Latn | eng_Latn | 0.995161 | eng_Latn | 0.995224 | [
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Which of these is one of the results of the schenck decision
the court ruled to remove protection from dangerous speeches. Charles Schenck was an anti-war activist who spoke out against the war and was arrested for espionage. It is believe that he was threatening the war effort with his speeches and was charged as a result.
How to tell if an equation is exothermic or endothermic?
Which polynomial contains the powers in descending order? A. 3x6 + 10x2 + x8 + 8x3 - 2
B. 10x2 + 8x3 + x8 - 2 + 3x6
C. x8 + 10x2 + 8x3 + 3x6 - 2
D. x8 + 3x6 + 8x3 + 10x2 - 2
It takes 30 cups of milk to make 4 sticks of butter. find the unit rate
In this excerpt ,the uniqueness of Laura's speech isn't revealed by her
Which value of x makes the following equation true? 4(x - 1) = -4x + 60
A. 8
B. 12
C. 11
D. 9
True or false : Scientific theories have withstood the test of time and are accepted as proven fact.
Which mass is the most reasonable for an orange?
A 125 kg
B 125 g
C 125 mg
D 1.25 g
Marketing creates, communicates, and delivers value to the firm's chosen customers. This enables the firm to attract and keep customers. Attracting and keeping customers drive _____________ for the firm.
Which sentence best describes popular sovereignty? The will of the people should dictate who would be governor. The people that live in a territory should choose whether to allow slavery or not. The president should make decisions about slavery. The popular vote is more important than the electoral vote. Which of the following forms the eastern boundary of the Olympic Peninsula?
How to simplify the fraction 9 50
Kimberly has been married to Leslie for 3 months now. When her father asks how things are going, Kimberly says: Things are wonderful. Leslie is the best partner I could ask for. This unrealistically positive rating of her new wife is an example of the ______effect.
Questions about gun control
Kim and her husband are opening a restaurant. While in the planning stages it is important for them to create an environment in which patronus are most likely to be comfortable, relaxed, and likely to spend money. These factors are called A) halo effect. B) perceptual set. C) framing effects. D) contrast effect. E)
context effects.
B.how has this work increased my knowagle of a subject, issue or event?
Which question should you as during your first read of the multi-draft reading process? A.what is the authors pourpus in writing this peice? .
C.What evidence does the author present to explain or support the central idea? D.What is the author's point of view or opinion?
How do enzymes speed up chemical reactions? Enzymes A) lower the activation energy of chemical reactions.
Kenji wants to divide 48.6 by 0.15. What is the first step that Kenji must complete?
B) raise the temperature of the cell, speeding chemical reactions.
D) act as miniature 'transfer trucks', gathering m
C) store ATP, allowing more energy to be used in chemical reactions.
A car traveled 280 miles at 55 mph. About how many hours did it take for the car to reach its destination?
1. Home
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Packet Chemical Bonding Answers
Unit 6 Bonding - Longwood Flipped Chemistry Classroom Chemistry A Bonding Packet Chemical Bonding Answers bonding packet answer key - K34 Polyatomic ion quiz E ... msdemonte.weebly.com Ninth grade Lesson Ionic Bonding With Lewis Dot Diagrams H-Chem HW Answer Keys - Powered By OnCourse Systems For ... hs.pequannock.org CHEMISTRY WORKSHEET INTRODUCTION TO CHEMICAL BONDING NAME Chapter 3 Study Guide Unit 4:Chemical Bonding Practice Packet - Weebly Chapter 8: Covalent Bonding and Molecular Structure 6 Chemical Bonding honors chemistry exam review chapter 6 packet ... - Quizlet chemical bonding packet review Flashcards | Quizlet Chemical Bonding 2016 Packet answers - Google Docs Unit 4: Chemical Bonding Practice Packet - Weebly AP* Chemistry CHEMICAL BONDING & MOLECULAR STRUCTURE Chapter 8 Concepts of Chemical Bonding Unit 6: The Period Table & Bonding- Regents Chemistry 14 ...
Packet Chemical Bonding Answers
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JADA SHANNON
Unit 6 Bonding - Longwood Flipped Chemistry Classroom Packet Chemical Bonding AnswersChemical Bonding. Explain the difference between dissolving and dissociation in words and in drawings. Explain and draw interactions between solute and solution. Use the relationships between ionic bonds, polar covalent bonds, nonpolar covalent bonds to explain in words and drawings the interactions between solute and solvent.Chemical Bonding 2016 Packet answers - Google DocsChemical Bonding SECTION 1 SHORT ANSWER Answer the following questions in the space provided. 1. a A chemical bond between atoms results from the attraction between the valence electrons and of different atoms. (a) nuclei (c) isotopes (b) inner electrons (d) Lewis structures 2. b A covalent bond consists of (a) a shared electron. (c) two different ions.6 Chemical BondingIonic bonding is when one of the atoms is donating an electron(s) (the cation) and one of atoms is accepting an electron(s) (the anion). The electrons are not shared, the anion gains an electron(s) to achieve a full valence and the cation loses an electron(s) to achieve a full valence.CHEMISTRY WORKSHEET INTRODUCTION TO CHEMICAL BONDING NAMEPlace 5 test tubes in the test tube rack. Pour each sample from the weigh boats into the test tubes. Secure the test tube clamp on the
1
support stand and then light your Bunsen burner. Place one of the test tubes in the clamp and heat it over the Bunsen burner flame.Chapter 3 Study GuideOnce situated, I pass the quiz out and instruct them to turn it in when they are done and pick up the ionic bonding packet, read the passage on ionic bonding and answer questions 1-6. This quiz is only valued at 15 points (student work). Its primary purpose is to provide students with a understanding of the basics needed to understand bonding.Ninth grade Lesson Ionic Bonding With Lewis Dot DiagramsLongwood Flipped Chemistry Classroom. Welcome Calendar Chemistry Units ... Chemical Bonding. ... Bonding Practice Lessons 1-3 Bonding Practice Lessons 1-3 Answer Key . Did you forget to take notes in your notes packet last unit? Don't forget for this unit! (see below) Video Investigations: ...Unit 6 Bonding Longwood Flipped Chemistry Classroomthis is the force that produces an electrical insulator in the solid state but an electrical conductor in the liquid state.chemical bonding packet review Flashcards | QuizletCreated Date: 11/5/2014 10:48:43 AMhs.pequannock.orgUnit 4: Chemical Bonding Practice Packet _____1. I can state the three types of chemical bonds. ... to chemical bonding. BARF stands for "broken absorbed, released formed" ... Justify your answer. _____31. I can explain and apply the meaning of "Hydrogen bondingUnit 4: Chemical Bonding Practice Packet - WeeblyView Notes bonding packet answer key from SCIENCE Chemistry at Grosse Pointe South High School. K34 Polyatomic ion quiz E NAMING IONIC COMPOUNDS I Ionic compounds are named by the following
simplebonding packet answer key - K34 Polyatomic ion quiz E ...Chemical Bonding and Molecular Structure 2 Level 2--Orbital Theory − electrons and + nucleus of one atom strongly perturb or change the spatial distribution of the other atom's valence electrons. A new orbital (wave function) is needed to describe the distribution of the bonding electrons bond orbital • bond orbital--describes the motion of the 2 electrons of opposite spinAP* Chemistry CHEMICAL BONDING & MOLECULAR STRUCTUREChemistry Honors Chapter 6 Packet Review. What is a compound's structure? What is bonding? When chemical reactions occur, the resu… In the steps of forming a compound, whe… Arrangement of atoms in space. The forces holding atoms together. When the structure of the resulting compound is fully formed.honors chemistry exam review chapter 6 packet ... -
QuizletChapter 8 Concepts of Chemical Bonding . Chemical Bonds Three types: – Ionic Electrostatic attraction between ions Covalent Sharing of electrons Metallic Metal atoms bonded to several other atoms . Ionic Bonding When a metal and a nonmetal get together .Chapter 8 Concepts of Chemical Bondingsame number of valence electrons and similar chemical properties. 11.Halogen: An element of Group 17 of the periodic table that is extremely reactive. 12.Ionic bond: A bond formed when a metal atom loses its valence electron(s) to a nonmetal atom, forming positive and negatively charged ions that are mutually attracted to each other.Unit 6: The Period Table & Bonding- Regents Chemistry 14 ...Ionic Bond Covalent Bond Metallic Bond Chemical Bonding Worksheet (M + NM) between a Metal and Non-Metal between a Non-Metal and Non-Metal (NM + NM) betheen a Metal and Metal Determine if the elements in the following compounds are metals or non-metals. Describe the type of bonding that occurs in the compound.msdemonte.weebly.comcovalent bonding is found in nonmetallic elements and in nonmetallic compounds. Covalent bonds are intramolecular forces; that is, they are inside the molecule and hold the atoms together to make the molecule. Covalent bonds are strong bonds and it is difficult and requires a lot of energy to break a molecule apart into its atoms.Chemistry A BondingU5 Hw Packet KEY.pdf UNIT 6 Organizing the elements & Trends in the periodic table U6 HW Packet Key.pdf : Unit 7: Ionic Bonding U7 HW Packet KEY.pdf : UNIT 8: Covalent Bonding U8 HW Packet Key.pdf : UNIT 9 Chemical Names & Formulas U9 HW Keys.pdf : UNIT 10: Naming Organic Compounds U10 HW KEYS.pdf : UNIT 11: Chemical Quantities - The MOLE U11 ...H-Chem HW Answer Keys - Powered By OnCourse Systems For ...Unit 4:Chemical Bonding Practice Packet _____1. I can state the three types of chemical bonds. ... to chemical bonding. BARF stands for "broken absorbed, released formed" ... Justify your answer. NH3 has stronger IMF because NH3 has a higher boiling point.Unit 4:Chemical Bonding Practice Packet - WeeblyChapter 8 Covalent Bonding and Molecular Structure 8-4 H 2 molecule. More sophisticated descriptions of chemical bonding will be discussed in Chapter 9. 8.3 Lewis Structures OWL Opening Exploration 8.X One of the most important tools chemists use to predict the properties of a chemical species is its Lewis structure.Chapter 8: Covalent Bonding and Molecular StructureAtoms Combine Through Chemical Bonding(p. 328) 6.ugar is made from atoms of which of the following elements? S (Circle all that apply.) a. carbon c. hydrogen b. nitrogen d. oxygen 7. A chemical bond is the of attraction that holds a pair of atoms together. Electron Number and Organization (p. 329)
Ionic bonding is when one of the atoms is donating an electron(s) (the cation) and one of atoms is accepting an electron(s) (the anion). The electrons are not shared, the anion gains an electron(s) to achieve a full valence and the cation loses an electron(s) to achieve a full valence.
Chemistry A Bonding
Chapter 8 Covalent Bonding and Molecular Structure 8-4 H 2 molecule. More sophisticated descriptions of chemical bonding will be discussed in Chapter 9. 8.3 Lewis Structures OWL Opening Exploration 8.X One of the most important tools chemists use to predict the properties of a chemical species is its Lewis structure.
Chemical Bonding SECTION 1 SHORT ANSWER Answer the following questions in the space provided. 1. a A chemical bond between atoms results from the attraction between the valence electrons and of different atoms. (a) nuclei (c) isotopes (b) inner electrons (d) Lewis structures 2. b A covalent bond consists of (a) a shared electron. (c) two different ions.
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Chapter 8 Concepts of Chemical Bonding . Chemical Bonds Three types: – Ionic Electrostatic attraction between ions Covalent Sharing of electrons Metallic Metal atoms bonded to several other atoms . Ionic Bonding When a metal and a nonmetal get together .
bonding packet answer key - K34 Polyatomic ion quiz E ...
Once situated, I pass the quiz out and instruct them to turn it in when they are done and pick up the ionic bonding packet, read the passage on ionic bonding and answer questions 1-6. This quiz is only valued at 15 points (student work). Its primary purpose is to provide students with a understanding of the basics needed to understand bonding.
msdemonte.weebly.com covalent bonding is found in nonmetallic elements and in nonmetallic compounds. Covalent bonds are intramolecular forces; that is, they are inside the molecule and hold the atoms together to make the molecule. Covalent bonds are strong bonds and it is difficult and requires a lot of energy to break a molecule apart into its atoms.
Ninth grade Lesson Ionic Bonding With Lewis Dot Diagrams
Longwood Flipped Chemistry Classroom. Welcome Calendar Chemistry Units ... Chemical Bonding. ... Bonding Practice Lessons 1-3 Bonding Practice Lessons 1-3 Answer Key . Did you forget to take notes in your notes packet last unit? Don't forget for this unit! (see below) Video Investigations: ... H-Chem HW Answer Keys - Powered By OnCourse Systems For ...
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Unit 4: Chemical Bonding Practice Packet _____1. I can state the three types of chemical bonds. ... to chemical bonding. BARF stands for "broken absorbed, released formed" ... Justify your answer. _____31. I can explain and apply the meaning of "Hydrogen bonding
CHEMISTRY WORKSHEET INTRODUCTION TO CHEMICAL BONDING NAME
Chemistry Honors Chapter 6 Packet Review. What is a compound's structure? What is bonding? When chemical reactions occur, the resu… In the steps of forming a compound, whe… Arrangement of atoms in space. The forces holding atoms together. When the structure of the resulting compound is fully formed.
Chapter 3 Study Guide
View Notes - bonding packet answer key from SCIENCE Chemistry at Grosse Pointe South High School. K34 Polyatomic ion quiz E NAMING IONIC COMPOUNDS I Ionic compounds are named by the
2
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U5 Hw Packet KEY.pdf UNIT 6 Organizing the elements & Trends in the periodic table U6 HW Packet Key.pdf : Unit 7: Ionic Bonding U7 HW Packet KEY.pdf : UNIT 8: Covalent Bonding U8 HW Packet Key.pdf : UNIT 9 Chemical Names & Formulas U9 HW Keys.pdf : UNIT 10: Naming Organic Compounds U10 HW KEYS.pdf : UNIT 11: Chemical Quantities - The MOLE U11 ...
Chapter 8: Covalent Bonding and Molecular Structure
Ionic Bond Covalent Bond Metallic Bond Chemical Bonding Worksheet (M + NM) between a Metal and Non-Metal between a Non-Metal and Non-Metal (NM + NM) betheen a Metal and Metal Determine if the elements in the following compounds are metals or non-metals. Describe the type of bonding that occurs in the compound.
6 Chemical Bonding
same number of valence electrons and similar chemical properties. 11.Halogen: An element of Group 17 of the periodic table that is extremely reactive. 12.Ionic bond: A bond formed when a metal atom loses its valence electron(s) to a nonmetal atom, forming positive and negatively charged ions that are mutually attracted to each other.
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Atoms Combine Through Chemical Bonding(p. 328) 6.ugar is made from atoms of which of the following elements? S (Circle all that apply.) a. carbon c. hydrogen b. nitrogen d. oxygen 7. A
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chemical bond is the of attraction that holds a pair of atoms together. Electron Number and Organization (p. 329)
chemical bonding packet review Flashcards | Quizlet
Place 5 test tubes in the test tube rack. Pour each sample from the weigh boats into the test tubes. Secure the test tube clamp on the support stand and then light your Bunsen burner. Place one of the test tubes in the clamp and heat it over the Bunsen burner flame.
Chemical Bonding 2016 Packet answers - Google Docs this is the force that produces an electrical insulator in the solid state but an electrical conductor in the liquid state.
Unit 4: Chemical Bonding Practice Packet - Weebly
Chemical Bonding and Molecular Structure 2 Level 2--Orbital Theory − electrons and + nucleus of one atom strongly perturb or change the spatial distribution of the other atom's valence electrons. A new orbital (wave function) is needed to describe the distribution of the bonding electrons bond orbital • bond orbital--describes the motion of the 2 electrons of opposite spin
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Unit 4:Chemical Bonding Practice Packet _____1. I can state the three types of chemical bonds. ... to chemical bonding. BARF stands for "broken absorbed, released formed" ... Justify your answer. NH3 has stronger IMF because NH3 has a higher boiling point.
3 | <urn:uuid:b39567ae-0c6a-40dc-9d47-3e0a13da790d> | CC-MAIN-2024-18 | https://data.avac.org/locs?docid=C78k753&FilesData=Packet+Chemical+Bonding+Answers.pdf | 2024-04-12T15:59:17+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00195.warc.gz | 178,200,823 | 3,376 | eng_Latn | eng_Latn | 0.968519 | eng_Latn | 0.973319 | [
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BIO-SAND TECHNOLOGY ADOPTED IN INDIA FOR SUSTAINABLE WATER FILTERING
By Daysi Mamani Suaquita
Tested and approved by various governments and research centers, the Bio-sand technology has effectively been introduced in over 66 countries, one of them is India, where this lowcost technology is being use to solve the problem of the scarcity of clean water.
Scarcity of clean water is an impacting problem in India. Citizens, industry and farmers have been guzzling surface water; groundwater levels are reducing, the amount of pollutants in water is increasingly rapidly and heavy metals exceed the national safety limits as well. Most villagers consume unsafe drinking water on a daily basis. Some families opt for boiling the
water prior to drinking which can be costly. Those who can afford it, buy bottled water to reduce the risks of such diseases, while economically and financially weaker people continue to consume impure water, which eventually causes disease and death.
The Bio-sand filter costs in India about $44 and works for 30 years. It is easy to maintain and filters 84 liters of water daily, enough for 10-12 people, or 70 schoolchildren. No chemicals, moving parts, exterior pipes or electrical apparatus are used. There is virtually no maintenance, no operating and no electricity costs.
The Bio-sand filter is made of locally available cement, sand and pebbles. It consists of various layers of sand and pebbles, and a 2-inch standing water layer known as the "bio-layer". The dirty water is poured on top, and meets with the bio-layer where bacterial predation occurs. Then the water moves through the filtration sand and, because of an electrostatic charge, viruses adhere to the fine sand and are trapped within. This is known as adsorption. Furthermore, because there's no food, no light, and no oxygen, further pathogen die-off takes place. The water then flows down into the pebbles and comes back up in an outlet tube, and is stored in a clean water container with a lid to protect it from re-contamination.
Many NGOs in India like South Asia Pure Water Initiative (SAPWII) and Dhan Foundation, are distributing bio-sand filters in 12,000 villages and have positively impacted more than 100,000 villagers. Michael B. Lipman, President of SAPWII, stated that their five-year goal is to place 15,000 filters into service in South India by 2016 and provide ongoing water and sanitation education.
The Bio-sand filter was designed by David Manz, a former professor at University of Calgary, Canada. Using his expertise in water engineering and wastewater treatment,
he developed a low cost Water Filter that effectively removes all the dissolved particles and pathogens from the water. This slow purifying process manages to remove up to 98% of bacteria, 100% of viruses, 99% of parasites, protozoa, amoebae, and worms, 95% of heavy metals, and with a slight modification, 93% of arsenic. It manages to eliminate illnesses such as Typhoid, Cholera, Hepatitis A, Rotavirus, Ecoli bacteria, and other dysentery causing organisms.
Technical information on Bio-sand filters are available in the manual developed by CAWST (Centre for Affordable Water and Sanitation Technology).
David Manz has trained many organizations on how to design, construct, install, operate and maintain the Bio-sand filters. David Manz is also co-founder of CAWST, which in June 2009 estimated to have deployed more than 200,000 Bio-sand filters in over 70 countries worldwide. More technical information concerning the construction of Bio-sand filters are available on the website of David Manz.
To know more
Bio-sand filter in indiawaterportal website
South Asia Pure Water Initiative in Facebook
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Bio-sand in sapwii website
Bio-sand in IDRC website http://www.manzwaterinfo.ca/bsf/bsf1.html
http://www.manzwaterinfo.ca/bsf/bsf5.html
Manual on Bio-sand filter-Spanish http://www.cawst.org/ | <urn:uuid:6cddf8e5-5aee-44a4-9107-29100a116567> | CC-MAIN-2024-18 | https://www.ideassonline.org/public/pdf/BioSandIndia-ENG.pdf | 2024-04-12T15:46:29+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00195.warc.gz | 727,070,387 | 891 | eng_Latn | eng_Latn | 0.985952 | eng_Latn | 0.995661 | [
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Abstract（
Rewritten: 15-07-2021）
The visual world of children's books
Children's literature in various formats: books, multimedia, Internet etc
Kamishibai : an alternative format of children's literature (presentation)
Kamishibai is a unique Japanese cultural asset, born in the 1930's in Tokyo. A
kamishibai shows a certain number of loose sheets that have a picture on the front and text on the back. The presentation of kamishibai always needs a performer, who stands
facing the audience. The sliding-out and sliding-in motions of the picture serve the purpose of moving the story along, while the performer is reading the text.
More and more librarians, educators, speech therapists, performers, and researchers as well as creators in the world come in contact with kamishibai. Many of them make use of it, because although the story and illustrations are quite simple, kamishibai offers great joy of literature for a wide range of the public, including toddlers, immigrants, children with disabilities, and even adults and the aged. Kamishibai's format is different from picture books, so it has its own key features. Being an administrative member of the International Kamishibai Association of Japan (IKAJA), I want to clarify these key features in my presentation.
For my clarification, I will use some kamishibai works of Seizo Tashima, shortlisted for the H.C. Andersen Award 2020. Seizo Tashima was born in Osaka Prefecture and spent
his childhood in Kochi Prefecture. In 1969, he moved to the village of Hinode in the
Tokyo area with rich nature, and joined movement against the construction of a garbage incineration plant in the village.. In 1998, he moved to the Izu Peninsula and he
dedicated himself to creations that focus on nature He has illustrated or written and illustrated numerous picture books, including Chikara Taro (Powerful Taro, published
by Poplar Publishing Co.), winner of the Biennale of Illustrations Bratislava (BIB)
Golden Apple Award in 1969; Tobe batta (Fly, Grasshopper, published by Kaiseisha), winner of the Shogakukan Illustration Award in 1989. His latest work published in
2020, Tukamaeta (I've got it, published bu Kaiseisha) is based on the unforgettable experience of childhood, which depicts the summer day when he caught a big fish.
He has created not only picture books but also masterpieces of kamishibai. Among others, three kamishibai will be focused, which are based on the folktales in France, India and Japan respectively: Ahiru no Osama (Duck the King, 1970), Kashikoi Kanfu (The Wise Kanfu, 2007), and Shippei Taro (2017), which are all published by Doshinsha His powerful line, strong colors and the inner rhythm really fit the art of kamishibai, which is a combination of the oral and visual literature. | <urn:uuid:9ab7a94c-3df1-4dae-b851-44b537579ecb> | CC-MAIN-2024-18 | http://kamishibai-ikaja.com/documents/activities-old/2021-9-11_IBBY_congress_moscow.pdf | 2024-04-12T16:03:47+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00196.warc.gz | 17,681,327 | 658 | eng_Latn | eng_Latn | 0.990951 | eng_Latn | 0.996557 | [
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Time
5 am
Sunday 24th
Monday 25th
Optional Fishing at
June 24 th – June 29 th 2018
Tuesday 26th
Wednesday 27th
Optional Fishing at
Thursday 28th
Friday 29th
Optional Fishing at Evergreens
Optional Fishing at Evergreens
6 am
Evergreens
Evergreens
Optional Fishing at
Evergreens
1
Activity Descriptions:
Camp Rules and Orientation:
The MTUTC director will introduce the staff followed by a review of the rules of conduct for the camp week with the students and parents. The camp week curriculum, meal hours, and campground layout will also be reviewed
Getting Started:
Basic fly casting technique will be introduced and taught to the twelve students with L.L. Bean 8' 6" Streamlight fly rods with 5 weight large arbor fly reels
Fly Casting, Equipment Check, Safety Discussion and Fly Fishing Etiquette:
Fly Casting instruction followed by a student fly fishing equipment check. Loaner fly fishing equipment will be assigned as needed for the students use during the camp week. Wader safety and fishing etiquette will be discussed and demonstrated on the shore and in the Kennebec River.
Knot Discussion and Tying:
Knot tying for fly fishing will be demonstrated and taught at the Kennebec Valley TU tent. Discussion and demonstrations of knots needed to tie the backing to the spool, the backing to the fly line, the leader to the fly line, the tippet to the leader and various other knots for tying flies to the tippet.
Fly Tying Parts 1, 2, 3:
These fly tying seminars will introduce and teach the students to tie wets, streamers, nymphs, and dry flies in a skills-oriented approach at the Main lodge. Special emphasis on tying flies that can be used by the students during the camp week will be included.
Embden IFW Rearing Station:
Maine Inland Fisheries and Wildlife Rearing Station Manager will lead the students on a tour of the most modern trout rearing station in the state of Maine.
Fly Line Discussion and Practice of removal and renewal onto fly reel spool:
Students will be instructed on how to remove a fly line from a fly reel spool and how to tie on the new fly line to the backing and leader. This will be a hands on exercise.
Historical Distribution of Maine Native Fish:
Thorough presentation and discussion of the native and exotic fish of Maine from the ice age to the present.
Practical exercises on the water of various fly casting techniques:
MTUTC Staff will demonstrate and students will practice doing various practical fly casting exercises and techniques on the water at Evergreens Campground.
Show and Tell, Fly Fishing Knowledge:
Maine TU Trout camp staff will show and tell their hints, tips and suggestions on fly fishing that will be useful to the students during the camp week and with their future fly fishing adventures.
Jam Black Brook Project:
Former Maine TU Council Chair will do a presentation on the Georges River TU "Embrace a Stream" culvert project on Jam Black Brook a tributary of the Georges River in the town of Searsmont.
2
Sea Run Brook Trout Survey:
This presentation will focus on ongoing volunteer Sea Run brook trout surveys on coastal brooks, streams and rivers. This is an ongoing partnership between Maine IFW, Maine Audubon and the Maine Council of Trout Unlimited.
Atlantic salmon Recovery:
Merrymeeting Bay Salmon Habitat Recovery Unit (SHRU) general conservation plan for Atlantic salmon will be discussed by a NOAA staff member.
Fly Fishing Knots:
Arbor to tippet knot tying with a proficiency test of the various knots tied by the students.
Penobscot River Restoration update:
Discussion of the Penobscot River Restoration at this time and what to expect into the future with anadromous fish runs.
Kennebec Watershed:
Maine TU Trout Camp Director will do a presentation on the ongoing efforts to restore and enhance runs of the anadromous fish of Maine.
Entomology:
Aquatic fishery Biologist will present methods and techniques used in real-world stream habitat study, focusing on the use of D-Ring nets and kick seine nets. Aquatic life will be quantified and identified during this activity. "Hatch Guide for New England Streams" by Thomas Ames Jr. and identification keys will be used for insect identification.
Trout Dissection:
Maine IFW Pathologist will do a Power Point presentation of the life cycle of a trout followed by fish dissection of hatchery trout.
NRCM Forests and Wildlife Outreach:
NRCM staff member will discuss ongoing developments of land usage changes in the Maine North Woods.
Life Cycle of Trout:
Maine Region B IFW Biologist will teach the students the important aspects of the trout life cycle from egg to maturity on the Kennebec River.
Electro Fishing and Beach Seining:
UM Fishery Ecologist will beach seine with the students in the Kennebec River in the Solon stretch and also electro shock Alder Brook in Embden.
Topo Map Digital:
Presentation on the use of digital media for topographical maps to plot your next fishing agenda.
Streamside Table:
Maine Forests Products Council staff will use a streamside table demonstration to show how water flows on the land, road crossings at streams and brooks etc.
3
Stream Temperature Restoration:
USFWS Fishery Biologist will discuss and review stream temperature restoration programs and also how to choose a career and apply for a job at the US Fish and Wildlife Service.
ME TU Council Talk:
Discussion of past and former Maine TU projects with former Council Chairs with a focus on Maine TU youth education opportunities and the role that students can participate at the local, state and national levels within Trout Unlimited.
Camp Fire Gatherings:
Weather permitting, each evening after fly fishing at the Solon stretch of the Kennebec River alongside Evergreens Campground the students will sit around the camp fire for one hour before going to bed to tell their fishing stories of what fish they caught but more importantly the story of the big one that got away!
After Lunch Activities:
Some of the lunch periods provide an opportunity for additional activities for students. These will be arranged dynamically, based on student interest, weather conditions, etc. Activities would include fly tying, fly casting, aquatic insect identification, time to try-out different rods/reels, and other topics of interest.
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RIDGEWAY ACADEMY
HOMEWORK POLICY
SEPTEMBER 2015
The school policy for homework was developed and agreed by the whole staff and has the full agreement of the Governing Body.
1. Our Aims:
* Ensure that parents are clear about what their child is expected to do.
* Ensure consistency of approach throughout the school.
* To use homework as a tool to help to continue to raise standards of attainment.
* Improve the quality of the learning experience offered to pupils and to extend it beyond the classroom environment.
* Provide opportunities for parents, children and the school to work together in partnership in relation to children's learning.
* Encourage pupils and their parents to share and enjoy learning experiences.
* Reinforce work covered in class by providing further opportunities for the individual pupil.
* To practise or consolidate basic skills and knowledge, especially in Numeracy and Literacy.
* Encourage children to develop the responsibility, confidence and self-discipline needed to study independently.
* To prepare pupils for later school expectations.
2. The Nature of Homework
It should be noted that homework can be set in many different forms with many different expectations and outcomes. It is important to remember that when setting homework there are a number of points to consider:-
1. The nature and type of homework changes throughout a pupils school career.
2. Amount and frequency of homework should increase as a pupil gets older.
3. Homework should not cause undue stress on the pupil, family or the teacher.
4. It will not necessarily come in the form of a written task.
5. Homework should be set regularly from year 5 to year 8.
3. Recommended Time Allocation
Homework should never be too onerous nor should it ever create stress within the pupil's family. If parents have any concerns they should not hesitate to contact the school. Normally, more than one day will be allowed for the completion of a homework task, except where daily practice is to be encouraged e.g. reading, spellings and times tables.
The following are school recommendations as appropriate time allocations for homework activities:
Years 5 and 6 – 30 minutes per day
Years 7 and 8 – 1 hour per day
If a child has spent sufficient time working directly on a piece of homework and it is still incomplete, parents/carers should make a brief note in the school planner to make the teacher aware of this. This will prevent the child having any sanctions, whilst also informing the teacher that this may be an area of difficulty for the child or the task was not suitable.
4. Homework Tasks
5. Role of the Class Teacher
* To provide an explanation of homework tasks to parents when necessary and give guidance of how they might assist their child. This may be done by a note with the work or in the diary, at a parents' meeting or through a phone call.
* To set up regular homework in an easily followed routine.
* To ensure that homework is set consistently across classes.
* To set homework that takes equal opportunities into account.
* To ensure any homework is purposeful and links directly to the taught curriculum.
* To reward and praise children who regularly complete homework tasks.
* To mark homework and give feedback to pupils.
6. Role of the Leadership Team and Governing Body
* To check compliance of the Policy.
* To meet and talk with parents when appropriate.
* To discuss with staff how far the policy is being successfully implemented.
* Inform new parents to the school so that they are aware of the home/school agreement and what it entails.
7. Role of Parents/Carers
* To support the school by ensuring that their child attempts the homework.
* To provide a suitable place for their child to carry out their homework.
* To encourage and praise their child when they have completed their homework.
* To become actively involved and support their child with homework activities.
* To make it clear that they value homework and they support the school by explaining how it can help learning.
At Ridgeway Academy we are very keen for parents to support and help their children with homework. We take the view that children are likely to get more out of an activity if parents get involved as long as they do not take over too much. However, there are times when we will want to see what children can do on their own. It is particularly important, as they get older, for children to become increasingly independent in their learning. If a parent is unsure about what their role should be, they should discuss it with their child's teacher. If a child is absent for a length of time e.g. with a broken leg, the teacher and the parent will agree what should be done, how it should be marked and what sort of help needs to be given. It is not possible to give homework when parents take holidays in term time. Parents/Carers who have queries about homework should not hesitate to make an appointment to see their child's class or subject teacher.
Equal Opportunities:
The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping.
Policy adopted by Governing Body September 2015
To be reviewed September 2016
Signed by Head Teacher ………………………………………….
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Fahan School
Fahan School Safe Party Policy
1. Plan the Party
* Invitations - Know how many people are attending. Send out written invitations marked 'invitation only' and be prepared to enforce it. Never promote your party through SMS/text, email, via social media (ie. Facebook) or other similar means - you will have no control over whom and how many people will show up!
* Supervision - Arrange for adult supervision (this will vary depending on the number of people invited, the venue, whether you are using friends / relatives or a security company.)
* Neighbours - Inform your neighbours about the party (most complaints are from neighbours concerning party noise) and be prepared to negotiate with them.
* Start and finish times - Have clear start and finish times.
* Alcohol/Free - Be very clear about whether your party is alcohol free or not. Let people know that if they arrive with alcohol or turn up intoxicated to an alcohol free party that they will be asked to leave or someone will be contacted to take them home. Be aware of State laws regarding serving of alcohol to underage people.
* Food and Drinks (non-alcoholic) - Have plenty of food and snacks, not salty, as well as a good supply of nonalcoholic, or, if appropriate, low-alcoholic alternatives.
* Transport - have a plan for how your guests are to get home after the party. Is there public transport available, taxis, a pooled car with a sober driver, parents / guardians collecting party goers? Might there be a sleep over? This is part of the duty of care.
* Responsibilities - Make sure you know your legal and other responsibilities. Do not host a party if you are unsure or are not ready to take them on. Have the contact details available (parents) of any under-age guests.
* Consider registering the party with the police (they will not come unless you request it on the night but they will be in a better position to help if they have been advised of the details previously.)
See: http://www.police.tas.gov.au/services-online/party-safe/
2. During the Party
* Monitor the party - watch for legal and illicit drugs being taken / mixed with alcohol, for example some teenagers are not aware of the dangers of mixing anti-depressants with alcohol.
* Get everyone to declare the drinks they bring so that you are aware of what and how much is being consumed.
* Have plenty of food, water and coffee available.
* Be up-to-date with your responsibilities regarding duty of care.
* Trouble? Call the police early (ie at the first sign of trouble). Depending on police resources that evening it could take some time for the police to arrive.
www.fahan.tas.edu.au
The Sale or Supply of Alcohol to Youths (Police Offences Act 1935) legislation regulates the supply of alcohol to people under the age of 18 years, on private property.
This legislation supports a responsible approach by parents, guardians, and other adults with parental rights, who choose to supply young people with alcohol.
What does the legislation mean?
If you supply someone under the age of 18 years with alcohol on private property, and:
* you are not the responsible adult
* do not have the permission of the responsible adult, and
* do not supply alcohol in a responsible manner
you will be breaking the law, and may be fined or face imprisonment.
The current National Health and Medical Research Council (NHMRC) Australian Guidelines to Reduce Health Risks from Drinking Alcohol advocate that there is no safe level of consumption of alcohol for anyone under 18 years.
Department of Police and Emergency Management
Who is a responsible adult?
A responsible adult is a parent, step-parent, guardian, or someone with parental rights and responsibilities for a young person. Additionally a responsible adult can also be a person who has been authorised to supply alcohol to a youth.
Responsible supply of alcohol means appropriately supervising consumption, ensuring food is available and limiting the quantity and type of alcohol.
Can I still let my teenager have an alcoholic drink at home?
Yes, if you are a responsible adult for the youth and
* consideration is given to the age of the youth, and
* neither the responsible adult nor the youth is intoxicated, and
* the supply is consistent with the responsible supervision of that youth, and
* a responsible adult is supervising the consumption of liquor, and
* consideration is given to the quantity, type and time period over which the liquor is supplied, and
* food is provided for the youth to consume with the liquor.
What happens if my teenager has a party or gathering at home with alcohol present? If there is a possibility that alcohol will be consumed at the party or gathering, then you must obtain permission from the responsible adult for each of the young people. The way in which you obtain the permission is up to you: it can be written, verbal or electronic, just make sure that it is legitimate and reliable.
What are my responsibilities as an adult in supervising the use of alcohol at a teenage party or gathering?
As the responsible adult, in addition to gaining permission, you must supervise appropriately. You must ensure that you are not intoxicated and that the young people do not become intoxicated. You need to provide non-alcoholic drinks and food. You need to be aware of the age of the young people, and the type and quantity of alcohol being consumed.
What happens if an adult doesn't act responsibly? Fines for minor offences may be imposed by infringement notice. Significant fines or a jail term of up to 12 months may be incurred for more serious offences.
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ST. LUKE'S CHURCH OF ENGLAND PRIMARY SCHOOL
Church Lane Lowton Warrington WA3 2PW
01942 201140
Fax 01942 205048
web www.saintlukes.wigan.sch.uk
Headteacher: Mr S Hardaker email@example.com
Computing Policy
2018
Date of Policy:
Review date: 2019
INTRODUCTION:
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Computing (principally but not exclusively computers) is used in many ways for the presentation, analysis and storage of information, but also to model, measure and control external events, to solve problems and to support learning in a variety of contexts, not least through the use of the Internet, across the whole curriculum. The term Computing is understood to incorporate IT.
Computing is an important and in many ways an essential feature of modern everyday life. Children will already be familiar with it in the home and in the environment.
New technology is continually developing and increasingly affects their lives. They need the confidence and capability to use it.
As our school's statement of philosophy states -
"We will design a curriculum within which our children will be entitled to develop the knowledge, skills and concepts necessary for life in a modern, technological society."
This policy has been drawn up by the Computing Subject Leader.
AIMS OF Computing
Through the teaching and use of Computing we aim to help the children develop these skills and attitudes -
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology
- Keyboard/mouse dexterity
- Flexibility of thought
- Adaptability (using various computer systems, control tools, etc)
- Understanding of the effects of the use of Computing
- Responsibility for own learning
- Sensible use of computer - as a tool, not a game
- Confidence
- Perseverance
- Ability to communicate confidently with others
Through the use of Computing children will develop skills in other areas, e.g. redrafting, design, problem solving, etc.
Through the use of Computing the children will develop their knowledge over a wide range of subjects.
The children will appreciate the effectiveness of the Internet as a communication & research tool
IMPLEMENTATION OF COMPUTING
At St.Luke's, computing is arranged into 3 strands, the first dealing with computer science, the second dealing with information technology and the third dealing with digital literacy.
First Strand – Computer Science
KEY STAGE 1
- Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- Create and debug simple programs
- Use logical reasoning to predict the behaviour of simple programs
KEY STAGE 2
- Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller pats.
- Use sequence, selection, and repetition in programs; work with variable and various forms of input and output
- Use logical reasoning to explain how simple algorithms work and to detect and collect errors in algorithms and programs
- Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
- Appreciate how [search] results are selected and ranked.
Programs – A.L.E.X, Cargobot, SCRATCH, & the Internet
Second Strand – Information Technology
KEY STAGE 1
- Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
KEY STAGE 2
- Use search technologies effectively
- Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluation and presenting data and information.
Third Strand – Digital Literacy
KEY STAGE 1
- Recognise common uses of information technology beyond school
- Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
KEY STAGE 2
- Understand the opportunities [networks] offer for communication and collaboration.
- Be discerning in evaluating digital content
- Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
E-Safety
- There is a separate e-Safety policy in addition to this computing policy. E-safety encompasses all three strands and all areas of the curriculum.
- At St Luke's we follow the 'digital literacy' scheme of lessons for e-safety from Year 1 to 6. Each class teaches these designated lessons as well as embedding e-safety skills into their everyday computing lessons.
Breadth, Balance and Progression through the School
To ensure the breadth and balance of the children's learning and the smooth progression up the levels of ability, we identify the areas (and programs where appropriate) covered each year to check there are no gaps. This is done through the evaluation of key skills planning to ensure coverage.
HOW THE CHILDREN ARE TAUGHT:
The main Computing skills are taught through cross-curricular planning - themes. Each class has 2 timetables slots in the ICT suite and a half class set of iPads is also available to be booked and used as appropriate.
The majority of the programs installed on the suite computers are also installed on the class-based computers so that the skills learned will be able to be perfected & utilised through their later class work.
Teaching groupings:
Whole-class teaching of Computing skills takes place in the Computing suite or using mobile devices (mini books, iPads), which can be used in classroom settings.
In the classrooms of the younger children, it is sometimes found that some programs are more suitable for small group work, e.g. adventure programs, and pair work is often useful to transfer the skills involved in a new program from one child to the next.
Whenever possible, especially in the Foundation Stage and in Key Stage 1, an adult such as a learning support assistant, a student or a parent will sit with the children to guide and monitor their work.
All children are taught the basic mechanics of how to use a computer, tape recorder, etc. sensibly & safely and care is taken to give all equal access.
Special Educational Needs
All children are given an equal opportunity to use Computing across the curriculum. Children with SEN may also be given extra opportunities to assist their learning & enable them to gain full access to the curriculum.
We also have specific programs to assist the Special Needs children in their literacy & numeracy work such as TalkingMaths etc.
Early Years
The computers in the Reception Class are available and in use from the children's first day in school. In this way, they view computers as an important but pleasant aspect of their learning and as an integral part of modern life. They are given the same opportunities in the classroom as the other children and are timetabled in the Computing suite but their full use of this facility is built up slowly.
As the children use the mouse and the keyboard, they learn manual dexterity and the use of the individual keys introduces them to both capital and lower case lettering. They learn how to print their work or how to save it to finish or to print later.
During this year they also begin to appreciate the Multimedia aspect of computers, as the SMART Table and classroom computer linked to the Interactive whiteboard are used across a broad range of topics.
They experiment with the control of robot-like toys, e.g. Beebots, remote control cars, etc.
LEARNING OUTCOMES
The learning of Computing skills by the children from Reception upward has been developed in school and is based on the National Curriculum (2014). Planning includes all of the objectives that the children must cover and these can be taught through core subjects or through key skills planning.
At the end of Key Stage 1, our children should:
* understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
* create and debug simple programs
* use logical reasoning to predict the behaviour of simple programs
* use technology purposefully to create, organise, store, manipulate and retrieve digital content
* recognise common uses of information technology beyond school
* use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
At the end of Key Stage 2, our children should:
* design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
* use sequence, selection, and repetition in programs; work with variables and various forms of input and output
* use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
* understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
* use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
* select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
* use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
The teachers are aware of the minimum skills that should be taught to this age group but also frequently aim to introduce additional extender skills, e.g. keyboard shortcuts, hyper-linking, as their own expertise increases over time.
ASSESSMENT, RECORDING AND REPORTING
Examples of most of each class' work are kept in class folders on the pupil shared drive (S).
We use the assessment sheets developed in school to monitor and track progress within Computing.
Each child's effort and attainment in Computing is reported to parents in their annual school report. (Progress in Computing in the Reception class is covered in the "Knowledge and Understanding of the World" section of their report, i.e. not identified separately.)
RESOURCES
We have a fully operational computer suite with 32 Multimedia computers all of which can access the Internet. This ensures that classes of up to 30 children can be accommodated with individual children at each computer. In addition, we have 15 iPads stored in a mobile charging trolley in the Computing suite for use in classrooms with children to enhance teaching and learning. The iPads connect to the internet and Teachers can also request apps to be purchased and installed on the iPads. Each teacher has use of an iPad for management and administration with access to the schools shared calendars and e-mail. A number of Kindles are available to be used by staff to support Guided Reading activities.
Each class has, in addition, a fixed interactive whiteboard and each class has a computer for use with the above (and for their own preparation & research). In addition, the EYFS classroom has a SMART Table where the teacher will leave activities for the children to access as part of their learning. The interactive whiteboards and SMART Table have changed considerably the way children are being taught in numeracy, literacy & in many other subjects. Topics and concepts are more easily explained to the children. Learning becomes clearer and more enjoyable and frequently individual children can play an interactive part. In this way, they all learn Computing vocabulary & many additional Computing skills.
All the school computers, including laptops, are connected to the Internet via a network link so that upto-date material can be accessed and used in an imaginative way.
Each class or computer area in school has
- Access to a network colour printer copier
- At least one multimedia computer capable of running all the software necessary for their computing and core skills curriculum.
- Computer/s, which operate the same word-processing, database, & spreadsheet programs used throughout the school.
- Access to a great number and variety of other programs on CD or via the Internet.
- Access to a network copier that can be used as a scanner – (though staff need more training on their use.)
The library multimedia computer is linked to the Internet & also has the Junior Librarian bar-coding system installed. The older children learn how to operate this system and the intention for the future is for them to use the book & borrowing data for their research skills.
Non-computer items:
- televisions and video recorders
- CD players, class listening stations (in some infant classes) and a selection of other audio recorders and players.
- Electronic keyboards (Multimedia computers incorporate musical software.)
- A fax machine in the school office.
- Control equipment – Remote controlled toys, Roamers (robots), control Lego, Beebots
- Sensing equipment – Remote sensors, sensors to be used in conjunction with the Roamers.
- Calculators available for use in every classroom.
Staff are frequently consulted about their perceived level of Computing skill and their need for further training. As each new piece of hardware (and some new items of software) is acquired, training and sharing-skills sessions are planned into the time allocated for INSET.
HEALTH AND SAFETY
As electricity is integral to the use of Computing, we observe strict safety rules in its use.
Care is taken over the length of cable and the use of adapters. All portable equipment is tested for electrical safety annually. Only equipment labelled with a test certificate dated within 12 months will be used by the school. In KS1 the teacher controls the electrical output and, under supervision, the children learn to operate the switches. In KS2 the children are trained in its safe use. The younger children are under close adult supervision in the Computing suite, as are the older children when accessing the Internet. A password must be used to access Computing accounts which then access the Internet, we have a separate acceptable use policy.
ROLE OF THE SUBJECT LEADER
Organise the hardware, software and consumable items.
Advise staff on its best use, programs suitable for different areas of the curriculum, etc.
Design and review the Computing curriculum.
Help staff with individual software programs.
Keep up to date with new technology.
Correct problems/contact technical staff.
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ST. LUKE'S CHURCH OF ENGLAND PRIMARY SCHOOL
Church Lane Lowton Warrington WA3 2PW
01942 201140
Fax 01942 205048
web www.saintlukes.wigan.sch.uk
Headteacher: Mr S Hardaker email@example.com
Collective Worship Policy
Date of Policy: 2018
Review date: 2021
St Luke's is built on a core set of Christian values, where children feel happy and cared for. Here they find, love, joy, hope and peace.
St. Luke's is a Voluntary Aided School serving children from a broadly Christian background. Our Mission Statement states: At St. Luke's School we are:
FOLLOWING IN GOD'S WAY, LEARNING DAY BY DAY, WORKING WITH ONE ANOTHER, CARING FOR EACH OTHER.
Collective Worship at St. Luke's lies at the heart of school life and helps to promote the spiritual, moral, cultural, mental and physical development of the pupils. It also prepares children for the opportunities, responsibilities and experiences of adult life. The main emphasis is on the tradition of Christian belief and in the teachings and life of Jesus Christ (in line with the 1988 Education Reform Act) however, we conduct our Acts of Worship in a manner that is sensitive to the faiths and beliefs of all members of the school. Some non-Christian elements will be included when it is appropriate or as a response to local or world issues.
Collective Worship will take place every day for every child.
1. LINKS TO OUR MISSION STATEMENT AND AIMS
Our mission and aims form the basis of all our policies and practice. This policy supports the following aims of our school:
- To ensure that every child is valued as an individual.
- To serve the community by providing an education of the highest quality.
- To endeavour to live out our Christian values in our everyday lives.
- To be tolerant and show understanding and mutual respect at all times.
St Luke's also aims:
- To provide an experience in which every child can contribute and gain from.
- To provide an opportunity for children to worship God in the Anglican Heritage.
- To consider spiritual and moral issues
- To enable children to explore their own beliefs and values.
- To be part of the whole curriculum, and as such will be a learning experience and a time for sharing individual achievements
- To provide children with a rich repertoire of prayer
- Educational- providing the opportunity to:-
a) celebrate achievements
b) encourage participation and response
c) share and experience similarities and differences.
d) develop a sense of group/family/community identity.
e) learn how to behave in a social gathering
f) create a context within which all school members can be joined by members of the wider community.
g) contribute to the Religious Education of all children and provide them with the necessary information to make informed choices later in life.
h) have a sense of occasion.
i) teach children how to worship.
1.2 Collective Worship will aim to complement the ethos and contribute to the visions and aims of the Mission Statement and R.E. teaching throughout the school. It will support the moral as well as the spiritual development of the children and reinforce positive attitudes and gospel values.
2. ORGANISATION OF COLLECTIVE WORSHIP
2.1. To provide the children with a variety of approaches to Collective Worship. All teaching staff will lead the Collective Worship. The Reverend in charge and other invited people will also take lead worship.
2.2 There is a daily act of Collective Worship, but the groupings are varied, incorporating the whole school, or separate Key stage, or class worship.
2.3 Each act of Collective Worship begins with a hymn as children enter to ensure they are ready for worship and a welcome greeting chosen by the children:
'God is good
All the time
All the time
God is good'.
Worship will include some of the following opportunities and experiences-:
Time for reflection
Time to be still
Time to be silent
Opportunities for Prayer
Opportunities for Praise
Opportunities for reading from the Bible and other sacred books
Opportunities to see and take part in some of the rituals of the Anglican Church
Opportunities to hear readings from other sources e.g. inspirational poems and stories
Opportunities to sing (hymns or other songs)
Opportunities for Thanksgiving
Opportunities for Celebration
Opportunities for Remembering
Opportunities to listen to music religious and other, played when entering and leaving the hall
Shared experience of:
Awe and Wonder Spiritual Uplift Pride Sadness and Loss The expected and the unexpected
2.4 Every term there will be an Act of Worship led by the children in Y1-Y6 to which parents are invited. Children in the EYFS (Reception Class) will lead acts of worship from the Spring term onwards.
Parents are also invited to the Special Acts of worship that are organised for Harvest, Christmas, and Easter. In addition to this, parents are invited to attend an Awards and Leaver's Service when the Year Six children are presented with Bibles and some of the children are given awards presented to the school by individuals and local businesses.
Acts of Worship are also organised to celebrate special occasions and events in the life of people involved in school.
2.5 Governors, parents and members of St. Luke's Church are welcome to attend any of the Acts of Worship that take place in school as we consider this to reflect the ethos of our school where parents and the community are seen to have an important role in the education of the whole child.
2.6 The children make regular visits to Church and take part in services held there, e.g.
a) The whole School visits once a term for a service in church led by one of the priests in charge.
b) Year Five and Six pupils visit once or twice a term, in addition to the whole school visit, to join the parishioners for a Communion service.
c) Key Stage Two pupils and staff lead a Carol Service in church.
d) Some pupils and staff join with the congregation for other special services e.g. Education Sunday.
e) Each class participates in a Sunday Praise service at church throughout the year.
2.7 The priests in charge also celebrate a Eucharist service in school each term for Years four, five and six. The pupils help lead this service, a class at a time, by planning and leading prayers and/or a reading from the Bible.
3. PRAYERS
All children are taught a core of traditional prayers including:
The Lord's Prayer
The Grace
Grace (Thanksgiving for Food)*
Dismissal prayer* (Pupils' own prayers or class prayer)
*These are said in class every day
4. PLANNING FOR COLLECTIVE WORSHIP
4.1 Collective Worship is seen as an integral, though unique and special, part of each child's education and as such, must be carefully planned, prepared, presented, resourced and evaluated.
The responsibility for Collective Worship lies ultimately with the Governing Body in consultation with the Head teacher.
4.2 A half- term plan of broad themes is produced by the R. E. & Collective Worship leader, in consultation with the priests in charge and the Head teacher. These themes reflect the traditions of the Christian Faith and mark the events of the Christian calendar and major world faith festivals. There is, however flexibility to respond to current local or world events. The themes are adapted by the person delivering the Collective Worship.
4.3 As a school we have chosen a set of Christian Values. These include four core values which are, love, joy, hope and peace. There are also seven other values which have been chosen, one allocated to each class. These are as follows:
Reception – Friendship
Year One – Compassion
Year Two – Forgiveness
Year Three- Service
Year Four – Trust
Year Five – Justice
Year Six - Koinonia
5. RESOURCES
5.1 Resources for delivering Collective Worship are purchased out of the budget allowance set aside for this each year to ensure that they are up to date and relevant.
6. HEALTH AND SAFETY
6.1 Care must be taken during worship when a lit candle is used. It is the responsibility of the adult leading the worship to ensure that the candle is extinguished at the end of worship and that the matches or lighter used to light them are kept safely out of reach of pupils and returned to safe storage after the time of worship.
7. RIGHT OF WITHDRAWAL
7.1 We expect all children to attend all acts of Collective Worship. However, the right to withdraw a child from Collective Worship, as made explicit in the School Prospectus, may be exercised after discussion with the Head teacher and the Chair of Governors. The school will make alternative arrangements for the supervision of the child during that part of the worship. This right of withdrawal complies with the 1944 Education Act and was restated in the 1988 Education Reform Act.
6. MONITORING AND REVIEW
6.1 This will be undertaken by the ex officio or Diocesan Governor and the Collective Worship leader.
6.2 Pupils are given a voice to comment on worship during designated time at School Council meetings and during Subject Leader interviews. Class and Visitors' comments sheets are used after Special Acts of Worship for any pupils/ visitors who wish to contribute.
6.3 The Collective Worship leader attends worship led by other staff members throughout the school as part of the evaluation process.
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VII. Curriculum and Instruction B. Framework of Problem-Based Learning Themes
There are several in-common components of the IPLA curriculum used to support each of the ISSL Standards and problem-based themes. These components are essential to the learning of the participant to skillfully use as future leaders. Participants practice these skills throughout the program. The use of the action research model is continually repeated to use learner and learner environment data; to develop a deep understanding of theory, research, and best practice; and to practice setting goals and making action plans. The incommon elements include:
* Conduct Action Research Study: Action research study is used for each of the problem-based themes to provide practice with a methodology to use consistently with staff to analyze data of the learner and of the learning environment, and to conduct a specific study of current research and best practice before developing goals and action plans.
* Develop a Professional Development Plan: A professional development plan is completed for each theme area. Each Iowa district and/or building completes a plan annually.
* Participate in Field Activities: Activities conducted in the field are the heart of the IPLA process. Participants are immersed in theory, research, and best practice during the seminars (approximately 40%), and the field activities connect learning regarding the specific topic, grade level, or activity selected to actual experience (approximately 60%).
* Engage in Cohort Group Activities: Cohort groups meet face-to-face a minimum of three times during each ISSL Standard. During the Saturday meetings, different expert faculty/mentor practitioners provide theory, research, and best practice concerning application in the field. Primary activities include relationship building, networking, teamwork, sharing, inquiry, and reflection.
* Track Competence Through Portfolio and Log of Activities: A portfolio is developed to demonstrate competence in each problem-based theme and ISSL Standard. The Program Director and/or mentors continuously monitor the portfolio. Each participant is required to achieve the proficiency level of 4 or higher on the rubric for each Standard and problem-based theme. A log of activities is kept to demonstrate the time spent on each of the requirements, and provides necessary data for the participant and the Program Director.
* Monitor Reflective Thinking Through Journaling: This process allows participants to relate personal learning to demonstration of ability to thoughtfully and insightfully come to understandings of methods to improve teaching and learning in the school.
* Complete Tool Box Activities: These activities explore daily management and organizational expectations of districts/buildings, and are aligned with the ISSL Standard and the problem-based theme.
* Evaluate Learning Through Assessment Activities: Evaluation and assessment include: 1) continuous monitoring and feedback on progress by the Program Director through a minimum of two on-site visitations during each Standard and by email, ICN, or other method, as determined by the participant and the Program Director; 2) continuous monitoring and feedback on activities by mentors through cohort activities, email, ICN, site visits, etc., as needed; 3) review of portfolio, log, journal, and tool box activities with the Program Director for approval, with additional work assigned by the Program Director and/or mentors; and 4) successful completion at proficiency level (4 or 5) on the rubrics for each Standard.
* Faculty and Mentors: These people are responsible for delivery of the seminars. Each participant is teamed with a mentor to provide support. Mentors will support any portions of the of the clinical activities and tool box activities for each ISSL Standard. Additional support in mathematics, science, reading, Special Education, English Language Learner, at-risk, Talented and Gifted, multi-cultural gender-fair, differentiated learning, etc. is available at the Area Education agency. The building principal or other district staff may choose to provide additional support by mentoring the IPLA participant. | <urn:uuid:36968a39-27a4-40df-827d-31983a6ade3e> | CC-MAIN-2019-09 | https://www.plaea.org/media/cms/Framework_CA5F8B230B584.pdf | 2019-02-23T08:23:12Z | crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00632.warc.gz | 954,113,907 | 786 | eng_Latn | eng_Latn | 0.987217 | eng_Latn | 0.990952 | [
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Regional Climate Projections: Southwest Alaska and Aleutian Islands
This region encompasses the Aleutian Islands, with a maritime climate, and the southwest coast, a region of maritime influence. Though mean annual temperatures are similar to inland sites at the same latitudes, the seasonal range of temperatures is much lower and the winds are much higher, yielding ecosystems dominated by grasslands and shrubs rather than forests. As temperatures increase, loss of permafrost and shorter seasons for land-fast ice will exacerbate the erosion caused by coastal storms. Both terrestrial and marine ecosystem shifts are likely.
Who We Are
SNAP — The Scenarios Network for Alaska & Arctic Planning links universi ty researchers with communities and resource managers. Through partner ships involving data sharing, research, modeling and interpretation of model results, SNAP addresses some of the complex challenges of adapting to future conditions.
ACCAP — The aim of the Alaska Center for Climate Assessment and Policy is to assess the socioeconomic and biophysical impacts of climate variability in Alaska, make this infor mation available to decision makers, and improve the ability of Alaskans to adapt to a changing climate.
CES — The Cooperative Extension Service is the educational outreach component of the national land grant university system — in Alaska, the University of Alaska Fairbanks. CES conducts research and provides edu cational outreach statewide.
Together, SNAP, ACCAP and CES provide a variety of services that may assist you in meeting your community planning needs.
Planning for Change
Alaskans face many challenges in the next century. Rising energy costs have impacted the cost of food, fuel and other services. Changes in tempera ture and moisture can trigger pro found landscape-level changes such as sea level rise, modified patterns of storms, flooding or fire, and altered migration routes, breeding patterns or survivorship of fish and wildlife.
Everyone — from engineers to farmers to wildlife managers — will need to take economic change, social change and climate change into account when planning for the future in order to avoid costly mistakes and take advantage of new opportunities. Planning requires objective analysis of future projections, including clear ex
planations of the uncertainty inherent in all forms of forecasting.
Uncertainty
While values are based on the best available climate models, they are es timates only. There is variation among climate models and annual variation within each model. Interpretation of impacts adds additional uncertainty.
Climate Models
SNAP provides average values of pro jections from five global models used by the Intergovernmental Panel on Climate Change (IPCC). Climate pro jections are based on three scenarios for carbon dioxide emissions that cover a wide range of possible future conditions.
Statewide Trends
Temperatures and precipitation are expected to increase across the state throughout the next century. The growing season will lengthen, and gla ciers, sea ice and permafrost will be reduced. Significant ecosystem shifts are likely statewide.
Climate Projections
Temperatures in this region are projected to increase, resulting in a transition from average annual temperatures near the freezing point to temperatures well above the freezing point. In many parts of the Aleutians, decreased (or completely absent) snow fall may occur as the mean winter temperature rises above freezing. Precipitation is also projected to increase throughout Southwest Alaska and across the Aleutian chain, and win ter precipitation may increase by as much as 19 percent by the end of the century.
lem, although coastal areas that are historically free of sea ice, which in cludes the Aleutian Islands, probably will not experience the more extreme erosion of more northern regions.
are driven out by changes to habi tat, higher temperatures allow other animals such as fur seals and Steller sea lions to remain on the islands throughout the winter.
Regional Impacts
Increased incidence and severity of storms are of significant concern in this region. Southwest Alaska has also seen a decline in shore ice in the winter, making coastal villages more vulnerable to winter storm wave action. In Nelson Lagoon, for instance, the breakwall designed to brace shore ice provides little protection against the full force of storm waves.
Higher ocean temperatures are altering the Bering Sea ecosystem, impacting marine mammals, fish and birds. Nonindigenous warm-water fish species have already been observed in the North Pacific and Bering Sea. Large northward shifts in fish and shellfish species are expected, and it may become necessary to relocate fisheries infrastructure.
Lack of hard frost may also drive spe cies shifts and allow invasive species to encroach, although more remote islands may be less susceptible than other parts of the state. It is possible that some species shifts may not occur as rapidly as needed to keep up with changing climate conditions. Tree line will continue to move westward as wet tundra areas dry.
As a result of sea level rise and storm surges, erosion may also be a prob
Subsistence hunting and fishing could be impacted in positive and negative ways. While some animal species
The chart tool used to create these graphs is available for more than 440 communities statewide at www.snap.uaf.edu.
Published by the University of Alaska Fairbanks Cooperative Extension Service in cooperation with the United States Department of Agriculture. The University of Alaska is an AA/EO employer and educational institution and prohibits illegal discrimination against any individual: www.alaska. edu/titleIXcompliance/nondiscrimination. | <urn:uuid:a11cfe96-5f4b-4f19-be43-48a88a2c4d32> | CC-MAIN-2019-09 | http://cespubs.uaf.edu/index.php/download_file/1432/ | 2019-02-23T09:00:37Z | crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00633.warc.gz | 58,681,950 | 1,089 | eng_Latn | eng_Latn | 0.996798 | eng_Latn | 0.996839 | [
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ST. LUKE'S CHURCH OF ENGLAND PRIMARY SCHOOL
Church Lane Lowton Warrington WA3 2PW
01942 201140
Fax 01942 205048
web www.saintlukes.wigan.sch.uk
Headteacher: Mr S Hardaker email@example.com
RELIGIOUS EDUCATION POLICY
Date of Policy: 2018
Review date: 2021
St Luke's is built on a core set of Christian values, where children feel happy and cared for. Here they find, love, joy, hope and peace.
St. Luke's C.E. Primary School is a Church of England Voluntary Aided Primary School. The character of the school is Anglican and all the children are taught Religious Education in the Christian tradition, to give them the experience and understanding of the Christian Church and its associated beliefs as required. They are also introduced to the beliefs and values of other principal world religions represented in this country, in order to gain insight and tolerance of other faiths, as required by the Trust Deed of the school and the 1996 and 1998 Education Acts.
Our Mission Statement says:-
FOLLOWING IN GOD'S WAY, LEARNING DAY BY DAY, WORKING WITH ONE ANOTHER, CARING FOR EACH OTHER.
1. LINKS TO OUR MISSION STATEMENT AND AIMS
Our mission and aims form the basis of all our policies and practice. This policy supports the following aims of our school:
- To ensure that every child is valued as an individual.
- To serve the community by providing an education of the highest quality.
- To endeavour to live out our Christian values in our everyday lives.
- To be tolerant and show understanding and mutual respect at all times.
We have a commitment to developing the whole child as a complete, happy and unique individual. An important part of this is the child's spiritual, moral, social and cultural development and the role of Religious Education in these aspects.
The teaching of R.E. at St. Luke's school will follow the 'Liverpool/ Blackburn Diocesan Religious Education Syllabus 2017.'
The content of the Syllabus is based on the traditions, practices and teaching of Christianity and other principal World Religions. It also includes the Understanding Christianity project.
Religious Education is seen as having equal status with all other aspects of the curriculum including the core subjects. There are designated periods of time specifically for R.E.
```
Key Stage One 1 hour each week Key Stage Two 1 hour and 15 minutes each week
```
This is in line with the recommended guidelines of approximately 5% of curriculum time.
The majority of this time will be devoted to Christianity (80%) and 20% will be allocated to other faiths.
(Buddhism, Hinduism, Islam, Judaism and Sikhism.)
The Diocesan Syllabus' Aims of RE in Church schools are:
- to enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage.
- to enable pupils to know and understand about other major world religions and world views, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.
- to contribute to the development of pupils' own spiritual/philosophical convictions, exploring and enriching their own beliefs and values.
(RE Statement of Entitlement: The Church of England Education Office 2016)
A key feature of the syllabus is the large number of questions included in each unit. The purpose of these questions is to give pupils opportunity to investigate, reflect, evaluate and make meaning. In doing so they will discover more about themselves, their relationships with others, their relationship with the world around them and their relationship with God. (Quote taken from: Questful RE Creative and Challenging 2017 Document)
2. Aims of Religious Education at St Luke's School
2.1 Within the context of a church school to support children and young people in developing their own beliefs, values and attitudes. This will take place through an exploration of shared human experience and the place and significance of Christianity and other religions in the contemporary world. The emphasis will be on Anglican beliefs and practices as appropriate to the school.
2.2 To contribute to the nurturing of pupils' own personal Christian faith and commitment within a clear ethos of respect for those children of other faiths. Information of Faiths other than Christianity will be provided to encourage and foster a sensitive understanding and respect for differing traditions and practices.
2.3 In developing the whole child; an integral part of contributing to pupils' personal development, including Spiritual, Moral, Social and Cultural development. Links are made with other curriculum areas (P.S.H.E. and Citizenship), to help children to develop a personal code of morals so that they can become responsible members of society.
2.4 Spiritual development within RE in a Church School enriches and encourages the pupils' discovery of God the creator, of their 'inmost being' and of the wonder of the environment. Moral development is based on the teachings of Jesus Christ, which offer pupils a secure foundation stone on which to make decisions and build their lives.
Social development enriches pupils' understanding of what it means to live in a Christian community where Jesus' command to love one another is put into practice. Cultural development provides opportunities to develop an understanding of Christianity as a worldwide, multi-cultural faith that has an impact on the lives of millions of people.
2.5 To provide the children of our school with a sound knowledge and understanding of the Christian faith; developing in them the ability to express and reflect upon their own beliefs, values perceptions and attitudes and so increasing in them a sense of individual worth and self discipline.
2.6 To explore the natural world to see God's revelation of himself.
2.7 To encourage a recognition of the needs and abilities of others.
2.8 To help provide experiences where a sense of the spiritual and feelings such as wonder, delight, joy and mystery may occur, and to provide the opportunity for the children to reflect upon these experiences.
3. Content and Approaches.
3.1 The Diocesan Syllabus will be implemented as prescribed including activities chosen from the suggestions included in each unit plan.
3.2 The activities are appropriate to the age and development of the children, giving breadth and balance whilst facilitating continuity and progression.
3.3 Differentiation will be an integral part of the planning as will assessment opportunities and activities.
The children may work individually, in pairs, groups or as a whole class to fulfil the curriculum objectives.
3.4 The outcome of observations and assessments will be recorded and reported to parents on the Annual School Report.
3.5 As Religion cannot be set apart from life and regarded solely as a 'school subject' being inherent in everything we say or do, both the explicit and implicit aspects of R. E. are seen as important, the latter being reflected in the whole school ethos.
There are opportunities for celebration, sharing, prayer and reflection.
Aspects of the syllabus may be linked with other curriculum areas eg: English, History, Geography, Art, Drama, Music and P.S.H.E. & Citizenship.
3.6 Early Years Foundation Stage.
We teach Religious Education to all the children in school. In the Early Years Foundation Stage this will build upon the children's first hand experiences. The activities planned relate to those suggested in the Diocesan syllabus, with reference to the objectives set out in the Curriculum Guidance for the Foundation Stage.
3.7 R.E. and Computing
Computing is used to enhance Religious Education, wherever appropriate, in all Key Stages. Teachers use the Interactive Whiteboards and information from the internet or CD ROMs to deliver teaching and pupils are also able to make use of these in some lessons. Pupils can also be involved in taking photographs, for example of the class acting out Bible stories to make into a class book. Computing also provides access to images of religious buildings and people actively expressing their faith.
3.8 Visits to Church
The children visit St Luke's church to learn about people, signs, symbols, furniture, etc inside and outside of the church as part of the curriculum. Year Two visits Liverpool Cathedral as part of the unit on the church. Years Five and Six also visit the church regularly (Eucharist) and Year Six attend the Leavers' Service at Liverpool Cathedral.
3.9 Visitors to assist with the teaching of Religious Education and Collective Worship.
The priest in charge makes regular visits to school to lead worship and help with other aspects of R.E. teaching. Other members of the congregation of St. Luke's also come into school, or accompany the children on visits to church, to pass on their expertise and knowledge.
4. R.E. and inclusion
4.1. The Religious Education curriculum will be accessible to all pupils regardless of abilities or beliefs. Children with special educational needs or special gifts and talents will also follow the scheme of work, adapted where necessary and with expectations of achievement appropriate for their level of ability. We aim to overcome any barriers to learning, e.g. dyslexia and dyspraxia, which can hinder children's learning. Due consideration will also be given to gender and cultural differences in the delivery of the curriculum.
5. Resources
5.1 Resources for Religious Education are kept in the library, including reference books and a collection of religious artefacts. There are story bibles available also. Staff will also have access to the Understanding Christianity scheme of work. Spending on new books and resources to teach all the units is reviewed each year and appropriate new resources are added out of the allocated budget for R.E.
6. Health and Safety
The need to take the appropriate precautions concerning hygiene and allergies should be considered when preparing and/or tasting food linked to Religious festivals
Any visit out of school must have an appropriate risk assessment form completed prior to the visit taking place.
7. Assessment, Monitoring and Review
The R.E. subject leader is responsible for monitoring the standards of the children's work and the quality of the teaching in Religious Education. A twice yearly report is prepared for the Head teacher which evaluates standards, and priorities for improvement. Staff also complete an assessment record for their class after each unit taught.
Relevant INSET will be provided by the subject leader and others to ensure the curriculum remains relevant and staff are supported in their teaching of RE.
This policy will be reviewed at least every 3 years
APPENDIX
THE LEGAL REQUIREMENTS FOR RELIGIOUS EDUCATION
A. LEGAL REQUIREMENTS
Religious Education in Church Schools is governed by the 1996 and 1998 Education Acts as well as by the Trust Deed of the School.
The legislation requires Religious Education to be provided for all pupils (1996 Education Act, Section 352). The type of Religious Education provided will be in accordance with the Trust Deed.
B. PARENTAL RIGHTS OF WITHDRAWAL IN A VOLUNTARY AIDED SCHOOL.
Parents have the right to withdraw their children from Religious Education. However, as we are a Church of England School the withdrawal by a parent of their child from formal religious instruction or worship would isolate the pupil from the religious teachings given in school, and no specific arrangements for withdrawal are made by teaching staff at the present time.
C. COMPLAINTS ABOUT THE PROVISION OF RELIGIOUS EDUCATION
It is hoped that any complaint will be resolved informally by the Head teacher. There is also provision for complaints to be heard by a Committee of the Governing Body possibly with advice from the Diocese. However if the complaint is still not satisfactorily resolved, then further procedures are followed and the matter will be adjudicated by a specially constituted subcommittee of the Diocesan Board of Education acting on behalf of the Bishop of the Diocese. | <urn:uuid:30222e10-9a18-4d1f-838b-0e4ac8ac5fdc> | CC-MAIN-2019-09 | http://saintlukes.wigan.sch.uk/serve_file/238796 | 2019-02-23T08:57:48Z | crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00631.warc.gz | 228,364,269 | 2,454 | eng_Latn | eng_Latn | 0.995596 | eng_Latn | 0.996772 | [
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Reading Time / No Writing Time Policy
Lower School Students
* Reading Time will take place on Mondays, Tuesdays, Wednesdays and Fridays.
* Reading Time will usually last from 1.10pm to 1.40pm, but your tutor may organize discussions so that you can share your thoughts about what you have read and recommend reading materials to one another.
* Your tutor group will be invited up to the library on a regular basis to borrow books and engage in reading activities.
* You are free to choose which language to read in. However, you should remember that although the focus of reading time is reading for pleasure, reading is an excellent way of developing your language skills. Try to make sure that you spend at least some of your Reading Time reading in your Language Acquisition language.
* You are free to choose to read fiction or non-fiction, but try to make sure that you pick something that you are interested in. If you find that you don't like a book, put it down and try something else.
* You are free to read fiction and non-fiction books, magazines and newspapers. Try to challenge yourself by reading about subjects that you are not familiar with and which you are not studying in class.
* When you choose books in English, remember to use your Lexile to help you. You should generally read books with a Lexile that is between 100 points below and 50 points above your own Lexile. For example, if your Lexile is 800L, you should try to read books with Lexiles between 700L and 850L. If you find a book that really interests you, but which is outside of that Lexile range then try to read it anyway. The most important thing is that you find reading material that interests you.
* You may use an e-reader, such as an Amazon Kindle, with the approval of your tutor. If you wish to use an e-reader, make sure you have asked your tutor for permission first.
* You should make sure that you are prepared for reading time. You should always have reading materials with you. If you do not, you can select a book from those available within your house room.
Sept 2017 Edition
Middle School Students
* Reading Time will take place on Mondays, Tuesdays, Wednesdays and Fridays.
* Reading Time will usually last from 1.10pm to 1.40pm, but your tutor may organize discussions so that you can share your thoughts about what you have read and recommend reading materials to one another.
* You are free to choose which language to read in. However, you should remember that although the focus of reading time is reading for pleasure, reading is an excellent way of developing your language skills. Try to make sure that you spend at least some of your Reading Time reading in your Language Acquisition language.
* You are free to choose to read fiction or non-fiction, but try to make sure that you pick something that you are interested in. If you find that you don't like a book, put it down and try
something else.
* You are free to read fiction and non-fiction books, magazines and newspapers. Try to challenge yourself by reading about subjects that you are not familiar with and which you are not studying in class.
* When you choose books in English, remember to use your Lexile to help you. You should generally read books with a Lexile that is between 100 points below and 50 points above your own Lexile. For example, if your Lexile is 800L, you should try to read books with Lexiles between 700L and 850L. If you find a book that really interests you, but which is outside of that Lexile range then try to read it anyway. The most important thing is that you find reading material that interests you.
* You may use an e-reader, such as an Amazon Kindle, with the approval of your tutor. If you wish to use an e-reader, make sure you have asked your tutor for permission first.
* You should make sure that you are prepared for reading time. You should always have reading materials with you. If you have forgotten to bring materials to school, make sure that you go up to the library during lunchtime to borrow something appropriate.
Upper School Students
* In Upper School, Reading Time is replaced by 'No Writing Time'. This will take place on Mondays, Tuesdays, Wednesdays and Fridays.
* No Writing Time will last from 1.10pm to 1.40pm, but your tutor may organize discussions so that you can share your thoughts about what you have been doing.
* Appropriate uses of No Writing Time include reading and mindfulness practice. You may have quiet discussions with other students, but these should be on suitable topics. If your tutor asks you to share what you have been discussing, make sure that you are able to respond in a positive manner.
* If you choose to read, then you are free to choose which language to read in. However, you should remember that although the focus of reading time is reading for pleasure, reading is an excellent way of developing your language skills. Try to make sure that you spend at least some of your No Writing Time reading in your Language Acquisition language.
* You are free to choose to read fiction or non-fiction. You can bring books, magazines or newspapers or you can make use of the school's databases and the internet. Try to make sure that you pick something that you are is going to expand your horizons or extend your knowledge of the world around you. Any internet content that you look at must be appropriate. Your laptop or tablet screen should be visible to your tutor at all times so that he or she can see what you are doing.
* When you choose books in English, remember to use your Lexile to help you. You should generally read books with a Lexile that is between 100 points below and 50 points above your own Lexile. For example, if your Lexile is 800L, you should try to read books with Lexiles between 700L and 850L. If you find a book that really interests you, but which is outside of that Lexile range then try to read it anyway. The most important thing is that you find reading material that interests you.
* You may use an e-reader, such as an Amazon Kindle. If you wish to use an e-reader, make sure you have asked your tutor for permission first.
* You should make sure that you are prepared for No Writing Time. You should always have a clear plan of what you are going to do and be prepared to share that plan with your tutor if he or she asks.
Tutors MY1 to F3
* Reading Time will take place on Mondays, Tuesdays, Wednesdays and Fridays. Reading Time will last from 1.10pm to 1.40pm.
* At least the first 15 minutes of each 30 minute session should be used for silent sustained reading. If you have business to attend to with students, please begin doing so at 1.25pm. If you do not, students should continue reading for the entire session.
* When reading in English, students should not read textbooks or books that have been assigned for their English class. When reading in Chinese, it is permissible for students to read books assigned for Chinese class.
* Students should be encouraged to read in their Language Acquisition language at least some of the time. Please try to monitor students' reading habits and give them encouragement to reading in English or Chinese as necessary.
* You should ensure that you are familiar with the Reading Time guide for Lower or Middle School students.
* Students are not permitted to use laptops or mobile phones for reading. They may use dedicated e-readers, such as Amazon Kindles, but should only be used for reading ebooks or listening to audiobooks
* When students are reading silently, you should model positive reading behaviour by quietly reading suitable reading materials. You should not use the classroom computer, your mobile phone or do marking or lesson planning at this time.
* Alternatively, you might want to walk around the room and engage in individual discussion with students about what they are reading.
* Not all of Reading Time needs to be dedicated to students reading silently. You may choose to use some or all of a Reading Time session for the following purposes:
- Reading aloud to students;
- Playing an audiobook to students;
- Watching a video about a current or historical event and discussing the relevance of it students' lives;
- Asking students to discuss what they have been reading;
- Asking students to recommend reading materials to other students
- Etc.
* If you find any activities work particularly well, please share them with the Reading Time support team and other tutors.
* If you have students who are reluctant readers, you should send their details to the Reading Time support team, who will meet with the students to discuss their reluctance to read and try to find ways to help them develop their reading habits.
* The Reading Time support team will organize a range of activities to provide Tutors with assistance during Reading Time. Some of these activities will involve reluctant or weaker readers going to the library to participate in group activities. Others, such as Reading Buddies, might involve teachers or students from higher forms coming into house rooms to support individual students.
* Colleagues should not arrange meetings with students during Reading Time. You should therefore not allow students to leave Reading Time unless it is to attend an activity arranged by the Reading Time support team.
*
Tutors F4 to F6
* During Reading time/No Writing Time tutors will be meeting tutees for 1 to 1 sessions.
* Tutors will be asked to draw up a roster of interview times. This can vary if a student has an issue.
* Depending on class size, each student should have a session approx. once every 3 or 4 cycles.
* Colleagues should not arrange meetings with students during Reading Time. Tutors should therefore not allow students to leave during Reading time/No Writing Time.
* The PA team will support tutors in the planning, delivering and recording of 1 to 1 sessions.
Language
Teachers
* Language teachers have a key role to play in helping students to develop positive reading habits. You can assist students by doing some or all of the following:
* Giving students additional reading time during your lessons;
* Encouraging students to discuss their Reading Time reading during your lessons;
* Helping students to find suitable reading materials for Reading Time;
* Identifying students who may be reluctant readers or have weak reading skills to the Reading Time support team.
Other Teachers
* Lower and Middle School students have Reading Time on Mondays, Tuesdays, Wednesdays and Fridays between 1.10pm and 1.40pm.
* Upper School students have No Writing Time on on Mondays, Tuesdays, Wednesdays and Fridays between 1.10pm and 1.40pm.
* Any events need to be arranged during the Personal Growth Programme, which takes place from 1.10pm to 1.40pm on Thursdays.
* Reading Time should not be used for meetings with students and tutors have been asked not to release students for meetings with other teachers. Such meetings should be arranged for snack break, lunchtime or before or after school.
* Teachers should not ask Lower and Middle School students to do reading related to their class during reading time. Students should be reading for pleasure. Pre-reading for academic classes should be done as homework.
* However, it is appropriate for Upper School students to do pre-reading or additional reading during No Writing Time.
* Teachers with Upper School classes should consider creating lists of additional reading that students can explore during No Writing Time. These reading lists should be added to Destiny, the school's integrated library system, so that students can access them via their laptops. These reading lists can include articles from websites and the databases to which the school subscribes. | <urn:uuid:c8436ebc-af63-44b5-b9c6-c23e39ed55a9> | CC-MAIN-2019-09 | http://css.edu.hk/documents/policy/Reading_Time_No_Writing_Time_Policy.pdf | 2019-02-23T08:29:11Z | crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00632.warc.gz | 68,116,929 | 2,434 | eng_Latn | eng_Latn | 0.998875 | eng_Latn | 0.998888 | [
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U.S. Fish & Wildlife Service
Erwin
National Fish Hatchery
The Erwin National Fish Hatchery is one of more than 75 units in the National Fish Hatchery System administered by the U.S. Fish and Wildlife Service. The Service also manages over 500 national wildlife refuges and major fish and wildlife research laboratories across the country. As the Nation's primary steward of fish and wildlife resources, the Service provides leadership in habitat and wetlands protection; fish and wildlife research and technical assistance; and in the conservation and protection of migratory birds, anadromous fishes, certain marine mammals, and threatened and endangered species.
Erwin National Fish Hatchery
Welcome and Enjoy Your Visit!
Over a century ago, it was recognized that conservation measures were necessary to maintain good fishing in our public waters. Fishing has probably always been one of America's leading forms of outdoor recreation. As part of the National Broodstock Program, Erwin National Fish Hatchery produces rainbow trout eggs that are shipped nationwide to other hatcheries to help preserve this tradition for present as well as future generations of Americans.
What we do
cover photo: Hollingsworth
Established in 1894 by the U.S. Fish and Wildlife Service, Erwin National Fish Hatchery produces 13 million disease-free eggs annually from four strains of rainbow trout broodstock. These eggs are shipped to other Federal, State and Tribal hatcheries to support their fishery management efforts. The station also provides eggs to research centers and universities. Broodstock operations are performed in a manner that will preserve or optimize the genetic diversity of hatchery fish.
Rainbow Trout
Rainbow trout prefer cold, fresh water that seldom exceeds 65 o F. They are managed for recreational fishing and to mitigate losses caused by water development projects.
What can you do?
Visitors are welcome to tour the hatchery or picnic in areas provided for the public.
Erwin National Fish Hatchery is one of many U.S. hatcheries located in the southeast region. These hatcheries serve a vital role in the management of our fishery resources.
Hatchery Hours: 7:00 am - 3:30 pm Monday Through Friday
Six raceways are available on weekends for viewing, although the lower raceway are closed to protect the valuable broodstock. A broodstock display pond is located by the information kiosk. Picnic pavilion, and parking areas are provided for public use. During your visit please feel free to call upon us to answer any questions you may have concerning the hatchery.
Occasionally, you may see hatchery personnel collecting eggs from brood fish or feeding fish and cleaning raceways. You are welcome to watch and ask questions, but please use caution around fish and egg rearing areas. This hatchery must maintain a disease-free status. Please do not put anything into the water.
Group Tours
Group tours may be arranged in advance with the Hatchery Manager.
Area Recreational Activities Fishing
Watauga, Boone, and S. Holston reservoirs are within an hours drive of the hatchery. These lakes provide a variety of fishing and camping activities. Fishing for trout is quite popular in area spring-fed mountain streams.
Camping
Camping and picnic facilities are available in the Rock Creek Recreational Area operated by the U.S. Forest Service. This area is located five miles east of the town of Erwin.
Life-Cycle Of Rainbow Trout
Egg
To
Fingerling
Hatching Fry
Undeveloped Egg
Fingerling
Natural Life
Eyed Egg
Sac Fry
Trout eggs are deposited in prepared redds, or nests in the gravel of stream beds and hatch in 8 weeks or more. A young fish or fry lives for 3 to 4 weeks on food absorbed from the yolk sac.
About the time the yolk is completely absorbed, the fingerling emerges from the gravel and feeds aquatic organism many eggs depo gravel, only a very few young fish are produced and survive to adulthood. Most of the eggs die from natural floods, silt, drou predators. Unde conditions, relat reach catchable by fisherman.
1. Visitor Parking
2. Visitor Center
Various exhibits are on display. Restrooms are provided for your convenience.
3. Hatchery Office
The hatchery office is open from 7:00 am to 3:00 pm, Monday through Friday.
4. Hatchery Building
Following spawning operations, freshly fertilized eggs are measured into egg jar incubators located in this area. The eggs are incubated for 15 days until they reach the "eyed" stage. They are then sorted and shipped to various hatcheries and research facilities. This hatchery ships approximately 13 million eggs per year. A small number of eggs are hatched and reared for use as future broodstock. These fish are raised in the hatchery building tanks until they are 3-4 inches in length. They are then transferred to the outside raceways.
5. Upper Production Raceways
Future broodstock are fed and cared for in this area after transfer from the hatchery building tanks. Demand feeders are used to feed the fish. These feeders are filled twice per week. The fish learn to release feed from the feeder by hitting the
g Trout s on microscopic ms. From the osited in the
s and young fish l causes such as ught and er natural tively few trout size to be taken
River Rafting
Several local rafting outfitters provide whitewater rafting expeditions along the Nolichucky River, including trips through the scenic Nolichucky River Gorge.
wire that hangs in the water. Use of these feeders results in a tremendous labor savings and allows fish to efficiently utilize available feed. Fish remain in the upper production raceways until they are one-year-old. They are then moved to the lower broodstock raceways for rearing during their second year of life.
6. Lower Broodstock Raceways
Adult brood fish are held in this area, and mature when they are two
years old. At this age, male and female fish are separated in preparation for spawning. Female fish are checked once a week for ripeness. Eggs from ripe females are collected in pans and fertilized with milt from male fish. The freshly fertilized eggs are then taken into the hatchery building and placed in jar incubators. Following spawning, the old brood fish are distributed by truck to other hatcheries, lakes, and streams. A new year class of broodstock will take their place during the next year. The
photos: USFWS
photos: USFWS
weatherports (large, white dome tents) that cover the raceways provide broodstock with protection from the sun and predacious birds.
Caution: 4, 5, & 6: Only fish should be in the water. Disturbing fish or incubating eggs can cause harm and ultimately loss of fish populations.
7. Pumphouses
These water pumping facilities provide 400 gallons per minute of spring water to the upper raceways and recirculate used water through the lower broodstock raceways.
8. Aeration Building
Water that passes through the lower raceways is collected and pumped back to the aeration building. Oxygen is added to the reused water in this building. The water is then recirculated through the broodstock raceways.
9. Liquid Oxygen Storage Tank
Liquid oxygen stored in this tank is used to oxygenate the pumped, reused water in the lower broodstock
For Additional Information Contact: Hatchery Manager Erwin National Fish Hatchery 520 Federal Hatchery Road Erwin, Tennessee 37650 Telephone: (423) 743 4712
raceways. Underground supply lines also allow the addition of oxygen to the upper production raceways.
10. Main Spring
This is the main water supply to the hatchery producing 1000 gallons per minute of constant 55 o F water. The spring has been covered with rock to prevent introduction of disease organisms.
11. Picnic Pavilion
The picnic pavilion is available for public use throughout the year.
12. Maintenance Buildings, Garages, Residence Hatchery personnel only.
13. Heritage
Museum Open Daily 1–5 pm, May 1– October 31
Built in 1903, this building served as the Hatchery Superintendent's residence. In 1982, the Fish and Wildlife Service entered into a cooperative agreement with Unicoi County for use of the building as a local heritage museum. The museum contains several exhibits that interpret local history.
photos: USFWS
We enjoyed having you visit the hatchery and invite you to return often. Your awareness of our resource and its needs is the basic foundation for support of healthy fish and wildlife populations.
Norfork
Mammoth
Spring
Greers
Ferry
Dale
Hollow
Erwin
Edenton
Warm
Springs
Bears
Bluff
Orangeburg
Welaka
Private
John Allen
Natchitoches
•Wolf
Creek
Chattahoochee
Forest
Warm Water Hatchery
Cold Water Hatchery
National Fish Hatcheries
Southeast Region
Erwin National Fish Hatchery 520 Federal Hatchery Road Erwin, Tennessee 37650 423/743 4712 http://www.fws.gov/r4eao
U.S. Fish & Wildlife Service 1 800/344 WILD
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Kindergarten
Arkansas
English Language Arts Standards
2016
Kindergarten Table of Contents
Introduction
The Arkansas English Language Arts Standards for Grades K-12 have been developed to prepare students for success after high school. Students who are successful in college and careers have attained particular literacy capacities. These students
* build strong content knowledge;
* demonstrate independence;
* respond to the varying demands of audience, task, purpose, and discipline;
* value evidence;
* comprehend as well as critique;
* use technology and digital media strategically and capably;
* come to understand other perspectives and cultures.
The English classroom focuses on reading and analyzing literature and literary nonfiction, studying the English language, and writing about related topics. A separate document, the Arkansas Disciplinary Literacy Standards, has been created to address the unique literacy needs in other content areas.
This document is organized around anchor standards and grade-level standards. The anchor standards address overarching knowledge and skills in reading, writing, speaking and listening, and language. Although the document is organized by strands, the standards should be integrated during instruction. The grade-level standards, which are aligned to the anchor standards, represent the progression of learning for Grades K-12. The grade-level standards include teacher notes that provide explanations, definitions, and links to resources to support teachers.
The document focuses on literacy skills rather than literary content. Teachers have the opportunity to select grade-appropriate literature and literary nonfiction texts to teach the standards. The texts must provide opportunities to teach all the strands at gradelevel rigor. Three measures of text complexity should guide text selection: quantitative, qualitative, and reader and task. Teacher notes in the grade-level documents provide support for effective text selection.
Teachers are encouraged to become familiar with the standards above and below the grade level they teach. The standards below grade level will guide decisions for providing interventions for students who do not have all the grade-level skills in place, and the standards above grade level will guide decisions for extending students who are ready to move ahead. In addition, familiarity with the K-12 standards will support developing a smooth learning progression from kindergarten through high school.
The Arkansas Department of Education academic standards are intended to assist in district curriculum development, unit design, and to provide a uniform, comprehensive guide for instruction. The standards are not intended to be a state-mandated curriculum.
4
Arkansas Anchor Standards for Reading
The standards on the following pages define what students should understand and be able to do by the end of the grade or grade span. The grade-specific standards correspond by number to the Arkansas Anchor Standards for Reading. The Arkansas Anchor Standards and grade-specific standards are necessary complements--the former providing broad standards, the latter providing additional specificity--that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning; analyze how specific word choices shape meaning and/or tone.
Craft and Structure
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, stanza) relate to each other and the whole.
Integration of Knowledge and Ideas
6. Assess how point of view, perspective, and/or purpose shape the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches of the author(s).
8. Analyze and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of Student Reading Grades K-5
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of highquality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, and poems from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
Kindergarten Reading Standards for Literature
The grade-level standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
RL.K.2
Retell is an informal written or oral ordering of narrative events which does not necessarily include the following: clear sequence, context, first or third person, past tense, or closure (e.g., evaluates; summarizes; addresses message, lesson, moral).
The following link provides a discussion of the differences among the terms "retell," "recount," and "summarize": http://partnerinedu.com/2013/01/29/retell-or-recount-the-common-core-shift-from-1st-grade-to-2nd-grade.
(Conrad-Curry, Dea. "Retell, Recount, Summarize? A Common Core Shift from Kindergarten to Fourth Grade." Blog. Partner In Education, Feb. 2013, http://partnerinedu.com/2013/01/29/retell-or-recount-the-common-core-shift-from-1st-grade-to-2nd-grade. Accessed 30 Aug. 2016.)
RL.K.10
It is critical that children are reading on grade-level. "In 2011, sociologist Donald Hernandez reported that children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers." (Fiester, Leila. "Early Warning Confirmed." The Annie E. Casey Foundation, 2013, aecf.org/m/resourcedoc/AECF-EarlyWarningConfirmed2013.pdf#page=11. Accessed 30 Aug. 2016.)
Kindergarten Reading Standards for Informational Text
The grade-level standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
RI.K.2
Retell is an informal written or oral ordering of narrative events which does not necessarily include the following: clear sequence, context, first or third person, past tense, or closure (e.g., evaluates; summarizes; addresses message, lesson, moral).
The following link provides a discussion of the differences among the terms "retell," "recount," and "summarize": http://partnerinedu.com/2013/01/29/retell-or-recount-the-common-core-shift-from-1st-grade-to-2nd-grade.
(Conrad-Curry, Dea. "Retell, Recount, Summarize? A Common Core Shift from Kindergarten to Fourth Grade." Blog. Partner In Education, Feb. 2013, http://partnerinedu.com/2013/01/29/retell-or-recount-the-common-core-shift-from-1st-grade-to-2nd-grade. Accessed 30 Aug. 2016.)
RI.K.3 With prompting and support, describe the connection between two topics (individuals, events, ideas, or scientific concepts).
RI.K.10
It is critical that children are reading on grade-level. "In 2011, sociologist Donald Hernandez reported that children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers." (Fiester, Leila. "Early Warning Confirmed." The Annie E. Casey Foundation, 2013, aecf.org/m/resourcedoc/AECF-EarlyWarningConfirmed2013.pdf#page=11. Accessed 30 Aug. 2016.)
Kindergarten Reading Standards for Foundational Skills
These standards are directed toward fostering students' understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
Note: In Kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.
Teacher Note
RF.K.1.C
Teachers might assess this understanding by asking students to demonstrate one-to-one correspondence by matching spoken words to printed words.
RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2
* blend two individual words to form a compound word (e.g., star + fish…starfish).
To assess the understanding of words, teachers might ask students to count words in spoken sentences:
* segment a compound word into its two individual words (e.g., starfish…star fish).
RF.K.2.A
Recognize and produce rhyming words orally.
RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.
Teacher Note
RF.K.2.B
http://www.corestandards.org/assets/Appendix_A.pdf#page=19.
Some examples of segmenting and blending may be found at the following link:
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 19, www.corestandards.org/assets/Appendix A.pdf#page=19. Accessed 30 Aug. 2016.)
RF.K.2.C
Blend and segment onsets and rimes of one-syllable spoken words.
Teacher Note
RF.K.2.C
http://www.corestandards.org/assets/Appendix_A.pdf#page=19.
An explanation of onset and rime manipulation in spoken language may be found at the following link:
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 19, www.corestandards.org/assets/Appendix A.pdf#page=19. Accessed 30 Aug. 2016.)
RF.K.2.C (continued)
http://www.readingrockets.org/article/development-phonological-skills.
Additional information is available in a document by Louisa Moats which is found on page 4 of the Reading Rockets website:
(Moats, Louisa, Carol Tolman. "The Development of Phonological Skills." Reading Rockets, 2009, readingrockets.org/article/development-phonological-skills. Accessed 30 August 2016.)
RF.K.3
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 20, www.corestandards.org/assets/Appendix A. pdf#page=20. Accessed 30 Aug. 2016.)
Each district will choose or create a phonics curriculum that is systematic and explicit, which aligns to the known research and uses evidence-based strategies. Guidance for selecting or developing a phonics program may be found on pages 20-22 and 37 at the following link: http://www.corestandards.org/assets/Appendix_A.pdf#page=20.
RF.K.3.C
High-frequency words are "Regular and irregular words that appear often in printed text" (Honig, Bill, Linda Diamond, and Linda Gutlohn. Teaching Reading Sourcebook. Arena, 2008, p. 243.)
Districts should consider sight words and high-frequency words when aligning their curriculum.
"Sight words are any words recognized instantly" (Honig, Bill, Linda Diamond, and Linda Gutlohn. Teaching Reading Sourcebook. Arena, 2008, p. 243).
RF.K.4
Grade-appropriate refers to texts, materials, resources, and activities that are rigorous enough to engage students in grade-level content and concepts across all strands.
It is critical that children are reading on grade-level. "In 2011, sociologist Donald Hernandez reported that children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers." (Fiester, Leila. "Early Warning Confirmed." The Annie E. Casey Foundation, 2013, aecf.org/m/resourcedoc/AECF-EarlyWarningConfirmed2013.pdf#page=11. Accessed 30 Aug. 2016.)
Arkansas Anchor Standards for Writing
The standards on the following pages define what students should understand and be able to do by the end of the grade or grade span. The grade-specific standards correspond by number to the Arkansas Anchor Standards for Writing. The Arkansas Anchor Standards and grade-specific standards are necessary complements--the former providing broad standards, the latter providing additional specificity--that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
1. Write arguments to support claims when analyzing substantive topics or texts using valid reasoning and relevant, sufficient evidence.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and wellstructured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Production and Distribution of Writing
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
9. Draw evidence from literary and/or informational texts to support analysis, reflection, research, and synthesis.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing Grades K-5
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
Kindergarten Writing Standards
The following standards offer a focus for writing instruction to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected in the standards.
Teacher Note
W.K.6
Students should be given an opportunity to write using digital tools, but not all writing has to be produced digitally.
Arkansas Anchor Standards for Speaking and Listening
The standards on the following pages define what students should understand and be able to do by the end of the grade or grade span. The grade-specific standards correspond to the Arkansas Anchor Standards for Speaking and Listening by number. The Arkansas Anchor Standards and grade-specific standards are necessary complements--the former providing broad standards, the latter providing additional specificity--that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media such as visual, quantitative, and oral.
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
3. Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence with organization, development, and style appropriate to task, purpose, and audience so that listeners can follow the line of reasoning.
Presentation of Knowledge and Ideas
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Note on Range and Content of Student Speaking and Listening Grades K-5
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations--as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
Kindergarten Speaking and Listening Standards
The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Comprehension and Collaboration
SL.K.1
Participate in collaborative conversations/discussions with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.
Teacher Note
SL.K.1
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 26, www.corestandards.org/assets/Appendix A. pdf#page=26. Accessed 30 Aug. 2016.)
For information about oral language development see Appendix A, page 26, paragraphs 3 and 4 at the following link: http://www.corestandards.org/assets/Appendix_A.pdf#page=26.
Collaborative conversations/discussions take place when students talk jointly with others especially in an intellectual endeavor (e.g., Think Pair Share, Reciprocal Teaching, teacher-led class discussion).
Arkansas Anchor Standards for Language
The standards on the following pages define what students should understand and be able to do by the end of the grade or grade span. The grade-specific standards correspond by number to the Arkansas Anchor Standards for Language. The Arkansas Anchor Standards and grade-specific standards are necessary complements--the former providing broad standards, the latter providing additional specificity--that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Knowledge of Language
Vocabulary Acquisition and Use
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Note on Range and Content of Student Language Use Grades K-5
To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking and listening; indeed, they are inseparable from such contexts.
Kindergarten Language Standards
The following standards for grades K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year's gradespecific standards and retain or further develop skills and understandings mastered in preceding grades.
Conventions of Standard English
L.K.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Kindergarten when writing or speaking.
Teacher Note
L.K.1
Standard English is the English language in its most widely accepted form, as written and spoken by educated people in both formal and informal contexts, having universal currency while incorporating regional differences. ("standard English." Dictionary.com Unabridged. Random House, 2016, www.dictionary.com/browse/standard-english. Accessed 30 Aug. 2016.)
Teacher Note
L.K.2
Standard English is the English language in its most widely accepted form, as written and spoken by educated people in both formal and informal contexts, having universal currency while incorporating regional differences. ("standard English." Dictionary.com Unabridged. Random House, 2016, www.dictionary.com/browse/standard-english. Accessed 30 Aug. 2016.)
L.K.2.A
Capitalize the first word in a sentence and the pronoun I.
L.K.2.B
L.K.2.C
Recognize and name end punctuation.
This standard begins in Grade 1.
Use commas in dates and to separate single words in a series.
Teacher Note
L.K.2.D
http://www.corestandards.org/assets/Appendix_A.pdf#page=17.
More information on Phoneme-Grapheme Correspondence may be found on a chart at the following link:
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 17, www.corestandards.org/assets/Appendix A. pdf#page=17. Accessed 30 Aug. 2016.)
A chart of vowel sounds with examples can be found at the following link:
(National Governors Association Center for Best Practices, Council of Chief State School Officers. "Appendix A." Common Core State Standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, p. 18, www.corestandards.org/assets/Appendix A. pdf#page=18. Accessed 30 Aug. 2016.)
http://www.corestandards.org/assets/Appendix_A.pdf#page=18.
Glossary Arkansas English Language Arts Standards Grades K-12
Contributors
The following people contributed to the development of this document: | <urn:uuid:3999f6a6-5087-4ec0-9c32-42475e5149f0> | CC-MAIN-2019-43 | http://dese.ade.arkansas.gov/public/userfiles/Learning_Services/Curriculum%20Support/Standards%20and%20Courses/English_Language_Arts/KindergartenELA.pdf | 2019-10-20T18:57:02Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00167.warc.gz | 54,772,658 | 5,284 | eng_Latn | eng_Latn | 0.926255 | eng_Latn | 0.990507 | [
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**************************************************************************************
T-BALL SPECIFIC RULES
5U & 6U
Update as of Spring 2018
Wylie Baseball Association
These rules are general guidelines for coaches and umpires to use during T-Ball games while playing for the Wylie Youth Baseball Association. In most cases, normal baseball rules apply. This will cover the nuances that are different for T-Ball. There are some pre and post-game duties that need to be attended to that are added as well.
First and foremost, T-Ball is about fun for the players. The coaches and parents will have fun participating in the development of the players, watching them grow and learn to love the game of baseball.
Please err on the side of safety and good sportsmanship when teaching the players and participating during the games.
**************************************************************************************
The only major difference between the two leagues is that in 5U, the coach will not be allowed to pitch to the batter. All players in 5U must hit the ball off the tee.
In 6U, coaches have the option to pitch to those players that they believe are ready or allow them to hit off of the tee.
Quick Summary: 5 innings, 5 runs per inning, Game time: No new inning started after 1 hour Spring - complete inning, Fall - Drop dead at 1:15
GAME:
1) It is the home team's responsibility to get the bases from lock box, if they are not on the field. There is one located outside the fence on CP-2 (Left field) and outside the fence on CP-3 (Right field) or inside the dugout. The home team for the last game of the day is responsible to put the bases away.
2) The league will supply one umpire at each regular season game. In the event you arrive at the fields and no umpire is available at the scheduled start time, each T-ball team will supply a parent to act as an umpire.
The visiting team parent will umpire at home plate
and the home team parent will umpire at 2 nd base.
If a parent cannot perform the duty, then an assistant coach may fill in as umpire. If the assistant performs the umpiring duties, then they cannot participate as a coach. NOTE: During the tournament, only official league umpires will be used. Please contact your league director within 24 hours to notify them of an umpire's absence.
3) The home team will keep the official score book. This involves keeping track of the number of runs and outs for both teams during each inning. The visiting team may also keep a scorebook as well but the Home team scorebook is the official one for the game in progress.
4) If time allows prior to the game, the visiting team can use the infield for practice from twenty five to fifteen minutes prior to game time. After that the home team has the field to warm-up the last 10 minutes prior to game start. Prior to twenty five minutes before the game, any team may use the field for warm-ups, but must give it up if the previous condition applies. This gives each team ten minutes for infield warm-ups.
5) The coaches and umpire will meet at home plate five (5) minutes prior to the start of the game to go over any rule clarifications or any other questions or concerns that may come up.
6) Bats must be legal as per the USSSA website.
7) No player shall have a bat in hand in the dugout area.
8) There will be a maximum of five innings to be played
9) No new inning will be started after 1 hour.
10) For the Fall season, the game must stop at one hour and fifteen minutes regardless of the point in the game and the teams must immediately clear the dugouts. For the Spring season, at time expiration, the inning will be completed if applicable.
11) A half-inning consists of either five runs being scored by the offense or three outs being recorded by the defense.
12) There are no protests in T-Ball.
Tie Breakers: (for tournament only, regular season games can end in a tie) Should the score be tied after a regulation game is played, the following will determine the tie breaker. The winner will be determined by the following:
a. Team with the most Defensive Put Outs – if still tied then,
b. Team with the Least amount of Strike Outs – if still tied then,
c. Team with the most number of home runs – if still tied then,
d. Team with the most number of runners left on base after three outs or five runs – if still tied then,
e. Coin Flip
Umpire:
1) The league will provide one umpire per game, who will be in foul territory. The umpire shall keep track of outs, strikes and number of pitches per batter.
2) The umpire is in charge of start and stop times of each game.
3) A batted ball that hits an umpire in foul territory is a dead ball.
4) A thrown ball that hits an umpire in fair or foul territory is 'live' and the umpire shall signal or call 'play on'.
5) Any time a coach wishes to review/question a call, they MUST request time, and have it granted before a new pitch or swing by a batter. If a ruling was made in error, it should be corrected before any further play.
6) The umpire may declare 'Game Over' according to Mercy Rules set below, however Fall games may play on for maximum instruction time.
7) On balls hit to the outfield, and thrown in, the umpire will signal and/or call 'Delayed dead ball", to inform base coaches directing their runners. Ball must hit infield dirt, or infielder in the infield in umpire's opinion. There is no imaginary boundary. Advancement rules are listed below.
8) Umpires may remind the coach behind the plate to remove the TBALL stand when a runner may be approaching home for safety.
```
3rd inning home team up by 11 4th inning either team down by 11 4th inning home team up by 6 5th inning either team down by 6
```
Team:
1) WYBA uses a continuous batting order which means all players bat from the first player to the last player whether they play the field or not. The batting order does not start with the first batter at the beginning of the inning. It starts with the next batter in the order after which the previous batter had an official at bat in the prior inning.
2) There are no warm-up swings during T-ball. This is for safety reasons. The batter should not be allowed to touch a bat until play has completely stopped and there are no players returning to the dugout from the field of play.
3) Some teams have 11, 12 or 13 players. During the game, the coach can play more than the normal 4 outfielders if the coach chooses to. All extra players must play the outfield positions. The infield can only consist of the normal six positions. This will be allowed during the post season tournament as well.
4) Catchers are optional for T-Ball. If a team does not have the proper catching equipment then the player that would play this position can play in the outfield.
Coaches:
1) Defensive Coaches
a. 5U – maximum of three (3) defensive coaches in the outfield while their team is in the field to help keep the players attention while the game is in progress. NOTE: During the post season tournament, only 2 outfield coaches will be allowed, and they must be in the grass in foul territory and not on the field of play.
b. 6U – maximum of three (3) defensive coaches on the field while their team is in the field. There can be a coach in right field and one in left field during the game to help keep the players attention while the game is in progress. The third coach will stand by the fence behind Home Plate to retrieve the pitched balls that are missed by the catcher, to throw back to the pitcher to speed up the game. NOTE: During the post season tournament, outfield coaches will be allowed, but must be in the grass in foul territory and not on the field of play.
2) Offensive Coaches
a. 5U - three (3) offensive coaches on the field while the offensive team is batting. One at 1 st base, one at 3 rd base, and one assisting the batter. The coach may place the ball on the tee and align the batter, but the batter may not swing until the umpire says "Play Ball".
b. 6U - three (3) offensive coaches on the field while the offensive team is batting. One at 1 st and 3 rd base and one to act as a pitcher\coach (if applicable). If the batter is hitting off of the tee and needs assistance, then the pitcher\coach can fill this role if needed. The coach may place the ball on the tee and align the batter, but the batter may not swing until the umpire says "Play Ball".
3) There can be up to two dugout coaches\moms to keep the players attention during the game. The responsibility of these coaches is to have the batters ready to bat when it is their turn and to make sure the players stay in the dugout during the game when not playing a defensive position. Players should never touch a bat while in the dugout. NOTE: Each dugout must have adult supervision at all times.
4) Any time a coach wishes to review/question a call, they MUST request time, and have it granted before a new pitch or swing by a batter. If a ruling was made in error, it should be corrected before any further play.
5) Only one set of eyes… Please keep in mind that in most cases there will only be one umpire on the field for T-Ball games. They cannot see everything, so they will have to use their best judgment on some plays. Their ruling is final.
Offensive Instructions:
In 5U, all batters are required to hit the ball off of the tee. No coach pitching is allowed. Any reference to Pitcher\Coach or pitches to a batter in this document refers to 6U only.
1) The pitcher/coach has the option to pitch to the batter a maximum of 5 pitches until the ball is put into play. The pitcher/coach must have one foot in contact with the pitching rubber when releasing the ball. The Pitcher Coach must exit the field of play completely upon contact by the batter. The pitcher should exit the field to the opposite side the ball is hit. Coach should exit behind the runner going to first if necessary. If the Pitcher\Coach is struck by a batted ball, and the coach made an attempt to get out of the way, the play will be dead, and replayed with the pitch not counting towards the max of 5 pitches. The Pitcher\Coach may throw from a standing or kneeling position. If, from a kneeling position, please be aware that the coach is at a greater risk of interference, should he/she not be able to get out of the way of the play.
2) If the coach is not pitching to a batter, they may help the batter get into the correct position. The coach may also place the ball on the tee for the batter. After placing the ball on the tee, coach move behind the umpire and the catcher in a position as to not interfere with the catcher.
3) If the pitcher\coach interferes with a fielder making a play, the batter\runner is automatically out and all runners must return to the base they occupied when the batter was batting.
4) The play is started by either the pitcher (offensive coach) pitching the ball to a batter, or the batter striking the ball while on the tee.
5) If the batter is hitting the ball off the tee, then play should be started by the home plate umpire saying "Play Ball". This should be done each time prior to the batter swinging at the ball on the tee. For instance, if the batter misses the ball or fouls the ball, they must reset and wait for the umpire to say "Play Ball" again before swinging.
Batter:
1) The batter will get 3 attempts (swings off of the tee). If the batter fouls off the 3 rd swing off a tee, the batter will be considered out.
2) For 6U only - the coach can either pitch to the batter or allow the batter to hit off the tee but NOT both. If choosing to pitch to the batter, the coach can pitch up to 5 pitches to the batter until the ball is put into play. If the ball is not put into play by the 5 th pitch, the batter will be declared out.
3) A strike is counted each time the batter swings and misses the ball or if the batter hits a nonfair ball.
4) There should be a semi-circle line three feet in front of home plate. The ball must travel beyond this line to be counted as a fair ball. If the ball does not completely cross this line, it is considered a foul ball.
5) If the Tball stand is knocked over during the swing, it is a dead ball and strike. All other contact with the tee during the swing is a judgment call made by the umpire.
6) The batter must take a full swing while using the Tee. Bunting is not allowed, nor should a coach allow a player to attempt to "dribble" the ball off the Tee in order to get on base.
7) If a batter throws the bat while batting or after hitting the ball, a dead ball will be called immediately. If the thrown bat occurs prior to the final swing by the batter, they will be able continue their at bat with the swing being counted towards their swing limit. If it is the final swing of an at bat, they will be called out on strikes.
8) The second thrown bat by a team will be a team warning; all other thrown bats will be considered an out. Any time the umpire rules that a bat was thrown, play will be stopped immediately and no base runners will be allowed to advance.
9) If the batter swings or strikes the ball prior to the umpire declaring the go ahead to 'Play Ball', it is a dead ball, no play, and the swing/strike shall not count.
Base Runner:
1) If a ball is hit into the outfield and the outfielder retrieves the ball and throws it toward the infield, once the ball touches the infield dirt or is touched by an infielder on the fly, the play is considered a delayed dead ball, although the runners may advance to the next base if the runner has passed a base. The runners advance at their own peril and a play can be made to get them out. In any case, if an attempt is made to get the runner out all runners must stop at the base they were heading to when the ball initially hit the infield dirt. No runners may advance again under any circumstance.
2) The base runners path is defined as the path the runner takes while going between bases and not necessarily a straight line between the bases. In most cases during Tee Ball the base path is a straight line because the runners are not very fast and usually run one base at a time, but if a runner is rounding 2 nd and takes a large arcing turn heading to 3 rd base, then the base path is the direct line he takes heading to 3 rd base after the runner completes their turn. They cannot then make a turn to the left or right to avoid a tag by a fielder. This would then be considered out of the base path and the runner would be out. Basically, any time the runner makes a sharp turn to the left or right to avoid a tag would be considered out of the base path. The position of the fielder and runner must be taken into consideration when making such a call.
3) There can be no advancement on overthrows or missed balls other than the base they would normally obtain on a normal play.
4) Offensive coaches are not allowed to touch a base runner during a live ball in an attempt to direct the runner to a base. During the regular season, the umpires will issue a warning for the first occurrence. During the tournament, no warnings will be issued and the runner will be called out.
5) Once the ball reaches the infield, if a runner continues around the next base acquired, the defense may still attempt tag the runner out. If the base runner makes it safely to the next base and stops or steps on home safely, play will be stopped and the runner will be returned to the correct base. Also, if the runner returns safely to the last base touched and stops, play will be stopped.
6) See Scenarios section for further clarifications and examples.
Defensive Instructions:
1) There can be three coaches (5U) and two coaches (6U) in the outfield area to help the outfielders keep their attention. Should a ball be hit into the outfield, a coach is not allowed to touch it. If a coach touches (accidentally or intentionally) the ball in the outfield, the batter will be awarded a home run. The coach can only instruct the outfielders as to what to do to get the ball back into the infield. They may not touch the outfielders to direct them to the ball.
2) At no time shall a defensive coach be all allowed to be in the infield during a live ball. The only coach that should ever be in the infield in fair territory during a live ball is the pitcher/coach and he must make every effort to exit fair territory during the play and not re-enter fair territory during a live ball.
3) 6U only – The defensive coach that is behind the batter retrieving pitched ball is not allowed to coach the defense in any way. He/she is simply there to retrieve the ball and return it to the pitcher. If a ball is put in play off of the pitcher they should immediately move towards their dugout without providing instruction to the defense. If the batter is using the tee, they should move to their dugout.
Players:
1) A team may field as few as seven players in T-Ball. In this situation though a catcher cannot be used and must play the outfield positions. That would allow for five infielders and two outfielders. During the regular season you can play with 7 players with no penalties.
2) During the tournament (Spring season only) a team can still play with as few as 7 players however, an automatic out will be recorded for the 9 th position in the batting order (if playing with 8 players) and for the 8 th and 9 th position (if playing with 7 players).
3) All players must play at least one inning at an infield position within the first 3 innings of play (3 outs or 5 runs) in every regular season game. This is a regular season requirement only, and will not be required during the spring end of season tournament.
Wylie Youth Baseball Association 5U/6U Rules Pitcher\Player:
1) When the pitcher\coach is pitching the ball to a batter the pitcher\player needs to be on one side and behind the pitcher\coach. After the ball is released by the pitcher\coach the pitcher\player may move to any position necessary to get ready to field the ball, except to run in front of the pitcher\coach unless the ball is hit to this position. In this case, it is the pitcher\coach's responsibility to stay out of the way so as to not interfere with the player making a play.
2) A ball that is fielded by the pitcher\player must be thrown (overhand) if the play is at 1 st , 2 nd or 3 rd base. The pitcher\player cannot chase down runners going to these bases. The pitcher\player can chase and tag out the runner going from 3 rd base to home plate or make a force out at home plate, provided there is no catcher. If a catcher is in place, the pitcher must throw the ball to the catcher. This is to keep the bigger players from chasing down the smaller players, as well as teaches them to throw the ball.
3) The pitcher can make a play on a batter running to first if the pitcher fields the ball to the 1 st base side of the mound and can easily tag the runner in a natural play. They may not, however, chase the runner to first base. This is an umpire's discretion.
4) See Scenarios section for further clarifications and examples.
Catcher:
1) Catchers must wear a protective cup if male. The catcher must wear catchers gear to play this position. This must include the dangling throat protector on the catcher's mask as well as the chest protector, leg protectors and cup. If any of this equipment is not worn by the catcher, then the position of catcher will not be allowed and an extra outfielder will be used. Skull caps are not allowed.
2) It is not necessary for the catcher to use a catcher's mitt in Tee Ball.
3) While the Pitcher/Coach is pitching to a batter, the catcher shall take his/her normal position behind the plate in a squat position. If the batter is hitting off of the tee, the catcher must stand behind the plate.
4) If the coach chooses, the team may play without a player at the catcher's position. The player who would normally play the catcher's position can play as another outfielder. NOTE: In the tournament, it will be allowed to play extra outfielders if there is no one playing the catcher's position. This is a safety option for teams that do not have catcher's equipment.
Infielders:
1) The pitcher\player must stand behind and to one side of the pitcher\coach. This should be behind the pitching rubber as well but off to the side and not directly behind the pitcher\coach.
2) The pitcher must remain completely in the pitchers circle until the ball is struck.
3) The 1 st , 2 nd , 3 rd and short stop fielders cannot advance closer than the distance from home plate to the pitching rubber towards home plate until the ball is hit. (see diagram below)
4) Once the ball is in the possession of an infielder, play can be stopped should the player not throw the ball. For instance, there is a runner on 1 st base and the batter hits the ball to the short stop. Should the short stop field the ball and hold it the runner that was on 1 st base must stop at 2 nd base and the batter must stop at 1 st base. Even if the fielder throws the ball, resulting in an overthrow, a batted ball that did not make it to the outfield limits runners to advance one base only.
5) See Scenarios section for further clarifications and examples.
Restricted area prior to the ball being put into Play
The following diagram shows the player restricted area, prior to a ball being put into play. No defensive player may be in the red area until a batted ball is put into play. This is for the safety of the players.
Outfielders:
1) Outfielders must be on the grass area of the outfield and not on the dirt of the infield when the ball is hit. (There can be exceptions to this depending on the field being played on, if agreed by both coaches and/or umpire(s) and ruled before game time.
2) An outfielder must throw the ball to the infield to stop play. If the outfielder moves into the dirt to make a play, they must still throw the ball to an infielder to stop the play. If the outfielder is just holding the ball one step in the dirt, base runners are still able to advance until the ball is thrown and either touched by an infielder or hit the infield dirt after the throw was made.
3) Outfielders must be at a minimum of five (5) feet into the grass prior to the ball being put into play. (see the above possible exception)
4) See Scenarios section for further clarifications and examples.
After the Game Information:
1) After the game the teams should line up to shake hands\high five and greet with something to the effect of "Good Game". This is normally done by the home team starting on the 1 st base side and the visiting team on the 3 rd base side and the teams meeting in a line at the pitchers rubber. The coaches can either lead or follow the line although it is preferred to lead the line so that the players would have an example to follow. If possible, please listen for any derogatory comments by players that show poor sportsmanship. If it is your player, please have a conversation with them to explain the importance of good sportsmanship. If it is the opposing team's player, please let the coach of that team know as well.
2) After the greeting, please clear the dugout as soon as possible for the next game if there is one.
3) Throw away any trash left in the dugout.
4) If your game is the last game, the home team is responsible for taking the bases to the Lock Box. Please place base plugs into holes when removing bases.
5) Enter your score on the Wylie Baseball website (Spring season only). Either coach can enter the score on the website but it is the home team's responsibility since they are the team keeping the official books. Once a score is entered neither coach can edit the score. In the event that an error is made, contact your league director to correct the score.
6) Please communicate any game or player issues to the league director, President or VP of WYBA. Contact information for these positions can be found at www.wyliesports.org under the Contact Us tab.
Wylie Youth Baseball Association 5U/6U Rules Scenarios and Examples:
1) Overhand throws only in most cases. In most cases an infielder is expected to throw the ball in a normal overhand throwing motion to make a play on a runner. The intent of the rule is to teach the kids the proper throwing motion and prevent a player from fielding a ball and rolling it to a base to gain an out.
If, in the umpire's discretion, the player was too close to throw the ball in an overhand motion without potentially causing injury to another player, the player may flip the ball in a underhand motion to make the play. For purposes of clarification let's assume that the pitcher fields a ball a few feet from first base and flips the ball to the 1 st baseman covering the bag. If an out is made at 1 st base, the play should stand. If, however the pitcher fields the ball, in the circle, for example, and the pitcher runs to within 3 feet of 1 st base and flips the ball and an out is made, the base runner should be awarded 1 st base as the pitcher should have made an overhand throw from the area that the ball was caught. In this example 3 feet was used as an example only, please remember that the umpire has sole discretion on the play.
2) Interference and obstruction – Always at the discretion of the umpire. (Please keep in mind, this is T-ball and these are little kids, still learning)
a. Interference – interference occurs when a base runner prevents a fielder making an attempt on a batted ball. Once the fielder makes an attempt on the ball, the ball is no longer considered a batted ball, and if the base runner runs into the fielder then there is no inference on the play. If Inference is called, the play is dead, the runner is out. The batter-runner is awarded first base and all other runners must return to the base they occupied at the time the ball was put into play.
i. Example 1 – A ball is hit off of the tee, the first baseman is playing behind the bag at first. The base runner from first leaves on contact and is stuck by the batted ball or runs into the 1 st baseman prior to being fielded by the first baseman. If, in the view of the umpire, the first baseman could have made a reasonable attempt at making the play, then the runner leaving first would be called out. The batter would go to first and all other runners would return to the base they occupied at the time the ball was put into play.
ii. Example 2 – Same thing except the first baseman is in front of the bag at first. The ball goes between the first baseman's legs and strikes the runner leaving first base. In this case the runner at first is not called for inference and the play continues.
iii. Example 3 – If the 1 st baseman is playing even with the bag and only a couple of feet from 1 st base and does not give the base runner the proper amount of room to avoid contact, this may not be considered Interference by the umpire and in fact may be called against the defense for obstruction.
b. Obstruction – obstruction occurs when a fielder, not making a play on a batted ball, impedes the runner from advancing. In this case, if a play is not being made directly on the impeded runner, play can continue and the umpire can award additional bases to the runner at the conclusion of the play. If a play is being made on the impeded runner, then play should be called dead and the runner is awarded the next base.
i. Example 1 – Bases Loaded - A batter hits the ball off of the tee against a team with no catcher, both the third baseman and the pitcher charge the ball. The pitcher gets the ball and both the pitcher and the third baseman continue to the plate. The third baseman (without the ball) bumps into the runner going home. If, in the view of the umpire the runner would have reached home before the pitcher (with the ball), then obstruction can be called, the run is scored, and no out is awarded to the defense. If, however, the umpire does not feel that the runner would have beat the pitcher to the plate, the out is recorded and obstruction is not called.
ii. Example 2 – no one on. Batter hits a ball to the outfield and while rounding first, he runs into the 1 st baseman and falls down. This would be considered a delayed dead ball. The runner may continue to advance as far as he can on the play. Once the play is over the umpire can award as many bases as deemed appropriate. In this example the runner makes it to third as the ball hits the infield, the umpire, may determine that the player would have already been around 3 rd base, if the Obstruction had not occurred and the player may be awarded home, thus awarding the batter with a homerun. In the event the umpire determines the player would have only reached third base without being obstructed, and the player continues to home and attempts to score and is tagged out on the play, the out can be recorded for the defense.
3) Outfielder fielding the ball in the infield – outfielders may not force a runner out at a base or tag a runner out from a batted ball. They must throw the ball to an infielder to stop the runners from advancing, just like if they were standing in the grass.
4) Infielders fielding a ball in the infield – From a batted ball, each baseman (1 st , 2 nd , 3 rd , catcher) may tag their own base to force a runner out as well as tagging a runner out between bases. The shortstop can force a runner out at second base without throwing the ball. The shortstop may not field a ball and run to 3 rd base to force the runner out. In this case they must throw the ball to 3 rd or tag the runner to record the out. The pitcher must throw the ball to a base to record the out and may not chase down runners with the exception of home. A pitcher may field the ball and run to home plate and force out the runner (if applicable) or tag the runner. Again, this only applies to the batted ball.
5) If the ball is thrown in from the outfield, then any infielder can tag a runner out. The intent of this rule is the teach the kids to make the proper throws to the proper base to record an out and to prevent the more advanced kids from making all of the defensive plays. It is a team game and all kids need to be involved in the game.
6) Infield Fly? There are no infield flies in Tee Ball. Even though the infield fly rule is not called, the same rules apply to any fly ball that is caught.
a. Example 1 – a fly ball is hit to and caught by the shortstop. Base runners must tag up prior to advancing.
7) Tag or No Tag – a fielder must tag the player with the ball or with the glove (if the ball is in the glove) to record an out. Tagging a running with an empty glove is not considered a tag.
8) Stay or Go – Runner on 1 st and 3 rd , one out. A ball is hit back to the pitcher. The runner at first must advance to 2 nd . The runner at third is held at third until the ball is thrown by the pitcher to first. The player may advance home and score as long as they do so prior to an overthrow occurring. Once the overthrow has occurred a delayed dead ball is in effect and any runner that was attempting to advance from the base they occupied at the time the ball was put into play by the batter, may continue to advance. If the runner at third was simply standing on the base at the time of the overthrow, they must remain at third base. If they were attempting to advance home prior to the ball entering into foul territory, then they can continue at their own risk.
9) Only one set of eyes… Please keep in mind that in most cases there will only be one umpire on the field for T-Ball games. They cannot see everything, so they will have to use their best judgment on some plays. Their ruling is final. | <urn:uuid:e2ae8b3c-c42c-4de0-b26c-4bc91569eab5> | CC-MAIN-2019-43 | http://wyliebaseball.org/Portals/101197/56U_Tball_Spring2018.pdf?ver=2018-01-25-220859-737 | 2019-10-20T19:27:43Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00170.warc.gz | 360,497,335 | 7,240 | eng_Latn | eng_Latn | 0.99903 | eng_Latn | 0.999165 | [
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A Parent's Guide to Selecting Quality Day Care
By Renee Bock
Educational Director, Explore + Discover
~~~
Smashwords Edition
Copyright © 2017 by Renee Bock
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. All pictures are held by commercial license and may not be duplicated by anyone without express permission.
Although the author and publisher have made every effort to ensure that the information in this book was correct at press time, the author and publisher do not assume and hereby disclaim any liability to any party for any loss, damage, or disruption caused by errors or omissions, whether such errors or omissions result from negligence, accident, or any other cause.
Smashwords Edition, License Notes
This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you're reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.
Dedication
"This guide is dedicated to my three sons, Ariel, Raffi and Shaya who light my path to understanding children and families, and who make me a better mother every day."
Table of Contents
A Parent's Guide to Selecting Quality Day Care
The Benefits of Quality Day Care
Relationships and Communities
What Are Kids Learning in Day Care?
How to Choose the Right Day Care for Your Baby
Let's Get Ready to Enroll
What to Ask on Your Day Care Tour
Life in the Classroom
Day Care Practice and New York City Law
What else should parents know?
About Renee Bock
A Parent's Guide to Selecting Quality Day Care
"If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in."
– Rachel Carson, biologist and conservationist.
The Benefits of Quality Day Care
There's no such thing as one size fits all childcare. Every family has a complex web of needs— financial realities, logistical hurdles, concerns about health and safety, and visions of early education—and these needs shape decisions about who will care for the new baby. For some families, the nanny offers a perfect fit, with flexible hours, personalized care and protection from childhood illnesses.
For others, day care is more attractive, presenting such a wide range of positives that the nanny seems to pale in comparison. Over the last five years, the concept of QUALITY day care, essentially schools for babies, has grown in New York City, and parents seeking full or part time care in a school-like setting now have some good choices.
As the Educational Director of a high-end infant toddler center in Manhattan, I spend my days coming face to face with the benefits of day care. I see six-month-old babies exploring each other's faces, one year olds eating together at the table with poise; I see two year olds singing from a shared book, working with focus in the art studio learning to use glue, walking to the local farm stand to make a salad, etc. In a social school environment, infants and toddlers learn tremendously from these novel experiences. They meet new people, use materials, and encounter challenging situations constantly, asking them to think, take risks, and develop preferences at a very young age.
By the time our three year olds apply to ongoing schools, these thousands of new experiences prepare them for the necessary high stakes playdates where a child's ability to play with others determines their acceptance to elite schools. At these playdates, our children present as incredibly well adjusted, confident, and focused students. That disposition for learning is the primary benefit of quality group day care. You may wonder how do day care centers prep children so they are ready to learn and they reveal school readiness to the outside world?
Much of the learning in day care begins with the creation of relationships and feelings of attachment across the community (parent to teacher, teacher to child, child to child, etc.) and then moves on to curriculum and exposure to materials and ideas. Here are some of the ingredients that comprise an outstanding early learning experience for infants and toddlers:
Relationships and Communities
Parents and Teachers
Those of us who work with infants and toddlers tend to fall in love with the children in our care and we like their parents a lot as well. We are the first adults outside the home that come into children's lives, and it takes time for families to get comfortable and find their place in the community. Once everyone starts to feel attached, and knows their needs will be met, the children are emboldened to explore on their own. They reach out to new friends, manipulate materials, and use all their growing physical skills to get around the classroom. The bond between teachers and families is in many ways what you pay for when you choose day care.
Children and Teachers
Great schools do a few things to deepen these feelings of connection. Centers hire teachers who are passionate about working with infants and toddlers specifically and who understand child development. They may assign one teacher to be the primary caregiver for a specific child, establishing a more formalized, deeper child/teacher connection. Great centers also work hard to retain teachers from year to year by offering solid raises and engaging professional development. They also provide opportunities for children and teachers to stay together for three years as a class, what we call "continuity of care." While some centers assign children to a new classroom upon their birthday or achievement of a milestone like walking, there are real learning benefits in keeping children together for several years. Taken together, these practices that strengthen relationships yield strong feelings of attachment, setting the stage for a thriving learning community, a happy place to be.
Children with Children
Perhaps parents feel the most attracted to day care because of the friendships their children will make from a young age. Children who are together for three years become extended family. We know that children learn the most from other children, so these ongoing relationships are incredibly beneficial to everyone.
Parents with Parents
Many parents turn to day care centers because they need the social support and they want to make friends who have children the same age. The joy of having a baby often comes along with feelings of loneliness and anxiety, and being together with other parents in a school setting can help new parents feel more secure. A positive, nurturing community is another benefit to the day care choice.
Administrators and Parents
When parents have concerns about their child, they want to talk to someone who really knows kids and usually the school director offers that support. Directors have been teachers, sometimes they are also experienced parents, and they offer a broad long-range view, and hopefully some parenting wisdom. Sometimes the teaching team will sit down with parents and an administrator to talk about what is happening and recommend a course of action that could include changing behavior, seeking help from a professional or having a child evaluated. Those administrators and teachers who have a master's in early childhood can offer insights that come out of their training, and this is a direct benefit to being in a quality day care setting as well.
One of the greatest stressors for parents of young children is the process of applying for ongoing schools in New York City. Whether parents are seeking a nursery school (serving children three to five), deciding between public and private Pre-K, considering gifted and talented, or seeking admission to an elite private school, they rely on day care administrators to provide information, contacts, and expertise in writing letters of reference (yes, for three year olds!). New parents know little about the admissions process in New York City, and they benefit tremendously from working with administrators who understand details of timing, school culture, and how to manage the system. If a day care administrator can reduce stress around the application process, the whole family benefits.
What Are Kids Learning in Day Care?
Infants and toddlers in day care are learning all day every day. New parents often need help understanding how babies learn, since they aren't doing anything that looks like traditional school learning and they can't yet talk. Instead, infants and toddlers are building essential skills that get them ready for school, such as being part of a group, developing a plan, solving problems independently, manipulating tools, and focusing attention. Parents take these skills for granted, but infants and toddlers learn them through lots of practice. In quality day care centers, children are learning:
1) To manage routines and transitions
Every classroom in day care has a schedule of the day, which consists of care routines, exploration or work time, trips outside, eating, diapering, and resting. Infant rooms have the most flexible schedule because babies need to sleep and eat on demand. As children get older, and certainly by the time they are over a year, they benefit from a routine that is largely the same every day. This stability and predictability create a framework that makes children feel safe at school, and enables them to expect what comes next, preparing their body and mind.
These predictable transitions, for example, moving between indoors and outdoors, working and cleaning up, being awake and falling asleep, all involve a physical and mental shift, which we call self-regulation. The ability to accept transitions and to shift gears seamlessly, are crucial for school success. In a day care environment children practice self-regulation many times throughout the day, preparing them for ongoing schooling and the demands of work life ahead.
2) To take risks and get messy
Imagine that it's fall and time to open up a pumpkin and feel the goop inside. Children have different responses to the experience. Some dive in with enthusiasm, others observe friends and tentatively proceed, and still others refuse to try. Day care centers encourage children to embrace these new experiences, and because children are so curious, we want to see them develop the confidence to try. Day care centers cultivate a spirit of adventure practically from birth.
One area that holds particular appeal for parents and children is sensory exploration. Very young children learn best through the senses, which often involve messy hands, wet clothes, playing in sand, using shaving cream, etc. Some of our most potent childhood memories include running in the rain, good smells wafting from the kitchen, or working on a messy art project. Parents often hesitate to welcome this mess at home, and they depend on day care centers to embrace the mess, which benefits everyone in the family.
3) To Get Moving
In a center environment, where there are so many new things to see and do, children are inspired to move. Infants on their backs will work hard to turn when an interesting object is just out of reach. A toddler will eagerly try to climb a challenging piece of playground equipment. Children painting a large mural will reach and swirl their arms, pound clay, and lift heavy blocks. Across the day, school environments ask children to use fine and gross motor skills, and to challenge themselves constantly.
4) To Learn Empathy, Compromise and Collaboration
Children manipulate keys on the saxophone, being gentle, taking turns
If children are part of a group from infancy, then from birth they are building skills of living as a member of a community. They quickly recognize when someone is hurt and come close to see if they can help. They listen to what someone else is saying. They learn to advocate to get what they need, first using gestures and later words. They eventually share ideas, make compromises and start to collaborate. By the time a child is four, they can suggest we build a castle, or, no, let's make a farm, and work out a way to move forward with a combined plan. We build these collaborative skills in day care, and they enable children to be part of an athletic team, an orchestra, or productive members of the staff at work. Day care kids know they aren't alone, as they've always been a valued member of the group.
One of the unsung benefits of day care is the overall resilience it cultivates in young children. Waiting your turn, accepting limits, picking yourself up when you are hurt, tenaciously trying something many times in order to get it right, are all things we learn when we become part of a group. In addition, day care exposes children to many illnesses that help build a resilient immune system, strengthening the child for a healthier adulthood. Many parents hesitate to enroll in day care precisely because they want their babies to stay healthy, not realizing how important it is for infants and toddlers to have contact with germs, and to fight off early childhood sickness. Let them play in dirt, let them mouth toys—germs are good for kids!
The first three years of life are a miraculous time of growth and brain development. Quality day care centers with trained early childhood professionals provide a very good option for parents who need full time care and/or want a social experience for their child. Look around with a discerning eye, as not all day care centers provide nurturing and intentional care. Those that do, however, offer children an enriched educational experience, reduce stress, and help new parents carve out a strong, confident, relaxed approach to parenting. Excellent infant toddler care serves as a launching point for a child's lifelong education, instilling countless attitudes, positive sense of self, and a solid disposition for learning.
How to Choose the Right Day Care for Your Baby
Selecting a day care center can be a family's first and most consequential parenting decision. After staying home with a precious baby for three months, suddenly you have to return to work and decide who will spend their days with the baby, who will comfort him when he's upset, who will watch her walk for the very first time? For some, the one-on-one attention of a nanny offers an attractive solution.
For others, who may want a degree of supervision and accountability, a day care center may feel like a better fit. Families who are seeking an educational setting, where teachers work intentionally with children, developing curriculum, helping to support early friendships, and instill good learning habits, may learn towards a day care environment. But how do we know which one is right for us?
As the director of an infant and toddler center in Manhattan, I spend a lot of time talking to parents who are making their way through the maze of early learning options. I've visited countless centers, and have developed an eye for what to look for when you start visiting schools, which, in New York City, you should start to do right away, even before your baby is born! Wait lists can be notoriously long and if you find a center you love, it often makes sense to place a deposit on a spot even before the baby has arrived. It sounds insane and it is insane, but this is a New York reality so take a few deep breaths, and try to look through my eyes as an experienced early educator. Here are some important things to consider:
1) Is the center licensed by the NYC Department of Health and Mental Hygiene (DOH)?
Limit your search to centers that are licensed. The DOH sets basic standards for teacher qualifications, adult/child ratios, and health and safety precautions. Licenses must be posted in the center and must be up to date. Make sure the center has no DOH violations by checking on line at NYC Child Care Connect at https://a816-healthpsi.nyc.gov/ChildCare/ChildCareList.do
2) The school must have a mission statement.
You can find the mission statement in any literature published by the center. The mission is a statement of core values and philosophy. When you read it you should feel a sense of alignment, or I'd like to be part of that. For example, if the school says that they believe in the value of open-ended play and you think that your child should be doing algebra by the time they are one, this probably isn't the right fit. Once you visit a few centers, you will have a sense of: "I prefer this to that, I'd like more of this and don't feel so comfortable with that." If there's no mission statement, it's probably best to look at other centers.
3) The center should hire and retain well-trained staff
The director and as many teachers as possible should have formal expertise in early childhood education and/or child development. Knowing how to talk to children, what typical development looks like and how to foster learning are all crucial. Staff stability from year to year is also important.
4) The school should provide a clean environment and developmentally appropriate materials
The space should be beautiful, light, inviting and smell good. See some dust bunnies and chances are there are some cleaning problems. Rely on your gut feelings. There should be nothing distasteful about the space. In addition, materials should be inviting. Quality centers feature classic open-ended materials that you will likely recall from your own days in school. Blocks, paint, clay, library books, sand and water are all staples. As the seasons change, so should objects in the classroom. Leaves, rocks, shells, snow—the wonders of the outdoors welcomed inside.
5) A day care center must have a detailed safety plan, approved by the DOH
The center should have formal and published safety plans and policies. They should outline monitoring of drop off and pick up of children; systems for guaranteeing that only approved people have access to your child; how and when practice drills are conducted for fire and other emergencies; and the location of the emergency pick up point outside the center in case communications are down. Staff should be trained in safe sleep practices and what to do if a child gets lost.
6) The school must have clearly stated health policies and procedures
The center should follow all DOH policies around tracking student and teacher immunizations, it should be clear about dismissal procedures when a child is sick, how information is communicated when there is contagious illness in a classroom, etc. The center should also use developmental assessment tools to make sure children are meeting their milestones.
If students experience a physical, linguistic or cognitive delay, the school should assist parents as they seek educational support services from Early Intervention, and should welcome therapists in the school to work with children as necessary. As the first adults children interact with outside the home, teachers are often the first to notice when something isn't quite right developmentally. Be sure that the director and administrators have experience helping parents address children's challenges.
7) Curriculum should be intentional and address the growth of the whole child
Infant and toddler centers usually acknowledge a close relationship between care (diapering/toileting, feeding, sleeping) and curriculum (exploring, play, problem solving, creating and learning about the world). Some centers produce regular lesson plans, others keep a more flexible planning calendar. All quality centers operate with intention. Usually the administration and teachers meet to create a weekly or monthly plan together.
As the child moves into toddlerhood, you should notice learning centers in the classroom that include blocks, art studio, dramatic play, sensory exploration (sand, water), music and library. Teachers should also see a child's social and emotional development as part of the early learning curriculum, helping them name and manage their feelings, learn to regulate and transition with greater ease, and eventually collaborate and negotiate with friends as they enter preschool.
The best centers offer parents the option of having a home visit with teachers, a first step towards making a home/school connection that serves to make everyone feel more comfortable at school, and ready to branch out and explore. Additionally, the school should offer your family a transition schedule, involving a gradual increase of hours spent at school over the first two weeks, building towards eating and napping as part of the group.
Nothing is more important than the way the teachers talk to your child. Ask yourself, does this teacher respect my child? If you hesitate, then this center probably isn't for you.
The center should have an open door policy for parents to stop by at any time, with mothers welcome to nurse in the center. Additionally, there should be regular communication between the center and home, parent teacher conferences, newsletters from teachers and notes from the director. When you have concerns, you should feel heard even when you disagree with a teacher or director. Once you make an appointment to talk about an issue, you should feel you have the staff's full attention, and that you are unrushed and heard when talking about your concerns.
9) The center offers a network of professional support
Children, families and centers face different challenges and there are times when you need advice from an outside expert. Great centers have contacts with therapists, doctors and others who can get involved. Strong centers provide parenting workshops where families get together with professionals to talk about issues relevant to young children. Parenting can be scary, and parents need each other in order to make good decisions and stay sane sometimes.
10) The relationships feel good. I trust this place.
More important than philosophy, more important than materials, are the relationships you establish in the center—they must feel good to you. You need to trust that your most precious person, your little baby, will be comfortable and cared for here. In the first three years of life, children must establish firm attachments with their caregivers, growing to love them almost as much as they love you.
To achieve this goal, many centers employ a system called "primary care," in which a single teacher is assigned to be the main caretaker of your baby, your first point of contact when you need to communicate with the school. This person will know your child extremely well. They will change their diapers, feed them, call you when they are sick, and write their developmental reports. You should sense that your baby is relaxed in their company and can be soothed when distressed. This teacher should become very adept at distinguishing between hungry and wet cries, should know what foods the child likes, who are their friends, etc.
Once you feel confidence in this person, the teaching team and the center, your baby will relax and feel confident too. Be aware that your baby is watching and learning from you. As much as you might feel like crying when you say goodbye, try to hold it together for a peaceful separation, at least until you get outside the classroom door. It takes time, but leaving the baby will become simply a part of your morning routine, smooth and dependable.
Let's Get Ready to Enroll
After you've seen a number of centers, you and your partner should be able to lay out the pros and cons of each. Firstly, you have to determine what you can afford to pay for care. Whether it's a nanny or a day care center, you must be able to make the finances work from month to month. If you decide that center based care is right for you, spend time using the following questions to assess whether each center is a good fit for your family. Go back twice, go back a third time, attend a special event, call up some of the parents to ask more questions. You can never gather too much information. Once you feel sure that this is the best community for your baby, go ahead and enroll. Soon enough, your baby will settle in just fine and you'll go to work each day with a lightness in your step knowing the baby is in very good hands.
What to Ask on Your Day Care Tour
The first sign of a great center is when the tour begins with an invitation to share information about your family and to ask YOUR questions. What do you need? When thinking about your child's care, what do you imagine is most important? Directors and admissions officers that listen, and who make sure that the environment is a good match for your family, are more likely to be sensitive and open when you have a concern about your child, a teacher, or something going on at the center.
During the admissions process, you will likely meet the director or an admissions officer, either privately or on a group tour. The more private time you have, the more questions you can ask. If you tour a center in a large group, you will need to focus on one or two questions. Make an appointment to meet or speak again by phone so the school answers all of your questions.
Directors remember parents who ask good questions. I recall a parent in a large group who asked, "What kinds of professional development do you offer your teachers?" Wow, was I impressed! He knew that professional development would affect teacher satisfaction and, in turn, the quality of a child's experience. Not only did I want him in my school but I also asked him to sit on our board. Parents communicate a lot through questions so it pays to take the time to consider what you really want to know.
Most directors see the center tour as an opportunity to highlight the strengths of the program. They put their best foot forward and therefore might not address what is important to you. In fact, the presentation may avoid topics that would expose weaknesses in the center. The list of questions I provide here is thorough and covers many aspects of life in a center. It should prepare you to get a global sense of the culture, educational values, quality of care, and financial stability of the program.
As the Educational Director in an infant toddler center, I meet with parents every day, so I have a good sense of what they want to know and what I think they should want to know. I have organized their questions into categories to help focus your thinking. As you read the list, jot down the questions that speak to you, as those are the ones you should ask if time is limited. However, follow up with a phone call to ask all of your questions and make an informed decision. Gauge the way the director receives your request for a longer conversation, as this will indicate their commitment to spending relaxed time with parents in their community.
Life in the Classroom
Teacher and child play music together
1) What are the qualifications of head and assistant teachers? Does the head teacher have a master's in early childhood education? Does the head teacher hold New York State certification in early childhood education? FYI, most day care centers have head teachers with a bachelor's in education who may hold certification in the state. These teachers have knowledge of child development and curriculum but they do not have the same depth of knowledge or classroom experience as those who have a master's degree.
2) Do the teachers have prior experience working with the infant or toddler population? Or is their prior experience with preschool students who have different needs?
3) What is the school's philosophy? How will it impact my child's daily life?
4) Do teachers meet regularly as a team, and/or with the director? What happens at those meetings?
5) What should a child be able to do when they leave your program? What are the learning goals?
6) What is the child/teacher ratio in your infant and toddler classrooms? Do you follow or exceed NYC Department of Health and Mental Hygiene guidelines?
7) How do I know the teachers have not been accused or convicted of a crime?
8) How would you generally categorize teacher morale in the school? Are teachers happy here? Do they get health insurance and sick days?
9) Do children change classrooms mid-year (for example, when they have a birthday or when they start to walk), or do they stay in the same classroom from September to the summer? Do teachers move up with their students from year to year?
10) What is the curriculum and how do teachers plan week by week? Does the director oversee the planning?
11) How much language will my child hear throughout the day?
12) What is the school's attitude towards play as a vehicle for learning?
13) What are children's daily experiences in the arts?
14) Are children encouraged to get messy here? Should they dress for mess?
15) Do you teach children about feelings? If so, how?
16) Will you support my child to learn how to be a good friend?
17) Do children have access to books each day? Do teachers read throughout the day?
18) What is your approach to challenging behavior? What is your biting policy? Would you ever dismiss a child for biting? Biting is probably the most challenging age appropriate behavior you will encounter in infant/toddler care. You should be prepared that your child will bite and/or be bitten and it is important to understand the center's approach to handling these situations.
19) What professional development do you provide teachers at the center? What's the budget for professional development? Schools that provide ongoing professional development invest in teacher growth, the creation of a learning environment, and overall happiness of staff. Professional development sessions provide opportunities for teachers to improve performance.
20) Is there a school library? Is there a class library?
1) What is the daily routine in an infant room? What is the daily routine in a toddler room?
2) How is the child's care an educational experience? How is diapering, eating and sleeping part of the curriculum?
3) Do the children go outside every day and where do they go? When do they start going on walks or trips? Does the adult/child ratio change when they leave the building?
4) What is the napping schedule for infants and how does it change across the year and as they get older at the center? Infant rooms should allow sleeping and eating on demand. As the children get older, and after the first birthday, they begin to get on a more routinized classroom schedule. It is important for the center to be open to the needs of your family, especially when the child is under a year.
5) Who provides food, the school or the parent? In some centers, you can pay a fee for your child to receive meals. Other schools expect parents to provide all meals and snacks. When children are young, and have not yet tried many foods, some parents feel more comfortable providing all food.
6) What if my child has allergies or follows a special diet (no sugar, kosher, etc.)? How will you celebrate birthdays in school?
7) What happens when a child is sick? How do you keep the group healthy?
8) Can I come in to nurse my child?
9) What if I want to use special diapers in school?
10) What if my child needs medicine during the school day?
Parent Interactions
1) How often do parents communicate with teachers and what is the preferred mode of communication?
2) If I send my teacher an email, how long should it take the teacher to respond?
3) Are there parent/teacher conferences? Does the school provide parents with student reports?
4) Do teachers share documentation of children's work with parents? How often? Are there newsletters, portfolios for individual children?
5) Do you offer parenting workshops? Who leads them and what are some past topics?
6) How do you support parents who have concerns about a child's development?
7) How do you support parents when they disagree with teachers?
8) Are there social events that bring parents and teachers together? How often?
9) Does the school support parents when they apply to other schools? If so, how?
10) Do parents usually make friends at the center? Do children have playdates outside of school and how do parents arrange playdates?
Possible Challenges at the Center
1) Have you ever had any violations from the New York City Department of Health and Mental Hygiene? If so, what were they and how were they addressed?
2) Do you hire substitute teachers? Where do they come from and how do you know they have not been convicted of a crime?
3) What is security like at the school?
4) Is the school financially stable? Have you ever had to miss a pay cycle for teachers?
5) Do you evaluate teachers during the school year? What happens if a teacher receives a poor evaluation?
6) Are you able to retain teachers for more than two years? How often do teachers leave midyear?
7) What happens when my child gets sick in school?
8) What happens if I need someone to pick up my child in an emergency?
9) Am I allowed to hire one of the teachers as a babysitter?
10) What if we suddenly need to leave the school because we are moving or changing jobs?
Asking questions and sharing your needs are the best ways to get to know a school. At the very least, you have to feel comfortable with the setting in which you child spends his days. At best, you will love your teachers and be inspired by the environment you've selected for daycare. The best way to deepen your understanding of what your child will experience is to spend as much time in the center and ask all your questions before you enroll. The best center can become a home away from home, filled with fun and inspired learning, as well as trusted advisors who offer valued parenting advice in the early years. There's no question too big or too small, just ask away.
Day Care Practice and New York City Law
Who governs NYC day care centers to make sure they are safe and healthy places for kids?
The New York City Department of Health and Mental Hygiene (DOH) oversees all licensed day care centers in New York City. If you are looking for a high quality center, you can begin your search by acquainting yourself with Article 47, the rules and regulations that determine the baseline for licensure.
The code addresses many issues, from teacher/child ratio, to teacher qualifications, safety and health standards and even what animals you can have as a class pet. While the DOH does not provide guidance on curriculum, the rules set the stage for a clean, well-lit, illness-free space for learning. To see if an individual center has had any violations, you can visit NYC Child Care Connect at https://a816-healthpsi.nyc.gov/ChildCare/ChildCareList.do. If you plan to visit a center and you find it has violations, think again.
What regulations are the most important for parents to know and consider when they visit centers?
Article 47 is a lengthy and detailed document and is hard for parents to know which regulations are the most important. In my experience as an infant/toddler center director, here are the three areas that often seem most pressing to parents:
(1) How do I know my child's teacher hasn't been accused of a crime?
All adults in the center are required, under Article 47.19, to undergo fingerprinting by the NYC Department of Investigation and receive clearance from the Statewide Central Register of Child Abuse and Maltreatment (knows as SCR clearance) unit. The center will receive a letter indicating whether a perspective employee has been accused or convicted of any crimes. If so, the code lays out who can and cannot be hired, and the DOH follows all indicated cases through a Corrective Action Plan to make sure children are safe. All staff must file this paperwork every two years in order for a center to maintain licensure.
(2) How many adults are in the room with how many children?
Most parents aim to select a center that provides the most intimate adult care to their child. One easy way to determine the level of one-to-one care your child will receive is by asking the director what the ratios are in each classroom and observing the ratio when you visit the school. The DOH Article 47.23 provides specific guidelines for adult/child ratios in infant and toddler classrooms. They are as follows:
You may notice that in a mixed age room, the numbers may be higher or lower than you would expect, simply because the rule is determined by the majority of ages in the classroom. Therefore, if your child is in a classroom where a majority of children have turned one, and a few are under a year, you might find ten children in the class and this would be legal.
All day care centers struggle to maintain ratios when staff members call out sick or go on vacation. Ask the director how substitutes are provided and whether the school hires permanent substitutes who children know well.
(3) Does my child's teacher have a degree in early childhood education?
Article 47.13 addresses qualifications for directors and teachers in infant and toddler classrooms. The DOH does not require directors or teachers to hold a master's degree in Early Childhood Education. The bachelor's degree, certification in New York State, and a high school diploma set a low bar for teacher educational background and have a significant impact on the educational culture of infant/toddler centers in New York City, essentially de-professionalizing the field. However, the cost of childcare would go up substantially if centers were routinely employing teachers with a master's in early childhood education. If you are able to locate a center where the director and some head teachers have a master's in early childhood, this would indicate that teachers know something about child development and provide age appropriate care and curriculum.
What else should parents know?
Health and Communicable Diseases
DOH regulations work to keep students and teachers healthy so they can attend school daily. Children and adults at the center must provide proof of immunizations and visits to the doctor. DOH representatives inspect school files to make sure that everyone is up to date. The DOH provides centers with guidance on how to handle sickness in general and specifically respond to infectious disease in a school setting. The regulations are helpful for directors, especially new directors, when explaining policies to parents, particularly why one child should stay at home to protect the health of the group.
All school personnel must receive training in CPR/First Aid, which schools maintain according to the CPR/First Aid certification date. School personnel are not allowed to administer medication to a child unless they are MAT (Medication Administration Training) trained. Ask your director how many staff members are MAT trained. This becomes particularly important when your child needs an antibiotic for ten days and you have to be at work for long hours.
Safety Plans
The DOH approves a school's safety plans, including fire, environmental, and active shooter emergencies. Schools must have a published safe space and protocol for communicating where the children will go if the school itself becomes unsafe, including emergency bags that teachers take with them upon vacating the school. Administrators and teachers must have fire and other emergency drills that involve putting non-walkers into cribs for evacuation, and making sure everyone knows which exit of the school they must use. New staff must be brought up to speed on the safety plan as they are hired.
Child Abuse and Neglect
Administrators and teachers are mandated reporters of child abuse and neglect. All school personnel receive training in detection and reporting of child abuse and neglect, focusing on physical and emotional indicators, and the process of reporting suspected cases to the DOH. As the first adults who support children outside the home, school administrators are often the first to recognize abuse or neglect. The DOH provides information and support so administrators and teachers can effectively advocate for children's needs in this crucially important area.
Safe Sleep Practices
Article 47 mandates that all teachers place sleeping babies on their backs, and do sleep checks every fifteen minutes to make sure babies are safe. In addition, DOH provides guidance on how to set up safe sleeping spaces without blankets and pillows.
Visits from DOH Representatives
All licensed centers in NYC receive two surprise DOH visits per school year, one focusing on mandated paperwork and the other looking at sanitary conditions, such as climate control, handling of garbage, dishwashers, sleep conditions, etc. Both visits are important to maintaining a minimum standard of safety for children. If the center is in compliance, the DOH representative may simply provide advice on any questions and serve as a resource to improve practice. If there is a violation, centers may receive a grace period in which to ameliorate, be charged a fine, or even shut down pending rectification.
If you believe your center is in violation of the DOH regulations, for example, by housing too many children in a classroom, not providing enough teachers, or opening on a cold day without heat, you can report the violation by calling 311. A DOH representative will make a surprise visit to the school to determine if the school is in compliance. You can then check the New York City Child Care Connect site to see if indeed the school was in violation.
If you find a center that appears to be a good fit for your family, research its standing with the DOH. A clean record, however, is not an indication of a strong educational program or overall excellence. It simply indicates that the center has followed the letter of the law, a great starting point for a nurturing early learning environment. One indicator of an excellent program is if the center has been accredited by the National Association for the Education of Young Children (http://www.naeyc.org/) or the Middle States Association (http://www.msacess.org/RelId/606568/ISvars/default/MSA_Programs_of_Distinction.htm).
You can familiarize yourself with the codes at: https://www1.nyc.gov/assets/doh/downloads/pdf/ about/healthcode/health-code-article47.pdf.
Choosing a day care center is a labor intensive, highly emotional process. It can be exhausting and stressful, but it can also be delightful and inspiring when you find the right place. Once you make the choice, you will find yourself daydreaming about what they'll be like in "school." Will they like blocks? Who will their friends be? Will they ever be able to go down the big slide?" Going back to work after a childcare leave is a rite of passage for parents who commonly spend the first transition week in day care with tissues in hand.
Keep in mind, the younger the baby the easier it is for them to attach to new adults. In time, this sharing of your baby will feel natural, just an extension of the circle of care that you provide at home. Enjoy these day care years, and all of the new parenting challenges they entail. When you choose the right center, your child and family will blossom before your eyes, all within the loving embrace of a day care community.
About Renee Bock
Renee is a devoted advocate for infants, toddlers and their parents, who has spent more than 15 years as a teacher and educational director. She entered the field of education with a mission to bring music into the daily lives of young children, creating joyful singing communities. She is the founding Educational Director of Explore + Discover (www.explorediscover.net), an infant/toddler center in the Gramercy Park section of Manhattan, and an educational consultant for Brightside Academy's Early Head Start program in Brownsville, Brooklyn.
She has a master's in early childhood education from Bank Street College and a master's in American History from New York University. What makes her uniquely qualified to support parents of infants and toddlers, is the fact that her three sons, Ariel (18), Raffi (17) and Shaya (15) were all in diapers at the same time! She is grateful to the Bock boys for teaching her everything she knows about young children.
You can read more from her at:
http://www.communityplaythings.com/resources/articles/2016/creating-a-soundscape-forchildren https://www.childcareexchange.com/catalog/product_info.php?products_id=5023252
http://wellroundedny.com/author/renee-bock/
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MOSQUITO-BORNE DISEASES
BASIC INFORMATION
WHAT IS MOSQUITO-BORNE DISEASES?
* Certain diseases can be transmitted through the bite of an infected mosquito
* These diseases are caused primarily from viruses
* The most common mosquito-borne diseases affecting humans are
* West Nile virus
* Leading cause of mosquito-borne disease in the US
* Zika virus
* Chikungunya virus
* Dengue
* Malaria
* Yellow fever
WHAT ARE COMMON SIGNS AND SYMPTOMS?
* Symptoms depend on the virus transmitted
* West Nile Virus
* Most people infected with West Nile do not feel sick and have no symptoms
* Fever
* Some people develop severe illness
* High fever
* Headache
* Neck stiffness
* Stupor, disorientation
*
Coma
* Tremors, convulsions
* Muscle weakness
* Vision loss
* Numbness and paralysis
* Zika
* Most people infected with Zika do not feel ill
* Fever
* Rash
* Joint pain
* Red eyes
* Chikungunya
* Fever
* Joint pain
* Headache
* Muscle pain
* Joint swelling
* Rash
* Dengue
* Fever
* Body aches and pains
* Rash
* Nausea, vomiting
* Eye pain
* Malaria
* Fever, chills, flu-like illness
*
Yellow fever
* Fever
* Body aches and pains
* Can cause severe liver disease, bleeding, and yellowing of the skin (jaundice)
* Refer to individual disease monographs for more detailed, diseasespecific information
WHAT CAUSES MOSQUITO-BORNE DISEASES?
* Being bitten by an infected mosquito
* Some mosquito-borne diseases can have human to human transmission
WHAT INCREASES MY RISK?
* Working outdoors, travel
* In Zika, increased risk if working in healthcare and laboratory
* Spending a lot of time outdoors
* Hiking
* Camping
WHAT ARE POSSIBLE COMPLICATIONS?
* Lasting symptom effects once the disease is gone
* Zika can be passed through sexual contact and can cause birth defects in pregnant women
* Severe dengue can progress into shock, internal bleeding and possibly death
* Untreated malaria is very serious, potentially leading to death
* If you have a severe form of a mosquito-borne illness you may require hospitalization
WHAT CAN I EXPECT?
* You may be referred to a specialist depending on the mosquito-borne disease
* Your healthcare provider will likely notify the local public health department
* In severe cases you could require hospitalization
* Most people make a full recovery
* Some cases have lingering effects
HOW DO I REDUCE MY RISK?
* There are no vaccines for Zika, West Nile, chikungunya, or Malaria
* Yellow fever and dengue have vaccines if you plan on traveling to endemic areas
* Cover exposed skin as much as possible
* Use insect repellents, especially ones with DEET, on both clothing and exposed skin
* Reapply repellents as needed
* Permethrin repellent can be applied to clothing and gear (tents, backpacks, etc.) only, NOT to skin
* Around your home
* Get rid of standing water sources
* Buckets, barrels, planters that hold water, toys, birdbaths
* Screens on doors and windows, repair holes in screens
* If camping, sleep under a bed with mosquito netting
DIAGNOSIS AND TREATMENT
WHAT GENERAL MEASURES SHOULD I TAKE?
* Your healthcare provider will perform an exam, collect information regarding your signs and symptoms, and possibly run tests if warranted
* Self-care
* Most self-care for mosquito-borne illness centers on prevention and decreasing your risk
* Activity
* Activity restrictions will depend on your symptoms and how you are feeling
* Diet
* Dietary recommendations are generally not required
* Drink plenty of fluids and stay hydrated
* Helpful Link(s)
* To learn more: CDC
* Website: https://www.cdc.gov/
WHAT ARE COMMON LABS AND TESTS?
* Laboratory blood tests to determine disease and/or confirm a diagnosis
WHAT ARE MY TREATMENT OPTIONS?
* Symptom management
* Rest
* Fluids
* Medication treatment
* Depending on the mosquito-borne disease
* Consultation/referral to an infectious disease specialist
* Consultation/referral to other specialists
* Neurologist
* Rheumatologist
* Refer to individual disease monographs for more detailed, disease-specific treatment information
WHAT MEDICATIONS MAY BE PRESCRIBED?
* Medications are dependant on which mosquito-borne disease you have
* Antibiotics
* Pain medication for body, muscle, joint pain, and fever reduction
* Over-the-counter
* Prescription
* Anti-malarial drugs
WHAT CAUTIONS SHOULD I TAKE?
* Use preventative measures while outdoors
* Take medications as prescribed; report intolerable side-effects
* Follow your healthcare providers recommendations for the mosquito-borne disease you have been diagnosed with
WHEN SHOULD I SEEK MEDICAL HELP?
* Seek medical attention if signs and symptoms of a mosquito-borne disease
* If diagnosed with a mosquito-borne disease and you develop new or worsening signs or symptoms, or if treatment complications arise
* Severe vomiting
* Bleeding from nose or gums
* Blood in your vomit or stool
MY HEALTHCARE PROVIDER'S COMMENTS
REFERENCES
* Mosquito-Borne Diseases. Centers for Disease Control and Prevention. Available at: https://www.cdc.gov/niosh/topics/outdoor/mosquito-borne/default.html . Accessed May 2019.
*
Mosquito-Borne Diseases. World Health Organization. Available at:
https://www.who.int/neglected_diseases/vector_ecology/mosquito-borne-diseases/en/ . Accessed May 2019.
* Mosquito-Borne Diseases. The American Mosquito Control Association. Available at: https://www.mosquito.org/page/diseases . Accessed May 2019.
DISCLAIMER
This report on patient education is for your information only, and is not considered individual patient advice. Because of the changing nature of clinical information, please consult your physician or pharmacist about specific use or questions. PEPID, LLC represents that the information provided hereunder was formulated with a reasonable standard of care, and in conformity with professional standards in the field. PEPID, LLC makes no representations or warranties, express or implied, including, but not limited to, any implied warranty of merchantability and/or fitness for a particular purpose, with respect to such information and specifically disclaims all such warranties. Users are advised that decisions regarding clinical/medical treatment are complex medical decisions requiring the independent, informed decision of an appropriate health care professional, and the information is provided for informational purposes only. The information is not a substitute for medical care. PEPID LLC, Copyright, 2019. All Rights Reserved. | <urn:uuid:839f5122-23a1-44ab-afad-1be9ebda1383> | CC-MAIN-2019-43 | http://blog.pepid.com/wp-content/uploads/2019/06/MOSQUITO-BORNE_DISEASES.pdf | 2019-10-20T19:14:47Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00166.warc.gz | 28,916,402 | 1,459 | eng_Latn | eng_Latn | 0.981963 | eng_Latn | 0.989648 | [
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GPS tags reveal movements of Herring and Lesser Black-backed Gulls along the Belgian coast
Stienen Eric W.M. 1 , Peter Desmet 1 , Luc Lens 2 , Hans Matheve 2 , Francisco Hernandez and Willem Bouten 4
3
1 Research Institute of Nature and Forest (INBO), Kliniekstraat 25, B-1070 Brussels, Belgium E-mail: firstname.lastname@example.org
2 Terrestrial Ecological Unit (TEREC), Ghent University, B-9000 Ghent, Belgium
3 Flanders Marine Institute (VLIZ), InnovOcean site, Wandelaarkaai 7, B-8400 Ostend, Belgium
4 Institute for Biodiversity and Ecosystem Dynamics (IBED), University of Amserdam, 1090GE Amsterdam, the Netherlands
As part of our terrestrial observatory for LifeWatch, the Research Institute for Nature and Forest (INBO) is tracking large birds with lightweight, solar powered GPS tags. The project builds upon the extensive knowledge INBO has acquired over the last 12 years in studying postnuptial migration, and mate and site fidelity of large gulls, using sightings of colour-marked individuals ringed in Belgium.
The GPS tags, which are developed by the University of Amsterdam Bird Tracking System (http://www.uva-bits.nl) and funded by LifeWatch, allow us to study the migration patterns and habitat use of the gulls in more detail, and are no longer biased towards locations where observers can see the birds. In 2013, we equipped 25 Lesser Black-backed Gulls Larus fuscus (LBBG) nesting in the port of Zeebrugge and 5 Herring Gulls L. argentatus (HG) nesting in the port of Ostend with the GPS tags, which automatically record the movements of the gulls over the next few years.
The study is conducted in close collaboration with the Terrestrial Ecological Unit (TEREC) of the University of Ghent, the Flanders Marine Institute (VLIZ) and the University of Amsterdam (UvA). Here we report on the specific movements of one breeding Lesser Black-backed Gull and two Herring Gulls during and after the breeding season, showing how the movements of the gulls vary during the course of the breeding season and fluctuate with tidal movements. The movements are visualized with CartoDB, an open source tool to visualize and analyse geospatial data on the web.
The GPS positions of the LBBG called Eric show that he changes his foraging behaviour to fulfil the growing energetic needs during the breeding season. When still incubating eggs in Zeebrugge, Eric mainly foraged in the agricultural areas to the southeast of the colony. He also made regular trips to Moeskroen, about 65km from the colony site, to feed on potato chips that were declared unfit for human consumption and dumped in containers. After hatching of the eggs and with the growth of the chicks, energy needs rapidly increased and Eric more and more foraged at sea probably to feed on energy rich discarded fish.
During incubation of the eggs in May, Jurgen, a HG that nested on a roof top in Ostend, most often foraged close to his nest (within 10km) mainly at the hard substrates probably to feed on crabs and shellfish. Sometimes he made longer trips to the open sea. During the chick-rearing season Jurgen more often made trips to the sea, up to about 30km form the colony. After his chicks had fledged (August and September) and energy demands decreased his foraging range reduced and he almost exclusively foraged and rested at the hard substrates (jetties) in the vicinity of Ostend. In October Jurgen again changes his foraging strategy and he now regularly feeds inland in the agricultural areas to the southeast of Ostend and less often returns to the colony site.
Finally we show the micro-scale movements of Anne, a HG that nested in Ostend. Even more than Jurgen, Anne was regularly found feeding and resting on the jetties and the beaches near Ostend. If we zoom in on her behaviour clear tidal patterns can be seen. At low tide, Anne used the mudflats and the lower parts of the jetties to feed on arthropods and shellfish. During high tide she rested on the higher parts of the jetties or at the beach.
These analyses use only a small part of the tracking data of the gulls that were received until now. We hope to answer many research questions at multiple scales with the data gathered over the next few years. These data will also be made available as open data to stimulate further use. A subset of the data for the LBBG Eric can already be visualized and downloaded at http://lifewatch.inbo.be/blog/posts/tracking-eric.html. | <urn:uuid:e9dd90f1-5997-4adb-9027-87da0b110beb> | CC-MAIN-2019-43 | https://pureportal.inbo.be/portal/files/1774603/255562.pdf | 2019-10-20T18:48:31Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00173.warc.gz | 672,389,296 | 1,013 | eng_Latn | eng_Latn | 0.996431 | eng_Latn | 0.996431 | [
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http://Public.Health.Oregon.gov
Protecting Oregon from Communicable Disease Threats
Public health: a critical role in communicable disease protection
Oregon's public health system protects people in Oregon from all kinds of diseases, such as:
* Emerging diseases such as Zika and Ebola
* Common deadly illnesses such as foodborne illness and flu and
* Outbreaks such as meningococcal disease and cryptosporidiosis
Oregon's low vaccination rates make it challenging to protect the most vulnerable people from vaccinepreventable diseases.
A modern public health system in Oregon protects every person from communicable disease threats.
Gaps in protection
According to the 2016 Public Health Modernization Assessment, Oregon has not fully implemented communicable disease prevention. One in four people in Oregon, or 1 million people, lives in an area that cannot fully identify, prevent and control a disease outbreak.
Oregon's hepatitis C mortality rate is nearly twice the national average. There are currently no dedicated funds to identify, control and prevent hepatitis C in Oregon.
1
Oregon evaluated the health and economic benefits of modernizing Oregon's public health system. Initial findings show the economic burden from just a few of our health challenges far exceeds investing to modernize our public health system. For example, foodborne illness sickens one in six people a year and costs Oregon $229 million a year. Modernizing Oregon's public health system will help us identify and prevent foodborne illness and significantly lower costs to our communities.
Road ahead
A modernized public health system will help protect all Oregonians from communicable disease. The public health system will prioritize the biggest communicable disease threats identified in the State Health Improvement Plan.
Communicable disease priorities in Oregon
* Improve immunization rates
* Protect the population from foodborne illnesses
* Prevent health care-associated infections
* Reduce the spread of sexually transmitted diseases
* Reduce the burden of hepatitis C
Closing the public health system's gaps will ensure a healthy life is within reach for everyone in Oregon.
.
Learn more at healthoregon.org/modernization or email@example.com
Learning from Deschutes County: Increasing immunization 2013–2015
Deschutes County increased immunization rates in 2-year-olds from 64% to 78% between 2013 and 2015. They achieved success by:
* Partnering with local federally qualified health centers to get free vaccines for uninsured and vulnerable patients.
* Working with school-based health centers during school exclusion time. This ensures students get needed immunizations and can stay in school.
* Promoting other places such as pharmacies for immunization services.
* Consulting with clinics on strategies to increase immunization rates.
Expanding a modernized health system across Oregon will protect people from vaccine-preventable diseases.
PUBLIC HEALTH DIVISION
healthoregon.org/modernization
You can get this document in other languages, large print, braille or a format you prefer. Contact the Office of the State Public Health Director at 971-673-1222 or email firstname.lastname@example.org. We accept all relay calls or you can dial 711.
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Overview of ITU's History
For a century and a half since 1865, the International Telecommunication Union (ITU) has been at the centre of advances in communications -- from telegraphy through to the modern world of satellites, mobile phones and the Internet.
The story of ITU is one of international cooperation, among governments, private companies and other stakeholders. The continuing mission is to achieve the best practical solutions for integrating new technologies as they develop, and to spread their benefits to all.
From telegraph to telephone
For thousands of years, the quickest method of sending complex messages over long distances was with a courier on horseback. At the end of the 18 th century, Claude Chappe inaugurated a network of visual semaphore stations across France. Then came the electrical revolution. Experiments were conducted in sending electric signals along wires, and in 1839, the world's first commercial telegraph service opened in London with a system created by Charles Wheatstone. In the United States, Samuel Morse used the new Morse code to send his first telegraph message in 1844. Already in 1843, a precursor of the fax machine for transmitting images had been patented in the United Kingdom by Alexander Bain.
Telegraph wires soon linked major towns in many countries. A submarine telegraph wire (coated in protective gutta percha) was laid between Britain and France in 1850, and a regular service inaugurated the following year. In 1858, the first transatlantic telegraph cable was laid. But there was a problem.
ITU based in Switzerland
Where lines crossed national borders, messages had to be stopped and translated into the particular system of the next jurisdiction. To simplify matters, regional agreements began to be forged, and in Europe, representatives of 20 States gathered in Paris at an International Telegraph Conference to find ways to overcome barriers and make services more efficient. They would create a framework to standardize telegraphy equipment, set uniform operating instructions, and lay down common international tariff and accounting rules.
On 17 May 1865, the first International Telegraph Convention was signed in Paris by its twenty founding members, and the International Telegraph Union (the first incarnation of ITU) was established to supervise subsequent amendments to the agreement. That significant date – 17 May – eventually became World Telecommunication and Information Society Day.
Only a decade later, the next leap forward in communications occurred with the patenting of the telephone in 1876. At the International Telegraph Conference held in Berlin in 1885, ITU began to draw up international legislation governing telephony. An article added to the Telegraph Regulations specified five minutes as a unit of charge, and the length of a call was limited to ten minutes if there were other requests to use the telephone line.
The 1868 International Telegraph Conference, in Vienna, decided that ITU would operate from its own bureau in Berne, Switzerland. It began with just three members of staff.
In 1948, the headquarters of ITU were moved from Berne to Geneva.
Telephones meant you could actually speak to another person over long distances, as well as sending Morse code telegraphs. But what if a wire could not reach them, for instance, on a ship? In 1880 at the Royal Society in London, David Edward Hughes demonstrated what was later to be recognized as wireless signaling. Practical experiments began to be made in the 1890s by such inventors as Nikola Tesla, Jagadish Chandra Bose, Alexander Stepanovich Popov and Guglielmo Marconi. Radio, known as "wireless telegraphy," was born.
Radio
Gradually, the range of radio signaling increased, and Marconi made a one-way transatlantic transmission in 1901. The first experimental transmission of the human voice was achieved in 1900 by Aubrey Fessenden, who also made the world's first broadcast of voice and music in 1906.
However, problems occurred with international connections, as they had done in early telegraphy. The issue was highlighted in 1902, when Prince Henry of Prussia, returning across the Atlantic from a visit to the United States, attempted to send a courtesy message from his ship to US President Theodore Roosevelt. The message was refused by the US shore station because the ship's radio equipment was of a different type and nationality from that onshore. As a result of the incident, the German Government called a Preliminary Radio Conference in Berlin in 1903 with the aim of establishing international regulations for radiotelegraph communications.
This preparatory event was followed in Berlin in 1906 by the first International Radiotelegraph Conference, attended by representatives of 29 nations. It decided that the Bureau of ITU would act as the conference's central administrator, and the Radiotelegraph Section of the Bureau began operation on 1 May 1907.
The 1906 conference produced the International Radiotelegraph Convention with an annex containing the first regulations in this field. These were expanded and revised by numerous subsequent conferences, and became known as the Radio Regulations. Today, given the multitude of wireless services, the regulations include more than 1000 pages of information on how the limited resource of radio-frequency spectrum – as well as satellite orbits -must be shared and used internationally.
The conference also established "SOS" as the international maritime distress call – one of the first steps in the vital field of emergency communications. But the sinking of the ocean liner Titanic in 1912 showed the need for further improvements. Just a few months after the tragedy, the 1912 International Radiotelegraph Conference, held in London, agreed on a common wavelength for ships' radio distress signals. Also, every ship was instructed to maintain radio silence at regular intervals, when operators should listen for distress calls.
ITU continued its technical work throughout World War I, but no international meetings took place until the 1925 International Telegraph Conference in Paris. It officially incorporated into ITU the International Long-distance Telephone Consultative Committee (CCIF), and created the International Telegraph Consultative Committee (CCIT). Two years later, the Radiotelegraph Conference, held in Washington in 1927, established the International Radio Consultative Committee (CCIR). Together, the three committees were made responsible for coordinating technical studies and drawing up international standards in all these fields of telecommunications. The CCIF and CCIT were merged in 1956 to form the International Telephone and Telegraph Consultative Committee (CCITT).
New name for ITU
In 1932 at a conference in Madrid, it was decided that a new name would be adopted to reflect the full range of ITU's responsibilities:
International Telecommunication Union. The new name came into effect on 1 January 1934.
At the same time, the International Telegraph Convention of 1865 was combined with the International Radiotelegraph Convention of 1906 to form the International Telecommunication Convention.
Through the 1920s the use of radio grew rapidly, including for popular broadcasting. To improve the efficiency and quality of operation, the 1927 Washington conference allocated frequency bands to the various radio services (fixed, maritime and aeronautical mobile, broadcasting, amateur, and experimental).
Television
John Logie Baird gave the first public demonstration of television, in London in 1925. A decade later, his mechanical device was superseded by the electronic television systems of Vladimir Zworykin and Philo T. Farnsworth, developed in the United States using cathode ray tubes originally created by Karl Ferdinand Braun some 40 years earlier.
Regular, low-resolution, television broadcasts began in the late 1920s, with improvements in the early 1930s. But it was after World War II that the new medium began to take off. ITU's first technical standards for television were released in 1949. In the following decades, more than 150 technical standards were published to make it possible for high-quality images to be delivered across the world. ITU standards now cover all kinds of sound and vision broadcasting, including today's multimedia and data transmissions to a plethora of devices.
ITU's important role in setting the foundations for international broadcasting was recognized by the US National Academy of Television Arts & Sciences (NATAS) in 1983 and 2012, which gave Emmy Awards to the Union. In 2008, ITU received a Primetime Emmy Award from the Academy of Television Arts & Sciences (ATAS).
Space and satellites
The Space Age began on 4 October 1957 with the launch by the Soviet Union of the world's first artificial satellite, Sputnik-1. Not long after, satellites became used for telecommunications. The passive Echo-1 was launched in 1960 by the United States, followed in 1962 by Telstar-1 (a joint French-UKUS project), the first active, direct relay communications satellite. On 23 July that year it enabled people on both sides of the Atlantic to watch a live television programme at the same time.
A UN Agency
The motion of these satellites had to be tracked as they crossed the sky; a more efficient and economical idea was that of the geostationary communications satellite, first proposed by writer Arthur C. Clarke in 1945. In 1964, following experiments with geosynchronous satellites, the first geostationary satellite (Syncom-3) was launched.
Like radio-frequency spectrum, the geostationary orbit around Earth is a
On 15 November 1947, an agreement between ITU and the newly created United Nations recognized ITU as the specialized agency for telecommunications.
The agreement formally entered into force on 1 January 1949.
limited natural resource; both need to be shared fairly and in a way that avoids interference. In 1963, ITU held an Extraordinary Administrative Conference for space communications, which allocated frequencies to the various services. Later conferences made further allocations and put in place regulations governing satellites' use of orbital slots.
As well as linking broadcasting and wired telephone systems, and providing navigation services, satellites are also used in mobile communications. Satellite phones, for example, can be vital in emergencies, or for areas without access to alternative networks. And in 1992, ITU made spectrum allocations for the first time to serve the needs of Global Mobile Personal Communications by Satellite (GMPCS).
ITU also looks to the needs of radio-astronomers and other space scientists, who conduct such important work as weather prediction and monitoring the Earth's environment and climate. Climate change is a major theme of ITU's work, as are emergency communications such as satellite-based disaster warning systems.
The Internet
Devices to help people calculate – such as the abacus – have existed for thousands of years. The history of computers as we know them today stretches back to the early 19 th century, when Charles Babbage in London designed a "Difference Engine" in 1822 and later an "Analytical Engine." Modern computing can trace its origins to the theoretical and practical work of figures such as Alan Turing in the United Kingdom before and during World War II, along with developments in Germany, the United States and elsewhere. Another vital advance was the development of the transistor in the 1940s. But it was when computers were linked together that the Internet revolution began to truly change our world.
It started in 1969 with a packet-switched network of computers – ARPANET – in the US Defense Department. This carried the first email, sent in 1971. Then, in 1989, an important advance was made at the European Organization for Nuclear Research (or CERN), close to Geneva. British scientist Tim Berners-Lee, working with Belgian Robert Cailliau, proposed a distributed hypertext system that became known as the World Wide Web. The necessary software was developed in 1990, and crucially, the system was used not only within CERN, but also made freely available to all.
The Internet that carries the World Wide Web comprises many types of equipment and telecommunication infrastructure, which must operate together seamlessly. The worldwide expansion of the Internet owes much to technical standards from ITU, from the early days of modems through to today's broadband. Hardly anyone would be able to use this powerful resource without ITU-brokered and approved global standards for the critical transport layers and access technologies. And the future is continually under consideration, including such issues as the transition to IPv6 to overcome the urgent need for Internet Protocol addresses, especially given the burgeoning "Internet of Things."
The Internet is now used by more than a third of the global population. Its huge social and economic importance means that debate must also take place on matters of policy. ITU has a long history as a venue for discussing how best to ensure that the Internet works for all. The World Summit on the Information Society gave ITU the mandate to spearhead this effort, bringing all interested parties together. In addition, the Union's membership has mandated ITU's work on such topics as cybersecurity; protection of children online; promoting multilingualism on the Internet; protecting consumer rights and privacy; international Internet connectivity, and fostering investment in the necessary infrastructure.
Mobile connectivity
Arguably, the technology that has done most to connect people in modern times is the mobile phone – and ITU has been at the heart of its spectacular progress. In 1973, Martin Cooper, of Motorola in the United States, made the first demonstration call with a handheld cell phone. Commercial networks were opened in Japan in 1979 and in Nordic countries in 1981. These early systems used analogue technology. They were superseded with the launch in Finland of digital second-generation (2G) mobile services in 1991, then third-generation (3G) in Japan in 2001.
ITU agreed radio-frequency spectrum allocations for 2G mobile telephony at the World Radiocommunication Conference in 1993. But as technologies progressed, various mobile phone systems existed in a fragmented market. After more than ten years of work under the leadership of ITU, an historic decision was taken at the conference held in 2000: the unanimous approval of technical specifications for third-generation systems under the name IMT-2000. For the first time, full interoperability of mobile systems could be achieved, and the foundation was laid
ITU Statistics
for new, high-speed wireless devices capable of handling voice, data and connection to the Internet. In 2012, the ITU Radiocommunication Assembly agreed specifications for IMT-Advanced – a global platform on which to build the next generation of interactive mobile services.
The collection and dissemination of information on the growth of information and communication technologies (ICT) has been part of ITU's mission from the start.
According to ITU figures, there were 6.8 billion mobile phone subscriptions in 2013 – almost the same number as the world population. And more and more, people are choosing smartphones and other mobile devices that link them to the Internet.
Development to bridge the digital divide
It now collects statistics covering 200 economies and over 100 indicators.
Mobile phones and Internet access are powerful tools in supporting advances in developing countries. But ITU statistics put into sharp focus the digital divide that continues between countries, and within national borders among various social groups.
The need to support the expansion of telecommunications has long been recognized. In 1952, ITU became an official participating organization in the UN Expanded Programme of Technical Assistance. The aim was to recruit and send experts to developing countries to help in various technological fields, as well as to support the training of local personnel. In 1959, ITU took over the management of its technical assistance schemes for telecommunications, with a department for that purpose created the following year.
The UN Expanded Programme of Technical Assistance was merged with the UN Special Fund, forming today's United Nations Development Programme, or UNDP, which began operation in 1966. ITU's collaboration with UNDP increased markedly from that period. Alongside the objectives of improving technical, administrative and human resources in developing countries, the goal was to promote the expansion of networks in Africa, Asia and Latin America (as well as regional networks there and in the Asia-Pacific and the Middle East). From the 1970s, projects such as the Pan-African Telecommunications Network (PANAFTEL) and the Middle East and Mediterranean telecommunication master plan (MEDARABTEL) were implemented.
An important step forward was taken in 1982, when the ITU Plenipotentiary Conference held in Nairobi set up the Independent Commission for World-Wide Telecommunications Development. It began work in 1983 under the chairmanship of Donald Maitland and submitted its report in 1985. Officially titled The Missing Link, and also known as the Maitland Report, the report showed how access to telecommunications correlates with economic growth – but also drew international attention to the huge imbalance in such access between developed and developing countries.
In response to the ground-breaking report, ITU held its first World Telecommunication Development Conference in 1985, in Arusha, Tanzania. In 1989, the ITU Plenipotentiary Conference in Nice recognized the importance of placing technical assistance to developing countries on the same footing as its traditional activities of standardization and spectrum management. To this end, it established the Centre for Telecommunication Development (later incorporated into ITU's Telecommunication Development Bureau in 1991).
Bridging the digital divide was confirmed as a priority for ITU at the Marrakesh Plenipotentiary Conference in 2002, which also authorized ITU to take a leading role in the preparations and follow-up of the World Summit on the Information Society (WSIS).
WSIS was the first ever gathering of global leaders to address how best to create a safe and truly inclusive information society. The summit was held in two phases: in 2003 in Geneva and in 2005 in Tunis. Participants came
New ITU Structure
Against a background of increasing globalization and the liberalization of telecommunication markets, the 1989 Plenipotentiary Conference, held in Nice, decided that ITU's structure and working methods needed to be reviewed.
As a result, an Additional Plenipotentiary Conference, in Geneva in 1992, streamlined ITU into three Sectors: Telecommunication Standardization (ITU-T), Radiocommunication (ITU-R), and Telecommunication Development (ITU-D).
from 175 countries, including some 50 Heads of State and Government and vice-presidents. Its outcome documents, including the Geneva Plan of Action and the Tunis Agenda for the Information Society, address such issues as the use of information technologies for development; cybersecurity; affordable access to communications; infrastructure; capacity building, and cultural diversity.
The summit also resulted in the multi-stakeholder WSIS Forum, held annually since 2009 to review progress in achieving the summit's goals. As another follow-up to WSIS, the Connect the World series of regional conferences was launched by ITU to mobilize technical, financial and human resources for telecommunication development. The first event was the Connect Africa Summit, hosted by Rwanda in 2007.
ITU holds regular seminars and training events, and since 2000 it has organized the annual Global Symposium for Regulators. This provides a unique meeting place for regulators and policy-makers from both developed and developing countries. Efforts to encourage greater participation by developing countries in creating and adopting technical standards are focused on ITU's Bridging the Standardization Gap programme, established in 2008.
Global meeting place
In addition to its regular conferences, ITU hosts events where stakeholders in the public and private sectors discuss not only technical matters, but also wider issues. As an industry showcase and high-level forum, ITU Telecom World began in 1971 in Geneva. Since then it has been held regularly, at venues around the world, bringing together the most influential representatives of government and industry to network, share knowledge and seek solutions to global challenges.
In 1994, the Kyoto Plenipotentiary Conference established the World Telecommunication Policy Forum (WTPF), a high-level meeting which encourages the free exchange of ideas and information on emerging policy issues arising from the changing telecommunication environment. The first WTPF was held in Geneva in 1996 on the theme of global mobile personal communications by satellite. Later forums took place in 1998, 2001, 2009 and 2013. The fifth WTPF took place in Geneva in 2013 and considered international Internet-related public policy matters.
Serving the modern world
Vast changes have taken place in the world of telecommunications and information technologies – not only since the foundation of ITU, but increasingly over recent decades. In 1988, the separate International Telegraph Regulations and Telephone Regulations were revised and combined to form the International Telecommunication Regulations (ITRs). By the 21 st century, however, these were no longer in keeping with modern developments, so in 2012, ITU convened in Dubai a World Conference on International Telecommunications (WCIT-12) with the goal of revising the ITRs to suit the new age.
The ITRs are an international treaty, and much detailed – sometimes difficult – debate took place at the conference. After two intensive weeks of negotiations, a majority of delegates from around the globe agreed on revised ITRs that will help pave the way to the hyper-connected world of the future.
That future is being built on broadband. In 2010, ITU, together with UNESCO, formed the Broadband Commission for Digital Development, in response to UN Secretary-General Ban Ki-Moon's call to step up efforts to meet the Millennium Development Goals. The Commission believes that expanding broadband access to the Internet is key to accelerating economic and social progress everywhere, and it defines practical ways in which countries — at all stages of development — can achieve this, in cooperation with the private sector.
ITU has continued to reach out to all who share its goal of connecting the world. Young people are a key audience. Events are organized to encourage their participation in deciding the future for telecommunications, such as the BYND 2015 Global Youth Summit. Held in Costa Rica in 2013, this focused on using these technologies to help further the development agenda "beyond 2015," the target date for the Millennium Development Goals.
Improving opportunities for women and girls is another area of action for ITU. In 2010, it established "Girls in ICT Day" (celebrated every year on the fourth Thursday in April) with an associated web portal launched in 2012. The aim is to inspire girls to consider a future in technology, helping not only themselves, but also their communities.
ITU is also active in promoting better accessibility to the information society for people with disabilities. This need is promoted in the development of standards, for instance, so that technologies can be easily used by everyone. In 2013, at the UN High Level Meeting on Disability and Development, ITU was among the expert organizations launching a global consultation report on the beneficial impact of ICT in this field.
Looking forward
The ITU membership includes hundreds of private-sector organizations, as well as 193 States. In 2011, a new category of Academia was introduced for membership by research institutions. Beyond this, many other individuals and organizations are welcomed to contribute their views at events such as the WSIS Forum. And everyone can learn more about ITU's history and its work by visiting the interactive exhibition ICT Discovery, which opened to the public at the Union's headquarters in Geneva in 2012.
The world is becoming ever more reliant on telecommunication technologies, in every aspect of our lives. ITU's role in supporting the smooth integration, expansion and sharing of each advance is more vital than ever before. ITU will continue to match its priorities and working methods to respond to the rapid changes in the global environment, as it has done for a century and a half. | <urn:uuid:f5377e48-d6aa-4c0f-b9b6-d6adf8c9096d> | CC-MAIN-2019-43 | http://search.itu.int/history/HistoryDigitalCollectionDocLibrary/12.28.71.en.pdf | 2019-10-20T19:00:28Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00176.warc.gz | 176,274,331 | 4,910 | eng_Latn | eng_Latn | 0.996899 | eng_Latn | 0.997057 | [
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Transcript Family Child Care – Small Group Video
[Text appears: Small Groups – Family Child Care. Crystal Coleman serves as the host for this topic.]
Crystal: In this segment, we'll talk about small groups.
[Crystal appears on screen. She is seated in a home setting.]
Crystal: Every major research study on infant and toddler care has shown that small group size and low ratios of adults to children are key components of quality care. PITC recommends primary care ratios of one adult to three or four children and a total group size of six to 12 children, depending on their ages. The guiding principle is the younger the child, the smaller the group.
[Text briefly appears: Benefits of small groups.]
[Renee Underwood - Family Child Care Provider. Renee is seated in a home setting.]
Renee: In my family child care, we had 12 children and very much multi ages from infancy to preschoolers and I had a staff of four. No. Three, including myself, so the ratio was four to one. In family child care, in the small group settings, many of the children and the families become very close to each other because that conversation and interactions make their relationship trustworthy and also their interactions increase their learning skills because they can bounce their activities and thoughts off each other. And they're copying and they're repetitiveness. How they see one child do one thing, they may try it the next time. And when they see some anxiety in another child, they're able to develop some empathy also and understand their discomforts. That ability to empathize and to encourage starts at a very early age and this small group setting makes that so very possible because the children are so close to each other, they become almost like partners and they can help each other out a lot. And when they go home and do the conversation with their parents, parents also become knowledgeable of their children's group.
[Pyrena Tang - Family Child Care Provider. Pyrena is seated in a conference room. Her husband is seated next to her listening as she speaks. She is speaking Cantonese. English subtitles appear on screen. As she speaks, a montage of short video clips play, showing Pyrena and her husband interacting with children and parents in their family child care home.]
Pyrena: Actually, family child care homes, on top of providing parents with a safe place and to have someone look after their children, they also provide an opportunity for children to meet people outside of their family, including other children in the Family Child Care home, the caregiver and the family members of the caregiver. A childcare home gives children a chance to build relationships and learn how to live and get along with other people. It's crucial in developing a sense of security. It's one the reasons why Family Child Care homes are so important.
© WestEd (2021). Developed by Peter Mangione for the Program for Infant/Toddler Care (PITC).
PITC is a project of the California Department of Education and WestEd conducted since 1985
[Adriana Castillo - Family Child Care Provider. Adriana is seated in a family child care setting. She is speaking Spanish. English subtitles appear on screen.]
Adriana: Well, working with a small group, the advantages are that you know the children better, you are more relaxed, there is a stronger connection, the environment is calmer, more relaxed, more ways to start observing a baby or a child in more detail, how they use the play areas, how they go and connect with their peers. In other words, you can go deeper to help him, to encourage him, to share with the family. For me, the small groups are one of the most essential and fundamental parts, but small groups are much more, much more relaxing, both for the caregiver and for the children.
Provider: Where'd they go? Go get them Paxton
[A family child care provider sits on his knees next to a small slide and interacts with two children. A child named Paxton picks up two balls off the ground.]
[As Paxton picks up the balls, an older child briefly speaks to the provider. The older child is chasing a soccer ball around in the background.
[The older child tosses the ball off camera. The older child continues chasing the ball around the playground.]
Provider: You missed again? But I think you can make it this time...ALMOST!
[Paxton places the two smaller balls at the bottom of the slide with a bounce. He stands at the bottom of the slide so as to keep the balls from rolling off the bottom of the slide. The provider turns his attention back to Paxton. Paxton screams with joy as he bounces the balls in the air and tries to roll them up the slide. One ball falls off the slide. The provider smiles, grabs the ball, places it at the top of the slide, and rolls it down to Paxton.]
Provider: Ready?! There it comes.
[Paxton stops the rolling ball with the other hand. He throws one of the balls in the air and screams with delight.]
[Text appears on screen: PITC would like to thank the following programs for their thoughtful contributions to this video series:
* Casa de Aprendizaje, Santa Cruz
* Cheri Quishenberi Family Child Care, Lincoln
* Green Tree Preschool and Child Care, Perris
* Ideal Day Care, San Francisco
* Marva's Happytown, Alameda
* N2KIDZ Preschool, Banning
* Modern Education Family Childcare, San Francisco
* Sue's Child Care, Sacramento
* The Sandbox Daycare, Richmond
The PITC logo animates into position.]
Narrator: PITC, the Program for Infant Toddler Care, a collaboration of the California Department of Education and WestEd.
© WestEd (2021). Developed by Peter Mangione for the Program for Infant/Toddler Care (PITC).
PITC is a project of the California Department of Education and WestEd conducted since 1985
[The California Department of Education (CDE) logo and the WestEd logo appear.]
Narrator: Brought to you by the California Department of Education and WestEd.
© WestEd (2021). Developed by Peter Mangione for the Program for Infant/Toddler Care (PITC).
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BEBOP CLASSROOM CONNECTION
8 pages, 58 words
Genre:
Fiction
Concepts of Print and Reading Strategies:
* read with one-to-one correspondence
* use a variety of high frequency words as markers
* use a text pattern to support reading
* use illustrations, initial sounds, or beginning parts of words to read unknown words
* read plural words with –s endings
* read characters' names
Supportive Text Features:
* clear relationship between text and illustrations
* Illustrations support most text details
* repetitive text
* book depicts a simple story through text and illustrations
High-frequency Words:
I, am, have, this, is, my, has, a, and, are, all
Phonics
* consonant blends: br, fr
* consonant digraphs: th, sh
National Standards:
* RF.K.1 (a–d), RF.K.3 (a, c), RF.K.4
* RL.K.1, RL.K.3, RL.K.7
ELL/ESL
Todos somos amigosSee back page
Guided Reading with
WE ARE ALL FRIENDS
Intervention: 3
Guided Reading: C
DRA: 3
written by Barbara Flores, Elena Castro and Eddie Hernandez illustrated by Michael Ramirez
Overview: Read to learn how the dinosaur friends in this book are the same and different.
Getting Ready to Read
1. Introduce the concept and vocabulary by asking open-ended questions:
■ ■ Do you know any kinds of dinosaurs? What are they?
■ ■ What body parts could dinosaurs have?
2. Connect children's past experiences with the book vocabulary:
■ ■ Hold the book. Call children's attention to the title. Read: We Are All Friends.
■ ■ Ask children to predict what the book might say about how the dinosaurs look.
■ ■ Show the back cover and read the copy. Ask children what "the same" and "different" mean. Predict one way the dinosaurs might be the same and one way they might be different.
■ ■ Have children predict some words they might read in the story.
■ ■ Give children the book and have them look at the pictures.
■ ■ Ask them what they notice about each dinosaur.
■ ■ Introduce each dinosaur's name. Match each name to one of the types of dinosaurs listed in the back of the book based on similar word parts.
3. Remind children of the strategies they know and can use with unfamiliar words:
■ ■ Ask them, "What will you do if you come to a
BEBOP CLASSROOM CONNECTION
word you don't know?"
■ ■ Have they self-corrected any mistakes?
■ ■ Encourage children to look at the pictures and the beginning sound of the word.
■ ■ Remind children to point to the words as they read.
4. Be aware of the following text features:
■ ■ The book contains familiar words: I, am, have, this, is, my, has, a, and, are, all
■ ■ The book introduces each dinosaur by name and lists one of its features.
Reading the Book
1. Set a purpose by telling children to read the book to find out what body parts each dinosaur friend has.
2. Have children read quietly, but out loud. Each child should be reading at his or her own pace. Children should not read in chorus. Listen to children as they read by leaning close or bending down beside each child.
3. Look for these reading behaviors during the first reading:
■ ■ Do the words children say match the words printed in the book? (voice to print match)
■ ■ Do children look at the pictures before they read the text or after they read?
■ ■ What do they do if they encounter an unfamiliar word? (appeal to you, try a strategy)
■ ■ Do their eyes go over to the picture before reading the new word in the pattern?
■ ■ Are they saying the initial sounds of words before saying the whole word?
■ ■ Are they saying individual letter sounds or blending the sounds?
■ ■ Do they reread if they come to an unfamiliar or unknown word?
■ ■ Is there any inflection or speech-like sound to their reading?
■ ■ Have they responded with a laugh or other sounds as they read the text?
■ ■ Do they make comments as they read?
4. As children read, suggest a reading strategy if they are struggling: "Try rereading the sentence. Try looking at the picture to make sense of the print." Encourage children to take a guess based on the subject of the book or to use the beginning sounds or known parts of the word.
5. Possible teaching points to address based on your observations:
■ ■ Review using the picture to help with each new word.
■ ■ Review using initial consonants blends and long/short vowel sounds to read new words.
■ ■ Model how to reread the sentence if it does not sound right or make sense.
■ ■ Model how to make a return sweep to the second line of text.
■ ■ Call attention to all the high-frequency words children have learned and used.
■ ■ Remind students how you practiced each dinosaur's name and connected it to the type of dinosaur (e.g., "That dinosaur is a triceratops.")
■ ■ Note that it is important to look carefully at each picture for clues to find out about each dinosaur.
After the First Reading
1. Have children confirm their predictions and talk about what parts each dinosaur had.
2. Ask questions like:
■ ■ Who is telling the story? How do you
BEBOP CLASSROOM CONNECTION
know?
■ ■ How were all the friends the same?
■ ■ What did Sara have? What did Bronto have? What did Ari have? What did Rex have?
Have children create simple masks/props that show each dinosaur's features and turn the book into a short performance.
■ ■ Do you think these dinosaurs would have all been friends in real life? Why or why not?
■ ■ How did each dinosaur move?
■ ■ Why would the authors want to share this story with young people? What lesson about friendship can you use in the classroom and at school?
■ ■ Why might it be helpful for these dinosaurs to be friends with each other?
Second Reading
1. Have children reread the book in a whisper voice or to a partner.
2. This is a time for assessment. While they are reading, watch what children do and what they use from the teaching time. Alternatively, you might take a running record on one student as an assessment of the student's reading behavior.
Cross-Curricular Activities
Language: Have children match picture cards showing features from the story with words (e.g., wings, sharp teeth, three horns.) Talk about how they used letter sounds to read the words.
Have children use invented spelling to label more features of one of the pictures of a dinosaur in the book with sticky notes (e.g., (two big eyes, pink skin, three spots, long tail).
Brainstorm visible features of classmates (e.g, hair or eye color, braids, glasses). Have children create their own books following the text pattern. Provide blank pages with the sentence frames, "This is my friend ______. _______ has _______."
Mathematics: Provide a collection of pictures of dinosaurs for sorting and classifying. Ask children to find a way to sort the pictures into 2-3 groups (e.g., "Horns," "Wings," and "Neither") and represent their work in numbers, pictures, or words.
Science: Learn more about dinosaurs by reading nonfiction books or viewing websites or online videos. Discuss features of different types of dinosaurs and their functions.
Compare and contrast other items based on features (e.g., animals from a certain habitat, insects, seashells, flowers, trees), perhaps introducing the idea of a Venn diagram to record information.
Break the class into four research teams to learn more about each dinosaur featured in the book: Sara—triceratops, Bronto—brontosaurus, Ari— archaeopteryx, and Rex—tyrannosaurus rex. With adult help, teams should learn about what their dinosaur ate, how it moved, and where they lived. Teams can present their findings to the rest of the class.
Music: Sing and act out songs related to dinosaurs, such as We Are the Dinosaurs by the Laurie Berkner Band (http://laurieberkner. com/music/song-lyrics/33-we-are-the-dinosaurs. html). Write the song lyrics on a chart and notice familiar words in print.
BEBOP CLASSROOM CONNECTION
Guided Reading with
TODOS SOMOS AMIGOS
The book introduction and guided reading lesson follow the outline for the English edition. Children need exactly the same support and strategy instruction as their English-speaking classmates.
Guided Reading: C
EDL/DRA: 3
Intervention: 3
Be aware that many children speak dialects or may mix Spanish and English. During the introduction, help children understand that "book language" does not always match the words we use every day.
Noun & Adjective Support: The following body parts of the dinosaurs are listed in the story: cuernos, pescuezo, alas, dientes
The following words are listed to describe the different body parts: tres (cuernos), pescuezo (largo), alas (grandes)
Print the illustrations from the story. Then, write the names of the body parts and the adjectives on separate cards. First, have students match the body part with the corresponding illustration. Then, have students match the adjectives to the appropriate body part and illustration from the story.
Afterwards, take away the illustrations and mix up the word cards. Have students match the appropriate body part with its corresponding descriptor word to emphasize word knowledge.
For students engaging with both English and Spanish texts, have students note there is an exclamatory statement on the last page. In Spanish, the question marks and exclamation points come before the sentence in an upside-down orientation and after the sentence in the opposite orientation.
If children have difficult with concepts or words in the story, see the article "Guided Reading with Emergent Readers" for suggestions.
Guided Reading Guided reading levels were assigned by literacy experts and certified Reading Recovery ® teachers using the guidelines identified in Guided Reading and Matching Books to Readers by Irene C. Fountas and Gay Su Pinnell.
INT. (Intervention) Intervention levels were assigned by literacy experts and certified Reading Recovery ® teachers and are intended for use in early intervention and one-on-one tutorial programs, including Reading Recovery ® . These levels are not officially authorized by Reading Recovery ® . Reading Recovery ® is a registered servicemark of The Ohio State University.
DRA (Developmental Reading Assessment) and EDL (Evaluación del desarrollo de la lectura) DRA and EDL levels were determined using information in the Developmental Reading Assessment Resource Guide and EDL Resource Guide by Joetta Beaver.
All level placements may vary and are subject to revision. Teachers may adjust the assigned levels in accordance with their own evaluations.
©
Copyright
2018 by Bebop Books
®
, an imprint of Lee & Low Books Inc. Used with permission.
For more information about Bebop Books, please contact: Abraham Barretto, Vice President of Educational Sales Bebop Books
95 Madison Avenue New York, NY 10016 212-779-4400 x. 26 ph.212-683-1894 fax firstname.lastname@example.org
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Inspection of Beis Chinuch Lebonos Girls School
Woodberry Down Centre, Woodberry Down, London N4 2SH
Inspection dates:
29 November to 1 December 2022
What is it like to attend this school?
Pupils share a strong rapport with each other and with staff. There is a family feel to the school. Secondary school pupils act as positive role models to younger ones. They help younger pupils with their academic work. Pupils enjoy their learning and discussions during lessons.
Safeguarding is effective. Pupils learn about bullying, including through planned antibullying week activities. Bullying does not escalate because teachers deal with it quickly. Pupils behave well. They are polite, articulate and kind to each other. Pupils are keen to collect rewards which lead to an educational outing. They enjoy participating in competitions such as for creative writing. They dance, sing and play musical instruments in the annual school production. Older pupils take on responsibilities, including organising the school's charitable work.
Typically, leaders' expectations of what pupils can achieve are not high enough. Lessons are focused on the tasks that pupils must complete rather than important knowledge and skills for future learning. While pupils have opportunities for personal development, leaders do not ensure that all the required content is covered fully.
What does the school do well and what does it need to do better?
Leaders make sure that pupils experience a broad range of curriculum subjects. In English and mathematics, this is matched to the ambition of the national curriculum. This is not the case in other subjects. Limitations on the time pupils study other secular subjects affect breadth and depth of the curriculum in these subjects. Leaders have chosen to teach geography, but primary-aged pupils have limited time devoted to learning this subject, for example.
In the primary phase, leaders have not ensured that curriculum thinking builds on what children have learned in the early years. Typically, subject leaders have not identified the key knowledge and skills that they intend pupils to learn in each subject. They have not determined the order in which teaching should cover essential knowledge. Teachers do not systematically check pupils' understanding of new learning. Teachers' ambitions for what pupils can achieve are not routinely reflected in the tasks that they ask pupils to complete. Teaching prioritises activities for pupils to complete over the key knowledge and skills that pupils should know.
Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) well. They work closely with external agencies to meet pupils' individual needs. Teaching and support staff help pupils with SEND to access a full curriculum.
Leaders have invested in a new phonics programme. Primary-phase teachers have had very recent training to support them to implement this programme. However, staff do not use a consistent approach to teaching phonics. Children are not taught phonics from Reception. This delays the start of their phonics learning. The quality of phonics teaching is variable. Pupils who struggle with reading receive help, but this is not timely. As a result, these pupils do not build reading confidence or fluency. Pupils enjoy texts they read in English. This helps them to understand about plots
and characters in stories. However, leaders do not ensure that there are a wide range of books in the school library.
Teachers help pupils to develop a strong sense of morality. For example, pupils fundraise for their chosen charities. Leaders prioritise the teaching of physical and mental health. Pupils are encouraged to eat healthily and how to avoid eating disorders. They are taught the risks of alcohol, tobacco and drugs. Pupils are also taught about the changing adolescent body and personal hygiene. Older pupils are taught about British values through citizenship lessons. Topics include the rule of law, democracy and individual liberty. Leaders organise cultural outings including visits to museums in London, the Houses of Parliament and Buckingham Palace. However, there are few extra-curricular activities available for pupils in school. Leaders do not ensure that secondary-aged pupils have a planned approach to learning about different careers. Pupils receive one-to-one advice about their next steps, but this is not impartial. The school does not provide information about vocational qualifications and apprenticeships. This limits pupils' exposure to the breadth of available career options.
Across the school, low-level disruption is rare because pupils are keen to learn.
In primary and secondary phases, pupils are taught in general terms to respect people who are different from themselves, including through the personal, social and health education (PSHE) curriculum. In history, pupils learn about other cultures and religions from the past in general terms. Leaders do not encourage respect and tolerance of different faiths and beliefs because pupils do not gain specific knowledge of the range of cultures and religions in modern Britain. Teaching does not actively encourage pupils to respect people with characteristics that are protected by law.
Parents and carers value communication with school leaders to keep them informed of their children's learning. Leaders have consulted parents of secondary-aged pupils about the school's relationships and sex education (RSE) policy. All parents have exercised their right to withdraw their children from sex education in the secondary phase. In the secondary phase, relationships education does not include any aspect of intimate relationships and, for example, does not include the concepts and laws relating to consent, harassment, domestic abuse or grooming. Leaders have made suitable arrangements to provide sex education should any parents choose not to withdraw their children, or should a pupil wish to receive sex education rather than be withdrawn from three terms before the pupil turns 16 years of age.
The school's RSE programme includes topics such as the potential risks of social media and being cautious when meeting people that they do not already know. In planning the curriculum, leaders do not have regard to the Department for Education's statutory guidance on relationships education and do not ensure that pupils are taught all the relevant protected characteristics content, in an ageappropriate way and at a timely point as part of the school's relationships education.
The proprietor and members of the governing body do not ensure that the school meets all independent school standards. Leaders demonstrate some capacity for
improvement in the increased coherence in the school's approach to teaching early reading. Leaders are considerate of staff workload.
The school complies with schedule 10 of the Equality Act 2010.
Safeguarding
The arrangements for safeguarding are effective.
Staff are trained in statutory safeguarding requirements. They know how to identify any pupils at risk of harm and the importance of reporting this quickly. There is strong pastoral support for pupils, especially in relation to mental health. Staff are kept informed about the risks of harm to pupils in the local area. Safeguarding records are well maintained.
Pupils are encouraged to keep themselves safe, including on their journey to and from school. Older pupils are taught some understanding of online safety, especially in relation to the potential dangers of social media. The school has an appropriate safeguarding policy that is made available to parents on request.
What does the school need to do to improve? (Information for the school and proprietor)
The school's approach to teaching phonics is not consistent. Children are not taught phonics from the start in Reception. The support for older pupils who struggle with reading is not as timely as it could be. This limits the development of reading fluency and confidence for some pupils. Leaders should ensure that all staff who teach phonics and support pupils' reading have the expertise to implement the school's approach to phonics consistently and coherently.
In some subjects, curriculum thinking is in the early stages of development Content and sequencing have not been well thought through. Leaders do not ensure that sufficient time is allocated in all subjects for pupils to learn successfully. This limits pupils' knowledge and understanding in these subjects. Subject leaders should identify the key facts, knowledge and skills that they intend pupils to learn in every subject. Leaders should also provide subject knowledge development and guidance for all staff so that they check pupils' understanding effectively across all subjects.
Leaders do not ensure that the RSE programme encourages respect for all the protected characteristics in line with statutory guidance for pupils of secondary school age. In primary and secondary phases, leaders do not enable pupils to develop a deep understanding of other faiths and cultures. Leaders do not ensure that curriculum planning pays regard to all the protected characteristics. Leaders should ensure that respect and tolerance are actively promoted through ensuring that pupils are taught about the religions and cultures of others. They should ensure that the RSE programme meets statutory requirements and covers all aspects of being safe, and respectful relationships content including the legal
rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal and covers all the protected characteristics.
Leaders do not provide pupils with impartial careers advice. This limits pupils' exposure to a broad range of career options. Leaders should ensure that leaders provide pupils with information about education and career opportunities post-16. This will enable pupils to make informed decisions about their next steps.
Leaders do not fulfil their statutory responsibility to pay due regard to all the protected characteristics when planning the curriculum. Leaders do not encourage pupils to develop knowledge of, and respect for, all those with protected characteristics. Leaders should make provision to promote respect for all the protected characteristics as set out in the Equality Act 2010.
The school provides a narrow range of extra-curricular opportunities. This limits the extent that pupils can develop their wider talents and interests. Leaders should ensure that pupils have opportunities to participate in a wide extracurricular offer beyond their learning in lessons.
How can I feed back my views?
You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.
The Department for Education has further guidance on how to complain about a school.
School details
Unique reference number
102171
DfE registration number
204/6399
Local authority
Hackney
Inspection number
10242741
Type of school
Other independent school
School category
Independent school
Age range of pupils
2 to 16
Gender of pupils
Girls
Number of pupils on the school roll 774
Proprietor
Abraham Schecter
Headteacher
Leah Klein
Annual fees (day pupils)
£2,080
Telephone number
020 8809 7737
Website
None
Email address
email@example.com
Date of previous inspection
25 to 27 February 2020
Information about this school
Beis Chinuch Lebonos Girls School is an independent day school with an Orthodox Jewish ethos. Most pupils speak Yiddish as their first language. The school operates from one site. It is in the Stamford Hill area of north London.
The school's previous standard inspection took place from 25 to 27 February 2020.
The school does not make use of alternative provision.
Information about this inspection
Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.
The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.
This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.
Inspectors met with senior leaders across the early years, infant, junior and secondary phases of the school as well as the headteacher. They spoke to the proprietor and members of the governing body.
Inspectors carried out deep dives in art, early reading, English, geography, mathematics and science. They met with subject leaders to discuss the curriculum, visited lessons, spoke with teachers and looked at pupils' work.
Inspectors also considered the curriculum in other subjects.
Inspectors considered the views of parents, pupils and staff, including through responses to Ofsted's online surveys.
In advance of meetings with pupils, inspectors agreed with leaders the themes of questions to be asked. Inspectors were not able to speak to pupils about relationships and sex education, or the protected characteristics of sexual orientation and gender reassignment.
The inspection of safeguarding included meetings with leaders of safeguarding and discussions with the proprietor. Inspectors also asked staff and pupils about safeguarding. Inspectors looked at documentation relating to safeguarding, including the record of pre-employment checks on staff, the school's systems for reporting concerns and curriculum documents.
In order to check compliance with the independent school standards, inspectors toured the site, accompanied by the proprietor.
Inspection team
Lisa Strong, lead inspector
His Majesty's Inspector
Jonathan Newby
Ofsted Inspector
Sean Flood
Ofsted Inspector
Lucy Bruce
Ofsted Inspector
Annex. Compliance with regulatory requirements
The school failed to meet the following independent school standards
Part 1. Quality of education provided
2(1) The standard in this paragraph is met if–
– 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up, and implemented effectively.
– 2(2) For the purposes of paragraph (2)(1)(a), the matters are–
– 2(2)(d) personal, social, health and economic education which–
– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act
– 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that–
– 2(2)(e)(i) is presented in an impartial manner
– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and
– 2(2)(e)(iii) helps to encourage them to fulfil their potential
– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.
– 2A(1) The standard in the paragraph is met if the proprietor–
– 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2)
– 2A(1)(d) in making arrangements for the purposes of paragraph (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools.
Part 2. Spiritual, moral, social and cultural development of pupils
5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–
– 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs
– 5(b) ensures that principles are actively promoted which–
– 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures
– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.
Part 8. Quality of leadership in and management of schools
34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–
– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently
– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently.
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Session 2: Your Heavenly Parent & You
Supplies for this session: Construction paper & markers.
1. Welcome & Check In (5 minutes)
- Welcome everyone to their second session!
■ Who our Heavenly Parent is
- Introduce what the session will be about:
■ Having a relationship with God
- Share what they can gain from their investment into the session:
■ Taking ownership over your spiritual life
■ A deeper understanding of God
- If you have members in your group that do not believe in God you will need to be sensitive as you go through each section. Some youth with this belief will be fine just following along, but if you have youth who are very adamant about their belief you will need to modify the session to include them. You can focus the discussion questions and activity on being intentional and improving your quality of life in that kind of scenario.
■ Idea's for how to build your relationship with God
2. Play an Icebreaker (10 minutes)
- Tongue Twisters
■ If there is an odd number staff should play too!
■ Have participants find a partner
■ Tell them they have to stare into their partner's soul
■ Then tell them to say these tongue twisters *They should start laughing so it isn't awkward*
* Blue Balloon
* Toy Boat
* Irish Wristwatch
* Unique New York*
* Red leather, yellow leather
* The Sixth Sick Sheik's Sixth Sheep is Sick
* One Smart Feller, he was Smart. Two Smart Fellers, they were Smart. Three Smart Fellers, all Felt Smart.
*You can get them to switch partners halfway through
3. Review Homework from Last Week (10 minutes)
- Last week's homework was to go over the Il Shim packet and write down any questions that the youth or parents may have. Spend a few minutes answering the questions from their homework and making sure everyone knows what the requirements of the Il Shim program are.
4. Read the Session Reading (10 minutes)
- Read through the "Session 2 Reading."
- Make sure to read it out loud and to pause between paragraphs to summarize or clarify points.
- Ask thoughtful questions that connect the content to the lives of the participants. Make sure they connect the dots of how this reading can actually make a difference in their lives.
- Take turns reading paragraphs so the youth aren't listening to one person's voice the whole time.
5. Discussion: (15 minutes)
Split into small groups or discuss as one large group. Make sure each person has an opportunity to share. The point of discussions is to allow each person to share their personal thoughts and feelings on a topic, so no answer is right or wrong. It's a good idea to acknowledge each person after sharing and thank them for having the courage to do so.
- Which characteristics of God do you appreciate most?
- What practices do you think would help you build a relationship with God?
- Where do you see God in the world?
6. Activity: Invitation for God (10 minutes)
- Give everyone a piece of paper and markers.
- Ask everyone to think of something they are doing this week that God would like to enjoy with them. It can be anything from doing homework to eating a meal.
- Then have everyone make an invitation for God with the supplies provided. They should answer the following questions on the invitation:
■ Who: (Who are you inviting?)
■ Where: (Where will this be taking place?)
■ What: (What are you inviting them to?)
■ When: (When will this be taking place?)
- Take a few minutes at the end of the activity to share your invitations with the group.
■ Why: (Why are you inviting them?)
- Encourage them to put these invitations somewhere that they can see regularly to remind them to invite God into their daily activities.
7. Personal Reflection Points (7 minutes)
Allow some quiet time for the youth to write and/or think about these questions in their Il Shim notebooks. Feel free to play some quiet and reflective music in the background.
- Consider the area's in your life that you feel the most joy, can you see or feel God's presence during these activities?
- What is one thing you can do this week to grow your relationship with God?
8. This Week's Homework: (5 minutes)
- Watch this Divine Principle lecture with your parents by Gerry Servito entitled "Creation- Who is God?", http://dplife.info/blog/view/dojo_posts/1863/ After watching the lecture, discuss these questions with your parents and write the answers down in your packet:
■ What is the "heart" of God?
■ How can our surroundings help us to understand God?
■ What makes God a "personal God"?
- At the end of each day this week write down one way you saw or experienced God/God's Love/Joy. It's ok if you are still figuring out where you stand with
God. This journaling exercise is meant to be an opportunity to discover who God is and where you might find Him/Her.
- Choose a song or a picture that reminds you of God and bring in the lyrics or photo to class next week.
9. Closing Prayer (3 minutes)
Offer a closing prayer focusing on developing our relationship with our Heavenly Parent and recognizing God's presence in our lives.
Session 2 Reading: Your Heavenly Parent and You
Who is God? What is God? Is God really there?
If you've ever asked yourself these questions you are not alone; having questions about God is a normal part of a life of faith. And if you haven't asked yourself these questions yet then now is a good time to think about them! The many religious groups that have developed over the course of history may differ in their practices of faith, however, they all agree on one thing: there is some type of higher power. And that's what we call "God." While each person's relationship with God may be different we all have one thing in common: we are God's Children, and that makes God our Heavenly Parent. As Unificationists we call God our Heavenly Parent because we recognize that God has the heart of both a father and a mother.
The pretty amazing thing about God is that we can spend an eternity exploring our relationship with Him/Her. There is no end to the pieces of God we can discover. A big part of that experience is that we are continually growing ourselves. Our relationship with God is a two way street, so that means God is responding to whatever we are going through and wherever we are at in our lives. So one day God may be supporting you in a big test you have coming up, and the next day God may be helping you work out a fight you had with your sibling. It's the same God, just a different situation in life. God relates to all of it and wants to be a part of all of it!
Because of God's invisible nature it can be difficult to think about what it means to build a relationship with our Heavenly Parent. The Divine Principle teaches us about God's nature through the Principles of Creation. In that chapter of Divine Principle we learn that God's heart behind creating the universe was joy. God wanted to have someone to love and laugh with, and that lead Him/Her to YOU! God loves you and loves all of His/Her children with the deepest love imaginable. I don't about you, but that sounds like someone I'd like to get to know!
God made each of us as unique representations of His/Her nature. That means each one of us will have a unique relationship with God. If God created the universe for the sake of joy, then the best place to start when building your relationship with God is there; where do you feel joy? Who or what makes you smile or happy? Where or when do you feel the most joy? Is there a place that you feel "in your element," such as sports, music, or a subject in school? You may not realize it, but these are all places that God is most present in your life. God wants nothing more than for you to be truly happy, and He/She wants to experience that happiness with you! It may take some time to figure out the ways that you relate best with God but you will get there, have patience. Perhaps you're not sure where to start? Here are a few suggestions to consider when finding the ways you experience God best:
- Nature & Creation
- Sports, Music & The Arts
- Passion & Expression
- Holy Environments & Religious Traditions
- Family & Friends
Just like every relationship, your relationship with God requires active participation. Imagine you had a friend that you loved very much. Now pretend that you've tried contacting them every day for the past month but they never returned your calls or messages. That's not very much of a relationship is it? The same is true with God. While it may be hard to recognize for now, God is talking to you and reaching out to you every day. God is playing His/Her part in our relationship but we need to do the same. We need to set aside time everyday to talk to God, connect with God, and relate with God. Some people can do that through prayer, some can do it through taking a walk in nature, and some can do by taking care of others. The point is they all work, you just have to find what works for you!
Up until this point you have been following your parents lead as far as spirituality goes. And that's great because it's important to inherit the spiritual foundation of our parents so that we can build our own life of faith. Now that you're a teenager, however, it's time for you to step up to the plate. It's a good idea to keep practicing your life of faith with your parents but now you can take it to the next level. Try practicing your spirituality in your own time as well as the time you do so with your parents. Take your own initiative to talk to God or invite God into your activities. Say a prayer at the start and end of your day by yourself. If prayer is hard for you, try journaling to God. Try talking to people you respect about God. There are so many ways to start growing your life of faith. If you are able to take these kinds of steps in your spiritual life then your relationship with God will grow tremendously!
God is so excited for you to get to know each other on a deeper and more personal level. In our current society God can feel so far away from us. But that was not God's desire. God created human beings so we could interact with our Heavenly Parent in every moment and in a natural way. And that's what it means to have a mature relationship with God. For now we need time to practice and develop our spiritual life so that we can build up healthy habits. So enjoy the journey and discovery of your Heavenly Parent, He/She is pretty awesome! | <urn:uuid:fe000ba9-f1a1-4fcb-8058-4b5cbf2e035b> | CC-MAIN-2023-23 | https://www.tparents.org/Library/Unification/Publications/IlShim-160930/IlShim-160930-4b.pdf | 2023-06-08T19:16:45+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00291.warc.gz | 1,108,247,626 | 2,237 | eng_Latn | eng_Latn | 0.997461 | eng_Latn | 0.9977 | [
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Activity: Active Implementation Frameworks
A Tale of Two Districts (Feedback Form)
Review your answers with the reflections below.
Background
Two similar districts, District 1 and District 2, are both in the Installation Stage for implementing the same middle school mathematics program. The districts receive support and guidance from their Regional Support Agency to plan for implementation and train teachers on the new program.
District 1: Fruit City School District
In April of this school year, Fruit City School District created a District Implementation Team with the assistance of their Regional Implementation Team. The team was made up of the Superintendent, Curriculum Director, and Building Principals. The team, knowing their district math scores were low, jumped on board with the idea of a new math program at the middle school. After the school year ended in June, the district implementation team began making plans to implement the math program in the fall of the next school year.
Once the decision was made to focus on middle school math, the High School and Elementary Principals stopped attending the planning meetings. The Superintendent, Middle School Principals, and Curriculum Director worked with their regional agency to plan for training in August.
The Curriculum Director sent a communication to the Middle School Math teachers that they would be required to attend a two-day training in August before school started.
The Middle School Math Teachers attended the training in August. Unfortunately, they discovered that some of the required materials for implementation had not been purchased which meant resources to support alignment with elementary and high school math curricula were unavailable. As a result, teachers from both the High School and Elementary Schools, that should have been in attendance for the vertical alignment discussion, were not notified and middle school teachers were unable to make those connections. When they expressed their concerns to their principals, they were told that administrators did not know materials were required and would connect with the Curriculum Director.
The Middle School Math teachers began to implement the new program in the fall. They noticed some alignment issues with the program that would impact both the elementary and high school math curriculum. They also did not receive the missing materials that they needed. The principals completed a walkthrough of the teachers using the program and indicated concerns about the teacher evaluation tool.
By the end of the first year, the middle school teachers were still having challenges with the program, and the High School Teachers were becoming concerned about what was taught to the incoming Freshman.
1
District 2: TreeTops Public Schools
At the beginning of the school year, the TreeTops Public Schools worked with their Regional Implementation Team to redefine their School Improvement Team into a District Implementation Team. The team leads work with the superintendent to define what criteria they needed for membership to ensure diverse perspectives. The result was a recreated team with a few administrators but more teaching staff and community members.
Once the team was developed, the members took a look at their district data and raised concerns over the dip in math scores at the middle school level. That discussion led to completing a root cause analysis which revealed that a wide variety of approaches to teaching math were used across the district middle schools. The team discussed all of the math programs and practices they had in the district and noticed that some schools used multiple programs with opposing math philosophies. The Regional Implementation Team provided the district implementation team with a potential new program for middle school mathematics that included evidence-based practices in math. . Finally, the team completed a Hexagon Tool and decided to move forward with implementation.
In April, the team began planning for implementation to start in the Fall of the next school year. Per the communication plan, an email was shared with all of the teachers in the district regarding the core components of the new middle school math program. The team collected data and feedback from the staff to ensure that any concerns were addressed in training.
The team selected the middle school math teachers, high school math teachers, and one teacher from each grade level at the elementary level to attend the math training. The team felt it was important as staffing can shift to and from the middle school at any given year, and it would help with vertical alignment. The team also decided to hire a district-level math coach to assist with implementing the program and examine mathematics instruction at the elementary and high school levels.
The teachers, designated administrators, and new district math coach attended a two-day training in August at the regional agency. They connected with the other districts implementing the program and discussed further implementation plans for when school starts. The feedback and information were shared with the District Implementation team to finalize their coaching service plans, fidelity measures, and additional training that is needed.
As the math program moved through Initial Implementation, the team provided surveys for staff to complete and completed walkthroughs to collect data. The next step is to examine what is not going well by completing a PDSA Cycle.
Compare the two district scenarios provided, identify implementation gaps for District 1 that do not exist with District 2, and provide which Active Implementation Framework they fall under?
Sample Responses:
Selection, Training, & Coaching - AIF Drivers Team Membership - AIF Teams Fidelity Measure - AIF Drivers
Core Components of a Program - AIF Usable Innovation
What should District 1 do to address those gaps identified in question 1?
Sample Response:
District 1 should return to exploration. They need to revisit the makeup of their team members and make sure everyone understands the need and core components of the Usable Innovation. Once they properly communicate the decision, they can create a solid plan to implement that includes training, coaching, and fidelity.
Describe why the outcomes change between District 1 & District 2.
Sample Response:
While neither district has moved beyond initial implementation, District 2 is moving through improvement cycles to improve upon the implementation. District 1 may lose any buy-in they had for the new program and will have to go back to their initial planning.
NIRN Reflection:
When comparing the two districts, Fruit City School District and TreeTops Public Schools, you can see how different approaches to implementing the same program ultimately lead to different results. Let's take a look at your responses to the questions in the capstone activity.
Gaps
Fruit City School District had a few gaps that we can examine a little bit closer. Their team membership was lacking diversity and different perspectives creating some gaps within the Active Implementation Framework of Teams. Not having the right people at the table can lead to poor attendance, lack of understanding, and a negative impact on staff buy-in. It was also clear that the team members did not understand the core components of the middle school math program they were going to implement. This is an important feature of the Active Implementation Framework, Usable Innovations. By not understanding the materials needed nor that vertical alignment in the curriculum was necessary, it made it very difficult for the middle school teachers to use the program correctly. Finally, there was not a solid plan in place for the training and coaching support for the new math program. It was also missing a fidelity measurement which is part of the Active
Implementation Framework of Drivers. The gaps listed here would create a difficult scenario to move into initial implementation.
Addressing Gaps
Now that we have identified the gaps, what can be done to address them? As is often with implementation, the stages are not linear, and teams move back and forth as needed to address challenges or gaps. For the Fruit City School District, they will want to move back to exploration to address the team makeup. By including teachers and community members, the team will be able to gain a greater level of collaborative consensus around the new program. It is also important to ensure that everyone understands the core components of the program and that it meets the need of the district. Once they are back in installation, the team will want to spend a little extra time planning for implementation and ensure coaching supports are in place as well as a solid fidelity measurement.
Changing Outcomes
While the TreeTops Public School's plan was not perfect, they are approaching the work with a continuous improvement lens. By taking the time to plan accordingly, continue to bust barriers, and move through the stages of implementation, they should begin to see the results they are looking for in middle school math. If Fruit City School District continues down the current path without addressing the gaps, they will most likely not impact student outcomes in mathematics as they had hoped.
Closing
Now it is your turn. Think about a program or practice you are implementing. Complete the Module 1 survey to tell us what gaps you potentially have identified based on your learning, how you plan to address them, and what changes you hope to see. Good Luck on your implementation journey and be sure to review the additional modules on the Active Implementation Hub. | <urn:uuid:1c68890c-cc3e-4792-bc34-ed84a7d9f8d8> | CC-MAIN-2023-23 | https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/Activity%20%28Frameworks%29_%20A%20Tale%20of%20Two%20Districts%20Feedback.pdf | 2023-06-08T18:53:55+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00292.warc.gz | 470,048,397 | 1,789 | eng_Latn | eng_Latn | 0.998926 | eng_Latn | 0.99906 | [
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Session 7: I'm Worth Waiting For
Supplies for this session: 2 random objects and at least one male and one female facilitator for the discussion.
1. Welcome & Check In (5 minutes)
- Welcome everyone to their seventh session!
■ The impact of The Fall on our society
- Introduce what the session will be about:
■ The value of purity
- Share what they can gain from their investment into the session:
■ Difficulties we face in living a pure lifestyle
■ An understanding of why our world is the way it is because of The Fall
■ Some tips and tools to living a pure lifestyle
■ A better grasp on why we practice purity
2. Play an Icebreaker (10 minutes)
This is A...
- Choose 2 items to feature in this game and have everyone sit in a circle.
■ Person A: This is a [insert name of item here]
- Take one item and turn to the person on your right. Follow this script together:
■ Person B: A What?
■ Person B: Oh, a [insert name of item here]
■ Person A: A [insert name of item here]
- Repeat this process with the person on your left with the second item.
- The people on your right and left must then repeat this process with the person sitting next to them. The only difference being when they are asked "A What?" they must turn back to you and ask "A What?" When you respond with the name of the item then they can respond with the name of the item.
■ The game gets most confusing once the two items pass each other in the circle and people have to remember to pass both the "A What's" and their answers in the right direction.
- To keep the game fun try to keep it going quickly so people get a little lost and confused!
3. Review Homework from Last Week (10 minutes)
- Share what area of church internship they chose and how they are going to complete their 3 hours before the completion of Il Shim.
- Share what holy day and/or tradition they created to practice and how they celebrated it.
- Share how they designed their family mission statement and where they displayed it in their home.
4. Read the Session Reading (10 minutes)
- Read through the "Session 7 Reading."
- Make sure to read it out loud and to pause between paragraphs to summarize or clarify points.
- Ask thoughtful questions that connect the content to the lives of the participants. Make sure they connect the dots of how this reading can actually make a difference in their lives.
- Take turns reading paragraphs so the youth aren't listening to one person's voice the whole time.
5. Discussion: (15 minutes)
For this discussion split your youth into two groups based on a gender. Each group will need a same-gendered facilitator. Try to create an open space for people to share honestly and comfortably. Some of these topics are difficult to share about, so you should feel free to use this time in the most constructive way. If someone is not comfortable sharing on some of these topics, they don't have to share. If some youth needs or want to talk more about some of these topics, feel free to talk to them after the session is concluded.
- What are your thoughts on crushes, dating and temptation/pornography?
- How have your own experiences with crushes, dating, and temptation/pornography impacted your life?
- How do you deal with or want to deal with crushes, dating, and or temptation/pornography?
Thank everyone for sharing. Make sure everyone is acknowledged for their courage to share whatever they shared, and if people didn't share much, make sure they know that that is perfectly fine. Let them know that you'll now be joining back with the other group.
6. Personal Reflection Points (7 minutes)
Allow some quiet time for the youth to write and/or think about these questions in their Il Shim notebooks. Feel free to play some quiet and reflective music in the background.
- What tips do you use, or want to use, to keep yourself accountable in terms of living a pure life?
- Why do you feel waiting to have a romantic relationship until marriage is important?
- What activities, adventures, and experiences do you want to invest your time in now instead of spending your time dealing with crushes, dating and/or temptation/pornography?
7. Activity: Role Playing (10 minutes)
- Give everyone a few minutes to draft out responses to these scenario's:
■ Someone is pestering you about why you don't have a boyfriend/girlfriend
■ Someone asks you for your number, or out on a date
■ Someone asks you about your Il Shim ring
■ Someone is talking about having sex and asks you if you have had sex before
- Role play these scenario's with each of the youth in front of the group. You should play the "someone" character.
- These scenario's can be very awkward to role play, so you should make it fun. You can dress up, talk funny, etc. The point is you want to give these youth a chance to practice responding to these questions so that they will be ready when the time comes.
8. This Week's Homework: (5 minutes)
- Fill out the "My Plans for My Internet" form in your packet and go over your answers with your parents.
- Write 2-3 paragraphs in response to the prompt, "The Kind of Husband/Wife I want to be."
- Read from the Cheon Seong Gyeong Book 1, Chapter 4, Section 1: The Parent whose position was usurped (pages 98-100). At the end of each paragraph share a summary with your parents about the meaning of that section.
- Here are some optional resources to learn more about the impact of pornography on your mind and body:
■ www.fightthenewdrug.org
■ https://www.youtube.com/watch?v=Bb1hkIjcSJQ
■ https://www.youtube.com/watch?v=flh8gnC6J1s
9. Closing Prayer (3 minutes)
Offer a closing prayer focusing on surrounding ourselves with a good environment so that we can nurture our purity and prepare for our future blessings and marriages.
Session 7 Reading: I'm Worth Waiting For
A few weeks ago we learned when God created us He/She envisioned each of us building lives of love, joy, and fulfillment. We also learned that God invested His/Her entire self into creation with the hope that it would become a world full of happy families living in happy communities. And yet when we look at the world around us we see that it is far from God's hope. We can't help but ask ourselves, what happened? How did the world stray so far from God's ideal? The answer to that can be found by looking at the story of our first human ancestors: Adam and Eve.
You've probably heard the story of the Human Fall a few times before. After creating Adam and Eve, God shared with them all the wonderful things that they had in store for their lives. God expressed His/Her excitement over being able to experience their lives through them. And He/She also asked them to wait to have a romantic relationship until they were mature people and could receive God's blessing. As time went on, however, Lucifer, who was God's right hand man, started feeling jealous towards the love Adam and Eve were receiving from God. Lucifer began flirting with Eve and convincing her that she was missing out on something amazing by not having a romantic physical relationship. Eventually, Eve began to have feelings for Lucifer which lead her to have a sexual relationship with him. Eve was ashamed of her actions and she turned to Adam for love, comfort, and an attempt to be who she was before her mistakes with Lucifer. However, Adam also gave into Eve's affection and they had a sexual relationship before receiving God's blessing. This original sin has been passed down through generations and is the reason our world has distorted romantic physical relationships.
Adam and Eve knew the consequences of engaging in a romantic relationship before they were ready, so why is it that they could make such a mistake? The Divine Principle teaches us that the power of love is stronger than the power of the principle (or in this case, God's commandment to wait until maturity to have a romantic relationship). God designed the world this way so that we could build fulfilling and personalized lives for ourselves. If the power of the principle were stronger than love we would consider following the rules and principles as more important than loving and taking care of people. We would put studying scripture above our unique relationship with our Heavenly Parent. Instead of this, God made love the most powerful force of the universe so that we could lead dynamic and meaningful lives with Him/Her at the center.
While this is a great blessing, the time in our lives in which we are growing towards maturity can be difficult. We call this time the period of indirect dominion. To traverse this time well we need to follow God's principles so that we can reach the period of direct dominion in which our desires and God's desires become one. This is why God asked Adam and Eve to wait for their marriage until they were mature. If we don't wait until we are mature beings, we end up with hurt hearts or hurting others because we weren't ready to engage in a romantic relationship. When we talk about saving ourselves for marriage, we're talking about more than just having sex. Our faith teaches us that we are both physical and spiritual beings. So that means there is both a physical and spiritual aspect of purity and that means that purity has many aspects and levels to it.
The spiritual aspect of our purity has to do with what we allow our spirit to interact with. This includes the types of movies and T.V. shows you watch, the types of books you read, and the types of music you listen to. It also includes making important decisions regarding pornography. Pornography are materials that displays vivid sexual activity and include pictures, video's and even books. Because pornography is so easy to access online, you will probably be exposed to it in the near future if you haven't already been exposed to it already. But it's important to know the whole story about pornography. There's a whole science about the negative impact of pornography on your brain and your ability to have meaningful romantic relationships in the future. All of the research surrounding pornography says the same thing; pornography is not healthy for you or your future marriage.
Nurturing our purity on both of the spiritual and physical planes is the reason we, as Unificationists, choose not to date. It may be hard to explain to your friends why you don't date when they may already have boyfriends and girlfriends. We choose not to date because we want to give our whole heart, soul, and body to our future spouse. If we were to have other romantic relationships before marriage we would always have the memory of other people we dated, kissed, and shared our feelings with. Instead, we want to be able to share every "first" with our spouse and continue to learn about a man and woman relationship through our spouse only. True Parents have taught us that it is only through our spouse that we are able to understand God and understand all people of the opposite gender.
The awesome part of nurturing your purity while you are in this stage of your life is that it gives you the freedom to focus on the things that make you happy! This is the time for you to find your hobbies and think about what kind of life you want to live. This is your time to have adventures, discover yourself and the world around you, and become the person you want to be. Choosing to save romantic relationships for when you are mature and ready to get married means you have the freedom to live your life to the fullest! So enjoy it, because God certainly wants to enjoy your life with you. One day you'll get blessed and experience marriage the way God intended it to be, and you can look forward to that. But in the meantime it's important to continue to be invested in your purity so that you can be the best future husband or wife for your spouse.
Here are a few tips and tools to help you in maintaining a pure lifestyle and becoming a mature person:
- Choose your music, movies, and T.V. shows well
- Tell your parents when you have feelings for someone of the opposite gender
- Hang out with friends of different genders in groups, instead of one-on-one
- Let your friends know where you stand in terms of dating and purity
The most important tip having a pure lifestyle is to fill your time with activities and experiences that you love. That way you can focus on being the best version of you!
My Plans for My Internet
The internet is an amazing place where you can learn anything! Unfortunately, some people have abused this freedom and are making material available that impacts your attempts to lead a pure lifestyle. It may seem harmless because it's just the internet, but it's important to have a plan in action for when you are confronted with potentially harmful situations.
Please fill out this form with honest ideas and answers. You can fill in as many or as little ideas in each section, but please fill out at least one answer for each section.
1. I use the following online chatting and messaging services:
2. I have the following guidelines for my online messaging conversations:
3. I use the following social media websites:
4. I have the following guidelines regarding what type of personal information I put on my page:
5. When talking online with people I have only met online and do not know in real life I have the following guidelines:
6. When I come across inappropriate content online such as images, videos, and conversations that are sexual in nature, I…
7. If someone I have met online asks me to meet in person, I have the following guidelines: | <urn:uuid:c932e95b-a24e-42a2-85f0-c70835c88b30> | CC-MAIN-2023-23 | https://www.tparents.org/Library/Unification/Publications/IlShim-160930/IlShim-160930-4g.pdf | 2023-06-08T19:07:39+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00296.warc.gz | 1,092,029,568 | 2,835 | eng_Latn | eng_Latn | 0.996529 | eng_Latn | 0.998187 | [
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The Enslaving of the Nation of Benin
Kerrisha Fyffe
"Emancipate yourselves from mental slavery, none but ourselves can free our minds." These are the words taken from a line of the famous Jamaican reggae artist Bob Marley's "Redemption Song." The writer of an online article on mental slavery stated, "Mental slavery cripples its victims, making them ineffective, selfdestructive, self-hating and dangerous. A mental slave will not investigate nor research history or current events but accepts and believes what is told to him, whether true or not." A people, a nation that was a victim of the horrendous crime of slavery, were the people of the West African nation of Benin.
The country of Benin was one site that provided the bulk of slave labor to the New World. Its city of Ouidah housed many forts belonging to the Portuguese, French, Dutch, Spanish and English, each engaged in massive slave trading, with the Portuguese being the principal traders. Today, the city of Ouidah has a rich history, honoring its ancestors as well as educating its present and future inhabitants and those who thread upon its soil, about the grave sufferings of its forefathers at the hands of their fellow men.
The consequences of this crime, as I will show, were both physical and psychological. Enslavers hoped their victims would be completely altered and that they would be a people cut off from their roots with no identity, no culture, no past, and only a brainwashed future. The sole purpose of a slave was to submit to their masters and do what was instructed. The process of physically enslaving a person was accomplished through the process of mental slavery as well. The tactic used by the European colonizers resulted in one of history's major, successful slave trades. The Transatlantic slave trade connected the continent of Africa with North and South America.
The city of Ouidah was connected to the New World of the America because of the great demand for labor on huge American plantations. The New World's first attempt at slavery was with the Native Americans, but this did not work, as many died from overwork and from Old World diseases. The second attempt to fill the demand for labor was through the introduction of indentured servants, which also failed as quickly as it began. The Europeans then turned to African slave labor, which met the demand for cheap labor for their plantations. African slaves were immune to Malaria, which plagued the inhabitants of the New World during that time. The Transatlantic slave trade proved to be the best and the most successful solution.
I was enlightened to the journey my ancestors travelled in the process of becoming a New World slave. I discovered that each step of the journey was designed not only to enslave these people physically, but also to mentally bind them to conditions that they were going to endure for the remainder of their lives.
I often wonder what led to the success of this era of the slave trade compared to the others in history. Upon visiting the country of Benin, I was privileged to go on a tour of the city of Ouidah.
People that were sold in to slavery were taken by their fellow Africans and sold to the Europeans as captives or prisoners of war. This was a common practice among Africans and Arabs during that time. Olaudah Equiano, an African slave who wrote his memoir entitled The Interesting Narrative of the Life of Olaudah Equiano or Gustavas Vassa, the African, wrote that the practice of kidnapping people as slaves was popular in Africa; he and his sister were victims of this practice, which changed the entire course of his life. The journey into slavery began with the capture of the soon-to-be slaves taken from their families, clans, and villages, whether as prisoners of war, or just simply kidnapped as victims of raids to meet the demand for slaves.
Chacha Place was named after Francisco Felix De Souza, a. k. a. "Chacha," a Brazilian slave trader who was given the job to manage the slave trade on behalf of the Dahomean king. He was given the alias "Chacha," because he was considered fast and efficient in the buying and selling of slaves. Here at the big tree, the slaves were stripped naked and examined like goods, from head to toe. They were examined to see if they had good teeth and sturdy body structure, if there were any deformities, and if the women were good for child bearing. The same way in which we examine and squeeze and poke and prod a piece of fruit or vegetable or meat before placing it in our shopping cart for purchase is the way the slaves were treated before being purchased at the hands of various traders, whether French or Portuguese or British, in exchange for guns, mirrors, alcohol and other items. They were then branded in their flesh with a hot iron bearing the initials of his buyer, to the pain, shame, and embarrassment of all those around.
Those that had committed crimes were also sold into slavery; however, the desire for acquiring slaves was so great that even people who committed petty crimes that would have otherwise been given a lenient punishment fitting the crime sentence, were sold as well. They were taken in chains from their point of capture to Place Chacha, which was the site of the old slave market, where the slaves were auctioned under a big tree, planted in 1747 by one of the Dahomey kings.
They were chained at the neck and hands and then taken to the Tree of Forgetfulness, a tree along the slave route around which they were forced to walk, in an effort to forget where they were coming from. The nation of Benin is actually the birthplace of the Voodoo religion, so this tree was selected and converted by the voodoo priest as the place where the people would forget their past when the ritual was carried out. Men were instructed to walk around this tree nine times. From this point, still chained at the neck and hands, they were taken to an area known as the Box Zomayi.
Many died in these horrendous conditions, especially the very young, the old and the feeble. Those that did not survive this segment of the journey were buried in mass graves; those who appeared sick or like they would not make the three-month journey aboard the ships were buried alive as well in these mass graves. They were left there until death claimed their abused bodies. Today, a memorial known as Memorial Zoungbodji has been erected in their honor.
Most times they were taken to this area late at night, so they would not see where they were going and could prepare themselves somewhat for what was ahead. This box was a holding point where they waited to be transported to the ships headed for the New World. In the small, tightly closed box, many were packed together, regardless of gender, age or size, and locked up in total darkness and bound, so that there was no opportunity to escape. This inhumane type of lockdown was designed to disorient and confuse these people and acclimate them to conditions aboard the slave ships. Zomayi means "where the fire is not there,' and here the slaves were kept for three to four months, as they awaited the ships that would take them away from their native land.
Those that survived this ordeal were then taken down to the coast to be loaded onto the ship heading to the Americas. Here The Door of No Return marks the end of the slave route, where the slaves would forever leave their homeland.
Aboard the ships, the slaves were packed like sardines in a can, and were to stay in that position for the three-to-four-month journey. In his memoir Equiano described the conditions in the belly of the ship.
[T]he stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time, and some of us had to be permitted to stay on the deck for the fresh air; but now that the whole ship's cargo was confined together, it became absolutely pestilential. The closeness of the place, and the heat of the climate, added to the number in the ship, which was crowded that each had scarcely room to turn himself, almost suffocated us. This produces copious perspiration, so that the air soon became unfit for respirations, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died—thus falling victims to the improvident avarice, of the purchasers. This wretched situation was again aggravated by the galling of the chains, now become insupportable, and the filth of the necessary tubs, into which the children often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable." (684)
As many as half of these slaves taken on these ships did not survive the journey. Some committed suicide by jumping overboard when they got the chance, preferring the sea to claim their bodies rather than their evil captors. Others died of starvation, illnesses or just the effects of the deplorable conditions aboard. They were flogged and beaten severely for displeasing their enslavers, for not eating or simply for trying to obtain food to nourish their starving bodies. A typical ship was packed with one thousand slaves, with only 500 arriving alive in the Americas.
Even on the plantation in America, the dehumanizing and brainwashing of these people continued to the point that they believed they were nothing and that their skin color determined their future or their status. House slaves and mulattoes (Mulattoes were the offspring of European men and African slave women) were viewed by their fellow slaves as higher class or more important than field slaves. In modern day Benin, the brainwashing continues. The descendants of Felix De Souza are still regarded as important, upstanding members of society. The Beninese people are brainwashed into viewing Felix as a merchant and inventor of palm oil rather than the man at the center of the destruction of their nation. The long-term effects of slavery on that nation are evident all over the country. There still remains a lot of poverty, corruption within the dysfunctional government, bribery in the business world, distrust among communities, an underdeveloped nation with lack of resources, superstitious beliefs and customs built on fear, and the belief that whites are superior to blacks.
The journey to the Americas so traumatized these people that the majority continued to live in slavery, not attempting to escape or to be freed for fear of once again experiencing such torture and abuse. They continued to accept the physical and mental abuses and destruction of their self-esteem by being told they were nothing, not human and only made and built for hard labor, to be used like animals for another man's pleasure and wealth. Their men were humiliated, embarrassed and devalued, as they stood helpless and watched themselves and their families living like animals or torn apart; as they watched and heard the sexual acts committed against their women, not being able to defend them. Women were treated as objects of sexual fantasy for their captors. Aboard ship, men were sometimes chained face down while women were chained face up so that they were easily accessible by their captors for sex. Some committed suicide; some brave ones attempted to escape; while the majority just simply accepted their fate.
There is still hope, however, for the nation of Benin. The Door of No Return became the Door of Return for some. A handful of the slaves taken to the Americas returned to their homeland of Benin, bringing with them a new culture in food, music, religion and knowledge of their ordeal on the journey to the New World and the life they experienced there. The city of Ouidah was developed as a walking history book and a tourist attraction. The nation does its best to preserve its history and to inform its generations of its past, so that they will have a direction for the future. Slavery ended over a hundred years ago, but its effects live on in a people that are still struggling to emancipate themselves from mental slavery.
Nominating faculty: Professor Mark Noonan, English 2200, Department of English, School of Arts & Sciences, New York City College of Technology, CUNY.
Cite as: Fyffe, K. (2012). The enslaving of the Nation of Benin. City Tech Writer, 7, 91-95. Online at https://openlab.citytech.cuny.edu/city-tech-writer-sampler/ | <urn:uuid:87fc6e16-0198-4b61-bf84-107e6e5b451a> | CC-MAIN-2023-23 | https://openlab.citytech.cuny.edu/city-tech-writer-sampler/files/2019/07/Fyffe-2012.pdf | 2023-06-08T18:24:09+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00297.warc.gz | 488,243,570 | 2,587 | eng_Latn | eng_Latn | 0.908514 | eng_Latn | 0.998894 | [
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Shipbourne Climate Change Strategy and Action Plan
October 2022
This Plan was drafted by Cllr Jenny Bate in August 2022.
The Plan was adopted by Shipbourne Parish Council on Monday 10 th October 2022 and endorsed by Cllr Mike Taylor, Borough Councillor for Borough Green and Long Mill Ward.
Shipbourne Parish Council Climate Change Strategy 2022
Foreword
Shipbourne Parish Council (SPC) has declared a Climate Change Emergency and supports T&MBC declaration of Climate Change Emergency made in 2019.
Government and scientists recognise that climate change is the most important environmental challenge that we face and we are all increasingly aware of the impact of climate change in our own lives.
Scientists have said that we need to stop the carbon emissions in our atmosphere if we want to avoid the planet warming by more than an average of 1.5°. That's the temperature that the Intergovernmental Panel on Climate Change (IPCC) has warned will be a major point of no return for the climate crisis. The IPCC's most recent report (https://www.wri.org/insights/ipcc-report-2022-climate-impacts-adaptation-vulnerability) emphasises the speed with which we should all be addressing the issue.
In July 2019 Tonbridge and Malling Borough Council agreed that the Borough would aim to achieve carbon neutrality by 2030 and produced a Climate Change Strategy for 2020 – 2030 https://www.tmbc.gov.uk/climate-change/climate-change-1
Their strategy sets out the Borough's commitment to local action on climate change, biodiversity protection and enhancement and their approach to partnership working.
In April 2021 Shipbourne Parish Council agreed that to respond to the climate change emergency it would set out a strategy and vision for both the Parish Council and the whole Parish which would indicate the steps the Parish needed to contribute to meeting the carbon neutral target of 2030.
As part of this strategy Shipbourne Parish Council has looked at the carbon footprint of the emissions that it has control over and sets out actions that can help reduce that footprint. SPC will investigate what it can do on an annual basis to offset any emissions that it cannot reduce.
This strategy also looks at the carbon footprint of the whole Parish, estimated by the 'IMPACT' Carbon Calculator 1 , identifies the most important issues that need to be targeted to help reduce the footprint and what actions SPC is able to take to help others reduce their personal and organisational footprints. Actions identified that will have the most impact in reducing the carbon footprint of the parish are personal ones and depend on individuals' response, particularly relating to the use of energy for heating, cooling, lighting and cooking in our own homes, how much we are able to insulate our homes, how much energy we can
generate ourselves through renewable technologies, how we use energy to travel, the consumer choices we make and how we manage our land. 1
At the end of this report is a glossary of terms. The language of climate change is confusing and constantly new terms are being introduced. For instance what is the difference between carbon footprint and Green House Gas inventory, carbon neutrality, carbon zero/zero carbon, and net zero, carbon sequestration and carbon offsetting, natural climate solutions (NCS) and nature based solutions?
This strategy investigates the capacity Shipbourne Parish and our community may have to help meet the challenges of adapting to and mitigating the impacts of increased temperatures, drought, flash flooding, more extreme weather conditions and changes in biodiversity and habitats, by making small changes and making a contribution to the use of renewable energy, carbon offsetting and sequestration through natural climate solutions.
It is easy to get bogged down by what seems an enormous task, but we can all make a contribution by making both small and larger changes and acting where we can as a community to influence the changes we need in our Parish to meet the challenge.
We hope this strategy will be welcomed as a positive step to meeting the challenges ahead for us all and call for your support to help our small parish achieve the ambition of carbon neutrality by 2030.
We look forward to receiving your comments, ideas and support that will contribute to achieving these carbon reduction targets.
Cllr Nick Tyler
Chairman Shipbourne Parish Council,
October 2022
HOW TO COMMENT ON SHIPBOURNE PARISH'S STRATEGY AND ACTION PLAN:
Send any comments and ideas you have to:
Sarah Huseyin, Clerk, Shipbourne Parish Council:
Email: email@example.com
Or post to:
Mrs Sarah Huseyin, Clerk, Shipbourne Parish Council, Gable Cottage, Ismays Road, Ightham, TN15 9BE
___________________________________________________________________________
CONTENTS
1. What does carbon neutrality by 2030 mean? Why work out a carbon footprint? Is it the same as a Green House Gas inventory?
2. Shipbourne Parish Council: carbon footprint
a. Activities
b. Land ownership
c. Village hall
c. Offsetting
3. The Parish of Shipbourne
a. Carbon Footprint - Impact report
b. Consumption figures
c. Territorial figures
d. The footprint
e. What can we do?
f. Priorities
4. An action plan for the Parish of Shipbourne
5. Strategy review and call for help
Appendices:
Appendix 1: Glossary, references and useful information
Appendix 2: The Impact report for the Parish of Shipbourne
1. What does carbon neutrality by 2030 mean?
a) Tonbridge and Malling Borough Council (TMBC) aim to achieve carbon neutrality by 2030 and SPC support this objective. Carbon neutrality is however not the same as zero carbon. Carbon neutral includes an element of carbon offsetting to reach a certain target and TMCB have indicated that this target can only be achieved by an element of offsetting.
Offsetting is an inexact science, for instance the full impact of tree planting as a means of offsetting air travel can only be achieved once the tree has reached a certain maturity. It could of course die, be removed or lost long before its potential to offset the original carbon generation has been realised.
However it is universally recognised that zero carbon for a community is an unattainable goal. The aim should be to reduce our carbon footprint as much as we can and offset as much as we can, by whatever means are available to us, to reach stated targets. Some methods of offsetting are more quickly attainable in terms of the offset than others which require longer term investment. (The difference in natural and technological methods of offsetting is set out in Appendix 1 Glossary.)
b) Why work out a carbon footprint?
Working out our carbon footprint will help us as a Parish work out where best to target our efforts, both as individuals and as a community. As a Parish Council we have worked out our current footprint which has shown areas where we can reduce our impact.
We have used the 'Impact tool' 2 to work out those areas where we could make an impact as a community either through individual actions or where we can work together within the Parish, with our neighbouring Parishes, the Local Authority, utility providers and others to help reduce our footprint and contribute to carbon reduction.
Without having an idea of our carbon footprint it is impossible to know what is needed to reach carbon reduction targets.
c) Is a carbon foot print the same as a Green House Gas inventory? Green House gases are gases that stop heat escaping from our atmosphere. Not all greenhouse gases contain carbon. Nitrous oxide, ozone and water vapour are not carbon gases but they also contribute to the warming effect. Carbon dioxide, Methane and Chlorofluorocarbons are all part of our CARBON footprint and the most important to reduce in making a contribution to reaching targets that will mitigate climate change. However a 'carbon' footprint, (carbon dioxide equivalent, CO2e) includes all gases which impact the climate.
2. Shipbourne Parish Council: carbon footprint
a. Activities
i. Attendance at Parish, Borough, other meetings and site visits:
For some journeys this involves use of a car by the Clerk and councillors. These are
kept to a minimum and some have hybrid or electric cars. Recently Teams and Zoom meetings are used unless statutorily in person meetings are required.
ii. Administrative activities require use of laptops, printers, toners, some paper, mobile and landline phones and broadband.
iii. Heating and lighting of the Village Hall for Parish meetings.
SPC have undertaken an estimate of the carbon footprint of these activities. Currently the annual foot print is estimated as 0.622 tonnes per year. With small changes a reduction to 0.501 tonnes could be achieved over the next 12 months.
b. Land ownership
Shipbourne Parish Council own and manage Wightwicks and Dunks Green, both Common Land. The carbon footprint of management of these areas could be reduced and the biodiversity improved.
Reducing the mowing regime and managing the hedges and woodland areas sensitively would reduce the use of fossil fuel, and increase the biodiversity. Careful choice of planting species to create shade, reduce flooding, sequester carbon and provide for a richer biodiversity and habitats are currently being considered. The more diverse the habitat the more robust it will be to cope with changing climate conditions. Use of battery or electric machines will also be investigated. The aim will be to ensure that our land and its management do not only reach zero carbon, but also can contribute to sequesting carbon by the way it is managed. SPC will seek professional advice and if zero carbon cannot be achieved will seek ways to offset through nature based solutions (NBS) on other land.
c. Village Hall
The Village Hall Trust manages and maintains the Village Hall and garden. It is owned by the Parish Council. The Trust intends to undertake a carbon footprint calculation but in advance of the findings it is clear that the Hall needs insulating and double glazing needs to be undertaken. Despite recent improvements the electricity demand to heat the hall to acceptable levels for hire is high. The maintenance of the garden also requires fuel. These are issues that the Parish Council and the Trust are looking into.
d. Offsetting
SPC's activity carbon footprint is estimated to be in the order of 0.600 to 0.500 tonnes per annum. It is unlikely that SPC manage sufficient land to offset the footprint 'in house' but we will work with local landowners and the Kent Wildlife Trust to look into opportunities to both reduce our footprint further or fund offsetting elsewhere. Kent Wildlife Trust is currently setting up a scheme whereby donating money will aid the Trust to buy and/or manage land in a way to sequester more carbon and improve biodiversity locally. SPC could invest in 'donation credits' to compensate for the carbon used. A dialogue will be opened
with KWT to advise on management of the Parish owned land and the use of nature based solutions (NBS).
3. The Parish of Shipbourne: carbon footprint
a. The Impact report:
The Impact report tells us about Shipbourne Parish's carbon footprint – both the scale of emissions and the main activities responsible for the emissions. This information is obtained from 'Impact '– an online region-level carbon emissions estimator: Impact | Community carbon calculator (impact-tool.org.uk)
The tool was developed by the Centre for Sustainable Energy and the University of Exeter, initially to make carbon foot printing at parish level possible.
The full report shows both 'consumption based' and 'territorial' emissions, and also shows how our footprint compares with the district average and the national average. The Impact reports are a useful tool that are updated regularly on the webpage
The report dated August 2022 for Shipbourne indicates the following:
b. Consumption figures:
c. Territorial figures:
The territorial figures in the Shipbourne graph are 'skewed' by the major A road going through the parish since figures for road usage emanating outside the parish but experienced on that part of the A277 within Shipbourne are calculated as being part of Shipbourne footprint. Also the industrial and commercial figures are based on figures for the whole Borough not individually for Shipbourne. The 2 methods of calculation do however give a clear steer as to where the emphasis for action in the Parish could be.
d. The footprint
The Impact report shows that the Parish of Shipbourne emits about 50% more CO2e than the average for Great Britain and it confirms that our biggest footprint is through use of fossil fuels in our households, followed closely by transport. Reducing emissions from our building stock by insulating, changing to renewable sources of fuel, and addressing our methods of travel present themselves as priorities for attention.
The figures are understandable due to our reliance on oil or LPG to heat our homes due to not being on the gas grid, having a high level of older and heritage properties, a higher proportion of larger homes and having a high dependence on car usage. Interesting comparisons can be made with neighbouring Parishes and the Borough and National averages. Shipbourne has a slightly lower footprint than Ightham, Plaxtol and West Peckham, but higher than Hadlow and Hildenborough – both these latter two Parishes having better public transport services, a larger proportion of younger and smaller housing stock and a gas supply that is more efficient than oil.
The figures above show how important it is to stop using fossil fuels of oil and LPG if we are to reduce our footprint. Currently Shipbourne is dependent on electricity, oil or LPG for heating and cooking since 95% of properties in Shipbourne and surrounding area are not serviced by the gas grid (source: Non-gas map (nongasmap.org.uk) and this means that in the future Shipbourne will not be able to access Hydrogen gas. Elsewhere the current grid is being upgraded slowly to accept hydrogen but extensions to the gas grid will not be provided. Other renewable carbon zero options will therefore be needed. The existing the fossil fuels of oil and LPG to electricity for heating and cooking etc. (Wood burning stoves also, although a renewable source, increase the carbon footprint.) It is therefore important that our electricity grid provider (UK Power Networks) is made aware that the electricity grid is currently not capable of supporting all properties in the parish moving from capacity of the grid in our Parish is in need of upgrading to cope with future demands. This will include a higher demand on the grid for car plug in points, heating and cooking and for powering heat pumps. Also greater capacity will be needed for the grid to accept more electrical energy provided by householders from the increase in PV panels. It is important that individuals trying to change their energy supply are not caught by high costs of connection to the grid due to lack of capacity. SPC is currently working with South East New Energy (SENE) and initiating contacts with the Local Authority, UK Power Networks UK Power Networks Innovation - Home and Kent County Council to ensure the Parish can cope with
future changes necessary to lower our carbon footprint and have a source of renewable energy. Shipbourne is one of the few parishes in Tonbridge and Malling that will not be able to convert to hydrogen due to the lack of an existing gas grid.
e. So what can we do?
Compared to the national average the 2 most important areas for us to address are housing and transport. Most of this is therefore within the power of individuals, so we can all make a huge contribution to lowering this impact.
In addition there are some major blocks to delivery, generic to all of us, which could be addressed through action at Parish, Borough and National level which could help us reduce Shipbourne's and our own personal footprint. This is useful evidence for the Parish Council when setting out actions the Parish Council can take when working with the Borough, Kent County Council and infrastructure providers.
f. Priorities
The Impact report indicates that priority should be as follows, moving from highest to lowest impact:
i. To insulate homes to a higher standard
ii. To change from oil, wood and lpg to a renewable form of power to heat, cool and cook
- Depending on the property and its location individuals could install Photo Voltaic (PV) panels, solar heat panels (for heating hot water), air source or ground source heat pumps, or a mixture of these.
- The Parish community could investigate opportunities for district heating and community renewable energy production.
- ensure that Shipbourne is high priority for upgrade of the electricity grid.
iii. To reduce aviation, particularly frequent flights
iv. To lower the number of journeys by car/private transport
- avoid unnecessary journeys, walk, cycle, use public transport, invest in energy efficient cars, share travel
- work from home where possible.
v. To reduce consumption and reuse and repair to make best use of embodied energy
vi. To make changes in diet to reduce emissions: a complex issue but plenty of advice available.
- move to meat and fish which are produced by more sustainable methods (e.g. domestic and local grass-fed animals, locally caught fish)
- move towards other sources of protein which themselves have a lower carbon footprint than meat, dairy and fish
vii. To make considered choices in consumption
- buy local where possible
- reduce use of non-recyclable materials,
- use or buy pre used and Freecycle or sell used items
- buy products with the smallest carbon footprint
- recycle waste
- use a provider of renewable electricity and reduce use.
- manage water consumption.
viii. To look carefully at the ways we manage our land
- think about gardening for changing climatic conditions. Need for shade, choice of species, water demand, and choice of gardening products (e.g. impact of using peat compost on destroying peatbog carbon sinks) and use of machinery.
- review agricultural practices
4. A Climate Change Action Plan for Shipbourne
August 2022
The table below sets out some actions that we can all aspire to, identifies who can take the lead, indicates where SPC can act and where blocks need to be addressed.
5. Strategy review and call for help
The Strategy and Action plan are iterative and evolving documents that will be updated regularly to ensure they reflect changes in evidence and progress.
SPC will encourage all Parishioners to work out their own footprint. The Shipbourne Newsletter and website will be used by SPC to endeavour to support all Parishioners in their efforts to reduce and offset their footprint. A dedicated climate change page will be provided on the Parish website.
The biggest impact we can have is to insulate our homes and change what fuels we use. SPC is investigation the potential for generation of renewable energy within the Parish and ways of supporting Parishioners to make changes to their properties. However much is up tour individual life choices.
SPC needs help and support from individuals to help keep the website active and up to date and become involved as a community with the challenges we face. SPC is currently recruiting members to form a 'Climate Change Action Group' for the village.
SPC know that there is both energy and expertise within the community, everyone can be involved and every little helps in this endeavour.
We have a duty to the next generation to get on with this and we need you!
Shipbourne Parish Councillors hope that you will contact us so we can together all meet the challenge of the net zero target by 2030.
Contact:
Sarah Huseyin, Clerk, Shipbourne Parish Council:
Email: firstname.lastname@example.org
Phone: 07733250185
Or post to: Mrs Sarah Huseyin, Clerk, Shipbourne Parish Council, Gable Cottage, Ismays Road, Ightham, TN15 9BE
Appendix 1. Glossary and useful links
Carbon footprint and greenhouse gases:
Do we need to worry about other greenhouse gases as well as carbon di oxide? Yes because greenhouse gases are gases in Earth's atmosphere that trap heat. They let sunlight pass through the atmosphere, but they prevent the heat that the sunlight brings from leaving the atmosphere. CO2 e stands for "carbon dioxide equivalent" and is a standard unit of measurement in carbon accounting. It expresses the impact of a number of different gases collectively as a common unit.
The main greenhouse gases are:
* Water vapour
* Carbon dioxide
* Methane
* Ozone
* Nitrous oxide
* Chlorofluorocarbons
Of these methane is the most powerful in increasing the 'blanket' effect. As a greenhouse gas, methane is some 25-30 (according to a range of sources) times as potent as CO2. Reducing the burning of plant matter, eating meat, using fossil fuels and burying organic matter in landfill can all help to reduce methane emissions and global warming. A 'carbon' footprint includes both carbon dioxide as well as other gases which impact the climate.
Climate Change Adaptation:
This refers to actions that individuals or organisations can take to reduce the impacts of climate change, such as changing methods of agriculture to avoid run off from flash floods, providing more shade in landscaping of buildings, providing more flood defences.
Climate Change Mitigation:
This refers to actions that can be taken to reduce the production of greenhouse gases that are increasing temperatures and cause deleterious changes to our environment. Examples are changing from the use of fossil fuels to using renewable energy, reducing the use of fossil fuels for transport, changing industrial processes, and adapting land management techniques to reduce carbon emissions.
Carbon neutrality or carbon neutral:
Reaching carbon neutrality or carbon neutral means that an individual or organisation or demographic population/group etc. has reduced its carbon footprint as much as it possibly can, and any remaining carbon dioxide (CO2) that is released from their activities is offset by 'carbon offsetting'. This can be done in a number of ways. Either they finance someone else to do it for them, or they themselves remove carbon from the atmosphere by an activity that uses up or changes the same amount of carbon di oxide identified as their carbon footprint.
Carbon zero or zero carbon
This is complete achievement of zero production of greenhouse gases including carbon emissions. Some buildings like Passivhaus claim to be 'zero carbon' as they are built to have zero CO2 emissions by high insulation building standards and use of renewable energy technologies. However this does not take account of the embodied energy and carbon cost of producing and building the house. This would need to be offset by the producing organisation.
Net zero:
'Net zero' is similar to carbon neutral. It's still a fairly new term, so sometimes you might hear it used interchangeably with other words. But as governments and corporations adopt net zero targets worldwide, organisations like the United Nations are beginning to agree on a definition. When companies or organisations say they're 'net zero', it means they've cut their emissions down as much as they possibly can. For what's left, they offset it by taking steps to permanently remove carbon from the atmosphere.
Carbon offsetting
A carbon offset involves a permanent removal of emissions of carbon dioxide or other greenhouse gases from the atmosphere in order to compensate for emissions made elsewhere. If carbon reductions are equivalent to the total carbon footprint of an activity, then the activity is said to be "carbon neutral." Carbon offsets can be bought, sold, or traded as part of a carbon market.
Examples of offsetting are:
1. Nature based solutions or natural climate solutions (NCS)
This involves creating or restoring habitats which absorb emissions. Carbon can be either released or stored in our environment through the way in which we manage land. Nature based solutions provide ways in which carbon can be stored. Examples are planting trees and increasing forest cover, restoring peat bogs and coastal marshes, and increasing the biodiversity in our soils
Natural climate solutions (NCS) are a more international term than Nature Based Solutions but basically they are the same thing. NCS are actions that avoid greenhouse gas emissions and increase carbon storage in forests, grassland and wetlands. Well-known examples include forest conservation, restoration and management. Restoration not only returns forests to a healthy state, but also increases the amount of carbon sequestered, improves biodiversity and the quality of soil and water in the ecosystem, and provides economic benefits for communities that depend on that forest. NCS and nature based solutions play a critical role in supporting the future of both climate and nature.
In most cases the costs of nature based solutions and NCS per removal of a tonne of carbon are significantly less that technology based removal. Also they are more easily available and not dependent on new and emerging technologies.
Find out more: https://www.kentwildlifetrust.org.uk/blog/evan-bowen-jones/nature-basedsolutions-more-trees-and-not-just-carbon
However because nature based solutions and NCS take a very long time to sequest the same amount of carbon as is originally and/or continually being produced for offsetting,
technology based removal will remain the most important method of offsetting for large carbon emitters.
2. Technology based offsetting: rapid, direct decarbonisation: Carbon capture and storage, or 'CCS' technology
An example of carbon storage technology is by transporting the captured CO2, usually in liquid form, via pipeline, and injecting it deep underground in geologic formations, but there are an increasing number of new technologies emerging for carbon capture.
Find out more:
https://www.globalccsinstitute.com/wp-content/uploads/2018/12/Global-CCS-Institute-Fact- sheet_Capturing-CO2.pdf https://www.globalccsinstitute.com/archive/hub/publications/191018/fact-sheet-capturing-co2.pdf https://www.imperial.ac.uk/news/227653/new-research-shows-carbon-capture-technology/ (If the links do not work try pasting them into Google search.)
Carbon sink;
A carbon sink is anything that absorbs or has absorbed more carbon from the atmosphere than it releases – for example, plants, the ocean and soil, peat bogs. The carbon remains locked up until disturbed.
The electricity grid covering Shipbourne: UK Power Networks;
Look at Power Network's Heat Packs:
https://innovation.ukpowernetworks.co.uk/2021/02/03heat-packs/
To reduce Shipbourne's carbon footprint an improved capacity of the electricity grid is essential.
Embodied energy;
Embodied energy is the sum of all the energy required to produce any goods or services, considered as if that energy was incorporated or 'embodied' in the product itself. Wikipedia Embodied energy calculations are becoming more important in all consumption decision making.
Decentralised Energy;
Energy produced by private individuals, companies or communities that provide local energy to communities and exports electricity onto the grid.
Energy Service Company (ESCo)
An ESCo is a commercial structure created specifically to produce, supply and manage the local delivery of decentralised energy to a 'whole site' development'.
Community energy projects: Examples.
Renewable energy in Loftus:
https://www.cpre.org.uk/wp-content/uploads/2022/06/CPRE_Loftus-community- vision_leaflet_web.pdf
Barcombe:
https://www.bbc.co.uk/news/uk-england-sussex-55844053
https://ovesco.co.uk/barcombe-energy-group
Appendix 2. Impact report.
Links to the Impact Carbon Calculator and Impact Report for Shipbourne, August 2022
https://impact-tool.org.uk
https://impact-tool.org.uk/report?regionld=E0400106&geography=parish
You can read the whole report for Shipbourne – which is updated regularly, and compare Shipbourne with other Parishes, Boroughs, and the UK
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BELIEVING THE IMPOSSIBLE Sunday School- December 11, 2011 Unifying Topic: A PROMISE TO ABRAHAM
Lesson Text
I. The Promise Of The Seed (Genesis 15:1-6)
II. The Purpose Of The Sacrifice (Genesis 15:12-18)
The Main Thought: And he believed in the LORD; and he counted it to him for righteousness. (Genesis 15:6, KJV). Unifying Principle: Sometimes people are asked to believe the unbelievable, even the impossible. How far can some peoples' ability to believe be stretched? Even through Abram and his wife Sarai were long beyond the age of childbearing, because of his faith in God, Abram believed God when told that he would have descendants more numerous than the stars.
Lesson Aim: To challenge the students to exercise their faith in God and to expect that he will fulfill His promises. Life aim: To help the students have faith in God sufficient to suspend their normal understanding of possibility in order to accept God's extravagant promises.
15:1 After these things the word of the LORD came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward.
15:2 And Abram said, LORD God, what wilt thou give me, seeing I go childless, and the steward of my house is this Eliezer of Damascus?
15:3 And Abram said, Behold, to me thou hast given no seed: and, lo, one born in my house is mine heir.
15:4 And, behold, the word of the LORD came unto him, saying, This shall not be thine heir; but he that shall come forth out of thine own bowels shall be thine heir.
15:5 And he brought him forth abroad, and said, Look now toward heaven, and tell the stars, if thou be able to number them: and he said unto him, So shall thy seed be.
15:6 And he believed in the LORD; and he counted it to him for righteousness.
15:12 And when the sun was going down, a deep sleep fell upon Abram; and, lo, an horror of great darkness fell upon him.
15:13 And he said unto Abram, Know of a surety that thy seed shall be a stranger in a land that is not theirs, and shall serve them; and they shall afflict them four hundred years;
15:14 And also that nation, whom they shall serve, will I judge: and afterward shall they come out with great substance.
15:15 And thou shalt go to thy fathers in peace; thou shalt be buried in a good old age.
15:16 But in the fourth generation they shall come hither again: for the iniquity of the Amorites is not yet full.
15:17 And it came to pass, that, when the sun went down, and it was dark, behold a smoking furnace, and a burning lamp that passed between those pieces.
15:18 In the same day the LORD made a covenant with Abram, saying, Unto thy seed have I given this land, from the river of Egypt unto the great river, the river Euphrates:
HISTORY:
1Abram went to Shechem (Genesis 12.6); then to south Canaan (Genesis 12.9); from Canaan he went to Egypt because of famine, where he in unbelief lied to Pharaoh about Sarai (Genesis 12.10-20). After that he traveled back to the Bethel area (Genesis 13.3). Abram was a wealthy man by this time (Genesis 13.2; Hebrews 11.9). Abram gave Lot his choice of land. Lot of course thought he was taking the best--the Sodom area (Genesis 13.5-13). God gave to Abram and his descendants everything else, so Abram moved to Hebron, the oaks of Mamre (Genesis 13.14-18).
Chedorlaomer, king of Elam, had conquered the five cities of the plain and so required heavy taxes. The cities revolted after 12 years of this. Chedorlaomer and four other kings punished the cities. He carried away slaves including Lot. Abram heard of this; he formed a small army (318 men) and along with Mamre, Aner, and Eshcol pursued and defeated the Chedorlaomer army. He returned with the stolen goods and people. When he returned he gave a tenth of the goods to Melchizedek, the king-priest of Salem. Abram also gave the king of Sodom back his goods (Genesis 14; Hebrews 7.1-4,6).
Sometime after the Chedorlaomer war, Abram asked God that Eliezer, his servant, be made the heir of the seed promised.
LESSON:
Genesis 15:1-6 The Promise Of The Seed
15:1 After these things… The previous chapter focused on Abram's actions, but this chapter deals with his emotions.
1
http://www.spokanebiblechurch.com/study/Bible%20Heroes/abraham.html http://www.pitwm.net/pitwm-sundayschool.html
"After these things…" What things? - After the battle and all other things that had occurred. …the word of the LORD came unto Abram in a vision, saying, Fear not, Abram: I am thy shield, and thy exceeding great reward. This presents one of the four ways which God spoke to individuals in Old Testament times (Num.12:6-8).
1. He spoke in visions (Amos 7:1).
3. He revealed Himself by speaking directly to the Prophets mouth to mouth (Dan.12:8).
2. He spoke in dreams (Gen.41:1; Dan.2:1; 3).
4. And He spoke through His Word (the time of the Gospels was still under Old Testament authority—under the Law).
God called him by name. He knew Abram's heart, his fears, and disappointments. The tenderness of this act really brought Abram prostrate before God and encouraged him beyond all measure. When God called Abram's name, Abram knew above all else that he truly belonged to God. In this vision; in this mental picture, God gave a threefold message:
1. "Abram do not fear." It seems that along the way fear came into the picture. Why? He had just come out of a war and perhaps he feared the revenge of the kings he had just defeated or he feared being childless.
God shielded Abram…
2.
"Abram I am your shield." God wanted to reassure him that He is his shield, a protector and defender.
a. from being hopelessly discouraged and giving up.
c. from being defeated by the enemies of life.
b. from denying the faith and the promises of God.
d. from losing his soul to the spiritual enemies of God.
e. from losing heart in the face of weakness, temptation, and trial.
3. "Abram I am your exceeding great reward." God would continue to fight for him as He had just demonstrated in chapter 14. And He would continue to reward Abram, especially since Abram had returned all the goods; valuables and gold, livestock and possessions, to all the people he had rescued. All the wealth was rightfully his by the law of conquest, but he had returned all and kept nothing for himself. God had truly made a Covenant with Abram, and Abram needed not fear because "I Am" had spoken. Abram was to be rewarded by God Himself, His very nature, beyond and above anything Abram could ever guess.
Just like Abram's experience, emotions can fall apart; darkness can sweep over our souls; trials can sap our strength; temptation can cause us to question and doubt God's promises. In fact, times do arise when we need a fresh experience with God, a brokenness experience, a deep sense of His presence, a special reassurance from His Word. It is in such moments of need that God always comes to us to meet our need, and the depth of the experience with God, always matches our need. The experience of His presence and the power of His Word and assurance, are always just what we need. This was the case with Abram, and it is always the case with the genuine follower of God.
15:2 And Abram said, LORD God, what wilt thou give me, seeing I go childless, and the steward of my house is this Eliezer of Damascus? Now we see, something else that Abrams feared: having no child. He was too old; too many years had passed since the promise had been given. 2 The last time God had spoken to Abram about the birth of a son, he had promised him he would make his descendants like the dust of the earth (Gen.13:16); but now the promise is that they shall be like the stars of the heaven in multitude (Gen.13:14-16). His nephew Lot whom he had reared and loved like a son had chosen to follow after the world instead of God. Therefore, he was unfit to be the heir, so the question to the Lord was, "what will you give me?" Abram comes up with the idea of the steward, Eliezer of Damascus, his most trusted servant in his household to inherit his wealth; a Mesopotamian custom—if Abram died without a son of his own, then his eldest servant would become his heir.
15:3 And Abram said, Behold, to me thou hast given no seed: and, lo, one born in my house is mine heir. Abram is wondering what happened to the promise. He's saying Look now; I still don't have a seed. He was disappointed and getting impatient! We can look at this in two ways: The male carries the seed for the baby, and as of yet, Abram has not seed for the baby to be born; or that Abram's seed or heir has not been born. However, Abram is now considering his servant Eliezer of Damascus in the house; he could be his heir. How much longer would he wait?
15:4 And, behold, the word of the LORD came unto him, saying, This shall not be thine heir; but he that shall come forth out of thine own bowels shall be thine heir. There is a regular dialog between he and God. After God hears him, God said no, Eliezer will not be his heir. God then told Abram that he and Sarai will have a son who will come from her own body; her own flesh and blood; from their own bowels— this is where their heir will come from. The promised seed was sure to come.
2
http://www.raystedman.org/old-testament/genesis/faith-conquering-fear http://www.pitwm.net/pitwm-sundayschool.html
15:5 And he brought him forth abroad, and said, Look now toward heaven, and tell the stars, if thou be able to number them: and he said unto him, So shall thy seed be. Remember, God was giving Abram a vision of all this. God took Abram outside, which means that Abram was inside his tent. Now He tells Abram to look up and if he is able to count the stars, so will his seed (descendants) be. What a glorious encouragement! Everytime Abram looked up at the stars he would think of the great promise of God and be encouraged and strengthened in his faith. 3 No one knows how many stars there are. That's precisely God's point. Abraham will have so many descendants that he will never be able to count them all.
15:6 And he believed in the LORD; and he counted it to him for righteousness. To "believe" means to rest upon, to lean upon, to be sure of, to have complete and full confidence in. There are essentially two types of righteousness: righteousness we think we accomplish by our own efforts, and righteousness accounted to us by the work of Christ when we believe. God took Abram's faith and counted or credited it to him for righteousness. No person is righteous before God. Our righteousness is always seen in Christ Jesus, for we are in Christ! The key word is "in." Our faith is in the Peron of…; our belief is in the Person of… When a person deposits his money in a bank, the bank credits the money to his account. When Abram deposited his faith in God; laid his life into the hands of God; God credited his faith as righteousness because Abram deposited his faith in God. What did Abram believe? He believed God's promise to give the promised seed.
Genesis 15:12-18 The Purpose Of The Sacrifice
15:12 And when the sun was going down, a deep sleep fell upon Abram; and, lo, an horror of great darkness fell upon him. Again, remember Abram was receiving a vision from God. The revelation comes to Abram in a trance of deep sleep. Lying there, deep in sleep, a thick darkness moved in upon him and some sense of horror and dread began to strike his heart. What was the message? It was a prophecy foretelling the triumphant future of the promised seed (vv13-16).
a. The promised seed shall enter a foreign land to be oppressed and enslaved for a period of 400years (V13).
b. The promised seed shall be delivered from the oppressing nation (Egypt), and when they are delivered they will have great possessions (V14).
c. The believer (Abram) will join his fathers in peace (v15).
d. The promised seed shall return to the Promised Land after 400years (V16).
It represented the sufferings which would come to God's people Israel and as well to Saints presently. Abram's descendants would possess the land of Canaan, but not until after a considerable delay and many difficulties.
15:13 And he said unto Abram, Know of a surety that thy seed shall be a stranger in a land that is not theirs, and shall serve them; and they shall afflict them four hundred years; God tells Abram that Israel must remain in a land (Egypt) for four hundred years (their entire stay). This is a rounded figure, the precise number being 430 (Exo.12:40-41). 4Four hundred years are to elapse before the seed of Abram shall actually proceed to take possession of the land. This interval can only commence when the seed is born; that is, at the birth of Isaac, when Abram was a hundred years of age and therefore thirty years after the call. During this interval they are to be, "first, strangers in a land not theirs" for one hundred and ninety years; and then for the remaining two hundred and ten years in Egypt: at first, servants, with considerable privilege and position; and at last, afflicted serfs, under a hard and cruel bondage. This is a certainty!
15:14 And also that nation, whom they shall serve, will I judge: and afterward shall they come out with great substance. At the end of this period Pharaoh and his nation were visited with a succession of tremendous judgments, and Israel went out free from bondage "with great wealth." This passage teaches us that we will go through difficult seasons, which sometimes last for generations. Nevertheless, God knows the end from the beginning and causes trials to work for the benefit of those who trust him.
15:15 And thou shalt go to thy fathers in peace; thou shalt be buried in a good old age. "Going to his fathers" meant joining them in heaven. Abram will die a happy old age (he was 175 years old when he died in Gen 25:7-8). Abram would have peace—eternal life and peace.
15:16 But in the fourth generation they shall come hither again: for the iniquity of the Amorites is not yet full. The iniquity of the Amorite tribes living in the land of Canaan was not yet full; God gave them more time to repent. The Amorites were one of the nations living in Canaan. God knew the people would grow more wicked and in
3 http://www.keepbelieving.com/sermon/1996-04-28-How-to-Overcome-Fear/ 4
http://www.bibletools.org/index.cfm/fuseaction/Bible.show/sVerseID/374/eVerseID/374/RTD/Barnes http://www.pitwm.net/pitwm-sundayschool.html
their iniquity they would be punished. This prophecy was literally fulfilled. Moses, for example, who led the Israelites back to Canaan after their 400years in Egypt, was in the fourth generation from Jacob—Levi, Kohath, Amram, Moses.
15:17 And it came to pass, that, when the sun went down, and it was dark, behold a smoking furnace, and a burning lamp that passed between those pieces. God gave Abram a deep experience of His holy presence. But note how God appeared to Abram: God's presence was symbolized in a smoking firepot with a blazing torch. God often symbolized His presence by using fire. The Bible says that God is a consuming fire. There had to be shed blood to seal the covenant. To confirm His promise, God gave Abram a sign—the smoking firepot and flaming torch passing between the parts of the sacrificed animals. Ancient covenants were sometimes confirmed by the halving of sacrificial victims and the passing between them of the two parties to the covenant (Jere.34:18). However, there was only one to pass through the carcasses and that was God. This indicated that Yahweh alone was undertaking the fulfillment of all the conditions attached to the covenant. The sign to Abram was a visible assurance to him that the covenant God had made was real. Therefore, if the covenant of the promised seed and the Promised Land was to ever be established and fulfilled, it had to be established by God and by God alone; by grace and by grace alone. A person is saved—receives the promised seed (Christ) and the Promised Land (heaven)—by grace and grace alone.
15:18 In the same day the LORD made a covenant with Abram, saying, Unto thy seed have I given this land, from the river of Egypt unto the great river, the river Euphrates: This is an expansion of the covenant given earlier by God: here the actual boundaries of the Promised Land are given. The Promised Land will stretch from somewhere close to the great Nile River to the great Euphrates River. Note, at that time, there were apparently ten significant tribes of Canaanite people occupying the land. The Amorites were the largest, and the name Amorite was sometimes used to refer to all the Canaanite people.
SUMMARY:
Abram 5 was struggling with the delay in God's promises being fulfilled. God began to encourage him to not fear because He would be his shield and exceeding great reward. God answered with a promise of a son, and He promised to provide abundantly. Abram's concern about dying without an heir led him to think that his servant Eliezer would be his heir. The Lord readily answers to clarify it by declaring "this man shall not be your heir." God does not even consider him as an option but says his son shall come forth out of his own bowels. At this point, still looking at it in the vision, God takes Abram to the outside of the tent to look up at the stars; if he's able to count them, so shall his seed be. When Abram responds in belief to God's promise, God credited this belief to Abram's account as righteousness. In other words, Abram wasn't righteous in and of himself; however, because he had faith in the Word of the Lord, the Lord's righteousness was credited to him.
Abram falls into a "deep sleep" and God speaks that Abram's descendants will be "strangers in a land not their own." They will be "enslaved and mistreated for four hundred years". However, their oppressors (the Egyptians) will be punished in the end and God's people will come forth with great wealth that would bring them to the Promised Land. Abram now knows that he will be able to go with his fathers and die in peace at a good old age. In this vision, Abram also sees a smoking firepot proclaiming the furnace of affliction that Israel will have to pass through; and a flaming torch move between the split carcasses of animals sacrificed. This represented the manifestation of God's divine presence passing through the sacrifice showing that He was and would be the light and salvation of His people. In Exodus He was their pillar of cloud by day and pillar of fire by night. The purpose was to settle the matter of His covenant He had made with Abram: The promised seed was reaffirmed and the Promised Land was reaffirmed with given boundaries.
APPLICATION:
Did you see how many times God told and reaffirmed to Abram the promises? He will do the same for you even when you have questions. God is always true to His Word because God is the God of impossibilities showing it to many generations!
5
http://mark12ministries.wordpress.com/2009/11/15/genesis-151-6-%E2%80%9Cgods-promises-are-abundant/
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Research on the Learning Engagement of University Students in a Blended Learning Environment
Linwei Li, Jing Cao, Yuhao Qi, Yi Liang, Xi Lu, Yixiao Pan
University of Shanghai for Science and Technology, Shanghai, China
Abstract: Nowadays, the blended learning model, which integrates "Intelligent+" technology, has become an important development direction in higher education. In this study, the BOP-ABC model was constructed and SPSS was employed for simulation experiments on the cases. The results show that the learning engagement is affected by both subjective and objective factors, which involve three dimensions: students, teachers, and external environment. Improving the input of all parties can effectively enhance the level of students' learning engagement.
Keywords: Blended learning model; Learning engagement; University students; BOP-ABC
1. Introduction
With the improvement of social and economic levels and the rapid development of the information age, the blended teaching model, which integrates "Internet+" and "Intelligent+" technologies, has become an important development direction for higher education in China and around the world. By constructing a BOP-ABC model of learning engagement for students in higher education institutions and using SPSS software to conduct simulation experiments on the cases. The results show that learning engagement is affected by two main aspects, subjective and objective factors, which involve three dimensions: students, teachers, and the external environment. Transforming the teaching methods of teachers, strengthening interaction and feedback, and improving various aspects of the blended teaching model in higher education institutions can effectively enhance students' learning engagement.
In 2022, Jiangsu Province launched a grassroots teaching organization construction project for higher education institutions, introducing ten measures to promote teaching capacity improvement and ten standards for grassroots teaching organization construction. These measures emphasize the standardization of online teaching and assessment methods, the innovation of grassroots teaching organization carriers and operation methods, and the importance of exploring the construction standards, construction paths, and operation modes of new grassroots teaching organizations in the "Intelligent+" era. In December 2022, the report "Infinite Possibilities—Digital Development of World Higher Education" pointed out that "since the 21st century, a new round of technological revolution and industrial transformation has brought unprecedented development opportunities, and digital knowledge, information, and data have become key factors of production." Promoting the transformation and upgrading of classrooms, leveraging the advantages of blended learning models in time and space, and promoting the comprehensive development of people are important directions for higher education reform in the new era [1].
2. Research background and purpose
Blended learning model is a combination of internet resources, information technology resources, and traditional classroom teaching resources. It enables teachers to play a leading role in guiding and inspiring students in the classroom while fully reflecting the initiative and enthusiasm of students in learning. In February 2020, the Ministry of Education advocated that universities should make full use of online teaching resources to ensure teaching progress and online teaching quality during the epidemic prevention and control period, achieving "no suspension of teaching and learning despite the suspension of classes". In 2021, the "Shanghai Education Digital Transformation Implementation Plan (2021-2023)" was released, proposing that by 2023, Shanghai would become a national benchmark for education digital transformation. With the accelerating integration of digital technology and education, blended online and offline teaching has gradually evolved from an emergency mode during the epidemic to the new norm of smart teaching in universities. How to further innovate and break through
this model is a topic of widespread concern in society. In fact, the enthusiasm of higher education for blended teaching is affected by subjective and objective factors, making it face more severe practical constraints during blended teaching activities. [2]
At present, research on blended learning models mainly focuses on the development of educational technology and the improvement of teaching quality. The focus is on evaluating the impact of blended learning on student academic performance, learning experience, and teacher teaching effectiveness. Existing studies have found that differences in dimensions such as student performance, teacher feedback, and student and teacher participation can affect the pros and cons of blended learning models. The theoretical basis and research hypothesis of the BOP-ABC model are derived from social learning theory, which describes the influence of environmental factors on individual behavior. The model originates from the participatory teaching model BOPPPS developed and promoted by the Instructional Skills Workshop (ISW) in Canada, combined with Davis's ABC model. The BOP-ABC teaching model includes introduction (Bridge in), clarification of learning objectives or expected outcomes (Objective or outcomes), participatory learning (Participation), antecedent (Antecedent), behavior (Behavior), and consequence (Consequence). In this study, university students in Shanghai during the 2022-2023 academic year are selected as research subjects, and the BOP-ABC model is used to measure students' learning engagement. SPSS software is used to perform simulation experiments on instances, exploring the effects of subjective and objective factors in blended learning from the perspective of innovation in teaching models and the inclusion of students' learning motivation.[3]The research finds: first, digital literacy and ability are important factors affecting student learning engagement in blended learning models, and the improvement of digital usage ability helps to strengthen students' learning engagement; this conclusion remains robust after the validity test and sensitivity analysis of the model; second, the transformation of teacher roles and changes in guidance methods are important factors affecting student learning engagement, manifested as various teaching strategies helping students better understand and master course content; third, under the conditions of strong student self-regulation ability and high adaptability of teachers, a stable external environment will enhance students' learning enthusiasm, and the driving effect on their learning engagement is more apparent.
3. Systematic Analysis of Students' Learning Engagement under the Blended Learning Model
3.1. Influencing factors of university students' learning engagement
(1) From the student's perspective, digital literacy and skills are important factors that influence student engagement in a blended learning environment. During the online learning process, students need to have a certain level of digital skills in order to quickly adapt to online platforms and utilize various innovative learning resources. A lack of digital skills may lead to resistance and fatigue toward online teaching methods, thereby reducing student engagement. In addition, compared to traditional teaching, blended learning requires higher self-management skills from students. Students need to take more control of their learning plans and progress while continuously inspiring their own enthusiasm and interest in learning, maintaining a high level of engagement.
(2) From the teacher's perspective, the transformation of the teacher's role and changes in guidance methods are important factors that influence student engagement. In a blended learning environment, teachers need to take on more of a guiding and coordinating role. University students need to participate in more independent innovation and practice, with teachers providing necessary guidance and assistance. In blended learning, teachers often plan online classroom activities for students, design personalized assignment requirements, and evaluate students' online learning outcomes. These diverse guidance methods affect students' learning initiative and thus become important factors in changing the level of student engagement. At the same time, compared to traditional teaching, teacher-student interaction in blended learning is more flexible and diverse. The interaction and trust between teachers and students have a significant impact on student engagement. Teachers should respond to students' questions carefully, provide feedback promptly, and in doing so, promote students' interest and initiative in the course and increase their engagement.
(3) From the perspective of the external environment, a positive and interactive environment can enhance students' self-motivation and desire for knowledge, effectively improving their learning engagement. At the same time, it also raises higher requirements for school management and platform developers. The stability of the online teaching platform directly affects students' learning experience. If the platform has many technical failures, malicious attacks, and other issues, it will cause students to develop negative emotions and attitudes, which will also affect their academic performance and
learning outcomes.[4]
In summary, the current blended learning model, which combines online and offline methods, has a significant impact on the learning engagement of Chinese university students, involving various aspects such as digital capabilities, interactive environment, platform stability, teacher-student interaction, and self-management. By strengthening the construction and improvement of these factors, students' learning engagement can be better promoted, and the quality of education and teaching can be optimized.
3.2. Analysis of the main causal relationship of students' learning engagement under the blended teaching model
(1) Student factors: University students' self-regulation, learning strategies, and cognitive abilities are important factors in their level of learning engagement. Self-regulation in students means they can control their emotions and behaviors, which helps them focus on learning tasks. Students' learning strategies include choosing appropriate learning methods and dealing with learning challenges. Cognitive abilities involve the understanding and mastery of new knowledge and information. These factors have a positive impact on the learning engagement of university students in a blended learning model. As shown in Figure 1.
Figure 1: Analysis of Factors Affecting Student Engagement at the Student Level.
Learning strategy
Cognitive ability
Self-regulation ability
Student level
Choose an appropriate learning method
Ways to cope with learning difficulties
Understanding and mastering knowledge and information
Focusing on learning tasks
Control emotions and behaviors
(2) Teacher aspects: In blended learning, teachers' instructional design and implementation play a vital role in students' learning engagement. Teachers should design and implement blended learning models based on students' needs and characteristics, providing timely feedback and guidance. Moreover, teachers should pay attention to students' emotional needs, establish good relationships, enhance motivation and interest, and thus promote students' learning engagement.
Roles of teachers in blended learning: Instructional Designer → Instructional Implementer
Tasks for teachers in blended learning are as follows. (a) Design and implement blended learning models according to students' needs and characteristics: Learning objectives → Learning differences → Learning styles; (b) Provide timely feedback and guidance: Diagnose students' learning problems → Offer solutions and suggestions → Assess students' learning outcomes; (c) Pay attention to students' emotional needs: Establish good relationships → Provide support and encouragement → Understand students' emotional states; (d) Enhance students' motivation and interest: Design challenging and attractive tasks → Engage students' participation enthusiasm → Consider students' interests and hobbies; (e) Promote student learning engagement: Create a positive learning atmosphere → Inspire students' learning passion → Cultivate students' learning self-discipline.
Figure 2: External Environment Factors Analysis on Learning Engagement.
External environment
Cultural environment
Technical facility environment
Network environment
Family circumstance
Social environment
(3) External environment aspects: The external environment includes factors such as family, society, and culture. A stable family environment, a strong cultural atmosphere, and positive social support positively affect university students' learning engagement. Additionally, the external environment also includes technological facilities and network environments. Convenient access to technological facilities and network resources has a positive impact on learning engagement. See Figure 2.
In summary, the main causal factors affecting university students' learning engagement in the blended learning model involve three dimensions: students, teachers, and external environment. Among these factors, students' self-regulation, learning strategies, and cognitive abilities, teachers' instructional design and implementation, as well as the stability and support of the external environment, all have a positive impact on students' learning engagement. [5]
4. Construction of an Analytical Model of Students' Learning Engagement under the Blended Learning Model
4.1. Model boundaries and assumptions
The purpose of this study is to determine the degree of influence of various factors on student learning engagement in blended learning mode and to propose improvement measures to enhance university students' learning engagement. Therefore, the following assumptions are made: (1) when studying student learning engagement in blended learning mode, only teachers, students, and external environment have significant impact, and other factors are not considered. (2) This article takes the learning engagement of Shanghai university students in the 2022-2023 academic year as an example and is not affected by the learning engagement measurement indicators of other regions or individual special teaching groups. (3) In the process of university students' learning activities, there are external interventions both online and offline, and students can communicate with each other, adjust some uncomfortable factors, and have the freedom to choose flexible teaching resources.
4.2.
Data Analysis
4.2.1. Reliability analysis
Table 1: Table of questionnaire reliability analysis.
The table below (Table 1) shows the results of the Cronbach's α coefficient for the model, including the Cronbach's α value, standardized Cronbach's α value, the number of items, and the sample size, which are used to measure the quality level of the data reliability. Based on the results, the reliability of the sample is between 0.6-0.7, indicating a fair to good level of reliability for the measurement data.
4.2.2. Descriptive statistics
Table 2 presents the results of descriptive statistical measures, including sample size, maximum value, minimum value, and other statistical measures, which are used to investigate the overall situation of quantitative data. The results show that the factors that have the greatest impact on learning are motivation and difficulty. In addition, classroom exercises and post-class learning are considered to have the greatest contribution to learning effectiveness. Learning engagement is influenced by both external environment and individual conditions, while learning methods and focus have a significant impact on individual learning engagement.
Table 2: Statistical analysis table of factors affecting learning effect.
4.2.3. Differentiation analysis
Table 3: Results of the discrimination degree analysis.
Table 3 shows the results of the discrimination analysis. The P-value is significant at the level, and the null hypothesis is rejected, indicating that the design of scale items has high differentiation and reasonable design.
Note: ***, **, *Represents the significance levels of 1%, 5%, and 10%, respectively
4.2.4. Analysis of key indicators
Table 4 shows the frequency of individual dimensions on learning effects.
Table 4: The frequency distribution table of the influence of individual dimension on learning effect.
5. Strategies for Improving University Students' Learning Engagement under the Blended Teaching Mode
5.1. Promote better integration of online and offline teaching
Teachers should fully consider the differences and advantages and disadvantages of online and offline teaching in curriculum design and implementation, and appropriately integrate the two teaching modes through classroom guidance and interaction, so as to make the classroom more attractive and interactive. In specific teaching practices, teachers should fully understand the online environment (such as learning software) and offline environment (classrooms equipped with different facilities and optional teaching methods) they rely on for teaching practice, and incorporate factors that are suitable for the characteristics of the course and have student value recognition into the course. Skillfully reversing the phenomenon that some students prefer online courses because they believe they are easier, and creating online courses with greater comprehensiveness and higher classroom participation, better unifying online and offline assessment indicators, and making online teaching an effective extension and space expansion of offline teaching.
5.2. The teaching curriculum sets out a clear learning goal
Developing clear learning objectives can help students better understand the course content and learning tasks, and stimulate their interest and motivation in learning. When developing learning objectives, consideration should be given to course difficulty, student background, and practical applicability to ensure that the learning objectives are feasible and meaningful for students.Regarding course difficulty, for higher-level courses, multiple indicators should be tracked and implemented in modules and small stages, such as adding periodic online testing in offline classrooms for advanced mathematics, and providing detailed step-by-step solutions to students after submission.Concerning student background, considering students' economic status and learning habits, a multi-indicator course evaluation system that combines online and offline teaching methods should be adopted, and a reasonable score allocation should be made.Regarding practical applicability, it is especially important for humanities, history, finance, and economics courses to incorporate new content that is different from traditional education. This can be done by conducting planned practical operations in stages based on textbook content and collecting students' practical needs and feedback on participation effects in advance through online learning platforms.
5.3. Adopt diversified teaching strategies
Teaching is not only the job of teachers, but also a core part of the operation of various departments within the school. The widespread use of blended learning provides better opportunities for macro-level teaching in schools. Schools can develop corresponding curriculum standards and teaching plans to guide teachers to use various teaching methods and promote the practice of blended learning. At the same time, schools can provide necessary teaching support and resources, such as information technology equipment and teaching venues. Other stakeholders, such as parents and students, can actively cooperate with teachers and schools in teaching reform, create a good learning environment, and improve student learning outcomes as much as possible, so as to better adapt to the education and teaching of blended learning. Of course, teachers can also adopt diversified forms in this process. In terms of course content, teachers can choose different forms of teaching materials, including text, audio, video, etc. They can appropriately set courses based on students' learning habits and interests, stimulate students' learning interests and enthusiasm, and improve their learning outcomes. In terms of teaching methods, teachers can use various teaching methods, such as demonstration, storytelling, inquiry, discussion, case-based learning, etc., and choose appropriate teaching methods based on specific teaching content and students' learning status. This can better mobilize students' attention and imagination, and improve their participation. In terms of evaluation methods, diversified evaluation methods can help teachers better understand each student's learning status and encourage students' enthusiasm for learning. Evaluation methods can include individual assignments, group projects, final exams, etc. Innovative evaluation methods, such as oral presentations, discussions and debates, can also be used.
5.4. Provide timely feedback and guidance
In blended learning mode, students' daily use of online learning apps is becoming increasingly
frequent. Communication channels between teachers and students, as well as between the school and students, are more unimpeded. As a teacher, you can provide timely feedback on students' learning outcomes and performance, and provide appropriate guidance and assistance. Through timely feedback and guidance, you can help students better grasp the learning content, deepen their understanding and memory of knowledge, and thereby increase their learning engagement. As managers of various departments in the school, you can also carry out more refined remote supervision and more humane target setting through the use of online learning apps. This can promote timely feedback and guidance in various information transmission links of the education and teaching department and teachers
5.5. Strengthen students' independent learning ability
In a blended learning mode, students need to rely more on their own efforts and self-learning abilities to complete learning tasks. Therefore, teachers should fully respect students' personalities and needs in course design and implementation, encourage them to explore and learn independently, and cultivate their independent thinking and problem-solving abilities. For students themselves, they can develop their own learning plans on learning apps, set learning goals and schedules to help themselves better manage time and tasks. They can enhance their self-motivation and self-regulation abilities by adopting clear reward and punishment mechanisms, regularly checking their learning progress, and adjusting learning strategies in a timely manner to ensure learning effectiveness.They can also strengthen their mastery of learning resources, such as libraries, the Internet, and teaching videos, to broaden their knowledge and enhance their learning interests and enthusiasm. They can participate in online communication and collaborative learning with classmates and teachers through network platforms, solve learning problems, discuss course content together, and carry out cooperative learning activities. They should learn to self-assess and reflect, evaluate their own learning situation in a timely manner, and reflect and summarize in a timely manner, discover their shortcomings and make corresponding improvements. At the same time, they can also learn from successful cases, continuously improve their learning effectiveness.
6. Suggestions
6.1. The teacher level
Develop clear lesson plans and learning objectives to let students know what they are learning and how to learn; provide online learning resources and support, such as recorded lecture videos, online discussion forums and instant messaging tools, so that students can access what they need learning materials and communicating with them at anytime and anywhere; combining online and classroom teaching, using various methods and technologies to increase student engagement, such as teaching games, group discussions and case studies; giving timely feedback to students, including evaluating student assignments and tests, and give advice and guidance.
6.2. The student level
In order to improve students' learning interest and motivation, it is important to connect learning content with real-life situations and encourage students to engage in self-directed learning and exploration. Enhancing students' learning abilities and skills, such as providing training in time management, learning strategies, and information retrieval techniques, is also essential. Encouraging students to participate in classroom and online discussions and actively collaborate and communicate with other students will foster a better learning environment. Additionally, assisting students in setting clear learning goals and plans, tracking their progress and making timely adjustments can further support their academic development.
6.3. External environment level
It is important to provide good learning resources and facilities such as libraries, laboratories, and e-books; strengthen educational technology infrastructure and support such as internet access, security protection, and technical training; promote student participation and interaction, for example by organizing online and offline exchange activities, cultural and sports events; and provide appropriate support and services to students, such as psychological counseling, career guidance, and financial assistance.
7. Conclusion
In a blended learning model, teachers need to understand the differences and advantages and disadvantages of online and offline teaching modes, integrate both modes and set clear learning objectives to improve student learning outcomes and adapt to the blended teaching model. In addition, it is recommended that schools establish curriculum standards and teaching plans to provide guidance and support for teachers. Students should actively cooperate with teaching reform efforts and teachers should adopt diverse approaches to improve learning outcomes in terms of content, methods, and evaluation. Timely feedback and guidance can help students better grasp learning content and enhance their engagement in learning. Students should improve their self-directed learning abilities, cultivate independent thinking and problem-solving skills and master learning resources and autonomous communication, collaboration, evaluation, and reflection. Finally, school management departments can promote the implementation of blended learning through more refined remote supervision and indicator settings, facilitating information transmission and timely feedback.
References
[1] Hong Liang, Bi Jing, Fu Pingping. Research on the influencing factors of online learning participation and its improvement strategies [J]. Economic Research Guide, 2021, (17): 85-87+108. [2] Zhang Weijuan. Design of blended teaching mode for higher vocational education based on MOOC platform [J]. Journal of Jincheng Institute of Technology, 2021, 14(03): 42-44.
[4] Zheng Yanlin, Ma Yun. Online participatory teaching practice based on the BOPPPS model [J]. Higher Education Exploration, 2021, (10): 5-9.
[3] Xia Xia. Research on the application and practice of online teaching resources in online teaching taking university mathematics courses as an example [J]. China Educational Informatization, 2021, (09): 93-96.
[5] Lü Xinyu, Zhao YueZhi, Wu Changchang, Wang Weijia, Hong Yu, Tian Lei, Hu Ling, Xiong Jie, Yu Liang. Survival or destruction—roundtable dialogue on "digital survival in the era of artificial intelligence and the future of human communication" [J]. Journalist, 2018, (06): 28-42. DOI: 10.16057/j.cnki.31-1171/g2.2018.06.005. | <urn:uuid:d25cb592-6a33-490d-8108-4364b2263e1c> | CC-MAIN-2023-23 | https://francis-press.com/uploads/papers/ItbA4h35lfdwx85FrBqDun8HbOqvARKLzN76lar8.pdf | 2023-06-08T19:23:35+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00297.warc.gz | 311,235,332 | 4,850 | eng_Latn | eng_Latn | 0.984755 | eng_Latn | 0.994825 | [
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DID YOU KNOW?
Eating cooked beets may boost running performance according to a study published in the Journal of the Academy of Nutrition and Dietetics in 2012.
The pigments that give beets their rich colors are called betalains.
The ancient Romans were one of the first civilizations to cultivate beets to use their roots as food.
Beet juice can be used to test the acidity of a liquid.
WELLNESS TIP
Get the whole family involved. It is easier to encourage your family to get moving when you do it with them. Encourage your family to join you on walks around your neighborhood.
When handling beets, wearing gloves may be a good idea, because beet juice can stain the skin.
beet
ROOTING FOR A HEALTHY HEART
Beets are an excellent source of fiber and potassium, two nutrients important for heart health. As a naturally sweet vegetable, beets can easily be incorporated into most smoothie recipes for an extra boost of nutrition.
SHOPPING, PREPARING AND STORING
ROASTED ROOT VEGETABLES
serves 4
Choose medium-sized or smaller beets for a sweetertasting vegetable.
To prevent wilting, beet greens should be trimmed off 1/2 inch above the root and can be stored in the refrigerator for up to two weeks.
COOKING TIPS
Beets are an excellent low-calorie substitute for starchy-vegetable-heavy dishes such as mashed potatoes.
Beets can be eaten raw, baked, steamed, roasted or pickled.
* 4 medium beets, chopped
* 2 medium carrots, chopped
* 1 medium sweet potato, chopped
* 1 medium sweet onion, chopped
* 3 tablespoons olive oil
* 3 tablespoons parmesan cheese
* 1/2 teaspoon pepper
1. Preheat oven to 350 °F.
3. Spread vegetables onto a baking sheet evenly.
2. Place vegetables in a medium bowl and pour oil over the top. Add pepper and cheese; mix well.
4. Bake vegetables in the preheated oven for about 1 hour or until vegetables are tender.
Recipe adapted from What's Cooking? USDA Mixing Bowl, United States Department of Agriculture
Calories: 206; Total Fat: 12 g; Saturated Fat: 2.5 g; Total Carbohydrates: 20 g; Protein: 5 g; Sodium: 201 mg
CHOOSE MYPLATE!
Switch to fat-free or low-fat (1%) dairy.
Make at least half your plate fruits and vegetables.
Make at least half your grains whole grains.
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CORPUS CHRISTI CATHOLIC HIGH SCHOOL
Together in One Body
HRSE POLICY
October 2022
Approved: Awaiting Approval (Spring 2023) | Review: October 2024
V3
1.Background Information
Corpus Christi Catholic High School is a school in the trusteeship of the Lancaster Diocese, conducted in accordance with the rites, practices and observances of the Catholic Faith.
All Human Relationships and Sex Education will be in accordance with the Church's moral teaching. It will emphasise the central importance of marriage and the family whilst acknowledging that all pupils have a fundamental right to have their life respected whatever household they come from. It will also prepare pupils for life in modern Britain. All teaching is in accordance with the equality act 2010.
The Diocese of Lancaster has provided this updated guidance to help Governing Bodies in the production of a policy to support their schools as they, in turn, support the formation of the children and young adults they serve. Human Relationships and Sex Education Policy Guidance for Governing Bodies 2019
Corpus Christi is an Outstanding Catholic school with a distinctive nature and ethos. All human beings are made in the image of God. "Each of us is a thought of God, each of us is willed, each of us is necessary" Pope Benedict XVI. The schools name refers to the Christian understanding and belief in the essential nature of community, the community is the body of Christ and we are all are apart of it. Our school motto 'Unum in Corpore Uno' which is translated to 'Together in One Body' takes from the teaching of St Paul to the early Church in Corinth on how to be a community (1 Corinthians 12:12-27).
Corpus Christi staff and pupils are guided by the four cardinal virtues in all their teaching, learning and interactions. These Virtues are taken directly from Church teaching;
* Justice
* Fortitude
* Temperance
* Prudence
2. Statement
Vision for Human Relationships and Sex Education.
"A true 'formation,' is not limited to the informing of the intellect, but must pay particular attention to the will, to feelings and emotions. In fact, in order to move to maturation in affective-sexual life, self control is necessary, which presupposes such virtues as modesty, temperance, respect for self and for others, openness to one's neighbour…All this is not possible if not in the power of the salvation which comes from Jesus Christ."
Sacred Congregation for Catholic Education.
At Corpus Christi Catholic High School we are inspired by Jesus to lead lives that are purposeful and enable us to fulfil our talents. We care for one another and show mutual respect and love through our relationships with one another. Jesus is invited into our hearts. In the Beatitudes, Jesus invites us to lead a full life with him by explaining what makes people blessed or happy. Though this we grow in our understanding of how loving our neighbour enables us to be happy too. Happiness can only be truly achieved when we have a good relationship with ourselves, recognising our God-given dignity, which enables us to enter into relationships with other people in our lives, which help us grow and flourish, and we respect that everyone is a unique and beautiful part of God's creation. We are all children of God, created equal and called to grow in love for him through the person of Jesus Christ and to spread the Good News through the work of the Holy Spirit. We are gifted with the love of God and the ability to love others. Our sexuality is part of our total self-gift of the heart and we seek to bring the young people in our care to know the beauty, goodness and truth of the Church's teaching about how to lead a fulfilled life as they grow and change from children into young adults.
What our pupils say:
"Human Relationship and Sex Education is one of the most important subjects that we can learn about. Here at Corpus Christi we believe that relationships should be based on love, respect and faithfulness."
"We hope that HRSE lessons will help us to build positive relationships as we grow older."
"Pupils should be allowed to voice their opinions during these lessons but should also behave respectfully so that everybody feels comfortable."
"It is important that we learn about sex because it is a big issue in our world, one way or another, we will experience relationship issues and decisions as we go through life."
3.Procedures
The following groups are in the process of consultation as part of producing this policy.
- Governing body (draft policy to be presented)
- Staff (through HRSE team)
- Parents
- School council (meeting with HRSE co coordinator)
- Diocesan Education Service
- Pupil voice
In consultation with the Governing Body, the policy will be implemented in January 2023, reviewed every (two years), by the Head teacher, CPSHE Co-Ordinator, Head of Catholic Life and Mission, HRSE Co-Ordinator and the Governing Body. The next review date will be October 2024.
4. Rationale
As a secondary school in the Diocese of Lancaster Education Service, we use the term Human Relationships and Sex Education (HRSE) as it believes that relationships education is about all aspects of growing a fulfilled and happy life, sexual education is a dimension of this greater whole. For example, the defining belief of Christianity is that God took on human form. This endows the human form with an extraordinary dignity that goes beyond that of all other forms of life and shows that humanity alone can embrace this relationship with God. Therefore, our relationship with our own bodies is not casual but infused with the Holy Spirit. Any teaching about love and sexual relationships in school must be rooted in this belief which is expressed in the Church's teaching about relationships, marriage, sex and family life. The Church offers education to young people as it is part of complete human formation. Education about human love is no less a part of a Catholic schools responsibility than teaching about any other curriculum subject.
At Corpus Christ Catholic High School we teach young people about how to form relationships, including understanding loving relationships and acknowledging that young people's first experience of love is in the home. We encourage the young people in our school/college to recognise that they are all children of God and that each person shares a God given dignity. As they mature, we encourage them to follow the example of Jesus and live lives inspired by the Gospel virtues, enabling them to follow His commandment to "Love your neighbour as yourself" (Mark 12:31). We also encourage young people to know that God's love for humanity is so great, he is waiting to forgive us. "We are all sinners, but God heals us with an abundance of grace and mercy." Pope Francis This is the basis for all relationships in our school. Teaching about relationships in our schools is supported by Christian virtue teaching as outlined in the Catechism of the Catholic Church and in line with 'Fit for Mission? Schools'.
The Department for Education in 'Relationships Education, Relationships and Sex Education (RSE) and Health Education (2019) states that,
"to embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their well-being, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support." P.8
The Diocese recognises the value of these curriculum aims. However, Catholic schools also have regard for the spiritual welfare of the students and recognises that to know and love God brings lasting happiness.
5a. Requirements of the Diocese of Lancaster
The Bishop of Lancaster requires that all schools within the Diocese have a policy in line with Section 48 inspections conducted from January 2023. (The term sex and relationships should be replaced in polices with human relationships and sex education.)
The key points within this guidance are as follows:
1. All schools must have an up-to-date HRSE policy that may incorporate Relationships Education, Relationships and Sex Education (RSE) and Health Education policy drawn up by the governing body, and available to parents and for inspection.
2. This should be developed in consultation with parents and the wider community.
3. Secondary schools should have clear parameters on what students should know when they leave school and be prepared for further education.
4. All schools' policies must include how they will teach Relationships Education, Relationships and Sex Education (RSE) and Health Education.
5b. Statutory framework.
The statutory framework replaces Statutory Guidance: 'Sex and Relationships Education Guidance' (2000). The DfE states that it intends to update the guidance every three years
The statutory guidance is available from the DfE (https://www.gov.uk/government/publications/ relationships-education-relationships-and-sex-education-rse-and-health-education). It should be read in conjunction with this Diocesan guidance and the following documents.
* Keeping Children Safe in Education (statutory guidance)
* Respectful School Communities: Self Review and Signposting Tool (a tool to support a whole school approach that promotes respect and discipline)
* Behaviour and Discipline in Schools (advice for schools, including advice for appropriate behaviour between pupils)
* Equality Act 2010 and schools
* Alternative Provision (statutory guidance)
* SEND code of practice: 0 to 25 years (statutory guidance)
* Mental Health and Behaviour in Schools (advice for schools)
* Preventing and Tackling Bullying (advice for schools, including advice on cyberbullying)
* Sexual violence and sexual harassment between children in schools (advice for schools)
* The Equality and Human Rights Commission Advice and Guidance (provides advice on avoiding discrimination in a variety of educational contexts)
* Promoting Fundamental British Values as part of SMSC in schools (guidance for maintained schools on promoting basic important British values as part of pupils' spiritual, moral, social and cultural (SMSC)
* National Citizen Service guidance for schools
Purpose of the Statutory Guidance
The guidance intends to help children and young people develop. The knowledge and attributes they gain will support their own, and others', wellbeing and attainment and help young people to become successful and happy adults who make a meaningful contribution to society. The Diocese of Lancaster agrees with these aims and seeks to support them through the appropriate development of the HRSE provision.
The table below summarises statutory obligations:
The statutory requirements do not apply to sixth form colleges, 16-19 academies or Further Education (FE) colleges, although we would encourage them to support students by offering these subjects. These settings may find the principles helpful, especially in supporting pupils in the transition to FE.
6. Virtues
School virtues underpin the HRSE curriculum. The Christian tradition describes behaviours or habits that lead to happiness, human flourishing and a closer relationship with God as virtues. These virtues are described in the Catechism of the Catholic Church and fall into two groups. The theological virtues of faith, hope and charity (sometimes love is used instead of charity) are about developing the habits of being open to the work of the Holy Spirit and developing a deeper relationship with God through living a balanced and happy, good life. The cardinal virtues of practical wisdom (prudence), justice, fortitude and temperance help people develop habits of reason, fairness, emotional resilience and self-mastery. They are human virtues and, as such, are part of the development of people of all faiths or none as they learn how to flourish, thrive and to have a life supported by strong and caring relationships. The cardinal virtues are drawn from the teachings of Plato and Aristotle and are held in common with people of many faiths and secular beliefs. St. Thomas Aquinas attributes the theological virtues as having their foundation in God, they complete the cardinal virtues and are the way people can reach "the abundant life" (John 10:10).
7. The Aim and Objectives of HRSE.
The aim of HRSE is part of our wider aim to educate the complete human person. The fundamental needs of the human person are the focus of Catholic education – intellectual, physical, emotional, social, and spiritual, and eschatological (Our eternal destiny). These fundamental needs can only be truly fulfilled through a rich and living encounter with the deepest truths about God and the human person. Corpus Christi Catholic High School is called to keep the Gospel whole and alive amongst pupils, families, and staff.
HRSE will deepen the following areas of understanding.
- To develop self-respect and love of self.
- To invite young people to develop and deepen a loving relationship with God.
- To invite young people to develop and deepen relationships with each other based on mutual respect and care and to understand this can be an expression of God's love.
- To invite young people to understand that their life has a purpose.
- To foster an understanding of the teachings of the Catholic Church about how to live a full life, a life of virtue, and the place of human sexuality in living a full life, marriage and parenthood.
- A strong awareness of their own safety and the nature of consent.
- To have an understanding of the law in England about Equality and Marriage, appropriate to age and maturity.
HRSE will develop attitudes, personal and social skills and knowledge and understanding.
Through love of God:
* We will seek to develop attitudes of awe and wonder for the gift and beauty of self, respect for each other as children of God and rejoice in the goodness of God's creation.
* We will foster an atmosphere in school which celebrates the work of the Trinity through the life of the school and its relationship with the Church.
* We will sensitively share the Church's teaching about the importance of marriage and family life as a way to live in loving relationships with others and with God.
* We will teach children about the beauty of the Church's teaching about love and God's love for them which is shared in the Sacraments.
Through love of others:
* We will seek to develop attitudes of responsibility towards ourselves and others, recognising the dignity in all.
* We will encourage pupils to learn about expressing their own emotions and being respectful of the emotions and behaviours of others.
* We will seek to enable pupils to understand the choices they make and how they can help or harm themselves and others.
* We will encourage the whole school to be like a loving family recognising God as a merciful and generous father as Jesus taught in the Lord's Prayer.
* We will encourage everyone in the school to value humility, mercy and compassion and to respond with empathy to the problems of others.
* We will encourage everyone in the school to recognise their part in the school family and work together for reconciliation when relationships in the school falter.
* We will develop pupils' knowledge of when to say 'no' to behaviours or attitudes that harm their dignity or the dignity of others and to be responsible for managing their own risk.
* We will teach them the virtue of patience.
* We will develop pupils' experience of what it is to be truly happy so that they begin to understand the difference between happiness and gratification, satisfying the spirit rather than the senses.
* We will teach pupils about the media and their choices, about what to watch, what games to play, what rules apply, especially when using social media, and that the dignity of all does not just apply to people who are physically seen, it applies to online
* We will encourage pupils to develop their own moral framework about accessing information online.
relationships too.
* We will encourage pupils to recognise the influence of peer pressure and the moral integrity required to say, "no".
* We will support pupils when relationships in their lives are challenging and teach them that there are people in school who will listen if they are experiencing changes that make them frightened or uncomfortable.
* We will teach pupils about the damage that drugs and alcohol can do to relationships with the self, as well as others.
* We will teach young people that God is merciful and always waiting for us to be reconciled with him.
8. Inclusion
At Corpus Christi Catholic High School we identify that young people mature in different ways. Our teaching about relationships and sexuality is respectful of each child's starting point, their faith, culture and sexual orientation. Lessons are framed by this understanding and young people encouraged to respect difference and develop an approach of dialogue.
Under the provisions of the Equality Act, Corpus Christi Catholic High School does not unlawfully discriminate against pupils because of their age, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). This is further stated in our Equality Policy (updated October 2022).
For pupils who require additional support in relation to their own sexuality e.g. transgender, the eternal love that the Father has for them will inform us as caregivers to ensure that such pupils feel valued and safe, through our extremely strong pastoral system. As a school community we seek to nurture the whole child, as such, defining pupils by their sexuality would be limiting their uniqueness and development, the aim of our school is to encourage pupils to truly understand the self. We are committed to ensuring that all our pupils feel valued, safe and free from prejudice.
9. Equality
The governing body has wide obligations under the Equalities Act 2010 and will work to ensure that Corpus Christi Catholic High School endeavours to do its best for all of the pupils, irrespective of ability (physical and mental), race, ethnicity, nationality, maternity, pregnancy, sex, gender identity or orientation or whether they are looked after children. (Please see equality policies for specific procedures).
All schools, including ours, must ensure they comply with the relevant provisions of the Equality Act 2010, under which religion or belief are amongst the protected characteristics. Teaching reflects the law as it applies to relationships, so that young people clearly understand what the law allows and does not allow, and the broader legal implications of decisions they may make.
The 2010 Act identifies the following protected characteristics applicable to pupils, sex, race, disability, religion or belief, gender reassignment, pregnancy or maternity, marriage or civil partnership, or sexual orientation (collectively known as the protected characteristics). Age is also a protected characteristic which does not apply to pupils, but governors should be aware of this aspect as employers.
As a Catholic school, we are mindful that our primary mission is to the poor and seek to alleviate any disadvantage. We also give appropriate focus on the SEND Code of Practice when planning for these subjects to ensure the inclusion of all students in a way that is appropriate for them. Relationships Education, RSE and Health Education, must be accessible for all pupils and this is borne in mind when planning for pupils with special educational needs and disabilities who represent a significant minority of pupils.
The critical characteristic of Catholic education is that all people are children of God. With this belief, underpinning school life perceived limits on students because of their characteristics must always be subject to challenge as the school is part of the Universal Catholic Church. It is through this lens that schools such as ours must always challenge stereotypes and address behaviours such as homophobia, misogyny and sexism. We are aware of the fact that the approach of the Church may not be the same as the approach taken in other areas of life, such as social media. A clear and consistent message about human dignity is always conveyed through the whole of school life by staff, students and those who support the work of the school such as governors.
The schemes of work which underpin the school's teaching of HRSE is regularly reviewed by the HRSE team (including the HRSE Coordinator and the Head of Catholic Life and Mission) and the CPSHE Coordinator (AHT), and periodically by the SEND Coordinator. This ensures that education in this area prepares students for adulthood, ensuring that SEND pupils are supported to deal with aggressive behaviour, exploitation and bullying. Pupils who experience acute moments of vulnerability due to family circumstances, such as bereavement, social anxieties (perhaps following relocation) or specific physical or mental health problems receive support in school as appropriate through their Head of Year, Pastoral Support Officer, the DSL and their deputies or through links with outside agencies. In some cases, pupils may require a personal plan for their education in this area to match their needs and stage of development, reflecting statutory requirements, and this will be monitored by the HRSE Coordinator and by the member of staff who is primarily responsible for the support that pupil is receiving, as listed above.
Governors at Corpus Christi Catholic High School understand the implications of the DfE's 2022 Keeping Children Safe in Education for their school. The guidance covers what sexual violence and harassment is, schools' and colleges' legal responsibilities, a whole school or college approach to safeguarding and child protection and how to respond to reports of sexual violence and sexual harassment.
All teaching in HRSE, including that which covers areas around the protected characteristics, is sensitive to the age, cultural background and family experiences of students. The Catholic view of human dignity should challenge the cultural assumptions that can underpin prejudices, such as racism, sexism and religious discrimination. Corpus Christi Catholic High School will robustly challenge homophobia or any inequitable behaviours based on a person's sexual orientation or gender as an infringement of human dignity. Though schools such as ours will teach the Church's view on what it means to be human, and the challenges this offers to a wide range of lifestyles, the needs of the individual students will remain paramount. In a Catholic school such as ours, we aim to see the child, a Child of God, as a person in need of love and care.
The DfE's guidance makes specific mention of teaching about lesbian, gay, bisexual and transgender characteristics, which it shortens to LGBT. The guidance states,
"At the point at which schools consider it appropriate to teach their pupils about LGBT, they should ensure that this content is fully integrated into their programmes of study for this area of the curriculum rather than delivered as a stand-alone unit or lesson. Schools are free to determine how they do this, and we expect all pupils to have been taught LGBT content at an appropriate point as part of this area of the curriculum."
At Corpus Christi Catholic High School we address questions about sexuality and gender as and when they arise. Our school's behaviour policy identifies all protected characteristics as possible triggers for aggressive or bullying behaviours. Pupils are taught about a variety of different types of relationships, the legal standpoint and Catholic teaching on these, and how these may remain healthy and positive. Pupils are also explicitly taught about how any form of LGBTQ+ bullying or prejudicial behaviour is not only completely inappropriate and unacceptable in our school community, but also totally against church teaching.
We train all staff to support pupils who are asking questions about themselves or others in these areas in partnership with their families and they know the legal requirements incumbent on the school with specific reference to sex or gender requirements. The dignity of each pupil is central to our care and we support any questioning child and their families through a culture of listening and seeing them as a person. We do not rush to label but offer children and their families time to discuss and explore what is best for them as individuals within our school community. As a school, we work to challenge all limiting stereotypes around sexuality and gender identities and work to enable each young person to fulfil their God given potential.
10. Programme of study
The Diocese of Lancaster has a programme of study for its family of schools. The programme ranges from ages 2-19 years and provides suggested areas of study and outcomes for the young people it serves. This programme will be taught during HRSE lessons as part of the CPSHE curriculum (see CPSHE Policy 2016), in cross curricular lessons, particularly R.E. and Science and fundamentally embedded in the ethos of the school through assemblies and the centring of all relationships in school on the person of Jesus Christ. The programme of study is based on the teachings of the Church and aims to help young people develop their sense of purpose and character. It will be taught as part of a broad and balanced curriculum and allow children to express alternative beliefs and viewpoints where they hold such views. The programme of study will be supported by published resources, recommended by the Diocese, as well as those created by the HRSE team, Science and RE staff, monitored by the HRSE Coordinator (Mr S. McMahon), as well as the Assistant Headteacher with responsibility for the Extended Curriculum (Mr N. Warham) and the Head of Catholic Life and Mission (Mr J. Fetherston)
The Programme of Study places the Diocese of Lancaster programme next to the statutory obligation it fulfils. Any additional material in HRSE is written in italics so it is easy to identify. The Governing body and the Headteacher are mindful that from 2020 OFSTED will inspect the new 'Relationships Education, Relationships and Sex Education (RSE) and Health Education', and that inspections under Section 48 will continue to examine provisions in HRSE.
11. Parents
The Church recognises parents as the first educators of their children, Corpus Christ Catholic High School is committed to supporting parents in this task. Our role will be to assist and complete the work of parents, furnishing children and adolescents with an evaluation of "sexuality as value and task of the whole person, created male and female in the image of God". (Educational Guidance in Human Love (1983) Sacred Congregation for Catholic Education n69) Pupils' first experience of relationships and love are in the home. At Corpus Christi Catholic High School we seek to work with parents and support them as their children grow and begin to develop their own character as well as experiencing changes in their physical appearance. The parent voice group will be consulted about this policy before it is ratified by the governing body.
Parents are informed of their right to withdraw their children from HRSE and relevant Science lessons, however, they are not able to withdraw their children from statutory Science lessons.
Parental Right to Withdraw Procedure:
* The HRSE curriculum will be made available on the school website.
* The school newsletter will highlight the HRSE curriculum, particularly when sensitive topics are to be explored.
* Letters will be sent out to parents before HRSE content is covered in the Science curriculum. Parents do not have a right to withdraw pupils from these statutory lessons.
* Parents will have a right to withdraw their child, by contacting the Headteacher, no later than the start of the school day when the lesson will take place.
12. Structure
Members of staff responsible for leadership, co-ordination and monitoring of the programme:
Link Governor: Mrs Elizabeth Sutton
SLT member: Mr Noel Warham
Head of Catholic Life and Mission: Mr John Fetherston
Headteacher: Mr John Hankin
HRSE Co-ordinator: Mr Sean McMahon
The HRSE area will have a team of 8 teachers who will plan and make resources for a series of lessons for years 7-11. The members of staff involved have all expressed an interest in developing this aspect of the curriculum and are all practising Catholics. Each member of this team has access to the Lancaster Diocese HRSE resource to ensure they are familiar with the aims of and objectives of HRSE. All members of the team have recently re-written, reviewed and taken responsibility for various year group schemes of work in HRSE. This process is ongoing with each scheme a live document which is constantly being reviewed.
The HRSE Team will ensure that there is sufficient continuity, progression and challenge from year to year and that each lesson is adequately resourced. The HRSE Coordinator is responsible for ensuring that lessons and resources are ready for teaching and may also manage colleagues within the team if all team members are not required to teach that particular year group (in the case of smaller year groups). The CPSHE Co-ordinator (AHT) and Head of Catholic Life and Mission will work with the HRSE Coordinator to quality assure and check each all areas of the HRSE curriculum are effective and manageable for colleagues to deliver successfully.
All CPSHE lessons will be taught in single sex groups by the HRSE teachers within that team according to the rota made available to staff in the summer term of the previous academic year. Time will be made available for the HRSE team to meet for planning and reflection/review of schemes of work. This will mean that pupils at Corpus Christi Catholic High School will have a personalised HRSE provision delivered by trained, Catholic teachers.
13. Teaching HRSE
Teaching and Learning Strategies:
* A wide range of teaching and learning strategies will be used including, discussion, peer teaching/ group work, differentiation, enquiry based learning, debate and creative writing.
* Using distancing and de-personalising techniques (ways of ensuring that a teachers' opinion/bias on a subject or issue does not affect the accuracy of information given or curriculum coverage) this is particularly important during sensitive or emotive subjects.
* Clear ground rules before any HRSE lesson will be outlined, using a universal procedure. These are shared with all pupils at the beginning of every HRSE lesson.
* The use of outside agencies such as Ten Ten theatre will enhance our provision if required. Parents will be informed of these productions. Outside agencies will be used during Extended Learning Days to compliment and build upon content taught within the individual Schemes of Work.
* Science lessons will be taught by the Science department, supported and monitored by the HRSE Coordinator. Staff who are not Catholic themselves must conduct their behaviour in school in accordance with the vision and mission of the school.
* We will monitor progress in understanding, through a formal assessment and evaluation process linked to the CPSHE provision. HRSE monitoring and provision will be led by the HRSE Co-Ordinator with the continued support of the CPSHE Co-Ordinator, the Head of Catholic Life and Mission and the nominated Link Governor.
* Any areas which are not covered in HRSE lessons from the statutory curriculum will be covered in other areas of CPSHE or school curriculum. For example, online safety is met within the Personal Safety strand of CPSHE as well as in computer science. Basic first aid is delivered through the Extended Learning Day programme.
* The school nurse will meet with the HRSE Coordinator and be made aware of HRSE policy using the Diocese 'outside agency' document.
14. Assessment
Corpus Christi Catholic High School has the same high expectations of the quality of pupils' work and effort in these subjects as far as other curriculum areas. A strong curriculum will build on the knowledge pupils have previously acquired, including other subjects.
Lessons will be planned to ensure that pupils of differing abilities, including the most able, are suitably challenged. Teaching will be assessed and expert questioning used to identify where pupils need extra support or intervention.
Whilst there is no formal assessment in this area, the scheme of work is written so that each year's curriculum builds upon prior learning, and teachers will ensure that prior knowledge is secure before moving onto the teaching of new content. Pupils use A3 knowledge mats in every lesson to help review and refresh previous content. Furthermore, each pupil completes a HRSE Pupil Voice survey at the end of each cycle, which allows the team to measure how well the knowledge taught in that unit has been learnt by the pupils, and adapt future schemes accordingly.
15. Supporting children and young people deemed to be at risk.
The Governing Body desires that HRSE lessons take place in a positive framework, where pupils experience a growing appreciation for their wellbeing, and that of others, and a deeper understanding that the Church teaches a path of wholeness of mind, body and spirit. Part of this is creating an atmosphere where questions can be asked openly, knowing that their questions will be answered and knowing that these questions will not be judged by staff or other students. It is vital, therefore, that time is invested in creating this framework of mutual trust and care, whilst respecting personal information. The HRSE coordinator has given access to support and training to facilitate teachers to enable such discussions by creating carefully negotiated ground rules and distancing strategies.
Sensitive subjects in HRSE always need to be framed so that the young people who are participating know that there is pastoral support if any of the issues discussed make them feel the need to talk further or share confidential information. This should always be done within the safeguarding framework of the school and it is paramount that all staff teaching HRSE have up to date safeguarding professional development. Questions asked by pupils that are a cause for concern for the teacher, for example because of their explicit or graphic content, should be addressed in accordance with the school's safeguarding policy and confidentiality procedures. (See school Safeguarding Policy).
This policy is available for all staff, governors, parents and students and the confidential nature of how to obtain advice and guidance as a result of any issues or questions that may arise. Pupils will be encouraged to talk to their parents or carers about issues and questions that arise as part of the programme.
16. Evaluation and Review
Evaluation of HRSE lessons will take place through CPSHE assessment provision, staff and pupil voice and HRSE team planning and evaluation time.
The use of outside agencies will also always involve pupil voice to evaluate the effectiveness of the experiences we are providing for our young people.
The HRSE coordinator, CPSHE coordinator and Head of Catholic Life and Mission will where possible, conduct learning walks during HRSE, Child Development and Science lessons and meet with relevant line manager/ governors during governing body committee meetings and improvement plan meetings.
This policy will be reviewed in October 2024. | <urn:uuid:7dc3c75c-019e-46ed-8d20-739315b2ec2c> | CC-MAIN-2023-23 | https://www.ccc.lancs.sch.uk/wp-content/uploads/2023/01/HRSE-Policy-v3-1.3.23.pdf | 2023-06-08T19:20:07+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655092.36/warc/CC-MAIN-20230608172023-20230608202023-00298.warc.gz | 759,402,613 | 6,937 | eng_Latn | eng_Latn | 0.96483 | eng_Latn | 0.997689 | [
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Presentation
FULL DETAILS AND TRANSCRIPT
Modeling Initial Sounds in Tier 3
Tri-Community Elementary School, Pennsylvania • November 2009
Topic: Response to Intervention in Primary Grade Reading Practice: Systematic Skill Instruction
Highlights
* An example of conducting an intensive Tier 3 lesson using one-on-one instruction
* Nancy Bookwalter, reading specialist at Tri-Community Elementary, teaches phonological awareness skills, including letter names, letter sounds, and hearing initial sounds in words
* Demonstration of a lesson on initial sounds, using strategies such as providing extensive practice opportunities and immediate corrective feedback
* Starting the lesson with a review of previous letter sounds and moving on to new letter sounds
* Importance of modeling and scaffolding instruction including the "I do, we do, you do" approach
* An example of modeling for the student how to produce the sound through proper mouth formation
* Discussion of progress monitoring and how to share information with classroom teachers and parents
About the Site
Tri-Community Elementary School Steelton, PA
Demographics
38% Black
37% White
19% Hispanic
5% Asian
1% Other
53% Free or Reduced-Price Lunch
Response to Intervention and Instruction (RtII) was introduced at Tri-Community Elementary School six years ago. Since then, the school has moved from lowest performing in the district to successfully meeting Adequate Yearly Progress targets. Strong leadership and a partnership with a regional technical assistance network have helped to sustain:
* Data-driven differentiation of instruction in the core curriculum and tiered interventions.
* A teaming structure that manages data, assesses progress, and plans interventions.
*
Collaboration between special education and teaching staff.
* Instructional planning that consistently integrates explicit teaching strategies, continuous progress monitoring, and a focus on teaching to mastery.
Full Transcript
Slide 1: Welcome
Welcome to Modeling Initial Sounds in Tier 3.
Slide 2: Introducing Nancy Bookwalter
My name is Nancy Bookwalter, and I'm a reading specialist. The skills group that I was teaching was a Tier 3 kindergarten skills group, and they are focusing on the very beginning of phonics and phonological awareness: letter names, letter sounds, hearing sounds in words, particularly hearing initial sounds in words.
Slide 3: Beginning the lesson
When we began the lesson, the student and I reviewed the letters that he had already learned. I
modeled the letter name and the letter sound, and then he echoed it back, and then I asked him to do it independently. Then they practice hearing that sound as the initial sound in words. Then they practice finding words that have that initial sound.
Slide 4: Introducing new sounds
We moved on to introducing the new letter C. He had to find pictures that began with that initial sound. There was a card with three pictures on it, and that he struggled with. We tried two cards, and he was guessing, just pointing at other words. The last card, I just showed him picture by picture, showed him one picture instead of a set of three, until he could hear it and find the picture.
Slide 5: Scaffolding
With the young kids that come in, the kindergartners, especially the intensive children often haven't had a lot of previous instruction, so modeling is really important because they come in with very little background of what a letter looks like, or what it sounds like, or how it's written. We scaffold it with a lot of teacher guidance and then it's that whole "I do, we do, you do."
Slide 6: Producing the proper sound
One of the components of the program that we teach is showing the children how the letter sounds feel in their mouths. So I always show them that with my mouth. I have them look at me and I show them in my mouth, and we talk about where your teeth are and if your lips are open or closed and where your tongue is sitting in your mouth. Then I'm quiet and I listen to them to make sure they're producing the proper sound, because some of the letters have the same mouth formation as other letters but they're voiced or not voiced.
Slide 7: B and P example
The one student that I have often would get B and P mixed up, and the mouth formation is similar, but the production of it, whether you use your voice box or not, is what's different. And so for P, to put our hand in front of our mouth and have him make that sound and to feel the puff of air that comes out really helped him see that that is different from the B sound, which, if they put their hand on their neck or on their mouth, can actually feel more of a vibration. So that modeling of the letter sounds and how they're produced in the mouth really helps the intensive kids to differentiate between some of those sounds that maybe they wouldn't normally pick up.
Slide 8: Immediate feedback
I give them a lot of verbal feedback and get excited for them, and I think that helps them get excited and motivates them. For errors that he made, I give him immediate feedback. A lot of times I just correct, make him echo it back so that he's successful, so that he's not just guessing randomly. But there are times I do give them a second chance, say, "Try that again or think about that again," or try and redirect them without just giving them the answer, making them have a little bit of wait time to stop and think. It just kind of depends on where we are in the lesson, or what I think he can do, or if I think he's just rushing it a little too much.
Slide 9: Assessing progress
Throughout the lesson, I assessed his understanding on each different component as we went along. First I reviewed the previous letters we had done, and he could tell me every letter name and every letter sound. I can model for him and we can do it together, but I always want to make sure that they can do it independently. And that's one of the things that he struggles with. He can do a lot of things more with support and with scaffolding, but does not yet have those skills very securely to be able to do it independently, especially the initial sound fluency.
Slide 10: Classroom connections
Because we pick up the children and deliver them each day from their classroom, we can give immediate feedback or get answers to questions. I can transfer what they're learning as a whole group into what I'm doing in skills. And they see that what we're doing in reading skills is connected to what they're doing in their core reading time.
Slide 11: Home connections
With my Tier 3 children, they're also getting a letter ring, which the student got and was really excited about, was excited to see his name on it. And I wanted to put it in his take-home folder so it would be safe and sound and he wouldn't lose it, and he decided it needed to be even closer to him. And he grabbed it and right away had to put it in his little jeans pocket, and he seemed so proud about having that. He was excited to look at the letters in it and even said that he had some of those letters at home, but he didn't have letter C.
Slide 12: Parent support
It's really great to see that the parents at home are supporting what we're doing here at school. And I think that's such an important component of what we do, is having that communication with parents and letting them know this is what we're learning and having those children transfer that learning at home.
Slide 13: Learn more
To learn more about Modeling Initial Sounds in Tier 3, please explore the additional resources on the Doing What Works website. | <urn:uuid:d1453c1a-8037-4e95-8b35-0a8732b3b14d> | CC-MAIN-2021-49 | https://wested-dww-library-production.s3-us-west-1.amazonaws.com/system/resources/transcripts/000/000/323/original/2597538-5391305-1506-attachment.pdf?X-Amz-Expires=600&X-Amz-Date=20211206T014217Z&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAVY77TFUGFMGFIOVU%2F20211206%2Fus-west-1%2Fs3%2Faws4_request&X-Amz-SignedHeaders=host&X-Amz-Signature=699bf4d72a9c893781392ee74ee54ed124318fb73039d157ccfeb038fa96ed99 | 2021-12-06T01:42:18+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00457.warc.gz | 662,062,790 | 1,605 | eng_Latn | eng_Latn | 0.993077 | eng_Latn | 0.998622 | [
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How are trees pruned in a remote or wooded area?
In remote/rural locations, utilities often utilize mechanical equipment to increase efficiency and worker safety. Large saws mounted on high-reaching booms can be used to prune the sides of right-of-way corridors. In some cases, saws are suspended from helicopters. When using this equipment, it is understood that the quality of the cuts can be less than those made by hand. Nevertheless, efforts are made to avoid unnecessary damage to the tree.
Chemical application is another method of side pruning where herbicides are applied to the foliage of selected branches growing into the right-of-way corridor. The treated branches eventually die and are shed.
Who will be performing the work on my trees?
Only qualified utility line clearance arborists and qualified line-clearance arborist trainees who meet OSHA qualifications are legally permitted to work within 10 feet of power lines, or work on a tree that has branches within 10 feet of power lines. Line clearance arborists are trained to prune trees according to American National Standards Institute (ANSI) A-300 pruning standards and follow industry best practices, which helps preserve the health of trees.
DANGER: Homeowners should never hire a private tree contractor to work within 10 feet of power lines or attempt to do the work themselves. The utility should always be contacted for information first.
What specific pruning guidelines are followed?
The ANSI A-300 Part 1: Tree, Shrub and Other Woody Plant Maintenance—Standard Practices, Pruning are the accepted guidelines and are endorsed by the International Society of Arboriculture (ISA). They promote clearance pruning methods which minimize pruning stress and focus on tree health while obtaining necessary clearance from power lines.
How often is utility tree pruning completed?
The time between maintenance activities varies from utility to utility and between different regions of the country. Sometimes the cycle is mandated by the state agency. The interval is based on:
* amount of clearance obtained at the time of pruning
* expected re-growth rates of the tree species
* available program funding.
Some utilities conduct 'mid-cycle' pruning and/or inspections to mitigate the fastest growing trees and extend the cycle.
The Right Tree in the Right Place
Planting the right tree in the right place can increase property value and energy efficiency of your home. It will also minimize property damage and power outages caused if trees come into contact with power lines. When planting a new tree, consider where you are placing it and what the tree will look like when it reaches its mature height and width. Look up from the proposed planting site and ensure there are no overhead wires in the vicinity. If there are, consult your utility before planting. Also, before planting, make sure you are aware of the location of any underground utilities. To be certain you do not accidentally dig into any lines and risk injury, always call your utility companies first.
For additional Information, contact:
* Utility Arborist Association www.gotouaa.org
* American National Standards Institute www.ansi.org
* Tree Care Industry Association - www.tcia.org
* Trees are Good - www.treesaregood.org
* Tree Vitalize - www.treevitalize.com
* International Society of Arboriculture www.isa-arbor.com
* Arbor Day Foundation www.arborday.org/utility
COVER PHOTO COURTESY OF THE DAVEY TREE EXPERT COMPANY
Utility Pruning of Trees
Electric utilities prune trees near power lines to help insure safe, reliable service
WARNING: Do not attempt to prune or remove trees in contact with or near electric lines unless you are qualified by training and experience per OSHA requirements. Contact your local electric utility before planting or pruning a tree near overhead electric wires.
Q&A on pruning of trees near power lines
THE DAVEY TREE EXPERT COMPANY
Why do electric utilities prune trees?
SAFETY—Utility vegetation maintenance reduces electric hazard risk to the public by:
* reducing potential wildfire hazards from tree/ wire conflicts
* providing separation between wires and vegetation to eliminate potential electrical shock
RELIABILITY—Trees are among the most common causes of utility service interruptions. Trees that are too close to power lines can interfere with electric service; especially when weather brings lightning, wind, ice, or wet snow.
How much will be cut from my tree?
Typically, a qualified utility arborist or vegetation manager prescribes the amount and type of pruning necessary based on:
* tree growth rate and structure
* tree species: strong or weak wooded
* wind direction
* tree health or vigor
* water sources
* environmental factors
* proximity of tree to wires and line configuration— higher voltage lines require greater clearance
My trees are not touching the wires, why do they have to be pruned now?
Utility companies are proactive and try to prune trees BEFORE they pose a risk to the power lines. Because trees are dynamic, factors such as swaying in the wind, sagging with ice/snow weight, and uprooting in storms are examples of how problems can develop without warning even if the trees are not in contact with wires.
What is clearance pruning?
Clearance pruning removes branches growing toward the power lines while leaving those that are growing away. It is the most appropriate pruning method for utility line clearance.
BEFORE
PRUNING
AFTER
SIDE PRUNING
How will a tree look after cleanance pruning?
Trees growing directly under power lines may appear U or V-shaped (crown reduction or through-pruning). Trees growing alongside power lines may appear L-shaped, or one side may be completely removed (side pruning). The tree may often appear misshapen but this pruning is being performed to provide for safety and service reliability, not for aesthetic purposes. In general, trees growing near power lines will never have the potential to grow with a "natural" shape.
BEFORE
PRUNING
BEFORE
PRUNING
AFTER
L-SHAPED
PRUNING
AFTER
CROWN
REDUCTION,
OR THROUGH-
PRUNING
PHOTO COURTESY OF WRIGHT TREE SERVICE
Why won't utilities put the lines underground?
Undergrounding of lines is very expensive and results in more difficult (and longer) repairs in the event of a power failure. Also, converting an overhead system to underground typically causes substantial damage to existing trees' root systems.
Is my tree a candidate for removal?
Situations where tree removal may be preferable to line clearance pruning include:
* Saplings (brush) with the potential to grow into or close to the lines
* Tall or fast-growing species growing directly under the power lines that require frequent pruning and will never have a natural form
* Large, previously topped trees under the lines
* Trees with a high risk of failure (examples: leaning, in decline, severe dieback, cracked, split, hollow, etc).
DO NOT TOP TREES!
Also called 'rounding-over,' this is not directional pruning and is not an acceptable
pruning practice. It involves cutting branches to stubs or lateral points that are not large enough to grow successfully. It can severely weaken the tree and even kill some species. | <urn:uuid:32235a04-6b25-4f94-9f60-91e6c0f845fb> | CC-MAIN-2021-49 | https://empoweringmichigan.com/wp-content/IRP_2019/24_UAA_Utility_Pruning_Of_Trees_Brochure.pdf | 2021-12-06T02:01:12+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00458.warc.gz | 297,125,800 | 1,452 | eng_Latn | eng_Latn | 0.996658 | eng_Latn | 0.996811 | [
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Description
Adults, young people and children spend a lot of time in front of screens. Restricting the use of digital devises is a common source of conflict within families. This activity seeks to offer a complementary alternative this.
This aim is to focus on achievable screen-free activities that allow us to build quality time using a shared process, where every member of the family has their own voice heard.
The activity tries to identify screen-free family activities that can be facilitated by the design and implementation of a screen-free corner.
Photos and images
https://www.pexels.com/photo/bonding-time-of-mother-and-child-4039159/
https://www.pexels.com/photo/crop-astrophysicist-exploring-surface-of-moonwhile-using-tablet-in-university-3825567/
https://www.pexels.com/photo/man-in-white-t-shirt-and-brown-pants-paintingcardboard-house-3933227/
https://www.pexels.com/photo/blue-jeans-3036405/
https://www.pexels.com/photo/pensive-grandmother-with-granddaughter-havinginteresting-conversation-while-cooking-together-in-light-modern-kitchen-3768146/
Age range
All Ages
A guide for the guide
In order for the project to be successful, to develop smoothly and to have applications in the future, there are some important factors that need to be taken into account.
- Listening and valuing the ideas of all family members
- Finding common ground between young people and adults
- Focus on activities that are practical and achievable.
Preparation for the activity
To get the activity off to a good start, adults can prepare a short presentation on what activities they did as children. Pictures of when they were young doing the activity, as well as objects, or stories to illustrate the activity, will help stimulate the interest of the children.
Another important thing is to already have thought of a space in the house for our corner without screens. This will allow us to be more concrete and effective when making our proposals.
One of the activities is brainstorming. This is a very easy technique to perform even if you have no experience with it. The idea is that everyone participating proposes ideas quickly and creatively and these are included in a list. The most important thing is not to discard any idea, no matter how absurd or complicated it may seem. It is from the apparently strangest ideas that the most brilliant projects can come. When the list is finished, we discuss which ideas seem most achievable and motivating for everyone. It is also important to make sure that everyone involved contributes at least one or more ideas.
The activity step-by-step
- First, the participating adults explain to the young people the way they lived when they were the same age as them and what activities, games, sports ...etc, they practiced. For this they can use photos or objects that allow them to explain these activities more easily.
- Now it is the child's/young person's turn to explain which non-digital activities they like to do or would like to try.
- At this point we will propose one or more activities to do together. For this we will use brainstorming to propose different activities and choose those that we think are best suited to everyone in the family. It is important that everyone participates in the brainstorming and contributes at least one activity that they would like to do, so we ensure that the activities chosen are sufficiently motivating for the whole family.
- Once the activities are chosen, we try to make a list of the things that make doing these activities more difficult than digital entertainment and look for what we would need to make it easier.
- It's time to put all the ideas we came up with to facilitate our screen-free activities in a physical space inside our house - our screen-free corner.
- Finally, we will use a calendar to note when the activities will take place, and a day later to evaluate if the activities went well, propose new activities or improvements to our screen-free corner.
Some doubts that may arise
What activities do we choose? When choosing activities, we must make sure that they are achievable and they sufficiently motivate everyone in the family.
If there is a very diverse range of interests, we can choose introductory activities matched to the different personal motivations and later evaluate which of them worked better for most of the people in the family.
What do we add to our screen-free corner? The aim of the Screen-Free Corner is to make it easier for us to carry out these alternative activities. The chosen area should have all of the materials needed for the activities as well as any items that help us to organize them, such as information, a calendar etc. The aesthetic can be determined at the time of choosing the corner. Spend some time decorating and organizing it.
The corner without screens is not something definitive, we can add and remove what we want in the future.
Questions for reflection, self-assessment and conclusions
- Did we get everyone to contribute ideas?
- Is thinking and creating the screen-free corner an activity in itself for the family?
Questions for when the family evaluates how well the screen free corner and alternative activities worked:
- Did our plans work?
- What activities that were not chosen would you like to try in the future?
- How have we felt about going without screens for a while?
- Have we learned new things?
- What can we improve about our screen-free corner?
- What do you think we can change to have an even better time in future alternative activities?
Recommendations on how to adapt to different age-groups
Depending on the age of the child/young person we will have to adapt how we work, matching the activity to different learning paces. We should explain clearly what we want to achieve and listen to everyone.
References
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ARTISTIC POLICY
Changing Relations' aim is to create & produce art that uses social engagement as its primary medium, inviting collaboration and co-production with individuals, communities & institutions, creating participatory art that exists both within & outside of the traditional gallery & Musuem.
As cultural producers, Changing Relations uses the arts to transform the way people think about gender stereotypes & relationship behaviours, giving a voice to those who have been affected & generating public & professional understanding.
We produce community-based participatory arts projects & deliver education & training to schools, businesses & communities and aim to:
* break down gender barriers;
* foster healthy relationships;
* and transform lives.
The participatory arts approach engages the public in participation in the creative process, letting them be co-authors, editors and observers of the work. It requires a dynamic collaboration between the artists, audiences & their environment.
We are a social enterprise & care about our social impact. We create opportunities for artists to engage in social practice to co-create their work with a specific audience, or propose critical interventions within existing social systems to inspire debate or catalyse social change. Through the art we produce, we aim to create a safe, accessible way for people to discuss & explore sensitive & overlooked issues.
The social interaction component inspires, drives or completes a project, for example, with our project 'Sometimes it Hurts', we sought to challenge negative assumptions & boldly & creatively give voice to young people who had experienced & / or witnessed domestic abuse.
Our commitment to making a positive impact on local communities means we cannot ignore our responsibility to becoming more sustainable as an organisation. This is something we aim to
ARTISTIC POLICY
embed into all areas of our work, recognising that our position as an arts organisation means that we not only have the responsibility to make sustainable choices in the procurement of materials, we must also use our educational tools to further discussions on the pressing need for environmental sustainability.
We often take work into spaces & environments that challenge perceptions of what the arts might usually look like, offering audiences a different kind of experience to more traditional forms of theatre and visual art.
Changing Relations embraces a multidisciplinary approach to creating & producing art. We work with diverse artists, communities & experts to produce powerful content in a range of art forms to engage audiences & participants, commissioning film, sound, theatre, dance, creative writing & visual arts.
We are committed to supporting professional artists to make brilliant work, with a particular focus on artists working in the North of England.
Changing Relations is committed to supporting work which is contemporary in its approach & relevant to people's lives today. We want to make sure that our programme is representative of our community, & that our audiences get to hear stories that resonate with them.
We are cultural producers & don't generally book work that has already been made. We prefer to work with artists & companies during the development of work, which enables us to find ways of engaging audiences alongside the creative process, before presenting the final work.
We believe that the arts have an important role in all our lives & that a safe stimulating environment to engage with them has the power to communicate ideas, challenge unhealthy or unhelpful perceptions & transform lives.
We care about the artists we work with, & our artistic policy has been developed in response to things artists have told us they need. We value creativity & recognise the vulnerability of freelance artists.
It is important to us that the artists we work with share our values, including our commitment to sustainability.
ARTISTIC POLICY
In line with this, we encourage our artists to make sustainable choices wherever possible in their work, advocating for the procurement of materials which are versatile in order to decrease our waste whilst fostering creativity & imagination.
We advertise opportunities to work with us as broadly as possible, providing equal opportunities for recruitment & we are committed to offering work to artists & practitioners at different stages in their career, including emerging artists & recent graduates alongside established arts practitioners. We pay our artists on time & offer fair pay that recognises & values individuals' experiences.
We dedicate time, space & resources to supporting artists at Changing Relations because we want artists to make work that is relevant for our audiences. This includes supporting the development of work by local & regional artists.
Changing Relations has a number of enhanced relationships with selected artists & companies whose work we feel is valuable to our artistic programme. 'Associate' relationships are regularly reviewed, usually at the end of each project or production, to ensure that they remain of mutual benefit.
We regularly work with Universities to create paid opportunities for students to work with us to gain valuable experience working in a range of fields. We have supported students from The Northern School of Art with a range of roles, including working alongside our artists & practitioners to gain experience with facilitating workshops, curating, photography, as well as supporting students from Durham University with roles more linked to working behind the scenes of an arts organisation such as research, evaluation, operational policies & Human Resources.
We respect our interns & volunteers, advocate training them properly & don't ask them to take on responsibilities that are beyond their experience.
We champion the arts & are an Arts Award Centre, creating opportunities for young people to create & participate in the arts & for schools to gain Artsmark accreditation.
ARTISTIC POLICY
We are committed to creating opportunities for young people to engage with & enjoy the arts, particularly those facing adversity. Our programmes offer young people the chance to discover & participate in arts activities, often creating opportunities for young people to share & exhibit their work publicly.
skills & creativity & gaining insights into the professional arts world, thereby increasing their knowledge about future career & employment opportunities in the cultural sector.
Many of our projects take place in schools or alternative education settings. Our participatory arts projects provide opportunities for young people to work with & alongside professional creative practitioners, developing their practical
Young people have told us that taking part in our creative programmes has been "unique," "perfect" & "empowering." Someone who never thought they were good at anything grew in confidence through being given chance to try stitching. Another "learnt ways to help people."
If you are interested in learning more about our arts programme or getting involved in working with us, please email details to email@example.com
If you are responding to an advertised position or commission, let us know why you would want to work with Changing Relations & how you can support us to engage & develop audiences using the arts. | <urn:uuid:7df6de07-8fea-46c2-b365-94ef9dc0f501> | CC-MAIN-2021-49 | https://changingrelations.co.uk/wp-content/uploads/2021/10/ARTISTIC-POLICY-2021.pdf | 2021-12-06T02:49:37+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00458.warc.gz | 231,984,840 | 1,299 | eng_Latn | eng_Latn | 0.99741 | eng_Latn | 0.997709 | [
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This article originally appeared in the November 2012 issue of Book Links magazine.
In his 2003 Caldecott Medal acceptance speech, Eric Rohmann explained that "although the picture book may look like a typical book—paper pages, between two pieces of cardboard—it's unique in many ways. A picture book is not just a container for text and illustrations. When you make a picture book, you use words, images, and the book's form— the book's shape and heft and physical quality—to suggest the reader's path of movement through the story: right to left, up and down, in and out, page to page."
In this "Caldecott in the Classroom" article, celebrating the seventy-fifth anniversary of the medal, we focus on the picture book as an artistic whole, in which text and illustra tions, covers and endpapers, and details of the design work together to provide an aesthetically pleasing and satisfying reading experience for children. Encouraging children to examine the components of a book ties in neatly with the Common Core State Standards, and, below, you'll find sug gested activities that prompt children's aesthetic responses while linking to individual standards.
Each year, as the members of the Caldecott Award Selection Committee read, analyze, and discuss the illustra tions in picture books, they also consider the elements of visual and physical design. The physical characteristics include the interior illustrations as well as the book cover, dust jacket, endpapers, title page, and other front matter that contains storytelling components. A picture book is a unique art form, and every aspect of it is meaningful.
Book Covers
The cover of a picture book sets the tone and mood for the story contained inside. Generally, a dust jacket encases the outside of a book and provides a book summary, along with author and illustrator information. An illustration on the dust jacket is often identical to that found on the book cover, but sometimes there is a treasure on the cover that is discovered once the dust jacket is removed. This treasure may be a differ ent illustration, an embossed image, or a single color.
Caldecott Medal Winners
Joseph Had a Little Overcoat. By Simms Taback. Illus. by the author. 1999. 32p. Viking, $16.99 (9780670878550). PreS–Gr. 2.
When Joseph's overcoat becomes old and worn, he makes a jacket out of it. So begins this engaging story based on a Yiddish song. Joseph continues to recycle each garment until nothing is left. Die-cut holes appear on the pages, hinting at what might come next. The dust jacket also contains diecuts in Joseph's overcoat that allow the reader to see spots of navy blue from the book cover below. Once the dust jacket is removed, a new illustration shows swatches of the holey overcoat and Joseph appearing quite pleased with himself for patching it.
The Lion & the Mouse. By Jerry Pinkney. Illus. by the author. 2009. 40p. Little, Brown, $16.99 (9780316013567). PreS–Gr. 1.
This wordless adaptation of an Aesop fable depicts a fero cious lion that spares a timorous mouse, who later comes to his rescue. Stunning watercolor landscapes of the African Serengeti and captivating characters make this retelling truly special. The dust jacket shows the king of the jungle with a sideways glance that compels the reader to turn the book over—to discover the mouse gazing back. The title appears on the spine. The front book cover underneath the jacket shows two panels of the lion and the mouse, while the back cover displays the various animals of the Serengeti.
The Three Pigs. By David Wiesner. Illus. by the author. 2001. 40p. Clarion, $17.99 (9780618007011). Gr. 1–4.
The story begins predictably with three pigs that "went out into the world to seek their fortune." Each builds a house and then along comes the wolf, but, suddenly, the story takes a dramatic turn from a traditional tale to the pigs' fantastical journey. Wiesner has incorporated the story elements of the pigs' homes into the book cover, with the reddish spine repre senting the bricks, the gray cover signifying the sticks, and the tawny endpapers symbolizing the straw. A closer examination also reveals three pigs embossed in a circle on the gray cover.
Caldecott Honor Books
Grandpa Green. By Lane Smith. Illus. by the author. 2011. 32p. Roaring Brook, $16.99 (9781596436077). K–Gr. 2.
The major events in Grandpa Green's life are depicted through fanciful shapes of topiary memorials. The eye-catch ing cover illustration shows a young child entranced by the giant, green elephant topiary that Grandpa is creating.
Martin's Big Words: The Life of Dr. Martin Luther King Jr. By Doreen Rappaport. Illus. by Bryan Collier. 2001. 40p. Disney/Jump at the Sun, $15.99 (9780786807147); paper, $7.99 (9781423106357). 323. PreS–Gr. 4.
King's crusade for civil rights is highlighted through text and quotations coupled with stunning watercolor and cut-pa per collage illustrations. The dust jacket and book cover both display a striking portrait of King that lends an emotional power to the book from the very beginning.
In the Classroom
Book Cover Questions
Show students the dust jacket of the suggested Caldecott Medal winners or Honor Books and ask the following questions:
* What media do you think the illustrator used to create the picture?
* Who do you see in the illustration?
* Where are the title and author's name located?
* How do you think this illustration will encourage you to start reading the story?
* Why has the illustrator created this picture for the cover?
Be sure to also peek under the dust jacket to see if any "trea sure" can be found on the book's cover and ask similar ques tions about it.
Common Core Connection:
* RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Endpapers
When a hardcover picture book is opened, the endpapers are the first and last pages that are viewed. Endpapers serve a practical purpose of holding the pages to the cover, but they also represent a conscious design decision. Endpapers may display a solitary color, a decorative pattern or design, or the beginning of the story.
Caldecott Medal Winners
Hey, Al. By Arthur Yorinks. Illus. by Richard Egielski. 1986. 32p. Farrar, $17 (9780374330606); paper, $7.99 (9780374429850). Gr. 1–5.
Al lives in a dingy apartment with his dog, Eddie. After a brightly colored bird gives them an opportunity to escape to paradise, the two discover that there's no place like home. The tan opening endpapers are as drab as Al's existence, while the final, bright-yellow endpapers signify the change that has oc curred in the now-exuberant janitor's life.
Officer Buckle and Gloria. By Peggy Rathmann. Illus. by the author. 1995. 40p. Putnam, $16.99 (9780399226168). PreS–Gr. 2.
Officer Buckle's school presentations about safety tips are dull until police dog Gloria entertains the audience with her zany pantomimes. Observant readers will notice that the safety-tip notes creating a border on the book cover are also found on the endpapers.
Rapunzel. By Paul O. Zelinsky. Illus. by the author. 1997. 48p. Dutton, $17.99 (9780525456070); paper, $7.99 (9780142301937). 398.2. Gr. 3–5.
This stunning interpretation of the classic tale mimics the masters of the Italian Renaissance. Zelinsky's front endpapers show a villager with his donkey facing to the right, inviting the reader to turn the page and enter the story. On the back endpapers, the reversed Italian Renaissance–style painting depicts the villager looking left, toward the final pages.
Caldecott Honor Books
Knuffle Bunny: A Cautionary Tale. By Mo Willems. Illus. by the author. 2004. 40p. Disney/Hyperion, $16.99 (9780786818709). PreS–Gr. 1.
Trixie, Daddy, and Knuffle Bunny embark on a trip to the Laundromat. The story takes a melodramatic turn when the beloved stuffed bunny is left behind. The patterned endpapers show a wide-eyed Knuffle Bunny peering helplessly through the window on the circular door of the washing machine and offer a hint to the story's climax.
The Napping House. By Audrey Wood. Illus. by Don Wood. 1984. 32p. Harcourt, $17.99 (9780152014179). K–Gr. 3.
A snoring granny, a dreaming child, a dozing dog, a snooz ing cat, a slumbering mouse, and a wakeful flea are depicted in a napping house where "everyone is sleeping." The dusky gray front endpapers represent the rainy night, while the back endpapers change to azure, corresponding to the clear, cloudfree morning sky.
In the Classroom
Illustrator Study
Invite students to select a favorite illustrator and read multiple books illustrated by that individual, taking time to linger over the book covers, endpapers, title pages, and illustrations. Share information with students about the illustrator, the media he
or she uses, and the individual's process for creating art. Next, start a discussion, with examples drawn from individual books, about how elements of the book design enhance the mood or theme of the story. Have students create a visual response to the illustrator's work, using the same media, if possible.
Common Core Connection:
* RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Typography
The typography, also referred to as the font or typeface, plays a significant role in the overall design of a picture book. The size and style of the typeface may match the content of the text or the stylistic features of the illustrations. The typeface should complement the illustrations while being readable for the intended audience.
Caldecott Medal Winners
Baboushka and the Three Kings. By Ruth Robbins. Illus. by Nicolas Sidjakov. 1960. 32p. Houghton, lib. ed., $16 (9780395276730); paper, $6.95 (9780395426470). Gr. 1–4.
This Russian folktale tells of an old woman who was too busy to travel with the three kings to find the Christ child. Failing to locate the child on her own, each Christmas season she renews her endless search. The elaborate typeface becomes part of the book's linear design and beautifully reflects the pictorial medieval forms and figures.
Black and White. By David Macaulay. Illus. by the author. 1990. 32p. Houghton, lib. ed., $17 (9780395521519); paper, $7.99 (9780618636877). Gr. 2–6.
Four seemingly unrelated stories merge into one surrealistic tale about a boy sitting on a train, parents acting silly, a con vict's escape, and a tardy commuter train. Macaulay employs four different fonts—one for each story—that are used as a storytelling device, along with the nonlinear plots.
The House in the Night. By Susan Marie Swanson. Illus. by Beth Krommes. 2008. 40p. Houghton, $17 (9780618862443). PreS–K.
This cumulative story uses simple text and radiant illus trations. A girl is given a golden key to a house, where she discovers a book that takes her on an extraordinary adventure. The spectacular scratchboard illustrations are splashed with gold, which is also used for the font on pages with a black background.
Caldecott Honor Books
Blackout. By John Rocco. Illus. by the author. 2011. 40p. Disney/Hyperion, $16.99 (9781423121909). PreS–Gr. 1.
It's a hot summer night in the city, and all a boy wants to do is to play a board game with his parents and sister, but ev eryone is too busy—until the power goes out. What's a family to do? Soon they discover people on the street singing, eating ice cream, and having a great time under the starry nighttime sky. The bold, black text contained within the illustration panels is easy to read. When the story relates that the lights have gone out, the background for the text becomes darker and assists in characterizing the shift in mood and tone.
A Couple of Boys Have the Best Week Ever. By Marla Frazee. Illus. by the author. 2008. 40p. Harcourt, $16 (9780152060206). K–Gr. 3.
Even though Eamon's grandparents are planning a week of nature camp, the two friends prefer to watch television, eat snacks, and intentionally avoid the great outdoors. By the end of the week, James and Eamon create an incredible display that demonstrates that they are nature campers. The summerhued cartoon illustrations are perfectly complemented by the hand-lettered text, which provides a playful mood.
In the Classroom
Talking Type
Typography gives emphasis or adds emotion to selected words or phrases. How a word appears suggests how it should be read and also how important its meaning is to the story. Compare and contrast the Caldecott Medal–winners and Honor Books listed above and examine the typography. Discuss with students how the word or phrase should be read and also what feelings are evoked by the use of inventive font, type size, color, and word spacing.
Common Core Connection:
* RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Frame
Illustrations are often surrounded by a border or white space, giving the impression of a framed picture. At times, part of the illustration may fracture the frame, seemingly breaking out of and overlapping the straight edge of the illustration.
Caldecott Medal Winners
Grandfather's Journey. By Allen Say. Illus. by the author. 1993. 32p. Houghton, lib. ed., $16.95 (9780395570357). Gr. 2–5.
This tribute to Say's grandfather tells of a love for two countries—Japan and America—and the desire to be in both places at once. The exquisite watercolor paintings are each framed with a thin black line and set apart from the text by the use of white space.
My Friend Rabbit. By Eric Rohmann. Illus. by the author. 2002. 32p. Roaring Brook, $17.95 (9780761315353); paper, $6.99 (9780312367527); lib. ed., $22.90 (9780761324201). PreS–Gr. 3.
When Rabbit's toy airplane gets stuck in a tree, he devises a plan to stack his animal friends high enough to retrieve the er rant plaything. Thick, black borders surround each single- and double-page illustration. However, the frames cannot contain the animals, particularly the elephant, as their bodies extend beyond the space of the page.
Saint George and the Dragon. By Margaret Hodges. Illus. by Trina Schart Hyman. 1984. 32p. Little, Brown, $17.99 (9780316367899); paper, $7.99 (9780316367950). Gr. 2–5.
George, the Red Cross Knight, slays the dreadful dragon that has been terrorizing the countryside for years. The il lustrations are framed with borders that resemble stained-glass windows. Each segment of the border is filled with detailed illustrations, contributing to the illusion of the book as a medieval illuminated manuscript.
Caldecott Honor Books
The Red Book. By Barbara Lehman. Illus. by the author. 2004. 32p. Houghton, $14.99 (9780618428588). PreS–Gr. 2.
In this wordless picture book, a young girl discovers a book sticking out of a snowdrift and is soon transported on a magi cal journey. A series of panels are framed with thick, white borders that give the effect of peering into the same portals as the characters.
Swamp Angel. By Anne Isaacs. Illus. by Paul O. Zelinsky.
Isaacs tells a witty tall tale about Angelica Longrider, who became the greatest woodswoman of Tennessee. The feisty and gigantic protagonist breaks the frame in several illustrations as if she is too large to fit inside the book.
1994. 48p. Dutton, $17.99 (9780525452713); paper, $6.99 (9780140559088). K–Gr. 4.
In the Classroom
Examine the 2002–12 Caldecott Medal books with students. Generate categories for how frames are used (e.g., books in which characters leap outside the borders of the frame) and then list the books under those appropriate categories. Focus on the ways that illustrators have broken the frames and uti lized white space and how those decisions capture the reader's eye, create borders, and enhance or extend the storytelling.
Common Core Connection:
* RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Cyndi Giorgis is a professor of children's and young adult literature at the University of Nevada, Las Vegas. | <urn:uuid:84789ef1-10a1-4550-9f32-681b3fd01af5> | CC-MAIN-2021-49 | https://www.booklistonline.com:443/media/booklinks/CommonCorePDFs/booklinks_ccss_caldecott-in-the-classroom-picture-books.pdf | 2021-12-06T01:29:32+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00459.warc.gz | 740,138,649 | 3,918 | eng_Latn | eng_Latn | 0.996908 | eng_Latn | 0.997475 | [
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F1
Explore and respond to different natural phenomena in their setting and on trips.
Make connections between the features of their family and other families.
Notice differences between people.
Progression of skills Geography – EYFS
F2
Draw information from a simple map.
Recognise some similarities and differences between life in this country and life in other countries.
Explore the natural world around them.
Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
Recognise some environments that are different to the one in which they live.
Progression of skills - Geography KS1 and KS2
Year 1
Locational knowledge Name countries and capital cities of the UK, the 7 continents and 5 oceans.
Identify characteristics of the 4 countries of the UK.
Place knowledge Identify and describe similarities and differences of their local physical and human environment using simple geographical language.
Year 1
Physical Geography Identify daily and seasonal weather patterns in the UK. Understand that the weather in different parts of the world may be different to that experienced in the UK. Describe these similarities and differences using simple geographical language.
Recognise natural environments in their locality and begin to use appropriate geographical language to identify features observed.
Recognise features of the human environment in their locality and begin to use appropriate geographical language to identify features observed.
Year 2
Physical Geography
Describe the daily and seasonal weather patterns from first hand observational experience in the UK. Describe the differences in weather in different parts of the world and can use locational and place knowledge to demonstrate their understanding (reference to hot and cold places near the Equator and Poles).
Recognise different natural environments in their locality and further afield and are able to use appropriate geographical language to describe similarities and differences between natural environments (e.g. wood, river, mountain etc).
Recognise different human environments in their locality and further afield and are able to use appropriate geographical language to describe similarities and differences between these human environments (e.g. village, town, city, harbour in a seaside resort etc).
Year 3
Physical Geography
Identify and locate polar, tropical and temperate climatic zones using maps, atlases & globes, in order to describe the characteristics of these different zones using appropriate geographical language.
Identify where major rivers are located in the UK and around the world using maps, atlases and globes. Describe mountainous and river environments identifying similarities and differences between these. Name some of the processes associated with rivers, coasts and mountain environments. Using appropriate vocabulary, children can describe sequences within the water cycle linked to these environments.
Identify where earthquakes and volcanoes occur around the world. They can describe using simple geographical language how earthquakes and volcanoes occur.
Human Geography
Identify and sequence a range of different types of settlements in order of size.
Identify features of individual settlements using a range of geographical sources and skills.
Identify different types of economic activity and name which types of economic activity take place in different regions.
Understand that there are different sources of energy (fossil fuels and renewable energy) and that different countries use different sources of energy.
Describe how energy is used for different purposes.
Human and physical geography
Year 4
Physical Geography
Identify and make links between polar, tropical and temperate climatic zones using maps, atlases & globes, to show understanding. Use appropriate geographical language to explain links and connections between climatic zones vegetation belts, biomes.
Locate with accuracy major rivers in the UK and around the world using a range of maps, atlases and globes. Describe mountainous and river environments suggesting reasons for how they can change over time. Name and describe some of the processes associated with rivers, coasts and mountain environments. Using appropriate vocabulary, children can explain how the water cycle is linked to these environments.
Locate and describe where earthquakes and volcanoes occur around the world using developing geographical language & skills. They can describe using simple geographical language how earthquakes and volcanoes occur in different parts of the world.
Human Geography
Identify, locate and sequence a range of different types of settlements in order of size, significance and importance. Describe features of individual settlements and compare these to other settlements using a range of geographical sources and skills.
Identify and describe similarities and differences between different types of economic activity and explain why different types of economic activity take place in different regions in the UK and around the wider world.
Understand that there are different sources of energy (fossil fuels and renewable energy)
Year 5
Physical Geography
Identify and make links between polar, tropical and temperate climatic zones using maps, atlases & globes, to show understanding. Use appropriate geographical language to explain links and connections between climatic zones vegetation belts, biomes and describe how these physical conditions affect people and the environment.
Identify, locate and describe a range of processes associated with river, coast and mountain environments using appropriate geographical language. Explain how these environments form and are changed over time as a result of physical processes.
Describe and explain how the water cycle affects different environments and begin to recognise that people can affect parts of the water cycle through human actions.
Locate, describe and explain where earthquakes and volcanoes occur around the world using developing geographical language & skills. Begin to understand the reasons for why these hazards occur and why some of them affect people more seriously in some parts of the world than others.
Human Geography
Locate and sequence a range of different types of settlements in order of size, significance and importance within the UK and beyond. Describe and explain features of individual settlements, why these might be significant and compare and contrast these to other settlements using a range of geographical sources and skills.
Describe and explain similarities and differences between different types of
Children understand the importance of regions within the UK and beyond and can suggest why they are important as well as how some regions are connected to each other. Children will be aware of global events and their significance based on their widening knowledge and understanding of the world.
Year 6
Physical Geography
Identify and make links between polar, tropical and temperate climatic zones using maps, atlases & globes, to show understanding. Use appropriate geographical language to explain links and connections between climatic zones vegetation belts, biomes and describe how these physical conditions affect people and the environment in a range of places around the world.
Identify, locate and describe and explain a range of processes associated with river, coast and mountain environments using appropriate geographical language. Explain how these environments change over time as a result of physical processes and human activity. These are able to compare and contrast environments from around the world. Describe and explain how the water cycle affects different environments and are able to recognise how people can affect parts of the water cycle through human actions.
Locate, describe and explain where earthquakes and volcanoes occur around the world using developing geographical language & skills. Begin to understand the reasons for why these hazards occur and why some of them affect people and the environment more seriously in some parts of the world than others.
Human Geography
Locate, describe and explain why settlements and land use differ in different regions of the UK and wider world. Explain why some settlements are significant and can describe and explain how and why settlements can change over time using a range of geographical resources and skills.
Year 1
Use simple maps & globes to help recognise countries within the UK, continents and identified oceans.
Follow instructions responding to directional language (left, right, up, down, forwards, backwards, near, far). Introduce simple compass directions (N, E, S, W).
Identify images which have been taken from above (aerial photo). Recognise simple
Year 2
Locate with accuracy, countries of the UK, continents and identified oceans on simple maps and globes. Name these countries, continents and oceans when responding to questions. Begin to locate capital cities within these countries using simple maps.
Use simple compass directions (N, E, S, W) to provide locational and direction information for children to respond to and follow. Follow simple maps to identify and locate features using simple directional language to talk about everyday life.
Year 3
and that different countries use different amounts and sources of energy.
Describe how energy is used for different purposes and why demand can change over time.
Geographical enquiry and skills
Year 4
Use maps and globes to locate some countries in Europe, North & South America. Identify physical and human features using different types of maps.
Use co-ordinates in atlases to locate places and give directions using a fourpoint compass. Understand why keys are important to understand maps and can identify and create simple symbols/keys on maps.
Ask geographical questions to initiate simple geographical enquires. Carry out fieldwork in the local area using some techniques. They begin to develop an understanding from information and data collected in order to answer questions investigated.
Use a range of maps and globes, to locate a range of countries and capital cities in European and North / South American countries. Identify and locate different types of physical and human features using a range of maps, including digital maps to compare places.
Use four figure grid references to identify and locate features and places more accurately using OS maps. Use symbols and keys in atlases and on maps to identify and locate places and features. They can create simple maps using symbols and keys.
Ask and respond to geographical questions in order to investigate simple geographical enquires. Carry out fieldwork in the local area using a range of techniques. Develop an understanding of issues and themes from information and data collected in order to answer questions investigated and begin to economic activity in the UK and in the wider world. Understand that different regions and countries have developed their economy based on different types of trade as a result of natural resources and minerals.
Understand that there are different sources of energy (fossil fuels and renewable energy) and that different countries use different amounts and sources of energy for different purposes.
Describe how energy consumption and use has changed over time and what factors may affect its change in use in the future.
Year 5
Compare and contrast a range of maps (including physical, thematic and political) and can identify aerial photographs associated to relevant maps. Select maps for different purposes and begin to use maps, atlases & globes to investigate places and regions around the world. Digital mapping can be used to identify places, features and create simple maps to plan routes between places.
Use compass points (4 & 8) and four figure grid references with increasing confidence to identify and locate features and places using atlases and (OS) maps.
They understand that using six figure grid references will make identifying features and places even more accurate.
Describe and explain similarities and differences between different types of economic activity in the UK and in the wider world. Understand that different regions and countries have developed their economy based on different types of trade as a result of natural resources and minerals which occur naturally. Different regions and countries trade with other regions and countries based on these resources. This can affect people and the environment in different ways, both positively and negatively.
Understand that there are different sources of energy (fossil fuels and renewable energy) and that different countries use different amounts and sources of energy for different purposes and that this has changed over time.
Explain how energy consumption and use has and might change in the future and how this could affect people and resource use in the decades ahead.
Awareness that some energy sources have positive and negative effects on people and the environment and that different people hold different views about these impacts.
Year 6
Use a range of maps (including physical, thematic and political), atlas information and globes to explore places, regions and countries around the world and how they are connected to each other.
Follow and plan routes using a range of maps, including OS maps and digital mapping tools to explore and investigate places in contrasting environments.
Use compass points (8), four and six figure grid references with increasing confidence to accurately identify and locate features and places on OS maps.
Interpret OS maps with increasing confidence using symbols, keys and scale bars more accurately.
physical and human features using aerial photographs. Draw around simple objects to make a plan. Use simple picture maps to follow a route around the school environment.
Respond to simple questions to investigate their surroundings. Make simple observations about where features and landmarks are within their immediate environment.
Recognise simple physical and human features using aerial photographs beyond the immediate locality. Draw a simple plan using aerial photographs. Look down on simple objects to make a plan. Follow a simple map around school to identify features of the built environment. Create a simple key which could be added to the map for other children to follow.
Ask and respond to simple questions to investigate their local surroundings, using simple geographical questions. Make simple observations about why two contrasting locations are similar and/or different, including observations about features and landmarks within their local environment.
draw simple conclusions in response to questions explored.
Use symbols and keys in atlases and on maps to identify, locate and compare & contrast features and. Create their own real life maps using symbols and keys.
Suggest questions for and participate in geographical enquires. Carry out fieldwork using a range of appropriate techniques. Develop an understanding of issues and themes from information and data collected, analyse this evidence using appropriate techniques and draw conclusions in response to questions explored. Within these enquiries, produce maps, plans and graphs to support enquiries and fieldwork. This may include using digital technologies.
Suggest appropriate and interesting questions to plan and engage in their own geographical enquires. Carry out fieldwork using a range of appropriate techniques and are confident to use an increasing range of data analysis and presentation techniques to analyse evidence and draw conclusions based on evidence collected in response to questions explored. Within these enquiries children are able to produce a range of appropriate maps, plans and graphs to support findings from enquiries and fieldwork undertaken. This should include using digital technologies. | <urn:uuid:c686f509-fe65-4286-8618-cc11da924f4c> | CC-MAIN-2021-49 | https://www.coleridgeprimary.org/wp-content/uploads/2020/11/Progression-of-skills-Geography.pdf | 2021-12-06T03:15:05+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00460.warc.gz | 747,736,189 | 2,859 | eng_Latn | eng_Latn | 0.995753 | eng_Latn | 0.996305 | [
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Decoding diversity
Rohini Corfield
I have always been fascinated by cultural diversity; maybe because I was born into a Hindu Punjabi family in post-colonial Kenya where the European, Asian and African communities intermingled culturally, but also operated within a hierarchy.
This interest blossomed further when we moved to England and I was the only Indian girl in my Bristol primary school, feeling somewhat different, but content. Supportive secondary school teachers encouraged me to apply to Oxbridge; an aspiration I would never have dreamt of. Studying at Cambridge University was both a privilege and painful experiential learning ... discovering my identity.
After graduation I started to work in a multi-ethnic primary school when multi-cultural education was in its infancy. My interest in diversity led me to work with the local Racial Equality Council, advising Derbyshire schools about delivering an anti-racist curriculum and building an inclusive culture in which every child could flourish. Later I worked in a similar role in Warwickshire when I first encountered Tide~.
Tide enabled me to contextualise race equality work into a more holistic education approach. I saw how many agendas around equality, justice, sustainable development, values, citizenship, power, poverty and community were fluid and inter-linked at many levels, locally to globally. The stimulating Tide~ resources, workshops, and safe spaces for networking were a constant stimulus for my professional development.
I led a Teachers' International Professional study visit to South Africa with 15 teachers exchanging ideas about race equality and global citizenship with peers in Johannesburg. I used Tide~ materials like 'Towards Ubuntu' and the Development Compass Rose to help prepare the teachers for the visit. South Africa's apartheid revolutions and our experiences of evolution both offered teachers ideas for the classroom.
I deepened my involvement with Tide by becoming a Trustee.
Rohini has had a varied career in education, the media and the voluntary sector promoting equality and community cohesion through empowering diverse people to connect.
14
Many recent events around the globe provide educators with nuanced stimuli to start dialogue about diversity, equality and inclusion. Are the elections of Barack Obama as President and now Kamala Harris as Vice President in the USA evidence of the concrete ceiling being smashed? How broadly representative are their trajectories?
What has the Black Lives Matter global movement changed in real terms?
In England, Bernadine Evaristo jointly won the cherished Booker Prize with a novel about twelve BAME characters. It explored how their multiple identities [ as women, transgender person, mothers, lesbians, of different ages and classes etc ] influenced their lives. This intersectionality [ how our different identities interact ] is further highlighted by the experiences of people like Nadiya Hussain, of Bake-Off fame, and Marcus Rashford who talk about how their early life experiences shape their activism.
Social mobility has been widely discussed. Michelle Obama's book detail her experiences of becoming First Lady in the USA, from a modest Chicago upbringing to the White House and global stage.
15
Hashi Mohamed's book, 'People like us' describe his journey of transformation from a Somali refugee, through state schools and Oxford University to becoming a barrister, author and broadcaster ... and now part of the establishment.
They all pose challenging questions about social mobility.
❏ Is equality a veneer or available to all?
❏ How can we help students build social and cultural capital?
❏ What is success?
❏ Does luck play a part?
Pragya Agarwal explores the contested notion of Unconscious Bias in her book 'Sway'; are we all guilty of acting on stereotypes and thereby limiting opportunities for some?
Is there a danger we hear only of the exceptional cases?
There are also other factual resources. June Sarpong's book 'Diversity' and Afua Hirch's book 'Brit (ish)' analyse research about how different groups covered by the Equality Act in Britain fare in life.
David Olusuga's books and television programmes about slavery and Black British history provide context about the experiences of BAME communities.
16
Reni Eddo-Lodge's 'Why I am no longer Talking to White People About Race' and Nikesh Shukla's anthology 'The Good Immigrant' share an intriguing variety of experiences.
How can teachers use these resources to help students prepare for life in a world which is more diverse and connected than ever before?
❏ How can students learn from different perspectives?
❏ What role does social media play in understanding diversity?
Elif Shafak highlights the pivotal power of story, dialogue and active non-judgemental listening, enabling us to appreciate different perspectives; an approach Tide has been promoting for many years.
It is also worth listening to Elif Shafak on YouTube
A network like Tide, whether online, or through facilitating face to face interactions or study visits can enable educators to craft ideas about how to assist students to decode diversity.
Seeking a Conversation empathy
us - us & them identity
multiple belonging complexity
democracy optimism
We are seeking
a group to discuss this book [by Zoom] and consider the implications for teachers.
Please express your interest to Rohini Corfield:
firstname.lastname@example.org
❏ Does this booklet resonate with a Tide~ vision?
creative pessimism anger, anxiety, confusion fatigue, apathy, wisdom connect to 'the other'
❏ How could it be used as a stimulus with teachers?
❏ How could it be used as a stimulus with students?
17 | <urn:uuid:c1fc0b1e-1145-4a79-b1de-438af82ebf5a> | CC-MAIN-2021-49 | https://www.tidegloballearning.net/sites/default/files/page-files/Elephant%20Times%20%5B3%5D%2014%202021.pdf | 2021-12-06T01:41:34+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363229.84/warc/CC-MAIN-20211206012231-20211206042231-00461.warc.gz | 1,134,141,789 | 1,119 | eng_Latn | eng_Latn | 0.997978 | eng_Latn | 0.997959 | [
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Cumbria County Council
A Guide to the Early Years Foundation Stage (EYFS) reforms for Parents
What is the EYFS?
The EYFS is the statutory framework for all early year's providers in England including nurseries, childminders, after school clubs and school reception classes. It was originally launched in 2008 and has been updated several times since.
The Statutory Framework for the EYFS includes:
* Learning and development requirements
* Assessment requirements
* Safeguarding and welfare requirements
This is the framework that Ofsted inspects all providers against to ensure children are kept safe, healthy and that their learning needs are met.
Learning and development requirements
The three prime areas of learning these are:
* Communication and language, this support's your child's listening, speech, and language development.
* Physical development supports your child's gross (large body) and fine (hand) motor skills and learning about health, safety and wellbeing.
* Personal social and emotional development supports your child to learn to make friends, work in a group, become independent, share, and express themselves in an appropriate way.
These form a firm foundation for further learning to build upon
There are also four specific areas of learning
* Literacy, this includes reading and writing
* Understanding the world is learning about the world around us and technology
* Mathematics, this includes numbers, shape, size, measure
* Art and design, this is exploring arts and crafts, music, dance and using their imagination
The specific areas of learning help children to strengthen their learning and skills for the future.
All those areas of learning are connected together. The characteristics of effective teaching and learning weave through them all. That's because children in the early years are becoming more powerful learners and thinkers. These characteristics develop as they learn to do new things, acquire new skills, develop socially and emotionally, and become better communicators. (Development Matters 2020)
The three characteristics of effective teaching and learning are:
* Playing and exploring – children investigate and experience things and 'have a go'
* Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing this.
* Active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
What are the changes?
* A reduction in paperwork to allow staff to have more time to provide quality interactions, by supporting and engaging with the children and their learning and development.
* Staff will use their professional knowledge and judgement to monitor that your child's learning and development is age and stage appropriate rather than matching them to a list of statements.
* The new framework will better prepare the children for their journey onto key stage 1
What does this mean for parents and carers?
* You should not see many changes to the experiences offered to your child in the setting as most importantly this is still a play-based curriculum.
* There may be less observations and assessments shared with you in a written format, but the staff will still be continuously assessing your child's learning and development to ensure they are making progress.
How can you help your child at home?
* Speech and language - talk to your child about what they see and what they are doing, these conversations will increase your child's vocabulary increasing the number of words they use and understand.
* Stories - enjoy a book everyday with your child, even very young children enjoy the closeness of a parent reading a story to them and if the book has no words talk about what they can see in the pictures. As children get older encourage them to guess what the next part of the story could be.
* Songs and rhymes - from birth include these at various opportunities through your daily routines such as nappy changing and bath time. As children get older continue to include these as much as possible and encourage your child to make up their own silly rhymes.
* Number - use everyday opportunities to practice counting, encourage children to find numbers when you are out and about such as on car number plates or house doors, can they find their age number.
* Physical - support your child to develop core strength through large body movements such as playing on the
* Healthy food - support your child to make healthy food and drink choices and to understand how this can affect their teeth, encourage brushing their teeth twice a day at home. Oral health is now included in the EYFS
park, this will help them to be able to sit at a table and write as they get older
Keeping you informed
Settings and schools are required to keep you informed about what is happening in their provision, this may be through a variety of methods such newsletters, electronic systems, or noticeboards.
For more EYFS information
Birth to 5 Matters - www.birthto5matters.org.uk
Statutory Framework for the Early Years Foundation Stage - www.gov.uk Development Matters - www.gov.uk
Special Educational Needs
Early Years providers must have arrangements in place to support children with SEN or disabilities. If a child's progress in any prime area gives cause
for concern, staff must discuss this with the child's parents/carer and agree how to support the child. Further information can be found by contacting:
Cumbria SEND Information Advice and Support www.cumbria.gov.uk/childrensservices/schoolsandlearning/ils/parentpartnership/contact.asp
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Curriculum Overview MyPlate in Practice
Core Components
Objectives
MyPlate in Practice introduces basic nutrition concepts and encourages physical activity and healthy eating using the Experiential Learning Model. Lesson-specific objectives are found at the beginning of each lesson. Objectives describe what students should know and be able to do after each lesson.
MyPlate in Practice key behavioral outcomes include:
* Make half your plate fruits and vegetables, eat whole grains, and switch to fat-free or low-fat milk products, and eat lean protein.
* Increase physical activity and reduce time spent in sedentary behaviors as part of a healthy lifestyle and preventive disease strategies.
* Lower consumption of foods high in sugar and salt.
Theoretical framework
MIP was developed based on Social Cognitive Theory and the Experiential Learning Model. Lessons focus on themes related to healthy eating and physical activity. Each lesson applies interactive activities and discussions that apply learning to the real world experience. The program focuses on increasing exposure to fruits, vegetables, whole grains, low-fat dairy; and limiting sugar through activities, demonstrations and tastings. Newsletter communication provides families with ideas and tools to increase access and consumption of these foods through tips on shopping, engagement of children in family meals and access to low-cost recipes that are child-tested.
Setting & target audience
MIP lessons and activities target 3 rd grade elementary school-aged children. Setting not specified.
Number and duration of lessons
There are seven lessons with a recommended time frame of 60 minutes each. Lessons 1-6 must be taught for curriculum fidelity; lesson 7 is optional.
Recommended pacing
Suggested time frames for each part of the lesson are outlined in each lesson's teaching outline. Frequency of lesson delivery is not specified. Best practice is to teach lessons one week apart.
Instructional order & strategies
Lessons 1-6 must be taught in order. Each of these 60-minute lessons gives acceptable adaptations for time (options for activities). Lesson 7 is optional and addresses hidden fat in snack foods and presents a game platform for a review of lesson objectives and time for a post survey.
Each lesson includes: 1) Preparation Outline 2) Teaching Outline 3) Lesson Materials
* Preparation Outline: Includes lesson objectives, a list of equipment, handouts, teaching supplies and food supplies along with educator notes about specific lessons
* Teaching Outline: "Semi-scripted" outline providing estimated amount of time it takes to deliver each section. "Optional" sections may be omitted if less time is available to deliver the lesson and still maintain curriculum fidelity
* Lesson Materials: a copy of lesson specific parent newsletters in both English and Spanish, educator copy of student worksheets, handouts, lesson specific materials and recipes
MyPlate in Practice – Grade 3 Lessons
*Lesson 7 is optional.
Core Activities
Each lesson includes core activities, which directly reinforce the lesson objectives. All core activities are required. In addition, there is a food tasting activity for most lessons. Please do as many food activities as time, facilities and budget will allow.
Optional Activities
Optional activities are included for each lesson. Once core activities and food activities have been completed, optional activities may be added as time allows. Some lessons offer two options of activities depending on circumstances (i.e. Lesson 6 being last lesson instead of lesson 7) please refer to educator notes of individual lesson and choose accordingly.
Materials
Each lesson includes a list of equipment, supplies and student handouts. We recommend that you review materials needed and prepare teaching tools for the series you will teach. Allow adequate staff time to prepare for the series. The authors included a MIP Vendor Resource List including information and options regarding where to order lesson materials.
Training
[x] Review curriculum overview.
[x] Review teachers guide and materials
[x] Practice or talk through at least one lesson with another educator or your supervisor
[x] Observe another educator teach a Read for Health lesson (if possible)
Recipes
A food activity is included with each lessons. Educators are encouraged to use food activity/recipes provided in the curriculum. Food activities and recipes should always support core content of lessons. Other recommended recipe resources include:
* https://snaped.fns.usda.gov/basic-nutrition-everyone/healthy-low-cost-recipes
* http://growhappykids.org/
* https://cfacaa.human.cornell.edu/dns.fnec/files/resources/4HRecipeBookFinal.pdf
* http://www.foodhero.org/
* https://spendsmart.extension.iastate.edu/recipes/
Fidelity is…
The extent to which a curriculum or program is delivered in accordance with the intended (and tested) design. This means:
* Including all required components of each lesson
* Using program materials
* Adhering to recommended pacing
* Keeping the program's instructional order
* Utilizing the program 'routines'
* All teachers using the same materials to equalize student learning opportunities and meet instructional objectives
Making adjustments while delivering with fidelity
You can make some adjustments to the curriculum without impacting fidelity. Examples include:
* Supplement core lessons with appropriate additional activities. 1
* Provide students with coaching, ongoing support, and individual instruction when needed.
* Adjust group size.
* Increase opportunity for students to engage and ask questions, and provide answers.
* Select different recipe.
Evaluation
Check with your supervisor for required evaluation tool and current evaluation protocol.
Link to curriculum:
wasnap-ed.org/curriculum/myplate-inpractice/
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Heart information
Children with heart problems
Contents
Acknowledgement
The Heart Foundation would like to thank Dr James Wilkinson, Senior Paediatric Cardiologist, Royal Children's Hospital, Melbourne, who helped to prepare this information.
Your heart
Your heart is a vital organ. It is a muscle that pumps blood to all parts of your body. The blood pumped by your heart provides your body with the oxygen and nutrients it needs to function.
Structure
Heart chambers
Your heart has a right and a left side separated by a wall called a 'septum'. Each side has a small collecting chamber called an 'atrium', which leads into a large pumping chamber called a 'ventricle'. There are four chambers: the left atrium and right atrium (upper chambers), and the left ventricle and right ventricle (lower chambers).
Heart valves
Heart valves are like one-way doors that guard the entrance and exit of your heart's chambers. They make sure that blood flows only in the right direction between the four chambers of your heart.
Your heart has four heart valves:
* the 'tricuspid valve', on the right side of the heart, which lets the blood flow from the right atrium to the right ventricle
* the 'mitral valve', on the left side of the heart, which lets the blood flow from the left atrium to the left ventricle
* the 'pulmonary valve', on the right side of the heart, which lets blood flow from the right ventricle to the pulmonary artery (the blood vessel that carries blood from the heart to the lungs)
* the 'aortic valve', on the left side of the heart, which lets the blood flow from the left ventricle to the aorta.
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How your heart pumps blood
The right side of your heart collects blood on its return from the rest of your body. The blood entering the right side of your heart is low in oxygen. This is because oxygen is removed from your blood as it circulates through your body's organs and tissues.
Your heart pumps the blood from the right side of your heart to your lungs so it can receive more oxygen.
Once it has received oxygen, the blood returns directly to the left side of your heart, which then pumps it out again to all parts of your body through the aorta.
Blood flow through heart
Development
A baby's heart develops between the third and seventh weeks of pregnancy. Hearts start as a hollow tube that grows. As the tube becomes longer, it is forced to bend and rotate. The left and right atria form at the entry end of the tube, and the right and left ventricles form from the middle section. Walls divide the chambers and the valves form. The exit end of the original hollow tube divides into two channels, which become the pulmonary artery and the aorta.
Two months into pregnancy, the baby's heart is functioning and looks like a small adult heart.
An unborn baby depends on its mother's body to provide oxygen and nutrients to supply its growing tissues and remove waste products. The umbilical cord has blood vessels that go in and out of the baby's body, and are connected to the mother by the placenta.
A baby's lungs are not used until after it is born, so some of the baby's blood flow bypasses its lungs while it is in the womb. During this period, there is a hole in the wall between the two upper chambers of the baby's heart, known as the foramen ovale (oval hole). The hole lets blood flow straight from the right atrium to the left atrium. When a baby is born, this hole usually closes over.
A unborn baby has a special blood vessel called ductus arteriosus. It is a small connection that lets blood bypass the lungs by shunting it from the pulmonary artery straight into the aorta and through to the entire body. After a baby is born, this connection usually closes within a few days.
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What are heart problems?
Heart problems can stop a heart from working properly. There is a range of different heart problems and your child might have one or more of them. Some of the more common problems are outlined below.
Congenital heart defects
A congenital heart defect is a heart problem that a baby is born with. It can include abnormal development of the heart, the heart valves, major arteries, or a combination of these problems.
Congenital heart defects are caused by a problem in the heart's development during the first few weeks of pregnancy. Usually the exact cause of the problem is not known, but often it is just a chance event in the complex development of the baby's heart. Sometimes infections and drugs cause a heart defect. For example, German measles (Rubella) and other viruses can damage the heart as it develops. If a woman takes certain medicines, smokes or drinks too much alcohol early in pregnancy, this can also cause heart and other problems.
A baby is generally well protected from outside influences and fright when it is in the womb. Accidents and threatened miscarriages do not cause congenital heart defects. A family history of health problems is only a small risk. It is unusual to have more than one child in a family with congenital heart defects.
Almost one baby in 100 is born with a heart defect, so it is quite common. Many defects are minor and most can be corrected with medicines or surgery.
Heart murmurs
A heart murmur is a murmuring sound that can be heard with a stethoscope when listening to the heartbeat. Murmurs are caused by turbulence in the flow of blood through the heart valves.
Murmurs in normal hearts are called 'innocent'. Many young children have innocent murmurs. They can be heard when the heart has to pump a bit harder, such as during a fever. Innocent murmurs usually disappear with time and are not serious.
However, murmurs can be a sign of heart defects, such as a valve problem or an abnormal opening in the wall between the left and right sides of the heart (sometimes called a 'hole in the heart').
If your doctor thinks your child has a heart murmur, it is important that your child sees a cardiologist to find out which type of murmur they have.
Congestive heart failure
Congestive heart failure is a condition in which the heart cannot pump enough blood to meet the body's demands. This is usually due to a congenital heart defect. Congestive heart failure causes fluid to build up in your child's lungs and the rest of their body.
Congestive heart failure doesn't mean that your child's heart will stop beating, it means it is not beating efficiently. Their heart is actually beating very hard to make up for the problem.
Medicines and some lifestyle changes, such as regular, gentle physical activity and avoiding adding salt to food, can help your child's heart beat better and reduce fluid build up (see pages 11–12).
Heart Foundation
Children with heart problems
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Endocarditis
Endocarditis (also called 'infective' or 'bacterial' endocarditis) is a serious bacterial infection that affects the inner lining of the heart or the heart valves. There are many ways to get endocarditis, including dental work, surgery, urinary infections, infected cuts and bad throat infections.
People with heart problems are much more likely to get endocarditis than other people, so it's important that you try to prevent your child getting it.
To reduce your child's risk of getting endocarditis, your doctor will prescribe antibiotics for them to take before having dental work or surgery. You should also take your child to the doctor for treatment straight away if they get chest infections or infected sores.
If your child gets endocarditis, they will need to take antibiotics and stay in hospital for a few weeks to help them recover.
Arrhythmias
Arrhythmias are a disturbed rhythm of the heartbeat and are caused by changes in the heart's electrical system.
There are many different kinds of arrhythmias (see below). Some may cause your child's heart to skip or add a beat now and again, but have no effect on their general health or ability to lead a normal life. Other arrhythmias are more serious and life-threatening. Untreated, they can affect the heart's pumping action, which can lead to dizzy spells, shortness of breath, faintness or serious heart problems.
Fortunately, many arrhythmias can be treated with medicines, surgery or other medical procedures, and lifestyle changes, such as avoiding vigorous or extreme physical activity.
* Bradycardia is when the heart beats too slowly. It may be successfully treated with an artificial pacemaker.
* Tachycardia is when the heart beats too fast. Tachycardia may not be serious, but may indicate a heart defect or disease. If your child gets tachycardia often or it is serious, they may need to take medicine to manage it.
* Atrial fibrillation is an irregular heartbeat that is caused by the heart's collecting chambers (atria) not contracting properly. Treatment usually involves taking medicine to stop blood clots forming.
* Long QT syndrome is a genetic (inherited) condition that affects the heart's electrical system. It can cause 'blackouts' and in some cases, cardiac arrest.
Heart Foundation
Children with heart problems
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Important note
If you think your child might have a heart problem, speak to your doctor. If your doctor thinks that there might be a problem, he or she may refer you to a cardiologist.
How are heart problems diagnosed?
Diagnosis
Some very serious congenital heart defects may be diagnosed by ultrasound during pregnancy. However, most are usually diagnosed during infancy, and others during childhood or even in adulthood, by some simple tests.
Tests
To help them find out what is wrong with your child, the cardiologist will ask about your child's medical history, do a physical examination and usually arrange some tests, such as an electrocardiogram (ECG), a chest X-ray, an echocardiogram or cardiac catheterisation (see below).
After reviewing all of the information and test results, the cardiologist will talk with you about your child's health. If your child has a heart problem, the cardiologist will explain how to manage or treat the problem.
ECG
An ECG is a test that shows doctors how the heart's electrical system is working. During an ECG, electrical leads are placed on your child's chest, arms and legs. These leads detect small electrical signals and produce a tracing on graph paper that illustrates the electrical impulses travelling through the heart muscle. ECGs are harmless and painless.
Chest X-ray
Your doctor may take an X-ray of your child's chest so they can check the size and shape of your child's heart and lungs. A chest X-ray shows 'shadows' of the heart and lungs, not any internal detail of these organs.
Echocardiogram
This is a routine test that uses ultrasound to give a picture of your child's heart, including its chambers and valves.
Echocardiograms are usually done in semi-darkness. Your child will need to stay very still so that the picture will be clear.
Like an ECG, an echocardiogram is also painless and harmless.
Cardiac catheterisation
During a cardiac catheterisation, your child is given anaesthetic and then a very thin, flexible tube (catheter) is inserted into an artery or vein at the top of their leg or in one of their arms. The catheter is guided into your child's heart so that the cardiologist can check how well it is working.
Small blood samples are taken from the heart chambers through the catheter, so the cardiologist can check how much oxygen is in the blood. The pressure in different parts of your child's circulatory system is also checked.
During catheterisation, the doctor might perform a procedure called 'angiography'. With angiography, a dye is injected into the heart, and the flow of blood through the heart and arteries is checked and recorded using a special X-ray (an 'angiogram' – see picture on the right). When angiography is finished, the dye will safely pass through your child's kidneys and out of their body in urine.
Cardiac catheterisation usually takes a few hours, depending on what the heart problem is.
Some children may need to go to hospital the day before the catheterisation so the doctors and nurses can fully prepare them for it. An ECG, chest X-ray and blood test are also usually done before a cardiac catheterisation.
Your child will not be able to have anything to eat or drink before the catheterisation. They may need to have a general anaesthetic to have the test, but some children (including babies) may have the test with a local anaesthetic and other medicine (a sedative) to make them relax.
Heart Foundation
Children with heart problems
Coronary angiogram
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How are heart problems treated?
Many children with small heart problems don't need to have an operation and can live well without any treatment. Other children may need to take medicines to manage their heart problem. If your child's heart problem is serious, they may need to have an operation.
Medicines
Your doctor might recommend that your child takes medicines to treat or manage their heart problem. Some commonly prescribed medicines are outlined below.
Digoxin is a medicine that improves the heart's pumping power. It is given in a precise dose according to your child's weight.
Diuretics increase urine output to help get rid of extra fluid in the body and lungs because of a heart problem. This medicine can also sometimes increase the loss of body salts, such as potassium. You can manage this by giving your child more high potassium foods, such as oranges and bananas, or potassium supplements. Talk to your doctor first if you have any questions.
ACE inhibitors are used to widen ('dilate') blood vessels and reduce strain on the heart. They work by inhibiting the production of chemicals in the body that constrict blood vessels. ACE inhibitors lower blood pressure and help the heart to work better.
Cardiac catheterisation
As well as being used to help diagnose heart problems, cardiac catheterisation is now also used to treat certain heart problems. For example, a catheter with an inflatable balloon attached can be guided into a narrowed artery or valve, the balloon inflated and the narrowed part stretched open. This procedure is called 'angioplasty'.
After the narrowed artery or valve is stretched open, sometimes a small, expandable metal tube called a 'stent' may be inserted and left in place to keep the artery or valve open. Special
Children with heart problems
Heart Foundation materials, coils or plugs may also be inserted and are used to close abnormal arteries or holes in arteries.
Some operations may be avoided through the use of these procedures.
If your child needs to have any of these procedures, they will be sleepy for a few hours but can usually go home later that day or the next day.
Cardiac surgery
If your child needs to have an operation, the cardiologist and cardiac surgeon will talk with you about it and explain exactly what will happen.
Usually children will need to have some tests before an operation. They may also need to go into hospital a couple of days before the operation to prepare, and stay there for a few days afterwards to recover, depending on the operation.
Try to reassure your child. Tell them that the doctors and nurses will look after them and that you will visit a lot of the time. Encourage your child to take their favourite toy to hospital and give them honest and reassuring answers to any questions they may have.
Some heart operations are done while the heart is still beating. For other operations (open heart surgery), the blood needs to be removed from the heart so it is empty. If your child needs open heart surgery, a heart-lung machine (cardiopulmonary bypass) will take over pumping blood around your child's body during the operation.
If your child has had a major operation, it is normal for them to stay in an intensive care ward for at least 24 hours, sometimes longer. You will be able to sit with your child, but may have to wait outside while doctors and nurses check on them. When the doctor thinks your child is ready, they will be moved to a general ward.
Surgery may completely cure some heart problems. Your child may need more than one operation to correct their heart problem as they, and their heart, grows.
Heart Foundation
Children with heart problems
Remember
Advancing surgical techniques now mean that the majority of children with heart problems can enjoy a normal lifestyle, including going to school and playing sports.
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What other health issues should I consider?
Immunisation
Immunisation is very important for children with heart problems.
You should make sure that your child has injections at the standard, recommended times to protect them against infections. If you want to postpone immunisation, for example, if your child is sick, talk with your doctor first.
Feeding
Generally, babies with heart problems should be fed like other babies, either by breast or bottle. We recommend breastfeeding because breast milk is a complete food and helps to protect your baby against infection. However, you shouldn't feel guilty about bottle-feeding your baby if you can't breastfeed.
Your baby may get tired quickly from feeding, so you may need to feed them smaller amounts more frequently.
If your baby is sick or weak after surgery, he or she may need to be fed by a tube inserted through the nose into the stomach. If you are breastfeeding your baby, you can express milk to feed your baby this way. Hospital staff will help you if this is needed.
Your baby may gain weight more slowly than other babies, but as long as they seem happy and sleep well, don't worry. If your baby is having trouble gaining weight, your doctor may refer you to a dietitian.
Other illnesses
Children with heart problems are at no particular increased risk of common childhood illnesses, such as chickenpox. If you are worried or have any questions about your child's health, talk with your doctor.
Some children with heart problems get more chest infections than other children. If your child gets a chest infection, we recommend that they see a doctor.
Dental health
Good mouth hygiene and dental care are important, especially for children at risk of developing infective endocarditis.
We recommend that you regularly take your child for dental check ups.
If your child needs dental treatment, the dentist and doctor may recommend that your child takes antibiotics one hour before the treatment, especially if the treatment may cause the gums to bleed.
How will this affect me and the rest of my family?
If you are told that your child has a heart problem, it is normal to have a range of different feelings.
You may feel shocked and numb, and find it hard to take in what the doctor is telling you. You may also feel like it is not real, or find it hard to concentrate and make decisions.
Anger – at relatives, the hospital staff, friends and the situation – is a very normal feeling. Sadness is also a very normal feeling and crying is a natural way to release it.
Some parents feel guilty and think that they are to blame for their child's heart problem. Usually there isn't a clear reason why a child has a heart problem, although it is normal to want to know why.
Don't feel guilty about or fight any of these feelings. Talk with your partner, doctor, community or religious leader, social worker or friend to help you work through them and cope better.
Adjusting to your child's heart problem may be hard for you, but it can also be hard for the rest of your family. It can strain your relationship with your partner and family.
Heart Foundation
Children with heart problems
Remember
Make sure that your dentist knows your child has a heart problem.
14
You might argue more with, or feel distant from, your partner. It's important that you keep talking to each other about how you feel. Talking with someone else, such as a counsellor, psychologist or support group, might help you and your partner cope better.
Other children may show that they are having trouble coping with the situation by changing their behaviour. They may seek attention, become irritable, complain that they feel ill, or start wetting the bed or sucking their thumb again. Try to spend time with your other children and make sure that you talk to them about their brother's or sister's heart problem and its treatment.
Talking to other parents of children with heart problems may also help you to cope better. There are support groups created by and for parents like you throughout Australia (see pages 17–18).
Record your child's heart problem on the illustration below. Your doctor can help.
My child's heart problem
Where can I get help?
Medical help
Don't be afraid to ask your doctor and nurses questions. They are happy to help.
Social workers
You can talk to a social worker about how you feel and any problems you have. Often just talking to someone can make you feel better.
Social workers can give you a variety of help, including emotional support and advice on practical matters, such as benefits, allowances and accommodation.
Travel
If you have to travel a long way from home to your nearest heart specialist, you can claim for some of your travel costs.
Arrangements for travel support vary from state to state, so ask your doctor, hospital staff or social worker for more information.
Carer entitlements
If your child needs a lot of extra care, you may be entitled to Carer Allowance (Child), Carer Payment or a Health Care Card.
Carer Allowance (Child) helps parents or carers care for children with a disability or severe medical condition at home. It replaces the former Child Disability Allowance. Carer Allowance (Child) may be paid on top of Carer Payment.
Carer Payment is a payment for carers who, because of the demands of their caring role, can't work to support themselves.
A Health Care Card entitles you to reduced cost medicines for your child, as well as a limited number of other concessions. For more information, contact the Centrelink Disability, Sickness and Carers Information Line on 13 27 17 or go to www.centrelink.gov.au. Parent support groups (see below) in your state/territory may also be able to help you.
Heart Foundation
Children with heart problems
16
Parent support groups
HeartKids is a voluntary association formed by parents of children with heart problems. Members offer understanding and support to other families in the same situation.
HeartKids has branches in many areas and in all states of Australia. The groups coordinate meetings, make hospital visits, fundraise and produce newsletters. Contact details for HeartKids are listed below.
HeartKids Victoria, including Tasmania
PO Box 803 Parkville VIC 3052
Phone: 03 9513 9030
Fax: 03 9345 6765
Email: firstname.lastname@example.org
Website: www.heartkidsvic.org.au
HeartKids New South Wales
C/O The Heart Centre for Children
Children's Hospital Westmead
Locked Bag 4001
Westmead NSW 2145
Phone: 02 9294 0800
Fax: 02 4423 5812
Email: email@example.com
Website: www.heartkidsnsw.org.au
HeartKids Queensland
PO Box 118
Underwood QLD 4119
Phone: 07 3341 8145
Fax: 07 3341 5460
Email: firstname.lastname@example.org
Website: www.heartkidsqld.org.au
HeartKids of South Australia
PO Box 364
North Adelaide SA 5006
Phone: 0406 165 111
Email: email@example.com
Website: www.heartkidssa.org.au
HeartKids Northern Territory
PO Box 848
Palmerston NT 0830
Website: www.heartkids.org.au
HeartKids Western Australia
PO Box 1554
West Perth WA 6872
Phone: 9340 7996
Fax: 9340 7997
Email: firstname.lastname@example.org
Website: www.heartkidswa.org.au
Want to know more?
If you would like to know more about heart problems in children, or anything else we have discussed in this booklet, call our Health Information Service on 1300 36 27 87 (local call cost) and speak to one of our trained health professionals. You can also visit www.heartfoundation.org.au.
Heart Foundation
Children with heart problems
18
Glossary
Aorta
The main artery of the body. The aorta rises directly from the left ventricle (the main pumping chamber of the heart) and supplies oxygen-rich blood to all other arteries except the pulmonary artery.
Aortic valve
The valve separating the left ventricle and aorta.
Arteries
Blood vessels that carry oxygen-rich blood throughout the body. Arteries vary in diameter from 3 cm to arteries so small they can be seen only under a microscope (these small arteries are called 'arterioles').
Arterioles
The smallest arteries in the body. Arterioles supply blood to the capillaries.
Atrial septum
A wall of tissue separating the left atrium from the right atrium.
Atrium (plural = atria)
One of the heart's two upper chambers that act as collecting chambers for blood before it passes to the ventricles.
Capillaries
Very small blood vessels that form a network between the arterioles and veins. Oxygen and nutrients pass from blood, through capillary walls, to tissues. Carbon dioxide and waste products pass from tissues into capillaries and are taken away by blood.
Cardiovascular disease
An umbrella term that refers to all heart and blood vessel diseases, and stroke.
Circulatory system
An umbrella term for the heart and blood vessels (arteries and veins). The circulatory system has two parts: pulmonary circulation, which pumps blood to, around and from the lungs, and systemic circulation, which pumps blood around the rest of the body.
Congenital heart disease
A heart disease or defect present from birth.
Congestive heart failure
A condition in which the heart is unable to pump enough blood around the body, causing a build up of fluid in the lungs and other tissues.
Cyanosis
When skin turns blue because of a lack of oxygen in the blood. Cyanosis is seen in some patients with congenital heart defects or congestive heart failure.
Diastole
The movement of the heart relaxing so its chambers can refill with blood.
Ductus arteriosus
A special blood vessel in the foetus that lets blood bypass the lungs.
Electrocardiogram (ECG)
A reading of the heart's electrical impulses taken from electrical leads placed on the chest and limbs. It can be used to diagnose a heart attack or abnormal heart rhythms (called 'arrhythmias' – see page 7).
Endocarditis
See 'infective endocarditis'.
Endocardium
The thin surface layer inside the heart.
Foetus
An unborn baby.
Heart Foundation
Children with heart problems
20
Foramen ovale
In a foetus, an oval hole in the atrial septum that lets blood bypass the lungs. The hole normally closes soon after birth.
Heart murmurs
A swishing sound caused by blood flowing forwards or backwards in the heart abnormally. Many children with normal hearts have 'innocent' (soft) murmurs. Louder murmurs are usually caused by a heart valve disorder or a congenital heart defect.
Heart valves
Valves let blood flow through the heart and prevent back flow. See 'aortic valve', 'mitral valve', 'pulmonary valve', 'tricuspid valve'.
Infective endocarditis
An infection of the endocardium or parts of the heart, such as heart valves. It happens mainly in people who already have structural heart defects, such as congenital heart disease.
Mitral valve
The valve between the left atrium and left ventricle.
Myocardium
The strong muscular wall of the heart that is responsible for pumping blood.
Pericarditis
Inflammation of the pericardium.
Pericardium
The sac that encases and protects the heart. The pericardium normally contains a thin film of fluid.
Pulmonary valve
The valve between the right ventricle and pulmonary artery.
Pulmonary veins
Veins that carry blood from the lungs to the heart.
Rheumatic heart disease
A permanent effect of acute rheumatic fever, which is caused by an untreated bacterial throat infection. Rheumatic heart disease is when heart valves are permanently damaged. Getting acute rheumatic fever again can damage heart valves even more. Rheumatic heart disease and acute rheumatic fever are still serious problems in some Aboriginal and Torres Strait Islander communities.
Septum
The wall of muscle that separates the left and right sides of the heart.
Sinus arrhythmia
A normal irregularity of the heart beat, caused by breathing.
Sphygmomanometer
A machine used to measure blood pressure.
Systole
The movement of the heart contracting and pumping blood.
Tricuspid valve
The valve between the right atrium and right ventricle.
Veins
Blood vessels that return blood to the heart after it has nourished the tissues.
Vena cavae (singular = vena cava)
The large veins entering the right atrium.
Ventricle
One of the two pumping chambers of the heart. The right ventricle pumps blood from your body to your lungs so it can receive more oxygen, and the left ventricle pumps the oxygenrich blood to the rest of your body.
Heart Foundation
Children with heart problems
22
For heart health information 1300 36 27 87 www.heartfoundation.org.au
Key things to remember about children with heart problems
Heart problems can stop a heart from working properly. There is a range of different heart problems and your child might have one or more of them.
Many children with small heart problems don't need to have an operation and can live well without any treatment. Other children may need to take medicines or have an operation to treat their heart problem.
It is important to make sure your child is immunised and has regular dental check ups to prevent other health problems.
© 2010 National Heart Foundation of Australia ABN 98 008 419 761
CON-107
ISBN 978-1-921226-12-7
Terms of use: This material has been developed for general information and educational purposes only. It does not constitute medical advice. Please consult your healthcare provider if you have, or suspect you have, a health problem.
The information contained in this material has been independently researched and developed by the National Heart Foundation of Australia and is based on the available scientific evidence at the time of writing. It is not an endorsement of any organisation, product or service.
While care has been taken in preparing the content of this material, the National Heart Foundation of Australia and its employees cannot accept any liability, including for any loss or damage, resulting from the reliance on the content, or for its accuracy, currency and completeness.
This material may be found in third parties' programs or materials (including but not limited to show bags or advertising kits). This does not imply an endorsement or recommendation by the National Heart Foundation of Australia for such third parties' organisations, products or services, including these parties' materials or information. Any use of National Heart Foundation of Australia material by another person or organisation is done so at the user's own risk. The entire contents of this material are subject to copyright protection.
Seek help.
* Don't be afraid to ask the doctors and nurses questions about your child's health.
* Speak to a social worker and Centrelink about the various support that is available to you, including counselling and financial and travel support.
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Sustainable Agriculture Green Manure Crops Aug. 2002, SA-GM-2
Azolla
Lisa Ferentinos 1 , Jody Smith 1 , and Hector Valenzuela 2 Departments of 1 Natural Resources and Environmental Management and 2 Tropical Plant and Soil Sciences
CTAHR researchers and Hawaii farmers are optimistic about using azolla as a green manure crop in wetland taro. Grown for centuries in Vietnam and China for rice production, this nitrogen-fixing aquatic fern provides an excellent source of organic matter and nitrogen for crops. As azolla grows, it forms a floating, light-proof mat of living plants that suppresses weed growth, significantly reducing labor costs. In addition, azolla can be fed to a variety of farm animals, it is an effective water purifier, it helps to reduce ammonia volatilization from chemical fertilizers, and it can aid mosquito control.
Characteristics
Azolla develops a symbiotic relationship with a bluegreen algae, Anabaena azollae. An azolla plant is a fern frond consisting of a main stem growing at the surface of the water, with alternate leaves and adventitious roots at regular intervals along the stem. Secondary stems develop at the axil of certain leaves. Azolla fronds are triangular or polygonal and float on the water surface individually or in mats. Plant diameter ranges from 1 /3 to 1 inch (1–2.5 cm) for small species, such as Azolla pinnata, to 6 inches (15 cm) or more for A. nilotica. A. filiculoides was introduced to Hawaii in the early 20th century. A shallow fresh-water pond, similar to the environment found in a taro lo'i, is the ideal environment for azolla. When taro reaches maturity, it shades out the azolla below the canopy, gradually killing it and resulting in the release of nutrients into the soil-water system, where they become available for uptake by the taro plants.
Environmental requirements
Azolla is found in ponds, ditches, and wetlands of warmtemperate and tropical regions throughout the world. It
Benefits provided by azolla
EXCELLENT for shading out weeds in aquatic production systems; for contributing nitrogen, phosphorus, and organic matter; for improving soil structure and quality
GOOD feed for ducks, pigs, chickens, and fish
USE IN wetland taro production; grow in ponds for harvest and incorpor-ation into dryland crop soils
AVOID transferring apple snails to un-infested areas when collecting and transporting azolla must grow in water or wet mud, and it dies within a few hours under dry conditions. Azolla can survive a water pH range of 3.5–10, but optimum growth occurs when the water is between pH 4.5 and 7. The optimum temperature for azolla is between 64 and 82°F (18–28°C). The growth rate gradually declines as salinity increases. Azolla grows in full to partial shade (100–50% sunlight), with growth decreasing quickly under heavy shade.
Establishment
Azolla is established by vegetative propagation. Nursery ponds are generally used to supply a large enough volume to a wetland field to ensure quick coverage.
Azolla sources
A. filiculoides is commonly found in ditches, ponds, and slow moving streams, where it can be collected with a net. Azolla is a preferred food of apple snail, a serious pest of taro in Hawaii. Check azolla carefully for apple snails or their eggs before transferring azolla to a taro patch.
Nursery ponds
Use an unplanted lo'i as a nursery to provide a reliable, pest-free source of azolla. Azolla requires abundant phosphorus (P) to grow rapidly (about 20 parts per million P in the water is optimal). For a pond 6–10 inches deep, apply 4 oz of P 2 O 5 per 100 square feet of surface area. For a pond nursery with a depth of 3–5 inches, use half that amount. With P levels of 20 ppm, and if other nutrients and environmental factors are not limiting, azolla weight can double every 24 hours. Add P fertilizer every 8–10 days to maximize growth.
Inoculation rate
Use 100 lb of azolla for every 1000 sq ft of taro lo'i (field pond) surface area. Apply P to maximize azolla growth and to get quick coverage and weed suppression.
Taro planting
Plant the huli after the azolla forms a complete mat over the water of the lo'i. The water should be no deeper than 1 inch to prevent wind from blowing the azolla against the newly planted huli, loosening or submerging them.
P deficiency
Symptoms of phosphorus deficiency include red-colored fronds, decreased growth, and curled roots. Add more P if these symptoms become apparent.
Weed control during establishment
Some hand-weeding may be necessary, particularly if perennial weeds have not been controlled prior to establishing the azolla.
Incorporation
When using azolla as a green manure, drain the taro lo'i and roto-till it into the soil.
Uses
Use azolla to add organic nitrogen (N) to the lo'i system. Estimates of how much N azolla can fix vary widely. Values reported in the literature range from 53 to 1000 kg/ha N fixed, with dry matter production between 39 and 390 tons/ha, in crop cycles of 40–365 days. Perhaps because of a high lignin content (20%), azolla N is initially released slowly, with about two-thirds released on the first 6 weeks after application. Under flooded conditions, 40–60% of the available N is released after 20 days, and 55–90% is released by 40 days after application. In addition, azolla contains other plant nutrients (such as 0.38–0.43% phosphorus, 2.5% potassium, 1.0% calcium, and 1.2% magnesium), which will become available to the next taro crop. Tissue N levels in azolla range from 2 to 6.5%, and the C:N ratio is about 10.
Organic N source
Soil improvement and nutrient availability
Azolla (A. filiculoides) produces about 1.8–3 tons/ha dry matter per crop. Adding organic matter improves soil quality and diversifies the soil "food web." When green manures such as azolla are incorporated into the soil and decay, they provide nutrients for the following crop.
Weed supression
Azolla's ability to create a light-proof mat that suppresses other weeds has been used for centuries in rice production to save the expensive labor costs of weeding. Hawaii's taro growers and CTAHR researchers are working to refine an azolla-taro production system for Hawaii conditions.
Feed options
On a diversified farm, azolla can be used as a feed source for pigs, ducks, chickens, and fish.
Ducks for snail control
Cayuga black ducks can help control the apple snail. Although recent regulatory changes have made the importation of these ducks into Hawaii illegal, it is possible that other ducks found in Hawaii can be taught to eat apple snails. Ducks will roam the lo'i and eat small
to medium sized snails and crayfish. For larger snails or crayfish, another pest control method, such as hand-picking, will be necessary. Care should be taken to protect ducks from dogs and duck eggs and ducklings from mongoose.
Management considerations
Water management is critical, especially for yearround azolla production. Wind and turbulent water can fragment and kill azolla. Maintaining low water levels and rough plowing can protect azolla from wind. Alternatively, protect azolla temporarily by establishing bunds or wooden floats.
Water temperatures are reduced when using azolla in taro production. This can slow taro growth rates. However, savings that result from the reduced weeding and fertilizer costs may compensate for the longer duration of the crop cycle when azolla is grown. Also, lower water temperatures may help to reduce the incidence and spread of root diseases like Pythium.
Pest problems
Azolla is a preferred food of apple snails, a serious pest of taro. Care must be taken when transferring azolla from one location to another to ensure that apple snails and their eggs are not present. As indicated above, ducks may be helpful in snail control. A weevil (probably Stemopelmus spp.) and larvae of the moth Agrotis ipsilon have also been reported on azolla in Hawaii. Azolla can become weedy in slow moving waterways. It has become a noxious weed in waterways of Europe, Africa, and New Zealand.
For assistance:
Visit CTAHR's Sustainable Agriculture for Hawaii Program Website at <http://www.ctahr.hawaii.edu/ sustainag> to find additional information about green manure and cover crops. The site also includes references and links to other useful on-line resources.
Contact your nearest Cooperative Extension Service office for additional assistance in selecting appropriate cover crops and green manures for your farm and cropping situation. Help can also be obtained from the USDA Natural Resources Conservation Service field offices located on each island.
Sustainable Agriculture in Hawaii . . .
. . . integrates three main goals—environmental health, economic profitability, and social and economic equity. Sustainable farms differ from conventional ones in that they rely more on management practices such as crop diversification and crop rotation, agroforestry, integrated pest management, rotational grazing, and innovative marketing strategies. For further information on Sustainable Agriculture in Hawaii, contact:
Dr. Richard Bowen, Hawaii SARE Program Coordinator phone (808) 956-8708 e-mail: <email@example.com> <http://www.ctahr.hawaii.edu/sustainag/> | <urn:uuid:cf71a589-8fe6-4f09-8c60-bbe10e26ad30> | CC-MAIN-2019-26 | https://www.ctahr.hawaii.edu/oc/freepubs/pdf/GreenManureCrops/azolla.pdf | 2019-06-19T05:12:58Z | crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00116.warc.gz | 698,193,829 | 2,066 | eng_Latn | eng_Latn | 0.992671 | eng_Latn | 0.993107 | [
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Este Informe contiene information muy importante. Traduscalo o hable con un amigo quien lo entienda bien.
Annual Drinking Water Quality Report
Lakewood Township Municipal Utilities Authority
For the Year 2019, Results from the Year 2018
We are pleased to present to you this year's Annual Drinking Water Quality Report. This report is designed to inform you about the quality water and services we deliver to you every day. Our constant goal is to provide you with a safe and dependable supply of drinking water. We want you to understand the efforts we make to continually improve the water treatment process and protect our water resources.
The Lakewood Township Municipal Utilities Authority ("Authority") services the eastern portion of Lakewood Township (approx. 11 square miles). The Authority's water sources include twelve (12) wells, which draw from several aquifers, including the Cohansey, Englishtown, and Potomac-Raritan-Magothy (PRM). Water from the wells (except for some of the smaller and/or seasonal wells) is treated at one of the Authority's two treatment plants located on New Hampshire Ave and Shorrock St respectively. The Authority also purchases water from the Brick Township Municipal Utilities Authority ("BTMUA") and New Jersey American Water ("NJAW"). The water from BTMUA is drawn from groundwater wells and the Metedeconk River and treated at the BTMUA facility on Route 88 in Brick Township. New Jersey American Water (NJAW) comes from a blend of sources that may include: groundwater from the Cohansey, Vincentown, Wenonah-Mount Laurel, Englishtown, and PRM aquifers and surface water from the Glendola Reservoir, the Manasquan River / Reservoir, the Shark River and the Swimming River / Reservoir.
The Authority, the BTMUA, and NJAW routinely monitor for contaminants in your drinking water according to Federal and State laws. The tables show the Authority's results, as well as those of the BTMUA and NJAW for the monitoring period of January 1 st to December 31 st , 2018. The state allows monitoring for some contaminants less than once per year because the concentrations of these contaminants do not change frequently. Some of the data, though representative, are more than one year old. The Safe Drinking Water Act regulations allow monitoring waivers to reduce or eliminate the monitoring requirements for asbestos, volatile organic chemicals and synthetic organic chemicals. The Authority's system received monitoring waivers for asbestos and synthetic organic contaminants. BTMUA received a monitoring waiver for synthetic organic contaminants as did NJAW.
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds reservoirs, springs, and 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.
Contaminants that may be present in source water include:
- Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
- Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas projection, mining, or farming.
- Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses.
- 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 storm water runoff, and septic systems.
- 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 Environmental Protection Agency ("EPA") prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration ("FDA") regulations establish limits for contaminants in bottled water, which must provide the same protection for public health.
DEFINITIONS
In the following tables, you may find some terms and abbreviations you might not be familiar with. To help you better understand these terms we've provided the following definitions:
Non-Detects (ND) - laboratory analysis indicates that the constituent was not detected in the analyzed sample.
Parts per million (ppm) or Milligrams per liter (mg/l) - one part per million corresponds to one minute in two years or a single penny in $10,000. Parts per billion (ppb) or Micrograms per liter - one part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000. Picocuries per liter (pCi/L) - picocuries per liter is a measure of the radioactivity in water.
Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
Action Level - the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. Treatment Technique (TT) - A treatment technique is a required process intended to reduce the level of a contaminant in drinking water.
Maximum Contaminant Level - The "Maximum Allowed" (MCL) is 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.
Maximum Contaminant Level Goal - The "Goal"(MCLG) 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.
Secondary Contaminant - Secondary Contaminants affect aesthetic qualities such as odor, taste or appearance. Secondary standards are recommendations, not mandates.
Recommended Upper Limit (RUL) - Recommended maximum concentration of secondary contaminants. These reflect aesthetic qualities such as odor, taste or appearance. RUL's are recommendations, not mandates.
Maximum Residual Disinfectant Level (MRDL) - highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
Maximum Residual Disinfectant Level Goal (MRDLG) - level of a drinking water disinfectant, below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contamination
Total Organic Carbon - Total Organic Carbon (TOC) has no health effects. However, TOC provides a medium for the formation of disinfection byproducts. The Treatment Technique for TOC requires that 35% - 45% of the TOC in the raw water is removed through the treatment processes.
Turbidity - Turbidity has no health effects. However, turbidity can interfere with disinfection and provide a medium microbial growth. Turbidity is measured as an indication of the effectiveness of the filtration process. The Treatment Technique for turbidity requires that no individual sample exceeds 1 NTU and 95% of the samples collected during the month must be less than 0.3 NTU.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised 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 persons, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA and Center for Disease Control ("CDC") guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbiological contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
* The Authority incurred a reporting violation from New Jersey Department of Environmental Protection (NJDEP) for late submittal of 1 st Quarter chlorine residual results due to a clerical error.
The Authority received a Notice of Non-Compliance in 2018 from the NJDEP for late submittal of the 2018 Consumer Confidence Report (CCR) to NJDEP. A process is in place to ensure that NJDEP receives the Authority's CCR during the recurring annual mailing of the CCR. However, the Authority's customers received their CCR within the designated regulatory timeframe.
Sodium
For healthy individuals, the sodium intake from water is not important, because a much greater intake of sodium takes place from salt in the diet. However, sodium levels above the recommended upper limit may be of concern to individuals on a sodium restricted diet.
HAA5 and TTHM compliance is based on a Locational Running Annual Average (LRAA), calculated at each monitoring location. The LRAA calculation is based on four completed quarters of monitoring results. Range indicates the range of individual sample results.
Cryptosporidium
Cryptosporidium is a microbial pathogen found in surface water throughout the United States. Although filtration removes Cryptosporidium, the most commonly-used filtration methods cannot guarantee 100% removal. Our monitoring indicates the presence of these organisms in our source water. Current test methods do not allow us to determine if the organisms are dead or if they are capable of causing disease. Ingestion of Cryptosporidium may cause cryptosporidiosis, an abdominal infection. Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals can overcome the disease within a few weeks. However, immuno-compromised people, infants and small children, and the elderly are at a greater risk of developing life-threatening illness. We encourage immuno-compromised individuals to consult their doctor regarding appropriate precautions to take to avoid infection. Cryptosporidium must be ingested to cause disease, and it may be spread through means other than drinking 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 the 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 at 1-800-426-4791.
Lead - 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. The Authority, the BTMUA, and NJAW are 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 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 is available from the Safe Drinking Water Hotline or at http:/www.epa.gov/safewater/lead. . However, for those served by a lead service line, flushing times may vary based on the length of the service line and plumbing configuration in your home. If your home is set back further from the street a longer flushing time may be needed. To conserve water, other household water usage activities such as showering, washing clothes, and running the dishwasher are effective methods of flushing out water from a service line. To determine if you have a lead service line, please contact Fred Diaz at (732) 363-4422 extension 104 or Harry Robbins at (732) 363-4422 extension 137.
HAA5 and TTHM compliance is based on the Locational Running Annual Average (LRAA), calculated at each monitoring location. The LRAA calculation is based on four completed quarters of monitoring results. Range indicates the range of individual sample results.
Unregulated Contaminants for Which EPA Requires Monitoring
The BTMUA collected data as part of an ongoing study to determine the general occurrence of unregulated contaminants. Currently, there are no drinking water standards for these compounds. BTMUA continues in and supports these types of regulatory and research efforts to maintain a position of leadership in cutting edge water treatment. Unregulated contaminant monitoring helps the EPA to determine where certain contaminants occur and whether they should consider regulating those contaminants in the future.
Radioactive Contaminants:
Combined Radium
228 & 226
Gross Alpha
Regulated Disinfectants
Chloramines
N
N
Range = ND – 2.71
Highest detect = 2.71
Range = ND – 7.4
Highest detect = 7.4
Level Detected
Range = 0.06 – 2.75 ppm
Average = 1.37 ppm
Chlorine Dioxide
Range = 50 - 530 ppb
800 ppb
800 ppb
HAA5 and TTHM compliance is based on a Locational Running Annual Average (LRAA), calculated at each monitoring location. The LRAA calculation is based on four completed quarters of monitoring results. Range indicates the range of individual sample results.
Unregulated Contaminant Monitoring
New Jersey American Water participated in the Unregulated Contaminant Monitoring Rule. Unregulated contaminants are those for which the EPA has not established drinking water standards. The purpose of unregulated contaminant monitoring is to assist the EPA in determining the occurrence of unregulated contaminants in drinking water and whether regulation is warranted. For testing conducted in the Coastal North System, the following substances were found.
pCi/1
pCi/1
0
0
MRDL
4.0 ppm
5
15
Erosion of natural deposits
Erosion of natural deposits
MRDLG
4.0 ppm
Unregulated Contaminant Monitoring
Our Water Research Efforts
Cryptosporidium is a protozoan found in surface water throughout the U.S. Although filtration removes Cryptosporidium, the most commonly used filtration methods cannot guarantee 100 percent removal. Ingestion of Cryptosporidium may cause cryptosporidiosis, an abdominal infection. Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals can overcome the disease within a few weeks. However, people with severely weakened immune systems have a risk of developing a life-threatening illness. We encourage such people to consult their doctors regarding appropriate precautions to take to avoid infection. Cryptosporidium must be ingested to cause disease. It can also be spread through means other than drinking water. For additional information regarding cryptosporidiosis and how it may impact those with weakened immune systems, please contact your personal health care provider
The EPA issued a rule in January 2006 that requires systems with higher Cryptosporidium levels in their source water to provide additional treatment. To comply with this rule, NJAW once again began conducting 24 consecutive months of monitoring for Cryptosporidium in our raw water sources starting in in 2015. The monitoring to date indicates the presence of these organisms in the source water. The samples were collected from the source before the water was processed through our treatment plants. We continued monitoring until April 2017. The data collected is presented in the Source Water Monitoring table below.
Source Water Monitoring
Source Susceptibility
The NJDEP has completed and issued the Source Water Assessment Report and Summary for the Authority's public water system, BTMUA's, and NJAW's systems, which are available at WWW.state.nj.us/dep/swap or by contacting NJDEP's Bureau of Safe Drinking Water at (609) 2925550. You may also contact your public water system to obtain information regarding your water system's Source Water Assessment. The Authority's, the BTMUA's, and NJAW's source water susceptibility ratings and a list of potential contaminant sources are included.
If a system is rated highly susceptible for a contaminant category, it does not mean a customer is or will be consuming contaminated drinking water. The rating reflects the potential for contamination of source water, not the existence of contamination. Public water systems are required to monitor for regulated contaminants and to install treatment if any contaminants are detected at frequencies and concentrations above allowable levels. As a result of the assessments, NJDEP may customize (change existing) monitoring schedules based on the susceptibility ratings.
The seven contaminant categories are defined on the next page. NJDEP considered all surface water highly susceptible to pathogens, therefore all intakes received a high rating for the pathogen category. For the purpose of Source Water Assessment Program, radionuclides are more of a concern for ground water than surface water. As a result, surface water intakes' susceptibility to radionuclides was not determined and they all received a low rating.
The table below provides a summary of susceptibility ratings for the Authority's water sources. The source column of the table provides the number of ground water and surface water sources and the number of ground water under the direct influence of surface water (GUDI) wells in the system. The other columns provide the total number of sources that rated high (H), medium (M), and low (L) for each of the contaminant categories.
The table below provides a summary of the susceptibility ratings for the BTMUA's water sources. The source column of the table provides the number of ground water and surface water sources and the number of ground water under the direct influence of surface water (GUDI) wells in the system. The other columns provide the total number of sources that rated high (H), medium (M), and low (L) for each of the contaminant categories.
The table below provides a summary of the susceptibility ratings for NJAW's sources. The source column of the table provides the number of ground water and surface water sources and the number of ground water under the direct influence of surface water (GUDI) wells in the system. The other columns provide the total number of sources that rated high (H), medium (M), and low (L) for each of the contaminant categories.
Pathogens: Disease-causing organisms such as bacteria and viruses. Common sources are animal and human fecal wastes.
Nutrients: Compounds, minerals and elements that aid growth, that are both naturally occurring and man-made. Examples include nitrogen and phosphorus.
Volatile Organic Compounds: Man-made chemicals used as solvents, degreasers, and gasoline components. Examples include benzene, methyl tertiary butyl ether (MTBE), and vinyl chloride.
Pesticides: Man-made chemicals used to control pests, weeds and fungus. Common sources include land application and manufacturing centers of pesticides. Examples include herbicides such as atrazine, and insecticides such as chlordane.
Inorganics: Mineral-based compounds that are both naturally occurring and man-made. Examples include arsenic, asbestos, copper, lead, and nitrate.
Radionuclides: Radioactive substances that are both naturally occurring and man-made. Examples include radium and uranium.
Radon: Colorless, odorless, cancer-causing gas that occurs naturally in the environment. For more information go to http://www.nj.gov/dep/rpp/radon/index.htm or call (800) 648-0394.
Disinfection Byproduct Precursors: A common source is naturally occurring organic matter in surface water. Disinfection byproducts are formed when the disinfectants (usually chlorine) used to kill pathogens react with dissolved organic material (for example leaves) present in surface water.
We want our valued customers to be informed about their water utility. The Authority also continues to be vigilant in protecting the security of our water system, and looks for the assistance of the public in protecting our most valuable assets. Please contact Fred Diaz at (732) 363-4422 extension 104 or Harry Robbins at (732) 363-4422 extension 137 if you have any questions about this report or concerning your water utility. For additional information, you are welcome to attend our monthly Board of Commissioner's Meeting (open to the public) at the Authority's Office, 390 New Hampshire Avenue, Lakewood, NJ 08701. Please visit our website, www.lakewoodmua.com, or call our office at (732) 363-4422 for public meeting schedules. | <urn:uuid:65570b7b-d861-446d-893c-3a790a402ed3> | CC-MAIN-2019-26 | https://www.lakewoodmua.com/images/db/4095-2019--FINAL-05-31-19.pdf | 2019-06-19T05:27:06Z | crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00117.warc.gz | 812,511,744 | 4,280 | eng_Latn | eng_Latn | 0.979225 | eng_Latn | 0.991671 | [
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Egg Shakers
Materials
Hide 'n' Seek Kids Discussion Sheet (optional)
CD of unit music
Empty Easter eggs
Glue and glue gun OR strong packing tape
Rice, beans, buttons, pennies, popcorn, beads, small nails or bolts, etc.
How to Make
1. Fill empty Easter eggs with different small objects such as rice, beans, pennies, buttons, popcorn, beads, small nails or bolts, etc., then seal lid shut with glue gun or with packing tape. Different objects make different sounds. Different amounts of the same object make different sounds, too. The children will enjoy the variety.
What to Do
1. Show the children the egg shakers and tell them. "I'm going to sing our Bible verse/Big Question/other song and make a joyful noise to God with these egg shakers. Come and join me!
2. "First, let's sing the Bible verse/ Big Question song together on our own (sing the song a couple of times.) Now let's make that joyful noise to the LORD!"
3. Hand out the egg shakers and let the children shake them a while (without singing), then quiet them.
4. Then tell them, "OK, let's try singing and shaking our eggs at the same time!" Lead the children in song and shaking.
5. If desired, you can ask the children a question related to the verse/the songs they are singing, using the Hide'n' Seek Discussion Sheet after each time (or every few times) you sing the song/say the verse.
NOTE: Younger children may need to sing the Bible verse/Big Question song/etc, then shake. But, as the children get older, they may be able to sing the song(s) AND shake at the same time.
Jingle Bell Hands
Materials
CD of unit music Hide 'n' Seek Kids Discussion Questions (optional) 1 6" piece of sturdy string 4 or 5 jingle bells, available in most craft shops
How to Make
1. Cut a piece of string about 6" long.
2. Thread 4 or 5 jingle bells onto string, securely tying each in place with a knot before adding the next one. Tie the ends together. Children can either wear these like a bracelet or can hold them in their hands.
What to Do
1. Show the children the bottle shakers and tell them,"I'm going to sing our Bible verse/Big Question song and make a joyful noise to God with these bottle shakers. Come and join me! First, let's sing the Bible verse/ Big Question/etc. song together on our own (sing the song a couple of times.) Now let's make that joyful noise to the LORD!"
2. Hand out the jingle hand bells and let the children jingle them a while (without singing), then quiet them.
3. Then tell them, "OK, let's try singing and jingling at the same time!" Lead the children in singing and jingling.
4. If desired, you can ask the children a question related to the verse/the songs they are singing, using the Hide 'n' Seek Discussion Sheet after each time (or every few times) you sing the song/say the verse.
NOTE: Younger children may need to sing the Bible verse/Big Question song/etc, then jingle. But, as the children get older, they may be able to sing the song(s) AND jingle at the same time.
Big Voice, Little Voice
Materials
Hide 'n' Seek Kids Discussion Questions (optional)
CD of unit music
What to Do
1. Tell the children: "I'm going to sing our Bible verse/Big Question song and make a joyful noise to Him quietly and loudly! Come and join me!"
2. "First let's sing our Bible verse/Big Question Song together," (sing the song a time or two)
3. "Now let's see how quietly we can whisper it! Can you sing it quietly like I am?" Have everyone follow your voice as it gets quiet, then loud, then medium, etc. Quiet them, then repeat.
4. If desired, you can ask the children a question related to the verse/the songs they are singing, using the Hide 'n' Seek Kids Discussion Sheet after each time (or every few times) you sing the song/say the verse.
NOTE: You may find it easier for the children to follow getting louder and softer by lowering your hands when you are getting quieter and then raising your hands when you are getting louder.
Sing, Dance and Fall Down
Materials
Hide 'n' Seek Kids Discussion Questions (optional)
CD of unit music
1 oatmeal container/coffee can with lid per drum
Popcorn, rice, beans, etc.
Tape
Wooden spoons, dowels, unsharpened pencils, if desired, for mallets
How to Make
1. Tape the lid of empty oatmeal or coffee cans in place. (If want to make a snare drum, add popcorn, rice, etc. in the empty container before taping shut.)
2. Children can either tap drum with hands or you can give them 2 wooden spoons, wooden dowels or unsharpened pencils with wooden spools glue gunned to an end as mallets.
What to Do
1. Tell the children: "I'm going to sing our Bible verse/Big Question/etc. song and make a joyful noise to Him with my body by dancing to some music…then falling down when it stops. Come and join me!"
2. "First let's sing our Bible verse/Big Question Song together." (sing the song a time or two).
3. "Now let's dance as we sing our song. Then fall down when we finish. Let's dance." Have everyone dance and sing the song. When you finish, say, "Everyone fall down!" Quiet the children, then repeat.
4. If desired, you can ask the children a question related to the verse/the songs they are singing, using the Hide 'n' Seek Kids Discussion Sheet after each time (or every few times) you sing the song/say the verse.
Bottle Shakers
Materials
Hide 'n' Seek Kids Discussion Questions (optional)
CD of unit music
1 empty 16 oz. soda bottle per shaker
Glue and glue gun OR strong packing tape
Rice, beans, buttons, pennies, popcorn, beads, small nails or bolts, etc.
How to Make
1. Fill empty 16 oz.. soda bottles with different small objects such as rice, beans, pennies, buttons, popcorn, beads, small nails or bolts, etc.
2. Seal lid shut with glue gun or with packing tape. Different objects make different sounds. Different amounts of the same object make different sounds, too. The children will enjoy the variety.
What to Do
1. Show the children the bottle shakers and tell them. "I'm going to sing our Bible verse/Big Question song and make a joyful noise to God with these bottle shakers. Come and join me! First, let's sing the Bible verse/ Big Question/etc. song together on our own (sing the song a couple of times.) Now let's make that joyful noise to the LORD!"
2. Hand out the bottle shakers and let the children shake them a while (without singing), then quiet them.
3. Then tell them, "OK, let's try singing and shaking at the same time!" Lead the children in song and shaking.
4. If desired, you can ask the children a question related to the verse/the songs they are singing, using the Hide 'n' Seek Kids Discussion Sheet after each time (or every few times) you sing the song/say the verse.
NOTE: Younger children may need to sing the Bible verse/Big Question song/etc, then shake. But, as the children get older, they may be able to sing the song(s) AND shake at the same time. | <urn:uuid:24c34bfa-6680-4189-a094-5b667675ce86> | CC-MAIN-2019-26 | https://www.praisefactory.org/wp-content/uploads/2017/08/LFT-HSK12-MMM-Games.pdf | 2019-06-19T05:33:21Z | crawl-data/CC-MAIN-2019-26/segments/1560627998913.66/warc/CC-MAIN-20190619043625-20190619065625-00117.warc.gz | 874,706,804 | 1,664 | eng_Latn | eng_Latn | 0.994077 | eng_Latn | 0.994735 | [
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Course Title
Te toi whakairo (the art of carving)…….in the Early Years
Course outline
Carving is an expression of our cultural identity. Learn how to master some of the basic techniques of this art-form to allow children to express themselves in a way that will captivate others.
Come and find out how to help your children translate their drawings into a tangible form that will last. Find out what is required in terms of tools and equipment and take advice on what works and what does not at this age.
Courses detail
This course is designed for the novice and is not a master class in carving. It is an opportunity for you to appreciate the joy in helping young people find another means of self-expression safely.
You will be introduced to the techniques of low relief and sunk relief and will use both modern and traditional tools and techniques to shape material. Reference will be made to appropriate materials that can be used along with suitable finishing techniques.
The intention is that you will complete a simple piece of artwork within the set time period to be used as an exemplar within your school or kindergarten. Advice and notes on purchasing tools will be offered to those wishing to take this art-form further.
Time frame
Minimum three hours
Course numbers
Maximum 4
Photos/web link
Take a look at the following weblink to see numerous examples of what has been achieved by a wide range of children.
Note that these pictures illustrate what is possible when working with children in this manner. Carving is however, by its very nature, a time consuming activity. Take time to enjoy the process with your children…and yourself.
Materials, background reading list, essential equipment required
None except some copies of artwork that children have produced. Advice on this will be offered at the time of booking. Slabs of material will be provided to practice upon.
A work bench or other table to work at would be useful.
Please ensure clothing worn is not so precious that a little dust and dirt is a problem.
Brief resume of tutor
In the last eighteen years I have developed a successful career in teaching, where I have led a number of initiatives in the special needs sector. I am a qualified, secondary trained, Design & Technology teacher. Much of my work is outdoors, constructing things that change the lives and the surroundings of my students. In 2012, I was recognised as one of New Zealand's 'Most Inspiring Teachers'. My teaching career has consolidated my experience in leadership, management, data analysis, logistics and Health and Safety.
For the past five years I have provided my own brand of specialised technical support to schools and kindergartens. I provide a range of educational services designed to develop confident learners. Specifically I work with staff and children to nurture a broad range of competences through a holistic approach to the design and build process.
Much of my success is grounded in thirteen years of industrial experience across a number of disciplines where I achieved chartered status in mechanical design and production. I have also studied green woodworking in the UK and am a practicing 'Bodger' with my own pole lathe.
In 2005 I took six months unpaid leave of absence to provide humanitarian support in Thailand after the Tsunami. There I led an international workshop project that involved locals in the production of their own furniture (Thaikea).
In short I have a passion for making things. I am happiest when surrounded by those that share my passion.
Course cost
$600 plus GST (this is a total cost for up to 4 participants)
Travel costs may apply
A small quantity of slab wood will be used which will be charged at cost to the centre. | <urn:uuid:a461d73e-f1d3-40db-81c8-e931d2066203> | CC-MAIN-2018-05 | https://stephenmackay.co.nz/images/teacher%20training/Carving%20course.pdf | 2018-01-21T18:05:53Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00069.warc.gz | 829,864,797 | 734 | eng_Latn | eng_Latn | 0.999384 | eng_Latn | 0.99943 | [
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Non-Point Source Pollution Program Ranger Led Education Program
Overview
In an effort to introduce National Park visitors to the concept of non-point source pollution, a summer program was developed to help explain some Park related management issues. As a portion of this program, and the New Jersey Marine Sciences Consortium (NJMSC) programs that bring students to Sandy Hook, an opportunity arose to introduce this knowledge to a younger audience. The resulting Ranger Led Education Program gives these students the opportunity to interact with Park staff, learn the importance of the National Parks and their concept of Stewardship, and give them the opportunity to learn what they can do about it.
Background for Educators:
Non-point source pollution has no specific source location but is caused by a variety of pollutants that are introduced to our waterways primarily through rainwater runoff. These pollutants include:
* Nutrients (Primarily Nitrogen and Phosphate)
* Thermal Stress (Excessively heated water)
* Pathogens (Bacteria and Viruses)
* Sediment (Sands, Silts and Clays)
* Toxic Contaminants (Including oil)
* Floatable Debris (Styrofoam Cups, Cans, Plastics)
As rain or melted snow travels across the land surfaces, it picks up pollutants that can be health risks to humans and cause serious damage to the water ecosystem. Over 60% of existing water quality problems are the result of non-point source pollution linked to this runoff, also called "Stormwater" runoff.
The activities in this Lesson are divided into three groups:
Pre-Visit: Students will research the concept of bio-degradation and/or Nutrients/Fertilizers. Activities will test biodegradability of easily accessible items, and the effects of over-fertilization on plants and water.
On-Site: Students will see and hear about examples of how non-point source pollution impacts Sandy Hook. They will differentiate between biodegradable and nonbiodegradable items that have been found on Sandy Hook, and discuss possible impacts the item can have in the environment. The discussion will include possible solutions to issues at the Park, and solutions for more global problems. Students will participate in an interactive demonstration of nonpoint source pollution using an Enviro-Scape® model.
Post-Visit: Students will compare non-point source pollution issues at the Park with nonpoint source pollution issues at their homes and in their schools. They will develop a plan for reducing non-point source pollution on their school grounds.
Essential Questions:
* What is non-point source pollution?
* Why does non-point source pollution matter at Sandy Hook?
* Why is Sandy Hook a unique place to study non-point source pollution?
Estimated Duration
* On-Site:
* Pre-Visit:
30-60 minutes (plus optional activities spanning up to 2 weeks)
10 minutes
30-60 minutes
* Post-Visit:
NJ Core Curriculum State Standard (s) addressed:
Standard 5.10 (Environmental Studies).
All Students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena.
Non-Point Source Pollution Program Ranger Led Education Program
Pre-Visit Activity
Synopsis:
Students will learn 2 major concepts: Biodegradability and Nutrient Pollution. Using items found in the home and in the classroom, students may conduct up to three activities to investigate these concepts. The activities include developing lists of biodegradable vs. non-biodegradable items and testing their choices, seeing the effects of nutrient pollution on water quality, and seeing the effects of overwhelming an ecosystem with nutrients.
Materials:
* Flowerpots without holes in the bottom (large cups will suffice)
* Buckets/Empty Fish tanks
* Paper/Plastic Plates
* Small Household Plants (approximately 3, likely they will die)
* Miracle grow or similar fertilizer
* Small Household/Classroom items (disposable, may vary)
* Distilled Water
* Activity 1 – 10 minutes
* Activity 2 – 10 minutes
* Activity 3 – 10 minutes
Activity 1: Biodegradation
Synopsis:
This activity will teach the students about biodegradation, that is, the ability for an object to break down once disposed of in a natural environment.
Activity:
The teacher should provide a basic background on the concept of biodegradation. This may be a lecture or a pre-activity homework assignment to research the topic.
Students will then break into 2 groups, one for biodegradable and one for nonbiodegradable. Each group will go around the room and list as many items as they can find of their assigned type. Lists should include simple items such as apples in a lunch box, a plant, a pen, a book, et cetera; and should include complex items such as a wooden/metal desk, a lunchbox with all its contents, et cetera.
Once the lists are made they should be analyzed to determine if any items are incorrect. After the lists are complete students may continue onto Activity 2.
Duration:
Activity 2: Biodegradation Continued
Synopsis:
This activity will test the students' ability to determine if an item is biodegradable. It will also allow them to see how long an item takes to biodegrade.
Activity:
The activity will demonstrate biodegradation and test the students' ability to assess items they listed in Activity 1. It will also demonstrate the timeframe necessary for an item to degrade given certain conditions. At least 3 items should be chosen off the 2 lists generated in Activity 1. The items should include:
* 1 item easily biodegradable (like an apple, bread, etc...)
* 1 item slowly biodegradable (paper juice box, etc...)
* 1 item non-biodegradable (polystyrene cup, plastic cup)
* Any items that were incorrect on the lists or seem counterintuitive (such as a metal paperclip)
The items should then be placed either on a plate or in a cup of water and allowed to sit for a few days. A desk lamp may be placed overtop the items to accelerate the degradation. Students may make guesses to determine which will degrade fastest and how long it will take items to become unrecognizable.
A discussion over the course of the activity (make take days to a week depending on the items chosen) should include what happens to the items when they are improperly disposed of. If an item is thrown directly into the bay or river the biodegradation activity will show what happens to the water.
As a follow-up, students should be encouraged to determine how much trash is disposed of by their families, or school, each week. Talk about what would happen if these items went directly into a local river or bay.
Activity 3: Nutrient Pollution (over fertilization)
Synopsis:
This activity will demonstrate the consequences of introducing excessive nutrients into the environment. It will show what happens to the water when there is a surplus of nutrients and what happens to plants if too many nutrients reach them.
Activity:
Four flower pots should be set up, two with only water, two with plants.
The pots with only water should be filled with distilled water for two reasons. First, it will eliminate nutrients already in tap water. Second, tap water contains chlorine which inhibits bacteria and algal growth. Label one pot "Control". Label the second pot "Nutrients". In the nutrient pot add miracle grow or a similar fertilizer. Allow the pots to sit near a window. The pot with nutrients should develop an algal (scum-like) surface within a few days. This demonstrates the effect nutrients have on our bays and rivers. Nutrients like the fertilizers enter the waterways directly as non-point source pollution runoff from residential, agricultural and commercial yards.
The pots with plants should also be labeled "Control" and "Nutrients". The control plant should be watered and fertilized as normal. The plant labeled nutrients should be fertilized at 3-4x the advised level (obviously excessive). This high level of nutrients will kill the plant, and will demonstrate the effect excessive nutrients from non-source pollution have on the plants in our rivers and bays.
Non-Point Source Pollution Program
Ranger Led Education Program
On-site Activity
Synopsis:
The Ranger will introduce and review the concept of Non-Point Source pollution. They will show examples of items found on Sandy Hook and discuss the damage that occurs locally due to the pollution. Finally, they will introduce ideas of minimizing and eliminating non-point source pollution both on Sandy Hook and at home. Students will participate in a demonstration of non-point source pollution using an Enviro-Scape® model.
Interactive Discussion Activity:
1. Introduce the concept of Non-point Source Pollution
2. Ask for examples from the students
a. Discuss solid examples (polystyrene cups, etc...)
b. Discuss chemical examples (nutrients, etc...)
c. Demonstrate Enviro-Scape® model
3. Show Examples
a. Biodegradation Time Line – This is a take home 11"x15" poster that will be provided one copy per class to the instructor.
b. Trash found on Sandy Hook
c. Chemical examples
i. Fertilizer
ii. Oil
d. Items students saw in the Enviro-Scape® model
4. Cause and Effect
a. Examples of Harm to Environment by Garbage
i. Local to Sandy Hook
ii. Regional/Global
b. Harm to Water by Chemicals
i. Damage to cycle of life (estuaries)
ii. Damage to living organisms
5. Possible Solutions
a. Reduce/Reuse/Recycle
b. Pet Waste Pickup
c. Don't feed Wildlife
d. Proper Disposal of Household items (carry in/carry out)
6. Conclusions
a. Everyone is responsible
b. Starts at home
c. Spread the word
Non-Point Source Pollution Program Ranger Led Education Program
Post-Visit Activity
Synopsis:
As a take home message from the on-site activity, the Ranger has encouraged the students to think about what they could do to reduce and eliminate Non-Point Source Pollution. This discussion should continue back in the classroom.
Activity:
The students have seen the effects of the pollution on Sandy Hook. Every day they are presented with opportunities to reduce non-point source pollution. Students should develop plans to reduce floatable garbage (Styrofoam cups and aluminum cans) and non-recyclable trash, both at home and at school.
These plans may include cleanup activities to prevent trash from entering storm drains, plans to ensure proper recycling, and plans to reduce the total amount of non-recyclable items.
Supplemental:
Students and instructors may also use the "Salt Marsh in a Pan" lesson plan available through the NJ Marine Sciences Consortium (http://www.njmsc.org under Education, NJMSC Lesson Plans) as a follow up activity.
For more information about Gateway NRA-Sandy Hook, contact the Sandy Hook Visitor Center at 732-872-5970
http://www.nps.gov/gate click on Discover Sandy Hook Unit! | <urn:uuid:4a6479bf-5838-46ca-8177-0cb2bd581acb> | CC-MAIN-2018-05 | http://njseagrant.org/wp-content/uploads/2014/03/npsnonpointsourcepollution.pdf | 2018-01-21T18:17:19Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00069.warc.gz | 258,704,748 | 2,297 | eng_Latn | eng_Latn | 0.992031 | eng_Latn | 0.995959 | [
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Planting and caring for your trees and shrubs
The woody plants you have ordered will come in 5-gallon containers and will be about 18-24 inches tall. Their small size is an advantage, because young trees will establish much more quickly and need less coddling than full-grown trees. They will be much more likely to survive the first year, and they will be much less stressed by transplanting, so they will grow quickly. Within a few years, your tree or shrub should be filling out the space you have planned for it. Starting with young plants also is much more affordable than buying full-grown trees.
Since your woody plant is starting out small, be sure to leave extra space around each plant to allow room to grow. The descriptions of each species on the website (www.gogreenwilmette.org/plantsale) will help you know how large to expect each plant to grow.
If possible, plant your tree or shrub on a day that is cloudy, not too hot, and not very windy. Better yet, plant just before a nice, gentle rain! Planting in the evening can help avoid harsh conditions if the weather is hot and sunny.
Dig a hole about twice as wide as the pot and several inches deeper. Turn the pot sideways, hold the plant where the stem meets the soil, and gently coax it out of the pot. If the roots are very thick and matted, take a serrated knife or trowel and run it across the roots in a few places to break them up. This encourages new root growth and can prevent overgrown roots from strangling the plant.
Toss a few inches of potting soil or good, loose dirt into the bottom of the hole, and then place the plant in the hole, retaining as much of the attached, potted soil as possible. Gently scoop in potting soil or loose dirt around the plant. Plant the seedling no deeper than its original depth.
Water the newly planted tree very thoroughly, until the soil no longer holds water. You can place a garden hose at the base of the tree, turn it on to a low trickle, and leave it there for several hours. (Set a timer so you don't forget!) Water again the next day, and at least once a week for about a month – more often if it is hot and dry. After this, you only need to water if the weather is very hot and dry or if the plant looks stressed or wilted.
Hardwood mulch (available free at the Wilmette Park District's West Park) placed around the tree will help retain moisture. However, mulch should be kept away from the stem – shape it like a doughnut around the tree. Mulch also should not be very thick, as this may encourage the tree to develop shallow roots rather than putting down deep roots in search of water. Mulch is generally not necessary, so long as the tree is well watered during the first season, and during any stressful weather thereafter. | <urn:uuid:7eea01dc-d094-4375-93f9-130d3089bfef> | CC-MAIN-2018-05 | http://www.gogreenwilmette.org/plantsale/wp-content/uploads/2016/02/Trees_shrubs_planting_caring.pdf | 2018-01-21T18:00:02Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00070.warc.gz | 465,251,945 | 634 | eng_Latn | eng_Latn | 0.99896 | eng_Latn | 0.99896 | [
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Parent Handbook
Introduction
This handbook gives parents an introduction to California's Common Core Standards and a summary of what students are expected to learn as they advance through second grade. The standards are designed to reflect the knowledge and skills that our young people need for success in college and careers. A common set of learning goals helps teachers and parents ensure students are challenged and making appropriate progress.
Why Common Core Standards?
California educators have joined a national movement to adopt common standards and assessments for English language arts and mathematics. Currently, standards for what students should know and be able to do vary among states, as does the difficulty of the assessments used to determine whether students are meeting those standards. Common standards allow for collaboration among states on best practices and professional development.
Common learning goals provide a clear vision of what educators and parents in all states should aim for. These learning goals help ensure that students meet college and work expectations, are prepared to succeed in a global economy and society, and are provided with rigorous content and application of higher knowledge thinking. Benchmarked against international standards, the Common Core Standards assist students in their preparation to complete the requirements for enrollment at a California public university.
California's Adoption of Common Core Standards
Adopted in California in August 2010, the K-12 Common Core State Standards were developed through a state-led effort to establish consistent and clear education standards for English language arts and mathematics. The initiative was launched by and supported by the Council of Chief State School Officers and the National Governors Association. In the Common Core Standard adoption process, California added supporting standards to complete the unique picture necessary for California students. The Common Core also added strength to the existing California standards by including additional standards for vocabulary and new standards for collaborative discussions. Literacy standards that focus on reading and writing instruction during history/social studies, science, and technology also were included. In mathematics, standards were added to demonstrate a stronger emphasis on number sense and algebraic thinking.
Organization of Standards
This handbook organizes information about the standards for English language arts and mathematics for each grade level or subject course from kindergarten through 8th grade. Each grade level provides a content overview and a summary of skills developed at that level. Additional information about grades 9-12 will be provided at a later date.
In English language arts, California Common Core Standards are organized into the following four groups: (1) reading, (2) writing, (3) speaking and listening, and (4) language.
Vertical Trajectory of Reading Anchor Standards Sample
Strand: Reading—Informational Texts
Topic: Key Ideas and Details
Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
| | Grade | Standard |
|---|---|---|
| 11-12 (RI.11- 12.1) | | |
| 9-10 (RI.9-10.1) | | |
| 8 (RI.8.1) | | |
| 7 (RI.7.1) | | |
| 6 (RI.6.1) | | |
| 5 (RI.5.1) | | |
| 4 (RI.4.1) | | |
| 3 (RI.3.1) | | |
| 2 (RI.2.1) | | |
| 1 (RI.1.1.) | | |
Grade 2 Overview | Mathematics
Second grade students use addition and subtraction within 100 to solve word problems and are expected to know from memory all sums of two one-digit numbers by the end of second grade. Place value understanding is extended to 1000 and students compare three digit numbers based on their knowledge of hundreds, tens and ones. Second grade students compute with money and learn to estimate and compare lengths using appropriate measurement tools. Second graders refine their understanding of geometry by drawing shapes based on the number of faces and angles.
Solve addition and subtraction word problems within 100
Fluently add and subtract within 20
Know all sums of two one-digit numbers
Work with equal groups and repeated addition to understand multiplication
Work with equal groups and repeated subtraction to understand division
Understand place value: ones, tens, and hundreds
Use place value to add and subtract within 1000
Make reasonable estimates using place value knowledge
Measure, estimate, and compare lengths in standard units
Represent whole number lengths on a number line
Work with time and money
Know relationships of time (minutes in an hour, days in a month, etc.)
Solve word problems using combinations of dollar bills and coins
Collect data, build a graph, and answer questions about the data presented
Recognize shapes, triangles, quadrilaterals, pentagons, hexagons, and cubes
Draw shapes by size of the angles or by the number of equal faces
Writing
Grade 2 Overview | English Language Arts
Second grade students accurately read and understand literature and informational text. They use correct grammar, capitalization, punctuation, and spelling. They can plan and deliver a presentation about a story or experience.
Reading
Retell folktales, including a central lesson
Explain how the author uses reasons to support specific points in a text
Identify the main topic and focus
Read and understand literature and informational texts
Reading: Foundational Skills
Know and use phonics and word analysis skills
o Read words with common prefixes and suffixes (e.g., re_, un_, _less)
Distinguish long and short vowels
Read regularly spelled two-syllable words with long vowels
Read accurately and with understanding
Write opinion pieces that connect the opinion and reasons using linking words
o Because, and, also
Write informative pieces that provide a topic, facts, definitions, and a conclusion
Write narrative pieces that include details to describe actions, thoughts, and feelings
Produce writing that is developed, focused, and organized
Write routinely over extended time frames and shorter time frames
Speaking and Listening
Participate in conversations with peers and adults in small and larger groups
Recall and describe key ideas and details from something read aloud
Give and follow three- and four-step oral directions
Plan and deliver a presentation about a story or experience
Language
Use correct grammar
Create readable documents with legible print
Use correct capitalization, punctuation, and spelling
Use a variety of methods to determine word meaning
Use individual words to determine the meaning of compound words, which are two words joined to form a new word
What differences will I see in my student's assignments and how can I help?
The new Common Core State Standards make several important changes to current standards. These changes are called shifts. Below you will see what these shifts change and what you can do to help your student at home.
English Language Arts
| What’s Shifting? | What to Look for? | What Can You Do? |
|---|---|---|
| Your student will now read | Look for students to have more reading assignments based on real-life events, such as biographies, articles and historical stories. | |
| more non-fiction in each | | |
| grade level. | | |
| Reading more non-fiction texts will help your student learn about the world through reading. | Look for your student to bring home more fact-based books about the world. For instance, your 1st grader or Kindergartener might read Clyde Robert Bulla’s A Tree is a Plant. This book involves students in reading and learning about science. | |
| Your student will read | Your students will have reading and writing assignments asking them to retell or write about key parts of a story or book. For example, your 2nd or 3rd grader might be asked to read aloud Faith D’Aluisio’s non-fiction book titled What the World Eats and retell facts from the story. | Provide more challenging |
| challenging texts very | | texts for your student to read. |
| closely, so they can make | | Show them how to dig deeper |
| sense of what they read and | | into difficult pieces. |
| draw their own conclusions. | | Encourage them to talk with |
| | | you about what they have |
| | | read. |
| When it comes to writing or retelling a story, your student will use “evidence” gathered from the text to support what they say. | Look for written assignments asking your student to draw on concrete examples from the text that serve as evidence. “Evidence” is provided through examples from the book that are used to support a response or conclusion. | |
| Your student will learn how | Look for writing assignments that ask your student to create arguments in writing based on evidence from the text. For 4th and 5th graders, this might mean reading and writing about The Kids Guide to Money, a non-fictional book by Steve Otfinoski. | Encourage writing at home. |
| to write from what they | | Write together using evidence |
| read. | | and details. |
| Your student will increase | Look for assignments that stretch your student’s vocabulary allowing them to see the “power” in language. | Read often to babies, toddlers |
| their academic vocabulary. | | and preschoolers. Read with |
| | | your older student or discuss |
| | | what they read independently. |
Mathematics and the California Common Core State Standards (CCSS)
The Common Core State Standards (CCSS) for mathematics connects two types of standards: one for mathematical practice (how students are able to apply and extend math principles) and one for mathematical content (what students know about math). Developing students at the elementary level will engage in a variety of mathematical activities as they grow in subject maturity and expertise.
| Mathematics | | |
|---|---|---|
| What’s Shifting? | What to Look for? | What Can You Do? |
| Your student will work more deeply in fewer topics, which will ensure full understanding. Less is more! | Look for assignments that require | Know what concepts are important for your student based on their grade level and spend time working on those concepts. Ask your student to explain how they arrived at an answer. |
| | students to show their work and | |
| | explain how they | |
| | arrived at an answer. Look for | |
| | work asking students to make | |
| | sense of problems and to persevere | |
| | in solving them. | |
| Your student’s learning will be a progression, building year after year. | Look for assignments that build on one another. For example, students will focus on adding, subtracting, multiplying and dividing before studying fractions. Each concept forms the foundation for increasingly complex mathematical thought and application | Know what concepts are important for your student based on their grade level and spend time working on those concepts. |
| Your student will spend time practicing and memorizing math facts. | Students may have assignments | Help your students know and memorize basic math facts. Play games and engage in activities that encourage mental math. |
| | focused on memorizing and | |
| | mastering basic math facts which | |
| | are important for success in more | |
| | advanced mathematical problems. | |
| Your student will understand why the math works and be asked to talk about and prove their understanding. | Look for assignments requiring your student to reason abstractly and quantitatively, to construct viable arguments and critique the reasoning of others, and to model with mathematics and to utilize appropriate tools in problem solving. Students will explore more than one way to solve a problem. | Be aware of what concepts your student struggled with last year and support your student in those challenge areas moving forward. Encourage your student to share their mathematical thinking. |
| | Look for math assignments that are | |
| | based on the real world. For | |
| | instance, homework for 5th | |
| | graders might include adding | |
| | fractions as part of a dessert recipe | |
| | or determining how much pizza | |
| | friends ate based on fractions. | |
Superintendent
Anne Staffieri, Ed.D.
Director de Servicios de Educación
Theresa Grace
Mesa Directiva
Rodger Dohm Daryn Drum Kim Lasley Dawn Perfect Bob Stoody
Our Mission
Ramona Unified School District, a Professional Learning Community, will ensure a high level of learning for all students through a culture of collaboration with families and the community in the pursuit of excellence. | <urn:uuid:a05e8a71-c800-424a-8557-751499f5f9eb> | CC-MAIN-2018-05 | http://bes.ramonausd.net/UserFiles/Servers/Server_130395/File/CCSS%20Parent%20Handbook%202nd.pdf | 2018-01-21T18:20:08Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00073.warc.gz | 44,946,726 | 2,708 | eng_Latn | eng_Latn | 0.981803 | eng_Latn | 0.995327 | [
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CHARLWOOD VILLAGE PRIMARY SCHOOL Online Safety Policy
Writing and Reviewing the Online Safeguarding Policy
The Online Safeguarding Policy relates to other policies including those for Computing, Anti-Bullying and Child Protection.
- Ms Luck is the Online Safeguarding Leader as the role overlaps with the Deputy Designated Safeguarding Lead and Computing Lead.
- Our Online Safeguarding Policy has been written building on best practice and government guidance. It has been agreed by all staff and approved by governors.
- The Online Safeguarding Policy and its implementation will be reviewed annually.
Teaching and Learning
Why Internet and digital communications are important
- The Internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide students with quality Internet access as part of their learning experience.
- Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils.
- The Internet provides a vast amount of information and for children to become effective citizens they must learn how to access information on the Internet
- The school Internet access is provided through School's Broadband provider contract and includes filtering appropriate to the age of pupils.
- Pupils will be taught what Internet use is acceptable and what is not and given clear objectives for Internet use.
- Pupils will be educated in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation.
- Pupils will be shown how to publish and present information appropriately to a wider audience.
Pupils will be taught how to evaluate Internet content
- The school will seek to ensure that the use of Internet derived materials by staff and by pupils complies with copyright law.
- Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
- Pupils will be taught to report inappropriate Internet content to their teacher.
Managing Internet Access
Information System Security
School ICT systems security will be reviewed regularly.
Virus protection will be updated regularly.
Security strategies will be discussed and implemented with the broadband provider and school IT support technician.
E-mail
- Pupils and staff may only use approved e-mail accounts on the school system
- Pupils must immediately tell a teacher if they receive an offensive e-mail.
- Pupils must not reveal personal details of themselves or others in e-mail communication, or arrange to meet anyone
- Staff to pupil email communication must only take place via a school email address and will be monitored.
- Incoming e-mail should be treated as suspicious and attachments not opened unless the author is known.
- Children will only e-mail external bodies when supervised by a member of the teaching staff.
- The forwarding of chain letters is not permitted.
Published Content and the School Website
- The contact details on the Website should be the school address, e-mail and telephone number. Governors, staff or pupils personal information will not be published.
- The head teacher will take overall editorial responsibility and ensure that content is accurate and appropriate.
Publishing Pupil Images and Work
- Photographs that include pupils will not include their names
- Pupils' full names will not be used on the Website
- Written permission from parents or carers will be obtained before photographs of pupils are published on the school Website at the beginning of each school year
- Parents should be clearly informed of the school policy on image taking and publishing, both on school and independent electronic repositories
Social Networking and Personal Publishing on the School Website
- The school will control access to social networking sites, and consider how to educate pupils in their safe use e.g. use of passwords.
- Pupils will be advised never to give out personal details of any kind which may identify them or their location.
- Pupils must not place personal photos on any social network space provided in the school learning platform.
- Pupils and parents will be advised that the use of social network spaces outside school brings a range of dangers for primary aged pupils.
Managing Filtering
- The school will work in partnership with Surrey County Council, internet provider School's Broadband and technician support from Soft Egg to ensure systems to protect pupils are reviewed and improved.
- If staff or pupils come across unsuitable on-line materials, the site must be reported to the Designated Safeguarding Lead.
.
- The Computing Leader will ensure that regular checks are made to ensure that the filtering methods selected are appropriate, effective and reasonable.
- Soft Egg will send the school a report each month to show websites banned and any attempted accesses to banned sites.
Managing Emerging Technologies
- Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.
- Mobile phones will not be used during lessons or formal school time except as part of an educational activity. The sending of abusive or inappropriate text messages is forbidden.
- Staff may take their own mobile phones on educational trips to use to contact the school.
- Lessons may be filmed using a Flip Camera for monitoring the quality of teaching and learning. After using it as a discussion tool between the member of staff and the Headteacher the footage is deleted.
- Staff will use a school phone where contact with pupils is required.
Protecting Personal Data
- Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998.
Policy Decisions
Authorising Internet Access
- All staff must read and sign the 'Staff Code of Conduct' before using any school ICT resource.
- The school will maintain a current record of all staff and pupils who are granted access to school ICT systems.
- At Key Stage 1, access to the Internet will be by adult demonstration with directly supervised access to specific, approved on-line materials.
- In Key Stage 2, access to the internet will be by adult demonstration with direction to approved websites. Pupils will be provided with a unique log-in and password to monitor access.
- Parents will be asked to sign and return a consent form.
- Any person not directly employed by the school (e.g. Governors, Students, Soft Egg and Pre-School) will be asked to sign an Acceptable Use Policy before being allowed to access the Internet from the school site.
Assessing Risks
- The school will take all reasonable precautions to prevent access to inappropriate material. However, due to the international scale and linked Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor SCC can accept liability for the material accessed, or any consequences of Internet access.
Handling Online Safeguarding Complaints
- Complaints of Internet misuse will be dealt with by the Designated Safeguarding Lead.
- Any complaint about staff misuse must be referred to the head teacher.
- Complaints of a child protection nature must be dealt with in accordance with school child protection procedures.
- Parents will be informed of the complaints procedure.
- Pupils and parents will be informed of consequences for pupils misusing the Internet.
Community Use of the Internet
- All use of the school Internet connection by community and other organisations shall be in accordance with the school Online Safeguarding Policy.
Communications Policy
- Introduce the Online Safeguarding Policy to pupils
- Appropriate elements of the online safeguarding policy will be shared with pupils
- Online Safeguarding rules will be posted in classrooms.
- Pupils will be informed that network and Internet use will be monitored.
- Curriculum opportunities to gain awareness of online safeguarding issues and how best to deal with them will be provided for pupils
Staff and the Online Safeguarding Policy
- All staff will be given the School Online Safeguarding Policy with the Staff Handbook at the start of the academic year and its importance will be explained.
- Staff should be aware that Internet traffic can be monitored and traced to the individual user. Discretion and professional conduct is essential.
- Staff that manage filtering systems or monitor ICT use will be supervised by the Designated Safeguarding Lead and have clear procedures for reporting issues.
Enlisting Parent Support
- Parents' and carers attention will be drawn to the Online Safeguarding Policy on the school website.
- Parents and carers will from time to time be provided with additional information on online safeguarding.
- The school will ask all new parents to sign the Online Safeguarding Parental Consent Form when they register their child with the school.
- The Online Safeguarding Parental Consent Form will be sent annually at the start of the academic year. This will be monitored by the DSL and DDSL.
Staff, Governor and Visitor Acceptable Use Agreement / ICT Code of Conduct
Charlwood Village Primary School
ICT and the related technologies such as email, the Internet and mobile devices are an expected part of our daily working life in school. This policy is designed to ensure that all staff are aware of their professional responsibilities when using any form of ICT. All staff are expected to sign this policy and adhere at all times to its contents. Any concerns or clarification should be discussed with Ms Lanham, Charlwood Village Primary School Designated Safeguarding Lead.
I appreciate that ICT includes a wide range of systems, including mobile phones, PDAs, digital cameras, email, social networking and that ICT use may also include personal ICT devices when used for school business.
I understand that the school allows staff, governors, visitors to bring in personal mobile telephones devices for their own use. However, they must be kept away and may not be used in any part of the school where children will be.
I will ensure when bringing personal devices into school that no inappropriate or illegal content is on the device.
During class trips, adults will have access to their mobiles, which are to be used for emergency purposes only.
I understand that it is a criminal offence to use a school ICT system for a purpose not permitted by its owner.
I will only use the school's email and any related technologies for professional purposes, or for uses deemed 'reasonable' by the Head or Governing Body.
I will comply with the ICT system security and not disclose any passwords provided to me by the school or other related authorities.
I understand that I am responsible for all activity carried out under my username.
I will ensure that all electronic communications with pupils and staff are compatible with my professional role.
I will only use the approved, secure email system(s) for any school business.
I will ensure that personal data (such as data held on SIMS) is kept secure and is used appropriately, whether in school, taken off the school premises or accessed remotely. Personal data can only be taken out of school or accessed remotely when authorised by the Head or Governing Body.
I will not install any hardware of software without the permission of the Head or Computing Leader
I will not browse, download, upload or distribute any material that could be considered offensive, illegal or discriminatory.
Images of pupils and/or staff will only be taken, stored and used for professional purposes in line with school policy and with written consent of the parent, carer or staff member. Images will not be distributed outside the school network/learning platform without the permission of the parent/carer, member of staff or Head teacher.
I understand that all my use of the Internet and other related technologies can be monitored and logged and can be made available, on request, to the Head teacher.
I will respect copyright and intellectual property rights.
I will ensure that my online activity, both in school and outside school, will not bring my professional role into disrepute.
I will report any incidents of concern regarding children's safety to the Designated Safeguarding Lead (Ms V Lanham) or Deputy Lead (Mr Tim Warren)
I will ensure that electronic communications with pupils including email, IM and social networking are compatible with my professional role and that messages cannot be misunderstood or misinterpreted.
I will support the school's Online Safeguarding Policy and help pupils to be safe and responsible in their use of ICT and related technologies. I will promote online safeguarding with pupils in my care and will help them to develop a responsible attitude to system use, communications and publishing.
User Signature
I agree to follow this code of conduct and to support the safe use of IT throughout the school.
Full Name……………………………………………………………………………………(printed)
Job title……………………………………………………………………………………………………
Signature……………………………………………… Date……………………
Online Safeguarding Rules
Key Stage 1
Think then Click
These rules help us to stay safe on the Internet
We only use the internet when an adult is with us
We can click on the buttons or links when we know what they do.
We can search the Internet with an adult.
We always ask if we get lost on the Internet.
We can send and open emails together.
We can write polite and friendly emails to people that we know.
Key Stage 2
Think then Click
These rules help us to stay safe on the Internet
We ask permission before using the Internet.
We only use websites that an adult has chosen.
We immediately close any webpage we not sure about.
We tell an adult if we see anything we are uncomfortable with.
We only e-mail people an adult has approved.
We do not open e-mails sent by anyone we don't know.
We send e-mails that are polite and friendly.
We never give out personal information or passwords.
We never arrange to meet anyone we don't know.
We do not use Internet chat rooms or social media sites.
Online Safeguarding Parental Consent Form
Charlwood Village Primary School
Parent/Carer Consent Form and Online Safeguarding Rules
All pupils use computer facilities, including Internet access, as an essential part of learning, as required by the National Curriculum. Both pupils and their parents/carers are asked to sign agreements to show that the Online Safeguarding Rules have been understood and agreed.
Parent / Carer name: ……………………………………………………………
Pupil name: ………..…………………………………………………………….
As the parent or legal guardian of the above pupil, I have read and understood the attached school Online Safeguarding Rules and grant permission for my daughter or son to have access to use the Internet, school email system and other IT facilities at school.
I know that my child has been made aware of online safety and that they have a copy of the school Online Safeguarding Rules. My child agrees to follow the Online Safeguarding Rules and to support the safe and responsible use of IT at Charlwood Village Primary School.
I accept that ultimately the school cannot be held responsible for the nature and content of materials accessed through the Internet and mobile technologies, but I understand that the school will take every reasonable precaution to keep pupils safe and to prevent pupils from accessing inappropriate materials. These steps include using an educationally filtered service, restricted access email, employing appropriate teaching practice and teaching online safeguarding skills to pupils.
I understand that the school can check my child's computer files, and the Internet sites they visit, and that if they have concerns about their online safety or online behaviour that they will contact me.
I understand that given permission to walk home alone in Upper KS2, my child may bring a mobile phone device into school, hand it into the office at the start of the day and collect it at the end.
I understand that use of smart watches in school is strictly prohibited.
I understand the school is not liable for any damages arising from my child's use of the Internet facilities.
I will support the school by promoting safe use of the Internet and digital technology at home and will inform the school if I have any concerns over my child's online safety.
Parent/Guardian signature: …………………………………………………………..
Date: ………………………………………………………………………………………
Further information for parents on online safeguarding can be found at the Think U Know website, Parent Zone or NSPCC.
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THE FITZWILLIAM MUSEUM
EDUCATION DEPARTMENT
Gothic Literature, artist & writers with a focus on:
Writers and key texts:
Artists:
Other references could include Jane Austen 'Northanger Abbey', M.R. James 'Oh Whistle and I'll come to you my Lad', Wilkie Collins 'Moonstone', Emily Bronte 'Wuthering Heights'.
Extended session, selected art and artefacts from some of the following galleries: China and Far East, Egypt, Greece and Rome, Italy and Spain.
Please note that our paintings are sometimes on loan so please do contact us for current works on display.
Key Stage 3 and 4
This is one of our DIY sessions designed for teachers to use as a self-led gallery session. It has been devised for English literature Students at Key stage 4, with an emphasis on the A' Level exam theme 'Gothic Literature' on WJEC Language and Literature and OCR Literature.
It includes some key historic dates, ideas about social and political events of the time and encourages students to think about how these related to and influenced these artists and writers. The session extends into the legacy the Gothic left for those emerging in the 20 th Century. As we do not know your students these ideas may need adapting, but we hope that they will act as a springboard. Each idea relates to specific art works and offers student interactions or teacher prompt questions written in italics. Included in these gallery session sheets are a list of key writers and artists and their dates
When you are talking in front of the painting, or any work of art in the Museum, be very careful not to touch it yourself. Also, as the students sit down in front of the painting, make sure that they can all see the painting – the gallery lighting can make this difficult if the students sit too close.
Aims of session
- To put the world of the Gothic writers into a context with their visual artist contemporaries; thus giving students a broader understanding of the arts in this period.
- To highlight specific key historic, social and political events, and how these influenced artists of the day.
- To demonstrate the relationships between artists and writers.
- To further students critical and creative thinking in response to visual artists and ideas.
- To deepen an awareness of artistic legacies.
Themes
- The Sublime
- Exaggeration and extremes
- Horror and Pleasure
- Dualism, The Id and The Ego
- Exploring the forbidden
- Sex, fear and pleasure
- Science and progress - Darwin - 'The Origin of Species' and 'The Descent of Man'
- Science of the mind – Freud and Jung
- Industrialisation
- Nature and Nurture
Walk upstairs to Gallery 7
Ask students to think about the art in these galleries; particularly the subject, style and 'atmosphere' of the work. These notes suggest themes and literature links in italic.
Setting the scene. Many artists explored subjects that were in later times to be termed 'Gothic' this atmospheric painting by the Italian artist Salvator Rosa certain sets the tone in its theme of mortality. It may be worth mentioning that works by earlier writers and artists certainly were known and may have offered inspirational starting points for their own work, in particular M.R. James who held a post here at the Fitzwilliam Museum.
Salvator Rosa
L'Umana Fragilita (Human Frailty) 1656
In 1655 a devastating plague swept Naples. Salvator Rosa's son, Rosalvo, his brother, his sister, her husband and five of their children, all died. The transience of human life was a recurring theme in 17th Century painting and thought, but for Rosa, in the year he made this painting, the subject had a tragic immediacy. A letter to his friend Ricciardi makes clear the effect this multiple bereavement had upon him: "This time heaven has struck me in such a way that shows me that all human remedies are useless and the least pain I feel is when I tell you that I weep as I write."
Ask your students to find the visual symbols that express his grief and reflection on 'Human Frailty'. In particular look for bubbles, fireworks (unknown human life span) The Hippopotamus (chaos and disorder), Terminus the God of Endings, the fish (death and hatred), Death as a winged skeleton.
Themes: Death and love
Suggested literature links: Mary Shelley 'Frankenstein' (1818), Emily Bronte 'Wuthering Heights' (1847)
Gallery 2
John Everett Millais,
Cherry Ripe (1879) on loan
This painting proved to be extremely popular and over 50,000 prints were made. Millais may reference the English song 'Cherry Ripe' written by poet Robert Herrick (1591–1674) and later set to the music of Charles Edward Horn (1786–1849) which contains the refrain,
Cherry ripe, cherry ripe,
Ripe I cry, Full and fair ones Come and buy. Cherry ripe, cherry ripe, Ripe I cry, Full and fair ones
Come and buy
Popularized in the 19 th Century the song is also mentioned in George Eliot's 'Middlemarch' (1871).
In this original painting Millais employs painterly skill to produce an image of great tenderness. To our more cynical 21 st -Century eye it may seem overly sentimental and perhaps hint of something slightly unsettling, but this is very much of Victorian taste and is described as a 'Fancy Painting'. Childhood mortality rates were high and most families had suffered the tragic loss of a child. Millais wished to show an image of innocent wisdom often associated at the time with childhood. Here the young girl is set amongst nature. She has a contemplative expression yet sits neatly at the edge of the unknown worlds of spirits, fairies and other worldliness hinted at in the dark woods behind her. The Grimms' 'Fairy Tales', English edition, were recently translated and fed an audience eager for the rather gruesome fairy tales (although the English translations were a diluted version!).
William Holman Hunt
The Birthday on loan
The young woman depicted in this portrait is Edith Waugh the second wife of Hunt and the younger sister to his late first wife Fanny Waugh, who had died in Italy during child birth. At this time in England it was illegal to marry your deceased wife's sister so Hunt and Edith married in secret whilst abroad, this caused lasting tension with their families. The painting was made to celebrate Edith's birthday but is imbued with references to Fanny and has an air of memorial rather than celebration. Edith is shown holding an array of objects laden with symbolism: roses (true love), timepieces (mortality), peacock feathers (eternal life and remembrance) coral and amber (protection from illness).
Themes: Séances, The Occult, Moralism, Good versus Evil, Religion and the Occult, Love and Death Suggested literature links: M.R. James 'Oh Whistle and I'll come to you my Lad' (1904), Susan Hill 'The Woman in Black' (1983), Emily Bronte 'Wuthering Heights' (1847)
Alfred Elmore
On the Brink P.D108-1975
A young woman sits illuminated by moonlight on a window ledge. Behind her a shadowed figure of a man whispers to her. At her feet a torn betting slip indicating that her time spent at the casino behind her has left her indebted. What is the man proposing? How will she resolve her situation? What is her fate? This Victorian moralistic painting serves as a cautionary tale to young people on the many dilemmas that face them and that wise decisions can determine your future well-being.
You may wish to explore narratives from this point onwards, what does this young woman decide to do what is her future story? Or you might like to offer to simple answers to explore – she either says “yes” or “no” to the man….
Theme: Sex and gender, Fate and free will Suggested literature link: Thomas Hardy 'Tess of the D'Urbervilles', (1892)
John Everett Millais
The Twins PD.36-2005
Painted in 1876 as a commission by the artist paints and supplies manufacturer Hoare of his identical twin daughters Kate and Grace.
Ask students to consider how the different characters of the girls are represented by their clothing and expression and the objects around them. Why might twins be a curiosity in this era? Discussions around identity and image of the individual.
Themes: Dualism, the 'other self'. – Self portraits/portraits
Suggested literature link: Oscar Wilde 'Dorian Grey' (1890)
JW Turner
Beechwood with Gypsies P.D24-1981 and P.D25-1981
This intriguing painting explores the dark woods and among the trees you can just make out a group of people, a gypsy encampment with their cooking fire.
You could ask your students to explore a creative narrative about this scene, who has come across this gathering? What happens next? Why are they in the woods?
This painting is a good starting point for descriptive creative writing and poetry.
Theme: untamed nature, otherness, man and nature, superstition and magic, prediction and fate.
Suggested literature links: George Elliot 'Mill on the Floss' (1860), Charlotte Bronte 'Jane Eyre' (1847), Victor Hugo 'The Hunchback of Notre-Dame' (1831)
Other paintings in this gallery include various small landscapes.
In this painting by Ford Madox Brown he depicts the opening scene of Shakespeare's play 'King Lear, A tragedy'. Here we see King Lear, seated centrally, as he divides his kingdom of Albion into portions according to how much each of his three daughters profess to love him, and from this moment King Lear's life begins its descent into chaos.
Ford Madox Brown can also be explored in his biographical painting 'The Last of England'. Here he shows his fellow artist and friend Thomas Woolner as he embarks on emigration with his young wife Alice Waugh (sister of Holman Hunt's first and second wives ref. 'The Birthday') 'The last of England' is a self-portrait of Madox Brown and his second wife Emma and their child. Madox Brown had a tragic start to his life with the loss of his sister in childhood and then the death of his first wife to consumption after only a brief marriage. His second wife Emma suffered fragile mental and physical health.
Theme: Extreme emotions, sanity and stability, dispossession Suggested literature link: Shakespeare 'King Lear' (1606)
Dante Gabriel Rossetti Joan of Arc No.685
Theme: Fascination with the Arthurian legend and Medieval chivalry, re-enacting the past.
Suggested literature links: Chaucer 'A Knight's Tale, Pilgrims Progress' and 'Sir Gawain and the Green Knight', 14 th Century Epic. Alfred Lord Tennyson 'The Lady of Shallot' (1881)
Romantic Poetry and Paintings with Arthurian themes. E.g. John William Waterhouse 'The Lady of Shallot' (1880) Tate Collection, London.
Extended visit suggestions:
Gallery 31 Armoury
Armour and Weapons – executioner's sword (Case 5, object 12) Themes: Fascination with the Tudors, Spencer's epic poem 'The Faerie Queene' (1590) A time of magic, suspicion, persecution, murder, double dealings, execution and torture. Suggested literature links: Edgar Allan Poe 'The Pendulum and the pit' (1842)
Gallery 19 and 20 Egypt
Themes: Mysteries of 'otherness', Primitivism, Story of Isis and Osiris – the first mummification and the Creation 'Name' of Atum Ra
Gallery 29 and 28 Far Eastern/China
Themes: The intrigue and interest with 'the Orient', Chinese immigration sees the growth of communities in major cities, often references to China town, fascination with Asian religions. Empire and Colonialism.
Suggested literature links: Arthur Conan Doyle 'Sherlock Holmes' (1887)
Gallery 21 Greek
Themes: Prometheus, life/creation as part of human cultural psyche
Suggested literature links: Mary Shelley 'Frankenstein' (1818)
The Founders Entrance
Themes: Setting and theatricals and the main building. Also the furniture collection, clocks. Jewellery
Suggested literature links: M.R. James was Assistant Director, his study was in the Founders library at the Fitzwilliam, (1886)
Gallery 6, 7 and 8 Italy/Spain
Themes: Romance, passion and antiquity
Suggested literature links: The Romantic poets Byron, Shelley, Keats and the infamous Italian visit that led to Mary Shelley writing Frankenstein. | <urn:uuid:66019f41-141f-4664-8978-3d292a699116> | CC-MAIN-2018-05 | http://www-cm.fitzmuseum.cam.ac.uk/sites/default/files/learningresource/Gothic%20literature%20A%27%20Level.pdf | 2018-01-21T18:08:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00075.warc.gz | 395,771,236 | 2,699 | eng_Latn | eng_Latn | 0.9966 | eng_Latn | 0.997978 | [
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Popup Workshop: Supporting and Observing Children's Pop-up Design
Ph.D. Dissertation Proposal Susan L. Hendrix Department of Computer Science University of Colorado at Boulder 28 April 2004
Children and design
Thesis question
This proposal
The domain and previous work
The system
Evaluation
Contributions
Schedule
Overview
Children make physical objects and could use software help in designing them. But what sort of help? How much help?
Children's design
To examine design software for children, we need a domain–one that will be engrossing and fun for the child, and informative for the investigator.
Pop-ups are interesting
People enjoy them.
While everyone likes them, few people make them.
Can be very simple to make.
Children can and do make them.
Pop-ups in the classroom
Mathematical instruction:
iteration series
limits
fractals
Also have been used in writing and art classes at the primary level.
Pop-ups as design domain
Can be simple or complex.
Modular construction--made of simpler elements.
Constrained by physical rules in order to open and close smoothly .
Paper is strong, common and cheap.
Construction can be difficult for children–due to complex constraints.
There is no current flexible tool for children.
Thesis question
Can a computer-aided design system using constraint satisfaction algorithms, which present pop-up books and cards as dynamic objects, be created that will enable children to design pop-ups and that will add to our knowledge of the process of design and the features of software which support children's design?
Build a children's pop-up design system with animation using constraints and recording ability.
This proposal
Use this environment to study how children use it to design, how their designs change over time, and how their descriptions change.
Single-sheet
Pop-up elements
Applied
Element Constraints
single slit
parallel double slit
non-parallel double slit
Single-sheet elements
Hypergami, Javagami, MachineShop
Related work - software
3D Card Maker
Other related work
Glassner: Single-sheet elements and v-folds Formulas, not constraints Drag and drop interface
Lee: Mathematical treatment of v-folds
Popup Workshop Prototype
single-sheet elements add, delete, change, replicate
animation via simple constraint system
Major changes to prototype
Add save, open, print, and export
Better constraint system for animation
Add tool for recording (with redo and undo)
Add applied element type(s)
Evaluation
Think-alouds for system evaluation
Case studies
6-8 students
4th to 7th grade
Videotaped
Single student at a time
During case studies
Before the experiments
Conversation and construction
During the experiments
Work periods with tool and construction of pop-ups
After the experiments
Conversation and construction
System evaluation
Design process: order and type of operations
Analysis
Changes in designs and construction: novice vs. expert
Vocabulary:
From observations
Contributions - design tools
It will have created a tool which can be used by children to create pop-ups.
It will have shown that constraint systems can be used in modelling pop-up action.
It will have produced data to determine to what extent automated data collection and analysis can illuminate our understanding of computerized design tools.
Contributions - children's design
It will have produced data about the kinds of pop-up designs produced by children, and how they change over time.
It will have produced data about the design processes in paper engineering used by children.
It will have produced data about vocabulary and the change in vocabulary used by children in describing pop-ups.
Spring 2004 Propose Coding and testing
Summer 2004 Get HRC approval
Coding and testing Informal user testing Test protocols complete Find subjects
Fall 2004
User testing System modifications
Schedule
Spring 2005
User Testing
Begin analysis
Begin writing
Summer 2005
Finish analysis Write dissertation
Fall 2005
Write dissertation Defend dissertation
Michael Eisenberg Glenn Blauvelt Tamara Sumner
Thanks to
Eric Scharff Alena Sanusi Kirsten Butcher Leah Buechley
Supported by National Science Foundation Grant REC0125363 | <urn:uuid:400adc52-7661-4004-aa28-0a1afecd7fa4> | CC-MAIN-2018-05 | http://moosenoodle.com/labs/hendrix/dr_diss/slides.pdf | 2018-01-21T18:09:38Z | crawl-data/CC-MAIN-2018-05/segments/1516084890823.81/warc/CC-MAIN-20180121175418-20180121195418-00074.warc.gz | 234,419,558 | 868 | eng_Latn | eng_Latn | 0.90355 | eng_Latn | 0.994585 | [
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KnowItAll Training
108658-REV20241004 Copyright ©2024 by John Wiley & Sons, Inc. All rights reserved.
KnowItAll Software Training
Drawing Structures and Reactions
Drawing Structures and Reactions - 1
Drawing Structures and Reactions
How to Use ChemWindow to Create and Edit Structures
Purpose
The ChemWindow application is a full-featured 2-dimensional structure drawing program. You can use the ChemWindow application to create chemical structures that can be used throughout the KnowItAll Informatics System for searching, prediction and reporting chemical composition.
Objectives
This exercise will teach you:
- How to use basic ChemWindow tools to create and edit a structure drawing
- How to save a structure for further use
- How to send structure from ChemWindow to MS office documents
Background
Chemical structures can be used throughout the KnowItAll Informatics System for searching, prediction and reporting chemical composition.
KnowItAll Applications Used
* ChemWindow ®
2
-3
Begin a new structure drawing
| | | Action | Result |
|---|---|---|---|
| 1 | Click the ChemWindow icon in the Basics toolbox. | | |
| 2 | Select the Benzene Ring tool in the Main section of the Chemistry Toolbar. | | |
| 3 | Move the cursor into the drawing area, then click to draw a benzene ring. | | |
| 4 | If desired, use tools on the zoom toolbar to change the magnification. Note: Choose View > Zoom Toolbar to toggle the toolbar display. The ctrl + scroll function can also be used to zoom in and out quickly. | | |
KnowItAll Training
5
Use the Selection tool to select the structure and move it within the workspace.
Graphic handles appear when the structure is selected.
Drawing Structures and Reactions - 4
5
Add features to the structure
| | | Action | | Result |
|---|---|---|---|---|
| 1 | Select the Cyclopentane tool , then move the cursor to the highlighted bond on the benzene ring. | | | |
| 2 | Click to join a cyclopentane ring to the benzene ring. | | | |
| 3 | Open the Bonds group in the Drawing Toolbar and select the Inside Double Bond tool . Then use it to add a double bond to the structure. | | | |
| 4 | Select the Single Bond tool . Then move the cursor over the atom’s hit box as shown. Click to create a single bond. | | Note: If you don’t release the cursor, you can control the bond direction by dragging. | |
| 5 | Continue adding single bonds by clicking on hit boxes on atoms. | | | |
6
Use hot keys to add nitrogen and oxygen atoms
| | | Action | | Result |
|---|---|---|---|---|
| 1 | Move the cursor over the terminal carbon. Then press n on your keyboard. | | NH2 appears at the end of the bond. >> Note: Numbers are automatically displayed as subscripts when using hot keys, which are shortcut keys you can use to quickly label atoms. You can also use the atom label tool to add atoms to a drawing. However, unlike atoms added while using a bond tool, atoms in atom labels are not actually part of the structure and will not be included when calculating the mass or chemical formula. | |
| 2 | Repeat to replace a carbon atom with NH. | | | |
4
Without moving the cursor, press o on your keyboard.
5 Click to sprout another single bond.
Then press o on the keyboard to add a hydroxyl group.
6 Press o again to remove the hydrogen.
Note: When using a hot key, you can change the number of hydrogens attached to the atom by pressing the hot key repeatedly.
9
Save the structure
10
Edit the structure and use atom labels and atom tags
| | | Action | Result |
|---|---|---|---|
| 1 | Select the Eraser tool , then click to remove the hydroxyl. | | |
| 2 | Click to remove amino groups. | | |
4 Type uppercaseO.
Note: Atom labels are case-sensitive.
5 Move to the other atom and type uppercase NH3.
Note
: Numbers are automatically displayed as subscripts if the
Text
Style toolbar’s
Formula tool
selected.
Select thePositive Charge Atom Tag
tool to add a positive charge to the atom.
TIP
is
6
Clicking and dragging a charge allows you more control over the placement of the charge. You can also use the Lasso tool to move the charge.
| | | Action | Result |
|---|---|---|---|
| 7 | Repeat with the Negative Charge Atom Tag tool to add a negative charge to the oxygen atom. | | |
| 8 | Choose File > Save As to save the structure with file name tryptophan2.dsf. | | |
| 9 | Click the “x” at the bottom tab to close this drawing Click No at saving file prompt This would start a new blank ChemWindow screen. | | |
-13
Use pre-defined substituents
| | | Action | Result |
|---|---|---|---|
| 1 | • Draw the structure shown • Mouse over the atom (it is highlighted) | | |
| 2 | • Right-mouse-click to bring up menus • Choose Insert Pre-defined Substituent | | |
KnowItAll Training
Drawing Structures and Reactions - 16
5 Click the "x" at the bottom tab to close
this drawing.
Click No at saving file prompt.
This would start a new blank ChemWindow screen.
-17
Use Hotkeys
18
NOTE: You can copy structures and paste to MS office tools. This capability is discussed further in the next session.
Use OPSIN Name2Structure
Example 1 – chemical name
-19
KnowItAll Training
108658-REV20241004 Copyright ©2024 by John Wiley & Sons, Inc. All rights reserved.
4 Click the “x” at the bottom tab to close this drawing
Click No at saving file prompt
This would start a new blank ChemWindow screen.
Example 2 – common name
Repeat steps 1 – 4, now entering a common name such as cholesterol. ChemWindow displays it as a structure.
Drawing Structures and Reactions -21
Drawing Reactions
How to Use ChemWindow to Draw Reactions
Purpose
ChemWindow to create reactions and transfer them to MS tools as well as ReportIt application.
Objectives
This exercise will teach you:
- How to draw chemical reactions
- How to work with MS office tools
Background
Scientists can use the KnowItAll's ChemWindow application to create reaction schemes to reports. This capability is useful to anyone communicating the results of laboratory procedures.
Drawing Structures and Reactions -22
Training Files Used in This Lesson
C:\Users\Public\Documents\Wiley\KnowItAll\Samples\Re actions
* Reactant.dsf
KnowItAll Applications Used
* ChemWindow ®
23
Draw Chemical Reactions
| | | Action | Result |
|---|---|---|---|
| 1 | Click the ChemWindow icon in the Basics toolbox. | | |
| 2 | Navigate to File > Open, then navigate to C:\Users\Public\Documents\Wiley\Kn owItAll\Samples\Reactions. Select Reactant.dsf. Click Open. | | |
| 3 | Select the structure. | | |
OLE connection with MS Office tools
| | | | Action | Result |
|---|---|---|---|---|
| 1 | 1 | Select the structure object and copy it. | Select the structure object and copy it. | |
| 2 | | | Paste in MS Word. | |
| | | | Save the Word document. | |
| | | | Close KnowItAll. | |
NOTE: For complex text editing with structure and reactions, we recommend you transfer what is in ChemWindow to the ReportIt application. You can do this by using the
Transfer to: ReportIt function.
Mass Spectrometry Tools
How to Use the Mass Spectrometry Tools in ChemWindow
Purpose
This exercise demonstrates how to use tools specially made for Mass Spectrometry.
Objectives
This exercise will teach you:
- How to calculate Isotopic Distribution for a structure
- How to calculate elemental composition
- How to use the MS fragmentation tool
Background
Scientists can use the KnowItAll's ChemWindow application to add reaction schemes to reports. This capability is useful to anyone communicating the results of laboratory procedures.
108658-REV20241004 Copyright ©2024 by John Wiley & Sons, Inc. All rights reserved.
Drawing Structures and Reactions
Training Files Used in This Lesson
* Structure 2.dsf
KnowItAll Applications Used
* ChemWindow ®
Isotopic Distribution
| | | | Action | Result |
|---|---|---|---|---|
| 1 | 1 | Navigate to File > Open, then navigate to C:\Users\Public\Documents\Wiley\Kno wItAll\Samples\Reactions folder. Select Product.dsf. Click Open. | Navigate to File > Open, then navigate to | |
| | | | C:\Users\Public\Documents\Wiley\Kno | |
| | | | wItAll\Samples\Reactions folder. | |
| | | | Select Product.dsf. | |
| | | | Click Open. | |
| | | | | You can calculate Isotopic Distributions for a database record structure. |
| 2 | | Navigate to Chemistry > Make Stick Structure. | | |
Isotopic Elemental Composition
This tool is not associated with a database record structure.
30
2
Fill in elements and occurrences and
click
Calculate.
Combinations of elements are displayed.
32
MS Fragmentation | <urn:uuid:8e896874-2af5-4485-afd7-bea158f80101> | CC-MAIN-2025-08 | https://sciencesolutions.wiley.com/wp-content/uploads/2024/12/09_Training-Drawing_Structures_and_Reactions.pdf | 2025-02-19T20:48:15+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832267024.99/warc/CC-MAIN-20250219201440-20250219231440-00445.warc.gz | 451,046,782 | 2,280 | eng_Latn | eng_Latn | 0.977987 | eng_Latn | 0.987847 | [
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CHANGES ON EARTH
Layers of Earth
Under the Earth's crust is the layer called the mantle. The Earth's mantle is made of igneous and metamorphic rocks.
The inside layer of the Earth is called the core.
The Earth's core is made of metal. The Earth's core is so very hot, hot enough to melt but the center of the core is packed together so tightly it is solid. The outer section of the Earth's core however is hot, thick liquid.
Lesson Checkpoint:
What types of rocks make up the Earth's mantle?
Earth's Landforms
Landforms are many different solid features formed on top of the Earth's crust. Some also involve bodies of water.
A glacier is a slow moving large body of ice. An ocean is made up of saltwater. Oceans cover just about ¾ of the Earth's surface. A river is a natural flow of water that is larger than a brook or a creek. A lake is large body of still water surrounded by land. A coast is the land that is right next to the ocean that forms the coastline.
A valley is a low, narrow area that is formed by rivers and glaciers. A plain is a large, mostly flat area of land. A plateau is a plain that is up higher than all the land surrounding it. Sometimes you will find a plateau on a mountain.
A hill is an elevated land but it is not as tall as a mountain. A mountain is elevated land that reaches high above the Earth's surface and is larger than a hill.
Lesson Checkpoint: Which is taller, a hill or a mountain?
A volcano is an opening in the Earth's crust from which hot, melted rock forcefully comes out when pressure is built up inside the Earth. Magma is what we call the melted rock that is beneath the Earth's surface. When it bursts out of the volcano and flows on land we call that same molten rock lava.
Volcanoes erupt when magma is close to the Earth's surface and pressure builds up forcing the magma out of the Earth's crust.
Lesson Checkpoint: What is the difference between magma and lava?
An earthquake is a sudden shift in the Earth's crust that causes the ground to shake and vibrate violently. Most earthquakes happen near faults. Faults are large cracks in the Earth's crust.
Weathering is the process of rocks being changed over time by conditions such as rain, snow, ice, pressure. Rocks can change shape, size, or break into smaller pieces from weathering. | <urn:uuid:2434ccd4-3d0e-4ab7-80bc-c7e3b89519f9> | CC-MAIN-2025-08 | https://newpathworksheets.com/api/guide/study-guide-science-grade-3-changes-on-earth.pdf | 2025-02-19T22:03:26+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832267024.99/warc/CC-MAIN-20250219201440-20250219231440-00446.warc.gz | 375,845,941 | 514 | eng_Latn | eng_Latn | 0.998101 | eng_Latn | 0.998586 | [
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2007 At a Glance
U.S. Department of Education NCES 2009-486
Overview
The Nation's Report Card informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. NAEP provides a common yardstick for measuring the progress of students' education across the country. While each state has its own unique assessment, NAEP asks the same questions in every state – making national, state, and in some cases, urban district comparisons possible.
For over three decades, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. By collecting and reporting information on student performance at the national, state, and local levels, NAEP is an integral part of our nation's evaluation of the condition and progress of education. Only information related to academic achievement and relevant variables is collected. The privacy of individual students and their families is protected, and the identities of participating schools are not released.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.
NAEP is an integral part of our nation's evaluation of the condition and progress of education.
About At a Glance
The Nation's Report Card: 2007 At a Glance is a compilation of reprinted Executive Summaries from the reading, mathematics, and writing report cards based upon data collected in 2007. The reports provide national, state, and district-level results as well as trends for different student groups such as gender, race/ethnicity, students with disabilities (SD), English language learners (ELL), and socioeconomic status. At a Glance also takes a closer look at the types of students who participated in the 2007 assessments.
NAEP results are reported in two ways: by scale scores and achievement levels. Scale scores report what students know and can do on NAEP assessments. NAEP results are generally reported on 0-300 or 0-500 point scales. Because NAEP scales are developed independently for each subject, scores should not be compared across subjects or grades.
Achievement levels reflect what students should know and be able to do. Based on recommendations from policymakers, educators, and members of the general public, the National Assessment Governing Board establishes specific achievement levels for each subject area and grade. To provide a context for interpreting student performance, NAEP results are reported as percentages of students performing below the Basic level, at or above the Basic and Proficient levels, and at the Advanced level.
Many other studies are conducted under NAEP. Twelfth-grade NAEP results are used in the High School Transcript Study (HSTS) every four years. Other NAEP data contribute to the National Indian Education Survey (NIES) and other special studies. An overview of other major reports released in 2007 can be found at the end of the report.
National: All NAEP assessments provide national results.
State: At 4th and 8th grades, state-level NAEP results are reported in four subjects: reading, mathematics, science, and writing. States are required to participate in reading and mathematics every other year. Some 12th grade state results will be available in reading and mathematics after a 2009 pilot study.
Trial Urban District Assessment (TUDA): As a trial program, NAEP assessments are given to 4th and 8th grade public school students in select large urban districts. Results are available at the district level.
NAEP Achievement Levels
Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade.
Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter.
Advanced represents superior performance.
THE NATION'S REPORT CARD: 2007 AT A GLANCE 1
reading 2007
State and National Results at Grades 4 and 8
http://nationsreportcard.gov/reading_2007/
Statistics
Fourth Grade
Students assessed: 191,000
Schools assessed: 7,830
Student demographic breakdown:
White: 58%
Black: 16%
Hispanic: 19%
Asian/Pacific Islander: 5%
American Indian/Alaska Native: 1%
National School Lunch Program—Eligible: 41%
SD and/or ELL—Accommodated: 7%
National student participation rate:
Public: 94.6%
Private: 96.3%
National school participation rate:
Public: 99.7%
Private: 77.5%
Eighth Grade
160,700
Students assessed:
6,930
Schools assessed:
Student demographic breakdown:
White: 60%
Black: 16%
Hispanic: 17%
Asian/Pacific Islander: 5%
American Indian/Alaska Native: 1%
National School Lunch Program—Eligible: 37%
SD and/or ELL—Accommodated: 6%
National student participation rate:
Public: 91.9%
Private: 95.8%
National school participation rate:
Public: 99.7%
Private: 73.8%
2THE NATION'S REPORT CARD: 2007 AT A GLANCE
Executive Summary
Reading skills are improving for both fourth- and eighth-graders, particularly among lower- and middle-performing students. Many student groups made gains in both grades; however, these gains were not always accompanied by significant closing of racial/ethnic and gender gaps.
Students demonstrated their reading comprehension skills by responding to questions about various types of reading passages on the 2007 National Assessment of Educational Progress (NAEP) reading assessment. Reading abilities were assessed in the contexts of literary experience, gaining information, and performing a task.
A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 reading assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making both in the nation and in individual states.
Fourth-graders scored higher in 2007 than in all the previous assessment years. The average reading score was up 2 points since 2005 and 4 points compared to the first assessment 15 years ago. Higher percentages of students were performing at or above the Basic and Proficient achievement levels in 2007 than in previous years.
The average reading score for eighth-graders was up 1 point since 2005 and 3 points since 1992; however, the trend of increasing scores was not consistent over all assessment years. In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level.
White, Black, and Hispanic students in both grades make gains
As indicated on the chart below, White, Black, and Hispanic students all scored higher in 2007 than in the first assessment 15 years ago at both grades 4 and 8. However, improvements for minority students did not always result in the narrowing of the achievement gaps with White students. Only the White – Black gap at grade 4 was smaller in comparison to the gaps in 2005 and 1992.
Four states AND JURISDICTIONS maKe gains in reading at both grades
Female students outperform males
Patterns in improvement for male and female students varied by grade. Scores for both male and female students increased since 2005 at grade 4, but not at grade 8. In 2007, female students scored 7 points higher than male students at grade 4 and 10 points higher at grade 8. These gender score gaps were not significantly different from the gaps seen 15 years ago.
| Student groups | Grade 4 | | |
|---|---|---|---|
| | Since 1992 | Since 2005 | Since 1992 |
| Overall | | | |
| White | | | |
| Black | | | |
| Hispanic | | | |
| Asian/Pacific Islander | | | |
| American Indian/ Alaska Native | ‡ | | ‡ |
| Gaps | | | |
| Male – Female | | | |
| White – Black | | | |
| White – Hispanic | | | |
Indicates the score was higher or the gap increased in 2007.
Indicates the score was lower or the gap decreased in 2007.
Indicates there was no significant change in the score or the gap in 2007.
‡ Reporting standards not met. Sample size was insufficient to permit a reliable estimate.
1
Department of Defense Education Activity (overseas and domestic schools).
Compared with 2005,
4 states and jurisdictions (District of Columbia, Florida, Hawaii, and Maryland) improved at both grades,
13 states and Department of Defense schools improved at grade 4 only,
2 states improved at grade 8 only,
2 states declined at grade 8, and
30 states showed no significant change at either grade.
Differing patterns emerged when results were examined by the contexts for reading. For example, 5 of the 44 states and jurisdictions that showed no change in overall performance at grade 8 did show a gain in at least one of the three reading contexts.
reading 2007
Trial Urban District Assessment Results at Grades 4 and 8
http://nationsreportcard.gov/tuda_reading_2007/
Statistics
Fourth Grade
Students assessed: 20,400
Schools assessed: 790
Student demographic breakdown:
White: 14%
Black: 30%
Hispanic: 48%
Asian/Pacific Islander: 8%
National School Lunch Program—Eligible: 79%
SD and/or ELL—Accommodated: 1%-22%*
Eighth Grade
Students assessed: 17,100
Schools assessed: 560
Student demographic breakdown:
White: 14%
Black: 31%
Hispanic: 46%
Asian/Pacific Islander: 9%
National School Lunch Program—Eligible: 78% SD and/or ELL—Accommodated: 3%-17%*
* Indicates the range of percentages among participating TUDAs.
4THE NATION'S REPORT CARD: 2007 AT A GLANCE
Executive Summary
Reading achievement held steady or improved for most districts. At grade 4, the majority of the districts that participated in 2002 had improved scores in 2007. At grade 8, several districts had increases compared with 2005.
The results from the NAEP Trial Urban District Assessment (TUDA) make it possible to compare the performance of students in participating urban school districts to that of public school students in the nation, in large central cities (population over 250,000), and to each other.
About 37,000 fourth- and eighth-graders from the following 11 urban districts participated in the fourth reading Trial Urban District Assessment in 2007. Six districts at grade 4 and five districts at grade 8 participated in 2002, ten districts participated in 2003, and eleven in 2005.
Atlanta Chicago
Los Angeles
Austin Cleveland
New York City
Boston District of Columbia San Diego
Charlotte Houston
At grade 4
* Four districts showed score increases compared with 2002, two districts had higher average scores compared with 2005, and one district had a lower average score in 2007 compared with 2005.
* Five districts improved their 2007 percentages at or above Basic, and three districts improved their percentages at or above Proficient compared with 2002.
At grade 8
* Two districts showed increases compared with 2002, and four districts had higher average scores compared with 2005.
* Two districts improved their 2007 percentages at or above Basic compared with 2002, and two districts improved their percentages at or above Basic compared with 2005.
Changes in NAEP reading scores
| District | Grade 4 | | Grade 8 | |
|---|---|---|---|---|
| | Since 2002 | Since 2005 | Since 2002 | Since 2005 |
| Atlanta | | | | |
| Austin | — | | — | |
| Boston | — | | — | |
| Charlotte | — | | — | |
| Chicago | | | | |
| Cleveland | — | | — | |
| District of Columbia | | | | |
| Houston | | | | |
| Los Angeles | | | | |
| New York City | | | ‡ | |
| San Diego | — | | — | |
Indicates the score was higher in 2007.
Indicates the score was lower in 2007.
Indicates there was no significant change in the score in 2007.
— Not available. District did not participate in 2002.
‡ Reporting standards not met. Sample size was insufficient to permit a reliable estimate for New York City in 2002.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2007 Trial Urban District Reading Assessment.
Context for urban district results
It is important to examine the results for each of the districts by race/ethnicity and family income status. There is generally a higher concentration of minority (races other than White) and lower-income families in these urban districts than in the nation as a whole.
For example, Black and Hispanic students made up about 37 percent of fourth-graders in the nation, but between 55 and 93 percent of the fourth-graders across the 11 districts. At grade 8, between 47 and 100 percent of students in each of the participating districts were eligible for the National School Lunch Program (an indicator of poverty) in 2007, compared to 40 percent of eighth-graders nationally.
In many cases, when scores for only Black, Hispanic, or lower-income students in the districts are compared with their peers nationally, students in the districts score comparably or higher. Additionally, over time these student groups are making gains.
Gains made for racial/ethnic groups
At grade 4, compared with 2002 for the six participating districts, scores were higher for
* White students in one district, Black students in four districts, and Hispanic students in two districts, and
* all three racial/ethnic groups in one of the districts.
At grade 8, compared with 2002 for the five participating districts, scores were higher for
* Black students in one district and Hispanic students in one district.
Lower-income students in some districts outperform peers in nation
When results for only lower-income students in 2007 were compared at grade 4
* four districts had scores that were higher than or not significantly different from the score for lower-income students in the nation, and
* seven districts scored lower.
When only scores for lower-income students were compared at grade 8
* six districts had scores that were not significantly different from the score for lower-income students in the nation, and
* five districts scored lower.
Performance in many districts higher than or similar to large central cities
In 2007, fourth-graders in Austin, Charlotte, and New York City scored higher on average than students in large central cities, while those in Chicago, Cleveland, the District of Columbia, and Los Angeles scored lower. Scores for fourth-graders in the other four districts were not significantly different from the score for students in large central cities.
Eighth-graders in Austin and Charlotte scored higher on average in 2007 than students in large central cities, while students in Atlanta, the District of Columbia, and Los Angeles scored lower. Scores for eighth-graders in the other six districts were not significantly different from the score for students in large central cities.
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Rights and Responsibilities
What are they and how are they connected?
In Australia, we enjoy many rights and freedoms that are a normal part of everyday democratic life. We can seek legal recourse if we are not paid fairly for the work we do, live without discrimination, be married if we choose and to whomever we choose, can start a family, and follow the religious practices of our choice.
But what is a right in comparison to a responsibility and how are they connected?
Rights
Responsibilities
Rights are entitlements individuals hold that are protected by law or morality.
They can be:
* Positive – the entitlement to do or have something
* Negative – the entitlement to be free from something (sometimes called 'freedoms')
* Individual – belonging to the person
* Collective – belonging to a certain group
In a democracy, many rights entitle citizens to be involved in the running of the country, including the right to vote, the right to speak freely, the right to protest and the right to be elected as a member of parliament. We also have other rights that allow us to live freely, such as the right to education, the right to own property and the right to be treated equally.
These rights give us the ability to choose how we want to live, and to do so without discrimination. However, where we have rights, we also have responsibilities.
A responsibility is a duty or obligation to act in a certain way and is governed by law or morality.
They can be:
- Positive – the duty to do specific, identified things.
- Negative - the duty not to do something.
When we exercise our rights, we must also consider how enjoying our rights might impact on other people's access to their rights. We have a responsibility to ensure that other people can exercise their rights equally. We have an individual and collective responsibility to ensure that people act in ways that respect the rights of other people, fostering safe and respectful communities.
Rights are not absolute and there are times when the government also has a responsibility to introduce (and enforce) laws that limit certain rights to protect other rights and prevent violations.
Example: The Right to Freedom of Speech
Freedom of speech is a fundamental human right. It includes the freedom of thought, the freedom of receiving and giving information, freedom of conscience and freedom of expression. Importantly, it includes the right to express your opinion and explore different perspectives even when other people, including those in power, may disagree. In Australia, freedom of speech is an inherent right protected by common law. In international law, the right to freedom of opinion and expression is protected by articles 19 and 20 of the International Covenant on Civil and Political Rights (ICCPR).
Freedom of speech also has responsibilities. While we have the right to speak freely, we must exercise this right responsibly, respecting others' rights and refraining from limiting other human rights (such as the right to privacy, the right to be free of discrimination or the right to feel safe). At an individual level, this can be achieved by respecting the right of others to have their opinion and views, even if they differ from your own.
In a democracy, the government also has a collective responsibility regarding freedom of speech. The government must ensure citizens are free to express their thoughts, debate ideas and highlight issues regarding those in power.
The Government may also, at times, limit and restrict freedom of speech to protect other human rights. They do this by creating laws that can regulate serious abuses which are then administered by the Courts. For example, the Racial Discrimination Act 1975 (Cth) makes it unlawful to "do an act reasonably likely to offend, insult, humiliate or intimidate another person or group if the act is done because of the race, colour or national or ethnic origin of the person or group".
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The following 10 pages hold a complete set of the forms featured in the book on pages 146–155 but enlarged, suitable for printing A4 / letter size
| Checking it out |
|---|
| Your best guess about the student’s just-right |
| Student’s actions |
| What’s going on? |
Increasing Experiences of Negotiation
Date:
PRENEGOTIATION
How much negotiation occurs between my students and me? (circle one)
a little
some
a lot
1 2 3 4 5 6 7 8 9 10
How much negotiation would my students say occurs in our class?
a little
some
a lot
1 2 3 4 5 6 7 8 9 10
How much negotiation would I like to occur between my students and me?
a little
some
a lot
1 2 3 4 5 6 7 8 9 10
What aspects of the school and classroom program are nonnegotiable?
1.
2.
3.
4.
5.
What aspects of the school and classroom program can be negotiated?
1.
2.
3.
4.
5.
What will I negotiate first?
Do I have an outcome I would prefer? YES
NO
If yes, what is my preference?
What will I do if students suggest things I'm not entirely happy with?
When will I conduct the negotiation?
How long do I expect the negotiation to take?
What sorts of questions will I ask during the negotiation?
POSTNEGOTIATION
My overall impression was that the negotiation session was:
unsuccessful somewhat successful very successful Generally, I was happy with the way I:
To improve future negotiations I could:
The next thing I will negotiate is:
I will conduct this negotiation on:
My goal for this lesson is to experience myself:
The standards I will be using to measure how effectively I control these perceptions are:
In this lesson I will be providing opportunities for students to control what variable?
To what extent do students already perceive this variable?
Are students able to remember this variable? YES NO
What evidence is there for this?
Is there a reference state of this variable? What is it?
YES NO
What opportunities will I provide students to experience this reference state?
Are the students able to compare the reference state to other states of this variable? YES NO
What opportunities will I provide for students to make these comparisons?
Are the students able to make the necessary adjustments to ensure what they perceive is kept in its reference state? YES NO
What opportunities will I provide for students to make these adjustments?
How much grooving have students been able to do to practice keeping this variable in its reference state?
a little
some
a lot
What grooving opportunities will I provide for students to practice keeping this variable in its reference state under different conditions?
What information did I obtain from this learning opportunity that I will use to help me plan subsequent opportunities?
HOW?
Assessment Form
PRE-ASSESSMENT
Control of what variable am I interested in assessing?
Is the student I am assessing a willing participant in the assessment process? YES NO
What is the reference state for this variable?
What are some ways I can disturb this variable?
What should I observe from the student if they are able to oppose the disturbances?
POST-ASSESSMENT
What did I observe from the student?
What hypotheses seem reasonable in explaining my observations?
What opportunities can I now provide this student to help them improve their ability to control this variable?
My goal for this term is:
Achieving this goal is important to me because:
To know that I have achieved this goal I will need to:
Achieving this goal is important to me because:
To know that I have achieved this goal I will need to:
How close am I to achieving my goal?
10
9
8
7
6
5
4
3
2
1
0 1 2 3 4 5 6 7 8 9 10
Week
Weekly Planning Sheet
My goal for this week:
It will help me achieve my term goal because:
I will get more of what I want in class if I achieve this goal because:
I will know I'm achieving my goal when:
Monday need to improve
OK
doing great
1 2 3 4 5 6 7 8 9 10
Tuesday
need to improve
OK
doing great
1 2 3 4 5 6 7 8 9 10
Wednesday need to improve
OK
doing great
1 2 3 4 5 6 7 8 9 10
Thursday
need to improve
OK
doing great
1 2 3 4 5 6 7 8 9 10
Friday
need to improve
OK
doing great
1 2 3 4 5 6 7 8 9 10
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WORLD WAR II LESSON PLANS
Lesson 4––Edging Toward War
by Michael Hutchison
Overview/Description
In this lesson, students will analyze two letters written by Norman Vandivier during his training as a carrier pilot on board the USS Enterprise. In these letters, Vandivier discusses the worsening situation in Europe along with training and family concerns.
Grade Level
High School
Learning/Instructional Objectives
Students will be able to:
* • understand how increasing tensions in international conflicts affected American servicemen and their concerns about possibly going to war
* • understand the technological demands involved in maintaining a carrier-based strike force
* • understand how concerns about the home front affected servicemen and women prior to the Japanese attack on Pearl Harbor
Academic Standards for the Social Studies
* • Indiana Standards: USH 5.2, USH 5.3, USH 5.6, WH 8.4 and WH 9.2 (as of Oct. 1, 2008)
* • National Standards (National Council for Social Studies): III People, Places, and Environments; VI Power, Authority, and Governance; and VIII Science, Technology, and Society
Social Studies/Historical Concepts
World War II, airplane, Lend-Lease Act, U.S. Navy Air Corps
Time Required
One to two class periods (approximately 50 to 55 minutes each)
Materials Required
* • Study guide for each student
* • Copies of letter from pilot Norman Vandivier to his parents, dated February 12, 1941. IHS Digital Library, Item ID: M0828_BOX1 _FOLDER12_2-12-1941 (accessed Aug. 8, 2011).
* • Copies of letter from pilot Norman Vandivier to his parents, dated March 12, 1941. IHS Digital Library: M0828_BOX1_FOLD- ER12_3-12-1941 (accessed Aug. 8, 2011).
Background/Historical Context
As tensions mounted in Europe and Asia during the early 1940s, Americans tried to remain neutral. However, it was difficult to remain neutral
Copyright 2008, Rev. 2011 Indiana Historical Society All rights reserved
This is a publication of the Indiana Historical Society, Eugene and Marilyn Glick Indiana History Center, 450 West Ohio Street, Indianapolis, IN 46202-3269 USA. Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Public Programs Division, Indiana Historical Society. Teacher Resource available online: http://www.indianahistory.org/.
1World War II• Lesson Plans •
Lesson 4––Edging Toward War • Indiana Historical Society in thought as well as deed. Many Americans had relatives in nations at war, and it was difficult for them not to take sides.
Many Americans had family in the peacetime armed forces as well. For military personnel as well as their families, the possibility that the United States would go from being a neutral nation to a belligerent nation was indeed frightening. Still, soldiers and sailors such as Vandivier continued to train and prepare for war.
As Vandivier continued to train as a carrier pilot, he frequently wrote home to his parents, describing life on his ship, his flying experience, and asking how things were on the family farm or inquiring about the health of family members.
Lesson Procedure
Introduce the lesson by having students discuss what factors and events were occurring by mid1941 that might have convinced many that war was inevitable. The teacher may wish to direct students to specifically discuss the Lend-Lease Act, which provided U.S. military and economic aid to countries fighting the Axis powers in World War II, as well as other conditions and interests that might have influenced U.S. policy regarding involvement in the war.
Distribute copies of the study guides as well as copies of the letters Vandivier wrote to his parents on February 12 and March 12, 1941. Direct students to answer questions based on information from the letters as well as their own background knowledge. If needed, students should be allowed to use other resources, such as their textbook, to answer the questions.
Allow sufficient time for students to complete the study guide. After completion, students should be prepared to share their responses as directed with other students in the class.
Assessment
The teacher should develop a rubric on their own to adequately gauge student achievement. This should include evaluation of historical accuracy, spelling, grammar, and ability to interpret information.
Enrichment Activity
Throughout 1941, many became convinced that war would be inevitable, although they did not want to see that come to pass. Have students investigate U.S. policy toward the Axis and Allied nations in 1941, as well as passage of legislation that tended to support one side over the other, such as the Lend-Lease Act. (Although the U.S. proclaimed neutraility in 1941, the passage of this act empowered President Roosevelt to provide assistance to any country whose defense he deemed vital to the defense of the U.S.) Once they have researched the period, students can write newspaper editorials in which they either support or criticize evolving U.S. foreign policy regarding the conflict.
Study Guide Questions with Suggested Answers
Note: In some instances, several possible responses may answer the question. In those cases, the teacher may wish to accept any reasonable answer which seems correct.
1. From what location is Vandivier writing this letter?
He is "at sea" aboard the USS Enterprise.
2. In the opening paragraph of the letter dated February 12, 1941, Vandivier notes that the annual military inspection was suddenly canceled. Why was it canceled? Why was this a surprise to Vandivier?
Students will probably need to look further in the letter to see Vandivier's remark that the Enterprise will be taking on a load of army planes in California, then go to the Navy Yard in Bremerton, Washington, for a six-week overhaul. He notes,
"in the meantime, we get new planes here at San Diego and work on getting the 'bugs' out of them." Vandivier related that it was unusual for the Navy to do something (like cancel the inspection) on the spur of the moment, so he was surprised when the inspection was canceled and the Enterprise was ordered back to the U.S. mainland.
3. In this letter, Vandivier mentions noticing a difference in the attitude of all the men, as well as his own attitude. To what does he attribute this change in attitude? Why would this event cause a change in attitude aboard ship?
Vandivier mentions that "you can really see a difference in the attitude of all the men as we get close to the USA. I might even say I that I feel better at the thought of staying here for a couple of months."
Students may have different views regarding the change. Some may simply feel it was good for the sailors to get back to land after a long time at sea. Others may feel the sailors were homesick. Still others might note that the deteriorating situation in Europe and Asia would concern sailors and soldiers, and they may felt safer being close to American shores.
4. What does Vandivier mean by getting the '"bugs" out of the new planes? What evidence does he give to support his statement that "we [the Enterprise] had a very rough crossing this time"?
Vandivier notes that "any new type of plane always has a lot of little changes that have to be made before they can stand up under service and carrier operation."
Evidence that supports Vandivier's claim that the crossing was rough includes his mention of having to "use that board to keep from rolling out of our bunks. Even then it isn't very relaxing to try to sleep while hanging onto the bunk with both hands to keep from hitting the wall so hard."
5. Vandivier mentions on page 2 and 3 of his letter that he had a firsthand view of "the most spectacular crash that I can imagine." Who was involved in the crash? How does Vandivier describe what happened? What happened to the pilot? What does Vandivier say about the quality of the airplane? Why do you think he mentions this?
The pilot involved in the crash was Fred Weber, "a Chicago boy & member of my squadron." Vandivier notes that Weber's plane took off, rolled over on its back and went straight down into the water from an altitude of about 80 feet."
Vandivier noted that Weber told him that all he got out of it was "a stiff neck, a sprained wrist and a scratch on the chin."
Vandivier compliments the plane, noting that while the plane sank in about 30 seconds, "it is really wonderful what those planes will take and still protect the occupant." He may have written this simply to commend the construction of the plane, or he may have written this to assure his parents that he was safe while flying the plane and practicing bombing maneuvers.
6. Next, look at the letter dated March 12, 1941. Vandivier notes that "the only trouble is that I can't do this job at home." To what job is he referring? Why is he glad that it isn't going on "around our home"? What do you think Vandivier is talking about when he mentions "sticking our necks out"? What conclusions can you make about Vandivier's view?
Vandivier means that there is "no bombing and gunnery going on around our home." He adds that "if we get good enough maybe we can scare them so there will never be any danger of it."
Vandivier mentions, "It seems to me that we came pretty close to sticking our necks out when they passed that bill." While he doesn't specifically mention the subject of "the bill," he may be referring to the Lend-Lease Act that Congress passed the day before Vandivier wrote this letter.
Students may note that Vandivier may have felt that Lend-Lease legislation allowing U.S. military and economic aid to countries fighting the Axis powers would do exactly what President Franklin D. Roosevelt wanted, which was to get around the Neutrality Acts by lending ships and supplies to Britain that would be returned after the war. Vandivier may have believed that Lend-Lease would bring Americans into the war.
7. Vandivier compares his training at this point to what he underwent while stationed at Pensacola, Florida. How does he compare his training and the planes between Pensacola and carrier training?
He notes that the planes he is flying "are heavy and not so acrobatic, therefore they are not so easy to handle as the ones we trained in at Pensacola." He also mentioned, "we also use more difficult approaches here than we did there."
8. Vandivier writes about the "new planes" being assigned to the Enterprise, noting that there are problems with them. What problem did these planes have? What was the result of these problems on the planes? How did they plan to fix this?
The planes had problems with an engine spacer breaking up. This caused several engine failures and forced landings. Vandivier noted that they had to pull the engines out of all of the planes and send them back to the factory for a change.
9. Based on what you have read in the two letters, how much interest do you think Vandivier has in world and political affairs? Why do you think he would have an interest?
Vandivier seems to have a substantial interest in political and world affairs. His reference to the Lend-Lease Act as well as several instances where he mentions what is happening on the war front or in England, are examples of his background, knowledge, and interest. Based on his educational background, as well as the possibility that he could be fighting in the war in the near future, he may also have developed a heightened interest.
10. What sort of advice does Vandivier give his mother at the end of the March 12 letter? Why do you think he might be telling his mother this? What conclusions can you make about Vandivier based on this?
Some students may feel that Vandivier's mother may be concerned about her son's safety, which would probably be accurate. Some students may believe Vandivier's mother could have suffered from some sort of heart condition or nervous system problem (in fact, she had an ulcer). Most students would note that Vandivier was a caring son and wished he could be home to help his parents around the farm.
"Edging Toward War" Study Guide
Directions
Read over the two letters written by Norman Vandivier. After you have read each letter, answer the following questions. Refer back to the letters to refresh your memory or look for more information, and you may also use your textbook to assist you.
5 World War II • Lesson Plans • Lesson 4––Edging Toward War • Indiana Historical Society
1. From what location is Vandivier writing this letter?
2. In the opening paragraph of the letter dated February 12, 1941, Vandivier notes that the annual military inspection was suddenly canceled. Why was it canceled? Why was this a surprise to Vandivier?
3. In this letter, Vandivier mentions noticing a difference in the attitude of all the men, as well as his own attitude. To what does he attribute this change in attitude? Why would this event cause a change in attitude aboard ship?
4. What does Vandivier mean by getting the “bugs” out of the new planes? What evidence does he give to support his statement that “we (the Enterprise ) had a very rough crossing this time”?
5. Vandivier mentions on page 2 and 3 of his letter that he had a firsthand view of “the most spectacular crash that I can imagine.” Who was involved in the crash? How does Vandivier describe what happened? What happened to the pilot? What does Vandivier say about the quality of the airplane? Why do you think he mentions this?
6. Next, look at the letter dated March 12, 1941. Vandivier notes that "the only trouble is that I can't do this job at home." To what job is he referring? Why is he glad that it isn't going on "around our home"? What do you think Vandivier is talking about when he mentions "sticking our necks out"? What conclusions can you make about Vandivier's view?
7. Vandivier compares his training at this point to what he underwent while stationed at Pensacola, Florida. How does he compare his training and the planes between Pensacola and carrier training?
8. Vandivier writes about the new planes being assigned to the Enterprise, noting that there are problems with them. What problem did these planes have? What was the result of these problems on the planes? How did they plan to fix this?
9. Based on what you have read in the two letters, how much interest do you think Vandivier has in world and political affairs? Why do you think he would have an interest?
10. What sort of advice does Vandivier give his mother at the end of the March 12 letter? Why do you think he might be telling his mother this? What conclusions can you make about Vandivier based on this? | <urn:uuid:79a22970-c5b4-4069-9b88-cca0e5307790> | CC-MAIN-2017-17 | http://www.indianahistory.org/education/for-teachers/curriculum/additional-curriculum/world-war-two/WWII%20Edging%20Toward%20War.pdf | 2017-05-01T06:14:38Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00250-ip-10-145-167-34.ec2.internal.warc.gz | 558,770,189 | 3,281 | eng_Latn | eng_Latn | 0.995611 | eng_Latn | 0.999018 | [
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In the Name of God, the Most Merciful, the Most Kind
June 29, 2016
Schools must have Co-curricular Activities
Co-curricular activities ensure a balance and wholesome personality development. They make children well-adjusted physically, mentally, emotionally and socially. They are helpful in moral training. Children find opportunities to decide and choose the right things and to learn the great values of self-control and moderation. Through the community life of games and activities, the children learn an inner discipline which remains with the children as a directing and restraining influence when they are away from the school. Students, through co-curricular activi ties, develop a sense of cooperation. They study, work, play and visit together and co-operate with each other. So a spirit of teamwork and coordination develops among them.
The aim of education is not only to impart some factual knowledge to the students but to ensure their overall and balanced develop ment. Children do not need only mental development but also physical, social, moral and emotional one. All these needs cannot be met only with book reading. They need specific activities to satisfy these needs. And, these needs can be satisfied through proper co-curricular activities. Unfortunately, different schools in our country do not realize these facts. Both the public and private schools in Afghanistan lack facil ities and even the will to give proper preference to co-curricular activi ties. The public schools are mostly irresponsible in this regard, while the private schools have their businesses to pursue. Therefore, the schools in our country require to have a comprehensive co-curricular programs as they ensure proper development of the students.
By taking part in co-curricular activities pupils realize the relation of the society to the individual and of the individual to the society. The pupil becomes a member of the group and thus he learns universal brother hood, true democracy and cooperation. In fact, schools can become a sort of primary training ground for democracy. They should be orga nized and administrated on democratic lines. This will help students to become active citizens and to develop civic sense.
One of the most important aspects of the co-curricular activities is that it will inculcate discipline among the students. Every activity has some rules and regulations. During these activities students abide by these rules and regulations and they become well-disciplined. The same dis cipline learning can support students to develop a sense of respect for discipline in other spheres of life.
Co-curricular activities retain not only the physical health but also the mental health of the students. By doing regular exercise their bodies become healthy, which ultimately generate healthy minds. At the same time because of the psychological training involved in such activities the students get ample chances of improving their mental health.
Most of the co-curricular activities are performed in the form of teams and groups which need a leader. So leadership qualities are created in the students. And, when students spend their spare time in constructive and positive activities, their time is saved to be wasted or spent in de structive and negative work. Moreover, during co-curricular activities students attend different matches and compete with each other in order to win these matches. Thus, they develop a sense of competition which is of great help in their future life.
Students can also be allowed to organize unions and associations for different sorts of purposes, for example, art council etc. These unions and associations can help students in their social lives in future.
There are different sorts of activities that can be adopted as co-curricular activities by the schools in Afghanistan. One of them is school assembly. By arranging school assembly, the students get together, recite verses from Holy Quran, sing national anthem and raise national flag. These all acts will develop a sense of patriotism among the students.
Sports and games form an integral part of co-curricular activities. There fore, the schools must ensure that they have enough space for sports activities. Unfortunately, most of the schools in our country only have some classrooms while there are many others that even do not have classrooms, as well.
The government authorities, particularly Afghanistan Ministry of Edu cation requires to have a proper check on the schools and ensure that they include co-curricular activities in their programs. Limiting the stu dents only to the books will limit their thinking horizons and at ulti mately deprive them of different skills and advantages which they have the potential and, at the same time, the right to learn. In the run for quantity, mostly the quality has been ignored in education sector in the country. Many public and private schools have been established only to increase the number of the schools and the students attending them, not to generate proper education and personality development of the students.
Different sorts of competitions like debate, quiz, writing and many others can support students in developing their skills like oratory and speaking skills and show their different sorts of talents, as well. They will also enable them to express themselves freely and confidently.
A Glance At Challenges Of Afghan Women
By Mohamad Zahir Akbari
schools in villages; lack of proper education infrastructure; lack of personal security; and lack of female teachers, to name a few. There are also socio-tribal beliefs that consider educa tion unnecessary or even hazardous for women, further pre venting girls from attending schools. Even in seminaries, the number of female students is very low due to lack of interest in women's education and lack of female religious teachers. Other impediments such as violence against women, underage marriages, forced marriages, economic problems, considering girls as temporary family member and marriage as a solution to family disputes (known as baad), also hinder them from ed ucation. In addition, lack strong commitment to National laws and modern values along with coming warlord Gulbadin Hak matyar created new concerns for women community. Lack of Job Opportunities
These problems are interconnected and have reciprocal effect on each other – making lasting solutions even more difficult. According to past surveys, lack of education for women is consistently seen as the biggest problem. Only 23.5 percent of the population above 15 years old is literate, while the rate for women is even worse at 12.6 percent. At 36 percent, Afghani stan's enrollment of girls in primary schools is low compared with 90.4 percent in Iran, 67 percent in Saudi Arabia, and 62 percent in Pakistan.
In spite of above critical conditions, Afghanistan has experi enced a few major achievements in the education sector for women, including the adoption of certain written guarantees in the national constitution (Article 44) regarding development of balanced education for women; the enrollment of 2.2 million girls in primary schools (extraordinary in Afghanistan's his tory); and permission to establish higher education institutes in specialized fields and basic literacy schools (Article 46).
From 31 percent up to 35 percent unemployment is cited as the second biggest problem Afghan women face. A separate study indicated that only a quarter of government positions are occu pied by women. Although Article 48 of the constitution stipu lates that every Afghan has the right to work, the government does not pave the way for women to gain positions in govern ment. Other factors also contribute to unemployment, such as low literacy rates and professional skills among women; dis agreement over a woman's right to work outside of the house in most uneducated tribal area. Parents often hold a double standard regarding children's education, with more attention given to the education of boys than to girls as boys are consid ered to be the permanent member of the family.
Despite impressive efforts made since 2001, and some significant strides in education, in many ways things remain extremely difficult for women. All major social indicators continue to show a consistent pattern of women's challenges in nearly all dimensions of their lives and Afghani stan remains one of the worst countries in the world to be born as a woman. However, since 2001, 2.5 million girls have re turned to school but the political instability intensified issues as if they are suffering unprecedented frustration. Illiteracy among women remains high (87.4 per cent); only 6 per cent of women over the age of 25 have a formal education, resulting in gaps in the labor market. Due to severe restrictions on mobil ity, only 8 per cent of women are involved in wage employ ment outside the agricultural sector. Women's mortality rate is higher than men's, even when factoring in male combatants as evidenced in the fact that life expectancy is 48 years for men and 44 years for women. Violence against women and girls re mains endemic, with severe consequences for women's edu cation, health, security, mobility, unemployment and political empowerment.
Only 40% of Afghan girls attend elementary school, and only one in 20 girls attend school beyond the sixth grade. There are approximately three times more boys attending school than girls. Many Afghan families will only permit their daughters to attend all-girls schools close to home and few such schools exist. Other families believe it is unnecessary for girls to be educated. Schools for girls have been burned down, hundreds of teachers educating girls have been threatened or killed, and girls and have been physically harmed while attending or walking to or from school. Many men were killed in the armed conflicts, and older husbands are likely to die sooner than their child brides.
Lack of Security
Early Marriage Almost 60% of girls are married by 16 and it is estimated that up to 80 percent of marriages in poor rural areas are either forced or arranged. Most girls marry far older men — some in their 60s — whom they meet for the first time at their wedding. The implications of child marriage cannot be underestimated. Married girls do not continue their education and remain il literate. They have babies while still young teenagers, increas ing health problems and risking death for themselves and their children (the risk of death during pregnancy or childbirth for girls under 14 is five times higher than for adult women).
Risk of kidnapping, explosions and poisoning can also cause to prevent from education and force them into early marriage. moreover, Ruling talibanized ideology such as insisting wom en and girls stay at home, and can only leave if they are fully covered and accompanied by a male relative.
However, many written guarantees have not implemented yet and many obstacles lie ahead, such as local traditions and discriminations against women's education; lack of female
Accordingly, the major indicators show that almost 40% of Afghan women are extremely isolated. They are exceptionally in need to draw the attention of international community and the government of Afghanistan. Education can be suggested as one of the best strategies to more empowerment and indepen dence of women in a man dominating country.
Mohammad Zahir Akbari is the permanent writer of the Daily Outlook Afghanistan. He can be reached at mohammadzahirak email@example.com
The U.S. Strategy on Afghanistan under a possible Trump or a likely Hillary
By Naser Koshan
Exclusive for the Daily Outlook
sanctuaries. Since the former president Hamid Karzai put an end to the U.S. aerial strikes on Taliban in Afghan villages, Tal iban have been using locals as human shields and effectively ambushing local and foreign soldiers, thus causing immense casualties to the indigenous armed forces.
Fifteen years on, Afghanistan still struggles with a lagging eco nomic growth, a critical unemployment rate, and an increasing social disparity. The distribution of wealth among its citizens is at large in dismay and the growing distance in earned in come between the middle class and the rich is growing at an alarming rate. Extortions, kidnappings, state bureaucracy, and uncertainty in the political system have forced businessmen to fear for their life, move assets abroad, and invest outside the country.
As we get closer to the general elections in the U.S. presidential race, both the presumptive nominees are placing Afghanistan as a top priority on their foreign policy agendas. Afghanistan, considering its current political status quo will pose a great importance to the administration leading the highest office in the country. Both the republicans and democrats, have a unanimous consensus on dealing with the Afghan leadership on closer terms, and laying out a cred ible timeframe for the leaders in Kabul to straighten up their acts and start working vigorously to eliminate corruption and fulfill their campaign promises.
Evidently, the U.S. has huge stakes in Afghanistan's stabil ity. First, the world can not afford another 9/11 originating from Afghanistan; secondly, the country being turned again as a congregation hub for international terrorist movements rings a devastating alarm to the stability of not only Afghani stan and its far and distant neighbors, as well as; the U.S. and its allies around the globe, to minimize this potential threat, the U.S. has a strategic and moral responsibility to contain this menace, and strengthen its presence in the country for a fore seeable future.
Unfortunately, upon the formation of the NUG in Afghanistan in early 2015, the prospects for viable economic development and social welfare seem meager, resulting to an influx of mi gration, forcing thousands of educated young Afghans leave the country in search of a better and secured life, contribut ing to the already dilemma of brain drainage in the country. Both the stakeholders in the government thus far have failed to address these issues on a serious note and sketch policies and time bound frameworks to tackle these concerns and start delivering tangible results.
Candidate Trump, previously on several occasions has sup ported the U.S. invasion of Afghanistan, deeming it necessary and key to the U.S. national security interests. He has expressed his deepest concerns over the way the U.S. has conducted itself in going after the rogue elements within the country, and has promised tougher actions on defeating and eliminating groups posing a credible threat to the U.S. national security and that of its strategic partner Afghanistan. Mr. Trump has periodically criticized president Obama on his lack of leadership in dealing with terror groups such as the Taliban and Haqqani network, the later directly responsible for several deadly attacks on U.S. military personnel and diplomatic sites across Afghanistan.
Candidate Hillary, on the other hand, both as a veteran politi cian and seasoned stateswoman have worked closely with the former Afghan administration and as former secretary of state has traveled to Afghanistan on numerous occasions. She right fully understands the importance of a stable Afghanistan; she will hold both the political power and firm intentions to keep the leadership in Kabul in check and require them to work tirelessly to contain corruption and bring about tangible socioeconomic reforms.
No doubt, president Obama's recent order to give U.S. military based in Afghanistan special permission to conduct airstrikes and target Taliban leadership and fighters in the country can be a game changer and very effective in dismantling their safe
Last but not least, no matter who emerges victorious in the U.S. presidential race in November, Afghanistan considering its current status quo and volatile political future will remain a top priority for the upcoming commander – in - chief in the white house.
Meanwhile, Afghanistan as both a strategic partner and a cosigner on the BSA (Bilateral Security Agreement) with the U.S. has even a bigger commitment to secure its borders and de liver with utter accountability and time-bound deliverables to its citizens.
Naser Koshan is a freelance Afghan columnist based in Wash ington. He can be reached at firstname.lastname@example.org
Chairman / Editor-in-Chief: Dr. Hussain Yasa Vice-Chairman: Kazim Ali Gulzari Email: email@example.com Phone: 0093 (799) 005019/777-005019 www.outlookafghanistan.net
The views and opinions expressed in the articles are those of the authers and do not reflect the views or opinions of the Daily Outlook Afghanistan. | <urn:uuid:8873f4b5-6b82-44b4-acc2-8ecb11bd50bf> | CC-MAIN-2017-17 | http://outlookafghanistan.net/assets/epaper/June%2029,2016/EDITORIAL.pdf | 2017-05-01T06:11:55Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00257-ip-10-145-167-34.ec2.internal.warc.gz | 286,217,731 | 3,266 | eng_Latn | eng_Latn | 0.998438 | eng_Latn | 0.998438 | [
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Watch for mites as the weather warms
By Steven D. Frank
Meet the perp
#1 Twospotted spider mites, Tetranychus urticae, are the most common spider mite pest in greenhouses. Adults are yellowish with a large black spot on each side. Twospotted spider mite eggs are round and pale yellow. Spider mites also produce silk webbing that accumulates shed skins and debris.
#2 Twospotted spider mites feed on most greenhouse vegetables and transplants including tomatoes, peppers, cucumbers, squash and lettuce. Spider mites do not fly, so they enter greenhouses on new plants, employee clothing and even vents since young mites can travel in wind currents.
Twospotted spider mite adults with eggs.
#3 Twospotted spider mites feed on hundreds of plant species so they are found throughout the outdoor environment. In greenhouses, they feed on crop plants but can also reproduce on weeds and stock plants. Spider mites feed on the underside of leaves. They inflict damage leaves by puncturing leaf cells with their mouthparts and sucking out cell contents. This results in tiny brown dots on the leaf surface called stippling. Extensive stippling gives foliage a gray or brown cast and reduces plant growth.
#4 Twospotted spider mites can be present in greenhouses year-round. There is a greater chance mites will enter your greenhouse in summer when they are flourishing on weeds, field crops and other outdoor plants.
Produce GrowerJune 2015 www.producemag.com
Monitoring
Because they are so tiny and reproduce quickly, monitoring for spider mites is essential. Don't wait for mite damage to appear. Mite damage could take weeks to become noticeable on leaves. At that point, mites have been feeding for a while and you probably have a huge population.
Scout for mites by beating foliage against a white sheet of paper on a clipboard or paper plate. Mites will look like small dark spots moving slowly on the paper. You can also flip individual leaves to look for small dark spots and debris. Inspect any leaf that shows stippling.
48
Case No. Name:
03 Mites
Prevention
Sanitation is the best line of defense against spider mites. Mites will reproduce on weeds, so be sure to remove weeds from the inside and around the outside of greenhouses. Inspect new plants and cuttings before bringing them into a greenhouse as they could have mites. Over-fertilizing makes crop plants more nutritious for spider mites and can cause more rapid mite development. Some pyrethroid and neonicotinoid insecticides can also increase spider mite outbreaks.
Treatment of pest when present
A couple of predatory mite species and other biological control organisms are available to help manage spider mites. These — like all biological controls — are best used preventively because they do not provide rapid suppression of large populations.
Spider mite management should be implemented as soon as small populations are detected since mites are so damaging and reproduce so quickly. Select an appropriate miticide that is labeled for your crop since most insecticides do not kill mites very well. Each miticide only kills certain spider mite life stages. For example, some kill only juveniles or juveniles and adults, but some miticides also kill eggs.
Generally, I recommend making a couple of applications about a week apart. This improves management because if your miticide does not kill eggs then even if you killed every other mite in the greenhouse (and you won't) eggs would hatch the next day. If your miticide doesn't kill adults then you will have adults laying eggs even if you kill all the juveniles. Most miticides are not systemic, so thorough coverage of the undersides of leaves and inner leaves is critical.
Rotate between three different miticides with different modes of action. This will slow the development of resistance to a particular product. It will also help control mites that may have developed resistance elsewhere but come into your house on seedlings or cuttings.
Evaluate the efficacy of each application so you can switch products or apply on longer or shorter intervals as needed.
Steve Frank is Associate Professor and Extension Specialist at North Carolina State University. He conducts extension and research related to greenhouse pest management.
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Sample Guided Reading Lesson Grade Seven Reading Level
Y / Lexile 850-1150
Grade Seven Equivalent
Strategy: Good readers use clues in the text to figure out unknown words*.
Before Reading: Pop quiz! How many unfamiliar words do children encounter when reading YA books / 1000 words? (31) What about adult books? (53) Comic books? (53) Popular magazines (66) Newspapers? (69)
Source: Hayes and Ahrens 1988
Mini Lesson: Try to guess the meaning of the following words without context:
1. Abjure
2. Acerbic
3. Alacrity
4. Anathema
Now, try to figure them out in context
1. The president abjured the policies of his predecessor; he disagreed with them.
2. Randy is acerbic; he cruelly makes fun of his friends.
3. Maria is able to do things with incredible speed and diligence. She can go through an obstacle course with amazing alacrity.
4. Cruella Deville is an anathema. She is so horrible. She tries to kill puppies!
Our understanding of the words got so much better when we were able to see them in context.
During Reading: As the students read aloud, ask kids to flag unknown words (not including proper nouns). Then, conference with them as they try to figure out the unknown words. Push for text evidence.
Share: Tweet a summary of todayʼs strategy in 140 characters or less.
Sample Guided Reading Lesson Grade Seven Reading Level
Y / Lexile 850-1150
Grade Seven Equivalent
Strategy: Good readers push to comprehend the fine print by figuring it out and paraphrasing*.
Before Reading: What are different bills that adults have to pay? (Make a list)
Think-Aloud: When you sign up for a service, like a cell phone, you have options. You can go with T Mobile, AT&T, etc. You can get an i-phone, Galaxy, etc. It can get overwhelming. Whatʼs even more overwhelming, is the contract. Itʼs literally written in tiny print! (show an example) The text is full of hard words. Companies hope that we donʼt read the fine print. But, letʼs say you want to break your contract. You didnʼt read the fine print. All of a sudden you have a $1500 fee! What?! Itʼs really important to read the fine print.
Find an example of fine print of a contract like a cell phone. Model in a read-aloud/think-aloud asking questions and then paraphrasing to figure it out.
During Reading: Give students different samples of fine print, like calling card plans. Students ask questions then paraphrase as they go through the fine print.
Share: What was most difficult about todayʼs lesson?
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Beyond Fields and Factories: Black Relationships to Land and Place in Flint
The Black/Land Project
August 2012
This report can be redistributed as long as it is passed along unchanged and in whole, with credit to The Black/Land Project.
Table of Contents
2
Introduction
When asked "What is your relationship to land and place in your city?" black Flintonians first answered:
* "I'm from Flint. I don't have a relationship to any land."
* "My relationship to land? Do I have one?"
* "My people used to have some land down South..."
* "I don't know why you want to talk to me, I don't own any property!"
Although Flint's very existence was formed by black settlers, black migration, black labor, and the es tablishment of long-standing, resilient black communities, many Flintonians have never reflected on this question.
Some people would say that black people's relationship to land and place is a story about culture, not a story about land. But wherever people do not sail upon water, they live on land, no matter whether that earth is covered in hardpan soil, prairie tallgrass, asphalt or wheelchair curb-cuts in concrete. People may be deeply attached to land or casually connected. Their ties to a place may be economic, cultural, histori cal or spiritual. But the story of the land that is Flint, Michigan is inseparable from the story of the people who inhabit it.
As they moved from the fields of the agricultural south to the factories of the industrial midwest, blacks who settled in Flint during the Great Migration brought with them specific traditions of regenerating their home culture in a new place. In the face of segregation, job loss, and now depopulation, they continue to love, and invest, in the city they helped to build. When given a place to reflect and think deeply about their relationship to land and place, black Flintonians offered stories overflowing with memory, surprising insights, and specific aspirations for the neighborhoods, school districts, and parks and avenues they call home. They have passed on to their children and grandchildren strong values about what makes a com munity vibrant and whole. Many of them were excited to discuss the attitudes and institutions that have been sources of strength in building their relationship to urban land. The stories they share in this report offer us a glimpse into a tradition of individual, if not collective, resilience in the face of adversity.
As Flint wrestles with changing its shape and land use to fit its current realities, black communities are discovering they have important knowledge about how to build ties to land and place that are worth know ing about, and worth sharing. Beyond Fields and Factories: Black Relationship to Land in Flint is one way to chronicle that discovery, and to help it to carry on.
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What is Black/Land?
The Black/Land Project is a national non profit organization that inspires and con venes local and national dialogues about the relationship between black people and land.
Black/Land gathers and analyzes the stories that black people – African-Amer icans, West Indians, African immigrants, Afro-Latinos, mixed race black people – tell about their relationships to all kinds of land. That relationship to land might be a fifth generation family farm in the Alabama Black Belt; a street corner in an economically distressed neighborhood in Detroit; a suburban church filled with lo cal history; or an immigrant community's journey from one country to another.
Beyond Fields and Factories
The Black/Land Project was invited to Genesee County in the fall of 2011 to help Flintonians tell themselves, and each other, about their relationship to land and place. We call the project Beyond Fields and Factories because those stories often began with descriptions of leaving the fields of the rural south to work at the General Motors factories in Flint, but they moved beyond those histories to describe how those historical relationships to land build and shape their present place.
Beyond Fields and Factories sought to answer two questions:
* What are black people's relationships to land and place in Flint?
and
* How can all Flintonians benefit from exploring black traditions of resilience and regeneration?
We find striking similarities in these sto ries. Although there are unique features in every community's story, when told as a shared narrative, they demonstrate power ful cultural traditions of resourcefulness, resilience and regeneration.
Although 56% 1 of the people who live in Flint describe them selves as black (most of them African-American), the story of Flint – its history, its priorities, its neighborhoods, its future – has rarely been told from the cultural point of view of this majority of its citizens. Considering black Flintonians' experi ences of place as a mainstream, rather than as a "diversity" or marginal experience, offers fresh and powerful opportunities for Flint's vision of renewal.
The Black/Land Project came to Flint to ask these questions because we were invited. The Center for Whole Communities, a land-based leadership development organization, was working with leaders from Flint. They invited us to help them understand what authentic place-based leadership looks like in Flint's African-American communities. We were also invited by the Ruth Mott Foundation, whose staff had seen
1 U.S. Census Bureau: State and County QuickFacts. (Bureau, 2012)
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Black/Land's work in other cities. They wanted Flintonians to have space to explore how historic trauma has shaped the people and places of Flint's north side, and see examples of how Flint can heal and grow beyond that trauma. Finally, Flint was preparing for its first municipal master land use plan in fifty years. Both Flint Mayor Walling and Chief Planner Megan Hunter believed it was vital for Flint's black commu nities to have a chance to reflect about and prepare for that conversation in advance, so that all Flintonians could be full participants in shaping the city's future. They extended a warm and inviting welcome to The Black/Land Project.
As a result of these invitations, the Black/Land Project spent several months in Flint, asking questions about black Flintonian relationships to land and place in different ways. We conducted individual in terviews and community walks; we held community presentations and discussions; and we offered two specially designed visioning workshops. This report describes what we learned.
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Executive Summary
Beyond Fields and Factories explores black Flintonian relationships to land and place through three perspectives. Through interviews and community workshops, black Flintonians describe what it means to live in Flint as inheritors of the Great Migration, and the experience of continued racial segregation in housing as a formative cultural experience. Individual narratives and analysis describe black residents of Flint as people who have repeatedly experienced the trauma of land loss through urban renewal, through depopulation following the loss of industry, and through diminishing property value because of economic and political disinvestment in their neighborhoods. It also looks at what Flintonians desire as a relation ship to land and place, and what is required to develop visionary leadership as part of the culture of Flint. Beyond Fields and Factories concludes with ten recommendations for creating the future relationship to place that people in Flint desire. These recommendations point to ways that Flint has strengths which come directly from the African-American tradition, and how supporting these strengths adds economic and cultural resilience to the city.
Who is this report for?
This report is for the people of Flint, Michigan
When the Black/Land's Beyond Fields and Factories Project arrived in Flint, one of the first things we heard was that many people have done similar studies in Flint. These studies were published in academic journals or spoken about in far away conference rooms without ever giving that information back to the people from whom it was collected. Flintonians have felt disrespected by this treatment.
The Black/Land Project always works on a principle of exchange. When we work with a community, our first priority is to return what we learn directly to the community that trusted us with their stories. We go to libraries and churches and community centers to "give back" the stories we have heard. We use faces and voices of real people in our presentations. We write our reports in plain English.
The first copies of this final report will be sent to the people who participated in Beyond Fields and Fac tories interviews and group sessions. After that, it will be available for free by email, postal mail, and for download from BlackLandProject.org and other websites.
We sincerely and humbly thank the people of Flint, Michigan for trusting us to get this right.
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I. Up South: Origin Stories That Shape the Present
"Down South" is a familiar phrase that evokes the land, culture, and traditions of return to the places where many Americans have cultural taproots: Alabama, Arkansas, the Carolinas, Florida, Georgia, Louisiana, Mississippi, Tennessee, Texas. Displaced southerners often send their children to spend a few weeks each summer with relatives "down South" as a way of teaching them appreciation for the differ ence between city and country lifestyles.
Perhaps less familiar is the term "up South." African-Americans use "up South" to describe aspects of the culture of the deep South that are transplanted to the urban North. Many African-Americans arrived in Flint as part of the second wave of Great Migration from the rural South to the industrial North in the 1950s, '60s and '70s. They found themselves living "up South," with all the joys and pains that phrase implies.
Almost every person we interviewed in Flint had a strong, direct connection to the South. Those who were born in Flint, or whose parents were born in Flint, had some personal origin in the South that in formed their sense of land and place.
Some of my earliest memories are of being down South, on the home farm, looking at the pigs and the hogs, and wild strawberries, and this huge expansive field. There's such a sense of freedom and connectedness there. We have a family cemetery there; I can go back and see great-great-great grandparents that were buried there, see family names, just this connected ness to place. Even some of the streets are named after my relatives.
Another person began her story by saying:
I was born in Chicago, but conceived in Mississippi. And raised in Flint.
Many Flintonians are conscious of being cultural inheritors of the historical movement of African-Ameri cans from the rural South to the urban North called The Great Migration:
I'm actually reading "The Warmth of Other Suns 2 ," about the Great Migration, and I love, I mean I'm loving this book. It reminds me of my family's journey to Flint from Tennessee.
2 Wilkerson, Isobel. The Warmth of Other Suns. New York : Vintage Books, 2011.
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This southern connection forms the underlying architecture of black people's ideas about land. It is the foundation of their emotional and practical connections to place in Flint today. Many urban Flintonians live "up South", carrying a love of land, nature, and historical connection to place from their southern roots into the places where they live today.
The phrase "up South" has another connotation: it means that that many of the features of the Jim Crow South, like segregation and housing discrimination, existed in northern cities, too. Blacks who moved to Flint in the 1960s and 1970s describe buying homes in neighborhoods that were already racially segre gated, or that quickly became so, due to white flight.
The neighborhood I grew up in, when we moved there it was mostly white. And then by the time I was probably seven, it was mostly black. And I remember that change. That would have been in the seventies. Late seventies , early eighties.
But this segregation did not feel like danger to them: in fact, many black first-generation Flintonians ac cepted racial segregation as a kind of safety, a way of insulating them from direct contact with harsher expressions of racism. In spite of housing segregation, the opportunities to earn a decent living and to own property "up South" were a vast improvement over the treacherous conditions working-class blacks left behind down south.
The traumatic experience of living in the deep South during the 1950s and 60s strongly shaped the ex pectations of African-Americans when they arrived in Michigan. The ample jobs and affordable housing were economic pulls North for them, but the social conditions in the South also exerted a strong social push. Migrants arrived in Flint bearing memories of an intimate historical relationship with southern farmland, woodlands and small towns, but these memories were entwined with painful recollections of the brutal enforcement of Jim Crow and the color line. Many of our interviews brought up stories of theft of earnings and family landholdings; requiring payment for black children to attend public schools; being forced to remain in agricultural labor; and memories too harrowing to be completely conveyed by words:
"Well, in North Carolina we lived on a sharecropper's plantation…we lived across the street from the plantation owner. And he still had all these little slave houses that were still up while we grew up there…The house that we lived in, it was built in the slave era, too: the kitchen separated from the main part of the house and everything, you know what I mean? And every body worked on this man's farm… So, when I graduated from high school, I said "I'm gonna find me a job other than the farm."
Incidents of race-based degradation and violence in the South were so vivid and frightening that, even forty years later, most of the people we interviewed were only willing to talk about them "off the record." A retiree spoke openly of the tenuous situation of sharecroppers in North Carolina that led him to move to Flint, and to buy homes for himself and his children there:
There was always a controversy with the man that owned the property. So when [my stepfather] went … and worked on the railroad, the man who owned [our house] decided "Well, we're go ing to tear this house down, and we're going to make this a field where they can grow corn or
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whatever." And it was a nice spot, to me. And I said, "If I ever move, I'm going to own the next place that I stay."
These private memories of life down South in the 1950s, 60s, and 70s are a vital, but neglected, part of Flint's collective history. These stories help us to understand who came to Flint, and why they stay.
Incidents of race-based violence down South, and racial segregation up South, were common. Moreover, they were not just individual experiences, but acts of violence and hostility that were targeted at individu als who belonged to a certain group of people, black people. This kind of pattern of physical and psycho logical violence creates something called historical trauma. Historical trauma is "the cumulative emotion al and psychological wounding over the lifespan and across generations, emanating from massive group trauma. 3 " A trauma is an injury that causes lasting damage, damage that is difficult to heal. Historical trauma is different from individual traumatic experiences; historical trauma happens to people because they are part of a group, and it has happened to people belonging to that group over and over again. The repetition of such trauma has compounding effects across generations. As a result, even members of the group who did not directly experience the trauma seem to "remember" it, and they experience the impact of carrying these memories. The phrase "historical trauma" was often new to people in our workshop, yet once they heard the term, they described the impact of historical trauma with startling clarity:
Having been stripped of the ability to relate to substantive things, such as land and place … strips away part of our essence. This may sound pretty esoteric, but that essence is how we define ourselves. We don't always articulate it. But it is how we feel about ourselves, it's how we define ourselves. Somebody who is [not traumatized] is secure in understanding themselves and how they relate to the world. Those folks can handle adversity. They can handle dashed hopes, they can handle disappointment, because they understand it's just a part of what's go ing on …[But] too many people are beaten. Too many people have given up.
Many people have done research on the generational impacts of group trauma experienced by Jewish Holocaust survivors and Native Americans; fewer scholars have researched historical trauma among black people 4 , and those who have usually focused on eighteenth and nineteenth century enslavement. However, the historical trauma of pervasive race-based violence and segregation in the twentieth century continues to affect generations of black people, even those who have never experienced such trauma directly. References to trauma suffered by previous generations showed up in every Black/Land interview and conversation we held in Flint. A young Flintonian describes how her relationship to her family homeplace means carrying the stories of that place:
3 Brave Heart, Maria Yellowhorse. The Historical Trauma Response among Natives and Its Relationship with Substance Abuse: A Lakota Illustration. Journal of Psychoactive Drugs 35(1). 2003.
4 Joy DeGruy's work on "Post Traumatic Slave Syndrome" (2005) is a notable exception.
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The stories of the police officers shooting to scare my father when he was a child [as he was walking] to school. There are stories that my maternal grandfather told of having to jump into a creek to swim away from some people who were probably going to try to lynch him.
One way that historical trauma manifests is as intense loyalty to the past. When people experience losses that are too big to face, their sadness gets frozen into a fixation on memories from long ago. One example of traumatic loyalty to the past is being unable to face the way their neighborhood has changed, choosing to focus instead on the way things used to be:
We just need to get the people back. We need to get Flint back to the way it used to be.
This person is not simply engaged in denial or wishful thinking: she is giving voice to her community's inability to cope with the repeated unbearable losses of leaving behind family and friends to escape the segregated south only to find housing segregation in the north; job losses from GM's closing and the subsequent loss of homes, neighbors and city services to entire neighborhoods; and the loss of pride and identity that accompanies losing self-sufficiency and self-determination. This person will be unable to engage with the realities Flint faces today until she has time and a place to grieve for her loss.
This traumatic loyalty to the past is at the root of many Flintonians inability to wrestle with Flint's most pressing civic issues. Decades of urban sprawl, followed by forty years of declining population, has left Flint with thousands of abandoned homes, and not enough taxpayers to support city services spread over such a large geography. However, while listening to a woman who now lives in the same house where she grew up, we hear protective factors embedded in this loyalty to the past:
You know, I love my house, but the neighborhood is not that great. But the good thing about it, there's about six of us that are still living in our homes. My neighbor two doors from me grew up in his house, and the neighbor two doors from him grew up in her house, and then the next family, they have been there at least about forty years. And then, I have a family across the street from me, his mother is still there but he grew up in his house as well. And then, there is another family down the block, they've been there about forty years and their kids are still in there. So, again, the neighborhood is not what it could be: I have five vacant houses in front of me. But the houses …where we are all still there, those houses are well maintained.
Some people think "Because I have a good job, I can do better" and they just leave the house and move outside the city... Somebody I went to school with lived on the next street from me… he moved into his parents' house [when] his parents moved outside the city. He stayed there a couple of years, then he moved outside the city. But now he says "I wish I had stayed in my house. Because, number one, the house is paid for; number two, the property taxes aren't as high …. and number three, the memories.
While loyalty to memories of the past can make it difficult for communities to respond to their current situation, it also allows people to survive the catastrophe of having neighborhoods that were once full of hard-working homeowners become places marked by transient tenants, epidemic arson and blight. Although Flint has lost half of its population since 1960, many of the north side African-American neigh
borhoods that were originally created by segregation are now held in place by different forces: homeown ership, and strong intergenerational ties. The Flint resident quoted above shows us how choosing to live in a family home that was passed down from one generation to the next has created long-term stability in her neighborhood. By not focusing on the present reality of blighted homes, she is able to highlight longstanding social connections among residents and their stabilizing relationship to place.
The ability to adapt to historical trauma by growing social capital —relationships between people, and the know how to get things done — has taken generations for this neighborhood to develop. The model of resilience this neighborhood offers is like an old-growth forest: its deep roots keep the community from eroding completely, and it will be irreplaceable if it is lost.
Younger black Flintonians have different and more complex relationships to these same places. For the generation born in the 1970s and 1980s, finding stability and homeownership only in racially segregated neighborhoods is not enough. Neighborhoods that once offered their parents deep-rooted security and prosperity are seen by younger black Flintonians as the mere illusion of freedom:
"When you think of the General Motors area here, they paid [line workers] well, but it was just enough to buy a nice home here. It wasn't enough to buy a nice home in the out county, in the outskirts. They paid you extremely well, but it was just enough to live here, so you could be close to work, right? It wasn't really enough for you to be elsewhere…. You had variety, but you didn't have choice.
Young Flintonians desire real choices about where they will live work and build prosperity. They want to choose Flint, but want to have their choice about where in Flint to live and build community to be uncon strained by factors like racism. Young professionals with financial means are proud to choose homeown ership, often in conscious response to a history of traumatic displacement:
Because African-Americans have had some negative experiences as it pertains to land, not only obtaining land, but where they could obtain land… [I value] just the ability to purchase a home, just having that as an option. That wasn't always an option for African Americans. But when it was an option they cherished it so much, they cherished owning a home so much... We had black folks born in homes because they couldn't go to a hospital. So the ability to say, "I'm 25, 26 years old and I can purchase a home that's two times as big as my parents' house," that is an amazing feeling.
People we interviewed who bought homes after 1990 overwhelmingly chose to live in multi-racial, multiethnic communities. This choice often lead them to live outside of the city.
I've always been struck by the fact that Genessee County is so segregated…I'm a city kid. I think that you should hear different languages when you're moving through a hallway, I think that you should see people who are able-bodied as well as disabled. There just needs to be a certain variety in your world, and when you don't have that, it just seems odd to me. And so that's important to me for community.
Yet loyalty to the past still exerts a strong pull. Young leaders are proud of their strong emotional ties to Flint's historically black neighborhoods and schools, but they are unwilling to make the largest financial investment of their lives – the purchase of a home – in a place that guarantees that homeownership will create a financial loss. The devaluation of homes in Flint is so severe that even inherited property loses its value:
The home that I [inherited from my parents] in the city of Flint, I could never get what it's worth. And so, I rent instead of sell. What should have been an asset for me, because my parents bought a home, did what they were supposed to do, paid the taxes, kept it up, is not an asset for me unless I rent it. And even then, it's still not the asset they had hoped it would be.
Young Flintonians remember the importance of seeing successful African-Americans in their day-to-day lives as children. Their voices tremble and sigh when they describe the pain of choosing where to live. Even as they are proud of their single family homes and golf-course fronted condos, they regret that they do not live in the neighborhoods where they grew up, becoming visible models of achievement for suc ceeding generations.
The injury of historical trauma may never be forgotten, but it can be transcended. One way Flintonians are eager to transcend the wounds of destabilization, and address the social cost of class mobility, is by creating more multicultural communities. As people who have experienced the trauma of segregation, black Flintonians are strongly claiming diversity as a critical element of healing their historic trauma.
Repeatedly, Black Flintonians described how they are choosing to live in multi-racial, multi-cultural com munities:
I've been in this area since 1978. It was [once] predominantly white. In fact, when I first moved in the area… I don't think it was no more than about ten black families in this area. I've seen the white flight over the years, [but] because of the economy now, you see a lot whites moving back… I like to see the diversity.
Even Flint's more established residents, who have made conscious economic and emotional commitments to historically black residential communities, experience housing segregation as a painful relationship to place. Valuing historically black places does not mitigate their desire to live in communities rich with cultural and economic diversity:
The entire north end…is basically all black neighborhoods. Blacks started moving in, white people started moving out! (laughter). And you know, I regret that. I would love to attend a church with a diverse congregation. I would like to live in a community that was diverse. I don't mind, I'm not criticizing where I live. But it would just be interesting to live in a diverse com munity.
This is a not simply a call for racial integration and housing equity. It is a deep desire for the future of Flint to transcend its history of relationship to place being defined by race. Instead, Flintonians long for a place known for welcoming a lively interchange of different cultures. Instead of integration by gentrifica
tion, they see diverse and inclusive residential communities at every price point as a central characteristic of the place where they want to live:
[I don't want] a neighborhood where I don't see people who look like me here….[But when] I see people who either worship like me, or worship differently from me, I want that diversity. I really want that. There was an open house in a neighborhood that was very diverse. You walked down [the street] and there were people of Arab- Americans descent, people of Asian-American descent, African-American descent. It was beautiful. And it was so far out of our price range.
The desire to live in less racially segregated communities is a step away from loyalty to repeating past patterns, and toward envisioning a desired future. This vision is different from assimilationist aspirations of the 1970s and 1980s: instead, young black Flintonians want to live in a vibrant multi-cultural place, where African-American culture is a valued part of a creative, intercultural mix:
We were looking for that [when we were shopping for a home]. We wanted some place, because we are planning to have children, where our children wouldn't feel like "Oh, you're not sup posed to be in this zip code."…. And we also wanted people that shared my values. When I talk about certain things, I don't have to explain it. When I want to get my hair done, I don't have to drive thirty minutes to find somebody. When I'm looking for food… my father [will not have to look at me and ask] "Where do you think we are going to get chitlins in this zip code?"
Transcending the trauma of the segregated past does not mean forgetting it. It does demand celebrating the cultural survival of African-Americans as part of a community made of many people's hard work, triumph and resilience; many people's savory food cultures and side-yard agriculture; and many different histories of migration written in their neighbors' surnames and skin. In the future young black Flintonians are working to build, they will live in places that look less like the wounding past, and more like the rich mix of difference that is the world.
II. Land Loss and Civic Voice
Loss is a key relationship to land among black people.
We usually think of black land loss as the massive loss of heritage farmland in the South. However, land loss – the epidemic loss of ownership or use of land by a group of people – also affects black urban and suburban communities across the United States. The land that most Americans own is not a farm, it is land upon which their homes are built. But like their rural cousins, urban people connect to land as more than just property they own. They are connected to land by emotional ties and historical relationships. They are connected to gathering places, to places of celebration, and to places that mark beginnings and endings. Land loss – the loss of land that holds these relationships for a whole group of people-- is a pri
mary source of historical trauma for African-Americans. In Flint, the perpetual story of black land loss is not yet history. Many fear that it will also be a big part of Flint's future.
Urban land loss happens in black communities for some of the same reasons as southern land loss: being forced out of homes by violence; through tax foreclosures, often on inherited property 5 ; through discrimi natory government programs and policies that have dramatic negative impacts on black communities 6 ; or by government eminent domain claims after years of disinvestment. Disinvestment has disproportionately hurt Flint's north side, and reinvestment dollars have not been targeted to restore this region:
There has been no development, no job creation on the north side of Flint, but we see millions of dollars in this city going to downtown development…I know the core has to be developed, but you cannot do it at the expense of neighborhoods. And you cannot do it at the expense of the larger city. Where no dollars – and I sit on enough boards to see where the dollars are going – and you mean to tell me that NO dollars can go into neighborhoods to empower them? To me, that's a continuation of the disenfranchisement that has occurred in this city for many, many years.
This ongoing disinvestment means that people who came to Flint to escape being targets for land dispos session in the South are facing those very same experiences in the North. More recently, black land loss in urban areas has been driven by the mortgage crisis of 2008. Across the country, African-American, Afro-Latino, African immigrant and Afro-Caribbean families have lost homes at twice the rate of whites 7 . Because redlining 8 , white flight and racial restrictive covenants 9 created concentrated black residential areas, the mortgage crisis in black neighborhoods resulted in more than the loss of individual household wealth; it ravaged black communities across the country. The loss of 70,000 jobs at General Motors, followed by the mortgage crisis, created a domino-effect that devastated two generations of Flint's neighborhoods and families:
5 Heirs' property is a traditional African form of inheritance. When a person dies, s/he leaves his/her property to all of his/her descendants as a group. This is different from having a will that leaves property, or portions of it, to individuals. If none of the heirs pays the property taxes, the state will seize the property for a tax sale or divide up the family property and sell all or parts of it to the highest bidder.
6 See the 2010 $1.25 billion Black Farmer's settlement against the U.S. Department of Agriculture (Pigford v. Glickman). More information is at www.BlackFarmerCase.com
7 The impact of predatory lenders targeting black and Hispanic families for high-cost loans sparked an investigation by the U.S. Department of Justice. In 2011, this resulted in the largest financial settlement in U.S. history for unfair lending practices in housing, $780 million of which is earmarked for Michigan homeowners.
8 Redlining was a U.S. Federal Housing Administration mapping policy. It marked a red line around low-income and black residential neighborhoods. Banks refused to lend for mortgages inside of those "red lined" communities. Redlining entrenched racially segregated "ghettos" and created urban decay. Today, the term is used to describe denying services to people, or charg ing a higher price for them, based on their race or the neighborhood where they live.
9 A restrictive covenant is a legal restriction that is written into the deed to the property saying how land can be used. Until 1948, it was legal for deeds to forbid the sale or rental of a property to certain groups of people, usually blacks and Jews.
So , the loss of jobs, that is [the first] domino. Now you ain't got no car, now you can't take your kids here and there; then your partner is upset with you, and you're fighting and one of you has to leave; it's a domino effect and things just fall apart. Now you're losing the house, and the house has been boarded up. And now folks are breaking into it and stealing the cop per. There are neighborhoods where they have knocked down, four, five, six houses, and there are just big, expanses of space where there used to be vibrant life. And there's one sister at the end who is sitting on the porch, and she's wistfully looking out saying "What happened to my world?"
Flint has its own unique story of black community land loss. Even before the population decline caused by General Motors departure, Flintonians experienced the pain of the destruction of the Saint John area. This area on the near north side was home to black families in Flint during the 1920s and 1930s. Although the housing stock was old, it was one of the few areas where blacks were permitted to own homes; many of Flint's other residential areas were built by General Motors and their deeds included racial restrictive covenants. As a result, St. John became home to both working- and middle-class African-American fami lies, and the place new migrants to Flint found a black community where they were welcome:
There were black folks in the north east section of town, over by the river, it was a fact that there were black folks over there. I just loved that, I loved to cross the railroad. As a matter of fact, that's where I found The Wife at. She was across the railroad. If I had have stayed on the south side where my aunt and them wanted me to stay, I wouldn't ever have found nobody, eh? (Laughing)
The loss of the St. John neighborhood symbolizes the relationship between black land loss and loss of civic voice in Flint. Civic voice means having a say in affairs that affect one's community, including de ciding what makes a community attractive and desirable. Whenever a community loses land, it also loses its civic voice.
St. John's residents first lost the value of their homes when redlining denied access to mortgages for potential owners, and denied home improvement loans to landlords. Redlining turned a solid workingclass neighborhood into an island of substandard housing. As industry grew, St. John's residents also lost the benefit of their natural waterfront to intense soil and water pollution by General Motors and the railroads that surrounded the area. After a decade-long political struggle in which black Flintonians asked for fair housing laws and better code enforcement for substandard rental properties in St. John, officials used these complaints to justify an urban renewal project that created 300 units of low-income housing in other parts of the city, and built a freeway through the heart of this community. The construction of I-475 displaced 1,500 African-American families, and separated what remained of Flint's oldest black neighbor
hood from the rest of the city 10 . Finally, the cultural loss of this residential neighborhood was sealed when it was replaced by an office park that promised economic revitalization and jobs, but today sits mostly vacant. Instead of fulfilling the Model Cities promise of urban renewal – integrated residential districts with good, safe housing – black Flintonians experienced a profound loss of place:
The idea was that integration would produce great wealth and what it actually produced was great disinvestment. And brain drain within the African-American community. Just going past some of these places, my parents point out and say, "You know, that used to be so-and-so's drug store", "That used to be where we would all get together and play," and you would see a field or see a GM factory in place of those memories…
My father grew up in the Saint John neighborhood. My mom grew up a little further north of that. It's an industrial park now. They have drag racing at nights and weekends.
A profound bitterness colors the voice of interview participants who spoke of the St. John area. Black Flintonians valued the St. John neighborhood, even though it did not have the best housing or amenities. This was true for those who remember it as a thriving community long before urban renewal, as well as among those who only know of the St. John neighborhood as a memory. If Flint itself has a black "home place," that place was the now-destroyed St. John neighborhood. The demolition of the civic voice of that community has implications for how Flintonians experience their ability to influence government and to be a part of community conversations today.
Many Flintonians describe the construction of I-475 through their community as a way of making a point about the unimportance of their civic voice in the face of government power. One man ruefully describes how the memory of I-475's construction still shapes his ideas about land ownership and government:
I want to own my own land. Then, wherever I am, can't nobody make me move. Well, I know the federal government can but you know...[Uncle Sam], he'll uproot you any time he wants to.
This interviewee was also one of several who voiced a belief that philanthropic institutions were allied with local, state and federal governments in displacing blacks from the St. John neighborhood. Although we were unable to substantiate these claims, the fact that the popular imagination associates philanthropy with supporting black land loss in Flint is worth pausing to note.
The Charles Stewart Mott Foundation, one of the fifty largest grantmaking foundations in America, is headquartered in Flint. Like many post-industrial cities, grantmakers in Flint exercise an influential voice in community planning. The C.S. Mott Foundation currently contributes $33 million dollars in grantmak
10 Highsmith, Andrew R. Demolition Means Progress: Race, Class, and the Deconstruction of the American Dream in Flint, Michigan. (2009) . Download available from the University of Michigan Library, Dissertation and Theses Collection at http:// deepblue.lib.umich.edu/handle/2027.42/62230.
ing investments in Flint each year, including more than a quarter of a million dollars to the current mu nicipal master planning process. In many ways, philanthropy has assumed the former role of industry, by calling for and supporting public sector planning initiatives. Given that greater Flint is deeply wounded by housing and educational segregation, it is unsurprising that Flintonians have questions about the role this economic giant plays in their community's aspiration for racial equity and cultural inclusion. The C. S. Mott Foundation has a large civic voice and has used that voice to focus investment into economic and community development in Flint's downtown neighborhoods in a concentrated effort to revive the city's core. It has not used its voice to draw proportionate attention to healing the racial wounds of Flint's past. According to its most recent annual report, less than one percent of the dollars the C.S. Mott Foun dation allocated to "Strengthening Community" in Flint was in support of program for improving "race relations." 11 Whether or not the C.S. Mott Foundation had an impact on black land loss in Flint's past, their leadership in local philanthropy certainly can influence the future. Black Flintonians experience the C.S. Mott Foundation as a particular elephant in the living room: an enormous force whose civic silence is as influential as its civic voice.
To occupy land is to have a stake in public discourse, and to lose the economic and social value of land is also to lose political voice. When government responded to civic demands for fair housing by razing the community's black neighborhood, black Flintonians learned a bitter lesson: unlike other Americans, their rights to tenancy on land, or to develop wealth through ownership of land, could be bulldozed and paved over. Some argue that black Flintonians "gave up [their] voice" by supporting redevelopment of the St. John neighborhood. However, few would disagree that the demolition of St. John marked the moment black Flint learned that it had little civic voice that mattered.
Land loss is a not just a symbolic loss of civic voice and power, it is also a profound economic loss. Pat terns of massive black land loss are repeating history in Flint today. Home ownership in Flint is no longer achievement of the "American Dream": half of the owner-occupied homes in Flint are worth $61,000 or less, even though the median price of home in Michigan is $144,000. 12
I don't know if it's home ownership in the sense it used to be: "This is my economic tool, or I can use this to generate wealth." That's not what home ownership is anymore, you know? That's totally blown out the water.
Why are houses in Flint worth so little? What newspapers describe as "urban blight" or an "arson prob lem" in the city as a whole is experienced as the economic loss of land by individual households. When elected officials speak of "economic disinvestment" in Flint's predominantly black north side neighbor hoods, this means something both symbolic and economic to an individual family. To understand black
11 C.S. Mott Foundation Annual Report 2010. Available on line at http://www.mott.org/files/pubs/AR2010Flint.pdf
12 U.S. Census Bureau: State and County QuickFacts. June 2012.
land loss in Flint, it is important to hear that story from the perspective of a single household. While any one story may not be typical, one person's experience can help us begin to understand what "disinvest ment" and land loss means. Only then can we grasp the impact of this story as something repeated a thousand times across every district in the city.
♦
In June of 2011, local news covered the story of Mrs. H., a woman whose north-west side home was damaged by fire, and subsequently burglarized. Reporters sat with her as she waited two weeks for Flint police to respond to her call. But the reporters went home before the rest of the story unfolded. Once Mrs. H. was able to file a police report, she contacted her insurance company. They sent an assessor, who told her that her well-maintained home on a beautifully landscaped triple-lot was almost worthless:
[The insurance company] offered me $10,000 and just said "go."
I'm in the process of fighting with the insurance company because they cancelled my insur ance. They told me that because of the area that I live in, I now have to pay $7,000 [a year] for insurance. And I said "OK, so are you telling me I have to leave my home because I cannot afford insurance?" [They said] "Well, no. I'm just telling you how much it costs."
The dismissive assumption that this woman's home held no financial value was based on her northwest side location, and not an assessment of the cost of repairing or replacing her home.
A well-educated and sophisticated retiree, Mrs. H. did not surrender her civic voice. She has since poured all her time and energy into pursuing a more just settlement:
"I started looking to try and find another company that would listen to me and understand: this is a neighborhood that I live in, like any other; …I had a fire, not due to negligence… So the insurance man that I am working with now, he came back, and he took some pictures, and … he said "You have a beautiful yard. You have a beautiful house." He said "I understand your dilemma now."
The insurance agent came to understand that Mrs. H's "dilemma" was a contemporary version of redlin ing. The amount of her settlement had been based on generalized assumptions about the area in which she lived. Based on these assumptions, she was offered a settlement that was insufficient to return the prop erty to its original condition and then charged a very high rate to continue her coverage. Astonishingly, having homeowner's insurance has actually made Mrs. H's property less economically valuable. Other factors beyond her control make Mrs. H's property hard to insure, and worth fewer dollars on the hous ing market. Because there are so many vacant homes in her neighborhood, and the homes that remain are of declining value, the city cannot raise enough money in taxes to afford good community policing. As a result, inadequate law enforcement and a high crime rate make Mrs. H's neighborhood a less desirable place to buy, and more expensive to insure. This further depresses the financial value of her property.
While Mrs. H cannot control these large external factors, like insurance redlining and an eroded tax base, she has done everything an individual citizen can. Yet her decades of landscaping and home improvement
as a hedge against neighborhood decline have added no economic value to her property. The addition of side-lots — a city recommended strategy for stabilizing depopulated neighborhoods— has not provided her with a stable home value. She has refused to surrender her home to criminal vandals, but the cost of insuring her house against vandalism makes remaining in her home too expensive to live in, and nearly impossible to sell. Mrs. H has done all the right things as a land owner and as a citizen, yet still faces the loss of her land and home. She has raised an articulate voice of protest, but it is the voice of an individual seeking an individual solution, not the combined civic voice of a whole community.
Flint's north side has no community organizing groups or grassroots leadership development supports to advocate for communities facing land loss due to outside forces. Flint has no local chapter of groups like Take Back The Land or No One Leaves, which support homeowners facing foreclosure and other kinds of policy-driven land loss. Mrs. H's individual voice and actions, however committed, will always be less powerful than that of institutions using redlining. Without an organized community and institutional advocacy behind her, the force of one lonely, singular voice is not enough to keep the economic value of Mrs. H's well-tended property, and the land of thousands like her, from slipping away.
♦
One final issue related to the loss of land is the loss of black business districts. In other post-industrial cities, Black/Land often hears narratives about the loss of black business districts due to violence or urban renewal . However, it was rare for Flintonians to talk about the economic value of commercial land, or consider this as a form of loss. When asked questions about "economic relationship to land," Flintonians mentioned two things: social service programs or growing food in community gardens on public plots. Few mentioned growing local businesses to fill the vacant storefronts and office properties that are found in every neighborhood in Flint.
Failing to include a discussion of commercial uses of land has serious consequences for Flint. Small scale agriculture is a poor model for generating jobs and wealth 13 , but growing small business is not. Moreover, the idea that vegetable gardening is the best use of urban land highlights a lack of understanding about the relationship between business and the taxes that support city services and social services. Understanding this connection to is important to restoring financial health to black neighborhoods.
Flint does not have a strong black entrepreneurial tradition. Although more than 56% of Flintonians are African-American, blacks own only 40% of Flint's businesses 14 , and it is likely that an even smaller per centage of them are on black-owned land. A community development professional described the current
13 Small-scale urban gardening offers tremendous social and health benefits. However, the cost of land, water, equipment, pollu tion remediation, gardening tools, compost, seeds and seedlings, labor, and specialized knowledge generally exceed the cost of simply buying all the produce that a small garden would yield.
state of local black entrepreneurship in Flint:
You are right, that is something you just do not see here. But I know brothers that are selling suits and whatnot from their basement or various places, where ever they can. We can create --if we think creatively... [For example] we can do micro-lending to the little small mom-andpop businesses and increase business enterprise.
Only two of the people we interviewed mentioned business as a relationship to land in black communi ties. Despite General Motors disinvestment in Flint more than 30 years ago, Flintonians remain more oriented toward selling their labor rather than owning a business. This lack of an entrepreneurial mind-set leaves Flintonians once again vulnerable to long-term land loss in exchange for short-term jobs, as hap pened during the construction of I-475. It also makes understanding the significance of commercial uses of land in black communities difficult for the community to grapple with.
When the notable absence of entrepreneurship in Flint was mentioned by interviewers, several partici pants responded that they were not interested in small business; they were looking for the return to an economy dominated by a few big firms.
There are some African-American businesses here. I know in the world we live in, we talk often about the small business. I'm not a fan of those per se."[People say] "we need more black entrepreneurs, we need more small businesses." Hmph. Black folk, since the beginning of time, found a way to make a dollar. I'm more interested in the big businesses, being able to compete in the major private sector.
This speaker works hard to promote more community activism and empowerment. However the desire he expresses for "big business" to return to Flint inherently contradicts his goal of increasing community engagement. Not only is job creation currently driven by the growth of small business, research shows that people who live in communities dominated by a few big corporations tend to vote less; are less likely to keep up with local affairs; participate less in community groups and associations; and are less likely to engage in reform efforts or participate in protest activities at the same levels as people in communities organized around locally owned businesses 15 .
It is unclear if the disdain some Flint residents express is for small business development itself , or if it is dismay that the majority of Flint residents – African-Americans who live in black, north side neighbor hoods– are the folk least likely to benefit from investment in it.
They're talking about putting in stores and shops. Little businesses are all fine and dandy. But you know what? Until you get into the communities and fix what's happening in those neigh
15 Blanchard, Troy and Todd L. Matthews. "The Configuration of Local Economic Power and Civic Participation in the Global Economy." Social Forces v84.6, June 2006.
borhoods, and keep people in their homes so that kids are on these sidewalks and the play grounds, until you can keep that stable, there is nothing, no restaurant, no store, no coffee shop, that's going to make Flint. Flint is all of these communities.
Although it has been more than thirty years since Flint has been dominated by a single corporation em ploying large numbers of workers, many Flintonians still assume that the return of this kind of economy is the only possible route to prosperity.
During the final Beyond Fields and Factories vision workshops, participants were offered examples of how job growth in the current economy is driven by small, locally owned business. At the session largely attended by community members without formal community leadership positions, participants began to grapple with the idea of a local small business economy and how it might impact the future they want to see in their neighborhood and city. The groups generated ideas about where there is still demand for services and retail opportunities. Even though a third of Flintonians are unemployed, this group could still identify small business that could be sustained, and even places where those business could be located in north side neighborhoods:
* Grocery and convenient stores
* Daycare company
* Movie theatres
* Renewable energy on land (wind turbines)
* Automotive store
Because the concept of a local economy was new, they did not have enough time to develop a specific vi sion for small business development as a planned use of land. Nonetheless, many Flintonians were excited by the possibility that they could generate jobs and renew use of the abundant business-zoned land on the north side of Flint. That thinking about investing in districts for small, locally-owned business is new to Flint's north side residents is particularly remarkable, given that the city of Flint's current economic development focus is on developing small business enterprise in downtown Flint. Many people we inter viewed discussed the relationship between efforts to build wealth downtown while disinvesting in north side residential neighborhoods, but they had not considered creating a walkable area of locally owned businesses in their own community as a land-use strategy.
The City of Flint is facing tough decisions about where to make its future municipal investments. Whether it looks at residential districts, uses of public green space, or enterprise development zones, every commu nity that does not receive such investment will face even greater land loss. The need to make these choices has little to do with race. Decades of urban sprawl, followed by loss of industry, has left Flint spread out over more territory than it can provide with water, streetlights and police protection.
However, the impact of these decisions may have distinct and disparate racial impacts. We encountered many people who felt it was unfair to ask black people to make these hard choices yet again. Their neigh borhoods were sacrificed for the betterment of Flint when the city was wealthier and more segregated; now that African-Americans are the majority of Flint's residents, they are once again being asked to sur render a lifetime of savings, homes equity, neighborhood relationships, school loyalties and memories so
that the city can concentrate its investment elsewhere.
The planning that resulted in destruction of the St. John neighborhood was the last municipal master planning discussion in Flint. The current master planning process will be the first time in fifty years that the city has formally engaged Flint's black communities in conversations about the future of their blocks, their neighborhoods, and their city. What will it take to engage people in thinking about land use when their experience of land has mostly been about economic and cultural loss? What will it take for black neighborhoods see themselves as important to the future of Flint?
III. Vision and leadership: toward a future flint
"Change will not come if we wait for some other person or some other time. We are the ones we've been waiting for. We are the change that we seek."
– President Barack Obama
Where will a vision come from to lead Flint forward? And who will carry it? These questions are at the root of Beyond Fields and Factories' inquiry into black relationships to land and place in Flint. If fields and factories are stories about Flintonian past relationships to land, what does the future look like? What strengths can black Flint residents draw upon to move them past historical trauma and land loss? What kinds of leadership will be needed to move toward a vision of a thriving, multicultural and sustainable future?
One of the hardest parts of the Beyond Fields and Factories project was how rarely we heard black Flinto nians hold forth any vision for a future, whether personal or collective, for themselves and their children. The sense of despair in the community is pervasive and contagious. Even when attempting to express optimism about Flint's strengths – drawing on its social capital, evoking its shady streets, is tightly knit neighborhoods – the descriptions quickly veer toward metaphors of hopelessness:
You can just see the apathy, you can look into the eyes and see: they're done. They are just holding on… The leaves are falling off that tree, and it's summer. And with that kind of thing happening, it doesn't just mean there are fewer people on the block. It means the block —that tree— has lost some of its branches. That tree is now dying. And you need all the branches. You need all the branches on all the trees.
Participants in Beyond Fields and Factories presentations and workshops repeatedly described the pain and frozenness of their historical trauma, and the way that it blocks new ideas from emerging in their communities. Interview and workshop participants who have aspired to leadership or offered a vision described the profound lack of family and community support they face. A young woman said after a workshop :
"Yes, I should have been at someplace like Harvard. I was accepted at U of M in Ann Arbor. It's one of the best schools in the country. But people in Flint, they don't want you to go away, not even to better yourself or get some new thoughts. People told me "You should just go to Mott Community College. That's a good place too."
Even a community that is desperate for a "silver bullet" or a "savior" does not always welcome vision and local leadership capacity when it arises:
They say Jesus returned and people in his home received him not. I experience [something like] that here. I have been exposed to so much…. I've returned home with the training, the experi ence in working in neighborhoods and communities, saying it can be done in my own home town. I know how to pull together financing packages, to realize holistic community revitaliza tion initiatives, and to have philanthropic organizations embrace them…[But] folks here are saying "We don't have the money. We don't have the resources. We can't do that."
Perhaps nowhere was the lack of creative imagination more visible than in the final two workshops The Black/Land Project offered in Flint. Participants were invited to gather in small groups around tables to map out their past relationship to the land on their block, their neighborhood and their city; and then to do the same with the future, mapping what they would most desire their block, neighborhood and city to look like.
Future
My Block
My
Neighborhood
My City
Past
The completed maps of the Past were well organized, and filled with similar, specific details; the maps of the desired Future contained fewer entries per page, and those entries were often vague, or repeated the ideas suggested by the facilitator word for word. In one workshop, one third of the tables returned a map whose "desired future" section was completely blank. (A summary of these maps are included in the Appendix.) It is unclear whether the blank Future maps reflect a lack of future-oriented thought on the part of workshop participants, or simply lack of exercise of the muscle of vision; historical trauma is often characterized by an obsession with the past that prevents the ability to see, and seize, opportunities in the present. The Black/Land Project hopes that this mapping exercise provided a first step toward transcend
ing historical trauma, which is to be able to name, and thus release the pain of, injuries that occurred in the past. This is the first step toward healing, and rebuilding group commitment to the future of the com munity.
Our interviews and workshops did discover some areas of opportunity. We identified examples of specific land-and-place based vision for strengthening their north side communities. We also found components from which such vision can be made. These components are strengths unique to Flint's black communi ties, strengths they can offer to build a just and sustainable community for all Flintonians. Additionally, we were able to identify structures that must be in place for Flintonians to move from fearing to dream that things can be different to imagining a different future; and to go from imagining to actualizing, taking action to make those dreams come true.
One way to find vision is to follow the path of other visionary leaders. These are people who can describe a world to which people want to belong; not only can they paint a vivid picture of that future, they have the know-how to make their vision a reality. We often heard from middle-class interview and workshop participants that "when the city needs to sell a piece of land, black folks should buy it." But one workingclass man we interviewed isn't just talking about this. He is leading this strategy by example:
I own a few pieces of property in the area. I think when we own our property, we have more [over]sight of the property, we can control it better. [On this street], I own one, two, three, four pieces of property... I own the house next door, plus here. Plus I got a piece of property back here [behind my house]… The houses became available and we bought them as they became available. We moved the kids in: my oldest daughter lives right next door in the yellow house, and my baby girl lives right next to her, and the middle girl lives in the house next door.
This man's vision of building relationship through land is true to the African-American Southern heirs' property tradition, where communities are stable and secure because stretches of land are occupied by a single extended family. He has used the opportunity to buy inexpensive foreclosed properties in his com munity to turn that vision into reality. In the process, he has stabilized more than one entire block in the Dewey residential district. While this individual action is not a comprehensive solution to all of Flint's residential vacancy problems, it is one way to use the power of an ownership relationship to land, and traditional African-American values about place, to strengthen a community. It also suggests that dream ing and doing are not limited by education, income or social class.
Another example of visionary use of land ownership is engaging churches in using land they own for economic development. This is not a new vision, as one interview participant reminds us:
The African-American faith community … must not forget that, prior to integration, [the church] was the institution that the people could rely on to be an empowering agent: establish ing businesses, insurance companies, funeral homes, laundry, cleaning services. The church was the entity that financed and pushed.
Flint is a city rich in African-American churches; churches are one way that Flintonians collectively own a significant amount of non-residential land. In keeping with the black church history of providing moral
and economic leadership for community development, one north side congregation has purchased more than 30 vacant lots as the foundation of a comprehensive land use and development plan. An architectural model lays out a vision of what the neighborhood would look like after construction of a commercial plaza with space to support small business development, health care outreach, and a community polic ing station. These businesses would be anchored by a financial institution that provides an alternative to exploitative payday loan brokers: the church's own credit union. A detailed conceptual map includes a site for a day care center and a charter school in the neighborhood, and an urban farm with a farmstand. Partnership discussions are already underway to rehabilitate, rather than raze, substandard housing in what will soon become a more desirable neighborhood. What is most significant about this vision is the way that it emerged from traditional African-American relationships to churches and church leaders:
[The Black Church] is a place of refuge. Black people in the community can go to the church for anything. And the pastor becomes a symbol. The pastor is often the first person you have a conversation with prior to getting married, prior to buying a house, prior to going through a divorce, prior to buying a car.
A significant role of black pastors is to give voice to individual and collective aspirations for the future. Because of this relationship, a vision for economic redevelopment and land use planning emerged from the desires of parishioners and neighborhood residents themselves. They have entrusted their pastor to give shape to those desires, and to articulate that vision publicly. One such pastor said:
I sit and I listen to black folk … and I think about their vision of this neighborhood. I say " We can bring in and stimulate the things that you say that you want to see in this neighborhood: better schools, job creation, decent affordable homes…There are unlimited opportunities that are right in our hands to create what we want to see in land and place…."
That concept map I gave you, that came from the voices of the people. For me, what's unique is that is they conveyed that to what they perceive as a spiritual leader. These are not all my church folk. They were [people who were] saying "We still believe in what's valuable in this neighborhood, and in who is in the position to make this happen: the church." Some people in philanthropic organizations, even within some folks in the church don't believe that's the role of the church. I disagree vehemently. Why else are we here?
The act of vision in this case was not simply to repeat the litany of needs in this community: it was to lis ten and transform those needs into concrete opportunities. Vision is about seeing old things in new ways. In this case, it meant seeing a way to use the resources the church had at hand— dozens of tax-foreclosed empty lots – to creatively respond to those needs. This investment vision is no pie-in-the-sky aspiration: this church has the skills and resources to make this happen. The church already operates its own credit union, owns a social enterprise, and has applied for a charter to become a community development finan cial institution, eligible for federal dollars to support construction costs. By drawing on the history of the black church, this congregation has tapped a source of vision for today that is both prophetic and strate gic. With a concrete, clear vision, this neighborhood is well positioned to challenge the assumption that downtown Flint is the only place suitable for high-impact, high-return economic development.
These examples of individual and collective visions of changed relationships to land in Flint are important points of inspiration. They also point to the possibility of Flintonians moving away from paralysis with fear, and moving toward preparedness and planning. Like the rest of America, Flintonians are watching the crisis in nearby Detroit as that city moves from disinvestment to divestiture. Entire Detroit neighbor hoods are being forced to relocate by stripping them of basic city services like public streetlights and police protection, while unelected Emergency Managers consider making the choicest areas of public green available for private sale. If Flint is to take a different path, it will need more visionaries who can take historic strengths and transform them to create a new kind of future.
There are patterns of local strength present in Flint that can be useful in building that different future. Flint's idea about what is a proper ethical relationship to land as wealth, and the reasons Flintonians have taken so strongly to community gardening, resemble patterns of resilience found in black communities in other post-industrial cities. To this context, Flint has added its own unique pattern of hyper-local relation ships to place. Embracing these local strengths as assets is necessary to a future Flint that is an inclusive, thriving city.
As a predominately African-American city, Flintonians have a complex and resilient relationship to land. In Black/Land interviews, we consistently hear a specific principle about the value of land, whether it is home or business or recreational land. In this ethical view, the highest use of land is first to create security for one's family, and secondly to serve one's community. This is an economic relationship to land that is very different from land-as-property:
But when I looked at property, I looked at, you know, economy. I looked at what can it do for me, and how can I serve others. And, thus far, you know, it has been working out on both ad vantages. I'm not here to just make money but I don't want to lose money.
Some of this perspective, which prioritizes service over economic gain, can be attributed to the West African/ Southern African-American land ethic that created heirs' property: the idea that land cannot be owned by an individual, but that land can create and maintain relationship ties among family members and neighbors:
I think African-Americans, coming from Africa …come from a communal relationship …in relating to that which nurtures us and supports us.
The Native peoples didn't understand how man could own land. I don't think that understand ing is quite as strong for Africans, but they didn't wed themselves to it in the same way. They used land like water: it was fluid.
This culturally specific concept about the nature of human relationship to land explains some of the resilience of residential communities in economically distressed urban areas. Even when land held as property loses its economic value, it still holds high relationship value. That relationship value is highly significant; it remains a social currency throughout the community.
And grandma's house. Grandma has The House. It might be in a bad neighborhood, but nobody messes with that yard. Nobody messes with that house.
This culture of shared relationship to land offers Flint another opportunity: to build collective uses of land and place. Economic revitalization through collective or cooperatively owned enterprises following the Cleveland Model 16 would find a strong foundation in Flint. Some communities would find it a cultural stretch to consider anything other than individual land ownership as a source of prosperity. However, the idea of cooperative ownership is already consistent with black Flintonians' experience of land as a shared resource.
A second strength black Flintonians offer is their "up South" experience of transplanting an historical relationship to agriculture to the city. One of the few areas where black Flintonians are already making a collective response to land loss is in the movement for gardening and urban farming. This multiracial movement incorporates organized groups like Edible Flint, as well as backyard and side-lots of garden ers who are maintaining their "up South" culture of agriculture and floriculture. Access to public land for gardening is often supported as a means of addressing a wide variety of social issues: food insecurity, poor diet, neighborhood beautification, and reuse of empty residential lots. But the community gardening conversation has an added dimension for African-Americans. Collective gardening on public plots is a re silience strategy, an adaptive way to retain forms of culture and collective well-being that are endangered by the loss of private land. One mother describes the value of her backyard gardening on her family:
We talk about food and we talk about significance of food and eating well and eating right and the youngest one loves gardening. He wants to be an agriculturalist and a chef. We talk about that because I know that once that connection [to land] was broken we had to kinda scramble around to find meaning. Find community, to find all these things that land provided us, long before that. And that's really hard. That's really hard for me
It is not the knowledge of gardening that she regrets the loss of, it is the loss of specific relationships to land: land that transmits meaning, land than binds community, land that supports a food culture, land that provides safety and well being. Framing conversations about reusing vacant lots for community agricul ture as conversation about "growing food" often miss these important relationships to land that are central to the identity of black communities. They are also ways of reclaiming social goods, like public green space and opportunities for community decision making, things that were once municipal services and part of civic life. Many gardeners are seeking to grow more than vegetables and flowers: they are seeking to regenerate their heritage of self- sufficiency, self-determination, and collective economic relationship to land. Leadership in Flint is strengthened when community gardens are recognizes as places that grow civic engagement.
16 Evergreen Cooperatives is a series of worker-owned, for-profit businesses. This model for economic regeneration has been strongly developed in historically black neighborhoods in Cleveland, OH, and is often referred to as "The Cleveland Model."
A final strength that is uniquely Flintonian is the building of hyper-local relationships. The current need to reduce the footprint of the city is the result of decades of urban sprawl. One way that Flintoninans coped with being so spread out was to develop smaller, local loyalties, generally defined by the elementary school one attended as a child. The people we interviewed who were born in Flint each mentioned their elementary school as a fundamental way of claiming their relationship to place. These grade school con nections remain intact across generations and across distance, even among people who have left the city: the online community "Flint Expats" for former Flintonians contains regular updates of happenings by elementary school neighborhoods.
A lot of conversations are centered around school, in some positive ways and some negative ways. There are some individuals in the community who have these little – I call them youth groups, because they're not true gangs – youth groups. We have a Merrill Elementary School, so they call it "Merrilhood". We have a Stewart elementary school, they call that "Stewart hood".
Occupying a certain "hood" confers a lifetime connection to a place of belonging, in the same way that college or fraternity affiliation does in other places. This belonging appears to have been a critical element of community stability during the past several decades of economic collapse. People come back to shoot hoops in the playgrounds of their youth, and they write letters and emails from afar to protest closing their elementary schools. As the Board of Education addresses school closings related to the deficit elimina tion, some of these relationships to place are threatened. The strong emotional response this arouses, even among people who do not have children in the public schools, may come as a surprise to school board members. These strong feelings highlight a danger and an opportunity. In Flint, to lose a school is to lose land: it is another way to lose a place to belong. However, finding a way to connect to these hyper-local neighborhood school relationships can be a way to tap into the know-how, connections and loyalties of highly skilled Flintonians, even if they no longer reside in the city.
Naming these strengths – non-ownership relationships to land, perceiving land as a generator of well-be ing, and having hyper-local relationships to place – is very important way to practice building individual and community vision. Vision emerges from focusing on hope for the future, not from dwelling exclusive ly on the pain of the past. Celebrating successful strategies to cope with land loss, displacement, and the associated trauma provides a place for Flintonians to consider what strengths they can, once again, draw upon to regenerate a valuable relationship to land and place in Flint.
The biggest barrier to celebrating these strengths is failing to understand what has created the situation of poverty and blight in the first place.
The two greatest diseases a community can suffer from are ignorance and apathy: We Don't Know, and We Don't Care.
What is often seen as apathy is, in fact, a manifestation of historical trauma. Whether it shows up as not taking care of front yards or not struggling against addiction, behavior that looks like We Don't Care often signals a wound. When the ambitions of one's entire community have been frustrated and destroyed over
and over again, people learn to protect themselves from further hurt by not getting emotionally involved in forward-looking projects; they assume such hope will lead only to another bad end. But if we assume that people who look like they don't care are actually people showing us that they have been deeply wounded, it becomes possible to do something other than dismiss them or give up on them. We may listen to them more carefully; we may treat them with great tenderness and understand that they may need time to remember what it is like to think hopefully about the future; we may need to support and encourage even their most fragile attempts to develop a vision for themselves or their families. This idea, that what looks like apathy is actually as sign of historic trauma, was inspiring to many who participated in the workshops in Flint. It suggests that hope is a muscle. It can be injured by trauma, and atrophied by disuse. Likewise, it can be restored through repeated exercise of envisioning a future.
It is also important for black Flintonians to know that their situation is not unique. The disease of We Don't Know in Flint is sometimes an unintended consequence of valuing what is home grown—and only what is home grown. Flintonians often say "Lots of good things are happening in Flint, but nobody knows about them," and this affirming attitude is a source of vigor for the city. But valuing only things that are from Flint has created little space for new leadership to emerge, which encourages the constant recycling of old ideas. Vision and innovation are the result of new ideas coming together, often from unexpected places: for example, it took a man who needed public transportation because he had recently become disabled to organize a bus line —and the entire AVillage movement— in the South Hill district of Albany, New York 17 . To see how things are done in other places, and to be open to adapting those new ideas to Flint, does not diminish the value of Flint's homegrown leaders. In fact, being exposed to new ideas is exactly what will make existing leaders innovative and effective advocates for their communities.
A final note must be made about vision, leadership and racial identity in Flint. Often, the impact of eco nomic disinvestment in black communities has been confused with the race of the people who have been impacted. One of the strongest barriers to Flint developing a vision of a multi-cultural, thriving city is the belief that black people live in blighted neighborhoods because they lack vision: they do not know better, and do not care. Such attitudes are held outside of black communities, but also inside of them. One com munity leader we interviewed describes this as a mistaken belief held by blacks as well as whites:
"I've had several hate mails. Just hurt my heart. Because it says really nasty things… "You people." "You have no culture."All you people, you black people, you wanna built this over here. They're gonna tear it up. In ten years, it will be a ghetto." And I told my wife, "That might have been a black person."
In the United States, all people, both black and white, have been taught harmful and untrue ideas about race. This makes it particularly important to correct assumptions with accurate information. When black
17 NPR produced a segment on Willie White and the organizing of AVillage. You can read or hear the story at http://www.npr. org/2012/04/04/149715433/activist-puts-albany-neighborhood-on-the-bus-map
people have been more affected by job loss, land loss, or loss of city services more than other groups, a description of Flint's present condition must make clear that it is not their blackness that caused unem ployment, urban blight, or reductions in city services. Likewise, a vision that leads Flint into a racially just future must acknowledge that the African-Americans who have suffered disproportionately from the problems in Flint's past are the same people who have unique strengths to offer in creating Flint's future.
Even if we know that a sense of collective ownership, a belief in land as a generator of well-being, and hyper-local relationships are strengths that Flint's African-Americans can build upon, it will take some leadership to make use of these strengths. When specifically invited to do so, black Flintonians area ready to offer leadership in their local communities. During the Beyond Fields and Factories workshops, Megan Hunter, Chief Planning Officer for the City of Flint, asked north side community members to lead her on a walking or driving tour of their neighborhoods. Fifty people signed up to offer her a community-level view of local relationships to land and place. This revealed a wonderful reserve of neighborhood leader ship in Flint; so, why isn't there more of this kind of leadership evident in north side communities?
Leadership is made up of two things: individuals with the capacity to inspire, organize and follow-through on collective action, and institutions to convene, host and support those actions. During the Beyond Fields and Factories project, it became clear that Flintonians don't see actions like advising the City Plan ner as leadership. They are accustomed looking for direction from heroic leaders. Under heroic leader ship, a charismatic individual (usually a minister or politician) shows up with all the answers, and his or her organization takes charge of making things happen.
There are two problems with the heroic leader model. While this idea of leadership gets some kinds of things done, it does so at the expense of turning the people it is supposed to help into passive followers or resentful "haters." Community leaders in Flint experience this double bind – the expectation to be a heroic leader, while facing constant opposition – as a frustrating aspect of their work.
[We need] to dispel this idea "Oh you're just trying to do this to glorify yourself" … "Oh, you're trying to become king of the hill!" …It's not a matter of creating your own kingdom. I want to create a model so I can show…that it can be done, and …to replicate, if not all of what we do in this neighborhood, then variations of it.
The second problem with a community wanting a heroic leader is that it prevents real community leader ship from arising. One of the Beyond Fields and Factories workshop facilitators experienced this firsthand:
At the end of every workshop, we ask people "So, how are you going to take what you learned here back to your community?" A few people raised their hands to make commitments. Then someone said "This should be in the schools." And another person said "Yes, every classroom should have this discussion." So I said "Great! Who wants to take that on?" Not one person raised a hand. People looked really offended and angry when I said "Is this important to you? Because if no one in this room is willing to lead this, then it is not going to happen here in Flint." Folks looked put out, but not one hand was raised… We cannot fly in from Boston and
Detroit and Cleveland to "save Flint." Flint has to be willing to step up to "save Flint."
In the twenty-first century, leadership comes from networks of people and organizations rather than or ganizations run from the top down. The most effective community change efforts are collective, and they welcome divergent thinking, instead of focusing on a single idea, person or organization as a cure-all 18 . Building Flint's capacity for greater collective leadership will require fostering leadership-from-within. This leadership starts with ordinary people doing small, local acts to create the community they envi sion. The pastor of one of Flint's large black churches, a man who is often expected to be a heroic leader, instead tries to cultivate more leadership-from-within among his members:
You ought to be concerned not so much about the beauty of your church, but … that down the block, [you] saw all this dirt or this trash, and [you] decided to walk by it or drive by it. And then, [you] decided to say "Well, that's the city's responsibility." No! WE are to have domin ion. It's our responsibility! …WE will be the leaders in the village. WE [must] lead the way.
When leadership is something that everyone can do because everyone has a vision of the place they want to live, instead of waiting for "a leader," communities in Flint will develop a rich tradition of community action.
If Flint wants an inspired vision of its relationship to land and place, it must also build institutional sup port for leadership. Institutional support means formal groups and established organizations. Flint needs effective grassroots political groups that know how to organize communities and action campaigns. Grassroots groups and actions arise from priorities defined by communities themselves. Such campaigns have a very different impact on a community than do groups organized to support the aims of a govern ment office or a nonprofit organization, even if those aims are good. Visionary leadership requires the capacity to make things happen, which sometimes takes money: black communities need to understand how to plan for and raise large scale resources. Finally, to keep people with formal leadership roles, black communities need ways to learn about, and get easy-to-understand information about government pro cesses. This will make leadership-from-within more possible: ordinary citizens will be able to participate in decision-making instead of waiting to be appointed to a board or asked to join a committee.
To develop a vision for healthy and respectful black communities; to nurture a vision of a multicultural and integrated neighborhoods; to manifest a vision of adequate housing and a sustainable economy; these things will require black Flintonians to become the leaders of their local "villages." Creating a vision for the city and leading people toward it can no longer be left up to absent corporations, government officials, nonprofit organizations, or even the pastor of one's church. If there is a vision that can save Flint, ordinary
18 Many funders are thinking about the impact that groups have together, instead of seeing just one organization as succeeding in having impact. "Collective Impact" is a study about how to create, and how to fund, groups working together to achieve what no one group can do alone. http://www.ssireview.org/articles/entry/collective_impact
Flintonians must be the people who will carry it, and make it happen together. Like President Obama, Flintonians must embrace the words of the poet Pat Parker:
"We are the ones we've been waiting for."
Ten recommendations
If Flint's black communities decide to cultivate visionary, place-based leadership at every level – individ ual actions, grassroots groups, supporting young emerging leaders, and engaging experienced leaders— that leadership will need somewhere to begin. This final chapter outlines some recommendations for land and place based leadership opportunities for Flint as a community.
These ten recommendations come from the answers that people in Flint gave to the questions "What are black people's relationship to land and place in Flint?" and "How can all Flintonians benefit from ex ploring black traditions of resilience and regeneration?" There are implications to the unique history of relationship to land held by Flint's black communities. These recommendations describe opportunities to build on those singular strengths as an integral part of Flint's future.
This section of the report is not intended as a prescription – it is not a list of things Flint should do, or shouldn't do. It is not a checklist of things to fund, or things to build a social service program around. It is not a roster of things that will "save Flint."
Many of these recommendations are home-grown ideas, ideas that black Flintonians generated in the Beyond Fields and Factories workshops. Others recommendations are inspired by things the Black/Land Project has seen restore economic vitality, and create positive community identity in other cities that are much like Flint: post-industrial, majority-black cities in the Great Lakes area.
We encourage you to consider these ideas. Discuss them with others, critique them, take them apart and remix them. Follow them until they lead you to brand new ideas. Most of all, use them as a starting point for list of your own.
Implications of Up South: Origin Stories
Flint has many different black histories of land and place: the history of escaped slaves and freedmen who founded the St. John neighborhood when they arrived as loggers and millworkers in the nineteenth century; the history of southerners who arrived in north side and some south side neighborhoods as part of the Great Migration, coming to work in the automobile industry in the 1960s and 1970s; the generation of adults who grew up in a changing Flint, marked by white flight, urban renewal, and the massive economic loss of General Motors; and a generation of young adults and teens who have only known depopulated Flint, a city with few jobs, many fires, and much political instability. Each of these generational stories is
part of the heart of Flint today, and should be represented in the institutions that define Flint's uniqueness as a place.
Recommendations:
1. The stories of African-American experience are central to the culture of Flint today, but are not rou tinely represented as central to Flint's identity. Flint's Cultural Center institutions – the Flint Institute of Art, Flint Institute of Music, Sloane Museum of Local History, and the Flint Youth Theater – can facilitate intergenerational and intercultural sharing of this aspect of Flint's story. Reflecting the diversity of contemporary culture through the arts is a characteristic of cities rebuilt on innovation and strong local identity. Supporters of Cultural Center institutions can expect this to be a year-round priority, not just in February: these expressions of Flint's local culture it should be designed to attract, educate, represent and engage the diverse population of Genesee County.
2. Southern migrants and first-generation Flintonians are strongly connected to rural land and agricultur al traditions. It is important to connect people who have this knowledge to current urban agricultural efforts, such as Edible Flint. Such connections will deepen local leadership, create intergenerational ties, and reinforce ties to land and place.
Implications of Land Loss
Black families who have stayed loyal to Flint neighborhoods have experienced tremendous economic loss of land. They have disproportionately suffered the emotional and social consequences of land loss, which has affected their ability to engage in civic decision-making. To overcome the repeated trauma of dis placement and dispossession, land loss should be directly addressed from a spiritual/emotional standpoint, as well as by political institutions.
Recommendations:
3. Black communities in Flint see their churches as the safest and most effective place to begin this work. Concerned Pastors for Social Action has the institutional capacity and moral authority to pro vide leadership in this work.
* Pastors in black churches can become knowledgeable about historical trauma.
* Churches can invite workshops and speakers that help parishioners to understand historical trauma; pastors and skilled church elders can offer opportunities for groups to reflect on how his torical trauma impacts church members and their communities.
* Churches are an ideal site for ceremonies for the release of trauma. Churches are well positioned to spearhead projects that re-engage participants in building community assets, for example re claiming a vacant lot and building a playground. Such action steps are a symbol of transcending historical trauma.
4. Community-based organizations in black communities can host open discussions of re-shaping the city to a footprint that can be supported by its current revenues.
* Meetings can happen in every neighborhood, with the City Planner or other experts invited to inform discussions. These meetings can give Flintonians an opportunity to understand how the city became depopulated, and what choices have to be made (about school closings, for exam ple) as a result. Such meetings assure that residents have an informed voice in civic affairs that affect them. Hosting such meetings is within the educational and service mission of almost any community-based organization.
* These community engagement discussions can include looking at the footprint of the city's "memory" as well as the footprint of its infrastructure. Neighborhood residents can map out ar eas that are stable because of long-standing active neighborhood social networks and community institutions, and also map out areas that are stable because they have strong physical infrastruc ture – roads, public green space, educational institutions, commercial areas, banks, etc. Looking at where these two kinds of assets overlap will help citizens to understand what kinds of land uses would most improve their community.
5. The City of Flint master plan can view the cultural and class diversity of Flint as an advantage, and use urban design strategies that enable diversity and resist segregation.
* The master plan can plan for racial diversity, ethnic diversity and diversity of age when develop ing housing, transportation corridors, public spaces and neighborhood amenities.
* One criterion for a successful master plan can be the degree to which the plan invites young pro fessionals with families, the creative class, and knowledge workers to be integrated into Flint's communities, rather than to gentrify or racially re-segregate neighborhoods.
6. The City Planner can continue to support African-American inclusion in the municipal master plan. In addition to contacting those who volunteered to advise the City Planner at the Beyond Fields and Factories workshops, the city can:
* Convene planning meetings in locations across the city, giving special attention to the north side.
* Include in the city's master plan investment in north side communities that have concrete devel opment plans in place.
* Help Flint citizens to understand the basic challenges the master plan seeks to address. In order to undo decades of being excluded from civic decision-making, Flintonians will need to under stand why the city has concentrated its efforts on business development downtown. The con nection between vacant houses, fewer tax dollars coming to the city and the reduction of city services to neighborhoods will have to be explicitly spelled out.
* Write public materials in language that is easy to read. With a 22% high school drop-out rate 19 and a low percentage of college-graduates, 20 literacy is one of the most significant barriers to public engagement in Flint. Radio and television may be better avenues for sharing information than print materials.
7. The emerging Flint Black Chamber of Commerce can engage in both business development and com munity development support. This includes helping black Flintonians learn about the role of sustain able, local economies.
8. A community-based organization or an urban agriculture project can pilot an urban agriculture business enterprise. This pilot would explore moving community gardens and farm stands from a charitable social service to independent, economically sustainable relationships to land that sup ports real food security. Growing Power in Chicago offers training for creating small footprint farms on reclaimed urban land that are profit-making, ecologically sound food system resources. Rid-All: Greenin' the Ghetto in Cleveland, OH is one such urban farm: it grows, aggregates and delivers produce for use to local hospital kitchens, and raises and delivers fresh fish to local restaurants. This model of urban agriculture as a way to reclaim land offers dignity to those who have suffered land loss, while creating a locally owned business or cooperative.
Implications for Vision and Leadership
Fostering a culture of visionary leadership and leadership-from-within is a tall order from Flint. Inspiring more leadership-from-within, and building institutional support for that leadership, will require directly addressing some very uncomfortable issues: racial inequity, leadership skill building, and shifting away from the idea of a "heroic leader to the rescue" and toward collective creativity and self-determination.
Recommendations:
9. Local philanthropy can use its convening and grant-making power to address issues of healing racial divides and addressing racial disparity. Leadership from the Michigan Council on Foundations, and the example of the W.K. Kellogg Foundation "America Healing" project can offer the C.S. Mott Foundation, the Ruth Mott Foundation, the Community Foundation of Flint, and others, models for using philanthropy as a force for justice, racial equity, and building diverse communities.
10. Public, religious and charitable institutions can invest in leadership development, so that Flintonians
19 http://www.michigan.gov/cepi/0,1607,7-113-21423_30451_51357---,00.html
20 One in every four Americans has a bachelor's degree, but in Flint only one in ten people are college graduates. U.S. Census Bureau: State and County QuickFacts.
have the skills, vision and institutional capacity to solve their own problems, and decide the future of their city.
* Supporters of Leadership Genesee County can hold that organization accountable for insuring that each class of its emerging leaders reflects the diverse racial and ethnic diversity of Greater Flint.
* Concerned Pastors for Social Action, an ecumenical group, can build grassroots leadership by offering community organizing training to as many of their church members as possible through the Michigan Organizing Collaborative.
* The desire for a black community think tank is a project that can be self-organized by existing leaders. Such a group can accept the community's charge to build leadership for collective im pact. This group can actively bring new ideas to Flint, and champion local innovations in build ing healthy relationship to place. This group can visit model organizations mentioned in other sections of this report, including:
* Economic revitalization: Evergreen Cooperatives in Cleveland, OH;
* Community organizing: A-Village community organizing in Albany, NY;
* Anti-displacement activism: Project No One Leaves in Springfield, MA and Chicago, IL;
* Urban farming: Growing Power in Chicago, IL;
* Local, resilient economies: The Institute for Local Self Reliance in Minneapolis, MN;
* Civic engagement and leadership development: The Cleveland Leadership Center, Cleveland, OH;
* The Joint Center on Economic and Policy Studies, a national black think tank;
* Existing leadership development programs can include help for established leaders to develop twenty-first century leadership skills. These skills include facilitative leadership; skills for sup porting self-organizing and peer-leadership; creating authentic dialogue; network leadership; and supporting divergent thinking. With the support of the Ruth Mott foundation, a small cohort of Flintonians has attended The Center for Whole Communities two-day workshops in Flint, and week-long leadership intensives in Vermont, to learn these skills. Creating more opportunities of this kind will make Flint's African-American community members more capable of holding a vision, and achieving it.
There is no silver bullet, no single right thing that will transform black relationships to land and place in Flint. But the Flintonians of today are the descendants of people who have transformed place after place. They envisioned futures beyond the fields of the south, and have held together a community after the decline of the factories in the north. They are ready to acknowledge, and move beyond, the wounds of the past. Although they face many obstacles, they have the will, fortitude, and determination to make a future.
If we have learned anything through the Beyond Fields and Factories Project, it is that Flintonians are correct: they do not need a hero from outside their community to deliver them from their condition. Deep inside, they have always known: They are the ones they've been waiting for.
Acknowledgements
The Black/Land Project would like to thank the Center for Whole Communities, our partner in the Be yond Fields and Factories Project. As a national land-based leadership development organization, Center for Whole Communities placed humility, learning and respect for the people of Flint in the foreground of their work. This collaboration would not have happened without them, and without the wisdom, patience and frequent-flyer miles of its Executive Director, Virginia McGinn.
We also thank The Ruth Mott Foundation for envisioning The Black/Land Project coming to Flint. We are particularly grateful for the vision of Program Officer Sylvester Jones and past President Steve Wilson. These two men recognized that having a majority African-American population could be a source of cre ative resilience for their city, and encouraged the partnership between the Center for Whole Communities and The Black/Land Project to create a project on black relationships to land and place in Flint. We will never forget Sylvester Jones' many acts of behind-the-scenes magic at critical moments.
The Black/Land Project always works in partnership with local organizations, so there is institutional leadership to can carry forward the work we begin together. Even as her organization faced severe fi nancial crisis, Lorna Latham, Executive Director of The Urban League of Flint, found time to help the Beyond Fields and Factories project, and to identify our first interview candidates. Her generosity in a time of difficulty exemplifies the spirit of Flint's north side communities. As the Urban League closed its doors, Alfreda Harris, local storyteller, stepped up to fill the gap. Without an institution or a facility to support her, she was a one-woman bridge between the Black/Land Project and local people and orga nizations in Flint. There would have been no Black/Land presentations, no interviews scheduled, and no workshops to share our findings without her. We thank Ebeneezer Ministries, the Flint Public Library, Applewood Estate and Foss Avenue Baptist Church for offering meeting space, gracious hospitality, and good food, all on short notice. The University of Michigan Center for the Education of Women also pro vided support for some of our first interviews in Flint.
Mayor Dayne Walling and City Planner Meghan Hunter are amazing examples of how public servants
can make a difference by showing up, sharing what they know, and asking for help. We appreciate their encouragement for this process, and for showing us what it means to be trustworthy allies in creating racial healing and just communities. In these challenging political times, they are examples of servantleadership at its best.
Most of all, we thank the people of Flint for telling each other their stories. Beyond Fields and Factories was created by you, for you. The Black/Land Project did significant background research for Beyond Fields and Factories, but that information came alive only when listening to real people. We asked more than 75 people for interviews. We are deeply indebted to the ten people who said yes, and trusted us to weave a collective narrative from their personal stories of relationship to land and place:
Rev. Reginald Flynn
Ms. Virginia Hutchins
Ms. Artina Sadler
Mr. Tendaji Ganges
Mr. David McGhee
Ms. Raynetta Speed
Ms. Alfreda Harris
Ms. Shannon Polk
Mr. Walter Whidbee
Mr. Dorsay Ross
Because Black/Land interviews ask very personal questions, none of these participants were speaking in their professional or community leadership roles. We did not attribute individual quotes in the body of this report: we want to respect the ways interview participants risked telling us stories they have never told anyone before, sometime not even themselves.
We were gratified that more than one hundred black Flintonians attended our community presentations and workshops to hear these stories, and how many of them offered leadership-from-within to carry this work forward. Fully half of them volunteered to help Community Planner Megan Hunter understand the perspectives of Flint's African-American communities. Once Flintonians know, they do care; and, given the chance, they will show up for each other.
We honor and respect what we have learned from the struggle, endurance, and solidarity of the people of Flint, Michigan. Our relationships to land and place have been changed by Beyond Fields and Factories, and by knowing each of you.
The Black/Land Project
Indigo Bishop-Blakely, Program Consultant / Group Facilitator
Sawdayah Brownlee, Field Research Intern/Interviewer
Alfreda Harris, Flint Local Host/Event Coordinator
Mistinguette Smith, Executive Director
My Block
Appendix A: Land Use Workshop Maps
How is land now used in my community?
How would I like it to be used in the future?
How is land now used in my community?
How would I like it to be used in the future?
* New single family development
* 50% renters
* 30% homeowners (most have lived there for 30+ years)
* 20% vacant (illness, foreclosure, mov ing away)
* 60% occupancy by older residentstransition coming
* Schools-will they close Bunche school?
* They are tearing down and stripping houses
* Others are purchasing land
* I am refurbishing a home on my block
* Planting gardens
* Lots of rental property
* May Brandon Park-"mini central park" is an underutilized asset
* Establish block clubs
* Identify emerging leaders
* Vacant land should be taken care of by neighborhood groups and block clubscollaborate through master planning process
* More home ownership
* Know neighbors better-find out each others goals-help each other achieve-use everybody's talents
* More young homeowners
* More family activities
* Better roads streets and sidewalks
* Improve landscaping/curb appeal (Maintain/trim trees)
My Neighborhood
* Not everyone wants to be a home owner
* Dumping areas
* Stripping houses
* Renters and slum/delinquent landlords
* For crime
* Scrapping
* People feel they have no voice regard ing how the land is used "we gave away our voice"
* Vacant areas used as dump sites/trash
* Landowners are focusing more on income than community involvement
* Transient land use-"a neighbor today, a new neighbor tomorrow"
* People are coming back but as renters and they don't consider themselves stakeholders
* Older housing stock-maintenance is a challenge
* Limited use of tennis courts
* Housing is abandoned and destroyed
* People feel helpless and without voice
* New housing (Met Hills and Smith Village)
* Some are buying homes for their chil dren (Mr. Widbee) others are destroy ing homes (Damon street)
* Land is being wasted instead of being shared
* Buildings are not being used
* Revisit the definition of neighborhoodthey aren't defined by schools anymore
* Mixture of blight and stable neighbor hoods
* School closings
* Land is not used efficiently (University Park and Smith Village)
40
* Build apartments
* Support one another
* Bring back bartering
* Find something that draws people to the neighborhood, to the land
* Increase home ownership and neighbor hood commitment/pride by owners
* Green Space/parks
* Build a church in a struggling area
* Community gardening
* The closing of Witherbees is an oppor tunity
* Use space to increase available jobs
* Churches should play a larger role in neighborhood development/stabilization
* Churches must promote and support black businesses
* Young people must be educated on entrepreneurship
* Turn school land into commercial space
* Need a different method of calculat ing property values →negative impact on homeowners
* Walkable neighborhoods
* Small development businesses
* Urban gardens
* Create neighborhood associations
* Increase the prominence of the faith community
* Purposeful gentrification
* Safe parks
* Good senior centers
My City
* We don't see value
* Lacking 25-45 year olds to buy hous ing stock in certain areas
* Underdeveloped parks
* Coal mines and metal testing
* Neighborhoods have become ghost towns
* Rundown schools-disconnect between administrators and parents
* Massive vacancy
* Requirements for buying land screen out Af Ams. Local policy requires owners to be members of block clubs or other neighborhood orgs
* Perspective that the whiter the city gets the better it will become
* The value of land is declining
* Land is not being maintained during the growing season
* Now land is developed with limited planning
* The city hopes that residents will take responsibility for vacant lots
* Land is being used to push people out (demolitions and disinvestment)
* When businesses were leaving the downtown area-the city came with no plans
* Uneven distribution of land use and resources
* Vacant and commercial industrial sites
* Revitalization of downtown areas
41
* Replace bad businesses with useful positive ones
* Grocery and convenient stores
* Movie theatres and skating rings
* Revitalizing parks
* Tear down condemned housing and old business buildings
* Auto motive store
* Use land to teach history (Af Am)-hon oring our past
* Community center in vacant schools
* Daycare company
* Farmers markets
* Strategically placed community gardens and youth centers
* Police mini stations
* Economy must be strong enough to sup port growth
* Grow educational facilities
* Redevelopment would be a good thing
* Recreational activities
* Community nucleus (Mott Park, Cultur al Center)-something draw the commu nity in, a place to go, events, programs, fairs, space to walk and exercise, com munity coming together-people need to invest
* Change the image of the city
42
* Build identity-people move to areas where there interests lie
* Use the empty land as a black slate
* Address segregation as a historical issue of Flint
* Increase of black owned
* businesses downtown→ turn empty lots into commercial land/business district
* Invest in black cultural service organiza tions and programs
* Youth need to be educated and encour aged by the black community to become civically engaged
* Must imagine the possibilities
* Must expose young people to something else
* Build a skill center in north Flint
* Full court press (put on heavy pressure defense)
* Give people access to land ownership
* Don't need to build much, need to en courage people to re-imagine what Flint can be
* Sustainability of housing and businesses→easy access to public trans portation (buses, bikes, streetcars) Revitalization on a wide scale (North and East Flint)
* New/updated education facilities/train ing programs (kindergarten through college)
* Renewable energy on land (wind tur bines)
* Diversify industry base→locally owned businesses
* Create jobs all over the city
* Improve community and economic de velopment in the North end of Flint
* More private and public sector invest ment in the community
* New restaurants downtown
43
* Entertainment/activity centers, hotels and motels, sports complex, walking and biking trails, local artwork and mu sic displayed in the park and in sitting areas!
* Eliminate toxic sites
* Repurpose historical buildings
* Adjust lending standards (so buyers can reinvest)
* More of a public safety presence, faster response times
* Demolish Buick plant and remarket that land
* Eviction laws-make it harder/impossible to evict families
* Laws for landlords to maintain rental properties
Appendix B: Participant Evaluations
New Ideas That Came From Attending This Workshop (participant evaluations)
* Black Landowners being powerful
* How Black people view land, the historical point of view
* Didn't have one (x2)
* How to look at history for future ideas in land use
* Really liked the specific stories from the people interviewed in Flint-how their use of land is different than people in other cities. I think this will be important in engaging young people in the conversation.
* Involve young people in the planning of neighborhoods
* Turning old schools into multiple business centers
* To move forward with ideas to improve our city, with greater desire
* Land is a critical component of urban growth. Gathering places, small businesses, cultural spaces in neighborhoods-reinvestment.
* We need a Black think tank here in Flint
* We can turn our future and city around when we take back the city land that is sitting vacant.
* I learned about the history of the Black land from past to present
* A city beach
* I learned about a divide between homeowners and renters "we don't want renters in our neighbor hood"
* The history of Black Land was a good idea for the participants to understand the struggles and history of the land to African American people.
* The use or lack of use has contributed to substance abuse and other issues affecting our neighborhood.
* To utilize old schools for neighborhood community centers
* Everyone basically has the same concerns, and how we can collaborate on the subject of Flint.
* I learned about the Black community
* I learned more about the community
* It was important to hear the historic background and that there are more people interested in doing something
* That commitment means everything
* The idea that people can own their land and keep it
* I did not know the historical background (x2)
* Reinforces the need for us to collectively work together
* Holding participants accountable for keeping conversations/action going
* Making a small business close to where I live
* How the land in my neighborhood could be developed
* Black entertainment in community parks
* Build start up businesses
* The historical trauma ("I was feeling that")
* To be able to present this information to my social group and church-sharing ideas for how to move our city forward.
* There should be laws legislating standards for landlords and they should be enforced in low income inner city neighborhoods.
* The difference between rebuilding and regeneration. Business clusters.
* Surveillance cameras for neighborhood use
The Black /Land Project is a national organization that identifies and amplifies conversations happening inside black communities about the relationship between black people, land, and place in order to share their powerful traditions of resourcefulness, resilience and regeneration.
For more information about the Beyond Fields and Factories: Black Relationship to Land and Place in Flint, or about our other work, please reach us at email@example.com.
You can download an electronic copy of this report from our website at BlackLandProject.org. A limited run of print copies of this report was produced. You can request one by email, or by calling us toll-free at 855-367-2555. | <urn:uuid:44fbb5c9-2990-442d-8461-6e467382b921> | CC-MAIN-2017-17 | https://static1.squarespace.com/static/57c05ec3bebafb2d7fdf922f/t/57d258b6c534a53e7cbc4881/1473403064694/Beyond-Fields-and-Factories.final_.pdf | 2017-05-01T06:07:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00258-ip-10-145-167-34.ec2.internal.warc.gz | 828,301,796 | 23,787 | eng_Latn | eng_Latn | 0.998086 | eng_Latn | 0.999339 | [
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Permanent Address: http://www.scientificamerican.com/article.cfm?id=us-starts-massive-forest-thinning-project
U.S. Starts Massive Forest-Thinning Project
In a bid to cut back on devastating forest fires, foresters will thin dense stands of ponderosa pines By Tiffany Stecker and ClimateWire | Friday, March 22, 2013 | 12 comments
FLAGSTAFF, Ariz. -- The smell of wood-burning stoves seems to permeate this gateway to the Grand Canyon and pit stop on the legendary Route 66.
In this corner of the state, trees, wood and fire have an ever-evolving relationship. Surrounded by the Coconino National Forest, this northern Arizona town sat at the edge of the 2010 Schultz fire, which burned 15,000 acres.
While the Schultz fire visibly marked the landscape, the damage was relatively benign compared with the floods that came a month later. The fire had stripped the hills of trees and vegetation, and soil erosion left a smooth slope allowing the summer rains to push an avalanche of mud, rocks and other debris down into the community. A 12-year-old girl was killed. Millions of dollars in damage ensued. The vulnerability left by the fire was unearthed -- literally.
The fire, plus the floods that followed, had a net economic impact between $133 million and $147 million, according to a recent report. It was one in a series of megafires that have ignited Arizona over the past 25 years, including the 2002 Rodeo-Chediski fire and the 2011 Wallow fire, each around half a million acres. Since 1990, nearly 1.2 million acres of Arizona's timber has burned.
"A big fire used to be 1,000 acres," Dick Fleishman said as he walked alongside the fire-scarred boundaries of the Schultz fire on a snow-covered mountain range. "Now, it's in the tens of thousands."
Fleishman is the assistant team leader of the Four Forests Restoration Initiative, called 4FRI. It is the largest forest stewardship project in the country. The plan is to restore 1 million acres over 20 years, from the Grand Canyon to the New Mexico border, by thinning small ponderosa pines -- the dominant species in the region -and making the forest less dense. 4FRI covers the Kaibab, Coconino, Apache, Sitgreaves and Tonto national forests.
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The Forest Service hired Pioneer Forest Products last May to cut and process the trees from the thinned forests. Pioneer will recycle the small-diameter timber into wood products -- for cabinetry, for example -- and wood laminate. Nearly 40 percent will be feedstock for a 30-million-gallon-per-year biodiesel plant run by Western Energy Solutions/Concord Blue USA. The processing plant in Winslow, Ariz., will employ about 500 people. The firm is still waiting to receive financing to begin operations in a budget-strained environment, said Marlin Johnson, a consultant for Pioneer.
http://www.scientificamerican.com/article.cfm?id=us-starts-massive-forest-thinning-project&print=true
Page 1 of 4
The vision is essentially this: Thin the landscape so that the thick tangle of forest becomes "clumps" of trees, with open spaces in between.
Another key to restoration is to encourage the growth of diverse grasses, which burn quickly and minimize fire damage to the soil. The point, said Ed Smith, a forest ecologist with the Nature Conservancy and a member of the coalition of stakeholders overseeing the massive 4FRI project, is not to stop the fire, but to drop it to the ground.
"It's inevitable," Smith said. "The forest is going to burn, so let's find a way to do this safely and effectively."
Bringing back the 'fire regime'
Fighting fires has become a growing financial burden for the Forest Service. Last year, the agency surpassed its fire suppression budget by $452 million, pulling the extra funds from other Forest Service programs.
The ultimate goal is to restore what ecologists called the fire regime, a cycle of fire that aids in the dispersal of seeds and the renewal of soil and makes other important contributions to the health of forests. For a century, land management practices across the country have suppressed that regime, leading to a tinder-packed forest that is vulnerable to bigger and much hotter fires.
The fire cycle for ponderosa pines is five to 10 years, in which a natural ignition sparks a low-intensity fire. Every 100 years or so, a major fire would sweep through and kill a stand of trees. Today, those 100-year events are happening more frequently. Schultz was a high-severity fire with severe soil impacts.
"In the Southwest, everybody is in a race. Everybody is trying to try to do things before the wildfire comes," said Jose "Pepe" Iñiguez, a landscape fire ecologist with the Rocky Mountain Research Station.
Before 1870, the area around the 4FRI forests looked more like savannas, Iñiguez said. Fires would run for 30 miles low to the ground, burning grasses but leaving most of the trees intact.
"We believe that it was a clumpy grouping," Iñiguez said, "which is what we're trying to restore now."
The Southwestern monsoons -- the midsummer rains -- would extinguish the fires and promote growth. There was a sudden spike in the ponderosa pine population in 1920, aided by a perfect combination of good rains and temperatures and a lack of fire control.
Today, about 90 percent of the forest is trees that grew in this era, Iñiguez said. For a long time, it wasn't a problem. In the 1940s, a small minority of people became worried that the increasingly dense forests would eventually lead to devastating fires, especially if a drought hit. But the forests continued to be thick.
These trees in the 1920s cohort, as it's called, are not adapted to high-severity fires that destroy acres, Iñiguez said. Because seeds can travel only about a tree's length, some trees must remain after a fire to keep the forest alive.
How thin is thinner?
Wilderness areas, steep slopes and other forest areas that don't have the roads for large vehicles are more likely to be treated with controlled burns, rather than mechanical thinning.
There are managers around the 4FRI area who can't really burn fires because so many people live in their areas, Iñiguez said. As populations expand, so does the size of communities along the forest edges, which leaves residents in the line of wildfires.
"Some people say the whole densification issue is not the biggest," Iñiguez added. "[Others say] the biggest is the planning, with too many people living too close to the forest. Some people say, if we could somehow address that problem, then there would be a lot more http://www.scientificamerican.com/article.cfm?id=us-starts-massive-forest-thinning-project&print=true
Page 2 of 4
options."
At a stakeholder meeting in the town of Pinetop, Ariz., in January, environmentalists, logging groups and businesspeople met to further the process.
Despite an effort to work together, the history of strained relationships can show. The Forest Service, in its efforts to create resilient forests and communities, must also contend with its history as a pathway for logging interests across national forests.
Taylor McKinnon, an attorney with the Center for Biological Diversity, sat to the side of Pascal Berlioux, the former president of the Arizona Forest Restoration Products and currently executive director of the Eastern Arizona Counties Organization. The environmental group and the industry group mended a chilly relationship with a memorandum of understanding in 2009 to work together on 4FRI.
The Center for Biological Diversity has kept a watchful eye on what it sees as the Forest Service's role as a promoter of logging in the region.
"We try to police the Forest Service and its cutting of old growth," McKinnon said. Old-growth ponderosa pines are characterized by their yellow bark (younger trees have black bark), flat tops and straight limbs. Some are as old as 180 years. In the 4FRI treatment zone, they provide habitat for species like the endangered Mexican spotted owl, mule deer and other animals that depend on a thick canopy to survive. 4FRI team leader Henry Provencio has said the treatments will not touch old-growth trees.
So far, McKinnon said, the planning efforts for 4FRI have been largely qualitative. There need to be quantitative methods to measure the impact of thinning over such a large landscape, he said. The Center for Biological Diversity would like to see maps with the tree stand densities and to match those with wildlife habitat suitability models.
Concerns about a business plan
"The Forest Service will push for as much logging discretion that they can get," McKinnon added. The center, along with another stakeholder, the Grand Canyon Trust, did not approve of the Forest Service's decision to grant the stewardship contract to Pioneer, instead of Arizona Forest Restoration Products. The fact that Pioneer has yet to secure funding for its work has fueled critics even more.
"We were and are skeptical of that decision," McKinnon said. "We don't think that their business plan is a viable one."
In order for a business to serve the ecological need of the forests, McKinnon added, it must use really small wood, which is not in Pioneer's business model. Its plan for a biodiesel plant is based on "totally speculative technology," he said.
But most importantly, McKinnon said, is that the Forest Service is not taking into account the future landscape of the forests. He cited a series of recent studies by Los Alamos National Laboratory scientist Park Williams that found that, by midcentury, the Southwest will see conditions worse than the worst historical drought conditions, ones that are likely to wipe out huge swathes of forests.
"If you think of what that research means, it means that these forests aren't going to be here a century from now," McKinnon said.
"Regardless of what we do now."
A large die-off of forests in a climate-changed world is likely, Williams said. But that reinforces the need for restoration.
"When you think of how forests die, they usually die in large events, fires and bark beetle outbreaks," Williams said. "These catastrophic events can spread very easily. With some active management, it won't get wiped out with a large wildfire."
Restoring forests and saving watersheds
At this particular meeting, a local scientist explained how 4FRI would protect the habitat for the Mexican spotted owl, a species of http://www.scientificamerican.com/article.cfm?id=us-starts-massive-forest-thinning-project&print=true
Page 3 of 4
particular concern in the area. The project would include more than 980,000 acres of "bridge habitat," or connections from one "clump" to another, said Sarah Reif, a wildlife biologist with Arizona Fish and Game.
In addition to providing habitat for the Mexican spotted owl, this would protect the populations of black bears, turkeys, mule deer and tassel-eared squirrels.
The presentation served to calm stakeholders who may have been anxious about the level of treatment.
"When we talk about treatments, they say, 'Oh, my God, there's heavy treatment everywhere, there's going to be nothing left,'" she said. "They weren't even aware there were a lot of areas that were going to be left in denser conditions."
Amy Waltz, program director of science delivery for the Ecological Restoration Institute at Northern Arizona University, said linking these clumps could possibly re-create something that didn't exist historically. It could artificially increase the populations of some species.
Another stakeholder at the meeting was Paul Summerfelt, a wildland fire management officer for the city of Flagstaff who runs the city's watershed protection project. Last fall, residents passed a $10 million bond measure to plan, conduct and monitor treatments to prevent the devastation that occurred in the Schultz fire's aftermath, on Forest Service land and some state-managed land.
The project seeks to protect Flagstaff's two watersheds: Lake Mary, which provides half the city's water supply, and the Rio de Flag/Dry Lake Hills watershed. "If [the vegetation] burned off and we had that kind of flood event, it would be really devastating to the community long term," he said.
Summerfelt expects to be able to restore the area in the next eight to 10 years. Denver and Santa Fe, N.M., have established similar feebased systems to restore forests around local waters, but Flagstaff is the first city to fund such a system with voter support, he said.
Patterns of new development in and around forests may have to change, as forest managers choose to let low-intensity fires burn rather than suppress them. And the image of dark, dense woods that draws so many people to forests will probably need to be left behind as well.
Reprinted from Climatewire with permission from Environment & Energy Publishing, LLC. www.eenews.net, 202-628-6500
http://www.scientificamerican.com/article.cfm?id=us-starts-massive-forest-thinning-project&print=true
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(H) Nothing But Net(works) (1/3) [15 points]
You have just crashed your spaceship at the Viterbi Spaceport. Being unfamiliar with spaceship repair, you're very much at a loss--but then a friendly-looking being from Rigel sidles up to you and says:
(Okay, maybe that's not so helpful after all.)
Luckily for you, English and Rigelese are related languages, and you own a GalactiLang translation device that can translate from the Rigelese sound system into more familiar English. This translator first turns the Rigelese word into a sequence of 4 numbers, then uses a neural network to transform those 4 numbers in some way (more about this in a minute), and then it transforms those final numbers into English letters using the following table:
Here are a few examples of the translator in action:
(H) Nothing But Net(works) (2/3)
"But wait," you ask, "what's that big jumble of arrows in the middle of each translation?" To which we respond: The jumble of arrows stands for a neural network, which is an abstract computational structure that can be used to approximate any function. The network consists of several layers, including an input layer (the data to be processed), an output layer (the result of the computation), and potentially some middle layers in between the input and output layers. The network is trained on real data, and from this training process it learns how to transition from one layer to the next. Here is an example of a neural network:
2
This network takes two numbers as its input, then transitions from those two numbers to another two numbers in the middle layer, and then those two middle numbers get turned into a single output. The transitions between the layers are governed by the numbers written next to the arrows (these numbers are called weights). Here is an example of this network in action: Given the inputs 13 and 9, it yields the output 31 (after computing the middle layer of 13 and 44).
(H) Nothing But Net(works) (3/3)
It is left to you to figure out exactly how the transitions are computed. In this case, if we call the inputs a and b, the output can be easily represented as a + 2b. However, neural networks can also represent many other more complex calculations that cannot be as easily expressed otherwise, and these other calculations have proven to be extremely useful in computational linguistic applications.
Now, returning to the Rigel example: When you try to translate the message from the Rigelian, your translator runs out of power after only computing one step of the translation. As a result, this is all that it gives you (each diagram represents the translation process for a single word):
Word 1
Word 2
H1. Finish the translation that the translator started. Write your answers in the Answer Sheets. Although you can see the six example translations at the start of this problem, you do not know what weights are attached to the arrows in the diagram (although you do know that the weights are the same across the translations for all four words). Therefore, you will have to use those diagrams to figure out the exact inner workings of the translator. | <urn:uuid:8bb0a686-1e72-472c-950a-888dd7034475> | CC-MAIN-2017-17 | http://www.nacloweb.org/resources/problems/2017/N2017-H.pdf | 2017-05-01T06:18:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00254-ip-10-145-167-34.ec2.internal.warc.gz | 612,790,598 | 664 | eng_Latn | eng_Latn | 0.999225 | eng_Latn | 0.999327 | [
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Experience The World Of Mathematics
sCaVeNgEr hUnT
See if you can search out these Math morsels in our Puzzles, Proofs and Patterns Scavenger Hunt!
1. This mathematician solved part of one of the most difficult mathematical puzzles of modern times – Fermat's last theorem.
2. Afer growing weary of writing, "is equal to", over and over again this mathematician created the equals symbol (=).
Answer: ___________________________
Answer: ___________________________
3. There is a computer language named in this mathematician's honor for work that was foundational to modern computer science.
Hint: Child of the poet Lord Byron.
Answer: ___________________________
4. This mathematician founded a field of mathematics that sought to describe the irregularly shaped objects and natural phenomena found in nature.
Answer: ___________________________
5.What number is known as the "Hardy-Ramanujan number"?
Answer: ___________________________
6. The constant in Albert Einstein's famous equation, E=mc 2 .
Answer: ___________________________
7. This is the largest polyhedron in the Puzzles, Proofs and Patterns exhibit. It has twelve faces, thirty edges and twenty vertices.
Answer: ___________________________
8. This shape resembles a doughnut.
16. This symbol represents the ratio of a circle's circumference to its diameter.
WORDS
Answer: _________________________
9. A massive hexagonal pattern can be seen at the north pole of this planet in our solar system.
Answer: _________________________
10. This shape is a repeated curve on a surface or line. It is a common shape that occurs in nature.
Answer: _________________________
11. This is a closed shape containing three or more sides.
Answer: _________________________
12. This hexagonal pattern is found in nature in the nests of certain insects.
Answer: _________________________
13. What is the word for someone who has a fear of the number thirteen?
Answer: _________________________
14. How many “Open Problems” did David Hilbert pose in 1900?
Answer: _________________________
How many have been solved so far?
Answer: _________________________
15. This mathematical discipline deals with the chances that some event will occur.
Answer: _________________________
Answer: _________________________
17. A logical argument that employs deductive reasoning, which links conclusions, to demonstrate the truth of a statement is called a
_______________________________.
18.What is the length of a "royal" cubit?
Answer: _________________________
19. How old is the first evidence of written “counting systems”?
Answer: _________________________
20. This is considered the most basic unit in geometry.
Answer: _________________________
21. The length of a segment that connects any two points on a circle while passing through its center is known as this.
Answer: _________________________
22. This Greek mathematician was the author of the first known Algorithm.
Answer: _________________________
23. These are the first 5 numbers in the Fibonacci sequence.
Answer: _________________________ | <urn:uuid:c6cbe993-9b70-41b5-b6ff-cd59835c55f3> | CC-MAIN-2017-17 | http://flandrau.org/sites/flandrau.org/files/pdfs/ppp_scavenger-hunt_0.pdf | 2017-05-01T06:19:35Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00257-ip-10-145-167-34.ec2.internal.warc.gz | 135,616,396 | 624 | eng_Latn | eng_Latn | 0.997559 | eng_Latn | 0.997751 | [
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Environmentalists sue over California drought management plan
By Dale Kasler email@example.com
In a fresh challenge to California's management of the drought, a group of environmentalists has sued state and federal officials, charging that they're harming fish and wildlife in their efforts to deliver more water to farms and cities.
A group led by the California Sportfishing Protection Alliance announced Thursday it has sued the State Water Resources Control Board, state Department of Water Resources and U.S. Bureau of Reclamation, saying they've redirected water to human needs at the expense of Chinook salmon, Delta smelt and other endangered species.
The suit, filed in U.S. District Court in Sacramento, comes less than a week after the water board issued an order temporarily curbing the flow of water from Lake Shasta to farms and cities. The board decided it needs to keep more water in Shasta to cool the reservoir's temperature and thereby protect the winter-run Chinook salmon, whose population needs cool water to survive.
Andrew Packard, a lawyer for the environmentalists, said it's "too soon to say" if the water board's order will help the fish population. He said the lawsuit represents an effort to put additional pressure on regulators to help the fish.
The suit revolves around the federal and state government's management of the Central Valley Project and State Water Project, the two man-made plumbing networks that bring supplies to farms and cities primarily south of the Sacramento-San Joaquin Delta. Simply put, water flowing through the Delta is split. Some of it is pumped through an elaborate system to deliver water to CVP and SWP customers. Much of the rest flows out to the ocean and helps protect the fish populations.
Over the past two years, the water board has redirected additional waters to the CVP and SWP. The lawsuit says that must stop. "The CVP and SWP projects rely on the state board to bail them out by relaxing (environmental) standards and reducing water flows crucial to water quality and healthy and reproducible fisheries," the suit says.
The suit says that while some fish species are "on the lip of extinction," agriculture has proved resilient despite cutbacks in water. It noted that crop revenue and farm employment have stayed high during the drought. "Central Valley agriculture has not experienced impacts comparable to the precipitous declines suffered by the Delta smelt," the suit says.
The federal Bureau of Reclamation, which runs the Central Valley Project, declined comment. Officials with the state agencies couldn't immediately be reached.
Dale Kasler: (916) 321-1066, @dakasler | <urn:uuid:f1c72119-8b02-44aa-ab13-fc9e3279676f> | CC-MAIN-2017-22 | http://centralvalleyresearch.com/admin/file-upload/15.06.05%20sacbee.com-Environmentalists%20sue%20over%20California%20drought%20management%20plan.pdf | 2017-05-25T20:00:33Z | crawl-data/CC-MAIN-2017-22/segments/1495463608416.96/warc/CC-MAIN-20170525195400-20170525215400-00393.warc.gz | 59,876,237 | 531 | eng_Latn | eng_Latn | 0.998904 | eng_Latn | 0.998904 | [
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March/April 2017 Fabulous First Grade News
Ms. K. Diaz Ms. N.Diaz Ms. Gandolfo Mrs.Hunter Mrs. Rossi lb
Important Messages
h
u Make sure your child arrives to school on time. They are marked tardy if not in the classroom by 8:05.
u If your child is absent, you must call the office or send in a note to excuse the absence.
u Have your child read every night and enter it on their reading log in their agenda.
u Please review any homework assignment before it is
turned in.
u Car Loop- please hang the card listing your child's name and teacher's name to help speed up the process. Please do not hold up the line to talk to your child's teacher.
u Please send in a snack daily.
u If your child is cold in the classroom, please send in a jacket.
Upcoming Events & Dates
3/3- Volunteer Appreciation Breakfast
3/9- Spring Pictures
3/10- Movie Night
3/13-3/17- Book Fair
3/23- Early Release @ 12pm
3/24-No School- Teacher
Planning Day
4/10-4/14- Spring Break
4/20- Report Cards
4/28- Spaghetti Family Night
Math Skills
Chapter 8 Two-Digit Addition and Subtraction
* Add and Subtract within 20/ Add and Subtract Tens
* Use a Hundred Chart to Add
* Use Models to Add
* Make a Ten to Add
* Solve Addition Word Problems
Chapter 9 Measurement
* Order Length
* Indirect Measurement
* Use Nonstandard Units to Measure Length
* Make a Nonstandard Measuring Tool
* Measure and Compare
* Time to the Hour and Half Hour
Reading Strategies Stuck On A New Word?
b
When your child gets "stuck" on a word, it is important that they use their reading strategies.
"Tryin' Lion" -
Try It Again!
-Try to reread the sentence.
-Try a word that makes sense.
Writing Tips
Try This with your child:
Ø After reading a story, have your child write about it. For example, have him/her sequence the story using beginning, middle, and end. Also, have your child write the character, setting, and problem & solution.
Ø Have your child do an opinion writing piece about their favorite things. For example, "I think vanilla ice cream is the best for three reasons."
Ø Pick a nonfiction book and have your child find and write 5 facts about that particular subject.
Science Update
Living and Non Living:
- Make observations of living things and their environment using the five senses.
- Differentiate between living and nonliving things.
- Make observations that plants and animals closely resemble their parents, but
- Identify the major parts of plants, including stem, roots, leaves, and flowers.
variations exist among individuals within a population.
- Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
Essential Question: What traits do living things have and what traits do nonliving things have? What things do living things need to live on earth? What resources do animals use to live? What resources do humans use to live on earth? How does a plant use natural resources to grow from a seedling to an adult plant? | <urn:uuid:e52b62f0-e952-4f84-b211-0245e99e1fb1> | CC-MAIN-2017-17 | http://countryisles.net/chronicle/newsletters/1st_grade_newsletter.pdf | 2017-05-01T06:11:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917127681.84/warc/CC-MAIN-20170423031207-00261-ip-10-145-167-34.ec2.internal.warc.gz | 91,276,073 | 714 | eng_Latn | eng_Latn | 0.996966 | eng_Latn | 0.996966 | [
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Author: Blaze Kwaymullina and Sally Morgan
Illustrator: Sally Morgan
ISBN: 9781921977770
ARRP: $24.95
NZRRP: $27.99
July 2013
Helping Little Star
*Notes may be downloaded and printed for regular classroom use only.
Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042
Ph +61 2 9517 9577
Fax +61 2 9517 9997
These notes were created by Steve Spargo. For enquiries please contact: firstname.lastname@example.org
Outline:
Notes © 2013 Walker Books Australia Pty. Ltd. All Rights Reserved
When Little Star falls off the edge of Night Sky, he meets Python, Dingo and Kangaroo. Will his new friends be able to help him get home?
Author/Illustrator Information:
Blaze Kwaymullina loves writing children's books and hearing kid's opinions of books. He also enjoys working in the area of oral history and helping people get their stories told. He currently works as a lecturer.
Sally Morgan is both a writer and a visual artist. Sally loves animals and is passionate about the Australian bush. Sally has written books for both children and adults. Her autobiography, My Place, is an Australian classic. It has been published in a special children's edition called Sally's Story. Together with her adult children, Sally wrote the Stopwatch series. Sally is a respected visual artist whose work has won international acclaim. She is represented in galleries in Australia, US and elsewhere. Sally is a descendant of the Palyku people of the Pilbara region of northwest Western Australia.
How to use these notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
These notes are for:
* Picture book
Themes/ Ideas:
Key Learning Areas:
Example of:
National Curriculum Focus:*
* Primary years F-1
* English
English content descriptions:
* Ages 3+
www.walkerbooks.com.au/teachers
* Home
* Helping others/ kindness
* Australian animals
* Teamwork
1
Discussion Questions and Activities
Classroom Ideas
Before reading
What do you think the story might be about from the title of the book only? Where do you think it is set? Do your ideas change after seeing the cover?
Look at the illustrations Morgan has used throughout the book. How do these enhance the stories for the reader?
What is the first thing you look at on the cover of the book? This is called the "salient object" (the object that stands out most). Why is your eye drawn to this object? Compare your response with other classmates. Are their salient objects the same as yours?
What are the main colours used on the cover of the book? Why do you think the illustrator has chosen these colours? What feelings do you associate with each of them?
After reading
Listen to the story being read aloud without looking at the illustrations. Then read the story while viewing the illustrations. Do the illustrations change your understanding of the story in any way? How?
Is Helping Little Star an imaginative story or an information book? How can you tell? Discuss the features of each text type.
What do sentences begin and end with? Find examples of these in the book.
Why do some of the words start with a capital letter even when they are not at the beginning of a sentence?
Read the class an Aboriginal Dreaming story. In what way is Blaze Kwaymullina and Sally Morgan's story similar and different to these stories? Why do you think this is the case? The following website might be useful in sourcing stories:
- www.abc.net.au/dustechoes/dustEchoesFlash.htm
Some stories have a moral, which means the story is trying to teach the reader a lesson. What is the moral of this story? Is there more than one? Do you know any other stories that have a moral?
The animals in Helping Little Star are all Australian. Visit a zoo or nature park to see these animals close up, or research them on the internet. What other animals could Little Star have met along the way? How could they have helped him get home? Write another page for the book where Little Star meets another animal that helps him. How does the animal help? Illustrate your story in a similar style to Sally Morgan's illustrations in the book.
www.walkerbooks.com.au/teachers
Discuss the events or characters Morgan has chosen to represent for each story. Are they what you would have shown if you were given the task of illustrating the book? Why or why not? Choose one part of the story and create an alternative illustration for it. Present your work to the class.
Research "traditional Aboriginal art" on the internet or in your library. What similarities and differences can you see with the illustrations in Helping Little Star?
Helping Little Star is written by two authors. Choose a partner and write a story together, either making something up on your own or using one of the following story-starters:
* "alphabet stories" where words begin with consecutive letters of the alphabet, e.g. "A boy called David every fortnight got horrible ideas ..."
* making up stories in pairs with each person saying one word alternately, e.g. "Once" "upon" "a" "time" "there" "was" "a" ...
* using internet story prompters
* using a picture or photograph as inspiration
* reading the first page of a book you've never read before and continuing it on
* using a piece of music as inspiration
* choosing a well-known story and telling it from a different perspective
* observing a stranger in the street and writing a story about who they might be
* choosing an important historical event and asking what might have happened if it had turned out differently
* selecting five words at random from the dictionary and incorporating these into a story.
Little Star wanders too far from home (Night Sky) and gets lost. Have you ever wandered too far from your home or parents? What happened? Did anyone help you? What is the best thing to do if you can't find your parents in a public place?
As a class, make a Helping Little Star mural for a wall in your classroom. Cut out animal shapes from large sheets of paper and paint them in a similar style to the book. Stick the animals to the wall to create a scene where Dingo, Mother Kangaroo and Python are all helping Little Star back to Night Sky.
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